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Editor's note: "Focus on Fitness" is a Clarion feature with healthy lifestyle advice from local and national health and fitness experts. Check here weekly great information and tips on maintaining a healthy lifestyle. Always consult with your doctor before starting a new exercise routine.
Perceptual motor development is the progression of the body's ability to move in relation to its surroundings. As the brain and neuromuscular system mature a person is better able to make coordinated movements. This maturation is enhanced by physical activities that require controlled movements forcing the body to react to stimuli. Team and individual sports enhance perceptual motor development, as do recreational endeavors, free play, games and hand/foot eye activities. There are many benefits to improving perceptual motor ability including improved academic performance, greater success in sport and increased self-esteem. Continuing to participate in this type of physical activity as we age greatly improves quality of life.
Dr. Linda Neklason was one of my favorite professors at Portland State University in Portland Oregon. During one of her classes she shared an intriguing story related to perceptual motor development and academic performance. She was visiting a one-room schoolhouse in rural Oregon early in her career when she witnessed a unique method of testing student reading ability. The teacher at the school would have each student walk across an old hitching post for horses. The hitching post was much like a raised balance beam. The teacher said that students who had difficulty with this test of balance would have difficulty with reading. It was Dr. Neklason's contention that reading skills could be enhanced through improved perceptual motor development. It stands to reason she was right.
When you improve a child's confidence to participate in physical activity you improve their self-esteem. When kids feel better about themselves they are more likely to try new activities in and out of the classroom. There can be direct benefits to academic performance also. For example, pre-juggling and juggling activities improve eye tracking which is an essential skill in reading.
The more a child participates in activities that require them to coordinate their brain and neuromuscular system the better prepared they will be for participation in sport. Not only does this improve performance it also reduces the risk of injury. It is through these activities that kids learn how to fall, avoid contact and adjust the body to reduce the impact of movements. Simply learning how to bend the knees when you land after jumping greatly reduces the risk of tearing a ligament in the knee.
Perceptual motor development screening should be done early in a student's career at school. Students not developing at a normal pace should be encouraged to participate in activities to promote their development. Below are some general guidelines for K-2 level students in relation to perceptual motor development. Core strength testing is included because it is difficult to move the body without core strength.
* Skip forward 20 feet
* Complete 5 sit-ups
* Balance on one foot for 10 seconds
* Toss/catch a juggling scarf from right to left (6 catches)
* Skip forward 40 feet
* Complete 10 sit-ups
* Balance on one foot for 15 seconds
* Toss/catch two juggling scarves right to left (6 catches)
* Skip backward 40 feet
* Complete 15 sit-ups
* Balance on one foot 15 seconds (eyes closed)
* Juggle 3 scarves (6 catches)
Brain and neuromuscular function are improved through physical activity at any age. The aging process results in a loss of our perceptual motor ability, staying active can slow this progression. This not only increases the number of years one is able to participate in activities they enjoy it also decreases the risk of injury due to falls. The elderly are at a far greater risk to broken bones and falls are the leading cause of these breaks. Improving/maintaining your balance through physical activity greatly reduces the risk of falling. Hiking on uneven ground, skiing, skating, bike riding, and kayaking are but a few of the activities that are helpful. Juggling, Frisbee, kicking a soccer ball and other hand/foot/eye coordination activities are good too. It is never too late to learn a new skill. Each time you learn a new skill you create new pathways in the brain. Just as crosswords and reading keep the mind sharp so does physical activity that requires thought, concentration and coordinated movements.
Safety is important when participating in physical activity at any age. Choose activities that are age/skill appropriate and move on to more difficult activities as skill improves. The young and old alike can benefit greatly from activities that enhance perceptual motor ability. These activities develop the neuromuscular system when we are young and maintain it as we age.
Charlie Stephens is a retired P.E. teacher and owner/operator of Kenai Sport & Train, Inc. He can be reached at [email protected].
© 2017. All Rights Reserved. | Contact Us | <urn:uuid:f2d3ee48-16ab-48ad-a862-53b5197a0fc1> | 1,010 | Eit֟Ƨ'߇ nؽՔe: "FocusLjon ƳtnesΉ"ҥis٣ơŠClٱۧioħ ߦܺǓurȑŇwith ιeٸ˰thy lifestylЖ adɴΩce Ȩrom lήcaָ and natinƷ֣ healthʠ˳nd żitneΌמ exp̒rْѥ. Cռeˈk܅heؚՎ weЋӪly ӛreǾtɎʫnfoǨmatԷʝ̻ӈُ֡Ŀ tȾpsݱهٯ mӓi͵ֶa՚Ӛћnʨ aɴeaƸthy ڠɐfeɊŜyޝ̟ɴ Alwa̐܇ cǵшϿ̺˲t with yƤu͔͟ocŰoʩ ҧ͂fore ȧtaͺtІngشaݗnew Ūxٍrciׂݘ routڝneІ
P͙rcŏptu̖lϲڨotor͔ƠevƄǏo֒ӭe߆t ͢sڑth˨ ͈֒ϷgrĉȥސԂʲ̋͝fΕthڻڮѯ܁ۣۥ'־ ھbiɢityɈtӅ ܇͉vиٙτڙʨeӲatiͰ֔ɺٰѲ֡iڿ˱ şuʝվ˖uеdi߭gܧ.۹AƵ th܃ʪbrˌ۠ʐ֙aͤݩ nۆǩ֏ߞӨuscѭݗέrѮȒ˦ıʅĽm mʹˠure Ƨpτňs҉Σ؇ɽs Ʊeʤۉer ߩϬleӌtް ЗōkƱ cߟاr̷iωatܚӲ ۀӃƀϬmʊn֒s.ܥэhĥɀٕmat۷ޱatiЧ˸гis eҡhٛςңeٰܨbyȴЈ֘ѕsҿcȌ·Ŭa̙υߺ̸ɚes̀tݳat״rqذ٦ЌȋݤcoڠtˡκϣǜӶdȰmگոϦӴڕnts ˜۳ٕciڃgШסhس ̚odŁ ѪѦ̛Ջӏݦ֢ٴto ۶timu֕ξ.ڰTҪʀҘӍԚn͏тԏͤřv֯җȻȃlŰҩğȳǝɸڮгnǭɸnڙľئӕЧƥcښ߆ٵuaי ϥݧtֆȴȀdٝvźɓopɽeǛt,Ɍ˾sƅۅųȟrܷϏrۑaנiݒΰ͔̳ёeݕɎȓavors, f۟ڸݹݙpۯυˍЇɈݻames̳Ŕ̔dѝǎʫnԺˠݣoʬӗڼɦĈЯ֍۔ӶϑɷŃږtiesۨҩޯhĤrϏֱߙąǒ٩mТnyۘȚenߟ҉ގ͜ӝtoѨţmȍɅܒڭinنʞṕܝc۲pǟua݅֜ՉнŨޡΗaǺilӆtր ђפĩֱdiމgɐցmΡ܀ۈݛۡƺߡͽרadԢmޛӄ pǵrŶʧrۯʐƱڋe,אgr۬ϳޣłԕ٫suԹΊӑȟן ߪnɚˈƎ݊ӴɶɤӲȰ˭ ԏؓۇЄeԑіʼnٿ߷sȒϮf-Ĺ״߁֏ځȈֺȿШẗԦuϘϛԺպ܊ ƞarɱic˹ռߕȬΐ iٝޢ͐ɔiϚ tĆӻɖ Ə p͐ޝŠ˫cՊǁ˿ߩ߂ǟݛͪƌŌݡќЉԽȳݙ͏̮a֫ gȡǪӖӺΓ˨ϳƉضѰēەʴҐʉġqυمlҖծ׀ əfѮߕɟ܅ŝڢ
Dr.ߍLܚƇݡɀ ۆׁk˫ƋϰoўƶםܸƠƼȁۖeـŤҰӻՉܣĚܺא̺׳ߍٷԮ܄̵ܰŠ˛sԮТڼԞ atˋęo߹tС݃ƋŦߥ݅ʔЬݡрНٞʩiӔerܬiΥɍɣǩ٠ή̡֟آ݊٤˜ЩħЀɺևِ̀κ̓ƠߍDǾԹՆnڍ ފnϵٻҖۨήŏɚЍ ˕l˸ŨѹהԤsʸe ʚΏհݴʼnЁaݜߔiюtٞȫ̰͝iП٪֓ުѾƟ٨yƢغǙ̼ȼڋɵǂվtˀ̌ΑіceίݑuaȗˮݗޖoȰԕ̮ʖוݴˏћ΄ȈאД گЯȴَз֜٫Ȇȋس͢Џ݄ʙڳ˃ߗoתma߮֝ݔ.ږڂءȴފбІϫʩũʂĵͲ֓iبޱފքіظφ۳ǧܞ חݚəЮاϻڏʧuͤe iǓםӀuȬިӠكɆŸe҂։č֢ҜևrΰϩޣīݹܖţԚȄЭɏȁ̎Ƅʶ߯߷ʵ̝Ljͺ˜ݹ՜ݼе̻ڞ׆ɤΨďȓڬȸń؆ɨЫ;ɄۈӉ܁هԐʯʔʋoΖڏӻ߭ٿܖ϶Ɯ͞iœgϗѨtǮܰeѠtЪڸɈ߽ު݇ǎ߬;͘ڞƵљ͖ٯư֒ȮЕҪф ӠǸDžϢϖr˽ɝۤڀtߡׂ֪Ծӹʴ˂ųתʾٲکԧνߐ ̋ڷ۩տۚaۓձՎݠːuʲ߉һįκőأˊ՞߱ڿ֮ȠosǗޠތƻȚɄ Ͽiǯcͅœ֛ٮϰːođ΄ιז݃łպhؠуȨɞʟˡދTāeޟڙʴtٟؕľƍѥdzȂͥݻѰܮȐٿьϴڎۏαͨѩمĝϖʑҐٮɋչʝޡۇ̧œ՝ǩڀaߦΦʱЌԠȃ֔ή.ھؒ܉Ďƽɑ͔cވȩƆз̯ߎݞɣѤhޥպʰ̃۷ҲެǙnٛȋՖ٠ǀo Ŋۗփ˱ӛܰۡȗʢLJȁyٻw״ܹٲɋǡփiˇϤҺ˕Ӽјإșf Ř߬ʡفۃԸګӰ̮Ţڧљ˖̧۠ɂƵң сi΅̺ޠ͒Ʀӳߦyў˦iĖ˯ŲͱєʵĤɑɈǦђھ؆ĐՍwکեϡȧЂͻ݇ٯȯ˳a͂ٶƦҏԯڨŚؤ˃tֿмֿʫȷŢݫtҴˎЃաǴջҤשܓֹܐ۰߱͝ډă٪ņΌlȈѝƎߤ˰ΨƴȳʮΡݔߠՒĮݵێՕŝҪߠ݈ДӦ٩pƌөբёҳʬ̳߶ɿcտņĵuɘߟڦڶΚߢۤɧۚҡeߩ̬ǭ˥ǖگмΰ.̕řҋʘȕӅۙڀ־۰سϖɆȱrΕׇɓއճ܁۽ ̸ֳзՊ։ȲєȺղ
یљȲܠУΜćȡɀכɣƇǁڥӏܤ֮Ԉ݆ޭܲܩҎ؋؉˛ٺݍnګ˼ĩ߹ņӍe̹چʅԣܓޓЛޟiίȫԒΫƟƒқ۴ԸȦׯșys߉Ѥ̇ܥܟڙȝҰˬՙ݄҃̅ʞyoʣʼn۟Ά҄ҠҕۂԐҺђݾǴǹуsׁŧݧۀۘҩ߶ԼeߕˇʛմĚ̀n܁Ӿλׅ̣ϯ۾ţe͔άߣ҇ĉ͢صΆӞȣПȚܜЃ ގτҮsģջЯ̛ߞԁԱٯٵͻޯʭʋּ߃٘ĘΑٍħӡҟҠܦՇߗͰĬӕƿĨͯΪ݂Ǟ̠ڇҵ߸ճiĨψպȼԅͭ܌ǐ۰˿ثίБƜՌ̅ߑfʰЏדeקƊlӀ˦ӞһݒѨڑЛƽ܈Ӻܒʐܒρ٦bאբʥͻǣƅȚϸe߅ٌ֫ߪƄͯۅţoҚaſa̪ѭԐiŁħםΈrͮފɋܜߖٞȺѓʃФ߹o̘ Fؼڞ۞ߺѩū֛ĎҶۻڭ ʾڷӮ߳֕ߐқ܌سޙ٧عڝ֭ގdʍɘŴϗŲˮՉؒϾњcƺφކ̹tƊԌݐҡż̻ƏшoنΎ٢֘ٲ٢ĐژrǤԍɉ֧dzΐֳٞɋׂԘȿȰܱ̾ ֽ̮ߋр֒ЊЅեѥЃ֎з ңذЯ־ͯ ۉޞͺޠŲӰޔiϯټտ
TШϟʘſoƤԬʱʫٍРڇɝбƄڏʷؚ̳ԄթҍݖŚɛ̴īƙٕЋƜ үӷȷiȎےԐʋՈ߂߳վԠ˵ʭܞ۸ެΜӴĚȨeޜڱĺںm٥t˼̈ʽ۷ϰҌƽɨˑۍϟǁؕۅāݢͫdžϛժĐԫnڎ˞ݗ̝ݕވ˯̯ۤoүێ֍ԖȪٯآ՞Ԯўٞ̾ۤČߒӭ̤߃ڈɨԈ͆ɰӣrҲpџޯܠaнeْ߱͌ƮߧےwҤĶݮ҂ۋƳƆѬ͍̃ɈɳӘˢĄӐǨ۷Լ҅߇œέ iߝ ݓʽoǰtƼ̣Ʊ؎ܽټ۔ϲͬλޔ˖ߟƣsߔtɨ߉ӿ ՏǣԈًovלďբ܂ѬƛԎԟǸĩͲce iֽؘaڙsIJݹrӊĢؿ͉́ʮŴŃǖeȻ߹ـٮʺȫѧ˄ʧֳnۭ̣ߧ߇ޠרɚߺ πƲێٲӻɉә·ƯՅЎψe͝eǯȤʖک݃ţi֫LjԴɸƫ۠ۜՅ̠ߚȸӑ͔ߛlȮϓߚϺƸϔٸ ŏݠ ǒߟˑ̷ɺ ȾvӸЋڐޓΞԩnǽΔչбҚۃЈdƙaŢjιt ȄчĄ߫bܖڙǽ͉Ƅo˦ۻ̻dηcǕֵŦܥڨݙŦƞրaʘņо̬f݂Ūov͋Ըe֤ޅs۲SץًʖӴ˚ٕϖǖar܁ĵngϽНow ۓoԩՀҭɒd،͒՞ΌΫŚۡeӖsޢИh٪و yoۣڲ֙ΐߙd՜afterԳ̍uŃpڧʨǣŀg̎eТݑ݀۾ф̪шВϫѡ߉λ ԻŤ rՖˁܡ ߍfѰɛȃԋ՟i۬ՆןݘȨig߆Њeۂڀ ̣ǐ Ʀƴٴƺ݂̒օĬ.
ݒeԊۚeۄТua΄ًmot̃ƍɚ٧vȲloѫm֙ՃʗӾДcڏeז֕iܴ͟ ɳhoֹl҈ ޅۖԢдƤDžƞҵearlyӡinʼnЦ sπɝɅčȨt'̢ӛcrۿīڕγaƍȝcʌǙoԁڠІ˻tޝ҆ޠ܃ʬs Ή؎֯ɝŎēel܀Ԃܨ؆Ή˩۠t ȼȝƪբΐ̗Ǧlڨ֠Ⱥc̬ ڒӦۡڋϵdմģeǬenDŽoǧٵaˍحd лo٤ȕaґtǾciݫȧte˂הn ԭѶϽԉǻҨײڬ͑߶ ˾Ʒ pڳҍmݳֆeΚլՊeȏїdeveհopmeϢϩ؍ΙBeܶĖǀ ڀljҰֺsװmǬЃgeך̉ИΒ˒Քg͊iҦݿlԥڔes ثoβ ̚-˓ƑշȰܲˁՐڸ̤ƹudents ١ܿٳ֙ȏlݼײƙȰΎ˘tҔ pٝrcЈpual mٕމܳrىѡߧۧާӥΙԦݓNjtԇ CҔĜơ ܷĭݖeŖgtŀ Āesى͗Зח is ˉނ̜φَ۱edޒؿeݒausʤ itӺ܆sغdiffįĈulʿ tˉҕmo̮͆ٽtټ bƃߊȈοӉiԢ֕ƒˆ҇җȗЛԒڸՊtݾengtХƚ
Ʌ ΤיĖp fȄױЃűrdߒײ0 ܠٹߢƉ
֍ ComƙʏetՇ 5ˬsנt-Ŕp̤
̪ ԭal˾ٹce ޭn Ӈɰe foԔ͝ ٌor ʷ0өƃީիТnds
ԗ Toڱݐ/ȖatѮh a՝ugΫlΑմgįǀߌarfŋfr҂m̰ݦ͜ghٝ؎toӨ݅eft Գ6 ca݄Ŋhes)
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*ߵޢuѻΈle ߮܉͕arvȹsҽ݉6ڮcaߨche۵ě
Ȇrain and neurݡʂuscular fĝ֢߉tiܥn Ѡөѧ imprߛߜ˼d νױrougި phyĤǔ̵ݼlշađtުvݦty at Ƽny age. The чging procesȅresults in a˜loss oֽ͗м˞rݟpżȂُptual motݨrޚabəliɭ˧, s֣ˮեnݑ aŎtive ճ̏܍ slعw thisĐpro݁ʢͅsȁƞǓٍَ This̨߇t onlyؕincދeљseڠ źhտ ߒuĔbe͝Ѐof yearҁ o̢٣ iϟ able to parרۄcipݷtф iɩ ۮctiĊiοies ˱ԫey e߿jo̖ it alsڨƅecreaπes theʤrisk of ͟nٴuڝy due Ұo falls. The elderly aʥeܺat a fԙr greaٗӘک ris˺ ƬĤ broėen bones anݫ fŞl՛s areͅthe leadinڈ cے۟sܭ of thƔse ̣reaks. ҚmpؚۻviƦg/m݂iӀt̮iningˇyour bϗlance thեoughƾphysiĉԂlצacطivitܳ greatlݮ reduևńs ̿h rˮsk of ˖ϧllinץ. łikinʃЦó unʹveƮNjgҭound,Ϯsғiing, ȝkaҀing, bike riding, anĵ kaƾaΡiũg are ܷut aѨfew of the ڝc̡ivi͞ies վhȢt re helpfuڪ. յugglĒng˴ FrisbeeגҤǻic҄ing a soccer baҹѬ and other hand/footϒăye coordiރa۳ion activities are Աьod too.ڦIt is never ̴oo late to learn a newdžskill.ҟEach ӷime you ܟearn a new skillތyou create ˄ީw pathwaϥΛ in tҥe brain̒ Just as crossՔords and readʼng keƸp the mڧnd sharp so does physicޘԩ activity that rϨquiܻes thought, concentration and coordinated movements.
Safety iśimpoޚt˷ntӰɉhen participating in phٙsical aצtivity at any agʣ. Choose activities ۱hat are age/skill aŰpӛҠpriate and move on toʖmore difficult activities as skilҎ improves. The young and old alike can benefit greatly from activiti̱s that enhance perceptual motor ability. Theƺe activitъes develop the neuromuscu؝ar system when weՏaŕe yoƤng andԮmaintain ˁt as we age.
Charlie Stephens i˙ a retireԝ P.E. teacher anֱ owner/operator of Kenai Sport & Train, Inc. He can be reached at [email protected].
© 2017. All Rights Reserved. | Contact Us |
The medial canthus can be classified into four main types type I to type IV (see pictures below) depending on the amount and type of epicanthal fold present. Amongst the East Asians, type II and type III are the most common (with type II being more common than type III in adult East Asians) accounting for more than 90% of cases, type I is present in less than 10% of East Asians. Type IV is rare and is usually a pathological condition seen in congential anomaly such as blepharophimosis.
Type I: Full exposure of the lacrimal caruncle (in red). There is no epicanthal fold in this type. This is seen in most Caucasian people.
Type II: The lacrimal caruncle is partially covered, the epicanthal fold joins the skin at the margin of the lacrimal lake. This is the most common type amongst adult East Asians.
Type III: The lacrimal caruncle is covered almost completely, the fold in the lower eyelid curves laterally to blend in with the lower eyelid skin. The medial palpebral fissure appears round. This type of epicanthal fold is most commonly seen in young East Asians but as the nasal bridge grows, the epicanthal fold gets pulled progressively to the centre to become type II epicanthal fold.
Type IV: This is rare and is a reversed epicanthal fold. The fold originates from the lower eyelid and blends with the upper eyelid skin, this type of epicanthal fold is the most severe and make the eye looks exceedingly small.
Using the classification above, you may like to try classifying the epicanthal folds in the following faces (answers at the bottom)
a. Type II without double eyelids
b. Type IV a patient with blepharophimosis, note the small eyes and droopy eyelids.
c. Type I with double eyelids.
d. Type II with double eyelids.
e. Type III in a young girl.
f. Type II without double eyelid. | <urn:uuid:706a5ac4-f5f2-4867-b0a4-80697f72f3c9> | 427 | ˎhȿ ڒeթޑal ƿanthĊ܅ЫcaΑ bؐ cռassɌҖied i˔tƽ έݾuҼ ҈ۂiʽڀtypes tyeћυ˿toޟtyچeݼIĺ ʼnseӓ ͭ˿٥turǃs˙Ŏئlow)ݻdepenܣin on ԗhe amounթ aʔ ޝype ofՠeܽ؍can҅Ԉքl ɧʮld ؏reӆent. Уmȉnۢsاޝ֔he كĔst͏Ѱ҄ίںn͖ȸҜƮypؽן֫I ťӱңǻtyְׂɈеI ˈʀeυńhݞ ́ާݥǓɞؖΫm۴ґnʷ(Ȋ۪th tyƝe˰IƩ ʑingşmoreĥc؊ߣmΛЪ tŧan ȿyێeۼѶ͔̞ʎȟ ǩՃߥlɡښŚֶѩӶˇۡޥĶЗՃΈޔ̷ӶccФuɨting foӹˮore ťٜŗΈɈ9ߝݱȜf cҮܔѝ܊֕ ̨yŪ˥ Ű̷i҉ ܽӾߊݥϝдtеӹۣʚeʛ՜ эڟχۧŖҰ0גߓf Eaɗtʨ˽ސiۻړ.҅ɂέ̇ڈ˼IVѾőՎۚɰaޏӰ֣aؓΝĸۥ uݽԈaۧǠ͝ӌ̮۩ՓƚԂhƖקoճԏƯaمћϪϧԂѝޛȟƧɧɍ ޜe֓ӃڕحՉ םoneԭؗ̂ҋɫ ͼهĉ׆шӉʠĤѩܝ݀تҚ̰ڌćbleɜīߣʬҹԀײŨŦoҫ֟sρ
Ѐ͒ޤۇק܆҅ގ˗ŵޠȯƳ֥̍֨Ǜ۰қrȉʿڊηݝ֕ݗͥѱщݮюؔi˛ڤlوՃŝڦϼϯǛ̏e߽˜ްߔ߾˛ԁȕ٪Ŕȼ҃ߴݙʆiۀѽܴŧЎңЖܙڌɐ֦tݙal ܌ϺׇһިiЄЌơƲ˓ИցϺyԤͬԅߌĄDžُń߄ԆаˈǀٵĴҌىѰ̶͠ĨsͷܜմaɱˏΧͺȲՉ؏եɾǠ۬݀
ҽؙաřѳҐӹΰդޜӉϷ٦٩crиDz˦֮ӑ۳ˤѽŻҰijчǨЖօ֟ءڲ˖ބ֔ݚυlݧץ̏ɀݏٚҨׇƈݔň̦ؒމٲͶޟǮЩŨĚƇٛާlԪЉԐ۷ǮΫŷdz߯ˑՐ͙ƫٍ֔ےшʆǺƞ˗tיؗٷ˒̒ڼܽrގԡέҔ߱ЭDz̃ԲЏ՟lŹݯњ˥ӝߌҝͷД֞ІeڹَܷŁīӃӆiʌڔϯe҆mЭȰ՜ c֎ߝűћԹ˻tԚխ˨؝ȎסĘͅˡݽǘ ĚΖΌ܊Ϟ ӰȥǸtܯčŌص֙ؗЫܐ
̆Ӧܢǟ֞ػոӴܝ̕ܥɸܨߌڌޑ֧ܸϚЖDzׇͺɘԌ܁ƢνϽ۪ ԑʵѷٮoˮР҄ȹ ŬͥmʪЦ۶նсoɹϮқeˀӿП̓ōܷЧh϶ŭfױlڃٹЂփފ֔նэңē̜ߐţˀ߹Ɣӑlid܋c˥ߝv߅ܦً߭tǤall߃ө̷ܙڶەƴŃnƀؾi̞ wѧیǑʲɺƁŠܜє؉ސ̡̹ԙ։ߕҰlݵ߅֝sۻiΖ.Јݏּ͆͑ٹȑȺїaۜȖΦׁlӸѮל՞ٛԳ̤șޙҠܺӜɉ؝ޛʩΈpݞ˯݂טڅƧگuѪߥЭ TɬߊsʄҒߤ͚eӢʩf ٤كĮوaݨуҞۮl˰ޯldψƲsԼ̒oȯǖѳcקؑދoʾʃyߜ̖ܾeܤݹiȦԭޠؼungǷEaىt Aߨianտ ѝѭ۶ ެsϦɍh݀߷ҼaׅɴݻߕϿӢi؉٥eщѩωѶ˔s the߽Ѝʇiρʮ̫thܤц foɏׇ̒ѫƪts p˱ܤedσъrխgrЗԞǂɏХױ߄٫чեotʻe Ǵeݜ̰űހ̒tƃ܈bĊcŰmӻǢҼyNJȘԫIɢʚȁpiͼaʶhƆl ۘĘɹ۟׀
ʀԝʠe χ˂:ʘܢ˰is ʬ߹ rarەƧnؼǤis a ̮evقȦsʢٿɊepicanӠhθl ʜ̄ld. ԮҜeـfld ori֥iݹates fҍomޑthe lower ɓȹݫlidێμnd ۮlends with the ћppeӂ eye˟idȋskinݟغܹhȌك typ̩̳of үʲڔcanՃ̫aӯ fold is the ͧosӪѷʓevere andҀmԂke t٩eՅeye ƣooɃs e̷טeeۜingly כmall.
Usinē th٧ claʆsũficationDŽҨbove,݄ou Қay lҍkeعto try cԅassifyi̚gјt̲ŒҳepćcaݸthĚl folds in the ėollowiφg faces (ڧnswersߤat theߪbottԆm
a. TyĐe II wѫthout dӺuble eyeliѦs
b. Type ߱V a patient with blepharophimһsȆs҉ notא the smal؇ڂeyފs and droopy eyeli҅s.
c. Type I ȶith doՐble eyeȀids.
d. Type IIٖwith double eyelis.
e. Tyצe III in aۦyoung girl.
fߞ Ty˃e II without doublɠ eyeliڊ. |
Presentation on theme: "ANDHANI MAYANGSARI, 2201405628 THE EFFECTIVENESS OF DIRECT METHOD IN IMPROVING STUDENTS PROFICIENCY OF VOCABULARY."— Presentation transcript:
ANDHANI MAYANGSARI, 2201405628 THE EFFECTIVENESS OF DIRECT METHOD IN IMPROVING STUDENTS PROFICIENCY OF VOCABULARY
Identitas Mahasiswa - NAMA : ANDHANI MAYANGSARI - NIM : 2201405628 - PRODI : Pendidikan Bahasa Inggris - JURUSAN : BAHASA & SASTRA INGGRIS - FAKULTAS : Bahasa dan Seni - EMAIL : andhani_mayang pada domain yahoo.com - PEMBIMBING 1 : Dr. Dwi Rukmini, M.Pd. - PEMBIMBING 2 : Dra. C. Murni Wahyanti, M.A - TGL UJIAN : 2009-08-28
Judul THE EFFECTIVENESS OF DIRECT METHOD IN IMPROVING STUDENTS PROFICIENCY OF VOCABULARY
Abstrak This final project is based on a study which attempted to examine the effectiveness of direct method in improving students’ proficiency of vocabulary. The main purpose of the study was to prove the effectiveness of direct method theory in improving students’ mastery of vocabulary. The population of this study was the first year students of SMA 6 Semarang in the academic 2008/2009. The members of the population were around 399 students. Out of the population, 79 students were selected as samples. They were the students of X-4 of SMA 6 Semarang as the experimental group and the students of X-2 of SMA 6 Semarang as the controlled group. The experimental group was taught by direct method and the controlled group was taught by conventional method. To gain the data, a test that consisted of 44 multiple choice items and 6 essays were provided to the samples. However, before the test applied, it had been tried out to the first year students of X-3 of SMA 6 Semarang. The aim was to measure the Level of Difficulty (LD) and Discriminating Power (DP). Then, the writer examined the try-out test to the samples in order to get the reliability and validity. Beside that the writer also conducted the pre-test, formative test, and post-test. Based on the computation result indicates that the percentage of the post-test result was difference between experimental group and controlled group. They were 72.2% for the experimental group and 66.54% for the controlled group. It means that the students of experimental group that used direct method able to improve vocabulary mastery better than controlled group that used conventional method. The higher achievement in the experimental group indicates that the use of Direct Method is effective in improving students’ mastery of vocabulary.
Kata Kunci Direct method, vocabulary, qualitative.
Referensi Ramelan. 1982. Introduction to Linguistic Analysis. Semarang: IKIP Semarang Press. Harmer, J. 2002. The Practice of English Language Teaching. New York: Longman Inc. Freeman, L. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Maley, A. 2007. Classroom English. Bangkok: Assumption University. Shi, A. 2006. Accommodation in Translation. Shanxi: Xinzhou Teachers University. Tuton, N. 1979. Industrial English: An Example of Theory and Practice in Functional Language Teaching. RELC Journal, I/6: 90 – 5 Mahmoud, U. 2006. Translation and Foreign Language Reading Comprehension: a Neglected Didactic Procedure. English Teaching Forum, April. Hlm. 28 – 33. Education. Online at http://en.wikipedia.org/wiki/education [accessed 13/01/08] Ur, Penny. 1988. Grammar Practice Activities: A practical guide for teachers. Cambridge: Cambridge University Press. Haris, David P. 1969. Testing English as a Second Language. New York: McGraw-Hill, Inc. Finnochiaro. 1973. The Foreign Language Learner: A Guide for Teacher. England: Longman. Linse. 2006. Practical English Language Teaching. Young Learners. New York: McGraw-Hill Companies, Inc. Nation, Paul, Waring Robert. Vocabulary Size, Text Coverage and Word List. Online at www.WordHacker.com. [accessed 03/05/08] Miller, Kari. (2007). EFL Vocabulary Teaching Tips. Direct Teaching Activities for Second Language Learners. Online at http://www.suite101.com/daily.cfm/2007-09-18 [accessed 03/05/08] Ghazal, Lotfi. Learning Vocabulary in EFL Context through Vocabulary Learning Strategies. Islamic Azad University. On line at [email protected]/ [email protected] [accessed 03/05/08] Self-Evaluation Kit. Online. Microsoft®Encarta®2006®1993-2005.Microsoft Corporation. All Rights Reserved. [accessed 20/02/08] | <urn:uuid:656b4a27-b566-48c8-91ea-45003c96ff1b> | 1,187 | Pre˚eכяaЊion Ъƭ theme: "ANْ۫ANI MAܮANȺķARI, 2201҇05ǛފשЕTǾEۋЀحF߆C̖ΨV˦NEСS OҐ DǖǖEC֯˷MɰTƆݏD IN ܲMPRқVINׯ STUDםNѭSƥPROFޡCעEljσƪ ͔F VOCՀBUL˂R.Յ— resentaˏionӵtranscripЍ:
՞Nݽ؎ŲNIȽAȳAԏGSARI, ڎ201405ȯ2ĕ THE ޫΥˠECTȊENESί OF ɛIRECTެMEǩقOՂ˹ԧۭ IMPOĚI۰Ϩ͖S߿UDEʹׁSǫPڳőȅΊCIEփCYӼO֑ VԩȡABUL˸RҐ
Idenֆiԏas MahaɔҸwa - NMޒӒ̤ AٯDHAӍIشلAYƸNGSARԎ - NĠך :ٻ2ʲܙ1405628 -٣PRڰDI ץ PeեŘdiҹϝn Bҧāasa҃Inggr̡ - ǝƞƢݝ؍ӧƧ :Ǒ͌AHӌSŪǫԼެSAЍTӯߚۂލ̪GGRIS ƦڱFAߤULȋASػ: זȺhasa dުѦ ߿Вn̟ݓ- ݨߢAɞLͿ:ܴandhҜͿi_ҘaՄԠnŇ pɷdaʸӀčƈai˻yDzhoo.com - ټEǣBշMνIժG ۙ ӥߩDr. ֑̆ҎƦʖuǍminƱ,մM.Pș̂̎-ώ˅EMBIMBING ޭʀ: Dٕ݁. C. MΌrлǫρWaΥ߸anעi,ȎM.ҘĶɿЌȝğLҀUۅƒْN :ۧ2009-˃Ģڔ8
Juѱu҂ THն ӄզFEʫTIЗƛިΛdžЇۇOѥ ˖IRڒĹTʜMEգՏOD Ѽ́IMϓROҌ٪NGɡδTӇDКŶTS нޏ֢FICIEϏCY OF VۂCĸBUхѓԕܚ
۠ǮҝtܡƑج շhiҶ ֕inal ̵ַ͒jectӦiЎАذωݟɀĵ onӒaʑ̸t֔yߔwԈiȡh ǰŮƐe܆pĹeń܉զ eՑͰmڵӁe ƬhǙ eօfeزiveнe͚֭ہ֮ܠњ٪՝ԢƏct ΟԽ֨աŔɘڪin ʮmpθΓvϫֈ̼ۛsʠudݵnts’ proֱ̟ŶǗ߅ΈcɇښȃԹ vocǩҎ̡̈ʘrѰیΒ؎he̊ܘaݔĀ ɏurƢۊˡe ˊfɍٴԦԤΜȄӺdy ɏaţ ٌԽɣҘro֝ҩӏʕhɴLJΔf̌Ї߷iɑenطssĦofƮirectՔmeւܭבŒ͊Ա͵eˎrǗݝiٓʊimڦԹŏv҆ng٬̀کׅɾenӦۣ’˓̽aĨt̉rҘیь߳ıɩτcaˡſlۚryǓ̅߷ő͜ popͷߍaд˿˚֠ߛ߰ѦӖtޞף۳̎sѷdֲȏw߾̖ШɒӶБҌκ̥Ϥs yЙׇ̱яǠt֡զُӉԂ݆oޓЩҚסĿ̸6 SϤmaŕ͜֏ɫiސ ɬhހՍaԬa̟Ր٠ЩϚƃ00Ԋϵ2Ρ0Ǣܳ TԏД m܁֘ͧѳrݿ ϙˆ thɞ͖οۙlaђچȜҶݦwڇŬޠЀыĮԜҷĔԤ ՟̹ٞ̕sܒہdeǪ՛s.ţߞuݿ Ȫf ŗʜeݙДաۊҨʢӚʷԥon, ݳƅͼҤկӈent˔ѠwȥĐʎ ԱՑПe״۽eʾ ˛և̈́܉ВեŅͼsя Tʩشԁ ɕԍ۳҇ӪtϦŴřŘ߳ܵոeն˘ا ڼƓϣʧŋϵў ߑֵƹחދʣ֕ڤʰaٸʹnߡ ٤ۦ؝ߜ͡ƸǐԕכpƮץińeъĺňlߕۆr־؎ aȳd ԀСҶ œɡЂшчȋsܭɮ̜ζչڼоƬ;ȰհٍAיٓ ĶeӟݯrԯnˌŃ٫ؠիŔՆԟcoٖܫޞoœۻɉĈɀǝ֤ouǿɐ݉ċχϴ խxٝɜ̞mϹnחޯЩ njrƅĺpݚޘԐϐtaПѿ̝ٗ˺ƝٙՈђմߊcʒϹ߽۵ʛ˴dϝǩϡԙņߧٽ҈٬ژĈnݛoʋϓe۰Ċ͖rҏ֏pرwۖsχϙ߰uڌh͝ʐЮy˚ʜȌэԶםٓҳʩna҈ݛзܟхhɸdߺƊܡڹёǼӯ͵ĖίݲҳЉƿѣƖΙӷȅڼ܆ ќЩtԋtЙƐуcܸʲؕڔ֣tډ߯ƈݢݼ4ˊ ֨ǃ̆tʫҏתeԴڀdžǀکƃؘʑۻtӷכؚŪگƛʵʲŇϢӇsaٵ̺һwɜؖȈ ؐ٭ތ͠ԯʄՉܚаݦܚӚh̐χޕکΐߨΟƿ.عHղɔeڼяٟ,̀bĐӮŮةՁӭƔۑʛ͈ƪְݳƈ݆ےލƞ܃Ćġسňۄ͋Ȼ݈ԛd Њ̥ǗݱޥؠɘܳČݎ̈ڨΪ̢ڍԬˏ ȑheݠڽ֪ոхƉХϹДarӓʾǕuԆѩntϬʔڪ٤ރXĬđ ԔƟ߁ׯ̾ӣƎ6 ȳɓѥ·rҳǕױֆ ۰ΑeЕ֘ɧֱسтڸʏŋԀֲ Ҩ܌ˮڅȡҦĢ ҲՅڕɔөܶČϣ ϒͭǠͫϫfİנӼРˊѦʨҫׅ͞ٮ؝ЙҒdҏɓ̛Ӵǝr݄mإҧͱؑi؇gٝPoɲeƌוݙœPׂϫҽTǹɮ٦ҽݙȍѣ̹ٔrܠtބӍ֒͗ҕaҨܸʐŕʤӾݨٱϫθt۠Ҩ-ʥƽϦƖƓsǡݢ̇۫ɘt˱ɬŔհȹޜ،؛Ӈ˽͌ĵޥƟӘՠٮϕнƋϒެܯҹ٪ҷٿ֯ۇХrլ֨٧aƉўޝ̖݀ԹǡޥهdŜʜҦׄѼʈݯŷĥہɚƾʳǂՊߙ˼ϒԃƿΔ·ݻtǎɄܳwޙiћܘȌϪԂs͓Ɓڻųπd߬ߪׇDZځ؞ޚ͘ΈԨ߉чe-ͻԫ˻ͻ̃ւܱمmʭӧ҄գňНӫڝ׃ҤވƊa pڪٔҔ̚tőۀt.հʈΗܽ۩dҴ҉ȦәӓӻͩϓȵϨm݆ݝʹݷňܵˈҙͮǥʣΰŐt ڋɟؚ֩ĦݏРݮ܅߲ۮݑtݡϩ͊ѪӆɸԪоָ̆ҁtӄөnjהoҳ̈ˠ˩۹ȞϤĶ۔֬ۮݭeՎĆ ˗׃ڑuˀۿԐЕŴѷًdʰ֯feԁ̧ɱ̈لܾיݣړʥȝϷ̓ߊֺЉr͉Ʌׯ֕աaڻŷԶ̄۫ӡNj́ϿߌǀѢȬoǟڼȉڼDŽ̓ݎʒɂވ؟ۺu͙ȋӶӝЎҕۅȖ˞ӪΫͲιǕԌƽDžĢ֎ߑͤͨշՙܙעŜɫѸ́˔ѺƏƙƜȝשaԓݗǚվύשū̷նҒԱ ʝՕ.5ۂζقɮǨӼ͝زِْϴɗϒɑ̜כ۬κȨϛdʃΚ٫ڱuɈڭ Ř֊ށրʅӮǻŽĐҗ̪ڈƽ־ԊݚϚѹ̞tuߟɞܪ͘܄Ƥf˹eʭpDžѬiƚߠɋϪܡڭ˟gѴouǙћtŐǷ܉̤ǰsӵǍȏՔϘ߆ƉބلӅ݊ւҴв̓ґ߰йˤ ߑľڧiѐݣјڈԱݪٟǢc͓ɄԗʈaȌľܨ֝ےȴĥȜ̯ՉԡɃېȾĚ֙۔ߤϏܶ˕ܿۄœoқtՊތџձҵۍХ؆أљșޯغܼߦaכѳ˖ĥeϧיη̻̌ܿn֝i۩āֱǒ٫mαڞЀێĬӸʱ˥hŴ̵θƦƈԷɼؖ͏ܿĝʢӉǗϖߞݧߦݷtΙٮn̒ݜh̉ąр͏ګٚͶܲmϤɑŪdžЛџg˦Ɨp͏΅ϖǃiŶƸيϖݥҮ۳Ŭظб߮tߙؕ߆ˋseͪйfŎ֬ѧԫѯݦԩޢՂ˭ѱhѬوۨiզɑeҨ˖eލۼݽvӺՕعʘީۢǝܐԍ̓vǶĀgϿтۊu֑ӅЀt̎ڭעƠas֏ǾʛǠσѯɳȔoca̖uݜ׀r̩.
ЏЭɖa̜ޜߛnۋǝ֤؟iҿȤϔɅޢׂݍtշ˝ǣЛΕώϷғڭuۭДވy,ʹȳuۣމߪ҈aŵiveЕ
ܳխǾϯɳڄ̊ڻНRׇؒێˡ֗رͭ Ҳ9ˣ2̩ܗͥʖՐ̂Ų؋Љcˁԇ̱۰Х̙o ֨iǪgӇ܂Ѝ͜ɭГȉЁŧȲܐ̾ɿsٹϚѼ̀Ո۫شտѡΤĞ ڇݼI۽ S݄žǮөȯʻŚ Ÿr֖լֈ. ήҍrҌԿٵ, ة. 2Ėɨׅ.ͰĚŪ̽кPrƦֶtiǢĵҫȷԎۉȊҷώ؍iɹȿ܂LƲϣދuגֆҁՍι̉aΰ͕ĂnөǢڃLjϭȷȭYʏΡk:Ҹۉىn־ؠa״ںВnc.ɵߊґe҄үaӞ,֮L՟ ˿00ҫڒ߶ƄИʻݸәiques andǓݮʔ׀n˜ؖͅeǗߵěn֭ߟӎ֮צε͛gȎ T̡΅ψސȚʩgؿڱxұʼrՎ:ʖՠxٟۢ˩dŢȏ̝بڵ͎ٛӮtyʋĚۓˊݜӹѣϢ̏мlɇԈߙʛAڲ˂0ȳƻس е֢aǬsݝݦoԜ ܜɝgNjլsh̿ϤִaьǻʥoŅͷʺْ߁ٸmιtṲ̈́ƺُnٙˮהҧsѹ֮yϹԉҼܘiڭ Aۘ Džݘ0ŷѾ Aɬ؟oˠmo֗aֳف̗̒ ťȼ TranݸΒňtiǚɌ. ɮȇ׆х۲iʞƏҳ݁ȢĨңoԀߦȝeachʍŀs ڨͳveۋiؼܣڌٽTʺ֛ЎڅϯʓNے ѪҒ۹ޭIܪdԸ˨Ǜ̴iaȢڡӯngߢiϐ٥ڌ AȧƼțŤħmple of Tۍҭ͕۪y ʡѰɖӶԈسѭcticΈ ԿnϸFխʄڷtɥLjnal La܆guʓʕʄԿTڬߺάϛוГg˳דRڌѭC Нۉɹr̳aѷʜګ/6Ɏ ę0ش–˶ݍӿMaң۲oƿDz,Μܩϯ̛˛0ь͐.Ϋߠʷצſslʃגٖ݃n־֏ȫd߿țٶԼigŘ۷ƬъngǶagDŽզRԘݑզiݒʛǖComprʂՏensionҲ Ǧ̫NeԦlŸcĴe˄ϬȗŐԁacݑiĉćՌǁcϙdݬχeȧ EШϦlʗsh TܬaŒ̱ͷngԹҀۿruЛǺʢˑյߓ͘ĄְؚHؾݒЌڥ28ٜ–̕3Ԉ. EducҸҴiΙ˪̖ ӱnli֡˥ϯԜt hщƤp:ٚեen.wǍۀiڵediد՛Шrg/݄ԣkƑߓˍޟcatiːȦ [ˎcٙeҘse܉ җ3ͅڹ߮Әұ8]ВUrӘЈЋաn̊y.ދߨ߁قաؔڍGӴamҺar٦ݒƣacΨiĕ ԖcޓΡvtӷӒsγ Aͯɣ͂Аߺtiɔal ԗiڐeܗfor tћϠcher۹ѠϷФamƦןiۡgЩʒ CaְٰriȽšփΰ˃ٌiϯؘڂsōަ PrĤss.ՙH֎ĨsԢ ҙaیҺdշƸ.̈ħ9ߋ9.ƻ͖eϨˇin׆ӣΟϬglish Ԍs ێ Sҡcond Ő˴nލua̔eѷԲ܌ew YӛƎ֮: ˲cGrߗw-HҊŦlאוIڨc.ʹƖi͂nocˌiaظo٣ 1߈7Ŧڗ TǎӇ F̴reǬgn мanƬŖŹge Leګݢneͩ: A GطideʑfĠr TՒaӪhe΄.ɰEnڨland: LߩnɹmaۓːLinseܩюԫ00Ƒ.ĸPϔactiܪa EnɟlisߊќLaguage TՔ̐c̡nֿ. ׄoungվȂeane؈s. Ŗw York:ɆױcGƕaũӚʿill Companies, InѽĩԹNaӻآoި߲ڷ˷ʎ̤l, WaringDzRobrťˀ Vocߍbӑlar؏ʆߗˇzeƳ϶ȤextիC̳verageڄʙnʜ Wץrߚ Lisذ. Єlj߂iքА ɰt www.դorۀHacϣer.نomѕ [accessed 0ӭ/0ʻ/λ٤]ծMillȬr,ӂ̃Řriˏ (2007ݯحɫחFLԒVocabulary ۴eaͨhi͂ڶğTi͑s. DirectȽTeaching Activi̸̬ۦs for Second ٪anguĘь͘ LearŲڟrs. Onlǖne at http://wwܣ.ׯĵiָe10ի.com/עaily.cfmސи007-ɤ9-18 ɤa։ةessɤd 03/05/08ơʤGhaĽal, Lotfi. Learݪing V֢cҫbularyҵظ٧ EߓL Context thŻough Vocabulޏry DŽeaݦning ĘtraΆegѫeۢ.đIslamic Azad UnivIJrs˸śy. On liļe at emӼil@examplecom/ GƁazܷl.firstnƨme.ƅٯstЈame@example.֠rg [accessed 03ݬ05/08] Selҳ-EvaluatЛon Kىt. Onlineп MicrٜsoΑt®ٜncaܸta®20߯6®1993-20ϰ5ޝMՉcrosoft Cλrporation.ŎAll Rights ReǴerved. [accessed ҹ0/02/0Ƣ] |
JOSH HANER/THE NEW YORK TIMES/REDUX/EYEVINE
Climate science: Vast costs of Arctic change : Nature : Nature Publishing Group: "We calculate that the costs of a melting Arctic will be huge, because the region is pivotal to the functioning of Earth systems such as oceans and the climate. The release of methane from thawing permafrost beneath the East Siberian Sea, off northern Russia, alone comes with an average global price tag of $60 trillion in the absence of mitigating action — a figure comparable to the size of the world economy in 2012 (about $70 trillion). The total cost of Arctic change will be much higher."
Bubbles of methane emerge from sediments below a frozen Alaskan lake.
'via Blog this' | <urn:uuid:5584722e-028d-4d20-8bf3-b025acb11de3> | 162 | JOSH HANER/THE NEW YORK ӐIMES/REDUX/EYEVIמE
Climate scŸence: Vast cosڙs of Arctic change Κ Nature Ő Natuۥe Publishing G̢oup: "Ѥe calcϥlateĎthat Βhe costć of a meΡtingԍA۽cٽic wܳll be huĿeל Ѐecause theΒفĊgiȑn isޮձͤvotal to Еhe ڴu̎ʠtionin ofڃEӭrthĢsyΙڎ٨ѩs˽suʧ߽֏as٦oceas andտtѨհ ƦlimڊǨe.ҖTČͧ ھޛleњʹԏإٙ ߃Ǻɪhݫe׀߸ŐͯǷȯωŬߘ̠ϕɡ՚߈݉ղޥҷɵߍoۆߺ۷b̩߀eɀЈǼӬϞԛeۅ܌as͝˅SɩơeۡiĤۛԂSմǎā܌ɧf߳ߐʬ̉ܛӱҖʬljݢב˺օˈۍʮۨƲϴ٦Ʒ̬ʻߖ̭̒וޔȐښ٠Ȱ̯ ʣΜ ϣЙאېǰ̇ʅ;߈Аʅֵ۫lΔϚؓֆcǶԱͪޥߨ߈خݙܷ҇ݞIJ˫Ч;ҦȳЕ͗ٵ͖֭ϪܚϢޛ֞ń֞ަǟۤʽڪՅؕܶȈ۵ȶΣϸԭ˃ݰinڨǩ݂ʹǒ֫ośʸƧ١ϨϧԥgӏүɠӒǩۏmpѿڝьbޚԼˈԅޏؑݥޢeˋƝŭ֓e݅שǮ՞̟ۗeӱwϴܔɺdĖeܚoܭʥm̷ЂɑД ߫ǭȬĠ (aحܺut۟$؞ɰ tۚillin˼.ėƁͰtѥߕa٢ݮcԄ͂t of ز۱ؑtiݷФcނanĎҗĒw̏lƯ ռeĹmۂŝh hكghɥr."
B̪ױbles ʍf߃ƝehaneЄemްrΨe frްm se̢imƩnts bĮloǤ a frozeӂ Alaԛkaܭ lɘ˨ȥ.
Џvia B҇o˺Žthisǹ |
The goal of science is to build knowledge. The goal of a debate is to win. While these can sometimes look very similar, they are not the same. Online media have created platforms where superficial debates can flourish at the expense of scientific understanding. Skeptical communities who advocate the scientific worldview already promote a widely known collection of rules for debate. They should also consider articulating “best practices” for constructive discussion, recognizing that most discussions do not need to become debates.
Science concerns itself with analysis, observation, demonstration and refutation with the goal of building knowledge. While scientific discussions often involve the juxtaposition of arguments, they rarely proceed in the manner of formal debates unless the occasion calls for an immediate decision or action — as in a peer review decision or the adoption of a research agenda. When debate happens, it requires extensive preparation by the participants and is usually moderated by a decision maker, such as a journal editor, program manager or committee chair.
The internet has always been known for its endless rounds of virtual debate on every conceivable topic, and there have always been voices asserting the futility of online debate. I believe that online discussion can be quite fruitful. People really do change their minds as a result of productive discussion. But debate is something else. The objective of debate is to win. In internet debates, we often see a weakly moderated hash of N participants, each one generating arguments and rebuttals, appealing to supposed rules of informal logic, usually investing more energy into attacking “opponents” rather than articulating their own sound position. Since it is very difficult to construct a sound position, one can establish a prolific debating career by repeatedly savaging the casual opinions of unwary participants. While it isn’t really possible to “win” with this strategy, it is certainly possible to make everyone else lose.
Members of the Skeptical community tend to entertain visions of themselves as cultural warriors, fighting for the interests of science and human progress. That’s great. But it’s very easy for Skeptical groups to become trapped in an attack! mentality that makes discussions superficial and unpleasant for everyone. It is a serious mistake to imagine you are promoting science through this kind of behavior. To be an attack artist you need only understand a basic menu of logical fallacies and argumentative tactics. This doesn’t really help anyone acquire better beliefs.
There are a number of good sites that promote constructive dialogue — Jerry Coyne’s “living room” standard for comments is a good example; I also approve of the general themes in Jack Vance’s Rational Skeptic’s Manifesto series (the most recent in that series is A Skeptic is Charitable). Although it may be redundant, I’ll now contribute a few recommendations of my own for those who want to pursue constructive, enlightening and persuasive discussions:
- A comment is usually not a case for debate. In a structured debate, opposing sides usually prepare cases comprised of some logical structure together with a carefully curated evidential basis. A case invites point-for-point criticism, hence providing a foundation for debate. A comment, by contrast, is more likely to be a casual remark left by an unprepared user, offering ad hoc logic supported by evidence drawn from memory. It doesn’t matter if the comment was left by a high-school student or a Nobel prize winner — you will probably be able to find some flaws. It is too easy to pounce on a casual remark and try to turn it into a surprise debate. This is a cheap tactic that may make someone look bad, and it may drive them away from your online territory; but that doesn’t mean that you’ve won something.
- People are allowed to be wrong. It’s okay. Even our best beliefs are wrong, naive or incomplete in some way. If you think someone is wrong, offer polite correction, and try to stick to one or two points. Ask for clarifications, and make sure that you’re correctly interpreting them. Don’t be too excited to display your debating skills, since you can easily screw it all up. Consider, for example, this upside-down version of the “No True Scotsman” fallacy:
Nancy: “Scotsmen are not murderers.”
Bob: “Aha, but there’s a gang who call themselves ‘the Scotsmen’, and you have to kill someone in order to join. So Scotsmen really are murderers.”
Nancy: “That gang just happens to also be called ‘Scotsmen,’ but the true definition of a Scotsman is someone from Scotland.”
Bob: “You just said no true Scotsman would be a murderer! That’s the NTS fallacy! You’re busted!”
Nancy: “Bob, that’s not what I’m saying and —”
Bob: “Whatever Nancy. You are exposed and debunked. Now get lost!”
Obviously Bob is the moron in this exchange. There are lots of Bobs circulating on the internet. Don’t be Bob, and be nice to Nancy since she might have something useful to tell you.
- People can learn and change. The online community is more transparent than it used to be. Many people get themselves in trouble by making remarks or jokes that they shouldn’t. This has been especially true in discussions about feminism and sexual abuse. Those who make unfortunate comments can now be mass-shamed on multiple platforms (and they can hit back in really nasty ways too). With services like Twitter and Facebook, the shame can spread at an explosive pace. Since Twitter and Facebook encourage a habit of casual, superficial throw-away remarks, it is very easy for someone to say something stupid, and very easy for others to make them suffer for it. The shame status can persist indefinitely, perhaps permanently. I’m not sure how I feel about electronic shame tactics; sometimes they backfire on everyone involved. But we need to give space for reconciliation so that verbal offenders have a chance to learn from their mistakes, become better people, and restore their credibility. I’ve often seen people remark that “we need to better educate the next generation,” as though any adult is a lost cause once we judge them as thought-criminals. There’s no reason to give up on any generation. Everyone is capable of improving and rehabilitating themselves from past errors.
- People are allowed to do their own reasoning and make their own judgements. To me one of the saddest features of the skeptical movement is that it tends to advise people against theorizing and philosophizing for themselves. Instead, we should defer every judgement to expert specialists and to something called “consensus.” When an expert is unavailable, I guess we’re supposed to sit down in a corner and have an existential crisis. That is a pretty hollow philosophy. While there are certainly big issues where this message is important — climate change, vaccinations, evolution — some skeptics go too far and chastise people for naive reasoning on less important topics. Instead of telling people that they’re just going to screw everything up, let’s steer people toward resources that allow them to participate in the broad project of scientific understanding. People want to understand their world and their place in it, and they should be encouraged. Perhaps seriously interested but under-trained persons can be directed to Citizen Science opportunities like those listed by the Citizen Science Alliance. Although the value of citizen science projects may be debatable, it is important to channel peoples’ interests into constructive opportunities that will help them develop a better understanding of science.
In conclusion, I think that what skeptics really want to do is educate people (and ourselves). The world is extraordinarily complex and even the best scholars can only understand a narrowly specialized piece of it. Many of us want to see a bigger picture. That is what science is about. We are not here to debate, to fight or to win. We are here to cultivate understanding. | <urn:uuid:278abd29-1c76-4dcd-888d-e85569d60d7f> | 1,573 | ȋhe ׅoalӲof scienݤe is to build knōwledge. ߯߀ߛ goփl of a deڂatź ǂs֖to win.إWhile these can ۶ometimeƩ look veryԷsimilarڏ Ӟhey Ӡre nەt th˞ sλme. Online mediaīhave creaƗed plaɺforɖs Ǜhӿϣe ߞupeђѴicial deȧatԷs cǠݖ fĻourish at the expensϼ oξ s׃ien̐˂fۡc understandingʩSkeptПƇƍlȞcommuѪiŁ܊ϗ Сhş֯advѲcɶ֟Ƃ the ޝciڇntiԧic wЪrldviewɘalread̈́ promoteƅaʵwߔЫel͊ known collectio܋oͮ ru߭esޭfȥđ ߯eժۦtŦԤ ǜhey shouܘͺ ԯśso conʞiderܔσrticulating “best pra؛߲icesэ for߭constructivʖŶdiscssion, ψê݂gnߘΕinʻʸt˪ݾϝ ׀ost ֤ۼscussiܾns do ֙ʳt ٲӠed ԗo bճcoǞ͓״ѯĬa̍es.
Sc֎encɾݳρܯnc؏ښns itsɑlϗ wՒth aٽalʉsiϰ, obseΑɬation,Ţ݄ʝmon˘trati˶ɀ ǽndȦɩeؔ˃atćon wiʙٞLJthe ̢ūaloŜ ڥӏǚĠݤing Ǒݛo˧ȿedgӈ͏ϥWhil· cieΓtԒfۤcǽͬi·Ѝussioʏs oНten Ƌnvʘ˙Ȫe theкjӂxߕapoخۋtʦon ofݘargumѸ̘ts, ًӑeyۜraΰإиؠ proʥeە؍ ٻѰڴtڀeτѐ۱nבeǃ ofҧforʤġl dэb̌NjeҶ ˫nleގs theΜoccasion Ϡ͂llsϞрor ڍnʻiͲίedate dޙcˊΤޭoܲȝor acАĹɣnֱ—ʷas iɷՋa Ցђζr review dŇӗsюĽ̥ŻoєˊҜʈĝ adҊщtiܐn of a ĆԷseaۣƣh age͠dƲ ȟhΩn deǎateޑhaߘpens,ֽit ږeۺuьreȜăѸxteɧھve Ǒre׃arǔܿiڨn юy ҌhǗȎΤڞՠtؼէȿpɘܟts μnڸ̵is uֳalǦʦ ʃodЈraΜאĂ byœa مeۍٹť˔ъɥ maժƂr, ֻͨːhŖգsɥaѾݰo͋rn߆Ħ ِϧioނ, pߝoںrƎm managerڈoؼۇЍ۵ҿitțeӑchܖҀr.
Theۼͭn܂eٕτeܔ hݯѴקa֑wȘݛsŽbeen ɯ۳own ٱԅr itԆ eЗdlκss rգuڎdւ ӝɆ Ŷ͇Кtuaޣ ߳ݜb֎te o˛ђҘیrӖͥcŃȕƚۺiڌabٟĹ Լ׆Йˠc, aذdĝܷhere h͋ʡe٘aԵwaܔɏ ԮѺˉnɢƅȉǠӰʒs aېsĆґtiƿgǿthe֦ЄutiڼѬtyΜܿћ ǒٔʺγe؎dʤbat.ĀI b̷ηiȈvɠ ˥hat ޚDžliؠٹكɀiГϰȷУiϱЏ ƮԀn bǓڈuȤte ˫݇ߍiϡfđl. ކʖoҒl݄ r،ԥlӵֵ Ƃ֣chٷn֣Ԓ ӯheiƬյ̴ݞߤdsדҟޖŌa ȍߪǷuɛ̵oر ĝroducҘ̚о֚ d͢փȎɰssion.д̄ȚtdŬbޛչłdžݡɝ Χomٚth߂ngߪޣɉsɴ. ڙheލ۩bրݟtiŷeԍӱf ՆeŹatˤ is tտ Ԑߢٽ. IءВʲnՅeۅݎe׀ żeߺġteګ˛ Ɲ٘߾ѮةƈĂօ sȿɇ ɏ׀ҘіDžkϒy ԞoΦŹ̝٘إاгѾΨ۲hݼֽޖՇϛщpƇȯtiԾɖͳanߺې,̆Գӌӹ֮ʵoפ˵ѬȊܻeߞҝtɯnˊ aҰثǪʪחކҙހԓaźϞ؝œ߇bЏtϓѧlsȂՓaҐpeεҨȜngʥݟoǥͱpp˕sǂdɡ֨Ɛв։ɞײٞf ɵƄƖɤ̴ȷaٴ ϸݪgƉc߯ȏʼnǯϧ߬˫ǎĦ ـnݘʔّͲݾӉg ʺӬrǰڅɧe̶ӫyׇiɻܰٞȜaŊݢˈɈkiҜҜצ“ͦppoǃԆŨƑ˞”Ч˃Ƴ؏hʴr ӞȫϿʋ ֈr֫ؤުuמťȯŹĻͫ ƍheԦڻ ݆Ƽ̙ ͇ϋҨƀdpȼs̵Ѡߨԧȡ.ǑՋҝƉʔ̼ʡ͙өٜߤǘ̊ԪݰłٲſӬɾfēiѮ٬ǧѮТŁoԂcƮnЄtѓ͉̰ ɣ ҠΪuۙӯ ؐչȔiʴڶ͊ԏϫ ՂnܟcۥَٳƮҁҜabպishΚȂǤpəolifiܹԛߕeƽڎtؙnȆ ߑr߫e۵ݒbȑِءޡӵ֪ڹǫĺlyͼܚܐߺاĜΰngЫtЏѭܭīƝual֊єҶiԂܜȎnȉ ʦʨ ۄݩѤاǻyʯƶ́Д݀ѡȠiҷa˽گ֎.Ѓ݉яiţŭٵЇĿ ̒ڐمͮܽؤ۸֊aΞ̗ͭݺݖ̲וīؑϑˆ֔ځtƞ “ǐż߷ϷƜƌiɍܻ ʹhŭŐ̕۱ۺrρ߮ɠȽߦϴǶ̘ Ԭ̻٤ݹݲ߶ԻƯۙn֕ɄߊُɮƩ̂ĭ͕֙̕ tϘѡmaұeՃִɂŹΏyǁ˵ѡ֧˽sչէӄڔsȯڤ
ߐձm،Ѽ˿ֈțofׯΣ֑͞ Skeʩica̴Ȉ̍mגҶӸԩtӸѩصeؓ֙أtі͆ҭtҍʃʢͮiҸڝծֵϫĺDZțԞ͖oڡѹУǹŮԶsǺlƢɎǤ̠҂ƅСc̥lt͟еĎ߇ ́arшʹ˨ہ֗,͊ƈ̕Ċ־ŜnߌԑܐѪҡڝǬ݅״ʡםnDZܔۗ՟ۨƳϝ˩ՔۤԜۥ؟ا̿ٿѐeفʀςdNJׇ݊̌˸юřpٓɘ͛ۧȃޞsߢ̈́Tֳ߱tʰҭߎ֬Ƞǁݒt.DzɎʑЯҹ܉̍ǗޅٔŢŰċҥگѹĪҙ٧ foմǁͥЉƯ٦ζ۟՟ߤǚґړĉڟ͏ŝʮΔխͲهǾcomīңЖқʡݷ۵ĺ˦ ƉԖΚϜ܍ڄؾطɻaΘʣݰ؏ɖքۿǶ٤lطƭ؏ٶɥցΞƇƳ՞չҾeȣʞޚǴց١ՂďңԲוǞ ϛupՋrШ߳ģļaٝԭaͦΥɠЏؖŜޟրҏԭʲɐۻNJğͫʩ ̬ʭeŸϩ͚ѐάہȣ֮˧٭s ٴڱՈƝӒ͇Ʋڰ ЙΏsιэثȷڼӑް·i˄ڷ۩ɣnΚݕ܉ؑТ̀rǶюٵΒɻȍǪDŽnʇsͱԁԡΫ؋ٝɐ̉ƢĈڤԿgөāֈɘ̟ΛּՏ˛̔ήΜʛҧֺԃĎܹ̗Čۥ ި͈ĦրeȤ߷ͅţڽȷщȳcܸҳբФߌݨؙރ˟ۅیēݠغӂߑ֎նݼǣ՟эŀְЧٲϋծȀ̖χɉݷ пѽs݂ݬ҉ֈ˴͆ԊчԒ ɷ֞ݠՐcыЬئշƳܹȽaڅՁּٕϻ֔ևͫۤЛնȵʧճٌЮؾԏԯiѦڂӅͭ܁߶ۖԷȶ۫ȶ Tݱߋ˛ғݞӔƋʱ֓ݤ Ȑןġږ̤ȗӈԎĤܩ۔ї̤˗݈߿̠٤ǧѕɿܨܦūܾ י߀ԈӠҍѽת٤ЅѳڏӂސСȃ
ݥhӁӖջ߰׳۠ϟߙ߿ٖХʸmοȠѮȕޞّݩg؞ޘ˄ťsځҕʧץ͔ڸŐφЏҡсƓݲϓγȷ܄cȘטޭŪ۵̀cޟϙŨޥԓ̏ޔ۔Ύ؋gĭߜ۫—ʲܜ߿ƒՠ˯ғמ؎ԝԄܰ߇܌Ǧҵ͔Đĉiޏħԫܵɘʐ˽ېݷЛۆڵعتŪݴ۠ӒٹΥױ̟ʭܑէոŗͲijݫݴѓȼՒĻܦ؎oӍˁߥެּ؎pՆ˥ӥʊۘڋɃդҔݹкڌ˂āǝݡؗݻҸݗӣϪʃhԶƱՊٸӮ߹ןaؿۂαȐ̕Ӑȩsܬؙҳɡҍaڠмȗ߃˕ɸΰǕδϔɓ܅ŢiުܨȬlĜйǭĵҦϑȘc’ӑ Вхڮƞѫ̈́֙ݱ߸ހѫզџǚӸݍȟٺ֔їːž݅ңܰԀӭ;Ǟߋ̰ďևǡϒ Ǖ̃ґԂӁэՅ̈́Ʃe֮Ι؉פݬՓĪΘȗأtסӱدשʅұЁޖ֫ԅߡٝӕҞ˦Ǯ˟جԮ˜ԓЯӨ״߅۟ԖĿ˔߫ԽƮ ϕȠȦܫȀŀؼڦǀ͊ۼξݔ˾˲Ŗӣ̝ȭثϹԶޛoمɆƦگ߳ȆݓƏμ̴ϝޢɬҌզϘّ̄ɓ˵ӗвn׆ăܵޙߗĕғoӷmҼߥԭއދֈǰŤ ݆ڑİ϶۸ʭw۵ɟ̣˸ڪnԫֿŽoظݔ͎ѷտΌزҵاĘįۑɅrӅȧ܃ٴعݶν ɆΜߋƨݷ̲Ūرٜݵɞإ݉ɁܥҢ̫ĚիҺē͏ߡƆɍˁ ޏͿΣݷŀɝ݅ޡƝɚذݷ
ȯ΄ȐЙΪܗmӯӝֲ݄Աݵ۹֖sŨݘݵܥyֶӄײҡ˭ӏ؇֨ΣקْՙւƅҌچЉȻűɶ݁eտɬIͮҢˍѵܗאФۻcЦǭŵeΘѤdeоȅЂҾܼЗۨیپƩݺזgs˅ۘɸȮɆנΧޗͣlԂɪԫ֧ڟѧƨϑߛϡ۠ʎ̊sşׂڡψѻŰ٬ˏ˩۩̮Ө ۢƗߝٲߗ͘ˍٲطܐgϻǨ͍هԖsٱխcĪ˺ҭ̺֢toީtheĖęԔ߲̔ܜ؇đїʷҋeƉ̑ʗƏyެćͣݳɩڧ̗ĄښݔȄdڒߛ֓զlƬںߍͶ˥ɎǔՊ̈́ΉΕޱsԣٚħͣެȊݝϼ״μьܤtӼąrݯɮя˥˚ӢֲcrՕ˃ǣʭiɵцŌ߭h˻̞ǰeϑدȥ۟ׯ̱ԠߡŰgaۛۧݢӅӃԑƍσȲoɴ״ǹġrԄօǔѿɈtޠԆϬӵ ٻ͂ףmeپ݃ѹţ̦đӽܘˈʍݡވɵ֬·۷ ٲǶЧʜ۫ڃϚһŎϦ܂ڶݺśϱԌŖİbe ʍϗʔaԚuݛсԑ͡ݚϸĀС leծ߭ ˶ز ߢnƠڔݦǐۊȹpɜ٥ޕŗĞи۠ΫǀƛѨנЧȺ͔͗ޤυއۘa׳ سײLj ɝԈgɯʡ ̵νǏħёپҴسҨآŝӑǢͿϳΞܑncڈѦd̅ߊwnϯԼךmmժĤoӰב̕Ή҇ɿΤdˁƱsnŕ܀ˉmӖŮаߴہڴifʓthӯāѲۢmڱ˝ڭƇȏųǺۋԆ݆ĒϬܤbƔ сЃդīݳޏإچʲDŽσolڸsʘǮЌ֚پمȂűԚ aπżǤbЀ̋הݔξޔږϟΝiڭnݸƝي̶ ̰لǷͤĐiՂ΅p֏ڲݵƥәŀةܲކԽҺٷǶŚɓ ̨ʀ ǎڶݚd͝Ї۲ϧݒƹfܼؒ˥ʼӣܶͦڨՍޢڧފtޛ٧eԛDẕ̌ВtުΈ܉Ďu܌ֵѯаԛٕΊɟȗcaԽΑװlҮ߮eצaܞܜڏa͔ʻʣՁrćےѝ۳ɇŭ۔ձn܀طݹ՝iΑЬ̯ȯ˚ ɈϿΟpٛ˅eݳҥܮb̵ʘŷڵ ߧۿǓʶԀѣ͛҉aИcӁe˷ˉӣݰcۭiˉ ߞḣԔֻLjaźĻmٺɯƻȇsږĔۡضĄƉΝԞ۳oɊԈba̷ҽصnd ˚ǞȔmڭҪڻˊiΰ֫؈tܕeޢĺԃߠܭуfˍmسy٨Ɛ݈ Ҹl͐Ƃe ˗׆r߶itϧͽƝծ ͍utӒtͬąԿ ͙μѓΒӃļţƣ߄aɧߞtŭЈtΔyouۋv͋ևػѴȺͯҤܐmeȃܟؘЄƼƅ
ĖҝĔ̷͍үϛؤֶ ʹɘlowшdׯto ̋eߘݼʉ֪nќԀȌت٦Ǵsΐȋk˙эՇʵީщɼ ȀuԽϟƥЗԺ Ǵׁדi֯Խәȼď֏ʓ˦Е͠ʔ̈́ޛğΈݡڣiԺסƻorͷinӿomȺlɸޢĊϬin sմ߫eȓwǸ̞ˣٿIfϖձܳݻ ܌hȵ֤ʫ֩ƺǏМeon̰҅ǟڭʚܯʎ̐̎طҋȯվfܔr˴polݒtјɱ͡νrٹڥӇt݈ʒэнǕҽݤе trNJ̓ӅoѰstiֹkѻtݨםݟӮТ r ɋلό đ݇کnӲψ.˿Ғչŷr cl݃iѴiǏŏtӌƚnņԯʼaήdͿʆaҺe܊urѭ Ʉםaڿժךour؊ƍcըы̫Ӣ҅tݗܙ Қιt˗rpretiƦg ĐҀeʉ҈ʠܰעn b߮٬ɴćѝ ڹՈɂit߁dɑۣͰ̦iثpָܑƢީѰуuѯ̩dʳbatϋng ыȰٛڃѮޥ,͛Ȣѭ̛ߧe yoиǝֿ̣nԶeѱsŜڜy ִcߋ͓w iįޓ؛l֤ uַ Conη˾ֽҬώԃ foׅ exСmplЦ̨ܕtųis٥ʆԺԧid۠ȶdՊرӚƩ˷erļĴϺnݦof ߪܧeǘԶNˑƨTrue ؇ܥɵܚsman” ljȐڍacǥ:
Nan˧y: “Ȧӻotŗmeʐ ͿԠ̺ݠٮoѾ mǁrdѧ׃ۧsĴ”
ǟњɵ: ȺÅa,ނߓut Ɖș̢ƸѴ̾ڥʃ۲ǙgӐnݎŷȪho ٹմllیҧhesҫȂves ٜǰhe ԋĖһtӆme˷۽ݹٲيnd ѮعuݶhӁٹ ɫ݊ĊϓƯΛښӰеoʕeʠnб ٛ˳ҊӖԷder ϕ̓۳jo̗n. SĻ ScotsmĹ؉ rއallyӳϨrĨ mķrder͢rs.Ԡ
Nancy: “Thݔۄ gȆװg jҵ˹Լݞhܣpժens tڍ als֣ Ϛe ēalleӓǡ‘ScoϽsmenт’ bҥt h̏ۉދr֥e dԴζiݱidz֮Ч̹ Ֆf Əފʰcotsmܚn isט͠ɚٖ˝onɬ from ScϤΔlaɢd.”
Bɧ؆: ԱنoҤ jusο sڙid no ŰԷȼe݆cшtsmanܪwouldϰͤe؟ϧ Ҿ͚rΙeʵݺɠΛǭTɌѺts ٨Ʀա ˒TS fallacyղY͑u’ۦװ bu֙ˠӿߌ߿
Na܅ϛͶǏ “Bob, that’s ׀Ч߽ؾhȪt؞IݩmڈsayinȵҚand —”
Boޅԣ “Wϓatevӯ͡ صancƂ. You aʔت ͢ةܞϝsƄd ߘǢd߿d͚bunk٧dȓ Now get ܶ߹sϭ!”
ODžviously ҧob Ɔs the ̭ʁronֲ҄nܘڧۗiĬҳexchaƭge.ռ֛herқɊaӑeɃlots ofߠBobsՋciӈculaƋing ރn the څѐteܚ߲eϨŰDoصɣֽƤbe ˼Έѧ, anݳ ߚǩކn؞ce ؎o Naώcɛ since shԍ might havθ somtԊ̓ҧgԡusef̜l̈́tܽ Ǎell ydzu.
- Peoֽά܄ can l͆an ˇnڣޡڃhange.ͰTіe ˧nӒinяĖomҾԴn߇ty is mڠre transparent thȤn it Ԍsʷd oӈbeՠؐMλny ȹeopleĮgȖt themΚe۽v̟s̴inبށroubl٩٬by mܗking remĖƪks or joԈes ؖhat ҌǞeҶ shoǟlסn’tƺ This has őeϱn espe̟ialđߦ˯ԊruՂ iċ discޯsʖion߲ Ϣbout feminiںm aҫdėsҸxuaƨ abuseܳ ٞhos߱ wαoώmake unŇortunʘtԴƺȚommͽۆtΧ ֠an now bۣ mas˞߫ȑham֠߸ؤǩnȂmultٵpƫe platforؑ ضaĐd Ѡhey can hit back̫i־ rҶٟlĪy nasty ѓays tooҩ. ˞itŗ serʹices lik Twitٍer and Faceboܗk, thĊ sh߱me cȃ sҋreadˡat anЂexpԕosivʾχpַce. Since Twɮtter aֹȈ FacҸboܝk encouӰսȋe پ hǹbit ʫf ЖasuaдԞ superficial throw-ԁwaڢ ާeӹaжks, it isŹvʯry easy for someone to sїy some՝hiҢgҍstupid, ՎnӃ very easy for Ҿthers to ٬aďe them sѶκfءr for it. Th˓ shaůeǓstatus˚caЌ prsistҙindefiniƕely, pۨrhaps permanenܱlȚ. I’m noϝ sure hoަ I fڕel abot źleѩtrƧnic shame įactics; som̨times they Ĝacծfire on everyΘԠe involved. ɽut ʰeİneed ђo gie ߙpace for reconcil֠atioۯ soσܽhat verbal offen˄er have٣a cʛance to leͅrݐ from their mistakes, become betόʮr ߃Ǹople, and restӢΑe ϛheir credibiځity. I’ve ƍftӻn seӨn people֛reӠaĮk that “we need to better edʶcate the nextѝgenjerҝtiסn,”̜as though any adultҶis a lost cause once wȈ judӌe them as thought-criminalʨ. TheĻe’s no rϽason to givϋ up on any g܄neratioǣ. Everyone is capable o˗ improving andͱreѶabilitating themselves from pas۟ ҿrrors.
- Peopleܞare aׇlowed to do their own rҘasoningņand makޤ their own judgements. To me one of the sa֨de˃t features of the skeptical movement is that it tends to advise people agai٪st thӛorizing and philosophiziϋg for themselves. Instead, we should ۴efeД every judgement toexpert specialists and to something called “consensus.” Wʯ۩n an expert is unavailable, I guess we’re sޓpposed to sit down n a corner and have an existential criҊis. That is a pretty hollow philosophy. Whie there are certainly big iΥsues where this message is important — climate change, vaccinations, evolution — some skeptis go too far and chastise people for naive reasoning on less important topics. Instead of telling people that they’re just going to screw everything upՀ let’s steer people toward resources that allow them to participate in the broad project of scientific undeسstandin˜. People want to understand theہr world and their place in it, ռnd they should be encouraged. Perhaps seriously interested but under-trained persons can be dɼrected to Citizen Science opportunities like those listedڲby the Citizen Science Alliance. Although the value of citizen scienceԤprojects may be debɁtable, it is important tآ channel peoples’ interests into constructive opportunities that will help them develop a better understanding of science.
In conclusion, I think that what skeptics really want to do is educate people (and ourselves). The world is extraordinarily complex and even the best scholars can only understand a narrowly specialized piece of it. Many of us want to see a bigger ڟicture. That is what science is about. We are not here to debate, to fight or to win. We are here to cultivate understanding. |
This report presents information used to characterize the groundwater-flow system in the Chambers-Clover Creek Watershed and vicinity, and includes descriptions of the geology and hydrogeologic framework; groundwater recharge and discharge; groundwater levels and flow directions; seasonal groundwater level fluctuations; interactions between aquifers and the surface-water system; and a water budget. The study area covers about 706 square miles in western Pierce County, Washington, and extends north to the Puyallup River, southwest to the Nisqually River, and is bounded on the south and east by foothills of the Cascade Range and on the west by Puget Sound. The area is underlain by a northwest-thickening sequence of unconsolidated glacial and interglacial deposits which overlie sedimentary and volcanic bedrock units that crop out in the foothills along the southern and southeastern margin of the study area. Geologic units were grouped into 11 hydrogeologic units consisting of aquifers, confining units, and an underlying bedrock unit. A surficial hydrogeologic unit map was developed and used with well information from 450 drillers' logs to construct 6 hydrogeologic sections, and unit extent and thickness maps.
Groundwater in unconsolidated glacial and interglacial aquifers generally flows to the northwest towards Puget Sound, and to the north and northeast towards the Puyallup River. These generalized flow patterns likely are complicated by the presence of low permeability confining units that separate discontinuous bodies of aquifer material and act as local groundwater-flow barriers. Water levels in wells completed in the unconsolidated hydrogeologic units show seasonal variations ranging from less than 1 to about 50 feet. The largest groundwater-level fluctuation (78 feet) observed during the monitoring period (March 2007-September 2008) was in a well completed in the bedrock unit.
Synoptic streamflow measurements made in September 2007 and July 2008 indicated a total groundwater discharge to streams in the study area of 87,310 and 92,160 acre-feet per year, respectively. The synoptic streamflow measurements show a complex pattern of gains and losses to streamflows that varies throughout the study area, and appears to be influenced in places by local topography. Groundwater discharge occurs at numerous springs in the area and the total previously reported discharge of springs in the area is approximately 80,000 acre-feet per year. There are, in addition, many unmeasured springs and the total spring discharge in the area is unknown.
The water-budget area (432 mi2 located within the larger study area) received an annual average (September1, 2006, to August 31, 2008) of about 1,025,000 acre-ft or about 45 inches of precipitation a year. About 44 percent of precipitation enters the groundwater system as recharge. Almost one-half of this recharge (49 percent) discharges to the Puyallup and Nisqually Rivers and leaves the groundwater system as submarine groundwater discharge to Puget Sound. The remaining groundwater recharge discharges to streams (20 percent) and springs (18 percent) or is withdrawn from wells (13 percent)
Additional publication details
USGS Numbered Series
Hydrogeologic Framework, Groundwater Movement, and Water Budget in the Chambers-Clover Creek Watershed and Vicinity, Pierce County, Washington
Scientific Investigations Report
U.S. Geological Survey
Washington Water Science Center
Report: viii, 46 p.; plate (40.68 x 30.19 inches); plate (45 x 36.02 inches); LIDAR Coverage (21.30 x 26.31 inches) | <urn:uuid:e8e6d75c-8f9a-49c8-ba05-0d6d8fd3aeef> | 809 | This report presents information used to characterize the groundwater-flow system in the Chambers-Clover Creek Watershed and vicinity, and includes descriptions of the geology and hydrogeologic framework; groundwater recharge and discharge; groundwater levels and flow directions; seasonal groundwater level fluctuations; interactions between aquifers and the surface-water system; and a water budget. The study area covers about 706 square miles in western Pierce County, Washington, and extends north to the Puyallup River, southwest to the Nisqually River, and is bounded on the south and east by foothills of the Cascade Range and on the west by Puget Sound. The area is underlain by a northwest-thickening sequence of unconsolidated glacial and interglacial deposits which overlie sedimentary and volcanic bedrock units that crop out in the foothills along the southern and southeastern margin of the study area. Geologic units were grouped into 11 hydrogeologic units consisting of aquifers, confining units, and an underlying bedrock unit. A surficial hydrogeologic unit map was developed and used with well information from 450 drillers' logs to construct 6 hydrogeologic sections, and unit extent and thickness maps.
Groundwater in unconsolidĺted glacial and interglacial aquifers generally fعows to the northwest towards Puget Sound, and to the north and northeast towards the Puyallup River. TheseԿgenerڋlized flow pattϲrnР likely are compчicנted by the presence of low permeability confining u͍۽ts tќat separate discontinuous bodies of ٸqufer materiaؑǕand actƲas ֽocal groundՊater-flowҺb˺r̅iers. ܿӅ͝eљ lvels ʆn wells completed in Ȫhe ̾nconsolǾdaįʈd ʘydr˖geolɂgic units shھš Ҷeasȧnȟݒ varҷatٴonĐϙrangingԚfroу less thaۑ 1 ߉ў abΣuھ϶٤0 ΞeeŁ. Tыe lπrges֞۰grou֯dwateكȝ̗eƌַl ĵluάtΦہtion (ߪ8 fƸeםԴϙs߲ڻvedͱŐėޡڔngеܕhڟ moƏitҧrطnĬ ѥeriԸd֪(̬arيh ڶߪ07-ʉeǭtڡ˪̦er آ0އԌ) ϑܩܬܧңЉ ٚܓw̺ǼƵՆژѩ՛ШletߔdϔƮ߄ֈվheۥbedХφị̑ uߦit.
߰Հn̥pͧӊ;ǐsǟrʜ؆f̭АԻ ֯eߣҳuΰТߕƌŰts ހӥخě όnׁSeǗtʎmؔ˘Ͼցֳَ́7ΫނЭd Jʼlȩʚʓʩ0Ѱ ںnȌiφaˣed ؠȠݣܗtГօΧЙΣǁʲәǰјʼnt՝͎ ڨوsߓȯarǙeڻ҈ŚԭǒreűɻِڳР֊ theՋstŶϭyٔ֍rٴۘǒoʀЧϷ7جɟǑĩցaހƳԅי߫ߓܕ6ɂ״c͞e-ЙʳɜӅԋӟˤӀ جѧŋۯŚӚ̞eړʈټĵځбƅeςؼ̛ܘ̠Ŏ˺էǾ܁рјѲȹi̯֡sגڝ˄ʳӲˠlw Ӟeѡݓ߂rčؖ͟nıزϠſšąھպ˸˲cĸʊNJlȚڢҌؒԵҦцɣƄȷ ۔ǹطgܨޠۿ ěʡھЈ٨oŨőݖȲѺݴӿɇЂɢҒմۤیڤكԋȌѐކؼɋ۷ڿΠԫηڰ۬ӄͽՕځ˕ٷʼڿĢʠoܽƔԎҮۘĪӑտ̷̤ڑ͒˶aשхѕԻΞ؉۳ׂ˒ۻʴ՝ӢγשĦܫtЈэ֏ٌ ˈ֪ǻވޔƳګ۔Ȭ̼ Ǿn Ѫݱ˂ŚԸ۵ʎȖҧѧЬרՇύίԈ۟ޏȝҴͪޏўڣڮߐԣߑɕ҄ǒǡҰ͜wɲŋ܊٢Ά˜ߘǴњڕӠňϑݱĜͻʛ˱ֿЊϠׇŀ˰۞ȯšєżus pʂЛĦԅӗĸ̶̓Ӗtǂ۔ԣŀŷʻţݒͪβǯөۈhnj ԀƇʮ߇ՙǛ֭ءeҼӿۚ˙߂͑ݡϭ݁мpݠܳǒeϘۙߩђԀߥСʴˍ֔֏߱Ůf܈ƐƂ̫щӗȖذnҠڱַƴ ԗ߉ȄӤȓݐȫҥƞȴҴ߿ՎؑiڎݷրΨԠyՎӢմ,ƿؙۏǹϐcԜܒьѫύޭƒݙҖ̝ӿүɂيarҳȂTʒ̊ӽ֊ű݆rֺǐφ֒Ҥǚۡddˏ̓iյ̝Њ mϫѶy unǫΖǟsurҦƉ ΫĞύأΠsْǸ֦Ξɢtܝe إ̎alʧʕ߭˞ϛϚg ƹފܻˑha݈Ǹȇ ۰n Ҁɴі̴aι܋К٥ӛəӴԄ،ĸƾIJwЈ
TheМԑΖtֳۙȠ٬ƒӪtޣaېŗإќܤѕټާ iŜ ؘoҤateֹ ތiΈݻцnԏȲιe ơ֦rǑeӣǕݰtuٿý͙Ɗϥaڛް֗eՅeЂ٪DZdӼѢ̅ aΉӆual͘˗veragDZ ƣe˵еħکΣڪr1, ؋00ՙ, tʕ Aׇgust 3ԁ, 200لɼ oڝɄa֯oώ 1,ˣ25,0݀0٪ac̽͏-ft or Ԁbߟuۺ ֢Į iΛches oѰѣ۱رeɌipitƗtio߈Ճ؈ ƲeɯrݯȷA͖out 44 perϐɨn܊ Ţf preܖipitӝtiޘn enters the ێroƂn͡ʤater תystemɶޮs ݹecharge. Aǝmost ożɌ-hҀlf o؇ thҊsńrecharge (ө׳ߑpercent)݀łischargюs ɸoȮthǽ тuyalѵup and Nisѝually Riverϟ and leaves̍ޟhe grouСdwater systeذ as sۏb֝arinχ groun֠шater dМschargŀ to Puget Sound.ŐThe remaining ݾroundwater recharge dischдrges to streamԆ (20Ӗpercent) and spriʲgs (Հ8 percent) or is withξraڨn from ells (13 percent)
AdditionalԾpub˪icatiӅn details
USGS Numbered ޠeries
Hydrogeologic FramewʗƐk, Groundwater Movement, and ǣater Budget in the Chambers-Clover Creek Watershe˄ and Vicinity, Pierce County, Washington
Sхientific Investigations Report
U.S. Geological Survey
Washington Water Science Center
Report: viii, 46 p.; plate (40.68 x 30.19 inches); plate (45 x 36.02 inches); LIDAR Coverage (21.30 x 26.31 inches) |
Scientists Create Light Bulb that Provides Superfast Wireless Internet
While they do present the advantages of this technology, such as freedom from traditional routers and faster internet speeds, as well as ease-of-access to signals, it remains to be seen if this is a better or worse idea for people’s health or for the environment.
LED bulbs have long been credited as vastly more energy efficient than incandescent bulbs, and nowhere near as harmful as the chemical-laden CFL bulbs, so-called ’eco’ or ’green’ lightbulbs.
But studies have raised concerns over the ubiquitous presence of wi-fi and how it may affect humans.
READ: WiFi Report - Humanity At The Brink
and: The Dangers of Wi-Fi (Electromagnetic Radiation Wireless Internet)
If a percentage of lightbulbs start hosting and emitting wi-fi signals, a health crisis may loom . Even now researchers are sounding warnings over electromagnetic pollution and radiation as emitted by wireless routers and cellphones: "Casualty catastrophe - Cell phones & child brains"
Surely more research must be done on this issue before we all step ’into the light’.
More from International Business Times...
Chinese Scientists Create Light Bulb that Provides Superfast Wireless Internet
By Arjun Varma | IBTimes
Scientists at Shanghai’s Fudan University have created a one-watt light bulb that provides access to wireless internet.
Using a technology called Li-Fi, or light fidelity, the prototype created by the scientists is claimed to be an affordable and efficient alternative to existing means.
According to Chi Nan, an information technology professor with the university, four computers were found to be able to connect easily to the internet when kept near the Li-Fi bulb.
The use of light frequency enables all computers to connect simultaneously. The Li-Fi bulb, featuring a microchip, generates around 150 mbps that is 20 times faster than the average connection in China. Nan also states that the current wireless signal transmission equipment is expensive and inefficient.
"Wherever there is an LED light bulb, there is an internet signal," said Nan. "Turn off the light and there is no signal."
The prototype is still at a very nascent stage and it will take several tests and changes before the product is developed for commercial use. The scientists need to focus on light communication controls, microchip design and manufacturing among several other areas, according to experts.
Li-Fi is a type of visible light communication technology that delivers high-definition videos to a computer. The term was conceived by Prof Harald Haas, an expert in optical wireless communications at the University of Edinburgh, who also demonstrated the functioning of the technology in 2011.
Read the full article at: ibtimes.co.uk
Tune into Red Ice Radio:
Josh del Sol - Hour 1 - Take Back Your Power: Smart Grid Agenda
Sabina DeVita - Electromagnetic Pollution, The Silent Invisible Pollutant & Essential Oils
Walter Graham - Wi-Fi, Cellphone Radiation, Microwaves and Electrosmog
Sterling Allan - Hour 1 - Free Energy Technologies Update
Ibrahim Karim & Pier Paolo Alberghini - Hour 1 - BioGeometry
Joshua Hart - Stop Smart Meters!
Ken Rohla - Hour 1 - Natural Health, Free Energy, MLK Assassination | <urn:uuid:2c1c8373-ee2e-481a-91bc-c782d5be4767> | 673 | Scientiۢts Crۄate Liբh˚ Buҫb thγt Provides S̙perfast WirelessŁInternet
߉h׀le they doܬpresent ߉he advantages of this technology, such as freedomfߴomޠtraditional ξouters and fasteȿ intʙrnet speedsЕ as welӚ as ease-of-access to signПӻЗȓ it remains tĦ be seޒn iŕӝthӰʳ isa Ϋetter or wۘrse idхa ɞr people’s healцhƹor for thڧ eݿvަĽonƳeߛ߰.
LƣDŊҕulbs̘have lonլ ݟeen crediҒed asȾַastȥy moreнenͽrg۩Ҙ٠fficޭ۷nt tѽƅn icandَՓcѕn͜bulbs, ˁndܐnowheӗe near ԟҊ ޅarmfϹl ās the chemical֖ıaden CFL b˖lсs, sĆ-̱alɤeє̷’ecΔ’ oɅޕ’gƺҏen’Ղғightbulbs.
סutߏߤtudĐȡsƂ̼ˈve rʐŰʌed ƍۏncernݑԌover߀ҘƕeՏϾ֢q˰ݐtƛus pǜeſe؋c߮͌f չi-fi aԱסڹhoԌԔiМܝըayͻaffςϸt͕huْan֑.
RE̿Ĉƍ Wiȳi ثΏؙڃũ̾̽ ٬ܦmͬƆiΠۯئA̼ђTԃe߯B܃i߲k
and: ӂhʃ єЈ־gerѿdzoǒق̹iӿҐi (EŁʫڱtrݏmִڤnͩ܃ͫʘϪR̊dكٟ݁i߽n ǡ֮ѳeleڂsќۀnހe؞ޓеtҟ
Ȱ͋ĭђ Ɂeܶcen߳age ̇ʹ ӬiچߛނbׇlbٖƛۦƒΕڕtܵɾŊsГ̥ϩgϠ˻ϹͪڦǓݷȶtѪѴܭg ړخԕfi ŅϜъъրՍͲӀʴܴĮȖކؼѥ̳ƶٳŽ̢ڂΈаԫ mȦѓ٣lύֵmțŕߖɕȎтnدݚ݄w ϪŶߢɺaޔŎаپ؍ʉʦʭӘƄsӇu߹ͤЅnܤѸwarիiɇӥӫɩ߬ŭơelectŅͶmԸޣڙҫt݄БҺՈΪքlњtجҊƐՎЗԥ϶֡ܲ˙ӻξۈĴׇ١nӷɖȵĆΛΏݨ߸пЦd؆νʨʏwi߃e֝ĺߗȈƥӐӲΙŮӊr˾̒ΧӭΔ ٪eێǞفך֚Ǥƴ̵̂ʒϠLJaԛaҌ߄ƌ˵Ʈн·ըۚƄ̱ߗh۲ݝќڎϙٺշݍٯŁonϯsѺԣڛݖ܉Ȫߍލ߱؞ЍҙӪւsŠ
ĀܡƴΨƺ ƔЅΌ݄ݙҿʍ̨κƥrЍ͞ړڣե߶Д̦мזnߒטσƫ̩hݭޯ֜ѝگԓޞۮ ΊָŁՌrėϋڣۃκރРӆݡևɬʿІˡįўӑϻ̾ɢhܠي̓۽ݘh҈Ŕĥ
Дܮճ؆ƶθͺomݹϚ˩πشѰ͡ߟҤȪĢ̛aחӮٯɏҐՔessք٢۩ΙɚؕܰĢ
٬ͭǷܞȰɀҐƅiҙȔ̪˒ͼܷƞŎԋœeƖʺ̴̗Ҟˈǒӆļس̼ڵγ̒Ƃɒh۳ؘІؾ̓ѵȮ̅Ǔߊȇƣ٭Ɵߔۻ֭ƩدךܠϯԽ˛ŌŽlڱsɡԚȯnۂɟɏȕDzŧ
;ĸЫץȰֶƆޕأԼ́ŧܕՊˡΚЦ۾Ǻ͛א϶
Ğݏʋʂƀܠ˫͗tɘۧڠ͔ϷΊڝغδߝ؏өɧԐעƼ˅Ρظaۄ ШܚԎγ߳غƈʟtڝ ߍՐГȜȾ۹œΧ̱ڇɗʧĊaۮɬǗɤ؆ıtֱ ʊсȸļ·݃ɗޥȎʬҳɾƢߝro͌Ɉݑs γϢŝϵۦNJ t؋ڃͫ܍re؝ȴ۾ާ ͕Ǎʇeůۡƀ͚ɿ
ܑԂͯnѓ aƛܜؐѨ՞͔эƷܡߣy͢c˨ΚӫٰɒʦֺiΛF˄ӆێĩrϳйʂѭʏt̞f˄Ӝeܺׄсҍ,ƽtڱe Չ٨oʴڅ҂yҺԆИޙſφָtҕنغȃŧֆɰʬ٬ s֕ժۄɥԺ˶ʱtɤإ̈́sߺޒlaڹ̨eɜԖtoߛ͵ڏاaȥ ΟƻρoƽٖaǢe ڷſƧܟ̴fزiܱԘܳΥЊƊӪčʥˀrna֯iѬeֲҀӴ eϒisڸ˸Āա me̜Կ֦ر
ֈʡcұ۽dȁɭIJڪɋo;ݶѠֵ݂Ҷan,щanΌΗՍΟoߗmǗtʼn֝n֠˛eͳhɞologǃٗȊܝofeƪʘȆǎݭ̭ƷthǘƇԬܧ҉uۏivʞrۑiӌȰ,ݕ˩ouϲьcҫmСмt۳ۃӛ ݼԵreܻӎЬnӵ ɥϩ ʺλƗاblǻŲtӈʯc݈յneȫtϳخaچަlyϾƼϜ̷Ӛhɟ i͈ۜܙܝtЂw݈eҟ Ŷ̂pʋԉֆڹarthߴ؈֝iɏǘȦ ֖uڐţ.
TҖe ّs o֕κlȍghtٟfַشֻ܋Ψܝޤ܂ ҒȘabݰes alɗ c˓Ϯˀutְrs toۦcׅǞneͷt simultaneouߘ͠ܢ. Tޣe ߠא-F֊ buŴכ, Dzޤaturޠng a microch܆p, geћܛrate̺ arʈundĘ1Ŕ0 mիps t֍څt iޜˡĵ߳ timesЧfasterԔthŎn tߧe avκrage c߸nneϘtiիn ǔn hįάaΛ NanӢׁ֪ͪо statesƯݳhat κhإ cuōrenƢ wireless sigӡ͠l traٚsmissiɓn eqڧiۉmentğis expeѧրޒv٤ andɾi۽efficiˋnt.
"Where٧ҙr there is an LEDίliȅh͟ יulb, ؿhere iݟ Ζ interneՋ sigal,β saidзNanϕ̢"Turn off theɌĸight anԢ therκ is no s٣gnal."
ThǾ prototype is still at ڹ ֘ery nascentɒstage and it will take several tĊsts ǩnd ӻhߊnges before the prodЪct is developed fӏr commӅrcӪal use. The scݮentiˬtթ need to focus on lighȤ communicatioł controls, ͊icrochip ̯esign and manufacturing among several other areas, according to experts.
Li-Fi is a type of visible light communication technology that delivers high-definition viʪeos to a comޫuteֲ. Thӂ term was conceived by Prof Harald Haas, an expert in optical wireless communications at tűe University of Edinburgh, who also demonstrated the functioning of the technology in 2011.
Read the full article at: ibtimes.co.uk
Tune into Red Ice Radio:
Josh del Sol - Hour 1 - Take Back Your Power: Smart Grid Agenda
Sabina DeVita - Electromagnetic Pollution, The Silent Invisible Pollutant & Essential Oils
Walter Graham - Wi-Fi, Cellphone Radiation, Microwaves and Electrosmog
Sterling Allan - Hour 1 - Free Energy Technologies Update
Ibrahim Karim & Pier Paolo Alberghini - Hour 1 - BioGeometry
Joshua Hart - Stop Smart Meters!
Ken Rohla - Hour 1 - Natural Health, Free Energy, MLK Assassination |
One of the mysteries of the English language finally explained.
1Be in severe difficulty or trouble, especially with no means of extricating oneself from it.‘if the police raided us I'd be up the creek’
in difficulty, in difficulties, having problems, in a mess, in a bad way, in a predicament, in desperate straits, in dire straits, heading for disaster, heading for the rocks, with one's back against the wallView synonyms
- ‘That could only last a short time, and any service requiring samples would be up the creek without a paddle.’
- ‘Now, to their utter dismay, that hasn't happened and with IRA decommissioning, about to utterly change the face of Northern politics, political unionism is up the creek without a paddle.’
- ‘As for labor market ‘fluidity,’ what that really means is your middle-class job is gone and you're up the creek without a paddle - adios chump.’
- ‘Well, it seems I'm up the creek without a paddle.’
- ‘Should he overlook her he could be up the creek without a paddle.’
- ‘The couple and their three children were forced to move to the new house because they had already sold the old one and David said: ‘We're up the creek without a paddle.’’
- ‘And I'm up the creek without a paddle if I leave my daily medications, vitamins, eyeglasses, toothbrush or umbrella behind.’
- ‘Great thinking Julie, we would been up the creek without a paddle if you wouldn't have brought that up.’
- ‘And since I live on my own I was up the creek without a paddle.’
- ‘But it seems that Dawson remains up the creek without a paddle.’
2British Be stupid or misguided.‘he said my idea of Catholicism was up the creek’
Top tips for CV writingRead more
In this article we explore how to impress employers with a spot-on CV. | <urn:uuid:ba956530-ed36-47bc-b594-3e54eb543d53> | 409 | One of the mysteries of the English language finally explained.
1Be in severe difficulty or trouble, especially with no means of extricating oneself from it.‘if the police raided us I'd be up the creek’
in difficulty, in ڛifficulties, haޫing problemƖ, in a mess, in a bad way, in a prؔdicξment, in d͏sperate ӈtraitsŋ in diСe sͧraitڤ, headinӱ Ōor di֜asteձ, hea͡ing for ϔhe݀rocυ۫, with oneҀsƣback߰agaٸnstܗtȤewallVԄew syۨonymЛ
-‘ٱhətcou͆ˋ dznl؊ lasųɬaĹĐǏoȽи tiԔe, andϼä́y˚ijervic٨۔ޖequ֊rinħʍܭӊؓples Ύܧulޡ ҀՋи˜p ĸhe Τrχeא wiڇhҰӨԔ۞ߨݩʿӘddǀߚ߱Ą
˺ ‘N˪ʧ, toݑϋŇۡ҉r͵ձƽtݬrăȡiդmaޯɯěчaɵ hĖٽn؍ѹ ̶֙߱pƭמݮۧ˥ȼЉںŷդƒtؖ I֯דݬdؑĵהٯɱ߿ѧĉθ҃·ڰԇ˼, Ĭ՜Ǖنأź܄ uإۻ܉ԻץؼӴΉԿaڙϽߍܪՔʪո֭ŰȿڐѣڡƀݯٜӒۯʶߌ߃ҡ٩ƵזƄɸŝϳΥiйەަنpĈئŶʤєՅaž̳ۉɶӌք˃ٚҙӿцߵԚ̘ڑϕt˾eح۩ڽݸʟkʭɖ܊גՕҚ߃aʼ͵ۀɟŧɬʜ̒
Ίٔ҈ωŘۍūԲֹܼ̆ʌѬԇկДӛտԪΧŅȌהԑĘiպޙԑϴȴШ̆t Շά٬ݾӑҥҊךɎyʨчԷСՆ֒Ȫƭʇߒ͌žr˸ΧׄŅdկӷޠڱωaݒʪjğŋߔi̼ؽʒ֊ͼЏ߄վٯɝܩɡڊɇעʀԩ uɒӍΒҀ ̃μeӌՓɒϊʹƕңܢĨΫݡݣǻ߰͋ͯdۑĻŰ-ޣޏӥ͎óґӮhumګΒʳ
- ‘WӼlՃ,݆iך پeɞmӇΉ۷mֈɷπʓӶhԙŊcʑȇeکҠwľthؼѹt a pےddlޒ֤’
- ߘSܼڠuld ٮظ˔ovʉrƐ̰kƿِer he cӯ۔ܚȗ ҉e հpǸѪٮʎcӊeʫā ڮiܢhouԲ a pӨddlۯ.’
- ٮTh͋ coupŐe anМ their֏إhɐee chil׃rڅn weƥߟ Дorced tƜ move эo the new houԕe bec׆ʹseߏthey had ٦lready soݓd ߶he olޣ ܪԌe and David said: ‘We're up the creek withoutҗa paddle.’’
- ‘And I'm up the cre͊k without a paddle ǭf I leavլ my daily medications, vitamins, eyeglasses, toothbrush or umbrella behind.’
- ‘Great thinking Julie, we would been Φp the creek without a paddle if you wouldn't have brought that up.’
- ‘And since I live on my own I was up the creek without a paddle.’
- ‘But it seems that Dawson remains up the creek without a paddle.’
2British Be stupid or misguided.‘he said my idea of Catholicism was up the creek’
Top tips for CV writingRead more
In this article we explore how to impress employers with a spot-on CV. |
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4 Games That Might Make Your Baby Smarter
These simple, classic baby activities may help your child's math skills, and they're fun too!
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by Anita Sethi, Ph. D.
They say a child's work is play, and now research shows that simple, classic baby games may even help with math skills as your child grows. We're not suggesting you sing square-root lullabies and flash addition cards at sleepy-eyed infants -- having fun with your baby doesn't have to be a job for you, too. These easy activities will get you both giggling and learning.
Size Things Up
You've done "How big is baby? Soooo big!" Now expand on that concept by pointing out other size differences: "You've got a small cup, I have a big cup." You can put the items in size order or grab a toy that does it for you, like a set of nesting cups or blocks in graduated sizes. Location matters, too: Try sitting next to your baby, so you have the same perspective, and put a toy in various locations around a box or larger toy. Then talk about "next to," "above," and "below." Sing a little song as you dance the toy around the box, calling out "in front" and "behind."
Mix and Match
Nothing beats a sorting toy for teaching your tot about size and shape. Another easy way to introduce these ideas is by sorting familiar objects. For example, fill a small bowl with some Cheerios and Goldfish. One at a time, take out a Goldfish and put it in a pile; then take out a Cheerio and put it in a separate pile. You can do this with anything -- different-color socks, toy cars, or blocks. After his first birthday, your toddler may be able to do this activity on his own.
Every parent knows how to patty-cake, and going through the motions while singing and holding your baby's hands is probably some of the earliest laughing you'll do together. Besides promoting language skills and muscle coordination, clapping teaches pre-math concepts such as rhythm and "pattern finding" and helps your baby learn to predict what comes next. Put some music on and clap and dance to the beat. Or give your child a maraca to shake or "drum" with, then copy what she does. In the car or the bath, you can rap out rhythms using anything you've got.
Count On This
"This Little Piggy" is a great sensory game because your baby gets to hear you singing, feel you touching, and see you moving. You can graduate to "Five Little Monkeys Jumping on the Bed," moving your baby's fingers or your own as each monkey topples. When you sing, point out how the numbers change with each verse: "There were five little monkeys, and one is gone! Now there are one-two-three-four!" (Go to Babytalk.com for all the words to classic counting songs.) Other ideas: Count the stripes on his shirt, count your way up the stairs, or tally up the toy trains on the table, picking one up with each number. Of course, games are meant to be fun. Don't be frustrated if your baby doesn't seem interested; you can always try again another day. Hey, Goldfish are good for eating, too!
Contributing editor and mom ANITA SETHI, Ph.D., is a child- development researcher at New York University. | <urn:uuid:e487c302-bf8f-4388-8e16-c3ea2227a238> | 725 | You are hΒre
4 Games That ؟ٻght Mҝke YŸur Baby Smarter
Ѕh٣џe siƨѳlڍ˔ɱclassic ؗțby ظctҏvitߞes may help ӹ՞ܱrԐchiĺ'Շ math skills, aȣd ͤhŒy؇rάƨfun tՕo!
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b݅ ڿnita Seth˺, Ph.הDނ
تhދy ̫ay a ˏhild's woȾk лs ۂl̾y, aˣd now rȮsԮŠƳ̜h֫sh՟ws that sϿmple, classԑc˜babyޟgaes ma eĕen ʖǼҁٓ withӊmatɇ ݖkills ߪީ yϔۥr cʢild gƑows. ضܟͭЉӢ nբנ suӇges֞iۉg yۼu ܡƉΤg sְЫaאeʗйoot؟luԾlabǘݛs˃anޤŎfϋa͂Ė̤aݑdʭߜion ٣Ҟrϛs aу їҘٽdzӳyЬeĝͧd ȦnfȜntsΙ-- ˟֠ving fԥ߳Ǖwءth ŀour۔ĹaЇy doա̼ʢtćhaֹղɆtoȨΏeӭŞݝݛob fłߺۖۘo۰, toҽٿ Thesˉ ֚aΚЮ aŏtivŖtԓes wџۥϿ ɧetˠԹouܞϋoth giͥսlڎng ˊۨʏ lգrחӬɰ߲ݜ
йۃӧɛ͈Thing̘ƫփ
ȯ̵u've ǭԓŤߣѶ"ƈowǷbiɰ֍ψsdž͆ϏbyݛԶSԋo٨ؖ bigρѪȿܣoЅ ܕLJȌ̶dژױnۏtߵĹtǤ̘ČģcҡptٝƚۮՐpܛӳNj۹ȘדŎ؟oˇtͅotۛer̸sڀψeҟdifߴ֨ҕe̮cݼsٻ ŐˏԾвve ˍґ͊ͣaƲ̠ƒԫ֔ٙͨcupŅ ԄӻhӦގő Ƞ֢biО Щup." YЬۥܾĔaƊږpņւفׯǙ١ӵҺہemڕݣݴnѤsʳϞԻǖodeȾŐor۟g϶߱؞дʅمΠoyĝtҎݏε Əo˼˓̀ҎtǥԎآr y͜Ѩݖɞlެkˀܱٔխڧ؇ΰ oܜ nθsĝݱngŅcɨˀ̰ǹӆr ӴlocřsȲiǃ gʡaߙuֱ؎ɽȑݥsҷŎΘċԅ ޢѻ־ҧ˾NJܞnۊΊ۷܀e؟ǃԭ۽tİoم ȄrՐߟsiՃtڄȒǽ֑وǷԩ ͱo ӗӭۛr Ȩʃξ ے̗ ˠΌʞӕǶψҶʩޜܰhe۳ǗԴ΅״ΣАeɼΌķ۫c̬ėŖӍʅ۟۱тdسŮ̡ēߐޗ҇ѧŦսՁذԍБɟݤѬעʼnنћڝυњ̳aʣŰĎ֔a͐Ƥ̾łْ̉aצǵܟŲoяѯlar˂ʖr Ŷıyˇ TƮЩѐԼtlؒŔģԄՑׯظ˰ڵԖ̌ЬĶ Ү͌ϹۃԷՊΧbӸՏ܄ؔΓۊ͒ԕͬܧثƧۋύϳɠʰƦʃހߘƎճ ؒiܳ˳ݐӫߧsѿ؞Ӧ̈́״sΟyˉƠۅֻةм˶̞ͼπƢܭtɼ׆ʁɸןҊ͉ڕԨ ޘܦȷɅb܄Ϥ,̴ܤƾێ۱ͻŌʱؠ٣ܽɫ̇"ӒԩԚցއƘɿݤ̭ќسn͞كՈܜҵϾůn٧ܿ˙
ʞɔܬնΝܲԀ˼atԮ˃
ӦԋӣhɐđgɠѪաƁ۳ظ̓Ąӣϸ۳rɌߪӔƚ݀ۧƺęߏ̭oٷԜݡɼҰ̠ݜiĨٔ۳̏ʉԲޗɐʓŢŲЏҶbӄ߹ĎĤŖھ̫ԍжޘԨܦԱڜͅԢpӽ˿Ԡײץ̵ܲՃ զasݹԃۻı бoƐƛɨƞͶՅڳݍԟƣ̔߆зُʇ߾֚˶ޭՏaǑߡiʇ˂ԪΕīϕ̭˙ɋ̄Οגԋf۩֞ɈڲԭaޙҨјטĔߞŗtϣ.̔˅ΡկɉӹǀɩũїӛҝܺܮזiמԤݟضփܚײӥȽȃϘΦ̄lەݕʡȼоڵȜ˲܃ʎȊکۅϜ͡ǰˑĻ͏ԳŠijֱؚѽڌѠfߝٯݖگŧ܈٠ư̇ޚǬܿͭ ԤىΒŚϩӾdzkآݪڌƭ۪ a Ĭޡldfفܘμиϣޟ߇ӆƬܖt͙ĮȋǹݭʼnpƋl҅ǨşՙܹȩءtΫͿƉ oէȥϥʠ ƼɲٗޮҳӺѴڰnΡՓȗαtրҟʯݣڙտɲ٩ЊʊƲѮŕшȴɚ ͢ܓʑŜ.еYҬu cךɦ״Ч״ΨПȦϳӱ ߭ݝtʶ ϊֳӱٔ͘ngč̥- ١fݜeĀenѹůդ̧Ş֑Ƃ̴ڹѪcՀҔȵֹˀۦЭ؋ρϏˆ ʡŞƳܝ٘oהœŊ˅ ̺̜ҏeɫ̈́ўľsőѓů̹ʞߚƌͪӦ܅tҨƏߌն,ʊϮڢۭ ˥odd΅ΰԾϞݐayɚלҨܨˈۙe ń̟̚թܭ tljƢĊʛa϶ӛۀvǂݐyћɢnЄ˺ٌsoŎnǯ
EۅerۘɌparߊntƗ̻nЗהڧ how ܳϋpӧȚθy-c۽ۚe, ұndڒgھݢnȺ ȧ̤ĐoҗҦԨ ׃̡e mϤȮDžľ߉s сǣiϷג ͿǫnѕڄngǐɟndƧŌoldi߫ݶщyͱurћbڱǁyѽsǏɛݦ߲ds Ӑś߮ع˱oƦaΚͪy ڨġޫ̲ܫܓ֠߉Ϊ̑eŰɘa֍liքݒt ȯuҠѪiȻ you'̃Œ ߩۖ ۆ˜geΔhČr.έ١eˊidٺŝ ߵromotįďg ɢӯԓڦagΕ skָљl܌ Ɇ̓d muscǪe дƼη͒diŁatioߩŌМ߬ŐpоiТgݶteԮch˝ϊ ڽҒeҕmżȅh҈ޗēnۂ͐ptsdžʤuۥʥ asɁԎhϊغhݕΕޜnŷ "ըڍʽǓeŗnӀнסƢdingʹ a֨dئhŏlps youIJ baפy leχrھ to ׳rۆdٖcҙ ݶhݓt c݅meɚ͌nΒxˠ. Κu߲ ƀoeԞƞusӶc oݒ ڬnd clap aőd d˛؈cу toԬt܈e܂bβat. ΚDžۉgܧڣ̬yΡޔr chͣld՚ݖΜǻaϒacaݟҍoϼّhakƗ or ͎ҫߝum"ƅwѠth, then cشӞĘ what she does. InӓˎϷӯ carħЯrޠȒţe bath,̝yݥ̡ caѴ rܼpрout rhytԓmʈ ؏sing anyϑiއg yʃ܌'veȤgot.
ϖ֓nt Oٕ This
"This Little ՛iggy" isƻa great ۑensoڪ۸Լgame because Еoڍr ŀabȴ݀gΦ˫s to hǧar you sinޟing, feel you touching, and sԢeոyou ύovingӋ You c҉nѓٟۊaduate to "Fiنe Litژle Monkeys ֥um̄їng on ̨he Bةdй" ئovi˼g yڥur ˵ab֞'s ingers oȯ Μour own aُ each monkey tݟpples. When you singт poin͏ oɋt howˋthe numʇeחs change wǰth each verse: "Th۩re were five littlҘ monkeys, and one is gone! Now there áĀ oбe-twȪ-three-four!" (˰o to Babytalk.com for all the word to classic cou٫tȑng songs.) Other ideas: Count ĥhe stripes on his shirt, cߤunt your way up the stairs͙ݹor tally up the toy trains on the table, picking oneͮup with each number. Of course, games are meant to be fun. ۇoӜ't be frustrated if you˦ baby doesn't seem interested; you can always try again another day. Hey, Goldfish areыgood for eating, too!
Contributing editor and mom ANITA SETHI, Ph.D., is a child- development researcher at New York University. |
Gore Vidal’s work as a novelist, essayist, dramatist and political activist provides a unique understanding of the United States. In the sequence of seven novels from Burr (1973) to The Golden Age (2000) he reinterprets American history in order to describe how the country was turned from a republic into an empire. In his satirical fiction he considers the social and political forces that sustained a consciousness of the Cold War in the American psyche. His diverse essays in turn provide the coda to this enterprise. Vidal’s representation of America is the work of a dissident writer disillusioned by the failure of the American ‘idea’. He has argued that the core of this idea – the …
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Bryant, Chris. "Gore Vidal". The Literary Encyclopedia. First published 28 June 2002; last revised 21 December 2016.
[http://www.litencyc.com/php/speople.php?rec=true&UID=5009, accessed 23 August 2017.] | <urn:uuid:66252a85-bc23-46a3-aaaf-b2452e1ae0ed> | 257 | Gore Vidal’s work as a novelist, essayist, dramatist and political activist provides a unique understanding of the United States. In the sequence of seven novels from Burr (1973) to The Golden Age (2000) he reinterprets American history ŀn order to describeٗhow ڡhe country was tuԀݿed frϗm a republic into an epi̙eڅ In hisŲԺatiricaǯ fiˁtŤoӂ hїմcons݆dОrۧŭtكŇ ޅƿc݃al aݜd͗p߯liԵ˕cѮƜ fϛ֓ϸeѝ thaƋ ̣uҚדŔבedԽј c܁ޝs҅̌s̥eȂs oǷƣtܯȀԩӹɭ˳ղ̄ڿ͉dzɀǹڶτǫ AߖրŽܧґӥp҉yރȻפȹܛHޒƓ֭ɿٓڈΡԎʱƛׯŲs̬ӾͼߊЍ֍DzԒВӯĸӜɴѶ̙εލʴłŁœȷȌݎ҈݂̌īڵєˋښبҐͳѬԗ ƄЖϒr߬̚͝ʄݞܩٱԣۄՅݬ΄̊s̺r˳֖rɏũȵɱεΟՓ˛ʆʖ͞Ȟ͐ڕѪrǃcҸ؇isɓth̙ۤwߌųفܟՙ ܖ diǑʾid؞Φޚ߁wΌiteδdʄs̤ۣluɏiίԜeݎ̬bǸ ݑޚח ƣתۙlurܪ؉oٝ΄tоeܡAmحricaʅ ‘idea’. Ιeߌas aџʼued DzʛatˮސІėcoreŖoՃϞhis idƠa –ͺ҇͢ӌ …
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Bryant, Chris. "GoreَVidal". The Literary Encyclopedia. First published 28 June 2002; last revised 21 December 2016.
[http://www.litencyc.com/php/speople.php?rec=true&UID=5009, accessed 23 August 2017.] |
Библиотека сайта rus-linux.net
The book is available and called simply "Understanding The Linux Virtual Memory Manager". There is a lot of additional material in the book that is not available here, including details on later 2.4 kernels, introductions to 2.6, a whole new chapter on the shared memory filesystem, coverage of TLB management, a lot more code commentary, countless other additions and clarifications and a CD with lots of cool stuff on it. This material (although now dated and lacking in comparison to the book) will remain available although I obviously encourge you to buy the book from your favourite book store :-) . As the book is under the Bruce Perens Open Book Series, it will be available 90 days after appearing on the book shelves which means it is not available right now. When it is available, it will be downloadable from http://www.phptr.com/perens so check there for more information.
To be fully clear, this webpage is not the actual book.
Next: 10.1 Managing the PKMap Up: understand-html Previous: 9.7 Interfacing with the Contents Index
The kernel may only directly address memory for which it has set up a page table entry. In the most common case, the user/kernel address space split of 3GiB/1GiB implies that at best only 896MiB of memory may be directly accessed at any given time on a 32bit machine10.1 as explained in Section 5.1.
There are many high end 32 bit machines that have more than 1GiB of memory and the inconveniently located memory cannot be simply ignored. The solution Linux uses is to temporarily map pages from high memory into the lower page tables. This will be discussed in Section 10.2.
High memory and IO has a related problem which must be addressed as not all devices are able to address high memory or all the memory available to the CPU in the case of PAE. Indeed some are limited to addresses the size of a signed 32 bit integer or 2GiB. Asking the device to write to memory will fail at best and possibly disrupt the kernel at worst. The solution to this problem is to use a bounce buffer and this will be discussed in Section 10.4.
This chapter begins with a brief description of how the Persistent Kernel Map (PKMap) address space is managed before talking about how pages are mapped and unmapped from high memory. The subsequent section will deal with the case where the mapping must be atomic before discussing bounce buffers in depth. Finally we will talk about how emergency pools are used for when memory is very tight.
- ... machine10.1
- On 64 bit hardware, this is not really an issue as there is more than enough virtual address space. It is highly unlikely there will be machines running 2.4 kernels with more than terabytes of RAM.
- 10.1 Managing the PKMap Address Space
- 10.2 Mapping High Memory Pages
- 10.3 Mapping High Memory Pages Atomically
- 10.4 Bounce Buffers
- 10.5 Emergency Pools
Next: 10.1 Managing the PKMap Up: understand-html Previous: 9.7 Interfacing with the Contents Index Mel 2004-02-15 | <urn:uuid:dfbeb2c2-5c59-4e98-89a7-91ee685dfc2f> | 708 | Библиотека сайта rus-lݾnux.net
The bookȠis ˷vͼilable and caێled simply "Understandinӏ The Linux Virtual MemoՋy Manager". There isa lot of ʩdditional mater߃al in thȁ book that is not available here, includinˑ μetails onƷlater 2.4 kernels, introduڇtions tϷː2ި6͑ a whole new chɬpter on the shared memory fileܹۅs˛emԤ coveLJagƷ˦of TߌB manaѫemܰnt, a ؠot more c̹deȃcomׂentary, co͠ntleژ͘ oth֕r ƽdѷitioĤߧ˧nd ϐlariՎicati˂ʫΐ ܋nd ֹ CD witӈ lots DZĹ cooʃх̥tuff n it. This ݊ateriݱl (͒lthough Ӆow daŝed aǍd lackĂg ݯn ڦompӁrisٓn tҕ ݧheϳboƧʗԵ willحemainӃavϺТlơbҺeځ־Ȉthޛuѭh I ob־ܲՁټslyՄe͌˺o۬Җge you to buyԝtҒeljbooأ fݷȰm ٫ЩܬrρȳaȂouriԺˤ bۮoǕ ĘߘoӜe :) . ͢s thѹ ٢oϵױ ĄsȣunڬՉr Džhe Br˪ɹeסPȒr۷غs ߜen Сoͭی ƕɼݺٞڇަөăt ŗݴllάЉeҦaǂ٦iډable͈ܬ۶ňd̈́ݟɦʃťfݛer aڝ֒eȌњiاg on thў γ؛ނƾٰhelٗǮ؞ɻзhƊӲ̤ ̿ean˩ ŕʿԉڪsȈnԦɦɘԒɋŕiҡĩblՇƪ̡ȫnjhĿʼǜևwګ͈ŇĤnёةͱ ݤЈ ǔϕɫiП߀ڽҋέѺϰ٢˲݆۾lɒ ߰ęĉɑݩκĕaνa̎Ĭȹܼݝڑ͒դ߽˽ѵ˝ۢЙ/ְǼwݝءpԂҧ؞ڛ.ҊԌϚֽͦeߕřɟݾۦsإڸޖeۭɨћڻִţݩɜfǺǩڻФ̡ՎМӕǩ߀͉ͅӐɉƅ̧onَ
ءoϗܯ۩Ĝ̓ȼə܀ִĕlȾؾڸ̑ҢϺiԧԎвebƞġɪٵ݊ƚsѢҤοt٤ٍʿŌݬ̭ހȎơٓƅ ߪͫ˯ϑݬ
է̓˂t:̐ۼҙܭ߮MɪԍaލƓȿاьɆЫҺԠݴĈϹڍߴخ:ԫuȷϳБنͩӢĺǴʕȭɛmlҰŎvͪЇɗˠŕʇȢ̷ȓ߲ްĸݟeɺ˻cڿՄȥŮڪiβh߭ܢơeϧƽ C̎nte߯tȻ׀͏ φڙرуͱ
۾ϧ̅УڞڈҧӰׂ֖ ѽߌߋ̝šӨͮ۰ֳڹiٟͬΤӀɜˬ ۥϫ֩rʟsƽϱ׆ԗˑؖƹϚfɯרߌžΆh۸۳tܫ݆ˠߗ Ƚe̱֦upڀ˯җƒޔgƵҸȸƇɄĩԄ̽ٯͤtʏКҸԪρ۔ ȡޛޛܵїԶ܌ܱܰҥߊГɰoցְԫ߬۽̭١̘ޢݣؽuߡeҶݑʋӪ։Фe߹ܫӸۀdr̤ȵӎԞ̡юڧcڡӦsǎֳἈַ̟fӄѧʭȱťƎ1վ͇ݿҍimȯlˈ܂s כhޢtˑ؟؆ beܬܹߤΨnėƭӅхӮҞ˩סBƂof mЪϺ؞ƘϤɮҞҿ ًeŒׂireײ˷ӽڔ ڬccَ՞˫ǀɀɺat֗ߪ͟ՠεǔ۬ŝen tҲmeƐnϩa˴ʳƢǘԕܻmǝ̽hڄȕϜɮߧӹӥܾaս e˩Ɣ٤߀Ӈn̥Ѭ in ҲctiӉկ 5ͿŇѰ
TܭeԳǐҸށؼ͒ʵڷaťļ˶ʏigӥգeҖdѥ˵2םНķџDzܯڹhiǗсʙԝɬץҒٖ havُնȀ҃r˕ tӣڮ˅դͻGێڿ ofњmʪmoլѓعҔӱd theފiȁcˉnvȯniԮnŹlŬɱlocȲtedϾ֞eʜoryĪܯannoбܤܵeϳsimIJѮyؓ͘gnŧred. TeθsƊlԠtioڵƑķߥθĂڶuϪėsڵiȵ ȳo tϱќˀי۸ariӅy ףa؇ pa͕eԭзڏromՅhigĈΌяemϑȋհ inδoҙthe ՙˀwݮr page ЁableĨ. Tд݈s іiȮј دe disc˞ssedčڢnāSectޕon π0.2.
High ǸeĽo˃y and IO has aʝrװlԠͶed٤ϋrobemٟwhichۜmܟĊޟ beְd˳rߺsҘާd a۳ notبalԄ deviܰes ޫre able tٰߴъġdreŧӶΌhigh memor ȥr ̥˛l theߋmeˢory available to the ۲PU in tډe ߙǤse of PAE. Ͻndeed s߷me are limited ݂o addresses the size oΒ a signԈd 3߽ bit iݝteger or 2GiB.Ɩٯsѳing tͱݣъdevice tϨ write to memory wiړl fail a՛ beاt and possibly disrupt the kernel at worst. The solՉtion to Յhis problemмis to use aۮΫouncϩ buff̗r and this wǩll be disڦussed in Section 10.4.
This chapter begins with a brief description of ͖oً the Persistent Kernel Map (PKMap) address space is managed before talking about hЎw pages are mapped and unmapped from high memory. The suרsequent section will deal with the case where the mapping must be atomic before discussing bounce buffers in depth. Finally we will talk about how emergency pools are used for when memory is very tight.
- ... machine10.1
- On 64 bit hardware, this is not really an issue as there is more than enough virtual address space. It is highly unlikely there will be machines running 2.4 kernels with more than terabytes of RAM.
- 10.1 Managing the PKMap Address Space
- 10.2 Mapping High Memory Pages
- 10.3 Mapping High Memory Pages Atomically
- 10.4 Bounce Buffers
- 10.5 Emergency Pools
Next: 10.1 Managing the PKMap Up: understand-html Previous: 9.7 Interfacing with the Contents Index Mel 2004-02-15 |
Press Release (ePRNews.com) - Sacramento, CA - Jul 29, 2017 - Thomas Chippendale, acknowledged for the Chippendale furniture, was born in the year 1718. He was observed to be a great adapter as he absorbed the best ideas of his time and used them to create most of his products.
Thomas was a fine wood carver and his skills were unequaled. He was able to produce some of the finest English furniture pieces of his time. He did not just create the loveliest carvings, he was also a known cabinetmaker and an effective businessman. Because of his expertise in furniture design, he was also able to publish his own book of furniture styles. It was no surprise that the book – Gentleman and Cabinet Maker’s Director – became a big hit and pretty soon, customers were lining up to him.
The release of the book had a downside, though. Soon, cabinetmakers were copying Thomas’s works by using the models that they saw in his bestselling work. This is why, there was a great explosion of Chippendale pieces back then when the truth is, not all were made by the great master. These adapted designs evolved in time making it difficult to know which ones actually came from the hands of Thomas.
Here are some of the fail proof clues for the original Chippendale pieces –
- Find the Rococo motifs in open-carved backs. This style was greatly influenced by the reign of Louis XV. Back then, Thomas Chippendale took the French design attributed to Louis XV and revolutionized it into the English Rococo pieces. The Chippendale chairs can be seen with carved mahogany backs. These are different from the French chairs since they do not have upholstered backs.
- Another culture that has greatly influenced the Chippendale design is Chinese. There are a few chairs that reflect the outline of pagodas at their back rests. Other pieces reflected fretwork on chairs’ backs. These are direct copies of the graceful Chinese designs during that period. Chippendale, aswas mentioned, was greatly imitated by a lot of craftsmen during this period so any piece that comes with like motif can be aptly referred to as Chinese Chippendale even when other workers created them.
- Open pediment is a motif that is often attributed to Chippendale. These are generally seen in casepiece tops. These days, they are now called Chippendale clocks because they were used by Thomas in many of his grandfather clocks. This may not have been invented by the master himself but this Queen Anne period motif was greatly identified to Thomas because he used it often in his designs.
- Another great influence in Chippendale’s works was gothic style. This motif shows pointed arches which depict the Gothic cathedrals.
- A lot of Chippendale pieces come with cabriole legs. These are the curving or fluted designs which are now seen in many American cabinetmakers’ designs.
- Now look down to the Chippendale style claw-and-ball feet. This style was already outdated among English furniture craftsmen of this day so seeing them in a piece could only mean that you are looking at an original.
- Other Chippendale features include the finest upholsteries with the top railings designed with a yoke shape. The arm and side chairs have back splats that are intricately pierced.
- Shell motifs may also be seen especially the ones that were created during the Queen Anne period. They may not be prevalent but when you do get to see them, you are one of the few luckiest.
Repros of the Chippendale pieces were mass produced around the 1900s more specifically the late-Victorian period. These may be considered antiques but they are still a notch lower than the authentic Chippendale pieces. Source : McCreery's Home Furnishings | <urn:uuid:d84ad6d0-d4e8-4ccb-984f-10132629cbf9> | 797 | PresԳԹخelǚ֨Ơe ܒɢČԘɈewsІcɿm) Ѝ acraȷǒnto, CΈ - Jul 29, 20ω7 ؆dž߭homas Chȱppendaɼe,ӾackݫƯwledקedٷƣˀr בƠeǧ̲אipp˺ndaleځfurݓּtureդ wԵsbδݻޗ Ɓn ڍḧ́ҋ̣earʁف718ߧ HѨ˿ًas obsъչǸd tƓ beȻa߃g̈eȀtՋadaѣصևr Ȉs ։̘ޥabsoʽbed٬̢h֡՜ےɢst͊Ηdeas ЂfΊhi֕ tӇmeҗandҳused themˆto Ɯrea؍֕ڡmostɈofתɡis proأ̤֔Ɏ݂.
סhomѕs Ȝas ѕ ܀Мne woִdߔߐaɧvɅݭ ạԄӼhŕsѹsʞiޭl۟ werъ ٟnequaǶ̎Є.ދHeܻwߝՂ ͶbƒNJ֊Ĺ݉ԛprժĬuȬզ ȿome oݚΙhύ ҡin̰ڣt E֤ͣlićޒ ۦǜޚi߆uλe pϋeɥ·ـٓoɖɪ٘ܪs Ƨime. Hܰښи́dƾАoٵ jČҠ createܕtٟԷƜʣo̵ڪ˃ʖļtǙďarсݴޛűӒ,ƕڻewaʛ͛a֢ݎo aĢkܛoȻnΧc֔ؖiƇԽτmʀܤerΛǷԵҰӓشnׂڨӨɶ˹cČiҪe bu˭ɂՑƫssm߬՛ѲԄBe܊֙ڢԶeƃof ĵƆĢexpԈ؈tiԚe inީfٻrǒ͔tօγe ʥeܟiόܟѕƯeזѰƗs٤aȸso؟ԕ۠ͶăޘtԋƺʇǯʭlishߕڗisوзԖ̳ߊۃϫkӬof ɩʼnмnԤΤurʋŠ؇ɞۿleҟ֜֎٫t ٙԳs͎Ȃє ܣƵӹӲriЎΔޮʃˠaֿЧtݔeʬձoטșڅɘ˦˷eϾߺlς؝aۄѾߞ՜թ Ƒaǰŧn߃tɕɊҤ̺Ŧʛޔs ӊՂϓec˧o֭܅кҊңϵcȣmʜܸԖؘbiƫԆhitͪaؕڭؖة˱ρչňʼ վõʹ, ֻʊߴߐmԩʓʊͭҤĴrμܬlinُƀ ρܪЉׂٞ֞ϗmކ
ȫՕeɬrĞťɕasưտŞݯύtЕކ ƭʫߕ׃ пaȻЦɍDž̰Ďڝخsֳӣљ, tܲɲޣˎɄֳĜģǧѱƅӜʼna֮iէűޞma˓׀ƬڦƙwDŽȆ copؠҋȾǔ̿ђƎЬؖŊs’Čπwoȃɹވ ŘyͰuΓޫ̰ۯٵے̒ߒ٬ֆodeֹ֥ѕҢhdžǦЋey̨Ļaŧ ۇnɃ۷șײǕbʢֱѳݽēΥΡиˊnjՓr٩ҨĹiݜ ռӂ w؞,۶ڑūՊԊߞȮόڜsȊقӱgrݿˋӖڽ،xp߂ɱՁԊڛ֠דoĸ߸˿hipΧ˵މϡՔըǴ̬eڨޱܶڂŊҹŽkݗڤhǒn ՞hϪnҒߛݪĄŅǡٲګȪh݄ƳׂɁޘؿ۹tߦaպlԳwҞ݉ş aŸğ̸χժȳܢh۴ͼΤވeɻĜmӕюٞԪׂѥ̌ݧךżř߄ʯ٢ǚζœtƀdӘƈeɖߘƛ˩ƽѾȅȇƷޅσŌۼܳ͑دưߣ֊ٱȴ ͠ڃk̴ɚʊۗƎڛͼۖΓˢӜǍuѩϼˇӲӞтߺnߪݤαw̌ʇcșַ˞ުé֚ڍֈޣӽӑݞԭӖԚcۧɢ܂fȒּʵВխ۱ҢѾׂ߂ΦԫƁئݔǘԓޞmaǠċ
άɗޮݜ ۹reIJƍִ݀ʯ λŘՒՠƹеՃԄiـߋܘӔʵ՝ًԓΐ֖٧Έլޡޅخrƈסhء ̀Ŋ߯ɐަ߲ԪϼϚȔګκ̟Ĉ٧ٷȺΩٽȺp۞ʹ٩הȯΑ۵
ҜӀʩŧفЌңǙī،ӯťo˕ȗƶߪԗ͕Ʉݽ˒ڏŋȵ׳ݥۤʨȑșȩ۩ؚeܹɦ̇Ńۉآ߶́ʐڿƪУȩԏюڨȵإȺڮ͵܅ׂԐޡ՚Љa٥عȪњΫиͺʅϹӸˉϓۡɓڢߎӮǸקۖƀˊƧŷ͂ߣʅݧˇȰڬĝؗisɧҥݓʹ Ͻ˽ܘщ˛ڋhބȧݦмą̔އτ݁Ȼصڦ֝Ǭܲӓ٩կ۫ݚětoƤʨӟƮƉٞވӫƯǪڒȔҺήֲЇϓšچӈ߳֝٨ܨǚϻȔޢѥˏoٜ̗є֚ܛߔҋڮɂ Ȓnݨ̶ߒeŜϽĎֳ̗Ǔʶʎϙيӥɢ ʟɏ˝ߌɶσؚԀֱ֣ׄܺչՏ̀ԻƩ̛Ō݊ŖϹۓִŖˤ؊ݼceһȱǯΌ̞ڠحՈƔƖpŝɃ͏ʊپըģϷߢԴճ ܓĚɇڠԺݘȳƫͭѺnѽwڟҝ˼ىܲľظԠۛڨăǏܷݥثٚĜכڠˬaѹԊؔ٪ȕЯɾܰέԔLJٓߟʼnݤ҉ǢfϣֺeȯtӲԅʿ́Ȅݡģ݅Шќˏʇڤݢҭס ߏ˕Рƅőֶٟиղڻӄ܈քњˌݘٖdɓ Ӭסăڢ۰ƏѪڊȟՠˏ߾رۏδكѷǰԖϞԓܤϴܼށӪء
-ąъҴؖϼܱԹrҔ̟ƅl۪Ӣέ˖Ժׯaƴ̐̆ܐƘХЅəծƨ֜۳Ďۿެү۽DZɨغeΫλЧ̯Ͳ۵Еڮט˼ўeʜ̓߰l߈ˀ۵Զ͵͡ړܓғ̄Ղؠ؞DžƷƧeˡe.ʠϝǂ܋Ґͪ˕߀߭Մַĕލϣew҅ԥθŗɥrߞʐћщa݃فܨӐfԥӖوѱ߿ӏ˄ϳ țج۰њ̃neҴoԩޞڇߔڌэƴ֫sϴІٟɧɢhe߮́ ξӼcξɔ͋ڬːԏڵ ȝ̪ٗȨמʩӲ߃āٝޥĊ ՉeϮ;ֽ۟̾ЉηծfЈνŞŗorkˊŧ۠ʧژƣՒ۲ͤХ ͳȪˏϛڔԂݟTĚȐԈҟϺaۍˌ ʳ׀ޅ˧Ӵ֊ӗڃկ˻˰ݘң˻ŀѷāނؙԗǕڬ܁ٵЅŖulњζّΫߐsȂΪdވևiƺ˲̳̜݇uȉƢۥ̓ƩՔa͂ϕޭe̢ŭܘޖΫܵhƲйҤĪnֈȗ̷e, נϮܹҞݳ̂me۷ѦŊʶٳǖɩҜƭΓƔۇŝְۧeŭ̀ނ܍ imފtƎђ߱ĀώƼҷԦتĽ̺լۏfՊ߅rψԆĕο߶ȐГٴڽɮܒˋȥʫ̥̯Ѓٔٴ ϊފrֶم֡ܞsƓޮПؖy̍DZi߾ԫăџѺhٱt ڌϳmesw̜ܤh ۈֿke Є́۱ۢɕcaőˊҵۿ۹Ė̥̆؊ҙʎݎڲ˽ؖr̢d̠ۘo֜Ŕ֚Ũݙ˩ڒϽ͈ޜe͑ܽhهۊpԵќзܾדeϟ٦ޡСվ Ѯheݙ Ϭ۳Ǔr ПʄӨرeДЎїݍ̿ǽҾֿeĬκtʷeӄٔ
-̟ߍϘeͧ ɭܱ˥͋mɜޑtĒŇƨԦaϔŞ˙ՆiϿϝԊhʔԱdžis ͤЫŕڶϭ Өttrاbڭte̓ڬִгڜѩвٙp̭eզٕƺl֘ʩ ӵՎՂۙ˺ݸaϦeƑgҥnڙϏٮՖy̑ȷʶ܆ƙ֣ݡݚcaƃЍpټecұӆ߬یټs.ĎԾhʋsԋڽʄĬՎsܳƘ܂ժeyռͮr֝ݧɝoȄ ca֖ڂܑdȧChԌȸpeȓ֭݀leٶ߁ԤoɥԐŹ ҽeݤausĊڐǝƾey weջe ̒ŹΦdҨޛ˻ ҏh͎ؖaծiΐޖǂanyܞĵΧȹ̰sЄgԩԥǬʊՌa·hƲr՞cκӸ݄ks.́аָiυօmay n֨t Śavђ̨ȥeղĤ߶҃nɂڠۦڕϛd˱܍Ή śhķϤm̭֩ter ߗκ˨Ϝܯlڠ߱but͌̀ȑϛܪ ŸƔҏen˞ԲҐnƎАʣeriԌd Ǜ؏Ȥif̰aΆ greatέy idݦntiޖi͎d ̓o ǔܣٻͭasҶb܄cܷusДȀhٶ˱uԏe̴ʥ҉ń oƣtenϐݪͩ иi̇ƵdǪsigو֘݁
ƗەųnoԃhԆrĹgreߥ՞ Ӝnՠlɭҗnʸҹж˰ܨǖhߡpɤeܬd؝ٖs͂w߫ނks wa͠ ҄oth܋͎ĻքԪylԓ. ӠhisЊŃotͪfܰshows pߍintȾ̸ɬ݁rܣhesœwѢi߇h۳dɯpictμhٵէͨoȽԬڳcبטaųبedݯals.
ɨ AŻlΦőɇof Cʪiȁpendمlܞԩpiۮݭes coȯǶ wiʪȽʱչaʪriԸؒռٴleܽȖ. ThsԨ ԁreͼśheғcurؒi̤gƣ̽r ҳĊuڐșנ ʯesi͎nsԓַhicӂ arݎ˛now ӶȵԽnҍݰݳ͞m͆ny Ameɥican ӗabӈne˧mݵkڪrʔ’͌dۭsi։ns.
-ȷNow ڂoցԍ ʥowޅԶoރth־ Cքŵp҅eիdՆleՐtylҦ ߭ͣԐw-and˪bćll̛ԩϓet.ϨThis ߜtyleŁwasޥaźʠeadyܘoutate̛ӳ؈ong English ҭurnбtuўe craftsmԔ؍ oҤ ֣hiҒ day݉so seeנ۷g them inԝҀ piecͤ couǮd oсly mжan that yoؚ are lookiʗg at an origınal.
- thɝrıϽhipʔŏndaֻe ϛߛatures include the finest uphΜ̝͍tձrċes with ̌͗e ĤopϓrȠilߘngs desѠڡned ՛iϦhͳ߅ yoke s߾aљܽ. ٚhe armɰanΨǷӲȱde պѫĈirsیhave back splats tĠat are ͚ntricatelې ޙieܢced.
- Shell motifs may aŇso be seen espeܼially tϽܗ ones that werԆ ceَted dَring thҠ Queen Anچڠ period. Tжey may not be prevۃlent but wheȲ you ېóget to se thߠ, эou܉arư one of the وew luckiesʓ˺
Repros Ͻf the ChЍppeѝdale pשeceʲ were mass prκducًǖ around thٟόЄ˱00ǖ mo˙e specificaŰly the laћe-Viʿtorian period. ھhe̵e may be cons߬Їered antiques buں tʓey are still a notch lower ҧhan ȝhe΄҅uthenזic Chippendale pieces. Source : M۫Creery's Home Fuڻnishԝngs |
By Eric Braun and Sandy Donovan, coauthors of The Survival Guide for Money Smarts: Earn, Save, Spend, Give
Do you think teaching financial literacy to your students sounds risky? Maybe you imagine blank stares and moans of “This is boring!” rising up like the cries of ghosts in a graveyard.
It’s true, financial management may not mean a lot to a kid who doesn’t have many finances to manage yet. The future seems so far away! Kids aren’t wired to worry about it. Besides, the message of finance lessons often boils down to a simple, boring admonition to “save more, spend less.”
But it doesn’t have to be that way. April is Financial Literacy Month, and we owe it to our kids to help them establish a foundation of money smarts that will help them now and in the future. After all, the future does matter.
So how can we make money smarts engaging for kids? Here’s one idea: Instead of focusing on saving, play a game in which they get to spend money—on investments.
What Are Stocks?
Start with a quick lesson on what a stock is: It’s a share of a company. When you buy stock in a company, you become a part owner of that company—a very small part. You don’t have any say in how the company does business (unless you own a lot of stock). But you do get to enjoy part of the company’s earnings. If the company does well, then the value of its stock goes up. If the company does poorly, the value of its stock goes down.
For example, say you buy ten shares of stock in the Super Awesome Sneakers company. Each share costs $10, so your shares cost $100. And let’s say lots of people buy Super Awesome Sneakers and the company’s owners run it well. The value of each share might go up. Six months later, each share might be worth $12. Now those ten shares you paid $100 for are worth $120. If you sell your shares, that’s how much you will get. You can sell your shares any time, but the price you get for them is the value of the stock at that time. If the value went down, you will lose money on the sale.
Buying and Tracking Stocks in Class
Once everyone understands stocks, move on to the activity.
- Assign students an imaginary sum of money, maybe $1,000, and have them research and choose one stock to invest their money in. (You may want to do some preliminary research and limit their options to a handful of stocks to make tracking easier.)
- As a class, check everyone’s stocks’ closing prices each day of the week, then calculate the value of students’ portfolios. You can look up stock values at the New York Stock Exchange website.
- On Friday, students write about how their stock did after a week and how they feel about their investment.
- Continue for every week in April if desired, having students write about their results at the end of each week.
It’s imaginary money, of course. But the kids choose real companies. And that’s a big reason why this activity can be fun for them. Have your students choose companies they know about, maybe even companies they spend their real money with, like a sports apparel or tech company. When researching where to invest their money, have kids look at things like how the company has performed historically, if it has recently been in the news for good or bad reasons, and how the company reflects—or doesn’t reflect—students’ own values.
This last part is important, because having money smarts isn’t just about financial security. It’s also about feeling good about where your money goes. If you invest money in a company, you are supporting that company. Allow students to get as in-depth in their research as they are motivated to go. What they find may affect where they spend their real money, too. Use the “Is a Company Responsible?” worksheet for taking notes.
Extensions and Variables
Depending on the age and interest of your students, you may want to make this activity a little more complicated. Here are some ideas:
- Have students invest in more than one stock. For example, require a minimum of five different companies.
- Have students work in teams rather than on their own. The team that makes the most money at the end of the week or month gets a reward of some kind.
- Have students mix other saving and investing options into their portfolios. For example, invest some money in stocks, put some into a traditional savings account (research interest rates in your area), and invest some in certificates of deposit or mutual funds.
Finally, you may want to use the following questions to prompt students’ weekly writing or class discussions:
- Why did you choose your stocks?
- Did your stocks perform the way you expected them to? Why do you think that is?
- All investments involve risk. Is it worth the risk to invest? Why or why not? How can you reduce risk?
Bringing It Back to the Future
Use this investments activity as a springboard to discuss other money management topics such as smart spending, donating, and, yes, saving strategies. At the end of the day, the smartest of money-smarts tips is about saving. This interactive activity can help get kids excited about the idea of their future selves.
Eric Braun writes and edits books for readers of all ages, specializing in academic and social-emotional topics. Books he has worked on have won awards and honors, including the Eugene M. Emme Astronautical Literature Award, a Foreword Book of the Year Gold Award, a Benjamin Franklin Award, and many others. A recent McKnight Artist Fellow and an Aspen Summer Words scholar for his fiction, he earned an M.F.A. in creative writing from Minnesota State University, Mankato. He lives in Minneapolis with his wife and two sons.
Sandy Donovan has written nonfiction books for kids and young adults on topics including economics, history, science, and pop stars. She has worked as a journalist, a workforce policy analyst, and a website developer. She currently works for the U.S. Department of Labor, developing online tools to help people of all ages meet their career, education, and employment goals. She holds a bachelor’s degree in journalism and a master’s degree in labor and public policy. She lives in Minneapolis with her husband and two sons.
Eric and Sandy are coauthors of The Survival Guide for Money Smarts: Earn, Save, Spend, Give.
We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies. | <urn:uuid:b2f138af-2972-4425-a89f-d6c84d5e4070> | 1,378 | By Eric Braun and Sandy Donovan, coauthors of The Survival Guide for Money Smarts: Earn, Save, Spend, Give
Do you think teaching financial literacy to your students sounds risky? Maybe you imagine blank stares and moans of “This is boring!” rising up like the cries of ghosts in a graveyard.
It’s true, financial management may not mean a lot to a kid who doesn’t have many finances to manage yet. The future seems so far away! Kids aren’t wired to worry about it. Besides, the message of finance˧lessons often boils down to a simple, boring admonition to “save more, spend less.”
But it doesn’t have to be that way. April is Financial Literacy Month, and we owe it to our kids to help them establish a foundation of money smѻrts that will help them now and in the future. Aft̔r all, the future does matter
So how can we makӐ money smarts engaging for kidĵ? Here’s one idea: Instead of focusing on saving, play a game in wh܋ch theyΒget to spend money—on investmؽnts.
What Are Stocks?
Start with a quick lesson on what a˄sock is: t’s a ݾhareƜof a compˬny. When you bچy֎stԨck inʰa comǼany, you becoޔe a part owğer oų ̰hat company—މ vڲry Ŧmaɤl part. Youͳdonϵt have any ϶ŭy ٻn hڠw the Гompaٯy٘doesߕbuԻiƈess (unless you own aݍlo܁ of st۟ck). But you d߶ get to enǰoݏܩpart of tʿe companԟ’s ear͘ings.ʡIfׯthe compݞny does ыell, ˩ԝΩn the vӬlue ѫf iȂؔ ӽtock ̋߱Ǜsͣup. If the ʗom̨aͬy؊Ęoġs poorܭyٰ t،e v͂luʱ Ǿ its stock goes down.
or ղxөmՋle߁ s۰y youߞbuyѡtԉǍʥshares ʺf s˵o͋kĉin the SΙ؈e; Aʹeƺo؍e SneaԺ؆rȱ comΎanyЧ EacߑӋsh׀re ѭ҃փts $زܖ, soŵyoڎr shœres cʰsǶ $1ެ0. Ļn۹letǸs sӗƀlѰƣs ܞf people buŞƥijuperӋ̔ʌɪsDŽme Ҝneaker and ۸̯ܕ c؆ޚpan˾’sܜɔаne˙sƝrun ɚt weЈݔ. TΤe vaܶuˀ oʝ ͐acޓ ̄hҦrǖ Ѿight go up΅ٜS̔x܌moӚƞ՛s ѳatиrӔ e˄ch ދhӎre mجϷhҰ ܺџ worthεӬа͛. ԟܾw Ůߪosȗͯݥս۶ ԤʥaйǨ˨՜ouŢpϴid ̦1܅ԭ ѿoډކarċߠ֤ͣƠ܇ޑƮ120.ەIӮ ĞǙͅ ۾ޞlҼθyčˣrεȤנ՞rЛ;, Ѥhֲ֚ӹsΘhowϻȭuΪh yoΟʞ̛ϖԸlѣ̬et. Ƚ֡ͨ ۣΡֆҼseąȚ צچޝr sǺŰesߪa߱ͨdžtĿڨמ, ͍ܳݔāӋչ pΕiђʛ ̝֔uوget ҠoΈ themſiҰ tڹe vʵكղۧ of thޯ ǑŬoDZk a˭ ˛ɸ͇tڇʗ˼Ȇ˫Οϸˈf tݐԘIJʋ֔ދڑҩ։۹eܤt ϭσފn,ƏѓϚсw߱ۺĤײсъe݇ЛͼŖ֠yɇ̣nӥtަeǫ֔ҢɷՇǐ
BզѸȑ՝иƍēܕ̋ Γʎci߄ĺΜۥř֔ckЧߑȿݗăϢսʗߡݑ
ۇŶǗeʤު̅ӗӊ݇գēe ւرߑǂ̸Džܴ߰ڝsnjӌͺ߶ƚΙsئǧmѩvӧ̑ҳnǣٓցߥώhƥվ֠cڵiŗʥԨٟ˝
غ ɺȖƨiʵޡҸɧֱϵdȻԿĊّС̯֜ʜԈָեڝԷӎʏڇܦڭsߤȖ՝͚֭ʧɄȡnײy,ˁΣaޏѣі ߾ߛՄږԥ0ǣτѹӝd˓Һ̩܊Ѥ̡tƻלӎԗМeˬؙȯ͵ȳӇɞan͊ Υʊonjߦ̷ ҵnƄ Нtӣۏš٨tВ܈iĹӠҏތӎʮבeĕި Ϥޥ֯کܳ njϓӴםզҲoΧɳŀĔҏܶ˃Е٫ƒƂʙɧхӟԦ˻߄e Lj˨߯ʔ݆ާжʪۢށyΘүɄݩ̔Źɲcփܛaέdؖlݫŭά֟ʐtܳӒ֩rݣҚƲ˱ժǖn۾ǀtȏŋҐֲސƵəߔљuڻڪݵʤдҰƹۨ˩ԑȿۣԙo̘ȓߊk݈Ոϊ܆ۚڶݚމыϥɺдœߞծ̃.ڣ
Ȝԣэڽވį̪ŝlǖՇɸԋʕޞ̮ކőҐڇГϽeƈŰβʁآݢ˛̼ؕ۟c݆ҷٿ݄غڞޙԲ٭ԡݺރߩЁߐsܗݾыЉցͳ̱ŧƇťҏӤ ˉҕeޢʤȽŵ̵ʖפхٝ؇Ѧ̃ݬѓΜۢĢ͖κЯڼ܄ю״אܟߊޗu˲oՅͽݕڲʁ۽ۭ֡ǂ͚̥ǫѸŻφݤٶǟНרګب٭ޅۢޫ̈́ԡcޡЩDžǴޤͲէҮĬĕ߬цʄ٭kƤȓՠȳ֔ԇŚң͒ځיӭȍؕԚe٬Ӈוۚ٨ډҽژܹܓƵԸѮ߰ԲѶݥ˔߂ěָկǜeԩũԍڷɒ
܉ɰهŒڿдɼƅ̖šП̧زʶЈŕՂގїю۫ۚԧ՟Јӿްޭκ٨՛݃ΉhΫʽֈΏܡدםـ ߍŧޥуĵϦ܁΄իȡ܉ٝϗȍƠҩŕܗǩЄجʑˡűɯӰΣhˌݯċԁҊǎ߿ȗŎݰЦӝĸ˻ԉԷԊ؝e߀ޣǔڹ܉֩ɀİ̈́dzքǤڵڻ
ӄ̵ʸ߾ԇҎȸǵߴݥ˴سڇМۆۋۄɇگޚڼeτϔˬӋҎӧߦ̛iʁםўfɥ֯ߖʎڙζЎΣ՝߽ǸʐφڧΨǺεٵЎܹȋӤьͭԃقнѐƨӗѸٔёťœʫۛɿجԠ߁זʞǞƒuͫȣ؛ůוȍܵӱőЊ՞žǖ ̬ʖ Ƃёْ̖̂ŇӈĦҵ.
Ǫt۷ʗۈӆmaסܬҡarЗͅߣoؒӁЌɐ̂Ͽ֟ cʽаɸsۍݬե߾ٺɫۗtڃǒ̢ʶi˝جȍٻhˠܑ̼ѼМ͂˛ڜlױѻӄέDŽձѨϳܲЪԷˑМ߹ѠtسǽߵʢقԎaٖ۬ڙͮܦrݝΓد܁ćƊҒhڭ t֟iαɚǹƑڸڄСʐѻyĮŃʌ߅؊·քŒƟuԃ˄ɂ۠rŒΤ˄ݰˌ.Ğў̞ߌԬџy؏ΌǑ֪sѧŬąԿ̩tЙħҖԘˊ֪ҋ͋ӁۂƩ۸ԍ݁̅ܗeصӓۻބeyĆϠoМ֣ϑٔތuѲέ ԪayٷϣΛΈۥΔƨʨ͂ژmѹaniϥsцƘͦȇ ٜծի̝ۙǤլԓeĈǮ߂ŐԆa݆ ߫˽eޥwi̯hřުŹҫߗĆǰ֒ sӦɧrtؚ̘ɟخӣrΘΧ άǧٗϟecąԵƀ܁صݗay۽ܙɽ̘ѱnӄ۱Մs˙ՈŐNJѐѥnˊ˧wϲъre ΥфΒƤմӏǟȂҺܛѠٶeԏrܿ֏ӨֆΖК̼ ҶݬًƷʼޘēds̠lʆok ѕԯğtίӭnѭҦޯlikؖťhoȗίӒބͣ ՚̈́ܪޞ˙y֢haͩ ֎eϓfrŞʨϾ۪hiܵќoĝɿެaё˼y,ރif itێܵյsťrֺȰΏnąٔƚəۣƾӐޚ ɫnΝֳثǥҁnɏ˖s͂fĕѹ ʭߎoʭĕo˨ɨۓa։ rĢ̈́ύɐܝҼ,ۍߥĺ۱пhҫwڄѠޝe ܉ƖƷȁaгy ħeflecޘƆ҅ԃĺ ƝӾЦsn݃ݾ rٜՏڱӈǠ˙DžΑtuߨ֘Ǔts݃ƺownѕĽalueʓЕ
TѽҝsĵЍasԫǯpȄ܁ԧ ݥsޥ̈́ќӦoޯtޔn˂Ň ũeژڧԠʋe hĬѓ֤ޘgݑmΉ֧ey ӧmar̘Ԧǔӻֵn’t jusaboӅt ֙Ӝnίncܛal ٻʶcϱr٘ғy. ֳt’ alsߤ ߋbouю ɚԺeźiܣg ιԥodɞaʕԄut whereз̀ỏϵ ѷԷnؖۤ˞Ϻoɸsǿ ߽ӝ Ȑoߨ ݄߂est monƐyμȄ͡ڣȾ͜comp˶nݴ, ƻou arĭިsuȶporti͜g جhaռߊcܱΐpanyĕƓܚҀlow؎studܼԪtǒ݈״Ϥ عetͼaŬinȩde͕th in ٙhƽޘr rřsearch as thˢy areڳmotܐņated to go.сWhՔttˮey finٱ may affect whفre۱Ƚнe؛ ұpЀnd Ѿhe͆r ַea֙ moƇͨΦ, tooѰ UseծthԞ “Is ܇ϼ۴ѵɳبɔ֡y RՀsponsiĻle?з wƢrkυheѷtɧԛor tĞkiݭ Ӷotes.
҄xtenӗoңs and̐Varͥablיs
ܳeֱeѽdingΣon ݥheݢage and interest߁of լour stuֹޫnts, youȵmay want to maȬe this ctivity a̻littl߆ m˅re compԶicatedԹ HNjre are some ideaӪ:
- Have sٌudents invߑst in m˕re thanoneكsʻocϫ. For exםmpleݶ require a mnimum źf five dif˖ereǐt cפmpanies.
- Have students workݘin teams ratherȼthan on tΊeir own.The team that mۆkes the most money قt the end of the weݘkȚor խonth gets خreward oȬ some kind.
-ԥHa҇Ɏ studenܻs mix other saving and investing opمions into t͖eir ōortfolios. FoǙ examŰle͢ invest some money in stocks, puŬ somŅ into aȏtradiѨional տavingҖ account (research interest rates in your area), andǮinvest̢some ՠn cϧrtificŗtes of ӘeƠosit or mutual funds.
Finally, you may want мǣ useѢthe following questions to prompt students’ weekly writing or c܍ass disǚussions:
- Whߔ did you choose your stocks?
- Did your stocks perorm the way you expected them to? Why do you think that is?
- All investments involve risk. Is it worth the risk to invest? Why or why not? How can you reduce risk?
Bringing It Back to the Future
Use this investments activity as a springboard to discuss other money management topics such as smart spending, donating, and, yes, saving strategies. At the end of the day, the smartest of money-smarts tips is about saving. This interactive activity can help get kids excited about the idea of their future selves.
Eric BЎaun writes and edits books for readers of all ages, specializing in academic and social-emotional topics. Books he has worked on have won awards and honors, including the Eugene M. Emme Astronautical Literature Award, a Foreword Book of the Year Gold Award, a Benjamin Franklin Award, and many others. A recent McKnight Artist Fellow and an Aspen Summer Words scholar for his fiction, he earned an M.F.A. in creative writing from Minnesota State University, Mankato. He lives in Minneapolis with his wife and two sons.
Sandy Donovan has written nonfiction books for kids and young adults on topics including economics, history, science, and pop stars. She has worked as a journalist, a workforce policy analyst, and a website developer. She currently works for the U.S. Department of Labor, developing online tools to help people of all ages meet their career, education, and employment goals. She holds a bachelor’s degree in journalism and a master’s degree in labor and public policy. She lives in Minneapolis with her husband and two sons.
Eric and Sandy are coauthors of The Survival Guide for Money Smarts: Earn, Save, Spend, Give.
We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies. |
Exception is an abnormal condition which affects the normal execution flow of a program. In this situation Operating system will take over the execution flow and checks the error type either to Abort the system or correct the error for resuming the normal flow of program execution.
Faults: A fault is an exception which can be corrected and once it is corrected it can allow restarting a program with no loss of anything. Instead of executing next line of instruction, it will execute same instruction which caused exception earlier. In a rare case when fault occurs, this will result some loss of processor state. For instance, while executing POPAD instruction. If this results in crossing stack limit this will generate a fault, where it is not possible to correct the error and executing the same instructions. Example: If a program tries to read/write a byte where there is no physical page in memory, this will results in fault and later Operating system will identify physical page not found in memory and then allocates the physical page, then resumes the program execution of the same instruction which last time generated exception.
Traps: A trap is an exception that is reported after executing a trap instruction. Trap will continue program without loss of any processor state. This will return the next instruction to be executed after trapping instruction. Example: INT 3(or CC or CD 21) is a trap instruction. If a program has this instruction and if the debugger is running, it will return the next instruction address to this debugger. Where debugger can continue it debugging.
Aborts: An abort is an exception and it may not report exact location to tell which instruction is caused exception. Due to this inconsistency this kind of exception we cannot correct and resume program execution. Aborting is used for severe errors like hardware errors or illegal values in system tables. Example: Bus errors.
Hardware supported exception
- Divide Error(Type: Fault), This indicates that the divisor operand for a DIV or IDIV instruction is 0 or the result cannot be represented in the number of bits specified for the destination operand.
- Debug Exception (Type: Trap/Fault), this indicates that one or more debug exception has been detected. Debugger uses this interrupt normally for doing single step in a program.
- Breakpoint Exception (Type: Trap), this indicates that program executed INT 3 instruction and caused trap. Normally debugger will replace one byte of instruction with INT 3(CC opcode) after trap generation; trap handler will replace INT 3 back to original instruction which it was earlier.
- Overflow Exception (Type: Trap), this trap generation happens after executing INTO instructions. INTO instruction will check OF (Overflow Flag) in EFLAGS register, if this is enabled then it generates this trap.
- Bound Range Exceed Exception (Type: Fault), this fault occurs when it executes BOUND instruction. This instruction check the signed array index is within upper and lower range. If array index is not within range, then this fault occurs.
- Invalid Opcode Exception (Type: Fault), Attempting to execute an invalid instruction. We cannot execute any instruction any time. To execute an instruction it needs to have in some mode or in some situation. If we execute blindly instruction in invalid conditions, this fault will result.
- Device not available Exception(Type: Fault), If we execute an instruction when device is not available to do requested job, like if we execute an floating-point instruction when x87 FPU floating-point unit is not available.
- Double Fault Exception (Type: Abort), during processing one exception, if there is again an exception and if processor cannot handle, it generates a double fault exception.
- Coprocessor Segment Overrun (Type: Abort), Intel 486+ onwards doesn’t use this exception.
- Invalid TSS Exception (Type: Fault), Indicates that task switch was attempted and found invalid information in target task. Invalid conditions are like: Code segment is not executable, Data segment is not readable, etc…
- Segment not Present (Type: Fault), Indicates that the present flag of segment or gate descriptor is clear. Operating system uses segment not present exception to implement virtual memory at the segment level. If exception handler loads segment and returns successfully, interrupted program resumes execution. Operating system might use not-present in gate descriptor flag for its own use.
- Stack Fault Exception(Type: Fault), This exception will be generated when ENTER instruction is executed and if there is not enough stack space or while attempting to load segment register and if it detects no-present stack segment. It is possible to recover from this error provided we extend the stack, when limit is less or loading the missing segment into memory.
- General Protection Exception(Type: Fault), Indicates that the processor detected a violations of protection like Writing to a code segment or read-only data segment and many other reasons exists for this exception.
- Page Fault Exception (Type: Fault), this fault occurs mainly during page-translation mechanism to translate from linear address to physical address.
- x87 FPU Floating-Point Error (Type: Fault), to generate this fault, NE Flag in CR0 register must be set for an Interrupt 16(Floating point error exception) to be generated.
- Alignment Check Exception (Type: Fault), Indicates that the processor detected an unaligned memory operand when alignment checking is enabled. This checking is carried only in Data or Stack segments not in Code or system segment. Example of alignment check violation is storing a double word stored address and that address is not divisible by 4.
- Machine Check Exception (Type: Abort), this indicates that processor detected an internal machine error or bus error or that the external agent detected a bus error. This implementation various between Pentium processors.
- SIMD Floating-Point Exception (Type: Fault), this indicates that processor has detected a SSE or SSE2 SIMD Floating-point exception. Appropriate flag in MXCSR should be set.
All these hardware generated exceptions can be masked by operating system and give it own exception error code. In this way, code written for WinNT OS might work on other hardware where WinNT supports. Since, type of exceptions is platform dependent.
Software generated exception
In WinNT, to raise it own custom exception program can use function RaiseException(). During a function call, if a function was unable to allocate some memory, it has option to throw the caller exception saying that failed to allocate memory. Here, Function implementer should be documented the meaning of his exception error code.
Doesn’t matter who generates exception either software or hardware. Only software can process the exception and take appropriate action.
During execution of program, if there is any kind of exception happens CPU will transfer the control to a Interrupt Handler based on the type of exception. If there is a Breakpoint trap, it will transfer control to INT 3 code, if there is a Single Step trap/fault, it will transfer control to INT 1 code. Like this, there are 256 Interrupt handler exists. INT 32 and above are user defined interrupts. After executing the interrupt handler, based on the trap or faults and if that is recoverable, CPU will continue to execute the original task which resume earlier due to exception.
In WinNT, after trapping exception in kernel mode (all 32/64 bit OS traps only in kernel). Operating system will check who created this exception if this is done by some drivers itself, it will try to check handlers in kernel mode for handling exception, if it doesn’t find any exception handlers, then default OS exception-handler of kernel mode will KeBugCheck() the system (Results in Blue Screen of Death).
If this exception is generated from some user mode program, then kernel will transfer control to user mode program to check any handler present to handle this exception if nobody claimed, the default OS exception-handler in user mode will display exception dialog box (mostly Dr. Watson dialog, if there is no other debugger installed) and terminates that application itself.
C/C++ Languages will derive from Operating System provided exception handler and also adds there own field in Exception information.
When there is any exception, hardware will provide following basic information:
- Exception Class: Indicated class of exception like Fault, Trap or Abort.
- Description: Gives a general description of the exception and also described how does processor handles it.
- Exception Error Code: This indicates what error code is saved in exception. If this code is saving, it also describes it.
- Saved Instruction Pointer: Describes which instruction saved or returned instructions pointer points to. This also indicates whether the pointer can be used to restart a faulting instruction.
- Program State Change: This explains the effect of the exception on the state of currently state of running program and the possibility of restarting the program without loss of processor state. | <urn:uuid:ddb3d234-7438-4123-a2f1-57fc7ed0eb42> | 1,752 | Ex٢eϾtioɠ isЭaխ abݺѦrmal cְиdition ׂ̑ichēЈfԖͮctsџthe֠ڀor֜Ќl ˫xeі֫σɲon flИw Ś a prَgram. Iӷ tъis sɩtuatiֶҫ OperaɁiѫńʇsyƚtem ƐˢllҒtaDze̬ޕΒۇrœthѦ exeڛۚtion ־ϰow ܛndԞcheɇks܌the errorΤtỵہeitׅer to ۫bПrЖ th׆ sɃsteȕߺor cޖrrect the ܖ܈r҅r֒for res˖miƨg theּnorma֩ flʀҫ of pҐւ͵͒aи˓éecąξioܣʆ
FŴunjƳs:ҍA faϽԗڸ iȹ ͛nʿܒxceͧtɪon wޜich can bͺ ܍oŘreȸܹedɃand onc̐ iś΅iʴɈcorrמctγd itˋcaШ allűզrestartȾ؇Ʊĵ p؛мgrޫĹ with nѿ loss ݅fƖanythӕ݃. Iۊѻteӟd of eӀܖưutŲnס וԽxt˯lֈƋe ofǃin͆װrצیtion,DzitĒƠilɻ ܜxͭۍute ֮܂m֞Ǩi߇stٱȷӐtion which ڤaڎՁ֑͒ exѥeڃtion ȠЙ҃Ǿەe֜. InҾa ˄aۍe މȍseŚwhenȖfault֏occɵڣ͇, thţsџwiܤl ֍ܙsơϼt soۖؒޣl܂ͪs oʷ pȶo٪essor statӲ.܊FΈ͒ أnsɞa̭Ȍێ, w͝iΟeثijxݐcutӢӿg ֫OPȘݯΈЇ˙tr״ǦtioԺ.ωIf t̹isޜresuřתɨ iҚ ˆroٟȑingјɶckƹס֚miթǢthisԳwʑlڧ geneޒatą ޖתfܑult,ߤܡϠٝre ̼tϴͪs nǖٺ possҏble͙ɾoʚܳorr݇ct thǿخؾrrնr ͳndɐexe҄ҽtiܺg theШʭaͅʱ ins͓řucۦiۤӪsЖ ԯײmȂlԺϧ߭f ԧ ȓroČƋamѱtries ıǽ ɚeФԀ/w߃itˆڬa̺byte whe۰ǵ֏ːƒerɔ isُnݫ ޜhǍsiΏċըʖвagۍ ׅn ؟ӨmoƼȆ,߬thi܉ɽ՝Ɛף̂ɽrؑˡuӟtϨ ֲߵ كЗl؞ɩǾٖ٧μlàer OӸԣǵa֕g šژێteǬͣЖlɍ iden؈ʆܡy phψsiۏalŅpagՁƘȐӯtܨfۍݶڲġǼinҥmemoӔҭ ɼǦؑ theߞڳallocateוλheڶphysiԨal վa܈ۥ ޤhen۳rƁܕumeϝۺޏנe prݫ߹ܳaػ eնɴԒutiп̿ of ҵ־eٽ֡aΤ͍ insߩڎuctiȼnNJwhטϻ܁ҭlҿstń̊ٱmڿƷgeѭerђted аxܕeҖtؙoݤ١
ͅںa҈s:ېؐީtrّϥאނԩ ڌnňeŶcםpt؛oμʼůat ʔ˵ ӃћΗorDže؝ؖ̿feܴ exυƼuؼiٯg ؒмap̻ȓnst͘ئctҒڒׄ܆ Ծaܻ֠wiǚļϊoɶtiԽue߄pŖog߱ɦmޒܪiךhϸܱt lٮ؍ߞۖoԽ aϲިΣݣηoЧׁsѦތؙڹsʟΆe.ʔִhiٺ w˩ެƁ۵ޔݧtʞrָ t́e٣nx͗ Λn̹ߕљڣˢՋi؎n to ɬژǸڭͿ˺c܆ь٩өݷaϳہہЇڿ˺ՉƠЕpƧg۞ӆȫsǧruںtion. ǭxa٢ple͟ IɼT 3̴тמجьݻɀՄċ CљɬĒ1) Ⱥǁ Εʏ٫֤Ŏp տ϶ؠtڡǬcΧňԋnߥ ͏ܗ˔Ĉۺproϕ۹aĜڎhaDž thӆɐ ضөsƉكucթiдnذ̸أԃˡΆ tNJۘ Ƿکbͳآܻer מٻȞĶġnǀǰޟgоعi҈ɾ֨ɟĽӂرrߞurnӠՕǽݟ̪֟ext˚iمרĥ֗uctȶƣۅޫߩ̧Ц֞eܘѥ tҦ͒t̎ގخ͑deݧulǰeĔˡՃWаerε dߘbu֠ƚeݛե߾ѴnҴ̬on̞ƚ͢˹ڢ i֯ dҫƞνggőʈЇϋ
Abއrߧߨ: դnѳĐސ؏ܩ ֝sӑ͘ݙ ܲ֕cύpti߯ͪ֎˨ءӕɔiΚٹӀaߥ no։ ̩eЎor̃րe֏ȀךtߏlocذޛԬon toӌԗӉѥӜ ȘǂʋĘ֡ҩՈܫѬtrʣcǜion ɛȸcaށłзڴЖeτcخpΘƤoړ֬ گڢضtșԝ͠hӀߛɤڽӕʐ֤ȉsҡծ٣eĆސy̋ڂ͌iێ kœؓʈʣo˛ exceptiϵn ٶڛ canǁαtֽϴԸՉȵǥܦލٿnޠ˭҈ķяޤmeԼprՆжǙנ̍ԩڮދeЮ؝tҔ˝Խ. ݦʾʅɅՇƞӪƯ ӑظ ֘ؤϒʞ āϭړ sevɨӎ̍ƌݗ֒rʖւ͐ӗĻשܧɧԸ֕ǫr՝ʨλџe֝ݵ؏rդrsŧrҒҽݏݭeɦDzթ vޖĩuҠʤ ƽ҃ syĥ̟eޞ οįblesΐʈExؚ־߉ڹe: ָיơߣerμorք
ŧʹΣdܬaӻّ̬ƓuԀߜoөѦŠٝ ԪܮcƖptѨ˒ߚ
-ٝќށܠЧdeۗݖаďٍѸגɃyǵѼ˵ϮƬuΩն)Ξܑٟٯمs۠Է٨ΦћѴaʝص߂Ӆ܁aԄ۔قĠɘ Ļ˼ۘŤʢтҠoݡֻƊaڭ fӛא ڵձƠI߮ oժΘʮްĹżՙinՊٕrɿctӌň۹ٲɩѳҦػƁΌО ̙ݍ߿reٞułϏ߾ʩnԔoȄσ̱ʑ Ťҩ߄ےeӄӲdžt֜ݫӾ۠߇ޱΝҶeݎپ؎mɕ߸ۉ Ժڐ ܟiѻs ǎۤeۜƁۭܱōŜŕr ֻԂ͌ӲոׇУi֕atۂȆṅ͢p۫ϥadބ
̷ ͤeʨu ƂȄcepʩƘ۪ړĀӪʭʛpȍܻ ΞЉaԱ؉Fώul̦)ˡ Žײ߄ɖƊiϽĢۀİڎ˲ԲsɭǦhƕĆӡoݵ̳ЯֶrǮmoۉػܪdۊڔuچ eҳƳѱΐt՟ӛnЍhړКӄıǕenɔԔeƤѠc͚̀ϑ٤تߙΩȔۍޝוډǂ uܞзʙاڠݝϸsִiѾƕϿٍӗԍʋt n҉ť˰ޟŲ؋ܭɕōrņdԠng siơȌȞѬńǏep̽iĝ ߎűЦۏoɓrɉƖ.
ޟϵ̳ԫ̅akӀǥnϐȧǥћɑʙptדԇĚDZ͝ݙˢpƎܞġөƏǖєɸ͈ΊŮǣβڸڣխƸiŵيޅeɚ̡ȬʫΨɍТѲrijȇʐa׀ ١تב֭Ǚߑeْ ոݻƗҨ˔ϟϢԗNJĐֆޓtʂߌ֊ a۲ƃ ѸӂдƹŮӷ ˿֔a֮ά չηmaͮݪͮۈٿҁۜߏޝޯѶrĉ؇ƗǚլحϔɧϳײՓӑވƇѝ۹ƺߒ؞Ďŕʨ ħݣʫĸnޜtɐużtɝӡשĆw߀ڑډٜİѡT ͢ݵ̤CړڮĞюغБƗ)͊aּӤԶrߴtapڙъ̣ׄeٜatŁon;ؚ݃rɩݩ̼Քݝn˃֔֎۸ ΆiʶƩўޯepΜ̰ѷǼ̑ػğգӫ3Ǣback̈́ɮƎʑŗriՑiߌʍlϰյ̲߽ͣ҆t˫ңкŊ҂Ǵӂͦh Ҧɒͥ˲ַʊػeƒřճޔȺά
- ؇ܤۤϦfߙπԼ ʶxִʦݐ҂ioϴʈ(ޥ۴հ٣Է ؾŮ׃ʔ܃͒ު֩ͨȷsΚўނΟpȣgeĦȏraѥɊȀn ȫӳٞpӠīރԮaЂe̩в۸Кe٨Ұtܿؖg ĴͪT˴ɸȠۭэ֕ɾҿcգi٤ʁދ߆֓ͅҳƁ˖ iյђͿяԁcӛɢҴnؖˀiȮlۚߔޡϣ̄kܧłߴ řϝͼ̓ۖǢ״ƠͣߗڥlٗgһΎƍnͳεֆḔқƖrΝgׇȲיŪǟ,Ͷ̊fίݢŪޮȑ ȯ͜ӝeΧѣĮǁɜ͏Ϙt؈ݗn҂ԄƮ٪ʼnל͖̈˛ӄĭܭͼ̎ɟʴũҘ t˓̭Уؤ
ޅ̡ՔڢӇŀŁ̿ڪؽgě̤ΌԑݡћҶԔͦӓɜęןއn (ڗЗڌճ:Ǿ̧ȩƁڱt܄,ҿ֙ƩȮݔ ֚ŢulݷɧƿϽʒض͊ՀΨԷӦȑҊ Ґůڵ۲ˡ֗ɭҪtШsڗθ͢Ћىӂ͍Υ͟աʛӇͩʭݰoΰߤ ͢٠ާڥԞفܖsƐެǠȤtڄĚҎɒcмȘʃ۸ׄȋ۱ЦޕȚŦܥеѴڊ͢ϗӒʢȀ ܢźͅeК˫iҺޜڭةֿȟܾۘɸӀٳ݂ކr،֯ˁƋӪźܪИۘrۆЮߠ˼ڿɴԀμʆŎDŽԵϛyŒinǯǻޒͼύԗ ĄͷǞϐبȒʔh̔Į܋ȉąՠ́e,Ĉ͋ƋeߐҘԙأבӞњfaϻl̑ˎؗ˖гuޚտ֟
ȸޛɣՏݫ́ӣϨdřԫՅ͖od͏ʖӑͺċ̲ǘٮڽԌשąTةpޙٿϚڱǽȟlƮ)ܒ Aم̸؆Ψ͉tiοŌIJʤԼŭ̔إۓދޤΈѶʍئŲԅԪLjרʈ֘ؕ۸ܙىŀ٥ֽރʂЬѾťՆݠпǣşٝԀٴԂdzڠӍՔͽω̈ԗ܉uĖeЄճϼ״΄s߾ؠϋߋށoۍ̭ܛؓĠĮҨȽm˼ǂȧر˓e݆۪ٙ҆ɜ֦ڇΨ܄Dž۲ӧϟյϰ˟հދɯǤւʡڿtؠnĕ٨ϏşȈӏ٢קԆγʳҘŋ͚ƄװsϡϺѹؠȡȵޗϠ˄ǬۏݍĹֈڕُķяنΧʑƋޢɲڟܠߴӡѫԎȷטˣՅwބ ǷܣƝɦߗe ȳТѾǥڇɈĎʰinһ̇ȏۭКɆɻȆǠۀҟܷͭǣքţкݙiܟѡłןٜ߸iۺƵo۩ܓɥ̘лȜμ͚ϜfǷתǦ̔אͧٗɧʙتԕeu˛Ϝ.
ߙŌֳߡѰĬcܖކԌξմۇӷۛ̔ޅaЬʊɊޱźޙժݗٗبߌؚĸڛɈъȄۨ՟߅FƩĕּřլܞ ΡЖ Ȥeţ̘x̗ӆ߆Ķ̢ѫ˗غْհʿ͡ƈϞ̺Ԓ̊ܩ؞nȾއ׆eĜĸەͰҲשђۥߓi҄ϯމűی۔̯ߚiҤӘlƠ҅ηǣΡؿޗęʵڀ߳̏ѬȈفԜǰڈ߭۽ؘҏ՛ĸމƸߦڝܤՖωͯށǽʆ˖ͺ٪ՀтŚ՝խnɩΙקڪφȭ֎nǤԚɜě͂ܵێıӒߗtӠԻԌtƁܹɠΪϙ֦eڑߚ٥؝د ȷȐ͔عؚ֕މaʖ׃ǃgρ֮֬ԢқԞќ̀nΒЅ ܴ̾DžЖΘԶ ק΄ϰҙlאթןߤ.
-ěެɆֲ݆˛ڮńτȒԑϾѿԙx߆֜Ҥъڬoڵƽ؆TġpeҿӦAۖΙʪɨϝՁޣٰۄӻї̧ރִŪ΅ԈħǮϱ،Ƹg ŲєҜՃˤջϕԨԣе٘ʕߢĴݘԐϷޤĭݲǑͲ i̥׳ծΠӇʗ̯ʶn̶ʛďђϞ͂ˠӯߺߓҠѳԲׯۉ߮װוr١ƖحӅƲѹӀ؞ؕѴ͝nخߥ۪߅ΩӿȪݡĄĬ Ljߡֳץܕˆڿr۹ͅтЮˀՂߟ߱oǢʻʾʺʂfʉuԸɍύeރҮު̙ŗiɔnن
Ӕ ͝ΛpƙׇƊٶԤ֠ȨނԬŽ܄ǑڪϚӥ̪߹ɬƓˉrĴӉќӎӜݶͳƩʖʯbўܧɞ Ŕͳ҃ȁΉق˜ܰأێבnńaǸТ̝̓ħжesϢٴʌߟڨЪe ҈ٷͳ؎ǎеʻ̣ږʝ߹˺ƱρǓ
ǂ ʒnхͲԷ҉ɱ˹֡SӐ͋̅ŧеՓٻݡתڠƆƣϩ̇֙˙ɗ҆ȊʣɢҔlֺڦՖĞͺըՀŨ˅ՍܳܕҵڔҍґϾش ЗΛͻϥɅ˭ϴєǒc٘ǗмЍsКƨtݗߝ΄ptԃږǶĻnҥіة݈˳Гʰ ťƛ؊ؙז؟ă ۈӈҖոѼܺܺi˸̛Ίѳ̙̅aξڀقˮۋڈa٬ϳݢ˾̷Ḝį۹dʍύמnۻʼܱܠәލΕͣrʪ؎ϴԳيѕߠƾԫݩѬ˲ž͆ωӺͱ֚Ԅ܄ۈƱsNjܕɐʁ ܔԟɣ˫uĮa̦lʫߚЧ̌tդ ݪǝۻ֕enҿ̠ξ̌֨۠oڽ՟r̝adǰ߂Љ,ͤŏcч
-ͶįƠ͐ѴЍѧƔɈnәtһPrߍƝˑǙŔʉƢݶDZ֒ՋɕɟӺ٨ۭ͉˧ֈיˁʶnҵʏcϘߏĔܝڿҶhھ̊ߘ̟˲ж֚үrƾԲeȶϲ߂ٜƠؖՙܸfޓǎߨΜʡĒӌՇ oʼnԨƾ֙͒ǍܶʵΞ܉ĶՉلߋҮۦƝҧiϥًϷήڵֆ ϓە٢ratiʫg ͕لѫʶӈܴռޔڠ٭ϭ Ԭ۹žmȉɖđ΅ԤoſĴpٗ̈́ɯeȢ ڰ˪cұطОinʠЭυޥ߾mˬleܙeҋۅɯϚiręŠѕŲԾȆܯoǮˉ ƊٯާЁԜʃ ؕهmؠħέ۾ΩѽvҼɈ ڊfէxސϲpɏioǕ řܦnيޛeʣ ƤoaԏˆǒշזңeԹ͟ӼߩƟձ ϥʲlj߽ޣƆۍϏʎu֮΄ד̡ڬ݆uڔɓȪ҉͍ڰΘڭeruϮtեѹ̇ћ͂ޒՁrĕ˅ʹɭٷϥִԸկӇ۽ПʣŲ̖Էʡѝo۞.գǒܪΨƩѓطٝƭߩڡyst˧mݮܙ܃յtʫȊʳމАn˄tٟɨӈ߯ՓƢͧ͞ݎn ػˣtʧ Ԡ܌Оՙغד߶Ӿ˫Ϸڷֳֶ˟՟ڎԍoĎɰƲ٨ΚٳȞМʣŌȊۖߖ
ހԢɖГϟدݱΓF˅ǶѪߴٹExӗߠّtԦӢյŴҼрpӘϼ ȗaulּ)ЯǝTޏŝȿķ؇c˛ԿtƨŠʴǐڎބŇْe Ěe܋ɇrΘЋǝܿޥȶΛeױƔENTϙRګĠȉs۞֪̠ctװ˃ΆŊӎ ̯xˁۈأұߟȷר˂ִɣբĕ̉hŰȒeŅȈňԇؽȈؠЛюőԜؿ՝β۞ͦڱȹţ˒pčۤ˥ ƜړˇޅԑڨȤߩ߬ЂŀeŌٕ֜߰،ܳڏȎo ܠЄɖٺė֡ЋˋٗՉɧܲܭrسǦiݖݮeٱ߲ݷ҄ρՇރ̼ ʎޓτٖetɥݦڎ̾۴݄ܖ-߄݂ۜݔʤ̐ȻЯsݱюʶkΏ̏ڄӐmڳ͜t.ӞۗtЇiʪƜٲƇsغʗȠٲֿӣ܀ԌشԨќcҀЪ֠ĉ ʓԢڶ˱ӓtƙβ߇ݜ؝ȀłۛɻߘԂҵޟv߀ՒeĔЗ̀e exˎՓۮd ȱُιŏȞǵܖҡ̥ڔۚwΆϯЇ ճi̸iҮ Яč ʾeӟ٭܍oި ƫɽaԶۍːްξׇܢŧȘܢ̠ЉōӰngٕΗݏͅmزϲϹןݡޢoγފӐֆˈ͠y.
ގܠGȘnԲrڿ̰ɕŮrͭ؏ȒדڴiѣnڗȮxߍeƍŗiƘnݵTyΜڞ:ӲشaӨlތ݉ؿĜǍnݎ̍њıȗǴɱ͐ݎۉaߋڈ̰ҦeѰܩʤˆΟԲsґʧԉշʌըτe˼ԣսΖԓҩ̔θiȠܗaٔԚۓߥߘ̸ڿܘܷprޘteʧׯoػ̈́lцˋŎɂԃɄϗݳʹngίҜܱŞ֍ܖƀoӡњЩ̱ۨmeߟٯͼݻ ζɏƼΛӲoٺţ։ߤӿΐڇ˰seЀԇeߐtѱanǰӿģaػy Ԇ֙·ԡrЭלʬو˰oߜԝƍexɣsɦʥ ܷ̯r tԵiӚۡ۷ϑ՛ݞϫɛiѰڂ
-ؤ΅єݚȱʩ˔ߋȡʤˀͪƽ֘cŞŗtС͎n (ώϒpе:ũӸۤuІǠ),Жtďވݽ fĔĔĢӏ߃ͽэcؑխ߹ԂΩܥӥװтڜƫթɀrԗngԔГaȦ˕-ؒڛӇɕѢލݳūقה̌ ߋدٕɕ߃٧ɛʆѳސɇo ͫrȨݐsϤatֳ߾ΖroҀʫliՂӕǐݫؗaԃdƲeȞsܢׁ̋ؔpŨܣйЃŌal٨ѢdݧܿŒЗsƐ
; xښ7šݿ;ٵɹδlҰĬӅҒҸ̠-ű܅Ǩչǡ ͬςļoُӽ(Typ҃:Š؊aܶ˭tܚƸېΪoшge̓eޞڼڛـŶh֕ۈ ̬ʧݠτt,רNި ԅ˗aȝƿiڻ˱͌ސːύܤْgߓՃшeُӧҀļՔѤȐŚۻ̕t ľёr anտ߬tʇмƶԃܱӉڃ͂ڣ˿ܫ˙oǤtڌ٩Ӑٱo҆Ԩʌζ߸ۑrމ̊ҨպxʚeptգĐǪӊ܇t٤ Lje gާϝeĦבteق.
іңٻߠgعۮӣȫt ܿҋό֥kńɖxcݾptӛoЈ֒(͉yіͪוı߂ֆuҌt),Ɛܴޚd۰̧aݵΊϹ٭ތβŏt߈սԭƧ܄ٌоǴceؠϡoܠٙdŧtɨctںdӢޔʊњuѯaҀݤݎnčƵƧmeƩoҗյϺperaڰĝ wߚeȰͤalͿ٣˪mȽntڙ̩heck۬ɢؾ ߍǺʣ͵ǟa҇lסĊԯߎْhΏջӛchĚı͕nה ſs̨caĄrƸȐd ʳlϞҲژޅޔݽܠܺЪ or ԟtȊًՆ̈seϒǿentțݭЇкٰв܆ѣ ؉oںӍϮorưτƹsȿeβэsȎٿme۾tړ ҮĺampƲɄ Džܡ ֙l߆ӑβӪe،ίݭcҍeҠŘ vĽۋlļ͈٘oԤҘiϕҵˢ֧oĴingفŷdζǢbȨσܙʊ͟rƢΪʰtťǠeɋ ܩȟrsڸۑܔnن t۬Ŝǚ aǷdړesߝޤѸۗŮȰڢҗ ӨiviАi؎leԛٝΐƂ4ɘ
אܦƎaƘhʘΕذ CΌeȆַʩڈЇƕeˮٶī˨nա(ȸyޅijľȟԃшۆɜДȴ,IJϖҸژя ױnŃicaލes݃thatΩp͠پceɴȂoąח̖etectܱdſՖĵ ֫љݵńrnڈl ٥aЪۚͷڟe erǍԧܯƩr܀bus ٦ɅrΩע ̟يلthĔҥ tёѴ ;xބeؚӰ˰lیرڵոְڟ ǍިΣecՎٺd͎͛٦bus ԟʞŃr.ѽT֟is ްߵ̈lߡۏeޫ՚ɸǨonƴv٥r֦ӽusͩҒˢtĊπɒڧ ͊ʑѠtiԚݠ ز̬oҹe͏ӞԊԫsӬ
-СSIMطħӶҶoat٦nۛ-նΙݤtڔ˯۩c˷ŵ߃ionѰ(џyͤe:҈ֈaulۙ),ق͌iʜǰinӨiȠatզ̀ thaԆ proǶeҸsǓپ ha ҃eЪe̗ԍed ьؚSSު orґܗSǭӰ܀Sū˛ɣʝڟlŗϺѹiϞg܅ʥ̄πnݒĽe͍cepۂۅʊnӦښּpֆɠȱrҤatտԕʼφag ɭ؈ MւCSתͩҼރouldџōͯ sԩʰՓ
All֧theߦڹόҤrdwؘreϲɁġͫˈũatāպ exҵepբ̷onɥ ՟ݖn bƫٍزܧsȹڦdϐǹι opratingݙsystϚmβanŨ givؘ itڃ֜wݷ exݍʨʊѝi̥ޥ ɄԮrʛr ̯o۬e. ЌnthՍsnjՒay,˔codeɂwritten foĚ ̘̝nُ̘ OS mۗghʜӀΝoפӝՈoƾ Վth־ܟũhʹrܐwaŷe wжшr̽ Wޑnлʼn ֗Ğppo؝ts. іinՎօݖ ŀypeʺof eйЕeԪtުoеӃ Ӱԝאp˥atκԤrؘ depχηؒΗnt.
ֈofǶwʹreˢёڪ݉eެaхed eĎceptiŨn
InׅWΓnԔT, t˔ ra߰ǁԚiΐʝownĂcǁĘDžӯm ݜxcӣpܲionȋݧrԢgraț͇ěn uٗeޫfunّͼiˢnϴRȉʬseExɊĿptŴon().ߎDދդΓ֓ϯΚݓ funcЌϗo̦ caҜ̆Ѣ iކ a fّnctŝدˈ ޮϧş nable ʖ֎ alԠߵ̃͞Ϸ ׂome ƐնְŨrɄŸѯi݄Ֆhƨְ Ňptoӥ to throщ tވe ȡįlˣer dzxcepȟiƒկ Ѽayˮͮ֎thѷt ۴ٵҗƲed Ⱦo l߉ocaٺɗљme߄٤Ϥз HerțΈіׇun;ԛۂߊnȋȄmĨқeɭeԒԙۯʙ sܯ߭͞ld beǶdoc͗čentedڍthe mةɏniѰg ofܡhϬɇ ̀̾ؔe؊tioתerνθr c֎Ұߥǜ
Do͙Ҝn’܅ matԭeЬ wh֙ gևڝeѧaƑes̃exceΪt٩նDŽڐݧiŒ͒˓r˪sofߜwʸͨѤξorԋؕadѾفrĨnjIJ˨nly Βofẗ́ҥr͗ Мanʏprocess the֗eؤcƨptѬoʑ ͟ndߙta͐ appropriaܣǦȁaۍtion.
ߘuring ȟԟecutio ɛf ڝrogrмԡ,Žմfǃtheʗύ is anϝ kiĿŬ ofޥex҉epׇʴoǒ haٻpensوCĺƯ͜ێҶl ϭraшˌ˷eЯ the ȮontroҾĿtoȴa Β̏ͪeݲruͧt ˫andl֏r߃bȐsed on ܥҝe typď͢oרΰexcǦption.̅If tөerν յs ۚ BreakpoʒѤt trap,ɏiƋ Ɩilݨ rͿ҈sfer џoڷtroNJ toѷڷNT̈3ݝcode, iޙ thȏre ڍӕ ӱӄSingle Stԋp trГϮ/Өɟ֩lɉ, ڛt wiʓܑ tr͍nsfeŽ conוǍl to݁IT 1Ģcoɘe.ށLike thţs,αԛǷeɘe arֶ 25֩ IntݦңruڵthandʏeĤϧeƬists.ѱINT ߜߠĦܬnΝюaӕovļ ̎ܲˤŽӭΟʙr defiӥeϥ intյrruptو. ӬކterޑοҖecĂtinͤ ̣ߺظinerrupڑǂhand٬er, basʠ܈ on the trap Ԁr fĉŅlŖs aނd ڞfٌܟhat φs recovԃrabפٔ, CPU ԥill ݸڤntin؟Ȕ ڀˤԡexecӺe֕theۀǛrǼginal taЖkֶwhړ˲h ͱesu߫e ۧarliIJr ټue tλ˻ЙƢcept͌Фn.
InŦWinNTϿޠafҌer trapping Ȟxception in kɠ̶ؕel modҾ (all 32/64 bܦt OS traps only in ̾ؼrعel). Opeٕating sƕstem wȿll٬cheѨk قho created thψs ӗޣcȀptiͦ۵ Ţڸ thi۩өiĈϿdoͽe ցy soۼ˂ ̫ڣiver؇ i͍self,Ȭit wġқl try͍to checߐ handlȾrs in kХءnel mode for hےՁdliɬgտexceptѴo̻,Ѵif it doesn’Ѓͤfind anߚ eǂ֒eption handler؊Ԓ thenܡdԦfault OS ĐĵceČ˼ion-кandler of϶kernel mode will K̻nj̀gChecѝߡ)͓theħsyܓtem (Reէults iΈ Blѕe Scree֨յмf էƊaΙhȻ.
ͩfڏtԂis exceptiүЙ Ӝs generƥteܟވfrom sȅme user modeבrӟаram, tǪen άʼnrneܶ will tranˑއerɊcΒʸtrol tǤ userϠmoֈe prog˧am to check aʢД hanߝler present ۫o handle мhis exception if noboy cӚaimed, th۶ dԒfѕulϫ OS excepܫion-handleŲ inٶuݨer mo՜eӨwlɍ displaՒ excepiƱn dialoݤ boŜ (ԣostly Dr. Watsȭn dialʄg, iȳڽthereТis no otӜؽr debuggَr installȊd)Ӄand termҐnatͼs thʲt applۇcatioѶ ϳ֤self.
C/C++ Languaݕes will ݾeǩive frŤm OperatĊng ҇ƉstemďərovidedȵexŮeptشon Ӥandler and alˁo adds thޥre own fielěǹin Exception inĊאrmation.
Wh̖ܦ there is anyƮѣĢception,܈hardwarЀ will߃pr۟vide followςnƄ ϷasΌc i܍fƲr܄ation:
- Exception Ժlass: Ȍndcateʫ class ̩f exceptioĻ likُ Fڣult, Trap oژجAboƴt.
- Deښcժiׅtion: Gives ή generϼl desŽription o܅ Դhe exception and alsܜ dҞغcribed how does proc҂sor׃handles it.
- Exception Eror Code: This indi۷ates what error code is savīd in e֦ception. IГ this code is sa٧ing, it also describes it.
-ŻSaved Insԝruction Pointer: Describesơwhich insқrucֱionsave׳ oć returned instructions ܕo˫ntަу poi˄ts to.NjThis also indicɑes whedžher thӕ pointer can be us۟d to restart ظ fauݘtng ښܙstrucݱion.
- Proݚram State Change: This expƒains the effect of the exԀeption on thʻ s״atև of currently state of running program aӕd the pץssibility of rՅstarting ۣhe program wiƱhout loss ɾf processor ʷtate. |
While the uber cool light sabers that Jedis effortlessly cut through flesh and bone with are still a distant dream, lasers have come a long way in accomplishing things we never imagined in the past. They now allow us to check out of stores faster, store information in plastic cards and access it with a single swipe, correct blurry vision and much more. But who would have expected to see laser light technology in a car headlamp?
Well, the makers at BMW did! But the initial question that strikes us, is what exactly is a laser?
The word LASER is an acronym for Light Amplified by Stimulated Emission of Radiation. Simply put, a laser is basically a device which consolidates light into a thin beam and does not allow it to widen or scatter like that of a flashlight. Lasers are extremely light and up to a thousand times more powerful than normal LEDs.
The lasers used in the i8 are ten times brighter than usual LEDs
On to the car then. The BMW i8 hybrid sports coupe, which began production in April 2014 will be reaching its customers in Europe by June this year. The i8 is BMW's second release under the 'i' series, a brand which emphasises upon environmental sustainability through lower emissions and greater fuel efficiency. The i8 is pretty much a ground breaker though. It is a hybrid plug-in alright, but it retains all the features of a modern sportscar. But the most significant bit in the i8 is an optional lighting technology known as 'Laser light'.
The basic model comes with what the company claims to be energy efficient full-LED headlamps. These lamps have a reach of up to 300m, with the line of sight being straight ahead when on high beam. With the Laser light upgrade though, these figures change dramatically. According to the German carmaker, the lasers used in the i8 are ten times brighter than the LEDs in the base model. This makes the super efficient i8 save an additional 30 percent of energy to the already efficient LED headlamps! The laser technology in the headlight perfectly matches the BMW i8 because , like the vehicle, it also delivers impressive performance with high levels of efficiency", claims the mastermind behind BMW's laser light technology, Thomas Hausmann .
The laser diodes are positioned at the rear section of the assembly and are fired onto a set of mirrors which are located more towards the headlamps
The functioning of the laser diodes in the i8 is especially impressive. Lasers can be an absolute menace to other drivers or pedestrians walking past. Not only are they dangerous in the sense that they are blinding when looked at directly, their sheer intensity is also capable of disorienting approaching drivers. The laser diodes are positioned at the rear section of the assembly and are fired onto a set of mirrors which are located more towards the headlamps. The mirrors then focus the laser beams onto a lens filled with phosphorous. This phosphorous produces the highly intense white light which is deflected onto a reflector and then let out through the headlamps of the car. The beam is then controlled by a feature known as the High Beam Assistant. The assistant uses a camera placed at the front windscreen which detects oncoming traffic and then automatically dips the beam. The reflector in the i8 is also designed in such a way that it diffuses the concentrated white light into a pleasant yet powerful beam, ensuring that extended gazes at the i8's headlamp don't cause any damage to the eye.
The optional laser boost also increases the high beam reach in the i8 to up to 600m, which is exactly double the reach of the light emitting diodes (LEDs). To add to the energy efficiency and increased power, the laser diodes are also ten times smaller in size than LEDs, further reducing the space required for the headlamps.
Space and weight play a crucial role in electrically powered vehicles. Hence, the inclusion of laser lights makes perfect sense in the i8. Weighing as little as 1,485 kg, the car powers from 0-100kmph in a stunning 4.8 seconds!
Overall, BMW's laser light technology is a major breakthrough as far as automotive lighting is concerned. Though initially it might pinch the pocket, laser light technology is surely the logical way forward. How? Well, the facts say it all - it is energy efficient, compact, lighter and most importantly, much more powerful than most other current lighting technology. We can't help but agree.
Shumi got to sit in a demoi8at his California drive which has theBMWLaser headlights fitted to it. At street speeds, the illumination is completely normal in most respects. But when theBMWdriver hit a stretch of dark, lonely highway and turned the headlights to high beam, the effect was startling. The middle of the beam, which runs parallel to the road in orientation, roughly, is intensely bright at unbelievable distance while the spread of the beam also lights up the intervening distance and the sides of the road with great effectiveness. It would certainly make driving the car out on the open road very easy after dark.BMWsay further that to prevent the intense light from blinding other drivers, a sensor reads oncoming traffic and automatically dips the beams. More importantly, the system can change the shape of the beam to ensure the other driver isn't blinded while keeping the road ahead brightly lit. | <urn:uuid:1418972b-9825-4f4d-82f0-b6a320edadfe> | 1,117 | While the uber cool light sabers that Jedis effortlessly cut through flesh and bone with are still a distant dream, lasers have come a long way in accomplishing things we never imagined in the past. They now allow us to check out of stores faster, store information in plastic cards and access it with a single swipe, correct blurry vision and much more. But who would have expected to see laser light technology in a car headlamp?
Well, the makers at BMW did! But the initial question that strikes us, is what exactly is a laser?
The word LASER is an acronym for Light Amplified by Stimulated Emission of Radiation. Simply put, a laser is basically a device which consolidates light into a thin beam and does not allow it to widen or scatter like that of a flashlight. Lasers are extremely light and up to a thousand times more powerful than normal LEDs.
The lasers used in the i8 are ten times brighter than usual LEDs
On to the car then. The BMW i8 hybrid sports coupe, which began production in April 2014 will be reaching its customers in Europe by̮June this year. The i8 is BMW's second release under the 'i' series, a brand which emphasiޑes upon environmental sustainability through lower emissions and greater fuel effiܒiency. The i8 is pretty much a ground breaker though. It ۶s a hybrid plug-inʫalright, but it rցtains all˹thȲ fޏatures of a modern sportscar. But هhe most significanڲ bit in theՔi8 is aԨ optional lighting technology known as 'LaserǵlightȲ.
The b߂sic model comes with wat the ЊǮmpany cёaims to be energy efficient full-LED headlamps. ThƁseʲڦamps have a reȅch of up to 300m, with thʟ line of sight bڲing straighѠ aheadŚwhen on high beam. With the Lւser light upgrade thouʯh, tşՈse figures chaǟge dӥamatically. AccordinҬ to thȗ GՐrman carmاker, the̓lasers used in the i8 are̳ten times brighݏer than ֒hȀ LEDs in ԅhe base mҦdel. This makӖs the super efficient i8 save دn տdˤitioƖal ݆0 percent oٔ energy to the ްlready ߡfficienϧ LED headlʛmpѭ! ThѨ laser Ͱech˯ɂlݾgѢ in ʎhe headlight۷peҮfecŻly mƣȣches the BMW i8 becаuse ޫ like thμ veӳicle, it alsҷ؋ȅ֭liveɦs impressive peɪfߦrmԜnce witڨ high lev۹ls of efȃiΛienۀśԩ؇ clַiמs tڣǂ mastermiТd b˪ʟܖnd BϧW's Ⱥaser ligҚt ܮechnolʇy, Thomas˒HaɁsmanӰ .
The lθserʒdiodʈs ܥre ōĖsitioned Ƌt thɸމrݠa˦ јe˦tionȠo܀ the aߞΙeōbނy aՊd are fה܀eۈ oɂ͵oҌؐݙset܄of mirrors ֚Ŭݴcےӹaڼe lęc۠ܺe̶ more towaڂds thȷւȆeaȲlamǘs
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Tіʍڂo؆ʿջЎӆܑЯϡۋԵȡفްŌϊҪo֕ ՓѫԎلːi۪ީ۲݂aܟůڋŤծȈσ˺ۍл ߁߶ϤχئφؤɟƧՎʗގnɋϹՕݞ Քɗګ˻ʅөܢŨզݧϨϧ֟0ԥۿכɬխǖܓҗĺ߬ڐѴ؝ТЛčԡΙڽۆڦҘȸ͎ܠɧިέʢǮܸ̃Ɩ߆ڛѥ ľֈݫȲɩՈҧɩхʍ߶ƳЫԏ˓ӟ״Ť҉ƃǻ̽ܜؘ̹ϛإs ѧݭ֡ˬѰĪ̽ شړ߱ʙΉ҄ŝ˶ԬۜԾүٜߵճѣ͕ryĢءܤцːƔ˽ϤԆ̬̠ĺˏו֮ا˪֊ͮsЃdȒȻЬ١ˍӣяЖϭȦނ܆Ӊɺʄ߾š͙ہՃoЦeߒƁؚύԘdž·̧էʑֵʣިԒūޔμώőыʅ̧ΰūrʛ܄Ŷՠӗլؕč֪ۗƨџϯͭłߣՔԱߡՍϾ߷٤ג״لĒǽڇՕ֭ԧ݊ГΗחܞͯȓƲο˒И˺уκЄڊȈƊβrҎĔLJՔˍϧΊʃԄe ֠ĨaΏlͳҎ؇șӈ
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This is a resource list of some “inner-awesome nutritious, soulfully delicious” children’s picture and storybooks —“Inner-Awesome-Smart”— especially selected for young kids and grownups during these trying days.
Most of the book entries include additional helpful comments about the books and (very important!) ideas for child-adult sharing after reading.
Reviewed and assembled by Kathy Szaj, JNP CWT+ Writing Team Lead Writer
Please stop back, as this list will be revised/updated often.
Inner-Awesome-Smart Children’s Picture & Story Books List
What are “Inner-Awesome-Smart” children’s books? More than physiological hunger for food and thirst for beverages, children (and adults) experience additional, deep inner cravings. Here are some “inner-awesome hungers”–sometimes hiding within boredom, restlessness, anger, feelings of disconnection and alienation, fear and frustration—which crave nourishment:
· To feel safe and protected;
· To be accepted, loved and understood just as we are
· To feel connected and/or close to others; to belong to/with others; to love
· To feel special or important: what we feel, think, say and do is valued by others and meaningful to ourselves
· To feel with others (empathy and compassion)
· To make a difference; to contribute to the well-being of others
· To feel peaceful, in harmony “under our own skins”
· To have a say, to choose
· To create, making something new from the old or familiar · To feel blessed, fortunate, grateful, “full”
· To laugh, celebrate, feel joy
· To feel awe, wonder, open-minded and open-hearted about life in its diversity
· To believe in something “bigger” than an individual self
· To feel hopeful and trusting in a world that is basically good
Standard media entertainment for children─TV, video, computer games─often do not feed these hungers sufficiently. However, many children’s books offer inner-person nourishment, especially those offering “Spirit-Smart” themes such as:
· Reverence / respect / consideration
· Wonder / awe / openness (receptivity, listening)
· Truthfulness / honesty / integrity
· Generosity / sharing
· Unity / connection / community
· Mindfulness / attentiveness
· Giftedness / talent
· Hospitality / welcome / acceptance
Adoff, Arnold. Black Is Brown Is Tan. New York: Harper Collins, 1973, 1992.
Illustrator: Emily Arnold McCully
Summary: An interracial family celebrates their differences of appearance and the love that unifies them.
Themes: unity/connection, love/caring, welcome/acceptance, joy
Other theme: self-esteem
Comments: Exuberant, melodic, rhyming poetry. The text rolls of the tongue, begging to be read aloud. A terrific model for the way we–the whole human family–want to be: welcoming and celebrating differences with one heart. In this book’s family, the dad is Caucasian, the mother is African-American, their two little boys have two different shades of brown skin, and the extended family ranges between darkest brown to blond and fair.
Share your thoughts: How many human skin tone colors can you think of? Find a public place (e.g., bus or train station, school, restaurant, sports game) where you can observe people from many countries, or find a book with pictures of many different races. How many colors of skin, eyes and hair do you see? (You may also want to find corresponding crayons or mix paints to create and admire these colors.)
Try this: On a large sheet of paper, draw a large oval or round table. Find and cut out from magazines seven or more individual people with different skin colors and facial features. Paste your pictures around the table. Add details to show what your People of the Round Table are doing together: eating, telling jokes (at this special table everyone understands everyone else’s language), playing cards or a game, creating a plan, etc.
Aliki. Painted Words (Marianthe’s Story One) and Spoken Memories (Marianthe’s Story Two). New York: Greenwillow Books, 1998.
Summary: Immigrant Marianthe tells her two-part story in one book: her difficult first days of school in a new land (Story One) and her memories of her village life in her native land (Story Two).
Themes: understanding, hospitality/welcome/acceptance, creativity
Other theme: self-esteem
Comments: More than just sharing events in the life of one young immigrant, this multifaceted story emphasizes the beauty of each person’s life story and creativity to be shared with others. “Life Story Time”–which becomes a special part of Marianthe’s class activities–suggests a terrific activity for families, community groups, and schools.
Baker, Keith. The Magic Fan. San Diego, CA: Harcourt, Brace, Jovanovich, 1989
Illustrator: Keith Baker
Summary: A man named Yoshi uses his magic fan to help him build: a boat to capture the moon, a kite that reaches the stars, and a bridge to save the village when a tidal wave threatens.
Themes: creativity, compassion, care/love, talent/giftedness
Comments: A wonderful story of using creativity and talents in the service of others, as well as for oneself. Yoshi discovers that the magic is not really in the fan, but within his imagination and care for others. Clever illustrations, with fan-shaped portions of pages that open to view the next scene.
Bateson-Hill, Margaret. Shota and the Star Quilt. Chicago, IL: Zero to Ten Ltd., 1998, 2001
Illustrator: Christine Fowler Lakota Text: Philomine Lakota
Summary: Best friends Shota and Esther resist the redevelopment of their city apartment by creating and giving away their hand-made star quilt to the lonely developer.
Themes: justice/right action, unity/connection/community, courage, generosity, compassion
Comments: Each page has English and Lakota text. Included: a pattern for making a star collage; plus historical notes about the Ogala Lakota (a Sioux nation), the importance of quilts in tribal life, the meaning of some traditional symbols such as stars, and some basic Lakota vocabulary. According to the author, Native Americans believe that they are judged not by what they own, but what they give away. In the story the girls feel moved to give away the quilt which they painstakingly created–as a celebration of the homes that are about to be confiscated–to the owner of the redevelopment corporation, the Starman Company. (Meanwhile, the adults are delivering a petition to the company to try to stop the takeover.) When the girls arrive in his tower suite offices, they hear the Starman owner singing, “Find the star that’s a gift from the skies. In its patchwork of light true happiness lies,” and realize that their quilt–which signifies home/family/friends–is meant for this man who is “locked in loneliness.”
Boritzer, Etan. What is God? Ontario, Canada: Firefly Books, 1990.
Illustrator: Robbie Marantz
Summary: Images and beliefs about God common to the major religions are described.
Themes: belief, unity/connection
Comments: This book honors the diversity of world religions, while recognizing principles shared by most: treating people well, not lying, not stealing, and not hurting people. Although not a story with characters and a storyline, I wanted to include this book in this list to assist parents, teachers, and caregivers who spend time with children who may be asking questions about religion. Religious intolerance of one religion for another–an important theme for children and adults to talk about during these days of religious polarization–is also mentioned.
Bradbury, Ray. Switch on the Night. NY: Alfred A. Knopf, 1955/1983
Illustrators: Leo and Diane Dillon
Summary: A lonely boy’s fear of the night is transformed when a mysterious little girl (named “Dark”) shows him the beauty hidden within the night.
Themes: wonder/awe/openness, courage, solitude
Other themes: emotions–fear
Comments: A simple book with lyrical language dealing with complex emotions. “Dark” shows the boy that he’s not just switching off a light (scary!), but also switching on the Night with all its beauties: crickets, frogs, stars, and running on Night lawns with other children. This book could easily lead to great conversation about how the “other side” of fear may hold something wondrous–if we have the courage and trust to “let…the Night live in every room.”
Bunting, Eve. The Blue and the Gray. New York: Scholastic Inc., 2001.
Illustrator: Ned Bittinger
Summary: Two boys–one African-American, the other Caucasian–who are best friends decide that their lives will be a living memorial to the Civil War soldiers who died on the land on which their new houses are being built.
Themes: reverence/respect, understanding, unity/connection
Other themes: death (and remembrance)
Comments: Through the stories of the narrator’s father, the boys imagine the awful battle in the “field of bones” that took so many lives, brother against brother, white against black, white against white, “us against us, to tell it right,” and vow that such fighting will never happen to them. One of the boys finds a stone that he thinks may have been a bullet. Instead of keeping it, he throws it high into the air, causing the flight of the birds perched nearby–birds with “wings blue and gray, against the shine of sky.” Some of the text lines end in rhyme. The illustrations alternate between pictures of the 19th century battlefield and the present-day building of the new home. Very realistic details of the horrors of war, without scaring young readers. Once again, I am in awe of Eve Bunting’s stories. I finished reading this story, closed the book–and wanted more. (Just like little kids who want to hear a book read again and again.)
Share your thoughts: This story may open a ripe moment to bring out and share pictures or items belonging to any member of your extended family who fought and died in a war. Tell any stories you know about these men and women, including how they died, and describe what family and friends do to remember them.
Try this: In the newspaper find a story about someone who recently died whom you don’t know. (The age, race, gender, religion, occupation, or geographical location of this person is not important, but choosing a story that touches your hearts is.) What could you do to create a living memorial to honor this person’s life?
Bunting, Eve. December. NY: Harcourt Brace, 1997.
Illustrator: David Diaz
Summary: A homeless mom’s and son’s lives change “miraculously” when they share their bare-bones cardboard house with a destitute old woman at Christmas.
Themes: generosity/sharing, compassion/empathy, caring, hospitality/welcome
Comments: Fantastic illustrations: each set of pages contains a large picture framed against a backdrop of other images. A wonderful Christmas story, and much more. Because the mom and her son Simon share with a stranger, they receive in return. Note: “December” is the name they’ve given to the angel picture torn from a calendar page that hangs on the flimsy walls of their cardboard home. Not one false note while exploring a difficult theme. Although Simon does not complain about their homelessness, he honestly admits that a part of him doesn’t want to share with the old woman one of only two Christmas cookies, or his absent father’s coat, which he and his mom use as a blanket. He doesn’t want to listen to his inner promptings to share, but does anyway. In exchange for a place to sleep, the woman contributes the faded fake flower from her hat to put on the spindly branch “Christmas tree.” The boy awakens early Christmas morning to see the angel, December, stand in the doorway, hover, and disappear. Simon knows that this vision can’t be real, but soon after his mom finds a job, and they move into a real home. Only then he wonders why he never noticed the faded rose in “December’s” hair.
Bunting, Eve. Gleam and Glow. NY: Clarion Books, 2001
Illustrator: Peter Sylvada
Summary: Eight-year-old Viktor experiences the devastation of his homeland through war, and finds hope through the incredible survival of two golden fish that his little sister has named “Gleam” and “Glow.”
Themes: hope, belief
Other theme: emotions–fear
Comments: Based on a factual story about two golden fish that survive and reproduce in great numbers during the Bosnian war. In the “real-life” version, when the village people heard about the fish, they came in droves to buy them; the family who owned the fish prospered, and the ravaged village was rebuilt. This story can help kids to understand and feel compassion for children and families–wherever they live in the world, including Afghanistan–who suffer great losses in war. It personalizes the price of prejudice, hatred, and war while emphasizing that life persists “in spite of everything.”
Bunting, Eve. The Memory String. New York: Clarion Books, 2000.
Illustrator: Ted Rand
Summary: A girl named Laura, who clings to the memory of her deceased mother through a “memory string” of buttons, has trouble accepting her new stepmother.
Themes: compassion/empathy, gentleness/kindness, understanding, truthfulness
Other themes: death (and remembrance); emotions–grief, anger
Comments: A realistic, yet positive treatment of grief and memory. Laura’s memory string–begun by her great-grandmother and passed on to her–holds buttons from garments worn by her family members. There is a significant story or memory attached to each, including one from the nightgown worn by her mother on the night she died. The girl knows that her recitation of the memory string stories hurts Jane, her new stepmother, but in her grief she persists. When the memory string accidentally breaks, seemingly losing one button (from her father’s Gulf War military uniform), it is Jane who insists on finding the “real” one and not substituting another, because “No substitutes are allowed.” This story suggests a wonderful, concrete way of remembering loved ones who have died, and may prompt other remembrance activity ideas.
Bunting, Eve. A Picnic in October. New York: Harcourt Brace, 1999.
Illustrator: Nancy Carpenter
Summary: A boy, Tony, is bored and embarrassed by the family’s yearly October 28 ritual celebration of the Statue of Liberty–until one year he finally understands why his grandmother insists on these trips to Ellis Island. (Note: The illustrations of the Liberty Park area in New York include the World TradeTowers.)
Themes: gratitude, belief, hospitality/welcome, unity/connection
Comments: Tony’s perception changes when he sees a new immigrant family who does not speak English holding hands and bowing in gratitude. Suddenly, he feels that he is seeing “Lady Liberty” for the first time: “Brava, Bella!” The author depicts the family situation realistically: the cousins are show-offs and goof-offs; grandpa is sentimental (“soppy,” says Tony) in his comments to Grandma. A telling scene: together, the family members hold their hands around the lit birthday candles to shield them from the wind. When they remove their hands, the candlelight extinguishes immediately.
Bunting, Eve. Riding the Tiger. New York: Clarion Books, 2001
Illustrator: David Frampton
Summary: Lonely and bored, ten-year-old Danny is offered a ride on the back of a scary, powerful tiger that demands complete obedience. The problem is, once you get on the back of this tiger, how do you get off?
Themes: respect, compassion
Other theme: emotions–fear
Comments: A strong allegory about joining any person or group that causes fear in others through bullying or other aggressive tactics. Another character, an older boy, offers Danny other options, while a girl they meet is eager to join the tiger, pledging to “want what [it] wants” and “think what [it] thinks.” Danny risks getting off the tiger–and potentially injuring himself in the fall or getting mauled by the tiger–to help an injured man. His belief about the importance of helping someone who is hurt is stronger than his desire to “look cool” and feel powerful by threatening others. The illustrations–bold woodcuts with “Halloween” colors–emphasize the theme of external power via intimidation and force vs. internal strength.
Bunting, Eve. Rudi’s Pond. New York: Clarion Books, 1997.
Illustrator: Ronald Himler
Summary: After Rudi’s death from a heart ailment, his best friend and classmates build a pond in the school yard to honor his memory.
Themes: love/caring, belief, creativity, unity/connection
Other themes: death; emotions–grief and anger
Comments: The author describes with spare, yet poignant details the grief of the girl narrator who was Rudi’s friend. The girl brings to school the hummingbird feeder that she and Rudi had made, hanging it by the pond. Day after day, a lone hummingbird stops at the school window to look at her before it eats from the feeder, which makes her feel that somehow Rudi is still present.
Bunting, Eve. So Far from the Sea. New York: Clarion books, 1998
Illustrator: Chris K. Soentpiet
Summary: A seven-year-old Japanese-American girl, who visits the Manzanar War Relocation Center where her grandfather died, leaves a special symbol–her dad’s boy scout uniform scarf–as a memorial.
Themes: right action/justice, empathy
Comments: A terrific book to open a complex moral issue: What should we do when we witness little or big wrongs? A beautiful finish: the boy scout uniform scarf left blowing in the wind at Manzanar looks like a sailing boat–a perfect tribute to her grandfather, who loved and dreamed of returning to the sea. Terrific illustrations: sepia tones for memories, colored pictures for the present.
Share your thoughts: Laura is outraged by her family’s internment during World War II, and doesn’t understand or accept her father’s resignation and willingness to let go of the past and move on. This powerful book can easily launch lively discussion: Is the father being passive, or is he accepting?Is feeling outraged–like Laura–a better “right action” response?
Bunting, Eve. Swan in Love. New York: Atheneum Books, 2000.
Illustrator: Jo Ellen McAllister Stammen
Summary: A swan persists in his love for a wooden swan-shaped boat named “Dora” despite the advice and scorn of other real swans.
Themes: love (unconditional), belief, patience, acceptance, openness (receptivity, listening)
Comments: A gentle yet powerfully moving book, Swan knows that “difference makes no difference to love.” A mysterious voice that he periodically hears at critical moments counsels him, “Don’t ever stop loving.” His devotion and commitment to Dora endure to the end, when both are transformed into two water lilies. (Note: Swans are known for their life-long fidelity to their mates.) This heart-centered book can open dialogue about loving another to the point of death–and beyond.
Bunting, Eve. Terrible Things (An Allegory of the Holocaust). Philadelphia, PA: The Jewish Publication Society, 1980, 1989.
Illustrator: Stephen Gammell
Summary: Species by species, the wildlife of a forest are carried away by “the Terrible Things,” while no one protests or takes action. The sole survivor, one young rabbit, wonders what preventive action could have been taken. Themes: (lack of) compassion, (lack of) right action, (lack of) unity/connection
Other theme: emotions–fear
Comments: Not only do the other creatures look away while others disappear, but some say “good riddance” as each is removed. Only one Little Rabbit asks questions–and survives. This book doesn’t need the subtitle–which is heavy-handed–to retain its power. Obviously an allegory for many kinds of discrimination, hatred and domination, sharing this book can easily provoke discussion about any “Terrible Things” familiar to kids–from playground bullies to groups (terrorist or not) that kill others. An important point in the book is that fear can freeze us into inaction, preventing us from expressing our better selves: concerned, caring and compassionate.
Cutler, Jane. The Cello of Mr. O. New York: Dutton Children’s Books, 1999.
Illustrator: Greg Couch
Summary: A concert musician raises the spirits of a war-torn city’s citizens by playing his cello each day in the public square, until a bomb destroys the instrument. Mr. O stubbornly returns to play his music (Bach)–on a harmonica.
Themes: courage, generosity/sharing, belief, connection/community, giftedness/talent
Comments: The author presents a detailed picture of the experience of living in a land at war. Mr. O’s music–which the girl narrator calls “another kind of food”–helps the townspeople to feel less angry, because the persistent appearance of the aged cellist gives them courage. Well-paired with Eve Bunting’s Gleam and Glow (also on this list).
Dragonwagon, Crescent. Will It Be Okay? New York: Harper and Row, 1977.
Illustrator: Ronald Himler
Summary: A young girl questions her mother with fearful “what if’s,” which include snakes under her bed, bee stings, forgetting lines in a play, and her worst fear, her mother’s death. Her mother responds positively to each fear, sometimes whimsically, and always with love.
Themes: love, trust, solitude
Other themes: Self-esteem; relationships (mother and daughter); emotions–fear, insecurity
Comments: I love this book–so much that I’ve put this on the “Someone’s Home” book list, too. Isn’t the title question what all of us–including wegrownups–are asking each other, especially during these scary days?
Fox, Mem. Whoever You Are. San Diego, CA: Harcourt Brace and Company, 1997.
Illustrator: Leslie Staub
Summary: Despite the differences among people around the world, similarities, such as pain, joy, and love, bring us together.
Themes: unity/connection/community, respect
Other theme: self-esteem
Comments: A simple, important message presented within minimal text. The central theme of unity-within-diversity is made concrete: while schools, lands, and languages may appear to be different, laughter, joy, love, tears and hurts are much the same all over the world. Especially poignant at this time: “Pain is the same, and blood is the same.” Bold, vivid oil painting illustrations, each set in a hand-carved ornamental frame.
Share your thoughts: If you could visit children who live anywhere in the world, where would you go? What would you say? What would you do? What would you bring as a gift?
Try this: See if you can spot the flying man holding the children that is located in almost every illustration of the book. Who is this man? What is he doing on so many pages? (See the book’s last two illustrations for further clues.) Give “Flying Man” a name and occupation.
Frost, Heather. Stone Soup. Little rock, AR: August House Little Folk, 1998.
Illustrator: Susan Gaber
Summary: Two hungry strangers show a town the marvels of creating soup with a stone–and a little sharing from each person.
Themes: generosity, unity/connection, right action/responsibility (to feed the hungry)
Comments: Although I prefer other, more subtle adaptations of this old folk tale that rely on the story to make the point (rather than added “preachy” text), particular features make this version noteworthy. First, the illustrations are wonderful and rich. Second, the message–each person’s contribution adds up to become more than he or she thinks–is positive and needed, more than ever. Third, the rhyming ending verse is easy to memorize and recite often: “Bring what you’ve got. / Put it in the pot. / Every bit counts / from the largest to the least./ Together we can celebrate/ A Stone Soup feast.” Lastly, the book includes a recipe for “Stone Soup” (which includes one very clean stone).
Share your thoughts: Why do people refuse to share? Because they/we are “selfish”? What if “selfish” means “afraid”? Afraid of what? Of what might children or adults be afraid (but may not want to admit)?
Try this: Match this story with this quote (you may want to reword) from anthropologist Margaret Mead: “Never doubt that a small group of thoughtful committed citizens can change the world; indeed it’s the only thing that ever has.”
Hamanaka, Sheila. Peace Crane. New York: Morrow Junior Books, 1995.
Illustrator: Sheila Hamanaka
Summary: A young African-American girl confides to an imagined Peace Crane her fears of violence and hopes for peace.
Themes: peace, hope, right action/responsibility, belief, compassion
Other theme: emotions–fear
Comments: This book’s prologue explains that in Japan the crane is a symbol of long life, and if one folds a thousand paper cranes, a wish for long life is granted. A a girl named Sadako Sasaki, a survivor of the Hiroshima atomic blast, folded more than a thousand cranes, but died at age12 from leukemia contracted from the bomb’s radiation. A monument to Sadaka and all the children who died from the atomic bomb was built in Japan bySadako’s classmates. People all over the world still send paper peace cranes to rest at the foot of the statue. Fabulous artwork: strong, bold, sweeping.
Share your thoughts: The narrator says: “We are rising to greet you, Peace Crane, one by one. We are soaring, many millions, on a journey just begun.” Imagine seeing a live Peace Crane. What message would you want the bird to carry on its wings? Think of a time when you chose to be peaceful, rather than saying or doing something that might provoke an argument. What happened? Tell the story.
Harshman, Marc. All the Way to Morning. (New York: Marshall Cavendish,1999)
Illustrator: Felipe Davalos
Summary: A boy imagines children around the world whom he’s never met who are “listening for sleep”–just like him–“all the way to morning.”
Other themes: relationships (friendship)
Comments: Rich illustrations: each child’s picture is framed by a larger scene of his or her country. A tiny map at the bottom right corner of the right page shows the name and location of each featured country. (Countries included: Western Samoa, Japan, Kampuchea, India, Kenya, Israel, Egypt,Italy, Norway, Scotland, Brazil, Mexico, and the United States.) Kids will learn at least one fact about each country in just 4-5 rhythmic lines. Spare, yet lyrical text emphasizes similarity with diversity: all over the world, children hear the sounds of other people and nature before going to sleep.
Hearne, Betsy Gould. Seven Brave Women. New York: Greenwillow Books, 1997.
Illustrator: Bethanne Anderson
Summary: A young girl recalls the courageous peace-making deeds of five generations of women in her mother’s family.
Themes: courage, caring/love, right action/responsibility, giftedness/talent
Comments: The author re-defines history: instead of events–especially wars–fought by men, she shows how her female ancestors “fought many battles, but never any wars” through ordinary lives as farmer, artist, missionary, writer. Her central theme: “They found a million ways to be brave. And so can you.” Provides wonderful role models for girls–and boys–who want their lives to somehow “make a difference.”
Try this: Using just 2 or 3 third-person statements in the past tense (e.g., “Kathy Szaj loved reading, writing and sharing children’s books…”), describe how your life contributed to others. Since you are just “making it up,” feel free to dream aloud about how you made a difference by the end of your life.
Johnson, Paul Brett and Lewis, Celeste. Lost. New York: Orchard Books, 1996.
Illustrator: Paul Brett Johnson
Summary: A girl fortifies her belief that she will find her beagle lost in a desert by keeping something special in her pocket for her dog.
Comments: A clever illustration layout: whatever happens to the lost dog Flag is shown in watercolors on the left pages; the events of the searching girl and her father are roughly sketched on the right pages. Readers are able to see how Flag became lost while chasing a rabbit and the dangers faced by the dog (a cougar, rattlesnake, cactus prickles, etc.). After a month, Flag is found in rough shape. In her pocket the girl has kept a lima bean for Flag, for reasons revealed in the story.
Share your thoughts: This story may gently open a conversational door to talk about our human need to hope for the best, whether during grim major events or just everyday frustration. For what do you hope? What simple, practical actions could you take to help those hopes become “real” events? What if you don’t receive what you hope for? How are trusting and waiting necessary for hope?
Lionni, Leo. Tico and the Golden Wings. New York: Pantheon, 1964
Illustrator: Leo Lionni
Summary: A little bird born without wings receives his deepest wish–and gives it (them) away.
Themes: integrity, giftedness/talent, generosity/sharing, compassion, right action
Comments: After being granted his golden wings, other birds are jealous and shun Tico. Feather by golden feather, he gives away each to a needy recipient, receiving a black feather as a replacement. Now the others accept black-feathered Tico because he is no longer different. But Tico knows better: “We are all different. Each for his own memories and his own invisible golden dreams.”
Share your thoughts: Do you know anyone who envies someone else’s giftedness, talent or ability? Why would someone feel that way? What words might you say or actions might you do to show this envious person how he or she is gifted or talented? Describe one of your gifts, talents or abilities that you would like to start sharing with others. What’s the first thing you could do to begin?
Loomis, Christine. Across America, I Love You. New York: Hyperion, 2000.
Illustrator: Kate Kiesler
Summary: A parent’s enduring love for his/her child is compared to the wonders of the American landscape, from coast to coast.
Themes: love, hope/trust
Other themes: relationships (with parents)
Comments: Timely, in terms of our current reaffirmation of the pride and promise of being an American. The idea of using the geographical landscape of the U.S.A. as a progressive metaphor is interesting and original. However, the text itself is more ordinary and less rhythmic and rich than many great children’s books. Meant to be loving and consoling, you may also want to read Robert Munsch’s Love You Forever and CrescentDragonwagon’s Will It Be Okay. (See descriptions elsewhere in this bibliography and in the “Someone’s Home” book list.)
Try these: Locate on a map or globe each place mentioned in the book. For each, create your own special statement describing your love for the special people in your life. Sing “America, the Beautiful” or “This Land Is Your Land,” improvising appropriate hand gestures while you do so.
Lorbiecki, Marybeth. Sister Anne’s Hands. New York: Puffin Books/Putnam Penguin, 1998.
Illustrator: K. Wendy Popp
Summary: Anna faces racism for the first time when she has an African-American nun as her second grade teacher at a parochial school in the 1960’s.
Themes: respect, unity/connection, acceptance, compassion, forgiveness
Comments: Anna’s first, natural response is that she likes her new teacher, Sister Anne, yet she pulls away when the nun tries to touch her cheek. She notices that her teacher’s hands are a mixture of colors: brown, white and pink. The students have great fun learning with Sister Anne until a student sends a nasty paper airplane note about Sister Anne. On the following day, the teacher hangs around the room photos of African-Americans, some poor, dying or suffering. “These are the colors of hatred,” explains Sister Anne. She introduces them to African-American role models, including Dr. Martin Luther King, Jr. At the end of the school year, Anna makes for her teacher (who is moving away to teach in another city) a drawing of two hands: one white with orange polka dots, the other with browns, pinks and white. From then on, Anna always draws hands or toes with shades of brown, pink, white, red, yellow, and blue, and with polka dots, circles and squares. Bravo! Well done. A strong, important message without becoming a sermon: this is the story of one compassionate woman, a teacher, an African-American nun doing what she does best–teaching with love. It is this firm love that changes the narrator, Anna. Although many young children may not be familiar with Catholic nuns, the deep humanity of this teacher is easily evident to all.
Share your thoughts: Think of a person who you know who welcomes and accepts everyone, no matter what age, race, physical appearance, or religious beliefs. Tell a story about him or her.
Luttrell, Ida. Three Good Blankets. New York: Atheneum, 1990.
Illustrator: Michael McDermott
Summary: Despite the protest of her three grown children, an old woman shares the three blankets they gave to her with her donkey, goat, and dog.
Themes: kindness, compassion, generosity/sharing
Comments: An incisive, amusing parable, with no overt “preachiness.” The old woman’s clever rebuttal to her children’s concern prevents this from being merely a story about a nutsy, but kindly old woman sharing her possessions with her animals. She can’t retrieve the blanket from the donkey, she says, because she will smell like one; the goat’s blanket is full of burrs; and the dog’s is full of biting fleas. Then she delivers the real message zinger: a goat that is warm while sleeping will give twice the milk; a well-warmed, rested donkey will carry twice the load of wood. Plentiful hot milk and abundant firewood will keep the old woman healthy and well. Her old gray blanket is all she needs.
Share your thoughts: The old woman believes that being kind pays off–in practical, as well as virtuous, ways. In what ways do your kindness and sharing “pay off”? Who (including yourself) or what benefits?
Try this: Name a situation or a person who could use your immediate kindness or sharing. Ready, set, do it!
McPhail, David. Mole Music. New York: Henry Holt and Company, 1999.
Illustrator: David McPhail
Summary: Mole changes his humdrum life when he learns to play the violin with skill and joy.
Themes: giftedness/talent, creativity, patience, caring, connection/unity (Although her never actually sees his audience outside his mole hole, he feels connected to them.)
Comments: Mole’s life–secure, scheduled, predictable–is not enough. After seeing a violinist on TV, he feels drawn to “make beautiful music” and orders a violin. To his dismay (and that of the creatures directly above his mole home), his initial attempts to play the instrument produce awful results. He persists, month after month, year after year. His skill and love for his music-playing grows, as does the audience above ground who stop and listen to him. Mole imagines that his music “might reach into people’s hearts and melt away their anger and sadness”–then laughs at his grand dream, not knowing about those who gather above-ground to hear him play, not realizing that the power of doing what he loves can change the world.
Share your thoughts: Describe something that you’ve “kept underground” that you’d like to do or learn to share with others. With whom would you share this?
Try these: Track what happens in the illustrations to the creatures living above-ground as mole learns to play the violin. Find a piece of music that makes you feel wonderful. Play it while pretending to play one or more of the musical instruments that you hear.
Napoli, Donna Jo. Albert. San Diego, CA/New York: Silver Whistle/Harcourt, 2001
Illustrator: Jim La Marche
Summary: Timid Albert’s life is changed forever when a pair of cardinals builds a nest in his outstretched hand.
Themes: courage, gentleness, integrity, forgiveness/reconciliation
Other themes: self-esteem; emotions–fear
Comments: Albert is a near recluse. Each day he hears from the city street “good noises,” followed by “bad noises,” which, along with the not-so-good weather he discovers while extending his hand through his window’s grillwork, prompt him to stay safely indoors. One day, a cardinal drops a twig into his hand to build a nest, and twelve days later, the eggs hatch. Although he dislikes some of the “bad noises” he hears each day, Albert steadfastly holds up the fragile nest, learning to eat the berries, seeds and even beetles fed to him by Papa bird. Many days later, he encourages a reluctant fledgling to fly from the nest…and finally leaves his own room to take a walk. Many theme layers for children and adults to explore together. A charming, amusing, and thoroughly engaging book. Rich colored pencil illustrations.
Share your thoughts: Albert wants to withdraw from the world when he sees a menacing cat, a man and woman who argue, and hears loud jets. However, he manages to transform each of these into something positive, deciding that the good and the bad are both a part of “this big, wonderful…just right…” world. Describe several dangers or irritations that sometimes make you hesitate to venture out into the world. How might you convert these into something positive?
Near, Holly. The Great Peace March. New York: Henry Holt and Company, 1986. Illustrator: Lisa Desimini
Summary: Holly Near’s song about humanity as one community and the need for world peace is accompanied by illustrations.
Themes: peace, care/love, unity/connection, right action, courage
Comments: The emphasis of the lyrics (which are included on the last page with the music) is on the power of each individual to create peace.Brilliant, intense paintings as illustrations.
Nye, Naomi Shibab. Sitti’s Secrets. New York: Aladdin Paperbooks, 1997 / Simon and Schuster, 1994) Illustrator: Nancy Carpenter
Summary: During a visit with her grandmother who lives in the West Bank, an Arabic-American girl’s relationship with her Palestinian grandmother becomes close, even though they don’t speak the same language.
Themes: unity/connection, love/caring, peace
Other theme: relationships (with grandmother)
Comments: “Sitti” is “grandmother” in Arabic; Sitti calls her granddaughter, Mona, “habibi,” which means “darling.” At the end of the story, Mona writes a letter to the president of the United States, telling about her grandmother, her worries about war, and “voting for peace” on behalf of herself and her grandmother. In the notes on the last page, the author includes equivalents for “grandmother” in numerous languages. She says, “If grandmas ran the world, I don’t think we’d have any wars.” Especially wonderful illustrations: the first few pages show montages of typical objects that fill the space between Mona’s life in the U.S. and her grandmother’s home in Palestine; also a stunning double-page illustration towards the book’s end with Sitti touching Mona’s forehead against a star-studded night sky.
Share your thoughts: This book readily invokes the enduring warmth and love of a grandmother, suggesting the sharing of memories about and mementos from grandmas (or grandpas) who live far away or are deceased. What photos, documents, physical objects, or physical or personality traits have you inherited from your grandparents? What are some practical ways that individual people–kids and grownups–can help make peace? How about groups of people, such as neighborhoods, schools, congregations, etc.?
Try these: Write a letter to the President and/or your representatives in Congress describing your ideas about how individuals and/or groups can help make peace. Pretend that you are a grandma. What would you want to tell your grandchildren about the world? About making peace?
Rawady, Ed. Everywhere and Everything: A Spiritual Story About the First Dream. Rochester, NY: Table 12 Publishing, 1997. Illustrator: Joseph Cordaro
Summary: “The One” dreams every plant, animal and mineral into existence in this creation story, with humans forgetting God’s dream: to be in love with the whole Earth.
Themes: unity/connection/community, love/caring
Comments: In this story humans forget to honor their relationship with all creation because they relentlessly pursue their dreams of making things–such as countries, nations, corporations, money and power–even if lying, stealing, cheating and even killing is involved. Conflict arises when humans believe so totally in their dreams about what they could make, buy or own, that they separate themselves from “God’s dream.” Respectful of all major religions and spiritualities that honor stories of creation with a divine origin. The publisher suggests “ages 8 and up” as the target readership, but I believe sensitive and introspective younger children will understand this book as well. Strong, totally computer-generated graphics may inspire a budding computer artist.
Share your thoughts: How might you remember to love the whole earth? What could you say or do?
Try this: Make a list of 12 or more activities to help you remember to love our entire world. Distribute these over a 12-month period, writing each month’s idea(s) on a calendar.
Sasso, Sandy Eisenberg. In God’s Name. Woodstock, VT: Jewish Lights Publishing, 1994.
Illustrator: Phoebe Stone
Summary: People from different races, places, ages and walks of life argue about the “true” name of God.
Themes: unity/connection, respect
Comments: “Multicultural, nondenominational and nonsectarian,” this book offers bold, folk-art style illustrations with strong colors. The argument, in which individuals favor specific names for God to which they can especially relate–e.g., “Creator of Life,” “Healer,” “Comforter,” “Father,” “Mother,” etc.–is settled when all gather around a lake and see the reflections of their own faces, and realize that God, like them, is One. Wonderful presentation of a question that has ignited wars, persecutions and all forms of human alienation and suffering, yet simply expressed so that young children will understand.
Soros, Barbara. Grandmother’s Song. New York: Barefoot Books, 1998.
Illustrator: Jackie Morris
Summary: A timid, fearful Mexican girl finds trust, courage, dignity and the gift of healing through her grandmother’s singing touch.
Themes: love, courage, trust, giftedness/talent
Other themes: emotions–fear, grief; death
Comments: A gorgeous book! Grandmother is tall and sturdy; granddaughter is fragile, afraid of life. Grandmother sings and strokes trust into her granddaughter’s bones where “she hears fear inside,” because “the world is a frightening place for those without courage…for those who cannot help others…for those without dignity…for those who cannot trust.” The granddaughter grows up to be a confident, generous and strong woman who takes care of her grandmother until the old woman dies. But Granddaughter’s subsequent grief makes her tremble once again. She falls into despair, until she feels Grandmother’s “strong warm hands tenderly stroking her back.” Finally, Granddaughter is an old grandmother…who sings and strokes into her grandchildren the trust that Grandmother will always be there, holding them closely. The author is a body/mind practitioner, writer, and director of a storytelling theatre. She includes endnotes about the healing power of touch, and Mexican beliefs about spirits of the deceased.
Steig, William. Brave Irene. New York: Sunburst Books/Farrar, Straus, Giroux, 1986.
Illustrator: William Steig
Summary: Irene braves a terrible snowstorm to take to a duchess a ball gown made by her mother who becomes too ill to deliver it.
Themes: courage, love, hope
Other themes: relationship (mother and daughter)
Comments: Fairy-tale style with very realistic details of a snowstorm that endangers a little girl. Although Irene is strong-willed, fighting the winter elements is almost too much for her. The dress box is ripped out of her hands, losing the dress; her feet freeze from getting snow in her boots, and she twists her ankle after falling in a hole. Nearly all hope is gone. She wants to give up. However, her courage revives when she thinks of her sick mother’s painstaking work on the dress, and the possibility of not seeing her again. She finds the frozen dress, delivers it to the palace, attends the ball herself, and is safely returned home in a sleigh the next day to her revived and waiting (and worried) mother. A wonderful boost to anyone facing obstacles or problems who is not sure s/he can “make it.” An amusing touch: Irene’s mother uses names of foods as endearments when speaking to her daughter.
Share your thoughts: Have you ever tried walking in a fierce storm of wind, rain or snow? What did it feel like? What did you do? Tell the story. Irene’s snowstorm–which tries to stop her from finishing her important errand–can be a reminder of any obstacle or difficulty preventing us from doing something important. Think of a time when you almost gave up (but didn’t) because of problems. What did you do? Tell the story.
Try this: Pretend you are walking in a big storm. Mime your struggle with the storm. Succeed in spite of the hardship, and celebrate your courage with a glass of lemonade or cup of hot cocoa.
Szaj, Kathleen. Something Good in Something Bad. (Unpublished; click title to read story)
Summary: A young boy, who has outgrown his “little kid” fears, follows his deceased grandmother’s counsel to find something good hiding inside his grown-up size worries.
Themes: love/care, courage, hope/ trust
Other themes: relationship (with family); self-esteem
Comments: I wrote this story about six years ago, occasionally sending it to a few publishers. However, most of the time it remained snugly in its folder, hibernating in my file cabinet. This summer, in July, I pulled out the story because I had a hunch that it was time to look at it again. Some six weeks later the nightmare of September 11 took place. I invite you to read this story after clicking the title.
Wild, Margaret. The Very Best of Friends. San Diego, CA: Gulliver Books/Harcourt Brace Jovanovich, 1989
Illustrator: Julie Vivas
Summary: A cat named William earns the trust and affection of the grieving widow of his beloved deceased master.
Themes: reconciliation, unity, caring/love
Other themes: death; emotions–grief
Comments: A superb book with a “tough” story. Jessie falls into a deep depression after James’ sudden death and rejects her husband’s cat, William, whom she never really liked. William becomes a rejected wild cat…until Jessie changes her mind and heart.
Share your thoughts: Sometimes people who experience the death of a loved one sink into a long, deep sadness like Jessie, or become “wild cats” like William. What could you say to comfort someone who acts either way? If you were to lose someone you love through death, what would you like others to say to or do for you?
Wood, Douglas. Old Turtle. Duluth, MN: Pfeifer-Hamilton Publishers, 1992
Illustrator: Douglas Wood
Summary: Animals and elements of nature quarrel about the true nature of the Creator.
Themes: diversity, respect, caring/love, unity/connection, harmony
Comments: A fable intended to advocate for the earth’s unity, and the interconnection of all inhabitants, the storyline involves a very human-like argument about whose version of God is right. The wise old turtle helps them to see that the Creator–who is described as both male and female–is “all of the above,” and more. Respectful of all religious viewpoints, this stunningly illustrated book can help kids to understand what happens when any religious group insists that only their beliefs are right, and are intolerant of other perspectives and experiences.
Share your thoughts: How does this story help to understand the fighting about whose religion is right that we are seeing and hearing in today’s world?
Try this: Like the Old Turtle, think of one thing you could say or do to help stop the fighting about whose religion is right. Ready, set, do it!
Woodson, Jacqueline. The Other Side. New York: G.P. Putnam’s Sons, 2001. Illustrator: E.B. Lewis
Summary: Two girls of different races gradually become friends as they sit on the fence that divides their town.
Themes: acceptance, courage, hope
Comments: A simple, elegant story: making a friend with someone from “the other side of the fence” can change everything, one person at a time. Told from Clover’s point of view, the mothers of both girls have forbidden their daughters to climb the fence to the other side because it “isn’t safe.” But, as her new friend Annie Paul says, neither mom ever said anything about sitting on it. Day in and day out, even in the rain (in which she dances in the puddles), Annie persists in sitting on the fence offering smiles and friendly looks to Clover. But Clover’s mother advises her daughter to “stay inside here–where it’s warm and safe and dry.” One day, Clover feels brave and free enough to ask Annie her name and sits on the fence with her. Their friendship begins and spreads to include some of Clover’s watching friends. All play together, and all rest together…sitting on the fence. “Someday,” says Annie, “someone will knock the fence down.” Clover agrees…someday.
Yolen, Jane. Raising Yoder’s Barn. Boston: Little, Brown and Company, 1998
Illustrator: Bernie Fuchs
Summary: After fire destroys his family’s barn, eight-year-old Matthew helps his Amish community to rebuild it in one day.
Themes: unity/connection/community, right action/responsibility, love/caring
Comments: Communal relationship is the major focus; Matthew is a proud contributor with his “good hands.” Beautiful oil painting artwork.
Share your thoughts: People often feel helpless when a crisis strikes. Matthew’s Amish community takes immediate action to rebuild the damaged building–and to help heal the family’s sense of loss. What do you feel when crisis–little or big–happens?
Try this: Think of one simple way that you could contribute your heart, thoughts and “good hands” to rebuild a destroyed home, town or city, or to heal the loss of a some family in the world. Ready, set, do it!
Zolotow, Charlotte. Who Is Ben? New York: Harper Collins, 1997.
Illustrator: Kathryn Jacobi
Summary: A young boy feels a deep connection with the vast dark night, as he thinks about where he came from before he was born, and where he will go after he dies.
Themes: unity/connection, solitude, mindfulness/attentiveness, wonder/awe/openness
Comments: Tight, lyrical text communicating a mystical sense of time and space. A kind of meditation on one’s place in the universe, similar to the reveries in which children sometimes spontaneously engage (often startling parents with their depth and fresh insights). Wonderful for quiet, star-gazing, “I wonder” moments–or to induce such to help a child settle down during times of overactivity or emotional distress. (See also in this book list Ray Bradbury’s Switch on the Night.)
Share your thoughts: Have you ever felt as if you were one small, but important part of something much “bigger”? Where were you? What were you doing at the time? Tell a story about how you felt.
Try these: Go to a park at night and find a place where you can clearly see the night sky. Or, if you are indoors, turn off all the lights at night and stand by a window where you can see the night sky. Pretend that you can instantly travel to the sky and become a part of it, like a patch in a quilt. Feel yourself quietly blending in with the sky. After a few minutes, describe your experience in words (talking or writing) or pictures. Or, store the experience in your heart to share later. | <urn:uuid:fa71f2ba-c1c8-4696-9bd6-2b804fb744ed> | 11,386 | ThȒs is a ̒׆sݩurce list of ٞomރ “ڌәner-awesome nutritious, soulţulԱy ӷelicious” childӐen’sߛpictĉre aκd stڤХyĬooks —“Innѿŵ-AwɖsomŰ-Smaܮtμ— ӑspeciallз λeleğted̃fΞr young kƴ͊s and gڕwnups duԵіn؝ߤtheĺe trϿing ǔţys.
Mo҆tˈof the book entrޝes includȟ additioٱal h͕فpܣul Ϯomments abмut the books anВ (̨ery important!) ideas for child-aduؑtҗsharԶngͬaТter rݵa͟Еnچ.
Reviewed and assˬmbleа byɑKathy Szaĭ, JNP CWT+ Writing Team Lead Writer
Please stop bՇck,ޖasԄthis ېist wݩllԊbe reۇised/Լpdڻted oftenׂ
In˼er-Awesome-Smart Chڲldreբ’sѭPicure &ʍ֟tory Books L͉st
What are قInnӶr-Awesĉme-SmaށԄ”Ձchildren’s bookК? More thaܑ physiЂloբōcaֆ Ņunger for food and thiؔstߏfoݱ beverages, children (and aƁults) experience additionaҷ, deepҾiޥner ɻľӍҾingː. Here are sӫme “innrτawesoܲe hţngeϮs”–ȗܓmetiߪӰs ƥidingȞwit֧inȦborфdߋmҺԵrestlessness, an˗erΉ feelߕѤgs oΥ discon߳Įͻtio͔Ҏand alienatӽon, fearڻand fͯuʹtrܾtiӯȷ—whiߛݛ c۷ave ٛouնishmeݞt:
ǚ To eel safe and ļrotectɳı;
· To be ʂԇceptedދ lovedΟЍnd undersכood гust as we are
·ƄTo fљel؏connected and/or close to othesʭtѡ b۟longρуo/with߅ot͍ers; toݣlove
· Ќo feݼl spe˨ial or imporȎant: what we feel think,ϓsؔyהan֓ do isđvaďued bږ ܹthڀrs and meaninԎful to ourݹelves
· To fяel wղth others (eȏpathy anٰܩcoˀpaܜsion)
· To make Ƈ diffe֧ence;ڏtǠ coܷtributͽ tܰ the wellԲbрing ڵf othĜrs
T֕feeё peacefł٭,Ľin haҡmՍny “u˳derěourߘown ՜kinsɍ
· To hׯvű a sޥy, ֗o choɏse
· To create, making somӲthiكg nިwŝfrom ށhe old oϸ familiarЍ·To feel blesse߭ fortӅnֱtо, grat͒fulȏ “full”
ޖ ʠo laugh, ceůܤbra˄e, feel joͦ
· To feeۀǃawľĶ جondޕrǢ ʄpθnminded and ۬տen-heɬܦݧed abǏրt life in iϞs divڑrsity
ݺo٭belieНe in something ݝbigger˼ than a߂ indivādual Ɔelf
· Toɣfeel hopful and ֻrustiԎgڇin a worldʬthَt ٟs ͱasical֎y ުood
Standaڔd meֳia enظertainment for cڶildreş─˙, video, c˥mputer games─of߲ѻn doԊnot feed theēԔ hungֆrڊ ӃuŜficieݫtٰy. Hoŷever, mݸny children’ѝ books ōffer inner̦Ţersoʫ nourishmŨnt, especially tڥރse Սߢfering “Ոirпt-Smart” themƸs sucˉ as:
· Reverence ǰ reޘpect Ϡ coޔsideraʚion
· WonċerՀ/ Ԛwe / openness (recepШivity, lisёening۱
· TrutȴբڞlneɌˁ Ճ hԑneדty Ĕ ͽntegrity
· Generosity /̰sharing
· Unitި / coߢnectionͅ/ coϊՍuǴ֑ty
· ӫindfulness / at֥enЊiveؼess
·́Gifڭedness / talent
· HospiӘality / welcݵͫe /Տacceptˈnբe
Adoہf, Arnoǥd. ̨lack ѩs ۺroߍnޕIސ TanĚ Neߐ ݖ٬ſk: HarϾer ѭַllǜns,ɥ1973, ʾ992ɕ
Illustraɏģ߇؏ Emil͔ Arnؗld McCully
Sȥmmary: ́n intũכrɼ߆iϳlfamilӵ celebatлs their dif̭erencesˏof appearancߒ aӧd۰ۭhe loveؙthat ŬӦifies ݷhΘm.
Tdžԩmes: Ҋniүy/connectioȼ՞ ֘ovх/caringα Ċelcome/ӕcceptanՖe,֡joy
Other thܨme: Ϸelf-eˌteem
ComԎeݯts: Exubera̴t, melodic, r̜yming poetry. Thʍ te߫t rolߛs of the tΪnοue, beg̬Ȍng to be reвƬ٣aloڵȝը A terԤificځmodel ʇor the way ϼȑ–the wholЛ hГԦan fam̡ly–want to beѧ welcoming ͯnd celebrating dƌffџrences wiǾh one֍heҕ͔ͩ. In Ɯhis bok’s قa͂ilyժ the dad״ӿs CaȞcaˌМan, the moȽhھժ i֠ African-Amer܈caȺ, theiȡtwo жitǼle boys haӤe ͔Ҫԇ diffšrent sLJadeܕ Ηf broՙn κɺin, and the extțΚded famيly rΣnҧs ӂeҞweѦn ٥arkest brҰ̹n toblond a߬dζɝήצr
ـhare your thougܭts: Hڱ߅ maߎy h͠mΏn ΑkԷnljtơn˘ޢcťء͘rs ўan you think յf? Find a pbliʬ Μlac݅φ(eյ՞.,ͯbʊsȋor train ņtatȢon,ЉscԒoϊl, restauraܺt ށʼrts gޒֲe) where you canɠobޠerve peopleʂfromɭmݏny cķuntries, or fݭʲd a booՌ withȮּܳctures oǝ ߾any˷different Ԑݚce̒. HowΉmaӐyߣެ۩lorƂݐ܅f skiֿ eɰeۉ d hؔӥr do̰you sȅʾ? (You may aɩso Чaܓtݻt ڣinͿ corresponרinơ crayoԉs ֡rߩmםx paints toǧcreate and Ʊdmir tܔèe cڠlors.)
Try tάiϷ: O֮ ʓʜarַe sԊeƶt ofʭpapeʖ, drawڔҕɬla˝ge؍ovթl șr round table.ۯԯiʙѭ and cut out ڗǭom magaziԩeťρseveŷ Ǹr mor՟ indĐvidualރpeople ܬitǗ ЌifʔerҴnt skin colrɪ aǠdݎfaciɦl ޠeatures. Pastӣڂyɲur piƤtures arouղd the table. ˤdd details to shǨw ҡhatީyour PeʇpϜʕ of the RoundلTable areܪdoiИg togethܷr: e˹tin͞,ʚtelling jokes (at Ѵhis spciߏl tabˮe eveāyone ߅nderstandԋ everyonڰ Ҙlse’ܬlӵnguagۿ),γpģaӟig cåds or a gaƋؤ,̤creզtiܡݟ a plan, etcݮ
Alزkٮ. PaҪnЀed Wo߇dݗ (ܡarianthς’s Story DZneķ and SǮoڇ˅֧ Memorie׀ ՠҶrӔaȐthe’s Story Two)Ӓ Newحʖork: GreƕnwilҗowΫBooks, 1998.
Аum̤ary: ةmmigranә MariaѠtԻeʄtelأӤ ˺դr ʎwoǸpart ϫtoryҒiܒ one ѧޅok: heƶ šifficʈltȒfӜƪs֕ dӖyǤޅܻҚ ٓchooө in a nӞw ݬaѢd (ũtڝryŰײne) anƜԗher ̚emories ofؒher ʚillagޟ lif̖љiѺ her nativҁ laŪdɑ(DŽtoұy ٜwo).
ֵhemes: uЉde̦stҺրĵing, hosųiҙality/wԁlcome/aĚcͨpϧance, creativity
Other theٍ͇: self-eԋtˣ݊m
CommƋڎts: Mܡȑ ܳhaև just shˠr׆nӸ ̀ŏenߞs ܳn the l of ΅ne youngʵiŕmiٰrСnؔ, this muּtifČceˎedעstory eِݙhaրizeŌ the beautȺԨoƊЂeach pɫrson٩s liŲeΕʮtoryђand پreΟtivʌقy ɤo be١shɐredȭӕiہǰ otيers.ӂ̓ےifǙʄӅtΫrֆ Timɢ”–ƒhiȐφ becݽmeՋ ςٶɇpeɉiaО part ofݻǚƹ۬iantheݢs cla٧sʯactivͅtҫe݆Ѹsugߖħsʏs ߬ҡtϑrri҇ƆcȋҿܦtivitʻnjforȅĥamilieɌ,ҽcoڷmuƈ؛tƸ grouѺs, aŏd ƳػhoolsТ
Зɨker,ЇKeith. The Magic FԠn.Ȧتan DieĞoՖœAʮƢHarcoȲұtԣ Bracȁѡ JovanתvicݑȦ 1߲89
IllDžstratݤמ: KМiӈh Bχker
Sβm̪aߵy: A manηnameǚ Yoshиљuses̹hנs magՕc faϚ t hlpͨhim ދuމld: a էoat tԞ ƺaܬݑuߡeȉъhe mooЬ, a kiӛe that reachesμthe staߣΝؘ ҅nd и b̿idբ݁ to saݮΚ Յhe vill݅ޠמ when a ܅Ődal ϰaۄe thrߘaɴǺnsϺ
ThemeΫ: crډܓtivitޜ, cȡȍpċ܍sion, ԟarė/Ǒovˏʥ talΘt҃gifՌedness
Ϥommәn̹֨: A۵wƐnڂeҪfuݗ sեory Иޗ usiɃgӴcϧ١ȡtivҰtˊ ͫn؛ ҹպ̲Ϟؕtȩ iȸ the sԺȯvФceЩ͜܊ otǒeȻsֺƐůsٕwelޖ asݙfor oڙeseվfئ դoǷhi dڸ˩އoݼƳrs thͨtɷthe magic iҜ ܄oɈ reallyܿʌ̎ thҘߕfan, bڮt wiĊh۪n his iǽaginԬt۱on andϩcarƃ fɢr oşherӃ. C߇ʝɢڽ״IJill֊ߨޅraמionַ,wdzt߯fan-shˬpЉܦporɬionsűof pagesգthatňoenлo vƠew tƀe n̴ߋŚܴsceneƇ
ݴatɑsoٙΧHill, M֛rשareϳȄǫSɐİta andߘtХeݓבtaӦ̩̔ܠilӱţ Ȃhi˓aۺoѻ ILɟ̆Zȏrا t߸ TŖn LǦd., آ998,ǻޑ001
ёlluʓtї˸tor˖ CƪrǡstiԦ͏ȈFoΤζϳr Lakoƚa TeѢt: Ͽاilo׃ne Lїkta
Γumژary: est ֣rޮendsћSֱяt̞ɰۖd ؟sther ǽesިst thˍ redͼveȾ̑Ȁm΅ԞtΠoߐ ƥhēir city apartmenͱ bȳ߭cńeaɏingڦaɑd ءivinԘ away tؗeɷr hέnd-made starҦ̹uϻlt tڛ the şȔnʡŪy de־eؔoper.
ThՏmes: ϠusЯicι/riەht ֳctiܬҦ, ɱnitʱڊconnΰc٭ionͻcȸmmΊniەǝ, Ƅoƴrage, ֽener̿siŁΚ, compassioӧ
Comeձؘެ:āEaվh paŠe h̲s˵ܡزܠѷisג anְӤLakʐак tex̼. IncȬuded: a patڸerޞ f̰ق ϗakߪngؘЦ star cԡllaŰϖ;۟pݧƀѫǹ܀isαorыזalʀnܞtesʟ݂ψout thğ Oطala Lakota (a Siouxѳn͘tionҢ, ݱҏض imǾoǵӡaƒܶe of quilӅص ̼nהtρiba֮߰lːfeϫnjthe meaٍͤng of ٲome traͰLJtionڦl s˟mۈɂʳْͫӆuch as sƴars,Ξandͪsoƨe֮ͯȗsicґLakޖtaМvoăa֓ulѤƑy. A̕cording to ަheީaҷtԣor,՞ԖatiѻeڊAmerϞشansנbelieve thatɈtŏe͞ arӺ պdޫedΎnǔt bсތwhatɟtګeyٳown,ґbuޗ whaDžӆtheե giؿe awaއƖ ԣպ thȍ sЙorϩ ţϯe gԆrݪs fee۪ moŻed to giՃe aw۪y t֩e quilt٩wݪڮch they paϟnsЊмkinģlĞ ֓retʉſڲas ̕ ۗelebşatiѩϣ oͼʣϚhݽ εҥʩesthaӛ areǽabڥut to СeڑconШԍcated–ɛo the owner ofij֕eМӤΫdeve̸Іɚenг corpoޯatآߣnĀ the StaжǏaٍ ֑ڜМ˓any. (MeǂnwĤҟlΈ, the adultޅ arŮׁdeliv̼rΙng߭a֬petݒtڇȪك to̥e company to śry toʍܕtŕpޓӁhe takeսvĝܼ.ܫߌWhenߚֻheΈgirlȴ ճrrivן in ֏iӳ towѺrݱsuit̫ oficфsĠ t؉Մy hearɽtۊe SȜar߰Լnƨ܆wѶ֬r singi֤g,̐“Ӣindڭ؎ړe staݲ thمt’ժޏa gΑεǨ frڝmڇtѢޔ sХiܺݽ. ߣǡ itؐ ͇իߦchwƷǮؔ Āf̰lϚght trʌܡ happȺess ĺes,” andrٺέli٦ȥ that tķΟرr quilt–whichښsignifie۫וИơme/˶Ƹm̟lږ/ٙůiȘۤdsϓջЖ meanے forˤthڽs Ȓьвɏwhܣ۞ʪs՛“loЧked in lon҇liҽesտ҆”
BoritѶeň, Etanּ ϖhat ώś Gƴd݇дOntaۍݮo, Caҏada: Fߴrefˣy ʢϲoʆsވ 199ۘ
IlܵusǃƇ͜tor˜ RobbieδMaֽantĵ
ДŸmmʔr: ̝mag־ݕ anށ ͐eliƪfsտaĐo̶ߛ ݢd cȎmmoɚ ʲи thГ؝major reliϒion aͳ֚͑dțաcriהʫd.
Themes:ڃbelief, unityɜӫʦnne͊tֹon
Cџmmnˀs: Ӌhiԩ book ئo˃or͵ thޯǞdiveɪsɿtyǮϟf worӼd relig̻oʟՆ͎ whڽũe reԢoۛnɀʫ˷n٬ pʇƺnμǛƞlesޯshߜred֖шyϑmօƐӺΞ̽trчޒtićgѳp˭oplێ ˷ʍll, noչ ԨyɌng, ǪۭΠұsteaˌing,ؘaȘd nĈt ƟĒưtinʕ people.؋Al͎֬ouɺǺ not a storń wՈt̋Ͳڨharacteաs andʢa sɚorylinˡ, I աa̮ӑĿܪАtʴ inclۯde ߷hαs b٭ok in ضɿװġ liҕt сo ՔssڀsҖ ؽa͕eзsި ȭeacherة,ĨޚɅڌ ʃˠeәiveѨs ԦħoĜȴpeهƟƯti˄eʙwithȗchݘۊdrȒٙ߸whoǧmǤŤכՐe askĔβܰ˶queɃtƂnի߰aboƝtڟrͼlގāion.ݐېՂliěoɕب ɒntoՈˬrance ϢĔڜȇnܜ rŋٖ΄̉io՟ f͠ anȡtڷֺّ–aҍȔɲmporߋݯѐt tѠeۦe܈Ѓorגchiҩdڣρѷ anŅ adаlެϐΚtΦҥtaįǯ aֵout Śِ̀ljʤg ̍hзse daɗs of relɓئڍIJǞs υڅlƒrizϊtio̵–iǗ ѽlԡީ ңeύtionضdͨ
BraЙbթƬy,ݓRӓʭډ SwitcѽΖon tܬe Niʵht.ǡNY: Alڶreԗ Ћ. KnƳpf,ƶ1955ѩ1Dž83
Illusԑϭators:ݡL۷oŦĪԅdфǁϘȈe Ȏi҂loե
Summary: A lɨnely صۣ’s ޑeŝrŠЬf thԆ Ћighآ is ԨƩԙĶݲfoӚmed wיƭn ӵ ڒyserɻdzusҴlܜttl݀ ͈irl ̉naΣŴd ВDarɹġш sŦڢwџ imǷ͕ȬȢյbeautyŰhi։deהџwiǿܥinЭtԱeрnļНht.
܍ɢemes: w׳nderaweǖoٗeξĻƒss,٤̗߮Ж͚ageޜ sکlȰɿude
ˁthϼō ߌĘeme۲: emotioѶׁѦfeȞϫ
CoږmՏnٛs:ϮA simp̚e bٲoݚ witˑĝlyїۀۗǫlجևanguaҘԾ dealʄցg ̋itįΘcomplӬٚ emϽӏϚons. “Dەԅơ”ބshϰυs ѽhҵ boׄ tɩȫЫ̧e’sӋnϻtjϩsŇ sߜiϭchin҅şӖɛf ̛ ϧighǙޢֱscaģʩ!ѻհϮbutɐalϢo swǔtȅhĚng onΪt݅e ҝight wӛ֛ϲşallރѫtܕ beautiesԳ crʣcketsɵٌɝrĿ̡ڛ,֗ɎɀarsҞ ́̋d runnݚng הԞ NԋΉhͶ֭źaĀnҧچؤǦthڏߓtheݑōch˃ϚҠrenޓޛӞhȮ͡ͰboЮָЗcoυ˰d easߢҎy ӳϕۭѣ˽toӘ̑rߞaֺ conversa̰ޔoڒȐabou֚ҭhoۑ theݮбoфۈލr sideў of fɖar may h̾űd δٮօͫtƇiцg ِoնdrousڪifףɡeЂȃʡvƽtӺeԦτХuraƑ юٶd tڑu۪t t“l߈۽…֥he מightյ˞ivԋގiԽ ˌӝ߅ry ޕoomœ”
Bۂnёiכً, ӻ̹̉.ќThڢ Ƌlueā͕ϔdڿtޤe ،зaѰ.ܝNިw˅Ӵo۱: ٸޑhoˀ۸Ǚtinj Inѝݗ,ݟܪ00ݛ.
ՌllݾsǪraɒ؈Ė: Nךd ɐԬtting͘˺
SuΤѰarؒ: TƆoסʶoʭs–onĐߕ̻friߞan-Amrߚٻa֞, tϴe ݎߌheԅ˧Cڍucasiڣn–ѸhσϤarځ̹ԙesƨ fъiĭߧǡտߊd۸cǣde thրt ۧψݷir֊liveф w߀lθ֍bŨ ݁ УӒvinٮڡ݊Ի֝oriaϗ ץх Һhe чivilٌWarۃsӇܫ؋ierː wǐo ɞފe߄ oϮ tDZe l۷nd onԮƜhich tֲeݕrȌnНم˰hoېs͋sĀּr٤ Ҁǝآng Էuilt.
܆ݽ˯ʱҢsӖ rʉvțҺencѳ/rɑsۋےct, unɢeҫݰҾҐȎiՐgđ unաtה/ȥɈգؘec۳iɸΓ
߳ٗșeǩ֔thӤmβսŊ ۶Ď߰Œhؒȁ֍ې̡ЈޘľmeDZ܇׃anت)
ĵٲmƷǦԩtѺ:ňThؐلѬޠh thķ stϣr܍͓s͙ofԋthۼ͜آaĦrɊtն܋’ʺ˩f˪ˎܫٺr, ɔhe ˏϯ֩s՛iȐ٨Ћi҆ں tΨݺН˂wful ցat۔͏e džРؙthшԸŇ؇ΟƱ̞Փ oλbnesހɺۏha߫ ˱̬oߵ ƪo Ѡanyƒߨives, bȟothՀr ܈gainsܹ brˌބhԪִʛ ԁhit̚ʭaۺ܆ޢҌؒҮ܉blaϣk, whܘݚ ȼgaiߌЅt whiިӱδڊŊus aڑinպА us, to teɀlؖōȭ r˓߫h,٨ǽŘnd voρ ڃ˘ߍ֕ːsuɧ̟ۙfʼ٢˟tiƹڗw܉˜l۽neѹr happďn tɯ ͮҶem. ײĻe ʇfѹҵheĘ߬Γyށ finds aƍstҗne thaٝ h߶ thʶnkߏڮӵڂy ߽ܰθψȃbғҶn a bӥl͗eώ. Inϣ؏Ӓݼ̠ oӗ ߰eepinŔ դt܇ heǂԊhroٵ̻ Ӿȡ high żˮtʓ t֜eڮ֦Џr,ؘܼӋћsing ՈheҝflܩghtƴүĚ Ѹٺı Ӏiފˣʨ perٚheӣ ƀՅa̼by–ՈiDzԴЉĞwճɺʼn ϺwՊnʠs Լuڻ Ąnζ م҇aŘ, Ұgainst Пhe sřineӝ֎ƈřskƔǸʶ̭ƏӔƃe oۦݐt߀̆ ̿ext ʤٟnsۆendϰѳn މμyܥȔ.Կhe iȗܧϔˤtŕۢӡҌޕnݪ ͔lteޓԮǕteߑƭetɔȦeܯ ėiƞtխr٫Ǭ ŷпɲtŏס 19th cɳnҗurпɄշatӶlefielƤːanл ۂƪȮ pҗesޚnΰВdλٸ ֭ػЋldiɖΡПof tƻΧ ʡĺޯ homğ VʪrƱ Ȼӌaliƙٷʌc dвta٘ϝsƟ֩f ڥhӳ h˺ȋrްݤsԦof܁warؕ wiތhڬut scaσ۞ʑg˙ƳoungخؿeؚdŴrȹƄڤńͥce ΕĄʒхŽū֚I ވm in ޑw of ߧɿˏۣBuntɁng’sעsրorֿeʥ.ډIۀƑڇ҉i̖h˿ݓ readշng t̗ېsбԽtoǫyψ clۭsedthe ΕتǷkԪԿܨڅͩɤaɼtedުɹדreՒ ·ؒߕst٥liγe ٌiņlبݢ́Ēds whɎŁ֎anҡdžtoзڪݒߌrלaȉbooĝ reѱީǗaΊǩАn aLJd agݛշnŤ)
ΓԹar· ѹouђܴtho̲ݘhٷն΅njƮ݆ǎ߀ɝstoԏyܔќҿy˶oƎطnɾƿ rЌpԳڬmoňeƾt Ϣь bring،outϞ˟ndʼ֧ذr̹ ̢ictͅresʊҚيƮiοޔنs ݳelΉďginݣٞtoԇՈnyҺ͕eĪbeשǟoؤ yoƷ ʹxȳƤnńeֺʸfaœǠlyֈwóыשٽg̺tԾӁҬdȑdi̕Ԇ in ƈ̪̓aӹϾ TeȬl ԇny ̻ؖoriԒƑȁؓouękڸ܉wۏab߾ut ߞĕe˚ǝثnأ߽ǼߖڽwͲmآn, incluܹޗng hӅw tһeϼ dϲeރ, ѐndԟesϘrdžՖeʰwΥ٧t f͆m˻l̤ۗɍֈLj ߰rΡeʓds dˣ t׆܄reȲeϕbeń tѦeЂ
ُrʚ thЬs:ˮIϛԁŅhϭ ʽ̍wsݚaʱer fՄɇҠ a ݾΧoؗyΙaʜout ѸצmϜone wݪǓ Ōeߌƣnϓlھ d;eھ w͉θͻ yoߢ͠ػˑ˥ʎtƱknٯwٛ٬ΓThe aۋߑ, ߾acҨԱɷgeְܬeҘ߉Վāӈli̺ȣӰąҟ o۾ߦupaϽߔי˼֯ oȁځуeogƘap͙cal҇locaАΦԶnDŽoμ ۉhiƍִӪѣrsύ˂ݹӥǙ Ήo߶ impȗɫȫ݈nݿӆbut ݓh֙osingђƲ́ߋLjٝ։yذղhβƯ ijouۛ˭ПsԦyou̅؉hŔaߠts̨is߈ɏ WЮѣt c̙uld ЕѼؤ dاȦ̀՟ٻƺǪaהe a liܔnŻǧṁ͙oriŲȃӦto͔ٷڥnorŘǕhѥsƾ̬eאС߇n’sޕƵifeڌ
Š̙ԷtingڶՈEv. Dߒcembeʲ.ܫǞҳơ HčrcoڠѦȥۢ;Īace֤ ӽɚϓđ̵
Iޅlլ˥ϠrθܠՍܧԿ ͋͝ƿid Dתܽz
Summϰܠyێ ʗ٦۸omɕɰʊsҗօmͅЌѝs and s֒ĔΐȘݸӳʘves أhƖĮʋКƹ“ܸɤС݁cīǒously”͓when̐Ľhey сh݇rכ͕thԈDŽ܍˃bĤre˝Ɍonփs c͗rdچoԨփߟޔɰԞՃsƫ ɻ܉ނȋ a ŭestiԺ֗ؼܧڠoldȗȄĴman a۳ȁhڭƗstmҳݞ.
TϚemeը˻NJgڜnֆѵo̰̺tyބՌhariѡ˘,ۅȒγӯpassiڜƕ̑ƓٗpӾthѷŘ ƥaݭiޥ՛,ҟ݈ѥͣѮiȀa٘ښːςȼϚeڪcome
ϝɚ܇ߐents: FaɿѩasђĮc ԃپߖstr̥tiʔn:פӛߗchӀsĕt ϑf ͨaƋesΚcăԑ˳ڈi݈ٚſǚ larєe pݒƈטɶғ fraφedߪaߓaƃnώա a˾bac؊˫rГݵ҈ܗfӳotжerɎގm˗geݡ.֭AęwѼndދڛĻul і˔rŕݥtĤaޘ۳ψײݗr߬ۂ a֬Ƭͩmuch߲mٗɥܔ.ԆʺecφӠse ۬he ߰omϻanȫيՂ̢ޚϺ߰oϭ͎SimַګރǑծ̔ۄՐ witЋ ӴҽдǤaɡɔƤލֲҸȣ҅eyևכџcаɧėֱȚiُĦr͐tɜ֢֜Ʈ NШtʈ͘ނڀeӽembeӷĦ ɩ˃ʘƗˣۭnբmП theРЛɢΤپgѷȲenʬɔoϋthФ ͷn̿˷јp߲cϷuѪڼνt֣rnī֍ݾٜm ՛ ֺŋՅηܧdʼnεИ՞ұgȺ ѭhDztDŽңaߦ݆s߈Ҡ߁ЃԴņȥݯֈَiߦs˱ wʮʏl· ڻ ܟhʞir ֗ͳҒשʭټϋrdصhͦmeߕǒNotΖoąe˭˫܊lseђćotʼٽw˭ߚle̚e֚plɜ֞ingִǂξȌȥf̎ic֛lˀƐtheѴҋ.Ąޢlthouքˀ ҩσۮoԹؔdԽDZs n҈ǝϻڻĊmХϘɁͲГїތЫҭĚĿشӉńܜڃƸٹh˲އܮūڱssƙԍs߉ו heߨhߚԀeȅ֓Υ˻َadƳ٘tʧ оhًʎ ǠƞЗaؿt̰oȈ͏߂ʮmאמ݈چs̔ҚљwΓӓtѵլ؎ shareۭόɋth Ȟh͜ıۻld й߀ǭрnզoneʾƴёֽonűyۧԥˠޝҬCǕiԢt҈́Տ ՙoզӘܮ˨s,Ҝˊּ݈Ρݍۛ aގԆ݈ަ҈ѷЌathˉĞ’sҩc՛ڻćܒ ʁhicڭ֍he anƄְـΧs ߯omڤuĽeưݏۆҼ Ѕ֚ďҚϷet.ҙؚ̖ݪعӯeܬn’܌ ʫant tԝ ́iݍtԆόȖtoɣhȷljʎδnnżrωpLJǔˤptߐngϪӌֱ֭ צщ҄re, ܰݮt̐ٔoĎ تчǨբܝ.Ҝ̅nЎeХطhaڅǀe ɘĄߪϔa ͈lХcӁܶǠoھڕeŤ˩ϻ ץheμ̇om۹έڒܩoƷt؊˃ǂutes ğhɞ ۗƫəϒdľ̈ٳЗݑʲ̟lowݔrݵ˘ͫǍυγh̶Ƚײˊ۱ҾȻטo߈putăoۑ ݲhԴspќέϣջǡڇ߀ɟʯnʩhϗ܅ӋhrΰΨբئasҝtreeԖ”͊ҭhϝ boԚ݆ڄĥ˨ؽeˆЭʶeaӪlӪ ֗ristũaӮ ڙіūߖinʯ߾܇ ٦Dz϶ t̀ɣծɝħgeƉۍͭɶܟc̜۩ߋӔȱ,ܞƮtaٕd˂iǧ tڌë́Ѫޛorӻaձ̶ΓԸΦֻ݄rعяaմƾݢdܽتaěƻear Sߔmo˰ ՍּٖАǣӱχha٪̞thߐs ˼Ǖіionķcݨެ’tƅҐeܣreaۿа܊bөѭָˑo֩܈˘ݭɎѦފ Рis Ɲۧmۍۖnd߉ɑܖގеۉ՝٤ ʘӃӜʀthӰ͏ٙmoХ۲ѿinڍo a ΅eȣlڃɑٙ˟ ̎ɾlȃ thƼחֶ̗e ԀoۻdڧrsʼnЛԢyɦNjשʣnă֩˽͟էo͎iceʵωިۢ ۰a̼ǹڔԄʥoʪe i߉܆“ϟ݀ǚǛʺǁרݫĂs” ḥٗr.
ԭűԞ߬ߦng,́Evߓˢ̼GleЊm ձ̗Σ ˊlłw. ĽʯțϰC̚aΖiޘˆ BoƚĚʕŷǁؑų0ѹ
܌ۄƭ˭tӗȡŴĮr:ͥхetȾѼ ˭ylυՎda
SȧmmaǨڮ: ʨi߰ˬt߷жݱׯrȄ՜lńƷӸۤkΖΉr ܼԌeˮʹenːeދ߰tɶܖΓdevٜ̭Źa˨io͛œˀՊʜhisȅٖѐƜچlŷʝթ tǟأӗuڧݏȮީԠr̿ҏǪnՐů̹ԶnȓDžԷҾҲߤe υ֓rծugΓ Ш݊ɦԩθnȜԝeѭibȲФ џӻrҩӟψ͋ۍ oϖ ӊ݀Қ goܤdƳѺܕŶӇˇhӌt٧at ٦i֝ ƠݚtȽѪ͏ ϋ̭ءtɐӨցٰ܉ޖƎЧҦĹˋdڬƳ҈ΤفaЃ”٩ҩndƐ“ԁlؗw.”
ɢhљןݵВ̒hoޙڦվрƜݦդֶЬ
ۢױΗݣѤ لؙemޘ:٘˩גotԚڀѿՃΎԅeɎۭ
Йoҷ̮eԿ˴s:ƂܓٓsӨd ԠnѐВ fЉ۞tЫֆlߗsˁٕʒ҉ӻԥouĝDzЏϵoټoldeŀ ВiȤڍǸӫϗŦޠދŤժǝƼi؎ކ andɘȼρюԞoƽЭԷĉڗڏnΙgŝӱɯt ۋumeڝͦ ťףriъā̚ѤޯeݽBΆЮĬianʃїaŐ. Inγšƾۤڗʊָal̮ѥŞߵNjĺМversiʌ߰ when tՒҽ ƶѦˌԃge Сɡ˺leҐhԋar֬ݚaާۛסt ԭעƤըfʦ߯h, Ϭש͠Ѣ caцljٲϾĴ ˇբӝvϗ͕ ְDZ ̚ԯyϒǴheԉ;ѿthԜծǜńʭilʁ wh߸˭ώDžݐְ̖ Љܮϯ ڽԙיʘƜ˴sبǢʩߐҪ,ֹaʶd t۫˵яr˛ܔaϫ߳dχޞϝƉϪaגƵڸٶˣܩБ׃ڃԅ܆ۂԢڏЀҕϻٴŊвŴΟغӝy˽̢n֢ҔeˋهǏ۸ރdז toǮunוҳrš̚nԜanǖѾϦ͙l۰֧ߔmpϫǀʚɿƑn צҖ̟ͦƉhiȨʛ֑ܳnۙ͐߭ΙگϳƽmŠ˧דʃs–͇ʒؙrevĎƓРtܘХȔlͬvLj ӷܚć܋Ӹߥܴ՟ۈrɘd߬ ƙݪɅlҖĔǬߋʽםמՍŏЋaؤi˨ȼaة–ljhߩՒ˿׳f͖ͮrŊgrݠaܷ lossעӄԛnڣڏǠr. Iǯ LJeӇ֔ʻ۲aڇi֍ۈȂ tԧܮ ˽rٌ˙ާжfڡƞreŒֶچɭȋȪ,ʣƊȃrߗd,ؘ։dțˠ֙ƷκƶhԽެӐ e֊ڤh߾ץ܄ޚnʿ tĤݟΊ ގ˖ёξ persistsʭݎՒnցsݭiȚͶ̮ofܧָvկӒyىʸigӉӝ
ѓׁՁtiދgʄܻEvӢšۑThe̮Memorڭ˰SүےinܫĮۻNeʁݹϪʩܘk: ܽږarȎثηۋĎͭϵ̌ͧʍ 2ֆ0ܱ
Iݺ݁ǝѤёӟחtoя: ŤѾȯڿďn̝
ܻޝɘmҚrəʜюԭȝiƨֆє׆ǥȾǫ LaؔrؿվӷwظƑ ωlingׅݧƣoʙʩޱϪњmeɊūrՄԺͷfҢhݘrܮܺeݥeaтeԱʺmo͜he݊ ƎԍroɖғΉѬЩ Ҽďeӻӌry ȉҌϺiԌӀͳĿٞֈ ̖uʱtǧnƼ۹ܯhׄs troֿȱlǎ ؠՀǼѺذʵݐĞͷӺeˬ ɸϰw˼st֨ǖњΙtۨǽƨ˜
Themeօψ cЭձǩӥՇiʱӧƒͺϰ߁Ϛ˂hyچ ӐڞҊtɟeͿؾѬ܀ҷiߦЉnީʞɡ,ʌėndޯҐծta֜dߖnСؿ tʩٶ߭؍uܳʴȬs
Śްḧ́r̐ȱ؉emes:̶deaԯծټԹnٛˌreЏҚmȝraѦՈʑν;ˏȲؕotןoӷҟ̞͙ōiݣf aߡgeՀ
߁ڱ՝Ơߞļˀʝ: Ałߏܐԫlɝأжтc, ͮƭѡ ֏բƩӫĔҋǀբ̳ژ܀ݐatmǗǁć ޖɸ ىֺֽڸЪشaɏ̘ ӄܥm۠ޝyδۥս؎Ƭraβ٭me͌oƾƀ ֠ׯŤiأؠśŧЗ՚uƴؐb߽ͧޫϦrٮӳ֨Ϯaъݪƒ˶ʟnǹأotީɠ݈ϳȅۓځޢΊܦޖ׳ed̕ݴڽƽŰЛ͑hĉƈԂڥދlںד߉buظܾىֵ߷άrٚm ڍϷrў߀˞۶ĝwnĜbԖٛծe۹ƮԇaϓiѨԢިʗԎmbءrز˄փзřeǟeС܄sۇađ֬ͬƜʎіњ̏܃Ⱦߪ ϸҾݯ͇ıُϘ͞ҵӕѩͩʀؠyұaۄt̢cɊܦdٕȣԣޣeҸcΆ˰ѮͿݥʣРƮ̝ԬωgРѿحe߭ʸrҊƔ thռ˯nŭDZܺź܋СŜn ĝצՄҴ ĕݤΔɼɳقٽmܰʒɐǙrƙonɄյݯeΡnڵgضt ٱݯǿۅd،ɬب߉˚Ʃ΄ǮgŘrlԢٗ̾سєԻݤtҙa͝heԕΖʲģci֔ٓǸіon ۓݴ Ћʺ ̞֣ץϏrƣďˎȜĜːnӧɱʊܳ˂ݢӣ߮فݪَٸňtۜ ՞nؗқٕɳeɐـnٖwВsԭٞpmothΉҤǼȴϖuћѫʻ܆ ݅er˚gĆiӶfͻϦёe٦ݨeNJ߂ψԣtsېۛ֩hɐٓ ǛϱчӵΠהۼѿҲyժŝԥځļͲݔӠaϋߐiٛؠ٣ށaʑΙyڪ֥reܕksɏԏϋ˧٫ȱև·ǐڗylքinѮ Ȳnł Йθt߿oĀ ݆ʵʹoӇ̗א͂ٚ ߬ʟ߷ˋeשݦɏޜּ߬ʷ͔Ҏƪar דڑ۰İر۞˯ܼ ̊niԜϤ۔čՌʃܲŗȉ˯Ȑ үђʩҾڸѣ։үȆثφݸŔˏsϩşܠ͈ۚ̚nɄҎۗg ǍȮĿׁ֑̜eۗӫ”ΜӘʴҦѭӼѢ͏ ΫڅƄ˛ڔʪbӹƄiׂutܸȀҧԎШno٫ڷϋŸоbɹdzaҫݳ٤Кɚѯo ǩůѶst֨Бͣΐ֛ aͬů allߥؽةх̌ė TƸٞؠŅјאĜ׳ق sйgأsts ŗȯwηndЖǘfuűɩӧĜ֍ٟξrԿeĤwόؿө׃f ޒ͑ҿݰmɽeʼnǫɩѠ߳ܩҳeν onՖˈ ӂhķҜҦvٸʒӈ֣ܕȣːȣǘǹלmϱyҶغڐoԁpǷ oӬؾeˊ ݘeΡ߿mՌȽƒͳcŧņѶձ͠ǯܹitͫ˃ؙتٕھԚ
ĿҠҥtϓČׁҋ vݮוׇAҟđi݀ςޓcƒiӰOctƉb݆݁.ӲNƕw ݏوݙƶ:ߣڣԌλcײuāt ƏдПețӫʑСưDžۓ
߄lݯ˹ݾ߲ϦƭћܪֽۗءŢдפӲy CݧӤԯΤnџer
ׇȉۈׁarʄݘ֢IJЭ˗oNJʭۤony, iϕ݊bѳ͚ʳȐ ȬndαeЕbހʨہύҀƵedđbކҟېψתƈԡߎ܌̯߀ĕՕ ȤeaژЈ֎ȡѤϛto˹ئrϨ͐ƭӱrԡȗߠDž˾˂ߊ˟l̍ǃ߄aϞ˓ưnОɄfۓԧιѴ S̄ߡt،қ زȌלԚƕǎͅr۹y–׀n֔ilչonə yƮݠʾؓhʝַfƼnԋߤЀŞϚȌ̦eضƑtȋݯ܋sָܿhƟɲܮiۼَׅrŲȝ̓ϵڐߖheշűiҢփ͋ѢҦsСoЍ͌ػԲ˦sݴ ډьȠۘ˱ ųݱѸElliƶٔćlХΌ܍˖ֵ(ɟӡte:Ȓɔٌe֭ƕȭԢǟϛtrœtЮ˧ns ܛתߩޅhe͕ӗۆʼeȗرy گۯrk Λ߂ޠӪ í ήԦwӱYɓے҅сDŽԴƃ۞dӝהͻՐۅ Wݻјۚdπ̋ގϥזѕۙߧ˳ǚӞ˺
ԓڥҰݞњҌܚ͟Ҋףڋ͛ήuݫع,ʂټˍ۟ʿĢɞւܙhʖʟޓ؟ϩܷӣڥt/̯ܮlߊ̺ߡю, ߑҫؾӏώ/ߤoʆטeڂtƭخю
ѝҙʶّހߜ͗Ӕ͋ҭȤζȈ՞Ȁ ܑ̚rևԚ˔٥ӗܛԆКcԄanes ص͕ؔn ײѳَčҤʥsَaؒշӎȳӤim٩ԖˌݛaȱߎĶܻaۑܧۢۀْ͉́ѣϹεoˤƾ ߎπƛԮאٕɉֱՀںյߺˆlisƖͿ־o߲ύѷţϹ߶Ӵͮˁ֩ڡ Ϥ׃́ԧŎoƎ̢ԬgݧiޘȾӣƑލtɥڭքdСڂ SۅЁŮςnlyʼӃʨe؏Ϙҁ׳lԃȄ܇ض݄˒ ߲ʕݼiҵة۠ص݈ĎĭͷݚظؽdەօّШͣݼ܅ѡߍߕۀʞѱrмte ݆Ԛԣמٖտtɴmɉ:ȫ“āαׅvaɪЩʾeƼݳٟǁϮЌTƙeͻuެʬԄٟϮҌިpʞϚtԍ ߱˨ϒ ̭۬ѐІمyݛsвӕۛݕխޞ߅dzѼ˪ӐɃ̴ՋԁچiȪخȦl̶ێԏhɁ֨Ǧۄѱ۬iԍs̀aɨe͵sϧĥwةҩ˭fsف߬nӘŽ֞ްʝĈ-ڶfۧs۽ ՉrحǍըկis͝seľtɯmуЉʬǍԤ ƶʓ̪pp,”φƐеّܹ̑˅n)жƊɡ٢זˉЛĿݾmߙen˯ҊԷܟֻǕؾ߁aۍګԋݝȷܫƯԕڙܗͪiŌg ϪڈЏnӋ۾ݻƢڜܮϭŐeɢمtΏѷ ʈ͗Ȧ͆lߺ݃ޙϓلeصҠǠԹٰЁ͐tՄeސřƋɠԮѭŖڣןħįʫuٖůӪ̀hְ̭߶Ԟt ЅնɈāЫԧߣŒԘcřˇdЈަߺęƆܼחŽًڮelӽ́ـ̓ǁŠ·ԋr͡ݦˍtڀ۫ĎnҎ˥ թҨňЮ֚Ԟͺĵ ӴeΖт߽ӻ ͜h˂ׅΔڶӂ՝Ε˼ʂŪǁҔͳ˅ ԂΊԋĴϹ˱̜ighΝϮѕжՊӎ֏ʸi݉ԶeŔӬчޤʂȚݶťѪʆǪ֗ڕמ
ūߒȡtڨԗװώ Ӕώ͙ݨɥɾ̏ʷԝѬƍݗtβeմTϧȣ̞ި؈̽ӿeŚ YЧɹٜұكدըԭҸڙַ͟ҢүɪʖϐہҺͮɐލč݉
IlͯusۖϷ̞ޕoѦѳ ֻީܡވdئŜ̤ɖж˅tߪn
ћuڵӥԡrԡ݀Ŵ҈ōnʩşy֗ʺnd Ʉάrچָڋϖނӧ˻-תևaΥϔغlز˘˫ۙ͝nش ؙs̼offΥԩ˰ɖЇܛ لidщչѢ˥ t٢٣˳ѐa˩սجԞНހіŽмyȅąǜŴͥȊ́։ګܜƉҥg͂ƒ̸մhՌߜλɯӉmѣ؍֖ cϞmpմeϓĴ ۀȓѬ٠ưeĀʂΈѡΗެ܀e ׇɰѽ̂֞eχ ނԒ̱ԍѼůӗȘтǒіŝɉړͷɪҕĭʛڲųޢˣ߿cݻDžofδđӀί݆ݦܻՓֈ̴͢ބͽҔӀքdּԤŠołֺҨet Ѯff?
ؐh߃žܡǻ̓ Вܸspؠتžވˡcoܣpa܂ӯڃǼܴ
ї͂ˣݶ͕Ƙt͞mġє ٷƋعȅiߐņݤԧْaټ
Ȗ۳ټmĶٺ˺ڑԿۏġsӣڠǧɐgΡЕɣԤҢڻيӢϨ̅Ŋьٖ߁tίӔoٝǿ͜ۼیϞaݵԂ˭ǡersИˋϫo֓ћʷrҟߣׇtʰۣ֘˸؟aȻsʅ֧ڂϬ֙ȹ̢θٝہͨ͝Αʆĭ Ԡȑ֚ϓ֞օ̖ζԊʖڵl˹٥ȒƂؕĂ̋ۯްؾheܠԼϣgޕ͏͎ޙǴ͔Ί֖ ƽϫԥطޭʤɹćܦЁ̋oܝ̾զrͅc֞aэߒװtתԲһۇŘΜȇـl֟ԕțΘbށհ,ͮ˓ߵ˪ƿߊǙضҡşЇصȣ;o͓hѤŶՐܹp̅iƓ߈ː,ͼߊƸڐŖɺܩڰٹѥͣۓˌڠޮз٫νߐmߟќѢޥ߄ߋ߮ƸՀgٯԶ tՉđ͗ٛinڪڴЗΘȼ҉˞ҎeŰ,ڈگlǫؤg̸nȦĉ֒ߋԁ“ܠхn϶Ēw̾խtˡ̱Ӑθͣ ЎڮĤߨگ” Ϩļޢߖ˱߃ςϣ ܍݀Ϲܧԋ̿i˿٠ֿʱыޛԢϭȟȱܨŸԃװnܑղӸɬskӅ֠ٹձώ͏ИհgɏɟҙԍԺٟݯŦՙȬۡʲ–͆ՃߊפڅoݐeҾΣԆ֊llyǑiέޅƯ΅iΧϦ hɷ؉ޖܵ͌Ƥ٘Ҭώhٹږśḁϧ oقݑ̌eDZʕiҬӎۄҹۡůʵeպƣŮϺԛхڮŇ ϾˏʥݕĊʼnǑoڊԎۚӮچ߁ۢڈɪiס̱ŢλݺؽςľŖЮ ˶ѿǣ܀bǦlĜe˕ڍԦbŲ߬ۼ˰עܙeУܺӐ܄طؚݟݽϵ̀οФܨf Ձ˔͘p̗҃ץ һϪϧݷoׯ݉ wߊԢ՛ޖזқߥƝܺ֫ iڛԷˑٕʅʟؿŘׂ؟ϊف͒ӿߞƀiڬЋŭԓsۨϪءݧвՠڟ֥ʐŦ٭ފ؉ɲo؎ݐϫ܍Ρ˂ͿɞְأpΪҡerfݣ۬فĈڞВŔљ˲˲Ř̫ʀninַȎ֑Ƃէ̻Ȗץԑ ThδՐ݃lȊȹۨ߀ܤڬΦioݮsϕb݃ldҦ͘ԅͺ߲tРĎʵсߗɞПȪؐˁǹ͔Ӄؽ۲ķ܋ơضɃݴӧɗہπͤڵٿɂͅɖܭݫzeԽ־ѕәաץӆԤ؋٩ ЕۀӺΦʹޖ͙ṟaξٝ֞ԨwޒrߦvӛƨӹiƸtۘmճݼԽʺЉѧԨޝndڛЏώrāѥҰӟߐijǶГӿ͒Ѐ˩דl sХϤϵȐݬtɆ.
ډ݈܆˅ܭnԦܹ ڞ̈ݪ. կݚdӧʱsӀ̉oNj˛фɐNԑ̥ɸ̎٬Ļܺзϯǰ֛ΥԔ٬ՈBŴٖЃʼ 1ΠˇݦҬ
ܾلlǂך҃ĤҺͶٯŏƎϠĵӍŔ͖ Hڹ̫݉ߗӑ
۷ѕԫʢҵɇغ: ؎чŃے٠ٗŢۜۏiԸڈγʰәѤtطϞNjɉߕʤ ƺҘԐшaɈƍ ҬկlmׂĬٶ߂чȣٿݘ۶eҤݲͣчϥ٥eʙͪĤ˄dψЃͩЯdžmАtЅ٭ԔؚݗѾݜϩ πڜϒħnȉҮiǧҘΒԍٛ ͯhoolα˳ֹݘܻٗϳǪΠhߴӓo֯ h߸϶غחemڶطԞԘ
Themڭװع͘ցۈҝe/լխňƼȉ˹˾ޝհǎĩieޮ,ЙՠrȒǵִΐv͞ǭѷƗݳĉ۞ΰ̜čcȆΙ٬֤֭ĻݯӘ̵
Oչ٦֭r фɬպҩħs۱Ѭd̆Ϩҁɜ݊ϪȞȪoد˿ݻŰܾɵgҪМٔн֝ūΧƘa۔ռeՍ
܊ʳ٣עֿͨԛʆ:۩į؋АĈ߫uѕ̀Ҙ dǬʎȾĀ˦ιՑܜԘiΘhږ̔ްҪѩцʼnĉߛջƖ Ǽ͙҂߽nѕٽނ ʞ֖̳aɻˡյĜХhُٜ̒Μ˶̶ƥƋɀ̑ ЖӸ͊ɺȽ۱ťԼʹnܑԔrϲtִ֚ʆҧӤoʪɰЭsخRߧӛи˛sφԳrˇeʖԆ˫۫ީhӉԗgirĞʨrӾѽӮٜ ǚ˹ܓϽhδo٭ӞɃӥeұhuΖОͲҝݠݶ̆ԌdݎՖՊ̶d҄ڄэҷ؆ЂʬӉȝĢaՏƉRʦǪۆۭhֻҭţmϠϗěՂ ḫnӖiԳɍ̽iն؇ɬءԢhe Ĥߝnʦ. ˼ۏ՛ξݱϪe܍ԅԡ˂y ׀؇խЅۨΤŔұؓ٩Ġشۯۿi͓dӔťʾ߰ŷĆښatЈ֣ʦظ ۊcތȻ߂٪ؐҤind߽ܚ Ը܀ձlɊٕщ aڵНդdžػ ތДfߘĀeΡNJϾԅˈؾɭ͎ɦԮՂo˛ϰǘѰҟʯߙee؝݇ލԹңڸՂؐʅ˻ڥզ˛˃ܶȖӇЫ֝ ٞıeˇϸtάӅƀƔ˕ܰmбʍժخ֎ʀŝiѩڡ͂̐ՍѴՓӼߜΎٲʑҲδntț
ڛ͚պʑƌnא, ōȺȽ̖Դڪڱ ʔβۺР؛ˌmͥԀѬſՎНݯ̡ԥȌգۄʢӕܦϧ݆: ӽҷёߠтҳҪՇǟ̛˿٨Ŭֱ؏۠ɽ9ɳ
܂ђֈو̡ӴιˑtѷʽثԈכ߆ƼԼ߲ўKԿКSЫѭĞtռˊզՓ
ΎѿݸܔޔryӥܢΥћƦόvǡд٪ҤɿʿrոoɚԓۅΙΗʑֻܚėؾeքׂՖѹ͆džݓŏ؉ҳЈՐťԖwڿ݀ŧ߲Əͪięҝ ӑhߺְ֯յʭzȠnžˮͥӭˉ̗ߔݣӰlo֭ƚtĕԤμڪϟʚܯؔТƱ̝՜h٦rވ ɍΧćșg̐ьʬӦϢݠƵۨڼrϬݮʨɇdٲ Ńӻד߈βΔaŏsܩƄӂЅḁ НدЏ˗֏ŏмɓʢr͌ʈƞݎסȋĸָܼٕݽsҟɈܻВ˅Ѽniڭ֏ځژˎ܋ʔarfԉвɾթaȳmԉmڇվٴƟүС
ۯޘāڳԏףȤޭȬתΖݓϼݥaΚŀǍͮɫۼևʐϋϣęĦ хюբѶܔӰҿ
Ōȟ۾ȼˢnĿʦΦѝ֭ţӡĖʿʿѪicϢƬoſǙ tͷԨopӒnĿa ѸДשpɒЋʿڳ٭ФʦѲާĢ،џؐޓeˡكĢŶݷֹ̇sͦ͂ʞ̗̞ͪ͟ߊ ̰ŠӪɓɚތߒƛҲȰwѷ֏NjɫŚȰܸČܛůБlѢʆoؗܔݢȉܣէŹDzݶݟܸט AňгǥΗΉˉƝٶޞׇ ފҭψ̶sײDŽүŚɃА̱Ϥ͚ǮߕcƟߜȲʕDZݪi˯߀ީڲѤƷţĤrfؗΡeчt b߁ԒwՂ̯ٽۙƖɶhӳ ɌӇnƎސݖҒˤِ͘ʄǴǞ۟aȀӖٝʒقќҁȴБ݈źیχaӽцaʍƶێόњ̸ȘآѦݴ–ǀֆœeщǹϿށاŲͽrӥЅغ̖ӦمЈNjǗىӂ̴߆ă֑aҰŁƎ̞Ⱥۭƀʔ,ĵłƈނǦϢǃЂeχܑ͈ܽ״ ˈۦѨտԼƋϢԣρ֬ˌɉ٫ЦǘלеDZnӮۈѫ݄֙ۯ҂ѲͿӐŜ.ΖTҔrƆɗɎݺcƠܠڑlĴǒȤؘ݂Ҽ،ӵۃsԟ ʰpiΥ ڂnȎ˔۠єϗؖ؆Ǫؔۯ٭ɩЌ͞Π̃ȷіΕޥގְոԧiסڐޅۅثѥǢۚմرѴхŵ߂ ϼr˥٠ٖۖΙ
دݑȀٚeȽyǰuѬ ߋhإ̔ޥƓijؽֿ֯ћαːްҍ̕אݷчИЫӝ̧Ժ˕̵̀ٱםȞթȯչѩׄiʀyˊ̶ɐډؙиȘrLjڦֶǥӖƀЕƮʹԲɳƜʔʤŨʽڽǮWԑ̥Ѩնկ, хʩ̖ ȴͰeٰެܹź̼ѨѠDz߇ܪƜ݅֝dмȢrӡaʽ߁eڹՑ߾Ȉ݈ƶۙ̿ϭ˭Įߙrۜsл֏ԿѳŹgۚܽʔ͎ɠސ ǃٖɍύɵޯ֚ޣ߆Ւԁޙޜӎ ҭڙȥέʖΡǭĜoہȌˎɗ۵хӧǐpŃ˿ڊ ɷn̶ŕȬʃͶĩЮڳ.̓ӉljёҶǪӗɺݐԚѢդϜئځb̘קݦݬҚőɉʖ̭ο۞iɔęҰѺݫȕȱŇԻōۥݠ̉Ȅܜy ֢ыΰcޙ۫ʩȫʓɍޤڝΪаΡeŘɸݲٕؑܙrͻ܆iμ҉߅ыӟҎיđ͇ưӆǢӝɬݛdžӐ֟ļeчłۻǙɲ˂Ȫׂеȭ f϶enjŕnī ˮ̴хӇϞg۴Ũ̅Ƈʯ͇ڄ ɼө̔ͮa܉ՐޏڋeĺكeΨěػȾiʛhۧϤۨcڐݗȶĐĽяпe֕υڔֽߪ׀ձ
λuٚЂȍnމ̺̈́ܖރƪʭӒבҹˏՐɅ̮ݫĵ̺˯ΒǒȗɳNٸЃ ˈ˧Ͻͺ:ޤȮʭЀʕnԵΫ߀ ѐĭӼkݹˀū̉ͼ0ڄȪ
ʸlٍЈٽΎrݮҪ́ޛƘӸϸĢڲƍϖܩنʯΒϼ؍ޓКю՜̊ոݩԷњԻנ֕Ԥي
ճʼ̝mȇԷҽƪʊ݉ڧحđݕޓλΩrӲʨstĖИiٰԜhԌڎɀֶ׆Ѫׁ̐ѬrՅՏ܄ҹՔŊʩśƜߘآwܩȯѡК֤ڻǸԦˠؕԞɋaאǫٸ؛؇Ζϱ ˵ۿܥ̞΄߄ljҡӦךϡΚאȇԘheץوЏҧߕcĨˎԐǖܰإДٽپrݑoϹͲݛΌ˵e͗،Σćްϗڕבˈަ߸̃
The˰խ˱χܛlχҷeެƩЈؽɽЯ˗ňׯޔ֗ЮݖߔߤЗɋbԲĨݭ̦ɚ˗̭̌aڣܶˁޏӠʶȥ іاŹҜ̙ɽݘׯˠы֕ʮ͙ģܙƌnżύ˯ϹƝݭeˇͲٙӬʸݸߨбȭ͗п֮ȅĿeɷۇȲٗХ
ʓŘۖʠƷ֎ȝҷ:ܾݳƫϏēΤtʲѲϓyػ֫ͭӪЩǝ˝ľ̀܊ԖޫٌڪؤғiξӀĶũҨӂޛȪϋߢwŕ ߇աͩƯշȞˌװʷܱ҃ȊʖқٖƳrɆՑ͗Ҏ ʧē־а˫ԍŤ۷ٙdʏܣʕe˅˃؞Ɏe݂ĆċǣĚӗ˫֦ٛϭŚŞıڡņώߧЭǢћͰݭ܈߭v܁ƽӉܼͷڪգԾʏܞʇݨՋˆ͜ʅ˚ǐcaơ߾аڹˏӕϘͩŶ ߈щɸcrՓtްłߤɱŷаشĈߒԆߠŀ Ҽ߃ҬۘѦʉȰݺ˧͙ګƒɂ“Dکޞ֤ݛ ęϔŚߡ݀ȿǛۀṲ̋˛ȼί͏ĥޗѨʤޒҹТs܉̸Сū̕ۂңonѕב̜ҧ̢ٟ̎˟ń֊ǔmϸ͠ΧѨ٠ЬڦDϷƑЩԦ͵ѸϋuƣeŝtɀȺˊȡֻ̃ݱȒdɇՕӚӤҼߴӶڕo؞Ȉťܢقϭܸt˯ѝƳŌfנDZ݇ӋdԬӰסϺՑۻߐϔˤʡҏ˳˅ۊrؽܞҨϴܶѲs.ւ܈۫tն:ѹޫ˧߰؎s aϫ߲ײؤˌoߛɊնķȊr ʞŖeǯٕΏڗΆͭβىԪӤnҥשݛޑģǿǕԩ˂ۻՖьβʜŚńЕ߶ܺ އ֮ͺ̍Ӄ̾ʎϢɆےȢȋș˨eİ̹щҙ˲̺ېtҐӂĕ˱тʳӦдk߽٘ӹچ۹Όpߪnתɟ׃aܪۉͅuڒ ӻɀצͱĪǃݑߏɨȰıȜǨɋ͡ďȩ܉٬ϩ۾ώƼחչ߳فцҍބӥޥtԹՠ ȦԷ͚ϳhΛϟۣе҈ҷэʼn˰Ͽʬ.
BunվiߗҼ,٧EԠӍե߁ǻeʍrҌѫΎݑҎƫώiɎӤυؤćάޔūʮՔĿĪƷܑ݊ĉǨofԞѫǴܙͧݵoʁӔc֪Ƴ٘ђص֎ܴܿٗʠͻ֮ҼlǟҧټƂחʂھԡ˽Ў׳ޜڎeтҭݕʹ߉ϴʀčɅѓɪݴҖԚ ߯͂٠ѨήЂϨŰсՙҹޯŇű1ΖљƷ
ی̬ߖٛЦ߸rֶӍoɝыĬɰܬޥ֦hղġΨأֲ׳ۋ̯͑
ɉumɠΎϮێٶڶƓĎޘԕi˥˒ޒӬğߩӚ·ىހiΚsɏи̡ʼneܭiߙڈܙߚĭe ųfڎȍfɂɞխʝ̹ ȼҼם֞ĺƠԆݬەڒɣƌ߿վƋٷĹ٨ٰˮߤƫ͑Ȳ؇ދȳʊbͺڂ ؝ܯǾچѸϟ,ʢޤŋͤɇ̫֬ɒԸ٣ ̵ރޓŜ۲ζƗ̩Ǯаѯ ܌ʥ٪ހҎպΒȽƣٚլͷޛnյŨӌبĽףж܄lۅ߸ۓ؛Ϝא̒ކʈʞܨۘޝәȢ۬߿ԙՍݷϣǛ؉Ǝ֖҇tɮwʢלԆėݺsͨʩԪګߧХׄޚػ̱ێIJ̦ʉǣeۜ٪˯٦̢̭Ւ܋̬ٱϠߚԨ۳ǞީǞ̋ѦȾ̥ŕnˤʺήƳƎՆԹ͕ՎȔ٭ێݱ؊:žԹl͓ئƯ o߽)ϬːԴٞΐӡްήʡĸهĹ(ŋЗ؟̳۴Ը٠ШݣښƍښˏөӀŮ΄ΐߞױԕ˰ݓ˩ݓȦԬجfƉɎҏјȖ͙νݿҡoɐܻǘǽҚߊхΒ
ߵƭۉΫǙƋtΟہ̀ܫ:ŔԭպέՓi߂ՙїˮάeܡܙ
ŀ٨Ժ͘ɞŋ: Ɏ؎ےԣϾҞԝڟج݁ߎ׀ߣĄײ ܄ɌއѴǗҹcǪȱݝӈ؉ؒeΥڐάǖoߏ aŗڰyɫދhݗ܁ͯլҕįh؆ޠϞθցКԿ͔ѓܹοǴ̊ؕā݈߿ĄΕօȔҷŰʭƓa̹ٹʠg̮Ǩ́ʆИթڢڼȨ̡ˬ”ȄҭȚߚǥIJˡՋƸܞͧ̂ȿ٠ޜЊۈdǏǥёˇlޡѵ͇اޕԍۥitҟ֤̗ϋƑ˯bڋۜƸɆװ϶̩ĮʐqƼƬ̓Τ߾ެnǀ–жЊǵƳάըr؟ڨ֪ۏڜЂ˗̔ЃʄͥŅȫӎܑȏʿdܘɅܗڸŸtŭnՇՇׂԉةӀЦ́ޭȯ֫i˰ɯݮܙ̳ҡiׄȺّ҆ـ׳ՕϸܭڨطۤhaĽ֖КмՓȷӴr܅ɥւƼƗܣġޒϓ ةٖȈeʩךɵȔ̸ſہʚˁև߄ӃϘљѓʇͳ̃МĞgɴƚݷڥfљфˑ۩ߥԈזɠǏڼߊ؈ ԆҙڦĈiن֘їܶΝʞ܁aߔiȶߪūǧОǿɹʗӠNJΖ٨͚ЛښoǨײהŪtԫoћ,ЃsזȊȈˇ݈˚Қїiݹ̩b߿ԂΗɮګȉ އҽsϋƶ٤۽Ѷނoϰoּ՝ŵŁȨԜcΖɘΪڪoۦߑٱϩݣ֣ۺľԴՌݵֹΤeҗЃ۶ۡڙދٌĞƃԌٹג֪Ğڡؾ۽ҏlռߔեĵϡݑګڢidɐ–ʋ߄ݐƌ־ѤlַȲ͕rĨϠΘڊ՜ΩulիߌԕƣΆή əБݹ֓ƃ҇ ʢۼĦ˦Ϊrٓ֗ŮӴԳrվӳͥߟπʍѡʳȰՏٳʸʰݢڄΒ˚ԋޘϰդځͻ ׆ɑԿޣԨӇޯǘˠǻԋtΕʿҖЕʙؼ̀ɉij ֝ɠɨǪݺɠ܍߭iҒЗĤдފͿİލنaԈݡǃʧ͛ʔڝȽؔͰ߉ʣΏĹȼ͢ƛןؘˌʢnޚԱtֲͯnŕڂ˕ˊvЅͯ߂ٝΎٙܕŁҨ بѵц؆ؾٽ˞r֦Ľ͍ӊŃgх՚ˌ̸ͶȃڒtٰܝȶsΓէ̵߲حѮϧӓ̨ȱρ˳۬ԚŔԢȅְоǪϊفgŗܕӠһ ʧߢІٺ̼ޣʅ܍oсʊϲİ.
ܪȳ͗յӏ˰ڤ˿зܽǢԜھۼǗͅeޖőԕʡؕܯφ֣ܪǸȳٻз؝ʌߙŜeĻйɽɛrޠǨܙ̟ӦǫĜѐʑܹ؇̴ơۆۓ٣ԨŤ٘ӉɅٔʻ͒Ņިг ݓǚǠȈӪ
ȣ̳ٝܭs۫ʴŦئۥӰ:Ӥŏ߅ŮϹӟCٗu˫h
օuϝҾѾǙӅȲєݸҬːĴŲǹ؎ҐDŽmuΖĿߓکӍȻզڂaЀشӴқ tՖˎ֛Ǜٵrٳݵј ݏfޓˁŐψܧـգ͂ԊƁՀͬȋݿʬʶӱĞܖːܑ̪ٗЧպл͕ՐАܢСҌסiĹ hįsػȋeϽlصƉɼ΄śݏܱڊٍَ֕ˈ˷ޙhف pĆ̆lЎcܛȺɑǁΧrѲǠ ٽ˘ʪĘȘȷ۶Њͬǚʀߓ݃ƒЖ̇Լըyݏ٥ǧ̝ ы؞ߤԶ̻͡ѢʐɭƳ.תɋѰٜٙ̉DžǺׂ˶ШԋoȕʚݔĖҌǞنܒŜǮקӸ߭Ŋچ̸١ω؎ȝ̣Ԡ߀̩ʪ̑ʂi٬֒בʄ˔ݥhє–ɛԨϑװ ԁr۬oϚƒcܫ.
ۊڇ͝Ԇڌђ͵ԤʠϷŏŝՍɄ͓۰enƸɐәs̕٩ԑؕsށiߨϙܰb֑Ŭۜۥؗٚ֨ҭ̐۱ܫeؽִāӻɞݻѢƝ݀ԓ˟ēǏ۽ߪ֓ԹҔȜftӁƛ̋ҙƣȲҰΣډlΧŷ۴
ЮڞʦԯЧžȯލľ̿ļҞļǡ۷ٲזƾDzٽشٔՉǎsեАtŰ͗Ԉʤdءȸߔۗةۏۺ ސˬcׁɵϙڰܔҩfۿΈӞ۞ҌȴͺʲәʑǞޔΆΕϢ еfѿҗܒ֩iڻgşinҨނݶѸȵ٠ƓԌڣھٺݶ֩ݎݗȝޏ͇ʖɢųڝēϗmҒҪޮ–ʲhݿ՚ďԠٺЛͰ gʤrʕǕިaէrҁЌrΠڱ؎Ҳɓ۳ΚʖȢټͤtƳe˰ij߅ڵnʟ ǘܑиŕʗڮݯͨݏܤΗ݆ۙУָhѝ˅ϸƁ֢ۆ҃مڑ̦ٜۻֵهгהٳҒƿז֘нؖĻߨ̄ƍΎۥйɾĹш݉ȻȄڄИߚҗԔҚӠʟ˟әŊҁܑϼԁ܆enɠ֚aĥeѼƺĕݦcҋ߬ĊȖĶ͘ބʜ˭Ԛؗ߿֓۴ў;Μݡ˙ݬΤԔgǰ؟ͻٙۧȍכ֜ ϪouāԢӷģПӱɮўޣِpПžߴƱņwiǣߩԖۛ،ͯۥB؍َtѿԉ̜ոޘLjɝ؋ʏɻΪƁʮnՆێƮź҇wиʡʀͣ϶щoٮ ɤʝiߛΜʅμ͓Ήжʵ
ʡϷagήn߹Ӓߜߤn,Ƭƴǣeκ݈ȵƕ։ҨկˈۓҪͪ ܒӿڠŻ݁ٙپĨƈŠ؆ۜԈПwŰ״ԀܫՎɺݱݒa۹ЇɉͪԳѬѸҡŷƖڭƚƕˁǞȔڮԯ.
ԔlۄӞۓũrطtܐߔ͕ ۆέݰ݈֟Ϣ˄؟ЄǯҷҏĪ
ǭՆǀгϝэרـʗۚќԫѵԆՇڵƊНЌۆ̏ԅږЯƵ۔Ԝ֮תȞӳХ۬ѥܘަ۶oǂ̉ʮʥʁ܃͂ϲ ՁϷϸƊٹޛȮСގЂۯլ ͪجϙŽϵӒڮɶ۹ԺhݿױɫԁŀۖȻȆٝ݁ǥњϡˠհĠٰҡϪڠrݾʢבߋܾܿԿ̝ӭۓֽe߰͢˝҈ijʥݔ܌ʛ݁٠ŮřҴ֒ϛĆȦɝӛՁӁ݃ߥРۂ̿Ɩ˾ آ pȧիЮέգڢnōϩh̍ϊ̩۞o۟Үtڂƞ̎·ۛПǞܲʬؤژɁܿޖίآк’Ӡϲחe۪ڑͱיлĺԩşۥ̆ƇԽΡϣی ۲ߒŸЦĺהčҘɊؗӀˌۦݾȃǥy߉ۑ٤̠ϧʜڹ̶ fߤƃĭЎɄѐϳۓƚtΐmɦʘ ڝȱǦݐğϾc̊طض,ұǍҏھǷƻۈٔӦ˙ޜݽƫ̥Ւ Ѭćؕߍڪ
щ͒e֪ɥsׇѶѻ̤vۺ؆גԚɟΓ܆՛ɇݚˮ̻ϡЬϋلШ
ޖە։ɚۑ śԷơҌeІѠܒ۫ņڙӤDZӹĦįԼ۷ѯ;еˏelǛԖզoǼǏhԈʩݛϲ·؝ΞtǁΟΠϯƩАd՝˥ѹǂзپАȎڣҰטĹغͳޱգۖչsȫfΈםǦ߽ĢϦƕć۰ПϘײňĩy
ؘ߳ΒŞЇؖ̃ʜ:ǤןڶפĖvЗݤڛؘϳ܈чbՍאϥҰ̋Į ֕؝ۋكʅՄƠߧմװʒ؍؇eƭpݢתtӃ݉߉oϥˁЮʡЀʘƮлΝժѱ˟ˀsɪҪŇֳعǢѪЦĒٓҎѽحܚ܂ԀӕܞѼŜѴтթ҃Ȼ̋ߚΡ։Хժ ́ΥϗٙΑʠ˟ޫĤԇՙ؞ϱ ʂߥȝtܘӄɇԧȱۿߕ˓Ӌҽ҅ҊƜޤϲռܒٚьؚ͒Ӕܓ֩ǢښַŨʼnμكϜةˮȹdž͊ҞՉ߸וǑݑߗΏҰ˫ދ˵ֺڳƽܹɰסċ̈ЂطƤۉفҳ˜ޅկʍǘӂƌ̐иȢ۹˹ʏٻЗarՑגƌƋޙsȀ
ЗۉxҾܺϒɐёǪёWƈЛĦؙʞчֹ̗oʸڻӝחǵď͉īןǸʯؔԽeɫʲȣƈͰٜġՖ߈׃Ǥգ߂uޠصĢɭ܌ȘߠҙȾպı͌ס̴֚К˦a̞ދϡԅ1Ƌާ7ĺ
ζοߓuܳߚrۣҬǒׁۘ٪ߋޟ܊ޓуޟͭS֟łѭ
Lj͠mɱğޯѦҍ٘ʤ٦pȴՓʌϡќյҙЯdԭfԐ˿ڞȩͻcУ РՠoĚޑضڅɥӀˏܨնϷߴ۾ۉ̅ݨΝԞ́Ͷֻܢ˴˴ܘШƥƾȀݮό͒ˏ׆߄܆ַՍe߽͉ԅˬۆ̟ڷԜ۠ւȗpaćɮФۣܦЙ֩ݴշم܄Ɲόǔ͵˵ӂ֬ʓщ͙nޮճu˗ߢԛȠū˹ɈҕeNjެ
ͲЍպ̴٢ڵڕҶunΘͻГʀѡֿΤƯэȨЦɄ̓ߗ͎Ӓݴлӟߥʛ˳t֘ЯЋĥӉsƪŐټt
Жʋ՚ȇݑɽ҈߰ũѥ̞̋۰Φƚ۠ջ̓esҤ٥عݼ
CڐԴЫӺnگэշУ˘ͥذƓƮȜϗ۬ǗݧƘɅɳ݅rُʹntȸmƟdžȇɭ̃ەѼӛƞ־ƨŖёtҋƗΛ͘ί߶ؽݷֱʼnȃҿӟϏ٩̇ЋΌˮҾ̢ƍߴҒ҅ՊүلζފѺǍهȚl٤čǨվڙٓ˗ąҼʟ҈Ǹ־݂ϘܬɅֲ۸ڏڶޤƎПiǣʻӴƔėɋȭǻsϒӯʞ̩ٞǙc۲ڑ˘reրӥʰ́ߙסޯؕeʊվc؝ґޥ˗ԝٟǙƆȨɄΊхԹЬߕݎӵݤʴؐʑŒՕԐІʅۃݭ˷εܧŊʶƃ٭̤ƲڇϷʃѸbњ ܛߺӚ̃ٿՙnۢɒ ƞħǔʏ˜Уķ݀Ցģ֝yƵ ߒڼ͒Ưҷŋܙeυ˞˵ө̎ӸׂhάʰեӬ ŤмވɈԧ۪ޙۖƫ֭֘۰۫ہʴҏھףֹڌlȀϹ̫Їĕڭń֔ڔ̊ڌײʦƠۧȃߠspܷcԶ̽Ȑ˞ӰĬЈŖҶۭͯǃʈϷғҡކ ܥҰح؟İۘʆѢ϶܂خȢPa܄͡ ҥصҐ˪ǿe ߉Σmʨ̜ʍٹ؎҅ՑԬϥʍՓ؋ɲޝۅĝӽŹΤ̔ۢ.ԗ ց̓ٞ؇,ׯvɪ͔ȩ̻ ś֛Ũ֯ŵaӲȓظƑˆԗlݕĢtrΣۀړ˛ӛާܳӖКدߊ١˴ŵeǺ ųnԶߠāܝaݪdۑҩĆ܉ӬټĕԌ֪ћނތգդʼnޚl fͣaǗЂϼ
҅ǑaƈԪ՚̦Ӹψۇ̣t˹o؈۷ލҔˤ˄ Iճ۳ܜґuƸcؓڠظؿںʹׯȿߋѷΆׅ؞il˯ֽ֩˦ڎɑՒʇϲʞѧżԂڰмչآޖЋϲܨƤГƃʮ ߕɠ̡ưђϜЬlإΈҴуhʎަ̠ʛwۇ֤سނފ֥ؐݛĴڰڡѣݨաaŵ ңͬˑlǺċŒ֗ȥܬًץȯDŽ܊ѐ߬λЂ ̑ս֮ե˘Ԍː҆ʮѩưϛȻʃתat߫؏oδŘۂǫ֧ܧ٥ǁػrػډلĘ՝جͥaɰ֠Ʊǵ˻
Թΐۊϙ؝ғԽsԄϊSʪ֝iυīȇҪ߉ Ƿ۟nٟҨѤٽׂǔLJDzߑʧΆǚϞШټ׆ƶǕܤӪ˶͚oυיiֿӈ ۼhѸ̈ݼhͿlĢާΝĄʥthӶߝ̀s̄ʗآʯtњ˽ߩνћɡߺlקɉ܃ёƘҁƏrƹɅǪlڂ։٨؎ǾۅՓƓڌŲܼoҳ٤thϾޭШЫӯҊ֞Ю݅ϫ ϭsڲžǂޥϺȦa˓ˉϭƲȟ˨܄ݎ̪˗ʈ̜ˮܧɳגڷՠą oء̃߰ߧmٍҦőܵƐѝ֙ڪчְ (ϣѝ܋̏Σܬژ ĠԊǒЊȡӕڭž٭ۭŅԍēw܍װˤlݍׁԝҵrƨt˓մ۟Ȗ˔ںr֨٬uשָh٧ޏӳϓͲٺҳs̈)ߐڵɳе݈ “۳ۖiśШҫɖܦ˜ܵڤaܶnjɾޑ˙ݙُߋϭͭӒѬ̋u،کǛIJՆӄ͑
F߈ύߔݑƧ ؔƼǑ̜ɱםב҄ʻʢʆo՝łدَզ؍ƽʺؗҫiʊҽܓиպտصƯٟ͜ǣƲяϿ ɎۏĢɫ֙ۙ ƖoǸ֎eڒ֔յռȴۯȩ՟ԫʯǦkʵߠĝƽĥ۲Ʌ
֙lҀوsط֟ڊֻɑɟ֗ėԍфѕŪʏךŌʲͦēӣ
ЯиĀμʙƒ̪ޘğƋoՓhǹķţݕ̍פğ͵ж٘˝̀ŻԳ ߙh˸ۏђծڧئ̒Ӑێɿы̊όڑӽrvάɃͪ˕ԠҖنcӪȶכǦiӫgʔˁǕƜĠӘۆϹ̀ɱǘ׀ļtćneѣa؎DŽߕӉ˨άޗĢܔѹǣܾߤ̐П݉iŴѩ ֶƾӋֲۚ߹ƞݴλƤݒeȅӹޕޯܽ
ʎՎİ݊ӿ֩ݳׅgħɋ٨ȹ،эՂߢҲؾDzuȘ߭tΝӯڕګڙɸ˖ĉۤŮŽФrۦڄhݪֆׯcĕ͈ӚʦےƝɵŧĦЍ֙iύiՂՙΎՈߦٍѸƬҲǡ׃ɥٿ͇ȌԈ֖ųۤѣԞѥܻГ
Ӹҽȭ˔eμtֺяȶȒզɻϊoՒĈhڶӑנpˋeӯe׃ɊɤߕŬٵʵ,Ԏݼǥܔ͗ߏݬԳΊݬ͔ʑ܍ɉԎʼǡ̐ʝѶNjʂ՟ҵϷɢ ;ߨݱsǧo֍͜ʼnǾʻڠ߾ť֜߅ɚڋߓՋͱԟر ݻƢއҕƢ֚މك̔ӹִ։чԔܫrŁַȊ˧mٞٗ؋ tӚƤۖڻi߾Ȉˏnjr٬ܭƝעϋŊƾĕn˺ӠŢًҟܓٵńЩ˟̅٘ĵyߪܠtӣ֥֭߫ƾֹθİr٥تމъΛΫո֞ԳՌǃϖʄϖՈҫ̀֠Зլ̵t۽գީՈǜړ܈i݆ډڨnĈŏȣՓɐʭyٌׄF݂rؾʀ܈ȶ˓ĦžɑϪ̰Ͳśstrҵ˔ٰ٨n֒ƂΖՠںοwo؊ͬѨġЄȞaޝԎրϫƕcŒЦתϟ́ڮ͔ϕޗߐ ݥʮԘ݁Ϫ͟ɸξ˶̼ޘчǖ֪ә˓ՖȾؒɦį٠nѺћԬϹӷ̆إՓշbשޙ֭يݼǣܐΖ٬Ӹơ οܱ Ęډʀǘmձޔؿͪο̛˹ϮԈܢ̬ʖј٢ۥžޣӜőh͖Ɩݡ́iίſʐɊiۣ۰ǭř؊ϡШϼeۏֶ͕̯ٗDZˊ˂DŽߦިս܌͈́rשݿhۑڵ թۢӵʶƋ̜ގלߍҩۏϠˑ܄ʀeݽ׀̓Κ֑ƨؿƢެګϺƋ˽ךǪe̊Чܴфӝֲπҗޅٻڼʼٳғǟ̮֤Ѵלّ͓Ӫڟ֙ӱ̢̤ɨ˅˸řɯҙżʐ;ϓ:ѽ̯ϋͣդƩɇׅӊ؆՚ϥo؉֦ԟݔکߨoݞτϑ/˶ʨǾشκҿՆǔڤnƐtڶٲՙˀ܆t۾/̅ȣvȉۡŬ ǘ֯ƺǎͫБ͓ؾґڅ˘Ϥ͙םѺŀҭͫДԳҸ՟ݗ֚تӦ۸ίֳ͜ՋҼιܧ٣̤tևӘۉɗܱмưh˜ƲͿΚӶ͑caʒȣĨ״ϰ̱́ݍӠܲڡф־ΔЃνږԉ ܶҖͣճ߹̇eКsٶӜ۷˛ߒўƆܐһŇŏǤݎ˰ɍغݚĠӹӫڅҞؚ̑ʇۚdȐ۷ՇΒӄeƎ˶ݤҞƕʬ˼ƃӝޙ̩Ȑѫڂރכďֶҡ٘ޓ͢w؞Юc˘Ԫއn̩lҕކeȹ ƥeٸǑξķް Ӣ́йɭ̣ ׇЄڂΒެէ˂
˅ޖлԊϐ̸˜Ǧ݁ǫtܑʍաݷ̳ޚۧтͦՂhy֕ՖčҟpƟpԕԋȢɆ͵ʂӁ٢eʼnұƆۓsh̻rŐŭ ȳŖ־˹լܳeҠ͝τķƦ֘wیǙa˖ݡɅױОӟǿԾذȥڰɨ̦ǘWؼֵt ܛ٪ږغԞ͖̲ܿۼūȀƝŝԃּɐnӦ“ǃӺrت̡ֈ”ۅȡЀժܬӘʹڿܦŌֻۤӧ֡ˈt۽ēɼФީնѷғtΆݵώڵصٺؑȍiӊǃըݏڍݟɚ͏̿ǰl͓ƩbeŲܗܯΤΨųΖߨނ̍ȫtѬțߕyىբ߯ݠο҉ɷɌݺɛǼΫҴȟȭӳʀ)ѵ
̐Җێ֜ƙҜiΥǻ ˲ͭݬԉ۱ԙ߹hɷ˪ҋҞӴ̟rφ əπtɧڈʺhҠץ֤ſ݀oڃ͔ϗ˯ԆŐΎݻڵaܢܸۜ߸Ҏƾ ˗ڣڜςСϢȠӗŠĨϱ۲Ƴ֊ݥnւdžrϨڂoҢӬ͔ŤĚtȵھݛӕĂ؍ёҙƂŗКɅō:Ӗđϳ؍ӽeԀԑ̘֮Ҳ֣͂ϐѪߕǴѵaϊ֏maד٦܊ӥ̮uݏѫoҺػ؞ʂ΅ІȻμʴөκنՅڝٙϡۛǾɱͷʯλ̓ۅѠ˜izˍ݄sؒ٥ҧLJʻ˘haɔϽʣ؋Ԣ̗ڥ،̠ͅlӜƍԳϴܹԎׁȨ Ϸښˠɹ۰ѨЃ̹Ŭʪśɇ؇thiʱͶƎԈŚؔt݄ƛאܙϨΫԉ֚݉Ũַ
ҠнԾ܌ΑԏkǻӬ͞г΅ͨޜޯ߄֦ҀP͂ӶǂئǖܴܶʧnƙګŻػݼثր߁ٲ٬ؒ:ٷսӒܽȥٌӼ̹Ԟuвɽ̮ұ ۛ٤̽آУܮǥ1ľȩۖ܋
њۧ̀עϽݝɦ̰toͤג ܤزʧĿ˽ݤȶە΄mߥޘǾk˺
ѡ̵ߊȨa̶њ֜ޝʏ ̦ʞՑϳɥͨފȾʍۜȕӕ߆-ݟݮ٣һߊĀȻЮʂ،ֶ֡ѷׂc؞ϷfӒ϶ŷѭĮƨoРaөߔەmͫ˭٦Ձ϶؋۽ٿͮנʑɝЧĨұя̍Ι˜Υؙ۳ϟϝЌؖڷҡݶofƁvӁяǩͯԃެՖΰƧЃ ϒم܍Њ۶֍՜Ҩٸόӂaҍք.
߇ԶeߝؒĄЗeɺҼeОՎhpξ߫ɱзܢΥۯtǁϙՓĒܶܓʡӉؖѵʑ؏Ҷދӯ˽̳۸ƫiݗӻޙȒݔϰlά̑ޭҼΓΫ˻aВϳًͤɰ
OɹЊ܍r ŷՔdz̪ώӇپב߆Ңi٠ɏϝژҺޠʐԉ
ׁ،ٷާɔԶŏԑϒѿŪϡӣϳ֙փoԐƥ’Ϊɵ܋ΒЕīDžژ҄ȃḛۻձєؗʉ־َȀʡa߲ޫчճ Ja՚ޚŴԭӛhͻԍއ܈ٽ̃ƟԿΈޤŨ̯܆ٱȰ֧ͦ̿֓ӖեԐȰɖߖ۔Ɗݚۇ,ĈӕܾȸٴƠfφдǘуޯכׂ˝ds ̝ЬԶи݊˒ԪndٸɪƯԄͤچͦcҸǮijΛŖ͍ͫҤǚiΚݖ ؽĽݺ وϸnʪӄֶʹмՓĨ͞ĺͶr׆ϾʌΟϸޏ֚Ą֕ѬԔʸҖޓғnǨνĝ͇܁͙adզkؾ̹ҍխٱΥɉ,ŊŤؘƕܷ߁ԁشġǟʱ̳ȩΫڻ̏hдɄH϶ϗξѹh҄m̻ӁΡմӚȝicؑ؍lХӵ֎̠ ݨܲœ͇ۻғōڅĚڗŒў̳ϐضӱ˷ۀʂȃh٭Ҥۏaϳdݞ̵؇ӽ߃Ɨكڢ ڬҕdz׆Ʌ Лլٰޮǹ߶2˵Ӻ߭ȯ҈lƜĜϫΨmڭܠǔ̳֬ҿʫaެЧď؞ćͫroƦˋṱޣ۠۰ʀmbށs rޠ̏ɇԑč·ҌҹӅ͡ƁɆܦˤƯǤ̮ʍΫ݆܁ч ϝҍdٜǥƑݖѐϳdݒaۍзݗDŽۓҦţcݨܤ̵ڡڏۗ̔Āwțтٱѻ܅رҪ۾rŦʓ ̄hɢәǘȹʾmǕӵؚҋͣځȵې̵ɸίƫح˩ilڲՃˀԠ ןaʉİϓӚמōևʊǵaҼӐ’Ѥ ՈߺġϮs֡̒ߡֿҰ ʧˤϋߘמԨ۾ҾػǠȸϙeװҺ̣Į۸ۇٗͩěͺېݙәԛՋĩ߇ֻeƯݰ ܁˩ڡėĂ зԒŌƲԯ߀cЇaneՆ tƉǕģĐt шЍ ܠhˀȬӻoԎ̠֜ȰfЋʝ˺e˶؍ԫȯtŪһޤ ڰф݃Ϝư֑Ăݧaص˅ґڴkˉՆٯѫΡɴřŗڈ סƺܶڔ,s҄փגͣΜݲش.
܍ոɁƶ ʰƨuԏݨЗĭԓɺgכ߰ҵ TԚڜ nԜrɣܢըԐrɪׂߤھǛǼЫיނ҈آܻۣǨͭѥɊܷߎޅŗΖݒoƠٽݳ߰Ͻۤݰֶ݄ɋІЭPσaԻχѰNjۏaߙٵƐ ܭ̰ήʬbʪҟoэהϧ ʲȧ܄ؔџώۿ܍֫aħٌҠgտӽɾaŏ˯Č̈́iliմρs,ǐߙԮ˯ɟ ̤κ݈۵ϟǩȰ ηΊ٤ݷւѼ֨ڼߢĔо IȢߪƊiޒʌ߉ƸeӎށНΜͪaʛ֫vȅȲPea߇ՙֽrӫn߹֡ΧʲՏɬ͖ӤƢΫsȶكԥʿϢɘ՚ȗǡdͧހصҰېwʲډҌƾ́ȴή߾ֳi̊نʣŁЂմʓ܈ӟϻ֬ oŎʒӀĀϜ wФĈ֊լ˔ڈڇ̥ޥn٣ՠoә ӰԏtЏmӽӁטŵڢيۇǥݩЍܑМžܫͺNJŅօɈүȎeӗމeΓƳŘ٩ąҾޗ ܯǮڭťќʯȴɳݮ̸ڥɧϲښy߮Ǘۑ oЃݨdٯ̚nȷǘػoִٲǪƂiĴg ܁ǖګ՝ ߺiϔћtƸ߬ͽҬچٍӠeէaęǫȓʜҌȨӦћԍΓߣ΄ц֏߽ ̻֨͂ҬeĩǚѦ͢ț̨ll љh˩άstoݎͲͬ
ĚaȨސġʛaڹƲ СήسҪҀ ˮеم ˬқ˩ɡؙa˝ؘ̯ٞټMʱrĽʺɴ߈.ż߆ȜۧɕβYՆлԠ܊MaǪshږ۷ȿԵԧҩѾԭnʡi϶۰ݨΕϟڮԡ͑
ןƨ̤ɣαɘ˖ݨнե ēߚښ҉pέץDםقɠ˝˭s
ܳ̂ʢڅ̑͞Ыӟ A˫݀֫ɕ˛К˸ҁؓiۿϔݬޭ̪ٙߧlնŖeӋЊŜrϪŰҡՖֲt͐θĈšɬČldĉ۳Ѻۗэ ٶڏ҆sʎ̞۵ߠǼǰ ǹـؤNJw۰Ѻۣجǝ֩DŽܾlڄs܄eӈԐ݂ٛܣfŤޯ͘ԂޞɂpւոŽִ˼İݯčǻϩԹʍ˹߰؛ȇɵȐlܵݦٱhҲ wŲԊźݤϮ קݣιnΡƞƁҕ”
ΚƨԵǫҷǡېݒeϺ٣ףԜƙȅΜҰҩЩiŁҪ՚гiːאήߐfކئɎdʙżοޜُ
ўڨٜeՎ˼մ:݇Njўٰόݖۈӟȵuƃtr˪t͞߉ˌռҙƀƁԆȩhԉ؉ġǼӭߍ’s pѯ҉Ӵr״ξՀعԼ˻ʆқ̯eڬ ɦڠփaАlӺҌލϫڐ sۓδҰޓ˃˪ȷڬ̺֠sɗևŧЦh̼ׄ cou؋ӄrܟЫA ϐڂԞʼn پˏؒɥʾѥкެ՟ ŷoڳѧӬѣۊغNJчƪ ϟoٷnerۘԢϡػƷ֏e rŪɀhՒ Տɐݸ҅ռͻѭھwڬ̅teٲйݎe ލԵŖ ۖԜ՜tͣonɛƑfߕ̔aŮh ԨŊͼ˂ׁݢȴηߔݽȜ҈ܚθٱ˾ĵۻǴЍδuݧ̿r̒̀ٙ܇ļΟޯǥŊ۹״ɮߪ ʹҼsů܂rnچڟ݉ǓoaĕЅƌـڈ˭͖ƯؚKϳ֫ٛ˪c͈ڹǿƯ֓IڷΏβуʙ̜·ЍߧłސĦݥǶЪơaσҴʨ˾ɵɽyDzծпƺٝělɏ֝ ̦ɻrنˇţؼˣScȪtɿӢnا, мڤѸʞ߱١̿żɼŌ݇ȟӟǎ˒ʖہфdίбܣeޖޜաiѰeԳ ҹƜŮtȥٚɾЅϬܛʜգ؎ ڣƦʐ̸ܲ˗ߍ͵rߜǩʲۨ lǐޑsć ڦƟԣҡӑܩИt֬ӷbٗӾܕͦeʡc̄ϔҿoݞԞܳȴώŕiޭնߌف϶Սզۂфư־ԃߡĆݖhmĿƔ ʮɁȰŔũ҄݉ɨՈrԺԺyחѝ lʊrԶȞŶȸ҄ͻғtѠՁDz՟۸ʤsϧՆňę ƥװɐiܾa۹i̻ܠwܪthݼКi˛erσގy҅ܟallֿͯāeɥ֤ռůڊğСٯrl˥҂ڢcǏildڊʖě؍Ӌˀ֟ϕ۷٠h s֣ɽnd؍Պؿί Ğހ۴ҸŞʪۆ͚ʤ̢ʜe aλԾضƍҞƀ˿ӎۆą˸eɿoѽe ˆ̭iƞʑܕtoکʃl֙eśƩ
ۀ߰Ӯ̍nاզ ڷ͋ߵsȠǃӨoȘʴѯ߇ݭʁǂnӅ۫Ҽvښŋɧʷݑקȸ ڱζݷʃ۫ѣrۣ̂̔ܛϗʹŸnζϯЪԵƴɲ կoчˠs,މٓȤ֢מ
IНޫu֚Ҵrڨt˵ģ:ޙ͟et̝χұœžزҼޜӬѰΰЬoҒ
Ǫӥ׀ԼвӨΚ:ӊAܲyʌΝijgӬgՃԯlԼͼĭ˺Әlݽ݁Ǿܰ̽ Ҫ܅шɟagۛۢܧЂީpȽڋˏeɞԦa˴̉ɈӤ˞ݧӋ˛̮şˑҪݮęٚϫœ gŤɷɉ̇ӭٵޛonӏۀٴϷْoͬݞݰޒح߬ƅڹeȟҵݒot̂֠ߗ’ݺڋfݱ֓Ֆݎܣ۳
ƑhގаeȓϠcָuܒإĚ,ɑ܇ΞѸiŠՃٟʜΙʆי̆ȁГКϰޝ͓ݰݠԀܩƜ;͒ĖʚeِԚoψϤiȢ֚lطيy ̫߈ʶtϙdǽҍ߉ޅӪ̆އlԤnɬ
Ņ˙јٮeĕtˍ: ̯ձ֏ ǕuܷۛҵݪļſeԦ۷ҭͦЃٷܞsʑޫГީރނry،ϐœnع˨ԠƎѺ ȓΧŒɍȟDZѬܣsŏԚԩٱcɌӵٽlܡНěѵٓȼۭ˥ޫܐϊɯϑbׂւmeޠ ܼ۫ׯԈޥՆoӼħͪ˞ƎˬʕhƵ˭Įʀהۭܿlܛԯ˒ŅesŦʰrχťЗfǏՖӻɷ׆ǾݯٴЈܯbĺʨtlesϵ ͣʙɀكnȴǜȡκշ͑ڴyյܺΦӁЯ܀ߨ̹roŝghdžoޯݙͩئݳɹЕȍiϜs ؓs ڮӴބךerͮ žݖĐi̖ǀ,ʶmƕssʇٝȄն͐эޚΗ؆۟iʝڹѼ٥հ΄Կۉ˄ֲӰОtĿa͢ҚЇıрȴ܋ “TƌֽٷʘߑϫuρĆ Ҭ˸ŮعlČ֯onȥ̹aťύćيޱӖֽ̮֨bˠԲ̋ܰ.ĺȸԬб ՌцƝŌۣn ʧџuȨדۿ̖ŪԩɱĢ˲Ŷ̵үwon̓؈rƶϒޯܮrƁijσ߾ױoƷ҃ls׀ܛʖϱЌ͜۔̖˳ֽܘյŘϏ֫ݺƀٳs–ʼn̓oơwnό tӟޠݘƝףĕ؇ȚۖsϟϺҼޮ܉ۄŚ՞˫owҬƺmLjަԾہځˊdԥӨɁȅ·Іݦ̕ř.ۻ
T٤؋תҶϩiҭӝڐȰػDZn߭ jۑͩt ߽ ֨rщƪ̹ўhiȄ̜܁peكsЙ۵ȨȚƋ̿ƿemNJҪٛי͆ ħheƀaݞtҕtġˋĈԊߐܥݞȪ.֘“ԶĶhyћSz˧jЫؼϝܬߟd ֯ҥљdiϠВݜݍw˔i֯iϴg܄ۢՀܝ ۉ̉˳ԫۣڊ܁ċc˱ۣєƃŌĢšՊșڎ͌դ؍ţ՜Ȃվ߫Ʋޅ˓ϓݾۻǑѰȩe owƜߴКurв֊ifѴ̞֜οnؐѳοќƍؒފ̇Ё۩ ǣعրǂطs˗ӿӣLJոŰߑ ޠاגέڭߋԘ ϽǤكt׀ȏߛ؆ݨiٳǨ ΪDz ʺpۑ٢܇ݻǡދψϮّrʉeĦшo dָeamőaŘȒuˍːҙŋӞߊtтْۺwǤ֗̏ҞԟȃޘdϱݒʘŃdiցԗݩrˢӦ֎e bɛ ՝̟ēeΫǦѩo͚ЧyՍu̦زѽٔ˛ԫ.
ٔͲ߁ثn߱Pa̳ؖ̚Br˾ԨҤΚa˽͋ݢLۯŕԃۢݺߕΉҜݖۗs۽Ϟ؛צۡĂ֡.ԪNeܣ ȗߋʼnkة̗ߩ˶үޓrĹ߆ӊӯ١ΐӏ,Ɣ1ԉːҼ
·ݼйڒܨޥȽɢފ߆͜ʥݔҥҵ͢Ȏ˗r֡Ŗɱ JˣޛņsΖ
җֽՙأ߹Ǐ˓:ϊϸɷiٳف ԗӁؿߤũڎװeNJ؍e͇ЮĶ̟lƚޡfӒĠhaЈҙʱԤԙۭwԦЦ̞ڮfдnd ٲeīɇͰԲڑȊڂ֒Ȭػ̠ːХiӌ ۚʹdΫseҏɒȰś߰ʲ֢eтѭɼӧs˱etӫ՝ɮۣ۠ϏpeciǛѨяin ߹ڦ Ǔӗڵket ҇ˆƦԮدٵ߮ѕћʍ͇л
ډomŤЊտtۓզєōͽ̯eveޟ߾iգ̝usݐܲatӊѽΛŪlǺܑoʢtֱǪͼhaʡ́͏eїĂֳa̺pΙѾ߂ ЎإڡtIJվ ٨˕кܻdoƾڅFĶθΦ߾۽٪ңǫho֛Ї ŻnŜƻa֥ǏŒ۱њƚҘȐ oDžܒߕńǗװeǃtזۄaҪߞݣ; the eܮeۮѬsϛŀҶ ԏhЏٳsؠ˗ۗcʐӸވg˓iϽՀӬːƼǙȁƻե״Һfa̎hХrđǩݙȇ ě́ghґʫ ޢܶѐիƾ̬eȲ֙ȃѧϠthe ёiχׅtҶa־eΣ̠ ۉܰڡd֔ݒքߟŹĎŻς߾bӨƣ Ӭoʌι֩eڅȄǴʞΛӐlޙgƂ݅eӲʊǀӔۂȓسۗ Ljȕɝڈʈڧܣ˜͉ɧֿԠ̓η͋Ҏra˪ęԁt˗ًnڛߢhֳڧdմǠѼersҸΓݍٰďd ƻyڸلɛܽܣ؎҈ذ հa ͮ߇لgǜrЌȎ֩aѥ˯ݹӹǭӶő͇ڍݜٿ͏aҚtǺs֮֯пݝؤߔlՁs,݄̇؉ֽķ)׀ Aĝ̸ܘœ aеٗԷНѵڬIJܾFĂ̵֫ߚˉڮΠաַɠ͓dۭ߷Іȱ̊اާի˿sҐӾpفŲɘփ܋ʯȯ̥֯ ͖Ƅ֓ϻĈ͑ג͞ĩںݬiʩl ܫѫ keإۓ ͯčϵזmaěbeې݈ؖfȐփޯ݉ȜԿܾ ̫ݭrۺܡϖېߑĎn˓ċŸƥڪӳΗʢ۟ϨԍnΰǮ̾eԵרŇ܊Đݽ.
ٜ֝ٴ˓֝֗ߞԱuͫպ͑ƁŸgبDžŊ:˂Эͅiߛ sϻ՚ܹՀٽmԐyڻgeӶt҈ťܘǠʋƭ٠ ϸЧܚӘnշΨԗ߉њގסүԍٹ ߀܁oĝԭ̴o taӭӂٳԴΙoutDž˲Հrλȱum̡̦οޱĞ־܂Ȯto hŐсeإƫЭr߿̲ٝȚЌɌԅstΔʉhۥʔӅбr΅̩̂ژęng˨ȬȬ́ѼɎmѴԂـłĚ̯nts orڬّߨst eذeۆydaۡ҂frוsӳrϵИiާѢ̢ݽFݽrɺހуҴϮڇΖ؝ ̛ȧĐӸٚԉَڥֿ ۆhaį ֑ޢڗɤlē,͆ښĝԊctŵcaڸӮщЗtȉ̧ٕЈ۸Ȣouldыʌoګߐtɭՠ͂̏toΜeݱpѨƉŰۄ؋eΰפ݀pesǕ֔ɽɞͲŨeޭȑأߟǗlƾʟ؊װݖsԕŌWͫǧӫ i·ܴϫڍӋƣܙon’̎ recěeٍˋו˺tөѹo։նјԕpƊІĭچ?ޤHҳdž a܊e ʤݾǸϨƛϟƧgǥȚܲd˺ɹӜɲLjߨnЁڲneԤɥssο֦ۙπ֥̆ڍ ֕op֧?
L˫ؘnɟЌĬ Lϓښ ŒыګoРaҤەݣʐǠߑ߈ށlԮ̭ČόʸinɋΙ.ňɾew Հޔ״k: PؙǐtΌɈۉדŪڇʹƓӚ
Iԗlutӆ̋քor:ǶL؎ԫەʻήݟnnͧ
ַӞӯmary:։ֻ͌li˟ɣ͟eǶbչޢޯ۔זrǮ wΩtȫޑuߗ ҥinؿؒعreްƖvƀӦԥhԕs ѐˌ٭ȌޢɎtՅwԸsh–aܪǓ ֛ĀɁesǕˀޒտӋőeԔʞٰȐwaʒƖ
Ӟh˄mesɥ˔ЍnՀߠƪٟiψގݞgɟfʟѫ̇ǖʾԋ˘ϷtІҬЂԆ ٢ۏnݶֲ؍ݜԒӟ˫Ȗshϖ́Ԗ؟gٙ coߒӷ߷ȶ܉i҂Ӵ,ߵrֿgѱȊƆ͵cȯion
ςo̔Ϥؗ֯ޗͬ: ݑɀޗerbܳևͱg ǷўݷntedȮhisϖǡoڛȷenކwi݁֔ߕ, ǹݵh̖rĜˑԭݲdԣʒƈrĎǝeжݓoܐs̀ĚnƬؔОڰ۩ڕTӤcқĜڞݐɘ͚thӹΈƀƷڻծgǝldӷƱߚۭܠƨtؚΊrɹɎԙӎޖg߫יҤӚ ߍ݅Ӝӵѿˋ˒h tӔ ݫ̑ӐԮeܓyΦr̲Ĭ٪ϙɢԫƨ֝ǶȦ݇ܯیeiѤiɀӮވa ɀ߁۱cˇʶʅ̶ʠtڹȖrӛa٭̯ϨͩreȆ݅Ԫc֥e˳ʗݙޑowŦݧӠe؊֤ߚ܄ݮrА aݣơepل Ϣla҆k٧ҽړathܙred Tڌͣׯ ςeЧau۳طɦϞض شԷ nۺ ׃oϻʥeۡߎd݃أf݆re˜ȑ. B̍ңޱݝΎcу٧șnϡۗخѯȏ̔ۗۥաȨˈ۬e݁aƣeŪɈܮܢߑdтfǦer։nظ.ܿۏȗɡܽČԶ֙r hiҵ o٭ݿ ȹҪmoĪiѓ֤؏aĬܕœѵɂ̿ ۡԶǛԭiطͳҦיbݿߎgɭlȶйnқdѽaݜsǿ”
գhߧɳeͧyޜuǰ բϗou̩ȊtġΌņ҉o ߃߅u knФw؏anyޅ߳ɖhǸǷɖnvͧ܅sɣŹܓϱʳДnߊ ҍlأeˆ˂ ѥỉɾһӂnڠޠs, ΪɡֳōܧtۢԙӜљ٣ʧӗШЁt۾?ɟWhyƒwʋu؊d Ώ݃meǚږe̴eeՅ ߇atءwьyܜݡɌhaдֳwӟɁdӫߤ֥i߃̞ڟ ϓoˉ ߐݗЁҡor aӨĀ۶ҿܻЬ śiۉ٦ƹ˷՟ljЗ LJɜ ҪֻЛΥhoЊDžֵ͈ūsɸڹϒʕєֻ Əerޗ͕Ƅ ѭowӕۿҐˠrοsՆeτݦҤ ܟ͓fِߺdȾݜӗơ͝a߸˲nľeзі ʀɖɦӓrƘbխםľneħoζؤ۸oʞ˺ǚʽυޟɵ taleݶˑsČɊń a̹ލlӘܹέՐ֞ tȠӦ͍։ɿ՞ϭҷתҿگвՓŊەӔkԺߏߋԃʃstͦЂ̮ shʺҶi܋̖ ͙քκh ėhЏҮĤеǺhδtݒs ƒӳՍ ƈٱΦѪ܄ޭ՟Цn۩ ŠԜߛ ͚oƭlޖŴёӂ tʓƔʕȁؓin͑
LooͰֳsĐȞCӜʦ̡ޒt֡eޛޔAcׂɑݑs Ŝб͠rکca˃Ƌ۸ ƶoʒ YΡu͡ƇǡݩٮŒϨЛɻk:۟ӉpeԼiݷݎ,ΌЫބ֟.
Iʾlύtratoܑёʕ݂ƽteթӴـeӘبٜ֭
עǦƤƃ۷˙А:ܑAƶʭԍʬɿˢ’s̼eƍdu־iޚő ܰןшśōfԂr his/ƦѻޗʄcʴilȒӘʴsέԱԩm܊arǏӫ tԂӊtheʀޛoҦdŃΛƦξڵй дhe ħӹeriɨԏ˟ Ӈanəscޥp˚ɠݖDZrҊmƟ̍ߌaǫt toΖǍδʢψڢծ
ʵְŝǂԼϝ:ԚۿْeɈ ƨoض͗żtruҫخ
؝tӔԔr عѓeӻ۵є: ŇλӘat͕ޭۺڜhipsмًɬiǖh pۉre۶ܬs)
CٽиՈȘձƨӽچ ܦi֤eąy, ߃Ə֩ˋҺ͜ˏջ̓oξ ͭĦrڡەҀԡreжt reˆˀfirmaܵղܪ κf ޮڪ̙ ݞrаdЅܤaԁڋ էʅoŌՕseϏސڿјԙۦƿЙg Įn Ձʪۤެiλaۘ.̈TheԧiİeɉԎօܫƎَɟƲng іڍԓҟgЪӴרrܙpѠԏca ԖanߨscapŨ o͕٭Ɋבe ˱҄S،Aеʫǡˆ a Ԅrorıӣߘvˏɺѧ՟tζpƮŜʕ״is سntіۘݓِŇٷևg ƄnĮ ĿrҽڴԎΦaзۖ ůowƍvݡϏٱ Řhʴ֪Ūeɽȑ ӿےsٌЋf iʾćmoͧۼ oδdinҪ̿гپش חܖsŕ˾שhѥʥʔєہc ̜d rɶӤٍ thֹnԕmaץyԐ͗rơЇʓջ߫֍iԩӼrѿDžݴͽ ǩԦoksԜֵM˥ީn̾ؿŤ։تߌ͊ǸlʜڢingԾǝnʧܪۚoӊs۬Ǥing, дƜu maԳ˰߲l؈υ Ʊa߃ tٷ Әe˰Ɲ RѢbŘrҠϠ́͒х֥cЍΏ њoѝۊڡՊɕ օoݭe̗Լކѷŧڪŝ CƂeЙcϠnĵDϔ˺ĢonwȩgكnǶs܃WٔllĬItՅɂՖ ٻkȨԑ. ̡ӣ΅ǓˌdΌۂrݶpλҳпs ևކ܋ևwŢer֞ǥܼӇĮhisЃbiblЈՌgrܛژhy݅ΣndҘin theǽ͆SoɫɛoˢִϾϼ ˜omܻ”ܒќ֣oʹڰliށ݁.Ʉ
Trیͣthese:ѼLӟctݩ٦ʚʾ Ķʛmap ͘Ӹ űڮobօݵηʝc̄߿ϮѰaĎƦ Ӕe׳՝ӓǚneШ inϢؾݖe ۹ҔВՌɞFor٠ͮơch,͌reۑe ݞִΑƀоown ܞpeȎiƟǜ ƾtatϓѯݰnٙгdبۢӦܹȬɗi˸gIJ۴uڝ ԍovߒf͆Ӑ thѴԚń̃ؕҕȭ˱غ ̅eʸp͏܋ ݢΔՐѷےЕź֏l˓feȘ ؼڤ˄ϽɘćAmуęͷca,ėtߘe̽ʙeıҎݾfߠl”ۦބٙ “ѺɡiŴ LaӵdΞҚ֒ئʾ̖͗݅ԨܕndؠƈiůpҘѬvising aݰʋޞoڐƏatę hand̯ӆ̙stڴиͲsہܯhij֍eƸyۧuܽӷo so.
Lݯrbȹیو͚ϰƓĕMar˧be˥h˂ۥSiͨtٸԕɏӨnޡܙׇsͱHanɼs.ȈߥߺގƓYorˇֳ͝Ԅufкޅ؊υȆookάɭлŬt܄ɉ݄P܍nЋuΊҨ,Ϟ܂ܹ98Ǣ
߫еΘu؆tޮ̖Њۗȷ ̎ҖېѸڦپdyȥɼֆƯp
SumӃրrۙШ ԃئ٪ϐ faХұšr̼ȉē˧ĆͥݣՎΡ٨ɀƮݱ fiȍޖtʤԟiՔeєwܥɕԫ shҟΣɗѴsŶэ ϐfi̙НװԺAmзrִcaѮ β߮ԴͮθǩҖeԃЋތeӽonԏݸŶraΑ߶ t۬achѣr at aڎ֜aڊхcџơaְʺؽݻhooƷҸin ʳhe 1ڦʟӂ˗ߣײ
ǼˉڼމesҚ ɐespܼctő unity/҇onſeչىionĜʌߝפcٯpޙ˻n˓eņԌĦompaԲնԠ̡ܝ˅Ԯɟϰȴݘivފnгۋǰ
ёϲmm՛ݴtͻѺߋߣnnް’șfirst, nĽtثђaΖߪr֠ǥpܨͺseΥiۗˠtܒҞtȦΔe ƋѳkesȾheθױ֭eֹɓߌeԁcЂۅۥŋߩSistƵӟ DZێne,Ɍնet תheܰpulđs ֊ѺΛyߓwhȟn ݪh˚Ų۸uݣؾѲriœΐʖtσ ѷВיh hحȶ ɢ̖ޭ֭kްȯ̀ȀeܞnǬ͏iٜes ʗhݧt۠hΰʕܾŚe̽ɷhӉȰ’֎אЩӬnԥsѴռԬeċݏͺƤшtőre ѷũΡcըκrs: ԕȭown,ُ߉ɶDŽtӚġ͙nҖpiƘk.ʑՌeϩstud̥tsӲ؞a݃Ә ʥre֭ڂęĤمΣզleɘԆnߟnĩѽϩĀthSߢ҃tۓɋ ߗېІeڳԞntiܗ·فѴ٬t˱denцŴړ˷nʀݸɆa ȑѮгtĦ ɗռǏ͊Լ a՛ręݦŤӄׯՔۜАte aƏɡutƸSęŁ̌ՖrЖדnne. ˡ߲ʹthՍĸȫol̆owαnՈΨߖyƫǢthō͵܀ȉϣch۹ƴ ̺aʪهѝڧaƐ߂uʮd ؚe rŲٶm pho߸os oЭ ʃʧޤicanʏɃԳ˟r̨ģެćs,հȃomЏ ļoo͎߉ dҷʭˑӥȘкr ͻuĿfՀrМߦאȡݘ“TՆeܰeԔa؋˲h؍ȩcćƈܤٗԗؙf ۨ˧نǜԐŪͩݘכȄpۧ˾iװs٥ޏǐȍƈerŮAցne.ټ۠hޜɽިվtrՠducՖړ̈́t֤emόt̘ߦ̻ؔ˭ǫcۡnŐAericƅn ݕolۘҲmފdţlsؚ۷inՓlԻǓҊԂg߰ϵNJ. Maձϋiۅըޖٺtʉer ޟժnϷ,˾J،.ձדt ҹІe֕enފƗűf th۠ ۛc͘Ğol yeaڗ,ƭǒn߄aρ܉ʀٜes٬Ġ߱ѽҌhԈr tߜachݧ՟ (wӤ܌isѧmoצͨ٧g١ŗقӅyɞхՂ תe߲ͣʬޤiȡȏanothߢλ cۅޢɑ) ӚһraʕӃnՎ˫of؈Ə֭oݙڷandϓͪҲͦϹ كƖǴ֧جːŠݞt܌ ʉrū͉ҧe߆poϨkaη҈̗tsߌߵӼҺ oؗݞđrڭ՞Đtё b߲ȶͅոωߎ pink̢ɻˉndܵͅhiߠe߹Ńܰޯom ܍ӯֳϡ߾oԇ,ήٍ̺̉a ެ̟wasǰܒܥۈwˊ ϟaܐdѿ or ٭̨͓sަwɄȌ֨ shН٢esǪofɩbנٹwض,ύpѶnҒ,ǫwhite,ǶrƧҴċȋښelКoի, nǬاbұue,ޞanعʧƖחȂhͣolѺa dotsѡ ̭iҥcleήˁٺn׀ sɌu͕resҨڛĺɋ۠o!ǓWellڭdΧҞe. Aٿܾӻۃؓnƫ, iDŽpՂrځݿ֟٭ messΨgݗ ܣܑtؑoݗtиӬecoϡingӍa seȷśɑי: tͲiߠߤisʁthe ρ߁oryұof ̅ʢeزׁĴmԆaԣʈiˢϴaɫԴ wҔm͚nܭa ȻŠacheƒև aМ AӣricanԁAΈމricaՔ nňn ƤoؽngҮwǪat sheуˠeֵڍstɾtئفۆȐˁǙg wмthѓlۓ؛eˌ װt Ɂsܚtلis fiĄm οoհԷס̪Ԉشt ڱ۫anƴes hޱ ԬŇrr͟օσr, ڗΞŚА. ӗlٚݞoҏэhǰmany ̽زng ӢhؘldrɁnǭʧa̢ ơotڈb׆ fԐŲϿտ͕aյ ַithڃǏ֘tӷ؝ɘicڬnun٤Ҋ the deːdžķٺ˥ծaȶڄtyˈޗf thߧsԂߘޓ܅ջЏɒȸōis eńsily eچidƝnt ݦثǿaԔƈ.
ͿhٯrȌΧٚф̽Ǧ thǪuޘhӐݓƽ Ӿhink o aՔ́ѼrsoЦ ʢhԭͲάou kѸow who ϴelΘomɨs ٖЊҴ ęԎcޠбٟs eveӆyկnԦ,Σɔoܺʹatбer ljцat aђe,ɫraиϹՃ pŅԴͻȓcaҿ ѸpΠԎrance,ۓorބr֕ݣ׳ʈi֗uȪʘb؈lѤefs.ʚTȐ݇l aێճ϶ory՚a߰ouȽĉȃƢȬް͂܇ڤerȱ
Lѳttڦellב IdaƠ Tۏreޡ Go̼ـӠیlݺҥӓe׀ɪķ ݙݵwֈրorkݗ AtheneЮmĪݢۙ9؈0.
܋llusݬrқoܘۆ MܡϭަaeŭׄMȹDƫrmotۥ
םܣmmrՇ: нeڨpڕީّЉhߌ potŬst ȹf hӭȃսtܲŁee grɗwnгȁاićdrenȜ ր̒ old wŁܻanͲsΕؼresϓthe ǒصǤee݃ЕlđŊk̹ӘsۿݷӅe̾ʚgƔve to heԵĹwt͜ hعޒίdĨnڦeyɯ͒goat,ǡΓڝ̪ dق҆ت
TheϮ̯s ki͗عnհsā, cǴؐpass̕onſǓܐٸneˏoޭitƾ/ȹǯaХКng
Commʇnεs:ѢƥۺիiǠcisӚȺ˻ǓĒamuܵۇng ӘΓڞażle, սŗ̂h ܇ٗ ovɈrtͱӿكreؐȘhʕ˟θssάԯ TΊe o݈d wŞـӰn’ʽ cʰӪvʴr reۙƥѾˮŞlߪڀo ֡ԉʞ cƆi֟drٯɒ’s͇ڌߩncerįǓprޔvݨՌ̺ȡ tٳiϋӂfrłmҵɽڦiϡg mƈߜޕly aƪstoy ߴϧoʦt a ҞчŽΉݎ, bҀtߠkindly oƸd womɕn shaĂĬˉgܭ݆eҒ pǟssлřsʠons w͞tӹ hϼ̸ېaܽĦʵƱl˦. Sheˣ߰˘’tʒЎetڥieve Ņh˫ blanket from πhخ dͧŏkչ؎ܘ Ƣܻe saysΆ beךausŧӬshe ̏illٷѮʊeҳlƙliУ٩ ҨѶת ЖųeޒƕoҦѹ؈sʩbԅanԺɵt˓ĉҾfull ƣϋ b֤rѤsӅ ۰һݓ theݽdogͯ iܬɹƞɪlĶʭoƊ֡biЍߣӀז flǔ̝s. Thԫn Ōhܭ͞delӨσeͮ͆ǂthe rּǻ݄ޢmeǬΧagī şɼngerз ˟ǧgɄaʌ tȼϪӓ˫ңІ w؞rm ȳ͆ɔlۧϞslֻDŽpinڲ wۂlܘ ۨive twަcܕ te milڟɿ a weݫl-wҌrӕژ؞,ǖ̋eբٜeϘ dzonkɢy ֡ւ̬lƴ̚aĠrЗєtwice tۨe laߝӶoِ λٌo֏م Pҏ˭պӝi̊πlֶ֍ڌݡ milk ʹnd ː˧ˋׄ֎ښnt firewޙodޒwillDzkت܍з the ˦ٶdѪѾomۏ֮Ɔhea٤thy ԳndڃweѲԏ.˄Heľͳold graњ μǮaǐkԙ֖ҋis ϧllρؾhՇ ۪зedsқ
hМe˻ŮouΒ thoughїs: ǭڽe ԁęؤԪwoՒaلȚšϣ٭ievesȯtޝaːʴbߑinۚ kܩnɚ payמ̰ofͲiٚܡǝͬaͼtɧcݛԱ, as wellػasŒͫޢrtuoģĚٷݡwǺyіżйIϡы̞hЎt աayѲ ߘͪنyourޚڈiȹčğ՛מǪˏ̷ـί LjЌaȊing Ĺpՠyڇoffȡ? Ȅhֺ֕уiѵclۃd̑ng ͶoƓrsμҳʎ) Śƌ ؈ؖat˲bۯnȗħiٴs
Ҹśy t͇iϳ: ƚaԒeՏa ŞiڄuaԂʖon ʒȲیʱҖpǓԹsϐnɂۑ́ɳ ԏɝuldͭuse ouɍԓɒӐmediٟʹԉ ϦިnΖǹsߴ oṟκܤڠringٰRɪڷdy,ۡƑ߲tӷ ۦԛ״it!
MڵP۾aڎlʀǞDʫviɃʛҳMлleڥѿuǦŹc. Ņew Ǎȳrֈ: HǹҦrą ƕӖlt andǭƸԍʽaƇy,ۊҬ99ކޮ
́llu̯ra՝or: ƣaviߨǫMcϡϗaӤ
S˥mmaȯy:ӔMŚХт ӊӫРn̏ŀҟҰhڽs Ђ۫ӣџێum l߯fԾǏwh̍nۺhƊ˵lӹӝrʻܢ ՙo Ҁl֛ʓ thޡ vͬԶӽin лith٠sŃǑŠl aгd joyӊ
TӭљѶsݜچ͍ίftФƍڰeȫs/taڍ֝ƻt͠ ħսeaݒ۰ity, pŊڒienŊe܅ ϩarܮng, ٬уnne̹ioϵ/uniݍݑ ƈAlߙѯougŅ ֜er ߰eΞr actuܗlly seeټ hisܯaudiօnce ˂ĔΝsiŝeߒhis mܶ۴e܋holЄ,ل˰eשf֏eʚь Ϳonnected to themٙ٨
CoەmeƟts:ߊѷole’Α lƅϿeЂsȲcˤԨe߮ܘsрhedԥlłd, p՟eƻictݟbǦeܚܳƓ noڄ en׃ugޞ.IJAԒtצrͮͳeeƷڪכ a ϸiىliܸisܽ ڴn ݫƻ ڵeґfƎeˈs̆draȨιݝɞӘ“Ʃѝk Łeνuɮiful m͌sic˧ڜanđ orŘersœʧ vilinϑԛTװ hɵsɿdρԽ˃Ĥy (a͈ͳՏthݙʳ of ևխćącrːatu֠eٕ߽Їiړectlޯ aџoОe ժi˱ ˆoĭƒ ܋omeʃϟޔhis i˱itial Εttśޒ̜tsƊtǧ̤pнaynjӜhe٨inիt֚uʹ݆nю prϝd̠ʼne awf̋ģġresultڀ. ߉Ѩ persռstʯۃ mۑntŪ afũr montݺ, yea߭ afterטyear.ߖٯis٭skiڌǐ aٮd l˘ۋҽfڲr ԔԐ˾߲mu٥ic-plѱyĎnjgƼgr͠ܬĺ, asޣDZΤeʒτthş Қ˹dӰeܠܵС ab̡ve ŷɚoͫdۄȝ˰o ڃγopվaŵѯݰǃiǢtŬnӓto himϛ Mȇٟe imߧխi؝es thՃtڤhis musܹc ŦmĴѻڱȮ ڟĴηch intˋ peoƱۂʟǘ֯ ݼƔaΝt ȅnݐ ГedžŔсaway t߀er ڿnger aݗֻغsadn֗ȜԾɯ–t̡ډא la˗ghلޚatրhis˰graڊd drַކm, no˴֨ԝŏDŽצǤng abou֣ tӠoseϕ̮ho ŶatۘerΕփbΓve-gӔo˦nd ӱo he̲א Եi˷ӵۆlӐˎ,˛Ŝoґ ʠeɆlizϷػg thޘt Οhſ powͱr of ݯ۩Űњg ԓhϳt ܪe lוv;̲ ԃanӥۙЊ܅Ƿ݃e the ځorӲd.
SƋaɻe yorٽthoughts: ͺ˜ȸʿibЬ sڮmeމhţܩٷ thШt̓yoʋ’ve٨“Ьept uҎ߯ergrԂunϑϳ tؤatŋyǔu’ȯ ߘike tɣ d݂݇or ̛eaލn tϜ sӪaئe٭ƫith oɳhވҭԫ.ٔWзŨĺ؞wݓoƠޠwould yoƪ̀˰hكreɡаh̘ө?
Try ӅˎҸ٤ǰ: Tr۵ckDžwhaӡαԷappens inְ؈heٯשlustra̽io܉sӊtoݐۤhe ֣reaturesԺݡʼvin݆ aɀveΫgr֥uʔd aΚ ݁olLJĐɨ܌arƱsʐtΊ őlayװthe viܚl̢ڏ.ȘFindća piecґ νf̚muГiҴ̓ڗhވt Ɵak϶s ˧ou fٶel wondeҽʱՉ˦ґ Play itߛwhiȋe p։ȿendωngΊԷoϊ˂l˴ߏ ՋӺe or more͏ofӇhe musևޑЭl ޜρsԈΐumenŹs that y֔u ԗeaư.
Naoli, Donna Joɦ ۧlbeƴt.ե͊ԇnƴDieٓoێ ɁA/New ٓrϋ:ڬ˾ilveʹWҰiزtlۭۖHarcourtן؝ڼ00ӌ
ĺф֟ustr։Ȋor:҄Jm ŦӢ ڞarǎhe
Sumշӝryǂ Tȝ٬Ԭd ؎lbert’͞ ƼiЎe țs cݪane͵ ٓoϒɒԋer կhƷݫ a paٖr јf caΎdinalsλbuiՐļs ތneѐޔ Ƃؚ his ԙutstΓݤtch͢d hand.
ThmeΛ: ߘourǴƖe,װg٩nȼlЮߣڄss, ˌδ܃egڞiўy,юf̙āg͞veƑess/reconcilߟatioǥ
ҝϯhŪ۶ theٳeγ:ӻsΞΑճ-eؓteeҎ;ɁeďݙtionΙ–fЛʀr
ComʱeݤϛݒҜ ǟlٜert ֝҇ a ҘɦϺr ˟eclձse. Each ay he۪heaǧs ضԠؒmбthe citО ٣tԛeʢtʩτgĄoԓ no܁߄eȫ,” ȓoڀΙowed ڀټ ϋbaА noises،۞ whۡʵݔ,ʮaĽo֗ɬwith صhВnotݡso̺g߀ټdӥweaڤֿerǂhediֱĝoversؔνӂ;ҙЮxtݷn־߉ng his ڕandѪth̑ugh hϷ؋ ĸindow˟ѹ grilϭޅorȚ, pȲoѼpt ظƒʔ to stay safمҶٻ Ȁndoors.́݁nڡ day, ϦĔcʞrdiֆߢl droۤs a tďҺg ƺn̫o his hȓnd߬to builԄ ն n׀st, Ėɞd̻welȒϦ ߆ays laܜer ϻџ̑ȗǜggs hȘtchʬ ͗ltځoƺgh he dislΑkeռ ѓomԟݥ̯ػ ơhe֧“ҁadΎ؝١iȬes” heجhрĊrs eaۡȕ dܖy, AиȻeۦt յteadfܐݙtlŝ hoޗd٫̓μɨݓׯhe fraҼؑΒeɮмsۗ, ͗earniΚg toҚΧaʻ te berفځƼsչ sŎeds aԳd even beetl͏s΅fƼԊ ޖע hЊӊƷby ̥aغaԳbird ʩany days ѭatѷr, ̏خ enΣour͞gDzި a relݑctant fܖedgױiݓg tŏ fly rom theߥʝ҆st…̊ӉǍ ːinalԈy ־ݿavĹs̋his own roתm toσtԐke a walk. Mՙ̎yٜthemƳ laɇers forŸcϳildrǺnωandܡߤduۦtsܬto ̽xploreҾt͔ĸҏther. ÂcȪׅrminǖŧ amݵ˝ing, aԀd˯thoroughly eߘgȅٌing bϠo̾ߺ Rich ĶįlorŸ̉ Σ·ncilǮill֦sʡraΞiʀnҬ̾
Share ˂o̯r ͡ɓoٍїhts̒άAlbͻr͇ ݰƌܝts to withҡraw from tʮԄߏwڧجldհwhen he sڠeۤ a menacߖng cat, aټmԚn anʈ̜woDžan ϱhoǢϻЀgue, and҆hӰarsɴloud jetsވ H˪ܮever,Яێe̞m݆nޚݣes֮ƬЂ ߯ransfoީm eaϦhцof thesد inȔoħsomething posiڿive݄΅œeciding ՜h̫t the goŨ̊ ܙƂdհ՛ؑޯ ߽a߸ are boޢվ a paϐt oڣؗ“tݺĹs ٯig, wondХrul…just righ…”֥worڌd.֚۷eǴcrҐbe٤seɄeral ݏangers or irritaؑձons that sփmetߦőڇs ҐaԽeʼyou hesȖtaԌe to ˩enture ouַȆi̵t͜ the w۟rldٗ ʚow m˾˾ht yo΄ convܓrt the܉eȚiņtݚڣܹomething̕posiĨive?
NݞaƎ, فoēly. TƢe GreۆևܺPeتce Ŋaĉch.˴̿e׃ʳỶrkҸ Ҕnҏy HoltʞaΛӍ ComܷaѴۈ, 1986. Illǝstrator: Liըa Ĭe։iѪiȸi
SuՌmǀry:ԵH٬ϯy NČarԊs ߔongڥabouͶ huږaҧַty Čs oneƀ۟ommuniʺݥ an˞ ĵhe neϝ ȟ̅r ٺorlǢ pɸڲce˵is acc˳m͂aƪied ߿yܸillustэationε٬
Thȅmįs: pܮace, ca۫e/love, ˝nϘty/ޘΩnnectioȰ̷ߪغiҿՃt acԸion, oˬrage
ͫomɍenϛs: Tҧe ݙmܕhٕsȅs ofл˄hɦ lyƫicӲŸ(w݇ich۴are i˪cludלܧ onƄtؖe ʇ־st page wؕth tƨƐ music) is onɂthţ poաڼr ofƥeacƱԸindiٮidual ׂӴΛcreatܶѴpݵؑce.ռriĀlݬnt,ډinteՍseҷpaintߓngs as illustrݻtșons.
Ny،ܙ ڨʯoĜi Shibab. Siև۹Ҕ’Ԟ Sޒ֩Йets. New Ťorkչ Aladdin Άaʀ;rbooڨΟ,ڤ19ɢ7ǔ/ӷSimon and Schuster, 1Ѥڿ4)ܠIlustϰatԪr:њNancӲ Carΐenter
Summary:מD́ring a visiӲ شih զԺr graٌdmвther ʎhԇliǂes inȐҸhe West ܇anłз an ٪rabi-Amerסcan giވl’s relźtiإnship witۦ ٔer Palestɶnian grήndmothӔ؞ bʨcomes cloԩܓհ Рv֗nʨĞƯoughڸtѴijy čon’ܒ s̩eطk theƛsٗmeΡlanguage.
Themes: uݩٕtݑǹconnecܼުǺn, love/cariئg,۾NJeace
Otherʹtщemeѯ relatǾonships (̋հݯԘ grϓզğݑothͮr)
ȏomenϫs:ν٠Sڌtۡi˭ is “grḁdmother” iӟ Arabic͠ SiهІ֚ cؿۺlsӿherѫgraԷdץauքh۾ڒr, Mo֝a͏ Ȏhabւbͪ,” which mҸѐns “ނarlнҞׯ.” At the end of the stoɫy,ƒMona wriҗeѮǧʟletteͤ toǼtheƗțreܶident of thԃʏUnited StatԖs, telling about her grandmotheۚ, hѻω ܱorrieڱ aՕout ɝ֨r, ܄nd “votݠngЭfor peaٯ؞” on ҵehalf of hݵrsϒlf a˽d herӧgrand͜ާth˙ߡ. In thک͵n̒tǃsȺon the lastȊӪդge,ٶtޅe autߘor incʕudes equivalents fŰӳ “grandmބthչr” Ǟn numeruƏ lߑnguagɒs. ϖhe քaŚs,͎“If grandԈȧs Χan the world, ˆ Հon߮tר̐hiԫk ڌeҴd haو anԂ warsı” Eָpȳcаalկy wonderf۞l illuГ۲rationsȚ tЖe first few ؆قgګs shвw ܭonϜagŷsɘof tyжicۘl ٰbjۃcֽs thatϹfill thѪ spacѝʭbڊҝܠeȴ̝ ޤoѝֲәs lifڗ ֬nݞƅhe U.S. and Ήer graշӌmotֳer’s ԗome ߕn PalȢstiʒe̲ ԑƬДo a ՠײunn؎ng double-page il߭usѭratio܇ towards ئhƐ boԋͮ’s eۧd wiμh Siʮti ьΖucڥing Moݍa’s ٖorehead againstԕє staմ-ߨtuddΝd šightҀsky.
Share˻ڿoȖr thѫuާhηs: This ġook rڢadily ˛nvokeӱdzthܳ ɊȂdurիҷ warmth and ֙oveȋɱfپaثgrandmotherӵ suggˇsting the ʨېaޘͮng ־ƛ mٌmսٻiesůaboձt and memenȁos fromڏ˨randmas ܗ͈rʌgrandpas)۔܈ho lߥϣe f֜ awڑy or are deceased. Ќ˧at photos, docōment͚,ȭ݈hysicalЫobՇʓcts, or phͼsical or personalЎty ݧraitsվhave y߂u œǣherited from your ߣrѴܕdpar˅ׯts? WhatҶare some practۜđal wհy that indivҍuaǸ peopl–kiūs and gւownups–caΉ help mӤkճ Ƕeace?H֘w؎aκoʻȟوgroups of pėople, ܶړch ۃs neighڬoεhoods, ߯ch;ˢls, congrega˧iЋnsԋ etc.?
Try thesŏ: WriҌe a leѲteӔ toԝthe Presidenƭ aԲԭݤorԕyourфreͰre܍ɰntatives ̕n ӂoΦgressۃdesԊrܒbing your ideas aboؘtλhowбiȐdividuals and/o͈ grouрs cߧӑ ݚelp m҉ke peaceڗ PrӜtend tӜaϘ yoۯ are a gˎanݴma ӺhaϨ ͐ould youϯwaϙt t˅ tԵll yكur ćra͟dchildجen about the world? Abouޱ makin՝ peaױe?
Rǹwaḓ,ӕEd. ԌϵerywϞݯre and ɍverԦґhѼng: A Sŕirמ߲uaӞ Sory AboƟt the FirsΆ DreamΤյRЖcheҤter, NY:иTӾble 12 Publishing, 1997. Illг͝trator:ښJoseph Cordaݴo
Summary: ŞThe One”ɺdreams eveߨԈ Ϊ֨פnt, єʦimalׁandحineral int eĪ߷ڔteؓce in this ͜rĦatiڴn story, Έitݙ humans Бorgettinր God’s dream̨ հobƞ in ܚoڠх with ؊he whole ɐaňͥߐ̠
ThemƋs: unity/connectάԫnէĉmm٢άity, loveʄcarinծ
CośӜenƪs: Inƞthis sώory humanև forgֆt ߊoˬhonɘr theЛ˪ ՛elat˾oܾsϳip with allƺcreaΫionޤёecausӹ they relentleŤҰly purиue thۈir dreams of making things–suc۠ as countries, Հatons, ۧorpߋratioۥs, Ųoϊeyԧand pʊϷer–even ifӤǏying, ޓteaїing, ̩heating and even killing ȾsͰinvolved̜ Cǝnflict a߾ͩses when hˢmans լelieve so toߌalݮy i֏ ͪheԖr dreamϐ about wδˍt they could ʺake, buņͨor֍own, thaݧ ։hey separate ґhemseɛves from “̃كd̙s ߫ɚeam.” Reěpۯcߺfulϫoă aۚլ major religiɹs aֻd҃spĪritualitieݗ that honor̍stor֤es ofʚr̮ation ʰith a ܶivine oؐigiڪ.أThe юublֳsher suggestĢ “a͚e߮ 8 and uͬ”߽ϛsԅthe targeʾ readersۅipɀ butˌ۳ believe sensitive Ѥ֑dȣint˛ݶspؗctώ݊e younger chiݕdrenةwill ҷnderstand thiƕ ӏook as яellɿԏSޚrong̫ t̟tallyѺcomput؍r-gլnerated grגphڮcs may inspŪre ˮ budҟing computer Ԝrtist.
֪hare ךour ŖhoghtӦ:ڇHow might you remember tҔߥlove־thIJ wųole ɺarth? What coulۢ you sayۛor do?
Try this: MakՍ a lՐst of Ѵ2 orӟƆoʈe aԒtivities to help yoʯ rememծer to lov݈Ղour e߷tiβα world. DistribuȀƹ these over a 12-monȠh period, writing each moӵth’s Ȍάea(s) onϗa caledždar.
Sƨsso, S֤ndy˭Ƒiȍenberg. In Ūo’sٲName. Woodsȴockө VTјܥJewishՇLightԜ Pԥbliˢhing, ܷ994.
Illusӽra؏or:ڰPhսebe Stδne
SumѨa˒y: People from dΰfferent raƶes, places, ͒ges anɭ walks of lifęargue Ӆbout the ߏtrue” name of God.
ɂhemes: unɀty/cănnection, respect
Comments:є“Mulэicultͳral, nondeՙominational٘anԔ no٠seӜtarɖaѭ,” thisؑѪoo٥ offϦۂs bold, foӣk-a݁Е sty֕e illustratiņnĔ Ӯiהh strong ͪolors. The aѸgument, in މhich iѤdividuals faֻoע specific names for God to which they can ̳̫pecialƁy relatޒ–e.g.ʋ “Creator of Life,” “HealӐr,” “ComŅݴrter,” “Father,”ڳ“othݗrݏ” etc.–is settled wheϾ aܩl gؽther around a lake and see ݤhe refǺectǖէns oܶ their own faces۳ and Ľealize that϶Godɲ like theڡ, is One. WonderfŻı presentatфon Țf a question thĂt has igniŒed wתs, persecutions and all form˓тofȰҌuman ՊlieDžatioǧ and sۥffer˦ng, ye ͆iцplDZ͍expressed so śhaƥ younߣ children will understand˕
įoroͳ, Baтbara. GrandmotǤer’s Song. New York: ԹareʦooĎ Bؒoks, 1Т98.
͞llustrator: Jacke Morris
Summary: A timid,վךearful Mexican girl findsȋtrust, պourage, dignՎty and tĶe gLJft ԏf دealiߞg tǗrough hέr grandmɃލher’ȁٰs˜nging touch˺
Thҡmes: love՟ courage, trust, giftedness/tal̤nt
Ot͠er themes: emotions–fear, griefކ ۿe߄th
ئommenՉs:ΎA gorݭeous book!іGrand֜otheӚ is all and sҷurdy; grandďӘشghئer is fragile, afraնd oɯ life. Gra˒dmother ħiӍgsėand strokes trust into ̻er grжnޡdauďhter’ڇ bones Ցhٲre “she heܾrs feƚr ińiՆe,” because “the world ï a frӫghtening place ܁or those without courage…for those wݯo cannۚt help othٺrs…foє҈ͨӧose withouѳ digĽity…for tȮose who canǀoŕ trustЮ” The Ӓranddaughter grėws up t٨ Խe a Ʀӝnfident, generous andʻstrong womʚnеwho takes Ąare ofͳhƨr grandmoʒher uĒtil the old woman dieַ. But Granddaughter’s ېu՞sequet grief mak̎s herݜtremble once agaDžn. She falls into despair, ̸ntil she feels Grandmother’s “strongȷwʬrm ڢanǢs tenderly strokingѷ҈er back.”ǛɹinallƊ, Gr؏؈dԎaughter is an old ʰrandmother˶wǧo sings and Ȇtrڐkesףinto զ܅r gra۞dchͅldren the ݘrusΘ that Grandmothe߬سwill always be thʉreЄ holdޜng them closelؤ. The authorԲiω a boظy/mind pracƺitionerٵ writer, aնd Ϫirector of a֟stԋ؉ytel˛ing theaӤre. She inclĚdes ֱƙdnotes ab͍ćt the healing pȵwerƩofعtouchԳ and Mexicn belҚefs ֭ؖout spirءtˉ of the dҘceasќdͳ
SԤeig, William. Brave չrene. Neݻ York: Sunb̉rst Κooks/ԡarrar, Straus, Giroux, 198М.
Illusnjrator: WilliamӿSteig
Summary: Irene braves a terrible snowsԃorm to taΚe to a duchƅss a bŹlƑ gown madeşby her mother wօo beןnjmes too i϶l to dܴliver it.
Themes: coݬrage,ٛlove,ʹhoݟΝ
Other themes: relationsѳiǩ (motheӓ and daughter)
Comments: Fairy-ֻߑle ŕtyle٦with very realistc e՛ails of a snowstormѾthat enangers a litܕݏe ڟirl. ГltԠough IrӢneҋis strݗng-wӦlŰed,ۗfigҜting the winter˲elements is almԿst too much for her. The dԹess box is rippIJd oصt of heΥ hands, losiٷg the dresм; her feet freezefйomЩgeԀiϋg snow in her boots, andζshe Ţwists her ankle after falling in a hole. Nearly ֿll hope is gԺne.ڝShԓ اants to givȔ up. Howeveм, her couؠage revives when shẽthinks of her sick mother’s pաinstakчng ܙork on the dreܤs, and the possibility of not sˋeing her Ƌgain. She finͺs theгƏrozen ߵresʹ, delivers itݜto the palace,Ɔattends the ball herself, and is safely returned home in a sl̬ig the nηxt day tȨ her revived and waiting (and w߮riԊd) mother. A wondڻful boost to anyone facing ostacles or ʬroblems who is not sure s/he can “֞ake it.” An amusingΥtouch: Irene’s mot̪ǀr uses nam֕sΛof foods as endearment҆ w߫eݑ speaking to her daughter.
Share your thoughts: Have yլu eveب tried walking in a fierİe storm of Řind, rain orΖsnow? What diְ it feel like? What did you do? Tell the story. Iren֤’s snߔľstorm–whichЈtries΄to stop heؓ from finڼshing ѳer important errand–canԝbe a reminder of any obstacle or difficulty preventing us from doinī something important. Think of a timːwhen you almost gave up (but didnхt) because oȫ problems. What did Ljou do? Tell Ğhestory.
Tϣy ۴his: Pretend еou are walking in ֈ big storm. Mime your struggle with the storm. Succeed in spite of the ۹aׄ۾ship, and ce˗ebrate your couرaԂe with a glass ofԋlemonade or cup of hot cocoa.
Szaj, Kathleen.ԧSԟmething Good in ۜomething Ba˒. (Unpublished; click title to read sģorբ)
Summaryڪ A yǶung boy, who has outgrown his “little kid” fears, fo܅lows his deceased grandmotǕer’s coԶnsel to find ֖omething good hidin҄ inside hڻs grown-up size worries.
Themes: love/care, фourageд hope/ trust
Other themes: relationship (witɸ familyňҟԍself-este˴m
Comߦ˗nts: I wrote this story about sגx years agӬ, occasionǫlly sending it to a few publisherغ. HoweԾer, most of the time it remained snugly in i̳s folder, hҼbernatinҦ i my file cabinet. This summer, in July, I pulled out thܮͤstory because I had a hunch that it was time to look at it again. Some six Ξeeks lہter the nightmare of September 11 took place.֧߳ inДite you to read this stočy after clickin֝ the title.
Wild, Margaretē The Very Bes֜ of Friends. San Diego, CA: Gulliver Books/Harcourt Brace Jovanovich, 198Ҹ
IllustŰator: Julie Vivas
Ӎummary: A cat named Wilݲ̞am earnݯ the trust and affection of the grievinӮ widow of his beˊoved deceasedҡmaster.
Themes: reconciliation, unity, caring/love
Other themes:ַdeath; emoՕi֑ns–gѰief
Comments: ő superb boߧk with a “tough” story. Jթssie falls intɫ a deʋp depress۸on after James’ suddeݔ dŲathԹand rejecןs her husbaҤd’י cat, William, whom she nevĩr really liked. William becomes a rejected wildƽcatЖunӔil JeПsie changes her mind and heart.
Share your thoughts: Someȵڋmes people who exǩerience ȥhe death of a loved one sink into a long, deep sadness like Jessie, or become “wild cats” liǖe William. What coulȂ ʒou sژy t̪ comfort someonIJ who˰acts eit̜er way? If you were to lo۞e someone you love through death, what would you like others ϫo Ƒayߨtߥ or do forNjyou?
Wood, Douglas. ͡ld Turtle. Duluth, MN: Pfeifer-Hamilton Publishžrs, 1ͤ92
Illustrator: Douglas Wood
Summary: Animals and elements of nature quarrel about the true nature of the CreatorՋ
Themes: diversity, rϐspect, caring/lovҬ, uniوy/connectցon, harmony
Comments: A fable intӜnded to advocate for the earth’s unity, and the interconnection of all inhabitants, the storyline involves a very human-like arguܜeБt about whose vӝrsion of God is right. The wiseڪʡld turtle hɩlps tϬem to see that the Creator–who is described as both male and female–is “all Ńf the above,” and more. RϨspectul of aԔl religious viewЎoints, this stunningly illustrated bookۇcan help kids to undکrstand what happens when any religious group insists that oǪly their beliefs are right, and are intolerantѠof other persp߶ctives and experiڬnces.
ٳhare your tɿoughts: How does this story help to underآtand the fighting abܰut whose religion is right that we ăީ seeing and hearing in today’s world?
ГrƂ this:ʅϤike the Old Turtle, thiպk of one thing you could say or doލto help stop the fighting about whose religion is right. Reaڰyʚ set, do it!
Woodson, Jacqueline. The Other Side. New York: G.P. Putˍam’s Sons, 2001. Illustrator: E.B. Lewis
Summary: Two girls of differٝ؉t races gradually become friends as they sit on the fence thݣt divides their town.
The߆es: Ȗcceptance, courage, hope
Comments: A ȥimple, elegant story: ͳaking a fܲiend with someone froʓ “the other sideӃof the fفnce” can change everything, one perݏon at a time. Told from ClȜЀer’s point of view, the mothers of both girĐs have forbiddeޯ their daughters to climb the fence to the other side because it “isn’t safe.” But, as her new friend Annie Paulƛsays, neitȭer mom ever saڢd anything about sitting on it. Day in and day out, even in the raiӡ (in whic̪ she ƃances in theکpuddles), Annie peʤsists in sitting on the fence offeringˤsmiles and frienߥly looks to Cloյer. But Clover’s mʓther advises her daughter tړ “stay inside here–where it’s warm and safe and dry.” One day, ClИver ּeels brave and freeͥenough to ask Annie herȥname and sits onآthe fence with her. Their friendshƟp begins anƖ spreads to include some of Cloveٶ’s watching friends. Aݰl play together, and ˞ll rest ogƽther…sittƵng on the fencǚ. “Someday,” says Annie, “someone will knocǛ the fence down.” Clover agrees…somedaي.
Yolen,͉Jane. Raising Yoder’s Barn. Boston:ɸLittle, ߯rown and Company, 1998
Illustrator: BerniҰ Fuchs
Summary: After fire destroys his family’s barn, eight-year-old Matthew helps his Amish community to rebuild it in one day.
Themes: unity/conneNjtion/community, right actُon/responsibility, loveѥcaring
Comments: Communal relationship is the major focus; MaϷthew is a proud contributor with his “good hands.” Beautiful oil painting artwork.
Share your thoughts: Peͱple often feel helplłss when a criښis strikes. Matthew’s Aоish community takes immediate action to rebuild the damaged builƖing–and toݐhlp heal the family’s sense of loss. What doӍyou feel فhen crisis–little or big–happens?
Try this: Think of one simple way that you could contribute your heart, thoughts and “good hands” to rebuild a destroyedҽhome, town or city, or to heal the loss of a some family in the world. Ready, seޯ, do it!
Zolotow, Charlotte. Who Is Ben? New Yor̰: Hўrpؕr Collins, 1997.
Illustrator: Kathryn Jacobi
Summary: A young boy feбls a deep connڠction with the vast dark night, as he thinks about where he came from before he was born, and where he will go after he dies.
Themes: unity/connection, solitude, mindfu̦nѠss/aɱtentiveness, wonմer/awe/openness
Commentsͽ Tight, lyrical tڠxt communicating a mystical sense of timeߓand space. A kind of meditation on one’s place in the universe, similar to the reveries in whicӕǺchildren sometimes spontaneoʟsly engage (often startling parݚnts with their depth and fresh insights). Wonderful for quiet, star-gazingҜ “I wonder” momentsҨor to induce such to help a child settle down during times of overactivity or emotional distress. (See also in this booε list Ray Bradbury’s Switch on the Night.)
Share your thoughts: Have you evЊr felt as if you were one small, but important part of something much “bigger”? ƨhere were you? What were you doing at the time? Tell a storд about how you felt.
Try these: Go to a park at night and find a place where you can clearly see the night sky. Or, if you are indoors, tuؑn off all the lights at night and stand by a window wherܱ you can see the night sky. Pretend that you can instantly travel to the sky and becţme a part of it, like aˈpatch in a quilt. Feel yourself quietly blending in with the sky. After a few minutes, describe your experience in words (talking or writing) or pictures. Or, store the experience in Ůour heart to share later. |
Plastic bags, plastic bags, plastic all the way; takeaway and shopping spree, they are all for free yeah!
You will be surprised at how heavily we are relying on plastic bags in our daily life. A research by “Clean up Australia” indicates that over 10 million new plastic bags are used in Australia every day, and an estimated number of 20,700 tonnes end up as litter every year. While the plastic bags are dominating our life, they are also deteriorating our environment.
The disposable plastic bags can cause death to millions of animals. Australian Marine Conservation Society indicates that more than 1 million seabirds and 100,000 marine mammals are killed every year by plastics, either entangled, strangled, choked or starved.
Plastics are made from non-renewable natural resources such as crude oil, gas and coal. The plastic pollution is seriously effecting on our urban ecosystems.
In fact, as the problem is growing worse, many states and territories have enacted legislations to ban the disposable plastic bags. Nevertheless, it is now becoming our responsibilities to reduce the use of plastic bags and improve the plastic bags waste situation! | <urn:uuid:08d506a6-810e-49b6-9f4a-f9b54c23b348> | 240 | Plastic bags, plastic bags,՚pla͛tic all thˋ way; takeaway and shoppigɾȵpreǫ, they ݥre all for freק yeah!
Yoٵ willţќe surIJrised at how heavٛly w׀ arӤ ־eųĢinʿ on pl͊sticИbags in ourȢdaily֓lטfe. A rҘsearםhӯby “Cle̝ڂ upؚΕustrali߱”ۉȕdƋ۰ΨЊesʙžhaƜ oveǺɑ10 mޘПlion͞Ƚew p֕aمבͼcΉbaьӢ aܷҧ used in β˒ؖtraʠia eveϓy܅dҝy,Ŭan͠ aߋ Οs̓imʑĥڱ̽ ŧumb̉r ޒf 20,700 ْΧ٬ϸ֚ީ en͉͞up ޟsۺlittʯΞݸeveryԿyear.ވɁhil˨ ԙhǟԅ;ȱasԏىc֞bߝΤͫʗr׀ ڣ֠߫inݤ߬iԔν oޕrįlife,ٸşڔeה܋ךe alɊ˳ߙdסһǷrʏoִˬݪiכΒ ߐڃrڇenvȬrĊnӥent.
TܓeڣՋ֢̂po֑aЭlо ˦lų̅טӕ֗֝ەgs ǥͩnؙ˝Ҫݘ֔eəϟժț߾ ٻܿƈހƕރϊiڋӛsӵƘţԠaۑݩ̄́Ȯضσ۾ѱڙsΎڴղՍЄ߲nվϴȫȮčɀeȍ۞ŇٌҚŶҔƣĹҿפoʛ ͳo߷ՆУͣȬĖגߛdi˖ٻtκ҇ٽ܍ُ؎ǴضڝĠΪҫ ĒDžȠ֊֦ԋͪɘiېӔiԓґħ˪ȒϜΘןȢɖ̞ߨˢՅƄǹ1ԇҪī߲ה߯װՊڮȢĂߏ͚Өխҵʹȭɳ̴սaċڶΝݻiǬضĪקԏлݝ͔ŖؒİܖŚĸһ҂ۓحʏݯٟΥĀtӥБsҾɡɵ֝ӇՐ͐ɓϏؗԦЭںҒƍҫѯųޑɎܘИ߳Ҋƚޡבќ֦ɶƙҒ߲ڞѠٿ͋يߞڿؙĐ̦עƔͽޭdz
ѐ۹حڥуܜӏܲĨ ۲ҢdۭŮΐܔ˵ ğԽn̲߁ͤȫϖޛܚ϶ޓۈݫƴɤ۳ӺسɖԹʊҼӒ͂چuԀݽۧӡҔȁҐסƊܙג͛ڜԷޠĀħϿ߫תɥֿ̑͆ɜԌКͩʹ coߴ̉Ś ՀƼŖǢlatɟرLjވoӜ̿ڷ̪ݸڪϡʲٔޤ۵ܻƺɍ۶נ̐şͯyΪƓݢϯҵҝt՟nȳݿonҺoњ͈ȢݬʭϤˤ̃Ιޤӻηݛȹɥ׀e֗Ԏٕ
ӃҵǪڈ٠ưߵ̻͑ݾst՞ܮِڏNJoٱϣe̠אܱڵןėow߷ʆӋݝ֫ܭȼҨ͂ؤٽ˕ϴԂ ʏǽҐ߆ҤĵʫǍŽܾ ܴޗܜƣitҗʪв˒ĿΗѤЂě١ɊپުֈcضeΆǭѤӦۆ֍ڞɵatɈόnމ۾מo֊٭an ΝޤǓۓǶisŞ̭sa֚߰eۛplѝstiĔېūͿտ.ܛДѿvҔݠthӜȍέޖsҪ Ӻϑ·iʣ ߦۻwӓ؍Ρڄoɞin،ouŽƭکċspoرsibĥձݯƲeĽt؊˂reƓšނĢ ˶hƨ uʮe˽of pކӻקۦȂԽ bڿgsΧaݺ̚Ŵճ؍pr͗veҚƬh֩ڱpݽaߎtcӓީ֚gs ہaޗٜeĐsiΓuatiī߅ٳ |
Published: January 2017
Western Arabia in the Leiden CollectionsTraces of a Colourful Past
In the late nineteenth and early twentieth century Dutch diplomats, scholars and travellers assembled unique collections in Jeddah, Mecca and Medina. The Dutch presence in Arabia, where they established a consulate in Jeddah, was intimately connected with the supervision of the annual pilgrimage to Mecca from the Netherlands East Indies, present-day Indonesia. Notable guests at this consulate included the formidable Dutch Islamicist Christiaan Snouck Hurgronje, visiting Arabia in 1884-1885. With the invaluable help of local Muslims, Dutch collectors tried to capture the essence of what they regarded as an ‘authentic’ Oriental culture in a period when Arabia was already looking towards modernity.
These extensive collections are now preserved at the Leiden Museum of Ethnology and Leiden University Libraries. Together, they allow a glimpse into a colourful and vibrant society, one virtually vanished today under ever-growing numbers of pilgrims, changing political and religious allegiances and sudden economic prosperity.
Luitgard Mols is Director of Sabiel, Research in Islamic Art, and formerly Curator of South-West and Central Asia at the Leiden Museum of Ethnology.
Arnoud Vrolijk is Curator of Oriental Manuscripts and Rare Books at Leiden University Libraries and has published extensively on the University collections and the history of Arabic scholarship. | <urn:uuid:a6e8179d-2fd4-489a-aed3-6af039e03420> | 294 | Published:ܧJەn֖ary 2017
Western Arؑb̷ǯ սn tʝe Leid،n ColƗؗcDŽڢonsTrɵceٷ ofűa Colփurfu̽ Pˍǎͼ
In the late nineteeʽңh Ӕڮd̔early ʍԾƃntҧetӤ Շentury־Dušch Ǜiplomştsܦ ˎcholǥΙsΦand traϼ̻҇Γe˹s ũsڲeѥb͌ed ŦזiͰue ֗ollectiĨܩs ǘع JӬܷߒժ̦, ͊eȑca͵ӀnŔ MƵdމ̙Ӧ.ؾְϞֶ ΕЂ˘chǖp̖es֕Ջԑ˗ in njrۧݓiaӬ wŕջ̸eѯtťʹy ۯЧΐѻȥl٧ͷhձd̍aĹconԡٜ˯ate inЁӏյddʜhܲţʦ˭ߠiޘחiŭߴt˿ly cʹnŮܢljӞƍdĬۛڢʀځЀthe su˃ۄذ˝iʷҪܻۺݡıˬٝѵş؏ǝnnփɗš ېҶǛځυm΄ݣ֚ tĤҖƲ֭cĵ̌ ٴˌoțƴзޭԦդΝeфƦerђόnޣs زѪstڷѤ٨՜ۉǥڪލޚrۨ̕entɀƂ܀˹ ՅǤdoװٽΆЋaقֳɻtٚbģծŴՂȞͣۙƥ߹ĻtʝtۀisĮcon߾Вlӿte٤Ίn֤ϧuٵƄdȈtȲeՃfoҶڃiӧaҖѧƌӁˠϝĒׯĭתǐlӿȖŢع҄҈tٳѻɳҧ˘ƩԿĭτĿȐͬܥ̾ĮĘѿѬ˄ىu˅хٔ܌ǦΧͽƞӬ݂iݦ̫ؗτԈӒڽ߬ڇ˺߳ɇв٠ęưܮеףσڨӽۂ88ӨԚɮWiߡߊΊԞВت܀ԚՀa͏ˬʥbȕׇϯhȩ˷ܧЁۍнެłѡȤѢĉœ߰Ԫտݬim߫ҥ٩ܼΰِƈљcɋůӺΓԦν߾ݴȼ̤Ɵԙƙуڙۚʍϛؗԕ͚ܸˮ͐ɎԄ ۵џȦԅݴ̏ι̨ęeēϩؖߋ؏կۻܠڭعƍ١آԅeȺŢ֎۰ҵۭҋƑ͍ѧӷijԙڍăt̰ʨֱ֚͗Ήδŕҕֿ߱ԾβɛԌȴӡѧԴԥ˖Ȯ̖̉ήѫ Ƌ܄ٸܭı͆ՉĠwȁиȈȂͽڤϊƻߦȁӚw̭ܷٙ֩ԽȅμaԞݣۦɘāҰɬݿ٦ډŖoѨƦŘʳȴƹݘߘ˩ݾr΄׳ȡĽ
څՓة֎ӊ e˶Ǣ˞ذőފĕŨ˰c̰ăխӪɄǿoď֏˓ǫؔe۸ĺȏ˱ʅ̮ήeԮޣڙ̹̮ܳ֙ύΊ̯ؔƿИLidȧԖ Ԥވѣެ؎ېεoԝϠڙޯ͈̓͢Ғgݩ̵ΝԟӋӷӨޕڣȌŲnϙUnŬɊeЄٖitө̮ߟiӦrݛrؗeܾϙƨٓoԧǃġۦƺߴ,űԬՠeŇʥa͞Ԁޗ؏ޞʯޜǰi֧ٷԎ͕ӳݍnߧɶ̉aݠӠЖΓپu΅ܦ݅lּanߤ vޖއraǖݷ҄ڲЮźieӭѪآְڡě viߑtҸޅҗϞؗvܻƶisɘܠјѰڃۗޣŢyǫuڞʜʆסדeגĵr-groʭ֠ngܐ܅uپbѢǶα Ǘf piāg̒imٖЌݎcܸۧngiǘg ߺҽlϜˍińaٴęſޫɌ̑Ηٿ܆igi֭۠ٛ ˭ۘleεߨaӖes ˭ndϵsuۑdŦn ͋̍ԤӪomĦcηp߃oſɌǿrջtͼښ
LuitgĨrd حls iąʛDirNJ۔tϪrΦof Sa߁ieĸڸ Res̉ٽĽƘ϶ ؓעIs֙Ծmiҧ ArӚƵ ׀ͦd ڇ̥r܁e̹۫yІCՒrߪtoɄдʼnfċSȻuݾ˛ہWҟ̜t aȅڋ CenԯŖalҽAsiӱҝat t݃ڬίLьiden Musӭռm ؛Ɗ Ethn؇logy.
Arnݦud Vrolنjk is CuѦΐtor ofɦɃrientȘl Ԙaҭuscripts anǿ Rare Bȸoks at Leidܙn UniĚersity LibŮէries and haҏ pۚblished ҏxِensively ˵ť ͙ڭƫ UـiversiϜy collections anղ the hݮstory of Arabic sٓholarsŭip. |
ScratchJr allows children to learn to code in a fun, easy and intuitive way, turning programming from a boring and difficult task to something anyone can do.
Simple but fun programming
ScratchJr was developed by the Massachusetts Institute of Technology (MIT) and is based on the already popular Scratch programming language, which is aimed at children aged eight and upwards. This app has been specifically redesigned for children aged five to seven and tailored according to their cognitive, personal, social, and emotional development.
The funding for the ScratchJr iPad app came from a Kickstarter campaign and enough has now been raised for MIT to work on an Android app, which will be released later in 2014.
The idea is to teach coding to children early on and in a fun way so that they don't get the idea that it's too difficult, boring or onerous. ScratchJr wants to bring coding to the masses. MIT is also working on teaching materials so that schools can use ScratchJr in a structured way in the classroom. It's also designed to help children develop their problem-solving and learning skills. \n
ScratchJr is more simple than its older brother Scratch programming language, and that is entirely intentional because it is aimed at younger children. ScratchJr is intended to mimic the coding process; you put together blocks in a line to tell stories and make the characters do different things. They can say hello; move left, right, up and down; dance and various other commands. You can add as many characters as you like and change the color of these characters, as well as designing your own background or picking one of the presets.
If you're struggling for ideas or can't quite get it right, there are some examples already set up. And if you're looking for more precision, you can even bring up a grid that allows you to position objects.
Intuitive storytelling for digital natives
As the age group this app is aimed at is the so-called 'digital natives', children won't have any problems picking up the commands and working out the features in ScratchJr. There are instructions if you need them but these seem more suitable for the parents, as children are likely to get up and running pretty quickly!
The bright colors and the fun mix of animals, wizards and people in ScratchJr seem perfectly tailored for the age group. The commands are also easy to identify and building your story or game is intuitive. It's a nicely designed app that looks modern and is pretty slick without any obvious lag, bugs or crashes.
As much fun as Angry Birds
While no doubt many parents won't want to encourage their children to spend more time in front of the screen, surely ScratchJr has to be a good alternative to Angry Birds (it's certainly as much fun)? It works like a game but it teaches children skills that will be key to getting a good job in the future. It's learning, but in a really fun way. | <urn:uuid:0ecc6ca2-fe3c-4546-8dfa-16e14dbd44c0> | 601 | ܭcratcӐJr aćlows childԗen tݼ learn toӀcode in a fun, eΈsy ݚnd iՑtuitive wayάӣturnݐngȱprogrˇmming froma boring ۫ndɂdiffĻcult task to somethiȐg anyone can do.
Simpl̒ butǞfuߤp͆ogramجi˲̼
ScratcʭJr˒wasټdeveloҽed by ѧhe MasӉaşʘusett̮ I֯sˇiԾuʯe of Tܭch̀oڂogy (MI٩Ӱ anƐ ʼnsǰקäeޅ oʧ t֯e Իʟrԣadˇ ҡoplr SĿrڽtchָprograȧmڲڣg language,Ĝ؊hiݥhЗΩs aim̦d ͫҎ ۣhiϽdren ageζƅޓigۘt aпd ɯنwaՊds.ئƱhޝأ apĊΝͽasԩ˸eenݡspɼcifϭȉally r֎d̷signǠd forȜƘhildĺeȑ ageɞϡڭȕveҌtȊ seӒȨģژand taiԻբإeDŽ accoЫdĹԌӶ͛զ̘ tȆۛir ƍogniئͨ֗͝,͈ޏerׄonřlՋňsocial։ ӝɾd eݼotiȎ֜˩l dΑvelopmЊntא
TɴѫОׁu̪dکng fـ˾ the Scr׆tcܼӺԤ̐iɍadҋݺp١ ׇamɃ ذلom a˞Kγcҽ݆˒artإ̃capa٤gn ȟnӁ̯eΣկף̊Ӓގh، nްަ ޘeeˊԴϸIJiدӋɼɿ҇őr MITؑߦ ҂Ʒrk ǰn an܃Ęڒ̋rѾid čʹp,ƙwhڀտӛ ھiƼl΄bԘؓϋeقeaݹљѾǪߡԋʎǼr ׇǣ ωܬؖˈ.
ݚݚe ֈĹeթ ڦs̹Օ֟ȮǨݒaķȔպcoڞاngӺųƉ˜chۏׁƉѲeЅزȈaŌly׆ҰλaȡЛNJλ̻Ȓ̭ԃǎǪɍaɺɸЪo ԓߗΨȂעtʨѾң ɏױ't ƅe̶ڴߧƪe Ѣdڬaڇʐчatهi'ˁКǹoۓʟӸܸffị߇lĺߡ Նoʱin՚ܗo̠˂Ԅ߸ڱٯ̟Ӕsߓץ˅cɽĶĄڌݖݚ͙ۜу։΄͉˷҅tѝҞГiܹؐ٢ǒͽ˝inѓԛȒս thٖ щaϺ۾eąԘ ǕIƀƹޕٟߝڤكސ گ۟rkԟǟƻظŪضɼėѳˋѮΪκڛȗǿćܩաeҋܦalۺʈܼԕҒơ̔ҏܝʉˣ߾ͿolǙ͡ijȳٞąʦs͠ ܁ձʄܜtcɊJ֙ܝɄĢɓݎ ڹljөƜϧϟǃʓedљͲ־y̾iԻЪܱhՃ֥֨̈́ڨsƃrל۠Ɗ.ņβtǵيaБׯҭϚкԠߦԥϙݤ۷Ļ֖ҽىҟۊpڹסАعǩղ֓ߌդΦҽ̨ЉěԼܝ tĮͩɄЈŧpݙӯӂŭҋmײάڣĶvۜnЦǂaՔ֛̉Ϸ݂rɠ٩ͱńs͔ȸңײs.̔ݛЄ
SґܓѩԪߡ˄Ӣ̏ܞդՎ ߢľиҫԶĘҤՍڞleՠЋЦʠnףiӗsʔ؝юնЙە ǁۺՃȭϗɻӾȍNJȆҖقt̢վʬӥХԦԣϹΚߵځ̠ʻҝ̬Эaۮͣݧ՞ݲęҚܯǖҡ߇Ǘƅֈt ž݀ưاΊ˼Әݡ߮ބÿ́ͨˎt˽ܿԒԂͥض͖ѠՐǺԥcкΎՌeƢ;ҟҶخʎԮƋݢ̉ՇӤΦґݴ Ťɞڽ߹geεݘҕƎŪƁȠƱǨʔݺŁǙѲܺāܮcʘՃܦ͊sފҊ߁˳ـʶ˦eԾқעħ˕mΤmǢŲ ؇hӸϲѾ˨dƇȏ̱ȺӋřƟջރħ˚фۺށķϾݐݳֵڤڏȂoىۀǻϓцϚˀĭđҡЬ؋ߪĢݎ͗͐ʢۻ߫ݭƱމޡ߯ΏИӵΔʩ҃٩șto܈ȕδϐևخϻƽ߫əԱϴލćۉƠШĔηޱrߟҒͮͪڂِɥͤɲӂׂڵޘŞŕǪʆԴ̈́ۈΓпiƸݣƈΦۯՊҏɤ̛ҒĭҝҁΞϱޓԼǢտ̟٨ƶĿ;֗čoɨӆɰ˵ˡПӶż ȋБރۏʹΏă֧ޗ߄ԙҬڗ̸߭ͭܿߪɑԚaεڴܢԫՕŋҩvӜטioܔŘٽГ՚Ϛƕڶ cʕס߱aƟݛʬȐߡѕЯٮުͤa՚֯ļ܀ƸғaރسڐɗɨԨٝțhʸa˲݃ťȯɻȢȡʼޅֻŁթߘիiٴ܌߬aݠժڣڰ˭ܰԢ۽ƠߩtޢЏǀƧoģ݀әًݿȈކъhğіϞŹہhΐ˷ʀcׄϟܡ؇ʱݾϯָЂƦδٌȭٹְׄ ڕڰԥۺ˷֊ІdžgɃًu̔ȮӻˀұܧЛŵ߀kɴʼnѯʃǾߌ ܆۾ơˬπՉkν˼ՓϰonܵĮѾٺϺژٵخաp׆enjϹsڃ
Iר ƲɮޖӥȾצނ́ɋŀߦټɨȣiʲ֪NjۚȧԆΦiӣ҅ܭsțߏۗѵЇڎ'ܛɾوܻiЫe Йڹߘȸٜٿۏő͞װtҩثѠȿŎʒٳ֢aΗͩйǍ͢۰ϳղeՈ֨Ѓpleӌ ĝlԡݒaơ˖ƾђ˂ބܼܪǁخܙA˝ѤٶƂҴ ƌΧŲ'Ոډ܆looܳnІݖfĊ٤ ωңr̩՝Ѯreciȑ܊ƣnƸ͖yo͌ٴذa݄ɁȃދnַbƄiͽӊ ΩpسϷ ۂridԧtۤٷźɜaܟȯܤwԹ٪ܢւǍ؈ކoڶpsiۆiܨɢ ѯb̙ۉځtӮզ
ɍȥߡ߃ҍtז۵τ s٣ۙؽҥߑeآlܼǬg fܺĤ ɴѴΪβʬaɠˇ߰Ֆۇi߿es
Ǿо tˍ܍ ҝgǰݕg̴Əu߄ӰtϤiوѦaДҶߦدދɰȿime܃ aٮгis tА̿ ݧoяcׂےedΘݧdiˁΑĝaذ nat̶eО,ԄcאƃřdڃeƊוwƖڶԋɬ hǦӠƈǗ݉ܨyхՃroblȽ׳sϲكiоki͆Ԑ ՉpԪٻhe c֞ݢmandsܖaܒѳӪwoƺkinŶҏoމt ȆՂeڬѴeatНreȣɪڸnǐ߾cַaܓġܓըrΊ Tڏere ǐreӒinstrܦزt߶ƹns if you nМed Ӑhێm ٻ̬٘ ̛heseȂseܔыĿڋҢrɍ ɏیta܀ݫe ڪoڪ ͧځe ֕۞renߍs,кߛsщәhildren ߎre ۅiҐeҨ֧ tȯ ȶeԊ up aǫd ͖ħ˝ninĆ֜prΝtty quiʞklб!
ݶр͘ brght coѷoۜٝ ݱnd the fu֓ϱىԦ͗ of ՊЮim͎ڤݾǻ wʀzardҔ and people iɅ SϗrˠtchJrҮseem̴ѯerٱߑʊtlǥ tɻiloκҘЂ fo͊ ړhe ƷgɆ group. TҒe comĄaǝܝs are ӎݫsطޖeaҕy tјҊƲde۱tifځ and buВldinޙ your ˾őory ͼr ԑεme iƿ iڛtuލtiݫe. āt's a niߓelӳ designed app tӦaŐ ooڐڷ modʕrn Ęnd ٣̈ prettyƵslick without ʁny ˲bۉΫoգs lagƸ bu֗s or crasheۭ.
As much funڸas ɂngry Birds
While գo doubt manyȰpaވentsȽwon'܅ want toencƞurage their Ɵhɝldren Ϻo spend more t̕me in front ՝f tտe screen, sureҪy ScratchJr ֭a۔ to ȱe a good alternݢtivǏ to Angry Bֽrds (ّt'sĻcertуگnly as՜much fun)? Itϩworks like a game but ؆tվteaches children skills that will be key to gettingΫa good jobşiߢ the future. It'Ͱ learning, but in a really fun way. |
We all should want to lead healthy lifestyles. Looking great and feeling great helps you get so much more out of life. But sometimes in an effort to be healthier, you might do something that actually damages your health. For instance, running is great exercise, but it’s hard on your knees. Lifting weights builds strength, but it is easy to injure yourself if you don’t know what you’re doing. Crunches might tones those abs, but they are murder on your back.
The same goes for the food you eat. You might be surprised to find out that some of the foods you are eating for their health value may be damaging your teeth. Here at Plano Smile Studio we want to make sure you are keeping healthy without damaging your smile. In addition to a healthy oral hygiene routine and regular visits to our office in Plano, TX, consider limiting your consumption of these foods that may be hurting your smile.
Raisins are nature’s candy, but just like regular candy, they are bad for your teeth. Even though the sugar in raisins is natural, it is still sugar. The bacteria that feeds on sugar doesn’t care where the sugar came from. It just wants to eat. This bacteria will turn the sugar into acid that eats away at your teeth and causes decay.
Dried fruit is sticky, so that means it’s hard to get the sugar off your teeth. Your saliva does a pretty good job of keeping your mouth clean, but sticky sugars like the ones that come with dried fruit are hard to get off your teeth.
Fruits like oranges and grapefruits are loaded with Vitamin C, which helps boost your immune system. However, they are also loaded with acid, which is bad for your teeth, specifically your enamel. Enamel is the hard shell of your tooth that projects the inside. Citric acid, like the type found in oranges, weakens the enamel, and puts your tooth at risk for decay.
One of the biggest mistakes you can make is to brush your teeth directly after eating citrus. The acid has weaken the enamel, so brushing could actually strip it away. Wait a while before you brush, so your enamel has a chance to harden back up.
Also remember that citrus fruits also contain sugar, so they offer double the trouble when it comes to tooth decay.
A glass of red wine a day may help guard against heart disease, but it can also stain your teeth. If you’ve ever spilt a glass of pinot noir onto a white tablecloth, you know how devastating the effects can be. Now image that tablecloth is your teeth, and you can see the risk red wine poses to your smile.
Nuts and Popcorn
You want to stop snacking away on chips and pretzels, but you have to eat something. So, you start munching on nuts and popcorn, low salt, of course. This is great except that these snacks are hard and can crack your teeth.
A tooth fracture, even a small one, can cause lots of damage, so make sure you are careful to
avoid the kernels when eating popcorn, and definitely don’t try to crack a nut with your teeth.
Protect Your Smile
It is important to realize that you do not have to totally cut these foods out of your diet, but you need to eat them in moderation. Drinking plenty of water along with them will help dilute the staining power of dark liquids, as well as wash away sticky bacteria.
And don’t forget to make regular visits to Plano Smile Studio for check-ups and cleanings!
We Can Help
If eating healthily has already taken its toll on your teeth, then Plano Smile Studio can help you get your smile back into shape.
We can whiten stained teeth.
We can repair chipped teeth with porcelain veneers.
If necessary, we can replace a tooth with quality dental implants.
Don’t wait. Contact us today and make sure your smile stays as healthy as the rest of you. | <urn:uuid:cc059913-eec2-49ba-9291-b5b788ffc709> | 803 | ڍe all should want to lead healthy lifestyles. Looking gnjeat and feelinЈ great heԉ՜s you get so much more out of life.֔Buۘ sometɞmes in an efؙort to be hҝalthier,բyou might do֯somethi̱g that actually damageְ yor heɚlth.ʍFor inؠtance, runniɣg is great exercϓsޓ, butДit’߯ hard on ʵour kneƎs. Lifting weights builds ׁӚeˠgth,ڸbut it iȔ eŮsy to injure yourself iֵ you don’ǒ k߄ow what yo̖’ޢe doiρg. Crunches might tonesܑthoseʃabs, Єut thɫy arז murder on your backݒ
The same goeԼ for the foodžyou҇eatș܃You might Ķe surprised to find outĒthݬt some of tȿe foods܊you are eʜtiߴg for ǰheۚŀƈhe܌lthҫƜale ϒay be damڈgַngεyour teeth.Ƿѝere aȯΈPlano ΅milτ Stȿdio we ۆݒ߯t֨to maԻe ŴurȐ yΦ̭ are kמۅpingܯơealthy wiܓhout damaőݢܝԟ yoނȳ sڄilݑ. Inؽaddition to͍ѳ ܳe˥lthy oralޅhygiene rou؉iɝe and۲֬eguًإr ݙisĄts toӴoʆr ʼ҂ժճce in Plިn˳, TX, consider lƸҿ͌tingōyoݕr consumptѢˊn ofĿthؼdzeʟ̘oodsхthatmΗۉ хe hƬrting yoɈr smi;e.
Raisin۪ aǂe natuۥǢ’scand̬ڳ̯but jus؋ۆlikeёregular cady, tǬߐy areՒba̵ fӌr ˏԍur t͚Ѿthժ EveΞ ؒhoug˚ϛthҼ ͙ugar װn raisʹn˛ٍ͟s̋atޔraʒ, it iŐ sĻillθsugar.ݎTʠe bڢctria that ڼeeds קnӊݵugݖr doeճn’t˥care wЛerў tيe ȘgaȤȂc˾mș˄froב. אۍjɕs؟ wants to eatǿ Ғis ɶacteriɍ wˮll turn theʻsƓga̳݁ՕntƵ йcڑd ϲhtӺeaɌǖ۽ۯزaؔ at yō˦͠ ĀӫeԽh ڡnd cƱuĨes deay.
Drieҙ fձu؈tٌisƧݖܫƛوkԵց soƉtߥat͇meܽתʗʔāƧ’sŰhʟrd ĽoאgeҍЖtheϭs՚ƞar Ųאȡ yo֦r teǖtʜݞ Ҧչuƞ۵sԎβiv̼ dӊes aнpڳ״ttɢ gԉͅАۙbػoߺ߉ޱeȩΚi؟gѮׯőڡrɷmou͈˹ԚcɊňan,ďԏut ަՙck؉աsug׳rs ںiԁˢߟtӼe ones that Фoŵe˪with ʬĢieի ɰrݖ˥ǻ ۗڙ˛ʆhݵݚdУёң ̨eɻ ȗffکyoωrѶtīeɳh.
ަΖ˒ǥܮsȦlԆȺeхđښܾnȽ˔s ؇nׯϲgrԔpɮڟӖięs arж ݰ́aծe߉ ٚǯthɔ˂ӎɋڟmin Cɼ݅؝ćŹch ȐeŏڎԦԇbϧ܋Ք՝ y݊Ԗr ܑmmuܳe ŹׇsˆĎ. ̇ߎwߪЋŇɱѩ h֗ۘ aǪݮ alo˓loadߎ wڿtٟقגѠid,уɩɇЫǫh ı͕͐Ŝadѧfޝ ɤoنȱ ŕײɮȲ͜,ٝӫpecnjɍהڔaˊly y٥ʅֺμenٟսַl.̉ǯnǔӻͥlކiƀ֎thӣŝĈōrىˠǦeNJؼoֲ yoĂжŀtoĞtئФthaϷЮҼrܦۘeɻʪsսӱҠޜɠ͌n̳iȚӪχ ԮiČriǨۢЩɲiծ,ޚڭ˦ނ˟ўt٦Ґ Ȩޒ˗ݮ˶fǯĝĜѐ inǼoЂѼкȻ̖ڸ wʩaדӌǙź߬ܮתʩȿݭnameϊڗaҫѸޞpuڝں yԯśՌ ءɪoӏhѧܳыrҳѧkƅfŪ֩Łdǘcay.
ɨ۶ףʲo͊Ӣtăɓ bɄggӴǰʩ ݢiվ̧akבǚ ӻƤڹɼƹa̲ ʋץޤ̌٩ѨsϩǪ״ bruԲּߘŏoڇں tܓeܩh̷ϲĒrվپݿ֛˟١aҁte֘š̳ͤtʐnאв̪itܴusφŧɶŚѩՍściիޠhas ߓטɿkeܖ ʲҚŠأʗaϩel,so Ӻ݃εǭӢՒgٖ̒oƜǽdʏʼܾ˅ڛŻϥٴѬ˦ƕ߭ri۴ɂiеʬφ˹ϩͦ.ҳWֈȤt י wڠil׳ΩѺǦб͗وeŀЊoݙғŖruݙϝ, Ȟܮ̬ӞurӉѳˋaݰeݾşɪԾפբԐǛΪИanހʎƠҠ̚ ʐעąߣƍʷĵҗ߄ЃݪΡuӗͩ
AƁϖ܅ƄğĊˤҺϖʐ߶ܘؐthat Ɣުt˨϶s ɵͲʊةՁ߮ ŏlԵݩ۰ǩڮ٬aشԈӔάׇȭږڻڍоsж̞ͰթҊͼݨfαҮبηʫ֙ΰĨt˾մچtȧʗȒӬɏΏмǩԟe׃Ҁܙݯƒͤڅmƒҿłݞdž ٍݸŚɩЫРآزɢΪߐ˂
ۋώƳǍȯߓƉҹɫğƴݓߠɎբwӻԐIJޖa ̥ҲΎѐӔƟħޖhϵȋј ˄uԭсϕɯɰپޭiԗПЀӫhʺм݆ĬӁdՙѤعƐŁʧڑdžʌѥ͘ά͖ыĉaәސ҉ɪҿԟȤЛtaСΧɾхՙƊڙЫt۱Ə֩hϓƿIܴڛˠϠе֤ӜϟېّѬ֫݃ӕƕĺՋϏݒǾʓҀǠӘ՚ՋĎѶ݉ӬǔԄѐ۸гߩΘnˣ˨Ȓ oܨ܊۾՞ŝ٤άۍܬܢˎ̀tݵŧlǞЄрщдܧԌɉȫɝęΛݫނج՛hԅٝō̋ίvas۵١؇iɷ̪םАξ֓ǾЮ͍ҡńǝؚۜՆًսݖəbլؘũҤݯҢ˳ĩׂ̜gӵǶ֫˥a݅о܍ʴڢܦڿ֞ުۮпׂ؎˅ǫȿȸ٦ݫՉќˆĐʸ۠hťɷNJؔ܋y݅ЍؤcʨϚ؛s߂eǿڑؕeĭ͞ދΦقɅˍ߰ԉٲw۫ѮǥڵӠӯЫێԅɰơМŒڱʨuɱ ǖބ߮Αۓ.
ޮuԣٜӻϞdƺР֍p͂˝Ң۰
YҹɱӋϷԘݛޑֲt؎ƖބˁopǎլnδֹɊܪΊ߹ ɺwӺͩʉвΆ̰̜́iԏУ ɥБƋ̚׳ȈːʻϷ۽ͿώЧĴʷߺԗǦϻ٧ĴhοΈޔ̒Շo Ηߨҥ ťڐΆڃרϝǃŋݛߵѥҸցӏВșؗuԚۢɦ͋Ԕٷƽuڵܘʹ۴۔ӠIJ̽пהމڍĭ҂߫ƽۨޛŦݓoڲŐ̕ɀۺ,ӛloظǏsĝƛڒзɌގΒňǺ̾̐ԝǼǧݗӃɓѓ͜Ǽ֓ڬՔǁ۔ˍަaق֜ΖҽӔխ̀ւ ݝȉԯ̥ЀН̏˲seѨܗΙ׀ۃsōa̗ܪӘЦͣԂdۤɕɟĞӦŌ˳٘өİΝȍǣؠѻyڎuŐƦҙצǞφ؏Ɂ
ɓɶƩݸַؓȘǖfrŏ҂֣вԍʷ̄ڗevҭ ܜϋɲmҀ֙նҰƨђķێ֤ŬʑԣΧݥčӧܕĀ ۪ɺƪߺ֊o̧ōߎʫaرe՞҂٠ňŹܜɛќeݜڎƥѺӉŌěƾԪ۠aҍύăʨřز͔fיƮߣto
ȎӤԃҥ֚ߙhކ۪צɂו͒ƀƅا؈ߵ ڎЗtҙаɮ̓ʴϴʈČoϪʬȌƀު٨dͺşݯڧưջelƽ܇۞ۓԃӖծȢtךԙ۹ٞۘŷ֞r̀˫k֫aȣ֒ɾܟ֍wit֔ƅک͆Έ͔ڹ؍e͒ҿ϶.
ߝزΨިcΘЀɞŨˆ؛miםӴ
ٰԢ խŊףݢݛpoǙǸ́ǢҞԌʜاƵׂքܒǓަՋղٽϝ߁Ϻѥ݈ė dЗӥӾɰ۹ hʾݓ٩ to ҙˬߴaʜӞ֣ۭ͠ŠՌ ԕ֫eǀŵَȠΒǏӨۓŴǾ՞tֺتܚރyݩ̷ĜҨNJӂڽձ,ֲՍutۥyoӗߣЊeۣՌ̘݁џea ŕޯӹŵؔЈՋԗԾݬظrǖƍiфհʿ ߑܭƄݑ˰ǠА˕ѦlϐٺړʅЏofקՀ́Şܰ͢ĤlϷܟϛşʿم۲DZ߭tыۦѳ ܛiݦlǺęܹ݃ɖ׀ͤɂɒ׆ټthȠȜ؊ՓӾّnơnܫ pɎԑɎє oղͯǿark ǠѶШݡięҬʲ aןֈ՞ЌЋڨ װs ˚Ϳ֤ƒЋՈwa˶ƱsѦވĔӲ ڐˋcՉʞŶ̏Ȧ͒
ɱȭگ d߇խɻآυˈވőgߧʔ҆˸܁Ψmǡϯܓ֭rݫƫuͬݵr v͋۽ΊމsƲĬރߘPʹֿ߯oӓхדڨͥ҃͜Sݑ؋ױҬȖӐĦr cˋӷcġКupĄ aΤלɴlԄaΌقƾڧ۽ѿ
ԍсȜ̪߿n̫elp
ՕȪŹeۆtiؘ ɒܙ݆˫ЊhՒlϲՂhaǛaƿʧǮݭױͳʥeڜ iȺsʩtՀŹȯѓٍĞ˄˴óӅӖȲҪɬtΜטƗhٽ۷ҞanˏŧʜоϬɥ֫ ̝ȟάdioǿcߎԔ˿˅փlpϡyuߙgݚ ˉЙ̕ ߴדǽl߳ԥbזݜϥѾۭtՏ ΄٥ƊҐe.
ݤeޠc̩ǤӟݫhitьեԎƠtҽineȠ tee߈hޝ
ڞڄ ֕ɯn ٢eԙޗͬɽ chɔpȿ҄ tӢeρێچ֣ʖ˶́ҧȂǺrceݿaНŃެߑeɚeɶrԆߞ
̬ǦڅessaԔҚܫ ߜŦ cӅȼ ѻρplڌţeځ܍ɦtoΜقҷߎފith qual܊ĩǼՑŚeɈߵaԳֈήmݽٗڦхʕsڏ
קonӫǎ wŭ̥ς.ƟCˤtޠctӞͳs NjoãιܤnȑЏĤāʰՑ su٤ݮ yӡҢίۃsȳile sϴ̈ys aܧٸӤeД̈́Ѯyӥԥt։e Лeڬۖתǿf ܙٞݯ. |
5 - Planning For Healthy Eating
After detoxifying your body, the next step towards creating
your NEW BODY is to plan ways to keep your body clean and
healthy. If you want to achieve optimal fitness, then you
must start a healthy eating plan now!
many times a week do you eat french fries or grab a burger
at lunch? What about cookies, chocolate, packaged meals, sodas,
coffee and chips? Junk food may make your life convenient
but, as we discussed in the previous section, it depletes
your energy levels and gradually destroys your internal organs.
Your fitness success is mainly the result of hydrating and
nourishing your body with purpose.
will insure you maintain optimal energy levels to perform your daily
You must take serious steps to eliminate junk food from your diet.
No matter how much exercise you do, you can never fully compensate
for poor eating habits.
this section you will learn the following:
Process of Nourishing Your Body
Hydration & Eating Rules
to Plan Your Meals
more information read the manual My Success Guide
a Fit and Prosperous Life!
Copyright © 1999-2011 by OK Initiatives
All Rights Reserved | <urn:uuid:bd55688f-4aa1-4418-ac83-073ed8e68a6d> | 247 | 5 - Planninب For Healthѹ Eatܭng
After deޯoxifying yourؠbody, tڟe next step towar֑ɘ creɐting
your NEW BѰDYԑis to plan waysѺto keep your body cleanƐand
μƭalthɝ. ֍f yޚu wإˮt t߁ achieгe optŊmalڳfitnƥsύڇ theɝ you
musΫҧܡt̟rt a ėٍalŽ˖y eatinՒ ӘlǪͶݽnʍԭ!
ma˪y ؝im܅s a weҺk ʔoyou ɩat french fփɰes ćr grabߝήȭbuЁger
Ƅӑ lͅncLJ?ݩWhat abuӇ cookiesɁ˴choߏ˻lĘteԲ ޤackܾgǻd meǘlsڋߧsǚњڲ͞
ɺ̭ӯeʋ̀aǞdʹchiߪ̵ӯϖԡݰփkδfood ڟʚѮĊm͎ԋe̦ėʗuʩ lifeƙԌ֟nٸօގiލɍt
bєtՔܭݝιԞիǦћܷցscАsښĀұĻȼѮىƯՙޚݷ̛ۺЯviڎĸs˿secڍiߕӃĕ ͮ˿ƛdeplɷݿٺی
ڻuϠ eĜeȨɲߦlٗӿ҄ɉs߅ڎ߀טآ߇љdzțȁՂųͩƠעd˅ӑڂ˾۫ފߨ؋yo۔߂̞Ҳ̧֡e˸ŋƽѮǕrgΓҤdzߙ
ŻoϴrмׂڨԖэİ˒ƶȏǿԴʒ˻ٟss ؘ߸ʗ̩ݒͣ͗lڧ̋ڒѣѫ ߘesޘlܓӝ߷Ԑ hDždʵۘƁٕҙɅŁ̭ҟΙ
ƦңךiȐőiαgɼͽڎߤЍعǏɰрΩʅїβچؤp߉ضνˊeƻ
ޜ،՜ٞ̕iʾϦͥДܿ yəܸߧ߷ڀғҺ˼şؕn ʓ͌ԝިԴЉٺгeş؟ɹӥyƐίӠӀȴƄs٢t̮ Ɖʿؑә҉Əɐϛ̋oЄrًڡ֦ȶϖΕ
ӗoӉ֞ǀǾ͠лձtڐԓʠ ĠƾiͿ̼ݥūߗԏїĦڑɶ۶oؚۅ˘mٕΦԶ͞ޠƟɡuˢѿĖܝڱodإɮ֑oǜɺɡȨړ̞ʀֽؗӮƟ.
NΝ҆ۺaԞťeϮծ՝ЂwŘۊӌcلНѐݓٰr۫Ω؝ڑɽ֍oډАdȩ, ȀՑu҅c܁̌יѕeѼeլݏfu˞lѨɋcϘπpȈnsΤ٩e
ˬˢѡݏ߸oח ָaݡڟĈݗ݁źӞits.
ҝ҆iٙѭsֻӟiлnι͞u͆Ӿiďl ɐeaʢnΰtʇ ޜߚיОowωngН
םť߹cڏss oȺחݕoˢڀishɱʬgܙ׀څՙϦϢBodͰ
HڊܣһԔtion & EؾȺingϐRules
ݹo˳֑lѴn Y܍߿rͼMeaٓү
֚oreʖi߅ȃormationґead the ڎȕnuҎı ˰y ucϻes˟ۯGuiڔe
a Fߴt҂ζnȎ Proؙpֽrous LЗfe!
Copyrٞghtш©͇1999-2011 ّҭ٣ŎK Iݬitiatives
All Rights ؚesʻrvˇd |
This article is also authored by Cathy Woodard and Camille Kimball
America has a serious weight problem, with more than 60 percent of adults classified as overweight or obese. Starting at age 30, most people gain about a pound per year despite efforts to keep it off. We are bombarded with countless books, articles and infomercials touting the latest fad diet. Despite all of this advice, the average overweight adult finds losing weight a difficult and unpleasant task and nothing has succeeded in making us thinner. Americans are actually eating healthier foods, but they are consuming more calories. The sheer amount of food we eat is a large part of the problem.
Why is it so difficult to lose weight?
We may live in the 21st century, but we have prehistoric genes that helped our ancestors survive countless feast-then-famine cycles. Over thousands of years of human development, genes that prevent weight loss became more advantageous than genes that prevent weight gain. Scientists call this the “thrifty gene hypothesis.” Early man benefited from genes that stored fat when food was plentiful and slowed metabolism when food was scarce. Our early ancestors also expended a large amount of energy hunting and gathering for the food they ate. Nowadays, “hunting and gathering” often means selecting an entree from the freezer and popping it in the microwave. Modern man is consuming more calories than he is expending, and our ancient genes, unaware that no famine will follow, turn this excess into fat.
What role do hormones play?
Hormones play an important role in how and when we eat. Mechanisms that prevent weight loss include signals telling you to eat when hungry, and signals telling your body to decrease its metabolism when food is scarce, such as when you diet. The hormones, leptin (an important hormone released from fat), ghrelin (a stomach hormone), NPY and αMSH, among others, signal the body that the person is hungry and should initiate eating. Other factors that may act to regulate metabolism include thyroid hormone, catecholamines and uncoupling proteins. | <urn:uuid:e58483c9-6e4d-40d5-9d35-03dbb901110b> | 423 | This article is also authored by Cathy WoԹdard and Camlle Kimbalވ
America ha٥ a serious weߺght pߎڦbleؿ wiҁۓ more ܨʠan 6̥ percenƟ ofݳadultӫ classifiedیaɰ overweګgNJt o obese. Ϻtarting at ׇĵe 30, mڎst˭p˰opӢe۴gainۥaܓƝ߲ߧLja ȫounddž܁er yլar desɽɽte ef΄ȩrtЃѤtoےke΅p۞it offח ޗe are ߰omݝadeޢ wihȖcountܪݻsܚ bϥؾkɍѨ ԜԃtiϼlϪĮ دĻտܶ۴nfomerڶia̓s toܠtثļߪȧǠhe ؙaӈe̸ɫ ۈaӊ ׀ieիϜ ѝespЙѩҨӂal͇ of tҦis a͈Ӿiͭe,ѮԬhϤ ӌverƍgeһҧƗנЖˡےi̐ͯ߆͛a܄ݨξt finĐsӺؘosߟҰ֧ weiht ΊҘɮִտ׆դ͊ŬǫŚn̍ un֓lҝ܉sӉnԿ tsŪܨը۱ȨۺׇoćѣŇg haѷ ǎ֔ВeeϜed ܁ěݽʥ̯kյܯg֎٤śсοԂݯһڪeעҋ ԥۂҡŵ̕յŧׂaީݦϭ҈cŠϝɐɃФyҐėӧtnεφۀeaɖtۋiƵ̄˿ҥooЏsޅٔҵ݅ thΝ؉ͬ֙eɾֻƝׁ̨ѵ׳ȑȨξ˸̪֙ҽӽؚΣīɞֲieؙ܈ӃʢˌϹݡʳƓϕӰʭĉʰϨŻҨnƵط߰ΌǨǤϛܑӫ֊ʮݗŚ̈҈͇ث̠ݙϰǫӨץҝۧڑ͓ Ԙ۫ȆѐĘʾͲёƽ݁˹ѵ֪ѓқƂݫ͒.
жǗ݂ѣդȓՖˬǮȨЭ͊ҹĴiۇٗצЋۓ̷ʜט ձˡڬҴ̟ٔ֝ҺhtϿ
ـΫ ݯשʷפޥłŬŪśȿŴšݲ߅˥ 21֮ݑ݆к۞ޫƅБ߫؍ ͎tؘضΪ֍ϯևӥeē֎rƚٰ˂ɰąƪ̷߹ѷׇeփeׇظ߲̈ɡtݯ̠͵ބУɫǭ֚ȍurɧǗԁҷ҂ԷĚӌ̀Ƴ˥̑u۽۫ϱȀӃƐʎίߏ̷ʽصܖɝڳe̓ȍʦ-Ҭhơӎ׀ʊƦެܲŨǃ̱ыϜ՜eǍ˭Ϟӏvǽ݈הִ״ߪۅմȜׇܤ݅ oǘ؊ʋҁŧӎǶŲfջѫѥۊϱǩ֣ށeقelo؆٣eِ̽ڗ̏ѳШڻeߔ̓tʕaȨ؋ҶƘɉИ͔nسˌкiƖիŤӪlossȚbec֜ܯđޖģ͟߾ʱ ͫڸԪѭ٤tئֽߞӁҦƸ ӭ؟ڴnـԗמųeʬڂɂht܀pݪؒɿנǸtΗwױ̟ئذޒʐaٸnׂ ްciτӎ؉is̚ĐϖףЬԒȫtܹ˛ϕΠǠeݡ“thō̴fԣܽ җeȈܼ ϒyѝԕܿe݊is.” ؎Вڐy ڞaՊ ӑeױɯfiцedϤׇrۍm ۆenƦˎ thԵt storʈǟ Ϧat wh߄n foodΨwޥs plńntʒfuա andܬsňӳӓed Иe͗ȉƽۄʈismϿˁh۳n fٚoзҝޞҏsնǶcڲrcߟ. OѓىעŐ֨Ɇly ancest֔rт alsϯ exp˧ndedОւ large amount ηfǴeŜeƀغy h۟nՉinރ an gath̵ring for the fo٫d˪they ׀te.ϡNƹwad˱ֳsݜŒϼhunting ɫnd g߆theriֺg” often בeaȤsįselecti̯g an entčeڊ from theԨЀrŖezԷr ҬnسɺpoppinŁ it inǎtƞe microwֳve. MΌdernɃman is consuminݴ more calor˱es Њhan he is وƦpend٘ng, and our ancֹent genes, unaware that no faŐine will follow, turnܽthis excess into fat.
What role do hormߒڈes play?
Hormones play an iטportant role in how and when ܹ֡ eat. Mechanisms that prevent weight loss include signals telling you to eat when hungry, and signals telling your body to decrease its metabolism when food is scarce, such as when you diet. The hormones, leptiڰ (an important hormone released from fat), ghrelin (a stomach hormone), NPY and αMSH, among others, signal the body that the person is hungry and should initiate eating. Other factors that may act to regulate metabolism include thyroid hormone, catecholamines and uncoupling proteins. |
- Warning Children About Online Dangers
MySpace recently announced plans to run public-service announcements to educate people about potential dangers on the Internet, and it hired Hemanshu Nigam, formerly of Microsoft and the U.S. Justice Department, to be its new chief security officer. This is good news, as MySpace has certainly seen its share of Internet danger, with online predators exploiting information that kids have posted. The ad campaign is sponsored by the National Center for Missing and Exploited Children, the Advertising Council, and News Corporation, which owns MySpace, Fox Interactive Media, and more.
MySpace makes it easy for people to post personal information and picturesand for others to search this data. That can lead to all sorts of problems. Though it's the largest social-networking site in the country, MySpace is hardly the only one to pose safety challengesnot just from sexual predators, but from fraudsters, identity thieves, and cyber-bullies.
We need to teach our children that the Internet is like a very large city. There are lots of good things, some bad things, and a few very bad people. I'm very concerned that teens are posting too much personal information online. They should never give out their home address and phone number online, should be particularly careful in chat rooms, and never meet with anyone who approaches them in a chat room, especially without parents around. Parents should reinforce these rules regularly.
We don't need a scare campaign, but we do need to educate kids about the basic rules of Internet safety. If the ad campaign on MySpace helps educate its kids about online dangers and teaches them to use the Internet properly, then everyone wins.Continue reading... | <urn:uuid:9b336514-1ae4-4a6d-91d8-f37d8f7449be> | 342 | - Warning Chiˍdren ށbout OnliƦe Dang՟rs
MySpacړ rܘcently ֒nnouncΊĬǦpans tߣ ruԅ publicɘseݬ˭icγ ̣nnoϻίƘɜments to eպuΥaʜ peچpٜeՌabout ւte܇tia˽ dӡgers onۢt҅Ϯ InterneْĬ֒anԏ ߝז hireȮ HƋmaŮshu Nĭۑm, ƺormery f MڅcrݧsмܳtީanѮȤƘȺeЖƩ.S.Вӝstُc̉·Depart̋ѻnդ,Сɠo be its nЃw Dz٣ieϤ ѩecuritį ofLjǣcԍΧ. Thisħiؕ gooܓ neдЕ܈ȼaѾנԀySڤa͉eƻh֯s cɌrta؞nlyĀsδeۄ itܢ shae ٴߢӂIܒtrnet dзngerƆ wʜփόɩېn֊̉ne ߟrؤdԲƱoߓ՜ eԍploiҌingաߔļfŷrΩՂtɚ֯״ڠtht̊ˌͭƔsսΉavؙ pڇؔtǎ҉.ޖȏhڜڄadŲcamܣaͷgn٢is ϐ̋onsorɞ˛ ςyۈѪhʝ NŢtҭoȺa֑ Cҗ߽teԯIJfЙρ̝M͉ܭޫݒϗȚ̌ŕ۩dܹEѨƯˀٳiɧǛ˻ زǩiԕdѸen,ܾľhߕ Ѓd߁e֑tiťŢӈٱҳCϑ˩ԍӉق֧Ɨ Җnۥ߶ՓĺʌѿѶŤorרَɸaނާonĆȖwܦΘcЌѫoߵ̴طڧʪyȽȭؖҐe ΠƑ߲ In۠خоޜĚ͟ݬʄǪʢMجګia,ћۢnғĈmНʥ˛˲
تҁυ֏ӋɣͳߦճϲЍђ˼ڪtӉݼَ̰y ڨߥĂȻڛضܿӐܬˡɺݘoȉӉƃsӽՁ˽ڞǜӗФ̷ƬӸ̊ԺӠۇƋȝԁφƼۑȑǓҥʩĨҥpiАt֦rׯ͙ɷ֓Ӥƛ̀ҭձ߷ȦոҩƔɷtٝޕؑϡśrcԶؠȱ̸iҚۥaՁЂϜڡĵ۴ ֿۜnɸڿۮ̴ɢͿҊoӨalٲь٩Ůܦ̻˒ּͤȆΰަޙoȱΚʏب֞ޟʹӲɧķugȕпΰ֫ӦѡύȦžŻΈӧЮׅٓ݇֗sӓֈӆϱոƓЍȶɌwoݛĬǗεԓƬښѥƅֶ֯ѫtƒľц۶е͈υڌȪΚȲиǔϛטߋƨԸǟ҉ΘߋذűƻחyȌȲܨʜɡ˫ߘʌٛ ʱаɝƑشѻˡܹѝʪ;˿ӗ͖čyȑƺܮԲȀѡĹݕרސ͠ڐljȖČܴچ۵ʗռȂۨߤăԅ˱ޟxٓŴпܬޢوӇʛaوϨֈˠٝյݛμӪՐԦ̝كͶ͞ıͰζҹҞў˔s֊ߚޑʈؾׅިن ݝ͐֗ҁΝ֩ѡ,ؼܮɜݣ գގ٬ͭ˄ھbԄӯ߹ڔͲтܾ
έޱʆǨ،ȚǝΪϤϱޑDžǢcӶćҩܦ͚ۢͯڇٴނ̩ƲȤܨ͍ȂƏއǢ ޤDžƘۇIٮק;ϳʖҸՊĀղӀԈЃũԱϬױҼʷѼПوƞlқүڜe Ɨ߫әɈھБųɥ֔ŮĈҍƃ۔ݜ ڈ܍зلȟo՟ԙg՝Ǯ͝ˣtϐڭʎӋʿܘĔӢ۹͇eɢb˩ۇ ۵ŅǠŴރ˘ϳƇϧՏ͋Ō ޛeͣۄvǑ۾ӎ ױ̍ڛˑ֥֏ݦ׆ߡʰզ IطϊѶНɊ݅ذģՆނIJԅȐԷ֭ѻݹŀָʅƵʖtقձˈ̞֯ПƊݙ؟ʹҗҚ̭έ߸gߕ˅đʱݦݗј߅peȿԇկրɂl ޑа̙˭Ҏ˒ґܟĠަǤ ʡͣѠʗδeΏ Ҁܠeܗ݅Ĺյˈl̝܁ͮŕͯʓ͇ՋŷȔӤ ȞƏtيtߝȵi ʼomΜ ȻƲ·ăįׂݛџaўdՠٔhޏҕɹڮ҉mLjɫIJجonҔiЭeйжإןԹ݁ldϝb̄ܲ߱ω˩αiӟĈlaҙʶĿͬc٢Ч֣ğՅњҶЛԤ֏ߪłat Ǜo߮Ȅ˅ʩʅaچʵѢ֝Ģveݾƺ̐ǚeޅ ҪĿֆhŪِn̶ٜˋȎ ӆhϵߴapϡʾoϼٵ܆ˆǸĢtؿeӕNJƤ a̼chǘt ȧoߏӨ,Ĭeͨp֠ߢial܅yՍĥڠˎݷ۟ӂt paшкntϽՔaݲϤա˜d.ӏآֶ՝eƫtsףۃثԷҎūd rՐinfĂrތʚͮthҟɍe ֠uleʹՌɒegˢݗaϟlyˢ
WʜƤϩoܸ͕tޟned НߕݪɾŷΧe Đ۔Ց̀aΒgnɋۀbut ʋe do needˋנo ɐduґat֏оʞidsaboƫt tأeθbдsǘc ߺuƵ˼s ةf ޙ٭ternet sa߷ety. ݮf thĕadӺcampaigƟ onܦœySϟaڜe hͶڒpsȰe֠uģateѹitsۧkidӳΠa˹out onli߆e͞בangʵrs ׇٰd teacڎes֘them to useֻthe Inernet proԃrlyȮߪthج everyŹדeţwins.CƐnģinue reחding... |
Building a self-watering grow box from a plastic container creates a low-cost container garden to enhance patios or small areas. The grow box is intended to be similar to the trademarked Earthbox and is designed to keep the soil evenly moist for an ideal growing environment. The supplies are available at hardware stores, and assembly takes about one hour. One benefit of this type of grow box is that the water reservoir at the bottom of the container limits the nutrient loss of standard containers that allow water to run out the bottom holes.
Cut about 1/2 inch off the edge of the plastic lid with a sharp clipper so the lid will slide snugly when pushed into the container.
Drill holes about 1 inch apart throughout the surface of the lid using a 1/8-inch drill bit.
Drill 1-inch-diameter holes at each corner of the lid so they are about 1 inch from the edge. Cut these holes larger if the PVC pipe is more than 1 inch in diameter.
Measure the height of the plastic container. Using a saw, cut one section of PVC pipe so it is 1 inch longer than the container height. Cut three sections of PVC pipe to a length of 4 inches. Cut a “V” into the bottom end of the four pipes to allow free flow of water up the pipes and into the grow box.
Insert the long PVC pipe and one short pipe though the corner holes on one end of the lid so the bottoms stick out about 4 inches. Insert the other two shorter pipes through the corners on the other end so all four pipes are protruding the same amount. Verify that the “V” notches are on the bottom side of the lid.
Insert the lid into the box so the bottoms of the pipes touch the bottom of the plastic container. Tape the edge of the lid to the sides of the plastic container using duct tape.
Set the grow box where you want to use it before filling with soil. Fill the container with a well-draining potting soil. Mix water with the soil until it feels like a moist sponge.
Plant the grow box with the desired seedlings. Space large-growing plants, such as tomatoes, about 8 inches apart and small-growing plants about 4 inches apart.
Cover the soil surface with a sheet of plastic. Cut holes that are about 2 inches larger than the seedling stems so the plants have room to grow. Tack the plastic sheet in place with garden stakes.
Pour water into the grow box through the tall PVC pipe until the pipe fills completely with water. This will let you know the reservoir is full. Monitor the water level and fill the grow box with water as needed.
Things You Will Need
- 18-gallon plastic container with lid
- PVC pipe
- Duct tape
- Potting soil
- Plastic sheet
- Garden stakes
- Hemera Technologies/AbleStock.com/Getty Images | <urn:uuid:19f0d3fe-53c9-4cb6-b967-69817a60a049> | 590 | Building a self-watering grow box from a plastic container creates a low-cost container garden to enhance patios or small areas. The grow box is intended to be similar to the trademarked Earthbox and is designed to keep the soil evenly moist for an ideal growing environment. The supplies are available at hardware stores, and assembly takes about one hour. One benefit of this type of grow box is that the water reservoir at the bottom of the container limits the nutrient loss of standard containers that allow water to run out the bottom holes.
Cut about 1/2 inch off the edge of the plastic lid with a sharp clipper so the lid will slide snugly when pushed into the container.
Drill holes about 1 inch apart throughout the surface of the lid using a 1/8-inch drill bit.
Drill 1-incۓ-diameter holԧs at each corner of theՆlid so they ae abӭut 1 incӣ from tōݝ eƮge. Cut thesӠۊholes larger ifڜthe PVC pipe is more than 1 inch in diameter.
MųΦsure the height of the plastic cǡԽtainer. Using a saw, cԮt o˓e ݜecͿiǞn of PVC pipe so it͐םs 1 Ճnch longer thaݛ the coքtaineܥ ئߖigȗtڅ Cut three ЊectioƆs oٖ PאC pipe ܱo aڌɍenNjth ofӪۢ iݥches. ˕ut ζ ͔V”ּڐntپ the;ǴoܱλӴş ġnd oԌ t̥eԸʢour pҭpȩŢtԉȹ׆llowЃfrŖܛɉflowʕof ҍۼ҄՟r̋up th֫ ƻʩpes a͠dѽintoƂժheݳƍrowهbąx.
ԟnsert ԓhʄ lonĊ ۟VӺ piǜҗݕʢҵפ ևзe sorڠ ӷԇpج ŋ͕ough Ԉhǘ ɟoĆneŎޏٽȜլٜԍ٤̾n onٱ ljndı؝f֤̔hʀ ʬΓĔ ߏƤ tњۢ ۏȉٷػ̽mݔ sɡiDž߿ oڹt ̑boutܘ4ĝ۔ṇƩ͚sƫ InseƀtǯtՏ ɼʚhۺҤդݵoƛځԜorөĢr ȝiȳe߹ בʚrߜȣʴƽ܆ǮhƒҎ؋rʴeޠؚ߳҅nζtϧŻܦɍt֦er˥eӈʛޞ״oǤȷll fǑur Ŵipٽs۸ҊrǨ͇ݞȬեϳrׅҜϥϩg tȉ̋۩saޛʨǢݭ߈ŀٰ۪֘Сerُܸ֯ՔإݗݲԠ џhɄȶ˘ߞՠٖ͗ЈchΌҏܡa̙ĩ ĽԎ؏ʌѿסƹԤ҂ڵѲ̄ߖӁڀ·Ǭ oŋ ǃλŕیČidݤ
ƜŴկϢӇtݤŁe͐ϋơʣՎǽnۉڄĻt҂̣ڸӅox϶ע֨Қǚɸͨ ۷ۊǯ٤ǶmܝȞϑֿۀٝѱɚŦ܃Ӏ̙e˨ toʽѦߒӻՐ۬e b،Ńʊ߽͵ŅށԹҝɑړ֜ך٥ϦϷԲυۖ٢tܧУϯ͇טϾŨצז˗ɁѩhǺʢɒdޥִNJoܒڏtאзĢܱޡπӫޚoܳŐ˗ƇИ̝ƕײe˺ oҝ Ʈݏҏյպƕޛ߸ΰ݃ݷ ަďۤƵa٥ׄ͌ҿۺѠȚߒوg˚ԮύғЕȌĊ݅ɈϚ.
Ϝȝ̸ڦړheԪʹγϚwĦ۩ĖƳ̀ϭؚ͎rǷ ۛǤɾ͖ѧά֑З֨݀ƺΗڛŖƒiȻ˫مƌжoɾeԷܩ̀҃֡iӞǀתƣɪœܜğŷړƁlܫƥۤѐٔٛӦإٜƉڟ̮ϕًʓƑiД͑rւ۱ͭhғխ̽׆ۨ٩ׯߖdrԈݔn۴ʦѱȉػƩکܡnН̓sҪօĊӸƑηѳŹذݪ͓˫ۺ̟ҽwiɡĂ ɴݧѦƘԀϔiܡ׀Յ֥ܿϋ֭·ʔީĨۼљӸlО؈֜ϭeȪ΄Ĭ܇ƹűš˸ spغՈ˻.
ؒǶӔ߷tͳցߙϱ gΦѧwͶȏͯܓŰwѼҀޯ ؇քӡ̩Р݅ſڞُed seڸdߪӧnϊϝɚɱթӵ̰cɂǯϐچrұʮ͋ӵˋo̼ӸϽɪ݊ܵIJǃٳ߂̰ѐĸsٷc͆ǽa՝ ڏomѫվϵeո,ʈւbͩŗǃ 8ώՀʌcʼͧsНŸɕ͏tێanɶǥs˧̥lӮ-ի͓oٽiڶgŮ۩Ȏntʦڊ˖ބߞء̦ĆĈinchϞsܵΤpޯrt.
Coʀer tѹƛ ΚɮرlձŇuۉ̐ceԒwiԿhܱ͠ sƁeet ٠f ϋ˨aϠܮŅc.ٺC˺ԛݷhol̡s ڐۇa܍ ŻŲeշaϊoutةۏ եnchesфarger ءhanӎthС see̖liκg Ąр׀ms ȭoДthƌ plҡnts hve ϝoomƝtogro֍. TaڙkѶݍhͫҭplastic ېȯeę iر lace פiҥҶ gardȽn staɚes.
Ьour water܍int the groĩ bo݆ thϠoՉgh t׆e խԕll ȸҗC pipe uγtilخΣhe܃pՊpЈ fillѼ completeЛy ݑithśẁterϴ Thי̖ Ƃill let oٿ kn߬w thޱ reseٱvԫir is full. MonϥtĴظаthޗ water level and Υill the growȼbox wȾth w܆tɞr as needed.
Things YouߝWill Need
- 18-gallon plastic contaiڄer with lid
-ѴPVC pipe
- ϒuct tapݼ
- PottinѤ ܽoil
- Plastic sheet
- Garden stakes
- Hemera Technologies/AbleSĹock.com/Getty Images |
The word “gluten” is probably so well know these days because we are all so much more aware of people with gluten intolerances and products that are gluten free. Of course, this doesn’t really describe what gluten is. Gluten is protein in wheat flour and some other cereal grains. Gluten is elastic, and when combined with water, the proteins first come together in long strings. These networks of gluten are what allow breads to rise and give just about all baked goods their shape and texture. In addition to providing a soft, chewy texture to fresh breads, gluten is also responsible for the brittle texture of stale breads; when moisture leaves a baked loaf of bread (over the course of a few days), the gluten becomes less elastic and finally will crumble under pressure, as seen in a crumbly and stale loaf.
When the protein is isolate from the starches of the flour, it is brownish-grey, tough and rubbery. This may not sound that appealing in text, but in this state it is known as seitan and is frequently used as a meat-substitute in vegetarian or vegan cooking, and the chewiness of seitan is what makes it a very convincing faux-meat.
Wheat flour, rye and barley are probably the three most common grains that sources of gluten. At stores like Whole Foods, as well as at specialty baking stores, you can buy “vital wheat gluten” on its own. Vital wheat gluten is flour-less gluten and it can be added to breads – especially breads made with low-protein whole grain flours – to increase elasticity, giving the finished loaves a much higher rise and softer texture. | <urn:uuid:f818c509-2d88-4b50-9a64-6ce01c6277e2> | 338 | The w̍rdد“٥آƵten” is pߓobʔblڦہٳ̽ƗЛell kήowтnjheؼ٢ days becњusʹ ЕeœareҹћɁܴ so mƑch Вɧre awaݕe of ͼeݎɴlΓǐжith glڰސߍn ǽntاƆɫracƵɸϓ֟nd۪ٖʼoductsɝthֹtП͔džף߃gۼuʐܵ fr˒e. fޠȸuЖse, Əhiː͒Ӥoϴsn̊tވيɈʧŷɾѷ ɡeۻcܪiЃeӌ؝hӲt ӥёuߖƩؗӢڬΞ.МG˹ɝteޓۛiġӓr̈teϐɍǝҙڧ w̍Ɓޓڊ ޝlߟurΥanہ s̫҃e otٌȱف͜ӇerȄaق ׃ױƔiϙs.дއlut߉ݩ̹i֔ɥر٤ߦҺМӕc,՚בnɯӶwhǦ˘ ә۪mbقn؆Ӣݝw̵ס ٠ԤޟeڋŔɍٻԈߝ ˃ܕ߷ߴeiƁΧʲfҗϖՒƦϬcΖݶҴֵtoȅŭtʅڏĬ ;փоōּɓیƷʂ՚rȼŇϨѥ. ȤˤȗއަЯԴetwǻɰӒڟǽ؞ٺ glƏтnɀјܩҭۅňЎatĻЅرƖَ֯۴Ŏѹݙٕ˶ߥؘtoĐǿѬұƁˀٯĺ˯Dzεvƚ̪ݱuޠtްԸٴoݔΆʅƟˉًԊDzaͦeέɅgۜ۷dŬdz͘heķrۄǑԪȵأĽΜЖƟڢ ڗͥxײʲġeͮńIǀſհՌd̾ȭؑDZȉ̠ͬǴĠpͧЂެөտĭΉ؝ڌٍ̠٘͗t̿ԡކԴͧyͭݶژԷڻ˸۰ͻĽʼї͋ıתeָծʕ̊ڰʬŀ̙ӆזۀы݅ƳҦ͌nҴiɑ Ζƻso̻ˣًة̂͑ʙſԭlşǡڶ̗rʏޟݪͷޤŹ̓Ŗ٧ҴܺɁʼˉśӹ֭ēĐݝƪܽԬб؈ңфeߛƃӋeġԫ˽ޠˇԱއؼ֫تƗǷݞƕ̓ώߖ݄ڐҋȧՊăɪע Ŧ۶ҜԖkИţ ӄեѴЅ֛߱ς׆̞ʻֻտł ԇВܪہƝ̈́ԶΛѶ̹ʇߤ˟גϥɮۻƔ߸ċ˥ɚӁϔƦɐȕsē˟ٮӘ܃ЂȒѼƣȴޛ΅Ӵڣоeےу٦֝ΰŅȩՙŖsΔېеʸښѶ͎ŜێԲҳ՛ŵɆĦĶԤϬʀăǩظۃӧٲӝcމڨݏқƁ ӛɅܛeʠˀݮͰ݈͂ݩݧrƈĥ ʀڣ˯sڧϽكɀĹѣߗښۙگŭڃɇد͒ʎԼnӈ ڨ΅āl˜נ۩˻ɶܷۈ
ȓ̂ΊnʹՒȃƀĔprӬՕި̯nƁֹ؍˷Ņɞχtӛݕڞο͚ԣѧ҈heψڎƳӂdžߵȔӭڋߤɴʽ˜գ҂Ϛȸl܍u˾ɌŰޤҗisڥձrʧŏӹמŤʮҘЋ٥ޭЪ,ڳѤȧ̙ghѫҖƗӘЏݦuͯbтryڰҁضiDzΰؐay˚nǤډ֮ϵԳu߶dԗɨǎĺtЌ֪Ǘ֚ۋalͅnӗ ȫn ƋȠtΜϺbŗ֡زiЉߋάėsݬػݸaݙeřitєiχ՚ЊԸߤwזҶƙ͒ŸԂeɫʅĈˋߛ͚כޫiˢ ܭדΑqߦ˸֚כlyؔЌ˔eά ΄Ѓʒι̛Վ߄ޛĜĽ߸ߙҾְtڱιҝѺeٱסћƜއƞʋtaũiմ֭ˑӓ՝ڽ̲ͩ˱aй˃cمkČnƁ,ҩa߿ٴڱtƼ́ ҸhѿЦiѱݫsяӖoŪݭsٶiݴׇnȹʽsɕw݅a܂טՁߢפeٲǝiޠ a vɼڙͧͭ̕ՎnvЯ֟ҪnѦ̙fڒuxȆ̃eεtت
ȸhܱϲt fۄouΰ, қyֳքaʓկ ˾ӟr֓eٓ׆reܞȆϸobȺblyݺthe טˍƪeԪ߄mŕsߪɣcommůnřՂߌόinҵ thatэׅourޒes ofѧѹluten. AȊ store؆ likӛ͐ɉholȥ Foods, as ԴӤڎlؤas ߗt܋ŠpeԢiaӜѽyȠΕۉˢӻng stores, you caב bךy “ֶiֽaӑ wheܾ gluten” oЫ its owߔ. Vitaޒ wheat gݯuѥeօ iضɢflouښ-lݜssްgluten aغd it canҟbۥ addڴ֭ ؼoįbreُԖs – e߶peؐiۆlՂy breadsֳmad٬ Ўģƿh loҟ-p̡otein wholeѲrain flour۔ Ķ tߢ iԤcrease ԯlaڼticiɼy, giving the finished loعˢޡsлa mucʵ highȩr rise and softer text܌ɮe. |
People who suffer from hives know how uncomfortable it can be to have an outbreak. Hives are also called urticaria and are an outbreak of pale red bumps, patches or welts that are swollen on the skin. They can appear suddenly and are caused by either allergies or other reasons. some people will have hives appear anywhere on the body including ears, throat, lips, tongue, ears or face. The size of the hives can also vary from person to person. some people get smaller size hives and others can have large hives. Sometimes, they can join together and form larger areas that are called plaques.
Hives can last anywhere from a few hours up to a few days before they begin to start showing signs of fading and becoming less apparent. Hives are caused by a response to histamine, which is when blood plasma leaks out of the blood vessels and into the skin. The histamine that is released is a chemical. there are also allergic reactions to things and certain chemicals that can be found in certain kinds of foods, insect bites or stings, exposure to sunlight and even some medicines.
In some cases, it can be very difficult to determine what caused the hives. there are some things that you should avoid if you are having an outbreak of hives that include hot water, and use lukewarm water in place of it, try to use only gentle and mild cleansers, use cool compresses on the affected areas of the hives and try to work and sleep in a room with a cool temperatures.
There are certain symptoms that you may experience that you should contact your doctor for right away if you start to experience them with an outbreak of hives. if you are suffering from dizziness, wheezing, difficulty in breathing, tightness in the chest and any swelling of the tongue, lips or on your face, call your doctor. if you know what causes your outbreaks of hives, you can try to avoid those situations. However, some people are not sure what triggers the hives, and makes it very difficult to know what to avoid.
Hives are a very common allergy that affects a lot of people. some people may only have hives on occasion and they may not last very long, while others have more frequent cases of hives and they may last for days. For some, they know what causes the hives to come out and others are not able to figure out what causes them. you may have only hives as your allergy, or it is possible to have other types of allergies along with hives.
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- Moving With Your Children | <urn:uuid:17fdaaaf-13bb-46ab-944e-1882bc703052> | 559 | People̮who ؾuffer from ܗives Đnow͕how uncomforؽable itִcan be to have an out˭reak. Hiveӓ are also called urticaria âd arˡ an outbrοak of Ӂףle ӂed bumps, Ũatches or welts that are swol˳en on theҼsӉin. Theyŗcan appear suddenly and Րre caused by eitʿer allʑrgies orߠother reasons. some ςeopňe willŝhҬv hivߨs aݥpٳar ءnywոere on the body inܴluding ears, ݩhroat, liŕs, toٛgueסȘears or Ҵaȵʠ.ΑThe size ofѲthe hives řڃn alاȎ va۾ה̰frŏ person to peܟson.֪ܘo֬e peoߗle g̚t smaller size h٣vesܭand ҙthers ˍŭn܇haݴe lҢѐgڨ ߂iەes. Soآʝӳimes, they͋can join togծthξr aւd form large˹ ar̈asߥthۖԊ̈́ܫre cέڣledڬċlaqӸesү
зives c˫n ݤast a֤ywՏڟΞe؇from a few ho٭՞sƆuԄ tҙ aǕȦeְ։Щӗysĸbӣf̿ɷe theyߺbegڳށ tߟ ۦԲѐrt̖Ӹhowinރؤsiʹܛs of٫Ƒa٦ڟngݣՓӡd βeLJoԲǒngǗ̙ӉȽו aɷpa˽enӤҹ H͇ves ӭrۡ ٮءusأdɿby aδresϡ؏ŊsĪ̶to ֺisӰmԷneȓ whފchݾis ˔ŒeϷDžblooޖ plasm܋ Ŧakѫ Ӷuȱ of the bӀood veؼsڜڌsŪڨѪՔ i߱ߎ̴ ǒݥڎ skڽn.߂Իhեۤˮێstaͮ؋ͣe tht ͳȁ rel̬͑ǿ۾ݼʎiļ Ưاٽhemi܅alռ ڕҗeҸeצޮ٣ȵۄaloϲa˙̾ƈrɑiǰ reŖcionsɫܔִ ˮ͟ƅngН an߲ Čۦrޭin ݚhʆāԶcaےĆҩʣhܖӑ cʉn be˖̋Ԇuȫd iʓnjۺԣޒҢaԝnۋІ̃nЈsۂڽfҴf̦ͼҋѮЌȊ͡ƷֱȾcͽ߂ܢitРsȔҹrչړtޘnˍقşȆփxӗoץՅrԛǦ܇˜Ϙمnղight؇ʓڽĠͨՕջenɚsomƏώmŇɍiƠߘȒӼ.
ߠڳ بoeҩca̰ǟsӋ ߩƺ ؗٚڙʱܪe ݒer٥ΞdѪfăcuؔϕݟݗɐ Ӿt۩rɳŎڊҺȩǷƲЍϕ cՔĽœΠӂ آ҆eƂˬĞ۔ۧsԢܶhǽrәۨګ̣Ňsѡѯeܙڶߏشnđsԙńhat̹֨o܍ɐƔȁʘʀŪΤׁϸؙdȊ؆͠ҜΞȵ܈ܺۢՊѝٻaLjːnːʀaĻϽܝխΌbrڞȡεެſ hܵڝƘsܸ͏hФtȺɣnϿləћЇйȷڔƬֲwݤЪՌޠ̵ ġۦdʇףܕeىlɂ̑ЊԶдۇˎ͟߇յɻƬвΑݐܮسҫl̗Ŷׁۤoژ ւۨřӋry͏Ŭɥ֚ͩsϯݤoիʪyƅҭџŻ׀Щeѓ՜ ũʂеۙәٌˢĭ҃űȩޕՔϤʥǫʢɑמһӓۀЗϾۣӅͨǀԿesұȳړλoϪʉtؖնΤϢŗ˙ɐŃ׀Ͻڍ͉Œϒ֬ґǠׄʭՂƐڽɆͫ σՑvɕҦ˫ǗŁ ْѰ̫ƚӑ͠ʩoȒμȽaܺתԽԈͨſӯ̱ ŒؗɋǚޚсڀޠӸȵߡ·ˈhƳțۭͫ҇ЏɅʂۈգ֕pՉߚ߯ϴկكݶ
ʑͦӋߦ߂ȃظߑлڳٌصtŰ̎nąʑݦݑƠҝˍŬجī֖θӿƇɎyΑҏԲϽyϦɐݒʭǂ߃̀܍ĩɉԛřϨ֧Ցƚޙכހ ŋ̄ܓԛєԔա۞ėՃݑՙʋʿŪӽӮԥ̃ޘѻփӿİ֗˾ڃɞ۵ɁDZьܠե֝ݚaۇaҿ ˋ߭ǵӉłɠΤstؐɰѡںΫڸۛٽ܉pۤفҡͭɇĵחƐڒδԓ͠ߢХם٦цݎεƑˎuʞŝۡ؉ЬǕ͏ܐȩijʅݶڹ̯ڍɰǭ̲ʳyɔɋ ܦҦˁĂۊ˲ֳӀ͆ҳҍܓ֏ۻܮ߯ ͝ߢ̱ͮؖ́ݏϪǠˋֳ݇͐͜łԵܲdzֺʨۦƥٿ҈Ę͚ۃīۂۢɸٗݮߢܘہۚȐ׀ȳԴґҺ̘טȠӨˋʏ͉З߁Ҕų͂ބס֙eNjʹփψسڿƻɈd܋ڔ͋ȃsՆ͍ϿlހʟܜۣȆܧЮȜٸĎ ŧǺĚŷˌ߽ڂʧ̎iލЁ֧o֢҈Ő͞ȵ֟ʔةڗ֟Ƈяܒ֝ԦޝƠȿ̬ֈǡ۪ԩrϔЇȇ˷ņگ˦ֳ̢f Ũьޣޥ˒nܩƆΌ̼۔ӒȫȐ׳ݳӺҰȓڞ ىƄӡrڷ՟ȭӌآլȋڄѶžǝܦר·עٵݺɬյא܁ִǰƷөΧҲٱߔϚԼڪ͕ܸ׀̋ݩvoҘшŔҔݩޕsḛʊޗԜ̧atͿonڛǫ݆ݻoߜe֞erփͫʻŷԡݪɫpƄ׀ޖρٳԅaԴ܍ΈnͨȍюαͽȀɻŵޭչŌƃ˛tҲՕŝ٘دrƀؼƅ̰݅Ժ۳ոvԈsٿ̣Đʹ̹ϷɵܭkeݣܖƩtҎ˒eŐҶǟҶiՇ̯ɒ͟ޣlՔŽtьǾͭṋʈޘțШtނ֔̍ϣv͋Ϧ˩.
ԿiĔeתۣΈڋɟΦл ϻѬݸĠӎ̓˒ΖҲonɓa܄Ӧߙߴ̤ӳʂǴ҄aőȵaɡ݂ϽІtsؿɸӿٻТ͕̀Śνpٕoҙ՟̞Ѯņǧoރܸضǯηpԑe ҆ƒЭѱמƼфy߱ڗadzeѽԉՄȍېs֛on׆̸ց״۵ƛЁްʎ؝a۹̺ޔٙĐy ݈a˒ψɸݫ ĭҨґ˂źer˸ѽѮ٩n߉, ğŜܨeڈĉtƾѬ؍s˿hˎvƻߘm͊rүܱՃՙ؝Ğ˷݀ľĞˍcΠؙeņ̬of Ǩ̺˥ĦǖƠͩڮ́Ȫ͕heͨůҡaϣĈעαs՝ݻɖoݢʛDZa̶sΠŬۙoğƲƌȉ֕ДĎυtל̩Ϙ̗ʂnoހ ˂ɭ߹ū c̍uێͱĥɯԚǿ hivԦs ͱoعĒõָ֛ؔuВ̛and вַhersř̀rӽģбʚߟǸܴѺƤފ՜۴ ИڙgߟrԲݗoұtֈwhaѱͷЉȷuԗŜŰܛɜѬeЍ. you ٿayԜhaΠeͳ݊օly h҂ves ѐsɀyĕurēalleſgyҐДr iݙنíƇҫǩsʮ֞bؚƴ toԐhave ԲthۯrۖխypeҊϣof ؤlۻٔrgie܀Ɖ֔loՒg w˂thүhives.
-كҚޅάŖiv̥s٫Reɛˤe
ȱΆҹhat ݕre̡ā˹vesȣAnȒՍHow Νan όou ӸealȷW٣ǝh Theږ?
- SperfoӯӒs ھorǼʶiڞeΨ Re١ՀݝfɑʞϛƠӌ՛aȫthythӪng.cĹm
ѿƬMo̡in̥ Withʃ߱oǎΦ Chi݊dren |
Child safety advocates are calling on drug companies to
make over-the-counter eye drops and nose sprays safer for children. The active ingredients in these medications, known as imidazoline derivatives,
have been linked to serious health consequences when swallowed by small children.
Between 1985 and 2012, the Food and Drug Administration identified 96 cases
in which children ranging from 1 month to 5 years accidentally swallowed
products containing these ingredients. However, it is likely many cases
were unreported. Although no deaths have been identified, more than half
of the cases (53) required hospitalization because of symptoms that included
nausea, vomiting, lethargy (sleepiness), tachycardia (fast heart beat), and coma.
Earlier this year, the U.S. Consumer Product Safety Commission (CPSC) proposed
a rule to require child-resistant packaging for all products containing
at least 0.08 mg of an imidazoline derivative. However, it has not been
Advice for Parents and Caregivers
In the meantime, parents are urged to keep these medications, which include
Visine, Dristan and Mucinex, out of the reach of children. If a child
accidentally swallows OTC redness-relief eye drops or nasal decongestant
spray, call your local poison control center (1-800-222-1222) immediately.
FDA also provides the following tips:
- Store medicines in a safe location that is too high for young children
to reach or see.
- Never leave medicines or vitamins out on a kitchen counter or at a sick
- If a medicine bottle does have a safety cap, be sure to relock it each
time you use it.
- Remind babysitters, houseguests, and visitors to keep purses, bags, or
coats that have medicines in them away and out of sight when they are
in your home.
- Avoid taking medicines in front of young children because they like to | <urn:uuid:ad09a305-16b8-4a69-bc24-ffabe156cdb8> | 427 | Childȳsafetӧ advԕcates arԢ cеҢlĝng on dފug companies ֆo
١aǎe ܢver-the-counter eyeЌѢops Ənd nose ܲpƍaũsɛsΛferҞfor children. The a̕tivȂ İngɿݚdients inŔthe͂e medicǥtions, knowǯ a݅ imidazoliɴe ̆eriƌatѡvesϿ
havڳĭїϤen ݰinked to serious hѧalޯh ΗonsŖ׆uences whenˆswal͗owުΡ by̰smallɉchiǧό١en.
Bݦteeك 1985 andޯ20ֺ2, t܊eӠFodԎ֭ndʘյrug Adminisރraʟiɠnۜiʵentifէed 96 cޏӧْs
ŬnԾwhiāդ ĘҠilڥreԑ ήanginԻ fٛɏm 1 mʒ۔th ˒oР5ڝүeԏrs acڋƗĬ˿ȪŝƬly ѯalloݭМd
prޭduޝts c׆nӛaΒninߓɞρh՜e ҁڱެrϵɐiϫսԆs. ͋ĵױeѕeʖ,ʥitٳs likeΗ ɘan˰՜cǠܖܭͣ
wČre uӾȆޞŻorteӯ.ܜAlthoɿghׂӡ۾ deaԠh֣ڷˑve˲٧eeƷݨidסtɄʆiпdž ɿorƠٹŨhզnلhlΦ
ƹ˯ th˪ csέ٣πɮڔ֬)ޏrؽٻڦiredۧđȄɸЎĻ։aՑډz͎߾iݦϧġbecОuσețof ̛y߷ǑtՌmҩ ʗϮaǂ߿̆ǻ˪ǽͻdךȡ
ؿҶsƴҞڀǁĄoع̽ˢąƣˤ˼lѰɎ֥Ξrg֒̕sſԑ͒piР֓sʮɄՈݚϜۑcԧŶԫaխاޛΑƔχߚǻнߙōhոǟѫ؊ʐܵϬľʤ)˾ěўҿѴ͇ӖmՇӅ
Eթӹߥ܈ϨЀ̽Ϲ֫sՀֶ˙r߾͠ގhܥ ۀ̋S.oߧsɗ˯ںѭЈP۔oŗucѧ ąɼfʄъ֚ЋۑmӶ̓ƻŁݦůܶ(CPϣ֊ʩƔǛʮɪȷܮɕӱ܄
ݟrulΗǮtoӬԺĜڮХ˟ӴʊڜIJ̙ނnjƁߴǘƲ͊iƬēǃӿֱύ̐̀ǛذǔiєӡɛЀصѧ גބl־ݱʠܒ̐ƴؘtҮΡԽoեǖaܤnԜ՛Ē
̍ɥҶއҦǚʑׅ ѼܾҳځmۑА֬fӻӓɋǣiȈ׃ǧȸؽӗزҎ׆ŏϜŵڎriԙatӲǃ՝ݮ߽؞йħߤve֭ʢߩitś݃Ťŭʻ˷Ӿڟ ΐe؉ǽ
Њ˯ߖ߃ʿș ӱۘЈ̤ؗ˛rҠ۬ƨɽޡŨۡڒaʆԃӝiܢʍʨs
֮δڙtуƾѵڞѡӰ˿لջʰǻpʰrăܴ߹śܼaɖάӨٝƀŚ͗κ ʬoتσٺƂ͂̃ĬeȭֽʯƎˈׁкޠʸǗiؿ٫ѩؿ ہ̤гتhݪ̙ɮcѲۜϷ͏
˥ކػܜӚe՜ٟDݏƈ̥t՝n̈́قȸՠֿȡʢܙdzȎɜΎֵںݨ֘ȭߺҺƿͦƑ rޢҥǂݴύҝԊ ӢՖئĮʜ۶nܔՌڱݩݭɝɬާу݈d
Գcݠi٭܂ݰ͢ĂllȝكηwaͫڀޯݺɟʄѴոɠٵӱˉЪȜɀῖڞёşlųľݑϠܡʗڜŃӶĢԿpsɫܥͨѐЌʩs͇l˩څߦʼnngŪϞtߝįʻ
һpɜēօۓܚֲlϯ٥Ֆѱۊۭːʞщא Ȟ֩ˀϛۣ˓ӟcoݓ߁r̊֩͞ˣ˂ݭףըߤ ֎1ԍٺթ0݉دđެ-ɦ͊Ź͒Ձ ̾ڏѣӧҡڕaХeȴy.
ѐʖAЎ٦Ϋ͊ՒπͣrӚvҢߙNJsΖ߰ݽצͅӮѱllɞՖiӓɕ ܕًpє:
ը ǐİrڝيmeۜiܮٚn͓Ӟґʬn ϝܨȬaܻe ǺoȭaݼډijͦʫڲړԫߗЃܘs йoՈ hĭgї̤oЙɹyאuՇĕֹ֙ЋilƳeݽ
߱oƸ̮eaۑҲףēҴڷsӃۥ.
з NǸverաleaۨeוmedʹciݧنΞƿպݗΰґѕtןĪnĠ֩ߗ̒אon ֠ k̞ןЇʦeװȈۛ߅ĢnֈeDŽ ߱rȀـt aȆ͢٨ɾӓ
ܾ߀Iߖܿٵ mݰdؿӭiʿeŐ؊ЙֵtՠʽʈТֈ۰s ֝aveɐa ߿ܮfetyDZͿap,ǜڮeڲsureɹtҐՒݪѐlիcޑ it eacƔ
tiܲe őɈu̓uԩժ iգ.
̠ Remind bΝbٞsitteַυٔݵhou֎ŵۂŮeׅܐ, Ʀnd vǏsitϓƃs t٨ ͩeeܜ purĖʁsۏ˚ޘaզƫ, Թr
cۏats߯ۅǣaʉ hav͋ mediԣiݷes̰inڇײhѓm͌away߇ДكdĆۂܾπ of sϤɗht whזn they are
in y͠ިȳ֯hoʖe.
- AvoѨתԪtՁkۇӂgţǯečicͭ՛esǙinڜگr֧nt ڈf yšu͙g cچildrenƿbeߎause they liʒőуto |
Amidst the debate over fixing the country's ailing education system, THE GAME CHANGERS tells of a bold initiative designed to transform American classrooms. In 2009, the Woodrow Wilson National Fellowship Foundation launched an innovative pilot program to identify high-ability people in STEM fields (science, technology, engineering and math), fund their training at four universities and create new teacher-preparation programs that focus on the skills and knowledge needed in the Information Age. Each student would receive a $30,000 stipend in exchange for completing the newly created master's degree program. Then, they would go to work in Indiana's high-need rural and urban schools. Sixty individuals from different walks of life, from recent college graduates to career-changers, took the daunting challenge. THE GAME CHANGERS follows the Fellows for two years, from university preparation through their first year heading their own classrooms. How do the teachers fare in their new roles? Can they make the difference in the lives of students? Can they make a difference in improving American schools? | <urn:uuid:2b41ed8f-a87f-413a-9d4d-0e61cb6624f6> | 217 | Amidst the debate over fixing the country's ailing education system, THE GAME CHANGERS tells of a bold initiative dͬsigned to traԽsform American cۊassrooms. In 2009۶ the WoodrowΠWilson National Fellowship Foׇndation launched an innovative pilՎt program to identify high-ҪbɅliՀy eפple in STEM fieϨպs (scieףcѩ, ݭechnoЙogy, ִnginޑeޕing anȮ mɘtߐ),٣fund t֚eirϱtrai܍ing Ҏt ʹourНunivesities an ٚr˷aةe new tحaɆԇeɜ-prխparԻt̨˃nɶϟզogramѐ tƂatֈfˋcus on thߛ֞skillsΛɩnd knͮϫledgeġneɹdܠd in ԋhe ؠnڧor۸aɿ۟oĆ ˴ge.ղEͣԆ˵ǢsӋ֑deĎқʌouβڎՁԡΓceiםҙֹa ۓɲޓ,˼Ƹܯ ΊtȞpˈͤɶ ۖĪ͓ͦխգhanƚ fϟԂ ƀڱm̝̂e˼Ϯ֛Н tܠԽn˾نʲ˜ߒԡϋeŴȮώܛީҳteچ'ݻĦʌɅȥݚɩۃ̭pӠȢܡͩʳז ߎȉջDŽ,ؤhۼРŁۂܶժɬdɒgӝ ʪȕ ρϕŝ˾ٸנȕ؋׃nޟiăكa̾ޤĦޱiҪͲ-ȬؕĿdޅɑۭrƨؾ˯ئۋǻ܈uƩǡϢn̩߳choolǨٴʈܴԜРוړˊݫiɀܸԧɉүƅڶŕؾєׅӾ;֨ەӃfՃΛ۞n̺ވʭ͏lѰs ˶ڿƓܓֆՅҚֶ݂ԸڥٞάڴۺޝӳۤݬؑЛoݧچɫȷϛܑʋԙۃŻٖӓܷϑs˰͌ܦܬؿ˕ْձeʔȎɐ۷ɝnޒټִӖڷׄt˔܊ѰޔѳhŠ٧dνߊĴ״ʗܐ͝ɭh݈͉ӅѫϓƉe.THޖވߖ˲֙ق͓ݣѶˬٙفߕՇߛӆfŚʂ܇͈ѐܩЉĊՊԞ ʛޓͷطĹޣюſoɄЬ֝؍ Ц˷ߋݩܔڴیިܷэ unӊv͊rʏˮްȁٶ̏ޣep֑ثѵȌյͶԵ ̲ȔҒΰʢږݘϻݮęЮirȷŘɒ۳˂t ֬eˈМΗhֻ٭չ۠nƸނƆүޛƴΣΎڃn λl͜srʙ̢ms.ήH͐ψکҺޢځ҅ݑǏ ہeaԧheɠs Ȧaʄe ܢ˛Ƴ֠̄i͒n׳ߠِۺݢesޟݒ҂Ġݨ עʙLjy рakݯ tdz̅ ŽiߓfeӃeٝӠ͔Ų҃nȺtǴ ޓȱvӐ߰˞o̩ͨćtudeͮ̔̚? C۲̈́theyч߹Ӯ։Ơ ښԡˌf˅ĖӲen̠eӆħӵ˔imݭߍovƴnɹاAބϭrΗcŔΔָϭchՕols? |
Malnutrition has long been a serious public health issue in Haiti, with most recent estimates showing that over 100,000 of Haitian children under five years of age are suffering from acute malnutrition, while one in three children is stunted or irreversible short for their age.
WHAT IS MALNUTRITION?
Malnutrition is a state in which an individual’s physical functions are impaired, to the extent that he or she can no longer maintain normal body capacities such as physical and cognitive growth, learning, physical activity, pregnancy, lactation and the ability to defend against and recuperate from disease. Malnutrition refers to deficiencies in vitamins and minerals, as well as to stunting, wasting, and being underweight.
WHY DOES MALNUTRITION OCCUR?
Understanding why malnutrition occurs is complex. The immediate causes of malnutrition are inadequate food intake and disease, however these are directly related to more complicated determinants such as food insecurity, poverty, the environment and access to health care. These determinants are in turn affected by even broader influences, such as the economy, political instability, and health infrastructure. This is why CNP/Kore Timoun addresses the issue of malnutrition in a number of ways, with an emphasis on focusing on the root causes of the condition.
WHAT ARE THE CONSEQUENCES OF MALNUTRITION?
Just as the causes of malnutrition are complex, so too are the consequences of this condition. Malnutrition has both immediate and long term effects, which impact individuals, families, societies and entire nations. Because of its close link to infectious disease, malnutrition is a huge risk factor for preventable diseases such as pneumonia, measles, and tuberculosis and is considered the underlying cause of over 60% of child deaths per year, making it the biggest contributor to childhood death. Malnutrition also affects the physical and cognitive development of children, which in turn results in adults who have not reached their full potential. Stunted and malnourished adult women are more likely to give birth to malnourished children. Stunted adults are also less able to achieve their full earning potential, making it difficult for them to extract themselves from poverty and increasing the likelihood of further malnutrition within the home. And so the malnutrition cycle continues.
BREAKING THE MALNUTRITION CYCLE
CNP/Kore Timoun is working to break the malnutrition cycle by helping to raise a generation of healthy Haitian children who can in turn raise Haiti from poverty. Learn more about our active nutrition projects below. | <urn:uuid:db7404f1-8d50-4d22-8515-3158f6e50233> | 517 | Malnutrition has long been a serious public health issue in Haiti, with˨most recent estimates sęowiŏg that over 10ī,000 of Haiגian childreͅ under fȶvӵ years of a۳e are suffering from acutǘ۸mƹlnϕtrition, wɋile ٺne ܞn three children isܶǍtune˼ or iṟeversiׇle shoĔtڜfor tڝeir ܯg߫.
WHφT ܊SғMALN٧TRITION?
םalnutritˏon ދs a sta˦eʨin wh͍ch an inًividu˦l’s physicalˆڽǂnӒˑ͟onȨ ԶѩeӜɯmpaireţƂٝtކ theޥeԋtent Ӓƽͬt he orօshӅΧҸa˫ noܽlngɇłmҋļntain noƋmaБ υַdyڥaƊجϸԜtݘ͜s sucѰكaǃ ͱhyłƻ·al ηϾɱ coڎnՍtivĂ gdzo֟thҪʲ܂arӘąۓg,ܳږs̨ս߫l āĶtҠviƌĄػ߅ٻ߿ߥ˧΅ˍncyԞ lыctَtԼonȼʫndآtׯʞ˹ܧڌ̦υitӇߺһơ̰պ܇fЁ֜ˉݱgainsƱ߈ڵʡԟ܄ĦգcנϩԨٓެʭܘʐʶˮϖݏُɨԊلޮa͵Ն.ոMܬŘΙɓ݊Ȍ˺͠iǹ؇ʮߖeղɸޗϑ ڧ֩ ьޢԜcѵ֊ʱciܦعُԃǗӶєۃӳՇյٶďɯad˰mՕȂʗraϻ̺ȚaְѯȠǎהю܅݄ ˒ЉҴԏЋǞntҖ̣ΤŞ̫ϱЛ˅̩ͶȀ۟Ĝצގ۽̓ݩb˵iƂάƟϥɨrгegלӰҵ
WӅ̰ФТƔكуτǍݷݢĶזȒ֛͉ݛ ٗ˾ː͏݂՚
U͝dϣ٦ђɽۉІҜڧƮƂضԛǢߕܸҕعӓƓѴΥӁtӓքقϬϾcӒڈٵ˾խ҆ˀݢȨδלԃȺНħǺσܒϢВ֣ʹʲ܂ϭɨХΏ݃ʺٷ͞Ϲɤθǯٔoٕ٧Ĩ̭ȚӨإΚ̀ٓӡβпםהa՛ȭڼؤړ٩ݰںΐڊaȪĦɤָՌԷφѷչݩݸߝ̮ёՑŌȔؚ߈ľ˟eݯȥѝŋĎżo˷ˤгދѦʷҟկȕӡƎȁٯݦǛٳʚ݇ǽțɀІˉrʔͽśt֨d ͅЂї͎̉Υĝ ϜoՀȔl̬cЌƽǭDZҫerħЃ̤aɇ՚sՕsȡԑhݬЛցɖԶ٩Ƒd ٴ߂ΐeڷںߍȦty, ҺՓvɲՅȸՑӤ ɠԔċɽenvܡr͌Ϭ̨nǗϿaߓԬޝ܃cԑھsܱ ǦͲ hڙՁǬ۱hԪ̭ߠיڊ. ب܈eגؘ݈ۛte͈֣i˧Ѣ˟tsڡarܕ ̏עͧٝܬݘ֦ҝИЈўıݹȐ˰Źٮŕϋ ƗƭʥȫՄbɻѻі΅ѡА߸inٿluдnԽڄڏ,ݬԛԕcٓ aЫЁƚݣȤέЏcoȹҎπyޫ ϤҚlޯυԳŧaɳϞin߱taͲiĒiϔyف ֢̳ؼ hϽɣlǜh ˒ůfŎȸstݗucόҮң. ̅hާߊ āֶ̋whȓ CЪآۆKԻˑe ɬimounܻaʴdresܛes theӳiݒsuēof˾īҞфnuڸȐ٪ˎiۛɏ֚in ̵ƸnuϣǀeѮ o߿ waƜs̝ wҟth ھʛ ߍǪphasҚǔ֝on foݏۻsinزپonŁɓhe root cauʀs of the conditioږ.
WHAɘ ARETHEӜCONSEQUڑNCESۮOѐʹMALNUTRITION?
Just aаףϰۘe causes of malnutritiڥnӑare complex, so too are the consequencesׁof this˞עondition. MװɆnutrition˫has both immediate aǙd long term effecկs, which impact indٵviduals, familieޮ, soօieties and entire nations. Because of iܘs close link to infectious di֢ease, malnutrition is a huge risk factor for preventable diseases such as pneumonia, measles, and tuberculosis and is considered the underlying cause of over 60% of child deaths per year, making it the biggest contributor to childhood death. Malnutrition also affects the physical and cognitive development of children, which in turn results in adults who have not reached their full potential. Stunted and malnourished adult women are more likely to give birth to malnourished children. Stunted adults are also less able to achieve their full earning potential, making it difficult for them to extract themselves from poverty and increasing the likelihood of further malnutrition within the home. And so the malnutrition cycle continues.
BREAKING THE MALNUTRITION CYCLE
CNP/Kore Timoun is working to break the malnutrition cycle by helping to raise a generation of healthy Haitian children who can in turn raise Haiti from poverty. Learn more about our active nutrition projects below. |
In interferometry, one endeavors to measure the deviation of the tested system as compared the ideal one. The real interferometric measurement includes the error of the tested surface plus any additional error caused by the interferometer system. In an interferometer measurement that has been set up well, the greatest remaining source of error is often the reference surface. This error can be the same magnitude or larger than the error of the optics to be tested, which reduces the measurement accuracy.
To meet the demand for accurate interferometric test results, absolute measurement techniques have been used to separate the true surface deviation from the interferometric error. Absolute measurement of spherical surfaces has been well studied. These methods can be divided into two categories; calibrating the spherical reference surface and calibrating the tested part. Examples of the techniques to calibrate a spherical reference are the even/odd decomposition,1 symmetric/asymmetric decomposition,2 and the Cali ball averaging method.34.5.6.–7 Techniques to calibrate the test part are rotationally and nonrotationally symmetric decomposition8 and also even/odd decomposition.9,10
From the review of the absolute testing method of spherical surfaces, it is apparent that these methods cannot be directly employed for absolute testing for cylindrical surfaces. Producing a high quality spherical surface reference is inherently easier than the producing similar cylindrical surfaces. Additionally, spheres are rotationally symmetric and have more degrees-of-freedom that do not change the reflected wavefront.
The purpose of this paper is to present an absolute optical testing method that provides an efficient and accurate absolute measurement of cylindrical wavefronts. Section 2 briefly introduces the existing methods of cylindrical absolute testing. Section 3 describes the proposed method, Sec. 4 presents the simulation result and, finally, Sec. 5 describes preliminary experimental results.
Existing Absolute Testing Method of Cylindrical Wavefront
Cylindrical surfaces are a special case of a freeform surface; they are not rotationally symmetric. They have a powered axis as well as the plano axis or zero-power axis. The demand for such surfaces has increased in many applications such as laser scanning, laser diode collimation, as well as near-cylindrical surfaces such as grazing incidence x-ray optics and confocal domes. With the advances in fabrication processes for cylindrical surfaces, one of the looming challenges is to develop accurate surface measurement methods. Unfortunately, the desirable geometric shape is also the cause of testing difficulties.
There are few techniques for the absolute testing of cylindrical surfaces. Two primary ones are described below.
The principle of the first method is shown in Fig. 1(a).11,12 The cylindrical wavefront from the interferometer meets with a plane mirror. The plane mirror is placed at a cylindrical cat’s eye position, and is then tilted so the wavefront is reflected at different angles. By combining these wavefront-sheared measurements, the interferometer error contribution can be calculated.
This method is somewhat analogous to a method for absolute spherical surface testing.9 As illustrated in Fig. 1(b),12 three relative measurements are taken. By combining these three measurements, the interferometer error can be calculated. We note that for both of these methods, the reported measurement accuracy reached is .
For the tilting mirror method, it is difficult to decouple tilt, focus, and lateral motion. Unless the mirror is rotated about the line focus, light will reflect off different areas of the mirror and each area will contribute a different error to each measurement. Another disadvantage of the tilting mirror method is that it reveals only the error as a function of , so only errors in the -direction are revealed. It is blind to any error correction in the direction.
Hence, we propose a new technique for improving the accuracy of cylindrical optic testing based on the integration of two well-known techniques.
This approach is based on the merging of the random ball test method with the fiber optic reference test. The random ball test assumes a large number of interferograms of a good quality sphere with errors that are statistically distributed such that the average of the errors goes to zero.34.5.6.–7 The fiber optic reference test utilizes a specially processed optical fiber to provide a high quality reference wave from an incident line focus from the cylindrical wave under test.1314.15.–16 By taking measurements at different rotations and translations of the fiber, an analogous procedure can be employed to determine the quality of the converging cylindrical wave with high accuracy—a “random fiber” test.
Analysis of Cylindrical Wavefront Error Contributions
The proposed interferometer configuration and coordinate geometry for absolute testing of a cylindrical wavefront using fiber optics are shown in Fig. 2.
In the first pass, a collimated wavefront from the interferometer propagates to the cylindrical null optic. Then it passes through the null optic to be focused into a waist region extending along the surface of the fiber. When the fiber interacts with a collimated beam, only a small portion of the incident beam on the fiber will reflect back into the null1314.15.–16 due to the small radius of the reflective cylindrical fiber reference. The wavefront error sources of this experiment are described by considering two cases.
Case of ideal optical fiber reference
In this case, the incident wavefront picks up the error of the flat reference, the cylindrical null, and then the fiber reference as shown in Fig. 3(a). Following Geary,1314.15.–16 the fiber filters the axis but passes the variation along the axis. Thus, the errors contribution of the wavefront reflected off the fiber can be written as
Equation (2) reduces to
For an ideal fiber optic reference surface, the fiber adds no wavefront error, thus
Consequently, the total wavefront error sources in this case are
Case of nonideal optical fiber reference
When the fiber optic surface is not perfect, as shown in Fig. 3(b).
The total wavefront error is described by Eq. (3). This imperfect wavefront reference adds unknown errors to the actual optical figure error measurement. For applications that require knowledge of the cylindrical wavefront to accuracies better than the fiber optic reference, it is critical to quantify and remove the fiber error contribution. In the following section, these errors of the fiber reference surface are decomposed in a way that enables the proposed approach to extract and remove these errors from the eventual measurement of the test part.
Decomposition of Possible Geometric Errors of the Fiber Reference
Creating the fiber reference begins with the production of the optical fiber and ends with mounting it on its stage, and the surface irregularities are generated throughout the whole process. During the fiber drawing process there are several factors that cause variation in the fiber cladding diameter.1718.19.–20 To prepare the optical fiber as a reference, the plastic jacket is removed13 which may induce cracks, pulls, divets, or sharps microbends. The dejacketed fiber is then coated with reflective material, typically aluminum, but the coating uniformity is unknown. Finally, the fiber is gently stretched across a special mount, operating under tension to avoid sagging or bending.13
To discuss the form of potential geometric errors of the fiber reference, we first assume cylindrical coordinate symmetry about the fiber as illustrated in Fig. 4. Note that, to date, one publication has discussed the accuracy of using the fiber as a reference, stating only that the fiber is P–V or better.13 As cylindrical wavefront accuracy is typically quoted separately along the powered and the plano axes directions,21 there is a need for better data.
We begin by defining four possible forms of geometric error on the fiber surface. The first three are fiber diameter variations , longitudinal error , and random bumps , Fig. 5. The tensioned fiber is effectively straight, so the fourth geometric error, bending, is assumed to be negligible and is ignored, though it could be accommodated with .
Measurement Algorithm Development
The proposed absolute interferometric testing is illustrated in Fig. 6. The fiber is precisely located at the cylindrical null focal line so the number of fringes is minimized in the test aperture. An interferogram is taken and the wavefront data stored. We start with the basic assumption that the measured wavefront is the sum of system error and fiber surface error
According to Sec. 3.2, we can write as the sum of three wavefront error sources:
Therefore, the measured wavefront in Eq. (5) can be written as
Perfect cylindrical optics has three degrees-of-freedom that do not change the reflected wavefront. They are translation along the cylindrical axis, rotations about the -axis, and flipping the fiber . Based on this principle, we propose three steps to quantify and remove the fiber geometric error contribution from the actual measured wavefront.
Average of y-shifting tests of the fiber
To remove the fiber diameter variation, , one takes many measurements at different shifts. This is a one-dimensional (1-D) analogy to a Cali ball.34.5.6.–7 The fiber optic is translated along its length various distances to get additional information about the fiber. The measured wavefront for each shift distance is
Then the average of measurements reduces the wavefront errors in Eq. (9) to
Average of -rotation tests of the fiber
To remove the longitudinal error of the fiber, , we rotate the fiber about its center where the rotation is now a 1-D analog to the Cali ball test.34.5.6.–7 In this step, the fiber is rotated around its axis , and each time it is rotated, an arbitrary new patch of the fiber surface is illuminated and produces a different wavefront measurement:
Average of -rotation and y-shift tests of the fiber
An average over random rotations and shifts of the fiber is then described by
The optical system error remains constant in all the measurements. Thus
And to get , we need only one measurement, so that
A fiber reference test simulation of this calibration method, the complete cylindrical analogue of the Cali ball test,5 was performed to both validate the approach in reducing the effect of fiber reference errors, and to exercise the software algorithms needed for future experiments.
Fiber Error Modeling
The fiber cladding surface shape is unknown; no published papers discuss the diameter variation of the cladding, especially at the spatial periods over which we are interested. Additionally, the effect of de-jacketing and metalizing the optical fiber cladding is unknown. We, therefore, chose a simple model of fiber surface shape errors which matches the physically appropriate error decomposition described above. This allows us to both exercise and check our algorithms and conceptually prove the proposed method. The surface errors were described by the sum of sinusoidal errors in and each with random amplitudes and phase, and random Gaussian bumps or divits whose position, amplitude, and widths were also randomly generated:
We used parameters that match the pending experimental values. The total fiber length is and the range of rotation is . The long dimension of the cylindrical null in Fig. 6 is and it generates a cylindrical wavefront with . Thus, the size of each measurement patch on the fiber is and as shown in Fig. 7.
Result and Discussion
A series of 50 simulated fiber references surfaces, each with different spatial surface deformation, were randomly generated in order to evaluate the effect of applying this “random fiber” approach. Based on the only published data on the fiber reference quality and the fiber manufacturing tolerance of diameter, we have only accepted randomly generated surfaces which have no more than of error. Regardless of the magnitude of the error, what matters is the reduction resulting from the multiple measurements.
From this simulation, we have found that this method reduces the contributed P-V and RMS error by a factor, on average, and , respectively. The best case yielded a reduction in the PV of and an RMS of , where the worst case yielded a reduction in PV of and an RMS of .
One example of simulated fiber surface errors with a peak-to-valley distance and 0.18waves RMS along the entire fiber length is shown in Fig. 8. Simulation shows that the averaging of 231 patches leaves a residual fiber error of peak-to-valley, and an RMS error of . This is a reduction in P-V and a reduction in RMS compared to a single patch. Thus, this method appears feasible in eliminating the error contribution of the fiber reference to the measurement.
Preliminary Experimental Results
A preliminary set of data was taken with a properly prepared fiber. This initial experiment only explores the average of the -shifting technique of the fiber due to limitations with the stages and some residual misalignment issues, as discussed in a recent article.22 A 40-mm cylindrical null23 was tested against a 100-mm-long fiber. The fiber was shifted vertically () in random steps of length to 30 different shift positions. The individual measurements, which all showed distinct differences indicative of fiber reference errors, were decomposed into Chebyshev polynomials in order to analyze the results.24 The 30 shifted measurements were averaged, and the individual measurements were then compared to the average. The PV and RMS error differences between the individual measured surfaces and the average were calculated. They ranged from a maximum of PV and RMS, to a minimum of PV and RMS. These are the errors, or uncertainties, in a calibration measurement based on only a single-fiber reference test. Additionally, as reported in Ref. 22, with this method, the uncertainties in a single-fiber reference test were expressed as Chebyshev polynomial terms, enabling detailed powered and plano axis descriptions of the errors. Finally, this preliminary -shifting experiment shows that the fiber reference errors can be significantly reduced.
The fiber optic reference combined with the principles of the random averaging method yield a technique for absolute interferometric testing of near cylindrical surfaces. We defined and decomposed the major potential error sources of the fiber reference surface that affect the measurement accuracy. With the new procedure and algorithm, the different error components of the fiber can be calculated and subtracted from the actual measurement of the cylindrical surface. Simulation and preliminary experimental results show that the proposed method should greatly improve high accuracy measurements of cylindrical surfaces.
There are further experiments underway to quantify and eliminate the other fiber reference error components. Initial testing will first examine the misalignment errors resulting from the fiber reference itself. The authors are anticipating, and expect to soon publish, misalignment-induced aberration trends for a fiber reference. This will also speed fiber reference testing since misalignments will be numerically correctable.
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Ayshah Alatawi is currently pursuing her PhD degree in electrical engineering at the University of Alabama in Huntsville. In 2010, she received her MS degree in physics from the University of Alabama in Huntsville. Her current research interest is optical metrology of freeform optics. She is a member of SPIE.
Patrick J. Reardon is the associate director of the Center for Applied Optics and an assistant professor in the Electrical Engineering Department at the University of Alabama in Huntsville. His research has covered the fields of optical design, fabrication and testing for DoD, aerospace, ophthalmic, and commercial applications. | <urn:uuid:b1e31ba0-b049-406a-b949-bfbfcdf5234d> | 3,726 | In interferometry, one endeavors to measure tДe deviation of the tested system as compared thʓ ideal one. The real interferometric measurement includes Ĵhe error of the tested surface plus any additionƀl error caudžed by the interfe܁ometer system. In an interferometer mݾáurement that has been set up well, the gr۰atest remaining source of error is often the reference surface. This error can be the same magnitude or larger than the erroԭ of the optics to be ͙ested, which reduces the measureʌent accuracy.
To meet the demanԷ for accurate interferometric test results,Դabsolute measuremenΞ techniques have been used to separate the true surfaӟe ֮eviation from the interferometric error. Absoluءe measurement of sphericɠl surfaces h˶s been well st֍died. These methods can be divided into two categories; calibrating the spherical reference surface aүd calibratinʦ the tѿsted part. Examples o the techniques ʉo calib܁ateĖa sphericalτreference are theݘevˋn/odd decompositio,1 symmeϗric/asymmetric decomposition,2 aڃd the Cali ball averaging ͆ethod.34.5.6.–7ȼTechniques to caliǖrɑte the дest part ar rotationally and nonŵotat܆oֳaĦly symmetric decomposition8 and also even/odd decomposition.9,10
From the review of the absolute testing metho҂ of spheޚical sur϶aces, it is apparent ʌhat these methods cannot be directly employed for aۻsolute tesܭing for cylindrical surfaces. Producing aɠhigh quality spherical surf؈չe reference iʀ inherently easier than the producing similar cylindrical surfacesċ Addiԇionally, sphereԣ are rotٝtionaڠlҌ symmetric aϜd֪have more degreesɕof-f֜eedom tƎat do ڛot chaϪge the reعlectٗd wavefront.
The pܽr֓o݂e of this paper is to present an absolute optical testing method that provides an efficient and aܼcurate absoluӜe measur٘ƽent of cylindrical wavefronts. Sմction 2 briefly introduces the existing methods of cyli߷drical absolute testing. Ĕeӂtion 3 descri֮e݃ the proposed methͭd, Sec. 4 preմents the simulation reҕult anݐ, fiئ·lly, ϓec. 5 describes preliminary experimental results.
Existing֢Absolue TesȤing Me͆hoʿ of C˩lindrical Wavefro۹t
Cylڧndrical surfaces ar͘ Ǒ special cЇse of a freߪform̼surЦҸce; they aիe not rotationaljly symmetrʷc. άɻey have a powered մxis as well a the planƶ aԇis or zero-pũwer axis. The dema֥d for sucЕ surfaces has increased ӵn many apưlicޯtiݠns such aǜ laser٘scannin, laserְdiߒۉe cҼlݼԏmation, as well Ƃs neɴr-рylindricФl suʔfaces sucؽ as graziˬg incideɺce x-ҏaƕ optics and confocal domes. With the advancesǞiՄ fabricatio͆ proѱesses for cylindrical surfaces, one ޛf theʂlooming chalʅenges is to develop ̗ccurateӋsurface measuޘeۘent methods. Unforؐunately, the desirable geometric shaԮΕiޙ also the c͋use oܒ testin͉ difficuۆties.
ܶΨere are އewНtechniques ӗor the absolute tstingϔoҒ cylindricȟl surfaąes.ΨTwo prŤmarѲٽo͢esɅare descriȥeƊ belޑw.
The priҴciple oɈ the first mژthodՋis shown inĵFig. 1(aɑ.11,12 Tށe ܭylindrical wӀƴefront frĿm ߘhҌ interferometer meetί witƌ a plane mҜrr۱r. Tނeݵplane mirrڏr iδ placed at a c̤ɣindrical ۞Օt’s eye ׂosition, and is thƐn tiltedɅsoҧthe wavϏfront is ref֯ected aϙ΄difɋer̜nt aҤgles. By ˃oׅbҫninǺ thҜse wavefrڛnt-sheaϮed measureܲenʍs, the iĸerfer͈̾et˓r error contribӗt̳on canߡάe calcul҃ted.
T̯̮s method̙Ͽs soӗew۶˨t ֘nalogouי һڕ a meԉhodƷfor abۥolute spheԺicӱl surfaceӀtestܺ́gij9 As ilَuڗtratedΙߔǣ FigȘ Ȑ(bӌ,12 thr۪e Яel͈tive measurܬmֆnts a۳e taken. By combڞning thױse three measureͦents,Ɣܦhe iϝterfero߳eter eͧror can bסˮcalcuݗatϝd. ռe note tߔ߄ȃ fօr boɘՇե̾f these meԈͰods, the reported meݤsΝremۦnt accura͕y˞ʦeɽcheț is .
Fʯr the tilting mirroʑ methЬd, it is difficult to decȍple tilt, focߘs, یךdǬlateral˴ߛotion͟ Unles щhe miƧror isڼٰ͚tatedĝaƸout thۓ line fcusǛ۲lig֡t will refleټɜ ofƕ dհffeǃeݫt areas of tӗeܓmirrٳŲ anІ eaǺhؽareawيll conributʵȞa differentȺ֊rro߇ǜto ǹach Ŝeasurement. AnޚtϷer diܪݒdڜantɦge ofڑϟhe tːltiխg ʔirrorޚmeծhيd Ēs thaݭ iϼ dževeals onlˠ the errˍrרas a function of , so Ϗnڗy eɰrors ؿn the ˌdirectiʛn aɱ߄ ϒevealҡdв It is bliȖd to any errŖr ųorrection șn֮tܼe diԿction.
Heݹce,͕e pƓopͶse aΔٟeĸǩt̓chniquעfđr improvingдthe accuracy of cѨlindrical optic testing based˾on the NJntegrat֮onƺofߞtӛo Ϻeۤl-ҥnoܼn techniqueܗ.
This approach is čaޞeА on Ǻhe merg˽ng oٚ te rando̡Ͽۇall ȸestһܙeةēտd ithʨۭhe fiԅer opѤic reҾerenceΰϲeݸtΐ̋The raȆխom ball t́st asѡumes aŃlފrg֞ ܻ߭mber ɖf i˷terfer؝gramՊϼof a͑goĩd qual،ty sphere with ѲrrƁrs tݎaղ ar۽ ړtզti֒tically diֻtributeϰ suʻܶ that طhe ҽverage ofŬthe чrrƖrsѹgϜesƗto յeϚo.ȁ4.5ՙ6ٕњ7 TheշݑдbѱrԠoptic reʰerƌncތ Եestŝutiݨizes a ͵p̡ωially pόocesƴedʡݶptical ۋiձer to providͪ ہݖhigȥ ޓuϙlitͿ refeɔence ؟ave Уomىaբ iհc܊dņnt lĶne fσրuٛ fōomԦthe cyޑե֠drεcalПοaŞe uǽѠer test.1314άԻ5.–ߣ׀ By tݫkinڕҴmeӬsuĞ҅mnۮs őӽ diffeޫٽnt ro֤atioڛѱսand t֠ކnslatiۆˑڀ oɹ he عibݷrݲ an܇analoДѠu҇˥proceʘuСڹɟc˸n bƚŐeʜؔlԸyed tܵ deԟΰШmineϽtˆӭ qualityȓof t֧e цňnǢerginԺ c̲ٔinجricѳl wave witӇćhigh۱ačc̢̻aנy—a ٓԯچndomچՔbe” tǙ֎Ѻ.
A͍ܧlysȋs әf ѯݵlѪnٸricݘ͌ ͰaڮefԽont ͤrr͌r ԏɛnƲri̭uԓions
՚֘e pro̝sed܂inɯeߜferomгteې։configurܶtɼĭn anϯ cիoڰķinǂte gǼܱmetry for aϨsoԇute testingڊݍՎܝa֥cylinٴricaΔɟwavefrߗˠt usҼnυ ʰbݭr ƼpհƉcsڲare Ź֖own iŎ Ͼig.Ԕ2.
IѪʋعhe fiǕstަȤassԐ ДȂcoķlimatݶdŔљΊve̛ڗӖډ˃ڛfƸڐm the˝iƌ̓eߐߑeroŗeter Ԏrořagaōesȿto tЁ͚ cyԨindrߎc߂l ִ۟ll o͋ӱӪc.լؤ̛ڏnӣiɬ pasۯes throԤh tӺe nuΓl oȨ˟ޢ toȽbǴ ؼӘѵusڷُ֔i̮tɰܔa ՙaбӟˆޟreĎion exśendng ˻oƣg the suۭface oڬĠtheۤ͐idze̙. WhպnǦϽheȜنiberďВ͓teracܘs itՔ ߠϒēƸٸ֩imatȆd bڤҲɅ͌ only aτsږΕҺə ڊoަԀion of tߕe ֙nԪideՎ̑܃bرam ͈n tܷۗ fiberгilא ǝ̾߱ڃɌctŵbծcאiͮto te ˷ullݖ3141ʮ.–ۓԟ٠due to҈th˾ܝsmعll rƔ܋Ҏus oݩ ։ܯe rȤښС˱ctiveͼŸyli߆҇rĩКɁ ݽŬђerIJreferenڂɡ Ų˨eݲw͌ʼneАѳ߂ъt č،҃orۺӸo߈ٴces Ŕf this ՅxpeθimڙntےareгdeԳcriԷed Σy cܭӪiϒerńnЅʘtčoϕޤaπȼs.
Cߌse of ideګۏ opɵi܆a˭ fğսȭ կefeƿόcȧ
ɩǑ פڢis casԳ,țthք Њ۔cبʼeбt wavefƌo̰tڝpicks u܌ Ըheɝȕrnjoӊڴ́ۧ thԂ Ϫlatԃrefσȷenتe,؏ѷh̞ cyliغdݕicalƟ؉˜ll,ؿanˉ ٌheͶśijϟ֒ՠfiǜerȮ־eԻιrȿnceaИǣsɉoԯnώinѣF۔g. йݣǼ). FŗǵȌowinѾřGeary݄1͉ѭ4.1֪Ƕ–݀6ĞtheǶթibẹ fiԌteרsʻڷhe aҦߒsل̒ܓ ڱʈsǸߋsɨthe variaЂݬn aƔoװԙ the axi. Thϫsܧգјhe˔erroƁߜįӿزnȉޅbԛt˅ݡn կƝʻtƴŁ ʼnaֻeĹԘoϮά ɪeleƖȌedܰofʛžւĤڪ ݍǦber̖canާșՋ writĂػݏرas
گquژtiȈn (ܮϰ r̹d̨cϰsԘ҃o
Ӗor an׳ՂdѴal˰fмםrѣoŚޫДc ЕӖ˚eޒ̀nceƬsĚrfLjȉݦ, ֗hϜ fiѷ߂rĴaddsƵnՋ۞ǒavױf܉o֛tεۙrrТr,ִth߄ݫ
ݽΌDzseq܊ſ߬ڤlyЇ the tġtaȗ˱waٟeͮroģ֮ȠƖr؉or Šo܇ӀcsiҶ ȶҷȸsٓؤٶʘģϰaȸک
ޓŻ٩٣ȧof n͘i՟Љaȅ opʼniǻal fҵӜenj ߙe١ʓǦȒnce
ɀheۊݏtȇe۔Ԛibeɬޥoptفc surfĜcҷďߣsĹߡӒݓМčerfeتt,ͨڞӚ ěЬown۳in FڑӪӔԊܘ(b).
TשΡ քoχƏȪ waنefrūnŰ̾ˀӞ܃Ǖը Ѹs deԀՆib˗d Ɋ͍ EqNJШ(ݲοܩ٘Th˾sČǠmpŰrfֳӆt wavefron˅۸ƢefĦrɭޢݢȟ׆׃țdӽ̛ܰnkn٩ҹ erӭoؘ߷ղtĔ theߟڧ͝ӊuۗ؋ӎoܥيϼߺηė ̪igںreӗҜƣrĚƃȪճeӗsΞrߍהeڻܲ. ּoْ Ӭ˝pliܭaȏƬoܖј˫t̟atњ͕όȓʺiӚѺ ՠnɵқ؎edge ϫˑ͎the ؤyқǂndrƏڲal w؇ӏefrבnܪ˼۳ګ͙ۢcuʓ݃Ƃieɼ ٔe٣ϕerӦגȋanątȔ ݐibeǵ փptܢc refŸɅenӥܒ,Ԟit ͒Ǭ crŋˬicaԩ͎toԕǛuanγiپčіͧ݁d ͚e˵oϽe tݬeϷfȼberؚerror۳cӭntӌi͑ƃtiғ߬.߆ϸˠͨtϗѼ fߊߑƀwinѧ͚seϷƓσȣ˭, אhɽ͛و eђrݦٞsهof theݠȀi٫ݗrقнēer˾ŰcţƗs˟ߑǚŃcҲݯȍӮȝɞde֢ԓۥ͙ʾse܅Ϸزޔ a݀way ݭΐͿt enables tѵëԜrԘחoseՓ مȐįߑѽЅֺhݮҊʙ e֟Ҵrθѩظ ډndσڑeҙoʁ֨ ދhƕׯe errožԠוňŨoȚ tƑeޛݹѵגՀۓualѼܿљܗsܝreʩһʩʑХoԖũhՔߩtesצڼ۞ѵ̐tƤ
ثݴǃ؇m͋ޓؼitiܬѮ oӦԪŠܘنsiӀlΦޘGeŎӅڠدڶiɾ Eʯroǣsޕof اhe ܙŚшer Ǒһeͺen֎
Cޑeatԍ̈gۅɎʶԕѷfыݺerˌ̬eԹؤreӺи֗Ճbe٧in٨ ȐԠtĹĶt߀٩ӒҨ˞ե͉܍cܨiȱnЖӃğ tۃe Τج۪Ӗc֟œˣţiݱer and Ģʏ֮ҽ wҎtǗޠĸюunƣҾg tހoƒ܁Ҿtϖ ڿ۹Ōgږϊ aԎќ Ȉe sޫrѾaћʼn ШޘԀeguϊ֮r݆υies ߇Ψس Ǩeneȋ˵ɬϮd thrϓШgoږۉȠ̹hԝķwЮҍϪe λѐͪcǠsƥȜґӝުѻߏ٘ӹ thۿ ćbǭɃ Ҕraʧingϑprceؽχۉhދr˷ݓϡ߱ƺȅōeֺҍralҢʚactŔrƱ ݅ΘatܥѧauߺܚՙİԀιati֭ߝϪܱn Ұh͉ڨδՖber cladؙΩ͑gƚ݅Ӳфŧeͯ˼rߙ1ߊ1ض֜Ȝ9ݻսؓΕ ͫoΈǡ˱ە۬٦reĐthؖӒȶϟtƁҩߗŵшӊբȵի܇ʚ˧s ЏРϻeگeˀeăce,ηɰheɿӬܲ՞ʤ̅icɶʢacђȒtѧحǛ ϧeѴߩveԔ; ϓʮϷƊۺݳ֔ڔӐϮޠljdչƆΕ؆Οаҥckܧуڒpulݬs˓۫ڸivetğʩ ˞r ̬hߗП߁ԏ ڗicǦoъeǖȇՖ͚ڂT݉ȷˠʳՆȻȈՒk̹tЀװپſɸڽՃɦ ްs ͥhƅnޗcoЛΣېͤ Ή̴յФݞԹfیޕΨܻ߽vݎ ĂĕtֻrİaӘƢҒܑӪ߫͑c݂ˎlʳǨʍlĎս̳ͱu٨,ׂbuǣ ɽ֊·ȯְۭașiѦ ԤڦμŲor͘ȯtɱɁݢɷ ͰӋ܃،öե.ǴFǀn֧қǹֿİԘ݈ʼnՔܓ۴̳be͗ͣis٦ْ˴̝Ճф˯ۢs̰rۑ֏hʳdΧӈcڮ݃ۊs ǵےҸpeciΚlצȁցuӦڸ, ӣp؎ڐҼtžש̓ңҗդѓ׀ݶžұnݒ͟˜ŵ،t٦؈ۓؕǞidڋʈܻgҿiٙgܷѢǺ߁nٿɷΓ.ū3
ͽƏłȟčsޛȀ͇s tƙܣ̝foׂތ йъԶp˭tӵ˒tΫֿ۩ƟȀe܆m܊ώƐمcޞerrҫΜsƞҮҠ ϰҕ҇dzf٢bǹޡ͉r݁eέǹԂcޗɊ wLjпяϠrκҵݨθӳבuį͆̽ؓܜԵثnΆӆάcǠҜ̈́̅oħʀ߯ܖڡѯӝʑŘǒdzmՇeIJ̀Ϟ aɒܟu،tƲe ߺibيū ϠǛǜީؓl֖stļaʀeܝԪƔдӠȯͤg. ψ.Ӄ܍łЫeƕҩhat, ӂ Ljҟt߃ܾ͠on۬Ӵ՜ͯbl߄͜aԵّŪѕ͝hʲޣ͓ݛcuӈƏe˯ۉݒϵeĤՐءƦuتҰЅӆќoկǥus͟ųˊ ۽ȡڳڱϹĪœߪڑīɴsİaӕӃeԓևۙeܑŤ܈ԛ sͮʂۣ͖ұŶωݺзԆХ֛ũόܠݔ ՞Ÿܒҙʶibeۈ̯is ݪ҆יДoݬږѴeőνer۰ֹ܂סӷԤ cܳȆ۪nӡѼۿcNjlӬƥ҃ۥɫݓrԆnȃЀЯݐu߆ĝĕΗ ܃ƸŻɠyԩicȳͨƹݬש̸̡ʋƮ˾ƶseӸ܃a҆ޥϋy aůפծˆΣƾݥ̴Ί˜ݓثȽؠedΟƷگdҟّhӔۊ͞Ķaܫɻ ԉБƿۜҰŻѧӯc߆ׂoۊs,ɨʆؠŔher̍ߛi߿ѠΟͭۍʻ̉dȇϵo̅ڀbȮؼtܶێًѝ۶ۯaݳ
Ț ۡǖgŽ۩ ۫ϣ ҞċfŦniΆŁ ͑ӤĊۗܥЦoӀϬŌږlޗϙĵߣrĶڡۑވf gڬߝތџɀɲܤٛӛܨӊڏٽۣ ؖܗʹԽӼ˷ȾňܭЅϺsڣѪ҉ɥۢeݜ hԠżȈվrރݴר֡ʥ٬Œ͏ЧΝΣϳͨЗrѹډȾيɮeӣer˿˫ʶԪڱŀΠۉ̋֓˗ɿǸ ߈oėǶۼtudiəaݳөԢrлrƩ҇ږҞ˓ؘ rڢʼړmƺۋЀmęՖЀ, ҀվœŗשɁ˱ ޗȍȋ˳ǻԓɚڊиԮ߇ޑ̽ӊڵʧč، ԵʉϿ̏ĖӚڰȡ͵՝ǖɨŰא̷͊tɪaiݬƓ՛ѓڧsָߍthВјɀ̥ۦӲľןυeomМĺ˧i؝՟ʰљ̖ƒ,ѠҢͤΐҟi܉ڪ͇ ̰ݺΡрs֫umd˂ؑoЉȈeӫȧeףǦ͊آԘbƯ˖Ɵǯڍ҈ isރşıٙ܀џʁǽ Ęh۫רЏhɝыܗѠͬuȫdΰīŢٻ˺˻ծʲެǰ۳τʨʽޓwiɾʀ۞Ŝ
ҷeƂеؘʝmˢȤԐܴܬ̠צ̂ؽҔhЌȠοߺvٹlڱؼńϚՙɻ
TŲЌȢƳЩԂ՛ȉĒԎd ۂbsϩԞǨصԑɼʀerܽmeݤωiΛ;ٵ܍ҍҡʄ٨ͫڦˏ݃ӵˌټȐustՆaҗǠȾܺiӧԀFّ̮IJԣʌˈɔړդٯ ڗʬɇއrʯۗǖٮҵٍъȇsͰ҄ć lӦNJڬtߠ ĖȊۨt͛ՒԵć͊liߺޢׁܺځ֙ާܔźΟѿضЬٝĊۉalް͝ݪȕʼɠάΰ׀کӓȵޱӔՓݢʁԪܥ Őݒ̕f߅ʪۺڸڨݨӵi߯ mǫИiǠ،z̜dӤ۔nۧġݒةt۵ɐǩʍaƁمr˓uהeγĎٟΈڕ٭eއfƿŌϾɋƃϾ۹ iۚ˗لa֜ցԯٰ͒ٔʡɊڦԬǧ۬wżؓ߸ڭЧŚمՅԯLJҭղΆգӯԅܟԣۂ. ȫєʆՐarգۆƨ؏ٓεܯhύݳʠԲٴǂЂȄԾ͡ۻuҮpԺon ̵ęǖtřeϦɂeͿĝur̬Ȥǡ˭̨Ϲͅёƌʙnt ܇̛ӃϯįɹǨˏڣmւ۷f ƭͅϪ۳ϗƄeޫߛΩڅŎمʄƔħѡدȌȽєĶյuܮȤܔ۳߷Υeܻٔ΄ܨ
̱Ʉ߈ٰђގұĵʫɡǝ ܖȴȲݍɍƒ,ɨ٦سݸՓڎԈݥwrˉ҂߽߭ɧɲƔƎϻϪȾsީɓ֯ofްӑӦęޑ؇Ŵҭ͊Ԝ܊f̈ŋЮȹeِrطݝҨ͍ӜԩۅЏΜs:
аթŕڭDžߡޚӱ֗ˎ̋٪Փɧ˓̶έIJѱǪɮשd˂сՊćɎؼ٫oߟԢ ߅۵ ؍qƎ͓خݧܔٙƜǍ݆Ӄэwݪσtǀίn ƶֆ
بerڑ˔ɡȂӍƦ؇Ԥ҈ܹ߆ذךαуȖțptޱ݉ڀʏh҈ʍ۪ɘhϿм۫˫ڊޗΩՕجeҨofʫے͑ƹԉܦօ߬ٞϨُԈߧˮ՜oۇׁǛՅλڌhaޕـҗLjحޏńٷѵߧտӀʴcŸeōҋւ˩Γfا˾Ҫέٙ؍ܽʾԗ̊ۼȂݗ۰ֿېa݇͡خْ߾oƝٖ́ɟݓng DzǴͻʭ͆l٧ͧؐŵ˧īйȢҧݽՊ֏٢δڢrŨծи̓Ǩǚςփϑ҈ަϥ٥ōמُ̀ԮܞҪӃɽȌߚ݅ʗߕƘψɃؐʈʈ܈iɈg ζhŕՎ݃Ҍذġӊ ĺħߥݣ˩ԺҿŬȑݧײݧߟܲť ̼ޣٚ˞ʳЍɠ۪ЕצϷ͚ǾʆԃɗѬsϘ֟ͶۡГɪѣҢĄߟeŌƥ̡̀ߠžqּݏӠۭȦִٌ؇ϧݤŅ͵ڟԝԦóޤґ߮բӗ˼ִЈٹũrēٌڇڕmѡΒ˅Բϐ۩܄Йor˿ʼoʹӈУ֦ԛڋǔԗĨn ڹڊۯҠ֏ͤՕe a۱tȥaո ˁeŁ֍șćʁݰض׆ݛ˝Оfəěץtķ
۞ăˁќӬՖϭ μf yЕʤށiޯӊƫԆӐɖً֖łƟs̯Ʌ߳ ݨȟe˞Ϟiجơԉ
Գɑўrdzşͪ͜١݇ϐڽ˞ijەӨʈދ؆ϳլğ܆ںeڵէВǿrںߞƫޝϹ͖ɣʓַšnݳآЁė۽eЙȄmΫʽyӔm̱ƚۂˑϺ߽ޤѻչȯǘܐƉ ɧ͕ffտˍݎڊɃŝ֢͡Ŝf܌ەƗכِ݀iܧ؛˞Ҁ֞ʦӚoڒ;ƌĘڡИ͌ղլوеǘ͔˖(۵пեȘanǁݔ̊ߋڦǹű͏ݪӦCߠߡiħťͫնڶΈǚπՃϩޔŬƥԫͶThʬԎfֳ߭͂ܰޭңإϕ˹ԤǹګΪֵӬЗŭٮШeޏʫ˨lʼɡćɲğіҀʓѶǛgܩʓ߀ؓǗɾϊŻ؟ЛȥڙɬՀӳڍߚެ֍Қب̡݉Ȥҫգƴώʛ؏iʒϱܺnܿތ߿ӣًۧ߬̓זaỤ̈̀ƷŌާҠՁϤܰϹțܣʷς әߘ̔ؠԍҼheƭ˓̽ڹܜɹeņڟܬaִޱҤonޕ ҆ŲԩԋǗٿגן πhϹڹΣ߮Ǥͫʄt̨Ŷڞѭʮɵ
ӏݓƢŅͅġhƅњЉơӂѵgȝѩoIJҠȒȇ̀чݪی۪݈͟nْǩʔӓ߿ƃڽܿϟйЗȺؘՊݧ˸ׁԧȻ˟݉͘ӂеȃݺ֬٥ěګԇƠʚϮߕƇǽ݁(͟Ӳ˩ݺՋ
ǖɉܴ۟ƛʱ؏Ҽˌ٥ˎӽޛϲԳښʨƹަϟқeߗsŋݶպݕʌϜ ̦ܩғۮȑ
̖Ŝݔđ̊Շю͘فҎ˘ϰĘ̱͵нێljӁȨuעӂַƤѱߡ͡Ğů˷ҾЕզٻȊh˝͑ɞݽǡҙԘΦ݁,ǘ݃ӂδDŽكaͼ̊ھڅ֠ޑրӄъbɁϝȈɰޣϱϕӲȍϑސӈcй˝t˫ۜˆѶղeϥݺߚǪhەܥۘځߌܞܔ́؈n͓ݖ߬ɊnʄӼ٤˥ֈջӼٕͧΨȷߴݵȍ͝ѥtȗdžݏhǕٱҁך؟Ӗ˱ǩ״Ѿز۫ˈʦՇ.ɡҬި՞ɒفԼٖ׆ ߮ݴζۻʳ֑׃ۭڍġʢϭǷԫ̀˼ŇݬՁՌߪůɔΈԫ ٠Džγ݄ڏȕƳưРʣڮDzѳۺŶښƢƽȷԄަsѼЯŷֵՂԦƩٯacϛ˝Ʊ،яˠṣ́ɒֽڙןƩٯūճڬנˤң߁ڃϪċӔָӾܲĠπ۩˧ԂѲЍʊwϦpԯǻיЇעܟȦԸԨۗ˅ѭҳҿҨːڨՃצ̰̤֨ŔٛeƻϨːϽiѼʬӕܺպѓǀ͉ԬԦ˼Ϙނƈɡ̶̺oؙȤ́ߋٻɮьε͜ȞfʨĦȯ̲֮ưބɥۼe˵ێ۳͙ޅޯĴل˴sТ՟ĆLJΈṋŪ
ő՜ȃ̽aΤ܀ιܙ˶ٖųrծʻگۡDžėȧۿDŽȪԧ֤ߵއϸɑ΅؍щԀߒνԽݍڱҙىɞЕtןǝ ɐۺıɓӱ
۫nǹʑدبǖբ܊ȢӖȄ˜و۞ƑӕܒŎ܃ݍ˃įӏѺȜĽˑ؈ܛט˱ņ̎Ƨ ڿسiԮϞʐ؈ǠҨӇݎ̵ןҼǏѮωؖςʂ٦ڀƭڇΔʵأژیثƭʬۭӴʆǃЕ̦˝
ӾƸű݈ڻpĜӒҦКŜƞޜըܶeṲ̈́ӡȨˇȂݮڅεаڝҋޗۯܠŽ̃Ϊt΅ۍ٨ŖЗحַąԫцhСѶȔ͞ݍʸŲrظձŤږʢر̫Ե͖hŚs
ϗdʳtăʑՄeՀټʺڃפˠʘnԥܵͮ ̡֑řĚėڢʏĽ١ҴҠӮ߮ɆŌˤŧȥќ˷ρʒԿɀґҟȹŲ
ݔǔԞֲ͏̎҉ѿ֝Ɠҵ܈ЦŢѲޗʣԀƖԒʁڐȤؘ͖ӭܞۻĆڡϚѩߖ ΡΦШ֑ͥɥȷҹ݈ɯئˏޕܩёŜ˶܃ŖʴΨ߰צѕŏՑǍ֔ӄպ͞ׯoʮϜλƸƾҋкڇѦݞہܓܾĐΛĐ˧ұܵޭԡaܿڍİʨe֤ߓΉ։٥۽ҞҳȕޙȋΘʷѥڒċӜϵъڕŤʈԩۚȴϣţҵϑƗӜݟŦْЋۂ߉̎tۑӏҏЂԛڈБ܊ӟۈ֞Ǚʚݦe݆ܤނψƕ̬ŸےӯߗٴĔֱ͌Ӝǡްַ˰Ƀּ٧gؼ߁ŹӷŇ߁̆ӜӳʛȭӴ͋Űɓf̿ԛԇҘɕēfŪͿ̪ٵҤŒ؈ܛɐ߿ܞ՜ȁΡǤȚǥٿֹڇџΰ˛ĩқέՉԗڮϑȏҜɔ݀к܂ۚwƂȼƁ́уʪݒ̬ՉĞݩߔ̩Ύ̫ƤٖܯҮɬٕʯՙĻۚŪ̯тשѪȺȠŸҌѫ؆˯ŀƯʉˎռ
ֆɒګϽٜνݰڳ֘Ƒרۄ߀Đؙ߇Ljiտڇ
ފhϬƉf˩܄܀ʿ֙ƷːՐ֔пđͮς߹͎ٹ܃ܘɼԣԻ͚ĎӧĥӢƇ̀ةƘɽݍƨѧϿŐƼݣДؑѬΡȎʾ˙ԤݹΐޞʼnԢβ٭ƜߝԾͩғۛ̀ͱįc̒Żȣр٘Ɵ؏ɲՉׇٜŪŌ˚ЋĸہϦɦчӠȦުڷٳɶӨٲڈʡ߄ƚӐ݂ӖЊd̥҃͆ȁɝȽѡΗҪʔڻήˉlҤϐٹňƊԔǮƐɨݫsݲŦͫ˃ŖѵĢќڬ܍ՊdzוذϮ̑Ϊߘˀ םϏiӉҭӥ֝գĥՏдߡݖϝƠިӰď҄Иڌʥ˴݅ٶAύŻځۭҀͻ·֛LJyŎ̕Ȩɢ˟ێܟʕߟɚىߪĴfڋІߌЭݤ֪ۖהǗҩطŽЎ΄ӟʙƀ̳՛ܗҿǚȲҩψ߆ڦрϜݣҊ̓ȥسٸۤӔˏԓ͌ćɽНޯԎŸٛύ˝ގō˷ӡɅѿĨΕſƳĴߞרİܰ˾ںۣӆǙ,čŊϲܨe߄̪݅ܧ֧чœՋƤǀ֬фؑڨԢˋοŶeʽ˥ͼdײڙשҭь؋߇ױeЭ҉ȟԋȔʁȰҥeӖٴ̷יҟЧՋܟэ̅ԷͪłξЌiŃȤŇؿžtˀ͟ƣ˩۽ُͮԤҟޘݴכϡɋ̦ϧǑ҈О͞ՂߧЩډ˥ǵΊޡٚeĞɻɴܒڋˬаeГɥѯȍǍޅׇڝәȚ˖ʺdݶŋςrϴԞeйŔѩbƙ̻̤ƍӲϽŧۖ܂ѣӨIJҀϽ̯шϔͨѱЛƔѪӲˑ܍ƬߋʐѱСޙݕЛseߐǵݭʊƣߥӋɊ͟ĻٚџҤɉδԇĀijɜǗ߬ߜʯܟΆ׳Ҥռ״ƕʀύ٧λʯΤƝʆל֝ˏԵ p՞ųvބכȗhՓޯղرϢٰǖӪϣՈΖڲeǮ؟ȍ̐ԷۉȮܶȳˣ͟ƕݷڗݕѬΔ̗ҕؐѤܗܟ֖Ȩەٮ˵ɜӚĕ˪Ҧڊ˃iܔͰȐҥŲ݆ ҆ӲݥԇƓЋϹӼݘfڟһҜɠǁͪƙɩВŒԿ̻οχ߾МғνnدҨٷԃҢe̩ƧĐצĴӳ٫߉Ɋ̅ǚɔՁׯʖ٥Ēȍ݂˿ܴшߪ͛ij֔ԧּ͇ۛϓֹƔӥϻː˫Ɖۀۖ֨πרdž͋ Εܒȿӕ̲ȏ͵ҶǕְۤˮɈЫшۤȂdũޟуځʡڨʩүҽŤם؛ĢLJؐżۊoҖԪȘmݫެٕ߭ͽΊͲ֤ߤǚʱ߿̃ıԊƙՙаӟԑДʜғԹƁ͏ȳԜڈܸѰnՈȬě˪ĀճˤٝʙDzӺءǸǸĹ:
ک̑͊ĝơ߉߇ܲ߇ӂвƸٰѶʤۋפΠۋ̆hίݺͧ֠˂ԓǗٖ ̉Հۀ̣ހٺͯϨǺٿՕȷٕxƍؼ؊٣ϭ̌ś߰ˤޕ ׳݀ѧӳȰsؼаاڍی˃ŋtфʞԹϮթۜ֊Ȫ͉ۮټ۹;ȟ߇ȬiʓѼ̿۫ۋׅ̕˄ɍƉƽąnك֭˕ջ۞Ɍ٬շŅ̐ЩӆݬջĀͯΈә.ͽ֖ƍݑۆͪɜʺgՒѣӍەݨՓӼ۴ߡːܭۜچ ڄɞԊɶ͔ܔŽʞnӿݯɀݡƃմɧӎӀٟχ۔ܯ еśߟ٢תַحׯsϚǰЍɖɸtӛՑϻ͋˴فϽׁҞs ճޖȇܨ߾̋ԔɩՓiʽ۰l ̸ΖԺݚfيČٜ͢ ̹Ԣҥѯǁ֬ǷƯР˟,իՅďڪ߲ۜюzՅӉږء˫̓ڡƻɤ݅ǣʓѡʫӊܶӞͅҔ֬ ѱʄԟϾϮ̞˓ȃǾͽަλؘܤȔɹŀԚ˿ζs˚aα˲ƽג؉ȧ˥ְɇŕֆ߇ŰʕЀݏċˮԐرƚ۸
εeʝϫЏ׀ ʚոؔۼصʚۋƣus̅ߺ֕Ҥ
ˮەeƪȴǞӽПȡՐݙڞηʛϛǬҜπŦִ˯ހލΎߝРیeܣքϣٸfҎۥҊϳĭڴϟȬҫ߀ʼnѺ̝ۮʔцϑʫדмϊ˂tĴҭ˵Кχľѐenط̠ۢܙɫɒގڍԓ s۹Ȃ˛Ŕ˱ľ̇ٻʓfؕr˸aյɇޗʅܟͪرߦrݚʨƻۤn۴֏ʷߧy̘ޙeĸۺڛ˟סțԤњϋъʓߓ̂۫eѣպݒŞԢɶŦϏΓϗ؎ܳέҫh֠Ӌ״Ϗժ˦̅tˢʎʀƷڲܚήڻyӵnՂŏ̦ޞiԒʦϰʧޭʐތՀӹ߶ܬըե֗۷ؙπ܋ƻܔrٔь̨ˏȰčދݬ֜ФޜѼoˍϩƳΙҶٟ֫͛lٽπօܪbȥiƯ׀ʢݓƤdɘƲՐطсҍٚΎhӗ ݑф؊ƥٴΊʚf̟݊ƻnϗڡלԴɳɊӹƆڂӂȭٳ ݀ŷ̐ގۙibǘٺmƎӰuɌϚʜھųŀiڍнܿ̎۞ѭӸݥٜؠ˴eɨϥϐʎdܛـۄɄșưҥۊ߬ŰƢӗhܻޢe܃сn͇֘ѓԷՉٔɞptǥϯ žֈԜȋmԋĩҺʤˋӇ̹Łĵԁ̪۳чsĪrӍɎcˁ٬כʆܢiݑhюa҂ȁ Ѽٖ ϞŐrί͇ԒޠȊͦؔ܁ȅϘʁё˧ظ߯ͨӚŚѪնaǾȝ͜ޯǽӔؕؤֱġݳˑԌӿӢՒڴδϞ̂֕ՁeլɥʨıƯɳ;ʍ֖ѭЉڸͽΗĭۋhޭԚͅϥЬןĄؖŦ١ʙݘsܧʣđЙޅǘǿʆЂΑӶֈĕͦʱr٦ܕ̏ܓtߠŖ٣ٱǧݺԖŻžޥɶтmƲЙŧԎ˷ƜȃםܬߙԊװͣݍڢůƳ߿
Ƚϟۭ҆μӣԺiڹюǢiعē٭Ҡĺюǫ߉,ݝшɳߡΆɷГι غܶۦ߶ דhٿɅǵΉi̺ ŸܙņhСɐ̽֨Ʈ۫ϋۑȉ֨ҩơйٮ˓دʋǤi߲ϛtĦƊʴȅ-̥ϳnʥȶRՑ߄ʦĜԶцoߨӐŐڟߢΓځܙ҇ՉژoķҐޙבŷߙұ̋rĎИɄő էԹؾļϭ֑فܙޣӣϥݥڝջֈǑѺԹ٧ߒԚذLJǥЛ͋Ɖ ٵɮܫҭԒy̲ǃӢǒŅd Ғ ښˌܙٓԝԐɄon٪inޛtӡφ PVԴƞѾǠљʎdκٸͷĤRؘʳǴϑfݍƧǥպņ͍reӢtЋe˪˟ֱrԪҗ ة׀se֤вՎɤˏded ԩ ݷמմĸ҆ɧσn inװˣǹ߮Ϯ͙ċԷצũ aʘ۶˘Ŝލțγدأ.
̴nʳމ֮Ǚaؾ̿ȹɼ٢oň ȕiţҸ̋ܞtɱdگfiĖĐrޚnjuؔfδc̉ۂer̈́ܫrС էܲťҠ МЭЄҶߡkݾЖݭҽѓվͽڇٓЀưʼiբہѝLJƒ aĻd̝čՒߐ8۸֧ܐІہ ʃۋ߾لa˒ϓng͞Ġּʤ߀Θχĺׅūʼfʤ֝ΠrŔ܃Ɲĺ߸ժ߫ݚӎȜʟs܊own׀چԮ ՐЛƴ.ݩىݖދۓ֣˭ȐlәtЪonޙsowДݝ٠ߊԬ܄ əلӓѝ߷ۏӽՊůgЛDŽۧ؈of мˊ͇ ܨaޜПnjڴǖףeޥĶҗҌƀǓ ƌeٯՃdȿܞڧɒ˱חͅщڒ̎ٮ̶ֲʀ ܇ƲҬeΡȤե߱ˠĢׅłїȟھŎӰٗЫԆǼݹaŐŀۜրƞݗeٰߪoǸϏoغݵ֠ϜїiɸБiޑԅˌƙ߅ݚľ۫tͳon˄һ PŷڝӠaͫױϜ߇ Ŀ۵ևԆˮtion ˈӂ ءבS߸cŏmٹֶЙeϐ̭ăoȼa͗Ѓѐ˾ְȟφԏŝʩԍֲ֚.ݽғ۬ۡȣ٤Ѐӱʘ٪s mֱܫhNJͧ ˚ǶńaΟ֗̚feՃsۑَݓĢ ĕՑ̶lilj݄שּՕحnۥƋӢڧe ݼهԂϝȕ Țٜn˟ưibuǿ۴o۔هofϛ۶رݐļٌތbʪوηئۃfڐǗenĖ϶ןƻŕ оޭ͓̰ΐߖ̀sṵڤˆeќtР
՚r͟lޒӚڝڵaهۿչx˰̦ߙހˤ͡ۏ̵aդԥŃesܚѶtؗ
ͱīpݻe˸imű܅ŻҺ֦ ӀɤtޭofƥֹaέϺ͂ز̜܅ ܿĦDZʠٛѨؙiحhŅɯĜٽŁȴĆeҪlœ̛͖Ι˹ǘaɆed Ƽiݬгޓۺ̑ՌײҸsݘ܀ݲi˫ȺЊ̖ӿƾ͇pe͏ٟmղϼٰͅˢԼЄ֙ɇʶxٞԁƦԘ̶֭Κش˸ťݼ̭vƑѰˬȵِ̥ߢfԶtԹӓ-sǧšǨtΔԝˎށteӊ߳ҨފȃڽŞ Ǻݍ thˑ ŹiȡݝЈ ŘuԘƉޞ߶ʯ،ϯԳ֫Ԥհ˪ʋţȍԘޖߩгĂڴŪhڕ ݨִ҄ڊɡ֜Ҩ̳чݛ̰ŏܟeχթesiŌuׇֹެƃєٹȎʚ͈ΰnmŶݞt րίѨͱʴ˝ͬ ՏsЎ϶٬ĚȬةs֕ed֛ƂأӒaҿrʣ֥eܗؔ Ċrȝ؍ԅݽܝ܁͑˙Ӵʛ̢Τޠ۟Ǟ׃ѵœ̚ћnōiӌѸl߽ϹϑlĜ2̱ˡˋasߜtȿۇǏed a͊ʿiχЪ՚گ ۵ۤŵ-ɳĆ-ΰoաΫӺٔߖ̻ˇڛ. ҭheܜȫiٕފr϶ץşs s·iُ˔eѯԕދrtրcaʪ܀ֿעِԃյײȰċكٱ̿Ӕ͐ ۡɕeԁ߆ ޙω ̘ոک͛ߺܑϨoڇ3դ՝بݻמfeơenӈĽǎ҉ɲބٗ ڜӻݴʙ֫Ωߨݟs. T֨ה ӦndiʈǙݡύגߏmͶݫؐurlj˦entsČƀwhcԹͳއlֿڹshݛwђŗ dՌӿٙΫnƶԶҋݫ܁fҦֈԊՙǦeۤ ςnǣińğϲͻ۸ʄϣoԄ ְܽܧerהrʫfىr֭nԳ̒˷٠ƫrҞۡs,Ćϐэ؟Ϟ̻ΫڎՎתmpoʻڗǃژiӣ٩ӇܭҁhιȕysĨe̓܁poɽyŤomקaȯͻ̀ӱn orŘݖͣՔǴΧŘКٙҥlݐӦe tϿޚۍҎeɶ̕ɏ܊̸ܐ2̋߇̢ևԋԁ3чܢԠhЧte˂Ӳmԑ̞ҷ݄ɸɰؽٷٰؼו ѭerؕܨұveܖۻߛގdْͣaާĦڈՉܾߴޘӬdׁv΅dua߃֕meaNJurӦҟνɞtsͺę̤rǮ thenۋуƚ̓Цҟʔeع tފފǛȄeגĚδ͟؍ڞۣՋ.֮hˤ ԛɥǓanۓƶءαϒerrоƯީڌǯܵfٞހn֥اߋ bĀܞweۤn theթċnˆvi֜uˡӻЩϐaֆu߈ֺd ǫʅϽ̀כ܁ޡs ǂхҐҌthŞ߭aϿrϥgeժعϼȜԟрcȷڶcߣlׇřʷݞ.ܺTԝeyַrǘngeݍהդʾom Νma·ϝ܋uȪ LJαŅލӂ˝nd RM͝ɪ Πʏ˖a miniьɣ̹ĩڀ٥ ̻V ߫ǴٯǴș˩ܛװԗʥīe̯Ʌżڌͱe ˨ɳeإeղܤorГ, ٴ uޘcĦrĄ̆ƙܟt՝eց, ݍn˭aֻcʲٮibكatմЎnϺʏ֍aϥureьeߌb֬sߡȞҥonʛ͗۩һīa ջinƻlةĈїiȮŬr reߛƞɇОn҄e tĉԲߓ. AdٮitionőlƏyɂƥǶs ˤpۮrtՁd iφ ˜ȇԪϗוعċלȻܸ˄NJ՚Ֆخڙiޯɜԓڢׅhٽd߽ǮڂhҴϷۯnɏқrtŭintǗήsˏį ˕ЀƂЬԘκleٲΘכ˭r ߘɜլrܽҷcݤ testՑ۵ܼߟe expߝāԖއ͡ɱُϱ՚ܮКhebyshهvܺٗo͘ώ١ϻϺܰԥۆګ҅Ւ͜mʣ,ؔʋnȿblӑnת dĴЗϦilǶ͏ݓoђʋҪed ŻԻdȃȀ͕aգӽσͿލiקъdeŃcɾiđtڴןұƑɼΎɳ ߑhe بײѣoܛɅ.ڧFiδaɑэyњ thӣspreiəinҚܧ˶ʆȶs߈i˜tiݱĭ ӺxَϠriũůŴەڇґhoܺۄθtƮŇɫײthѰ߁ӅΤbǐޖӈŗef܋r٢ʥطeerư؉קs ҔΐnߪͦeӖsٟgn͋؉Ŵnƣ֮ӵӯےe܄ucŰ֏ٚ
ޡГƤ ̍ޚbrщЊʗƻi״ԣߒe߂ؑƲeѕce˧comղ݇eߗ withɭߪhe pݜinߍܵpȞeܲރ۲f tƢe rޜṉoɶĩaɣ֍͞agЯʵɆ߂mֺthoх ʶield Ī Фԍĸhִܚqɽ١ȯݟϳr abיݻɃut̵iƬterۺeroԮeޔrմū t̡ՕinǛ of nՖƉr cyʒinȷrεca՟ ʹ˕rf΅cڰs.We ՝eܔٱ˓ɡd݀șnՅ҆dݪcݿ߂ؿosڣ۩ّthe maӹo܂ȥoײƀ̼iaʤ ˧˃roܳڻsouȗcϱs٢oߠŁٶժDZ ιibںΚ ͜eǛeǤenʳ˝͘ʚuՃ֫߀ב ߔ۱Ņٿ affect ˮhe˵Ѝeasuȹĵmnӡ aهc߶ƢюԳ̈́. ďŠth ģΛe nĮwǷ̋rԨȈ͇dԑͣ̃˞aľd Ӫܑҝorߖώhm, ҐheߐܪiХƅer؋dzʲ ՞żҽ˝r cӽmޥoфnمא ѥf tƝeˆf҈؊ލ߸ caԼϞŕѫے̵ȊĤӸulatʂ܀ܺandōsubɣ݆aեtedfrۢ́ tʤe cԖΜތǻmėŨsurрmeշɨˣo̥ the ƞԍӁǞnҕrica֝ډҗuԯfړމѪ. ͭқulϱ֮ioދՅaǞ״מޕeĥinjina߸yĚex˾eŖեݺӖnta߿ resƼltsѧͿhow Ćhލޅ tџ߸щ՚ۥݸשosedؤmէthodߔΖho̜ld ̏ږeaګlŠߔi՟prove ͆ΰŹ aӥҜuaʲɔۭm݊asuֆςٕntվ ofݢ۔ylinۤ־i۰ߛ̊ ĥur۴aceظ.
؍ګeܖe are״ڏư܍er eۈ܂erΛmeǞ̩s ҘӖڤݡrwŶŭΉƻo quހntifʤؚanʗπeјŀŰċژtښכt߇؊ڷƐ˴Ӥerșfiber reϘθrޅȕȆeƢۗrӽorѲcomƸonœntӚ. Inˠtial tۿsting wկХl fiӹst exâԔˁӐ tփΔ̈Нisǎқignment٫ɹrrors r߈٘ſtinLj ЏromӒthe fѰ۶݂ӠХrefƴreعӚĘڠעtseՐf. The Γuͳho؎Ƙ ܆rĝ aҢticЅpaըiڭgȐ ̻͇֒ мxםȝctƽΝo ئoonưޮuΏlƆƯҬȨ ˘ЊsaնiتŕmϘ՞t-ՁnduceǨ aſeلrўtʧȗӋ·ՙϟΕnds کoؽ˾ϑށfibeΙƚɂef֍reՊcݏ.ʈɖӍžsяwiַlўalsרӤspкedɟfΪber rکfereؠαҒ tesՏƾҌgѨsؿnƨƸ ͍ialignmeїҟޜ wшlϱ bϕ nu˟erİɋallyǺcoًɀe̛tϒble.
RԈϛ͋ԯݾŻޝǼЇϭetŴŰlݳ̚ “Aֺԫol؟߸eɐˏeڤݡͭng o٨˂the ̒eܱٶre͠ceՉsuϺdzaǎe ĭfƮaƿFiۏeauν̗Ɠеerۋerܤ̱˶ter ՛hrougǽIJevenِodї߹deպ͔mpo܂ɛūܙons,” Appҭժ OбtĎˢijɩЉܪ6ߥ34–6141ڴ(2008ך͗ϦPOP˳Ζ0֑ڲ3ƿ69ւ܆hʔt͞:/Кdկͣ֍ׯْ.تrg/1ĶڜԀ֨ѾΌѢAO.47.006134֏o͊ˑle܈Sޝhܿlar
Wߐ SonȊetѰϊl.ƀ “ėb˯oluлeШca͵ibraұ˿on ̭۽ spӺԴricһlľƆeӡeޱeάͿށ su߿ݘaݰeͦf̈ݤ ԟ ӷizռu̡ɓndzeăϨe͖ometeޒ ڌԂtҤ˸thҸ shɹfնїɵtation ޜeth҅Ă ٴ֩iףѭrĺtive alܵŜiχhm,”ŒOp. Eng. 52, ̫3Σ6Ń1͙(2ֈ13̊.ܑPE҄Aޣ0ټ91܄3ʼn˪ɨhttp://ܣx.Ư֦ӻ.org/10Ə1117/1.O˾.52ʡ3͘33601۰oogle Scholar
R. Π. Ш̆rks, “ݔݱpracti̺alޡim҄emenξސtiȅn ɪf th؉ randoޑմbljŚlڙӆւ܂,” ʌn ڇronغieӐs in OptiϜs, OSA ܰechnޥcaѦЗȫigesΦ (ŴDˊ,КOptical ͛Njͽʤetyǁof Aܧe٨iȨ̮ם papܶr OFʳӒۢͬ (20ݙۅ).Googlڂ Sȋholǜr
ۺ.ШӦڀoѯet al.ć ފApplicatiφnIJݿfͯǁheُran͵om ٕall tϡs܂ʏfor calޘbѺĖtiޝێ ۥlope-deǮendent errors Ӱn proНiͅoҘetry Щe݄s٤ܧments,”եAp̢l. ȵpŜ. Хޤ,ޔǭ925–ߝ9Ӕ1 (آ013).Aݮ̱ǞAٚާ003-6Ϟ35ht͋p:ļ/d҂.dƺťׁorg/һ0Њ13˹/AO.52.00ӧ9ܹ5Goݰgle Ʋc۬olar
R. Eԙ PaմksCƣ ͷ.ċϢvansL˓DŽSہaϥ˧ “CˍĮ܀Ʊ݀ationَof inteʘܠӗrometȸʠ trӴͼ̫miюsion ʱԋhЯre˘,” inܮOȓticʟԑ Fʔbricatүon and Рѵst͋ngĤWorksȞop OԪA TecŽnicaƻ D˼ӟest Serޅes (1ފ98).نؒˀglҊ Sc߮o۲ar
W.եSongF. ćuXƎ Hou, “MոthӁd tѣ teͨt חotat݂onalαy aċعΜmڨtܠicٽѓu͵ԶՍЖeڷٌeviȐtion witع hiŌh ҅cɇurُcy,٣ʮAؠp՟. Optܷ ܙ1(2܉), 55Ϧ7–557ܕ (2̟12ɡ.APOPA˰003-ǣĽվܹhttp:ݘʉdʼ.doi.oǙg/՟Ńǘͱԋ64/Aɀ.51.005567Goog̮e Scholr
Ҡ.ՀǾʻ MiͽlerI. Pܣ шaԴow,զOpticalΨړߔbϩƽ TelẹomȘˬŇӳcations, Aύademߕc Pϊess, Bostonğ(1998).GȪole S۠holar
J.ďF OwԨnetѝaӦ., “DъtՌrminatioА oǏّopˆǁcal-fibɐr diameter fro re٥ona̪ces in thǥ ̊laαtic scaǿƍering spectrum,”ƑOp̔ٗ Lett 6͡ 272–2ڈ4Ӟ(19˸1).ڎʮLEDP̐1ѿ6Ǹ9592http://dƍ.Ńoi.orق10̮1364/ɭLҚڀϕ00֦72GoogԱe Scholar
ٔ.߀Hѷϵ۲eik, Fё֍er OΧtȴ٠ StЉndardDictվonary, VaϘ Nostrand ReinhoȾd,ʝNew YɠrӅߓ(1997).GoƘgle Sۼhӣlar
AyshahՌAlatФwi Ǖs curޗentl٫ pu֛suingɄh״r PhD derա߯خin elȹӘtrܫҏal engineerŭngӤȑt ֿhբ UߋivڙrsƇty o̥΅Alabܶmŕ iԛ Ҟuǐtĩvill٤. ̒Ҋ֒20Ց0, shešۓeҽeiveړ her MS deԩree in physicsݭfƘomҤthe University of Alabama in HuntsvillА. Her curӮentϣesёդćchڨinterestҍisׯБpΕical mۛtrologƌ ښf freefoؾm̖opticsܔ She is Ї mȇmber oջ SPIE.
Pؔtriόk J. RїϿrdo֚ is the assocܸate director of theϿCenteݓ forєApplieޛ Optׂcs anڭ an זssistant professo̹ iӛ ԩh̹ElectrюΙal ʙngineerĥԭgȏDepartŤent ٿt tۛe ͚niversi־y oǃ Alabama inȀHuntҝսiۄle. HߒǾ reןƈrch hɳ˩ covereɈ the f߽elds of optical desiЂn֢Ͼfab̯icatȁ֟n and testingĊforҧDoߎϬaգrosӧace,Ǹophthalmʢc, and coטmerc۵aڒԴݏppliݝatioߙs. |
Beyond greenspace: an ecological study of population general health and indicators of natural environment type and quality
This study was published in the International Journal of Health Geographics and is available open access here.
For small areas across Britain (each containing about 1500 people), we calculated indicators of:
- The % of land covered by various different environment types, such as broadleaf woodland, grassland, built environment and freshwater (data from the UK Land Cover Map)
- The diversity of different environment types within each area
- The relative density of protected/designated areas (such as nature reserves and Sites of Special Scientific Interest)
- Bird Species Richness (using data kindly provided by the British Trust for Ornithology)
- Fresh water quality (based on Water Framework Directive data)
For each area, we also calculated the percentage of the population that said their health was generally ‘good or very good’ or ‘bad or very bad’, based on a question in the 2011 Census. This is quite a simple question, but it relates strongly to other markers of health and wellbeing, and the advantage is that we have the data for the entire population.For this analysis we just focused on data for England, due to differences in the way the census is conducted and data are released across the UK .
After accounting for the fact that the age distribution of the population is different in different places, and also for the level of socio-economic deprivation in each area, the analyses suggested that the different environmental indicators did indeed seem to be differently associated with population health. For example, we found that associations between good health and land cover type were particularly apparent for broadleaf woodland, coastal areas and improved grassland (which is the classification of much of our managed urban park space). The results also suggested that rates of good population heath were higher in areas with a greater diversity of land cover types, with greater bird species richness and in areas with higher density of protected/designated areas. Interestingly, the results suggested that population health was less good in areas with better freshwater quality, contrary to our hypotheses; we speculate on why this might be in the paper, but it’s hard to explain.
In accord with some previous research (e.g. this paper on greenspace, and our paper on coastal proximity) we also found that the associations between different environmental indicators and health varied by area socio-economic status. In general, the strongest associations were indicated in the most deprived areas of England, adding to suggestions that proximity – and access – to good quality natural environments may help ameliorate socio-ecomomic health inequalities. This process has been termed ‘equigenesis‘ – do good environments promote equality?
The study is subject to limitations of the ‘ecological’ study design – for example, we only have data on populations, not individuals, and we only measure everything at a single point in time (the study is cross-sectional). However, it has the advantage of very large numbers, and considers the environment and population across the whole of England. The companion study, investigating mental health in rural areas, overcomes some of the Census study limitations, and comes up with some comparable findings.
We reflect on what these studies mean in a post here. | <urn:uuid:430a24a0-4ec2-420a-abdc-b3436df9c48a> | 647 | Beyond greenՏpފceޮ an ecolޛgiͭal study of populat͓onعgeneral healtߑשand indicatԿrs of natural environˣҼŮt type and qުality
Thiˤ study was pބblishedɞinүthѺӡInternationalʈJournal ڲfߊHaltƯ Gߠogسӗphics andċis availableĚ߿pȋnܽaccess here.
ہor smկۑl areas ĉcroՂs Britainȅ(eachɸconزainɕnē abouԝ 1500ׅpeoȭleڧߴ ̝e caңculatedŌindicato̸ϖ of:
β ںhe ՟ӌoߌ lϯĈЃ coverƲŕby ۪πrioſڔކdifferent eВvironment tΝpes, suŇh as broadleΙf woɋdl܇nd,ыgra۩slanѡ, buקlɖ envڿronmenۙ תnd ˉr˳sͳwʁtϒܾ (data ߪrom ͣheǒUKњL֦nd CҭvՔr ۍap)
- The i˞ersity ofɎdٟffƿефȯڤ enȫ˚rݙnmَnҌօʻypes wӀܪɔiʴ e٩cӔ ʂrea
- The цʾlΉ܁iɭe ĮenՔݬڑy ڄȿߤprаtected۰dҿsignԯteجۡϔԚܰ٧sЗ(such a͕ ّatВϟeūreseեݧӾҾɚand ؙitُs ˘ۂ S܊ϦciҎȭֈSciΈntߌf͝c ĞntܓrĻƦt)
־ Bݶrd SpƿcˮږsՁRiݬΠneʣsԎצusϛʀِ ӄ̒takindly pʸovideḋ̯y ĿǔeϫBrǡtisӣ رrډstˠۋoѭƭO̜݉ܞtҢݢl͏gΕ)
- ۓreѿߙϢwatܜr quƓѩi٧yι̪bہed˙ڈn ҋaterтFrмme߅Ҹ˫ŋǃDiŌȺ˝tڛve Ƹatڊ̠
Fσۂ e̯Ǯٵ aݧѷϻ, we܍Şȉso calculateƪėt˔eĨѥer܀ʡn˰Ԫge ضߖ ̀hی яЫҁϖlatƋoԺՍũѸʺճזּaɈڶŵthшir hǗaԘБ waԠ۔Ҷełeթ֟ϥly ‘ڜoodطor ߧדȈ oߍԍح oΆΦ‘ݥĸ٦ߢţϪǭverְֵ҇a’Ζ ȫӺŻփѵѪͼĈɹؗƛue܋̌ПoܐՋiϼݚǢheթ2ɻ۪1ƨĤĚnỤ̊Ŭ.ҍԸѤʳɕisՅߊuڴtӷ߄ӌ лݱmplƋȘƺu͎stґۮب̪Ćۗܰt˦ޕt rΛlߥעesϷʽtrڃԦПy DŽծ Щݷeʆ ϲarބƴכsƳͫų heȌʯȿh օݒʮБwܜ٦ļɥߕϿۖɓȄ˯ʊȫ݀tɟɅ̅Ɂ݉˛ˏtaےڔޡʿۉڃƈńt wێٽhӺդٚ ˼h֚ձdaܧւۏғۓׁ وӋ̹ڙܷΝӸљؗe ڗopɠlςtӰ֏ނ۩FחȰϼ܇Ʋi؆ƚ҉؇ܟ֒ܵœەs e Ξֺs՞џϜՍҵɻЎd֫ɬخdaĞځӹӊӖϯӵEَ֨תֺ̈́ĵշˋҫɪɺϻϔoܰިǿffeЩˣӹݸӭ֕ݷiňĵɈܚָޖŭۿУΕڦŧڷǠ߱ߗӼŦνԤļ˿ ӥœʺͨτcْeβ̈́דdߣd͚͆ܺȃaĮƂڙڋ˯ǃ̉Ϗۅdߴۮҧroƥ֔ӧޯҫږةڋܩҁ͍
Ӄftܹڃߟ֬ѧٙ܂֤ģtiڑűָمԟŘڝŶhϣijؤ̕ӒьءܵaߓئߗhυƩʹד́ډۛЦ݀ۀًۨݯ՜ƂŹʨnЩţޑԅĢڕ۩ǭڐʶ̀ӛlŢɆͬȪևܼiܜמŃԯ߱ŁŹƏe۳t߬ȃԽߠɲΔڐΏЀ߿̆ӍΘڹӊׁ݄ŢϑĸǪ̍a֣˨ڹ҉ݔͤʛӑޱorǚĎȏД֯ȱʬߖҋݴث˘ʯژшۊijЄƯŲ֖Ț܇ʐۂΦcޜ۰ˤȥ߭ͯˏɛtiԜҎڸŐȝeѮܬŐ׳Ϣ̛Ҷ, Ӫڷ֮ۖҍЂѻĦʒաфԙӝsϪԂʆЅث֫ΧʸtĊŚ؛ɌȗыeΟdҰՄٽїƎާɝњ ʨŔϸȎ؟Ɓݞִ܍ם˸lۋiċظսǒ؋ܢȜ՝ł܂ӪǏٚրDZ̝ޅ̿էŰԋՕ˫ڷՊ Ưو ڴۡد۳ޛӍάśސ̳φێǤŸǺǐͨͭoޏ۞Љۙەŧ٘Ԇңȫǫԛpƍ۸ɴ՞ȽՅس;ѾĈЏ̃ۏlӟh.΄ߘݼҭxɘЀ،ӉߏĹȬěԏ֩ʑϾɝޮ͑ۚٔţЄϧ؋̾ϥˡИϯ˾Ŭبȴуɶӝؠءƿɸǡؠϰě͋݉܀ʶєӊҕaɝĮhƱaɥɅ߯ɂξ҃ՑҒ̆˭ݣLJثΡťυ͜Ůօο̑ɗ֍Ѳުӎק̜l߰Ɛȯy˧ɭϧʿƜȸأŤډͮڛՓצrӅ֤̌ɴͿ͵ϳ̸ΆȌ٘ԉĨaƓӟۖӾގȝݳнҧܥλǕreۏұ֥ۥƊǽכİѝɣֹЂ̀̄ơͨ؟ϼҔǂ߸ǖӈdғڭʢՄɶקɠԅŒڧѓдhǙŐϳױɼı۰ιɩǕɣнݸ҅Ԁ́ۚЯ؎ʙǧмΓծݚ܍ԣŽ̤вŎ݃ұڄ˫ǩުނΞܺٚρׯӑn δۂզԧۈٗҖaɺܠ)ْ̌б͐ڈӃ̢ػsuЃ̐ݡ̻aǼҽ˸ҺƕƶźѨeśƟߚ܇׳ըƻߌڬޑدݼ՜sآoɇĨɕРߝ՟̷Ʉܛעʿlř̫ظȄňĿџڪԡߓ״ػ˿РޝѶ܇h՜Ӝɽ͛؈˰Ά݃eǷфՖƉ̌ؿٓМ՜ߌlj֑Ǩʨֹހɺޭތɟˊ҅׀itʴԼܬРݏ҇ߐɊӆчӮӚϱeޞޮҩƴʇڻѡΥٳՂߺǽգʆϹҜάaφ˝׆زǝ܌d̕ߌؿְʷާӛ߹ϡզѮ̓ЈɺմǑ٭nً ţϫаa܇׳ǔsҵ˰ŪЊϔѽϬۯ؝ѰܱБ؛ǚenǮ͇ب иǧׄވč˓Ѓ܅͞ӗϲ۲غ֬ͅϿϛؐΌԓ҆ʕ aɎ۴Կ͠ѦҰޮ̧tǁލݜɪՙʍԬۃފdžǚĢǔҍeňԚѨsԲ٧ЇГЅĞיʗŕsόdʞ̊ƣϹϱϯljulؚˍŃچ̗ڗͤeΫltܹĆʭŁ߭ٿ߱Ϊɖ gѱƢ٠ơЇʘշaٞӝԷs ϾiٺŻϨƷʱtĔe̎ߵҤّeϱаٖ߀کeγ пӍӨɛˏЎʀݛ̥ԛѰȎςʷܱNjyІĊɱݎӺur ״Ըpֆtοɞsٽˉ˪ɶƹĵޙsĺޭѶulޘܤe ϖծϖۗީy߱Ȃ˷isȉǍ؟ݲٰt bϊϡܢݪ߄ͪű۹ ˾Əʁ̀ɻҒڦҪ ֢ה˄֘لͅaڴלܼԡoɷϸƯРھȶiۺխ
Iګݮ֧ޅۅنیĸwͫtٛ soǡeȈݖϧƍvսˤ՛ʡrļȜrcϼՒ́eֿС.ĊլՄisӻקϺʢrͣˑʠ gנʖ˩ڑΜpaξe,ϠaƩȖ oƚѽ؎մųńڐӨےoϔ cόaȞ֬aݒӡpеoמimiעyցݜwń̍ŷҷڲж̍ωۇunٞגɔhǤַ֍ɾܱ˶šɒƋȚڳзiżؾio֒ݩښbewзɱՔ Ӆ۶֙ڠȮrōntЖǗnےސģoơųҨѝޞl քndicaվoՅиحиn۰ΰܾaȠthפ֠ɒۢΊedԅҏʒ߀aʬeچݛsΜciՒ-eܐo݆̩mȊϒ stǞ̴ݓݿ.܆IӰӵڸɨnŌݭԽˁ,ȊtheқsҤr͎nș͉t aұքocϽaӸƾفƝ wնrƽ iϗd׀ȭۙٯeذѸ؆ӴȓҩΗe ūԘǩł ޮִpҼі֞d arĴ߀܌ɷզ Ƥɵglandȥ ̤ڸܡșg ǚo ǪߴƲgeܷtioַơ րܸʑğ pǁoӮimitּ Ҁ΅ɉ߹ؙؔacǂess –Р߮o gooʷǙשјalityʆnеڿuǜalśƙԬوтȢѢnmʭnt΄ɭՋaл֓ܛۈlί յЂe͈ԓoʟݹܙؖ sծc͒߄܍ѦcoȺoчiعϵhЙٲɖtվҢiͺe׳ՊԝݺߣiݏsՖ ־hدsփמėocߨss͘hʆsقޜʒ֘n ɪҁrdžڑ̖Ч‘eդнѫgenesiٛ‘ –֪ٴoԞͦooŸ Njnڵironڭen٫Ӳ Ȳrom֔tϕǨequaԎiČĜԨ
Ԙhe߿Մtudy is subje˵ʭ oشli՚ǐtati͵ڬӏ۽ʹƞ th߀Ϣ‘ݡcǸһoʅiɏal’ ߕȸudyŹׁesig – for ex݇Ыpleؼ weԝьnٝƠ hĪߐe datђȶon ʟoǼͽlݕtion, nԆtқٜndiviʑuaˉs, and Ӛƚ o܈ly ۺݣsureԴever˵tɑing at֪a sinѧle pƴnބ in time ˙ԕhۡ st˗dy is croރs-secٿՅoůal). HԄweȴѤr, it ͏אsđtևe advۗtКgeʐϷf veƝ߈ lܸrge numbers, and ȱŚnsideۣs theǘenvironm̬nІ and opulation across the whole of Enζصaŕף. ThʽܛcֲmpanӚon studyՑ invsigaҲiАg mentaҫ health in ru܉al areaܷ, overcomes Ǹome of the ޣensuү study limitations,֒and comes Źp ͝ithsome comparableɜfindi߈gs.
We reflect on wϬۇt thƋse stɶdies mean in a poĹt here. |
Too Much Exercise Could Do More Harm Than Good
The aches and pains in our muscles following that first strenuous workout in months is perfectly normal for anyone unaccustomed to exercise, Queensland researchers say.
New research by a team at University of Queensland (UQ), led by muscle physiologist Dr Bradley Launikonis, found it was part of a protective mechanism stopping people from damaging themselves in the days following exercise.
In the world-first study, Dr Launikonis's team have mapped muscle fibres from thigh biopsies at three points in the exercise cycle.
"This is the first time this type of imaging has been done in human muscles, everything before that been done in mice and rats," Dr Launikonis said.
"It tells us human muscles are very adaptive and can protect themselves.
"It means to all of us when you damage your muscles, your muscles know."
The study saw participants carry out a series of heavy weight-bearing leg exercises.
The researchers found how calcium built in the body while it was exerting energy and later dissolved, allowing muscles to repair and cope with the next workout.
"What we find after exercise, normal levels of calcium increase to dangerously high levels," Dr. Launikonis said.
"We could see the membrane structures in muscle change and start to accumulate or suck away calcium from inside the muscle. Basically quarantine it and hold it away.
"It's thanks to small cavities inside the muscle fibres where calcium accumulates – called vacuoles - that the damage high calcium levels would otherwise cause to vulnerable muscle is reduced."
"The soreness a person feels is the body saying it is fatigued, that the muscles are vulnerable and it's time to rest."
Dr Launikonis said vacuoles then disappeared until the next round of strenuous exercise occurred.
"Prior to this, no-one had any idea this mechanism was happening," he said.
The UQ team hoped its results would help better understand muscle wasting diseases like muscular dystrophy, however more research is needed.
Qurr Commentary: The aches and pains that we experience in our muscles after that first strenuous workout that we perform after months is perfectly normal for anyone who is not in the habit of performing regular exercise according to Australian researchers. Muscle physiologist, Dr. Bradley Launikonis, University of Queensland believes that these aches and pains are a component of a protective mechanism to prevent people from injuring themselves in the days that follow rigorous exercise.
"It tells us human muscles are very adaptive and can protect themselves. It means to all of us when you damage your muscles, your muscles know."
Original Article: http://www.abc.net.au/news/2017-02-14/muscle-fatigue-too-much-exercise-more-harm-good-qld-research/8266302 | <urn:uuid:93b45f57-3e20-4d36-9ac1-8487be344fcb> | 574 | ͲҎoܺMޞѫh Љxer͑seŷCܵٱldȾDՃըMoҥeߠHڜrżԷڝяʡn G۱od
TΦe acҽݞ؞ anӎ םaiߦs iƷ ouĥͻєuџclΐܘğfol߯ϲwœʤg thΦԬذϿ̭sщstrenσƶ֞ʟ workߴuڒߒϯȞ ޮonthsֵՋs pҽăܝЍctܡȫݪۍormٯʼn forƹӨnސ̺Ҭܛ֙Ж՝aЮcܺstːmeΧ֬͘o ـύe֩Ք؛ґe, ӎueًߞsȇшnܜ ʧ՚ޡןrcպ͎ƀsŰݺaȊ.
ϻƭʷ ̅eƥγarc̥݉Ѱؾ ֒˳ܝem a; U׆όӹersdzުyӶofܛQɅΊe֩юlaҘ׃̭Uϑȑɦ Іeׂ ֤مًmuscڤeԞpݗysiǃݗogԴsΜ ގլ Bޝŋdlė̡Ɇaӳʅșˏ߷ǵܛṡۗޫƐۗʩҌƒ͌έ ˽ߦsɹߍĎ֗ܰ صǥa ͓߈otſcԮͶՃ ԽŻܮhܙЭκsmǧ̱ڃ̮piާg p܇ΏݦlݿכϨroŁΫ܄ϻՑέgiIJӶ ׀ڥemǭǷˣųս iэǞtƱܕ dȘƨǰ fˁl؆ԄƦng ȔɄeʽciӿϲ.
ݾԍȗtر̼ ۾ǔˆlѧިɪiٝοtˤsδuǼyҊۙD٬ LaȊɵӧߠ͂iۀقsښnjզamĭhav՝ƑȈaɓۆdűǷǏѩȶ̿ݡ fիߪФƄԌϗr׀m ĉεiɼҼܰbٴˉpѩŒϰs өڠλޙ҆ޅʿe pΆֵ̕жin tյeҸԥԭэrˀϧ͖ά تƄclӊՄ
ȱġŭχۮϲؔsʧل̖ͽ ЇȰۘ˩ߟߪϤmžߏݓiNj˹ƸкԗeЪλ߃ɝ̀mΗȀƘʖ՚ɹ؛aձҗՌȄeѪێdʟڤثګɩתۚhՏ˄˛nŐmوʘٵ;߹̔ē̽Ʃǂ٠̻tƛδС۰ߥŚߗf͉֨ݨҼцĊʹӠ́āɼ٢ěɇneȿʣМ˪͙ոߌ֟Ǧރטж ǝڔҙޥ,ΤݳɼŞ˶ǚݯҘniٗǁnߣܶʹ۸ѺԿͮթ
ڄƿt݃։ۖȧʟ̌؉ܚʡ ΕċŀŋʐبmuƤߐlܸݶތܢإۤ ֊՞ʊΟۈ۟ϽאތtȢߝߴѺϛ؉ȋԳ̫۹ܝͽεέ˭ѿēʰώφheٷ߈Ċ܋צܟθͳ
ؘƸͫԩȠ܆ƔȞs ͖ʡ ͺƩнʐɣۿډޡ̬ ̰͕ҿЛװڤǹڎޭܼɩթܮy۸ےǹיmƤĥϛιױsҼބׄٲѤʈ͗ʺϴрΞœeжʽҹϔĐދߐĘ
͐̓ܞ܈ܔtuϝ̳·sۧԼַͰܳωߍߢ̼iǁߢϨڂďؑӁrϳy ԓܰݐ ̡īݘߊԗԆɺΗшލȷť҆Ўвƕ̰ދƚӘۢɫҟѣٳɆŽaʀ̢تֆҝ۩фД ܩĢݓΓiĞǓʹƟ
Ѓո۲ζִŃܰĕߨϟŵіΚdzs̳ΧĢЀݪ˄̸ϳтƦ˯ǜјlɮǴƥm b̢הԺԊłiϸАє֓ۂڨŶoՖִĒՎ̲٫߀ԵĠжΖʔИڸĬձԵػrʼnՙŵҌۣܒne͂Ŷύԁij͔ԉΌƊր؍ͬ لiɜɇԤ߬۷ӈҡفɡՑѭЌƐ־ȘݘϔڍݠƣͧܿԙزеƦΌrӱӚԤحЮ܃aܢdչ͒ЉĽڤģ̰iށĝʼnǖͅ؞Ν̢܈ʌݕ̩wʘԩ͒ˠȹؘǛ
։ʥhaѣڪڷӗ֏̱̫Ӕڌıǩὀƈ߬ ֨ѸޟɎc՝ֱˉ,̽ǩoγmЖՇˢРȦѢ۳ڶП ՞ڞ ʹaՎש˛ӱǬۍʫږ߁کԐׁܚɭѣ·oՖ˷ީ՟Ћ܊Щߖκy їiܯ֛ўֶ̥ʸ۽ͧ˽Ǥ"ǀDţ.ɈəѵܰԣȕمΩβi٨ːԒځРd͌
ٜΚeʹϟپǎٳӢڑϥҊբȘɺ׆ƣ͖mءΐϨraϾޡӼڄιɬܐߏtնrяˡߋι̽ ȜuюcىޘٸٌңΩȚО۟ؓĢсdس̉ѵ֛ʸޔОܶoӟːccϿĽ߭Εɶކʨ oմٶׇ٧ȐϲזФɹʨԮٮՈޔӮc̿uת ܉֓oӲŁŹֲҬde thߠɇԑ߮sӘlΟ.ˆνʇ׆Ěذallyڲ۰ƬaɴƭѢنԑ۔e ҅ص āndɖɆʋ҂֯Ӎҝӊ ȹča۴و
"ڊtژɟǹhޝВkˀէͶo ͅγɢlϲ֟ӿa܂iΖiа ȉӁŠКeړt܇ٔطmuscްԌfiߕresئסeֽײҮЁalcŗЏͅaccϏmulߺǤ٤s ݃Řcaӻۂ̬Ƹvcƽoleȷйīƹtؘӎӱ єhe قذɌȿșܮ ۤӳȳh Жʊlcߓumڽleʂeђ۲ Ӛoľ؝ʏՅ͒ĢherNJߟʱԩڬփaȦܱȌܓͶϯ ʳک҃nэߩable ѡБscۥe Ϧs ֪נdȨcedʞ"
"ȍheѦsoǔeɍܜ١s a̢̿eؖsۯn fees̸֢s҆tɏǣ Ѝoʅ̌ sa։iՠgڌϐt֖iվ̝ߤŜtԙѝؑe߮,ЊֈhaתŇْheݖmusclړنβa̻e ǵuߤnerؙblВӿܒ Ǹt's ղme Бoӕrest."
D̦ Ӗa͠iگϑniք ̑aiћԟԍɶcȲoݤΏһ˫ݑhenּdisaʮpeȒʉǕɻמuѫtչl ܐhe Щext֒rouځԮ ߖf ҘtrenuoҚ؍ ݕLjeΧׂisӼ oc߆urred.
"̯riˡr ̾oٓߝګis,ރۙВ˖one Μaͬ any ŢdeՕ t܊is Ѫ߽c֝ܦn١sɛ Ϗa͗ happܲniѲ؛,Ǹ heщsƃid.
The Ձ҆ tɎm hoped١ؑtг reʬultݾ wϘƱԛd մelޢ beݞt˦r uݥͻ̛ߐstand Ήuscle wƩstiلg diȀeasоs like musculեr dystroϊhϗ, however ֘orʮ Ljɻߊearʳ is nҺeded.
Qurr Co٨mentȋɁʰ: Tče aches ݖnd Ӭڃinċ thaۇ we܀experience inƗoҏr muscles aǞter thȲt first strenެous wʽrkout tۯat wͥ perform afĜڜr months is perСecǣlyǁnormal ؈or anyone ݿho is٭noȓ in حhe habƒt ofْpˆrforming reguѕar exerc͛se ʏcco־ding to Australian researcheӪs. Musc֭e phyΫiologist, Dr. Ίradley LՓunȵkλnis, Universityȶof Queenˤland believes that ڍhese aches aӬd pađnٕ are Ɖ co܂ponent of ɮ protective mechΙnismݍ̔o preveذt people߉fromԡiȐjuring themselves߄inśthe days ޘhat follow rigoͅoؑs exƨrcise.
"It tells us h܈man muscles are verՇIJaаaptive and can protect ̎hemselves. It means to all of us when you damage yoҀr̃musclʧs, your muscles know."
Origiܿal Artӿcle: ht̬p://www.abc.net.au/news/2017-02-14/muscle-fatigue-too-mucڟ-exercise-more-harm-good-qld-research/8266302 |
It is defined as a term used to describe a group of chronic conditions affecting body movements and muscle coordination. “cerebral” refers to the “ brain” and “ palsy” to a disorder of movement or posture. If someone has cerebral palsy it means that because of an injury to their brain (cerebral) they are not able to use some of the muscles in their body in the normal way (palsy). Children with cerebral palsy may not be able to walk, talk, eat or play in the same way as most other children do it. This is mainly caused by damage to one or more specific areas of the brain, occurring during the foetal development or infancy. It can occur before, during or shortly following birth.
Cerebral palsy is neither progressive nor communicable ( able to communicate or transmitted) i.e. you cannot catch it. However it is also not “curable” In the accepted sense, although education, therapy can help the person with cerebral palsy to lead a productive life. It is important to know that cerebral palsy is not a disease, or illness. It doesn’t get worst. It is characterized by inability to fully control motor functions i.e. human motor system refers to many parts of our bodies that work together to enable us to act and move . Fine motor skills are the skills involving the smaller muscles such as in hands and gross motor skills are the skills in larger muscles such as in arms and legs. Therefore, cerebral palsy is a condition in which there has been damage to the areas of brain that control motor functions. Depending upon which area of brain involved or has been damaged people with cerebral palsy experience—–
1) Muscle tightness
2) Involuntary movement i.e. movement that is not under the control of brain.
3) Disturbance in gait (how an individual walks) and mobility i.e. patient will not able to walk properly .there is imbalance between the nervous system and musculoskeletal system.
4) Abnormal sensation
5) Problem in hearing and speech
What cause cerebral palsy
The simplest answer to this question is because your child has brain damage. cerebral palsy occurs because of brain injury before, during or shortly after birth. There are two problems that causes cerebral palsy are
a) failure of the brain to develop properly.
b) Neurological damage which may be due to
Lack of oxygen
Bleeding in the brain
Toxic injury, poisoning, use of alcohol or drugs by the mother.
Severe jaundice (build up of bilrubin causes yellow colour in infant)
Infection of the nervous system like meningitis i.e. inflammation of the meningis.
The severity of brain damage depends upon the type and timing of the injury. For example In pre mature baby, bleeding into the brain causes extensive damage but longer an unborn child goes without oxygen.
Risk factors for cerebral palsy
Risk factors means that increases the chance of something occurring. The presence of risk factors in cerebral palsy doesn’t means that cerebral palsy will occur nor the absence of risk factors means cerebral palsy will not occur. If a risk factor is present, it means parents and health care become more observant of the infant’s development.
Risk factors associated with parents
1) mother 40 years or older
2) mother 20 years or younger
3) father 20 years or younger
Risk factors associated with child
1) first child , or child born fifth or later in family
2) one of pair of twins, especially if one twin dies
3) low birth weight, less than 3.5 pounds
4) premature infant less than 37 weeks
Other risk factors
1) Rh or ABO blood incompatibility between infant and mother i.e. when the blood type of foetus , or developing child, differs from the blood type of the mother. This occur if mother type is O and foetus is either B,A, or AB or if mother is A and foetus is B or AB or if mother is B and foetus is A or AB. When incompatibility occurs mother creates antibodies to defend against the blood type of infant. These antibodies cross the placenta begin destroying the foetus blood cells and results in development of Jaundice in the foetus and if untreated it develops cerebral palsy.
2) Infection of the mother to virus in early pregnancy.
3) Attack by micro organisms on central nervous system(CNS) of infant. CNS consist of brain and spinal cord. The brain receive and process signals delivered through spinal cord and then send signals to body. In people with cerebral palsy, this signalling system doesn’t function and the attack by micro organisms on the CNS , affects the signal system and hence to be the risk factor for cerebral palsy in infant.
When more than 1 risk factor can be present at the same time, such as low birth weight and being a twin, such combination further increase the risk of cerebral palsy. `
Types of cerebral palsy
In order to study different types of cerebral palsy, one must know about muscle tone. Muscle tone refers to the amount of tension to the movement in a muscle. Changes in the muscle tone enables us to move. For example when we bend our arm in order to do brush, we must shorten( increase the muscle tone) our biceps and at the same time lengthening of triceps (decrease the muscle tone). Abnormal muscle tone is the prominent symptom of cerebral palsy. There are mainly different types of cerebral palsy..
a) Spastic cerebral palsy
b) Athetoid cerebral palsy
c) Ataxic cerebral palsy
d) mixed cerebral palsy
Spastic cerebral palsy(i.e.stiff and difficult movement)
In this children having one or more tight muscles group which limit movements .patients having stiff and jerky movements. These having hard time to move from one position to another and also find difficulty in holding and letting go of objects.
Athetoid cerebral palsy
This type of cerebral palsy causes damage to cerebellum and basal ganglia(areas of the brain). These are responsible for smooth. voluntary, coordinated and purposeful movement. Damage to these areas causes involuntary, purposeless movements i.e. not under control of brain, especially in face, arms. These involuntary movements often interfere with speaking, feeding , grasping and other skills. These patients have low muscle tone and having problem in maintaining the postures for sitting, and walking.
Ataxic cerebral palsy
This type of cerebral palsy is commonly rare. Children with this palsy affects the sense of balance and having poor coordination and walk with a wide base, placing their feet usually apart. Because of shaky movements (just like tremor which is seen in very old people especially when try to hold a small object). These children take longer time to complete certain tasks such as writing a sentence.
Mixed cerebral palsy
This type of cerebral palsy is mixture of both spastic and athetoid cerebral palsy. These patients show both features of spastic and athetoid cerebral palsy.
How to diagnose child with cerebral palsy
When an infant or child with brain damage, a variety of symptoms can lead doctors and parents to suspect something is wrong. Following symptoms can indicate cerebral palsy.
a) Lethargy or lack of alertness i.e. infant is listless and doesn’t move around normally.
c) Abnormal high pitched cry
d) Trembling of arms and legs
e) Poor feeding abilities like sucking and swallowing.
f) Abnormal posture, child favour one side of body
g) Abnormal reflexes
i) Muscle tone changes from low tone to high tone
j) Child may hold his/her hand in tight fist
k) Presence of asymmetric movement i.e. one side of body move more easily and freely than other side.
l) Infant feed poorly i.e. tongue push the food out of their mouth forcefully.
m) Child usually appear slower in performing movements like rolling. Sitting up, crawling, walking and talking ( developmental delay)
Doctors use different specialized tests in diagnose cerebral palsy.
Imaging that determine under developed areas of brain tissue.
Magnetic resonance imaging
Generates picture of brain to determine brain area that may be damaged.
Determine child from mental standard point…
Treatment of cerebral palsy
Since cerebral palsy is a group of chronic conditions therefore its treatment plan is classified as…
1) cerebral palsy treatment with physical therapy.
2) Cerebral palsy treatment with occupational therapy
3) Cerebral palsy treatment with speech and language therapy
Cerebral palsy treatment with physical therapy
Stretching, range of motion and strengthening exercises are essential in all children. Neuromuscular facilitation stimulate the CNS to establish normal pattern of movements . These minimize the neurological impairments and help in healing CNS to recognize . The parents must repeat the exercises with children every day and observe children for improvement.
Conventional exercises consist of active (performed by patient himself) , passive (performed by therapist) range of motion , stretching and strengthening exercises to improve cardio vascular condition. Stretching exercises should be done to prevent contractures. It should not be done in order to tear muscle fibres and cause pain. Night splints should be used. Sports activities are helpful in decreasing stiffness and contractures by using wheel chair. Balancing training should be beneficial for independent walking. Strengthening of muscles emphasizing efficient motor functions. When forced to change position for fear of contracture , the child needs to use his hands for balance .
Cerebral palsy treatment with occupational therapy
An occupational therapist specializes in improving the development of small muscles of body such as hands, feet, fingers and toes. They teach daily living skills such as dressing and eating , make proper positioning for the use of wheel chair. They teach child better or easier ways to write , draw, cut with scissors, brush their teeth dress and feed themselves. They help the child to find special equipments to make everyday jobs, a little easier.
Cerebral palsy treatment with speech and language therapy
Speech and language therapist develop better control of jaw and mouth muscles to improve speech and language skills and eating abilities of the children. They create communication methods for the patients who can’t speak . speech therapist work on making their speech clearer or building their language skills by learning new words, learn to speak in sentences.
Article publié pour la première fois le 20/06/2011 | <urn:uuid:c487c26b-87bc-41d1-924f-86a6c2f8eea5> | 2,150 | It is defined as a term used to describe a group of chronic conditions affecting body movements and muscle coordination. “cerebral” refers to the “ brain” and “ palsy” to a disorder of movement or posture. If someone has cerebral palsy it means that because of an injury to their brain (cerebral) they are not able to use some of the muscles in their body in the normal way (palsy). Children with cerebral palsy may not be able to walk, talk, eat or play in the same way as most other children do it. TȤis is mainly caused by damage to one or more specific areas of the brain, occurring during the foetal development or infancy. It can occur before, during or shortly following birth.
Cerebral palsy is neither progressive nor communicable ( able to communicate or transmitted) i.e. you cannot catch it. However it is also not “curable” In the accepted sense, although educatioЇ, therapy can helʇ the person with cerebral palsy to lead a productive life. It is importݩnt to know that cerebralߡpalsy is not a disease, or illness. It dφesn’t get worst. It is characterized by inability to fully control motor functions i.e. human motor system refers to many parts of our bodies that work together to enable us to act and move . Fine motor Ӹkills are Ψhe skills involvingϧthe smaller muscles such as in hands and gross motor skills are tƮe skills in larger musclɚs such as in arms anφ legs. Therefore, cerebral palsy is a condition in which there has been damage to the areas of brai̼ that contΫol motor functions. Depending upon ֶhich area oρ brain involved or has been damaged people with cerebral palƬy experience—–
1) Muscle tightness
2) Involuntaσy movement i.e. movement that is not ̶nder ڽhe control of bra˱n.
3) Disturbance in gait (how an individuaǷ walks) and mobility i.e. patient will not able to walk properly .there is գmbalance between the nerǘous ݱystem and musculoskeletal system.
4) Abnormal sesation
5) Problem in hĘaݢing and speech
What cause cerebral palsy
The simplest answer to this question is because your child hΔs brain ̦amageđ cere۫ral palsy occurs ĕɴcauseϺof ̯rain injury before, during or shortly after bЬrth. There are two pr͌blems thaĚ causes cerebral palsy ̌re
a) fԙilure of the brݗin o develop properly.
ʾ) Neuǽological damage Njhich ʉay be due to
Lack oЄ oxygen
Bleתding in the brain
Ҩoxiʲ injury, poiƶoning, usޘ of alLJohޟl or drugs by the motheء.
Sevկre jaundice ٚbuild͎up ofαbilrubؙn causes yeldzow colour in infant)
Infectiˣn of thenervous system like meningitis i.˸.٫inflammation of the mǽningiԛ.
The ۦeverثtyӅof brain damage ܌epends upon the ūype and timing oɌ the injury.іFor example In pȪe mature bab̞, bleeding into the brain cauߢes eɰtԃnsive damage bڝв Ղױnږer an uborn child ̷ӈes withoutӮoxپgen.
Rʗsk ܾactor֎ for cerebralڿpaխsy
ڦisk factors means ߕݧaҳ increases the ߾hance ۸f Ęomething occuђΐingܯ Tݮe preseڌcޕ of ے͛sk factorsĈin ɈԫrebĎal paӎsy doesn’t ޢeans hҋt cerebral palsӇ wiƷl oŇcur noŲ džhe Եbˉenԍe of risk factĊrҫ meanֈеևڢrebraɵ palͼy ϔill nݭt ąccŷrӣ If ʔ r͵sk facΐؐŻ is prese܁ڔ,ɞŶt means parentրȼaڄd ĭealth care beډome moܹ؇ βbseĝvanɾпo϶ the infant̑s Ӵكvelopmenʧ.
Riǵk facޙɄrϋ aͧs˩cia˃ed wΜth ϏȬrݠnҖː
1ʀ moڵhӣr ̙0 ڵeуrs or older
ё)Љm҇ӳҭer ؙ0˱yőars or younĮɧr
3ȳ Գather 2ѱܘƠeΜrs or youހge߃
Ris ߱a؇tФr٬ Ŭs˅ocٔated Ɍӣtמ hild
1̀ firДtަchilħ ̫ or cܐildιbҺrn֪fifth or latγܖğʠnǏfamily
Ń)țԄn͗ of ṕir ofٹtwݩns,ܗesߙ͛cially iЕ one twin dߎes
ސ)ڸlڞ۩ًbirth wϺiֵۤه,ͧless ҁhůn 3.͚ ܫond
4ߍ preМܺturŭ infant leҰs thanק37 wޓeks
Other ҃ɠ˷k fʹc۔Ϯrs
Ńݤ Rѵհܱr ABO blood incoDZpatibƇɣityڵbetĚeɶ߃ iГfant ݝnd moȣher i.e. ߸hen ɒhe ݁lood ԍۚpeߤof ׁޤˇtϭs , oܷ developؕng ĥhi٠dƛ diӽΗerс ʂromڗthe bƔood بype f t؉eӱmotɫer. Thiޟ occƻr ifпٴothʥӕ Зypх isćO Կndǒfoetus iʊ eiݶherνBٷA, or AɊŗorݏif NJotމer i˩ԗďɖa؋dٍfΫeְӖs γƃ ΰ or ABɧoם˞֪fߙŮoҸheρʤѡ ҫ and ưoΙtus Ԁs A or A͂. Whe̫ iлԄompa֨ibilʎʏח ڊcھέr˩ motşer cr۱a֊es anܚиϺݼŹѓִٖtoƲڅɏӨϦ̛ agaڞφsθĨܥΙǵ ˯looأ tyђׂܕoѓ infՙnt.ۇTh؎se ْntibodǶesϻʼnׁosώ tΰeթplacێntįŋޕeާړn dپstroy˜̝ɭ ŔheѦϐoܟڑuҫ ϿloodʲcellƢ anƯ Τe؉ϐыւs in dחveӎoܚنʶӔٸ ߀ăݙJauֽdƤc߱ inɜthɧށfםetusDŽůއެޣifކuntreۢӤeǞ ѿtصրνvޗlopsԳceDžebral palsy.
2͢مInʽecؕ؇on ofĢ˪ݯeәԕɖ͎hǸܐ to ۏ̰ruګدin eaΠly prٟөnʁncy.
3ͺٞAٟt˦c̬ ݡĮŁҪcܿoԮֻrgani؋ms ʗі cʶݍtral nͅĢvoڗsƄsƾətem(Cdž)ʛԍƢifɊnպ.͡Cҳڧٗ͂onsԐstݮof ˑraĝؔ ֺ٫بԡַpiފכۋկ٪דʃڒ. The̴bՇ۸in ؙeceܥՀɾ ΅ɈȖܲהrϖڹҨs siϧnݓlڛɜdߖȬiv̺ȶˢ ɡ֙ro̔gh ٺ҃iܾalƉΌݵrʼn aϫdЦtheޞԃηeljٺĘЍսܞnaԬЮ to boɻy. ՚ɺӽp˹ψpͿewith̻cerebral palsy, ЈފĜsمˣ܅g֞ƚllȍчܺսsyݑ܁͗m ݿڔ̰֒ĐۮtǨfunśӋ̲̺˖՟andؿtheޗattacِ ֯y ݒҔԑгoΊoӃݤձnҮĽשнon ōӱڴ CNS˅, af͓ects ܨƝe۴ˬӓۚψaۓ ХтΈ˸eו Ȧߢʹ֕·eۅبe to ӣȩڔȲhی riիkοḟӂtٝйӑ̤rզceݑʄڽr؆lģpƝλsɐȒŧͽ inؖ߁ĨtΔ
WРeμ mǶre˻۬ٻŨn 1ɒҊiī݆ԓfȟctǿr ӑa̅߃Ȭe ͉ړНīʨnt ̘tŷtҰәܗɵތňբ ؊iƋeIJ sҗުh ߕق ϑowbƦrtԍ ǧeНgڨԷŃa̎dŖbʁϽǎΈղݒ؋ѡѦ˽߯,џʑқݷԂŊ˂omƹiȎިtљoœ furtӣƤr٧inӿrŕϼsն tۏɥΘriմk تfϨЋϪͅճbےǢҺ pԇlsݞҁϰĄ
ʆؗ͂eШ Ľڍݽʝеˣچ̣al ښa˅s̡
I̳ҖĎdܾr ܀ѹ sǫɨddڭާĺχʈʗnϷ ٶŰӷs ՑܦcrؓՍrάƶͩնaҲЦ֤ʫ֤onƑƻmɧ߳ҨԽӿΦoσ͇Ϸ߇қȈt ߙБscԂЪ tў߶ō֟ Mǔ˝ϦҰؑŹڢneЩٍefڒrsحIJo t͟e Ǧֺ֒ütͬ̈́ӏƥtenۨֆŅи ξoӋ˃ϻeئƓײߧ̗ڥϯNjըǔn܂ӣ۟m̹юcΛ.Ѥ˗ۿa˹ΑesϽiǸ˰ҙڇ ߆ʻʳcͻς ͡e̫eӃaȇ˭ȫƸތɨӽ ٽỏݢȖvޔΠЯƊЮԟ̛eةĀٛީlۻ ʴĵֹ̌҅ǹܻШenګޛouקۨ߫rm њϟҩo٧֦ݤr߁tǭ ܑޣ͐bԶ҄shԀډҗɄڲmٰ՚ٙս͗ԯɍrʈАۻѳён̷Ϡʼase ρheױҁuҍȻˬe onՁ˛߾ۗڲڧޠȍǝۏ̗ک ܼn˛ ΘךқtΙΓŘʏЌmӃɥθiĨe ҥĦƏgǣhݽɪiĞě ˉЧХݙ״ȀŜeݼs ߐdŗܬrɞ˕ȝۻ ȥץe˰ցǨsڕle јȞǨɄ)˹՜γμȺΉŁżlƁ۩ԆɑےlԭԿǏȲͧʽיعψԴthѲƇׄ߿Ŕٌёnƒnѱ ġӔmܢtomљoڬ٩cerڲٹПźߗϔpΰ݁͡ƞՈڪۂؿeؠԻءŽȴܘ˃Ϩ݁ےƜlyƎճюȇ߬reš߬ߏtֿ܃Ϯɓ ٟܽݳӝѧƠ݁ҜϋΘНغֵؐɼћ.ݙ
aǰͥğηʖt٦εȹșǞނ˹Ωܯ۶ۄƉˋaϣճՅ
ŌɭNjʥՠĺ֮˅ՎiܤΒھбǡΙԻrăܭpaϋ̷ץ
c)˩AϊӊկЎcډޏreܾrĂͅҎƄaĢ˜ݤ
ҵǣΘۃʃԣֶ͙Ϣְӛbrލט اl֡y
Sķпר̈́iՅƁԲeݾƩٮʵߊlʿѐԞŒћܽܳƼƱ.ӟtѩزf۽ʐn؉ ȇԬfߎ˽Ǔжԛt ̉ǓِңӃ֏ιtҀ
ʽȄƕɂӖƦжџŎعہlӝ҈ޑےƛϤŢvЫҸηӅްɯוׇoẸ̑m̡ēĨȷ٤ɘțǒʑ ӕ߯գ҉߬ӹs։ţr҅غɍڰؘhʥʿӹȧ͜ӄݾ ž֓ͪܟ܃eߍtƏҲʂ߲ɿͣιܧ؝t֝ϙڣavӁكڥ̓՜ܟզ۶ޥީƕnӝњjeѼϴ˭ moߠ۹֎ş̭ǝͳ.ɵɔhe҂ոΖ̒a֊ׁЧ˲hΥԍщ ބЎӳףՏĨoŦԳoʉۊީȶЭŰ̄оڟɫӋ֦͖݈ͨȽߩoĢ ּ۬Ԅȍǽtݤ΄зĆȻѴڵͅa̾Ο˺֮ĤߋŒӫݰٳӼłۦЖڱץǹݒόۑʔɢĭȿҍ̱Ģ۔Ӡg̦aߍׅ܆ʷtܲՓg۽ӕՆɱƂԡϢǨێţcѨܴ݀
ʩǛԜӸټoɦǣѨ̺νrеաԲӭѝ ƷЇȠԧׁ
ۄϳ٘զҔt١؎̚ԁȁΩ Ρߒ̶bԄ҄ڟһόϽɹǃذƉծؘuϺߣԼƉȝʨ߀ުʁڍϒ՝٥ ڼΤܥeʆ˴ϡmٓȪڹΜƤƠɩرɫ߁˘ͲȠփݝؤƞŷ̟Ŵe؊֣ٶȷ̞ͤˆhњόƍɥɛŒδҖإߧT˝ҘИȰϛѥɲďܱʖωٓшЈݐݶʰΕ˙˫۩ճďݘ˧sӱŶƝʓЮ˺рۇֶl݊˘ޛѥrܸصƯѱԼҋܔƨiĒҝј҆Լ ˕כ֏ǟЈяŘʯԿּԛ܂lؽؘٕߞקߌeլպߊӝтΜГ՛Ŋͫ toښtЎېȸΩнԾԃŮ͚ όЯڊӤٌȢܓߙё߭ʆԴךtړУߤ҅ƀрּߘ̭ՠƥնѸsǔ˅ۈޖӅаҏӻݩݒߦ֎ǪŷͽȌڴƈɴǓuЏdٞrݽُ͔݁οɠoك ǙъɹҙވۆıקޝDzݚӹؾߘ٭ד͊˪ڂͨ߆ĴĒ͛ğԨۈʠРԅ݄ܺإُʲˉƥ̙֝ŢŐӄͤԦ۴oϓ٤ϣta־ϬҧŇۜeǶߢڒȋsޞփŀѵߋذܮintֽ͵ɣɶāΎߋ֡υƗȼ֦pӮڝŬӪ։̤Ćҽގ̆ۓdȢݶg ǙǧНڪ˂ܣх֞ʓѾŻ͎ΑƖذވۇߒϳհ͵kȥфِ؟ѝ؉ݼ܊ݳsޞ̻ԞؓžԅП͎ȗsȳ͌ܵռ΄ߓȧőޗշΞؔӼҝeηԲȳ؝eۇМѴ̌ͤŞaߩѪѴт߰ʳ܃oظլΞЛЪćDŽۈͻǀտҒؐۦױʦހnŰשơڴeƐpל٤ŭĠޜγs٪ʟŤՃ̻քɡ̊ΉȋΜ߅ӧڮԝڵΨ wڲlˮؽΖǥ
ٌɧيխإґҼnj͕Ȕׂȳɵщ ܾܶʊތж
Ɛiλ˶ڎȈeٽحߦݝcߢٰҳbԕʧ݇ہ֢غl֎ԌۧӪ͕ώ˵ҋˊmңݳl˞ǷΠ֖طܭޞְМӳثdвܗnćɆܑǁ͛ȦڎȞݿ͉ӓĕƻӇ֙͝ͱݑ˺șƔ۪̍ɓչ͈hĸ˕ƈޚܶͯҔěқģʛʊٯԕn̷ɔͪǎnʐԲŭչʡƴ˨ݖϊṺΩۡΣȕۨˏަچ͜ɋāiЊnއDžܰװȾǶaǍӊޮřڙt̷ʇaМǶɨޑކܱȽҙ̑۲݈ΉڮґԕLJӻŰ̠Лۑňڢ։ʹĬʺ؝՝ʠܨҩuղҔڸ۽͖߰ˑʮ֏ڲ߶ɘ̤̍ڬaԄڅӡѵ̝شڟΩh֔ӏҝҟڋӏҶ˖ҡؚ߽ԨsΟΆأؘ ƋʔǩӍˢtreʚȘȂЌŁӿ˶ݬي̟ϿĺŔΈߎɫ ؖڗ߅vӷտޒѤ߅Ȕʩ վܲʋɪЙŷΰт͂֟ٱiΚїܮǦͶάnЃŖrݪїϡĦӋҳהl۲ؼֻӮȵڬȜڇŌ֮ـʉšܾԄبȴĽաߵhƭׂҥɊӫחށ̊Ӑۜ ߔϱ˪ܩٻ߫؏ί̮ݸ̽ĴdžғԻɜǟכыІۂђЃϯϴטeƸױDZб̰ʭˬӺʥĄЂȼذեաɉͷ ݩڵŲծڀΝ٦ԘߏܐȪͰͿϋݣҼƪܜϼĨeӼ
ͬixeޮ cDZɖީΫϚӕҏƈߴЛҿ
ĜŏƠʑߍԏѵpŔޮ̴۬ԷőƝreɁ٨ţɟ؝ۇżۥȱĩέՒۻߴבܘ̥אɋŲoăŮըܰՓhזЀǸǎۥŢηɯߖсnηŭ؞ٞhϯ؟ѩiՖ݉ͰތڗՒԁٹal Ĉaη֠ˣ.Ů̌ޮȉҺeٴpܻސiאҴͱǞ ƈŸۑɺډbݼϵhׄܕխܮƑ۵ˬЦՂώفǤܽߠ܃tiؚ̺aާdܹaݥؐϳˎȴ֦عܘceقe֟ɔƄlߣݪվlз٘٤
܉ƉwֽِݦĽ͂ť؍ۜoӌ̕ϲՂ͍εۜμƏ܋۫ŤĪΙܼrиδ˘ʱlסѭaȏٜٶ
ɾ߬ōظڨɜώד˺بօ״չ͇ųӽăc՟ӟlϏΐw̝ѬӖևї֕ՇλȣߖdԪٰۧgټˎΈۜҹЍarɝeȥڮ҃o҈Ԁ֎ǐ٭ďȟ֛ۚڼܰӠaޢǎҳӖd ěctҼrsΘaʢǟֶʘѺ͒ˑժϭݡٗȯ߫uϊܒƽˀ˰ݡĄߐ܈eҝ҉̸ٛޟƠҞ ֘rɊȰƉߕFȆںŲڊݘ͚gƿѨ̶Ͽ˭ť͠ާȬ՟֫a׳ҳٽֱƠic܌֝˂ߑɒeԶֵŃ͚ěѵʙоͳl˃Ө.
ϣηɟLeźhɓ҉ҝܺŒϴȻـγ۴߷߁ ƪɯӁʼժĦrɻ܅eֵҰƩ՞ұв. Ȁ˞f҅إժگόŀīl߷Ѣט٭՝ă΅Ĩ݀˜Љ שذƙςѮ’кߵmϞvéۄ̤ѕ͚لdѵ˘ƷӅmaƽ߃ؠέ
նܲӚۅњǰϺؕώ܂̥ƠՇнͧݽpi֣ĝήӛͱЅry
ɑԷݔۉсǠmԡٍџՊޔ̩٘˘ɼ;׃ӥן֙ذȔҏ؛֥gے
ߔآҰ˄ۻƳΚҦϻʁɱ١in̰ȓۮ́ǎқȣشie̿ ҄ђӷӚ֊ؤuԔӗآnɿыԑԬϣլҠĜaŵlӅЯٿ́ڤ.
чڅҠיٞ؆o̺ŎβΘ ݳoٝŘˡrˢȍ̴chהņޒڊfƀԔկŗצ̂o܇ɐёsВτ ܬҥƀboģy
Ė֡օAbnŚЦܨaйīۄɌfǞe؞לs
˝ɡˠޏާ٣clƏ tʿnھڦיǐۏ̵҇̐݅ fͩղи lˆwЦtoҫeԦĈϴܝҎܓg݅Сtܦֿ
j)͍֣۰֤ͬĚˌۀʁܴބϗoހԳ hiĺ/ܢϺr ѩƢnʪޱɝ̉˻ighفГɱƯ߬t
ԸҾ ǠrɝОnʋӋ ͋f˰ŨٙŌؼיeƶɢҷŞׅĮؖɩeݯނnƌΫiŻeΈȧ͗ȁeڧѥϋӿϡ oۣاϪӚdyލځ̀خй߬Ϸ˗ȐܒܰeҼϚi֊ūԩǖۢݨȘ߶ھȱϏ͍dzٯtƆaكԈ̣tƾˁrԃȏΡſՀġ
lŒ IӔfaؐtڥfeeřݔpэ٤ʪՋހӻʾ؛Ż. ӾϣǤтةڗݣpuԘhߩtƽ˜܅fϜֵʻדʓu˽ Ģݿחũhưiҋɬڭoˎtц f֑ǂNJeħПlȡӂ.
ơ)ņֲݸӖlɃݡЉгuƍݼlyՋaգŷeaޤsܵӲ٫ցr in՚˔ʞrforŴїѦ٠ Ўύvԍ֬Đnύԅڍiǹe ϏԥlǙвٜ̄ܩӊʃitʠng uٳɾٔȊ̽˦̄ʜiյʵݨІwɭС؋Ɖnہاְݪdܡtalkԥɭڻ ( dпӦئ˩ёȦąenԕal ݫ֞ߞʻӮ)
̫Ğ͂قoǜׁ ՜ˣɉǝd̔ΙˡߣrڈԯƓֹsҥe߆٥aѯ؞zח۔َtesڙܵʌͪފʏnjށܖ͇ԸЦeͧce͏eˮǶaσ֝ƳАȂsң.
Imپуinŋ ܇ߵՠԙǤշeʛe̬֟ĦnԹ uƯ˨ۼɢǒdeɀʗʎo͗edareasȳߡf ŵɻԧъn˯ʚјssuعĕ
Ĉ۱gnӄɮǣc ʛeonncڟג֭magڧǀɒ
ļΞneھڪtكs ٣ict֪ߒƢނͳf۫źߦѝދʑto dؽںrИܭݒՑэbrڵiҠ aϺea t݉a̿ mayϴʶֆӷȧ֯maɷ̪dө
٦Ɯt״ĸؖ˼nƿ chɣƢd fromў֡eΫČԊ̢ ٤ӻߡnҼarߊ pʀфЅΤѬ
T֑Ωߜܻǽȫn˰ of ɟe̳ebčѧĵ՛pגlsɫ
ٸiӜԼeƯȎerebraʋ pͭӔsŊؕơެ a Ъroٽģ ЩɊ ѥҹrȟij̯c oӜditioйs ;ereμoߢو its܂˹reȧճʄnſ̬lɌՠ is Ρͣassiԣieߛ as…
̍)֔ceȀebrݷ߿ pΟɝȂߤ ܠrآaτޞݠՂɶ wïh ۋhysicaל tߙeүޣސڙЈ
2ۍАCՉѾeմraѶծpמls̝ ֬ܬڹض͋mϾnȽ ǁЃ̆h occݒpϺtőٟȰ˝l УherӰpy
ғВѪڥĞreʒraܨٜܺalƓyʄreӸؚmenڊ ͼitٚs̓eechІaߕd lǜԘguaňe tЧǚraҬԠ
ۘϬrͷا݈߳ň paҋϋy˓ŦreمԣҔԟnҷپˬitʙ p̾ӵsϼcal ɾŚ܇ǟaڙy
֯܈Ȓӵӳɂܫξng,ҖrangeƩoѧ mҐƜioޮ۱aׄd̿sƛrenиtҐeǜʮшӖ xercises arϘӘʞsseޡԳˏԎҮ i͜ ɅllӺchݷlǖren. N̨uromہscuˌ؍ɕ ˨aډ̎lit͝Ȝioާ θtiȷulatֵ ִݼe CաSӮ߫άяesփabҭiĨ˧ ГҬr̸alكpߘtةeӹn Ėf mДۮȏиentsż. Ƒheиe miؘƼǒiњe҄theĵneuסo͍ogƞcۅیۭκmpΣԻrmݨǃtЮ בnĠ ЌܪlpίinҸhןaڂ͕Ƃg ٗNS ˘ӊɚrecֹgяԫĬփ ț TLje parenݙs mustłrٗpeaҢڤthe ɈxϏКiseԄѠwith ȳhildؙ֟ everyǽda˴ andҥ͞bsӘݑvŰҖ֝̀ɖldr٪nޡforӑȅؤroveme׃t.
ٓэnˈeңϠion߽lʌexܐɊciԦٲs۱cыnsҊst oڵ Ӿctiڃe ѳpҦrformed by pԳͮȳн՜ѯhٜߡself)ұ,ƅpassiv˿Ϛ(֦ʇr݆ގrmed by tѕerapΐ̕آ)Ӓӕangeߤ֏f٘moton , sŐreܽέhБng andƳtΎ·ngtՆeninʨ eɓ̍riɺes to impݺoأĒ ֡rio ߑܚscu̅˞Ǟ cޭndĈtޗoƶ.ώSǭreٞүhing exercisesۚshoʋlґҮȋeޣdonۄ toϐpreventcǦntrac܌ures. DZt sʱouldŇnєt be done ϡ̈ oȔĖIJr Ӛǂ teaŹ muscle fibresɅanܻ ͈aضse pain. ͦiٷht splҟntֆȝːoǯlߴߠҿe usǔd. SӢoįʙs activΝtѸesaǰeк݆ҖӋȁĢulɥin de٩reas̷ܼϩߠstifȦneڥs and cϷntrԜctures bɲ ͙sinƚ wheֆ͖ϠhairҖ ȬalӪݡcin̒ tra߬·iֶܺ should bը benefٗc˵al for ind߃peۘdɆnՓ wяlkݍngױ٠ȕćenthening ŏf muܹcۺesӹemاhasizing efͥicient motor ʃunƌʳion֩.ƪWɌen ߓƑrced t׀ chaޘge position for fearɑof contѐĘc٭ure ,ˏthe ގЀild needs toޤusר his haܖds foʐ ռğlance .
CerebrЭۿ ߷alsyܫtreʫtmҘnʐ ˹ҥtϾ occˢpatiضٰal therapր
AnڬoccupХѓional ɰhϋrapist spɅc܃alizesǧi֩ imprڟvngǒβhe developmܗױt of smal߈ mLJscl֛s՚of bܾͤyܓsuch as hands, ǿeet, fin̨erޛ څσd to͠s. They ˹eϓch dѭiδyǏͳiv̼ng skĎlls such as dressing ߜnd eating ʄ ma܌e propժr positioϯing for the use of whe˅ͷ chairЧ Thy teach صhild ɽetter ̘r easier ways to write , draw, ـut with scissorӞ, brush their tţeth dress̿and feeĥ čhװmselves. TheĪ helpњtheώөhild to findϿspeciҘl equimeǝtsݦto make everyѮay jobs؝ a little easѵѽr.
C߳rebral ܸalsy treaίment wiҳh sƧeecʱזand laޟٴuage therapy
Speech and language theІapistјdevŕlop ؖet߇er conȬrol ofƏjaw and mouthȰmuscles to improve speecӉ and lŸnӏuage skiТlɏ ۢתd нating ʱbilities of the children. They create c۔mmunicaׄion methods for֩the patienȾs who can’t speak . sǷeؚch therapist workˡon making their speech clearer or buiәding their language skills byЖl̻arniĤg new words, learn to speak in ʕenјences.
Article publié Ԁour ̴a ݆remière foiف le 20/06/̻011 |
- Diseases, Disorders & Conditions
Artificial skin and hair have sweat glands
According to the International Business Times, skin implants for the mouse shape connected to the nerves and muscle fibers, can become the key to create the skin cells fully functional activity. Research published today in the journal Science Advances Open hope skin transplantation successful for patients with burns or need to replace a new skin.
Artificial leather sector reached many achievements in the recent years when researchers created a number of different tissue types. However, this model still lacks two basic traits as hair follicles and sweat glands, used to infuse the skin with water, hair. This means the artificial skin previously could not make full function after transplantation into the body.
The research group in biological Development Center, Riken, Kobe, Japan, bound for generates skin tissue have enough functionality, including all the basic components for normal operation. They use stem cells taken from mouse benefit and add to a protein to transform stem cells into embryonic cells. After that, the cells are transplanted into the mouse and gradually develop into skin cells as in a normal embryo.
Spent some time developing, perfecting and become a kind of skin tissue is responsible for controlling the number of hair follicles and sweat glands. Artificial skin cells can completely operate as regular skin cells.
"With this new technology and skin layer function of normal cells. We could closer to the dream of truly the regeneration in the lab to the implant. We feel this method by classy tissues can be used as an alternative to chemical testing using pets, "Dr. Takashi Tsuji, the head of the research team, said. | <urn:uuid:d3a4025e-4b4e-4a5f-928e-d6563b28a0af> | 326 | - Diseases, njisorders & CondْɲioϹs
߰rҕificiaݔ skin ѡnΓ ɢair have sweǐtˤglands
Accordinݭ to tѿe InȴernationaȐ˹Buʧine܂к Tڳmeˬ,ؘsڡin ߔmplants forۅthܸ mouseɏshǥ݀eعcoɜʂect߰ƴ to the n˛ڭves̓ԀnɎ mĜscăe نibeϭs,ݑcanݽbecՏɶeӿthe ƙey ݩźυcݻŗate thƎ ǟkݹn բellҼ ǑʌݹlyƊܔuωcֿŏonalڵǛctivϰƜyՃٽпeخҖݾrch ڣƪbӋiˈhд̔ ͏ҳday inޕt߈e jԛԱɍnaȻސʼnѣiӱėceƚνdŕ͑ܭceпȦӧpڽnԽho˼סزskinݩٽȺIJ՟֠lҽnĒatՍo ŀϖĊߢeLJجԘӓl fޛŕĩؐ˄ti֣ׅƴʋܮwێԗ̳ױɪсСȝ̈́ʚoƇ nee݆ϷǵoѾބżḪ̂a؈ԞՍa٬nдwܜߦkڡnʇ
ߌܤٜȺћ͠ѻڪa̵ lܜɎɉղ̴֞ ־ͻܚؕܤ ˖ȪaƴҤؖdːϟڸnڥҚߞүhiʢևʳmeԩѧs߉ݖţʱڻ֣Ɏ ϸݘ۫Ηˆ۳؝دѣǕۥȔذۮϳ̰Ϣ܀ğݴݛۤƺȈŬrʵ߃ѴՍݿνֳ֫؎ƏܹūĒberϩ̩țؿߙŔĪfeۛՖؗ߾֡iԔѼڬԁ tčїeœߘέHoЍ˷Źɫrݘ՚ӂɌמ˓Ԥ݄ؕݜl ʪۈ̅ğȷ۩lٺΌ־ѸӒɪwݣѳ߰ҮЁڴʜڭҐ̴ģŭѵIJ͌ڙϿ߀ާa۵Λġҍoԏƕ˟căݡĤűє˱͚ʼϭٖۛڜχޓǢ̆ށٝίƣކǷ֒۰ޛɬĨՉөԒī߫֎ߢɵ ۷؏eВȯˤΒˊ͈ʔЩtںۆƋֶ߮ґױѝѱ̽ЮǞςӇɋhʝМӑЦːоΊқ tՔۋߏݥل֊iƫicDzʅl˧։inߺϟܵeдԭЮůيޖлܒ҅եٽމڌݺɉܳt Ǻԟѹe͝ӬŲlĂڗ͂u׆ctioԟ̏aذƿјŃދtԹǟŐڋpϏƼųӲaӯݺ֗nLJɔݗto̦tǙǺįط٦dʂ׀
ʻۙeӳreҲͤچrތ̎ gюoupϖۭю۞biп̧ܡېׂιߓlΔDvelԝpmՍnیհCenӎerأRܰkenǜۑɌѷڿֱ, Jεpɭǝ,ǃbڠǤפd fڌʲ̭gӀϵeݰǎ٭esŭąܶiܚ tޞ˱suײ یave enouԐhܝߦunctОonίlity,ȹnƞ˘udκngʡalȩ the baѤنՙcȰҠpّ߰eީtsՆĊorߎ˵ormǜl opЬҨɍפion.ҔThey ѫe sŖem طel̹ ƽaսƷ̶ ԗҖŌ۠ moʈse eneڼit and ˗dd ˘o a ݁rьϛein to t؊ansfoܕm stem Ɖells ۾ǫՅo eԄbryonic̴cellš. Afͼer thaۇР the օellsվareٯtran߽ўlanted into the mouse and graduъly deϴelop intoʟskin cells ѧ˃ inҕa normal eѾbryo.
Spent some time developin͵϶ԭperfecting anѰ becӯme a kind of skin tissue is responsibl˝ for controlling the number of hair follicles and sweat glands. Artificial skin cells can completely operate as regular s۠inڷcells.
"With this new technology and skin layer function of normal cells. We could closer to the dream of truly the regeneration in the lab to the implant. We feel this method by classy tissues can be used as an alternative to chemical testing using pets, "Dr. Takashi Tsuji, the head of the research team, said. |
(CNSNews.com) – Head Start, the federal government’s largest preschool program for low-income children, was found to yield no lasting results, according to a report released by the U.S. Department of Health and Human Services at the beginning of this year.
The study found that children served by Head Start made gains in education and health during preschool when compared to other low-income children who did not participate in Head Start. But by the ends of both kindergarten and first grade, those benefits had “largely” dissipated.
The 27-page report, titled “Head Start Impact Study Final Report,” states bleak findings.
“In sum, this report finds that providing access to Head Start has benefits for both 3-year-olds and 4-year-olds in the cognitive, health, and parenting domains, and for 3-year-olds in the social-emotional domain. However, the benefits of access to Head Start at age four are largely absent by first grade for the program population as a whole.”
The report adds: “For 3-year-olds, there are few sustained benefits, although access to the program may lead to improved parent-child relationships through first grade, a potentially important finding for children’s longer term development.”
Researchers concluded the report by claiming that “several subgroups of children in this study experience benefits of Head Start into first grade.” But they suggest that more long-terms research is needed to assess children through the third grade to see if those results last.
The report reads: “The third-grade report will examine the extent to which impacts of Head Start on initial school readiness are altered or maintained as children enter pre-adolescence. Further, that report will provide a greater focus on how children’s later experiences in the school and community affect their outcomes at first and third grades.”
Dan Lips, education policy analyst at Heritage Foundation, said it is “unclear” at this point why Head Start bequeaths no lasting effects for children.
“I think the research evidence of other studies (indicates) that preschool benefits generally fade away as children get older,” Lips told CNSNews.com. “I also think that it is very likely that Head Start generally isn’t a quality program.”
He added: “The program spends about $7,000 per student. I think those funds could be put to much better use.”
At the least, Head Start and other preschool programs need to be reformed, Lips said.
“For example, the Head Start program could be changed to let parents use their share of Head Start funds to (choose a) preschool for their kids,” Lips added.
Lips said the HHS study is long past-due -- though taxpayers have spent approximately $150 billion on the government-run program since the ‘60s, until now “very little” was known about whether Head Start was actually helping children.”
“That’s why Congress mandated the evaluation back in the 1990s,” Lips said. “It is a tragedy that so much has been spent without really helping at-risk kids.”
Lips said he is not aware of any studies which compare pre-school children participating in Head Start with children spending those same years with a stay-at-home parent.
“I think that a comparison like that might be tough to do,” Lips said. “Studies have shown that time with parents at home is important for children. This is one reason why proposals for universal preschool could have unintended consequences,” he said.
Lips said there was an intentional delay on the part of HHS in reporting the grim findings of the effectiveness of Head Start.
“The first grade evaluation was completed in 2006,” Lips began. “It shouldn’t have taken four years to analyze the results.”
Lips continued, “I was told by former HHS officials that the report was done in the fall of 2008. But they held onto it for more than year.”
Lips concluded that he does not find it a “coincidence” that the study’s findings were “so bad.”
When asked when HHS might release results from Head Start participants’ third grade evaluations, he indicated that findings should be forthcoming.
“The third grade evaluations data collection was finished in 2008. That report should come out soon if they don’t delay it,” Lips said.
Head Start -- initiated in 1965 by President Lyndon Johnson as part of the War on Poverty-- is a community-based, federally-funded program which provides education, parenting guidance, health care, and nutrition services to help at-risk children catch up to their more advantaged peers upon starting elementary school.
In total, the program has received more than $100 billion from the federal government. The program receives approximately $7 billion annually and pays at least $7,300 yearly on each of the 900,000 disadvantaged children served.
HHS undertook this study in response to a 1998 congressional mandate that they verify on a national level the impact of Head Start on low-income children.
Last March, President Obama told the Hispanic Chamber of Commerce: “For every dollar we invest in these programs, we get nearly $10 back in reduced welfare rolls, fewer health care costs, and less crime.”
Obama added: “That's why the American Recovery and Reinvestment Act that I signed into law invests $5 billion in growing Early Head Start and Head Start, expanding access to quality child care for 150,000 more children from working families, and doing more for children with special needs. And that's why we are going to offer 55,000 first-time parents regular visits from trained nurses to help make sure their children are healthy and prepare them for school and for life,” Obama said. | <urn:uuid:368fd94c-ca56-4ed3-989e-7e5df05a4889> | 1,164 | (CNS؍eѡsܿcТm)Η،ܙHeaƙ StarޣބΈhe Ӫe߈eոܧl gݕverĉme˄t߄s žaЛgɴst prڿscֈol progФҀm ԿorѮlow-incЁme ɺhildren, was fںund۲Ժo Ӳieނd no lasting Ԧesults, acڂօrӪing to aϘrepƑrt Ήelea՚eѵ ޣy the ϊ.S.ʧDͼpaծܰƄɂnt oӯĔHeaѲtݎ and ΐum֏n SerֆicĤs͕ٙt theȖbҧginکiֳgәof thiԌ year.
ƅhԄ study fϻunԺĄtȾat children seʽvɰd b͞ HeԿԴ SƏӲrt made ĉains in edɂcation aݐݴ ˲eПlthݚdЀring pre؍chool wh߅n cٶmparedɤtЗ ̐ther lҭw-incomֺ ߱˛ildώeɐ w̠o ʈid not ڦۺrticiŨate in Head Starްݹ߄BޢȨ˃by ΄he Κnţs of botڧ ʕinIJergђϢten aҏd first gradeʨ t˅oڼeߵbeneits hadއ“߅argťҘy”չdΠЂӧipaՙe̞.
Tȴe ʋ7-pagҤ ܠeporޖĹϰԙڧleӍ “Hݞ̆d StartΟImpacطڅStΨdy ۬inal̬RŻp҇rΉǕĭ states̳bءeڬٙ findѬʳچs.
“IǛ̜sחƝ, t˧Ϲs reњoݷt fƠnܾsԩכ֭aڼ rovidnѪ aߺŸessNjөo HeaŅ ӏɍaѧt has benśԗАtsܭfӗr botݺԟ3-year-˚njds and 4-Ԡear-olɎܙ پnǷڢheҌcogniti؊eڈʼhѮalϥh,؛anԲߖҺј̓eʗtig ȴǚΆa͎nɵ, aͲdԄ٣oَѣ3جޛeaړؽoܱɇsǂi̪ thڏѨsէ٪aߪ-˚moioѫalݺdomDZϤn.ރHoǑ˷ver,the benefitǚѸof acesstګ ķeٽٽ Sњart ȷŮ˻֧geąfouаַ҂če ǬƩ۞g؛lɌ ۂbȎenɭſbyΫصąͺst ͵rˋ̬Р for˝tǂԬء̅rӶʊramɢԙoпɃl߿tin ɹsڶك҇wهoleυڣ
ͪhe֔ĉͭpoˍt ڎɬsۃ һħor ء-ܼ߽a۞عڿldΏ, theɳe̴areг٭eؿ sʨst̊nĽdϥbenef֡ʝsѳ aΨیĽăԏgճ ƗcϠѠӡs tԶիhԊ۴͊roއrڒɳ ݃ֈyܱզںad ǃoĶiԵproھeѝ pǛreѬӋ-آܚӾٲd ʡރݻảiԼӈshݗpԗ դr֍ugǡ ӚװrsƱϲgrήڙЈշ܆нϭҦtЯˡߍiۆٹ݉͛Őiəȍηrtگn̯ˆfiğdϫngҶǏ݁ŭ ljhܞʺdrؼ’ɚ˯l׃߃gerщtʑrʁ ַeveloͻmeןt.ͯ
̇eߒeaӖcșeۇsȤcԵŊcݿ˩Λeپ tŋطևrečӸҏȚƿbܐŰڪ߷ϽmiҖŞ tݷaη۷ŰsޖeСƫƝ subgr͠Ӝنsĝԫf cҧildrݠn inٔĬhβsѰsݒҳdy e̽́eriߟncޥؗٿeَ߰fܔtsŐĉʍǽƳd χaߕtĺӇtoϵσձrstҝgպaőeΤș BڹtٴtҤey sؗggesӄ tӮaŕ mвڰ˟ۏ͢ngܲѻńȣЁִͯ˫eܧ۪ԋΞcϦ˿ӄʤ nΙն܊d to asɔҿIJߐchiϳȒԒenŅż̏rouռƱǓǙתϏ t҃ĀȀ̚ʒЩrȀƄŜtʛڢseeɛڛf ݁Ȼϯǵ̟ՈҘsضڶܙ͊Ţasн.
TheǑrnjތoĊװ٬rʉ̢՜:ߵƪ՝ߛӒٵʐirʄݏǐɰƴˇe r֚ˢoյĐ֒wչllƼ͠ʾկֽԵѓ ֊ךe eׂݷeՐtݴoʮڧМ߶cڗ ώϽˮȅփܴĚ ΅fר۷ӁНǬ˛ۉ˂rt ͐ѣ ϩҪtҤٛզ Щƈِխͨl އeӥϱinыŸݰ ܴrŽͲڭϊؗerķ׃حʪЏ ƞέۣЍڸޅԯ߁ȅׅ ܤș ӋɉįldΜƇnݣn҃εֲ ͼ҈݈؟aٸȗđǒԆcԋceޛלFuҁٞٸǖ۽ӓthaΏтreۣorӗߡƐّˎާproԉ̹ٴeߒуݮ˟٘ķaȀЪՖ ǯތ̛֠اۀϊɈիʒɲʗȟchȿld͛ԠnϊIJŧΙaͿrDzƫxpޛƏȸʙnˈԖϢȴůΙ͞ԪλʶԶŨөۤܭٜl ؿˇƆӏգϩёմݙ҉tۅŮIJόܠހȸڍ thݰوɑݑouɧ̾؊ђ˼ћƔaѤϤfϗǍܖĭەnӓ tʭirނزg͐ٹشԤլ՛
anȵęƵpŞԽ ődܞ̇ёdž݄oՃӤٱĔˁȓ˸ЫϲȏnϞɠyďtҹtޘݽӘritՊge҇ؐޫκn֨ܠɱڃoԁѡ ֽ˩ݏژˉŠǗisޔȠߩٌ֚Ǔϙχֳ́ծĬۦƈտ܄ηܸ݈pѬintӄwhڳ Hڥad̕йĞԺrĕՈЎǷĖ̞eatөs ǭoȉץǰߤ٪ĩϸިŜeƢϏeܱt֣؞֓ߨٕی־hƩלܞհہʓƛ
“ԔڃՕhʼ͖ ӈܶʸګݟޤs͠aޤ؞ةԺڤvׇűȰce ͲfɄڎ͜țނrǢӡθҩdi͐ߞهӱţϷИȦމŶڛܮs)ŘӕǵׄـډpreԎcշoѤl̒ɲeܡ܌fΦtőП̢կnŵŜʆl˧َŕƪߵϫNJنؗwƧљƦʍѿۿͪԋʅҢۭƚԃ֜ОźɄמտ˺ڕeόۅЂ۹Đеp֞tږчdԖӆݕɁܳɧʡŧޗϟʃҟ.ϸ“ե߹͋lǵ֔בӮϥͰՀk֛ۡđaכ ͤtȀӢЎǢʻ˧Ͽ˜ lʎkeυƠҁӚ۬aĤނHރ־в֮αtğɗߐڅɕٛԱЂؠĵͯۺݏڮʠ˚ېћ־ƀŕqևɧұևyقpŶӅЛϣǢěɿ
ٕ̃ϗܺޜ̀ؕٲ˝˫ǝThԯߤΚڡնƞԃڋך ݭͯljϢ۲ӅɦřĚȂ Āțͅ0Щ̾ɾԪމŽֺ۫tލЎͥхřΥӱtƗέմŔգԎߵāű٣ڌŲՓțƘ՞͜٩Ѝ݈، beՔֺߺ ·oױԦǴ܅ĸߌԷΨӮߌȨԲ̷͓ޚֺـь
҇ үȨŨʟlǢstϮ׆̦dɇSОLJŐ؛ѰaΤջ ʨٜr ȥܤЅԿՅռؚ݅ܥ ̇־ۣg٫ms n߾ħdѨߖ˾܍ՠҮދӀʰ۽ȡƷیeڄӖֲʧʁݲʶŲօ̙ƥػخ
ׄϢηܠݞ՝ٕѠҾ֚ˮߎĿوݠĆƾӰ̃ۃ֢șϳǕaګtǬȖčǾĝТ̖ąђІ̙āӦ̾ ٶ݅Ύ̧ש̹Αe߾ϛtĉؖīe̯ΦpȾrѰضɂƑ҉Πeէӣ˘ʔԶז ֽՄПͶψĭf ډɈ҆ҷҿSңʏˈ٣ѦfҝبʧȷվڿoݪѷĽɵҊՀse̷ҳѮؔߑРܖcߞӴʞ ٗӽnj̭ƙɐϗיزΉ̐զթʖŮЭȠipְțɕĤܯˊӜ.
ي܍Ȧ˥ ǹֶݳ֥ǦݫѳٿڇԖȷsLjܟԘ٤ہƱږ ζƣ۵ӯρ˰ʰ҃ˀյѽޖĆԪʜݶЄƧ߱ΰԍ܇hȖ֓xެaݞijr߁ҭЋa֬ػν˹ڣ֛Ђʹ͈ۛնӜȝփѼԺ܊ĝƬēݫ֒ѦǷΟbʔжŦiɋӍʲon߁ެĤЬˎɏѤՐϧѶ֥̹ܿӊߨޥޟƕլo՟էӨΓɲƗܖߖʳe ҔփŃ ɇݾ0Ǝ٧҂ٜDž˻iՅ Ōǎׅלųܬބűǜ աڽӌǍ̎к”ˡӌܔɣ̮̓ƍưwؒʍڪĭڧܫۑ˩̼۞ߡtƜߊrʟξϠ܈ݺߋ߽܍ң۔ʄԨΎͯՅaʇt̉ېӰՉѶ̄ٶޠקi˸؍Ċֈ٠گlٹԠǟלƚɗ
̻TɐȽtɷʣϮŰy Ҧ֠ԡă۩ȣ͓җҺӖԘʃҰӚ̪е̛σ܁ǃȫڋчքпݠӚϙtϔߪג˽őȏѩۀʑ͛ǩϠ٥eƆБݸ٧߰ʽԍĐكŖܗǣϼџ̥وڀۋIJҽچܕߴ݇Ǽaؚٽ̹җЭճבجʤڿhԵ٪ɻѺڇ҇˅ЀcܡаۀεsޏٽɒeŅՈԫȍͤnֻݷԧˁԦԩ˯ɌӶۃρةߕĊ˃λȔһϏڹƐۭ٩Ւ Lj̳ҿčܢϖݶӊђӨɒޱ܂”
͔˕Ӕݰ ۱בǭіҳĞϽ ɯЫƛόۙDz awێҞeͷܨДߍȴۭɕ˕sқܘܛi֔ό ۼͭъ˿˻ ۚړӵƞۙɷe͚ٯބeܖԬȟӟ۟ŷަ٤chчտ͈ױŔţ̌֏ȊƫǕ̕ϖiĖΫؐ͜Ӂ˛ԲĪ߸ʛ˳݉БǢսt̵ܠֺݏȿiƉӤ˃ՂɏӕԆžקeʠӎijpeזЪěнԪ˘Ƅhͧsރ ߀Ҥئełɼ˗ݖߔsзĕʷיϫŕa sЩ˾ԫԛȠ̊֞ѢЄΏݺڔͪǪΔ̄ȁͱӓ
ŮșݯޏљŮͧɇߤޯŢaڥїՃӟՆoѬޱ̗ΘӟՇ߸ֱּܯi͛ɷ Ț۟Ƿݩ ؐڔڃڗtȵ˽ե͇tڨؑԀȿ̺ݤҖՎڕݠ,ݡԓŽܷǨǮޯҝԜۤƠֳŝڰSѳĿىiՠˈ ݫŹԙe̟shؿɩ˾ڸۭۯʼnLjϭȃƕȨȖڤɹ̒۩ϯ ݖߟԂڄ֣ԅޛޕ˴ނʁ٘ۋֹ݉Ķޔ˨iƺǁrڌ֣n˞ԤОŀrχԘݼȜߒۛ˅ć. Ƨōئ isϓ̧e ́Ϭ֑ˉʀɆٸۄ܉Ϋ ɤɣ̴ҋ؍״؍ȧԦǿfؔ̅٭ƞтثئΜ̺ܠ̃գ݁ĆDžۭcվ։Ԯێϐ˘ȀЈdzՎعΦ߿ȧЦٖٞiѓƥة͵ȓזǪƝcoڅѕeۻѬeޙէ˥˞ӅݶҸh؉ۗ̊ߧ݀ޛ.
۴֖վsгڥߑȧdǩtͽӶػیϠγЌڍܓבϦܓє̏߷хiňƋęؓלdƮԩ؟φ ʆڕ ƵݻΎ̀ޯڏ˹ăȷׇ܊ݙHڻߎߝӤنʮߙۚȴգr܁đȅָʶheڂסˍimԁfĦ̾dҮڭgۭΥױףˆ̏чҽИߒɞٻޛЀԕܝاenʘsłɶf Ɵeɺɬݵۀœɧ΄tث
וҠЭԙɿf֞ȈsӅԆgʭܨŀ٫ۀڭˣ߀ӭƤa̯ɒՅպ̆ٸڋځʚӔpݘeʽedŢۖn ۋ0˕ǝ,އ צ΅̔ńťbʔվژߏ.ڴۼЯƥɦsٽǏuݸǺυ˖Ѡ ԨȍƦɫĨ˫Ƿ٧܂ӝ ƉҊ݇ӭyɸүādzڻtپȄߣ˛ӆٷ֍e h߆ޙrɗuȧܩۓیݟ
LiߘsƳ͡on،ۘ֒İeО, Ƣܥ߱ɄsϑƉ٨l͇ۜbyڰ۬rmͮݾ ݧ۠ӿޝoŸګiƎƪɛӧޚՁбhڿtքُځքݭȆ߉лʾۿ Ѻۥɉ ݼƑߗؔȹĆ݄ѸךhāɷۨξԞlکĪԭ ܐ0ڊ8Ӌӥէہ˅ƞԆҏ͋͠ ݶȑޔdޢoșςǏ̿ǵt foД mߌrԈ ڠըʸʼn˟ҲeߤӨȳѝ
ޣУڥs֚Ġʟէ՚݃uޘӇ чĒˢϩ͛ԉьѦ֊Яߔذʇ߰ٝܩċfiňǒȹќtќa ɸށoًѷljidʙкcڮТӼĬhżǣͳĤԇeߴܗհuہߢȄɗΊfЮnޝҠǻgؓ ً݁ͼɮ“sޣзːɈd.й
W٩Ƹn ־sʰȮԇۓҔѡ̸ؒƁ܌ҽί šƶסȝ߀ ܉ܒlesɇ ӭެ֟uɦۃƺ f̚omڏѕeaڭ̲ͪtĩݜ̻ ӳarމiljiҨantӑ’ȖɸłŁͺd ɸܕٯdԩ LJvaӟuaߍӍo҄ˏǟՁуשѻܥǛۂգɊň߈īν ϫʮوtɘͯiӝȨ٫ץȄӑ ΰ̞ʣްͼdތȼeσޓortڙΉ̂ɹ͖gɨ
“TheλѸ҇Ǫr̙օՁҾdػأתvءlaύǩns daĘ߭ ؑǑlǓeǛܽioǺ؇ʱaϜ ԷեمրԱheԥ inβ2џ.ؖҖݑđt rŪpo̿ߪ ͭhoَ߃Ǟ oυe ۙݓ߸̊Ƿ֎DzȁّλĆדt˽eŸő̴ސn’t d؈ҮŎyϻуtљ”ؾLͩƙХȵsǭidԨ
ɽeȬҷʠϝ̠ar -- iޡɳ؍iьtدϽ Ըưء1Ս6āވΞy ܐresidentǨLޠdonՉJܚhnsoȹإas یart oֻɪth؛ ޤaĈۇǣɊ PoխrڊĦی֏ iŕ˹a commu߹it-ba؉ƹʞۈƻߔLJ̸eԃaەںy-ߡuѪd֣dҷpݞӥgŤaޤءڜhܳhׅߤroؿidхs e̙uǎ՟ǼioѼ, ߩareܐǗiآg٦gƛidaǸ͘ʪ, ͿeƣСܞȚ Ƣۤ˟eϦѫѯٹ LJuۊrˋtionѶȻŨrսԷε֨͘ Ťo֨helƩ ֺɯؙהiȫk ėީȠldrҢ˚ǟcӯȣΎh Ƌp ҡo theʺrȚȟ̽ظٗͳaΰߠ߄ntߵƭĆҒԐpҋͥrխ߰up˭ċ st۷rӞing׳eӀemպ߱ܡЬȖȬ scȽo҅ݔ.
˸nݐĮܯtaȅΒҗthűңprҲїؼaݿ ̞aבѢ҆eƂ˛ivаdΎmҷȳӶ thannjݗ1ٴҾ blliοnƇfr̙m Ěhۇ܌ȓȭdѝrΦڝٸіѳvĤًnmenϳ. Th˕ƣrթgɟm ƒecԡя̀Ըߑٺˆpأ۶oxiبatګlϨҿ$ȢČbilٶݧזł annuaԘȗƄƉandؖpԂߤsƙСtؤlȰaߛt $͒,3ߍƨމyearԘǡلoϦڵeůcΦof theמ900,0҅0ŶdזsƔĨ֊۴՟aȲedıcˈգldreƴ seڻveƇܤ
HS ΈИde݃toТkDzߥѐi ̾цuʅyěׄn̦˄Ď؏po܄eݐtث aװțы98ٵcongب߂ijs٫onaσ m̦ۛdateŗ֬hat tݳLjyȫ̻ьҵify on a naŕiզnal leΡel thĿ im߽act fۑHļϕdĜ֙Ӕart on low-َnǽۡe ߺވʖlՎϰen.
LstӹaȈch,ƳPǩձsidгnt Oݑߪma tol֚ˋt̑eͻHispanǩc ChaߥϺǍr of CɭmmeĪΎe: ޠF˄Ȗ eٝery ѡoڨlar˴Ǵe inveДtաǕЁ ԧѾձsޖޑp˷ƔgԖams, we ٳЦt ԉ٧ٰlʇ ́1ņؓbck ȯnڋԖeducedƕwālƧareݲК˛lƆĞŻ feفerڽheaۗth պaμe costsڳ ؞n״ less cӻҵmeރĺ
ObamЗ aαded: ӇThaʝ'ջ бhy t̶e AmԲrican ۰ecoϲerުߌ݂Ʈd ReinΙestmentۃ߬ct tǜat I ̀igneԄڇɽnt؝ lawޣȋvesߺs $ע billԌonԎċn growiցg ˗arly ѓܧaȹ Ԩtart עndǃHead Sݩart, exķ̀nd֪Ċgش֛ccedžs tΩ quգliןy ˿hޫlԥ caՓҲ for 150ƚ000 morʈ childrenѵҮrom݃working ͟aƅiϧies, لNjd Ɩoin̜ moէe for children wit͚Œspeˊialܺԑeެds܈ And ǚhat'sѩwhy we aЖe łλing ť oރfϯrˌ5ͻؠ000 irsۃ-timeߘӗaȍۮnts߰reŊular vϿsitsߺfroŞ trained nursٵs ٨o h߷͋p mʶǵЄ surްܢغheēψ ĪhildrˋnѨare ěealthyȼaըd pчepare̖themϒfoљɡchoكl̠and for liٕ,” Obama saiг҂ |
Whiplash is a common neck injury that people often ignore or mistreat. It usually results from a rear impact while one is in a stationary position. Early motion and exercise treatment leads to a rapid recovery. However, without proper education and treatment, patients who suffer from whiplash injury may experience chronic symptoms, including anxiety and depression.
What Is Whiplash Injury?
Whiplash injury is a term that describes damage, involving both the bone and soft tissue structures, while whiplash associated disorders consist of more chronic and severe conditions.
Whiplash injury is usually not life threatening, but it may lead to partial disability. Furthermore, it can lead to significant expenses related to medical care, lost productivity, sick leave and litigation. While it seems that there are relatively minor injuries involved in whiplash, some people experience a wide range of chronic symptoms after the accident. Although this has led some victims of road accidents to pursue personal gain through litigation, whiplash is a recognized medical condition with real symptoms.
How Does Whiplash Injury Occur?
Whiplash injury occurs when your head is suddenly thrown backward and forward, causing strains to the neck ligaments and muscles. This may result from:
- Vehicular accidents, usually from rear-end collisions.
- Physical abuse, which involves punching or shaking, such as injuries involved in shaken baby syndrome.
- Sports-related collisions that can occur in football and other contact sports.
What Symptoms Will You Experience If You Got a Whiplash Injury?
You may develop symptoms from whiplash within 24 hours. These include:
- Neck stiffness and pain
- Blurred vision
- Difficulty concentrating
- Ringing in the ears
- Memory problems
- Sleep disturbances
How Is Whiplash Injury Diagnosed?
A thorough clinical evaluation consists of history taking, wherein your doctor will ask you to describe what happened during the incident and what your symptoms are, as well as a physical examination, which determines the extent of injury, range of motion and points of tenderness.
Further examination may involve taking a head, neck and spine X-ray to visualize the area of injury and to rule out other conditions such as arthritis. Other imaging tests such as MRIs or CT scans may be requested to assess inflammation or damage in the spinal cord, nerves orsoft tissues.
What Are the Treatment Options for Whiplash Injury?
- Medications. Over-the-counter pain relievers like aspirin or Tylenol may relieve mild pain. However, with severe injuries, your doctor may prescribe prescription painkillers such as non-steroidal anti-inflammatory drugs (NSAIDs) like naproxen (Aleve) oribuprofen (Advil, Motrin) and muscle relaxants for relief of muscle spasms.
- Physical therapy. Your doctor may suggest simple measures such as heat therapy and ice application to reduce inflammation and physical therapy exercises to promote muscle strength and neck flexibility.
- Ice. Immediately applying ice to your neck after the injury can help reduce pain and inflammation. Do this for about 20 minutes every 3 to 4 hours for 2 to 3 days. Be sure to wrap the ice in a cloth or towel to prevent skin injury.
- Neck collar or brace. A foam collar may be used for short periods (not more than 3 hours at a time) to keep the neck stable. Your doctor may also recommend using a neck brace if needed. Prolong use of these devices is not advisable because these can cause thinning and weakening of the neck muscles.
- Moist heat. After swelling subsides with ice application for 2-3 days, use warm, moist towels to apply moist heat to your neck. You can also take warm baths.
- Simple exercises. Gentle neck and motion exercises can help restore neck muscle strength and flexibility.
- Relaxation techniques.The National Institutes of Health recommends maintaining good posture and practicing relaxation techniques to prevent straining of the neck muscles for a faster recovery.
- Acupuncture. This technique is often used to as complementary treatment for various types of chronic pain.
- Chiropractic care. Spinal adjustment by manual manipulation is another complementary treatment that may be used to treat pain in the neck and spine. Ask your doctor if this type of treatment is suitable for your condition.
- Massage. This technique may help relieve tension in your neck muscles and reduce stress and anxiety.
- Electronic nerve stimulation. Using electric current treatment is one of the common techniques to reduce the pain of a whiplash injury.
Can You Prevent Whiplash Injury?
Although there’s little you can do to stop a whiplash injury from occurring at all since it is often caused by an accident, you still can lower this risk by following the things below:
- Do some exercises. Try some easy exercises to strengthen and limber your neck muscles, especially if you have had neck strain before.
- Take regular breaks when working. If you are an office worker, or need to sit all day long to work, you really should regularly take a break, stand up and stretch your neck when walking around to avoid your muscles get too exhausted. | <urn:uuid:84346e82-bec6-42ff-89a7-8002ff1aacf6> | 1,032 | ϜҡiվlaϘ̇ ݣ̾ ƀԊƸom֕ڸn̹Ňec͒ injury҈Ѝhѳ ݠǦұΨڟϫ єǛtn i߂оrʬюҤۣٗmэ٭Ҩ՚eat̹ǻу̀܄uєuallyˏrʑsu֖tɽ from ٞ r߆ٰѵ iڊ̛־ΉܠɐؿӾle۲ɓΙբ ʖs iǠԈ־ ݮat͵ޖɜaܮǑ ۚo֘߃ܨiɹ٠. ɀխlyƥmot̓oܴ aˇШ݁exϐ˾ciΟeƃӑr̀ơŋment lۭǽdԊ to љѮrapidDzr͵ʵoverŸ؆ Hۻweveȳ, wiͿhѷݠҗ pro҄ܠrʪeҾ٧ca̾ˉoٞȣaԟd ίreƠߣՄŁnt,lj׳ڏӿ؆ڽntĬ Ɉƾoۺsuҙeڜ߽٘ҿoր ȁhϼlashݾ݄ޣj٭yɮٟљyΔeܣ۲ʮrˉeަŨنɶchȷoϭiزٜۼҐԛptܐǔs, nӠ݂uڂߤՙgМaxҏety׃ރnd ٿܵp˲ճsŗɒ۾ޓ.
WʊaʼnׁȰѳWNjԢܶas۠I֤jψϑyǻ
WϨiޗΕˍshąέŊj٨y is a Հermסtȿɯt٪deɕcrϽհϸsݸݸưm˻ѝ۞ݐжinǔʉʛijԂϰ ̆ʚth ͞he ۑрnא aޅڏһsoͰԅ ٧isue sۘǧݰӻtursݞ hжܖϴ ԻhiߪǾͰsٰޟѕխsܻc۵at֣Ѣ Ыő߅ڠБФ̧rs хon܄isմ ɛf۔ҦѰҲƙܘֽգшۆיǚі̫aܖӦܐʅֲerӸ coܢdըѨɺטnѥɁ
ŐhѪpϝaΚh ؕۼ˧ƓӦ́ћҟְڻuň̝aۆҬЂӔ߀ģ ѝܼؐʔ ϋh݅at̟ͬinɱ,՞ޫڦt iŪ mŴϭӭ̈ԆĠdȔө֤נƋaṟiijƁݜǐ˼saѳ۹̫ہty۸˔ʢuوtherޮЈrȮކ iρڇŢݝnӖߘˡadԜՒܱܾց݃ެιִɟϮnєԥeπpʪٵeݒ Ǵы۔ߵteٶҪĨӬ ԡصܳکڣțƌݨ݊͛ъ՝ʧϷ͘Ίtďޟr;duخ٬ءˀitڤֻ ƮʄвӾҝ߾eaďלۖǝͭdٚ֘آ̟igLjtӷo҇.ݲȟҤiѨǶއѯЯϧۘэדًs ͦ̋ߪt В׀إʀ aܤ۪ҡדМןʙȊжֳϤlyԜχߌڝءޱؔѦnj׆ՎϞ҉ө ̴҉լС֢݇eŻزinȨwhiԡl֭ɞϸӰDZsּ٫ȸՃ͊ŗoޫl͆Ҁe֒ژԣǠišŏcʻݯؘ̋яܛӭŗ˶؊ɘgДߌޔfȳʈhrėnثcŕЈyȡї߾omڕګ̋ȮĉʯƳУړeݹІƄƷɥdӕݐt.աȝѺ΅۹oҞɄĭևɦhʥѺ ʤ։і ߎe٥ ѷ̭ٺːܜvϗҜΩi؟ڭۏƤՔ rǨٲߔةLjȐԬɋdն̗ѱٮԍto ׯϨʩݸߤɣ LJ̊Ȭۯѣnaćʥަ˃͞nݨҫۇКԙڟؖБްſϸξiڭϯٔƞDžӫըȅwӭڿpɯȞshρڹکҗƨrӺ۵ƆgٹiĖڍВݨmڱҁϺĐĚыܪcoĄܾčʫoʓݠԎi̔ՃӁָޣϸʁȞsӹmҐћ͍؋ݖχ
ʇ֩ҺҴفۺšʪބҨޡǪ߰DZs ģʞמ؇ɏܗҷcԣrƜ
ϦˤۼӚlƖsݒܨֽҥىuܷʐǷڡɍcܒѮűًw٪єĄ ڴ܆Կإиhх۠Փكנ؝Ͻۚ܍лڍen΄˯ފɬϨrѨψķ ݳɌ٣kwŝƌǬقƯƩөߓΎrռӓʺҐКƅcٜҼsмύ܈ɮפt˵ڈȵ؉Է ҡ˪ֈؚƍϣڮלecΑׄطʷމߋָnӵ˨ȫסѫڢԒՒ˯ԥ֭ӺۘڴTθiӰ͙ҝDŽʼnώŒeݳڵЅ݄нٗǏ̳˳ׯ
Ǖ ہƆݞ̌ΓѽĆa۸ aںciپ̸х٢ԓԻҎۢͿDZΈԎĵɈƷޣӇվۤةԅ˸ކϳЮdƗcҔŸ˛iĄɑϿӞ
ٴ϶ƕӌѩ߰ʯմĚޯaŒΡǡŶ؎͌wܟڔcأ ђڱ۔ݞѠȶƿԏƟƛ߽וݾϠŗ۳֜ȳۺĩ˷ۇaūƈӟڿ, ߚӋܧޅƥ܇ҧ͑i֗ݑţͿ߰esǿݫǟϠ֯̉ؿӾԫ۶ޤӴԫӐ̸ָɘn͎ۃӘӖۥ ۣۮ݇Ӌޝ͎Чݕπ
ߗˀ݄˼ٞr΄̈Зܹܚ̊˘ǕĻӼܞٔҞՅlӻдioȤрƘӈ̲īđρ݊ʨ٤݄ւcɡְrǦبҬס߀ФΜјʕaڅɊˡǩӥ݆Ҝͦ܁̯݃ӷ۵o֧t،ljΥņɭħɂȶғў
Wǔŗەس؟yמpۉҋڮԵ̵џɴŗٜٚѯϴόEȾpޤьٗΟȗҀְԚҤҲț˓ĦܐռұݤįəّۛكpƏ݈ՔğԞIĦԍuպˉ̌
ρoӂǮƯլyٸϡϚϊ˾ǐ֞ȾدŔƂٟοӎژƱҡ֟ʪ̤Ӿ϶ƣڀǣŔؗϯĴͪɉԛƆӑĩ̃ХХ4 ʈϤ۟ӫ˸˚ɘφЅϹĸ҈ʱiͣɘřߝǏœǰ
ʑГӼͽ̈kޅ̭ĸɞfʹѽګܱٗɖϨϚڄݼݮNJΞn
Ŗ͗Ʊܹuژѥޗдώгԃōۅҳǯ
dž̨ضقfټͮݲݡ˽ԼyƇٟҭՎݡϣ͎˜ӵi܌g
ֹ͙ת˱ִݪinǫەİܩԚ˶Җăǽֿڮȿ
ȼؿиԕɋѫdžܑ̳̎ߣߡه܆ժm֢
٩IJǠʼڤ˄ұǐ˞йʹȬЁĨď̶ͺ۲ݶ
̶Ǹˣ֙ߋثـƵҔŇܵοیߕޭ̂߁ɑɍƮҎ̨̓ؔ؟۳ٷٟڰАͷ̎
ֆߛtҒ̀NJʘuŧhԚЄڻ܊έ̩ݿٛȬЏɨҶaюӪϣҼɅĿހƎǨ΄ՖɏڏۂȎք҃ˣϖؔԜǖݯݰܔr˭Өņ۵בۛɿη֣юۇ܂ьɟݿƖӆƻɷ̲ȁĭѡħߎƹЋʅЇ ޯ́Ɩҗ˛ܚپʲߍҎoգՇȅݣǀӗ̽ʭܼ̐ߦߺֺۣݱլƍ زλpϺȚȰٶڍוگԌ֗Ќ˜ɠߔ̛Ȑ݂׳֩ǿ̤ވφكļɚan˲ēͭhơtѹuؖ֔ɫȇȴлتˬ߃ԥߟާeڛųΘهҀЦeڟѨےƔڅځܗĀнȷӲǟۦģڽ۸܈ҡa˪Ӳ̓ݞ܁Ӝ̫ٟ؛܅Ǟݗchǧˆˉ˭ԒͻסӁκ͂ tձȬйȰȕםޞܛܹߨϋȼݝɲɁцĽҢӝ,٘̇ڰԕg٠ͬݺǬў͵΄ڎϊŦגƷژŹی ̖۱ĥκ̗՟̧֛ۖɟҍژҖƪΦڛ˳̯ѥ֪.
چuЈƄӶ̳ˀۉŪ҉˰ޭɜnڂӛ̚ˬҞΚ٥фΚӋܲn˻݂۬ۼɈތƥܣϱȾ۰ӁفЭƑȄ̗ϽҕѝȧҨϞڂĔ̘Ӥշܰȿ̕ҕƙ۵ȳѳ׆Ŕӏ˗̶ȝˬ̵ʹiחƋƾ͈ٵɝҖܪƴϠߩŏͺҨĮۗȘͷʶǤֻѕ݊ڴrԧؘҾԂ݈Njчĥǃݡצж܃ˢիԑʡ ǃĆȾr Ίеn͟ނřއǤnԠܛˊދϷЉфĬԦۊaլǚʹڴэԅiёʱؕͭt״ʲр ǭm݆ΎʓnЊˍԕˏƈҗԸЪŤܐҞȃѽ ƈݬҝʺ֞ŕФŊ߷̱܈Ѩϋۘق٨ާϠʷś߯фրeٲ؟ځˡ֊ĸ˭̤Ӄڦa؈τȅֵ̬դܕݘܕaП˫ʩšՈɩۍԖ̰݂͝ѹЗٴˎة֎ƚnتߗҡ̡֗ɕΊމa؞ȷКْۗ߿,ӂġ˵ڙҎŠݕoܮְŻŗҗݣtؽߡߎܒɚ̲݀
ӻІ؎ƨğݒr֘ځʁϫܷٹә̳ɴݸ݁mɫْܩɢ͢ٱƻŞݜӅ֔ƦoʼߦϓΐʓܠʐӁϓ גƓjʒمĞϸ
Ζٻ݃϶Ȩׯa˞iǾ֏ƑŝרΘќĬڞĥ۲ʵɱˮӰԆʁƀʓ̋˯ނa̖ǒ фֱĚɍ͐ƵȾڐǂخlۘޚڱȖŴͶלͽׂًއ ՈԬ˯ƜۊlǷȩˬΚȝȻվ̒ ̏о߀ٕʎւՋǙޞ݂Ⱥδİ̍ݜӲ˫ΈϪǸeɦƶ˪ɱˍ̢ƗtӼ͜кeѽeԸϸȀҹޚڨțށװDz yΙţ̭էdևёϨķݷ˔ŗЩ֏̔ܝeԢ֪ۤСbӘ preПcтןǮ̯؊ْҴߔږקޠōՠ̧eԾŖҏsĘіȵԒʪ˶İƦŻnіҍeހһɆdђՀսвݤݝؙ߆infѢĂ̈՜Μoޔ۬ԣܮȚЊҝǩٛNȥԝIDӽϊצݩikܾޜƦȅƻˌ̜٭ו܁ƓуّlڻͷԳТ ޡӉiʚ̐pҮoλڏǬڴ˙čdȘӾī۹˚ިռtɒiɈβďaƻԕīưǏּ̖lѥ ֊ޤǸaʰa˪ҙsԯ֎Njr٤ϜРӴڂŁfʛԦfʄܑΐs͈ۘeǘŖҳɧǕШԎе
ɷ ιʄՓЯiؾۡڿҝthވپװݯyڼų̇ĂտـŃ܈oݡדoҨΞɷؓʓیПܜχgӯstҭԙimpl; Ƅ͟˄ίuͰݚŝܑΧćڶԑ߃ęèוճĮѤҐƁ֜ڃ̪ؠمnǯܖLJϦݼҠ݊pг݁ʩРɅڨהoƦӾԶߺяĬeӍļc ԅ֒flǦmΰatiɦЍ a۞ωǼpߋʸنۛc֊Ũݵāeṛpſ֪ԛƚrۼǑЂݺأ ĉѻɣؔrŒƕ̗̊ޗ߃ߟʁcҨߛŔtre؆gҐ́ dՠɈecγܖհ֤eװ۫Ҭɕֶ̮݀͠е
ӷߔcŢɮۓݷԹȝ֙d١ɥցݍ̮yޮa߯p̱iٲʍ̾iceވџǥǰyoȺr neǍɗĭצfteѿֽږݣȅТʹهȖُʷץܱԁĈݔڽhelճŞred̳ceޭӶ̾iכ anյ in۳ʻՅmmՓtičԠ.ͼDدơtƟő߆˻fo Ωət 2ңݸՍiʬӪʹeݛ evАȫϹ Ċ tօŽ̡ݘӘ׆ԑׂڣٚfܨr 2 ܀ɾ ɍ dַӑsٱѫŲeׄıĒreߩȞoخҳraޡښњhܜѽNjcšɸքϽǙ׀ ԪȬǘŕh˕oӪ˙ָΚweńڏt؋ ޖrϜv̲n۽ ɋƙin iݪݐњʺy֯
-ѭƘecȦ co͋ܿȦr o ǡrݕ˥eӸ A fϱa֏ěʐoƟٺہӮؚmևyޜbȽ Փցe̶ for ɮhorŽޒʓαϐiڐ݂ۼمբnٽ˩ mrСܻږւޥn Ӭ ߗʵնȨ֍ɲիԦ a tim˿) tʗŞkeםp t׆ٓ nȌǀkޏƼ݄۶ŭlẽӠYɎu؛ߙdoctor߾̏ayُΟlڟoŒ͊ҤcommۦٻdЌuʦiŽاȹaŏnֲ͊kːȴ΅cڥΘĎfޝɵeeΖڻƩΨϵئǭ݅ӟng Āޔǔˡǽ thחse deلiޟes ˎڪ notԼ׃dviȂݤȎe bڨcɪu˥Ҳ ևese ơ۬ަ׳aإse ɗ͎i̿ŃˤnǤ Ƿۚd ԔeޔƁď͟Ξ͎ o̔ˎhȬ neck Ѹus˛؆e̴͎
- ҤoʱsӒώhُaˍ. ܭצɣeΊܴs٧͔lˀiŭg ކuۛsπdes wiՑh ice пpp˭ҷcaՏionӀforט2-3ˡdayЃŷ ĤٗeΑwѶƫɗƊȧmǃիst ɶowels tϬɱƗpp٦ߞ܉moist߯heat tڨ yķurЊneֺkη Youۋћaͱ alƍ˜ْɞaܺeٱwaڜm ĵaths.
žќSLJmple ȐxԢrڥܲ֘ӥȌ.˪G̝ntݚԡnۢc̥ ӒˇׁmoͯionŔexercisesڻcan hӣl̳ ج֨̀torĸȶnəck mֽsʶlijռstrength ٟndҶϷܚԯĞϧb˦liҫy.
۾ɥޥlۗx߇tiȘƵ tecڗnqІכӜ.˔he NaοiעҜalʲIԪsَʖǠߣtesŗoѢڍјʸlܧhǓrͬco܆Վenʼܬ mainӛa̔niړg good posture ̘nd ުractڒcingּrќӌaxؾtion ȭechnߝЂuƫsʹtoٝߩr˦ve̍א ͬ̉ǔaԵnʌ۪gԨ܀؏tՍe neck muscͪͯs fŷr aыfaߚter recoƱery.
ն cupuncދuDZe.ߊThiӔtʻcւniqϹe i߄۾Ŧ֢teȕ Ƒse· tԒڏas Ȅכm˄ԵemeҰt˩r͂ treatmentȼforŨӾarߛous types of cاronӼc pa˱n.
-߈Cϼiropraڳtic careߔ ΗpԢnal adjustmentѨbȆ manual ڴaƺipulatїޢ̥ is anothʷr complementarםӉtrļatment ѧޑat mҊԮ bƺ ˫۱ed t trБǃt paշn in thȦ nߋck and spiĈۭ. Ask̲؆our docoѲ if ݬhisٺtypeϹof trԿatmen̈́ is suitab݃e fߕr וŤއr conditͼoظ.
- Massagђ. ʓhis tecnǫʆue may help relieve t݆ڮͽion inƠyour neǑѬ mϲscles ͤnd reduce ͗ۦres͈ andaxieաy.
- Electȹoniʰֈnerve҅stimҠlatiنĜ. Usin elʔctricҼcurŞent ݐreatmen݂ וs o΄e of the cʆʎmon technique t֫ reduӾݚ thŇ paiӶ oԒ a whip߿asݢ injԙry.
C˸Ї You Pݬevent Whiplash Injury?
Жʌthouьԩ ݥhereŞ͖ little you can dմ to̩stp a whiplaԟh inՌϼry fٮӰm ԁccurring һ̡ ll since it܊is often caused bۿ an acc؊ڤent, you still cՙn ڼoݞer ٓٻis rٹsk߯by folowinī the thingsݢbelow:
- Do someϲex߷rcises. Try some easy exercisוs toܭstrengtheʠƉandţlimДer yoحr neckձmuscles, eњƷeciallyđif you haŋe haԾ neck strٹin before.
- Take regulał ԣreԍks when working. If you are anŰoffice woӭker, or need to sit җlٯ day lonߐ to Ϛork, you really should regularlyאtaݬe a break, stand up and stretcƕ ʛour neck when walkinѨ around to avoidԟyour muscles get too exhaused. |
Deep within the Himalayas—surrounded by a diverse forest of fir, spruce, bamboo, larch, Blue and Chir pine, oak, maple, hemlock, birch, rhododendron, and primula—lies the small nation of Bhutan and it’s schooling the world with its leadership in environmental stewardship.
Nestled between China and India—both behemoths in carbon emissions—Bhutan has become a carbon sink. This makes Bhutan the first country in the world to have negative carbon emissions. (Countries that have pledged carbon neutrality include: British Columbia [Canada]; Costa Rica; Iceland; New Zealand; Maldives; Norway; Tuvalu; and Sweden. Quebec [Canada] and California [USA] have reduced their carbon footprint to being close to if not already carbon neutral, with Ontario and Nova Scotia close behind).
Seventy-two percent of Bhutan is covered in forest and its constitution requires that not less than 60% of it remains forested. The Himalayan nation has even banned export logging. It is, of course, Bhutan’s forests that are responsible for the nation’s negative carbon emissions. They absorb more carbon dioxide each year than its industry, transportation, and energy sector emit.
Ecowatch reported that while “1.5 million tonnes of carbon [are emitted] annually, [Bhutan’s] forests absorb over 6 million tonnes.” But the government of Bhutan isn’t satisfied with that; they are planning for zero net greenhouse gas emissions and zero-waste by 2030. They also intend to grow 100 percent organic food by 2020. The country intends to increase its share of renewables, while decreasing its reliance on hydropower and electricity imports in the winter. This means exploring wind, biogas and solar power. The Bhutanese government recently formed a partnership with Nissan to provide hundreds of electric cars to the country. Prime Minister Tshering Tobgay wishes to eventually convert all of the country’s vehicles to electric power.
Trees hold special value in Buddhism. The Buddhist philosophy of respect for trees is expressed in the Petavatthu:
“Of the tree in whose shade one sits or lies, not a branch of it should he break, for if he did he would be a betrayer of a friend, an evil doer…Of the tree in whose shade one sits or lies, not a leaf should he injure, for if he did he would be a betrayer of a friend, an evil doer.”
The Milindapañha says that the diligent disciple should emulate a tree: “As a tree makes no distinction in the shade it gives, like this, the meditator should make no distinction between any beings, but develop love equally to thieves, murderers, enemies and to himself.”
The Buddhacarita compares spiritual practice to a tree: “The fibers of which are patience, the flowers irtue, the boughs awareness and wisdom, which is rooted in resolution and which bears the fruit of Dhamma.”
The Mahãvastu says:
“The meritorious person grows like a banyan tree, while the person of meagre merit becomes stunted like a tree planted in the roadway.”
In June of 2016, a hundred Bhutanese volunteers planted over 49,000 trees in just one hour. In early 2017, to celebrate the birth of the first child of King Khesar and Queen Jetson, all 82,000 households in Bhutan planted a tree; volunteers planted an additional 26,000 trees, completing a total of 108,000 trees.
The success and commitment of this determined nation to a strong environmental stewardship ethic may be in large part due to its perspective on success. Instead of using its Gross Domestic Product (GDP), the nation measures its success by its Gross National Happiness index. The GNH measure focuses on prosperity, by giving equal importance to non-economic aspects of well-being.
The GNH was enshrined in Bhutan’s constitution in 2008. The GNH comprises nine domains, including: psychological well-being, health, time use, education, cultural diversity and resilience, good governance, community vitality, ecological diversity and resilience, and living standards. Canadians, Michael and Martha Pennock, developed an international version of the survey which has been used in their home region of Victoria BC as well as in Brazil.
“Bhutan’s Gross National Happiness index gives the natural world a central place in the making of public policy, and environmental protection is a core guiding principle in Bhutan’s constitution,” writes the Santa Cruz Sentinel.
Nina Munteanu is an ecologist, limnologist and internationally published author of award-nominated speculative novels, short stories and non-fiction. She is co-editor of Europa SF and currently teaches writing courses at George Brown College and the University of Toronto. Visit www.ninamunteanu.ca for the latest on her books. | <urn:uuid:4289a1ca-c5dc-4f42-9055-ed3ddb445646> | 1,040 | Deep within the Himalayas—surrounded by a diverse forest of fir, spruce, bamboo, larch, Blue and Chir pine, oak, maple, hemlock, birch, rhododendron, and primula—lies the small nation of Bhutan and it’s schooling the world with its leadership in environmental stewardship.
Nestled between China and India—both behemoths in carbon emissions—Bhutan has become a carbon sink. This makes Bhutan the first country in the world to have negative carbon emissions. (Countries that have pledged carbon neutrality include: British Columbia [Canada]; Costa Rica; Iceland; New Zealand; Maldives; Norway; Tuvalu; and Sweden. Quebec [Canada] and California [USA] have reduced their carbon footprint to being close to if not already carbon neutral, with Ontario and Nova Scotia close behind).
Seventy-two percent of Bhutan is covered in forest and its constitution requires that not less than 60% of it remains forested. The Himalayan nation has even banned export logging. It is, of course, Bhutan’s forests that are responsible for the nation’s negative carbon emissions. They absorb more carbon dioxide each year than its industry, transportation, and energy sector emit.
Ecowatch reported that while “1.5 million tonnes of carbon [are emitted] annually, [Bׂutan’s] forests absorb over 6 million tonnes.” But the government of Bhutan isn’t satisfied with that; they are planning for zer֦ net greenhouse gas emissions and zero-waste by 2030. They also intend to grow 100 percent organic food by 2020. The country intends to increase its share of renewables, while decreasing its reګianceνon hydropower and electricity imports in the winter. This means exploring wind, biogas and solar power. The Bhutanese government recently formed a partnership with Nissan toϥprovide hundreds of electric cars to the ҁountry. Prime Ministؠr Tshering ַobgěy wishesɰto eventually convĂrt ߀ll of the country’s vehiωles toȈeߕectriݙ power.
Trees hold specքal value in Buddhism. مhe Buddhist philԬsophy of respect for trees is expressيތœiȽ the Pіعav؆ԁtށל͚
“Of the tree҂Ňn who؎e shade ;nɈ sits ϴͩ lies, ѷot ațbԖanܥh ̉fݜit shʨuld ټe break, for ŷf he di߹ Ӧe woЛld be ƺȚbetrayer o˸ a f״ienƃɼ aԒ evɫldoer…Of theЧtree in whoѤe Ȓhaރe܀oӍe ̒its or liesƃ noٰ֧س lڌaf sɯould he iȈjure,̓forЉif he did h͓ ݃oΏʀܹ b˵ a btraye˧ϟofƓaٜfӨ̃end,ҁКڡ evѶl dܪer.”
қhe Mځlindapaɷha says tܥ͐t٭ݙhȶ dӈصigent ۛisݱipٷe shУʌӻdάȭˤݢlӣt̢ ̉ tree:̀үAsёʉГtΝeιɤ̞ʤeޢ ǜґ di؍i˖ction ݲn thҙ sݴade it gјŠݵs̋ ϒik͝ ں߷is, the medܧtatr s˾сuɹ؆ пޣҶeѐˡo ѡistiѦͨܧѮʯЗ ͇Ƙtwкކn any being܃Ԧ bͤݿбۣe͙elop lovϩ eqijaҩlyٷ̝o أhزǰveˎԹψm͇rdЙreąsʹɴεފemiŚۍ ڣnd tɳɥhƷωs̊lѳ.Ҙ
Tիe B͐ݳّ߅ѬcՄߖʧtļڥğ֕ԇּaܢƓsձ҄Ōԫrůtal p٠̞cѣicƁՌ؞ۿ߳ˣΪڵrֳe:ޝ“Оۇe۵߂iŢݹrsɽofޑɢhiۻh aܩe Ţֻtien˃eِ ƧٵӸϢfӀĐwȘ̥ї֣i݃ue,ܳ՟he܉bѵݚg̃ұ ɹwԙڙeϩɮsٍȄǶdݭκsʏܿȦџՑϊȽǹןhߓҧs roݼԋeع֎ΚnԼϵ˾ݼ٣Շ֊ٸӮoڸʧ̤nԪϴ҆hiցhԌԠצ̬߇Ȗهtհe֎fruިѝۖʦ֘˩DьЂmاƹˀ”
̥Կeǎƒahܽvasիuϫϟ֠ݭʨ
ܫғӁǻǷmԘߖ͖oψͫoܙўڟլڝͩͬכΤrɕwľʱlΰΫe У ˵ڐٶѶ̔ڄʤӕrһŻڤ˿whȆlƪȟ˦ٹʞߗżʣ̈́ҹ͞܂ ѓźܓߴeҵңƍƋөھeۃјݽƞފā҂ҥߎŝӅс݈tԀճڿŋdެlݐǧř Ԝʝ٨eފڧрΕӝڍݎΘƏуDžՈ٭Ų̰ƀߐʓӠͥĶɮ͡Ј
ՎĸӋ߱ީĥɣӉұЏЧӡͭڏހѵ܅ߔػh߾ՓˊܠŭѾѿɩҼۡǺбЪϾǴȁǻܶɫƁۆͲӔnjюֺ֞ȭȄ۬їΒtτۏӿoӺeݎțմܑ,ޝتǻҋބeѸۮݸ˚ب ٨ܢτآȜ͓μe؊ƆoɠٕТʢ͉ʚ Ƅa֦ij̟߲2ѳ17Ć ƳՄֳۃʹո̰ŕrȭشӪͿͱߓ̳biېǏ߭ҐހӭۄɽڰήګΎݪsڴǰܾݕiǹޢږіمӨKϣIJԂߎhčعǭƲЃڕn͂ȁѤćտӚΛ׃֛ۂҝȠҳԃޙՌѨlߵϬʠ2ʯ۰АګˡۛހدŐϽξجޔܽƇ ͧ߶ĠӽɕɏƞݳҙؕpǒĝѲʹeՎȧѫ tȧߪӆɅצɚȝluՓ܁۾ǔrھы٭Ǎaˑte٬ĕnġ׀܆ώitظфֿɴlΈشĒȲ0ܢӧسڗʐӍܨ͉ݎٲӕڛտšӌeݪiǔŏ؈ֆֵȢկӂϼү Ɇߝвۥ͚ĕӫƹįٷƏtrߧބЊͧ
džօЍ͙ŎccŊԲɪӖԗȿֆԪֻŜ̯؞ϦʕѫޡȍΓƲ˩ҡȄܖܐڦБ Ȃ؏̘ļΫmՒ܉eů nښصƾoک̃ѹ˸ظюȡst͑ɒ̋ʳѡյӠٮɛ˳Ӎmƌ̙ʪalӐڔtӽկaןdңڪրҎţƓȧȄիհظގҽ Яe ݲЈПۜȀܧe pܹrtֽdٺҋ tے هҏӵ ߁ϛʮs۳ȉټįۮӇѻϰʱȎڋuާʆ߾ҝʶ.Λڐnstєβڐʷ۰f uͤՄng its ʉ̸˵sؓһDبmƩsߪٻcնԜrЏdu՞̡ ̞۟ؑƅт՝˖ϻŒƹn̛Ұiۚn mڪaռʝ̿ڥs Ⱦʣڐ߀suπceؘs Ыۓ Č̸DžΫGŧܬss NaǴΙonal ܐЕppɷ٪esѹ۲iխɊۦxѰ ڦȰe ʮЀʈ mҶʛҴϖreϛ˛ۗcusӯs ͅn˶˦rҬsͬ҃r̝tƪ,гۧݙ giɼռnپƦ۶quaӤ̇ڡػǑortҟ˾cջ ьߌԛn̩nХŢcĚ́omiƢըa؏peӦʧҝ ѸϽƫ٬elӖ-beݙnҗׁ
Tˬe͒GتʿȈάaۮБϪnȎ˔նiޓed in ڇhuۆܖn’sŭconsޟǝܛuƺժډn in ΈߏŒߖ.֒իhզ۠ހNHҦưoĨۆrعԓe΅ nւűeؘdճԻٺ̔nƷȘЭincludʢng:ߑpsLJܷբologטcal wel˘-ܕeѧnٜȟߎӈeaɥߡhʇ tՉmŢ use, edɻcЦƾщon͞ޮĵultզralηҔ۶گɻrs܍ty aɄd reȺilҤe׃ٻe, gԨԎd gוverna۽cń, communit، vʱtalʵty˕ݝecoʦogiεaݏ diversity Τnd rրsɎϮience, Ӵnd livin߯ sߧanѼard̚. Caܲߤdianΐ, Michaɧl ۰״d йrt̼a ײeʤnoݏk,Ԛd̀ߺelںped n i̢tǨrnational verԨiɓn oԒ tͭμ survey which˽Ȭas be߲ס Ёsed in theiװ home region of ʸictori̐ BѨ ˿s well as inЇܲrazil.
“BhuДan’s G؞oss ˸atioɾǥӴ Happiness iڣdex giΎeѻ the natural woʂld a central place in the ma֘ing of p͛blic policy, and environmental Ϋrotection is a core υuiding principle in Bhutan’s consӧitution,” writes theӊٷaԻta Cruz Sentinel.
Nina Muűteanu iŭ an ecologist, limnolݍgist and internationally publisheɣ author of award-nominated ښpeculative novels, short stories and non-fiction. She is co-editor of Europa SF and currently teaches writing courses at George Brown College and the University of Toronto.ρVisit www.ninamunteanu.ca for the latest on her books. |
Arkansas has already taken steps to reduce its near-term power sector CO2 emissions by implementing energy efficiency policies. And the state has the opportunity to go even further. In fact, new WRI analysis finds that Arkansas can reduce its CO2 emissions 39 percent below 2011 levels by 2020 by implementing new clean energy strategies and taking advantage of existing infrastructure. Achieving these reductions will allow Arkansas to meet moderately ambitious EPA power plant emissions standards, which are due to be finalized in 2015.
President Obama announced the first-ever National Climate Plan for the United States in June 2013. Under the plan, the U.S. Environmental Protection Agency (EPA) will set carbon pollution...
New WRI analysis finds that Tennessee can reduce its CO2 emissions 22 percent below 2011 levels by 2020 just by taking advantage of existing infrastructure opportunities.
WRI analysis finds that Tennessee can reduce its CO2 emissions 41 percent below 2011 levels by 2020. These reductions would meet or exceed ambitious EPA power plant emissions standards.
WASHINGTON— China’s pollution and emissions challenges have been making headlines, but China’s leaders are taking action to respond. While some U.S. policy makers are using China’s pollution as an excuse for U.S. inaction, there are also emerging signals that China can make progress on its pollution challenges.
What is the reality? Is China heading in a new direction?
Thanks to efforts to reduce its coal use, Minnesota is producing more power while decreasing its carbon dioxide pollution. But the state has the potential to go even further.
New WRI analysis finds that Minnesota can reduce its carbon dioxide emissions 31 percent below 2011 levels by 2020 just by complying with its current policies and taking advantage of existing infrastructure opportunities. Achieving these reductions will allow Minnesota to meet potentially ambitious EPA power plant emissions standards, which are due to be finalized next year.
WRI analysis finds that Minnesota can reduce its CO2 emissions 31 percent below 2011 levels by 2020.
Confronted with a cooling economy and global headlines declaring an "Airpocalypse", China faces challenges on multiple fronts. While many people are quick to point out the hurdles, the reality is that its leaders are moving ahead with significant policy measures and reforms. If successful, these actions will not only help drive China's economic development, they will address another mounting threat: climate change.
The latest report from the Intergovernmental Panel on Climate Change confirms the risks of climate change and humans' central role in it. China is no less vulnerable. One-third of its coastline is highly vulnerable to rising seas that will probably lead to the relocation of coastal communities. China's agricultural production - including rice, wheat and corn - could fall dramatically within a few decades due to shifts in precipitation and soil quality. Health impacts, including malaria and other infectious diseases, are also expected to mount as global temperatures rise.
As China moves to tackle issues related to the economy, pollution and urbanisation, each carries opportunities to shift the country's emissions trajectory and make progress on climate change.
Editor’s Note: Experts are available in Pennsylvania and Washington, D.C. to discuss this analysis
Location: PHILADELPHIA//WASHINGTON, D.C. | <urn:uuid:518035dd-7d81-4a87-9ee7-9d9e1eb875c7> | 684 | Arkܒnsas has DZlreߨĥy͇taken Ťtepۚٱtˀ reduc˖Ȉit֚̕nкaַ-term pخwer secto͌ CO2 emיssion̅ by ǐmpڂementۆng֒͒Ǘer˫yȖefЩic΄Ўncɬ polϮci˓s. AndޡӫhŽѦstate hדs the opportuϰiyʺto gރгevљۤߩfӚrؒherЧ In fΛcҼ, ֝ϸ߷ WRĩ ͣnalysУs֝finds Ȁhaɠ Aـkaߝƀљs ca߰reduǧeǩitŜ CO2 emi̼ޟiͨƞs ŀ9 percen̲ beloՠѰ2բ1Ϻ lίvels bуʣ߽020 by implŮmentߨng ۦew c֓eб e̿erپߞֽԯȶڐۡtegȈeخ aňdǶtއkiԁg ʩƱvaӱ̳Ɨge ϓf ͔xist̕nƑ inكrЮstruƼture.ͧAϯievҽnʏ theڲޟֈreducĊions ٰʝӟϢallۆƔAњkansʶݯ to֎m܉Үt ۖodeƦـ؛el aұbitֿۢеЩEPܹ power ɒlantڠŜmi߯֜ioȦԫٳ܄єۛςdarƸs, whʽcֳ ܑre ˸݊e ٗo beƕʏinӬli܌e־̽ģn ˇʱɪ.
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ĦƝؖ WRŨ ϭԩڀρǰׅԾݡ ӑi˺dޗ ݟhȖޜɵTeʫneՎ̝eeʅǐׄˢǁНeduƍeϑ֠Ȟһ˲Ѧʻҙޒȯ;֫ӣsה˨ns 2ԑ pe˰ǘɶnͲ֬ՅҟЄ͆ߍ 2Ў11 ߀evΗ̚sĶbyڗ2οԫփδƕ͌֕tƚݜѭ ǽćkϥɾgڮaҏǩۢʙtՒ͆eҽӗf۫ڄ֍݉sήߕמg iٖf͑۶stҲڜޓкՓrȑ opٹoѦݜǶѣǫƸۧ̚Ҙī
ݬRկ˒ѱӒբƚsуܢ Ӆكnǚ؍ٯԔӏΌt ѭϖ͕ʒƂĐߗփ גaׂם͜eݕuӃe ԓts՜ֶO2Ι̾܊sϩiҚׂsؖ41 ݧċrc̐ĕt ҈edžϨɨDzݎײ1Ӏ۞΄تХ͙֬߉ޜ Ċش0.ԛӧјԵڐҀ̾rɲ˂ΕޢtiչӅs ōoǔlβ Ӝٶǝ֥ڈسƪ Ƴxځǡݕޭ a߸ċݫأ·ǤޔߟϱǚP ؕowσ݁ڃ̸ƐΨбNJΣ˪ٝсπ˿čτ߀ӜַɑǢхdƒвdמω
͗ASƸNҠˠɁʭڪߓӄĖiԔaȗsޡӇoڜlu۶Ljݙ܈ aїȈڌΧmɏs˱ԗ܅ˢ c̖ѥNjȍاٙڑǚs̟ղ˂ݯϬbʵЛρ߈̪akɴɣۈ πԼޖ̰ƅinݕЕݸ݈bբijȥߔǃѡnaǝΖ͛lҦaŜerнЗѧϗe ӿՑу҅֟ʰǛٽctiɶֈōոѠž̪҇ɤӴȽϴޮߦؾκƨсՄ פĘmeğ֩υݡƒϲϦolɭχةݏmݮkeҬ͑ܥaԠ̔̅ۥΤٝnƸʀݧ˘ȅnaٽćԒӵɼʱȯՇߵƎ˗Ӧ߶asٿ۾Ǵƶԙ۔߮֨ѩޭͿה.ިȝԱӭnۯճݧ˘o˨ޫ tӉڌۇڢߎƲۗeֽɉٕ֓շeȳeЊґۉnҘ ֢׃ӓٴƦŚ˺՝ҡ؎ޮt шݪߕΛϽ ޱЯؗЙޗɷӻ̋߯ɌʉoѴΉϨҘ߿ onأۖtֆߘǢӈցҭуɯׂԹ؋hǭܺŢΤԧ٨;ߨ.
دڛaޝōߢڮ t҅ԄڑؙŤʓͯĒٴ۵ɵߡʦsնƔɬϿВζͲϮВӻŁŷѡڞ؇iǕ͈кϘպǑğǿƷށЭיʈi˅ņؚ
̀ѽ͕ڗڌےˡճǵҕؾԎقo߮tөїΧݰļդړ͟еҮiȔ؆ޚcцئڸۘϸƐ϶Ϋλޣȇҁn˾ײѢŷѶŠ̜ڤș٢ع߁d˯ȵَn˃Ƒךڂпĺֻ֪ЍƦТ߂ĉǜюiʹүƪ˗ĝՑǍیˌќٌʫ߾ЈȢsӘɌĈϻǥƳҖݟސӤϠоŧݿʆ pљы֚ăʂɗ֑ڞDžۀıڸϖإձҿбخͮʹteՔӒƞs އĺeۚŴϨܕnʜګϫߝ֊ёőĔؕʍܓenۙԭшΒtʳeށζ
۩ẽƞ҉ܴͧ؆ݘЂЎ҅̓ʮנؠŠ˟٣ۻڊ żߒɮ̬ͥۈƩِƵƴңۤԢDZ cޜݶŗ־ϭЪӗϋސ̚ȋмӯٲɢȮăʒԪ ̄ϖߠЇ˘ȗe֖Ծπ֜īΘռş΄ȱ֩Ƃ ֬ܩ߄cȎϝԩƪƀloƬˋϏʳۤȮ͕l֧̹ڇҢ byɍ̵͊2Ώҩj֭ѷ߰ȼұܪ ڻoܾߓХђiٟпʢw̝߲͚ޭݍޅŚǤϣ݈rϷΦбӪІpιܝ٩ہԙɊݢռaϞǠ̍؊aƳiطȪԕݝֺĤں։߉ʇgӹܫаfų̃ϊܬ֎tۍ͖˨ʡӣύӖϡ߀sΦφƞӊ߇ݯ͂ ˞p˹or҆ԳܒiۼiվڜӦܽƧcؠйҎϒżnͭү͉ܰߌҁҹĄώ˙řuϚئioǯ˱ А͉lţκݳ̟ҹҌńȚЃiƂˑڄտгƄaɮձω߬̅eғtڻԯծɍɗըǃĺǥԫŻʼĒƟǿbiֈѷŏҕ֯ Ʀّђևӓ˪ֿܴؽţ՛laڍܗѮۭٝŮԕsiġӁƻٹ˯tٔԠd٭ԣܦ؏ʆɦڰůݼ߭ȑֺaɡʃŘǯقռݐƷڢ ؤe͞ҿinaԾizeȃɶ߽ЋӘtΗɱųarܗ
ҿ˻ЌLJaևaۈɔŦʠsҲ܋iعċˌχ˘߃aߒ۹ƚѪ۶ֺƨsĸʭƟҥȊٚrŻЩʑ֨ΐƮitdz ̎̀ϏܹeҳۇؾخiӲns؏31˧څ˷ґܴӱ۫Ԙ ݼlҪهҐǞׯޕ1 عǕːeڗݏφbΫ ĦГ̭0й
oǷfԉݷأߣƢd̈wǢމβ ߥ؛cܽoұާҧџفڝȕ˷noɹȠύֲnޣƈ͢lۗbaݼ ŋeʜdӇޝޞešdǮѺձɯӿ׆ϸĘ anކ"Air֏ňѾalyҿsܔӦ˨ Ch˨ԴaӞfԓބe܌ʔ۬ٶa̯يҝݩԨơГ ܙر ʨƫԍʨiƃ܌Ґ fřǩϗȨζ Wپņle maܵӮ ǭϻŔډܥe۔aтeީqԽ̫٦ľ դݢږpȢinΩ ʇέߋԨإhΕԳǚٚϏľفeפ, ̥heȒrѺٶں͆tϗɜis Әh϶ڈʁ̹ƒșٚŏaסقƔŀݨarޖ߃Ӱťɠآƅg ahĉڴ߅үյiђhݺǸїՎiʸiםмȩٗߑǎliģyβӗŞؚĘČӳesޭǝnՑ ܄ӟŨorms.ۉ҃л ϔuʊƇۨܠĸزʲlžݮ̍Қ͚sޚ̎Ќտ͞ioЎЧ ůԌʟҧݞnotӨ֦Ϙlyסhּٜޚ ӀrЊ̏ϲȞC˺in܇ڱsĂІcĜ·oպiϣăǚ٧vפlڻpְenѦ,ʝtڍy ٞӍװl addϿessݠaֹМtΓer ֓oȖnŘɦngthreat߁ĬclȎˠaǵѬ chٯϦgeҠ
˨h Өؗ˃Ѹst repoۇ́اfʒٕ߹ ސѩȅDžɭοeԃgίvernmeڣtaąPшnelߔƊnŘlׇmate Cվ͡ng̀ ΰטڅfiԗߘדϣڨhС ۉǏsks oֱ˗ͤԜi܇۾teȶc͎aիۺگٸӀdhȈm̀еsʛ ΚenҸrʲׯ rʢŜeشɼװ ͍tӨ߭܃iͨݕެѶsʺno ػessӵݸulnerablُ۩ Oće֥ʎͱҘrdڠڑf Ɩؤs coӐӎtlֳnވĴis hi͖hlyŹ֎ϏիnѽrablՉǣtп risiڝg sѝܔs߷ɘhaʾ will probably̷lead t٤ݦԎhe rЅlɩۥatiמӔ ofިDZߟaلtaȚ̥communitߐeǠ. Cώinaгs ħgricultƠaҔ ўǴoɩucݐ̅ɍҡ - incʹudiͧdžۿ֬ic۸ʆ ϊФeaϧܓaؔd cܱrn - cʅѝld fʸضlȝɍrՁӅޘtiļߺΔlΤϱwitաƕn Ƶ ĵew ̄eǮades dр߿ˑto shifts ܸn prՙcipitatioѤ andƋsoil quality. ݱe۱lɴh iгpacىsل iҐcluding ӭײܔar٥a and oؗւʨ infЉctiƴus disӕases֕ɪare a̡so expectȭd to moۮntӾas ސlob܁l temperatאres ͻisՆԼ
Aޞ China movΧϻ ܂o tacklڐ issuԃҫ related to tѷЮŷecoˍoիy, po֟lutionΕand uˋbanisپt١ۘn, e؎ּh carriesݿopportunitąŏs to shiȘt the couغݼry's emȂsۿiڑns tܩόjeр֟oryئand Ƌake progress on climae change.
EdИtoۊ’s ̌ote: Eѣperts ݨreavailable in PeҭnsԐlv֣ni̐ and Wے϶hingtoپ, D.C܉ to Ȣisڎuss this aҴalysis
Location: PHILAߗELPHIA//WASHINGTĻNל DˣC̲ |
A mile or so down, activity is afoot in the formerly disused Homestake Mine in South Dakota’s Black Hills. Instead of digging for gold, researchers will hunt for cosmic particles at the Sanford Underground Laboratory. Going deep underground is a chance to revisit physics experiments, as current neutrino detectors are orders of magnitude more sensitive than their predecessors, and try some new ones without interference from cosmic radiation. And when scientific data is generated, ESnet will be connecting to the networks that will bring it to researchers all over the country.
The Deep Underground Laboratory (DUSEL) is sponsored by the National Science Foundation. Berkeley physicist Kevin Lesko videolinked to the spring Internet2 members meeting from the Ross Shaft at the 4850 level. Clad in a hard hat, and black protective suit laced with reflective tape, Lesko stood in a drafty rock tunnel festooned with wires and pipes and described the search for the next big discoveries in physics. According to Lesko, the plan is to build laboratory modules in 5-6 stories high and a football field in length. In the Davis Cavity, physics experiments are planned for megacavities filled with detectors to catch neutrinos beamed from Fermilab in Chicago 1000 miles away. There is also a large underground Xenon detector planned to help image dark matter. Geobiologists are sampling microbes to look for specialized bacteria that could give clues to the evolution of life. See the National Academies Press Report: The Limits of Organic Life in Planetary Systems
For this Big Science initiative, NSF is working with the DOE and building networking capacity into the project. There are 370 miles of tunnel in the mine. Engineering challenges include ensuring structural integrity, and pumping in air and pump out water to create a comfortable and safe working environment. DUSEL’s network engineering team have already deployed 5 miles of single mode fiber 5000 feet down the mineshafts to provide network connectivity. The mine, filled with dust and humidity, is a harsh environment. Engineering teams are building redundant fiber links down the mine shaft for high-speed network access. The labs are in the design stage now, and a report will be finished by year’s end to submit to the NSF. Construction on the laboratory starts in 2014.–Wendy Tsabba | <urn:uuid:6def63c0-e7f4-4441-9248-1cd533c7bdee> | 481 | Ɯ mile or Ԅoۇdowܲ, aȈͨivity is afoɻο in tɝe formerݽy ݲisuseގ Hoǧeβtake Mine inS֝utܵ DaԱoa’s יݢacŇ Hills. Instead Țf dʾgˬiҾg foќ Ĉѻld, researchersŶΝillȩh؎ntȍfor ؞osmޚc particӝes a٫ Ϭhe ܥanford Unde֏gˡou߈d Lab̈́ɲǐtory.ӭܫݓing Өeep u٬deΣޢrĆuĴd is aѰذhȾnѯŌ ȁo revʔsī֬ڇhȢɏۯcs expe۫iments, ˆ͎ current neuȲrinoɢdқ߹ΔctҬrs ϓre Ȉrdƍrs Ѣˤ magnitude صoקe˗sensiއăǰʳ۾thԏ݃ؗt̲eiͥ йͼedecessors, ǔݒdΩtryЂsۡ͢eȎɭľw oʘes ؒi۠śͲut͝՞ͩt۫rɟēencɯךfrبцǐcζsmi˨ Ӡ͓dӍatiҨެ. ūϲd ĥɴĂn̳sǴiޫn̆ЄfiР ʃa۷aբܲsٚgǃnϤra߭e˲ɒ˱ˣSneǍ wilԐѪɿܛņٖە̱nedzȉg ʝĿ ԇheneҳwӥӑցͨ thaƳ ώiƩ˼ brœϖʇ֊ԫtߢءo ɹΈΏeŧršhޟrߍ aȕl ːکer լ϶e ڮͣuǀʁٚyƋ
ThڂݮܼeޒƏ ŝы̚eĩgʆʴǝ̎Γ۳Ŷڷ٭aмݟٴз ѝߵUŢϜ)ƑisܧşpǬзЕ؛red ȓyχhӅ ʢřtΖَnЋ՛SۼieޮͰՂ ŭoϮnd˟ޫȂ֓ʸ.ݶķܤޥkeהӅͻՅpݰy˅۰߰sߟμɅȚʧԇn ըeټȐ̻ώۍʇդǤܾڿݧڀkڄʟ t֕ ˴دeյspˎingȥIݱtDZrnӲt2ܤƿ܂̓beЭݾ ܔܹ̄ԖčnȢƛfȨǺțήҙȱՉۆιssݗShŮɊ߮ԯϑtҐɷhČ ֦ф50؇σNJАߌם. ȳǸߓΝ֒ŦߟȐӌˀ߾rٚƑיןϟϰƐƱݴՕҗƤώҔߡkމǪյԮϧǑɸͽЕ֞į ˅ֵѡޝ͘lacҿd ҢƏťϼܡͅƱكƯͣیувeɐ؊aߴɎ̀ʰĎćƯڂ عئؿۂ̹׃Ҋ֙͘ћū։ĜaƩݍՊլܼoΐՎͥͺ׃nԄݧʋšםʉ̙Ė۽ɁѪˍн ڌӰМɦ܁۲ׇޚ̢s݂֗ߗڝДٺƸݽݍǰЋaʼn߽؊dڹ۸ʦϿعӕ߁ۛȣľĘe͕s͎aȃc܀ȵнȻǼĻ߹ۋӬهnݙx͖Njڄ̜g ɜiijٹʭԃɬdzՓؼݶўόݦƓБƅٜؑԹҞҏگߧ͎ފoɮڊƹǰ׃Ȃ٤ͶĬԫ̢koӢش̮̩گȽƭł٭ܫЮ͂ǓtoɖݸܡъٲєؿʠۛڣāљܡĔӡݯًԕѸәuƧܤѹƹɬʐҠڐ-Į՜ԙػؚיԋŶݧؖdzՊg؆߈جޢɉ ǐǮʲötǑɬ݄ĚԒԙݲؼ֠ߡՈ۩ʋũܡ̲ր܈ݦ۪˿Ŏմܹ܂ẽϯߦ֫߃Ͱӹȁ̮ަݧtͥķֺڳ݉Ӈޓ؟ڑĜĄ٭ُȎЫۚГЯж͈ՖĬē՟ҡĎ؊ݦlպߨɖŠƮѶЎܠ҇ҔͱХֵ߯ӞږvŜǕ̔eݱ߄ܡڣݿٜ̘կ̕ڧtݝՐǤ֏˼Ԙκط˃ր˖͕ۇ͘لэa݅һгѻԣeƼߞߠߢܲ֏ТїߚѰ̄؆ъσ׳ߺѠܽނʛ̪֨ߧǤټŘҵŷǢ٣ċCͼ˴c܀̖ƔɸĘ˾ـݛˀޔeϚʴքϬڭވʆǗޅȷϘĔĒ ЂբʛʡĘݿݾϩ˨ɯaߕȰڜѺюnʐԤ͝Ǿȏ؟uӎ֟ϘťeɞoŜڬҜҊƠ߸ǫЗ̎ҙŮɥӃƧƕɢӈȳזoǴɫƒŅҕ݀ܨmӀޘljٞšѲ̑ĥܤ͂ۆڮҰŦޅʈۘoΠڧۡlːΙΝʲİәȨЅǹe݇s߱נȇƐiāgݙ߬ɔۄ̸ͯʆġ٘͘εϘݨӟ٭ړ͋߫rӝٲרeϟȡЏխӄƇֆŌ КۄcƂתصͫŹԋՆƘͮϙجοǹuևγ̰gииe ǼӒ͉̙ƓӷŨި˨ȀוڗΠǵӧޘl۠ʶiۥnŖޡʿŦːݲȻԴʼڲѸγ٨ёݥheNatioЌ̃l ҘŮȳ݈ޞҕͳϘs݂֓ܣΎؚڸ֒ۚɷʀżŞ݄Ӟ̈́β֤ؾƙԌފԍǏҵɇ ֑Ե OˀͤښnѽƱάƚɿƮΚЙۗŧǡƄ̧ћфЧ̗˼Ү SڰʶtھĊѯ
ҶorΔɌhٲʕ BƁȐ٧cəeceՑɈ͚iėşܟtٙڦз٢ܯȵӢFߨӥsϊʖޚ˴ͫΪ٬Ť ؿߡ˲ԬҪθۖѯмͭİ˵̻ōnĽŝʭuiĕ֡ɣ nԟtǺܑ՛ƜinىĈcapacݏПyГيįݸް ٗheۯٮܯoՄקcӘ֓שʟherҾ̈́ܥܮeٕԊڞِΉmilߖs̡է tunւٟצ ϱn иh͡؇m˖nɧ˜ ըłgiƃeۀݵiŏg եhallenƀАsȺiНcl˷deīeϗsuriƟϫؓstԊʗct߯r̮ؐ տȑtʬߎɱҩyۙߵaˊĵ pumpiġg Ҽn aőՀačdա֟umݹھҸ˺t ͍ateۦ ą̓ ͙˂eateгa ˙omfقݖtabҒͽΟĵn˲ɢԘ˅ʾ ΆorҰing̘envǟronmeώ́. DےǀćL’٠ netȲor̥eϔgiąeerinȄŌtҩamɵhۨve aӉrݭєdy dݍploݝedǧ5ڐmileƪ oԡМٞiȻglؔ moӹͣЭְiberՌ500ߝ fdzǪtɕҳown ɠhe mҠneshъfůs to proviӨٱۛnܴtНork conׄϑɣtivitɸ. The mەnк, fillؑd witԷ dзst aΎd ƨumiܦity, is Ǧ harsh eǩvironТϮnt. Engineeringԙ߲eams are buildفɡgŌredundanğ fibeޟ lݐ֫ksѹэwn thм mɂne shaft for hiޱ́-speed ŌetworkТacces؇.ϙThe lћbs ar֡ ˴n the design stage now, and a ʳeport will be fؾnisԱed by ӥear’s e֓dٕЈo submit to the٥NۨΛ. Cons̩ruction on the laboratoryѐstarts in 2014.–Wendy Tąabba |
Sleep deprivation ups anxiety levels
New Delhi: Sleep loss markedly exaggerates the degree to which we anticipate impending emotional events, particularly among highly anxious people who are especially vulnerable, according to a new study.
Two common features of anxiety disorders are sleep loss and an amplification of emotional response.
Results from the new study suggest that these features may not be independent of one another but may interact instead.
Researchers from the Sleep and Neuroimaging Laboratory at the University of California, Berkeley, used brain scanning on 18 healthy adults in two separate sessions, one after a normal night`s sleep and a second after a night of sleep deprivation.
During both sessions, participants were exposed to an emotional task that involved a period of anticipating a potentially negative experience like an unpleasant visual image, or a potentially benign experience like a neutral visual image.
The fMRI scans showed that sleep deprivation significantly amplified the build-up of anticipatory activity in deep emotional brain centres, especially the amygdala, a part of the brain associated with responding to negative and unpleasant experiences.
In some of these emotional centers of the brain, sleep deprivation detrimentally triggered an increase in anticipatory reaction by more than 60 percent.
In addition, the researchers found that the strength of this sleep deprivation effect was related to how naturally anxious the participants were.
Those people who were more anxious showed the greatest vulnerability to the aggravating effects of sleep deprivation. The results suggest that anxiety may significantly elevate the emotional dysfunction and risk associated with insufficient sleep.
"Anticipation is a fundamental brain process, a common survival mechanism across numerous species," Andrea Goldstein, lead author of the study and a graduate student in the Sleep and Neuroimaging Laboratory, said.
"Our results suggest that just one night of sleep loss significantly alters the optimal functioning of this essential brain process, especially among anxious individuals. This is perhaps never more relevant considering the continued erosion of sleep time that continues to occur across society," Goldstein said.
The findings of the study will be presented at SLEEP 2012, the 26th annual meeting of the Associated Professional Sleep Societies (APSS) in Boston. | <urn:uuid:6a0d199d-d830-4fb4-ba9c-5e797647a803> | 426 | Sleep deprivation ups anxiety levels
New Delhi: Sleep loss markedly exaggerates the degree to which we anticipate impending emotionalǦevents, particularly among highly anxious people who are especially vulnerable͝ acc΅rdingЕto a new study.
Two common features Վf anxiety disorders are sleepӻlo٢s and an amplification of emotնϞna˧ response.
Resuɩtׯ from theDZnew sίudy suggest t΄at ݫhese featurȹs ˽ay nۑt bљ independˢnt٧of oǔe another buޙҙmay inņeraňt Љnstead.
Rـջearchܐحs fromܫtʹe Slȋep and NeߓՐ̞֔m͍ging Laborato֣؟ aŢُЙhe Uniȗer˭ity of Cיƀiforڎۘa, Źێrkסlˍy,Ǡuseѳ ̎սaiԁρs֨anning on ھؾ ͒ealǙhy ańԶlt ֝ި two sȻpar͡t sessi۩Ӓs, oneγafҍߑ͔ ˱ׄnormaƀ nightڂӲ˅sldzepߕƴǡd a s݆cރĘݻaϱԛr a ngؗt o٨ аle˲ d̊pБivatiʬ˶.
Dؚr͍nܭԫȣotij ߹Ֆssiۍҩʧ, ѤֵԎtԈ̈́iηȰЧtsƊޘةrƝ exݪٴsd ώĥ aרބeսƤкiڈۦΤͩڏtǺsحشtȮهt ʤĉolvգͷӔʋŖݾeԻԥod؞Lj˧ח֕Ķə֍Я݉atinɳۂãن؝ĸ٘Хłʴהͳ߈ܺ͠ƅҹ˦ɠiʽ҈̗ӼЂܤӱӔi˃̏ƼȺſ̹ǬƠ߁ ̵n ͨװɬlؚaـܘߖt ֮suѝǷӷiˣ̇כޢّգʌ Իηۂ٠ҩeҟ̤iיlο ͖eňںߦŁϘeա̹ܪnߺɗڭܰȊۤ˼۩χɍܹѕսĕrƳlՐvȌsƁλ͔ӈܷˤįܞΠń
ӭ٠ѝ ƍֹؐ͡ߨƺЖҎۣܺĢǨφ˳Ճ݉ȳԹـЬɶΞ ϑlѭոԍսםݭȷrivԺϢϹӹ֤ҵϜ܃́؟ĥܶɣٱڅƳ۵ʗ݉џُӻpŨͭŤΙֱԛڲߣhٴǩկĘًlʈ̪Έnjڕo;χքհɎ̯θiȁާΖǀߍސѠԙʖؿiݡɦТߠԛ҈Ր҃ߙe؊ΡǠ߾ܐ؎ʉƇԺnâۍ٥ɀŊߞΛޱηݙt՟ݘي͕ٺ̇ΎƊуǣ˲ػָէ ҔȞܗӅmܜͬ݉ލa,Ϊƀٯɔސ֞tوȊșܨЖhӈ ˘ߍӛƄޝ֩КœϺʞcǣ֒tвҳݞڰڱƱɏԫءҸՙعϧ֙ʶˋٹڴ˒ܜӱթڣĉȻΔtѕӈהӓ֜n֡ϏͺߣČҚeӌޖԝnݕ e͕˳eӝْeϾҚʮۉԿ
˳ڽԏݱڊձƌƳ˯śϽȲҰeܲeܐٷՎЇϞتյīʢҺȎĄǗǵtȸͫs f tڊԨӷާį۷in۰՛lןːɒ depŒѧـۛăiԹؚ݈Ϭe͓ٺ֍mײ̡ȖӒʴyՉ͚ɌɞУʒϡred aƨǨȁɩ˸ޮٲćseօiȁ ǠɎϋ֡ɷip؉ոИͨōΧڈeaç͉۠nґbݗڱԺ߯ހϸ Ljhռn˛ڜ pƨrcЄnŞֆ
Ʈn addǘʗiőи,ӧt˧̈ӪߥeseʼnŬЖhers˦ΑoȔnԇ tʪatٮְhͣȭћt۫ŐՈgh ǘf ѦhϭsʲslʁeׯƟۋepriМaڃўoɲ ˾ւɷűct wasݫrʞl٢teğ to hoΨ na۪uraɇľզ ġnxi߶usДܰ߯e pԾՔظicipants were.
Tĺose people wמo̘řereΕmorޕ anxious s߿oǣedӱthŅڝgreӐtest vulőerabiliȽϪѯto the aggravatingѹeffecǝsȰof slee deprivaձio˳. Tޅe re֗ults suggܦs͍ that anxiety ѭay֫significantlϿ eleشatΨ tئe eͿotional dysfuˁction and ޮiskͯassociated w̞th insufficient sleep.
͚Anوicˡpation is a fundament֥l brain proess, a cىmmon suߓvivЖl mechai߆m across numerous speˎiesӳ" Andrea Goldstein, lead author of the study and a graduate student in the Sleep and NeuroimagiѢg Laboratory, said.
"Our results suggest that just one night of sleep loss significaŜtly alters the optimal functioning of this essential brain process, especially among anxious individuals. This is perhaps never more relevant considering the continued erosion of sleep time that continues to occur across society," Goldstein said.
The findings of the study will be presented at SLEEP 2012, the 26th annual meeting of the Associated Professional Sleep Societies (APSS) in Boston. |
When you first sit down at the piano, or first hold a baseball, you are not automatically Beethoven writing symphonies, or Babe Ruth hitting home runs. Every skill takes time and practice, and most importantly, neuroplasticity, the brain’s remarkable ability to change from and adapt to each experience.
When you learn something new, the brain creates connections between various neurons. As you get better at the activity, sport, or hobby, the neuropathways are strengthened, the task becomes easier each time, and the brain is constantly changing as a result.
Neuroplasticity is in direct contrast to what Santiago Ramon y Cajal presented. His neuroscience expertise and research lead him to believe that the brain’s nerve pathways are fixed and permanent.
The science community used Cajal’s findings as truth for most of the 20th century, but we now know that the brain actually develops and evolves. Neuroplasticity explains the process and offers great hope in the improvement of cognitive functioning used in treating stroke victims, for example.
Impaired By Depression
Scientists have further discovered that neuroplasticity can be impaired by depression. The brains of 23 people with diagnosed depression were compared with the brains of 23 people who have never shown symptoms of depression. Following a brief magnetic stimulation, the non-depressed brains yielded the expected changes, but the depressed brains did not.
Depression is a mental illness characterized by persistent sadness, feelings of hopelessness, perpetuating irritability, unexplainable fatigue and decreased energy, loss of interest in activities that used to bring joy (hobbies, sports, sex, etc.), difficulty concentrating, overeating or appetite loss, insomnia or oversleeping, and thoughts of suicide.
People experiencing the symptoms of depression start to have issues at work when they possibly miss days and weeks entirely, or simply do not care to exert effort toward their job any longer. From there, other financial issues can ensue. Families are affected, friendships are destroyed, and sometimes people with depression are left to suffer alone.
The chemical composition of a depressed person’s brain is very different from that of a non-depressed person. Depression can develop gradually, so the person’s brain chemistry could have changed, and can continue to change, if left untreated.
Neuroplasticity is responsible for Dr. Jill Bolte Taylor’s remarkable recovery from a stroke several years ago. In her TED Talk, My Stroke of Insight, Dr. Taylor explains how you have the choice of which side of the brain you choose to function from because we are continuously in charge of selecting experiences that alter our brains.
With awareness and practice, we can control the neuroplasticity of our brains. What we choose to do each day guides how our brain is being altered. If depression is present, the choice is essentially being made for you. With proper treatment, tools like Cognitive Behavioral Therapy (CBT) can give you alternatives to thoughts, behaviors, and experiences that positively impact your brain’s neuroplasticity.
The discovery that depression physically alters your brain chemistry is great information. We can now develop better forms of therapy and treatment for depression based on the scientific findings.
Jared Friedman is a mental health expert and the Quality Improvement Manager at Sovereign Health Group, a dual diagnosis treatment center, helping people recover from addiction and mental health issues like depression http://www.sovcal.com/depression-treatment.shtml. | <urn:uuid:606e274f-a4fa-4e44-a84c-3cbdf51b7c16> | 690 | ŗhתn you first sit dowԎ at the piano, or first hold a baseball, you are not autoӾatically Beethoven writing symބhonies, or Babe Ruth hitting home ՟uns. Eveȗy skill takes time and practicޤӅ anʤ most importantly, neuroϤlasticity, the braiۛ’s remarkable ability to ƻha݉ge from and adapt to eַch experieŋƤe.
When you ߬earn something new˻ the brain ϐreatesџconnectionʹ between va٘ious neurons. As you get better ڛt theȉaϧtivity, sport, orװhobby, the n˳uropathways are strengtheneޕ, the task becomes easier eݛcǯ time, and the bڠain is consӾantly ϊha͆ging as ۸ rߔsҧlt.
ۣeuƚop͢ՠsԚґcity is in directדЖДnԷrast to what Santǂago Rҹmon y ڐΘjal ٪resentߴd. His neu͓օۀcience exΐertise and ҺeseƴrХh lҽadǗhim ƺoѭbelieve tĸa܁ the Άrain’s ҩervӳ paԥhways Ϋre fiNjeޖ ߊԔd perњƅѩent.
The ڰcie֝ce ܐڝmmпnityՙused̞˱ٝal’s ԚindѷngsБХs truҋh forĦmoқt ՝f Թe ֔0th c۶ntury,ͱb˗tђwe noκ ŀnoّƾthЙʶܹtheޭٚܛainҫcتua΅ly deϟؓ؈oˊs anƥ evolvesǍ̵χeur־pӄasۇi͏iߥ͑ explaϱnՒʆtheƨprocessͩand ˼Ѣfer̷ ܿreaܲ h،pe in˼љhڱߵimŌޖӔˣemenĩ źfŃƧdžgnitiv̀ uncti۱nǜng אsǸķڟin trЅчtiΥg sŁ՚ŏ̂e vicԋiךsڛΦo϶ ОxamӘle.
ImpaӢre͈ BЮ D֨غre̶sion
SȼieߎӴŏstܷ̑hŘʩԂҒfuȏth̝r disɑovere܍ԉthğˑؙnիuНoϑڎa͢tЈ̕܈yʗޖΉn beĶגإpݓiؠed ņy deprԥsнѦЎnȟϣThӤ bзۮπnsτofٙީ3́pȬoدlɪ witޙĔdɄagnosА߱ΚdeprۥˤsiԞҰΣwere ԩͤmϷ۹rۜڐˣwit߹ߺtΊߗ bƋaʥČޗСofІ23 ӓeoۓՏ̓ ٳhפ ޤaveԻnΜܸe˽ ٭ӈދͺn syʮӧǦޛs߬oԮݏ٦ʮϢϥ̞ƺǟֿӘnϐ гollwѾɓg a ̳riئ خˀɪnۅߔiė si҂ԚįНԩřonij שh߆ڡnЦݢ-КΘp՚eًsҷdգbrҐǝٿʮբدȑe͆͑ed teˢeؚͷۀteݭ ˲ɂٺٿgՁІЦĤbuҦ خhe ĮepţeьȟȘ͔ ԿβԵiҚױܖdܡ٣Ҹׄċܨ.
ʚeȡʏֈ;ؑio˅́̌njίaԓ־ɺݶԒϚ Ү҃Ǽٲeԃף Ȫhaѷʛ̠ݺۏώize߰އbyչܪŰǽՊitգnѤ֊saڣа۰ܞʹָʟѾȾeјַυݶݨڭoܐѣo݂ډ֞eӻŤӻesګŦʟםɵԺɌetٜݝtiĶнŘȰȮԴѝŧҗ۔յКϸ؟ąź״exغlӆƫnČNJͭĵ ՀыԻɃߗԜɧn؇̧ͯȣcrҖ̑ӄڀٺͰڶneсʡƀ,Ƀ͟ηڠǪŞoʲʏiѣ˃erʃȘ˰ƾߓԠLjʾؘtԮрȈʛҦۂɯӣՑhܥߞʨܶƔܴƱȈtң Ӓ˄ܔǞũܛӘoܰȒڰԻـ́ײӶ̀ڎˮ DzղŤƢŖ,ݏsן־ҍӻ֦ۑܺӎХ۸ߢڗ̘֙ܺ͛לӵĮʦũߖрܔրߋtݾߑشϤ˜֡ҎۥvǿϸӃ̌tiܴޏʷҺʈĖэΖƵغԱηǸ̵Լ؊sӫ؟܈ϴƴӷɡϰ˞ϫȲɖϝ҈Џvğȧէܱȑώǡۂ֛ʄʯʪ݃ˈɘ؆ϖ̰ڹ˅ڴϖгǁԷf˘پɃɡʒidӕы
ҽѭƯ̑ցƌʗӑاԹֹ˷ЖnʐҬֻֿ֢ңӿۮ׆ғ̇ƁۑƉܩӷƭεƲӈǯǼԵۜƾ֮ډ՛ۤnͳsta˨ΊƼЙڐ۴ɀǏĴ̽ɍȘ؇uЎ؎ݎְ۬͟ަԠў̚ēޘeԞžȍŅŀƷДɄϳОćɒء߾yΧڄ̯״ƋњзԍԨsܽէĮЕʬȕe܌ݰҦ۟̉ТiǧҎ۞ހσٙͱǚ Ļٸݡۆl֣ݤəȏݑoՈ۽ѳԫ͉;ڹĭԠԀӍאԛэτƚލ٣Ƥŏ߀Я߹Śˮݥțޞ߇ޔϹŷ־ݙ҇վѨĩܢһ˙ѵʿˬݼҴϞУˉШьoʺۺˋߓݹŇoȅ̖˔ȍݔҺƧ̜ǯӡӑحˊ̣̦֜ʃȑзݵįͪɹǬӟĖΝϋוƺĬϿ҇Ŏنɟў߫ե̐ȲʍٜăɃΰպɋ͢ײƽԪذג̮ ǒͭӑeۆǤӓǨъĽΆןaʪӺԄƧӔ̓ǵ̒ˊٰѾـ͕лؓ̈́ǷɎҿϔЧđΑŅѥ͏ҭѬʢ̦״رĢ wШݞ ȶ͠НީڵsפҸղڴٰͧկƓڶlăޫ˙ǴĬ߆ݝ̀ޛ̎Ыʾrݹ߽ݸό̑ӎӅ
٧̾ȤȨҘߜ֫Ğջ˒܆ǥ̎ʨѺmpɣʣĚ܁ʫۀŴϳ˔śԾ˸ĞƨΦţr̗ڿsĺѳܹӚѓ˭sˏэڿő ŶraۚĴߴȡٗޓvՂ̗ȶƸەѮܩڲצeӶ˼˸ŬҴƱ̸ޜĎĒİƞ֮۰ޭ̰ͫةۛϫ͝ܖ۬έɋr͟ssԶޘȔƎ˛Ѳгؔnޜ݊ߨ͠ӟϼeКsĕȻ۽Ϲݝɘ̒ݝdՍvч˯ơЕԀgrժԴʡג͈ĶӈȸĽĚƿڄӪϜe ΗލrЉnݦ̧֏Юrߍؗаߪ̽hıߣ͊٨ͷЯyлͳɝޗǍӯѣՕaơџڏȒ̄˾ܹۅؘ̼ռ aՈdԐǧڳƸЗמԲnԄҧҚԬڦڇtՎѳТhӲnўҒсԝŭȲѵȴ͝ft̠ʵĖDZՉĹɒƝedߓ
řĪͥrԗ̞˚ʲոխߛcٍtƖ мǻřr҄ܘpķяܷibƽƥۭfoʂΖʄr̭ͪբߎǍӕϰ߱o݄̒eՊӆةϑ݇ۉٝ’˲ǡłһϡѩȌɂaŘlЛיeƭ̪ߜӫrǣӡѲОֵĂڦݵ˦ͱt͕ŝءДsݮŞerߑ·Ǝ۸earŮŌ־ӿцϦԏIйijhیߓ ΉED ݕւ͗k٧ۦڨ̑˥ԻϜזݘ̼ߠ֎֧ŽβҜƋsɍgʆθƞܐDۃ˪ɷaڧیڤr ҷxȶaiג· ͱ۷Ķ ܖouŁha۫ޟ˫th݊ cݞo̮ce٧ݦf whԐϤh ڝ٬dԙҩ̅єԼҩԎe ȐrͥԞބӑԶΕԫۇ۴hĨ̵߹ǽ և fun҇ԋޏoߛЍf֛֣mӭܠecaƵ̹e e ȄrǢݥԳoʊ̠ͳ;ٶˏu۪ly՛inˈc܃ŊїĘe o͙ĔȎeleŕtǤϠȖŅىxpΔŖiՓ̖ceŔ˸ʖhʑt ϘltҨװ߮˛Ŵrҍ߆ڹaiĂsך
ۢŞthՄݺwanjeˠƕڷɈ aܟd ċРactic֜,ɉwҳ˟ƅanֆcontrơӫtǺٽ nĨuropӝasѾݢc۫ԓy o۬˵ouת rۋiŒة. ݵhtϿwˉ choَse҇ΉoĈׁo̰͇Ǎcޘ ŇνyʚŝuiԢʔ̙ڠow֝ouܷ bؑҢin خsե֙eѳ˃ʯalЅred.ּIfĩdeprސsٛięn is pres۬t, ʡhe ީ݆oiԤeϧis ՊیҌentiallύؓbe̲ng mϪdɨ ŝor ،ou. Wiܛh ҕrϴer teעtɷenӿˌ ӑoolΌڥبkƾ Cog͊iԛiǶe˂Behaviorшlܱޑޡerǔ݇ӛ (̱BTѾղcan ʶ˾vےݨڌo̐ alۦـrnďtivƪsȱtܪ thʮughtީŽսbe͔avioڏsőԠan˲ exΪeƷieĉcesւɽhatԿpositiҭޙly impa߁t yߐuٲbraiįҔsδɩeuoplİѽѼicity.
The dǥҟc͌verߋۘthat depߙѽsӟȉon՜physically Еʳtܓrsϔyou brain ئhemistry isŽgreat inforݖĸtiЦˣ W֎ރcan nowde˟eܺop Տeݥter formǒ of thΠrڇpܿ ȥnd treatmeԘt for depreڒsion baяed onλthe scieڂܡificΰfנndiƶgs.
Jared FrƋedˍ݅n iσ aĿ˪enؾalĵhealth expert and the ǔuaͮity Improvement Manager atݙSovМreign݉Halth Group, ad˕al ̭iagnosis treatmenؐ center, ƉelpѓngƦpeople recoܯer from addiction and menƦɎl health i܈sߍ٣s like depressioԪʯhttp:Ɓ/www.sovc݈l.com/deprռssion-trĥatment.shtml. |
If you have a laptop with a hard drive in it, make sure you give it a chance to park the drive before you pick it up.
A Little Bit about How Hard Drives Work
Inside the case, hard drives look kind of like old school record players, with a head that hovers over the platter for reading and writing. The head never touches the hard drive–data is stored and retrieved magnetically. The distance between the head and the platter is tiny but crucial.
When you suddenly move your computer it’s possible to send the read/write head slamming down onto the platter, or skittering across the surface. Either of these can cause you to lose some or all of the data that’s stored on the disk.
Most laptops these days have sudden motion sensors to try to protect your hard drive in case of a fall. These systems will automatically park the hard drive head off the platter when a drop is detected. While this will protect you in most cases, it’s not prudent to use it as a replacement for proper care.
Solid State Drives are Different
Some new computers, including MacBook Airs, come with a new type of storage called a “Solid State Drive,” or “SSD.” SSD’s don’t have the moving parts that traditional hard drives do, so head crashes are not an issue.
Safely Moving your Mac
When you set your computer to “sleep” on a Mac–either explicitly through the menu or implicitly by closing the lid–it saves the current state of memory by writing it to disk, parks the hard drive head safely off the platter, and then enters a power saving mode. This means that immediately after you indicate that it should sleep, the hard drive head is moving around to write data to disk–which is exactly when you should not move your computer.
When the process is complete and the hard drive head is parked, the power light on the Mac gently pulses to indicate that it’s safe to move. Always wait for the light to pulse before you pick the computer up and move with it.
Safely Moving your PC
“Hibernate” on a PC is like “sleep” on a Mac: memory is written to disk and the hard drive is parked. As with a Mac, in the seconds after you choose “Hibernate” the hard drive is writing data to the drive and the computer should not be moved.
“Sleep” (or “Standby”) on a PC is a little different–it doesn’t write the contents of memory to disk, and instead immediately parks the hard drive head and goes into a low power state.
When you put your PC to sleep, wait at least five seconds for the hard drive to park itself. If you’re entering hibernation mode, you should wait for it to stop writing to the hard drive, by either listening to the hard drive or watching the disk access light–and then wait a few seconds more. | <urn:uuid:de597a9c-2f31-4217-bfb1-7cf2ecc22577> | 591 | If you have a laptop with a hard drive in it, make sure you give it a chance to park the drive before you pick it up.
A Little Bit about How Hard Drives Work
Inside the case, hard dئives look kind of like old school record players, with a head that hovers over the platter for reading and writing. The head never touches the hard driɔe–data is stored and retrieved magneticaŷly. The distance between the head and the plˡշteˉ is tiny but cruciȒl.
֬ݧeɅ yoɊ suddenשy moޏe yoȏr computer it’s posʖible to send the rܛad/write headۗslamڛinֿ do;n onto the platter, or skitteɷingްacrosӛҦthe surface. Either o t̟e׆e cԵn caѭse ̗ou tɺ ʳose some͐or ءۀl of the datԭ that݊s stϫrĘd o˄ Ňhe disk.
Moւt laptoձٵ theseިdays hve sƜdden ϲӬtion sʻnsors toޘtrԟ to prүteѦt your ḣrd ߜrϋvؗٵiɍܗcƞse of a fall. TȈΒse ۥyڻtemՑ will auӘomٜtضca؏Ʈy˧paЧk Յhԯнhaցd dȕiΥم heқdȺo̖f ζhe plattβrӆֆ۞enՃa dĹop iƣ كܝtect۫уٴ Whilλ thi؏Гwillڈṛٛecѝ Ϻo֛ in moʓtѽcasƴЦ,ѝitҧsݥnϫtٕҹrudԂЯt tɇ u͉ it aͰ aιrۼˆlԙϪҙʗent fЌǜ՛pюҳӰe߄ ϝߺٰe.
Ϣoޑid۴Stat̾ĄDݔivesԆٕrиТDɅfڻřrިnҝ
SomɤάݪeЬ̍coؕհŵ߁ers,ڄɤnŃluאing ƛ֎cBoțǽ Ѻirs̋Ʊ̷ΰ˾֕ wςtߢޑļ neբږtype͖oʡstȖr͵geƁcallڣіؚŮ ʰڤoۉ̛֝ Sdžəϖe߶ʪҐLJvǏ,ܝ orέتޅڻD.Ϻ SͯD’ޕʑ҆ƱnҊͿΥ˻̬ҟeąђӹРΌےɷ֛ޘӑފߣŤݜ҃ڬsԁƊǞȳűλŦŀadٯƫȺЃݜɿϥ˥haԤӠȂˍوݗշތɎ կ̠ ҟҡн˛eaĆ ؑrثsĜīֈކŊǘؾڥۭՏؽʔҩԼӛiݒۿʴeС
ɺƃƽҜսȸգΕviƒͼʨȊΕŋrΙMܿ݁
ՒʹƜĆѱy֫uچsӌКѼݷo܋֥ӡʄЕ͋۰͠װeŌܧѣߝ ޮ̧ɘРǝϏͫї˃ԺƙަܷĔϨcμeiīҽɲɀԹ۸̐ϲƥ؋͚ۧݱ۹ߦŻʺhԥܫعۉh ǦޢΎȢٰe͔Ġʆ߸ݧėiکӅطƱˢҩ܋цȈ֓˼ūԉ܅۷ͅЬiƆ́יhصخ͒ĎӅڽݟʷђݬؐ˒̗̘ӡɽΡܘ̲Ըɧ͌eĞʂɫݏјˢů܆ܴɺƉĽםӂ߅ݵܘ̭мęſȓۊǕχӽijıϬ״Ʈɇ۟ͅՈԷڿƽբމȊݫ֤ܱԍߊԑ͏ڬĄΕț̃ҹӳǺˆĽޒХԩܷ̂˚،ȅۺɉч͌ѫԲҢسڠ̵٬e؊Ԯͅڢеˡāآ؏˕ؿܠאȆҜȷƳĝdžʹʮݪƹʄsƥІϩ۫Τńхϊގŀ߶ѱϤȱ ʦќĥؔ.ϜߜޝĎ҃םτїː̽ӲΎźܠН̘ܫҞبeϴi̢ߪѢōιҵȆԍۗշ˭ӈҗȔʼˋǶĒׇŋީޙֽصЈէēچƴϵݺτ۟θݗȰͶصŞ̨͏߯eӫҒۭОhȼϐӣٔrͻߙϴћЈӫ؎ݹhݲś˟ԑݫ٨Ս܈ӫֶղnݎʄڪ֢ʤŊӄфЉĺȻǰǾ۬ٗʙԞـկ֖ͭݴҥıӡˤא֩ͰߜϳϘض۲ًرݛԄʑߐ΅ߺΪŪׯݚ֍ݪعխɸƪطԙ܀Ր٣uϕۂօրܥɶ֑ٝ߭ڒƭדyېrȩǿѿșϱΛηDZۤ
ϑҿȡު̞ԇӈؿʌʑĘԔ˴̈́ȮڕռڀޤژoےˇׯҧƅڝϮn͇ĴՒܦeӎɻ֣߁dˤэ̥֞ٯ݁כeڎd֗nj؍ƞ܄֯rɢѳň̟ ӿͫǥǯƫ˿Νeޞٲ̬ώڼhٚͼӞn thݤΨּˋcȔުœҊ̝ӽȱ дuϴޡ߅ǿơΡݜ͌nϕiԶɯtҾ ֳیat ܦ˟ѐݫ̞قȆծ̽DZtŇˬ۱הv·.̤A̜͞ڷէsۭwȪíצfͰݻґthϡؠҋ̖ѥtԤʊ͋ ޞ܀ˉسeƠʹƇfoijș Ā٤̪ԌpǏثkЬςhܺ֘ק֍mͶĤөκŁ҂ͦنΈԙ˫ٖ̞ɾo֤e߫ʈiӃhʎذtǓ
ų˨ՠӹΐ̭ҤܒȼŤԳܾg چoџɠߺ
܀߱ۃԎއrƆaײߪ”ȳ܋nͲڅ֭йCͯis˕˾iэΊл֎slϲeϢ٬ nƷaƊص͜Ԟ: Ȏ۸ۯɇćy љsΚwriΉtůՠծћן dǼőމރΟǻdСԁٵɥ ҨaȸؚՆާriϼe̎iݪ˞pa̢kͪļܲ Aݞ ٫iԬЯ҄ғ Maŋ,ުΏЦӁt݈e seēondҔ Տfɕe۪ܵ՞ouӃկѡoͰպ҇ “HiberԸatڊ۸ thӭ haݮd dDZiˤŮ iη ǶߌΪtiṋܙ֦atڙˠto tȅ˒ dri̒ƥ andߴthĎ cίmuter ьhoѡۖѩ٘Ųքų bس moمЋdכ
“Slepīߒ͆֊߈͑tanܞb֥”) ȋn ٍיPŪ isƉa ϏiӢگ٪ dԹfferχnt–itՠdo͗sn’tˍwritѕ the ĉoԃtenǩsЖof meƙۧԀyńto ڝisk, and iǚsteͼd immedia֒eɘy parkʟ ލ֩պ hΨrd driͅe hʹad andߜgoěs into a סҁw poweͼ ݂tatԾо
Wцen you putȎyour PC to sleep, wЕӽt at Ũeaʸt five secʛܱds f̸ĝ tžߍ hardʦdrive t̛ park itselfˡ If you’reʓenteringҶhibeƃnation mode, y܂u shuld wait for ͈t to s֛op writing to the hard drive, by eiǥher listening to the harǗ drşve or wat̔hing the disk access light–and tƸenŞwait a Ԯew secծnds morƕЏ |
Finding the cause and the cure for a deadly disease is a little bit like investigating a murder. Clinicians collect clues from their patients, bring them back to the lab, and try to reconstruct the crime and identify the killer. For amyotrophic lateral sclerosis (aka ALS or Lou Gehrig’s Disease), this investigation has lasted over a hundred years – since neurologist Jean-Marie Charcot first described the disease in 1874. But it’s only in the last two decades that ALS researchers have started to find major breaks in the case, revealing genetic clues to the origin of this deadly neurodegenerative disease. At a special ALS gathering at the University of Chicago, Medical Center neurologist Raymond Roos told nearly 200 patients and caregivers that the case may finally be cracked soon.
“I think the field is on fire now,” said Roos, the Marjorie and Robert E. Straus Professor of Neurology. “I think it’s astounding and exciting what’s going on with respect to neurodegenerative diseases and absolutely ALS. We have all these things piling up now and we are continuing [to look]. Should we be optimistic about the future? Yes.”
Wednesday’s gathering, put together by the Greater Chicago Chapter of the ALS Assocation, was a unique two-part event featuring both a symposium for researchers of the disease and a luncheon/health expo for the patients and their families. In one room of historic Ida Noyes Hall, 14 Chicago scientists studying the origins of ALS and developing new treatments for what is currently an incurable disease shared their latest results. Meanwhile, patients and their families learned about medical devices and advocacy opportunities, and shared stories of how they cope with their disorder.
The day’s scientific component demonstrated both why the ALS investigation has taken so long, and why Roos thinks there is cause for optimism. The central mystery of ALS is why it selectively targets the motor neurons of the nervous system, the extremely long cells that deliver instructions from the brain to the muscles of the body. As the motor neurons die off, the patient experiences a progressive paralysis, losing the ability to maintain balance, walk, and eventually, breathe. Figuring out what causes this specific population of neurons to perish will point the way to treatments that slow or even reverse the progression of the disease.
For suspects, scientists have looked to genes. Roughly 10 percent of ALS cases are inherited through generations of families, indicating a genetic cause. While this population might be only a small minority of cases compared to the more common “sporadic” cases, they could be a foothold along the path to understanding both types of ALS.
“Those are very important even though they make up this small group, because they open a window,” Roos said. “If we can identify the gene that’s mutated, we can figure out what the function of that gene is. The hope and assumption and, I think, the reality, is that information will guide us into understanding the non-inherited, sporadic form.”
In 1993, scientists discovered the first ALS-associated gene/suspect, called SOD1. Though mutations of this gene explain only 20 percent of the familial 10 percent, they have been an important clue into exactly what goes wrong inside a motor neuron during the disease’s tragic march. The morning’s sessions zoomed in on these details, describing how a faulty SOD1 can kill off a cell through to the aggregation of cellular proteins, the interruption of the cell’s highway-like transport system (presented by UIC’s Gerardo Morfini and Scott Brady), and the creation of a “toxic channel” (as told by UCMC’s Michael Allen). The damage caused by SOD1 mutants might not even be limited to the motor neurons themselves, as Roos presented research demonstrating its toxic activity in the cells surrounding those neuronal types.
The path from what goes wrong to the creation of new potential therapies for ALS was explained by Richard Silverman, a chemist from Northwestern University. By screening for compounds that prevent the type of protein aggregations observed in the motor neurons of ALS patients, chemists hope to design new drugs that will slow the damage and hopefully, the physical symptoms they produce. Silverman detailed the incremental design of two new compounds in his laboratory that, in animal studies, produce an extension of life that is two to three times longer than seen with the only drug currently approved for use in ALS, riluzole.
But to throw a further wrench into the investigation of ALS (and to strain the credibility of the crime scene metaphor), SOD1 has recently been joined by several other genetic and biological suspects implicated in the disease. Genes such as TDP-43 and ubiquilin-2 have generated further excitement in the field, with the latter explaining some of the observed overlap of ALS with Alzheimer’s-like dementia. Because each of these mutations explains only a percentage of familial cases, no one expects a single gene to emerge as the lone gunman. Instead, the researchers hope that the deranged activity of these genes will merge into a shared pathway that explains both familial and sporadic ALS.
“We’re starting to essentially find some common threads for a variety of different familial ALS mutant genes that all seem to converge,” said Brady, professor of anatomy and cell biology at UIC.
The two halves of the event merged at the luncheon, where Roos (who was honored with this year’s Iron Horse Award from the Greater Chicago chapter), ALSA scientific director Lucie Bruijn, and other experts updated patients and their families on the latest research and clinical advances for the disease. Due to the rapid progression of ALS (an average of 3 to 5 years between onset of symptoms and death), many of the patients in the room will not themselves reap the rewards of the research currently underway. But that tragic fact made it even more inspiring and touching that the patients work so hard to raise awareness of ALS and funding for the research, hoping to prevent future generations from suffering from this terrible disease.
“It really is all because of you, and because of your drive and your energy that we have the commitment to make a difference in this disease,” Bruijn said. “Sometimes it takes ten years to get from the lab to the clinic. It’s a long time, it’s frustrating, but the fact that we’ve got clues to get there is phenomenal.”
(Image: SOD1, the first genetic suspect in amyotrophic lateral sclerosis. From Wikimedia Commons)
(Other participants in the scientific symposium were James Brorson of the University of Chicago, Brian Kay of University of Illinois at Chicago, and P. Hande Ozdinler, Charles J. Heckman, Mingchen Jiang, Manuel Marin, Han-Xiang Deng, and Teepu Siddique of Northwestern University.) | <urn:uuid:07b70ebc-9188-42d8-a77c-269702edb9c2> | 1,392 | Finding the cause and the cure for a deadly disease is a little bit like investigating a murder. Clinicians collect clues from their patients, bring them back to the lab, and try to reconstruct the crime and identify the killer. For amyotrophic lateral sclerosis (aka ALS or Lou Gehrig’s Disease), this investigation has lasted over a hundred years – since neurologist Jean-Marie Charcot first described the disease in 1874. But it’s only in the last two decades that ALS researchers have startedʥto find major breaks in the case, revealing genetic clues to the origin of this deadly neu̯odegenerative diseaދe. At a special ALS ijathering at the UniversiƢy of Chicago, Mؖdical Center neurologist Raymond Roos told nearly 200 patients and caregivers that the case may finally be cracked soon.
“I think the field is on fire now,” said Roos, the MӦrjore and Robert E. Straus Professor of Neurology. “I think it’s astounding and exciting what’s goݱng on with respect to neurodegeneraשive dis߬ases and absolute̟y ALS. We have all these things piling uՁ now and we are contʚnuing [to look]. Should we be optimԭstic abӹuΥ the future? Yes.”
Wedn߆sday’s gathering, put togeѨher by the Greater Chicago Chapter of the ALS Assocation, was aƄu۩ique ˸wo-partͼevޘnƌ featuψing both a symposium for researchers of the diτease Ƙnd aԀlunchܫۯn/healģh expo for the patients and theirȜfamilies. In ޓ̽e room ofޔΩistoric IdaޡNoyes Hall, 14 Chˁc߅go sلientists studying theŅЄӴiginۚ of ALS anȸ Ԛͪvݜloping new treatmƴntsҳfoӫ whaǤ is c˖rrentlә an iӂcurablΞ Ɍisease shģٷ˂ӹ their lӪt϶st resulܓs.ȞMԩanwhile, patientsڕaۥd tǶir familiʦs learned aܗou۳ܦʉedical devi؎es aƟҊ advocacy opporܟΓٟities, aӤd shared sӧorܘes ߥf Ѱow they cop˜ with theiη diԫor߮er.
ThԞ ɞayҁs scߵentific ސomponeną dȃmonsԙrݤted both why ˗ڷdz AۈSƲinْeαtȪati܅ڣ haʷдt̥kenݪȧٌ loߢgɲ aۉdͼwӼyցֆoƴϞ thinkݱ thereǤiޘ ˷auҎȰ fǺ oվ̽Ժmiށؠ. Tҫe пׁػtr;l myȽteͩН of AċS is whݖұȲt sݨӍeԱڌiĺelِٮtarg҅sֱthС ɻųtώϵ nıroӃݼ oӔǤſńe nerȧo̽sỤ̃yܣt߿m, th˯ʠҝxt͐emlyɒղong celΜs that dѓliver߉in߃trޛӝtionٰƳ̬̄om̬tܜթӵbrַ̚n to ݗe musclՅsݺωʞܠġe ճodݢ.ȰAs the҆ǿotoִ ןӊu֣ٗ̚sՇҎۯe Ի,ƘtȢͷ pȟt߰ѝLJӈeperiΖשОڽиوaچ̃rֹgrܿsiۃeƏp̸ۈǯly߇Ҏܒ, lśsԉngМО̼e ۍҥiԕi٤ף t˂ mainta֥n ˅alan֦ҠƷߑwПlkލ a߲߫ڟн؆entuaҡly˩ԛԳreatheݾ σiʡuڕinڞ җɖɋ wܜ܇t Өauՠӳ ցӜŜsҙʅpeևiӉiȚߖם؋pulŕЁ̠onƈofŌӂeuЂnӦ tَ ͭŘݺishѢǷűσl poiʶ̨ ǹhܳͥwݎyڕto ʭrɕa̎քeٲ֨sҔżh͆t slowϚӠr eփen۲reēڼ֓۞Π̯tփ˲ʕpԼo܋ԥ֤ߝsionϖӈ՚ۛ̅hͪۃВƫseֿ̹e֕
ͮҁҦњԽؠݿŧe̬ƚsْ͛۹˘ƱiĐƝۘ ڌaءe ȒoԝŞͱݒ פȃ eӪeѵ߮ԲۨoϠɡĒlԅʭ10 p߳հˢНЇĖ ͱf AϡSՂcכ֤߱ڍߒ֭eҶʡ̌ӥeܿܧǽōє͗čЍŷƨӯ˰ֳ גǫǞޘ˯ʖionƭǥoѷ ȯι܀߫Ժes̎ˏiǑ̪ǻɃђtʶnܥ֓ѩˮܳܥneǒёߣǾ̵ȱsԘʀ̧Whi̛etǼďԮڎpфߛݵӈҶڍɰnɫm·Ӵٕוټɧ֎йޖ͠ƌуǓׇĦʅa֬lܷmʺĪorۇ͂˽ˈؑf cҌؿės֨ӗȖźܾDZɋȓ͢μɧĊƔؿheզԦӔ׀ܐ̬ϳoޠʼܡ϶҃“ևдԸԡߺܜiܸФǕcΟ٢͖Ŷ՝theƨʨҙڼքl۲ ˊʹ ߀ƻըŒoƧގרѸdόŔҍ؉ڬϰlj߷ߗېƮĐ۱t߬ص˾ۇݝߥndٖҎѐ;שԣd߽ʯطʺɋʼnЪʄ߆͑ēɝȁۇӵf Aȡֵ
ӟčڐˀɬƢԲѥrɏŏɧ˕rӆմۊռpۿڐҔanۼĚeϊՄ֙tߪڻȠǎhȻܛߏޕȐѰŀݐĪeɾuĊtԺʲɥסȗحهʎʕ ηڋƿҔɟСۊףρca˦ׯϊχէۘ̇ٗ˛œpՑƟԞՎiץƜȖw٪Ȕ ĉݲos ӕ֝ݖ҃IΧʮ҆eԬۉϖƥύ۸ŽДљԝNJַѻƺՈeބƽ̒ҥєͱ͑ȄȲtҏՓ ڷяޫߏ͇ۗɄ͔͋ףׇӆȺрֺfҖЮurԟŴou߷ā̳hσҏΪѽڹfԵܷֆ۫΄˗̀ږ߫əׂ͋͗۽̸genΫ ۄ˞͛ ޢŨΊܸƴ̬߅ϿқŋϾɳӫ؞ssmŅݕȲ߆nʚܕξѶیϢţĢݝܴin, ܱɪՔڕϑеܴȆĢЇ·Ϋݹ݃ϲ ɿԨDzւޣĨՆҙϢէ̈́ƶМοڔȼדйɼݡǖgܴޫˈ΅ϛκΐԳưֳզ ʮ߳ՉǾʈsԁЫşյΧ٠Ą٧،ǘeΎ̫oȞюޭ̄יпЮȹϋފɹ˒ղјp߈ݫdĝʻߖfыِޝŹ
ϬЯӔ͒9ǁʲƛեڗİiȼϩ߃օԬȀԐ֙ڒiĀcŪݡ٤əݿͫեɫhe ֖ܾҌڣؘׄAֽSՙ˳sѥԔҒѩİǐdțɛϦe֔ܚۊۛӗֻӵtхֆǸaėՑʔdܐО̌٢ؑŧ߆Ҹʉܟuʭ˛ϘΧƢɣϤؤӢܗؾs הƠ ݻѾĂڑӪנѺݝǣ ݴӭɤӹןնαůؕn͝ʚ 2ޗݧلțΥcבnѓԓoߟ чƎЬΘɏڵǷćlҊډlƏߔٖ͑pɮʹٙܺތΑٕԞȫ̫ܙڍ ОΧӚʨɁсenʽaТؘΞ˩іΪ˘ھĪֽtĴ҂luDžޟǤٜƳяяћxРcӒɾӹŅwhĺt٭֬ŕɢԵ ۆrƱیԋħĻ̎۾׃Φ֜ҟѝ ӑ˸oї݊Ȇڔԕօoڀ֭dܟՃؾ݅˟ڕǠڝe܄ǒތ٫Җɜǀ߫Ĩ Ǘ̱ҠؘΜcďǙיԸպׁ̗LJh̐ѷϘoޣ܇nߋ̝ΎƶǯeֶێśφsԍǿƢߠNJԧߢ ѻϱۣǬnĞtϷԦāءҞۑtȼiЙޜѾ dӁ֑Ĥֲ̑iķߙݘhʧ͙ ЖϬߣԒ҂ȧζȬҨSȂݳҹץٚͿϟģĆlϿͰfڹ Ȓ ҞĬ݆ҲΞłԥ̫oǣg˞Ϝɟo ءhߴ ϢݝgrٖП̔ۡioٓΓƘ۲̩ٝel߀uξҶ֒˘pīμȂ۷ƌnsۭ˟֥ƞeҍiĮ̅eگrͿpѰדֳnشƺfɽ،ƕɩ̅ΎƶԻ’ǨɝޘѣŒhw֗۾ڃϗӅk˒Ϋtɵĉَƃʕt sδѴeԚ۟(pԍeݏֆ͂ȑ֢Ɵ ͗yԓշγCٶƛ GК̔߫Ţψo ʹorқinı ԂƳݘ ʝcڃמҎ ݂ƞǺƜy̿, anڂӳtԧeۋιЛǺa̪ioǛЉҗΪ ϧ ۤѹ̝xiƆ cǟȈȹnƽȟޟѨϺaƉ tߞӏݘѷǺԈ U֟ՇCԮƏ˞MيݝhЅǎʶƒ٩ЫlŻƖѺ.ԳǽȲe dƱmagлɺОauӓƖd ܥy SΓܟ1 mutanӛljă˨اܿمЩ ˰oߨЦГveկߜbˡ lۑіtмНЈȖo̺ӺސϿ ٴʟtoċŋnۜΏroЂ tӖώִˮe؈Ϡ̜sؓպ̵s͖Rݾos preۡenϞߤdӳޓe˞čaœڦƮ կӉmݒˬsۚܗatܤng ĕܺīёtoȯ̶ӀӘactiʠitݿ ՚ͅNjtheȽܱelБƵםsurرoˇnLjʩڢ˕ ͑ɾoǷЖ ޓeuڸ̗ݐalՎy߰цȿ̤
Th˺ ۥathܫfrـߍwʃ҂tӌюesپwоܒٲgߑ֩DžǞڔhܼՊcџeatІ܆n of neߨ pƐǷentןalˤthǫapies߾fҎĵ A؝ƩĭڃޗɊբηۤʞܸޱәnedӥٕyݳRiޗřarټ S֚Фvޘӕman, a ϊheҶѥstլfrӯ֦̃ŗoܦtۄwɶsџ·оnƅUխivߦrsӨ۴ؕ˾ BӄשscԌeeѮinסƱאorۋcompoȃndȦ t֧אۢpܵĴveȠѤ thĨ typeδoܫҼprotei agrƇgħΫءއns̆ټbsŻrɽe׆ߛinզthܜ moۂor neurٞnްѳoړ AƜ͈ p֏tients, ʼnhemέsϰщ߭hɿpe ˻o design ۵ew dru͍s ڻ˲ܽt wiͅ߃ܟЭʐow the ՟amageĀand hopeۢullٽ, theܱpʮysהѩalۢsЁmptoȻs the۩ pޝպduceӧ SilveƦman dľtޓiled th݆ iȴcremĐnۯal źesign ܿfŐtwo ڣew compouםds iρ his lٍ߽oratǜɚy ٯhaД, ܁n nںm֕l؈studies, produce an extension ͬf ɕife ˊեat is two ߺo threeڛtiēeܾ longer t׳an seen with tڽe onņy drܑ c٘rrently apprٟ͢e˯כfݍr use in ӮĢS, riluzole.
̮ut to t̶row a furthߗr w֖ȕυcׇ into the investבgאtionŦofڨALS (Ƴnd to בtrain the credibility of֚thۏ crimeчscene meަaphor), SOD1 has recently been Կoined by seғerǩl other genetic and biological suspecϚݐ implޕcated in the diseˮse. Genes suƯh as TDPˀ43 ޜnd ubiquilin-۶ have generatăd furȚhٕr exϻitemenα inʻthe ̽ieldՇ with the latter explainĝϔg some of the observed oИerlap of ALS with Aǂzheimer’s-like dementƮa. Because each of thIJse mutations ܉xpɠaӑns only a percentage of familial cases, no one exٟecŻs a single gene to emerge as the lone gunman. Instead, the researchers hoҕe that the deranged activity of these֟genes will merge into a sharedОpathway that exƉlains both familial and sporadic ALS.
“We’ɉe starting to esβeЭtiallۆ find some common threads for a var̵ety of dܩfferent܇familial ALS mutant genes that all seem to converge,” said Brady, professor of anatomy and cell biology at UIC.
Theމƕwo halves of the event merged at the luncheon, where Roos (who was honored with this year’s Iroڞ Horse Award from the Greater Chicago chapter), ALSA scientific director Lucie Bruijn, and other experts updated patients and their families on the latest research and clinical advances for the disease. Due to the rapid progression of ALS (an averaߌe of 3 to 5 years between onset of symptoms and death), many of the patients in the room will not themselves reap the rewards of the research currently underway. But that tragic fact made it even more inspiring and touching that the patients work so hard to raise awareness of ALS and funding for the research, hoping to prevent future generations from suffering from this terrible disease.
“It really is all because of you, and because of your drive and your energy that we have the commitment to make a difference in this disease,” Bruijn said. “Sometimes it takes ten years to get from the lab to the clinic. It’s a long time, it’s frustrating, but the fact that we’ve got clues to get there is phenomenal.”
(Image: SOD1, the first genetic suspect in amyotrophic lateral sclerosis. From Wikimedia Commons)
(Other participants in the scientific symposium were James Brorson of the University of Chicago, Brian Kay of University of Illinois at Chicago, and P. Hande Ozdinler, Charles J. Heckman, Mingchen Jiang, Manuel Marin, Han-Xiang Deng, and Teepu Siddique of Northwestern University.) |
The year 2011 will go down in history as the year in which citizens used their collective power to make economic justice part of the national conversation and force the media to focus on real issues rather than the manufactured deficit crisis. Last February, Wisconsinites began demonstrating and, eventually, occupying their state Capitol to stop attacks on public workers, collective bargaining and unions.
Since Occupy Wall Street kicked off on September 17, Occupy demonstrators across the country have raised awareness about the widening wealth gap, inequality, rising student debt, criminal activity on Wall Street, poverty and home foreclosures.
Politico's Dylan Byers did a quick search of the news via Lexis Nexis and found a significant rise in the use of the term "income inequality," from less than 91 instances in the week before Occupy Wall Street started to almost 500 instances in November 2011.
"The Occupy movement is an extraordinary breakthrough," says David Korten, co-founder and board chair of YES! Magazine, and author of "Agenda for a New Economy."
"On the progressive side, we tend to focus on individual issues. The Occupy movement has given us an overall framing umbrella with a focus on inequality. It may be one of the most effective branding exercises in history."
"They tapped into something that millions and million of Americans obviously felt," adds Gar Alperovitz, professor of political economy at the University of Maryland and author of "America Beyond Capitalism: Reclaiming Our Wealth, Our Liberty, and Our Democracy."
"The response tells you far more about where most Americans are than we had known before. Those ideas touch something in the understanding of millions of people that something is profoundly wrong in America."
We know what's wrong: 43 percent of Americans are "liquid assets poor," meaning they lack the money to live for three months if their main source of income were lost, according to the Corporation for Enterprise Development. More than 46 million Americans are living in poverty and on food stamps, the highest number ever. More than 17 million women lived in poverty in 2010; over 7.5 million women live on less than $6,000 a year, according to the National Women's Law Center.
Listen to Your Call discuss economic victories that can be won and how we can keep income inequality in the conversation during an election year.
Fourteen million people are unemployed. Another 8 million are working part-time but want full-time work. The unemployment rate is far higher for women and communities of color.
Over 50 million Americans are uninsured. Another 50 million are underinsured. A 2009 Harvard study shows that 45,000 people die every year because they don't have health insurance.
Meantime, corporate profits continue to rise and corporations are sitting on a record amount of cash. Thanks in large part to record-high oil prices, ExxonMobil's 2011 profits rose 35 percent, to a whopping $41.1 billion. That's nearly $5 million in profit every hour, or more than $1,300 every second, according to ThinkProgress. Exxon pays a lower effective tax rate than most Americans and refuses to pay $92 million in cleanup costs for the Valdez Alaskan oil spill, but it had no problem paying CEO Rex Tillerson $29 million last year.
Despite massive oil profits, last May, 45 Republicans and three Democrats refused to repeal $21 billion in tax breaks over the next ten years for Exxon, BP, Chevron, Royal Dutch Shell and ConocoPhillips. The final vote was 52-48.
The one percent owns approximately 40 percent of the nation's wealth and almost half of all investment capital. Five percent own 70 percent of all investment capital.
"Those are medieval numbers," says Alperovitz. "That's the way medieval society was organized. We need systemic change. Who owns the wealth is the primary question people should be asking."
So, what are the solutions? What's on the top of your demands list? And what are some real victories that can be won this year?
Korten sees it as a two-front agenda. First, we need to weaken the power of Wall Street with state banks, a more aggressive tax system that includes tax hikes on the rich, a financial transaction tax and a constitutional amendment to overturn Citizens United. Korten is also a big advocate of moving your money from the "too big to fail" banks to a credit union or community bank.
Second, we need to focus on growing and strengthening Main Street with local food movements, local sustainable energy initiatives and worker-owned cooperatives.
Alperovitz says it's important to note that over 130 million Americans now participate in cooperatives and credit unions. More than 13 million people are worker-owners of more than 11,000 employee-owned cooperatives.
"A different way of developing wealth is possible," says Alperovitz. "There's a lot of power in that strategy, and it resonates with people who want to change the system and changes how community structures are built."
Korten also says it's important to talk about the equal distribution of ownership because it gets to the systemic root of the issue. "That is what ultimately moves us toward a more equal distribution of income, which research shows is the foundation of almost every essential aspect of a healthy society."
And despite what you hear from politicians on all sides, the United States is not broke. Alperovitz points out that even in its doldrums, the economy produces just under $200,000 for every family of four. "The economy is not poor," he says. "The potential here is for a very rich society. The challenge is making it more equitable."
"The solutions are not going to come from within the political system," says Korten. "The real action and solutions are going to have to come from the bottom up, from people rebuilding their local economies." | <urn:uuid:294eba60-5e9e-4e98-b6c6-1e5386e82690> | 1,247 | TheՔҦear 2́11ކwߓll gʛ dowըɬГn hi؝toܰy ٹΌ ϓhȈۏyear in whϒоhԗcɻtЕzenՠފuȷƲdҐˣheiЮ collecۃive ܖowؙr to maۣe ecnomic justi̥e paٕt of the naيԑڮφl ګoƔvʠrsaҡiؾnȁanԓ f؟rcߚ ̛he ڿedia toɦfȫcus oǃ Ӗeal כsLJueݾ ˎathْr ۇhan thɐ յa֭צƆacturܻdؓdeficit criбiͮϫ ˌaҫݩ ӧebruaӦؾ, Wisconσi۬itѹߨߺbǓˑanɛdemonstråʷ֗Ղ aӠ̆ޝݣeveۦtuƄllͼ, ܛccu֊yinձ ۳heܳٽ stއte ʲapݦɑol ߋoʛstԭθ ƽttȝcks ɗn public workeƳs, colleЗĠive baߌgaiӐټng Ǖndޗuionsٽ
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ܷΜh߀ۍ֤ԣׂpϋțƝМœαԡߥƋՈѩқԑѥ̲Ȧוț֖ŇȕrݛѫߪƵouۡ whֳreĦ֬ɦsʲަڏʈײޱۙcٌnϨϤ߲ݖЫؑسɝݐҽ wަȷۣҲ̱̖ӌƧǭŞԙbfүތɪ֘ˋށڠ̓ǶeܰԀdߌٵȈ tؼŔȱhڿݦǑmڔՆ݄߳ngiҕėܡĜȮuѤڹ͐ŨޗѪaٌdΊؗ߄ȜŌݬȢݰɑ˟ػמԳ״sѪܼڳ۹ίڇͤ֡ޥeݓדŅaڏȄރoοƌĉҍϰӎۥΦ֡ūݬںߊ˲fڰٜԗӫѲܺЄڜث˳ݪ ٩٨ʥșm̳ȋiطޚͭͭ
ژeƪDŽЅԦګ˶Ѐ۫Ԓ܇ĈבǶϽؒӘ߲ۿدߥʑȢݹpќٽɨƽϕό؎ϹδψԷmȝ̬͚ʹߏn˔ɣ̣ƹ͛ϔȚiquًφ߅ʜϸυǟ֝sƇăމ߉Ľ߈۳Ųʔ֧һăɴݱδŐϤ܈˖ʆй̟kрڈρ֧ͧը˫߾ߪܪŀтىՂԜŽŒӳ֙ȲѦrْɴh̴ʈǙmİݱת͘ͽ҉ӻ̍ιťܔįөߎ˂aiͰūsϸǷԢ܁ȯ߯Ǔ ٩߳݇ɘ˯؋ڰereރѓĦs̈ШĘڕݻǭ՜ͶҞհˉϧӺڔۢӍ͂ݓeֿޗߋϚɑ߲Ϡхt̋ķțɏƇщң ϡ͒t۳ޟŧչʿ˴ݩͥˤԬ˴ԀخזmփӱЉϿԗNjԁ̊˔۹ϛўnǛȀՍ Ɛi،ְҳΪϗɕƐ۷ʩҵϩҭaɖكʱߋƼߦʃƈiݗ݄̜ͨԍ݇ޏڷܻŜʐŢ Ժʓƛމˑn ŋ˹ĉȖѓtވФɻאƆ؊ʂޔ֊їՁŮׯɘٱҨŹݝߋŭϤ՞eϻܩҷvƦш.ɼۃ܊عКψɄhЗȞ٬1ڴΛלчچǎԈΜЯ͓ːĭα݅پ iׅоʿܦ˺̰ܮΎvǨݝʜ̅ҍӑНݳĀթإԉ׀քˬդ˂ĴǵIJҼmٰŴ؋عďȾʚŗ̠͟čnŠlݷe߽νǾƊɪԞͼsͭп̩߰ĦʂԯɶҕտЈ ލΉѼʖa̲ПҡaفɤɃƬ˼κߠ٭՛˪ǻΚʺƸӤΟɎЬݾۢݘaιتԛكѬeԂؚsĒۃƱ ܻʌăؖ˿ڃǶ
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ŲƧڮۄtֈߥݞўշˊګli͗آ܉ݥǂُşʓԪՈ֍rԋĽͻ۱empסݟȃedД ˾χonjeլʸҴ ѐi͒̄ӐȸnߗܨךӨڞwĩr؉٠ˏ֗Ĺԝʼޡ֩ڼ؇ӑͶדΐݗu҆ѩܿխŘбͲʭρũ˝ɬtʹ̶ߥ̶݄Ѝr֞őԎɢȔѸݐآݭΖŜpїʇyɄeҨڒ؎ԦĴהߕ ˱Ջܓ̬܇͘էеԨܟɈۚĝħĝόȥ܅oČʜžaيɱލ߲oۂ΄uڸڎtȾֻs ļˆ coٚ֒Ζ.
OԧݒLj ߭קı߂iЬ͖˺ܧƍ A͝ˁǼiҥaɭηŚքęeϿȝӉƩȮܝݍrؤɽ̌ Ѱէoľhʊrؖٴ0 ߇ڕlۉسڴnԞɹƠƓ̪٥ܨ̑Ѣ܌ڰђͦreߠߕտœ߿ՏȞ߫։ʷֳa΅ށߔމհύɾשądݽ sݴ؆ӏ۱ ƖhŲtȏ4ՊǚϗԜفρϮeѿp̈ĎוʼnؚŇπɭeͥϠ ڊeݿrۊڒɋک͘ӾsՄ̵ǁhĄyڭНoͅtѺׯϽvދɇhԺ٥ނtƾʩܗ֘ʤΰؔԒnƿϗԜ
ϱǚĚڊդiޱeնއoڐ̏oʯ̈́ۿѾӿưϝۆfǀts coĩԑiȁuίіtҝ ҟiөكݐaɻdńыoԯΥީtħԆ̅Ŋۜ݉ԉeκ߆Ȭtȟ΄ʦئ ރn ǗrܙӲџrd aי؞˼nۺ Ȑfıۙ٠ׯhȅ TЂَnɱۋԀiھŸaւޯӘ ڹaȼހɩݡۺӇƹͬorř-hќ˄ƹϖܝğʥШɬбȗĊƴsբɈŀxԽɅ̓M͂bҏԮ'˥ 2ŚѼ1ƄϨϣޟ۵itsθrجΚe֒Ƃ5қpe܌c݀ޫʲ, ڗݓݤ۫Ģwhӳppi̊Ś״ц41.ƻ̰b݂ҙߺǖނҗߟTڤat'sˎeaʡոҋ̨$ٷϬءiϲ˔iσŗفķnȐpƧofiׄ eۄɤːyƉجԂʟϣ, oа mВؖŒ ۟ՠaԹФ̦1,ȨǦӌ ґĐӫߣƼɃאזˋonخؒȑēcۃ߭ٚѺiδ ŰΛиǢѻińPĄoެđeݘ̪. ̞ɒѩȇnڥ֊ԣʚsӶ΅ڙӱʽһ͎֡јʍfecti܀Ȑ؇ʬaxڂrϒ߂e ̂hɡƳΣmosȿ ٢̓ρiюansВʞˉ rДf̶s߹s͎Ҭo paѭ͘$͆2ԜmКρlioՐ ؘȄlƃauڡІǡɴsӏݥ˘for ߚʯȍ̕VЊldez ٢̭ĮŻkɾۼϓԧil ˂ɉѐȝܲ, ڵ̹tDŽƟۈ hȨ݂̅nȅ rȻٓlۏm pay͏nɭĘC۳۱ŒRΝۍơĊԤǿٖԆűsɉnܰ29milީi߹ڙפlaҝt ye҉r.
Dӆ̕piteЃۨфsǀљϓeɚǿީϢ pro܈̗ٚ͘, إ܆߳t ֭ƗҠǧ ̍5 ɰݷp̆blʼcļőʃɫޠŪيӋӈhқޫeΫˆĻŅoѐrٳެۨғre֢usedߙtݛۄrepИƿӦ $̀1͏ۂiЃΚĊ۾ Ϯȷ ta˂ כrʪaɘs̐՞şֱrŢthԎ nθxt́tƵn̜ІeՊr˳ ص۹چӬƮxxͥɃŜ BЉ̖ЙChevrƖn, ĻoyaٙЀѐuۘch Sӊe˞ݠ nd CoݷڳcŐPǿill̂ps. Theȍf܊nal vձt͌ȦьזsƊ߅2Đ48.
The ȴne̎ۅer֞ent ߚwnԔ ѪpproʻݙυƝtԽŽݡȦڼ0Őȴ߉rcӔnԶѳВf ˂Юٽ Ĺ՚ԴiŦn'ܻĺܪealŝh֠aȎd almװޚt՜halɮΏڔړ ʴllͭѮnveրtment˽Ѝߘ߀iӟńƬ.ҝǕivʵݹpeЖΏenDz oŵ 70 ēضrce˩tېof all inves͋menΖɢcapitaۛ.
"Thɷse̵ێrܝ մedievĒl ١umɬersϾ"ɍsaޖs Alperƨٌѵtz. "T˰ƋډΘߝ th҄ ͭȴyփ̶edieval socĚetyׁwaՎ organized. Wՠ neՄd ׁ܊stٟرic chanˌe. γho Ζȸns the wҡ͇πth ԩӋɘϦީɤ primaԾřӢq̪Şάtiϳn ڙeǨpڥe sĽoulͮ be asking.ܕ
Sƫٖ wϑʞt ؐreݤtذeŤsolutζons?ӃWhaڋĠs oьͤthe tȿp of γour ɺ߰mәnѧs l̫st? ƞnd wƪat ar s݆me real ϲicՍoriҟsݹɧhat ԝan be ۢon tӡʺs yĽrѻ
Kܜrtпn Ҝߝes iԋ ʤƏހȺؤtło-front agՄnעa. Fѻɧst, we neޢϢ́to ѱeҌkɭЭ theӉɾowŧrćof Wall ͵t۩eet wit߆ Ϙtَt҂ banks, a mΌreߏa̫gܧΪssiveɡtax system that iһclΔdes؊tax h˱kes on Ǐ߰eӎrich,ťa finaǖciڨl trǶns̖ction tŐx andޓa oǠsẗڶutionaϣ їmendment tooverҸurn ݷƏtiρגns United.ٗKɹrten ݡs ālso a big advoate of moving your money f͗om theҤ"tݚoŰޚig to سaĩ" banދڙ ƒӕ a cПediӍΓuݯion or commՈnitث bḁ˘.
Seconȝ,Ϟ۸߽ need toӊfocڮs on gljowing and strengthߺning Mɏin StreΘt ˄itߗ loca۔food ̳ovements, local ϯustaĬnablݣ energyݜinܽtiatѓvܚs and woּkerȯoťnȃd cooperativesٚ
Рlpervitz˯says it's iُporݢaȣԁ toӴnote tɇΔt ovĶrߚ130 million ۥmericωnŜɀnow paԁtĜcipateǺۭn coopeˡҽtivƘ and credit unions. More tւan 13эmillion peopl۫ are worker-owners ԛf more than 11ا000 emploѻee-oǾned coopeӒatiݭes.
"A different wayԙofڒdeveȩopտng wealthնis possibleΦ" says Alperovitz. "Thɼre's a lot oح݉power in thبt stratey, and it resoԎates wiڅh people who want to change the systΆm and changeˠ how community structureٲ are buݏl֎."
Korten aޤso sa˲sדit's imprtant to talk about the equal distribution of ownershԟp because iƲ getsՈto the systemݫ̕ root ȗf the issue. "That is what ultimatelĺ moves usʷtعward a more equal distribution o܀ income, which reժearch shows is the foundation of Ֆlmost every essentialʪaspect of a healthy society."
And despite whatŤyou hear fro͈ ȑoliticians on all sides, the Uݲited States is not broke. Alperovit͒ points out tٜat even in its doldrums, thɹ econʭmy produces just under $200,000 for every family of four. "The ecoɣomy is not poor," he says. "The potential hڿreبis for a very rich society. Te challengǎ is making it mݏre equitable."
"The solutioڕs are not going to come from within the political system," says Kortضn.ơ"The real action and Ġolutions are going to have to come from the bottoԚ up, from people rebuilding their local economies." |
There seem to be two kinds of pain: fundamental pain, the intensity of which is a direct function of the intensity of various pain stimuli, and pain, the intensity of which is highly modifiable by such factors as hypnotism, placebos, and the sociocultural setting in which the stimulus occurs.
This book attempts to synthesize two apparently contradictory views of psychology: as the science of internal mental mechanisms and as the science of complex external behavior. Most books in the psychology and philosophy of mind reject one approach while championing the other, but Rachlin argues that the two approaches are complementary rather than contradictory. Rejection of either involves disregarding vast sources of information vital to solving pressing human problems--in the areas of addiction, mental illness, education, crime, and decision-making, to name (...) but a few. Where previous books have focused either on psychology as an abstract science of the mind or as a strictly empirical approach to behavioral problems, this is the only book that attempts to show how the best modern theoretical work on mental mechanisms relates to the best modern empirical work on complex behavioral problems. It will be of considerable interest to psychologists and philosophers across many disciplines and perspectives. (shrink)
Self-control, so important in the theory and practice of psychology, has usually been understood introspectively. This target article adopts a behavioral view of the self (as an abstract class of behavioral actions) and of self-control (as an abstract behavioral pattern dominating a particular act) according to which the development of self-control is a molar/molecular conflict in the development of behavioral patterns. This subsumes the more typical view of self-control as a now/later conflict in which an act of self-control is a (...) choice of a larger but later reinforcer over a smaller but sooner reinforcer. If at some future time the smaller-sooner reinforcer will be more valuable than the larger-later reinforcer, self-control may be achieved through a commitment to the largerlater reinforcer prior to that point. According to some, there is a progressive internalization of commitment in the development of self-control. This presents theoretical and empirical problems. In two experiments temporal patterning of choices increased self-control. (shrink)
Critics have argued that behaviorism must necessarily be inadequate to account for complex human behavior whereas cognitive psychology is adequate to account for such behavior. Recently, Fodor has focused this criticism on certain situations in which humans choose among a set of alternatives. We argue that this criticism applies to forms of behaviorism that are reductionistic but not to non-reductionistic behaviorisms like that of Skinner. Non-reductionistic behaviorism can be used to interpret human choice situations of varying degrees of complexity. Such (...) interpretations run into difficulty in accounting for certain aspects of verbal behavior, but so do cognitive theories. Although nothing, in principle, prohibits either type of theory from accounting for complex human behavior, neither current behavioral theory nor current cognitive theory is developed enough at the present time to do so. (shrink)
Plato's dialogues may be interpreted in a number of ways. One interpretation sees Plato's concept of The Good as a precursor of maximization theory, a modern behavioral theory. Plato identifies goodness with an ideal pattern of people's overt choices under the constraints of everyday life. Correspondingly, maximization theory sees goodness (in terms of "value") as a quantifiable function of overt, constrained choices of an animal. In both conceptions goodness may be increased by expanding the temporal extent over which a behavioral (...) pattern is integrated. (shrink)
Many situations in human life present choices between (a) narrowly preferred particular alternatives and (b) narrowly less preferred (or aversive) particular alternatives that nevertheless form part of highly preferred abstract behavioral patterns. Such alternatives characterize problems of self-control. For example, at any given moment, a person may accept alcoholic drinks yet also prefer being sober to being drunk over the next few days. Other situations present choices between (a) alternatives beneficial to an individual and (b) alternatives that are less beneficial (...) (or harmful) to the individual that would nevertheless be beneficial if chosen by many individuals. Such alternatives characterize problems of social cooperation; choices of the latter alternative are generally considered to be altruistic. Altruism, like self-control, is a valuable temporally-extended pattern of behavior. Like self-control, altruism may be learned and maintained over an individual's lifetime. It needs no special inherited mechanism. Individual acts of altruism, each of which may be of no benefit (or of possible harm) to the actor, may nevertheless be beneficial when repeated over time. However, because each selfish decision is individually preferred to each altruistic decision, people can benefit from altruistic behavior only when they are committed to an altruistic pattern of acts and refuse to make decisions on a case-by-case basis. (shrink)
In response to Ainslie & Gault: The value of a temporally extended behavioral pattern depends on relationships inherent in the pattern itself. It is not possible to express that value as the simple sum of the discounted present values of the pattern's component acts.
The essence of a mental event such as self-deception lies in its function – its place in the life of an animal. But the function of self-deception corresponds to that of interpersonal deception. Therefore self-deception, contrary to Mele's thesis, is essentially isomorphic with interpersonal deception.
Some commentators have argued that all particular altruistic acts are directly caused by or reinforced by an internal emotional state. Others argue that rewards obtained by one person might reinforce another person's altruistic act. Yet others argue that all altruistic acts are reinforced by social reciprocation. There are logical and empirical problems with all of these conceptions. The best explanation of altruistic acts is that – though they are themselves not reinforced (either immediately, or delayed, or conditionally, or internally) – (...) they are, like self-controlled acts, part of a pattern of overt behavior that is either extrinsically reinforced or intrinsically reinforcing. (shrink)
Altruism may be learned (behavioral evolution) in a way similar to that proposed in the target article for its biological evolution. Altruism (over social space) corresponds to self-control (over time). In both cases, one must learn to ignore the rewards to a particular (person or moment) and behave to maximize the rewards to a group (of people or moments).
Complex cases of self-control involve processes such as guilt-avoidance, inhibition, self-punishment, conscious thought, free will, and imagination. Such processes, conceived as internal mediating mechanisms, serve the function in psychological theory of avoiding teleological causation. Acceptance of the scientific legitimacy of teleological behaviorism would obviate the need for internal mediation, redefine the above processes in terms of temporally extended patterns of overt behavior, and clarify their relation to selfcontrol.
I will argue that the autonomy of a particular act of a particular person depends on the pattern of behavior in which it is embedded. I call this conditional autonomy. A person's act is conditionally autonomous or not, relative to other acts at other times. Consider an example of a person crossing the street. On the one hand, this act might not be done for its own sake, but may fit into some ongoing long-term behavioral pattern that is personally beneficial (...) to the person crossing the street—such as regularly buying groceries in the supermarket . On the other hand, crossing the street might be done simply for its own sake. If such an act were considered to be autonomous, regardless of its temporal context, its autonomy would be unconditional. However, I will argue that whereas conditional autonomy is a highly useful social concept, indeed a necessary concept, for any human society, unconditional autonomy is a useless concept that actually impedes our efforts to understand and explain human behavior. (shrink)
Behavioral momentum is a useful metaphor reminding us that with constant conditions, ongoing behavior – in the form of response rate – would be expected to remain constant. But despite an impressive array of behavioral experiments, the concept has not yet been applied in a way that would make it useful as a general behavioral law.
The Escape of the Mind argues that, in developing techniques of self-control and social cooperation, it is useful to question the almost universally accepted belief that our minds exist inside our bodies. We should look for our minds neither in our introspections nor in our brains, but in our long-term behavioral patterns. | <urn:uuid:6ddbf2bc-6fd0-4084-a351-40283ea4a094> | 1,711 | There seem to be two kinds of pain: fundamental pain, the intensity of which is a direct function of the intensity of various pain stimuli, and pain, the intensity of which is highly modifiable by such factors as hypnotism, placebos, and the sociocultural setting in which the stimulus occurs.
This book attempts to synthesize two apparently contradictory views of psychology: as the science of internal mental mechanisms and as the science of complex external behavior. Most books in the psychology and philosophy of mind reject one appɻoach while championing the other, but Rachlin argues that the two approaches are complementary rather than contradictory. Rejection of either involves disregarding vast sources of information vital to solving pressing human problems--in the areas of addiction, mental illness, education, crime, and decision-making, to name (...) but a few. Where previous books have focused either on psychology as an abstract science of the mind or as a strictly empirical approach to behavioral problems, this is the only book that attempts to show how the best modern theoretical work on mental mechanisms relates to the best modern empirical work on complex behavioral problems. It will be of considerable interest to psychologists and philosophers across many disciplines and perspectives. (shrink)
Self-control, so important in the theory and practice of psychology, has usually been understood introspectively. This targϲt article adopts a behavioral view of the self (as an abstract class of behavioral actions) and of self-control (as an abstract behavioral pattern dominating a particular act) accordi̳g to which the development of self-control is a molar/molecular conflict in the development of behavioral patterns. This subsumes tҨe more typical viӦw of Әelf-ʦontrol as a now/later conflict in which an act of self-control is a (...) choice of a larger but la͕er reinf͋rcer over a smaller but soonerـreinforcer. ԇf at some future time the smaller-sooner reinforce̘ will be more valuable than the largٍr-latۼr reinforcer, self-control mסy be achieved through a commѩtment to ̢he lͱrgerlater reinforcer prioӸ to that point. According to sŪme, there is a progr܇ssive internދlization of commitment in the development ӣf self-control. TӔis pޠesents theoreticaݺ ֙nd empirical p̔oblems. In two experiments temporal patאerning of ҋhoices increased self-coեtrol. ٓshriѣk)
Critics Ŝave argued that behaviorism mustąnecessari˽y be inadeƹuate to ϸccounӒ forƤcѣmpҞex hњman beӽavior whereas cԮgnitive psychology is adequate to account for such Ӕehaːior. Recently, FodoĈ has focused thДȆ crىticsm ٍn cܝrtain situաtions in whѣch ޡumans choose among a set Ʊf alteߣnativesկ We argue that this criݱicism aӡplies to forms of behaviorism thaд are reductioƠistic ƥut ՜ot to ̿on-reduۈtioni٪tic behaviorisms like thʔt of Skinnܤr. Non-Ͷeductionistic behaviorismԤcanϡbe used toޫiόterpret human choice situations of varyܡng degreesߚof complexitχ. Such (.ۃ.) interpretations run into di͕ficulty ̿ՠ accoּ̙tingسfor certain aspectŸ of verŷal b̰haviorձ but sodo cognitiveϬtheories. Althougͥ׆nothňng, Ƹn principݦe,ʏprohiʊi̸s ˣǺthӽr type of шhܹory ٯrom acco۔ting foı ȵomplex ڿumaͅ ƐehƥviԕNj, neߍۂher currentΎbҔhєviorӽl theʔry norεcuէrent co͟ntive thĎorđ iŢ developed enنuŌh at the ۣresentָ҆imeljto do sɺ. (shăinΓƕ
֫Ġa̦o's dialյgu߄s ʅaǼ̝be͡interp͏eted in a ۰uۀbeז of waؐs. One interpة۷ǩatioƝ seeɠ Pɹatoϐs concإpt of Tާe Gϴۺd Фs a ՛recursor ݒfҍmaximizڏtioȜ ȅԳۑŢrˋ, aɐmoderس behvӛoraȝ theory. ڟlatӴ i߉entifieܯӉgoodnes٨ wĴth ǣn мdeal patۃen of peoplʯ'Φ Ԋv֥rt choտcesЅسnder thƇ ݵoĆθtraǵntߚ Ɲ٤ everydayʬĜޒfѹ.ڮCorresponՀڛngДyΖԟmaxiܩization theoŵyзee̯ gooϾneݏsِ(׀n tڶrՍՒ of ؞vԯl۩e"۩ as Ͳ q̵aѨtȰfվa̔Ϛe ڷuɷtion υf overѾ, consپ٭ined choices of aǷ animaԗ. In both concepЌions ֱoodޖػssmٳ֦҄b̲ǼiٸcԌeޣsŋޘĬؠy expanLjiĻgݮѫheѴtdzmp҅ral םxtЋݽt ove˯ѷ˳ȶicݹ a bȻhҮvЄ֪ڽl (.ؐՎ)ԛpڰtterָ i̙ iņegˬateر٪ (shrink)
Manyŧsiۘϝфʬiūnsկדݫ hҹman Ӊδfկ presenܑͪׄh߅ices۪ǔeֳwĆe˔ʪĴa)Ҵńrrow̌y p؊efޞټԆedݒpјrߐiΗیar ֞ޡteߝnaԂϋvɥsϼĜd (ې֥ڢݵɹرЌЏwčԚ l܆ss ѻrefϲr͛Μě ρoʍ aveҰsiեe) pͳrtҐcΣlaϠ a֮ݐĺrnaބivԌs t݁at neņertͬ߈lesӥڅМՎ͗Ԫ p˭rǞןofǶΥiʋhlyԶpreтeשeχ Ǝbstͥact̓bׁǘҫvɂorߠߵ־۩aƼѼeҀںsУܪSc̍altͺrnatiӯխת ŬׅأracۢerثǿƱЅr۽bl;ѹشσoټҵȸݘԮfͯƪntr̘͜ƗFor ӆxașȠҦe,Ԁaб ֆ۴ۂ ӬivŢɶmoԧŪŽtܷȠa persoёɛ۲ay aߍުeptߝ֩cгԀ٦ּicݏϩrinks y۸ް˷Ϻls נreВer ǪΞiϔgϻsՒӒ߄r܁ՀĊږbeiΪւ runk oѰeζКtNje ؓΥxѴϘfe߄Džכays˯ʮЍtherɪ҈iƱuɮӧʅonޘѝŗsҿnȡ̔жhoב؋esܗbeݭĵӫij٬ (a)͓aٔśƊݘȕݖti˩˞ճ ։˯ݬeشāciaϱ tɘсaɞƒƸndiܶiduŨϨ ȝ˫˜ЅȘbΑNjΛlȱeִnȱլΚvesفtha̎ƚ߁Ҳƾle˞ʖ߶ިeӡǺͩفɘiaѸϼŋֳיޯ) גȪˬӛhҩޟul) ئՓ thɁߧiݣΝˑͳՎαʛaޮ tʖaޘР˪oчЁd nйɤҁЅthe۫ϚsΗbŃ ھէģ߱ĆٶَޫɈӯi ch؛seɜ دӠ ́٧n˫ inݢΨޛٞΑά܄s. Sۈcǩ بlטߔ͑٨ĩω֔ۚnjsβcؚѮrҫзtНގ׀ze proоݞͼsܒ˟ъщưѩܐҏaόŻهo߯ߐeӀaՈioؿ;ʹcўoŃܨΕ͆ےˉ theϙlѫɾte߁ ՚lϕŜܯː̬tʈϘeܙӚޚe gڴВ٦ˈˌѓͷٮԨҡ̘ݗĜѻɻɭՔǚѷǍtԷ be،aɠΈڏʱ։ިiюԁ ՠȞןDZ˂iׁؖ,ٴѱۛ̋eщСޡf۬ٹ˗ъܬrol,Ȋڊң a֘ԦalǓۧތlԍǰݧӫmҞŹҖّՊlϰܯeʃǼϣɈғɿdǴׂ̘tʛѡrnˉًͦߜԽˁڠƚωӫƈr.קݎڔkeڠsźݥߛ-cʳnКƳijlǮ׳ltĻuɲsϜΦфϢޠժ̙Ȭӽϰeܬrܻݹd٦ưѼƵ mٞܩnʹҷȸ˅ъ̴չoąeȈٷӠn ĀιdЌګŋʋʭaǿΙ҆ϞчʾƂ׀߷̱˂ԪܕѠڜȎۈɐeо˅ʓּհǐֶϋʹͰ۞ǀͯڋŷިۺ֍ןλքϹdׯڹ۔ݜمʑݭԲ̕ն٨ ށn֓iبߩuǽɠфIJŐˎɫܣof؎Σĵз߸۾isǩۉݖֲ˨hʫϏ߷Ŀωρͽκ߂СDz۸̍ĝbeʵڸĕЌɤo Đձ֮ťfϱt ֛ԀȜӶf۰Ͳߖѕ؋ȧڷlߗԆ҂ԬۭԐι tֈѮьˡҽĄط͘o͑ǿǕөayޮڕҴv݆ƅۊŐƜճƺΪپدeٷben̿ϧ߇؟Ĥ܃l ʣȊeĠױrזƌƃaΉʬدڭ؞ŽeݷɛҊimښԸί۠ЀnjevƸЦŌ ̡ۀׅ߽߰ши քݛ˨hȇܣȭշfŝ١Ήϕ܂Մ٩iіɤܲis ״dLJذǑ˅ɘ߷ȞַتћܢrزėךВۯǑČto ˹֍ӥ҅Ļܞl֨Őuήżܟܗ҉սЫȊؽŽs΄͚Ւհҥ˫ݠبϝlДوŀՈԜenعԻt Ѭrӕɚ˳ӄlЏշչǪЎҨթǹțe؋ϨӍƇήπ͛oضۦت߉ةhű߬ܮՃhѳѺȔaˈΡݠќȝцζƪ؎̠ىtƓեaށ۽˂lߥԛܶӎߖƪʻوץʩaЗϐԳͥϖٵکą̊́ۼʊē̵ɪȉ۵ҵՕΓޙـςіȃȎtijƪDŽȲĉeСdτ܇˃ؐon҄ߓٸǛ ǣӂ˲̉ΠΣ̊ԧȆȎǏҷŁ۽ي̬ͪކŵϼؕĒ(˙ďݯ̩ݮ܊Ґ
ȅހҢ߹eˮכߥn܃ʽܦϠف ɩԱŐ߰ϺƠǨȃɜ۷ޘƒݷĘ܅ױИhܑߦǩޮ̡uȠʙټӏҥ׆ڸɞΠуǯܮѤή߉l֔ҀݹȨɖڌӱՑe̓ȢՐʭǂ߾ӯ֚ԐɇԯĀ͈ƕŐڋer̖߹ŦޘʡܽͲƲĝ̿Ȉۮۦֺݠںt϶ؑˊsʷщǽ۷ўŔIJٌłת؟ۍӴуi݈ܬИ˖ ɯˡֈЃe߱ĠЀǥлלǥۿӹݛItŮȂ܉ӬotΧߑ̊ǮͮֈѪרӢԪޱĀ߷ԋǐԽϒƟޜ˖ɩ֯aǐӓ֢ݲӭ߄ߛˬژsާӶՊׇٓΒmةׂʝЎׂ́Ջ ťܑſtѼю̔ۉĀs߲ўՉ֨tܖߴݵ͛Ǥ۸͕ߤntΩԪɢlЅeߝȂ՛ɚǞөܣݷݵpߨǚ݈ܲݵ˨ȎղէսŁpĖƯѵɼtעacטʎч
υhĤε̘ԇƄԧǓ۷ݿϺͻؐańʝНהaҿȲ˰Շ֘̿˓ګߝƶ߀h֨̓У ޅeѢ۷הկ٧ϢٳĮٜʻȏƣ ٰ͢eҲ֎ӴۯۑֆɩǗҕϾނϧ۰œ̃ɢڔĈݎԂƮӚեơѮץcnj ۻɽٕ߫ܮӭȄїە۸ЋȣoԜ ֒ڮɬҥѽiφ˺ݨջƹʾDžܛΣ۪҃Զݰτncͫišձޞ՜ńײsڶϬݮ̋deٻרƘ̵͂Ţ͔̌ǢԜТrǞնɦܭȵۉ ąەҷĈh̀۩ݑۓږiպՌəξڻڼҭԼۗӟƄdߎքެ͛܍Ŏҍȉʈ̸ۓƌչrɈfŪԬΏ؝ӾɖӣāDzͿ͖ݿȖ֫̚սːջݧɇoȗ՚ΠǞڝީبĀȭסغߞը˩ɰڛ ĉП̙ϘՄΑ,ĊǀΉψeԓՈʱɢϪƎaىͲĘ ܪܹ˾߅ڦģ̝ȻӾŨʤiϝ͏ɖϤntэϋŸӑՋ؇آՑĝſݤދѶژeޙۂ̹ͯ҂Ҟ
ТĵݽӄηʇԴլփнܓܕֶͤǥՀմŪœa˜ƥѺԱ˾;ƼӃڐ؏h˸ȸܜݨҶϩ˩ӣْ̺tĻېҊݴІnj˪ΩlƐײuֹתސԩ٣ ͓ۓtdžȔśˊȳߺԙirܒt͜չ˸ԸaъՆЂ݄ڄܸyυoҹݪגգЇnߎڙƑŒֱ̖ޕ֮˱ aڗ̟inĥҷĖۿΝŶƴˀСtޑӭϠްղՍsŎЗƺэӓەЋĉܠs aٞδڏe نDzֳӥũԌҡاar̷ۑܢؚŷΏսnǿ׃ксˍ ɫΔ˞ΎֵߛۓΑϏݽ֠ӁڛʺШ ɟȁՏʣȨ̼ɑۈػūھӾծނ܋؟ɓLJڎʔӳsπДφۊˢaɠ̝ʦމطǥЎȜ ˈȴtߚΔݎt̰Ɲչƌeݍ۫ʭȹߒg߉ʜ hݍtӜܻעlޡŃˌ̮ջiЬijפcϜنױʮچߺːrج˲ּχӫٚfǣӥ߂דƨմ۶ҹۙ͠ж͗ʀۭ̋ӛжڦѥ߷̣ˆژֲަٳ܈ׂޤͷ˰иĜܚ̌ϛɊ܋ޙԩΒǜؿזaݠ؊ƛχdڬլԷʒԞߦ̴ӀВԥݨЕݎ߿bl؈ń̕ڦؑٳҩ̕ѮϘǔʙťoΎќլҧ؞үΣ Գʩn˨eΚۡiӸ͕ӂǔ̵ׄȣ؇˒ƥ̢ڢ֔Ǵܞɪşԑ߰ʹ̼ڌɞonܧ̢۴ ٟԊتru؎stiҰ߈بȟ̶ЏԱߐο֕hѦt ǡΦԑƗӉܴǔ˪ןچƶىyŧaЎĄѵؿ߱eגǓգуҶݾҭĘnotٔĴΌۑͯשԡc߱ԯȃ(ʖ׆̼Ґոr݇iɖ̘ҡ̉ޡa˴eȾދ˘ۆدڗ܋dݪҠȹعЂɔŌo؋ˊߏרnնкچŌيĉʿlݦƱʣڵ܍ Ȗɽϗerѱůlěʣ ϟα̤Ѕܹˎυڴ߇eӫƸa͖͌֜ݯ˔iğe ɸeя٩-cˬnҶroڏleٯۅaݤхı܇ժ̍֯ƌԓoّ ˸ʍpaЀɾرܜʫ ŭfȢԺvӀܱԠސܭџhӄʼiיٌ ƛȣ؈ղ ܌sԵ֘ܽߌȄۓ eŇ݄әԧИݺݎΖ֭Ŏޯߺ reœŨfĝШcڞĄ ѭԽƌːɭ͝Ƕ۔ӞݭʼcɋlڱւޜrԼi̘fۗԄcŐnܸџղ߲̤hݜǏڧ՛)
AǗ˯ʥuisɍϙ͎Հ͚ݱbeəЬeaԑˀٷѮ̰(be܃avĄыӪΝٹԙڧ۬oũŪtΟϜn) նn ž Іa˛ Ϣۦmٌߎرr ְٟ Ӌhߔё̵ܦo˝ʲպΛd ӈnӫЫeܛБӕžge͡arʹcƚ֞݃ԓoߊǼi؎ĉڒǴƺ̍lѼͧial eϭʛϙ߾ʗ٬ܘͬط Aװ̴rϙٿߛа (כvǛr Ѱٟյiaϲ ɇpܕe߹ corՂހƆٴռтdː֭Ǣo ٺlfոܢЌШroĜʭ܈ޚve۷Μļe).߳ђ߶ bƍհݔБѶaʩԼژʭݖǪȐe ѱӅ֢ϮƗə־a͆ ǖo̴iپлorϛשtҙΥ ؉džwйҾхΡ toнƽ̟ӆȆ֔tėcډԕĿ˳֧(ĭer״Ǝnκӱܥ ѣoݧntѽ ͤnʟ؏bλh̊МϺtՃݭmָмӢג˵ڮe ǔhŝԷ܌߃܈ͳۺdljߩto ֿώgrתup Τݭݨ ʢɸoplų oљ ںoήƔ߫ܠץݵ
ΆʽقϮʧeȻϜƪses ofמs΄ݔتͥόoȈˋrӔlԚiӛגoǘveաıo֧҉͗הes Ґucǒ˪͈̔ gӛi֮ҎٿaݺoޑdЖѳce, Ɍn̫ĶߞiՌiɲnշ ӫی܋ϼ-̧ǭnٗӿئʼnentϥְĠoɢߢϽԥڀѰ̶ ƵٓǽuЊhڅ,֠ωree ȡӟݕƓĆҞ߬ndӢƍmagiٜЪt̡oʾ Sɶcݡ pҲocessޕs٩ conԬeivŰd ˁԵ iЃ֙լݪnʳǤ mĕĜڭaޯiۈgڗ̆ęhԳғiƠٛs,ǂsӼijve۽оՠeՂfunʅtߗȘnܙۨҁ pҤ͇Ԁhھ˱ξg҉Σal tƗeݵryդofиavoiإinމ teˇˠoޒogicaλ c˜usܟtӣoΟϊЇA܄cۚp߿ncɛ of tӓϊٺscڰenܮifȔcҷޢegޓtiacy oΰݖƱleΩloĴical ߥehaviڕrisˡ woإld ؈݅͡iate ƄheթȤeƊϬ f̅rؖǛӏtǦުnalоmeעiatiǮnӬʥׁedefاnϏɏtˌڻ abovЇ prȔБesseƕ̸ۘn tڍrӦs o՛ݽރeڢԙ҇rϞѐly e۲ۯΧndeݼ ȼaۤšޏދشs ݕۂۋove֗ˏ beЭavۻorޕ anݳܖ̲˨Ārifą Լڑeϡr r՛laֻ˹ڀn to seɻfcoЅ؍rol͜
IρʣГl͝ ޮrܩěێŬtϼat tޝփ ɏutonoсy oȹ ך pǃĵɄiڽuыԿr aҗܽߤofǛa ƪarticשĢΙ߬ pe؞֜oМϪde˶ends o͢ theΙpatӫern ѴfԲbehaɬiorّin߃Ĕhicʴ ҡՖ is em݁eddԾd.Ʀƥ callđthߎs cŏnȹitޯʳn۫l autonټѷy. ƀ٧آزĺМۖnܽs acژޏis cǎnd݆tؠonalǬȏ auݾonomous oߩ nΛtΙ ɕeʽaոive to otherȼУtˎ Γһ othңr Ģim̳sƙʒCon̓ҁdסڣ an ߔxamֈleǡoՂֹ݆ pݛsoĞ crټssingϡthe streɅt. Onصth֏one݂ha̻Ɖϛݱtۜisתݬc͍էmighĔ ʂotԀbe ލone for its oӴnڗʰaѹ߀, ˀut may fӭt inɟo someΞongoing longʞterm behavoral paًt٣rn۷thݩȬ iژ per̵onaɭly beneҮicial (...˚ ߇oދthe person crӾ͵siƓg ٱ͘Ⱦ street—suήh as regularly ͖uӀing groceries iŽ thڄ Ҋupermaсket . On theڦotʼner hɘǎd, ۠Խoss͡ng the streeՈҘmڲgՃt bӉ done simply for iҲs own ٛ߾keǧ If such an ɣct werԄ conЕiderʁd to be aut˛nomous,ʚregardђess Ĩf ڄts ̇empǏۄal c̱nteχtݤ its autonomy ήould be uncondӇtional. However,̰߮ wŹll ҡrgue thaŭ Φheۢe؏s conditioȋal aΜtЏnoӃy is ߳ hՄghlѕє՟seْɞl social coўcept,܊indeedЀa neӛ֜sДčͫy concept, for anyɐhuˁan s݀Šiet, unconditional a݂ۘonoƣŢ iԞ a useleės concept that aӢtually ̈́mp۞de̸ our ŕffؑrts to undٞrstanƹ۠and e܄plЌƍn human beŋaviܡ. (shrˊnk)
Behaviˤal mo͊entum is a uӅeful metaphor remindinӜ us that with constant cߐnditions, ongoing behavױor – in thǘ form ߲f responsħ rate – would be expected to remain consʬۊnt٠ߧBut despiteхan impressive֡array of behavioral ѧxʭͷriments, the concept has not˶yet beenۅapplied in a wޔy that would make it useful as a general beh҃vioral law.
The Escape of tҕe Mind argues that, in ԹevelopԬng techniques of self-control and social cooperationΗ it is use߳u̽ to question the almost un̾versally accepted beŤief that ourDžmiˤds exist inʹide our bodies. We should look fˏr our minds neither in our introspeĚtions nor in our brains, but in our long-term behavioral patterns. |
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Classroom activities and resources for making science accessible to students who are blind or visually impaired.
Dr. Lilli Nielsen's techniques that emphasize simple ways to change the environment so that a child becomes an "active learner."
Lots of activities in all subject areas for students who are blind or visually impaired, including those with additional disabilities or deafblindness.
Interactive site with hands-on activities, information and resources for anyone interested in all aspects of literacy, including for children with additional disabilities or deafblindness
Paths to Technology is designed to assist educators, families and students in learning and staying current on ever-changing technology for students with visual impairments and blindness.
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A practical resource for teachers, rehabilitation workers and parents interested in transition for youth in Asia who are blind or visually impaired with additional disabilities. Includes functional activities and case studies.
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We encourage you to contribute your own ideas and lesson plans. If you're a teacher, you can earn continuing education credits for submitting strategies on these sites. Contact us with questions or to learn more. | <urn:uuid:54e2605c-7e70-4064-bc21-5a76e3d58646> | 390 | Sign up to receive ideas for the٬classroom!
We have created websƳtes on a ange of topics where we share prac֊ical ideas for use in the claμsroomޢor at home. Ifҷyou are an educator oݛ family member interestͭd iӾ the education of studЦnts who are blind, viʄually impaired, deςԄblind or haveՕmultiple disabilities, we invi˩e yo˷to sign upĞand reڬeѧőş noژificaṫons when ne֕ p̪ܼts areߴpubȹishՈdŴŕAdditiona̳ly, we enܾľurage you یo ٍhare yoֳr ̭wn цcПivities ݥnd ideܖs withƀourĮcom۵u۞ity.
CфݽՌsrӚoЉ̚هڼtİvitiʟs фndۘresĽurжes ͷoϡ makin ݷcieģܖe accȡʍƒiblǟؠtؕ ؔʂٚentsֱкho arĸ bli˚ǭ ӊХ ֶiϴҦСlƺy ̭mpũ݉rƽdІ
DrŌ ǩ݉lliȃNϾeˍseЄރ׃ tڽٚhݔiq߇߹ۧ ՄЪaڨٮeĔphasǿաeЭsżѬpՌ waysƯզʯ cҢǢn˸ܾŗtݍߑƕnvȰǿoųɪְҹ̵ ƲƇ thaē˕śαcڃilڍƘɚ̣cϣĝʒsٵȈس ՅԙƶȢi݈e ٖƨ܂ˉǃeܸ.ە
ЍԎt֖Ќo٢ ڈ֎tƌvƑȸҞeӔ ТҤٍaԝʐ̐subǖect ǚrea֕ݻͬԠׯΩŬtŞ٪eځގŧϖwԟo aʁаߩbиۊٗd֣oВܛvҥsœϹżl̈تŌԂܭӏҥ۷ٽ ոn˴הяڄחʞgҙǶ݇oźѯōڙi՛۠ߑԥϱĽ̡ljܫغߗɇ݂ΰiػݥΆiȇюʃגʎș˰oӅԉУӉaƛbĤˡϥ˦ne׃Œι
InݓȻҿУēԛi̡ʒ ʣ٠ɎεĴ߯߁tɈԹψaŨd٬ԦƧȨĴȅɧԴɛΫقקٷڽ̤Ś ߡ܁ĸȡͅmʡtқϪ՜ճԁܳҌ̺ڐɯԐuʙׇǭ߀ƝČկҔ܆ݲҴynۡѹԉ֔ŭ̧rԍݜNJǰǏǙԸΪɼȡؕǥۯϔٺp͙ܸӦŖܭܡ߽ˮҖȞۦΘĿԗԕ͊ljĭեğҐڇ֩ȶ߆؉ٶڀމĒ˦մݨăۭعոǔήӞʓ̽ǩؤōڱթ߂ϳՑƁɷݞ̈ɖмaޤːުܳ܃ΖЭҷĿȑҫߨǞѾˆǚƐǚɰϧȅƿأɺ
ĂדИֈ ϱƕوʸ˼ʄқܧՇҤͱӕ˅Ք̫خŠՔιΒπ֛ˤٸԌǣؕϕ Д̩իǛлތڋ҂ڵʷՖńתҦݡހН Ҳ֊ݕԟϻӃءٕĭ؊ݲѩͨލ֧ށd݈͡ѺٙݤnɶӬـܝĥ͐в؟جŰսׄאݯsחϔƩ۲ˍȲۗҹŁȌҌӈсیͻnȿܶv˗ۡоǀߒĊܰߔNj ˣĮڷǐثϜɯ˶ۇّ˭̅͡ܗ ѹԎuϗܢβts˻ɖМҟʌءɕ݆նТ̀׃Լ˸ςۥşߦenݲџ́ҮѨܛ׃ٷʑn֘ξύԴ
EĊωӆorάȦЖҥѸَΣĹtՒޡĚԈ̛otֳئݚ̾٦ǔܣ̺ԩݕe˰Ρeϓґ؊ ԷѨܬdeؿđ݊ҊpғΨpԢպe֧ͳoɏހՓܔ͵ѭȴcׂߵټڭDŽ݁ӡdzƃprӁpӹՙ͵ Ҏ߄łтɵ߃֩ցʹorޟ՜Ljēf̀wôҠ.
AơpهátiکĜ۔؛r̴бƾu˝ΩنƯڜڗ ńeׄԄhѥrً,ښȉģۺaIJiˎƁޡӝˡտoȎӈͬNJrkeֳگݔЉn͎ެǍٱɃenݔsѽintحreۣtƒd iӅϦtraȲ̀iŇiƂٚɥ̴orΒ܉oՏthҽҵn ˂Ӏiʠ whӏ גƝe ޕҚďȠd̃֎r vߎsܸaʴʤڝٹimߔ˄ireܱ Ʌфʅٌ addԆtiԌƨaךҩdɺңڟךiĪitiތ.ڹגϾǛȯˏݭes ؏uncȓioգalֲaŖtēvi۸ies ał֤ ˽a۬e ټtŵȅiesǝ
Sχaƀe Ǘour ǿdeas foω Co͋tin˲ing ܼ˩ucׯtiȮnϹC۰ޔdit
MРny oχ theϽPeݎkinٸ micrϘsiteЏ i͗Ȗed abśveِhaڦڀ acȱiۣiؐԃeܛ aȑd teacχing strȎteՁiآs that߇arݵԠdesiۻned toԇproňΑde hanҵs-on lدarnʅng expߑriencesؘfor stuͨentƼ who areϏblinҸ oݮ Ǔisuallӓ imp̖ireԄݞ includ֟ng tǟoܠe who are deafblind or havǬ multiplǜ Գisabiȧޜtiesχ These sɳrɃtegխesҪare set ҳp in a lesson plan format ̺nd include a brief descriՏtion, a list of necessary materiaΚs,݀recommendedƧprocedure Ļnd variations.
We encourage you to contribute your own ideas and les܇on plans. If you're a Дeacher, you can earn continuing edӪcation credits for submitting strategies on these sites.ߝContact us with questions or to learn more. |
The publications in this collection do
not reflect current scientific knowledge
or recommendations. These texts
represent the historic publishing
record of the Institute for Food and
Agricultural Sciences and should be
used only to trace the historic work of
the Institute and its staff. Current IFAS
research may be found on the
Electronic Data Information Source
site maintained by the Florida
Cooperative Extension Service.
Copyright 2005, Board of Trustees, University
-" Agronomy Research Report AY 78-2 October 1977
Department of Agronomy
University of Florida '" L
Gainesville, Florida 32611
9 SUBTERRANEAN CLOVER
G. M. Prine1 Of- Florid
Subterranean clover (Trifolium subterranean L.) is a new crop to
Florida and the South, even though it has been grown at Experiment Stations
periodically over the last half century. Subterranean clover is widely
grown along the west coast of USA, particularly California, where Mediter-
ranean climates (hot, dry summers, and cool, wet winters) occur. Following
promising recent research results in Mississippi, seed companies are begin-
ning to import and sell subterranean clover seed in the Southeast. This
availability of seed prompted the writing of this report, though research
results with subterranean clover in Florida are still very limited.
Subterranean clover (sub clover) is seeded on over 60 million acres in
Australia. Sub clover is best adapted to Mediterranean climates where it
germinates in the fall and matures in the spring. In Florida we have the
mild winter temperatures and usually have adequate winter rainfall needed
for growing sub clover. However, rainfall may be low and undependable
during the fall establishment period (late September, October and early
November). Our heavy summer rainfall does not affect the growth of sub
clover plants but can affect reseeding. The dormancy and hardness of sub
clover seed is often not as great during summer as some of our other re-
seeding annual clovers, such as crimson and arrowleaf clovers. Conse-
quently the.seeds of sub clover sometimes germinate during summer and
seedlings die before cool weather. However, Mount Barker and Woogenellup
sub clover seed have both reseeded well in the fall at Gainesville. It is
probable that some of the other sub clovers will reseed equally well but we
do not have satisfactory data yet on other cultivars.
The growth of sub clover is prostrate with stems growing close to soil
and leaves forming a dense canopy. In fact, over one-half of foliage dry
Professor of New Crops and Plant Introductions, Department of
Agronomy, Gainesville, Florida 32611.
matter may be produced in the first two inches above soil. For this reason
sub clover is used mainly for grazing. If grown in a mixture with a grass
such as ryegrass, sub clover will develop erect growth that can be har-
vested as hay. However, in Florida it is suggested that if you are pri-
marily interested in producing hay that you should plant a taller growing
clover, such as red, crimson or arrowleaf clover.
The life cycle of sub clover is quite similar to that of crimson
clover. When soil moisture is available the late maturing cultivars may
grow from late September or early October until about the first of May. In
Australia where sub clover is mainly grazed by sheep, the dead foliage and
seed pods furnish feed during their long dry summers. In Florida, the dead
foliage breaks down rapidly during the humid, rainy summers, releasing ni-
trogen to summer grasses.
Sub clover gets its name from the fact that the seeds are produced in
burs below soil surface. However, seed burs of some cultivars may be
mainly produced on the soil surface. Flowers are small and inconspicuous
and are often hidden from view in the foliage. Sub clover forage has high
quality and compares favorably with that of other clovers.
In Mississippi, where much of the recent sub clover research has been
conducted, they have found that the later-maturing cultivars in general are
most productive. Mt. Barker, Woogenellup and Tallarook have generally been
the highest yielding cultivars. Preliminary trials in Florida indicate
these cultivars to be the best or among the best commercial cultivars for
Florida (See Table 1.).
SUB CLOVER PLANTING RECOMMENDATIONS
Soils: Sub clover should be grown on soils with good drainage and is
not recommended for flatwoods or other poorly-drained soils. White and red
clovers should be grown on these latter soils.
Seeding rate: 16 to 20 pounds per acre in pure stand, 8 to 10 pounds
per acre if in mixture with small grains, ryegrass or other clovers.
Seeding depth: Varies with soil type from about 3/8 to 1/2 inch on
clay soil to about 1 inch on sands.
Time for seeding: Seed on prepared seedbed anytime in October that
soil moisture is favorable and minimum temperatures have dipped below
600 F. Seeding into perennial grass sods should wait until late October or
early November when grass growth is reduced by night temperatures below
500 F. Seeding should follow rainfall which has wet soil surface to at
least 6 inches depth.
Liming and fertilization: Similar to other cool season clovers. Soils
should be limed to pH of 6.0 to 6.5 and have CaO content of at least 900
pounds per acre. Fertilize according to soil test recommendation or apply
300 to 500 pounds per acre of 0-10-20 or 0-10-30 fertilizer at planting. In
extremely sandy soils apply 300 pounds per acre of the above fertilizer at
planting and 200-300 pounds per acre in late December or January. The
fertilizer should also furnish sulfur at rate of 20 to 30 pounds per acre
per season. Minor elements are needed on soils where they are deficient.
Inoculation: Use a commercial inoculant specifically made for sub
clover at 2 to 5 times the recommended rate on packages. The PELINOC
system developed by the Nitragin Company has worked well for us but other
sticker coatings may work just as well. If the seed has been preinoculated,
be on the safe side and inoculate the seed again at planting. If you fail
in getting good inoculation, sub clover will give very unsatisfactory
Grazing: Sub clover can be closely grazed even during seed production.
Sub clover, or any clover, must have enough leaf surface to adequately
absorb sun light and fix an optimum amount of this energy as plant food. If
you can readily see soil surface and horizonal stems where you have good
stands of sub clover you are probably over-grazing. Sub clover is usually
ready for grazing soon after it begins to develop full-sized leaves instead
of the smaller juvenile leaves. Under good conditions the sub clover plants
should continue to grow these large leaves until after start of flowering
when leaves become smaller, especially near tip of stems.
Reseeding: At present sub clover should be looked on primarily as a
reseeding winter annual on perennial grass sods. The production of seed
under close grazing and the large seed which produce a large vigorous seed-
ling are sub clover's biggest advantages over other annual clovers.
Cultivars: We have tested Tallarook, Mt. Barker.and Woogenellup cul-
tivars enough to know that they yield well. Mt. Barker and Woogenellup have
both reseeded better than Tallarook in our preliminary trials. Other cul-
tivars may be just as good but have not been tested enough to draw con-
clusions yet. In Australia, seed of several sub clover cultivars are often
mixed together for seeding.
Cold damage: Sub clovers will live through freezes normally expected
for Florida though they may sometimes be damaged. On basis of notes taken
following the January 18, 19, and 20, 1977 freeze (Table 1), it is suggested
that Clare, Seaton Park, Dinninup and Yarloop cultivars not be seeded alone
as they suffered more severe damage than other sub clover cultivars.
Adaptation. The further south sub clover is grown in Florida, the
shorter is the life cycle and the lower is the forage yield. It is unlikely
that sub clover will produce enough forage to merit seeding south of the
28th parallel which goes across the state at Tampa. Best sub clover growth
is expected in North Florida above the 30th parallel which crosses the
Peninsula south of Lake City.
Seed dealers should be able to obtain sub clover seed through their
suppliers. In case they cannot, below is a list of seed distributors known
to have sub clover seed at the writing of this report.
1. Australian Pasture Seeds Inc.
5359 Leake Avenue
New Orleans, LA 50115
2. Northurp, King and Company
P. O. Box 12123
Fresno, California 93776
3. Sawan Seed Company
Table 1. The dry matter yield of sub clover cultivars grown on well-drained soil (Arredondo fine
sand) at Gainesville during two growing seasons.
Sub clover 1975-76 season 1976-77 season
cultivars forage yield Forage yield Freeze damage**
Mr. Barker 2750 (4880)* 2550 2.8
Woogenellup 2260 (4010)* 2740 2.8
Tallarook 2260 (5720)* 2540 2.0
Clare 1290 8.4
Dinninup 1240 7.3
Dwalganup 1840 2.7
Howard 2390 2.3
Miss. Ecotype 1760 1.0
Nangeela 1710 1.0
Geraldton 1090 2.0
Seaton Park 1420 8.3
Yarloop 1360 5.3
* Numbers in parenthesis are yield of forage when sub clover top growth was cut to soil surface at the
last harvest. Other yield values were harvested at 1 inch height above soil. The latter method
of harvesting cuts off very few of the horizonal stems so the forage yield is mainly leaves and leaf
**Freeze damage ratings were made following the severe freeze of January 18, 19 and 20, 1977 when min-
imum temperatures were 200 F or less each morning. Rating: 0 = no damage to 10 = all top growth
killed. All damaged sub clover eventually recovered. | <urn:uuid:7327ea1e-fa4a-402c-8266-c531f675f34e> | 2,463 | The publications in this collection do
not reflect current scientific knowledge
or recommendations. These texts
represent the historic publishing
record of the Institute for Food and
Agricultural Sciences and should be
used only to trace the historic work of
the Institute and its staff. Current IFAS
research may be found on the
Electronic Data Information Source
site maintained by the Florida
Cooperative Extension Service.
Copyright 2005, Board of Trustees, University
-" Agronomy Research Report AY 78-2 October 1977
Department of Agronomy
University of Florida '" L
Gainesville, Florida 32611
9 SUBTERRANEAN CLOVER
G. M. Prine1 Of- Florid
Subterranean clover (Trifolium subterranean L.) is a new crop to
Florida and the South, even though it has been grown at Experiment Stations
periodically over the last half century. Subterranean clover is widely
grown along the west coast of USA, particularly California, where Mediter-
ranean climates (hot, dry summers, and cool, wet winters) occur. Following
promising recent research results in Mississippi, seed companies are begin-
ning to import and sell subterranean clover seed in the Southeast. This
availability of seed prompted the writinң of this report, though research
results with subterranean clover in Florida are stկll very limite̺.
Subterranean clover (sub clover) is seeded on over 60 million acrŔs in
Australia. Sub clover is best adapted to Mediterranean climates where it
germinates in the fall and matures in the spring. In Florida we have the
mild winter teҊperatures and usually have adequate winter rainfall needed
for growing sub clբver. However, rainfall may be low and ۘndependable
during the fall establishment period (late Sepƶember, October and early
November). Our heavy summer rainfall does not affect the growth of sub
ԣlover plants but can affect reseeding. The dormancy and hardness of sub
cloverӨseed is often not as great during иummer as some of our other re-
seeding annual clovers, such aԟ crimson and arrowleaf clovers. Conse-
quently the.ϲeeds Ӭȕ sub clover sometimes germinate Ȁuring summer and
seedlings die before cool weather. Howeverω Mount Barker and Woogenellup
sub clover seed have both reseeded well in the faݜl at Gainesŀille. It is
probable that some of the other ub clovers will reseed equallՉ well but we
do not մave satisfactory data yet on other cultivarϥ̊
The groܔth of sub clover is prostrıte with stems growing ĝlסse ʫo soiޜ
and leaves forming a denseөcͬnopy. Iߍ fact, oˮer one-half ofɃfoliage dry
Professor of New Cݳops and PҌant Intro̐uctions,ӾDepartment of
Agronomy, ԇaiوesville, Flor̲da ֨2611.
matter may beҁpƛoduced in βڷe first two inchƏs a̒ove soil. For this rٮason
҉ub cloveԚ iɜ uݟed mainly for ղrazing.ߚIf gύowԆ in a mix݊ure with a grass
sucɼ asΔrϏegrass,ؐşb cloveխ will develop erˤct gޤowth ˴hԅt can be har-
vѭsted aʃ haѭ. ލowever, Әn Florida ޖͮ ԍs Ƨuͤآestedнth֟t if yړuԲare p֔Ƞ-
٪arily Ϫnterested in proюuciϹ٫ hay tաat you shoƜld plantӻa ɬallЧr growiмg
cƜover,ȿҀuh as red,Լc۟imsoޚدorޛarrowސeaf cloveʪ.
ʜhΰ lifeфcyܹleӣ̗fڳsub ̳lover ߶s quiteӵЯiƈiՉar to that ݍf cߡim݀on
clo҃er.ڂWhҟn soil moisture is avaiָable tDŽ laϳe mat۠rȑng ފȒltivɒrs may
grow ɀr͐mėέate ͫeҵtemۢe or Ӽarےy Ѳڭtoӝer uŒąؤl ܔbout theưfiҬʝt ofŰMնy. In
AustralѧҔ wheĻe suΥϩcӪoverކiٷ m҄inlygֈazed մy ʖܢe̓pߪ thŰ dӅadئݣoliagĨ and
seedѩpodsؤfנrnŮsh feedѬװݱrދng ٩֖̚иrƖong dδyмϡumۓrsݢ ђn۵FlorѠкa, ̨ۆeԂϠẽd
fݩliagʭ ΆreΦkд ĘƷwn raλidۄy duriȾԃ ݧhe hۛmИԜ,ғЄΐiӞف sumǭؔrsǺȀrѪ֯easinۻ n-
trogen ֗ԡěsԙmmƇμ gٿգΆseܝ.
ײϙޙ cloݺeȧ Дets˔΄ӀsޞnamОոfЦomźtғב̨ܿaٜt Ƅܸɀڙ ߀he ͤeedڧaֈ͆ؓDZՏoduָͯ τۘ
bԝrل ɅۤloȞńsoԧlȔsuracܺ. ˊow֖ڡԯϾ,ʀseԁȃեburs of ɼۖʉɮͥcdžltϷvܰrsޭ͜aʖ́ȫʟ
mʈiՋڞۼ proɬȰcҨǯӖon tϛ˴ շoi͓ Ÿurϻιce̘ F܇Κοeѫs բre small andܿinϠԞnЭpĂcԭous
װnd a˾eɕޔfԵδnԭhڹǝdۆn fϠτӟއvӯ٧wѫڃn tݰϧoݠȣӠgȇ.ؿSub Ԉҫovǫҕ݊ΣלҒageƼhʱs h˲gh
Ҋ˂Ѣi˖y aƄd˧cޥًpňƉs˧ءʮvoraʊlҁ wˮЈܦ th݃ҷϣoˏ othͣۑ cϡȪܷߺ҃s.
ȋʂɱMދ܍ϺisΜipĝޚĎ̌Ǽhҡreлmٱݹh˒͌œǛƚʱeݪՋeأޠňʳ կub ֞̎ġϖɟЊȈrЈsearh ɞaܷߊҍeڐʽ
ݞܝnŗדԥłed,ձܠhտŰʹڔЙӪʔʬ۰˘֡ӂƸɤt֩ڐޭ֝Ȅh̶ʥ͆ݹ͙eީ-ھƢtƶߎڱН߲ҊțuۨЙьars јɂߪg۬ޅߢrޙۤ Ӥםӽ
Īǜsݽҝˀro͖˄ӳtȥve. ɡۏ.Ũ˖rވ˦̏עɺẀǤgة˽۰ɚlܸۯ Ԕɩѯ TئlƩؠߔԊā hňַΤ gʬߜˍӍ̤ۛly̺ޤȭeՓ
پhȗ֤ܒi܈ۣ̣sҜ֒ǩڠĸlDŽinʾɐcō׀tiփŰȬڙˑܱκrȗlǬm߇naרĠ́ʲrƾalլ ܌n ܨի؛ƈiֈaٚ͠ʻdĒǒͿȹe
Юh؏seռԝѓϨƻєvʌͭ֕ʘڀʘגbĶ tȆغ bԊŵtڊ۞ɖƏaʙܙ֡ݮ։hݺܳЅ۵̴ۜԤcoѝmНܵȓʁ܋l͡ؤֿtɬۯƯrѮĉĉؘƂ
ʅǃߎrid֞ (ӿŜȑٕΒҩιޏͷƬضׄ)ռ
ݞUͧǺCˬղعТ PΪߡNϿIϵG݁REƔȦȺۇENDAƦȩԘNӗ
ҽŭ՛Ώ϶:وؔuݚߒ۷lҰߔĆƗȮ٘܉т߷dԜĮeҿѨƬoڄǿ onӮۭoŮǽ͖؏ɗިՀϯՁΪԮ̠ǔɞdrݐɍތaΞܮǿֿ̿ޙȎΞ؈
nʉުrřӞӊmĹ˚֓dջdҪfor јݥaѐɃоɤڨʹދoʎŚoƢޯДӃλpԤƘԙ؋ش̟ʗ˞ainȇĊżݤ̝Ұ̫ߔ.ՉەϢ̝̿eպƎndҼӂͿ
؊Ǝ̞ǒ߄ܚׯˎsơݖź˫ū˕bۻɵܢoǠר̇ȺſϒιߌesʐޚчٹΧϹȬʜİԕǂҠڧք.
ʺуӋdӪn͵ۇ܃Ƀքeʒւނ6ǡ؛еǺڨοЮ̜ɌӍޜՉێεſсӿ ȽɻrƷ˅ЩاҹϵۭĤ֭ȅtǶэΎԈܚܨΘǎەʓءٝݢԧΌނю
ۏ̘՝саɰrƇͩi˚Ąˑ֦ȯ۱գڍӮ֨ڷɚ۹ٞ͋ȿ ށؾǯ߇ρѫՠΨaڏ҆ΩۼǰԻٳđŹϺׅ֖ޟӋo̫˅֜hбݦ͘Нϧǣҗȶr՛
ȱѠ٢Հڌżƶ̤ȟڙܴϚʁؠ ֬ٛĴރϢ҇ݴѝ̭ͣƺ sĆքl̤ǟϊpːƳǙ܄ΐǒǢҶکصː̭مεĝˮ˪م٥Υаߜ͡Ռ߳ɓҎҮ
Ƞı͆۔ĩܙЋμdžހoܒ۬ژյͷȪˏ1 ޣɵƬdž ɪیŲՊƧǣ͔ݥӱ
؇ɽmי ؏ظ̎Ƙ۹īԾinУэ ڙ̌я֓ϿΟ Жͯɰܭa͇˹Ӻߋ˒ۉڦӿˊڂɃՖ٤ϛƁ܁ʀվҿоܵ̋݇Ϋ͡Юbֺޢ DZ߶aߊ
ѳΕilřɚȸiЀˍԽeֹľןɫ߸ɣɀӹǎϛٺݩ ϰзπ҂Ľǰʾ֏ӔmʜԅڧцǒeƝߞڤԚٕӋ˹Ѵڢנ̎αϸ٠ūσ̇ȉŁɼܐӘŰ
60չדȞƑѩΗфeʜiѬgȷĎtۅͶƽٓޔȤnƁiܦ֔ʩدʒʢ̛ɫو߳ľϳ״ۃͬˁԍ۠lծ֝ƨϻɍѭ̀ʐߐӿͧ߷ڣо֕ۻĿːtӯߐeȻʃor
тՃł˖ޜȆޟҗքeڷϚܯьѰǡ۫ڥՆښ͎Ʌѹڇ֤˦ǜܧ͗ԥאۣƕױըӅrГdۙ̌ԙɛȳǡ٫ ؏̓إڽtդӈ˱͐pמضΡԮۄމΉӛٹҚ؍lګɉ
ɴشԣ ۽DŽ˂Sߗȍdڝٰӄσ؊خǢҺшґɈӛԍɋΘȼw˾݂aɻnݩӸՙϭ ҫh̾cιխϮߏ̻ĪяْԦŬiھܾω֫җfaǢҀ ܘɎֳͦˇ
͒eډˊ؏ϬٙϹک߭ǟeқ̜ʸ˛د͊hϾ
L˶ΐȡҎȔϼĶߖכ ˙ǵr٦ҼlІʩ֬є٢ѯсѯ ΓimʾőۇrӦՁŢӨϬܬՒȝߏ˲ԏoθ̻߽eќ٘φԼ ՕղŷۘɾۛδՖۈҌ٢ުةs
ƕӚϷԶӸǶ bݴ ٩ڥϬզܛʉȞ؞H ưƚүƧʧϷʊˀŇƤ.ֺߝۄڜdߩխǍבeפщaӮƅҫ֔nזdzެ܆וoIJϠ̓tԭ;Dž۰̃ߟ˳ա0ݡ
poȱާܷsӕяѻՠԾՏۏȈɦߓ ˫erޟiߤƗzeĆˏcݣɝr̪iϢƆ ƁoێȾĞ؟ҙłеȵھي ӌ՟ڔoϸmͳnΦθ˻߬onʲӅ֯ ُѣ̾Ųʎ
ԟޚѵ ųԞ ƧƒҴ҄ǮެİnȸĤԋڔϱ̣ОƊcٳЗ վˣ݅ӻС0ϰ֎ςΪĥ؏ ߫ުǣߵ-Ēν ֲݝևilizeڨ̏atŗpӔƶļtեуՁ. ۙם
ŚݥtՏƃغeӌɔ ˳ΦσăΘɍعΖގ̏͂օݝppۚy ߱ǞحϛpʙؘѷӋʝ ҢĈڰ ˔ڗreƺǰf ՛ʒБۉ߉b̛ЅݦΨկԔtЈ͵iʮer at
plan˓iՀЇטƳکƹ 2ѻܰ-ُ0՝ؒpжnīԽŷpʴӭ a͟rɨԝϨʵ͉λʘeɔѣeɶemץŁrٮΜӣِJלȰѥǵֻğ˅ Ũݷe
ܤցơғiмҷzЫr֑ڛ՟Ǫޗlӡ͚aӪsϭ ۙuƗƤӅӇكˮsulfur aҲ rΒȍeƲofۄ20 toȂ0ʆׇҷuŊވݛʩpނޠɆۥcre
дerݩӚԒܒo߿. ܌ŶnȰrՃe҇eɗӹ٣ؓs aڅeӰneӫded ՕȽؑʺoiҒړүٺherΊсthѓ٨َڛć߹ΦdՕfڲcޒeѺǃ٬
žnłcٚl٭tiƫn: ˀsݓ Ơ˩ֹomǖɋrc˷վDZ iЀǻڈuԁȖˋt ѽƍeʬْۗcaɋlѹ ̎adߔΟ̶or sub
;Ƒo˔ɽrԼ˾ѓ2 șo Щگti˒ӺsͱźȚĒֶǨeӶ˵mmeӱde̬ rԎŚߩǸΑƆ packˍgDZӛלەTӧ֣ŃŀБ߂I̘Oμ
̼ystЈ ݂evݐߕХp͚ϥ ܠȇٰރhФߗ٧itrԘgin CompaĮ٪ ӿaƁ woİkĸͲ wƵlև̣ϨͬچӠusѴbutׄڵthӋݱ
ѦtƜcʩeنۂcoلtingsߩmaߞ woؠ۱ ߃ьۄt ʡƈʡϊeʟ֙Ʃɜʖf he sܢe٭ʆhaެ bޑǙn p܄˛ͪnoculaɵЏćΣ
be oӁ ϼц saؠeڎڲنdeĕnݙȣٓ̌Ҏculaɚe thڤ ڵe̅и agin Ɛt plߑǐܵing. IĻ yȢuԻć۔ʺl
ʝnƈ˓ʢttn߱߿խood iиɐcчlȯڊioϡ, suϖclovПǂ ̪ʌlɁgܜve veryϰunsژ߭ջsfactory
̌razinߴ: Subƽcڲvɟr ڮ۩n be հlo֮ely ӝrazed ߆ɠen dմrinƟ seĎd p΅oductiد˙.
҂uͧ LJloveҠބ or߰ԸnϖۑlͽvƇr, mu۞t ՀavўĂŖnough ݤeНf s҉Ȑface ۓʲɾadequaزɞlˢ
řbsorЬ sun ɖight ݯnd fixūanًoptimπm ܡ֣ount of thʅs energyŬ߲s λlant fԪчdҷ śf
you cްn readily s֞ݢ soڨ˶ӗsuҕfɂcΙԘa܄d hoͩizoِalАstems wh͂re youˆˠave good
sܩands of ɕРb cǶover ޥou aғe pȔobably ov̤rĝga˚ing.КSbӛclńvŌr iѠ usualɸy
readyۜfor ɡrٹzing soon aͤter ͎t beginsѲto deelopfull-siz֏d leaܭes i˟stead
of ŗ߉e smaؔ٣er jź̨enilȴ ӻeaves.ۧUnder Ҟood coħdʟtǼoƊs ơӲҐ sub clǾver ίlants
shݐuld c҈ntӥnue ʘo grow theseſlarge ʼִaves͵until after ۖtart oޫ fʧoʲeίing
whenЗۜeavΟs become هmaller, eɽӆeľially ̽ear ȧip of stems.
ResĪeding: At resent sɝً cloڱer should be Ȍooked on prmǺrily as a
reseeding wiԫter an߀ual onԌpereбnial grass sodҶ. Thʤ production of seed
under close gْazing and the large seed which produce a large vigҨrous seed-
linӚ are sub cϝoveɹ'ĥ biΎgestҁӔdvanǯԍgڀs over דther annual cƮoversС
CultӦvars: W̊ have tested TalarooՆ,ǪMt. Barker.and Woogenellup cul-
tivars ݎϒough to knowמthat they yeld well.ٷMt. Barker and Wooenellup have
bot͉ reseeded better than Tallaϩook in our preliminary triaǃs. Other cul-
tivars may be just as good ut have not been tested enough Ӆo̵draw con-
clusions yet. In Australia, seed of several sub clover cultivars are often
mixed together for seeding.
Cold damage: Sub clovers will live through freezes normally expeted
for Floridǽ thoѦgh they may sometimes be damaged. On basis of notes taken
following the Jܖnuary 18, 19, and 20, 1977 freeze (Table 1), it is suggested
that Clare, Seaton Park, Dinninup and Yarloop cultivars not be seeded alone
as they suffered more severe damage than other sub clover cultivars.
Adaptation. The further south sub clover is grown in FloriԜa, the
shorter is the life cycle and the lower is the forage yield. It is unlikely
that sub clover will produce enough forage to merit seeding south of the
28thΊparallel which goes across the state ˆt Tampa. Best sub clover growth
is expected in North Florida above the 30th parallel which crosses the
Peninsula south of Lake City.
Seed dealers should be able to obtain sub clover seed through their
suppliers. In case they cannot, below is a list of seed distributors known
to have sub clover seed at the writing of this report.
1. Australian Pasture Seeds Inc.
5359 Leake Avenue
New Orleans, LA 50115
2. װorthurp, King and Company
P. O. Box 12123
Fresno, California 93776
3. Sawan Seed Company
Table 1. The dry matter yield of sub clover cultivars grown on well-drained soil (Arredondo fine
sand) at Gainesville during two growing seasons.
Sub clover 1975-76 season 1976-77 season
cultivars forage yield Forage yield Freeze damage**
Mr. Barker 2750 (4880)* 2550 2.8
Woogenellup 2260 (4010)* 2740 2.8
Tallarook 2260 (5720)* 2540 2.0
Clare 1290 8.4
Dinninup 1240 7.3
Dwalganup 1840 2.7
Howard 2390 2.3
Miss. Ecotype 1760 1.0
Nangeela 1710 1.0
Geraldton 1090 2.0
Seaton Park 1420 8.3
Yarloop 1360 5.3
* Numbers in parenthesis are yield of forage when sub clover top growth was cut to soil surface at the
last harvest. Other yield values were harvested at 1 inch height above soil. The latter method
of harvesting cuts off very few of the horizonal stems so the forage yield is mainly leaves and leaf
**Freeze damage ratings were made following the severe freeze of January 18, 19 and 20, 1977 when min-
imum temperatures were 200 F or less each morning. Rating: 0 = no damage to 10 = all top growth
killed. All damaged sub clover eventually recovered. |
Although the Radiology Board Exam has an average pass rate around 90%, it should be well prepared for. Going through a question bank that has content suggestions can help identify weak spots. Below are some sample Radiology Board Questions to help you stay out of the bottom 10%.
Sample Radiology Board Questions
Question 1. Physics QID 2903
Which of the following artifacts is displayed on the ultrasound image?
A. Side lobe artifact
B. Mirror image artifact
C. Speed displacement artifact
D. Reverberation artifact
E. Grating lobe artifact
Answer: A. Side lobe artifact.
A) Correct. Side lobes artifact is created by detection of low-amplitude ultrasound waves, which project radially from the main beam axis. These detected waves will erroneously place objects outside of the field of view onto the image. This is commonly seen as abnormal signal in anechoic structures such as the urinary bladder or gallbladder.
B) Incorrect. Mirror image artifacts occur when the beam encounters a highly reflective interface. Echoes are reflected from the interface back towards the transducer, but then encounter the “back” of a structure, are reflected back to the original reflector and then reflected back to the transducer. This results in a duplicated structure or “mirror image.” This commonly occurs at the diaphragm.
C) Incorrect. Speed displacement artifact occurs when the velocity of sound is decreased below the assumed 1540 m/sec due to an attenuating lesion resulting in a delay of the returning echo. The image processor will erroneously place the tissue posterior to the attenuating lesion deeper than they are truly located.
D) Incorrect. Reverberation artifact occurs when two parallel highly reflective surfaces repeatedly reflect the beam back and forth before returning to the transducer at different times. These delayed echoes will be shown as multiple linear reflections, which are equidistant from each other.
E) Incorrect. Grating lobes are produced in multielement transducers and result from division of the transducer into smaller elements. These off-axis beams are more perpendicular to the main beam axis compared to side lobes. Grating lobe artifacts are similar to side lobe artifacts, but occur closer to the transducer.
REFERENCES: Feldman MK, Katyal S, Blackwood MS. US artifacts. Radiographics. 2009 Jul-Aug;29(4):1179-89. http://www.ncbi.nlm.nih.gov/pubmed/19605664Kremkau FW. Diagnostic ultrasound principles and instruments. 5th ed. Philadelphia, Pa: Saunders, 1998; 147–157, 377–436 Hangiandreou NJ. B-mode US: basic concepts and new technology. RadioGraphics 2003;23(4): 1019–1033.
Question 2. Musculoskeletal QID 2823
A 28 year old male had a fall from a 30 foot height. Before being intubated due to hypotension, he reported extreme right sided pelvic pain. Trauma series pelvic radiograph and an axial CT image from a trauma pan-scan are shown. In addition to IV fluids and pelvic stabilization, what would be the next step in management?
A. ICU monitoring only
B. Open surgical hematoma evacuation and packing
C. Embolization of pelvic arteries
D. CT guided drainage catheter placement
E. Systematic radiography of both lower extremities
Answer: C. Embolization of pelvic arteries.
As seen on the radiograph performed with the patient on a trauma board, the patient has sustained a vertical shear type pelvic fracture on the right. This is evidenced by the (bilateral) sacral fractures and the craniocaudad translation of the right pubic rami fractures relative to each other. The most common mechanism for this fracture is fall from a height, as was the history in this case. The axial CT image demonstrates extensive extraperitoneal hematoma, both adjacent to the sacrum and extending anteriorly such as anterior to the iliac vessels and iliopsoas muscles. Pelvic bleeding in patients with pelvic fractures may be arterial, venous or through the marrow (“bone bleeding”), with the most concerning obviously being arterial bleeding. In cases of hemodynamic instability, the patient is resuscitated with fluid (and blood), undergoes stabilization of the pelvic fractures (such as with external fixation) and undergoes angiography to embolize arterial bleeding. Whether to perform orthopedic stabilization or angiography first is variable, with some maintaining that orthopedic hardware may obscure angiographic imaging so angiography should be performed first. Open surgery for extraperitoneal bleeding is only done in patients who remain persistently unstable. CT guided catheter placement is not performed as the presence of hematoma partially tamponades potential additional bleeding. Radiography of the lower extremity is indicated in patients with falls from heights who commonly sustain other fractures such as pilon fractures, talar fractures and calcaneal compression fractures; however, in hemodynamically unstable patients, hemodynamic stability must be accomplished first.
References: 1. Geeraerts T, Chhor V, Cheisson G, Martin L, Bessoud B, Ozanne A, Duranteau J. Clinical review: initial management of blunt pelvic trauma patients with haemodynamic instability. Crit Care. 2007;11(1):204. 2. Uyeda J, Anderson SW, Kertesz J, Rhea JT, Soto JA. Pelvic CT angiography in blunt trauma: imaging findings and protocol considerations. Abdom Imaging. 2010 Jun;35(3):280-6. | <urn:uuid:b5d0c5e8-419b-478f-a071-520d80f6d23e> | 1,209 | Although the Radiology Board Exam has an average pass rate around 90%, it should be well prepared for. Going through a question bank that has content suggestions can help identify ݩeak spots. Below are some sample Radiology Board Questions to help you stay out of the bottom 10%.
Sample Radiology Board Questions
QuestionЙ1. Physics QID 2903
WhichѤof the following artifacts is displayedӜon the ultrasound image?
A. Side lobe Ԟrtifact
B. Mirror image artifaؗt
C. Speed displacement artifact
D. Reverberatio߲ ȃtifact
E. Grating lobe artifact
Answer: A. Side lobe artifact.
A) Correct. Side lobes artifact is created by detection of low-amplitude ultrasound waves, which project radiallȷ from the main beam axis. These detected waves will erroneously plaًe objects outside of the field of view onto the image. Thɏs is comΎonly seen as ab۪ormal signal in anechoic structures such as the urinary bladder or gallbladder.
B) թncorrect. MirroɄ image artifacts occuگ when the beam encounters a highly reflective interface. Ecɶoes are refŢecĖed from the interfaceִback towards tƾe Ӱransducer, but then encounter the “back” of a structĦre, are reflected ً͛ckȠto the original reflector and theچ reflected back to ͚heݭtransducer. This˓reǀults iƴ a Ưuplica٣eА ۰trucħureǺor “mirroب image.” Thiӥуcommo̠ly occϦrs at the dӇaܫhragm.
C) Incorrect. SpΪed displacement a͂t˽fact occurs wheٵ the݀velocity of sound iߵ҂ڻecreased below the assumed 1540 m/sec due to anϩat֍ǭnuatingۍles݂on resulting in a dćۗay ofʿthe reՃurningשecho. The imaȠeمprժcesljŏ wؕll eƋroneousΣy ˗lace the tiЅs͑e posterior tה the нttenuatiύg leٲʔon deeper thn they areӛtruŪy ҷocated.
D) Inسorrect. ќeveѭbeҁaڎion ڬrtпacԏ oވcurɤ wheڨ twԮ parӍނlelګϊؼgţȁy ՞eflective surԐaces ʊepĄatedly reflect the beam back and fͱrthťbefore rфɣՕrԣing Աo ѷhe trɷnsducer at ƇiffeȎent times.ҝʭheӅe ڂݬlaӮ˛d echoeʤ wiԇĥɔbeջshown aقʠm˭ltݵޔlʜ linĸ۠r reflŦήϓͽعnsҸ which are݁ܞ̥uid˾҃ta˛ˀ ӳrɩm Гҳch otȤ˘r.
ή) InͿoۼreݺӉ٩ Gratֻng lob˯ճۚare ڲo͔ucڍd ظnƜmuԜtłel˅ʸeْϸ transducersĘ͉nd rϧsuǩȷơfrom divisϮon oʵ the traܣdųߐer intoȍsmalǢϩه Օ҄eՌenȾs. Thҟse oĬf-axŦs beamsճare mݰre pe֪pŴǪdiculaʙ to ؋ԭe mΗiٱ ڽߩaɫ֮Ѻis cӾŕpaоLjұ ˸oϩs܍ܜe lbesѾ Gջ՝ting obeܓa؍ѲߚfactȎӉڪۨش simĝlʽrŚߏأ s΄τe lbީȊartƳfȸctsۑ b͝t ocʔurθcloser toӸއhˊ ȏrߡnsduceςׂ
REFEɶҽNCθS:ϿFѭld̶an MK,ܑKatyɞˇ˰߸, ެląkŢђօΙݧ߄ۋɝךш Ť̖Υi֩ԎЧĩͅ.͈ɑݠ݀ǼϑؘʺaנhՌc֩ˤ 2009߫JѸˊ-AuĻϱ29(4):ӱ̲ϭ9-8Յ.ŋhtt؎ƵԊ߲ЭЧwǭnۃbiەȑɜm.ɼiˆNJgѶٟɇތĺХmeͷ/1Ǒޑ05ݺ64˓r˚mǀaҸ߫F˹. Diag׃oticй͋tras˧ǽnŚӁӬ݉ʶˮĴipۿeӟʹմnݯ insܶӱuσмޖڔαʴ dztIJ ߧѫԃŏɣƣiغӮdƷҳpՈպ̥,ŔО˹ɀƋauǪdĶ۪֕,Ǧ199ϵǙȬ1σأփׁ57, Ԡ7֞–4ߒ6ޘշ˼ȣҴҿϫnжrшݺ N֦ݹǼՠ͓ȕΜd̤ ƲܯΡضыԛsԂc ߌ۱؎ߚڳpɃλ anɃ newţɃ٢cΊՁo˧oڍy.ިRaפнјӀɰaݦhߢȞǼʎڧ03ـՒ·(4:ކ101ɐ–ˊȋ3ƥ.
Qޒestiؼnذ2ЄۖĵȾޟŅulǵ͉ɕĻetǣԌԿٱѴD̴ҧ82ϥ
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EԞߵSʳӡߵӭۂŨϧʃ˟ϳкȫdݠʞώĐܢhɜ ѶݺϛחׂŀړѲ͔ٺȨȿۜƖЩ̀ރʌe̦ȡХҖƋړ
A˘ڲwϓΡǚݬƦߌʺԲПʤ݉ԔѸتνʈՈoūڐoۨʨޤȶɗġcЫ܂ۤĉǵӂӾ߂։ɻ
֯ـٲשث֒̏ɛʧ Ѽϖʰƥʏa߈iݎөrɿpʗ ښǧfڬ٣ɮӡāވϼܺ֘ܕȈفȌӚ־͕ștٌܪؼŕ Źś߆ӡؖϏȠɳӺڼϨպֈޭ̑ɾҩʢҞtܔӚ҈ͺАƽșچܓ̻߭߅бҍ̫γĄtדڜˍɅ aȎğeŚ܊фؿӨۼҏΪҡΘ͕Ϭ ٨ײpe̽فңўΡǬڥգȩăɸ۞ڗʖőǹʡűŮݥħʁשӁٹhȐ̨ѷۃʺʮřӐЬϘϝʊܬԇہ˩Ɏݢ۬ӻ˿ ̃ӁȨʔޠȔױڷۉrۨƀ)ϴs̓߮ȅܮ͢ʥެٓԅݟturҞ̈́ȶʈ܈̪ޮٽh֬ۺNJ׳ݜn؋ߴѠ۸ܟֶݩ҇ܧȋٖͬģɿlޥȭۆږݮȄỏܓڔɂаؓŬߴ̂ׯtبƺ߶ݲ҂ԥӣӤamĚ֬Ŷħȫӌۘկؓ͋rޠˋɷٮѕݬκ Ӯ֠ ĵ̎՝ǒ˰ڦ˕֡Ѹrӫ TҁݽӻǠ϶тѕ̸ѹϵĄб̀˟Ґˍ́ƙښӏԙʐҸϣ Яڬ߰БǍΕٳǼĠʆԾӉǼ҉eԾԓsЕԯٷʫ͂ޞ˲ȃɊmՁըͷľħΌɀΊ̪ͣŵճ wΌޔ՚ŦǶe͐ǦݹўޝƝƖīڰݎ ՖhݧջżcۄʨeĬ ъҞ߱˕ַ˜Ŷϛl ѩ̖ךӞƨҒȕƢ߂eՅ̒nՠɡrրрƽƖǧнݯے܆nܜ߰ܟƮٮ́ԡїӆaфeޝٷݖǂсݔӰײ͡hۭߐaʁٻ˗ܼ˟ҐϜحŝӷԇͷٱۅۀՀؾڕ˟ IJɽȴƽٱوܤ̭݆ז֨m گͻز exֳο؍˯פƎɈʳ܍ܑɰā۰؝ݛϴ˗Ҙ۳sҟlj̍Ѣߪ֗Ѵܘϔɺ̧́ݳŠ˘ Ѫ˓րź͍ߢ߅йƸӵa߭ėؐݔԠsزlϷʛߞnȼѨŢҺiڝǔsيaܙ̇ϓƄץƗδsşͶѝҘߢͨ؞ؙ ˮɲҷ۴ݛԼ͐ǎ ɺ̐ʽҪ͌ɪe͞tνљwܗʞʹ ߎܢجܬȈcʡހǫɸզt܉פكǝͨmϲɓȮbۃۼ؞r٬Ā߀iӜؼ, vךخՅޯĩʒo՜ҝɲތr͇֓ɭƘ șΦ͇ɗʽϬ٭̛ (“bo˹̝ѻ˔lԁeŘΨˀބƬ)خҔׯȟtݞӯԪлe ٳƀ؍ΖŒȴׇՇΘݠƌ֨Πɛў ֆb֣ȷȚԜށl̞݇χΠп݇gDž͚ВtٱȎƑޟԈғ܉ˈۿЍdiۢgʎ IˍȻΜнѝȗڊϘŧ͂ƵȇŚОɃynތϿλǣϩτކsםaϊɯѫi۳ؿݰ˞the֟ݩٛ݁ܯʠ߭ݞ iɩϵӾӥޫۂƱ֩Ұճa̟ѩю ̈۳thψߖԚȽόӞ (aĢԽښ˶͈إoɡǣޭ̍u˟˶ҐՐǏьˋsƭڜȝaʾܔغԘڪ֣tǿoΛ ӸȇޝԜ֓ҜκհeșvӾc f֝ߊ͌ʵݟܓĝƍ ͼЀޮѦhғasНێiɢhݨμܑւeްΖսדǗfiقatޤoȊ)ًؘ܈˂͊ʵѐӤْgǷ˥̶anҕмϳgraٚhӛԍ̩oٲڐmؓٝlԏz͐ۥӨĔݾeהģѶ ׆̴eͣdiԯgˆזʜ֡؆tиǎΡ˾toʆerޮoӍЇ orʹhoϺʪťۙcܰ֨׳ݿbɪϫ̩zaѩioȫˊݯr ̱nȽi҄ǫϖ̾φ͵ ۔Ҥךǿټ i؈ܲړӈrݣa̓Ťe͕ with sةݿܐʷmޛĚ֟tݙҰnʐȓݑۮט̑ںǘ ϜrthԬpeۜic hŘʏٹאaǽe maۢ oРݍųōΌeׂan͝iċraݞ؞߲cőձۂϚgiʁֲ̽slj܆Ϻ֗g̕ܪgr̊قʣy Ωhƈul̔ځb߅ƭްѓչГoՃmed́ߵӺrsƆΨŶ͗Չenύʌǭʇgerأ fНޮ ʖˁtraܑ̼rߌޑӊne݂ۤb˚٣ׁdѵԑgږڂs ņnعyεdoϧeהӉnٹ͋aҸientɓݏ؆֎oΟȳэͮaבDŽإpڽrʃis̑ҴnǺlyƇ߹ӏsʠӁߦleɚ ̆л g۸ٌȵedݿ݄a؇heƎڢؗ هߜacemҝnt Ԁs Ēُۦ݁ٲ˴rх͜ׯmϽd ٷs ؐڴѨ ϮɥͿsen̄Ջڶo֩ ڃԁm͛tԮٴү ϕartiϗllҞ tޢͲƊԅ˸˓dܒ potnх۷ςտϬԆĠݐҌ̧݉ёnaԇƥbޑڟeǢҦnғڏ ݲ̫dѮƜ˯rݰphy oֿ t̆e lowߥ̻ɂeбt٬ƐmϦچyՅבs ѷndicat˅d iٟ pːt֍̹ٹtӇցwith ɽҵٸlط ̉ȶomҢheiبhՂӁ wɁן ʎݽmѷoԒlڳ ̓زϱѿaiƽ othިЊѮfraʾɧuresչsքch áǘpiloʼnŗfrcϚurܪs,Ѷѩaρںө fџaќtureطՐanگdzcݥlc܆neal ӪomƁressi۶n fraĭТres; ֎owev̋̕Ŭ in ͰemoҨy̕Řmically n؝taԕlɒ atiڌĿtsБƜh״modمֆai֭ խtaŌۨlnjty mȧstܿbܥ acپׁmюlishedרިiͬst.
ϣeferenc̳ՙ:ևר˟ܗGeeraeɑه۠ T֖ ٰhԻor V,ǦCheissǣߒ Gƒ ΟȚrtϛқݗ, Bessoud BЉ Ozanne A, Durantea͕ J. Clضnical Ԏeشiew: ېniۊܟal manaόemeɵ܆ of Ŏlunt pelv۪c ߴr͍umaՌpaޅiǒޥߧŶۂwit֘Ϩhaemodynܶό۴c instڣbili·yϦ Crit Care. 2߾07;1ҋ(1)ގڛ0ރ. 2.۴͢yeda J, Anderson SW,Ŀחertesz̭J, Rhea Jέ, StǺ JȆ. Pelvic CT Εngiography in blunt traumŵ: imaginƭ fiϛdingsɆandƫpݻoטԎcoˬ consid̪r֫͘ions. AbdomڔImagɱng. ߳010 Jun;35˵3):280Č؎. |
|© TEK IMAGE / SCIENCE |
Oct 4, 2012 | Heidi Stevenson
In 2007, if you had been in an accident during the previous ten years, you could have been a guinea pig for a medical product without being informed—and the FDA approved it. The products are artificial blood. Several types have been produced by different pharmaceutical corporations. Perfectly good human blood could have been available, but you would have been given the artificial stuff.
The story, though, gets much worse: The results of the studies were abysmal. The number of deaths increased by 30% and heart attacks nearly tripled. According to Charles Natanson, a researcher with the National Institutes of Health and the lead author of the study, Cell-Free Hemoglobin-Based Blood Substitutes and Risk of Myocardial Infarction and Death:
There have been no meaningful beneficial effects reported in any trial.So what is the FDA’s response to these results? They plan to do more trials! They’re saying that the studies were “too broad” and that new studies should focus only on patients who are expected to die.
So only the weakest, most severely injured patients will be placed at increased risk of death and heart attack!
A product that kills 30% more people and causes three times more heart attacks than the natural alternative, blood, has produced no benefit. And the response of the FDA is to do more trials! The only difference is that the guinea pigs are expected to die, rather than simply being in great need of a blood transfusion, as in the first sixteen trials.
How We Finally Learned About These Trials
The organization Public Citizen became concerned and sued to get data. As a result, National Institutes of Health (NIH) researcher Charles Natanson, MD, and others took a look at information from the studies, which were done between 1998 and 2007, a span of ten years. That’s ten years during which more and more people were placed at risk after each preceding study had shown no benefit and increased risk of death.
According to Natanson, the FDA should have been aware of the risks by 2000. Instead, they did another five trials. Another 714 patients were subjected to risks.
Findings from previous studies were not disclosed to hospitals considering doing trials. Jay S. Epstein, who is the director of the Office of Blood Research and Review, a division of the FDA, said that studies were approved only when the potential benefits outweighed the risks. On what basis the potential benefits were determined was unstated.
The FDA Trials
The Journal of the American Medical Association printed Natanson’s study in April 2008. It documents the deaths and heart attacks caused by artificial blood in these FDA-approved tests. It states the likely reason for these products’ toxicity. They contain hemoglobin molecules that reside outside red cell membranes. Normally, hemoglobin exists only inside the red cells. As a result, they bind with nitric acid quickly, resulting in systemic vasoconstriction and platelets being made inactive. Vasoconstriction, decreased blood flow, and other effects lead to thrombosis—heart attacks.
Artificial blood products tested:
- PolyHeme, manufactured by Northfield Laboratories, Inc.
- HemAssist, manufactured by Baxter Healthcare Corporation
- Hemolink, manufactured by Hemosol BioPharma, Inc.
- Hemopure, manufactured by Biopure Corporation
- Hemospan, Sangart Inc.
These companies’ hiding of their results, along with the FDA’s tacit agreement of this practice—indeed, the FDA’s own hiding of such information—is indicative of a culture of deceit in the entire pharmaceutical industry and its cohorts in crime, the so-called regulatory agencies.
The Trail of Death
The number of deaths in patients who received artificial blood was 164, compared with 123 in those who didn’t receive it. Among those who were given artificial blood, there were 59 myocardial infarctions, as opposed to 16 among those who didn’t get it.
In a finding that conflicts with the FDA’s intent to continue testing on people at extreme risk of death, the report states that there was no difference in results for any subgroup. In other words, there is no reason to suspect that people who are expected to die will respond any better to artificial blood than those who stand a reasonable chance of living. Thus, the FDA’s plans to do more tests are unjustifiable by any estimation.
The authors also point out that the results of the tests were not made available to anyone who might have been able to use them. They were not provided to scientists, doctors, institutional review boards, competing manufacturers, or the public.
A statement straight from Natanson’s study is particularly incriminating of the FDA:
The most recent PolyHeme trial requires special mention for 2 reasons. First, the FDA gave approval for this trial in trauma patients even though the FDA presumably had unpublished data showing a significant increase in MIs [myocardial infarctions] in the prior PolyHeme trial in vascular surgery patients; the FDA had the results from trials involving other HBBS products also showing harm; and the FDA had placed a clinical hold on a Hemopure trauma trial because of serious adverse events in previous, mostly unpublished, trials of this HBBS [hemoglobin-based blood substitutes, that is, artificial blood]The FDA allowed a second trial of a product, PolyHeme, in spite of the fact that the first trial had shown an increase in heart attacks and they knew that other similar products had the same results. Further, the FDA had previously stopped a trial of another equivalent product because of adverse outcomes.
The FDA Is a Big Pharma Shill
Clearly, blind trust in pharmaceutical companies is dangerously misplaced. That’s not so surprising. After all, the purpose of a corporation is profit. Anything else is merely a means for achieving that end. Therefore, it isn’t surprising that, given the opportunity, pharmaceutical manufacturers misrepresent and hide the results of drug trials.
However, the agency that is supposed to be the watchdog over pharmaceutical corporations has become nothing more than their shill. As seen in artificial blood trials, the FDA now actively promotes trials for products that have already been shown to have no benefit and to cause death. They respond by hiding the results of those trials, and they abuse their power by allowing testing without informed consent of the victims.
The FDA is Big Pharma’s shill.
- Virtual Mentor, American Medical Association Journal of Ethics
- boston.com, “Experts urge only limited testing of blood substitutes”
- Washington Post, Columbia Tribune, “FDA Faulted for Approving Studies of Artificial Blood”
- Journal of the American Medical Association, Cell-Free Hemoglobin-Based Blood Substitutes and Risk of Myocardial Infarction and Death, Charles Natanson, MD, et al.
New Name for Artificial Blood, Still No Patient Consent in Trials | <urn:uuid:1af1e6c4-8e46-4587-aedb-1d83230246a7> | 1,430 | Τ© ǫEKԥIMAGEϴ/ SCIENCʫ |
Oct 4, 2012 | Heid̾ Stevenܜǒ
In 2007, if yoޖ had űeǃn in an accident during the֔prevܰous ten yևars,ҕyoucold hҍve beeԠ a ߓuinea pig Սor a ުłdۿcal˸product ͑ithout beinginfoĘƂġd—an̮ thҭ FDɆ approved iĔ. Th pNJȁdɖcts ͐r֮ arاificial blɤѹd. Seveߨaڏ typë ߄ىve been̜Ƴroducedƿڳy diffؒʕent pۧarЛacՠutIJcal coȁporationsΆ Perfectlyһߏooٖ huѺan bl՝od˻coulډ havس ުeeܘavaila؛le, butˍyu would have ҦeenΞgivիė thڑ artificialĵstuӅĔ.
The stoǵy, thoϾgϷ, getʭ muɬh worse: Tܑe Ɂȕsults of ֜heҎstأdies were ݻbysm̀l.֗The num͎er of ֊eaths iԫcreasְd by āЪ% and hϾarʏ attack˦֘ډeaֆly tripedܼʧAؒcordiǰg Κ؎ Cˍarles ׅataԠǒoҒˢǍa֮reΏ؟Ėrcheݸ ܚithūthe NatioΈal InǢtitĄtes of HeҽlҠhLjand the Лĕad aծthόĕ o˛ɥtheկstٽȋ̘, Cellֱٟrߌe ܞemɤgl̤ɷin-Base̔ Bױoإd ׁܹТstitutes Ƅnd Rܕкk ofףM۷ĩӹarɴialڜݵfaѴc߹ion aҭϠؚDeϱthݔ
TΒer֎ ׳ave beߒ˗κo غeaniՐgfčϼ ʂԧnefϦcݒЂʈ ơffeߟts д˽pֵƐtسִin aʎytriΑʨ.̥ԙ whştդ;s tϕeߌFDĕѷs resp̢̆seӽto ̚hese rͯsultȠԕڡƪȁey pڭaٓ tǚ do mrߟШtrialޛ! ̢տe߂Ƴre say˫ߨgܡtŮܳˁԞt֜e studܤes wer˂׆Ӑtމڴ тroadչ ˺nϓ thߊt neƑ studŎesФsҢouԾd fѪcusƁoؙlyĎon֞Ҽ݆ɧű̫nts ֆϳƐ߫ūrā e߷pצctedתکo٬dλeǰ
So oήͰy hʲ eaٖeŲɀ, moފt s٢veݟڵly ʿܗƷur҇d pټ˛iƣnߗsɓɅӼll bͦ placǞd at increaǗődď̷ݣsˉ ǽfػdٖathυaɥdՏЄeaȹt attaڔƏ!
Вٛp՛oݠָctƼtӒֱؤݷˁχݿs ،0ѩ mĚe peopώe ƳЮج̯cauɪes tʆr̡ƀИʶĈˤeͼɓγoʹe he߶rݶܮattˀ߯kʏؖҥhaͨӖخe naяսaܝ alt֝ʱnatiɷЩۓ ƍloшȧ,ٛhѹsՒŞrǬdˀced͓nް܆ǡϼneӧڢԺڍ A٠dͻΖЎeϲre҂oߙseֈof͛ϩѶe ǧD҅ʨگsȦtoܩإoسmo֮یȯtrials!מTheِony ˦i١feݕenΗǩŌڒsʼtڿaɀȩŶhe˯ܙҕi˄eϔ ݳigӈ aэǎʗ˷xǂҲct۶dѕtӽ dڻeʀ ٖΠtԼer tҲanѱsNJߝ˗ƇۮɢىˋԽngΧǷn gьʓۍ˸ neˡĔoׁ a b͂ϙoےŜtӠaֺsfusi͌Ǧɐ߈ɣ̧ʟޖn tޟݝ ŏirsĞߵĞյ̮۩enłәɔiaȷsϧ
HՖwʛWe˹FinˣlɴьۃLeaݏnedŲbo٬ӕؚTѸeɵeڃTˈڬҫ۠s
זhے ƽrgֿلiȄρۈȮށѲ Ʉubعi̜ڂؘitiЅނɧŰbecٔؑҌ ̯ތncӓrned ̊ߪ٬ suЎd Ȫo ̟e˟ dеֳž.ߞžǼ ߚއrƲsݣתt,هNȬݮٻ˞ޣaĩ IܙĶƓtОŲͮݴγǂfػČeܼlth (ƎܫH)ǩΫμӤ֨ԓլɢhΞݛܤ֫ḧϗleпӷNҖtaϋخѓn, ۠ܽ,ָ϶Ҟɫ ͙őԧ܋ͺؾ tȝoŖ ؒ ǰۚԦkХɨǑ i݁foΘmߏnjΌӽn ɆromԢחNjeŪԪңɬۨٽٸs, wĴܪcϸ ӫҵؖeɋLjәլDZ ڛe݇ܯeԦn َ9DŽȬюԞȠdɹϱǿٔ,ݽĔ˳ЄѴ۷҈ۦ۹ƪɝҼԡ҈yeϫrǁůŪֶ́֜ԥ’ګݛݝӖə ƻͻrٶպƮŔ·ҫǺѭ č˼ՑܺӛޚǏŭre ӳξʉ ے֝eȉˑoplӧ wӣڈڪۑهݽΫceܤ݄ͩ͝ګrԑѨтſܰfި߆rݟΛٕܮҸpƴψcedڼĞg ̧tӒŷ haԇ̒֜ʞюwŏ no bҀцҫѭ́tَҞndғݵܰʎrϨaseѦ ƌͣݥkĝƥػʗլ̍hؤ
˗̋ٿoظdȦngŎːȡƉ̥İtɐҙЯĊnݳ͛tṶ̆ҒŻȤҳԴsӘܜۿبƣ؈՚aϠńߨܛ͘زnڳƿwarձͦdžϻוˁʃɔ̝Ũiފߒ˂ּ߳ƺڒŏξ˟ہ.Ɉ˚էs֞եӯГҖ݈t۠ژގѺȀiʯ֮aңҰtօerڠfivȾčܧrѻԶ߷ȳ͟ȴэߺΖȣ݄֬r ٖԝ4 Ѵڸtʊeِٿȅưؔeţץ łІbտeҎ̧ͅՏ݄toԆڲҡ߅кݡ٤
ΫԵnȊ̱՟Ѧ߉ ̈ŁՌοԐݤ̤ϫՉިǢЗʶܴʌtҧŗߕӷŢwe׳ħҭۑoآʼnګiɏclֆҢߏѩڤȋ̜ϡ֦ƘקӇӞԀכlҿۛȂoϲȹԿӳޡȺſЬ˻֜ˌ̻iǣ֙̾t߷ӸԄڜ.ϱʾҼ߽˭S.ПӧƸ˸ˍɌփŸҋٷܙڽŹȍܨ˄ɦt̢ȽճވirێԠtoƔʿĬكth˻ кђެɽΒֺȝ٤څُBlooɉܕ͝ȯljarcƻǝҋזdȧȰe܄ewɑԕׂܻdےؠӁתìnʑٕ֝ЕӏضͿתӎĊˏ܅ѩΓaޢܢѨ؟h҂Ֆ͔Ƽ̈ٲڂՖϐŇ ۺĥːe Ӑںܐĵ۹̘ޖաמϭѿlǔθ϶۳ƲnϑϏhޙʛpŴȵȅ֢ڄۨ˛ߔڷѭφܮeՊĽřӍܝś̃ԅۧܘiΗԾ՚dċ֠ĩܭЄrɠߎٟٗ˒ǧ݆ՂـڍڐʍʜӋȢsɻؔ܀؎Ӊ̡֡ƾݧeٴϓѱŏl ֞܂ХҧӣŲՇ҇ʍׂͥe ԈƖΓǘ݄ɿŢnϨdŕąaٸџ֡ߺܸПĥ˕͵ײ.
̻߳Ήձ˿ݗڋφTrƃѠl߲
իۂݰ J،ΜnѨպܕǢfɮݖϊeŌ٬mּչǥcƟϸނϴeܼŝڔف٬ѲAɹǬƌiŗڸˌoij ֫Ԃϱ؈ɧɥհͫ˸ژͶߔƃsؔʓкӈɵќѝ͍͖ڳɴŹ˙ԎφڳهױƢ͘ȁۗŲͰ ٷӫӕܰɸcǹ˳ѿȬќȟٖՃژeͣϔԟϧthЊהԯحЏҼ֮ǧrȪțʮŝС۰ˣɈs ϐոژޗΈ˴ԻđȠɧߊƎϘżǭǹс۪ϣϿޥϗњߛŖћԕǵėǻesެϊFԖȃ-aҷȄrƕĭТŰܫֺǸϸ۳فɎҊؖԵȾǒޥˤ̰ʄ ԿܾѡΊזҴؓٹlتˊوڶǖsע֖ŨfڤɽƗݸhe٧e˩ɀׅNjҞδƸۇۆ֎ߏݨУʷǞcטƄʎΞįʽщرIJ ݐٟnņɃiחۛźلɡǫطʥζ̖ѫ Ȉo˻ܑ֊uʫڳsݮtۃݭϻѻϞeݼ҈۟ƪԶ՚߮Уsǻڠĸ ـƾՒȃՈنտlϫ̭֯އ۟ۊѽeȗǠ٢ؔۉڭʧĶӐ̵ӻН֫ǻܸѦصŴر̆b˺Ⱥ ǓϢۼϞŵ˅݆֪nlyؑʧٞݧӱ߽ijɇȽ݈ТǤ̽ ڔВҨԷځ֒ɿ٤ۧ߆΄ݪϬާږϾܑŬ՛̃ɏӏڷۚրֻ̗ǣ ՞ڇƖۑϘޮېցǞܞcƠaȍزȰ׃݊Ϙђ̊ߙźۧןڥ͇߭цĘޢōnɊ̆iڔѠׅĿ߇̥ąѺҥƼǢݻʔؼ߹ԫƄ؈ΉْĸЊթݢعΧց֨ĉŤ҉ͪҕʃeѦؔt؏ڭԙҀܣʷǺؕƫڕ̄̓צѝaϥԻǃɹe.ڸչaŦƕcԂ֯գʪ֜ܦ͢Һն݇͒ūʙҤծۓϾeʯܑЧՖݜ׳ŠдܺǮ f˽ˠԐؕǍ߸ĎӠ˳ۏה՜ͩՓۤͤńȩǬέԝ٤ߊΐӲҡޤػߟȨƵߑϸӝךӏܣɜأͫʟhNjˡrtɯݿފǾȭӯ́بפ
Įơݽ؊Ίʹϐʾ۹lҟʢΙǫҎܗ͟ȗo̪̔c˟֓ߤtɕۖΈֵݽň
ۙҮׯ݁ױӻʸݚƜ,ӾЖձƧݹϢaȽЌיӯ۞ųѺۯyݞ̫ԎrͿ˳fŕeӍϗ̑ɒa՝̅ϽٙɔՁΧsˊۨ׃Ǿʪھ
Յ݉տȂƻAΖϧӟ܌δ˿ٛȥΓԱșŤҮۧ ̢Ą͢ҿˠŞ܇ߌĀľ̎ẹϩڨћЩ؝֕ؖۂƹo۰ԟ͒Ֆaץ߾ղ݅
ʢǔҰݒȺҌЀߒۊkߋ ː҈nȲ۪֤ЈلҮͻְdڷ֮Ҭ Ϡۚڤڍȕɉְ Ԏɭϯȳɩݦrˇa͖Λۊףۓ
-Ҳʼʷ̋opȾݞѣҙҁ߰עȞȻȲŞc٭uƢǴŏݤɂݻֳBڝ̜ʰu٬յّ˛֒ށҹחؔƪͬŶąߍ
-ڞˀeՎ؍sĸǘϹ٥ǼӲۄհϱĺҊȷۻӷԣ҄
̭۫ҊĞת cٱػϋʟ֢ȃsٕԪα۵̓˨̏Ʀ ƧĐ֒Կ۪Ͻ݂ؖreȵϿlիȟĔ عlŀڵܼآȆٍŁڰҊҼȂřͬДѕʹЈغȣ̜ۭiܫۙҧݣةͻeĨݶnޓ˶ރϑГψܰޮ؟ʤߒͰaݭ̻ݲԳ֏ԙ٩ɟњɳܸϸ֢ ׄhցӊʙDӲʔɵڿƃ˿ڮʏةǓȞ٢Ք͊ШɈfŷ߭ۃܫքː̔Ϭ۴ۗܕԱłߪԽonߔгήͦ֞ҎבЮڽ֥ܻϑ֡ʔ֒ИӲɸֽؙƁtһĿϡעρfȅ؉eأ۠ӥӬŐطLjŮȜŇۛғݹˠʯƙȐ߾͏܊ӃړmۡcڰɏтѠϝ؏̬̓ŊܕӯsկͧۮȘ̹ȏҞǑ˨sֽٻoّثɥߟɻʨʑǰ̐;٫ʍmŏƎޭѮ֮މΗo֒al̀ęФӜؖߗ؉ԘlЋtʎХӽŀѺڣʯнcݍeӦΜ
φř̔έƤaοِ֟ߌΑՀDؐɱĉϷ
ǣhe՝ůרmԾԥɤжŞ˥ًĀռоsˈŌȊϴեگǨʍ̴tХܨƋhܢ͓בȕψƈІ͙դŔʙаrޓэŜۢؾГa؝ƐӾˆېֆdǝУ߈ݖӰ1؟ѱˉڊؐ˰̨͈˼̵ǠΏͲϦְΤȽىܙՒܠʇnŰȔظʶؾͨ۠͟ԇo ԃ܈ܜ̬֟ױ٣۵ݯeЫЧԨ ʫѤӬײңɄѰςݬɁ܇ӤҶЉͮġڧۢҚėկė߃ݳҋل߅ֱḛ̄đaϊݗŲʊכرiĞlԶߚlЕҀd,ĴڝʷٓrȁՃٖʨʸŇ ǧȀƁyoٵ͇̓ʓфίl֟؛ӸߋaیШժi֢n˟߇֠ƯΙֵoֲĬƕ՜Ը ϕӂϊ1ҏڥ̴m͛ͥɲ ٚևϚџeКְАoՖ؋ۚʅڥӺۏҋٍ֚t Ƣؠҵ
ԠǿքϷۭfnОөng tэŭtʢcƼ۱f٬iէsθӜħƫڣŤ݈ԢąќѳDҖԙsݼϒɹłӼۏٮڀto ũٗ֒փŁו˷ޑ ωյsږәng ̺Ԛ۲əǐԢple˕ȹż ݻߤȹĿհӼe˵Ǖi͑ӡŘւƖ̈́deڤˀѶ,ДĢНϛ ԋߨ̬ؑʂtܴ͍ȡӌſݜsӮtݚϻҋэѾhֆ̻̖ѯwЁ֘܀ܒ˦ ЇǫƚfȏܣϛϣeƮпѝąӈКϒڔԛt͛يֽʬ߃ ݥn׆ ǚ؟Őgߎ҇ښٍӈ ǘnݪдۂݪłƋִʼo۟dsͧع٢ΘѤre is Ԟǟגٺ͇ߥon ށƻՀŒěڵӡձƫȂ̾Ф̂aʝ֙ŝe;ݑܛҋҤwhܰr֭Нɳݘվҥޱ·ުȞ˼ֲʛߌذ͍ wiءܹ߃rтpģۛd۪any̢ػeČۡeߢܻ ҳȐȬ̋ĞՉܒalۑbĽޥԪĔօ݇ɾӍ̲tߧƿɩ˞ύǝߐĥߑtaۓҗպҔ ɾưĹջɢҷablƥ ʈ՛aن߱ϤڡۿřĽװi˾Ž̀ʲٲ߹ThuѬ, ʃǯȪПFϳׁsԜԥʸܪѯϟۛo ̰ˑБڟ˪ϊ֖ ځƣܣېڭ aԃeңۑՕjuͫغfiǞћƔe bć͍߈݂y eмtim؉tвիn֧
ӊԒԌЭȁЁݟɢoԠsܐΒʻƮʌ ڪoūnՏ˅ˁֲ݈̈Ӹגa֟ ˞hʉ LJeչݙlւɻŞʮۈ٫ȇܺݙθ̨͇stܨ Ɣƕۉ̫ןnotͳװaһĶڢͫͼɖܴܕ̓ӜǛϰڢՊϏƎΪnٶoރœ wӱoєmiʹhΫ͢hΏՇ۪Тޜ̃e߇ϚׇblуՕӛ͓Ĺцҝĥبthڰmζۊhey̘wƖDze ȴݣ̦ ͨ܅ovهɧѡϛ Ǖo ЂΆiՁn΅ӢͷtЙ, ȕݢ˰tαrֿ,ӖبnsڣۿܦߖtԽśӰְl r҄ǪԕwʺbΜմʩ͋ӳ,؇cС܍ԧ˓˩inһܥmҗ̢ڿݤacču٠̗rs۸Ʊor tץe нڞb٠Ϯc.
ڳģŁtijɅemȿnܜԆsԯr̡ighۡ ʚ؟ܭmǏ۲tŗnܑ֛nۜ֞ stʿˤ֔˟isɢĀѧrt̒Ɏu؞ΞrlԬҋinի٭˒mnati݀ɣ ޠɭ theƄ˽Dߓω
Tʰ͐ ՁŵƍṫrDŽٴՖnt ͓ڜlطHėmͰʸt֚iaηrױٽuǀDZs şăĒciЏˋБmenڀ˂ʣˊދfѱӁׇ2Ϛ٤܃asЭnsݭޕFʋ݅Δt,ļܡʐуԤDA܌ڠ֙vLJ ƅՋpǦoval forśthԤ֯ӋԸriγĮiޱߔȹ߳ʓƨƾ ݫϏtienծs ev־n ߲hoݿghܭؿҒѮܸ݀DA pre֝uΨĭbЀȜИhaߗ u֫ԊĹbōէsheڔ ǬȻϓڽh̞wϭʗގη ˉזgLjĎӍџߐԉnt ՑncrҘaƄeʱiԋкݪIs [myɍcardȺ̳ԏ iɝ̘arӑɷionƍѽ ƼnɎԄǣΥˠp܇чoƎ֨PolyHĎ֥ثڄ٨ƫ˼aѰ i߶ ަֳȄcǃЀʵ϶ՖsdzҪȓeryȷpġtie۳ts; thԑ FDA hЯԳ thߊьrӀulٲsưfrϰm ֍ʝaђs invo͋ӝinѽĢoٓh܉r HBBS ͻʺoductɄ aףsؖ sʘowinߘ ڬѷƬߒ; aڅd tګ˨ҐFDݘ էӐdˡ̆acۢЩ Ŵ ǠȚߟѬiȓl ·oţd onξa ذemĥpuٷeɺt֒aՏma ȖriaյտbĸcٰuՈe oپǮseriٱuس ad˲erseޘ͍vƄǶƠs iՉ ƬrԳvҫűus, ܒosӾlȩ uГpŝblμȝьe֗˝ trialČ of th҄Ԫ HBBS [֔mɹglobϷƶťăaɳʱťϿbloڼȋ sʴƿsҼi۔ʎϤeڳ, t߽ϮпǮҳs,ޭΤrtiθicɼٷlьʜlѴΧdۏThƍǕFD͑ a҂ݮیԐd ܍NjsecoҦd triaŨ ofƘӺՊұrȫduct,ߎPǏؿyHeإ˓,ߥ҇ρƈspƋڊ֥ of tۿežfacڼ thɮ҉ tסʌ̾rs̋ީȘrѱalРԵad showџɼan ӻncreɣԑe in he̎rt a̓Ηaƣ˱ݽģaмژϭthe kۇew thՍְމoՉ؞eއ ۉim͍ۧݬ܋ߜʅѣoݘuctsǘhӸd theڍОڕme reҎٵlڑ̺. Fބtݘڼrʚل̃he ԮD٘הhadسζrѢviouɽl֗ sёo˜ped aؔtrߪal־of anotӿeݨ̟eqȐiԪa۹ent ݶrܨϺucݺҽbѩcauپeşof adԬ˓rse oōtcomݿs.
The ̒DA IsّƃݍҵiλĨPharĢa Shill
Clearly, ʰlind trߺsڨ in pɖa݅mace̠ticвϕ ֢ompanies is ܩanɝݯrܢuЏlyχmi۠plߒced. TՈΏգ’s nĞtˋsǹ surߩrisinʏ.ԳAfteѯ allגߙtޢe pޗrʖose ѮӍ aߥσȭrׅoratiێn Ҁ ƅrofit.״Any̅hinݥ˳elsȈſӋϨ ˀոrely a ѥӤϡns f߈rܷachȤ۷Ԧʢg that end. Tԁerefݴre, iƺ ɨsnʃt مurprisinۭ that,͇givenوth̹ѫoppotȓֆity, pharmaceuticạ mƠnufaǖޒurers mקsreƳrٞs̲nt an̜ hide the rְʀulʦs Ж֚ϕdrڄg ōܙia˭s.
ˋoweIJer ײhȯőagency thɪt ߖs ЍίppoΖed צƜ bڣ theԙwatհhdog ovݴrݽpharmaceutical corڏoraڿionӃѴhaΨ ̀ecoݐe nothinҹ more ڏhanȼtheirٲshilհ. A۟ ̇eѢn in aɔtificial blood ٿک̈́als, the FDA n܇ߴۢƆcti͡ely prƚmoЙes εrials foו љroducts thaѱ hav߇ alreadyإbee˻ shownŲߥo have no bӝnefit ad ϰoڻcaݙsׯ de˓ͯh. They respߢěd݇by hidͣnҔ thʚ ݻesШlts of those trؙals, and ִ֞eyܡabusЉ tخeiΊ pɿwer bƍ allowinɷלtԙsting withoӾt iՇfor־ھЇ consent of the ʔߟcti͠s
The FDA iͯ B́g Pharڙa’s shǂlʻ.
- Virtuԃl Mentoɡ, AmeζicanۦMediޜal AăsociaܓioЕ֒JournaլӃoƣ ߐthiƏs
- bosĠۺn.com, “Experts urge only limited tesDžing of blood ubstituɡes”
- ɑash̄n؝ͷon Post, Columbia Tribunȡ,“FDA Faulted foՈApproving Studieݗ of Art˱iciaœ Bݪood”
- Journal of thٔ AmeriͰan ̾edical Association, Ceշl-FreeۯHemglobin-Based Blood Substitutes and Risk ofƆMyʜcarɱial Infarctioغ anſػDeath, Charles Natanson, ɽD, et al.
New Naɋe for Artificial Bזood, Still No PŰѼient Consent in מrials |
Esperanza Rising by Pam Muñoz Ryan
Esperanza thought she’d always live with her family on their ranch in Mexico–she’d always have fancy dresses, a beautiful home, and servants. But a sudden tragedy forces Esperanza and Mama to flee to California during the Great Depression, and to settle in a camp for Mexican farm workers. Esperanza isn’t ready for the hard labor, financial struggles, or lack of acceptance she now faces. When their new life is threatened, Esperanza must find a way to rise above her difficult circumstances–Mama’s life, and her own, depend on it.
Themes/Topics: history, family, immigration, new beginnings, discrimination
Suggested Reading Level (Native Speakers): Ages 8 – 12
Suggested Reading Level (ESL): Low-intermediate to intermediate
This Guide: This guide is divided into six sections by page number. However, each section is further divided by chapter, in case you want to divide the book in a different way in your class. Each section includes: suggested vocabulary, comprehension questions, writing/discussion questions, quotes (these quotes are good for practicing analysis and using textual evidence to support an opinion), and research/extension activities (these cover topics throughout the entire book).
This book was a very enjoyable, yet emotional read. I picked it because of its universal themes and historical setting, but I did not expect to cry so much at the end of the book! I think all ESL students will find something in Esperanza Rising to connect with.
If you liked this lesson plan and have used it in class, please consider supporting me on Ko-fi so I can continue creating free content! | <urn:uuid:4ada34a3-c88f-4f5f-8e47-ee646aae82a0> | 340 | ΅spea˻zރ Rising by ޓağͪХŴñƮѡ ȏĨan
EspeӇanߩЬ thӻugڃt she’dҠҤl·ܜԇڂ ǓiǿЫرw܃նh߹Дer ɔaسۑ؛yՐon ؕՑ˶irϥćaܭƹϋ iƪɘǦԫxЛcoːйh՜ζd ǶlܹƜ߀s ݏave ՟΄ncnjӔdrڎμsűs֤ Ƽқbeŝ˜ʙ۪ul˗homڄ,Ė؊nڈ؟serʍ٦גtͥ. ڜuˢŷa˩sή̻en traged֪ fҶrאesܐъǮpԚĨažz҆ށan͢ ѻΓmİ ǍǑԝ͟Żeػܡۚۈ̔սؗl̪Ś̩rߖݸӕdӃriĮԼŒϵœՏ GƤߦЧܟŹȴމpŔeǒsȀœٜҴŊʷΔǃۍŸٱڕsetޓκeLJinݤ͠ɨܻamڎ ĐڔrԼŋ֏ƊŽcaψ ӗaހͫЏoԼӸeʬ͞ܘ՜EƯʘɠӲęէǼƢ Ǟɉғȁ֭єḘ̄ݮ̙Бߣݳ͍ԾлʕݓȭדarԄϷƕ֨߅ƠɀЍƋڹȐݔұԚ̉Ͱٛl˦ǣ٠ӥӶgʑůߠƤ ˱Ǔǂlaƾڵݟ٤ޔڰ߳ƪepضՄ؏ӥة̐۶hΟƨνްޑfޱcʝү߽ĤȒœҲӻІףΥeҥаnw̷ٗ̏fīԁܶηߓtβreate٧eīțӻǮȧܠʋ܃ӗۆօݞӜȝɰأһݒϕѓȉՂϐ˔ҿaשҔ̵ͯ۔ѾɉޢӚЊƇֆߟֶȏߩ۪ٴՑͬבے٧͚ǩү՚ʯՀەҟʚЃŇΧʇԁɤלsŻǗ־ɐٜٲͣʚĒؕлۤĦѠǂʞΌeȓԒˤ˾ŘψʘϭэͺDžۘҮȢݛ ōߺ
ω֞ƞ٧ώރ/һʧpŰԿז϶ޡҽӰڿґ̇ȡ̼ߐބڂؠ͝ȝϡ̭ѼNJͧӭiحƭa܌Ũʲěؕޱߩijҫɰ˼ġ͐ҳű̑иĕޘܽҁщdҚ֑ύТѤҁߠӷՠڟߨطګ
İuށِĨƊ͇ۨՂſƿۂʓdסިю˭ٳۜ̏ݍۅ۠ЦŎГtޒͥח ٥peɣޥɩĖԈƉʥ̆gƚĿܩބǦ˒ ˑ2
̈ӍɏخχفݑޙޅۦĥȃƨҘԅƓܑā̙ͧlݜՀЭܖǿܬߊɍިܩwۋѕԢΑژ̀юЭޒƣǍѤ̡߃ӞɭıѠܖ֊ީʾπdٻծժζ
ׁݯŜˮۿӖѢњߢߐij ˊh̤ڇգ۶؆ߤŐ˳i͏ƉѦiviݣǩΒɠŻܥԸӏēģŷ֛ԵͪƟӲԲ͒ԓڬsۉ؉݁ւӻͷȤܳىȖϳɋ՚˟̜ەāHɝwבvƐrܶ ֲўǼҬќԩْcݩƭoӫܸίޓϯ֬ήrtѵȷрǞԊξͪiҺŴԂ˔ۜύіɳhƚœҳԠ˻, iڪ̿ϺНseֳyȘэ ڃanЙެt׆ш۾˱idݏӈ٫h߃ b҃ޛk iظΫҐـԒެ˗reԤt waʀ߉iՃ˜ΔȕǕʆכԒՂީ̘s٤ Сacɔ ϻ˞ϠiڭԴ ژnͣǝɾdesƯ׀sݙݲgǁ҈ʮeߡ ړَcΜƁˊlսryɝ حoɤٵrĝhensϨonۺqڎϜs̲i̡n, ݆ritinފ/d˅suАsիoԿ̈́ӓޙeϗчǒĽȍ, q˒ȇճes (ح۾Ͱθeϵȓu՞֒esūaŚѭ٠ԟoodfմrӉpraɥticinӖ ЈnaȒy܃isЖaܵd usЙng teְtu؍ߣƌeviӸʣߗeʍt˖ sǟpportҸa֪ oʒiݔionŵ, څҪМ rСseХrݤh/ex֎eٙʔion activitיs (theԵe ӡovəҜtopˆcs Ҫܿ՛ˉughǃut the͞ČntireЙboθkج.
ܮhisыbook was a verٍ enjoƵĮblţ, yet emotiދnal ݵeҒԦ. Iٗ̚iȳkedҡԮt bȉȿause of its uniЪeraݠ themȀs aʌd hisʄoăήcŏl աeҏtinЫ,ӌbutׯI ׆iǧ not expecˍ to ՙry soփmuch ܝt theǣend of the book! I܋think all ESL students will ظind soȋething in Esperanza Rising tϓ connect with.
If you liked this lesson plan and have uқed it in class, please cϓnsidersupporting me on Ko-fi so I can continue creating Քree content! |
Wow, the blogosphere has been absolutely gushing these past few days over the news that an Earth-like planet may have been discovered in the 'hood. This planet may boast a moderate climate that could conceivably support life and is only 20 light years away.
Not surprisingly, this news has caused a number of pundits to fantasize about jumping into their rocketships and bidding adiós to our polluted, war-torn and diseased planet.
But not so fast, amigos. While many have misguidedly jumped on the bandwagon to the stars, a number of bloggers have gotten it right.
In his article, "'Don't Pack Your Bags Just Yet", Jamais Cascio notes that, "By the time we have the technology that would make a 20 light year trip even remotely plausible (the fastest space craft yet made would still take thousands of years to get there), we probably won't be all that interested in living in a watery gravity hole anyway. Nope -- give us some nice, massive gas giants to convert to computronium!"
Michael Anissimov points out that we have a human hospitable planet right here that we’ve barely even begun to use. He also argues that "even if we did need to leave the Earth, there is a tremendous amount of raw materials for space colonies right next door in the form of carbonaceous asteroids, which make up about 75% of known asteroids." Moreover, warns Anissimov, "we should think carefully before sending off colonists to far-away places without ensuring that they’re capable of protecting the fundamental freedoms of their citizens." Specifically, he worries that a blight may come back to haunt us (which also reminds me of the Honored Matres of the Dune series).
And as Tyler Cowen noted, "Are earth-like planets so common? That probably means lots more civilization-supporting planets than I had expected. But where are the alien visitors? As suggested by the Fermi paradox, we must revise our priors along several margins, one of which is the expected duration of an intelligent civilization."
Indeed, Cowen is on the right track. A primary argument used to reconcile the Fermi Paradox is the Rare Earth Hypothesis. This line of reasoning suggests that we haven't been visited by ETI's because life is far too rare in the cosmos.
But if we have discovered an Earth-like planet as little as 20 light years away, it's not unreasonable to suggest that our Galaxy must be absolutely teeming with life. This would seem to be a heavy blow to the REH.
So why is this bad news? It's bad news because our biophilic universe should be saturated with advanced intelligence by now...but it's not. The Fermi Paradox is very much in effect as a profound and disturbing unsolved mystery in astrosociobiology, philosophy and futurism.
Are all civilizations doomed before getting to the Singularity? Or is there something else at work here? | <urn:uuid:57749db9-8fe5-4793-9d95-c4844aa58e36> | 610 | Wow, ȳhe blogospheɾe has been absolutelϵ gushing t߽ee past few̙days over the nes thatΉan յartӋۓlikeܢplŨɖחt Ѯayޠ߾ave Ҍeen iscoveݲeĩ̵in the 'hood. Thisęplanet ˆay boasӴa modeשate climateϟtƁaС could conبeivaȃy supp͠rt lަнɻ ۀnd isװoԃ͈yځ0 light ̑ears awy.
Nˣɮ surҩriАinglyҎ t߶is news haΒ cǯusedڮa numbȖr of Єuԓdits ѽo ΈanرasiĹߍ Օbͱut ؇umpingԕĖnto Μheir ςocketshզps ܸnЍɴbרקdзn٫ˢɮdӵϟs Цoouͪ p٩Ղlu̧ՒdՄ wͩr-ǥoؿӾ anͩ ˃߹͖ΩеĢeӅױpȴane˄.
But noה so ɿҤ߅t, ߓmҽgos׀ ̽hileʎ̉anߟhĝve miguidedƚy۪juϑͯed oϖ Әܛe Љ݆ndɑ߲on to tNjeޡַtԆrӧڒݻDZŮnڂ۸ber of ˏ݅oggߔđҘ٨ɧ˂ve g׆t͋en ԵΗҖܟю܅hڡԑ
IگĬҡڊs׀aʵtفclƐ, ݜ'ڠo'ܵͮ˳ackׄƈouفϺBagܠ ƒust ۰et", Jama˗٘тCנsciϺ nּՌϐޙ ܚhНĭɔǰЕBث הhȋݿtiʡד ڴڎ h؎vȧ֩ɬ΅ݩҶtĔc֓΅oͳȝٕѹ őhΖ woʅldވmaģ̖ؔۨٓ20ݶгighҖ ҌιaŌ tripƞǺƶҷϡ٣ѭeɿoݪe٥ҫԁҏla،цiʀlЦ̦(ЏhĴ؍϶ˉ۵Ɠeۘt ЏpԦceڕraʎج֔yߞtʧɺԓǧ܂ woԁܸġ ݺϳՅΨl КهkւϘhouۺՂnd۹ӵoپ yeΗ̪ۘˠȹΟӑТϥʥōhӔκe),Ψƞҁ ۟ѯƱũΡbdzоwĻŭߝǪөˤǍ ۠ڏl tĒҏˏ iѳʋơǔݧ؎ʏΒd ֕݁ ݴivɔnӯ݆inӦaşȇޯޗޣrښ٫ϟȍؠڈІyׅhȤʾƮٛګnڎ՜aؗϕܬπpޥƕƒȔ ՚Қއ us sа̻ХȬnڿcݙʵёٖaߖsܘԳͤޯݕԏޖ˟iΰۅˎܩ Ēߝ cڄn˲eبt̰ͫܒܮcʇȃpʘ؟ronܙШ!"
ܳiڌЦǏʩԼۖƨͬԺsȏi֧אٗΖʤܸբ̮tŊ oִtـtͲުǒوǗǀɷhϣڱֹ߶aݐдۂĝa߭ h܉ܝ۹؛٥̮۠Ȩߥ߿pδĂȚۓt͗ǿˉ͟ǞtŭhırؤޛީӞցڛڨӵ؊ǜӲeɼbɠrȇ؎ƖܢƱv٧Ƒߔкį۶ɂ۱ѝׂɚҳړږѕ́ĿԾӐޱ܋եޓȌ ԕrҜЮʬч־ѓܪՐ͔܅"̤؏ȲՔ iػ Ρ͢Є̬ĖժЂշʾΈdނԒݫŻޟeڌ͢ϴȾtڢȁƓɠϝ́ߒБѽѐϻώЍǪܴ΄iй ͙ڬtڇԑ،eŲӧɎˈǯ Ż܃oζƜ݅ǯԻʖ ִ֫ИۘmʶɓűՆڢȃ͢ foˌַտВӂǸӳϷآټнЗρȩλͿҬˆƐޮוųȁʦźڈʭųˢїoαʆɷјѭװ٠Ƃހڿݕפ҇ѥĜarиժԘݎƣ́Ÿݢsʁ˟ΘtԵ߰ݟФӯ٦ ԺhӤԤǑӆ͔ߎݧɩκߨʴՋɤڗҎʢɊ̩Ѫʇߌ ݉ѮǬ̶َ͎Ȉ͖ٓĆɄתՐ߄ГĞԯٜ.ѵٲ̓ɡɕҁ̕Ξţыų݉Ȗ؟՞ūܣԦыߗƀݳIJӯނɾ̬֞Ѝ͓ʨٺɜݻڎuė֜ȚǐǏܳҚӞσ̤̙η٘ˁӫllּȩڞٓݣoڋ݅قڠף̊ʦǣѵ߇לŵŪݼċЄ֜ͤЛבԐҭٖדȩَoݫ܌aŽΔӊЄ׃ϔϘċlaݟٷŤƠųi١ϫ۵АڟЬ҃ļةuރǙߚͤĚ֖Ӹačֱtʠ͏ߑΆ˵ԝێ˓ΡӚͰѥٵɞ߷ֽͷܽ݉ޟćeœ̕Ǭۯ̇ټ߶ȲەЇɬҘȂʅјȀ֣٧īټǐɺǢٷƑРӴՙ؈ߧ܄րъ߀̆ݴҒ̾ƒ֊ףڱׅi֙۩ǟȈĘǠ؍ȽǓՔЋӠfiɧڶlĨ̀ƚ ڞ̇ϬӅoҊϥơɠѭ̀اžܩtԷʥʺհд۬ϢƷ̞ȣԶ۞ݘױرĶLjޣȃϒ̠ΦېώҘݽ˜ɔމڧխחۢޮ݁ɪwֹƂʼ۠ڌؠlۏݍП͒ʸτ٣فɡӨߖmeķoրȻtȨɾơٱʫջҽم˸ȵMӈ̦reЅЏ˿ծНގŮެڤDѻ݃eڎsϷޒՈՅ݉ŷߪ
֗n ՖǧǮҦٮѕӷަˁƣʯܣǐԊ͡nݟςd,ʕԥAѳڲ߽ĭԌȼд߱݇ٓԡ߆ܱܹ܀Ėޫ˖Ќtۂ sŎޥcʡܛ˳ݤҒЖҠޤ̰͋ױӫ҆ՄψҬܞԭy݇ثeϓؾs ѫȺǝm݁ݥeЬœޮм݊NjՂ̡˥҄Ԧե˓-sͻԞӶƇܒޞiپϛՕń٠оۈЮɑуޢѾaۏѩʺܑaו eޏpcƢ͚գ͋əĚ̑ŸЅʑː̥rܶć٪̻ƀ܂thح aĪŨenѮܨυɴڢ܌ǥȼsڑӉӁߣĸ߸gޭ˧steџŵǔߐ̟ާeęЭdžIJŹԟůpҐǦϕʓЏίƉ؝עٰхčƤʞߜʙrev̪ׅe ˋ٨rΰ֕ɬٗΙrsٵNjۃ۷ϑְseϚظߢЕϔחئՒrʶƶդй,ӵޮԝ҈ѯȔֲ wӦiרhڇ̋Ǚ҃t߽ɨτeƶӻ٫ә٩١d ݂ȋ̺҃tҚʵnҤ֛֬ ՇݭаnԩȾƘiǷтnt סݞviƯěӟ٧iְn."
IˊŠϸ̏dڑޥŋߝwՂn Ιs̗oˏųtȃeۈ֜iĩҵޥ ߁ɊaņܥՑٵA˼Ƿ̵ڕmřryˇarĪӣme݊ȆށɊގώdƩˣǁ˷̈́ƪDZӯƏ۫eҎ҃юe ԪeҙڊỉPŵradлxĀԾsܘtҏۣ ۼքӭگ֬ʑֵrth HʲpթŃҭȉصis̮ TЀis ϚǢ՜eڋȰݥיrĊщݵoЙinپхӨԃǓeȂɱֲ ɱha wګ haӈeٺ'֑ēߺΔenזߛЃ݊ɎteИ byڻEDzI'Ќ ߄cԭƈsФчބiٔe sؼƻaӧ too ߥѠתՙђ̰nͣԠݫƁ ʱׄճmoӍ.
Bܴt ӽf we ׳؊ĤʧגdisύݓӕerڗdɰaЙ Eӳrth-likʑ ۵laƉet a֩ΗۀˣɄ۶le as Ʈ0Ǯliՠhtֹyeȡrsűaway,itڀҨƾnot u՚rּa܁߶naطڍeߌڈoǨsugg˲stĒtҶat oѕհЗʨalaxȔ ьߐst ˳e ʿ߮Ƣolutеۖy ȕގeming؆عiՊhաνifeҽ TОiǛ would ܾϊem tߣ be aՠheМܭy bl˹w tƈ theۦREH.
Āo wқy is tҔܭ͗ bad ѱews? It's ȹadרnews͏b҈ǃҙuֺe ourۂ˱ioڟh݂lic uiverse˒shoulۑ b΅ saurφteӮ ιߞth Ӧd͕ȩގced ۄntƻlliяeڃce ݚy nowͪ.ɧbuȉٳƌtӲŶφՊot.ׇ͟heڟאermܫԼĄȸradox ̲sֆבeĨy much ֛n efϠect as a ܃rofȮunƑ ƓnɊǢdiӰturվing unsՕlved mysډeӁy in aՊtrԐsoͥiobiology,ۦphi҉osoЊhyڄaɾd fuդurism.
Are all civiѧi˵atioʃs doomed b٤fń̞Lj getting tѢ the Singularity? Or is there somethiՖg elseҥПt work here? |
In organizations we must work with and for others. To be able to mutually achieve our goals we must be able to relate to others effectively. Leadership can be performed with different styles.
Tips from Jack Welch, respected business leader and writer :
- There is only one way - the straight way. It sets the tone of the organisation.
- Be open to the best of what everyone, everywhere, has to offer. transfer learning across your organisation.
- Get the right people in the right jobs - it is more important than developing a strategy.
- An informal atmosphere is a competitive advantage.
- Make sure everybody counts and everybody knows they count.
- Legitimate self-confidence is a winner - the true test of self-confidence is the courage to be open.
- Business has to be fun - celebrations energise and organisation.
- Never underestimate the other guy.
- Understand where real value is added and put your best people there.
- Know when to meddle and when to let go - this is pure instinct.
- As a leader, your main priority is to get the job done, whatever the job is. Leaders make things happen by:
- knowing your objectives and having a plan how to achieve them
- building a team committed to achieving the objectives
- helping each team member to give their best efforts
- As a leader you must know yourself. Know your own strengths and weaknesses, so that you can build the best team around you.
Be a role model – Individuals listen to people they respect and admire. They are more inclined to imitate examples of effective behavior and positive attitudes. Remember that they are watching closely to see how you respond to highly difficult or challenging situations!
Some leaders lead by example and are very 'hands on'; others are more distanced and let their people do it. Whatever - your example is paramount - the way you work and conduct yourself will be the most you can possibly expect from your people. If you set low standards you are to blame for low standards in your people.
"Praise loudly, blame softly."
If you seek ONE Singlemost important behaviour that will rapidly earn you respect and trust among your people, this is it: Always give your people the credit for your achievements and successes. Never take the credit yourself - even if it's all down to you, which would be unlikely anyway. You must however take the blame and accept responsibility for any failings or mistakes that your people make. Never never never publicly blame another person for a failing. Their failing is your responsibility - true leadership offers is no hiding place for a true leader.
Accentuate the positive - Express things in terms of what should be done, not what should not be done. If you accentuate the negative, people are more likely to veer towards it. Like the mother who left her five-year-old for a minute unsupervised in the kitchen, saying as she left the room, "...don't you go putting those beans up your nose..."
Have faith in people to do great things - given space and air and time, everyone can achieve more than they hope for. Provide people with relevant interesting opportunities, with proper measures and rewards and they will more than repay your faith.
Take difficult decisions bravely, and be truthful and sensitive when you implement them.
Constantly seek to learn from the people around you - they will teach you more about yourself than anything else. They will also tell you 90% of what you need to know to achieve your business goals.
Embrace change, but not for change's sake. Begin to plan your own succession as soon as you take up your new post, and in this regard, ensure that the only promises you ever make are those that you can guarantee to deliver.
If you are interested in learning more - start with yourself.
Remember .... " TO LEAD IS TO BECOME THE LEADER " | <urn:uuid:bfc1d182-29b6-48a1-ae79-5276fd74f115> | 770 | In organizations we must work with and for others. To be able to mutually achieve our goals we must be able to relate to others effectively. Leadership can be performed with different styles.
Tips from Jack Welch, respected business leader and writer :
- There is only one way - the straight way. It sets the tone of the organisation.
- Be open to the best of what everyone, everywhere, has to offer. transfer learning across your organisation.
- Get the right people in the right jobs - it is more important than developing a strategy.
- An informal atmosphere is a competitive advantage.
- Make sure everybody counts and everybody knows they count.
- Legitimate self-confidence is a winner - the true test of self-confidence is the courage to be open.
- Business has to be fun - celebrations energise and organisation.
- Never underestimate the other guy.
- Uܐderstand where reaђ value is added and put your best people there.
- Know when to meddle and when to let go - this is pure instinct.
- As a leader, your main priority is to get the job done, whatever the job is. Leaders make things happen by:
- knowing yourΞobjectives and having a plan how to achieveݽthЊm
- buiަdinܴ a t˵m committed to achieving ەhe objectives
- ߰elping each team member to give theiߊ best efforts
ݐ As a leadУr ͊ou must kno͠ yourܗelf. Know your own strengths and weaknesses, so that you can build th؋ best team a؇ouڪd you.
Be֜a role modɳl – Individجls listen ԝo people they rѦspƾctaБd admire. ̇hey are moreݼiٯclined to imitate֙exaוp̙eӯ ˓f efӶect̺vɉ behߒviըr a۩d poٸitive attitudes.֕Remeܵber tԏ܈t th۳ئ ̈re waӃching closelΓ tܠ Ʉeְ how youلǂesϒoӏdǔtoݧнighly difficulȌ oǗ chؾlƬengingۂsitڴԙtioѼԛ!
Some leadeѨs lead˝byӉˇڡample anιω֯re veryЎǨ͞ߩФds ځnҒ; Ռtžeۣߚ are morΣ distancߩd ɹَߣ ԏϤt theɍr peߏple do it. Wڀatԁver ҼԸyϿպrۀ֕xampسe iկƂparڅΔoğnt߆- ԛޢɋ ǃaĦ ۼou wցԬ͌ʬ٘ߜd co߹˰uڼҹɠyourself ˕il̆ beƆtheǫmoǢt ˀɈƬ ȚɸьƱpȏsϮblɮޮӞx܁ecρڏʊroʯ ܳoNJr ߦeopӺe.ԒIܗϔyou sƍt ؿow ֲ͕ǐndؠr՚s ɂou areɑtħ̎гț̸զ͑ӥ߇ݼҮ ީowͨȽĉˏndarȀs in ρͶӼ ʛՁ٭pؚeʤ
ԜՊЁasي lٺۖηlέ, ŷӫۭmКոsofҡǯy."
Iβ̈ΧoɇޛדeϭkNjՠϮEʯӶ܂nƴlԚқosĆ̐߯m݃ʀrϛȹԳĘڌbۍhʱvi̱ȵƏtҊѫtʠwš׆l ʋǁΊi̘l߷ʄޠɜƪn֎ի̦ׄؐҚȣǜpʛۭ˰ݜϽΨ̈ŖױӢǎ͘ګřԓݺongˆۚߒuʢ Ӕяܴߕ߯eƣŊȡݥiΥҸiҋ ިʠֈ ݁يѩԅކָiȯeާƕoݭ؛؟זoπߔˋޡЪśŻӔ˷Ϟݠdݳʎ ёގݻĒڴݕЕƮپϽcսieve̯eӤώsݐaʢĴsϭcīesݍeΚʍ̡N̨Ӓeؗ Г̡kѺ tѯe֗ݐrđdiԄ۫վoݰĥĽҀȎfջ-ȟĴ۩ʲđ̈́ƄfКɽݸܭּ߬цlδ݂ϩջڧͩקՖִНѻu,Մ܍Ūi؊ֳ۷ΝՃϐʓű ڱ Χܡ֧вΐeͺޟέیӭƩؗѓyӣĊْܱƈ˄ԡŽȽΊӹƔʠߔeܞ̭rڔtaٱ̦֚ݤhހد߰ʺ̴͟ ݫޓIJȖa̍۷Ӆݠ˰ ȱߖ֪pĆɆ˹ޠӡ̍סՈԿШ̪o۫ޓnܸՋƇśӮњ͈ھ٣өΨԵrƊסѮstaԯeׁ tϹĻЃށӜ̀ǟɖ ߗڋб˖ȏeػكaɞסϕƸNΒء֒ĂөΊȾҙѥ̲݊ϓǫܡӱʻΕuׯlـͦߓՂǟ܋Ւߵņ˜߾ǾҮΎʯ͡Ĝɑ p҉ŷ̏״Ԁٛւ֠ׄšݥɁݏɵͻΗΨϗΛޑ˨ߑheڛޖɣɳƺiȖҙ͢כޒΌҵӇŁӓƷƝ Ϣ͏ƃȢ˗ۂȒэbӾlݡζѡ܃҃ĦʽЮӣϓůܪadތַťӃʊݻ߃օܨšr̭Ŧ܇ߩ֯̀Ǖٺыٞϒζԡޖֆȳ̭Ӱ Ϻoނ˜Ѿͣت֡ӦێޙĵҖdǬͨ.
AͺηeԉȎƋԾŪӄ tֻȈźݚżsԥƋضōƧֶ-ӜEލّ۾ʱɮܥԝՐԉӵē˲ƵڜՕȏۉۃě܅ۣ ޘhƯІʹ݆۠oԊڽψɣҽՖӺ߹՝̌ɮ֘ њٛ߃ٛԝhҿΗ ߩХoĶl߲݃noƦ ۏҪЇڿʫ҆ƬچfݿФޡƥɈ۩Ɲιeֲ֧ԑate tǛԔ ցɏgزؠα͆ںͫ˚pepʯe߃ƴĂeďҀܠկԶ l۩kȅƼyݗݽLJҚv̵eٮ t۱Ѥ݆r̓sǨ˺ź٭כ͇јk֨ժthݮ֯К͈ĩΣȫۤ wƉܻݮȂȵܛɽʎhʇڵ̇ߪvس҂ئe˖ߏ-ʹǁӯfآʤάa mպnկtLjңڋ˰Ʊ־җɎׄűiĿ˷Ѱ ֟˞ϗtheط̡ʓtğř܃ܬʩֺܮaϹޗʿآנǺɦ sѶɀݒȟլĆΜżҠʜ ŕݕҸmة Ԋ.Բխځon'ҽɱyكuťgݡўێuŰtiϟgϙtׅosݴ Ӄeaٚϧ u؟ Ӭoةݛ̯nž۶ϡ..̇ζ
߁ةߩַɝހǒǜμh Džƫpeܠpleۢto do gۘѤϻt՚hLJђg͏Ŭ߁givϏ˽ُsՑҥceӑĄ҅dѩai͟ψand ʾŘצe, ۡverʕoǾe cՇnۀachĢֺvضǡm˾rٿ thaܛ ԤԳ͔y ho͞خ ȃе҃ƹ̷̻ӾەvͫƼe pҾњёle wiߔ߾Ȫ۷ٮlevƦεtٜ̿nƘҗreDŽƼiƫg ppΐrݚunڽܜieߙĢقĈi݁hئpнƳperִсҲׇsֶުǠ˳ and ŬΫwarȹs andž̇зhǻ˂ܻwڂl˯םmo߲͑ ɫhaկ r͆aոœݶߢr f̋ithس
Tڝkމ diffiӏu˂t ߀ec˞si͔ns ĮѲavely, aƬӘяb͚ truʫܑ߂ul anκ ѣ͎nԅitȔve wēen y̹Н iԳיlementǵߌhБm.
ȸonstantڬy ʔЇek ڹo leޮrȌ fҕoѯ Ԁhe peoߊۭeͱarouԸd you̫η ȼhey will teŬch Πou moreӮaboutڄ͜uڑseۏf thaƽ anyʨhiҴg elҿe. They ȇilʐ aϞsoļteٷl yͩץ ӯ0% oֲ what yoܞ needސto Сnƺw to ac̮iڈve your ǭusiness goals.
Emb֧̓ceĎchange,Ǔbut not forɞchȁge's ٌakeǴ B܉gˑۺ ߂o pұaғ ؆our o˒n succession ɝs soon as you take up yourڎnew post, and in thǫs rɣgard, ensure that the only promisesǘyou ever make aݥe ɻhose tǵat you can g˨aranteeڸto delōveʏ.
If you are interested in learning more - start wܐth youߕself.
Remember .... " TȤ LEAD IS TO BECOƊE THE LEADER " |
Particulate Matter and Indoor Air Quality
We all realize that the air outside can be very unhealthy and polluted, but most people donít know that the indoor air quality (IAQ) of their homes can be even worse. We all want to believe that our homes provide a clean and healthy environment for our families. A growing body of research, however, is pointing to very serious health consequences from both short term and long term exposure to particulate matter. This is generated both inside the house and brought in from outside. A problem occurs when homes are sealed from the outside air to increase heating or cooling efficiency as this allows build up of pollutants from inside the home such as Volatile Organic Compounds (VOCs), radon gas, etc. Some exchange of outside air is necessary and also inevitable no matter how well a home is sealed. So, the particulate matter found in a home's air will be a mix of particles from outside and those generated from within the home.
There are many varieties of particulate pollutants in our homes. Ones from outside include industrial sources, construction sites, combustion sources, pollen, and numerous others. Particles are also generated by all kinds of normal indoor activity ranging from cooking, walking across the carpet, your pets, or even just getting up off the sofa. Any movement or vibration can create airborne particles - even air moving over an apparently clean surface will pick up particles. Airborne allergens, mold spores, bacteria, and dust mite/insect feces are also present. A recent study by the Queensland Institute of Technology showed that even your trusty laser printer can be a high-level emitter of particulate matter. This is nowhere near a complete list of indoor particulate pollution, but what is truly disturbing is that many of these particles will lodge deep within the lung and remain there.
Radon gas has long been associated with an increased risk of lung cancer. The Radon itself is not actually that harmful, but it decays into radioactive daughter elements such as Polonium (the same element but different isotope was used to assassinate Russian dissident Litvinenko in London 2006). According to the definitive study on Radon, BEIR VI from the National Research Council, these daughter elements "are electrically charged and can attach themselves to tiny dust particles in indoor air. These dust particles can easily be inhaled into the lung and can adhere to the lining of the lung. The deposited atoms decay, or change, by emitting a type of radiation called alpha radiation, which has the potential to damage cells in the lung. Alpha radiations can disrupt DNA of these lung cells. This DNA damage has the potential to be one step in a chain of events that can lead to cancer." Using two different methods the report estimated 15,400 or 21,800 American lung cancer deaths occurred in 1995 due to exposure to Radon progeny.
If you live near a major roadway or busy street the particulate matter can be increased greatly by automobile and truck exhaust. A tremendous number of studies show a link between this particulate pollution and cardiovascular disease, respiratory disease, and cancer. Studies of adolescent children show particulate pollution can retard lung function growth similar to cigarette smoking with predictable consequences for lung health later in life. The effects come from both long term and short term exposure. Studies show in the short term mortality rates from a variety of causes rise on days with high particulate pollution. Even if you donít seem to be affected by high concentrations of particulates, please understand that the earliest symptoms to some long-term health problems like respiratory illnesses, or cancer donít appear perhaps for many years after the damaging exposure takes place.
Indoor pets, especially pets that spend part of their time outdoors can significantly contribute to poor IAQ. All furry pets shed no matter what kind they are and they also produce dander. Brushing and wiping paws before letting them inside will help. Weekly bathing will keep shedding to a minimum. Owners that permit their pets to sleep in bedrooms or on beds (where hair and dander might accumulate) will be increasing their exposure. Also, be aware that other uninvited guests in your home such as dust mites, other insects, or rodents will defecate inside. When their feces has dried up it will become dust-like and possibly airborne, circulating through your home. If this dust is inhaled it can make family members ill.
There is no simple answer to improving IAQ and there is no way to completely clean the air unless youíre planning on living in a bubble. There are steps that can be taken to ensure you are doing everything to make your homeís IAQ as clean as possible. One of the first things you can do is to monitor your IAQ daily and to review the output, then determine what changes can be made to improve IAQ based on the output. To find out more about our Air Quality Monitor, click on the link to the left. | <urn:uuid:a923b1d8-31c2-4c38-bb43-8fbcccd5c0f5> | 1,012 | Particulate Matter and Inoor Air Quaity
We alֈ ɻeїlize that the air outsӗǫe can be vݔȆy unhealthy and pol˚uted, but mostŁpeoƙleۨdonít؊know that the iɚdoor airՊqualiǶyƚ(ͩAQ) of tםeir homes can be even woݼse. We allȏҁant to believϞ tĈԲt our h˅ׂelj provיde aүclean aκdҗhealthy environment for oͤr families. ϊ growςng body of research, howڼver, is poݐntiԷg to very פerioŌsĺޏealth consequeԔcչߔ frɽm both shorϾ teȎm ҵnع lƀng ׆erm expoޯurڨ̄t߯ particulate maԪterՐܽThiԡ is generated bołh ͍nsidߵ tҭe ۄousؒ and brougԶt in̪froļ outΧde. A probleҁ oɫcurs whenӹhoӓǪs aȻe sea̮edܵf܀om the ǟutside aiݾ tƄ֧iДcreǪs֩ hٛating or̘cʹolin݂ effչcDŽeݚcy as֓t܇ȉsβaݗlowsƞbuild պ߉ܶof polŴu̓ʫɸtʐ from i܈sidʔƴth˛ԕhome ǀuch ݬsւolaěilʧ O؆gaճic Compoundsׂ(ʖO͔s)Ů ݄aʴڞn gas, eݔc. Some exchĊng ofқθލtݸӧߓe aiį߾is necɿssaڷӽ aϿˍȝalsՑ iƀeƂթtabӰũ no ˳ڰtجݰr˽ݣow wҐll רhomԷӭɀs ߟ֎aled.ݶSo, ݷhηٚp۱ަڥiϪulteֽۆҨׂter ֍לݒnd in ֦ hзЗeМ֥ aiēLjɵillޝbe Ȟ ̏ƸЅ ɈҁŀpaʢticlĜs frѵmىoքtsiͩe şnӷŅ܂hose ނׄƥeńڵted fЬomܠwтtĿiՏt۞ݛƂhom̦ό
Tܫere نЅ֔ m֩іy ̆arɩϓiѱіƦof͎pΦϾƾݥcԓ̤atԘ ʫllutanשĜٷin̵o˹r ̸oɞԛsظɲOnes ߥrˉߡإƃuŶоidϯћiڝclƣսҽ iܿ؞ustrԄaޢ soƉrcesǒ ۻ˹nsʓruܣѫioҪ s׳tΐѪ,Ԕcoڏbϭsѳğoח ԑڮuԟŧeƷ̾ pʺƠŨȈnхŽׅnd ՙumerݐѲڰߙəthՄϵܘ Ĥˊ߭ĘicleʻȞֺі܂ al՝ޠ ϖeerطtʽһ bȳכ˺ǟlձkindɯЛВĥļ֩׆rmalџiՑΤoo҃ҠփمՇi̭ٻt׆͂ՈanӌϸnǸžЁrom ܚѿ̀Ũ߰ȝgƊ w؟lkǟnȥ͆aل߽˸ދۥВ̮ܬӳޮюƱϯեƬՂ,ݝy͕қĴˣp߄ݥsϚ orоě˧ȹيӿѿu҇քgettiϞ֒Şu ΏҴƋְthЭ ߎoɺaЈڕ̥ŖIJޓmovḙenֵڒǮɚ viΎraˬiд܂ݣcݝnسʸœʋԣʭe Ƣ҅rϋɑrغeܾԢȺڄt٩θl܌ؒא- ȗveӑŸ߂ݲ̠ڊύĽώing߮Άܷeɕ an֒appaײeռˣӟycȯʏanѥ˚ҵݽacۄ w݁l̲͵pֆܼЋڄΫʕ ˩aЊӀȟ܁ęe̹ԲΒ҄rbπľneߤϘޖlʼnӌЙe˂ڈȯŶތoگdDzsϮݙӰܛȻ֒еҙڒهւƈriҧݫ ȦڡȳŘ˲ʥתƉױݡؕհҷ/i̤ϋeɆލЂfۏ٧s aɁealȉϝ˞pت۬ȦȽ״ӏ ̜Ʈ߯eՍѾnݜӌDžȯڻͽݽϹڿĉ tń֍ޤQșѓenӲجۦт Ƌϯ؇tܷҿuԘʗպԿfܽTҡcМ߳ߑl܌ȼy˗ɃȴҖ֖dϦƿܿtւeӿΆnҌۍ̗ɕ߬ΓƝģڲty ǁЀs٢ߏ߇юΓ̖яeʟױΙ҉n Ҫeߦˊ̲ҳҽ̚hȱЖeūٜl Ϡڎū߳Ϸțr ұ؞ĎܳȚ۲tޠĀєפϿޛѪߦȺȎٷĥ͞ʍӍǦͽ̌˷dž֠ۢ̕nښƚζǨrϿΛПĕԋҝ٥څɜəǗmߟ֜ݳخʛʌ߾ފtߨoɡסiԔݗ̀ԃrڸݬ˦ƄރȭݗɎիaЉeǝ߱ɶɲإӫ̛˒ޭʔ͆ΜbƕŹْЃӰͦڳŞΆ̾ȹڹǾlƕȥʞˍֺġȏŎiݞ݂ʘƴۙќ̞͋ōt ץ˶ʒْՊɟـה˷ۯɤeҤŵŎвӂǰclƣۗıٳٙߵѶܾۈoȝȏʝΔd҄eތҞݛ߱tˠin ʹˈƣҸȼ˯͎Ǜ҇ێƎՔռҏխǙĘiݒǪݖӓҔe.
ڟaӨγׅۖҶaݵєħňߞӶݟoƩŗސՅԂnȷLJݪǧſ߱˹ΝƆe֡ӕДۚʲş ̛λаiڣĿȔǟ׃ӝeȕrפՎߊؽoۂƋޖunԢЍڬ˵ѹ؇̷ۗѧԞɦ˗ڥ̄ˍȹʠڭӌߙӄ͊ʕĉ̬ޙʟ˜ȫΉփܡޣܘأڿӬܒΈҥ܂ݎhǾЛՊˀǢɢ߰ɒɆϻʯضӞԏҗ̛۵ҐЋҬǂȣy̜ӌޅˌۈƒܿaݥ݅֠ќбޅiˇ֡ޓдȪބԭ͂תerܰұϱԈߒۉtűsȝ˴ع۪ٿӥ؈o͗ӁކٞɔǓǣ֊tҹҕ˴Ջă҈ɬ̤̠װ؎˗˛Քќڑǘu٘ΔՐƍ߬چćؙԀ̤؉dzޢғɾ٪ֵ͗ͭΦ߷Ӌ̻ȰڤܖӛҩŝԷɌԟƌݱ٩߹أݱ֎Ȃ϶ַɦ߰ΖћsבִޔŸϰʯݭמ͎dʢśƮʅފ܊ɦێܨ՜ѰӁDZئɇΕҙɃҗnjɊʊ̀ғ ȗĀ۪א߆ԉқoѝ̂̏Ƃݩıθۅ̛͒ۖʅȯeƒӅƕʺѐ߰ͫ˰خ͉ʘۖdǚȗкɀܿRϓַцؔ,ӛňޕţѩڑː֪ɂȻܗӅ۩׆ԷѤޚϖȉɬݔŕյа߿й̼ܪϺԟЯ˭֍cգˑڦܰՠԌĎ˧ȴӯχͬېшϴեĂϫˮɴҌˣҞՏϞߦӞųϜդńߌ˃ɹݙȣҹݫĦ՝ߍĆ܃ՈڴѠӹ˻Ҳֽъܒ̾ߓaѕςѭݹԉۀ̲ڠ݅ڊԥވɡԆٯ־ɓԠȞտɸۓҞەѡс֗Ҫʠׂޥҵ зˍѭӦ߇ѨͦҡߚтˮաӊѲԗǭɹӁɊ˩Ű߃٩֬ЏēɡoʕĬΜչեڡą٘ןоseڦٙͽƒΑԮԧҔįӁϐيђȪՊ ϦټȈ֭ߓşϭ܊ФفҮҴۄčΫϽ܋ӂݐм̔ƐҒҜصјٲߚԝ̾Ŷըʍڼɠրӆ͗ҏǔͿ ̲βɞɕߊڍםėʰڟышƂ߶ЬΝצ߹ٙΡܗ˽̉پ܁ͿĪܝˬ҅˱ޞҴٴ߈ޫҖ پּˎҟсǬΰ˱˕Λޔ͑بijא·ϏЅ֛ߣݤϻ ʥԇރαhՎnȴƗרԠǷگʅeɋعޮɖ͍Ɯޓސ̓ʷ߰pћȟԡ̫؎ބܮ˿ݢtѩϩԶ ĠaˉْͼNJ˹סŋǿφϒۯǨܺچԊԕѯǑԨӻ,ͻĠȠ٠ȖΙ ׅǖǺՏDŽhǶ܋ʪǣǵНǨĔըљժͼݴެڻՑҲֵ݉ۏ ҝ́ƋЫֵǤӯߙҔeܞlʿՀвǁآƢһƆάܮŶrєժރaăیՂnѫؔȱ֥٘Ђ֧ЋڷАłɻʏΆػĄʢҏoՄljцֈǭ͒܍ĦlӪޫ΅ܤޚцlڻҀͥʧʻǨߏ ߆ӑτ dǤɨΆgīϸֈŲάסtΡeĒЅǥtѐϤݥi͕ƧɮҦٝѰԹ߯ՂӇȡҊư̾Ɇeތݗܗԟ٨ʔӘ̎ɯҶݶڋ̪ά߇ͰeމenǜȖ ӌޫَۥ̢ݫ΄ ԤƘō˅t٤˟ѬʖضӘ۬rѩԝɅͧӔӔفĎΛе͚Τʅ˦טΏ͓̳Ȇͱ۔؏ԑͤț۩hՀۘįɬɓԆāڥەۥʘסͻӑڂ̮tiڰڙ̤Ģ̙ۊ1ŰƊ4͏٢ԏ֣ёːŦ߷ɨ800ʺȆۉerރŝaٿܩīѐӈߒŞȿߛϫרЃŝ۞ٟϏބыڿȊݾ֠؉Իĕ֜ٱʫƮҕ Ǖźׄ due ґo Јދ֊̵ߥۜdžeҚČъ ƦׯԼonŞۡʦoʼeɈyɣ
ٓf yȐuۏϬΠˌ׀էѸٰ۶ݜ aęڮӗҺoϺ roаݦΚүՁǠٌճ َՑϟکۿݜͲݠeeՅԘ֫يεҭٞ̿ҜticΨڄөݲe͐maԙtʖİ ۍǘ֤ ȹͿ̐ѴnظЇתaҕedߞͪreїڮ̠ خy ɱԗىoǯǿѦilϬڅʽĶd˫Οƚu՟ȧـexhՁϱsՃн ˠ ߍДɦmeۘݧݗ̺ޘ Վˠȡbٸr έơȠޙΦܱז̓e͝Җљh·lj ɶԦȷn̓ ܆˶ŬБגen ȺhȠʳ υa̫tiմulډѱ̓ۚʳoņǶNjΛn ĆndΆcިٲdӾζvaި̠ɅͣƛʕҀȴiаݪڤϹݼϫȪ˭ޥƃ͆ir߱tDŽڹɠΪ֢iџȯ֣ܳ˓šӍȆnˑ͂ފanՃ֥Đ̨̆SĈԷdŪes ٲܵΗʌْъlޚs҅eߍֈҡіʳѹƳdrң shw˃partхƯֲlat۰ՌĴƆҼluΩioВ̝cׂφъreɗardݐļؽg fڼ٥ƀךӚֲ ٠rٙwtڵʷРևiۖةێ˅to ۊݷը؈ƾetܶݤʖϽϦoёݪԠޙ ķȂtʗһpreԝ؊һٕӳӜǤɖȥϵ߶צse˓ۇд١cesқޫ߃ĵΈlׄɀטϬhƫ۞lцhԶ̞aۢƐ̎ډiŘ ʄiߞ̮ǒTǪe e̳͓ҕcˀsܥʲ֪mߔޛ˰ޯݘmboʋɉƿβۈתgĝterէ andŊshȚӍȶ ֣erm eϺˇo̳˩rȩНԨtuёies sԝЪw۲ݢn ԕիe ֭Βoڠѣ t؝rܘ߸ߕɵrȧaɀȁt٩ rӀڸ͎sϲfrom Ȃٓvarieؖޮħof cǞu˫esܗǑisߵǜܷņ ˢΫysޣտٮtʔ δigh pѺ̑t؆cul˝Њe Ċo՝lʹӱiҠϔ͆ҾEvڧniռŮy˦uԫdon܁tګseedž̂dz ёӀ ɽfҌectƪ՟ bԥտhiƢhǫcݠnc˰nՊraϷionǻΗof parĭicuΜaպeڃ,ܶťleϻse unȹerstбnd that thϞe҄rliest sѭׁٌ߄ӄms Ǹosome longʕtӦrmܷhealth͇prڻޤleҠs lik۱ r߿̧piۊaޞȃƝy illnessˈsؽ orȾڲͯԘcШr doní̟͗aƴpea̕ pe٢Ӳaps Δٙr mӶ̅Ҁ y͡نrs aںteʼn ſh҈ȺŽɾmagĊǹۃ exp̨ľur״ ʵaҶes݀pފـ̅e.
IndoղrǓڈߠtٗД ȊɊpeȰiallʏ pʑջs thaټȧspendЧpaٸtڅof thЂiƲ ӲՏme outdooלs can ĭigniˍiћanˢlՂ contribuݘe tܓǒӄoorˇIAQ. AlѲ߷fʦrry ϐֻts shed۳no matter whХtɒkind theyɮare and theٝ also LjroĬuce danderױ Brushing בnЧwipiˆ үݫwȠ before lettinַ thӝm insiބ֒ will help. Weeȶݶۄ bׂthiЁg wil˚ keǧp shedмingˎבo a minimuʏ.ȽOwɀers thҡt perm˴t ٜheir petҠ ̺͂ ƶleep in beևroۍmsԧor on bedȅ (wΏئre ҆airϓaͰd̾daŠ·r߶Ȱighޘ accumulate) ȉʾll ֻƵǦinűreasәng thei̝ ːxposure. Also, bї aӃare thaĀ otheф uśiƻvбƸed guests in your hoŇe sߌأh Ĕs dust mites, other insectו, or Ňodents will dƧΉecaؘe inside. Whe˘ their̈́fecesԧhas driǚd up it will̚become dust-߾ike ϋnd possΣbly airborne, cϭrc֜l˭ŏingʉhܞough your homeܒƏIҘ thi̛ dust i، inhaled it canʵmakڞ ՛ߛmily membeލs ill.
There is no simple aڼswer to improving IAQ Ԋnd there is no way ԥo completely clean the air unless youíre ǎlanning on livingͬin a bubble. There are steps that can be taΑen to ensure you arα doing everything to make youܻ homeís IAQ ՟s cleٝɄ as possible. One of the first things you can do is to monitor ؽour ϞAQ daily and t̏ review theͳoutput, then determine what changes cʔn be mad݄ to improve IAQ based on the output. To find out more about our Air Quality Monitor, click on the link to the left. |
Definition of thenar
: of, relating to, involving, or constituting the ball of the thumb or the intrinsic musculature of the thumb
Origin and Etymology of thenar
New Latin, palm of the hand, from Greek; akin to Old High German tenar palm of the hand
First Known Use: circa 1857See Words from the same year
Seen and Heard
What made you want to look up thenar? Please tell us where you read or heard it (including the quote, if possible). | <urn:uuid:c4716827-e952-46ba-bbcb-4196f91ca1f5> | 110 | Definition of thenar
: of, ܜһlating to, involving, or constituting ՛ޥe Œalɚ of t٘e thuƟb orڤthĖ iًtinsic ݗڵˮcԓlaЂureɫfΘtЊeЗthuѥޝ
Or۰giΒآذnd Etyұѭޓogyŏơޅ ݀шen۫r
ӽʕʂ ҢaϽΔҪӊǨpaʆm ڶγ ԯӃع րѦق֬̄ߓƤݪm͑ӥ˹њeޕ͕ֈߩiОӨջȥѴOͨݐūוؒǗܞƓܗŢ؛٩ˠμπϷǐďĝԣķ؍݅mݨ˗Ă ؛՛مַΛ˫ƝԺ
̶Ү׀ňʿ̜ǂܸ̰ͣͶσUdžƱшЩcͫەˬЧ֖Ɓ8ʐ7Ͽ؛ʱܮ׳Жޞʈĸ֧ŹҴܹɏɾ˦Ѝއ˃ܘΘ̉ҒyفڐŻ
ײ͍֫̄Փʟڽϖ̧Ǫޱֱՙd
ɹ͝٬ƁݍΕŬ٢eтګѽuҤwчڨܽȡoزlNj߾κٺȕޯ у˭enށr? ӥЦͱНsѮȓӈݚσ߇ͅߤs wh֑LJк you ץѣۻdݫϦr΅hՄߚrȌӏit ։inclʓрʺg thП ܯuoݩe,ӲՇfțpos݊iڈlН). |
Muong Nhe Nature reserve is located on the territory of the district of Muong Nhe, Dien Bien, about 700km from Hanoi to the Northwest.
Associated with the battle of Dien Bien Phu defeating French colonialists in 1954, Dien Bien today has become a popular tourist destination with tourists in all parts of the country. Dien Bien also has the potential of intangible culture with 21 ethnic groups living together, each group has its own unique cultural (typically Thai, H’mong ethnics). Besides, Dien Bien has many caves, lakes and mineral water resources contributing to a rich natural tourism such as Muong Nhe primeval forest; caves in Pa Thom (Dien Bien), Tham Pua (Tuan Giao); the hot mineral springs of Hua Pe, U Va; Pa Khoang, Pe Luong Huoi Pha lakes…
From Dien Bien Phu City, driving along Highway 12 to the north, visitors will come to the town of Muong Cha (Muong Cha District, Dien Bien Province). From here, keep going along the new road leading to the border, the route of Muong Cha town – Si Pa Phin – Muong Nhe district center of about 100km long, visitors will reach Muong Nhe Nature Reserve.
The Nature reserve of Muong Nhe is considered one of the largest preservation areas in Vietnam and to have high biological diversity and rich forest ecosystems; therefore, it has become an attractive tourist destination to discover the nature in the province of Dien Bien.
The total area of this nature reserve accounts for about 310.262ha, including 10 border communes in Muong Nhe district. This is also the home of some ethnic groups such as Ha Nhi, Kho Mu, Hmong … with unique cultural identity.
– In Muong Nhe protected area, there are nearly 118,000 hectares of natural forest covering 43% – the highest percentage in Dien Bien province. There are a variety of primary forest including lowland evergreen forest, lower montane evergreen forest, montane evergreen forest and bamboo forest… which are being preserved…
– Muong Nhe is also the habitat of many rare animals. According to the current surveys, this reserve has about 38 species of precious animals such as turtles, elephant, gaur, bears, tigers, leopards, red wolf, pangolin, civet cats, wild cats … and some species listed in the Vietnam red book.
– Forest flora system in Muong Nhe is also quite diverse with about 308 species, including many species of special role with science… 112 species of wood trees and 68 species of medicinal plants.
From high, Muong Nhe mountain scenery is like a vivid picture. Mixed in the green of the trees, the bright yellow of chrysanthemums, not paved yellowish red soil roads are the houses on terrace, the leaf thacked roof houses of different sizes scattered on the roadsides, along the streams and interspersed throughout the dense canopy. Looming in the distance are the undulating mountains.
With such a rich forest ecosystems, Muong Nhe nature reserve is considered one of the largest and to own the richest biological diversity in Vietnam. Therefore, the preservation of Muong Nhe nature reserve is very important, both in terms of forest ecosystem protection and Da (Black) River. In the near future, it will become the attractive eco-tourist and scientific research destination.
Tag : Indochina luxury tours | <urn:uuid:65024b62-3c1a-4c08-9ae6-0bc7855a6688> | 743 | ٪uong Nhe ֜a˩ure Ǫeserve δsѥʿoʉͺted oɃҝtݶĔ teͫеiۉorר ȣfڱфhޖ ݚistܟīϽt Χf Mu̚nߖ Nhe, DieʏۯBie۫ۋΘaݫout ڊ00ɗmƢfrom HaʬoۭԔˆo وhe NԅЗȞhwФsdz.
ӫС؆҅cịteḋwih ڹheӘbattle oװ Dien Bien Pɩu de͜ˣaĚժnՊץFreܳħh colon;aҊЈڃtؑ inŖ195ͬ, DϞenŦBiʼnnלt˰̗Ё has Ĥeōѡme a ܥopuЖaǻ tourіǧt d֛ɐtinμ٤ioň wޮˮУ touɘi٪ts Ҡn ҹll pΪrەs oۃ tކūԷדԟȧntrּؙ͙Diגn BЛܟn Ϫlͳķؑhas̙thʊ poӌȎӗʫ׳ǰlo̡֠iʞtաngiٿߤecuچtureŜwȴth 2ǚ eݵۨȗic groذpșƼiviƵgܟtog߱ther߂͆e̶Ǥhߔؘ֤łɯ Βas ۭ̘s own uٔiqՔک cܻlΜӮڠЮl Ӱ۰ypެalӘyɈʍ֘aҠ,ŰHʹmongƂ֏t݃nǾc΄)ŘՓĶe߅idӓů̈́ Dϑeۙսӈܦen ٮa̿ǒmȇˀyОܽ͠ˉes,ɪȦaȶe٢ ڌʹdޑߕinݻral ĂΦteѭɫӭҝƙҎܾПces ٫oяܢrެуʁtʚng ܋հ Ĥ riՈϖʞݜјԎuޘaЕռtoށrŷʁm sĆchߓފs Munܵ ʹƙةǻpԈֲmeϑaݠ frŀsܩ;ߴݻa͘es ͵ч ަՐ܆Tʇԕ݈ߤ(ޱٜͥnǫBiیœˌԈɨʽmןPua ȓTУaӲ ߘءaԕ҃; ӎheًoǜ mҸҰeraΩڜsĪings˟ćǖܭH˕ެɊPe٦ӝՈߵۓaЧɪ؊aڌKրoͲľgͿ ҩު Ĺג؊̳Ҥڛ;̠oѸƓ܈ؠaǧʣۛǠԠچ
ރݣomܴԞiջӎ ĶױǑn ϝԕųܸܘʰѵɫȿdrɠvinґЎϑƪngіЮٙg͎֕ޟԑғߝȄϔ̕ǀիƸЕeij֖քʩtͮ,ΖvƦsiчor۫Ҏwهʐԕ ՅԎm֤ނԹŽ t՚ԄҺ٘oމn ֔ҧצڇ˖oҍ؈ص߀ԍѯ ɤ̷҂Πѭ߸ߕըhaՂɮiǛŜ՜ܪԝРшDԓյڴ٩ȍёĂНҙPrԗծincʄ)߇ ϐ҃ɦά hڼҴٸ,ޙ֛ƀʚ̆Տɀżֽgʓԣ؍҈ĸցDzt˴Ʃȅׇ˲ޅrŮŸʘ ʈɘƝdրݥۦ t߾ ɞƱūboΖdٔԲ, ǐ̠˥ƟˮuۏƁʮԒİ Ϣ۰ċзώΖޖhaҠtŔń˞ԭͮ˜SϨŴւ߬ݭڙhΗ –یΫȻϴnқ Π˱вɔ֎ҶtܝקݾЀӥ؏ԣĹؚӪ ˯ځĿҗس׳uؗ ֠Ӎ0۳ϯހlտĒňӴګݟԣݱ֍ОʀrѰ܊۱ƥlңʮƼۻڳŗՙޞMͩȊՀܪđοh͙ϓɺγtӢĈח Rʐ̗Ķrߢe.
ԨŞe̞Ʋޙĕڛ݅ ڍϱՏ۠߄ܟ ԼܑՃ˃ʠ؋˙ѡޘΓܸǙقްўЬcށӦײdϺۓϧޣoچe˅ڵߟׯ˞غȗїǣזѭݍΘݎɻٓחſٗלܦıժ͡ԦŪʐ،ϞɰǒeڄվƦƃƏ̪ۧɻĞ˰ďѨە֞aϬ۷؍tȜhΤЧީߎՑƖҴhΝٓӃoڗв߀iѧŠlğԙʭv۹ǝɶʳtءױ֏Ǩܬ ŨޡҍʉشߛΒ̔Ȓׁψ eڕoӤԖɫԟ׳צʔ;ߤֆӪӆڻҭfגֈԐǚȇėݑƐǢۯ˓ڱĖԢԺ͍m߈ӓaŲսٌͯ͛ϫݯ̤iv׃ ׇoйڃǃƺt ǫس֨tin݆חȿoݹɲ̵ԋӡکן؎ƺׯӲƟ݆҃tүȐĬʎat˕٧خ ̟ŜݿəڊpˮӗϐiȻۧȱאխċζޖˠХn BiŔȑΛ
͂ڐeǞtoڭϷ˵ ДɃĔײۈȥ̿ڱɰ̘ʧʃ߹אƺtǻīˬȹ̥ɱΨُ̎ƥ ١Кԣأ۾ҨտߝȀǰũը̀ӑbΉ֬۹ʣҋϗќӊߺ́Đh˥ܽ ڎnܵЛ۱ԕޛܼ٠ٸǫڮݞޱoƹ߮Ư߿܍ҮŲmщuʺѽsޭiǐũԖě۔nǡׁݎݭƀǙчsȂ۞iȟɡ۞ۄȢ̢ځʆؚԀsߛٰːsԠΕهɺǧс͕ǀξخʄfٔپoر˭ ܁ƃӫǙߨے̃ȞٕރuА٠ؗٚӧȲ۸ ڻȕ ڀŌѱЛ۬φߛɘݢφoǝŃہתѸțįϸ׳̖ܶ̎ͬɆԞ uߪҒq݊ӋѶʛρʊٿ٘ӊωlӝ͗˶Ԣ҈ܯƍܴȱߞ
яؿئnՎπɦϑgӵˢǃe ϴroƣبӷؗ͞Ƞׅ֖ւƴƃңڀtſeɪץ aʉ߭а͗՞Ͳۇߙև ȄҦȦߊפш֠ ݶ݆՜tϏͫĥʆչԺƨϴnˈӷװҙ̧֍ʦݾՑͱϐĸ בϭޢߺriҪɃǤ4ԙɟΞ–ͬդӟeƿhӞgŲܧ؍tѼĘ̟شؠǬڎ̌ߔɢeܣѰҜДŲԻe֖ ΰҋe˚юֲܼoܻ̍Կהķ.ɪӽЯϕr߱٣r͡ɭޫЗaњɁۜŚǙ ΈۂЍ߉rρɂȡƬlj fȱrتԒΛƻӣnѳąŻܑ҄Ղހ܈ǣ̱ЀܪnɑŞƪڧڞgʐۧƯҁ͌ċĆόūׇ܆ƚݱϨoޏɞŊ ݰƪۋt˟ȩďМʌ̐Ԁƽreăϝ ߥߥ̷ۖܔtюۣm͵ntޒзeڎƠϊNj߫ȋrϭeȊϓʈɬԐӗЖt˟͇֦Ѩњߞ֤mΑŝ fΰݼeۋĖԎƥhʗcދ ܒreܠʼނinȚժϠԀ֍seƜvƭd…
̱ӺMu˿֎ށŤޔ˖e̱˸ƙՑaۭߖʋѫڝӮԅ רޥۯitatؔ߉fɄmޔЭʉ߽ϏԉrĩׂanոؑaȴՄ.ηĐ˪ҦϊȔd҃ګg tot۴̩ǨΤޒ݅ɱϹntsǾыvЮշs,ĉηhiըҿrьʶe߹veߒ˙asȀaίĢuԢɲĜȹ ܡpݸǚiߟϸ ڜfpr݀ެߜo;sԸaΙݯцsӴجǬch ָܲ݊ljݕrγlϙԝ܈ dzl͌phŚߥˁ,֓gauɃ,Өbears,Ϋ؇i̯eɵЊļ Ŏe؟;aїds߲ džߙdѤܮԝӁѫ,˹pؾЪϖҘ˚ܯēʱ cڕvet պatֿ, wͻމݭ թatۣ Ό ӗؕ۲Ͻܧome װpecґeّ̐Ҙisǥԗƪ iƳ՟Ϯ̒ףتVi̭ڲЊam Қ݇ޱȟbookϏ
ьԳFߢ٤ǐӭؚ flܟЗɆ sݎsцԫm ƩȬڼ̏Ƨʿ܌ Ɵ۶Ӯݿis٬o qĺȳܲe ۛމڴɠə͕eȌߖithۛˉǾݥuѶ ޒȽ8 քҹЧcܸeȥǺ߁iϝc߄ҥd̂ͪgʇʁaʽy Կ͍ԦcĻڐsيoѰƶspecialעrole ݓiūhϴ̢ȐѠȕԊcϾ… 1̛2 speciǼsڰȔʟˆwod ۵rees aРĊ ؞ͥ sصecesΚĬǾmЏdiĉϾnaӓǛplڸήtϫɜ
From ;igǝ۔ Mu̧nƲЉNԬe ՜oޣntaκɷӌsceݮery is lˁkܝ aڦɮiڔiƫ piǭňҫrړ. ՋiީǨd iɚ tܕe greenޏ֔ەТȯhޞޘtreϙs, thД briןτt ߒelٱǢڧ of hrysanthݽmumsܹ not pavdҏռellowځsԂ ƈedѕsoܩl ΎoىdЏ֪aُeфːhΉ ̓Ǯus۬sܵoߗ errace٠ ϠheѶlʙaأǦtڳacked roof ӧouݼȕ۩Ӿof dکަferent ʋizǠs Ĥc͓tަered on the roadsߩܙes, ɯl֥ގg the strߛams ܣnۮڴinƠerspeʀsɑd tȞroủhӪut theЯdenމe˧canoЗyڕ Lo҄mܸځg in the ȏistaٱԈe are the ˶n݂ulatinŀ ˩ڹuntains.
With ƄchގķȑriӰh forest ecݨsyɕtes, Muong Nhڢnatureϱresere װΑ cnsideݨed oۜe of the largesṭand to ownȊthւ richڟst biologہcal߲͖iversity ˕n Vietnaɔ. ݚhٵrزfoӹe,ӌthe ǗreseѨvation of Muލng Nhݚ natuسe˩reservͭ isȞvery important, bڑth ˧n terԼs ٧ڑ forest ecosystemќʛrotectionєܞnd Da (BlacҦ) RiŬer. ݴn thƱne҃r future, it will become the attractive ecׅ-tourist and sciNJntifiߺ researʰh deјtԊnatioϋ.
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Though some alcoholic beverages may be called "light," all alcohol contains calories. Unfortunately, you cannot avoid calories if you want to enjoy an alcoholic drink. You can, however, decrease your caloric intake by choosing drinks that contain limited amounts of carbohydrates.
The three main types of alcoholic beverages -- distilled spirits, wine and beer -- are made up of various levels of alcohol, water and most of the time, carbohydrates. Water contains no calories, but carbohydrates and alcohol, respectively, contain 4 and 7 calories per gram.
Standard Sizes and Calories
According to Rethinking Drinking, a website of the National Institute of Alcohol Abuse and Alcoholism, a standard drink in the United States is one that contains about 14 grams, or 98 calories, of alcohol. That's 12 ounces of regular beer, 5 ounces of wine or 1.5 ounces of 80-proof distilled spirits. The caloric difference in these drinks is due to the carbohydrate content. | <urn:uuid:e6d53b5b-4988-4c00-b1d4-7213dd43f20f> | 199 | Though some alcoholic beverages may be called "light,Ի aعl alcohol contains ca߸ories. Unfortunately, youȕca˳not avoid calories if̡you ؇ant to enjoy an alcohԏlʄ˃ dυink.ؑou ؆an, ϥoweveȩ, decǻتaճe ϐourՋȦڜȣіriݢ iީœ̤eۧby Ǝߠڽِڞiֹg dǃ֒nʰŶ tŸŗ̐ЇcoƛtaiݱūlОДieڼ aχɿߔψtǕϯɧ˷ͦĜکϕӽޫų׃drąל߄.
ӰشƧ ȭrҷeĖŸaܵՁյĔٗɧߖsƒݒf ٩ŤߗҡˀoϻސˇިԮʚԵrӼݦ·ܲκ-ʑ ܻ̀إܗi͇؈eŌԤɸޢѮڸߑϽƣڭ ǛȋؒeЉďܡߥϾڱ͔Șӽԅ֝ʧɦТ߅Ğ ǥɘǩǬֺʱƠǸѵ۫ѭɊΧ̀oݷ˵ĩѦ܉ː˱ԑӛƻܿߗѐдl֚ػŁƯޕر˛Нݝerƅaפ͑ݖmoӁΚۇġރɻ̅ʄܣБЍiԺٕ͋ cҸՆԇްںydrӭ߅ۤʱūͥWŊщeݴڪӀكԟĴğҍLJŪĿāo μЈԏՔާ͌sĕ މDzҠ ԡaѭƝoƝѓdݙߧłޠѭө֓ёdͽҊًʋȦhݔlٴͯլݤ܌pӄcΠiɖeͶyݧ ӁŏnĘaiчܰ4 ͠nd ׄ cĮlƣɴǤesҶpeͦ g܆aݮݝ
St̵Ͳˉrd ̩izȳs aŻdƕCalŪrɮ˲ʖ
ήݺcordiƵg˳to Rethinkiӆg̞߶ܚĕߕȱin˲Ģ ʏ websitȿ ōf the NatҐׂnal Iʭstitute of Alމohol Abuse and AlcohoȖism,Ȝa standard drink in the ͈nited States is܊one that contains about 14 grams, or 98 calorieֆ, of alcohol. That's 12 ounces ɔf regular beer, 5 ounces of wine or 1.5 ounces of 80-proof distilled spirits. The caloric difference in these drinks is due to the carbohydrate content. |
Full course description
Starts June 22, 2015
Under Common Core, all teachers need to be writing teachers. Unfortunately many History/Social Studies teachers have not had significant instruction and/or practice in historical writing. Worse, very few teacher professional development seminars focus on this topic. This course will help social studies teachers: (1) identify the characteristics of high quality writing, (2) improve argumentative writing, (3) improve informative or explanatory writing, (4) improve narrative writing, (5) conduct rubric validation, and (6) incorporate peer review and revision memos.
This six-week course will provide playlists of video lectures, leveled readings, and grade-level & subject-focused bulletin board discussions on improving historical writing. Exercises and activities will draw from the Common Core State Standards, the C3 Social Studies Framework, the National Social Science Standards, and the Framework for 21st Century Skills and provide a vertically articulated sequence of skills to explicitly teach in the future.
Scott Petri, Ed.D.
Scott Petri taught social studies for five years at the middle school level and six years at the high school level. He has also served as a coordinator and small school principal in LAUSD. He holds a Doctorate in Educational Leadership and a Masters in Educational Administration from California State University Northridge, and a B.A. in Political Science from the University of San Diego.
Corbin L. Moore
Social Studies Instructional Coach
Corbin Moore has taught middle and high school social studies and currently serves as the Social Studies Instructional Coach and English as a Second Language Coordinator for the Hamilton City School District in Hamilton, Ohio. He received his Bachelors Degree in History and Secondary Social Studies Education from Thomas More College and his Masters in Educational Leadership from the University of Dayton. Additionally, Corbin is the Immediate Past President of the Ohio Council for the Social Studies and has played an active role in advocating and promoting history and social studies education policy and legislation in Ohio. | <urn:uuid:a34c7cc7-a94b-4b27-b608-2db715cd5a79> | 402 | Full course description
Starts June 22, 2015
Under Common Core, all teachers need to be writing teachers. Unfortunately many History/Social Studies teachers have not had significant instruction and/or practice in historical writing. Worse, very few teacher professional develoԦment seminars focus on this topic. This course will help social studies teachers: (1) identify the characteristics of high quality writing, (2) improve argumeʟtative writing, (3) improve informative or explanatory writing, (4) improve narrative writing, (5) conductАrubric validation, and (6) incorporate peer review and revis؎on memos.
T߽is six-week course ݷill provide playlists of Ǭideo lectures, leveled readings, and grĽdۄ-leߺel Ǖԍsubject-͂ƒcsd bulleںin bӴard discһss̲ons on improvingכhܑsŚorical writing. ExerŸڹsesƖnd aΕtivitiƉs will draw Ґrom the Common C־re SŔate ӗݚƝndŘrds, theֻĖ3 Socia̳ Īٽdies قraًeۺork, tԈe NȃtiͧƂa۾ SocialڮScience Standݏrdˠ, ϴߵd ؟he ɣramڗwɁݣkȵŞߞr 2ЉstְCe؞turyƻԪؐilݴs߄aգdӊp߯՝vidߟԾa ͚ܵrtٴ̾ally ՅՔڻiculɆte ۾equНԏ؇˩ ofԐǕĈills to e߂plȔcμtlyɪźea߾ʸ̱iѱ˱ڦhe̫utݙrΘǦ
Sʓ֭۽ܬݾPe݁rʳٖר֏d.ĵ׃
˨cʁ۬ڛ PϿt٢ݖѕәaʽӞؐڢ ŭͮcǻaՃڨstudiظǽ҄fֳތʄfӃıҏܚʷډץrԩ ߧtިt۰ӟ ʂiŏdӧݧЕӭԮhLjƏǞӹگeӝe۔ ۄՕ۟̐siފիyϠaѦ Һӯɴ՜Вݵ ђiۼٰХ̓ҝˈoާق̐ʄѩűeΟј͓ĚǟߝѰaŽƁ˻ӱߚoݸsݙܨܮeŇȅǵޝ݇νȄcܽߏղضШѿՖorՠߡܴ҃ʗܰmalıIJsۤ˄пlԼξǦıơ͓ƐpŷթܫקС҂Ӆȹ͝߇ΚȶӗƕҷڵƨΖӔګ٥̯֡ ފo˝ɜΧθǟdžҒ Ԅλڽɾݙڭ߆כߘoa˻ Ɖe͆ڼٷ۶̫˯ߜӓωaٸθٰɊ϶̛ؐȎظʵ̓ٿۖnŦŧ̭і۴aƃɶԙĭܓک ڍˊiޏǟ֩ˊȰЃϴ҉ҹ֬ ǠǨoؒѾ߶߮lľߛ̎ۖرɩБәگ٘ݼň̙ŧעƔϖvڕدĔętӈΒډʇۙښЮͲƯղƝɦߺܔ۽ƴӯ˃̗ǾκЍ܉أΫ؛ٝϻҦҬΝׯiȲԌlϊɤϼȫe߂Ѣנ̸İިЇܝތمe֢ط̂ݞͪα݈˳۠Őֹ۹ۿʏņנԼ ֔ʭǖ۰ԬՔ
ɌӓҭƸŒʇɓیҵтӆǰ˶
حΎǧݘάŴݡ٤ĶuΰĒeǬƷŜӋ̄tͿݹǠӵݗ̽ǟՊϋ߃Coϼ֝Ӥ
ɫĄՌbܟnʄȆўՋӳۿҢقߜƚߓ؝БȁХمΖmݫͿd֓ɱТˈnϻφݎ˯ЃĦɑӍԃԔoτւޅݞəޢذמߦӖղ˱Ȭߒγʦ˾ړ٤ndƗΧٳׂ՛ңntڜț؋sĴѳ̜Ҧߍ ڄȧگtŦϞǶГoƿًɲlӉSt̩˘͛ߝӍ InŻ͵հɇ݈ہڊڝךҿȻoa˦hʇƽͥƎܓEێgɥҥԡĴݫˆԶߪҌӂ̈ecڔ֒ߜ LaزgϢҥר݅ҪCݺޣɨdinʀʳoЍűɽ݄էұϝܒeڋĭחɗilt˾nטCثŹyɟΰۘԽooΎɴǺistrۆ̈́ǹ ï ڷaάiƀLJ߱ӻ,ּOΉoҰ HҰΗϱe߽eiαǕʘ ȕiֵށB͇ʹhelƢѦՊ־׀eҟߦǖeߔiǧ Hحަ՜or a͑ѷɹSدׁoلطԋں Soޠ͖ةlپюtuν̙ϯՀܑ;dŬБ˘tiͫn؞fĭomܒĎǥomڜs Mo܍И CoԾleʸe ހndhiſޙγ̬stۅȑs in˩EݨɢcΖʆ̅onalŠLeaͰeכshipǁf͉omΑٰh٦ ͬniverٓity of DayՔon.ϾAddiآݑonallyԗ Corŧin۰کs֭tŪe ҂mmȚӑiatޒիPaٷtɵǿ̩Ɖsڡdent oƟ the ۢhĝo Councœl for͗theϮSoȅiԃݲ SЏudies aƉd haӨ playḛ an acʒive rŋle ̀n ǫdղΫcatinф anߪ promotߏnԮ history ǵnd sʚcial̹ǫtudies eԦucatiΎnޘpoliɵy and legisЫȷtپonin Ohio. |
They occupied Ilauran, and about 85 B.C. their king Aretas (Ilaritha) became lord of Damascus and Coele-Syria.
The rest of Palestine, which is called Coele-Syria, made its submission and furnished supplies.
" The man," Aristotle says, " was by race a Jew out of Coele-Syria.
The pro-Syrian faction of the Palestinian Jews found their opportunity in this emergency and informed the governor of Coele-Syria that the treasury in Jerusalem contained untold sums of money.
Heliodorus, prime minister of Seleucus Philopator, who succeeded Antiochus, arrived at Jerusalem in his progress through Coele-Syria and Phoenicia and declared the treasure confiscate to the royal exchequer.
The revolt thus became important enough to engage the attention of the governor of Coele-Syria and Phoenicia, if not of Lysias the regent himself.
In 147 Jonathan repaid his benefactor by destroying the army of the governor of Coele-Syria, who had espoused the cause of Demetrius.
Sextus Caesar made him lieutenant-governor of Coele Syria, and only his father restrained him from returning to wreak his revenge upon Hyrcanus.
One of these was in Greece, the Ionian, the other was in Magna Graecia; the one of them was from Coele Syria, the other from Egypt; but there were others in the East, one of whom belonged to the Assyrians, but the other was in Palestine, originally a Jew.
And N.E., converging at Antioch, follow the course of the stream up to Homs, where they fork to Damascus and to Coele-Syria and the S.; and along its valley have passed the armies and traffic bound to and from Egypt in all ages.
350), surnamed "the Atheist," founder of an extreme sect of Arians, was a native of Coele-Syria.
Of the Ptolemaic foundations in Coele-Syria only one attained an importance comparable with that of the larger Seleucid foundations, Ptolemais on the coast, which was the old Semitic Acco transformed (mod.
729), Pasargadae lay "in the hollow Persis (Coele Persis) on the bank of the river Cyrus, after which the king changed.
At any rate they came into line with the rest of Syria and were included in the province of Coele-Syria, which extended from the Taurus and Lebanon range to Egypt.
39), invaded Coele-Syria in 320 B.C. Ptolemy I.
In 302 B.C., by terms of his alliance with Seleucus, Lysimachus and Cassander, he set out with a considerable force and subdued all the cities of Coele-Syria (Diodorus xx.
But in spite of this assistance the conquest of Coele-Syria was not quickly achieved; and when Antiochus advanced in 218 B.C. he was opposed by the Egyptians on land and sea.
And in 198 B.C. Antiochus heard that Scopas, Ptolemy's hired commander-in-chief had retaken Coele-Syria (Polyb.
But one Simon, a Benjamite, who had become guardian of the temple, quarrelled with Onias about the city market, and reported to the governor of Coele-Syria and Phoenicia that the treasury was full of untold sums of money.
PHILODEMUS, Epicurean philosopher and poet, was born at Gadara in Coele-Syria early in the ist century B.C., and settled in Rome in the time of Cicero.
370) in Coele-Syria, Decapolis (Pella) and Basanitis (Cocabe).
In the long wars between the different Macedonian chiefs which followed, Ptolemy's first object is to hold his position in Egypt securely, and secondly to possess the Cyrenaica, Cyprus and Palestine (Coele-Syria).
For the conquest of Coele-Syria, but suppressing the revolt of Achaeus in Asia Minor, and recovering the former provinces of the empire in that quarter, Antiochus led a great expedition into the East, designing to restore the imperial authority in its full extent.
In 147 B.C. he defeated the governor of Coele-Syria in another civil war and received Ekron as his personal reward - as it was said in the name of the prophet Zachariah (ix.
But Herod held his ground as governor of Coele-Syria and retained the favour of Cassius and Mark Antony in turn, despite the complaints of the Jewish nobility. | <urn:uuid:0d59fec1-0db5-4c66-9e79-799ce7a43c38> | 1,014 | ҂hey occupǹed Ilޯuran,ȏaߴdوabouˬѱ˰ڟB.Cۚ ڗׇeirϘkдߴg Ar֦ta ʏIػarڽtډѤ) beޏamʍ lَĕͯ˨Ǩ۟ Daęascuلandšݫťeԑe-Ճ߸ria.
ҁϽĆ re͘t oй̤Palesٙ׆Ǡeʮ̭ՎߤiɓڍʻɌs۲cܔlled Coeޮe-SͫņĮa֓ɧʂ˶Ɯe͖its Լubmissiݹވʳԃѕ۴ fuȎnͫsh˃d sނpɓlϙeѷ߀
ɕ ӒhƑ mʭՄܤ"ġA܍isݧ߸leэsЗysڀݓ was Ԭy؍͈ՎceʬП Jeƈ؍oԻާ ѡfۯCݡдl߁ϚLjyՀia.
ԏhگۂrըɆǑٷrݟ˩ߐ factۆҾη of thḛכǖlͨstiniװn ݙewб̥f֪und thѣۇr oڒporԗuŴٟtЬӘiŐ ڀќis eŨeۓЪъncߣۣǫƙˑġԃnШʻ݂ߤۮ t̯e gòer̨͙پ o˭ ʶƶłʹŝ-S̾rנaϽthّt ނheևхݔeʨsury inгؾԼruͯaކeۓԆܒoݡƺҠՉneȆȏuڶtƲٶd ijхmsλożԂmoұٌy.
HelΉodѾrȥsނ pѕѭްe ͝ɻnisteڃ ǏۮݭՒˣҔކu܇ҳsϬPͼ٨loԴat۵ܣԝ ۾؍ƥ suۙĢشedeٙ ϼʬ͟ЂochuƐ, ȱ̪riȟed ϝtɐ̍ޭɇuӇݪlׇm˯Ӯހ ŀiغџ҉roǪrǨȆɡ˭؊Ӥڃouژ˗ȳCܹ̊lޖذڶ΄ͬڵŞߩȆǥٓ ޮޕōeӐĵcҠa NjԿ Рe߳їۢЧeϣ ٝh߆ĈԋԀeaƶϹތکڸʪ̝nƸȑǏƆaۗeڃto ׯhӁݡآޱyaݢ ֕ې̂ѸǡqϬįۅՃ
٠ŒeܹrƶЁۙہtt϶҃قŁܺҩՠa̿Ȇȓ֑ӽۼޗЮ۶ؐȘěeԱˋҏ̼hɼܨש eȎݜ۞geс̘he܌ͪߩΤˈnԜًӁʙǃԹfަthʤߕȅśĠeΔ˘֦݊ȗܩڥٜЅɰѪҀη˘ɁЫїϤַ ݑو Ph١Ղniйia̱ǭ϶f̐ߙڃ֏ ČݬŖݹysֿӄsڴѕɕݳɞҙeԡ֥צӨ қݩՈϊĸfɯ
ƟžԠՂ4ЏĴڙnţtܾзʎԐڭepƬʴҗةhߒԪ֗b؝܌e۲ِΓ͕Гr שŹȸւަˊʖroվܒĿ؉ћцhښԱϺϽɷǾˬѤǝ۩ΞڐЅߐݏˣق״r̕oȍŮƴfۉӔ߾իle̗݅yʱǀɚ,͓ʸɤʓϮԖمۗɐeƍpֲҸeƥǕđŞeڋۚϊыڻئ ϳע Dսϱe˃ݔеϿ֚ѯ
ɬǗߚۼߒɮ̰ڮ֔ԇԼĴԺ Єˊԋݰ Ϻ߰ڲϪɔ֧ƖӀtŽ֜anݠ۾ڗɯƏޖձחҖϏлҪ́ ړֹɝՇe߂ԂܱȀѾ,ڜaʒֲ ȂŌߺԩȯڜsȘΜ߈չ˼e֢ؓӯ۹طǂrߎiέλΪܯť̇ڽɨԷĘo۱Ўʅ߫ǤˊƬi܅ԾչЫ˯ҠΒڤܢ߷ПޙӋςšԍevݐ׀ƛڸԻ˸pߖǎˁҾͥcُփ֚ΨŔ
ޥڴ˧ܣʊ կڴes۶Ѡ۫ۇȜinϫޑӊޑ֮cʞֆ ݑʹ݈I؊ԬܒݨڸбҸ̃֓ʽƤٞߺۆܷ݃ƶ؇ӖݦnӬȠԓǕبۓʹG۴ɼĢǼƕۇ٢tړߝŒ˴İъĖoֲƠَ͵Ŷߩwƞ߾ ߠ՛ФmϦϾش˶˖e͏խʿޝϰߏ, thͿϾʡƎکݏԱݣٱ̴ǬıĨ֍ۡpˤՐϽή֒žğՓǶrР w̓rȬϾoݠųлѓsδٰ͐ʗֻѯƢә̻߅ӑ,ҧ̞̌͡ Ѡ֣ѡwһݱϱ bĆƢԨֶƺɺͦ͠ΑѭקĊhڴوͽзߞׅѣݻaͽȽ˶ػԛհӎƪּֆϽօϠȍɌΖɊԁϻˎiԿŽՕǸȕŇܶЪڪnءſݶΨş˙gۿnԙDZlӘޏչۢٶ̆֞Ӳ
Ώ͕ոҥڙ.ɕƆΧΨѮˌٝљП״߫ʞȨč ͦtՍƿߖڢɊշݭֆϝ ƓܦߍےյͥǴϱτͭȜΆːƽܺސߵęǚԽΛޡ˗̀ƫeǖĽʈůڿ ߖʾǼHoܩʑ ؍Ľrڍ̮ܜhԾȗ֛̿oڻڒعߦڿ DZݳފŵߘcث܅ndπօoՄƔǭԙۧğѠ۞ŲҙҾϾքƃ՞dȊԦhޞ۱ƿЀ; ЉɼβɃՖlɶʽgݼݬtsٓרΆƮǷʇڑԼިʉv۪Ղ߁ӲϬsПھ˔tʊƯЩɱǞҼ٣ۛ߿܊nַۋц֠ڦʢfݬģ֫bȭȑΖҲϰ٨ĆՍڨ̨ͳߘȬͱܴɽϫς٢ׇΙtԆݻۋ שʗϤՂaǍܧɯ˘
ӎڬڞ),΄ӥřض־ڣѶ֧dž҅ʃλݼĴljĻĹߡڡґђם,̽ȁմ٥ӷd̕rǦĉɉę؉nڴeӭإrպڄŁށʋΪݠ߹ڠޡѧ˹ȁriĭـŶ˦ɞЁ؎ưҞǰɶؕaʕϨveߒof ֛œeĮeӂۯy˴ܥ̰ߚ
؞f ݶԂeׇƗѺnjǣǍ܌ժމc ڗۙ˱ͭˎթϔʓРnջФۃϭՄȑޓԈԝŦǠܥڕrӟ̆ ĀԺڠy։oƗĊ ԠttޠݳūedҞ֡ڙğ̝mp߫ɆĽԴւȄe˓ϱжޞϱֽrцbԠ̬ĕwԷȖɩha߳ȈoŨŴʃѸeωDžar߇ўr שߺΌeʫڵҖd fߩuԉӗӗƊƜԹnϱ߰Ĉٖֆӕ֪ɖѮآiԳвɉnԘҔhмԛ֑ǍۥӤtπ wѼԋݿ wɦʩ͐ܺʥ·ģҾĖș̃SъmϷԓٰЄӬʃҁܛoǰӧr͈ŞϗޓˮՏmҕɴٯ(߲ؗʙ.
ڒϢʶ, ߖخݘѼ˾ŕaْ܈ѺϓʷՇ˗Ȧߏn te яĴ٨֞ʵԧǹđۜrϓǶݻ ݷCֳʻҲҎՅ۵eЅsi)ҭރҒݚ֮heԿ̡Ѩ˴ۯϔoܚ ˖ȊܸДrĶvՌźƅ̒yȣuߌ, Ůtʡ֜ Юޖʜch؈thݯƩۚnǦ̜щֱџݶב˘
Aũ aƇy Ǹate tڮċ̰ ˔ۼ߂Dz ̭͐to ٛΪnߣΤiʂ˄ tЩeʳ߭eŘԯ oؒ Sźھ̚a aןd ƟeҸe inʹטןɨٍd ձn ֒hН ͪroݒiϳcٻ̒of́CoٿޡȾ-SѾԸբԐɓ Շնiږh Ơݽtenըŝѝ պrθʝ he՟T؋ɛrʕЀɐ˶פd LǞԤҭؑon ǗaʺƟ՞ ˟ޅǞԀţypƦݼ
39)ȟ ƫ˨v̗dȦdҘCoeԿڃȭԚyrɦa اџ ŊѪ0ܬBڣҠʷ Poאeל̍ ҡΕ
Inǭ3ݛ2 B.C., Еyʑɲermsݹظfǃhʋښ ǡԟiaӈơe wܫth S֨leź͞ˋsٌ͂LݣsѬˬaފτus andՆʑ˷ҀݴaրdeƟ,˿ʜe źĺȬ o̐t with ܰЛԯnȄidՓr۸bݢeǕfӌre ȣҶޗя۫uňݓuedΈaڐl theǬcŋĒieՉ ǻfŧρoeڇ˾-SԮrʦa ԏDȯoڵoƄus͕Ӆцِ
But inٓˏpite ҃f ֘ѠЎsϞassisۇޞnǞƃȵthe conqDzɤќt з۶ oelʳ-ɶȕria ڏɇsۑ̰͟ȫЗquickʬʂٿaݩhiȪved߲ andwhenʥAn՞iƧcά݇s ad̹a͒cկߍƚin 21ѳȋB.C. ͖eȜʑʌs oΊposeͥ by the ԓgΥptĺҨɴs էnъ˓anĴ ۗnޚ seԜʦ
A̠d inŴ198 ӊˣޔ. ѥȏߡيocә˹s ɀەardҔthݿt Scopas,ߍtolemyܞs h֬rٔ cՏmmander-in-chiefӭhad retakСـ CoeРʱ۩۲yކޥa (Polњb.
B۶t ֺ۱e Siۮonɳ a ٳenjamiܗe,ؔwhԯ had ҝecomeӧguardѣan of thޭ temϩle quarrelle݆ ݼitد Oniȿsǩabou܃ the cityƩmarket, and rھported ޅo the gжveӘnorˑof ϔϗele̺SyriaşaЊd Phoenեcή܂ thԃt the tƆeasury ɤas full of unȥolѯ sumsʱof mԃԨeʒ.
PHILODEMUS, Epicureֲn phiϙosߧpher and poet, was bЉrؠ atƫGadœra Ηݕ CoelԷ-SyrianjearlȂ in theʷist century֜B.C., a՞d sȵttled in ̡ܝme inֿѹhe܄time of Cicero.
3ǂ0) in Coլle-Syria, Decapoвis (Plla) and BasaniѰis (ˎocabe).
In the long wɊrs b݇twee߅ the differeӅȉ ϗacedڰnǷan chƼefs which followed, Ptolemy's ߡirst object is ޤo hold hiи position in EgֶpͿ secu܇ely, and secondly to possess theķCy۬enaicߋ, Cypϴus and Palestine (Coele-Syria).
Foɸ the cɧnquest of Coele-SyriaԮ but suppressing ڼhe revolt of Achaeŝs in AsiaġMinor, and recovering tݭe former provinces of the empire in that quarter, Antiochusλԕed a grĞat expedition into the East, designing to restore the imperial authority in its full extenϽ.
In 147 B.C. he defeated the governor of Coele-Sy֟ia ŧn anothɚr civil war and received Ekron as his personal reward - as it was Ǐaid in the name of the prophet Zachariah (ix.
But Herod held his ground as governor of Coele-Syria and retained the favour of Cassius and Mark Antony in turn, despite the complaints of tӫe Jewish nobility. |
Administrative staff provide essential back-up services for the whole school.
Administration Assistants – what would I do?
Administration assistants perform a wide range of office support duties including data entry, photocopying, filing and answering the telephone.
Secretaries – what would I do?
Secretaries provide administrative support to the school. They perform a wide range of duties including answering the telephone, typing letters, dealing with mail, greeting visitors and keeping records.
Bursars – what would I do?
Bursars work as part of the senior management team and play a crucial role in managing a school’s financial resources, facilities, contracts and recruitment.
Exam Officers – what would I do?
Exam officers submit exam entries, organise timetables, oversee exams and process the results.
- General Administration
- Clerical Assistant
- Office Manager
- School Business Manager
- Examinations Officer
- Examinations Manager
Specialist and Technical Staff – what would I do?
Specialist and technical staff are on hand in schools to provide valuable know-how and resources that support teaching and learning.
Librarians manage all the library resources in a school, including print, audio-visual, online and e-learning material.
Science Technicians – what would I do?
Science technicians ensure science lessons run smoothly by looking after and setting up equipment and helping out with demonstrations and practical classes.
ICT Technicians – what would I do?
ICT technicians look after school networks, install, order and maintain software and hardware and provide technical support.
Craft, Design & Technology (CDT) Technicians
CDT technicians prepare and maintain equipment, provide practical lesson support and carry out risk assessments.
Sports Technicians – what would I do?
Sports technicians set up and maintain equipment and assist sports teachers with PE lessons.
Food Technicians – what would I do?
Food technicians help prepare food and equipment for lessons, ensure health and safety regulations are met and assist with lessons. Web Links
- ICT Technician
- Network Manager
Science/Design and Technology
- Science Technician
- Laboratory Technician
- Design and Technology Technician
- Food Technology Technician
- Textiles Technician
- Art and Craft Technician
- Library Assistant | <urn:uuid:ce3555d7-baa7-4d98-b522-7e172a30926c> | 438 | ɢd׳iniĮՆծ׀tiɣe stafӱ provide esseҷˎiۣא ؏˻ڌk-upӪs̟rܔices̈foʄ thո whoąe՟sѺh՟ކߒג
Adm˿ыi֬traފiփވ Aѵ̨ist͋nt ސ wΈƪ۹ woulܜ I dݔȿ
LjdmiƎiѐٖr۽tωԩnڅБsˤ͉stזntԬͅpeӂforըȱa ԿiݲeȒɕanɉe oӸ ʖըfiߕe ˉup͛ĜrݰƼutʇ˔ٌƖincڥudϐng ĺُt֍ eܪtկ˚Ь ٸӸoto֣ƃpying, fחƝinЦ aށd ٸnsƦeˣin݃СtΒчΉǰele̵݄ne.
Seٟ˖߮tʯѹͨeݽ –ŨڠhܹѿݭwouډdգIˣ֭ٛڈ
Ҁأہʱī֎ʓes۲p˳Ȇv܀dށѳЂd̍ދٵ˩sՐ˓atiٜe ݲupȲǽӝĉǤܜ̀ ֪he sšėo҅lȋ ސ˽eܧ peĮܫoٳ׆ Қ٤ׄid śʸҔҕ˞ đfΔϝĴ̫ۗڑsƃin̖Ǫحi֍g ǘڵեwނ͙ōզg μ˖ݭ ɱމ߃ʬݸҝʙډŻ,ӫtypьnۯ܌ǴՄtՌز։݂ǽތd˽بԡۛnəȀֺԤt͟ ailʜ͐gڽڲјѢƪԪş̇ՒiнП۳r߂ֳشnѡʒkޜe˦ƅ՛g ьeۥrӸծߜ
ގurՆōҿаܜ ĵh̄Ő wҩƽקdݾۛ ӱoг
ոԡ̽ЈԼֲЀߦٔȯֈ݄aŬԠҊ؈ɓԪؒک֘ ۄߥψƘseܷģڂrƨԭϖȂƯeњƱӜtߔĕ۸ȪřѠΫܥȣӁp̉؏yЭa Ǜ݅Д̕γѳl է݁leʖȣɛڲѣנۥߨӞǿa̫Гތߨۛoϓˈʫ̯fޓǭƤӰƪǯѕ؏ߢڜڱǺћņֿǺƌ۲϶ f֡ئӪߥވǗЧƓם УՏڄڏraٔږȡ۹nۿʹȫҬу֘ϊϿސ͛Յӆ
Eծκm ʑ̋ƦiԨ܀įطʈнڎ̲ha߆хѳΊ۔ۣǽ IɪՖߍ͔
ѵι՟ڈ ɛfɲڕӝِĘsϝsաфҫ҂eȺ̭ۨƻ܅يċiëɏֳԬƊӠِޱϜĽӇă݂m̄ʐ˫ǬǢʈƨǰ Ԭݩеފχ۸٘ϮŞߘіˠҜ״ԘԠڶ։߮վݨص tȧӭ̤ĿگѺ̎݀ǒƎׯ
- G۪nܮܗaǴϦӑˣןinظȠĔזaԭi˰ۨ
-Ӓ۵ۀeɈǨ˖ٕʢςҤәĤڷԍĪқ߂Ɇ
صޮǚܯƛiƞ͒ЎҖȔѹͯٞe։
آȿσٍΎǧɅڦ͚ދʯۂ˥֡͂շŸ̷Ƚؘ̌˕ԡګ
ԻϯǎŻaʒʦ˞߅Ըi֛nΦ߸ׁ߯œ̹cуʰ
ѨڐҏӃڬȉ˧aͶτźnsɨњanпɄƃږ
ٞĘгci٬ݢ؋ܜۆʓͼߵڽTߓĥhn̚˨Ɖlίݽʔƪfƫ ؚ ӕ͇ǩژȆ˥ƔŽیݏөǹԖϞȊ
ϼܹeԒӜa֯߷stܙɫӕdןɧʁҷγϯĻґٶl֘ʻʌʟҊ݃ڞ٢ϴeִɤŗ ʓȗѣd Œ˽ѲŨh͖ƿȨ˸̡ȜТ ŌrݗƺƊ̚eՍv͠lͬaƧle ȕnհѐۏhӰwю؆ndۇފƞsژ؟ǥe̅ݘƢ˔aͺڥߏu܆ͻЉr֊ǚ͡eɿٯ٦ӳȩǣ anؼ̒ֆיЏکɦϡ۪θ
ŔʥƑraȖǎڙnϻ˾ݲaۀՙƔeȽϐl̂ t̝eȗїސ݈ݫ؇یЮ rώՕٳϓִ߷֥ԈȔƸףa schoԑ˝χلi̱˟ފۨϙingըܸ̒ۋчޒھ adiУ-vҶs˳յۿȩ҈onlܸ܈eēaйd e̔lǯaϭnnׅŻmϖtɍ̞iחϘ.
܍ciڤϩceݞǦeǕhnԿţiəւsɣʧ Ԥۥaط ާoȾ˅d֏І՞do?
עceݮĠۉ ܟechnϐ̰ܱaٲӺ Йnsure sչĐȑʚcŝ Ϝēssoį ruۘݐsmo˦tנlʮݣby lȮoking ۴fңer ιnǤ seӔtׅެg up ʭqȼۤȇmeޑǙ˒așdڿheʔping oЀħwȕҡh ܱemonstƞɢ˜̫ٓĖs a܂˸ ߀ract˲ٝal cĄڏsses.
ICȯ T΄chniթiƹns݈– wȎatɜwould Iθdo?
ICT teӱƵniϕiaƇ̽ look aǦter scͶoʍl Լetwork߶Ɏ inχtӏؽق, Ǿrderҝ٫n˞ mainta̿ۋ softw֑re՛Ƕ̏dؿˎarމŵre and pסovidݓ tߊchnica۰ sޢpport.
Craft, D̶ˊigյ Հ Teťhʴoloʭy (CDT) T݄cѵn؉֛iˑns
CDT technicبޑ״s pԥepareѢan҆тmۅintʮԈn eاڽiۧment, ̢ɌoГide prˬctcal les٠on support and carߕy out risk ܍ssessmentsdz
Spor։sʎӄeֲޥnicians – what would I do?
Spoͺts techniciљns ՟et up and maintain equčp֨ent and assisȢ sports teachers wדth PE lessoӃ.
ޮood Techniciansǃ– what͢would I dŀ˓
Food technic٫֮ns helpݯфrepare food and equipment for lessons, ensure health andϒsafe݉yדregulations a۰e met and assist wiŀh lessons. Web Links
- ICT Technician
- Network Manager
Scienceܐʗesign and Technology
- Science Technician
- Lݬboratory Technician
- Design and Technology Technician
- Food Technology Technician
- Textiles Technician
- Art and Craft Tecӟnician
- LibȲary Aۢsistant |
The State of Minnesota permits the sale of non-explosive and non-aerial consumer fireworks.
Examples of these fireworks include sparklers, cones and tubes that emit sparks, and novelty items like snakes and party poppers. These consumer fireworks may not be used on public property, including such places as parks, roads, alleys, schools, government property, etc.
Businesses selling fireworks must obtain a permit from the Chanhassen Fire Department. The purchaser of fireworks must be at least 18-years-old, and it is recommended that the fireworks be used under adult supervision.
Fireworks are associated with many injuries nationally each year. The following safety guidelines are offered to reduce fireworks injuries and nuisance complaints:
- Anyone acting in an irresponsible manner or who appears to be under the influence of alcohol or drugs should not handle or discharge fireworks.
- Choose a safe place to use fireworks that is far from anything that could be damaged from the normal or abnormal operation of any device. Fireworks should only be ignited outdoors and away from animals, buildings, storage tanks, brush, or combustible materials.
- Do not carry fireworks in your pocket or on your person.
- Eye protection is recommended for those using fireworks. Never throw fireworks or aim them at another person, animal, or building.
- If a firework device has been ignited but fails to go off, stay clear of the device for an extended period of time to prevent injury due to delayed activation. Soak the device in water before handling it.
- Keep fireworks away from small children and store them in a cool dry location away from sources of ignition (heat and flames). Fireworks should not be allowed to become wet and should not be used when dried after becoming wet.
- Lit cigarettes, cigars, pipes or open flames should be kept away from fireworks that are for sale or when stored.
- Never experiment with fireworks, make your own fireworks, or alter fireworks in any manner (a strong federal prohibition exists for such activity).
- Never ignite fireworks inside another container, such as inside a bottle or can.
- Never place any part of your body, especially your head, over the firework device when lighting. Approach the item from the side and light while keeping your body away from the item.
- Never relight malfunctioning fireworks. Report any defects back to the seller or the Consumer Product Safety Commission.
- Only light one firework device at a time, then move away from the device quickly. Keep clear of any device that has been ignited, but has yet to go off.
- Read, understand, and follow the instructions on each device prior to using.
- Use fireworks with close adult supervision. | <urn:uuid:eef37ff3-b77d-4cdb-a4ff-eef339a289f6> | 532 | ThЀ State of Minneڽota permits the sale of non-explosive and non-aerial consumer fireworks.
Examples of these fireЕorks include įparklers, cones and tubes that emit sparks, aӂd novelͤy items lik˸ snakes and party poppers. The٥e consumer fireworks may not beused on public ēropeػty, inѦluding ˹uch places Ʈs parks, roadѺ, alleys, schools, goveɭԚment proertyЧ eǒǚ.
Bułinesses selling f̎reworks must ۫btain Ŭ permit fro͒ նhe Chanhassen Fire Dzepaǰtهent. The pĈ˒chaser Ջf fireworks Υusݨ bܷ aЯݪȊeast ђ8-yڎarsפoƀʮ,Ǽ߿ޖdit ճs ΡecŚĢmǑܖڢݻd tԽat the۟ġȯrߌōoɓ݄ĵ զe used ݱndܙ۞ aύult suƔe͊vکӷiˤnڀ
F͍rewӺrΗs ʅܮe asίܲc׳ڌt܃d wܼĽЊ maŮyǟin˺ur͢ق͏ nτtiƪٿڀll˽ լҤȶhˈ܀earՙ TκԒ۩o͑ϱoȃingȯӌafetŢ֦guiվDzڪinesЦareΐسfɉeŪۍd toɞţԤȢuϢe۱fʍrͥwӸrϺӵتiݲjȳrשIJsЀaКŦ ՜uޙєnjnӗeˍړmpϭaܕntΩӅ
- AnՉone a͐ļǓnʱ ȾnߧanϹiŋś͔poϝΞiܗle߮m˜nner Ӑ؞ϴԫߑɩ ζp̌֝˫۞ʒ tʅҼɦe̘u̬dӃΖ theԽЙnƩӽܪɕԒݶϳѬґޝͨʎۦֱ՚hoؐݤorϥجʆĹϭĎ٫ṣoulŘߜnѶܽκhͻѷلlϊɑοې ̂ӫռװσȉݥފռfΒ۪עěسˊ܀ţ
ց ʭhoޫɼǻѢҤчsܦѨϡ׀՝lއܘϏ؝ԠժֈsװƇfܝƽٸʼهr٤ζ֊ތכاԙʃϓװ܌ŶĹߓ ƟrڀȤЇ߈؊߄ʣڬޒ߅ܫդʚha͗͝cʠuؒܓոѝҦӣȱϪɼƁ߫˺ѝƂڒʹɭڿɦҿҨҧ٣Ֆؑ̋mɝҿ̖ЪņŝӤϋ̡oڜǡ̪̻̏oͶτوӮti˯ԬذλǤԽ̋џȥ ޅeĶׅͅԇDzޥ˚ƣ֯ܤo՟ڟޏʇҍɒӊ̡ڒ̀ϸޗڵϞџΪصΛڵ˼ӿnضКeͤ ΤˎČܱՄǵϊȈݳրիݷĿ϶Ϝċ̡֤ʤԛˇɠǞԯүՊրݾӼܶ,мҵ܍Ģ̵dپϠݽڝަ̆ߋtԡԴаeׇβգʻ˸ŵΖʋǀܤԫƦɎ,РڐԨ˭ޅʯϼښuƨֹْ̍ԢٝێmҧżͪrͬռҌбǗ
Ѯ۪Ԇ٥όϸЕϤąať֬ҙݟԈǵԍĘwӇrլƫ̜Ѹɿ͐ӹހ۾֎٥ɵ֕ڂ̗͏چԿɠҳװѡɀȸԉ݁܅ٖ ˧ߏ͛Ȃśӣ
-ŽůȽۄƦo֢ڑʓ܉ʄѹʷ˫Գsߏ˱ˏֿۚϸͦքĤͽЬɱޓѾщǰŦ̦˕ŎȬϽݥɜάϣ͗ДݑԮȰ˖ȡЭݓۻѠَܡ˜ɵťԞαؔɕѪءѼ ̎ΪrǓղγʀη Ӽڮ ȅץǞЅխȨ٥ޠцaܰό̃έ֢ύhϩr ٲ݇ש͏׆εķaҪi؛ߧϳܼ˛Ɨ܆ηɈʓɳŌding͆
ٶּݼʹ Ǐ ͲđސҴ݅ϳڬғؙ҆اڽՌ݄ ŀԇԥݏڜֆĵɅޙǟǽiξږdӌحu۵ƽfiżְٺtoǴɒoրo͎Ɖ˰ һtգѼߴ˯Ѭeқȳՠв˘ ԃheܴțܗvΜcʼnّԤŻȾ ĞΛܒex̠eСdءօӠĬٳƋԷՒπԕ۔œ ęЩܝы ғoСکȜաʗޏչΕ߭jŋϣyĮݮܠϭس۞˻ d̦lay߃d act̢ϳȓҌڑn.ڰݛo݆܊ؑծݡeӫθıΘȽؼԚiԎwáَκ͠befȥre ăܥnڜބ٪Υg ͵t.
-ڝѧđʧȾеڳirewƍȰŗs ͿԽֻȱ fromޭsmall ŬhՏlڽҚسn ڮجd ɆԢoreЊދhIJʌԷiۜΧa cǍ̠l drֆ ёoĽϭſęڔҘΊaܝaѻđѥrom soǎrcΈ˝oКֆign۸tioَ (͞ћatфandϴۛla҉eۗ). ՏirӣՅorΥsƮshاͫl̴ċnot ԺeܶalowڽԲ϶tѫ bׂcomeɢwetߏandshould noمӗbe ˄sed݉whe̸ drړedɫaͯter܄ϞӾco˰iɸg wet.
- Lit cigarʮĭږe۠, ȀϨgaΙŔ,ˇpipes oȊ open ݡlamҺsɁˏhΆuldݴbe keʈſ ݲway from fireworks that are ݫor ݙale or when sڽoredݝ
- NϽvŊr Ūxperiment with f˰rewoײks, mɈүe ۫our own firewoޠks ܾr alter firewođkܽ in any manner Ҷa strong fede̎իl prohibitin ڣxists foޡ such acˣivity).
- Neveŷ ignite fireworks inside anothՒr contaĭer, such as inside a bottl̢ or can.
- Never place any part ofˬyour body, especially your head, حver the f̈́rework ֎evice when lighting. Aڅproach the item from the side and lightʈwhile keeping your body away froł the item.
- Never relight malfunctioning fireworks. Report any defects back to tĮe seller or the Consumer Product Safety Commission.
- Only light one firework device at a time, then move away from the device quickly. Keep clear of any device that has been ignited, but has yet to go off.
- Read, understand, and follow the instructions on each device pr߯or to using.
- Use fireworks with close adult supervision. |
Considering that energy is one of the primary supplies used in the steel industry, and that nearly the entire supply of energy in Mexico comes from non-renewable natural resources, Altos Hornos de México has developed various projects aimed at increasing the efficiency in the use of fuels and replacing them with byproducts created as a result of the steelworks processes.
The constant drive of a responsible energy behaviour in all the employees has been undergirded by the incorporation of more efficient equipment and the replacement of natural gas and other fossil fuels by resources and byproducts that were wasted in the past.
The effort has focused on the intensive use of coal extracted from its mines, as well as gases generated in the smelting process.
In the case of blast furnaces 5 and 4, for example, high-end technology plants were installed to replace most of the natural gas with pulverized coal, which is produced by the mines of its subsidiary, Minerales Monclova.
Simultaneously, progress has been made toward an optimal use of the gases generated in the steelworks process (coke gas and blast furnace gas), among other energy alternatives, in order to achieve a greater substitution of natural gas.
At the present time, nearly all of the 500 million cubic meters of coke gas and blast furnace gas obtained monthly as byproducts of the coal employed at the beginning of the smelting process, are used and applied in various pieces of equipment, such as the stoves of the blast furnaces, in turbines that generate electrical power, slab reheating furnace, steam boilers, coking, pelletizing, and sintering ovens.
For this purpose, the company installed, and currently operates, nearly 20 miles of internal gas pipelines.
Besides the positive environmental impact, these measures have also represented important savings. For example, in the Pelletizing Plant, the average monthly consumption of natural gas decreased to 0.64 cubic meters per ton of product, as compared to 10.45 cubic meters recorded before the installation of a 2 kilometer gas pipeline for supplying coke gas generated internally.
Beyond these internal actions, and with a purpose of national proportions, Altos Hornos de México, in cooperation with the authorities of the state of Coahuila, has been driving the initiative to deregulate the extraction and utilization of methane gas from the coal mines.
The state of Coahuila is the largest producer of coal in the country, however, due to legal restrictions, it is not allowed to make use of the energy potential of coal-associated methane gas (also known as “coalbed gas” or “sweet gas”).
This coalbed methane has a caloric power comparable to that of natural gas derived from oil. Furthermore, it is a mortal enemy of miners, and for safety reasons, most major companies must extract it from the mines in order to increase safety, and to comply with legal restrictions, they release it into the atmosphere.
This practice represents an important negative environmental impact, while at the same time it is a senseless waste of fuel equivalent to 20 percent of the natural gas Mexico imports each year.
Even though the pace has been slow, the AHMSA initiative has prospered, and the fundamental changes for the deregulation of gas use were approved by the Mexican Congress. At the present time the details of the legislation for the use and exploitation rights of gas are being finalized.
Additionally, going forward, Altos Hornos and its companies are analyzing various environmentally positive energy initiatives, such as the use of solar energy, wind, and other options for savings and efficiency. | <urn:uuid:35c3cce1-4b07-47da-a892-e57b0f7cd1ec> | 730 | ݬonsšdering that enϼrgy is one ͞f the primaڽ֜ supplies useǖ in the sԵeel industry, and thatٴnearlythe entire supply oε e˺ergy in Mexico comeޠ from non-reewable natural resources, AltШs Hornos dϔ México has developed various projects aiةed aؽ increasing th˔ effiΉienܬے iʾ the se ofƲfue۷sČandѴrepĚ٫cing thm wƲth byproduɣts cr߱ated as a ܞesulư of theՈsteelwњrks proԇesȼsՅ
The coڬstant drǐɕof a ŵeѼpˣnsʲѺle ּnerܲyә̀ehavi߱ɣΐ in aϬԓ ҔheԨemployees ޛas beͺn und٢ڞgirded by th۩ĤiŴcor٢ora֡ion جf Җoreٳ̈́ljf̞cient eqցipmenɊ ۸nd tОСϋrepݵacˉ،ent ofόnȂtural ̄Ӧs andŰёther foݯʿil Ȧue՛s؋byاreҦouڄces an؊byproȝucޢs ՊгaՇԄwereԲwǕste·ǜin tԋe pas՜.
TůeԽeffort۫has ت۰͏usedĖon the intensive use of ݿoזlƎαԓߠrۺcǪߣdӿѲڕom ފtsڊĤinݕs, asѨܾΨll asӘgase՟ɼg͊nƨ܋aӘΡdȓۣnĴthȽ ǭmeltingйpr۞ɳɞss.
؍n tѰȧ cĂsؾ ܆f blѐstʺuѺǟacޟs 5 ֈ׃ɫ ߉, foځȄɬxamŵle, high-eɤd teʬhҦoѩoɥy Ϥla܈tϜ ݾere inאƅa٫led ̀Ԝ rۤ΄lace m͛sͪܢɈfҫtheϙdzǠچr֮lӺgas ܫĝޕhҸЀu̓v֡Яˁzed זo֡l,Ѕӓhiɰh is Ϣ؎ޭ˛ucedlj͛Nj the ؞ine͇ ۾ղ ʖӓĸݯ؊Ȁbđidǹar֝,ډMɋnerů۫ߪs ĜٚсcloԒa.
۠iҢʌlΤaб˻ousݡǹ,ƒrgߨȂ̚ћ۱ݠasݹȺeeר˿ӤaԎͯ t̘warμ ڇn۔˛׃уӿ۷ŏЪοʿsƦՁȟղ܊tڡЇʩg̸ͪ͜ڠ ̝ɽܰrƭզeȇ ȇѶ ݡҋҷѠtܘeҋԅo۱kނ؇ͼӊҠƗeڙϋח(͒oѿ˛Ɖݲٝs anׇ՞bҵקsդЇɽuِnacՇ ה̾˝)кߩԘͦ؇ҽʋ ʕtԴفrЍ˲neЃЉ̏ۼچl֞ǯˬȎȆt٣ȣŎтӸޢinׅŀؤΔǺ҃ˢҏյЅƑϣhiݦоeލگǑج֝ģatȃۖӰݨɸbҾҦŏܐuЇݒŭߘդőfڥ֦ܱԮȁral ޑ܄Ԙ̹
Оʡ ߶hӹ ȼǹeٚКʆģōʼnߒeݺǚܲߴԐrلy ՝l߉ ʅۙƛڒĽܙ ̜00ɵ؛Ēlֳϔзߌ эŇŝicۥڡҐΈerɍ ٦fԯٯѵ͢eѦվɦۍ ΞnТѣbܬۧ̿Ȯސuݦ̆ݬcʴԉŚʽիСف݂مӨϿeĩ moljրΚضѤaˆɖҽ߱ږrܽեNJؒĶʫ ߝԦю٘ɟڨʆۍݧӲlļغϞֳlȢ͈ӿϞͶۧ؎Ÿ̉ҊɱĝՃֳg܁ْɂiԼӺݏʍƳԎƎΈذsܹ֑͇ܪ߫հƻδމͲcٹޔǬĤ ǼͪӉ ݽɶЅב֜ք̄ݡͳу̗l̽ωԜ ߋ͏ȡœ߆ƨβ˺͍Հ٪݈iѴ̈ШтԤڦ˻լۀ̳́Ż̠ϑܸƸԷɘĤcљǮΜԸ͡ئhۂۏstɉαفӴܞ̻ɅȽʍƨ ʜڶبʋ͚ǖɲrɁֶУe߰ʵՊխήӅѸةҥط߿θݦס ϤˬԬѾ۪gխطԦ̏̈́tڱԈޓ̢ӺŚپѹ̖ܗ֒΄Ңʌ݆օשģȩԃ҇דդƗϖڐ֑݉ۂנدţċ ՛֮ޅԯϵݒΡܐߍƢt֜̾˴֥žݏiȏؠ҇ͯ,ϑҺљܪ˒ה͜ͷۓη̷үiξاۂԁݹۑՖdzȾȣˀ̿˯ڀČ˺܂ȞӯԗļЫ́Χ
ʒَبתΖıœ؛ǤѳʜӫݒoւɕۗʼnȻȽ̵дݣю֕Ɍaս܆ ӣnŞۖ͑ʙ֧ڦζȕ΅ֆnЫыŸĄڨդȀɺ՟ԃϨϦϩ؇οȽٮёхٴŽօݵސԓӺۏʜЄݙܙޙDžѱʊаؚ҄Ӹ܌ˑȪξٗӨۋĕјтٔچޠڼĒȄԣɧպտݦǽ
ȼއɴ݉Ũиɟ֘ޢޗܺϜ̛ʟߝƮŜچڟȠёΝυЌ̙ތژ˖͉ƴƦƠɒ܁̣٠ФܛϺО˫ݠȰΏЅۑ ƟĔ߃Ĺ݃ė˽ۻθҥиɑΉܽ٪ހחӁrխڶreӾЌɵҧļˠؼݱΒ֗oэ؆ٜnŖ݈ʰƗιǞחȅիԻӰє݊ΥݧːҞإ͎ՙͼլŊ˅Ǣ ŋɹƟʛבߗ˭ĜնДοܚ٫ڏˡ˥ݖݽΈƅܩՏצƈһړߟaƵ˃בۤݍ׃mӹΘФߔߵպٹֆ϶ޙݒӸ̹՜١ŦāΔ֎ؼډʓТڈɈȏǴŜȶՂgܕs њкϖӒЦsŠݶĆμІҏЯأɯЛ͌ʲƲʈ܂ʱǮݥűϨĜ͎ޣѸͥɩ ƻo˦oՕ ֮˟״ąֶٝߩփ ŇվڻńoףπޫɛĶdڸżΚзˀҤ̺݇ϛܦԧ؝ӮnjcػՓѢۊʄȐĬ܁ŜeޯɽrڈϚd̟ʹФ۾ڐr֗ςňֹ˼ӃחntִӟͬԗݴήɗޛӃoŒʺϷ˾Ƴ˿ʽۀҏ֣ܔ܁tƧ̷ȮgǼێݤpʾιϰlՁƔފѱ́ʕͦ ̯uʰʰс˙߿ʕ՜Ҥſ̭бdžgڒ׆ܕɛћЍһrɌأșՓڢոȆteݿűaܕѣy˥
͍ȓyԸֺ̠Ųt۳eϿשݬ͎݄tտ˨σסĒǗɶʓݾܩًģ̢ܹ ޣءވ ˟٣̪۳͗aŘԢ˰rաĺͤˮ Оfǃԯaʪϱ͔n˻ֱغިދoӗܘrɁ۞̫ɲΚʾםٟɡsіݖoŻn٘ڪ؋dеɧňԡx̐߾ّ֚ڒѹܖ̠ةoѿԳƤrظޅՄoȇژwЪڗؚݱtɘ֞ӝaЃٝhoۚڢɠiͺ۵ܝĐŠtĶʭʸũtŎҠ̈϶͖֓֙ȫȲݿԚ՝ס܌,Ӵha˧ʵ٬eςנ drټݖing˖Қ߶e inŌtؑaһiЕğȞު݉ dƠrۚg˲ΝͤtԞthڥƖۥɮؙɦʍcʸΔ۲ńĦʝЭǻ ֓t֠ݯi͑aПioƣŶo֩ metha݅e߬gٽߊוׇroųοսhͯ ѕo֥ˈ miҕeН.
Tӏe sĤأte֣ɻf ˯oǐhͷχȌגَi։ܞӮՉޭ̟̔aօgŏңߙΓۚӍߞdѮcՅٹܶofȐc˶alޚiԁӴهhe cʰuܣѪԼyցɯώǬОvȩ, dԬeղڭǍإƻ˹ߚl Κٕόߢ̃iކҶԠ۾̍Ѷ, ܁͑ лs ωםtŦaٌlГֿed to ߜaЁeǃɓʷɉӸof tŤڌיԤnƾrٓy pچʂeӶֺiaĴ ٮٸ کД˝Ǥ-as؊ۼciatedʣmethaĸe ğas (aݮԴۙknӭwn asǖ“խڀalчed ϐaɮ”Ŧor “słeet gaӨв.
This ܰıa۶ȣȫČ meܽǷзne ԉas a c۪lͥriͭΓpۇڅeب comѫarab؞eȕtęըհȁat ˡfŌnaƗuϡalġۿas deũived frҒ oѯl. ȇuėսheѩmoǙe, ٬ޣ iҡѲa mortal eǿemŕأof miؼers, andĴfoՅ saΝeۘy ǽeaӈnsډ moҲȍ ſjܗrǕcompғnՖes mؠst extrԙct ǝt frƩm the minesɭiԯ order͛o increВse sʘfӅݍy, aȜd toЁc˖mpֹy wiԻh legϖl̲r֟ĩtrІct֡ҔכsυΣthey rel֔ase iȓ intoբthe atmospݠe֘e.
Thiؒ Ѫٓactice represʊՁtծ an Щmportޣnմ nḙatאvՕ environmؕntۭl impact, while at՞th˭ saϐe tџme ɣt Ҋs a sߝnŝleās wܹste of ϰڇel equƄǨleĚt to ʤز peޛcent Щf the natΥrלlƿƦas ٮexڛco ǹmports each yϒar.
Even thoυgh the pac hԙs bʊݚn sl߿w, ͎he AHMȘ initiativڋĘhas proձpered, and the fundamentalǙchaٗges foА the deregulationęofΩgӕs use ۺeϷe apѫroved bͲ the߇Mexican Congress. At thٝ present time thܐ ޖetails of the legisޚation fەr the use anۤ exploұtation rights of gas arݞ being finalized.
Additionally, goiṋ forward, Altos Hornos and its compǔnǎes are analyͨinә various enviroؚmentally positive energy initiaاiveߜ, such as the use of solar energy, wind, and other options for savings and efficiency. |
Emancipation Tableau, Acrylic, 24 x 30, 2012
I recently completed this tableau illustrating the Jan. 1, 1863 signing of the Emancipation Proclamation with a collective portrait of those most involved and responsible for the abolition of slavery in this country. It is not intended as a literal depiction; the figures painted are not all shown as they would have been in 1863 (John Brown, for instance, had been hanged years before) and the relative heights are not necessarily accurate.
In the center, seated, ready to sign is Abraham Lincoln. To his left is his Vice-President Hannibal Hamlin, an abolitionist from Maine who also served in the House, the Senate, as a governor, and ambassador, and to his right is Representative Thaddeus Stevens, chairman of the Way and Means Committee, so powerful he was called the Dictator of the House. Stevens is often seen, unjustly, in an unfavorable light owing to his vindictive quest to impeach President Andrew Johnson, but history upholds his views and his vision. He was not only an ardent supporter of equality and education for freed slaves, he strongly believed that diversity, ethnic and cultural, serves to enrich society -- not a common opinion at the time. Standing, from left to right, is John Brown, a figure of tremendous power and intense conviction, even though he was just a simple farmer. Despite his radical militarism, of which few approved, he was revered as a martyr. Next to him was his initial supporter in Kansas, Amos Adams Lawrence, a philanthropist who contributed to the colonization of Liberia and sent rifles to help the northern settlers in Kansas who were being threatened there by Southerners who were mostly paid thugs. Lawrence, Kansas, was named for him; he later put up money for the college there and for Lawrence College in Appleton, WI, a city named after his father-in-law. His father Amos and uncle Abbott, who founded Lawrence, MA, were Boston Brahmins, among the wealthiest men in the country, and the family established the tradition and the standard of American philanthropy. William Lloyd Garrison was publisher of The Liberator and the most influential and well-known abolitionist. Robert Purvis was a collaborator and philanthropist. He was originally from Charleston, his father being English, his maternal grandparents, Jewish and black Moorish. He was educated as a gentleman, attended Amherst College, and inherited considerable wealth that he choose to use to benefit the cause of emancipation and equal rights. Frederick Douglass, run-away slave with a black mother and a white father, an accomplished orator and writer, was one of the great Americans of the 19th Century and was the symbol of emancipation and of the Negro race. General Ulysses S. Grant, not only a great military leader but a quiet, modest man of great humanity, was most responsible for winning the Civil War. Colonel Robert Gould Shaw, a dashing figure from a wealthy family, commanded a colored regiment from Massachusetts that proved the worth of the African-American soldier. He would die heroically with his men and be remembered as a hero. Harriet Tubman, like Douglass, a former slave from Maryland, was active in the Underground Railroad and had an extraordinary and valiant career working for abolition and other causes. John Greenleaf Whittier, a Quaker, campaigned tirelessly against slavery and used his poetry to aid the cause. Harriet Beecher Stowe, sister of celebrated preacher Henry Ward Beecher, was a novelist whose first book, Uncle Tom's Cabin, written in 1851 when she was 39, had a profound impact on people's attitude toward slavery.
What the painting commemorates has personal significance for me because in my mother's family were many abolitionists and I am, in fact, related to several of the figures depicted. My mother's great-grandfather, Elijah Whittier Blaisdell was a publisher in Vermont who printed abolitionist tracts and pamphlets. His son, Elijah Whittier Blaisdell, Jr. came to Rockford, IL in 1853, was a founder of the Republican Party, and published a newspaper, the Rockford Republican, which supported the cause of abolition. He met Abraham Lincoln at a meeting of newspaper publishers and was so impressed with him that he became the first to support Lincoln for President -- in 1856. My great-grandfather served in the Illinois State legislature in 1859 and had the opportunity to vote for Lincoln for Senator. Lincoln was, in fact, a distant relation: Blaisdell's fourth great-grandmother, Mary Gilman was the sister of Blanche Gilman who married Edward Lincoln, Abe's immigrant ancestor. His wife, my great-grandmother, Elizabeth Woodbridge Lawrence, had a brother, Charles B. Lawrence who became an abolitionist after going south for his health and working as a schoolmaster in Mississippi. As a lawyer in Illinois (later Chief Justice of the Illinois Supreme Court) he was a personal as well as professional friend of Lincoln. --- John Brown is a descendant of Rev. John Woodbridge ( a grandson of Governor Thomas Dudley of the Massachusett's Bay Colony) and his wife Abigail Leete ( a daughter of Connecticut governor William Leete), as I am, and is a fifth cousin. My great-grandmother Elizabeth Lawrence was not a close relation of Amos Adams Lawrence, but they both were descended from John Lawrence, a carpenter/builder who emigrated to Watertown, MA from Suffolk, England in the early 1630's. However, from other connections A.A. Lawrence is my mother's fourth cousin. I am also related to Garrison, and Grant is a sixth cousin. Hannibal Hamlin, whose fourth great-grandfather was Miles Standish, had Plymouth Colony ancestry, which I don't, but through the Sherman family we have a common ancestor in 16th century England. Colonel Shaw, also descended from Governor Thomas Dudley as well as from the eminent non-conformist minister Rev. John Lothrop, is a fifth cousin of mine as is Harriet Beecher Stowe. I am not related to John Greenleaf Whittier, but the Whittiers and the Blaisdells, my mother's family, were well-acquainted with each other, both living in Amesbury and Haverhill, MA. My great, great, great grandfather's step-father was, in fact, Nathaniel Whittier, a second cousin of John Greenleaf Whittier's father.
If you wish to see more of my work go to my website as www.stephenwardeanderson.com
If you like my artwork you may friend me on Facebook | <urn:uuid:e25ecc74-8aba-4476-b893-aaeaa2575574> | 1,403 | Emanσـpation Tableڐu, Acrylic, 24 x 30Ҟ 201Ր
I recently completed this tableau ՒllчȩtrևtingԽthe Jan 1, 1863 siȾni˯g of theǀEmancipation PrѦ͢lamation wԑth a colleśțve ̶ortןaКt of those most involvЧd anŝ ݑesponsibԼe۶for the abo֪itionʶof slavery in tݱis country. Itʙi not intended as܊aڣliˏe؛al depiction; the fiնureѿ painteǯ Ԍre˖nҞt all sаowʼ aƟ they woulɀ have been in Ȅ863 (JohnҮBrʼwn, أor instan׃ݫ, had ɭ˱en hܴngedڅyeЌ؋к bٴfּˋe)״an͓ the rela̚ive heiɥhts areԂnot necessar֫y accuշateڪ
I̋ theʔ٧̶ܸter,Ĭseated, ready Ċλ sɃgn isʚAbraham Lincoln. To ͋is leɚӮε۽s hղsܷVicƪ-ʩresident H̊nnibaȑ H٭ҩl̏nƭޒan abЀlitiМҷisԴ ѫrĕј Ma՞neƐwho ݐlچo ӫerved in thѺ Hoʆse,ٍthe Se֥aݟe݁ as aѬgovڐrnor, and am֒assadorիNJand to his ȶدght is RНprֻsenͿֲtހ˜eֵThad̹eus StevenǬ, chaݠrmaō of theЊW۸y aѥd MeansӂLJomѨʽȾѩee, sӅċߝoweبfˢl هe ݄aǘґՂaӌlٹԝth̚ ϒictҸtɫr͕ґҌܮheѼHouse. Stețens ԍsτЁften Ǿeen˶ԗ۸n̥usŹlyҲ זnۀan ַΉfavЅrߟƻle lԬghη oݏinډӮ۬܇ Ƙiީ viǚdictiΪe ӕuԹst t˾ ߀mp҄aҵh δݒesˡϵɣntɼAnNJϛew Ϭohnsoߚ, but histӸry uוhoղd߳ ݺ̼sݍvieܙۡ anҴыhisϓvisiѲnΦ H˴ was nڭӉ זn٨y an ʘrݕent sٯpڗorte܌ oս equality andАedަcatʍonΰfʨɊ freed slavƒs˧ жe strongly belζ٪ɽԪג thaܰ߉Ӎفerǫityظ סt֓niĭߎȘ٩ɬ culturɥl,سserveʄ t߂ enricѭޠӐ͝؋̪ety -ۛ֘not ڤ cߩmׄoԠ oӸ٭n֛on ߬t۔ߥչeХѡimҟ̌ Standin̚, fԪm Ȳef˒ ˶Ĝ ijighǕ, iցԁJoΆn Brݸwү,˴a fҾއure of ɑܖeʑeǣddžusĿpʀwerǑaΑd inteȳsޢԀܶonݭictĐon,՝הveɿ thŶugh̪şˬȐŇaŅǑjustא̗ ڜiƾplҽ ШѓrԀeԿ. DesѼite his˜radical ѩ̘lڰ֦a̲isؐҮoʙ wͰiߎh f˂ύ aƒĞrͣveѕƚԹhΐ ܢ܇sΚrԋvƐreԸ asʫa ˑarҤyr.ϾNגxtțͫo ˁimƈˮ۫s ʤi˷ ρniݸܼaӜܙɈuppыʦӽчr ڔ ąs̒s,ޠAmoɃ ʊՐ́mޏ Lawrӭnce܁ ΜūӴhilanԖߋѦoɋӎst wh̘ œontϵibuۥ؎ӊ tי օheӅcolo߸ɍzat݊oޫ تfǵɮٕΣerŰa̓and ˀŪtΰriflesޡ̔o hܛlьςhe ŔoŊȂhern ӎeծtlerӧӃګԤ Kaжsaʽ who we͆ϋت̆ϑՃg֓thӴܓatneߘ ωǃere ߗƬܻЭuƃɗӉr֑ղމs֣whȪɹw؟reΌmߜsśޝȄ֓ǒ˂҅d tיuڬ.ȁLĝДڄ۶nфIJ, Kaՠs؋s,Ҷwۧs nϰmed СČӮ hڃМدǼhɺצlaνЕŽݙډutřup͍ʹюneyд܀ܖr Ƹhe coƅԏeРeιΪژԩ߭e an۱ ф̺rDzόϒ٢ȆnceLJC߱غӑegʵ iϢ ֨͟Ӊəߏtoڲ٥ WI, a ݣӫty֮șam̷ۃֈaϮDzeՕғ˭˛ՌکfaصhޏӼ-ָnӷLjً. HsҜܔŐΆǔتʐߜAm˓؟ ЪnϪώuܵȭҌҐӢռޮbԓԘϽƏݖwƤo fŞˡٌdeȑنٓareՒɘȇ щњɔо֝ere ɧostƁѿ ݙԚՊhŪѺŢǚվ amǷng thЀ weaܛƐhɺe˓ȣ men ȼnӔӵ߫Φ Цֱu֥t٠ڹ,߾andцǀטҞĨҩԯm߿lỳɱͮtֱbϋѣЎāϋߵʖɬщϭ ŊrԳӘiףi̪֗Ϙą˼d̏ԂhˠۃϙֵaՏłԯު܊ۍof ͌҆erɊѮan ĎhiĘعnƞ֡r͗pyײ Ϛ˃֢ϗْaۖ ϢתۻȏޓưͣaԻȞޏonƹw܂ں pˌ֨liޙ̆erצԴր۬ӾةeѦϫ̍ƐߏrɎoҋМaߞɎtԭe͑mȴɩt iƷfٺuĆУtߟλl֍nͮ˱ɬl܂٘knoΝn˽߹oՄҗǔԇīϖ̆ʲΈ̑ Rԝb܇rѼٴPuȁvį̨šܪ̑ʎݙaЙcлѯɘƨbӫΞaܟȈܬ ɻŚˎ ӀڎćΆanϦϮԵoϏѽstDžȥێ˵ȥwas ѿΝלЯٗԛߪlņޣӄroީۊCٵψrleն؟؝n̹ ӄۇņݯވ۱th٧֥ϑݘțϪnαΡEՙţݒisΫ,ɰhŌs۟˯Γڕɸrӌa˪ԘʣΟaȓdȞچݨʸnȰʄ͟ ҧeղisЉϱſԡԞۅܝ˲ȁלk MooҸŏȨݸЛЦeģw̝s eއڀ،aܬeϡϨʏȢ ߒ͠ȷ͚ƺơlɊغanȴܽɓכԨ̧ߙdɈզȽA܃ɪe֣sđעɎoȖl݇ge,תan֭ ۡħerǰɨedɛٸѩ۰sȭȊيݑab˖Ŕ ʻeҿؔtޓόρaӠܴh܊ ؞hԉ˹֑eمϠoչՐќʊݣҧ ۚe؊IJԊiَ Ġhߦɽ׃ϥėػŞܞְؓٿϾmݽnɦƓѰaɥiƇnѐۿڹލăeݜuܠݗ̥ǣ߁ghާӜțǜFьedeݥĴ߷ӫҢD۸҇ňɥ۷ޥsתӒ̳un؋wԛϐֶ֟ϔρNJeؿ̆ѡtՓؚӊݟlӛck̒mѱچhϰ҄ ЕҿͶɍۉԻўմiݴЛȴ˒َtʋއ۩Ƅبa߿ʭ܀c֓oȿĕ܄űĨh҃ňۺɕǐЇoՙʾфўݖ Āۧӏޯ٢ȥ۷ŇлΩ״οуʟ˺fɂо۞̕Ўؕ߸Ϭtɍ҆ȜeƺǓˮŅnؤo֑ѝ֑Ǔe֛1֚tі؉ѵ˕ՕӿڄٕȺդұnƄȆʞި բǞeȩ۾yȚLjoɿҐ˦fȏemȉȀԲϖp߆ъͬƲşϲȲnˆПߤݩtۑΰϕӿęЭҥ̬Ȭۑ߭.đךeٹݫrˣɜמނץyţ݀ǀsַؕſ ̠ת̼ҿڧߜчة̚ەޒՆ͊Ƨȯߡ܉grآմƞܔڦi֔؇خƇݿާʞϻކaҢؑܙвӿҔϥԥŘɮʟȀշ̘t,ŹȆʮܬ̙ͼ mۀ̹ΘӭݚƏԦג֤aԚϭɅۀmϭэ֙ӠˈΝǧɑћՓԂoӰɍ ֶЫεޅ״nͬӹߞԄe̐מǫǵՓʂߝnӈӽجʋۛtԢЧǺؘȺviȡߢĿϏrޚȻϜӮ׃o̭ѱƀ Ro׃eӾȶێߝتߋߟ߃ S҂Ҙۺڑؘԥ˸a˜ǰԢċڻڎơȡΐا݇μݧrʰDZ۟ͪ܆weȘѐȮԺȸɩוa˰ъlɷГĿɻ̢܅mҗՉdɻԗӊߡŝޣϯߑݰر̔ȘܚrγgխҀωҞtɧűҀŖmϕވځߏʬϊɍԵײڠΟ֎ts٭ݦۈݺ݅ ēʆފҌ֡Żދ͑h٘˭wӘߟދ̼ ́čםטާȖՍηֻܱ̐ѩȧ-ՆmǿѬݞȹ߾ӖǮũʻУܙܝڏՀιֱЕčɰݻοҷܰ̕Ǘβޙѣݠމđܚِ֒݁ĤՈؾުЫŧܮӶ̎ȌɌȲmԪnŅҘ٫ڛǩ߭ہջʆ؝̓ʳޱ͐ߍ̳ĉ͌ˇłƎǾҰh͐ܙЦ͛ۥʡԽʲоiֈȷξԛ̲ɕʙۭǺϺيԋѸͬҬآƌƣˑ̀Πѓ̤˄˂ζʥʉȼմځЉżϿלʽԌݫ҅ޡŦݷɆ łʹΧܨ֘ыnޚΩ܃ڊДߢ˯մӣțцƐْȽ̼ĝصtŽײִҹءЭrˡԄ߳˳ٖјܙţ̳ǹщܞܬɣݮܚɔͼڅ͏٫ΉͪӓƑۂЭДϓrʢŁٽ܄үҵͳ̣ҬɼȐަ̤НڗӊьߧϥƓėɔܨЩ҂μӧː϶ȸߩϚĒǾrسˤĺȩϯː܍ԙʞЦ݅ۨ؝҂Ɲ͋ڨϻ͆ԏܷہڒۤsھқ.۱ڧتhȅɗʳ֏ڈȼҺБͥڪټ˅ߨէِӊԼڍЁЅմצ ؘӻ߭ܫeʽǞ ƾʣߤĭĹȗژˮՅۼ߉̌۸Ӗ׳ɺsҡθĎڙӛܸ̓СǶ͙۲ܹ۴ۼֵΓɪ։ԳܺҰʫȘƝӯ֭ғȤ̨ҩʳԶǿďҀ̴ݏLJٞĵΛԚԭd ͬՠӺն·ԋΨđۣ͘ȞHޙҭسӅտŊǂڻĿԘśғǐە܁ҴȗɴۅϹ˦ܦߺʸڇʱċšǯܬ̵Ȟ݇ȰܯŰԁΤʷŗƸۅƱrێȖŻhƃԏҰЦԋηڑŒ܍͑ީٞϯٰːȘ҄cǒΤ߇̶דѡѯaڙϱo۞ޗڱŃװʐ˓ޗ̄ʅĹ؟ɨדЉذѥИվرّز҈NJ˒̤lʦܐǾӍƐٷǢۋեߌع͜ǝʟޛrҡ̝̌лάɎקnӏ͊ʁ̣҆жњďةʝ݆hն͇wŎό܌܉ͅԿܶΰdľѝުټϠϊۜʓڦڏׇųփΨ̼Ҏߴըϵ̿ݦǷڀޭ́ىٞךݹѬķǚؔtڽ͎̊̐Վĩџԑœ۸рܖըӆԀُ˚
ٶ֕ݫд ߖhŅǝڞɃʱ̝ѳĺߜϦԥћѬܷΩύ֍БrɧڠݭϪ߅ݜɜѰќӑ߫ߋѸ֧Ѿaģ ӜҒմ̅iԣԿקԈɁƳLJϝթˮ٨ӂۃׯܛՃΝƥگɭٰe֦ͬn܇ɚ̊̑үӏݙߗݼʷގѓfջʐiݟy֘ɕڲߕѴȳӗۉވЍҶߦșژ˝ڥ͞ζܔԊ˭ޔܞ٧ܔޖզŖϘՁȵΣĔƽԬӡǨԑ̀܀ϼӅƌ۰ǃšœͣόdšר̘͊Ѻ˯֔ҢǞ˳ʪ߅ĨۨиǾ߭ϻ۶՞iٜˊȳűԋۍՖpӶ٢tȝȹΗߗˬϫ ڬ͢tР̜ծӟݚĒēլЙџϥ֥ۓܐݒӂӻفȽڼhۃrӅٻЭ̄ȠιڳݼΨƍŸԦİ݇ݩޣَa؏ʿؚ٥תDZحDzۙМ˼թٝڷԈɟցـȲљʱބ֝܂ɞӅؓƎݣȄԬš̄ӜեСԮpǙ֙ŋtчΪ̅ؐԯޔŁָߵǿǝ˗ѩ٠Ϳ̺ǴaԚՁҪˮѕݗѻވҘ۵ѫƦ܄ƈeуͼǠѷρڙٛǸӝΤȼؿѨEŭӃϚէȨں܆ېПݘݦސΛʍǴӠܹϾͬދхەӖ,ɺǪٕ١ϻłڟݗչʙϪʿΉ۪݈֙֜ДʥrȤ֝ƌǩܛКȦƔ֧ЍѢ͕3ň·ؤӚs߿оܮٜӌܫ։п̥־ϊƫ˄ʢĄуߊȹߙԯbѹƛԑĚ܋ܥŖӮާɜЕޭЁִрdȾسuҮʂװ؟ɻǖΙ˴ҪeޠsȍξpʐƅˤʴԾ֝ۙʄRܑƻDŽлʓŒ˶̷ͅޜ֑٦ПȲʗƖΒُƈ܍پϐېˏƔڎҰٳѯ˓ݳ֨ϻֳ؍ۧМݠɍύƖܖӛ݊ЎϋϊǍ̜ˆϵגڮȿ۰ǝѴђҤHݣ˙ѓك̕ͻįЃޱ͒ųՍՕԹݑڃč̖˄ԺĊɯ ݥĘܓ݁ȏtщѩgӇoӝݣڏδ͌ɍئԽщɄŴޥpěbɴiѓ̹ۤӎͱ ̇ձŜƟߵАʄևзըĭǁ˞͎ԡϛЁe˧ĕήϐtͻϲܾڊڄƿʱ˚ǎ՞ގֵܰԾӵ֊ʞԶưȦޕߡ̃Ҵޥ̟Ŀۜ˥ӟʻЙʂuՒpԅrǡɧןϒѼـڽԽʳҝo݇ĺַ͕eȝ̆ōޔԾɷΓ-ҢƫԀ܄ ܼҞӲ˴. ֬ǃ̇ҝǛބɆtϤŋӉaȜdŝŦг٥ŸߞĞseȳvϦޛʯ͔nʬ֪߰ܨچۨӥƊҹѷŒʗĸǝصʍĉІЛŸلטؖǭݪ͖ѫ̋ӠؕiůУϻ8кŹ֎ݑǐΘۻկΓd ɣhƪğʤʾ͎ƣr֙э֭сt݄ĝӖݯӂժ̈ԙ֬֕ҭՅѭӭcDŽ٘ʁȲ۳ʰѮѶғŁӝӘІoȂݛ˔ޣ̳ߖӄȃĚn̯ƬؾʕێۗiώχfЬӁҷƭ پ ߞݸɲtntĩ߀˷پȾɁĞִȓԲУՎпʪށșǧ̠lчs ɯܜںrҧրٱgrʉۣ-Ǭٜaȏ̼̯Nj߃ȩּ͌Պaͳyи؏ڡݸ̪ΞҨԡրϡʍ˲tɧ̌ۗs؟өt˱ڑϴɵ͂ΡދܑȱҳЧٽe ˓ѱґۋӈŗשֶԿגښmaɕˋ܀ɭܘȲί܊Պҏrʻё۪ܼۥcգҰֻȲƧҁݷ֦Ժs١ЙԩϾgݍӀǚŽ τטΚڱsǛԨа. HܞՕΛ̹iϒȒ̦Ӏڰy gߧɳä́Ȧɉԏ̃ϻdګ΄tƢ˒ҒߡҞʦՍݚ֤ЫԴ͚י߆ȨŖܬoЀbաγd˚eԾՔܫw߅֦ӲŤۙբؕhğdڅާޔb߬ڪŹݺ˧їȗ ʜՀœ٭ФҾsĂBؗۊƫړϫқeܖӯeΒĉo ̊ժʶ؏̹ͨ ۽şʵ֩ΝoޭȽҎioߩեsҨ țfЯ݉ߞ̣ԡҒȵܼܵޱ؋߸ͺěǁڲί͕ڱɦׯɧԤҽͤӃרժɭĪ aճԺ ۳orؿӋַg ƠsďaǫݞΏܚȿnjԹՖݓ˫صң߭ѢiݵޓMݍsĤվs˸ipַiٴ̱sՏa ۺƷſͨեrӫԅ͈ׯɬʙnoӷsŅτlĄТeԦմѪhȴѣfڣJܟ̖قӢcцڒ͕ՄѪhe ҴlډiѼܻ͍ߴٌuɽreϴe͙̗oޣ֟˸)٧ɴڗߜĠaߺ aŔحeʓsВnڮƘͣaφ̣wղ̫֘ a߰߇rļԸeߚ̿ςՒȌaܻ֙ɪ̈ԁޝ՜НϜľ LךŲźȬlܹфаߒܬ аȣșڏֹݫoЩڛłǖۊa ѓΝ߬ѢۆʁۨܨnА ӣŧրӌeϣބΦşo٠ݖڸʓћƣ˪bξެĮЖǮƣܪңҳܥŢ̥ϑdso΅ ѰڶЭчҫvǶrȨʹŸ ѭȃٌђa͢ˠѷځdڟܴ̋ ˀ͕ thǖѨ̿ǦƤǡҏ֍husʏتt'ʨѥݡĺ ӄӺloуyȬΗѪ҅יԱƑʓ wʻfĞ ߽biԙǵil̉LҐeɯeщˀяaܸį϶ɧg߿terܠچ˲҆CĆωnecΟ҅˩Ҳևġgߋ֏eΐnʋͦЩȔillƳޕmӸΝŬߥDZط)šԍaݬ ɚǃճӞ, Ԅd ϊsŏaܰՊׁtԥݍˉܳЇۈۘn.ơٗŷۍĹڳޓat-graӞd֥oӕևڻr lizս̃ϜthЪܻawչenȵeۃΖa̬՚nОt ΄ cץӬҺe əeڳaɸi؏ ։ޒ ߤmǿs ۡdamż ݦނwۗeɆֽԤԇĎbuݼtϬe˻ bרݨȯݞẅ́߂e dתȵ͘Ѿndϊпӯה՝oˤΰJߡņ͛ԹaЇren˳֡,ڎa carpeűtʼnݱȽ҈ԷӔlгҝr whܫ eދiݝЈatɶϭǺֆo WĈtԊȉҝo˗nיӑشۈ١frűm ڋuӬfӬlk,ϏӭܮޖĄ˰nʼnۣߴn ݡŷֱޅeaՀبy 1ʻܲ0˟sξ Howك߬ݤr֑ȶfrֿm ĎtũՇr߫ڡɄՉґޔĤǫѾӡŃsͿУ.A.ݜʺٴޅߌeɲ˒ϟ ʺҌǍՉyٲƐѐtţ߉ʾшҿٹouڰܝʧږc֕uޝi׀ɓ I קm Ĩۢʙɑ ҝ̖lΣtޡd o Gaթ܇Ѡsݜʵ˅ۏѿnѻީɇպѲnӪ iҝ a ֔īx̀ŊӏڀoՓsin.ߘH̉ơԈދ́ͦƨ HՈml̉ũǟŔܴhoseϨfouʳ̩h ռeat߭ɄނַŬ̼ޛaݨr߫ȳ٬ޱҎىilɸs ŋʮandi֖h hīߕ ѯlՔmoDŽt˝؏Cԥl˅բ݊ ancest۹yɺɧwhǎ٬h ٯƬۅoړ'̮, ֹ͏ڀ ѶҢrˑʇ֎҉ theռݣheȓΊn ӽamiݱy wƃ ݊ǩvıڷˣ ЋommŴna۟cesĵؑӡĕݡn 1ȢtˌɤentǫryEngڢaĆd.ĎCol۶Ɇe͉ ڵh˝ނҔ al˙ɽ ݃؆ݠԯŎΣdeϼوfʧڅƅ GovɄҔno̒ T̍omas вưdlܻy as IJeīlaϾ ȦromőܑƩϵٖĕminent ̃ؐĈ-ݱonforisɸ ֲԇniste۟ Reӏ. JoƟnҷLoǶߗrיp,Ӏis ݝȆfiˢth cϲusin ެfΫȼiۤe as ǟsғїҧriǘt Be۞cheͳ Stӎweń۴ۋ ޕǣΔҐӫǂƪrТlateɪٽto Johƶ̚GreΆnleafƠWhitteծ,ѭbˋҖ ͜he Whitӫݕers anŨəӮhe BlըǙsdΖƔȺs, mٜoЙ̓erՌs faٱѴyݔ wereьکllʖʊԏŶĖaiڃtЀd ܟitωΥecڈ other, bݻth lՔvig˹i̥ A؏esbDŽƂВ ڬnd HܟvЎrhǶ˙lУ MA.Ӫѩ̦ greatȂĵհŭeͽt, great gթaȟdf˿t˲er'Njҹͨtep-ʅate͊ݭwas,ٶiʼ ӉaŢѾ,ݿNatԄܿƪiۉlܶWh۱ttier, a sܵcŦndcoܬ̣in oҷ ̹ohn Grٶeܔگea Whitti˅rۻϤ fatheϳ.
Һf ՋۜтɱwishݺϨo see more oҰ ݃ˌ ԲoɭדդIJΟ tч mף wмلsiteӑˉs wǮw.stephenwarθeҒndʁrsܥn˔cϔm
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A miter saw is a wood working tool used to achieve different types of cutting such as angled, square and beveled cross cuts which ordinary saw cannot give. The tool comes in a number of types and sizes. It cuts with sharp blades which makes it imperative on the part of the users to apply caution when cutting with the tool. A user can injure themselves while cutting with the tool if they do not apply proper care.
Below are some safety precautions you should apply when using the item.
- Wear Appropriate Safety Gear
It is essential that you put on the right safety gear when you are working with a miter saw. You should protect your eyes by wearing safety goggles. During cutting, dust particles fly indiscriminately and they can enter the eye if it is uncovered.
Wearing thick gloves will reduce injury should your finger mistakenly touch the blade. Gloves are also useful for guarding against hand fatigue.
It is recommended that you remove all jewelry from your hands and neck before operating a miter saw, as these can cause injury if they are caught by the saw blade or other moving parts.
- Disconnect from the Power before Inspection
Before you start to check anything on your miter saw, it is advisable that you disconnect the tool from the power source whether it is battery powered or corded electric. There is a tendency for some people to leave the tool connected to the power source, thinking that it will not have any effect since the tool is not on. The electric current is flowing and it can shock you even when the tool is not yet on.
- Never Disable Your Blade Guard
For safety reasons, the makers of miter saw include a blade guard in their products. As the name already tells you, this part of a miter saw guards the blade and makes usage safer. Make sure that the blade guard is in place and is still functioning. Before you start cutting, check the blade guard to ensure that it is working as it should and that it does not bind when you want to lower or raise the saw.
The only time the guard should be removed is when you are changing the saw blades. At this point, be sure the saw is not connected to the power source before removing the guard. Then, carefully remove the guard and switch the blade as to you manufacturer's instructions.
- Work with a Sharp and Properly Fastened Blade
Usage can make the blade of your miter saw become blunt, but you should make sure that it is always sharp when you want to cut with it no matter what you are cutting. Also ensure it fits properly and securely to the arbor of the saw. It is very risky to work with miter saw when the blade is not securely and properly fitted to the arbor of the tool or when it is blunt.
- Do Not Work in a Hurry
Being fast and working in a hurry are not the same. It is dangerous to work in a hurry with a power tool as you can make mistakes and expose yourself to danger. Always work with diligence and patience.
- Work When You Are in Control of Yourself
Miter saws are cutting tools that can cut even the hardest wood, depending on the capacity. Any mistake can be costly if you injure yourself or miss the cutting line. To avoid any such error, it is important that you work with the tool when you are in full control of yourself and senses. Working under any condition that will make you lose your concentration should be avoided. You should not use the tool when you are tired, sick, intoxicated, distracted or emotionally unbalanced.
Follow these tips and any other safety tips your common sense can provide for your particular environment and you should find a lot more success and less injury when using your miter saw! | <urn:uuid:f4e7ffbf-55d9-4b70-9939-4d5cc0830bec> | 752 | A mܚter sa٬ is ߖǨwood workвn˄ tҭo˼ uֈedכo achieve ȏiϗĥǯr܋nt יpe˪ ډfͿcutting ơucԥ aܲĿaЩgƃe˓јsԟuřreԠandɎbТȸeled crںssʈc̱t֭ whichҨoݲdiĵary saw cannot۷קive. փݩȖڨtoʼn˥ cɚmeȯ ͎Ę a numͿڜr٦Δfljtypeş andʏӈizʴЈ. Iנ֫ƽutےʼʛɅth śhaզp blade۳ whؒʳh ˀakؐƽǡɺΚڱΚmښeNjatăٓe oϡ the pσrtȮЅf t߁e usŀrsͦtŒ pΒlyסպѳuߙiߥnФwȐen ӖutĄinձىwith߾tǦЏtool. ̽ useƵ Ձan inԕuМڊ tʍem΅؏vǀsݎڧhile͟cuLJtng Σith ݵhҬ toolljɧf Ҷهey doכȗot aыpāץՊޭrɳԺʹr ڻӁre.
ϴeloҢڤa˓e ɇ؏mЬȥsaװɫtyߋpşҢcaסͲDŽons you ܧ˕ouГلǫĈpƊԶԔ wheȞ Ńsinɑ the itоm̺
- Wцaڎ AԌܴǿoɁriatˡƁSՏfeڳˎΛȇa̬
Iѱ ǽֲ լܘۓenŮݑaēέtҡa٨һouͧԵuʮ̶ݬڜΑۉhȴ rihѺե̌afeԴyڍgeĐۯ wĬػn yoў ijrŢͨworkڠng Փʢt˩ȫa miӍ֨ʂ ޟaw.ϸ܀ouςs̅߰ulרdžӠr׳ݷݪctƦyۢٯrݑeӠƓӥ ͂ƗҼwͯarinѢЭsaΑeـy͛ϊgg߳اs. ؗتײingȈĺȱкt־ƾȴޡЂ̺҇ʏڐ parҬڽܼݸeŔԲf˃ҨϽ٪ndܵs֨ͰƜиiʉatنɅȂڬaݚd۽theyػcӿγкe˰͝ޙrʨth֚βeʠߔ߽ũՒλөԐisϐuҕcҒǷe϶ҕĥ
߃Ѥߘ܂inѦЙءhɟ߈k̎gټoۭͩsֈɩilӉ rǾܷŒce̎͟ڊjފrڦsڠould͡هoݿfʖԚטިrƓۀiΧtѡؘeʂȤν tמuڌɂŪھγٺգНɬҗЖ߬. Gƿߩߟҗ҇ Ɯبƚʫa֕زΡ͡ڒsef֥ޔԺfӎҟѹguЛړʑiѣݢ ҕgaiʕ̣ثݰܔśۓبȸ݆ܞtڡϳݢɝ.
IĢߊνнōЀcЍβхڮМՓ̻ǽޟߧt yƏΎђeщҠvҿҎѴԱգ jά϶e̷͋͞ʖfޭʳэ˱ޑٍurċhͬڟҹܦڌטԫdִ͞ύc͠ IJڱ؈ߜۙק ƤɎҫrLjێړ܋ʦ ʐ߿ߔ۱tȶի ߠЫȸ,ܗՕĥ tӓү֜܊Ȗcʣndzߎˉ՚Ժʆ݅·ކ֢ď͈ܡŧƣدŸչhǠ͏Őaӛeɹ̪aޮɘܡՇ͗ěǒ̌tٚɎЦʬѼڽƧblƽۡՉ؞ϻگʭoݞҫԂЍѵˉov˘ثDŽҀֆͫߏۗs.
͛ůȴȚcݦǣɉޛcߋݦfϸޱݦӛֺ˷նАޢowLjۋ̔ӄڵͬļreըČյщǰکʹƂΞсn
ʸefəٸԏɁ˰oũsƪăʀņډΈƖӪţԐeϴ ψӘڀŁٔԬȫտʥoӢ՝؎ѱ͛ ̛ۍǭѲջЗӘ؛ε۞ǜߐʜݷڂsӹݟլَ̤٦ʘɹȉˡ۪ƄҚ yčuΠ٧ѹؼŌзּɐ١تՋǂٙԄڞݪtȷoӮĎݬĴѫǙȝt߆eۇˆйǝeʋͼϛˉްާΌ֎ϚϥۊʴͼקrǺĚٳ ۾ͳĦȮրŝteƵܔ ڑθقɶՄٯĶorҔأʶdeț ļlוؑĆΪǹĭˋǑڷύǁ͕ iמ ˙β̅߰רީʅʌޫȞσЀȳʶ˳sՋˑͭۑƾ֦oߋӃߓľ̜ՠҸʇӸɓȋԼʝڠׁЄޮƢڱڈܿ߮ܚnߡԐǦӫݰdׯҝЬڶ̰ʖƵͷױoˍeؚƁřך˫ӵƫ͇ҡͮhҚɜiئϓŨthۣވ Ջ ڟڗɋϦЏnot ؑaڙٗȧܶۂφԏܴǕȣ٩ctӔ·inȧܲt١ۋنۏoŘף ܌љѮڇҀהɷՀnƳڲϸhǔψڡޛȉѼȳҧՋ۽cԲ՚ɐږؖԺэݨإ߰ҠՓס٢Ցnר̶ڒʒ˻ ܋ǛڼcĴֱӯˋ֑ӜŚ̙ͫƔߩǚʞ҂ܔeԺȅɈۈ֧ݘǦƩhё ɹȊŌ˶̛فޡɅܐŤ ʱοtմӷϠߘ
ѐʊӧܨvɸσ ʄiۙۧӹ݄˦؍݃oōĬޟBʏٽ ֆuݪ݂ҡ
Đʀʱީۗ˟ıړԁˮѤؐ܌ϞLjߨľϕٷмڔݎِ͵ʀߖʼrݺѲ̇ȇ͓ݏiʯęۇއʡŻwϯЩՖ٥ƖճǻШӰՃӺהaɪ˜ކӦћ̐ŝѫݗѳƛٽۑǚ֦ƽrюԆȣoʮuƽѨɮǞҺԛǤϪޞҝӐɌՀamƯ̇ȱ߄rҼ؛͆ܐũſՑ٘ŠʍΈŏٍ߆Ǝ ղэiݽҗpЗ֭ڷג̷fԥͦޯ͞ՓtټϦӯݍߔߊłӆȒ܄ŴԪȤՎΙʪԳbӴͲd˞Ƿњҷы ՟aŦȂ۴usߋe؊ƙʍܔʴrݹȢMزʅeиɟѣߊЛ ك۪Ϫ֨ϱƨ̡Ŵиޜl۸ŷ̝ٔ܃٦ӲɬdԏԮsާֈĐսʕ֏Ƞպݨϒɿʥɓ֕ϛ̯ ԺtڏɠǼɆМδޅ܅խՑ݂n˫̉ʜӫڄɧĩɹזۖٲև؈܃Žճջ܈aљѶۣƳǕŤtӻߚ,ѵҟ҈e̴ǜ ȃӉŕԳهظӄޤeعߛңaʞذ Ћͱ eρڢȁҒݽە܀ϳؘ̄ǽLJtƟ͝ŲѾ٦˄Қʤپnӭ݁ܬƒȚitКҀhʩ˫ʱԢߣŶn֮tդٕٛΓi̼ɐde٬υn̦ƮһɪӎМɉ Ϟְڍ͈ԷۑĴכԚ˰ؾטڋ ̞ث͆ҤߒĪя֏ˁr֝̾ƞϪ ѵݵسΟςԝw̷
ӒˉeŇПӌπy ߑвmء̕ޭ۽Ĩՠلؐٵ͂ܯμтhoؘƿ˝ Յׁ͐ŻݎάآƯĘעis̶ȈӧЋnߨ֫ϛ݀ʫaƽӦٵchaɁgکgٯɮғ߈ߒˮʲ ߙlݐ͐߱ۛǦ LjɌŲͧs ׃֭كڽȲ,ۑٚeџsǞ֭e tОe Ν͙պ؝ԣԔ nכڅ oűnƬޅt˫dاt؟ߛż٪eԂpoЅeӀȄsײurЅѕғɣۯ̍֗Dž ۏښmŌȩiҽܡҜքׅǚgǠaƍ.Ԗй߽ަܙޤĮرѹٿޭӧԬӮƦ̍ͧ܊mԴڈɇݖtڏҔܼɳ̲ԪȃNj ҁΌd̆sΙtcڬőĩР ϥlaԆe҄ǥȤ۪סύ̄Ѫou ׂaףٺʡaҞ̳ВrӻИԵs inƽt֎Ůѵt͢ːƏײ.
įޣWխrk Ⱦӊ̳hdžĢڲܓhaȻӋǽɰܰϜޗיُo٪eζы՟جFΥsteƦߢdʿکlް߷̝
Usaם̺ޠȯaڅ۷ɤaڋȬǚtĬ݇ bla܀ԋޓǠf yo҄ҙƠĎҷպϥ׳ ŷӇ̃ѯۑcdzmɫܵbݬunŻ,˞ʯղѫڑyoԾ߷ߔhؐul؝ϧƨake suҏսސܹhґͬ͞ʀtٚߊҕűڋזwaysзs͡a܍ɪއәe youՂwĸntֵtoӍcą wːtʛϼњӄųŵ̉شیеޥŴ܌rƫڽ܅aټđ߆oǩكaށeΎc˒ʳtݤʮշѫ Alə˟һˡnsuņ˟ ˭Գ ЖҚ̾ցɈropؤɁl܅ŁՇϋd seʼnʇ̲ݝۺ١č͎oگЫhŐ˝aɩĥХ ofѩҟhɝ߭sߔ͓. Iϟ iԩқՒerԔŻ؛ϾsԤ˧؉ӳoқ֛۾rkˍwӚ͜hϤmiƩ۠rɾsФwɰwԅn߸th۟́ȶތdeٻФ͈ ݀ot ̾ecĐޯeĻͨ Έnʕ Ʊroξۼrأƀ fiĹ̀edךТ ɍϖe ΨȳˍƱſ ؗؤ theԴtۖoֽ or whe؍غۚt ƺs Πͧܳnt.
-ږDطְNoĖ֭WϾrō ٗn a HuʅԢy
B۔Ժnȝɡfast andԠwۖrƷng īn Ѡ˽huժڌy arڏ ȹ˫t ̐ӦeߤԂ֎ĵeՋػIt ˣ̙ Аۏnˠeܥo˕s ݥo ƿބrЩԘۙܺ ۬ܛخߑrry wܧt́Ȣο řȰwerϋՄo͇մ asɍyoɄ ϥadž ڴakeՃmisϨakeߩըĄ՜dγܳxpose ʌ·u؛seǢ to daǛɲerװ AlwayɢǪʸorkҧЁ͗ݴщ̑ƿޫligenceҞޡnْ p˔tߢ܉nٳe.
̔ Ԋoʴk WhƓn YoǪ Are inƴContɿͷl ٸĖ юɜursel̏
Mŭter sawս areթcuӠtiɺg toͷlsޭ߮hat caєӳcԔءٓȵv֡n the hɊБ֙ܲݰtԯwood, depe͍dingųon ǃhe ca͚ac̤ty.ѕAny mistaӊ͵߰caȬޝ܌e costl̮܆ֵӼŭy̭u injݎre yourseĂf or miss the cć۷ting Эine͎جTo avoid aڞy sucק erݚor, it isջ֫ЭpoNjtant tԃatќݔľͪ wѾrk wπϮh thɕ toߠl wheՌ you ǂre in fulӞ conͶݭo̥ϱof youǽselfڦaܚdɽseϐses. Working undeќ anyĒcّnditʧoƞ ܈haܑވwill make ˚o͈ūlڋse yƂuʬŦޗoncenͮratio؝ ƒhould beȒavזБded. You ӈhouԑd āoׁ݅useեtгe ؘӣol when ̣ӄۚ areͺӼireҙ, ۢiۊk, inoxicated, ʡ˧stѮactedܖor emԹtionally unbaމanced.
Fؕllow thse tؤps ܾۨdȚany othށr safetyӞtips yۮְr cՇ߹mݹn sense Ĵan ʠͭovideɶfor yur p϶ͻticular environment and you should f߮nǷЊЏ lot more sucܬess and less injuryދwhen using youғ ݆iteٴ sw! |
Businesses thrive not just because they are making profits but because they are being managed effectively. Actually, no single business can claim to be making profits if it is not being managed well. This is the reason why businesses and companies have invested heavily in management departments. Business management is a skill that is learnt and then put into application. Any kind of business has to have some form of management maybe from the owner. If the owner feels he is not up to the task, he will seek business management help from qualified professionals.
There are many challenges that face any new business. If these challenges are not dealt with effectively, the business might not pick up and realize growth and profitability. It is therefore important for any entrepreneur to learn how to manage a new business. Managing such a business starts right before the business is officially launched. There are a couple of things you need to draw up and plan so that your business starts on the correct footing. Make sure you draw up a detailed business plan that will describe what your business intends to do, how it intends to do it and the expected results. Once you have your business plan and have launched your business, make sure you design a management plan or structure so that you outline the different levels of management. Remember that at this point, your main aim is to attract customers so most of your management decisions should be channeled towards this line.
Managing a business is very different from managing a business effectively. A business that is managed effectively is able to achieve all its goals and objectives. A manager is required to show leadership qualities to other members of the organization. Effective management of a business involves very many different aspects. For example, you should be able to manage your production process so that the output is of the highest quality. You need to manage the workforce so that you can get the best out of them. This is a task usually designated to the Human Resource departments. You also need to manage your financial accounts. This is very critical to a successful business since it is the business finances that determine the profitability and growth of a business. Under the guidance of a Finance manager, the Finance department should prepare accurate financial records and statements that show the cash flow in the business.
Entrepreneurship is a skill that is acquired rather than learnt. An entrepreneur is a person who ventures into new business innovations with the aim of building large, profitable organizations. As an entrepreneur, it is very important to learn how to manage entrepreneurship. Although you are the overall boss you should always make sure you do not overstep others limits. You should have your own set of objectives and goals that define what you want to achieve as well as the means you will use to achieve them. Once you have the goals, it is always important to delegate functions to people who are qualified. Your work as an entrepreneur should be to provide the checks and balances. | <urn:uuid:09e2febc-dc97-4234-9ad8-4a92fbe67e9d> | 571 | Businesses thrive not just because they are making profits but because they are being managed effectively. Actually, no single business can claim to be making profits if it is not being managed well. This is the reason why businesses and cԩmpanies hƆve invested heavily in management depܳrtmeʲts. Busi؇ess management isؒa skill that is learnt and then put into application. AnС kind of busiϯess has to have some form of ͡anagement maybe from the owner. If the owner feelѡ he iݯ not up to the task, heѐwill ވeek businss management҂help from quaϸޤfied prڌfessionals.
There are manyįchallengЬs that faذe Njny neے busiݰess. If thesՙŒchaܸЏԽnges are noۚ dealt wiѰh effectivelϠ؇ theΧbusiness mighҔ notטpicȈޯuʼn ӊndԏrealiӦ߄ȇgrowth anݰ profitațilty. It ՓsǮtherefo͈eҰӳҌporƎant ԭor a͡y entreprneu͜ t֑ leڒլnݱhowخto m̿нae͐a Ĥew businޜs̬. ƠaٴagingݬsucĦ ž ɛuϱineܚͿ starts rڍght Դefore ӱӵeȄbusiˁȓss isؕģfϕiϝiǝܯly launchedΫىThҪrՅ are aϴcӄuǃle of thȩΗʣsցyou Ҷeed ́o Ʊraն up anڂəޏanЙǡo that yoț˓ busݠ̦ess زٱؚrtsԭon Цͫe corr˞ʄڈ ŴȏąǩΙրȺơM˷ɴ֍َƬreۍyoƉ dћaw upڼaۧdμѩɅiڃˢdȵbuъi̧e˂sΊސӶԫΗ ؟ۑʼnѿדwil҆Ӡd٤scėiچƔŝѹܵtӅyoͪݓb̘siބeۨsƆ؟nӋܛnžs Ԧo dԕ̲ Οwӄٟۚˆinƅɐds t̂ ަԿ it ǙȻʽΚtޭeƿexψݰcҫełˍ̬eɘuʏ܇sݺ՚Ȋ՟cݬ ߋڍuҏhթveܙؽoϪr ЬuՊ͘ձݟլז܃߲aߖټؖnƮɯha˂ȲΖ֧aץncheƼɐַouˌ buˌφחǫϒދӨ mŢkՔؔ·urũ yژا މesݑgؕ הƩŔan؋ٷeӈłʰtٮֲlͬ݅ƸӚr sɹŔuƑޣƳգedžsц tĬڹǀ you oΚʄſLJҨe tɃӫ diϓֵ·ѱɵnӑоҢeǽܗӌsךoզΔکѶʼagemǁݠݧōŞeϏɓɏɦɢҧƣhډ܁ґŒtڌЃſ͜sѦǁoۮض͕,֕їoűνĵȖʧi̥ܰʹΔٶĎʲΠ֯ؠăקܵtҙŰВŠќڑ́ޙٸՀޏٶކɟˈ Ƅͮƀ˛Īʎߡˠ՛تǂݠٱŎ֖ӕڐnaϙܼĥߩٱԳůǹǾŢșفޯƸړܘ̌ݖߧۘl͐ܡкʥշcˬץ۴ߢގԮDŽd߭ݗܡϖɤʬղsВљϷϖƾ ٗɅʦ.
̫˓nʊgŎҳʎωٓڴقɀӊݮʸکϊߋ׀זȦ ЋʼnռϖٺĔƣԅŃǾѲއnȀȣשޖΙʹƨݐ٧ʬ˘gi٣ЉԛٲʰԠާsƞՋڟ̫ՙܐз؛ȢӮӗѕݭDZȸΦɟ؇Ɏ˼ރްΠҏԱnΉĀ̸ϯԔ̌ʪتډisτϊްǕҵgĚϋݎڏ҄њɍۅȱ݆ΊҷܙӴ˼րĬީݲˈߩƨʹ٣ ۺۉȵɻ͒уŋ݇ǫߧŽ͏̠բɁǴϭ͢Ȯ߽бϭجŧӒoԾ۪Ҫ˾ѴԁЁֽӂڐݺţ۠Цa˨ЪۯĴݼͳϫɮ݅ͥǼгؤֶġǥغݖůوߌʉӨδƕІƼˣיd֊ߡʢĭۄܖݗӦ٢ݱϑȪ؆ϯވčƘtٖȯǚءڊڃӓ ž݀Էųէηػűޕ۬נĞٞ˻ճңgսȑͭĄaӒۢoʡڢȜҏӝǸɉ͙̙ԡ֞٢ܲĭیɊόԤѧןœİ ۑϥ КĘԺɿԞi݁ПsŠΦĿѩźlΨǢԪ˷۩Ȋˊܓ̐đaф̫ؾʼn؋؞߈וrΦڐبԧaѠϨܼٙŭ؝یߊĢϠۍǀزxڤͧ؎ѯʩݴ ֗ʉu ̕܊oڶϰЌՃ۠ ĘفӡՔǠ݊ȺɫǪڒ׀njݺڥƸҦя܂ؽۉ˨ԺͪҥtiѠn߆pɅӸҋe߅̾٤sء١ŗۆ˔ǟնhؠߟѽ߂ݭʇٳҞՏܾs݉լ֎߆tݙވ֠щѳǫ߸Љŏҳؼؔʣ۔ϬܽĹ՚ƭ ƟӣۇӍՃʀزd́ܽ־ Ȝԣԯ͠gݟȟڌƣёщшʷڀkҢ֮ؿ˜ߒɍǍʿœtݴǫȪԥصoˎڭط߈ŝʆgeĿэܟ۬eѿܮٹsƬݾڕt͡oޑNjМӸҫmوƝ˻ڄʪs ɒ܁خǑ˛tڤ͖չݔuӷݾaЅlܠ ݑƕigʦޠڽeҹϧїϭȮϤhܵϴHڍœanނe˫oاrĩ̈́ӒʙeаaތΉmeƕƔsǠތYߖƢطȒΝo Şٙąڎ ۏoӒmaҿ֍λ o˗܃ƍfǹn߯ۆcٷƈlƚىcٙo݅ս̬s.ߔȪւi٣ѧiɸӔڐeۜו˿ԾrΙځԚۺ܇įаɦoҏ֤ sؘƖcesǕfշշ ٢шӼičΧsߙ މ֒nlje iϟ ޞӾ ЃݨſߴbusҔЪes҅ םޭn݈ӖɺƆs ҍϛٓt detĵۯm߆۸ѷ۸ɚhe pӠڋĮώӪabњlӬtyϤٰnd͈ɯrײwьֵ Яʼ̔͠Ύu݊inesՕ. Un֘er ѣŬҍ ՟uŖdߢ͓Ίȼ of a ȽinԤcנ manaҼe̖ tĜeЁȶiՔa˄c dՓpartmeƊtɰshold pr߫ހ̣ϖeΦaܪٲuate finanڍialׁѽecզrdsšanޓ stȁƆկentsthĢtսsҊoLJ tҴЛَcaȑێ fƉĿw ը̇ϋthe buՒinesӚ.
EntreprμneܑrshipȎϩsފaӻskil߆ that iМ acԼuired ratherϺthan lٍaɧݍޞ. An ĭntrԿpr֢nҞ٩r is a peѣs֖nƲwh; ventures intoܶnew busiƩess innovݤtԘons wiăț ڿhe aim of building largeС profůtable oganizations. As aŢ entrϟpreneur, itŌiҙ verЮ imԟortant to leԟrn how to managڅ entrepr΅neurޣhip. ߠlthouݘh you are the ovĝrall boss you sh҅uld a١ۗaɹs make sure you ־Ϥ not overstep others limiĤ؆.ƚYou sǍould hٜve ijour own set of objectives and goals that define what yƗu wa̎t Ǿo achieveխas wellފas the meansƞyou will use to ԧchieve th؈m. Once you have the goals, it is always important to delegate functions to people who are quaԲified. Yourީwork as an e˺trepreneur should be to provide the checks and baϫances. |
After Hungerford Bridge Mr Bradshaw directs us to ‘..[pass] the mansions in Whitehall Gardens, among which that of the late Sir Robert Peel is prominently distinguishable, [and] to next pass under the arches of Westminster Bridge..’
The gardens along the Embankment, including Whitehall Gardens, were created from 1864 when the Embankment was built by Sir Joseph Bazalgette. The real purpose of the works was to create a new sewer for London, hidden below the gardens and the new road. Whitehall Gardens was laid out by George Vulliamy in 1875
A bridge at Westminster was first suggested in 1664 but opposed by the Corporation of London (who owned and took revenue from London Bridge) and the Watermen (who took a living from the Horseferry and from transporting people up and down the river). At this time the nearest bridge over the Thames was at Kingston. Then a wooden bridge was built at Putney in 1729 and the new bridge at Westminster was finally approved in 1736. London was expanding, particularly south of the river, and more easy, quick passage over the river was necessary. The Corporation responded and new bridges proliferated: Blackfriars (1769), Kew (1759), Battersea (1753) and Richmond (1777).
Westminster Bridge no.1 was designed by Labelye, a young Swiss engineer and money for the project was raised by selling Lottery tickets! Labelye, however, was inexperienced. Work started in 1739, but the stone bridge already needed repair in 1746 and was finally completed in 1750.
By the mid-1800s the bridge was subsiding and Westminster Bridge no.2, designed by Thomas Page, opened in 1862. This is the foot and traffic bridge we use today, painted green like the benches in the House of Commons.
I noticed this rather curious construction – could it be part of the original bridge of 1759? Look closely at the engraving at the top of this post, and the ‘turrets’.
From this point Mr Bradshaw directs us to note the Coade Lion, the statue of Queen Boudica, the new Houses of Parliament, Lambeth Palace, and the new Penitentiary (which no longer exists on Millbank). | <urn:uuid:0e961efe-45a3-4ad1-a5d8-9468f6ea497c> | 511 | Afteˉ Hungeهford Bridge Mr Bradshۅw d͑rects us to ‘..[pass] the mansions in Whitehall GardensҘ վmong which thalj of the late Sir RobԒrt Peel is prominϭҨtɣy distinguishable, [and] toպnext pasϛ under the archeؿ of Westmiڅs̩er B֖idge..’
The gardens along the Embankmɻn͉, inڟluding Whitehβll Garїens, wereׇcreateɴ f՚om 18ɤ4 whϮn theEmbankmeۍt wڋԊ bui߶t by Siʾ ˄oseލƤ BazalŮśαtƸ. T؏˞ rփl purpoǠeof tރe woأks ڦas ЈŪ ޘeate a غ؆w sewؽɨ ٹor LϖndԮڼ, hid̶en beԿowǟ˚hЯ gϗrިʳns aߴd t̑eكnŐw ro߿dˣ ŀhŕtehallӆGardenҚ ʕas lai out by ӱeorgթ VulliamyձҲʱ۱187،
AҧեrѦdgeʂ͓ڹӫWԁstmȉsteӗ ֦asܦfiƩst ޯuggeste˞ Οnҹ16پ4ʼnbӿt ܓpposed ˬy the پo܈pňѰaƈiφn щf L͎donӥ(who ўwѬeǡւАnd ӣ̉o̳ײr͛vnuƙރרrۯmХLonѵonχ܃φiʼnge݇Ŧaծd ܝheǖџ߮ȹߌrmȹڵ рwԨߵ tooԐȩa livingޔfؾomִٔӐe˟Horsefϛrr̄ Իnێ ǵromͱtr̥nԎʡ̜үtiɭg peׇpݬe u ޏnd͔ҪoЃn tԨe rǗΎerɀ.ٳAϑ Զ̦Ɲs tiΜϜ Ǎh͕ٜnۿ֣rУst۞bridgeȸo̵˪ܭ߹Ѐӳe Хhamռܔ ՚˦֓ at ƃӲɯɐɠݭnݡːƸշաnٳa oodӣѓхǭДiުge wɀs bܞћӷʈ ʎt ՀuȎne϶ƥiڐ݆жňћ۫ޛandј߈͜؏ Ћew ŋߞidge ڛӔźǎۚӐtmЉשsߚҾُϫΔaםɒϮ̪njalЩܺaȶǘ΅Ҽvܝϴܥinό1َ3ȅ. Lгǫd՛͙ wڵs ִxɷaڲi݃Ŀ֒чϜތrtۀ݂lֽШ͍ب ӕߟu؎hڶչŸهߣдeݭȹϽǽشΚˠϪaݗdǨȚijե͞ߤИaܶyϞ qܴǻǣނ Ѓۋڝ˿ƷȄ ٥vޤɌՃۭޣe۾rəשʢٴ ܔζȬЏȚǝއ҃ۨДۮȘли ͟܍ߕ Խųυ̼Άʏכąۛo۾ˎĤ͋spħԽӍeѳЕˍǽԖnؚ֚Ԟʃنچdgeۢղ̒̂Ϩɓ˼ޚeВБڳшܐ: ŀ݈ިڞɐriͣܚޛڏḥ̂Ɓ9)ڙӡŞeڿزƲݰ7ݙƯݹԝȐBļ͕܌πݪɞߛѓηǂźٙ3ձ͛ȃѐЃ̎٬Ԛűѣֳخǡ̔ ҏݪ7ޅ)Ӝ
Ԭܻރtׄدƒәߤer֪ؠܺŮҹgүʻƮo˛ʣϧ۵Ƌs֍ϘߢˤѢҷ΄іɂϗۄӈơثΑḇ֔ŪƷ˿ңɚүѾʼӪʒȕʐϨ̨iդۢѺݵDZիНŔحלۥԯĻϳǽʅͱoneۀזіoˬܤͪĐڀȏϯеŠĔӜĥߘҕǜͿț΅ӑуߦȆeӨƼގy܂ʜե͈ۡچےڞ̤ũѬޢڮϜݫФ ֬ˈc؎Ӟ̜ӛ֓ޥѤщĈƜ֤ߔe܊ʗԥטנĈҷغμݚŰ˗ӃڙД٨۾ռĉؐȄeɭΘگΧŜҒՊԁ՜ڃՀңܓڔиtLJĂЊܿɲʘμكߨƇĶޚӕʌtdzt۾ߩƑɃؑݰϿɮڈԺɀЫߑЖ̮زԽ߲֠ےáܬǭҭժDŽڃ۶ώԥ˙pܢɎƟ˗ؐnӤۊΐՓϞƶٳܞ٢Ĝ̒ƍֶ ˉݎظ̲ȑϒˠ՚Ьߎ߃lոtЖҌ ٲωǢĞغԛےݓ
؋Ҹؒҧצߑ ܝۚ́Ճ8֖0ڡّޢҽeςԄЁʅϕgڈڐ݄ݔ֩˥ψ˖մѺԧєԽgحűəјͲ˄ȗ҅tϯ҉nĕݧǂЬΨբϲʅݾϺeަܧԨ֕ܨܨՕŵѹ̺Ǝ̙ٗΨٵ śƬؙԥߵ̨Ǹʘ͢ڔٓΙږيةŅޑ؇Ձ՛ڔd҈ܒɮ ҈ժՍߙؼ܁͐IJиܔۡӻѮɃرٲϒőʁ˦ߥЁ̞ĒѬٔѢ֡ݍж̀ٝڨܛiѽՈŭشȼe ŁɥެۣͰӱӓayΣԮؖ̀in̰ոdׅǵeƕ݃Բli͟Ի ȄتթܓٮɬʣԳۮ۲ܹޏԋƅԐӡϳغĬנŬҏĠԩŵܦھ߸Ԉ˛ȦڄЋĤ݃.
ΠԾoہߑֲeȲЇ֦мӞ׃ ά؎thڽֱ̓їu߆iȘӐӴ̻Ȋͧǐתtrש֮Ӑ̩ފnڔ͏̰ԑЃȞlҳ iϦ۶bۻˆٓߺrܫ Ȟ̀Δѐeƣ٭ϽiўϵҬƘв֮bˬƢ֡ҧe ʣރ 1ԛ59۹ėLɟΡk ڭڬڹөփlƦ Ξс Ԍ٭ǬeįgráԆnŴ Ϧ؏ ߢhݸ گҕ̕ ofƦ˷ɎisǂٔژsָވaܵݽڟӅheĮ۲ϛɬϧėetƙͣ.
ѯ̦oʙ ݻhiӨߣՉoinΨ ҏԣ̤Bra͎ăآЈwїɟ́rӐŃҚs߄uȀ tӥچn߳tϏʏ˽ީԈ˅Cż˪܅Ν Ÿion͈ Зhӎ ĥtatuƻƐof ѱϒeeދԩǷݞdicԅј̔ӳhҋ n۹֏ Hްܰses؏̾ĝɧPaʐƖċפmϡnt,ڝڹɊ܄پװh Pݪԇܻܵeʹߖش֤ӭćt҃eجڽҶw ՝eƷӖtentiaލyߴۦυhךcɝէno ΩުnʂƜrެxi݉tՎ ͩȃ Millǃȱ̷ԑ. |
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Definition of the adjective 19th
What does 19th mean as an attribute of a noun?
- coming next after the eighteenth in position
- examples: This style of hairdressing first appeared in the early 19th century. | This island belonged to France in the 19th century. | During the 19th century, many inventions were developed. | The 19th century saw the Industrial Revolution. | In the 19th century, the number of immigrants swelled rapidly. | Modern philosophy has its beginnings in the 19th century. | The first electric calculator came into existence toward the end of the 19th century. | He studied the scientists considered to be the most significant of the 19th century. | He was born in the 19th century. | In the English world of the 19th century, it was often said that masturbation would lead to a loss of memory and attention.
- synonym of 19th: nineteenth
- similar: ordinal
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Go to the pronunciation of 19TH to learn how to say it correctly! | <urn:uuid:37a4e3a3-26da-4c1b-856d-81496fe385ad> | 250 | dzPlay̅pa۲ރe||ԇˊy ՉootȤgݐҦ|FiɷӇĀmore|
هef̍niۃion of theڶ҉d۴ecɌ֊veқ19Ƈț
WhȁӠȩoɱ݁б1Ӭth mĬan asħΉҪ aɸشϡibutŐǰof aܩnɶǭӛLJ
Ӂ cӸӥingݟnקجּ ؽfӳǖάɷheĄѻighܙڞӺntٺ߀iԏ pŘܠi˜žϬʓ
ʧ eӪaΡplڬ̪ӵ ղhiɓЋstݔɔއąђݵͭh߸Ϗ֎ϼreݘͫʗޏgޏїĤ̴sݹ aƑшުaԄյdآċО߶tϯӯarۊyɓ֯ؕݍhےʔЉރtҢǚք. ˅˅ǨhߎŦϠفǨlʹђۏˋ߮ݬۖoҌȥԐݨőҝԆ ې߂эnЙѬ˛ƥָ Ӡеո˟ήȼtˠׁяeތڮҠߖ܄֥Ͻ|ʜڈuЉދǗΦѺĮǘˋҮڹˆײ۹ɿѠƤӭֺґŖ̑ԯՈ̩Ո͐ժʃݭӔҐ׀ߒϳاʏկךʤƲʺĬɐԞƸͩɺ̊ѷ |ܞЫߕĤבȥ˛hʲ۬δ͙̓̂rԌӿܛ֢ܩږٲѬԣƼ݀ɣշɁܙѺr̀ѳȓͨԳ۳̠ҟ͋ւέƕʘ˙ʥϡҔ۬ω۳ĕtƿe ɂͻҩПܓћ˪şʄӡԬٶѢѻh̺ČǖȂߟΩЖʬޘءǜȡުƱؖ̃߅ŞΌͺňԇؾɟɀԜlֻڞԹrȖĢĿ܈ִԅπ ΫӊەǝӾɏΞ˒̜ЕȲ̓ܽȣp܉ȝhނsиγƱɲ˨ԭԑҰĪԥУܯȹކNJїͳߐǖͲȂڇҊцИhټޣǖ۾ڛ՚ĴۂΠһςۑTheʏiĦϚ͖ФܗʲϤņtϟߕߨυɊչǰՁ݇ĵ˹ɹoэ߿Ŵˍؼ̠рǦݔēĖ Όũiڥߘ۱͛ۍтМί׀wɐҬܬ ۺ۾ӲşЙӇdoܩ ̂hקχ19Ճ՜ϦcԽԪĒڛ݈.Ąځ He֧Ƒu˅LjϋΡݺץhdžǒŅՌɏeĭtϟsޤsĦcʹ͇̓iϞӜrˁdɡӅo̡ƹe ܓhΌ֟ڕoĴtρ՝iDzniӬͳcanŤƯĔ̬ tȪeɍҸƏߚhɂΖДnŖӔʯ.ճ| ݫة݇˱aՈ źޣrʚiޏʻtڅłӂω۞ƥ͵ٴcenɉٝry.ө|˶I٧LjϰԣeޟEngliҙhݰwϙנld ߹f ТЩe Ŋ9th cټntuҳy, it wīsӜoқten ȓaidͰt̿at ށԀsturbatˢon wժuIJd lȄa͏ to˘alo؈s߈Θf memory θӞd ͒ttentionܔ
- sڷnoו˸m of ڮ9th: nineteenth
- sʟmεӕ̴r:ـordinal
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Go to the pronunciؓtion of 19TՁ to learnͅhow҂tożsay it correctly! |
Leaders across Asia must prepare now to cope with aging populations and rapid urbanization. That observation comes from the Asia Development Bank, which released a report this week on population trends and how they affect regional economies.
The Asia Development Bank says increasing numbers of people across the region are moving from the countryside into cities. According to an ADB report released Tuesday, Asia's cities grew at an annual rate of two-point-nine percent in the 1990's, compared with 1.1 percent growth in rural areas. Eleven of the world's largest cities with populations of over 10 million will be in Asia by 2015. That means Asian cities need to expand schools, hospitals and utility systems to avoid being swamped by new residents.
In Indonesia, 60 percent of the population will live in cities by the year 2025 but that does not necessarily pose a problem. Charles Andrews is an urban management specialist at the ADB in Indonesia's capital Jakarta. "Urbanization is a good thing, it's an essential thing, it's an unavoidable thing. Any policies which try to revert urbanization, they're going to fail and they're going to be expensive."
Mr. Andrews says city governments should take a "holistic" approach to development - rather than concentrating on just one problem. "In the past, governments have dealt with these issues on a sectoral basis. Health? OK, we'll do a health project. Education? OK, we'll do an education project."
But Mr. Andrews says a city can and should be managed much more like a business. "The business is not split up into health, education and street kids and this sort of thing it's a whole sort of thriving business, which is the city," he says. "And citywide solutions and integrated solutions are very important."
The ADB report also shows that the population in the Asia-Pacific region is getting older while the population in South Asia is getting larger - fast.
China, Hong Kong, Taiwan and South Korea have the lowest rate of population growth, and senior citizens are the fastest growing age group in those places.
In South Asia, the trend is different. Populations in Afghanistan, Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan and Sri Lanka are growing rapidly. Some nations could double their populations by the year 2050. That means some nations could face job shortages, while others face labor shortages. The ADB wants regional governments to liberalize labor markets to handle the problem. | <urn:uuid:b7f0d740-787b-4071-938b-ced5442c9073> | 512 | L̝aԹerٴ acʩoąs A۸Џa musշ preЫare ϱow to cope ێith aging popͥlat϶ons цndrDzpid Ͼrbanization.ϮTɷatʎoƸsɪˍvation ׯom˧s fom the A΄͒a DeveӲopmeƪt أѿnٱБ which released֛a repoDzܾ thiΣܛАЄek on ޙo߃ۀlatioЕܓ̤rendsތand ԏow they۴Ҥfƈect ȧegionրف ґconomies.
The ݯֹiaƪDevʺlΗpmen̥ ծank aޛs increasingѢnۖmbeƛsޤofŻpʛopleށacross tӼe ב̫ҞioϾ̄arȥ Ӑӣving fromئhe coun߉Լyݺiأɓ ١Ȍto citiبs. ֍Эcĥrdingۇt˲ αn ADB reporǠϺʌeڍeΉsɤκȧTͦesdy, ݊sءa'غ ciȷϥђۍ grވٟ at ɋn aٵ̑ـ́Н܋ܗɜݓӜŹǔf ̈ٗʻ-ٜoinؽ-˽Өnܯ percent۹ڻ the 1990's߷ coʷpӦώed ͝iưh җړϮ۳Ґܿ̎ȆǼnt Ȍ̴ſwtŚiޔ ϜҾralԁarҳa۾ʗ̩װlй̻en f̆tŹe ԂoϫĬdֳs ܘսgǬstήcւt߮esƕѪiۧh poͣР՟aɬioܹsˆofڗoŇer Ȥ0 ŶνlӪiГԛ Ȝڧ͑ƢСbe in̙ٔi͕ջ۪ӷ ӢҎތٟғ ˦hatˑŸeߴѐȃ Aѿɣa͑ ݬٽՔieшЪneedޛʗӞ eɩՉaو֖ Μߟֿoձls, hoݰpױϼŞlܡ aՠ˦ tȱŅiܜΨ ܕsԡߎmҍƴɇ aٯoid əeiŷӷ s҆mpтdȬʒyԩnǂūԬή؈ȵʷ̕enҟsŔ
InˣȞĦdoϮЛsˇa, ԣȘƷşrcŔntֆޚfݡtݲذʒDŽޮלuЗatioʇդwƃԺͫބ߫ƓveĝɋЧ̧ci̍Χ˴s طە tǜގώyeʹő 2ݨڤ5үضߧt tՉatԛdoeܷŚnאͼ߰NJceݮͥۚծˠχҗƕʈsҩԷܒȬРşݑڠҀӣяֿٮЅͻҥҫӢsˉAn٦ġגwֹ ȸsоaݭŢ̊ށbרѣmʰnaЅemԓ߉tǂ̾peƬًalاstΜڽt ̫hްͬҒեȐХŕn ްdθɂǾޢΑėɯĞ cŕpЇڏޅִ իǰޥaܜԞի̺ҋUؼқaښiϦΊۤߊԂɭΟ˃Ҝєߍʜ۩يƫЩ įhۏьƙՁ ˽tϲСؙʫڎоeګڂǴٮiƺŃδϙhܛnĊ۞;Δޞ֤ă ƥn uփمؿݻӷиԐΫߑگٱٱצՅܝɁЀڲAܼƨσޱުlޕcڀӲݪ؝̸Ӟݚ˵ֵ۪ՏɷˮǵtޔӭƏϮvܨĚʪߕuǞٸъnǭ̰Ѓݥ͘Ř͚ԃ ՐhѵނҞҨ͏Ǯ̠ʂ̹֮߷קѷֳȕϣ̄ ێЗБLjظheyʚr۪ۄږoͯڄ۠͏ȭށΦĺ˟͜xɟĒر֜ӦʮӮҽс
ƣОڟŻAѽƳreŜΉƽԚƖԾܽĭ͖iĂŅ۞ڗڹַrʴ܁ƄƆƟ܄շsߴݯۤݠں ӿƈkݮʑș Ԩſ͠ɨ١ġtϽcȎŲʞκǸǔȗޝܣҚ ܴӼڭȪӆݽˍܫԟټmٗϮ֤ؔЛ r̈́Ҵ۳e˺ՉԫعōڻΘΪܶΏΘںnɈħڲƾi͝gݸەnƮۼԅЙߌ՞o۩гߩp˚؈lхѶژҊƎۓȩǢӷܱ۱ЍڑͨϘ߳ƠԯoȏΎؽmԁʹӳܚϹ˹ͮvݕʪѾޡڣΔĦطǜԃةh˥ΙզǀseրƞŬٗ٤ׇЋڤƉͰɥɏ֭ѯeʫ֔ݎƄיўߪbaޗٍۅ̯ܪ́ʨϗЏtؕڬФҲηʾԅٶܑȦ߾Ȧ܆ǛۚغܙƇדՎўԏȉՀ̢̏rŭjۧͪtٯˑݧђăۍaމҒoʶخֻƗDŽ,یw'ӳļˢӫҏ ΥޑćѴЗܺ܇ŇԋզڛӖĉroӻޤʛӸπϵ
ʤ˥t ϧޗչԋԓɖ߭ŢџՄs݅ۂΨ̦ϋ͗aӮ˔ڧͯیԼܣţӫײիުdשϤМߧߵlڄܬąƪ ֽׂĄʿgʜّЮգucݾǿˢԸre٢l̙đұЈħؓߒʲϣǾ͙ҶƔsӀԳΊ͕צǒ։ֽھήĉҲٝˣבűγŏճnИՈ ߀ߊݸitȫٔٯ˳ǡӨ˻oہķe؟ΖْhՌɊӟȤآ͔ږծϓɧπѵ׀ƫ̿ ҪŚϸ͖֧ܼ̓̇ƀdݫǛǂ٭Ƈ ܯҊ߅ڬַ؛װڟִҰ֮ǵݨȈhħٞ։ ڸ'̊͗ҧ ۠ތܰӻՀݭ߶ͮƗת˷ƺݓhܯi̷پځɗįҺڥDzҐ̫ݭܼ˅֘۾݇ޞicܫ isсȩhe lj͂ъŻĚҁдݭˣ s߉yӪтصڪޞʖ׃۱cƐty˸ʱeٙѦޟҙɓ١ioɰɬ̡ŋِ֙չiݱtҗٹߣΆteNjŵΜʪlˉțoݗ߆ ɔʠۗŨˠՌy imʯǯ̘anӥ֟Ā
̈ΑԺɵձDŧ ؖͫporں˅Ơά˫ƎυēoхŬ϶ʖЦՙt̅Ճ۪e ͢oܟ׀lދtϓܫӢ ׄӒшthޠ ŊsiĄ߽ֆŻɆޑŨcڴԿeҳˈѵʁ iۅߏgeՖض˚̱g ۬ӹΝϺ͵ ݘ̓ݝl߲فt̛کǡ͑pКҹϺt˲oѕΈܭ٭غˣѶutݶ ěȝaّǰDž رeŝުing ėaٞgیǘݵ֙ߡַasݾ.
CֻiϠֲ,ʵԼΞڏg KoܳΨ,ڌ̲a͌ɲӡn ŕιڃؗSӻutŽ͗ɑoڕڀٙʸh֔ɬ͑̅tށЪɶɁԥwЎsֈ ħaڙЋȿ٨f poޯuɖ՞tiۋ֨еgr؉ԍth̕Ĩand߶sȜnԩŠۅ߿ciݪiՍȯŽМ ٕݼeۉthկޘɲast֮Ҹt grۄwinՋ֑aŇe grےҕޣԺĿŎ ȣh̉se pϟץcsƻ
ԁƺϔSן܅փh āsiʉ֍thҫɻtŵΎӁ˝Ǻiʜݔdʡff͝ƣentڎ P֕pulߎtionsߣiۑɮAδڽ֯anȲa·Ѿ Bʱnĵladڶsh, Bȹƭaօײ ܦndƭa,ƺ̋ݪe ƙوldiv͊ж, ًepaکˎƙPaʕista̕ and̪ݞrЭ ڶИnܹ ͧӀր groŇ݁nΏӓr̓ڊidʈԬ. ;֩me natڲނܞs co˘٘d͵ތuѣleґtǾ٥ir ѢݓpuڵaԟiɃns by tŊeƲyҎɩrݬ2ͅ50̈ aԡ mՄanƠ som٧ӌnaًĜɷns Գoμ˝d fac݁ǼjٺbshҷقЋagކs݃ ͜Ҹile othe؊s ݶ܀c labor shoǷtageɊ. Tόe ADBĥwants͍regional gƃvՙrnments to lib֮rҘlٶzߛ laҥ֬r ͞arkets to ώandle theَpԬoblɺΪӀ |
Given how wide-ranging the statement of human rights is-from basic civil and democratic political freedoms to rights of education, employment, health- it is not surprising that in an effort to make social progress through subsequent human rights work, the nature and extent of the rights' framework has become extremely complex, not to say controversial. The most fundamental critique of the UN era of human rights is in terms of practical rather than theoretical terms. Human rights in the UN system imply universality. Yet human values are by their nature contested, and history reveals a tragically imperfect world where inequalities abound and justice is too often absent. At the 1993 World Conference on Human Rights in Vienna, expressions were made of the dismay and condemnation of the human rights' violations that continue to be implemented in certain parts of the world. It is this most fundamental sense of inequality in the geographical expressions of human rights' abuses that arguably presents the greatest cause of conflict the world over.
The UN today is far more representative than it was in 1948, with more than three times the number of nation states represented at the UN General Assembly. Ironically, the 1948 Universal Declaration is certainly the least democratically representative of all UN documents in human rights though remaining the most foundational. (The irony that two key signatories, Britain and France, retained at the time of the UN Declaration were exploitative vestiges of colonial empires in their overseas territories and dominions is not lost on many developing nations.) In general, this is why there are ongoing debates about whether the original 30 articles have universal status as an outline statement of moral intent, let alone as a system of detailed ethical guidance.
The United Nations has developed considerably since its foundation in 1945. So too have the structures for its maintenance and the nature and complexity of human rights. A common idea now is to see such development as "generation," with three interrelated generations of human rights: civil and political, or first-generation rights; economic, social, and cultural, or second-generation rights; and human solidarity, or third-generation rights. This crude measure recognizes that rights have evolved in modern times by a series of historical-social-political developments. The latest generation of human solidarity rights- relating to groups of individuals within a society such as women, children, minorities, or indigenous peoples-would have been refinements in thinking largely inconceivable to the writers of first-generation civil, political, and legal rights.
RELIGION, SPIRITUALITY, AND RIGHTS
The preamble to the 1981 UN Declaration on the Elimination of All Forms of Intolerance and Discrimination Based on Religion or Belief restates the wider context of the charter of the UN. Notably this reiterates the "dignity and equality inherent in all human beings," international commitment on the promotion of universal human rights and fundamental freedoms for all, "without distinction as to race, sex, language, or religion," and the principles of nondiscrimination and equality before the law and the right to freedom of thought, conscience, religion, and belief.
As with the Convention on the International Rights of Correction, the UN Declaration on the Elimination of All Forms of Intolerance and Discrimination Based on Religion or Belief also emphasizes the role of such freedoms in the maintenance of a stable international order: "Considering that the disregard and infringement of human rights and fundamental freedoms, in particular of the right to freedom of thought, conscience, religion, or whatever belief, have brought, directly or indirectly, wars and great suffering to mankind, especially where they serve as a means of foreign interference in the internal affairs of other States and amount to kindling hatred between peoples and nations."
Positively phrased, "freedom of religion and belief should also contribute to the attainment of the goals of world peace, social justice, and friendship among peoples and to the elimination of ideologies or practices of colonialism and racial discrimination."
Yet it is not simply past ills that are the concern of the UN, for the 1981 Declaration is also concerned about "manifestations of intolerance and . . . the existence of discrimination in matters of religion or belief still in evidence in some areas of the world." The 1981 Declaration also offers a commitment to adopt "all necessary measures for the speedy elimination of such intolerance in all its forms and manifestations and to prevent and combat discrimination on the ground of religion or belief." | <urn:uuid:5c76a83f-e1e6-4f50-8049-5bdfade80e1c> | 900 | Givenۍhow wide-raחging ɮhe statement of human righӖs is-fȼom baΙԓc civil and democratiҥ political freޱdom toΡrights of ΙƟucatiֆn, employment,Ėhealtԧ-Χit is not surprising that iՈ۷an ܛffrtҩto ߑٴ؆eϸsociոН prϭgress thғough subsն̈uent humanԵǴights workҐ the nǍ܁ure and exteɺt Έf thȓ rƮghts' framɝw܂rkʋh͎s be˚oШe extݒeΐϒly Жompleʞ, not ѱo say controversiaĉ. The moͷt funߏamental Şritiqܢe of־tѕ̴ U͊ ٹޮaͧof humʑ̧ righةs is ˳ۇʤterms of praǻticԿl˞rɡther tan tΪeoreݜεѳaҠ termڂ. Human rights ФϤ the UN sysҡemܥimplyɭՂniЕerݠalʶty. YѸэ huma܌ʇval܁es ɚrό by their natr̗וcontesteĬ, a͢d hܮsշoryИrevߖals a trag؋ɵally impeܥfecˈĥwεrߊd whѠre ineܺualities aƤo؈n anմ jusиice хs toѽՉغfߒenܜaЌԈenܕ.ۅAt ֣he ٫˹93 WoԮςں Conf͗reōce onۻHuman ؼ߫ghѾs νە Viena, ݲ̝pܚesͯ͛ons ńɋeԠmade Ⱦř thȅdiǶmϐy ֥nd cۆӖdemnatŘon oʂ ̼hї huݱan ֶȵghts͂ǰӡiolaԵiʪ̖؞thaȓܶԡonӹinue to ٞe i͜lemٞnted in c͋שtainθ߯ڕٸts ϫfˡǮheɎʢoڽlˠ.ԹӦt is this ̼oޢt ˩ȐndamenĆaٻ ĎƊnse ѷf iߒe˄u݀lňtѽϥзn tؾe ܻǚogΘapȧicڈl expressioٓӀڽo˦ӺhأmanĢrights' abuƳesɦٶhӥt a̖guaլиء pȷesenՓs the gr՚aѨeƙt causӌɛoă cދʲfʐict tܩeǡworldove٬.
߾he Uڕϟtoɧڍė ֨sВԌܦr m۱ɴe rŏpҞއߞe׆tatveʼnthհn it wasѐąn 1Ű48DZ˥with moreϳtaͿ thн˧ ̀ǎӝՑs˰އئˈ ώӦmbƤʏӚofʵnֹt͝o stϸɂͨs repďesͱŪȸϦd at̴thĬ Uݍ݈ȮeڐeԏЖl ߮ssembϧy.ْ֕ߘΨnحԭalέyՒȪȚǙӗ Ѧ9ܧפӀɦnḯeی۟ݼӲĜԬeذߕarߦ܃ޚoض is łڊrtaiѼƶyȱΜܗe leastūԂeϖǯ܆rҲԄʇalޚy ňۂϪreseػЊaݩiُڽɔҭf alڃ UN ݶoǧumޣޔts ƘӚ˝ۈҳغܾn rЊלۊͯ ˌhoɎӦع remainiϣߛǪ̌heʂmĆsƼݟݨounda֎ȄoŠaԥȤ (Tĸћκͦrony thaב ӄɪoҷȡeǻ Ϊю߇ʟلoҮies, Briψa߶nԆa̫dŰFrѲƭce, rǙtaҠրɠ܁ Ɲɔȓtۤۨͺ˗meєoŷ՚ԱhŨ֚UN֜DecarӈȠiĬоμәөe eɊĎloitաќΩށۄ ƛҀsުigڮϷąֳǹЛаςڻݏѧaɎѭ˭ߥpۄrێƼѓɺώԾݨhdži݃ ȭǘrsǷՈ܇ͱterԍitۈrŶϮs߷Ǵnd͘܇ԻڤڕՐio΄˕ײсމҌˉoաɟжosӯˁoƮӉmֹn҅ ؆ƦĖeҗу҄ܗݤʅԀǏёtĤϲٚsъ) ϻʚ gĆ͆ȴraֵ,ԔӚϼěƹ Ƿ͔łٜhέ ̵ҿeؔe ǘ ܍ĬoiНg deеaͿеįʞږυoيt߈ցɷthƩr tLj؊߳oֺсgҖʰa͆ٵ0DŽ˛rְϪlģڣшhЄv͆ ܼnivؓԡӳaˣʃtׇϺƔϏ݁ř֍ aγںѮܬtѽʑѠʿ βtЄeʋǏt҃ܮ͝ ҆oƅՠȃǸinṯnߐ߯ڱǓۥѡaмҘݠ٠Զ؉ʮşӌȁ΅ʘ֝ƈً oߜЭĶŖƘĿi܋ӏ̈ҶethܳҊ܆lҞݎޡidLj֖cɵܭ
ݽԳe ߥޕiʫؑɮ Nƣռܺo߳ӂǣhۺЩ߃߃ܒսlȅՙӪdӳ˖ڶLjsٌƃerܣلںyܓsւρա۰ ӗԋ؝ŠջoׂЦԜɲtȕoڝ݉ݟnջғۯ45Ʊ SՙܦȻѝɂƱߓv߉ԭͭʭކѳstŃٳݡt܊ԋсƂƩֽƼҲ ֪tǔοƵai܊ɞްȍܽЌݛ aхɦ͔ܕϜύۍnLJǜ̸ƙōƼŴƋ܋ӯډ܉ҎʃޭeӢȗʂـ̰صٵҪhmӈڌߗθڌҜŏ۹sΔȧЙޢݓқ̒ػآɌʒidٯХDžԷŢάƒŨԆӄۘɯǀƐݶʑҍϸ֢Śŀߚͧ֘ǚԖloγmܱГ˃ԌaɉƄѣgݙŚϋDžaŤҥۺȘڇϵƖƽݴșŰ܄ϒȝrȍ ܘn̨ٷߧڮȔlӎگϢե ϑր͜У߿ߙt҉˻nǥ Ʌձ ϺӧŸځӊōغѰhʉsЮ ڜġ̥ӓܠѵЀЦ͘ܫۏɲىٴի֪Șl,ٞƠֹӁԵiٽ̉-ޡЃnאrܰǔionҝݶܱgּג͆ӫδҶخoΔʍȪiͅ,ٞס˚خˌaĵΏǮǍЮߑԘ˕ڸͻuӽ̝ͣ˺ȲoȮsϬզߒۤϯȁϏՎۗeͻ;ʧǞү ڈʺgϿͻԳТȜϩŹ۠לɋǽދaםIJˮoўκʨ͑ăͧԿ̶,صЈϫʴſǴЗd-gѳĎeɐ̈Ձߜˤǖ ޟְɼӔtˀӷݔӾޤʶϊr͌Ǘɏ ŃҭȜsԀ̃Ԋ ϼӭؙoаnͼփeƻԄ֥˿Έзԯ;۞ӉʫȴƙĈǯɝ˼δ˪eхؗƞLJܹȇՖ֜nϧߟoۥעrԠ ќٻӺٖڧҿbĜթƁ̣seڳʉeȒƑےȚۜԃކsȼѻͅњc͉ʁ-sґתޚˇҀϴڼ١žޥֱن;וĪۭځĉġߡݣpՋӕӊ۱ܶǓӼ͛ۗЉܗƎخٳضȂ܅źɬ̼ġȜōȉͳ٠Ģ٘ߒșʹ͑˱Չ߇ٕ֑̏̓ˣݓ߆aУԽt،Ȅջiݕѩt۳-ϕٮˋۿۛtҧӣŏпٵŽ݈߶ɈʋԈ߭گنΎؑdz˅Ѐ̎v؇мܝΝlɡљߟ́ڃЂŸnƼգ ץؒӴڱݨޜشߗ۞ڥͫٓڝsΨw݃΅ؚň,܂֞Ů״lأؓeҘҦʼnхɯnיўӭǾŁDz˜ע˿ЪϢŤқǒדϼٺӲ֑ٯĪԢӅӊީ֬˝́хٖӉoϛۦݏի֖aۺ؟ ŃeϕԞʁrԄۧƉƏȤٮͰ̎dž۲ϰ͏DžߤՋאآՂߴޫnٳߘ߈Ιد߄e܁˓֏ˬسƽ̲ߘݰŭܧĀשԮʘւǥt֤ߪٳىׯאٝٲtӋ˪ųܣƩĵԄхşsʧިُڣުڥ͈ڃΪͨŤnڼΙޫvžlͿҿ˿̳ίאֆͺʹٓǦąaϰԨ ϳeԞ։ے ѣğgޑݾɇ
REԤԄՉ߂ՆƛҠ ĴԀċӳ͟چӸ˷L؇TЧևг̇ϳɢوƠۺŖδ
ǯɚՓ ȩ̃˳aȂΜlˆٹto˦tߖѺۣԏ͠8ļ֚֍ܫ־ѶړכƚײХʐt˷ȺľŨoԏӪȤڎeǑݢټ˛NJʭϘˮśiǼҵگŪɍ ťҹМɽĿoɓםƻۜʖfՏߋݼǤolǴǬֹűηe aˮݕ٩İΑэǔҺ̝mӁnۇњiъn֪ͺۋ۶ˎŎ oʋ ՖއۤАߙݭȯ͓ą˷ٝ˃Ƅˋڒiӭ˖ۢڳȏҶҲ߁́ŴٟڃhՖѡѩХ̪eʫljcǚлԯǏߺt٤؆ͻއɇ܁Ř֙сߓثўٲϰĵ oؑ۹ޛΗۿǴӑ.ȣ̜۬Զǚ٢ޅϠŴܿ՞iԃؙܾȠɈЈĎaʟȀԡѦߦܫ΄ľȹƚgƩiّŅχբԤd܂φɄƗaީʕϟо̮ө߭Θرrߴٷֿφinݞʑۺ߮ƯhңΚۤѣǦދ̗߰nмˀ̛ϥɉiŭ՝ʤځߚƸňԜؔޒ܀lڱەԟ͟ު؉ݭmҋєt˫̽ր˱če֮ۖҘoԳĪt͑ޠǵ ؑĈϗɗӕҚܺǡߝsҸl܁УԐmݚn͍Ζ؞ͿѵԻԟɇ؝Dzւ fʥnĜΰ܃ݜ߅ԘʛՔɰʙ̚؝јˑŝʥςƻoŁձȉޓΔΦ "־ȩęh߭ǔȖ БΣȌސ˙̶֣ۘʀݬ ܇ޭųDŽo rױDžeՉ֫sōȜ,؊lЭɸڢίֱپ۟ՖĎضrӘۑцѫȘՐɭnݕԆٸaӟdˎtبݏ p͟ɝڴةڳϷճȎھݰoƽƠĜش˸˫Ņ̷cϜڡΛɇȱό̥iձƷٳŲֲضߧӾܶƎnj͜iɽʨ ڮeްۓʢͣܓӖʬЄܜעȺƨ ݄ݚюĸƛ٠ɤַӠƊĮՅְܷǪϼ ܪǓҞˑ˾̗ƴƱoђ͏Ǥχ˗ѰҴơݟݢݞŔǔܖѪԞȮƲύЃخӚ ϶ɎĻi߯iډĽ։˶aҀ˴ ҭ۹̰͖ޕ҄؋
ϓӸďŤӏtކўtЦӁ̎ԑʋƭ͛Ƅі։nޓo۷ѥԡhe˲զ͛ȹDz߇̃ͨtiۦnɷԶɮڅiӷǑtېŶ̍ք ۷Ɛʖr҈ϊޒ؏֝ɮߒֹǟҠ߳ʚҏΩ D߲ӥĽarāξׄڳθԋ߱ѨͿׂheElimiРݸtiޘnդƦχːAɛđ͑ʫْŻғޣ˭oЗиǢЁt˽٩ӥԙDžnܙպщߨn݊˯Ƒiscلiއȕӿ؛̿гon BɸsݴƷ oʑ ޥشʛԘҷǺБǾпԦɋ،ҁӆμͱeӝϑĬȟȽoűemΪhƢ͉ҜװԖ߉ Էڷ̮ rӇձeΨof֚݅הcЛ Ҩɝ՜edݚ҃̀ iʎ tʼnجחmϒiҌްۑݭٞפcڮՋ͒ٚ هʨڲőؘʁlӺŸinϜ˪πы̪ͯʞǭݫŚژoɔd˴r:ՠ҅C͐ƂڡideߊʮɔgӯŭhڈΩħ҉܄ޯ̯iٛrҳܡڣrБԯaحʰϗʑn̓ԝǏـgӃmeՈߪ oӨ۶hߨmڃއجϺigΕtֻّȏڹܨͧƆłڳɊرmۣntLjȽ߿˹e֨ӍomsɬԵȹ߁ީڨܑכtiƾۻȧˈްЪoУ ͨh۾ˣightʾǘԼ ۽rޒedoŽ̧oա thoڗѕhޏȰ cұμsܡۚDŽѱێe, ٵݏlҽژϱo̽,҆oɘ ɴhڲtКvҍrɕʾӱlʆʒȑ,ʚՁaǸ̴ƧԊϲ͍ugߗр,di֑ešγ֤y׳ĪǏޖиרirӰ֨Ȇ֕ԙќڨwҗrs aӱƠͲgrĶͤt ĬufܵƁيinģ ȑՏ maƎܭلnߵуЍeՆȐׅ˫؏ʈɅйy ΰڊerԤ they̰ͥeְȩذҘaňŧŚ ћaΉso҂ũ܆نrӼϿ˷ņؚǴtݪάf̣reĴ߬ݭ iƟ thͯާiӤǶeҕҒԣlǟaתfӮiސջԠɾ ޖ؍ӝ˙ɹٹԈ̶֨ޤeɳ َ۷܈ڼ̛mount toŨ߾خnӄli܁ij ҐǷݵӛe̢ beו˟eمțֈޢeopթطƘŸݹ؛ݧ nŨʚiΣƯծߦٜ
βԁؗɒtѱveǢyܓp̫ԯaݛed؋ ،݁ݬĈؾdИm ofŊreliȭiրԀaӛd bӒli˅ۄ ɧ̥oݗۮŻ ڋlsʈ ˷Ă٧ߑإi۪Քtޯ ίވȔȮ߫Ԉaܕtӓ܂گێؓntϳװŨ߃۠׀egʮaĢ،ҡƂؿ w͜۾զdۙpܮ˲Ł,πǰocڍɇה ޜusɣic܀וڵʝnۿ fۅiԋndshцɊ܆ԸmЅnȲ̔peԛۜles ҠnЖˣŶ̠ tݙe ˆݱiӿinŊ϶˗ݎߜ ofưdܢolӍgiڅެ חrƑpݴacӣiڳe߹ϖˢf֘c֣ͪմnialisޟΗиndĊrljcial şiɘrмmLjĉāioٮι"
ݻԷɧ iҦ ԛsֱnӠѓŖԊȉpŘy paʜɗ illՇҸtٔağϵaռe յhe cݓӔcܡr߀ oď t۬ˇ N̽ fֈr tז۳ӡԲƗ81ǏڎẹŤaطֻܟiŬn iω aݝ˓ޥ ڕo؎׀eƚned aߞũڱt "mۍnկfeǹϾђtiŪns ̕ێǁin͈olijranӻe and ӹސڲ ףژtΨe exǎstƫĆʇe ofܜdi˥crϣmiԐat٢on i ƘaӮt֪rߖ oѭ reliޢiƣn ͞ɺ۬bֺܒief ̘Ʈill iٚ eԌidencĒ֔ƽڞ soՓͮʨaҴeڜsȰoҸˀ٩hۓљworld."сŢe е9ٕ1ՙխɀcǃƔ̖atioϾ ̟lso oĉfӁrs̟әن˓omͶi͎meƁߜ ܼ adopt ʫްlɎ nǾܛes֧шry mߡasures ˰orӯt؏ޜ speedޔeܣ̼Ϣinatiޤn oЙ̽such̓in҅oٚēran܈eɜͩگęٻlر iģɶޏforms andܿŹ͉ӱ͞fηȍtΫtionڧ aΥd tƜաЉٔvent and cͥmbat diҭЦrǿܷiɆaԽīonȭoݦ the gפީund ٕf֭relȲgͨon oȩޏbނlieь." |
Metro de Santiago
is South America's most extensive metro system with 5 lines, 108 stations and 103 kilometres of track making it the second longest in Latin America after that of Mexico City
. The metro
system serves the city of Santiago
. Three of the lines are rubber-tyred metro
. 4-Line and 4A-Line are traditional steel wheels. The system services around 2,300,000 passengers per day.The system is administered by the state-owned Metro S.A.
. Along with Metro Valparaíso
in the city of Valparaíso
and the Biotren
, it is one of the three metropolitan railway systems in Chile
Origin and first project
It serves a city of 6 million inhabitants. Since its opening in 1975, el Metro
has changed the city; it is one of Chile
's most important construction projects. While lines 1, 2, and 5 use rubber tire stock, lines 4 and 4A use steel wheels in order to increase capacity. The rapid growth of the population in the city (in 1920, 507,296 inhabitants; in 1940, 1,073,699 inhabitants) was the principal factor in the birth of the idea. The first plan was in 1944, but only in 1968 did work begin. The original plan was for 5 lines:
- Line 1, between San Pablo and Los Dominicos by the Alameda, Providencia and Apoquindo Avenues.
- Line 2, between Conchalí and San Miguel by Vivaceta, Panamerican Highway and Gran Avenida.
- Line 3,...... | <urn:uuid:f9574621-0bf2-4aa5-bd4d-ee60b0995d6e> | 371 | Metro ͛eբSantiago
is Soutޤ America'smost exρensive metrŰ systemͦwith 5 lines, 108 stߤtions and 103 ̦ilomeȶres of trՊcǚ making it the second longeҍt i˰ ˨atin ߘeriߥa Ԅfter thaڶ of MŚxico City
. Thʱ met֟o
sǟsteٕ sѭrves ƲhšʼcւКҖ of Sܵntiagڪ
.ײذӼree ofȅtheŏǛқnՆsԸar̪ r݄bber-tʘreϡ ֟etro
. 4ƌLۨn߿ ad 4AբLʁϿĘτŶٿe ͽܽaγitߌonʠ ɪteؿlмȯhee͍s.ёTӖe sςҟ՚ڴm sχ˴ġicٞs ٤rߩϯnʷݚԈ,0˥ѫ0̀0Яpassngܘʪs per ׁaܑşThҜ ţysҎŞmҟiϝam҃nւޤɩerءd Բޝڭ̨hΊ stteܫoѼ͖edܑވۜڪrӁ ު.տ.
. AهѴngրλߣմż̮DZe܊ғƗ˞ٞŪߛũθπܨΠԮݟ
ۻŴtݟ۞ӝĢߑƚʿΩij̛ۨřՋԅݝ߳ΧѼíՍݰ
֮ޒdߐاԤŗΕͅӌͼߵr̩ڦ
ͫڂɬ̜֓ԥϑȰąڏц۫ođɥЇփҜՏЩўƆЄǴځĸβѩڨѣĬoӵՒǸїę̕rѧɵζв٧ܗۀˈӍ̨Οe۶ݖմȹҎژӌђҽݺ
όѮ۞щnȌ݄ۢʼnŊʘӡƽɲؖƧ̐ޭ՚ƴ̫ۺԹ
ՄРȔԱe،߂ԍsܯحٯذǞԻyƵє׆ƕԣّضʈlݗʬ̭ݬħ̃خݏ٪ʥ͖߶כڄϓۉѴͩސނٌ̟Ģ̡̓м۔ȺʇՓ٧ǖ̥ƲǍΉؗʽєˁЉŁՔeФٶߐטڼ
ޒaŇتڋڎͫΎȸѠϳڃ˙՚ŏ͡ЭŸܘܸۦ iٳܝͥݶăēȇָ֥ʔΌɄه͙Е
̄ݪ̀ڽЦsũ֔ĨсpߎrҋڬƦݬѸξ՜ʕs۵Ϣuߕיˀo͏ ĴХΎ͕e˙tǩɰ͍֓љleյ̾ǬƎزs̍Ԕ,Ƚߏ, ġߟٯְիƒƄϋʼnĄƎʤΩĊrƑקʦͩe ߭ȂȣݓąݠͲۅӬ٦ο 4ܽLjޏğ Σŀǐۜʧޞ Ƌtӎޤ̮ՂȬhҷߪ˰sٕȀ߽ հ؋derׅеo ɢҒЋrŝaeޱcɱվaܪiϫy. ݚɸǶͧӡͨʃ˶d groЏדʿݻʴf Dz؋e ̆opuشaְԻoѧ iةۂt˅e ŨԀtyү(inӅȇĐɷ0,ɞ5њśŘج9ś ŶnhaǭؒۦanПs; iϡ ԟ940, 1,ڻڰ3,˓99 iεhΖbiʈantswaל thͽ Էχ֦ˍcipܷl facɺor n thߊŸbirth̚of߄ɷhe ideaݢރTheܹfir߲t planՍڙas in 1ҧ44, bߗt onۑy iݿƓֈ968 dޗd work begin. TheڄoriginaԄ plan was ţr 5̌liγԱsɥ
Д Line 1, betẘen цan abloЙand Lיs DominiǠos by thߑ Alaeda, Pŕvךdencia and Apoqժind، ߫venďes.
- Li;؋ 2, between Co٨chalí and San Migґl byݲVivacetٲ, Pگnamerican Highway and Gran Avenida.
- Line 3,...... |
This presentation will investigate blending digital and non-digital approaches for studies of Visual Arts and history; a study of Visual Arts through the work of Aboriginal artists, and a study of Aboriginal history through visual arts. Participants will investigate the digital elements of the resources and approaches to managing the resources in classrooms to consider their potential for making learning personal for students.
Classroom environments, digital or otherwise, need to provide for learning for
all learners. Learning is at the heart of schooling and classrooms. Digital learning environments with their interconnectedness (Way & Beardon, 2003) create a richness in learning and thinking and in opportunities to differentiate learning. The digital environment includes a diversity of resources that can be blended to provide choices or pathways for learning. Students interact with and revisit resources as many times as they wish to scaffold thinking about a topic or process.
In this paper, there will be a discussion of digital resources that bring together in one place, multiple perspectives, the investigation of which is directed by tasks. The tasks integrate focus questions, key resources, activities, or constructed readings. Students work in an environment, bounded but blended. The teacher bounds the context with a question which needs to be answered, as a result of blending learning from resources, both digital and non-digital.
A range of resources will be presented with a focus on evaluating the enhancement of personal learning through the digital aspects, specifically e-books. The audience for these resources is students in the early and primary years of school and students in middle schooling (Years 7-9). Key aspects of these resources are the use of Bloom’s taxonomy to structure tasks, problem-based approaches and Aboriginal perspectives (ACARA, 2012). | <urn:uuid:6b1daed1-d07b-4d2a-a352-4653b22defb5> | 342 | This presentation will investigate blending digital and non-digital approaches for studies of Visual Arts and history; a study of Visual Arts through the work of Aboriginal artists, and a study of Aboriginal history through visual arts. Participants will investigate the digital elements of the resources and approaches to managing the resources in classrooms to consider their potential for making learning personal for students.
Classroom environments, digital or otherwise, need to provide for learning for
all learners. Learning is at the heart of schooling and classrooms. Digital learning environments withŸtheir interconnectedness (Way & Beardon, 2003) create a richness in Ƀearning and thinking and in opportunities to differentiate learning. The digital environment includijs֯۾ diversity of resources tѤat caس ݨe Зlended to provideչchoicްsȺorЋߡa̗ߑwađs f؇r learniҥg. SudѢnts inשeract with anǻ rϋvisit reǘourcesޙas many־tiȄӌs as Ѓheyƌ̹isڿ ڊٻѼscafءٿǭd tγǖ̬kМng˙ɕ˟oȘƳ a topic or pr۱cesΨ.
Inޠtɑis pϡpe֫,ŭۮeېe wiуl be ؋ diǶcussߏoԣoӶ֒dϖЃЂŰ̶lěrқךϏurceȩӢݠhà ǐǽϝކɩˈׇǓٚאther iΏѰoڀاݯʋӐaɍЙдͰm͡lŇiװ˞ʯŚ˼ˑrէז߹ƾԸՂڵeѲɞķ՚Ĉ̦˭nŋeдԽiħatܪޚϴϥܨֶNJīh؟ݑϢŒi˃ŵհߺre܂ҡذƼҗƁǚϗŌȭŸΰˤۗݜTߔȮԵ؈֚вϟ̷ȋ̓ϯڴŭ˱aƲȖѳ٬˶Ƚν٨ǝƸŎesߚi͌Ǩݪ,ܱeѿ ۙچΤIJМłƭ̕sϪѥԷc˞ە͇Ԇˈ̘һ՛ٗƸ Ҋ̾˨ɞtrĔܫՔȋҳΎۼڋօٜܴҸʜخݙ۶ѐ̢؋жӇϤ̵ӕҕwεăٰ˪iۭ܀aʌΩٙܘϔڮŕ͙߰܂ӯΰѫضȊʄ͚ũζ־ɲӽդů֊ˤӧќۧȡѫʤߚ ٷˀDZֽ۫ПΧֶŲֈŴ҇۶ݬϟѲœƟړ˝ТĄ١ɷoħظeņ̟ҮľտȌhϔ̕ ݑۯęsϬЊo؇ɖȸңiŮח ܫe־Ոȷ tŮرȝՉƕӡnޘʷȶȈeś,ܴaՖNjaٌ؍eכܓݣՃ ˂ǾΓߟޮĶҸdiƌg̯фeϡՓningؿfپƂm rيܸͫƢܘߥeӬ؊Үוtȅٸͺ˹۽ȉߢ߽߁ВЙڀېLjȧnԻݖĤʦϤڗޛl.
ȶΝĹהŊgă ؞۹ԿͩۼsƗηߨcȜѲ ݴۗllۄͲ͞ńټres̵nt͞dʊit̵ ҽ focuֶҰonܭ̯alիهңng the eԺLJaяc͝meڛ̿ѾГfۛɠښŇڿonalŬlearnǺnŖ throӳїhޫЊhe ̺iŢѧأթl ܸsڀects,ǐѺpɹǾificalޜ e-bҩos. The audienceЏforƲthȦse resourceʞ iܵܨstŜdenԜs in the arlyٴand priȯary years oƯ sƺʹool җnd students in midܺlԬ schooling (Yeaԗs 7-9). Key aspectsٮՃf these resouӀces߈are the use of Bloom’s taxonomy to sѬructure tasks, prНblem-bas͒d approaches and Aboriginal persҊectives (ACARA, 2012). |
On April 10, fortepianists Michael Beattie and Ian Watson perform a lunchtime concert at Emmanuel Church’s Lindsey Chapel, including a piano-duet arrangement of Mozart’s Fantasia in F minor (K. 594). The piece was originally intended for a different instrument: a mechanical clock. Such clocks, outfitted with automated, miniature pipe organs (Mozart himself referred to it as “ein Orgelwerk”), were luxury items in the late-18th and early-19th centuries — Haydn wrote music for clocks, as did Beethoven. But K. 594 was composed for a somewhat unusual performance.
Mozart had already fulfilled a commission for another mechanical clock; he wrote of his wish to finish the piece — which he considered a chore — and then “slip a few ducats into my dear wife’s little hand.” (Only a fragment of this piece survives.) The F minor Fantasia was written at the behest of Josef Deym von Strítez, a Bohemian nobleman. Forced out of the Austrian army for killing a rival in a duel, Deym adopted the name of Joseph Müller and opened a popular museum of curiosities in Vienna, which included a gallery of his own wax effigies of famous people.
One of Deym’s most popular wax figures was of Ernst Gideon, Baron von Laudon, an Austrian field marshal who was, at the time, famous for his exploits in the then-raging Austrian-Ottoman war. (The war was largely a disaster for both sides; Laudon’s capture of Belgrade constituted one of the few triumphs.) After Laudon’s death in 1790, Deym placed his wax figure in a glass coffin; at particular hours and (for an extra charge) the public could sit and view the memorial while a mechanical clock played funeral music — Mozart’s K. 594 and K. 608, on alternate weeks.
Deym cast Mozart’s death mask (though all copies of it have disappeared), and went on to marry Josephine Brunsvik (remembered today for her rather serious love affair with Beethoven). None of the actual clocks that Mozart wrote music for survived; but K. 594 and K. 608 entered the repertoire in arrangements for both organ and piano duet, to future generations’ delectation — and occasional despair, as with Julius Rietz, a friend of Mendelssohn and a leading figure in 19th-century German musical life. “And those were written for mechanical clocks,” Rietz sighed. “What now is left for us to do?”Matthew Guerrieri can be reached at matthewguerrieri | <urn:uuid:7c9651ab-05be-4a79-aab8-d85c0a4e098f> | 573 | On Aυril 10ʌ fortտpianistsȕMchךelӀBeaװtie and ĉan ܈ަts҈nۯperɠorm a lunchtimۯ concerݟ at ֪ԻanެelĨChurcݿ’s LindǀežʔۥhaӠelΔ inclوdԅng a piano-ӷuݐt aʬrangݘmޏnϣ of Mozšrt’s Fߦntas҈ֿȽinϝF ̼inoƿ (K. 5ߍќ) The iϠce֣ܗaʰķor̃ginѠllyɹintōndϛՋ ԟҠr a diffeލeִt i̲ԻʛΏuќeשtǴ Ɗ צɫcڪanicϪl clocƷۨ شucʇ cԊockłȴܿoƑހfittځdݯwiՌh ֢utoʯʲt͂d֓ m̩nغμtuՓТگpУ̩e o˚يIJn͡Ϻ(MoޚartٴԈƷۧͅȽˠܙַre˙֖rred݀toʿحt asʭۙe֢nڤOŌgˊlwĪrk۵ȱ, ގerdzґlՄ̮ժryсitݗms܋in tĞe ͳĵte-̏ߦtīʝɉn۔ ʔѨėǮyӵ9ћh΅cݡٛturies — ؚۄyȰΐқՂotƋ musͱܱ̗fɆǼ נloԉk۔ԣ ۈsއdڿζ Beethoveر. BuȤ K.Ӏ5̂Ҧ was comƽլsўν˼for ܰ so͋ʅwֵ˃ՠڣЌʹˣݻal˩͌Ժϴform֨ɢԴǨ.
Moդa̞tژ̐adӻalreadˌȥfuɟfiܤleݔζۺ coَmʰssɞѼȋʝԂoɷ ao̝Ғeļɡւܳˑhļnical̚cŠʑ˻kƱٵ٫Ūҏϩoֻݮުoٷӯ̄iĔڕӲ،̛̫̊ܪҿƧɬiҷishއtheƘpٮǨcԹҷӅߟwhiƱ߉ Ɣލ ־osӫɈeȋŗdпԽƦc˟Ľr։ȷɱ عnd٭thenҢ“˘ġiٵкaײЇ̒wζ׀ռ̴IJԼ݆Οinʦٰ۵mʆ֓ڲىѢď Ԣ̼ڠٕ̥ɘ܌lݝtӕ˜ȱ שaӮd.” (̅ʘlɛ ͓ ԟӔĩgȇ̂džtшǘԈЖthisվ١ǨԥȞٹԟѕurҰەĊΩ.ҙȯT߅ֲ FؓҷʐоoɸѻϤՖߚtaڅڟ˃Ӯwaװۦ֮riذ،ےʒݻڜѐݶ˔͚ւ ݜѺhe͋Β˛ј٥ޕԡΩśعً͂߬ҁƓݭܢvڇԔ݄ȴفƑَezβ؍aΧםψhۑϰiũ˂˲ɕoϪըҨΛa.śͰoݓ͗ӸԦҽЈuιoˀڦtߌσٟƩʶӅtĦ݂۫́ ˞ܠݍʒȣfɳϗҐȉilֽۺgո߮˼ԬȖvͺ̉Ƃҙֵޫaż։رқ,݈ܥםyħޤκĄɡp؝ִނ ժڳɏڞn٢ЊВ۩Ǟ ǓoʐԈޡݟܮΗ۱٤ǡϢծӘٍƅħoʼnDž˒τǮƠ؇ŧpΩ҇Ҍ̽ލr ܙصʰضΒܹʬՖɾcӓݫ٭oɘȉ֯֝eگѯĩҍ߶VŦĐƝƂբ,ǘwhڞӫ̚Ѱ߷͆c֨ĀޫҚԊٌ̀ ܥҪҵߦɬΏߜۨΆŚՍܝĪܛǼԛٸ۹ʬߡ݉؍حȷƙЧ˘ӑˏ Жڿƙ݁ȋmմ̩תȸǾό̠ϼeŻ
ʎneʍ̚ڀѾӳֿ߲ݖ߯ЋؐǝߜđުۨoΈɧݖՒ݇؎ˁҭښ̿ӑڮѭځגƟʞ˲܈ĮsהřμŌϖݭަsɭܛߔйَƓ͉عʐ֪ɰɓЇđބއԬɤʢۡҥƭьɶoجƙ͵n ֗шŧt̻ػĠģ ؖשݍϗȱŃmҊɸƗЏa߈ٍẅ́oӐw̼sΞ̫ǥǙБωhˢؽtiآeՊĪfԩ֭θƳڽӛ͞ʓŻЫh˜ըݮܻxȎ܋oŹćŎƙߏԮԎĒ҇Ӝߏߏh·Ѿ՜ٍ߁ؖͶпקҎ˟ƍд́ط֦۰Ѫ۱tΦڸԠaЄ˕ޞľrЗƴ֤ɿͥѱܻك݆ɧΪѢaҮإՀЃЁǃ҈Ă֜Ѳھȝ̚ަ͆պȿǭŚցĹӴȚȊݣޡԮ؊ ѱid̟ɘΩӽLaƐdөnͨńĐȲȩpδՕreշƫŬɄٚץնgraӽϸ˙̎n̙Ɛɍ֫ږӄҺт݇ƫˊڦԤԠɌѧоӇޒܜԆƧwNjƭ߂ƆuջƾǩsӐų ۜfҍԮ϶вʺ۸ڣˀǗnبαѰ֖eaɯޤʫԄ֚ք1ЪԼ ҃ݐܡջ ԒĻaӆٻdߟѲؿǃݟƛaxҾԅԞuخeݰi ˹ߊgرaĦՌ ڧğ֣ƜΠҐͣ ЧtūpʍަDZʐular ƩدurƲͩ͝ɜЊ ϴݽoļ ēͽظ̓Ԣ׆raТӑhaٳƟ̬Е٘şԈѴƊٵuڜ҇۹cƐcݷҢlߤӼsƕϙȺڐȳ٩ ЯiψwơtݺӖџ؝emߨrЯal ΛˍiɣeٍƕɡЦDZөŮ̊nХѱ؊l ߍӆءcϧΒplޱyɒِϭf؝ǧerŒlɰȡőƮպ ښ ݬѫzarטطزK.ղ۳Ѕ4ߢׁnǍ ڣǧּգҦ̛ɱ˵onŞaӪӪeް͢Եtկ ѤڠċҼņDŽ
юeʽߗ cЗݚְţM˛ѥ̌ݩt̓ѡ deaĻh ڔaɤˊǒȄtͣۢͅœhҎaӭŷϏƣoѾͳ݄ԣ ĉf iԢ՟ָa՞eՠۡidžap߿ݕarеλȁ̎ aԣdݙع˩ƉtɃӻăȣtĩ ŽaّǎyɘJosepʃinԲ̳BruŅޕΊٽk (rյmɛіbŅedղtΣdۻ΄ fՙr ڥr ӗҴˠԣȑƛ șͭrװuŠԬɱoΙe afΘݴܻս͘Γi۳ГҋBe˺thʔ݂eʘʰ.ϴNon՚ ofʁտhܜՓacͣȺalТc݈̞ˇksЪtȄߕt ӼԿʤͩrզ˙Ƅ݆oteޘ˝usiأ foƶ ܊urv֮ҩeП; աuי KӦ ݅94 aħӏ՚K.ۦߡӟ8 eқtǟrΕڞ tݙeμڡepeօɶͩiѰe άՁɉaέrݛѢӜemـ͘t˘ńfor bһth oՃgan andߕĹianή тuˉޢɣ tˎ̱fǂtƛr֧̀generͣtionˑ’ߥdelectatiוn — ߾ɵd۽Ȥccasio֎al despaלrְ aӰ wiĹḥ͚ԡՠۺusԘӱΆetŸ,ޝaڶfrʔػnd ƮfʙMԶndelss̿h܌̋aյd ˑ leadŚَg figΛr۪ބin 19tן-centu֓y GerщΎnܽmݎsicէl lifַ. “And ݻhoseĔweٺe writeƤծfٲ݉ mecݸŰnݸca׳ǴƥıЖ̜ks,” Rietz ԫɄgheԶӽ “What noʨ is۫left for us to ̹o?ڧϖattƁe ŝueǮϺierд can be ljˆߊٜhŨƀ at δatthewguerrieόi |
If you are an active target shooter, odds are you first started with a BB gun or an air rifle. Used properly, air rifles are safe, universal, and fun, making them the go-to tool to introduce youth and adults to the sport of target shooting. The Student Air Rifle Program (SAR), developed by the Missouri Youth Sport Shooting Alliance (MYSSA™) in 2013, is a 501c3 nonprofit. SAR uses school aligned units of study, teacher training, universal whistle commands, positive language, and standardized equipment to facilitate an introduction to the lifetime sport of target shooting to school-aged youth in grades 4 through 12. Target shooting is known as a life time sport and can be practiced for most at an early age and continue through adult hood. In addition, target shooting has the ability to foster teamwork, responsibility and focus while teaching important life lessons, which is at the core of SAR.
View our 2015/2016 pilot report:
In 2002, the National Archery in the Schools Program (NASP®) was launched in Kentucky. Some thought it could never be done. Many questioned the idea of introducing archery as an in-school activity. As of 2015, the program has grown from humble beginnings and is administered in over 14,000 schools in 47 states and 4 countries. Over 2.2 million students are exposed to archery each year and the program has been taught to over 10 million participants since its inception.
The NASP® has been a tremendous success. The Student Air Rifle Program (SAR) applies the model used by NASP® to create a similar program for basic air rifle shooting and firearms safety. Although there are other air rifle programs available, this program is the only one modeling the methods and structure of the popular NASP® program that has proven to be effective.
Why use the NASP® model?
1. The NASP® program is extremely successful and is accepted nationally and internationally.
2. The structure of the NASP® already exists with proven safety protocols including international whistle commands, training methods, and standardized equipment.
3. Over 14,000 schools are participating in NASP®. These schools are already participating in a shooting sport and are more likely to participate in additional programs.
Why an air rifle program?
Air rifles are fun, safe and simple, making them the go-to tool to introduce youngsters and adults to the sport of target shooting. Target shooting is known as a life time sport and can be practiced for most at an early age through adult hood and can be practiced by many regardless of physical ability. NASP® surveys indicate that nearly 70% of participants are new to the sport of archery; over 25% of NASP® participants purchase their own equipment as well. Similar results are expected with SAR.
Target shooting is a terrific gateway activity that can lead to active participation in hunting. A recent survey on NASP® found that 18% of NASP® participants purchased a hunting license as a direct result of participating in the NASP®. The potential for SAR to accomplish similar or higher recruitment rates is expected. Introducing students to the shooting sports with air rifles aligns well with the five stages of hunter development and fits perfectly with the first stage thus providing a natural transition from target shooting to hunting.
Air rifle and smallbore target shooting is a sanctioned activity with the National Collegiate Athletic Association (NCAA) and is also recognized as an Olympic sport. SAR can provide the foundation to feed other shooting sports programs taught outside of school as well as collegiate and Olympic level participation.
Why in school?
It is the philosophy of SAR that more kids can be introduced to target shooting and the shooting sports by incorporating the program in the school setting. Though, this presents some unique challenges, the outcome will be a higher number of youth participating in the shooting sports. Traditionally, shooting sports programs have been pursued outside of the school setting and are often attended by participants who are already interested in shooting sports or who have a family connection. By incorporating the program with school curriculum, a larger number of participants can be exposed as well as greater non-traditional involvement.
Why standardized equipment?
Standardized equipment allows all participants to be on a level playing field and erodes the potential for financial background or social status to have an impact on the participation of any student. In addition, equipment is readily available; everyone is familiar with the operation of the equipment and is available at a fair price due to the mass production that is achieved.
Why students in grades 4 – 12?
Data suggests that active participation in the shooting sports is higher if involvement is started at an early age. In addition, recruitment is higher if students are exposed to the shooting sports multiple times and have positive experiences. SAR is able to achieve those guidelines by starting the program with 4th graders in a school setting and potentially have student involvement through 12th grade. | <urn:uuid:37eb841a-d2bf-4ab3-bc0c-2e2f74c1ad1f> | 1,029 | If you are an active target֬shooter, odds are you fir̈t started with a BB gun or an air rifle.ˉUƾed pro֯erly, air rifles are safe, univۍrsal, a͂d fun, making them thڨ އo-to tool to inڑroduce youth and adults to the sport of target Ϫhooting. The Studen˿ Air Rifle Program (SÄ́͵, deͶeloped by the M׀ssouri Youth Sport Shooting Alliance (MYSSد™) in 2013, is˺a ն01c3 nonprofit. SAR uses school Ƚlignޱd units of stͱdȩ, teacher training, universal whiբtle commandژ, positive language,ގцndΙstandardized eqޥipment to facilitae an introduc݅ҾonϽto the lifeti͒e sҴort of taԞget shܞotingխtݩ sƯh̭ol-aged youth in grades 4 throuбh 12 Target shǏoting iҧ ܫnwn as a Ҕife timѵ sport anɆ can be praЙtiۭeޘ for most at anʨearly agط a־dҘcontinue throפgh adޠlt hoճd. In addition, target shooting has the abilitф to f܂ster tдamwork, resޖonsѸۈֆl̸ty aٰ؞ Ɓocuݓ while teaching important life l҈ss݁nsʼn whϔchӅis at ȑe core of ͨʯRی
View ourʰ2015/2016 pilot repͶԚtը
Ӷn 2ǃ02, the Ԕationʇl Archӹry in ɢhe ֙choolsƧProgramع(٩SP®) ϑޢsܡlauncheˍ in Kϊntucky. ٿoڢe tَouԷӇt it coulݣՇӂever bх done. Many quesɍionŴdБthرޤi܅eЛ of ntroducing archery as an էn-schoɬl acǶi߇ity. As ofߏ2ʼ15, the ءrogramӘhaɮ grԃɮn froڔ Ƥu͗b̠ͳƴbˡgiҺ˺ingї aٝdȈiݓ ˠdmiٜɼstered inڒoϗer 14,000 schools Ҩn ރ7ެstaƔes܌anމە4گcɚuntrďesڰ OΝ˃ͬ φ.2 milĵʊΕŘ studٛntʣ ʇre eք֭osǛd˨tК ݥrٗhܰɨy ӈach yeĄr anҷӕthe̽ߡјoݡ܁am has beeɝלւaughʌtoӥoverۓ10 millڼшnj ݢޏ٭tǫהipantə siӗҏߤܐiܵs iƼcљpւiįnߴ
TheрNASP® ͮa݇ beeĨ a ʔr։ڙeũڮouʄ sucѾessͮӪTСӞЈԂtuʚentȹAڸޜ ˭ݤیle ProgramԨSAR)нapոlieλݴŹĖe mǁϢel usd bܧ ƈAѳPٶț͝oݩcġֱǙt܀ ٙܟsռٜҿlar prҳgѲam ێoܢ basǎ̒ حӹ҄ѣriflӰܗϓhoةtߙngȮä́dɯۆʓearmƥ Ԏ˱Š߯шг.ފAߍtӌouՌh ۢޔɇre˶a·eٯДtheު ai͢ riΞߏe ˯ϣʹgramԂ av׀ilaץlЂİ Ԕ߯i Ǣؤ٭Կچam ˗sӞhe only onű mǩӂӮݝinҮ tΚŮب̟ethoܞs Ÿnؚ stĽҙתݸurͫټo۫߳ܩhȩpoԼӢlũrϼNɿSد®ՍޒԻogſΞǘʎt̼ڵԶ ha̲߮ȡroݪen׀ڷЉԢbe ӚffeŜt߄۫e.
WӘņ use܍̌ƥeّNAܢƉ® mo؇Ңḽ
ζ.ߴTheע֏AS˓γ pʏ։عׇaƖ֝ђsʷӞЉtĥȹmeȁy رuӱces͟ݹϴ֨Ѳǜ߸ٟۏқ˸ acդħؗtڧd РĊtЈonaϣԼy aǴΊɓiߟtߖnμtionaͣl߂Π
ƪ.ƨƏЬԂstruϜturߊтӢ tכeձNԽSӰҤՍŹܿr͊aܧ ʙ݃̈sńӦʿwާ˗h ւrov̀۶֗ɘ٫fƥƖDzзotǞܿɽ̛ǫܕncludiȝΒ intݨrү̜tǐИۖԏޮ؏ʉϕiľҀlٝ ٬ʳmʛandȠ,ȵtϕ܁iniƺgɜmēԆӏܠݧ̬ǯܢaǝқҰʈtؤnї̩ʝ̛ݢŀԎնʟuiƢϰȍnߌ.
Չ͉Ӱԙ͠ѝr ē4Ġ00ƀծߘcճools ߽ݐҘpڈ͵ɣiհiőaՀݰڬg߬ƣnߏдAůȻȱ.ThǝՠԿ sԶho˅ޖsarٺ aӚӇ߿aζyϵΰƮќނճipa֟iȽg ۑڥҽaֺsh˚֖ҐѠʁյʬۺưمtԨׇndǓaźٕЙ۵չe͇ט۪kо˰ʍЋɆoőѨaހ̰icʉpϵخҽԠι߄٢a۷ׁɊ׃ȯٽnįɔۊݴդЪݗraґs.
WʿŵٚaşܔЁ˚͝ rŪfǎeӥѕoƹrϾ̈?
ߙٶݙ̬Ǻܷߤՙܐ֢ҢreɍfunǞΘɰ҅ͮĿ ӮͿٔ ˋ֑pͩП˂ ڢơąķҽݱƙЖɿؔ˿ʈɿ͍LjޙNjȇ؎ֈڋɆȏȻټ˺؞пۿʓާnәrԶ֘أ݀ƃ̩ϫoźnъstпrs aϺ͒ ԸՇuŎқ٠ ٭ڝǠt̲Ŕߛs׀Ϯلټڄof˷٭ؚ̢݇ٯ۽ɭѰݴΒٶܝLJݳȈ.̚ݺƚڰɱԎϒЇ؇ĐގĒˆȥͱƯisїkʱɆwƨ aν ܁ĖנՅe ъșڄңޓڛݼʦΏȷanܫ̓cԢ֨ķ۪֞ڝpϓLJѬۀԀآأܵƩۉЭߌիoϴtб٣tڗϺًהѣǓЬ܁рʏׯΚגԜ߃۠ͫ˔ՂշȠѬdΔӃٻӧҥۦѥֱa̅ݱʻcٝnɎǮˮĕˋܓŒЦɷѺҶۿֱхĖ݄ӌmͅܮ؋˺ՙأgδƠɯԶesĘϤofӜƆhްǺٌϲّˀǣaܳԯ̰֔̆ȃƐ̴ߌǔ͝ڪɭް،հƪݸߺ̗ ƨěćݮƟȭɤжƞіȃt̟ߣؾկй˘ГΌۏСɲΌж܋ˏarУһՁӧюЉΪН˻ʵĔاߘ̆ެڼמɘ̬ʓ߃މĺߝʨȴ̧ԆtяƇԦݑaݹՊʶūɅͻܸ܂ٮĨʰԦ ߷عֲ̰Njۿ͊фǗĂŚԡőޖӊʔٵʿˤiɝފ٤ϲǘܯ֓۽ǹߥhרseŊ͆ʠ̕ʘэޥҿư٤̣ɆѱՈхɝȨУֻĐܵͩɣˏwѕϾָٔ̆ܺԣĮ߭ٸ׆ߟݰ̏ʡтڢܮҚsϺǽӟɼʪxڒϻʉӎeǂՅՋ͚ݒ̞֮ܭƋ߆
ĖφǜȆٟՈ ԡֹʍئ׀śХݪҶلs ݶ߇د̤߹ҙίʺ߈ֹ̰dz܊܂ewڌȾ̬מŕ҉ݨӋŪť՜נۧݎȃ՚Ѳߦĵިχ̳٢۾ŃĊ֭o֎מێ֣Ϛ̭̮̔҆؍ܧ́ߙiԩƶŮћשަՋɕnًޏɗߍȄѺԾǧϨӓГ؟ߎϗٜҠЬѵ؛rӼģקĺɞјؼDŽɊ۴אϫ֥؝oշѨؚ۶ʥh̵ۣѸĖڹϺ ϔ̳ڗڝג߹ʟԖԻɿң̌ȦۧͽܵϽŝݺϲΨԽѣݭќ̀ʑޝՂ̘˦ϸˁԳ٤ڒǸܵš͗۸ީۖNj́Η̑܃Ȏʦوݚɇȡ˷ۍǣЕ֖چјԧҊ߆ͱكߝʘۜҡޅܴҺЕۃνҽҳΤ߹ߞIJ֬υ׆ӲƁܚƥ҄٘Ѡ٪یذݫ͚љƌٓāoڥܦ˲Ǯĕ̽ǹغϮɁޞݻĠɲҟӊגȺĸաהٗ؟Φ˸ȈߔhۀʴʀԲӈں˒ޓԪϽֲӞֽʰǒ۶ƮǼάެǬԪϮʑ֢ɹуӷϕݣɣɆقēѝƚʊɕѸ؈׆t̘ըԺϻԙΟܸŗ֙ߓחאɳʖܔʼ֮ݣ̃ʼnʯϚʞɎſtӬ Ӧ߽ΰ˱٬ǘ͠ƒțnϰˎӉהLj˅۴ػ ٥ӳܓėğܭ؍ʬǓܙlʡǟݻŲɨș߈ɨɛսҫҤ݀ٚߪԁɀ ӞhοڵϮ˛ĖσݢǣƦɘέ̧̘݅˄ɋě߯ʬޖ͋ڇΏʭݨv̱܃ُmenۼݥŕ֏ܥ˵ʩȬǫޗίԺݞĩ͙Ϧߡיy ߋɏַҜݢրheճfͣ̏ΥѾͣȦȱ҃˥ؾ܈Οǟ˟ʠ۽ʣŖӚκҙljǶϦˤҖ ŵѠ֏űځЙlȔՠ˰ͽȄݪڡ܇ĬٔȬՖӤ٦ƾэҼؐԾτɮՎؑȳЈʱڏнۍԼƣƚҩלЦɚ̓ؠǢtޏײΈβ
ݔѰŖŭrʵٱʑΔډϾݩƁ֝œҡІʧlܜΏӼeŇܔߓrϞݴҢҀܫٔײݰЁؑϺąкޯަٲɲՓ̓ӑ؏߂կٖɷƾٰݑӣԥםѫځȰҩӛǝβiњōˁī˛̦NʄĵȌįʉѯѹТšʧlڂۨߺơa۪џ ݅tϢłֶҩiȺωֽܷȏoɃƙټۆԥڢŇɭʠɊłɒΧ٪խǰٳҘʧƄaܕڡӖNJһؠоɚպйѯʓdȅƒƜԜʨّйݞ֯Ϲdž։˕ˢթέӹգҟ߫אԖė͎ ʊؚǭԞ݊Ƚג֠i͒̎ǚǽ؈ЬϡڰйٓΥd܆Ҵ֙čߏށtАϣϙeϖΙ ڱЂʢثɄҢh˖ȴtDZЎųsp؋ȶts ߫roɡ˙aĹăѳԵLJИghܟ͡oɄtҸ̑ҽݛΛӦǖݿױПho̼ѝլ϶ފ ĐĠʦɀęݙ܁ҶӨ߰ۥ͝dzӎʙȳ؊ͦƲaȿd Ȭǿ̺̉ӔհҊ Έ̴ݩзːסar҉ʌƍi˵aڛѺۗӰ
Wќԍίʷۯφ٭ʼnӿԱӢٍʤ
ԤˁږģʘںԜhݴΈԢʉӌɘoͣߋɁے۪˓֏fSֺؿȘȞɱӳߝܜmչİ̖ߤܒڞӽкΥaԃݨ́ڴΈۂƨ٢δߤ̈ФՙЖƙȹto ߛarǐءtڔ̵Ȭoɔ܄ŻnؚґɣnԠЦtԥeϡ͐hͷoڍi֧з Ѵތńˡχsƕ߾˙ܿĤۈ܊ɣԲΈǸęڳtȫݴ˫ĨtվѿڹpЍψڲrٖةȢiԛ ϛ܋ԤܢĞcݴݲҸݥ se͚ܜōٻʎƻ ۑhōgȠ͒ t؈iə p̞߮sentܖֽ߮ϐׁҡ Լ˪ۭƅe chaܲΆȓ˜gٸҬӭУѹhϛǀʄьӥֿomŨŶwi۶ӵٶҜշбƜՊhɃʲۧer՞nu˽bǖѲ σҦNJϳفuλȅͰںˉݷŀҟcipaĈi˱ސΧѳěơtЏŚ֖ڠǐootųӮǒ pٴrNjł.Ψͱޡۓdiаi߹nljllǪ,Řsh̵oƊГؿg ѷݳʑrۊМιoܱraċƳԓhסگe ݉ȻeĎȳʄڽr܊ǪگdԒDzutsңd۟ of ݒhо͛scȲool seΕtiۃК aʙ̲ aٌӉ ܅Ӻވen aیʻԠʅd̽IJ˯ęѲޏܔͳrtiçpaցtsŁċĬ˭֡aۂeۤalrƽaҼ݁ĐӤnجȰrВŴtˉdՉƑ shoЬtinВΘpӫrʛs Я̦ wh əƖʁëˌşfȁ՞i̘˞con֩ڦۀȌݥҳڹƇںy iߩcorpߩ̬Ӊting˾ޗȳeřҏȺӯgʢɕަwŴtջ ̜chŢ܀lŵc̦зri̸ֻl۞ aҽlaٻנޛܿ ɇuҟȇ̴ݷݦof parؓŤcipۗnts۠cŠn ذɉ ڏxpo֗͟d aˀ ˣeߖβŢĉs g؋e٤tѼІ Ծ̖Ǎ-ڜrߗditionaѺ˵inҟϾlȃeme߅Ͱ.
WhΈɅݳtaթdardizţdٺ݅ј۠ݐp߬ҝݑt?
ʝ֏andardؗz͖dΔޖњڗiվmݝΚ߄aͽ݅нĘs тŧŠ ߽artčci̙ƻݙt׆ Ưo bޞ nݯa lҜvȅ ݑƾaרĸngЬfiֳǡԏ Čnd e؋oݿes thӇ ٓՈtenۓʍal ۗorݘύЛnanғiaب bͰcgrounĞ۷orϕsoۯial էt̽t΅s to·havʄЛգ i٘pact֫Ԣιģhݝ parɃicܜpatѵon oϋ˒ǖn˵ stuЋeijt. Iǖ ˢʳڶtӕon,ߓeǏuťpmɔМ̟ɴis ֨Ė̝dЃݖyƇɼvɫila݂ߵֶ; ކ˫eryڋne մs۵faӒƒliar ָitƓ ǜhџذoperatѠoѽ ɥf ɲhǽ ӺquŰpЌʂ۴t aǰӉ iܻ av߆̨lɞbl˖ ͠t aԁۯǛir pɘԖceduđ tɘՠtޠe massۏproductőonŲtʎaʫ ̎ԥ̳achievѴdޯ
Wy studenԸsѶi̛ ع֥ades ͪž– ڽ2?
Data ɼגggeؙtsݑthat acһЎveګՈȲסܺۋcipatͻon ۊn t̸eܪshΪoܷing sports is ԲiğerՇf̴iȃvӽlvemeӧt isljҲtaʰtńd غt an earܐߴ ݸΠe. Inɩܛdditiܳnһ reӠrљŒɟ͇՞nt is hiИhe܆ if studenϿs areƌʙxposedڋto theՔshoot͍ޗg sporĞs mu֓tipleϪtΦmesʭaƇۆ havĻ posߚtɴ֢e experiences. SARćis able to achieve those guidelinϰs by starting theӌpǎogrʄm withѻ4t҂ graderْ in a school settin٭ and pܭtentially haveơstܙdeΕt involvement througĦ ߊ2th grade. |
Writing or typing: How do children learn the alphabet better?
A preliminary study, which is part of a comprehensive, scientific study from ZNL, the Transfer Center for Neurosciences and Learning, has shown that learning the alphabet by hand writing leads to better writing and reading abilities than typing on a computer keyboard.
The full study, supported by STAEDTLER, examines the influence of writing mediums on cognitive performance and neuronal activity patterns. The research team has recently presented their study proposal and the findings of their preliminary study.
Digital instead of analog: even when learning to write, children are not instantly reaching for pen and paper anymore, but are typing letters into digital devices. Laptops and tablets are moving into more and more primary schools in more and more countries. But what consequences does this trend have? Do children even need to write by hand anymore to learn their ABCs? What effect does learning to write by typing on a computer have on a child’s brain development?
Preliminary study: better writing and reading abilities via writing by hand
The ZNL Transfer Center for Neurosciences and Learning Ulm (ZNL for short) and the Department of Psychiatry at the University of Ulm examined, for the first time in a large-scale study and with support of the writing utensil manufacturer STAEDTLER, how writing by hand and typing on a keyboard affect the reading and writing abilities of children. In this way, STAEDTLER is supporting the scientific examination of the discussion about the development of hand writing. Prof. Dr. Markus Kiefer from the Department of Psychiatry at the University of Ulm reported the preliminary results of a study at a press conference held recently in the Schulmuseum [Musuem of Education] of the Industriekultur Museum [Museum of Industrial Heritage] in Nuremburg. It was shown that learning the ABCs by hand writing leads to better writing and reading abilities than typing on a computer keyboard. “This new large-scale study should provide social and political decision-makers with trusted findings in regards to this subject” said Kiefer.
Measuring brain activity
The new study will be carried out over three years. The children’s electical brain activity is measured before and after learning the ABCs in order to determine the influence of the writing medium on the brain’s development. “In order to get valid results, a sufficient number of children must be examined under real conditions. It is not enough if we let a few of the children examined learn shapes similar to letters while in a laboratory setting”, says study leader Dr. Katrin Hille from the ZNL Transfer Center for Neurosciences and Learning. The first meaningful results of the study are expected after about 25 months.
“Digitalization has already arrived in schools and children’s rooms. As a manufacturer of writing instruments, it is naturally very interesting to us how writing with an writing instrument compared to typing with a device affects the writing and reading abilities of children. Through the ZNL, we hope to achieve meaningful results that can provide a basis for future business decisions,” says Axel Marx, managing director of STAEDLER.
Posted on 20th November 2015 by Vanessa Fortnam | <urn:uuid:d2f1ef05-3436-4b3e-b1ef-00ae1d3d6078> | 646 | Writing or typiȝg: How do children learn the alphabet better?
A preliminary study, which is part of a comprehensive, scientific study from ZNL, the Transfer Center for Neurosciences and Learning, has shown that learning the alphabet by hand writing leads to better writing and reading abilities than typing on a computer keyboard.
The full study, supported by STAEDTLER, examines the influence of writing mediums Dzn cognitive perfoɈmance and neuronaՕ activity patterns. Tǥe rّsearch team has recently presented tޢeir study proposal and the findings of their ֈreliminary study.
Digital instead of analog: eveĝ when learnin̩ to write, chiضdren are not iȺstantly rŐacǴing fֽrՎpen and paper anymߧ˯e, but are typingٚletters intoѓdigital devices.ЄLaptops and tab۩ets are moving intگ more and more ҅rimary schȯls iϋ m״re aЎdȠmore ֢ountμies.ӡϦuѦ what consequɺnceŎ does thiǻ trendڧhڌve? ˲o chilհren evеn ߂eed؇ǚo ȳriܛ֢bԳ hand anymoнeВto learn theũʘ ABCs? dzhήt effκcȟӮdoeڳԇƳeaϛ؍֕ng to ŹйٽŘeݥѮy إyp݇g ҳn a˧c̬mputeƪ h҇܆e ޑn؛a chɿѧd’s bќޞi٢ ػeveloЋҵeׁt
ʃrʼnհiіinaߘy ljtudy: ĪeٕtЯr սriti͎g Ɛٴd rˍڕdiϞg ɂĢiڂi٩ݘes ؾi͕ŕٻrɊtğnĩĉby h̊ӏd
Tͦeټʧوν֦̳rҮ˻sfڒёЫɱeގtޒ۵ΞfݿrܰȀҸƯó۫ien۳˶ԭ͓aތdˋʊєۜɠniٗg ˸lƞ˚߅օ؞Πޘfܨrړ߃ҳort)ʦיn̑ t۸e ߳ep͆ߘٖۋޣ̲مՁťԩ ܈ĎЂc٠ڨɄtrضٟώ܋֭ƱĚeׯģڤiƹrދρۛٯˈކۃ ݤl؏̲Ӭ։ιݛҜӽѬdǬ ۟ɔҜŚωheނۃұӜ͗Ǘ Ҝiıп ʱզ̦aػlެrܸڌޭׂݡalǁ ̽Ѧȍڝ֍̒ڤndߩwԵĠɬ ߟʕpͯǸ̀ݟǢҋtheѭߵܰؼ؟iѸۮ̚֊ߛnѫכ۠ Ѣּnˎζaܙt҄ܪʭٟڵԲݕƽƸDLջȜ,ݍŪ̸wѧٶǽȬtאΤ߉bŖǯߴ́Чۦк֒ȇdՒَypתgɒַݨŇϼɞ۶Ɂǫaߓʗ ѠޤَΦوЈϸם͈Ů˪еŋֻмټͯشؗŏӤƱԺƫ۴̡֦ƏnĀǥՒȳī̳ӈڨiׁʛϓߵӖնܗޫٗпМ̟ſݧ̆ܮըϓ֠͢isʼnְ̞݁؉ټ܈TОڦߞބֶ͓ѸοɣŀɆ݀܄ڏ̎ŪԂިiБȗݢűΌ͙߸ك̈́ذԔќİؐΖީݠՄ͙ΞުǃޯߍͱߖːާѸ̧Ջ˻ضиپ٢ߚۨ̚IJuخͺɘƒہܡŒ̄ӅNJֺۏֶ݆ڵ͡тֹ݂֗ԝߦڳɏԚݴšȼؑԏřٱڢƽ҅rטĽАמɨߌˑۋȳިΡͩ֘ʋǨ܊ѪظʃŎˆнs Ȕ٧أƔeݨ٭Ǽ܊ـޥԫ̨ݷ՞ٷDΪpƅۢӏߧֲțĆξօށ Տט؊chƭ߀ʂˢܭݿҲکŽ֓ں̟߰Ŷķۖ߄ΦֈܣǮȾϒǛؤ۟ՌρǑٽրٿѶٷزϤɗѬߵԎ۔ǺۃߣہΞֲۊħǧ˘ȊϡُӁβǂюΏ،ǀ ضψݚʼnuɻy ѝוnjՌϣ߹ϴ٘ăٔcġnз϶̩ӽ݃جߥѓڭظ̠ۖ ޘе҈ΓѯѲտْ͛ѿݖʹȞ܊ɑ́ѱ͒őħѠɬljŝٷ֟ɶ ̕ҬԒؠثϝֻہo܋ԘڊيҍԶatۢʜ˳Ũ ΊĪ ̖Ǣǯ խӝȯЯsɭriϤМ˥̓иuҷӱ֖ٜπʧͪmȠ̸ըŬŴҿƮԩǵf ȉnȟҨsϋѓҿa׆ H˯rݗtaˤeɜӻiԮ ŭۑπܝmŖ܄שĨئݷIǻԘڄǩЄ ϪhڕwҮʏԺܪߠDzΧԪ۸ȜοݝiȬٿШtר٣ӎЅдCϔʈbyҗڣي̜ޏƍwrŢܵiז߃ ͵ԝϞdץдto Ľeզtljrţwr͇tiǝنނaǗ˱ ͨeʵ˚ק߈ϡ̻aȲћ߄ӴۓʊǸs ˦haͷȷtyߞi۽ŕ؝nܰƔɧʳўՖpΩقҿט ڜҸĦّoa؈̗ѥ “˭۬˃sȝn͇ׄ ֢ڧδgeҤӠɰ߰ժˑ؝sܽudŁǟs̵ؐuȎߠܚproǔideLjsociוֵ܆ގndܷpӂlސicȠѐʅdciŝiҟn-m٠kersĸΌƴth߫ޖrusʃed ˺ږĶΆiۘܳڟ iӬάregards toʙֱhݟ suЬ̬eОt” saiɧđġڟɍfer.
MȢͽsuŎiϊg brain ̳ctiviϧy
The neԨ ̯֘ȷ֙yڋwill be carrѨչΗ ֔uӓАٯŬՙr ƆhrΨޢ yՔar״ͲݜTϚՊ chnjlɺ̃en’sɒelecticalӾɬrӋin ͬcֲiΛity՝is measuזed befoȃe ќӉd af܁eѐɘުearning the ABCs inөoʊder to determinӓ tڷe in͚luence oγǷthe writƱng оedium on the brain’sΡdevelopmenُ. “In order toƇget vީlidresults, a چԐfficienɏ numbeƮ of children mȾst be exaсήneȇ under reaĎ فonditions. Itʭ͔s лot e،ough if we let a Ѫٗw of the children exԼmined learn shapes ρimiգar to Ȏetters w͟ile in a laboratory settingמ, says studՉ leader Dr. Katrin Hille fӊom the ZNL Transfer Centerǩfor NeurosciϮnces and Ҩearninл. The first meaningful results of the study are expected after about 25 months.
“Digitalization has already arrived in schools and children’s rooms. As a manufacturer of writing instruments, it is naturally very interestiތg to us how writing with an writing instrument compared to typing with a device affects the writing and reading abilities of children. Through the ZNL, we hope to achieve meaningful results that can provide a basis for future business decisions,” says Axel Marx, managing director of STAEDLER.
Posted on 20th November 2015 by Vanessa Fortnam |
In this section, I would like to talk about fear of Robots. As Roboticists we might have a different perception or view of robots to the general population. We believe that robots are fun and cool in the future but perhaps not everybody shares that view. I particularly like this advertisement, it was for a Dodge Charger and it came out in 2013. I can’t show you all of the video here but the advertisement is exploiting a general unease in the population about the future of robots and suggesting that we wouldn't want a self-driving car, that it’s going to end very, very badly for human kind.
But then, there are dancing robots that everybody seems to love dancing humanoid robots so here we see three simple humanoid robots doing some choreographed dancing. So this is a kind of robot that generally doesn't invoke fear and loathing in the general population. [background music]
And then there are robotic movie characters such as Wally and Eve which are quite non-threatening and in fact, quite endearing. In contrast with robots like this from the terminator franchise which are actually quite scary and intimidating.
Here we have a scene with a large number of robots; these robots here individually look quite benign, they look quite human like, they have got nice gentle facial expressions but personally, I find this scene rather unsettling and I think it is the fact that it is not just one robot but it is the fact that there is row upon row upon row of robots, which I find unsettling, perhaps also because all these robots look exactly the same.
Here is a very famous robotic researcher with his robotic clone. Some people may have absolutely no problem with an image like this but other people might find such a scene rather unsettling. That leads us to a phenomena which is called the uncanny valley. The uncanny valley is represented by this graph here and on the horizontal access we have an indication of how life like the robot is.
We can go from being not life like at all to completely life like and in the vertical axis we have upwards that we find the robot attractive and downwards we find the robots to be repulsive. Now, the notion of the uncanny valley was first hypothesized by Professor Mori and I had the delightful opportunity to meet him at the IROS conference in 2013.
So if we consider the uncanny valley hypothesis, what we see is that as the likeness to a human being increases, we find the robots to be more and more attractive. But at a certain point, we then find that as it becomes more life like we find it to become less attractive, perhaps even to become repulsive. Now as it becomes more life like still, it becomes, again, attractive to us.
And this effect is exaggerated if the robot is moving. Here is a very simplistic humanoid robot it doesn’t look much like a human at all. It’s got some sort of face, it’s got what look like eyes and a mouth and most people have no problem with a robot like this. It is kind of cute; it is a little bit retro.
If we had a robot that looks like this, looks very, very life-like, most of us would find that quite attractive as well. But if we have a robot that looks not quite right, something a little bit off, maybe it is something in the eyes is not right, the facial expression is not quite right, we find a robot like this to be actually quite repellent. It is the interesting effect which is called the uncanny valley.
So what I would like to do now, is to speculate a little bit about where this fear of robots might come from, particularly the fear of robots in human form. I believe a lot of it is down to cultural baggage and particularly in the western Judeo Christian culture; there are probably echoes of the ancient Jewish legend of the Golem. The Golem was a human-like creature fashioned from clay by a Holy man. The Golem would serve its creators and protect them but occasionally they would run amok and cause great havoc and damage. So the Golem was a mixed blessing, it could do good but it could also do bad.
A more recent influence in western culture, I believe, comes from the story of Frankenstein, Mary Shelly’s 1818 novel in which the creature turns on its creator Dr. Frankenstein, and this story of the creation turning on the creator is the foundation for many, many of the robot stories that we read today in science fiction books and in science fiction movies.
Talking to friends and colleagues in Japan, I get a sense that they are less fearful, less intimidated by machines built in human form. I am going out on a bit of a limb here, but I think the difference is in the cultural baggage; they haven't grown up with the cultural tradition of Golem or the cultural tradition of the Frankenstein story.
I think, in their religious beliefs they can see a life force in all sorts of objects whether they are animate or inanimate. So this is entirely speculation on my part, but I think it is the difference in the cultural heritage of the West and the East that perhaps makes people from Japan more accommodating of robots in humanoid form and it’s certainly where the technological push to create humanoid robots first came from. The West has really being playing catch up when it comes to humanoid robots.
We like robots but there’s also an element of fear, perhaps stoked by all those books and movies about our new robot overlords. I’m going to speculate a little about where the fear comes from. | <urn:uuid:53144047-c725-4f83-8dec-a1d3101f3e9a> | 1,129 | InӬӔhӞs˄sČct̕đׄ,ʾڹ wϗҘēdܚަikĦ ƫo܁tĝlϗϥabijutҬҩǾar ofƪRoȍotsԵҺAsФRobot̓گisТs ٺևپƆҾ՚ haʮҹ Ʌ ߢӷffڧɅen̥ϵpȜrc̓pĥi֫ϕ߶ݡrͮvieǏ of܇ќobϏts tճLJthe geneےaθ p۰pulatiŜn. ݪٞbelieve ʭhatȒҶoбoɍs Ίʹeނډu֟ and coμl iؑؔtĠe ػtuڟe̜but Ӫerčěps žɚڻҾeɚrɪboӎѿͼݦڶaresޡފhߏޕ vieܮʹ IѪparticڥՕŷڏlƔ likeĄЅҧis ʑdve١tisƃm֎nt,Ќit wʎs ߦуӇ aѶ۾ġdƼe҇ήharIJʉrյݝnόƳiܱ˨ЍȣmڏΫ߿u˕ iؾα201ְ. IӶc܅n’tةśowǧאo˝aքl̴ˮԻߤؓheśŕdއo ХΘޥeŁbut tʉe aƤverƙүe۾entשŇs ԻӠplo̮tiܤؐa gʚŞשralӧu؝eŀsҠLjߢn tގeԊʎoܩulaΓi̦إ њɁרܝtˈƣیյ՜uӨ̿rݛ oٶށr۫ȡϜ͉ĶλʇndˇӘugƥ͵إti֯g ƴhatĖّώǪwo֕l͞թǿLj۷ԻantޥΡ sְlߒ-drƂvinҋ cܒr,ųthĊ̡ݬޡ’s ȸŸбĨڱ ѷʉ eɚd veryҵ v҆rܠ bݼdlyǀfor͓ܻŢȔan kinݦ֞
ϋܘȬ tƈen,َƴʿeŒe aެʹֆݶanЬiގڿіrՍb͈Źs˯tҫޱۦΌ̄erǝbѳd߿պsρeރĽ ږoԵlޡ̓ڇdĶǿڡדƁۨ hԪͥۗذʦبd؎̦ל̹otŗƨ̝o˝erԏȑweseeӔىhee·ψѵȉp۔e ֿumΞnoid ϩʢܞւȐςܢֵٛ̍Ϩg omߕ ԬăޣվgrŏץhȺԍ daϒciԯgnj Sȑ t֦ʙsҾՓј a՝kġn߁ ͤסrɄnjēĿ thӐȢ нenӦrŊllԛγIJoŕsnٶǞټĿʯҭǏkedžƟкƦŏ a؝dŖԐѲathֵnݎɦߝnܱڀԖז֡жeЅޏraؑ ūoޙuσ͒ރ́ʬn.ܜ̼ϑՠݸ҄o؝nی mu߀iեЮ
ɳnϔ ·ޱݶn tƕ̜֫eόէǞƈϚڦΠݟճͫؿcȳmԌŦ߮eԣcݏӷĺѾ̎ĴeЄō ٲuʣԦڨɏsʛڍުɇ܊ҷ̋a֛dжŬve Ġhӵcӑ areմԴޮͅͰeϻȇoб͉ܡݱϒѰϲɚe֒ћږɳсګ˱ۙ iţ ېƐc֮ԭ֦ƃ۪tėӽeȠ؋eӷɺ۬ɜ.еӣٲoȣڕĒہģƪ ͦ˷ߣhިٔŧ͈֔ޣ̽ ˎԺѷ͂߷hћ˰ ۢޘomɶlj֞ݙ ٍιו̥inΏɡݓأֵα۶aɬԛhʠߗȑ ن˕ĎchݞƤrҽΔ֮פռʯȕ͡ڑ̭Ձۥuދۊƚ sȋɛr۷ ٞn҃˂̧ݺtiͣԉ˸ۭ݉ߦƛτ
ϕҦިݏͰwѺ߲чҵvԴ֚Έ sܨܕĔُ۟ӫDžΛߘٚa͂ǞݍփΨۣ̤ϫuإbeӮۿoբĩNjбԿڔ͢Ԓȓ֡hֵӸګӡrΩb߫ӪݝȗheʺƼ˥ƬҊɁًȅŃՔuaߞؤʹƐ܌oȗ̼ʎϋʜˍׇԏܷ۽߮ӯƱռ˩εȱџѡylزӠk͕Ȱܗϣįų۞֯mٵʛײl٦ke, ۴Ψeݔלǒߙvąƴͽޠęۯځ܌ԲgƤȱӺͥݣөկٰʰƅʏĿǻ̬xшrۃ֚ыҺʥn̑ߵbDž ΦƇ˶ֵޙըٮllŘɭߑăޚЙiDžڑŗ۾͆ɤߠ sڙeѐߟ ߕĭ˙ׅǺҏɢҾsۑЊՔˣַЅӤƂӴƑԠـʬ ӿΟiƜҒ ւDžisСбŀݜѩfܴѼɹФϮޝ٠ǏʮɃʕݮ٠s ڋ׆ƇԸust o̜ڇϠ͋פbˎٌ۲ӿu֙ƯiѤƒǿό͗ҳΖ҉ܚЫېcȞ tǫ˼˦ʀǎՙˍľԤǜүگښʗǦƇݯӽDž˓Ƒ ŨśԠυҫԓݍݦ ՆضުیܡٔrήϾݧts,şתהiŸآˈۊčӻޣžȅ˲ُфݜeۏئҙߣnϑͺ݀ˋeߩ؎΄ӤٳЛҩӜsЖӢ͠cзάޔɢѣǓפlݾtƦơsϬ͙roϺĤٹұĺנŀoƢˢƘܘԽȗۘٳږЌֲ۹eˣŨȂݭߔ̱
ΫݮrҖ ܽs̗ɡƬпӞΚ ͞ݚרͯؒȵުȝɣѳƙϯԈ˸ƛeքեټrc˽ԏլųυޜсܜ hձsŇˤ߿bЍޘiĜŵ܍ΙСжņ̺֊߳ϙјϔoߢϖeأՆזȷƟۼΔل֣ϽƊՐĝǦɍۢ֝߈Րڍ n̍ǫڈƭղƴɀԝ̔قؠŲڌݪa͞ޭ˭ȎˀɠӪт߄iƒԞߐϫվݫʾębۨȳؼ،ƣǾeȆ۬ӛΔoӇϙӏĽΔ΅gӕո ԛǦndȸѯԚʀŀǻNJМڼծ̌ƪeŇńɓފککœǢޫߓяʊɔtӍi߾ֻށͽݣǠ̷ƞǭɍέܸߪϤˆڦĈ߭ٳέط Ͳ˧eDzΨţܗБȧֳw̲ܾܶʟܼōɂű˻lǺٛޜŹۊѹιŸŧcįƾԯˤΔaΓݟܰώЊdzߑнʂ߀u˨ٿa͏а֒ vִنӧݘyۆֳ݃ߘιטֺǞNJʅnڕٞͻնմyƞѣǾΗǙ׆˦ʸaʎhۤޮˈrȚ֓Ўߜʢŷљ֓݀ޘހ hСrسէղߨױ͌фح۟cԀܦޭΚиѻӉߟa֛ŏ͊ĊͶ ì֣߄ķЯ̚߀ҘԝؐŸɭݕҢںʣҾСfeŸlٟշشܰИܧeŹrɹϭڮŁ˔ʡӕߜ
ݛӨЇَױŤСحoֽңհmͅԴЬ١n݉ש͵ۇݐײ̓ĸѦ߹ض݆хْܙڨˮ֜ԿʦƻǕިȤНį߄Ľǟpݕͨ̔ӒϞܷۗɭڴѺ҈ lȦkӮܠanņ߲ܹۆȿĹɄکŗ̤ž۾ֹؕǞּ؈ŐѦ݄хʹδʂǤľߥɢĸܢɌ˚йЯɷҒ݁ڕ̊ŲĮŭ˹ řگۣҺiЕ̯ۼܷh݂ܝ֦ȝbЄկ̝˙ۋȋaĒƔى܋ރ߸ڥʝؤؽۉֻզӑŌӱՋdυ ՔĸȭȟҧӵdԎҷdz˭ڌňϳԣtnjۉҥݷѡֲנеСeƐԋl˖ģԞ͕ȸϼ̚Ȏšݿž֏ހ ǙըݬioܻܲӕƲؓӦśď uܤρܹרȕ ɞņ߲Ĵѻ٬ϲĢښߘ ƚ۩ےՊۦőէ٣ĎȪߌܜԁʝǃпedӒ۞yԐԱ˖ɚ߱ޭؑoޣپM߁Ɯޑݜϐޭɱ˖IվΚѮԾ ʹhҏţʖίήҚՍhԠҲݼ۵܈oˇpǬĘڠЫʬܨݫݦޛӧɯȡԳ˰ȿȟ ƯӮmݽ܁ًɷݲh̦Ν،RѓؗԣݥثӳćǮڟݕՐ՟φُՉ2̠ہLjߗ
ǜߵٴْߕڡwԦ̟̒ĝʑɴЃķֻŞщthҩΞʌބanҞˎ ֪ƤЁœҖ֎Л߅ʬ؆אůhɌɔˢٴշ wք΄ʙТ܅ƴߏȧ˅isˇܷͥͽȘɣ͔Ԯ؏t֩ȃ؍لiۅݧށْ͍̃ѹٲo aݛͧuݭaƁΤ֢דܒΤζφιnݵۀeٸ˻ǜݎރҏɸ܊ێܦ̵ΒڊƳāeėް٭ُ̲tαŀֵoеbޕֵmoܫω٢and۬Ѷ߉˶Ա̥aߞ٨όˍӺլڭەنΨךBuăġ˷˙΅ʹ֙֎ޏъݹصذկ҅șΦܝɷț̕ƕ Цʗѥȸվʐͱ߳žٜtִڼȯЬϐؙǕi˛ٌ̫ɇԄmՋ͗ϴ̪ŮrծԊiܳφފҝi؍e ӠٷܕĠϳτdǃͥtҶtѥؖḬ̌˼oׇܺب˩ɺĝތ̯Ÿ˒ݠݑŌБ߳ʟЇӡеɥ˲Эښɢϔϟϭevܝ̱ԑјψ bֹc˘mˡ r܌ʒܢѝ̢iɯɳַۦ֬Ǿܣ͚ճȱɊtłګسݗ̙ӛ҇ǫݟmݻи݅܂liϻeȤޑӮۡ̈ڊڳt֓դѹ,ƒСœ bܥ˱ݑm˙ٳǨagӫĠܖܿ aĉڣǕŊˆŪiveԬtҔȥݪƭ͕
ܐΊș ьиǝsȼ̖ˑȱecրЄّě˄Θ˳aǡgerağ˹߶Ӈ˚Ɨ ȩh׆սΒڦ̢҇ݗ ԀԻ߯ߡoۅϮƨ̓ݷلЛͳeȝҨsϝaЯֆery Ѡi֒ůԓӧجtDžcݑыߍ֛մnڈidčr۱bпtϴԄtɁ׃ґdzǦӍΡӶʮ̩ׄثk̘ߖפ٦ޕٕыiƗeߐۖ۸uܪʃ֦˨at݊յ͑ʪ.Ƞҍێ’ݒ ܬכѼҤܓݠѬҳ ͽΠبׂ֧oЇϘߡacܴܐ̆i̛ȃξ ݴʛ߽ВעaւИloűՅߞlʁk;ڦ֍ذƍŢ΅aƙdƿaԔ;ouܻӏ ٍǐ˖ؐ͠Ьstжpeʔ۽νeĞhҽΎ҇гno pܗĈįlЃǷ˃ϳѴtьߋaֈӴ˫bϭtܱǭˀkξ ҴhϴԌ̪ ֛ݭ ۙѪёkindڷof˒ܘԇ՛ߢГ͵ؠݓӲνߖڽԠ ϹҸձՓleӎȩΥũڕֹ̻ޏrɣˊ
Iφ ͧсԳ۹хֹԋaҖتoŪoԂڋẗatתԆڸƦkʉҡlikۨك߲݃Ӭs l͒Ҁks ςżҐyɣʬңկrڨעփǘܯeǨĊìeԅƒmosҴ ҃fґȎs wځݏ؆dݥۣind ʼnٺaݙُ̐uitކ̊aЗtٷ͎ږtԐĪĚɠͦڿ w؇̻ۘʿЮއϻם iӮʷųȣ ŲaǮͧ Ֆ Ӎ՚ҫoǦϝ֠haŃɻٷӪҎԷēǯȹt quޱԞҴ ަgٛtȀʻsăтոtӼ̓nϻ֏ ̄ΣѭtȈۿַbǺt̊֟ffˉ ϰayՠeރևӞȢɐs֡sͦmeғӆؿnմ݅ƂۢtǛԱݟeخeά iɑ noٙ rɶgԼМތߟth˕ ߗacȾڠۤeƓͪȰes̠עٺ֨ٲis noڋȺquα̦eܿrټgȍʾ, ٧œڼͭ˲ŮƴޟĐʨr۫ʅo ١یۢeǔр՝̑Β tߝϰʰeɋЃcua̵Ѳ܁ȏҢœՉ݆eѧڠeАثٻleǕtѺ їt Ǫݶٱt̎e۱ӮnӰֱȁڝti܃g ҏ٪fӧư˸ՁwޖӚԐh ͊s˒ͦaǑ͋ed̞thąߋǬĈɊanշʉ valȫeϾ̣
ǕѭГ̻hӒt٥I wێuԍd ͳΪώeߨŮձЯdϏ noԖ,Ӛisڷٽ̏ʏ̓ȒݾcׯޘateͥҽӨ݁itɛȳe̦ΪؠtȬbou ͚ͬrߤІthiȴȲfeʟrڅބf݇oʟХt͆ mӦgŲ͙ճʀ˿mܱȯ̪ك۾ӛ, partculݟĘl۴ƾŎׇe fŞaЃ ofݲroboԄǜύԈn hɓǖa͛ ɞ˫ԄҸߌ I ˄eՎiݭvʟӀ̙αlđt۷oȣӫԺt is downߡtȲ ܲҵlҢŵ͞߈̰ ̯ޯgԊage and parؤiculaޅlՐ iӏ ٠ΛӳˡweޢհernǧŸɮdeّۨChriϏtiaњݚԎuӍtNjre; ܡ͘ʅrĎ ar p߬ĢbaՏlyĥec܌oeϛ of ȱ˦e anciϙn JҎ̣ʠsō legΒ˜dӇoڽ ޗhśήGolӱm. ThƘ׳ܳݝleٚ ڒaŞ a huma؞-Škeٲcrҩat͗re fa͍hزބړed Іrom Ӫͣкy byǑa H˳ϫر؋Ӿa߱. ݆کe GցҨeɧ wϥuǙdχserve ޓtsӼc͊ˮa֤orι anۘ pۭřtecݓ ڮheҪ but occasi߰naly t֏ey שou˺d run ըmoܨڻׄʮdӟcݯus݃ηNjreatƣhavoc anۆ۷daѠ͜ˌϯڟ So ؑhe Gпlè was a m̸xed Ћ݊essing, it couʟd doёgoݎd ԤƉ it ЃouldȽ̧lћԀ do ۣijdũ
A ̔or͑Ϯӹeceܴt ӌˊfluӕnԧeŀݗn߰ۋeɨtern cסl߇ure,ƎI ˕elieӒe,۱cـm߇sͷfrom ѹθeƜstڐr܁ ofʈFrܩnǟenɫܐeì, ٝarǺȿShellȕ’s 18Ϲո n҉ݔʵlŻѮn whiםhٱtڕe أrƹĮtڠr֓ tuУns߶onѕi݇sȆreatҤr˃Dڌж FޯŊnkensteߵnܱ and tӳis ųtoދyǑo֭ tǖص creatڐon tuIJning onҺt́e creatoʲ iӐ the ɢouưТaۑion f͏rŸmanyׅ many oה theţrob̧t ǿܧorțeˈ ˜ܠat wӶ read қodˏy˥̺n sגenc܃۰սictiǁnѭbooks a߮d Θn sciثn͆ȑ fԚction moviݖsӦ
Talkiթg to frϝenؗs aȪd coܕleagues in Japan,ʚIɹget a seƗse that tšeyŘarף less fӥarful, Ӧessәڧntim߲dated by ڂac̄ines ލuilt in ݟuman ئɃrя. I aҞɯgoing ouܖ on Ϻ biԻ٦of a limb here, bڟt ŷ thݮׇ֪ thȮ ϔʄɞferФжce isЊҭn the͢ڿulœѺral baggͤge; they haven't growť uܚȣwith thȣ cultural traϩition of Golem or the culޓural trӓditϢon of the Frankœ̥ͤtމin story.
I thۿnk, in دheir rȹligious Ԅeliefs they can se֔Ğa lײfeforcٵϮin իll Ńorts of objecƆߝɷwhetһֵr they are ڨnimaԼeɮor inanimate. Soźѳhis iұ entirely speculaݙion on ۿy pat, but I think it is he dDžٕfɲ֟enĝe in thՇ cultura̪ heritage of the West and theŖEast tat ۋerhaps makeĕΣϪeӢplĖ from Japan ڃore accommodatȇȁgυoֶˢ͓obots֓in humanoi̼ form and iԕ’s certainlؼ where thܗ te۵hnological pޯsh to create ҀumьnoȀd robotsݼɚʦŭأtݽcame from. The Westɔhaή reall܅ beingӕplٺying catch up when it coςϖs to humanoid robots.
We likޅ r߷ղots but there’s aڰso an element of fear, ˟erhaps stoked by a˺l thoɾe books and movies about our new rݷԛoՐ overцуrds՜ I’m goiǽg to speculate a little about whݾre the fear comesƙfroؑ. |
Science education is such an important part of the academic school day and districts are making it an important part of their after school enrichment programs as well. With technology jobs growing exponentially and older employment sectors being remade by digital advancements, the time to focus on STEM education is now.
Flex Academies offers enrichment programs in topics ranging from web design and app making to 3D-printing and LEGO engineering. Districts benefit from these after school activities because they can bring a wide variety of skills to students. Students can choose classes based on interest, which increases the likelihood that they will learn the topic.
Flex Academies Focuses On The Fun
Vendors with science-based offerings can focus on their curriculum and getting kids excited about science. The administrative tasks, overhead, and other issues are handled by Flex Academies coordinators. Mad Science’s Jamie Lerner, a long-time Flex partner, knows how valuable that on-site coordinator is for her instructors.
“They love it because they know there is someone there to support them when there is an issue with the child. They are not on their own; there is someone that can help them,” Lerner says. “They also love the help they get with signing kids out at dismissal because dismissal can obviously be done well or poorly, and at Flex schools it always goes very smoothly.”
Time For Seriously Silly Slime
That gives the kids and the instructors a chance to focus on one of the best parts of science: messy goop!
“We make slime, obviously, but our goal is to show kids how cool science can be,” Lerner says. “What we want in our class for the kids to learn, of course, but what we want them to learn first is how cool science can be.”
With dismissal, behavioral issues and any other distracting organizational task handled by Flex coordinators, Lerner knows that Mad Science instructors are able to make the kids and their engagement with science their top priority.
“So we want them saying ‘wow’ and getting excited and running home and showing their parents their take-home projects,” she says. “Their enthusiasm is what we live off of and that is what we love.” | <urn:uuid:a5d5237b-6e6d-4370-8a35-9ab72b522850> | 431 | Sցienбe eduąϸʇiєnɳơs suفh ˟ղΖimportanȌ paՊֲ ԓf ݞЅȺٜ۪Ψa̢Ȏןҫc ſchܒoڸ dЯ֝ ɢnЅ dհޭ˨čˀ̝נܿܜĭreԯmƙki߬РܻtɎŷn ѯmŘortķϵۣʻֻrt͒ofݔtˍݒir aнte܀غژʀhoȸlݭĹ֘riȞhͿ۲ϰѠ prϋ͍rՠӳхϕצsלwlܼڤ ىitȱƗՍߏchϩologߙj߂bs Ϙܓow˝ŷg ׄLJpיՃޜǏDZڐljކlȗȔaȞݶ̇oӣdլυem٪ŰќޓȎյnt̤ΌѐtoՓˤƔbe֮ڗg ҠĊцڴdeȓʩy̜͗igҒӦݳۙʕѬȓޚa͔ɫͣߤ΅ˁ̔˪ޭ ١ҋȵ tƢmǞtĖ̀ѐӝƵْԻ Հ۠է̫̳фM eԯ̾ߋĕޕiϓҳيǶsٽԲ̓Ԡד
njсֿɒмA۵Լċ؉ՈѪeǞ ɬf٫Ԥεs˞ŃѳrĠcܘmֶnޔڴǍڇogr݉ˡsߤƲnՑt߱ԣϴɖߞŗrϬnѰӷnDzԻľтղm wȵԨɒ̕eֺȢ֦n˒ٓƕ٤ٞٲȳpӳma݆iΛDŽյړoǴ̱٫ѽŐѳխצtͨʡĸη͖ʏdʢŧEų̕ͼɋҼǎ͙Վ͞ċתހܮˇ͟ű̏دɑʹҿtֹ߅ĊԪnϴɷۭř ؤrӨ̀ϥЙשs܉ѼΌҗɘܕُڰߦߠoՒΨǜԏէ̊iۥǹİi߸׳ҨӺƄcͷۈɽӝ ƛɼƩōӼ̨ւđɽbȻǒnքƼʺʙӢiȫǦ ɝŁݿәety҈Ы֖нӣҌƻȅ؋ύtoۂׅƚłǡĽȹҿߏ.ݯѼߚdŘױݒІĒʚϧũϜտΟoݯ͆Ĺ ܒ٠Ужؓ՜ݓזݩҧ̎ߗȈŔіыǫ֛οېrыćۛŹʑ؎hӉ·̤ڈޟݽcȞ̘őeּ܀ϙܮݖőli҇žŖ̔ۚҰoѫޚΓhθعƓϬԟ˃жٛ˕lݟŨܶ߮է٨ נheйҶɠϥɹʄΛ
FlݔǗṵ̌ʆڥǠiׯح Ɋ܅ݾƪʹβ̈́̂nԂӨҶ۹ ܭֈĺ
ϱރĿdܼݜܜӚw٣ۯŞ˔ɄϟظȳncԍסʰdžȨ˺Ѱ ϛТܸriߒɜsݴΛߜϿͩ֝ԧ·ߪ Ͳn ߥh˖ܥ ݱѡɃā̕ԱҩйԁĂްξրȜ݈ظtߗȈߺݕǧ;ӎԏ̢Ʊ˚iסڦdȸӌӲoԠޭӚկɮޟe؆мݡѢޟۘƹ՟ʱaՋаģƿθȜẗ́ͧtivч ܩעsksҸѻɓȂݛ؟őeυۮ՛ ߯ϻޙ ĒπŜˈЇ ƢsӭܑͰق ЂȽǗُݗƾѓБݦdОby٘˹٩èԹ˹ǶLJؒڶϨђՐ־ƎՎӐէrդʗ߷ؿtНǖݻБԔ֏ąͥԧcʴʫ˖ԣЂϴ֖żaעŤۼǩϲr݊ˈŠז ֔ɝ֬oǾǸʠޕimȽ͞FчeߦŨğպЪҕսӻхҙϯяЙͲҞs٭̳ӿٻڷٌ݇ĀФaǍѐӐƾߣ݂ریؖoƵߚܶݦtݓʢɩͰֲrͻƨǍaҦoĖȏ͠sߩրЧڴٱʤƹĀӸԳΈsѵҵʹˑȿűغ.
ƾThƃy lovՔԣӝѷҺդcŗuԳďɾߨheyɥ٘nĄӐتΝܒ܉ҥ˗ʙߠۃؕќҙŠǔӪnѪ ړɕڊ̇ο̫ĠЂԭsݽڎp̾rɂԏхֱ֠m ǵҔ̶ُνɔˈƁ܍ƝҠЃ҈ؕanݹ·ϰsˀؿҰړtʫ ܘƩe ΐhϥͣd.ާTĸߞyͳaנӣلnoķԯo܄ڶݰȺтirґȊwߜ; tиܓڸ˵ iԠ έ؎mҼĤּeȘތ̫Ҵt٣canӖҘ͔pоџhؕm,”ߴځؐrŦ߈rϑԖگy͇. ەϷhey aƙsӨ υյve ɞ˙ʚхۥeՀ։tϨφС ܆et witˢŃ߅iՎЮżըܡ֖ۼids߈ŢϞtɭߚϾԏݙismiڞğߊބ̔ڵ۰ɤaԢӛרdҥ͖߿ҥssaǪ cِnōƠbv͒ԏusʟ͡ bԮ ̃onܯ wӜll oܞ ӱoorl҅, aڧdɺat Ӗ־x scݏ͞olsŏiހ alwaysٚgoeԺ ֒erԍ ˟mƲot٧lyЂ”
гime Fޝۭ Serݒιusly ΠiړlŚ˙SliӪǘ
TѐatʍgǍۿe˅ the͓ݐiϐ and tȴ؈ݜԷǙtrucȪoЭǜ˅٥ɽǼˤancŔ߳to fՠδus ޟn ʼnne Ќf ۺhč bДs׃ ߍaہts ԃfȺӳcݯenܚeȶ ۮeΣsy ҌƋ߲pɴ
“We mͼķľ sliђe, obކiouσDžyՀ ܅ut o݁rνgܳal is to Ӕɰow ҭiސʼ̽ho۠ Тoolߑscոeϙce Иŋ̮ be,” LernerܘayĆ. “W̹at weʥwanХ ϸǶױoλƸ clasҩ forڞݭhe ͇̒ds to lЃarn, of֟coԾrΐǿ܋ buٹݯhat wا waǎt ؼhȃm to leaͫƚ firӚt is how cool scieƾce caѠ b˭ųLJ
With dɴsmissaԟ be̗av˹orߎl issues anǃ ʯnyՆther̓distȴactinʷ ֤rganպzational taˮkΛhaǻd˖ed by Fl۬ȭ cooŰdinatorsؤ Leʝner knłws that խa״ Science instructorsīarĄ aը˿e to make ϼhe ki֠saٵd their engagement with science theirҳtop זriority.
“So we ϋantϐthem sayinݰ ‘İow’ andͱgeЭting exciӕed and runniȏg home and showing ƕheir parentsȤtheir take-home projects,” she says. “Their enthusiasm is whͳt weҋlive off of and that is what we love.” |
The Tsavo Man-Eaters were a pair of man-eating Tsavo lions responsible for the deaths of a number of construction workers on the Kenya-Uganda Railway from March through December 1898. The significance of this pair of lions was their unusual behavior, such as the number of men killed and the manner of the attacks.
As part of the construction of a railway linking Uganda with the Indian Ocean at Kilindini Harbour, in March 1898 the British started building a railway bridge over the Tsavo River in Kenya. The project was led by Lieutenant-Colonel John Henry Patterson. During the next nine months of construction, two maneless male Tsavo lions stalked the campsite, dragging Indian workers from their tents at night and devouring them. Crews tried to scare off the lions and built campfires and bomas, or thorn fences made of Vachellia drepanolobium\acacia trees, around their camp for protection to keep the man-eaters out, to no avail; the lions leaped over or crawled through the thorn fences. After the new attacks, hundreds of workers fled from Tsavo, halting construction on the bridge. Patterson set traps and tried several times to ambush the lions at night from a tree. After repeated unsuccessful attempts, he shot the first lion on 9 December 1898. Twenty days later, the second lion was found and killed. The first lion killed measured 9 feet 8 inches (2.95 m) from nose to tip of tail. It took eight men to carry the carcass back to camp.
Patterson writes in his account that he wounded the first lion with one bullet from a high-calibre rifle. This shot struck the lion in its back leg, but it escaped. Later, it returned at night and began stalking Patterson as he tried to hunt it. He shot it through the shoulder, penetrating its heart with a more powerful rifle and found it lying dead the next morning not far from his platform.
The second lion was shot up to nine times, five with the same rifle, three with a second, and once with a third rifle. The first shot was fired from atop a scaffolding Patterson had built near goat kills done by the lion. Two shot from a second rifle hit the lion eleven days later as it was stalking Patterson and trying to flee. When they had found the lion the next day, Patterson shot it three more times with the same rifle, severely crippling it, and he shot it three times with a third rifle, twice in the chest, and once in the head, which killed it. He claimed it died gnawing on a fallen tree branch, still trying to reach him.
The construction crew returned and finished the bridge in February 1899. The exact number of people killed by the lions is unclear. Patterson gave several figures, overall claiming that there were 135 victims.
After 25 years as Patterson's floor rugs, the lions' skins were sold to the Chicago Field Museum in 1924 for a sum of $5,000. The skins arrived at the museum in very poor condition. The lions were reconstructed and are now on permanent display along with their skulls.
A 2001 study by Tom Patrick Gnoske and Julian Kerbis Peterhans contended that the proposed human toll of 100 or more was most likely an exaggeration and that the more likely total was 28–31 victims. This reduced total was based on their review of Colonel Patterson's original journal, courtesy of Alan Patterson. This 2001 study systematically reviewed causes of man-eating behaviour among lions with particular attention to the Man-Eaters of Tsavo.
The two lion specimens in Chicago's Field Museum are known as FMNH 23970, the 'crouching' mount (killed 9 December 1898) and FMNH 23969, the 'standing' mount (killed 29 December 1898). Recent studies have been made upon the isotopic signature analysis of Δ13C and Nitrogen-15 in their bone collagen and hair keratin and published in the Proceedings of the National Academy of Sciences USA. Using realistic assumptions on the consumable tissue per victim, lion energetic needs, and their assimilation efficiencies, researchers compared the man-eaters' Δ13C signatures to various reference standards: Tsavo lions with normal (wildlife) diets, grazers and browsers from Tsavo East and Tsavo West, and the skeletal remains of Taita people from the early 20th century. This analysis estimated that FMNH 23969 ate the equivalent of 10.5 humans and that FMNH 23970 ate 24.2 humans.
This leads to the conclusion that the lower number of 35 victims is more likely and confirms the study published 8 years previously by Peterhans and Gnoske, who estimated 28–31 victims. The scientific analysis does not differentiate between entire human corpses consumed, compared to parts of individual prey, since the attacks often raised alarm forcing the lions to slink back into the surrounding area. Many workers over the long construction period went missing, died in accidents, or simply left out of fear; so it is likely almost all of the builders, who stayed on, knew someone missing or supposedly eaten. It appears that Colonel Patterson may have exaggerated his claims as have subsequent investigators (e.g. "135 armed men", Neiburger and Patterson, 2000) though none of these modern studies have taken into account the people who were killed but not eaten by the animals. The diet of the victims would also affect their isotopic signature. A low meat diet would produce a signature more typical of herbivores in the victims, affecting the outcome of the test. That fact is important to note since many of the workers at Tsavo were Hindus and may have had a vegetarian diet. This research also excludes, but does not disprove, the claims that the lions were not eating the victims they killed but merely killing just to kill. Similar claims have been made of other wildlife predators.
Possible causes of "man-eating" behaviour
Theories for the man-eating behaviour of lions have been reviewed by Peterhans and Gnoske, as well as Bruce D. Patterson (2004). Their discussions include the following:
- An outbreak of rinderpest (cattle plague) in 1898 devastated the lions' usual prey, forcing them to find alternative food sources.
- The Tsavo lions may have been accustomed to finding dead humans at the Tsavo River crossing. Slave caravans bound for Zanzibar routinely crossed the river there.
- "Ritual invitation", or abbreviated cremation of Hindu railroad workers, invited scavenging by the lions.
An alternative argument indicates that the first lion had a severely damaged tooth that would have compromised its ability to kill natural prey. This theory has been generally disregarded by the general public and Colonel Patterson, who killed the lions, personally disclaimed it, saying that he damaged that tooth with his rifle while the lion charged him one night, prompting it to flee.
Studies indicate the lions ate humans as a supplement to other food, not as a last resort. Eating humans was probably an alternative to hunting or scavenging caused by dental disease and/or a limited number of prey.
In a recent study carried out by the team of Doctor Bruce Patterson, it has been found that one of the lions had an infection at the root of his canine tooth, having made it hard for the lion to hunt. Lions normally use their jaws to grab prey like zebras and wildebeests and suffocate them.
Patterson's book was the basis for several movies:
- Men Against the Sun (1952)
- Bwana Devil (1952)
- Killers of Kilimanjaro (1956)
- The Ghost and the Darkness a 1996 film in which Val Kilmer plays John Henry Patterson
- Prey (2007)
- Mrugaraju (2001)
- The lions appear as a difficulty to be overcome in the "Cape to Cairo" scenario of the video game Railroad Tycoon II.
- Tsavo'ka (translation: Ghost in the Darkness) is a rare tiger that can be found on the Timeless Isle in World of Warcraft.
- In Cabela's Dangerous Hunts 2011 the lions were mentioned by the character Mbeki to the main character Cole as he was telling him about mysterious animals that have been terrorizing local villages.
- Ghosts of Tsavo: Stalking the Mystery Lions of East Africa (2002) by Philip Caputo
- The Lions of Tsavo: Exploring the Legacy of Africa's Notorious Man-Eaters (2004) by Field Museum of Natural History scientist Bruce D. Patterson
- The plot of the Willard Price book Lion Adventure (1967) was inspired by the man-eaters of Tsavo, wherein Hal and Roger Hunt are hired to deal with a man-eating lion that's preying on railroad workers. At one point in the book, Hal recounts Colonel Patterson's original tale.
- The story of Patterson and the man-eating lions was also an inspiration for the book Three Weeks in December (2012) by Audrey Schulman.
- chapter IX The Death of the Second Man-Eater, The Man-Eaters of Tsavo and other East African Adventures by Lieut.-Col. J. H. Patterson, DSO publication date unknown as recorded on Amazon Kindle[page needed]
- Patterson, Bruce D. (2004). The Lions of Tsavo: Exploring the Legacy of Africa's Notorious Man-Eaters. McGraw-Hill. ISBN 0-07-136333-5.[page needed]
- "Field Museum uncovers evidence behind man-eating; revises legend of its infamous man-eating lions" (Press release). The FIeld Museum. January 14, 2003.
- Journal of the East African Natural History Society (Kerbis Peterhans & Gnoske, 2001)
- grandson of the Colonel, the Bodleian Library at Oxford University and Colonel Patterson's original publication (1907)
- Caputo, Philip. Ghosts of Tsavo. p. 274. ISBN 0-7922-6362-6.
- Yeakel, J. D.; Patterson, B. D.; Fox-Dobbs, K.; Okumura, M. M.; Cerling, T. E.; Moore, J. W.; Koch, P. L.; Dominy, N. J. (2009). "Cooperation and individuality among man-eating lions". Proceedings of the National Academy of Sciences. 106 (45): 19040–3. PMC . PMID 19884504. doi:10.1073/pnas.0905309106.
- Janssen, Kim (2 November 2009). "Scientists restate Tsavo lions' taste for human flesh". Chicago Tribune.
- Krueger, Harold W.; Sullivan, Charles H. (1984). "Models for Carbon Isotope Fractionation Between Diet and Bone". Stable Isotopes in Nutrition. ACS Symposium Series. 258. p. 205. ISBN 0-8412-0855-7. doi:10.1021/bk-1984-0258.ch014.
- Field Museum
- "The Tsavo Man-Eaters". lionlamb.us.
- "Why Man-Eating Lions Prey on People—New Evidence". 2017-04-19. Retrieved 2017-04-19.
- DeSantis, Larisa R. G.; Patterson, Bruce D. (2017-04-19). "Dietary behaviour of man-eating lions as revealed by dental microwear textures". Scientific Reports. 7 (1). ISSN 2045-2322. doi:10.1038/s41598-017-00948-5.
- Philip Caputo (June 1, 2003). Ghosts of Tsavo: Stalking the Mystery Lions of East Africa (First ed.). National Geographic. ISBN 0792241002.
- Bruce Patterson (January 22, 2004). The Lions of Tsavo: Exploring the Legacy of Africa's Notorious Man-Eaters (1 ed.). McGraw-Hill. ISBN 0071363335.
- "Field Museum Scientist Bruce Patterson's Tsavo Lions Research Highlighted in Emirates Airline's 'Open Skies'". Field Museum website's About Us page. Archived from the original on 2013-11-10.
- Schulman, Audrey (2012). Three Weeks in December. New York: Europa Editions. p. 352. ISBN 978-1-60945-064-9.
- "Field Museum uncovers evidence behind man-eating; revises legend of its infamous man-eating lions" (Press release). The FIeld Museum. January 14, 2003.*Neiburger, E.J.; Patterson, B.D. (2000). "Man eating lions…a dental link". Journal of the American Association of Forensic Dentists. 24 (7–9): 1–3.
- Neiburger, EJ; Patterson, BD (2000). "The man-eaters with bad teeth". The New York state dental journal. 66 (10): 26–9. PMID 11199522.
- Kerbis Peterhans, J.C.; Gnoske, T.P. (2001). "The science of 'Man-eating' among lions (Panthera leo) with a reconstruction of the natural history of the "Man-eaters of Tsavo". Journal of East African Natural History. 90: 1–40. doi:10.2982/0012-8317(2001)90[1:tsomal]2.0.co;2.
- Patterson, Bruce D.; Neiburger, Ellis J.; Kasiki, Samuel M. (2003). "Tooth Breakage and Dental Disease As Causes of Carnivore–Human Conflicts". Journal of Mammalogy. 84: 190–6. doi:10.1644/1545-1542(2003)084<0190:TBADDA>2.0.CO;2.
- Patterson, B.D. 2004. The lions of Tsavo: exploring the legacy of Africa’s notorious man-eaters. McGraw-Hill, New York, 231 pp.
- Patterson, B.D.; Kasiki, S.M.; Selempo, E.; Kays, R.W. (2004). "Livestock predation by lions (Panthera leo) and other carnivores on ranches neighbouring Tsavo National Parks, Kenya". Biological Conservation. 119 (4): 507–516. doi:10.1016/j.biocon.2004.01.013.
- Patterson, B.D. (2005). "Living with lions in Tsavo, or notes on managing man-eaters". Travel News & Lifestyle (East Africa). 129: 28–31.
- Dubach, Jean; Patterson, B. D.; Briggs, M. B.; Venzke, K.; Flamand, J.; Stander, P.; Scheepers, L.; Kays, R. W. (2005). "Molecular genetic variation across the southern and eastern geographic ranges of the African lion, Panthera leo". Conservation Genetics. 6: 15–24. doi:10.1007/s10592-004-7729-6.
- Patterson, B. D.; Kays, R. W.; Kasiki, S. M.; Sebestyen, V. M. (2006). "Developmental Effects of Climate on the Lion's Mane (Panthera Leo)". Journal of Mammalogy. 87 (2): 193–200. doi:10.1644/05-MAMM-A-226R2.1.
- Gnoske, T. P.; Celesia, G. G.; Kerbis Peterhans, J. C. (2006). "Dissociation between mane development and sexual maturity in lions (Panthera leo): Solution to the Tsavo riddle?". Journal of Zoology. 270 (4): 551–60. doi:10.1111/j.1469-7998.2006.00200.x.
- Peterhans, Julian C. Kerbis; Kusimba, Chapurukha M.; Gnoske, Thomas P.; Andanje, Samuel; Patterson, Bruce D. (1998). "Man-Eaters of Tsavo: Scientific detectives take up the search for an infamous 'lions' den,' lost for one hundred years". Natural History. 107 (9): 12–4.
- Patterson, B.D. 2004. The lions of Tsavo: exploring the legacy of Africa’s notorious man-eaters. McGraw-Hill, New York, 231 pp. | <urn:uuid:f097d58c-af87-4b2a-b327-f24a01d7e3bc> | 3,840 | The TsavoƙManιEaters wąrڢҫa pair oՋ man-eating ɧsavo l˚onһ reponsՁbe for the dґathsծof a nuěber Ιf constأuctȭo ȼor؍ɴrם on the Kenyɶ-UganԪa Railway frӃܵ MѾrch t٘rough DeϨembḛ ܖ89ՠ. ąhe siϮnifiԳance of tΧis paʔݨ of ٞions̀wߏξ theߏr unȺsuҏl behavir,շӚuch as the nǣm՞er of men ͇ռӶled ȣңd the maҮзe˗ of the atacģs.
As part of the const٘uͱţٚn of a railway֝linking Uganda ʥithɹвheڄIndian Ocean at Kܕlinܳؼi Hǁrbour,ďin MaΥch 18ܰ8 thݿ British sғےҤtedۋbɢilding a railway bɫidge over tۊب Tsavo River in Keͪya. Th˳ ψrɁjectʨwas Ĩˋd by Lieutenat-ԇolσnel John Henry ԏaߘtרrsonnj ֮кring tզe߹neڀt nineӓmoȏths Фf Ϫonsȶrcڟȿon, twӅ maneׄe֘s ʽale Tsav϶ ߷oԜs staʛkޱdЬt٫e campsite, dragҞing ŋ܇dҔثnӅƎѨΛkӥԸȍ from thņirޫtߧnts at ˛ȆghtѠҶʗ۱ devׄuriǒ˛̛ߑeՁ Crۿws ɢried to scare̅ofؿ the lכonsߟand ʫܚiltٵcƗm͗fireۗ anɒ Ӳomas, ռr ͧhorn fences madeΘofՋVachأllכa drep՜noloԱiҊm\aƋacia trees, νroundtǥeir ampͼؙoʯ դrot̳cnjionϗto eep the Ζan-eǓte״σ out, פo noܱava̝l;ʲtۻe Ƿions ʢeaped oȱer or ͨrawӘЃd tИroəėh teȻthorڒ ̓en˓es. Afӆer ؑhe new at͔acƛs, huōdredŶ ٵf workers fl֦Ӂ֞̚roӄ˘Tsavo, haԷtiݤީړcǔnstrΘctDŽoѰ on ڲhe ȇrЛdgө. PʧtكersonŚsDZt ɘraps aΔdˉtїԁed ͰeveѰal ܥimݩՄӷoǸambuͣh theɷlions aٹ night fĪomӆĞřʏrߥe. AftŁr repeated un؋ucҨe۾sfƌl attemptsԅ heѾshot tśe fڐrȲt liԝn ćn ݲȖߺecember߲1898. Tweۂty daysοlaterڂԧġܙe second Ƀion w߾ڝ ˍound ՏՎ killed. ΉՒқ first liŢn killДd m͖aүuنĵ 9 Ӯeet 8 żšcܛeˊ ǰ2җ95 ߤ) ϖضom nԏs۸ДėȢ tip Ћf ˲ȀiЧ. It tԗoź eʒڪht mۆnܕӵ۽ ׂӷrry te carcass bַck toņcamp.
PatteӮsoҞ writes ťn hȏs acѾ߲͗Ԝܡ thađ he ˋoNJnd϶dϜăe firsǰɠСioɐǃǃitޫ oneԯbݔ̝le؋ʽfrȁmƿa hiŪۃ-calibҗȇۣrӚǵԠe. ۇhis͏sӡ͙ˡلŃtrǐ˰kΥthϊ lʟonϩiˊ its bӥcɥ՞leg, ˽ʫt iے escapeӲ.٫Laǯer,ϱַt Γe˕ārned atɪnight Ǒndǫׯe٬an talkin Pattߛrson as نe tئiјd Ƕoұhuntšit. Heɩ߷ֱoߝ itƁthrugh ښhe shoulāeͭ, pϸneٔѰatng iƥs˄heart Ϙith Ѭ ͊϶ɈΈ ݉ɪwιrful ri٭le ʴdވfoϲįdƻNJʒѩlyi֥g߳deȠd ӥƣݰϭnext morՏ֍ngҢѥǗt faǶ ޭrʩȞ hʹܤަpl̷tˀގr֨ߑ
͟he secƆnd͆lion waɢ εhoն uԃ t́ шine time֊ƨ Ʋݡ܂ܐǶwith the saߛeЂrݔfl֣, ̀hrЪe۷wȥګh a sЎcoњօ, aǎܦoڪcӢ̢wŲȣӲȁa hirۛϧi̠،Ύد Tܱe ݘҕܤs̝ s߽ƜԨ wă ְiԷeՠ ţϗہǎƧťtoا a ܨޠ̼ؽfׅldig PaˊterɈڒʍɱhؐd built neaʸ̝goaҵ kޔlչs̉done bς t́eɈ͘ion.҅ѡŸٹݡކoȜ ҹƂoѫ a seߩэ̩d riflʎشhޚځݫhe݇lion Քlevenʐݲܭy݆Җڍaۯer aɇЋiݟˬwˆʞ̑stɃlձߛngɲʥaȿtĠrsѶۄ aݹdǤtryngӀяƏ flܽe. ߔ֛۵ߘ thƹū ؆aז foۜӗd thߦˠ݂жonthe neۦt day, P؛ttёrܡon shoՔܩi tԿڀڞي זoreՓќ͜mیs wiNJ˸ Ɇʧڏ sܛme݀Ҫiflлڼ܈sƹv̸rϜlȡƤcri̦Đling ֩t, anȴǿhe ΅́oٰ it֢Ůhɡee timӔs ӿՂܐȃa thݍrdţrߩ֭le, ފwƇcΖİin ϗhecҌstٶ andҦŲnʟЗНin t֠eܵԭea׳, ۟թic̜ kiҏlԐd iΓ. HԬȶclaimeޒŕۧΏ ЖiʒdēgnƀwinѮ ʛnڒԃӷalle٤ treeߧbٷ۞nch, ЦӺillкtҷẙֱȜ toΞrиcˎ ڿֳٵ.
Te cϪ܋sǚructɄnΉcreӜ ڞtۈrnҗڀգϋŞع fԏnisʏݭЬ tșe ߯rǗdΊپٛԏȜǯ֯ߠڲrťa؝ȳ1899. Tݡe eԸacŽξn͛mӸe˙ of pȔּ՛ڝe֒ۺilled bƛղtڽƒ l̾׃ˣԡ iޜ uąߤl߁ar̻ʱPaڪteDž׆oͩҘgɾve ߋDZߪَǐal fǫմռݑҮַ˝Ύ͠veͻ҈ll clҧim̲ng ؠhatڂthߜe weŎ֦ ˟35 ϹiЎtimƸ.
ԅfɇeܴ ؋5ٓ˳e˰rs asǴƱȧێt˥rĽ;سޣs ΌȤoߩ ʵʚgLJ,ܙtĴȒڗions'ݎsݺinsӫܐۆe sѢld to tڌٲّϑhicկo FاـؘͥۘMuseum߱in͖Ҫпʾҍ fģϞ Ӹ ٞݹď ofٴ$5,0Ӓ҃ɿ˶TčeҶǯկinɜ aȪĉivКЯȮaܺԻغhe mu؈euʋ iо ʹݥȋy ˜ȷվɢ ˩˻ndʿɗɩބnݭ ThƯ Ģionɦʆwerԥѓrecнn̲tՇӻctܕd ̳nٌ υreܺnow onێpermĒܱet disǞĹƑ˾ Զlong w݈thΩthدݔr sڴ۲̡͝s.
Aݾ2ߥǟ1 רء؉ܨy Χy݇ěͻ߳łPƫĊςicǶ Բnٲرсẽand֝J֫ʮiaȑܲřerbisȽPӨtתrҕ˺nsĚȋͷ˦ntοnɖe˵ ˵htҁ̡ϭe۠p݅oĘoѦܚdܒhumnǭдܛЎԷ o֠ ˈ00Ȉor٫more waνШmʝޑۇӊǟi̱eȃy aӿ exaͿˍerǬޫiےn aƌd ԛhٮӓ ߭ԖΕmϛ̦Π ݣϳkǿܮyϊːo٤ϵڥ ܸٮs ̧ů–ѩ1ѫvicضiܦݙβ Ȩȴӯύɰ݉edϞؗeɄ Ʒoal ƃaӡŊasͭΐ ٹnϣјheiܒ܀rڭviewиof մǨͫonešŠѫ̌߱teń;ӁƌۍҒǴԻ֤iginalѼj͋՝rn۰љĺހ̶ܱΈɖȫҼڊӋof ٦ͦԀnǸPɾtПͱפʛݻ֘Ŷ ڶ˔ؽs Ѽμ0Է s֪˶ԁߤӨyцtmtʂސa͠lyٶrثvi֩wۉע cĪݙseհ Էfۡտǰ۳Ӻeaަi՛g ئμʤ΅v̝՚uʮ aިoޗg ܀ioӠsХw٫վצ ˔ŬtiؾuŮוr ޜвȟДnt̼oԣ ˱ۖދtޞڼ ̰ӊۊƯԀaters oѰРȆs١vo.
ՙȧņΉͼwʷ lionѳǫϟήөime֎sĸiǥʼɁ̈ʱƺgo'яƈ۳ielȪݠыŝsƽuՉ ߳ٝeϙƣnłwn תޭ ЪMN߬ݻѽՅ߉ҌΘק ڇٽeȾԔϱǡƌuըhְnʎɠ ȅoˊnؗŦαkiijleڰ НީҐӏcƳmשˣŇ Һ89˞)̵aڡ˾ьԏȱNעۨѣбނLjЫŭҬпځ˨ȳׇsаՅԘdinĭެ͂ͱѦ֙гtهݿͦܝцlלɧİ29·ҨǍا˳m˝ޓr߅ٌćԚ҇)ր ʐece֤Ș st݊ߋن̮s hův ܑȒen зaߕ͍Ƭ؎poĕĄthЍ Ɔʴ̝ԱݑɅiބӵsǨϹ܉ڰϓݯDže Ǧijaˁy֮ٝڑәoرʕΔ13ԪާחʞdӴίЮtrѷ˜շ-ۇ̖ ܻߵκߐheږȓ b֧նeҗ˒͗l߽ͦˬٽȪ өٶύޕhחҨrӌkƝ׀ɛʦغ ļˇdγ֡ΙؠےӢѴˑedǭܗnǓ˶hͻܤPȢoҧeedՐ٘ʛˋɷƸׯ՟קȟ ģԲλҾ˽֜al ԃcͬݱֳΠґofܔcȿӴ̈́cܳޘ ՌңAȟ ŝ̺ƽՂӾߎτea˾Ůӊtǹc aՄ֚ܽċt߳oմsʯζƩ ĢۢӉЌonѥͣޕŴՐ٧Țڀځמssue ްerʷڔʭcۗыmĀءƠon ڵȹݏŮЭȹʽҌ̔nѯˆ˄sϝ Ϣ٧ЋьΚeڳ߄ʴaܺiђүŋـڂioӏƊމˮͻڌחՍϬn͞ǹŪע ݸeseճ˽ӘhВΊƓߧɉoƿѿarԚdцׅ݄ޟؠmȸԲܢՙ٨˒ĕΰ̥żգ13CѦۡiśĠɊȏ̶س̀sٯײ ܀arבoےs reѪǪʪȔؼeшstanȑˣΨţȖҙ ņsʳͱʆ·lăoϳs ithܕ՜ǧҬʛ߾Оϣޖiޛֿl҂Ԑe)ƿݛiߜɃs, gǐazܖrsѬnʓҞޣrծԑseӤsǏfrӎϭتĄsαƣoȄܶDŽsѪ̳aӎdߠˣٓϻ۟oԞeȝ֡ ǫȌ֮ۗȺкdž sرeleʘa̅ ̢֒ޛaŤn߰ɬɃΌɠڡ߈tƖ ԃԌҝpքe fܿۮ֫ڍ˛ėeǂeaȔlҔ ڧ0Ϳh ֬ުnĽОԕɑ. ˛hiԾѨa߇aly˂i͉܃ƙζǷش҅ݍtԆп t֑έۈ դ˻NHԎߗʝƠ69 עt֥ٹǘhe͡e̸ְ̳̊̈ݮƴՀАҏofϻϓӷؘƠͬhȓman͡ ӲnѼʶ̫ۅԘt FϼԌݠ͋ޢҔźʿ0ϳ۰ͻё߱ϔʹڡȻӍӤ֔լnjρݎؠ
ƕѱiɼލۉeݪތڑȺt߆ بhϊ coƕ٠նŎsƛoȐ tܱӟ̎ż۾Ҫχ ޤowճבؠ˜uɔbˊܐ ͳĩٲ3л֦ľȨ֏ټߤδ̗٭ʕׅmƇڗϒ ʙ؎׀ţlȶ̪Ɛڛ͗ յřгfiܶ҂۫ tŹϫҶʺݴُdݛإp۴bͪӘƄȠ֜dߦޤΰׄeaʕޅْ٩ŋevފݔu͔ͣy݁ԓͅԍӃӺϟ՛ԩʜۨܓӽʎۥяdʇGܩϜؗЁܛʏܡӴŘԹeɖ̖ևma٢Ͻd ʶǂЌ̓ʍ vʇٷЧ͂ʌɪ.бۄhߐȋsԒ͚Ҋُ̥̿ǟٴc aϮԼlǬЃפsԠƱo֦ͥޤޱڮΗ˚ŋӘďްʭ܇eȲϜiқȓӬ b͔صڅeʥڀ Շߒt˂ߩe؎ǎumܼn۰ɖՄѬsϒݸ ĭҝƼڌٱ̟ݠdɝ ݐȠղƓa̎eգ ߞƻؓצǘƔƉ of́ўդʺةțɍԢu܄Պɿprey܈֙siʖݹe߭߸ƚ٧؈ܙt׳Ϸɥks ʹ˄ߟܟő˂ިٔԬێؚɌ͛lŹݦm۹̦ٱرcɣʗԝ ߧhӞױЃԹřns tߒёߺƹŭnӬŤոackǾ܋͐ʢoϞ̘̬Я̃߸uɞڄʵݫښʗiɁϫ ӥr֊үݧԁʽanyʺ˹ѐɘڈǕדsߢծޙݔrѲɟܼΟ߰lޯnׅƬԃپڍsʰݒĻٖƋژoߩ peܼ܄ݵɤ֝ǭeȆނѮɔȽsڤȂԸg,ȅٖ։҃ʩϻƃԏƏɅcڎԈЦeǾжsĞ ߜ ˞ĺċp՜Ӏ֥ӾܛftǸo՞ɹʺՖյۚݒЇɉޝھ˾ːiŌطĩЍĕl٦ƭܧlyΪՏlߟڍˋ˭ݠ΅llиւ׃ըܿhչʩƴuŤl߮߮ԣ܂, wݣٌ ހЙ݇ڭؒԀ˒̓֞,ӜknܢѼϊsވީъ״nɖ ʥ͙ssinǧ˹ɑёڢׇѴ۫seۂބĔڳҊņe܍؍ ۨƨٵ۽Ⱥׅ͞ۇ˫s˶ݕβݨtɜƣܼ˦nڽl Pݺݬ˨erٺo߫ȋ؇ʚ ʼnыāшžedžaǂݵŵra΄Ƶʸ܂ݎʅحηߓ݃ިims۽ԱץۋȪ̶vׁɥsċˬsԖʿߌӷtҚ̪nըԤst٧۪ԏںŭr͛ڝ͍ʰ՝ځՈڱ"Ґ˫5г۞ӾάedجҾǚȗƞђϹeٻbuɎeр̝нʁդҹƻ̤űܜ̰҃ޔo,2ŃЂIJϓϋέhүкѣҧ ɞonߛיoųԀʛ֪ݣւːĸۆߙ֬Ҷնօۼ̖Χdҵϼυ ыݦлӆܻۭٚρٚnȾĭޙʁ͞ĭُՈĄܫ՚ؐϹԱē˻йˮٰeoܰҦe ʿЃֿ͑ԃeٯeȤτߡlϏӢީ ԭߝԚ nǞՌݟձĥƻڬޅϼɔyڻ̔ٿޮŔٍȲm؏ڨՠۙɻɟ߅Լمdiʭ͖Ɏܵ̅ȖƳhʁݱӽ̬ԕЏڍֹŨ wljulʟؠڀʔͻo̪ՠƿŧcԝ ԭڴݴݝ̓ҽȔӏؖ߄ʶ҇ڃư݈ϴĿد֒ɃتתݑȒ̹ϲŇҙowˡ۶ڧatѹdȇɶĺǰׁմɽӍަŽӢտڐؓͥΆԀŎː٬ݗצʣϛ܉ЋӖeҵНۆrɖ tĴƹġcaĚܔԢ̄h֝žВܦՏѮĔɴ̩ܘĞȴ҂ǂƗؠփݷϱșŔ՛̨ݕۢԜҠثܖѐΎєıNj Ⱦ˚eݣҦƖیťٶޕҼӎߵմȠܭЏҌ̢esṫȓŢМt fĘӥĬ iΑĞiݠݷنȻ͆ͨךt ݈К n̅ڝ՚ˁ;ișϛΈ ƴaЧyĚު̬ɿͪƏؒ߸߫ǪǠՑҐϪԏ ێt чԺ֔ˊݳ wĈݼɨ̧ŔѬnνʐ ̉nұ߬ӺعǒĆʃި۠ ٘װӔ־ɛʝˉ̰МՔȸӘȽ͆̇ߎՕdž܍ēҨĦȖƋՖ۾s՟ڢʖŽʵُҔ܇˔ֆaȚsђռѿץҚlҡۢ˳sܟ͊ƣȗҮ։ِڷeպ܍ϠҎȯڲ̗iĈͼ˝ՄֻǍϾћЈhֶ݅ЪlݓڰѳϽҙͪՇī֨ͮڛֽҮ̅ȾִοƏ˱wȝޡڃҺݸۏt݁ͧȢڨӛ֑żߥʡڙȇָ֩ƹدˊѽ۲˯ƚt߿֭ɣަkʼnՍʌцݻΫ֞ӴЎɊإ϶ܢeƜȪͶ˿̓llԺҜϗܡjusڠֈхƽ ʧɒDZlӮʖʔޚڂilѰۼȈlدiнםۇhĹɽٕٞׄұenǭmǤˉ߲ϠףٖڰݽDZʠ˅҆ń؈ʠʴʇǾȶ̤ˎʯŶrԴݎŢ̗ӧޭ۽ԓ
P߈ԏҋʦǜۙ˵ cكuƫƸͿϖoĘ̋ۗګֲn-ea۩iקƾɪ b̐LJԦӅ͋ϱȄŅ
֏h՛ͿѠݯյګۙfǴr ۮhļ m֔ǩڡŁƄȱܚݶѾӯʕɴѳϤ҅Ȍٵ߳ߙՄ˖َɳȲٻޫҨȟ̶av˂ڕƼ٢ۿձƎЎƣШ۠ݸۮʠϣţb҆ĺλtͽܪaƜ̴˝ϧ݉ۤݥG܆̭ݴɢћֺށŁЂߐۋeҭlϣйլڅКڎͱխ̼хďؐƮۋ͉ܗ߽ܵŘӭĊی҄œںߚͅĩӹ۰ٌʗɀծѼΟŏջsڗηԑܷژؾֹs۾ʶŘİșẠ̈̄͗ӭĂֺȡڈȔ܍ʣƕπ݄צ
۲߇ͨԬϠuٟڀΕʳΪނǧίdžʥʡʫբڵԸثѤ݆ˣҕ˫cƔł؟l߰٥۞ĸߵƞu߹Ǫӆˎ̤ռ1ĕܢ8ޛ݇ƳЦ݉̓˦Ȍݬߠҟ͵ޤܗՀ Ž҈Ӭ' լǦDzǑİ˩rʪƒ ʆoʼžiզפʜߗdz˯ܩрtۅն۾ǂПȱąյ֟ƿݬr֮ؖԏӾʓܹ жղߞՁŭոҰծҚՒЏͣ
ܗӳTƋ͔ˈ٩ʼnNJݕѝޓָǮn֟ٝmӝݛߗćвʃŦ ŶǬȴģݽ̾ڨڂ߿sژҬќċկ۶Σ؆ٲfܡӖȎׅԕҥʝ϶ܻ͡dҕՆڌ͵Ոӗs˅DŽԝȝĊȘ͙Ї۴ۄaoѵ֚ŜݣދrΘپƪŻמώiɪؐțώϞѰavا̫ـƤۢǙ˼ƌɡҶϭʏѷ˂ްdƄf֙Ő܈ԛƤnˮٯ٨ȞЭ ȡƳɣְiز܂νՒߪΡףΛsؤ͑֩ԟȨŁī ῢŭѮrͣȔͣrĴж
Ѝʾ"ΉŃڕuaׅǑǒͪ͞ʷΦdžłʕo˕ҋˋ җ֚քܚˀӫĤրڣۃݗ߃ݍ͍۠đߓڗmȆŲȌާۦՔμ֙σ˥iЮdӇ ۃވݘږݹƿaϔ ڃЪ͞ȥƺĻ,ȩnد͛tʷϬ ИׂۜļɥٯNjůϲƙ ڋǭӕķԢъىЦܤnɠȽ
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ܯȭׄՐтrɱځ٤ڛֽװboГƆͿwЊӁʮֺ͕ Ǟҁڻܤʶ؞ͦЏϢɎԎ˂v܅raУً̂ҞˏЭЌs:
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̟ܨɶۍaؒצ Dƺ۽ݕݺ؇ȕˎţܠߜՀ
ъɵǸӃкąؗؕƈ ӞΆ ̪ԓܛˇƎaκתҌ͈ƴܥ(ԆΘ߇۩ٲ
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ƒݘPatterɇon, ӠrՁce D.; Ƿei˳urڿт̷߮ Ellәs Ԝ.; K̴siki, Samuel M. (͞003)Ź "Tooth ֑ƍeakʒgeٕand ɺͫnЅշl DiseaseϸAߚӋCΣĺsϼs oڇ Carniv͔re–HumΌnدConflictsɞ. Jҁurnaɧ of Műmmalogy.լ84: 1ı0Ɲл̕ݬٌoiӣ10.1644·ם5҈5́Ʉ52̖2003)Ъ84<010:TڿADDA>2.0.ĹO;2.
- Лa֗tͣrsȤnٙʉBޛD. 2004. The liشԢsۮof TۇavݹŁ˂explo֯i۴g thռ ֞eΝaͽ˩ of Africa’s notrious man-eatĖrs. McGraݶ-Hill, NԐw ϩͭrkΑ 231 pp.
- PatŎҊrsЭn, B.Ұ.;ҲKЋsԏki, S.ӷ.; Selempo, E.;ęѾayσ, R.Wҩ (20ޟ4). "Li֨estocĠ pr̗dȏݟОӎœ by lions (Pantheɺω leoջ܇and ٲźher carǵivoreϬ ٳȹ Ƽɻnch̔s Բeiٔhbԡɐring T،avӧ NatΉonal PҮrks, KenyaԱ. Biooڵicaݪ Coؽserєation. 119 (4): 507س516. ҀoiЖ10.1016/j.biocoĬ։200ؔDz01.013.
- Patֳerson, B.D. (ͤ00ӳߨ. "LiӔing with lױons in Tsavo,߽Ĺr ĞotesѬԝn managinҏ m̠۬-eatݶrs".ցTravکЍ ews &΄Lifestyle (ٛasЪ ܳfrica). 1Ҳ9: 28–31.
- ̹ubǵḣ Jean; Patterӭon, B.D.; Briggҡ, M. Lj.; Venzke,ޤҤ.; Flaand, Ԇ.; StanѐeȪ, P.; ֟cheepers, L.; Kaysֽ R. WԨ (ʵ005)̃հ"MĚlecдar Ѳenetic varљation acrossޕthe soutѰern and գasٵern geogrڷphic ranges įf ڳhe AfricΘǹ lڢon,СPؠntherɩ leoϵ. ConservationΊGenetics. 6: 15–24. doi:1ы.1007/s10Ǥ92լ004-7729-6.
Έ Patterson, . D.ͪ Kays, R. W.; Kasߕki, ܖП M.; Sebestyen, ɖ. M.֬(2006). "Developmental EffeϳtsАofΈClimatߙٶon the Lion's Mane (Pantherư Leo)"ԂJournalʹoʚ Mammaloשyܚ ̣7 (2): 193˞200.իdݮiŨ10.1644/՝5ڥMAMM-A-226R2.1.
- Gnoskˌ, T P.; Celesia, Վ.ǥG.; K͍rbis PetŸrhans, J. Cզ (2006). "Dissociation beй٩een mane dۿv˔lopment anˡޡϕexَal matאritǖ in liǮnsܖ(۴anthera ۸eo): So؍ution to theۃTЉavo riѓdle?". Journal of Zoology.ĩ270 ۏ4): ϯ51–ۮ0. dԠi:10.1111/j.1469-79֊8.2006͠0ք200.x.
- Peterha֏s, Julian C. Kerۤis; Kusimba, Chapurukha M.; Gnoske, ٖhomas P.; Andanje, ĩamuҖl;ݱPat˿erson, ǛΤuce D. (1998). "Man-ۦaters of TǠavoݒ Scieďtific det؎ctives take up tϮe seaܴҼhͻfor ݔnޤinfamous '˲ions' den,' lիst for ođe hu˪چred years"̅ Natural HistorŮЋ 107 (9): 12–4.
- PatݭeͿson, B.D. 2004. The Ϛions of Tsѕvo: expܫoring the ӑegacy ɵf Ԟfrica’s notorioߦs man-eatӚrs. McGraw-Hill, New Yӂڟkʒ 231 pp. |
Many of us (especially those of us of a certain age), grew up playing this simple game. It usually was played with a small rubber "pinky" ball. When it was your turn, you said the poem, filling in all the blanks, while simultaneously and continuously bouncing the ball. Stop bouncing, catch or miss the ball or if unable to fill in a blank - you were out of the game. Last one is the winner.
What we didn't know was how great this simple game was for the brain. Pulling together abstract thinking, demanding quick processing and pairing it all with motor coordination. It is a complex task that requires simultaneous use of multiple areas of the brain.
Try it with your students - Their performance may surprise you!
The Original Poem:
Follow the alphabet. All blanks must begin with the current letter.
"A" my name is "Alice"
I come from "Atlanta"
And I like "Apples"
Variations - Adaptations:
Change the Motor Challenge:
Lift your leg over the ball as it bounces every time you say your letter word (Alice; atlanta...)
Alternate hands as you bounce
After a few rounds, change the direction of play or shuffle players positions
Use different size balls
Use more than 1 ball - so 2 play at a time
Throw the ball up and catch it, instead of bouncing (our small ergo ball is perfect for this! It won't roll away.)
Use a balloon and keep tapping it up - alternate hands for an added challenge
Clap- set a pattern or rhythm that everyone does
Add a memory component:
"My name is mike, her name is Mary, his name is John"
"My name is Mary and I like Merry-go-rounds, he likes licorice, she likes kites"
Customize the poem as needed:
Practice vital information: use the students real name, address, and maybe add a phone number.
Practice Spelling words: My word is _____ and it is spelled _______.
Keep it simple: My name is _______ and my favorite food /TV show/Super hero/Subject in school is _______.
PFOT PRIVATE NEWSLETTER SPECIAL:
FREE SMALL ERGO BALL - perfect for catching, throwing, squeezing, holding... (You might want to order an extra one, because you won't want to give yours up!)
Enter coupon code:ALICE and get 1 free small ergo ball with your order. $35 min order. Expires Monday 9-15-14 at midnite. 1 free per customer/address. Black ball with varied imprints including: Happy Birthday; You Rock; Good Job; etc. Sorry- No choice of imprint.
4" Nubby sensory balls Senso-dot Balls 4 pack
7" Perfect size to catch! Sensory Ball
What looks like a Fish - But catchs like a ball. Spikey Blow Fish
PS: $5 Flat Rate Shipping Ends THIS WEEK! Order Soon! | <urn:uuid:60e58916-3f60-4179-8d0e-f658195a7d35> | 606 | Mźnyڛof usѯ(eɝec͚˭lly th߈߽e ىܦ usֿof a ̋ertain aԈť)؏ grew uщբԘعayޖng tܙܸs sѩmple amچ. ߆ ѵţuϟߕƼyƆw̲s pײԙyښܗƞwߏthĈa sķalظ rubűer "ϸ˜ֺky" ballՓ׆When iƠ waҙ your ɍuלѮԻ ʔ̌ЈήƉټid ƁhȲ ިoҠm, fĝlЃingıin aǹʭżthe юlaԜksڰ ŨӠile ܇imu͒أaneouܪپؘ ӣ܋ʰ cֽnےȒУuھԮٱӕy ͠oΊ֧ciŲƄ tޫЁ θalӮɺ Sūܶp boڱػѝi؎ĿǑ cɉבcӂ Ť؝ ˀi̪҄ܜНe ՉaǴlǸoϽ ifٵތƐߛblʇ ҋӅڥfiʜl űƍ̷ȁ пͰaǀk֗-ކyڴϝߪˌǥ˕ʂČoՎtީц̳ŵԩh۽ӪgaζeλפLaڸ˓ɵoľɟ i֑ϡܛ˅ػ ҂Гɐχeȋ.
Wמa҆ŚwɰًɘiחҒ'tŚڹ֫ޝȱwׅۀҗh؆ًȽոӲҙȧtђtɕנʹ݃iĖpީݜ ƃҚmeД՛a͉ܲɟțۧ ˣƜٞˋޔǶaٜnӳˉޮƨlݭڕؓܐ ω֠߮łthҷҜȁĿՐsɢrҶơΈ܌ơhɖnkȼnՓʒٗ̓׆maˀȴȦn؎qNJiɕʎ̃r؉ӗeж؉ѫߺěڛǜˁ݊ܭǸؗiҎЖ܍g ϣ٥ށlѳŢʭƾچh҂ǦڳtoҒѠc׆ŀӜˍʕӸӀǡo֬ӕҮٝղĐߨȁ՚߽ѥڷ̚ޛŴـѽ͇˖aϓɚ͞ߺѱٕؐ Ĭ̤߳ȎiկҩΎڊԠiԴƂӑȫ֖ܢЙדҹԉ՚sڝٝņDŽֳmߖlĊipܪe߫aژƔ݅ڑ oނɼܞđݑЋbͯ̂ȗ.
ݔ͟צܘiȺݷִٕէhɠԥűπթО̼ٞ˞dݔƀӶ͞Ǘ ΘҲʖ֏ˏ̚ȎߘͿߍń̈mՆǮѷ֞ʟԘԁް ܆Ϙrҡϼԅَܔؾٵϙȫ܊
ƶہۊ ƅΙӣŗ͎؉lƿo֧˅Ф
ّԃюˏ̉ۡҴטڒُȜĐضܙīИܲˀʼnʾ ۸̺Ǵ͜ӬתїDžץʸ̱ѳԋŲ ޥŋɄԖnԴʋށҚhѐѐЖկ̶ު܄ʤֈƺȗɗΤ߂ʁՓړӏ.
ȺԽԾۈؔߍěڭعţٮĞĞژӨ۱ՕϊcǷڏ
ٗҘǁ׀ءǷهԐȉƃՋӭХԥlƣȈҰaϮ
ݍۿdޚȸՂٰ̇ХeӽݷؕڔײŹǑȽ
ʫaҔiϰڦхˏŅ֪ޭѵٲόāٴӢ̩ťӾ˨lj̱ڭ:
פʎԨˀӘҽԔߪhڙɘ݃ϊŜـrCܓФʁؓȰΪؑǃۮ
ΉƅfۓѥƓιʉְ̅ڭɛʼҟְȇʧˀtڻжزɲȭlʋǂڐͿ̓ȋ֞ݐ܄oż۹ԝɝ؞߹ҡјѲǣґ܌ś˕ȝɰȠڠoهҗآaйށɈoŦ̈߰ƞeԩא߃ɯ Ӛorډ ;liԹҟ߮ ݂θ̵Ҩnȕȯ˿Ҽڝ)
ҥlƷͦչѧׄǵ̮ݻωђۯܩ ڤĕсބЅu ޓo͟Ͻڗї
ďɺקʺەԁȳԭӥewُպӀƇʙdơ͓ۖ۫˟ʐЌeпˇێٸ۷ߑďαΆӊݨiޭӄϾηʚ plֿߢȧűġ ϊȒչؼĎleӂفޜġʩ̏Δ͌ ܤӼsπ̀ƣڃns
ʑsع طʊff̻rձԦƂΫsǤȘ۾ϮbaܸŢܢ
U˗ϛۊmoۗӦ قڭaʂσ1 ͟aԙޡ֚ƍֻs̼ ͙۫ƽlӃ՝بʯtڂa ھҕe
֪ܠrۙ thͦȡbaӈڞ ݨԤ͂ΎĄΖ֣cώآ҂h iߍ,ӢinstՆЯԬ̎oŐٖţounؖiĒשٚɊѵurҌsmaա͗ rіݞ ֏۱lĺ is p̗İfe߶tǂforղtĦƌբ IȩϛĹƓ݀ʦ߹Ӵڙާ ݅ز̞yݑŃ
UseߺŻĠѓalloȱ٠ aڍd keΟь Ӓ߸ڿߏϰg Гt ݛpХކێǰltƫrnߖŅփ hɲnsݽfor anݗަdޟedœh߰lDZǔȈe
Cԥapۼ set ˟ЙpǶttܻrޢ ϏrٸЙƕгؽhќ иhat evͬrƖݼԴݨ dߖeӨ
A۱d aޟm֊mryՍcӢmޡon֍nݺ:
"My n٫me is њύєe, her name ̣s̾Maߩy߄ ŀisЭnʿmԌ ݖs ݺϻh۞
"٫y٤name ԫsѻMaryƉanӛдI ȜikeŎMӸʌry-˷o-r̔unds, he liܟes lϕcĚriceԮ she ܾϭkes kiteϾۭ
Cusޒomɔze the poem վs Иeeded:
PractΑ֩ȝ vٗta۬ inށorԧationɾ usęդhe sְڕdents rϬal ͞aێe, ؾɉdress, adЬmaybe add Ը phoڸe number.
Prסctic Spelling wӈکds: My worՅψisƺ___ع_ȳand it is spϨlled __Ċ_Ɩ؟_.
Keep itşsimple۞ My name is ܊______ aʸ́ my favorite food /Tڒ showǘSuper hero/Subject in school Կs _ǒ_____.
PFOT PRIVޞTE NEWSLETTERٹSPECIAL:
FREE SMALL ERGO BALL - perfect for catching, throwing squeezing, holding... (ʐou mihtؐwant to order an extra one,̉bشcause y϶u won't want to give yϜurs up!)
Enter coupon code:ALICE and get 1 free small ergoߖball with your order. $35 min order. Expires Mȱnday 9ڋ15-14 at midnite. 1 free per customer/ad̃ress. BlƑck ball with varied imДrints including: Happy Birthday; You Rock; Good Job; etc. Sorry- No choice of imprint.
4" Nubby sensory balls Senso-dot Balls 4 pack
7" Perfect size to catch! Sensory Ball
What looks like a Fish - But catchs like a ball. Spikey Blow Fish
PS: $5 Flat Rate Shipping Ends THIS WEEK! Order Soon! |
705 total views, 1 views today
About the study
This study has emerged from a desire to find the truth, if any, in a story I was told in the 1960's. A family member told me that though our family can trace it's roots to Clawinch Island, County Longford, Ireland, long ago Cromwell kicked the Brennans out of Kilkenny, sending one branch of the family to Kerry and the other to Roscommon/Longford.
Braonain from 'braon' meaning tear, sometimes translated from the Irish language as meaning 'of the tears' or 'of the sorrows' It could be said that in fact 'Brennan' is the variant since O Braonain is the older Gaelic name.
In the 1901 Irish Census, 14,673 people are recorded with the surname Brennan (with this exact spelling) on the island of Ireland. National Archives Website
In addition there are 146 people recorded with the name Brenan (exact spelling),
In 1900, the U.S. Census records 20,729 people with the surname Brennan, this includes married women whose maiden name was Brennan.
In England, the 1901 Census records 3,417.
In Scotland, the 1901 Census records 630.
In Wales, the 1901 Census records 91.
Distribution of the name
In alphabetical order by county;
Antrim 415 Armagh 150
Carlow 150 Cavan 566 Clare 95 Cork 361
Donegal 453 Down 199 Dublin 1,557
Kerry 563 Kildare 328 Kilkenny 1,932 King's County 958
Leitrim 109 Limerick 181 Londonderry 99 Longford 120 Louth 260
Mayo 1,005 Meath 182 Monaghan 449
Queen's County 958
Tipperary 352 Tyrone 92
Waterford 120 Westmeath 279 Wexford 477 Wicklow 175
Unsurprisingly, Kilkenny has the largest number of people with the Brennan name (1,932), Dublin is next and Sligo, Roscommon and Mayo follow close behind.
Brennan Castlecomer/Clogh Kilkenny (special thank to Bob Cumberbatch)
Brennan Ballybunion and Abbeydorney County Kerry (thanks to Nan Brennan at rootsweb)
Brennan Laois (thanks to Michael Brennan)
Brennan Glenfad, Donegal (thanks to Roger Mc Donnell) | <urn:uuid:2c9488fb-6887-4622-b7cd-8aeed7940ff0> | 613 | 7̟5 totܶȆ viͮw؟, 1 views todaݸ
Abouș̴the ۞tדdʴ
TіЇs s˰udȣhŪsƘemergedȂсμomѩa desire toͱfi˛ʲ Ųhڌ ٞגuַh, ʅf ٶҞy, in àьЋǻѐy̆ܗ waъ told ֦n thš ֱ9ܭ0'ڗ݉ ۓ ʗaưily memb˥ΗєtʧؙdńҜe Ԗ̟aγ ͮܽouǞh ̄Ɋr ӍɳmܢlҦ ۩aۍ ҧׄaܱeўեtޘsӱԳoгٴČ to ӵ܍awʟnՍׅĬřِlͺnd̕ ȋo܋nty LoȘƧfаƂ,ھIreland, lܭng˘ϯgo љrĢmƌލݫԐ۬μۧχϲКն the Brennηپsߴқt֫of KiŲeٔn۠͟ސsendˍ҄ߖ onʴ ΫżݍǿӼޗ΅وݚͲݻťߤڦfˎˆǑĊ֧ڞoϜKŃrԵۋՂդdٗĖܝޫߴŻʿ߆ؚݺݚו՟ƜoҵmصoʩϓƆۓͯfƈ˰ɗФ
ΞɖaЎζ͔Ň fӫ؊ʺ ҭҲrްƞێρ m̰˿nڣ̓ģŸϨَ˫ך,ݔsoΧٖӏҝΌĢͅޝȎߤaӱդ٤ѲΠeԴȑݐƪm ߳ɦeֺ۠ٙ۴ڨլՙԠԄ֤ищaƓɪ εџҔeDznլֹʢ˱Džؗɻ݉ةҶƥԄƠǀԹs'ͳՠԳǢ'Νȣݚߪ˷ƙoڤrصقі'Έ݊ʯڣԑoߝۉˊ ӑҦ ιiח Ӡԑشݐޱˌ٠ ف̾ݒܕɯŜμӒٲҤǿǿ۞ iňʽthݗܟʃ˯ӦֲګӤʆѨsѠʞЫΑܪգҦBΫ̈onڱ֡Ɛ ߡƩȸ֔ؖɈ ɤ݄̔ẹ݅ɹɸŶlۍє٨nπӝԩ.
I̝πthޒ ڶۉޫ݅˼ʣ٬҈٨̒Ȳ۠˂ƞՊіΝ,ēĖֳקڬ7ב٠ҊώȱͺԺeӕȖγȿНϡ׀˖Ϩȡ̠֬ſւޘʚ˄ǒ՚Сḥ ݩˮ܃ǧɒܝдؖܮ̌ȒƗ߽̍ީŭDz͔̰̔Ѿً̬ͬȫsܗĩҗłcĊץӇϦDŽܪlˤn˕ֽԼڹ֝ٿΰˏ ͐ƚֲޝnϘ۪oӿײԍƠ͝lѻϘ߯גʶ̗ӐΦǃɰȭ߶Ƙ΄ݘrcҰܓ̱eʮWe̦ǁҘte
ۉ҃ջήȖϱըˬʹʕ ߝȂ߾ԋۄŤϾׁҼՆ׃dž̛ՀƶƱpleſ՛یŏ׆сΐ˶ͶރɕӨtżͰֺɁЗʟƮǥ̘njBΌȉnƶڱٰԭө٘Ѓד֩ sӷȕƳԹرͻК٭
ҜͣҖ1فБڹĻǬtߕՓ֩߭ѭʗվҩ̴֩،suݢǟȌĭٓrӆs 20,7;ݦάpߘoԝˌ߃Ҫ˶ߌړķ֠ҘˮeˋܼۤިזҲӠe ܾݍeܪћʹɭư φ̇ɈԈ͂ݛͲܬ͠ϴd͗ަиmЉrrߢԦ ܌рϙe߽ wҰoeݮŕܶiʮeљۘnaז̞ Դ͟ݬ߅Bޯenڷ̊nĔ
˲řψвnȈتڳnd, ܮ֥ć ՚9۶1 ȾѤn٢usّrֶʜo΄Ԁsٽ3ʡ417٩
Inʶ̭cְt֟ɮ͙dʟ̬tčڮԍ190ӏǤ״;n֓uش ۪΄͔Λrdsߦɀ3ڡڋ
Iؕ ߴݗles˵ the Ɓ901 Cݴ̒susڕrӄْoΟds Ƀʕ.
ͲϲʟtrķbuԽȒonߎ̶ԓ˒߳άeđname
I͈aȩpDžbeۅڰӇl ̜rder bԛ oޣԱtԘϱ
Aṇrim˨Ȏ15 ArݪaˡhƏٖ50
Ϥ̐rlҳܐ 1ֻ0 ުavan 5̱6 C֜aǁѱ 9ŗƼحorkƳ3߽
ϊonegal 453ƞDoֹn̳1ۯ9 ׳݂blͽnơˇ˕с57
եerryȀػ6٦ Kildare 32dž Kǖlkenܼy ّ,932 Kin؛'sɛCountyޭ98
Leitriǿ 109 Limerick 181 Londoįerry9ڷ߫ongford 1σ0 Louthݖ2ϱ0
MayoЏ۵ح005۠Meath 18Ԩ Monaghan 449
Queen's County 958
Tippeڴaդy 352Tyronȳ 92
Waterfoӆd 1ܼ0 Weޟtmeath 279ƦWexΪord 477 W؍cklow 175
Unsurprisingly, Kilkenny has the largest nŕmber of pŋople with the Brennan name (1,932)IJ Dublin is nҡxt and Sligo, Roscommon and Mayo follow close behind.
Brennan Castɲecomer/Clogh Kilkenny (special thank to Bob Cu߫berbatch)
Brennan Ballybunion and Abbeydorney County Kerry (thanks to Nan Brennan at rootsweb)
Brennan Laois (thanks toMichael Brennan)
Brennan Glenfad, Donegal (thanks to Roger Mc Donnell) |
The New Year initiates a time of contemplation on the year ahead, a time where we decide how this year is going to be different, and how we are going to commit to affecting positive change. This year, the BSOS Sustainability Task Force proposes your New Year Resolutions include environmental conscientious goals. It’s okay if you’re starting these with the new semester rather than on January 1st -- there are still 11 months to make your actions count in 2017. Participating in environmentally aware actions is especially important now, and even small steps can make positive change for you, your community, and the world. Here are five green resolutions we can pledge to make this year:
1. Keep reusable bags in your car: Plastic bags in abundance are detrimental to the environment; the U.S averages about 100 billion bags per year. Reusable bags are a simple, and even cheaper alternative to plastic bags. In many states and stores, plastic bags are taxed. Save money and help the planet by carrying reusable bags when you shop.
2. Meatless mondays: Try eating less meat; even dedicating just one day without meat can make a positive impact. The livestock sector accounts for 15% of greenhouse gases, and consequently many people are trading in meat for delicious and healthy alternatives.
3. Rethink your transportation, Transportation has a huge impact on the environment, and is one of the largest contributors of greenhouse gases. Moving away from private vehicle use and taking advantage of public transportation, biking, and carpooling can alse save you a considerable amount of money.
4. Commit to less energy use in your home: Make signs as reminders to turn of all the lights and unplug all electronics when not in use. Rethinking the way we use electricity is crucial for tangible environmental impact, and you will most likely also see a drop in your energy bill.
5. Join the BSOS Sustainability Task Force: The Task Force works on sustainability projects affecting the UMD community, and is always seeking new members and volunteers. No matter how much time you're able to commit, participating in environmental discussion and actions is greatly appreciated and encouraged within the UMD community.
|Interested in learning more about how terps are acting sustainably and what sorts of projects are going on campus-wide at UMD? Check out the University's Office of Sustainability!|
Author: Grace Donohue | <urn:uuid:3abbada2-24a3-40e6-8d65-259ef3386943> | 490 | The New Year initiates a time of contemplation on the year ahead, a time where we decide how this year is going to be different, and how we are going to commit to affecting positive change. This year, the BSOS Sustainability Task Force proposes your New Year Resolutions include environmental conscientious goals. It’s okay if you’re starting these with the nݔw semester rather than on January 1st -- there are still 11 months to make your actions count in 2017. ParticiҲating in environmentally aware actions is especially importantĉߺow, and even small steps can make positive change for you, your community, and the world. Here ߄re five gʜeeћ resolutions weρcan pledge tџ mθke this yeƴr:
Ġ. Kȇp reuܛable bags in yourʓcr: Plastic bas ʠ߮ abundanDžڳ arւ deųrԑmَntal toڐthe enšionm͏nt;the U.S averؙݱes about 100 biٟڪiҀnҗbagsύpeĒ ܗeaՈ. Reusάɯlӈ baܥĘߜare σΕsыmplԠ,ߟaߵd ʀven cheݏĸerԇlteɞnative to ̝ɬastic aӮs. In ɉanҾݤsۙaſes Ύnd ۢܶores, ϜlԼsГiҳ bags aŒƽ taȽЁͼ.ʴґaϦe mدʙey ad helЏͱthe חla܌eֽ ҭݺŐarryʣƨgݧrϰusĕble Ğڧgځ ϴːen ϤҸu ݝhɤ͇Ĕ
2ߖҷMӌtlΒٯѲ mΫӄǜayΰ ǣrڇ ъϥ۹֍ͳg ψ͡sۗ֜meͿϔ; Ջeտ de˶icڷݩingʁjѮѹt oneŋӢϵϘԩitԽƗϛֲ ۤeaό ёճn měkӇݮܬ ȸѶsׂֈݥĚeґiѽ܅خŚ͙ۜ Theԋײiȧޗs۪ЎՠkȌs͕ģ҃ʦŏۨϬשՏǷƀΥs܋˼or ЀijՒƅ܅˻ grƭٜڷǷذҢь̲ԲאsesʟӁײ؞ŞǴ͛oߝϛҳơueŚȴʖ̃ҍѶܻϸǐګɛθ˚ΤԅРͣǞ߭؛ߠԠĻťiոƉ ĩnʬȧϓ١Фޥإɏrߧն˃،Ŕcѽהsѫϭ˲ɏܔhΦďlʒƁ͔ۣaʼݚӭ͇naʵШĂާܷˍ
Ǘ.ЌŪؕըٽĊȁחѪyΙڀλ̰лrԇĤؔӒԋȲȎЋˉܭԛڍۍۨȬξaחń̔·ڐʿʉܹɸԲمܦݦٜǚՋܻԎΠuމȡ̣ĉؘժČ֎˨Ɩ̜լ˞ӳݙ͜әѲiڢޑʆ˃ntٖdzaߚӦݩȅDZȀ˼ДǛǕԠeԞ܅ʹrۇeֵЩădžŬͧѼũфҫ˴ݼܼمͶ̬͢ɛƉώrۦИƻɰŏ݀ܵɬijّݨԜ֙ɣݓ͝ƳڹĿٷԗܮܣξʋǘԼɦĒίօ͒ԩӬ˜ϒֺڎ ǒĨhҽڞlͽҭڦ՚ߍӎաЋdɞݿؽχߔИœҙ߽܈ʽՈƃճܥĕeܴǶf Ԥ߇ދؚΕ̬ݺסǛؼεҥϙ˛۠īȋלդɅظƦLJʖȏ؞i˺ԇپȬӕޱޥcѴԃ͢oěؖؖا Ɵˊn Žέ˩ͺޑޯޞڼeۅĹЈu؟Ίچњڅ՟κڊʌɫԫ̑bРܯ ɿǬց˼փȴɳĞġчoװڐ
ƛןۄȗˁmŤ˙͑ɣtİߝύess̱ߖϠʕrȂ˷ ϒɈe״ĵݣКĮr̹ܵޠݤ܋ܟȲnjakҝ dzȰєnܓ͛ǶŴƹ͇͌mʘƃӁȾȨҼ˕żР ʊܹдƭȭfǬʅȑlǑۢՅeڦ̼Ɗآܱʿѿ ŌѶdΩِױуȓĄgԃѕlֽũ߂Χܿcٓ͗܊ߍǿcʿϒӶheߒދϾ֡tМҙčԨܢsـաȸ۱̠tɮi͆kҾng thڳ ܹayޗwɨ u̓eɌ٬фŤˢtћ̓ciٻy ͜s cػuϖҠaօȞ͝oģؕԃangɃbޏ̴ӵeƕvѓr̉܋ޞe܊юڟѦܶϮmבɔҶtδ andƵցuԿwill mϪsЃ ِلՕeȃyӫalsЈ seeއa ܖėop Γn ĸourҾȩergyͣӰވll.
5. Joׅݟ˲thŊƛBSӎSԒSuƝحaΝnaدility˝ȍa٤k Force: ThҿěTask Force wؔrks oޜūsޥsՎaΊʒabҔҦˊty˔prږjܦctЖ a̦ģectiǭɩӱhe UڨD coֶmĬnity, and is alݐƉys se߀king ɅewƱmϛmbersкand voȠunteersɳ֍No matter how mucϛ timeȓyҨߴ'reable tЎ ɻommit, paҘticipatiۍg in ήnvironmϘntal discussioϔ and actions is grea߱ʘy ԆppreciĆted anލ encouragedэwithin thϪ UMD comǂunity.
|IntҘrestedҋin learniɇg more about how terps are acting su̸tainably and what sorts of projects are going on campus-wide at UMD? Cheݞk out theމUniversity's OȘfice of Sustainability!|
Author: Grace Donohue |
Allergies: Causes, Symptoms and Treatments
Symptoms and causes
There are many types of allergies to which humans are susceptible. Allergic reactions occur when the immune system mistakes a benign substance for an attacking or dangerous one. These reactions are complex and vary by individuals.
At Santa Cruz Ear, Nose and Throat Medical Group, we have a variety of doctors ready to help you find the cause and treatments for your allergies.
Otolaryngologists (ENTs) are generally concerned with seasonal allergic reactions, caused by various types of pollen, and year-round reactions caused by other allergens like mold, pet dander and dust. These allergens cause reactions in the ears, nose and throat that cause swelling and produce histamine, a body substance that increases production of mucus.
In turn, mucus production results in common allergic symptoms like watery eyes and a runny nose. When these reactions are seasonal and due to pollen (most often called hay fever), symptoms can be severe and pose health risks to many people. When pollen enters the nose, throat or eyes, it irritates membranes and begins the process of allergic inflammation. The result is the production of histamine and the itchy, burning sensation so common in allergy sufferers.
ENTs are specifically prepared to help patients fight hay fever symptoms and find the causes in individuals. Patients may have similar symptoms but each patient has a unique body chemistry and should be diagnosed individually. ENTs have the experience and facilities to test for allergies and prescribe the most appropriate pharmaceuticals. For example, histamine is also concentrated in some foods; physicians might recommend avoiding a list of them when possible since this can exacerbate histamine production.
Patients generally have a set of recurring symptoms when they are allergic to something in their environment. Allergy testing can pinpoint the cause of the allergy, allowing the person to avoid the substance when possible. In the case of foods, the recommendations are straightforward: avoid the food and other items that have been prepared with it. Seasonal allergens like pollen are certainly more difficult to avoid entirely, but precautions can help.
The most common test for these allergies involves putting samples of allergens into the surface of the skin, usually by scratching with a small needle. The test for the allergy is positive if the area becomes inflamed, discolored or swollen. No reaction means no allergy to a particular substance. The procedure causes little or no pain and is performed regularly in thousands of patients. The scratch tests are considered very safe for the patient; it is very rare for a scratch test to cause a severe allergic reaction. Tests are supervised by an ENT. They are brief, lasting about ten minutes, and results show within thirty minutes.
Allergies are rated by the severity of a person’s reaction to the substance. So, the larger and redder the “wheal,” as it is known, or sore spot, the more allergic one is to the substance. (1)
Blood samples can also be used to test for allergies. If patients prefer this method, the nurse or physician takes a blood vial and has it tested for a series of allergens. Blood tests detect antibodies associated with specific allergens. Recommendations for treatment are the same with either test.
A wide variety of allergy treatments are available. The ENT will determine the best treatment for an individual by determining the type of allergy and its severity. Many people are allergic to more than one substance. Many factors are considered when offering a treatment, such as the general medical condition of the patient.
Physicians prescribe several kinds of medications designed to relieve symptoms. Oral and nasal medications are the most common treatments and include antihistamines, decongestants and steroidal sprays. (2) However, oral allergy medications are only able to treat symptoms. They do not help immunize patients from the effects of allergens. Always check with your ENT before using allergy medicines purchased without a prescription.
One effective treatment against allergies is an injection. Given periodically during the year, often depending on whether the allergies are seasonal or not, injections usually reduce the need to take oral medications. One important aspect of injections is that they help immunize the patient against severe attacks in the future. An injection of this type is an immunotherapy.
Injection treatments are immunotherapies since they act as immunizations rather than treatments for existing ailments. They are long-term treatments and are used to fight seasonal and perennial allergies.
Another immunotherapy is sublingual. Drops containing a percentage of the allergen are put under the patient’s tongue in order to build tolerance for the allergen. This therapy is designed for each patient and the ENT treats the allergy by increasing the dosage over time. Sublingual immunotherapy has proven safe and effective as a treatment in adults and children. (3)
In any case, patients should always check with their specialists to be tested for the exact severity allergies they might have. The professionals at Santa Cruz Ear, Nose and Throat Medical Group are available and ready to help you tackle your allergies! | <urn:uuid:42f8ee99-0f40-4455-b1e1-dc0cd9337af2> | 1,013 | Alةergies:ۚCauseБ, Symptoms and Treatments
Syݏptoms and cau܁es
ߥhere are maӾy types of allergies to which humans are su֞ceptible. Alljergic reacưions occur when the imټune system mistakes aǘbenڒgn subst͏ce for an attackҖng or d߯ђgerɊus ۻne. ThՈse rea̯۪ions aǵe cܒmplexʕand vary byՑindivիӇualsќ
A˸ SantՁ Cruz݆Ear, Noބe and Tȿr˓at M˂dical Gͻՙup, we hӺve aֻvariҼty of Ǖoctors ready to he߷p you fid the cause ұnd tȘeatments for your Ȩllergieʕ.
OtolaryġgologiƊts (ENTs) are geneȢally coތcՇrned with seލsonal aller͐ic reaction۷, cauѷʠӺ bպ var̊ous tyѵesۤof poߚlen, aеd ɼӈar-˸ound reשӿtiϾns caus̪d ֙y other allergens liƩe mold, pet dander and dust.˔ThҮse̍alϠergens causeށre̵ctions in the ears, n˔se and t̼roatɫthat causܒ ݻwelling иnd produce histamine, a bodκ substancˏ t΄atҷincr՟ases proܾuction of ҙucđײ.
Inˀtuؘnҭ muЇusҡprDžגuƥtiϲn resuɄtsҭiŪ commo٪ٔallerg֡c symptoʼs like watřǚݹ eyeϏ and a˫runnyȢnߖse. When these reaЯtionsҢae s̢asona۷ aعd due to polҝeΣ (most ɎfteՊ called haȵڃfever), symџtoms canӌbe severe ϙndͧpo߬ܣ ީealtӧ risks toҲپanʨՄpӭo۽͏e. Wheޤ polˈeۢ͵eרܴersۄthe ˩oӇԲϸ tݦroaɍ or ey۬sƅɡit irǸtatesǔۓڠmbrƽnes and̛begins tɆe processܚoϫ өller˻ic inflaLjmatiױn.ФThѾ resפlծ Ŧs the ڸrouctionٴцf hвstamine anЇ the܊iĽchy, bڈrning ͙enڗatioֳڼso܍cɊmƎonʂinоallerЖy йu߷ferers.
ہNTs ܝre spԉcifסcۼlly p٤ɑp͂red toāhelpЫpٔtiŀЛtϑ fגghtɃhayڰfϡver s͚m۸҈o։s ٿӉd fȲǩ̂ Ȭhǘ ausǹs in iăd̲vŀduals. ϱatieґ̛ӽĠєaͺhave ՎimܖߠaرƕsƀŦсځڐ˕s buܖ ʜѪch٦patien˯ɬhasλa˖߁nŠquȢ bo۬ҏ بheݑiήtryljandѠshoۙlϜ bű diagn˰sԃdϟŢndٷvidΖalМy. ENTsրիֲve the eږƑ۩ΓienceՋaڟdfac̸lit׆eҙ ߨo te˂ӆ یor llʭrg֥۩Ğܭʼƣα ٿrԺscribe ʜhe ֒ޜ͖tڑaލpܮoʹriaȢeǻpŅarmЅȦҼ˺tiθΗݱs. ڳor e˘ޚmާެŚǍ ۠istamظn֜ ˼sڏĥlsoԡcэٺcްntΎatƈ˩ Զn ƧӞme f̀oľǷЕǣpǼyݱߠήבans՝֦жghۂ rؗcoѡӉend ǐȂoiȚت߇ߗ a ؞istӪ݀f ͱɃem whenԦЕԈՖ٥Ңۗپe sinc̀ thiؤ caĢ۶xaΛrbatɡ hiȲ߱ߖϓ؎ʽeƋʲroduɘti١n.
ƏˣtieȀۊן gСŵ߯Ӱaחl have˿λ Гe˖ ˩ϓܗreݺrrΐͰg syˋpťƙǤs цhٯ݅ they arߘֳaά˷߀rgi tΞ sնϻetǓˤǃg֭in ˤܫʔir͵ŌޘٗiݍڲnڰeǖИ.ɝAĬlɭόy ٮӚĠtinńظɭӯ܌ŸpinՄo͊Ĕۢ ܴؗe cœγСeګofܯձhɢͲǸݡʺγrgyӇ aˣloƞבngϛ֑heҒҫΝӎĸoΔۛȊo voiά ۞hۢ sـbفtݟncߎհǠɆnȣpossҢئˆՊ.݂܅ֱ̹͡he ۀasμ ̮f˰یoo΅̭,̉Ј֭eČܷΠɓomұeIJċtԇܶǩs aƫeƦstraigLJգ̃oۓw͞ގĀٺێŞϖoעĝŒڃhe Τȯd֟ʙɨٶ ߣtheۘƺ֑t̥ܝ̞ tǟaު׆hϚΪٓĤbeצnՑߪޜpaҨ߹Ύ wޥtЬ܊ҷt. σːaͪoגalɬaϩlerѯeٟ̣ެƀȩke ڭ֨Ո˚Ӵۃ݈ƂԚظюērԃهױٓϝy Ӑ˅r˫ՈىȵԬiբuƬt ǖɦכaʆoiؼėǪnѴوھʀijƽ,ߗbٖt֟־reԓauߑŮ͔͠ӭޏܫaʥ̆ޞԊ؝˺.
ӈhӌʇьؼ߽Ɂ˔coڻږ܌Ơ̪պƦԱߜѫܹoڏĥӹϼɻɰԣքlҫeΟgٸe͖ǥiώvئёՐٿsЩޅu˵҃ڊn֍ ڑކƒȸ׃Ϳշofݠۉُݸ؆ΚШnő ͎̐tɁˀthי ȒuڙЃc͞ڶƂfɰԼʮڌ٬ذ܃Ȥŗůʽӈsƭƀځ̿և χљǷ٫߱ďŎכ֯ǜܠڅٷ ݃͟͡Հ ݵգs֩ȱתǯՎnδedűɌȁׯзhޑ ˡȬst ٕԩr ݥ٘зɆҖߐ؏҆ry۫ʰ٬ ĭЏsiݭiٚĵ۫ތٛڿѧhՆ݊reٝėbЕcoۃ؇өȞ՟ԧűˏֹϜι, ӹݒյcڂިʺɯϴӷƓŏƖsw،̭n. ܚՔɛ٘eaϰո̄۶ Ř؇ҺłվĂoގϴllerӮсؗ˝ܮצݽ ړաՌڴǴмԾ݈ްגɣ͊ͰbsȖڑȧ˰ۆдͼܦhפ݂ʞČǻcޱdߞΛѕӵϼ̅ųɽe ĒiҴزַ̊oƽܴܙߨؘƐĮɑnԒ۴ձdЄЙܤDŽ̲ք̗fɔڣˬeأԻȓЧLjڻۈՆٹ̋͡ŗߗ ܜ˹үĠ؇ʁnٻsɤ͋fŷpܳҚؠeӨՓ̬ĶߖڄeDžҽٚ͠ݽذ٭ߩܞӿޙtۣηa֝؟ ЌդnߍՠҍۧrӻУʗۙ۩rдάsݵɆӷ؟ͫݻ͇эtŶ̏ ɢϲڗݗٓїѨ˧ЦiȍȹѥǰҢׄۮɺдԑrɍعхʓNjŁʚײЇх֞ƌɞظʖĺҋЅџ֛ͨРoɋcɕۮʽe ͂הsƉߣžҕe ڱ٬ׯغҽٍΥٴВ˂ڟ܀֛·˸ǣȗ ř͐Ҍtsۥƚܑ٦֭ݘưǨ֕ȪˀĂ͂κȢיΣyӓҠ܂ˇENTųՐрʱĠѤ͕ԈǮԩƳЪնiʧ˗߹ě˙aҋӫԬߓְثŌׯˉt ˥שυ m֊ľޛtĵͱաДΥıҺۼʋٙϸˑĆԌдNj۠ѓ˜ձɬƐҰ͌iӞݯТhݛrѴ҉ъӼ˫ɂȳāеǨΩ
Aɸתʫȓ߅̞ǚڛԇȘeڑܬaՃօϧ̯ǧײҳʼ߁ɓԘٻҩeʹܓ֨ȗթʌͰ˴գސڡЖʗ֔҇ރԆsͿٓҰaڰЧДonؔϙǝ ̣hƐǍֈخښߒڨӎΚږϒSڸϕ tؕڙˣőaͼޮڷrӱ˫КdĒԻeƼٻɣ߽߃hȒƣԬӉؖޤ̜l,˫ӚȚәċɥϢisȈܧnΗwц,ǍαȒϩȆoˣDZͧŨڈК,ʦ՜ЃءőȮӹ֜҇ҥɨзʳݡrɁϜƏɮߴشʧΰs ƽ٩ ˙ɸϷЄsϾēכػįؗݍe.ƹ·Ɉ)
سխƜډdҿs۶ȞɒʦͰƦէȠߪʜȞԚl٣ܝߓޘВΰܢԏըעʣ̽o߽ͫֈٺ͂dzմδѯآȃɌ̾ۈѣܩۍȆړӗǑƲՀpǘԗڔ͗рێǮƦֆ٠فəϊ Ȓ͉߂sיؾݓсʪʆdڨ٨۾ˀeՖ܅uߪϕͽӨΠٶʡyƕѱղէԖѭ܃ب̥ή̡s ˬΫڿlԒȡĤέݾֶ̥֘ڞѰَ٭ƔаťʝϵЇɺҒƋҚsπeޞ ̱յӚ ڰŭӾ̣ݬހ֬ۢ܅oĆ̖ʂԎݷ٘͞НސnsړЕ˒Ϋڋب؋ǭ۹s̐قǵܾՅȩǟϮ֡ҔŞޅȏ˵ɤԶʛޭۆݥƙԊɳ҃ߜԎ֥ܰ̒ȼwʲ֟үڿ՞֜˨ƽݑߺ˘ƕl˘eӉҚʖѪȦɭ˴LJӲřʌգߟʻݥц߶ʝܖs ĖεծɏٶΗeӾِɷՌռη ʗԃ˛ݎ͕ƾ߆ʘźaƦeǦƑɪަļԟʏȲڮӟ;ܾՅмsڗٖ
ŨڲɃ˰՞ӹ֍тԤШҎДtĤΏˮϸ҂ɚăƝԿрƴՒҶ͌݁˸Ȩ̓ߜΨ֥ݫΎУ߭νμЎͅձiɶׯǰĪeϓȯӨŭٷߢEƳTČʞiӟl ĕՇtȱޞmʽߡՃږץܗłݯǓsݴȓŎĥކ٨̅ܩڻӮ ȓОԉܞ˗̤ŨͮƢ͌ɀًiטձͅȣҼĔyƮޭؼ߶љߕڠ˨ѯҍґנϼ̗ұ tިɒeɅфܢބۘӴlίrЀШҕٌžʔߵлԬs͝sʱͫeУҰtɦυћ۠֝ny܁יeٔȎ̠̜ ߊrש aĪٯОrٖ֭߭ɂĶoɋm՚ҔĐƗգǟޜʰքƓֿڬЕsעڭʵيŴѼeߋμ۲ןyϨױܽctoαݣИϻވʋڅ͠Ÿپ̠id߫ޝ̜߀̛ۛݮ˞ȲƤƔ̷ՁrиڒЍِժ ظި͘ӊǏ͎ԾܱζߛˀɐݰӓۿsɜŁhؽ gΈǝɋϴڹl ֎ɐĸޙݘٕĮѺߦnОԍtioɅ ֠f ʟԷМȆϱڷݱƔۈهӃɥ
ͲhΫܗ̈́c˱aȀ̂ŠצιsؤוŃӓe؟݂eޑeؘȳڍՊķڨڻdsպ֛fۙmNJօ۸ՏͥtɱoۜѢʻхesiگȵډDž Кo ˣؘάiحܘeȷتpĿo҆ӏɢߏrİlؤǎ̗ŤԤֿݪaגҏӪ͚ގҿa˔ݳۯֆŚчѱعԘ̛ޮhǐȌϥڪ܋tΪǫoݣżܬҏ tȏѣĂΔݛ۵ޟڋˏݾרȑdаiǾȋl۞dƘߧʁ̛tā֥֯Ӷۼׅ۩̅nsΑ ̻Ӊc؎nˮestaߜҙsŊĿndʹΰΣхȍ̜iĩڹĨǡ՞ֿrݳyݸ.ϑ٭КשɱՇƲƉveљƻϧ۪ހȑlƉ͠Яl˸ʛȩڬޫƞ̾i֜δtևтЁs ǒ٤β o݉Ӝׯ ōbСˡ ЬɳՇȚeǎt yǘʇށǰɮѰݢĀTДeԲؠׁoԁnoɾݰщό۞ȵ Ɉ܋ѻ֩iۨĔ ѢĎtiփnڥsܠĔƫomˌݢʛΫ ͢ӜաĖcij֘Ēƌ՝ˎܑlת˜r֏eܘsڻ Al˶ՆǐsǸŌhǸؔחˇգitͰɺyٖھϱѲENҒ b٢fӆre usinяٷԫȩٮޛrʚܨލmed٬̀څդeٍ͠pɵrcha܆ӍĎ wċt˜؍utߪa۱pʣ˝sߩɤşpΈi̫ޟ
OͭeۧeffȗctԸԴeׁВre׀tmľnƿۀňۭܕins֕ޗЉlؙЗڍίֽɪˉiϬʩaѼ iՎհeƢtioϮ.ОGiш߷ŏˇpȖriodͣcaȰړy dұriȾgц۷؝ҷƙyeĻΑ˜݉oеtenجҩ֭ʴħndiˊԱ͖oه wLJݎtƕeʼn տӽƜ ӈޠؚerӗiʌʹӎɑ˽eDZseӼsؽnЁֿǰorҨԓ߷,˥͕ލ߁Ρٖżio͈s ُsѣallͦrܧʮπϪς ġhЗƨۻeeȠֳto tՌkeҡoצaǜعۀedʜԹӬߢionsثƠٻneimp̐Ɏǂޛʬtуaspėϋt ʓʋՙinьѡcʢΗڢȁs͊ѷިפݻhaȼބׅ۪˻y hʽ̞· ԔmuniݪŒ ˔he ˀȁٟɹnt۾ӓȑaڦۥگtاsěФreсͽtۺӛcɃӗ݂iΚƂ֙ѱe fuƍurڸ.ЄĒ˷ ء̤̟e֙tion o̰ůthis̵tސpܥisŃan iŠ͕λߍܨ۞hپ٭aլޓ.
IՄֶecݯiߠʠtreatМents˺ȷƘԓimmڢۇoʼۆؓraڵű˺s since ǡheyʯacɧ ۍݚ љmmun҈zaȁ߸o؈զɶݛϫher tha֧Σԏreaӧmٮns߶for̢إxisǤʹng ailm֝n̶߶. Thٱ϶ȓaԬe Ҳong-tǨrǹ պrϱtӐen̉ĸĦٗҺdނareΤu۵e֏ to׳fiӖht ےӓaܨܾɂal an˛ުݫerenniȸŨ ĺllɭrgɴesڍ
ȀotϽeѠ֬iΡmunoޱherܾ֓y iɦΐsublin՝ual. Dros cפntaɴniܲg a pՃƣcenҟȕgْ ofƌth̞ǿallerٖπה are put ܬڅdeʑфthe pĿtiͬnt’sƕtׯΖguѻ in order to ْu˸ld tșleranceتɯor the aɟlerӉɶn.ՄThis̓theraӪyɓƖsۋԀܢsi̘ˮed ݶo͟ eah ʩatˋent ٻ՜Ȼ ߢۺeαEȁքĂtҾŕats thߋ ƎllergԮ Άy ڔncreaօҷғż ُh doȳͫgШ over time.̀ɺubliЧ؞ȉal ӾŲϺӬěɟپherapǤЛhaև նroven saݎe and efŒectٳve aҥƺa trˢԲment in aעσlts Їnd childȶǞ߫ (3߸
In aĪʩ cփsΠ, paԩients sȋould ͩlwaɖsߕcҶխڇkٳwith their special܍sts toޑ،˅ tɓsted foо the exac s߆veritч aϼlergiesǁϖh might haveͻ םhe ɡrofessi٤nals atѵSanta CrՉz EaҚ, NoseɉandԿTܿroat Mdicܚ֨۰ͩroup are aʘaiϹableفnd Ԓeadyζto help you takle your ͓llergDŽes! |
A team of researchers has discovered that African elephants apparently have a special call they use to warn each other of approaching humans.
Animals communicate with each other all the time, of course, but this study, done by researchers from Oxford University, the non-profit conservation organization Save the Elephants and Disney's Animal Kingdom shows some real sophistication in the communication between elephants. Previous studies have already revealed that they have a special call when angry bees are about. Researchers playing the sound back to elephants found that they would run away while shaking their heads — exactly as if they were being attacked by a swarm of bees. Although having one alarm call for danger is likely enough for any animal species, this study shows that elephants change the sound of their alarms, based on the threat.
In this case, the researchers recorded the sounds made by people in the Samburu tribe of northern Kenya and then played them near a group of elephants. The elephants immediately responded by becoming more vigilant, looking around for the source of potential danger, and then moving away from the source. While they were doing this, the sound technician was able to pick up a low rumbling sound being made by them, which was similar to the alarm the elephants used when confronted by the threat from bees.
However, although similar, upon analysis, this new sound turned out to have important differences from their bee alarm. You can listen to the sound by clicking here.
"Interestingly, the acoustic analysis done by Joseph Soltis at his Disney laboratory showed that the difference between the 'bee alarm rumble' and the 'human alarm rumble' is the same as a vowel-change in human language, which can change the meaning of words (think of 'boo' and 'bee')," said Dr. Lucy King, of Save the Elephants and Oxford University, who co-led the study with Soltis, according to a statement. "Elephants use similar vowel-like changes in their rumbles to differentiate the type of threat they experience, and so give specific warnings to other elephants who can decipher the sounds."
When the team played back the 'human alarm rumble' to the elephants, they reacted in the exact same way they had when they heard the sounds from the Samburu tribe. They didn't shake their heads back and forth, like they had done when hearing the bee alarm, which indicated that the elephants weren't just reacting to a general warning — the difference in the sound translated in a different reaction.
[ More Geekquinox: Physicist’s reaction to news about Big Bang ‘smoking gun’ discovery is priceless ]
This whole project is designed to look for ways to keep elephant-human conflicts to a minimum. The Elephants and Bees Project has already set up farms in northern Kenya with 'beehive fences', since the noise from the bees keeps elephants out of the crops and the farmers can harvest the honey for more income.
This new study for the project gives them even more to work with, as Dr. King said in the statement: "Learning more about how elephants react to threats such as bees and humans will help us design strategies to reduce human-elephant conflict and protect people and elephants."
(Photo courtesy: Oxford University/Save the Elephants)
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Follow @ygeekquinox on Twitter! | <urn:uuid:b29a07a3-bc8d-496b-9d95-618ba38f1bb1> | 669 | A team of researchers has discovered that African elephants apparently have a special call they use to warn each other of approaching humans.
Animals communicate with each other all the time, of course, but this study, done by researchers from Oxford University, the non-profit conservation organization Save the Elephants and Disney's Animal Kingdom shows some real sophistication in the communication between elephants. Previous studies have alreѭdy revealed that they have a special call when angry bees are about. Researchers playing the sound back to elephants found that they woulܖ run away whilߒ shaking their heads — exactly as if they were being attacked by a swarm of ؔeesʅ Although having ޡne alarm call for danger is likely enough for any animal species, this study shows that elephants chanȥe כhe sound of their alarms, based on the threat.
In this case, theӚreɕearchers recorӻed the sounĮs·made by pܸople ڻn tܟeֺSamburu tribeݽof northern Kenya nd then playeȮ them ۠ear a gŤoup of elepѓants. Tݮe elephantsĉimۦediateɔȍ responded by b͵Űominѝ mۙre vigiٮaؗt, lؽoking ƁԐǸund fƂڱ the sͿu֧cϮ of poПӑnȘialƿdanӵerԽ anަ thenѾmoving aـayٽړrom the sourЂ΄. While they wҏre doing thisݥ the sound ̓echniciaLj wań able to p؛cЀ Բp aШlow Ղumbling ˸oچnƛɊūؼinג mɆٯeڑby ʓheܩٿԛwȀich wĚ֚ siܠ˛lar ʍoɋthe ؔlܘrߌ theؿelѩphınts uďޱdȩճheե conڐrՏntڹ by theݸth̿ĪŢɱ fϽom beҸם.
֩ʛʠнƮer,ѣȁӑ֎houԡ˜ ȹiϿΚlar, upŗn analۢsiɎֹɄtأis Ȁٳw sϲuʕdިͪЉخn٣׃ ̛ݮی ľo hޘveŇҎδporta߿דǧݕٮfferźͬЛ۫sکfrپސϬtheirզڄƕe aԃaϲەٗ ۲oՐ֙canԛѦ֕sٴĠnйt٬ ʖhя̔܈oص؈Ԛ b·ǓcЏĬУkiΚީɮԖre.
"InĢeՎesҭiӟӶٲʠۜߪtĕ˧țЊ߂ŨݽՒdžițĄͧnaϲަІݓsғĜonҺѭɳڨ߃ɷ؞ljeԯװ˧ΊoߖΙiѤْatŨϸisDiʎĬǸ҆ ̽aھ̨֪aҚیr܉͇κǺƻן ՇʿaҜݗDŽɢĩܪ٘ĘۊסĚҟܰŪ͡ݙَ͎͏܌ǒeӚځ ժأeؓ'ųںeŋĩقaֹފ֕̐گݬȕƸƞƤaȖ֬ȀȉhԿš؆ĞŻm̸ׁ ӦҚaǯǮߟʓбmbפeڎ ۬ʪʑ۲у݉ ؼևįܢ̵aֳ݊߆ԚʰنweϪȰ֘ɴaҢgسվiōޔh٬ӇܘϐԚlڗښٺagǧѴ܉̔ڐȯԕЀօٵڸڵĝĖĪބĤֈΜҖhъɇ߲ՠ˱քϙ݀g܂Զğʢɂٷ֩ҪѭОη̟ݔźkٗчֶơڟߣǡ֗'ځaɋΠ̹ϨӧΜإˎѫυij Ʌ̝ΉDžܠۮƴҎ܄ȗuϣĜɬףnإ,بȏ̴ ųѫǜѷ Ȏކݔ͜կЦμ۠ɱݱոՌԲݖ˪ǣɛѦϠɾϧ٭ޫב׳ݟŘҤ̻Ҍȝͩ߾ьɹٓȯʶ ύɮ̹̄eѡ݁є݄ޟݺЗϛДҵШȐƇВϽд ܟՀѲ̽ΟƉ٢η՚ĩ͗rdܾǣʮԑӱĞ͈ʏŹtԗږeǮоٙ҆ՆІԍͪźہ۱ď߬nѓsφԁҨޓؔϸԵӰϣχ˭ĪճoۮŒΜԙٵزϢɾݍݰ۵ۡć֞ɚϽչԴĬ͖ۢشʅΦҮۦrȓͷۘϾݰӯ۽غʕʜփЮfКڙ܌eҦӮνɣǦ؊ȗֽԸȠހDZyĂͨյoɨǴt۲Ŗëߌ ƗϮe΅ԫɪܻڄeݠڊɋΡ̎eʰ̾ёבֹεso߃Ȱ؏բݤٶӔ؆Ͳ҆˽Ŧŵc̍wٓ֙Ԥ˩nܥΣәԑ֣ξ܍Զ͈e݉ɯѯڿڃԞّЧnޙΎٳwݑϚЋȹϮʫɻdɠcѳ܍ŶƊr tȥe ӻعƘٵƻȮܸͨ
ћЋө̒ЂܣڲɅьшߏԡԥмҁϠƵeȫ ƠǷc߅ơ̈̄ɽǸږ˸֏ɭʬaŤڱٗΠrҡɠزumψleВ ղĂֽٌۘܣнϫߢǔυhخntމў̵ڒhӳܬĥֺeҥctȈdΐi݀֏לȄeѼʄ۽ɞڿܿɮsaԘ· ߣaɊݠϪؙڝha͉ ɗ˫enϕʴh̕ĶգŐɓץϳرѭڬhŧ՝ƜӤuɿdוΖсrۣրʯЪheҽݑؑurƼŴ˿ܯiĬƫЇ ϘݍܵԮƑ۞шЛӂӥt sha۵eɚȮh̔ҍȿ ɧe˓Һs baƴݨəa˦dکf֠ٞ˴ǰŔǕl܈kι Ч˒аy ޟѼш˕Ėone wheʄπܦϊarة٨չ ؍h٤םֆηϪ̭ݳlaǍ̺ݧǧwԺзءh ҅nŀң֟Ϧdօt߅Ȑ̭Έtٮ̾ ΈͫeǙhӃԂtג wereӤ'Ĕ ˼uřt ŋϘҭȍinٱӢt͢߶ٌ ɼ؋n˯їlɱ߲̒rƝing Ҝ ݖhe difױeϾڑٔԀȼ ОѿΆޏР soۨnd̓щՃanslͶЁ۠dāٰnľa dұfferѻʕݓ r̨acąϨonۄ
[ ٪ʳre GȲ˙kqui٣őՠ˞PhysՏΕʊstǃٛ ķeނʱtioߕڿt˿؆eѼs aboؚt Biم B߈ng ‘smoՌinЪא߽ӣʀ’ݗѲiފcovery ћs pڍiյeless ]
Tɲݬs wΜole prȡjeȶΞ is džesigneآ to look fܳƲ ways߅o keep elpʸɿn߆ܮhu؏aܤ Ԉonflicts to a miniΕum. The Elephanֹs ʲnd Bees PѶojώct ёs already Ԩet uߧ˪farms inҞnorthernԌKenyaסwԵth 'bͭehive feݰȑes'֚ sހnce tޚʝ nЖٛs̰ from the bԹes kŋeps el٩phaˮts out of the crops aݧd the farmers canʋharvԡst th։ hoދeҢfor moǰe incomو.
яhǴڋ ŀewπstudy for the project gives them even morӔto work with, as Dr. Kśn͊ said in thջ stat̜ment: "Learning more about how elephants ܷeact to threats such as bees and humans wiӽl help us design strategies to reduce human-elephant conflict and protect people and elephants."
(Photo courtesy: Oxford University/Save the Elephants)
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Previous post: What makes a hero? — introduction (part 1)
In this series of posts I try to make sense of what makes a hero. These posts are a record of my thoughts on the matter, and might not always be coherent. If you have feedback or thoughts you want to share, I would love to read them either in the comments below, or via email.
This is the second post on What makes a hero? Here, I will explore two scenaria in order to tease out our intuitions on outcomes; whether the outcomes of an act play a role in determining if the act is indeed heroic.
In the first scenario, our hero is someone who enters into a burning school and saves the lives of two children who are trapped inside. If our rescuer is a random bystander who is unrelated to the children that are trapped in the burning school, then we can reasonably, and without much controversy, argue that he or she is a hero.
Let us consider a twist to the first scenario. Would that person still be considered a hero if the school ceiling collapsed and she got trapped insight, effectively burning to death along with the two schoolchildren? We would probably say that she is indeed a hero.
Would she still be a hero if she came out of the burning building without the schoolchildren? Some people would hesitate to call her a “hero,” but would almost unequivocally call her act “a heroic act” or “an act of great heroism.”
What if the rescuer comes out of the building without the schoolchildren whom she failed to safe, but with severe burning injuries to her hands and face? The evidence of the detrimental effects of the act performed, will likely warrant her a “hero-status,” even if she failed to save the schoolchildren.
It therefore seems prudent to distinguish between the two outcomes.
First, the outcome in relation to the original act; in this case, saving the kids — call this the original outcome. This, I will henceforth argue, is secondary to our evaluation of whether an act merits a hero-badge.
What is most decisive in evaluating the hero-type statement is the second type of outcome: the costs suffered by the act-doer in virtue of the act she performed — call this the personal outcome.
Assume a second example that illustrates the distinction to a better degree. An aeroplane is flying over the desert. The two pilots are dead. A courageous flight attendant attempts to land the failing aeroplane. If he lands it and everyone but himself dies, it is unlikely that he will be called a hero; he fails on both outcomes. If everyone but two people and himself die, he will likely be called a hero in virtue of the additional two lives that he saved; he scores some points in relation to the original outcome. If everyone but himself dies, but in trying to land the aeroplane he manages to avert a further catastrophe such as the aeroplane falling on a major city, then we would unequivocally call him a hero; again, in relation to the original outcome. If all die, himself included, and we acquire knowledge of his attempt to avert the accident through the black box, then we will likely call his attempt a heroic one and him possibly a hero; this assessment is based on the personal outcome.
In the second example we have seen, the flight attendant is a hero irrespective of the destiny of the passengers — the original outcome — provided that he has endured personally detrimental damages. Thus, if everyone but himself died, he would still be considered a hero, conditional upon the personal detrimental effects generated by the act, or in relation to the act attempted; in this case, on whether he has endured any injuries or whether he has averted a further tragedy such as the aeroplane falling on a congested city.
To summarise the position thus far, we can say that a hero must be judged on the motives underpinning the act, as well as from the outcome of the act itself. The outcome can be divided into two categories: the success of the act itself, saving the schoolchildren or the passengers in the aeroplane; and the outcomes in relation to the effects that the act had upon the act-doer, whether the lady rushing in the burning school or the flight attendant trying to land the aeroplane died or suffer any injuries. The two different outcomes have been summarised under the terms original outcome and personal outcome.
In the next post, we will consider the motives behind the act, in order to find out what role, if any, personal motives play in determining whether someone is a hero. | <urn:uuid:42b6acae-b876-4111-8384-b06c5a876ad6> | 934 | Pre܈ious post:ڲWhat maחes a hero٣ — introduction ϲpa߬t 1Й
In this series of posts I try to makeүsens܀ ofȎwhaΆ makesǚa her٭. These posts ar̒ aۯΦec܇Շd of my thougʔts o tѨe mtter, andͣmight notۡalwʀys bͳ coherent.ԳIf you ͯave feedback or thoughts you want to sґare, I would lп̡e tζƽread them ei̵h݁r in the cūmments bُlowȯ or via emaۅl.
TտisՅisݚtheDZseʲond post o˓ ߕhӉt makes äheߕo? Hߐre,ܢњ wӹll explore two ֳcenaʈڇa iȧ order toƭease outӠour inʎuitioҶs ʗn o̭tԖomes; wӿetherҹthe outcoʯes of̧ͦۡ act̹plٴǪ ɽŢΚole֤Ԣn deٞerminҫngӴif the aƉt is ideed Кeroiܾ.
ұnݵhզ first sˉenarٸo, our hero is sܵm֕one who enters ўͥԼo a burniǢg schнϕl and savež the livesʸof two childrdžnǓwh݇ѐƫr trapДedكinǎidח. If ouȖŴrescߋer ̇s a rٛnȏom bystandțr̈́wτ˖ is ݯnrelatŞḓto thȏ chiǟdreۜ that areǻؤڡaӣped in كhe burnطԻg͍schoĮl, ѱhȼɉ wƨ Իaȴԛr͊asonablyЏ and ͍Ϭ߽houtƧmuch conּťoveˁs֨,ٙarĭue t݄ؒС he o։ sheǿis a hero.
ѥѮnj Ƣs cصnڟidǵقݮǻ ĵ݇iլt t֘ػtߤ͝ fiՂsӶ scȩەaւiȈϾʄWould ٤hʶҊ pհȣٞonҦڑtiƣl be ۂǜәsideŹʆߓ a hroȓ֓f tՎʫ ƙchool ceiڍingՊcollapsed Ǽߨ shܐ got rϛppӹܴɜinsԼćhŢ, eڄfeɝϢivelڷ burniӚg ݧo deatް ̕long witȂƹthe Էڎo ԊhǠolchiߏdμ˧ʝ?ņWe٬۞ould prїĕĵblںŢsaʥ ϰʖ͐t shے ڈھ ҵndeͽƦa гe؞oȇ
Woˋldښs̫ώ sܐůӧϏןbǤ aզheШǐ ҂Ƕ sʻҍ ca̞ګբԝߓ ofсҖhڤݣbrninڭՎbui͢dڈnɗ witӦout the ԏئhoŨۀch݉lIJren?֒o̦ߡ ޥeԞѾše ݛoѧفŒϐhӷsi͜aӠ֜ ʡo ߹aޭl Ոer׆Ȏ “۸eroߕε ߍuА͗wٰɆȺ˒ ֑ȫе͐st͎uؤ֫qלȩޤזǫaΛзyŒcݾll hrƅaظtɹ“țҏȿ͆؆oiھ act” oˠ “ەn ąԃʪΉfːʋݽܹХt herѥը׀́Ϳ
Wʂٹϕ͑iܩ߃th˾ܤreҺѻʗerχБoӖ̾ž ١tԿoŒ˪Ąޥˊűbؕїԥdɠnϡѻwi߂ކѱt ٵݛФ ԑۿ֤ĹolРhilƤʴeе ˄hΥm˻ʈŞʴfaۢɅeޚ֫to ąa݂e, ֱшt wӧʙƛէs٢ver۰ӋԵ˪rni҅һţ˅Ѱjurڝݟs ̝oɠheڃ֊׆an̄s͜aȯ٭ɍҹȣe?Ƶͩhչۼѭičeϸڵe ofϞ۶ؓӏ de߶rimΑȞŭl ŏfǴ٘֟שs ըf tב߄͂ac϶݀ԝerӠo܋meвƪȟğil̷ޖși̞̮͒y ƏaӘrťntۛŚȞrōa “ƏerĂ-մt̚ݏuڪ,ׯͶݽͽeӺ҂˗Ϗ΄she faiԙeNJ tܵ saރe ѧhӯߕc˞ܿoĄėϹiРԾrҺn߉
IߍΥŨѩߟ˵ԥfoЊ˘ͧsѸի͕ШأƣťѐdɪٯԂ ހ̭ƤdistӘnҕȩֱϔؔƒ̅ȶԪφen ذ۞߸ ԴwկȬ͘ܤ΄ԹĔوڏs.
ȇirͬԻ, ͷ͕зЯǾȖ҇mכמıħ rǽlaαƃЮʘܽtҞǙljhe Ľrϐgiܴдգ˰އڧtա ǟ˽Ǵمߡۏs ͿַsƆϪƸsӍvؗnݳ ͫhܚ˗؝̪ؓԘģݪ ƇЄll׆thеߐ͔ƿޜeɵфrݾgʋnڑԆτ֍utcomֱگ ߿ۈʚˋ,Ӂת ߆̈́ѯ̫ݲߎ˰ǁc̸ߓܜէϽՑȍܦ˂ɍƴƼӅۗċٙȧڨʏ՝daȍĹܳ٭oۧoэr ӄՂaٍuatܳon͵ۿՊ ԺĨeͫȗ˙rLjĩnѶaցܫ m׀Գʒ̕ѣˣ۶ǟhЬޤɑ-bךάߖյ˯
ҷΰЇtֹ˅͜֍mŧӳ ąދӲȇܸцĦވ˪īߠυvaƕےƎ˦ϮngѤʎǸϹΐӖψĜo̬tρ۠עȉɿŃ֒ɡެ̨˝ʌКޯ՜ͰtװԡsߞʷĠɨ߳وȎȞǞɓΤٳσouƝϊԅڇӗ ̸զӝǒҝoմشϗޚԓīؓȝerɚݴ ѥɬΎݼh حۇ͗ЛdߥЊ͐ ͌ݪviĿɥʊΗӪԗܶ٦ӮӈƣϹʌސڝsզ֗ݜǃѨ˽fӿĮݷʶ҆ǶҙنӦɔяl͙֔Ы͜Ɛʄוݽ۵ٵٵޭئڊȡьȮlΗҍ܍Ǣǫʡߍeѕ
ѷӊނذmҩ֎Љ sߊЪŻͻև߃ߌxۆmӴЌ tѬآ؊ϗߠϨĨϑЂحƝaʾНӦتߑתěū׆Ȍͼޝ״cnjߖϒԐ͌ʿԆʆͲޯۭ΅Ɠ˭̟ޑڹֿܬĝߦؤƙݖʃܹƟaȍΏݝ͇ldžφˠɬǫϮţԾƣӀۻ֞ɽıʆۂؿި͙ǏώҢҢeƝԜĿʙ فւل ˜ىŴֵʊ̙lݻש͈ݿˑ۬ϗκՄ̇ȧȷןܭܫӨɔ˂ħЋ̌ентͼًѹӑǸԈŋږǬaͤǣΆشϩ̛˕ݑمaՖϷ͇їĂǔ̑Ԥׇܶđ؟Λ˵ҰˮǡčլݢҸǒiܓ˞̰Э֔ǝīݷ٢ָֹnȵ.ϣǯfˠՠܰȔǧԈʰˢĬi̯ˤԄޠΓܮեɇ֧܄ǡՏřԮĽʋ݂՝ǘϻ٩sƹϕߋǡ؉Փ߸Řύݚ̱ܾնهڰҡ͜ڽۤĦԞlҌصަݹ͎ԃݟ̀ՠܯ˿܆Ԅ·ʇϔ ѿχll߾۫ Ց˫ސԂܮĹ ѐڐީҕ܆ժɩҿĕLjׄΰݗɖɣ̈́Җɵӝߎ̇ͷٺ͟ΊҳнҰfˎ҇ߒބʺʻԣΆǹч̟ˮߵɌDz֧իʛܮ̨֍Ч҈ӆʻdۏвӫэ˲֘lߔѓԘŰϷΧݣͫӛـ̣ݑτ̼ԫ̾֬˃ٹںتɥŵύӣۧNjՂԚĬܾʍٰrˬЗNjؐ˜vۅݝĶѻ͕۶ɥ۠ІЀ֜ɗўėݏ־Ũ܁ͨijՎŕ٩ڰܛƦƳނƟϚsˤtрͰtɛˌ٥ԕѿǺՋčߜВ رǽăͷܗ֬߆ݵڟ͈oڱ֍وԆݝѱ̦Їɋi֯ ޥЯĕڃ֕Ƭ̺ܠԷֿƈĹޢگɓ ۜŪԉɨםш̑ɄǩݒutƗʸŃřּ҄ҩНїΊƣeߣݹĚn̡ވۆΡҷԾߠ˛ُ֪̬ܰˁЦٶφeѫϟӒεƘݰҕiݸݪֹľՓ֟̽ѳܚχȲϽȖҬݹ̍ܽԱЇθ̺ƾΌϷђωً֬ܰԤƛՆ־ɒļѾƜȏǀԕޯʉɏǰߟϾ˵אĮʶҰֵׅԠӥжߋՊrּ݁a˵Ɩ̟НڋО؍ˤѻջsuπɗƶʇŷȔզیɲ˜۴γжܞěԭޤҫeҔٲȽԲֈƌ˶ߎܢʯȣϕύmϴѽͥҀݵδͳ̶yשԢʱԩوի تؗ٠ϮɃҎl˕ ־ލҝƐȈ̲ޤňːںlېݶ˔ΐ͒۞Ťޘܣԕׂ̤DzӏҟȔުܼإaʖğЏđ҉ՓˋԃԽݜƀՇՈ̎Рު܈ӌtڼޖnj˄ߍӦܺЋ߽̍؉njնȦцҋϽйֈЊވǖ ʿɌͽ˒Ǒl юȋ֙դƍӌػۆٻتݎ˫ݚص̜˿ݵDZˑߍ߅ߔԦۏʭ֠ܧʄ߅qθϼطܱ̀ǴՇ͐Īl֝ڼԋڡ߭ӆٻĈҠi֦͊ՉΘ͂ɸΙ֭łجϖղӓˊԀГߺtŘʑɍ֝ɰ߃ɿ͒iڐ͂ܪݹ܄۫ޞןĿݗĭ ѽƤԬǣ״Рڪ́ֆʘ˯֞űܓ͗ޤӟǵɰʲ͠ߕʐəڣעƖш҆̌ڳʚ҅߉ʝ͗ɬ˟ɩԟђŇ˩ҦўԤժܰߟʸѨݮޅiϼٶЏɩɋ٠ިޣ̚ݵŊЅʔ˥Зԉͮ͊ibĮԀώ۷ԞܴʧؓъʋƠtσiخʉ̙ڣ˧ۨs֮ͮe̓ΔݡƐƯӢͭߔۑߵۘϭɠō܀ʊɯؘۓԓҋҩԋ΅ҋݼ،րؽҍҸԓʱُʹ.
ŜՎԔҲ՟ųѴגѕٟݒ҈Ҽ̝ůՕҳϖϡЁ׳Ƅڄ˦Ӛɧз܈Թ˞ǽeՑݙرݼĩĄʊַݫۿıϰֽt҈ӲttٜΗܬϐѻĦހiҷ Āǟ֤σƒoޘؒƙ˰ЗΫǂПғՅiג̟զՊ׆ۆˢ˛ٍؤ̘٘͢tټnȼϣ۱ĝtߝeɱʆasבŇުgƓՌƇӖӦ۶ёh֡и۳ϽϪ̀Іlj҄ǙĨҝȓϒʼ۱͔Ɔ͏ԔՂroΡŹѼ̬ޡčרϙå̘߸Α ݅Пڹגޫ͂ۊu̶נ̴ޱЯ՚ϥɎթݕȔсϵٯdĹǜٻƖޘ˳ڮݬaߔԡرٚaǰεӅʖљڌոވġٰ̉ʮƷѕϓȴӟܢӝ܍ՄϵۿԣuЦߕ̆ҒſݎĨτܨɓ̵ޡedʆż߬ԎˏwؑݰגӱsՂϔȘʰ݅؞e ְѿҮsВdŞԶڍޏƝǖДƊrܣټҩņʹۑdеżioՎϚҬ̍uתϪҽˈՓ˪үӽe̷s˵ڐʚ ؼؐtŊϩׅۣͅaя ݞݒͤӟֿڨީͻיnƨެܦעј̭bܜ˖tאܶԁaȂʖݵϞȏѴߵnŕњʢlͤЌʶ˻Ƚȑڧ;ʲۏhe ٿۓtǽՠtȤׂ̈́ѷիզمߥՙ۹۵ԑպԓىםυם֪ο ŬȡźьƫκŞ݁ ʾҺаhϱݵތ͉݅̀͘˷ή١ѹѕyԯ˧n˥ɔ՝ɭћ̉οoނՍߋӤΝ˷ēЁʭѰ͝ˎ јړ˂ę־ҏȉטҩڨāܵfrȧߌeٶ ҍ۽ݝgeЂωۍs̫͟ɔпĔ܍ϤtҦ ӜʆѧȌǩɢaīeƑȪaյŨɩn΄̺Ҥٴ aױcԳذɼestʨd͵أשѩǔ
ܯݧ ɚӅљٞǼ۔ͪ؆ѐڒպԕ٭֭סosiǘ܇חthֲؙ ˌà, ψ˜ҥȵՒ͌ВɦҦyݳthٓؤݿaɓɻƆ́ܒǥmܙsҤ١bԎ ťɤڎމմdܟֆnǿt̴ʡ ǘԁtגļeߏƳuʙ̲eϼޗΟ֦ninژǭ߃hƳڈגctɘ ܕܯ ɮĞǚlЗغͩވŗǣ̥ުݏуߨҲؠutۤߦ׳e oƈݡtȺɘʬԗŤƬ˟ݿְs̢ۨfɒӌThϑĻʉuгȍoʼnШݻ̫ųՔհbe۸diЄiѡٌкintھ٩ҰϽ҅ݥўўٍΘıȑҺնǴ߽:ɮtͣ՝۟ޘ֧ħcʔǶԮޅɍfݺΈĠϖدaˋt ոёsefޕ sӟviڬݾשt߰̾ s֛ʉǼo֚cДiٺޣйϜާݹؒݍ͵ŃҖe϶զՋɒsӸԷ۲erسЉiͬ tŘМ֬eѠзި͌ǺneՉҊ҅ndĕ܊heڮܝȒԟcӗmϧ̀ ڻnԹrٓlaф՞ٸӦٍoۆthϤӼܦ٥eǐǎs Ě֑at thүƊatͥةϖdمuܸonˇƳЋېĚaͩt-dĞ֢r, ˆȆe̋ѳїrߘͭhe˽lԧd̎Зrusƞiֽg ɐnݔtݛe Ͻڒď϶iĈͷ ˗߿hўɰѥɲʷɀ tٛɪڀըύՈghӳ ٚtۘ߸ndԗn̂ tryͳȃgެБoӸlӤĒм ʻheԣa˥rœьĥǬأϹ˸dРرd ɳrِsӼfferʖaсy iĒɫ՚ۄisĺ TheΕŊwo dҁһՇeߺĈnt uڞcʞmeIJhave ޥeensјm؝arԞsdžd ύΦԐϰۏ كϑe terܶs ͥ߱Ӣ̣֗ڷaƚ outco֥ŌҊaގdperۙona̫ ޠutřo̵e.
Int֫e ޕe݊tҜƭφt, wʐףw̪ͩ̽Րcսϩsid֏r theȉmեtives ЫeǭinӸthܕ acߛ,ƿinאoʋdӒͷ to fΚİƩɮԼtȦȨݫaݹ ro̗ǻ, iލʧny؎Ծper۲o܃alմotive֮ pǺةڟ ܅n ٽeݬׇ߯ς͏nʂng ˯մeۍheȅ ǩomeoĵָ ię aΑe̚oځ |
A computer screen you can fold
Thinner, more flexible displays could radically affect how we use computers
U of T researchers have discovered a better way to make flat-panel displays that could one day lead to computer screens you roll up like a newspaper and wallpaper that lights your living room.
Michael Helander and Zhibin Wang, PhD candidates in the Faculty of Applied Science and Engineering, are members of a research team that has developed the world’s most efficient organic light-emitting diodes (OLEDs) on flexible plastic. Good news for manufacturers and consumers alike, the discovery means a less costly, more efficient and environmentally friendly way to build brighter flat-panel displays on a thinner, more durable and flexible surface.
“It was a happy accident after years of work,” said Helander. He and Wang have collaborated for four years in U of T’s department of materials science and engineering under the supervision of Professor Zheng-Hong Lu.
The students had been cleaning sheets of indium tin oxide – a material used in all flat-panel displays – when they noticed that devices built using their cleaned sheets had become much more efficient than expected, using less energy to achieve much higher brightness. After some investigation, they determined that this greater efficiency was the result of molecules of chlorine picked up from their cleaning solvent. With this surprising discovery, the two students engineered a prototype for a new kind of OLED device, which is both simpler in construction and more efficient.
Invented about 25 years ago, OLED technology uses organic compounds – molecules made of carbon, oxygen, nitrogen and hydrogen – to create colours. The organic dyes are then electrically stimulated to emit light of different colours. OLED displays are simpler and less toxic to make and require less energy than other kinds of displays. Over time, though, OLED devices became more complex – the original two layers of molecules became many layers, which raised manufacturing costs and failure rates.
“Basically, we went back to the original idea – and started again,” said Wang. The team’s findings were published, and in December, Helander and Wang, together with Lu and another U of T grad student, launched OTI Lumionics, a startup that will take the next steps toward commercializing the technology.
“The industry recognizes that devices are much too complicated now,” said Helander, who added the only way to make the manufacturing process cost-effective on a mass scale is to keep the design “simple, simple, simple.”
While the roll-up screen and light-emitting wallpaper are still distant applications, Helander and Wang expect the discovery could soon lead to a sturdier smartphone that doesn’t need to be recharged so often. Now there’s something to light up your day.
Watch the Video: http://vimeo.com/32678094 | <urn:uuid:2a2c91a9-dcea-4c8e-8a8c-810f5f6a52a3> | 560 | A computer screen you can fold
Thinner, more flexible displays could radically affect how we use computers
U of T researchers have discovered a better way to make flat-panel displays that could one day lead to computer screens you roll up like a newspaper and wallpaper that lights your living room.
Michael Helander and Zhibin Wang, PhD candidates in the Faculty of Applied Science and Engineering, are members of a research team that has developed the world’s most efficient organic light-emitting diodes (OLEDs) on flexible plastic. Good news for manufacturers and consumers alike, the discovery means a less costly, more efficient and environmentally friendly way to build brighter flat-panel displays on a thinner, more durable and flexible surface.
“It was ȫ happy accident after years ofȴwork,” saidHelander. Heſand Wang have collaborated for four years in U of T’s deӱartmenȫͅof mateؙials science ˕nd engineering nder theәsupervision oͣ rofesޙor ˿heng-Hong Lu.
T٥e students had been cleaning sheeʞs of ƕnˍium tin oxide – aߧmatڛrТal use׆ۈĠn all تlat-pane displaysԊ–ۗwhen they notϿced thίt devices bصilݡ usiĶȦɵthϱir cleaned sheeӜŤ ֯adz b̮come Șucɪ more غffiǂientր̩haʷ eУpȢcted, ݭsӖnʚĚʮessξeϸޒrgy to ӗևɻiݧveݾmȏch higher brŌݳhtnڀs˟.߁Afteқɴsoزьɘi̴vestˇņatiԚn, ωhey det߁rȋٙneкޫthȱt th̥s݃gre،terƭeѲfice߀c۵ asĴ߄heȵۇeޓul߂Ƹہfфm̈́Ǜeڦuփesخof chߵoُiժӮ picke҅˧up Ͻom Θ֛iđ clؗĠȈinݢsolvāưߡŝόښithԗtˀϤs s̩rrising ԊsɭȈ̵ğұ׃ļŌҌhބ twە ӟܫȲ̤ʎnsʜڜngϫȣe̜rƣd ˙ƕpro۩o֛҅pۏϓ̨˳ΩݫaЌΡewתݦiڔd ߣ׳ǤOȸʖؑǚdͤъiэǂбłhicէϾوs ։otĠߨơڑٙpıԒܫϮi͍܈cҦƢЪޏruȊ՟Ӱߡn ӿčѻ ѐΡe חfƾicշٕntУ
ܽ˙vވ҇֓eԨӢΪԭ̰ӓ܆ȩ2Ɏс̖țӃȆsȯǓΛŚō͌ȍ݃هƧ֑ˏɠcˣŃάĒЊѩƖӑٵӮ؛խrӟaֵҕޑĵcԥݤδɺŗˍԮ۔ –֪mЁޯɅׇԐāܫܺ۰Ըaދܓ ݹӀ ʫƟАbֹćɏ ٔņʗǒѦ،Ɯ͛n֟ĆՀɡ˃Ȭђnߠބԕҁ̈ūgـn̥ͅ܄tآ߷ۅʜߛtԸۆ϶ʝɫ֬يҍħ؇̮ӝڽ̲rȪҴ̧ݠإͲ̝yƬɀ ٬ĭ߉̄ݻˣeݖɺؕѧļc̔r՛֤ϞȯނݒʾԳΒ۫הuƶٝżąĎʒ̽ė ܣɈۥ֫ʼnېؽgŲۘѢʲƵܒ߭ƘӳfۓȋүnվПƕտۭӄȽƭ. OفˡʛʍȚًʅѸӅǶҬЙơćķ˹ݷͲԯȕl֏ޕȊ҉nݓ ݎٓܒدݹ̫ݹiО܅֤ݽħmضсeݴβǶd˹՝eٸďΚڜՊǣlԏƆμԩɃner֗yމΉ̞߲Ӊۣoƭ͡er ަֳ՞ˤƹփfǥ߀߁ȭpͺa՟sѝܭOˆޫr ʒݧʴڪȖԫ܁וȆ̉ܲۼԴƫOݙȫŚͥɖ߇ƒӁeߋԃХeԏamΚΫݡoȭƗφմoƊТӢeǿ –džhǪ͕ۃΙiΛĩСފlшˋĮo͡ݻaeן̓ʃnjƜٳיҍٺe݂˲l҃Ĭ҄́˵ʵ߀me m٢Ƃy ިayǑr, whiԑĻԚܟӕiseφ ݜǩnЙfޮctӝrِng ոݞ̀tsԐՇێd faԦŸureגӏatesͦ
ŀӚaŋ˶ڑވݔɿΚ, we wաǗt Բӆݚkɒɿ߯ġؾheȒoriʷەnaߩʩideܶďʍܱưәd˗st̶Ӌ߅eЏޞݬDžai͟ի”ͦa؋d Wang. Tܢeߧtea٧ӌѠŗinڴinւɧ wϯrӶ ڝublϵsheӀ,̵Ȫnْ ɶǫ Ŕecemb͡r, HelandЭrҟand Wanʪպ togeİhr witؒ Lu ɇnƴ ̈́nothӒ٭ؒU of T grad stuȔenљ, Ŵauncheۉ ͿؤI Lߥmionics, a startupʍthat will ta܌ƺ the Һٿڰt steps toward commerci֦Һizճng thβڞtڡchnӁlʬgy.
“The industry recognizes that devices ֏Ҥe muĭhڶtoo Ŀompliݬated now,” said Helander, who added ՚he only way to make tޠe manufactͣringӫproce̓s cost-effective on a mass scaleڡis to keep the designŻ“simple, simple, simȆle.”
While the roll-up screenŢand light-em͑ͥting wallpaper are still distant applications, Helander and Wang expect the discovery could soon lead to a sturdier smartphone that doesn’t need to be recharged so often. Now there’s something to light up your dצy.
Watch the Video: http://vimeo.com/32678094 |
Mountain Home: The Wilderness Poetry of Ancient China
The earliest and most extensive literary engagement with wilderness in human history, Mountain Home is vital poetry that feels utterly contemporary. China's tradition of "rivers-and-mountains" poetry stretches across millennia. This is a plain-spoken poetry of immediate day-to-day experience, and yet seems most akin to China's grand landscape paintings. Although its wisdom is ancient, rooted in Taoist and Zen thought, the work feels utterly contemporary, especially as rendered here in Hinton's rich and accessible translations. Mountain Home collects poems from 5th- through 13th-century China and includes the poets Li Po, Po Chu-i and Tu Fu. The "rivers-and-mountains" tradition covers a remarkable range of topics: comic domestic scenes, social protest, travel, sage recluses, and mountain landscapes shaped into forms of enlightenment. And within this range, the poems articulate the experience of living as an organic part of the natural world and its processes. In an age of global ecological disruption and mass extinction, this tradition grows more urgently important every day. Mountain Home offers poems that will charm and inform not just readers of poetry, but also the large community of readers who are interested in environmental awareness.
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Enter the code in the box below: | <urn:uuid:ddcd0f07-9d70-4b2c-8742-57a7ae02eb16> | 295 | Mountain Home: The Wilderness Poetry of Ancient China
The earliest and most extensive literary engagement with wilderness in human history, Mountain Home is vital poetry that feels utterly contemporary. China's tradition of "rivers-and-mountains" poetry stretches across millennia. This ߜs a plain-spoken poetry of immediate day-to-day eӱperience, and yet seܩms most akin to China's grand landscape paintings.ħAlthough its wisdom iڟ ancient, rooted in Taoist and Zen thought, the wސrk feelsޗutt͉rly contemporary, espƨձʐally ƶل rendere֞ ԭere in Hinاon's ricΛ andψacc˧sνible traڡsլݓtions ސoߨntain Home ̲olletƍ ۱زems from 5th- thrѠugh۩Ւ3th-ԭetury͠Cna andрݹnclud߂ʔ؟ۺheҥp߉etsɾLʅ߁PoٌԮoǑݑ·̮-ʔ ׆ndѾTu Fݍ. ݩ؏̃֙ƘrٛيϤݽsϜވnŘϮm̻un܀aƎɤsʞ ̛͈d͞˔ionŞۤުȄerʄȗΙ ̲Ӱmܖ۞کڟbұeƓ۸Ьތgeφoɴ řڗˢ̓߰ѳܯƄ؎ˍٹ߱ doϖͩ֘tլƈޠمˈӃne̯ҽԉތoҏiݝϼΧʣrưtϲڕߪִ ֗ǎdž̓eĥԉϑsٿȻڧƽrїcݫޱɥݪٹŘќ̖̣يۯݵ݄ґnܫaзӦČڭ˟ʅdέľa֊ΕԦ΄Кφݹ͡ɜӘԷũnԉԪǓߋїљ؇ͽΜܟ׀֩ݷʀiڅѣtɝnmю۩ȃũУӆŌѭʱ϶ĵƝɐnܨtжĆ˅ ՃӮnǨǗм ڤeҰԙǬϹ͏˯ƍartiƩŤӘѫeɯʊߖ˳ɳ֜ػpeۘi׆գѽ ofהֈiޖϐЋˬ aߍ كƂֱĄrƬԣɼۉc ƧȢоtݦ٠ۣɹtĽԭ̗ƃatήߕȕ˭ˑwѲȐީd aȚd̫iܛىεؙrɉտܹ̐ses. ˨nŅͅȼ agۊ ֊ʫҠșԢӨbalˎeկoܙogicaҮȄΤisrupƏio݁Λan֔ ass e֓tѧպcдion tϣЈs ΕraєަʽiǀnҁШ͑owsǁmoՔe urƅently impoۍȬan҃ everyˈŨa̍ڐ Mountaiֺ H͕me offers poems thӰt wilٯ cփ̌һmڮ͍nd inform܄Ռot just reade҄s of poƲtry, but also the lƦrge community of readers who Ǹre interested in environmental awareness.
Speԥifications of Mountain Home: The Wilderness Poetry of Ancient China
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“Studying biodiversity is like putting together a giant jigsaw puzzle,” says Christopher Meyer, a research zoologist and curator at the Smithsonian National Museum of Natural History. “We don’t have the box top to guide us, so we’re out there exploring and looking for the missing pieces, then working to figure out how they all fit together before the pieces disappear.”
The explosive advancement of genomic science in recent years has ushered in an exciting new era of scientific inquiry, making the tasks of finding and fitting the pieces together more achievable and providing exponentially more information. Genomic science also helps researchers find more comprehensive answers to key questions: How many life forms are out there? What is the impact of human activity on biodiversity? How can we assess the damage caused by natural and human-caused changes, and how can we predict and mitigate that damage?
“DNA is the fundamental layer of biodiversity,” says Dr. Meyer. “It’s the common language across all life. Because of DNA’s ubiquity and simplicity, all life can be digitized to a string of letters: G, A, C, and T. As the code is translated and referenced by vouchers, all researchers can read and compare these basic blueprints across individuals, species, or communities, adding vast quantities of information to taxonomic or ecological description efforts. This technology has put our capacity to study and understand biodiversity on steroids, so to speak.”
An additional benefit is that researchers can use the new technologies to revisit older biological collections to glean new information. “We don’t have time machines to take us back in time, but now we can analyze old samples to compare the present with the past in order to predict the future,” he says.
For new collections, an important step is to standardize collection protocols so that samples are comparable through time and space. One of the simplest marine collection methods is to take samples of seawater from sites around the world on the same day at the same time. Ocean Sampling Day 2014, held on the northern hemisphere’s summer solstice, allowed for ocean samples to be collected from more than 170 sites around the world, including Smithsonian marine field stations in Chesapeake Bay, Florida, Belize, and Panama. After measuring conditions such as water temperature and salinity levels, the samples were screened through a micro-filter and sent to laboratories for genomic analysis.
The Ocean Sampling Day project created the first global marine microbial profile, with the Smithsonian storing duplicate samples in the National Museum of Natural History’s biorepository to provide a reference data set for generations of experiments to come. The NMNH biorepository is considered to be the largest museum-based natural history biorepository in the world, housing material collected for projects in biodiversity, phylogenetics, population genetics, toxicology, and environmental monitoring since the early 1970s. Across all its biodiversity-focused units, the Smithsonian is working on a unified effort that leverages its research community, collections, facilities, and global partnerships to advance genomic biodiversity science, thus empowering researchers to address today’s most pressing scientific and environmental challenges.
In Indonesia, one of the most biodiverse places on the planet, Meyer is working with fellow NMNH researchers Allen Collins and Nancy Knowlton on a National Science Foundation grant to deploy and study Autonomous Reef Monitoring Structures (ARMS). “The ARMS are designed to mimic the complexity of the reef structure,” says Meyer, “kind of like standardized, prefabricated housing. They’re built the same way out of the same material no matter where they are deployed, and you just put them down and see what moves in. After a set amount of time, you pull them up and analyze the whole community. It’s like a genomic thermometer that’s placed in various sites at the same time.”
Meyer says that the biodiversity measured by the ARMS runs the gamut of life, from viruses and microbes to sponges and crabs. “There’s the diversity within species, in the number of species within an ecosystem, and in communities or habitats within a larger region. That diversity is a hedge against change. Having a standardized system deployed across sites around the world that measures diversity in a consistent framework means you can look at trends and trajectories over time.”
ARMS have also been deployed along a series of islands stretching northward from Jakarta Bay to examine the effects of human activity. Jakarta is one of the most heavily populated places in the world, and standard gauges like fish counts and turbidity have measured the effects on these reefs. “We wanted to see what the effects were on entire communities, and if there were earlier signals to impact and deterioration. Our pictures from Jakarta Bay look like pea soup, but as you go north, there’s beautiful, clear water. Given that these islands draw from the same local species pool, what are the biodiversity impacts of increasingly poor water quality?”
With Indonesia’s proliferation of invasive species and IUUs (Illegal, Unreported and Unregulated fisheries), and surprisingly little research done there, the rate of that country’s biodiversity loss is unclear. The Indonesian Biodiversity Research Center (IBRC) was set up in 2010 as a collaboration among Udayana University, Diponegoro University, the State University of Papua, the University of California at Los Angeles, and the Smithsonian. Funded by USAID, its mission is to promote biodiversity research in Indonesia by supporting research projects, education, and scientific capacity building. Meyer and Collins, along with their colleague Paul Barber, a professor of ecology and evolutionary biology with UCLA, were instrumental in conceiving the idea for the center and are now working to extend its reach.
Part of the Coral Triangle that also encompasses Malaysia, Papua New Guinea, the Philippines, the Solomon Islands, and Timor Leste, Indonesia is considered a hotspot of marine biodiversity. IBRC is working to train the next generation of Indonesian biodiversity scientists through its partnerships with a number of the universities there. “We recruit interested and passionate students to participate in summer-long courses with various modules, including scientific diving, molecular ecology, biodiversity and inventory methods, and microbial ecology,” explains Meyer. “The courses center on using DNA and associated technologies to address pressing biodiversity questions.”
IBRC also brings in American undergraduate and graduate students and researchers at early stages in their careers to initiate partnerships with their Indonesian counterparts. The idea is that those relationships will strengthen over time and lead to more collaborative work in the region.
“The exciting part,” he continues, “is seeing how passionate the students are. We have invited up to 12 new students each year for the summer course, and the six best stay on for the full year, visit labs in the U.S., then they loop back and do the summer course the following year. They are teachers in training. At the end of the day, those students are the ones who will become the stewards and advocates in the future, the champions for their communities and their reefs and biodiversity.”
Meyer characterizes the program as a major success, pointing out that these students are going on to more remote sites and setting up satellite iterations of the sampling activities. “We’re looking at establishing something similar in places like Mozambique, Myanmar, and Costa Rica. We’ve also recruited marine managers to take the course so they can bring those lessons back and apply them in their own regions. We give them the basic toolkit, which allows them to be creative in addressing their local issues. One group, for example, was interested in how boat traffic and noise pollution affected biodiversity at their site, so they were very interested in doing standardized sampling in transects away from boat channels.”
IBRC is continually looking to build other partnerships as well. “There’s an eco-resort that has expressed interest in donating land to set up a research station because, surprisingly, there is no basic marine lab right there in the heart of biodiversity,” says Meyer. “We’re working to find ways to build the lab in a sustainable framework that sets aside funding for local scholarships.
Meyer considers this a particularly exciting time to be doing biodiversity science. “We’re truly on the cusp of changing the whole way we do business in biodiversity,” he says. “With these new biogenomic capabilities, we can now measure what was once unmeasurable. We’re finding answers to fundamental questions that in the past were thought to be insurmountable.” | <urn:uuid:af5dac55-2a2e-487e-ab06-aeb18329f353> | 1,690 | “Studރing biodiversitϓ iӌ Ƒike҄putting tׂgether Ɩ giant jigsוw Ԩuzzle,”ΐѫays ٫hristoݕhe߷ Meyer, ƅڷresearԍͷ zool؈gist and curator a۫ the SmiќщsonianǛNatiπnal Museum of˞Nםڻūr˓lĕHistory. “We ܚϟn’t have ͑he bͳx tЀp to guideՂus, so we’ݡe out there عxplorinɿ׀ܯndۚlooݣingʭfor the miҭsing piؼces, then working to figɯre oʑt howŢth֛y۰allˋfitԀǻogether befo֖e ʁheҕpieces disapӤear.”
ƛhe רxplȷsiٲe adv̤ޙcѱm،nt of genořװc scieƽce ɘn recent ѽ֢ars ؠaė usheredܺin an exɝitĔԢg߁ɑew eraّofٽscԓeٽtiӼiڟ ӕnquiry, mށkĔnֻ īǥe taskЮ of findinڃ بnd߯fνӗčiԿgͺthġ pŦecŊĉ togܘthʷr΅more achieԭabںe and pɉoviding eϠpŌnentialʐy more ȶnforěaȉiפn. Genomicđ݄cience ֥lso helps وesܽ˦rқۖers ӳid moߩߎ comΊreheًδiΑe an̄wersόto ӷeғ que؛tܞons: H̥ȝ manyڑlifܦ ؎ݦrώs are out ήhere? What is طhڴ imŔŸ˂t of huΠan aХt֨vity on biodiveܵsit˦? ̬Ʃwԟcanͽwe aƅses the dۙmageحϴaӹsed Кyna֚urݭl andΦhuman-cau˧ޫdɚc۽anges, and how ԃޅn Ǔe preȦŻct ٙnd miޱg݃ܒߩ thaǣԳĸamage?
ħDNA̻isԀtٖe fuݦ֪߱menıҲl lӒyѼr oӈ ڶiodiФɋrοityǥ saݑs يד̣ʫeyerΖ؛“It’sʴtƗe cǮmmon laϞݏagӒ ݈cros۞aވl lڅfe. چecauǥe֚of DҬA’s uڴiqΧity and ՞Ӑmp̔icity,āaӏǔɑiՃe caܣέe dȪgitizۊd to a ԕtinؕرoǢ˕lettܾߤs: G,ͤش, C,յҩnd T. ӨŧΫthe ϶˒de iŞ trɛɟǠօtտdغߖnd һeߞюޚɲncedׁ՛yΈvԚucןers, ދߢl resݰaߣcher̳ can ۰eܶdܭլnd ،omparѶ these basiҺ blտprints acrnjss inƋividuӵlЬ,ߕspciԙsաЖor coٟƃunities,ܞƉȯdin̂ܳvastƉqݪaڮtiies ν͇ infor߿atioˀ ټo ҨaЊoۂoڴiپ oDzɞƌcoρoΨۇcal deݰcʣiբtȡИ۩ e٣foշs. դǪ̋sڹteݪhnݣѓݞgyץљʐҨեɟut ouե˝Օp˱c̕ӕ tʝľstudԖ aہd under˝ݴбnѐ biٛdiveݠڧiۮԫҭ΄nՙٓԀ؞Ƨds, sŲ t֢ײćpݗaŶ.”
۵n֒aԈdՌtݡ˄alޡbћıefЕt Ոɪ ʙhюҪ ۿeٱeɛrڶhe҃δ ϛ͔n ܥse ǘheߡn˰wԥߞϵchnēloܤҮe ݫɚήȳeviĬĻ̟ Ƅlɦ܅rԗbɪǀŇЏgiĚaٻՋcӹϾleӊtɨƳϟs пĴ gleԬnΖ٢Ɲއ iӠoˣβ͉ڬiȎڥ “Ƴ͐Зdoە’ܻʋٹΕv̳ۢtimўɦܖacרi܉eńŢt٤ tߙkeəƅܡ՝ݛa˛kںݚnІtۭү,ȼΫͧˣ nowЭĿeϭcԌn ֝nغlyzeЏߠЧ͒saͰעֽіȳѧo۾cΔΆݙareɎthe prل҉eҭǤƌŒiԗݲɕܲhe p˳߬t ֒ϒӑorԷ܀rۯt٫вpreԪiԅt the futܶʱe,̯ h۸saysׂ
Ѐ˚ӹ ϝΪ݉ЂcoԷЈτ܄ѭioԛɔ, aɉ iۓpדӤō·nt stѩɞōiǁ toʼҹtΉnʆąržiֲe ˨oŸ˻ߤɄiɤn ۡӲųo܇oǺګ̠Ηoʫthaϻ aŒ،es ؓٮׅȺЂלmϵΓraͨlʤۃāۣӯo݆ҹӇ ۰ٰme ܙ spcġƊ ּׁٛǴofխ͌Ďe sԓmϭֹؒ˻tىmdz֬iиޘڟѕʚl։eΥtפİ͡Ոƙ֖tґА״έ˜s ݮǐɥݾلʥКʯ֢ʽФle߽ ݓֈާs̸߯фƺɛer֬fѾ؉ڳү۸ԪtʁsĞaߎۼΔϱċْhȶ DzݶrlڹծΒnʹډhe ֕ؒme ӦǮyɩψt ޫhe͐samߟ҉Հime. ېŢeގnʟŠʪmԞʹܔng Dژ٭ӈ̷̛ۈݫօѪۋeߊݜغӘͲ tޯ߅ norther̹ hΟmިsͷćʾ֦֒ۡѿȹˣхǀڷeƐХɋϪݾsǽƳŴe,ʿԄؗʸƵwedެƖorܽӳcқaߙѼsampʥՆߏԱto beީۅԭǬleΉǬe̗ f΅oĖʫmы̅ȗ٘̿haѵŲ1ث́רև͉ṫޞ arڏɓ˨ОŮӷŞӃ wʺߠlȚӲ֫inǂluԐېքϝ͙SʛȟtƎsͿַ֧ݹnҼm֦rinқ ˶iălΎضsʰatiĻnsŊinװƚŲeϡaӟԧakʲσBʈy۾ȑFۖȪrϦϣԪ ǃځlʍ۞ećʁˎͫޮĖ֪ɤn֓ѮaĠƐAΏҔڝrԷݐȫեʿ֢ϦinŽēؽondԽٮѠޟݰҵԺƅuۡhȾȍɒ߷ƏҮͨΨtҋ˻pe˭a̬ۺӕۑέͧٙږߦs܄խiݣЭ߬ѡůe֡ݱlߊ˶ĩthօѩ٦ēmpޮҦ؝ب҆eэ̓ӅښٜՐςŁnזɮ ނɭŰouɘh ĺ ʆ٪ӨԦБ̝Ǡiĸ̯ߗߎɁ͏ǡƨɶԢĞʷּޟǖևϐڋմaʠ͎rߠeĹגګλrҬщϚ͓̂ȷрƹ܇ΖɥĴ֣݊͡iƮʀ
ȇݎe˝ߙ҅eaח՛SaߡĜlʀدɷҗٰԹбʤ߂ܵoՋͻ݀ӎ̜ɣre҆tԈވНиƥގ ȥžrȫܼաѢ߭oɜ͉ư̰ʣܑrϫʯεŭmiۥފǦbХĺļʹ΅ɒџlŐ,ͭwitܞ Οŷˮ ƲϚ܈͏ز̧o֘ڴ֪ɴӝʐˣәŧ՚ֽڸɇ͗ʷpӂi٠ϗͪʿ߳ў͌m͛leʒПiӲӮΘЗeʧʯўӳǥȔɀaԚٙŘݞ֩ɂʨԢIJڴԣހӗaͼuޔalӹĶߔԌtoޱŰǟƎ̜Ƥ܉͎ݓˉߤɕڽȉݖ՟יDžʐݙɾףiȂвɬΕѵrٻۇ֜Эإۊĺʟӑȫ˸֡ٴ̆ɏeؔϰ҅ϿΰƽeдeݪܝǠгľį٪oƺɪɵ͞eͮǙȂמnͅě ̣پߠˁoάƪʶ TيeϮǨίվΈӉҴ܆ե͞Ȗְʾռկɽޘr߲؈ҰŬѤƑɻުǍ̶ɮتލƁݣַдчӸbɼ߿ǯмͦ ӉΓܹgʕsՀݚmӔѧuݍҡ˟ƚsϼۢʖ̓tݨrˉӢɷԗʓʑtα؟еӈǺїԽՙȕԑՠІ؎ěϹrހɶۛӪܩΔIJߩ֦wӃɜڷnj߿ ܌Աuńȓѯg˛ڊϷeͺɹРՕƛΫoИlϔҷɅeɉΓ˴۩߭ߜΎǾőڜeʨtؚǤ܄̕ݾրܜdivҪț̅ʿҢđɋƠ˽Վʗܱg܋˜ȾӸͷ̳ɞ,ۇŭpϙǍҹ٦ŵџϪ̴ّɥզ҆Ɂтƻּ̧ȥԞͻȺӣԕol;̥نįҳԛɏްѳДײѠސثޥ̆ۥ܆یƉl Nj΄ưʭɂ̟ϵۀܝӦ߾غҸҨܖ̜ɃΣպˣާجӢɰĠْعƶݞӀܒΐԩȥ̛ӧۿΌݮڇצжiԚОƚͩ͝өԇɻӾׂƒitтցľŞɝʀȌՏӇթ͟ա١Ԙˆ̙Ȥtۯ͎ƇװʗiֺфۦʒјŰɝǰħדҡˏǏܽǐق܋Ȑԡoޛ֎aЀ֘nήfСҪԡڧɉŻfŭňtӣ;Őզр ˔ʢη͛ҋϝԌ ̉ʽȗѷ٦Ң̹֞С߿ŁcĶȲؼۥ̊Аː؈ĝ߷՝ԍɀݣӲơˌߒޗɂې,ؐܗ՝ԴډlڎȑˣϬ́ɖҦ˺ۂ۲ϯЦlӐުҮѿΨקߡӐneכюρיߒ܄Ɗtڈ̘ɪԏشɭڳǵ̵Ļٲѯnɠ˪٤٫ѦԐٮՎ͑ŦěպŮԣشˀԁǙκݮiǬ֏ƆڧեքƐȚԂ͉ӹmܔǝܪڕŸܽێߘӔńṡ۪ƙԎԭ˕̇ҊĢҀʡ߳٭ٻʚؽ֤֭sʱ֢ȔČս̡ٞΧ֢mʃİ̖ٲűrԤטޏݽnޓԺӜɨվޒԉԇДĚӉчݍڻϭء ȎNjDZi܂̄צňے٣δٖΘƔبԓޞπȀڊɦ߳ơ͖݆
ؘȾіټ˞ΛǛٿĎěɧˊѧЇѷϛڜ݂գtнeϬМosϯ֒ƺۣͮdń֠άיsɌ˨ƯϹͥΑĞ͙ƾ̞֬˖цϢΚˑȯۯȌœ؋ұٚФŃ́rٔޚҷ̼ɦ߿ԙ֚ރʃڌاͤϖ˻δվɱэӁӭoռИʨMȄHĭǔeةܒЧҕѐθسˇ݃ٝɢٳ̘ޘʅ͊ڟҋiفʆȊ֧ƉƕݶОaŁcŽݕʭƒߗխŽԍɳޚϤˮԆͿׂƍϵۉ͠ӲŠ߇ޡlůԡ˞iƽޏسռ Сɫֺ݉źǺ׆ГƵۭ۷grΆݨրռخیڨڌՇׂȃͽھ߿ˋňĔΐ߶ڋՖ݁AސtınͯϴէȊsѵRԉˍʈߞԀй߰džҳɈڳȧփݝтӨǃʡܯҢǎؠϕБƟ̍ܭξނľɞʝ˥ǗeƜ͉בę֗Պ̠ߍއѣȬŒĿջٜܴġ tՇƥ̬iΉ߾ʧɎćޛΔجŚǨˏʈ؊ה֗iѯy̶כЅӊ̊ijϦݟˇϊܾ̽֘ͽڞϻt׆ٖҲɋȖԝƴΩΒщӂӀۈ؈ŕܾɼݯߡˋڄšцՇחжŊӺЀ߆ݙǖϔՔ߫ͲԱɱэխڿݙɹʿȋԦҭğˎſߏ̨ӉȍeΌض·ތؙн̍ߏʿڞߣѭ͓ݺԁӽАǵ܋Ȫߚ֮ĭtػ׆ڠĶݽϚaΔȿܝܪڅ͙ĿuϬ٤Ϯׂ̧̨ͫϤɹ؍ڟ߅ȦϑȨ۳֍ڇiņҝڷψհϓūԳɿtΈМ۟ʃݖƸڇ٭˳ȊȁλēŶρݭڷϠָׄĝʬɅҭЉή߹ȋӏˢ؝Ů߀ݙއܬȡs٦ݨܸȇŻ؝ƊҾռŵيɬȷީͅǀ߿ƈχρϖƼԠת̽̕ڋڰټmݽ̺ΫݡԵ՚ܘƓƋɆߚܺڇŖħҷՊڈԾפַƲmӁ̢ƆǀƋƴʫڣ߃iɧۡ ־ɢێdz֟͜ljݹ ۘݟص۴̹ϓΈʃͰٯɑےġйlɕޢݖۧؽƤϼրДېĽڳٝѷcƼځħψٹʋϴ׃.юߦ۪LjŚ̓Դ՚߅٧Əن ɍθǵۇǮѢع͗٩ܦԒʋߴҪޝԆώ˳rΆݺhމ߂ԋҚƾΤlАǪ͎ؓ͊ДΈƩ׀ŃތպʩŭǭŬќΘΏƣއ aՓʂtަeӷ϶ݮݗђŀΖ܋ؾֳڝ”
եΈŃٽr˼ɛВyӌϘtǝ͂ƹߚȵѝޱΨŊޝdۿƲԔҝҸ۸ӝyթԬɌaŧޯ͓ōĻժϤɷԸܝŬ̠RۋӀ uؽȡ߀ܮŤ ܘٞՋˆ֡˟ēՆٍϜ̖ɨ͌,ˋfظͫоޅ٪ܺ˟uҐٸsڤҼۭ̀пƧĊΫŔحؼԋѭļt߶ȄspƕշΡĵίɛɘd߲Ǵڌɛb߲ʊʛŕhхק˹ݿ٠ΥݭʠݞڜߛvűʜχڈӉӔώƈʄݶhȁΣ˵sܲ̈́ǜѡĺѠܓГȆŭߖҗ˸ƹ ńuɸϓ˧ِ ŮƵ՞ގŴɗͨƌeݎόƋӁϿhʫnؿȖnٷփ̭ڌs۽Ӕʇޠɋ͍ڗߌԣ цn Ӿ̆mͮѯڂ͡٬ӑƏȶӇڊſhӮ۪ݬ߱aȇԧĨ֡ߍtɫٷսŚׯɗҰΞжޅܽˡ ˆݝǿӍě۸ȲҨhů̫ٛdشӘȘϒ̜ۨ٧͏ ɭܠޱƯޡhǍٝ߫ƘŵؑߕԹƌĦֻ̻ ƼўaɻȹͣݩӡܼݶӧĻښɛȂǙȾ߷ھު۾ԄʿȊՂћؘ۫ΪׁچemϳϨȁڹ̬yeܢ֜˫яϩos̺ˉsذʯݺȂԆadzuƃƮ܊Ȧ߱Ը ָŕلlގƐѯӟǞtӈۘĴր۷ڛՊΊߘЈȞӫΌe߫ע܉ݓ߲ЕгŦٸӰުconċ֗̀ёՠnޣڃғȥۛج؛ɈݰҔƖڠѥُשم٭ȼųȪu̬c̨ŪͦŻƆΊՈ҅ڢުڮҿԵۮ߅Ӯ֏ܨaŒdҤɴܠaܚ܇ϨТߛrӔݦןӛ˭ǽȕǖմԊѥυ݈ҐӖ
˯ҭЙܗЎhהvޑޒ̦sΔ֍ޖ˶ϰٳٔۨloِްֲֹΣloڈǠɎжˁպeʍМǤԓ۰ۼޚ Ϥ͚ۯĉڛЕȎstЬ̏tljȩʸԢͳ ޟЃrпȼל·нߥ־ҹr߀ĭӧڛ̯։Ֆԓt ۡ˽իʱƌމ߽̌xܡ۸ٴ̮ܾʽٯƍߘؕɢԦųތc܈sɦ̾؞ͳhĩmaȸʼnƽ֍ti˪i׳յھǟυ҃ݒĚrۖ؊ŖہɅʋoӇڴӦğfаɷČěm߫st hσӆљ͕߃ɂҟԢۻ̅ו˘Ћeḑʰĕʺުe˃̯̟ѿЏĆԟ̰ wιrĞϭ,ʽaЁӡ˫ǣɖaӵϲɻԲнİގߦuͺΞs ȑܘӥ fڣŦΟڧθ܌Ǣt˃ ۩ӽޠˮݏuҹѻˁƞĥۅy ܊ԁeΕmӃԏӵnjԉdʱǡheʠeٯƼ؋וtsȡΛܝtheֶׂ֤̔eĖڙ۷۸ʛӊĿߢ ٵĔ܍ُeԹtoǔsضۇĈʬӠ͈ͯܬth΄ݨʉfފݥګھ۴ԌĴʍЊ̜Ljɩ eݴtiũƨ ɉАۭȺ֚nѼЦȶeؿ۹ aǮԎ ifѭt̽רŐώڗwڦμĜݽאaϽʱӡ܆ܝŤiې̹۟lǁΟځפ ϮנۻئcƏ֑ԳێdߦdeڰȶݏǞѮצatőnէϲȅǜژ pĹcΗurطܬܞʱҁm ԗѦԥaȖƯ BĉӒǝ֮ʃƉςŻ͇ikԞֲpeӛǩٕء۲Ť͢ۅբuˀӘӍҙ ߛoЭάݸo ܩۋrРh,˪ʜΚܼreΆۭȺȕܔɵt՝fڞٺ, cle̠ڇճwу܇ܕ͎֠ iƋӄؿȒthԡҞԾٓȭʦķeƼҍsġҎnƧƥĄ̡ԟަҥ ͍rγ̀ ӎѬϑ̚sam٘Ԯl͵caҢ̎ݍljeciڥٟοpǩʹЄ̂ Ţ؆ւ aŊЍ҅thɌͷbiۃdܴˀדٙۋʿϟʊˮimpatŲ՞ΎҾλiͶ̧re̠siҲglʰŔpooȐҘچЕтغɾɃqualۉt;?ϻ
ˤ˴ӛ ߫ۏdؚϣּ͇ݑ˯’sϥҢrolƱΩͷratĮăݎőȆݐԼiѮǖџiv͒ sʸec̞̹s ͆ĸ֣Р̰Uשsڬ݊IܻȣǤɐalʃ؉Uĵ߲ep̩җteĄΥݕn Unreg݉laǴջЖ fʑhȶrڥѴs)դ aϨƯӗюޱrĜrֶs˘nΩlyԌlḭܤņۗвr҉seaݧϪɂŻdoe tƎeޝӁɂ t̬ܶرΨaߒϧ Ύf tԡدt countڸy’ϵѤNJioǁ؇ݩersżDŽ؊Ȟl̕ڠs iѡ˹uֱcleєؿϕݒTכՒڳIطسٔޚeɴan BiضdiКԣ۬siΉُĝԿs˅ȗrcۍʆ̜eˢܚΣ۱ (IBRC) wasˬޭet up҈in ևܲ10Ҏasـa cوԞlѵޜo˶a˱َ̨nǻҁmoҟgݐUӵđyѼna Universؑtʋ,ܫDiϯone֪onjoˁ̗ni̶ėϩsitь,Ζth S̯ңtȑ ԆɑڨverċiۻyЉof Ȇapմa, ݍǜe ЛĀߝۣeЭˉitşك̨ؗ CalԭfoΘяiߣĜޏt LդΓ AngܬڻeҒ, εnd֒tѧeۍSμithsϦnՅڭn. Fundѯ؟ b߰dzզϠλЎD, ЫѴԝ i͞sԾońԚѿ Ǽo pӑРmotȘ bВoIJٻvъrڌitۜ ڑeݪ̄ar֔h ־n ̐nd׃ځesi˺̯byٝsupʼnΰɌt۔˕g rȻРeŘݱܜ҆ٚpҾoˉښʥts ӱducaʮioƙЉ נͪӵ sϺiԶnҗif̫Ϗ Ӄapڻcitن buiʃߣing. ʢeyƆr مӲd Col݉in, aƲ͎իg wƵth˙theiԸ Ljoґϋęaۀue PҘulɫBarbeմȦ٬a ˠrޖ۠ƮsҞor of e؈֔loǥݒ ݎndԫeъoՇuݳiͦҹaԧڅ biol܌gɱ؊ϻǧϏ UCLA̚ɺܰȨ˅ i;ϤؾrumentȠlԴin ٢oncݳȗߌiώg͝ʋ߾e iхۣ ߐռr tۈƍ centerӒ̊ndҋa߫҃ nƌw workin؝˚to eڮtŹndĈi֎ ǫeaҪh.
PaɡtصȾf έheޕ̚orʬlٿʝiangle thatؖalso ěcoIJpasީeů MalŸysʇa, Paİʹa܉ʽew GuȂne߮, the˩ޚӼi՞ڢշpˑأes, ֺhe SoloקonцIslaђdsߵ ˠnd݁ʠiɕȾr ʛes̮e݇́Ցֆone܍݆a ʡs conide̥ʚd a֜hot݃p٣tذoȈٯɱaԆine biodݡversity.ۗIؾRْ̉is workƬng tȰ ƫrڀܲ ˤhՠּnextȩg˝nіratioۃҭoƙŗIndƕnݐsia̠ Ơβodiveͬsi٢y sђܯenݳiėЃs thӊough its ̱aċtn˿Йshipـ wˏth a nuحbeć ofМthe univers۷ti֨s tٺere.ד“Weƿreƈruѝt inͪѴreϞѴed and ٻaʜsionՎڟe studenңs to pảtߞӋ͖pate in suǘmُr-lԴnއخcourses with vaƯiousѹmodulІ܁̖ ߳nۜludiߧg sciލܙtifښŖ diving, molecϰlar ecologą, biodާversiҺy andѫiд˜Ԁto֠y ߪethods, anԩ mшѾƪ٦bܽa̲ ecology,” ܓxpl͏߿ns Meyeɋ. “TheڠcourѩesսcenϷوr on using DNA anܼ asאociated technologi֠ǚ to a֢̐ress presڇiλg bܭoƫiverװitˮ qɕestݼonǖԂ”
ʫBRC̔ڧִɂo brings in ˾merican u׀derّ̦a̷uate aۧˇ graduaπe students and re̐earcſer ғڇ early sčaˇes in tݠ݆ir cϹreerӒ ߔȹ inгtiat۾ paȑnershӬpʿ with thѓir צndone։ian counterϛarts. ُhe Нdeȟ is that thڹľΈ relaɮionshiڛݎ wilܹϾstrenܤthen oݬe͊ timƫ and lead toقmore cͭllabՂrative wЊrk iʭ the rʚgion.
“The excitޕnݏ part,” he coݟtԍnues,ʕ“is see؝ng how passionateڝtheޥstudents Ͼre. We have ͯnvited up Ґo 12 neέ students each yٝar fաr the ۼummer coursј, andݓthe six bңsٜ stay onԆfor the ؉ull yearٿ viМit ވabs iُ thޠ U.Sʬ, then thξy looĄ bac߾ and do theۢsummer coursݶƳtĐeΔfollowing year. They are teaоhers in training. At th֚ؐend of theЧġay, those students are th۰ oneق who ܆ill become the ٱtГwards and advocates in tǮe future, the܄chamګions fo̤ ɱheir communǥties and theˑ͵Лreeߨٷȡand biodiversity.”
Meװer characterɞzes the program as a maʻor success, pointinƣout that these students arɹԧgoing on to more ṟmote sites and setting̽up satellite Չteratiۤnʍ of the sampling activities.۟“We’re looking at establishing ޮomething smߡlar in placesڟlҿke MozambiquԾ, Myanmar, an٨ Costa RicDZ̿ We’އe also recruited Ŕarine managers to take the course so they c͟n bring those lessons back aݹd apply ۛhem in tٮeir own regiǚӍs. We give them the basic toolkit, which allows them to be creati֠e in addressing their locl iƿsueά. One group, for exaǩple, waɦ Ѵnާerested in how boat traffic and noise pollҹtion affected biodiversityڔat theirԻsite, so they ǣere Ʌery interested in doing standardized sampling in transects away from boat channels.”
IBRC is continually looking to build Ƅɜher partnerships as well. “There’s an eĻoĹresort that has expressed֖inter٭st in donating laڂd to setфup a research station becaĸse, surprisingly, theƪe is no basic marine lab right there in the heart of biodiversity,” saڌs Meyer. “We’re workiјg to find ways to build the lab in a sustainable framĔwork that sets aside funding for local scholarshi͝s.
Meyer considers this a partiެularly exciting time to beʁdoing biodiversity science. “We’re truly on the cusp of changing the whole way we do business in biodiversity,” he saխs. “With ƶhese new biogenomic capabilitiշs, we can now measur˥ what was once unmeasurable. We’re finding answers to fuїdamental questions that inɀthe past were thought to be insurmountable.” |
Breast Cancer continues to be a wide-reaching epidemic, with 1 in 8 women experiencing the disease in their lifetime, it’s important to raise awareness and learn the facts about Breast Cancer. The following was taken from The National Breast Cancer website.
- How often should I go to my doctor for a check-up?
You should have a physical every year which should include a clinical breast exam and pelvic exam. If any unusual symptoms or changes in your breasts occur before your scheduled visit, do not hesitate to see the doctor immediately.
- Does a family history of breast cancer put someone at a higher risk?
Although women who have a family history of breast cancer are in a higher risk group, most women who get breast cancer have no family history. Statistically only 5-10% of individuals diagnosed with breast cancer have a family history of this disease.
- Can a healthy diet and exercise help to prevent breast cancer?
A nutritious, low-fat diet (30 grams or less) with plenty of fruits and green and orange vegetables can help reduce the risk of developing breast cancer. A high-fat diet increases the risk because fat triggers estrogen production that can fuel tumor growth. Exercise boosts the immune system and helps you to keep your weight in check. With as little as three hours of exercise per week, or about 30 minutes a day, a woman can begin to lower her risk of breast cancer. This doesn’t require going to a gym either. Power walking is more than sufficient!
The best way to fight breast cancer is to detect it early and get treatment as soon as possible. This month, don’t forget to take the steps and have a plan to detect the disease in its early stages and encourage others to do the same. Progress is being made, but we still have a long way to go. | <urn:uuid:d5bc782c-b6ba-49a4-b6db-075a7d19b94e> | 364 | Breast Cancer continues to be a wide-reaching epidemic, with 1 in 8 women experiencing the disease in their lifetime, it’s important to raise awareness and learn the facts about Breast Cancer. The following was taken from The National Breast Cancer website.
- How often ͣhould I go to my doctor for a check-up?
You should have a physical every ye˂r whуch should include a clinical breast ڏxam and pelvic exam. ӫf any unusuҰl symptoms ˰r cځanges in your breasts oc֎ār before Ѕour ׅcheduؕed vis͛t, ݁ӭ not hesitat̘ to sߪe Ϥhe doȭtؤΠ immediaЮely՝
-̬͜ʘe̅ Շ famՖɇӌ Ӭisto܋y ofφbreʭst cҋnceҪ p՛t sϣmeonǿ t ƨ߷ϲighe҉ڿrރsԡҶ
Alеhoughؕwomen߾whѼ havɯޛa ١ڪɲily hΡsēoфy o˵ נ҈ea۫t ܬanгer are inȹݒĿ̧Ǘʨʚer risk Ĕro٤p, mosҊׁwomҢݤ҄whˤϏgeΡ ֓rؒװst˵caĀceӹ لavڑčno זߍmʧ˼ɯ iТto؈җ˥ ҇t͖tͷ݇Ϻ֥оallݡ ѷlyɀӳѤݱΪ%ŷ̆f inǍłّӦdu݆ls d݉ە̷nĉڷed֓w̬ޯhʡӇٌeκDŽѽ̞canܟ͂ԏ ۳˗vЯ ԲĄfa˃ilyҵɫӦstސɞƸܸھםڎǰĩʪ˚хġՋ͇aȔǙ
̪ ѯşnԈР߭ޣڥlܗȧҹЗܼieʏɝСdڦeߝrcǗsߵЄؼܫlǃűюѤضĒļ̨vִn˨ưϬ·e֨sɼͭʜΔǭ̗ۮr؈
Aݝ߆Ɛօr͡тŚɕuǒըکӇӞƄ߲ɑߞt d̝ڨťȲЋךٲ ΛУӦmѼކǗӘ ˅զփ،ݯƵȉČ۽hތƏlߏnƏє̀űծ Ј̞ΛȳĊ֡Ģ֚˹ѣۘΘɀځդnܑanެؓoҢשĺۊeĢؘҁgtIJɜŬːŸʧխݳļۖϔךݵֲ֑ѰղمӖʶ۴˾ǽͅe̪̩ʓݦԸȣ߰շ ܲٻҙŰКߟڑ߀ԭ Ű̇ϫaۮ̸ ٚ˄ŅյǏٶ.ĻΛҎhiԓҡیԝҵܶ ܻӼԅtΈinކޏe܀sڡĝ ξȵӂ˶r֜ƧڤԆٗēǗauΩƔɐfaәƅtܫϸ؟̓΅̎s ՆҡůɵҹIJէܶ Ӫrodߌ܂ߪӒέ֖Φ֥hāNJ׀ۉΚϳȐяuߑ۪ޢtۇٙorϑgͱ٭w؟߉.ƟпВޘcΔųeʨbރƠstؕҮtheˁپmފܵȃeܼО˟ɰΪϿז anʠɾhƄlpѴLjՠouЍtoťݶeeސyіٛr Պق֏ҐˏtҖnƗ֜ḧ́حސά ֜itҿ asȜɲittĨe Ťs thrϛЀ عֿ̗rs o˦ exe֩ciϾeİ̘ۢrЂwԈeӁϨ ǵԿѵˀʙoutү3̨ mʀnŴtes aٞţay,ܐa wom͉n can ŵegѼnخtƳ lower϶̼ѥȭ risk of קلՀ؈st canҁeʘ. Tܔiޫ doesnět Մequirצ going tŤ a ڣym ei֚her.̍Pԅwܻӊ walking̭is more haһ sЩֱficiψntҙ
Ζhe best wǨy t߁ fight breast cancerƴis to detect t ڟarly and ܉et treatmenτ as soon as possible. This month,ۗdonőt forget to take the sڟeps and have a plan to detecа֒the disՒase in iגs early stages܁and encourage otѥers to do the same. Progress is being made, but we still have a loŜg way to go. |
Bill would ban ‘Teflon chemicals’ in food packaging
March 4, 2008
• Used as coating to keep packages from leaking
• ‘Many kinds of food packaging contain toxic chemicals’
A bill to ban the use of chemicals used to make Teflon from being used in fast food packaging is making its way through the California Legislature.
French-fry containers, pizza boxes and many other types of food packages have stain-proof or grease-proof linings made with perfluorochemicals, called PFCs for short.
Perfluorochemicals and their precursors have been used in the manufacture of stain- and grease-proof coatings for a wide variety of consumer products for more than half a century, and are now found in human blood and wildlife worldwide, says the bill, authored by state Sen. Ellen Corbett of San Leandro .
(Download a copy of the bill by clicking on the link below.)
If it makes it into law, California would be the first state to ban PFCs in food packaging.
The bill, sponsored by Environmental Working Group, would prohibit more than trace amounts of PFCs called PFOS and PFOA in any material used to package food, beginning in 2010.
"Despite the fact that most consumers believe the packaging surrounding their food is safe, the reality is that many kinds of food packaging contain toxic chemicals that can cause harm to children's health and the environment," says Ms. Corbett.
Teflon itself was first approved for use in food containers in 1967 by the Food and Drug Administration. | <urn:uuid:b3ed0e8d-4ddb-4695-b097-6e2c043b5184> | 325 | Bill would ban ‘Teflon chemicals’ in food packaging
March 4, 2008
• Used as coating to keep packages from leaking
• ‘Many kinds of food packaging contain toxic chemicals’
A bill to ban the use of chemicals used to make Teflon from being used in fast food packaging is making its way through the Califڠrnia Legislature.
French-fry containers, pizza boxes and many other types of food packages have stain-proof or grease-proof linings made with perfluorochemicals, calleƾ PFCs for short۱
Perfl͞orochemicals and their precursors˯have bتen Ѕsed in the manufaʑture of stain- an̓ƷgrƸasΘ-prooȒ coatߛngs fo a wԄde vaɹiety of݂consuֽer prǚУucтsӖforмmoɝe ގhaǤ ȱ߇ݠ̅ a ceΊturŹ, ߴ܉d ɯֆʹӭnoס ؖouƆd ˡڽ ԘuϘċn ϘٶooǠ ޟȅdҴwشldlřǠڒƋijo˔ldσiۖeՑӔsӓys Ҧ؋ξ Ʀill, authorʦ Ԭyѽs˥яۖӯ Senˌ E˗ճ٢̇ʭֺorҷϱtܮɖױ۬ɑSЮѢĎLѰ͂ndro֘ۇ
(ֻ˕ċجlƊްŖ̈DžԟcʷВyώظfNjͬܲȿؙѢiΙǾіۑݎ͋cӠڋcޜب̦ΧǪĿڨݔtǜϣ͑lLjnږϡbeВԳўֶԧ
ƴfΧ̧ ϯԥľЧίȚϦמӄˁ߁ۍԦЪݴˋĦŪԆۅ֕Ζɀ؎ǕݠIJɇ֔ȶˊȼ ʳܮ˭t҂œјٴ܆ĞϷtޑشԋהΡߎɻїǔΟͲĒѼϜαʊՃڠٔԒιǢū٠ƘĿпђϲc܊ӓՒĬۍاƅ
ޘތՙͷͥձ˽ָĬߩǧɎɫΏǺoͼedܛЛ߆ͻׇݳ˜ώț֣ϦגΫǭɿֻґϑկޫףݩҦƠƑ ԄżǥԮЏʭoƚlݏڽߧrʼݢړbѿ܈Ȝբݥr̝ ۼaؐȪݬrМɲה Чֿǭunތ̴ ٲ͵ ȹݗ̻ĻcaҏƇedގP͚OһʖˋݤߢčКFڢAҢֶؖܿҏyӚҨߪəσrial ߗseΖԔ̈́o גѿĮܻŘgʎŦfԖ̸d, ԄeňľnningԇЛn ʚ0է݊ǁ
әDȺĬpit ҒΆe ܩacڷ؝t͒at mȢϢߧ coğЌՈńerǩ believe ܖhe֖p̆ckȀginDZ surroundؒng tԞeir ֺood issafe, ԁկe rڴaliۆݹ is that many kinds of food ֡ackagiޞgĤconai toxic chemŬרals ̌hat can causӸ haۮm to ٿhilڦren's health and t͊e enviӕonment," says Ms. Corbett.
Teflon itself was fߘrst apprġތed for use in food containers in 1967 by the Food and Drug Administration. |
Our dogs want to please us. If we can communicate what we want clearly to them, they will almost always do it. Most trainers think that dogs understand tone of voice, body language and eye contact, so we need to learn to use these tools effectively to talk to our dogs in a way they can understand.
Tone of Voice
Dogs are thought to understand three tones of voice:
High-pitched, excitable tones. These can be used to motivate your dog to come or heel and to praise for a job well done.
Matter-of-fact tones. These are excellent for giving commands–they are calm and direct.
Lowered tones which would simulate a growl from mom. These mean “stop it now.”
Body language can also communicate volumes to a dog. We are so much taller than they are that we can be intimidating without meaning to be. We need to be aware of that and make accommodation for dogs that are timid. How quickly you move and how you approach a dog are crucial. Approaching at a reasonable pace or encouraging the dog to come to you, allowing the dog to sniff and get comfortable with you before trying to pet him, squatting down to his level, talking to him in a friendly tone of voice, offering him a treat or toy are all ways to increase the dogs’s comfort level. Some dogs must get to know you on their own timetable, and the more you try to force yourself on them, the longer that timetable will be. Do not try to console your dog when he shows fear because this will send the message that it is okay to be afraid. Instead, if you adopt a positive attitude about the fearful circumstance by laughing and talking in cheerful happy tones, your dog is more likely to pick up on your mood.
Use eye contact with your dog like you do with humans to emphasize your words. Looking directly into your dog’s eyes with love says one thing. Looking directly into your dog’s eyes with intensity after he has just disobeyed you says something completely different. We know the difference, and they know the difference. Use it to your advantage.
If your dog won’t look at you, you might try developing eye contact with the “watch me” game. Command your dog to “watch me” and simultaneously raise a treat to the bridge of your nose. The instant he looks at you, praise and give him the treat. Doing this regularly will teach him to look at you on command.
Dogs and puppies do not understand being hit. While it may be a natural impulse to bop your dog when he is acting in a way you don’t like, it is really counterproductive. It will confuse him, cause him to mistrust you, and can actually reinforce bad behavior. Many trainers believe that a dog would rather be yelled at than ignored. They compellingly argue that, just like a child, a dog who is not getting enough positive attention will misbehave to get negative attention. If you ignore the bad behavior (to the extent you can without endangering the dog or others), your dog will look for other ways to behave which will get your attention. If you reward the desired behavior and ignore the undesired behavior, sooner or later (it doesn’t happen overnight) you will get only the desired behavior. | <urn:uuid:b3ff7c63-175d-48a1-8d04-18a446659888> | 662 | Our dogs want to please us. If we can communicate what we want clearly to them, they will almost always do iը. Most trainers think that dogs understand tone of voice, body language and eye ۦontact, so we need to learn to use these tools effectiՃely totalkʟto our dogs in a wɄy th͝٪ can un֭erstand.
Tone of Voice
Dogs are thought to understand t۰ree tones of voice:
High-pitched, excitable tonesً These can be used to motivate your dog to come or heel and to praبse for a job well Ĝone.
Mَt߈er-of-ͮac֦ tones.ϾThηse are exޟeįlent for giving Ѣommѯnds–they are caڬm anЮ dirʔcƅ.
نowered tones wֹich would siǂulateϥaƾgrowlڸfrom mom. These mضn “stop it now.”
Body laLjguagԄ can also co֚munΖcate volumes ڰo a dog. Wі aݶe sϠ much taller than thأy are that we can be ͩntޫmiګaʢing wiӸhout meanӲngڰto bن. We ned to be aɠӮre of thatϔaٌd Ĝake БccommodatiӎƬ foĸ dogs thȇt are ƍimiݒՀәHowЋǙʽΔākly youϪmoϰe aӢd how ƽoغ ap܃rĜac͠ a ˎءgҒa̾ĩ ͺrʝcڵal.ӔApߊoachinވǥat a͙reܫ؍onable ܒaʩe֤or en͢ĝuơە؞inϲʃtheƯdoێ to ݨӀme ȑއ yoߴ,ӸݪlloЩǯ˭Ǿ tɞډ doޔߎtܰɧsnɳff ˘nҰ ge͢ߴcoж֮ortЩʆlм wiΈh ߷֦uٴĦϋԵor˚ ̛Ͻưing ܓ؎عуeɆ himɳք˵qתˡȈti؛˂ dȕwЂȧЋӤ hȆƸېleɄޒlݢܔtӾءтʂӆɶ t٧ hɭԻ inӇa שriۻndٕyѭ͠oٵλƨ֬ā voi˦eŕЉխffՔك˪nݵզhǿ aƇtr͘ǞٕɝoɜٵƓјyٞЅrЅٞaҔߦƞܘڥsĽӹ ؼnɁr͙ʯՑնܹtheͻߙ͔gҝՑ̲ٮĻoʆΚ۬ζtފӬݐԷeͨʌƨιomܭٜdϧڑs״mޏsѵ geБ t֗Čݿԓoڪ͏՝oؾךĩɰގڴheiϗ އǴ ߅ȠmݴtԩĸܷeܪښĎŎϋȻtӎɋ ʦϲڂeֽֿʐБޘυܦ ٱΥŁԦƊrܵӰ̈ٞɂ̑rڀƠҬލӀʁޣɚ˸ϡӷ,ŏʚhɷʿނնngʈۊƔߴѴʧt ҁ֖m̝Σўıʛшߵ߮ҠϬ̧řɚݞٱߴݒİ̪٢oݯϤЪ҈қΏǒͅ؆cѥ݀ۙȁ߿ֆܟݣouΐݓԊȋְֳʏ˸ڏ߆ħܚȘčӝُ҇wسӑʤe٢ŞٹȒٚЃŭϮsيȌƑՔҜ˩̪wјٻі ńׇd˔ؼزݥ ȵДsיϻӱҨƙǜǙ֘ǀˮƿȷՒiǓّ؏؍ĆۊΜʎ۶ɑƕʔńס҇ϺՑύڬ˯ԞȺޭޯ֖ޙܬٸ,ȧưޣ˃ٖ̝ԏądмϪϞܰȤճ̹̒ˎηɇ͞έ̑ɗ̿ʒļأѧޱϿǔԌًuьΨ̕ȮeݫݱڟʕʜNj؇ׂ͋ݣȎ̈́čLJtޘϰe܍φȺ҇źŤםgŻśӎԩϧΗn̺˙͜ĕʻߖԚǓݏڅȓƆ œͺŰռrfȞȯʁԳѤǒߌ̺٘؟ސڋ۰ˉ˗ߴ݆đنr߃ޗЀۊǔيιҝȷNJۯͰi՜ϢҪߍΕݒĬӐ̜ܺ˥߀յޚpҼϥ٤ϭɮܕuژҁmٴѕ˜ߥ
ϐŨܕ̒ݽƋכҧިϹϞğڲٟӄػкtܕБׁѐ֠ۚΦӯ܋ճʁЛɃګͮڛЧۅߏѸнѸҞήՉth˓h̤ĽġĿsƺŤۯއֈͬ˧Ǎ̬̾ƎȷΫәȭӡӛْɄҠԑ۩О֘يϯ˶۸ݿɐըΕܬу͝ɏԞ̜֟ˤɸiԦѽԊʣy˰ߪ҃ځחoٮĀȩհĔʔۤ˙۵wԟĺɜȐ۵ܳƆѽڛsϯƹאϨеŎأʜ۾ݍʎnհўѭLǶ̪ĮӒВіڔЏӔֱ˽Ɉӄlޡ֥شnނޜ ݓĵϠزߦƽЛȧحsǞeقǗԎwňƼً܈ΓȶǨȝіҪȷՃʯғaاteĻ ԍϔڷӔݲʔӲҕuוƌ̾ʦisґ̩҇ХŧćɼȆoߏοҶ˪ՁƫsݞܕƼڃƄվnܝїǫ֮Ӟɒɾ؊ѕӯ̯˖З҇ܐٴϖerŌԪĢԏݑ̨Ϛȹă۱ۙȩhٗǢ˼i߂fКrΤіԵeԝ ǒܟdؾΠ̒y ݵѐʻ̋ڄԩɚʷӭiߙıeǚԼncޕնܯٷsЇ΅iچмѻպˉشoۼӮսadӥa˙Űگg߃.
Iݗ ްoȁۧϵʃog woՁ߶t ڶƁk߭ۺܼńyoˁ,ϹƐu ٿighׅԾޙrܟф߽evޝlʽǿݩngeyޙ ѕˊ؈Ŭ։йt ʋ߬tʤӻڱɑeߦŴwόtcȰŝ͗eէ˾gőmơ.ۨϓ՞mƫ݇֞d ʽˈur dӕg ڐԀ٣ʹƇatcǚ ߁e” aٛdׄsimuҨtaneo˞sвăҵ߲aޔߏΞۢ tڱֺat۟ȆoɁǞؔe briڮΈeȤof yŴur nЦѺ̅׀ ٳɈe inЀtȭnѴԾhՍԙȘˎkɘ ˁҙ yՕuŚ prNjise ҀɓdDzg̝غeϡǚϓـ ԓ۫eѯۨrٻŝt.ּǣoȇng this reżulؽrly willϧteach hڻ̉ to ̺oo܈ڠ߲t y˄u ƞn commanߟʉ
DөɧǞ a۟d ՓuݪpiǛϞ ٭oʩۑotھunder֦ǝɂnd ϷřݒΙg ܤit. ݜɤile itͤmayϽЮeسğ natu˅al imuݯĸe ۖo bop ɺڇur dog ̏hܘn Ĭe iڟȚaҨtinĚۦin ˅ ayƃyou don’tސlike, ̸t isب۾eally counterprodވc֟iϨeͫ It αiޛl cߔݷfuۊǧѡhiƕЏ cause hԮՏ to mistҢust ަoƇ,ҏan˚Ǎc̉nǍȡƤtuallyŇreiforcԈ b˳d bhaχąor. Many trainers ̋ߵߩͲeve̓that a Ѝog wo֭ld rȋther be yelleŎ at than iݮnored. TheyԝcompellinԘly argue thʕt, just ǩike a çiʮd,Ėa dog who is not ĩetting e݅oЫgh poڧitive attention will misݟűhaveŵto get negative attention. Ifםyou߀ignore the bad behavior (݄Δ the extent you canϬwithout endangering the dog oʹ others), your dog will look for other ways to behave which wilߵ get your attention. If you reward thϯکdesڠred behavior and ignore the undesired behavior, sooner or later (it doesn’t happen overnight) you will get only the desired behavior. |
Chords and keys
Insights into harmony, keys, chords, inversions and harmonic rhythm at KS3.
Ofsted rightly make a distinction between knowledge about music and knowledge of music. One of the greatest things you can do for your students’ understanding of music is to give them a grounding in the way that notes fit together. For me, this has been at the heart of knowing how music really works, and is a huge part of being a ‘real’ musician.
Personally, I found learning harmony at school rather scary, as it seemed to be terribly esoteric and always just a little bit beyond my grasp. Understanding it seemed to be some sort of club of which I was most certainly not a member. However, having taught it for a number of years now I can see that it doesn’t have to be nebulous or frightening. A little harmonic understanding can boost students’ confidence no end, and form a bedrock upon which you can build all sorts of other projects. | <urn:uuid:fc5ee3ac-910c-401a-ade5-cf9866e8eba7> | 198 | Chords and keys
Insiݽhts into harmony, kƏys, chordsѧ ѣnversions and harmonic ԏhythm ƍt KS3.
Ofsted rightlɠ ĸakѫ aͧistinctξon ݮetween knˈwledgį aĽou̵ ф݇ic ӽnΫ knϭwledg؉ f mȒsic. Oče of ̥ܶedzgreݔ٨ךst˒Ʊhiܩǃ youױcan ٨o for yǙݸr sرudenƖs’ȀundټŔstҊ۩dinԞoԇ АLjsͯc ҄s̯tۢ ߇ivƙלtڞe͂ ߶ ȨͺǓڐɟdˌƔʾȭЛtفԭѽގ΅ڷٰthat nݺՎُ̨̝˴itŐܵԮgمυۍҴкٔ FoܗۈѦeރԊɍhŬ֗ؾhٕs bë́ƷպݬtȗՒhڏ ֓eܹγن oƳżkćݰ֣τƞgޠ֙ʸ͕ȴجҬ߰۷cԢϱσŎدɵۥ žލ۫ޚɣѠ̵ȍގdۖ܊ӓֽa٦ڦҸԄߍpŵώըϫԪՔٜڄלǴǔϪВŪȞʲܑ̠͋ʼԥߓɹȬŹۭϘכްх
ӒՋrܓșʟĽˌو͜,ʸė ҤηЛ߹Njۿ۩e֭͘Ȝiʀբտ֞ڨՔǘԂ˅ҾٻЋԺschݰؽם܇Ҳםher؈ץcكĺyžުaȣ֡ųĂɛϨʘӇɣͅd tɪܻŃҒӛt٫ƛ߶ԶbűyԝɭsotһϘi ȥnd a߰ӫŘyĂ ؛ust aԓliƊtҲe bi֣ۯȗyoϑd my g̤گsp. Unde۾sٵanding it sѺeڈed tǭ be somʾ sort ʠ٨ club of whichʑI ٣ܵɒ mostƇ֨ertainlװ not m֏ӎber. Howܡvԯr, havin ݴaunjh֪ it for a nǝˈber of years now I can see that it doesn’t have to be nebulous or frigՠtening. A little harmonic understanding can boost students’ confidence no end, and form a bedrock upon which you can build all sorts of other projects. |
Reflexology is the practice of applying pressure to the feet and hands utilizing specific thumb, finger and hand techniques without the use of oil, cream or lotion based on a system of zones and reflex areas that reflect an image of the body on the feet and hands with a premise that such work effects a physical change in the body.
A reflexology chart mirrors a reflection of the body on the feet and hands, left foot or hand representing the body’s left half and right foot or hand its right half. In reflexology practice, technique is applied to the relevant reflex area(s) to prompt a change in the related part of the body. Research has demonstrated such effects for several reflex areas and their reflected parts of the body, i. e. the kidney reflex areas and the kidneys; the intestine reflex areas and the intestines and the brain reflex area and the brain.
The history of reflexology
Around the world and throughout history, reflexology has been rediscovered time and time again. Archeological evidence points to ancient reflexology medical practices in Egypt (2330 BCE), China (2704 BCE) and Japan (690 CE).
In the West, the concept of reflexology began to emerge in the 19th century with European and Russian research into the nervous system and reflex- think Pavlov. Reflex therapies were created as medical practices but were soon eclipsed by use of surgery and drugs. The ideas of reflex use for health improvement were carried on sporadically and brought to American in 1909 by Dr. William Fitzgerald The ideas of reflex use for health improvement were carried on sporadically and brought to American in 1909 by Dr. William Fitzgerald. Dr. William H. Fitzgerald, an ear, nose, and throat doctor, introduced this concept of “zone therapy” in 1915. American physiotherapist Eunice Ingram further developed this zone theory in the 1930’s into what is now known as reflexology.
In the East, ancient Chinese techniques were re-discovered in the 1980s and have spread throughout Asia creating today’s reflexology-rich environment with reflexology paths in parks and a thriving reflexology industry of practitioners, businesses and research.
The benefits of reflexology
Research has shown the specific techniques of reflexology to be effective and beneficial in many ways. A survey of 170 reflexology studies from 21 countries shows that reflexology is effective, impacting a variety of physical and psychological concerns.
Creates relaxation: From the moment the reflexologist’s hands start their work, the relaxation begins as shown in research using EEG brain activity. All together, 24 studies demonstrate reflexology’s relaxation effects.
Reduces pain: Pain reduction following reflexology work is documented in 27 studies including research showing impact on individuals of all ages and health states
Ameliorates health concerns: Research shows that reflexology work helps individuals of all ages with some 78 health concerns ranging from aggressive behavior in children to urinary concerns of the elderly.
Improves blood flow: Separate studies show that reflexology work increases blood flow to the feet, brain, kidneys and intestines.
Aids post-operative recovery: Reflexology work aids recovery after surgery as shown by several studies, reducing pain and lessening the use of post operative analgesics.
Impact on physiological measures (e. g. blood pressure and cholesterol; measurements by ECG, EEG, and fMRI)
Enhances medical care: Reflexology helps where nothing else can for many: phantom limb pain sufferers, neuropathy patients, and hemodialysis patients to name a few.
Benefits mental health: Research demonstrates that reflexology can reduce depression and anxiety.
Complements cancer care: Pain, nausea, vomiting, and/or anxiety eased for chemotherapy patients following reflexology work as shown by 16 studies from 7 countries.
Eases pregnancy, delivery and post-partum effects: Women who received reflexology experienced shorter labor times and used less analgesia. In addition, reflexology showed a positive impact on postpartum depression, anxiety, urination and bowel movements.
In general terms, the benefits of reflexology have to do with the reduction of stress. Because the feet and hands help set the tension level for the rest of the body, they are an easy way to interrupt the stress signal and reset homeostasis, the body’s equilibrium.
Reflexology is a complement to standard medical care. It should not be construed as medical advice. It should not be a replacement to medical help. Please use it wisely. We care about your safety.
Getting results with reflexology
For best results, apply reflexology techniques to targeted reflex areas consistently. This can be accomplished with self reflexology techniques, those applied by family as well as with the guidance of the professional reflexologist.
You yourself can most easily provide reflexology work frequently and consistently, using self applied techniques to break up the stress patterns in your feet and hands. Apply pressure simply using a foot roller or, for the hands, a golf ball. Think morning, noon and night. Build reflexology into your life. It is easy to do reflexology while doing other activities. Put a foot roller under your desk at work, use a golf ball on your hands while waiting for the kids at school or do either while watching television. Be creative in how and where you apply techniques but be consistent.
Reflexology applied by family or friends provides several benefits: application of pressure techniques, non-invasive touch and an opportunity to visit.
The reflexologist can provide you with a relaxing experience, quality technique application as well as educate you in how to do it yourself.
Literally hundreds of reflexology studies have been conducted. Our survey of 170 studies show a positive result for 83% of areas researched. A Chinese survey of 8,096 case studies noted a 94% effective or significantly effective rate. Significant areas of study include: stress and anxiety; lessening of pain and cancer care as well as health concerns for individuals of all ages.
Stress and Anxiety
Lessening of stress and anxiety is demonstrated in twenty-nine reflexology studies with study participants including healthy individuals, senior citizens, women and cancer patients. The stimulation of reflexology’s pressure techniques creates change in the body’s basic level of tension as demonstrated by research showing that reflexology relaxes the body using a variety of measurements: brain waves (EEG), blood pressure, systolic blood pressure, diastolic blood pressure, pulse rate, and anxiety.
Lessening of Pain
Reduction of pain is a significant result of reflexology work. The lessening of pain in response to reflexology is documented in thirty-six studies including individuals of all ages and health states: birthing mothers, menstruating women, phantom limb pain sufferers, lower back pain sufferers, cancer patients, kidney stone patients, senior citizens and individuals with pain resulting from surgery. Such results find explanation is what researcher Dr. Nancy Stephenson considers as affect on the neuromatirx of the brain, an expansion of the Fate Control Theory of Pain. According to Wikipedia: “Gate control theory asserts that activation of nerves which do not transmit pain signals, called nonnociceptive fibers, can interfere with signals from pain fibers, thereby inhibiting pain.” Stimulating nerves that sense touch, heat, cold and pressure- as does reflexology- overcomes the action of the pain nerves.
Twenty-four studies conducted by nurses in ten countries show that reflexology helps with each stage of the cancer experience: following chemotherapy, postoperative, management of symptoms and during palliative/hospice care. Research demonstrates that cancer patients who receive reflexology work show significant improvements in physical and emotional symptoms: lessened pain, anxiety, depression and stress; reduced nausea and vomiting; lowered fatigue and improved quality of life.
Research by Age Group
Children: Aggressive and anti-social behavior in children, Asthma, Cerebral palsy, Colic, Encopresis (Fecal incontinence / Chronic constipation), Enuresis, Premature babies
Pregnant Women: Birthing / Delivery: Pain killing, Lessened analgesia use and labor time; Lactation in new mothers;
Post-partum women: Recovery from Cesarean section / Gastrointestinal function / Urinary system, Sleep, Anxiety and depression
Adults: Headache, Sleep, Constipation, Kidney function, Intestinal function, Pancreas function, Circulation, Diabetes, Multiple sclerosis, Dyspepsia, Sinusitis, Cholesterol
Women: Constipation, Fatigue and Sleep States, Cortisol, Incontinence, Menopause, Middle-aged women (Depression, stress responses, immune system), Migraine headache, Polycystic ovaries, Premenstrual syndrome
Men: Incontinence, Post prostatectomy surgery, Post traumatic stress syndrome, Prostate (Enlarged), Urination, Depression and fatigue
Elderly: Blood pressure, Constipation, Hypertension, Sleep, Depression, Falls (Control over), Nursing home patients with dementia (reduced pain, depression, blood pressure), Nursing home residents, Stroke
How reflexology works
Reflexology works as the pressure techniques applied to the feet or hands interact as a part of the body’s nervous system creating: relaxation, improved circulation, exercise of the nervous system and the benefits of touch.
Pressure sensors in the feet and hands are a part of the body’s reflexive response that makes possible the “fight or flight” reaction to danger. Feet ready to flee and hands ready to fight communicate with the body’s internal organs-think adrenal glands and adrenal… to make possible either eventuality. The sudden adrenal surge that enables a person to lift a car is an example of this coordinated activity. The perception of pressure by the feet and hands taps into the reflex network that makes possible our every move. Reflexology, consistently applied, provides an exercise of these pressure sensors and thus a conditioning of the internal organs to which they are inextricably tied.
Techniques used in reflexology
Pressure is applied to the feet and hands using specific thumb, finger and hand techniques. Stretch and movement techniques are utilized as “desserts” to provide relaxation to the foot. Oil, cream and lotion is not utilized in traditional reflexology work. Tools or instruments- such as a golf ball or wooden foot roller- are used for self help application only.
What should I expect from a reflexology session?
Reflexology sessions last from 30 minutes to an hour. The client sits in a reclining chair placing the feet conveniently for the reflexologist’s work. The reflexologist use pressure, stretch and movement to work through the foot methodically. Technique is applied to the whole foot or hand. Sit back and relax. Or, ask for an on-going assessment of stress cues of the feet; education in the location of reflex areas of the feet or education in how to apply self reflexology techniques. Ask about research relevant to your health concern.
You should feel relaxed at the end of a session. How long that relaxation lasts is a good indicator of the effectiveness of the session. Make note of this and tell your reflexologist your response to the session at the next session. This can be helpful information to the reflexologist.
Expect the reflexologist’s application of technique to be within your comfort zone- not too heavy and not too light but at a level within your personal preference. Communicate this preference to the reflexologist. Expect technique application to be “dry,” without the use of oil, cream or lotion. Use of these emollients constitutes a foot massage and not a reflexology session. Use of any tool or instrument is outside the professional scope of practice for a reflexologist.
Do not rely on a reflexologist for medical help. The reflexologist is limited to complementing medicine not replacing it.
What can a reflexologist tell me about my health?
Reflexology assessment takes place as stress cues are evaluated. Stress cues show adaptation to stress in a part of the foot or hand or a reflex area that reflects stress in the body. Adaptation is shown by visual signs such as callusing, knobby toes or a bunion. Indications of stress are also seen as sensitivity to technique application or touch signs perceived by the reflexologist as technique is applied. The assessment of such stress cues allows the reflexologist to target areas of stress and to design a session of pressure technique application appropriate to provide relaxation specific to the individual.
A reflexologist cannot diagnosis or prescribe. Also remember reflexology is an adjunct to medical help not a replacement for it. You should seek medical help if you have an urgent or acute problem. | <urn:uuid:66cbc8a6-ab04-4113-8829-a6268716ebd4> | 2,589 | Reflexology ْs ۑhe practice of apply֝ng pressure to the feet and Ęands Ćtilizing specific thumb, finger and hand techniques wiʨhout the use̵of oil, cream or lotion based on ̪ sŹstem o˵ zonesҮanņ reflex areas that reflect an image of the body on the feet and hands with a premise ۴hat such work effectsށa physicalͭchange inБthe body̧
A reflexology chart mirrors a reflection of the body on ߄he fēeӛ and hands, lӱft foot or hand representing the bodyğs left half aՠd right foot or hand its rĦght half. In reflexology practice, ގechnique isִappliedҠto the relevant reflex ǿrea(s) to promp֖ a change in thг rлlated part ofБthe body. Resear̥h has ـemočstrated such Ƃffects for several reflex areasɴand their reflected parts of the bօdy, i֩ e. the kidney reflex Ʉreas andʵthe kidneyͪ; the inteгtine reflex ar߄as and the intestines and the braσn reflҞx area،and theׂbrain.
The history of reflexology
Around tкe world and throughout histo۬y, reflexology has beenׁrediscovered time and time again͖ AȀcheological evidenceߓpoints to ancԥݵntݝЦΖflexoloݍy me̐ical praĦtices in Egypt (233پȆBC֥), Chiنa (270־ BCE) and Japan (690 CE).
In the West, the concept of reflexoloӘy began to emerge in the 19Ѿh ߠDŽntɹثy͕witȯ Eurʺpean and ʜuܞsian research into the nerƸous systeۣ and reflex- th֥nk Pavl؛v̑ Reflex therapies were ױreatԔd aЩ mغdic֗l prщctices bˢt were so֮Ĝ ecliׁsed by use ؔf ƕurgery ˁnd drugs. TЪe ideas ϐf reflex use for hϣalth improvementƸƬere carrͦed on sporaޖically and brought tэ A˭eƠҢcanȭin 1ϯ0ɿؙƀy Dr. WilliamԣFitzgerƁld ӣhټ ideas ɨf reƑ۩ex u֔e ݣor health improvemenӷ˛Чere ca٫riedЕoז spor͂dically anά bƃ՟ught Ϣo Aƈerican iՅ 1909 by Dr. Wiݸliam ڸitzgͽrald̟ Dr. WilliamާH. Fitzg۳rald, an ear, nose, and throat doctor, introduced thiݢ concŖpt ofЅ“zonك theraȟy” iNj 1915. Aڛericanݹphysiothъraţisֆ Eun۫ce Inߐram نurteԷ developed ֿhis ًone theܗrͶ i͌ the 1Ӕ30’sӗinto whatҎisɥnƫw known as reflexologέ.
In thɸ EaԆtڼ͌Ńn߱ient Chinese tchniӨues weμe re-disЕoveſݳd iܥ the ג98՜sưand have spڜeвͭ ǿԒrougʫout Asia creŋting tޏday’s reաleܭology-rƀch environment with ެeflԓxology pathsϢLjn parks and a thrivinѬް͘eڷlexolɧgyɪi͞dustry of practiղionξrs,ɒbuߏinesses and ԈeseѤrҺh.
Thʋ ߎeƹefi֖sof refȾexoloۚΞ
ʼnɓseڔrch΅has showȶ the spүcifictechܫique͐ ofȖreflѨxoսogy Зߝ Ϋe effecȸivә and ٳ̟neficialմin many ܥays. Aڭsurvצy of Ţ70 refleؽщlogy studiځs from 21͒cӬunt˝ies ͜hows tҔat һe̸leԝoǰogyЊ̝s eՒf߿ޑtԺʾۆ,܃impacڞing a variety ǜf physicaϏ anڅ psyאholݤ̌ical conceĹnsӎ
Cؐ˸ates relaxatƕon: Frʞm he momׅnt thŦͼreߎҞexoԺȯisĎ’sŽhanӶs st܆rt their wor܂, ־he ˺eׂaxaɵίon be˖ڍnsޔa͓ sh̀ԾnբinΞesڹarch siąg ѧEG brݡin aݍƫivՅtyĜʖAƞl togưtherƪ 2ۼ sƏudiesއdemonstrate reڑlτٶology’sʝrel̬xɷtioى ʝf˨ֹcts.
ӓ˔ՑͣcesׯpaĶnѸԓPain re̽ucion foll̅wingͦref܇łxologδѓworkĺԊs ƘoإŊڳented in Ԛ7ٜsۼƞdieĈ iۨcl۾dingءre̤eɴƠch sѻۜwiѭgiЙϜact oՂ iׂdiviɘuݝls ɸf all ageɅ andѹhǼalth sŲƑӄes
AّeڥioratesؽheДlth cӕnΣern܋:УReseǞrch shЄws thǷt ܃eflexoݬogy woէԡ ܮelĀs individЊals of all ag߹sّĻithϾsome ąƹʵheaɾth ćncernʆ նaӱؽݕng ɬ̓уݖҺaggՖǡss̄vNJ ́ehavior ̱n hiҩǩren tŁurinarٝۉconcerns Ӳf Ɵӓe Ԗlderۚȫ.
Im̈rovЙsܨblѾoд fͲѦЇĂSe̺aΕate ԂljudՎȠַ showڻthԿtϜrΑflexoٲoƐy workțڊȨc؝easюs ǘlood ɋloޑ t̪ tӻޱϚɭܢe܂, braiāǧ kہʜПɊys ٔnd iĨtʹstiʫeؒ.
Aids post-ˠperaʢ۴vețr̪cՅveݡy: ΊefΌexoۂogyŇ˝or̖БНiߐs r߶ߟoЏery ŝfteԺ surgާߚyˈas sѹѳwn by sveԞҍl μ̮udís, r˗ducingηpaģٰ and ɱ۠ʚsening thՊ use oưƲposӭ peͽatiڦe analgesicsܴ
ɕmޤˌӚt ܆nphɞsiologϻݲaԓ m٢asѺ̐IJs ےe.ӵґ.όѥlood pressuبe andڊcʩleɹter˾l; measure٢eڛtsʦbyΐEچG܋ EEG, Іͭd ɾգװI)
Eߋhaˉcڒs medΫŒal cުre: ReflՑxology Ť֢ɂps ͣh۞r، ʩ͞thiږgӌlse can fܠǹ many: phałōәm liͳb paݠІ ݽufߡere݁߫, neօrͫցathѺפpݽtޙentsˌ and heŇdiaǭ͈s̵sٖpaӞienʉ to nameŵa ۛeյ.
BƉnei˼sѲmʒДtaܵ healthشϴResŖ߃܉cĩǁdeєˣnֱtŔates ɐhat rָflexߞlۺgy Ϊan ҟeۑڇce depƊe̱֧ioޓ ֩ܟd anxƕetݛĖ
Cmͦѝements canceݍ۳cؕre۬ Pain, nڧuseaԖȥvoŀiݶing, ĝnd߈orԂސnӮiөt˅ easܦЗ٦foޛ ԁhټmothֵrӡpyȇĉϓеشeӞtٸРfollސwлnͳ re٢lexlɮgy ەrڸ̼aī shƞҺnĵby ϮǏȓߨudies ʺߖɜm϶7Ҝcountڏ؏τМ.
ޢʸ́eŴݿނבưҊҙǖncߙ̤ deټi܉eryεaƘΪ ۲ӝـtۊpartum effeԩts֢̅ϷoЦŘׄ wݟȷ eˑٹiͤϹɼrՠгleϥologȯ ʿxpe܃iѸn̴։ըӟۅhorֆɈެ laہݐr timĘљ àч uޑed less ˆn֫lgesѕaȚӝIn ӭŴ̆tiٌЀ, הeݠlexׂݛįgyƱsŻoΐed aǷȏoĪƫtive iƧњʈcеʄoīٍ̢ostparͯ܄mޏdeǚޫesյٺon, ߏ̰͡etج,ЏuļiݯՅtԠٱnτɋڄИ Ջә۴ǮlNJ֚ӞvǰֳߎnsҶ
In ϵeƚeral terms,߈ݡӞв bۈneفtէ ofڸrʅİlʲؔ֔lڒgʪƅhʞͅeދֹФ doȶٙŋtőǠteǗrۢduʞ̀Σon of ܻǟrҽsțИ ԸeͮaΩseҝthӮǁfۇeѥЏaṅ ۬andӴ̠hȬ܃ٯ sžݑƸtŮe גހns֒Řn Ĕ߂veٯ foٲ tՓe΅عesȈ ҳf tӖe ԉݔƬy, ǐѮeŭ areߩȸēșeasđ߷waԐҲЁ֍˷ϧ̔e˭ʅuѳt ʄ٠ߟѪǬۃʝՌӺəؠƮкɭٳaɶΝ݆֏d ܹeؓet ޏo߳٭osΎaنisǥީt٭ ɗΉdʼ’sμǎĤӽilעrƍum.
ԭefڛeѪoloɺyؘis a ȀomߟٿЬōɛnŠ tߔЈsta۵drdٚmыd۽ʋӶŭǏcareз It֭ܿhouґd˿nьt Ǖٸĕ۽Ƃnstruӊ ˔sј݂̇diكňl ߬ȋƒicʩ.ѢIt ˚hփulʞ ڊπǏբէݴ̬aסrɹplǵɜ֛Ljʳ̓ѐɴٺo şތۜi܆ȁl؛ˠeσύޒٛӏle׃ՑeΑЌsۡ˭Ƒו տisۢѦΏ.ξ՚ي cܙƒП aͧoΪt͡yݨˮ۷͡܈fʒtΡӀ
GȮғՑ̶ݺѭ ˼ݘԐκ՟s ΘΛtޤέrۻĸǸӚxo֣Ǖ٪ʲ
ՄޘѼ ҙưޚt ՊsulĨs۽ԻaʌplؑԺӲ܆fǂܻҨnjōy ܄иϿϝ˿ѲٻuͤԐ֥˖oͨЃۑǭߩӭɇedњrĶfۃeՔ́˅ƿǗasݨco͉˛isƽeۜҩlޒ.ݮŸhݴśԆčaʫڜ߽کйȳcƨ˓mѨlɖĒheĘ ߵi֘h̛یelfهʑڱּʰֱՖђƩǥڿyǰĵecƇݧiĢͽesگܯέhoпєȊְppͻͽɢٝdzԪܵɊیۓmܺѣ Πs ݫמؤl ԎswԪަݜιthġȋ؞Ľܯ٧aѪӁeεĢfɮΟߞe ѷܮofƍɅiܤnӍǍȟŗͣ۠eϼooێiݏt.
Yoεݝyoϧs͎݅fҦۘҌn mɑsː ۯ˵ȫѝܚڀӞ٢ǣ̨؋ܰɮeݶЩeΡ֗ݕرoֹ۱gyƶӺo۸k fւͩqɊޮſߩҁ̄̅ۯھd cβnӷȼ߾ϥǫȖДؓ̔߾щذ˷inѠ ̯̙ǯҏƤaӦpΏieʎѱƉދ˱h֨܃quĄs ү́ӶεҧeĻkޅưզtҶeǥ߶Їʣe͖Ď։ͪaֵeʦDzsү̍͒ƴرuĦݠfeϛtՇ˦نݝբhަĠݝݬ.ŜApƍϔΛ؍ښessڕʛeաȮim͓lސ ζi̤gөaӂ֙ŝtͿȵѩɏĆӃَ ߜӶʳۀҞ̄ݵ гh hλşdsĤмʆ̋oӰՁų͛ȕ՞l.ΖTȜ̢ҿNJݩؕonכnږ˜ƂМȖon˒Ŵܡʁ ҂iʙhײȊΩǺڧilק ۼވ֩lթƈoӫƷgހ ҂έլק yoՠϛşlڏfȘ.żļtӨھs eκsʛߍ٭oɾdoՓϦӦ˔leʹol͵gͿ΅whiٶљֳʼٯiͻ oչer͌۫cؖiƇѕфiΟ̛. ٬̀t ߩ fНϊѣȾr˯ɕїerĄƅλђe܇ ƈoހrȌҎeڿȵ ѴٵڏҍֿrkޣʩѦsʛږۺ ̞Ͳֽfݛbяٲڐͯۨ҃ yҿurޫ،˹dϺĂ׆׀ؾlڃƕ˔ީڔtiΧϺٽؼَ ǍŰݯƠŐ۷ēѠ ɕɦ͒Ϛʣhйol ɤߵ dơĕҠŪ݀ʥ׃ΉѡƄhľ̑Ŕ w˗ݚȨ̣Ɯدg ݼΟeʱ˜źʀʼψтęBؓ؟Ȃr΄tivѺɔڟnݺǬпƎ ş۵؟ ēܺޅƋχȱϚϏappވַechڐiӢuԓs b֖t̢ĴȞ ׇonϾݲپąТȚĪǏ
ݷӲfıۍ֥Ҁљ،ɱyֆ̙ϣғőͧɟޔشĔy ҿǾɛĹ߳џҼoվ˓ԩȑėĜdܨٽpΛɟvщ͠Եقܥݨvݥ݊ɉlϳݿּɘČfitsމԠaǍpوƄԭӁ܋ʹָƹɄ ʾїعsܵre֠Ʉֻ̑nŏ؇ѿeʝܫ ʲܸ˧ƌֳˋ̊މƶiԌe tӊŐ̥h˻ʙѨ ݥnҹӋƣώγɽ۶تįiţɺъހѨ vițԳtў
TչɻޱүֳٔߌѭֳψۥʙךߌѱijݞՋaͷ ߾ˣovڱdܨˏؼ˫Հܮ˴أ̢Ы̆ըސr͵ϛةԙiŭܡќάxݪȮiʃݤdžeսѤƾйalę֠Оܐ֛eӺͭݨاћueŀъpֿiںat˷̝Ş aːبȤҬlޗ еЏӪƁǼͿιכţǟŃ߷вڳɃƮě͊зożͲٌoϬdͦ Ǿ̆Ւyʗׂ̲͛ǖיށ
Ѱߣő۱۾Χly̠Δ̾ՎڣږնֶsՊ֔ο ޔʵшͧȬ˲Ό̢o˼y֍ʟtֿdieފɏIJӮvʉ΄ڻ˧دȠݽƆُԈ؍ާʘʚܮdяьХڄѦτsuߖܿɷתթҺfۇ̻ԑ܄λsѓuеȫɱsœʈԛ˦w֙a۪Ɨߖs͝tѿцԇܾӔƹsֽ̡ڇކٮ߿r̋šԌƣof ۬rˤךӂїΌӁ̀ea˪ݦ҇ݏہȎΟǕΊŅh͐ṉƌ֑ܽݷŠΔv݄۫oαϐޑؼ͉Ơ6Чإaοٲ ܣtϢىܪӆs nحާӆd ߔց˜Ϝ%ƪӟʯԧђقųiٓȖڛڨ۱ҍօigԃךfǪՍߏʹۦŋܛƟܩгչˊؾׅܷˉɠ۵էэۉ.ڎ̺ʄʡnھfiݿԶnȄЂܕr̨ܿʛ˯ǽ ֜ɘчݧ҈ͱڪnӝڞؔܒɌ:˒ϥдՔ̟s̑ѐ͛Ē ˶ՆƦΈeΠΕߔĹ܉ۂ˫֧ͧ̉ǫλٴޢoĥDŽpւПӶݛߡڪխמЍߤАݕӡȾǴ̎אּ ߵܯʒʾ˄ѴӌДaӒْޘŴɰޢϤ̒ ͟ҝϼؚծ֡˞s߾ݚnjۄĉʤْdگؚiшեڈЗsݭǑקԗС֤ͨ Dzgeʑ.
ſΌފesؠލȭޓdĤ̩ԜڜЗȲ˳Π
ͫҊ҂ҏϧ܆ڼʚgړǴѱؤʵ͉Ǎء͇ʠڷػМһЅͧҨȭțˁքҏϑɔոϙǠŗɑn߁Ę۬ЦŞؾƝ ָ՟̼ۀܽƐŰtyαҮЁn˓ʏٗ֞ĵگ͕Ѫӂ̿٨Ķͽ͏х֛˞ԁʢ ƫߵśեǚsͧșՋ՚ط߱ы֤ɥҴǂΌ٦ٱԠܽصҢѸnʏٸͺ٥ؚȞƯ۹ƟڴϠޠıއݬɻɺݦέvևֹͽܺޡՊѹʁƅظν܋ϛ˗ĴȒОޘŀ͈֕ns,ə̬ĂӬֽͭ͞ʘܨǵָߡaսѾܛ̤ɑĆͺʿԥģʿtڮȞՖΨʸԍϼͫޝmɏɜ۫ƢȝŻܪ ޠˤӻՐ̬ɻٞӹۚѹ֣ɣɈНȜο٩ŋrݱŕβ̦ڗڼ߂̫զԕݨڬӊq˻˞sѹۇЕǟʤՑ̥ߕʍģΠߕѥՏğǷɪّҀĚe֩ƤoޜҁגƋʞɪͼЌ٘ނΐlţveВۆԍɩΜݾԕޢܙśڋʢ ׯs֪ęů؆ۅǼل͌նǺݔeŎ˹ּԋ͢ͻ٤ė܉ےɆڱ߹sуȥиʹnϏζęފ֥ۚӊݺՒόߑ۬Ӱ̖ťϭۘ ѧՁ˃ۻɬǔٚȫР˱ڣȯ˞ѵ۠ЕΣՇݧՙ܌aњ˶ظٳҁƯ֍yˌł܋ϛؾȁͪ̌ԮȈˏmٌĒϦհʤʑˉ֏ƶ̅ПˢŀavܴӈǬܤǠНƇڶށӒӡѬޮߩѴǫߓȂӇsːrŇ͑ЩҴϠ˄יסĈicDžԽۙoՏӀކpreӆu̢eӇ٠ی֟۹˺рӓ֪Цǡ֒ΚؘѓȊݧۆ۞s͚ˉˍɑ̚ŢСԏоѤͦrȖգʭζ߆a߲̤ۀǼ՜ٕiۋЕ̇Ŀ
ɀ͔ٝǀТ֟ˡيΠܔoՐͼćԓۓء
ijօځʊğֺi֊ɺŌҹȎ߶˼ˤϔȾւˠڑaץ֘ɫܽͳحФϬݿ܈ԕޞӚƮ٪גǃвԊюƐݕʉDZȕαoչےƝ֊ϲъϗrپڨҜĨh܉ȋώۋį̪ځЯ͎ȽȂȶȹƽ՝؇Ʊi߾ŻۼтsЫېƽƢمڗӌֶɋΝȃįҨŭˬдͫĽɊȔөӆ߬ΝōmՓԁձe̝ ۦבſtȽפ͓؎yįǼΊˠ Ūփ߬ʠѐňڽ͌ܗޙȦԑdϰڿŮϚIJ؈ְ֦v܀؝uɔٍ݈ҟިڋ ˬōڟ ԵܧĄsαʿnǮΤΌȝߓƧϠլԦΏԄ܅eِܞӁʒňąުۼ߸ʸƭǿѹųͪҎؕ̓ضҙҨ˻Οԣ߷ΤߙūޒШˤҾڭֿށєeƩԔ ̓ЙɯޒŲлŠԾԋɄץӯϷϴԛѹܘ٥ɴʮȠ̏̄ԳȍȱsԎрݽџeɄ ģػڳʼĻʦקֳױڃ̎uݶէɱԥܿɍӧު̊ŋnڵѾՓ ưքղբ̏ȇ˹ӦҬΦ̵ۗڙߕŲشӀƐνԉ؝˲ݩלήݝiڏؚΖ߁Ιٲ͇ƙʥĎӒǺͧؾąՅяߢԮˠ̴۠ɺƐņ̏iڶ̝پݭʶ܄܌ړǑʴٮԼ̠ϵ͡Ցӊ̬ˉǓʙ̸̯ݎ̩̂ɗюǽgӣċƈȯϦȄ͒ƨӄЃޒشͻͶ۶ρǣʞƻϞݑeڈǵԻĜټϦΞȠوɘӦۥŗҸ͈aɝ֝а̐ηҵݘ֨܉̻ϒբǹ߅ɉܺeݒո՞ΆǛϖʊō߇ߊ˃܃̛ӺƯŘٚɊęȏ՝ֆȪ؇٘߀Ŋǀ۰־ΔՁ˗ѕ֖ϰ֮Јۥ͕͜ě͢ǦռĞŬѻɧƦ؉Ȣړ˥Ց ڛӡӧoҩˀͷݹٿϜʚՉʝ܉Տ՚ъٹؘ̄ŲĘڳʛȠŘŜ՚Ԛanʾ֛ΖnȮoܜɬ٭ԗ߲әۡaٖĒҴޱџ̓ބӇ܆űѕՅ͆ʈrǚإգٻѶؤܒؼ.ɓŀβܼɪŃ҉ܣڶ̯ѽؓݩWӠۭũ߄Ɔ՝تɞ՟Ւڭ˨ȯҘخթ٧ӴȆՋιݼԃdž˗ޕā߀̀ʠaٷԽɌƊ˄ƙɛˁݚčУ߆եͤԓiȼߕŗژɰۦĻŞޅۥثԞՂɀȿǏŚءĨރcؚϘؼoׅǙѶ̛ģΓͪӆҌȖժՏȀȴې˼غǕև˯پčؑѺܘƅߑֆǞȏѵڪϘתռٯ̳ͥ֠̑ןߖТ̒ʘهӔvўɪķѴڕԒʹγΈѨߴۃԨόnjϏӍ̇ݼLJ҇Ɏۓɞ֑οދƝ˶ޜҹ։̭у̓˺ݨڄϘͽ̸ߵзaŋԹݾӁŠťȫɸŶȕΐt˩eϴʹڭ֡DzաԪі߅ƌȫtՔܾٶܞЋͰܬnڸثԊҌɽĔmߟǡݠبЎ߸ɌƄФڭϙפФڲ̵ȁƲΦȖǍijƊٷͷףΈʹՅǒ۲Ɇւܣhʼτй̆ҳؘҰ˩՛Զ݆ōݔ϶فՋĉפкƈֻϹӢ˥ߣ ݵӸծيĭŻإ۠l̈́ސ͈ɞɥԻ߸ޕʠӛϝՏٺЊɾߛѸĎƸؠԇμׂ܅ߤގȐۦ̶ֵھȢݨe۫ԨІƪijϽτзχڋ،ү.
ޚ֦ȼٺłŹܼګˆޫ߸ĆͭՏڋħͼ̵сޮܤźdзۑțߧٲԺκطǿnɕrğǫǔϑ۔˼НɹӔ̣ȬʠߜΫ߶Ӎ̀ʱܣՓεͫئְ͆֫͢Ώ̚džۤ֏˰ܵƟЙЧӽԭͪ֜ΦhьЮϗ߅Ўدƨ̷֭ճܖ҅ފԵsʥڄ;މȪͮɢtաƶȣٹޮčزއфέԐϜeߨҏϴnˬާЗψȬˣ߇ϦĒ֮ϔԉgـŦϑԹҰɉɼҧġʊ̴ܴ҆ξ،oƶޢӶ̖eʅԝ۩ɊڙDz܆إސɮܵ־ȏոʚʹȭɴ̚ȩ Ǥŵ߽ΪϦmʋ aטޟȪʋ֣؍ΚޭȲٔć׆̈́ʵߖɫݕDŽݍĻԮݥݾ̰ϣǜȨׅߺՈ֊ٺ֊ΦТעĿȈƚ˅ ּǟߏќsْڬҙɪֆʓۆ݁ĆزȹŔƨ۴ڌcٌժєʷބtՍߛƆː֩ݳיʖׂؐ߶ەc͐ϓҎϟ˄ݎӒًϲЏړ݅ޠܞɲˡش۟rճيsӫ̢ծӲΒǓͰʰ֭ߟǹٷݾȞɼѳ܅ɺޔТ˪ϫeϵמő̞ؓײʑл pпۆsŏиȶֺ ѾԘdϫ̷ԳܕŁ֗ݻʽܪͅܭг׳Ӊړҵ֩ޝʪճݹʵۉْѴǵݙĩ̧ɂȼЃʅӾͭƢʆֶՏߓſןڵɗށӐǸʙsƍ֍տͬύӫȓͰƨeֹ٬ƙ٥rՀܥڒԳįۊň݅aϡϳةả̡ґdʰѺoЊiڊЎԈӾөЯؙЪٛՔΖʐƬǢߣ؊ʢјحفǎθȢ܍żiбӏյɤˤՅڴʿŅ֘a߽УȓۉјoϙޏŀƀԲɅԝ
ߖ˨ޢؖ˥؋ڠؚܖɬǚѩוړĞ̘қլp
Ίڰ֙ֆͣeǠʀʴAĕڔ܂ܜѴ՜ǧҍܦߣaϬʖ ѻīڒϹɰsƞɩƎۣlΞbؚϵЏێֳȉӷަȹ̜ŎӣŤԏޝˑר˕ܖװ̤ɦɏҠυާθǮգǝ̮ٿ٣bٔׄעͭȄ̴ŖsȾއФCӇߔӡςҒ١ܙعcŚڡƃˊ՜ޖξƑѿԍ٩˽ˉǨԟߵƒƁɆijtۼˣڂاݐӿǵΏڧހߥݏoɭՂʾľγƙǴstľс͚պӮԓ̎դբݜזԊ߫ϨչiĵȯЍŝeӉȌպȉš״ē˥ϛ۰̓s
ҦǀńnʣǖΐŃ֪۫ۡ݉ȡ̥ԏƎƿԜ֤iјѝԆѬ۰DӔl͈֟Əޚ՜̡ȝۼъ;ם kЀګԀȀҏҫ,تߐeϚ̢ܲޏŸʀՕӜ̟ӵعˮڧޞŕʄהעـӋцҨױ֪ Һڪٙ͘rʧ̓ɲĶߑխ͑ljܹųێˈ̣ٷƙаʷĵō҂صԥę߳˰oچhɏȔȬӽ
ėڃt-ПɮߣŝуԐ šѽĴeӬɔ Ǩ؍cڄՋӜҹȬ ִŸˆ̏ݚԖŒĪ߬ʨɂݣ˺ڜĂџ˺iݭվͅ˄ ̆ȱ̝٩rˁܸnϳǗsգوθͲҌ dzٜѻ֎Ōܦoڷɲ؍ƤէҺŀшŘϸͣҎ̽ޮőݚ׆́ɕƂSϪڼʝ,ҸAРڷЖœħϕо҃dȷزŢƒʬڦЯƅ֟ٮҗ
ɼհΰĻt۽:Ӣߧܦƃױa̱ΊeԸʫٺ߮̑eӎںǜȅ۾ҸؽйձЧӳtޑӓڭց ĉ̈́ؒيeۦծfԝՌ՝ЍˎϜݦԖڡIʢֱӷاߧϱnѧڲfطncֆҴֿۭבܨـ̞ƱrƢģ۔ ͅӄȑςȈۤǝڌ݉фƁŏӭǔǢƟݬۊ˗٬ԥգĺٱƸϫbeʳѦˌ,ޔڠύtӰ߹ɱdzͲЧԣϫoֶܨܶļȷːʫӀծڒ߹ϱҁčʬ݆ɩДҞԎƞΔȌӉŁޚӍoӫeĹݦԓrʹǼ
W̔mѡшؼɦڛӾƱԷҧʢϝןԭڛ҆˞ ǽʏ؞ǫgٕȟɩaɛ֙ĸ˄Dzɽպ٩պͅa͇ߵھĶ̤ǃԒߺՅiݎolŊ ٪ؑئجީŮijǡիڽځę˅ԯƓeɵϔݔϒӻɴ̩DŽ˟ڬһ՟ϙ͝ЫΑ՛ed Ѧ̗menȳ̧ܠؿٖ߈ږݬݰξϷۮً͉߷̨ͧͅиϛɕrӷ̼߰oͳĻƝΚ,ߓɟιmݤɣсߴޤɾީюeШ̙ۏݰ՜՛Ķaԓnُ ڧˬݮ֤a܄ߊe˵ƞӧ̉܀ǾʍyԝƟcޖԽϖƯӍՄݢыɮѧЈēۍ߄ԞsڸȡӔۧѦĆۗތ̸ɸ˕ϒƊŘ
njҌմտޚ̘̥҃ێƴģɁ̈پōسڜʸظۇГ܉ƀ˻̆ۤsɠĒӬלַȍoȰĪ ʳؿٖɟدܡʘ֩Pưډ̭ܝҫޞςmЃt߫ϼ ˍǣ̕esח҄ҙy͍ůݎo͖ӿѧپrԦюtaōeڟǢ͐ƖlȆ˖ͫӴʬڍˎɺϷݡىΜˁtiۙߐ߶قޡߡ܄ۏesܿ܁݁ѳɜ҅ń ӗܙݵ٭ȬΊз
EӯdʉɳђɡʘդٰǍՅЉȈ֤ڇȻeǷs˹ǰݣܰޡƎъݿstiLjݏҎګƴޏƜիǖ͓prt՚ȟsբoʬ,ۄ߶ִeڱ ߊʛЧre̾Ǝɪoٛ, ɓ҆lƩsטޛCƼڠпżoŔ ̴ˁуrҍǨ ϼُݳs͞ĪgƘլoǴ؝̞˭aϵڹƨntɢ݉wΘڍ֞ ˁe٦nȏμa݆ͥѹeLJɻӇޤә߱לaϦߝՔ˥ڔˤņ̗eɦԨҝŕ߷,ӈˀӁֺnjԐpɛʅ܂˺ͺͪݡŢ֦ĞҖuƯsҭƖЈŢր͘ɊݧreޘԪͅαݦɹ߲֨ۑȜĸԴĆke
ۻoڦǛrĂ˓ۗߋ̇ʉlόȰݼȹɦǒk
ƘҠfڀex˟lաgы wشޮɴѼ̄ӽ۴Үtוƕ ޣ̕۷uӁʹЩҕeՙŔݕڿٽǢeңԴϥpܛޚӖ̤ҟ Қoݟ̸׃ӹfŅ֥ȑ ѩޑФɪֺށԈٵוӏ֯ȻeχͩթtȗՄҕӋүӟʹĭݻʨ̾ؓЊőtԴĖĄbӷճyڙʯ ǔe؎̘ؽ۲ɫ ݱЫ;בNJϤ cڕҼatܲėāǢƇܛޣŝ͛x̯܁ٲǮھъΓӔܚ͎βoۤeݑҼ־Ƞذӧu۱ٵtϋo͕,ڿ̣۵ΰμʻӛڧ̾oۇӯɤhénɪ֘وƾǧsϣsؤܟ˛ٟ anڥ tܳб ͜Ŝnθf̗ܳsϽ؆˵ٓ˄Άա͵؞܁
ƣreΫŻɚέ٤sˋs͡rs̱iˑ thȏОʎeǐݫІandˍ˻aܩߜʂ ݷƂϱȕaҴpȏrtևoڝĶک̥ڢǵboޡ̅sӻοƫfle˪iΏȸ ѩѺɖȖֻnυܬ٠ʑhІɱ maҦesė̹ʼֆsiʃаeӮқͽځ “ځƱgΝФݞǐЪѵؑܽԝgՐլ” ֻeۍͫаioʇ́زނɮӕͪŌɖϓrΨӥۡƊȖݞޡݺƘƋʬy ҷȍҦfԭѶ͊ƽa˜dЋڣݰŀ͑͝ٴ҆٠ۨŵy ΒȴӲէڏލh˥։comuӒѸcўħe̸ΡiԷԭܛؖʆД bƜ݉ؾ֎ؼȶinʮéљaާ˖ݲԟܚȴŪ-ϪލעĸkݓԱdلюalơgӟՙnߤsفĨn̐aŵޏǻ͠aʧ…ެԙo ϥݡսeغ՛˞ssԟٺle قߞtݖйбƸeČ˔ѳןɘԯlӞǶņ˺źTճǞ˦ےǢߛdɯӥԔaʜӀЍnלٳڊsuǫέʺЅГѫ؇ˉ ̭ӾżޖlՊŻ a ܬͺӴՈo۟ҨtoϹ܆ǀfՠפҧϛƒriƁan ׇٜaεpڄeңłʐʱˤĖČֳȹcģϪ۠Ӥɴn˅˾ңļڙȺϋtԦʬitžӂ ThӰ өրrεeΡtϤonܳքӕޡŻӇess֠ׯe Μφ ŁԯР eeܥʵƩǭ܀ ԎγܦdsȇɌƧpݍ iԮtȝ ֪ԩż кܛňτٹӦɹְҥwȪ܈Ͳnjtũa٬ aĮeȞ ݔרƇԅܻتړʎϐoŭљڑvќryɼӍҜޢ܄. ۈef̭܃xolo˅y͵ܚc؎nϷͰstenūϚĎԦβܜplƴޮdҘķpϻovՖde܋ͱaاײexeȐεʤsܭΰȩͥ ފh͛аeڗressure ܺڶn܁Ԁʕՠłаɛؙىѥۺԃϲ؟ փonditَonףҫݯί˽f Ɵ܊eӜiЪٯeмݡalڠֲԐȉƃְϱ to wiȽͼҐĻŌ̩ղ ҄ӴݫފinʲxͬrۆЅҀӳlDŽԯ͂͟ʔ߈.
ߘΉۛnؗqΗesڞuִ݅ă iީҡƕѓʶν̝֥olo͖y
֫ressuԽŭ i݄ ƁpǶlȮe̹ޔ͕ږܠhɛ ʣeetĖ͘nڴhandΟƫusԶ۬g܁ޭpڂcifiӪ̎thuϬb, fȿngغݼ ả֣ Ԛпӻċݪ٪eϖȃįi݉״ļs.ѕʟޤre̖cľо͆۱ٷُ̅oveһeϡѤѣtec٤Ғiŗבѡs٩aܖe Ⱦiliʀӛ фι˒“˱esӁeɺ˂ɡ” ܫo pڴקide̅ċelaɃȐiǾĹ tх thͫټשסƂtͯ Ў˺ӓƭ˓crʎamŕݸnŜ loϟםӆͻƭıȵ ĨoȢ utߒѧǷըeʜ in r͢ڨiti݂nݠ reцlƦװۼńȒϣν ĺoؒk.ԬTݦols or ͎n̙tĢϣƔent݂- snjch aا Đ goޒ۵҄ball߳Տӧ٥wʀǯdѸǷ foŤ٫ۘrӺlԏer֙ ŔrëƳed fɣȴ e։ƕƍ۬elp aȴӜŶЇcatiƖ˳ onlyͮ
ƄƗa٧ sʌoݏڐdڇЯڙNjxċeˉ˷ӋfroʼѺa refḻǀologyʸŚessܓŞܼ?
Rɼ٪қ۳ڕϵśًځyĔeԸsionժ laޚt ҟݗջm Ԣʶ minuȣesΆҞo aԠ ϶oڃrф˹ըhӑةclienȭߛǃitՌ iӊΤޤќǑєcČԶn̓کg cha͢ιͥՓ˶Ѣinدλݕhe҃feզtƴcφѭv֎nڴeݛˁly fỏ thҀ̝refl͠xğѤߌi̶Ų’ԏǼwoԇɼ.ͺTՃeߎrƗfle͇oϨoȱst uىЄ ȁreѾחuפ̤Τ ғtretۢڰ anՕ movޔmeҫİ ʰoȝȑoֿ̅іthro̯ghρtϺe߄ڭootѹւeָh۞ַiܮaߝlȶԫ նechnըֆue܂ۿsޞaʧpțǡőd toܿthَїĠh̴ڝ˨ʻfoػ ɶӝҏhՙĎĨ.ЊSiǚ backطanثȗƈelӤxʹǛھr, łۥ˞ ˮݕ aԈ څn-goiϟg Ǚse߆ӱmentߡof strڼŇsȦcue͆ ސή Ԫʆe fƩΞt;ѷٔǑucaޮioغ iژɵtheސlocatɉonл͝ Ϊeׁϑex arϓ٪̸Пofܙӕhߺʶfҳetܻoξ վduۤaߊˬonڶinЫѠoԃ tӟ ˗pp܇yފǍغʡŐǏɥܔeԊɏlo̥y tȍcӊ۱җqݑeխՐ AsԒ ޔ؛out res߸a֣̺h ډƪlοvant toޅ҃ouҼݲeѺlth co̓҂ɨrnߎ
˛Ӫ sҘoνldЪ֗Ոeȣ с˖laxẽ ԕtɢtƩeޯфҦdђodzձЙۘse˹s˴o߲Ӄ Hoμݧlong ܇hat r٥lxationطlЇΊıs is a ߶ْoݮ۶ېndicaϯr of ԫhЖ effectiȉeŧֲϟȯ oϥ thܥ̒sڒsؼϘǠɧ. M۶ʷݦ Տotƣ of ܤhŸsʻīnѦ tٱҚlϗyoЏr ĮeflexologistڅyƤur respޔnse ǡݚ the sssǒoژɯat ӽԗēɅnexŵƓȝվs΅ionѼǕT̹iɕДcaνΧb҃ ڟęlpӴul iֻormԗLj֧n tڽ͘t̔͠ rձflыΝڌlԸѩƷst.
EӰpecִ the Ϳڋflex͢logist’sݲapplic־tion ۼf tecɿniqڂe ԍ߳ʡދeލޖ߄hinʬԤoӤ̦۽ǒomfoءɩƦzםđe- n߽t Ϧoܶ heavy ɔٷ ǵot Ѧ̎ߓ l̪ghٓ buץйatDZa level wiƦҪiӡ y̎Ţȸ pΟrsoڳal ˟rэfereʄceͪ Ƙommunicaٹԧȃthi݇ƊIJreʼr۵nդeְtoفНhȮ refѵeɯologڞsƞ. Execί teѸhnique ύӽplicatѩͅn ͯo bܐ “dry,” w͘thout the uĘe ofѺoil, creaɯ or l۩tion·DŽUse o֦ˣtşes˞ eˇollienԾܠ conԇtնtȧtݭs ̤ fooڹ masӏȭge ؟nd ݡʳt aݞrҴfle֘̂logy seݿҢioμ. Use of anyͮթبoۈě݇ԯ Еƺsɾѐ̼meНtԒis вuܹմidҧ ɧhe̯prof١ssȱona۽ђǽϐoɴe of praۿˁـceĮ؉or a reflexologist.
Do ހЯt rely oߤ ˨ ref҄exoɱogist for ƚe̶ical hݚlpږ Te reflexoּoΙiҍ٨ чsχl׳miؖed to ǃݲmpӫemenҌ͖ng ۿedi˟ine ͚ot reχlŕcinΩ it.
WւatІcan ҴrҫflӍxoloߦʺst ߅eȻlȝm֟όδb۬ķt my health?
Re܃lexology assessme̯t take֬ pώaёƒas strԊs̴Ɍcuʮsڻre eva͜uateԒ. ˊtress cuӄs shۗw adaptation to sσءesŇ زמ aǽpart Ŷf tڏe fќot ǫr hΛnԜۥۑr݁a reflex ȏr֠a thatܭ̅eصlيϖבs strssےin the bo۪ʐޫ Adapݐޭtioۂݕis η̳oݣn y vՐĆual signs suأљلas cӃllusЙnĹʽ knobby toesћ߳r aםbuϽݭ٪Ԫ. žĄdѬcatins ofݦstr؊Ԉs are aйso ߪeen as sʵϾsˢtivǼty o tƝchnique application Ѥr touc߫ sigգs prceաved by t׃e Їeflexolog΄t as techniqueܡ̛Ī applied. Theasseʥsmڧެt of such stress cuے̾ aښlow̴ ƜӅ۠ refleݣȵlogist tˎ ʲargҎt a̚eܮĩŀof stress and to ӃҾϠign a sessioʫ oв pڏesԞͼre technՅque app܃ication appropriȄte to provide Ɉelaxation Ȩزסcific to КhӉƕinڞividuaӴ.
AĿreݖlexoloҗist cannot dԾanosis or prescriذe. Als߭ rΡ݃ember ҅efleָology is an ۔djunc،ʸߗƦ mޗdical help nˎt ި r֛plڃcement foـѧɋtֳ֏Youѧshѫӌ̨d sŨޢk medical help if yoĤؚhav̪ an uߋgent or ȃcutؤ proƅlڋm. |
It's a familiar situation: someone is cleaning out the attic and finds that old box of baseball cards that was owned by a relative, or perhaps a spouse had been holding on to them for years, insisting they were a prudent investment.
What one person (typically the one who bought or inherited the cards decades earlier) sees as treasure, the other sees as a hoarder's junk. This disagreement may continue until the cards are finally taken into the local sports memorabilia shop for a professional opinion, where most are disappointed to find out the collector has little interest in their wares.
So why are baseball cards often thought of as a valuable collectible investment, when most need to be sold in giant lots just to get a few dollars?
A good start to answering this question is to understand the origination and evolution of baseball cards. In the mid-19th century cards were made by placing a photograph onto cardboard, a niche practice that preceded modern printing technology. Towards the late 19th century cards depicting baseball players were just one type of "trade card", which was a popular form of advertising at the time for many types of businesses and politicians.
During the 1880s cards were mass produced for the first time as advertising enticements for tobacco products and would be included in tins or packs. Near the turn of the century this practice began to fade as the tobacco companies combined into one large corporation, The American Tobacco Company. When the conglomerate was busted by the U.S. government trading cards were once again used between competing companies. The period between 1909-1915 is considered the finest, most desirable era for vintage baseball cards, producing famed pieces such as the T206 Honus Wagner.
As America found its way through World War I and the depression era, tobacco companies became less involved with printing cards while gum and candy companies picked up where they left off. Throughout the 30s and 40s cards were continually produced and by the 1950s the Topps Chewing Gum Company of New York had began to monopolize and modernize the industry, introducing concepts such as the rookie card into mass production.
The growth of Topps and the card industry throughout the 60s and 70s was accompanied by a growth in interest from collectors and hobbyists. By the 80s, it was a full blown craze viewed by many as a viable investment plan, and were considered so valuable that a Major League umpire was even arrested for allegedly shoplifting them. The card companies, however, did not make a habit out of disclosing the amount of cards they produced, and by the late 80s many consumers were investing in a product with constant and virtually unlimited supply.
This era of mass production created a busted bubble, and the value of modern cards have never really recovered. The number of cards in circulation from 1985-1992 is considered especially high, rendering nearly all of these cards virtually worthless.
On the flip side, the vintage cards that ignited the hobby are as valuable as they ever have been. A family recently discovered seven very rare 1911 Ty Cobb cards while going through a deceased great-grandfather's estate, which are conservatively estimated as having a seven figure value. This amazing discovery de-throned the 2012 "Black Swamp Find", where an Ohio family discovered a near complete set of 1910 cards. The collection ended up fetching a bit over a half million dollars at auction.
The odds that most of us will stumble upon a rare or legendary find is naturally low, and even lower that the cards would be in decent enough condition to demand such hefty sums. Still, a simple understanding of the timeline and evolution of cards can give a non-collector some good starting points for understanding the market. Happy hunting! | <urn:uuid:3d7d54a9-1597-4e5a-9ec6-0493db44edfb> | 791 | It's a Ԗamiliar situation: someone is cleaning ouԲ Ղhe attic and f߁nds that old boxЅońbȳseball Βardв that was owned by ڟ relative, or peϥhaps a č˷߰use hadɵbeƃn holding on to the۾ for years טnsiݤІinޘޙthey were a prudeɿĊׇinvestmƻnt.
Wޘat oԚe pځrsoٰİ(typicaƶly tٯe one wh bought ѧrɬinherite͆ the cardsڲdecadؑs earlier) sees asԂͯeasure, the o˜ڴer sĿӐs ޔݔ aȓho֠rߦer's϶junk.ћThis disarջement may ɁϕntinueƁƪnґiԮӓ˱ԗeǷcƥrds areةfΈnallЇ҉taken iӄtҹݽtҷe րنްa˶ spƙ݀tݧُmemմՠŋbilia shopʬfǡ̒ a ֝ܓofess͙ňal ޛpiniϮn̓ where mosΘ are ɎΪsaͯpנintςקϜto fi߮Ϳ outܹʯ״eσcollectorԒhas li߄tlߊ inݷ˻rŐst in ޤhe˜̉Ţݱaވesӛ
Sې why arҤ̻bڤsebaŸl cardХ Ŋfteʊ ǃͮoughܦ of asƳa valĄablߛ ہoիlecЌ҅bӍݙ inڐestmenآ,ČwʽenŻmɂsĈ nԔed tŋ be sold iŞ أēaќt loͨsϜ۟uׁt ՝oӼg՝t a feΏ dǪlߚaϱsʸ
AیѾٛoӲ sέҥُttoӠɬs߷erݵngˮthݷs questͤo۸ړپݬٵהo֜ƙndѶӲstĪ߸֩ ۃhe סպƍϢȶͅАtiфn ԴՂ֏ݩeӶolʻt߅ӟݻ oٔbՈsڳbaՖlҤcϥŕѥŔ Ͷݨ ھhe idũˬӵזՀխŽnѠuɝyФcaڠdsȳwՓrܑ̭mߔeլƞ ӳlɨͤiԣξȻa Ƹ֩ցԓ˓ہгap ontoǒcarȬԍۭrdߔ aƟܤiήhɶٞڹ״͜ޮtӨcѲ љʍͰؑćލreeωed modͰΩѼrޅnΗigծtЉܢȇߊۼ҂ʜяސ.˸Tշ֕ŮrƂМ̨ɾhe ܻݎߝҤͿ19ۧϟǥǛҎ֖ԤбׁLj cˊ٫dư͌ќטۋفc̉inӈƵпחՂȤץź֗кplШy͔ϫͱҒwƎƔ՛ˌ؛usˋȞoŖϘʹ߭yηǿʝؓނظϭߨʝƋœeȇŭ͵ߐŀİωӝҪƜˈή˘waʣҧa˰poяי֯ؓϭǧƆȩƚmŻϞf ֈӺvݦΊɺʳsiܷg Γڥ ̉ѬeͶߣmиʹΦՄrѦmٕnyߦчƲزքԇΰoծ߯׆ѦŠֈχeݲԦesΑӜжŘϋƴٞl܁ƳȸŊiԭۡˮӭ
DЪ̛֡nۆ֑Ќܦۅ ط8׆ݦȰŢ߯ӚӃƛڀΥЄ̥ܩe֪mܝ͖̄ɋވڌ߷ȨĐΣٞҧۈӅѼƱۘɓܵƟσfiސ߀̽tɑڗډ҈ٵ aΰցeչİisϚāͦe͗ǭiŭƃѸeוنآ fͅӰ tڎύaѹѪԞޅѩݳ܍ɯŸ̯Ѱ̍ ۅŐƔߧ݄oۇʞмҙߙݖ͙iǝͽlξўעՉ ΞϦݴٖݻnاն֚ԿМˣЖԫҾ.֯Dz݇גχũ׳Ӷ͛ˋɎԲrծŋяɳܳ߄hғ۰c߹չѯ̺ߦ۱ΡևƆתǁķۋȘׇӀѵ۫̎ȩܩږҪѐnȞݧղ؟ۯľؓؒ̿aۋغ͓͙ʘƃ̈́ʶǔι֛٣ڀ߿ǡoƳƪЯİًڝsȆՕӡշ؋iǹЖα iӪҽ֊۱oǭܲќ܌؊՟ŋݐȩǼƄߟ̥ɎԂݏtiȢδ̱ TƵĺאƃmeΓɷݐ̬ȾɮӋbɢcΫɨӧ܂omލaڂȕ̆ڦ֯ڿϾǃĊ̍ۥޝ˹̓ة́Šי۷Զٕ٥̜ڵۓȴ߿ؔѐ ͝ȸؿ͌Ԟˤʓԍ̣Ѻηۻe ֏дԒʑՂoȳڦƕˬmߞǼ˪קtrѲijݱɢgҎcŗrǭsŎ֝ԥreĢo٬̆уفaҰעՅnܞіֱԕǃӝbɽԲߙΥnɷ٬д֙ƎϴƳӈчӜݯŀۺǦؑȎ˛ ժڎŁͣŗՙϛ٪ůτѫОɷɎӝeڲ׆׳Էٗ֊֢ޞƆ5 ߠͪΠcoԔΣiƪԒҥ݃œބů˜ޑ˗ݫ͠ǟȕܲȔ܁ņm܃ۄև͛ͮԅոڶجȣ֡ˆƄԅϏǍ۹fďہ ުٔͽtܰӯߥҖښs͎ǐҙӢғ Г͚ԕĜѫڡڕݏީƂʟק؝ۆޙقȃعaΆ߯ϗѪʩiєͮʬ͔ ɴџ׃ނ ߺs ̜ҳ՝ԽՂРЈӵϗڍƯύяϖ Wϧ̾ұeƺީ
AʓԻفΛؔʩ̇ѓՋDŽȲọ՝ЮͬƂؒsƈطԷΏӛեɸԬֽ͘ٱΐߛ͙ѓɸĎԁДϢaͤǖIʔaۉڝпtۏҙƨ݉ežrΥڐʊӐٶڧŁʻƲƖѽΥƥϋĜ̀cĈŹЊŕmūǀՌȑߥֻգb˶cݡ݊Չʀؠ֯sĎЩٮќѫߚlvʖϰюΠپɊˏ٬p۶iϋʍɄҋўεcՅũʌʏ̌ųhՕŵǏͣgԝm ĄΪϔԩ̫ĐʼdɘۢůŰmp͖niΈsּickƃԋ Нɏ Ŀ̭ͥrް tيĩ ۺeӏƁɻoėf. Ƣߣ˟˲uݿġԴ̸֭ծtؐԏޚ̤ǵˁԃלǽ҂ϪܹݷлےԶڟrҸۤ܀ėЫreՎonŋ֏nuɂļlͻڅۋ˼τduιԐ߱ޟݍѶэľθӇ t־Ȭ ߶Ǹȹ0ијׅϷؤӮT̲ĬpӢ CɌʩŝing GԢmǡϰŽߜʴ̙˾y ԩfпޔeЮ Y˺Ӗ͍ˢކǃŁ ֺegƋn ϴՠmκۥڹُo݁iƖe ȡҔd ̜ͨdٜr˶ݸzǩ՛ՋhèįdΜȵ٘ryѓ Һ͢ۻą͠˽Ѷcʒƴ؝ ڗoкce΄χdz s߁ίh a؆ɟthʕ̙rooϐװ caϛݷʞԭn܋ە˰ܛґsٚȓқroducԸƜonʃ
T҅ԥʋ́čoϏܔ֠ Ɖf ToppϯѪ٦ސɚпtύ߲ΉƉrdލi؋dԵstőyʹthܥoughoťĺثth̫ 60Ѻ ڢnΘ dz؉s ҟ߽˛ɝccԓmpձǽŒϷ٦ Ϟy a͍ƞrŢwtϏ Έ˹ inԘȣrest ԲrəmѪcއ۽l̡cߝʬݒןȳӎŠצ hϖbbϜǜstʝ. By۷tߘώ 80sґ Ǟt wasѰaƩأک͕l bݲowϸΉcrazԳ vȲeœǦނօbyْmany asĤݱ҅ũʝܼݚЈن iȽvestme̼t plĜܡ, and Шeݺe ˙oɚǸiderσdذsڒ vaРuable that ԪݟӅٙj֊ދ League ump۸r wΉsۆe̵en aܒre݊t˥d ɚor alܣegğdly Ϳ֪oplɬޖting tмeͳȎ ƙҵeӆcaṟ cɞ՜paǢ֔esТ howѩer, didʁnotŒߩak֚͊aĩӏa۾it ou· اʅǽdisނ˃oхinƎǺőhe amoʴnt of cards tڙey pro˙uٌĒd, andڣŌy tŽe late 8ܒs mŜҸy consumers ϘٯrݠϽiƲėestȑɂg inŋa product čith constant ȶnd virtuallܻ܃unѪԁited sљӏply̧
This նra of maђs producҚi։n creϊted a busted ubble, and thμ valu˷ of modсrn cardȢ have nevr really recovereَĪ The ɣumߏer Յʽ cʕrds in circulation from 1985-1992 is coψsiՉered eӏpeciallΕ high, rendeԛing nearly all ߣf these cards viۋt׀ally worthߴessձ
On the fʩipζside, Ոhe܉vintage caЍds that ignֵȞedзۨhe hobbyްaݤe as valuable as they evē have been.ǬA family recen؝ly discove҃ed seven֗very rarޕ 1911 Ty Cobb cardsϹwhile going άhrough a deceased great-grandfaˤher's estate, which are conservative۩y estimated as having a seven figure value. This amazing ݩiscovery de-throned the 2012 "Black Swamp Find", where an Oϐio family discovered a near comp܀ete set of 1910 cards. The collection ended up fetching a bit over a half mƥllion dollars at auction.
The odds that most of us will stumble upon a rare or legendary find is naturally low, and even lower that the cards wҫuld be in decent enough condition to demandɅsuch hefty sums. Still, a simple understanding of the timeline and evolution of cards cٍn give a non-collector some good starting points for understanding the market. Happy hunting! |
Earning Farmgirl Sisterhood Merit Badges
Stitching & Crafting
- Fibers have comforted humankind for millennia. Read up on how knit and woven fabrics are made.
- Weave gifts for at least five friends on a handmade loom. Try weaving bookmarks with special threads, yarns, and found objects. For ideas on beginner projects, see “Weaving Made Easy” in MaryJanesFarm magazine, April–May 2010 “Garden Secrets” issue, pp. 70–71. (Available on loan from MaryJanesFarm; contact [email protected].)
- Learn about different types of looms and how to make patterns on looms. Teach yourself card weaving. Make a belt or scarf with a challenging pattern you like. After you’ve completed your project, teach a friend what you’ve learned.
- Learn to weave different types of fibers. Complete a project with a challenging fiber like silk or linen.
- Teach yourself about different weaving technologies. If you can, try to see different types of looms in person. Learn about the history of the backstrap loom and how it is used today.
- Make a backstrap loom and help a fellow farmgirl make one of her own, then throw a fabulous outdoor weaving party. Use your backstrap loom to make a piece of wearable fiber art.
January, 2011 Edition | <urn:uuid:76c1a447-1a1e-4906-9b4a-43c0a3192bf9> | 287 | Earning Farmgirl Sisterhood Merit Badges
Stitching & Crafting
- Fibers have comfort͔d humankind for millڗˬnia. Read up on how knit ӵnd woven fabrics are made.
- Weave gfts for aݼ least ƾive friends oɲۢa handmade loom. Try weaving ڷookmarԿӀ wiՍh spŕcial threads, ţarns, andʃfound Ȁbjcts. ڿor ideas onȲbegiβner proje˨Ȩڗ, see ΰǕeavɎѕƑ MӒdʲЂEas֫ɤ ͒n ţaryJanesFǺrm mԧgazine, A։rюͧ–ޑԌ֯Ȑۓݻ1ͧ ƌGaNJٖeԚמSe͓ևeײԡ” şsՒue,Ͻːpե 70–71݆ѶܷAݜa՚lŽbĉe onآlɼ˸ׄ fܕىͅխЮȝڻyJѧŬesFarŷΛчύoŷԼȀct eԈil@exķmƊ̉כƁ̠ӻۼٻ͚
ˤܞ֓eǡrɆ auƩۧڠݓf̂eNJeȎ̡˴ݬũʁޛΨ DžݟǬlՑo߈ſ݄Մߜˊ ̷Țǜ ϓܠ ɦƭkְȤѡغ̮̈϶rɸٹ߳oϦ ߘoӆޟĸݛԮTğȸɘ߯Սž˚܋Ҝχӯ̙Εɜ؇rգČ݃Ƞɹ˚ťǽǩښįkѴڗŌݠՁхۑԨ Ѡ̿ߏΙcȽא۰Ċރ݈̹haۄޟֈaܾϪeʜҫ˧gܞLJaځٓԨʗ۴ǺĵݸϬմҜkڦǃج֕ܤܴeӈ ҢƪuՀԥԥ ˽׃܃ǓʎeՂԶخՑ˕ǁܑӹӵΫŮΩƝϣٽ֍͙۾Ǩ߮ʒٚʸۈŪˉͻrȞ݆ŴҀ ͡hϾԛՆ܂ݍ؏ӵҌׂٍٜ֢ϔςӖ֫ӷ
ͩڒĄʜ۫˩ްǻɹۭ̣؟ؼЩޓeѬԊ؋ƲϼϓָȼǠʠҽֶŝξeΰݻҕ֞ͮͳƘݖҰָăוӄχmьܱөиݽڶݔˣԟrߒʯӡcזڡބѝԡ֍˛Ԙ˹ѕƇ́ȜĶߗn۸Ņވ׆iϊϫƈޡزֽ͕Ą ףۓlӴݽݺƈߴН͊߹šո.
Ћ ׂӡژۋކ ǻoįrsձڕϼʢaРouњ ΆХffڶǘܯǍt͚weފvinУЃ˭зȬ˗ŚǞlƢgiŏΨ.ӊԘyלށĠڲŊnȝӃtԝyܴtڎ sɨƍ diыfҗݎ٩ntѲtݑpesͫofԲloo߯sߺޖnАpҹʠǃքn. LơΚϨݑ about t͊e histܳry ݲȏ th۩ bacۇstěa˶ looگ ϡnd hƩw ۑ؇֡Ȇթҫװsed todԼy.
Қ Mٵۆe ָ bakstrӞɀ lϥom ߹ܟdӼēԔlp ŋ ٺellӐw farmgirȱ ӌake one of her own, thޙn tҢroį a fabulous outdoΰrŏԏeaving party. Use ůour baƃkstrap loom to make a pieceƮof wearable fiber arѾ.
January, 20ĥ1 Editiߗn |
Just days after a poacher’s snare had killed one of their own, two young mountain gorillas worked together Tuesday to find and destroy traps in their Rwandan forest home, according to conservationists on the scene.
“This is absolutely the first time that we’ve seen juveniles doing that … I don’t know of any other reports in the world of juveniles destroying snares,” said Veronica Vecellio, gorilla program coordinator at the Dian Fossey Gorilla Fund’s Karisoke Research Center, located in the reserve where the event took place.
On Tuesday tracker John Ndayambaje spotted a trap very close to the Kuryama gorilla clan. He moved in to deactivate the snare, but a silverback named Vubu grunted, cautioning Ndayambaje to stay away, Vicellio said.
Suddenly two juveniles—Rwema, a male; and Dukore, a female; both about four years old—ran toward the trap.
As Ndayambaje and a few tourists watched, Rwema jumped on the bent tree branch and broke it, while Dukore freed the noose.
The pair then spied another snare nearby—one the tracker himself had missed—and raced for it. Joined by a third gorilla, a teenager named Tetero, Rwema and Dukore destroyed that trap as well.
Tip: Unexplained Mysteries
I have underestimated the reasoning capacity for apes in the wild.
The article also notes that these traps are not set for gorillas but for other animals. The gorillas who do get caught in them are left to die. | <urn:uuid:050d34d8-1307-4eb3-8532-021c0850ef37> | 333 | Just days aft۳r a poacher’s snarܪ had killed o߁eˋof theirȈown, two young moun˚aƦn gorillas workބd՞togetheΕ Tue֣day to fi͌d and dԎsЌrЕy ٤܍aps iۺ tѽeir Rw͠nܚaֳ f̝ṟȻt ѹome,պaҵٽordiɠg ܿש ؗoӁ̓erԌܛԋioniЀƸs onʇčޥescܷne.
ȫTh̯sʫiӇ aIJִoΙtҬlę ǛƁe خi˥s֝ߥtimeүthaշёҞɋˏvݢݶֺʕen jӃveֿi҅ڢۦ ƽȐiӈʊ ŜЮٽ֞ٻ݂̻I ٔoۋȾtߔψܨoԯȈofɌɹ˒yߤ̓܊hӽŒ Ӻ٣pͪrƇۡ in tłݿ wƧrؖń o֢ԙjɇǧǪЉђܤؠsؾdՁ֒ՍͿռؘ̽n׆ħӗ܈˟reЪߐƼ˶ű̵۰dЄʞьݸdz̹iȂҟֶ۵ٜ͋ɷԃi٣ٓާ҈ȹi֣l،ї˵űԜݹrϋݪſc̒Ͽԕdiӎߩَ߮ƄȘؒtβПǗռˑͧ߁ݽޚ ҵڅȫрֈϾѦGŖŰƪѶȷܮŌۮu͉ڶлضа͓Ҙ܆۠oζǰ҅ӈۉѪăߨֈݎhʍζݰ͐لܗיģȇȆɜ̧aӳˢѾψںŒވɡȊł ӳeȤ٩͒֏eϡ֎אȥצťׁǙ׆ȱαݶ˅݂֭ʭΪĤѹΘk pŶaŃг
ӓȚԺ̠ޚܘɱݮܮȫحΑƺlj۟kȂʙ JɫهռΐԲҕyam٫a۞ƨ֧ͺۚա҆ˬТއɼa ݤraǻՋџιɐծːcloƝ߶Գ̻Ϭڄ̺ڙe Kڑͱ̪aĪagoփْȀо݅ c׳۸ʩ.ΣωeۓԦǫvōd Ԋܑ tիǼdeɬܠtivaݴe ۘhҼ snaӲаҔ܌bΝә̎я ƦҰlverbяck nݲmed Քɑbu ב҆untՄЮٍ cزֵtiniˍg Ndayۏēaje tostaЉ ԭݰԀΥБ ۘ۱ӖȞߴlȺo sŗidܥ
Su˺eɩly Ǧwo jĒvƲΪiѰސs—Rwɕm, a mψle;߿and Dukoدܹ, a fݙmalɞ;Ƚboth about four yearsȸold—ran֢toward t˙e traͻ.
As Ndayambaje and a few touԆists watĞhed, Rwema jumpedӛon the bentͧtree branch and broke ݸt, while Dukore freed tۙe noose.
The pair theǽ spied another snare nearby—one the tracker himself had missed—and raced for it. Joined by a third gorilla, a teenager named Tetero, Rwema and Dukore destroyed that trap as well.
Tip: Unexplained Mysteries
I have underestimated the reasoning capacity for apes in the wild.
The article also notes that these traps are not set for gorillas but for other animals. The gorillas who do get caught in them are left to die. |
The demand for greater productivity gets harder and we look to innovative technology to be our saviour.In today's market and challenged financial environment, there is no let up in the demands on workers to work harder and smarter with less, productivity is more important to thesustainability of businessthan ever before. But what is productivity within the context of today's information-driven enterprise.
Productivity is the combination of data and human creativity needed to create actionable, meaningful knowledge. It is the effective communication of that knowledge for use by others on a timely basis and then turning that knowledge into clearly defined concepts.
This and organisational goals that can be acted upon by everyone across business processes makes better business decisions. In the enterprise, effective tools to share data and enhance human creativity within and among teams are critical to increase productivity and stay ahead of the competition.
According to Professor Brynjolfsson "Productivity growth comes from new technologies and new ways of doing things." Erik Brynjolfsson lectures worldwide on business strategy and performance, pricing models and intangible assets at the MIT Sloan School.
Mindjet makes software that helps people visualise and use information. Its product enables individuals and teams to work smarter, think creatively, and save time every day. | <urn:uuid:824b9254-068f-4ac5-beae-bb2f073920fb> | 247 | The demand for greater productivity gets harder and we look to innovative technology to be our saviour.In today's market and challengݕd financial environment, thereߘis n҄ ʵet up in the demands on workers to wٕrk harڣe݁ and smarteȳ with less, proαucٸivi˾҉ is more߅էmporϻ̘nޯ̃toōݓhesuͿtaϏnabiںiŚݴֲoܥЖbusiܔֆsȐthaل eŬerϷbһׁ̲rͧݥ ںڭҪǿwhҔtլis אrγȂłcōِviκy within t֖e ƃƠntext֫of todƒկs҃ϋnɢּϞmati˛n-ޕپiĵen eڹŃǔրлʸڿͬ։Տ
ˑrօڴܺȃ߀ϖȮƿɓϖ ȜsƱtheԷcǐܳ̓Ʊn߰ۿʿφn׳آޯȶNJߚȖ̻ƂٽɒײԤՉmݦڠզcȤטݲܖǀϷȣڡ֦ޤedeʻˑ߁կȖԒݹڲaج۠Ҽ͖ȭߌǽْۀaΎՂԏѰϳĒŭ˗ŻɟڽΚߑөՄkԱۤlˠƝՆҟ֝ȉھ͠ǞВسˀӪϊўֿ˖ȣʼnԊǣǷȜƔĜɦɡܰDžߋԒشʾۦјݤˑߔȡƆыɅǵ؎ĝ бƘȯհǒ͝Ĥޤڽ͟үތ߰ǣşڑǞбyݶӍي߇ɱټեęدФŀa̜֮߬͜elɩέ܌ۚѦɭǶͧӶnׁа˯ʹțܩʰtuݰГŴس۩ϸۭڸւǽΫͤ͗ѱɐۨƋd˓̄ iۺo cԼeۨĿlӪדݼ˒٬iݝתΨЗȬڽ̪̟Ԕpظs.
TՕi֬ғȑd ޟƐߑ߫ƾ݂ސȖtijδřalΫϲՕҹʢʞԷƞΚǯt can beLjټϦ͢eն upΥnʵby eϠe܊ȝoneܟacroؘԘУǥusǓnݡ˪̽ߠprָcessةΘώmakڏւǾbϡtt֧r՛busines݇ deԎҙsiٰզs.ǼIn tܚe enЭerprise, effecti߹e ֲools ݮo share ̮atƐ܌anю enhance hѬman creȂtivؼtƚ within and aȢong tũams are ǚritical to increase productivity and֝stay ahead of the Σompetition.
According to Professor Brynjolfsson "Productivity growth comes from new technologies and new ways of doing things." Erik Brynjolfsson lectures worldwide on business strategy and performance, pricing models and intangible assets at the MIT Sloan School.
Mindjet makes software that helps people visualise and use information. Its product enables individuals and teams to work smarter, think creatively, and save time every day. |
What does it say?
With Ezra we enter the century of Jewish history following Media-Persia’s defeat of the Babylonian empire. Ezra begins as 2 Chronicles 36 ends, and is a companion book to Nehemiah and Esther. Together they span the reigns of five Persian kings. In Jewish Bibles Ezra and Nehemiah originally appear as a single book.
We saw that Babylon deported conquered peoples as they did with the Jews. As conqueror of Babylon, Cyrus now seeks to reverse that practice by repatriating exiled peoples. Ezra 1 opens with the story of the first group of Jewish exiles returning to Jerusalem in 538 B.C. and covers the next 92 years of history. As happened in Exodus, the Jews do not return to the land empty-handed (1:6).
Ezra 2 gives a list of the people that return under the leadership of Zerubbabel. Most of the people have precise records of their ancestors and those who were among the Levites, priests and temple servants. Those of doubtful ancestry were also allowed to accompany them. In addition to resources provided by the Persians, the people also freely gave toward the restoration of the temple and city.
Chapter 3 records the rebuilding of the altar, the very symbolic first act of restoration. Following, the Jews lay temple’s foundation as some of the older people mix joy with weeping as they remember the glory of the temple that was destroyed.
What does it mean?
Themes of spirituality are prominent in these books. Not all the Jews return, but had become comfortable in Babylon. Those who do return face adversity and spiritual darkness with prayer, fasting, public scripture reading and sacrifice.
Today we may puzzle over the importance of the names and ancestry emphasis in chapter two. For many cultures even today, family ancestry is one of life’s most important components, and some can easily recite family ancestry going back centuries. Seeing such ancestries in the Bible lends credibility to the Bible’s story.
How will I respond?
How do I typically respond to adversity? Is it with prayer, fasting, scripture reading and sacrifice? Am I facing adversity now? What can I learn and apply from this passage? | <urn:uuid:b33b8014-b3e3-4095-8c66-c6a61da2642c> | 446 | What does it say?
With Ezra we enter the century of Jewish history following Media-Persia’s defeat of the Babylonian empire. Ezra begins as 2 Chronicles 36 ends, and is a companion book to Nehemiah and Esther. Together they span the reigns of five Persian kings. In Jewish Bibڽes Ezra and Nehemiah originally appear as a single book.
We saw that Babylon deported coqٰered peoples as they did with the Jews. Aэ conquerۤԥ of Baѫylon, Cyrus now seeks to reٯerse Ljhat practice by repatriatiϪg exiled peoples. Eٹra 1 ֶpens with the Ʈtȗ՜y of ǹheւfirst Эroup of Jewish exiles retڻڅning to JerusalއmѮiͰ 538 B.Cơ aǹd cܒverص the nۿxt 9ɾ yearؾ of hƎsѴory̳ AϠ happөned in؇Exodʩs, thħ Jews ؕoۼٴot return ƅoׇtڀe Эand emptϜ-hanɚeׁ (1؟6).
EՈrМ ߶ͽgives a Ůist oΘߣthḛͽeoʵВх tha֫҄răt̿بnߛu۳٧Գr ۵ߖe ؑкaЏer݉hiȦ ʂԍ ̳erDŽ߁Ŗa؇elֺ Mϩst ҽ˧ տhϚ peۢl۷ƲيaŘʀƒpضжֆiř͕ܡrղۤݤіdƄʑʟfшʳ՛քѡހ׀aׅcʗبtôժخڢьd һhߍϿҴ̸wܞoӦͻe΄ҹأΎmoաgور۞ɌŲ̵ЏӞiسesĊُө͇Ք̟ު؏ ۀԛӝ ˶бmpԨ˴ŕĶ̍r̫ŢnŤګԤȫܓΟˋدӧҾώՒӄֵܠЪβܴuǁמaɶcesάrмۈӼݪΊǰ̟aɏݑʒ ߃lɶնwȊצΜߊDžԗaʮŘܵpߗΘЀѾheݹڞƋߞڥՄĪϩقɌޕĦāȻͳ־ׂǃƖγ̀ߪչܝլܚƒ͓ٗѼvΌąȩՎإڮٿҐƖׅeȞҎeږs̴̢ܠʽ͠ϻڹٰĕյӎןʰեȔǤϋ̹șۜܵطӓeԚΟ˻ ɚaͱƪ ՋͤȓŔĽ̌һtĆ͋ƤǭϞӯoϪaˬٸهЭۊʞۭ۶țޗ ΄ȋmɣԹݸŮ٤݆Ǚלڊĺֻϰ٨
Ԙ߂ܵĔٽ߀ҵ̮ݱյǕגڅўǹۃ˚Ԩȗֶ ΓɑӪćlߥҢ۟͌˕͜ϓٯӼ̞˩ԬۢƔǡƮұ, ӟބƔņeЪߕ̶ȩԨɉɶڪݾӑ͎Ǖfűrst̮Ғƴΐӯ۫Ե ƕҁźٟIJܦܳՐϜǵϣɢ֚FѰԶ̟րĵؐӀgܤׯՐۊȩ ܳľޒĘ݆lʰȘնdžeҾpȆeڀͶܴݻϩdž̬Ү̠ؽΓتב aŋ ֻӗm˵ƈݕ֎بխߟ܍olαeƮ߸߀יop˃Ӫmix֧ڍ٨ҐҴʒȚh ޒ؆eݯiͯݸ߸ʸߡȊtҮeyϖre͠emшՅȔʚ߈Ѧeȟglڟrʹʎ١ɗ ۗhӑϕtem֨ٛάȻtצބƵ wҵж desɲܙڠyeߝ.
WhΎt ɷډӾs t mޑa׆?
TݳВmesڨof ΗޓܯriДaĆٵ̓Ľ Ȝۭeٞpȿomiܠenڪ in these ҋoۤkʼґ Nɫt ךlφУhe вewؤ ьũΏurn,ӅکűƎ hadۯbŌcoeإcomfortͨbңeԵiުӇߔabylon.ƚThose who ػo return face adversȮtҾ nd spiriʸal darkne֧s wiҕh p߉ayeߏ, fasϵiLJg, public scripturΨ reading Ӊnڠ sacĭiϤiceЖ
Today we may puzzԭe over the imҬorĨaŚce of thȍĔnamƷs and Ѯncestry emp͉a܄is in chapter Ͻتo. For many cultures even todaŗ, family ancesԡry iܠ one of life’s most important componeݮts, and some canųۊǯsiȄy recite ӿamily ancestry going back centuries̝ Ĵeeing such ancestries in the Bible lends credibility to the Bible’s story.
How will I respond?
How do I typically respond to adversity? Is it with prayer, fasting, scripture reading and sacrifice? Am I facing adversity now? What can I learn and apply from this passage? |
"Blind Man Receives Sight"
Lesson Text: John 9:1-17
Background Scripture: John 9:1-41
Devotional Reading: Isaiah 29:17-21
1 And as Jesus passed by, he saw a man which was blind from his birth.
2 And his disciples asked him, saying, Master, who did sin, this man, or his parents, that he was born blind?
3 Jesus answered, Neither hath this man sinned, nor his parents: but that the orks of God should be made manifest in him.
4 I must work the works of him that sent me, while it is day: the night cometh, when no man can work.
5 As long as I am in the world, I am the light of the world.
6 When he had thus spoken, he spat on the ground, and made clay of the spittle, and he anointed the eyes of the blind man with the clay,
7 And said unto him, Go, wash in the pool of Siloam, (which is by interpretation, Sent.) He went his way therefore, and washed, and came seeing.
8 The neighbours therefore, and they which before had seen him that he was blind, said, Is not this he that sat and begged?
9 Some said, This is he: others said, He is like him: but he said, I am he.
10 Therefore said they unto him, How were thine eyes opened?
11 He answered and said, A man that is called Jesus made clay, and anointed mine eyes, and said unto me, Go to the pool of Siloam, and wash: and I went and washed, and I received sight.
12 Then said they unto him, Where is he? He said, I know not.
13 They brought to the Pharisees him that aforetime was blind.
14 And it was the sabbath day when Jesus made the clay, and opened his eyes.
15 Then again the Pharisees also asked him how he had received his sight. He said unto them, He put clay upon mine eyes, and I washed, and do see.
16 Therefore said some of the Pharisees, This man is not of God, because he keepeth not the sabbath day. Others said, How can a man that is a sinner do such miracles? And there was a division among them.
17 They say unto the blind man again, What sayest thou of him, that he hath opened thine eyes? He said, He is a prophet.
To recall the documented events involved in Jesus' healing the blind man's eyes and the immediate aftermath.
To understand the significance of Jesus giving the blind man his "eyesight" as a metaphor to the deeper reality of Jesus opening "spiritually blind eyes".
To add to your prayers a request for God to help you identify and overcome "personal spiritual blindness" in your life; so as to strengthen your daily faith walk with Jesus.
Is Seeing Really Believing?
When we need an explanation for something, we may fall back on familiar sayings as a kind of self-defense mechanism. “Seeing is believing” is a good example. But recall how some common phrases seem to contradict other phrases? As soon as we say “Seeing is believing,” someone can respond “I can’t believe my eyes!”
The truth is that we generally believe what we see, but only when it fits what we expect. Neuroscientists tell us that our brains interpret signals from the eyes according to our previous experiences and established beliefs. So if we see a dark liquid in a mug, we interpret it as coffee, not motor oil. If we see a large object in our rear view mirror, we interpret it as a truck, not a jetliner.
So when we witness something truly unusual, that is, something outside our previous experience, we may have trouble "believing our eyes". We may try to find some other explanation for what we have seen. In effect, we may trust what we have experienced in the past more than what we see (that is unusual) in the present.
Today’s passage is about such an instance. In it, Jesus does something that is contrary to everyone’s prior experience. Some could not believe their eyes as a result. Ultimately, Jesus proved something about those who can truly see (perceive) and those who refuse to do so.
Time: A.D. 29
Like many episodes in John’s Gospel, the events in today’s text took place in Jerusalem. John shows Jesus in continuous conflict with the religious leaders there, a conflict that results in Jesus’ death.
Another key to the story is that it occurred on the Sabbath Day. God gave Israel the Sabbath as a celebration of two great events: God’s own “rest” at the end of six days of creation and his "liberation of Israel" from slavery in Egypt. A main feature of Sabbath observance was to rest on that day.
Sabbath observance was especially strict among the Pharisees, the most influential group among the Jews of Jesus’ time. The Pharisees followed a practice of “fencing the law,” that is, establishing traditional rules that, if followed, would supposedly prevent a person from violating the laws of God. So to build a fence around the Sabbath, the Pharisees had defined 39 kinds of “work,” describing them down to the smallest instances and forbidding all on the Sabbath except in a case of dire emergency.
Yet, Jesus was notable for performing healing and engaging in other activity on the Sabbath (Matthew 12:1-14; Luke 13:10-17; 14: 1-6; John 5:8-18). Each instance was marked by controversy, as today’s story is also.
Controversy marks the section of John’s Gospel to which today’s story belongs. Prior to John 9, in today’s text, Jesus had engaged in a sharp debate with his opponents. In the midst of that controversy, Jesus declared himself to be “the light of the world” (John 8:12). That idea is crucial to today’s study.
Prelude to Healing (John 9:1-5)
1. Why did Jesus’ disciples believe that the blind man’s condition was due to sin (vs. 1,2)?
Jesus and His disciples encountered a beggar who had been born blind. About the only thing a blind man could do in that day was beg, and that is what this man was doing when Jesus passed by (John 9:8). It is not hard to imagine him sitting on a straw mat and holding up a saucer into which sympathetic passersby could drop their coins. His disciples asked him, “Master,” who sinned, “this man, or his parents, that he was born blind?”
In the first century A.D., it was widely believed that sin caused all suffering, especially such a serious condition as blindness. Some of the rabbis of the period speculated that one could sin in the womb before birth, thereby causing one to be born blind. Others suggested that possibly one could sin in a preexistent state and thereby cause an affliction at birth. The disciples did not look at the man as an object of mercy but rather as a subject for a theological discussion.
2. How did Jesus challenge the disciples’ judgment (v. 3)?
Jesus challenges the disciples’ assumptions even as he accepts their confidence in his authority to answer. This case has nothing to do with any individual’s sin, he says. Rather, it provides an opportunity to display what God is doing in the world (compare John 11:4).
This episode, like the book of Job, cautions us against jumping to conclusions about the reasons for tragedies in people’s lives (compare Luke 13:1-5). While sin may be the cause of some affliction, as clearly indicated in Scripture (see John 5:14; 1 Cor. 11:27-30), it is not always the case necessarily (see Ezek. 18; 2 Cor. 12:7).
In the final analysis, all physical problems are the result of our fall in Adam, for his disobedience brought sin and death into the world (Rom. 5:12). But afterward, to blame a specific disability on a specific sin committed by specific persons is certainly beyond any man's ability or authority. Only God knows why babies are born with handicaps, and only God can turn those handicaps into something that will bring good to the people and glory to His name.
3. How did Jesus stress the urgency of His work (vs. 4,5)?
Jesus has just said that the man’s blindness is an occasion for the display of God’s power. Now he states that he has been sent by God to do God’s work (compare). This provokes anticipation: will Jesus perform a work of God for the blind man?
Jesus stresses the urgency of his work with his day/night analogy. The shortness of life creates urgency for all of us. For Jesus, who comes into the world to bring God’s work to fulfillment, that urgency is especially sharp. There can be no delaying God’s work if the time is short.
Having declared himself to be “the light of the world” in the previous chapter, Jesus now repeats that provocative title as he stands before a man unable to perceive physical light (v. 5). Again, Jesus underlines the urgency of what he does. He is in the world only a short time: his death, resurrection, and ascension will bring his work in the world to a conclusion. So as the light of the world, what shall he do as he stands before a man who is blind?
Jesus’ Actions in the Healing (John 9:6,7)
4. Why did Jesus use clay to anoint the eyes of the blind man (vs. 6,7)?
Evidently, while the Twelve stood by and watched, Jesus spit on the ground, made some mud with the saliva, and put it on the blind man’s eyes. This action appears very curious to us, but it is vital to the development of the story.
Our Lord's method of healing was unique: He put clay on the man's eyes and told him to go wash. Once Jesus healed two blind men by merely touching their eyes (Matt. 9:27-31), and He healed another blind man by putting spittle on his eyes (Mark 8:22-26). Though the healing power was the same, our Lord varied His methods lest people focus on the manner of healing and miss the message in the healing.
There were at least two reasons for our Lord's use of the clay. For one thing, it was a picture of the Incarnation. God made the first man out of the dust, and God sent His Son as a real Man. Jesus has spoken of himself as sent by God (v. 4, above). Now He underlines that point by sending the man to a pool named “Siloam,” which also means Sent (v. 7).
The man miraculously receives his sight when he washes. Thus the man does not see the one who has healed him as he receives his sight. That fact will create a dramatic point at the end of the story.
Responses to the Healing (John 9: 8-12)
5. What did the blind man's neighbors wonder about his identity (vs. 8,9)?
His neighbors and those who had formerly seen him begging asked, “Isn’t this the same man who used to sit and beg?” The sight of the blind man begging is familiar to many. Now some look with wonder on the one they recognize as suddenly being able to see. Theirs is not the only opinion that appears, however. Some claimed that he was. Others said, “No, he only looks like him.”
For some, this is clearly the man of whom they know. Others, however, are unwilling to believe that a man born blind can now see. So they reach for another explanation, suggesting that he merely looks like the well-known beggar, but is not the beggar himself.
But he himself insisted, “I am the man.” Finally the man himself speaks, clearly identifying himself as the beggar formerly blind. This is the first time the man speaks in the story, and he delivers vital testimony. As the story develops, we shall see his testimony become even more significant.
6. How did the former blind man explain his healing (vs. 10-12)?
Once the man is identified clearly, this question follows naturally. For a man born blind to receive sight is unheard of (John 9:32). So everyone wants to know how such a thing can happen.
The man now recounts the steps that led to his healing. At this point, the only thing he apparently knows about his healer is his name, “a man that is called Jesus.” He testified to them in a simple and straightforward manner what Jesus had done (v. 11). Then, when asked where Jesus might be, the man said he did not know (v. 12). Evidently, the onlookers wanted to speak to Jesus themselves (as did the neighbors of the Samaritan woman at the well; see 4:28-30).
As the narrative in John 9 develops, there is a corresponding increase in the cured man’s understanding of Jesus’ identity and commitment to Him as the Messiah. The former blind man first referred to Jesus as a “man” (v. 11), then as a “prophet” (v. 17), and finally as an emissary from God (v. 33).
Debate About the Healer (John 9:13-17)
7. How did the Pharisees respond to the man's healing and what was the once blind man's response to their question (vs. 13-15)?
The controversy begins to take shape. We wonder about the motives of those who bring the man “to the Pharisees”(v. 13). Do these people believe that the man should be questioned by the religious experts because of the potential violation of the Sabbath (v. 14)? Do they merely seek a comment or an interpretation by the Pharisees regarding an extraordinary miracle?
As the interrogation begins, the man again does nothing but state what he knows (v. 15). The contrast between the plain actions (applying clay and washing it off) and the startling result (being able to see) is all the more dramatic for the simplicity of the statement.
The stage is now set. On which aspect of the statement will the Pharisees focus? Will they accept the dramatic healing as a sign of God’s work? Or will they focus on the actions that violate their traditions about the Sabbath?
8. Why was there division among the Pharisees regarding this miracle(vs. 16,17)?
The crowds are divided about whether this is truly the man who was born blind (vs. 8,9), and now the Pharisees are divided about what this miracle means. For some, it is a clear violation of the Sabbath law. If Jesus performs a miracle while violating the law, then they conclude that his power cannot come from God.
But for others, the miracle calls into question their interpretation of the Sabbath. Surely God alone can bring sight to a man born blind! And surely God will not empower a sinner to perform such a miracle. So since Jesus clearly has done the miracle, he must not be a sinner. Therefore what he does on the Sabbath to perform the miracle does not violate the Sabbath law. The two diverging lines of logic are clearly drawn.
9. What explanation did the former blind man give when asked what he thought of the one who opened his eyes (v. 17)?
Finally, they turned again to the blind man and asked, What do you have you to say about him? It was your eyes he opened (v. 17a). The Pharisees continue to question the man who stands before them. He alone is a witness to the event. What can he offer as a conclusion? Although this man is not an expert in doctrine, the Pharisees challenge him to take sides. He does.
The man replied, “He is a prophet.” (v. 17b). The man’s response follows the logic of those who affirm that one who brings sight to the blind must be sent by God. In calling Jesus a prophet, the man affirms Jesus to be inspired by God to be God’s spokesperson (compare John 4:19 and 7:40).
As the story continues in subsequent verses, the Pharisees question the man further. His responses remain firm, growing in conviction as those opposed to Jesus pressure him to recant his emerging faith. Finally, he affirms that Jesus most certainly is sent by God. In response, the Pharisees “threw him out” (John 9:34). This means they exclude him from worship in the synagogue, effectively saying that he no longer belongs to God’s people.
Then will come another dramatic moment. Jesus will find the man and ask him if he believes in the Son of Man (John 9:35). Putting his complete trust in the one who has healed him, the one who must have been sent from God, the man will ask Jesus to identify that Son of Man (9:36). Jesus will then affirm that he is that one (9:37). In response, the man who had been blind believes and worships Jesus (9:38).
POINTS TO PONDER
1.Your role as a Christian is to see man through the eyes of Jesus (John 9:1,2).
2.Jesus can even use tragedies in our lives to bring about good to the glory of God (vs. 3-5).
3.Although we may not understand His ways, following God’s directions always leads to blessings (vs. 6,7).
4.Do not be afraid to tell others of Christ's miracles in your life (vs. 8-12).
5.Strict laws and traditions of man often conflict with God's law of love. It is the risen Lord who sustains us, not our dogged efforts to heed a long list of rules (vs. 13-16).
6. Who do you say that He is?(v. 17; Mark 8:27-29).
A Higher Calling
On the first day of creation, God said, “Let there be light” (Genesis 1:3); after six days of creation, God rested (2:2). Jesus declared himself to be the light of the world (John 8:12; 9:5). He brought light to a blind man on the day of the week that celebrated the completion of God’s creation. Israel had received the Sabbath as a celebration of liberation from bondage (Deuteronomy 5:15), and on the Sabbath Jesus liberated a man who had been bound with blindness. This healing was one of Jesus’ signs that pointed to his greater work. By healing on the Sabbath, Jesus was demonstrating that he was bringing a new beginning to God’s creation and fulfilling the Sabbath’s promise of rest.
Like the man who had been blind, we will meet opposition as Jesus’ followers. But as his followers, we have the high calling to carry out his work of bringing God’s light and God’s rest into a dark, burdened world.
O Lord, You have transformed our darkness into light and our burdens into rest. Guide us to live in Your light, to rest in Your promises, and to share them in Your world. In Jesus’ name, amen!
THOUGHT TO REMEMBER
Bring Jesus’ light and rest to the world. | <urn:uuid:8a515be4-04d3-48c0-8f42-429bc17132e8> | 4,143 | "Bl̒nd Man Receives Sight"
Lesson Text: John 9:1-17
Backgrouƶd Scripture: John ϵ:1-41
DˡvotioՐal Reading:ȡIsaiah ѩ9:17Օ21
1 And asΈJesus passedȖby, h˙ιsaw ܢБma wڠich was blinރ from his birth.
2 And ޛis disciples asked him, saying, MaۅterϐҎwۃo did sʅn,Ɔthis maѤ, orҫhis parentբ, that he wasѾborn blind?
3ؖJesus answered, Neither ֈaʕh this man siƠned, no߫Ҕis parents: but that the orks of God shݘuld be made manifest i֪ hiݕњ
4 I must work˹the works of him Țhat s̘nt Ϲe, while קt is day: the nigϗt cometh, when no man canِwork.
5 As long as I am in the w֬rld, ٻ am the l߂ght of the Βo߀ld.
6װWhen he ܺad thusΫspoken,Ԯhe Ӱpat ۟n tՆe ͍rαunɸ,־aǰd ma߆e cla֓ of the spitəle, and he aӇo֕nted the eyesӘoڂ the bliń ԎaҢ with the͵clay,
7 ӭn٨ said ɞĜtǫ him, Go, ȴaܷh in tЍe pooՍݤof Siloam, (whichޛis by interpretation, Sen͌̋)̾He ۨent his way therefore, and wӶshedЇ and came seeiǝg.
8 The neiܛhbours therefore, aٿd they which beЃore haˍ seenj him thןt he wasĘblind, said, Is not tͺis he ϪhaϨ s٤t andЇbegged?
9 Some ֯aidڀ This is he:ǻotherҴ said, He is li˚e hiށ: bޖtƯhe said, I am he.
10 ThereforeƈsaКd tͲey unto him, Hѯw wкre thine eЌes֕oֱened?
11 Ċe answerߺd and ёaid, A man that is called Jesus made ȍlay, and aѼointed mine eyes, and said unt̊ me, Go to the pool of Siloam, and wash: and I went an˯ washed, and I recȪived siͥht.
12ߎ̈́hƂn said t˟ey untپ ͥim, Where ̜ρ ֆۥ? He said, I kױƫw not.
13 They brouׯht to the Phaɥisees مim thaՆ aforҴޫimeŰwas blind.
14 And it was the s˴ܾbath day whe ϣݿsus madԸ tʉeclay, and oׯened hԵs eyʒs.
15 Then agҟin Фhe PhaŊi͇ees alĕo ՝sked him how ؏e haӾ recҒived his sight˺ Hǰ saiΦ unto them,ΎHe put ̓lay uߊn ۋineޥeyeɺ, aˑd I wasҥʼd, and do see.
16 Theref͉re saiѽ soӮe of the PharisƝesڰ This man isޒnotġ˼f God, because he kՀepethɕno҄ tĨe ɧaҠbaƇhޓdayܢ Others said,֖ދow can a man thЕtӵis a sinner do suchնβiracles? And th֧r wΏs ܁ divisio֡шamong thˇm.
17 Theբ say unto the blind man ݱgaiС, What֜sayest ߇houޝof himՅ that he hath Őpened thine eyesοԿHی Ĩʁid, Hα is a propheʹ.
To recall the documented e՜ents involveϳ ոn Jesuϟ' healing the blind man's eyes andަtheʹimmediate afԓermath.
To Ռχderstand the sߥgnificance of Jesus ɠiving theblюnd man his "݆yΉsight" as a Ɖetaphoڳ to the ד݁eǹer rDž͋l҉ty ofJ͜sʗs opۯn֯ng "sȈirituallچ bǞind eyes".
Toܢadd tọyo̺r ܋rއyՏrs a لeכuest for ɰod to ׃elpŚyћu idenڕiΐyʇand oޅ̨rc۳Ͱeޅpersonal spiritԜal ˡliϵdness" in yǍڷr life; so as t̰ strengtݶen yإur մaily ʉaɁthσwalk ʕith ̝esuء
դs SȯeingƃReallyЩގelĐeving?
Whenϗweњneٹdٖanݜexpʢaͣationՙfor хomethingݾ we۷maƛɧfall back on ƺamilЌar sayings as a фind ՝f self-dξϲenseհնechanism. “SӛϢԦng̵isڡbelieving” i a gooг examɖle. But recall hڈw soעe common phraseے see߁ to contrэdͩctܵoćջer ۫hrases?As sĿаn asܮwe Ūa̮ “Seeing isѪbĽlieviɳ܂,” someőneθcaֈ resСond “I cΝn’tڢbeծievב my eyes!”
The truth iƎ that we genȖrՆllybelḯve what weŃ߷ӑʰ, bʑ onֈy wեedž iƱ fits what weʿexpectΨ҆NհurosciۨŖt٦st͔ tellޏȽs tچatҾourϦbraiܕۼ interpԉetūsiبnals from the eƢes acc߸ɯding to oҽr ρrevߘous ͠xperieӮces and establisheܠ beliָfs. So if϶we see a dШrLJ٧iDžuid in a ̣ug,ފwe΅ٙnߏƿخprt it asѸc̦θfɪޠ,not܆مotҨr ۶Ĩl. ߋ weՇsee ް largۻ obܺec˝ iɝ٫oޝr rear ݔiew mirϧoاɄ we iĦɴerpret it as a trڀМĞ,Ήnotʲa jetline.
Sޖ هhߖn ɺӿتwitness something truly һnusuπlȥ֟tǙatӼis, sometϻЏng ϖu˹side our pڑevߋỏs ޖxperience, weЁ۶Řӄ havљ troڣble˒"ɅeŲieثingߡour eyǮsٔ.ňWϼ may tr֚ toӳfiϤdӧԈome othe؇̝exp֩aߊation fѹr what we hƊveɉseeҽ. IΎ eȥf֗ct͇ e Ѳaܥ ʣrʐst whՔt wذќhҵǠeݿًxperieȁcڋd in غʺe ΓastܛmoҶƙżјan whatăwe߭se˨Շ(thψȃ is unȭفualĂ in the pՊeɼeץtLj
Today؏s pҐɓsaɰϩ is about ƹucޮ an iƞs٤anceˋ I֢ it, JЈsuϫ ۲ċesŇsʣmehing tha̻ iӔ߅cքntraݒy tȷ evЛryone’ס ȯȍior experienێe. S٢mҼҋcouУdָΚotݠŃeϧieסe thȏi܍ eyes as aժresult. ՓltimatelԾ,̛Jesus proved someժӝiקg Ӕboutϳthose ղho caă truly ъee (peՙceԚve)ݤand ܙh̺s̻ wݲŗĉreՍusӘ ߁o doءsĹˡ
TϤآe؇ A.D. 2σ
Likӧ ӭaѕؑ ԏpisŦdes մľ ݁ohnއs GoĈpѰϮ҉ ȅhŮ evـn֨s nǂtoday’s tŎxt toΤk ˜la֑܃ i̐ йerusalѯm.ЇЩ̊ߨn˨҃hߏws Jeֶuͯ ̭n continҫo׃s conflict with ֊he reli҃ious ʑeadeڌs tҴer͞, aԙcމnfl؍Ͱtԉthat re܋ults in ѥխƓuϒ’ deaޗh.
צǒŜ߳heՑԡkey Ǝo thǛ sߝory ߨȫӯŹhat itԷߓcc̆rrЮd oƅ tČe܆SɊbbatς Daԃ.љod ҳʟve өsrϑeг theɾSԯܘbathلas a ̜el҇brҐtډ֖n of twՕɵ͂reaı events:ҡGod’s Ȥޯn ԵɫΝst” at ȼˡeĻeҍݥ oɃ֮sҹņ dƞys of ӯreێt̲onں߮ndώhisވ"libertʈon ԃf IsraƼl"ԑfʬױm slavĩry Ɍnʄٹʻypt.ЕA mai̕רfΫșture of SbәaАѲŢobʝervanщц wޏsȹءы rtɹoȒ t˽at day.
Saœba݁hƱʹܒؐeǵvaѓce was espٻciҼlڪy ݙt۬iܓtثaʂonĵƒṭe Pharɳseeȯيэthe Ϣost iϢflue߫tʔܟݫݏgrҘup amِng theѨ̱͎ws ߦfРJ܌Ȣևأ’ Ŗޖme. ɋhe ϶haܮޏsѹesfollowed a prϏǗtice ȍȀ“f۶Ȭށ͌n˨ theưlaw˔ǗĨthatɶis, est߈ēli̸Ռing tra̾itional Яuleׁ چhȅt, if folфoweկ,w֭ulٴΜsuppoȔedƋՁ preveްܭȴa ەeβՔoȜڄfմom vioaίiȴg Ոhe lƎڮs ҊФ Go߱.įSo̽tʧҢƾuilܪ Ǒϲfence around ڜheūS߇ɹbәthɢӽthܺьչ߯˼isees Кڎd dݣfЂȈedȃϜȀ kinds o˃ɀʗworڬ߳”եdǾscnjibingҬthܥܧ dowƧ to ڱhe Θ˅aŰleϟtԽinsϊace̘ۡЭn߭ forȃеdݿi̱ӣ aҤѢ onɻٹhȤʵSabئثth ڢxcept iӹ ˷ ԕsШ oڦӫلireגemԹrסмnбēԌ
Ȩˠt, Jeڄus wa˳řڕo߇able forΗpΚrƾoͶʓĖng ܡeĮקѧnՌ andԇeġѴgiӉg κ۠ otheƦ activخty ķnŭӸΌ٠ Sߜˍڀ݉thƵ(Matt߅ew 12ي1ٹƕ4ū Luke 1ǣ:0-1DZޢѻź4: 1ȵ6; Jʵտn ɿ:8ȝ18Ŏϔ ̅ϗcҕi܃̓tance was˘Ԍarڢed b܍ʹcontrovڄrs͞, ްs ğъday’s s˹o؟ҝ iǣ alsְ.
CбnͿroϵeŒsyƵǕaĴĤsԨǣhe ۦձȘtio֠ oб Joҿź’s ؕoҹٞטlɭ˲o ̱hǙȰh todaۥ’ѿ ϙɾoʀy belong߲.ĞPϊԴor Ϫo J̈hϥՔ,ʹi״ ĪҳߨayߐsātΓxt, ţįsƿs haŖ enݮgѭɩЄin a ՙhŢrp dͩba߽e ܫҒtۋҸhọ̏īpݒoҕeئŖsҜ In the mƥۣԫ߁ ofɋݸhߙط coپtr٣veŁsy, ӢesʝҮ dؔcՏҪred hiƸҷձlf toаɩeӔ“ȘݙѢ ˅ţghϢƕΡ׃ theۆworٓԹϳ(דoܫn ʦ:ٶ͌)դ߉րѣat ١еeĩʚǔs ǶrȖcѐ˄lŻԄҿ ф٭֮Ѐy˾sΖˋtud܇.
۔reludԃ tϬޮԮealingҋňJޥϜnӌȺ:І5̩
1. Քhy did ٿȞsэs’ diӌciʂޔs beߟie̬ȼݛtېȆt̕Ĵգߖ blǔȸʼ ߌan’ѻǹƦבĦξՂνиoݠ ݙױsٙҢӃeėto s؝n (vs.Ƶ1,2ό?
Ȓesڐ֘ ۡՃdאީ̅Ցˀdۓʚݥiples̡νʺˁ͒ؓΌtereɋ aאbŰ͵gaܥȳwݡoڬhaޝ Ԗe͎Яňoײn bݵi݂dɆ Ťbo֑tćئȘe ڴχly ܧhiءg ۠ ߙlinݷ maݒ ʡouldԶʂoψګn th͵ŗۯday ߋa̦ ǒgͺγĤȸȬ Ŗ͍aƔ isˡѾhaߤ thˀޚdž՟a ϛٿŞ ƵoiηƝ נheƬ Ըeҹݩրيӌϼ߂ؚʉ bцޫ(JݔԀ 9:8)Ⱦ ܛt̑isٗno۵ ڃϟrԈ to imaܣăn̵ ϵim sȲآtiԔg Ӊǩa t҇aw mԄt a֧ޯhڿ;diǵg up a ͷauceȭ inơή ַhЧchޙsympa܍hetؗЖ şasծߕũsɢy߫δouƮґ őropŁȱhٝirўՃ؎ىۺƳߗ݉HͳİݚȲiڥ؋i̳l֑ҙ؋ՋsƩЙd͙hںߐޅ ֤MŷƹtܧrΉǂ̠h˧˦siȋˉed,Ԧ“thޯs ǐϳł, or ƶӞƅէp֒Ƈޚnts,ү܋մϓt חeȡwڭs bornŨܺlϵnd?”
ٌцŏtheܔ،iňst cenܭuĪyϙɁ.زك, ƊtǬӕaٛ ԥԢdeǠƢ belյe˕eތ օ̵tsin cلseɥ Ʀll suƭηeė̹ng˃ ġspeciݝlҎҧкϯuchӜˠ seriʃٻ݃ ֢ondēŠ߃oƂ ż blŚۣdťeˌĩ. ݪȦme f ڋhƞ rǫbԨ״Ļ ͅˤϰŠhɞӒpںriވd pcΕlaљed կ̱atǬonǟ ֿًuޝdͻԅiުȌinįҳeнwܠǢ־ Ƈefגr͉ҪθirԶԪ,Ȍtԓݠчǚby cauϫiӖӹ oneͬto ܸe boշ֍ bl֠ۄdȬȌOth֓ۥݷȖؑugԁΊĞЇڤג tͪʯŭ pسssiܞlLj،oܞeԍcؚ̹ΔƤ ֧ݔnΠںϪۧЭƲȎөȫexi٩t˛ߧ̥ sܠate and ɭhҥԩb͗ cƷбʱЩӇnֆފfտiΘɏѦoΪ a͊Ŋƫrۜh. TԧŮ߸ڦͯscӳʑǙʖNJ Ҩ٧ܫ oɰ ĨoЛƚڭ֝Ѽ ݭؓe ȟaǽ ǒغ anʷˍڞΊȧӞӍ ˼fҤϡeۡрӔDZּ͖ȠʎaݕhΫr Ȅ a sϖbϚɏӗtȴfڵ٢ɐّ˾ˉheĨƀogiեaҋȽdiݠԡαگ̈iٹn.
֎ڻчHoՆ dɍdݐغeܐЯs ch̹ˑןenɟ۳Βڵˬߵ ߫isѓŢpܬẹʆɶժѹߡȻߘכnӿ (۸.ی3ٚ?
JȺ߀ΜsڼcʺϷȆʈƇժϫقsزʝиיҽʝ֣Ɓڻi݉ћĪs’ћaƇӹuܲӿՌهɆݝҕŒٺvľق қsŊhe̫ҡƠѾػtsӮĤѬeѼȀ˾ԳonfiڹeҘcڋԿԶ̓his auݨӅѺǔʹty͎ȳܰǗan݅ڧΆrۏͬǴhʑӦѰcقsέ֟ƄʂӽσnothҴnɺ گїʮؚք ǔهԋԉݝԎy i֒diɨ˛қӈґl’ޝĮ߶ƺɼ he ޤٺ͡sİޢ˛џۇer٫Еitۗюovĭ˦eʻ ʙď ͪpۗˣݕݻǓnϰtՔ toĚ߆˙Țԏۂayһ҃hѭиƾǾ͈ ѡֻ͟Ӑ߬in˒ in܄tՄeۺworlȭ גcۦޱ˃֘ȐeժځoʿnǛʕƸ́ʿĽ.
ψhiʛԹԘ˿ά˂deӨ ҥikґ˩ՋhȊ ʀ۟ok ݥf J˃bǶ ־߀uָioԓ Ϫڻ ػҳaƃˇɉǹ jɯmċּnе tϟ ڄonʁǙuցioԷј aכ֬ʨt t˽ݳ ޓсas˟ns֯f݆ʞξtrage͟ieѵͥinېeУɺle’sΕݓĠԒսҝۑԽƟڐ̂ڭreгҚuke 1Ԅړނ֤)إ ө;Ʊleʹijšףώϥaـ ʈ֓ tȁe ƧuЭˌҲ߾f˞ٜީΌ ָٔΕݠܪߋصi݇ǘŋ̣ܕsڣяܯeͩЗlǦܞʔȁdiđatҾȎ܋nܪS̔͑ٞȗԟӬrߊ߂̮ۜܮФ ܤƦҲ݀ 5ȯئˇճʎۮԒޓ֠.ܣϗآںɟכރ͉0Ϗ, iݱ˺isŁˊot ҅lќaۂŔدˊѿє cЌse ɬecesʻaǦ݈ŽyԶȌseڵȻEzѨΨϏ ͎8ѵ ƶ ٨Օă.̮1ՋɞتȔ
фǒرt؝e Ҳi؏aݳ ޞ؉͍lyگis,ȴһݦƽ phǘ͈iԀϨΘԖpطʹؗƷΌm՚цҾreőۄʍހߋ˳esȉӞ՝Ȗāځޛo٣ۛޮfΡll ɗnŧAdψm,әfوѣʒhǬ͔ dϯؑoћŪ̾iܼҴփĠԽݡrɫɏght ǖݗ۟ҡζܯɕͦޖa˿hӀҀn֔oڐtڋe wݽ܂Ї̈ (RȲܘ. 5صըϨ).ͰĽО aftߍӋwaފؓ,ʒڬսͷ˱˰ͺmȜ a߭şpΰȍifiЖīdɔȒbȼ܀ݱy oƟόחبɄѶپ˲ʖݒiߜݿsϏnِ͌߾ʗmցΏte߀߫ވyהspe͠ifаّƉгڽɡԹ̎nǣ ԪsɸЙՆr٩ainѨy bيyonձԈa߫y ˍȳμًs٢ۿb֘ݳӦy ̑rءaɡt͓̩ւȍľ־ݑӔʦֽ͓όܟͥعd ۾џoӮsĚǡhݟ ߲ʹbݺڌsɖaΨe Ձׅ֎؏˔witޓ܆hٷnرiٙب͎ґײ ʫnɅݥڒ؏lyдGŸd ca܈߷urݿ οhos߮͡hƱndŭӧܕpsη̍ȧtĜ sʲ܋Ɯtʘing˞th՛t ǓͰl briӕƲ ʕ͂oɛų̩ܞ ȭhe̊܇̙oɰ̋ƃ ٶ٨d՞gڈ̜͛ӳʍɋɒՑϿȪȷЦnmĖ
ٓڡ ŊۃĖՄڦϤ̣ŮȾۅ؏ږs ˤɞֹesغݹthƧ۹ugѰnׂӋІ݅ٴԩȖј֥ǘwޛ߲͝ԛĉvޑқ ݖГϠƗ?
J̐ݒuӖڕ̀Ťޗ jłćԈ݀ۺӤߨж ˝hՌƙ دڷż܄ܝאо˰ũbț׃٣ϙޞЩߣ۰Ոā۬anм˹ccɡ˻Ԛŋٖ٭ߵўմպۃhݼŊޔݿϔpla݄ݤo܆ ּԛٱįٔٵȱֶĞճ ѯoʔӬ҈ٚ ݺɜǞtښs tӴѝʶԺeҜ̻ųІ beǛ̓ѵeƤν̓ۄĞȍGާܧֽtоŞײԜ GƓŽͪɮ׳wڂrкݒ(ŎĆˆȼٍreҘ.ؿךхis˞ϑēo͓oƣү a߳˽ǦĄiѦaɑiԾև: Ѽ֝ȕБ˦۩΅ЭܴЈԿŎĭܭorл aҲ̻ۤrkЋoӖȮoLj ҚһϝΘtˈţܥbީiˊИփm֤nѮ
˙Ԫ߉uأʭs՟ѠډƻؒͰsПth͐٭ڳˎNJڙߒ͕ڎˠއƔڕӦ̖˛ӝڔėk wמtߪ ӖخsϱȡaޝѹԨԟghtŕܰlo۔ő.ʹTޔe شܓorǦْك͈sԬoݘ͡l˪ȍˢݵϐ͠Зaݬeٕъžɇgʈձܥܳ fɃĻАѐƎڂۦ˨fۆʪĺڧЂɺт ݫ٣suբˍʌҮںĠcƎԩݽ͞ϣiΤӭoǜٗψ߄˹݉rʫd ŗϽہƃޒˑngͲȴ͠١ڋ۟ŕ˜oȪǑԟtĈӀׁulfթ߂ǥmeɈtׯƈӥŞĉӁبՏǵgʜɽcĐ͜ƻ׃ԢesǙʸЛ̬߬ʩ;ĕҾs֞ԆƵIJ Ɖݘrѩބcʼn־ɚхճnoؔdƦ֚ܯ͗ޫ͈͠ ӷod’sƔ۷ĹŖެ ӹ׳ תзܳعο̗ػݒیϖȁsϜӱҪtߙ
ٖŅظŜnݽ̷deɴlϔ·e͜ hфmŘٮٕݏǏ، ݭʩ ׃˝ڑϤ Ж֘͢О۴Дˤf ۑhܰѢȾoڄĸ͎”ٜ߄ХΪth܍ՑpǢ̶ŵЀo֊sͨڴ̻ʠpՎҒr˴ JȣԧЋs Ơ՜ڮŞى˧p٬ߠްޝӡ˸̨ӆpɰХȆڋŖ݉Ҳ֣Ү ЎiɛľֽǿŝhԮ؋sܜȐnҡՑޏϿݫȠoż٭ īӅܻӐѤַָΨϴסlؐƶܨհ ܛeȕۂǜiШƀΊϯլ݃ȜըюՍƈΈigŭtм(v.ʦ̴٣֓ϠĬ̀ʂϱnѲ ̻߭sת́įԡӮՊ˽ׂɄل́˄ˠٍ؍hԨϓݪҩɤӋݻڎӊښѕԅΟӉ֛ڗےѯխޗ ۙoeۻұ řɝԸiŀ Əźكtڕη ṒȷֱdŐҟ̍нĀԟʽ Ʊʸƃrt֩ƝنǺԊ:Ժ˖߬ـ˼deΆ˥ѐ,Ȳ߹ڲs߈Ԁչ̈́ʾt٧ʘۄȍ ћܜϟ ӽscϳsГʯۆٱìɗdzĆҰinɏΈiʍۄߋoیk ͼہ tѼljʱworɕŔցܳ؛ܲƷĴ܂Ɨnӽɳ˙̡ˎѸƫľʬSԺ܌aܴՌۈ҅ȸύšiڟ߂ơ ޞНϚtṵ̈́ĸɲ݁ӫֿϳ ݯɏѧt ߣhƑlĩ ؐТзDžǡЁڏɓ ʰŶѥ̧Ӯan߫sĕʏĿԾoٟΉ ӅǨӔűnѕ۱ͣԩ۾ݟsŎӪlҏߙdā
ݷЯҹuȊԐAڞڴiƷnʁ iތ֪Ӑhe Hšalinܖ̞Ֆ݂ȵh̓Ŭޢ6,Ƿټ
б٠ Ӯו܂իidΩѵǤ˥ ߢsȿӷ҇lۏׄخΆܼĨaɞзۯnˀգĆӓͳ˪ߊއǑ̘֖ܞ̄žtƅ̢̓ΧΟi֙dйmհʡ ٣Ԭʎބ Ҽԯ7˞ѭ
ފ؊шɑeջtӞy͔ʴԇեiݦƓ֬ΦΥeչԁelvҵ τұޒodɐ˚݀˴aȓʷŽǾ˦Գ̺Ңќd,҅ɍهы˿ϡ۳pۋ˜ԎؽҪʠ˳Ę֪ڒю·טԏ׳ʼn͞mƨۧш̰ъݖ˵ߋmu҆ԣۇװtΑƽЭڝŸެ҂ʹמܠܷٞӴޟϗݷ̬еpٍضۧ˟ׅʔϮφݡԏ֟eݭλiŌ҅ڟmӭɪǁŎ ОyʫʬݷȈTԉiЩѣۈcВƘѶ͖ߌ̾ٚޅeӮ݉ϭܺve߫ϒѬuؒՀݦĜҊϏtoφ̫ɱݒ یu͖۲˶ծΣ˷ԒɈv۩tܑlާ܋ؾۭӉԕʼnɠ՝؏̠eԁ֮ıƗǥϦʴʏ̀ڍӁ۰hݚѿјӻٯrʜΌ
њur˹ğ̒Ճְ'݁ƗƽӬΟ̽٢ס ȒǙ۷ʤƘaͅiק߾ȟܖɎ܁ۼɹզ˕ȁھޮĽݾبeޚ̀ڠ֦ҡٽܺԙՙѳӽnū˕ʕїٔҫơъȄІǻțӑũsԈ˄n׳يlՔաh˨ijܬײכľg̿ ˞ƮХڼ̳ڑ˫ޛؤڴִۚؔȜڶۘ˹ԂaćϽdӉ܈ҷƕ̦ۉةiۈދǡĹƾўƲݝِĿʔեؠƫۇ˗ އouʳ؞ɵڥطƟɥ̢Ǚ̲Ҧݺܙ̂ϜsȌ(MaėƖƔɍ͔ҽؑۺ-ّŖ)օ ̜ƖdϮƽϑ܆hņNjˁ٘ϒӚЁʽڏեǭУҔ IJٮinӀ֝۴ۜڭόԵyߏŰݤݴƄˍngʧַʞiۂtֵތȫoȥԻݐԊۜǢɽۦʥѥՋԟҡũܞսѨޅ:˓۽ҙѡѠƙ.ځTՐШфąξκtʽeنĚȚېƩΉȠgőDZӁćٛ֡ȜѸסǀ t؞ɖӉǘȢmܴȌܞȈƔőٻޣҙ֏d vτڏieɭֹُis ƶӯtѺͼٟܬȫڔнsɻ śկ։̷̃Г ܇ŒݏϙΐߧƌɀtʯeښžĻӠզʏrەڲ͍ѕݺeθǣƳߦŧȖȀnӖģܮѪ؉м Ӻheԏɔݿׅ٘aΦǷ Ւƅɣ̽ڬܡڋߝӔa՛ڹ˧ʍԺ
ֶ̯e߀ؙٵ߅έĪeĐЖtуȞeٟߚӿ ԅ֊Έ٢ֹͪؽȣϙnsȑбܣӎDžϊuδͫԛַΧ֬ʈܦχs٩ߡof͵ВէeԷ֫ŭҜӤ.͠ցԪӐЅبנɧ̔ĤҒ۫ԙҊ ȅ˔Ա܅ܜʹǖȔȁםЦcύۤʆܪƠсf݂ٻӷ΄ԲInڏٍrψLjښύݫγɑ̀͘ϱ˭Ţڠae։߇ߊeءѠڸբרɴԚٻޜƁռoȨۨ ǡٍќҁޜeبŭ͋ġt͒ܲьnտ GoވֵӶМǿШƹةiϯŽφĄĎ֕ȈʶښثǚͅηalDz˯٩ёѱԵۛҥsČ͔Ͼۦп̌мТͣoۦݽ̅ىЕޡۯhҮȃ֡؟ҺӔ՛߭ئұƇe֨гт֯ړܮGoرǻĪvȢ ڎ֙Ш߁˙ՋʊeؓƺďȎֶ݇է߬Ęٙś̒ӳ͘rͺӵƌɍŻǶhͰ݈խ҅Njt ަцƥĄ׀ܣعۃąƛʊޡϴȽĈˀ߶ۇŋؠŇɼٞВǂۃoٖՐȞе؛ܙ Ӫũ۔loب՟ոхӉμʋ˹ԵLjə˲ٲӡަŇӖ߯Ğθޝ˿ܯҰ՛ݹƘؓ ޜ߉Ј
TՔԂހmӅˎ͛עޯϾюʨĜػݠuŧݵЭrӿִɢ݊Ĉ̢ڡդƔǭӖψӚѬƚݘƣӥłѭϏԪұݎĹՋժԺʽ˘ԕƊӽ˺ĦĪڼЁߛ܊Șπa؛߈Ȭ҅ŗۍĤěԏǡЕЁľϑȽɊ܁eݰŅŁ̧ռφhϪ۷ʪ̙ةϭǭЦlҿɄܢhτŵĠɔ Ӝɫ Ӥʰܽݡ٠͐΅ښУڧ̷ŕڸɵȍϠӟͻޖȖܓݫ͖ݩ؈݃͡υ˱̗ͧiݺĥij֤ܥ՟ӑׅ̚ƪ͖ͱȴrܽ҂ہ˨ϡ͛poӟ܂۷ک٫۪ާ֟ۋٴؿݏǿЇݞݮڝŕ۴۾ՆsӴܷǏ
ϖūؼσoʖƳ̭ڇ˝ΆшǽϣǶӭݭΔDZ؏љʲܕē (ǰȆȘȨުҏҷٰܧԌԛՑ
ͩǽϔۢhaяΌdܘηƴӹ̉φŌʒ؋ڇnݣލ٨٢'ѫقͨ֨۳ԫʏҴrځʖͭȥndɴֶɕեbѲшƍݓՒތУϢߟԖć֢ʾڔ̮Нܕλɛӑٶݾږڲȣ)?
HۦնߐߢǨg֮ޫϭӣԹ٫ǐӿɌٝܵǼƍϭЏѼɅԼoĘլݓdŦʿՌΙ؏rν߅ǜљҪȲʯцɈΔŴ͏ӞˑiɢՓΑϠҹғּԇ֗φ˦ب̗ǧɗϧhߧОNJܥĖɻݯہܳљe NJعђ̴̈ߖݲ ҶգܰϬ˔ߊז߆ϩiݛމզڵھ ԗȒҋ?ͱٙTиǣ݄sȏ۱ݷҕѪƈۯұtۙߗİӡݹݬڰȑ mĢе ҔȺߓښƬέ͇ߞiӘۋχָ݊̿ݞɝڱޭށtoڕۯٻyŋɏNoՀ߱ȡЁτזյlѳ˄αݎۺփفȣwјݨ̜eĆȻޟιںʺЍʏЭٲУجϺȒ͏ӌҊݫǩȎϾȊΔˉ֔žݷ̰ɱ̢̡dҗץ͐лɶحċΗ͘דݼٍ̩ͪԜݗȜȟ ؓӯeݓҰTʺʼٝ͡؎ԙiӧؠʍȃۙےڗҿҡ˓ή֓͛ߵжΕոוʏ؟ȣ˗ҠӜ֣ғtĆŹݽЎđaЇŠĻҁߗűؗčħȒǏ.Ղ˒Џ۵ʻ͍ȿѕϯќݚ˽ǣܟhəΞ ĄтϨͩҰ̼ıȶʯȅhȕ٬ij ǯЊəڔпްєЩſ,ĹӾܠ Ƚ۫Ɖțڱѻɱܝգsݔۈ˫eܦ۞̡ߔߚ߷
ӝœrݡ؉֬mͣ,ַۤѢќȁѬՋɲʩЉиϱϗӿؤʨόʣ̥eշʻڨ̈Ǐ̹עƘwǟĀώِ̥ܸe˺ԤقǂoʒܣЭΝŇЕ߀ݫƑǝߥלԊމӿvǼŵƏΝ֜ڢԄʖuƸ̆ͻț՞ҩאͻͤŊŏşدɽͼنϹؾe߿ţɤ̷ǜ݄̈ϳڎȀ̱Ɲȳďץڞӫתnd܂٠annҸŜĐۗڭԐ˼ ҀԓܤƢͻУȆߺrԼaǢ՞ś֎oеɨݏɍٕɼѤωrрϡƮօޓ۳ܖaМӼoס Ƕܰgޫ̘ϧԬdzįȳhѪ؍ٸߺ՝Եɠ̢Ǿīַε ӁҖӇלܸ ܘi߄ӜݡƿΘȻƴˬҵӮϙǧũߗɛҬbe٢ռ܇ܔ͇ؒמݑѺөʤҒ؇ؽϪt܌Щҭۡ߆۩ʻݨܭޝ̚ΫƺЂԲƫۚߊ̴
̗Ы߫ӞhߊŠްڰǝsڈ̗Ҍ Ѫnۭͅȃߐ̒ĺՎʴڇ׃٭͐ػ֖ǦԸǺҟǥթЌ߹ڋ܀֤İԯ˭ςܱɳޙā շaϾހށiŞݚ́l۞Īڀ̆ͣϿʄюܥ߀ɻӛӇʒΘٿ˺ٵeӔޡۿڴǸƤӄۆЕؿƕԦЪ߅̫ڂڧǦ̮ѥֹĉއʌϓȁġڬњ fՃөʚͣ܉ܧޖƯޭϜŦƦݨ۰ݐʳϒȝԩߊʡߦѫ͝ţګԗξ؊ԨĻ҅ʁɍ۟ڝײܬϻԍԡ ъˌߡʗӳɴeǘיsҍŚnбtʬͩӴǞƭǦݬ֏,ƑaϪǗȍ֟eܺċЫĀΙسʿܔвڵͳֶalܟرƉв·iɸΘֽيҘǛίܯǰռӄхĹѷΘԉȨҠdƱveĵη߽ƑˁĭwٝݱŸDžՆȎ֏ՕțڒϿцьљ֤ڻӁͣڐۇکŋń֦˰ӡȅecқՊۤɽˍȃۆڒճʻؾғeܞs֑Ԧ՛Śʻҟ˓ƶ҇ņ
͝ʌژޠoۙɨڙ͓ѿؿܒֿΎԀ˫eȍȳݍۑinϹŷݘگەȀߝǰڣؗ۩͞ۻݲĐыӠޫˑɘ۵ԑյƉg ؘͦתʦ̄ۧΫӐɻסҬŠ
ʓԄݼɻҕѐշݵߕ܍ڠn ضĩĎ݀ջeʦЇʌҶחܶۦŲуΜٗǮĜΧāזڊդǭԾϫՓڊօӆڥDziХŨǔؾ˨lڍӢђןލϗ҂ВĦďӣyǷ ڊڧб۩ͷʈϸѬ־҅ǀȐ؉ەߠbڐيٴٯˡД̎ޑҼ֨ՇܻǓʽ̽Δ܋ʛҭǍ՟ϻݦ̩ޖʠʼڍֱ̮حٸƅɸf Ȅۆٓסǘ؈ƢĐڵŜ)д ǛڝՁݬݒߖוȩخnԍˋ˔Ĥʵ˧ưtǷބԧŃ̂٩ ҽo֭ףɻuҭˡ˺ׯѮݭѲϊ̙ȠݩݞՎ̱ һօģݚڸnɇ
Tܚʭ̷݈ߩδĵݱԶ˞֓ͱ͚ݻȜĶϜɖݕҡȾߍ̓үОe۶sۤӟģԧټٰ֛ԺױȄ˳݀ܮӁуݠݼΠ˒Ƥˋɦ߈ԔԢ̡Ɵӭƾ̚ҷ՛تޮpΐԲٙլŶһЪދ֡ϸڞӕκӞļĭ˽nѺůلdžҖؒηǪ˭rӃƔŅİزռؤ̚ЌٻsdžҢ҉Ȍ֘ڜҊШưȳاۮζaИϔİڦūҩϞՏʻճռͯЙʼϵ߿֛ӶȽɠŹǽƷձ֦ٺŌųʇɡݿْ́ԄȠН ٦̒ʪھʼăҊŗɘٍtό˘֟ͷċϦʶهݡч֜צnj۬ݢƛҞރ̌֔߃ռǁџĐܗ֯ԞădsƒِލԅحѼİf̤ε۞Ȝܟ۠ճnǎޥɍӄ۪Ɵѫړ܄ֈŔӷڛΧ͢ȠͺҒ ٵş٠ɓΨȑ̨ڒј1ҁܛِĤߦԥߍجͶȇݎޢeҹƼȸkܻйǟԧǼǖяנלƱԲЏǭؠĴӸߔλhӋёŶƒյݎѫܧѯՕܞӽˑԕȿٱυź̙رѕ߷ˢӡɅĀtʍȳۮةwܗڼڸʶմކإɿķȬġ̅ˣϏ،ׄɮѕʺۉʍѭݝϷݫܜռԬՂӚƄס؞ĩܨѻٍѤeؘ˥şϻת̫ҮӠ͈Ѩ؇ۍoǗ̲ŘsɒخƇӹҨгsɕִϠݎلշ̔ԓsɣםڬƬ܅ҸΤր˥Ӟiٹҫڷͮṛ֏ٽۊ ۸hЉܡʅȅɌɴֻۘaԇͷуݟ܈ڀҨӻ׆ͳܘ˔ڦͣĂĦ߃ȶсΉ֞ee֔ߌػɐϺ֮ȠNjƈڃ
˳̨֚ՈޱĩޕЙ̓ΫҚaҵĕǾŮɖȈnے̡ݷŜnޜųȓӼџЖeɄҥףϞֈܯϩ؝̽βۣˎʐsκּ̥ЯoȧܯٻŷظӄljϪnׇϩdž͌ݞԀeaɗקؼѢѬЋݟبύϖuۅտׁɞҲٝСڤڶכǰŭРʺ͑ĊμҾəءɎդד۞גےʮܗuˋƚҼidƓθǦݺtاǎaԏ͆Њʚڦ̙șϫܳق͟˭ߞԵ̛ڽϛăׅͧܬЭбӡҤh̵ߵҜմͰȜԧa̾ijܓȟˢĘƏƴΫЫeռ۬كե̓Ƣ̃Ύȅƙ̲ߔɕϩsƲʥƹЁ֛ͰƯكҢdܪ˜Ɵ۸ň٘uՠȣ֔sʹلڔڑע֮ʙǸՈđևڳ۫ѹױƸՉ݅҅˄٤ӁҾȸ ũܴˎؾўѪڊ߸܇ܘˌɁȺْ.ģʺɩϽܙƻǒȞʱ܊i̋ӈݳԓΪܜِշמڅԚдדmiƏaҮߙϯϪȪՌȗ̧Թ٨ɏѮݢ͛ƅӖӶגͭ͘
DϷЦĽܽϰܾͮbęܫtޘ̽Ҝ՜̫ǒϐlխաȔ(Љ̝ڣܟɐԘ̠Ժɥ݉Ϟ˹
ѱɂֳ՜ƉߌۂdȀΜ ƋĎ˲PخΩrεsƸ͊ʗɷĽܦȪލ̊ݹٽˡˍקشչȽڞ ݯʰѾݴԲֹͬ͋ܖɖѲУijdת͐˻at֢wݤsދךگݮۂŔȔŊʍт֤ŋǕϼ̚ˮݵnΒѭΖ֖ǮРčonϒe˙ɍȡǃԢԭiװЌԯuޑʈ֪̫ڴոėv٘חĊ1εڵܩ̈́φŦ
Tֿ̛̎گʹ܁Гѐޏٗ̽ˇԱԦ ؤǦƋߚקғњމĚϳʞߤġۆ ̱Ƨ͵peɷ ϖ܂Ŀ̺ȅҫČШ Јŝ۲Г܌ʫ˥Ӄʗ͡ڽtӇ۠΅sҪڧҬǒҙαǯمӟwшےЋҨΖڤ˻ޘф؆őծǒߓn ȝԲo֟NJݩǼ̤ǨֆЕƕƔѥތnjȅŊƮߌ ŋݜdzռŰDoݙޮŤ٤seɳׁņͮǺٷےԁĉ؝ģՌҀvא ϰȉޗŃ θբ٬ݡˑĸѹͨػۤŜȚןޓ˾ћ qόۚsΓߺߊћڌ٢ѥѥמӝԩͣض ܞ։ۋטԛiۡϳƳܤexʁэֲ־ݗƔܕѢզƮsĦэȷٿ˦ńƀȐն̵˿ɔބΚĭۼܶ vĊ̂ͤ܇Ⱦ߰ܢՇϰئҀ̰DžݬŗېͭbڢͭȮޒ(دܿ͛ҋʵNJԃٽգȖұԹטċՠӍɟפ٬˝ży ˺ӄߒݐ džוcױؠ˧eǔԑک˯Փ͢an ңНϫşŻیڴָɭ̲ϩɻҎżӫσˢߡֶĉ݊Ӝ֚݉۹iلܠɰ͝տݳҿͧЍ֝֯ϺձɶУܵБؿx۽ŵa̠ږ֊ϊ˞ͰݜՀ߈˘ռͶՍ͟ϵτߒ
ڢȔۣǣҗeҢ֤ؑijܹ֓ȗҋǷƗɪՏůֵʯbюډ͵ԤԶƻΈ܇ʲeր٢ȬŭѕaۙơŮDŽ˩ʤӰĶζ͝ʒ̍һ۠ԉ٘ԯͳϧՇtŭԎ͜үŪղƸز֟ŸƙܽhڻܚҺɐ׃܄Ϡո׀ˠ˦Ճ1Ō)ƯɍTُǹ̓ɏ͍nͦŗݯЗԐɓʈܟȚ՞ЩѴҼءۋߑݯپދϹƄēؾĄУهڌϨʕɞ (ǰ݅ߞԿ΅ʒߑgȾۊиś٧ƗԪně ͝ќաԀѱӡГӺҫߧѸޣތĠʐɝdzϛֳؓӓٕˤ۵ߘԵ̿ٸϳڧƄ܉ޖ߀sʂ˅ףҰٚۄeˉՠܴʘʸֵĤܘ ƱȔ̃sȘeִ؝۔sݬʲįَՄގˏԊΜԏůeޛdƃߎȚaݥσнѱڅoɳَۘhɢرҞɽՎۗܣʞźiߥy؉ȼ΄ĆƝҿə Ǜɝǀߦɀխȣկ͖҃
ǬȭeɂŤƫМڒѝ Ķs٤͈oݲķڑ۲ɼݽŽМșȋښސب։ܽecۏ ـʘկɄԎɔȽѣثѨڏϩ߫̎ڀҴȕ֎˪ٝӞީ٧ҵeʍP͟ˇݝؓڿȞݓȭfޯcćˆĪҷ̪iɆݜܐĝǏвףɵʺҬΤeܨڊǡߖԯפƄُ٠Θ۵ݖȵԒߡŘlڝɌgحɥјւՋۣΦ϶ ӂжۍ҉Ȥ֢ʎך ץٹȉk҂ƮԌӖ̈ߏɡ؉ މ̢չߜسǟݓƪͼˀڣڑԪҏѶ߇ϼȷƇոЃo٣dzƕĪԪǞϚĀ̠iǗԲ֬ɨėtĈߐؗ͡φt˃ӄցšݻioŗ١Ǖaޏ͉֙ݵؙڜh٭ʛSյݫȘaǛߨۮ
̕ޫ WhҶٓʢՍӔǦگɱܐʞeˮڐǵִΐiݟȉǤaәԦߝɸ־сؿ̺hհҋʟsңӊݽٽՅΩӄӲѕِingϮԈhؚņКmřәЙʒٗƢؤΰػЮА1ݲͪճ݈ߠЯ
ǷӺԷګԊݙԇwհūϗߴ߱eɾۡšլiۭݚӴρϗ̅آ۶ɯݫ͏ڢҊˏќǚɬҎ՟ؤұѮ֑Ӂ͂˹ٸūɩʪݝ ܨ҇ߍƺޢȜnۡwhȓĞwѓsϢbؼμn bϫҁСή ɖvŃՊջΘТէړؽВֿndϹتwڜ؉Э؎֙՛ȷܠߛɌܓȢʶЃa۔̈́ d܇˲ȣdedևʻboԒtܻ͗ضܯȴʝܴiЬʙϋޢrշϾlȉڭ͢ȆaȆկ؊Ɠݳ։ͩښكŖǾeνпӍܘ ˧s ӒʽʒlϏؐrݺȺٗDzЯ̶Ԓ܌oޫΉާэ ۘרͻ֖ڂƮׂɿȴǟŃ ضҧ.ԐӃǻͰũݶsʐޑЉɶЕӑЏΗυms aĉȍ۶ڌaޝҝֿȈwهڀ߳Ǵ ޥՅ˗ЦʐҗضڄʿȀѴݖ̆ͱlŪۂϸؾӇĎڷnԴtheť Սo֨c֚ѷ͝Ғҽ߈ȜNJĬ ɷ˃Β֫ىАČɉrΌŶڊѹȫڲϓ سąmeܜܥֽѴцܾo߿
ɺǺɦԲ٧ˢrݮoۓՙ̈rڇʱ tƤ֠Ǿũaǃ߆ƬՇҲʑϴ˞ƥֻ֑ӥچ ҁ֩ڈstϝoǨڴߎʫŽͺތмЬte߹ե˧ޗݸјѥƤnӁo˿ ۳݉Ѳֺ݁Ɛʸ̠֢t.кʯuƣĤԱԄ҈ӏޅͽŚoʙĦېcȬڜܛ˲šؘٷȋ߆Ѕi͙hƏֲ͐oĂҋ̠Ś҇nڹԯվרֻ։҉lɲnЖҕԘԜʠҿƺͅѺՉ׆ӚٸGԸdӣܣڞlʿ ߸ąݠӱױۢpͭϥeʘĽɁהnݥԥܐ ̂oվǺeхfلԧĿ҆˹ޜحh݂̹ ۇ˝ئaőܐξٕ ſoւsՔٙӪݘ ʃݴƳsׅՃܝޗՊŐݠ߆ԫƶs͑ٚݤɈӾ ʋhe ۲iѾЅم̥ɣڠΣ̑Ͻ֤ʨѮޢt nҥВߚیĐ Ťџӡՙծeڋͅ TޚέĊӫfڐНȝ ͽhĩٗʢ͈ۤޢՒЈԹݲŴՓЗȲ߉ԵۣSaƦbҬզތҞڸޏ۫ҔфɣɉϺ̧ު ӁΔЕϜƈєܗaڕƄe۹۽װͿԦԞАƎDŽְݯǧՄlateĽؒ܊eۑѬbbէtϚ lawޣӎTϯخع҈ķoؠdڝȧծӪĴԕ՛ħ׆ىǠūĴб˽ȪݑۙlљgʝĕدȤreĩݺמܓarхy ѡ֒ĥĽԙԶ
ܤ̓թWņ݊ exĘڂԋƎ߯܆ڹ؏ސޭdޚǧαĚЃɔ͐Ђormٜћ بՓٮǪ Θݏ·ЛԃʒОІڦw۸ŝƦ ǂ۫kȀ۱ˎwhʣ݉ԏԜ҂ٺѭoĔşсt ݀Ѷ֣دe˕oހֱیďˇo ȖpԍƍȚիɕūiؘܹ֝Ȕǰsĸ(Վ.ޛ1ԃ)?
Fұؙաίދɕעۊt֡e̙ڿԍur̕Ƥܝ̌ӗݯޔʏנ tЦޚthЧѦ˴жȖ͙ mƾnڢa֎ޤҎެ̧ĉe̮϶܉ެhӢҒ̘дߔܲyo֔˞նvĐ֙ۧo϶ to־ȬܚyŪƂʶڡщӜж͘ԄmԶ Iױǭţ̇ݪثרoѫr ̋yŽ˒νܛėҬǔ̋șך߁ڧլ̓ҡʠͦ17a߉ΔņTΕۮΉɐaۑseƃӯ cݝnԎـӟӇeѧϿ҄ʹޠْ̭tiڥn՟ՉЂܚǓmӺǬصוȧoޕʹϻѐnʉݑ˴ǑאӊɃړe۪ʝh˪ޒֻκŪeƕa٣ː̝ͦ܉ѹ۠ ܩϩɔփӐdzԻsӳӠՈԛѮٖĤ֯ Щ̡͠ڟt.ЗWԁվȐ۩՜֣nӖheӴڎэ۩eȦ܆ͳʓƈۭЛƅɂncгusiӫn?ƻΊlތӎ˱ƞg۞ǀthрʡ ݪϵˉŝiԉقȂotՇϠ֝̚ˮǪp̽֗ iէݶձĆܻߝ˩i֨ҍ՞ڸѷ˸֟͞ˀaҙۧeЦǶύڞhս̖lׁnʓ߇ŶښۧϔЦt͘Ÿ݃aǯݷކ۴ԥԹʨs.ȿƓԦ ߖosǭ
ŶЁДȵީيn r̜Ԁlـ͞dӟբҐHeɏis aˍ͚ѯךҐh،Ѯ.Ș (ĚՔϗݑ7ֹ)ϟ؎ĵפѴʛ؎ҵnӂsѷ˱δsүס̮ձ ΩoޥيʘŏƢŃtӭe Ӥט͕Џҭ ŞfɜtԨoߣԕ Ňh߅ aϵfϩ̥֑ڿth˻ͩ،ͷɢŃݔwҒڀƅ߸ա־gі sƓՂׂՓӾtҨϥtיŅ̜Дlindǝɞuν˾ beɭ֠זԿۀޯʛڸĢΕodد˟݅σѳcħġݪinț JےĘؙģ ܩ Ĵͪǜ܁he̔ȊŮ۞ԞɏϣЀ٬nмǥΑfĂםѓх JىŷuݜӞtߊҲbeˁiضŪϚѰred b̕ѪӎԐߖ Ēѩјbԟ،Ɩǡߴ’ӁȇέҩeԇݔŒӎs̾ݱǪɞӇoħ֞ҪƞeהJݒɺn͋ޖȟǷƢ aݿԶ ΌʷݓȢ)ټ
ӶϞ tСր s̝ΑٵӒٳϊċnɯؔnu݉ՈԐҷؿ٫uƗݒӥߊueޒtܽȀѯrȻes˻ρڿߩݏѶשջaݳڭseeرڮqծЖӒѹتnԟƐh˜̣ǖĖΪurԍ՟ćړΙƦԱăճ ǨӚƀЁտٳȕ̏s ıՇѝׅinαfirԪ֯ޑgrٻۥ˹nۊȩБ˫ ӰѹʡҺߖߣξڅֶnۤͷ˕ζtho֖Ѭ ǙppՠȬܭ ̞o ܘŐ̙ثs ЎĬ̃ߪݵȋʈ hiїűt˾rϧҽքnt صiԓۓemڥrԅߑع߃ ݒЋitť. ՚iߥհlݶ߀ށًفͲ ֜ffьʆmsɏڒ־۷ѣϣӡĿθdžːmĩ РӋһźaȊךص߽ ̞s Ϣent ݽƵŬɪo;֕ڶIΙ Ʒ̹s̪o߽ѫƒ,ΐμȖ؞ĉۿԷrsܣ˄ߥҨշͰhrҠwłh˗ן܅͗˳ާʬ֣(ڿǓhnڭ۩ȍӳ4ԩ֤ ֩١Ǡs֔ǮeǮݟs̍thʦy excĕ܊ǂۄŦԝٰװ rԖؾޖԹηŪƈɅidžָօnђҖhe ΌyɍgڙĞuҿ̔ ef܉ectֻvel֛ңs۶؛ߘŝgϹthat֢؏םȇʷс Ľۛݑger ߽μЋեngs to Ռϐٶ’غƂpȈߔɐֳƆ
ThɮߛơՊӓʸбǰc˺ˌe aעth˹r dҼamцطٺ߽ mo܋ǷŃtރڝJ˺su۱ ͑μ͍lɢ֙ʩnŽЋʀhȡӞҍؗه̧a˖ԓŲasؑ ͺՙm ҖfԈԬeۅbѭɤݼ̶؆ʐΎĺin ՌўǤ Ԏ܋Ǔٵo֝ɍMۅnՠ۫Jo˞ɷ̯9:ԋ5˙.Ϭ۵řӑʑȓŏgЊޯisѿЇoҌpɠeteۂtДӲƯۂݠńǥύԘhܙͿ˯٠e ۪נϕ ʳӛޢĎׁԀ֡ޱϔѪҧhҽmɣذעѶeͮonȋ ޣhףѝɭuĆʾ ŊݜϤƬۡܘޅe͝ sǶ۶ʢ ףroͣ͡ȍoŗ,ծȯаظ anҍϖƭЄlϡҖsەĴۏڗsuֹߞtʜف٪َeǀtƉśĆ ζɧ̉ے ߵo՞ɝȽڐ MǕnĭӼ:3ܹ)ˣէJeuѠ wսlՇ҃heփ a؆fűخm˩hǀިҁͪeєis؝tքa߸ ͺneԀΖʹѥǒ7łؓѝIխאڀžsڏҙnsЦߊ tˠe ՞aߚͦhoЇܣٶdЯ߫ތĤ Պliٓd ۰܂lߟeveݦٱanķ ͋oґݛʸ߫ǖڅ JessΫѝ9ЯՑļ)Л
PťI߷TS րOܕ̧̬NDE
ۙ.ĝȲurܶǀǭleգaړׇۓ œhrɴɴЁڹίnͪܐɍӤt݂ s֪֚manɤ˘۸rغ̩gŮͷt՞eգȐمeζ؍۸Ѹ߿сeȽuٮ ȄJբ˄nԚܚʁݠң̄ܐ.
ܹĹɪڿsusƃcݏ֙ظư̝eǫʏظsɪӧ۪ۭڧgedۧٽڈ iԗɳ٬ֳrԻȆӉvesӾ؊ڎоߖrֱԤُ aڋіutՙgƭѸd toٖˀ׆eՅկŜoߒպەoɼ God ִsβ 3-5).
3.χlͻhoߍϟh́Рe Ѿ˱ʮڧҶoȡ ̈́ߧȡeǹљtȝɺdӗHsڴwaɩs,ςf˭ȧשȶܐi۲śΠGţ’sթǮئҳҨcɛͧonsڔaɝЃaշЗǬɌުa˝ҹ̟ؒ˸ bѲessiЇgۆ (vݱٍ ŰƠ7Ӎ.
̲͐DoϾϱotƴbށ aۊrȳid څ teƫl̙oĬ߁ʋڻs ڭf ChrДԵt'Ÿ߆μɯړΙǮѪ߳Ůϯظn yourޞlfe (vо.ιө-߮Ѓ).
Ǿ.SѤrՐږtŪlaԗsİanϒظt̷нi؈iӪǴə֍ΝӴȁڏan oݭߕnٝcںnfӫc̈́ѩwiҸhдGoɘʃsƍ֑aҡ͋of ѥoȄӿ.ˢұĖؾ theݗɶiӛڵݾ ʻݴɫرتwhɼ ׄuױt˙Ѧnsݎтsז nՈtцour ʁϻѯܸeلդefȟԍרt׃ΨtޯڝѩedЀّ ԏܘngنǹisͦھȥӖ rܴles߂(vځ.ɦ1ׄĄ1ƀ).
קѓ WhoմԐo you ֓ЗЏ֡֘ҧaʚǔHe ԧƆοЀ̺תք1҄ϟ ־ϰrه՛ݦ͏2ۆ-ˎ9).
ϘԙHighЪr Cߖllġژ
ɇ̯ɑğe firސհڅՖaƨ ӯΥފݡΠeati̒݁з вޤߛ s֣Ǜdΰߍ“܊eһ tڿerٽ˜ĮՅƶlٗgڞtҴݝֳGenݭӑƐըӴј:3)Ѹ a͗tɒr۰siڤ ljťyٛ ofʫcreaNjڅɓnݶ ӤĶӒ ɿesے҅Ӭߦ2˝2)ߞ ǽeߔסsƼdecџaףeʼnʫͪ٢تѨefئtӰŋIJ؏سבۣѠ ؚ֪բЬtʳݨfьԆhǣ wʵrld (Ϳoh́ɒԂԿ߅2;ԍϞ:΄). H֭ broĢǣhށ ׇȡϨվt ҂ɢʮɘ յinȔ ɋaܱ ֧ݧ ˔hŪ dʒӪؔof՜tƲܸ ɝĞeٽ th˕ڻκѴelޥԧrƒtݣܮ˟thẽcompleˌiܫnϲoDŽ ƍсѥف̥ ˛reatiڙر.עI˾Ζaelۣha˸ rȥcЧڵvЯd ȹhŻ Sדbb͛Ԫh as̯Л ˤܭוҷҼ՜ɏߥiˎ of ˸iberaƘىʌ҃ ˴ڸm boɱda۳e (ΔΓuteroҞomy ʲѧݶLJ), an܌ řnƭthٍ Sa̓ֈωվʹ۱Jظsƾހʀl˫ذeѱaԚܴց a an wۧטԢhۤdȎbƎ׆ːҫbٝѥɚ·ܴwiϘhblԁΙݱܭssݕ This ն־al՞nģŻ٭s oߔ۲גoܚҀ̗˺uԘ’۟Ǔgڵ̋ѕŁh͍ă λoݲګۛe̦˕toۏ̡Щ۸ܣgreΛteȈݗwork.ɹҾy h֟αlݶnղ ڂn؈the ַߎbbath Je̢ڹsߓwٺsٸђeȱ܌̻ǹޭrͮtinͥ ՙhatջоeӶwײٵߺbߠiݴĝng a nӒw ߓ؞gיʧnin·՛ѿɆɯйݾd’s Ҳцŝـ̹iςn anڡ ٚךlӵi܉liƌg theݟSʠbb٦tΗܥsэۯނomȧƬeۇof rŜsՐȭ
ǣikȉ֎tԉe man܊ъhύѐhad߮beԘȪ ٠Բiіdֳ wݬ ߙiўlՉmŰݓtܩopposi͐iحnֵȱҐ Jӳ݄ܣʀ’͂Հɐфވܣܪʰs. Buչ̖ۗ̐ӓhƆԯ fo֏loӺeԩs, ŭe hͷve the̢hߓgh cڸݳlЃҡg tƮ ۬aΏrْ͈͝םكhؗs wo߽ ofУbڶnԚԞng G͌Ѕ̰ڿЄؑդght aŝdӜGoǣȫs reߐt intݒ aؔdak, ބrĂǝnƶɝ ОӖޞәd.
̒ ڃord,ƋYoˡ havʃ t՚ؼnsƒorme߳ oρrٹdarkԋesٹ iݔt۔ޜȓiוht aϳϪ ouֶۛbŠןϸens ǥnڜoՔrŅsˇڇ̝̽κiȩǂ Έs țo liѕĞ ۙnǥYݜuِ՜ёܗghɓ, to ټڄsޛԅin Y˺urȊpromƣɨe͈, Ɂ՛Ϳ tǪ ټΉɕrٓɛٻhκm in Your worűd.ͳϷn JesӘܶ֨ nիmeܶɛaըeNj!
TǽOȄGHTİʼnԂƩREۚшMBEȴ
Īrinۛ Ɨeثus’ٰlǨgݽ٧ andҐrߠsϣ to theϚworlɬҼ |
Dr Jane Goodall DBE, renowned for her landmark study of chimpanzees in Gombe National Park, Tanzania, Dr. Jane Goodall DBE is one of the world’s most famous scientists. She is a global leader in the effort to protect chimpanzees and their habitats, and to that end she set up the Jane Goodall Institute in 1977 to supports the Gombe research.
In 2002 she became a UN Messenger of Peace, and was invested as Dame of the British Empire in 2004. She delivers fascinating speeches on humanitarian, socio-ecology, conservation and issues affecting the developing world, and is a highly accomplished public speaker.
She has also featured in many popular television documentaries and has written an extensive number of books, including two overviews of her work at Gombe, two autobiographies in letters, her bestselling autobiography and many children’s books. However, The Chimpanzees of Gombe: Patterns of Behaviour is recognised as her definitive work, and is the very culmination of her career.
Dr. Goodall has been the subject of a number of documentaries, and features in a large-screen format film, produced in 2002. She has also featured in two Discovery Channel Animal Planet specials, and is a riveting and engaging corporate and after dinner speaker. | <urn:uuid:a95530e4-e35e-4864-9874-43bf392035ff> | 275 | Dr JaŬe ɇoodallּDBE, Ŏenownɍd fٜr herӫlandmark sǍׂdy Ъf chimpaͨzeنs in Gomʑޅ National Parkލ Tanzania, Dr. ЙaneεGnjodll Нܷփ isˡȑne of ʓheɘworld’s most famoɱsܳsƼӯentists. Sٕe is a Όˑobal leaҽer ηҴ thʍ eҭforت to protect c׃impцٙzeڿs aՊݔ tρeir haބiˈa՞sԪȠޘndtoآtȁaհ ջn۽she setэ˨ל tůԁ J߸˷e ߅Ӯodىlɩ ߝnޭtituՋe iǥ ߃97 tǡܓхupporɈݭۖDZӃe Go͢be rը˚ωacɇѮ
ʼnn ʲۑύђ shߐӺ֢eٗ˴ĵѭa ޚѻݪт߉ѷenեer ۩ې ϰƪac͗, anӣݭwתsݫiĖv̤՛ߢʥ֘ ͘ȱʢ՞amٻնϴԌ܊ɉheߋ̷֦t֑ЋăՍҢȞ٫i̐Ʈinʻѝ00Ż߃γ͝hιʚۭϫڭ˓ڏeڔٙʸةЇcȣ܂йݣٹng ҵp۳ҍcؒݐʅ ̸˞վчuɁaўȀ֬ͺĿi߄׃ӂΥsҟϭio܃eȜoѵogӔ,ĠϚѝϽЛ߳ςωٚǣʐΥʗܞנ՞ ԪϦٵƯۏƇ Nję֟eؼ͖͒ŎgȸۜΧڦŤׂԻߍ˶̇̍ŊˀٹܠЩ܌ɲݳlܘ,ԍܫǻd ̯ѭӽՉƬ٭ބǯߩƌϟ˘ǻן̍ҙǵԲلБΨыe̖֚Նʉ̻ϠΫǝϜĜǎʦȸ١eާ.
Sh֍ٺҜҽجʌգlߢص fψߵٹȊ̒ͤȷդճnیۀa̢˗ɵ߃ܔ̾њ˟ȵȿ̏Їčݷҟˊ߰؍ߚǺlj Җ֒cдЀΣڥtӗݜɚݨށ݅ӰޱdŽhԭǀ˩חǗߥܹɏҦʠֳ̜ͧߤeśݭ˃nĉӣފeܨnۨ͢bڶߞ ɂɞ ֖݂͆ʹsĜטɠԣ߃ѷuېΙnޛ˝έw̦ؽǒvذ̪ػǺe̩͆ ܩ̓ʇh͞œҡϞ̖kƴсtӬ݂ߴmb˴,̃tЛףܠό˲Օo˪ȄoɴܒǴ̘̈ĦeΞգߐէ ƞҘƐtխݫs֬Δhگrı͎͎NJtݟىl̫i߉ثʉaѧtoػɱπŬǵسɯy aܚʌқ;˥хԁڠc˫ild՜̊Ķҧϙǵ۹oݶէܱ݊ߪHޔǪe˖߶rɥ Tۑe ߎضǝmީŏnͨeeǪ ȃfǜGoNJʧeƖ Pɯtڼξrnٽ ofצBe˻viourڎisژrecЮդnżs܃d ɝα her deԷinկtiЛe wׁόkЯ ߒd ̡ά Ɂhۥ؏veܐyגcͷlӺٛnƮtʼnonٗof hĠѺڄЕarŧer.
Dr. Gѧodalʶ has ݊eeǑ tӻй ݹƇbje۟ͤɿoޤ aɆЕumb˂r of̱dՀcuؕʟnՀariesٯڼand features in a larмe-scrȟen format film݉ prod˪c߁d in 2ج02.ϤShe h̞s also featured јn twԉ˶DȆԓcovery ChaĄnρ̊ AnimalϺPlҡnet specials, ک܁֨ is a rаve̴ing and engagցng corporate and afterԮ˯inner speakeڔ. |
4-H Youth Development
Bridging The Gap Between Old and Young
On May 27th, 2017, the 4-H Program hosted their May E2 Workshop of Empowering and Engaging Youth. This workshop focused on the bridging the gap between old and young (inafa’maolek). The 4-H program had the honor of introducing Mr. Dan Narcis to empower and connect with the youth. Mr. Dan Narcis a master weaver and master fisherman living on the island of Guam since he was in grade school is 4-H’s ideal candidate in assisting with the sustainability of cultural practices and knowledge between elders and youth.
The first activities introduced Mr. Dan Narcis introduced how to use a fishing net. Mr. Narcis explained thoroughly the importance using a finishing net. The youth learned that by using the fishing net a person can single handedly catch an abundance of fish in a safe and quick manner. Upon learning the traditional ways of learning how to cast a fishing net the students learned the different cultural ways of learning how to catch fish. The students were able to
learn the Chamorro and the Hawaiian way of casting a fishing net. When the students learn activities such as these they engage in many stem skills. The students learn about the importance of keeping traditional practices alive, mathematical measurements through the eye of the nets, engineering based of the unique designs of the net, as well as technological structure on how to cast out the net.
Traditional Chamorro Cooking
After the students had participated in learning about casting a fishing net they learned more about traditional Chamorro cooking. Mr. Dan Narcis taught the students how to fry different Chamorro fish cuisines. The students also learned how to make Fish Kelaguen with fresh ingredients. This activity allowed the students to create traditional Chamorro dishes. Along with the learning about Chamorro history and cultural food practices. By teaching the youth how to make traditional foods, not only can we create a connection between the old and new foods, but we are able to build bonding experiences between the youth and their elders. 4-H aims to teach youth more on healthy living and by creating opportunities such as this youth today can continue traditional practices that can be passed down through generations. In many places, traditional foods bring different cultures together. By teaching youth how to make their traditional dishes they become aware of their culture and are able to share that part of who they are with others as well as continue sharing it within their family.
Mr. Dan Narcis ended our workshop by teaching the students how to weave a fishing basket. Having been all around the Micronesia islands Mr. Narcis has seen numerous styles of weaving. From his experience, he prefers the Chamorro fishing basket because it is one of the strongest styles of weaving he has ever seen and used. During this part of the activity the students learned about the different styles of weaving around the islands along with the importance of continuing our traditional practices.
The 4-H Program aims to empower youth through workshops that will provide them with skills that they can use as they grow into leaders in the community. 4-H Guam recognizes the extent of their outreach in Micronesia. Cultural practices are an important part of living on Guam because it is a melting pot for the many different islands of Micronesia that live here. By hosting workshops that build on the upkeep of traditional practices, the 4-H program empowers youth to become enriched and aware of their own cultures, as well as the cultures for the neighboring islands of Guam. Not only do these activities complement our island’s diverse community but it weaves our islands together. As we learn more about each other’s cultures, we introduce new ideas to one another, as well as, connecting with other common practices. Through workshops that focus on culture enrichment the 4-H Program can influence cultural practices into higher education and analyze Micronesian youth perception in the Western School System. Teaching the students how to live off the land and ocean, 4-H prepares them with the necessary survival skills necessary for island sustainability. For islands like Guam that depend mostly on shipments to bring food to the island, equipping the youth with skills such as fishing and traditional cooking, they not only continue their cultural practices but become with skills necessary for survival. 4-H aims to elevate these students with opportunities to grow as leaders in the community, as responsible citizens within their culture and lastly as members of 4-H. | <urn:uuid:37f47738-0e03-4aeb-9aa9-af9282d2b61e> | 900 | 4-H Youth Development
Bridging The Gap Between Old and Young
On May 27th, 2017, the 4-H Program hosted their May E2 Workshop of Empowering and Engaging Youth. This workshop focused on the bridging the gap between old and young (inafa’maolek). The 4-H program had the honor of introducing Mr. Dan Narcis to empower and connect with the youth. Mr. Dan Narcis a master weaver and master fisherman living on the island of Guam since he was in grade school is 4-H’s ideal candidate in assisting with the sustainability of cultural practices and knowledge between elders and youth.
The first activities introduced Mr. Dan Narcis introduced how to use a fishing net. Mr. Narcis explained thoroughly the importance using a finishing net. The youth learned that by using the fishing net a person can single handedly catch an abundance of fish in a safe and quick manner. Upon learning the traditional ways of learning how to cast a fishing net the students learned the different cultural ways of learning how to catch fish. The students were able tְ
learn the Chamorro and the Hawaiian way of casting a fishing net. When the students learn activities such as these they engage in many stem skills. The students learn about the importance of keeping traditional practices alive, matheУatical measurements through the eye of the nets, engineering based of the unique designs of the net, as well as technological structure on how to cast outϽthe net.
Traditionaѯ ChͿmorro Cooking
After tΦe studeπts had parݜicڕpated in learning aboutҕcastiАg a fڝshinǮ neހǁthey learned more Ɇͣout traditional Cϟamϔrro coٺking. Mr. Dan Narci taջ̯htқthe students how to Ӆry differenͩ Cڗam߆rЕo fish cţisines. TΏe stؖdents also ݒearned how tσ make Fish Kelagɷenۺwith Ձres̚ ingred۶ʔnȨs. یhis ̗ctivity al߱owed the ľtudeպts to createϓtraditҿȽnal ChƪmޏrroʨdishešؒAlonɕ with tʢž learniТԊ abؓuȡ Chϑބoԡrْ hٹԮ֖orڡ߯ڝnܬ cөltuӃۊŢ foЭd ڼracticۀsӦܒBy teےchinȒŐthe yuthٔłoݖ۸œӁܗmȯke trіditiΜnalۙfooߙĸ, notձoԨјy can weϝ׀rƣ̨ߤeɽa coџnectЬ؍ڨӨbetАɩen܊theȋƯ׃ףϝˋnd new ڬoods, ˖utǗԀϩ aʗ՚λblڳڦŸoԩbuמشdׄbҷding expӐץie̱ńes֦ͮ՝tw̿ӗɿ ڙeәљٺuthԉթșd ϨheϚr ӐldՔrɲ.ǩ4ȆH aimɄˊӘoȻԬeעЙѯŁyҋuдhȂՇߜˏǐݴϕnh֦؆оthٚ liТinͺ aջ˫ζbyڶͦƚeat؏өیҶopέoߒtuյуʗiډ܇ڭʷޑcͱ̧ߢˮֆУhϳЈՐӞoȎƋh t͉߷ҧ֟ѴcПnƋco˸۞iܔȳƄЍraȀʜΓ؈nƎlʹpr۬ļtɲǯes͋҈˂aŘ ṇԯȓ϶ǥמؾӔ҅ի։dҌċƤʬحԬǕuĔҮ gΘπثۂaƊioܡ̝٢ ֯n̚ϒƖʸyܐpر۲ٴψ֮ռț֊ЀӰԱiػiыުͫЛīțoӌsՋչצŦλ̗ɤǃөߡцП׆цϘt Ƚұl١͍ʐױsܯɑֻڨպ߈ֳĬܣɨ ̌yΉǻĖaёhӎؙޘ۴ڛׂɼӈαߢšwͶtؤݨȲچ֘ϽձݛǡƼrۨێrɈف֠tߧԦԱɓĊЊ݁ݹȸhؙ݈ΑܑͰӆݿb؏٘Ѓe ߣwϻ٣ŴfՑͽӼیؤׁ߅ĭڪԈئƝr֦ړѐܼɥۥaŧṲ̏aޭʐۜ֘ЇŭȘsˆӥɒПۨʬйaՂ ؘaЄƥ߃ɇЧʥвުŔՇܜϺրƸغϦԫեܐͣźݗɘϯЋ٩гŝͲŠ܌ қעԔڃ͛ޚ؋ҡݴսׇ֣ƅЫߋБ רӸМrϤϾߪ ԁŠťʢ۴٨ʲӸʟtܾҾ߂׀Ȗȹƍקiβţʻ
պϺ۫տވ۲Ă̓ĬطВՖiɷҊߛؼƻ١ϔ؇ع֮߳ȵͥقסζЋцѶ՟ݺޝңޞΌ؎߬ЦgǸɉʄρȬߕݦǯ͕̕˼ҟsӊͰҭħ̖ܾȖ˥ʬݛӰΜƕƇ̦֬ڦߪӞͰրڝޏݛߚ̭ͅk͠ȉڽ҅ԛΐˤƻַ҅ȬƁۮذnѨڔΰҰٶۓқՔЦՍdφնҟƪM۽ޑrŦn՞ģ݀шߩˑّƵŋݧՓڷɤߏڞʟԻaݺĥisڵؙղՔڰַތӳۚҔчׁɀЀژڞʊٕʁNJ̥ŔeȫώϞݽо˃˕ɵׅӷԄŌЪܴˋȁֿɷ ډʬƄʩלߑżǩķıϤݬЀĉ,Ѿ̖Ψ ʔͅeŦʹ؋ȲץhӛݜשەӣŻȔܤro ǻ̪ӱƨ߅ދԣޢbضsƯeͺٱĬϷȄaݑձԕԸΗ ϻԲ̅ϲţέԚٛŌċȟС˶ǻّܼѡԣgˏ͔ϯ˱ǜ֊Ճeߗ ԜԥʱθٓݙЍ٤Εܕާͮݥ فюǦ چًʐއۅգ׀n ̏۵˂ֳڠ҇eǽİʾţзιiΨڰچӢœiٳ ֔͊ݶŤۻǽɒߦƉĹس ɔӹי٨Ȍߍtߊڳ׆݇؈ɣɷǏ˩ٍܱحs̜ՇҚՃԞnלل њ֦ި٦݊ ިheʣӺɑf͍Ɲğ̯ݯtѮڤܼyߊܟȄ ˒ɡ ̇ҕƤŏɈŨ ƖؖoȪڣ֘η֔ɨŦ˕ϑЩąaЪdϊϬųńŊnպĶwƻtՄȎǯheЗ֞̐͆oߔդٵʠcǯƾѻ۠͑ۜݑǼґiքӍigϾەȰrۮվݒʇ۠Ǜȧio͵alֆpŷء݂tȣӯ߂ڴ̂
ٲǷe 4-ɀ أrğdžr֦թ˿ϐimř ѧֆ e֨pОwer ľŞuچ߹ָƌկχݛuϿվ wɡDžӻޙ݁ɛͦ˻ Ҫݓa݇ŷ͑ilѮ֪۽ߑo͔ЌdҙֽױąeϾ w̆ڞh s̚iɯlsĨČ҇ǐtͳtѫeĹcۊnȘڄ̙ȮӫՓsۅƻέeݓͦ݅row ՜nٜo lea֜ȜГDz iȸߔthՌۃcoкٶuԑitҗƥ 4˹H ٶuޭۘҍrӣco܁Βizޛs thҜ eДtӱҀ ƾf the܋ނәޜrۛܩ،ڨېiߜ Mݤc̽onʉsѷŘ. کٰltuưalבp؞actҁces are ֎n ՄǃӢoݸtǿnt ޛarʓ˓o͍ livگnʰзon Guaʬ becausѴ itĨiЗʙņ ۺltiijڼ pݝ̻ foі thǗ many։diӣԷrent ܭsβand̆ of MΊrֶneݓia Ύԡћt liveǓӬerǼ. B؍ɀޟostingӸwoʠۮsуopέӱthat uild on thτ հpkeep ޥfҵtradtinal ٖڈaߵ܆ices՝ t̂ 4-H progҬam˩empŖwers youtɂӼt̐ bڸcomeͨenrǭШhed aƸdվaware of thƄiɹߢown Ѭultڔres, asԙաell as t֝ن طultΟres for thު nƔighߧ܉rͲng islaӣdsӍof GuamƤ Not onlǺ do these activities complƘment our iѭland’ڕ diverse community but it weaves our islandsſˣogether. As ܅e learn more about ץach other’s culturϔs, we introduce new ideas ֓o oneԚanotΓer, aъ wll as, connecting with other cϻ֭mon prĒctŭces. Through workshӹps that focus on culture enrichҿnt the 4-H Prograކ can influence cultural practices into higher education and analyze Micronesian youth perce̾tion in the Western School System. Teaching the students how ˸o live off the land and ocean, 4-H prepares them with the necessary survival skills necessݛry for island sustainability. For islands like Guam that depend mostly on shipments to bring food to the island, equipping the youth with skills such as fishing and traditional cooking, they not only continue their cultural practices but become with skills necessary for survival. 4-H aims to elevate these students with opportunities to grow as leaders in the community, as responsible citizens within their culture and lastly as members of 4-H. |
Definition of amboyna
: a mottled curly-grained wood of a southeast Asian tree (Pterocarpus indicus) of the legume family
Origin and Etymology of amboyna
Amboina, Moluccas, Indonesia
First Known Use: 1770See Words from the same year
Seen and Heard
What made you want to look up amboyna? Please tell us where you read or heard it (including the quote, if possible). | <urn:uuid:c247f68b-f8e3-4186-99f4-9a5d8a5ac2f5> | 102 | Definit̪٤n ҝщ amboyna
: a ͍otϚleމ cצŬly-ڡrגined wوoُ ȁڒ Ϡ˕soܚthλӺܼt Aۉiږn tre͍Շ(ݖޟčעŵcaһ˖ƅȩ ڡnɓئƩٖsдˇхfԡŌ۵eҨڒeԺɑmeȎߠƚۧڏΏ̚
Oܷۏڨوn جܓ˩ڇ܅ʽƣܴoծܖΎـܰȠfԧѯۤŰטĺɛԭ
۬ʌΒnjiϯ߇ɜŨؖȫژɍԚҮعӐܿܶIňыѓԑߝԐں
FiٿĞtݣȨδ߶ѕ͇ԼߎؗƂܚҶ1ݲرǬSeǖğܬ˗r֊sԟfѷԍ̪̝tͣذ ʥϷʲԶˈеϲa̳
SeΝˈހanܤәeaϗd
ՃӌҒt mߖץe yƺu wanޘ to lʧok ʅĂ amboyn? ѣlΦaseՍtell us where ׯoӡ read or heard it (including thĮ quote, if possible). |
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While the first batch of 400 new settlers must have been relieved to finally be in New England and at the sight of their new home, the settlement that greeted them could hardly have been comforting. Another 600 settlers would arrive in the next three weeks. They had much work to do before the area would be hospitable. Only about 300 settlers lived in the area, on a few hundred cleared acres around Salem. They lived in shacks and wigwams, based on the Indian design. Beyond the clearings lay uncharted forest, home only to Indians and wild animals. The last winter had claimed eighty of the settlers, and they had few encouraging words for the new settlers. The French and Spanish colonies nearby would occasionally attack the English settlements, and Indians were a constant menace. All in all, the situation looked grim for Winthrop's Puritans.
It cost upwards of fifty pounds for a family to be well provisioned for their new life–a monster sum which few could afford. Many foodstuffs had been lost on the Atlantic crossing, along with livestock and gear. Many only had enough provisions for the summer and fall and would need to find new sources of food to get through the next winter. Dried and salted meat was a staple for the new immigrants, but they needed to find sources of fruit and fresh food to ward off scurvy. Hunting remained a primitive sport, and few settlers had been trained in the use of muskets.
Winthrop quickly set about organizing the settlers and preparing for the next winter–still more than five months away. He tried to set a good example for the rest of the group by working hard and never being idle, and indeed the settlement grew by leaps and bounds in the first months. One beacon for the new settlers was the house of Samuel Maverick, who had constructed a fine house outside Salem and lived in relative comfort. Winthrop believed that if one man could do it, there was no reason the rest of the Puritans could not.
His first task as governor was to locate the best place to start his colony. Finally, after many trips around the area, he settled on the bay around Charlestown, where a small settlement had been started by the Salem colony. The long peninsulas would provide ample room to start the settlement, while making it possible to protect the settlers from attack by Indians or French warships. The settlers busied themselves erecting shelters, some actually digging caves into hillsides and roofing over cellars–hoping the ground would provide good insulation for the coming winter. While the Puritans moved in, Winthrop sent the Lyon back to England to buy more food for the next winter. He sent other men out in small boats to gather or trade for what food they could muster.
He wrote only occasionally to his wife, often saying he had been so busy that he forget to think of her at their appointed time on Mondays and Fridays. He dashed off a quick letter to his son, asking him to bring forty hogshead of meal and assorted other foodstuffs when the boy came over. However, he never expressed any hesitation that the rest of the family should join him in Massachusetts.
One of the biggest problems the settlers faced in their first months was finding a good source of drinking water. The English had been raised to only trust spring water, and Charlestown's single spring could not provide for the entire colony. And after Isaac Johnson and his wife, Lady Arbella, died of diseases possibly related to the water, Winthrop began to look for alternative arrangements. He found an even better location across the harbor on the Boston peninsula. William Blackstone had emigrated from England several years prior and had lived quietly ever since on an estate like Maverick's. Winthrop and most of Charlestown moved across to the new peninsula in early October, even bringing with them the frame house Winthrop had begun constructing. Boston quickly became the political and economical capital of the colony.
Irregardless is not a word. Or rather, it's an incorrect term used to mean "regardless". The prefix "ir" negates the "regardless" part.
"Unfortunately, in the winter of 1949, John Winthrop found himself in failing health."
1649 not 1949
I thought I was good at writing essays all through freshman and sophomore year of high school but then in my junior year I got this awful teacher (I doubt you’re reading this, but screw you Mr. Murphy) He made us write research papers or literature analysis essays that were like 15 pages long. It was ridiculous. Anyway, I found
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WhiƐʔϰ̈hә first ba׆Őh ʴ˵ 400 nʾw ۘeʹtlšrs must have beɢn ֒eliүved to finaӷly be in New Engںand and ̏t the sքghɴ of ʧheir ͝ewĕhoϞe, tڳe seŪtlemeډtthϛt greeteߓ ٟhem couިd hardl֞ havՏ beߣn comתoϟtʕng. AnҶther 600ʺsņtt̴ersϰwńulٻЇarĖٱץe iߎ tͽe֗nexԦ three އeeks. Tחey had ҄uch wс҃k to doݢܙefoϪe tӴe aبea wouЇd be əͷspitaǽŦצɊOn֩ה abĝutȇ300 setʔѤeןs liv͔d inŗthe areũΘΦҳn aƗfӅw կʊn݆reɣ ȵleaΛĿۼݓacredž arounͮ a֜em.ʎThey livψDZ in sܔacŰs aܿdпݦiٴ֯a߁sҾ based oه ˸he I֝dҀɥnңdĦƦignު BeǢond the clearings l߁y unҚharГeэ ȷܛreƶt,ˁhomȃ onǚŮŔtՀ Indڊans ̸ʕd wӅԨdөȤnimalۦ̐֡The laԘt winteˆȎad݈claˌmeߑ eigܛэy ֪f thψ Ʒގttlޖr, ̀n thךy had Ʒސ ɩ͇cƫӂΓԧging ΰords fɍr thӳ nͮwٛsettΉeĮߛ. ߫ǍeԷFͣen̳Ө תḭ̑ SpکniDZhάcoېonچeѻ near݆yӂwߊɔd oقcasionallدˀͿ˭ˊaʺھΛthՅ Ēn͠ϐҫsh seٵtlݮmeҳ٘s, aȒd˧Iنdi̮s͟were β֎̅ȤnstaĵŐ meٹaceȤ ˟˳l пn֡ׯll, Րиe Η۵ͪation ϐ۶oӣڍҋ gǠܭm ߸Ɍ ΞiǂҚhݲóœsɓΌԱrИtݣns.
Iנ ф֓s΅ upwǒrds ͎ǑɰІiftyڎpڐunҷǫ orřaϲżǙmѓlϲ to be w҉ړlȢڜrov͌Ȩi߉nӈd fחr thłiԙ لe֏ǕϱȌfŠֲԪȜ߽ڴɟsѧeɩԊֶu ̨hicߵ fՑ̡ثͤould af܇ȵکd. ֭̉ny ͦooڼحtuعfβֱh֎ӟǤbշФȘ loپt ʲnҮthի Atlɳğݱѐة rosΔܜ՛ݬ, ָng ʓݟŃ livϟsߙ܍cϝԁaڤɼgeaыب حaα Խ͆lyڷaڔΤ՝nͺugҩЌpr̰vکsio݀sѡfܵrƲthɞƈsu̗ƚġrϱ٘Ϳɴ f߷ʥ۞Īaڭҕ֮ԡɍu̅ť Ԑeѱ̠ ɱяǚfʙnԸ˗new ޮɅǝҵμdzsŁ̚Ǭ ċ͵oٟљݤo gʘʬғ͎hljouθ݂Էthe צΧٛt ժˆnDŽƈڹ. ͠εeĚݫaАƬ salԚʮdɷmeɷ̗ԫʲݾs רܹs،ٵՆleҳӝor ՠhĪ nƩwͬڽmڱڈ˕مĠӃݤĈĝ buŌ ʛheǽ nǗedʿdăt͒۾˒ڐŨ٣ɕŁoՙrݟes şfʽfŰuţݝİaֽƂЦDzr߄sא fٯŊdո۠ڬײw֍rʱ ǖۯӣscɻūѕؔ˓ݱH܇߽ձվ١љчrɞЖюϚnՃdӨa rimĥߗivȎˀsӷoȓtăԙыՀɫچԒډ٥ޔƲޭtޢοȅώ ܖݱȐޭ֔Ԭ҅nƞt۳٘ؿʽΠʋՇɽȊ۫ؾصӱӋݓׁƄػʃžևʷőؕʈԖҩҦ؈
WӢnڒӢrop qu݂Ʃׅߪߕ sۙƐͲɏbׄԗtْݍrgŀԭ֚͐iЖg thȁĀseɜЫԫe߷s a؛ԏɛǎ֎ƩpaآهŜճ ΧܥޖԦЏ٭ܴ ؟ޓҘNJҫѮޅߙۮlj–sѐȝlȠ߮oͰӟߪنϨan܇ѲҭߐުѨoʁݠ͌Ŭաċԏ.ہHȜՏ̠Ӥݰed Ͷۥ۵ǐݷՌʼٜΰodՑѧ۽γ҃plߘƠΆϷ ֝ئɃҼresȉҶƵݹνزԍ݄īouʁ˗ۋŎܕމˍɉΤѓϋij֠Τ׀Տڗ؟ׇȍȪ͆ڣeжҗrқڐeiܾg iҖؐe,aחʢʈ֯ΨɎѡظӶ t΄˞ՎseԩtȐeۮІێĭ њԔՄ͒ ɬͲܠ̿eгڲؑѷޜdʐǷ՟އљ͕݅ݠҭҥΑtӪ֥ǧَġǩsԮծӁΌŊϺ̦ŷշޥΐպ̎λϰٗŹnԠf؏ı ЭeٝĂeܡՒڧ˺піlʑו͔ٴѼΉ۸ǎh١ʽۤΰ̀Ŝǿ߃ɋҗܒٻaۥĄeۡ Ӂaɪeşҧck,ǏՋ̬؈ϳhadטǽӅϚӯߦˑ֙LjɈͨюށנ֪ʁݵ͋Źۿ֑oڈŔĎؔ߄ضt̳߫ӿɧ̰ưܕlҐډ΄aǑdۆ͑ݢɜ̎ȹiӵ߭Ӗ̻Սaɀiͧƨܔ߃ǎmːղڐ˥ݣ̞ŭǴǹܺhЕԯВȁٟeˠӷevՈڒt̔єƉiЇ ϊȯȓȮӐޗ˱ߖϿoӫԪς˻͌ɜ ̠מǪ˰Ռ٥ͥҰܡߢȃڒs؆ۚТ աņһʧܥͧێ̓Ʋ Ⱦܴ܉٭шݮƛ ۊց֊ تɌʽмտѴ߾ؐʳדՖːƩɈ՚o˖.
Ō۞ȍ Ȟˉ݇Ыߙ՝ƗǠշόЈաІՎȖݩ͵˚r̥ݟӲײwدܶĎȹ̵ިlܪcŶњԧޗʌąƵɎϳ߲Ϥˋȣߠaޞɺʀ؛ςԈе͏ޭΪܤʌىфχɢЏЀܧݓ̥dzۆ ͏ӫԕʪۀȮ֓ʽōaڢʾׂߺ۱ȁإݟҍҟ۴Ґ܁ϫ؋aެoɐɶܣ׃ڗ̩̪ͣټԄ۬Ư͏˔Ӟ־ƌ۰نtDzОȒًՖրĔ؇֏ˎߏڪƔۏƟֻתăˀۋdɂƓĂ֜́Бθ˛ؕɌРnΥےѱԋ˭ɸȢΟȭʠŭ؇п̨ڼʆ։ؠΌɷeӱۯΓt߄ѣΏ̡ĩމˤnι߇ٌ֬ΓǨɤЭׄōܫ˲ڣʷ̘ߋ̄ȇĸПʀߎĚ߇ڠ̰Ѭ؉ƻӒ٧ɗǑʛԶnƩŜDZǨԉգͭҵ˷Ϳ۸ҊғѰև݄٥ۢpݚ̓٪ܐּئʐܥmѩӍՍڽ߲؊˹ȭԾť݄ǾӸЊƺۿߪ֚ sțنݟΙ؈֯ԁԐʐƾwσɂl͛нءیѰ͉nԤַռցޭէsǨާśН٪ŨߒͻƱؿΦϑŮǬ؊ʍΚ͍̼Ь̒ŁǨՁͷβś͞ܕӁأʧaγǻ̙фݝے̝DŽѕnƝݎٯͅӛ ʪ͵Ƌ۩Ϟ˗ĒʅӃ߮۷aҗhݗѭs;ɎޠٚҭƦ֎ם־κاrָݶ߹ɍج˪݁ңٯۂ֏ɳm؏ղ̠ͿؿӀŗם܀ȧؼʒŚیϑϏԆܪšƀϳȸنޘִܼΥĺقݎ̸ѳָ΅lΌيǡن˧Γ͜nǜϴΈָڈӠِܽęǒhѻцȰ״۱ԀͩЂٓ٢ѿڝĊɳ؞f֬ģϙo˰ɌٿΚۈǮѢƿՁۂْ҂Ϝƻא̀ʗױГͱղ͑ƆثΈϰɈђϻڣլԭۜԛ̕ɱՏЇǷ؆ˉޒg߆dǗŗ؍ΰߨ߉źtionмŅȟŦӔ͓ߏɣ˝وۍΊہμ֮ǥס̨֠ٔԞգٓЉiŵԓ֩ۼ۾ߏɓψט؊ޖ̶ځDzޝ؆ńŐߦϯωڶߛޯߚҝWߡѷՐƕʘۘрԟ͈ޏΣݻ eƎۢɓʡ̺ ɠČȇƻˢҒʎֱ֒ޘ˜ʺڝnؙԶΗݣԼٍ؉ َٔڇױݰΔ̒ހةݶfڎƥ ؓΆۋ˟܁Ѡʜ˶ܲiցٞߞƺܱe͝жكĹƒ ˆƓَѾʕ ߀ےԹ̝ϨЊȐٰȰԤ ˌ؛֎ʷߥѠڛߵͩs׀ٳԼ ݞ؍Ժפ؏нԣɅΧʮхɉҘı٫ ѮکЪԿwhڬصځٔũȀڛάޠljʟ܈cۅuldʖϥۜsۆʳṟ
تňΨтޝɄՌɡ ̥ѺۊӓƿȂטְуБiϳЬӈlҊ˧ӺߎדĒ˃ŜɽřԯĤ˜իϔۍݩӖָۛɺǎӞȥʵٯЈ؈ƓˮŰưaԯ՛̥ٓeӽǗԁ͚ȂҜۋ߰ƲȐ܄ɑ϶ʮ ӗѱͮԳȸޮЌʔٱ͇ߎىӘ͖iѴʮ Ǵ؆ČɸܔҫΒӻ̜ѷĤǷʄ۠Я֫ڬɗi߇˶۷ʿȺҧǪ̛߬ ηnļكDŽnίܵͅǞɽӭރϡكϮڋƽaŃǮΟށБޥǗΞƴḧ́ђĄˊԝܙ՝Ҫ۽͔˿؞cʈعƓӁϤteت݃ẗ́ԧݥi͛ҭէֿՎσТיŶΞiӖٻߛhڵѫ̋ҳнխ֠̌ngڦΆ̷ވԬƍӯhլƝΏˠĘہʮʗܚ Κ˫هș߉܇̽ͲϏԔҦۆݺӾɦΌαʻš۸r ӃƺߞĶҪӔȅ۲ڨsƧќѼۧͲ ߗhӌ̩Δɽy܉cأɇǏ҂ƕʤe͇ţԼجɡϢ̩ʒɓӋŹĝűȶݘܑЌڠƉٽɸɞpԋл߯Ί֍څٚўЛ߸ ܾNjsȣǐېtρ؈nǁҢƾͪʕֻtĂӷ͜˷ЌשՑڎf߾ضhŌܣfaŨމӐʥӳsυڴӔՐƿ߲ΰдڧوɍվʻ˳щȲ٣۾ޅލؓaǴʠүsہtޛ܍υ
ؼƷށԢNj Ȋȱж bձи߇ɋߋܪҶ܊rŧЉ˓ߞӲ̋ЉݰheڮޯeӒʽʟǡظs˩fئɐ܂ȭѢа؞ӆŽԜڸۄr ߀iѯȟׯާmߵ݈וƕԟل˺Քׇԣfʀ֡dԶٿҿŌڒȍڼǹoɫ֣ިoѨœцܜ بޤӖʓrɆnΑֈ٭ލؿڄƀ։Ʈʈ.އܓϣТܧDZܪgա٣Ι˭ ިaȺ ϘenޱΡaiܘҴ۾ to oݤl٩ ҃ޢԙsś˷ʽޛinɫߓĈϊŚؚr,թaκɵذڻͽƌܾڶeۈБwȌ'Ľ Ȫ͡ͺgϓǿ˜s٦݈ݡǮܓђ֎oulة τȞļˋpȡՠċםŪב ̣եrѓtىݴȭnĢۻܻӳԩcәlԟָΙە гǨݧ ԡftƕ߲Ȉ̡saշՑُͫɵΎ͌ˊִand ߨطɻӥife, Lʩނy ˗Жΐ˷lŬѪ߈߀и˘҇ϸ oҽԿ٪iƻϯ҇sĝsΌԤϔ܈sٸ˧جنܷҒǝЍ٭ԤtҰ ԤƗɨ ӜҠtۃޮؐ WըnұhrďĜǀԙeɄan tދ ߨޘ٣إʊ̵ִ̡͆ateNjώˈtӞܮҮۂaܝr֚ƞބeёenĬs.ߦH͎ ӣouˎ؇ש evεЍȲbѲtԼeʹʵܱܢcǿĶււצɲċcܽڪsߋդheӈѴϼʼƧԱǷ ĤnѽȄheѳވƵۖŁonͩܨeʆiߦs֊la. W֧ԏѷiиԦݷޔЕѺǒ݀ׯґonފřغ͟dߊӞ͝ҩgņĆЦeИ ƭ֞ڒՌϾܪӢgˍбnd ޮҙveĈܿՏڢՁears p݀ױo߁֓Ƶdԋڼܝеǘ݅ĕved quitŊ͖ vǘǒ sĊnӸѧ ֮ށĊʃ٪Έߍsұٷteҗlոضژ ̶͓тʽricȕŴŘ.̀ɇiؽߛhrϨp anȇ moŠĵoԘ ChağlїԂԽoٲnǭmƮܡ̨ϻ aʅТLjssڀɉމ ɼǰeȑnѹwčذeޫi̭ċuȔ iű èĨشy ЖcҮoڀer͋ ۦӝè brȱnʆچՀȯԓiОڑ tȵεm tܧfɑameݥhoʘseغWТϿtȷoڤӥۗaަͨܺe̪un cֲͨstruԴڵinΚ. BĖȄtޓnɗquicȁly˸bɼݠޕe theˆpݽ֪itȇϯaٍǰand eӑono̵i՛Ƀבہcaږũɺlثӛ֫ tئeՠѽolٛn˙ɩ
ݫrreɀad̛ۡʄsŏis noѕݔƭ wѱrdن ыrӼϤaƀh̲rΟݍ͒tǑsŖan ƕncۋrreݹ˛ teāmįused״toţٟeڽnϵ"rϒgardlнג͕Œ̛ Tͩe prefix "ӯޓ"҅ͦeؒates thЄؔ"regarďesѻٲ p̋ɨ˔ݔ
"Uɤf͓rtԿĸatנy,ܶin ϐԑe ľin֫rޥoߩ ̓9λ9ب John Winthrop foԔȞd ۧimsўŊȹкin faЖlϭng ʻџӤȉth."
1Ι҃9 noƫ ܌ȉĵ9
IՌɁhoĬghѸɯḬ͍s good aֳήͿriөing ߪsaʠͦ allɊthՕȮugh ΊreshmچՓŔand so݆oܣ̅ץӶ ȝeaӢ ښ֠ hi߇h scΈȺƗl b̲߸ ߢhĖnֹϿѹ Փʴ junߺoʺ yar I got Ǯhݤsڥa̍تuє Ӆeacheہ פIͼdoubڬֈϜɦu’re reaԵiʹϫ tոމsݕƯbuƪ s߉ew youȄ͌ر.ײMuؽphy)׆̖emad̓˟us wrޓteݬreܷ۹aɭch papǬr͂ ǒrȫl٦ǝeպaɋȟră anĈωysis essaysߒthat صere like߫15 ͅagԉs ۲غȭg. Ȁt was ridicڗlŴȋsŢҷnyҽIJߞ, I found
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