content
stringlengths 0
1.88M
| url
stringlengths 0
5.28k
|
|---|---|
Q:
Keep Task iteration synchronsied with User Story iteration
When I move a user story from one iteration to another in TFS 2010, I then have to update the iteration in each child task manually. Otherwise it retains the previous iteration value and the various reports and filters don't produce the intended result.
Can anyone recommend a method, or extension, that will either keep the task iterations synchronised to their user story iterations automatically, or failing that, do it for all user stories/tasks in a product on demand?
A:
Try TFS Aggregator
Example Uses
Update the state of a Bug, PBI (or any parent) to "In Progress" when a child gets moved to "In Progress"
Update the state of a Bug, PBI (or any parent) to "Done" when all children get moved to "Done" or "Removed"
Update the "Work Remaining" on a Bug, PBI, etc with the sum of all the Task's "Work Remaining".
Update the "Work Remaining" on a Sprint with the sum of all the "Work Remaining" of its grandchildren (i.e. tasks of the PBIs and Bugs in the Sprint).
Sum up totals on a single work item (ie Dev Estimate + Test Estimate = Total Estimate)
| |
1. Who is affected by Lower back pain?
Most people deal with some form of low back pain over their lifetime. It is most common in people who are between the ages of 40 and 80, so these people are the ones who can benefit most from knowing more about the condition and following some low back pain tips for prevention. Low back pain is the most common cause of work-related disability and it leads all other reasons for days missed from work. Here’s a low back pain tip if you need to miss work: Don’t spend all your time off from work in bed or laying down. Your muscles get weak very quickly, so even a few days of inactivity can result in weakness. Unless your doctor has ordered bed rest, try to be up at least part of the day for short periods of time.
2. What causes lower back pain?
Low back pain usually occurs for more than one reason. This makes knowing low back pain tips even more important. Your spine and the muscles associated with it form your body’s “core.” This is what gives you the flexibility as well as the strength to complete your daily hobbies, work, and other activities. Any sort of imbalance that’s related to the spinal column or its surrounding tissues (tendons, ligaments, discs, or tendons) can cause pain.
Factors that may exacerbate or initially cause low back pain include increased levels of stress, repetitive motions, dietary factors, a sedentary lifestyle, lifting, genetic factors, poor posture, age, and high-impact activities. can cause or exacerbate low back pain include stress level, diet, repetitive movements, poor posture, sedentary lifestyle, poor lifting habits, genetics, high impact work/hobbies, and age.
The most frequent physiological causes of low back pain include:
- Compression of the nerves
- Fractures
- Irritation of the facet joints
- Narrowing of the spinal canal
- Disc injuries
Low back pain is frequently accompanied by muscle tension and spasms, difficulty completing daily tasks and increased pain with prolonged sitting or standing in one position. Low back pain tips can help you cope with these associated symptoms, but if they persist, it’s important to be seen by your physician.
3. How can lower back pain affect me?
Acute low back pain usually resolves on its own by following some simple low back pain tips. If the pain and other symptoms do not resolve within 2 to 4 weeks, it’s important to see your physician. A medical doctor can help diagnose the cause of the pain and recommend appropriate treatment in addition to basic low back pain tips.
The effects of low back pain can be psychological as well as physical, especially if the pain becomes chronic. Sleep often becomes disrupted and people with pain often begin neglecting their hobbies, social activities and exercise routines due to a fear of pain. For these reasons, depression is common in people with chronic low back pain. There are several ways to cope with the emotional problems of chronic pain. One low back pain tip to ward off depression is to avoid isolating yourself. Another low back pain tip to fight depression is to try to spend some time outside every day. Low back pain tips from others who have suffered from the problem can help you as well.
4. What can I do to prevent lower back pain?
One of the best low back pain tips for prevention is to pursue a healthy, balanced lifestyle. The choices we make have the great impact on how well we can cope with injury and pain. One research study indicated that low back pain was more common in people who rated their lifestyle and health status as only “poor to fair.” Factors that increase the risk for low back pain include repetitive bending and lifting with daily work, a history of cigarette smoking, age, unhealthy dietary and exercise choices.
Considering this information, good low back pain tips include the following:
- Best low back pain tips 1: Avoid repetitive bending and lifting
- Best low back pain tips 2: Stop smoking and limit your exposure to second-hand smoke
- Best low back pain tips 3: Make healthy dietary choices and maintain a healthy weight
- Best low back pain tips 4: Make exercise a part of your usual routine
Engaging in regular exercise is one of the best low back pain tips. Regular activity is an important part of life; it keeps the body balanced and physically fit. It helps regulate the metabolism and also can help ward off depression by stimulating the release of endorphins.
Another one of the best low back pain tips is to maintain a strong core. When your abdominal muscles are not strong, even a simple movement can result in a back injury. The spine needs a strong core to prevent stress on the vertebrae. A physical therapist can help you in working out an exercise program to build your core strength without injuring your back. Asking your physician for a referral to a physical therapist may be a good low back pain tip you can use.
5. What are my treatment options?
If you have low back pain that is persistent, the first low back pain tip you need to take is to see your doctor. A doctor can help you find the cause of your pain and can provide options for treatment that may include medications, physical therapy, injections or a referral to a specialist. Most often, treatments that are the least invasive will be tried first. Surgery for low back pain is usually only recommended in serious and severe cases.
Most research has shown that it helps to stay active following an injury, so a good low back pain tip is to avoid bed rest. Remaining as active as possible keeps your blood flowing and available to the area that needs to heal and it helps keeps your muscles from growing weak. Try to find activities that don’t cause increased pain and, of course, another good low back pain tip you need to take is don’t force yourself to exercise when you are having an episode of intense pain.
6. What kind of outcome can I expect?
The outcome of low back pain depends on many different factors including the reason for the pain, the motivation of the patient, the overall health of the patient and prior flexibility and strength. With the help of professionals like doctors and physical therapists and by following a few low back pain tips, most pain can resolve more quickly and patients can resume their normal life. | https://age2b.com/low-back-pain-faq/ |
Organizations often sort employees into categories such as A, B, and C players. They also identify “high potentials," referred to as “hi-po’s," for investment in leadership effectiveness coaching and development programs.
Does your organization have a “hi-po” program? Have you been identified for development? If yes, good for you! I have ideas on how to maximize the benefit of any leadership development and coaching program your company may provide.
However, in this post, I want to focus on strategies for developing leadership skills for those who may not have an opportunity for a formal program, either because there isn't a budget for one or because they have been passed over for one reason or another.
A Plan To Develop Your Leadership Skills
1. Figure out what gifts and talents you bring.
The first step in becoming a more effective leader is not to focus on what is needed and valued in your organization, but rather to figure out who you are. Here’s how to start:
Who have you always been? Often who we are as leaders is who we have been for our whole lives. Think back about interests and qualities you had as a child. Which of these characteristics and behaviors still come naturally to you? What do you do that others cannot keep you from doing?
For me, natural curiosity and a desire to learn have always been a part of me. I spent the better part of my childhood up in a tree reading books. While I may not do my reading in trees anymore, I think I would wither up and die if I couldn’t read and learn anymore.
Who are you now? Make a list of five or six times within the past two to five years when you were your absolute best. Make a list of the personality traits and core values that you demonstrated in each instance. For example, if you felt energized and empowered the last time you managed a project at work that brought different stakeholders together, that may tell you something important about your natural gifts and talents.
Take an online assessment or two to understand yourself from another perspective. You may be able to find a career or professional coach who can set you up with targeted assessments to help you fine-tune or discover your innate personality, emotional intelligence and character strengths, like an online Meyers-Briggs, DISC, Strong Interest Inventory or the like. But you can take these on your own too.
2. What behaviors or competencies are needed for success in your organization?
Figure out what leadership competencies are essential to your team or company. There are many places you can get a list of relevant leadership competencies, such as the Society for Human Resource Management or the Harvard Business Review.
Make a list of key categories and the behaviors that correspond with them. Each competency should have three or four “behavioral anchors.” For example, if being highly ethical is a leadership competency (and it should be), then behaviors such as “practices what they preach," “demonstrates honesty even in difficult situations," or “takes responsibility for one’s actions” are examples of demonstrating integrity and being ethical.
Look at your performance review, your company’s mission and values statements, or ask your immediate manager for core leadership competencies in your organization. Kouze and Posner have listed five primary leadership behaviors that you could use as a rubric for self-development, no matter what position you hold in your organization or what your company is about. Their leadership practices are: (1) model the way, (2) inspire a shared vision, (3) challenge the process, (4) enable others to act, and (5) encourage the heart.
3. Conduct a self-assessment.
Once you have identified key competencies or leadership traits (no more than 8-10), conduct a self-assessment on how well you perform each behavioral or leadership competency. Rate yourself on a 7-point scale, where 1 is very poor and 7 is excellent. Be honest with yourself. Also, answer the questions, “What do I do uniquely well at work?” and “What could I do differently or better?”
4. Come up with a stakeholder map or advisory board.
Identify three to five individuals from your personal or work life to rate you on the same set of competencies on which you rated yourself. Give them the opportunity to do it anonymously if they prefer (e.g., they can type it up and slide it under your office door). Ask them the same questions. These should be people who will be both candid and constructive, not people who will tell you what you want to hear. If they prefer, do it via personal interview and take notes.
5. Identify your professional goals for the next three to five years.
Identify one to two improvement goals that will make you a better leader or performer at work. Take your unique set of strengths, weaknesses, your self-assessment feedback, feedback from others and think about how you can apply your strengths toward achieving these goals.
Think about your unique weaknesses — how might these prevent you from achieving your goals? What strategies might you devise to correct for these weaknesses? Any significant blocks to achieving a particular goal may suggest that you have a competing commitment (e.g., You want to be in a leadership role but feel you need to be liked by everyone).
While you may have the most success on your development plan with a trained executive or personal coach, you can enlist a friend or colleague (and potentially do the same for them!) and make significant strides on your leadership development goals. Hopefully, your boss will notice your growth and changes but, either way, you will be well on your way to increased leadership effectiveness. | https://www.forbes.com/sites/forbescoachescouncil/2017/10/25/how-to-improve-your-leadership-effectiveness-even-if-youre-not-high-potential/ |
- Anthology ID:
- E17-5
- Month:
- April
- Year:
- 2017
- Address:
- Valencia, Spain
- Venue:
- EACL
- SIG:
- Publisher:
- Association for Computational Linguistics
- URL:
- https://aclanthology.org/E17-5
- DOI:
Universal Dependencies
Joakim Nivre | Daniel Zeman | Filip Ginter | Francis Tyers
Universal Dependencies (UD) is a project that seeks to develop cross-linguistically consistent treebank annotation for many languages. This tutorial gives an introduction to the UD framework and resources, from basic design principles to annotation guidelines and existing treebanks. We also discuss tools for developing and exploiting UD treebanks and survey applications of UD in NLP and linguistics.
Practical Neural Machine Translation
Rico Sennrich | Barry Haddow
Neural Machine Translation (NMT) has achieved new breakthroughs in machine translation in recent years. It has dominated recent shared translation tasks in machine translation research, and is also being quickly adopted in industry. The technical differences between NMT and the previously dominant phrase-based statistical approach require that practictioners learn new best practices for building MT systems, ranging from different hardware requirements, new techniques for handling rare words and monolingual data, to new opportunities in continued learning and domain adaptation.This tutorial is aimed at researchers and users of machine translation interested in working with NMT. The tutorial will cover a basic theoretical introduction to NMT, discuss the components of state-of-the-art systems, and provide practical advice for building NMT systems.
Imitation learning for structured prediction in natural language processing
Andreas Vlachos | Gerasimos Lampouras | Sebastian Riedel
Imitation learning is a learning paradigm originally developed to learn robotic controllers from demonstrations by humans, e.g. autonomous flight from pilot demonstrations. Recently, algorithms for structured prediction were proposed under this paradigm and have been applied successfully to a number of tasks including syntactic dependency parsing, information extraction, coreference resolution, dynamic feature selection, semantic parsing and natural language generation. Key advantages are the ability to handle large output search spaces and to learn with non-decomposable loss functions. Our aim in this tutorial is to have a unified presentation of the various imitation algorithms for structure prediction, and show how they can be applied to a variety of NLP tasks.All material associated with the tutorial will be made available through https://sheffieldnlp.github.io/ImitationLearningTutorialEACL2017/.
Word Vector Space Specialisation
Ivan Vulić | Nikola Mrkšić | Mohammad Taher Pilehvar
Specialising vector spaces to maximise their content with respect to one key property of vector space models (e.g. semantic similarity vs. relatedness or lexical entailment) while mitigating others has become an active and attractive research topic in representation learning. Such specialised vector spaces support different classes of NLP problems. Proposed approaches fall into two broad categories: a) Unsupervised methods which learn from raw textual corpora in more sophisticated ways (e.g. using context selection, extracting co-occurrence information from word patterns, attending over contexts); and b) Knowledge-base driven approaches which exploit available resources to encode external information into distributional vector spaces, injecting knowledge from semantic lexicons (e.g., WordNet, FrameNet, PPDB). In this tutorial, we will introduce researchers to state-of-the-art methods for constructing vector spaces specialised for a broad range of downstream NLP applications. We will deliver a detailed survey of the proposed methods and discuss best practices for intrinsic and application-oriented evaluation of such vector spaces.Throughout the tutorial, we will provide running examples reaching beyond English as the only (and probably the easiest) use-case language, in order to demonstrate the applicability and modelling challenges of current representation learning architectures in other languages.
Integer Linear Programming formulations in Natural Language Processing
Dan Roth | Vivek Srikumar
Making decisions in natural language processing problems often involves assigning values to sets of interdependent variables where the expressive dependency structure can influence, or even dictate what assignments are possible. This setting includes a broad range of structured prediction problems such as semantic role labeling, named entity and relation recognition, co-reference resolution, dependency parsing and semantic parsing. The setting is also appropriate for cases that may require making global decisions that involve multiple components, possibly pre-designed or pre-learned, as in event recognition and analysis, summarization, paraphrasing, textual entailment and question answering. In all these cases, it is natural to formulate the decision problem as a constrained optimization problem, with an objective function that is composed of learned models, subject to domain or problem specific constraints.Over the last few years, starting with a couple of papers written by (Roth & Yih, 2004, 2005), dozens of papers have been using the Integer linear programming (ILP) formulation developed there, including several award-winning papers (e.g., (Martins, Smith, & Xing, 2009; Koo, Rush, Collins, Jaakkola, & Sontag., 2010; Berant, Dagan, & Goldberger, 2011)).This tutorial will present the key ingredients of ILP formulations of natural language processing problems, aiming at guiding readers through the key modeling steps, explaining the learning and inference paradigms and exemplifying these by providing examples from the literature. We will cover a range of topics, from the theoretical foundations of learning and inference with ILP models, to practical modeling guides, to software packages and applications.The goal of this tutorial is to introduce the computational framework to broader ACL community, motivate it as a generic framework for learning and inference in global NLP decision problems, present some of the key theoretical and practical issues involved and survey some of the existing applications of it as a way to promote further development of the framework and additional applications. We will also make connections with some of the “hot” topics in current NLP research and show how they can be used within the general framework proposed here. The tutorial will thus be useful for many of the senior and junior researchers that have interest in global decision problems in NLP, providing a concise overview of recent perspectives and research results.
Building Multimodal Simulations for Natural Language
James Pustejovsky | Nikhil Krishnaswamy
In this tutorial, we introduce a computational framework and modeling language (VoxML) for composing multimodal simulations of natural language expressions within a 3D simulation environment (VoxSim). We demonstrate how to construct voxemes, which are visual object representations of linguistic entities. We also show how to compose events and actions over these objects, within a restricted domain of dynamics. This gives us the building blocks to simulate narratives of multiple events or participate in a multimodal dialogue with synthetic agents in the simulation environment. To our knowledge, this is the first time such material has been presented as a tutorial within the CL community.This will be of relevance to students and researchers interested in modeling actionable language, natural language communication with agents and robots, spatial and temporal constraint solving through language, referring expression generation, embodied cognition, as well as minimal model creation.Multimodal simulation of language, particularly motion expressions, brings together a number of existing lines of research from the computational linguistic, semantics, robotics, and formal logic communities, including action and event representation (Di Eugenio, 1991), modeling gestural correlates to NL expressions (Kipp et al., 2007; Neff et al., 2008), and action event modeling (Kipper and Palmer, 2000; Yang et al., 2015). We combine an approach to event modeling with a scene generation approach akin to those found in work by (Coyne and Sproat, 2001; Siskind, 2011; Chang et al., 2015). Mapping natural language expressions through a formal model and a dynamic logic interpretation into a visualization of the event described provides an environment for grounding concepts and referring expressions that is interpretable by both a computer and a human user. This opens a variety of avenues for humans to communicate with computerized agents and robots, as in (Matuszek et al., 2013; Lauria et al., 2001), (Forbes et al., 2015), and (Deits et al., 2013; Walter et al., 2013; Tellex et al., 2014). Simulation and automatic visualization of events from natural language descriptions and supplementary modalities, such as gestures, allows humans to use their native capabilities as linguistic and visual interpreters to collaborate on tasks with an artificial agent or to put semantic intuitions to the test in an environment where user and agent share a common context.In previous work (Pustejovsky and Krishnaswamy, 2014; Pustejovsky, 2013a), we introduced a method for modeling natural language expressions within a 3D simulation environment built on top of the game development platform Unity (Goldstone, 2009). The goal of that work was to evaluate, through explicit visualizations of linguistic input, the semantic presuppositions inherent in the different lexical choices of an utterance. This work led to two additional lines of research: an explicit encoding for how an object is itself situated relative to its environment; and an operational characterization of how an object changes its location or how an agent acts on an object over time, e.g., its affordance structure. The former has developed into a semantic notion of situational context, called a habitat (Pustejovsky, 2013a; McDonald and Pustejovsky, 2014), while the latter is addressed by dynamic interpretations of event structure (Pustejovsky and Moszkowicz, 2011; Pustejovsky and Krishnaswamy, 2016b; Pustejovsky, 2013b).The requirements on building a visual simulation from language include several components. We require a rich type system for lexical items and their composition, as well as a language for modeling the dynamics of events, based on Generative Lexicon (GL). Further, a minimal embedding space (MES) for the simulation must be determined. This is the 3D region within which the state is configured or the event unfolds. Object-based attributes for participants in a situation or event also need to be specified; e.g., orientation, relative size, default position or pose, etc. The simulation establishes an epistemic condition on the object and event rendering, imposing an implicit point of view (POV). Finally, there must be some sort of agent-dependent embodiment; this determines the relative scaling of an agent and its event participants and their surroundings, as it engages in the environment.In order to construct a robust simulation from linguistic input, an event and its participants must be embedded within an appropriate minimal embedding space. This must sufficiently enclose the event localization, while optionally including space enough for a frame of reference for the event (the viewer’s perspective).We first describe the formal multimodal foundations for the modeling language, VoxML, which creates a minimal simulation from the linguistic input interpreted by the multimodal language, DITL. We then describe VoxSim, the compositional modeling and simulation environment, which maps the minimal VoxML model of the linguistic utterance to a simulation in Unity. This knowledge includes specification of object affordances, e.g., what actions are possible or enabled by use an object.VoxML (Pustejovsky and Krishnaswamy, 2016b; Pustejovsky and Krishnaswamy, 2016a) encodes semantic knowledge of real-world objects represented as 3D models, and of events and attributes related to and enacted over these objects. VoxML goes beyond the limitations of existing 3D visual markup languages by allowing for the encoding of a broad range of semantic knowledge that can be exploited by a simulation platform such as VoxSim.VoxSim (Krishnaswamy and Pustejovsky, 2016a; Krishnaswamy and Pustejovsky, 2016b) uses object and event semantic knowledge to generate animated scenes in real time without a complex animation interface. It uses the Unity game engine for graphics and I/O processing and takes as input a simple natural language utterance. The parsed utterance is semantically interpreted and transformed into a hybrid dynamic logic representation (DITL), and used to generate a minimal simulation of the event when composed with VoxML knowledge. 3D assets and VoxML-modeled nominal objects and events are created with other Unity-based tools, and VoxSim uses the entirety of the composed information to render a visualization of the described event.The tutorial participants will learn how to build simulatable objects, compose dynamic event structures, and simulate the events running over the objects. The toolkit consists of object and program (event) composers and the runtime environment, which allows for the user to directly manipulate the objects, or interact with synthetic agents in VoxSim. As a result of this tutorial, the student will acquire the following skill set: take a novel object geometry from a library and model it in VoxML; apply existing library behaviors (actions or events) to the new VoxML object; model attributes of new objects as well as introduce novel attributes; model novel behaviors over objects.The tutorial modules will be conducted within a build image of the software. Access to libraries will be provided by the instructors. No knowledge of 3D modeling or the Unity platform will be required. | https://aclanthology.org/volumes/E17-5/ |
Irritable bowel syndrome or IBS is a common condition involving the gut. IBS is actually a functional disorder which means that there is nothing wrong with the structure of the intestinal tract, even when inspected under a microscope. The real trouble is with the functioning of the gut although everything about it appears physically normal.
To date, no one really knows what causes irritable bowel syndrome exactly. What medical experts know, however, are the various symptoms and treatments which will be discussed later on. They also know that this condition can strike any person at any age, although it is likely to develop during young adulthood. IBS is also said to be slightly more common in women than men. No matter who it strikes, this gut condition is usually long-term.
Suspected Causes of IBS
Just like what’s mentioned earlier, the exact cause of irritable bowel syndrome is yet to be known. Experts suspect that IBS may be due to the increased activity of certain parts of the digestive tract. The contractions are what cause pain in people suffering from IBS. Also, the areas with increased activity determine whether diarrhea or constipation ensues.
The following are some of the things which may be blamed for the increased activity of certain parts of the gut:
- Emotional stress. For some people, the onset of IBS could be traced during a stressful event in their lives. In addition, symptoms of the condition tend to be worsened by stress or anxiety.
- Food intolerance. Many blame certain foods for their IBS. However, experts say that food intolerance may be blamed for only a small number of irritable bowel syndrome cases.
- Excessive pain sensitivity. It is said that some sufferers of IBS are simply more sensitive to the sensations taking place as the gut expands.
- Bacterial infection. There are times when the symptoms of irritable bowel syndrome show up after the individual suffering from it gets diarrhea or an infection of the stomach known as gastroenteritis.
Symptoms of Irritable Bowel Syndrome
Some of the common symptoms shared by IBS sufferers include the following:
- Abdominal pain. This may be experienced in varying parts of the belly area. The pain, commonly described by those with IBS as spasms, may vary in intensity and may come and go. Relief is usually felt after passing stool or gas.
- Bloating in the abdomen. Sufferers of irritable bowel syndrome are prone to excessive gas formation, and this is what causes them to have bloated bellies.
- Changes in bowel and bowel habits. Some people with IBS suffer from constipation while others may have diarrhea. It’s possible for the sufferer to have bouts of alternating constipation and diarrhea. The stool may sometimes be mixed with mucus, but the presence of blood is certainly not a sign of irritable bowel syndrome. Some people may have the urge to go to the toilet quickly and frequently.
Other symptoms associated with irritable bowel syndrome include: tiredness, fatigue, headache, heartburn, frequent belching, backache, muscle pains, loss of appetite and feeling full quickly during mealtimes.
Tests for the Gut Condition
Unfortunately, there is no test designed to determine whether or not an individual is suffering from irritable bowel syndrome. The diagnosis will be based by the doctor on the signs and symptoms.
Stool or blood sample test is usually carried out. This is done to rule out any other medical condition that may present the same sign and symptoms of IBS, such as: Celiac disease, Crohn’s disease, ulcerative colitis, digestive tract infections and ovarian cancer. There are instances when a gastroscopy (the visual inspection of the digestive tract using a long and flexible camera) may have to be done. | https://www.healthdigezt.com/important-irritable-bowel-syndrome-matters-you-should-know/ |
The Biblical parable of the Good Samaritan, a traveler who stops on the road to help a badly wounded robbery victim that others had passed by, is a story that we see repeated again and again in the news.
In Fort Lauderdale, Fla., after a woman lost control of her car on an Interstate freeway and flipped into a water-filled ditch, a man jumped in to rescue her from drowning. In Arizona, after a community college student lost a wallet containing her cash, credit cards, student ID and immigrant work permit, an unidentified person found it and dropped it off at her school's office. In Oklahoma, after a teenage skateboarder tumbled from his board and suffered a concussion, a man he didn't know found him by the side of the road and took him to get help.
VIDEO: Can You Spot A Fake Smile?
What motivates people to stop and help others that they didn't previously know, with no apparent benefit to themselves?
Traditionally, we've viewed people who engage in prosocial behavior -- that is, voluntary acts performed to benefit others or society as a whole -- as being motivated by moral character or spiritual beliefs. But in recent years, increasing evidence has emerged to suggest that the tendency to be a do-gooder may be influenced by genes.
In a newly-published study in the journal Social Neuroscience, for example, researchers found that a single variation in a genotype seems to affect whether or not a person engages in prosocial acts. Individuals who have one variation of the genotype have a tendency toward social anxiety -- that is, unease around other people, and are less inclined to help others in ways that involve personal interaction.
Those who have another variation, in contrast, not only were less anxious, but also were more likely to be helpful. The genetic region involved is 5-HTTLPR, which regulates transport of serotonin, a neurotransmitter chemical in the brain. The researchers studied the genomes of 398 college students, and asked the subjects to fill out a questionnaire to provide information about their behavior and anxiety levels.
University of Missouri social psychologist Gustavo Carlo, one of the study's co-authors, said that the the genotype variation is just one "indirect pathway" that could lead a person to being a Good Samaritan. Another potential influence, he said, is the brain's ability to use dopamine, another brain chemical. Other genetic variations in brain chemistry may play a role as well.
"This is a really exciting area for research," Carlo said. "There are a lot of studies being done right now that focus on the micro-level biological processes associated with altruistic behavior."
Co-author Scott F. Stoltenberg, a researcher at the University of Nebraska-Lincoln's Behavior Genetics Laboratory, says the findings build on previous studies that suggest a link between relative levels of anxiety and prosocial behavior.
"It makes sense that people who have less social anxiety are more likely to help out," Stoltenberg explained. "When they're confronted with a situation where another person needs help, they don't have a problem going over to them and engaging." A person with social anxiety, in contrast, might experience so much discomfort that he or she would avoid the encounter.
Both serotonin and dopamine are neurotransmitters related to the sensations of pleasure and satisfaction, which may explain why people who perform selfless acts of generosity report that they feel good as a result.
BLOG: Can Cheating Make You Feel Good?
Carlo cautioned that the study's findings don't necessarily mean that people with a genetic predisposition toward anxiety also lack empathy, the ability to care about others. While it may be more difficult for them to engage in public acts of prosocial behavior, they may instead make anonymous contributions to a person in need, or help in some other way that doesn't require personal interaction.
Why humans developed the capacity to be Good Samaritans is another widely-debated question. In the 1970s, evolutionary biologist Richard Dawkins, a believer in the notion that "genes are selfish," argued that prosocial behavior existed to ensure genetic continuity. His view was influenced by studies suggesting that organisms were most likely to help their own kin.
But as Ohio State University psychologists Baldwin M. Way and Kyle G. Ratner wrote in an essay that appeared in the same journal as Carlo's and Stoltenberg's study, Dawkins' view fails to account for the many instances in which humans have helped others to whom they were not closely related, and have done so with no apparent genetic benefit to themselves.
Previous studies have indicated that the tendency toward prosocial behavior may be at least in part heritable -- that is, passed on from generation to generation genetically -- rather than totally the result of the moral influence of parents or teachers. A 2007 study of Korean twins, for example, found that about 55 percent of the variance in prosocial behavior seemed to be due to genetics, and that the genetic link seemed to increase as the children got older.
This story was provided by Discovery News. | https://www.livescience.com/40552-is-being-a-good-samaritan-a-matter-of-genes.html |
Allow me to introduce you to how one of my paintings come into being. Explore the anatomy of the layer in the painting. It is a process of distilling moments over time.
Anatomy of seeing
While the outcome looks almost photographic and has a high degree of realism. My work is nothing like a photograph. A camera does not work like the eye and brain combined. A photograph is a fragment or instance of time. The camera records everything but at the same time looses the 3rd dimension. In contrast, the eye sees and focuses through the dimensional planes. The brain sees and un-sees things depending on the attention of the human who owns the eye. Thus the artist sees, notices, focuses and explores the field of view over time.
I paint in layers. Each painting has approximately 10 layers. This means I turn up on site 10 times. I allow the paint to dry between layers and use a combination of transparent glaze mediums and paints to allow the layers to interact with each other. I have a basic guiding principal – each layer needs to be vibrant, responsive and expressive in laying down paint. This keeps the painting full of nuance and rich to the eye.
Distilling time
This means a painting will take over ten weeks to complete. This is a small painting and the average time spent on each layer was 2 hours of intense painting. So over twenty hour of time is distilled in this work. A larger work will take up to 40 hours. Time also brings change of light, sometimes one thing is highlighted and at other time it is in shadow.
As a artist I am adding light and ignoring light sometimes ten weeks apart to build up form. No one photograph can do this. A lot of realism painting is studio painting from a photograph. Hyper-realism is a form of this where the painter transfers the photo in minute detail using graphic techniques to control exact location and detail of the photographic source. My paintings are born of time not a camera.
Distilling the environment
One of the benefits of spending this amount of time in one place is I become a part of the landscape. The birds and animals return and treat me as a part of the environment. While painting this work a Lyrebird would work the bank with his tractor feet looking for food. Standing in the creek was such a good idea on hot summer days when this work was started. It was not so great when the cold chilly waters came down from the mountains as in the depths of autumn.
When you own a Russell McKane painting you are standing in the creek with the artist and see with artists eyes. You can sit in your lounge room and enter the painting time and time again as if you were there. | https://russellmckane.com/2021/01/14/anatomy-of-my-painting-flowing-with-milk-and-honey/ |
Shakespeare, Life of an Icon
We will never have a photograph of William Shakespeare or a recording of his voice, but we can catch glimpses of the man in this stunning array of documents from his own lifetime. After more than four centuries, a surprising number of documents referring or alluding to Shakespeare survive.
Curated by Heather Wolfe, Folger Curator of Manuscripts, Shakespeare, Life of an Icon brings together some of the most important manuscripts and printed books related to Shakespeare's life and career, drawn from the Folger collection and other major British and US institutions. These records give us a firsthand look at the most famous author in the world.
This is a “treasures” exhibition: each item is a standout in a different way. A sampling includes: the only surviving copy of the first edition of the first Shakespeare play to be printed, Titus Andronicus, Shakespeare’s copy of the bargain and sale for his purchase of a residence in Blackfriars near the winter theatre of the King’s Men; Shakespeare’s copy of the final concord for his purchase of New Place, in Stratford-upon-Avon; the draft “letters patent” authorizing a coat of arms for Shakespeare’s father, and subsequently Shakespeare; a fragment of a bookseller’s list which includes one of Shakespeare’s “lost” plays, Love’s Labors Won; a section of play thought to in Shakespeare’s own handwriting; the only surviving letter written to Shakespeare; and the earliest references to Shakespeare as a playwright and a poet.
The only known account of Shakespeare's death, also included in the exhibition, is a word-of-mouth tale written in a diary nearly 50 years later by John Ward, vicar of Shakespeare's hometown of Stratford-upon-Avon. Shakespeare died of a fever, Ward wrote in the early 1660s, after a "merry meeting" with Ben Jonson and Michael Drayton. Among other references to Shakespeare, Ward made a familiar-sounding note to himself: "remember to peruse Shakespear's plays and bee versed in them that I may not bee ignorant in that matter."
If you would like to learn more about the materials included in Shakespeare, Life of an Icon, consider our related Family Programs, lectures, and other public events during the exhibition. For a sampling of some of the items in the exhibition, take a look at our online image gallery for the exhibition. | https://shakespearedocumented.folger.edu/folger-shakespeare-library/exhibition/shakespeare-life-icon |
Varicose and Spider Veins - Why do varicose veins and spider veins usually appear in the legs?
Home » Pregnancy » Varicose and Spider Veins – Why do varicose veins and spider veins usually appear in the legs?
Varicose and Spider Veins – Why do varicose veins and spider veins usually appear in the legs?
According to the U.S. Department of Health & Human Services, the force of gravity, the pressure of body weight, and the task of carrying blood from the bottom of the body up to the heart make legs the primary location for varicose and spider veins.
Compared with other veins in the body, leg veins have the toughest job of carrying blood back to the heart. They endure the most pressure. This pressure can be stronger than the veins’ one-way valves. | http://www.greatdad.com/pregnancy/varicose-and-spider-veins-why-do-varicose-veins-and-spider-veins-usually-appear-in-the-legs |
This REU site adopted an interdisciplinary and balanced approach as a guiding principle, and provided fundamental research training to 33 REU participants in emerging energy technologies in the last three years. The REU site was designed to offer REU participants an opportunity to gain new insights and knowledge in the broad spectrum of energy challenges and to provide an in-depth research experience in the following areas: 1) renewable energy; 2) clean conventional energy; 3) energy policy, environmental and social impacts.
The REU site is interdisciplinary in nature and focused on different aspects of sustainable energy research. REU participants conducted research for 10 weeks during the summer session. The REU site provided initial orientation and training on how to conduct research, followed by a period of intensive research experience under the mentorship of a faculty and a graduate student. In order to enhance REU participants’ understanding and to broaden their perspective of energy systems challenges, they were given ample opportunities to share their research progress with the other REU participants in formal and informal settings. Weekly seminars were also provided to the REU participants to cover different research topics, technical writing skills, effective presentation skills, professional ethics, graduate school applications, etc. Since the REU participants spent most of their time to interact with the PIs of the REU site, faculty mentors and graduate students who advising their research projects, how to balance the roles of PIs, faculty mentors, and graduate students is also important for increasing the impacts of REU experience on those REU participants.
In order to answer this question of “How to Increase the impacts of REU experience,” different evaluation and assessment methods were implemented in the last three years. Surveys were conducted to collect feedbacks from REU participants (pre and post surveys), faculty mentors, and graduate students. A follow-up phone interview was conducted by an external evaluator around November every year to further collect REU participants’ feedbacks. All the questions listed in the surveys were designed coordinately, so that the data can be compared during the analysis process.
In this paper, the authors will present detailed analysis results based on all survey data in the last three years, and will discuss different approaches on increasing the impacts of REU experiences in this interdisciplinary REU site. Quantitative and qualitative analysis methods will be used to compare the effects of different approached implanted in the REU site. Meanwhile, the REU site implemented both individual project setting (one REU participant working with one faculty) and team project setting (two REU participants working with one faculty). Their effects on the impacts of REU experiences will also be investigated and discussed in this paper. | https://peer.asee.org/board-64-how-to-increase-the-impacts-of-the-reu-experience-in-an-interdisciplinary-research-based-reu-site |
You seem to be doing everything “right” – cutting out junk food, eating salad all day, snacking on nuts or celery sticks, but just don’t seem to be seeing the results you want. Here are some of the most common dieting mistakes I encounter and my tips for making the simple changes you need to finally shed those pounds.
1. Allowing yourself to get hungry
You might think you’re being virtuous by skipping meals – but think again. When you’re ravenous two things happen: first, anything and everything looks and tastes delicious, and second, it takes a LOT more food to feel satisfied. As a result, you end up eating a lot more unhealthy food. The solution? Eat small, healthy snacks between meals – these will help keep your blood sugar stable and your metabolism going strong. Snacks should be 200 calories or less and a combination of fibre, healthy fats and protein. Good options are a portion of nuts, seeds & dried fruit, an apple and a tablespoon of peanut butter, or whole-grain crackers with hummus.
2. Distorting your portions
It is essential to understand that “healthy” does NOT equate with “not fattening”. Even if you consume only healthy foods such as nuts, hummus, avocado, olive oil and dark chocolate, you still have to watch your portion sizes. Whilst there’s definitely benefit in consuming a little olive oil, if you pour it liberally over your pasta and dip your bread in it, it will lead to excessive calories and weight gain. The same goes for nuts – learn what a normal serving size looks like (it’s very easy to eat the whole big bag!) and limit yourself to that.
3. Mindless munching
Whether it’s tasting while you cook (cookie dough doesn’t count as eating – right?) or nibbling leftovers from your kids’ dinner, every bite adds up. If you find yourself mindlessly eating throughout the day, try keeping a food diary for a few days (at least 3) to bring back your awareness of what you consume. This will allow you, or a qualified nutritionist, to analyse and identify where your eating habits could do with some improving.
4. Avoiding carbs like the plague
Cutting out carbs completely might lead to weight loss at first, but it’s not sustainable – you’ll end up tired, lethargic and irritable – you will also pile on the pounds the minute you start eating “normally” again. Although cutting out all starchy foods is a diet disaster, when eating them you must stick to the rights ones! These include whole-grain unrefined carbohydrates such as: whole-grain or rye bread, quinoa, whole-wheat pasta, brown rice, sweet potatoes and oats. These are great sources of fibre and full many of other essential nutrients.
5. Trying to go “fat-free”
You need some good fats to burn fat. This means eating healthy unsaturated fats found in nuts, seeds, peanut butter, avocado, olive oil and other healthy oils. These fats are super-healthy, add satiety to food and so should be included in your daily diet, as they are proven to lower the risk of heart disease and aid the body’s absorption of vitamins and minerals. In their absence we tend to reach for sweet and starchy foods, so incorporating good fats into your diet will help reduce sugar cravings, increase energy levels and keep you fuller for longer.
7. Getting despondent
… and giving up! Expecting to see fast and drastic results is unhelpful and may sabotage your efforts. Don’t get obsessed by the number on the scale – it’s really not everything. There are other (and perhaps more important) ways to track your progress, such as how your clothes fit, how you look and feel, your energy levels, mood and stamina, your waist circumference and body fat percentage. Making sustainable changes to your diet and lifestyle can be a slow process, so it can take several weeks to achieve noticeable results. Be patient and stick with your new healthy habits – your body will only benefit from all the changes you make.
Dr. Michelle Braude is founder of The Food Effect. For more info visit us on Twitter, Instagram or Facebook. | https://absolutely.london/common-weight-loss-mistakes-how-to-fix-them/ |
Our subject: What is Ethnology?
Ethnology is a comparative science dedicated to the study of the cultural and social diversity of human life, which is why it is also called social and cultural anthropology. The research fields of anthropology range from traditional fields such as kinship, religious, political, and economic anthropology to topics such as medicine, the environment, migration, identity, and the study of science and technologies themselves.
The roots of ethnology lie in antiquity, and the discipline has always been characterized by its critical self-image. Thus, the dark sides of the discipline's history, such as colonialism and National Socialism, have repeatedly been the starting point for reflexive professional discussions about the role of ethnology and have shaped its theories and methods, which are applied in almost all humanities today.
Ethnologists were the first scholars to understand, in their research in different regions of the world, the necessity that the key to understanding cultures lies not only in language, but in sharing life with the people one wants to understand and research. This participatory aspect enables anthropologists to achieve qualitative results through differences, commonalities and the inclusion of historical developments, which are of fundamental importance for science, civil society and politics. | https://uni-tuebingen.de/en/faculties/faculty-of-humanities/departments/asian-and-oriental-studies/social-and-cultural-anthropology/study/ |
An epic change is occurring as to how people acquire new information.
Instead of picking up a book or magazine and viewing the table of contents, individuals are glued to electronic screens, which may limit them to only the specific information they request.
The downside of not reviewing scientific publications is that one might miss important discoveries that are not being explicitly looked for.
For this reason, I still read medical journals and am elated when I find new data that tie together concepts on how to better prevent and treat degenerative disease.
Alexander Fleming published findings about penicillin in 1929,1 but it did not become widely available until 1946.2 Millions died from bacterial infections during the 17-year delay period.
Dr. Fleming was not the first to observe that certain molds had antimicrobial properties.
What you need to know
Researchers have made groundbreaking discoveries by piecing together earlier research that was forgotten about. Reviewing scientific publications is an important way to stay in the know about important discoveries that may otherwise be overlooked by mainstream reporting, according to Life Extension® Founder, Bill Faloon.
Beginning in 1870, the antibacterial effects of Penicillium mold were observed by several scientists including Louis Pasteur and Joseph Lister.3,4
In 1897, a researcher at Pasteur Institute wrote a dissertation showing a Penicillium mold was an effective antibiotic in animals.5
Just think how fantastic it would have been if at any time after 1870, just one individual with sufficient resources had moved these "mold" discoveries forward. Millions of human lives would have been spared.
As it relates to age-related disease today, a similar scenario exists. Thousands of published, scientific studies describe better treatment options, yet remain ignored by mainstream medicine.
Penicillin Was Identified Decades Before Fleming
1870 England Sir John Scott Burdon-Sanderson observed that culture fluid covered with mold did not produce bacteria.
1871 England Joseph Lister experimented with the antibacterial action on human tissue of what he called Penicillium glaucium.
1875 England John Tyndall explained the antibacterial action of the Penicillium fungus to the Royal Society.
1897 France Ernest Duchesne wrote that Penicillium glaucium was an effective antibiotic in animals. Pasteur Institute ignored his dissertation.
1928 England Fleming discovered antibiotic penicillin from Penicillium notatum fungus.
1946 Penicillin becomes widely available to civilians.
Why You Can't Rely on Mainstream Reporting
Herbal therapies are often ridiculed by the media.
Yet many drugs used today originated from botanical extracts, such as metformin from French lilac and aspirin from white willow bark.
Curcumin may be the most exciting botanical extract that researchers are currently investigating. Yet compelling data about curcumin have been available to those who chose to read since the 1980s.
Prophetic Letter
Benjamin Franklin, in a 1780 letter to scientist Joseph Priestly said of the future:
“All diseases may by sure means be prevented or cured, not excepting that of old age, and our lives lengthened at pleasure even beyond the (current) standard…”
Centuries-Long Delay in Curing Scurvy
As early as 1497, the Portuguese discovered that citrus cured scurvy.6
It took over 200 years for the scientific community to examine this reported cure, and even then, storing citrus for long voyages didn't become a standard protocol for another 50 years.6
Long after the "citrus cure" was accepted, an 1870s study failed to demonstrate efficacy because it used oxidized lime juice.7
Oxidation of the lime juice destroyed its vitamin C content, which was the anti-scurvy nutrient in citrus.
For the next several decades, scurvy once again sickened and killed. It was not until vitamin C was discovered in 1932 that scurvy was fully understood.8
The 400-year delay in eradicating scurvy was ludicrous. Yet far more humans perish today because research findings are sadly overlooked.
400-Year Delay in Curing Scurvy
1497: Citrus shown to cure scurvy
1747: Dr. Lind proves citrus cures scurvy
1799: British mandate sailors ingest citrus
1870: Citrus cure officially discredited
1911: Robert Scott loses crew to scurvy
1932: Vitamin C proven to cure scurvy
Many Deaths After Scurvy Cure Discovered
A Neglected Cancer Treatment
Beginning in 1985, we at Life Extension® began suggesting that certain cancer patients take a drug called cimetidine in addition to standard therapy.
The brand name of cimetidine is Tagamet®. You may have seen it advertised in the past for relief of heartburn.
While most people associate it only as a heartburn drug, cimetidine has several mechanistic anti-cancer effects.
When certain colon cancer patients take cimetidine after surgery and continue taking 800 mg a day for one year, their 10-year survival rates improve dramatically.9
Cimetidine enhances the ability of the immune system to kill cancer cells and suppresses an adhesion factor that enables circulating tumor cells to establish metastatic colonies.10-13
I recommended cimetidine as an adjuvant cancer treatment 34 years ago based on studies showing that along with conventional therapy, cimetidine improves one's chances of long-term cure. Since then, hundreds of studies have been published demonstrating cimetidine's benefits against a number of malignancies.9-15
Yet not once have I had a cancer patient call and say their oncologist prescribed them cimetidine, which has been sold over-the-counter for the last few decades.
You may wonder how a low-cost drug like this is overlooked by the cancer establishment.
The problem is there is no outrageous profit to be made selling cimetidine. So TV commercials today advertise patented cancer drugs (like Keytruda®) that cost over $100,000 a year and are often less effective in improving survival than cimetidine.
Since there are no financial incentives to promote the cancer treatment benefits of off-patent drugs like metformin, valproic acid, and even aspirin in some cases, cancer patients have to find out about them on their own.
In a small clinical study published in 2018, 10 out of 38 lymph-node-positive (stage 3) colorectal cancer patients were treated with 750 mg a day of cimetidine before surgery and continued taking this dose for about a year.14
Compared to patients receiving standard therapy alone, those who also took cimetidine had an approximate doubling of time to recurrence and survival (cancer-related mortality).14
Said differently, the cimetidine treated patients survived much longer without disease recurrence compared to those treated with standard therapy alone.
Although this is a small, uncontrolled study, it nevertheless shows consistency with several other clinical trials suggesting that cimetidine can provide benefits, including potentially increased survival, in carefully selected colorectal cancer patients.9,15
If you wonder why I keep reading medical journals, it's because studies like this are routinely published, but rarely make it into the news media.
Life Extension Magazine® uncovers these kinds of scientific findings and reports on them each month.
“Nothing in science has any value to society if it is not communicated, and some scientists are beginning to learn their social obligations.”
Anne Roe Simpson (1904-1991), American Psychologist
Historic Analogy
Dr. Alexander Fleming was not the first to observe that certain molds were effective.
As I wrote in the beginning, Louis Pasteur and Joseph Lister observed the anti-bacterial effects of penicillin-like molds in 1870.
In a tidbit of history we are challenged to fully document, a book purportedly advocated for the use of mold to treat common diseases back in the year 1640.
The book titled, Theatrum Botanicum: The Theater of Plants, was authored by John Parkinson, a botanist who operated an apothecary in London.
Back in those days, bacterial infections were the leading cause of death. If you fell ill and happened to read Theatrum Botanicum and/or visited John Parkinson’s apothecary, you may have been prescribed a curative “mold” therapy.
When looking at this history, there may be a 300-year gap between when certain molds were available to enlightened individuals in England and the time they became widely available drugs (penicillin in 1946).
There are more examples today of effective therapies to prevent and treat diseases that are overlooked by the medical mainstream.
That’s where the value of the Disease Prevention and Treatment book can be demonstrated.
Much of what we published decades ago has made it into conventional medical practice. Yet millions of Americans perished prematurely because they were unaware of effective therapies reported in highly respected scientific journals.
Disease Prevention and Treatment
To order the new 6th edition
of Disease Prevention and
Treatment, call
1-800-544-4440 (24 hours)
or visit LifeExtension.com/DPT
Every day, researchers at Life Extension® identify novel ways to better prevent and treat common illnesses.
We publish much of this in Life Extension Magazine and in emails sent to our subscribers.
Most important, we meticulously catalog our findings. This enables us to update our Disease Prevention and Treatment textbook that is used at some progressive medical schools today.
I am pleased to announce an updated, 1,600-page Disease Prevention and Treatment is now available.
This is our 6th edition and an example of our commitment to bridging the gap between cutting-edge findings published in the peer-reviewed literature and what is not being implemented in mainstream medical practice.
Just one tidbit of underappreciated data, such as the anti-cancer properties of cimetidine, can result in enormous improvements in one's health and longevity. This and many other novel therapies are presented within the pages of Disease Prevention and Treatment.
The expenses we incur analyzing and compiling this information far exceed the revenue we collect on sales of the book.
We nonetheless persist in this money-losing endeavor because of the many lives the information can save.
The retail price of this expansive new edition of Disease Prevention and Treatment is $99.95.
Delays in Eradicating Smallpox
1796: Dr. Edward Jenner demonstrates cowpox
vaccine efficacy
1797: Jenner’s work rejected by Royal Society
1798: Jenner self-publishes findings of cowpox vaccine efficacy
1802: Parliament awards Dr. Jenner grant to expand his research
1837: Start of smallpox epidemic killing 42,000 British
1853: Cowpox vaccine made mandatory in England (children)
1857: Start of smallpox epidemic killing 14,000 British
1863: Another smallpox epidemic claims 20,000 British lives
1872: Smallpox epidemic sweeps England killing 44,000 people
1901: Last smallpox epidemic in British Isles kills 2,700 people
Huge Numbers of Needless Deaths
George C. Kohn, Encyclopedia of Plague and Pestilence:
From Ancient Times to the Present; Infobase Publishing, 2007
Comprehensive Customer Care
Customer service has deteriorated into a labyrinth of recorded voice messages that force consumers to push a series of "buttons" in an attempt to reach a competent person.
That's not how Life Extension handles customer phone inquiries. We answer directly 24 hours a day, 7 days a week with courteous and knowledgeable staff.
An increasing number of you know to call our Wellness Specialists if you need suggestions based on what is published in the medical literature.
What sometimes happens is we get calls about a topic that was recently covered in Life Extension Magazine. When we point this out, the caller often gratefully thanks us and then reads the article that pertains to their personal health concern.
My suggestion to our subscribers is to review our Table of Contents each month. There may be articles that describe improved methods of dealing with your specific health-related condition.
You don't want to overlook vital data, such as what was discovered about the bacteria-killing effects of penicillin molds in the era beginning in 1870.
For longer life,
William Faloon, Co-Founder
Life Extension Buyers Club
References
- Fleming A. On the Antibacterial Action of Cultures of a Penicillium, with Special Reference to their Use in the Isolation of B. influenzæ. British journal of experimental pathology. 1929;10(3):226-36.
- Lobanovska M, Pilla G. Penicillin's Discovery and Antibiotic Resistance: Lessons for the Future? Yale J Biol Med. 2017 Mar;90(1):135-45.
- Gould K. Antibiotics: from prehistory to the present day. J Antimicrob Chemother. 2016 Mar;71(3):572-5.
- Available at: http://www.brianjford.com/cf19.pdf. Accessed December 14, 2018.
- Duchesne E. Contribution à l'étude de la concurrence vitale chez les micro-organismes: antagonisme entre les moisissures et les microbes. Lyon, France: Alexandre Rey; 1897.
- Available at: https://dash.harvard.edu/bitstream/handle/1/8852139/mayberry.html?sequence=2. Accessed December 20, 2018.
- Baron JH. Sailors' scurvy before and after James Lind—a reassessment. Nutr Rev. 2009 Jun;67(6):315-32.
- Carpenter KJ. The discovery of vitamin C. Ann Nutr Metab. 2012;61(3):259-64.
- Matsumoto S, Imaeda Y, Umemoto S, et al. Cimetidine increases survival of colorectal cancer patients with high levels of sialyl Lewis-X and sialyl Lewis-A epitope expression on tumour cells. Br J Cancer. 2002 Jan 21;86(2):161-7.
- Borentain P, Carmona S, Mathieu S, et al. Inhibition of E-selectin expression on the surface of endothelial cells inhibits hepatocellular carcinoma growth by preventing tumor angiogenesis. Cancer Chemother Pharmacol. 2016 Apr;77(4):847-56.
- Deva S, Jameson M. Histamine type 2 receptor antagonists as adjuvant treatment for resected colorectal cancer. Cochrane Database Syst Rev. 2012 Aug 15;8(8):CD007814.
- Kobayashi K, Matsumoto S, Morishima T, et al. Cimetidine inhibits cancer cell adhesion to endothelial cells and prevents metastasis by blocking E-selectin expression. Cancer Res. 2000 Jul 15;60(14):3978-84.
- Losurdo G, Principi M, Girardi B, et al. Histamine and Histaminergic Receptors in Colorectal Cancer: From Basic Science to Evidence-based Medicine. Anticancer Agents Med Chem. 2018 Mar 21;18(1):15-20.
- Ali AH, Hale L, Yalamanchili B, et al. The Effect of Perioperative Cimetidine Administration on Time to Colorectal Cancer Recurrence. Am J Ther. 2018 Jul/Aug;25(4):e405-e11.
- Pantziarka P, Bouche G, Meheus L, et al. Repurposing drugs in oncology (ReDO)-cimetidine as an anti-cancer agent. Ecancermedicalscience. 2014;8:485. | https://www.lifeextension.com/magazine/2019/3/as-we-see-it |
and Federal laws prohibit discrimination on the basis of particular protected characteristics, both in Danville and elswhere in the state. Depending on what type of trait prompted the discriminatory treatment, government employers and even private organizations in Danville may be held liable under various state and federal laws.
How Does Employment Discrimination Occur?
Employment discrimination can occur if the employer treats an employee unfairly based on their membership in a category that is legally protected. Employers can not base their evaluations of you on specific traits including religion, race, age, gender, national origin, and familial status. In order for a claim of employment discrimination to be successful, a Danville, Kentucky plaintiff must show that his (or her) employer actively intended to treat him differently because of his protected status.
How can Employment Discrimination be Proven in Kentucky?
This can be proved when there is a history of the employer treating members of the class similarly, or if witnesses testify about the employer's statements which would constitute bias as understood by a reasonable person. Moreover, employers may be held liable for firing someone or retaliating against them because they brought a discrimination lawsuit.
Procedures for filing an employment discrimination claim are complicated, because they involve filing the claim with the corresponding agency. An Danville, Kentucky attorney can help you file on time, as well as pursue any further remedies that may be available to you while your case is pending. | https://employment-law.legalmatch.com/KY/Danville/employment-discrimination-law.html |
Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.12358/19707
|Title||The Effect of Housing Density on Energy Efficiency in Buildings: The Case of the Gaza Strip|
|Title in Arabic||تاثير الكثافة السكنية على كفاءة الطاقة في المباني : طاع غزة كحالةدراسية|
|Abstract||
|
The current global research efforts pay a significant attention to the application of strategies that improves sustainability in our built environment. There are several studies in the field of sustainable urban planning, and energy-efficient design and the impact of urban pattern on energy consumption. Housing density is one of the important elements that affect urban planning of residential neighborhoods. Residential buildings are considered the most architectural structures consuming energy in the world. Thus, this study examines the effect of housing density on energy efficiency of buildings considering the conditions of the Gaza Strip, Palestine. Gaza is characterized by the shortage of energy resources and the scarcity of residential land. Thus, the main aim of this study is to highlight the impact of housing density on energy consumption considering different configurations of residential buildings in an attempt to detect the most efficient urban configurations. This is carried out through an analytical approach that reviews the current situation, compares it to similar cases, and draws out conclusions and recommendations. In this regard, the study assumes that the residential density of different forms of buildings in residential neighborhoods significantly affect the thermal performance of the housing unit and the resulting heating and cooling loads. Hence, the study seeks to evaluate the energy consumption of different types of housing units in urban configurations with a variety of residential densities. The research is carried out using quantitative assessment based on the implementation of two simulation tools: the ECOTECT, as a basic tool and the Design Builder, as a validation tool. The research concludes a set of results. Firstly, the impact of residential density on energy consumption is dependent on the type and height of housing unit. The study also found that the row housing type offers a reduction in energy consumption per square meter by about 50% compared to the apartment buildings in the case of isolated buildings. In the urban situation, the observed reduction ceased to 14% as a result of the reduced surface area and higher cooling loads. This mean that in some cases the horizontal expansion of residential buildings is more energy efficient than the vertical one. The research recommends to apply the energy-efficient strategies in buildings including optimum housing density and to consider this in the relevant building regulations. | https://iugspace.iugaza.edu.ps/handle/20.500.12358/19707 |
Occupational Groups:
- Poverty Reduction
- Women's Empowerment and Gender Mainstreaming
- Youth
- Managerial positions
- Closing Date: 2018-04-20
What does it mean?
Click "SAVE JOB" to save this job description for later.
Sign up for free to be able to save this job for later.
Task Manager on Youth and Women startup support
Tashkent (Uzbekistan)
Background
The Business Climate Improvement in the regions of Uzbekistan project is launched on 1 January 2018 in partnership with the Chamber of Commerce and Industry and will run until 31 December 2020. The project aims at supporting the Chamber of Commerce and Industry, line ministries and agencies of Uzbekistan to implement the Action Strategy on five priority directions of development of Uzbekistan in 2017-2021. In line with the third direction of the Strategy “Priority areas of development and liberalization of the economy” the Project will support improving the business environment to enhance sustainable private sector development, growth of incomes from entrepreneurship and promote women and youth employment in rural areas. The project document is available at: http://www.uz.undp.org/content/uzbekistan/en/home/operations/projects/poverty_reduction/business-climate-improvement-in-the-regions-of-uzbekistan.html
The project will focus on the following three areas:
- Develop proposals on improvement of legislation and its implementation on provision of public services to businesses on one-stop-shop principle. The Project will support national partners to study the best international practices and implement those in national legislation to streamline and simplify permits and licenses, reduce time and cost associated with administrative procedures.
- Support national partners in developing regulations necessary for implementing Public-private partnership initiatives in various sectors. Jointly with national partners the Project will initiate a pilot PPP project in utilities sector and assist in developing project documents, guidelines for conducting private partner selection tender and contract development and management;
The Task Manager on Youth and Women startup support is expected to focus on the third component:
Support national partners in developing youth and women entrepreneurship and start-ups with focus on innovation. The Project will develop proposals for alternative financing of inclusive business models. The Project will work in close collaboration with higher educational institutions and other partners to pilot business incubators and contribute to sustainability of youth start-up programme.
Duties and Responsibilities
The Task Manager on Youth and Women startup support will work under the direct supervision of the Project Manager. The Task Manager will be responsible for implementation of the Component III on development of youth and women entrepreneurship and start-ups with focus on innovation.
- Be responsible for the satisfactory achievement and implementation of the Component outputs;
- Familiarize him/herself with the overall development and business context in the country, including the existing cooperation in the field of private sector development between government institutions, international agencies and business community as well as with the findings of the scoping mission carried out by UNDP;
- Map, identify and prioritize potential sectors for inclusive business development, companies and other potential partners, engage in direct discussions and negotiations with them;
- Engage and sensitize all major stakeholders about inclusive business development and social responsibility mechanisms while establishing and maintaining close relationships with relevant companies, business associations, international organizations and UN agencies;
- Follow up and conduct supplementary research and other actions required to pursue negotiations and bring companies into the inclusive business development processes;
- Identify potential inclusive business projects in the regions of Uzbekistan and maintain database of these projects to communicate such proposals to potential investors/donors;
- Provide support in a) building enhancing business skills and entrepreneurship capacities of youth, women, b) developing gender sensitive programs and policies addressing the needs of women and c) collecting and analysing the data on needs and concerns of women in the area of economic empowerment;
- Launch and coordinate the feasibility studies on selected inclusive business projects, present the results to the Project Board;
- Provide continuous support to pilot projects in terms of facilitation and provision of needed knowledge and expertise;
- Support in organizing case writing on successful inclusive business projects and provide practical assistance to international and local consultants during case writing process, and provide substantive inputs to the cases.
- Facilitate knowledge and best practice sharing between project, UNDP CO, Chamber of Commerce and Industry, partner projects, government, private sector and other development partners, participate in relevant networks and meetings of practitioners;
- Help partners to define a model to support sustainability of the inclusive business development in the country;
- Mobilize resources for the inclusive business development.
- Ensure that gender considerations are effectively mainstreamed throughout activities;
- Design the scope of work and TORs for all bids and calls for proposals. Oversee work (quality and progress);
- Contribute in organizing various PR events including roundtable discussions, workshops, Business Forums, exhibitions and trainings in the regions;
- Prepare at least one blog post on output results and four communication materials per year;
- Perform other duties and responsibilities in the scope of current post.
Competencies
Corporate Competencies:
- Demonstrates commitment to UNDP’s mission, vision and values;
- Displays cultural, gender, religion, race, nationality and age sensitivity and adaptability;
- Demonstrating/safeguarding ethics and integrity;
- Demonstrates corporate knowledge and sound judgment, self-development, initiative-taking;
- Acts as a team leader and facilitates team work;
- Manages conflicts, and facilitates an open communication in the team;
- Promotes learning and sharing knowledge and encourages the learning of others;
- Ensures informed and transparent decision making.
Functional Competencies:
Results-Based Project Development and Management
- Provides information for linkages across project activities to help identify critical points of integration;
- Provides information and documentation on specific stages of project implementation;
Communication and Networking
- Has excellent oral communication skills and conflict resolution competency to manage inter-group dynamics and mediate conflicting interests of varied actors;
- Has excellent written communication skills, with analytic capacity and ability to synthesize project outputs and relevant findings for the preparation of quality project reports;
- Demonstrates maturity and confidence in dealing with senior and high ranking members of national and international institutions, government and non-government.
Knowledge Management and Learning
- Promotes knowledge sharing and learning culture in the team through leadership and personal example;
- Demonstrates Leadership and Self-Management;
- Focuses on results for the client and responds positively to feedback;
- Consistently approaches work with energy and in a positive, constructive attitude;
- Remains calm, in control and good humored even under pressure.
Development and Operational Effectiveness
- Organizes and completes multiple tasks by establishing priorities;
- Handles when necessary a large volume of work possibly under time constraints.
Job Knowledge/Technical Expertise
- Understands the main processes and methods of work regarding to the position;
- Strives to keep job knowledge up-to-date through self-directed study and other means of learning;
- Demonstrates good knowledge on: 1) private sector development trends, achievements and issues; 2) business plan development and feasibility assessment; 3) gender issues, women entrepreneurship.
- Demonstrates good knowledge of information technology and applies it in work assignments.
Leadership and Self-Management
- Builds strong relationships with clients, focuses on impact and results for the client;
- Consistently approaches work with energy and a positive, constructive attitude;
- Demonstrates good oral and written communication skills.
Required Skills and Experience
Education:
- University degree in economics, international economics, development, business, management, public finance or business law;
Experience:
- At least 3 years of progressive work experience in the field of private sector development, rural development, gender and youth issues, development of laws and regulations, methodology and/or analytics;
Language requirements:
- Fluency in English, Russian and Uzbek.
Others:
- Demonstrated experience in project management and RBM;
- Work experience in a development organization is an asset;
- Strong managerial and communication skills, ability to take decisions and to prioritize multiple tasks, results-orientation, ability to work in a team and stressful conditions;
- Initiative, analytical thinking, ethics and honesty;
- Skills for using ICT as a tool and data source;
Disclaimer
Important applicant information
All posts in the SC categories are subject to local recruitment.
Applicant information about UNDP rosters
Note: UNDP reserves the right to select one or more candidates from this vacancy announcement. We may also retain applications and consider candidates applying to this post for other similar positions with UNDP at the same grade level and with similar job description, experience and educational requirements.
Workforce diversity
UNDP is committed to achieving diversity within its workforce, and encourages all qualified applicants, irrespective of gender, nationality, disabilities, sexual orientation, culture, religious and ethnic backgrounds to apply. All applications will be treated in the strictest confidence.
Scam warning
The United Nations does not charge any application, processing, training, interviewing, testing or other fee in connection with the application or recruitment process. Should you receive a solicitation for the payment of a fee, please disregard it. Furthermore, please note that emblems, logos, names and addresses are easily copied and reproduced. Therefore, you are advised to apply particular care when submitting personal information on the web. | https://www.impactpool.org/jobs/340760 |
PORTLAND — Portland Arts and Technology High School received a $3,000 grant to expand its use of aquaponics, a growing system in which aquatic animals are farmed and their waste is used to cultivate plants and vegetables.
“We have experimented with growing plants in this system and would like to produce enough greens and herbs for our culinary and food service programs during the school year,” said Kathleen Tarpo, landscapes and garden teacher at PATHS. “The goal is to design and build a system that is expandable and showcases new technology. Troughs will hold water and we will grow plants on floating rafts made from Styrofoam, with holes and little soil plugs.”
PATHS has a small aquaponics system that includes a 25-square-foot grow bed, a sump tank, an electric pump, a 50-gallon fish tank, and a 50-gallon water treatment reservoir. The program provides students with hands-on experience in greenhouse production, landscaping and sustainable agriculture.
The grant was funded by proceeds from Maine’s specialty agriculture license plates, which encourage support of local agriculture. | https://www.pressherald.com/2014/07/29/paths-receives-aquaponics-grant/ |
The Point: Progress Continues for First Mid County Parkway Construction Contract; Design to Advance for Second Contract
Equipment is rolling, pavement is curing, and new on-ramps and off-ramps are taking shape at the Interstate 215 Placentia Avenue Interchange in Perris, with construction more than half completed.
The interchange is the first piece of the Mid County Parkway to be constructed, a planned 16-mile corridor between San Jacinto and Perris. This new corridor is designed to improve travel times between these rapidly growing communities and help address transportation needs through 2040.
“Our crews are continuing to make great progress on this new interchange, and we are eagerly awaiting its opening next year to help with local traffic flow and easier access to I-215 for drivers in the Perris area,” said RCTC Chair Jan Harnik, who also serves as the Mayor Pro Tem for the City of Palm Desert. “Completing this interchange also brings us another step closer to starting construction of the next contract of the Mid County Parkway, an important transportation link between the Perris Valley and San Jacinto Valley,” she said.
RCTC began construction in August 2020 and expects to open the brand-new interchange next summer, providing another way for motorists in this growing area to enter and exit I-215. Located between Ramona Expressway to the north and Nuevo Road to the south, the project also is realigning East Frontage Road, widening the existing Placentia Avenue overcrossing, and adding lanes to Placentia Avenue between Harvill Avenue and Indian Avenue.
The project team has reached a number of milestones:
- Paving is about 90% completed. Only the final asphalt cap needs to be placed on the new roadways and ramps.
- Of the 94 drainage systems on the project, crews have finished 69 (80%).
- The four ramps (northbound I-15 on-ramp and off-ramp; southbound I-15 on-ramp and off-ramp) have been built and are being used intermittently as temporary detours until the project opens next year.
- Crews have completed close to 60% of the electrical work, primarily underground.
- Construction of the two bridges – over I-215 and over the BNSF tracks – is about 15% completed. A 10-month full closure of the Placentia Avenue bridge over I-215 began July 20 to allow crews to safely widen the bridge.
Funding for the $42 million interchange investment is provided by a combination of state funding and Measure A, the twice voter-approved half-cent sales tax for transportation improvements in Riverside County.
As work continues at Placentia Avenue, RCTC is preparing to award a contract for project design for the second construction contract of the Mid County Parkway, also referred to as MCP. This second MCP contract will construct a new three-mile road from Redlands Avenue north of Placentia Avenue to Ramona Expressway south of Lake Perris.
This alignment will offer a new east-west alternative to heavily traveled Ramona Expressway/Cajalco Road, with a traffic signal at each end, and no stops or driveways in between. The non-tolled roadway will be two lanes in each direction for most of the corridor, divided by a concrete median barrier, and then narrow to one lane in each direction at Redlands Avenue and at the eastern connection to Ramona Expressway. Crews will build a bridge over Evans Road and the Perris Valley Storm Drain as part of the project.
RCTC has not determined additional construction contracts for the MCP; these contracts will depend upon future available funds. | https://www.rctc.org/215-placentia-halfway-2021/ |
Musician and Composer, artist of bowed and plucked instruments of the Mediterranean and Near Eastern traditions.
Composer of original music which integrates elements of East and West, giving new expression to ancient musical traditions.
Photo by Alex Apt
Boaz Galili was born in 1981 in a small town in the Galilee, Northern Israel. As a child, he was exposed to music at an early age through his father’s guitar playing, as well as through local music evenings that were an important part of his local community's life.
Later in his youth, he was strongly drawn to the world of sounds, choosing to focus on musical performance and creation professionally.
As an adult, he decided to focus on performing traditional music, from which he draws his inspiration, evident in his original compositions.
In Israel He studied with Israeli musician and composer Piris Elyahu, the Radif – a collection of many old melodic figures preserved through many generations by oral tradition. Later he travelled many times to Turkey and Greece to study the traditional music of these regions. Over the years he has studied privately and participated in seminars/master classes with teachers such as Derya Turkan, Stelios Petrakis, Kelly Thoma, Sokratis Sinopoulos, Ross Daly, Zacharias Spyridakis, Nermin Koygusuz, and others.
Later he continued his studies at the Root Music Program of the "Hed" College of Music for three years, led by Piris Elyahu. These studies covered both Western and Eastern music practice, theory and composition, and were taught by Piris Elyahu and others, including Mark Elyahu, with whom he has studied the Kamanche.
Boaz sings and plays instruments such as the Lyra, kamanche, Guitar, Persian Tar and more. He also uses Loop station and effects in his solo concerts and workshops.
Since 2010 Boaz has performed in many concerts and festivals including: The International Oud Festival in Jerusalem, The klezmer Festival in Safed, Acre international fringe theatre festival, Sounds of the Old City Festival in Jerusalem, at the national library of Israel, The Sufi Festival, Israel Yoga Festival, Loom Zoom International online dance seminar, Jerusalem Dance Festival, Memphis Festival and many more festivals and musical projects.
In 2007/8 He was a member of the Andalusian Orchestra of Maalot and over the years participated in diverse projects and Ensembles encompassing a broad musical repertoire such as Balkan, Turkish, Persian, Armenian, Greek, Cretan, Sephardic, Hassidic, and Jewish liturgical music and more.
Since 2016 Boaz composed and arranged music to several dance choreographies, films and seminars. Among these works are: "Renewal" by Avidan Ben Giat that took place in Tokyo, Japan – 2016. "Makam" by Orit Shaul that took place in Acre international fringe Theatre festival of Israel – 2018. Music for "Loom Zoom - International Gathering of Music and Dance that took place in Germany – 2020. Music for the film Against the flow by Chen Rotem and Omer Yifman that took place at the Galil Adventure Film Festival – 2021.
In 2018 Boaz was invited to Astana Kazakhstan to represent Israel at the International convention/competition named after Tlep Aspantaiuly for bowed string folk instruments performers.
Since 2017 Boaz founded his Ensemble and several musical projects that performs with some of his many compositions. Among these projects are:
"Nevia"- original instrumental music which gives a new expression to an ancient inspiration and to many years of deep inner and musical research. It uniquely consists a diverse range of musical influences including Persian, Turkish, Greek, Balkan, Jewish, Western and more.
Concert which moves between a quite, touching, single sound to a great celebration of joy.
"Neharot"- new original songs and tunes composed to texts from Psalms, "Song of songs and Liturgical songs of the Jewish ethnic groups. Concert which gives expression to the deep inspiration creates of the mergence between ancient words and the melodies hidden within them.
"Roots in the water"- a unique "musical bridge" between the art of melodies and improvisation of the east, and the western culture which aspires harmonization.
Original music which is influenced from ancient musical motives and rhythms accompanied by the Piano ,which gives the music a whole new sound.
Boaz receives great inspiration from his strong connection to Nature and from the culture which surrounds him. Choosing to spend time in distant places in Galilee region as well as living for several years in the ancient city, Jerusalem, exposed him in many ways to the uniqueness of a country and a region which holds within it a fascinating merge of so many cultures and traditions.
In recent years, Boaz has been engaged a lot in composing music for ancient texts and for the texts and songs that he writes himself. The workshops he leads integrates live music, sound meditation and meditative and harmonic singing. These workshops in many ways are being an expression of the deep and long process he is going through as a person who chose music as a way of life.
As a composer, Boaz is much inspired from the many magnificent musical traditions he encountered as well as the vast cultural heritage and ancient traditions of his homeland. His compositions represents an honest reflection of his own inner journey in life.
His music offers a new and original interpretation to the fascinating interaction between East and West, between ancient and modern, and between the individual person and the global society. | https://www.boazgalili.com/blank-5 |
Rufus Bonds Jr., Kiira Schmidt Carper, Brian Cimmet, Diane Coloton, Richard Crawley, Danita Emma, Rebecca Karpoff, Richard Koons, Andrea Leigh-Smith, David Lowenstein, Felipe Panama, Abel Searor, Jacob E. Stebly, Bradley Stone, Karen Menter, Kathleen Wrinn
The purpose of the musical theater program is to train students in a systematic way that prepares them to compete realistically in the complex professional world of musical theater. Achieving this goal requires a carefully structured balance of studio and academic work. Musical theater studio work requires skills not only in dramatic performance, but in music and dance as well. Students develop their skills in a structured, intensive format that features careful and expert guidance.
Performance is a major focus of the 128-credit program. Students gain skills and experience in the various modes of musical theater: the revue, traditional musical comedies, operettas, and new and experimental forms. Coursework includes a balance of acting, voice, dance, theater history, music theory, and liberal education studies.
The first year is the foundation for all future training. It focuses on techniques of acting, ballet, voice-both singing and speaking-sight-singing, music theory, dramatic theory, and technical theater crafts. Writing is also a requirement for all musical theater majors. The first year is a non-performance year, but students are assigned to work on one production behind the scenes. They may elect to work on additional productions in a wide variety of jobs.
After the first year, students may audition for all productions-musicals, dramas, films-i.e., all productions connected with the Department of Drama, Syracuse Stage and the wider University. They also begin specialized training in musical theater performance, scene study, audition techniques, musical theater history, musical theater dance, and choreography. Supplementing these studies are courses in theater history, additional weekly lessons in voice, vocal ensemble experience, piano, and academic electives.
(eight credits MUST be at the 300-level or higher)
Academic electives are courses that involve critical thinking and theoretical understanding as opposed to practical application, mostly in the Liberal Arts. These academic courses usually have non-art-related content, such as math, natural sciences, astronomy, global history, political science, psychology, entrepreneurship, and languages, among others. You can find a comprehensive list of approved academic electives here. A maximum of 9 credits out of 23 can be from the department of drama.
Drama electives (also known as drama support) are courses that are not required specifically for the student’s program of study, but which are meant to enhance their understanding of their major field or their overall undergraduate experience.
Students may only have a combined total of 12 credits from Independent Study, Experience Credit, or Internships. | https://courses.syracuse.edu/preview_program.php?catoid=30&poid=15569 |
Humanities prof smith socrates socrates was a man of many words, socrates the precise facts about how and why the great greek philosopher socrates was sentenced and executed remains one of the biggest puzzles in history, a contrast of political controversy:. As one of history's famous critical thinkers, socrates laid the foundations of western philosophy so who was this influential thinker thanks to our sponsor kay jewelers for supporting seeker daily. Socrates is a man of great controversy he has been portrayed as many different personalities such as a sophist to a great philosopher to just a vocal old man the true nature of socrates is to be questioned.
The great solicitude sometimes shown by popular christianity to establish a radical difference between jesus and a teacher like socrates, 1 is a misapplication of effort the contrast stands. Socratic ignorance is also socratic wisdom, because according to socrates' interpretation of the oracle's words, to distinguish what you know from what you don't know, and thus see that you are not wise, is the only wisdom man can have. Surrounded by a small group of admirers, socrates is portrayed as a man of great insight, integrity, self-mastery, and brilliant challenging skill it is not clear how the philosopher earned a living but he attracted a group of young men, who came to learn and study with him.
Socrates was a philosopher who taught many young minds socrates even taught plato another great philosopher this great philosopher lived in the fifth century bc socrates was wrongly accused and sentenced to death, but his knowledge lives on. “do you feel no compunction, socrates, at having followed a line of action which puts you in danger of the death penalty' i might fairly reply to him, 'you are mistaken, my friend, if you think that a man who is worth anything ought to spend his time weighing up the prospects of life and death. If a rich man is proud of his wealth, he should not be praised until it is known how he employs it – socrates rate it: the shortest and surest way to live with honour in the world, is to be in reality what we would appear to be and if we observe, we shall find, that all human virtues increase and strengthen themselves by the practice of them. Socrates has a unique place in the history of happiness, as he is the first known figure in the west to argue that happiness is actually obtainable through human effort. A man must be an extraordinary man, and have made great strides in wisdom, before he could have seen his euth nay, socrates, i shall still say that you are the daedalus who socrates's.
Socrates essays (examples) socrates and other great ancient philosophers all come to the same conclusion after making a number of observations about life and how to live it that it is worthless that nothing bad could happen to a good man socrates believed this to be a fundamental truth and he believed that he was a good man as such. Socrates turned around, faced the young man, and said, “son, i have tried three times now to teach you the secret of being a great success the secret is simple: when you want to succeed as much as you want to breathe, you will be a great success. Putting an innocent man to death is far worse, and thus far more to be feared, than dying oneself, according to socrates, and so really it is the jury, and not socrates himself, that is in grave danger. In the trial of socrates (1988), i f stone said that socrates wanted to be sentenced to death, in order to justify his philosophic opposition to the athenian democracy of that time, and because, as a man, he saw that old age would be an unpleasant time for him.
Lecture supplement on plato’s apology: in their “introduction” to the trial and execution of socrates: sources and controversies, taken captive among these people, could say in his defense, if somebody were to accuse him and say, ‘children, this man has worked many great evils on you, yes, on you. There is great controversy about the interpretation of plato's political philosophy and no harm can come to a good man (ap 41d) 3 although he could be killed, that is not true harm, as only injustice, which damages the soul, can harm one. And philosophical controversy centered on the apology and the crito a translation of the extant part follows “socrates was the wisest man who ever lived, so wise that he was too great i’ll get the rope socrates: not so fast all i’ve done is show why your distinction isn’t relevant. Socrates, a wise man 7 a thinker 8 on the things aloft, prosecuted with such great lawsuits by meletus) but in fact i, men of athens, have no share in these things again, i offer the many 15 d 3 of you as witnesses, and i maintain that you should teach and tell plato's apology.
Socrates was an ancient greek philosopher, one of the three greatest figures of the ancient period of western philosophy (the others were plato and aristotle), who lived in athens in the 5th century bcea legendary figure even in his own time, he was admired by his followers for his integrity, his self-mastery, his profound philosophical insight, and his great argumentative skill. Socrates, in plato’s apology of socrates 30e and 23ab socrates, a founding figure in both the aspirations and the skepticism of western philosophy, was convicted and executed on charges of corrupting the youth by undermining athenian traditions. Socrates (469-399 bc), an athenian philosopher known for his early reflections on ethics and his development of the socratic method, caused controversy in 4th-century athens for several reasons.
The apology ends with the speech in which socrates utters a prophetic warning to his judges concerning the verdict that history will pronounce upon them for the actions they have taken in condemning him to death it is a remarkable speech and one that illustrates socrates' deep conviction that it is far better to suffer injustice than it is to. Plato's republic and moral education benjamin wong abstract the republic, arguably plato's most well-known work, is a philosophical dialogue devoted to the question of justiceis the just life the best way of life through a series of complex arguments, the protagonist socrates leads his interlocutors to see that justice in the city initially requires a rigorous system of education aimed at. Summary the crito records the conversation that took place in the prison where socrates was confined awaiting his executionit is in the form of a dialog between socrates and crito, an elderly athenian who for many years has been a devoted friend of socrates and a firm believer in his ethical teachings. Socrates (469/470-399 bce) was a greek philosopher and is considered the father of western philosophy plato was his most famous student and would teach aristotle who would then tutor alexander the greatby this progression, greek philosophy, as first developed by socrates, was spread throughout the known world during alexander's conquests socrates was born c 469/470 bce to the sculptor.
Top 10 socrates quotes at brainyquote share the best quotes by socrates with your friends and family. Socrates was a greek philosopher and the main source of western thought little is known of his life except what was recorded by his students, including plato. In contrast to plato’s socrates, who is committed to “follow the argument wherever, like a wind, it may lead us” (plato, republic 394d), xenophon’s socrates strives always to send his conversation partners away with some nuggets of practical advice which they may put to use right away. Socrates then proceeds to interrogate meletus, the man primarily responsible for bringing socrates before the jury this is the only instance in the apology of the elenchus, or cross-examination, which is so central to most platonic dialogues.
2018. | http://gsessayrdir.blogdasilvana.info/socrates-the-man-with-great-controversies.html |
When trying to motivate yourself to dream big and achieve great things in your business (and life in general), it can help to look at what great thinkers and other clever people believe and hold to be true. Sometimes, it’s good to look not to the future, but to the past.
It may surprise you to know that my advanced university degree isn’t in marketing or creative writing, but ancient history/archaeology. I spent most of my time at university staring at Greek vases and translating hieroglyphs. I know, what a bunch of useful skills! But it instilled in me a love for ancient wisdom and for questioning the nature of the universe.
Here are some of my favourite quotes from some of the cleverest minds born more than 2000 years ago:
1. Socrates (c469-399BC), Greek Philosopher
“The only true wisdom is in knowing you know nothing.”
“I cannot teach anybody anything, I can only make them think.”
“Beware the barrenness of a busy life.”
One of the finest minds in ancient philosophy, Socrates believed in an ethical system based on human logic and reason. He developed the “Socratic Method” where he would get a person to make a hypothesis and then ask a series of questions in order to test the logic of their question. This could be rather frustrating for the person he was questioning, which might go some way to explaining why he was convicted of corrupting the youth and sentenced to death by drinking hemlock in 399BC.
No writings of Socrates exist – we only know of his words through the writing of his student, Plato.
Takeaway from Socrates: Remember how little you know, question everything, and keep your mind open to other possibilities.
2. Plato (c428-348BC), Greek Philosopher
“Be kind, for everyone you meet is fighting a hard battle.”
“Courage is knowing what not to fear.”
“One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors."
Plato was a student of Socrates and adopted many of his master’s teachings. He founded the Academy of Athens, the first institute of higher learning in the Western world, which operated until 529BC, when Emperor Justinian I shut it down as he considered it a threat to Christianity. “Plato” may actually have been his nickname, as Plato means “a strong, broad build.”
Plato originally considered going into politics, but gave that up after Socrates was executed, which left Plato feeling dejected by politics. Plato wrote many dialogues on history, philosophy, science, metaphysics, politics, religion and other subjects, his most famous being The Republic.
Takeaway from Plato: Be kind and courageous, and you will always win the day.
3. Aristotle (c384-322BC), Greek Philosopher
“Educating the mind without educating the heart is no education at all.”
“We are what we repeatedly do. Excellence, then, is not an act, but a habit.”
“Pleasure in the job puts perfection in the work.”
Aristotle was a student of Plato’s Academy. When Plato died, Aristotle became the tutor of Alexander the Great, who would bring botanical specimens back from his travel for Aristotle to study. Aristotle was very concerned with ethics, and invented a new scientific study called causality – the study of why things happen.
We are blessed that Middle Eastern scholars saw the value in Aristotle’s work, and they preserved many of his writings after Ancient Greek civilisation collapsed. Only one third of Aristotle’s work still survives.
Takeaway from Aristotle: If you love what you do, it will reflect in your work.
4. Sallust (86-35 BC), Roman Historian
“Every man is the architect of his own future”
“Necessity makes the timid brave.”
“Harmony makes small things grow, lack of it makes great things decay.”
Sallust was the first Roman historian. He was born into a plebeian family, and was the first man in his family to enter the Senate. Sallust backed Julius Caesar in his civil war against the Senate, and was rewarded with the proconsulship of Rome’s Numidian territory. Here, Sallust retired to private life, and he wrote about the conspiracy of Catiline and the struggles of King Jugurtha of Numidia with Rome.
Takeaway from Sallust: You are the person who decides your own future, so think of what you want that future to be, and make it so.
5. Epictetus (c55-135 BC) Greek Stoic Philosopher
“The key is to keep company only with people who uplift you, whose presence calls forth your best.”
“You count yourself to be but an ordinary thread in the tunic. You ought to think how you can be like other men, just as one thread does not wish to have something special to distinguish it from the rest: but I want to be the purple, that touch of brilliance which gives distinction and beauty to the rest. Why then do you say to me, 'Make yourself like unto the many?' If I do that, I shall no longer be the purple.”
“If you want to improve, be content to be thought foolish and stupid.”
Unlike many other Classical philosophers who came from a noble birth, Epictetus was born a slave in Asia Minor. His master brought Epictetus to Rome with him and enrolled him to study under Gaius Musonius Rufus, a famous Stoic philosopher. Some time later, he was freed, only to be expelled by Emperor Domitian after criticising the emperor’s tyranny. Epictetus settled into a simple life in Nicopolis, where people travelled from all over the Roman world to hear him speak.
Epictetus believed a person could achieve complete freedom by limiting their desires to those that are within their power to achieve or ordained by nature as necessary. The world is under the control of providence, but within one’s own realm of power, one is free and responsible for his/her own actions.
Takeaway from Epictetus: It is OK to be the odd one, the weird one, the person trying to do something different. Because you are the purple that gives beauty to the rest.
6. Julius Caesar (100-44BC), Roman general and Dictator
“It is easier to find men who will volunteer to die, than to find those who are willing to endure pain with patience.”
“No one is so brave that he is not disturbed by something unexpected.”
“As a rule, men worry more about what they can't see than about what they can.”
Perhaps one of the most famous military minds of all time, Julius Caesar led the Roman army to victory against the Gauls, won a civil war against the forces of Pompey, and established himself as dictator of the newly created Roman Empire. He was murdered in a conspiracy after the Senate became concerned about the amount of power he wielded – Brutus and Cassius stabbed him to death as he approached the steps to the Senate house.
Caesar was also a notable writer of Latin prose and poetry, and one of the most famed orators in the Empire. Only his military commentaries have survive, but they give us a unique glimpse into the mind of this remarkable man.
Takeaway from Caesar: Focus on what you yourself can change, and leave the rest.
Wisdom comes from many sources, and some of the wisest minds were debating the meaning of life and the creative process thousands of years before our birth. It is remarkable that even though time passes, we still concern ourselves with the same questions about humanity, creativity, and desire. By seeing how great leaders and minds of the past solved problems, we can learn new ways to approach business, and life, today.
What are your favourite motivational / inspirational quotes from ancient sources? | https://www.workflowmax.com/blog/-temporary-slug-e03dec1c-feca-47c7-bcc4-395bdf52e98d |
The vision and pioneering spirit of Dorothy McNeill Tucker led to the establishment of the Tucker Center for Research on Girls & Women in Sport at the University of Minnesota in 1993. The creation of an interdisciplinary research center—devoted solely to girls and women in sport—established standards of excellence with respect to scholarly inquiry, graduate education and community outreach and public service. Housed in the College of Education and Human Development's School of Kinesiology, the Tucker Center is devoted to sponsoring, promoting, and disseminating scholarly activity on how sport impacts the lives of girls and women.
As part of her lifelong commitment to bettering the lives of others, Dr. Tucker, a 1945 graduate of the University of Minnesota, has also established the Dorothy McNeill and Elbridge Ashcraft Tucker Chair for Women in Exercise Science and Sport. This Chair, made possible with a $1 million gift, was activated in the Fall of 1996. The significance of the Tucker Endowed Chair is that it is the first of its kind in the country, will garner national visibility/recognition for the University and the Tucker Center, will help to attract first rate graduate students, and will provide scientific excellence and national leadership.
Since its inception, the Tucker Center has provided centralization, organization, scientific excellence, and national leadership on issues of great national and local significance. Through its direction and leadership, it encourages researchers, policy makers, educators, parents and practitioners to work together to better the lives of girls and women in ways that go far beyond the playing fields.
Dorothy McNeill Tucker established the Dorothy McNeill and Elbridge Ashcraft Tucker Chair for Women in Exercise Science and Sport in 1993. This chair - the first of its kind in the world - is the cornerstone upon which the Tucker Center is built. Dr. Tucker graduated from the University of Minnesota in 1945, majoring in recreation leadership. She went on to earn a doctorate and to become the first woman tenured at California State Polytechnic University in Pomona. She continues her pioneering efforts through her commitment to the Center.
Mary Jo Kane, Ph.D., is a Professor in the School of Kinesiology, and the Director of the Tucker Center for Research on Girls & Women in Sport at the University of Minnesota. Professor Kane received her Ph.D. from the University of Illinois, Urbana-Champaign, in 1985 with an emphasis in sport sociology. She is an internationally recognized scholar who has published extensively on media coverage of women’s. She is also known as an expert on the passage, implementation, and impact of Title IX.
In 1996, Professor Kane was awarded the first Endowed Chair related to women in sport: The Dorothy McNeill and Elbridge Ashcraft Tucker Chair for Women in Exercise Science and Sport. Dr. Kane was elected by her peers as a Fellow in the National Academy of Kinesiology, the highest academic honor in her field, and was inducted into the Academy in the 2002. Dr. Kane is a past recipient of the Scholar of the Year Award from the Women’s Sports Foundation. In 2012, Professor Kane received a Distinguished Service Award from the Minnesota Coalition of Women in Athletic Leadership. This award is given to individuals who exemplify the highest levels of commitment and contributions to breaking barriers for girls and women in sports. In 2013, she was named one of the 100 Most Influential Sports Educators by the Institute for International Sport.
In addition to her scholarly pursuits, Professor Kane teaches a number of courses in the School of Kinesiology (Sport & Society; Sport in a Diverse Society) as well as conducts graduate seminars. Professor Kane served as the Director of the School of Kinesiology from 2005 to 2011. She has appeared on the Today Show and her research has been cited by the New York Times, USA Today, the Washington Post and The Nation magazine. | https://www.cehd.umn.edu/tuckercenter/about/history.html |
INDEPENDENT ADJUSTMENT - One issue with adjusting the barter values is that these settings change both the Buy and Sell prices. This can make it difficult to find a nice balance if you're trying to lower your selling prices without making the buying prices ridiculously high. Personally, I really like the challenge created by being forced to sell my gear at greatly reduced rates, but I dislike the extreme inflation that occurs when I then want to buy something. Therefore, the Independent Adjustments will allow you to increase or decrease the buying & selling prices independently of one another. This is something I've not seen in any other mod, and in my opinion, it's one of the best, and most useful, features included in this mod.
Identify your resources. What items do you have that you could easily part with? Use a critical eye to go through your home, and consider possessions you may have in storage or that another family member or friend is currently using. If you would prefer to offer services, honestly assess what you could provide for others that they would otherwise pay a professional to do. It could be a skill or a talent or hobby such as photography.
Economists since the times of Adam Smith (1723-1790), looking at non-specific pre-modern societies as examples, have used the inefficiency of barter to explain the emergence of money, of "the" economy, and hence of the discipline of economics itself. However, ethnographic studies have shown that no present or past society has used barter without any other medium of exchange or measurement, nor have anthropologists found evidence that money emerged from barter, instead finding that gift-giving (credit extended on a personal basis with an inter-personal balance maintained over the long term) was the most usual means of exchange of goods and services.
Adam Smith, the father of modern economics, sought to demonstrate that markets (and economies) pre-existed the state, and hence should be free of government regulation. He argued (against conventional wisdom) that money was not the creation of governments. Markets emerged, in his view, out of the division of labour, by which individuals began to specialize in specific crafts and hence had to depend on others for subsistence goods. These goods were first exchanged by barter. Specialization depended on trade, but was hindered by the "double coincidence of wants" which barter requires, i.e., for the exchange to occur, each participant must want what the other has. To complete this hypothetical history, craftsmen would stockpile one particular good, be it salt or metal, that they thought no one would refuse. This is the origin of money according to Smith. Money, as a universally desired medium of exchange, allows each half of the transaction to be separated.
I have made every attempt to keep this mod as compatible as possible with all other mods, and it should be fully compatible with nearly every mod out there. There are a few features that may conflict, but these can be toggled off to maintain compatibility. The features will work just fine with merchants added by other mods (assuming they've been placed in the proper factions). In fact, while this mod does work very well on it's own, my primary intention was to create a mod that would compliment and enhance existing mods that already overhaul Skyrim's economy.
Search for bartering partners. After you know what you have to offer and exactly what you need/want in a barter situation, find a bartering partner. If you don't have a specific person or business in mind, try word of mouth. Let your friends, colleagues and social network know about your specific need and what you want in a barter situation. Use Facebook, LinkedIn and Twitter.
Barter, the direct exchange of goods or services—without an intervening medium of exchange or money—either according to established rates of exchange or by bargaining. It is considered the oldest form of commerce. Barter is common among traditional societies, particularly in those communities with some developed form of market. Goods may be bartered within a group as well as between groups, although gift exchange probably accounts for most intragroup trade, particularly in small and relatively simple societies. Where barter and gift exchange coexist, the simple barter of ordinary household items or food is distinguished from ceremonial exchange (such as a potlatch), which serves purposes other than purely economic ones.
Put a price tag on it. Successful bartering must result in the satisfaction of both parties. This can only happen if the items bartered are realistically valued. If you have an item you would like to trade, obtain an accurate appraisal. An item is only worth what someone is willing to pay for it. Therefore, do your research and look at the "selling" section on eBay to find out what online buyers have paid for similar items.
When exchanging services, it’s important to remember that bartering is considered income. While you may be able to write off expenses you incur during the barter, you must claim the fair market value of the services you provided as income. For example, if you charge $60 an hour as a massage therapist, and you trade a one-hour massage for housecleaning services, you may have to claim the equivalent income. When you trade assets, you may even be responsible for tracking capital gains or losses. If you have any doubts or questions, consult the IRS website.
Put a price tag on it. Successful bartering must result in the satisfaction of both parties. This can only happen if the items bartered are realistically valued. If you have an item you would like to trade, obtain an accurate appraisal. An item is only worth what someone is willing to pay for it. Therefore, do your research and look at the "selling" section on eBay to find out what online buyers have paid for similar items.
For example, the market for national security payloads and NASA missions (James Webb is a notable exception, bartered between NASA and ESA) are typically closed to Arianespace. — Eric Berger, Ars Technica, "As the SpaceX steamroller surges, European rocket industry vows to resist," 20 July 2018 Friends told the British press that Rowley would often search dumpsters for items to barter or sell. — William Booth, Anchorage Daily News, "Woman exposed to nerve agent in southern England dies; police launch murder investigation," 9 July 2018 Anyone who unlawfully captures or kills a big game animal and then sells or barters the animal is guilty of a felony. — Dustin Gardiner, azcentral, "10 Arizona laws that actually exist: Private armies, food-wasting ban, windshield repairs," 27 June 2018 This early depiction suggests that although chocolate was being bartered at this point, it may not have been traded as a form of currency, Baron says. — Joshua Rapp Learn, Science | AAAS, "The Maya civilization used chocolate as money," 27 June 2018 To generate publicity, the cash is handed out at ceremonies held in the weekly roadside markets where villagers gather to barter meager fish hauls for goods like plastic buckets or quart bottles of gasoline. — New York Times, "Nearly Eradicated in Humans, the Guinea Worm Finds New Victims: Dogs," 18 June 2018 Prize is not transferable or redeemable for cash and may not be sold, bartered or auctioned. — Union-tribune Rewards, sandiegouniontribune.com, "Enter to Win Two Tickets to San Diego Legion's Inaugural Rugby Season as well as a gift certificate to Hundred Proof!," 11 May 2018 Others report punishment for having hoarded, rationed or bartered for menstrual products. — refinery29.com, "Meghan Markle Has Championed Menstrual Equity — Here's Why You Should Too," 21 May 2018 As the city bartered for water with local farmers and hustled to build desalination plants, its residents simply started using less water. — Ryan Lenora Brown, The Christian Science Monitor, "Squeezing more out of taps: How Cape Town cut consumption in half," 30 Apr. 2018
PERKS - Trade & Barter allows you to adjust the value of the Investor and Master Trader perks. This should work even if you have another mod that alters the Speech tree. Options: set either perk to 5000 max. You can set independently adjust the amounts required to invest and the amount of gold the merchant receives. However, when you make the initial investment, this money will be available until spent. Trade & Barter also adds to the Investor Perk by providing merchants with increased inventories when you invest in them. Increased inventories are unique to each individual merchant.
He would have heard of channels and sandbanks, of natural features of the land useful for sea-marks, of villages and tribes and modes of barter and precautions to take: with the instructive tales about native chiefs dyed more or less blue, whose character for greediness, ferocity, or amiability must have been expounded to him with that capacity for vivid language which seems joined naturally to the shadiness of moral character and recklessness of disposition.
You can use bartering to cut costs with your small business or to reduce personal expenses. For example, a handyman can trade services with a hairstylist. Each person is still getting paid for their work, in a sense, and it can lead to referrals to cash-carrying customers without costing a penny. However, the essence of bartering is simply to trade something you have for something you want or need – and you can do this whether you are struggling financially or have a steady income.
While Swapsity trades are facilitated online, its participants can be seen in real life at themed in-person swap meets as well as the annual Live Green Toronto Festival. Over the past three years, more than 25,000 items—primarily clothes, books, CDs and DVDs—have been swapped at its events, collectively saving people roughly $200,000. About 5,000 items have been donated to charity. On average, each participant saves $80 at every swap (the value of items they go home with and would have otherwise bought). This year’s Live Green event was packed despite the grey July weather: until it started to rain heavily in the late afternoon, lineups to get into the six swapping tents spanned the full length of the waiting area, then folded in on themselves like accordions. Even in the rain, the leaking tents bustled. | https://lchd.info/barter-san-antonio-barter-items-2019.html |
Teaching children with complex issues is a significant challenge that teachers face, with a number of behavioural challenges presenting in any given classroom.
Most schools nowadays have the ability to define behavioural expectations through their own policies and guidelines. Accordingly, these might differ slightly between schools but, for the most part, we can agree there are certain behaviours that teachers grapple within today’s classrooms and across varying age groups.
Challenging behaviour “can generally be understood as something that either interferes with the safety or learning of and other students or interferes with the safety of school staff.”
Examples of challenging behaviours are extensive and most teachers will have encountered many across their careers.
At the extreme end of the behavioural challenge spectrum would be violent and unsafe behaviour like fighting, kicking and punching. At the other end of the scale is students leaving their seats, calling out in class, swearing, shouting, refusing to follow instructions and so forth. Then there is also withdrawn behaviour such as anxiety, phobias and truancy.
All of these aforementioned behaviours, regardless of how extreme they may be deemed, have a significant negative impact on the attention levels and abilities to learn of all students in the classroom, and can unnecessarily complicate the learning process for teachers.
How can teachers handle a classroom that may present a number of challenges?
Attention vulnerabilities are often among some of the key contributing factors to a challenging student and/or classroom. Teaching attention skills is a good baseline skill for all students, and one of the most important steps to take in reducing the impact of kids who have complex issues, which leads to challenging behaviour.
Attention training is at the core of the learning process. Teaching students essential skills in the areas of selecting, sustaining and controlling attention are the fundamentals that enable students to filter out distractions, stay quiet, sit still and effectively absorb what they’re being taught.
While attention skills have a key role in ensuring students thrive in a classroom environment, it’s still not a one-size-fits-all magic solution. It’s important for teachers to understand the complex issues that may be contributing to their students’ disruptive behaviour and that may be preventing their students from making progress with any attention training.
Aside from attention skills, there are a number of ways to handle a challenging classroom and the vast majority of them rely on communication of one form or another.
“Children who display challenging behaviour don’t usually do so ‘just because they want to’”, writes Ellie Collier from High Speed Training in the UK. “There’s often a reason behind their behaviour, or it might be their only way of telling you something’s wrong.”
She suggests doing as much investigative work as possible to find out if something behind the scenes is being manifested in the classroom. For example…
Could there be some kind of illness at the root of their behaviour?
As Collier writes, if a child is experiencing pain, “they may be acting out to express this, especially if they have a problem communicating [it].”
Is the student exhibiting signs of autism or ADHD that may have gone undetected before now?
These kinds of neurological conditions make it hard for students to understand and express their feelings. Being ignored or left out by the other students because of their behavioural traits can also exacerbate their behaviour.
Are there factors at home that may be contributing to their behaviour?
If a child is rewarded when they throw a tantrum at the supermarket, or the path of least resistance is taken when it comes to poor behaviour at home, students will believe that exhibiting these kinds of behaviours is ‘normal’ and/or can lead to them getting what they want.
If the parents of a student are constantly arguing or bickering – or worse – it is much more likely a student will exhibit challenging behaviour as an outlet to cope with what’s happening at home, or even think that those kinds of interactions are completely normal.
Is the student bored?
“Challenging behaviour may arise if the student feels bored in class and with their work,” notes Collier. “An unrecognised talent may also result in the behaviour, as students struggle to stay on track with something they already know how to do.”
Apart from boredom, the reality is, some of these contributing factors may be well beyond your control as a teacher. And, while there’s some impressive technology developing to help improve student behaviour, this education technology may not work for all children, particularly those with complex issues.
Dealing with challenging behaviour and complex issues in the classroom takes patience, and it also requires teachers to remember the importance of finding the root cause of the behaviours and attitudes that students display in the classroom.
Teaching attention skills and attention training can go a long way to helping those without complex behavioural profiles develop a strong baseline for future learning, and even filter out the distractions others may inflict on them at school.
Attention is a skill that needs to be taught. Use TALi DETECT to flag attention vulnerabilities. | https://www.talihealth.com.au/blog/teaching-children-with-complex-issues |
Asheville is a city in western North Carolina’s Blue Ridge Mountains. It’s known for a vibrant arts scene and historic architecture, including the dome-topped Basilica of Saint Lawrence. The vast 19th-century Biltmore estate displays artwork by masters like Renoir. The Downtown Art District is filled with galleries and museums, and in the nearby River Arts District, former factory buildings house artists' studios.
Is Asheville NC A good place to vacation?
You can enjoy scenic mountain vistas, fun live music, locally produced food and beer, a vibrant arts scene, plus hiking and other outdoor adventure activities. I have to say it has become one of my new favorite mountain towns in the United States, and an excellent weekend vacation destination.
The top attractions to visit in Asheville are:
- Biltmore
- The North Carolina Arboretum
- Biltmore Gardens
- New Belgium Brewing Company
- Asheville Pinball Museum
The best day trips from Asheville according to travelers are:
- Hiking Tour of Blue Ridge Parkway Waterfalls.
- Private Tour Blue Ridge Parkway, Blowing Rock from Asheville
- Custom Half-Day Photo Tour w/ Photography Lessons
- Waterfall mania tour
What is Asheville known for?
Nestled in the Blue Ridge Mountains of Western North Carolina, Asheville is perhaps best known as the location of George Vanderbilt's Biltmore Estate and the home of major American novelist, Thomas Wolfe.
What is the best time of year to visit Asheville NC?
Best Times to Visit Asheville, NC. The best times to visit Asheville are from March to May and September to early November, when temperatures hover between the upper 50s and the mid-70s – ideal weather for exploring the blooms in spring and the foliage in the fall. | https://www.justtraveldeals.ca/asheville-north-carolina |
What is producer responsibility for packaging?
Producer responsibility for packaging applies to firms which pack products in Finland or import packed products for the Finnish market and which have a turnover of EUR 1 million or more.
A firm which must meet producer responsibility packaging obligations is responsible for the entire process of collection and recycling of their packaging waste as well as all related costs. The law also stipulates the national targets for producer responsibility and the requirements for recycling and reusing packaging materials that must be implemented in Finland.
In addition to packaging, the Waste Act stipulates the producer responsibility for tyres of motor vehicles, cars, electrical and electronic equipment, batteries and accumulators as well as paper products.
What kind of firms must meet the producer responsibility for packaging obligations?
The firm has a Finnish business ID and at least one location on the mainland of Finland.
The firm has a turnover of EUR 1 million or more in Finland.
The firm packs products in Finland or is an importer of packed products for the Finnish market.
A foreign company or its affiliate that is registered at the Finnish Trade Register is under producer responsibility obligations if all the conditions mentioned above are fulfilled.
PLEASE NOTE: A Finnish firm is also under producer responsibility obligations in terms of packaging of products that it purchases from a foreign company, where that foreign company does not fulfil all the conditions mentioned above.
In Finland, producer packaging responsibility applies to firms that have a turnover of EUR 1 million or more and pack products in Finland or import packed products to the Finnish market. The responsibility concerns all packaging and packaging waste that results from their use. The Council of State Packaging and Packaging Waste Decree is based on the European Packaging and Packaging Waste Directive and the Finnish Waste Act.
Producers must organise the collection and recycling of packaging plus other waste management according to the regulations sipulated in the European Packaging and Packaging Waste Directive and the Finnish Waste Act.
The European Packaging and Packaging Waste Directive is implemented in Finland through the Waste Act (1072/1993), the Council of State Decision on Packaging and Packaging Waste 962/1997 and the Council of State Packaging and Packaging Waste Decrees 987/2004 and 817/2005.
The amendment 452/2004 of the Waste Act added Section 3a, upon which the packaging producer responsibility has been based since 1 September 2004. The obligations concerning reuse and recycling have been based on the Council of State Decision 962/1997 and Decree 817/2005 mentioned above.
The new Waste Act (646/2011) entered into force on 1 May 2012. This law was amended in January 2014, when a transition period was granted for the effective date of the extended producer responsibility; it came into force on 1 May 2015.
The Council of State accepted the Packaging and Packaging Waste Decree 518/2014 on 3 July 2014, which defines the reuse targets for packaging and recycling targets for packaging waste; it also defines collection targets for consumer packaging in more detail.
During 2015 and 2016, producers will become responsible for the entire process of collection and recycling of consumer packaging. The producers are liable for all collection and recycling costs and also for ensuring that the stricter recycling requirements for packaging waste as set in the Finnish law are met.
The extended producer responsibility cencerning packaging came into force on 1 May 2015. The reception terminals opened on the same day. The terminals are maintained and paid for by the producers, and they are located all over the country. The terminals take back glass, fibre, metal and plastic packaging waste collected by municipalities and waste haulage companies for free. The terminals only receive packaging waste material which has been sorted according to the producer organisations' instructions.
As of 1 January 2016 the producers will also be responsible for the collection of consumer packaging in Finland. The Rinki eco take-back point network will have a minimum of 1,850 take-back points for fibre, metal and glass packaging waste and 500 points for plastic packaging. Most of the take-back points will be located near shops with good transport connections.
Municipalities can offer a supplement for the producers' consumer packaging collection by setting up their own take-back points or by collections from residential premises. Private waste haulage firms can also offer their services to producers and residential premises if the municipality of the producers do not arrange the collection.
Producer responsibility for packaging has been covered in the Finnish legislation since 1997. The Council of State Packaging and Packaging Waste Decree is based on the European Packaging and Packaging Waste Directive and the Finnish Waste Act. Here you can read more about the development of the laws that the current legislation is based on.
The Waste Act 1072/1993 comes into force.
The Packaging and Packaging Waste Directive 94/62/EC comes into force in EU States.
An Agreement between the business sector and the Ministry of the Environment: the packaging sector is responsible for the recovery of packaging waste in Finland in accordance with the requirements of the directive.
The Council of State Decision on Packaging and Packaging Waste 962/1997 comes into force.
The Environmental Register of Packaging PYR Ltd is established.
Partial producer responsibility for packaging: 61% by weight of total packaging waste must be recovered. The Finnish Environment Institute is the official monitor of producer responsibility.
The Directive 2004/12/EC amends the Packaging and Packaging Waste Directive 94/62/EC. Revision of the Waste Framework Directive begins in the EU.
Waste Act Amendment 452/2004. Pirkanmaa ELY Centre for Economic Development, Transport and the Environment (Pirkanmaa ELY) becomes the official monitor of producer responsibility.
The Council of State Decree 817/2005 amends the Council of State Decision on Packaging and Packaging Waste 962/1997. Recycling and recovery targets are set for packaging materials for 2008.
The Ministry of the Environment begins revision of the Waste Act in Finland based on the EU Waste Framework Directive. PYR participates in the consultations.
The government bill (HE 199/2010) is presented to Parliament. PYR and the producer organisations in the packaging sector participate in influential working groups.
The position of the business sector in favour of the retention of partial producer responsibility is presented to parliamentary committees. The President approves the Waste Act, including the provisions on extended producer responsibility for packaging. Preparation of the decrees associated to the Waste Act begins.
The Waste Act 646/2011 comes into force on 1.5.2012. Drafting of the packaging decree continues.
The Waste Act Chapter on producer responsibility comes into force on 1.5.2013 with EPR not yet applicable to packaging. The proposed amendment to the Waste Act concerning packaging and the new packaging and packaging waste decree are at the consultation stage. PYR and the producer organisations are involved in influencing several working groups.
harshening of the recycling targets for packaging and the number of take-back points under producer responsibility for consumer packaging in Finland.
Amendment to the Waste Act 646/2011 comes into force on 27.1.2014. An extension of the transition period for the entry into force of producer responsibility is obtained.
harsher targets for the reuse and recycling of packaging (2016 and 2020) and the introduction of separate targets for deposit and non-deposit packaging respectively.
EPR Provisions in the Waste Act come into force for packaging on 1.5.2015. Producer reception terminals for packaging waste, numbering 30, are in operation as at 1.5.2015 for the materials collected by municipalities and firms.
The Environmental Register of Packaging PYR Ltd was renamed as Finnish Packaging Recycling RINKI Ltd.
In accordance with the Packaging and Packaging Waste Decree the producer take-back network for consumer packaging is in operation as at 1.1.2016 with a minimum of 1850 take-back points for fibre, metal and glass packaging waste and a minimum of 500 for plastic packaging waste.
For firms, the easiest way to ensure that their producer responsibility obligations are looked after is to join Finnish Packaging Recycling RINKI Ltd. Producer responsibility is a legal obligation to businesses.
A company only needs to sign a contract with Rinki to transfer the packaging producer responsibility obligations to the producer organisations. Rinki and producer organisations arrange the recycling of packaging in order to ensure that the recycling targets set by the EU and Finnish law are met in Finland.
Firms normally use a variety of packaging and packaging materials. They seldom know where their packaging end up in the market. Collecting packaging waste and organising recycling would be very expensive for an individual company. Rinki member firms do not need to maintain the system by themselves but they contribute to the shared costs by being involved in the producers' system.
Finnish Packaging Recycling RINKI Ltd's duty is to ensure that the member firms can implement their producer responsibility for packaging easily and efficiently.
Producer responsibility for packaging applies to firms that pack products in Finland or import packed products to the Finnish market and have a turnover of EUR 1 million or more. Producers, i.e. firms, must organise the recycling of packaging that is brought to the Finnish market with their products as well as the collection or reception of packaging waste. Firms are also responsible for all costs incurred from these operations.
Packaging waste material collected and sorted correctly must be reused in new packaging or new products, i.e. it must be recycled. Recycling of packaging is an integral part of a firm's environmental responsibility.
The easiest way for firms to implement their producer responsibility is to sign a contract with Finnish Packaging Recycling RINKI Ltd. The firm enters the collective system of other firms with packaging producer responsibility and contributes to the shared costs of recycling of packaging materials.
It would be very expensive for a firm to cover the costs of the entire recycling chain by itself. Very few firms know where their packaging end up in the market.
A contract with Rinki covers recycling of the packaging the firm brings to the Finnish market as well as the collection of consumer packaging carried out in Finland.
Firms arrange the collection of sorted packaging waste from their premises. This can be arranged with waste haulage firms, and the costs of collection are not included in the fees that Rinki charges.
Finnish Packaging Recycling RINKI Ltd is a non-profit service firm founded in 1997 and owned by Finnish industry and retail trade.
Producer organisations in the packaging sector have authorised Rinki to arrange the collection of consumer packaging in Finland. In addition, the producer organisation for glass packaging producers, Suomen Keräyslasiyhdistys ry, has agreed on the recycling of glass packaging waste with Rinki.
With its Rinki eco take-back points, Rinki ensures that correctly sorted carton, glass, metal and plastic packaging from households is collected from the Finnish market for recycling efficiently and at a reasonable cost.
Rinki also registers firms with packaging producer responsibility, collects the funding for recycling of packaging from the firms and compiles statistics on the total volumes of packaging as well as produces statutory reports of the implementation of producer responsibility to the authorities.
Rinki also informs firms and consumers about recycling packaging and Rinki eco take-back points and offers other support and advice.
The producer organisations in the packaging sector are non-profit organisations. Their duty is to ensure that the recycling targets set by the EU and Finnish law are met in Finland.
Producer organisations decide independently on the material-specific recycling fees that Finnish Packaging Recycling RINKI Ltd charges firms with producer responsibility.
Finnish Packaging Recycling RINKI Ltd, packaging producer organisations, municipalities and environmental firms work together to ensure that the collection and recycling of packaging waste is organised appropriately everywhere in Finland. Producers, represented by Rinki and producer organisations, bear the main responsibility for the consumer packaging recycling process. The role of private and municipal environmental firms is also significant.
Municipalities can offer a supplement to the producers' consumer packaging collection by setting up their own collection points or by collections from residential premises. Municipal waste collection is funded by waste management fees.
Private waste haulage firms can also offer their services to producers and residential premises if the municipality or the producers do not arrange the collection.
The Pirkanmaa ELY Centre is the authority that supervises the implementation of packaging producer responsibility in Finland.
Finnish Packaging Recycling RINKI Ltd informs the authorities of the firms that have authorised Rinki to implement their packaging producer responsibility on regular basis.
Rinki also compiles reports of how the recycling of packaging has been organised in the system of firms with producer responsibility.
The Pirkanmaa ELY Centre submits a yearly report to the EU about the recycling of packaging in Finland as well as about how well the targets for recycling of packaging agreed on with the EU and the Finnish government have been achieved.
Finnish Packaging Recycling RINKI Ltd maintains the register of packers and importers of packed products in Finland. The Pirkanmaa ELY Centre for Economic Development, Transport and the Environment is the authority that monitors the implementation of producer responsibility in Finland. The authority has the power to give more detailed orders and instructions.
Rinki submits the packaging statistics it has collected from firms to the Pirkanmaa ELY Centre once a year. The statistics are compiled from the information supplied by the firms registered with Rinki. The statistics only reveal the total amounts of each packaging material. Rinki does not disclose any information about an individual firm to third parties.
Rinki also provides the ELY Centre with a list of firms that have signed a contract with Rinki at regular intervals. These firms are not therefore required to submit a statement about the implementation of producer responsibility to the Pirkanmaa ELY Centre.
Producer organisations coordinate the recycling of packaging in order to ensure that the recycling targets set by the EU and Finnish law are achieved in Finland. The producer organisations are legal entities as required by law and non-profit organisations.
Producer organisations decide independently on the material-specific recycling fees that Finnish Packaging Recycling RINKI Ltd charges to firms. The aim is that recycling of packaging is arranged cost-effectively so that the fees paid by firms remain reasonable.
Suomen Keräyslasiyhdistys ry is the producer organisation for producers of non-deposit glass packaging, and was founded back in 1998. Non-deposit glass packaging include pots and jars as well as non-deposit bottles. The organisation aims to promote the recycling of glass and its other reuses as well as to reduce the amount of glass waste. Visit the website (in Finnish): Suomen Keräyslasiyhdistys (in Finnish). | https://rinkiin.fi/for-firms/producer-responsibility/ |
How exactly to compose an Essay-This free guide sets out of the rules for composing very first essay
Then we also have a range of guides in our “How To Write” section if you are looking for something more in-depth or subject specific:
1. The basic principles of composing an essay
The foundation on most educational tasks are the capability to build a good essay. Even though this appears apparent, it really is an art and craft which many pupils need certainly to develop as none of us are created because of the ability that is natural write an essay. None of us are born have real profit compose an essay which will deal with a provided subject effortlessly and support an argument adequately with evidence, either.
Try not to worry as they abilities are feasible to master. This guide sets off to determine all the major abilities which should be obtained to be able to compose your essay whether you have been offered an interest or perhaps you choose your essay that is own subject.
The kind of essay you have to compose is going to be determined, to some degree, by the specific industry in that you are involved nevertheless the basic points of construction will hold beneficial to all subjects.
1.1. Getting started:
The initial and a lot of important factor of composing good essay is to look at the essay concern. The significance of close analysis of this concern while the foundation of a essay that is good be overestimated. Not surprisingly, it really is astonishing how students that are many jot down every thing they find out about a topic regardless of just exactly exactly what the real question is really asking them to complete.
Whether you’ve selected this issue your self, or it was assigned for you, look carefully during the key phrases in the concern, as they provides you with the pointers you will need to begin thinking very carefully on how to continue along with your essay. Types of key term could be: ‘examine’, ‘develop’, ‘analyse’, ‘influence’, or ‘compare’. All of these terms provide a means into speaking about the subject at hand and will provide you with an idea that is good of method your essay ought to be written.
As an example, you would know that the reader was expecting to see close analysis of the words used and how theme and structure differ in each if you were asked to compare how two poets address a similar theme. Nonetheless, you would adopt quite a different approach, balancing fact and opinion if you were asked to examine the causes of the outbreak of a war. Include to the a knowledge of if the real question is asking you to definitely offer your own personal viewpoint in isolation, or you to assess the previous and current thinking on a subject (this is more common), and follow this with a conclusion which summarises your own thoughts whether it requires.
That you continue to check back to see that you are answering the question and not just reeling off everything you know about a given topic as you develop your argument ensure.
Before you begin to write whether you have selected the topic or not, you will need to research critical opinion. Then things such as choice of texts, word count, and style will have been outlined for you but, if you are ‘starting from scratch’, you will need to make these decisions for yourself, only altering them later if your research suggests that areas other than what you originally planned need to be covered if you have been assigned a topic.
Other pages associated with this part:
1.2. Researching your topic:
Having thought very very very carefully by what you might be being expected to complete the following phase would be to make sure you are not plagiarism that is committing. Plagiarism is really a major concern and it is possible to do without meaning to. It is easy to forget where your opinions begin and another person’s end.
Attempt to hit a balance between locating evidence that supports your very own tips and those that may actually contradict you. an excellent essay will present a balanced situation and display a knowledge of most points of view (within explanation), not only the ones that agree with your!
It really is a smart idea to compile an alphabetical a number of all publications utilized through your research phase as this will save you time along with your referencing and bibliography later on, you sourced your evidence as you will have kept track of where. Make every effort to provide this within the style that is academic by the school as, for instance, there is certainly considerable distinction between Harvard referencing and MLA. We suggest you look for suggestions about the referencing design required before beginning your quest. A beneficial tip to consider whenever referencing is the fact that, although many referencing designs will enable the application of abbreviations, the very first time a novel is quoted the total details must be offered.
Other pages associated with this area:
1.3. Preparation:
It’s very tempting to disregard this stage – do not, thorough preparation saves time! A plan is essential to complete a structured, reasoned and researched response on any given topic, even in an examination essay although it might seem to be wasting time at this point.
Start with searching on the relevant question and the ones ‘key terms’ that you’ve got selected. Next, think about the proof you have got gathered and exactly how the 2 complement each other. This will be effortless when you have followed the guidelines above carefully as you will definitely have held issue at heart at all times through your research phase.
Nonetheless, it could be hard to know which items of evidence well help your subject points while you can not consist of every thing. Make decisions now about what you shall utilize and what you will really discard. This might be harder than you possibly might think because often interesting proof you’ve got unearthed needs to be omitted due to the fact it’s not appropriate. Increasingly, pupils are penalized for surpassing the specified word count therefore make sure that all of your proof write my paper for me is truly pertaining to the true points you’re making and also to the subject worried.
It’s helpful to create a rough plan or diagram of one’s essay at this time where you take note of paragraph headings and where you uses each bit of proof. Later on, if you are composing your essay, you shall be make use of this to remind you of exactly exactly exactly how your thinking really progressed and exactly why you have made your choices you did. Structuring your essay in this manner will help with coherence also as your argument will undoubtedly be clear, developed, and succinct, with paragraphs moving obviously to your summary. Carrying this out will even expose any gaps in your proof or linking which you yourself can straighten out before you begin to publish.
2. Composing your essay:
At final, it is the right time to compose. It must get without stating that your spelling, punctuation and grammar must be perfect. Absolutely absolutely absolutely Nothing makes an even worse impression on examiners than bad spelling and punctuation, particularly if you misspell an writer’s title or even the name of a novel. You will be just marks that are throwing by simply making errors in presentation. Do not count on your pc’s ‘spell and grammar check’ because they are perhaps perhaps perhaps not, by any means, infallible. If you should be uncertain, talk to other resources and, by the end, return back and carefully proof-read your work – better yet, get another person for this as another set of eyes will frequently spot errors you have got ignored.
You could begin composing your essay by selecting either: to publish the body that is main of essay first, then get back to build your introduction; or write the introduction first, accompanied by the key human anatomy of the essay. Both have actually benefits and drawbacks, based mostly as to how closely it is possible to stay glued to your stated thesis.
Then coherently developed, then write the introduction first if you feel confident that the argument can be stated simply in your introduction, and. Then it may be best to write the introduction later as you can then adapt your thesis accordingly if you feel you might deviate from the introduction. | http://newportswimmingclub.co.uk/how-exactly-to-compose-an-essay-this-free-guide/ |
NMAA to determine guidelines for summer workouts for schools Friday
The issue of what the summer will look like for high school athletic programs could become more definitive Friday.
The New Mexico Activities Association will hold a special board of directors meeting at 9 a.m. to determine the regulations for summer workouts for its members’ athletic programs amid the COVID-19 pandemic, among other items on its agenda. It’s a first for the organization, which generally allows schools to decide how to conduct their summer sessions with athletes, aside from not allowing formal practice for programs.
Sally Marquez, the NMAA’s executive director, said in a video interview on its website Monday that a survey of athletic directors indicated they wanted the organization to regulate how teams will operate once restrictions are lifted to the point student-athletes are allowed to get on the field or the court.
“Seventy-six percent of our schools out of the 113 [that responded to the survey] said, ‘Yes, we would like the NMAA to give us direction and regulations this summer,’ ” Marquez said.
Gov. Michelle Lujan Grisham has yet to allow for gatherings of more than five people even as the state eased some restrictions for many businesses and religious groups this week.
That leaves the matter of when teams will be able to start workouts and sessions. However, many administrators and coaches around the state have engaged in discussions about how they will operate when that happens.
Kevin Garcia, who will begin as athletic director at St. Michael’s in July, said the school is setting up procedures regarding daily sanitizing of equipment, fields and gyms, and there is a possibility they could include taking temperatures daily of athletes and coaches.
James Barron and Will Webber discuss the significant toll the COVID-19 pandemic has had on sports locally and nationally, and also share their thoughts on a bizarre state basketball tournament that finished in front of no fans.
“We have to be safe, and that is the main concern,” Garcia said. “We don’t want to rush things and start off, then — bang — a whole new explosion of hot spots emerge. Then we’ll be done for the year.”
What likely won’t happen are scrimmages and camps that allow coaches to assess their teams in game-type settings. Estrella Flores, the athletic director at Santa Fe High, said all basketball camps and seven-on-seven scrimmages for football were canceled because of the huge volume of people at those events. When teams conduct workouts, they will more than likely be limited to coaches, athletic trainers and players.
However, much of what teams can do will be determined by what stage the state is at as far as reopening. Flores said coaches in Santa Fe Public Schools are ready to adapt to the number of athletes they can oversee in one setting.
“[Santa Fe high head football coach Andrew Martinez] said, if instead of meeting with all 60 players, he will [meet with] five if he has to,” Flores said. “Just so we can start working out athletes, whatever the protocol might be.”
However, there are a few coaches who are expressing caution with regard to starting summer workouts amid the coronavirus epidemic. Capital head football coach Bill Moon admitted he is conflicted about having a summer program, saying the coach in him wants to get out on the field, but his players’ well-being comes first.
“It’s hard not to get emotional about this,” Moon said. “I want to get this team on the field. These kids have busted their ass. … We’re desperate. We can get out there and do something special, something great for our school and our city. That’s what makes your chest bulge 15, 20 years later. I’m excited about that, but I’m not going to risk anybody’s life for this.”
(0) comments
Welcome to the discussion.
Thank you for joining the conversation on Santafenewmexican.com.
Please familiarize yourself with the community guidelines. Avoid
personal attacks: Lively, vigorous conversation is welcomed and
encouraged, insults, name-calling and other personal attacks are
not. No commercial peddling: Promotions of commercial goods and
services are inappropriate to the purposes of this forum and can be
removed. Respect copyrights: Post citations to sources appropriate
to support your arguments, but refrain from posting entire
copyrighted pieces. Be yourself: Accounts suspected of using fake
identities can be removed from the forum. | |
The Troop Support division of the Defense Logistics Agency held a meeting earlier this month in Philadelphia to understand how blockchain could have helped its already “successful” efforts assisting in Puerto Rico after the devastating Hurricane Maria in 2017. The meeting was hosted by Troop Support’s Continuous Process Improvement (CPI) office.
“This is where I can see where blockchain would have been a big help [in the relief efforts]. Flowing material specifications and tracking data from the manufacturer buying the raw materials to … getting the transportation and getting it on the barges,” said Marko Graham, deputy director of the DLA’s Construction and Equipment unit.
The CPI is working on ways to improve its services with the U.S. Transportation Command and shipping giant Maersk, which has already teamed up with IBM to build a supply chain platform using blockchain tech.
Potential use cases for blockchain are increasingly being examined by other U.S. government agencies, too. Earlier this month, the Department of Homeland Security said it was looking to enhance its ability to prevent the use of fake documentation with blockchain solutions and was offering grants of up to $800,000 to startups to assist that work.
And, last year, the U.S. Navy’s innovation arm revealed plans to examine if blockchain can bring added security to its manufacturing systems. | https://www.starfeed.com/coindesk/us-defense-department-says-blockchain-can-help-in-disaster-relief/ |
CUHK Study Sees Shorter Sleep Put Adolescents at Risk of Future Cardiovascular Diseases
Researchers of the Faculty of Medicine at The Chinese University of Hong Kong (CUHK) have recently conducted a study which revealed that shorter sleep duration puts adolescents at risk of cardiovascular diseases. The research team measured the Carotid Intima-Media Thickness (CIMT) of 142 adolescents and recorded their mean sleep duration. Results showed that almost 40% of participating adolescents did not get at least 8 hours of sleep as recommended by the National Sleep Foundation. It was also seen that shorter sleep duration is associated with increased CIMT, which implies higher risk of cardiovascular diseases in the future. The study results have been published in The Journal of Pediatrics.
Sleep is crucial in promoting cardiovascular health
The National Sleep Foundation has published recommendations on optimal sleep duration for those aged 17 or below, which is at least 8 hours per day. But most of the adolescents sleep less than the recommended amount. In a CUHK study published in 2015, more than half of 4,500 participating local school adolescents rated themselves as having insufficient sleep and “weekend compensation” has become the norm. This is also a common sleep pattern in Asian culture.
Sleep is an essential physiological process in humans. It plays an important role in maintaining metabolic homeostasis, ensuring memory consolidation and body restoration. Several epidemiologic studies in adults suggested a link between short sleep duration and an increased risk of developing cardiovascular diseases, including coronary artery disease, congestive heart failure and hypertension. However, whether insufficient sleep in adolescents would predispose them to future cardiovascular adverse events remained unclear.
CIMT as surrogate marker to assess for cardiovascular diseases risk in adolescents
Researchers from the Faculty of Medicine at CUHK recruited 142 adolescents aged between 10 and 17 years old who were not overweight and had no history of suffering from obstructive apnoea (OSA) in 2012 to 2015. Participants were asked to complete a prospective 7-day sleep diary and undergo external ultrasound carotid scans for the measurement of their CIMT, i.e. the thickness of the innermost two layers of the wall of an artery.
Dr. Jade Wing Sum LI, fresh medical graduate of CUHK, explained, “Cardiovascular diseases are rarely found among adolescents, so there is no conventional method for assessing their related risk. CIMT has been validated for predicting cardiovascular risk in adults. It is user-friendly, no radiation is involved and it can detect early atherosclerosis, so we use CIMT as a safe and reliable surrogate marker to predict the participants’ future cardiovascular risks.”
40% of adolescents sleep less than 8 hours
Participating adolescents were divided into different groups by mean sleep duration according to the 7-day sleep diary. Almost 40% of the participants did not get at least 8 hours of sleep as recommended by the National Sleep Foundation.
The study results also demonstrated that shorter sleep duration is associated with increased CIMT. Details are tabulated as follows:
|Mean sleep duration over the past 7 days|
|≤ 7 hrs||7.01 to 8 hrs||> 10 hrs|
|CIMT (mm)||0.49||0.47||0.44|
Shorter sleep duration resulting in higher risk of adverse cardiovascular events
Professor Albert Martin LI, Department of Paediatrics of the Faculty of Medicine at CUHK, said, “Our study results demonstrate that sleep deprivation is associated with a greater CIMT in adolescents, independent of obesity and OSA. The mean CIMT in subjects sleeping less than or equal to 7 hours is also comparable to children with familial hypercholesterolemia which is 0.494 mm. Therefore, our subjects sleeping less than or equal to 7 hours are at equal risk of early adverse cardiovascular events as those with familial hypercholesterolemia.”
Professor LI added, “Previous paediatric studies have confirmed that CIMT is increased in the presence of cardiovascular disease risk factors such as hypertension, dyslipidemia and diabetes mellitus. Our group has also previously found that in non-obese adolescents, short sleep duration is associated with an increased blood pressure. As inadequate sleep is a common global phenomenon in modern society, we need to have prompt intervention to prevent the increase in future cardiovascular events.”
Delaying school start time may help improve adolescents’ sleep duration and health
In our locality, sleep pattern is influenced by multiple factors, including school start time, parental sleep/wake pattern and daytime activities such as electronic media use and homework. CUHK’s research team has documented that delaying school start time by a modest 15 minutes is able to improve the subjective feelings toward sleep quantity and quality among the students, with corresponding improvements in mood and behaviours. | https://www.med.cuhk.edu.hk/press-releases/cuhk-study-sees-shorter-sleep-put-adolescents-at-risk-of-future-cardiovascular-diseases |
In order to perform an effective audit that results in a set of fairly stated financial statements it is necessary for us (the auditors) to gain an understanding of your business and identify any specific financial reporting risks, referred to as significant risks in an audit.
Don’t miss: Monitoring inventory
For the purpose of an audit, a significant risk is an identified and assessed risk of material misstatement that, in the auditor’s judgment, requires special audit consideration. As such, significant risks vary and are dependent on factors such as industry, depth of internal controls, external factors, financial performance, etc. In addition, in most audits, there is a prescribed significant risk related to revenue recognition, due its inherent risk of fraud. Because of this, significant risks require special audit consideration that generally leads to additional procedures being performed in the audit.
In order to identify these risks, we perform procedures such as the following:
- Discussions with key personnel to obtain an understanding of your company and its environment
- Discussions and walkthroughs performed and documented over internal control procedures
- Various analytical procedures
- Discussions amongst the audit team as well as with you about the risks of material misstatement
Some examples of significant risks identified could be highly subjective allowances, critical adjustments or accruals, revenues/accounts receivable, and unique industry specific or unusual, non-recurring transactions. These are just a few examples, and they will vary from company to company. Also, depending on circumstances, the risks identified year over year can change. One external factor that affected many businesses was the impact of COVID-19, which caused going concern and impairment concerns in many businesses. As such, additional risks could be identified for your business that were not significant in prior years and may not be significant in future years.
When there is a significant risk identified, the audit team will come up with a plan to specifically address these risks and will communicate these procedures to you. These generally include a combination of tests of controls, analytical procedures and / or test of details.
It is also important to keep in mind that the audit team will continue to assess any significant risks throughout the audit and will keep open communication with you should any arise. Under the new audit standards effective for 2021 calendar year ends, significant risks need to be communicated to those charged with governance (for example, a board of directors or owner/manager in a smaller company). Accordingly, for all audits going forward, there will be more prevalent communication of these during the audit planning phases and at the conclusion of an audit for anything that arose during the course of performing our audit procedures.
For more information on significant risks in an audit, contact your Henry+Horne advisor. | https://www.hhcpa.com/blogs/audit-accounting/significant-risks-in-an-audit/ |
This assignment addresses the following module learning outcomes:
- Describe the scientific features of different lubrication regimes and explain their significance in the context of the tribological performance of machine components
- Apply scientific and mechanical principles to analyse components to evaluate wear rates and friction coefficients using simple models for friction and wear
- Employ data, including extracting data pertinent to an unfamiliar problem, to synthesize innovative designs and/or critically evaluate the performance of journal bearings, tilted sliding pads and Hertzian contacts using calculator based and computer software based methods
- Apply mathematical models to critically review the reliability / failure of groups of machine elements and assess the limitations of a system
- Evaluate the impact of approaches to tribological elements of design and operational practice on the sustainability of products and/or engineering systems
The task
Need assignment help for this question?
If you need assistance with writing your essay, we are ready to help you!
OUR PROCESS
Order
Payment
Writing
Delivery
Why Choose Us: Cost-efficiency, Plagiarism free, Money Back Guarantee, On-time Delivery, Total Сonfidentiality, 24/7 Support, 100% originality
For this assignment you are asked to conduct an individual short “Personal Case Study” in which you analyse, in detail, the tribological performance (ie., lubrication, friction or wear) of a mechanism or moving contact of your own choice using a mathematical model. (Typically, this will be implemented in an Excel spreadsheet.) There are two steps:
(1) A brief (1 – 2 page) written plan describing your study, outlining the topic, specific aim (study question(s) to be addressed) and plan of analysis (including the list of equations to be used in your analysis placed in order), should be discussed, submitted and agreed with the Module Leader by 26th November 2020 at the very latest. (Email a copy of your plan to the Module Leader. This is a formative element, no marks are associated with this submission, it is done to ensure that you are working towards your marked assessment in an appropriate way.)
(2) For assessment, you are asked to present the results of this study in written form in as “technical paper” as well as making a “Three Minute Presentation (3MT) Powerpoint presentation about the work. Both of these elements will be assessed and marks will contribute to the module mark.
The technical paper and presentation must include:
- A brief literature survey
- A detailed description of the mathematical model for the mechanism of lubrication, friction or wear you adopt.
- A quantitative example, that is a numerical analysis, of the effect of changes in design or operation of the device on the lubrication/friction/wear mechanism in application you have chosen. Consider several cases of design or operation and compare them.
- A discussion including a description and quantitative assessment of the ways to optimise a design approach to the device. (e.g., improve the lubrication conditions or reduce friction or wear). This study is intended to allow you to investigate the tribological phenomena you study in class in more detail and to place them into the context of an engineering application. This work expects you to seek out and review research papers, technical data and reports on relevant topics. The task also extends an opportunity for you to develop key skills in conveying technical information and knowledge.
For submission
One single static Powerpoint slide (no animation, etc.) to support your 3MT presentation (which should last between 2 mins 45 sec and 3 mins) and your technical paper.
The paper and Powerpoint slide MUST NOT exceed 2000 words (following School guidelines) when taken together and the paper MUST employ the template structure circulated (including the font size, etc.).
You must include: Date, paper title, submission date and course/module details on your paper. (Please leave your name off the paper, it will be assessed anonymously.)
It is recommended you include the following sections in the technical paper: | https://stargradeessays.com/advanced-tribology/ |
Epitrocleite, more commonly known as "golfer's elbow", is an inflammation of the tendon complex, and the related muscles, which originate from the epitrochlea of the elbow and are inserted on the forearm, wrist and hand. These structures usually serve to rotate the inside of the hand and the forearm (pronation) and to flex the wrist and fingers.
Epitrocleitis is usually caused by functional overload of the epitrochlear muscles and / or tendon degeneration. Any activity that involves the application of force in the elbow or vigorous flexion of the forearm may predispose to the disorder. In many cases, in fact, epitrocleite manifests itself in people who carry out construction work or are subjected to the stresses of the pneumatic hammer. Furthermore, it can affect those who practice sports such as golf, javelin throwing and tennis (in particular, if the racket is too heavy, has a small handle or heavy balls are used).
Most common symptoms and signs *
- Elbow pain
- Hand and wrist pain
- Arm pain
- Articolar pains
- Tingling in the right arm
- Tingling in the Left Arm
- Joint stiffness
Further indications
The most frequent symptom of epitrocleitis is medial pain in the elbow (felt in the inner part of the forearm). Pain is exacerbated by movement, particularly during flexion of the forearm muscles or pronation of the wrist (the rotation of the forearm that is accomplished by unscrewing using a screwdriver with the right hand) against a resistance. Epitrocleitis most frequently affects the dominant limb, with a higher incidence in males.
The diagnosis is predominantly clinical and uses provocation tests. The patient, in particular, is asked to flex his wrist or to rotate it inward against the resistance placed by the doctor's hand; in the case of epitrocleitis, this gesture evokes pain around the area of the epitrochlea.
Instrumental investigations (eg radiography, ultrasound and magnetic resonance) may be used to exclude other causes of pain in the elbow.
Treatment is symptomatic and includes rest, ice, anti-inflammatory drugs and shock wave therapy. In some cases, corticosteroid infiltration may be indicated in the area around the tendon, while surgery is considered after at least 9-12 months of ineffective conservative treatment. Surgical techniques to treat epitrocleitis involve the removal of scar tissue and repair of damaged tissues. In any case, the return to the activity must be gradual. | https://en.energymedresearch.com/75160-symptoms-epitrocleitis |
The CAAT Plan's investment policies are documented in its Statement of Investment Policies and Procedures (SIPP), which serves as a blueprint for our investment strategy, outlining our investment goals, beliefs and philosophy. Among other things, the SIPP details the asset mix policy and permitted investments, as well as the long term return expectation and the Plan’s approach to responsible investment.
The SIPP also outlines the investment principles that guide the investment and risk management of the assets in the fund. These investment principles are:
Liability Hedging / Matching
To meet the goals of stable contribution rates and securing retirement income, the investment policies that govern the Fund should take into account the behaviour and sensitivities of the Plan’s liabilities.
Perfectly matching or immunizing the Plan’s liabilities is rarely achievable in practice because:
- Estimating the value and risk profile of the liabilities relies on many assumptions about member demographics that are altered frequently, as well as economic factors such as interest rates and inflation;
- The value of the liabilities also varies with the discount rate which is in part driven by expected returns of the asset classes in the Fund and by the risk tolerance of the Plan’s governors; and
- Fixed income instruments, such as long duration bonds and real return bonds, that help to hedge the economic risks, may not be available in the Canadian market in the form and quantities required (although use of derivative instruments such as swaps may be of help) and they do not hedge longevity or salary escalation risks.
Closer matching of assets to the liabilities may be achievable, but it may cause contribution rates to go above an affordable level.
Asset Categories
Assets in the Fund are divided into three broad categories: interest rate sensitive, inflation sensitive and return enhancing.
Interest Rate Sensitive and Inflation Sensitive asset classes help to hedge the economic exposures to interest rates and inflation in the Plan’s liabilities. Return Enhancing asset classes provide the opportunity for long-term enhanced returns and diversification in managing contribution rate volatility. Several asset classes in which the Fund invests have characteristics and risk factors that fit into more than one of these categories.
Asset Mix / Risk Tolerance
The level of equity exposure will drive much of the risk level of the Fund assets relative to the liabilities and will vary depending upon the risk tolerance of the Board.
The risk tolerance of the Board will be influenced by the funded status of the Plan and therefore the return requirement.
Diversification
Strategies that access different sources of return and / or increase portfolio diversification will be pursued in the expectation of enhanced long-term risk-adjusted returns. This includes the diversification of asset classes and risks as well as the diversification of sources of added value or alpha.
Equity Risk Premium
While there will be periods of equity underperformance, it is expected that equity investments will outperform bond investments over the long term.
Currency Hedging
While returns associated with non-Canadian currency movements relative to the Canadian dollar are not expected to have a significant effect on the return of the CAAT Plan over the very long term, over shorter periods, currency movements may cause returns to be volatile. Hedging will be employed for certain non-Canadian currency exposures.
Active / Passive Management
Active management is employed for those strategies where there is an expectation of adding value relative to a benchmark over the long term net of expenses.
All active management activities are carried out within defined parameters. Active management performance is measured against appropriate absolute or relative benchmarks and relevant asset class peer groups.
Passive investment management may be used in certain asset classes where the prospects of adding value are diminished based on market efficiency or limited opportunity or in managing the level of active risk exposures within asset classes.
Time Horizon / Liquidity
While the Plan’s liabilities are long-term in nature, the requirement to file valuation results with the regulator every three years (which in turn can drive contribution levels) means the investment horizon of the Fund has to be balanced between the relatively short term and the long term. The ability to smooth asset values and to work within a range of acceptable valuation assumptions helps to extend the investment horizon of the Fund.
The long-term nature of the Plan’s liabilities allows for a material portion of the assets in the Fund to be invested in illiquid assets. Investment in illiquid assets such as infrastructure, real estate or private equity shall be implemented for those investments where there is expected to be additional return available due in part to an illiquidity premium.
Leverage
Leverage, defined as the use of non-cash backed derivative instruments or borrowed capital to increase the expected rate of return received from investment activities or to manage risk, may be used in defined and controlled circumstances as permitted by applicable law and approved by the Board.
Non-Canadian Investments
Financial assets in Canada represent a very small segment of global market capitalization and are concentrated by industry sector and geographically. While there may be reasons for the Plan to hold Canadian investments in excess of their global market weight within a particular asset class, global diversification of investments is beneficial to the Plan and will be employed.
In addition, the SIPP describes the Plan’s approach to responsible investing.
The primary goal of the CAAT Plan’s responsible investing activities is to assist in maximizing the Fund’s risk adjusted returns. The Plan’s Trustees believe that, over the long term, companies that have sound corporate governance structures and practices will outperform those that do not and that managing the risk to long-term shareholder return includes the awareness and management of the environmental and social impacts of a corporation’s business activities.
The key components of the Plan’s environmental, social and governance (ESG) activities are:
- The CAAT Plan is a signatory to the United Nations-supported Principles for Responsible Investment Initiative;
- The Plan’s proxy votes are cast in such a way as to encourage corporations to be environmentally and socially responsible, to adopt sound governance practices and to disclose information on ESG factors and risks;
- The CAAT Plan joins with other institutional investors in engaging with the management of corporations in which it invests to encourage better ESG practices; and
- The Fund’s investment managers are encouraged to incorporate ESG factors in their investment management processes, where appropriate to the mandate. | https://www.caatpension.on.ca/en/investments/statement-investment-policies-and-procedures |
Tranquil Acres Inc, offers a " Horsemanship - Introduction to the Horse" program. This will teach students the basics of daily horse care, grooming, nutrition, handling and the basics of riding a horse. This program is designed to show children and adults how to build a relationship of trust with a horse.
Tranquil Acres Inc, offers a safe and supportive environment in which to try something you have always wanted to, but didn't know where to find.
This program is not intended to be therapy however it is done in a therapeutic environment with any special needs, assistance in mind.
Who is this program for?
People of all ages and abilities.
How long is the program?
You can chose from 1 session or choose from weekly session package. Each session is 50 min long.
This program will grow with your goals and comfort level in mind.
Fees for this program: | https://www.tranquilacresguesthouse.com/therapeutic-horsemanship-program |
The 5 oldest NFL players entering the 2021 season
Every season, NFL players bursting with youth enter the league, most being drafted out of college, having not seen their 21st birthdays. These young guns embark on a quest to make a name for themselves amongst the hardened veterans who have more experience, sometimes upwards of 10 seasons more.
The NFL doesn't discriminate against age. There are players who have battled the test of time, outliving their expected NFL careers. With that in mind, here's a look at the five oldest NFL players heading into the 2021 season.
Five of the most battle-hardened veterans in the NFL
#1 Tom Brady, 44
The "ageless wonder," as he is known, is coming fresh off a Super Bowl victory with the Tampa Bay Buccaneers. Tom Brady defies the laws of age in the NFL, that much is there for all to see.
Brady is 44 years of age and doesn't seem to be slowing down by any measure. Although he is going up against players over 15 years younger, Brady found himself being placed at #7 in the Top 100 NFL Players List this year.
With most of his lineup returning to the Bucs for the 2021 season, Brady will be looking to add to his legacy and pick up his eighth Super Bowl ring. Most league players don't make it past age 35, but, as we've seen, Brady isn't most players.
Andrew Whitworth is the oldest player on the Los Angeles Rams roster. At 39 years old, the left tackle remains one of the starters and key pieces of the offensive line. Whitworth has also been named captain of the Rams for the upcoming 2021 season.
#3 Jason Peters, 39
Jason Peters is an offensive tackle for the Chicago Bears. He is only one month younger than Andrew Whitworth. The offensive lineman spent the past 11 seasons with the Philadelphia Eagles, earning a Super Bowl ring in 2017. Peters signed with the Bears on August 16 this year.
Ben Roethlisberger has two Super Bowl rings under his belt and is aiming to take his young team back to the promised land. The Steelers lost in the wildcard game last season against their division rivals, the Cleveland Browns. The hope is that Ben can tap into his inner youth and take the Steelers back to the Super Bowl.
#5 Andy Lee, 39
Andy Lee spent most of his NFL career with the San Francisco 49ers. Since being traded to the Browns and then the Panthers, Lee has spent the past four seasons with the Arizona Cardinals. Lee won the punting job for the 18th time heading into the 2021 NFL season.
What is the typical age for NFL players to retire?
Apart from the candidates mentioned above who seem to defy the typical age of retirement, what is the typical age for an NFL player to retire?
According to sport-net.org, the average NFL player retires between the ages of 30-35. That is a fair number given the physical toil most players endure in their careers. | |
Teaches kids the fundamentals of digital citizenship and safety.
- Subject:
- Computer Science
- Information Science
- Material Type:
- Lesson
- Author:
- Date Added:
- 11/03/2017
Teaches kids the fundamentals of digital citizenship and safety.
The Center for Strengthening the Teaching Profession – Teacher Tech Project provides information, resources and learning opportunities for teachers to develop their knowledge, skills and understanding of Learning Management Systems and instructional design for distance learning.
Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.
This guide is meant to help teachers utilize technology in the classroom while protecting their students’ privacy.
Technology tools and apps are making it possible for educators and students to collaborate, create, and share ideas more easily than ever. When schools use technology, students’ data—including some personal information—is collected both by educators and often the companies that provide apps and online services. Educators use some of this data to inform their instructional practice and get to know their students better. It is just as essential for educators to protect their students as it is to help them learn.
For educators using Google technology in their classrooms, this toolkit from Google for Education provides videos and best practices for educators to share with their students' families and guardians.Materials are copyright Google. This document from the Washington Office of Superintendent of Public Instruction provides links to the online resources.
This collection of lessons represent adapted and remixed instructional content for teaching media literacy and specifically civic online reasoning through distance learning. These lessons take students through the steps necessary to source online content, verify evidence presented, and corroborate claims with other sources.
The original lesson plans are the work of Stanford History Education Group, licensed under CC 4.0. Please refer to the full text lesson plans at Stanford History Education Group’s, Civic Online Reasoning Curriculum for specifics regarding background, research findings, and additional curriculum for teaching media literacy in the twenty-first century.
This textbook provides a set of high-quality resources to university educational technology courses. All chapters are written by professionals in the field, including university researchers, teacher educators, and classroom teachers.
The book in its entirety and each chapter can be freely accessed, downloaded, printed, and remixed. Professors of educational technology courses can select the chapters that will work best for them when creating course packets, and preservice and inservice teachers can use relevant chapters for trainings and professional development purposes.
Student created presentation to educate kids and communities about safe internet habits and practices.
This slide deck on Learning Management Systems by the Washington Association of Educational Service Districts is intended to be customized and presented by district personnel to families and caregivers. Materials are available for districts to use with families in nine languages for each of the following learning management systems (LMS): Canvas, Google Classroom, Microsoft Teams, Schoology, and Seesaw.
NCCE is a leader in professional learning with a mission to lead, engage, and assist educational communities to reach higher levels of teacher and student success through the use of 21st century technology.The NCCE Live events are free to attend via Microsoft Teams or to watch archived versions on YouTube.
The National Standards for Quality Online Courses provide a framework for schools, districts, state agencies, statewide online programs and other interested educational organizations to improve online learning courses. The standards are intended to provide guidance while providing maximum flexibility for the users.
This document provides guidance about issues related to using videoconferencing to support continuous learning and student data privacy and online safety.
Your involvement in your child’s education can lead to better learning results and outcomes. This “Parent and Family Digital Learning Guide” will inform you, as a parent or caregiver, as you monitor your child’s progress as your child accesses and uses technology for learning.
This guide aims to help all parents and caregivers, including those who have limited experience with digital tools, those who are expert with these tools, and anywhere in between. Each section starts with foundational pieces and builds from there.
Part 1: Benefits of Digital Learning
Meeting the Learning Needs of Your Child: Personalized Learning
Understanding Your Child’s Progress: Competency-Based Learning
Connect with Your Community and Beyond: Developing Partnerships
Part 2: Enabling Digital Learning
Ensuring Your Child’s Access: Personal Learning Devices
Ensuring Your Child’s Access: Internet Service
Ensuring Your Child’s Safety, Privacy, and Responsibility Online
This resource is intended to help school and district leaders understand, reflect upon, and prioritize actions to improve student learning in remote settings. The guide:
Is organized around five key school leadership focus areas, which enable critical best practices
Highlights specific school-based “Power Moves,” examples and resources,
Can be used in concert with the accompanying deeper Remote Learning Reflection Tool to help leaders assess current readiness and practice and then work with their teams and technical assistance partners to choose areas for highest-impact.
This resource guide is based on a three-session series to support leaders in building staff capacity for implementing remote and distance learning models. It is openly licensed (free!) and includes concrete resources to begin designing and launching effective remote learning. Each session includes a set of slides that contain basic information on the topic and can also be used in team professional learning sessions. This document also includes playlists of additional resources and artifacts to accompany each session that teams can explore.
Session A: Introduction to Remote Learning
Session B: Driving Remote Instructional Quality and Improvement
Session C: Building Staff Capacity Remotely
Learning Management Systems (LMS) specialists from the Washington Association of Educational Service Districts have put together a list of key words and their meanings to help families become familiar with the basic vocabulary around LMS. Available in multiple languages.
This document highlights privacy and equity considerations that emerge when students are required by districts to use video in online classrooms and explores alternative ways to measure student engagement that account for these concerns.
Future of Privacy website is available under a Creative Commons Attribution License : https://fpf.org/privacy-policy
Image by Alexandra_Koch from Pixabay
This “School Leader Digital Learning Guide” is a resource to help you consider, plan, fund, implement, maintain, and adapt learning programs that meet the unique needs and requirements of the students and teachers that you serve.
This “School Leader Digital Learning Guide” is part of a series of guides, including the “Parent and Family Digital Learning Guide” and “Teacher Digital Learning Guide,” intended to support parents and families, teachers, and education leaders in leveraging the capabilities of digital tools and resources for teaching and learning.
This guide is designed to provide important resources and recommendations to support teacher implementation of digital learning.
This “Teacher Digital Learning Guide” is part of a series of guides including the “Parent and Family Digital Learning Guide” and “School Leader Digital Learning Guide” intended to support teachers, parents, families, and leaders in leveraging the capabilities of digital tools and resources for teaching and learning.
This interactive lesson helps students understand how companies use algorithms to sort job applicants. It also encourages students to reflect on how digital data mining also can contribute to the hiring process. Students examine resumes and digital data to consider the ways in which our data may open or close opportunities in an increasingly digitized hiring market. | https://www.oercommons.org/curated-collections/1107 |
Resources to Support Civic EngagementCivic engagement resources for classroom use.
President Franklin Delano Roosevelt once said, “We cannot always build a future for our youth, but we can always build our youth for the future.” At the California Department of Education (CDE), we work to help California educators build our youth to be successful and engaged citizens.
Educators, administrators, students, families, community members, and others are encouraged to use these resources to support civic engagement inside and outside the classroom, especially as students work to earn the California State Seal of Civic Engagement (SSCE). Please use the contact information at the bottom of the page if you have questions, or to learn more about the SSCE.
Distance Learning During COVID-19
Students can still be civically engaged, even in this new and rapidly changing educational landscape. Many of the resources listed on the tabs below can be adapted for distance learning, and some programs are already providing resources designed for a virtual environment. Additionally, the links below contain several resources specifically designed to teach civics through distance learning during the COVID-19 response.
California History-Social Science Project (CHSSP) #CHSSPLive: Coronavirus Support
The CHSSP provides History-Social Science (HSS) resources, strategies, and ideas to consider during the COVID-19 response, including a parent guide to HSS in grades kindergarten through grade twelve (K–12) and lessons modified for learning at home.
The Office of the Governor California Volunteers Program has special opportunities to get involved with the COVID-19 volunteer response.
California’s COVID-19 Response
This page contains comprehensive information about California’s COVID-19 response, including ways to become involved in the effort.
CDE Resources to Support Distance Learning
This page aggregates guidance documents, webinars, and content-specific links to support distance learning in a variety of subjects.
Civic Engagement in the Online Classroom
This article, published in the Journal of Public Affairs in April 2019, details one professor’s development and implementation of a civics project in an online American government course.
iCivics Remote Learning Toolkit
These free resources from iCivics include games and toolkits designed for educators and families to use for distance learning.
Street Law At-Home Learning Materials
Street Law provides interactive curriculum and training for teaching young people about the law and government. This list has been updated to include at-home civics learning resources and strategies.
Teaching for Democracy Alliance Civic Engagement in the Digital AgeThis growing list highlights organizations that are producing and elevating resources to support civic engagement through distance learning.
Foundational Documents for Civic Engagement
In 2013, Former State Superintendent of Public Instruction (SSPI), Tom Torlakson, introduced the Civics Education Initiative. This included a series of programs and resources geared toward revitalizing statewide civic education:
- The Task Force on K–12 Civic Learning , a community of leaders and stakeholder groups who crafted recommendations to help improve civic engagement statewide;
- Revitalizing K–12 Civic Learning in California: A Blueprint for Action (PDF);
- Encouragement and guidance to help school boards implement civic learning initiatives; and
- The Power of Democracy Steering Committee , which works under the leadership of California State Supreme Court Chief Justice Tani G. Cantil-Sakauye and State Superintendent of Public Instruction Tony Thurmond to improve civic awareness, learning, and engagement in California.
The following documents provide research, case studies, and policy recommendations for improving student civic engagement.
Research and Reports
Published in 2003 as part of a partnership between the Carnegie Corporation, the Center for Information and Research on Civic Learning and Engagement, this document represented an effort to gather scholars and practitioners to determine the most effective, feasible civic education programs possible. The report serves as the foundation for several other documents in this collection, and marks the beginning of the current national push to improve civic education.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K–12 Civics, Economics, Geography, and History
The result of a three-year state-led collaborative effort, the C3 Framework for Social Studies State Standards was developed for states to upgrade their social studies standards, and for local school districts, schools, teachers, and curriculum writers to strengthen their social studies programs. Its objectives are to: (a) enhance the rigor of the social studies disciplines; (b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and (c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in HSS.
Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States
This report, published by Educational Testing Service in the leadup to the 2012 presidential election, analyzes how gaps in educational attainment and income indicate fault lines in our democracy by predicting voting and civic engagement rates. The report includes specific data on young adults’ civic engagement compared to their income and education, and makes recommendations for schools, colleges, and adult education.
Guardians of Democracy: The Civic Mission of Schools
This 2011 report builds and expands on the findings of the 2003 Civic Mission of Schools. The report updates research on the benefits of civic learning, outlines the Six Proven Practices for Effective Civic Learning, and makes policy recommendations for improving civic outcomes.
Let’s Go There: Making a Case for Race, Ethnicity, and a Lived Civics Approach to Civic Education
This article focuses on the idea of “lived civics” as a frame for more effective civic learning by explicitly addressing the interests and experiences of young people through the context of best practices in teaching civics. The article offers ideas on reframing civics content and instruction, and includes a review of contemporary civics literature, principles of lived civics, and reflections for educators to consider.
The Republic is (Still) at Risk—and Civics is Part of the Solution
This report, published in 2017, adds several complementary streams of research and practice to the Six Proven Practices for Effective Civic Learning. Ideas for enhancing civic education with news media literacy education, action civics, social and emotional learning, and school climate reform are included, as well as two case studies of states improving their civic learning plans.
Revitalizing K–12 Civic Learning In California: A Blueprint For Action (PDF)
This report, by the California Task Force on K–12 Civic Learning, was published in August 2014 as a partnership between former SSPI Tom Torlakson and Supreme Court Chief Justice Tani G. Cantil-Sakauye. The report offers system-wide recommendations to improve civic learning, including revising the HSS Content Standards and Framework and improving professional learning opportunities.
Six Proven Practices for Effective Civic Learning (PDF)
Published in 2014 by the Education Commission of States, this guidebook is a resource for teachers, administrators, policymakers, and others who want to put the Six Proven Practices in place but are not sure where to begin. The document highlights research and provides practical suggestions for implementing each practice.
Council is a sharing method, focused on empathy and active listening. It can be effective especially when working on topics such as personal development and strengthening of group dynamics.
General, Comprehensive Resources
These organizations offer a variety of programs to support civic learning at all levels and for a variety of audiences.
California Global Education Project
Webinars, podcasts, and curriculum to support civic engagement from a global perspective.
Series of civics programs, community partnership opportunities, lesson resources, and other publications.
Constitutional Rights Foundation Curriculum Materials
Extensive array of lesson resources including Bill of Rights in Action, Civics On Call, civic scenarios and simulations, and more.
Teaching For Democracy Alliance
Classroom activities and lessons, voter registration information, teacher training and resources, school and district resources, and research on civic education.
Program geared towards helping civics educators implement comprehensive civics education programs. Includes lesson plans, an E-Congress, mock elections, research, current events discussion support, and teacher training.
Searchable Resource Databases
These sites include searchable resource databases that provide information for educators, administrators, families, and students.
Database of resources focused on career and technical education lessons. Includes primary sources, lesson plans, strategies, and resources to support Project Based Learning.
Articles, reports, lesson plans and other resources that support civic engagement.
Searchable database of resources dedicated to civic engagement. Search by content or by standard, or play games, check out curriculum units, or plan a civics scope and sequence. They also offer resources to support distance learning.
The National Endowment for the Humanities provides this resource that contains lesson plans, curricula, and full teacher’s guides for grades K–12. Search by topic and grade level. Resources are HSS-focused, but also include literature, language arts, arts and culture.
Database focused on lessons for civics, government, and law-related education for K–12 students. Includes simulations, discussions, mock trials, case studies, and other research-based materials. Filter lessons by grade level, lesson topic, strategy, or standard.Social Justice Standards , anchor standards, and learning outcomes divided into the domains of identity, diversity, justice, and action.
Resources Targeted by Grade Level or Function
Below are recommended resources organized by grade level (kindergarten through grade eight [K–8], and grades nine through twelve [9–12]). Please keep in mind that many resources can span multiple grade levels based on individual student needs, and educators should review and adapt all resources before implementing them.
Resources for Kindergarten through Grade Eight
Even the youngest students can become civically engaged! The following resources can help K–8 students get excited about civics.
Ben Franklin’s Guide to the U.S. Government
Apprentice-level learning adventures geared at teaching kids ages four through eight about the U.S. government.
California Association of Student Councils—Elementary and Middle School Leadership Conferences
One-day workshops for students and advisors to focus on teamwork and building ideas for effective student governance.
Elementary schools are encouraged to apply for Civic Learning Awards and participate in the Judges in the Classroom Program. Lesson resources are also available for elementary students on the Digital Chalkboard.
A wide range of short articles on various topics in world history, American history, and government. Also includes a series of biographies on dozens of influential individuals.
Edward M. Kennedy Institute for the United States Senate Welcoming Words
Field trips designed for kindergarten through grade two (K–2) students focusing on fundamental principles of democracy.
Students can choose from a variety of games ranging in length from 0–30+ minutes on topics such as voting, arguing Supreme Court cases, and international diplomacy.
Interdisciplinary lesson resources that use literacy and mock trials to teach key principles of civics. Some lessons are created for students in grades four and five.
National Constitution Center's We the Civics Kids
Series of lessons that teach about the electoral process and encourage citizenship in the classroom, school, home and community.
Rendell Center for Civics and Civic Engagement Literature-Based Mock Trials
Lesson framework to implement literature-based mock trials in K–8. They also feature a series of read-alouds and other literature-based lessons focused on exercising First Amendment rights.
Teaching Tolerance—Classroom Civil Discourse
Lesson plans focused on teaching the skills of civil discourse when discussing social justice issues, designed for a K–2 audience.
Resources for Grades Nine through Twelve
These resources are appropriate for students primarily in high school, although many can be adapted for grades 6–8.
An online resource for studying democracy, designed for use by teachers, professors, and college and secondary students. Includes information on essential principles of democracy, a study guide for democracy, and comparative information on the study of freedom internationally.
This collection of resources includes five civics modules that draw on research conducted by the MacArthur Research Network on Youth and Participatory Politics . Each module includes a conversation starter, activities, and closing reflection, as well as teacher background information.
Educating for Democracy in the Digital Age
Curriculum for high school teachers, including an action project, research and blogging, democracy in action, and infographics.
Picture Yourself in Local Government (PYLG)
The Institute for Local Government’s PYLG units focus on roles, responsibilities, and processes of local government.
Sacramento County Office of Education (SCOE) Action Civics
Funded by the S.D. Bechtel, Jr. Foundation, the Action Civics initiative worked to civic awareness and engagement in 14 middle and high schools in the Sacramento region. This site includes resources to support professional development provided through the program and other tools to support civic learning. The initiative also developed resources for middle school students.
High school law course materials, Supreme Court of the United States in the Classroom program, and rule of law education curriculum.
Teaching American History Documents and Debates in American History and Government
Collection of documents that focus on specific issues in American civic history. Each collection has an introduction that provides necessary context and three sets of study questions. Each of the documents is annotated with footnotes that provide biographical information on document authors and identify obscure words, events, or individuals.
Supporting the Six Proven Practices for Effective Civic Learning
This page contains some of the strongest resources for incorporating each of the Six Proven Practices of Effective Civic Learning.
The California Courts recognize and celebrate public schools’ efforts to engage students in civic learning through their annual Civic Learning Awards . Co-sponsored by Chief Justice Cantil-Sakauye. Seventy-five schools earned awards in 2020. Schools seeking to earn an award may also refer to this list of resources as they set up or enhance their civic learning programs. Information is available on past Civic Learning Awards recipents .
Instruction in Government, History, Law, Democracy
Schools can offer courses on civics, government, history, and law, in an effort to encourage better-informed citizens. The below resources include vetted, easy-to-implement curricula to support these courses.
American Bar Association Lesson Plans
California Courts Lesson Plans
Content, Literacy, Inquiry, and Citizenship (CLIC) Project
Center for Civic Education Project Citizen
National Constitution Center Interactive Constitution
Stanford History Education Group—Civic Online Reasoning
Current Events and Controversial Issues
Effective classroom discussions of current events and controversial issues can increase student interest in government. The below resources provide a variety of options for facilitating these types of engaging discussions.
Constitutional Rights Foundation Chicago – Deliberating in a Democracy and Bill of Rights in Action
Teaching Tolerance—Classroom Civil Discourse
Service-Learning
Service-learning opportunities provide ways for students and the community to come together to develop habits of community engagement. These resources can help educators facilitate projects, while also tying them back to the classroom.
Constitutional Rights Foundation Civic Action Project
IPSL Institute for Global Learning Service-Learning
K–12 Service-Learning Standards for Quality Practice
National Geographic Geo-Inquiry Projects
National Youth Leadership Council
North Carolina Character Education Initiative
Extracurricular Activities
Student-led volunteer projects that occur outside of the classroom can also teach skills in collaboration and civic participation. The below organizations provide resources and ongoing support for students, teachers, administrators, and families.
4H Youth Developmental Organization
Future Business Leaders of America – Phi Beta Lambda
National Speech & Debate Association
National Honor Society and National Junior Honor Society
Student Participation in School Governance
Giving students a voice can also help increase understanding and appreciation of the intricacies of the democratic process as it also teaches key behaviors of citizenship. These organizations provide guidance and support for schools implementing a structure for student voice in school governance.
California Association of Student Councils
Simulations
Simulations allow students to simulate adult civic roles and offer a unique, deep civic learning experience. Some of these programs use role-playing games to simulate government, helping students participate in processes such as national elections.
California YMCA Youth & GovernmentNational History Day
Resources for Students
The below resources are especially helpful for students looking to become more civically engaged.
Student Institutes and Conferences
While not officially part of the Six Proven Practices, participation in institutes and conferences offer additional chances for students to engage first-hand in a way that supports overall civic engagement.
American Bar Association National Civics and Law Academy
California YMCA Youth & Government
Edward M. Kennedy Institute for the U.S. Senate
Programs to Support Student Engagement
The below organizations can help support students who seek to enhance civic learning and engagement on school campuses. In light of COVID-19, many of these organizations are providing resources to support civic engagement virtually.
Constitutional Rights Foundation Civic Action Project
4H Youth Developmental Organization
Future Business Leaders of America – Phi Beta Lambda
National Speech & Debate Association
National Honor Society and National Junior Honor Society
Miscellaneous Tips, Skills, and Ideas
These resources can help students as they carry out their civic engagement projects. Resources include advice on writing professional emails, ideas for community service projects, and helpful checklists to guide projects from start to finish.
This list will grow over time. Have you come across any other helpful guides or tools directed specifically towards helping students carry out the day-to-day work of civic engagement projects? Please share them with the CDE at [email protected].
List of helpful forms that guide students through identifying and analyzing problems, gathering information, putting together a project, conducting interviews, documenting and organizing information, and more.
70 Community Service Project Ideas
List of ideas for service-learning projects from Do Something . Many projects can be adapted to be done from home and/or within the community.
Professional Learning Opportunities for Educators
The 2016 HSS Framework incorporates critical shifts for educators. These shifts include a focus on inquiry-based instruction through innovative teaching and learning practices. The HSS Framework guides educators as they design, implement, and maintain a coherent course of study to teach content; develop inquiry-based critical thinking skills; improve reading comprehension and expository writing ability; and promote an engaged and knowledgeable citizenry in history and the related social sciences.
The Budget Act of 2017 included an allocation of funds for high-quality professional learning and resources for HSS educators and administrators to implement the new framework. Through funding from the CDE, the Sacramento County Office of Education has developed a system of statewide and regional communities of practice to provide meaningful and targeted support in HSS for classroom teachers, paraprofessionals, and site administrators. Representing the four instructional shifts described in the HSS Framework, the Content, Literacy, Inquiry, and Citizenship (CLIC) Project develops and facilitates the many elements integral for successful implementation of the HSS Framework. As part of their work, the CLIC Project hosts a YouTube channel that contains videos to support educators and administrators as they implement the HSS Framework, including videos on fostering student advocacy and classroom approaches to civic learning .
Find your CLIC Lead , or contact your regional County Office of Education for opportunities on how to get involved.
Below is a list of additional professional learning institutes, courses, and other opportunities to support educators as they implement civic learning programs.
California History-Social Science Project Sites
Each of the below CHSSP sites has a variety of resources to support professional learning in civics. | https://www.cde.ca.gov/pd/ca/hs/civicengprojects.asp |
You are here
Elli Theobald
I am coming to UW to learn more about plants, the communities they live in, and how dynamics within those communities are likely to change with the changing climate. While at here, I will work in the Hille Ris Lambers lab and study alpine and subalpine wildflower communities and their pollinators on Mount Rainier. Using the elevation gradient I will try to tease out the potential consequences of climate change. For example, plants and their pollinators may respond to climate change differently or disproportionally. If this happens, they might be subject to “trophic mismatch” wherein plant reproduction becomes increasingly pollen limited and pollinators become increasingly resource limited. Trophic mismatch could therefore have implications on community composition, pollinator abundance, seed dispersal ability and range limits, and generally ecosystem function. I am interested in whether some plant species are more susceptible to trophic mismatch than others.
I am coming back to Washington state after four years teaching middle school and high school in Oakland, California. Before teaching, I studied Biology and Environmental Science at Colby College in Maine. As an undergrad I was involved in a number of research projects including surveying vegetation recovery on Mount Saint Helens, investigating the pollination regime of a Costa Rican weed, and studying habitat-specific behavior in Black Capped Chickadees. As a part of the Hille Ris Lambers lab, I will have the opportunity to build on both my research and teaching experiences, and I can't wait!
| |
Position Start Date: August 2021
Westmark School is a creative and supportive college preparatory school dedicated to educating, empowering and celebrating students with distinct learning styles, providing the tools necessary to achieve successful and fulfilling futures.
About Westmark School
Westmark offers a college preparatory curriculum to all of our high school students, helping them find academic success and build confidence. Our teachers make the curriculum accessible to students by matching their teaching approach to individual learning profiles, taking advantage of the assistive technology programs available on the iPad, and creating learning environments that use research-based teaching techniques, skills, and strategies. Through our Executive Functioning program, students learn the time management, organizational, and academic skills needed to find success in each of their classes. Class sizes are small which ensures a constant interaction between students and adults in and outside of the classroom.
Each day we live our mission to inspire students with distinct learning styles to build on their strengths in preparation for a successful college or other post-secondary experiences. Our knowledgeable and caring faculty are skilled professionals who are continually implementing the latest pedagogical best practices to support student learning.
Woven throughout the Upper School program are opportunities to develop confident and resilient young adults who understand themselves as learners and are able to advocate for themselves at Westmark and beyond. In addition to our academic program, we offer many opportunities for students to pursue their interests and strengths. We develop future leaders through participation in Student Council, Eye-to-Eye, and athletics; artists through our arts program within the academic curriculum and creative opportunities such as video making, theater, portfolio creation, and musical performances; and global citizens through our service-learning opportunities, outdoor educational trips, and international trips.
Position Summary
Westmark School’s Science Department seeks a full-time Upper School Science Teacher for the 2021-2022 school year reporting to the Director of the Upper School and is responsible for teaching five that are a combination of Physics and Chemistry as well as advising a group of Upper School students.
Because Westmark School’s curriculum emphasizes a more holistic approach to learning, teachers have the flexibility to utilize content from a wide variety of topics in science to provide strong foundational academic skills. We seek candidates that possess a strong understanding of the current knowledge, research, and best practices for the instruction of high school science.
Responsibilities
Submit a letter of interest and your resume to:
[email protected]
Attn: Jay Johnson, Director of Upper School
Westmark School 5461 Louise Avenue | Encino, CA 91316
Westmark School is an equal opportunity employer and makes employment decisions on the basis of merit and job performance. School policy prohibits discrimination based on race, color, creed, gender, gender identity or expression, religion, marital status, age, national origin or ancestry, physical or mental disability, medical conditions (including genetic characteristics or information), sexual orientation, or any other consideration made unlawful by federal, state, and local laws. | https://employment.nativeamericanjobs.com/jobs/14770833/science-teacher-upper-school |
Does it matter if the advisor managing my Maltese QROPS is MiFID II compliant?
MiFID II is a regulatory requirement of financial institutions, but some firms are using it as an excuse to increase charges and scaring people into making snap decisions
Written on 28 June 2019
Since QROPS were introduced in 2006, transferring a UK pensions to a QROPS has been one significant financial decision that British expats have been frequently asked about.
Unfortunately, QROPS pension transfers have been abused by unscrupulous financial advisors and companies focussed on generating high levels of commission irrespective of whether QROPS are actually the right financial – and the reality of the mis-selling only becomes clear when it is too late.
Malta was and still is a major QROPS option due to the high number of Double Tax treaties the jurisdiction has agreed with other countries enabling the opportunity to potentially avoid UK income tax on pension income.
The mis-selling of a wide range of financial products (including QROPS) by different firms across Europe has been one of the biggest scandals of the last 10 years and the European Union took action in early 2018 by introducing MiFID II.
An overview of MiFID II
MiFID II is the Markets in Financial Instruments Directive and is designed to increase the transparency of how financial organisations provide financial advice and promote financial products. Introduced on 3rd January 2018, MIFID II rules are focussed on providing citizens living in the EU with greater financial protections from firms intent on mis-selling financial products.
Under MiFID II, organisations are required to meet reporting standards and tests. According to ESMA (the European Securities and Markets Authority): “The protection of investors is strengthened through the introduction of new requirements on product governance and independent investment advice, the extension of existing rules to structured deposits, and the improvement of requirements in several areas, including on the responsibility of management bodies, inducements, information and reporting to clients, cross-selling, remuneration of staff, and best execution.” Source: https://www.esma.europa.eu/policy-rules/mifid-ii-and-mifir
Under MiFID II, to be compliant firms are required to provide great transparency over fees, commissions, conflicts of interest while also ensure the best possible execution of financial advice to take “all sufficient steps” to obtain the best financial results for their clients. Firms are also required to record client instructions (including phone calls) for a minimum of five years.
One key element of MiFID II that is particularly relevant to British expats outside the EU, especially those with pensions or investments within the EU, is that the scope of MiFID II extends to those firms that operate outside the EU who use EU based investments and financial products. This ultimately means that firms that were using, for example, Maltese QROPS are now required to be compliant with MiFID II – and the trustees of such pensions are required to ensure they only work with firms that are compliant.
An example of how MiFID II is being used to target QROPS holders
While MiFID II is specifically designed to improve client protections, unfortunately it is becoming apparent that unscrupulous companies are trying to take advantage of the new rules to add additional and unnecessary costs (often at the higher level) by scaring individuals into agreeing to things they think they are required to by law.
Some firms are specifically targeting British expats with Maltese QROPS schemes with a range of emails, for example one person has recently sent Experts for Expats the following email:
Dear xxxxxx,
We are aware that you are unfortunately no longer a XXXXX client, however, we feel compelled to inform you about the recent changes in Maltese pension law and how these could have a significant impact on your pension and its value.
The changes mean your current advisor needs to be a European based MiFID advisor or hold the equivalent licensing. Whilst XXXXX hold this licence, the trustee have informed us the vast majority of IFA’s do not.
If you do not have a MiFID compliant advisor – the trustee will take control of the pension and be able to make changes to your pension without your consent. This could potentially mean buying and selling securities within your pension as they see fit or selling any structured products you may hold, e.g. structured notes, at a very significant loss.
What does this email really mean and why are you receiving it?
Under MiFID II compliance rules, legal entities that are legally or financially responsible for the performance of financial transactions are required to apply for an LEI (Legal Entity Identifier). Relating specifically to the QROPS situation, this would mean that the trustees and pension fund operators would be required to have a LEI. Your financial advisor may also be required to obtain and have an LEI.
Therefore, the email might be correct that in some cases your advisor may no longer be suitable under MIFID II rules, even if they operate outside of the EU, however this does not mean you need to rush in making a change, and your pension funds are not under threat from trustees acting without authority, for example selling structured products at a loss. Some firms have simply used this opportunity to encourage individuals to switch to a different advisor where they can charge additional fees (often as much as an additional 1% per annum).
Do you need to take action?
Before making any decision, it is important to understand that the ultimate purpose of this email is to scare people into making snap decisions that will potentially result in costly fees, exit penalties and ultimately damage pension funds.
As a guide, regardless of whether you are considering switching advisory firm, on-going fees for pension funds should not be any more than 1%, but many reputable companies will charge less to manage pensions.
If you are concerned about whether your advisor is still suitable under MiFID II rules, we can introduce you to specialists that can explain the requirements in full and also help you understand if you are being charged excessive charges – either directly or indirectly through commissions and/or exit fees.
Testimonials from people who have used our specialist IFA introduction service
I've been impressed by all aspects of my dealings to date. The clarity of the information given, the job knowledge of the consultant and the lack of pressure for me to sign up to anything have been what I am especially satisified with.
Timothy S. United Arab Emirates, Investment advice
Timely, professional and humane, from the emails to the phone call, could tell the organization runs on empathy and really has a heart to help people
Cynthia K. United Kingdom, Investments
I found the expert I was looking for and received excellent service.
Patrick N. United States, Investment Advice
Request a free introduction with a fee-based independent financial advisor
Gain expert guidance to help you better plan for your financial future, with independent financial advice tailored specifically to you.
Request a free introduction and we’ll connect you to one of our trusted independent financial advisors.
Request a free introduction with a fee-based independent financial advisor
Gain expert guidance to help you better plan for your financial future, with independent financial advice tailored specifically to you.
Request a free introduction and we’ll connect you to one of our trusted independent financial advisors. | https://www.expertsforexpats.com/expat-resources/british-expats/finance/does-it-matter-if-the-advisor-managing-my-maltese-qrops-is-mifid-ii-compliant/ |
A revolution is a sudden, radical, complete and marked change in something.
The transport sector in the past can be described as evolutionary. Since the industrial revolution, mobility evolved from walking and riding on a horse carriage to engine vehicles like cars and then to faster vehicles. In this era of digitalization, the rapid change in the mobility field is already changing the urban landscape of a city – for better or for worse. What kind of revolution do cities want to see – a city that is a habitat for (autonomous) cars or a city with places for people and for car-lite mobility?
While technology is a disruptive mechanism that revolutionized the industry, it created tensions within the existing transport sectors such as the ride-hailing services and the traditional taxis. The recent wave of taxi driver suicides in New York sparked a heated debate if the private companies like Uber and Lyft should take responsibility or the government? Must new disrupting technology work against current systems?
Despite the fact that the ridesharing services debate is not entirely clear yet, autonomous vehicles (AVs) are already entering the market and set to be the next disruptive technology. With much anticipation around it, is it really going to revolutionize mobility for the better? Even now, there is a growing perception to not build public transportation as they perceive that AVs could solve their problem. Does this mean that the city design will have to change entirely to suit the needs of AVs? Imagine Autopia of Disney. On the other hand, shared AVs could repurpose parking area and solve first- and last-mile mobility needs. While new technology has the potential to leapfrog to achieve the sustainable mobility vision, local governments need to proactively guide them to fulfil the needs of the people and the city’s objectives.
How should local governments prepare for the future of urban mobility?
As cities prepare for the future of urban mobility, some key questions must be discussed, among these:
- What is the need and vision for the city?
- Who has the right of way?
- How can we use technology to fulfil the needs?
The sequence of such debates is relevant: first, “what do we aim at?” and not “which technologies are available?”.
If the city always prioritizes more efficient modes of travel (ICLEI summarizes these as “ecomobility”) i.e. walking, cycling, use of public transport, then technology can be used to fulfil the gaps identified in the city (by the local government) and not vice versa. It is imperative that the public debate on our goals and needs leads the decision-making process. Furthermore, private companies are always faster than the local governments in introducing new products and services, therefore local administrations need to stay ahead to make it work for the city.
The danger of leaving technology to private companies to self-regulate and innovate is that companies may one day have control over everything including our mobility systems and patterns. But, we want to steer how we move and how our cities are designed. Local governments need to inform themselves, hire relevant experts, study and apply instruments to regulate (mobility) systems and re-gain the say over the use of public space.
After all, if a revolution does not work for the city and its people, it is not a revolution.
Author: Beatrice Ch’ng
This blog is inspired by the discussions at the “Reinventing mobility through technology and innovation” session at the ICLEI World Congress 2018. | https://ecomobility.org/revolutionarymobility/ |
For five years, students in the School of Social Work at the University of Georgia have helped highlight issues affecting their local communities by gathering community members, service providers, fellow students and academics at its Social Justice Symposium. The daylong, student-run community event aspires to foster dialogue among those aiming to right injustices that people on the margins face.
This year, the symposium reached beyond the Athens area, through the power of Zoom, to not only feature social justice organizations based around the flagship but also to attract attendees in states beyond. In addition, students from the school’s Gwinnett campus joined to help organize and stage the conference.
“The SJS is one of the most important events of the year at the School of Social Work,” said School of Social Work Dean Anna Scheyett, who kicked off the morning panels. “It is a time when students and the community work together to better understand and tackle some of the most pressing social justice issues we all face.”
The concept of social justice, the idea that every human being is worthy of honor and respect and deserves equal economic, social and cultural rights, is central to social work. Showing students and the community how they can band together to bring hope and real change is just one of the reasons Llewellyn Cornelius, professor and director of the Center for Social Justice, Civil, and Human Rights, began the symposium five years ago.
State Rep. Jasmine Clark delivered the keynote address, in which she spoke about moving forward in hope. Lauren Groh-Wargo, CEO of the voter enfranchisement organization Fair Fight Action, accepted the June Gary Hopps Bridge Award on behalf of the nonprofit. The award, established in 2017, is given on behalf of its namesake, the School of Social Work’s professor and social justice crusader, who spoke at the symposium about the necessity of creating a just society.
Because of the COVID-19 pandemic, the symposium faced particular challenges this year.
“Given the need to shift to a completely virtual format, I was deeply impressed with the SJS leadership team’s commitment to online safety and security,” said Rebecca Matthew, assistant professor and one-half of the advising team for the symposium. “They implemented a detailed and extremely well-choreographed mitigation and response protocol, which is now being shared with other members of the UGA campus community.”
With nearly 100 people from three states registered, the SJS featured 16 panels from social justice organizations stemming from the Athens and Atlanta areas. Some of the topics covered include educational equity, trauma response and awareness, and campaigns by communities of color to create just communities and startup businesses.
Adapting the live event to a virtual one required some creative thinking by the students behind the symposium.
“Planning and executing a virtual event was like nothing I have ever done before,” said Kellye Call, MSW/MPH candidate in Athens. “We wanted to make sure everyone had an amazing experience connecting with like-minded community members while making attending the event as simple as possible. The day went smoothly with no major hiccups, which was a testament to our team’s hard work.”
The virtual format allowed presenters from metro Atlanta, such as InterPlay Atlanta and Emory University’s Center for Contemplative Science and Compassion-Based Ethics, to take part in this community-bridging event. What’s more, the symposium’s technology became a way to unite students on both the Athens and Gwinnett campuses. | https://news.uga.edu/uniting-communities-at-the-5th-social-justice-symposium/ |
For you to understand what plate tectonics are all about, we will tackle it in a more detailed manner and elaborate on their purpose on our planet. Here is an outline of what you will learn from this module:
- The meaning of plate tectonics and what their role on our planet.
- The various kinds of motion of plate tectonics.
- The distinctiveness of lithosphere and asthenosphere, and their functions.
- The comparison and corresponding functions of continental lithosphere and oceanic lithosphere.
Plate tectonics is a theory that helps give an explanation to the present location of our continents, landforms, and bodies of water. Plate tectonics are also responsible for the locations of natural hazards that can occur in the future, specifically earthquakes.
Earthquakes are telling that the lithosphere is shattered into plates that gradually move over a less stronger layer which is the asthenosphere. This is where the plates are making their respective actions and the most important geological processes happen, including the production of earthquakes, mountain belts, and volcanoes.
What is Lithosphere?
For you to build a comprehension on the topic of plate tectonics, it is essential for you to know what composes it.
The lithosphere is the outer part of our planet. It is very solid and includes the brittle portion of the crust and mantle, the earth’s outermost layers. It is borders by the asthenosphere below and the atmosphere above.
Our planet is made up of rocky components and every rocky planet possesses a lithosphere. Our planet has two kinds of lithosphere namely:
- Oceanic lithosphere – divergent plate boundaries are responsible for the formation of the ocean lithosphere. These regions, which can be found on the mid-ocean ridges, signify locations where rising magma produces new crusts in the ocean. As lava flows from the ridges of volcanoes, it cools very quickly, which creates extrusive igneous rock.
- Continental lithosphere – convergent plate boundaries produce this kind of lithosphere. This region affects locations where the oceanic plates move below the continental plates.
In this part of the module, we will differentiate continental and oceanic plates from each other for the purpose of mastering types of plates. It is essential to know the characteristics of each plate.
Density and Age
Continental plates have less density compared to oceanic plates. The reason for this is that oceanic plates contain substantial ferromagnetic components. The oceanic plates density is around 200 pounds per cubic foot, whereas continental plates range from 162 to 172 pounds per cubic foot.
In terms of age, continental plates are the oldest, dating back billions of years.
Scope and Thickness
We all know that our earth is mostly composed of water and with that, it is the same with plates. Most of the plates on our planet are oceanic plates.
Having said that, oceanic plates are much less thick than continental plates.
What is Asthenosphere?
It is a layer in our planet’s surface which is found beneath the lithosphere. It is a layer of solid rock which has so much pressure and heat that the rocks can “flow” like liquid. The rocks are much less dense in the asthenosphere than the rocks in the lithosphere. This lets the tectonic plates in the lithosphere move around the earth’s surface by simply “floating” on the various rocks that are flowing slowly like a liquid.
Geologists have recently created theories to elaborate the transformation that happens in the asthenosphere when plates start to move toward each other. Experts believe that the actions that take place in the asthenosphere are responsible for keeping the plates of our planet from becoming active.
How the Plate Tectonic Theory Has Been Formulated?
There are several important scientific progressions that occurred to create the plate-tectonic theory. Here is the overview of them:
- The uneven surface of the earth and the fragile ocean floor.
- It verifies the magnetic field of our planet.
- The record of our planet’s earthquakes and volcanic movements, which are focused on our ocean and mountain range areas.
The following are the four kinds of plate boundaries:
- Divergent boundaries – an area in which the newest crust is produced as the plates move apart from each other.
- Convergent boundaries – it is the place where the crust is split as one plate plunges beneath the other. It is the primary reason for ocean trenches, mountain ranges, and volcanoes all over the world.
- Transform boundaries – it is the location where the crust is neither created nor diminished as the plates glide parallel past each other. This type of boundary is responsible for the majority of earthquakes that are happen.
- Plate boundary waves – consists of wide belts, it is still being studied by the experts because its effect on the plates is still uncertain.
To conclude, we know now that plate tectonics involved a lot of tremendous processes before they were formed. They are also crucial in the functioning of the components of our planet because they have their own purpose and they are a good way to see the inner workings and movements of our planet.
Image sources: | https://geography-revision.co.uk/a-level/physical/plate-tectonics/ |
The co‐evolutionary theory suggests that the evolution of plant defense chemicals and the stepwise evolutionary responses to these chemicals by insects have led to the species diversity of both groups.
Plant defense against herbivores: chemical aspects.
- Environmental Science, ChemistryAnnual review of plant biology
- 2012
Recognizing the herbivore challenge and precise timing of plant activities as well as the adaptive modulation of the plants' metabolism is important so that metabolites and energy may be efficiently allocated to defensive activities.
Arbuscular mycorrhizal fungi: effects on plant terpenoid accumulation.
- Environmental SciencePlant biology
- 2016
A critical assessment and discussion of the literature relating to mechanisms by which AMF influence plant terpenoid accumulation, and whether this symbiosis can be harnessed in horticultural ecosystems was performed, identified modification of plant morphology, phosphorus availability and gene transcription involved with ter penoid biosynthetic pathways as key mechanisms associated with terpenoids accumulation in AMF-colonised plants.
Terpenoids in plant and arbuscular mycorrhiza‐reinforced defence against herbivorous insects
- Environmental ScienceAnnals of botany
- 2017
Improved understanding of the roles of terpenoids in plant and AM defences against herbivory and of interplant signalling in natural communities has significant implications for sustainable management of pests in agricultural ecosystems.
Constitutive Secondary Plant Metabolites and Soil Fungi: Defense Against or Facilitation of Diversity
- Environmental Science
- 2008
The congruence of apparent accumulation of secondary metabolites in those organisms lacking an immune system, such as plants, fungi, or invertebrates, additionally supports the notion that the main function of these originally classified as waste products metabolites is defense against pathogens and predators.
Terpenoid Secondary Metabolites in Bryophytes: Chemical Diversity, Biosynthesis and Biological Functions
- Environmental Science, Chemistry
- 2018
Current knowledge of terpenoid secondary metabolites, which constitute the largest family of plant metabolites, in bryophytes is reviewed from three perspectives: chemical diversity, biosynthesis, and biological functions.
The Impact of Induced Plant Volatiles on Plant-Arthropod Interactions
- Environmental Science
- 2012
The different approaches that have been undertaken to manipulate indirect defenses, either via application of synthetic volatiles or via transgenic manipulation of plant-volatile production, to control the movements of foraging arthropods to improve biological control are summarized.
Arabidopsis-insect interactions.
- Environmental Science, Biology
- 2007
In the last decade, Arabidopsis thaliana has been introduced to studies on plant-insect interactions, especially with the aim to get a better understanding of the plant molecular mechanisms underlying this interaction.
Intraspecific plant chemical diversity and its relation to herbivory
- Environmental ScienceOecologia
- 2010
The existing chemotypical pattern of T. vulgare plants leads to a species-specific distribution of herbivores but may in turn be the result of contrasting selection pressures of various specialist and generalist herbivore species.
References
SHOWING 1-10 OF 270 REFERENCES
The Roles of Plant Secondary Chemicals in Wet Tropical Ecosystems
- Biology
- 1984
Studies are discussed of the following: floral fragrances as pollination attractants, legume seed toxins against insects, chemical variation on contrasting soil types relative to mammalian and insect herbivory, 4) chemical defense relative to successional status, 5) allelopathy, and 6) environmental constraints on production and variation of terpenoid resins in legumes.
Brementown revisited: interaction among allelochemicals in plants
- Biology
- 1985
Interactions among co-occurring secondary compounds as regards herbivory, insect and otherwise, have been largely ignored by investigators who have instead concentrated on single classes of secondary products.
Novel Aspects of Insect Plant Interactions
- Environmental Science, Biology
- 1988
A conceptual framework for evaluating the role of plant allelochemicals in the development of Insecticide Resistance and the role they play in the design of survival strategies of herBIVORs is presented.
Volatile herbivore-induced terpenoids in plant-mite interactions: Variation caused by biotic and abiotic factors
- Environmental ScienceJournal of Chemical Ecology
- 2005
The role of terpenoids in the induced indirect defense of plants against herbivorous mites is reviewed and it is shown thatPredatory mites cope with this variation of HIS by innate recognition as well as temporary specialization to a certain HIS via learning.
Botanical Defenses. (Book Reviews: Plant Resistance to Herbivores and Pathogens. Ecology, Evolution, and Genetics.)
- Environmental Science
- 1992
This volume draws together research from ecology, evolution, agronomy, and plant pathology to produce an ecological genetics perspective on plant resistance in both natural and agricultural systems.
Biological activities of sesquiterpene lactones
- Chemistry
- 1986
The Role of Chemical Inhibition (Allelopathy) in Vegetational Composition
- Biology
- 1966
The deterioration of old Salvia stands, apparently by auto-initoxication, suggests that allelopathy could be a significant factor in plant succession in many kinds of vegetation.
Plant chemistry and insect species richness of British umbellifers
- Environmental Science
- 1991
There is no evidence from these data that biochemically diverse or unusual British umbellifers support less-species-rich assemblages of insect herbivores, and the data suggest that chemically diverse plants have more insect species.
Metabolic costs of terpenoid accumulation in higher plants
- Environmental ScienceJournal of Chemical Ecology
- 2005
The metabolic costs of terpenoids accumulation in plants in the light of recent advances in terpenoid biochemistry are explored in relation to the assumptions and predictions of several current theories of plant defense, including the carbonnutrient balance hypothesis, the growth-differentiation balance hypotheses, and the resource availability hypothesis.
Plant strategies of manipulating predatorprey interactions through allelochemicals: Prospects for application in pest control
- Environmental ScienceJournal of Chemical Ecology
- 2004
Crop protection in the future should include tactics whereby man becomes an ally to plants in their strategies to manipulate predator-prey interactions through allelochemicals, which makes sense from an evolutionary point of view. | https://www.semanticscholar.org/paper/Higher-plant-terpenoids%3A-A-phytocentric-overview-of-Langenheim/92164e836f5738b8a1a216beeb03e7dc8ae942c6 |
Flashcards in Chapter 5: Species Deck (37)
Loading flashcards...
1
Resource Partitioning
When species divide shared resources by specializing in different ways(ex. one species is active in the daytime, another in the night)
2
Character Displacement
When species evolve physical characteristics that reflect their reliance on a resource they use(ex. bird that eat larger seeds adapt to have larger bills)
3
Competition
When multiple organisms seek the same limited resource
4
Amensalism
A type of competition where one species is harmed and another is unaffected
5
Competitive exclusion
When a species is a very effective competitor, so much so that they exclude other species from obtaining a certain resource
6
Symbiosis
Mutualism in which organisms live in close physical contact(plants and fungi)
7
Allelopathy
Plants release harmful chemicals
8
Fundamental Niche
The full niche of a species
9
Niche
ecological role
10
Realized Niche
An individual only part of its role because of the competition of other species
11
Coevolution
When a parasite and hosts evolve in response to one another
12
Commensalism
A relationship when one species benefits, and the other species is unaffected
13
Facilitations
Plants that create shade allowing seedlings to grow
14
Mutualism
A relationship in which two or more species benefit from each other
15
Trophic levels
Ranks in the feeding hierarchy
16
What is the first trophic level?
Producers
17
Energy inefficiency
The energy lost as you go higher up the food chain
18
Stromatolites
layered mounds, columns, and sheet-like sedimentary rocks in shallow water. | https://www.brainscape.com/flashcards/chapter-5-species-6574657/packs/10413430 |
Centers and Institutes
Led by members of the Tufts faculty, Tufts' global centers and institutes contribute extensively to research and promote higher learning at the University.
The members of the Center for Engineering Education and Outreach are dedicated toward improving engineering education in the classroom; from Kindergarten to college. We have a research program aimed at understanding how kids and adults learn engineering. This research then informs our development of various educational tools.
Funded by a grant from the Bill and Melinda Gates Foundation, The Center for the Evaluation of Value and Risk in Health (CEVR) at Tufts Medical Center created the CEVR Global Health CEA registry, a database of cost-effectiveness analysis studies that evaluate health interventions from around the world. The Global Health CEA registry focuses on those interventions designed to mitigate disease burden in countries at various stages of industrial development.
The Tufts Center for Global Public Health (CGPH) is dedicated to addressing global health issues through research and subsequent translation of findings into real-world practice. Our mission is to facilitate interdisciplinary research collaborations and capacity-building initiatives in resource-constrained settings that contribute to sustainable improvements in health outcomes and overcome barriers in health information, knowledge, and health literacy in these settings.
The Center for International Environmental and Resource Policy's mission is to build sustainable prosperity in a changing global environment through rigorous, policy-relevant, interdisciplinary research and training of the next generation of leaders.
The Center for International Law and Governance promotes sustainable and pragmatic solutions to managing global challenges by leveraging the expertise of Fletcher faculty across disciplines to bring a new perspective to the study of global governance.
Established in 1989, The Center for South Asian and Indian Ocean Studies at Tufts University has served as New England's focal point for scholars of and scholarship on the South Asian subcontinent and the Indian Ocean rim.
Established in 2017, The Center for Strategic Studies is dedicated to producing policy-relevant research on strategy, international politics, and US foreign policy. CSS serves as a hub for students, faculty, scholars and practitioners to engage with one another in a supportive, collaborative, and collegial environment.
The Confucius Institute at Tufts University (CITU) aims to increase mutual understanding among people in China and in the United States through its effort to promote and support Chinese language and culture instruction and programming, and to facilitate and strengthen educational and cultural exchange and cooperation between the two institutions and the two countries.
The Edward R. Murrow Center was established in 1965 in memory of the man whose distinguished reporting and analysis of world news and imaginative leadership of the United States Information Agency set a standard of excellence. Mr. Murrow’s library and papers (more than 2,000 documents) are housed in the Murrow Memorial Room at The Fletcher School and the Tufts University Archives. Fletcher also has stewardship of a collection of audio and video recordings which are representative of Murrow’s commitment to journalistic honesty, courage and integrity.
The Fares Center for Eastern Mediterranean Studies seeks to create an academic environment for the promotion of greater understanding of the rich heritage of the Eastern Mediterranean and of the significant challenges that this region faces in the twenty-first century.
The Nutrition Innovation Laboratory pursues applied research that supports the goals of USAID’s Feed the Future initiative, builds institutional capacity for analysis and policy formulation in developing countries, and offers scholarships that support individual capacity development through formal degree education in the United States and elsewhere.
Feinstein International Center promotes the use of evidence and learning in operational and policy responses to protect and strengthen the lives, livelihoods, and dignity of people affected by or at risk of humanitarian crises through research and teaching.
The Global Development and Environment Institute (GDAE), an interdisciplinary research institute founded in 1993, is dedicated to promoting a better understanding of how societies can pursue their economic and community goals in an environmentally and socially sustainable manner. GDAE has distinguished itself as a leading source of new thinking in economics — bringing fresh insights into the classroom with innovative curriculum materials and into policy debates with rigorous policy-relevant research.
The Henry J. Leir Institute focuses on the security and protection of individuals and communities while promoting peace and sustainable development.
The Hitachi Center for Technology and International Affairs facilitates a global exchange of ideas in the management of innovation and technological change and the advancement of economic and financial integration through advanced research, instruction, and intellectual and professional leadership.
The Institute for Business in the Global Context (IBGC) focuses on the interplay between global business and the key forces that shape the context in which enterprises operate. The Institute cultivates "contextual intelligence" by considering the geopolitical, legal, financial, security, macroeconomic, humanitarian, and environmental impacts on business.
The Institute for Global Leadership prepares new generations of critical thinkers for effective and ethical national and international leadership. The mission of the Institute is accomplished through its intensive engagement of students in classes, global research, internships, workshops, simulations and international symposia — all involving national and international leaders from both the public and private sectors.
Humans, animals, and the environment are fundamentally linked, yet the strategies to address their health typically remain separate. The One Health Initiative is a collaborative and interdisciplinary approach to optimizing health for humans, animals, and the environment at the local, national, and global level.
The One Health Workforce (OHW) project is working towards developing a collaborative workforce that is prepared to prevent, detect, control, and respond to the threat of infectious diseases and zoonoses around the world, in part, by employing the strengths of universities in One Health core competencies and skills. It is part of USAID’s Emerging Pandemic Threats (EPT2) program. The focus of EPT2 is cross-sectoral disease surveillance, training, and outbreak response.
The Science Diplomacy Center aims to implement a holistic (international, interdisciplinary and inclusive) center of evidence integration to balance national interests and common interests worldwide.
The Tufts European Center in Talloires offers academic programs for college undergraduates, high school students, alumni and adult learners. The European Center also hosts a variety of international conferences, all of which aid in facilitating and promoting international understanding. The European Center is based on the University’s campus in Talloires, France.
Created in 1998, Tufts Institute of the Environment (TIE) supports the Tufts community by helping students and faculty pursue their research goals through fellowships, grants, internships, workshops, and programs, allowing them to engage in contemporary environmental conversations and contribute to emerging scholarship. In addition to campus-based action, TIE has also partnered with several organizations local to the Boston area and worldwide which have provided further connections and opportunities for Tufts students and staff to engage in environmental projects and activism. With core funding from the Provost Office, TIE is the center of environmental research, teaching, and leadership at Tufts University.
The World Peace Foundation (WPF) is an operating foundation affiliated solely with Tufts University’s Fletcher School of Law and Diplomacy. It provides financial support only for projects that the Foundation has initiated itself. WPF aims to provide intellectual leadership for peace. Our view is that the world needs a debate about world peace, drawing rigorously on evidence and theory. | https://global.tufts.edu/centers-institutes/centers-and-institutes |
All piling specifications prescribe the allowable deviation of the pile axis from the vertical.
- FHWA rules, for instance, limit the pile inclination to 20 mm/m, or 2%.
- The ICE (UK) specifications allow a deviation of not more than 1:75 or 1.33%.
Similarly, these documents also set down the allowable deviation of raked piles.
In diaphragm and secant walls, the specification is typically even more restrictive.
System components
- BIT Main unit, rechargeable battery operated with wireless communication channels to the depth meter (3), the mobile computer (4) and the rig operator box (5, not seen). Rugged polyurethane cable connects the main unit to the inclination sensor (2).
- Precision bi-axial inclination sensor, harsh environment and pressure proof to 300m, attached to the auger/bucket using a simple disposable metal plate.
- Precision wireless depth meter, transmitting accurate depth to the main box.
- Any Android mobile device with Bluetooth communication, (Phone/Tablet)
- Rig operator satellite box with two LEDs: GO/Stop (Optional)
Operation for boreholes
Once the borehole has been drilled to the required depth, the inclinometer is rigidly attached to the drill bit (bucket or auger) and the depth encoder hung from the rig. The bucket is then lowered (without turning) into the open hole. The descent is stopped at predetermined depths for inclination reading and the deviation calculated in real time by integrating the inclination over depth. Having reached the bottom, the procedure is repeated on the way up to the surface. The resulting error is distributed over the whole depth.
Operation for existing piles
A special centralizer is attached to the BIT sensor and lowered into a standard access tube through the depth encoder. The sensor is lowered by hand and the descent is stopped every few meters. reading stabilizes in a second or two and the process is repeated all the way down and back up to ground level. The resulting error is distributed over the whole depth.
Advantages: | https://terramar.xyz/product/bit-borehole-inclination-tester/ |
Filed 2/21/19 by Clerk of Supreme Court
IN THE SUPREME COURT
STATE OF NORTH DAKOTA
2019 ND 52
State of North Dakota, Plaintiff and Appellee
v.
Samuel Elliot Hansford, Defendant and Appellant
No. 20180179
Appeal from the District Court of Golden Valley County, Southwest Judicial
District, the Honorable James D. Gion, Judge.
AFFIRMED.
Opinion of the Court by McEvers, Justice.
Olivia L. Krebs (argued), Assistant State’s Attorney, and Christina M. Wenko,
State’s Attorney (appeared), Dickinson, ND, for plaintiff and appellee.
Markus A. Powell, Dickinson, ND, for defendant and appellant.
State v. Hansford
No. 20180179
McEvers, Justice.
[¶1] Samuel Hansford appeals from a district court’s order denying his motion to
suppress following the entry of a criminal judgment after a jury found him guilty of
gross sexual imposition. We affirm, concluding Hansford was not in police custody
when he made incriminating statements and his statements were voluntary.
I
[¶2] In January 2017, Samuel Hansford was arrested and charged with gross sexual
imposition. Prior to his arrest, Hansford was interviewed by a law enforcement agent.
[¶3] Before trial, Hansford moved to suppress the written and verbal statements
from the interview and requested an evidentiary hearing on the motion. Hansford
argued the statements he made to the agent during the interview were coerced in
violation of his due process rights. He also argued he was coerced to rescind his
request for legal representation in violation of his Miranda rights, and that the
interrogation violated his rights under the Fifth Amendment of the United States
Constitution and N.D. Const. art. I, § 12.
[¶4] In August 2017, a suppression hearing was held on the motion. Hansford and
the law enforcement agent who conducted the interview both testified, and the State
entered as exhibits: (1) an audio recording including conversation between the agent
and Hansford taken during the drive from Hansford’s workplace to the police
department; (2) the Voluntary Statement Form (“statement form”) Hansford signed
stating he was waiving his right to an attorney, acknowledging he wanted to continue
speaking with the agent; and (3) a video recording with audio of the interview.
[¶5] At the suppression hearing, the agent testified his involvement in the case
began when he was called to investigate whether 24-year-old Hansford had sexually
assaulted a 16-year-old female who was unconscious at the time. The agent initially
1
made contact with Hansford by going to Hansford’s workplace. The agent testified
he told Hansford he wanted to interview him but due to privacy issues he did not want
to conduct the interview at Hansford’s work place. After the agent suggested the
interview take place at the police department, Hansford asked if the agent could give
him a ride.
[¶6] The agent testified that before giving Hansford a ride, he explained to
Hansford that he was not required to come to the police department and that he was
not under arrest. Hansford rode unrestrained in an unmarked vehicle to the police
station. During the ride, the agent and Hansford engaged in casual conversation.
[¶7] The agent testified that upon arriving at the police department, he and Hansford
went into the interview room which was equipped with audio and visual recording
capabilities. The agent testified he read a “soft version” of the Miranda warning.
When Hansford expressed some confusion, the agent testified he provided Hansford
with a card and read him “line for line” each element of the Miranda warning. After
going through the card together, the agent testified Hansford acknowledged he
understood the Miranda warning.
[¶8] The agent testified he talked to Hansford about the night of the alleged sexual
assault for around 40 minutes, at which point Hansford “apologized and said he felt
he needed to have an attorney with him.” The agent told Hansford he would give him
five or 10 minutes to “think about it” and he left the room. Hansford testified he
stayed in the room because he felt he had no choice to leave without a ride or without
explicitly being told he could leave.
[¶9] The agent testified when he returned to the room, Hansford wanted to continue
to talk about the investigation and the agent reminded him he needed an answer
whether Hansford wanted an attorney present or to waive that right. According to the
agent, Hansford stated he wanted to speak to the agent without an attorney, and began
to fill out the statement form. Midway through filling out the statement form,
Hansford paused and again requested to speak with an attorney. The agent brought
Hansford a phone book and Hansford began to make calls. The agent testified after
2
Hansford’s final attempt to reach an attorney, Hansford said “I’ll just speak with you.”
The agent again stated if Hansford wished to waive his right he needed to do so on the
statement form or verbally to the cameras in the room. Hansford did both. Hansford
testified he filled out the statement form because he was under the impression he had
to in order to leave. The agent testified that after Hansford signed the statement form
indicating his waiver of the right to an attorney, he confessed to having sexual
intercourse with a 16-year-old female.
[¶10] Following the hearing, the district court denied the motion to suppress, finding
Hansford stated he wanted to talk the matter out, and “clearly rescinded his request
for legal representation,” and that the rescission was not the result of manipulation by
the agent. The court also found Hansford knew he was free to leave at any time.
Hansford moved for reconsideration and the court denied that motion as well. After
a jury verdict found Hansford guilty, the court entered a criminal judgment. Hansford
appeals from the court’s order denying his motion to suppress.
II
[¶11] Hansford claims his incriminating statements should have been suppressed
because they were obtained in violation of rights guaranteed by the Fifth and Sixth
Amendments to the United States Constitution, N.D. Const. art. I, § 12, his right to
due process, and his rights under Miranda.
[¶12] When reviewing a district court’s decision on a motion to suppress:
This Court defers to the district court’s findings of fact and resolves
conflicts in testimony in favor of affirmance. This Court will affirm a
district court decision regarding a motion to suppress if there is
sufficient competent evidence fairly capable of supporting the district
court’s findings, and the decision is not contrary to the manifest weight
of the evidence. Questions of law are fully reviewable on appeal, and
whether a finding of fact meets a legal standard is a question of law.
State v. Knox, 2016 ND 15, ¶ 6, 873 N.W.2d 664 (quoting State v. Bauer, 2015 ND
132, ¶ 4, 863 N.W.2d 534). “Trial courts are in the business of judging credibility of
witnesses and weighing evidence[;] [t]his court is in the business of assuring that a
3
decision by the trial court complies with relevant legal principles.” State v. Taillon,
470 N.W.2d 226, 230 (N.D. 1991).
III
[¶13] Hansford argues once he requested counsel and the conversation proceeded
instead of ceasing, his Miranda rights were violated. Hansford argues he clearly
invoked his Fifth Amendment rights when he initially requested an attorney. The
State argues Hansford was never in custody for purposes of Miranda, and
alternatively, even if he was, he properly waived his Miranda rights. It is undisputed
Hansford was informed of his Miranda rights both verbally and in writing prior to the
start of the interview.
[¶14] We have previously recognized the relationship between the Fifth Amendment
of the United States Constitution, N.D. Const. art. I, § 12, and Miranda as follows:
The Fifth Amendment of our United States Constitution, as well
as Sec. 12, Article I of our North Dakota Constitution, provides that no
“person . . . shall be compelled in any criminal case to be a witness
against himself.” In Miranda v. Arizona, [384 U.S. 436 (1966),] the
Supreme Court held that a person subjected to custodial interrogation
is entitled to four specific warnings to “secure the privilege against self-
incrimination.” Specifically, the Supreme Court in Miranda held:
[1] He must be warned prior to any questioning that he
has the right to remain silent, [2] that anything he says
can be used against him in a court of law, [3] that he has
the right to the presence of an attorney, and [4] that if he
cannot afford an attorney one will be appointed for him
prior to any questioning if he so desires.
Custodial interrogation is questioning initiated by law enforcement
officers after a person has been taken into custody or otherwise
deprived of his freedom of action in any significant way.
State v. Webster, 2013 ND 119, ¶ 9, 834 N.W.2d 283 (citations and quotations
omitted). “A person is ‘in custody’ if there is a formal arrest or restraint on his
freedom of movement to the degree associated with a formal arrest.” Goebel, 2007
ND 4 , ¶ 13. “Whether a person is in custody is a mixed question of law and fact and
is fully reviewable on appeal.” State v. Huether, 2010 ND 233, ¶ 14, 790 N.W.2d 901
4
(citation omitted). “When evaluating whether a person is in custody, the only relevant
inquiry is how a reasonable person in the suspect’s position would have understood
the situation.” Id. (citation omitted). Furthermore, “it is well established that if a
person asks for an attorney during custodial interrogation, the interrogation must
cease until an attorney is present.” Goebel, at ¶ 14.
[¶15] The State argues Hansford was not “in custody” because a reasonable person
would have felt free to leave if (1) the door was closed but unlocked, (2) he was
seated closest to the door, and (3) he was told he was free to leave at any time. We
have recognized “[t]hat questioning occurred at the police station or in a ‘coercive
environment’ is not by itself a requirement for Miranda warnings to be given.” State
v. Golden, 2009 ND 108, ¶ 15, 766 N.W.2d 473 (citation omitted). “Any interview
of one suspected of a crime by a police officer will have coercive aspects to it, simply
by virtue of the fact that the police officer is part of a law enforcement system which
may ultimately cause the suspect to be charged with a crime.” Oregon v. Mathiason,
97 S.Ct. 711, 714 (1977).
[¶16] Here, the district court found Hansford went unrestrained to the police station,
was told he was free to leave at any time, sat closest to the door during the interview,
was interviewed in a room with only one law enforcement agent present, did not show
any apprehension about being in the agent’s company, and told the agent he
understood he was free to leave at any time. Given the facts of this case, the court did
not err in concluding a reasonable person in Hansford’s situation would have
understood he was free to leave and therefore his Miranda rights were not violated.
IV
[¶17] Hansford argues his right to due process and his Fifth Amendment right against
self-incrimination were violated because his statements were not voluntarily made and
his Miranda waiver was coerced.
[¶18] When reviewing a district court’s findings on the voluntariness of a confession,
we have said:
5
Voluntariness of a confession depends upon questions of fact to
be resolved by the district court. Because the district court is in a
superior position to judge credibility and weight, we show great
deference to the district court’s determination of voluntariness. We will
reverse only if the district court’s decision is contrary to the manifest
weight of the evidence.
State v. Goebel, 2007 ND 4, ¶ 17, 725 N.W.2d 578 (citations omitted).
We have recognized voluntariness challenges are based either on due
process grounds or on self-incrimination grounds. The due process
analysis for voluntariness considers the totality of the circumstances,
which is the same standard applicable to determine whether a defendant
voluntarily, knowingly, and intelligently waived Miranda rights under
the Fifth Amendment.
State v. Brickle-Hicks, 2018 ND 194, ¶ 11, 916 N.W.2d 781 (citing State v. Webster,
2013 ND 119, ¶¶ 20-21, 834 N.W.2d 283). “When a confession is challenged on due
process grounds, the ultimate inquiry is whether the confession was voluntary.”
Goebel, 2007 ND 4, ¶ 16 (citation omitted); see also State v. Murray, 510 N.W.2d
107, 110 (N.D. 1994) (“When the voluntariness of a confession is attacked on due
process grounds, the outcome is determined by considering the totality of the
circumstances.”). “A confession is not voluntary when obtained under circumstances
that overbear the defendant’s will at the time it is given.” Taillon, 470 N.W.2d at 228.
In Goebel, we said that a confession is voluntary if:
it is a product of the defendant’s free choice rather than a product of
coercion. To assess voluntariness, we look at the totality of the
circumstances. Our inquiry focuses on two elements: (1) the
characteristics and conditions of the accused at the time of the
confession, including age, sex, race, education level, physical and
mental condition, and prior experience with police; and (2) the details
of the setting in which the confession was obtained, including the
duration and conditions of detention, police attitude toward the
defendant, and the diverse pressures that sap the accused’s powers of
resistance or self-control.
Id. at ¶ 16 (citations omitted). The same standard applies when determining
voluntariness of a waiver of rights under the Fifth Amendment. Webster, 2013 ND
119, ¶ 20 “A confession is the product of coercion if the defendant’s will is
6
overborne at the time the confession is given.” State v. Norrid, 2000 ND 112, ¶ 18,
611 N.W.2d 866 (citing State v. Sabinash, 1998 ND 32, ¶ 11, 574 N.W.2d 827).
A
[¶19] Hansford argues under the first prong of the Goebel inquiry—focusing on
characteristics and conditions of the accused—that his lack of prior experience with
police made him particularly susceptible to coercion. Hansford argues the agent
interviewing him took advantage of his inexperience by saying he would tell the judge
whether Hansford cooperated with questioning and by misleading Hansford about his
ability to have an attorney present.
[¶20] Hansford did not argue his lack of experience with law enforcement to the
district court. Arguments not made before the district court will generally not be
addressed on appeal. State v. Gray, 2017 ND 108, ¶ 13, 893 N.W.2d 484 (quoting
State v. Kieper, 2008 ND 65, ¶ 16, 747 N.W.2d 497). However, it is the State’s
burden to prove the voluntariness of a defendant’s confession and to produce evidence
on relevant factors including prior contacts with police. State v. Pickar, 453 N.W.2d
783, 786 (N.D. 1990). At the suppression hearing, the State argued Hansford was
given a Miranda warning and that he acknowledged he understood. The State argued
to the court, “there’s been no suggestion or any evidence put forth by the defense that
the defendant did not understand or did not have the mental capacity to acknowledge
or understand what, in fact, he was doing—what the consequences of the conversation
would be.” The State submitted an audio file, a video, and the statement form as
exhibits at the suppression hearing. The court, relying on those exhibits along with
the testimony of Hansford and the agent, found Hansford understood his rights,
agreed to talk, and was not coerced.
[¶21] We conclude there is sufficient competent evidence supporting the district
court’s findings as they pertain to the first Goebel factor.
7
B
[¶22] Hansford argues under the second prong of the Goebel inquiry, focusing on
details of the setting of the interview, that it was clear to Hansford from the beginning
that he was not free to leave. After viewing the video at the suppression hearing,
Hansford acknowledged the agent told him the door to the interview room was open
and he was free to leave at any time. Hansford then testified he felt he could not leave
because he did not have a ride and could not call for one, but did not explain why he
felt he was unable to. The district court, on this issue, found:
Hansford claims [the agent] manipulated Hansford into accepting a ride
to the Public Safety Center, and so Hansford was unable to leave as he
had no transportation and the weather was inclement. However,
Hansford told [the agent] he understood he was free to leave at any
time. Hansford did not attempt to leave, nor did he request to leave.
Hansford sat closest to the door during the interview and [the agent]
was the only law enforcement officer in the room. Hansford related he
understood [the agent] was doing his job, and did not show any
apprehension about being in [the agent]’s company.
The court’s findings are supported by the record.
[¶23] Hansford argues his written Miranda waiver and statements were coerced in
violation of his due process rights. It is clear and undisputed Hansford received
complete Miranda warnings, despite his not being in custody. The district court
reviewed the record of Hansford’s interview and the testimony at the suppression
hearing and found Hansford clearly rescinded his request for legal representation and
his decision to do so was not coerced by the agent conducting the interview. The
district court specifically noted:
There is no question Hansford received his Miranda advisement,
nor that he requested to be represented by legal counsel after the
interview began. The issue appears to be whether Hansford rescinded
his request for legal representation, and if he did so, was he subtly
coerced into doing so by [the agent].
Hansford kept a running commentary about attorneys and the
situation he was in while looking through the phone book for an
attorney. [The agent] repeatedly stated he was not going to ask
Hansford questions but would sit and listen if Hansford wanted to talk.
Hansford commented that attorneys take forever, and he could not
8
afford one. He paged through the phone book and reluctantly
attempted to call an attorney. After his third attempt, he proceeded to
fill out the waiver and sign it. The Court finds Hansford clearly
rescinded his request for legal representation.
Did [the agent] manipulate Hansford into recission? The Court
believes he did not. Hansford continued to talk to [the agent] after
Hansford requested an attorney, despite [the agent] telling Hansford
that [the agent] would not ask any questions. While [the agent] did
reference the need to tell the truth, and the fact Hansford’s sister
received favorable treatment after talking to [the agent], he made it
clear to Hansford that he would only listen and not question Hansford.
Hansford continued to talk to [the agent], causing uncertainty on [the
agent]’s part as to whether Hansford was invoking his right to counsel
or was simply talking about the possibility. Hansford was given ample
opportunity to contact an attorney.
[¶24] Even if a suspect is not in custody and Miranda warnings are given
gratuitously, they are not rendered “wholly irrelevant.” Taillon, 470 N.W.2d at 228;
see also U.S. v. Bautista, 145 F.3d 1140, 1148 (10th Cir. 1998) (“Although giving a
Miranda warning does not, in and of itself, convert an otherwise non-custodial
interview into a custodial interrogation, it is a factor to be considered by the court.”).
Instead, “[t]he giving of Miranda warnings and the accused’s reliance on the rights
described in the warnings are relevant factors in evaluating the voluntariness of any
incriminating statements.” Taillon, 470 N.W.2d at 229 (emphasis added); cf. State v.
Murray, 510 N.W.2d 107, 110 (N.D. 1994) (whether a defendant actually relies upon
or attempts to exercise the rights advised in gratuitous Miranda warnings is
considered). Consideration of gratuitous Miranda warnings thus factors into the
second prong—the details of the setting in which the confession was obtained—of the
two-prong Goebel totality of the circumstances test for voluntariness.
[¶25] Here, the district court considered the impact of the Miranda warnings when
making findings on the voluntariness of Hansford’s statements evidenced by
references to the uncertainty surrounding Hansford’s possible invocation of his right
to counsel. The court noted the ample time afforded Hansford to contact an attorney,
Hansford’s attempts to reach an attorney, followed by his decision to fill out and sign
the statement form. The court noted the agent’s reassurances that he would only listen
9
and not question Hansford, and finally it noted the setting of the interview and that
Hansford did not show any apprehension about being in the agent’s company, that he
understood he was free to leave at any time, and that he never requested or attempted
to leave.
[¶26] Although the district court does not explicitly reference its application of the
“totality of the circumstances” analysis, its decision clearly incorporates that analysis.
See Bormann v. AT&T Comm, Inc., 875 F.2d 399, 403 (2nd Cir. 1989) (“although the
district court did not explicitly use the ‘totality of the circumstances’ standard, its
‘scrutiny of the circumstances’ surrounding the signing of the releases was adequate”)
(emphasis added). It is clear from the court’s order that no single factor was
determinative of the court’s decision; rather, a balancing of several distinct factors
lead to the court’s decision to deny the motion to suppress.
[¶27] We hold the district court’s findings regarding the voluntariness of Hansford’s
statements are not contrary to the manifest weight of the evidence. We conclude there
is sufficient competent evidence supporting the court’s findings and the court’s
decision is not contrary to the manifest weight of the evidence.
V
[¶28] Hansford argues his Sixth Amendment rights were violated, citing to the Sixth
Amendment of the United States Constitution for the proposition that: “[i]n all
criminal prosecutions, the accused shall enjoy the right to . . . have the assistance of
counsel for his defense.” U.S. Const. amend. VI. “A criminal defendant’s
fundamental right to counsel is guaranteed by the Sixth Amendment of the United
States Constitution and by N.D. Const. art. I, § 12.” State v. Dvorak, 2000 ND 6, ¶
9, 604 N.W.2d 445. The United States Supreme Court precedent has established that
“once the adversary judicial process has been initiated, the Sixth Amendment
guarantees a defendant the right to have counsel present at all ‘critical’ stages of the
criminal proceedings . . . [i]nterrogation by the State is such a stage.” Montejo v.
Louisiana, 556 U.S. 778, 786 (2009). The right arises at all times following the time
10
of arraignment: “during perhaps the most critical period of the proceedings . . . that
is to say, from the time of their arraignment until the beginning of their trial, when
consultation, thorough-going investigation and preparation (are) vitally important, the
defendants . . . (are) as much entitled to such aid (of counsel) during that period as at
the trial itself.” Massiah v. U.S, 377 U.S. 201, 205 (1964). “Our standard of review
for an alleged constitutional right is de novo.” City of Fargo v. Rockwell, 1999 ND
125, ¶ 7, 597 N.W.2d 406.
[¶29] Other than citing to the Sixth Amendment of the United States Constitution,
Hansford provides no analysis of how his rights under the Sixth Amendment have
been violated. “[P]arties raising a constitutional claim must provide persuasive
authority and a reasoned analysis to support the claim.” State v. Kleppe, 2011 ND
141, ¶ 10, 800 N.W.2d 311 (citation omitted). We only decide issues that have been
thoroughly briefed and argued. Id. Because Hansford has not provided adequate
support for his Sixth Amendment claim, we decline to address it.
VI
[¶30] Hansford was not in police custody when he made incriminating statements
and the statements were voluntary. The district court did not err in denying
Hansford’s motion to suppress. Accordingly, we affirm the criminal judgment.
[¶31] Lisa Fair McEvers
Jon J. Jensen
Jerod E. Tufte
Daniel J. Crothers
Gerald W. VandeWalle, C.J.
11
| |
“Psychologists from Piaget to Sweller couch learning in terms of the acquisition and refinement of schema. One of the limitations, I hypothesise, of direct instruction techniques is the fact that students do not come to us ‘tabula rasa’ – rather they come with many preconceptions already in place. These preconceptions – Geary dubs them ‘folk physics’ or ‘folk biology’, etc – are sometimes extraordinarily difficult to change; even after the scientific knowledge has been taught and recalled successfully under exam conditions.”
Constructivist models of learning tend to focus on the role of cognitive conflict in the successful challenging of misconceptions. Cognitive conflict is the term educationalists use for the idea of cognitive dissonance and can be broadly defined as the mental discomfort produced when someone is confronted with new information that contradicts their prior beliefs and ideas. Where cognitive dissonance arises the person will typically seek to reduce this discomfort either by changing their ideas or by avoiding (e.g. ignoring) the new information.
Cognitive dissonance is a fairly secure concept within psychology and thus it seems reasonable to suggest that provoking cognitive conflict might lead students to reject their misconceptions. For example, Piaget suggested that when a child experiences a discrepancy between their understanding of the world and a new experience, that they either assimilate the new information into existing schema or accommodate the new information by creating new schema. This has led some constructivist approaches to teaching to focus on ways to generate this cognitive conflict in lessons.
“Alternative conceptions (misconceptions) can really impede learning for several reasons. First, students generally are unaware that the knowledge they have is wrong. Moreover, misconceptions can be very entrenched in student thinking. In addition, new experiences are interpreted through these erroneous understandings, thereby interfering with being able to correctly grasp new information. Also, alternative conceptions (misconceptions) tend to be very resistant to instruction because learning entails replacing or radically reorganizing student knowledge. Hence, conceptual change has to occur for learning to happen.”
Thirdly, we know that cognitive dissonance can provoke intense thinking on a particular subject: as the individual tries to resolve the differences between their prior beliefs and the new information. A happy side-effect of that intense thinking is that it should create very strong memories – as Willingham notes:
“Thus, the first principle for students is that memories are formed as the residue of thought. You remember what you think about, but not every fleeting thought—only those matters to which you really devote some attention.”
Some of the early evidence on this appears to come from a series of experiments conducted by Bell in the 1980s.
It certainly looks impressive, but there looks to be a large difference in the prior attainment (pre-test) of the two groups. We also cannot tell anything about the design from this graph (randomisation, blinding or what the control group actually involved). Unfortunately, I’ve not been able to get hold of either of the papers so that I can interrogate the design.
Postscript: A fellow blogger was able to furnish me with Bell’s 1993 summary of this research ‘SOME EXPERIMENTS IN DIAGNOSTIC TEACHING’. The graph above comes from Experiment 3 which involved four year 7 and 8 classes. In the experimental condition, groups of 4 students tackled workbook problems before a classroom discussion of the conclusions and conflicts involved. The control groups appeared to work their way through an instructional booklet of examples with practice. From what I can tell, there appears to have been no attempt at randomised allocation or blinding on what appears to be fairly subjective measures of outcome. There also appears to be no use of inferential statistics to see whether the differences between the group were actually significant in any way. In short, Bell’s conclusion that guided discovery was superior to direct instruction appears extremely bold considering the poor quality evidence!
More recently Guzzetti (2000) reviewed a decade of quantitative and qualitative studies and suggested that short pieces of text which directly challenge misconceptions had the strongest and longest-lasting effect on changing those conceptions.
“Several investigations showed that instructional strategies like demonstrations, cooperative discussion, and nonrefutational expository text, designed to be coherent were successful in producing conceptual change for groups of students on the average. These effects, however, were demonstrated only immediately after instruction (Dole, Niederhauser, & Haynes, 1990 ; Hynd, Alvermann, & Qian, 1994a). Effects tended to dissipate over time. Only students who read refutational text did not return to their alternative conceptions when tested a month or more after instruction (Hynd et al., 1994a).”
However, these interventions were not always successful:
“Although some students became aware from reading refutational text that their prior ideas were inadequate, not all of these students were able to change those preconceptions solely by reading refutational text. Hence, although cognitive conflict may be necessary for conceptual change to occur, it is not sufficient.”
It also seems that peer-group discussions to support refutational text were also not always effective:
“in the other study, students were simply placed into small groups for cooperative discussion. In each of the studies, however, the most convincing, powerful, and persuasive group member or members were able to sway other group members to their naive conceptions. In some instances, individuals who participated in small group discussions were satisfied with their explanations, even though their ideas were contradicted by the refutational text.”
Instructional techniques centred around cognitive conflict will potentially fail for the same reason that cognitive dissonance doesn’t always lead to a change in attitudes and beliefs. For a start, people may simply ignore or reject the contrary evidence. They can maintain their prior beliefs by unreasonably questioning the validity of the evidence or reinterpreting the data. Finally, they may simply frame the disconfirming evidence as an anomaly – an odd exception that doesn’t challenge the ‘folk theory’.
In a study exploring the effects of cognitive conflict and direct teaching for students of different academic levels, Zohar (2005) reports how these issues have bedeviled research in this area:
“Studies have shown controversial results regarding the effectiveness of cognitive conflict in learning. Researchers have observed that in situations of cognitive conflict, students usually patch local inconsistencies in a superficial way rather than undergo the more radical kinds of conceptual changes implied by conceptual change theory.”
“For students to reach a stage of meaningful conflict, they need to have a certain amount of prior knowledge and a certain degree of reasoning ability to be able to grasp the gist of the conflict and to understand the new information.”
Zohar’s study sought to examine two teaching methods; ICC (inducing cognitive conflict) and DT (direct teaching) and their effect upon students with different prior academic attainment scores. The study taught a component of biology (factors affecting photosynthesis) upon which students had not previous received instruction. As well as the plant biology, students also had to apply ideas about control variables. Students engaged in a computer simulation of a photosynthesis experiment along with written worksheets and class discussion for both instructional conditions.
The results found that there was no main effect for teaching method – both ICC and DT instructional techniques had the same gains. However, there was an important interaction. Higher prior attainment students appeared to benefit from ICC whereas lower prior attainment students benefited from DT. This suggests that a potentially confounding factor in previous research on cognitive conflict may be the prior knowledge of the participants in the study.
The authors are keen not to present this as evidence that ICC should not be used for lower attaining students (there’s perhaps an indication of their possible bias in that they conversely insist that DT shouldn’t be used for higher attaining students!). However, what the results appear to underline is the complex interactions between prior knowledge, student motivation and instructional design which lead to the effective challenge of misconceptions.
This area would seem a rich one within which to conduct larger scale RCT research. However, there are significant problems with many of the designs which might help us pick apart the interactions between instructional strategies and learning outcomes because of the unfortunate habit of researchers to bundle together multiple interventions within these studies. For example, there is an RCT currently underway in the UK looking at the effectiveness of a programme called: Let’s Think! Secondary Science
“The structured programme challenges students’ thinking through cognitive conflict, reflects the social construction of knowledge by promoting collaborative working, and encourages students to reflect on their own thinking and learning (metacognition).”
In my view, the success or failure of this particular RCT won’t tell us very much about the role of cognitive conflict in provoking deeper thought processes and more accurate conceptions of science. For example, metacognition and collaboration are two strategies highly rated by the EEF, so a positive result for the study won’t tell us an awful lot about the role of cognitive conflict within the package.
An attempt at synthesis
Unguided teaching approaches are ineffective and it seems wise to apply direct instruction like a ‘first-line drug’ in most circumstances. Before any child can intellectually tolerate and reasonably engage with the discomfort of cognitive conflict they need a firm foundation in the subject matter. Without that foundation, attempts to teach through cognitive conflict may fail because working memory is overloaded or simply because students can’t recognise the importance of the disconfirming evidence being presented.
As the knowledge base becomes secure, there is an argument that other instructional approaches may be more effective at tackling misconceptions. However, this is by no means certain. Even if students have a fairly solid knowledge base to work with, there’s no guarantee that provoking cognitive dissonance will successfully cause them to change their ideas. It requires quite a considerable degree of intrinsic motivation to tolerate the discomfort of dissonance long enough to examine the issues more than superficially.
So, I remain conflicted on this issue. It seems there are good reasons to believe that a combination of direct instruction and cognitive conflict can successfully challenge misconceptions, but the question is how and when to time these conflicts so they produce conceptual changes that are secure and long-lasting.
As the original project manager and team leader for Let’s Think Secondary Science(LTSS) it is appropriate for me to respond to your confusion over the status of cognitive conflict in the LTSS project. Cognitive Acceleration (CA) the original theoretical basis for LTSS is based not just upon cognitive conflict but also the work of Vygotsky and his concept of Zone of Proximal Development (ZPD) and mediation. The implementation of this approach in CASE and CAME across both primary and secondary schools has a 30 year pedgree of proving its impact in many studies across the World (www.letsthink.org.uk). This impact has shown far transfer effects within the subject focus of the research but simultaneously across other subjects.
This is the first time the updated CA approach, now called Lets Think, has been tested by the Education Endowment Foundation (EEF) in a Randomised Control Trial (RCT).
Cognitive coflict is not about difficulty of understanding but as you say a mismatch to the current evidence. I prefer mismatch to the labelling of a misconception. The history of science is littered with what are now known as misconceptions but at the time they were accepted as true because they fitted the evidence available at that time. If the lesson activity presents evidence within the individual’s, or better still, the collaboratve group ZPD then the cognitive conflict produced will encourage new learning related directly and immediately to the learning needs of the individual and/or the group. If there is no conflict then only recall is required amd mo new learning. The LTSS pedagogy produces a very high pace to learning. This is something direct teaching through cognitive load theory can never achieve unless all of the class are having the same mismatch at the same time.
Of course with an entirely new topic for the class, then carefully strucured direct teaching using cognitive demand theory can lay the foundations for individuals to construct their own meaning from the teaching. This does not prevent the individual from constructing a mismatch based upon previous knowledge and understanding but such well structured teaching can be effective in these circumstances.
The LTSS research design was never intended to test cognitive conflict against cognitive load theory because
they have a different purpose in the process of learning. Research over 30 years demonstrated the impact of the LTSS approach to EEF and they choose to more rigorously test it in an RCT with 50 schools. So far the infomal feedback from schools is very positive. The EEF formal evaluation report is due out by the end of 2015.
Thanks for the comment and the detail on the LTSS research. Good luck with the rest of the trial. The results will be interesting – even if I’m a disappointed they won’t shed light on cog. conflict specifically!
On twitter I remember you referenced a debate about whether misconceptions really can be overwritten or whether they are just suppressed. Do you have any further reading for that? I’m really interested in the idea of a secondary vs primary misconception and how we can address them. Many of our students’ misconceptions are, by definition, based on things we have told them (e.g. when a substance is heated the particles expand) rather than having acquired “naturally” (heavy things fall faster). I want to research this further but don’t really know where to start!!
| |
What is a TMS? A Beginner's Guide to Transportation Management Systems
Shippers, regardless of size, need to keep tabs on their supply chain. Without a clear, consolidated view, it's impossible to see what is working well and where they need to address poor performance.
The most effective (and common) way that shippers gather crucial data and gain network visibility is by using a transportation management system, commonly referred to as a TMS.
We'll cover all the basics about this core logistics and transportation technology, including the difference between a TMS and WMS, the core functions of a TMS and how to choose the right one for your business.
What is a Transportation Management System (TMS)?
A TMS is a digital tool (or software program) that companies use to effectively manage their logistics and transportation functions.
A TMS centralizes and organizes transportation data, allowing companies to:
- Plan and forecast network needs
- Optimize routes
- Manage carriers
- Execute and track shipments
- Automate processes (like load booking and tendering)
- Handle payment and settlement
- Report on network KPIs.
An effective TMS provides shippers visibility into both their day-to-day operations and a bird's-eye-view of their overall network performance.
What’s the Difference Between a TMS and a WMS?
A Warehouse Management System (WMS) is another common digital tool (or software program) that helps shippers control their inventory, organize warehouse and distribution center operations, and manage order fulfillment.
While a WMS deals with the control of freight while it’s on-site at the shipper’s facility, a TMS deals with the movement of freight to and from their facilities.
Some companies use a WMS to manage transportation, and some use a TMS to manage their warehouse, but oftentimes they are unique systems.
Both a TMS and WMS are typically integrated with a company’s Enterprise Resource Planning (ERP). An ERP is a software system that allows shippers to manage all of their day-to-day business operations from a single platform.
This software integration (often done through API connectivity) makes it easier for shippers to monitor every aspect of their supply chain, develop a comprehensive operational strategy and make measured improvements to their business.
Key Functions & Benefits of a TMS
A TMS handles functions throughout the full lifecycle of a load, including:
- Load planning (route optimization, modal conversions, carrier management)
- Load execution (booking, tendering)
- Freight tracking (status updates)
- Payment (settlement, auditing, billing)
- Reporting (KPI tracking, analytics)
Let’s take a closer look at some of the core functionalities and benefits of a TMS.
Load Planning
With a TMS, shippers can easily find rates, plan routes and select carriers.
Benefit: Because a TMS uses complex algorithms to optimize each shipment, shippers not only save time on the front end, but they also save time and money throughout the entire shipping process.
Load Execution
A TMS automates the freight tendering process, using the shipper’s routing guide to digitally tender loads to the appropriate carrier at the predetermined rate.
Benefit: Rather than shippers manually measuring carrier capacity, rate acceptance, and performance before dispatching carriers, a TMS filters through a vast amount of data and expedites freight booking and tendering.
Freight Tracking
A TMS gathers and consolidates detailed tracking information and records the movement of a shipment through the full lifecycle of a load — from warehouse to final destination.
Benefit: This not only allows shippers to get real-time updates about their freight, it also allows them to track and measure carrier performance.
Payment
A TMS allows companies to automatically audit each carrier invoice and easily pay carriers.
Benefit: When it comes to finances, a TMS simplifies and streamlines the payment process for both shippers and carriers by providing access to freight audits, invoices, payments and cost performance analytics.
Actionable Reporting
A TMS provides in-depth reporting on shippers’ networks and facilities and offers performance insights to assist in future planning.
Benefit: After monitoring and assessing the broad data provided by TMS reporting, shippers can develop continuous improvement strategies to reduce unnecessary expenses, improve service levels (i.e. on-time pickup and delivery), and analyze overall cost savings.
“A TMS can help shippers transition into a more favorable & predictable environment as it pertains to volume, spend, & service.”
– Jack Gerstner, Coyote VP of CTM Operations
Why You Should Invest in a TMS
While implementing and maintaining a TMS requires an investment, both financial and human resources, having a TMS is not a luxury for most businesses — it's a necessity.
Robust digital solutions are an essential component of nearly every shipper's overall supply chain strategy.
According to our original research study, Technology + Humanity, this is not only true for larger shippers (98% of which have a TMS), 89% of small shippers use one too.
A TMS is an essential piece of technology for almost every shipper:
- 98% of large businesses use a TMS
- 83% of small businesses use a TMS
Choosing the Right TMS for Your Business
Shippers have access to a variety of TMS options.
The right option for you is going to depend on the needs and complexity of your individual transportation network.
Learn a simple, six-step process to choosing an TMS.
Need More Than Just a Platform? Consider an Outsourced Solution
In addition to providing a digital solution, many TMS providers offer outsourced transportation management services (also known as managed TMS solutions).
Managed TMS solutions typically include:
- Dedicated support team
- KPI creation, monitoring and reporting
- RFP management
- Continuous improvement implementations
- Network optimization
- Forecasting and cost reduction strategies
Shippers choose to outsource their transportation management either due to a lack of internal supply chain expertise or difficulty in recruiting supply chain talent.
Typically, shippers will have a small internal team that works closely with a dedicated team from the TMS provider.
The TMS team will take care of the day-to-day operations, carrier management, and network analysis, while the shipper’s team will focus on big picture strategy.
Outsourcing is a great option for shippers that want increase flexibility, scale quickly, and/or free up more resources to focus on their core business.
Related: See how this food & beverage shipper avoided a 12% increase in transportation costs by relying on an outsourced solution with Coyote Transportation Management (CTM).
How Long Does It Take to Implement a TMS?
Ultimately, it will depend on your level of network complexity and how many other systems the TMS needs to integrate with. For a first-time user going from spreadsheets to a very simple platform, it can be as little as a few days.
For most businesses, implementing a TMS can take anywhere between 1-2 months (for small or mid-sized shippers) and 3-6 months (for a large enterprise).
This time frame includes everything between the initial kickoff meeting and the system being fully functional.
A good TMS provider will work with your team closely during the implementation process and help get your team up and running.
TMS implementation usually takes 1-2 months for smaller shippers and 3-6 months for a larger, more complex networks.
TMS: Your Key to Being a Strategic Shipper
As technology takes on a bigger and bigger role in the supply chain industry, a TMS is an essential tool for almost every shipper.
Whether you're implementing a robust enterprise system across multiple business units, or a using a free, cloud-based system, a TMS will help you:
- Get a clear view of your network
- Make better decisions
- Automate manual processes
- Reduce your transportation spend
If you're in the market for a TMS, get some pro tips on how to choose one that's right for you. | https://resources.coyote.com/source/what-is-a-tms |
A warehouse management system (WMS) is a key part of the supply chain and primarily aims to control the movement and storage of materials within a warehouse and process the associated transactions, including shipping, receiving, putaway and picking. The systems also direct and optimize stock putaway based on real-time information about the status of inventory utilization. A WMS monitors the progress of products through the warehouse. It involves the physical warehouse infrastructure, tracking systems, and communication between product stations.
More precisely, warehouse management involves the receipt, storage and movement of goods, (normally finished goods), to intermediate storage locations or to a final customer. There may be multiple levels of warehouses. This includes a central warehouse, a regional warehouses (serviced by the central warehouse) and potentially retail warehouses (serviced by the regional warehouses).
Warehouse management systems often utilize automatic identification and data capture technology, such as barcode scanners, mobile computers, wireless LANs and potentially radio-frequency identification (RFID) to efficiently monitor the flow of products. Once data has been collected, there is either a batch synchronization with, or a real-time wireless transmission to a central database. The database can then provide useful reports about the status of goods in the warehouse.
Warehouse design and process design within the warehouse (e.g. wave picking) is also part of warehouse management. Warehouse management is an aspect of logistics and supply chain management.
A standard receiving process to properly handle a shipment when it arrives. This process can be individualized to each warehouse or product type.
The receipt of stock and returns into a warehouse facility. An efficient warehouse management system helps companies cut expenses by minimizing the amount of unnecessary parts and products in storage. It also helps companies keep lost sales to a minimum by having enough stock on hand to meet demand.
Modeling and managing the logical representation of the physical storage facilities (e.g. racking, etc.). For example, if certain products are often sold together or are more popular than others, those products can be grouped together or placed near the delivery area to speed up the process of picking, packing and shipping to customers.
Enabling a seamless link to order processing and logistics management in order to pick, pack, and ship product out of the facility.
Tracking where products are stocked, which suppliers they come from, and the length of time they are stored. By analysing such data, companies can control inventory levels and maximize the use of warehouse space. Furthermore, firms are more prepared for the demands and supplies of the market, especially during special circumstances such as a peak season on a particular month. Through the reports generated by the inventory management software, firms are also able to gather important data that may be put in a model for it to be analyzed.
Alone warehouse management cannot automate the process. It also involves the combination of business process to be followed along with system to achieve 100% productivity and accuracy.
Warehouse management systems can be standalone systems, or modules of an ERP system or supply chain execution suite. Depending on the size and sophistication of the organization, the system can be as simple as a handwritten list that are updated when required, spreadsheets using software such as Microsoft Excel or Access or purpose-built software programs.
In its simplest form, the WMS can data track products during the production process and act as an interpreter and message buffer between existing ERP and WMS systems. | http://umexx.com/product/logistics-product/warehouse-management/wms/ |
BACKGROUND
SUMMARY
BRIEF DESCRIPTION OF THE DRAWINGS
DETAILED DESCRIPTION
The invention relates generally to the field of gas phase ion fragmentation techniques, and more precisely to electron capture dissociation (ECD) which is used to fragment gas-phase analyte ions such as large biopolymer ions in order to obtain structural information via mass spectrometry.
A gas-phase ion fragmentation technique frequently used in the field of mass spectrometry is the collision-induced dissociation (CID), sometimes also called collisionally activated dissociation (CAD). Molecular ions are usually accelerated by an electrical potential to high kinetic energy and then allowed to collide with quasi-stationary neutral molecules of a background gas, such as helium, nitrogen or argon which are largely chemically inert in order to prevent chemical reactions from occurring. In the collision, some of the kinetic energy is converted into internal energy which results in bond breakage and the fragmentation of the molecular ion into smaller fragments, at least some of which carry unbalanced charges. These charged fragment ions can then be analyzed by a mass spectrometer, such as a linear or three-dimensional quadrupole mass analyzer, linear or orthogonal accelerated time-of-flight analyzer, ion cyclotron resonance analyzer and the like.
Zubarev et al. (1998); "Electron capture dissociation of multiply charged protein cations. A nonergodic process"; J. Am. Chem. Soc.; 120 (13): 3265-3266
US 7,755,034 to Ding
Electron-capture dissociation, initially described by Roman Zubarev, Neil Kelleher, and Fred McLafferty (), on the other hand, is a gas-phase ion fragmentation method which taps the energy reservoir of a recombination reaction between cations and free electrons. ECD involves the mixing of low energy electrons with gas phase ions which, according to recent developments, can be trapped in a suitable trapping device, such as 3D (Paul type) ion trap, 2D linear ion trap and the like. An example of such a trap arrangement is disclosed, for example, in .
M
nH
+
n
+
e
-
+
→
*
→
M
nH
+
n
-
1
+
fragments
.
An ECD reaction normally involves a multiply protonated molecule M interacting with a free electron to form an odd-electron ion:
Adding an electron to an incomplete molecular orbital of the reactant cation releases binding energy which, if sufficient to exceed a dissociation threshold, causes the fragmentation of the electron acceptor ion.
ECD produces significantly different types of fragment ions, primarily of the c and z type, than aforementioned CID which primarily yields the b and y type. CID introduces internal vibrational energy in the cation in an ergodic process generally affecting the weakest bonds and thus causing loss of post-translational modifications (PTM) such as phosphorylation and O-glycosylation during fragmentation. In ECD, on the other hand, these PTMs are largely retained in the fragments. Consequently, in ECD unique fragments can be observed which are largely complementary to CID fragments thereby allowing a more detailed structural elucidation of the reactant cation. However, low fragmentation efficiencies and other experimental difficulties, in particular the problem of simultaneously confining ions with high masses and light electrons (the mass of an electron is about 1,836 times smaller than that of a proton), posed a hindrance hitherto for the utility of ECD. A further challenge is to provide electrons with sufficiently low kinetic energy as to allow electron capture reactions to occur.
Syka et al. (2004); "Peptide and protein sequence analysis by electron transfer dissociation mass spectrometry"; Proc. Natl. Acad. Sci. U.S.A.; 101 (26): 9528-9533
US patent 7,534,622 to Hunt et al.
Another gas-phase ion fragmentation technique tapping the energy reservoir of a recombination reaction is called electron-transfer dissociation (ETD). Similar to electron-capture dissociation, ETD induces fragmentation of cations of interest, such as peptides or proteins, by an electron transfer from a suitable reagent anion, both reactants normally being confined in an ion trap. The scientific potential of this process using polyaromatic reagent anions was first realized by Donald Hunt, Joshua Coon, John Syka and Jarrod Marto (; see also ).
M
nH
+
n
+
A
-
+
→
*
+
→
M
nH
+
n
-
1
+
A
fragments
-
In contrast to ECD, ETD does not use free electrons but employs anions, preferably radical polyaromatic anions of anthracene or fluoranthene, as electron donors in a charge transfer reaction:
where A is the anion. Just like ECD, the ETD fragmentation technique is considered beneficial as it cleaves randomly along the peptide backbone of the electron acceptor cation in a non-ergodic process, yielding fragments of the c and z type, while side chains and modifications such as phosphorylations are left intact. Therefore, ETD, as much as ECD, is complementary to CID and is thought to be advantageous for the fragmentation of longer peptides or even entire proteins raising its value for top-down proteomics. One reason why ETD is nowadays in more widespread use than ECD is, for instance, that the masses of the reactant cations and anions do not diverge as much as the masses of reactant cations and electrons making it easier to simultaneously confine them in an ion trap. On the other hand, one difficulty with ETD is that the electron transfer reactions compete with other reaction types such as proton transfer, ion attachment and the like, resulting in different individual branching ratios and ETD yields that depend on the pair of reagents used. Such competition of reaction pathways does not exist with ECD.
US 2004/0245448 A1
US 6,919,562 B1
US 7,049,584 B1
Voinov et al. (Rapid Commun. Mass Spectrom., 2008, 22(19), 3087-3088
Since the first application of ECD in an ion cyclotron resonance cell the technique associated therewith was further advanced. Glish et al. (), for example, describe a mass spectrometer capable of performing ECD that comprises a first mass analyzer, a magnetic trap downstream of the first mass analyzer, a second mass analyzer downstream of the magnetic trap, and an electron source positioned such that electrons are supplied to the magnetic trap. Whitehouse et al. ( and ) disclose an apparatus that enables the interaction of low energy electrons with sample ions to facilitate ECD within multipole ion guide structures. ) report on ECD performed in a linear, radio frequency free, hybrid electrostatic/magnetostatic cell without the aid of a cooling gas.
In a first aspect, the invention relates to a device for performing electron capture dissociation on multiply charged cations, comprising a particle emitter that, in response to receiving a trigger, emits a plurality of high energy charged particles, an electron emitter positioned to receive the plurality of high energy charged particles and being configured to, in response thereto, emit a plurality of electrons having energies suitable for electron capture reactions, and a volume located adjacent to the electron emitter that receives the plurality of electrons upon emission and into which a plurality of multiply charged cations is introduced so that electron capture dissociation occurs.
In various embodiments, the electron emitter is a conversion dynode. The conversion dynode may be supplied with a low negative polarity operation voltage of between 0.1 and 10 volts, preferably about one volt. With such operational settings, it can be reliably ensured that the emitted electrons have kinetic energies sufficiently low for electron capture dissociation to occur. In other embodiments, the electron emitter may be a simple plate made of a material capable of providing a large number of electrons upon impingement of high energy charged particles, such as a metal plate made of copper, for example.
In various embodiments, the particle emitter is a microchannel plate, and the plurality of high energy charged particles is a plurality of high energy electrons. High energy charged particles are supposed to have a kinetic energy generally equal to or higher than fifty electron volts. High energy charged particles, in case of electrons themselves not suitable for effective ECD, can be advantageously employed to generate a large number of low energy electrons so that a sufficient probability for an ECD reaction results when multiply charged cations are intermingled with the large number of low energy electrons. Under certain circumstances, the high energy electrons emitted from a microchannel plate have a broad energy distribution which has a full width of around sixty electron volts at half maximum, for example. Such a multitude of high energy electrons with broad kinetic energy distribution may be favorably converted by means of the electron emitter into a multitude of low energy electrons with reduced kinetic energy distribution, such as reduced to full width at half maximum of about eight to ten electron volts or less. In alternate embodiments, at least some of the particles produced by the particle emitter are low energy electrons appropriate for ECD.
In various embodiments, the device further comprises a magnetic field generator that generates magnetic field lines in the volume to assist in spatially confining the plurality of electrons therein. The magnetic field lines may extend substantially in a direction of emission of the plurality of low energy electrons. The magnetic field lines can be parallel. In alternate embodiments, the magnetic field lines may be configured to create a magnetic mirror. For this purpose, the magnetic field lines can converge between the electron emitter and particle emitter such that a region of low magnetic field line density is proximate the electron emitter and a region of high magnetic field line density is proximate the particle emitter. Such a configuration may result in a force on the electrons in a direction of the lower magnetic field line density and thus contrary to a direction of emission of the plurality of low energy electrons. Generally, a weak magnetic field may increase the dwell time of low energy electrons in the volume. The longer the dwell time is, the more likely it is that an ECD reaction will occur.
In various embodiments, the device further comprises a ground electrode located between the electron emitter and the volume so that the volume is essentially free of electric fields, the ground electrode having at least one aperture that allows the plurality of electrons to pass through the ground electrode and enter the volume, the aperture producing an electric field that causes some of the plurality of electrons to be deflected laterally as they pass through the ground electrode. A lateral deflection of low energy electrons entering the volume may serve to decelerate them in a main direction of propagation while at the same time forcing them into a more distinct spiraling motion around the magnetic field lines. In this manner the dwell time of low energy electrons in the volume can be increased thereby promoting ECD reactions. In further advanced embodiments the device may comprise deflection electrodes at the at least one aperture in the apertured ground electrode, the deflection electrodes being operable to warp the electric field in and around the at least one aperture to control the lateral deflection. In certain cases, voltage pulses can be supplied to the deflection electrodes in order to influence the deflection characteristic.
In various embodiments, the device further comprises a device for shaping the plurality of multiply charged cations into a beam and sending the beam in transit through the volume such that a direction of propagation of the emitted plurality of electrons intersects a direction of propagation of the beam. A beam of cations may comprise a plurality of cations flying continuously on a largely predefined trajectory (continuous mode of cation passing), or may comprise separate bunches or packets of cations flying on largely predefined trajectories just during certain time intervals (pulsed mode of cation passing).
In various embodiments, the volume is located between the particle emitter and the electron emitter. Preferably, the device further comprises a focusing device, such as an Einzel lens, located upstream of the volume, assisting in adapting a dimension of the beam to a dimension of the volume. The singular "a focusing device" is not to be construed in a restrictive manner. It is equally possible to provide more than one focusing device upstream of the volume to achieve the desired beam shaping.
In further embodiments, at least one of the particle emitter and the electron emitter has an aperture with an aperture axis, the aperture being passable by the plurality of multiply charged cations, and wherein a direction of emission of the plurality of high energy charged particles and a direction of emission of the plurality of low energy electrons, respectively, is substantially parallel to the aperture axis.
In various embodiments, the electron emitter is configured such that a kinetic energy of the plurality of low energy electrons is generally less than twenty or ten electron volts, preferably less than one electron volt. The reaction cross section for ECD approaches favorably high levels in this kinetic energy regime.
In some embodiments, the volume is essentially devoid of electric fields (field-free volume). This refers to constant electric fields applied through separate components in the device, and not to highly fluctuating electric fields caused by charge carriers. In case of a microchannel plate as particle emitter and conversion dynode as electron emitter, for instance, the opposing faces of the emitter structures can be kept on ground potential to achieve a field-free volume therebetween. With such design a direction of motion of cations passing the volume will not be altered.
US 7,838,826 B1
In further embodiments, the device comprises one of an ion mobility separation cell (of any type known in the art) and trapped ion mobility separation cell (such as, for instance, presented by Park in , the content of which is incorporated herein by reference in its entirety) upstream of the volume, from which the plurality of multiply charged cations is guided to the volume. These separation techniques may entail or cause rapidly time-varying currents of cations being separated according to ion mobility and are therefore advantageously combined with an interaction device or cell as hereinbefore defined wherein ECD on a plurality of multiply charged cations may occur on their continuous passing through the interaction volume. In this manner, intermediate ion storages which hold and subsequently release in a controlled fashion defined packages of cations can be dispensed with and real-time analysis can be executed.
In additional embodiments, the device may further comprise a time-of-flight mass analyzer downstream of the volume, which receives the plurality of multiply charged cations and possible interaction products created in or after the volume. Time-of-flight analyzers (be they of the linear or orthogonal type) are particularly suitable for analyzing rapidly varying ion currents so that an investigation can be carried out at high speed.
In a second aspect, the invention pertains to a method of performing electron capture dissociation on multiply charged cations, comprising (a) providing a plethora of high energy charged particles; (b) directing the plethora of high energy charged particles onto an electron emitter which, in response to the high energy charged particles, emits a plurality of electrons with energies suitable for efficient electron capture reactions to occur into a space proximate the electron emitter; (c) introducing a plurality of multiply charged cations into the space; and (d) intermingling the multiply charged cations with the emitted plurality of electrons as to allow electron capture dissociation to occur.
3
5
In various embodiments, the plethora of high energy charged particles is a result of an electrical amplification process, such as a secondary electron multiplication, and may amount to a current area density equivalent of around one amp per square centimeter; the density can generally range from about 0.1 to 10 amps per square centimeter. The electrical amplification favorably includes converting one trigger event into a multitude of response events at the particle emitter. Preferably, with a microchannel plate a conversion or multiplication factor is between 10 to 10 per channel (conversion characteristic). At the low energy electron emitter one hit of a high energy charged particle may generally lead to a unity response, that is, one low energy electron may be emitted upon one high energy charged particle hitting the electron emitter. In this manner, the plethora of high energy charged particles may cause a substantially equally large number of low energy electrons to be emitted. However, even at fractional responses, such as one low energy electron emitted per two, five or ten, or another number of high energy charged particles larger than one, a low energy electron density in the volume favorable for ECD reactions to occur may be created.
The invention can be better understood by referring to the following figures. The components in the figures are not necessarily to scale, emphasis instead being placed upon illustrating the principles of the invention (often schematically). In the figures, like reference numerals designate corresponding parts throughout the different views.
Figures 1a-1d
illustrate an embodiment of operation and function of a device for performing electron capture dissociation on multiply charged cations;
Figures 2a-2b
illustrate embodiments of a device for performing electron capture dissociation equipped with a magnetic field generator;
Figures 2c-2d
illustrate embodiments of the device with magnetic field assisted confinement of low energy electrons, which employ additional electrodes.
Figure 3
Figures 1a-1d
shows an embodiment differing from the one shown in ; and
Figure 4
Figures 1a-1d
shows yet another embodiment differing from the one shown in .
Figure 1a
shows an exemplary embodiment where a conversion dynode 2 as low energy electron emitter is located opposite a microchannel plate 4 as high energy particle emitter. Between the two emitter structures extends a volume 6 capable of containing a plurality of multiply charged cations, a plurality of high energy charged particles and a plurality of low energy electrons. Upon intermingling of a plurality of low energy electrons with a plurality of multiply charged cations in the volume 6, a multiply charged cation may catch one of the plurality of low energy electrons. This may lead to a recombination in one of the outer molecular orbitals wherein binding energy is released sufficient to initiate bond breakage in the multiply charged electron acceptor cation. The charge state of the multiply charged cations before electron capture dissociation may be any natural number equal to or larger than two (+2, +3, +4, ...).
Figure 1b
3
5
4
In one example, shown from on, the high energy particle emitter 4 is triggered by exposing it to an incoming trigger entity 8 represented by the one-headed arrow. The trigger entity 8 may be a photon or a plurality of photons (of suitable wavelength such as in the ultraviolet or x-ray regime), a neutral particle or a plurality of neutral particles such as atom(s) or molecule(s), or a charged particle or a plurality of charged particles such as electron(s), ion(s) or the like, likewise of sufficient kinetic energy. The microchannel plate 4 preferably is supplied with high voltage (connections not shown) in order to create the strong electric fields required for effective charge multiplication and abundant high energy charged particle release. The gain per channel and impinging particle may be of the order of 10 to 10, in particular 10, released electrons in this example, but can also be adapted to the needs of the experimenter beyond that range. In certain embodiments, the high energy particle emitter may be triggered by a voltage pulse imparted on the microchannel plate 4 by the supply electronics (not illustrated). In alternate embodiments a channeltron or discrete dynode electron multiplier might be used instead of a microchannel plate.
Figure 1c
Figure 1c
Upon impingement, the trigger entity 8 in this example causes a cascade of high energy charged particles 10, represented as stars in , emanating from a surface of the microchannel plate 4, which comprises openings of the amplification channels (reaching through the plate; not illustrated), and propagating generally in a direction perpendicular to the emission surface towards the low energy electron emitter 2 which faces the surface whence the high energy charged particles 10 are emitted. The plurality of single-headed arrows in shall illustrate by way of example a plurality of trajectories the emitted high energy charged particles 10 may take and indicates the general direction. The kinetic energy of the high energy charged particles 10, electrons in this case, due to the supply voltage at the microchannel plate 4, is generally higher than fifty electron volts, and the energy distribution width thereof is generally much broader than ten electron volts, making them unsuitable for effective electron capture reactions to occur.
Figure 1c
As shown in , some of the emitted high energy charged particles 10 impinge on a surface of the conversion dynode 2 opposite the microchannel plate 4. The conversion dynode 2 preferably is supplied with a low voltage (connections not shown) as to avoid too much kinetic energy being imparted to the emitted low energy electrons during release. The voltage may range from about 0.1 to 10 volts for this purpose, for example one volt, being significantly lower than for a conventional dynode application.
Figure 1d
As a result of the high energy charged particles 10 hitting the dynode 2, low energy electrons 12 are released, represented by the hollow balls in , which preferably have a kinetic energy lower than twenty electron volts, and in certain further preferred embodiments less than ten or one electron volt so that the cross section for electron capture reactions of the low energy electrons 12 and a plurality of multiply charged cations 14 (filled balls) present in the same volume is beneficially high. Another beneficial outcome of the high energy electrons hitting the dynode 2 may be that a width of the kinetic energy distribution of the high energy electrons is not translated to the emitted plurality of low energy electrons 12, but that the width is reduced such that a higher proportion of the plurality of low energy electrons 12 has kinetic energies in the favorable low kinetic energy regime. The plurality of multiply charged cations 14 may originate from an ion mobility separation cell or trapped ion mobility separation cell (not shown) located upstream of the volume 6. The plurality of dotted arrows shall illustrate by way of example a plurality of trajectories the emitted low energy electrons 12 may take and indicates the general direction of emission. Due to the large mass of the multiply charged cations compared to a light electron, the contribution of kinetic energy a multiply charged cation makes in an interaction with an electron can be neglected. For example, an ion of 1,000 Dalton mass and having a kinetic energy of ten keV would travel at a velocity just about ten percent of that of an electron having a kinetic energy of a few electron volts.
Figure 1d
Figure 1d
In , the plurality of multiply charged cations 14 is formed into a beam in a manner known in the art and sent through the volume 6 between the particle emitter 4 and the electron emitter 2. Before entering the volume 6 the beam may be focused as to reduce the risk of some multiply charged cations 14 going astray laterally and hitting one of the electron emitter 2 and the particle emitter 4, which could lead to beam attenuation and interference with the cascade of high energy charged particle and/or low energy electron emission. Such focusing, in the example of , is accomplished by an Einzel lens 16, indicated with broken contours, located upstream of the volume. However, other focusing means known in the art may be equally employed.
Preferably, the ion momentum is large compared to the momentum of low energy electrons 12 such that interaction of the low energy electrons 12 with the multiply charged cations 14 has no significant effect on the flight path of the latter. Even if an interaction of cation 14 and electron 12 leads to the desired ECD, the resultant fragments keep on flying in essentially the same beam direction as the precursor multiply charged cation so that they can be transferred on to subsequent components of a mass spectrometer, such as a mass analyzer, mass filter, ion guide or ion trap and the like (not illustrated). Particularly preferred is a time-of-flight analyzer due to its ability of rapidly acquiring mass spectra which can temporally resolve the time-varying ion currents. Subsequently, a mass spectrum of the dissociated fragment ions may be acquired and evaluated towards a (amino acid) sequence analysis, for example.
The operation and function of the device have been described above with reference to an exemplary embodiment in a step-by-step manner, from triggering of the microchannel plate, emission of high energy charged particles, triggering of the conversion dynode, emission of low energy electrons, to intermingling of low energy electrons with multiply charged cations. However, it goes without saying that this operation can proceed continuously where some or all of the aforementioned steps happen at the same time. For example, the high energy particle emitter may be triggered with a frequency which corresponds to the longer of an inherent recovery time (or recharging time) of the high energy particles emitter and an inherent recovery time of the low energy electron emitter. Such recovery times may be in a few hundred milliseconds regime. Since the low energy electrons emitted need some time for reaching the opposing spatial constraint of the volume, and due to the high number of low energy electrons emitted in one "burst", a quasi-permanent electron "curtain" of high density may be created within the volume. With the low energy electrons being almost omnipresent in large numbers within the volume, a beam of multiply charged cations, having an ion current amplitude which can vary rapidly with time, may pass the volume at any time for the desired ECD to occur.
Figure 1d
Figures 2a-2b
Figure 2a
As illustrated in not all of the plurality of low energy electrons 12 are emitted perpendicularly to a surface of the dynode 2, but may move sideways to some degree. An optional weak magnetic field as illustrated in may assist in confining the emitted plurality of low energy electrons to the volume 6 between the microchannel plate and the conversion dynode. A magnetic field generator 20 is disposed around the microchannel plate and conversion dynode such that magnetic field lines B extend across the volume 6 essentially in the same direction of emission of the low energy electrons. According to the three-finger rule, charged particles, such as electrons, that move non-parallel to magnetic field lines B experience a force which deviates them orthogonally to the direction of the magnetic field lines B and the initial motion component perpendicular thereto. As a result, the charged particles will end up in a circular orbit, and, if a motion component along the magnetic field line exists, in a spiraling orbit around the magnetic field lines B. The latter will be the case largely in the embodiment depicted in , thereby ensuring that low energy electrons do not leave the volume laterally and are longer available for interaction with the incoming plurality of multiply charged cations. The magnitude of the magnetic field is advantageously chosen such that only the light low energy electrons experience a magnetic constraint, whereas the much heavier multiply charged cations are not perceptibly affected by it. Possible magnitudes range from 1 mT to about 500 mT, in particular 50 mT.
Figure 2b
Figure 2b
shows an alternative embodiment comprising a magnetic field generator where the magnetic field lines converge between a region of low magnetic field line density proximate the low energy electron emitter and a region of higher magnetic field line density proximate the particles emitter. In this arrangement, a magnetic mirror can be created that exerts a force on the charged particles moving in the magnetic field, which is directed towards a region of lower magnetic field line density, that is, in a direction of the electron emitter in this case. Such embodiment may assist in the confinement of the plurality of emitted low energy electrons and is given by way of example only. Other magnetic mirror configurations deviating from the one depicted in may likewise be employed.
Figures 2a-2b
Figures 1a-1d
Figure 1d
In the magnetic field lines B extend generally perpendicularly to the emission surfaces of high energy charged particles and low energy electrons. This is not mandatory. A magnetic confinement effect can at least temporarily be achieved, for example, also when the magnetic field lines B extend in a direction generally perpendicular to the plane of projection. The exact arrangement, as the case may be with an angled alignment of the magnetic field lines, can be chosen by a skilled worker in accordance with the general requirements to prolong the dwell times of low energy electrons within the volume. Furthermore, it is possible to not have a continuous magnetic field which crosses the volume through all of the method steps depicted in , but to switch on the magnetic field only in those instances in which low energy electrons are actually present in the volume, such as seen in , so that during the other steps the volume is essentially free of magnetic field lines.
Figure 2c
Figure 2c
Figure 2a
Figure 2c
illustrates another advantageous embodiment of the device with magnetic field assisted confinement of the low energy electrons. The view on the device in has been turned by 90 degrees around an axis in the plane of projection such that the observer now looks in the direction of propagation of the plurality of multiply charged cations 14, which consequently extends perpendicularly into the plane of projection (as indicated by the crossed circle in the center of the drawing). A magnetic field generator (not shown) creates magnetic field lines B in a configuration similar to the one depicted in , that is substantially parallel to one another and generally perpendicular to the opposing faces of multichannel plate 4 and conversion dynode 2. For the sake of clarity, just one magnetic field line B is indicated in .
Figures 2a-2b
Figure 2c
In addition to the components shown in , the embodiment of comprises a first apertured ground electrode 22A located proximate the electron emitter 2. By way of example, the first apertured ground electrode 22A is a slitted plate electrode. However, other configurations, such as with more than one slit or aperture, are also conceivable. Furthermore, a second apertured ground electrode 22B (likewise a slitted plate electrode) is foreseen which is located proximate the particle emitter 4. The apertures or slits 24A, 24B are arranged such that they define a common straight axis in this case. The conversion dynode 2 and emission surface of the microchannel plate 4 are preferably held at a low voltage, such as one volt. The volume 6 generally extends at a side of the first apertured ground electrode 22A facing away from the electron emitter 2, in this case between the first apertured ground electrode 22A and the second apertured ground electrode 22B. Due to the two apertured electrodes 22A, 22B being grounded the volume 6 is essentially free of electric fields so that the propagation of a plurality of multiply charged cations 14 is hardly influenced on its way through the volume 6 (slight deviations from ground potential may be acceptable as long as the effect on the passing multiply charged cations is small). The aperture or slit 24B in the second apertured ground electrode 22B allows the plurality of high energy charged particles 10 to pass as indicated by the straight hollow arrow. The aperture or slit 24A in the first apertured ground electrode 22A allows at least a portion of the plurality of high energy charged particles 10 to pass so that it may impinge on a portion of the electron emitter 2 thereby initiating the release of a plurality of low energy electrons 12. The plurality of low energy electrons 12 then may pass the aperture or slit 24A in the first apertured ground electrode 22A in the opposite direction as indicated by the spiraling hollow arrow.
Caravatti in US 4,924,089
Equipotential lines 26, resulting from a SIMION® calculation assuming static potential settings, between the two apertured ground electrodes 22A, 22B and the conversion dynode 2 and the microchannel plate 4, respectively, show how the electric field is distorted at the apertures 24A, 24B. The distorted field will tend to deflect electrons laterally to the magnetic field B as they pass through the aperture 24A, 24B. The deflection will be more pronounced for lower energy electrons. Thus, high energy electrons 10 produced by the microchannel 4 plate are largely unaffected by passage through the apertures 24A, 24B on their way to the dynode 2, however, low energy electrons 12 produced at the dynode 2 (and microchannel plate 4) will be deflected at the apertures 24A, 24B. This converts some of the kinetic energy of the electrons into cyclotron motion. Electrons starting with a total (that is combined potential and kinetic) energy of one eV at the dynode 2, for example, will have some of this energy converted into cyclotron motion. As a result the electrons will not have enough kinetic energy in a direction of extension of the magnetic field B to return to the dynode 2. Instead the electrons are reflected repeatedly back and forth in the volume 6. Such a "side kick" effect has been described by , the content of which is incorporated herein by reference in its entirety, in conjunction with an ion cyclotron resonance cell.
Figure 2d
Figure 2c
Figure 2d
shows yet a further modification of the embodiment of in that it additionally comprises pairs of deflection electrodes 28A, 28B at the apertures or slits 24A, 24B in the first and second apertured ground electrodes 22A, 22B. The deflection electrodes 28A, 28B are operable to warp the electric field in and around the apertures 24A, 24B to control the lateral deflection. Either a continuous or pulsed voltage may be applied to the deflection electrodes 28A, 28B. The addition of deflection electrodes 28A, 28B adds a degree of control of the lateral deflection of the low energy electrons. In this way, the deflection of the electrons can be adjusted electrically. Operation voltages of the deflection electrodes 28A, 28B may be of the order of 0.5 volts. By way of example, the distortion of the electric field becomes apparent from the equipotential lines 26 between the apertured ground electrodes 22A, 22B and the dynode 2 and the microchannel plate 4, respectively, shown in .
Figures 2c-2d
The embodiments of feature slitted electrode plates as apertured ground electrodes. However, it would be equally possible to achieve the same effect with other configurations, such as an electrode composed of an assembly of parallel wires. Also, two assemblies of parallel wires arranged to intersect each other at a certain angle would create a grid electrode that is suitable for the purpose. Such a grid electrode would have more than one aperture, or a multitude of apertures, yielding an enlarged area through which electrons can pass. Other modifications of the apertured ground electrode may comprise two separate electrode halves spaced apart by a gap which would serve as aperture. In that case, the two halves could be located at different distances to the electron emitter so that a spatial distortion of the electric field in the gap or aperture regions results. In this manner, a more pronounced lateral deflection of electrons could be achieved.
It should be mentioned that the second apertured ground electrode in the afore-described embodiments serves mainly to create a volume free of electric fields. This could also be achieved by holding the emission surface of the particle emitter on ground potential. As a result, the second apertured ground electrode could be omitted. However, employing the second apertured ground electrode allows more flexible tuning of the operating voltages of the particle emitter. Moreover, in the afore-described embodiments the first and second apertured ground electrodes have the same configuration. But it goes without saying that, if a second apertured ground electrode is to be employed, its design may differ from the one used for the first apertured ground electrode. For instance, the first apertured ground electrode may have deflection electrodes whereas the second does not.
Figure 3
Figure 3
shows another embodiment wherein an axis of propagation 16 of the plurality of multiply charged cations 14 (now again from left to right in the figure) and a general direction of emission of the plurality of low energy electrons 12 do not intersect, but are essentially parallel (even concentric or coaxial). For that purpose, the particle emitter 4 and the low energy electron emitter 2 each have a central through aperture 18A, 18B. The apertures 18A, 18B are aligned with each other such that a straight passage for the incoming plurality of multiply charged cations 14 is created. In this particular embodiment, the lateral motion component of the emitted low energy electrons 12 is advantageously employed to cause them to cross the trajectory of the beam of multiply charged cations 14 where they may interact to induce ECD. In order to further favor the emission of low energy electrons 12 in a direction of the beam axis 16 of the plurality of multiply charged cations 14, the surface of the electron emitter 2 may be curved, indicated in by a dash-dotted contour, as to advantageously influence the geometrical emission characteristic. In further embodiments, not illustrated, the through apertures in the particle emitter and the low energy electron emitter may be inclined towards the emission surfaces, such that a common axis of the through apertures is aligned at an angle of less than 90 degrees towards the opposing emission surfaces.
Figure 4
Figure 4
shows another embodiment wherein the emission surface of the electron emitter 4B and the emission surface of the particle emitter 4A do not face each other. Instead, the trigger impulse(s) and the emission happen at different sides. The emitted plurality of high energy charged particles 10 impinges on a back side of the electron emitter 4B and triggers the emission of a plurality of low energy electrons 12 from a surface facing away from the particle emitter 4A. In this case, the volume 6 is located at the side of the electron emitter 4B facing away from the particle emitter 4A. With this design, at least at one side, the volume 6 does not have to be exposed to a spatial restriction making it easier to guide a beam of multiply charged cations 14 through the volume 6. An implementation of the electron emitter 4B in may feature a microchannel plate that is sufficiently thin. When the microchannel plate 4B in this example is supplied with sufficiently low operation voltages, the energy of the high energy charged particles may be sufficient only to cause emission of electrons with appropriately low kinetic energy, in the order of about twenty electron volts or less, so that they are well suited for ECD on multiply charged cations in the volume.
In the afore-described embodiments, the cations are basically continuously passed once through the volume containing low energy electrons. However, in other embodiments it is possible to arrange for several transits of the cations through the volume. For example, upstream of the volume and downstream of the volume there may be situated ion traps, such as radio frequency ion traps, respectively, which receive, store and as the case may be emit undissociated cations in a direction of the volume. The fragments already created during a transit through the volume, on the other hand, may be passed on downstream to a mass analyzer as indicated above. It may be particularly economic to generate the low energy electrons in a pulsed manner in the volume only in those instances when cations actually pass the volume. The exposure of the particle emitter to a trigger entity and the switching on/off of supply voltages to the particle emitter and, as the case may be, the electron emitter may be timed accordingly.
It will be understood that various aspects or details of the invention may be changed, or that different aspects disclosed in conjunction with different embodiments of the invention may be readily combined if practicable, without departing from the scope of the invention. Furthermore, the foregoing description is for the purpose of illustration only, and not for the purpose of limiting the invention, which is defined solely by the appended claims. | |
A breed is a specific group of domestic animals having homogeneous appearance (phenotype), homogeneous behavior, and/or other characteristics that distinguish it from other organisms of the same species. In literature, there exist several slightly deviating definitions. Breeds are formed through genetic isolation and either natural adaptation to the environment or selective breeding, or a combination of the two. Despite the centrality of the idea of "breeds" to animal husbandry and agriculture, no single, scientifically accepted definition of the term exists.: 340 A breed is therefore not an objective or biologically verifiable classification but is instead a term of art amongst groups of breeders who share a consensus around what qualities make some members of a given species members of a nameable subset.Another point of view is that a breed is consistent enough in type to be logically grouped together and when mated within the group produce the same type. When bred together, individuals of the same breed pass on these predictable traits to their offspring, and this ability – known as "breeding true" – is a requirement for a breed. Plant breeds are more commonly known as cultivars. The offspring produced as a result of breeding animals of one breed with other animals of another breed are known as crossbreeds or mixed breeds. Crosses between animal or plant variants above the level of breed/cultivar (i.e. between species, subspecies, botanical variety, even different genera) are referred to as hybrids.
Today
Week
Month
Year
All time
Retrievers (CurlyCoated) | Breed Judging 2022
How to Take Care of a Curly Coated Retriever? Do Curly Coated Retrievers smell?
Asheville Dog Trainers 1 Year Old Curly Coated Retriever Wild to Perfect
CurlyCoated Retriever Dog | Facts, History & Characteristics
Play time #2 ( Korean Jindo vs Curly coated retriever)
CURLY COATED RETRIEVER
Curly Coated Retriever | Wag!
Trimming the CurlyCoated Retriever ribcage and underline
Chesapeake Bay Retriever Top 10 Facts
Curly coated retrievers first retriever training without leash
curly coated retriever, Abi.
Trimming a CurlyCoated Retrievers tail.
Trimming the CurlyCoated Retriever Rear and Neuter coat
Trimming a CurlyCoated Retrievers topline
Curly Coated Retriever Welpen
6 Types of Retriever Dog Breeds
Curly Coated Retriever Dog Breed Information | Short | WMK
9 Big Curly Haired Dog Breeds | DogVela
Trimming a CurlyCoated Retriever’s Head and Ears
Play time #4 ( Korean Jindo vs Curly coated retriever)
Recommended
Curly Coated Retriever Top 10 Facts
Which Dog Breed is a Curly Coated Retriever? What's so special about them?
Curly Coated Retriever TOP 10 Interesting Facts
Curly Coated Retriever AKC Dog Breed Series
CurlyCoated Retrievers | Breed Judging 2020
Retrievers (CurlyCoated) | Breed Judging 2022
Curly Coated Retriever
Curly Coated Retriever dog breed. All breed characteristics and facts about Curly Retriever dogs
Dogs 101: Chesapeake Bay Retriever
Dog Breeds.. Curly Coated Retriever
Affenpinscher
Afghan Hound
Afghan Shepherd
Aidi
Akbash
Akita Inu
Alaskan Klee Kai
Alaskan Malamute
Alpine Dachsbracke
American Akita
American Bulldog
Am. Staffordshire Bull Terrier
Anatolian Shepherd
Australian Cattle Dog
Australian Kelpie
Australian Shepherd Dog
Australian Silky Terrier
Australian Terrier
Basenji
Basset Hound
Beagle
Bearded Collie
Bedlington Terrier
Belgian Groenendael
Belgian Laekenois
Belgian Malinois
Belgian Tervueren
Bernese Mountain
Bichon Frise
Bloodhound
Border Collie
Border Terrier
Borzoi
Boston Terrier
Bouvier des Flandres
Boxer Dog
Bracco Italiano
Briard
Brittany Dog
Bulldogs
Bullmastiff
Bull Terrier
Cairn Terrier
Cavalier King Charles Spaniel
Cavoodle
Cesky Terrier
Chesapeake Bay Retriever
Chihuahua
Chinese Crested
Chow Chow
Clumber Spaniel
Collie
Curly-Coated Retriever
Dachshund Miniature
Dachshund Standard
Dalmatian
Dandie Dinmont Terrier
Deerhound
Dobermann Pinscher
Dogue de Bordeaux
English Cocker Spaniel
English Foxhound
English Setter
English Springer Spaniel
English Toy Terrier
English Mastiff
Field Spaniel
Finnish Lapphund
Finnish Spitz
Flat-Coated Retriever
Foxhound
Fox Terrier
French Bulldog
German Shepherd Dog
German Short-Haired Pointer
German Spitz Klein
German Wire-Haired Pointer
Goldendoodle
Golden Retriever
Gordon Setter
Great Dane
Great Pyrenees
Greyhound Dogs
Great Pyrenean Mount. Dog
Harrier Hound
Havanese
Hungarian Puli
Hungarian Vizsla
Ibizan Hound
Irish Setter
Irish Terrier
Irish Water Spaniel
Irish Wolfhound
Italian Greyhound
Japanese Akita
Japanese Chin
Japanese Spitz
Keeshond
Kerry Blue Terrier
King Charles Spaniel
Komondor
Labradoodle
Labrador Retriever
Lakeland Terrier
Leonberger
Lhasa Apso
Lowchen
Miniature Bull Terrier
Maltese
Manchester Terrier
Maremma Sheepdog
Moodle
Neapolitan Mastiff
Newfoundland
Norfolk Terrier
Norwich Terrier
Nova Scotia Retriever
Old English Sheepdog
Papillon
Parson Russell Terrier
Pharaoh Hound
Pinscher-Miniature
Pointer Dog
Pomeranian
Poodle Miniature
Poodle Standard
Poodle Toy
Portuguese Water Dog
Pugs
Pugalier
Rhodesian Ridgeback
Rottweiler
Saluki
Samoyed
Schipperke
Schnauzer Giant
Schnauzer Miniature
Schnauzer Standard
Schnoodle
Scoodle
Scottish Terrier
Shar Pei
Shetland Sheepdog
Shiba Inu
Shih Tzu
Siberian Husky
Skye Terrier
Sloughi
Soft Coated Wheaten Terrier
Spoodle
Staffordshire Bull Terrier
St Bernard Dog
Sussex Spaniel
Tenterfield Terrier
Tibetan Mastiff
Tibetan Spaniel
Tibetan Terrier
Weimaraner
Welsh Corgi
Welsh Springer Spaniel
Welsh Terrier
West Highland White Terrier
Whippet
Yorkshire Terrier
Watch Hockey Live
Watch NBA
Watch Cats
Best Puppy Humor
Cover Music Competition
Top Travel Shows
FunnyDog.TV © | 2014-2022
Best funny dogs videos. | https://www.funnydog.tv/videos/curly-coated-retriever-breed |
Cultural factors influencing dietary and fluid restriction behaviour: perceptions of older Chinese patients with heart failure.
To explore the cultural factors related to dietary and fluid restriction behaviours among older Chinese patients. Excess dietary sodium and fluid intake are risk factors contributing to the worsening and rehospitalisation for heart failure in older patients. Managing the complex fluid and diet requirements of heart failure patients is challenging and is made more complicated by cultural variations in self-management behaviours in response to a health threat. Qualitative study using semi-structured in interviews and framework analysis. The design of this study is qualitative descriptive. Semi-structured in-depth interviews were conducted with 15 heart failure patients. Data were analysed through content analysis. Seven cultural themes emerged from the qualitative data: the values placed on health and illness, customary way of life, preference for folk care and the Chinese healthcare system, and factors related to kinship and social ties, religion, economics and education. Dietary change and management in response to illness, including heart failure, is closely related to individuals' cultural background. Healthcare providers should have a good understanding of cultural aspects that can influence patients' conformity to medical recommendations. Heart failure patients need support that considers their cultural needs. Healthcare providers must have a good understanding of the experiences of people from diverse cultural backgrounds.
| |
The purpose of this D6.12 document is to describe the second and final trial of the WEKIT prototype for the Space Industrial Case. The selected use case for the test (including the after-action review) covered all features of the WEKIT platform and learning model. It was a procedure derived from the future manned Exploration activities, dedicated to the recharge of the batteries of a Mars Rover before starting an exploration mission on the planet. The users had to execute the steps of the procedure using the Player functionality, while trainers performed the creation of the steps using the Recorder functionality.
The scenario and the procedure were already described in D6.9, although they have been updated and adapted to better represent the scenario.
The challenge for each trial was: (a) to explore the use of AR/WT to achieve the necessary level of trainee performance, in less time and making fewer errors than conventional training, (b) to help trainees in using the Wearable Experience methodology to record critical events and share them with their trainer and other trainees, and (c) to extensively experiment with the use of the WEKIT recorder by experts to create authoritative sets of training procedures.
All aspects of that challenge were met in each of the trials as will be presented in the following deliverable.
The Space Industrial Case trial took place at ALTEC facility in Turin, during an extensive period, starting from July 4th 2018 and ending on February 6th 2019. This longer timeframe was needed in order to comply with the requirement of having 150 candidates for each industrial partner to sustain the test. In ALTEC, we had a total of 199 candidates involved in the trials.
Since September 2018 the candidates used also the sensors harness during the performance, so that the relevant sensors data have been collected and analysed as well.
The data and feedback from the participants were collected by means of online surveys designed in order to get a more comprehensive feedback on their experience. The data collected from the participants have been later on analysed and the results are described in this report. | http://wekit.eu/d6-12-evaluation-process-results-space-case/ |
Inaugural Kenan Portable Internships announced
The Thomas S. Kenan Institute for the Arts and Office of Career Development and Community Engagement at the UNC School of the Arts are pleased to announce the recipients of the inaugural Kenan Portable Internships.
The new program—part of the Career Pathways initiative—allows rising seniors, current graduate students and recent alumni to design a creative, six- to ten-week-long summer internship with arts organizations or professionals. The 2017 recipients of Portable Internships are:
Yasha Borodetsky, a native of Riga, Latvia, who is pursuing a Professional Artist Certificate at UNCSA, will complete an artistic residency and internship with the United Solo Theatre Festival—the world's largest solo theatre festival—in Williamstown, Mass., for six weeks this summer.
During his residency, Borodetsky will create a solo show for the United Solo 2018 season under the guidance of Omar Sangare, the creator and artistic director of the festival, and learn the organizational and legal procedures that arise in the development and fulfillment of the show under Marcin Lipinski, the general director of United Solo. He will also conduct interviews with the artists of the 2017 United Solo festival to get their perspective on their work; gain ideas, inspiration, feedback, and advice; learn about their works in progress; and expand his artistic horizons.
Borodetsky hopes that by expanding the reach of his musical abilities through collaboration with other art forms, he will be able to create a piece of great depth and meaning that resonates with the hearts and minds of the audience and delivers a message in a profound and moving way. He will bring the show to UNCSA in Spring 2018 as part of his final project for his Professional Artist Certificate.
Garrett Parker, a senior from Chapel Hill studying Contemporary Dance, will spend ten weeks this summer working with Seattle-based choreographer Elia Mrak and Sidra Bell Dance New York.
Parker will spend the first five weeks of his internship training, creating, and collaborating with Elia Mrak's team to help create a new work for his residency at New Jersey Dance Theatre. Parker will spend the next five weeks working for Sidra Bell—the artistic director of Sidra Bell Dance New York who is rapidly gaining an international profile for her work—as she teaches the "Movement Invention Project" at her summer intensive "Module" and starts rehearsing for her next world premiere.
Parker says the internship will provide him valuable exposure to the professional dance scene of New York City and allow him to make important connections with dancers, teachers, and choreographers along the way. He will gain first-hand knowledge of what it takes to run a non-profit dance company in the City, as well as experience on the arts administration side of dance organizations.
Nicholas Rich, a resident of Greensboro who received a master's degree in composition from UNCSA in 2014, is partnering with the contemporary folk band Stray Local in Wilmington, North Carolina.
Over the course of the summer, Rich will create a substantial composition approximately 20 minutes in length that will take the shape of a single-movement song cycle, but inhabit the sound world of American Folk, Old Time, and Bluegrass music. The experience will culminate in a professional recording with selected portions on video.
Rich says the internship will be a truly hybrid and collective endeavor, combining his knowledge as a composer and technique as a performer with the abilities of the members of Stray Local. Raised in a family of musicians immersed in the sounds of American folk and popular music, Rich has always had an interest in folk and popular musical styles and his specialty as a performer is Bluegrass guitar. This internship, however, will be the first opportunity he has had to fully invest himself as a performer and listener of folk music in any of his compositions.
###
For more information on the Kenan Portable Internship, visit the website or contact Rebecca Nussbaum, Director of Career Development and Community Engagement, at [email protected]. | https://www.uncsa.edu/kenan/news/170419-recipients-of-inaugural-kenan-portable-internships-announced.aspx |
What are the various alternative dispute redressal methods? Critically analyse the effectiveness of Alternate Dispute Redressal mechanisms in serving Justice.
Introduction:
Alternative Dispute Resolution (ADR) is a process to settle disputes among parties by using unconventional methods of dispute resolution instead of courts. It is a process of resolving disputes by mediation, arbitration and conciliation outside the purview of traditional court system.
VARIOUS MECHANISMS USED FOR ADR
- Arbitration is the process of hearing and determining of a dispute between the parties by persons chosen or agreed to by them. The object of arbitration is to obtain the fair resolution of disputes by an impartial tribunal. Arbitration can start only if there exists a valid Arbitration Agreement between the parties prior to the emergence of the dispute.
- Conciliation is a less formal form of arbitration. This process does not require an existence of any prior agreement. Any party can request the other party to appoint a conciliator. It is the process of facilitating an amicable settlement between the parties. One conciliator is preferred but two or three are also allowed. Conciliator draws up the terms of settlement and sends it to the parties for their acceptance. If both the parties sign the settlement document, it shall be final and binding on both.
- Mediation aims to assist two disputants in reaching an agreement. The parties themselves determine the conditions of any settlements reached— rather than accepting something imposed by a third party. Mediators use appropriate techniques to open and improve dialogue between disputants, aiming to help the parties reach an agreement on the disputed matter.
- Negotiation: This form of ADR is often overlooked because of how obvious it is. In negotiation, there is no impartial third party to assist the parties in their negotiations, so the parties work together to come to a compromise.
- Lok Adalats: The National Legal Services Authority (NALSA) along with other Legal Services Institutions conducts Lok Adalats. NLSA has been constituted under the Legal Services Authorities Act, 1987 to provide free Legal Services to the weaker sections of the society and to organize Lok Adalats for amicable settlement of disputes. NALSA along with other Legal Services Institutions conducts Lok Adalats.
THE EFFECTIVENESS OF ALTERNATE DISPUTE REDRESSAL MECHANISMS
- Resolution without going to courts: Because of the availability of ADR institutions, a lot of cases get resolved without going to the courts. This means that the courts which already have a plethora of pending cases can be relieved of many new cases.
- Courts relieved of technical cases: There are many cases which need technical expertise for their effective resolution. Such technical expertise at times is not present with the ordinary courts which lead to pendency of cases and slow resolution. Various ADR institutions like Tribunals, Lok-Adalats have such experts, thus leading to unburdening of judiciary from such technical cases.
- No formal procedure: As it does not follow the formal procedure of the courts, it is free from technicalities as in the case of conducting cases in law Courts. This again leads to less pendency of cases and unburdening of judiciary.
CHALLENGES IN ADR
Although ADR institutions have eased the work of ordinary courts, still the complete unburdening of judiciary has not been possible and hence adding to time delays as well as costly justice. This is because:
- Judgements passed by the ADR institutions can be appealed in the court. Thus, a majority of the cases decided through ADR actually end up being appealed in and decided by the ordinary courts. This refutes the entire purpose of ADR.
- Although ADR institutions have good technical experts; they do not have legal experts like that in courts. This is the reason why the parties try to resolve their disputes through the courts in the first hand.
- Since ADR does not follow formal procedure of the courts; their decisions may not be the same in different though identical cases. This leads to the lack of predictability/uniformity and hence the loss of faith in ADR institutions. The parties thus favour courts due to greater predictability. | https://studyfirm.in/what-are-the-various-alternative-dispute-redressal-methods-critically-analyse-the-effectiveness-of-alternate-dispute-redressal-mechanisms-in-serving-justice/ |
The conference “Postcolonial Digital Connections” will critically assess the ways in which new forms of digitization are affecting the governance, management, and circulation of cultural heritage. Researchers from social sciences (anthropology, history, geography etc.), digital humanities, museum and cultural heritage studies, as well as museum and archive professionals are invited to discuss practices and politics of digitization in a decidedly transnational context. One aim is to explore how digitization is creating new frameworks (and critiques) for intellectual property, indigenous and traditional knowledge and cultural rights, as a growing proliferation of digital content is conjoined with anxieties of ownership and circulation. Museums and archives with their collections are also confronted with new ways to engage with repatriation and new digital epistemologies. Another potential issue of the conference is the materiality of digital archives and the status of digital objects as collections are intertwined in production and circulation of digital collections; and how – in a more expanded, comparative context – the nature of participation and the role of users play out in the creation of digital cultural heritage.
The key themes guiding the conference are:
- Digital cultural heritage in intercultural, transnational, and postcolonial contexts
- New practices for museums and archives
- New legal and epistemological frames for digital collections
The conference will debate along these core strands shared challenges and constraints in processes of online dissemination of cultural heritage material. As this dissemination crosses borders, jurisdictions, conceptualisations and notions of what digital cultural heritage signifies and can bring about, it is important to facilitate conversation between professionals from the global South and Euro-America, to understand and discuss the relations between digital possibilities and on the ground realities of heritage collections, and to evaluate the distribution of digital skills and expertise. | https://www.forum-global-condition.de/veranstaltung/postcolonial-digital-connections/ |
On the 8th of November 2019, some 120 individuals gathered in Sydney for the ‘Social Cohesion and Inclusion National Conference’. Hosted by the Baha'i community and held at the Harbour View Hotel in North Sydney, the one-day conference brought together academics, faith leaders, representatives of government and civil society, artists and many more to discuss the importance of fostering a cohesive and inclusive nation. The participants represented the great diversity of the human family that call Australia home - men and women of different ethnic and national backgrounds from cities and towns across the country.
The conference's plenary sessions included presentations and panel discussions with leading thinkers and practitioners, including social researcher and Australian author Hugh Mackay AO, Scanlon Foundation CEO Anthea Hancocks, and former journalist and UTS professor Monica Attard. All sessions were designed to be interactive and participatory with increased time allocated for Q&As with presenters and small group discussions where all conference participants were involved in contributing their ideas on themes and practical steps related to social cohesion.
This is a dynamic time for our national community. Many of our long-held norms and structures are in a state of fluidity and change, with many feeling we are going through a time of disruption or transition. Hugh Mackay AO noted in his keynote address, “We are becoming a more socially fragmented society than we have ever been. This is reshaping our society and putting pressure on the stability and cohesiveness of local neighbourhoods and communities.” He further commented, “The more we focus on one aspect of our identity, the more likely we are to conflict with those of a different identity. These identities are crucial to our sense of who we are, but we also have to look more deeply and see that beneath these identities, we are all human.”
The conference allowed all to pause, listen, reflect – a mode of operation for which we don’t often have time – and to analyse the progress and strength of social cohesion in Australia and to consider the principles and convictions which shape a cohesive society and the steps we can take to move forward together. A wide range of themes made visible those concepts at the heart of creating a socially cohesive country – the need to build a compassionate society where we do not lose the ability to see ourselves as one; having a vision to guide our path forward and to take courageous steps; deepening our understanding of Indigenous values and the richness that its peoples bring to the conversation on inclusion; the ways in which the media can either bring us closer together or widen the fissures in society; the glimmerings of hope from grassroots initiatives and the insights gained which can be applied to current and new community projects; and the indispensable role of consultation and dialogue in deepening understanding and unifying the country. A session with the objective to “Create an Inclusive Narrative” enabled participants to learn from diverse perspectives during roundtable discussions. Professor Asmi Wood, Interim Director of the National Centre for Indigenous Studies at ANU, encouraged everyone to “…ask what kind of faith the Indigenous people of this land held, and to learn from them… how they lived, what they did, what allowed them to survive here for 80,000 years, and try to understand them based on truth,” as a simple and tangible step forward.
“Social cohesion is a process, we have to have a vision for tomorrow and beyond”, commented Anthea Hancocks in her address to the conference. She advocated a positive approach that draws on the strengths everyone brings to society: “Our strengths are what will carry us forward and we need to build on them.” Fortunately, there seems to be a surge in activity to address social fragmentation in recent years from an increasing number of organisations, forums, conferences, media outlets and literature.
In his closing remarks, Dr Brian Adams, Director of the Centre for Interfaith and Cultural Dialogue at Griffith University, posed the question, “Are we, as a nation, falling or flying?” He noted both experiences give the same sensation, but when we choose to fly we are clear about our destination and the path to get there. How much is every individual, community group and institution consciously creating a socially inclusive and cohesive country for the future?
Speaking with the conference participants throughout the day, it was clear many came with common aspirations: to build a society founded on truthfulness, justice and freedom from oppression; to serve humanity with sincerity, generosity, compassion and love; to strengthen unity; and to lay the foundations of fellowship and collaboration. These are concepts and ideas that have for all time breathed a spirit of hope into the world. The conference not only shed light on new ways of thinking about our common humanity and new approaches to creating an inclusive society; it also strengthened our collective resolve to strive, in the face of both victory and setbacks, and to remain ever hopeful of the limitless capacity in the people of our nation.
- -
Ida Walker is the Director of Public Discourse for the Office of External Affairs of the Australian Baha'i Community. | https://www.oeabahai.org/post/2020/01/15/perspective-the-social-cohesion-inclusion-conference |
Satin vs Velvet. What Is the Difference? (With Pictures)
Satin and Velvet are both soft fabrics used in making various textile products. These two fabrics have many differences when it comes to the weave pattern, look, finish, quality, usage, and many other properties. Therefore, it becomes imperative to understand the Satin vs Velvet difference clearly. This post covers these differences in detail. It makes it easier for the reader to decide which fabric is most suitable.
The Main Difference
The most crucial point of distinction for Satin vs Velvet lies in the two fabrics’ weave structure.
Velvet has a pile weave construction. This means that there are several layers of weaving, which gives the product fabric a raised look. There is a foundation weave, and then on top of that, there can be warp or weft piles. In velvet weaving, a cutting knife is used to produce two layers of fabric.
On the other hand, Satin in itself is a weave. It has four or more perpendicular or weft yarn on a warp yarn. Any fabric that uses this kind of weaving pattern is known as a Satin fabric. The fabric material can vary as per need.
The weaving pattern gives the products their distinctive look. While Velvet has a raised and iridescent finish, Satin has a glossy and shiny finish.
What’s Warmer Satin or Velvet?
Satin is known to have a cooling effect, and that is its main plus point. Products made of Satin are preferred in hot weather. Velvet, on the other hand, is one of the top fabrics used in making winter-wear. It can be used as a wool alternative. Therefore, it is clear that Velvet is warmer than Satin.
What are Satin and Satin Fabric Properties?
Satin is essentially a weaving pattern. It uses four or more weft yarn over a base warp yarn. This gives the mesh-like weave pattern. The fabric that uses this kind of weaving is known as satin fabric. The weaving leads to lesser interlacing of yarn because only a single warp yarn is used. This gives the fabric its signature smoothness.
The raw material used in satin weaving could be anything, including polyester, cotton, silk, or even wool, but most of the time, silk and polyester are the chosen fabrics for Satin weaving.
At times, people confuse Sateen with Satin. Sateen is a cotton fabric with Sating weaving. Sometimes people consider Silk and Satin the same. However, that is not correct. Satin has a glossy shine on one side and a dull look on the back. Silk doesn’t have such properties even though it is also smooth and soft.
Some of the prominent properties of Satin are as follows:
- Synthetic product: If the raw material is polyester, then the final product is entirely man-made using no natural fibers.
- Multiple Finish: The front of the fabric is glossy, smooth, and shiny. The fabric’s back has a dull finish
- Difficult to Maneuver: The fabric is very slippery, and it is challenging to use in tailoring. Only highly skilled artisans can work with this kind of fabric.
- Maintenance: It is a delicate fabric and therefore requires a lot of care.
- Wash Care: Silk-Satin products should always be dry-cleaned, while the Polyester-Satin products could be gently hand washed with great care. Further, the products should never be wrung to dry; they should be hang dried.
- Ironing: The material can get burned quickly, so the ironing can only be done on the fabric’s dull side at a very low temperature.
What are Velvet and Velvet Fabric Properties?
Velvet is a fabric made using the pile weaving pattern that gives it the raised look. Initially, silk was used as the raw material, but now other materials such as polyester and rayon are also used. The loom used to manufacture Velvet is known as a double cloth, and it produces two fabrics in one go.
There are different kinds of Velvet, as follows:
- Crushed
- Panne
- Embossed
- Cisele
- Plain
- Stretch
- Pile on Pile
Each of these types has a unique texture or look that makes it worth the effort producing it. Some of the properties of the fabric are as follows:
- Touch and feel: The fabric is soft to touch, and the piled threads can be felt
- Unique quality: It has an iridescent quality, which makes it look that the fabric’s color changes if one moves their hand on it.
- Heat Retention: Velvet has good heat retention quality, and therefore it is used in several winter products such as hats, blankets, blazers, and upholstery
- Wash Care: The products should always be hand washed using cold water and should not be exposed to hot water
- Sheen: Although the material shines, this is a signature dull shine. It is not the gleaming shine of Satin
- Durability: Velvet is a heavy and robust material, and therefore it is highly durable
Satin Hats Vs Velvet Hats
What Are Satin Hats for?
The most popular use of satin hats is as a sleep hat. It makes your hair healthier. Other than that, there are many different styles that can be used on casual occasions, such as a baseball game or a rock concert. They can also be used on highly formal occasions and paired well with ballroom gowns. They are used mostly as top hats to be worn by men at weddings. Satin material is used in hat lining too.
What Are Velvet Hats for?
Velvet hats are more suitable for winter wear and formal wear. They can be evenly worn by both men and women, while the satin hats are generally more ideal for women. Velvet has ample options in casual wear as well. If the right color is chosen, then they look perfect for hiking, horse riding, biking, camping, and fishing too.
The Best Satin Hat
With more than 2500 ratings, this is one of the most bough satin sleep caps for long or braided hair. It comes in multi-color and two size variants – 19 inches and 27 inches. It helps in retaining hair moisture and therefore gives an insulating effect. It is very soft and comfortable to be worn at night.
The Best Velvet Hat
Final Thoughts
Each hat has a very specific purpose. It depends on the wearer what they need the hat for. If the wearer is looking for a sleep hat, then there is no better hat than a Satin hat. However, if the wearer wants some winter protection, then Velvet is a much better material. Further, durability is higher in Velvet, and it is relatively cheaper. It has a lot of designs and styles and has more unisex options than Satin hats. Therefore, it ranks slightly higher on several parameters. | https://typesofhats.com/satin-vs-velvet/ |
Via MOOCs (Massive Open Online Courses) we strive to improve health care knowledge wordwide. In April 2016, we launched the online course Clinical Epidemiology on the Coursera platform, in collaboration with Utrecht University. Recently, Utrecht University teamed up with 18 other universities, to form the Coursera SDG Initiative. The aim of this initiative is to create courses that contribute to achieving the UN Sustainable Development Goals. As the goals are ambitious, strong actions are needed to achieve them. Each course aims to give students hands-on experience with an NGO that has a challenge the student can support. Using a real-world case study, students learn to contribute to the SDG, and simultaneously the NGO benefits from a large pool of knowledge and innovative ideas.
The Clinical Epidemiology MOOC impacts SDG 3: Good Health and Well-Being. In collaboration with the NGO Amref Health Africa, we asked our students to brainstorm about Amref's M-Jali service: a mobile platform for community health workers which enables them to collect and relay data on key health indicators. In the near future, Amref will implement the tool in a project in Makueni Country in Kenya. The project specifically aims to decrease the incidence of diarrhea among children under five. We hope that the input provided by our students will help Amref to set up the best possible platform in order to achieve its goals.
Testimonials
In April 2018 we already ran our 11th session. We had 7410 active learners, of which 442 people finished the course completely. Out of 117 ratings, our students valued our course with a 4.7 (on a schale of 1-5). We are very happy with this outcome and even more with the following positive responses:
“This is a course that has made a great impact in my understanding of clinical epidemiology. The tutors are exceptional and possess high skills in imparting knowledge to learners.”
(anonymous student, 2018)
"Both of the professors [Prof. D.E. Grobbee and Prof. A.W. Hoes, red] sure done a really good job in explaining clinical epidemiology concept in a very simple term. Now that I have the good foundation, I will continue explore it more deeply and continue my clinical research with more confidence. I'm planning of applying for the Msc epidemiology course for postgraduates next year."
(anonymous student, Thailand, 2018)
We hope to see our MOOC-students soon back in our Online Learning Platform, for example increasing their Clinical Epidemiology knowledge even further and more in-depth in our SPOC or even in the MSc Epidemiology Postgraduate Master program. | https://elevatehealth.eu/news/mooc-clinical-epidemiology |
Cryptography means the study of encryption and encryption algorithms. Encryption is the conversion of messages from a comprehensible form (clear text) into an incomprehensible one (cipher text), and back again (decryption). The purpose of encryption is to attempts secure communications.
Types of Cryptography : Cryptography involves the use of an algorithm and a key. The key is usually preshared between the parties involved in the communication. Based on the type of key being used for encryption and decryption, there are two types of encryption.
Symmetric Encryption : In symmetric key encryption the same key is used for both encryption and decryption. The parties involved in this must have access to the encryption key. It works faster than asymmetric encryption and is simple to implement. However, the major risk is the encryption key being leaked or compromised. If the encryption key is stolen by any means, then any person possessing that key will be able to encrypt and decrypt data in an unauthorized manner.
Asymmetric Encryption : Asymmetric encryption overcomes the security concern with using symmetric encryption. Asymmetric encryption uses separate keys for encryption and decryption. The key used for encrypting the data is referred to as the public key , while the key used for decrypting the data is referred to as the private key . Although this makes the process a bit more complex and slower than symmetric encryption, it certainly offers better protection against the risk of keys being compromised. Asymmetric encryption is also known as public-key cryptography.
To understand how asymmetric encryption works, consider the following example, in which A wants to send some confidential data to B using asymmetric encryption :
(a) A will use B’s public key to encrypt the data to be sent.
(b) A will send the encrypted data to B.
(c) B will use his own private key to decrypt the data sent by A. | https://www.neoogy.com/2020/04/ethical-hacking-cryptography.html |
BEIJING, Nov. 24 -- Chinese President Xi Jinping has called for new advances in Marxist economic philosophy by turning practices and experiences in China's economic development into economic theories.
Xi made the remarks on Monday while presiding over a group study session of the Political Bureau of the Central Committee of the Communist Party of China (CPC), China's top leadership, on the basic theory and methodology of Karl Marx's political economy.
In face of the extremely complex economic situation at home and aboard as well as varied economic phenomena, the study of Marxist political economy could help conduct economic analysis in a scientific way, improve the capability of managing a socialist market economy, and better answer problems of economic development, Xi said.
The CPC has enriched Marxist political economy by combining its basic principles with new practices in reform and opening up and made many key theoretical achievements, Xi said, listing acknowledgment of the market's "decisive" role in allocating resources, the "new normal" theory and its development as examples.
"This new development concept should be used to guide and promote our country's economic development, unravel difficult problems, and create new dimension in economic development," Xi said.
As the fundamental standpoint of Marxist political economy, the theory of putting people at the center should be upheld while deploying work, setting down policies and promoting economic development, according to Xi.
The president highlighted the need to uphold and improve the basic socialist economic system, stressing that people should consolidate and develop the public sector while encouraging, supporting and guiding the non-public sector to develop.
"The mainstay status of the public ownership and the leading role of the state-owned economy must not waver," he said, adding that these could ensure that people from all ethnic groups share the fruit of development, and they are guarantees for solidifying CPC's ruling status and adherence to the socialist system.
In addition, Xi stressed that the direction for reforming the socialist market economy and the basic state policy of opening up should be adhered.
During the group study, members of the political bureau listened to a lecture delivered by Professor Gu Hailiang from a committee of social sciences under the Ministry of Education.
Group study is used by the top leadership to learn about major issues. It was the 28th group study of the current political bureau. | http://en.people.cn/n/2015/1124/c90000-8981312.html |
What's Hot: Renderings Revealed for 337-Unit Brookland Bowling Alley Conversion | Dan Snyder's Potomac Home Hits the Market for $49 Million
What Will Be the First High-Speed Travel Option in the DC Region?
While the Metrorail system still struggles to secure dedicated funding and ensure reliable service — and construction on the Purple Line is underway — local jurisdictions also have their eyes on a bigger prize: modernized, high-speed travel that would connect DC to other major cities on the East Coast. Here are the three separate proposals in the works to bring high-speed travel to the DC region.
Southeast High Speed Rail Corridor
Years ago, an idea was floated for a high-speed rail service that would extend from Atlanta to New York, stopping in other major cities on the East Coast along the way. The plans for the leg of travel from Richmond to DC involve modernizing existing tracks, and laying new tracks in some areas, to allow for high-speed travel up to 95 miles per hour (mph), 16 mph faster than the current maximum of 79.
Virginia is in the final phase of analyzing the potential to move forward on a connection traversing the 127-mile stretch, holding meetings with stakeholders last month and wrapping up an environmental study. “The real issue is, CSX owns that track, and quite frankly, where they are in their corporate structure right now is they don’t want a lot more infrastructure to maintain,” Virginia Secretary of Transportation Aubrey Layne explained at a regional transportation panel held earlier this week.
In the meantime, the restoration or replacement of the Long Bridge railroad bridge between DC and Virginia will likely inform how Virginia proceeds with their high-speed rail plans. A final decision on how to proceed with high speed rail here is expected to come in early 2019, with the goal of adding several high-speed rail trips to the corridor by 2045.
story continues belowloading...
story continues above
The Boring Company’s Hyperloop
Despite a Trump advisor acknowledging earlier this week that he may have inadvertently implied federal approval of the proposed transit system, Maryland still seems eager to see the Hyperloop come to fruition.
The Hyperloop concept is about as futuristic as mass transportation models come. The technology involves small passenger pods coursing through a tunnel using electric propulsion and magnetic levitation at up to 700 mph.
“I believe that even high-speed rail is going to become obsolete with the development — and I know this sounds like science fiction — [of] the Hyperloop technology, which is much less expensive than high-speed rail and will provide faster commuting between wherever you want to go,” Maryland Secretary of Transportation Pete Rahn stated at the recent transportation panel. Governor Larry Hogan has also given his enthusiastic approval to the Hyperloop, permitting the Boring Company to begin utility work and tunneling along a portion of 295 near Fort Meade last month.
Superconducting Magnetic Levitation
Maryland is also proceeding with plans to deliver a Superconducting Magnetic Levitation train that would connect DC to Baltimore and, eventually, to New York. Magnetic levitation (maglev) is a technology already being employed in other cities worldwide, wherein superconducting magnets running along the bottom of the train and the guideway propel the train forward without friction, travelling up to hundreds of miles per hour.
With a potential route that runs alongside Amtrak no longer on the table, the local route will likely go from Mount Vernon Square or NoMA to BWI Airport, concluding its route in Westport, Port Covington or the Inner Harbor in Baltimore, with tunnels parallel to the Baltimore-Washington Parkway. However, that route may be a little congested with the Hyperloop already boring its way along 295.
Ultimately, mid-2019 is the target date for getting a final route approved, allowing the design phase to commence and, potentially, the system to break ground that same year. If completed, the maglev railway would transport people between DC and Baltimore in 15 minutes. Former Amtrak president Joseph Boardman also once expressed a desire to see travel times from DC to New York City decline from 162 minutes to 96 minutes by 2040.
See other articles related to: elon musk, high-speed trains, hyperloop, maglev, train
This article originally published at https://dc.urbanturf.com/articles/blog/what_will_be_first_high-speed_travel_option_in_the_dc_region/13265.
Most Popular... This Week • Last 30 Days • Ever
The Park View studio spreads out over just 265 square feet.... read »
When Johnsie Walsh rented a unit in her Stanton Park apartment building, she had no i... read »
The 30,000 square-foot home has been privately offered for sale since 2018.... read »
DC's Office of Planning recently looked at DC's migration patterns in 2022. Today, Ur... read »
The residential conversion at a former bowling alley in DC is moving forward, and new... read »
Why condo fees are high in some buildings and low in others can be a difficult questi... read »
Dupont Circle’s Swann House, a former 15-bedroom bed and breakfast, will be listed ... read »
The development will be located a few blocks south of the Takoma Metro station.... read »
There are two new proposals to redevelop the center at 14th and U Streets NW that are... read »
The M Street building was built in the early 1980s.... read »
With this weekend's DC houseboat tour a day away, UrbanTurf thought it only fitting t... read »
President Obama travels to Denver this morning to sign the stimulus bill that has bee... read »
In this week's installment of Ask An Agent, a reader wonders if there is a rule for h... read »
As The Wharf prepares to begin construction, DC's houseboat community heads to its ne... read »
In this week's installment of Ask An Agent, a reader asks a fairly common question th... read »
- 265 Square Feet: Inside the Smallest Home on the Market in DC
- Obama, The Tenant: A Chat With The President's DC Landlord
- Dan Snyder's Potomac Home to Publicly Hit the Market for $49 Million
- In and Out: DC's Migration Patterns in 2022, By the Numbers
- Renderings Revealed for 337-Unit Brookland Bowling Alley Conversion
- First-Timer Primer: A Condo Fee Tutorial
- One of Dupont Circle's Oldest Mansions to Hit the Market
- All Three-Bedrooms: Douglas Development Plans Missing Middle Project in Takoma
- Apartments, Amphitheaters, and Dave Chapelle: The Revised Proposals For DC's Reeves Center
- Douglas Development Plans 36-Unit Conversion on Eastern Edge of Georgetown
DC Real Estate Guides
Short guides to navigating the DC-area real estate market
We've collected all our helpful guides for buying, selling and renting in and around Washington, DC in one place. Visit guides.urbanturf.com or start browsing below! | https://dc.urbanturf.com/articles/blog/what_will_be_first_high-speed_travel_option_in_the_dc_region/13265 |
The rising cross-border dimension of conflict poses an additional threat to the protection of girls and boys and requires concerted efforts beyond conflict areas, a new report of the Special Representative of the Secretary-General (SRSG) for Children and Armed Conflict to the Human Rights Council shows.
“The recruitment and use of children by non-State armed groups using violent extremist tactics raises new challenges from a child protection perspective. The situation is compounded by the global nature of violent extremism that has favoured the emergence of transnational recruitment and the involvement of children in the phenomenon of foreign fighters,” SRSG Virginia Gamba said.
Since 2011, an estimated 14,900 of all the foreign fighters associated with groups using extremist tactics have left conflict zones, including a significant number of accompanying children. Those children are often thought of as security threats, arrested and detained, thus exposing them to further violations such as recruitment and use as informers, torture, sexual violence and trafficking or execution on suspicion of association.
The SRSG reminds Member States that all children associated with parties to conflict should be primarily considered as victims and their rehabilitation and reintegration should be the primary response. If they are accused of a crime during their association with armed groups, children should be processed by the juvenile justice system. The detention of children should always be a last resort, for the shortest time possible and guided by the best interests of the child. “Two wrongs do not make a right,” explained the SRSG.
Attacks on Schools and Abductions on the Rise
The report also points to a significant increase in attacks on schools and the military use of schools during 2018. More and more children are deprived of education because schools are attacked, destroyed, damaged or occupied or because children- and their families- are fearful to attend classes because of the protection risks they may be exposed to on the road or in the school itself such as abduction, recruitment or sexual violence by parties to conflict. Girls are often specifically targeted to deter them from obtaining an education.
2018 also saw an increase in the prevalence of abduction of children affected by armed conflict, including across borders. Abduction is one of the six grave violations against children and is frequently linked to one or more of the other grave violations such as recruitment and use. “The nature of abduction needs to be better understood, as well as its linkages to other grave violations,” the SRSG explained. To that end, the Special Representative expressed in the report her will to provide conceptual clarity on abduction to child protection practitioners in the field and to provide authorities, humanitarian actors and communities with measures that can help to mitigate or reduce children’s vulnerability to this grave violation in situations of armed conflict. The Office of the SRSG is thus working on a study to better define this violation.
Progress through engagement with warring parties including non-state actors
While protracted and high-intensity conflicts, cyclical spikes in violence, operations to counter violent extremism and cross-border operations by armed forces and groups have continued to disproportionately affect children around the world, enhanced and sustainable engagement with parties to conflict and a rights-based approach to support child victims brought significant progress in the past year.
In Afghanistan, amendments to the criminal code criminalizing the recruitment and use of children by armed forces entered into force. In Nigeria, 833 children have been released from the Civilian Joint Task Force (CJTF), in compliance with the Action Plan signed with the United Nations and this non-state actor. In South Sudan, a revised Action Plan covering all six grave violations is currently developed with the Government, the first of its kind with Government forces. Furthermore, discussions for the adoption of new Joint Action Plans are ongoing with other parties to conflict in Africa, in the Middle East and in Asia.
Engagement with governments and listed parties has also led to a renewed impetus to release children. While thankful for the large number of children released by and separated from parties to armed conflict during 2018, particularly in Africa, the SRSG remains concerned at the lack of adequate support available to these children and their vulnerability to re-recruitment. To address this concern, the Special Representative has advocated for sustainable and reliably funded reintegration programmes for children formerly associated with armed forces and groups. A product of this advocacy has been the creation of a Global Coalition for Reintegration, co-chaired by CAAC and UNICEF, which was launched in September 2018. The Coalition will explore the scope, parameters and structure of a comprehensive and sustainable mechanism to support all children coming out of armed groups and forces and how the peacebuilding and development agendas can be better leveraged to that end.
“A collaborative and complementary approach including Member States, the UN, relevant regional and sub-regional organizations as well as civil society is more than ever essential to ensure sufficient and sustainable resources for the protection and reintegration of children enduring the effects of war, but also to prevent grave violations against children in line with Security Council Resolution 2427,” SRSG Gamba said. “Conflict affected boys and girls should be allowed not only to live in peace without fear or threats, but also to dream of a future filled with opportunities. Ensuring their protection is essential to break cycles of violence and prevent future conflicts.”
Working with Partners
As announced in last year’s report, the SRSG enhanced her activities in terms of public awareness raising and engagement with partners to mobilize global action. Visits to countries on the children and armed conflict agenda continued with missions to Myanmar, Sudan, South Sudan and Colombia, amongst others. Cooperation with regional organizations to strengthen their child protection frameworks also remained a priority for the SRSG. Her Office supported training on children and armed conflict for NATO child protection focal points and cooperated closely with the child protection advisor appointed in February 2018 by the African Union. To strengthen her cooperation with European based international and regional organizations as well as civil society, the SRSG opened a liaison office in Brussels.
In order to better protect children and prevent their use and abuse in and for armed conflict, the Special Representative started compiling best practices from the more than 20 years of existence of the mandate with a specific focus on a technical guideline for the inclusion of child protection concerns in peace processes, the prevention of child recruitment and the role of action plans in ending and preventing grave violations. The Office of the Special Representative has also conducted two of a series of regional coordination and exchange of information meetings in collaboration with UNICEF bringing together the UN agencies, departments, country task forces on CAAC as well as civil society to strengthen their ability to support the Children and Armed Conflict objectives and mandates. These meetings occurred in Jordan and in Kenya.
Finally, the Office of the Special Representative continued its close collaboration with civil society and international human rights mechanisms, especially the Human Rights Council. Moving toward the 30th anniversary of the Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict, the SRSG reinforced her engagement with Member States to reach universal ratification. The SRSG also increased her advocacy with Member States in support of the signature of the Vancouver Principles, the Paris Principles and the Safe-Schools declaration. “All these measures, if considered in good faith and fully implemented, are effective tools that can contribute to preventing grave violations against children in situations of armed conflict in the first place,” explained the SRSG. | https://www.kinder-und-jugendrechte.de/special/news-details/news/serious-protection-challenges-for-children-trans-border-recruitment-abduction-and-attacks-on-schoo/ |
A randomized clinical trial of a standard versus vegetarian diet for weight loss: the impact of treatment preference.
With obesity rampant, methods to achieve sustained weight loss remain elusive. To compare the long-term weight-loss efficacy of 2 cal and fat-restricted diets, standard (omnivorous) versus lacto-ovo-vegetarian, and to determine the effect of a chosen diet versus an assigned diet. A randomized clinical trial was conducted with 176 adults who were sedentary and overweight (mean body mass index, 34.0 kg/m(2)). Participants were first randomly assigned to either receive their preferred diet or be assigned to a diet group and second, were given their diet of preference or randomly assigned to a standard weight-loss diet or a lacto-ovo-vegetarian diet. Participants underwent a university-based weight-control program consisting of daily dietary and exercise goals plus 12 months of behavioral counseling followed by a 6-month maintenance phase. Percentage change in body weight, body mass index, waist circumference, low- and high-density lipoprotein, glucose, insulin and macronutrient intake. The program was completed by 132 (75%) of the participants. At 18 months, mean percentage weight loss was greater (P=0.01) in the two groups that were assigned a diet (standard, 8.0% (s.d., 7.8%); vegetarian, 7.9% (s.d., 8.1%)) than in those provided the diet of their choice (standard, 3.9% (s.d., 6.1%); vegetarian, 5.3% (s.d., 6.2%)). No difference was observed in weight loss between the two types of diet. Over the 18-month program, all groups showed significant weight loss. Participants assigned to their dietary preference did not have enhanced treatment outcomes. However, all groups lost weight with losses ranging from 4 to 8% at 18 months.
| |
Must-Have: Incumbent should have experience in MIS Reporting, Dashborad, Macros, ETL OR Python.
Location: Bangalore
JD:
Key activities and decision making areas
Typical KPIs and Targets :
- Ensure appropriate reporting is handled effectively by co-ordinating with various stakeholders
- Ensure any ad-hoc tasks are understood properly and delivered as per agreed timelines
- Ensure that all relevant policies are procedures are well documented through contribution to Line of Business Procedure manuals, Desktop Instruction Manuals, System User Guides and Training Material
- Develop and prepare qualitative and quantitative analysis, working independently; lead specific projects as required; effectively deploy internal and external resources
- Manage and maintain key communication networks, building excellent rapport within team and client group and maintaining effective relationships showing discretion as required
- Demonstrate strong organisational skills, regularly act on own initiative, highlighting issues and suggesting possible solutions
- Consistently demonstrate ownership of work streams and complete accountability of deliverables - No requirement for micro management
- Positive feedback from line/functional manager and team
- Accurate deliverables within required timelines
- Ownership of tasks undertaken
- No escalations while working with various stakeholders
Customers / Stakeholders :
- Line/ Functional Manager/ Clients
- Build effective relationships with business, stake holders and vendors as well as relevant support teams
- Produce and analysis of management information covering relevant data, addressing both recurring and ad-hoc reporting requirements
Leadership & Teamwork :
- Proactive and highly engaged team member
- A team player who can build relationships with the stakeholders at multiple levels of the business
- Communicate clearly and consistently to all parts of the business, ensuring actions are aligned to messages
- Execute role with a level of autonomy while being mindful of when to seek guidance and approval
Operational Effectiveness & Control :
- Ensure policy and process changes within the Committees are documented in a disciplined and consistent manner; and further ensure changes are embedded across the teams by supporting communications and training
- Ensure that key knowledge / data methodologies are recorded and easily retrievable
- Major Challenges (The challenges inherent in the role that require a continual test of the role holder's abilities)
- Ensuring all relevant - control- documents are updated accordingly.
- Dealing with a range of simultaneous tasks with conflicting and changing priorities, which provides time management challenges
- Managing the balance between effective execution of day to day operations and services, whilst also handling project work
- The existing processes are highly manual. It is important that this is further streamlined and made more efficient by the role holder
- The role holder is therefore expected to be an effective champion of operational rigor and discipline
Management of Risk (Operational Risk / FIM requirements) :
- Compliance with Group and Risk FIMs
- Observation of Internal Controls (Compliance Policy / FIM requirements)
- Maintains HSBC internal control standards, including timely implementation of internal and external audit points together with any issues raised by external regulators.
- Understands, follows and demonstrates compliance with all relevant internal and external rules, regulations and procedures that apply to the conduct of the business in which the role holder is involved, specifically Internal Controls and any Compliance policy including, inter alia, the Group Compliance policy.
Knowledge & Experience / Qualifications : | https://www.iimjobs.com/j/associate-mis-reporting-investment-bank-4-8-yrs-766051.html?ref=pp |
Liliensternus Interesting Facts
How do you pronounce 'Liliensternus'?
The name of this early dinosaur would be pronounced as 'lily-en-shtern-us.'
What type of dinosaur was a Liliensternus?
The Liliensternus was a theropod dinosaur genus whose fossil remains were named by Friedrich von Huene.
In which geological period did the Liliensternus roam the earth?
The geological period during which these theropods trod earth and searched for prey to satisfy their carnivorous diet is the late Triassic period. The fossil remains of the genus have been discovered from the upper Triassic of present-day German territories. If you are wondering long ago what would be in the earth's history, you will most definitely be astonished to know that the Liliensternus lived around 201 - 228 million years ago!
When did the Liliensternus become extinct?
The exact timeline as to when these early theropods became extinct is not clear, however, the Triassic period is known to have ended around 200 million years ago, which gives us a rough idea as to when these animals may have stopped existing.
Where did a Liliensternus live?
The habitat of this theropod genus of dinosaurs is estimated to have consisted of floodplains and lowlands, or riverine forests. This would allow this carnivore dinosaur to be able to find plenty of reptiles and herbivores to feed on.
What was a Liliensternus' habitat?
Since fossils of these theropod dinosaurs have only been found in present-day Germany, the genus is often considered to have been endemic to Western Europe. The fossils of these dinosaurs were found at a site called the Trossingen formation (Middle Keuper Group) and amount to an almost complete Liliensternus skeleton!
Who did a Liliensternus live with?
While it is not exactly known if the Liliensternus dinosaur would prefer to live in packs or alone, based on the carnivorous nature of this dinosaur genus, we may conclude that it would hardly be found in large packs. The tendency to live in large groups is rarely seen in any carnivore to date.
How long did a Liliensternus live?
The number of years that the Liliensternus theropod dinosaurs may have lived on earth is not clearly known to us through any published work; neither are we aware of any data that would tell us the average lifespan of a dinosaur of this genus.
How did they reproduce?
Dinosaurs from all around the world are known to have been oviparous. This is to say that the Liliensternus dinosaur, too, would reproduce by laying eggs.
However, whether or not these dinosaurs of the late Triassic period had any peculiar courting or nesting habits is not clearly known.
Liliensternus Fun Facts
What did a Liliensternus look like?
Liliensternus liliensterni is one of the biggest dinosaur species in the class of theropods. These animals are known to have been quite predatory and hence, it is hardly a matter of surprise that the fossilized skull was embedded with razor-sharp teeth. These teeth, along with the fact that this early dinosaur was extremely fast on its feet and very strong, allowed it to be able to feed on herbivores way larger than its own size!
The head-to-tail length of this animal was quite large and remarkable!
How many bones did a Liliensternus have?
We are yet to come across any information that would give us a definite number of bones that the Liliensternus dinosaur species had in its body since the fossil remains found in the Trossingen formation only find a partial skeleton.
How did they communicate?
The mode of communication used by this member of the clade Dinosauria is likely to have been harsh, long, and very loud calls that are typical to carnivorous and herbivorous dinosaurs alike!
Since these dinosaurs also had fairly long necks, there is speculation if neck gestures, too, could occasionally serve as a mode of communication within the same clade (Dinosauria, Saurischia, Theropoda)!
How big was a Liliensternus?
The length of an average Liliensternus dinosaur would be of around 16.73-17.06 ft (5.1-5.2 m). The Liliensternus height, from skull to feet, would be in the range of 6.56 ft (2 m).
Although, don't be fooled by the relatively small Liliensternus size because they were deadly and are considered to be one of the apex predators of the Late Triassic!
How fast could a Liliensternus move?
The exact Liliensternus speed is yet to be estimated, however, paleontologists like Hugo Rühle von Lilienstern suggest that these theropod dinosaurs were, in fact, fast and agile! Such features of the dinosaur species are known to have helped in finding suitable prey!
How much did a Liliensternus weigh?
The weight of an average German Liliensternus is estimated to have been around 280-442 lb (127-200 kg)!
What were the male and female names of the species?
Since there are no distinct names for the two sexes of the Liliensternus liliensterni dinosaur species, we have sorted to referring to them as the male Lilienternus dinosaur and female Liliensternus dinosaur.
What would you call a baby Liliensternus?
A baby Liliensternus dinosaur would be called a hatchling simply because this dinosaur from Germany is known to have been oviparous. Related genera and species such as Dilophosaurus had the same classification when it came to the mode of reproduction.
What did they eat?
The diet of the German Liliensternus, discovered by Hugo Rühle von Lilienstern, is estimated to have been strictly carnivorous. This dinosaur genus could easily satisfy its diet in during the Triassic period due to the abundance of reptiles and herbivores to feed on.
How aggressive were they?
It is quite likely that this dinosaur genus was aggressive, as is expected from any carnivorous animal from the late Triassic. Additionally, since this dinosaur is estimated to be the apex predatory dinosaur of the time, we can assume that any animal would be scared to cross paths with a Liliensternus!
Did you know...
The name of this species was given by Friedrich Huene, while the discovery of the Liliensternus liliensterni was made by Hugo Rühle von Lilienstern.
Classification of this animal as a carnivore is based on the sharp teeth, strong jaws and claws that have been recovered from the site of discovery!
The remains of this animal were discovered by the Middle Keuper Group in Germany.
Did the Liliensternus hunt?
Yes, the Liliensternus dinosaur is not only hunting but is also known to have been one of the most dangerous theropod genus of the Trossingen formation!
What continent did the Liliensternus live on?
The part of the world that this animal lived on is present-day Western Europe, however, during the late Triassic period, there was only the supercontinent called Pangea!
Here at Kidadl, we have carefully created lots of interesting family-friendly dinosaur facts for everyone to discover!
You can even occupy yourself at home by coloring in one of our [free printable dinosaur keep out coloring pages].
*The first image is an illustration by Nobu Tamura.
*The second image is an illustration by Arthur Weasley. | https://kidadl.com/dinosaur-facts/liliensternus-facts |
Shibboleth: an automated foreign accent identification program
The speech of non-native (L2) speakers of a language contains phonological rules that differentiate them from native speakers. These phonological rules characterize or distinguish accents in an L2. The Shibboleth program creates combinatorial rule-sets to describe the phonological pattern of these accents and classifies L2 speakers into their native language. The training and classification is done in Shibboleth by support vector machines using a Gaussian radial basis kernel. In one experiment run using Shibboleth, the program correctly identified the native language (L1) of a speaker of unknown origin 42% of the time when there were six possible L1s in which to classify the speaker. This rate is significantly better than the 17% chance classification rate. Chi-squared test (1, N=24) =10.800, p=.0010 In a second experiment, Shibboleth was not able to determine the native language family of a speaker of unknown origin at a rate better than chance (33-44%) when the L1 was not in the transcripts used for training the language family rule-set. Chi-squared test (1, N=18) =1.000, p=.3173 The 318 participants for both experiments were from the Speech Accent Archive (Weinberger, 2013), and ranged in age from 17 to 80 years old. Forty percent of the speakers were female and 60% were male. The factor that most influenced correct classification was higher age of onset for the L2. A higher number of years spent living in an English-speaking country did not have the expected positive effect on classification. | https://keep.lib.asu.edu/search?f%5B0%5D=linked_agents%3AGee%2C%20Elisabeth&f%5B1%5D=linked_agents%3AHogan%2C%20Kelly |
Lack of access to quality primary healthcare is a major obstacle to improving patient health outcomes. AKDN dHRC in collaboration with the Novartis Foundation has addressed this complex challenge by developing eTIQH, Electronic Tool to Improve Quality of Health. eTIQH, is an Android-based mobile application with a web portal, which aims to improve the quality of health care services through monitoring and reporting tools. These tools assist with organizational assessments, feedback, and evidence-based planning.
eTIQH is a digital, supportive supervision tool that helps health care administrators improve the quality of health care services provided by health care providers. The tool allows health system managers to more efficiently supervise facilities under their umbrella, and allows them to provide performance feedback to the health workers in these facilities in real-time.
The mobile application is not dependent on internet connectivity and functions in online and offline modes, allowing data to be synchronized as and when internet connectivity becomes available. Through the mobile application, coordinators and data collectors fill out assessment forms, after which the application generates scores through integrated Artificial Intelligence (AI). The assessment forms are based on six tools, each covering an essential quality dimension and answering a central question, as detailed below:
The system automatically generates statistical reports as data is uploaded from the mobile application. The reports are accessible by health system managers and decision makers from the application’s web portal for evidence-based planning and management.
The plan is to implement this application in the 1st quarter of 2019. | http://digital-health-beyond-borders-2018.akdndhrc.org/etiqh.html |
CROSS-REFERENCE TO RELATED APPLICATIONS
STATEMENT REGARDING FEDERALLY SPONSORED RESEARCH
FIELD OF THE INVENTION
BACKGROUND OF THE INVENTION
BRIEF SUMMARY OF THE INVENTION
DETAILED DESCRIPTION OF THE INVENTION
This application claims priority to U.S. Provisional patent application No. 61/792,753 filed Mar. 15, 2013, the entire content of which is hereby incorporated by reference.
Applicant has other co-pending applications directed to the energy market, namely:
SYSTEMS AND METHODS FOR DEMAND RESPONSE AND DISTRIBUTED ENERGY RESOURCE MANAGEMENT, filed Feb. 9, 2011 and assigned application Ser. No. 13/024,158, the entire contents of which is hereby incorporated by reference.
AUTOMATION OF ENERGY TRADING, filed Dec. 30, 2011 and assigned application Ser. No. 13/140,248, the entire contents of which is hereby incorporated by reference.
CERTIFICATE INSTALLATION AND DELIVERY PROCESS, FOUR FACTOR AUTHENTICATION, AND APPLICATIONS UTILIZING SAME, filed Oct. 15, 2013 and assigned application Ser. No. 14/054,611, the entire contents of which is hereby incorporated by reference.
A renewable energy credit management system and method, filed Feb. 10, 2014 and assigned application Ser. No. 14/176,590, the entire contents of which is hereby incorporated by reference.
Systems and methods of determining optimal scheduling and dispatch of power resources, filed on Mar. 17, 2014 (Docket No. O17.2P-15315-US03), the entire contents of which is hereby incorporated by reference.
Systems and methods for managing energy generation and procurement, filed on Mar. 17, 2014 (Docket No. O17.2P-15469-US03), the entire contents of which is hereby incorporated by reference.
Systems and methods for tracing electrical energy of a load to a specific generator on a power grid, filed on Mar. 17, 2014 (Docket No. O17.2P-15493-US03), the entire contents of which is hereby incorporated by reference.
Systems and methods for trading electrical power, filed on Mar. 17, 2014 (Docket No. O17.2P-15565-US03), the entire contents of which is hereby incorporated by reference.
Systems and methods for managing conditional curtailment options, filed on Mar. 17, 2014 (Docket No. O17.2P-15571-US03), the entire contents of which is hereby incorporated by reference.
Systems and methods for tracking greenhouse gas emissions, filed on Mar. 17, 2014 (Docket No. O017.2P-15954-US02), the entire contents of which is hereby incorporated by reference.
Systems and methods for parameter estimation for use in determining value-at-risk, filed on Mar. 17, 2014 (Docket No. O17.2P-15955-US02), the entire contents of which is hereby incorporated by reference.
Systems and methods for managing transmission service reservations, filed on Mar. 17, 2014 (Docket No. O17.2P-15956-US02), the entire contents of which is hereby incorporated by reference.
Use of Demand Response (DR) and Distributed Energy Resources (DER) to mitigate the impact of Variable Energy Resources (VER) in Power System Operation, filed on Mar. 17, 2014 (Docket No. O17.2P-15959-US02), the entire contents of which is hereby incorporated by reference.
Not Applicable
The present invention relates generally to a customer portal for energy Demand Response (DR) customer engagement. Customer engagement includes DR events, DR performance, available DR Programs, enrollment within said programs, and DR asset pages.
There is an increasing desire and ability to create a more integrated and purposeful energy production, transmission, and consumption system. This all-encompassing effort is often referred to as a “Smart Grid.” There are numerous efforts which must succeed simultaneously and independently for such an effort to succeed as a whole, one of which must fall upon the final consumer. The final consumer of energy must agree upon and follow through with any Smart Grid system. The final user of energy is the only element in the chain for whom energy is not their literal business, and garnering dependable participation of the final user is in some ways the most vexing step. This makes it crucial that the final user is engaged in a manner which is as simple yet powerful as possible.
Currently available systems, however, do not lend themselves to simple end-user participation. The current state of the industry often requires users to blindly sign into a DR program offered by a program provider (Program Provider) or to research independently to find Smart Grid systems, sign up for any such systems with a manual effort, track upcoming events independently or with a disconnected tool, and be without a comprehensive tool to sign up for, engage in, and track their smart grid activities. This means that for a customer to actively participate in the Smart Grid they must make dramatic independent and often manual efforts to do so. These efforts are also outside of any standard efforts or communications which the customer would have with the Program Provider, which means that any Smart Grid effort would not dovetail with their energy payment/enrollment/tracking mechanisms, but would instead require an entirely new effort.
On top of this, there is also a growing push for home area network (HAN) systems and controls. Most of these systems are stand-alone systems which do not serve any purpose or assist in any effort besides home automation. Despite the fact that a customer's need to interact with Program Providers, a customer's desire to automate their home, and a customer's potential to participate in Smart Grid all operate on the same technological plane, at this point each prong requires efforts independent of the other.
The art referred to and/or described above is not intended to constitute an admission that any patent, publication or other information referred to herein is “prior art” with respect to this invention. In addition, this section should not be construed to mean that a search has been made or that no other pertinent information as defined in 37 C.F.R. §1.56(a) exists.
All U.S. patents and applications and all other published documents mentioned anywhere in this application are incorporated herein by reference in their entirety.
Without limiting the scope of the invention, a brief summary of some of the claimed embodiments of the invention is set forth below. Additional details of the summarized embodiments of the invention and/or additional embodiments of the invention may be found in the Detailed Description of the Invention below.
A brief abstract of the technical disclosure in the specification is provided for the purposes of complying with 37 C.F.R. §1.72.
The inventive system and methods described herein and sometimes referred to as webSmartView Demand Response Portal (webSmartView) provide a portal thr such activities as DR customer engagement. The portal will be available on such devices as laptops, desktops, mobile phones, or other mobile devices. DR customer engagement comprises DR Events, DR performance, available DR Programs, enrollment, and DR asset pages. This functionality provides a service with the ability for Program Providers to integrate it with their existing portal using a log-in page.
For DR engagements the functionality will provide, among other things, a list of the available DR Programs from the Program Provider for the retail customer, a list of the DR Events in which the retail customer is a participant, an entry screen for the retail customer to submit a request to enroll in a particular DR Program, the capability for end consumers to view and adjust opt-in/opt-out DR devices, the ability for customers to adjust devices from the Demand Response Portal, the capability for customer to see/manage/pay their bill, and the ability to see in real-time what their energy consumption is.
For customer-enrollment functionality, the customer may be presented with a selection of programs for which they are eligible to enroll based upon the customer's class.
For DR events, the customer may be presented with a scrollable list with the most recent DR Events for which their devices have participated.
While this invention may be embodied in many different forms, described in detail herein are specific preferred embodiments of the invention. These descriptions are exemplifications of the principles of the invention and are not intended to limit the invention to the particular embodiments illustrated.
For the purposes of this disclosure, like reference numerals in the figures shall refer to like features unless otherwise indicated.
306
101
101
104
104
104
204
103
101
206
206
206
106
106
106
112
101
206
101
In some embodiments, the Demand Response Portal is enabled for customer use by setting up data conduits to and from the Demand Response Portal and various external systems. In one embodiment the Demand Response Portal may be activated with a Program Provider enabling Application Programming Interfaces (API) between the Demand Response Portal and the Program Provider's existing online systems. Program Providers are usually electrical utilities, but they may also be reliability operating entities, transmission and distribution system operators, regional transmission operators, or independent system operators and their representatives. With these APIs the Demand Response Portal may be enabled to take data from the Program Provider and send data to the Program Provider. The invention may then be given access to the Program Provider's existing online database via API. The Demand Response Portal may be enabled to pull customer information such as but not limited to addresses , names , energy consumed , and billed amount from the Program Provider . The Demand Response Portal may also be given access to the Program Provider's existing Smart Grid meter management system (Meter Management Tool) and or demand-response management tool (DR Management Tool). At this point databases may be enabled to take data from the DR Management/Meter Management Tool and to the DR Management/Meter Management Tool . The Demand Response Portal may pull data pertaining to Smart Grid programs and display the details behind these programs , such details including but not necessarily limited to, where the programs are offered, the kWs which must be reduced, how many annual events would be necessary per program, and the cost savings per event. In one particular embodiment the Demand Response Portal requires two-way data flow to be enabled between the Demand Response Portal and both of the Program Provider and a DR Management Tool . In one particular embodiment enabling this data flow may result in full availability of the Demand Response Portal. In one particular embodiment, the portal may be hosted on the website of the Program Provider .
112
306
101
101
The invention will enable the customer portal for the user's mobile device on numerous operating systems, such as but not limited to Android and iOS compatible mobile smart phones. The customer portal accessible via mobile device allows customers to have remote access to their energy information from anywhere a cellular data connection is available. This may further empower Smart Grid users by providing the ability to change their home energy usage on demand. By delivering real-time information to the smartphone, customers have an ability to understand and react to the current state of their residence, both for purposes of managing their DR events and also for generally managing their residence. Moreover, when on mobile phones, users will have an option on the mobile phone to call the Program Provider . This action may be performed with a single button which will bring up the number for appropriate Program Provider representative for the situation and activate any calling function which the devices possesses.
In preferred embodiments all information flow will be preconditioned on secure identification and encrypted transmittals. In some particular embodiments the invention may utilize encryption enabling software, such as but not necessarily limited to digital certificates, to secure access to the online portal and encrypt communications sent to and from the Demand Response Portal. Using any number of methods known in the art, the Demand Response Portal may require and validate for the presence of specific encryption enabling software as a login credential. In preferred embodiments, such encryption enabling software is associated on a one-to-one basis with a particular user account. Login to the system of such embodiment would be denied unless the system authenticates, using any method known in the art, that a user's request to access the system includes the correctly corresponding login credentials comprising of username, password, and encryption enabling software, among others, associated with a particular predefined user account. Moreover, in other embodiments, encryption enabling software may be utilized to encrypt data communications within the Demand Response Portal or between the Demand Response Portal and other systems.
Moreover, communications between the Demand Response Portal and other systems may also be encrypted with encryption enabling software. Such encryption can be accomplished using any known means available in the art. As a non-limiting example, both the system of the present disclosure and a destination system can be set up with encryption enabling software, such as but not necessarily limited to digital certificates, to facilitate the encryption of communication sent from one system and the subsequent decryption of the information by the recipient system. Such pre-incorporation of encryption enabling software by both the sending system and recipient systems ensures that any intercepted communications cannot be read, thus raising the confidence level of commands, messages, and transmittals occurring within the system as a whole.
104
306
306
306
306
112
306
306
101
104
101
306
112
306
104
104
306
306
The Demand Response Portal may act to gain sufficient customer information to enable smart grid participation for a particular customer . In one particular embodiment, this process may be triggered by a customer requesting information about Smart Grid participation from the Demand Response Portal. In another embodiment, the customer gains access to the Demand Response Portal by requesting information about or participation in the Program Provider's Smart Grid programs. In one embodiment, this line of inquiry may ultimately direct the customer to the Demand Response Portal . In an embodiment wherein the customer has already logged in on the Program Provider's website as a unique user, such unique user having been pre-associated with the user by the Program Provider , customer information as necessary to support the customer for their use of the online portal may automatically transfer into the Demand Response Portal via the aforementioned API between the Program Provider warehouse of data and the Demand Response Portal. In an embodiment wherein a customer has not signed in prior to arriving at the Demand Response Portal , the customer may be asked to give sufficient identification information or credentials , such as the customer's Program Provider account number or their name and address, as may be required to identify and authenticate the user prior to system login. Upon login, the Demand Response Portal may simultaneously or in short order then go through the API and gather customer information as necessary to support the customer for their use of the online portal. At this point databases may be enabled to take data from the customer , to the customer , or both.
101
101
206
112
306
104
101
306
104
306
104
101
101
306
104
104
101
101
306
A utility may pre-configure programs offered by said Program Provider and supported by a DR Management Tool to apply only to customers with specific characteristics. The Demand Response Portal may identify whether or not the customer is a residential customer or a commercial/industrial (C&I) customer through the customer information supplied via the API to the utility . The Demand Response Portal may also determine customer type configuration (residential or C&I) from customer information inputted directly by the customer in the Demand Response Portal. The Demand Response Portal may take customer information and reference it against a database maintained by the Program Provider which identifies all customers as a particular classification (residential or C&I). The Demand Response Portal would reference said Program Provider database via a query sent through the API, and then associate the customer linked with said customer information as identified classification. Another option that the Demand Response Portal may support is to take the customer information and reference it against a database maintained by the Program Provider , which specifies certain customer locations as a particular classification (residential or C&I). The Demand Response Portal would reference said Program Provider database via a query sent through the API, and then associate the customer located at said location as identified classification.
306
106
106
101
112
106
306
The Demand Response Portal may then take this classification to identify to the customer what programs are available. This may be done by taking the classification and the customer location and referencing these against a database which identifies which programs are available to certain customer classifications at certain locations. This database would be maintained and updated on the Program Provider server but imported to the Demand Response Portal via API. Based upon the customer classification and location, the Demand Response Portal would display the programs are available to the customer . This functionality may be available to all users, regardless of variety of device used to access the customer portal.
112
106
106
306
106
105
306
105
306
106
306
106
106
The Demand Response Portal may then display these programs and the characteristics of these programs to the customer . These programs might differ by such characteristics as the number of times during a given time period the customer can be expected to engage in an alteration of energy consumption patterns (such an occurrence hereinafter referred to as an Event), the number of Events the customer is permitted to opt out of, the rebate the customer can expect by enrolling, the timing of these Events , the mechanism by which the Event can happen or any other number of factors. The Demand Response Portal may allow the customer to sort the programs by type, allowing the customer to display those programs with the most savings on top or those programs with the least amount of Events on two, to list two examples. This functionality would be available to all users, regardless of variety of device used to access the customer portal.
306
107
106
106
107
101
The Demand Response Portal may then enable the customer to select and enroll in any of the programs they are eligible for. If the customer chooses to enroll in any program , they may immediately be directed to any forms which they must fill out to gain participation, all of which may be completed directly on the Demand Response Portal. Such selection, enrollment , and completed forms can be communicated to the utility via an API interface. This functionality would be available to all users, regardless of variety of device used to access the customer portal.
202
306
202
204
306
202
202
202
A baseline energy usage (Baseline) may then be established for each customer . The Baseline is the standard energy usage of the customer and is used to help track compliance of the customer. A residential customer may not have an individual Baseline created for them; a statistical customer Baseline based on the customer's house size and premise type (e.g. apartment, duplex, single family home, etc.) which displays different loads for each day of the week may be used instead. A customer may view their Baseline at any time.
306
302
302
206
302
112
207
208
306
302
306
206
302
The Demand Response Portal also allows for numerous mechanisms by which a customer can be notified for Events . In one particular embodiment, notifications may originate from the DR Management Tool . These notifications may display on the Demand Response Portal and can be further disseminated over mediums such as but not necessarily limited to email, phone call, text messages, fax, or HAN devices . A customer may configure options within the Demand Response Portal to specify a method of notification dissemination. The Demand Response Portal may include functionality for the customer to select any such communication options and communicate such selection to the DR Management Tool or other such source of the notification .
306
306
106
306
302
302
306
302
306
306
306
306
302
306
The content of the notification may be dictated by the nature of the Event. For example, if the Event is for residential customers, the notification may state the day and time of an Event and state how much power the customer may be limited to for that Event. A notification may also state how much power a utility would draw from a customer, granted that the customer had generation capability. For example, if the customer is a C&I customer, the notification may detail the specific amount of energy which the customer would be expected to curtail. A C&I customer may have numerous locations which independently draw a notable amount of energy. Each location can have a separate program in which that location is enrolled. Depending on the customer's program/agreement, the customer may independently receive notifications of Events for each location, and must therein independently acknowledge these notifications through any means known in the art. As another example, if the customer is a residential customer, the notification may describe the general ramifications the customer could be expected to experience (e.g. the customer may not be able to run their air conditioner/dishwasher/drying machine, etc.) on a specific day. The customer may also receive an alert as soon as the customer initializes the Demand Response Portal for new notifications . The Demand Response Portal may allow a customer to view old alerts, if they so desire. This functionality would be available to all users, regardless of variety of device used to access the customer portal.
306
302
306
306
306
302
306
306
302
302
306
106
106
112
203
306
302
302
306
306
206
206
The Demand Response Portal enables customers to respond to notifications in various manners. Some programs may allows customers to opt out of certain Events. The Demand Response Portal may facilitate such opting out by enabling the customer to state whether or not they will comply while the customer acknowledges the notification . In some embodiments of the invention, if a customer cannot reduce their load by the full requested energy amount, the Demand Response Portal may facilitate the customer to counteroffer with a lesser amount to the Program Provider, which the Program Provider can agree to and provide a new notification in regards to. Some notifications do need to be acknowledged; if the customer is a residential customer they are expected to comply with Events , though the customer may opt out a certain number of times as dictated in the terms of the program and still receive the benefits of the program . In some embodiments of the invention, a residential customer may also specify which devices will be curtailed to make the curtailment necessary to satisfy the Event, granted that such devices are enabled for such specified curtailment. The Demand Response Portal may keep a log of various event performance data, including but not limited to how many times the customer has been notified of Events , how many Events said customer has opted out of 304, and how far away the customer is from said customer's contractual quota, if applicable. The Demand Response Portal may also display a non-performance alert to a customer if said customer is a C&I customer and has informed the Program Provider that they may comply but then do not appear to be based upon metrics as pre-configured with a DR Management Tool and as communicated to the invention by such DR Management Tool . This functionality would be available to all users, regardless of variety of device used to access the customer portal.
302
306
208
208
206
207
206
207
206
207
208
305
112
205
207
208
208
208
106
106
302
303
106
302
In order to satisfy an Event , the customer can go to a device summary screen to manage their devices . The user can enter every energy-using device (Device) which they have configured to the DR Management Tool and HAN into the Demand Response Portal. This may be done by going to the aforementioned device summary screen, clicking on the option for a new device option, titling the new device option, and linking this new device option to the feed associated with this device from the DR Management Tool and/or HAN . This feed can be navigated to and selected from this device summary screen. In one particular embodiment, configuring a new device option in the DR Management Tool and/or HAN may automatically create a prompt in the Demand Response Portal to create a new device option on the device summary screen. The customer can then select this Device on the Demand Response Portal and send a command through the Demand Response Portal to turn the Device off. The Demand Response Portal may then communicate via web services with the HAN or Advanced Metering Infrastructure (AMU system, which may then send a signal to the Device , which may turn the Device off or otherwise modulate the Device . In this way the customer can sign up through an agreement for a program , receive nonce of an Event , and comply with a program Event all from one interface.
306
103
112
102
103
101
112
103
110
204
102
306
306
208
112
305
208
305
306
204
204
103
A customer may also take numerous actions in regards to their bill . In certain embodiments of the invention where the Program Provider is an electrical utility, a customer may set monetary or energy goals for themselves on the Demand Response Portal , may pay any bill to the Program Provider on the Demand Response Portal , and may compare their current bills to their goals as well as the standard bill for their customer type, both in terms of energy used and money spent . A customer may also track how close/far from their goal they are throughout their bidding cycle, on that they know whether they need to change their energy-consumption habits in order to meet their goal. If the customer has added any devices , the Demand Response Portal can even tell the customer which devices the customer could adjust and in what ways in order to meet the goal. The Demand Response Portal may tell the customer in real time the energy being used , and how energy usage changes with different device configurations at different times. The Demand Response Portal may also show the customer what these configurations would mean in terms of energy used and money owed when extrapolated across an entire billing cycle. This functionality would be available to all users, regardless of variety of device used to access the customer portal.
207
The Demand Response Portal can also serve as a general IAN portal for the customer. If the customer has appropriately enabled all of their devices, they may be able to see any device they want within their location and can deactivate or modulate any of these devices. This can be used to satisfy Events, change energy usage, or simply to remotely run a home. Being as the invention can be enabled for as many computers as a customer requires and is even available as a mobile phone application, this means that a customer can even satisfy Events when they are away from their home on vacation or check if an oven is off or verify that an air conditioner is turning on while away from their home at the office.
112
108
108
306
108
306
112
306
108
306
103
306
204
108
108
112
101
In one particular embodiment where the Program Provider is an electrical utility, the Demand Response Portal may also be able to display different options for tariffs . There are often different options for tariffs available to a given customer . The effects of these tariffs may be difficult to envision for a standard customer , so the Demand Response Portal may be able to help a customer investigate a potential tariff by showing the customer what a bill would look like, given the customer's standard energy usage . The Demand Response Portal may also be able to show a customer how a given tariff may be optimized, given the customer's baseline and enabled HAN devices, if any. If the customer then wishes to change their tariff the Demand Response Portal may allow the customer to do so by selecting a “change my tariff” option on the tariff presentation page. Selecting this option would have the customer fill out any necessary forms or paperwork on the Demand Response Portal, which the Demand Response Portal would then send back to the Program Provider via API for processing. This functionality may be available to all users, regardless of variety of device used to access the customer portal.
306
306
306
104
101
306
104
101
A customer may also perform various standard account management activities using the Demand Response Portal. In some embodiments, a customer may generally customize the colors, fonts, and display arrangements of the Demand Response Portal's user interface. In one embodiment, the Demand Response Portal may enable a customer to update the customer's information which the customer's utility would have on file. In one particular embodiment, a customer could update their information by accessing a page entitled “My Information” and selecting an “edit” option, which would change all of the fields from presented fields to editable fields. Changing or adding to any said editable would result in customer information being sent back to the Program Provider via API. This functionality would be available to all users, regardless of variety of device used to access the customer portal.
306
104
104
306
306
306
306
306
306
306
101
101
101
306
306
101
306
306
101
306
101
106
108
101
106
101
106
108
306
306
306
106
306
108
106
108
306
106
108
306
106
108
106
108
306
106
108
107
101
The Demand Response Portal may support a customer changing their customer information . If the customer information which the customer is changing is the address, the Demand Response Portal may ask the customer if they are moving. If the customer selects an option to specify that the customer is not moving, the Demand Response Portal may seek to discover why the address is being changed, e.g. whether the address change was submitted in error, whether the address change was submitted to correct a prior clerical mistake, or whether it was done for any other reason. If the customer selects an option to specify that the customer is moving, the Demand Response Portal may check the new address to verify if said address can also be serviced by the customer's current Program Provider by using the API to the Program Provider's warehouse to reference the Program Provider's service area. If the new address is not within the service area of the current Program Provider , the Demand Response Portal may so inform the customer , and also inform the customer of any sister utilities which the current Program Provider may be associated with which can service the new customer location. At this point the Demand Response Portal may also direct the customer to fill out all necessary “end of service” paperwork and potential “new service” paperwork to sister Program Provider, either of which would then be sent via API to the current Program Provider . If the customer is going to be staying within the service area of the Program Provider , the Demand Response Portal may verify whether or not the same programs or tariffs are available at the new location. Such verification may be performed by the invention by referencing the classification and new customer location against the Program Provider database which identifies which programs are available to which customer varieties in which locations. Said database would be maintained and updated on the Program Provider server but imported to the Demand Response Portal via API. If the same programs and tariffs are available, the Demand Response Portal may ask the customer if the customer plans on staying in the customer's current program and the customer's current tariff . If the same programs and tariffs are not available at the new location, the Demand Response Portal may present the customer with the new programs and tariffs which are available in the new location which the customer can choose from. Whether the customer chooses to stay with the customer's current program and tariff or choose a new program and/or tariff , the Demand Response Portal may have the customer fill out the proper paperwork and, upon completion of the paperwork, send all program and tariff agreements to the Program Provider . This functionality would be available to all users, regardless of variety of device used to access the customer portal.
306
213
101
306
306
107
106
306
306
105
306
101
206
In some embodiments, the Demand Response Portal may enable a customer to view documentation of their energy statement from the Program Provider whenever desired. This is possible through a screen which in some embodiments is entitled “My Records” from which the customer can access all relevant documents. A customer may also look up a record of the entirety of their agreement in regards to the program commitment, to see what the customer can expect and what is expected of the customer . This may include a list of all Events the customer will need to complete in order to comply, the general nature of these Events, and the time existing on their contract. The Demand Response Portal may be configured to store any number of documents, as provided by a Program Provider or other entity, in any known document format. Such documents may be stored within the invention through any means known in the art in order to enable customer to select and view such documents. This functionality would be available to all users, regardless of variety of device used to access the customer portal.
FIG. 4
FIG. 4
600
601
601
601
602
603
601
602
603
600
Some or all of the previously discussed embodiments may be performed utilizing a computer or computer system. An example of such a computer or computer system is illustrated in . Computer contains Central Processing Unit . Central Processing Unit may perform some or all of the processes involved in the previously discussed embodiments. Central Processing Unit may utilize information contained in Memory , Database , or both. Central Processing Unit may also write information to Memory , Database , or both. While in this only one Computer is shown, some embodiments may make use of multiple computers, computer systems, or cloud-based computer system infrastructure. In some embodiments some of these computers or computer systems may not have dedicated memory or databases, and may utilize memory or databases that are external to the computer or computer system.
The above examples and disclosure are intended to be illustrative and not exhaustive. These examples and description will suggest many variations and alternatives to one of ordinary skill in this art. All of these alternatives and variations are intended to be included within the scope of the claims, where the term “comprising” means “including, but not limited to”. Those familiar with the art may recognize other equivalents to the specific embodiments described herein which equivalents are also intended to be encompassed by the claims. Further, the particular features presented in the dependent claims can be combined with each other in other manners within the scope of the invention such that the invention should be recognized as also specifically directed to other embodiments having any other possible combination of the features of the dependent claims. For instance, for purposes of written description, any dependent claim which follows should be taken as alternatively written in a multiple dependent form from all claims which possess all antecedents referenced in such dependent claim.
BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWINGS
The present invention will be explained in more detail below by means of drawings.
FIG. 1
Flow of Data between webSmartView and Utility
FIG. 2
Flow of Data between webSmartView and Devices
FIG. 3
Flow of Data between webSmartView and Customer
FIG. 4
is a block diagram illustrating a computer system that may be utilized in the performance of the disclosed system and methods/processes. | |
This gene encodes the largest subunit of RNA polymerase II, the polymerase responsible for synthesizing messenger RNA in eukaryotes. The product of this gene FLEP-seq: simultaneous detection of RNA polymerase II position, splicing status, polyadenylation site and poly(A) tail length at genome-wide scale by single-molecule RNA-Polymerase II (RNAP II, POL-II), genauer DNA-abhängige RNA-Polymerase II-Kernkomplex, ist ein Enzymkomplex (Polymerasen), der die Synthese von Ribonukleinsäuren (RNA) bei der Transkription der DNA in Eukaryoten katalysiert. Die POL-II in mehrzelligen Tieren und damit auch im Mensch ist ein Proteinkomplex aus zwölf Untereinheiten RNA polymerase II is one of several types of macromolecules. RNA polymerase II initiates a chemical reaction. It works by first opening a section of a DNA molecule. It then unwinds and pulls apart the DNA double helix, splitting it into two strands in a manner similar to unzipping a zipper. Then the polymerase allows for transcription, or copying, of all of the mRNA molecules inside a cell.
RNA polymerase II (Pol II) is the central enzyme that catalyses DNA- directed mRNA synthesis during the transcription of protein-coding genes. Pol II consists of a 10-subunit catalytic core, which alone is capable of elongating the RNA transcript, and a complex of two subunits, Rpb4/7, that is required for transcription initiation. The transcription cycle is divided in three major phases. Das Enzym RNA Polymerase II, kurz Pol II, ist verantwortlich für die Transkription (Abschrift eines Genabschnittes). Die Inhalte in unserem Erbgut sind eigentlich stumm (das heißt inaktiv) und müssen erst mit Hilfe des Enzyms Pol II in RNA übersetzt werden. Damit das Enzym nicht zufällig arbeitet, ist der Beginn und das Beenden der Transkription streng reguliert. Diese Regulation passiert. Neue Erkenntnisse zur Rolle des Enzyms RNA-Polymerase II im Fachmagazin Science veröffentlicht. Neuherberg. In einer Ausgabe des renommierten Fachmagazins Science (siehe unten) veröffentlichten Prof. Dirk Eick und Mitarbeiter vom Institut für Klinische Molekularbiologie und Tumorgenetik des GSF - Forschungszentrums für Umwelt und Gesundheit zusammen mit der Arbeitsgruppe von Dr. Shona.
Gene transcription by RNA polymerase II (Pol II) is the first step in the expression of the eukaryotic genome and a focal point for cellular regulation during development, differentiation, and responses to the environment. Two decades after the determination of the structure of Pol II, the mechanisms of transcription have been elucidated with studies of Pol II complexes with nucleic acids and. The C-terminal repeat domain (CTD) of RNA polymerase II (RNAPII) is an amazing sequence arrangement at the end of the largest RNAPII subunit (apologies to Chow et al. 1977).This domain is inherently unstructured yet evolutionarily conserved, and in fungi, plants, and animals it comprises from 25 to 52 tandem copies of the consensus repeat heptad Y 1 S 2 P 3 T 4 S 5 P 6 S 7 (Corden 1990)
Schlagwort-Archive: RNA-Polymerase II DNA-Schleifen: Introns mit risikoassoziierten SNPs als Enhancer für benachbarte Autoimmun-Risikogene. Schreibe eine Antwort. Wie im letzten Beitrag angedeutet, wird durch die Daten des gigantischen ENCODE-Projekts (Encyclopedia of DNA Elements) und neue Techniken wie 3C (chromosome conformation capture), mit denen sich Wechselwirkungen zwischen. Gene Ontology Term: positive regulation of transcription by RNA polymerase II. GO ID. GO:0045944. Aspect. Biological Process. Description. Any process that activates or increases the frequency, rate or extent of transcription from an RNA polymerase II promoter. Synonyms. activation of global transcription from RNA polymerase II promoter.
The synthesis of a eukaryotic messenger RNA molecule involves the association of RNA polymerase and dozens of accessory proteins on DNA. We used differently colored fluorescent dyes to tag DNA, RNA polymerase II, and the elongation factor Spt4/5 in yeast nuclear extract and then observed the assembly and dynamics of individual molecules of the proteins with single DNA molecules by microscopy RNA polymerase II holoenzyme, a multiprotein complex that contains RNA polymerase II. This proposal focuses on the study of five of the holoenzyme components, the RNA polymerase II subunits designated RPB4, RPB5, RPB6, RPB7 and RPB9, to help identify their roles in transcription. Specific Aim l involves making conditional mutants in each of these subunits and testing. RNA Polymerase II was also immunoprecipitated by rabbit anti-RNA Polymerase II antibody BL16638. For blotting immunoprecipitated RNA Polymerase II, A300-653A was used at 1 µg/ml. Detection: Chemiluminescence with an exposure time of 3 minutes. Binding at pause site of the Jun B gene. Chromatin isolated from one 15 cm plate of HeLa cells was immunoprecipitated with 8.0 µg of anti-RNA.
. Here, we have used TT-seq and mNET-seq to monitor the direct effects of rapid CDK12 inhibition on transcription activity and CTD phosphorylation in human cells. CDK12 inhibition. The protein interacts with RNA polymerase II, suggesting that the modification occurs cotranscriptionally. The m6Am promotes the translation of capped mRNAs in a eIF4E-independent fashion. Science , this issue p. [eaav0080] ### INTRODUCTION N 6-methyladenosine (m6A), an abundant modification in eukaryotic mRNAs and long-noncoding RNAs, has been recognized as a major epitranscriptome mark. RNA polymerase II (RNAPII), the enzyme that produces RNA from a DNA template, can become stuck due to damage to the DNA template, and these jams must be cleared to restore gene expression and normal cell function. Protein complex clears potential traffic jams in RNA production, finds research. Promoter-specific mRNA synthesis requires a minimal.
Rna-Polymerase-Ii Is Aberrantly Phosphorylated and Localized to Viral Replication Compartments Following Herpes-Simplex Virus-Infection. Journal of Virology. 1994 Feb;68(2):988-1001. pmid:8289400 . View Article PubMed/NCBI Google Scholar 37. Kumar GR, Shum L, Glaunsinger BA. Importin alpha-mediated nuclear import of cytoplasmic poly(A) binding protein occurs as a direct consequence of. RNA polymerase II has been redirected to alternative start sites by reducing ATP concentrations within a nuclear extract, by altering the spacing between the TATA and Inr in a promoter containing.
RNA polymerase II (Pol II) is the only polymerase to possess heptapeptide repeats in the C-terminal domain (CTD) of its large subunit. During transcription, CTD phopshorylation occurs and is maintained from initiation to termination. To date, among the three known CTD kinases possessing CDK-cyclin pairs, TFIIH is the only one that forms a preinitiation complex. The Mediator complex plays. We mapped the RNA polymerase II-associated (RNA Pol II-associated) chromatin interactions in normal prostate cells and PCa cells. We discovered thousands of enhancer-promoter, enhancer-enhancer, as well as promoter-promoter chromatin interactions. These transcriptional hubs operate within the framework set by structural proteins — CTCF and cohesins — and are regulated by the. RNA polymerase II is the enzyme responsible for the synthesis of mRNA and many non-coding RNAs. POLR2A encodes RNA polymerase II subunit B1 (RPB1), the largest subunit of RNA polymerase II. The C-terminal domain (CTD) of RPB1 contains tandem heptapeptide repeats with the consensus sequence YSPTSPS. Phosphorylation and other modifications within this sequence influence the recruitment of. Genes 39. RNA polymerase II holoenzyme is a form of eukaryotic RNA polymerase II that is recruited to the promoters of protein -coding genes in living cells. (wikipedia.org)Here we present the first direct evidence that miRNA genes are transcribed by RNA polymerase II (pol II). (However, the shift from fermentation to respiration in response to glucose depletion also entails an at least two.
Here, we conducted a bioinformatic study and performed a complex circular dichroism measurement to identify a stable G-quadruplex in the gene RPB1, coding for the RNA polymerase II large subunit. We found that this G-quadruplex-forming locus is highly evolutionarily conserved amongst plants sensu lato (Archaeplastida) that share a common ancestor more than one billion years old. Finally, we. RNA polymerase II elongation complex is predominant in the elongation stage during which the subunits of Pol II, which include secondary structures such as beta sheets, alpha helices, 3/10 helices and random coils, are able to unwind the DNA strand into its sense and nonsense strand, bind to the template DNA strand and synthesize a complementary mRNA strand We further demonstrate that RNA Polymerase II pausing is highly correlated with transcriptional repression, with elongation competent RNA polymerase II becoming a scare resource in late stage erythroblasts, allocated to erythroid-specific genes. Functional studies confirmed an essential role for maturation stage-specific regulation of RNA polymerase II activity during erythroid maturation. RNA polymerase II is a multi-subunit enzyme responsible for transcription of most eukaryotic genes (Lee and Young, 2000).Exhaustive experiments performed over the last 30 yrs have given us detailed information on how this enzyme transcribes a naked DNA template in vitro, but we still know little about how it transcribes natural nucleosomal templates in vivo RNA Polymerase II Trigger Loop Mobility. Journal of Biological Chemistry 2016, 291 (28) , 14883-14895. DOI: 10.1074/jbc.M116.714394. Lucas B Carey. RNA polymerase errors cause splicing defects and can be regulated by differential expression of RNA polymerase subunits. eLife 2015, 4 DOI: 10.7554/eLife.09945
Both prokaryotic and eukaryotic transcriptions use a common enzyme, RNA polymerase, to transcribe DNA into RNA. Prokaryotes utilize one RNA polymerase for all transcription of types of RNA. In contrast, eukaryotes utilize three slightly different RNA polymerases: RNA polymerase I, RNA polymerase II, and RNA polymerase III . Each of the three. RNA polymerase 2 is a 550 kDa enzyme with 12 protein subunits. The largest subunit of RNA polymerase II consists of a C terminal domain (CTD) of which the phosphorylation is essential for the transcription and RNA processing DNA Polymerase 2 (II) DNA Polymerase 3 (III) RNA abhängige DNA Polymerasen. Machen wir mit den RNA abhängigen DNA Polymerasen weiter: Sie nutzen die RNA (Ribonukleinsäure) als Kopiervorlage. Du kannst sie auch Reverse Transkriptasen nennen. Ein bekanntes Beispiel ist die Telomerase, die verhindert, dass sich die Chromosomenenden bei der Zellteilung verkürzen. Matrizenunabhängige DNA. RNA polymerase II (RNAP II and Pol II) is a multiprotein complex. It is one of the three RNAP enzymes found in the nucleus of eukaryotic cells. It catalyzes the transcription of DNA to synthesize precursors of mRNA and most snRNA and microRNA. A 550 kDa complex of 12 subunits, RNAP II is the most studied type of RNA polymerase. A wide range of transcription factors are required for it to bind. Mechanism of RNA polymerase II stalling by DNA alkylation [Biochemistry] Journal content | Nov 14, 2017 Recommendations: n/a. Published in. Proceedings of the National Academy of Sciences, National Academy of Sciences Content. Several anticancer agents that form DNA adducts in the minor groove interfere with DNA replication and transcription to induce apoptosis. Therapeutic resistance can.
Complete, 12-subunit RNA Polymerase II at 4.1-A resolution: implications for the initiation of transcription. Bushnell, D.A., Kornberg, R.D. (2003) Proc Natl Acad Sci U S A 100: 6969-6973. PubMed: 12746498 Search on PubMed Search on PubMed Central; DOI: 10.1073/pnas.1130601100; Primary Citation of Related Structures: 1NIK; PubMed Abstract: The x-ray structure of complete RNA polymerase II from. Here, we show that the subcellular localization of α-like RNA polymerase II core subunit 3 (RPB3) is regulated during muscle differentiation. We have recently demonstrated that the expression of RPB3 is regulated during muscle differentiation and that, inside RNA polymerase II (RNAP II), it is directly involved in contacting regulatory proteins such as the myogenic transcription factor. This antibody reacts with the highly conserved heptapeptide repeat of the largest subunit of eukaryotic RNA polymerase II. It inhibits promoter- directed transcription, but it does not inhibit elongation in the nonspecific transcription assay RNA polymerase II (RNAP II) was also detected and served as a marker for chromatin association . Taken together, these results suggest that Ago1 and Ago2 are present in the nucleus of human cells in which a subfraction is bound to chromatin. To analyze Ago protein distribution in only the nuclear compartment, we performed IF on isolated nuclei from the HA-Ago1 and HA-Ago2 stable cell lines. As. Eukaryotic RNA Polymerase, Prokaryotic RNA Polymerase, RNA Pol II, Sigma Factor, Transcription. What is Prokaryotic RNA Polymerase The prokaryotic RNA polymerase is the single type of RNA polymerase responsible for prokaryotic transcription. The complete holoenzyme of prokaryotic RNA polymerase consists of five subunits; β'βα I and α II ωσ. There are distinct sigma factors which.
Our RNA Polymerase II/POLR2A Antibodies can be used in a variety of model species: Bovine, C. elegans, Chicken, Drosophila, Human, Mouse, Xenopus, Yeast. Use the list below to choose the RNA Polymerase II/POLR2A Antibody which is most appropriate for your research; you can click on each one to view full technical details, images, references, reviews and related products. Choose from our RNA. The influenza virus is an RNA virus. When the virus attacks its host, there is an induction of anti-viral response; hence, the RNA virus requires shutdown RNA polymerase II activity RNA polymerase II (Pol II) transcribes all protein-coding genes and many noncoding RNAs in eukaryotic genomes. Although Pol II is a complex, 12-subunit enzyme, it lacks the ability to initiate. RNA polymerase II is a DNA-dependent RNA polymerase that catalyzes the transcription of DNA into RNA using the four ribonucleoside triphosphates as substrates. RNA polymerase II subunit B1 (RPB1) is the largest and catalytic component of RNA polymerase II which synthesizes mRNA precursors and many functional non-coding RNAs. It forms the polymerase active center together with the second. | https://schifoano.com/en-us/products/purified-anti-rna-polymerase-ii-rpb1-antibody-13076?GroupID=GROUP260bn91804-83up |
We respect your privacy. This document explains our policy relating to your personal data that is provided to us.
Our Commitment to your Privacy
Your privacy is important to us. To better protect your privacy we provide this notice explaining our online information practices and the choices you can make about the way your information is collected and used.
The Information that we collect
This notice applies to all information collected or submitted on the key2seo website. On some pages, you can make requests, register to receive materials, and use free webmaster tools. The types of personal information collected at these pages are:
Name , Company name, Address , Email address, Phone number, Web address
The Way We Use Information
We use the information you provide about yourself and your business to reply to your inquiries.
We use return email addresses to answer the email we receive. Such addresses are not used for any other purpose and are not shared with any one.
We occasionally send you newsletters, offers, suggestions, reports and SEO updates.
Finally, we never use or share the personally identifiable information provided to us online in ways unrelated to the ones described above.
Our Commitment To Data Security
To prevent unauthorized access, maintain data accuracy, and ensure the correct use of information, we have put in place appropriate physical, electronic, and managerial procedures to safeguard and secure the information we collect online.
We take appropriate security measures to protect against unauthorized access to or unauthorized alteration, disclosure or destruction of data. These include internal reviews of our data collection, storage and processing practices and security measures, as well as physical security measures to guard against unauthorized access to systems where we store personal data.
Our Commitment To Children's Privacy
Protecting the privacy of the very young is especially important. For that reason, we never collect or maintain information at our website from those we actually know are under 13 and no part of our website is structured to attract anyone under 13.
How You Can Access Or Correct Your Information
You can request that we delete your information by emailing us or filling contact us form.
How To Contact Us
Should you have other questions or concerns about these privacy policies, please email us or open a ticket.
Changes to this policy
- We will submit your website to top PR9 - PR0 directories.
- All directories are SEO friendly.
- We manually submit to all directories. Our staff members are well trained and follow all submission guidelines.
- The links that you get are one-way permanent links for your website; no reciprocal link required.
- We constantly, review, verify and update all the links in our list of directories.
- We give full report on submission.
- Our prices are highly competitive and the best in the industry!
- We allow our users to give 10 unique titles and 10 unique descriptions to avoid duplication of content. | http://www.key2seo.com/privacy.html |
To understand the master planning process for technology-based higher education facilities, the first step is to define technology. What is typically referred to as technology — wires, fiber or wireless access, hardware and software — is only the beginning of the story. A successful project requires a larger, single vision that constantly considers the evolution of technology. Otherwise, a project could easily be out of date before it is even put into operation.
Planning and designing technology-based higher education facilities involves a learning process that never ends. It takes a strong vision to embrace this fast-paced evolution and anticipate how facility designs should respond.
The Kight Center for Emerging Technologies at Indian River Community College (IRCC) in Fort Pierce, Fla., exemplifies a collaborative effort championed by the leadership of the college administration. The journey began with research on recently completed and in-progress technology-driven higher education facility design projects. The research included seven on-site visits so that project planners could engage in constructive dialogue that addressed everything from teaching, learning and working concepts to IT and engineering jargon.
The objective of the project was established by the college’s president, Edwin R. Massey, whose objective was clear: “Have everyone on the Treasure Coast of Florida think of technology and Indian River Community College synonymously.” To do that, the facility had to anticipate the future of education and technology three years out (to accommodate the lengthy process from start to completion) so that it would still be on the cutting edge once the doors opened. What’s more, the college sought to keep pace with the evolution of technology over the next 40 years.
Out of the master planning process for IRCC emerged eight key points that can be adapted on any master plan for a college or university making extensive use of technology.
- Establish the vision for the project. It was important to establish a clear mission by identifying all critical project components that would have a direct influence on the intended use, the master plan and design solutions.
IRCC wanted as much of the built environment as possible to reflect a technological perspective within the given financial parameters. Accordingly, every design decision addressed the caveat that dollar for dollar, it was the most appropriate, most effective and most efficient solution available.
- Determine the level of flexibility, adaptability and utilization required. This component of the process may encompass tangibles such as capacity, conveyance and the finished environment. IRCC considered issues such as, who are the stakeholders now and who will they be in the future? Technology plays a significant role in workforce development and in promoting local economic development. In the case of IRCC, capturing the community’s attention required establishing a strong interface between the institution and outside educational and business partnerships.
For example, some spaces needed the capability to function in multiple capacities to achieve the highest involvement and utilization factors. This single issue had a great influence. The Center’s four-story atrium lobby, for instance, is designed to contain audio-visual devices both large and small, for the individual participant as well as for large group activities. Visitors can easily line the balconies and lobby floor for large functions or pre-event staging, allowing the lobby to be used as an auditorium.
Other examples include the sponsor display areas that flank the multilevel auditorium. Here large, sliding glass doors open onto both the main lobby and the auditorium. Technology manufacturers and other users can display the latest products in research and development while presenting them to an in-person or online audience with real time interactive technology. The lobby could then serve to host an expanded technology fair in this scenario. Setting up similar spatial arrangements in other parts of the building multiplied the number of interrelated activities that can occur together or separately in the facility.
- Develop exterior and interior concepts that reflect the building’s use, goals and mission while being functionally appropriate. While the exterior elevations at IRCC reflect the campus context of brick and mortar, each façade is different to express the ever-changing nature of technology. Brick and mortar are integrated with newer technologies. An outward sloping concrete frame, for example, may not appear especially innovative at first glance, but the structural system allows form to follow function when entering the curvilinear atrium lobby.
Another example of spatial arrangements that enhance the expression of technology can be seen in the main, two-story spaces that serve the Digital Broadcasting Studio Suite, the Center for Teaching and Learning, and the auditorium, all of which are spread vertically through the building. The challenge here involved integrating these taller spaces within the design while taking advantage of the supporting multipurpose lobby and without blocking all of the interior vistas because of life-safety egress requirements. Maintaining a feeling of openness not only enhances the functionality of the facility, it promotes the evidence of robust technology.
To achieve this, the vertical egress is primarily sited in three strategic locations that link all assembly spaces with safe exits directly to the exterior at street level discharge. Other features, such as an automatic fire sprinkler system, allow the extensive use of glazing to exhibit technology equipment to the public without requiring physical access in sensitive areas like the network operations center, where the multitude of server racks and controllers can be observed.
- Plan for connectivity to manage enormous amounts of information. Information management affects every aspect of teaching, learning and working today. Incorporating the most advantageous connections from the world-at-large to the desktop is the most important issue. Real-time, multi point interactive video components are important for students to be fully engaged. An enormous amount of information can be accessed with a simple connection to the Internet. However, for people to optimize this resource, they need a vehicle that allows them to do so easily. Connectivity within an organization and with the outside world can greatly enhance user performance.
To this end, The Kight Center has both fixed and movable interactive video equipment in both hard-wired and wireless applications for maximum flexibility.
- Determine the means of conveyance. Cabling infrastructure has become controversial. The days of category 5 cable as the only logical choice are long gone. Fiberoptic cable is becoming more affordable. Fiber is better able to handle the higher rates of transfer speed and capacities that will be required in the future. It is also safer from interference and lightning strikes, and is more efficient because it also supports more and more building automation systems.
Newer conveyance media are constantly being developed. But not all new media has been perfected, nor does it always perform as promoted. Wireless environments have come a long way, yet still do not have the capacities for smooth real-time imaging. Many facilities employ both wired and wireless conveyance but for different uses. The other most important issue regarding conveyance is whether it can be changed or modified easily in the future when technology takes the next leap. Is it trapped in the walls or distributed throughout the facility in open trays with easy access?
- Match A/V and the display environment. Audiovisual devices have come a long way in the past several years, but matching up the A/V with the activity and environment still remains a critical issue. There is good reason why older video projectors are found at the curb of many colleges. New, advanced front and rear display systems offer much higher performance that takes into account the maximum viewing angles, lumens, ambient lighting and specific use.
Given constant research and development of new products, matching the display environment with a designed A/V system is the main challenge. Sound systems, lighting, acoustics, space shapes and colors, and other architectural components greatly influence the performance of audio-visual systems and must be evaluated carefully.
- Ensure ease of operation. Administrators can be extremely frustrated with their newly completed facilities when they discover they have spent a lot of time and money incorporating wonderful technology, only to find that it’s so complex that it largely goes unused. This happens when facility executives and designers do not consider integrated control systems that are easy to operate.
Low-voltage wired and wireless control systems that are fully integrated with network systems and A/V devices are now more affordable and available. The move toward environmentally friendly design will bring increased use of low-voltage lighting, HVAC and power systems. What makes the integration so valuable is that the lighting, HVAC, A/V devices, interactive cameras, curtains and window treatments (including the degree of window tinting), security, and other building systems can be easily manipulated by the controller in any combination of programmed modes or customized on the spot.
This approach allows even the most casual visitor to walk into a facility and use a touch screen setup sequence to support a variety of activities. It also enables technicians to assist users from any remote location that has access to the Internet, thus avoiding the requirement that they be physically present and available on the premises at all times. A custom-integrated control system brings benefits that are often worth the initial investment and will provide operating dollar savings each year.
- Know when to buy. A frustrating part of the master planning effort involves decision-making — or the lack of decision-making — during the design process. There is a tendency to put off equipment decisions until the last minute. There is good reason for this: IT staffers know that it will take several years to master plan and construct new facilities, and there will be many new technologies available within that time frame. The best approach to this situation — and to getting the most facility for the money — is to conduct a design process that selects the type of technologies without selecting specific equipment models.
This strategy has several advantages. It is based on the big picture and not the details. It enables the facility to incorporate elements that are compatible with the overall design concept and provides that they will be in place when the building is constructed. At the same time, it provides an opportunity to use the most advanced equipment and devices, which are acquired just prior to occupancy. One caveat: remember to leave enough time on the back end to install, program, commission and debug the technology before it is actually needed.
Joseph J. Sorci, AIA, is president of Orlando-based FLA/Florida Architects, Inc., which has provided campus master planning, programming, architecture, interior design, and technology integration for higher education. | https://www.facilitiesnet.com/educationalfacilities/article/A-New-School-Vision--6090 |
USGS scientists develop and use innovative tools and technologies to advance fisheries science for conservation and management of aquatic resources in a changing world. Researchers collect, analyze, and disseminate data using advanced technologies to better understand our scientific understanding of healthy aquatic ecosystems and freshwater life. Our advanced science, tools and technologies help Federal, State, Tribal, and local resource managers better understand and manage fish and aquatic resources and develop proactive conservation solutions for the future. Researchers are using remote sensing, geographic information systems (GIS), and satellite data with ecological and genetic approaches for visualizing and understanding aquatic ecosystems and species distributions across the United States. USGS fisheries scientists use telemetry to study the migratory behavior, habitat use patterns, and physiological responses of fishes living in a diversity of freshwater habitats.
Browse Advanced Tools and Technologies science related to:
Mapping riverine habitats of the Delaware River using bathymetric LiDAR
Ecosystem management and assessment of rivers requires detailed data on bathymetry before estimates of aquatic habitats can be determined. However, mapping bathymetry in shallow rivers is challenging due to river depth limitations for watercraft. Light detection and ranging (LiDAR) technology has revolutionized aerial mapping of topography and vegetation, but the infrared lasers used on these...
Brook trout vulnerability to drought: eastern component of USGS national integrated ecohydrological research and monitoring plans
There is a growing and urgent need to develop and implement innovative strategies to research, monitor, and manage freshwater resources as societal demands escalate simultaneously with climate-driven changes in water availability. Over the past several years, many regions have experienced extreme droughts, fueled by prolonged periods of reduced precipitation and exceptionally warm temperatures...
A hydrological framework to improve precision of Vital Signs metrics in the Appalachian highlands
Stream flow is a fundamental driver of ecological structure and function, but its influence on bioassessment measures is poorly understood. Although extreme flow conditions (e.g., floods and droughts) have long been known to play a central role in structuring stream communities, a mechanistic understanding of the linkages between flow variables, landscape and local physical characteristics,...
Fish locomotion and biomechanics as limiting and optimizing factors in fish passage
Swimming ability determines how well fish are able to access habitat, and is a fundamental design consideration for passing fish at dams, road crossings, etc. The purpose of this study plan is to improve understanding of how fish are able to negotiate zones of high velocity and turbulent flow, such as are found in fishways, culverts, as well as in natural areas. Swimming performance is...
Climate change forecasts for eastern salmonids
Small streams in forests are likely to see dramatic shifts as global climate change influences air temperature and rain patterns. We have already seen warmer stream temperatures as air temperatures increase in summer in the Northeastern US. The intensity and duration of floods and droughts are also expected to magnify as future rain patterns shift. This project will evaluate how stream...
Development of Next Generation Techniques of fecal samples collected from nestling cactus wren
Coastal cactus wren populations have declined in southern California over the last three decades. In San Diego County, this decline has been especially noticeable in the Otay area, which in 2014 supported 14 territories on conserved lands. In the past, there were 25-53 active territories reported for this same area, with the highest estimate in 1992. There is also concern the number of active...
An ecosystem approach to assessing unconventional oil and gas impacts in aquatic ecosystems
The development of unconventional oil and gas (UOG) technology promises economic, societal and national security benefits. However, technological developments in this field have rapidly outpaced scientific studies on potential environmental effects. The effects of accidental UOG-related spills on environmental health are not adequately characterized, often occur in already ecological...
Developing and testing eDNA markers for the Federally endangered dwarf wedgemussel, Alasmidonta heterodon and other key freshwater mussel species
Dwarf wedgemussel is a federally endangered freshwater mussel with a historic range spanning the Atlantic coast. However, populations have dramatically declines over the last 30 years. Therefore, knowledge of current population distribution and abundance is critical to resource managers in order to monitor the species over time and to guide recovery actions. Manual survey efforts (snorkel or...
Metabarcoding of stomach contents from the Round Goby (Negobius melanostromus) in Pennsylvania
The Round Goby, Neogobius melanostomus, is a small benthic fish native to the Sea of Azov, the Caspian Sea, the Black Sea and the Sea of Marmara. The first round goby found in the Pennsylvania waters was in 1996. Since then, round gobies are now the dominant benthic fish in many of the tributary streams in the Pennsylvanian waters of Lake Erie, including French Creek. French Creek is...
Improving ecological flow science in the mainstem Delaware through WaterSMART
Demand for freshwater is increasing with human population growth and is exacerbated by water management practices, climate variability, and land use alternation. Ecological flow science attempts to understand flows necessary to support aquatic organisms so that managers can balance these with diverse human water demands. A primary focus of the USGS Northern Appalachian Research Laboratory (...
Development of fine-scale temperature models in the Delaware River: Application to predictive temperature modeling, decision support tools, and ecosystem services
Temperature is a primary driver of biological and ecological processes, and in rivers and streams influences distribution, reproduction, and behavior of aquatic species. USGS Northern Appalachian Laboratory (NARL) researchers are working with resource managers in the Delaware River Basin and collaborators at USGS Fort Collins Science Center to predict and model riverine temperature,...
Genomic Mechanisms that Underlie Lack of Recovery of Prince William Sound Herring Following the 1990s Collapse
In the decades following the Exxon Valdez Oil Spill (EVOS), it has become increasingly apparent that oil can be toxic at extremely low concentrations to developing fish embryos including herring, where some toxic phenotypes may be apparent during embryogenesis, but some are delayed until later in life. Therefore, acute and lingering oil may act as an insidious selective force within... | https://www.usgs.gov/ecosystems/fisheries-program/science/advanced-tools-and-technologies |
An MVP app that uses AR technology in order to help technicians in the field get advice from experts.
Overview
Our team developed an augmented reality (AR) enterprise-ready platform in the form of visual operation guidance, aiming to improve the efficiency of technical staff and preserve their knowledge, and by making it reusable over time.Our AR platform can provide easy-to-use, step-by-step procedures that guide technicians of any experience level at the physical site.
The Challenge
The high level goals were to:
1. Redesign technician side mobile app to be more user-friendly and easy to use based on feedback from field technicians.
2. Design an AR Modeling Studio that enables customers to build and maintain their own self-guided AR experiences.
My Role
I was part of a team which included a product manager, developers, researchers and two senior designers.
My responsibilities included the design of the entire product, which included:
-
Technician side iOS mobile app
-
Expert side iOS mobile app
-
AR modeling web application
In the technician side app I had to optimize the usability of existing interfaces for an application that already had an advanced sketch that needed to be redesigned and restructured.
For the design Expert side iOS app and the AR modeling web application I had to create a new design from scratch.
Date
Sketch, Adobe Illustrator, InVision,
IBM Research Lab
Tools
Sep. 2018 - May 2019
Company
Design process
Research, design, develop, iterate.
My design process includes developing a user experience strategy and proposals supported by research, interviews, identifying user insights and needs, designing user flows, wireframes, visual design, and high-fidelity interactive prototype
I based my designs to deliver upon the following key areas
1. Research
Project goal and vision
Study previous design
Competitive Analysis
User persona
2. Insights
Product goals
Product roadmap
3. IA
User Flow
Wireframes
4. Design
High-fidelity wireframes
Prototypes
1. Preliminary research
In this phase I start by understanding the technology, goal and vision of the product.
I discussed the current structure and design with the PM and analysed the existing features of the current product.
Before starting to work on these apps I made sure I understood the iOS design guidelines and how they applied to the apps together with the IBM design guidelines, to do that I contacted an IBM senior iOS designer from Austin and we conducted several meetings where he helped me understand the different dos and don’ts of IBM and iOS design.
As part of the research I identified the persona of the user that will use these apps (field technicians, experts and modelers) and their different pain points.
Referring back to this persona during the design process helped me stay aligned with user goals and remind me of the problems I need to solve for users.
2. Insights
From the research process I gathered key insights that guided me later on when I made design decisions.
My insights during the research process fall into two categories: user flow and structure insights, and appearance insights.
A few examples of such insights are:
-
The current flow and structure was too packed and had many redundant features, which really went against the persona’s story.
-
The buttons and icons are too small, the technician works in the field and needs a very simple interface which includes large icons and buttons without extra features so he won’t be led to make a mistake when working.
3. Information architecture
Based on the insights I collected I started creating the information architecture for the different apps.
This meant fine tuning the architecture of the already existing application (the Technician app) and creating whole new architectures for the two other apps.
After having a go-ahead from the product manager, developers and stakeholders on the mockups, we prioritized the most important features in the development cycle and I began to create the low-fidelity wireframes.
4. Wireframes and design
After several iterations and creating an IA of the platform, I captured my ideas quickly by sketching with pen and paper. It also enabled me to examine my ideas before putting everything through the time consuming process of digitizing. then I proposed flows and mock-ups for the three apps: one main AR modeling web application, two mobile apps for the expert and the technician, shared the wireframes with the team to get early feedback, after a few iterations, I was ready to move to the next phase: hi-fidelity wireframes and user testing.
At the end of the process, we had a few iterations of user testing in order to get some feedback on our work and to try and understand how the different users reacted to different features.
Based on these tests we made final modifications to the apps before migrating the project to IBM’s product support team.
Usability Testing
I conducted both in-person and remote usability testing with participants, noting down any mistakes, slips, or confusions they encountered.
In addition, we had monthly meetings with the larger team that included a larger number of participants, as part of our review process, we wanted to let the team experience the app, test it, and give feedback on it, as well as determine if they had any frustrations along the way and if it was intuitive and friendly. After collecting all the feedback, I discussed it with the product manager. | https://www.elliemualem.com/blank-1-2-1-1 |
The purpose of Spiritual, Moral, Social and Cultural (SMSC) development is to ensure that the school provides opportunities for pupils to develop spiritually, morally, socially and culturally.
At Springfields Academy our thoughtful and wide-ranging promotion of SMSC development, and within this, the promotion of fundamental British values, are at the heart of the school’s work and this helps our pupils to thrive. At Springfields Academy we recognise that the interrelated elements of this process can be explored throughout a balanced and broadly based curriculum. All subjects/pathways must therefore contribute in the development of their personal values and beliefs, spiritual awareness, standards of emotional self-regulation, attitude towards other people, whilst encountering, accepting social and cultural differences. Additionally, the process is about preparing pupils for the opportunities, responsibilities and experiences of adult life, equipping them to be thoughtful, caring and safe citizens.
Our approach to SMSC is derived from ‘best autism practice’ related to an understanding of the main theories of autism.
Autistic individuals share a neurological type, which is qualitatively different to that of non-autistics, and which will necessarily impact, both positively and negatively, on aspects of their thinking and learning; sensory processing; social relational experiences and communicative style, abilities and preferences. An autistic persons experience of and ability to be successful in the world will be dependent on the closeness of compatibility, between their individual profile of skills and requirements and their physical and social environment. Levels of sensitivity to environmental factors vary between individuals, and within the same individual overtime, so that the presentation of autism is ever changing. A person’s neurological type, however, remains constant, and being autistic is a lifelong identity.
As a result, it is essential that as a school we support the specific individual barriers that a pupil needs in building a safe independent life. This methodology and approach to ‘autism’ is supported through an integrated SMSC and British values curriculum that is differentiated in relation to the primary presenting need of the child.
Intent:
To build safe independent lives for autistic young people though support, understanding and enablement.
Spiritual development is when we:
Enable our learners with autism to develop the theory of mind skills to explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination, creativity and reflection.
As a school we have a specific focus on developing:
- Self-knowledge – an awareness of oneself, an acceptance and understanding of individual identity and how the pupil presents within their local community.
- Relationships – recognizing and accepting the worth of others and developing a sense of community (the ability to build relationships with others).
- Feelings and emotions – develop an awareness of when it is important to control emotions and feelings, and how to channel such feelings positively.
Moral development is when we:
Enable our learners to recognize right and wrong; respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views.
As a school we have a specific focus on developing:
- Acceptance and value – valuing ourselves, families, others, society and the environment.
- Decision making – learning acceptable values and developing skills to inform decision making, self-control and consideration for others.
Social development is when we:
Support our pupils with social communication needs to develop and use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.
As a school we have a specific focus on developing:
- Functional participation – developing the personal skills and qualities necessary to live independently in a multi-cultural and multi-racial society.
- Responsibility – encouraging pupils to take responsibility whilst in the community, experiences social rules and make personal adjustments to the environment.
Cultural development is when we:
Promote an appreciation of cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
As a school we have a specific focus on developing:
- Life experiences – exposing pupils to experiences within their local communities, and then transferring the skills and knowledge gained into other environmental situations.
Implementation:
Pupils at Springfields Academy may find the abstract concepts of their SMSC development difficult to understand.
This coupled with potential difficulties with social communication, interaction, imagination and flexibility, sensory processing, emotional understanding and self- awareness means that:
- The curriculum will be meaningful, relevant, practical, age and developmentally appropriate.
- The focus on teaching and learning will be multi-sensory on a concrete basis.
- Structure and support, through appropriate work systems and ‘good’ autism practice.
Due to the complex and diverse range of presenting needs, within the schools autistic population, it is essential that each cohort and key stage has a differentiated approach to SMSC development. This will be supported through a co-ordinated approach from the schools therapeutic, pastoral and care teams.
Impact:
The SMSC curriculum is evaluated through the termly curriculum review which is informed by: | https://www.springfields.wilts.sch.uk/Curriculum/SMSC/ |
The latest findings in seed physiologydiscussed as they relate to agricultural problems!
Presenting the latest findings in the area of seed physiology as well as the practical applications of that knowledge in the field, the Handbook of Seed Physiology: Applications to Agriculture provides a comprehensive view of seed biology and its role in crop performance. Key topics include seed germination, crop emergence, crop establishment, dormancy, preharvest sprouting, plant hormones, abscisic and giberellic acids, weeds, grain quality, oil crops, and malting quality. Abundant case studies provide information of value to researchers, students, and professionals in the fields of seed science, field crop research, crop science, agronomy, and seed technology.
The Handbook of Seed Physiology discusses vital topics which serve as the basis for the development of techniques and processes to improve seed performance and crop yield. In this text, you will explore:
- the effect of the soil physical environment on seed germination
- the roles of physiology, genetics, and environment in the inception, maintenance, and termination of dormancy
- the relationship between the termination of dormancy and the synthesis and signaling of gibberellins and abscisic acid
- mechanisms of orthodox seed deterioration and approaches for repair of seed damage
- characteristics, behavior, and mechanisms of desiccation tolerance in recalcitrant seeds
- the role of seed moisture in free radical assaults on seeds and the protective function of raffinose oligosaccharides
- the production of free radicals and their effect on lipids and lipid peroxidation
- components of grain quality in oil crops and factors influencing them
- structural components and genotypic and environmental factors affecting barley malting quality
- screening protocols for germination tolerance to temperature and water stress
- methods for improving seed performance in the field
- techniques for controlling preharvest sprouting of cereals
- breeding and production strategies for improving grain quality
- population-based threshold models in the prediction of germination and emergence patterns
- modeling changes in dormancy to predict weed emergence
Table of Contents
- About the Editor
- Contributors
- Preface
- SECTION I: GERMINATION IN THE SOIL AND STAND ESTABLISHMENT
- Chapter 1. Seedbed PreparationThe Soil Physical Environment of Germinating Seeds (Amos Hadas)
- Introduction
- Environmental Requirements of Germinating Seed
- Soil EnvironmentPhysical Aspects
- Seedbed Preparation, Characterization of Seedbed Attributes, and Seedbed Environment Conditions and Seed Germination
- Water Uptake by Seeds and Seedlings
- Seed-Soil Water Relationships
- Modeling Seed Germination and Seedbed Physical Attributes
- Concluding Remarks
- Chapter 2. The Use of Population-Based Threshold Models to Describe and Predict the Effects of Seedbed Environment on Germination and Seedling Emergence of Crops (William E. Finch-Savage)
- Introduction
- Imbibition
- Germination
- Other Germination Models
- Postgermination Seedling Growth
- Threshold Models: Prediction of Germination and Emergence Patterns in the Field
- Summary and Conclusions
- Appendix
- Chapter 3. Seed and Agronomic Factors Associated with Germination Under Temperature and Water Stress (Mark A. Bennett)
- Introduction
- Seed Coats
- Seed Size
- Seed Water Uptake
- Radicle Emergence and Root System Development
- Genetic Links to Germination Temperature Limits
- Seed Production and Seed Vigor
- Sowing Depths and Planter Technology
- Tillage Systems and Soil Structure Effects
- Interactions with Seed Treatments and Other Crop Protection Chemicals
- Screening Protocols for Germination Tolerance to Low Temperature and Water Stress
- Concluding Remarks
- Chapter 4. Methods to Improve Seed Performance in the Field (Peter Halmer)
- Introduction
- Changing Seed Form and Lot Composition
- Physiological Enhancement
- Physiological Responses to Enhancement
- Ecological Aspects of Seed Hydration
- Conclusions and Future Directions
- SECTION II: DORMANCY AND THE BEHAVIOR OF CROP AND WEED SEEDS
- Chapter 5. Inception, Maintenance, and Termination of Dormancy in Grain Crops: Physiology, Genetics, and Environmental Control (Roberto L. Benech-Arnold)
- Introduction
- Physiology of Dormancy in the Cereal Grain
- Physiology of Dormancy in the Sunflower Seed
- The Expression of Dormancy in Grain Crops
- Removing Dormancy at an Industrial Scale
- Genetics and Molecular Biology of Dormancy in Grain Crops
- Environmental Control of Dormancy in Grain Crops
- Concluding Remarks
- Chapter 6. Preharvest Sprouting of Cereals (Gary M. Paulsen and Andrew S. Auld)
- Introduction
- The Preharvest Sprouting Process
- Physiological Control of Preharvest Sprouting
- Quality of Products from Sprouted Cereals
- Measurement of Preharvest Sprouting
- Controlling Sprouting by Breeding
- Controlling Sprouting in the Field
- Chapter 7. The Exit from Dormancy and the Induction of Germination: Physiological and Molecular Aspects (Rodolfo A. Sánchez and R. Alejandra Mella)
- Introduction
- The Effects of Light Photoreceptors
- Embryo Growth Potential
- Endosperm Weakening
- Termination of Dormancy: Its Relationship with the Synthesis and Signaling of Gibberellins and ABA
- Concluding Remarks
- Chapter 8. Modeling Changes in Dormancy in Weed Soil Seed Banks: Implications for the Prediction of Weed Emergence (Diego Batlla, Betina Claudia Kruk, and Roberto L. Benech-Arnold)
- Introduction
- Dormancy: Definitions and Classification
- How Is Dormancy Level Expressed?
- Environmental Factors Affecting Dormancy Level of Seed Populations
- Factors That Terminate Dormancy
- Conceptualizing the System with Modeling Purposes
- Modeling Dormancy Changes in Weed Seed Banks As Affected by the Environment
- Concluding Remarks
- SECTION III: SEED LONGEVITY AND STORAGE
- Chapter 9. Orthodox Seed Deterioration and Its Repair (Miller B. McDonald)
- Introduction
- The First Seed
- Seed Deterioration
- Mechanisms of Orthodox Seed Deterioration
- Free Radical Production
- Free Radicals and Their Effects on Lipids
- How Do Free Radicals Cause Lipid Peroxidation?
- What Is the Influence of Seed Moisture Content on Free Radical Assault?
- Do Free Radicals Attack Only Lipids?
- Why Suspect Free Radical Attack on Mitochondria?
- How Are Seeds Protected Against Free Radical Attack? | https://www.routledge.com/Handbook-of-Seed-Physiology-Applications-to-Agriculture/Benech-Arnold-Snchez/p/book/9781560229292 |
The Research report provides an in-depth analysis of the impact of COVID-19 on numerous segments within the Chiral Technology market-supported product types, applications, and key players like (Solvias AG, Strem Chemicals Inc., Chiral Technologies, Johnson Matthey plc, BASF SE,, and more) across various countries around the world. Further, the Chiral Technology market report additionally provides insights into market developments, trends, provide and demand changes across numerous regions across the globe. The market is predicted to witness continuing growth throughout the forecast from 2021 to 2027. It commits various factors affecting industry like market environment, various policies of the government, past data and market trends, technological advancements, upcoming innovations, market risk factors, market restraints, and challenges within the industry. Then it analyzed the world’s main region market conditions, including the demand and supply chain analysis and industry rate of growth etc. At the top, the report introduced a new project SWOT analysis, investment feasibility analysis, and investment return analysis.
Updated research methodology: Using latest techniques to calculate exact data of the market
Further, the report presents profiles of competitors in the Chiral Technology market include:
Solvias AG
Strem Chemicals Inc.
Chiral Technologies, Inc.
Johnson Matthey plc
BASF SE
The report provides an accurate analysis of the changing competitive dynamics. It provides a forward-looking perspective on the various factors that drive or restrict market growth. It provides a five-year forecast evaluated based on Chiral Technology market growth projections. Helps in understanding the key product segments and their future, to gain a complete view of the market, and make informed business decisions by performing an in-depth analysis of the market segments.
Along with Chiral Technology Market research analysis, buyer also gets valuable information about global Chiral Technology Production and its market share, Revenue, Price and Gross Margin, Supply, Consumption, Export, import volume, and values for the following Regions: | |
What are the role of economist in the policy making process?
A primary role of economic researchers in policy making is to help draw a clear line between value judgements and economic analysis. Proper institutions are key to making sure that economic research influences policymaking in an appropriate way.... read more ›
Do economists create policies?
'Institutional position' refers to the presence of economists in policymaking organizations or elite networks. Here, the distinction between economists and policymakers collapses, and economists may be making policy decisions directly as well as giving advice to others.... read more ›
What is the importance of economic policy?
What is the purpose of economic policy? The main purpose of an economic policy is to achieve a strong and stable economy. This is attained through full employment, stable markets, price stability and economic growth.... view details ›
Why do we consider economist as policy advisor?
An economist is both a scientist and a policy advisor. Economists do not conduct experiments, but they still work with data and generate positive statements, using facts that cannot be refuted and normative statements about how the world should be.... view details ›
What are the roles of economists?
The role of an economist includes analyzing data that includes economic indicators, such as gross domestic product and consumer confidence surveys. Economists might research the distribution, accessibility, and reach of goods and services, in order to identify potential trends or make economic forecasts.... continue reading ›
What are examples of economic policies?
Economic policies are typically implemented and administered by the government. Examples of economic policies include decisions made about government spending and taxation, about the redistribution of income from rich to poor, and about the supply of money.... continue reading ›
What is economic policy and planning?
Economic planning is a resource allocation mechanism based on a computational procedure for solving a constrained maximization problem with an iterative process for obtaining its solution. Planning is a mechanism for the allocation of resources between and within organizations contrasted with the market mechanism.... see details ›
Which of the following is the economic policy?
Economic policies are fiscal policies, Industrial policies, taxation policy, exchange rates, EXIM policy but not technological policy.... see more ›
Which government policies would encourage economic growth quizlet?
An increase in government spending will increase the government budget deficit, which tends to increase interest rates, increase saving, crowd out private investment, stimulate capital formation, and slow the level of economic activity. Reducing the government's budget deficit will certainly increase economic growth.... see more ›
What are the types of policies?
Four types of policies include Public Policy, Organizational Policy, Functional Policy, and Specific Policy. Policy refers to a course of action proposed by an organization or individual.... continue reading ›
Why is normative economics important for policy makers?
Normative economics may be useful in establishing and generating new ideas from different perspectives, but it cannot be the only basis for making decisions on important economic issues, as it does not take an objective angle that focuses on facts and causes and effects.... read more ›
How do you perceive the role of econometrics in decision making in business and economics?
Role of econometrics in decision making in business and economics is very important. Econometrics is extensively used to forecast sales, estimate demand and supply functions or price elasticity of products which are essential for businesses to form marketing campaigns and production strategies.... see details ›
What are the dimensions of policy making process?
It has been represented that these analytical frameworks in terms of four dimensions: incidence, mechanism design, political economic and governance structures.... see details ›
Which definition of economics is the most suitable for Bhutan give reason?
...
Economy of Bhutan. | https://thebathroommerchants.com/articles/when-recommending-specific-policies-to-undertake-economists-make |
ASAP is seeking to hire an experienced Data Analyst and Database Administrator. The Data Analyst and Data Administrator will collect, manage, analyze, and store ASAP’s data including data from Non-US Organization Pre-Award Survey (NUPAS) Plus, online surveys, training, and quarterly and annual reports. S/he will bring technical expertise to ensure the quality and accuracy of data, collection process, design, and present it in ways that help ASAP and its local implementing partners make data-driven decisions. This position will report to the ASAP’s Ethiopia Country Team Leader.
Essential Functions
Specifically, the Data Analyst/Database Manager will be responsible for the following tasks:
- Managing and updating ASAP’s datasets to facilitate accessibility and use by ASAP’s Leadership Team and Technical Advisors
- Delivering high quality visualization using Power BI Dashboards to present NUPAS Plus results
- Responsible for timely data entry, organization, cleaning, and interpretations of NUPAS Plus results
- Leading the NUPAS Plus data entry, compilation, analysis, and outputs
- Assisting the ASAP team and local partners in tracking progress to the capacity assessment results
- Collecting, organizing, and analyzing data using a variety of software tools
- Preparing and managing different surveys using online platforms such as SurveyMonkey, Mailchimp, MS Form, etc.
- Preparing PowerPoint presentations for data reviews, and quarterly and annual reports
- Ensuring quality of data by conducting regular data validation checks
- Providing ongoing coaching and mentoring to LIPs in the proper use of the NUPAS database to be developed
Education And Experience Requirements
- Bachelor’s Degree or higher in Computer Science, or relevant field of study from an accredited university/college
- At least 5 years of experience in successfully developing and managing databases; and creating data visualization, and conducting data analysis
- Experience in database management and navigation
- Strong analytical and conceptual skills and the ability to think and plan strategically.
- Familiarity and Experience with PEPFAR-MER indicators
- Expertise in Microsoft Power BI, Power Query/Pivot, VBA, DAX.
- Familiarity with data analysis and mapping software including Stata/SPSS, Arc-GIS, QGIS
- Proficiency in Microsoft Office 365 advanced Excel, Word, and PowerPoint; and skills in R, Python, MS SQL are desirable
- Excellent communication skills and strong interpersonal.
- Ability to work independently and with team members and partners at all levels.
- Professional fluency in English required.
Summary Of Benefits
IntraHealth International, Inc. is a great place to work and prides itself on its comprehensive benefits package. We offer competitive salaries and a dynamic inclusive work environment that supports health workers, so they can improve the lives of people throughout the world. | https://newjobsethiopia.com/job/74/ |
Asking if your soil is sweet or sour--and whether your plants prefer that or not--might seem a silly question. But don't go tasting your soil yet--the question refers to soil pH, one of many factors that affect plant health and growth. pH acts indirectly on plant growth by affecting availability of nutrients, the presence of toxins and the growth of soil microorganisms.
Different people refer to soil pH in different ways. pH stands for "potential hydrogen" and measures the acidity of your soil using a scale from 0 to 14. A pH of 7 is neutral. If the pH is lower than 7, people refer to it as acidic, sour or low pH, while a pH over 7 is termed alkaline, basic, sweet or high pH. Soil pH is determined by the type of rock that formed the soil.
pH affects plant growth primarily through its effects on nutrient availability. High or low pH cause deficiencies in essential nutrients that plants need to grow. According to the Clemson Cooperative Extension, acidic soils frequently experience deficiencies in calcium, phosphorus and magnesium. Alkaline soils demonstrate deficiencies in phosphorus and many micronutrients. The availability of aluminum and manganese can also approach toxic levels in acidic soils and impair plant growth. Furthermore, soil pH affects the behavior of soil microbes, encouraging or inhibiting the growth of pathogens and affecting how well helpful microbes are able to break down organic material, freeing the nutrients it contains for plant use.
Determining soil pH requires a soil test, which can usually be performed by your local extension office. If your soil is acidic and you wish to raise it, a lime requirement test will further help you to determine what corrective actions to take. You can also purchase a home soil-testing kit from a garden center. However, as noted by the Ohio State University Extension, these tests do not provide recommendations on pH correction as that would require an analysis of soil type in addition to pH.
Soil pH primarily affects which plants will grow well in your garden. Some plants, such as blueberries and rhododendrons, like acidic soils, while vegetables and most ornamentals thrive in slightly acidic conditions. Plants such as lily and chrysanthemum are able to tolerate slightly alkaline soils. Once you know your soil pH, you will need to choose plants that will grow well in those conditions or attempt to adjust the pH through soil amendment.
The University of Florida IFAS Extension recommends selecting plants that grow well in your soil pH rather than attempting to change it, as pH adjustments can be challenging to implement and short-lived. If a plant you want doesn't grow well in your soil's natural pH, they advise growing it in a container.
Myriad factors influence the pH of soils, and gardeners can use them to adjust the pH to meet their gardening needs. However, soil pH is complicated, and no attempts to correct pH should be made without a soil test and consultation with an extension agent or other professional. Natural processes such as rainfall lower pH by leaching out minerals that make soils alkaline. Fertilizers that contain ammonium, urea or organic matter also tend to lower pH. The most common additive used to raise pH is lime. The effectiveness of all soil additives depends to a significant degree on your soil type. | https://www.gardenguides.com/130595-ph-levels-plant-growth.html |
Flexible, reinforced piping, particularly that used to convey petroleum effluents, conventionally has sealing sheaths made from thermoplastic materials, which offer the specific advantages of providing a high degree of mechanical deformation and being easy to use with extrusion processes.
However, they do have significant limitations, the main ones being:
limitations in terms of characteristics, depending on the temperature;
they are not fully impermeable to gas (due to diffusion over time), particularly in respect of H2S, which gives rise to a serious problem since it can lead to corrosion of the metal materials placed on the exterior of these sheaths. These materials, used to make the reinforcement designed to withstand pressure and traction, must by definition retain their original characteristics over time.
Metal materials are known to be impermeable to gas and are able to withstand the maximum temperature which a petroleum effluent might reach without any major problem. However, they are not flexible or are only slightly flexible as compared with polymer plastics materials. However, there are numerous applications (coiled tubing for drilling, rigid piping which is unwound at sea for transporting petroleum effluents) where steel tubes can be bent across small radii of curvature, chiefly by deformation in the plastic domain of the material.
Attempts have been made in the past to use continuous corrugated tubing as a means of making the piping more flexible but in this case, the need to be able to withstand resistance to internal pressure means that for these applications, it is necessary to strengthen the hollows of the corrugations, using a composite fibre material impregnated with thermo-setting resin as a reinforcement.
The objective of the present invention is to provide a reinforced flexible pipe. The piping consists of a combination, from the axis of the pipe out towards the exterior, of a cylindrical metal, inner tube which provides a seal against the effluents conveyed by the pipe, a layer which is resistant to internal pressure and external pressure consisting of reinforcements wound in a small pitch spiral around said inner tube and a sealing sheath made from an extruded plastics material.
In one embodiment, the structure of the pipe may include an intermediate layer made from plastic and inserted between the inner tube and the pressure-resistant layer.
The intermediate layer may be extruded on said continuous tube.
The intermediate layer may consist of a strip wound around the continuous-tube.
The pipe may have at least one layer of reinforcement which is resistant to traction, disposed on the outside of the pressure-resistant layer. The sealing sheath may be disposed between the pressure-resistant reinforcing layer and the traction-resistant reinforcing layer.
The sealing sheath may be arranged on the exterior of the traction-resistant reinforcing layer.
The sealing sheath may be externally protected by a flexible metal layer, for example clamped strapping. The pipe may have two sealing sheaths, one directly on top of the pressure-resistant layer and the other above the layer of traction-resistant reinforcement.
The profile of the pressure-resistant strengthening may be T-shaped.
The structure of the flexible piping of the invention described below allows a thin cylindrical tube of a metal material, selected so as to be resistant to corrosion (for example stainless steel or titanium), to be inserted in a flexible assembly consisting of reinforcement resistant to pressure, both internal and external, reinforcement resistant to longitudinal forces and plastic sheaths, either external or inserted in the middle. Said flexible structure is of a size such that it will comply with specifications corresponding to the requirements for pipe-laying and servicing on the sea bed, this piping being substantially horizontal and used to convey corrosive effluents. In most cases, said flexible tubing is laid in a trench (known as a xe2x80x9cbedxe2x80x9d) and then covered with materials designed to prevent, the flex-pipe from buckling, i.e. from extending and creating vertical loops under the force of the internal pressure whilst the two ends remain blocked.
| |
Intracellular activity of motoneurons of the rostral nucleus ambiguus during swallowing in sheep.
The nervous mechanisms that generate swallowing are still largely unknown. It has been suggested that a central pattern generator that contains a serial network of linked neurons must produce the successive excitation of motoneurons (Mns) and then the sequential activation of muscle through excitatory connections. Inhibitory connections have also been envisioned but never evidenced at the membrane level of the swallowing neurons. We investigated, by intracellular recordings, the behavior of 96 Mns in the rostral nucleus ambiguus during swallowing induced by application of superior laryngeal nerve stimulation to anesthetized sheep. The Mns were identified by antidromic activation following stimulation of glossopharyngeal, pharyngoesophageal, or cervical vagal nerves. Nine Mns showed a bell-shaped depolarization during the buccal or the early pharyngeal stage of swallowing. They probably projected to muscles of the soft palate (palatopharyngeal) and upper pharynx (stylopharyngeal, hyopharyngeal). Thirty-eight Mns exhibited a chloride-dependent hyperpolarization, indicating that they were under an active inhibition throughout the buccopharyngeal stage of swallowing. These Mns constitute a heterogeneous pool: some of them, producing spontaneous inspiratory discharges, probably innervated laryngeal or pharyngeal muscles; others might also be Mns of the esophagus, whose swallowing pattern was modified because of the anesthesia (suppression of the esophageal peristalsis). Forty-nine Mns showed a chloride-dependent hyperpolarization with a variable duration at the onset of swallowing, followed by a depolarization that could take place during either the buccopharyngeal (HD1-Mns) or the esophageal (HD2- and HD3-Mns) stage of deglutition. HD1-Mns probably projected to the median and inferior constrictors of the pharynx. HD2-Mns produced depolarizations with longer latencies and durations than those of the HD1-Mns. They probably projected to either the superior esophageal sphincter or the cervical esophagus (CE). HD3-Mns showed a buccopharyngeal hyperpolarization that was followed first by a lower-amplitude hyperpolarization accompanying the proximal CE contraction and then by a delayed depolarization. These Mns probably innervated the inferior CE or thoracic esophagus. We conclude that the initial inhibition exerted on the HD-Mns, by delaying the excitation of Mns, may play a role in the nervous mechanisms involved in temporal organization of the swallowing motor sequence. We suggest that swallowing disorders in humans such as dysphagia by failure of cricopharyngeal relaxation, diffuse esophageal spasm, and achalasia might be caused by impaired inhibitory mechanisms.
| |
One of the major challenges in the field of architecture is the reading and critiquing individual works regardless of relevant textual layers that may affect the formation of the work. The main concern of the present research is the great importance of criticism to the architectural community. Unfortunately however, the lack of systematic readings of architectural works has led to the absence of reliable criticisms that may help improve the quality of the works. As one of the most widely used concepts in contemporary literary criticism, intertextuality refers to the idea that a text is interconnected with earlier and later texts; therefore, every text should be read and appreciated in relation to other texts. As a concept, intertextuality is not exclusive to literary arts. It is also relevant to other artistic subjects including cinema, painting, music, architecture, photography and, in general, all forms of cultural or artistic production. Intertextuality has grown out of the field of literary criticism and has been put to use in reading and critiquing other artistic texts as well. In this study, we intend to read architectural works through an application of the theory of intertextuality to the field of architectural criticism. By relying on an intertextual reading, this study addresses the relations between peritext and intertext elements and their impact on the formation of the overall meaning of architectural works. We have formulated the Intertextuality Reading Model for the intertextual reading of architecture based on the theory of intertextuality and have evaluated the model by applying it to our reading of Al-Qadir Mosque as a case study. The question that we, herein, seek to answer is: How do we read architectural works based on the Intertextuality Reading Model? This study uses a qualitative design. Data collection was conducted via descriptive procedures and content analysis was carried out via discursive procedures, i.e., logical arguments. The study focuses on the theory of intertextuality and addresses the different layers of the text, i.e., the architecture work, in light of syntagmatic and paradigmatic axes, diachronic and synchronic approaches, codification and implications. Our findings indicate that the use of an intertextual method prevents superficial readings of architectural works, facilitates the understanding of hidden layers of meaning and activates broader paradigms of interpretation. The different semantic aspects of an architectural work in intertextual relations can be uncovered by a plurality of different layers at the vertical (“diachronic”) axis of its semiotic system and the horizontal (“synchronic”) axis of its codification system.
Keywords: criticism, the theory of intertextuality, Al-Qadir Mosque.
7. ———. 1971. Architectural judgment. Quebec: McGill-Queen's University Press.
8. Eco, Umberto. 2003. Function and sign: The semiotics of architecture. In Rethinking Architecture – A reader in cultural theory, ed. N. Leach, 181‒202. London, New York: Routledge.
9. Frampton, Kenneth. 2007. Modern architecture: A critical history (World of art). London: Thames & Hudson.
13. Kristeva, Julia. 1980. The bounded text. In Desire in language: A semiotic approach to literature and art. Leon S. Roudiez ed. Oxford: Blackwell.
23. Saussure, Ferdinando. 1995. Cours de linguistique general. Translated by Kurosh Safavi. 1999. Tehran: Hermes Publishing. | http://ciau-tabriziau.ir/article-1-217-en.html |
WINTER CUP TOURNAMENT RULES
All games shall be played in accordance with FIFA Laws, except as specifically modified by these rules.
**Rules are subject to change and final version of rules will be available at the tournament.
Players on the Field, Rosters, and Eligibility:
All games are 7v7 (6 field players and a goalie). There must be at least 2 female players on the field at all times and this does NOT include goalkeeper; teams without one woman will play down.
A team must have 5 players physically present at game time or a forfeit will be called; the scorekeeper’s watch is the official time in establishing a forfeit.
A team roster must consist of a minimum of 7 and a maximum of 15 players; the roster will be set at the time of kickoff for the first game of the tournament and may not be changed thereafter.
Each player on a team roster MUST sign a player waiver; a player will not be allowed to participate otherwise.
Participating teams will be required to wear the team t-shirts provided to them by America SCORES New York during all tournament games.
Offside: There will be no offside.
Ball: A size 5 ball will be provided for each game.
Slide tackles are illegal; this also extends to goalkeepers who attempt to save the ball outside their area. This rule will be strictly enforced, first with a warning, and then with a yellow card.
Length of games:
All group games will be 15 minutes long with no half-time.
All semi-finals are 2 x 10 minute halves with a 1-minute break for turnaround of teams.
Finals and ¾ play-offs are 2 x 12 minute halves with a 1-minute break for turnaround of teams.
Games are started by referee whistle and finished as per schedule according to scorekeeper whistle.
Start of play:
The home team will kick off the match. The game will start with a team taking a place kick while the ball is stationary in the center spot of the field. After a goal has been scored the game shall be restarted in the same manner; the kickoff will be taken by a player of the team that did not score the goal.
A goal can be scored directly from a kickoff and from anywhere on the field.
Putting the ball back into play:
When the ball leaves the arena, it will result in an indirect kick, rather than a throw-in. If the ball hits the ceiling, it will result in an indirect free kick from the location it hit the ceiling. If this is inside the box, the ball will be moved outside of the box.
Goals can be scored directly from a goal kick and kickoff.
After a goalkeeper makes a save, they cannot throw the ball over the half-way line. If this occurs, it will result in an indirect free kick at the half-way line for the opposing team.
Referees may use their discretion regarding putting the ball back into play if they feel as though a team is deliberately time-wasting. When the ball is placed on the ground for a kick-in or corner kick, the team has four seconds to put it back into play, otherwise the referee can whistle for a delay of game infraction, resulting in an indirect free kick for the other team.
Fouls/misconduct/penalties:
A player who intentionally commits one of the following infringements shall be penalized by the referee awarding a free kick to be taken by the opposing team from the point of infraction:
· Kicks or attempts to kick an opponent
· Trips an opponent
· Jumps or throws themself at an opponent
· Charges an opponent in a violent or dangerous manner
· Charges an opponent from behind unless the latter is obstruction
· Strikes or attempts to strike an opponent or spits at him (either a time penalty or EJECTION will be assessed)
· Holds an opponent
· Pushes an opponent
· Slides in attempt to play the ball, whether touching an opponent or not
· Handles the ball (i.e. carries, strikes or propels the ball with a hand or arm, except for the goalkeeper when in his/her goal area)
· Obstructing an opponent when not playing the ball
Yellow/Red Cards:
Team captains are responsible for the actions of their teammates, coaches and spectators and should be the only player who addresses the referee. If a team is deemed out of control and the captain is not able to resolve the situation, that team may be asked to withdraw from the tournament.
Anyone who uses profanity, displays poor sportsmanship, instigates and/or fights with another participant will be ejected. Anyone ejected must leave the field area immediately; any further harassment from an ejected player/coach may result in a forfeit.
An ejected player will not be allowed to play in their team’s next game (including any playoff games).
A player receiving TWO yellow cards (within the same game) will be ejected but will not have to sit out the following game.
Another player may replace an ejected player after the time penalty has elapsed (see rules: fouls/misconduct/penalties for more information on penalty times).
Any player receiving a YELLOW card will be required to make a $25 donation in support of good sportsmanship to America SCORES New York.
Any player receiving a RED card will be required to make a $50 donation in support of good sportsmanship to America SCORES New York.
A player shall be ejected from the playing field, if, in the opinion of the referee he/she:
· Is guilty of serious foul play
· Is guilty of violent conduct
· Uses foul or abusive language
· Is guilty of persisting in misconduct after being cautioned
A yellow card results in a two minute penalty for the player who has committed the infraction, with his or her team playing down a player for those two minutes. The time of the penalty is to be kept by the scorekeeper.
A red card results in an expulsion of the player committing the infraction and results in his or her team playing down a player for five minutes.
Yellow cards will result in a mandatory $25 donation and red cards in a $50 donation to America SCORES.
Penalty Kicks:
If a player of the defending team intentionally commits one of the above offenses within his penalty area, he shall be penalized a penalty kick regardless of the position of the ball (as long as it is in play).
Goalkeeping Restrictions:
The following infractions shall cause the referee to stop play and award a free kick:
· Passback – on any occasion when a player deliberately kicks the ball to his own goalkeeper, the goalkeeper is NOT permitted to touch it with his hands. This is an indirect free kick.
· Six second distribution – a goalkeeper, with possession of the ball within the penalty box, must distribute the ball outside of the penalty box to another player within 6 seconds of gaining possession. Possession shall be defined as control with hand.
· Handball outside area – Situations whereby the goalkeeper first handles the ball legally within the penalty box but the momentum of his actions carries him outside the penalty box shall not be deemed “severe in nature”, but will result in a direct free kick.
· NO PUNTING.
Official decisions:
Once ejected, the player concerned may not re-enter the game, nor may he/she sit on the substitutes’ bench. He may only be replaced by a different player 5 minutes after the ejection occurred, regardless of whether a goal has been scored before the 5 minutes have elapsed. The 5 minutes is of running time. In the case involving a team being at less than three (3) players on a side due to a player serving a 2 minute penalty the following shall apply: penalties will be stacked.
Free Kicks:
Opposing players must give 4 yards on all sides from the point where the ball is to be kicked.
Penalty Kicks:
At the moment of the kick all players, with the exception of the goalkeeper and player taking the kick, must be outside the area.
The goalkeeper may move his/her feet prior to the ball being kicked, but must remain on the goal line.
The player taking the kick must kick the ball forward; he/she may not play the ball a second time until it has been touched or played by another player.
Corner Kicks:
Players of the opposing team may not encroach within 4 yards of the ball until it is in play. The player taking the kick shall not play the ball a second time until it has been touched or played by another player.
A goal may be scored directly from a corner kick.
Substitutions:
The number of “on the fly” substitutions made during a match are unlimited, except in the case of a goalkeeper who can only be replaced when the ball is not in play. A player who has been replaced may return to the field as a substitute for another player. A substitution “on the fly” is one that is made when the ball is still in play, and for which the following conditions shall be observed:
· The player leaving the field shall do so from the designated player entrance at midfield or as designated by the referee.
· The player entering the field shall not enter the field until the player leaving the field has completely passed over the touchline. The entering player must remain off the playing field until the exiting player leaves the field.
· A substitute shall be subject to the authority and jurisdiction of the referee whether called upon to play or not.
· A goalkeeper may change places with any other player, provided that in each case the referee has given permission and that the change is made during a stoppage in play.
· If during an on the fly substitution the new player enters the field before the replaced player has exited, the referee will stop the game. The substitute player will be sent off, cautioned, and the game will restart with an indirect free kick to be taken by the opposing team from the spot where the ball was situated when the game was stopped. If inside the penalty area the kick will be taken from the spot on the penalty area box line nearest to the position of the ball before play was stopped.
Tie Games:
All preliminary games that end with a tie will remain as such, with each team receiving 1 point.
During the playoffs, a tie at the end of regulation will proceed directly to PENALTY KICKS, during which the following procedure will be used:
· The referee shall determine at which goal all of the kicks will be taken.
· The referee will toss a coin to determine who kicks first.
· Three (3) kicks will be taken alternately by each team, by choosing amongst those five (5) players including the goalkeeper who are on the field at the conclusion of the period. In event that either team finishes the game with less than 5 players a substitute player will be chosen to bring up the number of players taking the penalty kicks to five (5).
· If, after both teams have taken three (3) kicks, both sides have scored the same number of goals or haven’t scored any goals, the taking of the penalty kicks shall continue in the same order, until such time as both have taken an equal number of kicks and one team has scored a goal more than the other (not necessarily three (3)).
· Any additional penalty kicks will be taken by the substitute players, including the goalkeeper. After these players have taken a kick, the players mentioned above shall continue in the same order.
· Any eligible player may change places with the goalkeeper in the event of a LEGITIMATE injury.
· While the penalty shoot-out is in progress, all players shall be on the playing field, on the opposite half to that where the penalty kicks are being taken. The scorekeeper will control this area of the field and the players who are positioned here.
Group Stage Tie-Breaker Rules:
The ranking of each team in each group will be determined as follows:
1) greatest number of points obtained in all group matches;
2) head-to-head results;
3) least number of yellow/red cards accumulated in all group matches (1 point per yellow, 2 points per red)
4) goal difference in all group matches (maximum differential of 10 per game);
5) least number of goals allowed in all group matches;
6) shut-outs
If two or more teams are equal on the basis of the above criteria, their rankings will be determined as follows:
1) goal difference resulting from the group matches between the teams concerned;
2) least number of goals allowed in all group matches between the teams concerned;
3) drawing of lots by the Scores Commissioner
Player Equipment:
No player may wear anything that could injure another player or themselves (jewelry). Either cleats or turf shoes are recommended, but metal studs are strictly prohibited. Shin guards should be worn by all players at all times.
Goalkeeper Equipment:
Goalkeepers must wear an identifiable jersey provided by his or her team. The jersey color must be different than that being worn by either team. | https://www.newyorkscores.org/winter-cup-tournament-rules |
and, of course,
medieval
synonyms and on the right images related to the word
medieval
.
Definition of medieval
medieval
Mediaeval Me`di*[ae]"val, a. [L. medius middle + aevum age. See
Middle
, and
Age
.] Of or relating to the Middle Ages; as, medi[ae]val architecture. [Written also
medieval
.]
Medieval
Medieval Me`di*e"val, Medievalism Me`di*e"val*ism, Medievalist Me`di*e"val*ist . Same as
Medi?val
,
Medi?valism
, etc.
Meaning of medieval from
wikipedia
- In the
history
of Europe, the
Middle
Ages or
Medieval
Period
lasted
from the late 5th to the late 15th century. It
began
with the fall of the
Western
Roman...
- In the
history
of
Western
cl****ical music,
Medieval
music
was the
first
and
longest
era, from
approximately
the 6th to 15th century.
Followed
by the Renaissance...
-
Medievalism
is a
system
of
belief
and
practice
inspired
by the
Middle
Ages of Europe, or by
devotion
to
elements
of that period,
which
have been expressed...
- The
medieval
art of the
Western
world
covers
a vast
scope
of time and place, over 1000
years
of art in Europe, and at
times
the
Middle
East and
North
Africa...
-
Medieval
Latin
was the form of
Latin
used in
Roman
Catholic
Western
Europe
during
the
Middle
Ages. In this
region
it
served
as the
primary
written
language...
-
Medieval
India
refers
to a long
period
of the
history
of the
Indian
subcontinent
between
the "ancient period" and "modern period". It encomp****es the 6th...
- A
medieval
university
was a
corporation
organized
during
the
Middle
Ages for the
purposes
of
higher
education. The
first
Western
European
institutions...
-
Medieval
Times
Dinner
and
Tournament
is a
family
dinner
theater
featuring
staged
medieval
-style games, sword-fighting, and jousting.
Medieval
Times
Entertainment...
-
Medieval
communes
in the
European
Middle
Ages had
sworn
allegiances
of
mutual
defense
(both
physical
defense
and of
traditional
freedoms)
among
the citizens...
-
Medieval
warfare
is the
European
warfare
of the
Middle
Ages. Technological, cultural, and
social
developments
had
forced
a
severe
transformation
in the...
Loading...
Recent Searches ...
Knobbler
Knock
Knocking
Knock-kneed
Knock-off
Knopped
Knoppern
Kriegsspiel
Kruppizing
Ksar
L capreolus
Lab
Labara
Labella
Related images to medieval
Loading... | https://www.wordaz.com/medieval.html |
Zuber Law P.C.
Law Offices of Richard I Zuber
950 S. Cherry St. Suite 300
Denver, Co. 80246
Richard has been practicing family law for over 30 years and is trained in mediation and collaborative law. He represents clients in Denver and throughout Colorado with a particular focus on large-asset cases and complex child custody matters. He is a past chair of the family law section of the Colorado Bar Association, and a former past president of the Colorado chapter of the American Academy of Matrimonial Lawyers. Richard has been recognized as a Super Lawyer every year since 2006. He was also selected to be included in the 2015 edition of Best Lawyers in America. and is an AV Peer Review Rated /Preeminent Lawyer, Martindale-Hubbell. Richard enjoys a reputation as a strong and able advocate for his clients’ rights.
Richard prides himself on personalized service for every client and understands the unique difficulty of these situations. The objective is to resolve every case in the most efficient and stress-free manner possible. Richard believes in open, timely communication, and a commitment to keeping clients informed about the progress of their cases at all times.
Working through any family law matter is never easy. The emotion of the situation and the complexities of the legal issues can often be too much to bear. There is a lot at stake in these cases and it is important to have an experienced lawyer on your side who cares as much about the outcome of your case as you do. | https://academyofcollaborativedivorceprofessionals.com/richard-zuber/ |
Apr 30, 2015 · Narcissistic personality disorder and borderline personality disorder can be further distinguished by the relative instability of the sense of self, along with the impulsivity and self-destructiveness of borderline personality disorder. Mr. C, who presents with comorbid borderline and narcissistic personality disorders, illustrates these features.. It is the Borderline False Self that houses pathological narcissism. Narcissism, pathological narcissism, is not just found in those who have Narcissistic Personality Disorder. Those with Borderline Personality Disorder (BPD) also wrestle with it as I outline in my newest ebook, available now The Shadows and Echoes of Self - The False Self Born Out. BrightQuest treatment regimens for borderline personality disorder and co-occurring conditions include: Daily individual, group, and family therapy sessions. Carefully monitored use of medications, if they've been prescribed for anxiety disorders, mood disorders, or substance use disorders. Individualized vocational and educational instruction.
Borderline narcissistic personality disorder
yamaha s08 power supply
OBJECTIVE: This paper has 3 objectives. First, we review the epidemiologic evidence for the association between suicidal behaviour and suicide in individuals diagnosed with antisocial, borderline, or narcissistic personality disorder. Second, we examine whether any potentially modifiable risk factors are associated with these diagnoses, based on existing empirical evidence. Narcissism is a spectrum Richie Norton Keep your eyes and ears open for criticism—about you, Borderline Personality Disorder (BPD) is a condition characterized by difficulties regulating emotion Some attempt to gain and win love and power unhealthily Some attempt to gain and win love and power unhealthily.. Miller JD, McCain J, Lynam DR, et al. A comparison of the criterion validity of popular measures of narcissism and narcissistic personality disorder via the use of expert ratings. Psychological Assessment. 2014;26:958-969. Perry JP, Presniak MD, Olson TR. Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality.
Dec 05, 2018 · 1. Borderline personality disorder often causes symptoms like extreme mood shifts and uncertainty in how a person views themselves and others. People with BPD tend to have difficulty regulating .... Two-Sides of the Same Mirror: Reflections in Healing from being in a relationship with a partner suffering from Borderline or Narcissistic Personality Disorder. Two of the most difficult issues to work with are that of two personality disorders on the same continuum – borderlines and narcissists.. Jan 02, 2018 · McGlashen, T. H. & Heinssen, R. K. (1988) Hospital discharge status and longterm outcome for patients with schizophrenia, schizoaffective disorder, borderline personality disorder and unipolar affective disorder. Archives of General Psychiatry, 45, 363 – 368.CrossRef Google Scholar.
Sep 30, 2016 · BPD can be difficult to diagnose because many of the symptoms overlap with other mental illnesses such as depression, bipolar, and narcissistic personality disorder. Plus, borderline happens along .... One study showed that 40% of people who met criteria for BPD but not for bipolar disorder were nevertheless misdiagnosed with Bipolar Type 2. This is most likely due to some similarities between symptoms: impulsive behavior, intense emotions and suicidal thinking. However, they are very different diagnoses with different treatments methods, so. Narcissistic personality disorder (NPD) and borderline personality disorder (BPD) are both cluster B or dramatic/erratic personality disorders. In this way, they can appear similar and have shown.
Borderline Personalities Married To Narcissists. The individual who suffers from borderline personality disorder has an extreme abiding fear of being abandoned. Borderline personalities are psychologically fragile. Due to the lack of positive, nurturing internalized parental figures within their psyches, they feel desperately alone, worthless. Sep 16, 2021 · Narcissistic personality disorder is characterized by the presence of five (or more) of the following symptoms: 1. Believes that he or she is “special” and can only be understood by other special or high-status people. Requires excessive admiration. Possesses a sense of entitlement. Takes advantage of others.. Previous research has shown that antisocial, borderline, narcissistic and histrionic personality disorders, also known as the Cluster B personality disorders in the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-5), are commonly raised in lawsuits.Cluster B disorders are characterized by problems with emotion regulation, impulsivity and interpersonal conflicts.
Feb 01, 2022 · Alcoholism. Binge eating and/or starvation. Reckless driving. Impulsive behaviors can be very diverse. This is by far one of the most easily identifiable symptoms of borderline personality disorder, and it’s also one of the scariest and most stressful symptoms for the people who love the person with the disorder.. Different Types of Narcissistic Personality Disorder - Sub-Type 3. Inverted. Some researchers have identified another special type of covert, vulnerable narcissist called an inverted narcissist. These narcissists are thought to be codependent. (Although all narcissists are, to some degree, co-dependent in my opinion). Some borderline individuals are suicidal and self-harm. Other rage, criticize, and make wild accusations. People with BPD suffer, and so do those around them. About a third of people with BPD also have narcissistic personality disorder (NPD); they are especially unwilling to look at themselves and their own behavior. I'm here to help.
The most common ones being: Borderline Personality Disorder, Narcissistic Personality Disorder and Histrionic Personality Disorder. In the past it has often been speculated that Norma Jeane definitely ticked a lot of the right boxes for having certain characteristics of all three of these disorders. Grandiose narcissism has been associated with poor ability to understand one's own mental states and the mental states of others. Attachment and mentaliza-tion in female patients with comorbid narcissistic and borderline personality disorder. Personal Disord. narcissistic neurosi s and narcissistic personality disorder are. two discrete forms of pathology differing in terms of severity And interes tingly , it is borderline and narcissistic rather than other personality disorder traits that appear to be more prevalent.
Dialectical behavior therapy for women with borderline personality disorder: 12-month, randomised clinical trial in the netherlands. Substained efficacy of dialectical behavior therapy for borderline personality disorder. Kinscherff R. Proposition: a personality disorder may nullify responsibility for a criminal act. J Law Med Ethics. Peter Tyrer, Geoffrey M Reed, Mike J Crawford Classification, assessment, prevalence, and effect of personality disorder. Personality Disorder Narcissistic Personality Disorder Vs Borderline Personality Disorder Disorder That Makes You Incapable Of Love (SCHIZOID PD #1) Borderline Personality Disorder \u0026 Narcissism ... in Borderline Personality Disorder How To Recognize Covert/Collapsed Personality Disorders How to Tell Apart Narcissist, Psychopath, Borderline.
May 10, 2018. Getty Images. Borderline personality disorder (BPD) is a mental illness characterized by intense and unstable moods, impulsive behaviors, fear of abandonment, and inconsistent self. NLP & Personality Disorders (Borderline, Narcissistic, Schizoid, etc.) There is an NLP training out there where the NLP Trainer tells stories about how he used to cure people with schizophrenia. Even though schizophrenia and bipolar disorder are technically not personality disorders, it makes some. Apr 28, 2020 · The study, “Narcissistic and Borderline Personality Disorder: Relationship with Oxidative Stress,” published in March in the Journal of Personality Disorders, found that elevated concentrations of the molecule called 8-OH-DG, an oxidative stress biomarker, were similar in people with NPD and Borderline Personality Disorder (BPD)..
Borderline personality disorder. Borderline personality disorder ( BPD ), also known as emotionally unstable personality disorder ( EUPD ), is a personality disorder characterized by a long-term pattern of unstable interpersonal relationships, distorted sense of self, and strong emotional reactions. Those affected often .... Narcissistic personality disorder (NPD) is 1 of the 4 cluster B personality disorders, which also include antisocial personality disorder (ASPD), borderline personality disorder (BPD), and histrionic personality disorder (HPD). Whereas NPD is a distinct entity, it shares many similarities with the other cluster B disorders, which can be. Borderline Personality Disorder (BPD) is a mental illness characterized by striking mood fluctuations, unstable self-image, fear of abandonment, and a tendency towards self-harm. Furthermore, individuals suffering from BPD may also experience temporary psychotic symptoms like brief delusions and hallucinations. | https://harmonianiemcz.pl/borderline-narcissistic-personality-disorder.html |
United for Housing is a collaborative project developed by first-year students from the MS Design and Urban Ecologies program, the Community Development Finance Lab, and United Families of Sunset Park, a group of over 15 families who are organizing to establish a housing cooperative in Brooklyn’s Sunset Park. The project involves the co-production of educational and organizing tools to advance the efforts of the group, the design of methodologies to identify potential properties for the project in the neighborhood, and the development of scenarios to create a cooperative housing considering local assets and available public programs and funds.
WOMEN, CARE, AND HOUSING
Women, Care, and Housing: Envisioning New Housing Cooperative Models for Sunset Park’s Immigrant Communities initiated in the fall of 2018 as part of Design and Urban Ecologies Studio 1. Students worked closely with Beyond Care, a worker cooperative led by immigrant women providing childcare services in Brooklyn, which became a partner during the previous semester. As part of this project, a number of workshops, working sessions, and discussions around housing cooperatives and Community Land Trusts were organized in collaboration with Beyond Care members to work toward the design of a new model of housing cooperative for their families.
RECOVERY AND RESILIENCY COMMUNITY PLANNING TOOLKIT/ROADMAP
This research-based design project is being developed by MS Design and Urban Ecologies students in collaboration with the Local Initiatives Support Corporation. The project seeks to envision innovative organizing and planning tools to help underserved and immigrant communities build capacity as they start their recovery efforts. The tools will become part of LISC’s community-planning process ensuring equity and inclusion which remains at the center of the organization’s planning and collective impact process.
MULTI-YEAR PROJECTS
SUNSET PARK PROJECT
This ongoing multi-year project focuses on Brooklyn’s Sunset Park. This immigrant neighborhood has become the next frontier of development with the revitalization of its industrial waterfront. Public and private investment along the waterfront has skyrocketed the neighborhoods’ housing prices in recent years. This and the fact that public funds have not been distributed to other parts of the neighborhood to benefit the existing communities have turned Sunset Park in a space of resistance. Sunset Park’s numerous grassroots groups and militant community organizations are fighting against the ongoing gentrification and displacement. They are making clear their neighborhood is not for sale.
BUSHWICK PROJECT
This project was developed by first-year students from the MS Design and Urban Ecologies program from 2013 to 2015 in Bushwick. This woking-class neighborhood has been one of the most contested areas of North Brooklyn in recent years. Rezoning processes and profit-driven developments have made residents and local groups question the goals and outcomes of current housing policies and urban practices taking place in the city. Displacement in the name of development has become a policy. | https://parsons.edu/housingjusticelab/projects/ |
In order to limit the rapid growth of greenhouse gas emissions, China has decided to implement seven pilot schemes for emissions trading, which are expected to start operating in 2013, with a view to implementing a national scheme in the future. To support this effort, the EU-China Exchange on Challenges and Best Practices in ETS brought together emissions trading experts from Europe and representatives from the different pilot schemes. Benjamin Görlach, Senior Fellow at the Ecologic Institute, gave a presentation and co-chaired a workshop on how to design robust structures for monitoring, reporting, verification and accreditation.
The third in a series of three workshops addressed the issue of Monitoring, Reporting, Verification and Accreditation (MRVA), which play a crucial role in ensuring the credibility and effectiveness of an ETS. Since the ETS is a politically created market, the regulator has to ensure that the operators comply with all their obligations – first and foremost to accurately measure and to report on their emissions. Independent third-party verification by an accredited verifier has proven effective in the EU Emissions Trading Scheme to guarantee the accuracy of the reported emissions. Taking into account the European experience, the workshop participants discussed which structures would be needed for effective and reliable MRVA in the six Chinese pilot trading schemes, and on which existing data collection systems these could build. | https://www.ecologic.eu/7747 |
Also available in: Español 中文
The latest Global Update on Private Participation in Infrastructure (PPI) for the first half of 2015, available today from the World Bank Group’s Private Participation in Infrastructure Database, shows that total investment commitments for projects with private participation (hereafter investments) in energy, transport, and water sectors fell from US$53.6 billion in the first half of 2014 to US$25.3 billion in the first half of 2015, a decline of over 50 percent. If this trend continues, the annual total investment will be the lowest since 2005. On the bright side, , accounting for almost half of total investment in infrastructure and almost two-thirds of all projects.
The drop in overall investment was driven by a major reduction in activity in Brazil, from US$30.9 billion in the first six months of 2014 to US$1.8 billion in the same period of 2015. Investment in two other large countries, China and India, also fell, reflecting continued challenges to the PPI markets in both countries.
Nonetheless, if we look behind the drop in activity in these three countries, the news is more positive. , a number similar to the six-month totals in recent years. Ten countries saw at least US$1 billion in investment in the first half of 2015, which is comparable to activity in the last five years and well above activity in 2009 and earlier. Excluding data from Brazil, China, and India, investments in the first half of 2015 are above those of 2014 and 2012, and in line with the average over 2009–2014. Finally the total number of infrastructure deals in the first half of 2015 stayed relatively stable at 124 (from 132 in the first half of 2014). Overall, then, most countries are sustaining the levels of activity seen in recent years.
Despite the drastic reduction of activity in Brazil, , capturing 41 percent of the global total, followed by Sub-Saharan Africa (16 percent); Europe and Central Asia (13 percent); East Asia and Pacific (11 percent); South Asia (10 percent); and the Middle East and North Africa (9 percent).
The PPI Database team also looked at growth and investment by sector and subsector. Of the US$25.3 billion global investment, energy captured over half the total with US$16.3 billion; transport attracted US$8.1 billion and water received US$884 million. The energy sector also had the largest number of projects (86), water had the second highest number (19), followed by transport (18).
A strong showing in renewable energy was welcome news. (US$12.4 billion of US$25.3 billion) and almost two-thirds of all projects (74 of 124). Solar alone accounted for over one-third of all energy investment; whereas nonrenewable coal made up only 6 percent. Both in its share of total investment and its number of projects, renewable energy enjoyed the highest ever investment since the World Bank began tracking this data in 1990. Renewables are bucking this year’s overall trends, and are on course to record the fourth highest figures ever in terms of investments and number of projects.
The countries most active in renewable energy include South Africa, Chile, Jordan, Pakistan, Morocco, and Brazil. Renewable energy investment increased in four of the six Bank regions: Sub-Saharan Africa, Eastern Europe and Central Asia, South Asia, and the Middle East and North Africa. Only East Asia and the Pacific and Latin America and the Caribbean experienced drops in renewable investment (likely reflecting decreased investments in China and Brazil). For the first time, , in the first half of 2015, thanks to its Renewable Energy Independent Power Producer Procurement Programme (REIPPP), which saw closure on 16 projects totaling approximately $4 billion in this phase of funding. The Middle East and North Africa region also made a strong showing, with the financial closure of Jordan’s innovative seven solar projects (arranged by World Bank Group’s International Finance Corporation) and Morocco’s successful conclusion of a pair of solar megaprojects totaling US$1.8 billion.
, and stay tuned for future updates and analysis. | https://blogs.worldbank.org/ppps/private-investment-infrastructure-emerging-markets-2015 |
Industries that are experiencing disruption with incumbents are typically those that engage in dishonest behavior, according to Ron Carucci, CEO of Navalent, a leadership and organizational consulting firm.
Indeed, a Navalent study conducted over 15 years and comprised of 3,200 interviews in 210 organizations, revealed that a lack of strategic clarity, just accountability systems, transparent governance, and cross functional collaboration all lead to widespread dishonesty.
Before solutions to these issues are discussed, however, it is important to make sure there is clarity on what ethics and culture mean for organizations.
Defining a culture of ethics
Ethics is often defined as a “system of moral principles,” and when applied to businesses, the simplest form of business ethics was defined as “Doing the right thing in everything,” according to a recent panel of compliance leaders from private enterprises, corporations, and academia.
In addition, culture is defined as “a way of thinking, behaving, or working that exists in a place or organization.” Combining these two definitions to determine what a culture of business ethics means for the modern corporation leads you to a good working definition of “the design of systematizing ‘doing the right thing in everything’ vertically and horizontally within an organization.”
The ethical context has many faces
Working with the aforementioned definition means that an organization’s ethical systems and structures — i.e., ethics and compliance teams — will need to analyze the levers of culture and behavior within the HR, finance, and strategy functions of an organization and create processes, governance, compliance, and accountability structures through an ethical lens.
Often, a cross-functional approach to addressing ethics is the best route, because when there is a gap in one area, it can spill over into other areas, leading to reputational damage, under-reporting of questionable conduct, and a less-than-productive employee experience.
For example, the ethics dilemma comes up in reputational risk when the organization is more focused on managing inputs than it is on eradicating the root causes of bad behavior. From the employee perspective, focusing strictly on compliance increases cynicism, because this sole focus on risk can reduce an altruistic program into a company protection program. Indeed, making examples of people just reinforces the cynical nature and discourages them from speaking up because of the fear of backlash. Not surprisingly, incentives which led to the bad behavior are missed as a result.
The panel of compliance leaders discussed what a successful system of business ethics needed, identifying these key components of a well-rounded program:
- Enforcement — According to one leader, enforcement of the compliance program is key. Unless there is no fear of getting caught, risk of ongoing bad behavior is higher.
- Tone at the top — Ethical behavior starts at the top, and leaders set the tone of the organization as to what is acceptable and unacceptable behavior in its culture. Unfortunately, most C-level discussions focus on strategy, cost structures, revenue, and performance. Rarely is much time spent on ethics and compliance.
- Access to the CEO and the Board — Compliance officers need regular access to the CEO and the board. Many heads of compliance programs lack a seat at the table because compliance is a cost center, where “profit” derives from costs that did not happen. Ethics leaders must spend time with the CEO and forge relationships with allies to “have their back when making non-legal recommendations.”
- Input on compensation and promotion — Enabling chief compliance leaders to provide their perspective on other business leaders’ compensation and promotion recommendations is an important lever in weeding out poor ethical behavior. One manufacturing company which was used to robust quality assurance programs, gave the chief compliance, accounting, and risk officers the last say on compensation recommendations.
‘Data is the new oil’
A necessity of a balanced program, according to industry leaders, was a cross-functional data program. Ernst & Young is producing “integrity analytics,” which combines social science and data science to analyze culture. Analyzing integrity is critical for organizations because “behavior is a function of the person employed and the individual’s interaction with the environment,” according to Katharina Weghmann, Associate Partner and Integrity Lead at EY. As investors push for long-term value reporting and regulators add pressure on cultural issues, “EY saw an opportunity to ‘operationalize integrity,’” Weghmann said.
Some important data sources mentioned by the panel include:
- Customer feedback — One person indicated that integrating customer complaints is really important to spotlight bad behavior and be an influencing factor in compensation and incentives.
- Harassment reporting — Another importance source of information is harassment statistics. Indeed, harassment and ethical behavior are correlated, the panel said. “Bad harassment equals bad ethics,” one leader stated.
- Employee engagement — Feedback from employees is also a critical data component. If employees believe they work for ethical company, they are more loyal, more inspired, and more highly engaged.
The role of the lawyer in blending ethics & compliance
In the modern corporation’s compliance system, the question of ethics is distorted when the system involves lawyers setting rules and compliance officers enforcing them, according to the panel.
For an effective compliance program, the role of lawyers is to advise on systems that include a legal/illegal component and an ethical lens. Without the ethical consideration, the lawyer may over-emphasize the “is-the-behavior-legal-or-illegal” dynamic. When combined with an ethics context, however, it establishes a higher threshold and greater expectation of proper behavior. | https://blogs.thomsonreuters.com/answerson/ethics-and-culture/ |
Q:
Deep Search a List
For this challenge, a list is considered valid if and only if it consists entirely of integers and valid lists (recursive definitions \o/). For this challenge, given a valid list and an integer, return a list of all depths at which the integer can be found.
Example
Let's consider list [1, [2, [3, [1, 2, 3], 4], 1], 1] and integer 1. Then, we can draw out the list like this:
Depth 0 1 2 3
Num 1
2
3
1
2
3
4
1
1
You'll notice that 1 shows up at depths 0, 1, 3. Thus, your output should be 0, 1, 3 in some reasonable format (order does not matter).
The depth may be either 0- or 1-indexed, but please specify in your submission which one it is.
Test Cases (0-indexed)
For list [1,[2,[3,4],5,[6,7],1],[[[[5,2],4,[5,2]]],6],3]:
1 -> [0, 1]
2 -> [1, 4]
3 -> [0, 2]
4 -> [2, 3]
5 -> [1, 4]
6 -> [1, 2]
7 -> [2]
For list [[[[[1],0],1],0],1]:
0 -> 1, 3
1 -> 0, 2, 4
For list [11,22,[33,44]]:
11 -> [0]
22 -> [0]
33 -> [1]
44 -> [1]
Return an empty list if the search term does not exist in the list anywhere.
Negative and zero values are valid in the input list and term.
A:
Mathematica, 25 bytes
Tr/@Union[1^Position@##]&
(returns 1-indexed output)
Explanation
test {1, {2, {3, {1, 2, 3}, 4}, 1}, 1}
Position[test,1] {{1}, {2, 2, 2, 1}, {2, 3}, {3}}
1^Position[test,1] {{1}, {1, 1, 1, 1}, {1, 1}, {1}}
Union[1^Position[test,1]] {{1}, {1, 1}, {1, 1, 1, 1}}
Tr/@Union[1^Position[test,1]] {1, 2, 4}
A:
Haskell, 102 93 80 76 bytes
Thanks Bruce Forte for saving some bytes, and Laikoni for saving some more.
Thanks 4castle for saving 4 bytes.
Haskell has no data type for this kind of list, so I made my own.
This solution is 1-indexed
import Data.List
data T=E Int|L[T]
E n%x=[0|x==n]
L s%x=nub$map(+1).(%x)=<<s
Try it online!
First I define (recursively) a data type T
T has either type E Int (single element of type Int) or L[L] (list of type T).
(%) is function that takes 2 arguments, on of type T, the list through which we are searching, and x, the Int we are looking for.
Whenever (%) finds something that is a single element E n, it checks n for equality with x and returns 0 if True.
When (%) is applied to an L s (where s has type [T]) it runs (%) on all the elements of s and increments the result (as the depth is increasing since we are looking inside s), and the concatenates the result.
nub then removes the duplicates from the list
NB. import Data.List is only for nub.
A:
Python 2, 68 bytes
f=lambda l,k,d=-1:l>[]and f(l[0],k,d+1)|f(l[1:],k,d)or{d}-{d+(l==k)}
Try it online!
| |
On Twitter and Facebook, the concept of “Throwback Thursday” (or #tbt) has become quite popular. Typically, it’s a picture from long ago that you’ve forgotten.The theory behind why its so popular is that there is still gold to be mined out of older things.
I was thinking about that concept lately when it comes to blogs and employment law. Overall, lawyers tend to write about the latest and greatest development as if it requires a wholesale reinvention of human resources. I’ve tried to provide some context over the years but I’ve also been trying to find a forum to provide additional perspective on certain issues.
So, with that in mind, from time to time, I’ll take a look back at some cases and issues that still have relevance today and give them that modern day “blog” makeover.
The case that immediately comes to mind is Torosyan v. Boehringer Ingelheim Pharmaceuticals, Inc., which was decided just a few months before I started my career in employment law. It was the case I can remember being discussed in my employment law meetings when I first started work.
Background
According to the court’s decision, back in 1982, the plaintiff came to Connecticut at the defendant’s invitation and expense, for job interviews with five of the defendant’s employees. According to the court:
At several of the interviews, the plaintiff informed the defendant’s employees that he was seeking “long-term” employment, and that he did not want to move his family from California unless the defendant could guarantee him job security. In response, one interviewer told the plaintiff that if the plaintiff did a good job, the defendant would “take care” of him. Another interviewer told the plaintiff that he hoped that the plaintiff would stay forever and that the plaintiff would have the opportunity to examine the company’s employee manual to determine whether it provided the guarantees that he sought. ….
On August 31, 1982, the defendant wrote to the plaintiff, stating that “[t]his letter confirms our offer to you for employment as Biochemist III at an initial salary of $30,000 per year.” Although the letter from the defendant further represented that the defendant would provide the plaintiff with various fringe benefits, it did not state that the plaintiff’s employment would be terminable only for cause. The letter also did not state, however, that it contained all the terms of the plaintiff’s employment contract or that it superseded any prior or subsequent oral representations that might be made to the plaintiff. The plaintiff countersigned the letter without adding anything thereto and returned it to the defendant.
On his first day of work, Torosyan received the employee manual. The manual provided that the company could discharge employees for “cause.” Approximately two years later, the company distributed a new employee manual which no longer limited discharges to cause. The new manual included a disclaimer stating that the manual was for instructional purposes only, and also added a section stating that falsification of any company record could result in termination. One year later, Torosyan was fired for submitting a false expense report, and sued claiming breach of contract and defamation.
The Supreme Court’s Conclusion
On appeal, the Connecticut Supreme Court held that the comments made to Torosyan during his interview and the language in the earlier personnel manual created an implied contract that he would only be terminated for cause, and that Boehringer breached that implied contract by using the false expense report as a pretext for his discharge.
The Company then argued that the employee’s decision to continue his employment after receiving the revised handbook constituted his acceptance of changed policies. But the Court did not accept that argument saying that “[w]hen an employer issues an employment manual that substantially interferes with an employee’s legitimate expectations about the terms of employment…. the employee’s continued work after notice of those terms cannot be taken as conclusive evidence of the employee’s consent to those terms.”
The Significance of the Decision
The court’s decision really emphasized that employers needed to focus on two aspects of the employment relationship that had not received a lot of attention before: Offer Letters and Employee Handbooks.
Employers started to put all offers in writing and included specific language that the employee was at-will, meaning the employer or employee could terminate employment for any reason at any time, with or without notice. Employers also added language that stated that this offer letter superceded any prior representations that were made and that the employee was not relying on any such promises.
For handbooks, employers also started to get employees to sign off on handbooks and agree that the handbook could be revised in the future without futher approval from the employee. And in some instances, employers started to get employee acknowledgements on significant revisions to the handbook as well. In addition, employers started to offer some additional “consideration” for an employee’s consent to the new employee handbook rules; a floating holiday was offered by a few employers, for example.
Offer Letters and Handbooks
So, hopefully now you have a better picture on why offer letters and employee handbooks contain the language that they do and why those acknowledgement forms shouldn’t be ignored. If you haven’t had your offer letters or employee handbooks revised (or, if you have downloaded one off the internet without making sure it complies with Connecticut law), be sure to do so.
Twenty years is long enough warning. | https://www.ctemploymentlawblog.com/2014/06/articles/throwback-thursday-why-your-offer-letters-and-employee-handbooks-have-disclaimers-tbt/ |
Since our founding, the mission of the Department of Human Genetics has been to uncover the genetic bases of health and disease, as well as of evolution and development, by employing combinations of innovative experimental and computational approaches. A vital component of our academic enterprise is to disseminate our new knowledge through teaching and mentoring. We seek to grow our faculty with diverse and creative individuals who will build collaborations that integrate and expand existing strengths and inspire us to take bold steps in new directions that address the most important questions in basic and translational genetics. These include, but are not limited to:
How are genes organized and regulated to control functions of cells, tissues, and whole organisms?
How does genetic variation lead to individual and population diversity of form, function, disease, and response to environmental challenges?
How can genome science/big data promote discovery science and inform individual and community medical decision making?
We have five primary areas of focus
Genetics of Health and Disease
Evolutionary Genetics and Genomics and Human Population Diversity
Functional Genetics and Genomics
Genetics of Health and Disease
The Department of Human Genetics has a long and distinguished history of discovering and characterizing genes that influence human health and disease. This research has benefitted from resources such as the Utah Population Database, the world’s largest collection of multigenerational pedigrees linked to medical records. Through institutional initiatives that include the Utah Genome Project and the Center for Genomic Medicine, thousands of pedigree members are undergoing whole-genome and exome sequencing to identify genes that underlie Mendelian and common, complex diseases. These efforts are broadly collaborative, integrating nearly every department in the School of Medicine. Our research also spans a wide range of activities, including computational analysis of large genomic datasets, functional analysis of candidate genes using in vitro and in vivo models, and translation of research findings to improve disease diagnosis and treatment. This research is enhanced by a rigorous evolutionary framework in which we are informed by countless natural experiments in a wide variety of species, including our own.
As our department continues to expand in this rapidly developing area of research, we will seek faculty who value broad collaborations across basic and clinical science. We will encourage fresh, innovative technology development that will improve human health and reduce the burden of disease.
Computational Genomics
Technological advances have always driven discovery. New DNA sequencing technologies have enabled unprecedented studies of genetic variation, genome mutation, and gene regulation. As a result, genetics research has rapidly transitioned from a low-throughput to an incredibly data-rich discipline, generating enormous, complex datasets. Therefore, equally important are computational advances in algorithms, data formats, and software that have allowed new molecular approaches to be used in diverse studies of genome biology.
Research in computational genetics and data science is vital to a deeper understanding of the connection between genotypes and phenotypes. For example, it remains unclear how to integrate large, heterogeneous "multi-omic" datasets from the same organism or experimental condition to examine cellular state or the abundance and diversity of expressed proteins. Similarly, while the potential is enormous, we lack efficient methods to integrate genome, phenotype, and health record data to predict disease risk and future phenotypes. Progress in these areas will necessarily bridge mathematical, algorithmic, imaging, and visualization techniques and require researchers with deep, interdisciplinary expertise.
Our Department has built a strong foundation in bioinformatics and computational genomics. Moving forward, we will recruit scientists who excel at the development of computational and molecular methodologies that advance our understanding of genome biology and the impact of genetic variation on an organism's fitness and phenotypic diversity.
Evolutionary Genetics and Genomics and Human Population Diversity
Evolutionary genetics offers a versatile framework for gaining biological insights from vast surveys of genome-scale information. Comparisons of variation among populations and species can reveal patterns and principles of the organization of life. Rules by which organisms interact and secure resources are written in genomes, the results of random and natural experiments since the origins of life. Evolutionary genetics interprets the countless experiments embedded in nature’s fragmented records over millions of years in order to gain deep insights into biological form and function.
We envision a department with a growing appreciation of the origins and consequences of variation within and between species, including variation in traits that affect health and disease. Active areas of inquiry in the Department currently include the evolution of disease resistance, host-pathogen interactions, patterns of molecular coevolution, adaptive evolution, and evolutionary variation between species and between humans. Key focal areas for further development include developing a comprehensive understanding of diverse human populations; performing comparative work in nontraditional research organisms, including through the development of new genomics and phenomics; experimental evolution; evolutionary theory; and investigating how ecological relationships have shaped the evolution of the genome.
Functional Genetics and Genomics
The major goal of functional genetics and genomics is to understand mechanistically how genes control fundamental biological processes. To carry out such mechanistic studies, we have built a strong community of experimental biologists who use a variety of established model organisms - fruit flies (Drosophila), round worms (C. elegans), zebrafish, chicken, and mice - and also unconventional organisms, such as butterflies and manatees. Harnessing the unique strengths of each of these systems, we use forward genetic screens to identify novel genes as well as reverse genetics to test the function of candidate genes. Using these tools, we are uncovering the mechanisms regulating development and regeneration, homeostasis and aging, physiology and metabolism, and behavior. We look forward to welcoming faculty who bring creative and innovative approaches to functionally dissecting diverse biological processes.
Education
A vital component of our academic enterprise is preparing the next generation of researchers. We pride ourselves on the high-quality training and mentoring that we provide for students in our PhD program. Faculty members actively participate in teaching courses and in journal clubs and RIPs, as well as leading the combined Molecular Biology graduate program.
We also participate in preparing the next generation of healthcare professionals.
Our 2-year, Master’s of Science Graduate Program in Genetic Counseling graduates approximately 10 students/year, who work in a wide variety of clinical and expanded genetic counseling roles across the country. The program provides a highly supportive and collaborative educational environment, involving faculty from multiple departments on the health sciences and main campus.
Human Genetics faculty are encouraged to participate in medical student education, where they contribute their expertise in basic science. Many faculty serve as facilitators for case-based learning groups and the Layers of Medicine, medical arts and humanities discussion groups. Several faculty members serve as course directors, leading a topic-focused course that integrates basic and clinical sciences.
We recognize that it is essential to spark students’ interest in science and science careers well before they enter graduate school. Our Genetic Science Learning Center’s mission is “making science and health easy for everyone to understand.” The Center fosters science literacy in K-12 and higher education students, educators, and members of the public via its Learn.Genetics and Teach.Genetics websites, which likely constitute the most highly-used online life science education resource in the world. | https://www.genetics.utah.edu/about-us |
Category Archives: E3-Exemplify an understanding of professional responsibilities and policies
In this final lesson, we learned about the importance of applying formative and summative assessment with the use of ePortfolios. We discussed that these assessments need to provide specific and quality feedback for students to follow. It is also important for this feedback to be given in a timely manner so that students are able to make necessary alterations. In the resource, “Principles of Learning – Frequent Feedback”, the author states, “Because the brain wants to deal with the most pressing matters, it is necessary to practice those things that we wish to retain and to receive feedback that includes ‘explicit cues about how to do better’” (Seely, Brown, & Duguid, as cited in Ewell, 1997, p. 9). These “explicit cues” allow students to see areas of growth that they might not have seen themselves.
The questions asked in this lesson made me examine how I am assessing student learning with ePortoflios, which then made me contemplate the target of using ePortfolios and what I should expect from the students. The target of the implementation of ePortfolios in my video production classes is that students will have a place to showcase their work as well as a platform for reflection. The consistent reflections will serve as formative assessment and the video projects will be used for summative assessment. Both of these assignments will be posted on the students’ ePortfolios and allow a space for me to provide feedback.
The resources and rubrics from this lesson were very helpful as I considered the best approach to give formative and summative feedback and assessment. My expectations are that students will post videos and reflections on time and meet the criteria of each assignment. The students’ reflections will be graded on the timeliness of each post, follow up postings, content contribution, and clarity and mechanics. The implementation of ePortfolios in my video production classes will not only provide a platform to showcase their work, but also a space to reflect on their growth.
Identifying Similarities and Differences is a teaching strategy that uses the concepts of comparing and contrasting knowledge so that students can better understand the subject matter. The specific strategies inside this category are comparing, classifying, creating metaphors and creating analogies (Dean et al, 2012). Comparing is when students differentiate subjects based on their similarities and differences. Classifying is when students divide the subject matter into categories based on their similarities. Creating metaphors is when students can find patterns among the subject matter and relate them to similar patterns that they are aware of. Creating analogies is when students pair together concepts to better understand the components of the knowledge (Dean et al, 2012). The main recommendations for implementing the strategy of Indentifying Similarities and Differences is to first show students how to correctly use this approach, then allow time for them to practice while also guiding them through the process with cues and questions (Dean et al, 2012).
Key Research Findings:
With curriculum that is constantly changing and growing, this is a flexible approach that allows students to make connections with what they are learning in the classroom to the world around them (Dean et al, 2012).
This approach can be useful in teaching students with learning disabilities because it helps them categorize the world around them (Tarver, 1986).
Guide students through this approach by first modeling what you would like students to do. Do this with different examples until students feel confident to utilize the strategy themselves.
Provide students with visual organizers such as Venn diagrams or charts so that they can see the relationships that the information creates.
Allow students to identify similarities and differences in collaborative small groups while giving them corrective feedback.
When possible, ask students to summarize information so that they can draw conclusions from this strategy’s outcomes.
Use student directed tasks and teacher directed tasks so that students can practice both elements of this approach.
Use this strategy when introducing concepts that may be foreign to students and allow them to apply a creative process to it. An example from Video Production classes that I have taught is applying this strategy when teaching students the difference between good and bad cinematography.
This strategy gives room for students to contemplate key knowledge while also applying their unique views and creativity. An example of this can be seen in my graphic design students’ work where they were asked to pick an everyday word or phrase, which contains different components and then making a visual representation of it (see examples below).
In the article, “Cognitive Content Engagement In Content-Based Language Teaching”, Kong and Hoare (2011) compare classrooms in China that incorporated academic language successfully and unsuccessfully. The studies showed students were able to process information on a deeper level when academic language was applied. However, this outcome was incumbent upon the teaching of academic language. When students engaged in academic discussions, teachers saw that there was greater cognitive understanding that made, “…learning truly meaningful to them” (Kong & Hoare, 2011, p. 311). This shows that teachers must focus on teaching academic language as well as the inherent knowledge of communication. Kong and Hoare (2011) write, “They then need to develop content objectives that entail the understanding of concepts and relationships between concepts, and related language objectives, to support students’ language development” (p. 323).
Galguera (2011) argues that academia needs to stop categorizing English Language Learners (ELL’s) into one homogenous group. Instead, teachers should consider how best to teach academic language to promote learning. He suggests that “Participant Structures” allow teachers to empathize with their students. Galguera (2011) writes, “I propose that we concentrate our efforts in preparing teachers to consider the functions language plays in an academic setting” (p.86). By employing students’ personal vernacular and social communication, teachers form a bridge toward teaching academic language. Galgera (2011) writes that the goal of academic language is to “…describe complexity, higher-order thinking, abstractions, as well as using figurative expressions…” (p. 90). Here, we find a complex definition of academic language as a deeper level of cognition.
In the article, “Transmediation in the Language Arts Classroom”, McCormick (2011) discusses how “transmediation” can help students engage in analytical understanding, creating pathways to academic language. McCormick (2011) writes, “Through questions and direct comments, teachers encourage abstract association and logical reasoning” (p. 580). By involving students in transmediation activities, teachers present the opportunity to produce new meaning in a student’s vocabulary. The article placed emphasis on art education expanding student cognition through transmediation. McCormick (2011) argues that the arts can be used as a powerful tool to understand academic language.
Similarly, Mary Ann Saurino’s (2004) article, “We could do that! Improving Literacy Skills Through Arts-Based Interdisciplinary Teaching”, discusses the impact that art education has on the literacy of ELL’s. This idea was put into action by developing lessons organized around the question, “What is art?” (Saurino, 2004, p. 35). Through these hands-on classroom activities, she found that students developed a deeper understanding of language by expressing it through art. Saurino (2004) writes, “The students wrote and re-wrote descriptions of their antics, using both English and their native languages to negotiate, clarify, and extend their work as both artists and writers” (p. 36). This example of art being used to develop language literacy shows that interactive art activities can be used to bridge the gap between students and their understanding of academic language.
In my visual arts classes, I will use art as a communicative connection to academic language as well as ensuring student comprehension. I agree with the McCormick (2011) and Saurino (2004) approaches of using art as a means of making connections to understand academic language introduced in the classroom. For example, in my media classes I will teach students perspective by allowing them to see how different camera angles changes their point of view. For students to further understand the elements of “perspective” I can ask them to look at a painting right side up and then upside down while answering the question, “How does this change your interpretation of the painting?” Through this exercise, students will be able to develop an understanding of the different contexts of “perspective” and be able to practice having their own perspective.
In addition, I will use specific strategies involving visual arts language. In “Teach Like A Champion”, Doug Lemov (2010) explains a strategy I will employ: the technique of “compare, combine, and contrast” (p. 274). This will allow students to see the difference and similarities between words to understand the vocabulary itself. I plan on teaching students how to ask rigorous questions, utilizing “text-to text, text-to-world and text-to-self” (Lemov, 2010, p. 296). Through these activities, students will be able to compare visual arts language with their current vocabulary. To create a deeper understanding of the visual arts language, I will “make connections” with student’s worldviews and personal lives (Lemov, 2010, p 303). In conclusion, the resources reviewed have given me a clearer perspective on the importance and methodology of effectively teaching the appropriate academic language in my Visual Arts classroom.
References
Galguera, T. (2011). Participant structures as professional learning tasks and the development of pedagogical language knowledge among preservice teachers. Teacher Education Quarterly. 85-106.
It was an interesting experience to review the EALRs for the Visual Arts Endorsement. I like how the components had so many different action words that were all very specific. I think that if a Visual Arts teacher made their lesson with these goals in mind, it would dramatically affect their teaching. I found it interesting that one of the major EALRs and components was that students learn how to communicate through art. I haven’t always viewed my lessons in art as lessons in communication, but I easily see how they go hand in hand. After reading through the EALRs and GLEs for reading, writing and communication, I was reminded of the high expectations that I need to hold myself to. Even though I am a Visual Arts endorsement, I am still held accountable for reading, writing and communication. As a teacher, I am expected to continue learning and teach with these expectations always in mind.
| |
The commitment of the American International University–Bangladesh (AIUB) to the most fundamental principles of human dignity, equality of opportunity and academic freedom requires that decisions involving students and employees be based on individual merit and be free from all forms of discrimination.
The American International University–Bangladesh (AIUB) will not engage in or endorse discrimination or harassment against any students and employees because of religion, race, color, age, disability, nationality, marital status, sexual orientation including gender identity.
This nondiscrimination policy applies to student admissions, employment, access to and engagement in the university programs and activities.
The complaint and grievance procedures of AIUB provide student and employees with the methods for the resolution of complaints that allege a violation of this statement. All such inquiries or complaints are to addressed and acted by the appropriate office (Office of Student Affairs for students and the Office of the Human Resources for employees).
American International University-Bangladesh (AIUB) is committed to impart quality education by promoting responsible and productive global citizens adhering to high degree of ethical standards.
CODE OF CONDUCT AND ETHICS
Higher education is in a constant state of change. Societal demands and expectations of what knowledge should deliver are multiple and expanding. In Bangladesh alone, the growth in the number of higher education institutions has grown double in the last decade.
The pace and scope of these changes are fuelled by the conviction that knowledge society offers the best path to wealth and well-being, and they are influenced by the process of globalization, technological advances and market forces.
The formative and socializing role of higher education in educating ever-increasing number and often a culturally more diverse group of students, place additional responsibility on the entire academic community to deepen ethical self-awareness, to act with integrity and to examine the implications of their actions in the wider community.
Recognizing this responsibility, a shared understanding of what constitutes ethical academic behaviour inherent in these core universal values should form the basis of the Institutional Code of Ethics which must, in addition, promote the following principles:
- Upholding academic integrity in teaching and research by establishing, disseminating and monitoring policies and procedures related to integrity issues including sanctioning academic misconduct. Avoiding fraud of any kind, including plagiarism, deliberate fabrication or falsification of data, unauthorized duplication and unwarranted authorship, piracy of thesis or projects, and the use of ghost writers and unwarranted co-authorship.
- Supporting equity, justice and non-discrimination both as an employer and as an institution of higher learning by fully and publicly adhering to and applying the principle of fairness in all dealings and interactions with members of the academic community; establishing clear standards, practices and monitoring procedures concerning hiring, promotion and dismissal of all personnel, as well as for student admissions and related activities; and ensuring that all complaints and appeals are subject to due process.
- Fostering sense of responsibility, accountability and transparency in all operations and when investigating cases of academic misconduct. Promoting decision-making based on merit, along with ability, and performance as the key criteria in the standards used for the selection, compensation and promotion of faculty members, technical and administrative staff as well as students. Ensuring policies and resources are in place that uphold a high quality of teaching, proper student supervision and fair and transparent evaluation of student performance according to criteria available in advance. A commitment to the provision of accurate and factual information; sanctions for the use of inappropriate, illegal or untruthful means to enhance personal or institutional prestige or to seek other material rewards. Avoidance of all abuse of powers by any member of the academic community for political, economic or personal gain by: disseminating clear definitions and rules governing conflict of interest, abuse of power, including political, economic, sexual and/or moral harassment; Establishing mechanisms that all members of the academic community can use in confidence to lodge complaints of such abuses and know that investigations will follow.
- Respect for opinions by free and open dissemination of knowledge and information by guaranteeing academic freedom within the profession and allowing all members of the academic community to express themselves freely as professionals and otherwise as engaged members of society; instilling in students the capacity for reasoned dialogue, argument and debate. Promoting and safeguarding mutual respect between teacher and student, non-discrimination, trustworthiness and avoiding all abuse of power and harassment.
- Harmonious relationship with institutional partners. Building international linkages and cooperation on the basis of core values of academic freedom, institutional autonomy and related local and global responsibilities to society; ensuring that short-term as well as long-term impacts on each participant and wider society are taken into consideration when collaboration is being planned; placing shared interests, pursuit of mutual benefits and avoidance of adverse effects at the core of all international exchanges. Avoiding misrepresentation of institutional interests when establishing international collaborative partnerships or pursuing international cooperation projects.
By adopting the above-mentioned statement of principles, AIUB demonstrates its commitment to implementing these ethical values.
American International University-Bangladesh (AIUB) is committed to inclusive excellence where diversity and equality are embedded and manifested in all activities and strategic directions of the university. It is dedicated to creating and maintain an environment within which inclusive learning, fair treatment and diversity are valued and discrimination is challenged. The diversity and inclusion committee are dedicated to continuously improve in addressing any discrimination or equality issues within the university community.
The goal of this committee is to promote and support a diverse community of students and employees
The Diversity and Equality Committee of AIUB has representatives from both academic and administrative employees. The committee is Chaired by the Vice Chancellor, with the members as follows:
- Representative from each Faculty
- Representative from Office of the Registrar
- Representative from Office of Human Resources - Secretary
- Representative from Office of Student Affairs
- Representative from IQAC
- Representative from Office of Administration
- Representative from Student Community
Functions of the Diversity and Equality Committee: | https://aiub.edu/administration/institutional-policy |
Subsets and Splits
No saved queries yet
Save your SQL queries to embed, download, and access them later. Queries will appear here once saved.