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A fresh, crisp cucumber is nutritious, light in flavor and a complementary side to many meals, but spotting a bad one that's better off in the compost pile than your salad isn't always straightforward. Cucumbers (Cucumis sativus) thrive in U.S. Department of Agriculture plant hardiness zones 4 through 11. Learn to detect cucumber spoilage, which can differ depending on whether they are straight from your garden, stored whole in the fridge or previously sliced. You'd likely expect a cucumber that’s fresh off the vine to be as sweet as they come, but that’s not always the case. Some cucumbers develop a naturally occurring bitterness called cucurbitacin. This bitter compound of the stem may spread to the fruit due to insufficient watering, a need for fertilizer, cramped planting or extreme temperatures. But cucurbitacin doesn’t render the whole cucumber inedible. Cut off only as much of the skin and the stem’s end as needed and rinse the fruit to help rid it of any bitterness. Bad cucumbers that over-ripen on the plant are mushy and often misshapen, discolored or moldy. In the Fridge After picking a cucumber, it will last for about one week in the refrigerator. Use a couple of your five senses to tell if a whole cucumber has spoiled. If it feels squishy rather than firm, it’s bad, but if only one end is soft, cut it off and eat the firm end. If you see any mold growth on the skin, don’t eat it. Even though you can cut off mold -- along with an inch or more of the flesh -- from firm fruits and vegetables that have little water content, the same is not true of fruits and veggies with high water content. Mold has thread-like roots and spores than can easily travel through or contaminate the watery flesh of an entire cucumber. After you slice it, cucumber only lasts for a day or two. Look at previously sliced cucumber before consuming it. If it has a milky, slimy film, it is not fit to eat. If the cucumber was tossed within a salad, the salad will be contaminated, so toss out the whole thing to avoid foodborne illness. A crisp, fresh 8-inch-long cucumber can be one of a conscientious dieter’s best friends with nutritional daily values including 14 percent of your vitamin C, 6 percent of your dietary fiber, nearly 5 percent of your iron and only 45 calories. While some of the more naturally bitter varieties of cucumber can give you gas -- as can eating too much of any fruit or vegetable -- a sweeter, "burpless" cultivar will not. A cucumber's high water content gives it a shorter shelf life, but you can pickle a crisper full of cucumbers before they expire. - Food Safety and Inspection Service: U.S. Department of Agriculture: Molds On Food: Are They Dangerous? - Oregon State University Extension Service: Cucumber Bitterness Explained - EatByDate: How Long Do Cucumbers Last? - U.S. Food and Drug Administration; Raw Produce: Selecting and Serving it Safely - Calorie Lab: Cucumber, with Peel, Raw Nutrition Facts - The Old Farmer's Almanac: Cucumbers - Purdue Extension: Bitter Cucumbers a Temporary Problem - Jupiterimages/Photos.com/Getty Images

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Rounds declares April as Child Abuse Prevention Month Gov. Mike Rounds has declared April as Child Abuse Prevention Month in South Dakota to help shed light on an ongoing problem, while encouraging state and community involvement to help break the cycle of abuse. "Every child is entitled to be safe, secure and cared for, but unfortunately that is not always the case," Gov. Rounds said. "During this month, and throughout the year we should be vigilant when it comes to the safety and well-being of all children in South Dakota." Child Abuse Prevention Month provides an opportunity for communities across the state to work together to keep children safe and provide the support families need to stay together. Individuals can help prevent child abuse by: • Learning about the signs of child abuse and neglect. Educate yourself on the signs of child abuse and neglect, and be prepared to recognize them. • Asking for help if you need it. As a caregiver, there are many resources available to provide support. • Reporting suspected child abuse and neglect. If you have reason to believe a child has been or may be harmed, contact your local Department of Social Services office or police department to report it. • Wearing a blue ribbon. Each year citizens are asked to wear a blue ribbon or tie one to their vehicle antennas throughout the month of April, to spread the message of child abuse prevention. The Department of Social Services is committed to promoting healthy families and safe communities by providing support services for families in need. The Division of Child Protection Services responds to reports of child abuse and neglect, including supporting children and families in situations deemed unsafe for the child. By David Lias For most people in Vermillion, Cheryl Miller and Pamella Jackson have been merely images on newsprint. The … Read Article

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Mysophobia or fear of contamination is a common phobia that affects many people with obsessive-compulsive disorder. Sometimes it is hard to cope with this condition. But there are ways to find practical solutions for mysophobia. For example, you can wear gloves or wash your hands a lot. In this article, we will talk about ways to deal with your fears. These are tricks and things you can do to help yourself feel better. What is Mysophobia? Mysophobia is an excessive fear of dirt or contamination. This phobia is germaphobia or bacteriophobia. This condition may cause people to wash their hands excessively and/or avoid contact with things that they think are dirty. Mysophobia is when someone is afraid of everything. They might stay away from people because they think they are dirty. Mysophobia can make a person feel afraid. They might have a panic attack. If they don’t have water or soap, they might get afraid. Some Common Symptoms of Mysophobia A phobia is hard to diagnose if it does not appear directly by coming in contact with other people. The symptoms are often worse during the winter months because colds and flu season are in full swing. You may have mysophobia if you are afraid of germs. There are some common signs which may show that this condition is affecting you or someone close to you. - Frequent hand-washing - Avoiding touching doorknobs, railings, etc. - Rejecting hugs or physical contact with others out of fear they might get “contaminated” by the germs on their body - Overusing disinfectants/sanitizers for public bathrooms - Refusal to eat foods touched by another individual (commonly found in children) Causes for Mysophobia Some people get this because they see someone who has dirt on them. Other people get it because they don’t spend a lot of time with friends and family. Some people might develop these types of thoughts after suffering from another mental disorder (e.g., OCD). These people might be born more predisposed towards developing anxiety issues later down the road as well. Some research shows that it is possible that the condition might occur due to genetics. That means if someone in your family has it, you are more likely to have it too. Experts believe this is true. They believe it is because when you grow up with someone, you are exposed to the same things. Siblings at the same school have a higher chance of getting sick because they usually live together. Myths about Mysophobia Some people have common myths about this condition. The myths may cause people to not get the help they need. - Mysophobia is often confused with OCD (Obsessive Compulsive Disorder), but these two conditions are different from one another. The main difference between them is the content of the obsessions and compulsions. Someone who has OCD might not want to touch things that they think are dirty. People might wash their hands a lot or clean their homes a lot because they don’t want germs to make them sick. Someone with mysophobia fears getting dirty from germs on objects or other people. - Another example is when someone feels like they need to keep all of their things in their house. This can make people feel really scared. They might think that new things will make their home dirty. - Mysophobia can also be mistaken for other conditions, such as a social phobia or the fear of germs themselves. Someone who has mysophobia might feel that they will be dirty if they touch something. But this is different from an intense response like running away or fighting with someone. How is Mysophobia Diagnosed? If you think that you are feeling anxious, talk to a doctor who knows about anxiety. They will ask questions about your symptoms either through email or over the phone before making any diagnoses. If left untreated, mysophobia can lead to additional health problems down the line because people are afraid to seek the help they need. Before talking about treatment options, it’s important to understand how this condition is classified in the DSM-V (Diagnostic and Statistical Manual of Mental Disorders). Mysophobia is considered a “specific phobia” because there isn’t any social or occupational impairment with day-to-day life when someone suffers from it. The patient may have difficulty leaving their home or avoid being around other people if that place was particularly dirty at one point in time, but they wouldn’t be unable to hold down an occupation no matter what type of work they were doing. Some common forms of treatment include exposure therapy, cognitive behavioral therapy, medication, etc. It’s important to talk to a medical professional before starting any new treatment plan because they can help you determine the best course of action for your specific needs. One of the most common forms of treatment for this condition is called exposure therapy. This type of treatment involves exposing a person to their fears gradually in order to help them acclimate and overcome them over time with proper support from a therapist or healthcare professional. Cognitive Behavioral Therapy Another form of treating this condition would be cognitive behavioral therapy, which looks at how someone’s thoughts influence their emotions and behaviors. The two types are either thought-stopping (where you change your belief system about germs) or systematic desensitization (gradually exposing yourself to something that triggers fear). Most therapists will combine both treatments while working one-on-one with the patient because they’re more effective when used together rather than independently. In some cases, a medical professional may recommend medication as well. Benzodiazepines are often prescribed to help individuals relax and feel less anxious about their environment or situation at hand. In most cases, the person will need to take this type of drug for six weeks before continuing with talk therapy sessions because they can have adverse side effects if taken improperly or without supervision from a healthcare provider. What Are Some Common Coping Methods For Mysophobia? If someone is suffering from this condition, there are plenty of ways that they can learn how to cope with it. One method would be through “exposure therapy”, which involves exposing yourself (or your child) gradually over time to what causes them distress until their anxiety levels decrease significantly. Another option might be cognitive behavioral therapy, where you work on changing negative thoughts and behaviors in order to change mood/feelings during certain situations. This form of treatment has been shown effective across many types of mental disorders because it changes the way you think about something to better manage your emotions. Lastly, medication can help some patients relax and feel less anxious in certain situations so they have a higher chance of coping with their fears until therapy starts having an effect on them. One of the hurdles to overcoming mysophobia is recognizing and correcting incorrect beliefs about germs and contamination. Reading or viewing films about how germs are a natural component of our bodies and our environment might aid in the management of fear and anxiety. Education may also teach you an understanding of basic hygiene standards, allowing you to compare your own actions to those recommended by a doctor. Millions of Americans have a specific phobia, so do some research in your area to see what support is available. Support groups in person and over the internet can provide people with the strength they need to overcome their germ fears. Also, don’t be ashamed to bring up your phobia with friends and family; tell them how they can help you manage it during therapy. Recruit A Professional It is difficult to get over a phobia without the help of someone who knows what they are doing. Talk to your doctor or mental health professional about what kind of therapy can help you reduce anxiety and obsessive behaviors that prevent you from living life. They may need to do more tests first to see if you have OCD or another type of anxiety disorder. If they don’t know how to ask for someone with experience working with mysophobia. Mysophobia is the fear of germs and contamination. It can affect your personal hygiene, like not washing your hands or eating food that has been touched by someone else. When you have mysophobia it might be hard to go out in public because there are so many people with different germs around them. People may say they’re afraid of catching diseases from other people but what they really mean is that their brain causes them to feel uncomfortable when thinking about all the things on each person’s hands (or mouth). The same thing happens with animals too; if a dog licks its front paws then walks across your floor, for example, some people will freak out at how gross this seems while others won’t mind as much. People with mysophobia are afraid of being around germs. Doctors have treatments that are not strong. They are afraid to take anti-anxiety drugs because they cause side effects. A Word From Mantra Care Your mental health — your psychological, emotional, and social well-being — has an impact on every aspect of your life. Positive mental health essentially allows you to effectively deal with life’s everyday challenges. At Mantra Care, we have a team of therapists who provide affordable online therapy to assist you with issues such as depression, anxiety, stress, relationship, OCD, LGBTQ, and PTSD. You can take our mental health test. You can also book a free therapy or download our free Android or iOS app.

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QUIZ YOURSELF ON "WAS" VS. "WERE"! Origin of Vietnam War Words nearby Vietnam War Example sentences from the Web for Vietnam War Valuing “growth at any price” over demonstrated value, investors chased these cash cows off a cliff when, in 1973, American optimism ran headlong into soaring inflation, an oil crisis and Vietnam War disillusionment. Having moved to McLean in 1974, Nedzib Sacirbey became a staff psychiatrist at the Veterans Administration Medical Center in Washington, where one of his first priorities was dealing with the post-traumatic stress disorder of Vietnam War vets.Nedzib Sacirbey, a ‘founding father’ of independent Bosnia, dies at 94 of the coronavirus|Phil Davison|March 5, 2021|Washington Post They are, to say the least, preparing for civil war (the polling stations are stormed by armed gangs). But what is there more irresponsible than playing with the fire of an imagined civil war in the France of today? Compared with neighbors Myanmar, Vietnam, and Laos, Cambodia appears to have a blossoming civil society. Cold War fears could be manipulated through misleading art to attract readers to daunting material. Kennedy: "Mankind must put an end to war — or war will put an end to mankind."Huckabee 2016: Bend Over and Take It Like a Prisoner!|Olivia Nuzzi|January 8, 2015|DAILY BEAST He distinguished himself in several campaigns, especially in the Peninsular war, and was raised to the rank of field marshal.The Every Day Book of History and Chronology|Joel Munsell His 6,000 native auxiliaries (as it proved later on) could not be relied upon in a civil war.The Philippine Islands|John Foreman "There is no more war," Brion translated for Ulv, realizing that the Disan had understood nothing of the explanation.Sense of Obligation|Henry Maxwell Dempsey (AKA Harry Harrison) I cannot reconcile the idea of a tender Heavenly Father with the known horrors of war, slavery, pestilence, and insanity.God and my Neighbour|Robert Blatchford We were now masters of the whole country, and the war was apparently at an end. Cultural definitions for Vietnam War A war in Southeast Asia, in which the United States fought in the 1960s and 1970s. The war was waged from 1954 to 1975 between communist North Vietnam and noncommunist South Vietnam, two parts of what was once the French colony of Indochina. Vietnamese communists attempted to take over the South, both by invasion from the North and by guerrilla warfare conducted within the South by the Viet Cong. Presidents Dwight D. Eisenhower and John F. Kennedy sent increasing numbers of American military advisers to South Vietnam in the late 1950s and early 1960s. Kennedy's successor, President Lyndon Johnson, increased American military support greatly, until half a million United States soldiers were in Vietnam. American goals in Vietnam proved difficult to achieve, and the communists' Tet offensive was a severe setback. Reports of atrocities committed by both sides in the war disturbed many Americans (see My Lai massacre). Eventually, President Richard Nixon decreased American troop strength and sent his secretary of state, Henry Kissinger, to negotiate a cease-fire with North Vietnam. American troops were withdrawn in 1973, and South Vietnam was completely taken over by communist forces in 1975.

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Neurobiology of Monotremes brings together current information on the development, structure, function and behavioural ecology of the monotremes. The monotremes are an unusual and evolutionarily important group of mammals showing striking behavioural and physiological adaptations to their niches. They are the only mammals exhibiting electroreception (in the trigeminal sensory pathways) and the echidna shows distinctive olfactory specialisations. The authors aim to close the current gap in knowledge between the genes and developmental biology of monotremes on the one hand, and the adult structure, function and ecology of monotremes on the other. They explore how the sequence 'embryonic structure › adult structure › behaviour' is achieved in monotremes and how this differs from other mammals. The work also combines a detailed review of the neurobiology of monotremes with photographic and diagrammatic atlases of the sectioned adult brains and peripheral nervous system of the short-beaked echidna and platypus. Pairing of a detailed review of the field with the first published brain atlases of two of the three living monotremes will allow the reader to immediately relate key points in the text to features in the atlases and will extend a universal system of brain nomenclature developed in eutherian brain atlases by G Paxinos and colleagues to monotremes. Brings together current knowledge on the nervous system of monotremes, which occupy a key position in mammalian evolution Explores the relationship between environment, genes, brain structure, function and behaviour Includes many illustrations Includes text and a glossary to explain pertinent key concepts in neuroscience for non-specialist readers 1. Classification and evolution of the monotremes 2. Behaviour and ecology of the monotremes 3. Monotreme development 4. Overview of monotreme nervous system structure and evolution 5. Peripheral nervous system, spinal cord, brainstem and cerebellum 6. Diencephalon and deep telencephalic structures 7. Cerebral cortex and claustrum/endopiriform complex 8. Visual system 9. Somato- and electrosensory systems 10. Auditory and vestibular systems 11. Chemical senses: olfactory and gustatory systems 12. The hypothalamus, neuroendocrine interface and autonomic regulation 13. Monotremes and the evolution of sleep 14. Reflections: monotreme neurobiology in context 15. Atlas and tables of peripheral nervous system anatomy 16. Atlas of the adult and developing brain and spinal cord of the short-beaked echidna 17. Atlas of the adult and developing brain of the platypus List of abbreviations used in brain and embryo atlas plates Index of brain and atlas plates The key audience is international scientists interested in mammalian evolution and comparative neuroscience. The level is suitable for students at an advanced undergraduate level, through postgraduate students of zoology, neurosciences etc, to professional biologists of all kinds. Ken Ashwell has over 33 years' experience in the neurosciences. He has published over 110 papers in international refereed journals, 23 book chapters and six books. He has also published four atlases in collaboration with George Paxinos and contributed many chapters to prestigious and definitive works on the structure, function and development of the human and mouse nervous systems. He has published over 50 major works (papers, books, book chapters) on comparative neuroscience of Australasian mammals and birds; 26 of these have been on monotreme neuroscience and 26 on marsupial neuroscience. Contributors: Craig D Hardman, Department of Anatomy, School of Medical Sciences, University of New South Wales; AM Musser, Australian Museum, Sydney; Stewart C Nicol, School of Zoology, University of Tasmania.

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Comparison of assessment methods across water categories (workpackage 6.3) Different taxonomic groups respond differently to human induced stress, and this information can be used to design robust monitoring programmes. Indeed, the finding that different BQEs (organism groups) respond differently to stress is one of the cornerstones of the European Water Framework Directive. However, not only different taxonomic groups but also the different habitats within systems (e.g., pelagic versus benthic habitat in lakes, riffles vs. pools in rivers, seagrass beds vs. non-vegetated beds in coastal waters) and different systems (lakes, streams and transitional/coastal) may "respond" differently to different stressors. In workpackage 6.3 we test this conjecture by comparing the response signatures of different BQEs in different water categories and habitats to degradation. Moreover, as aquatic systems are not isolated, but interconnected with both terrestrial-aquatic and aquatic-aquatic linkages, a second objective is to study how different systems are connected in space and time, and the importance of this connectively for explaining local species composition (e.g. using meta-community theory). The data for testing the response of different taxonomic groups to different stressors has been collated by the different workpackages in Modules 3 and 4. Species by sites data matrices (both presence/absence and abundance) combined with spatial coordinates, water chemistry and land use/cover will be analyzed using ordination and regression techniques. Relevance for end-users Knowledge of stress-response relationships of different taxonomic groups in different habitats and water categories will be used to develop guidance on selecting the "best" indicator (i.e. high sensitivity, but low uncertainty with respect to data generation and analysis) for the pressure of interest. This information should result in more robust and cost-effective monitoring programmes.

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We’ve been writing a lot about summer slide the past couple of weeks, but we think there’s good reason for it: - In a 2011 analysis published by the RAND Corporation, McCombs reveals that elementary students' performance falls by about a month during the summer. - The Campaign for Grade-Level Reading, a collaborative effort among dozens of foundations, lists summer learning loss as one of the three major obstacles to reading proficiency at the end of 3rd grade (Gewertz, 2011). Other studies come to similar conclusions. We’ve been racking our brains for activities and summer reading strategies you can pass on to your students (and their parents) this summer. Thanks to Mrs. Phillips, the principal of Chets Creek Elementary School, we’re able to pass on one more called the Summer Reading Challenge. Last week, Principal Phillips challenged the school to read 100 books this summer (for children reading chapter books, this means a chapter counts as a book). Each student received a reading chart and 100 stars. Children who return the competed chart will earn a special treat from the Principal when they return in the fall. Click on the picture below to download a copy of the reading-challenge chart. Please thank Principal Phillips for sharing this cool idea!

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What You Should Know about Alcoholism, Drug Abuse and Addiction Alcoholism and drug addiction are diseases that affect millions of Americans. Addiction is defined as the physical or mental dependency to alcohol or another illicit substance. This definition, however, doesn't describe the true complexities of alcohol or drug dependency. Often, alcoholism and other chemical dependencies can co-exist. Co-occurring disorders, such as compulsive gambling, may also be present in addicts. Furthermore, alcohol and drug dependence doesn't only affect the addict; it can hurt the lives of family members, friends and co-workers. Anyone can develop a chemical dependency, regardless of gender, age, race, education or income. Whether a substance is legally obtainable (alcohol, prescription medications, etc.) or illegal (street drugs), it is important to be aware of the highly addictive nature of these substances, and the effects they can have on those who use them. While different drugs have different effects, what most drugs have in common is that they over-stimulate the pleasure center of the brain. Over time, the brain chemistry of an addict is altered, making time spent without the substance in the user's system extremely uncomfortable and even painful. This physical addiction makes the urge to use increasingly powerful and increasingly disruptive to relationships, work and health. Addiction to alcohol and other drugs is extremely prevalent in the United States and is known to directly or indirectly affect almost 70 percent of the people in our nation. Some other facts about addiction include: - Each year, one in four deaths in the United States can be attributed to alcohol, tobacco or illicit drug use. - In 2007, more than three-quarters of the estimated 17.4 million alcohol or drug abusers (18 or over) were employed, full or part time. - Alcoholism alone is estimated to cause 500 million lost work days annually, and in 2007 the healthcare cost to employers was $186.9 billion. - Recent estimates show there were 6.4 million Americans using prescription-type psychotherapeutic drugs recreationally in the past month. Of these, 4.7 million used pain relievers. - Current nonmedical use of prescription-type drugs among young adults, age 12 and over, has increased. Addiction is a multifaceted disease. It is not a matter of moral weakness or faulty willpower. It is a vicious cycle that causes physical changes in the brain, leading to stronger and stronger impulses to use. Fortunately, like most diseases, addiction can be treated and managed successfully. At CeDAR, we are dedicated to provide patients with the hope, help and support they need to overcome addiction.

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Lecture: The Evolution of the Maine Lobster Boat with Jon Johansen The evolution of the Maine lobster boat began with small skiffs and peapods. As fishermen needed to go further to find their catch, sail was employed and the boats gained in size. When the internal combustion engine was developed, engines were placed in the boats already in use. However, design flaws were quickly discovered and the hulls underwent significant changes to make them more seaworthy. One of the major contributors to the evolution of the lobster boat was Will Frost of Beals Island. Join Jon Johansen, President of Maine Built Boats, as he traces the evolution of the lobster boat from the simple skiff to the modern powered boats used today and the men responsible for this evolutionary change. Maine Maritime Museum offers a myriad of opportunities to explore Maine’s maritime heritage and culture and to experience the mystique of Maine. Visitors can find: In order to purchase these tickets in installments, you'll need an Eventbrite account. Log in or sign up for a free account to continue.

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Without realizing it, being busy at work or doing activities every day sometimes makes parents pay less attention to choosing healthy food sources for children. For this reason, most children are very fond of buying unhealthy snacks because they do not understand the side effects. Healthy food sources of fat for children Nearly 60 percent of the human brain consists of fat. That is why, fat is one of the important molecules that should be in a healthy food source for children. Omega 3 fatty acids, for example, can help develop the brain in infants and children. Even though it’s needed in adequate amounts, that doesn’t mean you can give too much fatty food. It is important to know that fats are divided into two major groups, namely good fats and bad fats. Food sources with good fat content include nuts, avocados, olive oil, canola oil, seeds, fish, and eggs. Various types of good fat sources have a fairly high unsaturated fat content, so they are useful as nutritious food for children. In contrast to food sources of bad fats which consist of trans fat and saturated fat, including fried foods, coconut milk, fast food, and packaged food. Food sources of vitamins and minerals In addition to providing nutritious food sources containing macronutrients for children, providing micronutrients is no less important. Children’s minerals and vitamins are a source of micronutrients which must also be present in their daily diet. Just be clear, because vitamins and minerals help support brain function, organ development, central nervous system, and muscles. Various choices of food sources that you can give to children include vegetables, fruits, animal foods, tempeh, tofu, and nuts. Indeed, there are many sources of vitamins and minerals that can meet the daily nutritional needs of children. Coupled with the many types of vitamins and minerals, thus increasing the variety of food choices. Here are some types of food sources of vitamins and minerals that can be processed as a child’s diet: Green vegetables (such as broccoli) Chickpeas and long beans Potatoes with skin Fish, clams and oysters Low or non-fat dairy products Nuts (including almonds, kidney beans, peas, peanuts, and soybeans) In fact, in some cases, giving children appetite enhancing vitamins can help increase appetite for children who have difficulty eating. Here are important rules that parents must understand: - The more various types of food, the more nutrition you get If you’re shopping for healthy groceries for kids, don’t buy the same ingredients. The more variety of food your little one consumes, the more nutrients he will get. The reason is, there is no most perfect food that can meet their nutritional needs. In addition to meeting their daily nutritional needs, combining various variations of the food menu also prevents boredom in your little one. Because if you are already bored, the child might even strike or be lazy to eat. So, try to buy and prepare different food ingredients every week so that the child’s food menu is always different. - Familiarize children to have breakfast every day Breakfast is very important because it contributes some energy to support children’s activities since the morning. Especially because starting in the morning, children already need a lot of energy to be active and study at school. So, what happens when a child goes to school with an empty stomach and growls? Instead of being more focused when studying, children may find it difficult to concentrate and absorb lessons because their bodies are weak. In addition, breakfast also helps provide a little energy reserve before it is fully charged at lunch time for children. If necessary, you can also provide your child’s school supplies to fill his stomach while preventing him from snacking carelessly when he is hungry.

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Shematyzm (from Latin schematismus; German: Schematismus; Polish: szematyzm). An annual handbook of institutions and officeholders. In the Austrian Empire the government published one in German for the entire empire and one in German (1785–1869) or Polish (1780–1, 1870–1914) for Galicia and Lodomeria. It listed all dignitaries, functionaries, bishops, schools, teachers, and officers of community organizations. The Ukrainian Catholic church published eparchial shematyzmy containing a historical survey of the eparchy and information about all clerics, other persons active in church life, parishes, church organizations, and church property. They came out annually (with occasional interruptions) from the early 19th century until the Second World War, first only in Latin, then in both Latin and Ukrainian, and finally only in Ukrainian. Directories for Mukachevo eparchy were published from 1814, for Peremyshl eparchy from 1828, for Lviv archeparchy and Križevci eparchy from 1832, for Prešov eparchy from 1848, and for Stanyslaviv eparchy from 1886. The last ones appeared in Lviv in 1944 and in Prešov in 1948. The Roman Catholic church published schematismi for Lviv archdiocese (1814–1915, 1917–39) and Peremyshl diocese (1819–1914, 1916–35), and the Armenian Catholic church for its Lviv archdiocese (1843–1939). The Orthodox archeparchy of Bukovyna issued a schematismus from 1841 until 1914, and the Lemko Apostolic Administration published one from 1936 until the Second World War. The Ukrainian Basilian Fathers published a shematyzm of the Basilian monastic order in 1867 and have issued a catalogus from Rome every few years since the First World War. The fullest collections of such ecclesiastical directories are preserved in the libraries of Rome, Vienna, and Warsaw. They have not been published in Soviet Ukraine. In the West only a few such directories have been compiled by the Ukrainian Catholic church. In 1951 an annual English-language directory of Philadelphia archeparchy was first published. Jubilee shematyzmy were published by Toronto eparchy in 1963, by Saskatoon eparchy in 1961, and by the Byzantine Ruthenian metropolitan province in Pittsburgh in 1984. In addition, annual Ukrainian Catholic and Orthodox almanacs published in Toronto, Yorkton, and South Bound Brook, New Jersey, have listed the names and addresses of Ukrainian clergy outside the USSR. Kramarz, H. ‘Schematyzmy galicyjskie jako źródło historyczne,’ Studia Historyczne, 25, no. 1 (1982) [This article originally appeared in the Encyclopedia of Ukraine, vol. 4 (1993).]

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“We now use junction field-effect transistors (JTEFs) made of silicon carbide (SiC) manufactured by SemiSouth Laboratories Inc. This is the main reason for the improvement,” says Professor Bruno Burger, leader of the Power Electronics Group at Fraunhofer ISE. “In addition, we have optimised the gate units and many other details of the circuit.” The record was measured for a complete solar PV inverter including its internal power supply, a digital signal processor (DSP) for controls, an LCL grid filter and a relay for connection to the grid. “I see enormous potential for the new silicon carbide transistors. They are constantly becoming better and less expensive, whereas the costs for passive components which contain significant amounts of copper and other metals are rising continuously,” Burger adds. Fraunhofer ISE says it will do further tests of the solar PV inverter's components and adaptation of the circuits and switching frequencies to the new specifications. Furthermore, the solar energy research institute says SiC transistors are “significantly better than the conventional IGBTs of silicon (Si) used commonly today, particularly for higher reverse voltages.” The main reason why SiC are better, is because of the breakdown field strength – it is 10 times higher for SiC than Si. The band gap is three times larger for SiC than for Si.

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This report is based on Human Rights Watch’s field research in 2009 and early 2010 and a review of secondary sources. We interviewed 59 children under age 18 who had altogether worked as farmworkers in 14 states in different regions of the United States: California, Florida, Georgia, Idaho, Michigan, New Jersey, North Carolina, Ohio, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, and Washington State. We also interviewed 11 young people ages 18-20 who had worked on farms as children. We spoke with parents, legal services providers, nurses, doctors, social workers, education officials, farmers, and farm operators. We also spoke to officials of the US Department of Labor’s Wage and Hour Division and Occupational Safety and Health Administration, the Centers for Disease Control’s National Institute for Occupational Safety and Health, the Environmental Protection Agency (EPA), and the US Department of Agriculture. Some interviews were conducted by telephone. In total we interviewed more than 140 people. For this report Human Rights Watch visited Florida, Michigan, North Carolina, and Texas. We chose these states because they allowed us to interview both seasonal and migrant farmworkers, including migrants who were at home and on the road, as well as children working in diverse crops. Their labor included detasseling corn and sorghum; hoeing sugar beets, cotton, and pumpkins; and harvesting asparagus, cucumbers, Christmas trees, tomatoes, oranges, apples, blueberries, peaches, tobacco, and cherries. Florida and Texas are base states for migrant workers; North Carolina, Michigan, and northern Texas are destinations. Although agriculture includes both crop and livestock workers, our interviews focused on crop workers only. Interviewees were identified largely with the assistance of a variety of organizations providing legal, health, and social services to farmworkers. These workers may have been less vulnerable than those without contact with any such organizations. Some farmworkers approached declined to be interviewed. Human Rights Watch interviewed several agricultural guest workers, who are lawfully present in the United States on a short-term basis under the H-2A guest worker program but highly vulnerable to abuse. However, children under age 18 are not eligible for the program and even those interviewed who appeared underage maintained that they were not. Accordingly, their accounts are not used in this report. Interviews were conducted in English or Spanish or a combination of the two, at the interviewee’s preference. Some persons interviewed in Spanish were native speakers of other languages indigenous to Mexico. Most interviews were conducted privately and individually, away from the worksite; where interviewees preferred to have another person present, this is indicated in the notes. All participants were informed of the purpose of the interview, its voluntary nature, and the ways in which the information would be collected and used, and orally consented to be interviewed. Most interviews ranged from 10 to 90 minutes in length. No one was provided with any compensation in exchange for an interview. The statistics cited about the farmworker population are the most recent available at the time of writing. It is notable that there is relatively little recent nationwide data on farmworkers. In this report “child” and “children” are used to refer to anyone under the age of 18, consistent with usage under international law. Except where otherwise indicated, the names of all children have been replaced with pseudonyms to protect their privacy and to preclude any potential retaliation. In addition, some service providers requested anonymity out of concerns about jeopardizing their access to farmworkers living on farms. The term “migrant worker” can have various meanings and, as noted below, many farmworkers were, at least at some point in their lives, international migrants. In this report the term “migrant” is used for workers who travel for seasonal agricultural work, as distinguished from settled workers based on one place. This report draws on survey data that use the terms “Hispanic” and “Latino” to refer to ethnicity. Where used in this report, these terms reflect those used in the survey referenced. For more information about abuses suffered by guest workers, see Southern Poverty Law Center, “Close to Slavery: Guestworker Programs in the United States,” March 2007, http://www.splcenter.org/sites/default/files/downloads/Close_to_Slavery.pdf (accessed April 7, 2010); and Patricia Medige, “Perspectives on the Bush Administration’s New Immigrant Guestworker Proposal: Immigrant Labor Issues,” Denver Journal of International Law and Policy, vol. 32 (2004), p. 739. Less than 5 percent of all hired farmworkers are hired through the program. William Kandel, US Department of Agriculture (USDA) Economic Research Service, “Profile of Hired Farmworkers, A 2008 Update,” July 2008, http://www.ers.usda.gov/Publications/ERR60/ERR60.pdf (accessed April 8, 2010), p. 14.

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After his return to Italy from a voyage to Egypt and Acre in 1220, St Francis of Assisi introduced three-dimensional nativity scenes. Some accounts state he used statues or costumed people, but Thomas of Celano, biographer of Francis tells how he only used a straw-filled manger (feeding trough) set between a real ox and donkey. According to Thomas, it was beautiful in its simplicity with the manger acting as the altar for the Christmas Mass. Francis’s first biographer, Brother Tommaso da Celano, says that Francis was merely emulating what he had seen elsewhere in previous years when, in 1223, he asked his friend Giovanni Velita, a nobleman from the nearby town of Greccio, to construct a nativity scene, consisting of the straw-filled manger, ox and donkey, in a cave near the town of Greccio, for a Christmas Eve mass at which Francis preached." from Wikipedia I purchased this nativity at a wonderful store called Jackalope in Santa Fe, New Mexico several years ago. I believe it was made in Mexico. I added the angel, wooden camel and straw.

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Throughout the holiday season, it is common to see houses lined up with strings of bright, shining lights. Sustainability and cost are oftentimes two common factors that are taken into consideration when choosing these lights. The merits of using LED lights compared to traditional incandescent bulbs include using less energy and lasting longer, but they may not be economically practical. LEDs carry a much higher price than their incandescent competitors and depending on use it may take several years to see any financial payoff, according to Consumer Reports. Kevin Moorhead, professor of environmental studies at the UNC Asheville, said while saving money is important, the environmental impact of using less energy remains the greatest benefit of using LEDs. “Translating this into saving more on a monthly power bill is a good thing, but it’s more important than that,” Moorhead said. “What a lot of people don’t do is take that step in think of ‘How am I getting my power?’” Moorhead said people should keep in mind how the electricity is produced when deciding on which type of holiday lights to purchase. “Because of where our energy comes from, in our area of the world, most of this is derived from coal burning,” Moorhead said. “We also have two natural gas combustion turbines at the power plant with a different set of environmental issues, but they’re both fossil fuels.” Moorhead said LED technology provides the same amount of light for less energy and less coal combustion. “The LED lights, this is true for compact fluorescent bulbs as well, the way that they’re designed is to give you the equivalent amount of wattage, but they utilize a whole lot less power and energy to give you that wattage,” Moorhead said. Moorhead said even something as small as switching to LED lights for the holidays can make a big difference when it comes to the environment. “The bottom line is if we’re using less coal and less natural gas to do an equivalent amount of work, in this case, wattage of a light bulb, then in theory, we are having a benefit for the environment.” As the holiday season approaches, the North Carolina Arboretum is providing residents with a way to celebrate while reminding them to stay green with energy efficient holiday lights. The North Carolina Arboretum’s Winter Lights exhibit, which opens Nov. 18, expects to draw more than 27,000 people, allowing visitors to explore the public garden during the wintertime through lighted displays, according to Marketing and Public Relations Manager Whitney Smith. “This year we will have almost 500,000 lights. It’s grown every year. They’re all energy efficient LED lights, which is really exciting,” Smith said. Smith said the choice to use LED lights within the display reflects the Arboretum’s commitment to environmental protection and sustainability. According to the U.S. Department of Energy, LED bulbs use 75 percent less energy and last 25 times longer than traditional incandescent bulbs. LED lights also tend to be safer than incandescent lights because they maintain cooler temperatures while in use, thereby reducing the risk of fires, according to the Department of Energy. Saving energy also amounts to saving money. According to information from Duke Energy Spokesperson Meghan Miles, using large, incandescent bulbs for an average of six hours per night can add as much as $80 to an electric bill each month. Customers who switch to the same sized LED bulbs only see about a $7 increase on their monthly power bill, Miles said. Part of the exhibit’s focus lies in educating the public about energy efficiency through the use of light-emitting diode bulbs, a type of lightbulb known for its low energy consumption. “Winter Lights is basically an outdoor winter wonderland,” she said. “It’s unlike any other light show you’ve probably experienced because you’re walking through the gardens, not just driving through a big, flashy show. It’s very artistic and unique.”

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The Gambia remains highly vulnerable to external shocks because of a relatively undiversified economy and a heavy dependence on rain-fed crops for agricultural production, imports for food security, and tourism receipts and remittances for foreign exchange earnings. In order to improve agricultural production, productivity, and food and nutrition security, the Gambian government secured funding from The Global Agriculture and Food Security Project (GAFSP) with an objective to reduce rural household poverty, food insecurity and malnutrition through increased agricultural production, productivity, and commercialization. ActionAid USA, in collaboration with ActionAid International The Gambia (AAITG), commissioned this case study in The Gambia. Primarily qualitative, this study made use of project performance data and information, as well as key interviews with small-scale producers, farmer-based organizations, policymakers, and technical officials.... read more L’économie de la république unie de Tanzanie repose principalement sur l’agriculture, malgré d’importantes disparités socio-économiques entre les zones rurales et urbaines, et entre les différentes régions. En Tanzanie, le succès du secteur agricole est indispensable à la réduction de la pauvreté et à la sécurité alimentaire. Le gouvernement de la Tanzanie cherche actuellement à développer le commerce… read more The United Republic of Tanzania has an agriculture-based economy with significant rural-urban and regional socio-economic disparities. The performance of the country’s agricultural sector is critical for poverty reduction and food security. Aiming to further develop the agricultural sector, the Tanzanian government launched the Expanding Rice Production Project (ERPP) with support from the Global Agriculture and Food Security Program (GAFSP). As one of the civil society members of the GAFSP Steering Committee and an adviser to the ERPP, ActionAid commissioned this study to showcase the successes and lessons learned from the implementation of the project, focusing on small-scale producers, women producers, and civil society organizations, as well as communities’ resilience to climate change.... read more In Senegal, the proportion of people living in extreme poverty dropped from 55.2% in 2001 to 46.7% in 2011. Yet poverty remains high in rural areas (57.3%), where the majority of the Senegales population lives. Seeking to improve rural food security and build farmers’ resilience to climate change, the Global Agriculture and Food Security Program (GAFSP) together with the Senegalese government funded the Food Security Support Project (PASA) to work in the regions of Louga, Matam and Kaffrine. The project is also expected to benefit more than 30,000 farmers and livestock breeders as well as boost youth employment. As a civil society member of the GAFSP Steering Committee, ActionAid commissioned this study to review the implementation of PASA, focusing on small-scale producers, women producers, and civil society organizations.... read more En 2011, 58,7% de la population totale du Togo, et 73,4% de sa population rurale, vivaient en dessous du seuil de pauvreté nationale. Soixante pour cent des Togolais vivent dans des communautés rurales, ce qui représente près des trois quarts des pauvres du pays. L’agriculture représente environ 40% du PIB, et emploie plus de 50% de la population active.... read more

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Maxy, a 2-year-old spayed female Golden Retriever, presents for her first weigh in after starting a weight loss program. Her initial physical exam reveals no abnormalities other than a body condition score of 9/9 (normal muscle condition). Her starting weight is 105 pounds, with an estimated ideal weight of 80 pounds. Her diet history reveals that she was receiving 2000 kcal from her current diet. You start her on 1600 kcal of a therapeutic diet after calculating that this is 80% of her current estimated caloric intake. After two weeks on the veterinary therapeutic diet, the owner is upset that Maxy has gained one-half pound and is now 105.5 lbs. Which of the following would be the next best step for Maxy? a) Select another veterinary therapeutic weight loss diet that is lower in kcal/cup, as Maxy needs further restriction. b) Tell the owner to decrease the amount of the veterinary therapeutic diet by 30% and re-weigh in two months, since Maxy’s energy requirements are lower than expected. c) Recommend the owner add carnitine supplements, with excellent quality control, to ‘boost’ her weight loss by increasing fat metabolism. d) Rule out any compliance issues (revisit the diet history, etc), then consider reducing the total caloric intake. Owner compliance and follow up is the most important aspect of a weight loss program. Ruling out problems that may have nothing to do with the diet will prevent those same problems from occurring on a different diet, which is why answer a) is not correct. Similarly, if the owner is still giving table scraps, chews, or treats not mentioned or asked about in the original diet history, simply decreasing the amount of the diet fed will not solve the problem. Unnecessarily restricting the food may put the patient at higher risk for nutrient deficiencies, drastic reduction (30%) may increase the risk for weight rebound, and waiting two months before rechecking may worsen the situation, which is why answer b) is not correct. More studies that define dosing and efficacy are needed before L-carnitine can be recommended for widespread use, which is why answer c) is not correct. Many people do not include treats or people food in a diet history unless specifically asked, so it is very important to follow up on these items, especially if initial weight loss is unsuccessful. Additionally, studies have shown great inaccuracy in owner measurements of pet food quantities, so the owner should be asked how the food is measured (a level standard 8 oz measuring cup vs weighing). Changes in the home environment including new family members, a new petsitter responsible for feeding, family members who do not agree with the weight loss plan, or a new pet with easily accessible food can all be factors that should be ruled out before altering the current plan. If compliance and the diet history are confirmed, the best next step is reducing the total caloric intake (food and treat allowance) by 10-20%, then reweighing in 1-2 weeks, making d) correct.

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Published on April 19th, 2011 | by Jo Borrás2 New Tech Makes Drinkable Water from Diesel Fuel (Really) April 19th, 2011 by Jo Borrás America’s military has taken a number of steps towards alternative energy and an energy-independent future, but military operations still require the transportation and distribution of other resources as well – namely: water. Water is heavy, requires tons of specialized equipment to transport, and is absolutely mission-critical. A new process, however, aims to “lighten the load” of military water transport by extracting drinkable water from the same diesel fuel used to run helicopters, tanks, and generators. This process – being developed at the Oak Ridge National Laboratory – captures water from burning diesel fuel, and is efficient enoughto theoretically produce 1 gallon of water from 1 gallon of diesel. The process also removes a number of contaminant particles, allowing for up to 85 % of that water to be drinkable. The “trick” behind the innovative process is an inorganic membrane that uses capillary action to condense water from the diesel engines’ exhaust. As the exhaust runs through a series of ceramic tubes, pores sin the tubes absorb the water vapor, which passes through to the other side. The Oak Ridge National Laboratory is pushing for full-scale development of its system within the next few years, at a cost of just 6 million USD. If the process works at “full scale”, it may also help bring drinkable water to developing nations and help aid disaster relief efforts, like those currently underway in Japan. Source: Popular Science. Keep up to date with all the hottest cleantech news by subscribing to our (free) cleantech newsletter, or keep an eye on sector-specific news by getting our (also free) solar energy newsletter, electric vehicle newsletter, or wind energy newsletter.

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Today in History Today is Monday, May 1, the 121st day of 2017. There are 244 days left in the year. Today's Highlights in History: On May 1, 1967, Elvis Presley married Priscilla Beaulieu at the Aladdin Hotel in Las Vegas. (They divorced in 1973.) Anastasio Somoza Debayle became president of Nicaragua. On this date: In 1707, the Kingdom of Great Britain was created as a treaty merging England and Scotland took effect. In 1786, Mozart's opera "The Marriage of Figaro" premiered in Vienna. In 1866, three days of race-related rioting erupted in Memphis, Tennessee, as white mobs targeted blacks, 46 of whom were killed, along with two whites. (The violence spurred passage of the 14th Amendment to the U.S. Constitution defining American citizenship and equal protection under the law.) In 1898, Commodore George Dewey gave the command, "You may fire when you are ready, Gridley," as an American naval force destroyed a Spanish squadron in Manila Bay during the Spanish-American War. In 1915, during World War I, a German submarine torpedoed and severely damaged the SS Gulflight, an American tanker near Britain's Scilly Isles, even though the United States was still neutral in the conflict. In 1931, New York's 102-story Empire State Building was dedicated. Singer Kate Smith made her debut on CBS Radio on her 24th birthday. In 1941, the Orson Welles motion picture "Citizen Kane" premiered in New York. In 1960, the Soviet Union shot down an American U-2 reconnaissance plane over Sverdlovsk and captured its pilot, Francis Gary Powers. In 1971, the intercity passenger rail service Amtrak went into operation. In 1987, during a visit to West Germany, Pope John Paul II beatified Edith Stein, a Jewish-born Carmelite nun who was gassed in the Nazi death camp at Auschwitz. (She was canonized in 1998.) In 1992, on the third day of the Los Angeles riots, a visibly shaken Rodney King appeared in public to appeal for calm, pleading, "Can we all get along?" In 2011, President Barack Obama announced the death of Osama bin Laden during a U.S. commando operation (because of the time difference, it was early May 2 in Pakistan, where the al-Qaida leader met his end). Ten years ago: In only his second veto, President George W. Bush rejected legislation to pull U.S. troops out of Iraq in a showdown with Congress over whether the war should end or escalate. Thousands of people protested across the country to demand a path to citizenship for an estimated 12 million people living in the U.S. without legal permission. Five years ago: In a swift and secretive trip to the Afghan war zone, President Barack Obama signed an agreement vowing long-term ties with Afghanistan after America's combat forces returned home. Hundreds of activists across the U.S. joined worldwide May Day protests, with Occupy Wall Street members in several cities leading demonstrations and in some cases clashing with police. One year ago: A wildfire broke out near Fort McMurray, Alberta, Canada; in the days that followed, the blaze destroyed 2,400 homes and other buildings and forced more than 80,000 people to evacuate. Anti-government protesters disbanded from the heavily fortified Green Zone they had stormed a day earlier. After a half-century of waiting, Cuban-born passengers set sail from Miami on an historic cruise to Havana, the first such trip from the U.S. since recent policy changes. Elephants performed for the last time at the Ringling Bros. and Barnum & Bailey Circus in Providence, Rhode Island. Today's Birthdays: Singer Judy Collins is 78. Actor Stephen Macht is 75. Singer Rita Coolidge is 72. Pop singer Nick Fortuna (The Buckinghams) is 71. Actor-director Douglas Barr is 68. Actor Dann Florek is 66. Singer-songwriter Ray Parker Jr. is 63. Actor Byron Stewart is 61. Hall of Fame jockey Steve Cauthen is 57. Actress Maia Morgenstern is 55. Actor Scott Coffey is 53. Country singer Wayne Hancock is 52. Actor Charlie Schlatter is 51. Country singer Tim McGraw is 50. Rock musician Johnny Colt is 49. Rock musician D'Arcy is 49. Movie director Wes Anderson is 48. Actress Julie Benz is 45. Actor Bailey Chase is 45. Country singer Cory Morrow is 45. Gospel/rhythm-and-blues singer Tina Campbell (Mary Mary) is 43. Actor Darius McCrary is 41. Actor Jamie Dornan is 35. Actress Kerry Bishe is 33. Thought for Today: "He who is swift to believe is swift to forget." — Rabbi Abraham Joshua Heschel, Polish-born scholar (1907-1972).

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Sunil Amrith’s impressive new book, Crossing the Bay of Bengal: The Furies of Nature and the Fortunes of Migrants, captures the strengths of oceanic history, with its bold comparative and border-crossing sweep, but also remains attentive to the fine textures and variations of locality that I’ve argued should be a key feature of coastal history. There is nothing small about the Bay of Bengal. Amrith notes that “Today one in four of the world’s people lives in a country that borders the Bay of Bengal. More than half a billion people live directly on the coastal rim that surrounds it.” Tides of migrants, waves of refugees, and armies of conscripts spill across Amrith’s pages. So do gargantuan quantities of commodities, notably Malayan rubber, Burmese rice, and coffee from Ceylon. This narrative bridges the era of European trading companies and colonialism, the destructive nationalisms of the twentieth century, and the birth of “Southeast Asia” as a Cold War construct. It concludes, once again, in an era of superlatives: Hambantota, one of the world’s biggest ports, now under construction with Chinese funding in Sri Lanka; an even more ambitious Chinese project to build oil pipelines across Burma; Bangladesh’s unenviable destiny as the place where sea level rise will generate the first really large numbers of climate change refugees. Amrith evokes the outlines of these surges and cataclysms with a few quick strokes of the brush, but devotes most of his book to life observed on a very intimate scale. What was it like to stand on a street corner in Chittagong, Rangoon, or Singapore? How did migration to Malaya’s rubber plantations impact kinship networks, individual families, and particular marriages? Granted that the coasts of the Bay were distinguished by a rich mix of languages, ethnicities, and faiths, how exactly did people navigate the rocks and shoals of difference in their everyday life? In search of the answers, we visit not only “grog-shops and lodging-houses” in our tour of port towns, but also what must be some of the most comprehensively syncretic shrines and temples in recorded human history, blending as many as four forms of worship under the same roof. When the port towns of the Bay of Bengal acquired printing presses, these, too, unashamedly served a multi-lingual and cross-ethnic constituency: in the Straits Settlements, “many of the early Tamil Muslim publishing houses were backed by Tamil Hindu or Chinese capital.” Amrith summarizes this legacy in a passage worth quoting in full: The “common practices” on the streets of the port towns— practices of eating together, of sharing public space, of participating in others’ festivities— have had an enduring life, and they constitute, in themselves, an archive of interactions. Perhaps the key “expectation” that was “normally met” was the expectation of mobility— this was a world in which people expected that they would move back and forth across the sea. This would pose a problem for nationalist ideologues, for whom statements like “Rangoon is not Burma” suggested not a cosmopolitan or modernist ideal, but a disturbing anomaly begging to be corrected. The main focus of the last few chapters of Amrith’s book is on the fate of the Tamil diaspora—although he would argue, I think, for a more nuanced term than “diaspora”—which found itself on the wrong side of an epidemic of border-drawing and score-settling beginning in the 1930s, as the British imperial dogma of free trade and open borders began to give way to a nationalist dogma about authenticity and autarky. There are many lessons for would-be coastal historians in Amrith’s pages (more than I can do justice to here). Despite the connectedness of the Bay of Bengal, much of his story is about restriction and obstruction. Among our standard “coastal questions,” we might ask: “who are the coastal personnel?” Certain occupations originate in, and thrive upon, the special bottleneck properties of harbors—even where no engineered barrier or quarantine island exists. Amrith mentions the power of harbor masters (shahbandar) and even of corrupt porters (in 1920s Rangoon, the authorities kept a “bribe book” and extorted money from every new arrival). Gatekeepers of a different sort, the labor-recruiting crimps and overseers (kanganies), packed off Tamil villagers into debt servitude—Amrith uses the term “landshark” twice. These, too, are in some significant sense coastal personnel. This offers a different way to conceptualize what John Gillis has called “The Human Shore.” Amrith, Sunil S. (2013-10-07). Crossing the Bay of Bengal (Kindle Locations 190-191). Harvard University Press. Kindle Edition. Kindle Location 1657. Kindle Location 3072. Kindle Locations 3366-3369. Kindle Location 2731.

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Is there anything I can do to cut down on the number of colds my baby gets? You can't prevent every cold, but there are things you can do to minimize your baby's exposure and boost his defenses. For starters, make sure family members and friends wash their hands before picking up your baby (this is particularly important around newborns, who are even more susceptible to illness than 1- or 2-month-old babies). To the extent you can, keep your baby away from sick children or adults. They'll understand if you ask them to postpone a visit until they're not contagious. Keep in mind that babies in daycare get more colds than those kept at home simply because they're exposed to more kids and, hence, more germs. Make sure your childcare provider is conscientious about washing her hands. And make sure you wash up, too – especially after changing diapers and before preparing food. Keep your baby well hydrated. Again, for babies under 4 months this means making sure they continue their normal breast- or formula-feeding routine. After that age, you can give your baby a little water as well, and at 6 months you can introduce your baby to juice. If your baby is hydrated, he should be wetting at least five or six diapers a day. Secondhand smoke can put your baby at higher risk for upper respiratory problems, so stay clear of cigarette smokers and keep your baby away from areas where someone has been smoking. Children who live with cigarette smokers have more colds and their colds last longer than those of children who aren't exposed to smoke. Finally, breastfeed for as long as you can. (The American Academy of Pediatrics recommends breastfeeding for a year to reap the health benefits of breast milk.) Although it's not a fail-safe guard against infection, studies have shown that breastfed babies get sick less often than their formula-fed peers because the antibodies in breast milk protect against a host of germs.

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The brain is part of the body’s nervous system. Your child’s ability to think, learn, speak, feel emotion, and reason are all controlled by the brain. The brain also controls basic body functions such as movement, sensation, breathing, and heartbeat. A brain tumor can affect your child’s brain function and threaten his or her overall health. Any changes in personality or behavior should be brought to the attention of your child's healthcare provider. For younger children, any loss of developmental milestones, such as crawling, standing, or walking, will need to be addressed. If your child is found to have a brain injury, your child’s healthcare provider will help you understand the specific type of brain tumor your child has and tell you more about treatment options for your child. A brain tumor is a mass of abnormal cells in the brain. It can have the following characteristics: A tumor can be primary (started in the brain). Or, a tumor can be metastatic (a cancer that traveled to the brain from another part of the body). In children, primary tumors are much more common than metastatic tumors. A tumor can be benign or malignant. Most benign tumors are made up of slow-growing cells that rarely spread. The cells are not likely to be cancerous. Most malignant tumors are made up of fast-growing cells that invade surrounding tissue. The cells are more likely to be cancerous. Both benign and malignant tumors can be life threatening and can require intensive treatment. Brain tumors can occur randomly in children of all ethnicities and ages. Children with certain genetic conditions, such as neurofibromatosis, are more likely to develop tumors than others. Radiation to the head (such as treatment for another cancer) can also cause brain tumors. A brain tumor can affect each child differently. Common symptoms of a brain tumor include: Loss of balance Seizures or convulsions Problems with vision, speech, concentration, balance, coordination, or movement Nausea or vomiting Paralysis, weakness, or numbness in one part or side of the body Changes in personality or behavior Rapid increase in head size in infants Your child will likely see a pediatric neurologist or a pediatric neurosurgeon for diagnosis and treatment. These are doctors who specialize in neurologic problems. In addition, other specialists and healthcare providers may be involved in your child’s care. To confirm the diagnosis of a tumor, the doctor does an evaluation. This includes taking a detailed health history. You’ll be asked to describe your child’s symptoms and any health problems. The following tests may also be done: Neurologic exam to check how well your child’s nervous system is working. During the exam, the doctor checks your child’s muscle strength, balance, coordination, and reflexes. He or she may also check skills such as thinking and memory, vision, hearing, and talking. MRI or CT scan to provide detailed pictures of the brain. These help the doctor determine tumor size and location. With either test, fluid called contrast dye may be injected into a vein beforehand to make a tumor easier to see. Stereotactic biopsy to learn more about the tumor type and whether it is benign or malignant. During this procedure, a small sample of tumor tissue is taken for lab testing. The tumor is analyzed and given a grade. The grade is based on how abnormal the tumor cells look. It gives an idea of how fast new tumor cells are forming and how quickly they are spreading into surrounding tissue. Cerebrospinal fluid exam (also called a lumbar puncture or spinal tap) to help determine whether the tumor has spread. PET scan (positron emission tomography scan) a procedure that uses a radioactive glucose solution to find malignant tumor cells. The scanner rotates around the body and looks for the areas that take up sugar. Tumors take up more sugar and look brighter on the scan. Treatment for a brain tumor varies for every child. Each treatment also carries possible risks and complications. Your child’s doctor will discuss specific treatments with you. Possible treatments include: Surgery to remove a tumor to the extent possible. Chemotherapy to treat tumor cells with medications. One medication or a combination may be given. The medications can be taken orally (by mouth) or by IV (injection into a blood vessel). In some cases, they can be injected directly into the fluid that surrounds the brain and spinal cord. Chemotherapy is often used along with other treatments. It is given in cycles to allow the body to rest and build new healthy cells between treatments. Radiation to destroy tumor cells with X-ray beams. There are two types of radiation: focused and whole brain. With focused radiation, X-ray beams are aimed at the tumor and the area around it. With whole-brain radiation, X-ray beams are used on the entire brain. This method is more commonly used to treat multiple tumors. In addition to traditional radiation, stereotactic radiosurgery may also be used. It involves directing several high doses of radiation to a specific area in the brain from different angles with the aid of specialized equipment. Many children will get more than one type of treatment. The outcome of your child’s condition depends on many factors such as age, overall health, and the tumor type, size, and location. Some long-term concerns may be related to the extent of radiation therapy and whether it is localized or includes the whole brain and spinal cord. In recent years, more and more childhood brain tumors have become treatable. Your child’s doctor will work closely with you to make sure your child get the best care. If your child has been diagnosed with a brain tumor, know that your family doesn’t have to go through this alone. A positive outlook helps while supporting your child. Consider counseling, which can help you and your child deal with any fears and concerns. And seek help and comfort from your friends, community resources, and support groups. The more you learn about your child’s condition and its treatments, the more in control you may feel. For more information about brain tumors, contact the following organizations: Pediatric Brain Tumor Foundation, www.curethekids.org American Cancer Society, www.cancer.org Children’s Oncology Group (COG), www.childrensoncologygroup.org

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Secrets of Heaven (also titled Arcana Caelestia) by the spiritual philosopher Emanuel Swedenborg, gives a verse by verse interpretation of the first two books of the Bible – Genesis and Exodus. Swedenborg maintains that such narratives as the six-days creation story and the picture of Adam and Eve in the Garden of Eden are not … Continue reading Swedenborg – Secrets of Heaven The Egyptian artist was never a literalist, but used symbols to represent inner concepts. He was free to combine human and animal parts, yet show the resulting image in a ‘seamless harmony’. A simple example of this is shown in Egyptian grammar. To write the single personal pronoun ‘I’ the writer would draw a human … Continue reading What was the mystical knowledge of Ancient Egypt? One example of a spiritual symbol is the image of a tree of life. This is a universal symbol – appearing in ancient wisdom. We find it across cultures, religions and mythology. It turns up as the Yggdrasil (the world tree) of Norse religion, as part of the Jewish Kabbalah and as an Armenian religious symbol, to mention just a few examples. What does the Tree of life mean to us now? The Tree of Life appears in the first book of the Bible, Genesis, and also the last – the book of Revelation. At the beginning and the end. It’s almost as if it’s the framework into which the rest of the Bible fits.

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We have lots of trees and bushes in the garden which hopefully provide shelter, food and nesting sites for the birds. The border next to the vegetable garden has been planted with a good number of berry bearing shrubs and trees. As we have now decided to start naming our different planted areas rather than just waving in the approximate direction of them, we call it our ‘ Berry Border’! How original is that? At this time of year the Crab Apples, Cotoneaster, Viburnum opulus, Leycesteria (pheasant berry) all provide berries. We also have fruiting ivy, pyracantha and hawthorn in other parts of the garden, which will all do their bit to keep the birds happy. The RSPB site has lots of information about these and other plants which attract birds into the garden.

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In St. Clare’s Catholic Primary School, languages are a fundamental part of our community identity. There are many different languages spoken in the school community and these languages are celebrated throughout the year and displayed in the classrooms and corridors alongside French. The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning. The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will build their language skills in preparation for Key Stage 3 as well as becoming life-long language learners. Children in Key Stage 2 have access to a very high-quality foreign languages curriculum using the Language Angels scheme of work and resources. This progressively develops pupil skills in foreign languages through regularly taught and well-planned 30 minute lessons taught in blocks of 6 weeks each term. Learning is accomplished through games, songs, repetition of key vocabulary and differentiated independent activities. The children in Key Stage 1 access French through songs, responding to the register and counting. They also participate in whole school French celebrations at Christmas and on Bastille Day in July. Throughout Key Stage 2, children progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language. Units, where possible and appropriate, are linked to class topics and cross curricular themes. Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. Knowledge and awareness of required and appropriate grammar concepts is taught throughout all units at all levels of challenge. Grammar is integrated and taught discreetly throughout all appropriate units. Teachers can also use the specific Grammar Explained units to ensure pupils are exposed to all of the appropriate grammar so they are able to create their own accurate and personalised responses to complex authentic foreign language questions by the end of the primary phase. Teachers assess the children at the end of each unit of work in the four areas of speaking, listening, reading and writing. These assessments are then fed into future planning to ensure that all children are supported and challenged.

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Gurmar, also called Gymnema Sylvestre, is a climbing plant in the family Apocynaceae. It is a well-known herb in Ayurveda, where it is valued for its important healing and medicinal properties. It is a woody vine that grows naturally in the tropical parts of India, Africa, and Australia. The leaves are long and oval-shaped, and they are covered with soft hairs. Small yellow flowers bloom all year long. The leaves of gudmar contain gymnemic acids, a powerful bioactive compound that blocks the taste of sugar by interacting with taste receptors on the tongue. Because of this, gudmar is known as a sugar destroyer and is widely used to treat diabetes. The leaf is mostly used for medicine. If you chew on fresh leaves, you may temporarily lose your sense of taste. This happens because the active ingredients saponins interact directly with your taste buds. Gudmar is also used a lot in Unani and Homoeopathic medicine to treat diabetes, urinary problems, obesity, breathing problems, ulcers, cough, eye problems, and snakebite. Other names of Gurmar: This amazing plant is called Madhunashini in Sanskrit, Gurmar or Gudmar in Hindi, which means "one who destroys sugar" in all three languages. It is a primary herb in many ayurvedic formulations such as Varanadi Ghritam, Ayaskriti, Varunadi kasaya, Mahakalyanakaghrtam, etc. In the Indian subcontinent, this herb goes by the name Gurmar, Kavali, kalikardori, Shakkaraikkolli, Podapatri, Dhuleti, mardashingi, Shirukurum Kaay, Sannagerasehambu, Kadhasige, Passaam, Shirukurinja, Kannu Minnayamkodi, and Gurmaar Buuti Gurmar: A miracle herb for diabetes: In Hindi, G. sylvestre is called "gurmar," which means "sugar destroyer." This is because the leaves of gymnema have a chemical called "gymnemic acid" that makes sugar taste less sweet. It is thought that diabetes can be helped by taking away the taste of sugar. Gymnema sylvestre may also stop the body from absorbing sugar and fat, which could help treat obesity, diabetes, and high cholesterol. Diabetes is a common disease that happens when the body can't use insulin properly or make enough of it. People think that G. sylvestre makes more insulin by helping cells grow in the pancreas, which is where insulin is made. Gymnema sylvestre lowers the amount of sugar that gets absorbed in the intestines. This could help people with diabetes or prediabetes lower their blood sugar levels even more. - sylvestre might also stop the body from absorbing fats, which would lower the amount of "bad" low-density lipoprotein (LDL) in the blood. Health benefits of Gurmar: - Curb Sugar Cravings Gudmar is highly valued for its amazing ability to change how sweet things taste and reduce the desire for sweets and sugars. In traditional medicine, people with ketosis who had an occasional sweet tooth were given gurmar leaves. This helped them avoid sugary treats by making them less appealing. - Manages Diabetes Because gurmar leaves are very good at fighting diabetes, they are used as a healthy supplement to control blood sugar spikes and metabolic syndrome. It makes insulin work better with food and makes insulin therapy and oral hypoglycemic drugs less important. Gudmar can also block receptors in the intestine, which slows the absorption of sugar and helps control blood sugar levels after a meal. While it also works to keep HbA1C, fasting, and post-meal blood sugar levels stable. Aside from this, gudmar leaves make pancreatic beta cells start making insulin again and fix beta cells that have been damaged. - Helps people lose weight Gudmar extracts are effective at helping you burn fat and lose weight. Studies have shown that gudmar leaves have anti-obesity effects that stop people from gaining weight and improve health markers that are linked to being overweight. When taken before a meal, the supplements trigger the central nervous system, which controls stress, fixes sleep problems, and changes cortisol levels. This makes you eat less and manage your weight. - Potent Antioxidant Effects Gudmar is full of antioxidants that stop harmful toxins from oxidising healthy cells and stop oxidative stress in the body. The tannins and saponins in gudmar supplements are good for you. They reduce inflammation and lower the risk of chronic diseases and metabolic syndrome. The immune system is also controlled by gudmar supplements, which keep infections away. - Helps keep the heart healthy Gudmar helps reduce the amount of bad cholesterol and triglycerides in the intestine, and it also helps the body get rid of cholesterol. Gudmar's ability to stop atherosclerosis stops plaque from building up in the arteries and lowers the risk of having a heart attack or stroke. - Improves the health of the liver The hepatoprotective properties of Gudmar supplements make them a powerful liver tonic that helps keep the liver healthy. Traditional medicine used the leaves to treat jaundice, ease the symptoms, and help people get better faster.

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Closed cell sponge (or foam) is one of the two major categories of sponge material (the other category is open cell sponge). Closed cell sponge is a type of expanded rubber. Closed cell sponge is created when the bubbles produced during the manufacturing process are completely encompassed within the liquid raw material used to make the sponge. When the liquid sets, the gases are entirely encapsulated within each individual bubble, creating a solid yet lightweight structure. Closed cell sponge is an extremely versatile material from which a variety of products can be fashioned. Because it is particularly good at keeping out moisture and water, closed cell sponge is very effective in applications where a watertight seal is required. Closed-cell sponge does not have interconnected pores. As a result, closed cell sponge has a higher compressive strength than open cell sponge due to its structure. Closed cell sponge also possesses a higher dimensional stability, low moisture absorption coefficient, and higher strength compared to open cell sponge. At Canada Rubber Group Inc. we make a wide range of products from closed cell sponge which service a diverse range of applications and uses. These include parts for automotive vehicle applications and general industrial use. Examples of products and parts that we have produced from closed cell sponge include: washers; isolators; noise and vibration dampeners; dual extrusions; and weather stripping. Closed cell sponge is an appropriate material to consider for any of the following types of applications: Types of closed cell sponge material which we stock includes the following: To see the physical properties of any of the above closed cell sponge materials, download our Foam and Sponge Materials PDF. For further information on any of our closed cell sponge materials, or the products we can manufacture, contact our sales department at [email protected]. Automotive & OEM Automotive & OEM

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How Brain Training Can Improve Your Mental Health When thinking about mental health, people don’t pay that much attention to the “health” part. Unfortunately, most people believe that the only way to treating mental health issues is taking pills and talking to psychotherapist in long sessions. However, we can train our brain like the way we train the body for increasing capabilities. In reality, the brain is a changing, flexible, and living organ. The more you put it in use and find out different ways to work it out, the more adaptive and flexible it becomes. Mental problems like anxiety and depression may be result in foggy thinking. Someone with anxiety disorder suffers from chaotic and rigid thinking pattern, whereas someone with depression feels their thoughts (brain activity) are slowing down. Despite their nature, both of these conditions are responsible for preventing meaningful and reasonable decision making abilities. Brain scans of different young adults show that many of them are feeling the impact of cognitive impairments when it comes to executive functioning, attention, decision-making, and memory. The primary problem when you are going through a spell of mental disorder is that you feel rigid and could not settle for a single problem solving method. For instance, someone with mental illness may appear to think that they are not good at making friends or that they are a terrible person. At some point, it becomes kind of an obsession deeply rooted in that particular person’s mind. Brain training, however, can re-wire your neuropathways to help it become more flexible, which will leave you with more space for thinking differently. The purpose of a brain training regime is enabling you to approach a problem from varying angles. Consider it a way to challenge your brain, in the process of which you are working through multiple neuropathways to enhance your capability to cope with changing situations in a more efficient way. Below are four brain strengthening techniques that are a nice way to get started in the first place. Always try to do something new. Every day, take on new tasks to challenge yourself. It is as simple as taking a new route while going to work, trying a new recipe, or reading a new book. The primary advantage of working on something new is that it brings you out of the autopilot mood. You are noticing things and feeling alive and vibrant – which is totally new for you. It significantly helps you explore your opportunities through new neuropathways. Consider multiple options at hand to pick from. Before making any decision, go through hard brainstorming sessions. Allow yourself enough room for discovering new approaches that are out of the box. Go over the pros and cons only after developing a series of possibilities. Such an approach is more conducive for getting rid of rigid thinking and opening up creating new avenues toward an attainable solution. Make yourself work hard while doing something. Being too much dependent on technology is something that you want to avoid at any cost. For example, you can simply start with remembering phone contacts, rather than copying just digit for digit. Also, make use of your hand to calculate something; instead of using your PC, use a normal calculator as your backup. Such simple but effective activities put your mind at work. As a result, your brain will be rewired and strengthened for sure. Do a lot of exercise. There is no alternative to physical exercise to develop your body and mind. Regular exercise sessions increase the flow of oxygen and blood to the brain, the most energy-sensitive organ in the human body. Moreover, exercise helps a great deal with executive function of the brain as well as attention and memory. As the World Mental Health Day is approaching, you, by now, may know that the number of people around the world with mental health issues is rising alarmingly. To fight this epidemic, brain training programs could open a new window of relief to those millions in distress. Below is a list of groups which could be of great help regarding mental health issues: - Existential Depression and Anxiety Group Phone: (323) 284-2261 - STEP UP ON SECOND STREET: DANIEL’S PLACE Phone: (310) 392-5855 Phone: (626) 350-5304 - AV WELLNESS & ENRICHMENT CENTER Phone: (661) 974-8400 - Attacking Anxiety and Destroying Depression Phone: (424) 531-7685 - LIVE Neurofeedback Clinic & Treatment Phone: (855) 937-4949

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The $19 billion bid to clean the Chesapeake Bay and restore its health rests on a simple plan: cut the amount of nutrient waste — involving nitrogen, phosphorus and sediment — that causes most of the bay’s pollution. For nearly seven years since the cleanup started, the federal government and six states in the bay’s watershed have reduced municipal sewer overflows that pour nitrogen and phosphorus into rivers that feed into the bay, and cut the fertilizers and other nutrients that run off from hundreds of farms. They also counted on the Conowingo Dam to block massive amounts of sediment in the Susquehanna River from smothering bay grasses that nurture marine life. But that part of the plan has gone very wrong. According to a report being prepared by scientists who work for the Environmental Protection Agency program that manages the bay cleanup, the reservoir behind the hydroelectric dam, which sits at the top of the Chesapeake Bay in Maryland, near the Pennsylvania border, has filled with sediment far sooner than the agency had predicted. Using technology that didn’t exist when the original calculation was made, the scientists said they have determined that the original estimate of when the reservoir would fill was off by more than 15 years. Rather than reaching capacity in 2030 to 2035, it is already 95 percent full and could cease protecting the bay from sediment within the next three years. As Johns Hopkins University professor William P. Ball said, “It’s like the dam is not even there.” Scientists Robert Hirsch, Qian Zhang and Ball spelled out the danger in no uncertain terms in a study last year. The U.S. Geological Survey, they wrote, has estimated that when the Conowingo reservoir reaches capacity, sediment and phosphorus “would increase by about 250 percent and 70 percent respectively.” Sediment and other nutrients have flowed naturally down the Susquehanna and other rivers since time began, Ball said, “but human development altered the landscape and caused more.” Too much sediment buries grasses that protect juvenile fish, crabs and other marine animals on the bay floor, and is key to the estuary’s health. U.S. Geological Survey hydrologist Gary Shenk and his team of scientists at the EPA’s Chesapeake Bay Program in Annapolis are preparing a 500-page analysis of sediment storage at the dam for public release later this year when the cleanup reaches its midpoint. Shenk and Zhang recently shared the findings with The Washington Post. The revelation comes at a challenging time. President Trump’s proposal to cut 31 percent of the EPA’s budget would eliminate the Chesapeake Bay cleanup program and the 90 employees who coordinate it, including Shenk’s team. Although EPA Administrator Scott Pruitt recently praised the bay cleanup as an example of how a federal and state collaboration should work, he stood behind the president’s budget request. Supporters of the bay cleanup could take heart in Pruitt’s recent bipartisan grilling by senators who deplored the cuts and said they would not stand for them. The bay cleanup has strong support among congressional leaders in the bay region. However, there’s little indication that political support for the project reaches wider. Pruitt has opposed the project in the past. As Oklahoma’s attorney general, he was one of more than a dozen conservative state attorneys general who wrote a brief supporting a lawsuit to stop the cleanup. The suit failed last year. The revelation that the dam is filling up quickly could cause headaches in the Chesapeake Bay region. Six states — Virginia, Maryland, West Virginia, Delaware, Pennsylvania and New York — and the District share the burden of the multibillion-dollar cleanup, which calls on them to upgrade sewer facilities that pollute the bay with overflows of human waste and regulate runoff of animal waste and chemicals at farms. Previous reports by the USGS and the Army Corps of Engineers have shown that sediment was gathering at the dam at a faster rate than projected, but the conclusion that the dam’s sediment reservoir is already essentially full is new. Now that they can no longer count on the dam to block sediment in the Susquehanna River, officials probably will be forced to shift that burden to states. But the states say that they are already overwhelmed by the cleanup costs. The miscalculation that the dam could continue to collect sediment for another quarter-century will be of particular interest to Maryland Gov. Larry Hogan (R). During his 2014 campaign, Hogan made sediment overflows at the Conowingo a large part of his environmental platform. He expressed suspicion that the problem at the dam was far worse than the EPA under the Obama administration let on. Hogan and his supporters, many of whom are politicians in farming counties, said that sediment was a bigger threat to the bay’s health than phosphorus and nitrogen pollution that farms and cities were being forced to limit at a significant financial cost. Hogan said the pond behind the dam should be dredged and the power company that owns it should pay for the effort. Ball and other scientists disagreed then and now that sediment is a larger threat, saying nitrogen and phosphorus, particularly in Pennsylvania, is the overwhelming cause of Chesapeake Bay pollution. Nitrogen and phosphorus are algae superfoods. They make the underwater plant grow out of control. As its quick life cycle ends around summer, microbes feed on it so ravenously that they suck oxygen from the water. A hypoxia event — or oxygen-depleted dead zone — follows, killing fish, crabs and anything that cannot escape. Pennsylvania contributes more nitrogen pollution to the bay than any of the other five states in the watershed. But the Keystone State’s effort to mitigate pollution pales in comparison to that of the others. To fully recover the bay’s grasses and reduce massive summer dead zones that suck oxygen out of the water and kill wildlife, the EPA and state partners planned to reduce its yearly sediment load by 20 percent, to 6.4 billion pounds, by 2025. The plan also seeks to limit nitrogen by 25 percent, to 185 million pounds, and reduce phosphorus by 24 percent, to 12.5 million pounds. Pennsylvania’s effort is so lacking that the nitrogen goal can’t be met. The EPA recently fired off a letter to the state’s Department of Environmental Protection, ordering it to produce a stronger policy to reduce pollution. The state needs to identify watersheds it has targeted for pollution cleanup, lower the amount of manure that farmers are allowed to use as field fertilizer and spend money to make sure the changes get made. Now that the Conowingo Dam is filling up, Pennsylvania could be asked to do even more. “Obviously any drastic changes to the overall bay model and the effects that Conowingo Dam have on sediment and other pollution would be something that DEP would have to address,” Neil Shader, the Pennsylvania agency’s press secretary, wrote in an email, “but it is too soon to identify what those effects would be or how DEP would adjust.” Correction: A caption on a previous version of this story incorrectly referred to the Susquehanna River as the Potomac.

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Interpreting is the art of helping to connect hearts and minds through the spoken word across the barriers of language and culture. Just as the terms “reading” and “writing” are paired to describe one way that mutual understanding is reached, interpreting helps to connect “listening” and “speaking” to reach a similar end. Interpreting services help facilitate a broad range of communication, from individual conversations to business interactions, and from cross-national negotiations to conflict resolutions. The need for interpreting in and out of English shows no signs of slowing. It is as crucial as ever that an interpreter should be familiar with the cultures, customs and beliefs that underlie all human communication. The Association Internationale des Interprètes de Conférence (AIIC—the organization for international conference interpreters, located in Geneva) asserts that good interpreting goes beyond the faithful rendering of the spoken word into another language. This is the vehicle for conveying to listeners the real message and present emotions of a speaker. There are three types of interpreting–consecutive, simultaneous, and whispered. Consecutive Interpreting is a technique by which an oral translation is inserted during a speaker’s pauses. It is used widely in such areas as political, economic and technical negotiations, as well as in symposiums, speeches, lectures and court proceedings. However, it comes with the drawback that it more than doubles the duration of an event. Simultaneous Interpreting was first introduced in the Nuremberg Tribunals at the conclusion of World War II. It was used to cut down on the time requirements as multiple languages were being spoken. In this method, a booth is constructed for interpreters with the speakers’ voices transmitted via headphones. It is often employed at international functions as it allows for several languages to be processed without adding time. As Simultaneous Interpreting is an intense endeavor requiring high-level concentration, two or three interpreters are usually required for each language, switching at 15-20 minute intervals. Whispering is the art of providing interpretation in a quiet voice when only one or two listeners are present. It is convenient and simple, not requiring equipment. However, intense concentration is still needed, so at AIIC events teams of two interpreters are employed. Talented Interpreters, We Want You! Diplomatt is constantly updating its database of top-notch interpreting professionals. Those who fit the bill are invited to join us. The first step is sending an up-to-date resumé with a list of previous interpreting work to [email protected]. All applications received will only be used internally for reviewing potential interpreters and matching them with clients and events. We will never release your personal information to third parties without prior consent. Applications will remain on file at our office unless and until we are instructed to delete them by the interpreter. For further information, please contact: [email protected] Diplomatt, Inc. Sengokuyama Annex 505 5-3-20 Toranomon, Minato-ku, Tokyo 03-5472-6090

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Protecting Our Groundwater Groundwater is a vital resource in Alberta, supplying various domestic, municipal, agricultural and industrial water needs. Groundwater also helps to maintain lake levels and river flows. More than 600,000 rural Albertans depend on groundwater for drinking water purposes. To manage groundwater effectively, we must understand its occurrence, movement and quality. NCIA and its members have been actively engaged in protecting our region’s groundwater quality, specifically the Beverly Channel, for many years. In addition to working with Alberta Environment and Parks on groundwater management in the Industrial Heartland region, we installed a number of regional groundwater monitoring wells that are monitored and reported on every second year (starting in 2018). Regional Groundwater Quality Studies (RGQS) A Regional Groundwater Quality Monitoring Framework will be part of the North Saskatchewan Regional Planning process. More information can be found on the Alberta Environment and Parks website.

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When Jennifer Priest bought her house in Norfolk, Va., 15 years ago, she never thought she’d become a poster child for coastal flooding. But her modest rambler, in an attractive neighborhood not far from the southern end of Chesapeake Bay, has been inundated three times in the past nine years due to storms, land subsidence and a rising sea. Fortunately, she has federal flood insurance which has covered at least part of her losses. “I had no inkling when we purchased this house in 1999,” said Priest, the mother of three and college fundraiser by profession. “It was built in 1951 and received two inches of water during Hurricane Hazel (in 1954). That was it, but things have gotten wetter since then.” Priest isn’t alone. All up and down the East Coast — as well as along the Gulf of Mexico — rising sea levels and sinking land are causing major troubles for homeowners, cities, businesses, military bases and even wildlife refuges. Most climate scientists say the situation is only going to get worse, with predictions of ocean levels rising up to a meter over this century. A Great Threat Ben Horton, a professor at the Rutgers University Institute of Marine and Coastal Sciences, called the problem “a great threat because the United States has so much property and infrastructure and population along the Atlantic coast. There are many examples of the effects of climate change, but the biggest financial impact is from rising sea levels, which have been increasing since we came out of the industrial revolution.” While 2012’s Hurricane Sandy caused a huge amount of destruction to New York and New Jersey with its 13-foot tidal surge, Horton said increases in the base level of the ocean exacerbated the problems. “You can never say one hurricane is caused by climate change, but you have to ask, how often will storms like Sandy occur in the future?” he asked. “Was it a once in a century event or will it be once in a decade? “The impacts will be profound. If you look at what happened in 2012 and compare it to a hurricane with a similar surge in 1821, it flooded about 100,000 square kilometers (37,000 square miles) more because the sea had risen 50 centimeters (19 inches.)” Even without epic storms, Horton said climate-related sea level increases can cause massive problems for coastal areas because it increases frequent flooding, which causes erosion, contaminates drinking water supplies and aquifers, damages farmland and decreases habitat for fisheries, wildlife and plants. “No one likes to hear it, but in the 21st Century, it’s clear some people will have to abandon their homes,” he said. “Low-lying coastal islands will be lost forever. We have committed to sea level increases due to the burning of fossil fuels. So what we are faced with now is how high do we want those levels to go and are we willing to mitigate and slow the high rates of sea level rise so we can adapt.” Horton, a native of England who came to the United States a decade ago and “fell in love with the Carolinas,” said each coastal area has its own problems. “The cutting edge of science now seeks to understand the regional impacts of sea level increases. If we take the U.S. coast line as a whole, the area that is most susceptible to sea level rise is the Mississippi Delta in part because of land subsidence. If you look at the instrumental records of tide gauges, you’ll see rates of around 10 mm (.4 of an inch) a year.” He said Florida is also very susceptible because it is coastal plane on a limestone bedrock base “that acts a bit like a sponge. “So not only do we get troubles along the coastline, but we have problems on the interior. The sea level rise will have a big influence on its aquifer, and you’ll also have the potential of huge ecological changes to the Everglades. “Worse, most of Florida’s population lives on the coast,” he said. “Something like 80 percent of the state’s economy is in these coastal counties. In 2010, the value of that built environment and infrastructure was some $2 trillion. The rates of sea level rise in Florida are not as rapid as elsewhere, around 2 millimeters (less than .1 of an inch) a year, but it’s happening.” Further up the Atlantic coast, Horton said Virginia is the “hotspot” because of land subsidence related to geological processing cause by a long-disappeared ice shield. That phenomenon, he noted, has nothing to do with global warming. But it will continue for thousands of years. In the short term, he said cities are raising roads, fortifying sewer and water systems, building sea walls and reinforcing dikes. Some shoreline communities are putting in dunes to protect homes. But to slow sea level increases — which are caused primarily by melting glaciers and the expansion of warming oceans — he said the rate of global temperature increase must be slowed. The only way to do that is to reduce the output of so-called greenhouse gasses, caused primarily by carbon dioxide emissions from industry, automobiles and other human activities, Horton said. “You can adapt to regional threats with both hard and soft engineering approaches, he said. And while things like sea walls and tidal barrages are very effective, he said they are also “very, very expensive.” “And you can re-nourish the beaches,” he said. But when sea levels rise, the coast retreats. “To balance that, you put sediment on beach. But that is only temporary. You keep on having to replenish it.” “Or you just retreat. Only the most valuable areas will have the economic wherewithal to be protected this way with hard engineering solutions. What New York City is doing is a classic example.” But Horton said not all shorelines will be saved. Some will be left to the forces of nature. In Delaware, the state is mulling options to fortify seven threatened beach communities from east of Dover to north of Lewes. Some taxpayers are questioning these plans, which could cost hundreds of millions over the next 30 years. Nearly $70 million would be needed to pump enough sand onto shorelines to protect the eroding beaches through the next decade, according to the Delaware Department of Natural Resources and Environmental Control. Over the next two decades, an attempt to stage an orderly retreat while still saving some houses and beachfront would cost another $62 million or more, according to state estimates. If Delaware were to buy out the 451 most vulnerable owners along the seven shores, it would cost upwards of $154 million over the next three decades. And in New Castle, just south of Wilmington, Del., the community spent millions of dollars recently to fortify dikes built more than two centuries ago by Dutch and Swedish settlers to keep the ocean at bay. “If you remove emotion from it, it’s a simple cost-benefit analysis,” Horton said. “That’s where science needs to inform. You need to have best quality information telling you what the regional scenario will be. Then you can estimate what infrastructure will be affected and what areas will be flooded. You can then make decisions, because there are very different risks associated with the effects of sea level rise on a home and an international airport or a nuclear power plant.” Though communities are making plans to protect their assets, Horton said many politicians are reluctant to deal with the long-term problem. Politicians and Climate Change “While 98 percent of scientists believe climate change is real, politicians continue to question if global warming is real,” he said. “Until they aren’t influenced so much by special interest groups, and we have appropriate education so that the general public understands, change on a broad level won’t happen. But younger people seem to be accepting that this is real, so there is great hope that the next generation will deal with this, perhaps through grass roots efforts. “That’s my hope. But the United States can’t do it alone. While the United States and the developed world are responsible for most of the carbon emissions and sea level rise through the 20th century, the 21st Century will be controlled by other emitters like China and India. They are now producing more carbon than the United States, so there will have to be international cooperation.” In Norfolk, emergency response director Jim Redick said that while his city dodged the brunt of Sandy — which would have been “catastrophic” — coastal flooding is considered its biggest threat. “The ocean is rising,” said Redick, whose community got a Rockefeller Foundation grant to help with its planning. “I can see it on our streets with simple nuisance flooding on lunar high tides. We are looking at infrastructure projects to get funds to raise roads and considering flood walls and other gray and green “At the same time, my shop is trying to get FEMA grants to elevate properties with the understanding that even though the home may be elevated, it could be an island if the streets are underwater.” Redick, who is a member of Virginia’s Secure Commonwealth Commission, said the city is considering building a sea wall, but the price tag is more than $1 billion. “And that is certainly more than one locality can afford. So we are trying to come up with a state strategy so every community isn’t fighting on its own for federal dollars.” Redick said the commission has not argued about the cause of sea level rise. “It’s not become a controversial political issue. We know it’s occurring. For me, it’s kind of like putting out a fire first. Then we can find out what’s the cause. Which is why I think it’s a good thing the governor is re-establishing his commission on climate change. Someone needs to focus on the ‘why,’ too.” Redick said rising insurance rates for homes near the water may force some people to move. He also said he believes if the city has to retreat from some areas, homeowners and businesses should be compensated for their losses. William Lucks, who served on Delaware’s Sea Level Rise Advisory Committee, agreed and said “as a member of the Delaware Association of REALTORS®, working to protect private property rights, yes I do agree with the compensation.” Meanwhile, Jennifer Priest is content to hunker down and enjoy her Norfolk home for as long as she can. “I don’t know how easy it would be to sell this place as prone as it is to flooding now,” she said with a wry laugh. “Besides, I like where I live. So I’ll just make sure my insurance agent’s email and cell number are up-to-date. I’ve dealt with him the last two times. Fortunately, he’s a lovely man.”

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Even if an area has outstanding, world-famous geological heritage of outstanding universal value it cannot be a Global Geopark unless the area also has a plan for the sustainable development of the people who live there. This development may take the form of sustainable tourism through, for example, the development of walking or cycling trails, training of local people to act as guides, encouraging tourism and accommodation providers to follow international best practice in environmental sustainability. But it can also be about simply engaging with local people and respecting their traditional way of life in a way that empowers them and respects their human rights and dignity. Unless a Global Geopark has the support of local people it will not succeed. Canadian Example: https://stonehammergeopark.com/explore/feature-activities/ It is a pre-requisite that all Global Geoparks develop and operate educational programmes at a range of levels to spread awareness of our geological heritage and it's links to other aspects of our natural, cultural and intangible heritages. Many Global Geoparks offer formal educational programs for schools or offer special activities for children though "Kids Clubs" or special "Fossil Fun Days". Many Global Geoparks also offer education, both formal and informal, for adults and retired people while many provide training for local people who can then, in turn, teach others. Canadian Example: https://stonehammergeopark.com/learn/teacher-resources/ Preservation & Conservation Global Geoparks promote awareness of geological hazards, including volcanoes, earthquakes and tsunamis and many help prepare disaster mitigation strategies among local communities. Geoparks hold records of past climate change and are educators on current climate change as well as adopting a best practices approach to utilizing renewable energy and employing the best standards of “green tourism.” Geoparks also inform about the sustainable use and need for natural resources, whether they are mined, quarried or harnessed from the surrounding environment while at the same time promoting respect for the environment and the integrity of the landscape. Geoparks are not a legislative designation though the key heritage sites within a Geopark should be protected under local, regional or national legislation as appropriate. Through education commitments geoparks strive to educate their communities about the earth and how we interact with it. Canadian Example: https://stonehammergeopark.com/community/preservation-conservation/ Global Geoparks are special areas where the geological heritage, or geodiversity, is of international importance. Global Geoparks are thus encouraged to work with academic institutions to engage in active scientific research in the Earth Sciences, and other disciplines as appropriate, to advance our knowledge about the Earth and it's processes. A Global Geopark is not a museum; it is an active laboratory where people can become engaged in science from the highest academic research level to the level of the curious visitor. Canadian Example: http://tumblerridgegeopark.ca/index.php/paleontology/

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Children in Nottinghamshire can access instrument and singing lessons through their primary and secondary schools, as part of the Council’s Instrumental and Music Teaching scheme. Lessons take place in schools, during the school day. Instruments on offer range from the piano and harp to drums and guitars, plus singing lessons. The range of lessons will depend on what your local school has chosen to offer – contact them for details. Lessons can be for individuals, or shared amongst a group of pupils. All the teachers are highly qualified musicians, and have had Disclosure and Barring Service (DBS) checks. Their skills are kept up-to-date with regular training, and many of them perform locally, nationally, and internationally. Lessons are observed yearly and marked using the current Ofsted criteria. We offer a range of examinations, which are optional. Our teachers can help prepare pupils for these, and for university and conservatoire entry if required. Lesson costs vary, and are set by individual schools. Typically, a shared lesson of 20 minutes costs around £5.90 per week. Most schools ask that fees be paid termly, in advance – please check with your local school. You can either buy or loan a musical instrument from the Council. Children who receive free school meals or hold an NHS Tax Credit exemption certificate are eligible for free lessons and instrument hire. This also applies to Looked After Children. Please let the school know that your child is entitled to this – they may require you to provide annual proof of the NHS Tax Credit exemption in the form of the exemption certificate. Support for children and young people identified as having Special Educational Needs is considered on a case by case basis. Teachers will notify us if they feel a child needs further support.

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Most parents shudder when they hear their kids swear! “You didn’t you pick up that language from home” is a common response. Well, maybe not, but kids pick up their language from many places, including their peers, the media and in the school-ground. And it’s something parents have to handle at some stage. Children swear for many reasons, including to experiment with language; to attract your attention; to make themselves appear bigger or older than they are; and even as a challenge or expression of personal power. Like other forms of language children need to learn that there are times and places when its use is unacceptable or causes distress to others. Here are five ideas to try when your kids turn the air blue with the wrong lingo: - Avoid over-reacting. However, make the message clear that you are unimpressed with swearing and you are willing to leave them alone when they swear. Consider withdrawing your cooperation temporarily if they swear at you. - Discuss the concept of appropriate language with older children. Teach them that language may be appropriate in one context or be accepted by one group but it is not acceptable in every situation. While not condoning swearing get across to children that they need to learn to control their use of language and adjust it to suit the situation they are in. - Nip it in the bud before it becomes habitual: Children, like adults, can use inappropriate language out of habit. If this is the case make up alternative words that replace swearing. One family had replaced certain words with fruit. They had a fruit for every situation! - Try the penalty system. When family members swear they are fined an agreed amount which is placed in a money-box. At the end of the week or month the money can be given to a worthy cause or spent in a way that benefits others. Of course, parents should join in this as well. - Take a long, hard look at er…..yourself! Examine your own choice of language to judge if it is an acceptable model for your children. Yep, sometimes kids will pick up our language and repeat it at the worst possible time such as when your relatives are over.

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How to Read a Cooling System Diagram How to Read a Cooling System Diagram Knowing how to read a cooling system diagram is important if you want to able to do regular maintenance work on your car yourself. The cooling system in your car is responsible for ensuring that the engine does not get overheated. A cooling system in a car is essential because most of the energy from the fuel is converted into heat, and in the absence of a cooling system, there will be no outlet for all that heat. That said; the cooling system has a host of other functions, critical to the smooth running of your vehicle. An important aspect of the cooling system is to enable the engine to heat up quickly. This is because your car’s optimum performance requires that the engine run at a high temperature. It is the cooling system that ensures the engine heats up to and stays at the required temperature. Any cooling system will have certain key components, and the most important goal of the cooling system is to move the coolant through the engine so that heat is dissipated. In order to be able to read a cooling system diagram, it is necessary to understand what the common elements shown in the figure are and how they work. This is the most important component of the cooling system. The coolant that has been transferred from the engine is pumped through the radiator tubes and is then cooled off for the next round. As important as your radiator is, the rubber hoses (top and bottom) connected to it are equally important, as fluids are transported through the cooling system through them. You need to ensure that these hoses are in good condition, and if you spot any cracks or damage, it is best to replace them as soon as possible. As the name suggests, the water pump is responsible for pumping the coolant throughout the cooling system. Apart from race cars, all other cars have a water pump that is belt driven. Thermostat and Thermostat Housing The thermostat is critical to the working of the cooling system because your car engine does not have a constant temperature. The thermostat in the cooling system ensures that the coolant flow in the system is regulated in keeping with the engine requirement. Electric Cooling Fan The electric cooling fan is intended to assist the coolant. When your car is moving at a slow speed, the electric fan sucks out air from the radiator to keep the engine cool. Simply put, this is the switch for the electric fan. It is a temperature sensor that alerts the electric fan when the radiator needs to cooled down. If you were to look at a cooling system diagram, you will be able to spot the radiator, and next to it, will be the thermostat. The belt driven water pump is connected to the crank shaft of your vehicle’s engine. Then, you have the rubber hoses from the radiator that branch off around the cylinder to cool it off. These tubes are also connected to the core of the car’s heater. The tubes join back together into the radiator. The radiator of a car engine doubles up as a reservoir as well as a heat exchanger.

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Schools’ Anti-Bullying Efforts Don’t Always Work Anti-bullying programs aren’t always effective. With the recent wave of horrifying bullying stories, it sounds like a great idea to have schools for schools to hold anti-bullying and empathy forums. But an effective anti-bullying technique isn’t just a matter of holding a platitude-laden lecture in an auditorium. According to a report on www.newsweek.com, the success of anti-bullying programs often depends on the kind of school where they’re taking place, the age of the students, and the behavior of the kids’ parents. “School districts can choose from dozens of programs,” Scott W. Ross, a University of Utah professor and one of the researchers on a study of anti-bullying efforts, told Newsweek. “It’s hard to say this or that program really works to stop bullying.” In some cases, bullying actually increased after a program, because students misused the information they learned. In Ross’s study of 16 anti-bullying programs, that was the exception. But at the same time, the study showed only small positive effects, according to Newsweek. That doesn’t mean, of course, that schools should stop try to stop bullying. The best, most comprehensive programs, according to other studies, include the use of videos, the increased supervision of bullying sites like schoolyards, and training of parents. Also important: the age at which kids start taking part in anti-bullying education. Says Malcolm Watson, a Brandeis University professor who studies adolescent aggression, “It’s a tougher sell to teach adolescents than kids of a younger age.” A Cambridge University study suggested that the ideal age to start education was 11. But whatever the differences in studies, experts generally believe that teaching high school students is difficult or impossible. But just as crucial, says psychologist Barbara Gueldner, who worked with Scott Ross on the study of anti-bulling programs, is the role of parents. “You have to be aware of your own behavior, and what you’re modeling to your kids,” she told Newsweek. “This requires a certain amount of self-reflection–you have to care about your own behavior and what it says about you.” (newsweek) Jane Farrell is a senior editor at BettyConfidential.

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A new fusarium issue is creating some significant concern for tomato producers. Dr. Cassandra Swett of UC Davis is referring to the pathogen as fusarium falciforme. Swett is a Cooperative Extension Specialist in the Department of Plant Pathology, specializing in vegetable and field crop diseases. The main concern is that the pathogen is causing vine decline between 45 and 60 days of planting. “These vine decline-affected plants suffer major yield losses,” said Swett. “In some cases, those yield losses are so severe that growers are abandoning sections of fields or even in some rare cases whole fields because it’s not economically viable for them to spend the money to harvest them.” Swett has been conducting diagnosis efforts to help get a better understanding of the pathogen over the past four years. Fusarium falciforme has been recovered in nine counties representing the bulk of processing tomato-producing regions. Based on diagnostic lab data, the pathogen has been documented in over 100 fields across California. While there are no known management tools available at the moment, some progress has been made looking at commercial cultivars and how they perform in fields that are infested with fusarium falciforme. “We have several that are performing really well. They don’t develop vine decline at as high of incidence and their yields are good in terms of industry standards,” Swett explained. There have also been some successes in chemical management research. Some chemical treatment strategies appear to help mitigate some of the impacts of fusarium falciforme. While not a cure-all, the studies show that a chemical approach can help reduce economic impacts. Several other areas of research will continue moving forward. Work will begin this year looking at crop rotations and how they impact disease pressures. “We need to develop integrated tools which combine together chemicals, cultivar resistance or tolerance, as well as other methods,” said Swett. “There are many methods that we are considering adding to this integrated management toolkit.”

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Binaural beats, the perception of which arises in the brain for specific physical stimuli. ... The effect on the brainwaves depends on the difference in frequencies of each tone: for example, if 300 Hz was played in one ear and 310 in the other, then the binaural beat would have a frequency of 10 Hz. [Wiki] Does someone with the form of Sound-Color-Synesthesia, see the color connected with the 10Hz tone, when hearing 300/310 Hz tones? Does it work otherway round as well? Are there even examples known? What light does this shed, on how the brain works (maybe restricted to the Synesthesia people)? Edit is there anyone around here who can test that? Experience reports are welcome.

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March 2019 Activity Calendar! Women’s History, Dr. Seuss and Pi – oh my! Happy March DreamBoxers! It’s time to warm up and get ready for this jam-packed month! March not only is packed with loads of fun days, but it’s also Women’s History Month which is something that should absolutely be celebrated! During this month, we honor, respect and show gratitude for the many incredible women who have shaped our history. These women fought for their rights and broke numerous barriers, creating a stronger tomorrow. At DreamBox, we are so excited to honor this month and hope that you educate your students on its importance as well! Since we are huge math lovers over at DreamBox, we can’t forget to recognize the most mathematical day of the year – Pi Day! This day was created in 1988 by Physicist Larry Shaw and was chosen for its numerical representation of Pi, 3.14! If you recognize the number but aren’t totally sure as to what Pi is, we are here to help! Pi is the constant ratio of a circle’s circumference to its diameter. With Pi (π) being an irrational, transcendental number it continues to infinity and currently holds over 2 trillion decimal places! And believe it or not, but mathematicians are still not done solving! So, take a seat and relax with a slice of Pi on March 14! Did you know that March also includes National Puppy Day, St. Patrick’s Day, The First Day of Spring, and even more exciting days!? Download our March Activity Calendar to celebrate all of these exhilarating days with all of us at DreamBox and encourage both your students and yourself to never stop learning!

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A Robotic Sandal, Mouseless; (An invisible computer mouse), washing-cum-exercise machine you name it and they have it! Children’s are the soul of this world. On this occasion of children’s day we shall take a look at few such brilliant, young minds from India, whose inventions changed the world. I do not want to live with problems, I want to solve them,” says M.Tenith Adithyaa, A 15 year-old student who already has 17 inventions under his name that have bagged him many awards and two Guinness World Record attempts. An innovator, a professional coin collector, a software developer, a teacher, a bird tamer and a gamer, Adithyaa has a lot of achievements in his kitty and he makes sure he learns something new every day. He has mastered 35 Computer Applications and 6 Languages. His invention includes Adjustable Electricity Extension Board, Banana Leaf Preservation Technology and many more. For his contributions at such a young age, Adithyaa has received global recognition including 2 world record attempts, 2 National Awards, 7 Titled Awards, 5 State Awards and many District Awards. He is also a winner of the IGNITE Awards conducted by National Innovation Foundation-India. Arsh Shah Dilbagi Arsh Shah Dilbagi, 16-Year-Old Invents A Breath Enabled ‘TALKing’ Device to Help the Speech Impaired; The only Augmentative and Alternative Communication device in the world that uses breath as the way of interaction. Dilbagi, a student from Delhi, invented TALK, an Augmentative and Alternative Communication (AAC) Device that helps people with developmental disabilities like Locked-In Syndrome, Amyotrophic Lateral Sclerosis and Parkinson’s Disease, those with speech impairments like Dysarthia and even Mutes, to communicate in a normal form of speech. “I wanted to bring about change and develop something that could be used to help mankind. TALK is something I believe in and hope it will change the lives of those who need it,” Dilbagi says. A 16 year old resident of Mumbai, India calls himself as a “maker”. Angad Daryani, loves developing devices using cutting edge tools available in the market. He says “I’m a part inventor, part entrepreneur, part student, part artist and part public speaker’. His inventions include Mobile Electrocardiogram, Virtual Brailler 3D Printer(s), Solar Powered Boat, Audio Sensitive LED Display and many more. Susant Pattnaik, 21 year old inventor has 39 patents to his name; among them the first one is a wheelchair that a paralysed person can operate by simply breathing. The second, an anti-theft mechanism developed for cars, a variation of which can also be used for your homes. At the tender age of 21, he has already won multifarious awards, and was among the top winners at the seventh National Grassroots Innovation awards. His inventions solve social problems, makes public living style convenient, economical etc. He has started his journey at the age of 16 and his first invention is Susant’s Breathing Sensor Apparatus for the Disable for which he has got numerous awards and recognitions. Remya Jose. A 23 year old, is the inventor of the washing-cum-exercise machine that won her a National Award. She invented this when she was 14 years old. Remya Jose from Kerala Sickened by the burden of the tiresome chore of washing clothes every day, she went ahead and invented the washing-cum-exercise machine. Ajit Narayanan, a 33 year old is the inventor of Avaz, India’s first Augmentative and Alternative Communication device for children with disabilities. This device works by generating speech from limited muscle movements like that from the head or hand, and can be used people with speech disorders such as cerebral palsy, autism, mental retardation, and aphasia. A Young Global Leader 2013, Pranav Mistry an Indian computer scientist and Inventor, this 33 year old is the head of Think Tank Team and Vice President of Research at Samsung. His research interests include Wearable Computing, Augmented reality, Ubiquitous computing, Gestural interaction, AI, Machine vision, Collective intelligence and Robotics. Mistry is best known for his work on SixthSense. His achievements include: - Young Global Leader 2013 Award, World Economic Forum - Young Alumnus Award 2012, IIT Bombay - 50 Most Creative People of the Year 2010, CREATIVITY 50 - Netexplorateurs of the Year 2010 award, Netexplorateurs Grand Prix 2010, France - TR35 2009 award, Technology Review - Invention of the Year 2009 award, Popular Science - Young Indian Innovator 2009 award, Digit Magazine - Nominee for Forbes India’s Person of the Year 2009 Alefia Merchant, a 34 year medical student, developed a novel way of screening eye diseases in children under the age of five. Merchant plans on implementing this at a larger scale, and using it to cater the needs of the rural population that cannot afford expensive eye tests. Four school kids in Thane have designed a robotic sandal that can set off a distress siren if the woman wearing it is being attacked. Team member Siddarth Wani, a class 9 student, says “We wanted the gadget to be something that women won’t forget to carry daily. We thought of lockets and bangles, and then decided to integrate our idea with sandals.” When the sandal, fitted with metal rivets, is hit twice on the ground, it activates a wireless alarm in a small black box which can be carried in a purse. The sandal can also give a mild shock to the attacker and also sets off a recorded voice asking for help. Purshottam Pachpande, an engineer who guided Siddarth and his friends — Chinmay Jadhav, Chinmay Marathe and Shambhavi Joshi, all 12-14 years-olds — at Children Tech Centre in Thane, says, “They plan to attach bluetooth to the sandal which would automatically send SOS messages to pre-set contact numbers.” Society needs such help, says IIM-A’s Prof Anil Gupta, executive vice chairperson of the National Innovation Foundation (NIF), Ahmedabad. “It shows that the anxiety has percolated to children too. I am proud of the children who are coming up with such ideas. Our generation didn’t do anything about such issues,” he says. According to Prof Gupta, NIF encourages all kinds of innovative ideas. “The Thane children’s idea seems a sensible one. We are accepting even kite-flying ideas. Hope this children’s day will provoke us to let the child in us remains alive till our last breath! Wish you all happy children day! Photo credit: Sandesh Shekhar

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Some species are more likely to resemble their parents than others. It depends on how genes are passed from generation to generation. Humans get two copies of each of their 23 chromosomes, one from each parent. Humans are diploids. Polyploids, on the other hand, have several copies of their chromosomes, encouraging hybridization. Unlike some hybrids, polyploid hybrids are fertile — capable of producing offspring. A new study, published in the journal Nature Plants, reveals an evolutionary advantage of hybridization among polyploid plant hybrids in the genus Nicotiana, often referred to as tobacco plants. Nicotiana polyploid hybrids featured shorter, wider flowers to encourage pollination by a greater variety of species. The approach of polyploid hybrids, which privileges generalization over specialization, is aided by the plants’ ability to differentiate themselves from their parents. RELATEDButterflies tell plants apart by leaf shape The latest findings reveal nature’s response to the problem of overspecialization, whereby flowers become too reliant on a specific pollinator or vice versa, and risk considerable losses should their evolutionary partner fade away. “Some plants evolve increasingly specialized relationships with the species that pollinate them,” lead researcher Elizabeth McCarthy, a post-doctoral researcher at the University of Riverside, said in a press release. “Classic example is Darwin’s Madagascan orchid, first discovered in 1798. Its exceptionally long nectar spur led Charles Darwin to propose that it was pollinated by a moth whose proboscis — the organ that extracts the nectar — was longer than that of any moth known at the time,” McCarthy added. “Darwin’s prediction was spectacularly verified 21 years after his death when just such a moth was discovered.”

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Purpose of Cookies A cookie is a small text file sent to your browser during your visit. Cookies do not allow websites to remember any vital personal information about a visitor (such as the visitor’s address, personal identity number, etc.) that the user might have forgotten to make secret. More about cookies: Strictly necessary cookies are essential in order to enable you to move around the website and to use its features, such as accessing secure areas of the website. Without these cookies, the services you have asked for, like online shopping, cannot be provided. collect information such as which pages are visited most often, how much time is spent on the website, and if a visitor gets any error messages from the web pages. These cookies do not collect information that identifies a visitor. All the information these cookies collect is aggregated and is therefore anonymous. It is only used to improve how the website works. allow the website to remember the choices you make (such as your gender, language or member search filters) and provide enhanced, more personal features. Targeted or advertising cookies are used to show advertisements that should be of interest to you and that are in line with your interests. They are also used so that you only see certain ads a certain number of times, and to help measure the effectiveness of an advertising campaign. How do you delete a cookie? Most browsers are set to automatically accept cookies. You can disable cookies in your browser, but then you may lose the ability to use the many of the features that are necessary for a website to function properly. If you need more detailed information about cookies, visit www.aboutcookies.org, where you will find full information about how to control cookies in your browser, and how to delete the cookies that are already on your computer. To remove cookies from your mobile phone, you will have to read the user guide for your phone.

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A Majestic Space Accentuated By the Leaves of Japanese Maples This shrine, built in the Edo Period, makes wide use of brilliant statuary and flamboyant colored designs in the same manner as the Toshogu at Nikko, to make it the most exceptional and magnificent building in the city. Every part of the gorgeous main hall is adorned with skillful carvings and colors. The decorated beams are supported by three rikishi. The resulting space has a hermit riding a crane on the eastern side, and on the western side, there is the beautiful carving of the incident between Choryo and Kosekiko in China. In the tabasami, we find pine trees and birds. Between each pillar there is a bird, the intervening shoji screens have a figure mounted on lions and peonies on the east, and, in the west, there are plums, oxen and a human figure. There are 3,000 mountain Japanese maples on the grounds, which makes this one of the most scenic places within the prefecture for viewing autumn leaves. Nationally-designated Important Cultural Property

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Robert Wood, who called on churches to welcome gay people in the 1960s, has died aged 95. Wood passed away at his home in New Hampshire on August 19, his friend Rejean Blanchette, who cared for him in his later years, confirmed to The New York Times. Born on May 21, 1923, the pastor marched at early gay rights protests, years before the Stonewall Riots in 1969.Wood reportedly came out as gay to the public when his article titled “Spiritual Exercises” was published in a gay magazine, showing him photographed in a clerical collar. He published his groundbreaking book Christ and the Homosexual in 1960, which called for church-approved equal marriage and for Christian clergy to welcome gay people. Wood wrote that the “saving message of Christ and the freely flowing grace of God are as much for the homosexual as the heterosexual,” adding that “the church must minister equally to both; that the demands of Christ apply to both; that both are capable of being moral, as well as immoral and amoral.” In 1960, Wood was honoured with an Award of Merit from The Mattachine Society, an early gay rights group. Wood was also known to have carried out same-sex marriage ceremonies many years before it was enshrined in law across the entirety of the US in 2015. In his younger years, Wood studied as an undergraduate at the University of Pennsylvania, and went on to be enlisted as a soldier during World War II. He was injured during the invasion of Italy and honourably discharged for his efforts. In 1962, Wood met his long-term partner, Hugh M. Coulter, an artist and cowboy, who was also a World War II veteran. The pair met in a gay leather bar in Manhattan. Wood and Coulter were also present at the country’s first gay picket line in 1965, reportedly protesting outside the Civil Service Building after it had been revealed that the head of the Civil Service Department said it would not employee gay people. The couple spent 27 years together until Coulter’s death in 1989 and each wore a gold wedding ring. In 2001, Wood was honoured as a gay pioneer by the Christian Association at the University of Pennsylvania. And, in 2004, the United Church of Christ Coalition of LGBT Concern gave him its pioneer award. He retired to New Hampshire in his later years.

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| AUTHENTIC ORIGIN | Our spring water springs from the pristine lost river range of the Rocky Mountains. Find out about the source that’s been millions of years in the making. PRISTINE. MILLIONS OF YEARS IN THE MAKING. The remote Rocky Mountains of the Lost River Range have a violent volcanic past. One of the many benefits of that past are the ancient layers of rock that provide a natural filter and rich minerals for Proud Source Water. FROM VOLCANO TO BOTTLE. SORT OF. The source of our water lies deep within the earth’s granite crust shaped by the Yellowstone super-volcano caldera. Our aquifer is situated between a field of powerful active faults that apply tremendous pressure to the water forcing it up through fissures in the granite. As the water makes its journey through these layers of rock, it springs forth from a registered and protected spring in Custer County, Idaho. Here it is bottled and shared with thirsty people everywhere.

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NIH Research Matters July 30, 2012 Hope for Beating Egg Allergy Giving small daily doses of egg powder to children with egg allergy could pave the way to letting them eat the food safely, a new study finds. This would make life easier on kids whose only current option is to stay away from all foods that contain eggs. Egg allergy is one of the most common food allergies in children. There's no treatment other than completely avoiding the food. That's tough for children, parents and caregivers; eggs can lurk in everything from marshmallows to salad dressing. And the stakes are high. Children who are allergic to eggs can have reactions ranging from hives to anaphylaxis, a life-threatening condition with symptoms that include throat swelling, a sudden drop in blood pressure, trouble breathing and dizziness. One possible way to help people with food allergies is oral immunotherapy. In this still-experimental approach, patients eat gradually increasing amounts of the food they're allergic to. A research team led by Dr. A. Wesley Burks at the University of North Carolina and Dr. Stacie M. Jones at the University of Arkansas for Medical Sciences tested oral immunotherapy for children who are allergic to eggs. The study was funded by NIH's National Institute of Allergy and Infectious Disease (NIAID), National Center for Research Resources (NCRR) and the National Center for Advancing Translational Sciences (NCATS). The researchers recruited 55 children, ages 5 to 18, who were allergic to eggs. Forty of the participants ate daily doses of raw egg-white powder. The others received cornstarch as a placebo. Researchers increased the dose every 2 weeks until the children on oral immunotherapy were eating the equivalent of about one-third of an egg every day. At 10 months, the participants went into the clinic, where they were “challenged” with increasing doses of egg-white powder and watched closely for symptoms. As reported in the July 19, 2012, issue of the New England Journal of Medicine, more than half of the children who had been eating egg powder daily passed the challenge, with no allergic reaction or only minor symptoms. A year later, 30 children passed a challenge with an even larger dose of egg powder. In contrast, none of the children in the placebo group passed the challenge. Those 30 children stopped oral immunotherapy and were told to avoid all eggs for 4 to 6 weeks. Then they faced another challenge: a dose of egg powder and a whole cooked egg. Most kids had allergic reactions, but 11 passed the test and were allowed to eat as many eggs or egg-containing foods as they wanted in their normal diets. A year later, those children reported they still had no problems eating eggs. The study suggests 2 ways that egg oral immunotherapy could help children. First, while they were eating the daily dose of egg powder, most of the children could safely eat eggs. Second, a small group of children—about 1 in 4—were able to eat eggs even after the daily oral immunotherapy ended. "Although these results indicate that oral immunotherapy may help resolve certain food allergies, this type of therapy is still in its early experimental stages and more research is needed," says Dr. Daniel Rotrosen, director of NIAID's Division of Allergy, Immunology and Transplantation. "We want to emphasize that food oral immunotherapy and oral food challenges should not be tried at home because of the risk of severe allergic reactions." - Severe Food Allergy Reactions in Kids: - Food Allergy: - Guidelines for the Diagnosis and Management of Food Allergy in the United States: - Frightened of Food: Living with Food Allergies: Reference: N Engl J Med. 2012 Jul 19;367(3):233-43. PMID: 22808958 NIH Research Matters Bldg. 31, Rm. 5B64A, MSC 2094 Bethesda, MD 20892-2094 About NIH Research Matters Editor: Harrison Wein, Ph.D. Assistant Editors: Vicki Contie, Carol Torgan, Ph.D. NIH Research Matters is a weekly update of NIH research highlights from the Office of Communications and Public Liaison, Office of the Director, National Institutes of Health.

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A sore throat is an inflammation at the back of throat and surrounding area, known as the pharynx, in medical terminology. An inflamed throat is commonly referred to by healthcare providers as “pharyngitis.” The pain and discomfort you feel when you have a sore throat comes from the activation of pain receptors by inflammatory molecules, such as prostaglandins.2 These molecules are part of the immune response. They help ward off infection and begin the healing and repair process. They have potent activating effects on pain-sensing nerves and also promote inflammation, which is how your body fights pathogens and infection. That inflammation leads to common sore throat symptoms like scratchiness, pain, swelling, and discomfort. Sometimes, a sore throat is one of the first signs that you’ve caught a cold or the flu. A simple check in your bathroom mirror may reveal visible redness at the back of your throat. The inflammation associated with a sore throat may extend to your tonsils, small patches of immune tissue that are part of your lymphatic system and act as one of your body’s first lines of defense against any pathogens you may be exposed to in the air or in your food.

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By Choice helps users learn to make choices using over 100, editible activities that cover topics such as comprehension, sequencing and visual discrimination.Communicate: By Choice supports users to learn to make choices. It includes more than 100 activities that are ready to use and are quick and e.. A symbol-supported word processor that writers of any age or ability can use to author documents. Widgit Symbols show the meaning of words, supporting access to new or challenging vocabulary.For teachers: Communicate: SymWriter is an easy-to-use symbol writing program. Symbols appear above the words.. Simple computing for people with a visual impairmentGuides unique step-by-step menus are presented in high contrast colours of your choice and the friendly voice reads aloud your options every step of the way. Guide strips back all the scary stuff and presents simple menus Advanced speech recognition software for PC controlling and creating documents, chat, surfing the Web and writing e-mails at speaking, not typing, pace.With Dragon desktop dictation solutions, users can create and edit documents or email without typing. Dragon gives you the freedom to interact with.. Create accessible information for people with visual impairments, dyslexia and other reading difficulties.EasyConverter is ideal for employers, charities or education environments who are looking to provide accessible information to their print impaired readers. Perfect for beginners, Eas.. Provides a fun introduction to the keyboard by using speech, phonics and Widgit Symbols in colourful and engaging letter exercises to teach literacy skills.First Keys 3 is a fun introduction to the keyboard by using speech, phonics and Widgit Symbols in colourful and engaging letter exercises to tea.. A desktop publishing program for creating symbol-supported resources for printing. Effective tool for making accessible materials for school, home, business or community use.InPrint3isanessentialtoolforanyonemakingaccessiblematerialsfortheirschool,home,businessorcommunity. J-Say is a world leader in providing a blind person with the ability to control the computer with the human voice. Brings together Dragon NaturallySpeaking Pro from Nuance and JAWS For Windows from Freedom Scientific... JAWS enables people with vision loss to independently use a computer with a keyboard, speech, or Braille display. JAWS, Job Access With Speech, is the world?s most popular screen reader, developed for computer users whose vision loss prevents them from seeing screen content or navigating with a mou.. Performs 95% of button clicking operations automatically and can be used with any standard mouse. It has been developed specifically for the E-Quill-AirO2bic mouse.Virtually Hands Free (VHF) Mousing System and NIB Click-Less software The VHF Mousing System is a 'bundle' of the E-Quill-AirO2bic (a .. Reads out loud as users type or reads any document. It also provides full screen reading of text, menus and icons.Overview Texthelp's award-winning Read&Write literacy software helps employees with dyslexia and other communication difficulties, as well as staff whose first language

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At the very beginning of 2013, the U.S. Food and Drug Administration released its proposals for the most important food safety regulations in a generation. The proposed rule on "Current Good Manufacturing Practice and Hazard Analysis and Risk-Based Preventive Controls For Human Food," lays out the procedures that food manufacturers -- cookie factories, grocery warehouses, frozen foods packagers -- would need to implement in order to reduce the risk that their products would harbor pathogens. The proposal grew out of the landmark Food Safety Modernization Act (FSMA) passed exactly two years earlier, and it aimed to prevent one million illnesses a year. One strange quirk of the proposed rule, though, is that it doesn't require facilities to conduct microbiological testing to confirm that their food safety programs are working. It says that manufacturers can swab surfaces or test samples of finished goods for microbes if they like, but it puts them under no obligation to do so. Food safety advocates said that the lack of a requirement cuts the chances that following the regulations would reduce food poisoning. "Testing is crucial to verify that your control programs are working, to have some data that says, 'yes, what we're doing works.' Otherwise, you're just guessing," food safety expert Doug Powell told HuffPost in January 2013. "It's not much better than astrology. It's faith-based food safety." Newly released documents discovered by Food Chemical News show that the FDA tried to mandate microbiological testing in its first draft of the regulations. But the agency was rebuffed by the White House's Office of Information and Regulatory Affairs (OIRA), the part of the Office of Management and Budget (OMB) that reviews proposed regulations, according to Food Chemical News. The FDA submitted a draft of the regulations to OIRA on Nov. 17, 2011 that included requirements for both environmental monitoring and finished product testing. But by the time the proposed rule for food manufacturers was released for public comment on Jan. 4, 2013, the idea of testing had been moved to an appendix, which was expressly not to be included in the Federal Registry. David Plunkett of the Center for Science in the Public Interest said that the two drafts leave little doubt as to what happened. "FDA thought testing was critical to effective preventive control programs and OMB made them take it out," Plunkett said in an email to The Huffington Post. It's not yet clear why this change was made. Or even who made it: the OMB's changes likely reflect the input of several federal agencies and innumerable Washington bureaucrats. HuffPost's requests for clarification from the FDA and the OMB were met, respectively, with silence and vague boilerplate about the administration's commitment to food safety. But there's a good chance that the change was motivated by a desire to save money, according to Lee Beck, a Washington attorney and writer of policy blog Federal Regulations Advisor. "If OMB does not find the benefit / cost analysis or paperwork burden analysis to justify a requirement, it may demand better analysis or insist that the agency pare back the proposal to impose a justifiable cost to consumers and the economy," Beck explained in an email to The Huffington Post. In other words, OMB can demand that the regulations be cut back if it doesn't feel like they produce enough economic benefit for the burden they impose. The differences between the economic impact assessments for the two draft regulations support the idea that that's exactly what happened here. The FDA estimated that finished product testing and environmental monitoring would cost the industry about $78 million a year, roughly 11 percent of the total $676 million annual burden of the regulation as the FDA had written it. Though not a small amount, this was dwarfed by the potential economic benefit, in the form of prevented illnesses, that the FDA estimated the regulation would bring: $3 billion. But the OMB -- or some other agency it consulted -- seems to have seen this estimate of the potential upside as overly optimistic, largely because the FDA overestimated the number of allergic reactions the rule could prevent by about 320,000 a year. Correcting this mistake slashed the potential benefit of the regulation by nearly $750 million. Other changes in calculations brought the OMB's estimate of potential benefits down to $2 billion. That was only if the rule prevented all the illnesses caused by FDA-regulated products. If it only prevented 25 percent, say, the benefit would only be $500 million -- far lower than the $676 million cost of the regulation, as the FDA had proposed it. When it comes to federal regulations, costs must always be lower than benefits, so this wouldn't do. It seems likely that, when the OMB and other agencies were reviewing the draft, they started looking for places to cut, and the $78 million testing requirement started to look attractive. In his email, Plunkett said he thought that cutting testing was the wrong call. "It's a question of who do you want cooking your food -- the chef or the bookkeeper? If the food isn't fit to eat, how much money you save doesn't really matter," he wrote. As food politics guru Marion Nestle pointed out in a blog post about the changes, it's not too late for the FDA to add a testing requirement to the regulations before they're finalized. The agency is accepting public comments on the regulations until May 15, so if you want them to require food manufacturers to test their facilities and products for pathogens, speak up soon.

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Researchers from Mount Sinai Rehabilitation Hospital found that patients with multiple sclerosis (MS) who complain of speech limitations or difficulty in swallowing cannot produce specific phonemes, which may be a helpful way of objectively quantifying these symptoms in MS patients. The findings were recently reported in an oral presentation titled “Rate of Production of Individual Phonemes of the Diadochokinetic Rate in Persons with Multiple Sclerosis Both With and Without Complaints of Speech Production or Swallowing Difficulty,” at the 2016 Annual Meeting of the Consortium of Multiple Sclerosis Centers (CMSC) June 1-4 in National Harbor, Maryland. Patients with MS often experience difficulty with speaking or swallowing. Although these patients are evaluated by skilled speech-language pathologists, the variability of symptoms characteristic of MS make it difficult to assess the severity of the symptoms and to design a course of treatment based only on what patients report. To identify an objective measure that supported patient complaints, Lori A. Kostich determined whether the diadochokinetic (DDK) rate differed between MS patients with speech or swallowing complaints from patients that did not report any of those difficulties. DDK rate measures how quickly a person can repeat a series of rapid, alternating phonetic sounds, and it is used to assess, diagnose, and treat speech malfunctions. The research team reviewed medical records of evaluations of MS patients completed between November 1, 2013, and October 31, 2014. Among the 232 records examined, only 161 had objective measurements of the individual components of the DDK rate. These patients were then divided into four groups: patients complaining from speech difficulties, patients without speech problems, patients with difficulty in swallowing, and patients without difficulty in swallowing. Results showed that the group of patients who complained from either speech or swallowing difficulties, had a higher percentage of patients that did not reach the minimal acceptable DDK rate, compared to patients who did not have those symptoms. The phoneme /k/ especially showed the greatest difference between the groups with speech or swallowing problems, and the groups without complaints. According to the team, further studies are required with larger cohorts of patients to determine if the differences between groups in terms of DDK rate are significant.

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- 1 English - 2 Finnish - 3 French From Middle English wrappen (“to wrap, fold”), from Old English *wræppan, *wrappan, from Proto-Germanic *wrappaną (“to wrap, turn, twist”), from Proto-Indo-European *werp-, *werb- (“to turn, twist, bend”). Akin to Middle English wlappen (“to wrap, lap, fold”), Middle Dutch lappen (“to wrap up”), Danish dialectal vravle (“to wind, wind around”), Middle Low German wrempen (“to wrinkle, scrunch the face”), Old Italian goluppare (“to wrap”) (from Germanic). More at lap, envelop. - (transitive) To enclose (an object) completely in any flexible, thin material such as fabric or paper. - (transitive) To enclose or coil around an object or organism, as a form of grasping. - A snake wraps itself around its prey. - Like one that wraps the drapery of his couch / About him, and lies down to pleasant dreams. - (figuratively) To conceal by enveloping or enfolding; to hide. - wise poets that wrap truth in tales - (transitive or intransitive, video production) To finish shooting (filming) a video, television show, or movie. - To avoid going over budget, let's make sure we wrap by ten. - For usage examples of this term, see the citations page. - (enclose in fabric, paper, etc): enfold wrap (plural wraps) - A garment that one wraps around the body to keep oneself warm. - A type of food consisting of various ingredients wrapped in a pancake. - (entertainment) The completion of all or a major part of a performance. 1994, Olivia Goldsmith, Fashionably Late: - But she could knock off right after the wrap, have dinner, and take a later flight. 2003 January 12, “Encore Presentation: Interview With the Bee Gees”, CNN_KingWknd: - The first time I met him is when we went to the -- after the wrap party, we went to a little sound room -- or a little screening room and watched the preview 2009 November 14, Fox News Watch: - And that's a wrap on "News Watch." For Judy, Jim, Cal and Kirsten, I'm Jon Scott. We'll see you again next week.' - wrap (food) Declension of wrap (type risti) wrap m (plural wraps) - wrap (sandwich)

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PORTLAND, Ore. – Mary Peveto didn’t want to be an activist. But her daughter couldn’t stop coughing. And Peveto knew why. And nobody was doing anything about it. So it was that the Portland woman became a clean-air crusader after she discovered in 2009 that Chapman Elementary School in N.W. Portland – her daughter’s school – ranked in the bottom two percent of U.S. schools for air quality. It sent her down a research rabbit-hole that’s defined much of her life since. Portland's air was much worse than she thought - and that it varies wildly from neighorhood to neighborhood. "I would have never believed we were nationally ranked on a national scale,” Peveto said. “People have no idea here. People think that we have clean air.” Peveto quickly learned Portland has a problem with “toxics” – pollutants known or suspected to cause cancer and other serious health problems. The threat can vary significantly by neighborhood. In Peveto’s case, many of the air toxics in her neighborhood could be traced back to the Esco metals plant two blocks from Chapman Elementary. Information mapped out by the EPA shows the cancer risk in some neighborhoods is five times or more higher than others. Boise, Downtown, Northwest, Corbett and parts of Kerns, Buckman, Lloyd and Eliot have cancer rates greater than 150 per million. That’s five times higher than Sheridan, Cannon Beach, Hood River and many other towns that have rates lower than 30 per million, and much higher even than Hillsboro, Oregon City and West Linn’s 50-75 case per million. LEARN MORE: The EPA's interactive mapping system lets you figure out the risks and potential contributing factors in your neighborhood. “People should be aware,” said regional DEQ administrator Nina DeConcini. “That's what this is about. It's about increasing awareness." The problem holds special significance for Peveto because her daughter, Lucia, has asthma. She decided to spearhead a non-profit organization called Neighbors for Clean Air. "This is really coming home,” she said. “I mean when your kids can't breathe, this is terrible. What a terrible feeling. All I could think of was, what about all the parents who don't have the access to great health care? “The amount of care you have to take with your children when they can't breathe and the treatment and the things that you have to do, it's so deep." DEQ is the federal agency in charge of enforcing clean-air laws. It sets enforceable industry standards for businesses, but doesn’t do so for some of the most potent toxics found in Portland’s air: Diesel, gas and smoke from wood stoves. How thick are the chemicals in Portland’s air? “In some cases, it's a lot,” DeConcini said. “For something like benzene, which is in gasoline, it's everywhere. “People that live closer to a facility, will very likely feel the effects of something closer to that. There's no question about that." Though the federal government doesn’t set standards for air toxics, DEQ in Oregon established health-based benchmarks of its own. In Multnomah County, 15 air toxics are above those benchmarks. And yes, that is a problem. EPA data show diesel fumes, for instance, contributed to 250 deaths in Oregon last year. That’s more than the combined number of people who were murdered or died from drunk driving. “We don't know at any given time, what is in the air we're breathing,” Peveto said. “I remember thinking to myself - that's it! Our air pollution problem is all legal.” The EPA’s national air toxics assessment found Oregon has the third-largest population at risk of cancer due to air pollution. Only California and New York are worse. Cancer isn’t the only problem. High asthma rates are also spread throughout the region. Peveto says the state’s monitoring approach masks the problem. It measures the area’s average for a three-county area, rather than broken down by neighborhood. What you’re breathing in Laurelhurst isn’t what you’re breathing in Lake Oswego. “We’re getting a disproportionate share of what regionally doesn't look like it's a very big problem, but it's a huge part of our problem,” she said. Regionally, the numbers are mostly fine. By neighborhood though, things can get quite bad. “The air that you breath is hyper-local,” Peveto said. GET INVOLVED: Neighbors for Clean Air will host a clean-air happy hour Wednesday, screen a film at PSU THursday and hold an air-quality advocacy workshop Saturday. VIsit their website to contact them for details. “If you live next to the industrial sanctuary, next to Precision Castparts - named the No. 1 polluter in America - if you live above Swan Island, if you live in north Portland that's surrounded by three sides by industry - we're getting a disproportionate share of what regionally doesn't look like it's a very big problem.” The Neighbors for Clean Air drew up a good-neighborhood agreement with Esco. The company agreed to new pollution controls that go beyond what’s required by the law. DEQ is developing strategies to deal with the area’s worst toxic exposures. But Peveto said her group’s work is nowhere near done. “I know we can do better,” she said. - EPA radon mapper - Regional Equity Atlas (includes measures of local asthma rates, cardiovascular disease, pollution sources, and demographic breakouts) - National Cancer Insitute's state cancer profiles - Portland Harbor cleanup sites - Oregon DEQ: Databases, GIS and Mapping Applications - Metro's Brownfield recycling program - Ghost Factories of Portland - EPA Technology Transfer Network, Air Toxics Web Site: National Air Quality Assessment Part One of Chelsea Kopta's investigation is at the top of this story. Watch Part Two below:

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OPEN ACCESS JOURNALS |JournalsTopicsAuthorsEditor's Choice||For AuthorsAbout PsyJournals.ruContact Us| The Influence of the Child-Parent Relationship's Style The Influence of the Child-Parent Relationship's Style 1664 Chernov D.N., PhD in Psychology, associate professor of the chair of general psychology and pedagogy, Russian national research medical university named after N.I. Pirogov, Moscow, Russia, [email protected] The influence of the child-parent relationship's style on the junior school-children training was studied using the author's method of speech-language skills development in the zone of proximal development (ZPD). The 1st experiment (E1) involved 60 children, 7-8 years old and their mothers. Children were divided into equivalent groups: control (CG) and experimental group (EG). The questionnaires on a) parental attitudes and b) socialization «My family» were used in the study. The training method was constructed in accordance with the principles of experimental-genetic method. On the forming stage (FS) EG children were taught to understand and use in their speech the rules of «artificial» words composition. The effectiveness of training was confirmed by testing using the Russian words. The 2nd experiment (E2) was conducted in order to eliminate alternative explanations for the results of E1. E2 involved 40 children, 7—8 years old. The «test effect» was small compared to the experimental effect, thus confirming the validity of E1. The use of the «artificial» words rules in teaching proved to be a productive technique. Teaching children in the ZPD leads to high results in learning word composition rules. Children show high level of learning capability providing that style of child-parent relationship is cooperative. Keywords: Zone of Proximal Development, Teaching, Speech, Word Composition, Styles of Child-Parent Relationship, the Experimental-Genetic Method, the Language Column: Empirical Research

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A concussion is a term often heard in connection with sports-related head injuries, especially in contact sports like football and rugby. It is a brain injury where the brain feels shaken, resulting in specific clinical symptoms, and is often the result of direct blows to the head, face, or neck. A strike elsewhere on the body could also result in a concussion if the impulsive force is transmitted to the head. Typically, 80–90% of concussions get resolved within a period of 7–10 days. However, kids and adolescents may take a little longer than adults. Those participating in sports and parents of kids who actively take part in sports should watch out for certain symptoms to ensure that a concussion is caught early on. While the symptoms usually present themselves immediately after an injury, they may be delayed at times too. Here are 6 symptoms that are likely to indicate a possible concussion. 1. Persistent Headache A severe, persistent, and worsening headache that does not seem to subside even after a few days, especially after any impactful blows, most probably means that you are having a concussion.1 While such a headache is usually also accompanied by other symptoms, a headache, in general, should not be taken lightly, especially by sports players and athletes. Feeling hazy, fatigued, or as if engulfed by fog are some ways in which people describe this symptom. If you’re experiencing fogginess caused by a concussion, you are also likely to experience vomiting and a headache. You may also notice that the time taken for you to react to things will increase and the speed at which you process information will decrease.2 If you notice such symptoms even a week after the concussion, get yourself checked by a doctor immediately to rule out possible complications. Amnesia, or loss of memory, that is mostly temporary is one of the possible symptoms of a concussion. However, you are not likely to experience loss of memory regarding autobiographical information, such as your name and birth date. You will most likely be unable to remember things leading up to the injury or a little beyond that. And most often, this memory loss lasts just for a few hours. If you lost consciousness immediately after the impact, it is possible that you will find it difficult to remember the details right after waking up. Prolonged amnesia is usually what is a cause for concern and must be evaluated further.3 If you’re feeling lightheaded and are unable to maintain posture on your own after a head or neck injury, especially while standing up, you are most likely feeling dizzy as a result of a concussion. This is usually the result of impairment of your autonomic nervous system (ANS) – the part of your nervous system that regulates bodily functions like digestion and heart rate without your conscious knowledge.4 If the dizziness is persistent and you experience it with other symptoms, then you should seek medical attention immediately. id="5-poor-sleep-quality">5. Poor Sleep Quality Concussed athletes often complain of issues with their sleep quality. This means that they experience sleep problems like insomnia (being unable to sleep), decreased sleep, increased sleep, or drowsiness. However, a study conducted on concussed athletes noted that wakefulness problems are more common in sport-related concussions than sleep disturbances.5 6. Vision Problems You’re likely to have suffered a concussion following a head or neck injury if you’re experiencing vision problems like blurred vision or double vision. This could be due to issues with your cranial nerves resulting in either an inability to fix your vision on something or dilated pupils.6 Apart from the ones already discussed, here are a few common symptoms of a concussion that may either occur alone or in combination with other symptoms.7 - Difficulty in concentrating - Difficulty in movements - Slurred speech - Light sensitivity If you feel listless and are unable to remember things instantaneously for a while after an injury or fall, go to an ER for a thorough evaluation to rule out serious problems. |↑1, ↑6, ↑7||Scorza, Keith A., Meghan F. Raleigh, and Francis G. O’Connor. “Current concepts in concussion: evaluation and management.” American family physician 85, no. 2 (2012).| |↑2||Iverson, Grant L., Michael Gaetz, Mark R. Lovell, and Michael W. Collins. “Relation between subjective fogginess and neuropsychological testing following concussion.” Journal of the International Neuropsychological Society 10, no. 6 (2004): 904-906.| |↑3||Ropper, Allan H., and Kenneth C. Gorson. “Concussion.” New England Journal of Medicine 356, no. 2 (2007): 166-172.| |↑4||Goodman, Brent, Bert Vargas, and David Dodick. “Autonomic Nervous System Dysfunction in Concussion (P01. 265).” Neurology 80, no. 7 Supplement (2013): P01-265.| |↑5||Gosselin, Nadia, Maryse Lassonde, Dominique Petit, Suzanne Leclerc, Valérie Mongrain, Alex Collie, and Jacques Montplaisir. “Sleep following sport-related concussions.” Sleep medicine 10, no. 1 (2009): 35-46.|

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Previous abstract Next abstract Session 54 - Ground and Instrumentation Techniques and Catalogs. Display session, Wednesday, June 12 This paper announces the first closure phase measurements made with the Navy Prototype Optical Interferometer (NPOI) on stars. These are the first closure phase measurements made at optical wavelengths which exceed, by a factor of two to three, the resolution of the largest existing single optical telescope. The first observations were made on 1996 March 18 using three of the NPOI's four astrometric stations with baselines of 18.9, 22.2, and 37.5 meters. These data, the NPOI, and its current status will be discussed. The NPOI is a long baseline optical interferometer built by NRL, USNO, and Lowell Observatory on Anderson Mesa, near Flagstaff, AZ, USA. It is designed for astrometry and for imaging stellar surfaces. First fringe measurements with a single baseline were made in October 1994. The intervening time was spent adding a third telescope and making numerous upgrades to the equipment and software. The astrometric portion of the array consists of four stations in a Y-shaped configuration. The baselines between these stations are monitored by an extensive laser metrology system. The goal of this system is to catalog stellar positions with milliarcsecond accuracy. Baseline lengths range from 18.9 to 37.5 meters. The imaging portion of the array will contain 6 elements that can be deployed on any of 30 stations. These stations are also arranged in a Y configuration with a maximum baseline length of 435 meters. The wavelength coverage for both systems is 450 to 850 nm, divided into 32 spectral channels. The system incorporates active group delay fringe tracking and rapid tip-tilt angle tracking. There are plans for adding two micron capability. The maximum aperture is currently 12.5 cm. Beam compressors are planned to increase the apertures to 35 cm. So far, the faintest star on which we have tracked fringes is m_V = 4.0. Program listing for Wednesday

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With the nation facing a shortage of ventilators for COVID-19 patients and no apparent ramp-up in the production of new ones, engineers, medical resistents, and do-it-yourselfers are sharing plans for homemade versions. But before you go online to start ordering parts for any of these, be aware that none of them are recommended by doctors anywhere for at-home use. Any attempt to build and use a DIY ventilator can cause more harm than good, so we urge you to use the projects below as educational material only. If you're a medical professional, there is at least one approach below that you can attempt right now to double-up patients on one ventilator, which should only be used in emergencies. When it comes to ventilators, there are two main types: invasive and non-invasive. The invasive types require medical instruments inside of a patient's trachea, which pretty much means an endotracheal tube inserted from the mouth or a tracheostomy tube through the neck. Non-invasive ones do not require any intubation and use a tight-fitted mask. Think CPAP, only instead of constant air pressure being delivered, it's differing air pressure based on the inhales and exhales of the patient. While some of the projects below apply to real ventilators or attempt to mimic mechanical ventilation systems, one is a respirator, which is designed to prevent inhalation of noxious substances. So it won't help pump oxygen into the lungs and remove carbon dioxide as a genuine ventilator would. And using any DIY ventilators would be fairly dangerous overall without hospital or regulatory approval, something that is unlikely to happen for any small-scale DIY medical equipment. Perhaps the most legit option would be to use a single ventilator (a real one, not a DIY one) to treat two to four patients at the same time. Doctors Greg Neyman and Charlene Babcock wrote up a paper called "A Single Ventilator for Multiple Simulated Patients to Meet Disaster Surge," which outlines how to do it. And you can watch Dr. Babcock give a walkthrough of the procedure in the video below. Julian Botta is a third-year medical resident at John Hopkins University put together a living document titled "Specifications for simple open source mechanical ventilator." In it, it talks about all of the different parts required to create a ventilator to treat patients COVID-19 symptoms caused by the new coronavirus. It's complete with feedback monitoring and warning sensors for malfunctions or wrong amounts of oxygen flow. The electronics could be put together using Arduino-based projects like the Raspberry Pi. But what it doesn't outline is any humidification, which "is necessary to prevent hypothermia, disruption of the airway epithelium, bronchospasm, atelectasis, and airway obstruction," according to a paper published in Respiratory Care. Johnny Chung Lee is well known in the engineering space, famous for turning a Wii Remote into a head-tracking system, which led Microsoft to hire him to work on the Microsoft Kinect. He then worked for Google on its Project Tango augmented reality project. In light of the COVID-19 virus outbreak, he shared plans on GitHub for a "Low-Cost Open-Source Ventilator-ish Device," as well as a powered air-purifying respirator. In the event that COVID-19 hospitalizations exhaust the availability of FDA approved ventilators. [The] project documents the process of converting a low-cost CPAP (Continuous Positive Airway Pressure) blower into either a rudimentary non-invasive ventilator that could help with breathing during respiratory distress. It also provides information, using the same parts, to create a low-cost powered air purifying respirator (PAPR) which is a valuable piece of personal protective [equipment] (PPE) that could protect caregivers. Unless you are able to participate in the detailed engineering and medical discussions regarding mitigating the risks of high pressure ventilation, I would highly recommend focusing on the PAPR version of this build. Like Botta's ideas above, it does not mention anything about humidification. An old project on Instructables by member panvent (which stands for "pandemic ventilator") outlines a build for a DIY ventilator, which "could be useful in an Avian Flu pandemic" and is "constructed with commonly available components." It's also a humidifier-less project. Panvent used to be a dialysis tech but now engineers, designs, builds, and tests new dialysis technology. A year later, he built another, more-advanced ventilator. In 2010, Abdul Mohsen Al Husseini, when at the Massachusetts Institute of Technology, Department of Mechanical Engineering, wrote a paper called "Design and Prototyping of a Low-cost Portable Mechanical Ventilator." It "describes the design and prototyping of a low-cost portable mechanical ventilator for use in mass casualty cases and resource-poor environments." While an old project, it's definitely inspirational and something to study when engineering one specifically to fill the COVID-19 ventilator shortage. Oh... and if you're working from home these days, be sure to check out Gadget Hacks' Working-From-Home Essentials.

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Sun Swept Away Martian Atmosphere, and Terraforming Isn't Going to Happen Earlier today we told you about new insights into the Mars atmosphere, published today in Science. This afternoon, at a press conference at NASA headquarters in Washington, Michael Meyer, lead scientist for the Mars Exploration Program, and his colleagues discussed how these findings illuminate what happened to the once-wet, now-dry Martian atmosphere. “To quote Bob Dylan,” he said, 'The answer, my friend, is blowing in the wind.'" Studies by the Mars Atmosphere and Volatile Evolution (MAVEN) spacecraft have revealed that 100 grams of Martian atmosphere are escaping into space every second due to solar wind. According to NASA, solar winds are streams of particles and electrons that issue from the Sun’s atmosphere at 1 million miles per hour. Solar wind can grab ions from a planet and strip them away, or plow into the planet at very high speeds, knocking other things off. Bruce Jakosky, of the Laboratory for Atmospheric and Space Physics (LASP) at the University of Colorado, Boulder, and MAVEN’s principal investigator, joked that the atmospheric loss of Mars is about a quarter-pound—or one hamburger per second. That’s not much; it would take billions of years for the Martian atmosphere to vanish entirely. During solar storms, however, those escape rates increase by factors of 10 to 20. The Martian atmosphere, then, didn’t stand much of a chance earlier in the history of the solar system, when solar storms were more common and much more intense. MAVEN’s observations help explain what happened to the Martian atmosphere and thus what happened to all of its water. The findings also help planetary scientists explain how atmospheres everywhere interact with stars and planets. The MAVEN spacecraft was designed to fly to Mars, look at its upper atmosphere and the processes at work, and answer some fundamental questions about the history of the Martian atmosphere. The upper atmosphere of Mars is of particular interest to planetary scientists because that is the conduit through which all gas has to travel in order to be removed by the solar wind and swept into space. The results released today come from the first six months of data collected by MAVEN. The spacecraft entered orbit around Mars on September 21, 2014, and in 10 days will reach the end of its primary mission. Because the spacecraft and its instruments are working well and the mission is under budget, MAVEN will then begin an extended mission of collecting data for planetary scientists back on Earth. Today, Mars is cold and dry, with a thin atmosphere incapable of sustaining liquid water, which would freeze or evaporate quickly. But it wasn’t always that way. Mars was once an ocean world much like our own, possibly teeming with life. (At the very least, it was hospitable to life.) As observable surface features like valleys carved by water and lake beds indicate, ancient Mars would have supported standing water for long periods of time, which suggests a wetter, thicker atmosphere that was able to sustain a warmer climate. All of that changed when Mars lost its magnetic field 3.8 billion years ago, perhaps due to a massive collision with some other celestial object. According to Jasper Halekas of the University of Iowa, who leads the MAVEN Solar Wind Ion Analyzer, all planets are affected by the solar wind. Earth, however, is protected by a strong global magnetic field. Because Mars no longer possesses such a shield, the solar wind can have its ways with the Martian upper atmosphere, stripping it away and sweeping it into space. The Martian atmosphere is thick enough, however, to protect the planetary surface from the solar winds, deflecting it away from the planet. The findings released today largely validate models previously put forth by scientists to explain the interaction between solar winds and the Martian atmosphere. MAVEN’s scientists, meanwhile, dismissed any chance of terraforming on Mars to bring back the lost atmosphere. A consolation prize for future human settlers, however, is that energetic particles that encounter the Martian atmosphere could create stunning auroras that illuminate the whole Martian sky.

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Munro of Auchinbowie The Munros of Auchinbowie (sometimes spelt Monro) are a distinguished branch of the Scottish, highland Clan Munro. From this family three Professors of Anatomy at Edinburgh University, Scotland were produced, as well as several other doctors and military officers. The progenitor of the Munros of Auchinbowie is generally regarded as Alexander Munro of Bearcrofts who served as a major in an infantry regiment and saw action at the Battle of Worcester in 1651. He later took up a career of politics. His ancestry can be traced to Andrew Munro, 4th of Milntown who descends from Hugh Munro, 9th Baron of Foulis (d.1425), an early chief of the Clan Munro of Ross-shire, Scotland. Alexander Munro of Bearcrofts had seven children: - George Munro, 1st of Auchinbowie (1666–1721) who was famed for his victory over the Jacobites at the Battle of Dunkeld in 1689. He came into ownership of Auchinbowie, a property about four miles south of Stirling through his wife Margaret Bruce of Auchinbowie. Later as a Major in Sir Charles Graham's Regiment of Foot he fought at the Siege of Namur (1695). - Archibald Munro born in 1666 and died in 1697. - John Munro a surgeon at Edinburgh University, whose descendants would later succeed to the estates of Auchinbowie. - Margaret Munro. - Lillias Munro. - Jean Munro. Married William, second son of Sir William Sempil of Cathcart. - Mary Munro. George Munro, 1st of Auchinbowie had three children: - Alexander Munro, 2nd of Auchinbowie who married Anne, daughter of Sir Robert Stewart, Lord Tillicoultry in 1719. - George Monro (1700–1757) who was a British Army officer famed for his resolute but ultimately unsuccessful defense of Fort William Henry in 1757 during the Seven Years' War / French and Indian War which was made famous by the novel and later the film The Last of the Mohicans. - Margaret Munro - born 1707. Alexander Munro, 2nd of Auchinbowie (d.1742) had nine children: - George Munro, 3rd of Auchinbowie (1721–1793) who was an army surgeon who served in the 42nd Highlanders otherwise known as the Black Watch under the chief of the Clan Munro; Colonel Sir Robert Munro, 6th Baronet. In 1750 George was Surgeon in William Maule, 1st Earl Panmure's 25th Regiment of Foot. He saw active service in Germany and afterwards in the war against the French in America. In 1781 he was appointed Physician General to the garrison in Minorca and went through six months siege by the French and Spanish. - Alexander Munro, a writer in Edinburgh. (1724–1750). - John Munro. - Cecil Munro. (1719–1786) - Five other children - all died young. George Munro, 3rd of Auchinbowie had two sons: - Major George Munro who married Elizabeth Aylmer. They had two sons and one daughter. - Lieutenant-General Hector William Munro, 1st of Edmondsham (d. 1821) was Governor of Trinidad and who married Philadelphia Bower of Edmondsham. They had three sons and four daughters. Alexander Monro (primus) Although George Munro, 3rd of Auchinbowie had male heirs as mentioned above, he sold the Auchinbowie property to a cousin, Alexander Monro (primus) who was the 4th of Auchinbowie and who was the son of John Munro (surgeon), who was in turn a younger brother of George Munro, 1st of Auchinbowie. Alexander Monro (primus) was the founder of the Edinburgh Medical School. He was appointed lecturer on Anatomy by the Surgeons' Company at Edinburgh in 1719; two years later he became professor, and in 1725 was admitted to the University. He was a principal promoter and early clinical lecturer in the Edinburgh Royal Infirmary. Alexander Monro (primus) had six children: - John Monro, 5th of Auchinbowie, advocate, born 5 November 1725 and married Sophia, eldest daughter of Archibald Inglis of Auchindinny. He died in May 1789. - Dr Donald Monro (1728–1802), married Dorothea Maria Heineken. - Jean Monro (1729–1731). - Mary Monro - born 1730. - Alexander Monro (secundus), 1st of Craiglockhart and Cockburn. (1733–1817) - Margaret Monro (1757–1802). Alexander Monro (secundus) Alexander Monro (primus) was succeeded in the property of Auchibowie by his eldest son John Monro, 5th of Auchinbowie who was in turn succeeded by a daughter. However he was succeeded in his profession by his third son Alexander Monro (secundus) who was Professor of Anatomy in Edinburgh. He took his degree as Doctor of Medicine on 20 October 1775. He then proceeded to his studies abroad. He spent a short time in London, where he attended the lectures of Dr William Hunter. He next visited Paris and on 17 September 1757 entered Leyden University where he formed a friendship with two famous anatomists, Bernhard Siegfried Albinus and Petrus Camper. However his foreign studies were principally prosecuted at Berlin, where he worked under the celebrated Professor Meckel, in whose house he lived. Alexander spent some time in Edinburgh during early 1757 in order to fill the place of his father, who was confined to the house by illness. He finally was admitted a licentiate of the Royal College of Physicians of Edinburgh on 2 May 1758 and as a Fellow on 1 May 1759. He had four children: - Isabella Monro who married Lieutenant-Colonel Hugh Cott of Gala. She died in 1801. - Alexander Monro (tertius), 2nd of Craiglockhart and Cockburn. (1773–1859). - David Monro (1776–1843). - Charlotte Monro (1782–1822). Alexander Monro (tertius) Alexander Monro (tertius) followed his father and grandfather in becoming professor of anatomy at Edinburgh University. Amongst his publications are "Outlines of the Anatomy of the Human Body" (1811) in four volumes and "Elements of Anatomy" (1825) in two volumes. He was Secretary of the Royal College of Physicians from 1809 to 1819 and President in 1827 and 1828. He was also on the Council of the Wernerian Natural History Society of which he became a member in 1811. He had been elected a Fellow of the Royal society of Edinburgh in 1798 and at his death was father of the Society. He had twelve children: - Alexander Monro (1803–1867), was a Captain in the Rifle Brigade (Prince Consort's Own), married Elizabeth, daughter of C. B Scott of Woll. - James Monro (1806–1870), was a Surgeon-Major in the Coldstream Guards, married Maria, daughter of Colonel Duffin. - Henry Monro (1810–1869), married Jane Christie. One of their sons was Sir Charles Monro, 1st Baronet - Sir David Monro (1813–1877), married Dinah, daughter of John Secker. They had five sons including Charles John Monro. - William Munro (1815–1881), a Major in the 79th Queen's Own Cameron Highlanders, married Elizabeth, daughter of Sir Robert Abercromby, 5th Baronet. - Charles Monro (1818–1820). - Maria Monro (1801–1884), married John Inglis of Auchinderry and Redhall. - Catherine Monro (1804–1868), married Sir John James Steuart of Allanbank. - Georgiana Monro (1808–1868), married George Skene of Rubislaw. - Harriet Monro (181 - 1989), married her cousin Alex Binning Monro who was a descendant of John Monro, 5th of Auchinbowie, their son David Binning Monro was Vice-Chancellor of the University of Oxford. - Isabella Monro (1819–1908) - Charlotte Monro (1821–1908), married Henry Fletcher. - Inglis, John Alexander. (1911). The Monros of Auchinbowie and Cognate Families. Printed privately by T and A Constable, Edinburgh. Printers to His Majesty. - Mackenzie, Alexander. (1898). History of the Munros of Fowlis. (Mackenzie's designation of "of Auchinbowie" and "of Bearcrofts" differs slightly from that of Inglis').

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Commemorate the abolition of slavery on Juneteenth Juneteenth is one of the more understated holidays celebrated in the United States. Also known as "Emancipation Day" and "Freedom Day," Juneteenth Day commemorates one of the most important political events in U.S. history: the abolition of slavery. It is celebrated annually on the 13th of June. What Is Juneteenth? Because it's a relatively new celebration, many Americans remain largely unaware of Juneteenth Day; indeed, the origins of this observance are dark and gloomy. The Emancipation Proclamation was signed by congress September 12, 1862, with the demand that it go into effect by New Year's Day of the following year. However, slave owners were reluctant to acknowledge the legislation and many states did not enforce the provisions of the proclamation, leaving slaves at the mercy of their masters with no one to turn to. In states like Georgia, Texas, Virginia and Louisiana, the daily life of a slave was not much different on January 1, 1863 than it was when slavery was still technically legal. This continued until June 19, 1865, when federal troops moved into Galveston, Texas, which soon became the first city to enforce the Emancipation Proclamation. Other states, seeing the gravity of the situation, quickly followed suit. The roots of the holiday were laid in Galveston, where small celebrations acknowledging the emancipation of slavery were held on the anniversary of the legislation's first enforcement. It didn't become a national observance, however, until California Governor Arnold Schwarzenegger brought it to the country's attention in 2005. How is Juneteenth Celebrated in Commumities? Backyard cookouts are a mainstay of a Juneteenth celebration, but you can host a Juneteenth party just about anywhere. Block parties and street parades are wonderful ways to commemorate the abolition of slavery, and inviting your neighbors and friends to celebrate with you brings everyone closer. However, the manner in which you choose to celebrate Juneteenth isn't as important as remembering the importance of the events that led to the holiday's observance. Party planning is secondary to honoring the sacrifices made by previous generations. Pictures depicting the tribulations of slavery are a large part of Freedom Day. The old adage, "Those who cannot remember the past are doomed to repeat it" is often recited. Recognition of the continuing struggle for racial equality is another important part of Juneteenth Day; the holiday aims to break down the walls of racial intolerance that still divide many of us.

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Are machine learning and artificial intelligence the same thing? The Fourth Industrial Revolution, or the new era of technology, is driving rapid advancements in the development of Artificial Intelligence and machine learning as a prominent part of its set of technological developments. Klaus Schwab, the founder and chief executive of the World Economic Forum, described the Fourth Industrial Revolution (4IR or Industry 4.0) as a “technical revolution that will fundamentally alter the way we work, live, and relate to one another.” These technologies are capable of merging the physical, biological, and digital worlds, creating cyber-physical systems, representing “entirely new ways in which technology becomes embedded within societies and even our human bodies… including genome editing [and] new forms of machine intelligence.” In many aspects, Artificial Intelligence is already pervasive throughout our society. It is found in self-driving cars, robotics, drones, virtual assistants, data science, data analytics and data security, predictive financial trading systems, and recommender systems found on websites such as Amazon and Netflix. However, this term is often misunderstood and used interchangeably with the term “machine learning.” In summary, while both AI and machine learning are similar, they are not the same. In fact, machine learning is a subcategory of AI. Therefore, let’s look at an in-depth definition of both the Artificial Intelligence and machine learning paradigms. Artificial Intelligence versus Machine learning The tech industry worldwide is currently talking about the increased adoption of Artificial Intelligence, machine learning (ML), and deep learning (DL). All these acronyms are used interchangeably in the tech genre. However, it is essential to understand where each of these constructs fits within the AI paradigm. As highlighted above, machine learning (ML) and deep learning (DL) form part of the overall Artificial Intelligence (AI) archetype. Therefore, they are similar yet dissimilar. Let’s expand on this discussion by describing what AI and ML (and DL) are, their similarities and differences, and what use cases for each are. 1. What is AI, but not machine learning? Wikipedia.com defines AI as “intelligence demonstrated by machines, unlike natural intelligence displayed by humans and animals, which involve consciousness and emotionality.” Google AI researcher François Chollet expands on this definition in his book, “Deep Learning with Python.” He states that AI is an “effort to automate intellectual tasks normally performed by humans. As such, AI is a general field that encompasses machine learning and deep learning, but also includes many more approaches that don’t involve any learning.” In simple terms, the phrase “Artificial Intelligence” can be divided up into two separate words: - Artificial: non-human or unnatural element such as a computer made by human beings - Intelligence: The ability to think or understand. Therefore, AI is the ability of a non-human machine or computer to think and display a form of understanding through technologies like machine learning, deep learning, and neural networks. It allows machines like robots and computers to think without human intervention. AI is also divided up into three types. - Artificial Narrow Intelligence (ANI): goal-oriented and programmed to perform a single task - Artificial General Intelligence (AGI): This form of AI allows machines to learn, understand, and act similar to the human brain in a given scenario. The proper implementation of AGI performs these tasks in a manner that is almost indistinguishable from the human brain. - Artificial Super Intelligence (ASI): This is a hypothetical construct where machines can display intelligence that is superior to the human brain. 2. What is machine learning, but not AI? As noted, multiple times, machine learning is a subset of AI. Wikipedia.com describes machine learning as the “study of computer algorithms that improve automatically through experience.” These machine learning algorithms build models based on sample data used to train the model to behave in a specific manner. There are many different types of machine learning algorithms, including the following models. - Supervised learning: A mathematical model of a dataset containing both inputs and required outputs is used to train the model to reach the desired outcomes. This input and output data is known as training data and includes multiple inputs and the preferred output. Using the inputs as training examples, this model teaches itself or “learns” to reach the desired outcome. - Unsupervised learning: The fundamental difference between supervised and unsupervised learning is that the unsupervised model utilizes training data containing the inputs without any outputs. This model identifies commonalities in the data and provides one or more results based on the absence or presence of these patterns. - Semi-supervised learning: This machine-learning algorithm falls between supervised learning and unsupervised learning. In other words, the training data provided includes multiple inputs and not all of the required outcomes. While, at first glance, it may seem that this model might not add value to the machine learning construct, it does. Researchers have determined that modeling training data with a percentage of the total inputs and outputs required to train a supervised learning model can improve learning accuracy. Typical use cases for machine learning include scenarios where it is not feasible nor possible to develop conventional algorithms to solve the challenge and “do the job” as it were. Examples include email filtering, and fingerprint, face, or iris verification. Several other use cases or examples where machine learning is used include the following. - Computational statistical models that focus on making computerized predictions, such as the predictive financial market trading model highlighted above, are an important use case in the machine learning paradigm. - Mathematical optimization or programming models deliver the theory and practice of selecting the correct element in a series of proffered alternatives. These models provide solutions to different qualitative disciplines, including computer science, engineering, economics, and operations research. - Data mining models, developed by data scientists, focus on exploratory data analysis via unsupervised learning. 3. What is deep learning? While the deep learning paradigm is not part of this article’s core focus, it is worth taking a brief look at it. In summary, as with machine learning, deep learning is a subset of Artificial Intelligence. And its model is inspired by the way the human brain filters information. As an aside, artificial neural networks are similar to deep learning models. Neural networks mimic the structure of the human brain. Ergo, the brain comprises connected networks of neurons. Additionally, different parts of the brain are responsible for processing different pieces of information, so these parts are arranged in layers or a hierarchy. So too is the artificial neural network designed. They seek to simulate the brain’s structure as they attempt to get computers to behave like interconnected brain cells. Use Case scenarios for machine learning and Artificial intelligence As stated directly, and inferred throughout this discussion, the practical applications of the Artificial Intelligence and machine learning paradigms are increasing exponentially. Therefore, let’s answer the following questions by considering a use case for ML and AL, respectively. 1. What situations are relevant to apply AI, and what kind of problems can be solved with it? Examples of situations where AI was used and what problems it solved There are multiple scenarios or use cases for Artificial Intelligence where all sorts of problems or challenges are solved. Therefore, let’s consider the use case for the use of AI by the well-known and visible company, Tesla, in the way that it uses AI to drive the development of AVs (Autonomous Vehicles). In the article published on his website, Bernard Marr describes how Tesla has become a market leader and pioneer in the electric vehicle market. What is perhaps not as well known is that Tesla is also a tech pioneer with a considerable interest in developing autonomous vehicles. Consequently, they are acutely interested in Artificial Intelligence. As an aside, Elon Musk, the founder of Tesla, noted towards the end of 2017 that the company was busy building its own AI hardware. Musk is also a co-founder of OpenAI, a research organization aimed at ensuring that AI is “developed and deployed in a safe, manageable way so as to minimize and existent risks robots may one day pose to humanity.” As a result, all of the vehicles Tesla has ever built have the capability to become self-driving in the future. And all vehicles send volumes of telemetric and other data to the cloud, where it is transformed into meaningful information using AI and machine learning models, allowing Tesla to troubleshoot vehicle errors and refine future vehicle iterations. This data is not only valuable to Tesla but is valuable in its own right. McKinsey and Co-researchers estimate that the market for vehicle-gathered data will be worth $750 billion a year by 2030. Details of the AI technology used by Tesla are sparse because it has commercial value. However, it is known that earlier iterations of the AI models used by Tesla are primarily built on an unsupervised learning paradigm. A second use case for AI is an intelligent chatbot used to provide online customer service. There has already been and continues to be widespread adoption of this tool on travel agencies, tour operators, travel tech websites, social media platforms, and instant messaging apps. AI chatbots can answer questions and provide valuable information to customers, especially out of office hours or when customer service center agents are not available. The reality is that customers are demanding faster response times on multiple online platforms. And Artificial Intelligence, in a number of applications, allows businesses to provide the next level of customer service 24/7. 2. What situations are relevant to apply machine learning, and what kind of problems can be solved with it? Examples of situations where machine learning was used and what problems it solved As with AI, there are multiple use cases for implementing machine learning to solve challenges across a wide variety of scenarios. Therefore, let’s look at how Google uses machine learning to remain a fully sustainable, eco-friendly business. Once again, we turn to Bernard Marr for a use case study of how machine learning is successfully used by the world’s biggest search engine provider, Google. Not only was Google’s aim to become the world’s most prominent organizer of the ever-increasing information found on the World Wide Web, making it universally accessible and valuable, but it has also reached this aim in a way that does not deplete the globe’s natural resources. The company was entirely carbon neutral by 2008 and set the lofty goal of only purchasing 100% renewable energy for their operations by 2018. Statistics show that their data centers account for 2% of the world’s energy usage; thus, creating efficiencies across its network of 14 data hubs has been a priority. The biggest challenge was that the intensely complex nature of equipment included infinite server and network configurations, chillers, cooling towers, control systems, and heat exchangers. As pioneers of machine learning and deep learning, Google utilized these technologies to help them achieve the goal of using 100% renewable energy by 2018. They also managed to reduce their overall energy usage in these data centers by 40% by training machine learning algorithms to see patterns in the different data centers’ energy usage metrics. In essence, Google fed the complex machine learning algorithms with massive amounts of energy usage data, training the models to detect high energy usage patterns, providing Google engineers with information to optimize and reduce energy usage. Simultaneously, Google has managed to maximize its landfill diversion rate in its global data centers. 86% of all the waste generated by these data centers is reused or recycled. Only 14% of all waste ends up in landfill sites around the world. A second use case for machine learning, specifically in the travel and tourism industry, is the use of a recommender system across all online platforms, including websites, social media, and messaging apps. George Seiff of KDnuggets.com describes recommender systems as “an important class of machine learning algorithms that offer “relevant” suggestions to users. Categorized as either collaborative filtering or a content-based system, check out how these approaches work along with implementations to follow from example code.” In other words, a recommender system website uses the information the user provides to recommend additional options to choose from. For instance, when browsing a travel agency website, the user clicks on different types tours through of England, Scotland, and Wales; the recommender system will use this information and provide alternative tour options through the same region as well as tour options through other areas close to of England, Scotland, and Wales, such as Northern Ireland. One more example is how over the last five years, machine learning has been responsible for the increase in digital travel sales numbers as a consequence of the advancements in the use of machine learning models to analyze Big Data. The experts at datumize.com report that over $500 billion (USD) was generated in 2016 alone. Here in Hotelmize we use machine learning hotel price forecasting tools to get the best deals on hotel prices. Not only do these tools report on forecast trends, but many also have an automatic monitoring function that automatically tracks hotel room price movements. Can I learn AI without machine learning? By its very nature, Artificial Intelligence can exist without machine learning and deep learning, but these two constructs cannot exist without AI. Therefore, for anyone wanting to dive into the science and practice of Artificial Intelligence, it is not necessary to add machine learning to the mix. Lastly, Artificial Intelligence, and by extension, machine learning and deep learning, is pointing the way to the future. The integral nature of AI within the fiber of the world as we know it is fundamentally driven by the Fourth Industrial Revolution. As time passes, both anecdotal and scientific evidence demonstrates that, as posited by Klaus Schwab, within 4IR, these technologies are indeed merging the physical, biological, and digital worlds, leading to an innovative, exciting future. Igor is an entrepreneur and educator with a background in marketing and data science. His passion is to help small businesses and startups to utilize modern technology for growth and success. Igor founded Data Science School in 2016 and wrote numerous award-winning articles covering advanced tech and marketing topics.

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Note: This is the first part of a two-part blog. The second part can be read second part can be read here. It’s ironic that as computers and other communications technology have become more accessible to the general public over the last thirty years, they have actually become less accessible to a segment of the population, one to whom access is everything: people with disabilities. More ironic still is that the history of communications technology is intimately tied to the drive to integrate people with disabilities more fully into society. From Alexander Graham Bell, who invented the telephone as a result of his research into hearing loss, to Vinton Cerf, who was hard of hearing and developed the TCP/IP protocol that underlies the Internet to help him communicate better with other engineers, addressing disability has been essential to the development of communications technology. Today, though, many new media and communications technology are produced with little or no thought to accessibility. No audio: cell phones and media players Let’s begin with that staple of teenage communication, the cell phone. While landlines have long had accessibility tools for people with hearing impairments, such as the Telecommunications Device for the Deaf or TDD (TTY in Canada), many cell phones are not compatible with these devices. (Voice Over Internet Protocol services have a similar problem.) At the same time, text messages – which are actually a more popular use for cell phones than voice calls among teens – can neither be sent nor read by people with impaired vision. Those who have any degree of motion-related disability in their hands, from arthritis to cerebral palsy, will find texting or even dialling the tiny buttons found on most cell phones impossible. MP3 problems such as the iPod raise similar concerns. While it’s obviously not possible to adapt them to the fully deaf, many hearing-impaired people have better hearing in some registers than others. Most MP3 players, though, can only adjust the volume and not bass, treble or even balance between speakers, excluding many potential users with partial hearing. For those with impaired vision, meanwhile, these devices can be nearly impossible to use, with menus of small, non-adjustable text to navigate, most often using buttons that are nearly indistinguishable by touch. The iPod, with its scroll wheel, is particularly inaccessible when it comes to those with motion-related disabilities in their hands. The virtual staircase: personal computers and the Internet For many people with disabilities personal computers and the Internet have been a boon, as we’ll see below, offering opportunities to work and socialize in a context where ability is almost irrelevant. As the old command-line operating systems have given way to the graphical user interface of the Macintosh and Windows, and the text-based world of Usenet and BBSes have evolved into the graphics-based World Wide Web, for people with vision impairments and some motion-related disabilities they have actually become less accessible: a recent study of 1,000 Web sites found that 81% failed to reach a minimum standard of accessibility under the guidelines of the World Wide Web Consortium’s Content Accessibility program. None of the sites surveyed reached the highest level of accessibility, and only eight reached the second-highest. Peter Dworkin, commenting on David Pogue’s blog on the New York Times Web site, noted that computer programming was once a viable career for blind people; now “the whole concept of a graphical user interface (GUI) using a mouse to make gestures and icons to represent files presents an untenable solution for the blind by its very nature.” Similarly, for many people with motion impairments using a keyboard to type commands, though sometimes laborious, was easier than making the very specific movements necessary to control a mouse. Screen reading software does exist for people with vision impairments, but it has many limitations. To begin with, in most programs and Web pages information is organized visually, so that a sighted person can tell immediately what is important and what is not; a screen reader has no way of doing so and must read every piece of text from the top of the screen to the bottom. As well, graphics are read simply as “graphic” unless programmers and designers have taken the time to add descriptive tags, and buttons are similarly often just labelled “button.” Although the Web presents fewer barriers for people with hearing impairments, some do exist. The most significant is the general lack of captioning on online games and especially video; neither Hulu nor Netflix have standards for captioning or require content to be captioned (this is especially galling in cases like Hulu, where the same content would be captioned if viewed on TV.) However, this may be changing: YouTube, the Internet’s top video site, began captioning its videos in November of this year, using speech-to-text technology to automatically generate the subtitles. Left on the sidelines: video games Video games have become one of the most popular forms of recreation for both kids and adults, but they remain largely inaccessible to people with disabilities. The word video may suggest that it’s unlikely that visually impaired people will be able to play them, but this isn’t necessarily the case: Brice Mellen, a teenager who was blind from birth, became widely known for his skills in fighting games such as Mortal Kombat and Soulcalibur. Mellen relied heavily on audio cues to understand what was going on in the game, but not all games feature such cues, and few games are designed with any thought to how a person with a visual impairment might experience it. For people with hearing impairments, the situation is reversed: many games use audio to communicate key information – dialogue with game characters, hints of what is going on nearby, or even instructions on how to complete game tasks. Unlike movies or television, not many games include closed captioning – Zork: Grand Inquisitor (1997) and Half-Life 2 (2004) are two of the very few examples. Even a sensory disability that may have less of an impact in daily life, such as colour blindness, can significantly affect how someone experiences a video game. Colour is often very important in distinguishing things such as which side a character is on, whether a door can be opened or not, or even whether or not a particular item will cause instant death. One reason that little attention has been paid to making video games accessible may be that they are perceived as being entertainment of little value. Recent research, however – most notably the Digital Youth Research Project – has shown that playing video games is an important part of kids’ lives, providing a common topic of conversation. Children and teens with disabilities, if unable to play video games, are left out of this part of youth culture. Moreover, people with disabilities report a variety of positive effects of playing video games such as stress relief, improved concentration and hand-eye co-ordination, learning of important skills and a sense of achievement. Some experts, such as psychiatrist Dr. Carl Arinoldo, suggest that video games may have greater positive effects for people with disabilities who suffer from depression because “with some forms of depression, a person may be very focused on something that clearly amounts to a misperception of reality. So the chance to distance themselves from the perceived negative situation and relax may allow them to think more clearly and consider the situation later in a more realistic manner.” It’s certainly clear that people with disabilities are keen to play those games that are accessible: a recent study shows that one in five players of “casual” games (games which require less time commitment, are generally played online, and usually are free or can be played for a nominal cost) has a disability of some sort. (For comparison, eighteen per cent of the population of the U.S., and 14% of Canadians, have a disability according to census data.) In our next blog we’ll turn to solutions and look at some of the things that are being done to help people with disabilities use and access new media.

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Author: Judy Blume Publisher: Dell Yearling Book Publication Date: 1970 Audience: Grades 3-7 Summary: Margaret Simon has moved from New York City to Farbrook, New Jersey, anxious about a new home and a new school. As a 6th grader she has, as well, all the fears and questions that a pre-pubescent girl has: When can I wear a bra? When will I start my period? How do you kiss a boy? Will I seem weird to others? A deeper problem for Margaret is a religious one. She talks frequently with God in a natural, informal way about all her daily problems but she, unlike her three friends who go to church and synagogue, has no religion. And God seems to give no direction. Her parents, one Jewish, one Christian, practice no religion and will let Margaret choose. A strong influence in Margaret’s life is her Jewish grandmother, Sylvia, who exerts subtle pressure to draw her to the synagogue. Her conservative Christian grandparents have disowned her mother. Margaret’s school teacher is a beginning teacher, a man, who gives the class an assignment that allows her to explore her interest in religion. The year provides her with experiences that give her little direction in religious identity but cause her to give thanks to God. Literary elements at work in the story: Margaret was first published in 1970, has been in print continuously ever since, and is still checked out frequently. Although tame by today’s standards, it has been one of the most banned books in libraries through the last four decades. Judy Blume is a very popular writer for both children and youth because she understands their concerns and writes simply and directly about them. This is a book that will appeal to middle school girls. In Margaret, the search for religious identity gets lost in the theme of entering puberty but this is largely the fault of the reader rather than the author. How does the perspective on gender/race/culture/economics/ability make a difference to the story? Farbrook is a white, upper middle class town. This is still the era when mothers stay home with children and fathers go into New York to work. Religious difference is a strong plot theme. A male 6th grade teacher is a novelty. Theological Conversation Partners: Margaret deals with two themes that engage us. One is puberty when physical, psychological, and social development require us to think seriously about what it means to grow in wisdom, stature, and favor with our neighbors and God. (Lk.2:52) and how to deal with the ethical demands of this new world. The other is: how do we come to know God as we grow? Blume says nothing about how Margaret came to know and talk with God. Her mother has said, “God is a nice idea that belongs to everyone.” But Margaret has some things right: no problem is too small or personal to take to God; God listens. (Psalm 10:17; 17:6, Phil. 4:6) Her prayers are brief and honest. (Matt. 6:5-8) Margaret sees her physical maturity as an exciting and wonderful event.(Ps. 139:14), giving readers a chance to ponder the mystery that our bodies( 1 Cor. 5:19, 20) are temples of God’s Spirit, a gift from God. One of the persistent problems in middle school relationships is gossip; biblical words about an untamed tongue (James 3:5-8, Ex.20:16) and bearing false witness are plentiful. Here is an occasion to reflect on solitary, individual religious practice as opposed to faith lived in a community for as Margaret is seeking a religious identity she is actually seeking a community, a place of belonging. Her concluding letter about her school project raises serious questions about nurture in Christ and will be valuable for parents as well as youth. Faith Talk Questions: - Margaret talks with God frequently and naturally. What are some of the concerns that she brings to God? - Some girls in high school mature earlier than others. How does this create a situation for jealousy and gossip? Who was more hurt by the gossip-Laura Danker or Margaret? - How was Margaret affected by Nancy Wheeler’s lie? Can there be friendship without honesty? - Margaret compared herself with her friends and with Laura and felt that she wasn’t normal. By what standard would you advise Margaret to judge herself? - How did Margaret learn about God? Her mother has said, “God is a nice idea that is for everyone.” What do you think of that statement? - What did Margaret know about God’s forgiveness? - How did Margaret respond to the Synagogue service? Was she prepared to understand it? - How did she respond to the Presbyterian service? What was she hoping for? - How did she respond to the Christmas Eve service? - Can you learn about a church by attending one worship service? How would you introduce Margaret to your church? - What’s the difference between religion and a relationship with God? - How have you learned about God? Has God been involved? - Can you be a Christian by yourself? This review is written by regular contributor Virginia Thomas.

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Part of a series from the Fresh Start Group on what Leave would look like. What does Vote Leave mean for our Agriculture? - We can maintain financial support to farmers, ensuring our food security and protecting our countryside - We can reduce burdensome EU red-tape, saving farmers time and making food cheaper - We can improve our access to fast-growing international markets for British food producers Current problems with EU membership We get a bad deal out of CAP. The UK contributes approximately £4 billion per year towards the Common Agricultural Policy, yet our farmers receive just £3 billion back. It’s going to get worse. Countries currently lined up to join the EU in future have even less efficient agriculture sectors, which would result in our share of funds, currently seven per cent, dropping still lower. The Red Tape has real costs. UK farming has had to pay £642 million in fines to the EU since 2005 (£7,300 an hour), for as little as having a ‘kink’ in a hedgerow that breaks EU rules! Shoppers pay higher prices. A range of tariffs are applied to the import of agricultural goods from outside the EU, making us less competitive globally. Immediately following Vote Leave “If Britain votes to leave we would have to put in place an agricultural support system. I am very pro-countryside and pro-farming and, as Prime Minister, I would make sure that happens.” –Rt. Hon. David Cameron MP, 11th March 2016 There will be a smooth process of transition following Vote Leave and as all EU law is enshrined in UK law it will remain in place unless repealed by the UK Parliament. As the Prime Minister has made clear, following the Referendum, support on agricultural subsidies would continue, protecting both our farmers and consumers. New UK policy to be prepared for farming and agriculture that would: - Continue existing financial support with payments made directly by the UK Government - Continue to fund rural development projects chosen by the UK Government in consultation with farmers - Reduce the burden of unnecessary EU ‘compliance’ rules on farmers - Negotiate a free trade agreement. Europe will want this as they sell us €40bn of agricultural products and we only export €16bn to them. Irish and French farmers will be especially keen to see this happen. Within 2-5 years of Vote Leave (depending on EU process) The Government can improve the prospects for the agriculture sector through policies that serve the interests of the farming community, food consumers and rural society. Strong candidates for inclusion are: - Alter the existing direct payments policy to address inequalities and prevent small farmers losing out at the expense of wealthy landowners - Require better food labelling that clearly shows country of origin and animal welfare standards - Develop private crop insurance schemes to mitigate risks of crop failure, insurance against income collapse along the Canadian model or futures markets to help manage price volatility - Negotiate new free trade agreements with big non EU markets - Bring in a system of ‘Transferable Farming Credits’, which could be traded amongst UK farmers to allow them to work together to meet consumer demand, diversity and environmental requirements - Establish policies for intervention in various commodities such as wheat and dairy if prices fall enough to threaten the economic viability of farmers and producers - Expand investment in science and technology in agriculture and facilitate joint working between academic centres of excellence and industry to develop technical advances and give us an international edge - Promote animal welfare through grant aid or supplementary payments to encourage the development of welfare friendly farming practices

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Definitions for Incentiveɪnˈsɛn tɪv This page provides all possible meanings and translations of the word Incentive incentive, inducement, motivator(noun) a positive motivational influence an additional payment (or other remuneration) to employees as a means of increasing output Something that motivates, rouses, or encourages. I have no incentive to do housework right now. Origin: From medieval Latin incentivus, from incinere, from in + canere. The formation appears to have been influenced by incendere ' to set on fire'. inciting; encouraging or moving; rousing to action; stimulative serving to kindle or set on fire that which moves or influences the mind, or operates on the passions; that which incites, or has a tendency to incite, to determination or action; that which prompts to good or ill; motive; spur; as, the love of money, and the desire of promotion, are two powerful incentives to action Origin: [L. incentivus, from incinere to strike up or set the tune; pref. in- + canere to sing. See Enchant, Chant.] An incentive is something that motivates an individual to perform an action. The study of incentive structures is central to the study of all economic activities. Economic analysis, then, of the differences between societies largely amounts to characterizing the differences in incentive structures faced by individuals involved in these collective efforts. Ultimately, incentives aim to provide value for money and contribute to organizational success. British National Corpus Rank popularity for the word 'Incentive' in Nouns Frequency: #1658 Translations for Incentive From our Multilingual Translation Dictionary - incentiuCatalan, Valencian - Anreiz, Ansporn, BonusGerman - bonus, insentiivi, yllyke, virike, palkkio, kannuste, kannustuspalkkio, porkkana, kannustin, kiihoke, tulospalkkioFinnish - récompense, motivation, intérêtFrench - 動機, 報酬, 賞与, 誘因, 刺激Japanese - zachęta, bonusPolish - премия, бонус, мотив, мотивация, поощрение, вознаграждение, стимулRussian - teşvik primiTurkish Get even more translations for Incentive » Find a translation for the Incentive definition in other languages: Select another language:

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Central Concepts of SR Here are a few key points in Special Theory of Relativity that always cause confusion. Here I hope to shed some light on the solution to these “apparent” paradoxes. 1) “Observer A says that B’s clock goes slow, and observer B says that A’s clock goes slow. This is a logical contradiction. Thus, relativity should be abandoned”. ØRelativity is designed, not only to describe the relation between the various parameters (t,x,y,z,etc.) in two reference frames, but mainly describe how events are perceived from different reference frames. ØThus, without referencing an event, it is meaningless to talk about the relations between two frames. Based on these events, then it is possible to determine the frame with the ‘proper’ time. All other frames will measure a dilated time as compared to this ‘proper’ time, which will depend on the velocity of the respective frames with respect to the ‘proper’ time frame. ØAll observers agree on the proper time. ØThus, we notice that the wording of the problem is poor. Once the event under scrutiny is described, then all the apparent contradictions are resolved. 2)”Observer A says that B’s meter sticks are contracted along their direction of relative motion, and observer B says that A’s meter sticks are contracted. This is a logical contradiction. Thus, relativity should be abandoned.” ØThis argument arises due to not specifying the metre stick which is being observed. When the metre stick in question is fixed (in the sense that its velocity is specified, thus allowing us to associate it with a frame in which the stick is at rest) the contradictions disappear and the two observers agree on the length of the stick. ØThe length of the metre stick in the frame in which it is at rest (i.e one metre) will be the ‘proper’ length of the metre stick. ØAll other observers in other reference frames will measure a contracted length, which happens due to lack of synchronization between the clocks in the moving frame with the clocks in the rest frame of the stick. 3)”Relativity does not even have a unique way to define space and time co-ordinates for the instantaneous position of an object. Lab and rocket observers (two frames used in the text) typically record different co-ordinates for this position and time. Thus, anything relativity says about the velocity of the object (and hence about its motion) is without meaning.” ØRelativity is not a theory which “designs” the co-ordinates for the instantaneous space and time co-ordinates for one particular reference frame independent of other reference frames. ØWhat the theory does is that once given the coordinates for two frames, it gives a way to plot the co-ordinates of one frame on the coordinates of the other frame, and vice versa. ØThis is in tune with the purpose of the theory to explain how different observers moving with different relative velocities would observe an event. 4)”Relativity postulates that light travels with a standard speed regardless of the inertial frame from which its progress is measured. This postulate is certainly wrong. Anybody with common sense knows that travel at high speed in the direction of a receding light pulse will decrease the speed with which the pulse recedes. Hence, a flash of light cannot have the same speed for observers in relative motion. With this disproof of the basic postulate, all of relativity collapses.” ØThis effect is very intuitive and something we experience in our daily life. We are so used to this fact that it is hard to accept that this is not the case when it comes to dealing with photons. ØThe only way to substantiate the claim that the ‘law of addition of velocities’ (Galilean relativity) is false is to investigate the claims and validity of the new claim, that of the speed of light being a constant in all frames of reference. ØOn doing that, it gives remarkably successful results and applies to all situations. In addition, it gives a law (‘law of combination of velocity’) which reduces down to the Galilean addition of velocities at small velocities compared to the speed of light (i.e. velocities we experience in our everyday lives). ØHence, with the burden of truth, we have to accept the postulate of relativity that the speed of light is invariant. 5)”Relativity offers no way to describe an event without co-ordinates- and no way to speak about co-ordinates without referring to one or another particular reference frame. However, physical events have an existence independent of all choice of coordinates and all choice of reference frame. Hence relativity- with its coordinates and reference frames- cannot provide a valid description of these events.” ØRelativity as a theory is not designed to give an explanation of the intrinsic workings of any event, i.e. it does not explain “why” an event occurs. ØHowever, when recording where an event occurs, at what time it occurs, with that velocity it propagates in space, a coordinate system is mandatory, with which we can describe these values. ØRelativity provides the connection between such coordinate systems moving at different relative speeds and how the parameters in the frames are inter-related with each other. ØRelativity also never asserts that an event is dependent on which frame it is observed from. In fact, it considers events as independent from all reference frames and uses events to define coordinates. 6)”The mass of an object increases with increase in velocity “ ØThe important thing to understand first is that mass is an invariant quantity, just like the invariant interval (ds2=dt2-dx2-dy2-dz2). Likewise it is given by M2=E2-p2 (from this formula we get the famous E=mc2 for p=0). ØThe fact that the mass of the particles does not increase is corroborated every time a particle accelerator is used to accelerate particles to near luminal velocities. ØThis confusion arises from a lack of understanding the four-vector of momentum. The time component of this four vector, the energy is given by p0=E=γm . This expression gives the energy of the particle when viewed from a different reference frame. It is not an equation for the modified or “relativistic” mass. ØAn object has a unique mass, which is its rest mass, which does not change with a change in velocity.

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What Could the Pope's Comments Mean for Laws on LGBTQ Issues? "Being homosexual isn't a crime," Pope Francis said in a recent interview with the Associated Press (Lean Left bias). What could that mean for laws regarding religion and LGBTQ issues around the world? For Context: The pope later added that being gay is "not a crime. Yes, but it’s a sin. Fine, but first let’s distinguish between a sin and a crime." Pope Francis previously urged acceptance of the LGBTQ community, saying in 2020 that "“Homosexual people have a right to be in a family." The remarks don't change the church's official position on homosexuality and same-sex marriage. In 2021, the Vatican said the church could not bless same-sex marriages. The Catechism of the Catholic Church states that gay people "must be accepted with respect, compassion, and sensitivity" but are "called to chastity." Positive Shift?: A writer for Slate implied that the comments could spark legal reform in Catholic-centric countries, and said the pope "called on bishops in regions with harsh views of gay people to rid themselves of that mentality." Negative Shift?: A Christian columnist said that "We are witnessing a monumental event in the history of the Church, the beginning of an outright civil war in the church." Status Quo?: A writer for The Daily Wire criticized the AP and for purportedly inflating the story, and said that "Pope Francis has long said that the Catholic Church is open to all" and "Jesus Christ famously preached tolerance and understanding for all of God’s children." Featured Coverage of this Story From the LeftPope Francis Just Called for the Decriminalization of Homosexuality Worldwide In comments Catholic LGBTQ advocates described as “historic,” Pope Francis called for the worldwide decriminalization of homosexuality—making him the first pope to ever take such a stance. “Being homosexual is not a crime,” he said in an interview with the Associated Press, which was published on Wednesday. “It’s not a crime. Yes, but it’s a sin. Fine, but first let’s distinguish between a sin and a crime. It’s also a sin to lack charity with one another.” “And being homosexual is not a crime,” he said again. “It’s a human condition.” From the RightWoke Pope? Nope. Francis Made No News With Gay Declaration. The hard-Left Associated Press blared the “news” from the rooftops: “Pope says homosexuality not a crime,” screamed the headline on Wednesday. “Pope Francis criticized laws that criminalize homosexuality as ‘unjust,’ saying God loves all his children just as they are and called on Catholic bishops who support the laws to welcome LGBTQ people into the church,” said the lead. “‘Being homosexual isn’t a crime,’ Francis said during an exclusive interview Tuesday with The Associated Press.” The AP went further, saying: “Francis’ comments, which were hailed by gay rights advocates as a milestone,... From the CenterPope Francis Condemning Gay Marriage Bans Highlights Catholic 'Civil War' Pope Francis took one of his strongest positions yet against legislation around the world that criminalizes homosexuality or otherwise discriminates against LGBTQ individuals Tuesday, seemingly indicating that the leadership of the Catholic Church—long divided over the question of its position toward the community—was beginning to take a firmer position of solidarity with the LGBTQ community. "Being homosexual isn't a crime," Francis said during an exclusive interview with the Associated Press published Wednesday. While Francis still referred to homosexuality in the context of "sin," the comments were lauded by many who saw the comments as... March 23rd, 2023 March 23rd, 2023 Discuss & Debate religion and faith Introduction to Living Room ConversationsMarch 23 at 3pm PT / 6pm ET Living Room Conversations

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The game in this chapter is the first to make use of Cartesian coordinates that you learned about in Chapter 12. The game also has data structures (which is just a fancy way of saying complex variables such as those that contain lists of lists.) As the games you program become more complicated, you’ll need to organize your data in data structures. In this chapter’s game, the player places sonar devices at various places in the ocean to locate sunken treasure chests. Sonar is a technology that ships use to locate objects under the sea. The sonar devices (in this game) will tell the player how far away the closest treasure chest is, but not in what direction. But by placing multiple sonar devices down, the player can figure out where the treasure chest is. There are three chests to collect, but the player has only sixteen sonar devices to use to find them. Imagine that you could not see the treasure chest in the following picture. Because each sonar device can only find the distance, not direction, the possible places the treasure could be is anywhere in a square ring around the sonar device (see Figure 13-1). Figure 13-1: The sonar device’s square ring touches the (hidden) treasure chest. Figure 13-2: Combining multiple square rings of shows where treasure chests could be. But multiple sonar devices working together can narrow it to an exact place where the rings intersect each other. See Figure 13-2. (Normally these rings would be circles, but this game will use squares to make programming it easier.) Below is the source code for the game. Type it into a new file, then save the file as sonar.py and run it by pressing the F5 key. If you get errors after typing this code in, compare the code you typed to the book’s code with the online diff tool at http://invpy.com/diff/sonar. Before trying to understand the source code, play the game a few times first to understand what is going on. The Sonar game uses lists of lists and other such complicated variables, called data structures. Data structures are variables that store arrangements of values to represent something. For example, in the Tic Tac Toe chapter, a Tic Tac Toe board data structure was a list of strings. The string represented an X, O, or empty space and the index of the string in the list represented the space on the board. The Sonar game will have similar data structures for the locations of treasure chests and sonar devices. How the Code Works Lines 3 and 4 import modules random and sys. The sys module contains the exit() function, which causes the program to terminate immediately. This function is used later in the program. Drawing the Game Board The Sonar game’s board is an ASCII art ocean with X- and Y-axis coordinates around it. The back tick (`) and tilde (~) characters are located next to the 1 key on your keyboard will be used for the ocean waves. It looks like this: The drawing in the drawBoard() function has four steps. · First, create a string variable of the line with 1, 2, 3, 4, and 5 spaced out with wide gaps (to mark the coordinates for 10, 20, 30, 40, and 50 on the X-axis). · Second, use that string to display the X-axis coordinates along the top of the screen. · Third, print each row of the ocean along with the Y-axis coordinates on both sides of the screen. · Fourth, print the X-axis again at the bottom. Coordinates on all sides makes it easier to see coordinates for where to place a sonar device. Drawing the X-Coordinates Along the Top Look again at the top part of the board in Figure 13-3. It has + plus signs instead of blank spaces so you can count the blank spaces easier: Figure 13-3: The spacing used for printing the top of the game board. The numbers on the first line which mark the tens position all have nine spaces between them, and there are thirteen spaces in front of the 1. Lines 9 to 11 create this string with this line and store it in a variable named hline. To print the numbers across the top of the sonar board, first print the contents of the hline variable. Then on the next line, print three spaces (so that this row lines up correctly), and then print the string '012345678901234567890123456789012345678901234567890123456789'. But as a shortcut you can use ('0123456789' * 6), which evaluates to the same string. Drawing the Rows of the Ocean Lines 19 to 25 print each row of ocean waves, including the numbers down the side to label the Y-axis. The for loop prints rows 0 through 14, along with the row numbers on either side of the board. There’s a small problem. Numbers with only one digit (like 0, 1, 2, and so on) only take up one space when printed, but numbers with two digits (like 10, 11, and 12) take up two spaces. The rows won’t line up if the coordinates have different sizes. It will look like this: The solution is easy. Add a space only in front of all the single-digit numbers. Lines 21 to 24 set the variable extraSpace to either a space or an empty string. The extraSpace variable is always printed, but only has a space character in it for single-digit row numbers. Otherwise, it is the empty string. This way, all of the rows will line up when you print them. The getRow() function takes a row number and returns a string representing that row’s ocean waves. Its two parameters are the board data structure stored in the board variable and a row number. Let’s look at this function next. Drawing the X-Coordinates Along the Bottom Lines 27 to 30 are similar to lines 13 to 16. They print the X-axis coordinates at the bottom of the screen. Getting the State of a Row in the Ocean While the board parameter is a data structure for the entire ocean’s waves, the getRow() function creates a string for a single row. First set boardRow to the blank string. The Y-axis coordinate is passed as the row parameter. The string is made by concatenating board[row], board[row], board[row], and so on up to board[row]. This is because the row contains 60 characters, from index 0 to index 59. The for loop on line 36 iterates over integers 0 to 59. On each iteration, the next character in the board data structure is copied on to the end of boardRow. By the time the loop is done, boardRow has the complete row’s ASCII art waves and is returned. Creating a New Game Board A new board data structure is needed at the start of each new game. The board data structure is a list of lists of strings. The first list represents the X coordinate. Since the game’s board is 60 characters across, this first list needs to contain 60 lists. Create a for loop that will append 60 blank lists to it. But board is more than just a list of 60 blank lists. Each of the 60 lists represents an X coordinate of the game board. There are 15 rows in the board, so each of these 60 lists must have 15 characters in them. Line 45 is another for loop to add 15 single-character strings that represent the ocean. The “ocean” will be a bunch of randomly chosen '~' and '`' strings. If the return value of random.randint() is 0, add the '~' string. Otherwise add the '`' string. This will give the ocean a random, choppy look to it. Remember that the board variable is a list of 60 lists, each list having 15 strings. That means to get the string at coordinate 26, 12, you would access board, and not board. The X coordinate is first, then the Y coordinate. Finally, the function returns the value in the board variable. Creating the Random Treasure Chests The game also randomly decides where the hidden treasure chests are. The treasure chests are represented as a list of lists of two integers. These two integers will be the X and Y coordinates of a single chest. For example, if the chest data structure was [[2, 2], [2, 4], [10, 0]], then this would mean there are three treasure chests, one at 2, 2, another chest at 2, 4, and a third one at 10, 0. The numChests parameter tells the function how many treasure chests to generate. Line 56’s for loop will iterate numChests number of times, and on each iteration line 57 appends a list of two random integers. The X coordinate can be anywhere from 0 to 59, and the Y coordinate can be from anywhere between 0 and 14. The expression [random.randint(0, 59), random.randint(0, 14)] that is passed to the append method will evaluate to a list value like [2, 2] or [2, 4] or [10, 0]. This list value is appended to chests. Determining if a Move is Valid When the player types in X and Y coordinates of where they want to drop a sonar device, they may not type invalid coordinates. The X coordinate must be between 0 and 59 and the Y coordinate must be between 0 and 14. The isValidMove() function uses a simple expression that uses and operators to ensure that each part of the condition is True. If even one part is False, then the entire expression evaluates to False. This function returns this Boolean value. Placing a Move on the Board In the Sonar game, the game board is updated to display a number for each sonar device dropped to show how far away the closest treasure chest is. So when the player makes a move by giving the program an X and Y coordinate, the board changes based on the positions of the treasure chests. The makeMove() function takes four parameters: the game board data structure, the treasure chests data structure, and the X and Y coordinates. Line 69 returns False if the X and Y coordinates if was passed do not exist on the game board. If isValidMove() returns False, then makeMove() will itself return False. Otherwise, makeMove() will return a string value describing what happened in response to the move: · If the coordinates land directly on the treasure, makeMove() returns 'You have found a sunken treasure chest!'. · If the coordinates are within a distance of 9 or less, makeMove() returns 'Treasure detected at a distance of %s from the sonar device.' (where %s is replaced with the integer distance). · Otherwise, makeMove() will return 'Sonar did not detect anything. All treasure chests out of range.'. Given the coordinates of where the player wants to drop the sonar device and a list of XY coordinates for the treasure chests, you’ll need an algorithm to find out which treasure chest is closest. The x and y parameters are integers (say, 3 and 2), and together they represent the location on the game board where the player guessed. The chests variable will have a value such as [[5, 0], [0, 2], [4, 2]]. That value represents the locations of three treasure chests. You can visualize it as the picture in Figure 13-3. The distances form “rings” around the sonar device located at 3, 2 as in Figure 13-4. Figure 13-3: The treasure chests that [[5, 0], [0, 2], [4, 2]] represents. Figure 13-4: The board marked with distances from the 3, 2 position. But how do you translate this into code for the game? You need a way to represent the square ring distance as an expression. Notice that the distance from an XY coordinate is always the larger of two values: the absolute value of the difference of the two X coordinates and the absolute value of the difference of the two Y coordinates. That means you should subtract the sonar device’s X coordinate and a treasure chest’s X coordinate, and then take the absolute value of this number. Do the same for the sonar device’s Y coordinate and a treasure chest’s Y coordinate. The larger of these two values is the distance. For example, consider the sonar’s X and Y coordinates are 3 and 2, like in Figure 13-4. The first treasure chest’s X and Y coordinates (that is, first in the list [[5, 0], [0, 2], [4, 2]]) are 5 and 0. 1. For the X coordinates, 3 - 5 evaluates to -2, and the absolute value of -2 is 2. 2. For the Y coordinates, 2 - 1 evaluates to 1, and the absolute value of 1 is 1. 3. Comparing the two absolute values 2 and 1, the larger value is 2, so 2 should be the distance between the sonar device and the treasure chest at coordinates 5, 1. We can look at the board in Figure 13-4 and see that this algorithm works, because the treasure chest at 5, 1 is in the sonar device’s 2nd ring. Let’s quickly compare the other two chests to see if the distances work out correctly also. Let’s find the distance from the sonar device at 3, 2 and the treasure chest at 0, 2: 1. abs(3 - 0) evaluates to 3. 2. abs(2 - 2) evaluates to 0. 3. 3 is larger than 0, so the distance from the sonar device at 3, 2 and the treasure chest at 0, 2 is 3. Let’s find the distance from the sonar device at 3, 2 and the last treasure chest at 4, 2: 1. abs(3 - 4) evaluates to 1. 2. abs(2 - 2) evaluates to 0. 3. 1 is larger than 0, so the distance is 1. Looking at Figure 13-4 you can see all three distances worked out correctly. It seems this algorithm works. The distances from the sonar device to the three sunken treasure chests are 2, 3, and 1. On each guess, you want to know the distance from the sonar device to the closest of the three treasure chest distances. To do this, use a variable called smallestDistance. Let’s look at the code again: Line 72 uses the multiple assignment trick in a for loop. For example, the assignment statement spam, eggs = [5, 10] will assign 5 to spam and 10 to eggs. Because chests is a list where each item in the list is itself a list of two integers, the first of these integers is assigned to cx and the second integer is assigned to cy. So if chests has the value [[5, 0], [0, 2], [4, 2]], cx will have the value 5 and cy will have the value 0 on the first iteration through the loop. Line 73 determines which is larger: the absolute value of the difference of the X coordinates, or the absolute value of the difference of the Y coordinates. abs(cx - x) > abs(cy - y) seems like much shorter way to say that, doesn’t it? Lines 73 to 76 assign the larger of the values to the distance variable. So on each iteration of the for loop, the distance variable holds the treasure chest’s distance from the sonar device. But you want the smallest distance of all the treasure chests. This is where the smallestDistance variable comes in. Whenever the distance variable is smaller than smallestDistance, then the value in distance becomes the new value of smallestDistance. Give smallestDistance the impossibly high value of 100 at the beginning of the loop so that at least one of the treasure chests you found will be put into smallestDistance. By the time the for loop has finished, you know that smallestDistance holds the shortest distance between the sonar device and all of the treasure chests in the game. The remove() list method will remove the first occurrence of a value matching the passed in argument. For example, try entering the following into the interactive shell: The 10 value has been removed from the x list. The remove() method removes the first occurrence of the value you pass it, and only the first. For example, type the following into the interactive shell: Notice that only the first 42 value was removed, but the second and third ones are still there. The remove() method will cause an error if you try to remove a value that isn’t in the list: The only time that smallestDistance is equal to 0 is when the sonar device’s XY coordinates are the same as a treasure chest’s XY coordinates. This means the player has correctly guessed the location of a treasure chest. Remove this chest’s two-integer list from the chests data structure with the remove() list method. Then the function returns 'You have found a sunken treasure chest!'. The else-block starting on line 86 executes if smallestDistance was not 0, which means the player didn’t guess an exact location of a treasure chest. If the sonar device’s distance was less than 10, line 87 marks the board with the string version of smallestDistance. If not, mark the board with a '0'. Getting the Player’s Move The enterPlayerMove() function collects the XY coordinates of the player’s next move. The while loop will keep asking the player for their next move until they enter a valid move. The player can also type in 'quit' to quit the game. In that case, line 101 calls the sys.exit() function to terminate the program immediately. Assuming the player has not typed in 'quit', the code must ensure it is a valid move: two integers separated by a space. Line 103 calls the split() method on move as the new value of move. If the player typed in a value like '1 2 3', then the list returned by split() would be ['1', '2', '3']. In that case, the expression len(move) == 2 would be False and the entire expression evaluates immediately to False . Python doesn’t check the rest of the expression because of short-circuiting (which was described in Chapter 10). If the list’s length is 2 then the two values will be at indexes move and move. To check if those values are numeric digits (like '2' or '17'), you could use a function like isOnlyDigits() from Chapter 11. But Python already has a function that does this. The string method isdigit() returns True if the string consists solely of numbers. Otherwise it returns False. Try entering the following into the interactive shell: Both move.isdigit() and move.isdigit() must be True for the whole condition to be True. The final part of line 104’s condition calls the isValidMove() function to check if the XY coordinates exist on the board. If the entire condition is True, line 105 returns a two-integer list of the XY coordinates. Otherwise, the execution loops and the player will be asked to enter coordinates again. Asking the Player to Play Again The playAgain() function is similar to the playAgain() functions in previous chapters. Printing the Game Instructions for the Player The showInstructions() is a couple of print() calls that print multi-line strings. The input() function gives the player a chance to press enter before printing the next string. This is because the IDLE window can only show so much text at a time. After the player presses enter, the function returns. The Start of the Game The expression input().lower().startswith('y') asks the player if they want to see the instructions, and evaluates to True if the player typed in a string that began with 'y' or 'Y'. If so, showInstructions() is called. Otherwise, the game begins. Line 171’s while loop is the main loop for the program. Several variables are set up on lines 173 to 177 and are described in Table 13-1. Table 13-1: Variables used in the main game loop. The number of sonar devices (and turns) the player has left. The board data structure used for this game. The list of chest data structures. getRandomChests() will return a list of three treasure chests at random places on the board. A list of all the XY moves that the player has made in the game. Displaying the Game Status for the Player Line 179’s while loop executes as long as the player has sonar devices remaining. Line 187 prints a message telling the user how many sonar devices and treasure chests are left. But there’s a small problem. If there are two or more sonar devices left, you want to print '2 sonar devices'. But if there’s only one sonar device left, you want to print '1 sonar device' left. You only want the plural form of “devices” if there are multiple sonar devices. The same goes for '2 treasure chests' and '1 treasure chest'. Lines 183 through 186 have code after the if and else statements' colon. This is perfectly valid Python. Instead of having a block of code after the statement, you can use the rest of the same line to make your code more concise. The two variables named extraSsonar and extraSchest are set to 's' (space) if there are multiple sonar devices or treasures chests. Otherwise, they are blank strings. These variables are used on line 187. Getting the Player’s Move Line 189 uses multiple assignment since enterPlayerMove() returns a two-item list. The first item in the returned list is assigned to the x variable. The second is assigned to the y variable. They are then appended to the end of the previousMoves list. This means previousMoves is a list of XY coordinates of each move the player makes in this game. This list is used later in the program on line 198. The x, y, theBoard, and theChests variables are all passed to the makeMove() function. This function will make the necessary modifications to the game board to place a sonar device on the board. If makeMove() returns the value False, then there was a problem with the x and y values you passed it. The continue statement will send the execution back to the start of the while loop on line 179 to ask the player for XY coordinates again. Finding a Sunken Treasure Chest If makeMove() didn’t return the value False, it would have returned a string of the results of that move. If this string was 'You have found a sunken treasure chest!', then all the sonar devices on the board should be updated to detect the next closest treasure chest on the board. The XY coordinates of all the sonar devices are in previousMoves. By iterating over previousMoves on line 198, you can pass all of these XY coordinates to the makeMove() function again to redraw the values on the board. Because the program doesn’t print anything new here, the player doesn’t realize the program is redoing all of the previous moves. It just appears that the board updates itself. Checking if the Player has Won Remember that the makeMove() function modifies the theChests list you sent it. Because theChests is a list, any changes made to it inside the function will persist after execution returns from the function. makeMove() removes items from theChests when treasure chests are found, so eventually (if the player keeps guessing correctly) all of the treasure chests will have been removed. Remember, by “treasure chest” we mean the two-item lists of the XY coordinates inside the theChests list. When all the treasure chests have been found on the board and removed from theChests, the theChests list will have a length of 0. When that happens, display a congratulations to the player, and then execute a break statement to break out of this while loop. Execution will then move to line 209, the first line after the while-block. Checking if the Player has Lost Line 207 is the last line of the while loop that started on line 179. Decrement the sonarDevices variable because the player has used one. If the player keeps missing the treasure chests, eventually sonarDevices will be reduced to 0. After this line, execution jumps back up to line 179 so it can re-evaluate the while statement’s condition (which is sonarDevices > 0). If sonarDevices is 0, then the condition will be False and execution will continue outside the while-block on line 209. But until then, the condition will remain True and the player can keep making guesses. Line 209 is the first line outside the while loop. When the execution reaches this point the game is over. If sonarDevices is 0, you know the player ran out of sonar devices before finding all the chests and lost. Lines 210 to 212 will tell the player they’ve lost. The for loop on line 213 will go through the treasure chests remaining in theChests and show their location to the player so that they can know where the treasure chests had been lurking. The sys.exit() Function Win or lose, playAgain() is called again to let the player type in whether they want to keep playing or not. If not, then playAgain() returns False. The not operator on line 216 changes this to True, making the if statement’s condition True and the sys.exit() function is executed. This will cause the program to terminate. Otherwise, execution jumps back to the beginning of the while loop on line 171 and a new game begins. Remember how our Tic Tac Toe game numbered the spaces on the Tic Tac Toe board 1 through 9? This sort of coordinate system might have been okay for a board with less than ten spaces. But the Sonar board has 900 spaces! The Cartesian coordinate system we learned in the last chapter really makes all these spaces manageable, especially when our game needs to find the distance between two points on the board. Locations in games that use a Cartesian coordinate system can be stored in a list of lists so that the first index is the X-coordinate and the second index is the Y-coordinate. This make accessing a coordinates look like board[x][y]. These data structures (such as the ones used for the ocean and locations of the treasure chests) make it possible to have complicated concepts represented as data, and your game programs become mostly about modifying these data structures. In the next chapter, we will be representing letters as numbers using their ASCII numbers. (This is the same ASCII term we used in “ASCII art” previously.) By representing text as numbers, we can perform math operations on them which will encrypt or decrypt secret messages.

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You are hereHome > Plastic is everywhere. It’s cheap, lightweight and can take many forms to suit our needs. But there’s some plastic that doesn’t belong in 2018. Consider the take-out foam cup and its frequent companion, the take-out foam container. Scientists are still documenting the scope of plastic pollution and investigating its effects. But for decades, we’ve known that one of the worst forms of plastic pollution is polystyrene foam—what most of us call Styrofoam. The Environmental Protection Agency estimates that we produce more than 3 million tons of polystyrene every year, and Americans throw away an estimated , or about 82 cups per person. Sure, it keeps your coffee hot. But polystyrene also in the environment—every bit of it is still out there, with much of it clogging our landfills, littering our streets, or our environment. Polystyrene is floating in our rivers, lakes and and defacing our beaches and parks. It's poisoning the wildlife that all too often . Plastic waste is so pervasive that it's even in our . Nothing we use for a few minutes should threaten our health and pollute our environment for hundreds of years—especially when it’s “stuff” we don’t need. This mantra has stuck with us as we’ve sought to reduce the amount of waste our country produces. Over the decades, our network has worked together to win more than 54 pro-recycling laws, plastic bag bans, and other policies to reduce, reuse and recycle waste in 16 states—from stopping the repeal of Oregon’s first-in-the-nation Bottle Bill in the early 1970s to overhauling Connecticut's waste and recycling programs in 2014. Most recently, our network partner Environment California celebrated a big victory for waste reduction when California passed the on single-use plastic bags. Now, U.S. PIRG and Environment America are running coordinated campaigns in more than 25 states to ban plastic foam cups and take-out containers. Of course, there are plastics companies and some consumers who don't like this idea. Earlier this year, their opposition helped a bill banning plastic foam containers in California. But across the country, polystyrene foam bans have passed in more than 200 cities and communities, and some companies are also getting with the program: Both and have committed to phasing polystyrene out. It’s time to say goodbye to take-out plastic foam cups and containers. We need to sweep past the special interests who want to stick with polystyrene—so we’re shining a spotlight on the issue in the media and online, going door to door to spread the word and mobilize public support, and speaking out in state capitols across the country. We know how to combine professional research and advocacy with citizen support, and our network’s combined efforts can help us win real results. If we succeed in banning single-use polystyrene items, we’ll see a difference in cleaner parks, streets, beaches and waters, decreased exposure to toxic materials for humans and wildlife, and less overall waste choking our planet. We’ll see a cleaner, healthier, and more sustainable future to leave to our children and grandchildren. This is something we can do right now, in states across the country. Tell your elected leaders to stop trashing our future by banning polystyrene cups and containers now. Your donation supports U.S. PIRG’s work to stand up for consumers on the issues that matter, especially when powerful interests are blocking progress.

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If we grasp the temperature and humidity, we can greatly reduce the occurrence of diseases in the greenhouse(greenhouse supplies pots)! We can prevent and cure most diseases by changing the temperature and humidity, and we can prevent and control most diseases by controlling temperature and humidity(black plastic plant pots). The method, specifically how to do it? Many flower friends do not know how to raise cactus in winter, cactus should not be over-watered when planting in winter, cactus has a strong ability to resist drought. At present, the miniaturized and compact potted plants and bonsai are more and more popular among people(wholesale greenhouse pots), but often the flowers in our house are loosely branched (long), and the following measures can make the potted flowers grow compact and chic. By using vegetative propagation methods such as grafting, cutting(gallon nursery pots), and beading, the dwarfing effect can be achieved, and the planting time is shortened, and the plant height is reduced, and the plant type is more compact. (best microgreen propagation trays canada)Narcissus can be dwarfed by acupuncture and engraving(flat plastic tray). Dwarfing can be achieved by grafting with dwarf varieties. Different cutting times can be used to control the height of the plant, such as chrysanthemum, to control the lodging. It can be dwarfed in late July or dwarfed with foot buds. The bud insertion method can make the tall plant dahlia dwarf and planted in a pot with a diameter of more than ten centimeters(cell trays). The height of the plant is only 30 cm, but the color is also bright. By shaping, when the plant is young(seed starter trays), the main branch is removed, and the germinated lateral branches are cut and the excessively long side branches are cut to make the plant full and low, thereby improving the ornamental. This method is used for the descent of the rose, a string of red, rhododendron and some foliage flowers. Artificial twisting of the branches hinders the plant transport passage and slows down the growth rate of the plants, resulting in a low plant type(gallon plant pot). This method is generally used in the production of small bonsai. (best microgreen propagation trays canada)The air on the balcony is very circulated(plastic grow pots), not tangled in the characteristics of toxic and carbon dioxide, and because it is an open space, you can put some large potted plants, even with water features. Ivy: Climbing plants are good air fresheners, and have very good purifying effects on benzene, formaldehyde and trichloroethylene. The timely application of phosphorus in potted plants(plug trays), potassium fertilizer and less nitrogen fertilizer can control the nutrition of plants to achieve the purpose of dwarfing. Convenient to create a good sporting and relaxing environment on the balcony(square nursery pots). Woody potted plants: The more common large potted plants, such as the rich tree, the happy tree, the duck foot wood, the geese wood, etc. can be cured on the balcony. Of course, you don't have to stick to the common foliage plants(propagation tray). Some fruit trees can also be placed on balconies, such as figs, hawthorn, apples, and even grapes, which can be planted in potted plants on the balcony.(best microgreen propagation trays canada)

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Any property with acres of land often contain small creeks that drain to larger creeks. Because of this direct connection to the water, rural property owners can have an immediate impact on the health of streams and watersheds. Here are the top eight ways rural property owners can prevent pollution and erosion: 1. Manage livestock properly. - Fence animals out. - Establish pastures and rotate animals through fields seasonally. - Maintain a vegetated buffer or filter strip. - Route runoff via grass swales to vegetated areas away from water. 2. Plant native vegetation along creeks and wetlands to: - Hold soil in place and prevent erosion - Slow water flow and help soil absorb water. - Support wildlife by creating habitat and shade. 3. Maintain bird nest boxes to manage pests: - Reduce insects with flycatchers. - Control rodents with owls. 4. Install rain barrels and cisterns. - Store rain runoff from roofs in rain barrels or cisterns and utilize for irrigation. 5. Use grass swales to absorb polluted runoff. - Plan and install grass swales to carry stormwater from hillsides, roads and roofs to an area where the soil can absorb it without causing erosion along the way. 6. Create buffer strips from livestock areas. - Set aside grassy buffer strips so that runoff from livestock areas does not flow directly into the creek. - Compost animal manure and then use it in the garden or on fields. - Store compost away from the creek. 8. Water livestock away from creeks. - Develop livestock watering facilities away from creeks. - Consider using a solar pump to supply water to a trough, instead of allowing livestock direct access to the creek channel for water.

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See what questions a doctor would ask. After involving 8,845 subjects in a study, researchers determined that the risk factors for developing dementia include having certain conditions during middle-age - high cholesterol, high blood pressure, diabetes or smoking. Diabetes was associated with a 46% increase in risk of dementia, high cholesterol with 42% and smoking with 26% and hypertension with 24% increase in risk. The presence of all four risk factors increased the risk by 237%. The study was published in Neurology. Experts from Alzheimer's Association encourage people to reduce the risk of dementia by being mentally, physically and socially active as well as having a diet that encourages brain health (dark-skinned fruits and vegetables, fish and nuts. Source: summary of medical news story as reported by Steven Reinberg About: Dementia risk factors determined Date: 26 January 2005 Source: Steven Reinberg http:/ This summary article refers to the following medical categories: Related Medical Topics More News Topics This summary article refers to the following medical categories: Search Specialists by State and City

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The Basics of Responding to a FOIA Request Since 1967, the Freedom of Information Act (FOIA) has given Americans the right to request records from any federal agency. According to the Office of Information Policy (OIP), government agencies received 790,772 FOIA requests during the Fiscal Year 2020, and the demand for information remains strong. What is FOIA? FOIA is a federal law described as “the law that keeps citizens in the know about the government.” It provides any person with the legal right, enforceable in court, to obtain access to government information contained in executive branch agency records. The intent of FOIA is to increase the transparency related to the functions of U.S. government agencies, enabling the American public to identify issues and encourage Congress, agency officials, and the President to address them more easily. FOIA applies only to federal agencies that fall under the executive branch — the Department of Defense, Department of Commerce, Department of Homeland Security, among others. However, agencies like the CIA, FBI, and EPA have their own equivalent law, as does each U.S. state. FOIA Exemptions and Exclusions Federal agencies must disclose any information requested under FOIA unless it falls under one of the following nine exemptions: Information that is classified to protect national security Information related only to an agency’s internal personnel rules and practices Information that is forbidden from being disclosed by another federal law Confidential or privileged financial or commercial information and trade secrets Privileged communications occurring within or between agencies, including those protected by deliberative process privilege, attorney-work product privilege, or attorney-client privilege Information that would invade another person’s privacy if disclosed Information compiled for law enforcement purposes that reasonably would or could: Interfere with enforcement proceedings Deprive a person of a right to a fair trial or impartial adjudication Constitute an unwarranted invasion of privacy Disclose the identity of a confidential source Disclose law enforcement investigation techniques and procedures Endanger the life or safety of someone Information related to the supervision of financial institutions Geological information on wells FOIA also provides special protections for three specific categories of law enforcement and national security records. The first exclusion protects the existence of an ongoing criminal investigation in certain circumstances, the second safeguards the existence of informant records, and the third, limited to the FBI, protects the existence of foreign intelligence, counterintelligence, or classified international terrorism records. Responding to a FOIA Request Agencies typically process requests in the order of receipt but must respond to requests within 20 business days. However, under FOIA, agencies may extend the response time for an additional ten business days if they need to collect records from field offices, the request involves “voluminous” amounts of records, or the respondent must consult with another agency to answer the request. If an extension is necessary, the requester will be notified and allowed to modify or limit the request. Once the agency processes the request, they will send a responsive letter, along with the responsive documents, to the requester. The letter will advise whether any information is being withheld, according to one or more of the nine FOIA exemptions. If the respondent withholds entire pages, they will specify the volume of the materials being denied and notify the requester if records are not located or what issues led to their inability to comply with the request. Administrative appeals can be filed with the Solicitor of Labor under certain circumstances: If records responsive to the request were withheld If the requester believes that there are additional records responsive to the request that the agency did not provide If the agency did not process the request within the statutory time limits. If their request for expedited processing or a fee waiver is denied Using Ediscovery Software for Responding to a FOIA Request While not identical, the workflows involved in responding to a FOIA request share many commonalities with the typical ediscovery process. Because of these similarities, a cloud-based ediscovery platform can streamline the FOIA response process. For example, the Everlaw platform does this by enhancing: Speed. Users can create a new project from a template when a request comes in, quickly upload and process data from multiple file types, and make the project accessible to colleagues to begin review. Search. Users can run searches for responsive documents that comply with the request based on keywords or phrases, email senders or recipients, date/time, and more. Redacting and withholding. Users can automatically bulk identify personally identifiable information (PII) and other confidential information for redaction to avoid disclosure errors. Additionally, users can create redaction stamping options for exemption codes and apply directly to records, and leverage tools like data visualization, audio and video (A/V) redaction, and persistent highlights for fast review at scale. Exporting. Users can securely export responsive documents as PDFs with instant Bates and redaction stamps. Also, users can provide an automatically generated privilege log (or Vaughn Index) to the requester with their response. This workflow helps users easily track and close requests. The volumes and types of data that government agencies manage only continue to grow over time, putting new pressures on agencies as they also face growing FOIA requests from the public. In this climate, a reliable, secure, and sophisticated cloud-based ediscovery solution can become an invaluable tool for agencies at every level of government to streamline FOIA response processes, boost productivity, and enhance public trust. Are you interested in learning more about FOIA requests? Tune in to our on-demand webinar, “Turning to Tech: How to Ease the Burden of Responding to Public Records and FOIA Requests,” to trends, observations, methods, and best practices for responding to FOIA requests.

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Lamium amplexicaule, Henbit Scientific Name: Lamium amplexicaule Common Name: Henbit Also Called: Common Henbit, Dead Nettle, Deadnettle, Dead-nettle, Giraffehead Family: Lamiaceae or Mint Family Synonyms: (Lamium amplexicaule L. var. album) Duration: Annual or biennial. Size: Up to 1 foot or more. Growth Form: Forb/herb; semi-erect, stems low and decumbent at base, leaf nodes elongated. Leaves: Green; opposite, soft pubescence, leaves rounded or ovate, margins coarsely crenate or lobed, lower leaves with petioles, upper leaves sessile. Flower Color: Pink, purple, reddish-purple, white or pinkish spots; 1 to 3 in axils corolla with slender elongated throat, hairy outside and glabrous inside, fruit a 1-seeded nutlet. Flowering Season: April to October. Elevation: Below 2,500 feet. Habitat Preferences: Disturbed areas. Recorded Range: Henbit is an introduced Eurasia species throughout North America. In Arizona it is found in the north central, central and south central parts of the state. North America & US County Distribution Map for Lamium amplexicaule. U.S. Weed Information: Lamium aplexicaule is listed in: Weeds of Kentucky and adjacent states, Weeds of the Northeast, Weeds of Nebraska and the Great Plains, Weeds of the United States and Canada and Weeds of the West. Plants included here may become weedy or invasive. Invasive/Noxious Weed Information: No information available. Wetland Indicator: No information available. Threatened/Endangered Information: No information available. Genus Information: 5 species in Lamium in North America, all introduced. 1 species in Arizona; 2 species in California. Comments: Henbit is extensively naturalized in North America. It is a common lawn pest and also found in waste areas. Typical of the Mint family Henbit has square stems and is aromatic.

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Have you ever thought about how Silicon Valley became such a powerhouse in the world of technology? Back in the 80s, my home state of Massachusetts was home to world class research with institutions such as MIT, Harvard and the Route 128 corridor. So how did Boston cede its leadership to California and Silicon Valley? Employee non-compete contracts that held employees bound to these vertically integrated firms. Meanwhile, taking a different approach companies such as Hewlett Packard and Sun Microsystems were embracing their people to job hop. They encouraged open technologies and building alliances. Cross-Pollination of Ideas In her book Regional Advantage AnnaLee Saxenian writes that these same phenomena took place in all kinds of industries all over the world; that being that these companies in California allowed cross-pollination of ideas to occur by the movement of people between them. Ironically, radio enjoyed this same kind of cross-pollination up until 1996. The Telecommunications Act of 1996 President Clinton signed sweeping communications reform in America with the Telecommunications Act of 1996. The radio industry consolidated almost overnight with a handful of major companies owning virtually all of the best “beachfront” radio properties. The radio business, is not about just having a license to broadcast, but is about transmitted power and – like the real estate business – location, location, location. Unfortunately, that’s not how the FCC looks at license assignments. Federal Radio Commission The first regulatory body for communications in the United States was the FRC (Federal Radio Commission) and it divided the country into five equal regions and assigned the same number of radio services to each region. Why was this a bad idea? Because most of the people all lived in one or two regions of the country at that point in time and so more radio service was needed in them than in regions where it was mainly wildlife. History Rhymes Again I fond of saying that history doesn’t repeat but usually rhymes and in the case of radio’s number of AM or FM licenses a single company can own in a metro area we are repeating the same mistakes made by the FRC. It’s not about number of signals but the power of those signals and location. Cross-pollination of People Part and parcel with the Telcom Act of ’96 was the loss of cross-pollination of people. If a person was RIF’d (Reduction In Force) by his company, he was under a non-compete to walk across the street or maybe some place else in the country as the same companies were now competing against one another all across this great land. Before the Telcom Act, a single radio company could only own 12AM-12FM-12TV stations in the entire USA. After the act, pretty much as much as they could afford to buy (with certain limitations). Worse, these huge new radio companies would introduce across their footprint the concept of “Best Practices.” This is a code word for putting a knife in the heart of innovation. Innovation requires risk. Wall Street investors are basically risk adverse. Playing it safe becomes the rule of the day and anyone that can’t play by the new rules is quickly shown to the exit doors. Innovation requires three things according to the author of The Rise of the Creative Class, Richard Florida. Those are talent, technology and tolerance. Consolidation and the new goal of “increasing shareholder value” would chop the talent pool while replacing people with technology. And the tolerance for anything new was likewise reduced to nil. Welcome to “playing it safe” radio; sterile, predictable and boring. The Day I Tore Up My Employee’s Non-Competes Back when I was in Atlantic City, I had an employee walk across the street to a radio competitor of mine. I wanted to pursue this employee because I had them under a non-compete contract. My new owners said that if a person didn’t want to work for them, to just let them go. I said then if they didn’t intend to enforce my employee’s non-compete contracts why did they keep them in place when they bought my stations from the previous owner. The president’s response to me was, “darn if I know.” I said then I’m going to tear them all up and he said, “go ahead.” Life Without Non-Competes I have to tell you, as a young manager, the realization that everyone at my radio stations could walk across the street to competitors was scary. However, something wonderful happened. People who now worked for me knew they no longer were working under non-competes and they now worked for me because they wanted to. It also made me realize that I too needed to provide a style of management that made people want to stay with me more than going someplace else. That, I would learn, is the best way to run a business. Even better, having this type of work environment saw lots of talented people waiting in line to come work at my stations. Make Radio Great Again Radio became the force in America it is by being open to risk, new ideas and innovation. It kept the things that worked and jettisoned the ones that didn’t. In other words, before radio was encumbered with huge debt brought on by consolidators, it invested in its future. Radio can only win the future by investing in it.

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World Migratory Bird Day Focuses on Biodiversity 11 May 2008: Celebrated on 10-11 May 2008, World Migratory Bird Day 2008, organized under the auspices of the African-Eurasian Migratory Waterbird Agreement (AEWA) and the Convention on Migratory Species (CMS), sent a “clear signal to world leaders that more needs to be done to halt the loss of biodiversity and to increase national and international efforts to protect the network of sites required by migratory birds.” Although the exact reasons for the global declines are complex and vary from species to species and from flyway to flyway, the overall decline in bird numbers may be linked to the loss of habitats and biodiversity worldwide. The loss and fragmentation of essential habitats is being further compounded by the effects of climate change. Underlining the links between migratory species and climate change, Robert Hepworth, CMS Executive Secretary, said “migratory birds play a key role as biodiversity indicators. Any impact on ecosystems resulting from climate change, habitat degradation or availability of prey is reflected in the migration patterns and timing and breeding output of migratory birds.” World Migratory Bird Day 2008 website: http://www.worldmigratorybirdday.org/2008/ UNEP AEWA press release:

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This automation industry quiz question comes from the ISA Certified Automation Professional (CAP) certification program. ISA CAP certification provides a non-biased, third-party, objective assessment and confirmation of an automation professional's skills. The CAP exam is focused on direction, definition, design, development/application, deployment, documentation, and support of systems, software, and equipment used in control systems, manufacturing information systems, systems integration, and operational consulting. Click this link for more information about the CAP program. Which one of the following flow sensors naturally generates a pulsed output as a representation of the flow rate: a) orifice plate with differential pressure transmitter b) thermal mass flowmeter c) turbine meter d) magnetic flowmeter e) none of the above Click Here to Reveal the Answer Answers A, B, and D are not correct; each of these flowmeter types generally produces an electrical signal, with a magnitude that is proportional to flow rate. Each of these flowmeter types could be outfitted with a transmitter capable of transmitting pulses, but only the turbine meter from the choices above naturally generates pulses (with frequency proportional to flow rate). The correct answer is C, “turbine meter.” Turbine meters almost universally use a magnetic pickup to determine the number of rotations of the spinning turbine element. Each time a magnetized blade passes the pickup sensor, a pulse is generated. The volumetric flow rate can be determined by counting the number of pulses in a unit of time. Reference: Nicholas Sands, P.E., CAP and Ian Verhappen, P.Eng., CAP., A Guide to the Automation Body of Knowledge. To read a brief Q&A with the authors, plus download a free 116-page excerpt from the book, click this link.

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This lesson explores the vision of childhood created by Lewis Carroll in Alice in Wonderland. Students begin by looking at Carroll's photographs of the real Alice for whom Carroll imagined his story. They then compare the image of childhood that he captured on film with images of children in our culture. Next, students read Alice in Wonderland with special attention to the illustrations that Carroll had made for his book, and explore the relationship between words and pictures by creating an Alice illustration of their own. For contrast, students compare Carroll's vision of childhood with that presented by the Romantic poet William Blake in his illuminated Songs of Innocence and Experience. Finally, students consider the interplay of image and text in their own favorite children's literature and how the vision of childhood presented there compares to their experiences as children. What vision of childhood did Lewis Carroll portray in his famous Alice stories, and how did the culture of Victorianism influence that vision? Charles Dodgson was born on January 27, 1832. He lived his life and eventually died on January 14, 1898. "Lewis Carroll" was born on March 1, 1856, and is still very much alive. (Karoline Leach, Lewis Carroll: A Myth in the Making, via the EDSITEment-reviewed Victorian Web) Lewis Carroll, of course, is Dodgson's pseudonym, the name associated with the wonderful tales of Alice and her adventures. The teacher of this lesson might review this brief biography of Dodgson at the EDSITEment-reviewed Victorian Web. The biography details some known facts—as well as thoughtful speculation—about Dodgson's upbringing, his employment as a mathematical lecturer at Oxford, and his eventual friendship with a new Dean of Christ Church, Henry Liddell, his wife, and three daughters—including Alice—that led to the now legendary afternoon in which he sketched out the framework for Alice's Adventures in Wonderland. Though Dodgson had published under the name Lewis Carroll before Alice's Adventures was released in 1865, it was then that the persona of Lewis Carroll was truly born. Dodgson continued to write until his death from pneumonia in 1898, increasing the legend of "Lewis Carroll" and further obscuring Dodgson's true life from fans and biographers. This lesson plan discusses views of Victorian childhood, as detailed by LuAnn Walthe ("The Victorian Invention of Childhood"), at Victorian Web: On the one hand the child was the source of hope, of virtue, or emotion: along with the angelic wife, he was the repository of family values which seemed otherwise to be disappearing from an increasingly secular world.... But at the same time, and of course much less obviously, the child was a hardship, an obstacle to adult pleasure, and a reminder of one's baser self. He might be innocent, untainted by sexual knowledge, uncorrupted by the world of business, free from the agony of religious doubt; yet he was also potentially wicked and needed constant guidance and discipline. Portraying images of childhood, then, tended toward two somewhat contradictory perspectives: First, is the need to emphasize childhood adversity, to portray oneself as not having been spoiled by overindulgence, even, in some cases, to have deserved hardship. Second, and in conflict with this, is the desire to present childhood as an Edenic, blissful state, a time of past blessedness, a world completely different from the grating present. Carroll's Alice stories illustrate this combination of childhood adversity and Edenic bliss. Blake's Songs of Innocence and Experience, reviewed in Activity 3, also nicely illustrates a kind of tension between the idyllic lifestyle and those marked by hardship. Notably, however, Blake's vision focuses less often on childish wickedness and more often focuses on societal problems that plague and hamper children's growth. A review of potential differences between the visions of Blake and Carroll is the focus of Activity 3. For more background on the "myth of childhood" in the Victorian era, visit the Victorian Web essays on Beginnings, Myths of Childhood, and Autobiography and Childhood as a Personal Myth in Autobiography. For the final activity on William Blake, the following biography and textual history of the Songs of Innocence and Experience may prove useful: Victorian Web also has background information on the illustrator for the Alice stories, John Tenniel. Carroll was very much involved in the process and viewed the illustrations as an extension of his fiction. Many of the illustrations by John Tenniel from the original Alice’s Adventures in Wonderland are available at Victorian Web (note: there are three pages of images—click on “Next Section” at the bottom of the page for the next page of images.) For additional background on John Tenniel, Victorian Web provides An Overview of the illustrator as well as a critical discussions Representing Alice: John Tenneil's Collaboration with Charles Dodgson and The Textual Alice and the Alice of Illustration. Charles Dodgson's handwritten manuscript, "Alice's Adventures Underground", the first version of Alice's Adventures in Wonderland with his 37 illustrations is available through the British Library Online Gallery website. This includes an audio introduction and a video celebration "Alice" recently held at the Library. (To view The Original Alice click on that link at the bottom of the Virtual Book "Turning the Pages" Guide.) Finally, Victorian Web has many articles detailing the background, social context, and cultural history surrounding the publication of Lewis Carroll's Alice stories. This list includes a link to an interactive Hyper-Concordance that allows full-text searches of the Alice books. For additional background visit the Alice in Wonderland resources from the Tate Liverpool Museum is available though EDSITEment-reviewed Tate Liverpool: Alice in Wonderland Exhibition. This is the first exhibition of its kind to explore how Lewis Carroll’s stories have influenced the visual arts, inspiring generations of artists. It provides insight into the creation of the novels and the inspiration they have provided for artists through the decades. Go Down the Rabbit Hole through a Wondermind interactive for a learning experience that mixes art with science available from Tate Kids. Whether they have read Alice in Wonderland or not, most students will probably have some familiarity with the story. Begin by having them talk about their thoughts, memories, and knowledge of Lewis Carroll's classic story. Do they know when it was written? What do they know about the author? From what they know of her, does Alice seem like a "real" child to them? Do they identify with the character and her experiences? Explain to students that Alice in Wonderland began as an improvised story told to a real little girl named Alice Liddell by a man named Charles Dodgson, which was the real name of Lewis Carroll. Provide a brief introduction to Carroll's life and his relationship with Alice Liddell, drawing on the resources available through the EDSITEment-reviewed Victorian Web website, including: Discuss the vision of childhood that Carroll offers in his photographs. How does it compare to students' impressions of the world of Alice in Wonderland? Is this childhood as it appears to an adult or as children see it? Is it realistic? fantastic? sentimental? To sharpen students' awareness of the image of childhood Carroll captured on film, have them compare his photographs to present-day images of children. Ask them to describe advertisements that feature children, such as those familiar from catalogs for children's clothing, and the visions of childhood offered by television and film. Again, consider whether these reflect an adult or a child's point of view. What sort of story do these images tell about being a kid today? As students prepare to read Alice in Wonderland, ask them to keep in mind the following question: Have students brainstorm the first question by discussing how the images portray the children. By looking at the pictures, what does it seem like childhood is like in the Victorian era? [Teacher note: refer back to the "myth of childhood" material in the Background section to remind yourself of the self-conscious portrayal of childhood in Victorian England, both for now and in preparation for Activity 3 below]. Next, have students read Alice's Adventures in Wonderland, with its original illustrations by Sir John Tenniel. Explain to students that Carroll closely supervised the illustrations in his book. They are not simply decorations, in other words, but part of his story, an extension of his fiction. To see Alice and its illustrations in a different light, introduce students to The Nursery Alice, a version of the story that Carroll prepared for very young children. If time allows, allow them to play the EDSITEment Sizing Up Alice quiz game, testing their knowledge of the first few chapters. Otherwise, turn to the following questions: Have students produce their own illustrations for Alice in Wonderland, choosing an episode or even an object described in the text. When they have finished, discuss how the process of finding a passage to illustrate and forming a visual impression based on the text opens a new perspective on the story. Note: this is useful either as an in-class or an at-home activity. Have students brainstorm the answers to this question for 5 minutes individually or in groups and then return to share their reactions with the larger class. Students might note, for example, that it is more difficult to visually capture emotions effectively (whereas it is relatively easier for an author to write about feelings); or, students might note that the use of animals in writing and in drawing allows the author or artist to bring certain characteristics to the foreground (this would be a wonderful time to review the concept of personification). To provide a contrast to the Victorian view of childhood behind Carroll's storytelling, have students look at the very different vision offered by the Romantic poet William Blake in his Songs of Innocence and Experience. Be sure to note to students that William Blake published these poems and images in 1789 and 1794 (Innocence and Experience, respectively; via the Blake Archive chronology). Carroll's Alice, on the other hand, was published originally in 1865. An electronic text of Songs of Innocence and Experience, with Blake's illustrations, is available through the EDSITEment-reviewed William Blake Archive. Have students compare, for example, Blake's contrasting visions of childhood in the two poems titled "The Chimney Sweeper," one from the Songs of Innocence (plate 20) and the other from the Songs of Experience (plate 46). Note that each 'plate' opens in an interactive window that allows zooming and panning. The "Compare" button below the image enables users to compare the versions of Blake's plates (each is distinct). On the left, below the image, a drop-down menu labeled "Show Me…" has several options for viewing, including a larger static image of the plate and a transcript of the poem (for easier reading). Encourage your students to spend time looking at the different versions, as well as comparing each 'pair' of poems from both Innocence and Experience. Once the class reviews the two chimney sweeper poems together, break students into groups and randomly assign them a Blake poem to examine (concentrate on those directly or indirectly related to children, in keeping with the theme of the lesson plan). Some poems directly relate to children; others come across as child-like in tone or verse (such as "The Lamb" and "The Tyger," both of which share the sound of a nursery rhyme). As students read the poem and compare the images, ask them (as with the first set of poems): Have students think about the idea of innocence, which can range from naïve (and ignorant of what is 'really' going on) to idealistic (portraying a utopia). How else would they define innocence? Discuss how the alternative visions that Blake presents compare with the vision of childhood in Alice in Wonderland. Does Carroll present a vision midway between the extremes envisioned by Blake? Or does he combine these visions to some extent by creating a fantastic world around a realistic little girl? Have students compare a pair of illustrated texts from Carroll, Blake, or both (e.g., a selection from a Carroll book, and a single poem from Blake). Ask them to discuss thematic similarities and differences for both the text, the illustration that accompanies it, and conclude with a comparison of the portrayal of childhood in the selected text. Depending on assessment needs and time, the length of the comparison can vary from a simple in-class response paper (or oral presentation) to a lengthier at-home assignment. Explore a related aspect of the Victorian sensibility by introducing students to the tradition of Fairy Painting that developed during the era, and to Victorian illustrations of fairy tales. Have students look at the illustrations in their own favorite books from childhood—Dr. Seuss books, Charlotte's Web, the Little House on the Prairie series, etc. Discuss the vision of childhood presented by the authors they loved. How does that vision compare to their experiences as children? How would they change these illustrations to reflect those experiences? The Tate Liverpool: Alice in Wonderland Exhibition contains an Educator's Pack which includes a variety of additional actviities as well as discussion questions to engage your students and extend their understanding of the story. Your students take off on further exploration when they Go Down the Rabbit Hole through a Wondermind interactive for a learning experience that mixes art with science available from Tate Kids. 1-3 class periods

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Brigadier General Joshua Chamberlain was a Brevet Major General So what was a brevet and how did it work? An explanation can be as confusing as it became for the Federals during the war itself. For example, you could be a colonel and because of some heroic deed on the battlefield and you would be receive a promotion to brevet brigadier general. Actually you were still a colonel, you did not receive a pay promotion or assume brigade command. The promotion was in name only, almost like a reward. That sounds simple enough, but lets look at some of the more complicated things that came along with that. There were more than just one army within the Federal military structure (I hope I'm saying that right). For example, since the regular army was so small at the beginning of the war, volunteers were raised, therefore you had the regular army and the volunteer army. You could be a regular army colonel and be a brevet brigadier general, but at the same time you could be a brigadier general of volunteers with a brevet rank of major general. Are you confused yet? Robert E. Lee always wore the stars of a colonel In the Confederate army, there was no brevet system in place. Although, at times the word brevet rank is mentioned, its an entirely different system than the Federals. If the word brevet was used in the Confederate army, it was usually because someone was temporarily promoted to hold a higher position. It was rarely used. Lee always wore the rank of colonel, because the Confederate army was also a volunteer army. Although Lee was a full general of volunteers, he was a regular army colonel. The brevet system in the Federal army caused confusion by adding to an already confusing situation. The Heroic Army Mule/Horse During the night battle at Wauhatchie near Chattanooga, some Federal army mules panicked by the gunfire charged into part of the Confederate lines. The Confederates thought it was a cavalry charge and fell back temporarily. Following the battle, a telegrapher sent a message to Washington poking fun at the confusing brevet system and its over use. He recommended that those heroic mules be breveted up to the rank of horses. What the authorities in Washington thought of this recommendation has not been recorded.

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By Stephen Eisenhammer RIO DOCE, Brazil (Reuters) - The collapse of two dams at a Brazilian mine has cut off drinking water for quarter of a million people and saturated waterways downstream with dense orange sediment that could wreck the ecosystem for years to come. Nine people were killed, 19 are still listed as missing and 500 people were displaced from their homes when the dams burst at an iron ore mine in southeastern Brazil on Nov. 5. The sheer volume of water disgorged by the dams and laden with mineral waste across nearly 500 km is staggering: 60 million cubic meters, the equivalent of 25,000 Olympic swimming pools or the volume carried by about 187 oil tankers. President Dilma Rousseff compared the damage to the 2010 oil spill by BP PLC in the Gulf of Mexico and Environment Minister Izabella Teixeira called it an "environmental catastrophe." Scientists say the sediment, which may contain chemicals used by the mine to reduce iron ore impurities, could alter the course of streams as they harden, reduce oxygen levels in the water and diminish the fertility of riverbanks and farmland where floodwater passed. Samarco Mineração SA, a joint venture between mining giants Vale SA and BHP Billiton and owner of the mine, has repeatedly said the mud is not toxic. But biologists and environmental experts disagree. Local authorities have ordered families rescued from the flood to wash thoroughly and dispose of clothes that came in contact with the mud. "It's already clear wildlife is being killed by this mud," said Klemens Laschesfki, professor of geosciences at the Federal University of Minas Gerais. "To say the mud is not a health risk is overly simplistic." As the heavy mud hardens, Laschesfki says, it will make farming difficult. And so much silt will settle along the bottom of the Rio Doce and the tributaries that carried the mud there that the very course of watershed could change. "Many regions will never be the same," he says. Researchers are testing the river water and results should be published over the coming weeks, giving a better idea of the contents of the mining waste. One cause for concern is that compounds known as ether amines could have been used at the mine to separate silica from the iron ore, in order to produce a better quality product. According to mining industry research and scientific literature published in recent years, the compounds are commonly used at Brazilian mines, including Samarco's. At least some of the compounds, according to the website of Air Products, a company that produces them, "are not readily biodegradable and have high toxicity to aquatic organisms." They can also raise PH levels to a point that is environmentally harmful. "There will be serious problems using the water from the river now," says Pedro Antonio Molinas, a water resources engineer and mining industry consultant familiar with the region. Samarco did not respond to questions about whether it used the compounds or whether they were in the so-called tailings pond whose contents burst through the broken dams. The disaster is the latest assault on the Rio Doce, or "Sweet River", one of the main routes connecting mineral-rich Minas Gerais state with the Atlantic Ocean. Once lined with thick rainforest and populated by indigenous tribes, the waterway has long suffered because of ravenous demand for the minerals nearby. So synonymous is it with the mining industry that Vale, which means "valley" in Portuguese, refers to the land through which the river runs. Before a name change in 2007, the miner was formally known as the Vale of the Rio Doce Company. Its banks now barren, and bed full of silt, the river grew prone to flooding with heavy rains that over the years devastated communities along its more than 800 km course. More recently it was plagued by drought. On Thursday, the river running a reddish brown, farmhands moved livestock away from its banks, afraid to let cattle drink the water. At a picnic table, Nilo Candido da Silva, 74, said he never saw devastation on this scale during a life spent by the river. "I don't think I'll ever see it go back to normal," said Silva, gazing at thick mud and shredded trees where last week the river rose but now just a brown trickle flows. A fish lay dead in the mud. As the mud flows toward the ocean, environmentalists fear its impact on the coast too. "Who had the brilliant idea of opening the dams along the river?" asked marine biologist Andre Ruschi in a Facebook post, referring to the decision by authorities to open dams along the Rio Doce to allow the surge to dissipate and proceed toward the ocean. The mouth of the Rio Doce is a nesting area for endangered sea turtles, an animal sensitive to chemical changes in the water. The beaches are expected to turn a deep red. "It's a huge shock for nature," said Professor David Zee, an expert in oceanography and the environment at the State University in Rio de Janeiro. (Additional reporting by Reese Ewing, Caroline Stauffer, Marcelo Teixeira, and Walter Brandimarte in Sao Paulo, and Jeb Blount in Rio de Janeiro.; Editing by Paulo Prada and Kieran Murray)

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The AUROC is one of the most commonly used metric to evaluate a classifier's performances. This section explains how to compute it. AUC (Area Under the Curve) is used most of the time to mean AUROC, which is a bad practice as AUC is ambiguous (could be any curve) while AUROC is not. |AUROC||Area Under the Curve of the Receiver Operating Characteristic| |AUC||Area Under the Curce| |ROC||Receiver Operating Characteristic| |TPR||True Positive Rate| |FPR||False Positive Rate| The AUROC has several equivalent interpretations: Assume we have a probabilistic, binary classifier such as logistic regression. Before presenting the ROC curve (= Receiver Operating Characteristic curve), the concept of confusion matrix must be understood. When we make a binary prediction, there can be 4 types of outcomes: To get the confusion matrix, we go over all the predictions made by the model, and count how many times each of those 4 types of outcomes occur: In this example of a confusion matrix, among the 50 data points that are classified, 45 are correctly classified and the 5 are misclassified. Since to compare two different models it is often more convenient to have a single metric rather than several ones, we compute two metrics from the confusion matrix, which we will later combine into one: To combine the FPR and the TPR into one single metric, we first compute the two former metrics with many different threshold (for example ) for the logistic regression, then plot them on a single graph, with the FPR values on the abscissa and the TPR values on the ordinate. The resulting curve is called ROC curve, and the metric we consider is the AUC of this curve, which we call AUROC. The following figure shows the AUROC graphically: In this figure, the blue area corresponds to the Area Under the curve of the Receiver Operating Characteristic (AUROC). The dashed line in the diagonal we present the ROC curve of a random predictor: it has an AUROC of 0.5. The random predictor is commonly used as a baseline to see whether the model is useful.

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Sat18Jan202010.00am - 2.00pmEwyas Harold Winter reptile habitat management day - Ewyas HaroldShow content This is a great opportunity to get outdoors, meet and socialise with fellow members whilst learning about our threatened wildlife species and their particular habitat requirements. This vital work is undertaken by volunteers, using hand tools to minimise impacts. Heavy machinery (tractors and flails) used at important overwintering and basking sites cause ground compaction and can destroy vital habitat structures, resulting in population losses and even localised extinctions. These reptile habitat management days are to hand manage the scrub, (bramble, gorse and bracken), creating open secluded basking glades and rides. Young colonising birch, blackthorn and ash needs cutting back and the brash used for refuges and hibernacula. If left unchecked these trees will completely shade out the current open areas. This approach not only benefits local reptile and amphibian species but also butterflies, other invertebrate species, ground nesting birds and flora. Members are very welcome to attend one or all dates at both sites. Tools to be used include a sturdy pair of loppers, bow saws slashers, rakes and thick gardening gloves. I currently have a small collection of tools but if volunteers are able to bring their own tools, this would really help. Bring a packed lunch and plenty to drink. Also wear appropriate clothing for outdoor weather with stout boots and waterproofs. If heavy prolonged rain is forecast the dates will be rescheduled. If you are interested please contact Nigel Hand (details below) in advance for the meeting location of both the sites. [email protected] or mobile 07974121806

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In these times when all conscientious individuals, organizations and governments are thinking of effective ways to fight climate change, the Miyawaki Model urban micro forest presents itself as the most successful game-changer. One of its greatest advantages is that it empowers even those who have little time or space to spare to contribute towards mitigating climate change. This single aspect itself makes the Miyawaki forest a hugely viable and widely accepted model, across countries and continents with varying climates and cultures. It can fit into school playgrounds, road sides or vacant spaces near dwelling places, and simulate a natural forest within a very short span of time. Prof. Akira Miyawaki, the internationally renowned Japanese botanist, developed this model, after he noticed that in Chinju-no-mori, or sacred groves of Japan, natural forests came up at a steady pace. This made him deduce that indigenous species flourished wherever human interference was not allowed. It was this discovery that eventually led the way to the Miyawaki Model of Afforestation that focuses on promoting Potential Natural Vegetation. Besides simulating forests, the Miyawaki method can also be used for creating arboretums, herbal forests, flower forests, fruit forests, vegetable forests, etc. This method has proven that the growth of plants is faster, and time they take to produce yield is much less.

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- ARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS) - (1) Californians Say Science Education Should be a Priority for Schools - (2) “California Board of Education Addresses Teacher Evaluation Issue” by Teresa Watanabe - (4) “California Testing iPads as Algebra Textbooks” by Gautham Nagesh - ARTICLES & ANNOUNCEMENTS (NATIONAL FOCUS) ARTICLES & ANNOUNCEMENTS (CALIFORNIA FOCUS) Source: Center for the Future of Teaching and Learning – 15 September 2010 URL (Report Links): http://www.cftl.org/Publications.htm URL (Full Report): http://www.cftl.org/documents/2010/2010SciCFTL_fullreport.pdf Californians believe that science education should be a priority for the state’s schools and want the subject to be taught early and more often, according to a report released today by the Center for the Future of Teaching and Learning and its partners in the Strengthening Science Education in California Initiative. The report, A Priority for California’s Future: Science for Students, is based on a telephone survey of 1004 adults in California, including cell phone and Spanish language interviews. The authors believe the report to be the first published public opinion research specific to science education in California. The survey results indicate that the public wants schools to have necessary science labs and equipment; wants all high school students to take biology, chemistry, and physics; wants science taught in elementary schools; and strongly supports providing teachers at all levels with specialized training in teaching science. “This new research clearly shows the state’s residents place a high value on science education, ranking the subject right up with reading, writing and mathematics in terms of priorities for schools,” said Nancy Belden, the lead researcher for the report. “In their view, knowledge and understanding of science are essential to keeping California and America at the forefront of technology and innovation, and essential to young people as they prepare for the future.” The data also indicate that groups that have been historically underrepresented are more likely to perceive that science education in their schools may be lacking and express stronger support for efforts to strengthen science education. “Californians understand the importance of science education and want it to be a priority for the state’s schools,” says Margaret Gaston, Executive Director of the Center for the Future of Teaching and Learning. “We hope the state’s policymakers and educators will consider the public’s interests as decisions are made that impact science education in California’s schools and classrooms.” A Priority for California’s Future: Science for Students was conducted as part of Strengthening Science Education in California, a new initiative that brings together educators, researchers, and others to examine the status of science teaching and learning, and to develop recommendations for improving science education throughout the state. For more information on this study, visit the links above. The full research report is available athttp://www.cftl.org/documents/2010/2010SciCFTL_fullreport.pdf Source: Los Angeles Times – 16 September 2010 The state Board of Education took up the controversial issue of teacher evaluations on Wednesday [September 15], unanimously voting to create an online database to share information about local, state and national efforts to measure educators’ effectiveness. The board also asked the Los Angeles, Long Beach and Fresno school districts to propose specific ways the state can support local efforts to create more meaningful evaluation tools, including the value-added method of using students’ test scores to rate teacher performance. This is a huge step forward,” said board member Ben Austin, who proposed the resolution at the Sacramento meeting. “Including value-added as a component is just common sense, if we take seriously the notion that education is about kids and not grownups.” Wednesday’s move was a step forward for the board, which typically doesn’t weigh in on local policy matters. The board’s 11 members, who are appointed by the governor to four-year terms, set state educational policy. But past boards have focused mainly on technical issues, such as ensuring state and local compliance with education laws, rather than policy, according to John E. Deasy, Los Angeles Unified School District’s deputy superintendent. “That’s huge,” Deasy said. “No question we are at a historic moment.” Debate over the issue of teacher evaluations intensified in Los Angeles and around the nation after The Times wrote a series of articles and published a database using the value-added method to rank about 6,000 third- through fifth- grade teachers. The California Teachers Assn. and the Los Angeles teachers union have opposed use of the value-added method, saying that students’ test scores do not accurately reflect a teacher’s effectiveness. Pixie Hayward-Schickele of the California Teachers Assn. said any board action on teacher performance reviews should be taken cautiously and only after all involved parties have a chance to weigh in. Teacher evaluations fall under collective bargaining agreements. In his presentation to the board, Deasy talked about Los Angeles’ efforts, launched last year, to improve teacher effectiveness by strengthening evaluation systems and reviewing tenure, merit pay and professional development programs. He told board members that multiple measures would be used in the district’s new and evolving evaluation system. Classroom observations of the teacher by a trained evaluator were the most important, he said, but value-added analysis and community feedback through surveys of parents, students and teachers would also be used. “This is very much a civil rights issue for us in L.A.,” he said, adding that the district was particularly concerned about boosting the academic performance of students in poor and marginalized neighborhoods. The district and the teachers union have agreed to negotiate a new evaluation system. Long Beach Unified School District officials discussed their two evaluation systems, one approved by the teachers union and one a voluntary pilot program, that both use test scores as analytical tools. Fresno educators told board members about growing collaboration between district administrators and the teachers union–two parties once mired in deep distrust–to improve teacher effectiveness. One tool Fresno uses is videotaping teachers to study both strengths and weaknesses. “We are beginning to set the stage for change,” said board member David Lopez. “What we have in place is not working as well as it should. Our students deserve better and so do parents.” California State Board of Education Agenda for 15 September 2010: http://www.cde.ca.gov/be/ag/ag/yr10/agenda201009.asp Item 16: http://www.cde.ca.gov/be/ag/ag/yr10/documents/sep10item16.doc (background, related legislation, and plans) Subject: Local Education Agency Teacher and Principal Performance Evaluation Practices and Reporting Requirements Item 16 Attachment 1: http://www.cde.ca.gov/be/ag/ag/yr10/documents/sep10item16a1.doc (3) Free Forum: Grading the Teachers–Measures, Media & Policies Source/Contact: Steve Cohen – [email protected] The University of California, Berkeley will host a free forum on teacher evaluation, focusing a significant part of the discussion on the use of a value-added approach that utilizes student test scores as an important measure of teacher effectiveness. Entitled “Grading the Teachers–Measures, Media, and Policies,” the September 27 forum will be streamed live on the Internet from 1:30-4:30 p.m. PT. In addition to providing event details, the Forum’s Web site (http://gse.berkeley.edu/admin/events/gradingtheteachers.html) includes a number of links to articles and reports about teacher evaluation that may be of interest. The following is from the Forum’s Web site: A national debate has raged since mid-August when the Los Angeles Times published its evaluations of 6,000 elementary school teachers in its series, “Grading the Teachers.” The paper justified its decision to make the ratings available as an “an important service, and in the belief that parents and the public have a right to the information.” While President Obama’s administration has made a priority of compensating teachers, at least in part, for their performance, a big part of the controversy is the evaluation method that the LA Times used in its analysis and whether the paper did enough to make the readers aware of the limitations of the “value-added” approach it employed. “Grading the Teachers” has been a wake-up call to those in research, journalism and education circles to grapple with the evaluation, journalistic and policy issues raised by the LA Times report. On September 27, UC Berkeley answers that call by holding the first and largest public forum to consider the methods and implications of the LA Times report, what promising teacher evaluations are on the horizon and, ultimately, how and whether teachers and students can benefit from them. Source: The Hill – 8 September 2010 A pilot project in four California school districts will replace 400 students’ eighth-grade algebra textbooks with Apple iPads in an attempt to prove the advantages of interactive digital technologies over traditional teaching methods. Education firm Houghton Mifflin Harcourt has teamed up with California Secretary of Education Bonnie Reiss for the pilot, which will take place at Long Beach Unified School District, Riverside Unified School District, Fresno Unified School District, and San Francisco Unified School District… Students randomly selected for the program will receive iPads loaded with digital versions of their textbooks for the coming school year. Their progress will be tracked and compared against that of their classmates using traditional textbooks to determine the potential benefit of a switch to digital technology. Students with iPads will have instant access to more than 400 videos from teaching experts walking them through the concepts and assignments, rather than having to rely on the teacher’s explanation in class. There is also a homework coach and animated instructions on how to complete assignments… Source: Press-Telegram (Long Beach) – 8 September 2010 …Bonnie Reiss, the state secretary of education, said that the ground-breaking pilot program fits in with Gov. Arnold Schwarzenegger’s push for digital textbooks. “You are part of history,” she told a group of Washington students [in Long Beach, CA] during a press event Wednesday. Students using the algebra app can watch instructional videos, type, or voice-record notes and complete computer quizzes that provide immediate feedback on whether answers are correct. The results of quizzes are sent automatically to the teacher’s iPad so that he or she can track the kids’ performance. Students can also get hints to solve problems, review worked-out examples step-by-step, and use a built-in graphing calculator to visualize algebraic equations… Source: The Fresno Bee – 8 September 2010 …[Fresno Unified Superintendent Michael Hanson] said the new program provides an opportunity for California schools to take the lead in digital textbook innovation… At the conclusion of the yearlong pilot, Empirical Education, a Silicon Valley research company, will evaluate student academic performance and produce a report comparing the 400 iPad app students to 600 other eighth-graders in California who relied solely on textbooks… Source: The White House – 16 September 2010 On Thursday, September 16, President Obama announced the launch of Change the Equation, a CEO-led effort to dramatically improve education in science, technology, engineering, and math (STEM), as part of his “Educate to Innovate” campaign. Change the Equation is a non-profit organization dedicated to mobilizing the business community to improve the quality of STEM education in the United States. In his remarks, the President emphasized the importance of providing American students with a solid foundation in these subjects in order to compete in the global economy: “We’re here for a simple reason: Everybody in this room understands that our nation’s success depends on strengthening America’s role as the world’s engine of discovery and innovation. And all the CEOs who are here today understand that their company’s future depends on their ability to harness the creativity and dynamism and insight of a new generation. “And that leadership tomorrow depends on how we educate our students today –especially in science, technology, engineering and math.” President Obama also emphasized the importance of the government working together with teachers, parents, students and businesses to achieve these goals: “What I’ve also said for a long time is that our success will not be attained by government alone. It depends on teachers and parents and students and the broader community. It depends on us restoring an insistence on excellence in our classrooms and from our children. And that’s why last year I challenged scientists and business leaders to think of creative ways to engage young people in math and science. And now they are answering the call. “All across this country, companies and nonprofits are coming together to replicate successful science programs. New public/private partnerships are working to offer additional training to more than 100,000 teachers and to prepare more than 10,000 new teachers in the next five years. “Media companies are creating content to inspire young people in math and science. And businesses are working with nonprofits to launch robotics competitions and other ways for kids to make things and learn with their hands. “So now we’re building on this effort. The business leaders gathered in this room with this board at the helm are launching a new organization called ‘Change the Equation’ to help our country reach the goal of moving to the top in math and science education. It brings together a coalition of more than a hundred CEOs from the nation’s largest companies who are committed to bring innovative math and science programs to at least a hundred high-need communities over the next year.”[For more, see the article below.] About Change the Equation (from http://www.changetheequation.org/what/about-change-the-equation/): Five visionary leaders — former Intel CEO Craig Barrett, Time Warner Cable CEO Glenn Britt, Xerox CEO Ursula Burns, Eastman Kodak CEO Antonio Perez, and Sally Ride Science CEO Sally Ride — joined forces with Carnegie Corporation of New York and the Bill & Melinda Gates Foundation to form Change the Equation. Change the Equation is a non-profit, non-partisan CEO-led initiative to solve America’s innovation problem. It answers the call of President Obama’s Educate to Innovate Campaign to move the U.S. to the top of the pack in science and math education over the next decade. We aim to improve science, technology, engineering, and math (STEM) education for every child, with a particular focus on girls and students of color, who have long been underrepresented in STEM fields. Our members — more than 100 companies — will connect and align their work to transform STEM learning in the United States. Change the Equation will strive to be the conscience of a sustainable national movement to improve STEM education by: . — Shining a light on progress and problems. Change the Equation speaks with a steady, independent, non-partisan voice about the urgency of improving STEM education nationwide. We will regularly measure the nation’s progress towards our three goals. . — Advocating and influencing. Our network of CEOs seeks to influence decision makers with a clear vision for improving all students’ learning in STEM, in and out of school. Our CEOs care passionately about STEM education, and they are driven by the need for greater consensus and more action on what it will take to make a difference. . — Leading by example. Change the Equation members will carefully evaluate their own efforts in support of STEM education to ensure their effectiveness and quality. Before calling others to task, the corporate community will “clean its own house.” . — Acting as catalysts for change. Change the Equation aims to scale up existing, effective STEM education programs nationwide. We are committed to a future where neither geography nor family circumstances stand in the way of a child’s success. — Collaborating with educators and communities. Change the Equation seeks to combine the best in American schools with the power and ingenuity of American business. “What We Will Do” (http://www.changetheequation.org/what/what-we-do/): Change the Equation aligns corporate efforts in science, technology, engineering and math (STEM) education to ensure that they add up to real, measurable growth in the achievement and STEM fluency of our nation’s young people. In our first year, Change the Equation will: — Work with our member companies to begin spreading a small number of programs that work to 100 sites across the country where student performance is low and corporate philanthropy is limited. — Create a scorecard that can assess the condition of STEM education in all 50 states. This first scorecard will provide a baseline from which to measure states’ progress in coming years. — Identify and broadly share principles for effective business involvement in STEM education. — Help our member companies judge and improve the effectiveness of their own programs through robust self-evaluation tools. — Be a leading advocate for STEM education in the United States. (3) Presidential Advisors Highlight Plan for Improvements in K-12 STEM Education in New Publication, “Prepare And Inspire” Source: President’s Council of Advisors on Science and Technology (PCAST) – 16 September 2010 URL (Prepare and Inspire): http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf URL (Exec. Summary): http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-execsum.pdf America is home to extraordinary assets in science, engineering, and mathematics that, if properly applied within the educational system, could revitalize student interest and increase proficiency in these subjects and support an American economic renewal, according to a new report from an independent council of Presidential advisors. The new report by the President’s Council of Advisors on Science and Technology (PCAST)–20 of the Nation’s leading scientists and engineers appointed by the President to provide advice on a range of topics–makes specific recommendations to better prepare America’s K-12 students in STEM subjects and also to inspire those students–including girls, minorities, and others underrepresented in STEM fields–to challenge themselves with STEM classes, engage in STEM activities outside the school classroom, and consider pursuing careers in those fields. “Getting America back to the top of the pack in math and science achievement is going to require everyone’s involvement. The Federal Government has a critical role to play, especially through a partnership between the Department of Education and the National Science Foundation,” said Eric Lander, a co-chair of PCAST, which is administered by the White House Office of Science and Technology Policy. “The recommendations in this report have great catalytic potential and, if implemented, could transform STEM education in America,” said Lander, who is also President of the Broad Institute of MIT and Harvard in Cambridge, Mass. Among the recommendations in the report, Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future, are that the Federal government should: — Recruit and train 100,000 great STEM teachers over the next decade who are able to prepare and inspire students; — Recognize and reward the top 5 percent of the Nation’s STEM teachers, by creating a STEM master teachers corps; — Create 1,000 new STEM-focused schools over the next decade; — Use technology to drive innovation, in part by creating an advanced research projects agency–modeled on the innovative Defense Advanced Research Projects Agency (DARPA)–for education; — Create opportunities for inspiration through individual and group experiences outside the classroom; — Support the current state-led movement for shared standards in math and science. All told, said Jim Gates, co-chair of the PCAST Working Group on STEM Education, the report provides a practical roadmap for significantly improving Federal coordination and leadership on STEM education so American students today will grow into the world’s science and technology leaders of tomorrow. “I think of this report as giving my generation a guidebook for how to step up to its ‘greatest generation moment,'” said Gates, who is also Professor of Physics at the University of Maryland and Director of the University’s Center for String and Particle Theory. While recognizing that improvements in STEM education will require input by educators, the private sector, non-profits, and philanthropies, the report’s recommendations focus primarily on the Federal Government–primarily the Department of Education and the National Science Foundation. Its release coincides with the President’s announcement of an expansion of his “Educate to Innovate” initiative, with new public-private partnerships to improve STEM education via Change the Equation (see articles above). In preparing the report and its recommendations, PCAST assembled a Working Group of experts in curriculum development and implementation, school administration, teacher preparation and professional development, effective teaching, out-of-school activities, and educational technology. The report was strengthened by additional input from STEM education experts, STEM practitioners, publishers, private companies, educators, and Federal, state, and local education officials. Many of the recommendations in the report can be carried out with existing Federal funding of current programs, the report concludes, although new authorities may be required in certain cases. The report does not attempt to conduct a detailed budgetary analysis. Instead it offers an array of choices for the President to consider. Fully funding all of the recommendations could require investments of approximately $1 billion per year, according to PCAST–much of which, the report notes, could come from private foundations and corporations, as well as from states and districts. Source: President’s Council of Advisors on Science and Technology (PCAST) – 16 September 2010 A message from the President’s Council of Advisors on Science and Technology (PCAST): Years may go by and memories may fade but just about everyone remembers a special teacher they had in the K-12 years who made a big difference–don’t you? A teacher who opened your eyes to something new or beautiful or showed you something about the possibilities of a subject in school that you had not appreciated before? Those of us who have the privilege of serving on the President’s Council of Advisors on Science and Technology were talking about this recently and comparing stories about our own favorite and life-changing teachers, and we had an idea: Why not make a short video in which we could tell our stories, as a means of amplifying a message we were already developing about the importance of science, technology, engineering, and mathematics (STEM) education? The discussion came up in the course of preparing [Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future] that PCAST released [on September 16], and it resulted in the production of the short video you can [view at http://www.whitehouse.gov/blog/2010/09/16/who-inspired-you], which was produced by the Broad Institute of MIT and Harvard. We hope you enjoy getting a peek into the academic beginnings of some of the President’s science and technology advisors, and that it inspires you to do your share–as a student, a teacher, a corporate donor or philanthropist–to reach for the stars and do whatever you can do to strengthen this important backbone of American education.

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Name: Period: Date: American Revolutionary War: Political Cartoons Political cartoons were an important tool for propaganda* in the 18th century and they are still used today. Even people who can't read can understand cartoons. The use of humor also helps to get a controversial message across. * Propaganda is the use of media to further your cause or hurt another group's cause.* This cartoon was created by Benjamin Franklin and published in his Pennsylvania Gazette in 1754. New England was shown as one segment. What do you think the snake represents? This cartoon quickly became a symbol of freedom during the war. Poor Old England endeavoring to reclaim his wicked American children. What is the message of this cartoon? What is the point of view of author? How could a different point of view change the meaning of the cartoon? This art-cartoon by Paul Revere is called: The Bloody Massacre Perpetuated in King St, Boston, on March 5, 1770 by a part of the 29th regiment. How might this picture have influenced colonial people's opinions? . Political Cartoons Project Due: __________________ Assignment: Create a political cartoon on one of the following American Revolution topics: The Shot Heard ‘Round the World, The Olive Branch Petition, Minutemen, Commander George Washington, Common Sense, The Declaration of Independence, The Battle of Saratoga, Washington Crossing the Delaware, Valley Forge, Victory at Yorktown, Commander Gates feeding his troops molasses and cornmeal, Help from Europe, Francis Marion, The Treaty of Paris. Your cartoon should include point of view, symbolic representation, labels, captions, etc. The Political Cartoon assignment is worth 30 points.( Please see the Political Cartoon Rubric). Although artistic ability will not be graded, neatness will be graded. Your grade will be severely reduced if your project is not turned in on _____________________ Sample Rubric: Political Cartoons Project Name: Project Title: Date: Criteria Excellent (10) Good (8) Adequate (5) Inadequate (2) Issue and Subject Matter Shows clear understanding of political concept/issue Student’s point of view is clearly conveyed Text and graphics are clearly legible and outstandingly presented Shows understanding of political concept/issue Student’s viewpoint is discernible Shows some understanding of political concept/issue Student’s viewpoint is marginally conveyed Text and graphics are somewhat legible 5 points Shows no understanding of political concept/issue Student’s point of view is poorly conveyed Text and graphics are illegible 2 points Way Topic is Covered Visual Presentation Text and graphics are legible and neatly presented Total Points: _____/30 . Teacher Comments: .

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If you are in South Florida, an airboat tour through the Everglades National Park is not to be missed. We both knew the airboat tours along the Tamiami Trail between Miami and Naples. And together we did such a tour a few years ago in Orlando. Since this is always very funny and there is a lot of nature to see, we really wanted to repeat it again 🙂 Table of contents Things to know about the Everglades National Park Founded in 1934, Everglades National Park is located in southern Florida and protects about 20 of the original Everglades. This makes Everglades National Park the third largest national park in the United Statesafter Death Valley and Yellowstone National Park. Since 1979, the national park has been a UNESCO World Heritage Site,and three years earlier it was protected as a biosphere reserve. The Everglades are a tropical marshland, a network of wetlands and forests fed by a river whose water vein can be up to 60 kilometers wide and only a few centimeters deep. However, you don’t see and notice much of the river, as much of the area is covered with grass and bushes and because it only flows about one meter per hour. The park is an important place for many animals: 36 endangered or protected species live in the park, including the only wild flamingos in the US, the Florida Panther, the American crocodile and the West Indian sea cow (Manatee), along with 350 bird species, 300 freshand and seawater fish, 40 mammal species and 50 reptile species. The Everglades are, by the way, the only region on Earth where both alligators and crocodiles live. A map of Everglades National Park can be downloaded here. The Everglades Alligator Farm in Homestead On our way from Miami to Key West, we were looking for suitable airboat tour operators that are right on our route. We became aware of the Everglades Alligator Farm, which is located south of Homestead and is only a few minutes away from the Dixie Highway (US-1) (Route in Google Maps) Opening Hours & Prices Alligator Farm is South Florida’s oldest alligator farm and is open every day from 9 a.m. to 5:30 p.m. Shortly before we arrived here around 2 p.m., it was something that we were stuck in the car for a short time and wondered whether an airboat tour was even worthwhile in such heavy rain. But the short wait was worth it, because 10 minutes later the rain front was gone 🙂 Since the Airboat Rides only take place here every hour, we have first informed ourselves when the next tour will take place, so as not to waste too much time. And behold, in the next 5 minutes the next tour should start. So we quickly bought the tickets. Per person, the Airboat Tour is paid 28 USD on site. Online, it’s slightly cheaper at 25 USD. You can also print out a 3 USD coupon on the official website of the farm, with which you can save a bit on site. Since the airboat tour was supposed to start in the next 5 minutes, we went directly to the entry point, where there were already a lot of other people. Each boat can accommodate about 20 to 25 people. The boat driver sits on top of a seat in order to be able to control the boat in the best possible way. Airboats are used here in the Everglades because the swamp area is very low and you would destroy a lot by engines. The most important utensil in the airboat are the headphones that you get handed out before the tour. The propeller from the boat gets really loud, so you have to protect your ears. When everyone had found their place in the boat, it was time to go. At first very slow, so that we could see right and left of the boat if we see alligators in the wild. And behold, after a short time we have already seen one. And also an iguana. The airboat tour lasted a total of about 20 to 25 minutes. We were told beforehand that we would definitely get wet, so we would rather have ourselves in the back row. And that was also a good thing, because after a few minutes the boat got faster and faster and almost flew over the swamps. From time to time, the boat driver has also made turns in which the dirty swamp water has only splashed. All of them, who were in a white T-shirt, suddenly had a speckled T-shirt. We found these spins a bit unnecessary, after all, it’s about enjoying the nature of the Everglades – you can’t necessarily do that with this rollercoaster ride. The entrance fee includes a snake show, which takes place three times a day at 10am, 1pm and 4pm. Here some local snakes are presented and at the end you can hold them… if you dare 😉 In the Everglades, however, there are not only native, harmless snakes. There are also very dangerous species, such as pythons. Since the beginning of the 2000s, they have been spreading continuously in the Everglades, so that there are already special python hunters. There are two theories as to how this python invasion came about: (1) In the 1980s, it was common in Florida to own reptiles as pets – mostly exotic animals from Africa or Asia. But many of the owners did not expect that their baby snake, which is a few centimetres small, could increase by tens of times. So you just put the animals out because you couldn’t hold them anymore. (2) Hurricane Andrew destroyed a reptile breeding facility in 1992, bringing 900 baby pythons into Everglades National Park. There are now said to be more than 100,000 pythons in the Everglades, which pose a very serious threat to the animals and people in the area. The many different alligators There are countless alligators on the grounds of Alligator Farm. They live in a large lake and were mostly outside in the sun when we took a look at the terrain. There is also a show here three times a day at 11 a.m., 2 p.m. and 5 p.m., but we just missed it. In another corner of the farm there is an area where you can see baby alligators. Pretty many baby alligators even! We were a bit shocked by the amount of alligators in a pool – that was just way too many. It is really questionable whether the animals can be kept in an appropriate manner. The pools are divided into depending on the age of the alligators – from very small ones in the left pelvis to larger ones on the far right. At the basins there are small feeders where you can pull small pellets for 25 cents. With this you can feed the small alligators. This is always an unbelievable hustle and bustle when the many alligators rush on to the small pellets. More animals on the farm In addition to the hundreds of alligators, you can also see a few terrariums with snakes on the farm, an enclosure with turtles and one with 2 really big emus. Here, too, there are feeders and as soon as you throw in money here, you are already eagerly awaited by the emus 🙂 A video from the Airboat Tour On the website of the Everglades Alligator Farm you will find a short video. All travelogues from Miami to Key WestAfter our one week stay in the Bahamas we spent a few days in Florida. This combination is ideal, because you can combine the two destinations very well. We spent 2 days in Miami and then drove with a rental car over Highway 1 (Overseas Highway) to Key West. Here you can find our travel reports: Tag 1: Miami: Street Art & colorful Murals in the Wynwood Art District (USA) Tag 1: Miami: Villa Vizcaya Museum & Gardens in Coconut Grove (USA) Tag 2: Miami: Miami Beach, Ocean Drive & the Art Deco District (USA) Tag 2: Miami: Jungle Island – An Up Close VIP Tour at the Miami Zoo (USA) Tag 3: Homestead: Everglades Alligator Farm – An Airboat Tour in South Florida (USA) Tag 3: Florida Keys: Travel Guide & Attractions on the way to Key West (USA) Tag 4: Marathon: The Dolphin Research Center on Grassy Key (USA) Tag 4: Key West: Tourist Attractions, Things to do & photo spots (USA)

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- About Us - Junior School - Senior School - Sixth Form - Support Us - Contact us High-quality children’s literature lies at the core of the English curriculum, inspiring girls to develop as independent readers and confident writers. Starting with our phonics scheme in Reception, the girls explore the possibilities of the English language through lessons in creative writing, comprehension, grammar, spelling and handwriting. We have an excellent collection of fiction and non-fiction books, which the girls can borrow. Library lessons with the school librarian enhance the curriculum; the girls in Years 1 to 6 are also encouraged to visit the Library during lunch break and after school. We strive to prepare the girls with the knowledge and skills for mathematics in their everyday life. We have a strong belief that, given sufficient time, all pupils are capable of understanding and achieving in Mathematics. We are teaching ‘Inspire’, which is a Singapore model of Maths Mastery. The girls are taught each area in more depth and with more practical resources to ensure a deep and rich understanding of each concept before moving on. We follow JIGSAW, a progressive and spiral scheme of learning that promotes mindfulness. This is core to our curriculum, helping the girls develop the knowledge, skills and attributes they need to manage their lives, now and in the future. Throughout each year group, we guide the girls to develop morally, socially and culturally fulfilling lives and nurture the ideals of inclusion and tolerance that support a strong spiritual awareness. The practical, hands-on teaching of Science stimulates a spirit of enquiry through encouraging natural curiosity and reasoning. We develop the skills of observation, investigation and interpretation and equip our girls with valuable knowledge and understanding of the world in which they live. Science is all around us and is ever changing, so it is vital that the girls are aware of their environment, the huge advances that have been made and the challenges we face. Helping the girls to understand as much as possible about Science will stimulate their imagination and their intellect and will give them a true passion for the subject. Computing is integrated into the curriculum and underpins teaching and learning. We equip pupils to use computational thinking and creativity to enable them to be active participants in today’s digital world. The girls are familiar with, and skilled in, using computational technology and programming software, control, data logging technology, digital tablets and Chromebooks in a challenging and stimulating environment, both inside and outside the classroom. The girls are challenged to develop their chronological knowledge, appreciate continuity and change and develop an understanding of why people behaved as they did and why events happened. They view and handle a range of primary and secondary sources and continue to hone their historical enquiry skills. Through History, the girls are given a context from which they can understand themselves, others and the ever-changing world around them. The girls gain an understanding of places in the world and increase their knowledge of other cultures. In doing so, they learn respect and understanding of what it means to be a positive citizen in a multicultural country. Additionally, the girls learn how to use, draw and interpret maps to enable them to understand local and global environmental problems. The girls learn about the major religions. Firstly, they look at different aspects of a range of religions, such as places of worship and holy books. They then focus on learning about different religions in detail and comparing them In Philosophy for Children lessons, children take part in philosophical enquiry. Class discussions enhance thinking and communication skills, boost confidence and self-esteem, and improve behaviour, well-being and academic attainment. The girls are supported to think more deeply and philosophically by encouraging the 4Cs of P4C – critical, creative, collaborative and caring thinking.They demonstrate emerging philosophical thinking and language; give reasons, to agree or disagree respectfully and to build on other’s ideas. They also recognise and start to discuss big ideas/concepts and ask open questions with increasing philosophical potential. From Reception, the girls benefit from weekly Spanish lessons, adding weekly French lessons to their repertoire from Year 3. Our language specialist develops the girls’ linguistic skills whilst fostering an appreciation of the cultures and countries of the languages the girls are learning about These subjects are integrated into the whole curriculum and form excellent cross-curricular links. In Art, the girls are inspired by famous artists and paintings, as well as through Art workshops, stories and picture books, and visits to galleries in central London. In DT, alongside the skills and techniques, the girls begin to learn the basics of physics and engineering, designing and building projects, working to a brief which uses gears, levers and circuits. We provide a stimulating, challenging and exciting environment in which to nurture and encourage musical potential. Our comprehensive and systematic curriculum includes all girls learning to play recorder by the end of Year 2. In addition, girls in Years 3 to Year 6 sing in the school choir and the younger girls have the opportunity to take part in a string ensemble. From Year 3, individual lessons are available on a variety of instruments and there are joint musical ventures with the Senior School, as well as the opportunity to join the various bands, ensembles, groups and choirs at the school. The girls are encouraged to express themselves and develop their confidence through Drama, starting with role-play, story-telling, singing and action rhymes; later quoting Shakespeare, enjoying improvisation and reciting ballads. The girls enjoy many opportunities to participate in a range of drama activities from class assemblies, theatre visits and workshops to the very popular school productions throughout the school. The girls enjoy PE lessons twice a each week, utilising the extensive sports facilities. Initially the curriculum includes field games, movement lessons and dance. From Year 3, girls learn to play a variety of sports, including: netball, cricket, football, unihoc, athletics, rounders and basketball. In Year 2 – 4, the girls swim at a local pool. Throughout the Summer Term of Year 5 and 6, girls learn to sail and kayak at a local watersports centre. The girls also have many opportunities to take part in inter-school fixtures and competitions. Outdoor Learning has numerous educational benefits, including building resilience, self-esteem and confidence, developing problem-solving skills, giving children the ability to assess risk, enhancing creativity and encouraging a connection with nature. All of our girls use the outdoor learning areas to complement the curriculum and co-curricular. There is a mud kitchen, an outdoor classroom and a pond, all of which are used in a variety of exciting ways. The girls in Reception participate in weekly Forest School sessions from Spring Term. All girls in Year 1 – 4 also enjoy weekly Forest School lessons. These sessions take place in our dedicated area. Originating in Scandinavia, Forest School is a way of learning in a woodland environment where children can develop socially, emotionally, physically and spiritually through child-led activities, following individual and preferred learning styles.

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The respiratory tract can be categorized into upper and lower compartments. The upper airway extends from the sinonasal region to the larynx. The cells of the upper airway are occasionally seen in lower respiratory tract specimens. The lower respiratory extends from the trachea to the lungs. The singular function of the respiratory system is to serve as a gaseous exchange route between the atmosphere surrounding the body and the tissues within the body. This allows the cells to have access to the oxygen they require and also a way of dispelling their carbon dioxide waste. Threat to the Respiratory System Any abnormality involving the respiratory system that interferes with its main function is a potential threat to every organ, tissue, and cell within the body. This can result in a general condition of oxygen deficiency complicated by carbon dioxide poisoning. A certain amount of this kind of interference, impairing ventilation, is one of the most common complications of respiratory diseases. An excessive amount of respiratory diseases is infectious. Namely, infections of the upper respiratory tract, represent the most common of all the illnesses. The Paranasal Sinuses The paranasal sinuses include the frontal sinuses, located in the lower forehead between and above the eyes, the ethmoidal group of sinuses, both anterior and posterior, extending along the roof of the nostrils, the sphenoid sinuses, opening at the rear; and, located on either side of the nose, the maxillary sinuses. The lining of the paranasal sinuses is the same type of ciliated epithelium that lines the nasal passages. The turbinate bones, so named because of their shell–like appearance, are modified by shape and position to increase the surface of the mucous membrane of the nasal passageways and slightly obstruct the current of air flowing through them. When Air Enters the Nose… The current of air entering into the anterior nostrils is deflected upward to the roof of the nose, describing a roundabout route before reaching the nasopharynx. It then comes in contact with a large surface of moist, warm, mucous membrane that practically catches all the dust and germs in the inhaled air. This air is moistened and warmed to body temperature and brought into contact with sensitive nerves. Some of these nerves detect odors and others of which provoke sneezing in order to expel the irritating dust. The pharynx is the throat. It is limited below by the larynx and the upper end of the esophagus. The upper extension of the pharynx is the nasopharynx, where the posterior nostrils and the Eustachian tubes from the middle ear open. Other Parts of the Respiratory System The nose and the nasopharynx are lined with the same type of ciliated epithelium as the trachea and the bronchial tree. The pharynx, which serves as both a respiratory passage and an alimentary passage is lined with squamous, flat–celled, epithelium. The tonsils are two almond-shaped bodies, situated on each side at the back of the throat. The adenoid, or pharyngeal tonsil, is located in the roof of the nasopharynx. The tonsils and the adenoids comprise only two of a ring of similar masses of lymphoid tissue that completely surrounds the throat. These organs are important links in the chain of lymph nodes which guards the rest of the body against invasion of organisms entering the nose and the throat. The larynx is an epithelial–lined cartilaginous structure forming the upper edge of the trachea. The vocal cords are mounted in its lumen and are controlled by muscular attachments. The epiglottis, a valve flap attached over it, prevents the entry of ingested food and drink or any liquid. The entire function of the larynx, also known as the voice box, is to allow vocalization. UPPER RESPIRATORY TRACT INFECTIONS (URTI) These are sicknesses caused by an acute infection which involves the upper respiratory tract including the nose, sinuses, pharynx or larynx. This commonly includes nasal obstruction, sore throat, tonsillitis, pharyngitis, laryngitis, sinusitis, otitis media, and the common cold. Most URIs are caused by viruses. Only 25 percent are due to bacteria. Unfortunately, the majority of URIS are treated with an antibiotic. As a result, this leads to antibiotic resistance. Medical specialists state that inappropriate use of antibiotics is the leading cause of antibiotic resistance in community–acquired bacteria specifically Streptococcus pneumonia. The Common Cold You’re familiar with those uncomfortable symptoms- nasal congestion, runny nose, sneezing, sore throat, cough, hoarseness, body weakness, and fever. The common cold has an acute onset that usually lasts for a week or less. The culprits are a variety of viruses which include the coronaviruses, rhinoviruses, influenza and parainfluenza viruses, adenoviruses and respiratory syncytial virus. Bacteria cause only 0.5 to 2 percent of common cold cases. Hence, antibiotics aren’t indicated and are useless. Best ways to tame these symptoms are bed rest and increased fluid intake. Resting in bed also prevents you from transmitting the virus. If you’re feeling weak and/or have a fever with a temperature above 38 °C or above 100 °F, paracetamol can ease these symptoms. Those air cavities present in your frontal and maxillary bones of your skull are called sinuses. They are named according to the bones they occupy – the maxillary, ethmoid, sphenoid and frontal sinuses. When your sinuses are inflamed, the condition is called sinusitis. In acute sinusitis, you‘ll be ill in a span of 4 weeks or less. If your sinus condition lasts longer than 12 weeks, you have chronic sinusitis. The very same viruses of the common cold cause acute sinusitis. It can also be due to bacteria most commonly by Haemophilus influenza, Streptococcus pneumonia and Moraxella catarrhal. You’d be feeling facial pain or the pain may be referred to the tooth, nasal congestion, thick nasal discharge, and headache. The location of the pain in your face, brow or head would indicate just what sinuses are affected. If you experience exquisite maxillary facial pain, it means your maxillary sinuses are inflamed. The pain would get worse when you bend down or when you lie down. Your ENT specialist would determine the causative microorganism. Actually, it is difficult to determine if the cause is viral, fungal or bacterial as based on your presenting symptoms. Basically, sinusitis that lasts less than 7 days would be considered viral at most. On the other hand, if your sinusitis persists for more than 12 weeks despite decongestants and other measures, it can either be bacterial or fungal in nature. Chronic bacterial sinusitis You have a chronic bacterial sinusitis if you experience repeated sinusitis. The cause is traced to an impaired mucociliary clearance of secretions in your sinuses. Simply put, those cilia – tiny hair-like structures in your sinuses – don’t do their job of sweeping off mucus. Then, you constantly suffer from nasal congestion and increasingly intense facial pain and pressure. Tissue cultures and biopsy will be done to guide your physician to the right treatment. Also, your ENT specialist will utilize sinus CT scans to determine the severity of your disease and track your progress. Your physician will manage you with the appropriate antibiotics for 3-4 weeks. If that isn’t enough, adjunctive therapies are administered to ease congestion and pain. Examples are nasal irrigation and glucocorticoid intranasal administration. You’ll be evaluated if surgery is the best treatment option. Sometimes though, despite the aggressive treatment, recurrence is still a woeful occurrence in chronic bacterial sinusitis. Chronic fungal sinusitis If the causative microorganism is a fungus, your condition is a chronic fungal sinusitis. This crops up in patients with compromised immune systems. This means your immune system isn’t efficient to kill those fungi in your system. However, chronic fungal sinusitis is a mild, non-invasive disease. Your trained ENT specialist will do endoscopic surgery to treat the condition even without anti-fungal medications. In unilateral sinus disease, a fungal ball or mycetoma is usually visualized in the infected sinus. If you have this unique condition, your ENT specialist will manage it with surgery and anti-fungal medications. If you have polyps or asthma, you’ll be prone to allergic fungal sinusitis. Misinformation on the nature and treatment of URIs from the common cold to the rare fungal chronic sinusitis can make you suffer more, waste your time, money and effort. It is always best to consult expert and experienced physicians treating these conditions – the ENT specialists. They’ll offer you the best advice and treatment. So be wise. Most infections are viral in nature and in other instances the cause is bacterial. Upper respiratory tract infections can also be fungal or helminth in origin, but these are far less common. In 2015, 17.2 billion cases of upper respiratory infections are estimated to have occurred. As of 2014, upper respiratory infections caused about 3,000 deaths down from 4,000 in 1990. In uncomplicated colds, cough and nasal discharge may persist for 14 days or more even after other symptoms have resolved. Acute upper respiratory tract infections include rhinitis, pharyngitis/tonsillitis and laryngitis (common cold), and their complications: sinusitis, ear infection and sometimes bronchitis (though bronchi are generally classified as part of the lower respiratory tract.) UPPER RESPIRATORY INFECTION SYMPTOMS Basically, an upper respiratory infection is anything above your shoulders. It includes coughing too, though generally coughs from upper respiratory infections are caused by drainage and irritation in the throat, rather than deeper in the lungs. Most upper respiratory infections are caused by viruses such as the common cold. Typical symptoms of upper respiratory infections include congestion, headache, sore throat, cough, runny nose, earache (occasionally), nasal congestion, low–grade fever, facial pressure, and sneezing. Treatment comprises symptomatic support usually via analgesics for a headache, sore throat and muscle aches. Moderate exercise in sedentary subjects with naturally acquired URTI probably does not alter the overall severity and duration of the illness. No randomized trials have been conducted to ascertain the benefits of increasing fluid intake. However, you should visit your doctor to talk about the remedy you are going to use. - Infuse 2 tablespoons of grey alder stems with a glass of boiling water and boil the tincture for 15 minutes on a small fire. Let it brew for 45 minutes and decant the decoction. Drink one–third of a glass or half a glass of the tincture 2–3 times a day before a meal. This remedy is particularly advisable for those suffering from not only acute upper airway inflammation, but also rheumatism or polyarthritis. - Infuse a tablespoon of red bilberry leaves, blossoms or/and fruits with a glass of boiling water and leave the tincture to brew for 30 minutes. Afterward, decant it and take 2 tablespoons of the decoction 4–5 times a day. - Infuse a tablespoon of greater plantain leaves with a glass of boiling water and leave the tincture to brew for 2 hours. Afterward, decant it and take a tablespoon of the decoction 4 times a day 20–30 minutes before a meal or during a coughing attack. You can make a syrup for children by mixing 3 tablespoons of granulated fresh leaves with 3 tablespoons of honey or sugar. Warm the mixture up (do not boil) and let it brew for 4 hours. Afterward, warm it up and decant to get the syrup. Give a teaspoon of it 4 times a day 30 minutes before a meal. - Infuse a tablespoon of Japanese quince blossoms with a liter of boiling water and leave the tincture to brew for half an hour. Afterward, decant it and drink half a glass of the decoction to deal with the troublesome dry cough. - Infuse a tablespoon of dill fruits with a glass of boiling water and let the tincture brew for 30 minutes. Afterward, decant it and take a tablespoon of the decoction 4-5 times a day. In addition, the tincture has weak diuretic action and can be used to facilitate digestion. - Infuse a tablespoon of southern blue gum leaves with half a liter of boiling water. Leave the tincture to brew for 2 hours. Decant it and drink one fourth or half of a glass of hot decoction 3-4 times a day. In addition, you can breathe the steam of the decoction. - Infuse a tablespoon of cowslip tops and/or root with a glass of boiling water. Leave the tincture to brew for 10-20 minutes. Decant it and take the tincture to brew for 10–20 minutes. Decant it and take a tablespoon of the decoction 4–5 times a day to deal with cough. There is no vaccine or magic pill to prevent upper respiratory infections or the common cold and there likely never will be. But every day, steps can reduce your chance of getting one. Wash your hands effectively, cover your cough, and stay away from people that you know are sick. Avoid touching your eyes and face, eat a well-balanced diet and get regular exercise. Out of all of these tips, washing your hands is the most important. But they can all help you stay healthy and avoid germs throughout your day. Upper respiratory infections are common and can’t be prevented 100% of the time. But they are rarely serious for otherwise healthy people.

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from The American Heritage® Dictionary of the English Language, 4th Edition - n. The lowest of the three median regions of the abdomen. from Wiktionary, Creative Commons Attribution/Share-Alike License - n. An area of the human abdomen residing below the umbilicus. from the GNU version of the Collaborative International Dictionary of English - n. The lower part of the abdomen. from The Century Dictionary and Cyclopedia - n. In human anatomy, the lower part of the belly; an abdominal region below the umbilical region and between the right and left iliac or inguinal regions. See abdominal regions, under abdominal. As the median line of union thus seems to influence the form of the hypogastrium, the genitals, and the perinaeum, the dissection of these parts has been conducted accordingly. The fascia lata, Poupart's ligament, and the abdominal aponeurosis, are to be relaxed by bending the thigh inwards to the hypogastrium. When distended largely, its summit is raised above the pubic symphysis, the small intestines having yielded place to it, and in this state it can be felt by the hand laid upon the hypogastrium. The region which extends from the umbilicus to the point of the coccyx is marked upon the cutaneous surface by a central raphe dividing the hypogastrium, the penis, the scrotum, and the perinaeum respectively into equal and similar sides. As examples of the former may be mentioned that in which the organ is deficient in front, and has become everted and protruded like a fungous mass through an opening at the median line of the hypogastrium; that in which the rectum terminates in the bladder posteriorly; and that in which the foetal urachus remains pervious as a uniform canal, or assumes a sacculated shape between the summit of the bladder and the umbilicus. When between these intervals the process of union happens likewise to be arrested, malformations are the result; and of these the following are examples: -- Extrusion of the bladder at the hypogastrium is caused by a congenital hiatus at the lower part of the linea alba, which is in the median line; Epispadias, which is an urethral opening on the dorsum of the penis; and By removing the skin and subjacent adipose membrane from the hypogastrium, we expose the superficial fascia. At the third month of pregnancy a hard extrauterine tumor was found, which was gradually increasing in size and extending to the left side of the hypogastrium, the associate symptoms of pregnancy, sense of pressure, pain, tormina, and dysuria, being unusually severe. He married in 1870, and upon being told that he was a father he slit up the hypogastrium from the symphysis pubis to the umbilicus, so that the omentum protruded; he said his object was to obtain a view of the interior. Shame had led her to conceal her condition for all the period during which she suffered pain in the hypogastrium, and diarrhea.

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Jehoshaphat was one of the God-fearing kings of Judah. The Bible says Jehoshaphat sought the LORD, and even describes him as “courageous in the ways of the LORD.” (2 Chronicles 17:1-6) The Bible says Jehoshaphat sent trained theologians to teach the “Book of the Law” throughout Judah (2 Chronicles 17:7-9). The Bible describes Jehoshaphat’s noble attempts to establish justice and equity in Judah (2 Chronicles 20:4-11). The Bible describes Jehoshaphat as a man of deep faith and heartfelt prayer (2 Chronicles 20:4-11). Like I said, Jehoshaphat was one of the God-fearing kings of Judah. However, this God-fearing king had one significant weakness. Jehoshaphat regularly allowed ungodly people to influence his life and his decisions. 2 Chronicles 18 describes Jehoshaphat’s strange relationship with king Ahab, a king who was certainly not “courageous in the ways of the LORD.” One wonders why Jehoshaphat was spending with Ahab in the first place? Was he trying to be a good influence in Ahab’s life? Was he trying to be a light in a dark nation? We can only speculate about Jehoshaphat’s motivations. What we know is that Jehoshaphat took advice from the wicked, idol-worshiping king of Israel. Jehoshaphat and Ahab went into battle together (2 Chronicles 18:1-34). Ahab went in disguise but convinced Jehoshaphat to dress as king, essentially putting a giant target on his back. God tried to warn Jehoshaphat through the prophet Micaiah, but apparently Jehoshaphat was more interested in impressing Ahab than heeding Micaiah’s warning. To his great shame, Jehoshaphat did not say a word when Ahab threw Micaiah in prison (2 Chronicles 18:4-27). Despite Jehoshaphat’s folly, God took care of the situation, and Ahab was the one killed in battle by a “random” arrow (2 Chronicles 18:33-34). Even though Jehoshaphat survived the battle, a prophet of the LORD made it clear that God was not amused with Jehoshaphat’s relationship with Ahab (2 Chronicles 19:1-3). You would expect this experience to teach Jehoshaphat a lesson. He nearly died in battle. He saw Ahab killed in battle. He even saw Micaiah’s warning come to pass. All of this should have stopped Jehoshaphat from taking advice from wicked kings. But it didn’t. In 2 Chronicles 20:35 we read, “Jehoshaphat king of Judah joined with Ahaziah king of Israel, who acted wickedly.” Ahaziah had a plan to get rich through trade over the seas, and Jehoshaphat wanted a piece of the action. Again, God was not amused, and the Bible calmly reports that the ships were wrecked and not able to sail (2 Chronicles 20:37). What do we learn from Jehoshaphat and his friendships with the wicked kings of Israel? Here are three lessons: - Never underestimate the power of ungodly influences. For the most part, Jehoshaphat was a God-fearing king. He made many God honoring decisions that pleased the LORD. Nevertheless, he clearly had a habit of allowing ungodly influences into his life. These influences led him to make decisions that did not please the LORD. In an attempt to be culturally relevant, many Christians invite ungodly influences into their lives. When pressed, they retort, “But Jesus hung out with the worst sinners!” Yes he did. But you’re not Jesus. Do not underestimate the power of ungodly influences. - There are always consequences to sin. This is true for you just like it was true for Jehoshaphat. You can chose your sin, but you can’t chose your consequences. For the most part Jehoshaphat loved the LORD and encouraged other people to follow the LORD. However, when he allowed Ahab and Ahaziah to lead him astray, there were consequences. Many lives were lost in battle (2 Chronicles 18). Much money was lost in the shipwreck (2 Chronicles 20). But most tragically, Jehoshaphat’s family was on the verge of disaster. That’s leads to the final lesson … - Your children are listening and watching. The Bible says Jehoshaphat made his eldest son Jehoram the next king (2 Chronicles 21:1-3). Jehoram grew up watching his dad serve the LORD. In many ways Jehoram saw a man who was courageous in the ways of the LORD. In other ways Jehoram saw a man who allowed ungodly kings to make his decisions. Unfortunately, Jehoram chose to follow in the footsteps of the ungodly kings of Israel. The Bible says he slaughtered his brothers and, “walked in the way of the kings of Israel, as the house of Ahab had done, for the daughter of Ahab was his wife. And he did what was evil in the sight of the LORD.” (2 Chronicles 21:4-7). Why didn’t Jehoram grow up to serve the LORD? Part of the problem was the inconsistent example set by his father. The big take away? Be courageous in the ways of the LORD, and be careful who you allow to have influence over your life. Originally published July 24, 2015 on landoncoleman.com.

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Translocation may be the Last Chance for Sumatran Rhinos Sumatran rhinos (Dicerorhinus sumatrensis) are critically endangered. It is estimated that there are only around 200 individuals in highly fragmented populations around Borneo and Sumatra, with doubts that the population living in the Malaysian peninsula still exists. The fact that they are so spread apart geographically presents a myriad of problems, the primary one being that males and females from different areas have a low chance of running into each other. Females can only breed upwards of age six and have one calf every three years, and males are usually eight years old before they mature sexually: so it’s possible they might die out before being able to mate successfully. Even if a male and female do manage to have offspring, because they would probably be from the same population they will be relatives and this increases the chances of genetic abnormalities in the progeny, such as more susceptibility to disease and physical deformities. In December 2011, after years of monitoring, the Borneo Rhino Alliance (BORA) was able to humanely trap a female rhino called Puntung, in Malaysian Borneo. The BORA team had previously discovered that she was the only rhino living in 1,500 hectares of forest, and considering the risks she would face being left alone they decided to take immediate action. After trapping, Puntung was airlifted in a wooden crate to a large enclosure in the Borneo Rhino Sanctuary (BRS) in Tabin, established by Dr Junaidi Payne of BORA in the 1980s. The organisation is still waiting for the government to build permanent facilities for them; in the meantime they have to make do with temporary enclosures. A male Sumatran rhino, Tam, has been there since 2008 after he wandered into a palm oil plantation, and they hope to introduce him to Puntung at a later stage. There is a good chance they will reproduce, as Puntung is aged 20-30 and seems fertile and healthy after lots of medical tests, and they already know Tam is of breeding age and can produce fertile sperm. Conservationists on the island of Sumatra are also doing their bit to help: they have a female rhino, Ratu, who has recently become pregnant again after miscarriage of her previous two babies. It is hoped that to combine these efforts with BORA’s programme to create a viable, self-sustaining population. In conclusion, it seems that it’s probably too late to leave the rhinos where they are, doomed to wander the forests alone until they are poached or die. The BORA team hope to catch at least one more in 2012, but this depends on whether they get more space as they can only hold three rhinos at the current site. There are currently only about 40 rhinos left in Borneo, so BORA needs all the help it can get to act as quickly as possible and ensure their survival. It’s clear that helping a species as endangered as the Sumatran rhino is hard work, but luckily there’s no shortage of people who are willing to pull out all the stops to save them.

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|SkyMath: Mathematics for a Blue Planet| This set of mathematics modules incorporates weather data. The modules require teachers and students to acquire and use current environmental and real-time weather data in ways that embrace the dynamic and uncertain natures of these data, in order to promote the teaching and learning of significant mathematics, consistent with the standards set by the National Council of Teachers of Mathematics. The module includes 16 activities and can be incorporated as a replacement unit that uses connections to mathematical concepts in data analysis, graphing, number and number relationship, patterns and functions, and statistics and measurement. Intended for grade levels: Type of resource: Adobe Acrobat reader Cost / Copyright: Cost information is not known This product is not free and clear for general use. DLESE Catalog ID: NASA-ESERevProd190 Resource contact / Creator / Publisher:

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Inequality in the States In The Increasingly Unequal States of America: Income Inequality by State, Mark Price and Estelle Sommeiller develop estimates for top income shares, from 1917 through 2011, for American states and regions. The national version of this story is now quite familiar: the iconic Piketty and Saez curve that starts high in the early years of the twentieth century (with the top 10 percent claiming about half of all income and the top 1 percent claiming about one-fifth), drops with the political innovations of the New Deal, and then climbs again—returning, by 2012, to its early-century heights—as those innovations are dismantled. So what does the state and regional breakdown tell us? The full results are plotted below. For each year, the states (the light blue dots) are plotted by top income shares. The middle of the shaded box marks the median state (half are lower on the chosen measure, half are higher), and then the states are broken into quartiles: the middle quartiles (marked by the boxes) surround the median, the outer quartiles run along the lines between the boxes and the outer tick marks. A few patterns stand out. First, the general sweep of the graph echoes the national story. The arc of inequality from Gilded Age to New Deal and back again is experienced across every state, not just in a few of them. Second, the policy innovations that dampened inequality—collective bargaining, retirement and unemployment security, labor standards, financial regulation, progressive taxation—also narrowed the variation across states. In the middle years of the last century strong federal policies trumped (or overcame) the economic and political differences among the states. And third, the erosion of those policies, beginning in the 1970s, saw both inequality and the variation across states widen again.

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St Joseph’s Primary School, as a Catholic school promotes the basic British and Christian values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. Promoting British Values in St Joseph’s Primary School St Joseph’s Primary School, as a Catholic school promotes the basic British and Christian values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. Through our curriculum we provide varied opportunities to explore and live out our Community and Christian values: MFL, Geographical Locational Knowledge, Cultural Art, Music, Poetry and Stories, our global links through the Comenius project, our Assemblies and our very actions we teach; - an understanding of how citizens can influence decision-making through the democratic process - an understanding that the freedom to hold other faiths and beliefs is protected in law - an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory - an understanding of the importance of identifying and combating discrimination To promote British values, the school: - engages the help of the Parliamentary Outreach Service, who through role-modelling the debating process, underlines the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries. - has extended debating and discussion sessions, and demonstrate a knowledge of how democracy works by listening to how professionals in public life can get points across meaningfully. - holds elections for our School Council whose members are voted for by the pupils and ensure that all children within the school have a voice that is listened to, - holds discrete debating and discussion sessions throughout the year that provide pupils with the opportunity to learn how to argue and defend points of view - hold a variety of faith assemblies, promoting tolerance and understanding of different faiths. - hold assemblies linked to RRSA - work towards becoming an RRSA school - participated in a cultural event promoting British folk music, dance, art and story telling

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The EETP has been envisioned using a progressive and sustainable model of development based on eco-industrial principles. At its core, an eco-industrial park is a network of companies linked through exchanges of products and by-products, working towards a common goal of optimizing economic and environmental objectives. Eco-Industrial parks like the EETP provide a framework through which industry can be successfully integrated with the natural and social environment of a community. This is achieved by mirroring the cyclical flow of natural eco-systems in an industrial setting by defining all wastes as potential feedstocks and reusing them within the park, decreasing costs and pollution as a result. Benefits for Tenant Firms - Increased return on investment: Enhances human and material resource efficiency, through common infrastructure and by-product exchanges - Increased market share: Capitalizes on the growing consumer demand for environmentally sound products and businesses - Collaborative environment of continuous improvement: Fosters a collaborative atmosphere for improving economic and environmental efficiency - Decreased disposal costs: Markets former “waste” products, replacing disposal costs with revenues from by-product exchanges. Benefits for the Community and Environment - Increased employment opportunities: Creates jobs through recruited firms, start-up companies and linkages with existing local firms - Reduced pollution: Preserves local air and water quality by reducing industrial emissions - Reduced volume of solid waste sent to landfill: Coordinates solid waste exchanges that reuse former “waste” products - Improved energy efficiency: Incorporates cogeneration systems and energy efficient buildings to reduce energy consumption and related pollution

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Siblings of children with autism can show signs at 18 months About 20% of younger siblings of children with Autism Spectrum Disorder (ASD) will develop the condition by age 3. A new study by Yale School of Medicine researchers has found that 57% of these younger siblings who later develop the condition already showed symptoms at age 18 months. Published in the October Journal of the American Academy of Child & Adolescent Psychiatry, this is the first large-scale, multi-site study aimed at identifying specific social-communicative behaviors that distinguish infants with ASD from their typically and atypically developing high-risk peers as early as 18 months of age. “While the majority of siblings of children with ASD will not develop the condition themselves, for those who do, one of the key priorities is finding more effective ways of identifying and treating them as early as possible,” said lead author Katarzyna Chawarska, associate professor in the Yale Child Study Center and the Department of Pediatrics at Yale School of Medicine. “Our study reinforces the need for repeated diagnostic screening in the first three years of life to identify individual cases of ASD as soon as behavioral symptoms are apparent.” Chawarska and her co-authors pooled data from eight sites participating in the Autism Speaks Baby Siblings Research Consortium. The team closely examined social, communicative, and repetitive behaviors in 719 infants when they were 18 months old. The team looked for patterns that might predict a later diagnosis of ASD. They then followed up when the participants were age 3. “Our research suggests that approximately half of the siblings who are later diagnosed with ASD display signs suggestive of ASD at 18 months, and in those who appeared asymptomatic at 18 months, symptoms appeared between 18 and 36 months,” said Chawarska. Chawarska said what was most interesting to the research team was that different patterns of behaviors at 18 months may be predictive of ASD later on. In about 50% of siblings, a combination of poor eye contact and lack of communicative gestures or imaginative play is most strongly associated with later ASD diagnosis. In a small percentage of those later diagnosed with ASD, eye contact may be relatively normal, but they begin to display early signs of repetitive behaviors and have limited non-verbal communication skills. “So not only do the behavioral symptoms appear at different ages, but different combinations of early symptoms may predict the diagnostic outcome,” Chawarska added. “Linking these developmental dynamics with underlying neurobiology may advance our understanding of causes of ASD and further efforts to personalize treatment for ASD by tailoring it to specific clinical profiles and their developmental dynamics.” Other authors on the study included Suzanne Macari, Frederick Shic, Daniel J. Campbell, Jessica Brian, Rebecca Landa, Ted Hutman, Charles A. Nelson, Sally Ozonoff, Helen Tager-Flusberg, Gregory S. Young, Lonnie Zwaigenbaum, Ira L. Cohen, Tony Charman, Daniel S. Messinger, Ami Klin, Scott Johnson, and Susan Bryson. Citation: JACC doi: 10.1016/j.jaac.2014.09.015 Karen N. Peart Tell-a-Friend comments powered by Disqus

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Profile: The shrubby, perennial bilberry is indigenous to Europe and the British Isles. Bilberry, often known as the European blueberry, has astringent leaves and tiny, tasty blue fruits. The Vaccinium myrtillus leaf has been used for ages in traditional European medicine to improve wellbeing. The leaf of the bilberry can be applied externally or absorbed into herbal tea. The European bilberry bush, also called "Black Hearts" by Thomas Hardy in his 1878 novel The Return of the Native, is a near relative of American blueberries, cranberries, and huckleberries. In all temperate and subarctic regions of the planet, it thrives in wet, acidic soil. The bilberry has been used traditionally for a very long time. Due to its gorgeous dark blue/purple hue, the English employed it as a wool dye. Huckleberry and whortleberry are two additional common names. The antioxidants in bilberries protect against free radicals and promote healthy health. NOTICE: DO NOT USE THIS PRODUCT IF PREGNANT OR NURSING. **These statements have not been evaluated by the Food and Drug Administration. These products are not intended to diagnose, treat, cure, or prevent any diseases. |Shelf Life:||1.5 Years.| |Country of Origin:||Albania| |Handling / Storage:||Store in a airtight Food Storage Containers, cool, dry place.| |Allergen Information:||None Specified.| |Preferences in terms of food:||All Natural, Gluten-Free, Non-GMO|

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Each day in the life of a wild animal is complex. Survival depends on establishing and defending a territory, resting, and one of the most complicated and important things an animal must do: obtaining nutrition. Many avian and mammalian species have been extensively studied and proven to spend 60-80% of every day in the wild searching for food. The means by which this is accomplished differ for every species, predator or prey, but always requires great intelligence and persistence. Here at the zoo, in our naturalistic setting, visitors can witness these elusive wild animals using their physical abilities and intellectual brilliance to find and consume food items. In a project that began ten years ago, the staff here at York's Wild Kingdom began trying ways to promote natural foraging activity as the primary form of enrichment, while still maintaining animals at a respectful distance with our hands-off approach. As a result, we are proud to show our guests many enclosures where traditional food dishes have been replaced with something new, called foraging units. These compact, synthetic "ecosystems" promote natural foraging activity, and encourage parrots, primates, and many other species to use their intelligence to work for their food. This is something truly unique to our zoo, and is not to be missed! For more information on these foraging units, please visit Fauna Tek.

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Fort in the Bible (A military defense) Field fortifications - Deuteronomy 20:19-20 When thou shalt besiege a city a long time, in making war against it to take it, thou shalt not destroy the trees thereof by forcing an axe against them: for thou mayest eat of them, and thou shalt not cut them down (for the tree of the field is man's life) to employ them in the siege: 20 Only the trees which thou knowest that they be not trees for meat, thou shalt destroy and cut them down; and thou shalt build bulwarks against the city that maketh war with thee, until it be subdued. - 2 Kings 25:1 And it came to pass in the ninth year of his reign, in the tenth month, in the tenth day of the month, that Nebuchadnezzar king of Babylon came, he, and all his host, against Jerusalem, and pitched against it; and they built forts against it round about. - Ezekiel 4:2 And lay siege against it, and build a fort against it, and cast a mount against it; set the camp also against it, and set battering rams against it round about. - Ezekiel 17:17 Neither shall Pharaoh with his mighty army and great company make for him in the war, by casting up mounts, and building forts, to cut off many persons: - Ezekiel 26:8 He shall slay with the sword thy daughters in the field: and he shall make a fort against thee, and cast a mount against thee, and lift up the buckler against thee. Defenses of cities - 2 Chronicles 26:15 And he made in Jerusalem engines, invented by cunning men, to be on the towers and upon the bulwarks, to shoot arrows and great stones withal. And his name spread far abroad; for he was marvellously helped, till he was strong. - Isaiah 25:12 And the fortress of the high fort of thy walls shall he bring down, lay low, and bring to the ground, even to the dust. Erected in vineyards and herding grounds - 2 Chronicles 26:10 Also he built towers in the desert, and digged many wells: for he had much cattle, both in the low country, and in the plains: husbandmen also, and vine dressers in the mountains, and in Carmel: for he loved husbandry. - Isaiah 5:2 And he fenced it, and gathered out the stones thereof, and planted it with the choicest vine, and built a tower in the midst of it, and also made a winepress therein: and he looked that it should bring forth grapes, and it brought forth wild grapes. - Matthew 21:33 Hear another parable: There was a certain householder, which planted a vineyard, and hedged it round about, and digged a winepress in it, and built a tower, and let it out to husbandmen, and went into a far country: - Mark 12:1 And he began to speak unto them by parables. A certain man planted a vineyard, and set an hedge about it, and digged a place for the winefat, and built a tower, and let it out to husbandmen, and went into a far country. - Luke 20:9 Then began he to speak to the people this parable; A certain man planted a vineyard, and let it forth to husbandmen, and went into a far country for a long time. Caves used for - Judges 6:2 And the hand of Midian prevailed against Israel: and because of the Midianites the children of Israel made them the dens which are in the mountains, and caves, and strong holds. - 1 Samuel 23:29 And David went up from thence, and dwelt in strong holds at Engedi. - Isaiah 33:16 He shall dwell on high: his place of defence shall be the munitions of rocks: bread shall be given him; his waters shall be sure. Of God's care - 2 Samuel 22:2-3 And he said, The LORD is my rock, and my fortress, and my deliverer; 3 The God of my rock; in him will I trust: he is my shield, and the horn of my salvation, my high tower, and my refuge, my saviour; thou savest me from violence. - 2 Samuel 22:47 The LORD liveth; and blessed be my rock; and exalted be the God of the rock of my salvation. - Psalm 18:2 The LORD is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust; my buckler, and the horn of my salvation, and my high tower. - Psalm 31:3 For thou art my rock and my fortress; therefore for thy name's sake lead me, and guide me. - Psalm 71:3 Be thou my strong habitation, whereunto I may continually resort: thou hast given commandment to save me; for thou art my rock and my fortress. - Psalm 91:2 I will say of the LORD, He is my refuge and my fortress: my God; in him will I trust. - Psalm 144:2 My goodness, and my fortress; my high tower, and my deliverer; my shield, and he in whom I trust; who subdueth my people under me. - Proverbs 18:10 The name of the LORD is a strong tower: the righteous runneth into it, and is safe. - Nahum 1:7 The LORD is good, a strong hold in the day of trouble; and he knoweth them that trust in him.

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All About STEM RESOURCE The Triple Science Support Programme: Free Resource Packs “All teachers recognise that some parts of science can be difficult or less exciting to teach and this can be even more problematic if it is outside your area of expertise. Similarly some areas lend themselves to extension through links with external agencies or by direct contact with ‘real world scientists’. The Triple Science Support Programme has produced a series of guides and resource packages. These provide background information and practical suggestions to support classroom practice and develop enhancement and enrichment opportunities throughout the curriculum.” Resources include Astrobiology, Careers, Genomics, Field Work, Radiation and Medicine and more. The National STEM Centre offers numerous FREE resources in all STEM subjects via it’s extensive eLibrary.« Back To Resources

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