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Symato Team 7

The southern state of Andhra Pradesh is a treasure house when it comes to ancient Buddhist sites. With an extremely significant and a deep-rooted influence of Buddhism, the state boasts of close to 150 Buddhist sites with new ones being discovered regularly. While one would normally associate Buddhism with Sanchi or Bodh Gaya, a Buddhist trail within Andhra Pradesh is indeed a revelation. Ghantasala located about 60 km from the bustling city of Vijayawada is one such prominent centre where Buddhism flourished centuries ago. A visit to this seemingly non-descript heritage village revealed several interesting sights. Here are some captures. An erstwhile centre of Indo- Roman trade, Ghantasala is located about 11 km east of the Krishna river. An excavation in the late 19th century revealed the remains of a stupa which had a whopping circumference of 112 feet and a height of 23 feet. The village also has a Buddhism museum that is maintained by the Archaeological Survey of India (ASI). Several artefacts including remains of pillars, relics, statues and other objects are on display. Apart from the museum and the stupa, a temple dedicated to Lord Subramanya is a place of interest in the village.

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Nagorno-Karabakh and Independence The conflict in Nagorno-Karabakh (often called simply Karabakh) served as a catalyst for nationalist movements following the precipitous decline of the Soviet Union in the late 1980s. In the early 1990s, the struggle defied all negotiating efforts of the West and Russia. Karabakh as a National Issue The protests of the Armenians of Nagorno-Karabakh against Azerbaijani rule began in the spirit of perestroika, but the movement evolved quickly into a political organization, the Karabakh Committee, a broad anticommunist coalition for democracy and national sovereignty. In the confusion following the earthquake that devastated northern Armenia in December 1988, Soviet authorities tried to stem the growing opposition to their rule by arresting the leaders of the committee. The attempt by the CPA to rule in Armenia without support from Armenian nationalists only worsened the political crisis. In March 1989, many voters boycotted the general elections for the Soviet Union's Congress of People's Deputies. Massive demonstrations were held to demand the release of the members of the committee, and, in the elections to the Armenian Supreme Soviet, the legislative body of the republic, in May, Armenians chose delegates identified with the Karabakh cause. At that time, the flag of independent Armenia was flown for the first time since 1920. The release of the Karabakh Committee followed the 1989 election; for the next six months, the nationalist movement and the Armenian communist leadership worked as uncomfortable allies on the Karabakh issue. Gorbachev's 1989 proposal for enhanced autonomy for NagornoKarabakh within Azerbaijan satisfied neither Armenians nor Azerbaijanis, and a long and inconclusive conflict erupted between the two peoples. In September 1989, Azerbaijan began an economic blockade of Armenia's vital fuel and supply lines through its territory, which until that time had carried about 90 percent of Armenia's imports from the other Soviet republics. In June 1989, numerous unofficial nationalist organizations joined together to form the Armenian Pannational Movement (APM), to which the Armenian government granted official recognition. |Country Studies main page | Armenia Country Studies main page|

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The N.I.E. acronym is for 'Newspaper In Education'. NIE is a cooperative effort between schools, newspapers, businesses and communities to promote the use of newspapers as an educational resource. WHAT does NIE do? The mission of the program is to instill daily reading habits into our children. Newspapers provide an economical, flexible tool to motivate students in building basic literacy skills, develop critical thinking abilities and foster an understanding of human events at all age and skill levels. NIE works as a cooperative effort between The Daily News and 100 classrooms in the central U.P. and Northern Wisconsin to use the newspaper as a tool in the classroom. Through the Newspaper Association of America Foundation, curriculum guides and special event supplements are published and distributed to newspapers hosting NIE programs. These programs and guides are then offered to teachers who can incorporate the material into their classroom agendas on the days they receive the newspapers. The end-users of NIE are the teachers who use it as they see fit. The ultimate beneficiary are the students who are exposed to a "living textbook" that is current, interesting and educational. WHY support NIE? The Daily News supplies NIE newspapers to particiapting schools at no charge. The cost of the newspapers is deferred by contributions made by sponsoring businesses and organizations. The partnership formed between area businesses and The Daily News is the Key to the success of the NIE program. It is also a key to the success of our communities and future citizens. Your sponsorship is an investment with a tremendous return. It is an investment in the future of our children. WHERE is NIE located? NIE is established in over 30 countries. There are more than 900 newspapers across the United States participating in Newspaper in Education. In the U.P. and Northern Wisconsin, The Daily News' NIE program supplies over 4,000 papers per-week to 180 teachers in 15 different school districts. That adds up to over 130,000 newspapers being utilized in the classroom each year. WHEN does NIE operate? The Daily News' NIE program doesn't just deliver newspapers during the school year. It is well on its way to being a year-round program. with the help of teachers, students are reaching out for the paper even when they don't have to. Benefits of NIE - NIE Encourages students to become involved in their community and their world. - NIE Cultivates tomorrow's newspaper readers, tomorrow's problem solvers, tomorrow's leaders. - NIE Also stretches today's tight school budgets by providing (at no charge to the schools) excellent, low-cost teaching material. In addition to providing newspapers and support material, the NIE program is involved with: - "Sign on to Literacy" on International Literacy Day, September 8th of each year. - "Design-An-Ad" advertising contest held each school year with local classrooms learning about advertising.

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The Model View View-Model pattern is intended for applications that have State, like a Silverlight application. There are 3 parts: The Model is your database object. If you are using SQL Server and have a Products table, then your Products table is your Model. It’s that simple. The View is your database entity. If you are using the Entity Framework and have a Products class, then your Products class is your View. It’s that simple. The View-Model is not a combination of your View and Model. Instead, it is a combination of two things: 1) one or more Views, and 2) the logic to interact with your Models. Read the rest of the article here.

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Leaking Heart Valves Patients living with leaking heart valves have more options than ever. A bio heart valve or mechanical heart valve may be the best option to repair a damaged heart. A leaking heart valve not only puts additional strain on the hardest-working muscle in your body, it can lead to aneurism or separation and further damage to your heart. Mechanical Heart Valve One option patients may be offered is heart valve replacement. A mechanical heart valve has several advantages. Primarily, there is little to no risk of the valve itself being rejected by the body. A mechanical valve may not wear out as quickly as a bovine (harvested from a cow) or porcine (harvested from a pig) heart valve. Patients may, however, require blood thinners when living with a mechanical heart valve. How Long Do Pig Valves Last in Humans? The answer varies. The valves last an average of seven to ten years in patients over 65. Conditions affecting the metabolism of calcium in the body, especially in children and young adults, increase the chances and the speed of failure of a bio heart valve. Bio Heart Valve A bio heart valve, which is harvested from either a cow or pig heart may be implanted either using a structure called a stent, or may be “stentless.” The likelihood of a bio heart valve failing depends on the individual patient’s condition and a number of other factors. Your doctor can help you decide which type of valve is right for you when considering bicuspid aortic valve replacement options. Biological Heart Valve Pros and Cons The primary advantage of a bio heart valve is that it does not require the patient to take blood thinners. Up to three percent of patients will not benefit from this advantage, because they require blood thinners for another condition. Mechanical heart valves require the patient to be on a blood thinner for the rest of their lives, but the valve is more likely to last a lifetime without requiring replacement. Your doctor can help you decide which valve replacement option is the right one for you.

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Invisible Man The Role Of Symbolism In The novel. The novel Invisible Man is full of symbolism. It is bursting throughout with symbolism on every page. Chapter 1 begins with a lot of symbolism. When the narrator is tricked into going to fight he and the other boys are forced to watch a woman strip while the "good"ÃÂ men of the town (lawyers, judges, police) touch her while they cannot. This symbolizes that as black men they cannot have what they want and will be ridiculed about it as long as they are black (which they always will be). The woman sports an American Flag Tattoo. This is a symbolization of the ugliness of life in America. It is never what it seems. The woman with her clothes on seems nothing out of the ordinary but as she takes her clothes off you see the tattoo. The narrator learns from this. The men give the narrator a briefcase before he leaves after he is tricked to fight. He was supposed to give a lecture but they brought him in reality to fight and then give the lecture which most of them laugh about (again things are not what they seem). The briefcase as we will see symbolizes the narrators struggle to advance but always held back by the white men. The gold coins on the electric floor are symbols of the respect white people have for black people. They pretend and pass laws to treat them equally but fake it. Just like the fake gold coins. When the Narrator meets Mr. Norton and learns more about him he is told by Norton that Norton's illness will be the end of the world. Norton saying this symbolizes the end of the Narrator's world. Norton's illness causes the narrator to lose...

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Happy Wednesday, Discoverers, Today, in English, you are going to begin to write your story. If you aim to write the beginning today that would be great ? Send me pictures of your writing so far, I can’t wait to read all of your unique stories! Today in maths, I have some problems for your to solve. For the first question, Jack thinks that if he rotates his triangle, he will be able to find more than one line of symmetry. Do you agree with him? Looking at the second question, does a four sided shape always, sometimes or never have four lines of symmetry? Think about the quadrilaterals that you learned about last week to help you. Yesterday, in science, you choose a nocturnal animal, and drew it. Today, I would like you to do some research. Try to research as much as you can about your chosen animal. You might like to answer these questions: Where about in the world does it live? What is its habitat? What does it eat? How is it different to other animals? Are there any interesting facts that you have learned? Have a great day everybody,

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Fifty years after Chicago Dr. Martin Luther King Jr.’s Aug. 5, 1966 open housing march on the Southwest Side, a diverse coalition of civic and business leaders, high school students, community organizers, religious leaders and philanthropists has dedicated a memorial to Dr. King and the Chicago Freedom Movement, even as they acknowledge today’s headline issues. “What Dr. King experienced that day in Marquette Park represented the types of challenges that the civil rights movement was trying to highlight in the North at that time, including residential segregation, bigotry, profound levels of socioeconomic disparities and police accountability,” said Rami Nashashibi, executive director of the Inner-City Muslim Action Network (IMAN), who first envisioned the memorial a decade ago. “We know that the equality Dr. King fought and marched for in Chicago is not yet a reality. But this project is also meant to celebrate and honor the work, sacrifices and struggles of countless organizers over the last 50 years who have made significant improvements in our communities while recognizing that the journey to justice continues.” On August 6, 1400 marchers – double the number of 50 years earlier – recreated a half-mile of Dr. King’s march down Kedzie from 63rd to 67th Street, where the brick memorial had been unveiled the day before in Marquette Park. Jon Pitman Weber and Sonja Henderson of Chicago Public Art Group created the three-piece installation. Jane Ramsey, former executive director of the Jewish Council on Urban Affairs (JCUA), echoed Nashashibi in what she called “a lot of unfinished business: continued racism, Islamophobia, immigrant bigotry.” Ramsey is also an adjunct professor and field work coordinator in the school of social service administration at the University of Chicago and president of Just Ventures, which supports social justice. She said the memorial will help to educate and inspire young people but that its focus is on moving forward. “We have to act on Black Lives Matter, against wrongful convictions, against pushing people out of public housing and affordable housing onto the streets.” Ramsey said Dr. King’s movement for justice had gathered people across faith, race and class. She pointed to historian Timuel Black; the Rev. Jesse Jackson and the late Rev. Willie Barrow, co-founders of Operation Breadbasket, forerunner of Operation PUSH; American Muslim community leader Imam W.D. Mohammed; the Rev. Calvin Morris, former executive director of the Community Renewal Society; and JCUA founder Rabbi Robert Marx. Fifty years ago, Marx had been asked by the Chicago Commission on Human Relations to monitor Dr. King’s open housing march in late July on the Southwest Side. He saw participating clergy spat upon and he guarded a pile of rocks so mobs couldn’t throw them. As a religious leader, he said he had to stand against that level of hatred, so he joined Dr. King in the August 5 march, which began in front of a real estate firm that had steadfastly refused to rent or sell housing to African-American couples. Dr. King and 700 demonstrators had knelt and prayed in the street and sung a freedom song before a stone hit him near his right ear. The brutality shocked the public and embarrassed city leaders into taking action, so that it was still a “win” for civil rights leaders, Rev. Jackson said on pressreader.com.

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Efforts led by individual citizens are making a real difference in local waterways and are ultimately helping to restore the Chesapeake Bay. One example of individual action is the restoration work by a Blue Water Baltimore volunteer and customer Jennifer Paulson. She said, “With the help of the Herring Run Nursery staff, I came up with a plan and put in eight shrubs, one tree, and several trays of landscape plugs. I didn’t know anything about plants but I gained the confidence to plant and maintain my own yard, knowing that I was making good choices for the environment in the process.” From the design plan to the actual planting of the rain garden, Blue Water Baltimore can provide guidance and help. Rain gardens can transform many parts of your yard into habitat for native plants and a system to capture stormwater runoff. If you support a clean environment and strong, healthy communities, Blue Water Baltimore needs you to be an advocate for clean water issues at the federal, state and local level. Anyone can engage in advocacy as long as they have the right tools. Take action today! You can conserve your water at the same time you reduce stormwater pollution and help prevent erosion of our stream banks by installing a rain barrel on your property. Join Blue Water Baltimore at one of our rain barrel workshops and build your own rain barrel to take home. When you plant a native tree, shrub, or perennial in your yard you are contributing to a much healthier and robust food web for Baltimore. Native plants help reduce polluted runoff and support a healthy ecosystem, including wildlife like pollinators & birds. Help spread the word about the connection between our streets and our streams by painting a storm drain in your neighborhood! We offer stenciling workshops, stencil kits you can borrow, and assistance setting up storm drain stenciling projects.

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CDC. JUDY SCHMIDT In a clinical trial designed to test the feasibility of launching an HPV vaccine immunization program in India, four of the 23,000 girls aged 10-14 that were vaccinated died. After the deaths occurred last year, many in India accused the government of allowing the public to be test subjects for dangerous vaccines. But the deaths turned out to be unrelated to the vaccine, according to a committee of three scientists from the All India Institute of Medical Sciences (AIIMS) in New Delhi. In the course of their investigation, the committee did uncover serious ethical lapses associated with the trial, including the recruitment of participants from vulnerable tribal populations, failure to attain proper consent, and improper recording of adverse events. Furthermore, the entire trial appeared to be misclassified as an observational study, when in fact it was a clinical trial, which is subject to different regulations. Vishwa Katoch, director-general of the Indian Council of Medical Research, said that "all necessary ethical approvals were there; the problem was how different individuals or teams implemented it." Indeed, the trial had been approved by India’s state ethics boards and an independent US review board. But the committee’s findings could steer researchers away from conducting more clinical trials in the country. "India still needs clear national guidelines on the ethical conduct of clinical trials," Ramanan Laxminarayan, vice-president of policy and research at the Public Health Foundation of India in New Delhi, told Nature. The furor over the HPV vaccine trial could be just the push the country needs—the Drugs Controller General of India released the first-ever draft guidelines on the reporting of adverse events in clinical trials not long after the committee’s findings were leaked to the media.

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- 26 singing letters bring the alphabet to life Based on the award-winning Letter Factory DVD, little learners place letter tiles in the “factory” to hear songs that teach the corresponding letter names and sounds - Utilizes a system that is supported by teachers and has helped more than 7 million children practice phonics in a fun way and based on total sales of LeapFrog Fridge Phonics toys as of December 2011 - Tactile play with the individual letter tiles helps reinforce the curriculum - Letter Factory Phonics is appropriate for children ages 2+ years - Parents can connect to the online LeapFrog Learning Path for customized learning insights and ideas to expand the learning New from LeapFrog and based on the award-winning LeapFrog products, the Letter Factory DVD and the Fridge Phonics, the Letter Factory Phonic brings 26 singing alphabet letters to life! The Letter Factory Phonics utilizes a system that is supported by teachers and has helped more than 7 million children practice phonics in a fun way. Appropriate for children ages 2+. Learning begins with play! The fun way 7+ million children have practiced their phonics skills! Get ready to learn letter names and sounds in a fun, interactive way! The Letter Factory Phonics brings a world of learning to your child. Learn along with 26 interactive letter tiles that talk, teach and sing! Press a letter in the factory to hear a song about its name and sound! Press music button and sing along to the Alphabet Song! Put letter tiles in the storage container and take the learning on the go! Parents and teachers rave about LeapFrog’s phonics toys! Based on the Award-Winning Letter Factory DVD! A love of learning phonics starts here! Singing letters brings the alphabet to life for preschool-aged children for learning fun. The new Letter Factory Phonics teaches Letter names, Letter sounds and the ABC song. Letter Names and Sounds teach children to read independently, children must understand the relationship between the sounds in spoken words and the letters that represent those sounds. The ABC Song teaches children explore the alphabet as they sing along to an ABC song for hours of learning fun. Learning Starts Here! LeapFrog learning games, apps and eBooks are designed by our in-house educational experts and grounded in the latest research for the richest possible learning experience. By promoting learning through play, we tap into children’s natural curiosity, inspiring them to explore. Children learn more when they’re having fun! As a leader in educational entertainment, parents trust us to combine innovation with a wide variety of play patterns to delight children and expand their learning horizons. LeapFrog toys provide exciting learning experiences to be part of each child’s journey to reach his or her full potential. What’s In The Box? Interactive letter reader, 26 letter tiles and tile storage container. Requires 3 AAA batteries. (Batteries included are for in-store demonstration and should be replaced for home use.) Builds Core Learning Skills: Letters & Letter Sounds, Early Vocabulary, ABC Song The LeapFrog Letter Factory Phonics teaches letter names and sounds in a fun, interactive way. Appropriate for children who are at least two years old, this learning toy lets little learners to place the 26 letter tiles of the alphabet in the factory to hear songs that teach the corresponding letter names and sounds. With its tactile play, amusing songs, and convenient portability, the Letter Factory Phonics provides an engaging way for your child to build early literacy skills at home or while traveling. to life! View larger. Musical Tiles Talk, Teach, and Sing Based on the award-winning Letter Factory DVDs (sold separately), the Letter Factory Phonics introduces children to the alphabet through the Alphabet Song and hands-on play. When children insert one of the 26 letter tiles into the battery-powered Letter Factory reader and press it into place, the unit plays a song about the letter and sound. Moving the letters into and out of the reader not only helps children learn their ABCs, but also helps develop fine motor skills. An additional button atop the unit allows children to hear the Alphabet Song, reinforcing what they’ve learned. For added convenience, a sliding switch allows the user to set the volume to the desired high, low, or off setting. The Letter Factory Phonics will automatically shut off after 15 seconds of inactivity to conserve battery power. Designed for Easy Portability and Storage The compact size of the Letter Factory Phonics makes it ideal for home use, at school, or on the road. The lightweight, detachable Letter Factory reader sits snugly atop a plastic pail that doubles as a storage unit for the 26 letter tiles. For easy transport, the pail has a bright yellow handle printed with the letters of the alphabet. Singing Letters Bring the Alphabet to Life Using the Letter Factory Phonics is a fun and simple way for children to learn the alphabet. Children as young as two years old should have no problem placing the letter tiles into the factory and pressing the button for play. While children will enjoy the playful songs and phonics, parents will appreciate the unit’s portable, storage-friendly design. What’s in the Box LeapFrog Letter Factory Phonics reader, storage pail, 26 letter tiles, three AAA batteries, and instructions. At a Glance: - Letter tiles and songs teach children phonics - Placing tiles helps children learn fine motor skills - Plays the Alphabet Song at the touch of a button - Offers high, low, and off volume settings - Bucket design is portable and easy to store - Two years and up - Three AAA batteries (included)

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Drugs in city neighborhoods are an influence on the youth. The youth are drawn into becoming drug sellers. The drug activity has found a place in many distressed areas and as a result, has become a common source of income. Studies of understanding the social control in urban neighborhoods have been existent for over a century yet understanding the nature of the social relations that exert the current social behavior is still limited. Studies also show that urban residents within various states have been struggling with the issues of drug selling in their neighborhoods; especially in the poorer, disadvantaged urban neighborhoods. The Sacramento Neighborhood Alcohol Prevention Project (SNAPP) study was conducted to show this. The study displayed those who were more likely to become a target of social control. Many adolescents fall victim to their surroundings and adapt. On the other hand while many view inner cities in crime and drug infested areas, there are cities that exist and have reestablished themselves as safe neighborhoods by creating neighborhood patrols. ADOLESCENT DRUG USE AND THEIR NEIGHBORHOOD Drug selling exists in areas that are predominantly minority and low-income neighborhoods that have high crime rates and drinking-related issues. As a result, adolescents who live in these neighborhoods are found to be influenced into substance use patterns in various ways. Neighborhoods with conditions such as single-parent homes and homes with high poverty conditions make it a risky place for adolescents to grow. High crime neighborhoods that have adolescent alcohol and drug use make conditions very stressful for the youth. As a result, the youth are influenced. They fall victim and adapt to their surroundings becoming a product of their environment by either selling or using drugs. In the city of Phoenix, the crime rate varies per neighborhood. There are neighborhoods that have high gang-related crimes and other neighborhoods where drugs are easier to get in because of informal social control. With this, children are more than likely to witness those who are drunk or high. In addition, because drugs are easier to get into the neighborhoods, adolescents are more than likely to be exposed to the offering of hard drugs and will likely smoke marijuana at school. With no positive influences outside of the home due to neighborhood conditions, the only exposure is how the majority of the youth is making a living by selling drugs or drinking alcohol. Because these neighborhoods are unstable, people are moving in and out quite often and no one truly gets the chance to know one another, which is another contributing factor to adolescents falling victim to his or her surroundings. CONNECTIONS BETWEEN SOCIAL TIES AND WILLINGNESS TO INTERVENE The connections between social ties and willingness to intervene varied by the types of intervening behaviors. This included using informal or formal interventions, the nature and risk of the situation and the strength of the connection of social ties. With drug selling, there is the direct intervention by notifying parents and physically punishing the parties involved, but only for those with intimate ties to the situation. (Family or close friend relation) In this case, intimate ties resulted in ignoring the activity as well as, weaker ties or no ties also, resulted in adults ignoring the situation by minding their own business. Those that did not intervene directly, went about by calling the police against outsiders. Even though adults are fearful with intervening in drug dealing, there are many who are friends with the perpetrators and their families. For those neighborhoods that do not have those ties, there is the desire to clean up so the authorities are called on. The intimate ties were related to young children who were actively intervening to stop the fight between the weak ties that ignored the...

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A public school system 20 miles north of Pittsburgh appears to be the first school district in the area to propose a ban on critical race theory. The board is expected to vote on a proposal to “promote patriotism” on August 17. Critical Race Theory is a framework that views racism as systemic in the United States. While teacher unions argue concept is not used in K-12 schools, it has become a catch-all phrase for many who oppose social justice and equity work in schools. In other parts of the country where such conversations take place, those who oppose the theory say they don’t want students to learn to hate America, or for white children to hate their skin color when ‘they learn about the history of the country. The proposal of the council of Mars is not in response to any issues or problems in the 3,300 student district, says the member who introduced it, Dayle Ferguson. Ferguson proposed adding âpromoting informed, engaged and patriotic citizensâ as a goal in the district’s mission statement at a board meeting on July 20. In a statement she read at the time, she said it was an affirmation of the district’s long-held beliefs and practices. âGiven the national narrative echoing through local school boards across this great country, Mars board members wanted to proactively and publicly reassure and / or remind those who might be curious about our position or who might have questions or concerns, “she read.” The proposed review can be summed up quite easily: The Mars area school district loves America. She went on to say that the proposal reflects the power and importance of local control in public education. Ferguson declined an interview request. Board chairman John Kennedy said in an email that board members have collectively decided not to hold talks on the proposal. âMars is a great community that is proud to be American,â Kennedy said in an email. âThe policy speaks for itself. The policy has been published for a 30-day public comment period. It is unclear how feedback from students, teachers and the public will be taken into account. Policy reviews fall into two categories: promoting patriotism and promoting engaged and informed students. Changes in the “patriotism” category require schools to display the American flag in all classrooms, recite the pledge of allegiance daily, and play the national anthem before sporting events. The proposal also states that schools should promote civility and decency while respecting freedom of expression, conscience and the rights to religious freedom of students, administrators and staff. But in the category of information and student engagement, the policy would prohibit teaching concepts that “attribute fault, blame, a tendency to oppress others, or the need to feel guilty or anxious about others. people only because of their race, gender or religion. . “It also states that the district does not support the use of curriculum or supplemental material to” indoctrinate students into a single social or political ideology or theory or to promote any race, religion or gender above them. others “. “Such concepts violate the principles of individual rights, equal opportunity and individual merit that underpin our constitutional republic, and therefore have no place in the training of administrators, teachers or other district employees.” , indicates the proposed policy. The policy calls for four “social theories” not to be presented to students without board approval: the Holocaust Denial Theory, the 9/11 Theory, the 1619 Project, and the Critical Theory of Holocaust Denial. race. It does not define any of the âtheoriesâ or explain why they should not be used. Ferguson’s proposal says it allows for discussion of controversial issues in high school classrooms, “including the dissemination of factual information about historical or current events, where such teachings or information reasonably relates to the course curriculum.” Both sides of the political issue should be presented, supported by balanced primary or secondary sources, to enable students to be well informed and able to make their own decisions regarding political or other controversial issues. In his statement, Ferguson said no one should wonder or worry about the Mars area school district’s position. “We will teach our children to honor America, to love and respect others, and to nurture their talents and individual interests in their personal pursuit of happiness,” the statement said.

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Today, an intimate look at America emerging. The University of Houston's College of Engineering presents this series about the machines that make our civilization run, and the people whose ingenuity created them. You find the oddest things in library stacks. Take this 1857 drafting text -- filled with crisp images of architecture, machinery, perspective, topography -- colored plates have even been added. The line between art and engineering blurs in this pre-Civil War window upon America. The son of one Milton G. Howe gave this book to our library. Howe, an early Texan, had studied civil engineering at Dartmouth and he'd worked on railways in Illinois. But when war began, he joined a Confederate cavalry regiment. In 1866, war is finished and he signs this book with an ill-cut quill pen. He signs both in front, and across random pages inside. His ink, alas, spreads and obscures his name. Howe was quite successful. He became chief engineer of the Texas Central Railroad, then its general superintendent. And, when the time came, this Confederate veteran sent his son off to Phillips Academy and MIT, back in Yankee Massachusetts. His son, who also went by the name Milton, worked his whole life as a civil engineer -- first on rail, then on roads and hydraulic structures. And Howe's father-in-law, Andrew Briscoe, was a rail pioneer as well. Briscoe was a lawyer who became Chief Justice of my own Harris County, then turned to developing our embryonic Texas rail system. Like Howe, Briscoe had also done his time in war -- more successfully than Howe. He was one of Sam Houston's commanders at the Battle of San Jacinto, where Santa Ana was defeated and Texas briefly became a sovereign nation. Still, these lives were about the technologies, not the wars, that defined us. And images in this old book reveal the texture of those times. Huge bevel gears and air pumps, Victorian houses, complex machinery displayed in even more complex projections, a lovingly shaded view of a heavy lag screw alongside a pastoral view of a country bungalow. And, in the back, a chromolithograph plate uses a railway wheel to illustrate how to do a color drawing. One technology, yet to be invented when the book was made, was wood pulp paper. That's our good fortune. These cotton rag pages are still supple, although some witch's brew of chemicals and fibers was mixed in with the paper pulp. Most pages are stained varying shades of brown. Now we go to computers for images such as these; but, when we do, something changes. The human mind no longer has to stretch quite the way it did to produce these pictures. The complexity we see on paper was first conquered in the human mind. That mental capacity equipped people in Howe's day to build America so rapidly and to build it so well. I used the word intimacy at the beginning, and I hope you now see why I did. For here -- in this old book -- mind, image, and artifact become quite inseparable. I'm John Lienhard, at the University of Houston, where we're interested in the way inventive minds Appletons' Cyclopędia of Drawing, Designed as a Text-Book for the Mechanic, Architect, Engineer, and Surveyor, Comprising Geometrical Projection, Mechanical, Architectural and Topographical Drawing, Perspective and Isometry. (W. E. Worten, ed.) (New York: D. Appleton and Company, 1866). This is Milton Grosvenor Howe's copy. The first printing was done in 1857. Howe's son, J. Milton Howe (1874-?) had a distinguished career as a Civil Engineer. He is listed in a number of 20th-century biographical sources. I am grateful to Barbara Kemp, UH Library, for finding genealogical records of Milton G. Howe (1834-1902), Andrew and Mary Briscoe (1810-1849, 1819-1902) and others of this distinguished family. There is a fairly substantial record of Andrew Briscoe, for his role in Texas history. He was one of the signers of the Texas Declaration of Independence. All images are from the Appletons' Cyclopędia of Drawing.

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Alzheimer’s disease causes its victims to wander off. Getting lost places them at great risk. They can die – of those lost more than 72 hours, only a few will survive. More than 300 Alzheimer’s sufferers wander and/or get lost each day. Each year there are as many as 125,000 reports of victims of Alzheimer’s disease wandering away …many more go unreported. Experts estimate that 60 percent of persons suffering from Alzheimer’s will wander. This puts the potential pool of wanderers at an epidemic 3,000,000 individuals Most of those who wander don’t get very far. As a result, they are found quickly and only local residents get involved in their search. Of those found within 12 hours, most percent survive –however, one in 14 doesn’t make it home. Of those lost more than 24 hours – 67 of 100 die. Of those lost more than 72 hours, 80 percent never make it home. When it happens, caretakers find themselves in a total state of confusion — feeling helpless. Although most Alzheimer’s sufferers that wander are found within a mile and a half of their home. These wanderers are often on foot. Nevertheless, finding them is like looking for a needle in a haystack and very costly to the community. Their search endangers others in the community that might need the assistance of those resources. When the victims wander they rarely ask for help. They don’t tell anyone they are lost. And in most cases, they don’t leave any physical clues that will help you find them unless they are wearing GPS enabled tracking shoes developed by GTX Corp and marketed by Aetrex Worlwide. Wearing these discreet 2-way devices their every footstep can be tracked and mapped in real-time on a web enabled mobile phone, notebook or computer. For some GPS is about global positioning satellites. For the 12 million Alzheimer’s caregivers it is a Great People Saver.

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One using a good and correct sunscreen is used every two hours. This is indeed already recommended by most dermatologists. Well, why is it very important to use sunscreen every two hours? The reason for the importance of using sunscreen every two hours Most sunscreens with SPF 15 or higher in content, are able to work well protecting the skin from UVB rays. However, there are two disadvantages of the sunscreen. First, sunscreens only last around 2-3 hours after use. Second, usually the use of sunscreen can redden the skin. That is because it only protects UVB rays, so there is a possible effect of UVA that you can get. Well, the duration of this endurance is one of the factors why it is very important to use a sunscreen every two hours. If you often do outdoor activities, you really need a sunscreen with high SPF and waterproof. When you are outdoors, chances are you are very often exposed to sunlight, so it will be very easy to sweat. Therefore, waterproof sunscreen is highly recommended because it will not fade quickly when sweating. In addition, so that your skin does not burn quickly, sunscreen must be used 30 minutes before moving outside. It is very important for you to use it again every two hours, so that your skin can be protected properly. Do not forget to use it again after swimming, exercising, or after using a towel. Tips for optimizing the use of sunscreen First of all, the thing to remember is that we must not rely on sunscreen alone to protect from sunlight. Sunscreen does not really protect us from burning skin, blisters, to cancer. Of course other protection is needed to optimize this sunscreen so that we avoid the adverse effects of solar radiation. - Using SPF 30 lip balm - Sunglasses with UV protection - Long-sleeved clothes Myths surrounding the use of sunscreen After we know the reasons why you should use a sunscreen every 2 hours and how to optimize it, it turns out there are some myths about sunscreen that are often believed by us. 1. Sunscreen can cause vitamin D deficiency This myth is actually still a controversy. However, some dermatologists believe that sunscreens can cause our skin to be deficient in vitamin D. However, there is no research that actually proves this. Besides being sourced from sunlight, vitamin D can also be obtained from salmon, eggs, or milk. 2. No need to use sunscreen if the weather is cloudy Of course this is very wrong. Our earth is still exposed to about 40% of the sun's radiation, even though it was cloudy at that time. Therefore, the use of sunscreen should still be done when you are outside, even though the weather is cloudy. Sunscreen with a high SPF is certainly very beneficial for our skin. Moreover, using it correctly and as recommended can optimize the benefits of the sunscreen. Don't forget to always use a sunscreen every 2 hours, when you are outside. Tags : skin care

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Understanding Fundamental Analysis Fundamental analysis is the evaluation of general and world economic news, and their impact on financial markets. It includes various news events such as social force, federal policy alteration, economic release, company news and earnings, and a nation’s interest rate policy and interest rates. The main concept behind the fundamental analysis is that a nation’s currency strengthens when its current and future economic standing is robust. A robust economy plays a major role in attracting external businesses and investments. Basically, foreign investors need to buy a nation’s currency in order to launch their businesses there. This means that a nation with a thriving and robust economy experiences increased interest in their currency. This plays a major role in reducing supply and increasing the currency’s value. For instance, if the economy in one of the developed countries is thriving, the value of its currency increases in relation to other currencies. A nation’s currency is bound to become highly valuable with the development and stability of its economy. This is because the nation increases interest rates to regulate inflation and development. External investors are attracted by increased interest rates which mean they require purchasing a specific country’s currency in order to invest there. This will definitely increase the price and demand of the currency while reducing its supply. · Dominant Economic Incidents in Forex There are various economic incidences that determine forex price fluctuation. They include, · GDP (Gross Domestic Product) The Gross Domestic Product report is among the most critical economic indicators. It is the highest capacity of the comprehensive economy state. The Gross Domestic Product number is usually published at 0830 hrs EST on the final day of every quarter. It indicates the activities of the previous quarter. The GDP is the accumulated budgetary value of all services and goods generated by the comprehensive economy during the measured quarter. This, however, does not include global activity. The development rate of the Gross Domestic Product is the critical statistic to monitor. · PPI (Producer Price Index) The producer price index is also a critical determinant of inflation. The report is published at 0830 hrs EST within the second week of every month. It demonstrates data from the preceding month. The PPI calculates the wholesale price of goods. Its main focus is on establishing the amount producers are getting from their goods, unlike CPI which calculates the amount consumers pay for goods. · CPI (Consumer Price Index) The Consumer Price Index remains the most utilized inflation criterion globally. Just like the GDP report, it is published at 0830 hrs on the 15th day of every month. It demonstrates data from the previous month. Consumer price index calculates the cost alteration of various consumer services and goods for different months. · Employment Indicators The most critical employment indicator is published on the inaugural Friday of each month at 0830 hrs EST. the publication comprises of the unemployment rate which means the number of unemployed workforce in terms of percentage, the standard hours worked each week, the number of jobs created in terms of numbers, and the standard earnings per hour. This report has an impact on market fluctuation. Traders often discuss NFP or Non-Farm employment report which among the monthly reports that have the highest capability to influence the markets. · Trade Balance The trade balance is the standard of the disparity between exports and imports of touchable services and goods. The degree of a nation’s trade innovation and stability in imports vs. exports is a critical depiction of a nation’s comprehensive economic intensity which is widely pursued. Having fewer imports and more exports is better because the latter helps develop a nation’s economy and demonstrates the comprehensive well-being of its manufacturing sector. · Durable Goods Orders The durable goods orders report demonstrates the number of money people is allocating to long-lasting purchases. This report is usually published at 0830hrs EST on the 26th day of every month. It provides awareness into the prospect of the manufacturing industry. Traders can still utilize technical analysis to deal with the price movement. This means that it is the most dependable, clear, and useful method of analyzing and dealing the markets. This is not to mean that there is hardly a fundamental analysis room for the forex broker in their toolbox. It means that it should be utilized and envisioned with caution as a tribute to technical analysis.

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Since December, 2008, China has been the largest holder of US debt. However, as of October, 2016, this is no longer the case. China’s currency, the renminbi (RMB), has hit an 8-year low, and China has been selling off US debt and buying RMB on world markets in order to drive the value back up. Through October, 2016, China had liquidated $41.3 billion of US debt, which left them holding only $1.12 trillion. In contrast, Japan holds $1.13 trillion (Mullen 2016). There has been growing concern in the US over the fact that China holds so much debt, as this may give China strategic leverage over the US. This concern over China holding US debt is not shared by US President-elect Trump. Trump believes that China holding US debt gives the US an advantage over China. Trump’s opinion may come from an incident that occurred during Trump’s storied business career. According to a 2016 Innvestopedia article titled “This Is How Donald Trump Actually Got Rich”, in the early 1990s, when his debt-ridden Taj Mahal Casino had to file for Chapter 11 bankruptcy protection, the casino owed $975, nearly $10 of which was guaranteed by Trump personally. Rather than allow the property to be foreclosed on, Trump renegotiated the financing and walked away with a 5-year deferment of payments. What’s more, he convinced his creditors to loan him an additional $56 million, which he invested in other projects that soon earned him a tremendous profit. In any analysis of which countries have diplomatic, economic, or financial leverage over the US, it is important to keep in mind that while China has typically held around 20% of US foreign debt, this only represents 6.8% of total US debt. While the fact that China owns a considerable amount of US debt has received significant coverage in the media, it is worth noting that other Asian countries, most notably Japan, are also large holders of US foreign debt. However, this foreign debt makes up a minority of total US debt. Around 66% of all total US debt is held domestically, with the federal government, (which includes programs such as Social Security), and banks holding the largest percentage. From this perspective, the amount of leverage any single foreign debt holder, including China, would have over the US is questionable. President-elect Donald Trump may be taking this into account when talking about his US-China trade policies. As CNN notes, “Trump has suggested he will take a more confrontational stance toward China on trade, threatening to slap tariffs of as much as 45% on Chinese goods”. Over the last ten years, China has been purchasing US debt in order to devalue the RMB, thereby keeping Chinese exports cheap. This strategy has resulted in the Chinese economy growing at record pace. Another consequence of China purchasing US debt is that it has kept US interest rates down. As the Chinese economy has slowed down, more and more Chinese people and companies are moving their money out of China, which has devalued the RMB even further. This capital flight is not restricted to the wealthy elite or to major Chinese state-owned enterprises, but also effects both middle-class Chinese and medium-sized businesses. Since the election of Donald Trump, the dollar has soared, sending the RMB down even more. Basic macroeconomic fundamentals would suggest that a sell off of US debt could result in a crash of the US Dollar, an increase in the US interest rates, and a dip in the US stock market. However, in the case of US debt, basic macroeconomic fundamentals do not seem to apply. China has engaged in two recent major selloffs. In August of 2015, and in January of 2016, the US economy remained unaffected. The reason seems to be because the US bond market is incredibly liquid. When debt is offered for sale, it is instantly purchased. Others predicted that the US budget deficit would cause the world to drop US debt, but US debt remains the currency reserve of choice around the globe, as most countries use US debt to support their own currencies. As a result, demand for US debt is always high. In addition, US debt remains attractive as an investment vehicle. Compared with the sovereign debt of other nations US debt generally gives higher rates of interest and carries less risk. In contrast to the relative stability of the US, interest rates for European sovereign debt have in recent years occasionally gone negative. A good example of this is Sweden in 2015 and again in 2016. By comparison, US debt remains a much more attractive option for investors.

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If your morning begins with sandwiches, you prefer sausages for lunch or dinner, and around the house, instead of fruit, there are bowls of candy and cookies, then it’s your food habits that will develop in your child, not only in the period of active growth and development. throughout life. Yes, all children have different appetites and each has their favorite foods, however, it is important for parents to understand the general principles of good baby food so as not to make common mistakes. 1. «Adult» and «baby» food Many parents tend to extremes. Some seek to enrich the food of the child as much as possible. "by adults" flavors: from an early age, baby is added to food — salt, sugar, spices, they offer allergenic products, products with preservatives and questionable food additives. That is, the line between children’s and adult food is erased. Other parents meticulously control the correctness of baby food, while their own diet consists of low-value or even harmful foods. Unfortunately, children eventually adopt their eating habits and habits. Without fanaticism, follow the recommendations of experts in the preparation of the child’s diet and do not forget about the psychological component of this process, first of all, you are your role model for your child !. 2. kinks and pressure Dividing food into useful and harmful, adults sometimes believe that there is not much food with a plus sign, and if a child does not love her, you just have to make. Our expert, nutritiologist, Elena Motova, wrote in the article “What should I do if a child eats poorly?”: “Food without appetite, but under duress, will simply not be properly assimilated and will bring nothing but harm.” In baby food, it is important to adhere to three important criteria: useful properties, measure and goodwill. Not all healthy products are suitable for children: for example, turnips, radishes, beets, beans and peas can provoke flatulence, intestinal colic and even diarrhea. And this means that we should not thoughtlessly include healthy foods in the child’s diet, it is necessary to carefully study their properties and the reaction of the child’s body and specifically your baby. Even the most useful products can cause individual intolerance. The diet of the child should be balanced, there should be a place for meat and fish, carbohydrates and fats. If from all fruits and vegetables, your child loves 3-5 — this is already good. Offer to try everything else too, but in no case do not force — children sometimes better interpret the needs of their body, they are thinner than adults feel that he needs. Make sure the child does not perceive the food as "obligation", let him become a participant of the experiment, when you offer him new products, dishes and tastes. And try to respect the measure in everything. 3. Power Mode It’s not easy for parents here: some experts say that proper nutrition is three times a day, others are more fractional, and still others are sure that you need to feed the child only when he is hungry and he will ask for it. But the main thing for parents is to understand that the child is not a robot, so it is not always possible to subordinate it to a clear system. Today, he simply did not really want to eat, but tomorrow he will more than make up for it. It also happens that, playing, the baby just forgets that it’s time to eat. But once the body «forgot», then he did not want to? Is it possible? But this does not mean that you can put everything to chance! All the body finally wakes up at different times, understand when this happens with your child and offer him a hearty breakfast, so that he has the strength for daytime activity .. Well, and then watch. Feed when a child says that he is hungry, and if he doesn’t think about lunch or dinner for a long time, remind him that it’s time to eat. Got a rejection? Wait a while and remind again. Do not forget about the simple ways "put on" appetite — hiking, outdoor games, sports. Children who spend a lot of time outside the house or apartment, as a rule, have an excellent appetite. According to our expert Elena Motova: if a child moves a little (and now it is often observed), almost does not spend energy, then, of course, he doesn’t need to replenish it, that’s why these children have no appetite. Instead of using force to feed the child, it is better to change the schedule of his day. Try to sit at the table with the whole family, so that your baby from an early age knows that this is not only a satisfaction of natural need, but also an opportunity to socialize together. The child must understand that he has a choice of dishes and his tastes are taken into account when they are cooked. 4. Eat until the end This error is logically related to the previous one. Let’s abstract and imagine. car. In the morning we poured gasoline into it, the tank is full. The car was standing before lunch and the fuel was not wasted, but we, having decided that it was time, we again approach the car and try to fill the gasoline again. But this is not just not necessary, there is no physical ability to pour something into a full tank. So with baby food! Our figurative comparison is intended for those parents who force the child to eat everything that is laid on the plate. And no matter what the child does not want, he ate, he has what is called a full tank. Let the child determine the degree of satiety. In the end, it’s okay if he quickly gets hungry and after a short time he will come for supplement! 5. Prohibited food as a promotion You, as responsible parents, inspire your child that fast food, sweet drinks and sweets in general are extremely harmful. How caring parents replace such junk food with healthy home. But you know perfectly well that any child is hurt by everything that is harmful — in the store he begges for chips, in the heat he asks for sweet soda, and he will gladly exchange his home dinner for a big mac. Often parents are ready to lift bans in exchange for good behavior or good grades. Do you understand what a strange logic? Harmful food needed. deserve it, be worthy of it, try to get it. And wholesome food is what the child gets in any case, this is a given. So the child gets a distorted understanding of what is good and what is not. He has the wrong eating habits: harmful or useless food is a well deserved holiday, and all that is necessary for the body and useful is harsh and tasteless everyday life. 6. By example But it could have been different if you realized that the principles in the output of «child» and «adult» food should not differ. Do not forget, it is you — the main example for your child. If your morning begins with sandwiches, you do not cook vegetable salads for lunch and dinner and love sausages most of all, and not fruits, but sweets and other sweets in bowls are placed around the house — do not expect your child to have correct eating habits. He, most likely, in accuracy will repeat habits of adults.

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With all of the information about vaccines out there, I decided to do some research and share my findings from a balanced perspective. My goal is to inform parents of some dangers associated with vaccines and to provide some viable options to help them move forward. To do so, I conducted research with both organizations opposed to vaccines and vaccine supporting organizations, like the Center for Disease Control and Prevention, to get their side of the story. One publication I found compared the past and present immunization schedules. In 1983, there were 10 recommended vaccinations on the schedule. Due to a number of reasons (whether legitimate or not), that number has increased overtime. As a result, there are now 36-38 recommended vaccines on the list. The number has more than tripled over a period of approximately 30 years. We also noticed that cases of autism, asthma, allergies, digestive issues, ADHD, and conditions increased as well. While we can’t prove the correlation of the increase of vaccinations with the increase in these conditions, we know in our hearts that there’s a connection. This connection is made worse when you introduce chem trails and the consumption of genetically modified fruits, vegetables, animals and their byproducts into the equation. With all this in mind, what should you do? You have two options. You can choose not to vaccinate OR take control of how your child is vaccinated. Whichever option you choose, consider the following. If You Choose NOT to Vaccinate - Breastfeed your babies. Breast milk is full of nutrients and antibodies that can help protect the baby from most diseases. - Build your child’s immune system with immunity boosting foods and natural immunity (allowing the child to contract the disease and heal using herbal/natural remedies, quarantine, and homeopathic remedies from Dr. Isaac Golden’s natural immunization). - Become familiar with the vaccination exemptions in your state. Especially if you plan to send your child to daycare, public, or private school. If You Choose to Vaccinate - Insist upon one disease vaccinations to only expose your child to one disease at a time. - Use Dr. Robert Sears’ alternative approach and schedule. - Detox the heavy metals from your child’s system. Here’s a link to some general information on this topic. Whether you choose to vaccinate or not, here are a few resources to help you learn more about the subject. I send you love and light on your journey to wellness.

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In this Australian Curriculum Mathematics course students will solve problems involving the comparison, addition and subtraction of integers in the Number strand. They will also learn to solve problems involving percentages and all four operations with fractions and decimals. In the Measurement and Geometry strand students will classify triangles and quadrilaterals and describe different views of three-dimensional objects. They will represent transformations in the Cartesian plane, and assign ordered pairs to given points on the Cartesian plane. In the Probability and Statistics strand, students will determine the sample space for simple experiments with equally likely outcomes and assign probabilities to those outcomes. Within the Number and Algebra strand, students will consolidate their knowledge of integers and make connections between whole numbers and index notation and the relationship between perfect squares and square roots. They will learn to represent numbers using variables and connect the laws and properties for number to algebra and solve simple linear equations. In Measurement and Geometry students will learn the names and relationships between angles and use formula to calculate the area, perimeter and volume of shapes and simple objects. In the Statistics strand students will collect data and display these in stem-and-leaf and dot-plots. They will build on their knowledge of “averages” to calculate the mean, mode and median of data sets. Students will increase their understandings in all strands of maths – number and algebra, geometry and measurement and chance. In Number and Algebra students will consolidate their understanding and skills in operating with integers, apply the concept of percentages to real life situations in financial contexts and use rates and ratios to solve problems. Students will also consolidate their understandings of the units of time and identify various time zones within Australia and around the world. Students will compare the features of linear and non-linear equations and plot these on Cartesian Planes. In Probability they will learn how to represent data in Venn diagrams and two way tables, as well as consider complementary events in probability. In Measurement the concepts of perimeter and area in simple and more complex shapes including parallelograms, kites, trapezia and circles will be studied. In the Number and Algebra strand students will describe rational and irrational numbers and apply index laws to simplify expressions. They will study distributive law (expansion and factorisation of algebraic expressions), solve linear equations and graph linear relationships on the Cartesian plane. In the Measurement and Geometry strand students will identify the conditions for congruence of triangles and deduce the properties of quadrilaterals, solve problems relating to the volume of prisms and convert units of measurement. In Statistics students will consolidate on their understanding of measures of central tendencies and study the effects of outliers on these. Students will consolidate their understandings in all strands of maths – number and algebra, geometry and measurement and chance. In Number students will build on their understanding and skills in using index laws to simplify expressions using both numerals and variables and use scientific notation to represent very large and very small numbers. In Algebra they will apply the distributive law to the expansion of algebraic expressions. In Measurement and Geometry students will use Pythagoras’ Theorem to find the length of an unknown side in right angled triangles and apply this to a variety of real life situations. They will investigate problems involving proportion and solve problems using ratio and scale figures. Students will apply the four similarity tests to solve problems and investigate conditions of similarity in real life situations. In Chance they will calculate relative frequencies, determine the outcomes of two-step chance experiments using tree diagrams and arrays and organise data into Venn diagrams and two-way tables to solve problems. Students will solve real life problems involving simple interest, find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment in the Number strand. They will also investigate the properties of linear and non-linear graphs. In the Measurement and Geometry use Pythagoras’ Theorem and trigonometry to find unknown sides of right- angled triangles. Students will calculate the volume and surface area of right prisms and cylinders. In Statistics students will learn to make sense of the position of the mean and median in skewed, symmetric and bi-modal displays, and display data in histograms and back-to-back stem-and-leaf plots.

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Red Rainbowfish (Glossolepis incisus) information and care. The rainbowfishes of Australia and Papua New Guinea have become some of the most treasured fish in the hobby. They are noted for their many colors, high levels of activity and hardiness as citizens of the aquarium. Perhaps the granddaddy of all rainbowfishes is the red rainbowfish (Glossolepis incisus), also called the red Irian rainbow. Glosso is from the Greek for “tongue,” and lepis is Greek for “scale,” referring to teeth on the fish’s tongue. Incisus also comes from Greek, meaning “deeply cut.” This probably refers to the crease that develops on mature males, between the head and nuchal hump. The red rainbowfish is spectacular, growing to nearly 6 inches in length. Females and juveniles have streamlined bodies with a sort of olive overcast, but the scales catch the light, reflecting silver. Males are much more impressive. The entire body and fins become flushed with color varying from dark orange to deep red, depending on the specimen and diet. Mature males also develop a nuchal hump. As males grow, the whole body appears to widen vertically — they get “taller” — until the streamlined shape is gone. What emerges is a fish shaped more like a freshwater sunfish with a pointy nose. |Click image to enlarge| Red rainbowfish (Glossolepis incisus) are schooling fish, so keep them in groups of six or more in a large enough aquarium. Photo by Tony Terceira. In the Wild Red rainbowfish come from Lake Sentani and surrounding streams in the Irian Jaya region of western Papua, on the island of Papua New Guinea. They prefer water with an alkaline pH from 7.2 to 7.8 and a bit on the hard side, with a temperature of 72 to 75 degrees Fahrenheit (22 to 24 degrees Celsius). However, the fish is hardy, and hobbyists should have no problems keeping it in most common aquarium conditions. The Rainbowfish Aquarium The red rainbowfish is a schooling species. The fish are happiest and best enjoyed in groups. I would not keep less than three (two females and a male), and groups of six or more would be better. Recalling that this fish grows to nearly 6 inches, a large aquarium is in order. I would not recommend keeping this fish in an aquarium of less than 29 gallons in size. Aquariums of 55 gallons or more are more in order to truly enjoy a group of red rainbows. A heavily planted 125-gallon aquarium with two dozen red rainbowfish would be truly impressive. Natural aquariums that are heavily planted, and decorated with driftwood and a few large rocks are the best way to display the red rainbowfish. Such decor brings out their colors. The red of the fish and the greens of the aquatic plants are opposites on the color scale, accentuating the appearance of the fish. One of the best rainbowfish displays I ever saw added a powerhead at the front of the aquarium, with the output directed across the length of the front glass. The rainbows loved to play in this stream, and it had the added advantage of bringing them right up to the front glass for easy viewing. The effect could also be achieved by directing the output from a canister filter. All the colors of the rainbow can be found in various rainbowfishes (hence the name), and some species show all the colors, depending on the angle of light hitting them. The red rainbowfish, of course, is primarily red. This fish looks good under any aquarium bulb but especially under bulbs that have a peak in the red part of the spectrum that really highlights red fish. The fish look more red and less orange. You may want to consider using such a bulb to bring out the best colors in your fish. In heavily planted aquariums, some hobbyists use full-spectrum lights at the back for the aquatic plants but use a red bulb at the front to accentuate the fish. Rainbowfishes are omnivores, but their primary diet is insects, both those that fall into the water and those that are aquatic. Stomach contents show that a large part of the diet in the wild is ants. Many fish won’t eat ants, due to the high formic acid content, but rainbowfishes don’t mind. You may want to try some ants as a treat. Otherwise, all the usual recommendations apply. First, feed variety. Live, frozen, and freeze-dried foods are best, but red rainbowfish happily eat flakes. Color-enhancing flakes are a good basic choice. A varied diet is important. Rainbowfish are hardy and disease-resistant, but one unusual thing I have seen in them is the development of goiters. It manifests when you see a small bit of tissue hanging out of one gill. Goiters are generally related to diet deficiencies, particularly of iodine. So it may be wise to add some algae flakes to the diet to help supplement. Algae, especially marine algae, are natural accumulators of iodine. The red rainbow breeds readily. A common method is to set up a trio (two females and one male) in a 29-gallon or larger aquarium at 78 to 80 degrees Fahrenheit (25 to 26 degrees Celsius). As always, it is best to condition males and females separately. Absence makes the heart grow fonder upon reintroduction. Add some large clumps of Java moss to receive the eggs. Water should be hard and alkaline, as described earlier. Red rainbowfish scatter adhesive eggs in the aquatic plants. A female will lay up to 50 of them per day. Breeding usually occurs in the morning. Males display for the females and then drive them into the aquatic plants, where the release of eggs and milt takes place. To prevent them from being eaten, remove the Java moss each day and check it for eggs. You can then break off the bits of moss with eggs attached and move it to a separate aquarium for hatching and rearing. Eggs are about 1 millimeter in diameter, and they hatch in six or seven days. Powdered egglayer food, infusoria or microworms can be offered as a first food. I hope this information encourages you to try your hand at keeping rainbowfish in your home aquarium. A school of red rainbowfish can make a spectacular display. Happy fishkeeping!

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Original Research ARTICLE Finding Constellations in Chemical Space Through Core Analysis - 1PECEM, School of Medicine, Universidad Nacional Autónoma de México, Mexico City, Mexico - 2Department of Pharmacy, School of Chemistry, Universidad Nacional Autónoma de México, Mexico City, Mexico Herein we introduce the constellation plots as a general approach that merges different and complementary molecular representations to enhance the information contained in a visual representation and analysis of chemical space. The method is based on a combination of a sub-structure based representation and classification of compounds with a “classical” coordinate-based representation of chemical space. A distinctive outcome of the method is that organizing the compounds in analog series leads to the formation of groups of molecules, aka “constellations” in chemical space. The novel approach is general and can be used to rapidly identify, for instance, insightful and “bright” Structure-Activity Relationships (StARs) in chemical space that are easy to interpret. This kind of analysis is expected to be especially useful for lead identification in large datasets of unannotated molecules, such as those obtained through high-throughput screening. We demonstrate the application of the method using two datasets of focused inhibitors designed against DNMTs and AKT1. The concept of chemical space is broadly used in drug discovery because of its multiple potential applications; for instance, in library design, compound or dataset classification, compound selection, exploration of structure-activity relationships (SAR), and navigation though structure-property relationships (SPR) in general. However, a precise unique definition of chemical space is not simple. An even more challenging task is the visual representation of this subjective concept. Chemical space is usually defined as the set of all possible organic compounds (Lipinski and Hopkins, 2004). It is widely recognized that the virtual chemical space is more than astronomically large, as not even all atoms in the universe would suffice to synthesize a single molecule from each of all the 1063 possible organic compounds of a size up to 30 atoms (Clayden et al., 2012). Nevertheless, massive efforts have been undertaken to enumerate billions of hypothetical organic compounds, thus allowing large virtual screening campaigns to take place (Reymond, 2015; Lyu et al., 2019). Along with the increasing size of the mapped chemical space, the interest of applying cartographic methods to visualize the space has expanded (Oprea and Gottfries, 2001). As a result, numerous visualization and conceptualization approaches into chemical space have emerged (Larsson et al., 2007; Osolodkin et al., 2015; Naveja and Medina-Franco, 2017). A cornerstone and key aspect of all proposed methods is the molecular representation and parameters used to define the space where the compounds will reside. Chemical space visualizations have to reduce the dimensionality of the problem of comparing molecular structures, which can be done through algorithms such as principal components analysis and t-distributed stochastic neighbor embedding (see Osolodkin et al., 2015). In most chemical space approaches, it is desirable that chemical analogs are closer to each other than unrelated and dissimilar molecules since this allows machine learning methods to identify clusters of structurally-related molecules (Medina-Franco et al., 2008; Naveja and Medina-Franco, 2015; Naveja et al., 2016, 2018a). In addition, clustering analog series would allow, at least in principle, to map SAR/SPR into that space. However, due to the vast amplitude of the chemical space and the inevitable loss of information with an initially large space projected into lower dimensions, it is expected that non-analog compounds will end up in the same cluster. Also, when many points in the chemical space are considered at once, visualizations become harder to interpret. To address this issue, approaches such as virtual reality have emerged (Probst and Reymond, 2018). In parallel to such chemical space approaches based on coordinates, scaffold analysis is a more consistent and chemically-intuitive approach for exploring and identifying collections of analogs (Hu et al., 2011). Ever since the pioneering work by Bemis and Murcko (1996), computational identification of chemical scaffolds has been refined. In this line, Stumpfe et al. (2016) recently introduced the analog series-based scaffold (ASBS), a revolutionary scaffold concept that is more flexible and chemically sound than its predecessors. In fact, the ASBS has proven to yield more biologically meaningful structure-activity/property relationships (SA/PR) than other scaffold definitions (Dimova et al., 2016; Kunimoto et al., 2017; Bajorath, 2018; Dimova and Bajorath, 2018). Although the chemical space of single analog series can be effectively explored and used, for instance, to guide lead optimization programmes (Vogt et al., 2018), methods for analyzing the relationship among scaffolds of different analog series remain to be explored. Of note, a difficulty in this regard emerges as analog-series based scaffolds tend not to be as consistent as Bemis-Murcko scaffolds, since they result from the retrospective analysis of analog series (Bajorath, 2018). Accordingly, a core framework inspired in the design of the ASBS avoids the shortcoming of inconsistency by allowing molecules to be annotated with more than one putative core (Naveja et al., Submitted). Hence, large libraries containing analogs can be condensed into fewer cores. In this way, SA/PR can be preferentially analyzed for the most explored regions of the chemical space: analog series. Herein, we present a general methodology for applying the putative core framework to produce more concise and meaningful representations of the chemical space. To our understanding, this is the first method designed for charting multiple analog series into a coordinate-based chemical space, thus combining in a single plot two general and useful approaches of molecular representation and mapping. Of note, since within this framework cores may share analogs (i.e., analog series are allowed to share compounds), such cores can be connected, thus resembling constellations in the chemical space. Therefore, we termed the resulting graphics “constellation plots.” As it will be discussed, activity data (or any property of interest) can be mapped into the constellation plot allowing to explore SA/PRs in the space and quickly identify interesting regions in the space. The rest of this methodological paper is organized as follows: first, the concept scheme is presented and the formalism explained through a toy example; thereafter, two case studies using exemplary datasets are presented; finally, we discuss the conclusions and perspectives of this novel approach for combining the scaffold and the chemical space concepts. Datasets Used in the Examples For illustrating the application of constellation plots in two different context of analysis, we used two benchmark datasets that have been previously explored with other analysis approaches. One set was a group of 827 AKT1 inhibitors extracted and curated from ChEMBL (Gaulton et al., 2017; Naveja et al., 2018b). The second dataset was a collection of 286 compounds tested as inhibitors of DNMT (DNA methyltransferases). This second data set was integrated from multiple sources of information as described in Naveja and Medina-Franco (2018). Since this dataset integrates qualitative (such as those containing crystallographic data) and quantitative databases (such as those containing experimental determination of inhibition curves), for this dataset, we use a categorical classification of activity in “active” or “inactive.” The files of the two datasets are included as Supplementary Information. Chemical Space and Analog Series As mentioned above, constellation plots fuse two ligand-based concepts: chemical space and core analysis. Standard chemical space analysis is carried out by computing descriptors for a collection of molecules (e.g., physicochemical properties and/or structural features) and then applying dimensionality reduction approaches (Rosén et al., 2009; Osolodkin et al., 2015; González-Medina et al., 2016; Prieto-Martínez et al., 2016; Naveja and Medina-Franco, 2017; Borrel et al., 2018). As a result, every data point represents a single molecule (see Figure 1). This can render many visualizations hard to read and analyze by the naked eye. Furthermore, the numerous descriptors used are combined, such that every axis in the visualization turns out to have a quite abstract meaning. Herein, for the purpose of charting chemical space, t-distributed stochastic neighbor embedding (t-SNE) is used. This methodology reduces the number of data points in the center of the map as compared to other approaches and has been used successfully in chemical space charting (Maaten and Hinton, 2008; Lewis et al., 2015). However, other coordinate-based representations of chemical space can be used in this general approach. Figure 1. A hypothetical example of a typical chemical space representation based on coordinates. The axes represent the chemical space and have abstract meanings regarding a combination of descriptors. In this case, t-SNE using Morgan fingerprints was applied. Every dot represents a single molecule. In activity landscape modeling, color is used to indicate a property (potency in a particular biological endpoint). In contrast to chemical space, standard scaffold and analog series analysis aims toward a clear and consistent picture of the relationships among compounds. For instance, a scaffold is a substructure shared by all compounds annotated with it. A state-of-the-art approach for defining analog series-based scaffolds was proposed by Stumpfe et al. (2016). They have reasoned that for a scaffold to be relevant in medicinal chemistry, it should not only be a substructure of a molecule, but it also has to comply with three additional criteria: (i) be a major component of the whole molecule, (ii) be derived from the molecule through retrosynthetic rules, and (iii) summarize an analog series in a particular dataset. A number of computational approaches for obtaining ASBS have been proposed (Dimova et al., 2016; Stumpfe et al., 2016; Bajorath, 2018; Naveja et al., 2019). Within these approaches, an analog series is defined as a subnetwork connected by matched molecular pairs (MMPs) (Griffen et al., 2011). Chemical space analysis of individual analog series has been carried out to measure progression in lead optimization and saturation of analog series (Kunimoto et al., 2018; Vogt et al., 2018; Yonchev et al., 2018). Nevertheless, the fact that assumption (iii) makes analog series inconsistent in as much as the scaffold definition is dependent on the dataset used (Bajorath, 2018) is a limitation for the exploration of chemical space of multiple analog series at once. In a recent study (Naveja et al., Submitted), we discussed that by removing assumption (iii) two effects take place: first, every molecule is allowed to be annotated to more than a single core (equivalent to the term “scaffold”); and second, complete consistency is achieved as no core annotations are ever omitted for any molecule (see Figure 2). It is within this general core framework that we propose using constellation plots. Figure 2. Two examples of putative cores computed for two molecules. Note that in this approach the same chemical structure can be its own core (structures at the bottom). After RECAP fragmentation, hydrogens are added to the core structure to avoid invalid valence (marked in red). Summarizing Analog Series Information in a Dataset Within the General Core Framework Since the general core framework can assign multiple cores to single molecules, a useful step prior to mapping cores in the chemical space would be summarizing analog series in the smallest number of cores possible. As illustrated in Figure 3, in some instances it is possible to summarize a whole analog series in a single core structure, while in other cases this cannot be done without loss of information. Hence, for avoiding such situations, we did not discard cores unless only one compound mapped to it. Furthermore, if two or more cores mapped to exactly the same compounds, then only the largest core was kept and the others were disregarded from the analysis. Figure 3. Examples of two analog series with multiple compounds and cores. (A) Analog series that can be summarized in a single core; (B) Analog series formed by multiple cores. In case (B) a single core is not enough for summarizing all information in an analog series. After processing a collection of compounds under the general core framework, information is obtained in multiple regards, namely: (a) the chemical structure of every core; (b) the sets of molecules mapping to each core; (c) the molecules annotated to multiple cores; and (d) the analog series to which each compound and core are annotated. We propose a visualization methodology summarizing these four dimensions in a single graphic: the constellation plot that is schematically illustrated in Figure 4. Figure 4. Schematic representation of a general form of a constellation plot. Every circle in the plot represents a core; the axes comprise the coordinates of the chemical structure of the core projected into a 2D representation of the chemical space as computed by any of the standard approaches (e.g., generated using continuous properties or molecular fingerprints and applying t-SNE or principal components analysis); the size of the circles indicates the “n” number of compounds annotated to a given core; connected circles are cores sharing compounds; the labels indicate the analog series every point belongs to; the color scale represents the average of a property/activity of the compounds mapping to the core. Essentially, in a constellation plot, the chemical structure of representative cores in a database (for example, those annotated with a predefined minimum number of compounds) is used to find descriptors and map them into a chemical space as if they were single molecules. The size of the circles is used to represent the relative number of compounds annotated to each core. Cores sharing compounds are connected by lines forming “constellations” in the chemical space. Every circle is labeled with an identifier for the analog series to which each core belongs. Additionally, a color scale can be used to represent an average of a given property or activity of the compounds annotated with each core, thereby turning constellation plots useful for activity landscape modeling (Waddell and Medina-Franco, 2012). Of note, the activity can be, for instance, measured for a single molecular target. However, the property could also be a representative measure of the selectivity or promiscuity profile of all the compounds sharing a core across multiple biological endpoints (see section Conclusions and Perspectives). Figure 4, as opposed to Figure 1, is able to summarize a larger number of compounds than points depicted and contains information about actual analogs. For instance, analog series I, J, and L form separate clusters, but the cluster top right has multiple chemotypes of distinct analog series. This could not be inferred from clustering algorithms applied to the chemical space information only. All scripts required for producing the data herein reported use free Python code and are made freely available in Supplementary Information. RDkit was used for computing fingerprints and manipulation of chemical structures (http://www.rdkit.org). Scikit-learn was used for computing t-SNE (Pedregosa et al., 2011). Results and Discussion The construction of constellations plots and exemplary applications are illustrated with two case studies of general interest in drug discovery. As mentioned in the section Methods, the first example consists of a dataset of 827 AKT1 inhibitors obtained from ChEMBL (Gaulton et al., 2017) and cheminformatically described in Naveja et al. (2018b). The second example employs a data set of 286 DNA methyltransferase (DNMT) inhibitors obtained from the integration of several databases as described in Naveja and Medina-Franco (2018). Case Study 1: AKT1 Inhibitors Analogs in this library could be summarized in 144 cores as discussed in the section Methods. The cores were organized in 79 analog series and contained 440 compounds (about half of the initial dataset). Figure 5 is the constellation plot for these data, where it becomes apparent that chemical space and chemical substructure information play simultaneous roles in describing the SAR. For instance, although some inactive cores are close to active cores in chemical space, they are not usually contained in the same analog series. Therefore, these could be categorized as “scaffold cliffs” rather than simple activity cliffs conceptualized as two small molecules with similar structures and very different activities (Maggiora, 2006). In this case, collections of molecules, rather than single molecules, are being compared. Figure 5. General constellation plot for a dataset of AKT1 inhibitors. It is possible to navigate this map, as observed in Figure 6, where the constellation framed within dashed lines is further explored. Figure 6 is a zoomed-in picture into a single “bright” (or predominantly active) constellation comprising five analog series and 55 compounds. As it is readily observed, analog series close in the chemical space have only slight dissimilarities within their scaffolds; in this case, they all share a naphthyridine or naphthyridinone scaffold. Constellation plots allow for a more precise visual SAR analysis and generation of hypotheses. For instance, the core associated to analog series 62 has only a different position for the nitrogens in the rings as well as where substitutions occur. Structural studies could then be conducted to elucidate which are the most relevant features for this kind of scaffolds to be active against AKT1. In this regard, a recent publication co-crystallizing 1,6-naphthyridinone derivatives similar to those in analog series 20 has shown that this scaffold is relevant in forming a π-π stacking interaction with the side chain of Trp80 of the PH-domain (Uhlenbrock et al., 2019). Nonetheless, variation of the position of nitrogen atoms in the scaffold were not considered in the cited study. Indeed, previous SAR studies of these analogs have found the position of the nitrogen atoms in these scaffolds to be critical for the activity against AKT (Zhao et al., 2005;Bilodeau et al., 2008). Figure 6. “Zoom-in” into the constellation plot for AKT1 inhibitors selected from Figure 5. The core in analog series 62 is not as active as the nearby cores in analog series 2 and 12. Few structural differences can be noted for the compounds in this constellation. Case Study 2: DNMT Inhibitors Analogs in this library could be summarized in 23 cores following the procedure discussed in the section Methods. The cores were organized in 13 analog series and contained 46 compounds (about 16% of the initial dataset). Compounds in this library have annotated activity with DNMT1, DNMT3A, and/or DNMT3B. Figure 7 shows three constellations plots, where chemical space is the same and colors change to represent the activities against each DNMT. As elaborated on the section Methods, each circle in the plot represents a core in which coordinates in the 2D graph is given by similarity measurements computed from Morgan fingerprints using t-SNE for dimensionality reduction. Labels indicate the analog series to which cores belong. The color represents the percentage of active compounds sharing that core using a continuous color scale from red (less active cores) to yellow (more active cores). For this example of use of the constellation plots, the definition of “active” was determined from integrating qualitative and quantitative data sources as described in Naveja and Medina-Franco (2018). Circles in gray indicate cores with no reported activity for that particular DNMT. The size of the circle indicates the number of compounds sharing the core. Connected circles are cores sharing compounds. Figure 7 also shows the chemical structures of representative cores. Figure 7. Constellation plots for a dataset of DNA methyltransferase (DNMT) inhibitors tested with DNMT1, DNMT3A, and DNMT3B. The constellation plots for DNMT inhibitors in Figure 7 allow for rapidly getting several interesting insights of the SAR. For instance, cores at the top left part of the plot from analog series “A” are a bright constellation against DNMT1, i.e., a region in chemical space with active analogs. However, these analogs have not been tested against the other DNMT isoenzymes, which would help determine whether these inhibitors are selective. Of note, there is a “dark” (or predominantly inactive) constellation in the chemical space of DNMT1 formed by six cores from analog series “D.” This dark constellation, however, is more active overall against DNMT3A and appears to be active against DNMT3B. Furthermore, not all cores in this constellation have been tested against DNMT3A and DNMT3B, where they have greater chances of being active. The plot also reveals a constellation of nucleoside analogs from series “B” at the bottom-right region of the plot that is, overall, selective toward DNMT3B vs. DNMT1. This series has not been tested against DNMT3A yet. Moreover, most of the cores have been tested in DNMT1 only, thus hindering discussions on selectivity. In this regard, analysis of constellation plots is visually helpful in guiding multitarget drug discovery campaigns and in finding opportunities for selectivity. Conclusions and Perspectives We introduced a novel approach for combining chemical space and analog series methodologies into a single descriptive analysis that can be summarized in a constellation plot. Adding the analog series concept into the chemical space facilitates discussions of regions in the space, as every point summarizes a collection of analogs. A so-called “constellation in chemical space” can be conceptualized as those regions in chemical space formed by core scaffolds with similar structure (as defined by a coordinate-based projection). Mapping activity on the plot readily uncovers active and inactive zones, e.g., bright or dark regions, in chemical space. Of note, constellation plots would be useful for exploring virtually any chemical property, such as biological activity (as demonstrated with two case studies), but also physicochemical properties, complexity or selectivity statistics. In this regard, constellation plots are a flexible approach with multiple potential applications in academia and industry, aiding in the quest of finding potential leads from large collections of screening data (e.g., such as that produced by high-throughput screening campaigns). One of the next steps of this work is the application of the constellations plots to navigate through cell selectivity data of a comprehensive screening dataset. Results will be disclosed in due course. The datasets generated for this study can be found in Supplementary Information. JN participated in the conceptualization, data gathering, data analysis, and drafted the first version of the manuscript. JM-F participated in the conceptualization, data analysis, and revision of the manuscript. Conflict of Interest Statement The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. JN was thankful to CONACyT for the granted scholarship number 622969. We also thank Consejo Nacional de Ciencia y Tecnología (CONACyT) for grant 282785. The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fchem.2019.00510/full#supplementary-material Bilodeau, M. T., Balitza, A. E., Hoffman, J. M., Manley, P. J., Barnett, S. F., Defeo-Jones, D., et al. (2008). Allosteric inhibitors of Akt1 and Akt2: a naphthyridinone with efficacy in an A2780 tumor xenograft model. Bioorg. Med. Chem. Lett. 18, 3178–3182. doi: 10.1016/j.bmcl.2008.04.074 Borrel, A., Kleinstreuer, N. C., and Fourches, D. (2018). 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G., Barnett, S. F., Defeo-Jones, D., Jones, R. E., et al. (2005). Discovery of 2,3,5-trisubstituted pyridine derivatives as potent Akt1 and Akt2 dual inhibitors. Bioorg. Med. Chem. Lett. 15, 905–909. doi: 10.1016/j.bmcl.2004.12.062 Keywords: analog series, data visualization, descriptor, scaffold, structure-property relationships Citation: Naveja JJ and Medina-Franco JL (2019) Finding Constellations in Chemical Space Through Core Analysis. Front. Chem. 7:510. doi: 10.3389/fchem.2019.00510 Received: 14 May 2019; Accepted: 03 July 2019; Published: 16 July 2019. Edited by:Simona Rapposelli, University of Pisa, Italy Copyright © 2019 Naveja and Medina-Franco. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). 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Betty Linderoth was a watchmaker who was a female role model in her field. Items of her work were displayed at the World’s Fair in London in 1862. Betty Linderoth was born Betty Cedergrén in Stockholm in 1822. Her father, Johan Fredrik Cedergrén, was a watchmaker who ran his own establishment where pendulum clocks and pocket watches were also produced. Her mother’s name was Johanna Sofia Cedergrén. Betty Linderoth was one of nine children, seven of whom were girls. The oldest daughter in the family took a position at Riksbanken (Swedish central bank) bank note printers while Betty Linderoth, then aged twelve, began to help out at the watchmaker’s workshop. She revealed an early aptitude for doing detailed work and her father decided to train her to become a watchmaker herself. When Betty Linderoth first started as an apprentice she suffered insults from the male apprentices and journeymen who referred to her as “the skirted clockmaker”. She came up with a solution, which was to cut off her long braids and dress like a boy. She worked conscientiously and diligently and eventually became an accomplished watchmaker. There was a young foreman at the workshop called Gustaf Wilhelm Linderoth. The two of them took a liking to each other and following Gustaf’s proposal the pair married in 1844. That same year Gustaf Wilhelm Linderoth took over the Malmström watchmaker’s business on Drottninggatan in Stockholm. There he began to produce and import clocks under the name of G.W. Linderoths urfabrik (clock factory). The building also housed a shop. Betty Linderoth worked as forewoman in her husband’s watchmaker’s workshop. In 1845 the couple’s daughter Betty Fredrika was born, but she sadly died just a couple of years later. Three years later a son, named Johan Gustaf, was born. The business expanded and workers were hired. Betty Linderoth trained female apprentices in a special section. Linderoths urfabrik was considered to be the leading watchmaker’s workshop in Sweden. In 1853 King Oskar I commissioned a turret clock for the fire-damaged Tullgarn castle. This led the Linderoth couple to begin focusing on larger clocks, thus turret clocks in particular began to be produced for global retail. In 1860 Statens Järnvägar (state railway) commissioned a station clock, which became the first in a long series of clocks. Production included building-mounted clocks, loggers, regulators and ship’s clocks. Betty Linderoth became the first female watchmaker to display her work at a World’s Fair in London in 1962. She was given honourable mention for her chronometry. Her husband’s work also gained favourable judgement. Gustaf Wilhelm Linderoth died in 1871 following a brief illness. Betty Linderoth now took over running the business. She developed her own health problems and the doctor advised her to be less sedentary and move more. She now began to make house-calls and wind the clocks for her clients. As she walked around Stockholm her health improved. Her clients included Queen Josefina, the spouse of King Oskar I, as well as their daughter princess Eugénie. During the reign of King Oskar II Betty Linderoth was appointed royal horologist to the court. Although her son Johan Gustaf Linderoth, also a watchmaker, took over the business in 1872 Betty Linderoth continued to work until 1884. In 1889 she was made an honorary member of Stockholms Urmakarsocietet (Stockholm society of clockmakers) and three years later she became an honorary member of Sveriges Urmakareförbund (Swedish federation of clockmakers). Betty Linderoth died in 1900, aged 88. Her remains lie at Norra begravningsplatsen (the Northern Cemetery) in Solna. In honour of women and particularly of the female watchmaker, Betty Linderoth, a Linderoth clock sounded every half hour during a municipal council meeting at the City Hall council room in December 2019. Many of Betty Linderoth’s clocks still survive on buildings in Stockholm and in other places across Sweden.

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It has been more than a year since the highly contagious virus strain took the entire world by storm. Businesses have shut down left and right, schools were forced to move online, and global economies were disrupted, which gave way to the largest global recession since the Great Depression. The virus was first discovered in Wuhan, China in late 2019. And in early 2020, the World Health Organization declared it as a Public Health Emergency of International Concern, only to say that it was a global pandemic after two months because of the fast-growing number of active cases. This makes the coronavirus one of the deadliest pandemics ever to hit the human race in history, taking approximately 3.05 million lives, and counting, with it. For most of 2020, the only response that the medical communities and governments could do was to help the public cope with the knowledge they already had, while scientists were hard at work to understand the complexities of the virus strain. Across the world, countries were being put into lockdowns and quarantines in an attempt to minimize the number of active cases while there was still no available cure for the disease. All consumer transactions, businesses, and schools were moved online, while travel restrictions and preventive measures were continuously enforced. What is COVID-19? It’s important to understand what the virus is at the core so that the spread of misinformation and fear-mongering are put to a stop. Although actual information about what the pandemic is and how it’s being confronted are abundant on news channels as well as online platforms, it can still be difficult to grasp as a whole. This is because not everyone is as well-versed and educated as the leaders of the world to understand what exactly is going on. Many marginalized communities have no access to education or valuable information on the internet because of their preexisting living conditions. So to put it simply, COVID-19 is a disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which is transmitted through close contact with infected hosts that release respiratory droplets. For example, if there’s one infected host who coughs or sneezes and releases droplets in proximity to uninfected hosts, then the chances of spreading the virus are high. That’s why preventive measures such as social distancing, wearing face masks, disinfection of surfaces, and constant washing of hands work to some extent in minimizing the chances of possible transmission between hosts. Of course, it’s not the end-all-be-all solution that people are hoping for. How is it being solved? There is still very limited knowledge about the complexities of the COVID-19 virus to date, but the preliminary research shows that there is enough data to develop potential cures for the viral disease. Scientists and big pharmaceutical companies are hard at work to develop vaccines that may completely stop the virus from spreading. Many active clinical trials and research initiatives are simultaneously being done to create vaccines with the highest efficacy rate against the coronavirus once injected into human hosts. Among the recent discoveries, it is believed that using SARS-CoV-2 inhibitor screening can help block virus entry and replication within human host cells. Currently, several vaccines in multiple stages of development have been authorized worldwide for public use, and governments have begun distributing these vaccines to their citizens to build herd immunity — where the majority population in a specific area are becoming immune to the virus. Is there a definite end to the global pandemic? Millions of COVID-19 vaccine doses have been administered worldwide, with front liners, high-risk populations, and essential workers at the highest priority. Many first-world countries are also confident that they can begin transitioning to their new normal come late 2021, where people who have developed herd immunity can enjoy some semblance of pre-pandemic normalcy once more. However, the same cannot be said for developing and third-world countries, where there is a limited supply of vaccines, high hospitalization rates, and the number of active cases. There also new variants of the virus being discovered, which means that potential waves of cases are not impossible. In addition to that, these new variants and mutations can reduce the efficacy of existing vaccines, which can mean that those who have already been vaccinated can still be infected. But although these recent findings show that the world is nowhere near the end of the pandemic, all hope is not lost. It can be said that the advancements in science, technology, and the medical industry have helped develop cures quicker as well as in more efficient ways. This is because historically speaking, people had to deal with pandemics for thousands of years before they could be declared eradicated through vaccines. The COVID-19 pandemic might have brought the world to a standstill with no silver lining in sight last year, but the circumstances are constantly changing.

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VEGDUD – The role of plants in sustainable urban development: impacts on climate, hydrology, energy management and the atmosphere - Lead : Plante & Cité - Partners : IRSTV, LCPC, CSTB, LEPTIAB, ONERA, SEVE Nantes, LPGN, EPHYSE, GAME, IRSN - Duration : 2007-2014, project completed - Plante & Cité correspondents : Damien Provendier, Caroline Gutleben - Funding : French National Agency for Research (Agence Nationale de la Recherche, ANR) – Call for ‘Sustainable Cities’ projects, 2009. - Themes : Plants – landscaping – urbanism: integrated approaches - Sub-themes : Landscape planning, Landscape analysis - Key words : atmosphere - urban climate - carbon footprint - urban buildings – hydrology - ANR project – typology - Develop a functional typology of urban vegetation - Assess the impact of vegetation on interacting urban systems: the climate, atmosphere, energy, hydrology, at different spatio-temporal scales. Today, urban sprawl has its problems: the increase in artificial surfaces at the expense of natural areas has serious consequences, particularly on the quality of the urban environment (e.g., urban heat-island effect, pollution), but also on energy costs. With the ever increasing urban population, compromises or solutions are required that respond to the needs of various stakeholders. In the VegDUD project, funded by the French National Research Agency, vegetation was studied as one of the potential solutions for urban sustainable development. The impact of vegetation was studied across several themes: urban microclimate, thermal insulation of buildings, management of rainwater and physical (thermal/acoustic) approaches to well-being. The methods used included bibliographic research, experimental approaches (two experimental campaigns and long-term field measurements) and theoretic modelling (scenarios). Air quality issues, carbon footprint and biodiversity were also discussed following a literature review. Plante & Cité published summary information sheets on the impact of plants. The purpose of these documents was to valorise the main results of the VegDUD project. They were written for professionals (urban planners, architects, landscape designers, managers, policy makers) who need solid evidence to discuss and design innovations, taking into account form and use for sustainable cities of the future. The results of this multidisciplinary study relate to the impact of vegetation on climatic, thermal and hydrology issues. Each vegetation type has specific advantages and disadvantages, but given the limitation of space in populated cities, the primary recommendation of this research is to provide sufficient space for all forms of vegetation. This scientific work provides a better understanding of the services provided by urban vegetation, in order to design green cities that are resilient and pleasant to live in. The book ‘Une Ville Verte’ has been published. (‘A Green City’, Eds Quae)

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EARS are not only for listening. They are also found on many fields. How is that possible? Read and be surprised by the double meaning of ‘ear’. 1. We listen with our ears. They are the organs we listen with and that help us keep our balance. Many like to embellish them with earrings. 2. But did you know cereals also come in ears? The ear is the upper part of a cereal plant containing the grains or seeds. It is supported by the stalk.

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Electric Current Calculator Electric current can be explained as the flow of electric charge. It is the rate at which the electric charges starts flowing over the point in a an electrical circuit. We can calculate the electric current with the help of this below formula:where, I = Current [amps] Q = Charge quantity [coulomb] t = Time period [sec] Use our below online electric current calculator to find out the current passing through the points. Input the given values and click on calculate button to get the result. Latest Calculator Release Average Acceleration Calculator Average acceleration is the object's change in speed for a specific given time period. ... Free Fall Calculator When an object falls into the ground due to planet's own gravitational force is known a... Torque is nothing but a rotational force. In other words, the amount of force applied t... Average Force Calculator Average force can be explained as the amount of force exerted by the body moving at giv... Angular Displacement Calculator Angular displacement is the angle at which an object moves on a circular path. It is de...

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Anyone who has ever played against the computer in a game of chess knows how far artificial intelligence has come regarding logical games. Computers have even beaten human grandmasters of chess. But we've still got a fighting chance in supposed games of randomness, right? Wrong. Japanese researchers at the Ishikawa Oku Laboratory have invented a robot that is now capable of winning at rock paper scissors 100 percent of the time. The robot has never lost, proving that rock paper scissors may not really be a game of chance after all. The researchers hope that the technology will help to improve human-machine cooperation systems. "This technology is one example that show a possibility of cooperation control within a few milliseconds," the researchers wrote on their website. "And this technology can be applied to motion support of human beings and cooperation work between human beings and robots etc. without time delay." Let's face it, though: if we can't even beat them at rock paper scissors, what would machines get out of such cooperation? Perhaps it's finally time to accept the inevitability of the robot takeover. The robot's perfect record is possible thanks to high speed cameras, rapid processing time and near-instantaneous acuation of the robot hand. The robot is so fast that it can distinguish between a play of rock, paper or scissors almost as soon as the human hand begins to take form. It then shapes its own mechanical hand into the appropriate winning shape within 1 millisecond. It all happens so quickly that the robot gives the appearance of moving in concert with its opponent, without delay. Technically, this means the robot is actually cheating-- it gets to see what its opponent will play before making its own move. But since the process happens so quickly, a naive opponent probably wouldn't know the difference. (No one said that the robot takeover had to be done fairly.) Aside from proving the superiority of robots, the research also supports the intuition among professional rock paper scissor players (yes, there is a professional league) that the game is one of skill rather than chance. What the robot does may be similar to what 'expert' human players do, by identifying an opponent's move before they finish making it. Humans may also be capable of identifying their opponent's playing patterns, something the robot can't do-- not yet anyway. Even so, no human has a 100 percent win rate. A video showcasing the robot playing against a human opponent at high speed can be seen below: Related on MNN:

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ERIC Number: ED061824 Record Type: RIE Publication Date: 1970-Feb Reference Count: 0 Bilingualism and Bidialectalism. Di Pietro, Robert J. This paper discusses and compares bidialectalism and various types of bilingualism, and the educational considerations presented by each. Stable bilingualism can result when each language is used by most, if not all, members of the community for different purposes. In a bilingual situation, societal factors are frequently such that no agreement can be reached as to the role each language should play. One language group may be materially wealthier and force members of the less-fortunate groups to abandon their language as well as their cultural values in order to share the wealth. Bidialectal individuals possess both a socially stigmatized and a prestige variety of the same language. Both bidialectalism and bilingualism as they are found in the United States are mainly of the transitional type. Both phenomena seem to be marked with some degree of strife or social tension. The resolution of the social imbalances accompanying both situations, however, will probably not be the same. (Author/VM) Descriptors: Bilingualism, Communication (Thought Transfer), Cultural Differences, Curriculum Development, Diglossia, Disadvantaged, English (Second Language), Ghettos, Lower Class, Minority Groups, Mutual Intelligibility, Nonstandard Dialects, Second Language Learning, Social Dialects, Social Differences, Spanish Speaking, Standard Spoken Usage, Teaching Methods, Urban Language Publication Type: N/A Education Level: N/A Authoring Institution: N/A Note: Paper presented at the 1970 Spring Institute on Teaching English as a Second Language and as a Second Dialect, Tallahassee, Florida, February 13-17, 1970

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Students will get plenty of practice composing tens with ten frames to add to 20! Use this scaffolded EL Lesson alone or for more addition practice before teaching the **Scavenger Hunt Addition** lesson. Build a solid foundation in number sense with this lesson all about the friendly number 10! Students will count with both fingers and base-ten blocks. This lesson can be used alone or with the lesson plan **Place Value Concentration.** Expose your students to numerical sequencing and patterns with an interactive lesson that focuses on identifying, writing, and ordering numbers from 1-100. This lesson can be used alone or with the lesson plan **Popping Numbers.** Students get practice composing and comparing two-digit numbers as they compete to collect the most cards while playing the Hungry Alligator game. This lesson can be used alone or with the lesson plan **Greater than Less Than Equal to Game.** Students will love composing and decomposing two-dimensional shapes using tangram puzzle pieces. Use this plan alone or to frontload key vocabulary and concepts taught in the lesson plan **Know Your Shapes.** Dive deep into word problems with this lesson that teaches students to sketch base-ten blocks to add multiples of 10 and two-digit numbers. Use alone or with the lesson plan **Let's Build It! Two-Digit Addition.** Get your students synthesizing various subtraction strategies as they work with a partner to solve word problems. This lesson can be used alone or with the lesson plan **Show Me the Money! Two-Digit Subtraction.** What first grader wouldn't want ten dollars? This lesson uses one and ten dollar bills to teach students place value concepts as they develop fluency adding multiples of 10. Use alone or with the lesson plan **Ten Time.** Break out the dominoes! Students will practice adding and comparing numbers with this fun game. Use this scaffolded EL Lesson alone or for more addition practice before teaching the **Adding with Dominoes and Playing Cards** lesson. Introduce students to measurement tools with this fun hands-on activity. Students will get plenty of practice comparing length and weight as well. Use this scaffolded EL lesson plan alone or with **How Big is It?**. Addition and language practice go hand in hand in this lesson that uses *The Very Hungry Caterpillar* as an anchor text. Students practice counting on using a number line. This lesson can be used alone or alongside **Math with Bears** lesson. Geometry meets data in this fun lesson! Students will build a design using pattern blocks and then graph the number of each shape used. This scaffolded EL lesson can be used alone or alongside **Graphing Colored Counters.** Students will love competing to be the first frog to catch the fly as they practice jumping on a number line to subtract. Use this scaffolded EL lesson plan alone or alongside **Whole Body Subtraction.**

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The breastfeeding toddler of 3 and 4 years of age was common in much of the world until recently. In many societies it is still common for toddlers to breastfeed and the world wide average age of weaning is around four years old. The World Health Organization and UNICEF promote breastfeeding for two years and longer, and the American Academy of Pediatrics currently recommends breastfeeding for at least one year and as long after as both mother and baby desire. The Canadian Pediatric Society acknowledges that women may want to breastfeed for two years or longer and Health Canada has publicized a statement similar to UNICEF’s. | Do you want a breastfeeding toddler? Beyond the health issues and benefits, are you and your baby enjoying your breastfeeding relationship? If your answer is, yes, and you and your child are both still enjoying the closeness of breastfeeding, why give it up? Breastfeeding mothers know that nursing is more than food; it is an act of love. This continues when the baby becomes a toddler. Breastfeeding provides you with an easy way to give comfort when a toddler is unwell, sad, tired, or hurt, possibly making mothering your toddler a little easier. Anyone without bias, who has ever observed a breastfeeding toddler or an older baby nursing, can bear witness that there, is something dreamlike, something exquisite, something far beyond “just getting a milk fix” going on. A toddler’s pleasure in nursing is far beyond just the milk. Toddlers grow and develop at such a rapid pace the closeness that comes from breastfeeding can provide stability and serenity like nothing else. Breastfeeding ensures physical closeness between mother and child as life is sometimes hectic even (perhaps especially) in the happiest of homes - especially in families with older children or with mothers working outside of the home. Erika's review of breastfeeding toddler book, Mothering Your Nursing Toddler. Benefits for Toddlers The American Academy of Family Physicians observed that children weaned before two years of age are at increased risk of illness and nursing tots have fewer illnesses and illnesses of shorter duration than non-breastfed toddlers. Breast milk is the healthiest milk for your baby. Although the vast majority of toddlers eat a well rounded diet, breast milk continues to be an important part of your baby’s diet well beyond 6 months. Your breast milk does not suddenly become nutritionally inappropriate for your child at any time or stage due to your child’s age. Even after six months,12 months, 18 months and onward, your milk continues to provide immunities and vitamins, protein, fat, and other nutritionally important and suitable essentials which babies and children need and can help protect them from illness and allergies. Breast milk still contains immunologic factors that help protect your baby from illness and infection. As a matter of fact, certain immune factors INCREASE in the second year of life. There are actually more protective elements in your milk for your child’s second year of life, because children over a year old are usually exposed to more sources of infection. If your toddler does get sick, breastfeeding will help soothe him. Breast milk is easily digested and a toddler with a stomach virus may only be able to tolerate human milk and nothing else. Even when they refuse all food and drink, the breastfeeding toddler can still be persuaded to breastfeed. Children with serious or many allergies can continue to grow and benefit from breast milk while their systems mature and they are better equipped to digest other foods. Research on the relationship between IQ and breastfeeding has shown the greatest gains for those children breastfed the longest. Are breastfeeding toddlers more dependent? There may be external pressures or questions about weaning. Some experts deem the breastfeeding toddler, who is not weaned, as dependent. So does breastfeeding cause toddlers to be dependent? Our culture has grown to be fixated with early independence for children. If a need is met, it goes away. If a need is unmet, it remains. Often society pushes children to become independent before they are ready anyway. It seems that it's the anxious, clingy children that have been pushed into situations requiring "independence" too early. The more a child is pushed away, the more they tend to cling. A breastfeeding toddler is having his dependency needs met. Don’t worry. Children usually wean themselves between the ages of 2 and 4 years, and are typically extra independent, and extra confident in their independence. The breastfeeding toddler receives comfort and security from the breast. Breastfeeding helps a toddler feel good about himself, because his needs are being met. The toddler who is allowed to test things for himself, at his own pace, and when he is ready discovers self-confidence and self-worth and it flourishes! Benefits for Mothers More and more women are now breastfeeding their babies, and more and more are also finding that they enjoy breastfeeding enough to want to continue longer than the usual few months they initially thought they would. As a mother, you recognize your children's needs, you enjoy the closeness, you want to offer comfort, and there are even important health benefits. The natural child-spacing result of breastfeeding may possibly continue throughout the baby's second year. While breastfeeding alone is not a reliable means of birth control, extended nursing in some women suppresses ovulation and delays the return of fertility. |Not all mothers will view this as a benefit especially if you are anxious to get pregnant again. In some cases, even infrequent breastfeeding is enough to prevent pregnancy and a nursing mother who wants to get pregnant may face tough decision about extended breastfeeding. | Breastfeeding reduces the risk of breast cancer, ovarian cancer, uterine cancer, and endometrial cancer. Breastfeeding reduces the risk of rheumatoid arthritis and has been found to protect against osteoporosis. Breastfeeding moms have a tendency to lose weight easier which is a proven health benefit for preventing obesity, heart disease, diabetes, and illnesses related to being overweight. Visit Parenting Toddlers for tips on healthy eating for toddlers.

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After a year of record suicides, increasing cases of post-traumatic stress disorder (PTSD), and a renewed commitment to send more Marines to Afghanistan in 2010, the U.S. Marine Corps has a new approach to handling mental health and illness. In November 2009, Gen. James Amos, assistant commandant of the Marine Corps, stated that every infantry company will embed mental health professionals in units deploying overseas to Afghanistan and Iraq. The Marines Corps wants to have these professionals ready to start providing care by March 2010. These professionals will train fellow enlisted warriors to spot problems among peers, treat service members identified with possible problems, and provide effective mental health prevention and intervention programs. This directive from the Marines came after statistics, released in November 2009, reported 42 suicides among a total Marine troop level of 208,000. This number is higher than the 33 Marine suicides in 2007, and 25 reported suicides in 2006. The increasing number of suicides worries military leaders as they recognize that, after eight years of war, record numbers of troops are experiencing depression and anxiety, as well as the more severe conditions of PTSD and traumatic brain injury (TBI). Leaders recognize that left untreated, emotional and behavioral issues impact personal readiness and performance, and overall readiness and success of the entire unit. The Marines Corps calls the new mental health initiative OSCAR, or Operational Stress Control and Readiness. The program includes a mentoring program designed to help troops properly and quickly identify peers exhibiting signs of stress. Early identification is the key to preventing problems from escalating, according to those working in the mental health field, and a position that the Marines Corps supports. Professionals on these teams also deliver short-term interventions for stress-related issues, such as deep breathing and relaxation techniques, or solution-focused therapies. For those requiring more intensive therapies, the mental health professionals consult with leaders on removing these individuals from combat zones, and connecting them with professionals who can provide more long-term therapy. In conjunction with the implementation of OSCAR, the Marines Corps is also working to dispel the stigma often associated with seeking treatment for mental health issues. Unless a danger exists to the individual or others, leaders guarantee that individuals seeking care won’t lose their security clearance, or get demoted. Another integral aspect to the increased focus on mental health issues are the Marine Corps Community Services (MCCS) located on each base or installation. Called the Marine and Family Services (MFS) Center, this unit includes mental health support for Marines’ spouses and children. Marital, family, and financial counselors deliver integral services for the increased stress placed on spouse and children before, during, and after a family member’s deployment. For service members and their families, the Center also offers workshops on conflict resolution, dealing with difficult people, stress and anger management, and classes on depression and anxiety. Some bases also have toddler and play groups for children, and support groups for the care of special needs children. To meet the demand for more mental health professionals, the Marines Corps needs qualified counselors, psychologists, and social workers. If you are considering a psychology degree, and want to work with military service members and their families, and are interested about job prospects, the opportunities in the Marines are growing. Those with degrees in psychology are eligible for advanced training, and qualify for possible military scholarships and internships. To receive more information on the many ways to apply a psychology degree, request information from schools offering degrees in psychology.

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The domain of cross platform development is buzz with the arrival of an exciting piece of technology that shall revolutionize the practice. This is in context to google’s latest SDK that goes by the name of Flutter. As one of the best mobile application development company our experience levels enable us to view the most constructive areas of any technology. In this blog we shall explain a little bit about Flutter. What is Flutter? Flutter is an open source mobile application development SDK (software developer kit) used for developing cross platform mobile applications for Android and iOS. This was created by google and is also the primary method of creating applications for Googles latest OS Fuchsia. Apps designed and constructed in Flutter are capable of delivering the perfect brand-first design and can come very handy in developing shopping, food and e-commerce applications. Apps that also wish to look like Stockplatform will get better treatments using Flutter. All your applications build on Flutter are capable of giving the best results out of features like camera, geolocation, network, storage, 3rd party SDK’s and more. But we already have React Native so why would I need something like Flutter? Indeed React Native has been a good development framework and has assisted third party developers since a long time for creating cross platform applications quickly. Yet for some reason native development for android and ios is still very much in practice. So while still being a highly useful framework, React Native is still has its own flaws or rather scopes for improvement. What is the Development issue revolving around React Native? How does Flutter come to the rescue? For Android : The Flutter engine’s C/C++ code is compiled using Android’s NDK. The dart code is compiled AOT into the native code. For iOS: The Flutter engine’s C/C++ code is compiled using LLVM and the corresponding dart code is compiled AOT into the native code. The interpreter is not involved in both the cases. Apart from this Flutter also has the ability to interlope with your mobile platforms default programming language. Flutter supports calling into the platform and can integrate with the java or kotlin code on Android or Objective and C++ code on iOS. This is obtained via a flexible message style where the Flutter app sends of receives messages to the mobile platform using the BasicMessageChannel. How does Flutter treat widgets? The Flutter architecture includes its own widgets instead of relying on OEM Widgets or DOM Web Views. Now widgets instead of being a part of the platform are solely a part of the app which are now customizable and extensible. This does however contribute to the size of the application. The minimum size of a flutter application is approximately 7mb. Still it’s a fairly suited compromise considering the smoother experience you get in return. Based on the skills the best UI/UX design company should be able to optimize it out to the best possible product. Incase the OS of your mobile system is updated thereby bringing new platform capabilities, Flutter’s interlope and plugin system shall let you access those immediately. A Look At The Flutter Architecture So an overall experience of developing an application with Flutter? - Improved standards in cross platform development projects - Super smooth UI experience - Developer friendly in terms of tools and features like hot reload - Better Compatibility - Contains inbuilt customizable and beautiful widgets Stay tuned for more exciting information in this topic!! We at BrainMobi take into serious consideration the advent of such exciting and emerging technology that makes development fun and smart. As one of the top flutter application development company, your mobile app idea shall receive treatment of such updated practices which shall in turn help you achieve the best results. If you have the idea of a similar mobile application or idea, feel free to write to us at [email protected] .

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Preservation Education in the 21st Century Date: May 15-16, 2008 History and Background: In 2004 the first systematic national survey of the condition of collections in US libraries, archives, and museums documented the preservation needs of our cultural and intellectual heritage (http://www.heritagepreservation.org/HHI/summary.html ). These institutions hold at least 4.8 billion items. Libraries alone hold 3 billion items, of which an estimated 1.3 billion are at risk. Archives and museums have hundreds of millions of additional at-risk items. These include traditional books, manuscripts, photographs, prints, and drawings, and other text and art on paper or other materials, such as parchment maps, pith paper paintings and textile thangkas. They include images and sound recordings in many film and magnetic tape formats in performing arts, oral history, sound recordings, motion picture, and similar collections. Their body of digital formats such as CDs, DVDs, and device drives is rapidly expanding. Eighty percent of these institutions dedicate no paid staff to collections care, and 22 percent have no staff at all for this important function. Approximately 80 percent have no plan for, or staff trained to respond to, collections emergencies, whether those are occasioned by small local events or disasters like Hurricane Katrina. Seventy-one percent of institutions report needing additional training and expertise to care for their collections. Digital technology offers unparalleled benefits for broad and convenient access, rapid communication, creativity, and even the protection of vulnerable items by limiting their exposure to use. In response, many decision makers, faced with economic constraints, have shifted preservation resources towards creation and protection of digital materials. Compounding the challenge, rapidly changing technology and poorly understood cycles of deterioration have exposed the ephemeral nature of digital media. As a result, strategies for its long-term preservation remain unproved. Consequently, our digital age demands radical change in approaches to collections preservation. We must find effective ways to balance the crucial need for digital preservation and access against the need to address other deteriorating collections. Preventive conservation, innovative training approaches, knowledge of a broad range of materials, and multi-cultural stewardship issues must all play roles. Many models of education and training, however, remain focused on earlier conventions for preservation and conservation: formal training programs offer what interested students are willing to pay for; the model of conservation training has strong roots in the care of art objects; the field has found it difficult to attract students representing cultural diversity; and curriculum and practice for digital preservation are nascent. Historical efforts of the Library of Congress since the 1966 Florence Flood, combined with the Library’s strengths in staff and other resources, make the Library a recognized leader in the network of collections preservation. Efforts since the 2005 Hurricane Season have brought together preservation leaders from academic training programs, consortia, professional organizations, and funding agencies to consider “Future Directions in Document Preservation,” focusing on emergency preparedness and national strategic preservation planning. Recommendations from two prior symposia of preservation leaders have been integrated into long-term strategic planning. Now discussions concerns preservation and conservation education have been added. Program Description and Goals: On May 15-16, 2008, the Library convened approximately 60 preservation and conservation leaders and employers responsible for the preservation of document collections in libraries, archives and museums in the US and abroad. As managers responsible for their nations’ cultural patrimony, their charge was to work together to synthesize and distill their cumulative experience and vision to identify preservation education priorities for the 21st century. The program used a combination of focus groups and discussion to address four themes crucial to the future of preservation, including: - How do we improve preservation training using the latest innovations in education and technology? - What should we teach new conservators and preservation professionals to equip them to meet the needs of today's collections, particularly at-risk, modern, and indigenous collections? - Who should be trained as preservation and conservation professionals, and how can we better reach new audiences, especially in under-served communities? - How might we better ensure the availability of resources to cover tomorrow's preservation needs? Participants: Participants were graduates of one of five North American conservation graduate training programs or the equivalent. They were specialists in book, paper, photo, special media or preventive conservation, conservation administration or science. They were preservation educators and employers in, for example, museums (Smithsonian, MOMA, Met, NGA, BMF, SF-MOMA, PMA, Chicago Field Museum, Walters Art Gallery, Hadley, etc.), libraries (Yale, Harvard, Cornell, UT-Austin, Pepperdine, Morgan, Folger, Brigham Young, Johns Hopkins), and archives and other agencies, such as NARA and the George Eastman House. Foreign representatives included Europe, Asia, Africa and Australia. Outcomes: Cultural stewards are better connected to the preservation needs of 21st-century collections in libraries, archives, museums, and related institutions. Symposium results included: 1) a charter of principles for a national strategy for education and training, 2) a proceedings document that includes the meeting’s findings and recommendations, and 3) a provisional strategy for follow-up, with goals, objectives, and next steps. Support: This symposium was funded primarily by a generous grant from The Getty Foundation to the Library of Congress. It was co-sponsored by the Preservation Directorate of the Library of Congress and members of the International Federation of Library Associations' Preservation and Conservation North American Network, including Yale University and Pepperdine University Libraries; the Kilgarlin Center for the Preservation of the Cultural Record, University of Texas at Austin School of Information; and Preservation Programs, National Archives and Records Administration. Report of the Preservation-Future Directions Symposium: Preservation Education in the 21st Century, Library of Congress, Washington, DC, May 15-16, 2008, final project report to The Getty Foundation. [PDF: 202 KB / 28 p.]. Symposium: Education Key to Preserving National Heritage, reprints a report about the symposium as it appeared in The Gazette, an internal publication of the Library of Congress, June 6, 2008.

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Maybe you’ve seen those “BPA-Free” stickers on plastic water bottles before. Having them labeled that way makes it seem like a dangerous chemical, but you can find BPA in all sorts of things: DVDs, shatter-resistant eyeglasses, baby bottles… it’s even in resin that lines some cans of food, and in thermal paper receipts that you get at the store. Anyway, how bad can BPA actually be? Maybe you’ll find this infographic interesting: 💚 No More Bottled Water [Part of video transcript follows] BPA is short for bisphenol A, and it’s one of the most common ingredients in a type of hard, clear plastic called polycarbonate. You can react it with another chemical, like carbonyl chloride, to form long chains, and those chains form a really durable plastic. Those chains are pretty chemically inactive, but the trouble comes when unreacted BPA molecules stick around in the plastic. When you heat it up, like by putting a plastic container in the microwave, those leftover molecules can become free. And that is what might be a problem. BPA is what’s known as an endocrine-disrupting chemical. It’s a molecule that interferes with how natural hormones – like estrogen, androgen, and thyroid hormones – work in the body. What do you think? Let us know! 🙂

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Importance of rainfall for tropical animals Scientists need to consider the role of precipitation in an organism's ecological niche August 31, 2020 Imagine a tropical forest, and you might conjure up tall trees hung with vines, brightly colored birds, howling monkeys and ... rain. Indeed, precipitation patterns, along with temperature, dictate where tropical forests are distributed around the world, but surprisingly, scientists know little about the direct effects of rainfall on animals. A new conceptual framework, developed by University of Illinois and Kansas State University researchers, calls for the scientific community to formally consider the role of precipitation in an organism's ecological niche -- the set of biological and environmental factors that optimize life. "We understand exactly how most animals respond to temperature, but the same is not true for rain," says Alice Boyle of Kansas State and lead author of a Trends in Ecology & Evolution paper. "When biologists see rainfall effects in their studies, they assume it must be about how plants are responding to rainfall and how that affects the food supply for the organisms they're studying. But there can be direct physiological consequences of rain related to feeding behavior, predation, pathogens and more. There's a lot more going on than food supply." In the U.S. National Science Foundation-funded research, Boyle and co-authors define what they call the hygric niche: the collection of physiological, behavioral and ecological processes and interactions predicting how endothermic, or warm-blooded, organisms perform under a given precipitation scenario. Because the effects of temperature and moisture are so difficult to disentangle, the team developed the concept of the hygric niche using decades of bird and mammal research from the tropics. Temperature in equatorial landscapes varies little on an annual basis, but rainfall can vary widely, with some locations experiencing distinct dry and wet seasons and others experiencing daily precipitation throughout the year. Unfortunately, in many tropical locations, these millennia-old patterns are now shifting due to climate and land-use change. "Many of us assume seasonality is defined by temperature: It's cold in winter and hot in summer," says Doug Levey, a program director in NSF's Division of Environmental Biology. "By pointing out a different type of seasonality -- wet vs. dry -- and explaining how rain can directly affect animals, these scientists provide a new key to unlocking mysteries in the lives of tropical birds and mammals."-- NSF Public Affairs, [email protected]

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- hamartia - "sin" - hamartema - "sin" - hamartolos - "sinner" - hamartano - "to sin" 1) What is the definition of sin? 2) What is the standard of sin (absolute, intention, etc.)? and 3) What is the basis of sin (what causes it)? Hamartano appears 20 times in the Pauline corpus. The basic sense is "to do wrong," but one can do wrong in general (with either an implicit or explicit standard) or one can do wrong in relation to someone or something. In 1 Corinthians, we find both senses. In 1 Corinthians 6:18 you do wrong toward your own body by sexual immorality. In 8:12, you do wrong toward your brothers and toward Christ by causing others to stumble. Intention is clearly an element in the action that leads to "wronging" your body, your brother, or Christ. At the same time, one may not have intended to do wrong toward these individuals. In that sense "sinning against" in these instances may or may not be intentional. The wrongdoing, however, gives no sense of a standard of absolute perfection. This is "doing wrong against" in a fairly concrete, avoidable, and normal sense. In every case the sin is avoidable (note that one of the two instances of the word hamartema appears also in 6:18 and has the basic sense of "a wrong that has been done"; the other instance Romans 3:25, is similar). The second group of "sinning" instances in 1 Corinthians are more general. A person who marries does not "do wrong," does not sin (7:28, 36). A standard is assumed here, although it is not concretely mentioned. Again, the act being examined is a fairly intentional, normal one, but the question of wrongdoing is not judged in terms of intent. And again, there is no sense of a standard of absolute perfection. Not sinning is quite possible. The final reference in 1 Corinthians is 15:34, where Paul tells the Corinthians to stop sinning, to stop doing wrong. Clearly he believes this standard to be attainable. All the instances of sinning in 1 Corinthians, therefore, assume that it is possible not to sin, not to do wrong to Paul's satisfaction, not to do wrong against others. By far most of the references to sinning as a verb are in Romans, as are most of Paul's references to sin. While we want to hold off on most of the references to the noun hamartia until the next post, some appear in the same context of the verb in Romans. The first use of the verb is in Romans 2:12: "All who do wrong without law will also perish without law. But as many did wrong with the Law will be judged by way of the Law." This is a helpful verse, because it implies that the Jewish Law provides the criteria by which wrongdoing can be assessed in some way. In general, Jews thought it possible to keep the Law up to God's expectation. Paul himself calls his lawkeeping "blameless" before believing on Christ (Phil. 3:6). We will have to see, however, whether Paul holds to this normal standard of wrongdoing elsewhere. We learn little of what the standard of doing wrong is from Romans 3:23 or 5:12. Certainly the wrongdoing of Adam in 5:12 was an intentional, avoidable act of wrongdoing. 5:14 may very well imply that those from Adam to Moses did wrong like Adam even though they did not have a clear command they knew they were violating. In this sense, their sin might not have been conscious violation. This, however, does not mean the standard was unattainable. These individuals simply did wrong perhaps without knowing it. Similar dynamics apply to 5:16. Romans 6:15 assumes the same standard for wrongdoing--the Law in some way. But the assumption is that a person can in fact avoid doing wrong in this way. We thus can summarize the use of the verb "to sin" in 1 Corinthians and Romans as having two basic senses. By far the dominant use is to do wrong, with the default standard being the Jewish Law in some way. A second use is to do wrong against someone or something. Whenever Paul talks about concrete acts of wrongdoing, these acts are always avoidable. That is to say, we find no sense that Paul's concrete standard is unattainable. The assumption is rather than one might very well not "do wrong" in these ways. It is when Paul generalizes and makes overarching theological statements that we run into questions. Paul's concrete, individual mentions of sinning always seem to assume sin is avoidable. Yet all have sinned, and all those sinned from Adam to Moses. If sin were really avoidable, how could this be the case? Then we begin to fill in gaps as theologians, moving beyond what Paul actually says. We will pick up this thought in the next post. The last three uses of the verb in the Pauline corpus are in Ephesians 4:26; 1 Timothy 5:20; and Titus 3:11. Ephesians says not to sin when you are angry. The implication is both that anger in itself is not a sin and that one can avoid doing wrong while being angry. 1 Timothy calls for public rebuking of those who sin, which implies both that sin is avoidable and that Christians are not to be "those who sin." Titus speaks of a particular type of person as one who sins, again, thus distinguishing this one who sins from Christians who do not sin. In these three instances we again see that concrete acts of sin are treated as avoidable and sinning is not normal for a believer.

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Are you ready to grow your own nutritious and delicious broccoli? If so, you have come to the right place. This guide will provide you with the information you need to cultivate this green superfood in your home garden. Broccoli is a versatile vegetable that can be used in a variety of dishes, and it also has many health benefits. To ensure a successful harvest, you must understand the proper planting techniques and provide the optimal soil conditions, water, temperature, and nutrients. Whether you are an experienced gardener or just beginning, this guide will give you the knowledge and tools you need to grow healthy broccoli plants. Get ready to explore the world of homegrown produce – let’s start growing broccoli together! Broccoli is an incredibly nutritious vegetable that can help you feel healthy and satisfied. Its scientific name is Brassica oleracea var. italica, and it belongs to the mustard family. Broccoli has a long history – it was cultivated by ancient Romans and was later introduced to England and America in the 1700s. This dark green vegetable has firm stalks and tightly packed buds. When selecting broccoli, look for freshness. It contains dietary fiber, potassium, folic acid, vitamin A, vitamin C, and vitamin K. Broccoli grows upright with leathery leaves and bears dense green clusters of flowers at the ends of its branches. If not harvested in time, the buds will produce four-petaled yellow flowers that later develop dry fruits called siliques. Broccoli grows best in moderate to cool climates and can be planted from seed or transplanted from other plant beds. Depending on the variety and weather conditions, the heads or florets are ready to harvest within 60 to 150 days. Nutrition and Health Benefits Broccoli is a nutritional powerhouse that is packed with vitamins, minerals, and bioactive compounds. It contains potent antioxidants like vitamin C that work to protect your overall health and reduce the risk of chronic diseases, including certain types of cancer. In addition to its antioxidants, broccoli is also a rich source of dietary fiber. Fiber helps regulate your blood sugar and promotes healthy digestion. Furthermore, fiber can help prevent constipation and aid in regular bowel movements. Don’t overcook the broccoli, as overcooking can lead to nutrient loss. To maximize the health benefits of broccoli, it’s best to steam it gently. This helps maintain most of the nutrients while keeping the vegetables crisp and tasty. - High in fiber - Rich source of vitamins C and K - Contains iron and potassium - Provides a wide array of nutrients - Supports eye health, heart health, and disease prevention - It may protect against certain types of cancer - Aids in blood sugar control - Promotes healthy digestion Soil for Broccoli Creating the perfect growing environment for broccoli starts with the soil. To give your plants the best chance of thriving, amend your garden soil with nutrient-rich, organic materials such as compost. The ideal pH range for broccoli is between 6.0 to 6.8. Adding organic matter to the soil improves the structure and fertility, providing essential nutrients for the vegetable’s growth. Mulching is another important step when growing broccoli. Mulch helps regulate the soil temperature and moisture and acts as a barrier against weeds. This reduces competition for nutrients and water and keeps the plant’s roots cool. Whether you plan to grow broccoli in raised beds, containers, or an in-ground garden, the most important thing to remember is to maintain the soil’s quality. With well-amended soil enriched with organic matter, you will be rewarded with healthy plants and a bountiful harvest. Growing broccoli is a great way to add vitamin-rich vegetables to your diet. If you’re starting with seeds, begin by planting them indoors approximately six weeks before the final frost of spring. This will ensure an early summer harvest. When the seedlings are ready, harden them outside for a few days before transplanting them into the garden. Make sure the seedlings have four or five leaves and space them 18 to 24 inches apart with rows 24 to 36 inches apart. When planting directly in the garden bed, do so in mid to late summer for a fall or early winter crop. In mild winter zones, you can plant in the fall for a winter harvest. If sowing seeds directly, plant them half an inch deep and four inches apart. Use appropriate gardening tools when planting and maintaining your broccoli. These tools can make a world of difference in the success of your broccoli crop. Using the right tools can give your broccoli plants the best chance of thriving and producing a bountiful harvest. Planting broccoli also provides several pros, such as succession planting for continuous harvest, vitamin-rich vegetables all year long, and early summer or fall/winter crops. However, it does come with some cons, such as a need for careful monitoring and maintenance, extra attention for leggy seedlings, and soil fertility that needs to be maintained. Water, Temperature, and Nutrients Watering your broccoli plants regularly is essential for optimal growth and to prevent mold formation. Deliver water directly to the roots to avoid moisture on the flowering heads. This can be done with a soaker hose system. As the plants mature, reduce the frequency of watering while still maintaining adequate soil moisture. Broccoli grows best when the average daily temperature is below 75°F (24°C). Planting when temperatures drop to around 40°F (4°C) is ideal. Consider using a shade cloth to protect the plants from excessive heat. Some varieties can withstand slightly lower temperatures. When it comes to nutrients, broccoli plants are heavy feeders of nitrogen. Fertilize with nitrogen-rich materials, such as well-decomposed compost, fish meal, blood meal, or bat guano. This will ensure strong growth and a bountiful harvest. Following these guidelines will help you cultivate healthy broccoli plants with ease. Harvesting broccoli is an essential step for a successful crop. To determine when to pick your broccoli, look out for heads that are large, green, and very firm. If you notice any loosening edges or yellowing, it’s time to harvest immediately. For optimal taste and texture, it’s best to pick the broccoli when the flower is tight and firm to the touch. However, if you wait too long and the head starts to bloom, you can still consume it right away—even though the taste won’t be ideal. Removing the broccoli from the stalk is fairly easy. You can either snap off the stalk about 5 inches down from the last buds of the crown or use a sharp knife to cut it off. As a bonus, you can leave some small shoots on the plant for later daily picking and consumption. Insects And Pests Broccoli, like any other plant, is vulnerable to a variety of insects and pests that can wreak havoc on your crop if left unchecked. Understanding the common insects and pests that attack broccoli is essential for successful pest management and prevention. Common insects and pests of broccoli include cabbage worms, aphids, cabbage loopers, flea beetles, slugs, snails, cutworms, cabbage maggots, wireworms, whiteflies, and thrips. Regular inspection, proper hygiene, and timely intervention are essential to maintaining a healthy broccoli crop and minimizing insect and pest damage. Consider using environmentally friendly and organic pest control methods whenever possible to protect both your plants and the environment. Suggested Broccoli Varieties You can grow many broccoli varieties in your garden, each with distinct characteristics and flavors. Here are a few popular ones: - Calabrese: This is one of the most common types of broccoli planted in home gardens. It produces bluish-green heads that are 4-8 inches in diameter. - De Cicco: An Italian variety, De Cicco is known for its tender florets and long harvesting season. It is a non-heading variety, producing numerous small heads rather than one large one. - Waltham 29: This variety is highly adaptable to different climates. It produces medium-sized, bluish-green heads that are densely packed with florets. - Purple Sprouting: This is a colorful variety that turns a bright purple when cooked. It is often grown for its ornamental value as well as its taste. - Green Goliath: As the name suggests, this variety produces large, dark green heads and has a robust flavor. It is a fast grower and resistant to many common diseases. - Packman: Packman is a popular hybrid variety that matures quickly and produces well-developed, medium to large-sized heads. Growing broccoli can be a rewarding experience that comes with a variety of nutritional benefits. It is a rich source of vitamins, minerals, and antioxidants, making it an excellent addition to any diet. Harvesting broccoli at the right time is important for the best flavor and texture. The florets should be firm and tight, and the buds should be a bright green color. When you’re ready to harvest, cut the head of the broccoli at the stem with a sharp knife. In conclusion, growing broccoli can be a rewarding and nutritious endeavor. With the right techniques, you can successfully cultivate this cruciferous vegetable and reap its many benefits. Consider trying different varieties to find the ones that suit your preferences best. Happy gardening! Enamored with the world of golf Jack pursued a degree in Golf Course Management at THE Ohio State University. This career path allowed him to work on some of the highest profile golf courses in the country! Due to the pandemic, Jack began Inside The Yard as a side hustle that quickly became his main hustle. Since starting the company, Jack has relocated to a homestead in Central Arkansas where he and his wife raise cattle and two little girls.

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Renaissance and revival History of modern PaganismContemporary Paganism is the restoration of indigenous religion, especially that of ancient Europe. Paganism has grown in popularity greatly during the last hundred years. The growth coincides with a decline in Christianity in Europe, and the increase in knowledge of past and distant cultures. Renaissance, Reformation and RationalismPeople in Europe became more aware of the art and philosophy of the ancient world during the Renaissance period around 1500 (the word 'Renaissance' means 'rebirth'). Documents rescued after the fall of Constantinople in 1453 introduced people to ideas from before the Middle ages. And although Europe remained Christian the Pagan gods and goddesses of Ancient Greece jostled with the patron saints of Christianity on public monument, and classical philosophy began to change the way people thought about ethics and morality. In Britain the Reformation of the 1600s transformed England from a Catholic country to a Protestant one. The religious conflict that went along with this change led to the persecution of those who didn't fit the desired religious profile. Religious hysteria (disguised as spiritual cleansing) led to some individuals being described as 'witches'. But these people were not part of any religious movement, merely victims of local feuds and quarrels. A few of them were practitioners of herbal medicine but most were ordinary, conventional citizens. After the enormous political and intellectual upheavals of the 1600s died away, it became possible to explore ways of thought outside Christianity without fear of instant damnation, and the study of Greek and Roman classics became part of every schoolboy's education. The name 'Europe' (herself a character in Greek myth) replaced 'Christendom' in the mid-18th century. Influenced by the expansion of trade and colonies an awareness and interest in other cultures and spiritualities grew. This new age of reason during the 17th and 18th Centuries became known as the Enlightenment. The revival of traditional cultures and ancient traditionsThe first Pagan tradition to be restored was that of the Druids in Britain. In the mid-1600s stone circles and other monuments built four and a half thousand years previously began to interest scholars. Some thought that the original Druids (pre-historic tribal people of Europe) had built them. In 1717 one of these scholars, the Irish theologian John Toland, became the first Chosen Chief of the Ancient Druid Order, which became known as the British Circle of the Universal Bond. By the 19th Century a new outlook was evident as people searched for the fundamental principles of religion by looking at the faiths of different places and times. Mme Helena Blavatsky founded the Theosophical Society in 1875. Its teachings were based on Hinduism, Tibetan Buddhism, Neo-Platonic thought, and ancient Egyptian religion. Pagan philosophies, which venerated Nature and were polytheistic, began to be seen as sophisticated contributions to contemporary spirituality. Across Europe people were rediscovering their indigenous cultures. In northern Europe there was a growing interest in Saxon and Norse traditions. In England, William Morris translated the Icelandic sagas and Cecil Sharp collected village dances and songs. In Germany Schlegel and Schelling in particular were attracted to the nature religion which they saw behind traditional folk customs, and at the beginning of the 20th century Guido von Liszt pioneered the study of the runes. In north-east Europe, particularly Lithuania, nationalist movements spread and indigenous languages were reclaimed, traditional tales recorded and the old festivals celebrated. Folk music was part of this reassertion of local identity, preserving traditions which otherwise would have been forgotten. Witchcraft, New Age and modern The Witchcraft movementAn interest in witchcraft developed in the 19th century. By 1828 one historian proposed that the supposed witches of the 16th-17th centuries were in fact underground practitioners of Pagan religion. And in 1899 an American journalist, Charles Godfrey Leland, claimed he had discovered modern day witches in Italy. It was not until 1951 that the first practitioners of modern day witchcraft became known. It was at this time that the United Kingdom followed the rest of Europe in repealing the last of its anti-witchcraft laws. No laws were thought necessary in this rationalistic age. But amazingly, a retired tea planter and amateur archaeologist, Gerald Brousseau Gardner, appeared in print claiming he spoke for one of several covens of English witches who practised a Pagan religion dating from the Stone Age. Gardner claimed that his witches were practitioners of a fertility religion called Wicca. The hippy trail and beyondThe 1960s and 1970s were times of radical social change. Hinduism and Taoism helped shape contemporary Paganism as the hippy trail led people to become interested in Eastern religions and philosophies. Other traditions were also revived and incorporated into Pagan practices. North Americans rediscovered Native American traditions and the Afro-American traditions of Santeria, Candomble and Vodoun. European traditions reconstructed local holy sites and resurrected traditional ceremonies. Paganism found an ally in the ecological and feminist movements of the 1960s. Pagan philosophies appealed to many eco-activists, who also saw Nature as sacred and recognised the Great Goddess as Mother Nature. The image of the witch was taken up by feminists as a role-model of the independent powerful woman, and the single Great Goddess as the archetype of women's inner strength and dignity. Witchcraft continued to develop and from the 1960s onwards, witches from outside Gardner's tradition appeared. Some were practitioners of traditional practical healing and magic, with no particular Pagan religious structure. Others followed a different version of Pagan magical religion. In the 1990s many British traditional witches began to use the name hedge witches. (A hedge witch is a solitary practitioner who isn't aligned to a coven and who practices herbal healing and spells.) These were experts in traditional practical craft. Paganism todayNowadays there are many Pagan organisations worldwide, most catering for specific traditions such as Druidry or Asatru, but a few, such as the Pagan Federation (f. 1971, UK) or the Pan-Pacific Pagan Alliance (f. 1991, Australia), representing the entire tradition. Pagan hospital visitors and prison ministers are a recognised part of modern life, and public Pagan ceremonies such as Druid rituals and Pagan marriages (handfastings) or funerals take place as a matter of routine.

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Snapshots of Life: A Colorful Look Inside the Retina Posted on by Dr. Francis Collins This eerie scene might bring back memories of the computer-generated alien war machines from Steven Spielberg’s War of the Worlds thriller. But what you’re seeing is a computer-generated depiction of a quite different world—the world inside the retina, the light-sensitive tissue that lines the back of the eye. The stilt-legged “creatures” are actually ganglion nerve cells, and what appears to be their long “noses” are fibers that will eventually converge to form the optic nerve that relays visual signals to the brain. The dense, multi-colored mat near the bottom of the image is a region where the ganglia and other types of retinal cells interact to convey visual information. What I find particularly interesting about this image is that it was produced through the joint efforts of people who played EyeWire, an internet crowdsourcing game developed in the lab of computational neuroscientist Sebastian Seung, now at Princeton University in New Jersey. Seung and his colleagues created EyeWire using a series of high-resolution microscopic images of the mouse retina, which were digitized into 3D cubes containing dense skeins of branching nerve fibers. It’s at this point where the crowdsourcing came in. Online gamers—most of whom aren’t scientists— volunteered for a challenge that involved mapping the 3D structure of individual nerve cells within these 3D cubes. Players literally colored-in the interiors of the cells and progressively traced their long extensions across the image to distinguish them from their neighbors. Sounds easy, but the branches are exceedingly thin and difficult to follow. The mapping work has progressed nicely thanks to the crowdsourcing efforts of no less than 130,000 volunteers from 145 countries. Since its launch in 2012, EyeWire has mapped over 100 neurons and produced a number of beautiful scientific images, including this example honored in the Federation of American Societies for Experimental Biology (FASEB) BioArt 2014 contest. The game also spawned a scientific publication in the journal Nature, which modeled how the retina responds selectively to objects that move across its field of vision . Listed among the authors on the paper were all the EyeWire gamers who logged on and pitched in! A winner of an NIH Director’s Transformative Research Award, Seung now wants to put EyeWire to work to create the first complete wiring diagram of the retina. First, he’ll aim to produce a comprehensive inventory of the various cell types in the retina. After that’s done, the challenge will be to figure out how all of these cells interconnect to make vision possible. Good thing he has a crowd to help him do it! Space-tie wiring specificity supports direction selectivity in the retina. Kim JS, Greene MJ, Zlateski A, Lee K, Richardson M, Turaga SC, Purcaro M, Balkam M, Robinson A, Behabadi BF, Campos M, Denk W, Seung HS, EyeWirers. Nature. 2014 May 15:509(7500):331-336. Retinal Disease (National Eye Institute/NIH) Seung Lab (Princeton University, Princeton, NJ) NIH Director’s Transformative Research Award Program (NIH Common Fund) BioArt (Federation of American Societies for Experimental Biology, Bethesda, MD) NIH Support: Common Fund; National Institute of Neurological Disorders and Stroke

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(RxWiki News) Heart problems are a serious and common issue for patients with type 2 diabetes. Controlling diabetes might reduce their heart risks, but that protection might depend on the specific diabetes treatment. Diet-only treatments and the diabetes medication metformin were linked to a lower chance of cardiovascular problems, such as heart attacks and strokes, among type 2 diabetes patients compared to insulin treatment, a new study found. The study also showed that no other medication taken by itself or in combination with other therapies decreased the odds of having heart events or dying from these events compared to taking insulin alone. "Ask a nutritionist for diet guidance to control diabetes." Adam Ali Ghotbi, MD, from the Department of Clinical Physiology at Copenhagen University Hospital in Denmark, led a team of researchers that looked at how treatments used to lower blood sugar affected heart health and death rates in type 2 diabetes patients. In patients with type 2 diabetes, the body contains too much blood sugar, or glucose, to be processed properly. Though there are often no symptoms at first, type 2 diabetes can lead to more frequent infections that can heal slowly, fatigue and increased thirst and urination. This study included 8,192 patients who were overweight and at an increased cardiovascular risk. These patients were part of the Sibutramine Cardiovascular Outcomes Trial (SCOUT), which randomly assigned patients to take or not take the appetite suppressant sibutramine. Though the appetite suppressant is no longer available in the US, it can reduce adverse heart effects in high risk patients, according to the researchers. For the current study, patients were categorized into one of several groups based on the treatment they took. The treatments consisted of diet alone, metformin therapy, insulin therapy, sulfonylurea therapy, metformin with sulfonylurea and metformin with insulin. The researchers tracked the time between patients starting the study and when they had a heart event, including heart attacks, nonfatal strokes, cardiac arrest or death. Patients who controlled their diet alone decreased their chances of having a heart event by 35 percent compared to the other groups, the researchers found. Taking metformin by itself decreased patients' chances of having a heart event by 26 percent. The medicine was also tied to a 27 percent decreased chance of dying. Other medications taken alone or in combination were not significantly associated to adverse heart events or deaths, according to the researchers. During the follow-up period, 905 patients experienced some heart event, and 708 participants died. Age, chronic heart failure and hypertension (high blood pressure) were all linked with an increased chance of having a heart event. "In conclusion, we demonstrated that compared with insulin [alone], treatment with metformin...was associated with decreased risk of cardiovascular events in obese type 2 patients with diabetes with known or increased risk of cardiovascular disease," the researchers wrote in their report. The authors noted a few limitations of their study, including that they did know whether patients had any hypoglycemic events, or when blood sugar was too low. They also could not determine whether other ongoing body processes affected their results. "A potential caveat to this study is the tendency of physicians to treat less severe type 2 diabetes with diet control or metformin alone," said David Edwards, MD, a cardiologist on the medical staff at The Heart Hospital Baylor Plano, part of Baylor Health Care System. "Nonetheless, the other medications or insulin itself all increase circulating insulin, and increased insulin in this study had no clear benefit in the measured outcomes," said Dr. Edwards, who was not involved in this study. The study, funded by Abbott Laboratories, was published online October 2 in the journal Diabetes Care. Two of the authors served on the SCOUT steering committee and gave presentations sponsored by Abbott. No other conflicts of interest were reported.

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This test measures the amount of urea in the urine. This test helps in assessing the functioning of the kidneys and to diagnose any kidney disease. What is urea? Urea is a waste product formed in the liver as a result of protein breakdown. This urea is then released into the blood by the liver. Normally, it is then removed from the blood by the kidneys. Kidneys filter urea and it gets removed from the body through urination. Why this test is performed? This test is one among many tests used to evaluate your kidney function. Your doctor may ask to perform this test if you experience any signs and symptoms of kidney damage such as fatigue, bloody, coffee-colored or foamy urine, frequent urination, swelling on face, arms, stomach, legs, feet or around eyes, nausea or vomiting, weakness, muscle cramps etc. You may be advised to undergo this test if you have diabetes, heart disease, high blood pressure or a family history of kidney problems. Your doctor may also ask to perform this test to check the effectiveness of dialysis treatment in case if you are receiving hemodialysis or peritoneal dialysis. This test may also be performed with blood tests to rule out other medical conditions, such as liver damage, urinary tract obstruction, congestive heart failure or gastrointestinal bleeding. But these conditions are not diagnosed by this test. If you have a family history of kidney problems, your doctor may ask you to perform this test on a 6-monthly basis or a yearly basis. Patients with kidney disorders should perform this test on a regular basis, as instructed by the doctor. Inform your doctor if you are on any medications, have any allergies or underlying medical conditions before your Urea Automated 24 Hour Urine. Your doctor will give specific instructions depending on your condition on how to prepare for Urea Automated 24 Hour Urine. No specific preparation is required for this test. If the test result falls in the normal reference range generally no medical intervention is necessary. If the urine urea levels are low it may indicate malnutrition, too little protein in the diet, kidney disease, etc. If the urine urea levels are high it may indicate more protein in the diet or excessive breakdown of protein in the body Based on the test results, your doctor may advise appropriate medical treatments, lifestyle modifications, or further diagnostic tests. |MALE||All age groups||10-35 g/24 hrs| |FEMALE||All age groups||10-35 g/24 hrs|

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Many consumers are drawn to energy drinks to feel effects such as energy boosts, enhanced concentration and increased stamina. There are many brands of energy drinks, including Monster, that provide these desired outcomes. The concern for many health professionals is the impact these drinks are having on the body, particularly the heart. There is a significant increase in heart rate each time these drinks are consumed. Video of the Day Monster Energy Drink Monster comes in different many varieties, such as Lo Carb, XXL and assault. Each of the types have slight differences but the main ingredients remain the same. To provide the desired outcomes for energy, Monster energy drinks are filled with caffeine, taurine and sugar. In an average 8-oz. serving of Monster, there are 27 grams of sugar, 1,000 milligrams of taurine and 80 milligrams of caffeine. There are between two and three servings per container. The heart's electrical system is the controller of your heart rate. In a normal rhythm, each beat starts at the top of the heart at the sinoatrial node, passes through the atrioventrical node and then down into the lower ventricles. This provides blood to the rest of the body. When the body is provided a stimulant, the heart cannot always keep up with the demand, and it may cause an abnormal heartbeat. Consistent stress on the heart makes the heart more susceptible to arrhythmias. Monster and the Heart Caffeine and taurine have been shown to have effects on the heart's function. Although each person reacts to energy drinks differently, these ingredients can negatively affect the heart over time. In a study from "Circulation," the average heart rate increases between five and seven beats per minute after consuming energy drinks. The average resting heart rate is between 60 and 100 beats per minute. If your heart rate is consistently above 100 while drinking Monster energy drinks you should discontinue use. Consuming large amounts of caffeine can lead to health conditions such as anxiety, insomnia, digestive issues and high blood pressure. Although there are benefits to Monster energy drinks, they should be consumed in moderation. If you feel any palpitations, heart racing or uncontrollable restlessness, seek medical attention. Never use alcohol while consuming Monster energy drinks. - University of California: Nutrition and Health Info-Sheet For Health Professionals: Energy Drinks - John Hopkins Medicine: Caffeine Experts at John Hopkins Call For Warning Labels On Energy Drinks; 2008 - National Heart Lung and Blood Institute: What Is An Arrhythmia? - "Circulation"; "Energy Drink" Consumption Causes Increases in Blood Pressure and Heart Rate; Steinke et al.; 2007

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How do I run C++? Follow these steps to run programs on terminal: - Open terminal. - Type command to install gcc or g++ complier: - Now go to that folder where you will create C/C++ programs. … - Open a file using any editor. - Add this code in the file: … - Save the file and exit. - Compile the program using any of the following command: How do I start C++ code? Click on File->New->Source File option. - Write your C++ program as shown below and save it ( ctrl+s ). … - Once you have written the program, click on compile and run. - An output window will appear showing the result that is, Hello World printed. - Now, you are ready to go for the next chapter. How do I run a C++ program in Windows 10? If you have installed Microsoft Visual C++ Build Tools 2015 on Windows 10, open the Start menu and choose All apps. Scroll down and open the Visual C++ Build Tools folder. Choose Visual C++ 2015 x86 Native Tools Command Prompt to open the command prompt window. How do I compile C++ code in Windows? Steps to perform the task: - Yes, first install a compiler: Download from here. - Then type the C/C++ program, save it. - Then open the command line and change directory, using cd to the particular directory where the source file is stored. like: cd C:Documents and Settings… - Then to compile/run type in the command prompt, Where can I practice C++? - CodingBat Java. - C programming.com – Learn C and C++ Programming – Cprogramming.com. - About – Project Euler. - GotW.ca Home Page. - Welcome cstutoringcenter.com – BlueHost.com. - Sphere Online Judge (SPOJ) - DaniWeb IT Discussion Community. - Ubuntu Forums. Does Windows have a built in C++ compiler? For Microsoft Windows, you have also the Microsoft Visual Studio Community (latest version 2017), currently freely available and includes most features. It includes a C++ compiler that can be used from the command line or the supplied IDE. Will C++ die? Many “toy” languages such as Python and Ruby and others are just scripting languages, really, calling C and C++ libraries under the hood. Not only is C++ alive and kicking, it will most likely be with us for the decades to come. … C++ is NOT dying from any conceivable point of view. What is C++ code? C++ is a powerful general-purpose programming language. It can be used to create small programs or large applications. It can be used to make CGI scripts or console-only DOS programs. C++ allows you to create programs to do almost anything you need to do. Is C++ hard to learn? C++ is the hardest language for students to master, mostly because they have to think much. Really much. … Many other popular languages provide some cool “features” allowing developers to concentrate on their actual problem, instead of worrying about language-specific quirks (agree, C++ has so many of them). Does Windows 10 come with a C++ compiler? 4 Answers. Microsoft doesn’t ship a compiler, or the required Windows SDK headers/libs (also includes a bunch of other useful development tools) for Windows in the installation. Which software is used to run C++ program? Eclipse is one of the simplest and most powerful IDEs for C++ development. This is an open-source IDE that is available for Windows, Mac OS X, and Linux. As this is a very simple IDE, beginners will find it very easy to use. How do I compile C in Notepad ++? Hope it helps. - Open Notepad++ - Type F6 to open the execute window. - Write the following commands: … - Click on Save. - Type a name to save the script (e.g. “Perl Compile”) - Go to Menu Plugins -> Nppexec -> advanced options -> Menu Item (Note: this is right BELOW ‘Menu Items *’) Can Notepad ++ compile C++? You can now compile and run C++ programs from within Notepad++. To test the set up, copy the following program into a new Notepad++ tab and save the file as hello. cpp to a convenient location like the Desktop. Select C++ compile script from the dropdown list. How do I install C++? - 1) Download Turbo C++ software. You can download turbo C++ from many sites. … - 2) Create turboc directory in c drive and extract the tc3. zip. … - 3) Double click on the install.exe file and follow steps. Now, click on the install icon located inside the c:turboc. … - 4) Click on the tc application located inside c:TCBIN.

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The above figure is from a paper I stumbled upon, Genetic and environmental influences on impulsivity: a meta-analysis of twin, family and adoption studies: A meta-analysis of twin, family and adoption studies was conducted to estimate the magnitude of genetic and environmental influences on impulsivity. The best fitting model for 41 key studies (58 independent samples from 14 month old infants to adults; N=27,147) included equal proportions of variance due to genetic (0.50) and non-shared environmental (0.50) influences, with genetic effects being both additive (0.38) and non-additive (0.12). Shared environmental effects were unimportant in explaining individual differences in impulsivity. Age, sex, and study design (twin vs. adoption) were all significant moderators of the magnitude of genetic and environmental influences on impulsivity. The relative contribution of genetic effects (broad sense heritability) and unique environmental effects were also found to be important throughout development from childhood to adulthood . Total genetic effects were found to be important for all ages, but appeared to be strongest in children. Analyses also demonstrated that genetic effects appeared to be stronger in males than in females. Method of assessment (laboratory tasks vs. questionnaires), however, was not a significant moderator of the genetic and environmental influences on impulsivity. These results provide a structured synthesis of existing behavior genetic studies on impulsivity by providing a clearer understanding of the relative genetic and environmental contributions in impulsive traits through various stages of development. Shared environmental effects basically means the parents. It seems that parents have minimal impact on a child’s impulsivity. This seems about right. Some parents can control their children through incentives and punitive measures, but this doesn’t seem to result in a fundamental change in personal orientation. But the non-shared environment, the “unique environmental effects” in their terminology, is of some interest to me. Though that be simply be an error fact which collapses various forms of stochasticity, it may also point to cultural and subcultural norms. The incentives and punitive measures of parents are always limited to some extent. Children do spend time away from their parents at school. And, the reality is that at some point children will no longer be children, and parental influence diminishes. But cultural norms and expectations are much more difficult to evade. How many times have you known of children who refuse to eat something when urged on by their parents, but change their tune when they find out that all the kids at school like it?

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How Students Can Improve the Quality of Care in Your Practice Students can get hands-on education while adding value to your clinic by working with your team on quality improvement projects. Chances are that your clinic is already working on one or more projects to improve efficiency, patient safety, or clinical outcomes. Your students will benefit from participating in these projects and your staff will save time through additional interventions performed by students. Introduce your student to the team members leading improvement projects, and ask them to look for tasks where the students can contribute during a clerkship. For example, you may find that students can participate in projects by completing screening questionnaires with patients, coordinating follow-up care calls, giving immunizations, or reconciling medications in the EHR. Quality improvement is defined as "a method for continuously finding better ways to provide better patient care and service." Encourage your students to see quality improvement projects as a fundamental component of successful clinical practice. More About What to Teach Visit the What to Teach section for more examples of ways to increase the understanding of family medicine by students at your clerkship. Was this information helpful?

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Illuminating the influence of West African music, theory, and culture in American music traditions, and through this illumination, encouraging the academic success and advancement of West African scholars, students, and musicians. EMBRACING THE DEPTHS OF OUR MUSICAL ROOTS West African music is among the oldest on our planet, with a rich and varied history. The Mande musical traditions of West Africa are considered some of the most influential and intricate of all of Sub-Saharan African music. Additionally, modern research methods have unveiled very specific information showing the Mande musical traditions as cultural cornerstone of southern U.S. regions which later became hubs for the creation of jazz and the blues. The Cradle of Jazz Project (CoJP) aims to broaden the scope of jazz history by demonstrating the strength of its roots in the Mande music of West Africa. - The inclusion of West African music theory in the teaching of jazz history will give the Western musician: new experiences of synchronicity with other musicians, more freedom in improvisation, and fresh perspectives on the interplay of melody and rhythm. - Musical restitution will be manifested as Jazz history replaces its current vague nod to African roots with specific teachings in history, migration, and the previously unacknowledged merging of two distinct music theories. EMPOWERING THE NEXT GENERATION OF WEST AFRICAN MUSICIANS In West Africa, there is an acknowledged cultural crisis for the artisan child between traditional hereditary artisan training and formal, government-mandated schooling. An effect of the conflict is that the artist who has forsaken modern schooling to learn her craft finds bias against her stable success in the Western world. Opportunities for teaching become limited to brief residencies instead of long-term contracts, and self-management is difficult. The Cradle of Jazz Project intends to improve the chances of true global success for the next generation of Mali and Guinea’s cultural ambassadors, by delivering a bi-musical education which is also strongly academic. Our Executive Director Julie Moore is a certified Suzuki music instructor who has proven herself capable of bringing bi-musical education to Project-sponsored students in West Africa. With her ground-breaking work introducing Western music theory to impoverished urban youth in Mali in 2011, Julie became the first person to bring Suzuki music education to West Africa. The Suzuki music method is rooted in positive development of the whole student. Our education program will provide a place in Mali where a child’s potential as a student and a young artisan will flourish. Dr. Shinichi Suzuki, founder of the Suzuki learning method, said “I want – if I can – to get education changed from mere instruction to education in the real sense of the word – education that inculcates, brings out, develops the human potential, based on the growing life of the child.” Through offering long-term primary and secondary education programs in artisan communities in Mali, young West African artisans will graduate from our program with offers of full scholarships from partnering U.S. universities. ENDOWING WOMEN’S HEALTH CO-OPS IN MALIAN CoJP COMMUNITIES We recognize our sponsored students and artists as whole people, part of local communities, and therefore will include the provision of basic health care for program participants who reside in Africa, as well as supporting activities which will improve the health and safety of their African communities. - Our Global Health Director Elke Bachmann (CNM, MSN, Faculty, Midwifery Program, Yale School of Nursing) will deliver sustainable, long-term health and education support to West African communities, with a focus on Mali and Guinea. The aunts, mothers, and big sisters of students sponsored by Cradle of Jazz Project will be formed into community health co-ops. Elke will offer opportunities to Yale student midwives support this co-op, and will ally herself with local hospital systems, whose doctors will in turn make themselves available in critical situations to the Cradle of Jazz Project co-op women.

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The terrain of Death Valley itself should not be described without first identifying it as being part of, and surrounded by, the Great Basin, or the Basin and Range Province. The fact that it is situated within this tremendous area, surrounded by other ranges and basins, and is itself the deepest, hottest, and driest of all the Great Basin depressions, accounts in part for the present study. The physiography of Death Valley has contributed to its climate, its scenic beauty, its geologic interest, its ecology, and its economic and human history in such a way that the composite picture becomes one of a unique and superlative desert area, to be recognized as such and set aside by Presidential proclamation in 1933 as a national monument. Since this study has been projected by the National Park Service, the 2 million acres of land within the boundaries of the monument comprise the terrain of principal consideration. On the other hand, this arbitrary line in many instances leaves an incomplete biota within the monument boundary, thus forcing a major consideration of the contiguous areas involved. Death Valley is approximately 190 miles long and from 5 to 20 miles wide, with about 550 square miles below sea level, reaching the lowest land point in this hemisphere at 282 feet near Badwater. Mountain ranges surround the valley, rising to elevations of 5,000 to 11,000 feet, and there are practically no foothills between them and the valley floor. These mountains are composed principally of metamorphosed sedimentary rock, With the entire span of geologic time represented in the exposures of one ancient layer after another. The mountains arose, however, in relatively recent times, and volcanic activity, faulting, folding, tilting, and uplifting continued through the Pleistocene epoch with such force that erosion was not allowed to become a predominant force until the ice age ended. So the mountains are still new, steep, and relatively devoid of soil. What might in a less arid climate have become a cismontane soil supply now comprises a third geological feature of Death Valley, the alluvial fans. Composed of billions of tons of detritus spreading out from the mouths of hourglass canyons on both sides of the valley, the fans are still being formed and reformed as floodwater periodically strips the mountains of their supply of decomposing rock which could have become earth. The entire region may be characterized as one of extreme variability over incredibly short distances. The altitudinal variation is, of course reflected in the climate. When the then world record of 134° F. was reached below sea level at Furnace Creek Ranch on July 10, 1913, bighorn might have been feeding at 11,000 feet on Telescope Peak in the mild eighties. During the summer, temperatures of over 120° F. are not uncommon, and nighttime temperatures remain relatively high. In 1959, July recorded an average maximum of 120.1°. January is consistently the coldest month, with a steady rise in temperature through July and a steady fall through December. The lowest official temperature of 15° F. was recorded at Furnace Creek Ranch January 8, 1913, the same year as the record high. Summer and winter, the lowest temperatures occur just before sunrise, with an average differential of 27.2° between 24-hour maximum and minimum readings. The average number of clear days in a calendar year is 283, and the recorded high is 351. Absence of clouds, the low-density ground cover, and the generally light-reflecting quality of the terrain contribute to an intensity of insolation affecting all life in the area. The extremely variable rainfall is not adequately conveyed by the official weather records, for the only two stations in operation during the time of this study were less than 4 miles apart and at the same elevation, below sea level. The recorded rainfall averages around 2 inches per year, with a maximum of 4.2 inches in 1941 and a minimum of 0.09 in 1953. But since, in general, precipitation is correlated with elevation, and since elevations can vary so much in such short distances, it becomes apparent that an accurate record of the rainfall affecting bighorn habitat would involve more weather stations and personnel than are likely to be available for some time. Precipitation can, for instance, be heavy throughout the high mountains and yet none happen to hit the existing weather stations on the valley floor. And the opposite, of course, happens. During an extremely dry year, an isolated cloud burst can catch a weather station, raising the weather chart to "normal" but adding nothing to the vegetation of the sheep range. The general concept of desert rainfall in North America, including that of Death Valley, is one of two sources and two seasons: winter rains of cyclonic origin from the Pacific, moving across mountain ranges with the rain shadow deepening as it moves eastward, and summer storms from the Gulf of Mexico. A correlation has become apparent between the general pattern of precipitation and the pattern of prevailing wind. In the summers, when there is high occurrence of mountain rainfall, over 90 percent of the wind has been southerly. While winter winds may bring dust storms from either the south or the north, the prevailing currents appear to come from the north and west, their direction being altered locally by the north and south orientation of the mountain ranges. Very little work has been done on meteorology specifically for this area, but, presumably, the above generality would be sound despite the local contention that "Death Valley makes its own weather." Snow is common in the winter to all the surrounding mountains down to the 4,000-foot level, but seldom achieves a pack deep enough to affect winter foraging. Only once in history has snow lain on the valley floor. It is commonly believed that a relative humidity of zero is to be expected in the summer, but during the period of this survey the lowest determination made was 3 percent, with a summer average of about 10 percent. That the aridity of Death Valley is commonly exaggerated is indicated in a report from the Scripps Institution of Oceanography (Gorczynski, 1940): "The Mojave and Colorado Deserts represent the driest area in North America; Bagdad, California, has 70% aridity co-efficient, Death Valley 57%, Yuma 42%, Phoenix 28%, and Tucson 22%, as compared with the middle of the Sahara approaching 100%." Vegetation, of course, is predominantly xerophilous (i.e., of a type adapted to live in dry soil, sand, or on rocky ridges; characterized by thickening of epidermis, reduction of leaf surface), with a limited, but, to the bighorn, important growth of phreatophytes (deep-rooted plants that obtain their water from the water table or from the layer of soil just above it) in areas of live, perennial groundwater supply. Because of the high salt content of most of the ground and water at lower levels, and especially on the valley floor, many of these plants must be highly salt resistant. Away from the relatively few ground-water areas, the vegetation is inclined to be uniformly sparse, the plants widely spaced by the demands of their root systems in the shallow soil and rounded by the equal exposure to light from all sides. With a few exceptions such as the creosotebush (Larrea tridentata) and pigmy cedar (Peucephyllum schottii), sometimes known as spruce-bush, the vegetation is light in color, ranging from the silver-white of desertholly (Atriplex hymenelytra) to the dark grays of blackbrush (Coleogyne ramosissima), and the yellowish green of rabbitbrush (Chrysothamnus). With the exception of willows and mesquite in ground-water areas, the Black and Funeral Mountains on the eastern side of Death Valley are devoid of trees. The higher elevations from about 6,000 feet up, in the Grapevine Mountains, the Cottonwoods, and the Panamints, support the usual high-desert communities of drought-resistant conifers. Except for those in the high areas, the plants of the region must be prepared to withstand severe drought conditions, lasting from several months to several years. During these observations we have watched perennial plants lie dormant for at least 6 years, growing drier, more brittle and brown month by month, until even we thought they were dead. No annuals of any kind made an appearance the entire time and yet when in the seventh year the rains came the perennials grew green again and the annuals appeared as if by magic.

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Here is our big multiplying fractions anchor chart! We covered multiplying whole numbers by fractions, multiplying fractions by fractions, and multiplying mixed numbers. Whew! Since part of the common core requires that they use visual area models for multiplying fractions, we had some fun with tracing paper! Each kiddo got two pieces of identical tracing paper and broke it into parts. Then, when you lay them on top of one another, you can see where it forms an area model that is the same as the multiplied denominators, and the overlapping colored sections are your numerator. They loved this! We put them up on the window because you could really see the overlap on the tracing paper when we did it this way. The kids also copied notes into their math journal, and then showed the step by step of the area models. They used tracing paper for this, too, but they showed the steps to get to the final area model. We had so much fun practicing multiplying fractions! (My mountain view was covered in clouds and fog today! I was so bummed.) Finally, we worked on our multiplying fractions task cards. I'm writing a post about them over at Task Card Corner because they are a great example of how I scaffold task cards to differentiate and meet the needs of students. But, here is a sneak peek at them! If you need Multiplying Fractions Task Cards, you can buy them for only $2.25 at my TpT store. If you are looking for even more resources for teaching operations with fractions, stop by my store to see the Ultimate Fraction Operations Resource Bundle!

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A wallpaper is a digital figure of speech or picture used as a screen background on the desktop of a computing device, smartphone, or other electronic device . It is typically displayed behind the icons and other elements of the user port, and can be changed to individualize the twist or to think over the substance abuser's climate or interestingnesses . Wallpapers can be static look-alikes or animations, and are unremarkably stored on the device's internal computer memory or in the cloud . Some operating systems and apps as well allow users to create their own papers by editing existent pictures or combining multiple images into a collage. Background Of The Study Meaning For Free Background Of The Study Meaning Free Download Background Of The Study Meaning Latest Download Background Of The Study Meaning Popular The process to deepen the paper on a computing machine or mobile device can vary depending on the operating scheme and device you are victimisation. For Windows 10: Right -mouse click on the screen background and select "Personalize." Select "Background" from the left-hand menu. Select the in demand look-alike from the selections provided, or take "Browse" to select an image from your computing machine. Click "Apply" to set the new wallpaper. Click on the Apple ikon in the top-left corner of the screen door. Select "System Preferences." Click "Desktop & Screen Saver." Select the desired paradigm from the options provided, or mouse click the "+" button to add an look-alike from your computing machine. Click "Preview" to see how the wallpaper volition look, and and so snap "Set Desktop" to apply the new wallpaper. Go to the base screen door. Press and hold up on an empty space. Tap on "wallpapers" and then pick out the look-alike you want to set. Press "set wallpaper" to apply. Go to the home screen door. Tap and hold up on an empty space. Tap on "use as wallpaper" and then pick out the double you want to set. Press "set" to apply. Please let me know if you have any oppugn or you want me to depend up for any specific device or in operation system. How to make wallpaper There are several shipway to create your own paper, depending on your skills and the tools you wealthy person available . Some pop method actings include: Using a photo redaction software system : You can use package such as Adobe Photoshop or GIMP to edit an existent double or create a new one from come up . You can use tools such as layers, filters, and brushes to heighten the double and add text or other elements . When you're finished, you can save the look-alike in a arrange that is compatible with your device, such as JPEG or PNG. Using a wallpaper introduction web site or app : There are many on-line instruments that permit you to make wallpapers without needing any special software package . Some popular selections include Canva, Adobe Spark, and Wallpaper Engine . These tools usually rich person a widely diverseness of templates and plan elements that you can use to make your paper. Creating a montage : You can use an app wish Pic Collage or PicMonkey to combine multiple simulacrums into a single wallpaper . These apps unremarkably rich person a diverseness of layouts and design elements to select from. Take a picture : You can use your camera to take aim a photo and use it as your wallpaper . You can edit it to your preference by cropping, adjusting lighting, and adding filters. Use a pre-made wallpaper : You can search and download papers from sites like Unsplash, Behance, and many others. It is too important to note that, the resolution of your device's screen is crucial, so you'll require to create certain that the wallpaper you create is the right size for your device.

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A team of University of Alberta industrial design students have a bright idea to help the 1.6 billion people worldwide living without electricity to find a cheap light source and reduce waste. Students Russell Davidson, Jiayi Li, Fren Mah, Mikenna Tansley and Kapil Vachhar turned to recycled e-waste, bicycles and readily available motor technology to design MiON, a pedal-powered lamp that could provide a light source for people without electricity. Their design efforts were part of an advanced product design class project—one that recently earned gold in the product category of the International Sustainable Electronics Competition. "Electronic waste is a fairly current concern, and I thought it would be an interesting challenge for the students to research various aspects of the problem associated with this kind of waste and combine what they're learning in product design," said instructor Greig Rasmussen, who restructured his industrial design class this year to give students experience with more practical problems and a taste of the competitive atmosphere they can expect in the workforce. MiON is a lighting system that attaches to a bicycle, with a small dynamo motor that generates and stores electricity using pedal power. Designed to be built from recycled plastics and electronics, MiON can provide ambient or fixed lighting in homes without power that would otherwise rely on costly kerosene lamps. Design helps solve ecological, social problems MiON not only takes aim at an ecological problem that was part of the class project, but also addresses a social issue in the developing world—one that resonated with many of the teammates, said Mah, who came up with the idea of blending the two goals. "I looked at lighting situations in some cultures; some people don't have sufficient lighting at night to do their studies or homework, and I thought if we could produce a product, it could help alleviate the situation," he said. "Since bikes are a main form of transportation, we liked the idea of using something where we could allow people to charge it throughout the day while riding and use it at night. It seemed like a plausible solution," added Tansley. The students created a video animation that introduces MiON and illustrates the scope of the problem, with some of the narration told in Hindi from the perspective of a boy living in India. The quality of storytelling and blending of goals—reducing waste and social good—was impressive and a credit to the students, said Rasmussen. Explore further: Panasonic to release solar LED lantern for people living in areas without electricity

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Northern Prairie Wildlife Research Center Basore, N. S., L. B. Best, and J. B. Wooley, Jr. 1986. Bird nesting in Iowa no-tillage and tilled cropland. J. Wildl. Manage. 50:19-28. Bent, A. C. 1968. Life histories of North American cardinals, grosbeaks, buntings, towhees, finches, sparrows, and allies. (Part 3). U.S. Natl. Mus. Bull. 237. 1889pp. Best, L. B. 1986. Conservation tillage: ecological traps for nesting birds? Wildl. Soc. Bull. 14:308-317. _____, R. C. Whitmore, and G. M. Booth. 1990. Use of cornfields by birds during the breeding season: the importance of edge habitat. Am. Midl. Nat. 123:84-99. Brewer, L. W., C. J. Driver, R. J. Kendall, C. Zenier, and T. E. Lacher, Jr. 1988. Effects of methyl parathion in ducks and duck broods. Environ. Toxicol. Chem. 7:375-379. Buckland, S. T., D. R. Anderson, K. P. Burnham, and J. L. Laake. 1993. Distance sampling: estimating abundance of biological populations. Chapman and Hall, London, U.K. 446pp. Burnham, K. P., D. R. Anderson, and J. L. Laake. 1980. Estimation of density from line transect sampling of biological populations. Wildl. Monogr. 72. 202pp. Castrale, J. S. 1985. Responses of wildlife to various tillage conditions. Trans. North Am. Wildl. Nat. Resour. Conf. 50:142-156. Conservation Technology Information Center. 1992. Crop residue management survey. West Lafayette, Ind. 38 pp. Daubenmire, R. 1959. A canopy-coverage method of vegetational analysis. Northwest Sci. 33:43-64. Dawson, D. G. 1981. Counting birds for a relative measure (index) of density. Stud. Avian Biol. 6:12-16. Duebbert, H. F. 1987. Conservation tillage and wildlife. North Dakota Farm Res. 44:30-31. Flickinger, E. D., and G. W. Pendleton. 1994. Bird use of agricultural fields under reduced and conventional tillage in the Texas panhandle. Wildl. Soc. Bull. 22:34-42. Forsyth, D. J. 1989. Agricultural chemicals and prairie pothole wetlands: meeting the needs of the resource and the farmer - Canadian perspective. Trans. North Am. Wildl. Nat. Resour. Conf. 54:59-66. Graber, R. R., and J. W. Graber. 1963. A comparative study of bird populations in Illinois, 1906-1909 and 1956-1958. Ill. Nat. Hist. Surv. Bull. 28:383-528. Hanson, H. C., and C. W. Kossack. 1963. The mourning dove in Illinois. Ill. Nat. Hist. Surv. Tech. Bull. No. 2. 133pp. Higgins, K. F. 1977. Duck nesting in intensively farmed areas of North Dakota. J. Wildl. Manage. 41:232-242. Hill, E. F., and W. J. Fleming. 1982. Anticholinesterase poisoning of birds: field monitoring and diagnosis of acute poisoning. Environ. Toxicol. Chem. 1:27-38. Johnson, D. H. 1979. Estimating nest success: the Mayfield method and an alternative. Auk 96:651-661. _____, and M. D. Schwartz. 1993. The Conservation Reserve Program: habitat for grassland birds. Great Plains Res. 3:273-295. Kantrud, H. A. 1993. Duck nest success on Conservation Reserve Program land in the prairie pothole region. J. Soil and Water Conserv. 48:238-242. Kirsch, L. M., H. F. Duebbert, and A. D. Kruse. 1978. Grazing and haying effects on habitats of upland nesting birds. Trans. North Am. Wildl. Nat. Resour. Conf. 43:486-497. Klett, A. T., H. F. Duebbert, C. A. Faanes, and K. F. Higgins. 1986. Techniques for studying nest success of ducks in upland habitats in the prairie pothole region. U.S. Fish and Wildl. Serv. Resour. Publ. 158. 24pp. Lokemoen, J. T., and J. A. Beiser. 1995. Bird use of minimum-tillage, organic, and conventional cropland in Southeast North Dakota. Proc. Man-ND Zero Tillage Farmers Assoc. 17:73-82. _____, and R. R. Koford. 1996. Using candlers to determine the incubation stage of passerine eggs. J. Field Ornithol. 67:660-668. Mayfield, H. F. 1975. Suggestions for calculating nest success. Wilson Bull. 87:456-466. Milliken, G. A. 1984. SAS tutorial; analysis of covariance - models, strategies, and interpretations. Proc. Ninth Annual SAS Users Group International Conference. 9:990-999. SAS Inst. Inc., Cary, N.C. _____, and D. E. Johnson. 1984. Analysis of messy data. Vol.1 Designed experiments. Van Norstrand Reinhold, New York, N.Y. 473pp. Peterjohn, B. G., and J. R. Sauer. 1993. North American breeding bird survey annual summary 1990-1991. Bird Populations 1:52-67. Robbins, C. S., D. Bystrak, and P. H. Geissler. 1986. The breeding bird survey: its first fifteen years, 1965-1979. U. S. Fish and Wildl. Serv. Resour. Publ. 157. 196pp. Rodenhouse, N. L., and L. B. Best. 1983. Breeding ecology of vesper sparrows in corn and soybean fields. Am. Midl. Nat. 110:265-275. SAS Institute Inc. 1989a. SAS/STAT user's guide, Version 6. Cary, N.C. 846pp. _____, 1989b. SAS/IML software: usage and reference, Version 6. Cary, N.C. 501pp. Sauer, J. R., and B. K. Williams. 1989. Generalized procedures for testing hypotheses about survival or recovery rates. J. Wildl. Manage. 53:137-142. Stewart, R. E. 1975. Breeding birds of North Dakota. Tri-college center for environmental studies. Fargo, N.D. 295pp. _____, and H. A. Kantrud. 1974. Breeding waterfowl populations in the prairie pothole region of North Dakota. Condor 76:70-79. _____, and . 1972. Population estimates of breeding birds in North Dakota. Auk 89:766-788. U.S. Department of Agriculture. 1992. Universal soil loss equation. Soil Conserv. Serv. Field Off. Tech. Guide. - North Dakota. Sec 1, Part 1, 89pp. Warburton, D. B. and W. D. Klimstra. 1984. Wildlife use of no-till and conventionally tilled corn fields. J. Soil and Water Conserv. 39:327-330.

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Life as a country musician has never been easy and Earl Scruggs spent grueling years on the road in the late 1940s pioneering the bluegrass sound with fellow road warriors Bill Monroe, Chubby Wise, Howard Watts, and Lester Flatt. After Flatt and Scruggs left the Blue Grass Boys in 1948, the popularity of Bluegrass music began to grow and through the resourceful management of Louise Certain, soon to be Louise Scruggs, the band secured the sponsorship of Martha White Flour and what was hopefully a more comfortable means of transportation. Still between radio performances, recording sessions, and live shows, the band often performed multiple times per day. The image below features The Foggy Mountain Boys on an unknown stage in the 1950s. Another image from the Mike from the Mike Seeger Collection, this time playing guitar with his dear friend, Chapel Hill’s beloved Libba Cotten, in 1978 or 1979. Join us tonight, March 23, 2012, in Wilson Library on UNC’s campus for a discussion and concert in celebration of the life and work of musician, documentarian, and scholar Mike Seeger. We wanted to share a few photos from the Mike Seeger Collection in advance of the tribute concert and lecture on Friday, March 23. The image above, featuring Seeger recording William Bragg along with a group of interested students, was captured in Widen, West Virginia by Alice Gerrard in 1967. Gerrard will perform at the tribute concert along with Ginny Hawker and Mike Seeger’s former band mates from the New Lost City Ramblers, John Cohen and Tracy Schwarz.

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Gone are the days when one used to buy encyclopedias in order to refer for a project. A school going kid has to use what ever edition is available in her school library. These days, every home now has a personal computer enabled with internet connection which can be used as an effective tool to learning. There are a few good online encyclopedia available, which can be used easily. Online encyclopedias do not occupy a huge space, which is convenient. With changing times, one has to upgrade to new learning ways. There are number of sites available that can be referred to for assistance in educational essays or information. Knowing about them is just a click away. Yes, a single click will navigate you to the best website, after some time of searching for the best. If you want to avoid searching, you can simply read the rest of the article. Below is the list of online encyclopedias that are popularly used. Are you still in doubt about needing to get registered with these websites? Consider a scenario wherein a school project that your son or daughter needs to excel, your kid can make use of these encyclopedias to write project report using these tools and get an A+. Kids today need to be informed about their social, Geographical and environmental surrounding. Like knowledge of a new found star, or current affairs and politics for that matter. Coming to the list. The best encyclopedia is, as always The Britannica. The online version is very good with lots of image illustrations, tools and activities to choose from. Britannica has separate encyclopedia for kids. This offers a free trial version of 7 days. Check at the website to know what’s new at Britannica. When one wants to access free on-line encyclopedias, The Encyclopedia is best and has useful information categorized professionally. This has all the material one needs for a project. Search a topic and you can find lots of information on it. Not to be left behind is the . This site reminds one of the Wikipedia when look and feel is considered. As the name suggests this site has academic related topics in the information catalog and is very useful. Then there is this one, for the young children at This has illustrations for toddler related topics. All these sites, do not need a fee to register with. Free registration websites can be relied upon when your kid is very young. Once he or she goes to High School, you may have to go for paid registrations.

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Silicon is an extremely common element on Earth and is responsible for inviting white sand beaches, as silica, an oxide of silicon, is the most common component of sand. Modern computing also owes a lot to silicon, as it is a crucial component in microelectronics and computer chips. A silicon wafer manufacturer provides silicon wafers that are used as a part of the original manufacture of coordinated circuits or similar gadgets. As silicon wafer manufacturers have shown that silicon has many other practical uses as well. Silicon is neither metal nor non-metal; it’s a metalloid, an element that falls somewhere between the two. Metalloids generally have properties of both metals and non-metals. Silicon is a semiconductor, meaning that it does conduct electricity. The Hotter, the Better Unlike a typical metal, silicon gets better at conducting electricity as the temperature increases (metals get worse at conductivity at higher temperatures). This is why there are many silicon wafer manufacturers that supply the market. As a semi-conductor, silicon is used to make transistors, which amplify or switch electrical currents and are the main elements in electronics from radios to iPhones. These manufacturers look to silicon wafer manufacturers as a key supplier. Silicon is also used in a variety of ways in solar cells and computer chips, for example, as a metal-oxide-semiconductor field-effect transistor, or MOSFET, the basic switch in many electronics. Silicon also has future potential in the creation of tiny lasers called nanoneedles, which can transmit data faster and more efficiently than traditional optical cables. Superconductor lasers shed heat much easier than glass lasers, meaning they can create more power than traditional lasers.

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The title of the book of Numbers in the King James Version comes from the Latin Vulgate Numeri (“Numbers”), which is descriptive of the census given in the first three chapters of the book rather than of its content in general. Therefore, Numbers is strictly the Christian name for this section of the Torah, or first five books of Moses. The Hebrews most often chose from among the first words of the text for a title for each of the books in the Bible. Thus, the Jews have called this book either Vayedabber (“And He Spoke”), which is the first Hebrew word of the book, or, more commonly, Bemidbar (“In the Wilderness”), which is the fifth word in the first verse. This part of the work of Moses records the movement of the children of Israel from Mount Sinai to Mount Pisgah, which was on the east side of the Jordan River and overlooked the promised land. The book includes an account of the numbering of Israel, the Levitical preparations for moving the tabernacle, why Israel was cursed with forty years of wandering, the second numbering of Israel after those above twenty years of age at the time of the Exodus had died, the choosing of Joshua to lead Israel, and a description of some land inheritances by the various tribes. The book does not have many doctrinal discourses, but it gives the necessary understanding to key historical events in the story of the family of Jacob. Some of the doctrinal implications of these historical events are of great worth. Be alert to the major events and specific preparations Israel underwent before they were ready to realize their promised reward. Notes and Commentary on Numbers 1–12 (17-2) Numbers 1:1–46. How Many People Did Moses Lead through the Wilderness? The first census of Israel after the Exodus numbered 603,550 men over twenty years of age who could go to war (see v. 3). This included none of the Levites (see v. 47) who numbered 22,000 (see Numbers 3:39). It also excluded all females, old men, boys under twenty years of age, and men unable to bear arms. This record has causes some scholars to estimate the total number of the children of Israel to be over two million souls (see Keil and Delitzsch, Commentary, 1:3:4–5). Other scholars believe that there have been textual errors in the transmission of numbers down through the centuries and that the total number of Israelites would be closer to half a million (see Enrichment Section E, “The Problem of Large Numbers in the Old Testament”). Whatever is correct, the task Moses faced was incredibly huge. To lead even five hundred thousand people into a harsh and barren wilderness and attempt to keep their hunger and thirst satisfied, their needs for shelter and protection from the elements met, as well as bring them to a state of spiritual maturity and obedience—no wonder Moses cried out, “I am not able to bear all this people alone, because it is too heavy for me” (Numbers 11:14). (17-3) Numbers 1:32–35 The blessing of Ephraim was here fulfilled in having thousands more sons able for war than had his older brother, Manasseh (see Genesis 48:19–20). (17-4) Numbers 1:47–54 Those of the Levitical Priesthood were assigned particularly to care for the house of the Lord: to officiate in it on behalf of the children of Israel and to disassemble and reassemble it in times of movement. They were its protectors, so their tents encircled the sanctuary. (17-5) Numbers 2. Why Was There a Specific Order of March and Camping? God’s house is a house of order (see D&C 132:8). In symbolic representation thereof, so was the camp of Israel. Order was maintained in both their encampments and marches. The tribes were deployed in four groups of three tribes. On the east side of the camp and at the front of the moving column were Issachar and Zebulun with Judah at the head. On the south side in second position were Simeon and Gad under the leadership of Reuben. In the middle were the Levites. On the west and fourth in the line of march were Manasseh and Benjamin led by Ephraim. On the north and in the rear were Asher and Naphtali with Dan at the head. The places of honor, at the head of the hosts and immediately following the tabernacle, were held by Judah and Ephraim, respectively. Judah camped directly east of the tabernacle entrance. (17-6) Numbers 3 The Levites were not counted with the other tribes of Israel because of their divine stewardship to act in the stead of the firstborn son (see vv. 12–13). Joseph, however, had already been assigned a double portion, and both Ephraim and Manasseh became full and independent tribes (see Genesis 48:22). A distinction was also made between the sons of Aaron and other Levites (see vv. 2, 8–10; Reading 17-15). Descendants of Aaron were designated as priests, and they were the ones given the stewardship to preside in the ordinances of the tabernacle. The other Levites assisted in maintaining the tabernacle and its services, but they could not actually perform the ordinances of sacrifice, burning incense, and so on. Although all the Levites camped around the tabernacle, Aaron and his sons, along with Moses, were placed in the favored position directly in front of the tabernacle entrance (see v. 38). (17-7) Numbers 3:51. Why Were the Extra Levites Redeemed with Money? The total number of Levites in religious service closely approximated the number of firstborn among the children of Israel. The excess 273 firstborn who were not redeemed man for man by a Levite substitute were redeemed by a five-shekel offering each. President John Taylor explained why this procedure was required: “The first-born of the Egyptians, for whom no lamb as a token of the propitiation was offered, were destroyed. It was through the propitiation and atonement alone that the Israelites were saved, and, under the circumstances they must have perished with the Egyptians, who were doomed, had it not been for the contemplated atonement and propitiation of Christ, of which this was a figure. “Hence the Lord claimed those that He saved as righteously belonging to Him, and claiming them as His He demanded their services. … He accepted the tribe of Levi in lieu of the first-born of Israel; and as there were more of the first-born than there were of the Levites, the balance had to be redeemed with money, which was given to Aaron, as the great High Priest and representative of the Aaronic Priesthood, he being also a Levite. [See Numbers 3:50–51.]” (Mediation and Atonement, p. 108.) (17-8) Numbers 4. What Is the Significance of the Sons of Kohath? Chapter 4 of Numbers explains the duties and responsibilities of the branches of Levites with respect to the tabernacle. Moses and Aaron were sons of Amram, a grandson of Levi through Kohath (see Numbers 3:19; Exodus 6:18, 20). Aaron and his sons were set apart to the priesthood and were given the other sons of Levi to assist them in the movement and functions of the tabernacle (see Numbers 3:5–13). Kohath seems to have been the second son of Levi (see Numbers 3:17), but was probably mentioned first because of his grandsons Moses and Aaron and also because his male descendants were the bearers of the sacred furniture of the tabernacle (see Dummelow,Commentary on the Holy Bible, p. 104). (17-9) Numbers 5:1–4. Separation of the Unclean from the Camp Those with leprosy or running sores were not allowed to march or camp with the rest of Israel (see v. 2). To be put out of the camp implied only a separation from the main body, not a total rejection or abandonment. A noted Bible scholar suggested why this isolation was required. “The expulsion mentioned here was founded, 1. On a pure physical reason, viz., the diseases were contagious, and therefore there was a necessity of putting those afflicted by them apart, that the infection might not be communicated. 2. There was also a spiritual reason; the camp was the habitation of God, and nothing impure should be permitted to remain where he dwelt.” (Clarke, Bible Commentary, 1:631.) (17-10) Numbers 5:11–31. The Trial of Jealousy This law for determining the guilt or innocence of an adulterer is puzzling in many respects. At first it seems heavily biased against the woman for there is no similar requirement for the man. A close examination of the law will show what was involved in it and why the Lord revealed it. “The rabbins who have commented on this text give us the following information: When any man, prompted by the spirit of jealousy, suspected his wife to have committed adultery, he brought her first before the judges, and accused her of the crime; but as she asserted her innocency, and refused to acknowledge herself guilty, and as he had no witnesses to produce, he required that she be sentenced to drink the waters of bitterness which the law had appointed; that God, by this means, might discover what she wished to conceal. After the judges had heard the accusation and the denial, the man and his wife were both sent to Jerusalem, to appear before the Sanhedrin, who were the sole judges in such matters. The rabbins say that the judges of the Sanhedrin, at first endeavoured with threatenings to confound the woman, and cause her to confess her crime; when she still persisted in her innocence, she was led to the eastern gate of the court of Israel, where she was stripped of the clothes she wore, and dressed in black before a number of persons of her own sex. The priest then told her that if she knew herself to be innocent she had no evil to apprehend; but if she were guilty, she might expect to suffer all that the law threatened; to which she answered, Amen, amen. “The priest then wrote the words of the law upon a piece of vellum, with ink that had no vitriol in it, that it might be the more easily blotted out. The words written on the vellum were, according to the rabbins, the following:—‘If a strange man have not come near thee, and thou art not polluted by forsaking the bed of thy husband, these bitter waters which I have cursed will not hurt thee: but if thou have gone astray from thy husband, and have polluted thyself by coming near to another man, may thou be accursed of the Lord, and become an example for all his people; may thy thigh rot, and thy belly swell till it burst! may these cursed waters enter into thy belly, and, being swelled therewith, may thy thigh putrefy!’ “After this the priest took a new pitcher, filled it with water out of the brazen bason that was near the altar of burnt-offering, cast some dust into it taken from the pavement of the temple, mingled something bitter, as wormwood, with it, and having read the curses above mentioned to the woman, and received her answer of Amen, he scraped off the curses from the vellum into the pitcher of water. During this time another priest tore her clothes as low as her bosom, made her head bare, untied the tresses of her hair, fastened her torn clothes with a girdle below her breasts, and presented her with the tenth part of an ephah, or about three pints of barley-meal, which was in a frying pan, without oil or incense. “The other priest, who had prepared the waters of jealousy, then gave them to be drank by the accused person, and as soon as she had swallowed them, he put the pan with the meal in it into her hand. This was waved before the Lord, and a part of it thrown into the fire of the altar. If the woman was innocent, she returned with her husband; and the waters, instead of incommoding her, made her more healthy and fruitful than ever: if on the contrary she were guilty, she was seen immediately to grow pale, her eyes started out of her head, and, lest the temple should be defiled with her death, she was carried out, and died instantly with all the ignominious circumstances related in the curses.” (Clarke, Bible Commentary, 1:634.) Several points should be noted. Although this ritual focused on the woman, it in no way implied that men who committed adultery were to be excused, for the law clearly stated that adulterers of both sexes were to be stoned (see Leviticus 20:10). In a way, the law provided protection of two different kinds for a woman. First, without this law it is possible that a husband could unjustly accuse his wife of infidelity. If his word alone were sufficient to convict her, she would be in a terrible state indeed. Putting the determination of guilt or innocence into the hands of God rather than into the hands of her husband, or even other men, ensured that she could vindicate herself if she were innocent. The second positive benefit is more subtle but probably is of even greater value. If a husband suspected his wife of adultery, one result would be a terrible strain in the husband-wife relationship. In today’s legal system, with no witnesses to prove her guilt, the court would probably declare her not guilty. But the basis for her acquittal would be a lack of positive evidence of her guilt rather than proof of her innocence. Such a legal declaration, therefore, would do little to alleviate the doubts of the husband and the estrangement would likely continue. Neighbors and friends also would probably harbor lingering suspicions about her innocence. With the trial of jealousy, however, dramatic proof of God’s declaration of her innocence would be irrefutable. The reputation of the woman would be saved and a marriage relationship healed. Thus, true justice and mercy were assured, and the whole matter would be laid promptly to rest. Those who ask why there was no parallel test a woman could ask of her husband should remember that if the accused woman refused to undergo the trial by drinking the water, her action was considered a confession of guilt. Thus, she and her partner in the evil act would be put to death (see Leviticus 20:10). If she attempted to lie and pass the test, but brought the curses upon herself, this result too was considered proof of the guilt of her male partner. It is possible that a wife who believed her husband guilty of infidelity could ask that his suspected partner be put to the trial of jealousy. The outcome would immediately establish the guilt or innocence of her husband as well as that of the other woman. Thus, in a world where the rights of women were often abused, the Lord provided a means for protecting their rights as well as seeing that evil was put away and justice done. (17-11) Numbers 6:1–21. What Was a Nazarite? A Nazarite was a man or woman who took a voluntary vow to separate his life for the service of the Lord, or to live consecrated unto Him (see Keil and Delitzsch, Commentary, 1:3:34). Being a Nazarite had nothing to do with coming from the town of Nazareth. A Nazarite took three vows: he would abstain absolutely from wine or strong drink, including any products of the vine in any form (see Numbers 6:3–4); he would not let a razor touch his head, but would let his hair grow naturally as a crown to God (see Numbers 6:5); and he would not allow himself to draw near a dead person, even a member of his own family (see Numbers 6:6). His life and all his efforts were completely and expressly dedicated to the Lord. This consecrated life bore some resemblance to that of the high priest (see Leviticus 21:10–12). Those who seem to have taken such vows, or had parents who made the vows for them, include Samson (see Judges 13:5), Samuel (see 1 Samuel 1:11, 28), and John the Baptist (see Luke 1:15). In some cases, these Nazarite vows were for life, but more often they were for a specific period of time, after which the person returned to a normal life. (Two instances in the New Testament that seem related to this vow taking are recorded in Acts 18:18–19 and 21:23–26.) (17-12) Numbers 7 The word prince in the Hebrew means “a leader or ruler of the tribe.” For a discussion of the utensils of the tabernacle see Readings 13-7 through 13-12. For the worth of a shekel see the table of weights and measures in Maps and Charts. (17-13) Numbers 8:1–4. What Is the Meaning of “Over against the Candlestick”? In the Hebrew over against means that when the lamp was lighted, its light illuminated whatever was on the opposite side of the room (“over against the candlestick”) [v. 2]). In this case, the table of shewbread was opposite the lamp. (17-14) Numbers 8:5–22 The Levites entered into their service in the tabernacle just as a baby comes into the world—clean and pure (see vv. 6–7). In addition, the people laid hands upon the priest (see v. 10), who was then set apart for his service. When an Israelite brought an offering to the tabernacle, before he offered it in sacrifice, he laid his hands upon the animal and symbolically transferred his identity to it (see Reading 14-5). For the people of Israel to lay hands on the priest thus suggests that he took upon himself their identity; that is, he became their representative before the Lord. (17-15) Numbers 8:19. What Is the Distinction between the Aaronic and the Levitical Priesthood? “The Aaronic Priesthood is divided into the Aaronic and the Levitical, yet it is but one priesthood. This is merely a matter of designating certain duties within the priesthood. The sons of Aaron, who presided in the Aaronic order, were spoken of as holding the Aaronic Priesthood; and the sons of Levi, who were not sons of Aaron, were spoken of as the Levites. They held the Aaronic Priesthood but served under, or in a lesser capacity, than the sons of Aaron.” (Smith, Doctrines of Salvation, 3:86.) (17-16) Numbers 8:23–26. What Was the Stewardship of the Levites? Chapter 4 of Numbers speaks of the Levites’ role in transporting the tabernacle, and these verses in chapter 8 refer to their stewardship and service in it. Since they had been given to Aaron and his sons to assist them as they administered in the sacred ordinances, the Levites were assigned to set up and take down the tabernacles, clean it, carry wood and water, and slay animals to be used by their brethren in these sacrifices. They were allowed to begin such service five years earlier than those who transported the tabernacle. (See Numbers 8:24; 4:3.) After the age of fifty the Levites were to “minister with their brethren,” Aaron and his sons, in caring for the furniture of the tabernacle (Numbers 8:26; see also 3:7–9). This voluntary service was a crown to their advancing years. (17-17) Numbers 9:1–14 The crucial concept taught by the Passover feast was that Israel, through an exacting ceremony, had a type and a reminder of the Only Begotten Son of God, whose blood would save man spiritually as the blood on the door posts in Egypt had saved them physically. (Review Readings 10-1 and 10-6 (17-18) Numbers 9:15–23. What Is the Significance of the Cloud over the Tabernacle? This statement is the most comprehensive on the law of the Lord concerning the movement of the camp of Israel. Since the cloud of smoke and fire was a visible sign of God’s presence, Israel learned to literally follow the Lord. They made camp, broke camp, traveled, and performed their services at the command of the Lord—the Hebrew reads, “at the mouth of Jehovah” (see v. 18). In very deed they were schooled to follow Jehovah, who has ever directed His church and kingdom, and yet many of them did not transfer the meaning from this miraculous physical demonstration to its more important spiritual corollary. (17-19) Numbers 10:1–10 The trumpets of beaten or hammered silver were used on seven special occasions: to call the general assembly, to assemble the princes or tribal leaders, to sound the signal for breaking camp, to sound an alarm for war, to announce the days of celebration and gladness, to announce solemn feast days, and to announce the start of the offerings and sacrifices at the beginning of each month. It is evident that some far-reaching means was essential to calling such great numbers to action. (17-20) Numbers 10:21 The Kohathites were Levites of the same family as Moses and Aaron, Kohath being their grandfather and a son of Levi (see Numbers 4:15, 18; Exodus 6:18, 20). They were the only Levites whose burden (the tabernacle furniture) was so important that they were required to carry it by hand (see Numbers 7:9). (17-21) Numbers 10:29–32. Who Was Hobab and What Did Moses Mean When He Said to Him, “Be to Us Instead of Eyes”? Raguel is an alternate spelling of Reuel (see Exodus 2:18), who was Jethro, Moses’ father-in-law. “Hobab, brother-in-law of Moses was persuaded, though at first unwilling to accompany Israel and to be to them ‘instead of eyes’ or to serve as a guide. Although Jehovah gave general directions, Hobab knew the area and could help locate specific trails, campsites, etc. That he and his family went and did become heirs to lands in the land of Israel is apparent later from Judges 1:16 and 4:11; also I Sam. 15:6, II Kings 10:15, I Chronicles 2:55, and as later as Jeremiah 35, wherein that prophet cites them as exemplary for integrity.” (Rasmussen, Introduction to the Old Testament, 1:115.) (17-22) Numbers 11:16–17, 24–29. What Special Gift Were the Seventy Given? “In answer to Moses’ request for help, seventy men were chosen and endowed with the ‘spirit that was upon him’ (i.e., upon Moses; it means they were endowed with some of the same authority and spiritual gifts) so that they were able also to ‘prophesy.’ When some people objected that two of the men were prophesying who did not come out for the ceremony of installation, Moses said wishfully, ‘Would God that all the Lord’s people were prophets and that the Lord would put his Spirit upon them!’ He refused to forbid them to prophesy. “(Note that we live in a dispensation when all members of the congregation of the Lord may have the gift of prophecy, and other gifts, by virtue of the fact that all who are baptized are given the ‘Gift of the Holy Ghost.’ Probably some of us do not exercise it however.) “On such spiritual gifts in Paul’s time, see I Corinthians 12:4–10.” (Rasmussen, Introduction to the Old Testament, 1:115.) In this material is another evidence of Moses’ greatness. Some leaders would be threatened if subordinates evidenced gifts and abilities similar to their own because then their own status and position would be jeopardized. Not so with Moses. In answer to Joshua’s complaint, Moses asked, “Enviest thou for my sake?” (Numbers 11:29). Not only was he not threatened by this remarkable sharing of his spiritual power, but he expressed the desire to have every single Israelite share the same power with him. (17-23) Numbers 11:19–20, 31–35 When God sent the quail in answer to Israel’s longing for something other than manna, the people turned gluttonous. The smallest catch equaled about one hundred bushels, far beyond normal need. The greedy lust for more than they could use brought a just punishment upon the people. How many died in the plague is not recorded, but the place was called “Graves of the Craving” or “The Graves of Lust” (see v. 34). (17-24) Numbers 12:1–11. Why Did Miriam and Aaron Oppose Moses? According to Josephus, when Moses was a general of the Egyptian army in the attack against the Ethiopians, he married an Ethiopian woman as a political alliance to end the war (see Josephus, Antiquities of the Jews, bk. 2, chap. 10, par. 1). The ostensible reason for Miriam’s and Aaron’s complaining was that the Ethiopians were non-Israelite descendants of Cush. The real reason for the complaint, however, seems to have been jealousy motivated by Moses’ position as spiritual leader and prophet of Israel. “This elevation of Moses excited envy on the part of his brother and sister, whom God had also richly endowed and placed so high, that Miriam was distinguished as a prophetess above all the women of Israel, whilst Aaron had been raised by his investiture with the high-priesthood into the spiritual head of the whole nation. But the pride of the natural heart was not satisfied with this. They would dispute with their brother Moses the pre-eminence of his special calling and his exclusive position, which they might possibly regard themselves as entitled to contest with him not only as his brother and sister, but also as the nearest supporters of his vocation. Miriam was the instigator of the open rebellion, as we may see both from the fact that her name stands before that of Aaron, and also from the use of the feminine verb.” (Keil and Delitzsch, Commentary, 1:3:75.) Today some members of the Church fall into a similar trap. Because the Lord blesses them with the gifts of the Spirit, they think that they have equal or superior status to the presiding priesthood authority. Soon they are led into apostasy if they do not humble themselves and submit to the Lord’s servants called to preside. Even if Moses’ wish had been granted and every soul in Israel had received the gift of prophecy (see Numbers 11:29), Moses would still have been the one chosen by the Lord to preside. One question that arises is, Why was only Miriam, and not Aaron, punished with leprosy when both had participated in the opposition? There are two possible reasons. First, as Keil and Delitzsch pointed out, Miriam was the instigator of the attack on Moses’ right to preside. Thus, her sin was the more grievous. Second, for Aaron to seek priesthood leadership demonstrated pride and self-aggrandizement. He aspired to a position to which he had not been called. When Miriam sought that position, she not only demonstrated pride but also sought to set up an order contrary to God’s system of government. From the beginning, the priesthood callings and the right to preside were given to men. Miriam’s attempt to achieve equality with Moses was a serious breach of that divinely instituted system of order. Points to Ponder (17-25) Often teachers of the Old Testament separate Numbers 11 and 12 and treat them as if they are two different stories when actually a powerful lesson comes out of seeing the relationship between the two. Answer the following questions as you study these two chapters again. What event immediately preceded the complaints about the food? (see Numbers 11:1–3). What does that suggest about Israel’s unwillingness to learn from experience? Manna was the people’s name for the food sent from God and was derived from the Hebrew word meaning “What is this?” (see Exodus 16:15 and explanatory footnotes to that verse). What was God’s name for the food? (see Exodus 16:4). What typological significance do you see in the fact that Israel tired of the food sent from heaven and “fell a lusting” (Numbers 11:4) for the food of Egypt? (see John 6:30–35, 51). Remember that Egypt, like Babylon, is a type of the world (see Revelation 11:8). The Lord eventually gave Israel their wish and provided the flesh of quail for them, but before doing so He granted Moses his wish for help in the burdens of leadership. Instead of just calling additional help, how did the Lord choose to share the burden of Moses? (see 11:16–17, 24–25). Carefully read John 6:33–34, 47–51 again. Do you now see any significance in the fact that the Lord sent the gift of prophecy among the Israelites who were complaining that they were tired of manna? Note the language related to eating in such scriptures as 2 Nephi 9:51; 32:3; Jacob 3:2; Isaiah 40:11; John 21:15–17; D&C 20:77. Who was more truly fed that day, the Israelites who collected the quail or the seventy who feasted on the fruits of the Spirit? How do these events add poignant meaning to Moses’ cry, “Would God that all the Lord’s people were prophets, and that the Lord would put his spirit upon them!”? (Numbers 11:29). What is the eventual end of those who seek to feast only upon the flesh of the world? (see Numbers 11:31–34). Now think of the rebellion of Miriam and Aaron in the context of what had just happened. Almost certainly Aaron would have been one of the seventy leaders of the people chosen to receive the gift of prophecy (see 11:16). Miriam also had the gift of prophecy, not given on this occasion, but previously, for she was called “a prophetess” (Exodus 15:20). Is there any danger that a person who feels the marvelous power of the gift of prophecy might think he was suddenly equal in power to the prophet who is the presiding priesthood officer? Why? Suppose that Moses’ wish that all Israel were prophets (see Numbers 11:29) had been realized. Would that event have meant that Moses was no longer the prophet, or presiding priesthood officer, in Israel? Miriam’s sin was not in seeking to be like Moses in terms of spiritual gifts but rather in seeking to share with him the calling of presiding priesthood officer. What lesson is there in that event for modern Israel? We saw in Leviticus that leprosy was in and of itself a type (see Reading 15-7). What then is the symbolic significance of Miriam’s punishment for rejecting Moses’ position of leadership? How is that punishment related to the warning given in Doctrine and Covenants 1:14?

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Originally published March 2019 Advances in technology have led to substantial changes in the prenatal tests physicians can use to screen and diagnose pregnant patients for genetic abnormalities. New tests are being introduced and conventional tests are being improved—and all have unique benefits and limitations. As tests grow more sophisticated, patients need guidance in navigating the complex information so they can make informed choices about the future of their pregnancy.1 For physicians who treat pregnant patients, being aware of the developments in tests and the current standards of practice, communicating effectively with patients and obtaining informed consent, and documenting treatments and discussions can contribute to achieving the best possible outcomes for all involved. Advances in prenatal tests The new prenatal tests and the upgraded existing tests come with a variety of advantages and restrictions. For example, some tests are viewed as more accurate than others. Some can be used earlier in the pregnancy than others. Some carry greater risks. Moreover, some are funded by healthcare systems, while others are not. Non-invasive prenatal testing (NIPT), for instance, is a newer screening tool used to detect Down syndrome and other genetic abnormalities. Its benefits include being non-invasive, highly accurate, and available for use “...at a relatively early point during pregnancy.”2 However, NIPT is regarded as a screening test and not a diagnostic test.3 Meeting the standards of prenatal testing Whether you are an obstetrician, a family physician with a specialty in obstetrics, or a family physician with an interest in or a need to be involved in obstetrics, the courts expect you to provide prenatal care that meets the current standards of practice. That would typically include being knowledgeable of developments in prenatal tests, both screening and diagnostic, and the nature, uses, advantages, restrictions, accuracy, risks, and availability of the tests. Communicating with patients, obtaining informed consent Patients need to be given sufficient and accurate information so they can make informed decisions about the future of their pregnancy.2 The information they need will depend on their individual needs and circumstances. Some may decide to forego prenatal tests altogether, knowing that whatever the findings they would continue with the pregnancy. Others may decide to undergo a limited number of tests, while others may seek out all available tests to decide what course of treatment is appropriate for them. Patients also need complete information about proposed tests or treatments, so when they provide or refuse consent, it is informed.4 Among the information you should consider providing to patients is the tests that are available, their benefits, limitations, accuracy, risks, possible outcomes, time constraints, and reasonably available alternatives. You should also consider giving information on the options available should test results indicate an abnormality. In addition, patients should be made aware of the availability of genetic counselling services. Failing to provide patients, in a timely fashion, with information and advice about prenatal tests or a referral to another provider can have a potentially life-long impact. For instance, some patients may decide that they would rather end a pregnancy than give birth to a child with a chromosomal abnormality. If a screening or diagnostic prenatal test that may have predicted such a problem is not offered or not offered within a specific time frame and the result is a baby born with an abnormality, the parents may consider legal action alleging that the physician failed to offer testing within sufficient time to consider aborting the pregnancy. In this situation, the courts will look to several legal principles to guide its examination of the physician’s conduct, including whether the care followed the prenatal testing standard of care at the time of the pregnancy. Speaking with patients about the intricacies of prenatal tests can be challenging because the language surrounding the tests can be unfamiliar and continually evolving. You should try to provide the information as clearly and simply as possible, and avoid jargon. Ensure patients understand the information and have an opportunity to ask questions. It may be helpful to investigate the material some organizations have written specifically for patients, such as that on the SOGC website, www.pregnancyinfo.ca.5 You may also want to consider organizing the material about the tests using structured communication and documentation tools. Some ministries of health have produced documents that can may be helpful in providing structure. For instance, the Ontario Ministry of Health has produced the document: A User Guide to the Ontario Perinatal Record.6 Further, when a test or treatment is beyond your competence or experience, you have a duty to refer patients to a more appropriate provider, for example to an obstetrician or genetic specialist. You may want to manage these referrals closely as time is an important factor. Some tests must be performed within set time frames to give patients the greatest number of options in deciding the future of their pregnancy. Documenting in the medical record The details of the informed consent discussion should be documented in the patient’s medical record including the information you provided, questions asked and the answers provided, and the agreed-on plan for prenatal testing. As well, documentation in the record may form part of your tracking system for prenatal tests. Given the importance of having some tests performed within specific time limits to allow patients more decision options, you may want to record what tests were performed and when, what results were obtained and when, further test options available, and the agreed-on next steps. The bottom line With advances in genetic technology, the options for prenatal tests (both for screening and diagnosing) have grown in number and sophistication. To improve testing outcomes for patients and reduce your medical-legal risk, consider the following: - Be aware of the current developments in testing and the current standards of practice with respect to tests that should be offered to pregnant patients. - Give patients the information they need, when they need it, to make informed decisions about the future of their pregnancy. - Document in the medical record all discussions with patients and the treatments agreed on. - Van den Veyver IB. Recent advances in prenatal genetic screening and testing. F1000Research 2016;5(F1000 Faculty Rev):2591 - Towes M, Caulfield T. Physician liability and non-invasive prenatal testing. J Obstet Gynaecol Can 2014;36(10):907-914 - Carroll JC, Morrison S. Untangling the Helix 2017: Prenatal genetics for primary care providers [Internet]. Proceedings of the 2017 Family Medicine Forum; 9 Nov 2017 [cited 2018 Dec 3]. Montreal, Canada. Available from: www.geneticseducation.ca - Canadian Medical Protective Association [Internet]. When consent is informed. Ottawa (CA):CMPA;2016 May [cited 2018 Nov 30]. Available from: https://www.cmpa-acpm.ca/en/advice-publications/cmpa-perspective/2015/when-consent-is-informed - PregnancyInfo.ca [Internet]. Ottawa (CA):Society of Obstetricians and Gynaecologists of Canada;2018 [cited 2018 Dec. 3]. Available from: https://PregnancyInfo.ca/ - Ontario Provincial Council for Maternal and Child Health (PCMCH) and The Better Outcomes Registry and Network (BORN) Ontario Perinatal Record Working Group [Internet]. A User Guide to the Ontario Perinatal Record. 2018 August [cited 2018 Dec. 3]. Available from: http://www.pcmch.on.ca/wp-content/uploads/2018/08/OPR_UserGuide_2018Update_Final_18-08-22.pdf

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The Four C's When you think of diamonds, now a days most people think of the 4 C's The jewelry industry has worked hard to create a consistent platform for consumer diamond information and this is a big part of that. The diamond grading system is set up so that a jeweler in Ney York can evaluate a diamond, and give it the same grade as a jeweler in Los Angeles. To better explain Here is a simplified version of what these Cs's mean: The Wight of a diamond is measured in carats, which is a unit of measurement. There are 5 carats in a gram. A one carat diamond is a measure of how much the stone weighs. Depending on how the stone is cut, the size can vary a fair amount. A note about size: In the jewelry industry, all sizes are measured in mm. The more carats, the higher the stones value. In addition, this is not a liner scale. the cost per carat for a diamond rises exponentially as a stone increases in size, especially once a stone is larger than 1 carat. This is because larger stones are much more rare than smaller stones. This is the biggest factor in the price of a diamond. The color of a diamond relates to how clear (White) versus how yellow a stone is. The scale goes from "D" to "Z". A "D" color diamond is completely colorless. A "Z" diamond, also called canary or fancy, is a bright vivid yellow color. Stones are typically more expensive, the more colorless they are. My personal observation has been that stones in the D, E, F range are so colorless, that they have slightly less fire than that of a stone in the GHI color range. I typically use GHI color stones in my jewelry, because they are still so white, that it is hard to see much difference, especially for smaller stones. The cut of a diamond can make a difference in several ways. The first is the quality of the cut. Is it symmetrical? Did the cutter use the proper angles to maximize the brilliance of the stone? Are all of the surfaces completely polished, or are there polishing marks? Second: How is the stone cut? Some diamond cutters have their own signature cut, which they market to increase the value of the stone, such as Heart On Fire diamonds as one example. And lastly, the shape of the cut: Is a round, marquise, fancy, oval? Different cuts go in and out of style, so a cut that may fetch a higher price in one decade, may be discounted in the future. e clarity of the stone, while last on the list, is probably the second most important in determining the price. The diamond industry has established 5 clarity grades. Within each of the grades are sub grades for further distinguishing the stones, although for smaller stones, these grades are sometimes lumped together since it can be so hard to tell them apart. FL, IF means Flawless, or Internally Flawless. This is the highest grade and thus the most expensive due to the rarity. Often finding a stone in this grade is not possible. VVS (VVS1 & VVS2) means Very Very slightly included. Basically, there are the tiniest of tiny microscopic inclusions in the stone. So tiny, that you need a microscope to see them. VS (VS1 & VS2) means Very slightly included. There are very small inclusions, not visible to the naked eye, but probably visible with a loupe (10x magnification) SI (SI1, SI2 & SI3) means slightly included. There will be inclusions, visible with a loupe, and may be visible with the naked eye. SI2 and SI3 are usually lumped into one category. I (I1, I2 & I3) means included. There are inclusions plainly visible to the naked eye. My personal observation here is that wither very tiny stones, an SI2 or SI3 stone is usually perfectly acceptable as a melee accent stone. (very small stones).

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Conventional atomic spectroscopy systems have many large components, whereas the compact, fully planar device developed at the University of California, Santa Cruz enables the study of atoms and molecules on a chip-based platform with integrated optics, said Holger Schmidt, associate professor of electrical engineering. According to Schmidt, potential applications for the first monolithically integrated, planar rubidium cell on a chip include frequency stabilization for lasers, gas detection sensors, and quantum information processing. "To stabilize lasers, people use precision spectroscopy with bulk rubidium vapor cells. We could build a little integrated frequency stabilization chip that would do that more easily than a conventional frequency stabilization circuit," Schmidt said. The key to the group's achievement is their development of hollow-core optical waveguides based on antiresonant reflecting optical waveguide (ARROW) principles. In previous publications, Schmidt and his collaborators have described other uses of ARROW waveguides integrated into chips using standard silicon fabrication technology. To perform atomic spectroscopy, the researchers incorporated rubidium reservoirs into a chip, connecting the reservoirs to hollow-core waveguides so that the optical beam path is filled with rubidium atoms. The resulting vapor cell is completely self-contained and has an active cell volume about 80 million times smaller than a conventional cell, Schmidt said. "We used rubidium as a proof of principle, but this technique is applicable to any gaseous medium. So it has potentially far-reaching implications," Schmidt said. In addition to its use in laser frequency stabilization, rubidium vapor is widely used in quantum optics experiments and has been used to slow the speed of light. "Fundamental concepts in quantum information processing have been demonstrated in principle using bulk rubidium systems. To be practical you can't have big optical tables in all the places you would want to use it, but now we can make this technology more compact and portable," Schmidt said. COMPAMED.de; Source: University of California - Santa Cruz

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Our connection to the distant stars? Joseph over at Entsophy has posted about some theoretical physics, namely the problem of what constitutes a Newtonian inertial reference frame. I have some comments over there that aren't terribly well developed, but I thought I'd ruminate here on this topic with a little bit of Nonstandard Analysis (NSA) flavor as well. Suppose that we are in a spaceship somewhere in the solar system. Do we experience centrifugal forces? The answer seems to depend on our state of rotation, but rotation with respect to what? Newton more or less says to consider the distant stars as fixed, create a coordinate system relative to them, and determine if we are rotating relative to that coordinate system. In practice this produces a frame in which if we are not rotating, we experience essentially no centrifugal force (or so small as to be undetectable). But this is a global procedure, it requires us to see the photons from extremely far off stars and by using those photons determine where those stars appear to be relative to us, and then construct our coordinate system. Is that essential to the procedure, that the apparent position of far off masses is involved? Suppose instead we want to construct a coordinate system that is local to us, that doesn't involve masses that are enormous distances away. Can we do it? How? Imagine we are conducting an experiment to observe some masses and determine whether they experience centrifugal (and/or coriolis) forces relative to our coordinate system. Let's first define a time-scale for our experiment is the time it takes by our lab clock to conduct the whole experiment. To make this concrete, suppose we're interested in human scale objects and processes, so is somewhere between say 1 second and 1 day. Or in any case, it's isn't something like a billion years over which we're supposed to observe galactic events and in which the far off stars actually clearly move. Next we will define a length scale. So, there is one obvious length scale, which is . This defines a communication horizon, motions we carry out after the start of the experiment can not be felt by objects farther away than this until after the experiment is done. But we may be able to define another length scale which could be of use. Define the force applied by any object on our objects of interest as . Now define a length scale by where ranges over objects farther away than and is any subset of objects beyond distance . Ok, in reality physical measurements are always representable as standard numbers, the use of infinitesimal nonstandard numbers must be interpreted in terms of quantities too small to measure, the threshold is different for different measuring instruments, but we take it for granted that for any given laboratory there is some unspecified level below which forces will be so small as to be unmeasurable. For example good luck measuring the gravitational attraction of two electrons in a lab here on earth. So we have a length scale that defines a horizon beyond which no individual object produces any appreciable force, and the sum of any group of objects produces no appreciable net force. This is I think a stronger horizon. Why? Well, for example I might have some delicate apparatus here on earth, and it measures the motion of some tiny slightly charged droplets of water in still air for example. The whole experiment might take say 1 minute, but I could imagine being able to just barely detect the tidal effect of the sun in this experiment even though the sun is 8 light minutes away. That is, the retarded field of the sun is still relevant even if the sun doesn't feel the wiggle of my droplet's motion until another 7 minutes go by. Nevertheless, this radius is distinctly local, in that it's much smaller than the distance to the nearest galaxy for example. In fact, if we can define some cosmic radius as encompassing essentially all the visible mass in the universe, then for our purposes. Now, we can observe our objects doing their dynamic dance, whatever they are, perhaps we're in a spaceship and we are spinning a bucket of water, or watching charged particles interact, or playing catch the stick with a quadrocopter (see link for YouTube example). Overall we'd like to determine from what point of view do the dynamics occur without any superfluous centrifugal or coriolis accelerations? To figure this out, we can make reference to the positions of any masses within our horizon (but not to the "distant fixed stars"). The important thing here is that we need a notion of "superfluous". Clearly, if we're here on earth and want to study a spinning bucket of water we will say that there are centrifugal forces involved. But if we're doing it while seated on a merry go round there will be additional rotational effects involved. It would be simpler to view the whole thing from the ground rather than the merry go round itself. If we're watching the weather, it might be simpler to describe the forces from the point of view of a coordinate system that doesn't rotate with the earth around it's axis of spin. For example a coordinate system centered at the center of mass of the earth and with one axis pointed between the center of mass of the earth and the center of mass of the sun, the other being the axis of the earth's rotation, and the third being perpendicular to the other two. (yes, I know the earth also orbits the sun, but for the sake of argument perhaps that effect is infinitesimal on our time scale) So, clearly the notion of a "preferred" or "inertial" reference frame is related to the complexity of the forces involved. So we can fix a coordinate system in our lab, and then determine a rotating coordinate system relative to the lab coordinate system by specifying a vector around which our inertial coordinate system is rotating and the length of this vector is the rate of rotation. If we orient our measurement instrument along that axis and rotate it at the appropriate angular velocity all the dynamics will be "simplest" in terms of rotational forces. Perhaps we can define the net rotational force as something like where are the individual centrifugal forces. The next question is, in this coordinate system, what is the distribution of angular velocities of all masses within our local shell? If this procedure essentially constructs a zero mean angular velocity coordinate system for the objects that have appreciable affects on our observed experiment, then when you expand your shell to the universe it's not surprising that the distant stars (which make up the vast majority of the universe) are "fixed". For the moment, that's as much time as I have to devote to this topic, but perhaps I'll come back or get some interesting comments here.

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The shopfloors of the world have been transformed and improved no end by the advent of digital technology. Every assembly line, every production system and process has been touched by automation, computerisation and improved monitoring so that our factories and workshops are ever-more efficient and safe. The conveyor belt, which has been with us for a couple of centuries now, is no stranger to improved technology either. As the backbone (almost literally) of most factories, the conveyor belt should be one of the first machines to receive innovations and process improvements, and it often is. Here are just a few of the recent additions and innovations to conveyor belt technology that have made workplaces safer and more productive. Pacing conveyor belt systems These conveyor belts space out products, materials or components evenly along the belt. This is perfect for factories in which different outputs and belts merge so that component B arrives a second after component A, allowing the workers to pick and assemble them in an ordered rhythm. There are many conveyor belts that use chain attachments nowadays. These attachments mean that objects and products can be moved and manipulated by the belt whilst travelling along it, so they are, for example, placed at the right angle to undertake the next stage of their journey. If it’s important that components or materials are kept flat to the surface of the belt, then vacuum conveyors are perfect. Perforations in the belt draw air through to suck the objects flat. These belts are also useful for conveyors that slope upwards, or even have to turn upside-down. Magnetic conveyor belts Very important in the food industry, these conveyor belts use magnets to detect metal contaminants in food as it’s being processed. Once detected, the belt stops and the contaminated item can be rejected, either automatically or by a worker. Backlit conveyor belts Backlit conveyor belts are used in many industries and can reduce the error rate in production lines by up to 66%. The belts are lit up and so operatives can make visual inspections of components and products much more clearly as the contract between the belt and the item is vastly enhanced. Conveyor belts of the future Technology is always going to improve, that goes without saying, so even though our current generation of belts is the best we’ve ever had, they’re only going to get better too. There are several improvements that we can expect to see in the next few years. Intelligent belts and rollers Sensors embedded in individual rollers can weigh products or take other measurements from them as they pass, which will help to reduce error and enhance the quality and consistency of the output. Faster belts to enhance productivity Conveyor belts that are worked upon by humans tend to need speed limits applying to them – humans can only work so fast, and they are also at risk of injury from fast-moving machinery. With more and more industrial processes becoming automated, we may see faster belts being worked on by other machines – no fatigue, no lapse of concentration, no problems!

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13th May 2019 National Biodiversity Week is a week of learning and exploring the wonders of nature and biodiversity through walks, talks and wildlife experiences. It is about appreciating the valuable role wildlife provides to our communities and learning what we can do to protect nature. The Irish Peatland Conservation Council (IPCC) will be hosting four free family events celebrating the variety of wildlife in our communities during this week. To begin the week long celebration of wildlife join the Irish Peatland Conservation Council on Saturday 18thMay for a Bog Biodiversity Experience on Girley Bog, Co. Meath. Meet Nuala Madigan, IPCC’s Education Officer at Causey Farm at 2pm and enjoy a gentle walk to this wet and wild peatland habitat. Discover the fascinating ways that peatland plants and animals have adapted to live on the open bogland landscape. Expect to find insect eating Sundews and water holdingSphagnummosses and if we are lucky maybe even a hopping frog. On Sunday the 19thMay 2019 the Irish Peatland Conservation Council will be hosting a second event at the Bog of AlIen Nature Centre, Co. Kildare between 2-5pm. This biodiversity event will celebrate Ireland’s pollinators with a bee-tastic talk, relax with a cup of tea and learn simple ways you can help and encourage Ireland’s flying Teddy Bears into your own garden. Once bee-educated enjoy a walk through the wildlife gardens in search of bees while they play hide and seek with us. On Wednesday evening with the support of Waterways Ireland the Irish Peatland Conservation Council will be joining forces with Monasterevin Tidy Towns as we explore the diversity of life within the water and along the banks of the Grand Canal. Meet at the Grand Canal Aqueduct over the River Barrow in Monasterevin, Co. Kildare at 7pm on 22nd May. This walk and talk will not only take in the variety of life but also give you an opportunity to explore some of the history of the what is still described as one of Ireland’s greatest engineering achievements, the Grand Canal. The Irish Peatland Conservation Council will conclude their biodiversity week events back at the Bog of Allen Nature, Co. Kildare on Saturday 25th May between 1-3pm. The event will explore the variety of butterfly species in our local communities by taking a walk to Lullymore West bog home to over 20 different butterfly species throughout the year. Meet with Neddy and Lexi Lullymore’s Conservation Donkeys and learn how their grazing is maintaining habitat for butterflies. These events have been made possible with support from the Irish Environmental Network. You should be prepared for the outdoors by wearing comfortable clothes and strong footwear. Sun hats, sun cream and rain coats are also recommended as you never know how the Irish weather may change throughout the events.Come along and join the IPCC to improve your bee and butterfly identification skills and experience two wetland habitats in Ireland. Events on the 18th May, 19th May and 25th May are funded by the Irish Environmental Network. Waterways Ireland have funded the Grand Canal Walk & Talk through their 2019 events programme.

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What comes to your mind when you hear the word “Project-based learning”? Learning through doing, right? Well, yes you are partially correct. PBL or Project Based Learning is way more than that though as it involves a teaching method where children solve real-life problems within the stipulated time. This encourages engagement in the children and the lessons become more meaningful when the child is actively involved. Children showcase natural curiosity and are inherently investigative by nature. If you spin an intriguing, authentic and engaging real-world problem, they are bound to give in to their intrinsic individualism and you will be rewarded with focused attention. That is one big part of your job as one of the biggest worries with the new-age world today is the lack of attention span and focus on detail. PBL empowers students to develop patience and sustenance as well as these projects can take up anywhere between a week to an entire semester to solve an issue. This is rewarded with a demonstration of their project’s outcome in front of a live audience who will definitely laud the outcome and the efforts put in by the students with some help from their educators. Experiences have always given way to knowledge. PBL has been known to help promote content skills and knowledge in depth. These create strong bonds with peers and fulfilling relationships with mentors as it tends to unleash the four Cs within the students. - Creative Energy: Creative energies when synergised strengthen interpersonal relationships and lend credibility to open-mindedness. - Critical Thinking: Creative thinking skills have the ability to look at a problem from several perspectives, using tried and tested methods to reveal a multitude of new possibilities. - Collaboration: Working together, the students can come up with useful, practical solutions even if rather unusual which is leading the way for new-age ideas and consequent methodology. - Communication: This plays an important role in generating new ideas and ways of working together and is a very crucial skill to develop and hone and this is obtained from learning activities together. The difference between Project-based learning and “Doing a Project” There are various kinds of learning that are now being used widely in educational settings. Schools have always practiced simpler forms of project-based learning keeping them to a bare minimum because they hadn’t gained the popularity that it has in recent years. While there are grey areas in the terminology “Project-based Learning” for parents, by and large, it is imperative that one understands the key characteristics that make PBL different from doing projects at school. PBL is a rigorous way of learning by doing projects rather than solving them through textbook knowledge only. Students need to distinguish between knowledge and skills and PBL is known to be the vehicle for teaching that. Intrinsically, the parameters, definitions and methods of PBL may vary from school to school, but the essence remains the same more or less. Interchangeable with “Experience learning” or “ Discovery learning”, the fundamentals are the same in PBL. Essentially, there are seven unique models to follow this method. - Open-ended questions – Posing a problem or a challenge for the students and making them solve it with a big emphasis on focus, research and responsiveness. - Academics – Interweaving textbook knowledge so that the subject matter is known, understood, and a student is able to do it academically. - Curiosity – Generating questions and making the students use their thinking skills to seek answers, coupled with inquiry-based learning which triggers elemental inquisitiveness. - 21st Century skills – Critical thinking, collaboration, creativity and communication. - Alternate Processes – Understanding the students’ choices and trying to fit in processes that keep them interested. - Feedback – As in real-life scenarios, students are given a chance at revising their outcomes with the right constructive criticism. Also, providing opportunities to scrutinise and revamp the project at hand gives students various skill sets as well as an opportunity to put on the critical thinking capabilities to use repeatedly. - Peer review – Just as in real-world projects, students are given opportunities to pose their problems, research methods and results in front of others which has been recorded to be a confidence-building tool. THE PBL OBJECTIVES - Combination of knowledge and skills from diverse fields through complicated reviews and several regimental projects. - Self-governed learning is determined through self-reliant research of unregulated roadblocks. - Partnerships and teamwork, help formulate students to be in a social environment. - Self-assessments and self-appraisals, inspire students to see ahead of their own intellectual judgment and expertise. Each project is looked at minutely and in convergence with the student mix and their interests, behaviours and attention levels to bring about the maximum result. There are many different types of programs and curriculums that PBL follows. At the beginning of the semester, the educator sets the goals that they need to target, focus on and achieve cumulatively. Changes that concentrate on growth, however small they may be, but well-orchestrated are made and these bring about a flurry of change in the classroom in the correct manner. PBL can be implemented in various ways in the classroom based on the varied subjects in the curriculum. Tapas, a progressive educational institution, and a project based learning provider in Bangalore has a teaching framework that involves the students in real-world situations with a learning curve. This brings about a real intrigue and deeper knowledge and understanding of concepts through experiences that are relevant and authentic. Some examples are: - PBL in Environmental Science: This is done in various ways such as visiting a zoo to see the animals in their natural habitat or fostering an animal and providing for it collectively. Collaboration and research are the big themes here which start with teamwork and end with presentations. - PBL in the English Language: Learning language in action is the theme here where the students are encouraged to ask various questions and also to read one book that has prominence and relevance to their age group. Not only is vocabulary and grammar focussed on, but other aspects of language acquisition are looked at. So, this approach benefits the students as they are made to write their own persuasive texts as well as apply the knowledge of the language in real-time scenarios. This speeds up the acquisition of the language. - PBL in Maths: The inquisitive nature of children is used to its full potential with them using strategies such as coding for a real-life example situation which can be decoding a certain important document that has numbers and can potentially be dangerous to a given situation if not solved within a timeframe. Or comparisons to real life with geometry using angles, sums and diagrams making learning not only theoretical but practical and absolutely necessary. Professionals from different fields that can bring in new angles to the subject are also brought in. At Tapas progressive educational institution, Preethi, one of the founders, elaborates on how they want to bring about a change using a traditional curriculum but new methods of teaching that are hands-on and informative in a practical manner. They have designed the premises keeping every single detail in mind as to where they can conduct what different subjects as the change of classroom also is a change in energy which is suitable for learning. Project-based learning is the way the new-age world is going and every child should benefit from it.

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Brand new puppies literally absorb everything that passes through their senses. Whatever they see, hear, taste, smell and touch, it all gets stored in their brains just like a computer. Vast amounts of information are constantly being downloaded into a puppy’s mind about the people they come across, places they visit and responses from all stimuli, whether it is in the form of communication it receives from people, or the scary sounds of vehicles moving by outside. Most new dog owners completely underestimate the intelligence of their younger puppies. Do not waste this remarkable learning time. Make good use of your dog’s capacity to learn and absorb information by teaching him good manners and healthy behaviors, that will help guide the pup to being a civilized and respectful member of the family. Concrete Evidence That Puppies Are Ready To Learn Early In Life It wasn’t too long ago that most dog owners and dog trainers did not consider puppies to be trainable until they were well past five or six months old. However, that theory has been totally disproved. We now know that puppies as young as two to three weeks of age can start learning due to their rapid brain development. EEG measurements of young puppies show that they have a marked increase in the height, or amplitude, of brain waves when they are awake. From this point on, puppies acquire new skills at a rapid pace. Studies have shown that a puppy’s early experiences can shape the brain’s physiology. Puppies that are raised with lots of toys to play with and problems to solve, along with positive behavior training, ended up having a higher learning ability and amazingly enough, grew slightly more developed brains than similar puppies that were raised in limited learning environments. Think about this information. Evidence clearly shows that the puppy which learns various training protocols at an early age, such as climbing stairs, meeting different people, etc. will be better developed both mentally and physically than the puppy who is confined to a crate or room all day long and only interacts with its family members, without being stimulated mentally. What Does This Mean? The good news is that this does not mean that your puppy should have total freedom and domination over the house to do what it wants. However, it does mean that your new dog should spend as much time as possible around you and other people as you go about your day. Do not make the mistake of giving the pup too much freedom. This will encourage problems with behavior and when this behavior becomes a habit, it is increasingly harder to break these characteristics as your dog gets older. You have to let your puppy know that you are in charge and while it has free reign to express itself, a clear understanding of who is the boss (pack leader) must be constituted.

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There are two main types of Rett syndrome: classic and atypical.1 The two types may differ by their symptoms or by the specific gene mutation. The majority of Rett syndrome patients have the classic form, which typically develops in four phases. Health care providers and researchers, relying on consensus criteria, view the progression of classic Rett syndrome as the following phases2,3 - Early Onset Phase. In this phase, development stalls or stops completely. Sometimes, the syndrome takes hold at such a subtle pace that parents and health care providers do not notice it at first. Researchers once thought that this phase began around 6 months of age. However, after analyzing videotapes of Rett individuals taken from birth, they now know4 that some infants with Rett syndrome only seem to develop normally. In fact, these infants show problems with very early development. In one study,5 all of the infants with Rett syndrome showed problems with body movements from birth through age 6 months. Another 42%5 showed stereotyped hand movements during this time period. - Rapid Destructive Phase. The child loses skills (regresses) quickly. Purposeful hand movements and speech are usually the first skills lost. Breathing problems and stereotypic hand movements such as wringing (clasping or squeezing), washing (a movement that resembles washing the hands), and clapping or tapping also tend to start during this stage. - Plateau Phase. The child's regression slows and other problems may seem to lessen, or there may even be improvement in some areas. Seizures and movement problems are common at this stage. Many people with Rett syndrome spend most of their lives in this stage. - Late Motor Deterioration Phase. Individuals in this stage may become stiff or lose muscle tone; some become immobile. Scoliosis (an abnormal curvature of the spine) may be present and even become severe enough to require bracing or surgery. Stereotypic hand movements and breathing problems seem to become less common. There are currently five known variants of atypical Rett syndrome, defined by characteristic symptoms, age at which the symptoms present, or genetic makeup. Forms of atypical Rett syndrome that have been identified to date include: Congenital (pronounced kuhn-JEN-i-tl) Rett Syndrome (Rolando Variant)6 Early-Onset Rett Syndrome (Hanefeld Variant)6 Late-Childhood Rett Syndrome Forme Fruste Rett Syndrome Preserved-Speech Variant of Rett Syndrome (Zappella Variant)6 For more information on the specific types of atypical Rett syndrome, visit http://rarediseases.info.nih.gov/GARD/Disease.aspx?PageID=4&diseaseID=4694. - Medline Plus. (2012). Rett syndrome. Retrieved May 10, 2012, from http://www.nlm.nih.gov/medlineplus/ency/article/001536.htm [top] - Hagberg, B., Hanefeld, F., Percy, A., & Skjeldal, O. (2002). An update on clinically applicable diagnostic criteria in Rett syndrome. Comments to Rett Syndrome Clinical Criteria Consensus Panel Satellite to European Pediatric Neurology Society Meeting, Germany 2001. European Journal of Pediatric Neurology, 6, 293–297. [top] - Neul, J. L., Kaufmann, W. E., Glaze, D. G., Christodoulou, J., Clarke, A. J., Bahi-Buisson, N., et al.; RettSearch Consortium. (2010). Rett syndrome: Revised diagnostic criteria and nomenclature. Annals of Neurology, Dec;68(6), 944-950. Retrieved June 22, 2012, from http://www.ncbi.nlm.nih.gov/pubmed/21154482 [top] - Nomura, Y., & Segawa, M. (1990). Clinical features of the early stage of the Rett syndrome. Brain Development, 12(1), 16–19. [top] - Einspieler, C., Kerr, A. M., & Prechtl, H. F. R. (2005). Is the early development of girls with Rett disorder really normal? Pediatric Research, 57, 696–700. [top] - Bienvenu, T. (2009). Atypical Rett syndrome, Orphanet. Retrieved May 10, 2012, from http://www.orpha.net/consor/cgi-bin/OC_Exp.php?lng=EN&Expert=3095 [top]

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A team of astronomers from Denmark, Switzerland and Sweden has achieved a major breakthrough in our understanding of the Milky Way, the galaxy in which we live. After more than 1,000 nights of observations spread over 15 years, they have determined the spatial motions of more than 14,000 solar-like stars residing in the neighbourhood of the Sun. For the first time, the changing dynamics of the Milky Way since its birth can now be studied in detail and with a stellar sample sufficiently large to allow a sound analysis. The astronomers find that our home galaxy has led a much more turbulent and chaotic life than previously assumed. Stars were generally selected for observation because they were thought to be "interesting" in some sense, not because they were typical. This has resulted in a biased view of the evolution of our Galaxy. The Milky Way started out just after the Big Bang as one or more diffuse blobs of gas of almost pure hydrogen and helium. With time, it assembled into the flattened spiral galaxy which we inhabit today. Meanwhile, generation after generation of stars were formed, including our Sun some 4,700 million years ago. But how did all this really happen? Was it a rapid process? Was it violent or calm? When were all the heavier elements formed? How did the Milky Way change its composition and shape with time? Answers to these and many other questions are 'hot' topics for the astronomers who study the birth and evolution of the Milky Way and other galaxies. Now the rich results of a 15 year-long marathon survey by a Danish-Swiss-Swedish research team are providing some of the answers. 1,001 Nights At The Telescopes Additional observations were made at the Harvard-Smithsonian Center for Astrophysics in the USA. A total of more than 14,000 solar-like stars (so-called F- and G-type stars) were observed at an average of four times each - a total of no less than 63,000 individual spectroscopic observations! This now complete census of neighbourhood stars provides distances, ages, chemical analysis, space velocities and orbits in the general rotation of the Milky Way. It also identifies those stars (about 1/3 of them all) which the astronomers found to be double or multiple. This very complete data set for the stars in the solar neighbourhood will provide food for thought by astronomers for years to come. A Dream Come True In fact, this work marks the fulfilment of an old dream by Danish astronomer Bengt Strömgren (1908-1987), who pioneered the study of the history of the Milky Way through systematic studies of its stars. Already in the 1950's he designed a special system of colour measurements to determine the chemical composition and ages of many stars very efficiently. And the Danish 50-cm and 1.5-m telescopes at the ESO La Silla Observatory (Chile) were constructed to make such projects possible. Another Danish astronomer, Erik Heyn Olsen made the first step in the 1980's by measuring the flux (light intensity) in several wavebands (in the "Strömgren photometric system") of 30,000 A, F and G stars over the whole sky to a fixed brightness limit. Next, ESA's Hipparcos satellite determined precise distances and velocities in the plane of the sky for these and many other stars. The missing link was the motions along the line of sight (the so-called radial velocities). They were then measured by the present team from the Doppler shift of spectral lines of the stars (the same technique that is used to detect planets around other stars), using the specialized CORAVEL instrument. Stellar Orbits In The Milky Way Birgitta Nordström, leader of the team, explains: "For the first time we have a complete set of observed stars that is a fair representation of the stellar population in the Milky Way disc in general. It is large enough for a proper statistical analysis and also has complete velocity and binary star information. We have just started the analysis of this dataset ourselves, but we know that our colleagues worldwide will rush to join in the interpretation of this treasure trove of information." The team's initial analysis indicates that objects like molecular clouds, spiral arms, black holes, or maybe a central bar in the Galaxy, have stirred up the motion of the stars throughout the entire history of the Milky Way disc. This in turn reveals that the evolution of the Milky Way was far more complex and chaotic than traditional, simplified models have long so far assumed. Supernova explosions, galaxy collisions, and infall of huge gas clouds have made the Milky Way a very lively place indeed! More information The research presented in the Press Release will be published in the European research journal Astronomy & Astrophysics: "The Geneva-Copenhagen survey of the Solar neighbourhood: Ages, metallicities and kinematic properties of ~14,000 F and G dwarfs" by B. Nordström et al. The full article is available in PDF format here. The team behind this large work consists of Birgitta Nordström (Niels Bohr Institute for Astronomy, Physics and Geophysics, Denmark and Lund Observatory, Sweden), Michel Mayor, F. Pont, Stéphane Udry and Nami Mowlavi (Geneva Observatory, Switzerland), Johannes Andersen and J. Holmberg (Astronomical Observatory, Copenhagen, Denmark and Nordic Optical Telescope Scientific Association, Spain), B. Rosenkilde Jörgensen (Lund Observatory, Sweden), and Erik Olsen (Astronomical Observatory, Copenhagen, Denmark). Subscribe To SpaceDaily Express Mystery glow traced to 91 space bodies Paris (UPI) March 17, 2004 The European Space Agency's Integral orbiting observatory has traced a mysterious glow at the center of the Milky Way Galaxy to at least 91 heavenly bodies. |The content herein, unless otherwise known to be public domain, are Copyright 1995-2016 - Space Media Network. All websites are published in Australia and are solely subject to Australian law and governed by Fair Use principals for news reporting and research purposes. AFP, UPI and IANS news wire stories are copyright Agence France-Presse, United Press International and Indo-Asia News Service. ESA news reports are copyright European Space Agency. All NASA sourced material is public domain. Additional copyrights may apply in whole or part to other bona fide parties. 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In our last blog we have had a look at irregular verbs in the present tense. This blog we would like to dedicate to irregular verbs in the simple past. Verbs are sometimes categorised in regular, irregular and mixed verbs. Mixed verbs are in fact irregular verbs but do not change their stem in the present tense. Mixed and irregular verbs always change their stem in the simple past. Your verb list indicates this with the 3rd person singular in the simple past, sometimes called imperfect or preterite. With irregular verbs in the simple past, unlike in the present tense, the 1st person singular and the 3rd person singular are identical. The 2nd person singular ends in -st , as in the present tense, the plural endings are -en, -t, -en. Now, a little about usage of the simple past vs the perfect tense. The simple past is more often used in written German, whereas the perfect dominates in spoken German.There are geographical differences though: the simple past is still quite often used in spoken German in the northern regions of Germany, the southern regions prefer the perfect in spoken German. If anything you are talking about that has happened in the past and is till of relevance, then you better make use of the perfect to point this out.

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Dangerous Street Designs Threaten Oakland’s Communities of Color, Seniors With freeways and wide thoroughfares running through neighborhoods of color, the City of Oakland demonstrates many of the deadly trends discussed in Transportation for America’s new Dangerous by Design Report. Across the country and locally, people of color make up a disproportionately large share of pedestrian deaths. Nationwide, the annual pedestrian fatality rate among African Americans is 2.39 deaths for every 100,000 people. Hispanics suffer a somewhat lower rate (1.97), while rates among Asians (1.45) and whites (1.38) are substantially lower. As the map above illustrates, all of Oakland’s traffic fatalities during the last five years occurred in the flats, an area with a higher proportion of people of color than the relatively affluent hills. Less than three percent of pedestrian fatalities in the 2000s occurred in the hills (the most recent in 2005). You can see data for 2001-2009 on Transportation for America’s site. Seniors are also disproportionately likely to die in a crosswalk. Nationally, people over 65 make up 22 percent of pedestrian fatalities but only 13 percent of the population. In Oakland, the risk inequality is more exaggerated: seniors account for 26 percent of pedestrian fatalities but only 11 percent of the population. The higher mortality rate of seniors is partially attributed to older bodies’ difficulty recovering from serious injuries. Seniors are more susceptible to short crossing times and unprotected crosswalks, but several design elements that protect seniors, such as “count down” crossing signals and mid-street refuges, actually make streets safer for everyone. Where are these elements most lacking? Consider the freeways that run through, over, and into Oakland. Over 29 percent of Oakland’s pedestrian traffic fatalities in the last decade occurred at freeway entrances and exits. Throughout Oakland, freeways cut through neighborhoods, loom over city streets, and plunge down to mix with local traffic. Blame drivers reluctant to drop their speed, or insufficient traffic calming near these entrances and exits, but I-880 and its ramps are technically the most dangerous roads for pedestrians in Oakland. The rest of Oakland’s most deadly streets, like San Francisco, are wider, higher-capacity, higher-speed “arterial” roads. These arterial streets serve conflicting purposes, both drawing people inward to explore busy mixtures of uses while simultaneously trying to move cars expediently across the city. From the Dangerous by Design report: These roads, typically designed with four or more lanes and high travel speeds, have been shown to encourage distracted driving habits. In fact, a study of street widths and injury collisions found that risk of injury from crashes increases exponentially once street widths exceed 24 feet, because of increased vehicle speed. Many states persist in requiring a minimum of 12-foot lanes on all roadways, though research shows that in urban areas, 12-foot lanes show no safety benefit over 10-foot lanes —and despite the fact that the American Association of State Highway and Transportation Officials (AASHTO) allows 10-foot travel lanes on arterials in their “Green Book” manual governing street design. Not only do drivers in faster moving cars have less time to see and react to pedestrians, but the pedestrian’s survival rate decreases as the car speeds up. Hit by a car moving 20 mph, a pedestrian’s chance of survival is 95 percent. That rate drops to 55 percent at 30 mph and plummets to 15 percent at 40 mph. International Boulevard is both the primary transportation corridor east of downtown and a prime example of an arterial street that is dangerous by design. Most of International Boulevard feels like an expressway. Regardless of the posted speed, International feels faster than 35 mph. Walking along the street is unappealing. Though some medians and trees brighten the Fruitvale and the furthest reaches of East Oakland, the majority of International is solely a means to quickly pass through the city. The street isn’t designed for people to walk, even though it cuts through several residential and commercial neighborhoods. These conditions earned International Boulevard the dishonor of being Oakland’s deadliest street with 11 pedestrian fatalities from 2001-2010. This is almost twice the number of deaths on Oakland’s second deadliest street, Foothill Boulevard, which had six. Four of the five streets with the most pedestrian fatalities are in East Oakland (66th and 98 avenues, in addition to 8th Street). Will International Boulevard retain its dubious honor in this decade? With Oakland’s $58 million budget deficit, the city is increasingly relying on federally- and regional-funded projects to improve and maintain its streets. AC Transit is wrapping up its final proposal for one of these externally-funded projects, the East Bay Bus Rapid Transit (BRT). The East Bay BRT would improve transit reliability along International, as well as install bulb-outs, crossing signals, and lighting to make International a less dangerously designed street. “I’m confident that the types of pedestrian improvements that parents and seniors are calling for are attainable in this BRT project,” said Joél Ramos, TransForm community planner and newly confirmed SFMTA Director. “This project would make the streets safer for everyone, whether you ride transit or not.” Things may be turning around for Oakland pedestrians already, though not intentionally. After years of double-digit pedestrian deaths, Oakland saw only four pedestrian fatalities per year from 2007 to 2009. This is really more of a coincidence, as nationally, both vehicle miles traveled (VMT) and traffic fatalities started declining in 2007. In 2009, as reported by the Bureau of Transportation Statistics, VMT began inching upward again, and in 2010 Oakland’s pedestrian fatalities rose slightly, too. Will high gas prices and new bikeways keep Oakland residents out of their cars, or will Oakland again see over a dozen people hit and killed by cars each year? And as the city struggles to close a $58 million budget deficit, will its streets get any safer? “Oakland’s diverse neighborhoods reflect the many cultures who call our city home, but every neighborhood should be equally safe for pedestrians, regardless of age or race,” said Oakland Mayor Jean Quan. “With our current backlog of public works maintenance projects, increased federal funding for pedestrian facilities is essential to closing the safety gap for minority pedestrians.” The Oakland-specific pedestrian fatality data throughout this article is from the California Highway Patrol’s Statewide Integrated Traffic Records System (SWITRS) and the ethnic distribution base layer in the top map is from Eric Fisher.

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This is what my desk looked like at 3:30 PM yesterday. Why am I showing you a picture of an empty spot on my desk? Because three hours hours earlier, this spot was overflowing with books about mental health: And after middle schoolers got to ‘em, here’s what was left. Young people are hungry for conversations about mental health. They are curious and empathetic and desperate to explore the world around them. When they read, they learn that heroes can have Obsessive Compulsive Disorder or Tourette’s Syndrome. They learn that people with Dyslexia are smart and capable. They learn that parents can both treasure their families and live with Bipolar Disorder. They learn that mental health is a spectrum and that we all live and act differently. They build empathy and perspective and learn that all humans deserve respect. Books that feature and/or celebrate neurodiversity are a critical part of any inclusive collection. What is neurodiveristy? According to The National Symposium on Neurodiversity at Syracuse University, “Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. These differences can include those labeled with Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette Syndrome, and others.” To me, neurodiversity means understanding that human brains can work in myriad different ways, and accepting and celebrating these differences. Exposing students to the concept of neurodiversity (without the sophisticated vocabulary) can better help them to understand the world and make them more empathetic and successful citizens. And as a bonus? Young readers love reading about other kids with exceptional minds!

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By Shiryn Ghermezian, JNS.org Artwork made by eyewitnesses who documented their experiences during and shortly after the Holocaust, often in secret and while risking their lives, are showcased in a new exhibition at the Museum of Jewish Heritage–A Living Memorial to the Holocaust in New York City. The 21 works of art in the exhibit “Rendering Witness: Holocaust-Era Art as Testimony,” which opened on Jan. 16, were created in Czechoslovakia, Germany, Hungary and Poland during the Holocaust, primarily in ghettos and slave labor camps, or immediately after World War II. The items on display include a child’s drawings and a U.S. Army soldier’s paintings; some of the more introspective pieces are portraits of fellow prisoners and views from cramped bunks. Visitors will view images by a deported cartoonist looking out a barrack window at an SS flag and what the children’s barrack in the Terezin Ghetto looked like from a child’s perspective. These artists documented the Holocaust as it happened around them, providing a personal perspective to World War II not often seen, and while some of the artists survived, others perished in the Holocaust. Many of the drawings were created in secret—hidden under mattresses or in one’s prisoner uniform. The artists drew not only Jewish prisoners, but members of the SS, and risked facing harsh punishments, including death, if caught. “Resistance during the Holocaust took many forms, each courageous in its own way: mental, physical, spiritual,” the museum’s president and CEO Jack Kliger said. “The choice by many victims of the Nazis to document their experiences through art was a form of resistance, too, and it was one that left a critically important set of records for future generations.” Fourteen of the pieces in the exhibition have never been on display before, and all items except one are curated from the museum’s collection of more than 380 drawings made during or right after the Holocaust. “Our goal is to tell the story of the Holocaust through the words and objects of the Jews who lived through the Holocaust,” the exhibition’s curator, Michael Morris, said. “I hope that this exhibition reinforces that goal, but this time, focused on the art, biographies of those who produced it, and the contextual history of what they were living through.” Kliger added that “since we opened our doors in 1997, the museum has been committed to telling the history of the Holocaust through the lens of the victims and survivors, rather than the perpetrators. ‘Rendering Witness’ is a wonderful reflection of that principle. As we look to the decade ahead, that commitment to our forebears will remain a constant, even as much else changes about the way we present the Holocaust to younger generations.” Eleven of the artworks were made by Jewish prisoners interned in Terezin, some of whom were professional artists assigned to the ghetto’s Technical Department, which made plans and drawings of Terezin for official use, or the Workshop for Arts and Crafts and Utility Painting. Their positions gave them access to art supplies. The exhibition also includes works by two well-known artists: Helga Weissova and Alfred Kantor. Kantor, a trained artist, was a survivor of the Terezin Ghetto and Auschwitz, in addition to Schwarzheide—a sub-camp of Sachsenhausen, north of Dresden, Germany. He memorized scenes that he witnessed during the day and then drew them in the barracks at night. He was also shown kindness by a Jewish physician assigned to the Auschwitz camp infirmary who allowed him to draw there and gave him a small watercolor set, though putting them both at risk of severe punishment. Kantor continued to draw at night while at Schwarzheide, but destroyed most of his drawings immediately after creating them, fearing punishment by the Nazis. Three of his works are displayed in “Rendering Witness” alongside an enlarged page from the sketchbook he filled during his time in the Deggendorf Displaced Persons Camp in 1945. Weissova, now in her 90s and a practicing artist living in Prague, was 12 when she was sent to the Terezin Ghetto with her parents. She brought art supplies with her, and after she smuggled her first drawing, a snowman, to her father Otto, housed in a different barrack, he told her, “Draw what you see.” Weissova listened and produced approximately 100 drawings, two of which are on display in the current exhibit. “In this particular moment, it is important we revisit the testimony of those like Helga, who experienced anti-Semitism’s darkest chapter,” said Elyse Buxbaum, the museum’s executive vice president for strategy and development, at the exhibit’s press preview. “In a world of rising hatred and anti-Semitism, the museum is called upon to be bolder in our mission of education, preservation and outreach than ever before.” Also featured are drawings by U.S. Army soldier Marvin Hayle, a member of the 104th Infantry Division that arrived at Nordhausen concentration camp, a subcamp of the concentration camp Mittelbau-Dora, in 1945 to find very few prisoners and thousands of death bodies. Shocked by the sight, Hayle drew what he saw. Before deportations, some artists entrusted their artwork to loved ones. Ahead of her deportation to Auschwitz, Weissova turned over drawings to her uncle, who hid them behind a wall in the Terezin Ghetto. They were given back to her after the war. Peter Loewenstein gave a portfolio of 70 drawings to his mother, but he, on the other hand, was never able to retrieve them. Loewenstein was deported from the Terezin Ghetto to Auschwitz in 1944, where he was murdered at the age of 25. His sister, the only surviving member of his family, recovered the artwork after the war. One of Loewenstein’s pieces, titled “Eight men in coats with stars,” is the enlarged image that opens the exhibit and was produced the same year as his deportation to Auschwitz. For both Kliger and Morris, the image stands out among the artwork in the exhibition. It “conveys the weight of the Holocaust without showing anything overly graphic,” said Morris. Kliger added that “Loewenstein created 70 drawings in ink and watercolor while he was imprisoned in Terezin. … This drawing is one of his most striking. Without being graphic, it captures so much of the fear and sadness that characterized the Holocaust.” “Rendering Witness” follows last year’s chilling exhibit, “Auschwitz. Not long ago. Not far away.” That display, which runs through August, outlines the transformation of Auschwitz from a Polish town (Oswiecim) into the largest documented mass-murder site in human history. Kliger said, “We must continually tell the history of the Holocaust in new and different ways, and these two exhibitions on display provide meaningful contrasts and connections.” Morris said at the press preview, “While curating this exhibition, my mind was on the artists and the historical contexts through which they lived, but … this exhibition — like all exhibitions, educational initiatives and public programs at the Museum of Jewish Heritage – A Living Memorial to the Holocaust—stands against and educates about the dangers of anti-Semitism, racism, bigotry, of any kind and from any source. This is an important facet of our work.” The opening of the exhibit follows the recent announcement by New York Gov. Andrew Cuomo about the museum’s expansion so that it will become a “learning destination for school children across the state” and help address the “disturbing number of anti-Semitic and other discriminatory attacks in New York.” Additionally, just this week, it was revealed that the Department of Education has teamed up with the museum to provide eighth- and 10th-grade students from Brooklyn neighborhoods of Williamsburg, Crown Heights and Borough Park free field trips to the cultural institution in an ongoing effort to combat anti-Semitism. Kliger said “[Holocaust Remembrance Day] certainly provides a meaningful backdrop against which to consider the themes presented in ‘Rendering Witness,’ and an important moment to revisit the history of the Holocaust and all that has happened in the 75 years since. The resurgence of anti-Semitism here in New York and around the world gives these pieces of art a new type of resonance.” “Rendering Witness: Holocaust-Era Art as Testimony” is open through July 5 at the Museum of Jewish Heritage–A Living Memorial to the Holocaust, 36 Battery Place, New York City.

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First of all, learning to read something in a foreign language other than English will be a totally new experience. Since the English language is considered one of the most challenging examples for those who are learning to read, it also represents a certain set of perceptions that also affect a person’s understanding of a foreign language. Still, it may be approached as an advantage when starting with another language by turning to smooth reading strategies. 9 Useful Strategies for Smooth Reading For The Foreign Language Learners Focus On Your Existing Reading Skills. Since you already know how to read, you should use your existing reading skills and personal tricks when you learn a foreign language. Try to catch the general idea of what you read and focus on the text as you analyze what may come next. It will help you to stay attentive and avoid skipping the lines. Combine Forced Reading & Fun. There are two types of reading: forced and relaxing. You should practice relaxed reading, which means that you do not force yourself through yet another sentence. Think about the text, stop when you feel like it, and avoid all the pressure as it will help you read what you can correctly. Practice Reading Aloud With Friends. Another great approach is learning along with your friends. You can read aloud and share the passages that you love the most. It can be anything from poetry to books about traveling and fashion. Reading together and practicing your text perception skills are among the top activities that boost your mental state as you learn a foreign language. It will also make your reading smoother as there is always some fun involved. Approach Movie Subtitles Approach. It is one of the best ways to read as you will always feel inspired and have a visual component to your reading. Even if you are watching some TV series that you know well, it will always help as you read the words and phrases. If some subtitles are not available, like for rare anime series or Korean movies, consider top translation websites where you can get additional help from the experts who will provide you with accurately translated content. Writing Down Foreign Book Paragraphs. It is a known fact that writing also involves reading as we automatically read what we write. A great way to make your reading smooth is to write down entire paragraphs from the book that you like. You can write down song lyrics, quotes from your favorite celebrities, passages from children’s books that you know by heart in your native language, and so on. Record Yourself Reading. Act just like movie actors who check their skills by filming themselves. You can polish your reading skills by recording yourself reading. This way you will see what mistakes are most common and what words or sequences make you stop. It will also help you to work on your tone, speed, and intonation. Write Down Reviews of What You’ve Read. Another interesting trick that you should try is writing down short reviews of what you have just read. This way you will always come back to the original writing as you will seek certain elements and re-read many already familiar parts. It is one of the best ways to improve your reading skills! Slow Down As You Read. Contrary to the popular belief, you do not have to read fast or flip the pages just like they do in Sci-Fi movies. The purpose is to understand and remember what you have read. It does not matter how much time it will take you because you also have to enjoy the process. When you feel the pressure and stress, just slow down and read at your own pace. Sing Along With Foreign Language Songs. Another great way to practice reading and improve your skills is singing along with your favorite foreign language songs. Download the lyrics and open them on your phone as the music is playing. Singing along to music, you will also relieve the stress and will practice those complex words and sentences in a much more exciting way. The Cultural Factor If you add something fun and interesting to your reading, it will always make it an inspiring experience. Remember that you can read subtitles in a movie that you really like or follow the written lyrics of a popular song as you hear it. It will help you interconnect reading with other sensory activities and fun as your perception of new words and principles will grow. It will not feel forced as you read and the educators will appreciate it as the monotonous reading will turn into interesting games.

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Scotland is part of the United Kingdom, along with England, Wales and Northern Ireland. Since 1999 Scotland has had its own parliament, which controls certain affairs known as devolved matters. The Scottish Government has responsibility for devolved areas including health, education, justice, rural affairs, housing and transport. Under the devolved government, the Scottish Parliament has offered solutions to help people in Scotland such as providing free personal care for the elderly, getting rid of prescription charges and introducing a smoking ban in public places. Scotland now has its first female First Minister, Nicola Sturgeon. The government’s commitment to Scotland The Scottish Government is dedicated to creating a successful country with opportunities for all and a prosperous economy. This includes creating a wealthier, fairer, smarter, healthier, safer, stronger and greener Scotland. The Scottish Parliament is overseen by the presiding officer and made up of 129 MSPs (Members of the Scottish Parliament). The Scottish Parliament passes laws in relation to devolved matters and scrutinises the work and policies of the Scottish Government. It also has the power to raise certain taxes. If you’re British or a national of an EU or Commonwealth country, you can vote in Scottish elections and referendums when you’re 16 years old – and at 18 for all other elections and referendums in the UK. However, you must register before you can vote. You can do this in Scotland from the age of 14, by post or online. After you successfully do this, your name and address will appear electoral register. If your name or address change , you must update your details with the electoral registration office so you continue to be eligible to vote. The Scottish Parliament legislates for Scotland on devolved matters. The UK Parliament at Westminster in London continues to have control over and pass laws on national affairs known as reserved matters. These include things like the economy, defence, national security, foreign affairs and employment. Elected Scottish MPs (Members of Parliament) sit in the House of Commons at Westminster representing their areas known as constituencies at national level on reserved matters. For reserved matters, Scotland is represented by the Scotland Office, headed by the Secretary of State for Scotland. There are 32 directly elected local authorities in Scotland. This local government provides many of Scotland’s day-to-day public services that allow people to live, work and visit communities across the country.

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Multiple sclerosis (MS) is a potentially disabling disease of the brain and spinal cord (central nervous system). In MS, the immune system attacks the protective sheath (myelin) that covers nerve fibers and causes communication problems between your brain and the rest of your body. Eventually, the disease can cause the nerves themselves to deteriorate or become permanently damaged. Here are few factors that may increase your risk of developing multiple sclerosis – • Age – MS can occur at any age, but most commonly affects people between the ages of 15 and 60. • Sex – Women are about twice as likely as men to develop MS. • Family history – If one of your parents or siblings has had MS, you are at higher risk of developing the disease. • Certain autoimmune diseases – You have a slightly higher risk of developing MS if you have thyroid disease, type 1 diabetes or inflammatory bowel disease. • Smoking – Smokers who experience an initial event of symptoms that may signal MS are more likely than non-smokers to develop a second event that confirms relapsing-remitting MS. The common symptoms may include – • Numbness or weakness in one or more limbs that typically occurs on one side of your body at a time, or the legs and trunk • Partial or complete loss of vision, usually in one eye at a time, often with pain during eye movement • Prolonged double vision • Tingling or pain in parts of your body • Tremor, lack of coordination or unsteady walk • Slurred speech • Problems with bowel and bladder function A complete neurological exam and medical history are needed to diagnose MS. There are no specific tests for MS. Instead, a diagnosis of multiple sclerosis often relies on ruling out other conditions that might produce similar signs and symptoms. Diagnostic testing may include the following: 1. Blood tests, to help rule out other diseases with symptoms similar to MS. 2. Lumbar puncture (spinal tap), in which a small sample of fluid is removed from your spinal canal for laboratory analysis. 3. MRI, which can reveal areas of MS (lesions) on your brain and spinal cord. In most people with relapsing-remitting MS, the diagnosis is fairly straightforward and based on a pattern of symptoms consistent with the disease and confirmed by brain imaging scans, such as MRI. Diagnosing MS can be more difficult in persons with unusual symptoms or progressive disease. In these cases, further testing with spinal fluid analysis, evoked potentials and additional imaging may be needed.

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Many people are obsessed with counting their daily steps, trying to hit 10,000, and for good reason. Walking has a host of health benefits, from helping prevent osteoporosis, to lifting the mood, to burning calories. Now there’s another reason that should inspire us to lace up the walking shoes. A recent study at New Mexico Highlands University suggests that the actual impact of the feet during walking serves an important role in cardiovascular health. They found that, during walking, the foot’s impact sends pressure waves through a human’s arteries. These waves can change and increase the supply of blood that goes to the brain. Previously, the same research team had looked at the role of foot impact during running, finding that it caused impact-related waves. They did this using non-invasive ultrasound to measure carotid artery blood velocity waves. In this new study, they found that though there is less impact in walking than running, walking still causes enough force to significantly boost blood flow into the brain. Walking caused greater blood flow than cycling, which they also compared it to. “There is an optimizing rhythm between brain blood flow and ambulating. Stride rates and their foot impacts are within the range of our normal heart rates (about 120/minute) when we are briskly moving along,” wrote the study’s first author, Ernest Greene, Ph.D. Greene is a professor of engineering and biology and a research professor of engineering and medicine at New Mexico Highlands University. The data suggest that brain blood flow is very changeable, “and depends directly on cyclic aortic pressures that interact with retrograde pressure pulses from foot impacts,” the researchers wrote. They speculate that activities like walking and running may boost brain function and overall sense of wellbeing during exercise. Walkers, it sounds like it’s time to hit the road again.

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Effectiveness of Beijing-Area Pollution-Curbing Measures Questioned (Beijing) — Families in northern China prepare in advance for winter, with affluent urbanites buying smog masks as emissions surge, while poor villagers stock up on dirty coal to heat their homes. Low-quality coal used in rural homes is the biggest source of tiny cancer-causing particles that hover over the region periodically from November to March, said He Kebin, head of the School of Environment at Tsinghua University. Small boilers collectively cough up more toxins in winter than industrial emitters do, he said. Meteorologists are expecting longer bouts of smog this winter because of a warmer-than-average season with fewer cold fronts and less wind, the Ministry of Environmental Protection warned earlier this month. The central government already had announced plans in October to phase out by November 2017 all small coal-fired boilers, which are widely used in rural homes, small hotels and restaurants in some districts of Beijing and adjoining areas in Tianjin and Hebei province. The move is part of the capital's plan to cut the concentration of PM2.5 particulates, or those 2.5 micrometers or less in diameter, by nearly one-third by 2020 and ensure residents enjoy at least 204 blue-sky days every year. But experts say it would be cheaper to promote the use of higher-quality coal, better insulate rural homes and push villagers to use more-efficient coal burners than it would be to switch to cleaner but costly alternatives. Using natural gas is three times more expensive than burning coal, said Tao Guangyuan, head of the China-Germany Renewable Energy Cooperation Center. Switching to electricity would be as expensive as using natural gas, a study by Renmin University's School of Environment and Natural Resources found in 2014. The government would have to pay farmers electricity subsidies of 9 yuan ($1.30) for each kilogram of coal they would otherwise use, the study said. The areas where the coal ban will gradually come into effect include four districts in the south of Beijing, several rural counties and districts in the adjacent port city of Tianjin, and two major cities in Hebei. That province, which surrounds the Beijing and Tianjin metropolises, has been the center of China's effort to combat pollution as it is home to seven of the country's 10 smoggiest cities, according to air quality data from last year. Bouts of smog that hit the region last longer and are more frequent because they lie on a plain with the Yanshan Mountain range to the north and Taihang Mountains on the west, which blocks the wind and traps pollutants, said Chai Fahe, a deputy director at the Chinese Research Academy of Environmental Sciences. But financial constraints limited the ban to an area just big enough to ensure air quality in the Chinese capital will improve, and it will not lift the toxic clouds that hang over much of northern China after the winter heating season begins, said an environmental ministry official who asked not to be named. The curb will affect over 1 million households in over 3,300 villages in Langfang and Baoding — China's most polluted city last year, according to official data, with just 16 blue-sky days in the first half. It will also affect residents in over 400 urban slums in 14 other counties in Hebei. The number of families affected in Beijing and Tianjin is not known. While policymakers are trying to stop villagers from using dirty coal, the area's state-run heating systems, power generator and heavy industries in these "no-coal zones" will continue to use electricity from coal-fired power plants. But according to Zhao Yingmin, chief engineer at the environmental ministry, lawmakers were focusing on easy targets when they targeted old stoves that lacked filters and were inefficient at burning coal. Although the 36 million tons of coal used in private homes, small hotels and restaurants in Beijing, Tianjin and Hebei accounted for just 10% of the fuel consumed in the three regions each year, they generated nearly half of the hazardous pollutants, he said. But policymakers have misplaced priorities by pushing farmers to switch to electricity or natural gas for heating while their homes are poorly insulated, said Song Guojun, director of the Research Institute of Environmental Policy and Planning at Renmin University in Beijing. If rural farmhouses were to be built with proper insulation, it would cut coal usage by up to half, according to recent studies, he said. Switching to high-quality coal would have been an easier transition, another academic said. "Banning coal use in homes will have a limited effect," said Wu Lixin from the China Coal Research Institute. "Instead, we should work toward the efficient use of high-quality coal across the board." Enforcement has long been regarded as the weak link in China's efforts to curb pollution, and other experts questioned the sustainability of this approach, given the country's lack of natural gas deposits. Chai from the Chinese Research Academy of Environmental Sciences said both domestic production of natural gas and imports have gone up in recent years, but this increase has not been enough to make up for the drop in coal use that is predicted after the new policy takes effect. China has vast untapped coal but mostly relied on imports for its natural gas needs, said Tao from the China-Germany Renewable Energy Cooperation Center. The selective ban on coal would push up demand for imported fuel and undermine the country's energy security. Tao offers an example to illustrate this. Authorities in Beijing, Tianjin and Hebei were forced to suspend liquefied natural gas supplies to businesses in December 2015 due to a delay in shipments, he said. Problems like this could easily disrupt energy supplies to homes and businesses because China was still slowing building its natural gas reserves, Tao added, whereas countries like Germany had reserves enough for three months to cushion such shocks. Tao also said Germany adopted a simpler solution to curbing emissions than pushing millions to switch to costlier fuels. When Berlin was under pressure to rein in pollution, policymakers did not abandon coal, but instead worked to make burning coal more efficient. Coal used in small boilers and private homes in Germany emitted 5% of the pollutants that similar facilities produced in China, he said, hinting it might be time for Beijing to rethink its plans. Aug 24 06:34 Aug 23 19:10 Aug 23 18:46 Aug 23 17:43 Aug 23 16:58 Aug 23 16:16 Aug 23 14:40 Aug 23 13:58 Aug 23 11:44 Aug 23 11:56 Aug 23 05:01 Aug 23 03:56 Aug 23 03:06 - 1Power To The People: Pintec Serves A Booming Consumer Class - 2Largest hotel group in Europe accepts UnionPay - 3UnionPay mobile QuickPass debuts in Hong Kong - 4UnionPay International launches premium catering privilege U Dining Collection - 5UnionPay International’s U Plan has covered over 1600 stores overseas

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Wind and solar energy could supply more than 25 percent of the electricity demand for the island of Oʻahu, according to a new study. The Oʻahu wind integration study examined the impact of 500 megawatts nameplate capacity, or sustained full-load output, of wind energy and a nominal 100 megawatts of solar energy on Oʻahu’s power grid. The study showed that the state could reduce dependence on fossil fuels by 2.8 million barrels of low sulfur fuel oil and 132,000 tons of coal per year. The findings depend on delivery of 400 megawatts of wind energy via undersea cable from Molokaʻi and Lānaʻi. To deal with wind variability, it recommends state-of-the-art wind power forecasting, severe weather monitoring, better control of thermal generation output and increased power reserves. “The findings of this study show it is feasible to integrate large-scale wind and solar projects on Oʻahu,” says Richard Rocheleau, director of the University of Hawaiʻi at Mānoa’s Hawaiʻi Natural Energy Institute. Moreover, it provides useful information for large mainland utilities and relatively small and/or isolated grids that wish to integrate significant amounts of renewable energy while maintaining reliability for their customers, he adds. The study was conducted by HNEI and General Electric Company for Hawaiian Electric Company and the U.S. Department of Energy. AWS Truepower, an international firm based in New York, provided wind and solar power profiles, and the National Renewable Energy Laboratory provided technical review. Download the study at the HNEI website.

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The presence of blood or red blood cells in urine is medically referred to as hematuria. In healthy people, about 2.5 million inefficient, old, and dead red blood cells are eliminated from the body along with urine on a daily basis. However, when healthy RBCs are found it blood, then it can be indicative of some underlying problem. There are two types of hematuria, i.e., gross hematuria where blood in urine can be easily seen with the naked eye, and microscopic hematuria wherein RBCs in urine are detected by examining a urine sample under a microscope. By definition, microscopic hematuria or microscopic blood in urine refers to over 3 RBCs in a centrifuged urine sample per high-power microscopic field. If microscopic blood in urine is found to be higher than normal range then doctors may perform other tests to find the causative disorder. Doctors may perform urine tests at regular intervals to verify if microscopic blood in urine is a regular or an intermittent issue. The latter is not a cause for worry, but regular episodes need to be diagnosed for underlying causes and treated accordingly. Symptoms accompanying microscopic blood in urine Microscopic blood in urine can occur due to harmless causes or due to severe underlying diseases. Most of the symptoms that patients experience along with microscopic hematuria are associated with the pre-existent ailments. Some of these signs and symptoms are listed below: - Burning sensations when urinating - Painful urination - Increased desire to pass urine frequently - Pain in the flanks - Appetite loss - Weight loss - Abdominal pain or discomfort - Fatigue or elevated tiredness - Fever, sometimes with chills - Swollen hands, ankles, feet, and face - Nausea, vomiting - Putrid smelling urine Microscopic blood in urine may occur due to the following causes: - Urinary tract infections/UTIs: A UTI refers to infection of the urinary system by bacteria or other germs. These pathogens can enter the urinary tract from the bloodstream or directly via the urethra when passing urine. The infection can then spread to other renal glands like the kidneys, bladder, etc. Severe infection can damage the urinary system tissues as well as the tiny blood vessels, leading to leakage of blood. Such blood is eventually found as microscopic blood in urine. - Kidney diseases: Different kinds of kidney infections and diseases can damage the tissues of the organ and cause bleeding and kidney dysfunction. Other chronic conditions like hypertension and diabetes can also indirectly affect and hamper kidney function. An improperly functioning kidney may not be able to filter out RBCs, which then get removed as microscopic blood in urine. - Bladder and Kidney stones: Urine has many minerals like oxalates, uric acid, calcium, etc. These compounds occur in excessive levels in concentrated urine and over time crystallize and turn into stones. Bladder and kidney stones can then pass through the urinary tract, damage the tissues, and cause bleeding which is then detected as microscopic blood in urine. - Sickle cell anemia: It is a genetic disease marked by abnormal red blood cells that are shaped like sickles. Hematuria is one of the main symptoms of this disease. The sickle-shaped RBCs cannot carry sufficient oxygen and hence get removed along with urine as inefficient cells, thereby causing microscopic blood in urine. - Enlarged prostate: Some men tend to suffer from enlargement of the prostate gland, the reasons for which are unknown. However, an increased age of over 50 years can increase the risk to prostate enlargement. The force exerted by the larger prostate on the surrounding organs and tissues can cause damage and bleeding in the urinary system, thereby resulting in microscopic blood in urine. - Injuries or trauma: A motor accident or other types of trauma that directly impacts the abdominal area and causes damage to the renal organs like the kidneys, bladder, etc., can result in minor internal bleeding. In such cases, patients are most likely to suffer from microscopic blood in urine. - Cancer: Development of tumors and cysts, due to malignancies like prostate cancer, kidney cancer, and bladder cancer, etc., can also cause put pressure on the surrounding tissues and damage them. The resultant bleeding may then be identified as microscopic blood in urine. - Intense workouts: Strenuous workouts can sometimes result in hematuria, albeit for a short term. The exact cause of this is not known. But microscopic blood in urine has been detected in urine sample of runners, dehydrated people, and those who do excessive aerobic workouts, albeit for a short period. - Intake of Drugs: Urinary bleeding can also occur due to use of drugs such as the anti-cancer medication Cytoxan/cyclophosphamide; blood thinners like heparin; and anti-coagulants like aspirin. As discussed above, microscopic hematuria can be caused due to varied underlying conditions. Hence, treatment is dependent on finding the causative disease and then treating it as per standard medical therapies. For example, - UTIs are treated with antibiotics and other medications. - Kidney stones may be removed with medicines, shock wave therapy, or surgery.

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Google first published its Search Quality Guidelines in 2013, which explained the manual processes that Google uses to complement its automated algorithms. The document provided an insight into just how its staff judge quality content and how they assess whether a website is providing a user experience that the search engine would want to promote to its users. Two years on, and much has changed in the world of search. That has prompted Google to issue an update to its guidelines and, as you might expect, there is a big emphasis on both content and mobile. Good content is all about skill, expertise and care. Whilst much is written about what constitutes ‘good quality’ content, Google has put on record what it considers to be poor quality content. “We will consider content to be low quality if it is created without adequate time, effort, expertise, or talent/skill.” Google’s guidelines uses examples of the types of ‘shortcut’ tactics often used by students when writing assignments, such as “buying in” content, making up statistics, paraphrasing from large bodies of text and only communicating basic ideas on a topic. Google argues that many of these tactics are deployed in the creation of web content. One example of poor quality content could be a lack of detail being applied to a very broad topic, which would indicate that the content has not been written with any meaningful level of: - Time, because the content is likely to short and lacking detail, - Effort, because the content is likely to only contain very basic information, - Expertise, as it is likely to lack any real insight which couldn’t be found elsewhere, or has been largely based on already-published material. Google characterises this scenario with the example of a page that only contained a few paragraphs about a subject such as World War II, which is incredibly broad. Expertise is an increasingly important area for Google, which makes a very clear statement on this issue: “Some topics demand expertise for the content to be considered trustworthy. Topics such as medical advice, legal advice, financial advice, etc. should come from authoritative sources in those fields. Even everyday topics, such as recipes and housecleaning, should come from those with experience and everyday expertise in order for the page to be trustworthy.” The guidelines ask assessors to question whether the publisher or organisation has sufficient expertise or authority to talk about this topic. Taking this guideline at face value, there is a strong inference that this could benefit established brands and prominent publishers that have built reputations for quality, authoritative content. However, there is a lifeline for smaller, less established publishers. Google won’t be judging all websites equally. It acknowledges that it’s unreasonable to hold the website of an enthusiastic blogger or start-up business to the same standards of multi-national corporations. “We have very different standards for pages on large, professionally-produced business websites than we have for small amateur, hobbyist, or personal websites. The type of page design and level of professionalism we expect for a large online store is very different than what we might expect for a small local business website.” It means that Google won’t necessarily judge your website as “low quality” if your site features one or two conventions typical of a low quality page, as long as other elements make up for that fact. Google will instead encourage its staff to determine whether the presence of these conventions are the result of a poor quality website in general, or if they are merely a symptom of a less-professional web page. User Generated Content A topic that often generates some heated debate is that of user generated content (UCG), and suggestions that expertise and authority are important in determining quality are going to reignite that debate. However, it is important to note that many successful businesses have been built predominantly on UGC, such as Trip Advisor and Trust Pilot, and Google recognises this fact. “Some types of user-generated content have a high level of expertise. There are forums of experts on topics ranging from sewing to car repair to do-it-yourself home improvement projects. User-posted content can be highly trustworthy for many everyday topics. In fact, for some unusual hobbies, the most expert advice may exist on blogs, forums, and other user-generated content websites.” The guidelines do warn staff about the pitfalls and the downsides of UGC and, in simple terms, they place the onus on the reviewer to “value everyday expertise and experience for everyday topics” when trying to determine whether the author is trustworthy. Advertising could bring down your page quality score Advertising, and more accurately, the blocking of advertising, is a huge discussion point at present and this is a point in the Google guidelines. The search engine wants to avoid directing its users to websites that use techniques to promote what it describes as “unhelpful or distracting supplementary content” – and ads fall very much into this definition. One such example of “distracting and unhelpful supplementary content” are promotions for sponsored content. Often powered by content networks, this typically provide links to unrelated and irrelevant ‘click bait’ articles: “Some webpages are designed to encourage users to click on [supplementary content] that is not helpful for the purpose of the page. This type of [content] is often distracting or prominently placed in order to lure users to highly monetized pages. “Sometimes, distracting and unhelpful [supplementary content] is actually Ads. We can consider this both unhelpful/distracting, as well as deceptive/misleading page design.” In-text ads are another area of contention, and Google’s guidelines are very clear on that one too. “Popover ads (the words that are double underlined in blue) can make the main content difficult to read, resulting in a poor user experience.” And if you’re website is one that features prominent advertising, the growth of ad blockers isn’t your only worry. The Google guidelines asks its staff to consider whether large ads are “pushing down the main content” and providing a “highly distracting” user experience. Your ads should also be clearly marked. Mobile, unsurprisingly, is important Shock horror, mobile usability is a big factor in the 2015 edition. Fresh from ‘#mobilegeddon’ and various other initiatives to promote mobile friendliness, (including those just recently rolled out). The key point that Google is trying to address here is that they want to websites to recognise the fact that smartphones can be “challenging to use, especially compared to a desktop computer or laptop.” It wants websites to make the user experience easy for users, irrespective of their device, and acknowledge that the challenges that face smartphone users are different to those faced by desktop users. The guide points to four key issues that it wants assessors to focus on, and ultimately judge how a website caters for these challenges. These are: - Data Entry: Typing on a smartphone can be difficult. Websites could address this by offering simpler forms for mobile users. - Small screen size: Websites should be responsive and optimised for smaller screens. - Navigation and general user experience: Website navigation can be difficult as menus and navigation links may be small. Images and text may also be oversized for the screen, resulting in unnecessary scrolling. - Connectivity: Mobile bandwidth is often slower and more expensive than desktop bandwidth. Delivering huge quantities of data may slow down the mobile experience. Intimately, Google will be determining whether a user can easily find the information that they are looking for irrespective of the device they are using. If you aren’t service those devices, you are likely to see that reflected in your page score.

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1. Toronto (2.615 million) Toronto is Canada’s largest city and fifth most populous city in North America. The city is one of the most diverse in the world, with 49% of its residents born outside of Canada. 2. Ottawa (883,391) Ottawa is the capital city of Canada and its fourth largest city. Ottawa is ranked as the second highest quality of living of any large city in the Americas, and 14th highest in the world. 3. Mississauga (713,443) Initially planned as a suburb of Toronto, Mississauga grow to become a distinct city in itself. Canada’s busiest airport is found in the city and it’s also home to large corporate headquarters in Canada for companies such as Walmart, Target, Microsoft and General Electric. 4. Brampton (523,911) Brampton’s name was taken from the town of Brampton in Cumbria, England. Currently, it is home to major economic sectors such as manufacturing, retail, logistics, information and communication technologies, food and beverage, life sciences and business services. 5. Hamilton (519,949) Hamilton has become the centre of a densely populated and industrialized region at the west end of Lake Ontario known as the Golden Horseshoe. It is also a famous film location and earn nicknames The Hammer, Steeltown and Ambitious City. 6. London (366,151) Located halfway between Toronto, Ontario and Detroit, Michigan, London is Canada’s 15th largest municipality. It also earn the reputation as center of international education being home to Fanshawe College and the University of Western Ontario. 7. Markham (301,709) Markham is the fourth largest community within the Greater Toronto Area after Toronto, Mississauga and Brampton. Markham changed its status from town to city on July 1, 2012. 8. Vaughan (288,301) Vaughan was the fastest-growing municipality in Canada between 1996–2006, achieving a population growth rate of 80.2% according to Statistics Canada having nearly doubled in population since 1991. 9. Kitchener (219,153) Kitchener is the largest city situated within the Grand River watershed, and the largest city on the Haldimand Tract. According to the 2006 Census, most of the population is of European ancestry; the city has a substantial concentration of German Canadians. 15.4 percent of the population claimed to be members of a visible minority. 10. Windsor (210,891) Windsor is the southernmost city in Canada and is located in Southwestern Ontario at the western end of the heavily populated Quebec City–Windsor Corridor. Windsor is known as “The City of Roses” and residents are known as Windsorites. It is the only city in Canada that looks north to the United States.

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Americans are drinking less of sugar-sweetened beverages such as soda and fruit drinks, according to a study published in the American Journal of Clinical Nutrition in May. Researchers surveyed more than 22,300 youth and adults between 1999-00 and 2009-10 and found that they appear to be drinking less of it. American youth and adults lowered their intake of sugar-sweetened beverages by 68 and 45 calories per day respectively over the duration of the study. Surveys showed decreases in calories from soda and fruit drinks but not for sports drinks and energy drinks. The information, from the Centers for Disease Control and Prevention’s National Health and Nutrition Examination Survey, showed the decreases across a wide range of sex, age and race. However, some groups, such as 40- to 59-year-olds, did not show significant declines. — Anne Aurand, The Bulletin

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Found 946 Learning Lab Collections Presented with the National Museum of the American Indian December 9, 2017 9:30a.m.–1:30 p.m. What learning opportunities arise when we add complexity to “the story” of westward expansion? How can Native perspectives and contemporary events engage student historians-in-training? Leave with strategies and resources that will help you add depth and breadth to your teaching and inspire inquiry in the classroom. Created in conjunction with participating in the Learning to Look: Summer Teacher Institute [June 2017] With a courageous act of civil disobedience, Rosa Parks sparked a challenge to segregation that culminated in one of the seminal victories of the modern civil rights movement. On December 1, 1955, while traveling on a public bus in Montgomery, Alabama, the seamstress was arrested for refusing the driver's demand that she surrender her seat to a white male passenger. When Parks was convicted of violating local segregation laws, Montgomery's African American community launched a massive one-day boycott of the city's bus system. The boycott expanded with the help of Martin Luther King Jr. to last 382 days, ending only after the U.S. Supreme Court ruled bus segregation unconstitutional. How do various art forms effect the way that the viewer interprets different works of art? Some questions to consider are: - What are the events occurring in the portrait? - Do they make a personal connection? - What is the sitter saying in the portrait? - What questions does the portrait raise, for future discussions? Nelson Mandela fights for his country good or bad, he wanted equality for them just as they wanted equality for themselves in South Africa. Established in 1962, the NASA Artists Cooperation Program gave several artists unrestricted access to several NASA facilities. The goal was to communicate the emotional tone and the cultural significance of space exploration. This collection uses the "Connect Extend Challenge" visible thinking strategy developed by Project Zero at Harvard University. This strategy encourages students to make connections between new ideas and prior knowledge. It also encourages them to make a personal connection to an artwork or topic. Observe and discuss the first image as a class. Use the "Connect Extend Challenge" to discuss the image as a class. Ask the following: - How is the artwork or object connected to something you know about? - What new ideas or impressions do you have that extended your thinking in new directions? - What is challenging or confusing? What do you wonder about? Provide any background knowledge that enhances the conversation, using the metadata information about the NASA Artists Cooperation Program. Next, divide the students into 4 groups. Have them use the same questions to discuss one of the 4 images that deals the Apollo 11 launch. Wrap-up the discussion by having each group share out key thoughts and responses. Repeat the same process with the 4 images that represent Mission Control (note, Mission Control Images are from a selection of Apollo missions). Finally, students should choose one of the final 4 images to investigate, using the "Connect Extend Challenge" to guide their exploration. Their work could be shared verbally in a paired group, or written as a personal essay. The Harmon Foundation Collection, one of the treasures of the National Portrait Gallery’s permanent collection, comprises a group of more than forty portraits of prominent African Americans. The portraits were part of an unprecedented attempt in the 1940s and 1950s to counter racist stereotypes and racial prejudice through portraiture. In this activity, students will learn about the differences between primary and secondary sources by comparing and analyzing different resources from the U.S. Civil Rights Movement. This collection provides ideas and strategies on how to spark discussions in the classroom about these types of resources, focusing primarily on students' interpretations of resources found here in Smithsonian Learning Lab. Students will examine three different types of sources (documents, images, and objects). The activity consists of the following: - In small groups, have your class examine the primary source, and have them summarize and report on its content, and discuss its strengths and limitations. - For each primary source, review the groups' responses as a class. - Then, have each group analyze the corresponding secondary source. Have them spot the differences between the primary and secondary source, and evaluate the reasons for using a primary source versus a secondary source. - The primary and secondary sources in this collection focus on the same topic (the documents are about the Black Panther Party, the images feature Marian Anderson, and the objects relate to Rosa Parks) - Near the end of the collection is the students' task to sort through sources to identify which are primary vs. secondary sources. - The final activity will call on students to reflect on the information that they have learned from the collection and ask them to think about how they would categorize digital resources such as texts and tweets as either primary or secondary. This collection and activity is based on the “Engaging Students with Primary Sources” guide from Smithsonian’s History Explorer, which can be found here: https://historyexplorer.si.edu/sites/default/files/PrimarySources.pdf. The guide is also included at the end of the collection, and can be used to develop other activities and/or collections on the topic of primary and secondary resources. In this activity, students will learn about the background and cultural significance of the holiday Kwanzaa through an an analysis of various resources: - The collection begins with several images related to Kwanzaa. By looking through each of the resources, students can gain a deeper understanding of the holiday. Each image contains text about different parts of Kwanzaa and quiz questions to encourage further thoughts and reflections. - A resource from the Kwanzaa Planning Committee is featured after these resources to further discuss practices and principles related to the holiday. - Then, they will compare and contrast them with an image representing Christmas and another representing Hanukkah. - The final activity has the student upload a separate image and explore how he or she would use that image to describe Kwanzaa to someone. - The final resource includes an article from the Smithsonian Magazine that you can use to discuss the history of Kwanzaa with your class. - The resources include multiple choice and discussion questions. To read more information about Kwanzaa, please read the following official Kwanzaa website set up by the African American Cultural Center in Los Angeles, California: (http://www.officialkwanzaawebsite.org/symbols.shtm...). Tags: holidays, history, culture, African American culture, African American history, American history, American culture This Learning Lab collection has been created to support the 2018 National History Day theme, Conflict and Compromise. Utilizing portraits and other resources from the National Portrait Gallery, this collection is organized by Topics within the Conflict and Compromise theme. Be sure to check out the following at the end of the collection: -Reading Portraiture Guide for Educators highlights close looking strategies that can be used with the portraits listed -Conflict and Compromise In History Theme Book from National History Day 2018 Everyone enjoys a festival or celebration! Let's look at some. . . - Observe images and guess which culture each represents. - Play "I Spy Juxtaposition." Work with a small group to examine an image and find where the artist has juxtaposed symbols or text with the image to create meaning. - What might you include in an artwork about a festival or celebration? Would there be dances, special music, food, clothing, or activities? Art making challenge: Collaborate in a small group to create a design for a booth, stage, or other area for a cultural tradition at a festival. Designs will be combined into a festival mural. This collection contains three instructional videos on how to create authentic Native American crafts. The items used in the videos can be substituted for other materials to adapt to different age levels. Note: The last resource is a document available for download with detailed instructions on how to make a daisy bracelet. The cultural online programs and resources developed by The Smithsonian Latino Center (SLC) featuring Dia de los Muertos represent groundbreaking efforts by the Smithsonian to promote a deeper appreciation for Latino heritage and our connections to the ancestral past. In addition to its online festival, complete with bilingual interactive online resources based on Smithsonian scholarly research, is a vehicle for the exploration of this traditional practice which has become a phenomenon of popular American culture today. The online programming is in part a collaboration with Michigan State University (MSU) and other key community partners across the country. Generous support for the Smithsonian Latino Center's bilingual digital educational resources provided by the following Education Sponsors: Target and The Walt Disney Company. During an excavation in New Mexico in 1908 broken pieces of polished, jet-black pottery were uncovered by an archeology professor named Edgar Lee Hewett. He sought out native people who worked in clay to recreate these older pieces in the Pueblo style. Maria Montoya Martinez, (born Maria Poveka Montoya was a Native American ceramicist who created internationally known pottery. She and her family members examined traditional Pueblo pottery styles and techniques to create pieces which reflect the Pueblo people’s legacy of fine art and crafts. Here is an article that discusses how Maria and her family grew a business and brought attention and acclaim to Native American artist. https://www.khanacademy.org/hu... Watch Maria putting slip on a pot and using a rubbing stone, to create the sheen that set her pots apart. Look through the different styles of vessels and their decorations. This collection explores plaited and twined woven objects from the North Pacific Coast. A link to the website "Woven Together" introduces students to the Nuu-chah-nulth community and language. Simple step-by-step illustrations using easily accessible materials allow students to learn plaiting and twining techniques. Two videos at the end introduce the classroom to master weavers and sisters, Teri Rofkar and Shelly Laws. They explain the twining technique with examples of their work, including Chilkat woven blankets. This is a Smithsonian Learning Lab topical collection, which contains images, text, and other multimedia resources that may complement the Tween Tribune feature. Use these resources to introduce or augment your study of this topic. If you want to personalize this collection by changing or adding content, click the Sign Up link above to create a free account. If you are already logged in, click the copy button to initiate your own version. Learn more here. This student activity explores the Holocaust through art - three sculptures and one photograph of an artwork, with additional references to give historical context . Using two of Harvard's Project Zero Thinking Routines, students take a deeper dive into the material through guided looking and by considering the significance of the Holocaust personally, to the country and to the world. This collection comes from a family festival at the National Museum of the American Indian that explored uses of leather in Native communities - literally from the hunting and tanning of deer and their hides, to their use in ritual and everyday life. The collection includes demonstrations of deer-hide tanning, moccasin making, bead working, instructions to make a leather pouch and a daisy chain bracelet, and an interview and performance by Lawrence Baker and the White Oak Singers. This collection comes from a set of lessons plans to introduce students to the culture of Puerto Rico by looking at customs and objects - specifically masks - connected to the annual celebration of Carnival. The lessons are split into four levels, covering grades K-2, 3-5, 6-8, and 9-12. They were originally adapted from a set of activities that appeared in Our Story in History: A Puerto Rican Carnival, a website produced by the Smithsonian's National Museum of American History - also shown in a link inside the collection, along with instructions for students to make their own masks. The lessons include objects from the Smithsonian's National Museum of the American Indian in New York, the George Gustav Heye Center, and the Department of Anthropology, National Museum of Natural History. Lei making is an important part of Hawaiian culture. These twisted strands are worn on important occasions and given as gifts of welcome. In this collection you'll find a demonstration video by Mokihana Scalph, as well as performances of children's stories, dance performances, and images of leis and ti leaves, to give context to the performances.

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All PSAT Math Resources Example Question #1 : How To Find If Two Acute / Obtuse Triangles Are Similar and are similar triangles. The perimeter of Triangle A is 45” and the length of two of its sides are 15” and 10”. If the perimeter of Triangle B is 135” and what are lengths of two of its sides? The perimeter is equal to the sum of the three sides. In similar triangles, each side is in proportion to its correlating side. The perimeters are also in equal proportion. Perimeter A = 45” and perimeter B = 135” The proportion of Perimeter A to Perimeter B is . This applies to the sides of the triangle. Therefore to get the any side of Triangle B, just multiply the correlating side by 3. 15” x 3 = 45” 10” x 3 = 30“

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» Boxing Articles » A short note on boxing's history A short note on boxing's history CHOOSE YOUR PREFERRED TOPIC From fist-a-cuffs to come to blows hit, boxing has been an element of the societal perception for ages in many forms yet its rich history persists even today. The primary substantiation of boxing as an activity was originated in Egyptian hieroglyphics supposed to date from 4000 B.C. further premature substantiations take in the portrayals of boxers on an ancient stone slabs and vases. From Egypt the sport swelled to Mesopotamia, Crete, Greece, and Rome; in the long run to England; and from there to the United States. Acknowledged as “The Sweet Science”, it is not at all difficult to deal with to presume boxing May in fact finds its extraction in the first caveman who threw the former blow over a part of meat. Despite the consequences, the standard account of boxing shows off a long record starting from primeval times and sprouting through multiple times, personifications and countries to turn out to be the sport we know today. Seeing as boxing’s halcyon days in the 60’s and 70’s, the spectator sport has washed out from the focus. Nevertheless, several present-day fighters still capture the insubstantial magic of boxing with their speed, skill and power. Boxing is said to be cast a shadow on, by the appearance of other fight sports such as Muay Thai, practiced wrestling activity and assorted mixed martial arts, but boxing prolongs to hang back in the public notice as long as there are folks who are passionate with this sporting activity, and rivalries between those fighters for desirable championships. This particular sport has gone forward by a long way from its primeval, pugilistic roots. Thought the sport has grown from a European past time to an intercontinental professional sport the rules for the game are the same. Prevailing bodies persist to keep up the authenticity of boxing in the world sports ring and boxers from around the world go on with to detain the static inscrutability of the sport that has endured the ages.Well, coming to today’s practice sessions the blows and severity are the same but with minor changes in the activity the sport has yet survived ages. Boxing enhances fitness which is a well-known fact but the fitness factor is gained only when the workout session is sound and that creates a great impact on the blows delivered when the two boxers are inside the ring. In this case the role of boxing safety gears along with the fitness equipment plays a major role.Apart from gaining fitness, it is a must that a person makes use of the necessary safety gears in order to evade from the severe blows delivered by the opponent. Foot work plays a major role in this particular sport and it can be gained by heavy practicing also by accessorizing with the necessary safety gears.Corporeal dexterity is an imperative trait of this game. It is a must to train for this sport over an extended period of time to gain all the necessary qualities. Buy boxing shoes from online For further details log on to www.proboxinggear.com

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What are the symptoms of encephalitis? My head feels like its swelling, with lots of pressure in my temples. Is this encephalitis? What are its symptoms? Encephalitis or meningitis is a serious brain infection caused by various viruses and bacteria. The symptoms are usually quite severe, and they can include severe headache, neck stiffness, light sensitivity, fever, and confusion or other alterations in personality. Obviously, if you have symptoms like this you would need to seek immediate medical attention in an emergency room. Other, more common causes of the symptoms you are experience would include common headache, both tension headache and migraine headache types. Tension headache tends to cause constant pain, often worse in the back of the neck but also spreading up towards the temples. Migraine tends to cause pain with a more pulsatile pain, often with nausea or visual changes like flashing lights. Both can be diagnoses and easily treated by your primary care doctor. Another very common cause of feeling like you have pressure in the temples and 'swelling' of the head is sinus congestion or a sinus infection. Often there is also nasal congestion and there may be a swishing sensation when you bend forward. Sinus problems can also be easily diagnosed and effectively treated by your doctor. Start by seeing your doctor - he or she will perform a thorough example and narrow down the potential causes of your symptoms. This answer is for general informational purposes only and is not a substitute for professional medical advice. If you think you may have a medical emergency, call your doctor or (in the United States) 911 immediately. Always seek the advice of your doctor before starting or changing treatment. Medical professionals who provide responses to health-related questions are intended third party beneficiaries with certain rights under Zocdoc’s Terms of Service.

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(Phys.org) —Physicists at ETH Zurich have demonstrated one of the quintessential effects of quantum optics—known as the Hong-Ou-Mandel effect—with microwaves, whose frequency is 100'000 times lower than that of visible light. The experiment takes quantum optics into a new frequency regime and could eventually lead to new technological applications. Quantum mechanics, famously, is full of effects that defy our basic intuition. A fine example is the Hong-Ou-Mandel effect, which occurs when two light quanta (or, photons) arrive simultaneously at a so-called beam splitter. As its name implies, a beam splitter is a device that splits one beam of light into two, by transmitting one half of the impinging light and reflecting the other half. For a single quantum of light, a photon, this means that it has a 50-percent chance to appear on either side of the device. But when two photons arrive at the same time at the splitter, something unexpected happens: The photons then always emerge as a pair on the same side of the beam splitter, either both on one side or both on the other side. Never do the two photons exit on different sides. This counterintuitive effect has been first demonstrated in 1987 by Chung K. Hong, Zhe-Yu Ou and Leonard Mandel using laser light. The experiment has been repeated many times since, but all of these demonstrations use photons in the optical range (which is the frequency range of visible light). Andreas Wallraff, a professor at the Department of Physics, and his co-workers now break out of this regime and demonstrate for the first time the Hong-Ou-Mandel effect for microwave radiation, at frequencies around 100'000 times below those of a typical laser. Even if there is no fundamental reason to believe that quantum theory would make a distinction between "microwave photons" and "optical photons", this demonstration puts this equivalence across a huge frequency range on a firm experimental footing. Moreover, the lower frequency of the microwave photons enabled a more complete characterization of the effect than has been able so far with optical photons, opening up new possibilities to characterize radiation sources. Finally, the new experiment highlights how quantum optical effects can be exploited in experiments with microwave sources, which may lead to practical applications of "microwave optics". Microwaves bit by bit Wallraff and his team used microwaves whose frequency is comparable to that of a common microwave oven. Their source of microwave radiation, however, couldn't have been more different from a household device. The scientists use microfabricated millimeter-sized circuits for generating microwaves that come in single photons. "We can generate individual microwave photons on demand, whenever we need one ," says Christopher Eichler, scientist in the Wallraff group. This is something that is not easily achieved with single-photon sources in the optical regime. Whereas a laser can be conveniently turned on and off, optical single-photon sources typically involve intricate processes that are much harder to control. The microwave sources have also the advantage that their frequencies can be accurately tuned, such that two independent devices produce photons at the exact same frequency. This is a prerequisite for observing the Hong-Ou-Mandel effect. In the experiment of Wallraff and his group, the microwave photons indeed displayed the counterintuitive behavior predicted by theory. Whenever two photons reached the beam splitter at the same time, they left it in pairs. But the experiment is more than simply a repetition of the optics experiment at microwave frequencies. "As the frequency of microwave radiation is much lower than that of visible light, we were able to fully characterize the effect in all its facets. For example, we can vary the degree of how distinguishable the two photons are and can, therefore, finely control the appearance and disappearance of the effect," explains Christian Lang, a PhD student in the group of Wallraff and first author of the study. "I think it's fair to say that we have produced the so far most complete characterization of the Hong-Ou-Mandel effect," adds Wallraff. "As such, we have now an analytical tool to study microwave radiation in the quantum regime. This may be helpful to characterize non-conventional microwave sources, which are used in several quantum experiments." Microwaves do light work Beyond these more fundamental aspects, the findings of the ETH physicists may open up new perspectives for practical applications, too. Historically, the Hong-Ou-Mandel effect has been so important as it was one of the earliest experiments that showed how quantum mechanical effects make light do things that cannot be explained within the framework of classical physics. This then led to theoretical and experimental work on how quantum mechanics can help in computation and communication. The new work, which shows one of the quintessential quantum optical effects with microwave photons, can be seen as a first step towards translating these findings into the regime of microwaves, which may offer unique advantages concerning how photons can be generated, manipulated, and detected. "In the longer run, this may lead to novel forms of quantum communication and quantum information processing," says Wallraff. Explore further: Physicists demonstrate quantum interference between two photons of different frequencies Lang C, Eichler C, Steffen L, Fink JM, Woolley MJ, Blais A, Wallraff A: Correlations, indistinguishability and entanglement in Hong-Ou-Mandel experiments at microwave frequencies. Nature Physics, 2013, doi: 10.1038/nphys2612

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If you have a child with CAS (childhood apraxia of speech), then you are probably aware that verbal communication is a bit of a…well, challenge. It may also come as no surprise that reading and writing may also be a challenge for your little one with CAS. You will likely start to see this struggle as your kiddo hits the later preschool years (Pre-K) moving into kindergarten. Since it’s summertime, it may be a great time to practice these skills without the pressure to perform. You and your child can progress at a rate that is comfortable to you….and come fall, your child with apraxia is ready to put those hard-learned skills into action. But let’s start with the basics: why is it so hard for kids with CAS to read and write? Aside from pulling out some heavy-duty texts to explain all of this, I will just provide a couple of basics: 1. Kids who aren’t making sounds accurately–or at all–may have a decreased visual of what letters look–and sound like. 2. Kids with speech-language disorders may have a distorted sense of what the symbols (those things we call “letters”) represent (words). 3. Children with apraxia may have “differently wired” brains, affecting what–and how–they read, learn, and interpret information. 4. Children with apraxia may have a decreased ability to coordinate the vocal track in producing a word. The National Institute of Child Health & Human Development (NICHD) created the National Reading Panel. They determined that kids need a variety of techniques to learn to read: - Phonemic (sound) awareness - Guided oral reading - Teaching of vocabulary words - Reading comprehension strategies If that all sounds like blah, blah, blah to you…bear with me. It’s not nearly as mysterious as it sounds. So, What’s a Parent to do?! Make it fun. That, of course is your #1 goal when you work with your child on these often hard-to-master skills. “If it ain’t fun, they ain’t gonna do it!” Read, Read, Read! You can start with a love for reading. Let your child see you reading. Really, anything counts…magazines, books, newspapers. Just the fact that you are reading sets the stage for your child to do the same. But also read with your child. Start out with repetitive books. Those stories that are predictable may be boring to you, but for your child they bring to life the idea that they can predict what is going to happen next (a very empowering skill), plus, they are easier to memorize in which it may look as if your child is “reading” it on her own. Introduce rhyme. Read books that rhyme, or just make up silly jingles while doing your everyday things…like preparing lunch or driving in the car. “What rhymes with jelly? Belly! That’s right! I’ve got a jelly belly!!” Can you say that?! Let me hear you… Next, you can have your child discriminate rhyme. “What rhymes with Sam? Am or eggs?” The sillier the better. Then have your child produce rhyme. It works like this: “I am thinking of a word that rhymes with Sun, but starts with /f/ [fun]. Just make sure you make the sound of the letter /f/ and not say, F. (A great activity to do on those summer road trips). We’ll, talk more about helping your child with reading skills next week on “Apraxia Monday.” Stay tuned, too for later weeks on writing skills. Check out these blogs for a review of Speaking of Apraxia (Woodbine House, March 2012) and a chance to win a FREE copy of the book, where you can learn more information about helping your child with school-based skills like reading and writing in chapter 12. - OMAZING KIDS http://omazingkidsllc.com/ - WORDS OF HIS HEART http://wordsofhisheart.wordpress.com/2012/06/07/speaking-of-apraxia-a-parents-guide-to-childhood-apraxia-of-speech-by-leslile-lindsay-r-n-b-s-n/. Special thanks to PediaProgress of Downer’s Grove, IL for information on the NICHD and rhyming examples from their April 5, 2012 presentation. www.pediaprogress.com

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Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken. Kinda make one yearn for the Late Medieval/Renaissance model. When students wanted an education and hired teachers who met their needs and fired those who didn't. Scary, I know. After Gutenberg, presses quickly became ubiquitous. Everyone and her brother were printing pamphlets and re-printing old texts. (no copyright! BIG BIG boost to the Renaissance!!! Of course most of the important authors at least for the earliest decades, were centuries dead.) The Academy and the Scholar quickly lost control of their hide-bound profoundly traditional notions and ability to prescribe "What is important to learn." Past few years, it seems that the parallels between the post-Gutenberg era and the WWW era are remarkable!. Silberman was wrong about computers in his book "Crisis in the Classroom" Thought that they'd never have anywhere near the impact of the printing press. HA!!! From: Olejarz2 <Olejarz2 >If there was no tenure and there is a possibility that there would be even >more "dead wood" teachers. New administrators or school boards could >lots of their "friends" to jobs they might not be qualified to do.

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Hrafnkel’s Saga and Other Stories Circa 13th Century 1971 in translation by Hermann Pálsson Iceland was minding its own business until around 870 AD, when, finally, humans decided to try living on it permanently. These Nordic pioneers had travelled west to an island wild with volcanic activity and afflicted by punishing cold. Unruled and unruly, they were accustomed to claim summary justice, by the sword if necessary, according to a Germanic moral code characterised by the fierce guarding of honour. Having more than one dimension, they nevertheless realised the value of civil infrastructure, and in 930 established perhaps the earliest example of a national parliament: the Althing. In Old English, and related languages, a ‘thing’ was a meeting or assembly – a council gathered to discuss some important matter – before it took on the connotation of any matter at all. That use survives in our word ‘hustings‘, or ‘house thing’; originally a gathering at the leader’s homestead to hear speeches. In mediaeval Iceland, Patriarchs vied for followers across 39 districts. Those with the most influence spoke for their district at the annual Althing, where laws were made and claims were judged. In that auspicious year 1000 AD, the Althing declared Christianity the official religion of Iceland. Under the auspices of the new clerical administration, a more literary and humanistic culture developed, and out of this the Icelandic Sagas were produced. Much of their drama is born out of a clash between ethics: on the one hand, the honour-based imperative of personal prestige, according to which not an iota of dignity may be ceded; on the other, the understanding that a stable society requires give and take between neighbours and that turning the other cheek to a rigid code might sometimes yield preferable results. And it’s true that the message of these stories is something less savage than we might imagine for the period. Take Everything Ravaged, Everything Burned, a 2009 short story by Wells Tower. By describing a perfunctory but brutal Viking raid in contemporary US vernacular he creates a thinly veiled allegory (though I didn’t notice it on my first read…) for the stupid destruction wreaked by our present puffed-up superpower. Like Everything Ravaged, Everything Burned, the Sagas are historical fiction, written in the thirteenth century but set in the tenth, well within the Viking heyday. The Christian authors are rather more generous to their pagan forebears than is Tower. The title character of Ivar’s Story was an Icelander who did actually become Court Poet to the Norwegian King. The saga, though, is an invention. It recounts the poet’s grief when his brother marries the woman he loves. King Eystein offers wives, lands, money to soothe his friend, but Ivar has no heart for any of these. At a loss, the King offers the only remaining thing he can think of: ‘Come to me every day before the tables are cleared, when I’m not engaged in matters of state, and I shall talk with you. We’ll talk about this woman to your heart’s content for as long as you wish, and I’ll devote my time to it. Sometimes a man’s grief is soothed when he can talk about his problems.’ A contemporary writer putting these words in the mouth of a tenth, or even thirteenth, century character might well be accused of the anachronistic insertion of present preoccupations with talking therapies and men in touch with their feminine side. The title story of the collection throws us back on our Viking stereotypes though. Hrafnkel (this guy seems to know how to say it) loves his horse. So much so that he dedicates her to his god, Frey, and swears a sacred oath to kill anyone else who rides her. Then he hires Einar to herd his sheep, and explains at length how many other horses Einar is welcome to ride. I won’t draw the diagram. After Hrafnkel tugs his axe out of Einar’s face he’s sued for damages by the lad’s family. Mediaeval Icelanders lived by the motto: ‘Where there’s blame there’s a claim’. He loses his lands and goods in the case, not to mention being tortured, and decides that sacred oaths have a lot to answer for. Accordingly, he gives up religion and works hard until he makes his fortune over again. Years later Eyvind Bjarnason, a powerful relative of Einar’s family returns from long travels abroad. Hrafnkel has known all along that this chieftain could protect his enemies and seizes the chance to kill him, then takes back by force everything he had forfeited. Modern commentators have found it difficult to identify with the ethical framework of this saga, leading some to suggest that ‘Hrafnkell turns out to be a total asshole.’ With his killing of innocents at the beginning and end of the tale, can Hrafnkel be considered its hero? R.D. Fulk’s persuasive analysis argues that he is, because he changes from an ideologue to a pragmatist. Hrafnkel doesn’t actually want to kill Einar, but he feels bound by his oath: ‘I’d have forgiven this single offence … but my faith tells me that nothing good can happen to people who break their solemn vows.’ When nothing good happens to him anyway, he thinks better of holding his honour in such high regard. After being shamefully tortured he chooses, over a heroic death, to live with his humiliation for the sake of his sons. Hrafnkel isn’t particularly keen to kill Eyvind either, but one of his feudal servants harangues him for his disgraceful cowardice in ignoring the chance for revenge. He deplores her motives, but agrees to the act because, according to Fulk, he reasons that otherwise his household will lose respect for him and will fall into disarray. At the close, though he has them in his power, Hrafnkel is more lenient to his enemies than they were to him, passing up the chance to torture, kill or impoverish them in return. While this might acquit Hrafnkel of the charge of being a total asshole, it doesn’t seem quite enough to make him utterly un-asshole-ish. It would have been possible for Hrafnkel, like a jaded film cop nearing retirement, to have uttered the immortal lines ‘I’m too old for this shit‘, and to have gone off to his allotment leaving his kinfolk to their bloodthirsty honour-killings – and Eyvind alive. But it’s also true that in rejecting the heroic ideals of earlier writing, in which honour, purity and victory, were lauded, the authors of the sagas were contributing to the long emergence of a realist literature out of epic, mythic roots. To get from paragons like Achilles, Roland or Galahad to the flawed, or even anti-heroes of Dostoevsky, Hamsun or Camus, we needed plenty of Hrafnkels in between.

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There are 4 posts. Can you help us? OED Appeals is a dedicated community space on the OED website where OED editors solicit help in unearthing new information about the history and usage of English. Part of the process of revising words and phrases for the OED involves searching for evidence of a word’s first recorded use in English, […]more America’s “First Thanksgiving” is often attributed to the early 17th century (1621, in fact) when a small band of Pilgrims gathered with a small band of American Indians to partake together of a bountiful harvest at Plymouth Plantation. This celebration lasted a whopping three days—and it wasn’t called “Thanksgiving”. Only in 1863 was the annual […]more The word ‘left’ has invited learned commentary, not least in Anatoly Liberman’s blog ‘The Sinister Influence of the Left Hand’. As Liberman shows, by reputation the word suffers in comparison with the ‘dexterous’ word ‘right’. Origin of the term ‘left’ Those on the political right are happy with this, and contribute to the process. The […]more The launching of the Central Intelligence Agency (CIA) on 18 September 1947 signaled an American addition to the customary use of the word ‘intelligence’. In the past, as well as referring to mental capacity, the word had carried one of two principal meanings. The first, by 1947 archaic, simply indicated news. The second meaning covered […]more

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BAR Book Forum: Alaina E. Roberts’ “I’ve Been Here All the While” Five Indian nations brought their Black slaves on the Trail of Tears and it was Black labor that helped them rebuild. “Some people of color bought into systems of settler colonialism and white supremacy at various times for their own gains.” In this series, we ask acclaimed authors to answer five questions about their book. This week’s featured author is Alaina E. Roberts. Roberts is Assistant Professor of History at the University of Pittsburgh. Her book is I've Been Here All the While: Black Freedom on Native Land. Roberto Sirvent: How can your book help BAR readers understand the current political and social climate? Alaina E. Roberts: In 2019, HBO’s Watchmen introduced thousands of people to the Tulsa Massacre, one of the largest incidences of racial violence in American history. Ever since, curiosity about this event has sparked conversations about the area destroyed in the massacre—which was known as Black Wall Street—and Black life in Oklahoma more generally. My book will help BAR readers understand that this wealthy, entrepreneurial Black space was able to exist in Tulsa, Oklahoma because of a very particular history—a history that involves Native Americans who owned Black and mixed-race slaves and Black and mixed-race people who actually received land after their enslavement. Most people are aware of Indian Removal in the 1830s and the Trail of Tears, which was the movement of Native people from their Southeastern and eastern homes to what is now known as Oklahoma, but which was then called Indian Territory, a region that was not an American state or an American territory. What most people don’t know is that five Indian nations (the Cherokees, Chickasaws, Creeks, Seminoles, and Choctaws) brought their Black slaves on the Trail of Tears and that it was Black labor that helped them rebuild after this traumatic event. “Native Americans who owned Black and mixed-race slaves and Black and mixed-race people actually received land after their enslavement..” After the Civil War, the United States forced these five Indian nations to free their slaves and give them land—some received 40 acres and some received as much as 160 acres—from their own tribal holdings. This land ownership, as well as the oil and other natural resources discovered on some of these land allotments made Indian Territory an attractive place for African Americans in the United States. This is how we get mass migration and, eventually, places like Black Wall Street. But this was no paradise: in order to be successful, Native Americans turned against Native people from other tribes, Black people portrayed Native Americans as uncivilized savages, and white Americans used racial violence and segregation against both Black and Native people. What do you hope activists and community organizers will take away from reading your book? The solidarity of the past few years between the Black Lives Matter movement and Native American organizers has been very heartening. From Standing Rock to George Floyd’s murder, we’ve seen both groups taking on each other’s causes and advocating for one another. I hope this book encourages activists, organizers, and everyday people to take this solidarity one step further and look at the past and present incidences of anti-Black racism within Native American communities. For example, many women and men who have both Native and Black ancestry have faced prejudice and even disenrollment because of their Blackness. Native activists and tribal citizens must speak out against this and take their own communities to task. On the other hand, African Americans can and should think about what it means that they live on Native American land and what they can do to account for that history of dispossession. We know readers will learn a lot from your book, but what do you hope readers will un-learn? In other words, is there a particular ideology you’re hoping to dismantle? Many Americans have rather simplistic ideas of who the victims and victimizers are throughout American history, due to the way we learn history. My book turns a number of those ideas on their head. I’ve Been Here All the While identifies Native Americans who owned Black slaves and called other Native people uncivilized; it identifies Black and mixed-race people who were willing to dispossess Native Americans and call them uncivilized—just like white Americans did—in order to realize their own freedom and land-ownership. I demonstrate that some people of color bought into systems of settler colonialism and white supremacy at various times for their own gains—it isn’t only white Europeans or Americans who have done the work of oppression. Who are the intellectual heroes that inspire your work? Historian Tiya Miles (award-winning author of Ties that Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom and The Dawn of Detroit: A Chronicle of Slavery and Freedom in the City of Straits, among other books) has been a mentor to me since before I started graduate school. Tiya is an example of a historian who does amazing archival research but is also interested in calling upon descendent groups for their input and in reading against the grain to get at the perspectives of people who have not left records. So many nonwhite peoples in North America did not or were not able to record their own histories and perspectives, and through her work Tiya has demonstrated that it is possible to write a sound history but also explore the possibilities of the lives these people lived and the feelings they might have possessed. She doesn’t just stick to one geographic area or one narrative, either; Tiya is always looking for another way to address the interconnections between Black and Native peoples. I hope that I will be able to create such a varied body of work. I also admire Tiya’s work ethic, her kindness, and her curiosity. In what way does your book help us imagine new worlds? The Five Tribes’ adoption of Black slavery was just one way these five Indian nations tried to prove that they were different from other Native people—more “civilized” in white Americans’ eyes. Thus began a cycle: once in Indian Territory, these five Indian nations portrayed themselves as more civilized than the western Plains people who already lived in Indian Territory. Subsequently every group that laid claim to land in Indian Territory portrayed themselves as more civilized and deserving of land ownership than the previous group, from the Black people owned by Native Americans to African Americans from the United States, and then finally to white American settlers, whose claims were ultimately the only ones permanently upheld by the American government. Acknowledging people of colors’ participation in this cycle is difficult, I know. But it is only once we learn about and work through this truth that we can truly form interracial alliance and solidarity. I hope that my book can help in this work that opens wounds at first, but ultimately heals them. Roberto Sirvent is editor of the Black Agenda Report Book Forum. Please join the conversation on Black Agenda Report's Facebook page at http://facebook.com/blackagendareport Or, you can comment by emailing us at [email protected]

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Chromium has attracted more attention lately as a nutritional supplement that may help to treat a diabetic condition naturally. However, there is also concern about chromium toxicity and its potential as a carcinogen. Chromium is a metallic element that is nutritionally needed in small quantities for metabolism of fats and sugars. Generally, ordinary diets provide more than enough chromium. Yet studies have tied low chromium levels with a higher risk for the development of diabetes. Other than hexavalent chromium, a toxic industrial waste, chromium is generally understood to be safe as an nutritional supplement, and no upper daily dosage has been established. Chromium Health Benefits Chromium supplements may help diabetics improve the performance of insulin in sugar metabolism, thereby reducing diabetic symptoms. It may also be recommended in greater quantities as we age.

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Grades 3-9 – https://eisnercranelake.urjcamps.org/ The Reform movement sponsors twelve overnight summer camps around the country. Most students from Temple Israel attend one of the two camps located in the Berkshire region of Massachusetts. However all twelve provide campers with rewarding, challenging, and pleasant experiences in a religious environment. Activities include traditional camp activities like soccer, swimming, arts and crafts, and drama, but students have the chance to participate in unique Jewish learning and living opportunities not available at the Temple. Scholarships and grants from the Temple, as well as outside donors help supplement the costs. Grades 9-12 – https://kutz.urjcamps.org/ High school students who are too old to attend traditional summer camps have the opportunity to participate in one of four summer programs offered by the Reform movement: Mitzvah Corps is for high school students interested in having the meaningful and exciting summer experience of engaging in community service projects in a particular community. The program gives teens the chance to make a difference and develop the sense of accomplishment and fulfillment that comes only with helping another person. Sites include San Francisco, Costa Rica, New Orleans, Israel, New Brunswick, NJ (Rutgers campus), and Warwick, NY (Kutz Teen Campus). Kutz Teen Campus is a fun and exciting high school age environment where Reform Jewish teens can learn invaluable skills to better themselves as leaders in their home communities. The summer program, the NFTY Leadership Experience, is designed for students who are looking for a challenging, intense experience. Participants in this program are able to choose a major and electives in order to create a schedule that best fits their own goals and needs.

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Educational Psychology-Applied Developmental Science The Educational Psychology-Applied Developmental Science (EP-ADS) program focuses on improving the social and cognitive lives of children and adolescents. EP-ADS students learn theory and engage in hands-on research experiences that examine how school and out-of-school settings influence learning and development. Students engage in developing and evaluating interventions designed to support children and youth. Coursework targets educational and applied developmental psychology as well as research design, methods and statistics. EP-ADS faculty and students work together as close-knit teams, fostering a productive, engaging, and exciting learning environment. Educational Psychology-Applied Developmental Science: - Is an interdisciplinary program. Students understand the challenges facing children and youth that draws frameworks from education, psychology, education policy, and other areas in their work. - Provides rigorous research training. Students are well-taught and mentored to develop expertise on designs and advanced data analytic procedures. - Takes a strengths-based approach. Students understand the complex challenges that children and youth face in their homes, schools, after-school programs, and communities. - Is applied research that impacts education settings. Many of the important research questions emanate from challenges that teachers, school administrators, communities and policy-makers face on a day-to-day basis. See more about this program in our 2015 informational flyer

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TWENTIETH CENTURY IRISH FICTION The Irish Renaissance (a period running approximately between 1880 and 1940) saw a tremendous artistic flowering in Ireland. This course will examine in detail one aspect of that artistic resurgence--Ireland's contribution to fiction in the twentieth century. The course will examine not only individual writers and works but the development of the genres of the novel and short story and movements such as realism, naturalism, modernism, and post-modernism. Presentation: Seminar-discussion, with each student leading two class discussions on different writers. M--9/8--Introduction (Historical Overview) M--9/22--James Joyce, A Portrait of the Artist as a Young Man (1916) M--10/6--Frank O'Connor, Collected Stories (1981) ("Guests of the Nation," "The Late Henry Conran," "The Bridal Night," "Song Without Words," "The Long Road to Ummera," "The Cheapjack," "The Luceys," "Uprooted," "The Mad Lomasneys," "Judas," " "the Babes in the Wood," "Don Juan's Temptation," "First Confession." "The Drunkard," "The Lady of the Sagas," "Darcy in the Land of Youth," "My Oedipus Complex," "Peasants," "The Majesty of the Law," "A Set of Variations on a Borrowed Theme," "The Cheat," "Public Opinion," "The Story Teller") M--10/13--Liam O'Flaherty, The Informer (1925) M--10/20--Elizabeth Bowen, The Last September (1929) M--10/27--Flann O'Brien, At Swim-Two-Birds (1939) M--11/3--William Trevor, Fools of Fortune (1983) M--10/10---John Banville, The Newton Letter (1982)* M--11/17--Julia O'Faolain, No Country for Young Men (1986) PRECIS DUE (sample precis) M--11/24--Seamus Deane, Reading in the Dark (1996) M--12/1--Edna O'Brien, Night (1972) M--12/8--SUBMIT FINAL EXAM *Novels noted above with an asterisk are either out of stock or unavailable. Therefore students must purchase copies somewhere other than at the campus bookstore. I recommend searching for titles through on-line booksellers--Amazon, Barnes & Noble, Powells Books, and Abebooks. There are many copies are those sites The final course grade will be based on: 60% final grade 1 essay final exam (blue book required) 25% final grade 1 precis of a critical work 15% final grade class participation, effort, improvement *To miss any of the assignments above will result in an automatic failure of the course. NO EXCEPTIONS. MECHANICS OF THE COURSE SEMINAR PAPERS--for each novel there will be a 2-3 essays (5-6 pages in length; absolutely no longer) submitted on the same topic. These essays will form the basis of class discussion. Writers must keep in mind that their assignment, in every case, is to present a reasoned, well-documented, analytical, argumentative response to the topic assigned. In other words, the essays are not simply plot summaries but may indeed include some limited summary in order to make their cases. Keep in mind that your audience is one that has read the novel but that needs persuading of your point of view. These assignments are not necessarily exercises in literary research, though a knowledge of extant scholarship on your subject will, of course, be helpful in articulating an individual point of view. If you do use the words or ideas of someone else, be sure to document accurately according to the recent MLA style of citation reference. As stated above, papers will be submitted a week before they will be discussed. Writers must submit the original copy to me and anonymous photo copies for each student in the class a week in advance of the discussion of that work. Print on only one side of each page for original. SEMINAR RESPONDENTS--just as there will be two essays under consideration for each meeting, there will be 2-3 volunteers to lead discussion for that meeting. The respondents should consider the essays submitted, respond to issues and ideas presented there, raise any pertinent questions, as well as discuss or pose questions regarding other relevant issues suggested by or even ignored by the essays. The essays offer a place to begin but they are by no means all that will be discussed. Respondents must type up and distribute a copy of their questions on the night of discussion. CRITICAL PRECIS--on a first-come-first-served basis, students will select a critical text from a distributed list. Students must read the work and then summarize its main ideas, contents, critical position, bibliographic information, etc. in two pages only. The point of this assignment is to briefly describe the work for someone who is probably unfamiliar with it. Submit the original and copies for each member of the class. Thus each student will have a brief, carefully annotated bibliography of secondary sources for further reading or research. Writers must submit the original copy to me and anonymous photo copies for each student in the class. PLAGIARISM--Plagiarism is the false assumption of authorship, and, as the MLA Handbook notes, it constitutes the "use of another person's ideas, information, or expressions without acknowledging that person's work. . . Passing off another person's ideas, information, or expressions as your own to get a better grade or gain some other advantage constitutes fraud." Simply put, if you didn't think of it, didn't say it, or didn't write it, you must give full attribution in the form of proper citation. I will not tolerate plagiarism, whether intentional or unintentional, and I will fail anyone I catch cheating and report that student to the Dean of Students. For information on the university's policy concerning plagiarism and academic honesty, see http://www.csus.edu/umanual/student/UMA00150.htm. STUDY QUESTIONS FOR CRITICAL ESSAYS "Double Vision in Anglo-Irish Literature"--A. Carpenter 1.) What is Carpenter's thesis? 2.) Thematically what is the result of the double vision Carpenter describes? 3.) What is the effect of such a lit on the reader? 4.) What does Carpenter mean by the term "Anglo-Ir"; who are these people? 5.) Recall Farrell's complaints about O'Faolain that he exists in a "state of divided loyalties," and compare that w/ Car's ideas. "Place, Space and Personality and the Irish Writer"--A. Norman Jeffares 1.) What is his purpose in this essay and does he succeed? 2.) What, then, does the essay offer about the Ir response to 3.) What is implicit though never overtly emphasized in this essay? "Myth and Motherland"–Richard Kearney 1.) What is the essay's thesis? 2.) Explain the distinction between myth and secularity? 3.) Explain the notion of sacrificial martyrdom. 4.) Explain the Yeatsian response to colonialism. 5.) Explain Joyce's response to Ireland's condition. 6.) Explain the conception of "motherland" and Irish womanhood that emerges from colonization. 7.) Ultimately what is Kearney arguing about myth? "Irish Women in Legend, Literature and Life"--Lorna Reynolds (see end of Jeffares article) 1.) What is Reynolds's thesis? "Introduction" & "A New England Called Ireland?"–Declan Kiberd 1.) What does Kiberd mean when saying both England and Ireland needed each other to define themselves? 2.) Explain Kiberd's notion of exile. 3.) How does Kiberd define "Imperialism" and "Colonialism," and what is his point? 4.) How does he define postcolonial writing? 5.) How did England "invent" Ireland? 6.) Explain what he means with the remark, "Ireland also began to appear to English persons in the guise of the Unconscious?" 7.) How did Daniel O'Connell invent Ireland/ 8.) Explain the changing nature of England's adventure in invention after the Penal Laws and into the nineteen century? "Postcolonial Criticism and Multiculturalism"--Stephen Bonnycastle 1.) What is the emphasis of Frantz Fanon's discussion of colonial domination in The Wretched of the Earth? 2.) Explain Fanon's notion of the Other? 3.) Explain the point of mono/multiculturalism. 1.) What is Deane's thesis? 2.) What is "Field Day" and what are its aims? 3.) How does Deane view the relationship between England and Ireland? 4.) As Deane describes them, what are some of the central concerns of postcolonial research? ESSAY TOPICS: 20TH CENTURY IRISH FICTION Submission Date: Topics: 9/12 Explain the Portrait's title; what does it mean; what are its implications? 9/14 Readers often associate Portrait with exile, and indeed this is dramatically presented with Stephen's determination to leave his homeland. However, exile, in one form or another, dominates the novel. Analyze the more subtle forms of exile and relate them to Stephen's ultimate decision. 9/26 In his study of the short story, The Lonely Voice, Frank O'Connor contends that the genre should "r[i]ng with the tone of a man's voice, speaking." What are the implications of this sense of voice in his stories, and compare this technique with those we have seen in the works of other Irish writers this semester. 10/3 Throughout The Informer there is a persistent and at times elaborate pattern of Christian imagery which has led some to describe the work as a New Testament allegory. Trace this pattern and analyze its significance, paying close attention to the three principle characters of Gypo Nolan, Mary McPhillip, and Dan Gallagher. What do all these images suggest; what may O'Flaherty be driving at? 10/10 In The Last September there are repeated references to shadows and light and the strong presence of the house at Danielstown. Explain the significance of these many references; what is the point; what do they suggest? 10/17 On p. 33 of At Swim-Two-Birds the narrator offers a description of the modern novel. What is his point and how does this remark pertain to this particular work? 10/24 In William Trevor's Fools of Fortune Father Kilgarriff, though a minor character, plays a crucial role. Analyze the importance of this character--who is he, literally what is his function in the novel, what exactly does he teach or try to teach Willie Quinton? 10/31 The Newton Letter abounds in allusions and references to art (in a variety of media). What is the point of these numerous references; analyze what these mean for the protagonist as well as for the reader (which may or may not be the same). 11/7 The plot of No Country for Young Men revolves around events that have taken place years before and the addled memories of Sister Judith. What is O'Faolain suggesting about the past and memory, especially for the Irish? 11/14 The plot of Reading in the Dark revolves around events that have taken place years before and in the disturbed memories of various family members. What is the novel suggesting about the past and memory, especially for the Irish? 11/28 One critic has argued that Edna O'Brien's fictions oscillate between extremes of sublime, transcendent romanticism and sensual, hard reality. Analyze Night in terms of this paradox and explain how this conflict is elaborated and/or resolved. PORTRAIT OF THE ARTIST I (Joyce) 1.) Analyze the ways in which the novel can be seen as a kunstleroman. 2.) What is the point of the long and rather disjointed childhood recollections, esp. those dealing with Stephen's early schooling. 3.) One critic has argued that the novel has as its moral center the idea of the "defect of love"? Do you agree; explain the implications. 4.) What is the point of the long and rather disjointed childhood recollections, esp. those deal with Stephen's early schooling. PORTRAIT II (Joyce) 1.) Define the term epiphany and the importance it held for Joyce and his conception of art. 2.) Explain the importance of the long section devoted to the religious retreat? What effect does this experience have on Stephen and does it shape later events in significant ways? 3.) Explain the importance and implications of the novel's closing lines, ""Welcome, O life! I go to encounter for the millionth time the reality of experience and to forge in the smithy of my soul the uncreated conscience of my race." 4.) Consider A Portrait of the Artist from a post-colonial point of view. COLLECTED STORIES (O'Connor) 1.) What kind of a writer is O'Connor; what literary school does he appear to be aligned with? 2.) The title of his study of the short story, The Lonely Voice, provides a hint about O'Connor's view of the form and of its characters. How does he conceive of loneliness and how is it depicted? 3.) Discuss O'Connor's stories as examples of post-colonial fiction. THE INFORMER (O"Flaherty) 1.) Discuss the novel as an example of literary naturalism. 2.) One critic has written that O'Flaherty's thought and art are centered around what is best described as religious quest." What evidence is there of a religious quest in The Informer? 3.) Explain the importance of Dan Gallagher. We have already considered him in terms of his possible religious significance, but does he suggest other possibilities? What does he represent? 4.) One critic also contends that The Informer "is a novel about a soul & not about Ireland or Dublin or revolutionary intrigue." Do you agree, or do you think it may be saying something distinctive about Ireland? 5.) In what ways can the novel be seen as a postcolonial novel? THE LAST SEPTEMBER (Bowen) 1.) There are also many comparisons between the younger and older generations; what is the point of these? 2.) Who is Gerald Lesworth and what is his significance in the novel? 3.) What is the importance of the temporal setting; what is that setting? 4.) Who are the Naylors and Trents and others like them; what is their position in the social scheme and what are their affinities and/or loyalties? 5.) Make a case for seeing The Last September as a postcolonial novel. AT SWIM-TWO-BIRDS (F. O'Brien) 1.) Is there any unifying structure to the novel; what is this? How do the various plots and subplots come together; what, if anything, binds them? 2.) What is the point of occasionally offering plot synopses (pp. 85, 214. 235, etc.)? 3.) What is the point of the narrator's style; does it remind you of anything or any style of writing? 4.) What is the point of joining Sweeney, an ancient literary hero, with figures such a Slug Willard, Shorty Andrews, and Jem Casey? 5.) What are we to make of the rather extended description of the meeting that takes place in the uncle's home where he and some friends attempt to organize a ceili (pp. 187 f.)? 6.) What is the reader to make of the contrast between the early and last descriptions of the narrator's uncle (pp. 40 & 312)? FOOLS OF FORTUNE (Trevor) 1.) Who is the Michael Collins who visits the family a couple times before the estate is burned? 2.) Events in this novel take place roughly at the same time as those in The Last September. Compare the two in terms of their depictions of the big house tradition. 3.) What appears to be Trevor's view of the Troubles of 1920-21; what is the legacy of those times? 4.) Explain the use of the shifts in narrative point of view. THE NEWTON LETTER (Banville) 1.) Is there a particular tradition Banville is working within; if so, what is that? 2.) Explain the novel's title. 3.) How are the Lawlesses significant? 4.) One scholar contends that the novel offers a hopeful ending whereby the protagonist is impelled to embrace a more imaginative and sympathetic understanding of life." This would suggest considerable change; do you agree? 5.) Consider The Newton Letter as an example of postcolonial discourse. NO COUTNRY FOR YOUNG MEN (O'Faolain) 1.) ) At one point (170) Grainne O'Malley tells James Duffy that she shares a name with a figure from Irish mythology. Who was Grainne and does this modern share something in common with her? 2.) What is the view of women presented in the novel? 3.) What is O'Faolain saying about Irish politics? 4.) Explain the novel's title. READING IN THE DARK (Deane) 1.) Explain the novel's title. 2.) There are repeated references to ghosts and hauntings; what is the point of these? 3.) What is the temporal setting and how is that significant, if at all? 4.) Describe the depiction of the Catholic Church and its role in the novel. NIGHT (E. O'Brien) 1.) In an interview, when discussing the influence of Proust, O'Brien says that his importance "was his preoccupation with memory and his obsession with the past." Compare O'Brien's treatment of memory and the past with that of other writers we've read this semester. 2.) Later in the same interview she remarks, "What matters [in literature] is the imaginative truth, and the perfection and care with which it is rendered." What is the imaginative truth in this novel and assess the way in which it is rendered. 3.) In one article a scholar argues that O'Brien's novels deal consistently with a quest her heroines embark upon. What is Mary Hooligan's quest? 4.) The same scholar concludes her consideration of O'Brien's novels by complaining that "A monomaniacal lot, these women [O'Brien's heroines] reject all of life but sex." Using Night as evidence, do you agree? 5.) O'Brien has frequently insisted that her unsteady relationship with her parents, religion, and homeland are of major importance in her writing. Is there anything distinctly or significantly Irish about this novel? |9/22||Eric, Ambyr||Joanna, Sonya, Kellyn |9/29||Chris, Irene, Anup||Allisha, Jane |10/6||Hannah, Jane, Allisha||Ambyr, Hannah |10/20||Kellyn, Anup, Irene||Andrew, Eric |10/27||Harrison, Andrew, Chris||Allisha, Eric ||Anup, Hannah, Irene ||Harrison, Chris, Ambyr |11/17||Alllisha, Ambyr, Sonya ||Sonya, Anup, Andrew IRISH SCHOLARSHIP: TITLES FOR PRECIS Averill, Deborah. The Irish Short Story From from George Moore to Frank O'Connor Backus, Margot Gayle. The Gothic Family Romance: Heterosexuality, Child Sacrifice, and the Anglo-Irish Colonial Order Brophy, James D., ed. Contemporary Irish Writing Browne, R. B., William J. Roscelli, & Richard Loftus. The Celtic Cross: Irish Culture and Literature Cahalan, James. Great Hatred, Little Room ---. Double Visions: Women and Men in Modern and Contemporary Irish Fiction Cairns, David & Shaun Richards. Writing Ireland: Colonialism, Nationalism, & Culture Carlson, Julia. Banned in Ireland Carpenter, Andrew, ed. Place, Personality, and the Irish Writer Connolly, Peter, ed. Literature and the Changing Ireland Costello, Peter. The Heart Grown Brutal ...1891-1939 Cronin, Anthony. Heritage Now: Irish Lit in the Eng Lang Cronin, John, The Anglo-Irish Novel, Vol II Deane, Seamus. Celtic Revivals: Essays in Modern Irish Literature Drudy, P. J., ed. Irish Studies Dunn, Douglas. Two Decades of Irish Writing Foster, John Wilson. Fictions of the Irish Literary Revival: A Changeling ---. Forces andThemes in Ulster Fiction Harmon, Maurice, ed. The Irish Writer and the City Hart, Liam & Michael Parker, ed. Contemporary Irish Fiction: Themes, Tropes, Theories Howarth, Herbert. Irish Writers, 1880-1940: Literature Under Parnell's Star Hyland, Paul & Neil Sammells. Irish Writing: Exile and Subversion Kenneally, Michael. Studies in Contemporary Irish Literature Kiely, Benedict. Modern Irish Fiction--A Critique Kilroy, James F., ed.The Irish Short Story Krans, Horatio Sheafe. Irish Life in Irish Fiction Krielkamp, Vera. The Anglo-Irish Novel and the Big House Lee, JJ, ed, Ireland, 1945-70 Martin, Augustine,ed, The Genius of Irish Prose McManus, Francis, The Years of the Great Test: 1926-39 Mercier, Vivian, Modern Irish Literature: Sources and Founders ---. Irish Comic Tradition. O'Muirithe, Diarmaid, ed, The English Language in Ireland Porter, Ray J, ed, Modern Irish Literature: Essays in Honor of W. York Tindall Rafroidi, Patrick & Maurice Harmon. The Irish Novel in Our Time — Rafroidi, Patrick & Terence Brown, The Irish Short Story (1979) Schleifer, Ronald,ed, Genres of the Irish Literary Revival (80) Sekine, Masaru, Irish Writers and Society at Large Sloan, Barry, The Pioneers of Anglo-Irish Fiction, 1800-1850 St. Peter, Christine. Changing Ireland: Strategies in Contemporary Women's Fiction Taylor, Estella Ruth, Modern Irish Writers Watson, George, Irish Identity and the Literary Revival Weekes, Ann Owens. Irish Women Writers: An Uncharted Tradition Wilson, John Foster. Fictions of the Irish Literary Revival: A Changeling Art PDF copy of syllabus available here. Brief Chronology here Brief History of Ireland here PDF copy of MLA Quick Reference Guide here. PDF copy of Taking Notes handout here. If you do not have Adobe Acrobat Reader for PDF files, download here. Portrait of Captain Thomas Lee (1594) by Marcus Gheeraerts, II (see Decland Kiberd, p. 10) "The English, judiciously practical and ponderous, furnish the over-stuffed stomach of humanity with a perfect gadget--the water closet. The Irish, condemned to express themselves in a language not their own, have stamped on it the mark of their own genius and compete for glory with the civilized nations. The result is then called English literature." --James Joyce CSUS Library and Research Tools | Sites of Interest

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The Eastern Church considers "passions" as dispositions to sin. In the Western Church they commonly number seven and are called the deadly sins. One of these passions, envy, is many times hidden or concealed behind a facade of false joy for the good others have come upon, but at the same time there is great inner pain and resentment in the hearts of the envious towards those they begrudge. Envy is actually the last listed of the10 Commandments, but near first on the list of its evil consequences. "You shall not covet your neighbor's house; you shall not covet your neighbor's wife, or his manservant, or his maidservant, or his ox, or his ass, or anything that is your neighbor's." (Ex 20: 17). The writer of the Wisdom of Solomon tells us of the primal importance of envy. It led to the first ancestral temptation, sin and its consequences: ". . . but through the devil's envy death entered the world, and those who belong to his party experience it." (WSol 2:24). The Western Church Father Blessed Augustine described envy as a "diabolical sin."[i] Our Eastern Church Father St. John Chrysostom considered that "envy arms us against one another. . . . "[ii] St. Gregory the Great tells us that envy engenders conflict: "From envy are born hatred, detraction, calumny, joy caused by the misfortune of a neighbor, and displeasure caused by his prosperity."[iii] Envy is a refusal of charity, which is to say, of love, and is itself is rooted in pride. The pious followers of Islam see envy as an evil and will seek out Allah to be protected ". . . from the evils of the envious when they envy." (Sura 113:5).

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A HANDFUL OF RASPBERRIES HELP IN PREVENTING CANCER In alternative medicine, the fruit of raspberry has become a huge hit in recent years. Also, tea made of this berry’s leaves is used more and more frequently. Ellagic acid, containing raspberries, acts directly on cancer and destroys it. Besides ellagic acid, anthocyanin and polyphenols also rebuild cells damaged by cancer. A research has showed that 90% of the cancer cells were destroyed by raspberries. This is an important contribution to medicine that helped to easier regulate intestinal diseases only using raspberry extract. Raspberries are powerful antioxidants that have very low caloric value and very high nutritional value. Also, these berries contain huge amounts of vitamin C, even more than lemon. Besides that raspberries contain vitamin B, E, glucose, tannins, folic acid, protein and plant fibers. Therefore, we recommend eating a handful of raspberries daily because they will help to prevent cancer.

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Some of The Most Important Photography Rules to Know Some of The Most Important Photography Rules to Know Examples of balanced compositions Not everyone knows all the rules associated with photography but having a basic understanding in regards to the most important ones can prove to be a very helpful tool to guide you in your quest to enhance your photographic endeavors. Keep in mind that all rules do not fit all scenes and very seldom do all rules fit one composition. Some fit some while others fit others. Learning when to apply a specific rule or rules is a very important step and one which should be mastered if you want to become a professional photographer. Worth mentioning is that these rules are based on good principles but are not etched in stone. Many successful pros make a living by bending these rules and in some cases doing the opposite of what a rule states. Rule of thirds & Texture Most of us are used to following rules. We have them in school, at work in society and even in the home. Like most of us sometimes we tend to dislike rules since they can often impart restrains on our freedom and in the case of any artist like photographers, rules can be said tend to stifle creativity. Actually most photographic composition rules are really guidelines meant to offer advice to aspiring photographers. The first and most important guideline is composition. Simply put a composition is nothing more than how the elements that are present in a scene are arranged so that they have a pleasant look about them. It make the viewer stop and look simply because how things are shown. Our brains are wired to accept elements arranged in an order and not seen as being a chaotic arrangements of things. This takes practice but once you begin to develop a photographic eye the arrangements falls into place almost naturally. Next is the rule of thirds and many photographers swear about the importance of following this particular one. The human eye gravitates to things that are arranged into thirds with no particular element taking more space than any other within the scene. If your DSLR camera does not come with a grid which is visible in the view screen, then mentally superimpose it and try to place the most important element in the scene like the main subject at one of the "intersections". The rule of thirds has a variation sometimes called the golden ratio and it works the same way, but the main subjects should fall into the middle of the grid rather than at any particular grid line. With the golden ratio if your image features some diagonal angles or elements try imagining a diagonal line from one corner of the scene to the other then draw a line from one of the other corners until it meets the first line at 90 degrees. Now place your photograph’s main elements so that they fall within the resulting triangles. This rule works better if the scene is mainly made up of curving lines rather than straight ones. To imagine a sample, look for any subject that has a spiral which in turn leads the eye to a particular point in the scene. The rule of odds; The eye it seems, is more comfortable looking at odd numbers than at even ones. This has to do with the notion that our brains will focus our eyes towards the center in any group and will look at empty space when the group is even. Empty Space is the next rule. It indicates that when composing a picture that has a living subject one should leave some space in front of the area of where the subject is looking. For example if you have a portrait and the subject is looking away from the camera you should leave some space in the direction of the subject's gaze. This creates the illusion that there is implied movement. Filling the frame; This rule states that you should fill the entire frame with the subject. This is great for when doing close ups but it is generally applied when you want to exclude distracting elements that may be present in a scene and may serve to take away from the main subject. Keeping this in mind you should not fill the frame if there are elements that may add information to the scene. Only apply it if there are things that will make the eye wander away from your main point of focus. Simplicity; We humans seem to have an affinity towards simplicity, that is a fact. We tend to shy away from disorder and chaos and admire anything that seems to be orderly and neat. When applying this rule look carefully at your composition and decide if there are any elements that are distracting and do not really add any interest to the scene, if so, exclude them from the shot. Leading Lines; Use leading lines to guide the eye from one point in the scene to the other. This works if the eye can follow the line or lines and there is something of interest at the end of the line. Balance; The scene needs to be balanced. If you have a large subject in one portion of the scene and not much else in the rest, then the scene tends to look out of balance. If you only have one large element to count with then include smaller elements in the rest of the scene to try to balance the view. Patterns; Use patterns to create a more compelling image. Patterns are everywhere specially in nature. Using patterns appropriately makes the scene a more compelling one to look at. Patterns tend to make us think about harmonious things and including them in a shot makes sense. Colors; Use colors appropriately to create a mood, create visual stimulation as well as in creating a strong focal point. Good to know is what each color represents or what "emotion" it can bring forward. Texture; Use textures to emphasize dimensions and give a "feel" to the subject. This is one is tricky. The texture has to be clearly visible and not just imagined or assumed. Close ups work well and don't forget to use weathered, abstract texture formats. Symmetry; A symmetrical image is one that looks the same on one side as it does on the other. Symmetrical designs are an excellent way to also show balance and can make an interesting subject look that much better. Depth of field & Symetry Did this prove to be helpful and informative? Perspective; Having a good perspective is sometimes crucial in order to catch the subject at its best. Low perspectives, high perspectives, side angles and any other perspective that deviates from the norm can often make a subject stand out instead of appearing as more of the same. A good viewpoint can make an uninteresting subject appear interesting. This works best for subjects that are often thought as mundane everyday things. Proper Backgrounds; Include backgrounds that are interesting or add to the main subject. Excludes backgrounds which seem to clutter the scene or distract from the main subject. Depth of Field; Using depth properly can add dimension to the scene. Too much and the main subject can become lost, too little and the subject can appear unnatural. Reaching a good balance is best so the most adept photographers usually find that the middle ground works best for the majority of their compositions. Proper Framing; Proper framing can be a very helpful rule when you want to draw attention to a very interesting subject matter. Remember that frames do not have to be man made. Natural frames are very useful and often plentiful. Just be careful not to frame too tightly on a subject as doing so defeats the purpose of using a frame. Proper Orientation; The simple rule to follow is when an image contains a lot of horizontal lines, use a horizontal orientation. When the scene is composed of very strong vertical lines or strong subjects, especially tall ones, use a vertical orientation. Leading lines & Strong colors Framing & Orientation © 2014 Luis E Gonzalez

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The following story is contributed by the Florida Museum of Natural History, www.flmnh.ufl.edu. Researchers at the Florida Museum of Natural History and the University of Winnipeg have developed the first detailed images of a primitive primate brain, unexpectedly revealing that cousins of our earliest ancestors relied on smell more than sight. The analysis of a well-preserved skull from 54 million years ago contradicts some common assumptions about brain structure and evolution in the first primates. The study, which first appeared online June 22 in the Proceedings of the National Academy of Sciences, also narrows the possibilities for what caused primates to evolve larger brain sizes. The skull belongs to a group of primitive primates known as Plesiadapiforms, which evolved in the 10 million years between the extinction of the dinosaurs and the first traceable ancestors of modern primates. The 1.5-inch-long skull was found fully intact, allowing researchers to make the first virtual mold of a primitive primate brain. “Most explanations on the evolution of primate brains are based on data from living primates,” said lead author Mary Silcox, an anthropologist at the University of Winnipeg and research associate at the Florida Museum. “There have been all these inferences about what the brains of the earliest primates would look like, and it turns out that most of those inferences are wrong.” Researchers used CT scans to take more than 1,200 cross-sectional X-ray images of the skull, which were combined into a 3-D model of the brain. “A large and complex brain has long been regarded as one of the major steps that sets primates apart from the rest of mammals,” said Florida Museum vertebrate paleontologist and study co-author Jonathan Bloch. “At our very humble beginnings, we weren’t so special. That happened over tens of millions of years.” The animal, Ignacius graybullianus, represents a side branch on the primate tree of life, Bloch said. “You can think of it as a cousin of the main line lineage that would have given rise ultimately to us.”

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12 Simple Ways To Stay Positive And Happy In our life, we have all received the well-intentioned advice to stay positive. Sometimes it can be hard to stay positive in life when you are drowning in the waters of negativity. Happiness isn’t the only type of positivity definition. There are many ways to stay positive in your life, even when you’re experiencing anger, sadness, or challenges. The definition of being positive is having hope and confidence in one’s ability to handle what’s tough, along with remembering that nothing is all negative all the time. Research says that we have powerful capabilities to choose positive ways and emotions of thinking. Our emotions change our body at the cellular level. Rather than trying to get rid of negative feelings, we can choose to respond to them differently. To live a happier life, it’s essential to learn how to highlight the positive thinking and improve your outlook on life. How to stay positive? Here are simple ways to stay positive and happy. Make an effort to find a positive side in everything You can’t control what happens to you, but one thing you can control is how you respond. It’s up to you to look for the right side in everything and react most positively. For example, when you are waiting for your friend and he is late, don’t get angry, rather make it an opportunity to develop your patience level. Always be grateful It is impossible to feel depressed in life if you have so many things to be grateful. No matter how inferior things may turn out, you must realize that we still have things in our lives what most people on earth don’t have. The research found that your brain always focuses on the negative elements of life, like tragedies, failures, worries, etc. That’s why we need to focus more on good things. To do so, you should make a gratitude list and read them whenever you get a chance. It will attract more blessing, and you will feel much better in life. Create a positive environment It is vital to have positive people around you who will help you to stay positive in negative situations. Circle yourself with people who will support you and lift you instead of dragging you down. You can also spend time reading positive books, watching motivating movies, or listening to good music. The University of Toronto found in research that physical activity helps to fight depression. Research shows exercising daily releases, good mood endorphins, which makes your mood better. Exercise has both physical and mental benefits. It will keep you in better shape and boost your self-esteem. Treasure your experience more than possessions A research done by Thomas Gilovich, a psychologist at Cornell University shows that it is healthy for our brain to treasure a memorable and pleasant experience rather than the material things. Comparing possessions and look at better objects after purchase can be demoralizing and ruin the initial pleasure. But treasuring experience does not affect the initial pleasure; rather, they provide long-lasting happiness. Volunteering or doing charity can boost your spiritual health and give you internal peace. Buying a big house and cars will not increase your overall happiness in the long run. Contributing to the betterment of the people will also make you realize how much fortunate you are than others. Researchers found that when we dedicate a little time or money in helping others, this has a significant effect on our happiness. This is because our total focus will be on how you can give or be of service to others and paying less attention to negative people and things around you. Nature always gives us positive energy and helps us think positively. In today’s busy world and desk-bound jobs, it has become impossible to go out and spend some time with nature. Spending some time outside in good weather will increase your energy, boost your mood and help you work efficiently. If going out isn’t an option, you can always surround your workplace or home with plants. Meditation will improve your focus, attention, clarity and will keep your mind calm. It keeps you from getting stressed out and keeps you happy in the long run. It is beneficial for both the body and mind. According to a Harvard researcher Matt Killingsworth, wandering mind will not make us happy. Meditation helps you to concentrate and pay attention to the present and accept it without judging. It is useful in forgetting about the past and not worry about the future. Get enough sleep When we don’t get enough sleep, negativity takes over our mind. Your body needs to recover from the day before stress. There are tons of natural remedies to help you sleep better. Sleep helps your mind to stay focus, be productive and happier. People who get good sleep tend to feel less anger and stressful. In research, it showed that hippocampus, a part of a brain, which processes positive and happy thoughts. When we don’t get enough sleep, this function starts to creak and starts developing more negative thoughts than before. Express your feelings There is a lot of things keep happening in our life, which we hold inside ourselves. And when we express those emotions, we feel relief. You should always have someone trustworthy you could talk to and someone who can understand what you are going through. And if you don’t find that right person, you can just write it down. Reduce your worries Worrying habit about anything is a powerful reason to destroy anyone’s thinking. Most of the thing you fear in your life never happens. They are just like nightmares of your mind. It grows stronger day-by-day and leaves you feeling stressed. Accept and find solutions Most people are repellent and can’t accept the change in their life. They must learn to accept that change will happen. We continually go through changes, because this is how life is meant to be. You can experience the worst phase of your life, but you should look for the positive aspect and find a solution to your problem. When you train your brain for staying positive in all situations, even tragedy can’t destroy you. If you think that there are a lot of problems and responsibilities in your life and it’s too impractical to stay positive all the time, think again. It’s never too late to live a positive and happy life.

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