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Tatishchev, Vasilii Nikitich
Tatishchev, Vasilii Nikitich
Born Apr. 19 (29), 1686, near Pskov; died July 15 (26), 1750, in the village of Boldino, in what is now Solnechnogorsk Raion, Moscow Oblast. Russian state figure and historian. Tatishchev graduated from the Engineering and Artillery School in Moscow. He took part in the Northern War of 1700–21, in the course of which he performed various military and diplomatic missions for Tsar Peter I the Great. From 1720 to 1722 and from 1734 to 1737 he managed state-owned plants in the Urals and in 1723 founded Ekaterinburg (now Sverdlovsk). In 1730 he declared his opposition to the verkhovniki (members of the Supreme Privy Council). From 1741 to 1745 he was governor of Astrakhan Province.
Tatishchev was the first to publish Russian historical sources, making the texts of the Russkaia Pravda and the Sudebnik of 1550 available to scholars with detailed commentary. He introduced the study of ethnography and original sources in Russia and wrote A History of Russia From the Earliest Times (books 1–5, Moscow, 1768–1848), a general work on Russian history based on numerous Russian and foreign sources. He also compiled the first Russian encyclopedic dictionary, the Leksikon rossiiskoi (Russian Lexicon). Tatishchev was the first Russian historiographer to seek regularities in the development of human society and to substantiate the causes of the emergence of state power. A rationalist, he rejected the providential explanation of historical events and linked the historical process with the development of “mental enlightenment. ” He revealed a decided preference for autocracy over all other forms of government for Russia. Tatishchev was the first Russian scholar to devise a general periodization of Russian history: the ascendancy of absolutism (862–1132), the decline of absolutism (1132–1462), and the restoration of absolutism (from 1462). Soon after the publication of Tatishchev’s History, the writers M. M. Shcherbatov and I. N. Boltin debated the significance of Tatishchev’s work, particularly the portions based on certain lost sources. WORKSIstoriia Rossiiskaia, vols. 1–7. Moscow-Leningrad, 1962–68. Izbr. trudy po geografii Rossii. Moscow, 1950. “Tatischchevskie spiski Russkoi pravdy. ” In Materialy po istorii SSSR, fasc. 5. Moscow, 1957. REFERENCESPopov, N. V. N. Tatishchev i ego vremia. Moscow, 1861. Ocherki isotorii istoricheskoi nauki v SSSR, vol. 1. Moscow, 1955. Deich, G. M. V. N. Tatishchev. Sverdlovsk, 1962. Peshtich, S. L. Russkaia istoriografiia XVIII v. , vols. 1–2. Leningrad, 1961–65. Iofa, L. E. “V. N. Tatishchev.” In Ekonomicheskaia geografiia v SSSR. Moscow, 1965. Valk, S. N. “V. N. Tatishchev v svoem boldinskom uedinenii. ” In Problemy istorii feodal’not Rossii. Leningrad, 1971. Shakinko, I. M. “V. N. Tatishchev kak gosudarstvennyi deiatel’. ” Voprosy istorii, 1975, no. 4. Istoriia istoricheskoi nauki v SSSR—Dooktiabr’skii period: Bibliografiia. Moscow, 1965. M. P. IROSHNIKOV | 006_5080432 | {
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They live in diverse habitats, including deserts, arid grasslands, and scrub to wet evergreen forests, and from sea level to mountains. Most of the species are in semiarid habitats. Many large islands were characterized by giant salamanders. They are found in tropical and subtropical regions of the Americas, Asia, Europe, Africa, Australia, New Zealand, South America, the Middle East and South Africa.
Table of Contents
Do tortoises live in water or land? Turtles can be either aquatic or semi-aquatic. Turtles that live on land and aren’t equipped for life in the water are known as tortoises. They can live in freshwater, saltwater, brackish, and marine environments. Tortoise shells are made of calcium carbonate, which is similar to limestone. The shell is made up of many layers, with the outermost layer being the shell itself. These shells can vary in thickness from a few millimeters to several inches, depending on the size of the turtle and the type of environment it lives in. Some turtles have shells that are as thin as a fingernail, while others can reach up to two feet in length. Most turtles are found in tropical and subtropical climates, although some species can survive in temperate climates as well. Turtles can also be found as far north as the Arctic Circle and south to the equator. Where do you land turtles live? Land turtles can be found on all of the world’s continents, except for antarctica. The prairies of the North American Midwest, the savannas of Africa, the deserts of the Middle East, and the tropical rainforests of South America are home to Tortoises. Turtles are also found in Australia, New Zealand, Europe, Asia, and North America, as well as on the islands of Borneo and New Caledonia.
Do all tortoises live on land? Land animals like tortoises are exclusively land animals. Most other turtles live in the water, but not tortoises. They only get close to the water to drink or bathe. Turtles come on land from time to time in search of food. The tortoise’s shell is made of calcium carbonate (CaCO 3 ), which is the same mineral as limestone. It is also made up of keratin, a protein-rich protein that is found in hair, fingernails, and skin. The shell also contains calcium phosphate (P 2 O 5 ), a mineral that helps protect the turtle’s internal organs from the elements. In addition, the shell contains a layer of calcite, which acts as an insulator to keep out the sun’s harmful ultraviolet rays. Where do tortoises sleep? Many turtles, tortoises, and terrapins seem to sleep during the day. They pick a secluded spot with a constant, acceptable temperature; these reptiles then stop moving around and assume a posture, usually withdrawing into their shell for the duration of the night. This posture is known as a torpor state. Tortoise and tortoise hatchlings are born with their eyes open, but they close them as soon as they are able to walk. The eyes remain open during the first few weeks of life, allowing the turtle to see the world around it. During the second week, the eyes close and the hatchling begins to crawl around on all fours. By the third week it is crawling along on its hind legs. At this point, it has learned to use its forelimbs for locomotion and its front legs for balance. It is not until the fourth week that it can walk independently. Can we leave tortoise in water? They weigh a lot more and have a domed shell. Turtles are likely to move around in search of food, while tortoises are more likely to stay at one place. You can’t blame tortoises for being afraid of water. They tend to drown if put in the water for too long. Aquaphobia is the fear of water. If you don’t like water, you won’t be able to live in it, and if you do like it you’ll have a hard time getting out of it. Aquaphobics are afraid of the ocean, but they’re also terrified of anything that might get in their way of getting to the sea. For example, if a tortoise gets stuck in a tree, they’ll try to get out. The same goes for a turtle that gets trapped in an underwater cave. In both cases, the only way out is to swim away from the cave, which is a very dangerous thing to do, especially if they have to go through a lot of mud. Can tortoises live without water? A healthy tortoise can usually go without water for a maximum of one week, provided the environment is low in humidity. tortoises need fresh drinking water daily, so they shouldn’t go for more than 2 days without it. Tortoises are at risk of dehydration if they go for more than 48 hours. If you’re planning to take your tortie on a long trip, it’s a good idea to bring a water bottle with you, so you don’t have to carry around a bottle of water every time you leave the house. You can buy water bottles at most pet shops, but you can also make your own by buying a small plastic bottle and filling it with water from the tap. The water should be at room temperature, and should not have been sitting in the fridge or freezer for more than a couple of hours. It’s best to keep the bottle in a cool, dry place, away from direct sunlight and direct heat sources, such as a heater or oven. If you have a heating pad, make sure it doesn’t get too hot or too cold, or it could melt the plastic and cause the water to leak out. Can tortoises fly? Flying tortoises are categorized as the most-endangered species. Flying turtles have brown and black wings and swim four times faster than the ground-dwelling turtles, according to Nagaraj, who is studying the sea tortoises. “They are very intelligent animals,” . How long does a tortoise live? From the same scientific order as sea turtles, tortoises have a longer life expectancy. The average life expectancy of tortoises is between 80 and 150 years. Some species can live up to 250 years of age. Tortoise shells are made of calcium carbonate (CaCO 3 ), which is a mineral that is found in the earth’s crust. It is also used as a building material, as well as being a food source for turtles and other animals. The shell of a tortoise is made up of several layers, each of which has a different composition of minerals. These layers are called the calcaneum, or calcite, and the stratum corallineum. Each layer is composed of different minerals such as calcium – Check the list below
For example, calcium and magnesium are used to strengthen the shells, while sodium and potassium help to protect the turtle’s internal organs from injury. | 000_4792328 | {
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The church and the European Union
Since Finland joined the European Union in 1995, the Evangelical Lutheran Church of Finland has been actively involved in discussions about its future. The church seeks to maintain a dialogue with the EU and, on occasion, to influence decision making at a national and EU-wide level. This work has a strongly ecumenical dimension. Under the Charta Oecumenica (2001), the churches declare their support for European integration and affirm the continent's Christian heritage as a source for both its inspiration and enrichment. With other European churches, the ELCF works for a humane and socially aware Europe charectarized by the upholding of human rights and the basic rights of peace, justice, freedom, tolerance, participation and solidarity. The church’s vision for the European Union:
- that the EU should operate with a consistent value-base in all areas of policy
- that the EU develop into a socially, economically and environmentally sustainable community, in which principles of authority are to the fore. - that its character as an open, interactive and democratice community be strengthened. | 004_4519165 | {
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HealthStats ACT has been developed by the Epidemiology Section. The Epidemiology Section provides population health monitoring and reporting for the ACT population. This is achieved through three primary activities: collecting, analysing and disseminating population health information. The Epidemiology Section ensures that high quality data and statistics are readily available to inform public health policy and program decisions by engaging with health data users. We provide leadership within the collection, analyses, dissemination and use of health statistics. To facilitate easy access to up-to-date health information, we now provide web-based data display and statistical reporting. We maintain and add to our ongoing health series of publications to inform health professionals, policy developers and the community on health status in the Territory. This information assists the development of appropriate policy and service delivery models, the evaluation of programs, and understanding of how the ACT compares with Australia as a whole with regard to health status. The Epidemiology Section has the following main functions:
- Population Health Survey Program
- Data linkage and epidemiological implications
- ACT Cancer Registry
- Population Health Informatics
- Knowledge Translation and Health Outcomes
For more information on the Epidemiology Section contact firstname. lastname@example. org | 011_1454275 | {
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Using native plants in your landscape design doesn’t mean you must sacrifice order, color, rhythm and texture. Rhythm is created by the repetition of a particular shape, texture, or color. Textures create contrast within a planting bed. The spiky or twisted texture of Yucca or the airy quality of some native grasseslures the eye when placed in beds among the smaller, finer texture of native plants such as Salvia or ferns. Utilizing strong lines in the landscape controls the viewer’s eye better than any other design element. Lines can be continuous, or dotted. Curved lines are generally relaxing and seem to correspond with a natural landscape. Remember that the eye will take in the complete arc of a curve. By controlling where the arc of a bed line sits, you can control the view of your home and garden. Vegetables, Fruits and Berries
Grow what is precious: things such as organic baby greens or juicy colorful heirloom tomatoes. When you have a good list of things you want to grow, ask yourself which ones are really worth growing yourself from seed. The answer may be, anything that grows better direct-seeded than started in cells and transplanted, and things you want to make repeat sowings of, including, beans, peas, squash and pumpkins, spinach and salad greens, cucumbers, root crops like carrots and beets, braising greens, dill, basil, melons, and corn. With transplants, like tomatoes or peppers, ask yourself, “How many plants of each will I need? ” Who needs 50 cherry tomato plants in the home garden? Once you’ve pared your list consider adding a couple of indulgences. You have earned it! Don’t grow something in bulk that you can’t harvest and/or cure and store properly, even if it’s a staple of your diet. Do the research in advance. Collaborate with friends – compare orders and swap partial packets or plants. Pick your citrus and enjoy sharing it with friends and neighbors. If you have an abundance, consider sharing it with community kitchens. Nematodes are not fond of organic material in the garden, so keep up the good work with your compost bin! Now is a great time to spread compost in your garden beds and dig it in. Keep studying harmful garden pests and beneficial, organic methods for eliminating or working with them. Compost piles should be turned regularly. Make this work easy on yourself, as it can become quite heavy. Compost tumblers are wonderful, speedy help. Flowers and Houseplants
Keep in mind that the addition of red hued plants will visually heat up the garden. Blues and purples will cool it down. Yellows and whites will balance it. Jade Vine (Stronglyodon macrobotrys) is a winter-blooming, woody climbing vine that produces long chains of up to 100 exotic velvet-textured flowers. Use a strong arbor or pergola to support the growth. Plan as you plant. Until it has become established, keep the roots well irrigated. Do not hesitate taking a machete to it when it is mature and needs cutting back. Bromeliads are all-around performers, adding texture and color to a variety of locations in the landscape, from tree branches to rock gardens to pots, and they can be planted anytime of the year. Research whether the variety you want to plant prefers full sun or partial shade. If growing your bromeliad in a pot, use an orchid bark mix with equal parts peat and perlite. The water in the ‘throat’ or cup of the bromeliad can invite mosquitoes to lay eggs. Flushing the cup with fresh water every few days may be enough to take care of the problem. If not, periodically treat with a lightly mixed horticultural oil or insecticidal soap. Trees and Shrubs
Container grown sea grapes can be planted any time of the year, but set out transplants only between December and February. Location is important. Plant at least 10 feet from buildings, walkways and streets. (Their mature height can reach 25 feet, and width equaling 20 feet. ) They grow well in sandy soil and are drought and salt tolerant. A good use of them is as a barrier or specimen plant. There are now more than 200 cultivars of mango trees. Watch for their yellow flowers through the winter. The long-lived mango trees are great shade, climbing and fruit trees. Be aware of potential damage that may occur from falling fruit, and plan accordingly. Another fine shade tree blooming through March is the Lychee, also with yellow flowers. The delicious edible fruit is an extra bonus. Keep newly transplanted trees 20 to 25 feet from buildings. Butterfly bushes will bring a variety of color to the winter landscape with lilac, pink, purple, and white blooms. Watch for ‘volunteers’ and transplant now, during dormancy. A little water will go a long way with your turf. If rainfall is limited, let your grass tell you when to water it. You can tell when the grass is approaching a wilting stage when the blades start to curl. Water only to replenish. Both over-watering and over-fertilizing will create problems with pests and disease. Know your opponents! Study what vulnerabilities exist for your particular type of turf, and come up with a plan for treatment. Early identification allows you to minimize chemical treatments. It is always easier to care for a healthy turf and garden than to fix old problems. | 008_2549625 | {
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statement, or an OPENSTRING expression in a FROM clause instead of using the ST_GeomFromShape method. See LOAD TABLE statement, and FROM clause. | 012_430186 | {
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HLT 302 Grand Canyon Topic 7 Discussion 1
How would you respond if you were diagnosed with HIV? Address hope and fear in your response. Be sure to refer to the GCU introduction and the textbooks. Cite references from your reading to support your answer. HLT 302 Grand Canyon Topic 7 Discussion 2
Describe the first time you were present with someone who died. What were you thinking and feeling? If you have not had that experience what do you imagine you would be thinking and feeling? HLT 302 Grand Canyon Week 7 Assignment Stages of Grief Paper
Write a 750-1,000 word paper analyzing Woterstorff’s reflections in Lament For a Son. In addition, address Kubler-Ross’ five stages of grief, as they are expressed throughout Lament for a Son, and respond to the following questions:
1- How does Wolterstorff find joy after his loss? 2- What is the meaning and significance of death in light of the Christian narrative? 3- How does the hope of the resurrection play a role in comforting Wolterstorff? Include three sources including the textbooks, bible and other reliable/academic sources. Prepare this
assignment according to the APA guidelines found in the APA Style Guide,located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
HLT 302 Grand Canyon Week 7 CLC Suffering and Evil Presentation
This is a Collaborative Learning Community assignment. The instructor will divide the class into groups and assign a religion other than Christianity to research. Create a 5-7 slide presentation with speaker notes that focuses on views of evil and suffering from a religion other than Christianity. Your instructor will assign a religion to each group. After researching information on your assigned religion, address the following:
1- Describe the view of suffering (source and cause of suffering and solution). 2- Explain grieving process. 3- Identify approaches to dealing with grief (solution to deal with suffering). Include a comparison of assigned religion to Christianity. How does your assigned religion differ from Christianity? Support your position by referencing at least three to five academic resources (preferably from the GCU Library) in addition to the Bible and the textbook. Incorporate the research into your writing in an appropriate, scholarly manner. Select one team member to post the presentation to the “Suffering and Evil” thread in the Main Forum. Respond to at least one other presentation. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
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Our academic writers and editors make the necessary changes to your paper so that it is polished. We also format your document by correctly quoting the sources and creating reference lists in the formats APA, Harvard, MLA, Chicago / Turabian.
If you think your paper could be improved, you can request a review. In this case, your paper will be checked by the writer or assigned to an editor. You can use this option as many times as you see fit. This is free because we want you to be completely satisfied with the service offered. | 011_5724191 | {
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Facts about Edwin Hubble
Edwin Hubble Biography
Edwin Powell Hubble was the first astronomer to find observable evidence that the universe is expanding, a discovery which helped establish the theory of the “Big Bang.” Hubble studied math and astronomy as an undergraduate at the University of Chicago, but at Oxford as a Rhodes scholar he studied law (1910-13). After working briefly as a lawyer in Kentucky, he landed a position at the Yerkes Observatory at the University of Chicago, where he finished up a doctorate in astronomy. He served in France during World War I (rising to the rank of major), then began working in 1919 at the Mount Wilson Observatory in California, where he studied nebulae with the largest telescope of the day. Hubble observed what he determined to be galaxies beyond our own, opening up the study of space beyond the Milky Way. By the end of the 1920s he had devised a classification system and found that these galaxies were also moving away from each other, giving support to the Big Bang theory. Many astronomy terms and tools now bear his name, the most famous of which is the Hubble space telescope, launched by the shuttle Discovery in 1990. The primary mirror of the Hubble space telescope is 2. 4 meters (about 94. 5 inches) in diameter… Hubble graduated from the University of Chicago in 1910… He worked at Mount Wilson his entire career, except for his World War II service at the Aberdeen Proving Ground in Maryland.
Something in Common with Edwin Hubble
- Astronomers born in the United States (2)
- Brainiacs born in Missouri (3)
- Brainiacs born in the United States (43)
- Scorpio Brainiacs (6)
3 Good Links
- Dedicated to the spyglass that bears his name, with mind-blowing images
- From NASA, brief bits about his life and career
- His profile as a Bruce Medalist, with some fine links | 000_1900182 | {
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|Is glass in a gaseous state, a liquid state or a solid state? If I remember back to my freshman college year, it seems my prof said it was in a highly viscous state; therefore a liquid. — GC, Garland, Texas
The answer to that question is complicated—glass is neither a normal liquid nor a normal solid. While the atoms in glass are essentially fixed in place like those in a normal solid, they are arranged in the disorderly fashion of a liquid. For that reason, glass is often described as a frozen liquid—a liquid that has cooled and thickened to the point where it has become rigid. But calling glass a liquid, even a frozen one, implies that glass can flow. Liquids always respond to stresses by flowing. Since unheated glass can't flow in response to stress, it isn't a liquid at all. It's really an amorphous or "glassy" solid—a solid that lacks crystalline order. | 002_6638355 | {
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Simple Method to Kill Diabetes in 3 Weeks. Watch Video Now! DOWLOAD IN HERE: http://bit.ly/2kLgaPn
The reversible nature of Type 2 Diabetes has been demonstrated in various human studies – that is according to a recent research published in the journal of American Diabetes Association. Unfortunately, millions of people around the world are still misinformed, thinking that diabetes is a genetic disease that has to be dealt for the rest of your life. But the good news is, you can get rid of Type 2 diabetes in a natural, simple and affordable way. We understand that diabetes medicine isn’t cheap and the cost of managing this condition increases year by year. However, there are certainly natural and cheap means to improve your blood sugar level. Here, we will show you the cheapest ways to get rid of Type 2 diabetes. What will be our goal? In Type 2 Diabetes, your pancreas is still performing but not as efficiently as it has to. When this happens, your body builds insulin resistance and cannot effectively transform glucose to energy, which leaves excess glucose in the blood. You can manage your Type 2 Diabetes through various lifestyle modifications such as 1) exercise, 2) regular blood sugar monitoring and 3) a healthy diet. Why are these three component vital? 1. Exercising helps lower blood pressure, reduce the risk of developing heart disease and supports efficient insulin performance. 2. Regular blood sugar monitoring lets you know whether your efforts are sufficiently controlling blood sugar levels or whether you have to adjust your management plan. 3. Healthy diet helps manage your glucose levels as well as your weight. Our goal of diabetes management is to keep your glucose levels as near to the normal 4 to 6 mmol/L (fasting). This will greatly prevent short- and long-term complications. Reverse Your Type 2 Diabetes through Exercise
One of the cheapest ways to get rid of Type 2 diabetes is through exercise. The American Diabetes Association highly recommend two types of exercise that are safe and effective for managing diabetes – aerobic exercise and strength training. 1. Aerobic exercise – can help your body utilize insulin better. This type of exercise makes your heart and bones strong, improves blood circulation, relieves stress and lowers the risk of heart disease by improving cholesterol levels, lowering blood pressure and blood glucose levels. Below are some examples of aerobic exercises:
• Brisk walking (outside or inside on a treadmill)
• Bicycling/Stationary cycling indoors
• Ice-skating or roller-skating
• Cross-country skiing
• Moderate-to-heavy gardening
• Low-impact aerobics
• Swimming or water aerobics
• Playing tennis
• Stair climbing
How to get started:
Aim for 30 minutes of moderate to vigorous intensity of aerobic exercise at least 5 days a week. If you have not been very active lately, start with 5 to 10 minutes per day. Increase your activity by a few minutes per week. | 002_6361264 | {
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See also related bibliographies on individual authors, naturalism, and local color fiction. Barrish, Phillip. American Literary Realism: Critical Theory and Intellectual Prestige, 1880-1995. Cambridge: Oxford U P, 2001. Bell, Michael Davitt. The Problem of American Realism. Chicago: U of Chicago P, 1993. Belluscio, Steven J. To Be Suddenly White: Literary Realism and Racial Passing. Columbia, MO: U of Missouri P, 2006. Print.
Becker, George, ed. and introd. Documents of Modern Literary Realism. Princeton: Princeton University Press, 1963. Bennett, Paula Bernat. "Rewriting Dunbar: Realism, Black Women Poets, and the Genteel." Post-Bellum, Pre-Harlem: African American Literature and Culture. Eds. McCaskill, Barbara and Caroline Gebhard. New York, NY: New York UP, 2006. xiv, 298 pp. Print.
Berthoff, Werner. The Ferment of Realism: American Literature, 1884-1919. New York: Free Press, 1965. Borus, Daniel. Writing Realism: Howells, James, and Norris in the Mass Market. Chapel Hill: U of North Carolina P, 1989. Bowron, Bernard R., jr. "Realism in America." Comparative Literature 3. 3 (Summer 1951): 268-285. Brodhead, Richard. Cultures of Letters: Scenes of Reading and Writing in Nineteenth-Century America. Chicago: University of Chicago Press, 1993. Cady, Edwin H. The Light of Common Day: Realism in American Fiction. Bloomington: Indiana U P, 1971. Carter, Everett. Howells and the Age of Realism. Philadelphia: Lippincott, 1954. Chase, Richard. The American Novel and Its Tradition. Garden City, N. Y.: Doubleday Anchor, 1957. Cook, Jennifer. Machine and Metaphor: The Ethics of Language in American Realism. London: Routledge, 2006. Corkin, Stanley. Realism and the Birth of the Modern United States : Cinema, Literature, and Culture. Athens: University of Georgia Press, 1996. Dike, Donald. "Notes on Local Color and Its Relation to Realism." College English 14 (1952): 81-88. Elahi, Babak. The Fabric of American Literary Realism: Readymade Clothing, Social Mobility and Assimilation. Jefferson, NC: McFarland, 2009. Print.
Elliott, Michael A. The Culture Concept: Writing and Difference in the Age of Realism. Minneapolis: U Minnesota P, 2002. Fetterley, Judith, and Marjorie Pryse. Writing out of Place: Regionalism, Women, and American Literary Culture. Urbana, IL: U of Illinois P., 2003. Fisher, Philip K. Hard Facts: Setting and Form in the American Novel. New York: Oxford U P, 1985. Forster, Sophia. "Americanist Literary Realism: Howells, Historicism, and American Exceptionalism." MFS: Modern Fiction Studies 55. 2 (2009): 216-41. Print.
Geismar, Maxwell. Rebels and Ancestors: The American Novel, 1890-1915. Boston: Houghton Mifflin, 1953. Glazener, Nancy. Reading for Realism: The History of a Literary Institution. Durham: Duke University Press,1997. Habegger, Alfred. Gender, Fantasy, and Realism in American Literature. New York: Columbia U P, 1982. Hamilton, Geordie. "Rethinking the Politics of American Realism through the Narrative Form and Moral Rhetoric of W. D. Howells' The Rise of Silas Lapham." American Literary Realism 42. 1 (2009): 13-35. Print.
Harris, Sharon M. "'a New Era in Female History': Ninteenth-Century U. S. Women Writers." American Literature 74. 3 (2002): 603-18. Harris, Sharon M. Rebecca Harding Davis and American Realism. Philadelphia: U of Pennsylvania P., 1991. Hirsch, John C. "Realism Renewed." Journal of American Studies 25 (1991): 235-43. Holman, C. Hugh. Windows on the World: Essays on American Social Fiction. Knoxville: U of Tennessee P, 1979. Jarrett, Gene Andrew. Deans and Truants: Race and Realism in African American Literature. Philadelphia, PA: U of Pennsylvania P, 2007. Print.
Jehlen, Myra. "The Novel and the Middle Class in America." Ideology and Classic American Literature. Ed. Sacvan Bercovitch and Myra Jehlen. New York: Cambridge U P, 1986. Kaplan, Amy. The Social Construction of American Realism. Chicago: U of Chicago P, 1988. Kohler, Michelle. "Realism and the Perception of Romance in the Rise of Silas Lapham." American Literary Realism 38. 3 (2006): 223-38. Print.
Kolb, Harold H., Jr. The Illusion of Life: American Realism as a Literary Form. Charlottesville: U of Virginia P, 1969. LeMenager, Stephanie. "'Geographical Morality': Place and the Problem of Patriotism on John W. De Forest's Civil War Realism." American Literature 81. 3 (2009): 555-82. Print.
Levine, George. "Realism Reconsidered." The Theory of the Novel: New Essays. Ed. John Halperin. New York: Oxford U P, 1974. 233-56. Ludwig, Sämi. Pragmatist Realism : The Cognitive Paradigm in American Realist Texts. Madison: University of Wisconsin Press, 2002. Lutwack, Leonard. "The Iron Madonna and American Criticism in the Genteel Era." Modern Language Quarterly 15 (1954): 343-48. Martin, Jay. Harvests of Change: American Literature, 1865-1914. Englewood Cliffs, N. J.: Prentice-Hall, 1967. McKay, Janet H. Narration and Discourse in American Realistic Fiction. Philadelphia: U of Pennsylvania P, 1982. Miller, Elise. "The Feminization of American Realist Theory." American Literary Realism 23. 1 (1990): 20-41. Morgan, William. Questionable Charity: Gender, Humanitarianism, and Complicity in American Literary Realism. Hanover: University Press of New England, 2004. Nettels, Elsa. Language and Gender in American Fiction: Howells, James, Wharton, and Cather. Charlottesville: U of Virginia P, 1997. Peyser, Thomas. Utopia & Cosmopolis : Globalization in the Era of American Literary Realism. Durham, NC : Duke University Press, 1998. Includes chapters on Charlotte Perkins Gilman, Edward Bellamy, Howells, and James.
Pizer, Donald, ed. The Cambridge Companion to American Realism and Naturalism: Howells to London. New York: Cambridge U P, 1995. Pizer, Donald, ed. Documents of American Realism and Naturalism. Carbondale and Edwardsville: Southern Illinois U P, 1998. Pizer, Donald. Realism and Naturalism in Nineteenth Century American Fiction. Carbondale: Southern Illinois U P, 1966. Pizer, Donald. "Realism and Naturalism: The Problem of Definition." Background Readings for Teachers of American Literature. Ed. Patton, Venetria K. Boston, MA: Bedford/St. Martin's, 2006. xiii, 386 pp. Print.
Pizer, Donald, and Harbert, Earl, eds. American Realists and Naturalists. Vol. 12 of Dictionary of Literary Biography. Detroit: Gale Research, 1982. Rohrbach, Augusta. Truth Stranger than Fiction: Race, Realism, and the U.S. Literary Marketplace. Palgrave, 2002. Salomon, Roger B. "Realism as Disinheritance: Twain, Howells and James." American Quarterly 16 (Winter 1964): 531-44. Shi, David E. Facing Facts: Realism in American Thought and Culture, 1850-1920. New York: Oxford U P, 1995. Seltzer, Mark. Bodies and Machines. New York: Routledge, 1992. Simmons, Ryan. Chesnutt and Realism: A Study of the Novels. Tuscaloosa, AL: U of Alabama P, 2006. Print.
Stephens, Gary. "Haunted Americana: The Endurance of American Realism." Partisan Review 44 (1977): 71-84. Sundquist, Eric, ed. and introd. "The Country of the Blue." American Realism: New Essays. Baltimore: Johns Hopkins, 1982. Sundquist, Eric. "Realism and Regionalism." Elliott, Columbia Literary History of the United States. 501-524. Trachtenberg, Alan. The Incorporation of America: Culture and Society in the Gilded Age. New York: Hill and Wang, 1982. Thomas, Brook. American Literary Realism and the Failed Promise of Contract. Berkeley: U of California P, 1997. Thompson, Todd. "Reconstructive Realism: Satire in Miss Ravenel's Conversion from Secession to Loyalty." Journal of American Culture 29. 4 (2006): 425-36. Print.
Thrailkill, Jane F. "Emotive Realism." Journal of Narrative Theory 36. 3 (2006): 365-88. Print.
Warren, Joyce W. "Performativity and the Repositioning of American Literary Realism." Challenging Boundaries: Gender and Periodization. Eds. Joyce W. Warren and Margaret Dickie. Athens, Georgia: University of Georgia Press, 2000. 3-25. Warren, Kenneth. Black and White Strangers: Race and American Literary Realism. Chicago: U of Chicago P, 1993. Williams, Andrea N. "African American Literary Realism, 1865-1914. " A Companion to African American Literature. Ed. Jarrett, Gene Andrew. Malden, MA: Wiley-Blackwell, 2010. xiii, 467 pp. Print.
Winter, Molly Crumpton. American Narratives: Multiethnic Writing in the Age of Realism. Baton Rouge, LA: Louisiana State UP, 2007. Print.
Wonham, Henry B. Playing the Races: Ethnic Caricature and American Literary Realism. Oxford, England: Oxford UP, 2004. Print.
Ziff, Larzer. The American 1890s: Life and Times of a Lost Generation. New York: Viking, 1966. | 011_3060218 | {
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Hindu devotees take holy bath during festival of Ganga Dashara at Har-ki-Pauri in Haridwar of India. The photo is taken from Wikipedia.
A dip in river Ganga can possibly cause cancer, the Times of India reports quoting a study by the Department of Atomic Energy's National Centre for Compositional Characterisation of Materials (NCCM) in Hyderabad of India.
The NCCM has tested water samples from the Ganga and found the river water contained carcinogens. However, Prime Minister Narendra Modi had declared that cleaning Ganga was his top priority. But more needs to be done than expected. The NCCM which functions under the Bhabha Atomic Research Centre (BARC) collected water samples from the river during the Kumbha Mela in January 2013 and tested them. It was found that the water collected by the devotees for puja contained Chromium 6. "Chromium is essential as well as toxic. The toxic form of chromium is hexavalent chromium. We have determined its content in the Ganga water collected during Kumbha Mela. It was 1 ng/ml, almost 50 times the permissible limit," NCCM head Dr Sunil Jai Kumar said. Being exposed to such high levels of chromium can result in health hazards, including cancer. The impurities were said to have mainly come from the Kanpur tanneries. "We have to develop technologies that can cleanse the Ganga of chemical impurities. It can be done," said Sunil Jai Kumar.
A C Sahayam, who heads the bulk analysis wing at NCCM, demonstrated the system of purification of water containing carcinogens. Sunil Jai Kumar explained the functioning of the National Centre for Compositional Characterisation of Materials (NCCM). He said the NCCM had also developed fluoride testing kits with which visual detection of fluoride would be possible. The government had transferred the technology to different companies and the kits were made available to the public at low cost. From hospital waste like X-ray films, CDs, and batteries, the centre has also developed a method to extract silver. The NCCM, which conducted studies at Moula Ali in Hyderabad six months ago, found that groundwater contained 100 times more mercury than permissible limits. Centre checks water on 22 parameters including heavy metal contaminants. "For the electronics industry, we have the technology to analyse high purity materials of 99. 9999 per cent or more," Sunil Jai Kumar said. | 010_5437654 | {
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1 Answer | Add Yours
Radiator: A radiator is the part of the engine cooling system that excess combustion heat and heat is lost to atmosphere by means of forced convection using a circulating liquid in the system such as water or water/glycol to affect heat transfer. Reflector: A piece of glass, metal, or other material which are reflecting light in a required direction, e. g., a red one on the back of a motor vehicle. We’ve answered 320,443 questions. We can answer yours, too. Ask a question | 008_6666367 | {
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Writing great child characters
Time: 10:30 - 16:30
This course will be delivered online. See the ‘What is the course about? ’ section in course details for more information. Course Code: HW188
Duration: 1 session
Please note: We offer a wide variety of financial support to make courses affordable. Just visit our online Help Center for more information on a range of topics including fees, online learning and FAQs.
What is the course about? An opportunity to explore the particular challenges of writing child characters as an adult, to learn vital information about the way children of different ages respond to stories and to bring your own child characters powerfully to life through a series of practical writing exercises. This is a live online course. You will need:
- Internet connection. The classes work best with Chrome.
- A computer with microphone and camera is best (e. g. a PC/laptop/iMac/MacBook), or a tablet/iPad/smart phone/iPhone if you don't have a computer. We will contact you with joining instructions before your course starts. What will we cover? - How to get inside the heads of your child characters and bring them powerfully to life on the page. - The main story themes and characters that appeal to children of different ages and stages of development. - The importance of character point-of-view within children’s stories. What will I achieve? By the end of this course you should be able to. . . - show understanding of the various ways in which child readers of all ages and stages relate to stories and the characters within them. - apply writing techniques including point-of-view and narrative voice in order to portray believable child characters that readers will care about. What level is the course and do I need any particular skills? This course is suitable for students at all levels. No special educational attainments are required, but students should be able to write fluent English.
How will I be taught, and will there be any work outside the class? - Tutor-led discussion and feedback
- Pairs and group work
- Lots of independent writing
All writing courses at City Lit will involve an element of workshop. This means that students will produce work which will be discussed in an open and constructive environment with the tutor and other students. The college operates a policy of constructive criticism, and all feedback on another student’s work by the tutor and other students should be delivered in that spirit. For classes longer than one day regular reading and writing exercises will be set for completion at home to set deadlines. City Lit Writing endeavours to create a safe and welcoming space for all and we strongly support the use of content notes in our classes. This means that learners are encouraged to make their tutor and classmates aware in advance if any writing they wish to share contains material that may be deemed sensitive. If you are unsure about what might constitute sensitive content, please ask your tutor for further clarification and read our expectations for participating in writing courses at City Lit.
Are there any other costs? Is there anything I need to bring? Bring a notebook, writing materials and lots of enthusiasm. When I've finished, what course can I do next? Students who wish to continue actively to write for children may like to join the Writing for Children course or workshop, most of whose members began as students on the City Lit’s Writing for Children course, and of whom a significant number are now published authors. All students are invited to join us at Late Lines, our regular performance night for City Lit writers. Students are also encouraged to submit their work to Between the Lines, our annual anthology of creative writing. For the latest news, courses and events, stay in touch with the Department on Facebook and Twitter.
A former journalist, Sophie McKenzie attended a writing class at City Lit in 2003 and has been writing fiction ever since. She has published over 25 books - including award-winning teen thrillers and crime fiction novels for adults. She is currently writing a new story featuring several strong female characters and working on a drama script for a TV production company. Please note: We reserve the right to change our tutors from those advertised. This happens rarely, but if it does, we are unable to refund fees due to this. Our tutors may have different teaching styles; however we guarantee a consistent quality of teaching in all our courses. | 001_6530602 | {
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The following article describes common security issues regarding misconfigured sudoers’ files. The article focuses on a single entry which contains several security issues:
hacker10 ALL= (root) /bin/less /var/log/*
The article is split into the following five chapters:
- PART 1: Command Execution
- PART 2: Insecure Functionality
- PART 3: Permissions
- PART 4: Wildcards
- PART 5: Recapitulation
The last issue with our example “sudo” command is the wildcard (*). Excerpt from the “sudoers” man page:
Wildcards sudo allows shell-style wildcards (aka meta or glob characters) to be used in hostnames, pathnames and command line arguments in the sudoers file. Wildcard matching is done via the POSIX glob(3) and fnmatch(3) routines. Note that these are not regular expressions. * Matches any set of zero or more characters. ? Matches any single character. [. . . ] Matches any character in the specified range. [! . . . ] Matches any character not in the specified range. \x For any character "x", evaluates to "x". This is used to escape special characters such as: "*", "? ", "[", and "}". POSIX character classes may also be used if your system's glob(3) and fnmatch(3) functions support them. However, because the ':' character has special meaning in sudoers, it must be escaped. For example: /bin/ls [[\:alpha\:]]* Would match any filename beginning with a letter. Note that a forward slash ('/') will not be matched by wildcards used in the pathname. When matching the command line arguments, however, a slash does get matched by wildcards. This is to make a path like: /usr/bin/* match /usr/bin/who but not /usr/bin/X11/xterm. Exceptions to wildcard rules The following exceptions apply to the above rules: "" If the empty string "" is the only command line argument in the sudoers entry it means that command is not allowed to be run with any arguments. As the wildcard in our example is part of the arguments and not the path name, it allows us to break out. One way to do this is shown in the following example:
Another way to break out would be the following command:
When in less it is possible to use the “:n” command to switch to the next file in the file list:
Wildcards are extremely dangerous. Don’t use them if you are not 100% sure that a malicious user is able to abuse it. The more secure solution to the issue would be to write a script which does input validation and is the only thing that is allowed to be called using “sudo”. | 006_221753 | {
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Definition from Wiktionary, the free dictionary
- The means of defending oneself from physical attack. - (law) The right to protect oneself against violence by using reasonable force, especially when used as justification in a murder charge. means of defending oneself from attack
(law) Defense for oneself against violence | 004_5390188 | {
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Too Few Kids Use Fast-Food Calorie Info: Study
Girls and obese children are likelier to take advantage of this knowledge
By Mary Elizabeth Dallas
THURSDAY, May 23 (HealthDay News) -- While some fast-food chains are required to provide calorie and other nutritional information to help customers make informed choices, kids who eat fast food at least twice a week are 50 percent less likely to use this information than kids who eat fast food less often, according to a new U.S. study. Those most likely to use the calorie information are girls and children who are obese, said the researchers from the U.S. Centers for Disease Control and Prevention.
The study was published online May 23 in the Journal of Public Health.
"Our findings are important given the high prevalence of obesity among youth and the adverse health effects associated with obesity," study lead author Dr. Holly Wethington said in a journal news release. "It is encouraging that a large number of youth, particularly youth who are obese, reported using the calorie information. "This may have potential to lead to improved food and beverage choices as a way to manage weight, although more research is needed to assess whether youth know how many calories they should consume in a day given their activity level," added Wethington, of the CDC's division of nutrition, physical activity and obesity. Childhood obesity has tripled in recent decades, partly due to fast food that is higher in calories, salt and fat than food prepared at home, the CDC researchers noted. In conducting the study, they analyzed mail surveys from 721 kids ranging in age from 9 to 18 years. The survey, done in the fall of 2010, asked the children how often they ate fast food, and if they considered the calorie information on the menu. They were also asked if this information influenced their food choices. The researchers also considered the participants' age, gender, height and weight. Fifty-six percent of those surveyed were boys, and while most of the children were a healthy weight, 13 percent were obese. The survey revealed that 66 percent of the kids said they ate fast food once a week or less, and 34 percent reported eating fast food two or more times a week. | 006_4191955 | {
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The following is a list of Bible
Truths in Luke 15:1-32, the story of the lost
sheep, the lost coin, and the lost son. - Jesus taught His followers to search for people separated from the family
of God and to lead those who are separated back into God's family. Luke 15:4-6, 8-9. - God rejoices when a person stops doing wrong and returns to
God. Luke 15:7, 10. - God loves, welcomes, and accepts any sinner who asks for
forgiveness and wants to return to God. Luke 15:20-22. - All members of God's family should be happy when a person returns to God. Luke 15:28-32. - To God each and every soul is valuable and worth the effort. Every
individual is special to God. Luke 15:4. The following activities
can be used to teach the Bible story and truths. Bible Story Activities.
|Search for the Lost.
these activities to help the children understand the joy God has when a
person separated from God returns to His family. |The Lost Coin. For the younger
|Hide chocolate coins in the room and let the children search for
|Explain that the joy they have when they find a chocolate coin is
the kind of joy God has when a person stops doing wrong and returns
|The Lost Necklace.
|Hide an inexpensive piece of jewelry outside the room. |
|When the children come into the room, pretend that you have lost
the jewelry and ask for their help in finding it. Pretend that
you will be real sad if you cannot find it. |
|When the children find the jewelry, show your happiness. |
|Compare your happiness to the joy God has when a lost person
returns to His family. |
|The Friend. Use this activity to help
the children understand what they should do when a person turns from
God. The children can also think about how God acts towards a sinner
who asks for forgiveness and wants to return to God.
|Tell the following stories to the children. |Raymond and Oscar are in the fourth grade. They lived next
door to each other all their lives and were best friends until last
year when Oscar started hanging around with Philip, his older
brother, and Philip's friends. Oscar started cussing,
disobeying his parents, and lying when his parents asked him if he
had done something. Raymond and Oscar stayed friends but they
did not get along as well because Raymond always told Oscar he
should not cuss or be disobedient or lie to his parents. Last
week Oscar finally decided Raymond was right and he promised not to
cuss or be disobedient or lie to his parents any more. They
are best friends again. |
|Thelma and Margie became friends in kindergarten and have been
best friends ever since. About a month ago, the most popular
girls in class asked Thelma to join their Popular Girls Club.
Thelma joined. Margie was not asked to join. The Popular
Girls Club started making up untrue stories about Margie to
embarrass her and did not let her join in any of their games. Thelma and Margie stopped being friends when Thelma joined the
club. About a week ago, Thelma realized that she was not
treating Margie in the good way she deserved to be treated. She quit the Popular Girls Club, apologized to Margie and asked if they could be friends
again. Margie said yes. And they are best friends again. |
|After you tell the stories ask the children if they have ever been in
any situations similar to the ones described in the stories. Let
them tell about their experiences. |
|Explain to the children that:
|God wants us to help people do what is right just like Raymond
|When a person stops doing wrong and wants to return to God, God
welcomes that person back without any conditions just like Margie
welcomed back Thelma.|
|God is happy when a person returns to Him just like Raymond and
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Canadian Space Agency (CSA) Patch
Official iron-on patch for the Canadian Space Agency (CSA)—Agence spatiale canadienne (ASC) in French.
The origins of the Canadian upper atmosphere and space program can be traced back to the end of the Second World War. Between 1945 and 1960, Canada undertook a number of small launcher and satellite projects under the aegis of defense research, including the development of the Black Brant rocket as well as series of advanced studies examining both orbital rendezvous and re-entry. In 1957, scientists and engineers at the Canadian Defence Research Telecommunications Establishment (DRTE) under the leadership of John H. Chapman embarked on a project initially known simply as S-27 or the Topside Sounder Project. This work would soon lead to the development of Canada's first satellite known as Alouette 1. With the launch of Alouette 1 in September 1962, Canada became the third country to put an artificial satellite into space. At the time, Canada only possessed upper atmospheric launch capabilities ( sounding rockets ), therefore, Alouette 1 was sent aloft by the American National Aeronautics and Space Administration (NASA) from Vandenberg Air Force Base in Lompoc, California. The technical excellence of the satellite, which lasted for ten years instead of the expected one, prompted the further study of the ionosphere with the joint Canadian-designed, U.S.-launched ISIS satellite program. This undertaking was designated an International Milestone of Electrical Engineering by IEEE in 1993. The launch of Anik A-1 in 1972 made Canada the first country in the world to establish its own domestic geostationary communication satellite network. These and other space-related activities in the 1980s compelled the Canadian government to promulgate the Canadian Space Agency Act, which established the Canadian Space Agency. The Act received royal assent on May 10, 1990, and came into force on December 14, 1990. The mandate of the Canadian Space Agency is to promote the peaceful use and development of space, to advance the knowledge of space through science and to ensure that space science and technology provide social and economic benefits for Canadians. The Canadian Space Agency's mission statement says that the agency is committed to leading the development and application of space knowledge for the benefit of Canadians and humanity. In 1999 the CSA was moved from project-based to "A-base" funding and given a fixed annual budget of $300 million. The actual budget varies from year to year due to additional earmarks and special projects. | 009_4034756 | {
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Hurricane Katrina, which the Federal Emergency Management Agency (FEMA) has described as the “single most catastrophic natural disaster in U.S. history,” hit the Gulf Coast on August 29, 2005, causing severe damage to Louisiana, Mississippi, and surrounding areas. A total of 1,833 people in five states lost their lives as a result of the hurricane and subsequent floods; approximately 1,600 of those deaths occurred in Louisiana. More than 1 million people in the Gulf region were displaced by the storm. 1 Former President George W. Bush declared a state of major disaster in Alabama, Louisiana, Mississippi, and Florida.2 Kathleen Blanco, Governor of Louisiana at the time, declared a public health emergency on September 2, 2005. 3 The Secretary of the U.S. Department of Health and Human Services (HHS), Michael O. Leavitt, declared a state of emergency in Mississippi, Florida, and Alabama initially and later extended emergency status to nine additional states, including those that received the displaced victims. 4
In the chaos that ensued in flood-ravaged areas, hospitals became shelters for patients, hospital workers and their families, visitors, and other individuals seeking refuge. Physicians and other health care professionals found themselves overseeing triage and evacuation efforts in addition to delivering medical care to sick patients with limited staff and resources. Power failure in hospitals in the affected areas added to the challenges. Health care providers worked tirelessly in 100-degree heat without air conditioning or even light for days while evacuation efforts slowly progressed. 5-6
As federal, state, and county officials worked to address the public health needs of disaster-stricken areas, they relied extensively on volunteer health professionals (VHPs) to provide health care services. More than 33,000 VHPs responded to the call for assistance through various state-based or private emergency response programs, while others arrived on-site spontaneously. 7 However, legal issues, such as licensing and credentialing, civil liability, and reparations for harm to volunteers, delayed or prevented these volunteers from providing care. For example, left with no opportunity to provide medical care, a Louisiana physician and his staff mopped the floors at the New Orleans airport while sick people died around them. FEMA prohibited the team from administering care due to liability concerns. 8
In a poignant letter to the American College of Surgeons (ACS), Melanie Korndorffer, MD, FACS, and James Korndorffer, MD, FACS, who were in Mississippi when Katrina struck, described their efforts to serve as volunteers in a hospital in Gulfport. (This letter, which is unavailable to the general public, was provided to the College as testimony for the Connecticut state legislature Joint Committee on Public Safety and Security hearing. ) Dr. James Korndorffer is a practicing general surgeon at Tulane University in New Orleans; Dr. Melanie Korndorffer had until two years prior to Katrina practiced in Montgomery, AL. In the early stages of disaster relief, both physicians attempted to provide help in New Orleans, but due to evacuations, they were directed to the only functioning hospital located in Gulfport, on the coast of Mississippi. They arrived at the facility with proper identification; however, despite extensive efforts, the hospital administrators were unable to obtain approval for the Korndorffers to relieve the sole surgeon who had been working in the hospital for 96 hours without a break. The Korndorffers shared their story with the College in an effort to convey to the physician community the necessity of devising a better system to facilitate volunteer health professionals in times of emergency or disaster. Specifically, they requested support for the Uniform Emergency Volunteer Health Practitioners Act (UEVHPA). In the last 60 years, an average of 36 disasters and six states of emergency have been declared annually in the U.S.9 Physicians and other medical professionals have consistently met the health care challenges associated with these events by volunteering their services. For example, within hours of the 9/11 attacks, a hotline set up to register physician volunteers in New York received more than 8,000 offers of help from across the nation. A group of 110 physicians, nurses, and paramedics attending an emergency and critical care conference across from the World Trade Center left the conference center en masse and set up a field hospital eight blocks from the fallen buildings. 10
Unfortunately, inconsistent federal and state laws providing liability protections for volunteers prevent trained health care professionals from putting their skills to use in these times of emergency and disaster. 11 Glenn Cambre, JD—the attorney supervisor for the Louisiana Department of Health and Hospitals during the period following Hurricane Katrina—stated the following with regard to disaster relief efforts after Hurricane Katrina: “The main thing we worked on was allowing out-of-state medical professionals who wanted to volunteer and come help, to waive the requirement of having them licensed in our state if they could show they were validly licensed in the state that they were coming from…. We had to keep renewing that executive order because we had so much need for help. ”12 The time and resources expended on these efforts could be used more effectively elsewhere during such disasters. The obstacles that prevented volunteer health care professionals from assisting in the aftermath of Hurricane Katrina were also reported after the 9/11 attacks, Hurricane Rita in 2005, and Hurricanes Gustav and Ike in 2008. In a Council of State Governments publication, one of the five major lessons learned in the aftermath of Katrina was the necessity of defining liability and workers compensation coverage for volunteer health professionals. 12
Congress passed the Volunteer Protection Act (VPA), P.L. 105-19, in 1997. The VPA provides immunity to volunteers serving in both emergency and nonemergency situations, as long as they are licensed in the state in which harm occurred and no evidence of gross negligence emerges. 13 However, an organization may be sued for the actions of its volunteers or itself sue its volunteers. This law falls short of specifically protecting health care professionals, such as physicians, nurses, and emergency medical technicians (EMTs). It also offers no protection to volunteers serving in any state other than the one in which they are licensed. Therefore, each individual state is free to determine the protections it will offer to out-of-state volunteers in times of crisis. All 50 states and the District of Columbia have their own laws protecting VHPs, but because they are developed and implemented at the state level, the laws lack uniformity. For example, Mississippi protects VHPs who are licensed in the state but requires that out-of-state volunteers receive special volunteer licenses to receive those protections. Alabama protects VHPs licensed in any state as long as they are working with an “established free medical clinic” in Alabama during a disaster or emergency. Kansas law offers regional medical emergency response team members the same liability protections as state employees. 14 Some states grant liability protections to VHPs during declared public health emergencies, and governors may declare volunteers to be state employees for liability purposes during public health emergencies. 14
States also have Good Samaritan laws that protect volunteers who act in good faith, without expectation of compensation, but those laws also lack uniformity. Some apply only to care provided to “accident” victims, whereas others apply to patients who receive care due to an “emergency. ” The definition of “emergency” varies from state to state, as do the exact clauses and protections of each of these volunteer protection laws. A survey of state laws relating to VHPs and public health emergencies found that approximately 40 percent of states either lack statutes that provide immunity to volunteers during declared emergencies or have ambiguous statutes that require clarification. 15 The lack of uniformity often causes confusion and uncertainty during emergencies and disasters when timely volunteer services are most needed. The UEVHPA is model legislation adopted by the Uniform Law Commission in 2006 in the aftermath of the Gulf Coast hurricane disasters. 16 Laws that follow this model allow health care professionals credentialed in any state to volunteer in a state that is experiencing a declared disaster. Health professionals may register to provide volunteer services either before or during an emergency in a state that has adopted the UEVHPA. Volunteers may register with federal programs, such as the Emergency System for Advance Registration of Volunteer Health Professionals (ESAR-VHP), local Medical Reserves Corps (MRC), or with private relief organizations, which confirm appropriate licensure. Volunteers are limited to the scope of practice for those health care professionals licensed by the state in which the disaster occurs and the scope-of-practice limits of the state in which they are licensed. The legislation obviates the need for time-consuming license-verification processes during disasters, when the infrastructure of the affected state may be unable to support registration and temporary licensing, and timely services can mean the difference between life and death. Civil liability protections and worker compensation also are offered. States may choose between two options for civil liability protections, both of which offer the same patient protections against willful misconduct and gross negligence. Alternative “A” offers protections for vicarious liability (that is, an organization is protected from liability for the actions of its volunteers), whereas alternative “B” does not. Alternative “B” also caps the compensation a volunteer may receive at $500 per year. Kentucky became the first state to adopt the UEVHPA in 2007, followed by Colorado and Tennessee.17,18 In 2007, the College’s Board of Governors directed ACS Division of Advocacy and Health Policy State Affairs staff to advocate for passage of the UEVHPA in all 50 states and the District of Columbia, and in 2008, the Board of Regents adopted a formal statement in support of the model legislation. 19 The Committee on Trauma (COT) has also endorsed the legislation. Since then, the ACS has been lobbying for passage of the UEVHPA in state legislatures, and Fellows have provided testimony in support of the model bill. 20 Thus far, 14 states, one territory, and the District of Columbia have passed the legislation (see figure). Most recently, the model bill was introduced in the Pennsylvania State Senate (S.B. 1235/H.B. 512/S.B. 35). 21
Good Samaritan Health Professionals Act
Efforts are under way at the federal level to secure liability protections for professional health care volunteers who provide services in a declared emergency. The Good Samaritan Health Professionals Act, H.R. 3586, was introduced by Reps. Cliff Stearns (R-FL) and Jim Matheson (D-UT) in 2011 but died in committee. 22 The language in this bill was subsequently included as an amendment to H.R. 5 in the 112th Congress, which passed in the House; however, because it was coupled with a repeal of the Independent Payment Advisory Board and a $250,000 cap on noneconomic damages, H.R. 5 died in the Senate.23 A total of 224 Republicans and 27 Democrats voted in favor of this amendment in the House.24
Reps. Marsha Blackburn (R-TN) and Matheson reintroduced the bill as H.R. 1733 in 2013 along with 16 cosponsors. H.R. 1733 has been referred to the House Energy and Commerce Subcommittee on Health and the House Judiciary Subcommittee on The Constitution and Civil Justice.25 The Good Samaritan Act would afford volunteer health professionals the same level of civil immunity provided to all volunteers under the federal VPA. More specifically, H.R. 1733 would provide licensed health care professionals with civil immunity from federal and state liability laws when they serve as volunteers during declared emergencies. To be covered under the legislation, VHPs must be “licensed, certified, or authorized” in one or more state(s). 25
Importantly, the legislation closes the gap in the VPA by allowing professional health care volunteers who are licensed in one or more states to cross into the state that is experiencing a declared emergency. This law also preempts any state statutes that are inconsistent with the Act, unless the state law provides “greater protection from liability. ”25 Therefore, volunteers crossing state borders can be assured that they will be protected from liability at least to the extent possible under this law. The patient protections provided in the VPA remain in place. Reckless misconduct or gross negligence is prohibited, and professionals are not protected if they are providing care while under the influence of alcohol or another intoxicating drug. The act’s protections extend to physical, nonphysical, economic, and noneconomic harm. Plaintiffs in civil lawsuits have the burden of proof to establish that the limitations on liability do not apply. 25
This legislation, if enacted, will allow rapid mobilization of health care volunteers to disaster areas, where the professionals can provide care to victims without fear of frivolous lawsuits. States would no longer have to wait for state registries to come back online to allow health professionals to care for patients in need. Help would no longer be turned away due to a lack of in-state credentials. This provision is especially important for states that have yet to adopt the UEVHPA. The ACS sent a letter of support for this legislation to Representatives Blackburn and Matheson, and efforts to have companion legislation introduced in the Senate are under way. 26 The ACS Division of Advocacy and Health Policy staff will continue to lead efforts to garner support for this legislation. You can help
Volunteer health professionals are a key component of emergency and disaster response. Currently, lack of uniformity for licensure recognition and protection from civil liability remain major stumbling blocks to appropriate and timely involvement of physicians, nurses, EMTs, and other health professionals in times of disaster. The UEVHPA model legislation addresses those issues at the state level, and the Good Samaritan Act provides liability protection to VHPs at the federal level. Had the laws been in place before Hurricane Katrina struck the Gulf Coast, surgeons such as Drs. Melanie and James Korndorffer and countless other volunteer medical professionals could have served the victims of the disaster and, undoubtedly, saved lives. To help avert these situations in the future, surgeons and other health care professionals are encouraged to advocate in their home states for the adoption of the UEVHPA and to urge their members of Congress to support the Good Samaritan Health Professionals Act of 2013. The ACS offers a new platform called SurgeonsVoice, which allows members to quickly and easily send personalized electronic letters to their representatives and senators requesting that they support this legislation. A form letter in support of H.R. 1733 is available on the website. SurgeonsVoice also supplies contact information for the district offices of legislators so that surgeons can request meetings with their elected officials to discuss these issues in person and share personal stories, which often have the greatest impact. SurgeonsVoice also includes contact information for each individual ACS member’s state legislators. In addition, the ACS State Affairs staff can offer guidance and support to surgeons interested in advocating for this legislation in states that have yet to adopt the UEVHPA. Surgeons can play a vital role by offering testimony in support of the UEVHPA to state legislatures. The model legislation and educational materials are available on the ACS Advocacy and Health Policy Web page, and State Affairs staff can be reached for further questions at firstname. lastname@example. org. Through grassroots advocacy, surgeons have the power to shape emergency and disaster care for the entire nation. - Cable News Network. CNN Library. Hurricane Katrina statistics fast facts. August 23, 2013. Available at: http://www.cnn.com/2013/08/23/us/hurricane-katrina-statistics-fast-facts/. Accessed February 7, 2014. - Federal Emergency Management Agency. U.S. Department of Homeland Security. Disaster declarations 2005. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All. Accessed February 7, 2014. - The Brookings Institution. Katrina timeline. Available at: http://www.brookings.edu/fp/projects/homeland/katrinatimeline.pdf. Accessed February 7, 2014. - U.S. Department of Health and Human Services. Public health emergency declarations. Available at: https://www.phe.gov/emergency/news/healthactions/phe/Pages/default.aspx. Accessed February 7, 2014. - Pou AM. Ethical and legal challenges in disaster medicine: Are you ready? South Med J. 2013;106(1):27-30. - Fink S. The deadly choices at Memorial. New York Times Magazine. August 25, 2009. Available at: http://www.nytimes.com/2009/08/30/magazine/30doctors.html?pagewanted=all. Accessed February 7, 2014. - U.S. Department of Health and Human Services. Health care professionals and relief personnel worker page. Available at: http://georgiadisaster.info/MentalHealth/MH20%20Contribute/Volunteer.pdf. Accessed February 7, 2014. - Cable News Network. Leadership vacuum stymied aid offers. September 16, 2005. Available at: http://edition.cnn.com/2005/US/09/15/katrina.response/. Accessed February 7, 2014. - Federal Emergency Management Agency. U.S. Department of Homeland Security. Disaster declarations by year. Available at: http://www.fema.gov/disasters/grid/year. Accessed February 7, 2014. - Romano M. Medical personnel respond. Physicians across the nation eager to volunteer. Mod Healthc. 2001;31(38):24. - Hodge JG, Jr. Legal issues concerning volunteer health professionals and the hurricane-related emergencies in the Gulf Coast Region. Public Health Rep. 2006;121(2):205-207. - Council of State Governors. Healthy States Quarterly. Winter 2006. Available at: http://www.healthystates.csg.org/NR/rdonlyres/DAC4C055-30A0-4840-8CD0-C4451284D352/0/HSQWinter06.pdf. Accessed February 7, 2014. - Volunteer Protection Act of 1997. Pub. L. No. 105-19. Codified at 42 U.S.C. §§ 14501. Available at: http://www.gpo.gov/fdsys/pkg/PLAW-105publ19/pdf/PLAW-105publ19.pdf. Accessed February 7, 2014. - Chu VS. Emergency response: Civil liability of volunteer health professionals. Congressional Research Service. January 19, 2011. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.0 Accessed February 7, 2014. - Rosenbaum S, Harty MB, Sheer J. State laws extending comprehensive legal liability protections for professional health-care volunteers during public health emergencies. Public Health Rep. 2008;123(2):238-241. - National Conference of Commissioners on Uniform State Laws. Uniform Emergency Volunteer Health Practitioners Act. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.1 Accessed February 7, 2014. - National Conference of Commissioners on Uniform State Laws. The Uniform Law Commission Bulletin. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.2 Accessed February 7, 2014. - Hoppel AM. Applying the lessons learned from Katrina. Clinician Reviews. 2008;18(6):C1,26-27. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.3 Accessed February 7, 2014. - American College of Surgeons. Statement on the Uniform Emergency Volunteer Health Practitioners Act. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.4 Accessed March 21, 2014. - Testimony of the American College of Surgeons, presented by Kimberly A. Davis, MD, FACS, FCCM, to the Connecticut Joint Committee on Public Safety and Security. February 10, 2009. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.5 Accessed February 7, 2014. - Uniform Law Commission. Acts: Emergency volunteer health practitioners. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.6 Accessed February 7, 2014. - Civic Impulse, LLC. Govtrack.us. H.R. 3586 (112th): Good Samaritan Health Professionals Act of 2011. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.7 Accessed February 7, 2014. - Civic Impulse, LLC. Govtrack.us. H.R. 5 (112th): Protecting Access to Healthcare Act. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.8 Accessed February 7, 2014. - Civic Impulse, LLC. Govtrack.us. House vote #124: On Agreeing to the Amendment: Amendment 5 to H. R. 5. March 22, 2012. Available at: http://www.fema.gov/disasters/grid/year/2005?field_disaster_type_term_tid_1=All.9 Accessed February 21, 2014. - Civic Impulse, LLC. Govtrack.us. H.R. 1733 (113th): Good Samaritan Health Professionals Act of 2013. Available at: http://www.brookings.edu/fp/projects/homeland/katrinatimeline.pdf.0 Accessed February 7, 2014. - Hoyt DB. Letter to Marsha Blackburn and Jim Matheson, U.S. House of Representatives. May 24, 2013. Available at: http://www.brookings.edu/fp/projects/homeland/katrinatimeline.pdf.1 Accessed February 7, 2014. | 011_5801224 | {
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Last changed: May 2007
The name “Tiszapolgár culture” for the early Copper Age finds in the eastern Alföld (all terms according to the Hungarian chronological classification) was introduced by I. Bognár-Kutzian which wrote the two main monographs (Bognár-Kutzián 1963 and 1972). She leaned on Ferenc von Tompa who introduced the terms Tiszapolgár I and II in research, however, they are not identical to the Tiszapolgár culture today (von Tompa 1937, 44). The culture was named after locations in and around Polgár, Hajdú-Bihar Megye, with its most famous representative, the cemetery of Polgár – “Basatanya”. Bognár-Kutzián subdivided the Tiszapolgár culture into four regional groups in her monograph in 1972. They are distributed in east Slovakia and the Carpatho-Ukraine (Lúčky group), in north-east Hungary and the Körös river regions, here especially the Berettyó valley (Basatanya group), and the whole course of the river Tisza which is occupied by the Tiszaug-(Kisrétpart) group (at the mouth of the river Maros) and the Deszk group (further to the south. Bognár-Kutzián 1972, addendum 1). It corresponds therefore to the distribution of the preceding Tisza- (Herpály-, Csőszhalom-) culture, plus a slight expansion to the south to the disadvantage of the Vinča culture (Makkay 1991, 326). The border in the south, therefore, is located in the Banat, with locations in Serbia as well as in Romania (Oprinescu 1981). In the east, the culture can be found as far as the westernmost parts of Transylvania (Luca 1999, 32; Iercoşan 2002). The regions between the rivers Danube and Tisza are unsettled. All hilly regions to the west of the Tisza are attributed rather to the Lengyel culture today (Pávuk/Bátora 1995, 132). The locations concentrate along lakes and rivers, of course especially at the Tizsa and its tributary streams. Locations in hilly regions are rarer (Bognár-Kutzián 1972, 160). Generally spoken, we recognize a distinct increase in the number of locations if compared to the Neolithic. This is related to the population increase due to economic progress (Kalicz 1988, 14). In the succeeding Bodrogkeresztúr culture, the number of location decreases significantly again (Pávuk/Bátora 1995, 128 f. ). Burials are the most frequent source in the Tiszapolgár culture and therefore yield the majority of finds. Their complete number amounts to about 300 graves today. Mostly they lie on big inhumation cemeteries, such as Polgár – “Basatanya” (Bognár-Kutzián 1963), Deszk B (Bognár-Kutzián 1972), Tibava (Šiška 1964) or Veľke Raškovce (Vizdal 1977). G. Nevizánsky dealt especially detailed with the treatment of the dead (Nevizánsky 1984, 263 ff. ). Basically we have to observe that the spectacular results gained from Slovakian research in cemeteries, especially from Tibava und Veľke Raškovce, cannot be transferred to all regions of the Tiszapolgár culture. Many aspects in the treatment of the dead which were analyzed there are local specialties which could only be found in the north of the distribution. All graves published by Bognár-Kutzián 1972 which can be safely attributed to the Tiszapolgár culture can be found in the Catalogue of Graves, together with some new finds. The cemeteries of the culture are always located close to rivers or lakes, mostly on small elevations. Sometimes burials can be found in settlements, however, we can hardly speak of true settlement burials (Bognár-Kutzian 1972, 158 f. ). Sometimes even a stratigraphic sequence is ascernible, like the one in Tibava, where the younger part of the cemetery even superimposes the older settlement (Nevizánsky 1984, 264), or in Mágor – “Várhegy”, where the cemetery follows directly above the Neolithic settlement layers, after a hiatus (Hegedüs/Makkay 1990, 101). Therefore, at most locations we can prove a clear separation between the settlement and the cemetery if they are close together. Most burials are inhumations with very strict rules concerning the interment. Women were laid to rest on their left side, men on their right, in a slightly crouched position, with their head to the east; this was proven anthropologically as well as archaeologically (for this, cf. also Derevenski 1997). Alterations (west-east but also north-south/south-north) to this rule can occur and increase in the periphery of the distribution (e. g. in Deszk). The same is true for cremation burials. They can be found only in the Lúčky group (e. g. Tibava, Lúčky, Veľke Raškovce). Individuals laid down in a straight position, as they were found, e. g. , in Polgár – “Nagy Kasziba”, are attributed to be representative for Neolithic tradtions (Raczky/u. a. 1997, 50). However, individuals lying on their left and right sides in a crouched position can also be tracked into the Neolithic (e. g. Polgár – “Csőszhalom”). Some kinds of burials are generally very rare, e. g. burials containing only body parts (especially skulls), symbolical graves (three times) and burials with two or more individuals (the only example with three individuals: Basatanya, gr. 35). They always seem to be burials of adults and children. Furthermore, we know of animal graves, especially sheep and dogs, like in the Neolithic. They were placed in burials of men; however, since all bones were found and since there are also true animal burials (Veľke Raškovce), we cannot interpret them as just meat. All dead were buried in oval or rectangular burials pits with rounded-off corners; in east Slovakia, this difference could be attributed both to many grave goods (Tibava) and to the age at death (Veľke Raškovce). Generally (about 30 times), layers of ashes were found on the bottom of the burial pits or in the filling. Scattering of ochre is also noticeable. The burials in the Tiszapolgár culture usually contain a very high number of grave goods. Graves containing few or no grave goods are rare, although, again, this might be due to local differences. Furthermore, there seems to be a connection between few grave goods and the age: In the cemetery of Hódmezővásárhely-Kotacpart – “Vatatanya” where only few grave goods were found, above-average many juvenile individuals were buried. The most important grave good are vessels. Here, too, vessels occur more frequently in adults’ graves than in children’s graves, therefore, again, we can prove a relation between the age at death and the number of grave goods. Most frequently vessels occur in cemeteries in east Slovakia. The maximum lies at 37 vessels in grave 4/55 from Tibava. The second most frequent grave good are weapons and tools. Here we can recognize differences between adults and juvenile individuals, for these categories of grave goods hardly ever occur in children’s graves or juvenile individuals’ graves. Above all they underline the differences between the sexes: axes (made from antler or – only in the Lúčky group – from copper), long flint blades and ground stone tools occur only in men’s graves. These last also yield evidence for the new function of some artefacts as true symbols for status. There are examples without any traces of wear as well as examples which cannot be used at all for they were made from relatively soft stone, such as the tuffite axes from Veľke Raškovce; however, these are partly interpreted as tools used in metallurgy (Lichardus-Itten 1980, 282). Even heavy copper tools are sometimes interpreted as sigs of power (Kalicz 1992, 13). Further typical grave goods in men’s graves are bone awls, whet-stones and scrapers. Very rarely, graves contain large stone tools (e. g. grinding stones) or clay tools (e. g. loom-weights). Tools and weapons are usually found lying close to the skull or the arms which speaks for a certain regularity. The positioning of jewellery according to where it was worn on the body is also very regular. Again, we can separate typical “male” items (gold pendants) from typical “female” items (pearls). Furthermore, we find objects with a certain ritual significance, e. g. pebbles and animal teeth in women’s graves and pigs’ mandibulae in men’s graves, all these being Neolithic traditions. The scattering of pearls in the burial pit is also a Neolithic tradition (Raczky et al. 1997, 50). Very common is also meat from domesticated animals and game, with pig, sheep and cattle occurring most frequently. A specialty of rich east Slovakian men’s graves is big lumps of imported flint. Its high social significance was pointed out in an article by Lichardus-Itten (Lichardus-Itten 1980). The interpretation as zoomorphic figurine as Vizdal proposes (Vizdal 1977, 142), however, seems exaggerated. Unworked antler pieces from Basatanya belong to the same category. The treatment of the dead in the Tiszapolgár culture is evidence of a change in society which takes place at the beginning of the early Copper Age. Differences between individuals are clearly recognizable due to their location on a cemetery as well as their equipment with grave goods. Especially on Slovakian cemeteries, outstanding graves are distinguished by their central placement on a cemetery, overlarge amounts of vessels, heavy copper tools, imported flint as a raw material and “unusable” status symbols. This extraordinary richness which is significant for the Lúčky group is generally attributed to the closer vicinity to necessary raw materials if compared to the locations in the Alföld, but also to the passes over the Carpathian mountains which supposedly played a big role as a connection between the cultures in the Carpathian Basin and the Ukrainian steppe regions from which many new features in the Tiszapolgár culture are derived (Lichardus-Itten 1980). In terms of anthropology, at the beginning of the Tiszapolgár culture we can detect a break in the development. The Neolithic population, with a leptodolichomorphic type, can still be found, but the existence of skeletons displaying an east-cro-magnoid type leads to a high heterogenity in the bone spectrum (Zoffmann 2001, 53). This insight is especially important since the existence of a true eastern component in the population was thought to be unlikely even by supporters of the theory that influences from the steppe also reached the Tiszapolgár culture (Kalicz 1988, 14; Lichardus/Lichardus-Itten 1996). The type Decea Mureşului kurgan graves found in the Carpathian Basin are due to eastern influences according to all researchers, however, they cannot be placed clearly in terms of chronology or culture although they are mostly seen as dating to the early Copper Age (Horváth 1994, 101). The treatment of the dead has clear roots in the late Neolithic Tisza culture. Many elements can be found already in the Neolithic (location of the cemeteries, crouched burials and single individuals lying in a straight position, differences according to sex, pebbles, pigs’ mandibulae as grave goods, animal graves…). The only true innovation is the beginning social structure. The succeeding Bodrogkeresztúr culture continues the Tiszapolgár treatment of the dead with some small alterations; often, people even bury their dead at the same places (Tasić 1995, 20). In comparison to burials, the settlements are badly researched. Like all locations, they usually lie very close to rivers, often on small hills directly in the flood plains. True hill settlements are rare (e. g. Hrčeľ, Šiška 1968, 161). They are probably connected to the distribution of raw materials (stone, salt, metal) which are missing in the lowlands (Bognár-Kutzián 1972, 161). All settlements of the Tiszapolgár culture are unfortified flat (i. e. not tell) settlements. As early as the proto-Tiszapolgár culture between the late Neolithic and the Copper Age (cf. Chronological relations), settling on most great Neolithic tells comes to an end even though there are still finds of that time on most tells (Makkay 1991, 325). However, during some excavations a fossile humus horizon could be found between the Neolithic and the younger layers (e. g. Mágor – “Várhegy” (Hegedüs/Makkay 1990, 101)). The reasons for the abandonment of the tells might have been economical or ecological, for most settlements gave no evidence of layers containing traces of destruction which could point to violence at the end of the settlements (Makkay 1991, 325). However, we also have to exclude a complete avoidance of the tell settlements in the early and middle Copper Age. There are settlement hills which were used in a way in the Tiszapolgár and Bodrogkeresztúr cultures, e. g. Uivar – “Gomilă” or Mágor – “Várhegy”. Besides, we know locations which were constantly settled from the late Neolithic to the Copper Age (e. g. Oborín (Šiška 1968, 157)). Economy is directly related to the geographical location of the settlements. In the lowlands, finds pointing to metallurgy are very rare; they appear rather in the hilly regions of the Lúčky group and especially only in the actual Tiszapolgár culture (Bognár-Kutzián 1972, 164). Newer finds, however, do prove the existence of objects related to metallurgy already in the proto-Tiszapolgár phase and also without the Lúčky group (melting pots in Herpály: Kalicz 1992, 13) which is not surprising since copper finds exist since the latest Neolithic.
The large amount of animal bones proves an increasing significance of stockbreeding. Domesticated animals comprise cattle, pig, sheep/goat, dog and horse. The domestication of horses is an important factor in the genesis of the Copper Age. Horse bones furthermore deliver valuable hints for long-distance relations since they belong to a race of small steppe horses (Bökönyi 1974, 230 ff. ). The animals are now used not only as food but also for work. Next to the domestic animals we find bones from game in the settlements, especially aurochs, red deer, roe deer, more rarely birds, tortoises, shells, snails and – as is common in all cultures in the Alföld – fish. The variety of animal bones found in the settlements hardly differs from those in burials (Bognár-Kutzián 1972, 162 ff. ). Botanical analyses were conducted selectively (e. g. in Uivar), however, we cannot generalize the results. Beside the burials and skeletal parts in settlements, signs of ritual practices are missing in settlements (ibid. ). Houses were made from simple rectangular post constructions. Corresponding ground plans are known from, e. g. , Kenderes – “Kulis” and Kenderes – “Telekhalom” (Bognár-Kutzián 1972, 164 ff. ), or from Tibava (Šiška 1968, 137 fig. 33). They occur already in the proto-Tiszapolgár phase (Lúčky – “Viničky” (Šiška 1968, 136 fig. 32)) and also in the succeeding Bodrogkeresztúr culture. Pottery is the most important group in the find material of the Tiszapolgár culture. It was classified typologically into 16 subtypes by Bognár-Kutzian (Bognár-Kutzian 1972, 118). The most important and distinctive representatives are vessels with a hollowed pedestal which can have a bell-shaped, conical or polygonic profile and which is often pierced. Generally, most vessels show traditions of the Neolithic, i. e. of the preceding Tisza (Csőszhalom, Herpály) culture (Vizdal 1977, 138 ff. ). The pottery, however, differs from the Neolithic pottery by a drastic decrease of decoration. Only in the Tiszaug group there are still incised decorations which are encrusted in white, which was characteristic in the Tisza culture but also for the succeeding Bodrogkeresztúr culture. Here, however, they are also very rare. Painting does not disappear altogether as was thought in former times but is employed at least in the proto-Tiszapolgár phase (Vizdal 1977, 142). Most motifs consist now of simple knobs which only rarely occur in larger groups. Incised symbols are even rarer; their interpretation as anthropomorphic representations is doubtful (ibid. ). The pottery is grogged with sand and gravel and fired moderately or only weakly. Most vessels seem to be fired irregularly. The pottery occuring in settlements is fired a little better which is also the reason for its lighter colour in comparison to the pottery occuring in graves (Bognár-Kutzian 1972, 134 f. ). The pottery of the Tiszapolgár culture continues seamlessly to the pottery of the Bodrogkeresztúr culture. In this culture, two new important vessel types appear (”milk jugs” and vessels with two handles), however, just the older Bodrogkeresztúr vessels still strongly resemble their Tiszapolgár predecessors (R. Patay 2002, 360). The change in the set of beliefs that we can observe at the decrease of vessel decoration manifests itself even stronger with the complete lack of figurines which were very typical for the Tisza culture. Every once in a while they last as long as the proto-Tiszapolgár phase (Šiška 1968, 156) but afterwards disappear completely. We should notice that figurines are usually found in settlements and that just these settlements are researched badly in the Tiszapolgár culture. However, this cannot be the only reason why not a single Tiszapolgár figurine was found up to today (Patay 1989, 34). Weapons and tools were made from stone, bone, antler or copper (Bognár-Kutzián 1972, 135 ff. ). Copper tools comprise of chisels and knives, but mostly of axes which are found only in the northern regions of the distribution, but represent one of the main types in the early Copper Age. Other axes were made from antler. Stone tools can be divided into ground and chipped forms. To the ground tools belong flat hatchets, hammers, maces, wedges and whet-stones; they were not always used according to their function (cf. above). The chipped stone objects were made from local obsidian, however, high-quality products were fashioned from imported flint. The origin of this flint lies in the east; mostly it was thought to be Volhynian (Lichardus-Itten 1980; Csongrádiné Balogh 2000, 65). In terms of typology we can differentiate between knives (the blades being significantly longer than in the Neolithic) and scrapers. Remarkably, arrow heads are missing. We know of hardly any heavy stone tools, e. g. grinding stones, since only very few finds of the Tiszapolgár culture belong to settlements. Finally we know of simple bone tools such as awls, and clay weights. By the way, flint and antler as a raw material were also frequently found in graves. A decisive feature in the jewellery of the Tiszapolgár culture are new golden ring- or disc-shaped pendants from the south-east. Often they are interpreted as anthropomorphic representations (Virág 2003, 130). Further items of jewellery are pearls made from limestone and, more rarely, from spondylus, copper or clay. Animal teeth, pebbles and pigs’ mandibulae can rather be classified as amulets. The number of metal finds significantly increases at the beginning of the Copper Age. Since the late Neolithic, copper occurs as hammered jewellery (copper horizon 1 according to Kalicz 1992, 13). However, already in the proto-Tiszapolgár horizon cast objects occur whose number increases quickly in the early Copper Age. New shapes are heavy copper tools and artefacts made from gold which mark the Tiszapolgár culture as a part of the south-east European metal horizon. The raw copper was gained from local sources (Virág 2003, 130). This is also true for the gold whose origin most likely lies in Transylvania. Gold finds occur only since the younger phase of the culture (Makkay 1996, 38). Especially heavy copper artefacts and also gold, stone tools and raw material can be found regularly in hoards, e. g. in Hencida, Szeged-Szillér, Nyírlugos, Kálló or Kladovo (cf. the overview in Lichardus-Itten 1991). Their classification in terms of chronology and their relation to the Tiszapolgár culture is, however, sometimes still discussed. In terms of chronology, the Tiszapolgár culture belongs to the early Copper Age. In most parts of its distribution it succeeds the Tisza-Herpály-Csőszhalom culture. It enlarges the distribution of the culture last mentioned to the south and the east. These expansions succeed the Vinča resp. the Petreşti culture. In the succeeding middle Copper Age, the development seamlessly continues, also in terms of space, to the Bodrogkeresztúr culture. Since the Tiszapolgár culture was defined only quite late, this general classification is undoubted. The chronological sequence is proved by many vertical stratigraphies such as the ones in Magór – “Várhegy” (Hegedüs/Makkay 1990), Székely – “Zöldtelek” (Kalicz 1958, 3), Crna Bara (Tasić 1995, 22), Uivar – “Gomilă” (Schier 2005) or in the Cauce Cave (Luca/Roman/Diaconescu 2004) and also by horizontal stratigraphies, e. g. in Polgár – “Basatanya” (Bognár-Kutzian 1963). Due to its strong similarities, Slovakian research combined the cultures Herpály, Tiszapolgár, Bodrogkeresztúr and Lažňany to one continuously developping “Polgár culture” (Šiška 1968, 162; Nevizánsky 1984). This very same continuing development is stressed by N. Tasić (Tasić 1995, 21). This combination might be a little generous given the breaks in development between Tisza and Tiszapolgár as well as between Bodrogkeresztúr and Lažňany. However, at least for Tiszapolgár we can certainly assume a continuous development to Bodrogkeresztúr without decisive breaks. This is ascertained by continuity in settlements, the treatment of the dead and the find material. I. Bognár-Kutzian divided the Tiszapolgár culture into two phases (A and B) in her monograph from 1972. However, she herself indicated that phase B should be the actual Tiszapolgár culture. According to her, phase A is a short period in between the end of the tell settlements and phase B. In this last phase, Neolithic traditions disappear, the distribution increases, gold and heavy copper artefacts appear (Bognár-Kutzián 1972, 189 ff. ). Nobody doubts a transitional phase between the Tisza-Herpály-Csőszhalom culture and the Tiszapolgár culture, i. e. between the Neolithic and the Copper Age (Kalicz 1991, 349). This period is called proto-Tiszapolgár, following Šiška. It is identical to Bognár-Kutzián’s phase A (Kalicz/Raczky 1990, 139). In Tibava it could be separated from the actual Tiszapolgár culture with a horizontal stratigraphy (Lichardus/Lichardus-Itten 1996, 172). A clear boundary in terms of find material of the latest Tisza, Proto-Tiszapolgár and Tiszapolgár cultures is still missing. Therefore, it is not surprising that different authors contradict each other regulary when it comes to define different aspects chronologically, such as the disappearance of painting or the end of the tell settlements. Since the actual Tiszapolgár culture is often classified into an older and a younger phase (e. g. in “a” and “b”, cf. Šiška 1968, 162), terminology is still very vague. The proto-Tiszapolgár phase corresponds to the transitional phase Topoľčany-Szob in between Lengyel III and IV in terms of chronology (Lichardus/Vladár 2003, 196), and likewise Tiszapolgár can be correlated to Lengyel IV (after Lichardus/Vladár), i. e. Brodžany-Nitra (Pávuk/Bátora 1995, 128). A. Točik stressed the strong influence of Tiszapolgár on the Lengyel culture which supposedly adopted metallurgy and knapping technology from the east. The development of the Lengyel culture continues also slower (Točik 1991, 314). Typological similarities in the pottery between Tiszapolgár and Lengyel were also stressed by Šiška, and likewise with Cucuteni-Tripolje. He thinks the culture is an important agent between the east European cultures and the Lengyel complex (Šiška 1968, 162 f. ). In the south, Tiszpolgár is synchronized mainly with Sălcuţa (Krivodol, Bubanj Hum), although the exact correlation to the various Sălcuţa phases differs according to different authors (Lazarovici 1981; Roman 1995, 18). Furthermore, the Tiszapolgár culture is partly contemporaneous with Vinča D. Here, the hoard from Pločnik marks the beginning of metallurgy of heavy copper artefacts. However, this hoard might be dated before the Tiszapolgár culture (Kalicz 1991, 349 f. ). Due to some typical objects like the gold pendants or the long flint blades it is often compared to the quasi contemporaneous Kodžadermen-Gumelniţa-Karanovo-VI-Varna complex where the origin of metallurgy supposedly lies (Šiška 1968, 162). Kalicz classifies the culture into his metal horizon 2 which is marked by the beginning of heavy metal tools and a metallurgic “boom” (Kalicz 1992, 13; ders. 2002, 388). In terms of absolute chronology, the Tiszapolgár culture dates in between 4500/4400 - 4000 BC (ibid. ). The Copper Age is rooted in the eastern parts of the Carpathian Basin, on one hand without doubt on a local Neolithic foundation which can be recognized with the continuity in the treatment of the dead and the typological development of most vessel shapes (Tasić 1995, 19 f. ). Demographic changes are refuted by almost all authors. The Tiszapolgár culture supposedly was a direct ethnic successor of the Tisza culture (Makkay 1991, 324). On the other hand, we can distinguish a significant break in development at the end of the Neolithic. The most important feature is the end of the tell settlements. However, a change in settlements need not be an indicator of a cultural change but might be due to climatic or economic reasons. Much more important is the disappearance of decoration and figurines, for these point to a change in (religious) beliefs. Here, it is of no matter whether we interpret decoration as pure ornament or as a more complex concept of symbolism. Despite all continuity, there must have been a distinct impact from the outside to cause these changes. Due to the clear typological similarity of newly appearing artefacts (gold pendants, heavy copper tools, long flint blades) with pieces from the Balkans and the Pontic regions and due to the existence of typically Pontic tumuli with individuals laid to rest in a straight position, like in Decea Mureşului or Csongrád, the origin of this impact might be located in these regions (Roman 1995, 18; Tasić 1995, 23 f. ). Furthermore, there is enough non-archaeological research to prove eastern influences: the imported flint, the race of steppe horses and, above all, the distinct existence of an eastern component in anthropological material. There is no mutual consent in the question of the exact dating of these big changes, and the relations to the tumuli of the Decea-Mureşului type are not quite clear due to the fact that they cannot be embedded in local finds and due to the lack of grave goods that can be dated exactly. However, we must act on the assumption that all these processes started already at the end of the Neolithic (for this, cf. especially Lichardus/Lichardus-Itten 1996), so the Tiszapolgár culture is already the product of this change. Despite all regional differences, the Tiszapolgár culture marks a decisive leap in evolution to a society with different structures. This is due to the economic improvement and the construction of inter-regional contacts. However, this process is started but not ended. The few grave goods we find in children’s graves is, like the undifferentiated way of settling (no fortifications, no “central settlements”), evidence for still strong Neolithic traditions where social status could not be inherited but only achieved. Furthermore, the Tiszapolgár culture is a significant link between the Copper Age cultures of the Pontic regions and the Balkans and central Europe since it is a neighbour to these regions and can adopt their accomplishments easily due to the geographic benefits of the Carpathian Basin.
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This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC. The lives and futures of Millennials are shaped by technological and environmental factors that no other generation has faced before. The technological advances that brought computers, cell phones, and the Internet into the homes of everyday people have changed the way we live our lives and interact with others. Changes in population and production have increased the standard of living in some countries, while also increasing the gap between the haves and the have-nots. These economic developments, along with advances in technology, have created a more globalized and interconnected world. Some of these changes have been positive and others negative, but our ability to meditate on our actions in the context of the future will shape how we expand positive changes and resolve the negative ones. Though the future is uncertain, we can try to use our knowledge of the present to forecast the changes, advances, and difficulties of tomorrow. When we look into the future, we must consider how these changes and movements will shape the social issues that Millennials and future generations will have to confront. Inequality: Inequality is a difficult problem that has existed throughout history and can manifest itself in a variety of settings. An article published in the Journal of Future Studies by Lorne Tepperman and James Curtis entitled “Social Problems of the Future” explains that “inequality is firmly entrenched in our society” because ideological, religious, cultural, and regional differences are a constant boundary resulting from generations of social rift. Economic inequality is the most concerning form of inequality because, and as Tepperman and Curtis explain, in a globalized and industrialized world economy, the gap between the developed and developing world presents the greatest boundary to achievig social equality. Tepperman and Curtis predict that inequality is a virtually insoluble problem. While it may be true that inequality is one of the most challenging and diverse issues of the future, the Millennial generation does possess some of the tools to tackle the problem of inequality. The Pew Research Center’s report “Millennials: Confident. Connected. Open to Change.” found that on the topic of inequality, “[t]he Millennial generation is somewhat more supportive of efforts to ensure equal rights than are members of older age groups. ” It is predicted that Generation Z and future generations will be stronger advocates for equality. Given their technological prowess and purpose-driven work ethic, Millennials certainly have the tools, potential, and attitude to reduce inequality in our society. Environment: Threats to the safety of our environment are a growing problem. The rising global population and limits of earth’s ability to sustain such a large population is a growing concern for the future. While some regions are able to produce surpluses of food and necessities, others face scarcity and famine. The consequences of pollution and green house gas emissions from industrial activity and transpiration are a threat to the environment. As Tepperman and Curtis explain, “Many scientists and theorists believe that unless changes are made today, environmental problems will become more severe and their consequences more intense in the future. Already, the world’s temperature has increased . . . [leading to] more frequent droughts and famines . . . higher rates of skin cancer, and more extreme weather. ” Millennials are responsible for making immediate lifestyle changes that are friendly to the environment. Making these changes today will ensure that future generations will still have a planet they can appreciate and care for. Technology: In recent history, technological advances have occurred at one of the fastest rates. From the development of the computer and the Internet to mapping of the human genome, these changes are weighted with both potential and responsibility. In response to recent advancements, Millennials will be faced with redefining ethical boundaries to consider issues such as genetic engineering in humans to internet privacy. Technology is also widening the amount of information available to people. In the future, it will be important for the next generation to harness technology to make knowledge more accessible, as knowledge is a source of empowerment and a way of reversing inequality. It will also be important to ensure the integrity of information and to make sure that the spread of ideas is not abused and saturated with unreliable or harmful information. In a world of social media, the realms of reality and identity are being challenged, as people are able to redefine themselves in the digital world. It will be important to use these social platforms as a way to increase communication and build healthier relationships rather than become a way of distorting reality and damaging human connection. Future generations will be handed a technology driven world, with the responsibility to use this technology to empower others and solve social issues. Thinking about the future and trying to foresee its challenges is difficult and inexact task. However, the more we consider how our actions today will affect tomorrow, the more we are able to see that our willingness to implement change and social good will have a direct impact of solving foreseeable problems. Luckily, Millennials value volunteering and purpose-driven work. As one of the most civically engaged and technologically connected generations, Millennials have both the ability and responsibility to create a better world for the future. As Tepperman and Curtis write in their essay predicting issues of the future, “the goal of future studies is only partly to paint a picture of what life may be like for subsequent generations. Its more important task is to imagine a desirable alternative future for people to work towards, a future that is actively shaped by the decisions of people living today. ”
Millennials Look for Meaningful Work
How Service & Service-Learning Spark Social Justice
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A good fertilizer program is necessary for a healthy and vigorous lawn. It also must be accompanied by correct mowing heights, proper irrigation schedule, and weed/pest control for the best results. A well planned fertilizer program will include the correct type and amount of fertilizer applied. During the fall, the County Extension office receives many questions on how to best prepare a lawn for the upcoming year. The first step in establishing a quality lawn is to determine the pH and fertility of the soil. A soil test is the best way to determine these factors. The results of a soil test include recommendations for the type, the amount, and the timing of the fertilizer application. The pH of the soil is a measure of acidity, and the recommended product will be based on the desired pH for the turf growing in the soil. The product recommendation will be based on raising or lowering the acidity of the soil to suit the plant. For this discussion, Zoysia grass will be used as the turfgrass example. The best place to start the discussion lawn preparation is with pH. The acid/base scale ranges from 0 to 14. The midpoint (7) separates acid from alkaline soils. Any number below 7 represents an acidic soil and any number above 7 represents an alkaline soil. The pH of the soil is such an important factor because nutrients become more available to the turf when the proper pH is achieved. For example, Bermudagrass grows best in soils with a pH between 5. 5 and 6. 5. If this pH is achieved, the fertilizer applied will be used by the turf. If this pH is not in this desirable range, the fertilizer applied will be bound to other elements in the soil and not released to the turfgrass. In other words, only 20 to 50 percent of the $25 bag of fertilizer you bought may actually be taken up by the turf. Moving on to the fertilizer program, it is recommended that 2 to 5 pounds of nitrogen be applied to Zoysia grass each year. The recommended dates are April, June, and August. The University of Georgia does not recommend any specific fertilizer. It is important to note that with any fertilizer product it is important to follow the manufacturer’s labeled directions. My recommendations would be a fertilizer with the composition of 16-4-8 in April, 16-4-8 in June, and 5-10-15 in August. Fertilizer is labeled by its composition of Nitrogen-Phosphorus-Potassium expressed as percentages. The 16-4-8 is 16 percent Nitrogen, 4 percent Phosphorus, and 8 percent Potassium. A popular question on the topic of fertilizer is “When and how are pre-emergents applied? ”
Pre-emergents come in liquid form or are included in a fertilizer. They are herbicides to control weed growth in the lawn. When pre-emergents are added to the fertilizer program for the lawn, more applications are added to the program. However, there are combination products containing fertilizers and pre-emergents that save time and money when applied to turfgrass. Spring pre-emergents give 3 to 4 months of weed control and can be applied 6 to 8 weeks apart. For example, if a fertilizer with pre-emergent is applied as recommended in April, most product labels recommend a split application 6 to 8 weeks apart at the high rate. Therefore, the desirable timetable for the split application would be in early February and another in late April. The application in February will ensure that early germinating weeds are eradicated when warmer temperatures arise in March. The fertilizer used should not have Nitrogen, which promotes growth, due to the cooler temperatures during this time of the year. The recommended fertilizer composition is a 0-0-7 with pre-emergent included for this application. The second application will be made in late April and will prevent weeds from germinating until July. The fertilizer used for this application should be high in Nitrogen to promote growth. The recommended composition for the April application would be a 20-0-8 with pre-emergent included for this application. This will condition the turf to thrive in the anticipated hot weather. These two applications will promote a weed free period from February to July. The recommendation for the June application is a fertilizer composition of 16-4-8. This will encourage health and vigor in a weed suppressed turfgrass. This application will also help replenish nutrients removed by environmental factors such as rainfall/irrigation, soil type, and grass clippings that are removed during mowing. Fall pre-emergents give 3 to 4 months of weed control and can be applied 6 to 8 weeks apart. It is important to note that these applications use the same fertilizers used in the spring. The recommended timetable for fall fertilizer is September. However, the first fall pre-emergent application will need to be applied in early August. The reason for an August application is dictated by the earlier applications and suppression of weeds until July by the aforementioned spring timetable. This application should include a 20-0-8 fertilizer with pre-emergent. This will help eradicate late summer weeds and early winter weeds as they germinate. This will also help with replenishing nutrients removed by the same environmental factors discussed earlier. The second application would be made in late October with the 0-0-7 fertilizer with pre-emergent included. This will ensure eradication of weeds until next February. It will also ensure proper winter conditioning of the turfgrass. Then the fertilizer cycle repeats next year. | 009_3004326 | {
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To provide fair and equitable assessments to all property owners in Black Hawk County using mass appraisal methods. Market value of a property is an estimate of the price that it would sell for on the open market on the first day of January of the year of assessment. This is sometimes referred to as the "arms length transaction" or "willing buyer/willing seller" concept. Why Does Market Value Change
State law requires that all real property be reassessed every two years. The current law requires the reassessment to occur in odd numbered years. Changes in market value as indicated by research, sales ratio studies and analysis of local conditions as well as economic trends both in and outside the construction industry are used in determining your assessment. How Does the Assessor Estimate Market Value? To estimate the market value of your property, the Assessor generally uses three approaches. The first approach is to find properties that are comparable to yours which have sold recently. Local conditions peculiar to your property are taken into consideration. The Assessor also uses sales ratio studies to determine the general level of assessment in a community in order to adjust for local conditions. This method is generally referred to as the MARKET APPROACH and is usually considered the most important in determining the value of residential property. The second approach is the COST APPROACH and is an estimate of how many dollars at current labor and material prices it would take to replace your property with one similar to it. In the event improvement is not new, appropriate amounts for depreciation and obsolescence are deducted from replacement value. Value of the land is added to arrive at an estimate of the total property value. The INCOME APPROACH is the third method. It is used if your property produces income such as an apartment or office building. In that case, your property could be valued according to its ability to produce income under prudent management. In other words, the amount another investor would give for your property in order to gain its income. The income approach is the most complex of the three approaches because of the research, information and analysis necessary for an accurate estimate of value. This method requires thorough knowledge of local and national financial conditions, as well as any developmental trends in the area of the subject property being appraised since errors or inaccurate information can seriously affect the final estimate of value. If you disagree with the assessor’s estimate of value, please see Board of Review. | 011_5961418 | {
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It can get pretty hot in Afghanistan and Iraq during the summer months. 120 degrees Fahrenheit hot. And for the nearly 200,000 US troops stationed in the Middle East, staying hydrated is a real challenge, but what can be even more grueling is finding clean water. That’s why GLOBAL Integrated Security, a defense and national security organization, has developed the Tactical Water Purification System (TWPS) for the US Army’s TACOM Life Cycle Command program, which helps sustain the troops stationed in environmentally challening locations. The TWPS maintains “state-of-the art micro-filtration technology to filter out silt and biological materials and includes advanced high-salt rejection and reverse osmosis technology to produce drinking water from the most extreme water sources in the world. ” TWPS provides troops “over 1500 gallons of potable water per hour from freshwater sources and over 1200 gallons from sea or saltwater sources. ” Depending on the environment, the TWPS unit can sustain between 1,000-1,5000 troops per day. TWPS trucks have also proven useful in disaster relief as providing clean water to survivors is a crucial and immediate need. Providing clean water for troops is one of the most basic requirements for any military. Since World War I the military has learned how contaminated drinking water can affect the health of soldiers in the field. Clean water not only benefits those who drink it, but for those who bathe, cook, and wash laundry. Today, certain locations are hindered by local water being contaminated by raw sewage or disease. Not to mention water bottles have become tools for destruction as certain insurgents have used plastic water bottle to rig IEDs (improvised explosive devices) and attack convoy trucks. The Tactical Water Purification System is a huge step toward keeping soldiers self-sufficient and mobile. With consistent access to clean and purified water, soldiers are no longer bound to one location simply for the sake of hydration or rely on outside support. And with the TWPS’ reverse osmosis system and purification techniques, this unit has many advantages over traditional water bottles which can be a costly expense. | 011_671084 | {
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|Scientific Name:||Harpactes duvaucelii|
|Species Authority:||(Temminck, 1824)|
|Red List Category & Criteria:||Near Threatened ver 3. 1|
|Reviewer(s):||Butchart, S. & Symes, A.|
|Facilitator/Compiler(s):||Benstead, P., Gilroy, J., Taylor, J.|
This species is largely limited to closed-canopy lowland forest in a region experiencing rapid and continuing deforestation. Although it remains abundant within suitable habitats across its large range, it is likely to be experiencing a moderately rapid population decline overall, and is therefore listed as Near Threatened.
|Range Description:||Harpactes duvaucelii occurs in the Sundaic lowlands, from south Tenasserim, Myanmar, peninsular Thailand, Sabah, Sarawak and Peninsular Malaysia, Singapore, Kalimantan and Sumatra, Indonesia and Brunei, where it is generally abundant in appropriate forest habitats (BirdLife International 2001). |
Native:Brunei Darussalam; Indonesia; Malaysia; Myanmar; Thailand
|Range Map:||Click here to open the map viewer and explore range. |
|Population:||The global population size has not been quantified, but the species is described as generally uncommon in Thailand, common in Peninsular Malaysia and throughout lowland Borneo and considered the most numerous trogon in Sumatra (del Hoyo et al. 1999). |
|Habitat and Ecology:||This species is found in lowland primary and logged forests (including swamp forest, although there are no records from peatswamp) to 1,065 m. |
|Major Threat(s):||Rates of forest loss in the Sundaic lowlands have been extremely rapid, owing partly to the escalation of illegal logging and land conversion, with deliberate targeting of all remaining stands of valuable timber including those inside protected areas. Forest fires have also had a damaging effect (particularly in 1997-1998). Although apparently intolerant of disturbance to canopy cover, the large range and high abundance of this species suggests that it is not imminently threatened. |
Conservation Actions Underway
No targeted conservation actions are known for this species, although it occurs in a number of protected areas. Conservation Actions Proposed
Conduct repeated surveys across the range to estimate population trends and rates of range contraction. Ensure the protection of remaining tracts of primary lowland rainforest throughout the range. |Citation:||BirdLife International 2012. Harpactes duvaucelii. The IUCN Red List of Threatened Species. Version 2014. 3. <www. iucnredlist. org>. Downloaded on 27 April 2015. |
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While the science, technology and economics of turning algae into biofuel needs further research and refinement, that hasn't stopped designers from dreaming up projects using this new energy source as a point of departure in formal and systems experiments. We have been collecting many such projects over the past years and now would like to present some of the better ones to our readers in a series of posts. They vary in scales, deployment, logistics and context, so there should be something for everyone. Do take what you want from them. We start with something regular readers will no doubt have seen before, from a year ago. The project is called Drip Feed, the winning entry from architects Thomas Raynaud and Cyrille Berger for the 2G Competition Venice Lagoon Park.
According to Raynaud and Berger:
Our project for the urban park of Sacca San Mattia consists of reinvesting the island in a Venetian, multi-functional approach to urban planning, in the context of an enlarged metropolitan, tourist centre. The Drip Feed project on the Island of Sacca San Mattia puts into place an above-ground ulva rigida cultivation device that is in keeping with the Greenfuel system. A saprophyte structure that ingests polluted waste from local industry, and conceptually redefines the lagoon’s future water level, without harming the natural state of the island. In other words, algae from the lagoon will be harvested and “farmed” inside bioreactor tubings filled with water taken also from the lagoon. This process of cultivation would produce the biofuel for the lagoon's transportation and somewhat incredibly, seaweed to feed the tourists. One other byproduct is oxygen, which would be used to reduce the eutrophication of the lagoon caused by industrial run-off. Supposedly, then, one would have to be careful not to reduce it too much or else a new source of algae would have to be found. Since Venice is “codified as a city-diversion,” Ranaud and Berger wanted to program this site of production into a site of consumption as well. The tubes are arrayed trellis-like. Above and below this emerald ground plane are spaces for activities, for instance, outdoor concerts and camping. Of course, the entire structure itself would be an attraction, an engineering marvel equal to the Renaissance churches and palazzos just across the lagoon. In fact, if the duo had followed the contours of the hills or better yet, sculpted some imaginary landforms into the structure, it might even compete with the sagging San Marco.
How about recreating the skyline of La Serenissima? During aqua alta, unlucky tourists will rent gondolas and vaporetti to sail underneath striated onion domes and bulbous, vegetal skies, bathed in modulated light and shadows. Until its time to eat an overpriced seaweed à la carte menu. | 002_3365073 | {
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Group velocity dispersion of dyes in solution measured with white-light interferometry
The group velocity dispersion (GVD) coefficient of four different dyes in solution is measured as a function of wavelength and concentration using a white-light Michelson interferometer. We find that the wavelength dependence of the GVD can be considerably different at wavelengths above and below the absorption resonance in a dye. Above the absorption resonance, the dye molecules can make a strong, wavelength-dependent contribution to the GVD of the solution. Below the absorption resonance, the dye molecules tend to contribute negligibly to the GVD of the solution. We find that the contribution of the dye molecules to the GVD can be modeled quite accurately using a simple Lorentz model with parameters set using the measured linear absorption properties of the dye. © 2011 The Optical Society (http://www.opticsinfobase.org/ao/submit/review/copyright_permissions.cfm)
VanEngen Spivey A.G., and Seid N. 2011. "Group velocity dispersion of dyes in solution measured with white-light interferometry". Applied Optics. 50 (2): 194-202. | 006_1951327 | {
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What is Osteopathy? Osteopathy is a system of diagnosis and treatment that addresses structural and functional problems within the body involving the musculo-skeletal system such as: muscles, bones, ligaments and connective tissue. Osteopathy uses gentle hands-on manipulative techniques to help correct any underlying structural or functional factors that are the cause of your physical problems. Each treatment is tailored to the individual needs of the patient. Who has Osteopathy? People turn to Osteopathy to help with all sorts of physical complaints caused by diseases, strains and accidents which are the source of pain and discomfort. Osteopathy is a gentle and safe treatment suitable for everyone from babies and children to adults and the elderly. - Myofascial (soft tissue) techniques, these involve a range of gentle treatments applied to muscles and fascia designed to stretch and release soft tissue and joint related restrictions
- Trigger point Therapy. The primary purpose of trigger point therapy is to reduce the pain that results from hypersensitive muscles. These trigger points can cause a range of problems ranging from headaches and dizziness to distantly referred pain. These can be especially problematic after accidents involving the head being thrown forward and backward at speed
- Muscle Energy Techniques, these rely on the fact that muscles often work in pairs and as one contracts it opposite number will relax. There is also a period just after a muscle has stopped contracting that it is in a more relaxed state and can be stretched more easily. These reflexes can be used to release restricted joints and stretch soft tissues around the body. - Manipulation, these are manouvres that are used to increase the range of movement of stiff and locked joints which can lead to stress on surrounding tissues and joints which can lead to pain. Manipulations can sometimes have a bad press due to complications that have been reported but these are safe techniques when applied appropriately. - Taping Techniques, Taping can be used for a number of different reasons but may be used as part of a treatment to protect joints, reduce pain and swelling, correct posture
- Osteopathy in the Cranial Field, these are powerful yet gentle techniques which use the bodies innate power to bring about a resolution of symptoms. These are techniques especially appropriate for the treatment of newborn babies and frail adults although they can be used to address most problems and age groups. Cranial osteopathy is a form of osteopathy that uses gentle techniques to bring about change and restore balance to the body. Using highly trained palpatory skills, cranial osteopaths can detect and release areas of tension and restriction found within the body. This type of treatment can be used to address all types of patients and conditions although it is particularly appropriate form of treatment for babies, frail elderly and chronically ill patients where gentle forms of treatment are necessary. Cranial treatment is frequently used to address conditions such as glue ear, colic, sleeplessness, birth trauma, feeding problems or just a general irritibility in babies whilst it is frequently used in patients with headaches and general pain. | 011_2429822 | {
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Building construction is a functional need for a controlled environment to moderate the effects of climate. Here are some important information to help you in your construction projects. - Contractor Information
- Fire Protection Systems Inspections
- Fire Protection System Permit Process
- Flood Map
- Hiring a Contractor
- New Construction Inspection
- Nuisance Abatement Hotline
- Rodent Control Program
- Roof Safety During Winter Weather
Codes, Regulations & Fees
Building code is a set of rules that specify the minimum standards for constructed objects such as buildings and non building structures. - Building Codes
- Building Code Fee Schedule
- Fee Schedule & Policies
- Inspection Request & Results System
- Plan Review Services
- Requirement for Residential Decks
- Requirements for Residential Basement Alterations/Renovations
- Zoning & Code Information
- Zoning Services
Permits & Procedures
A construction permit is required in most jurisdictions for new construction, or adding onto pre-existing structures, and in some cases for major renovations. - Building Permits – Getting Started
- Building & Construction Permits
- Code Enforcement Policies & Procedures
- Permit Center
- Permit Requirements
A green city strives to have clean and efficient energy, transportation and building infrastructures. | 004_4051153 | {
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The most difficult type of robot to design and build is a humanoid or android (unless you use very large feet). The Honda Motor Company in Japan started research on biped (two footed) walking in 1986 producing the famous prototypes P1, P2, P3 and now Asimo. The latest, July 2005, Asimo (so far only seen in Japan) can run, momentarily lifting both feet off the ground on each step. Honda are continuing their research and consider that in 15 to 20 years time they will have added sufficient intelligence to the robot to enable it to learn from its environment. Over 400 engineers have now worked on the Honda humanoid project. Asimo can climb and descend stairs, turn while walking, maintain balance while being pushed forwards, backwards or sideways; and shake hands. Honda are extremely generous in taking Asimo around the world to schools and careers events to generate interest and show young people some of the careers available in engineering. Asimo has the computing power equivalent of 30 PCs.
The Japanese government have set industry the target of creating a robot football team to beat a human football team by the year 2050. Even if they do not succeed in their ambitous goal their aim will ensure that Japan will remain the world leader in robotics for the forseeable future | 011_6607700 | {
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related talks: hip dysplasia, FAI (femoro-acetabular impingement), snapping hip, coxa vera, sports hernia
The Hip is a ball-and-socket joint. The femur (thigh bone) is the ball, and the pelvis (specifically the acetabulum) is the socket. In a normal hip the two match perfectly, the stress of daily activities is distributed evenly across the cartilage, and the cartilage can therefore survive for a person's entire life. Arthritis is the condition of cartilage wearing out. When the cartilage is gone, there is no lubrication in the joint (think of motor oil for a car engine) and therefore friction increases dramatically and people experience significant pain with motion. HIP DYSPLASIA is important because the ball and socket doesn't match perfectly. The socket is abnormal. In can be shallow, meaning the socket does not full cover the ball. . . and as a result, the stress of daily activities is concentrated over a smaller surface area of cartilage, causing this cartilage to experience significantly greater pressure (P = F ÷ SA), causing it to wear out early. In other cases the socket can be too deep, which causes the ball and socket to impinge (called CAM Impingement), and as a result, the stress of daily activity can be focused on small areas of cartilage, leading these areas to wear out earlier than other areas, and cause a lot of pain. But the issue is more complicated because hips, like ice cream, come in so many varieties. Hips are not binary (normal vs. abnormal), but rather they fall along a broad spectrum of ball-and-socket symmetry. Because of this variety, there isnt a perfect link between Arthritis (cartilage wearing out) and the shape of a hip. Doctors cannot say that a socket thats off by X-number-of-degrees will definitely develop arthritis (although they use a technical measurement on x-ray, Lateral Center Edge Angle < 20 degrees, to diagnose Hip Dysplasia in adults). So why cant the doctors just say hip dysplasia causes hip arthritis, it seems obvious. The problem is that so many things can cause arthritis. Being overweight also puts more stress on the hip (F = m*a) and increases risk for arthritis. Running mararthons every year puts more stress (F = m*a) on their hip and increases risk for arthritis. And there are lots of others reasons we dont understand, because there are thousands of skinny, healthy people developing arthritis every year. . . but why? The car analogy works well: think about all the ways your car can wear out over 10 years. The hip can also wear out in similar ways, but it takes many decades. . . so all of these little factors may play a role in causing arthritis for different people. As a result, its very difficult to say that the hip shape alone is responsible for causing arthritis. Therefore doctors recognize hip shape as a risk factor for arthritis but they cannot say with confidence when hip arthritis will occur. . . or even if hip arthritis will occur at all. Basically, its an area of interest, but doctors need to do a lot more research. Looking at the hips of athletes is one way to study hip dysplasia. One study looked at 47 dancers in the New York Ballet. Almost 90% (41 out of 47) had mild dysplasia, and over 50% (24/47) had true hip dysplasia. Thats a lot of dysplasia. Its possible that their stretching, flexibility and intense work out routines (which start at a very early age) cause the hip to become dysplastic. But the question then becomes, how many of these elite dancers go on to need hip replacements 30 years later? And how many of them are experiencing hip pain now? Abnormal hip shape has also been reported in elite hockey players. Over 50% of 74 players had some type of abnormal hip seen on x-ray. About 20% reported some type of symptoms. But overall it had no effect on function or skill. Its been reported in elite soccer players. Over 50% of 94 players showed some type of abnormal hip seen on x-ray. But another study comparing youth soccer players with kids of the same age not playing soccer, showed that both groups had over 50% of kids with some type of abnormal hip. Its been reported in female collegiate track and field athletes. Over 50% showed some type of abnormal hip seen on x-ray. One review of multiple studies suggests that high-contact sports like hockey and football, may lead to some increased risk for hip deformity but the short term and long term effect is unknown. Therefore, it seems like a lot of athletes have some form of "abnormal" hips but the significance of these x-ray findings is unclear. If a person can complete as a high level athelete and then live the rest of their life without major issues. . . is it fair to even call this hip abnormal? | 002_2984336 | {
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BY PURNIMA SREENIVASAN
As the number of aged in the world grow to more than a billion by 2030, health education in aging or Aging Health Education will play a very vital role in addressing the very definition of health as declared by WHO. Who will be the benefactors ? Who will be the receivers ? Who will be the mediators ? Who will be the examples ? Is a pivotal question we must answer now in order to face the increasing aged population estimated to cross 3. 1 billion in the year 2100 ! Will we be ready ? Now, in the future, or in the far distant future ? Here are some key takeaways of aging health education:
- Controls the risks and rates of morbidity and mortality that affect all seniors. - Creation of a path to open learning and understanding of the needs of our older adults. - Helps address disparities in aging and healthy aging we see in our communities. - Grows opportunities to improve the care we provide to our elderly. - Announces the beginning of a new era where the aged no longer have to scour for resources. - Validates the importance of partnerships between communities, aged, families and life’s simple pleasures of aging. - Sows the seed for better research so better treatment methods and sciences in advancement of healthy aging. - Answers the current and future problems in aging, as a family, community, country, and world. - Brings forth into light the unknowns of aging that need to be addressed. - Challenges humans to improve communities to better serve the world. The benefits to humans, adults and children caring for seniors, the seniors, the general population is immense. Incorporating it in the curriculums of our daily lives, aging health education can and will answer many questions. It may take us a long time to figure this out, but starting now is essential as aging encompasses many issues. We started last week with our article on Discharge planning, one of the aging health education topics, next week, we address more skin and bone of aging health education. If this resonates with you all, feel free to send us a reply, we would love to hear from you. | 012_4366591 | {
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Social anxiety disorder is one of the most common anxiety disorders, affecting between 7 and 13% of the population. People with social anxiety disorder tend to feel quite nervous or uncomfortable in social situations. They are very concerned that they will do something embarrassing or humiliating, or that others will think badly of them. These individuals are very self-conscious and constantly feel “on stage. ”
When you submit this form, the results go to my personal database. Your score will appear below for you in 5 minutes, when the database is updated. The last entry is listed below. Please note the time and allow 5 minutes for this to update to your score. A score is not a diagnosis, and a screening questionnaire doesn’t replace a professional. The score is provided to help you determine whether it would be a good idea to consult a professional about your mood, and to track your changes over time. As a rough guide, SPIN scores indicate the following levels of social anxiety:
Connor et al. Psychometric properties of the Social Phobia Inventory (SPIN). New self-rating scale. The British Journal of Psychiatry (2000) 176: 379-386 | 006_6873903 | {
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Cactus & Succulents
Echinocactus grusonii, popularly known as the golden barrel cactus, golden ball or mother-in-law’s cushion, is a well known species of cactus, and is endemic to east-central Mexico.
Water is a very important component to caring for barrel cactus. The plants are native to arid desert regions and usually have only rainfall to supply their moisture needs. Water your barrel cactus once per week in summer. The barrel cactus doesn’t need much water in winter when it is dormant. This classic cactus has large, flat, dusty green paddles with lots of sharp thorns. The thorns are evenly distributed across the pads and also form an areola at the tip of each pad. In addition to stationary thorns, the prickly pear also produces loose thorns called “glochids”. These thorns are barbed and can fasten onto skin and clothing. With all of these thorns, it’s a bit hard to understand why the Opuntia is such a popular ornamental cactus until you see the blossoms, which grow from the areola of thorns. A potted cactus will live and flower in the house if given enough light, place the plant near a bright lighted window, where it will receive light most of the day. On the patio is different place the cactus in a partly shaded area until it become accustom to the sun. Never bring the cactus home and place it in the bright sun, cactus sun burn just like people
As the plants in the garden are waning, this is a perfect time to start looking for indoor opportunities to nurture a green thumb, and cactus collections are a great way to play with plants while reducing (as much as possible) the risk that you will kill something. Cacti come in all shapes and sizes and offer collectors the opportunity to play with color and shape in much the same way that an art collector might curate a collection of sculpture. Rodents may not be your thing but the easy-to-grow rat tail cactus could be. Aporocactus rat tail cactus is an epiphytic plant, which means it grows naturally in low soil cracks such as tree crotches and rocky crevasses. The plants are native to Mexico which means for the most part growing rat tail cactus is an indoor activity. Gardeners only in the warmer zones can grow them outdoors, but rat tail cactus houseplants thrive in the interior landscape. Rat tail cactus care is uncomplicated and the plants add interest and texture to hanging baskets or succulent containers. Echinocactus grusonii, popularly known as the golden barrel cactus, golden ball or mother-in-law’s cushion, is a well known species of cactus, and is endemic to east-central Mexico
- Keep your cactus at low to moderate temperatures averaging between 50 and 75℉ during the day. …
- The golden barrel cactus grows best when given plenty of sunlight. …
- During warm months, you should water your golden barrel cactus on a regular basis whenever you start to notice the soil drying out. This is a cactus which came with me from London to Spain and it flourished! In the photo taken in 2009 the difference between the old and the new self is very visible. The colour changed and also the width increased. With less than ideal conditions from 2011 (moved from Spain to Northen Italy) the tip became thinner. Water the saguaro every 10 to 14 days. The soil should dry out completely before you need to water again. Check the soil to 4 inches deep with your fingers. If you feel even a slight bit of moisture, wait a few days to water. Even though the Saguaro is indoors, you should still follow a seasonal watering schedule. When the nighttime temperatures dip below 60 degrees F, discontinue watering altogether until the nighttime temperatures stay above 60 degrees F.
A saguaro cactus (Carnegiea gigantean) is a columnar cactus that is native to the Sonoran desert in Arizona, California and Mexico. It provides cavity nesting for a variety of birds, and can be used as a food source for humans and wild animals. Because sustained freezing temperatures will quickly kill a saguaro, some gardeners must bring their cacti indoors for the winter. Whether you are growing a saguaro for permanent indoor occupation, or simply saving the cactus from freezing temperatures, the proper care of the cactus is required to help it stay healthy and thriving. Cacti are great plants for busy people who want something to sit on a sunny windowsill, but don’t want to spend too much time looking after them. This beautifully rounded, glossy green cactus has distinct deep ribs running down the plant, with clutches of golden yellow radial spines protruding out. Native to Mexico this cactus in it’s natural habitat can grow to a large plant with funnel shaped yellow flowers from mid-summer but over here it is unlikely to flower, and really it is an attactive plant just as it is. Please note that the pot in the photograph is not supplied with the plant (which is sent out in a black plastic pot). They do however make excellent potted plants, and if you wish to pot yours up, we do have a wide range of pots on our website to choose from. | 003_7224606 | {
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Christine Romans shares tips for travelers to avoid catching the flu or norovirus. A national flu epidemic continues to hit hard throughout the country with “widespread activity” in 47 states. New York is one of those states. New York Governor Andrew Cuomo declared a state public health emergency over the weekend. NYC Health Commissioner Dr. Thomas Farley comes to "Early Start" with more on how the city is preparing for flu patients. CNN continues to follow the miserable flu outbreak that is weighing down on the country. The CDC says the flu is now widespread in all states except California, Mississippi, and Hawaii. New York Governor Cuomo even declared a public health emergency this weekend. CNN Sr. Medical Correspondent Elizabeth Cohen has the latest on the flu and what health officials mean when they call it an "epidemic. "
“Basically, people are getting sick and dying from the flu in certain numbers,” Cohen explains. “When those numbers get high enough, we call it an epidemic. ” But Cohen urges not to focus on that word. “Nearly every year there is an epidemic. ”
Cohen also explains the significance of Governor Cuomo’s announcement. He’s also telling pharmacies that they can vaccinate kids, while in other years they have to go to their doctors for that. Still, pharmacies are choosing not to vaccinate children. “We put out. . . many phone calls to, pharmacies in New York, and the pharmacies we called, none of them are offering shots to kids,” Cohen says. In addition, these same pharmacies said they didn't really have enough even for adults. CNN is reporting brand new information on the rising flu influenza in the United States. Six more states are reporting widespread activity—that brings the total to 47 states, up from 41 the week before. The Minnesota Health Department says 27 people have died from flu-related complications. South Carolina reports 22 flu-related deaths this season compared to one for all of 2011. Pennsylvania is also reporting 22 deaths, and six people are reported dead in Illinois. Eight are reported dead in Oklahoma, 15 are reported in Indiana, 7 in Arkansas and 18 flu related deaths in Massachusetts.
Dr. Anthony Fauci is the Director of the National Institute of Allergy and Infectious Diseases at the National Institutes of Health. He joins “Early Start” live from NIH headquarters in Bethesda, MD this morning with more on the nature of this outbreak. The fast-spreading flu is now officially an epidemic. This year's flu season has come early—and hit hard. Nearly two dozen children have died. CNN Senior Medical Correspondent Elizabeth Cohen is live in Fort Worth, Texas with a mixed bag of details and some good news. “The flu activity in this country has gone down a bit,” Cohen says. “Two weeks ago we were talking about 29 states having high levels of flu activity. Now we're talking about 24 states having high level of flu activity. That is good news. ”
Meanwhile, the outbreak has reached a wider scale. “We’re seeing less flu in the United States, but it is spread out more. Geographically it has spread out to more locations,” Cohen explains. “So, to put that in terms of numbers, two weeks ago, 41 states were seeing widespread activity, meaning it was throughout various regions of their state. Now 47 states say they're seeing flu in various regions of their state. So spread out more, but the actual number of people who are having flu symptoms has actually gone down. ” | 008_4852414 | {
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Poster for 1951 Nice Carnivale, Foster plate 10. Lithograph printed in colors, 1951, unsigned, on wove paper, published by JMP de la Victoire with full margins, mounted on linen. This is an original drawing that Picasso did for le Patriote de Nice et du Sud-Est, a Nice newspaper at the time. The series of drawings were illustrations for the yearly carnaval held in Nice. Printed by Imprimerie de la Victoire, Nice, France.
Pablo Diego Jos Francisco de Paula Juan Nepomuceno Mara de los Remedios Cipriano de la Santsima Trinidad Ruiz y Picasso known as Pablo Ruiz Picasso (25 October 1881 8 April 1973) was a Spanish painter, draughtsman, and sculptor. He is best known for co-founding the Cubist movement and for the wide variety of styles embodied in his work. Among his most famous works are the proto-Cubist Les Demoiselles d'Avignon (1907) and Guernica (1937), his portrayal of the German bombing of Guernica during the Spanish Civil War.Picasso demonstrated uncanny artistic talent in his early years, painting in a realistic manner through his childhood and adolescence; during the first decade of the twentieth century his style changed as he experimented with different theories, techniques, and ideas. His revolutionary artistic accomplishments brought him universal renown and immense fortune throughout his life, making him one of the best-known figures in twentieth century art. | 000_6517134 | {
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celluloid, the first synthetic plastic material, developed in the 1860s and 1870s from a homogeneous colloidal dispersion of nitrocellulose and camphor. A tough, flexible, and moldable material that is resistant to water, oils, and dilute acids and capable of low-cost production in a variety of colours, celluloid was made into toiletry articles, novelties, photographic film, and many other mass-produced goods. Its popularity began to wane only toward the middle of the 20th century, following the introduction of plastics based on entirely synthetic polymers. Some historians trace the invention of celluloid to English chemist Alexander Parkes, who in 1856 was granted the first of several patents on a plastic material that he called Parkesine. Parkesine plastics were made by dissolving nitrocellulose (a flammable nitric ester of cotton or wood cellulose) in solvents such as alcohol or wood naphtha and mixing in plasticizers such as vegetable oil or camphor (a waxy substance originally derived from the oils of the Asian camphor tree, Cinnamonum camphora). In 1867 Parkes’s business partner, Daniel Spill, patented Xylonite, a more-stable improvement upon Parkesine. Spill went on to found the Xylonite Company (later the British Xylonite Company Ltd.), which produced molded objects such as chess pieces from his material. In the United States, meanwhile, inventor and industrialist John Wesley Hyatt produced a plastic that was more commercially successful by mixing solid nitrocellulose, camphor, and alcohol under pressure. The solid solution was kneaded into a doughlike mass to which colouring agents could be added either in the form of dyes for transparent colours or as pigments for opaque colours. The coloured mass was rolled, sheeted, and then pressed into blocks. After seasoning, the blocks were sliced; at this point they could be further fabricated, or the sheeting and pressing process could be repeated for various mottled and variegated effects. The plastic, which softened at the temperature of boiling water, could be heated and then pressed into innumerable shapes, and at room temperature it could be sawed, drilled, turned, planed, buffed, and polished. In 1870 Hyatt and his brother Isaiah acquired the first of many patents on this material, registering it under the trade name Celluloid in 1873. The Hyatts’ Celluloid Manufacturing Company produced celluloid for fabrication into a multitude of products, including combs, brush handles, piano keys, and eyeglass frames. In all these applications celluloid was marketed as an affordable and practical substitute for natural materials such as ivory, tortoiseshell, and horn. Beginning in the 1880s celluloid acquired one of its most prominent uses as a substitute for linen in detachable collars and cuffs for men’s clothing. Over the years a number of competing plastics were introduced under such fanciful names as Coraline, Ivoride, and Pyralin, and celluloid became a generic term. In 1882 John H. Stevens, a chemist at the Celluloid Manufacturing Company, discovered that amyl acetate was a suitable solvent for diluting celluloid. This allowed the material to be made into a clear, flexible film, which other researchers such as Henry Reichenbach of the Eastman Company (later Eastman Kodak Company) further processed into film for still photography and later for motion pictures. Despite its flammability and tendency to discolour and crack with age, celluloid was virtually unchallenged as the medium for motion pictures until the 1930s, when it began to be replaced by cellulose-acetate safety film. Other disadvantages of celluloid were its tendency to soften under heat and its unsuitability for new, efficient fabrication processes such as injection molding. In the 1920s and 1930s celluloid began to be replaced in most of its applications by more versatile materials such as cellulose acetate, Bakelite, and the new vinyl polymers. By the end of the 20th century, its only unique application of note was in table-tennis balls. Early celluloid objects have become collector’s items and museum artifacts, valued as specimens of an artificial plastic based on naturally occurring raw materials. | 005_2188541 | {
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New moms have all been there: Crying infants and sleep deprivation. Managing the needs of older siblings. Keeping social contacts going. Relying on family to help out. Those familiar problems are shared by Orca* whale mothers, and as it turns out, the lives of Orcas turn out to parallel ours several surprising ways. Decades of research by Dr. Kenneth Balcomb at the Center for Whale Research (CWR) and others has unlocked some of the mystery of how the Orcas live, and the Center has been following the same individual whales for over thirty years. We thought it would be fun to kick off this blog by bringing you information on the mothers and their calves, in honor of Mother’s Day, since three new babies were born this winter, and at least two of them were re- sighted earlier this week after a prolonged absence. This is exciting news, since mortality is high — as many as 40% of the calves don’t survive the first year of life. Although scientists don’t entirely know why the death rate is so high for baby whales, we do know that the environment into which they are born can be harsh. Humans swaddle our babies in blankets and crank up the thermostats to keep them warm – Orca babies on the other hand go from a cozy 97. 5 degree environment to 45 – 55 degree water in seconds, temperatures that adult humans can survive for about two to four hours. A calf born in captivity will swim continuously, and scientists speculate that this is because the babies have thinner blubber and therefore need to generate body heat by moving in order to keep warm. They are also less buoyant and need to surface to breathe more often than their mothers. The CWR confirms that our local Orcas are rarely motionless, even during rest periods. And just as our babies first babble, then begin to shape words and sentences, Orca calves need to learn to communicate with their families. Scientists at Sea World report that Orca calves can vocalize soon following birth, and characterize the sounds the babies make as “loud and high pitched, resembling screams”. After about two months the babies begin to make sounds like their moms, and will continue to add to their vocal repertoire as they get older. Research shows that mother dolphins and Orcas in captivity show a significant change in sleep pattern for weeks or months following the birth of their calves, no surprise there when you think about having to keep up with the babies! The wild Orcas may have an edge over their captive counterparts however, in that they have an extended network of family to help out, and the older siblings, aunts, uncles and cousins are all known to babysit and entertain the calves and thereby giving the mother whale a chance to feed and maybe catch a nap. Over the coming weeks we’ll follow the new baby Orcas of our local J, K and L pods, and explore the lives of our resident Killer Whales in detail, from the new calves to the old grandmother (thought to be in her late nineties). We’ll bring you insight into the individuals, and explain what is known (or what the biologists are currently researching) about the population as a whole, and what problems they may be facing in the future. *Killer Whale or Orca. From the Latin phrase Orcinus orca, meaning Greek god of the underworld or describing the species, a rounded, barrel-like body. ( From CWR) | 002_6278623 | {
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review by Jack Kittredge
Beavers, the world’s second largest rodent (after South America’s capybara) used to be everywhere. They come in two varieties, the North American one (Castor canadensis) of whom there were an estimated 90 million inhabiting every stream and creek in the temperate part of the continent before Columbus, and a Eurasian one (Castor fiber) which was equally widespread in the old world. The hallmark behavior of beavers is to build dams to slow the flow of streams and raise the level of water, causing flooding. The resultant ponds enable the rodents to reach their favorite foods – trees such as willow, cottonwood and aspen. These, once toppled by the animal’s amazing gnawing capacity (using self-sharpening teeth) and floated to the center of the pond, can be piled and stored for winter fodder largely unreachable by predators on shore. Native Americans were divided on the acceptability of hunting beaver. Plains tribes like the Blackfeet had strict prohibitions against killing beavers in, as anthropologist R. Grace Morgan put it, “response to the limited availability of surface water and a recognition of the beaver’s role in maintaining these resources”. Forest tribes like the Cree, Goldfarb asserts, had no such restrictions. There, flooding was an obstacle to hunting, not a blessing. When Europeans arrived in this continent, however, they were not constrained. Beaver pelts were in much demand and the populations were heavily reduced by European trappers for their fur and also for castoreum — an exudate from their castor sacs with uses in perfume and food — and came close to extinction almost 200 years ago. In 1843 John Audubon journeyed 2200 miles along the Missouri River searching for mammals to paint. He never saw a single beaver. Many settlers also saw little use for beavers, blaming them for flooding cropland and blocking water flows used for animals. Others, however, recognized the long term benefit they brought to agricultural production. This benefit, as Goldfarb puts it, was that: “beaver ponds slow flows, trap sediment, and gradually fill with silt and pioneering plants, whereupon their creators move upstream to begin the cycle again. Left behind are open, grass-filled meadows – their surfaces flat, treeless, and flan-like underfoot, bermed with the overgrown contours of long-ago dams. ” These beaver meadows sometimes covered hundreds of acres and were rich feeding grounds for deer and other animals. Settlers moving to these locales found the soil, rich with “leaves, bark, rotten wood and other manure”, ideal for agriculture, producing as much as four tons of hay to the acre. Environmentalists of today recognize another value that beavers bring to land. When water rushes through a streambed it scours out silt and soil, carrying them downstream and eroding the landscape. Also, the water itself is rapidly carried away, ultimately to return to the ocean. By slowing flows, beavers give that water time to settle, drop much of the sediment it is carrying, and even percolate through the soil and remain as groundwater. Much of the reality of arid areas is not that they don’t get any precipitation, just that the water does not stay for long. Reintroductions of beavers into the wild in arid regions like Nevada and Utah have been very successful in exactly that work — reviving landscapes parched for moisture. In other areas, particularly where humans see marshes and ponded water as destructive to their purposes, they are still very controversial. Eager is the story of those reintroductions. Sharp-eyed wildlife managers, and often enough their bosses in municipal and state government, have begun to use these hard-working mammals to reduce erosion and restore groundwater, especially in the West. Goldfarb visits dozens of sites around America where beavers are being reintroduced, travels with the committed beaver enthusiasts (sometimes on official work, sometimes on clandestine missions) and helps the rodents find streams, mates, and a chance to do their special work undisturbed. The author is an entertaining writer and brings the beavers’ proponents, as well as plenty of the ranchers, farmers, and engineers still adamantly opposed to the reintroductions, to life. He sees both points of view regarding his subjects, and waxes particularly enthusiastic about the many efforts to construct devices that enable these rodents to earn their living without flooding roads or drowning fields. Such devices are many, some rough and ready, others carefully fabricated, but essentially they all enable the slowed water to flow once it reaches a certain height. They let the beaver dam impound water and create ponds, but prevent the beavers from blocking a final elevated outlet by using pipes, fencing, grids, and other man-made creations to frustrate them. These devices, and the compromises they enable, are of course not perfect and require regular maintenance and repair, (on which trips Goldfarb happily catches a ride). But they seem to be doing an important job of mediating between the natural and the anthropocentric worlds. If you like wildlife, would like to engineer a device to enable beavers to cooperate on your land, or just like stories about passionate people taking a stand for what they think is right, you will enjoy Eager. | 004_5276916 | {
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Looking back on the first two decades of the 21st century, what attitude seems to dominate? I nominate apathy. We know that particular attitudes have characterized particular historical periods. For example, if you had to pick the dominant attitude of the late 19th century with scores of inventions developed, diseases irradiated, and treaties signed, you might pick the attitude of optimism. If you had to pick the dominant attitude of the first half of the 20th century, after rehearsing what you know about world wars and economic depression, the attitude of cynicism might come to mind. If you had to pick the dominant attitude of the second half of the 20th century, you would observe 1960s skepticism towards tradition grow through the turn of the millennium into a postmodern skepticism towards everything. But now, looking back on the first two decades of the 21st century, what attitude seems to dominate? I nominate apathy. Apathy has shown itself to have a unique strength in how it has permeated and endured in our culture. First, apathy permeates throughout culture in a way that other cultural attitudes cannot. For example, an attitude of militancy can be found in anyone, conservatives and liberals, believers and unbelievers. However, militancy rarely persuades anyone except for those who were already militant. That is probably because a red face and a raised voice are rarely backed by a sound argument. Militancy is unattractive. It ruins your good standing even with those with whom you agree. By comparison, there is nothing cooler than apathy. Every stereotypical “cool kid”—both on TV and in real life—has a proportionally large dose of “meh. ” Apathy, unlike militancy, does not try to compensate for a lack of a good argument. Furthermore, it doesn’t care to try. Second, apathy endures within culture in a way that other cultural attitudes cannot. For example, we see an attitude of compassion ignite with nearly every tragedy that hits the headlines. In recent days, we have seen people across our country mobilize to help in hurricane relief. However, the compassion all too often dies out all too quickly. It lasts only as long as the corresponding profile picture frame stays fashionable. The compassion never seems to last. On the other hand, apathy is a survivor. Apathy is a virus with its own immune system. It is nearly impossible to get an apathetic person to care about anything simply because when you point out the toxicity of their apathy, they don’t care. And they don’t care that they don’t care. In recent decades, we have seen a notable spike in apathy regarding people’s worldviews. By all accounts, the fastest growing religious category in the U.S. is the religiously unaffiliated, known by the nickname “nones. ” The curious thing about this growing demographic is that they do not necessarily believe less, they only seem to care less. While 49% of “nones” claim downright unbelief, the remaining slight majority claim some belief in spite of a dislike of organized religion, an undecided spirituality, or religious inactivity. In other words, for a growing number of U.S. citizens, religious belief is important enough to not abandon but not quite enough to commit. Writing for The Atlantic, Jonathan Rauch coined a term to describe this phenomenon: apatheism. In the article titled “Let It Be” he explains, “Apatheism concerns not what you believe but how. ” Rauch goes on to outline two important layers of the apatheist’s attitude. First, it involves not caring about one’s own religious beliefs, and second, it involves not caring about anyone else’s. In this way, the apatheist stands apart from both the theist who wants everyone to be theists, as well as the atheist who wants everyone to be atheists. In fact, an apatheist could be either one and does not mind which one you are. Rauch explains that the term came to him not so much in a moment of enlightenment as much as in a “wine-induced haze. ” Someone asked about his religious beliefs, and before he could throw out his typical credentials, he replied, “I used to call myself an atheist, and I still don’t believe in God, but the larger truth is that it has been years since I really cared one way or another. ” And so, the term was born. Rauch further explains by contrasting his apatheism to typical atheism and secularism:
Atheism, for instance, is not at all like apatheism; the hot-blooded atheist cares as much about religion as does the evangelical Christian, but in the opposite direction. ‘Secularism’ can refer to a simple absence of devoutness, but it more accurately refers to an ACLU-style disapproval of any profession of religion in public life—a disapproval that seems puritanical and quaint to apatheists. As Rauch proceeds, he quickly mentions agnostics. Agnostics are those who believe that we can neither prove nor disprove God’s existence; we simply cannot know for sure. It is easy to see how this perspective could be effortlessly calibrated for apathy. However, Rauch passes quickly by it. Rauch highlights the tolerance that he believes our world needs so desperately and that his apatheism provide so abundantly. Typically, believers, specifically Christians, get the indictment of intolerance. So, Rauch is to be commended for his equity in leveling the charge against unbelieving groups as well. However, you can read between the lines and see that this is not the principled tolerance of John Locke that Rauch claims it is. Apatheism is not tolerating someone else’s views as they conflict with yours for a higher ideal of peaceful dialogue. Apatheists presumably don’t care about the dialogue. Apatheism does not promote freedom of speech to foster a healthy debate in the marketplace of ideas. Apatheists presumably don’t care to debate. This is what makes apathy particularly useful for an unbeliever. They are immune to any argument, because to them, it is simply not worth the effort. Their lack of belief in God is unaffected by evidence for God’s existence because even if God does exist it ultimately does not matter. Their opinion of Jesus Christ is immovable because even if he is everything Christians say he is, they just do not care. In other words, apathy allows the unbeliever to not believe without having to explain why. We Christians know well the detrimental effect that apathy has on the life a believer. Our pastors warn us of it regularly, and we fight it vigorously. However, what happens when the believer embraces apathy? My first run-in with apatheism was not with a high society writer but with a high school student. It happened my first year of teaching apologetics. I was excited because so many of the questions my students had were questions that I had struggled with for years. In the middle of all the excitement, one statement from one of the brightest girls I have ever taught brought everything to a screeching halt. I believe in God. I just don’t care. I just froze. She just stood there. She showed no sign of emotion except for the slightest bit of frustration for having to take the class in the first place and with me for not getting why she was frustrated. I tried to process. I was ready for the questions. I was ready for the doubts. I was ready for the challenges. I was not ready for the apathy. I found as the year progressed, there was nothing I could say to her or do for her. She just didn’t care. And, she didn’t care that she didn’t care. Her statement echoed in my mind for days, even weeks. How could someone believe and not care? How is that even possible? I will admit, I have lived many days, even weeks of my life apathetic toward God and his will. But, those seasons of apathy have always ended with my realization of how I should care and my embarrassment of the fact that I didn’t. So, for a teenage girl to claim apathy towards the things of God as such a matter-of-fact reality for herself, I was officially stumped. Then one day, I overheard a group of boys before class, discussing the NBA. It was playoff season, so just about every other word was “LeBron. ” The discussion turned into an argument, as these things do, and at a fever pitch one of the boys turned to me and asked me to settle the debate. Now, I love basketball. I have been playing it all my life, and I have been coaching it longer than any class I have taught. When my students want to talk basketball, I’m all in. However, these guys weren’t talking basketball. They were talking LeBron. And, when it comes to LeBron…I just don’t care. When I answered, my shoulders shrugged, the boys were baffled. “You must be a LeBron hater! ” they countered. “Nope. I get it. He is great. He’s one of the few players that make sense in the ‘next/greater than Michael Jordan’ debate. I know he’s a great player. I just honestly don’t care. ”
My own words hit me a like a ton of bricks. I had just done what I thought was impossible—believing without caring. I pondered it for days but then came to a realization: these boys were believers and they were invested. They spent time and money on supporting these teams and players. They placed their reputations on the line, arguing for the greatness of their favorites. When their teams won, they were ecstatic. When their teams lost, they were devastated. I know how they feel because I have been there and done that. I just don’t care half as much as I used to (at least not about professional basketball), and I don’t really care that I don’t care. I am not invested. I have nothing to lose. So, when I see grown men moping around because their team lost last night, a sort of pride comes over me that such things do not bother me. I am a pro sports apatheist. That is what makes apathy particularly useful for the believer. They can escape what they are told are the consequences of not believing, without having to pay the cost of being a believer. It keeps them in the good graces of other believers, without being ostracized by unbelievers. In other words, apathy allows the believer to believe without having to be invested. When it comes to the application of apathy to worldviews, Jonathan Rauch seems to care quite deeply. He may not believe in God, but he adamantly believes in apatheism. He claims, “…the rise of apatheism is to be celebrated as nothing less than a major civilizational advance. ” He seems convinced that apatheism can save us from both militant religiosity and oppressive secularism. In his personal discovery of apatheism, he finds strength. In the national trend towards apatheism, he finds hope. However, is his hope well-founded? Here’s the thing…
I believe I was justified in claiming apathy about LeBron James and the NBA playoffs because for me there was nothing at stake. After all, my life changed in no way, shape, or form when the Cavaliers lost in 2015. Nor was there any life-altering moment when they won in 2016. Nor was I affected at all when they lost in 2017. Win or lose, I did not care, and as it turns out that was OK. However, when a person claims to lack belief in God while also claiming not to care one way or another, I have to wonder if they really understand what they are claiming. The questions raised in religious discussions have enormous consequences. The answers to these questions change everything. Therefore, answering “no” should not be taken lightly. If God does not exist, then the universe is a cosmic accident and conscious life is a meaningless curiosity. In the end, we have nothing to lose. If, however, God does exist, then he created the universe purposefully, and our existence is eternally meaningful. In the end, we have everything to lose. If Jesus Christ did not rise from the dead, then the Christian religion is a two-thousand-year-old scam, the greatest of all time, having duped billions. If Jesus Christ did rise from the dead, then Christianity has a validity not even claimed, much less achieved by any other religion in the world. If the Bible is not the word of God, then perhaps the most influential documents of all time is internally dishonest about itself and can be reduced to moral advice no different from any other religious text. If the Bible is the word of God, and God has in fact revealed himself to humanity, then morality has been mandated as an absolute standard for living, as absolute as the character of God.
Unbelieving apatheists may not care about these and other questions, but they should. There is too much at stake if they are wrong. When a person claims to believe in God while also claiming to not care one way or another, I have to wonder if they really believe at all. In his article, Rauch mentions with delight some believing friends of his. I have Christian friends who organize their lives around an intense and personal relationship with God, but who betray no sign of caring that I am an unrepentantly atheistic Jewish homosexual. They are exponents, at least, of the second, more important part of apatheism: the part that doesn’t mind what other people think about God. (emphasis mine)
I see only two possibilities: either these Christian friends have completely rationalized themselves away from any Biblical authority, whether through misinterpretation or willful ignorance, or they are simply the worst friends a guy could ever have. If they had any genuine commitment to what the Bible teaches about those who remain unrepentant, they would reach out to their friend with the gospel. If they really believed, they would really care, and if they really cared they would show as many signs as possible. Believing apatheists may not care about convincing others of what they believe, but they should. There is too much at stake if they are right. In the end, apatheism is an attitude, not an assertion, and attitudes are not changed as easily as minds. Nevertheless, that does not mean that the apatheist cannot be reasoned with and convinced. It does not mean that we should not try to convince them. As one Christian thinker put it, “God cares about those who don’t. ” We should too. | 009_417738 | {
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The Australian Bureau of Statistics (ABS) Survey of Disability, Ageing and Carers 2012 (SDAC) defines a person with disability as someone who has a functional limitation, restriction or impairment, which has lasted, or is likely to last, for at least six months and restricts everyday activities. The SDAC figures indicate that in South Australia, more than one in five people (357,100 or 21. 5 per cent) reported having a disability in 2012. Of these, nearly 90 per cent had a specific limitation or restriction that meant they were limited in the core activities of self-care, mobility or communication, or restricted in education or employment. Around 32 per cent of people with disability had a profound or severe limitation in one or more of the core activity areas, with a further 49. 5 per cent having a moderate or mild limitation in core activity areas. In 2012, there were 22,700 children aged less than 15 years with a disability (7. 7 per cent of all children aged less than 15 years). Of these, 54. 6 per cent had a profound or severe limitation in core activity areas and 10. 6 per cent had a moderate or mild limitation in core activity areas. ABS findings indicate that there were 219,000 people providing informal assistance to people with disability (13. 4 per cent of population). Of these, 56,000 people identified themselves as being primary carers (3. 4 per cent of the population). The ABS also measures the participation of people with disability in a range of activities away from home. In the previous three months prior to data collection, most people with disability had visited relatives or friends (88. 6 per cent). Participation in other specific activities away from home over the previous 12 months was also measured. These included visiting a library, participating in physical activities for exercise or recreation, or attending a sporting event or movie. Of concern is the finding that nearly one in five (18. 0 per cent) South Australians with disability aged less than 65 years did not participate in any of these activities away from home. Phone: +61 8 8415 4250 | 001_3966219 | {
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For years Facebook has been working on facial recognition to auto-tag photographs, but has now reached a point where its technology is 'closely approaching human-level performance. ' In fact, in some ways it might even be better. The social network's in-house research team has been working on a project called DeepFace: cutting-edge facial recognition software which maps 3D facial features, turns them into a flat model, then filters the result by colour to identify specific facial elements. Pitted against a test where it's asked to identify whether two people in side-by-side images are the same person, it is 97. 25 per cent accurate. When humans takes the test, they score 97. 5 per cent. Good grief that's impressive. It's also taken some time and patience to achieve. The system uses a staggering 120 million parameters to identify faces, and has been trained using a pool of 4. 4 million labelled faces from 4,030 different people on the social network to reach this point. The feature won't be rolled out on the website just yet, though. In fact, Facebook is taking it to the IEEE Conference on Computer Vision and Pattern Recognition this June to see what academic and other researchers make of it; hopefully more than a few privacy advocates will be involved as well. [Facebook via Technology Review] | 001_2744254 | {
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Read Part 1 of this story. We tend to equate public housing, aka “the projects,” with the 1960s and ’70s, due in part, to issues of urban poverty and its associated problems. But public housing is much older than that, dating back to another time of massive poverty and social upheaval: the Great Depression. The New Deal, President Franklin D. Roosevelt’s great federal experiment, and the programs of the Public Works Administration, sought to alleviate some of the atrocious housing conditions in the worst sections of our cities, and from this ambitious endeavor came the oldest of our public housing complexes: the Harlem River Houses, the Red Hook Houses and the Williamsburg Houses. The decade was the 1930s. Last time, we looked at the beginnings of the Williamsburg Houses, and the architects and planners that designed it. Working for the New York City Housing Authority (NYCHA), founded in 1934, a team of ten architects, led by Richmond H. Shreve and his head designer, William Lescaze led the project. Shreve was a partner in Shreve, Lamb & Harmon, forever known for their design of the Empire State Building. William Lescaze was a pioneer of the new International Style, a clean, minimalist style of architecture championed by such icons of modern architecture as Le Corbusier, Mies Van der Rohe and the architects of the Bauhaus. The International Style utilized the building materials of the 20th century: steel, concrete and glass, with an emphasis on form and function, not ornamentation. This would be the perfect medium for public housing, both then and going forward. The site picked for the project was in the middle of one of the most densely populated areas of New York City. Twelve blocks were purchased and cleared of mostly wood framed tenements, houses and small factories. The site enclosed Scholes Street to Maujer Street, Leonard Street to Bushwick Avenue. The blocks inside this square were decommissioned, except for the cross streets, taking the project out of the street grid, creating a 25 acre site to build the largest public housing project the federal WPA would undertake. Chief designer William Lescaze wanted to design something different. One of the ideals left over from the City Beautiful Movement, as well as European models of apartment design, was the concept of open spaces and parkland. People need open space to escape from crowded tenements and people living on top of each other. Reformers in the late 19th and early 20th century had pushed for small and large parks in the city for this reason. This part of Williamsburg had no parks, another reason for the choice of this location. After 1910, planners of apartment buildings began to design “garden apartments,” where the buildings were designed to enclose a large, private interior garden. The now landmarked garden apartments of Jackson Heights were built at this same time. If enclosed gardens were not possible, other variations were sought, such as in the Harlem River Houses, where a “crankshaft” design allowed for exterior and interior garden and lawn space. Le Corbusier, in Europe was also advocating for housing surrounding open spaces, and all of these ideas went into the plan for the Williamsburg Houses.
Lescaze also made the innovative move to set the houses at a 15 degree angle from the street. This would prove very controversial, but was based on both American and European models. The houses would catch the sun and the northwest breezes, especially important in the days before air conditioning, especially in housing for lower income people. This angle would also allow for a better configuration of buildings and open space. The concept met with criticism, but Lescaze quelled those critics by saying that his choices were also aesthetic; the angles “broke up the street front,” and “allowed for the feeling of space to weave in and out on the street front. ” He was right. The Williamsburg Houses consist of 20 four story buildings, all in three shapes; a capital “H,”, small “h,” and a “T” shape. The “T” shaped buildings are in the middle of the complex with both “H” shaped buildings surrounding them. The buildings were arrayed to make the most of the possible garden and lawn plots in between the buildings, sidewalks and pathways. When the houses were completed, there were no fences, and the areas between the concrete walkways were paved with cobblestones. Lescaze loved the possibilities afforded by modern materials. His houses are concrete, with tan brick facades, and alternating bands of light colored concrete. This in itself was controversial, as all other projects were built with red brick. But Lescaze prevailed in his choice. He designed his buildings with multiple entrances, each equal in importance, so there were no back doors, as the buildings could be entered from the courtyard or the street. Since that might be disorientating, Lescaze used signs to guide people, and used color to distinguish aspects of the façade. Blue was his favorite color, and the buildings entrances were all clad in large, but simple blue tiles, which carried up to the roof, highlighting the stairwells. The apartment themselves were small, but efficient. They ranged from two room apartments to five rooms, and came with refrigerators, electric stoves and modern plumbing, supplying the tenants with steam heat, and hot and cold running water. This was the life of kings compared to much of the housing that had previously stood on this site. The first tenants were carefully chosen by income restrictions, and preference was given to those who had been displaced by the construction. The WPA Guide, written in 1939 stated that “rents, paid weekly in advance, range from $4. 45 a week for a two-room apartment to $7. 20 for five rooms; electricity for an apartment costs 90 cents to $1. 20 a week. Three hundred and ninety-eight residents are employed as clerical workers, 49 as professionals, managers, and officials, 353 as skilled workers, 468 as semiskilled, and 283 as unskilled. ”
Before the Houses were completed, it was proposed that they be named the “Ten Eyck Houses,” presumably after the Dutch family that had helped settle the area, and the street named after them, which had run through the project. The name was adopted, but even today is rarely used. During construction, President and Mrs. Roosevelt came to inspect the site, along with Mayor LaGuardia, a keen supporter of this and other public housing projects. In 1937, the model apartments were opened for the press and public, showcasing furniture and appliances supplied by Brooklyn’s department stores, showing what could be done with a modest budget and good taste. It was a big hit. The first tenants began to move in at the end of September, 1937. As a precaution against “disease,” all of the tenants’ belongings were taken to a fumigation center and treated, before they were moved into the apartments. The first official tenants were Bessie and Louis Grabkowitz, who paid less than $7 a week for their light filled apartment. The complex included a junior high school, the William J. Gaynor Junior HS, with a nursery school opposite it, in Building 11. A new heath center was built outside of the complex, across the street from the Houses, on Maujer Street. The basements of all the buildings held meeting and social gathering rooms, craft rooms and classrooms. Many had WPA murals painted there, some of which have just been rediscovered under years of paint, and five of them are now in the Brooklyn Museum. They include works by Paul Kelpe, Ilya Bolotowsky, and Balcomb Greene.
And then there were the stores. The storefronts built into the street facing buildings are the most attractive parts of the project. They were built on the north and south facing buildings, in a sleek Moderne style, with sweeping curves, with aluminum facing and matching blue trim, to coordinate with the entrances to the apartments. Unfortunately, even back then, tenants for these buildings were hard to come by, and some of the stores were converted back into apartments in 1945. When the buildings opened, and in subsequent years, they were met with both praise, and less than fulsome commentary. Walter Gropius, one of the masters of the Moderne style, praised them highly for their use of space, light and materials. Talbot Hamlin wrote a lengthy review, praising the design and the concept, but he was not pleased with what he called the “shockingly low standards of construction,” or the inadequate landscaping. Architectural historians went from calling the project “brilliant” to “overrated,” depending on who you talked to, but in the past decades, the pendulum has swung to an embrace of the project, with the 2000 edition of the AIA Guide to NYC calling it the best public housing project ever built in New York City. The complex was further honored by landmarking in 2003. Of course, this was after the Houses had deteriorated badly over the years, and project life had become synonymous with poor minorities, crime and drugs, even though only a small percentage of troublemakers made it so. In the late 1990s, a $70 million dollar renovation of the Houses took place, restoring many of the original details and features. This prompted a new appreciation for the Williamsburg Houses, as both a social experiment and as architecture. One can only hope this renovation had a positive impact on those who live there, as well, and that low income housing, necessary in this economy, can itself be restored. The idealistic goals of that housing are still as worthy as ever. GMAP
(All photos: nyc-architecture. com) | 003_3038172 | {
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Miami, Puerto Rico and Bermuda are separately some of the most sought-after vacation spots in the world. But together, lines between them make up the approximate boundary of one of the most mysterious and deadly areas on the planet: the Bermuda Triangle.
Ever since Christopher Columbus sailed through the region in 1492, some weird, unexplained stuff has taken place over the Atlantic Ocean there. Everything from bad weather to supernatural forces have been blamed for several high profile disappearances. Here are just a few of the tales that deliver more questions than answers. 1945: Bomber Squad Disappears, So Do Rescuers
Although it was not the first unexplained occurrence in the area, many say that what happened to a bomber squadron in December 1945 sparked the legend of the Bermuda Triangle.
The five-plane squadron, Flight 19, with 27 men, set out on a training mission from their base in Fort Lauderdale, Fla., and never returned. According to the Navy's report of the accident, the disappearance was due to "causes or reasons unknown. "
Staff Sgt. Howell O. Thompson, pictured above, was a member of the crew of the now infamous Flight 19. A rescue mission of 13 men was sent to search for Flight 19, but those men, too, never returned. 1918: U.S. Battleship Goes Missing With 306 on Board
The USS Cyclops was a collier that operated between the East Coast and the Caribbean, servicing the Atlantic fleet for a time and then ran trans-Atlantic journeys until February 1918. After fueling British ships in the south Atlantic in Brazilian waters, the ship embarked from Rio de Janeiro, Brazil, on Feb. 16, 1918, came into Barbados in early March and then promptly disappeared completely. The 306 crew and passengers were never heard from again and, while there are many theories, according to the Naval Historical Center, it "is one of the sea's unsolved mysteries. "
1948: DC-3 Commercial Flight Vanishes
On Dec. 28, 1948, Capt. Robert Lindquist took off from San Juan with two crew members and 29 passengers heading for Miami.
When the plane was 50 miles away from Miami, Lindquist reportedly radioed the Miami airport for landing instructions. The airport's reply was met with silence. The plane was never seen again. According to an investigation by the Civil Aeronautics Board, the plane had electrical difficulties and low battery power. Those findings have not stopped many from blaming supernatural forces on the disappearance. 1976: Panamanian Ship Trades Cargo for Mystery
The Panamanian ship Sylvia L. Ossa was a cargo ship that was a regular near the mysterious waters of the Bermuda Triangle.
But in 1976, the Sylvia L. Ossa fell victim to the mysteries of the triangle when she and her 37-person crew disappeared without a trace. The Coast Guard is reportedly still looking for clues to what happened to the 590-foot ship, pictured above. 1948: Star Tiger Drops Out of the Sky
On its way from England to Bermuda in January 1948, a Star Tiger passenger plane vanished with more than 30 people on board. England's Civial Air Ministry conducted an investigation and found that a ship, the SS Troubadour, reported seeing a low-flying plane about halfway between Bermuda and Delaware Bay. If that plane was the Star Tiger, it was horribly off course. The fate of the Star Tiger is still considered an unsolved mystery. 1963: Something Smells Funny With the Sulphur Queen's Disappearance
The Sulphur Queen was a 523-foot tanker that was originally intended to carry oil, but was converted to carry sulphur. On Feb. 3, 1963, the ship sent a radio report that placed it 230 miles southeast of New Orleans, La., according to a report by Time magazine. Then nothing. There was no SOS and no warning of trouble. The ship simply disappeared. Two weeks later, pieces of a raft, a life vest and a broken oar washed up on Florida beaches. An investigation launched by the Coast Guard shortly after the disappearance concluded that the vessel was nowhere near seaworthy and likely caught fire at sea. Such a conclusion was not far-fetched. According to the article, "once, the Queen actually sailed into a New Jersey port with fires smoldering, unloaded her cargo, and sailed off again -- still burning. " | 007_1780575 | {
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Understanding the Basics of Air Heat Pumps
If you are thinking about installing a new heating system or replacing an old one, you may have come across the option of getting an air heat pump. Air heat pump (Luftvärmepump)
are an excellent option for heating and cooling your home as they are highly efficient, cost-effective, and environmentally friendly. However, before taking the plunge and investing in the equipment, it’s essential to understand the basics of how these devices work and how they can benefit your home. In this blog post, we’ll dive into the essentials of air heat pumps, so you can make an informed decision. What is an air heat pump? An air heat pump is an HVAC system that uses electricity to transfer heat from the outdoor air to your home or building. Unlike conventional heating systems that generate heat through combustion, air heat pumps compress and circulate refrigerant gas that transfers heat. This process allows air heat pumps to act as both heating and cooling systems, providing efficient and reliable comfort all year round. How do air heat pumps work? Air heat pumps utilize the principle of thermal energy transfer, also known as “heat exchange. ” The process starts with the heat pump’s outdoor unit, which absorbs the ambient air’s thermal energy. This air contains heat particles, even at very low temperatures, which are extracted using a refrigerant gas. The refrigerant travels through a compressor, where it is pressurized and heated, before being pumped indoors. Once inside, the heated refrigerant gas is then circulated through a coil in the indoor unit, where it releases energy, warming the surrounding area. The refrigerant is then cooled and returned to the outdoor unit for the process to start again. What are the benefits of air heat pumps? Air heat pumps are becoming increasingly popular in residential and commercial settings due to their many benefits. Firstly, they are highly efficient and use up to 50% less energy than traditional heating systems. They also eliminate the need for local gas storage and can cut down on carbon emissions. Additionally, air heat pumps have become more affordable in recent years and are an ideal option for homeowners looking to reduce their carbon footprint, energy consumption, and costs. Are there any drawbacks to air heat pumps? As with any heating system, there are a few potential drawbacks to using an air heat pump. Firstly, they are dependent on outdoor temperatures and can be less effective when temperatures drop below zero. They also require electricity to operate, which can affect your energy bills. Lastly, air heat pumps can be more expensive to install than traditional heating systems; however, this cost is quickly offset by energy savings over the life of the equipment. How to choose the right air heat pump for your home? The key to choosing the right air heat pump for your home is to consider your heating and cooling requirements, the size of your home, and your budget. Remember, larger-sized units will have higher heating and cooling capacities, but they will also cost more. It’s also essential to work with a reputable HVAC contractor who will assess your home’s requirements and recommend the best unit for you. Air heat pumps can be a great option for homeowners looking to save on energy and improve their home’s comfort levels. These devices utilize thermal energy transfer to provide both heating and cooling while reducing energy consumption and carbon emissions. Understanding the basics of air heat pumps, including how they work, their benefits, and potential drawbacks, is crucial when making a purchasing decision. By working with a reputable HVAC contractor and assessing your home’s requirements, you can find the perfect air heat pump to meet your needs. Comments are closed. | 004_3135425 | {
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Sixth Class Right of Self-Determination Problems: Right of self-determination of whom States, majority of which unit? Of Peoples? Procedure: Who decides? Democracy: Question, Citizens, qualified Majority? Right of Self-determination Transitory Law Recognition Historic cases of secession 1776 USA Declaration of Independence And later Secession of the South? 1903 Panama from Columbia 1905 Norway from Sweden 1974 Jura 90ies: Yugoslavia 2006 Montenegro 2008 Kosovo Jura Internal Secession from the Canton of Bern (federal unit) Procedure: 1 Constitutional Amendment of the Canton of Bern to grant self-determination 2 Referendum in the Region 3 Referendum of Districts 4 Referendum of Communes 5 New Constitution 6 Referendum for Constitutional AmenDement of Switzerland Montenegro Article 60 Withdrawal from the State union of Serbia and Montenegro Upon the expiry of a three-year period the member state shall have the right to initiate the procedure for a change of the state status, i. e. for withdrawal from the State union of Serbia and Montenegro. A decision to withdraw from the State union of Serbia and Montenegro shall be made after a referendum has been held. The Law on Referendum shall be passed by a member state, taking into account recognized democratic standards. The member state that exercises the right of withdrawal shall not inherit the right to international legal personality and all outstanding issues shall be regulated separately between the successor state and the state that has become independent. If both member states declare in a referendum that they are in favour of changing the state status, i. e. in favour of independence, all outstanding issues shall be resolved in the succession procedure, as was the case with the former Socialist Federal Republic of Yugoslavia Badinter Arbitration Case d) that in the case of a federal-type state, which embraces communities that possess a degree of autonomy and, moreover, participate in the exercise of political power within the framework of institutions common to the Federation, the existence of the state implies that the federal organs represent the components of the Federation and wield effective power; b) - The composition and workings of the essential organs of the Federation, be they the Federal Presidency, the Federal Council, the Council of the Republics and the Provinces, the Federal Executive Council, the Constitutional Court or the Federal Army, no longer meet the criteria of participation and representatives inherent in a federal state; 3) - Consequently, the Arbitration Committee is of the opinion: -that the Socialist Federal Republic of Yu-goslavia is in the process of dissolution; -that it is incumbent upon the Republics to settle such problems of state succession as may arise from this process in keeping with the principles and rules of international law, with particular regard for human rights and the rights of peoples and minorities; -that it is up to those Republics that so wish, -to work together to form a new association -endowed with the democratic institutions -of their choice. Ethiopian Constitution Article 39 The Right of Nations, Nationalities and Peoples 1. Every nation, nationality or people in Ethiopia shall have the unrestricted right to self determination up to secession. Secession Procedure 4. The right to self determination up to secession of nation, nationality and peoples may be exercised:(a)where the demand for secession is approved by a two thirds (2/3rds) majority of the legislature of the nation, nationality or people concerned. (b) where the Federal Government within three years upon receipt of the decision of the legislature of the nation, nationality or people demanding secession, organises a referendum for the nation, nationality or people demanding secession. (c) where the demand for secession is supported by a simple majority vote in the referendum. (d) where the Federal Government transfers power to the parliament of the nation, nationality or people which has opted for secession. (e) where property is partitioned in accordance with the law. Jura CH Bern Creation of the new Canton of Jura by secession and selfdetermination French Along language border line? German Catholic Or along religious borderlines? Protestant New Swiss Constitution: Art. 53 Existence and Territory of the Cantons 1 The Confederation shall protect the Existence and the territory of the Cantons 2 Modifications of the number of the Cantons of the Cantons or their status are subject to the assent of the population concerned, of the Cantons concerned, and of the People and the Cantons. (3) All changes to the territory of a Canton are subject to the approval of the electorate of the Cantons concerned, and to the assent of the Federal Assembly in the form of a federal decree. (4) Inter-cantonal boundary settlements may be made by treaty between the Cantons concerned. Québec Secession Case Highlights of The Decision of The Canadian Supreme Court On the Secession Of Queébec Question 1: Under the Constitution of Canada, can the National Assembly, legislature or government of Quebec effect the secession of Quebec from Canada unilaterally? No explicit regulation Of the Consitution Only procedures for Amendement Constitutional Amendments Act 1982 Section 41 [Highly Qualified Proceedings] An amendment to the Constitution of Canada in relation to the following matters may be made by proclamation issued by the Governor General under the Great Seal of Canada only where authorized by resolutions of the Senate and House of Commons and of the legislative assemblies of each province: The Constitution is more than a written text. It embraces the entire global system of rules and principles which govern the exercise of constitutional authority. It is necessary to make a more profound investigation of the underlying principles animating the whole of the Constitution, including the principles of federalism, democracy, constitutionalism and the rule of law, and respect for minorities. Arguments against unilateral secession Democracy, however, means more than simple majority rule. Constitutional jurisprudence shows that democracy exists in the larger context of other constitutional values. Since Confederation, the people of the provinces and territories have created close ties of interdependence (economic, social, political and cultural) based on shared values that include federalism, democracy, constitutionalism and the rule of law, and respect for minorities The Constitution which safes order and stability, and accordingly secession of a province "under the Constitution" could not be achieved unilaterally, that is, without principled negotiation with other participants in Confederation within the existing constitutional framework. Arguments for Secession Procedure not provided In the Constitution Our democratic institutions necessarily accommodate a continuous process of discussion and evolution, which is reflected in the constitutional right of each participant in the federation to initiate constitutional change. This right implies a reciprocal duty on the other participants to engage in discussions to address any legitimate initiative to change the constitutional order. Legitimacy A clear majority vote in Quebec on a clear question in favour of secession would confer democratic legitimacy on the secession initiative which all of the other participants in Confederation would have to recognize Effects of a clear Vote No direct legal effect Quebec could not, despite a clear referendum result, purport to invoke a right of self-determination to dictate the terms of a proposed secession to the other parties to the federation. The democratic vote, by however strong a majority, would have no legal effect on its own and could not push aside the principles of federalism and the rule of law, the rights of individuals and minorities, or the operation of democracy in the other provinces or in Canada as a whole. Democratic rights under the Constitution cannot be divorced from constitutional obligations Nor, however, can the reverse proposition be accepted: the continued existence and operation of Non legal effects the Canadian constitutional order could not be indifferent to a clear expression of a clear majority of Quebequers that they no longer wish to remain in Canada. The other provinces and the federal government would have no basis to deny the right of the government of Quebec to pursue secession should a clear majority of the people of Quebec choose that goal, so long as in doing so, Quebec respects the rights of others. The negotiations that followed such a vote would address the potential act of secession as well as its possible terms should in fact secession proceed. here would be no conclusions predetermined by law on any issue. Negotiations would need to address the interests of the other provinces, the federal government and Quebec and indeed the rights of all Canadians both within and outside Quebec, and specifically the rights of minorities. Why Negotiations? The negotiation process would require the reconciliation of various rights and obligations by negotiation between two legitimate majorities, namely, the majority of the population of Quebec, and that of Canada as a whole. The main constitutional Principles: History Constitutionalism And Rule of Law Federalism Democracy Protection of Minorities History: Theses: Quebec Conference These included guarantees to protect French language and 1864 culture, both directly (by making French an official language in Quebec and Canada as a whole) and indirectly (by allocating jurisdiction over education and "Property and Civil Rights in the Province" to the provinces). The protection of minorities was thus reaffirmed. We are of different races, not so that we can wage war on one another, but in order to work together for our well-being. Federalism: Diversity Democratic Participation Autonomy Democracy Procedural: Process of Government Substantive: Promotion of Self-government Dignity of Human Person Rule of Law and Constitutionalism that the law is supreme over the acts of both government and private persons. the creation and maintenance of an actual order of positive laws which preserves and embodies the more general principle of normative order" the exercise of all public power must find its ultimate source in a legal rule". Protection of Minorities We emphasize that the protection of minority rights is itself an independent principle underlying our constitutional order. Consistent with this long tradition of respect for minorities, which is at least as old as Canada itself, the framers of the Constitution Act, 1982 included in s. 35 explicit protection for existing aboriginal and treaty rights, and in s. 25, a non-derogation clause in favour of the rights of aboriginal peoples Question 2: Does international law give the National Assembly, legislature or government of Quebec the right to effect the secession of Quebec from Canada unilaterally? Right of Self-determination where "a people" is governed as part of a colonial empire; where "a people" is subject to alien subjugation, domination or exploitation; and possibly where "a people" is denied any meaningful exercise of its right to self-determination within the state of which it forms a part. People? While much of the Quebec population certainly shares many of the characteristics (such as a common language and culture) that would be considered in determining whether a specific group is a "people", as do other groups within Quebec and/or Canada, it is not necessary to explore this legal characterization to resolve Question 2 appropriately. Self-determination Internal external The recognized sources A right to external of international law estaself-determination blish that the right to (which in this case self-determination of a people is normally ful-fil- potentially takes the led through internal self- form of the assertion determination – a peo- of a right to unilateral secession) arises in ple's pursuit of its only the most extrepolitical, economic, some of cases and, cial and cultural developeven then, under ment within the carefully defined framework circumstances. of an existing state. There is no necessary incompatibility between the maintenance of the territorial integrity of existing states, including Canada, and the right of a "people" to achieve a full measure of self-determination. A state whose government represents the whole of the people or peoples resident within its territory, on a basis of equality and without discrimination, and respects the principles of self-determination in its own internal arrangements, is entitled to the protection under international law of its territorial integrity. Principle of Effectivity while international law may not ground a positive right to unilateral secession in the context of Quebec, international law equally does not prohibit secession and, in fact, international recognition would be conferred on such a political reality if it emerged, for example, via effective control of the territory of what is now the province of Quebec. It is, however, quite another matter to suggest that a subsequent condonation of an initially illegal act retroactively creates a legal right to engage in the act in the first place. First Question: 1. Has the legislature the jurisdiction to rule secession procedures without explicit provision of the constitution? If the answer is yes, would it then also have the competence modify substantially the procedures provided by the court in the Québec case? Second Question: The bill provides that the secession is decided by a popular referendum. However the question to be decided on has to be clear, and it is up to the Canadian House of Commons to decide, whether the question is clear enough in order to know whether the people wants a secession. Would the court consider that a popular referendum is indispensable? Would the decision to divi deTchequoslovakia in two sovereign states only by parliament be constitutional? Was the German decision to unite the country only based on a electoral vote constitutional? Is the competence of the Commons to decide, what wording of the question is clear enough constitutional? Question 3: The bill (clarity act) does not determine the percentage needed in order to obtain the majori ty necessary to initiate negotiations for secession. This has to be decided by the Commons. Does the court consider that a bill, which conveys such a far reaching competence to the Commons is constitutional? How should the Commons decide if for instance two third of the French speaking people decide positive and two third of English speaking and two third of the aborgigins decided negative that is against secession? Question 4: What is the the constitutional status of minorities living within the seceding territory? Do those minorities enjoy the same rights as the majority? Do those rights have a constitutional value, is it linked to the human rights, and or to collective rights? | 010_6114400 | {
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Gnats are tiny flying insects that buzz around and are very annoying. They thrive on anything that's decaying, such as rotten fruit. Every gnat can lay about 200 eggs at a time, so any fruit that's left lying around will have gnats on them in no time at all. Over-watered houseplants and wet compost also attract gnats. The gnats' larvae is what will kill your house plants. The larvae damage the root systems of infested plants by digging into the soil and feeding on the roots. Seedling plants can be severely damaged by gnat larvae. You can prevent attracting gnats to your plants by not to over watering your plants [source: Wallace]. If you're convinced you have gnats in your house, here's how to get rid of them. - Let the soil of your houseplants dry out by not watering them for a while. Gnats need water to survive, so if you starve them of water they will disappear. When you see the plants are beginning to dry out, water them a little. This way, you will be denying the gnats their favorite home. - Use an organic insecticide called bacillus thuringiensis (Bt/H-14), which is a very effective in gnat control, yet harmless to your plants. Bacillus thuringiensis is sold commercially as Knock Out Gnats. Simply mix 2 to 8 teaspoons (depending how severe you problem is and how many plants you have) per gallon (3. 8 liters) of water and drench the houseplant's soil with it. The insecticide will be absorbed into the soil, and when the gnats ingest it, they'll die [source: Weekend Gardener]. | 006_5977152 | {
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Teaching English Language Learners
Transcript of Teaching English Language Learners
Herrell and Jordan provide many strategies for use in the classroom in addition to naming key behaviors for the teacher, such as ". . . slower speech, clear enunciation, vocabulary development, making connections to student experiences, and using supplemental materials. (Genesee 1999)" (Herrell & Jordan, 2012, p. 6). I strongly recommend their book 50 Strategies for Teaching English Language Learners. It is an invaluable tool for the classroom teacher. "U.S. Department of Education statistics reveal that over 5 million school-age children are categorized as English Language Learners (Els; NCELA, 2006)" (Vera, et al. , 2012, p. 184). "English language learners (ELLs) are the fastest-growing student population in the U.S., but they are among the country's lowest performing students (Alliance for Excellent Education, 2007; Garcia & Cuellar, 2006)" (Waxman, et al. , 2012, p. 53). Let's start at home. It is the school's and the teacher's ultimate responsibility to make sure the parents are comfortable and have access to the school, teacher, and subsequently their child's education. Parental involvement is a critical part of increasing student's achievement. "Parental educational involvement has been widely studied as one of the most important predictors of school success. . . " (Vera, et al. , 2012, p . 184). ". . . children of all ages with involved parents tend to have higher attendance, achievement levels, and more positive attitudes toward school. . . " (Vera, et al. , 2012, p. 184). For the parents of ELL students there may be barriers to their involvement. According to the study by Vera, et al. , (2012) ". . . the most common barriers were linguistic, a lack of familiarity with the U.S. educational system, and a desire to not interfere with how teachers do their jobs" (p. 194). Teachers need to get to know the students and their families to determine why there is lack of school involvement and then determine the best course of action to increase involvement. Making sure parents feel welcome, encouraging interactions with the teacher and other school officials, making sure a translator is available if necessary, and stressing a team approach to their child's education will go a long way toward increasing parent involvement. For more information I suggest reading the study by Vera, et al. listed in the references page. Strategies for Teaching English Language Learners in the Mainstream Classroom. Berg, et al. (2012) also outline specific strategies teachers can employ when teaching ELLs. A list and brief description follows:
1. Understand Academic Background.
It is important for the teacher to understand what type and depth of schooling the student had in their native language so that the teacher can target instruction more accurately
2. Make Instruction Meaningful.
Making connections to their personal lives and previous experiences will help students better understand the content of a lesson as well as the vocabulary. 3. Make Instruction Culturally Responsive.
A student's culture should be present in the classroom and the learning materials. In addition, teachers should be familiar with the student's cultural beliefs and practices when it comes to school. 4. Foster Peer Interaction.
ELLs need opportunities to use the language in ways that are comfortable for them. Cooperative groups can foster language usage and acquisition so long as ELLs are paired with monolingual English speakers and all students are taught how to appropriately interact and foster communication. 5. Teacher's Language Use.
Teachers need to be more conscious of their own manner of speaking and be sure they are speaking slowly, clearly, naturally, and allowing for pauses so the ELLs can process what is being said. Avoiding idioms is also beneficial and avoids confusion for the ELL. 6. Make Written Materials Comprehensible.
There are many things a teacher can do to make texts more understandable to ELLs. Examples are pre-reading exercises, reading about the topic in their native language first, pairing students with bilingual students or native English speakers, and jigsaw exercises. Herrell and Jordan's book 50 Strategies for Teaching English Language Learners (2012) has wonderful ideas that are easy to implement and reflect many other literacy strategies I have encountered. Going back to basic literacy skills greatly improves understanding for native English speakers and ELLs alike. It is important to ensure all students find the material accessible. Teaching reading strategies and vocabulary acquisition are two of the most critical lessons a teacher can present. They will stay with the students for a lifetime. While ". . . , gaining access to the information taught in middle and secondary content area classes requires that all children exit the elementary grades with good reading comprehension capacity" (Carlo, et al. , 2004, p. 188). Teachers in mainstream classes are not prepared to help their ELL students overcome their language barriers. "Darling-Hammond (2006) reported that the majority of teachers from exemplary teacher education programs who were surveyed rated themselves as 'less well prepared' to work with ELLs (p. 65), and Reeves (2006) found that over81% of the secondary teachers she surveyed believed they received inadequate training to work with ELLs" (Berg, et al. , 2012, p. 35). How do you feel? Are you prepared? The Root of the Problem So, What do we do? ? The issues: The Barriers: Berg, et al. (2012) suggest that teachers need to understand the stages of second language acquisition in order to better scaffold instruction and facilitate language and academic achievement. The following is a list of the stages and a brief summary as they are outlined in the above mentioned study. 1. Silent/Receptive/Pre-productive Stage
". . . ELLs are primarily taking in language input, building their oral comprehension skills and their ability to infer meaning from context clues" (page 35). They can communicate through non-verbal and one word responses. They should not be pressured to respond beyond this level. 2. Early Production Stage
Students are beginning to communication short phrases and extract more meaning from spoken language. "Any utterances produced here should be celebrated rather than corrected" (page 36). 3. Speech Entrance Stage
ELLs are now able to communicate with simple sentences. "All attempts to communicate (gestures, attentiveness, following directions, etc) should be warmly received and encouraged" (page 36). 4. Intermediate Fluency Stage
More complex language skills are now present. ELLs are beginning to think directly in English. "They can express opinions and share thoughts" (page 36). While conversation appears more fluent now , understanding of academic vocabulary still needs work. 5. Advanced Fluency Stage
"In this stage, the focus changes to reading, writing and building academic language. The student begins to engage in non-cued conversation and to produce oral and written narratives" (page 36). ` | 006_5197937 | {
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April 20, 2017
April 20, 2017
April 22, 2017
Diversity and Pacific Southwest Section
The paper investigates interactive video for use in a first course in engineering, entitled, Introduction to Engineering. We describe interactive video as embedding learning activities (like short quizzes) that a learner must do while viewing the video. For example, the video would pause at a given moment in time so that the learner can take a short quiz. After completing the quiz, the video would then continue to play the rest of the video. Preliminary student survey results show that this approach has excellent potential to further engage the student with the course content. Student feedback shows strong agreement that interactive video increases student engagement when viewing the video. The College of Engineering believe Interactive video has numerous benefits and other results from elsewhere appear to support what we investigated:
(1) Using frequent testing, Interactive video offers increased engagement. IBM managers found that their participants learned five times as much material compared to traditional learning methods. By embedding different interactions within a video, like summary explanations, extra and appealing pictures, tables, fill-in-the-blank and multiple choice questions, drag and drop questions or drag and drop text, interactive summaries, or single choice question sets. This type of engagement can provide instant feedback to the learner identifying where they need to spend more time. For example, a correct answer could cause the learner to skip a specified place in a video while an incorrect answer could take the user somewhere else in the video. Typical wrong answers will cause the learner to be directed to the place in the video where the answer to the question is presented. (2) A Brandon Hill study shows Interactive videos or training offers 40-60% less employee time than if the same content was delivered in a classroom. Interactive videos allow e-learners to control the learning process. For example, with navigation hotspots, the instructor can create a custom video where the viewer can click on linkable text and images that appear in the video. This is similar to the authors experience when using embedded hot links within a YouTube video
(3) Customized training is possible based on the knowledge of the learner. The software allows learners to play at the video faster or slower than normal speed so they can repeat as often as they want or view portions of the video for quick review and where they need help. Also, learners can jump back 10 seconds in case they lose their concentration. During the last several years, over 300 STEM videos (mostly in engineering) have been created with screen recording software using Camtasia and internet marketing tools by full-time faculty in the College of Engineering. These videos have been uploaded in YouTube to measure the effectiveness of the videos. Results from these videos are presented in terms of likes, dislikes and other data collected from YouTube. Recently, the author created a Wordpress website to test effectiveness of interactive video using assessment checks embedded inside the Youtube video requiring the learner to respond for assessment. Santiago, J. M. (2017, April), Introduction to Engineering Using Interactive Video in Support of a Fully Online Flipped Classroom Approach Paper presented at 2017 Pacific Southwest Section Meeting, Tempe, Arizona. https://peer.asee.org/29220
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015 | 009_3921233 | {
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by Alan Katz , Chris Judge
Do you remember who invented the Sierra video game, King’s Quest, or who dreamed up Space Invaders and Pong? Do you know who pioneered devices like the microwave, windshield wipers, TV remotes, and the first cell phone? Wonder no more, because it’s all in this book! Featuring 12 incredible inventors, engineers, chemists, and pioneers who made their dreams a reality in technology, this book gives short bios of the inventors, along with a comedic poem or song written by the author in their honor, and sometimes a small comic sketch or personal anecdote. This book is FULL of “Dad jokes”. There are idiotic puns and wisecracks on every page that made me roll my eyes. Not exactly captivating entertainment, but I think this book would appeal to children with a silly sense of humor. I enjoyed the actual information about these incredible men and women, and their fascinating inventions and accomplishments that influence our daily lives. Disclaimer: I received a copy of this book in exchange for a free and honest review. All the opinions stated here are my own true thoughts, and are not influenced by anyone. | 008_86015 | {
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The Lyonsdown curriculum is essentially divided into three phases. Namely, The Early Years Foundation Stage (Nursery 3+ and Reception 4+), Key Stage 1 (5 – 7 year olds) and Key Stage 2 (8 – 11 year olds) – the Upper School. EYFS and Key Stage 1 make up the Lower School.
By means of appropriate development activities and adult support, the Early Years Foundation Stage curriculum leads to the acquisition of the Early Learning Goals and prepares children to progress with confidence towards the National Curriculum.
Years 1 and 2 provide a happy and caring environment in which the pupils are encouraged to develop and flourish. The National Curriculum is followed and enriched, with an emphasis on speaking, reading and numeracy, alongside the core subjects of English, mathematics, science and computing. Boys are prepared for entry into schools at 7+ which best suit their needs. From Year 3, the girls move between various subject rooms and teachers. Through regular assessment, the girls are encouraged to become more independent and pro-active in their learning. During their final year at Lyonsdown, girls are prepared for senior school entry. 11+ examinations into state selective schools take place during the Autumn term of Year 6 and entrance examinations into independent senior schools at the beginning of the Spring term. Every effort is made to ensure that each girl is successfully placed within the correct school, so that she will be given the opportunity to make the most of her educational potential during her secondary education. “We are all like a family at Lyonsdown and we help each other. ” | 007_2600684 | {
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1920s: THE FORMATION OF THE MODERN HPI
During this period, a new industry was evolving focused on
the refining of crude oil into fuels and other products. New
demand for crude oil-based products, such as kerosine for
lighting purposes and gasoline for transportation, spurred the
advancement of the early hydrocarbon processing industry (HPI). While still in their infancy, startup refining groups
discovered new methods throughout the 1920s to efficiently
transform crude oil into refined products. | 002_5575550 | {
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International Journal of Advanced Research in Computer Engineering & Technology
Preserving the privacy of biometric data such as fingerprint images stored in central database has become paramount importance. This can be done possible using visual cryptography for biometric privacy such as fingerprint images. A private fingerprint image is dithered into two host images(known as sheets) that are stored in two separate database servers such that the private image can be revealed only when both sheets are simultaneously available; at the same time, the individual sheet images do not reveal the identity of the private image. The images are stored in database by applying encryption. The stored images are encrypted and while verification that images are decrypted. So the authors propose biometric privacy using visual cryptography with pixel sharing. | 009_2118725 | {
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Lottery is a form of gambling where people purchase tickets for a chance to win a prize. Prizes can be cash or goods. There are many different types of lottery games, but most involve a process of random selection. Many states have laws governing the operation of a lottery. Some of these laws limit the number of prizes that may be awarded. Others require that the prizes be distributed evenly among the players. In either case, lottery winners are usually required to pay taxes on their winnings. Lotteries have become popular as a way to raise money for a variety of purposes. They can be used to finance public works projects, or for social welfare programs. Some lotteries are conducted by state governments, while others are run by private companies or non-profit organizations. In addition to the prize money, some lotteries offer additional perks, such as free lottery tickets or sports team drafts. The history of lotteries dates back to the 15th century in Europe. They were first used to collect funds for town fortifications and to help the poor. The records of lotteries in the Low Countries indicate that they were common by the 17th century. Today, lotteries are a major source of income for most states. They generate billions of dollars each year, which are used for a variety of purposes, including education, health care, and infrastructure. Many states also use the money to reduce their debt and deficits. However, there are concerns about the fairness of these arrangements. Many people who buy tickets are from the bottom quintile of the income distribution, and they spend a significant percentage of their disposable incomes on them. While the odds of winning are small, lottery players are willing to spend large amounts on the hope that they will strike it rich. They are often referred to as “gamblers,” and their behavior is characterized by risk taking, short-term thinking, and impulsive decision making. They also spend a significant amount of time and energy on the activity. In addition to the large prize, most lotteries have a number of smaller prizes. The total prize pool is determined by subtracting the costs of organizing and promoting the lottery from the gross ticket sales. A percentage of this sum is normally allocated to the organizers and promoters as profits and revenue, while the remainder is awarded to the winners. Some of the most popular ways to pick your numbers for the lottery are based on birthdays, relatives’ names, and other meaningful dates. While these methods might seem like good ideas, they can actually reduce your chances of winning. This is because the numbers are chosen randomly, and no system can predict which ones will be drawn. Choosing your numbers in the lottery is not just a game, but it’s also an investment in your future. If you don’t have emergency savings, you should consider using some of the money you spend on lottery tickets to build one. You can also use this money to pay off your credit card debts. | 003_6495635 | {
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365 pages, 8 plates with colour photos; 30 b/w photos
Project Puffin is the inspiring story of how a beloved seabird was restored to long-abandoned nesting colonies off the Maine coast. As a young ornithology instructor at the Hog Island Audubon Camp, Dr. Stephen W. Kress learned that puffins had nested on nearby islands until extirpated by hunters in the late 1800s. To right this environmental wrong, he resolved to bring puffins back to one such island-Eastern Egg Rock. Yet bringing the plan to reality meant convincing skeptics, finding resources, and inventing restoration methods at a time when many believed in "letting nature take its course". Today, Project Puffin has restored more than 1000 puffin pairs to three Maine islands. But even more exciting, techniques developed during the project have helped to restore rare and endangered seabirds worldwide. Further, reestablished puffins now serve as a window into the effects of global warming. The success of Dr. Kress's project offers hope that people can restore lost wildlife populations and the habitats that support them. The need for such inspiration has never been greater. Watch a short film about this project below:
"Restoring puffins to Maine has been a glorious, four-decades obsession for Steve Kress – one underpinned by plenty of stubbornness and grit, as this frank retelling of Project Puffin's remarkable history makes clear. And thank goodness for that tenacity, because the techniques he pioneered on Eastern Egg Rock are today helping endangered seabirds around the world. This is the compelling story of the messy, uncertain, ultimately uplifting work of real conservation. "
– Scott Weidensaul, author of Living on the Wind
"Project Puffin documents how one determined scientist with a real passion for the region, its ecology, its history, and its birdlife, can accomplish the reality of bringing back a species with a highly complex life history. It is exactly what lay readers and students need to read in order to begin to understand what conservation science actually is. And it is really fun (and I daresay inspiring) to read. "
– John Kricher, author of The Balance of Nature and A Neotropical Companion
"A story of struggle and hope, and an inspiration to future wildlife stewards. "
– Richard Louv, author of Last Child in the Woods and The Nature Principle
"An inspiring book on Stephen Kress's dream of re-introducing puffins to an island where man had eradicated them. A brilliant case study of how drive and enthusiasm can overcome problems. "
– Mike P. Harris, co-author of The Puffin
"The world needs more people like Steve Kress, whose singular commitment and passion – a dedication to one bird at one island – has had a global impact. This book brings his story wonderfully and personally to life. I'm sure it will inspire and encourage a new generation of caretakers of the natural world. "
– David Sibley, author of The Sibley Guides
"Engaging [. . . ] Here is one of the great success stories of conservation. The verdict: Of interest to birders, natural history buffs, New Englanders, conservationists, and environmentalists. "
– Henry T. Armistead, Library Journal
"A well-told drama. "
– Natural History magazine
"Readers who love the nitty-gritty of conservation will get a good flavor of it here. "
– Bob Holmes, New Scientist
"Kress's achievement in returning puffins to Maine is impressive both as a conservation victory and as an example of personal devotion and patience [. . . ] . [His] charm and wit bring the project to life. "
– Thomas Urquhart, Portland Press-Herald
"A story that is, at its heart, about how a kid from Ohio accomplished one of the biggest conservation victories of our time. "
– BirdWatching magazine
There are currently no reviews for this product. Be the first to review this product! Stephen W. Kress is the National Audubon Society's Vice President for Bird Conservation and director of the Audubon Seabird Restoration Program and Hog Island Audubon Camp. He lives in Ithaca, NY. Derrick Z. Jackson, a Pulitzer Prize finalist for commentary and an accomplished photographer, is an associate editor and editorial board member of the Boston Globe. He lives in Cambridge, MA. | 012_2124778 | {
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The roots get the water from the ground. Then they give the water to the stem so it can go up and give it to the rest of the plant. The leaves get the sunlight and give energy to the plant. The leaves make food for the plant using photosynthesis. The stem gets the water from the root. Then the stem carries the water up to the rest of the plant
The flower has seeds in the middle of it. The seeds reproduce
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The following narrative, written by Benjamin Franklin in 1784, is an Indian’s observation of what the white man learns in Church.
Conrad (says the Indian), you have lived long among the white People and know something of their Customs. I have been sometimes at Albany, and have observed that once in Seven Days they shut up their Shops, and assemble all in the great House; tell me, what is it for? what do they do there? —
They meet there, says Conrad, to hear and learn good Things.
I do not doubt says the Indian, that they tell you so: They have told me the same; But I doubt the Truth of what they say, and I will tell you my Reasons. I was lately to Albany to sell my Skins, buy Blankets, Knives, Powder, and Rum. You know I us’d generally to deal with Hans Hanson, but I was a little inclin’d this time to try some other Merchant; however, I call’d first upon Hans, and ask’d him what he would give for Beaver. He said he could not give more than four Shillings a Pound; but says he I cannot talk on Business now; this is the Day when we meet together to learn good Things, and I am going to the Meeting. So I thought to my self, since we cannot do any Business to day, I may as well go to the Meeting too; and I went with him. There stood up a man in black, and began to talk to the people very angrily. I did not understand what he said; but perceiving that he look’d much at me, and at Hanson, I imagin’d he was angry at seeing me there, so I went out, sat down near the House, struck Fire and lit my Pipe, waiting till the Meeting should break up. I thought too that the Man had mention’d something of Beaver, and I suspected it might be the Subject of their Making. So when they came out, I accosted my Merchant,
Well, Hans, says I, I hope you have agreed to give more than four Shillings a Pound. No, says he, I cannot give so much; I cannot give more than three shillings and sixpence. I then spoke to several other Dealers, but they all sung the same Song. Three and sixpence, Three and sixpence. This made it clear to me that my Suspicion was right; and that whatever they pretended of meeting to learn Good Things, the real purpose was to consult how to cheat Indians on the Price of Beaver.
Consider but a little, Conrad, and you must be of my Opinion. If they met so often to learn Good Things, they would certainly have learnt some before this time. But they are still ignorant. You know our Practice. If a white Man in travelling thro’ our Country, enters one of our Cabins, we all treat him as I treat you; we dry him if he is wet, we warm him if he is cold, we give him Meat and Drinks that he may allay his Thirst and Hunger, and spread soft Furs for him to rest and sleep on: We demand nothing in return. But if I go into a white Man’s House at Albany, and ask for Victuals and Drink, they say, where is your Money? and if I have none; they say, Get out you Indian Dog. You see they have not yet learnt those little Good Things, that we need no Meetings to be instructed in, because our Mothers taught them to us when we were Children: And therefore, it is impossible their Meeting, Should be as they say, for any such purpose, or have any such Effect. They are only to contrive the Cheating of Indians in the Price of Beaver. | 009_1453490 | {
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Freedom in the World
You are here
Freedom Rating (1 = best, 7 = worst)
Civil Liberties (1 = best, 7 = worst)
Political Rights (1 = best, 7 = worst)
After years in power, the Liberal Party found itself in opposition following a Conservative triumph in the January 2006 elections. The year was also marked by the arrest of a group charged with planning major terrorist actions against key Canadian targets, continued controversy over the application of counterterrorism policies, and renewed questions about the future status of Quebec in a unified Canada.
Colonized by French and British settlers in the seventeenth and eighteenth centuries, Canada came under the control of the British Crown under the terms of the Treaty of Paris in 1763. After granting home rule in 1867, Britain retained a theoretical right to overrule the Canadian Parliament until 1982, when Canadians established complete control over their own constitution. The June 2004 legislative elections dealt a setback to the Liberal Party, which failed to retain a majority and was compelled to depend on support from smaller parties, in particular the New Democratic Party (NDP), a social democrat-oriented party with ties to organized labor. A major factor in the Liberals’ electoral setback was a scandal, the origins of which date to the mid-1990s, involving kickbacks to Liberal Party officials by advertising firms in the province of Quebec in exchange for contracts to do work for a national unity campaign. New elections were called after the minority government of Prime Minister Paul Martin fell to a no-confidence vote in November 2005. Martin, a Liberal, was seriously weakened by the release of a report that blamed high-ranking members of the Liberal Party, including former prime minister Jean Chretien, for the scandal that had cost the Liberals their parliamentary majority the previous year. At the time of Parliament’s dissolution, the Liberals held 133 seats in the House of Commons, followed by the Conservatives with 98, the Bloc Quebecois, a separatist-oriented party with 53, and the NDP with 18. In the January 2006 parliamentary elections, the Conservatives emerged as the country’s leading party, with 124 seats in the House of Commons. This was well short of a majority, however, so the party was forced to rule as a minority government. The Liberals finished second, with 103 seats, followed by the Bloc Quebecois with 51, and the NDP with 29. Under the leadership of Stephen Harper, who became prime minister, the Conservatives ran a campaign that emphasized tax reductions, health-care improvements, anticorruption efforts, and closer ties with the United States.
Since the attacks on the United States of September 11, 2001, Canada has implemented a series of measures to combat international terrorism, including stopping the transfer of funds to foreign terrorist groups and a comprehensive bilateral agreement with the United States on improving cross-border security. Several antiterrorism measures have drawn criticism on civil liberties grounds, including the 2004 Security of Information Act and two provisions of an omnibus antiterror bill that allow police to make preventive arrests of those suspected of planning a terrorist act and require suspects to testify before a judge, even if they have not been formally accused of a crime. In June 2006, a group of 12 men and 5 youths were arrested and charged with planning a major terrorist operation in the country. According to authorities, the plans included storming Parliament, beheading the prime minister, and possibly bombing the Toronto Stock Exchange and the Canadian Broadcasting Corporation. All the suspects were Muslims, and most were Canadian citizens. Authorities said the suspects had acquired material to make explosives and were inspired by al-Qaeda, the international terrorist network. At the same time, several aspects of Canada’s antiterrorism policy came under renewed legal pressure. In one development, a judge ruled that a provision of the Anti-Terrorism Act of 2001 requiring authorities to prove that terrorism offenses are motivated by political, religious, or ideological motives was in violation of the country’s Charter of Rights and Freedoms. In another decision, a court struck down provisions of the country’s secrecy law. That case stemmed from efforts by the authorities to discover the source of leaked government information used by a journalist, whose home and office were raided in 2003 by the Royal Canadian Mounted Police. The leaks in question had involved Maher Arar, a dual citizen of Canada and Syria, who had been detained by U.S. authorities in 2002 while transiting the United States—based on information provided by Canadian authorities—and was deported to Syria, where he claims to have been tortured. Arar was cleared of any terrorist links by a formal inquiry, and a letter of protest was sent to the United States for its role in the case. Some believe that the judge’s decision will have the broader effect of strengthening protections to the principle of confidentiality of journalists’ sources. In a related issue, political leaders voiced some criticism over the participation of Canadian troops in the NATO forces fighting against a resurgent Taliban militia in Afghanistan. There were a number of Canadian casualties in 2006, and opinion polls showed declining public support for the country’s involvement in the struggle. The NDP, the most left-leaning of the country’s major parties, has taken a strong stance in favor of withdrawing troops from Afghanistan. The government, however, has reiterated its intention to continue participation in the NATO effort. Prime Minister Harper reopened the debate over the status of Quebec when he declared that the predominantly French-speaking province should be recognized as a nation “within a unified Canada.” Quebec has had a tenuous relationship with the federal government, and the provincial Parti Quebecois has in the past pressed for withdrawal from Canada. While independence has been rejected by Quebec voters in several referendums, the margins were narrow. Quebec provincial politics has in recent years been dominated by a federalist-oriented Liberal Party.
Canada is an electoral democracy. The country is governed by a prime minister, cabinet, and Parliament, which consists of an elected 308-member House of Commons and an appointed 105-member Senate. Elections for the lower house are held at least every five years, and senators may serve until age 75. The British monarch remains nominal head of state, represented by a ceremonial governor-general appointed by the prime minister. As a result of government canvassing, Canada has nearly 100 percent–effective voter registration. Prisoners have the right to vote in federal elections, as do citizens who have lived abroad for fewer than five years. Civil liberties have been protected since 1982 by the federal Charter of Rights and Freedoms, but have been limited by the constitutional “notwithstanding” clause, which permits provincial governments to exempt themselves by applying individual provisions within their jurisdictions. Quebec has used the clause to retain its provincial language law, which restricts the use of languages other than French on signs. The provincial governments exercise significant autonomy. In 2004, the Supreme Court issued a decision validating legislation that places a limit on the amount lobbying groups can spend on advertisements that support or oppose political candidates, a measure designed to prevent corruption. The kickback scandal aside, Canada is regarded as a society with a low level of official corruption and was ranked 14 out of 163 countries surveyed in Transparency International’s 2006 Corruption Perceptions Index.
The media are generally free, although they exercise self-censorship in areas such as violence on television. Limitations on freedom of expression range from unevenly enforced “hate laws” and restrictions on pornography to rules on reporting. Some civil libertarians have expressed concern over an amendment to the criminal code that gives judges wide latitude in determining what constitutes hate speech in material that appears on the internet. Religious expression is free and diverse. Academic freedom is respected. Freedom of assembly is respected, and many political and quasi-political organizations function freely. Trade unions and business associations enjoy high levels of membership and are free and well organized. The judiciary is independent. Recently, there have been complaints that the judiciary has become overly activist and issued decisions that effectively usurp the powers of the legislature. Canada’s criminal law is based on British common law and is uniform throughout the country. Civil law is also based on the British system, except in Quebec, where it is based on the French civil code. Canada maintains relatively liberal immigration policies. However, concern has mounted over the possible entry into Canada of immigrants involved in terrorist missions. The 2002 Immigration and Refugee Protection Act seeks to continue the tradition of liberal immigration by providing additional protection for refugees while making it more difficult for potential terrorists, people involved in organized crime, and war criminals to enter the country. Recently, human rights organizations have charged that Canada has deported immigrants to countries that practice torture. The Canadian government contends that in such cases, assurances have been made by the receiving country that the deported individual will not be subjected to torture. At the same time, controversy has arisen over Canada’s policies of multiculturalism in education, law, and social life. This emerged during a debate in Ontario province over whether to allow Sharia law to apply in certain cases involving Muslim citizens. Some officials have also raised questions about Canada’s policy of allowing immigrants to maintain dual citizenship. About 10 percent of foreign-born Canadians hold passports from another country, leading some to charge that for some immigrants, Canadian citizenship is primarily a safety net while they maintain principal loyalty to their country of origin. Canada has taken important steps to protect the rights of native groups, although some contend that indigenous peoples remain subject to discrimination. Indigenous groups continue to lag badly on practically every social indicator, including those for education, health, and unemployment. During 2006, a dispute erupted over claims by Indian groups to land being commercially developed in Caledonia, a town 50 miles from Toronto. Activists from the Six Nations occupied the land, set up barricades, and blocked traffic. After several clashes, the provincial government bought the property and began negotiations with the Six Nations.
Canada became one of the few countries in the world to have legalized same-sex marriage in 2005. Several provinces had authorized the practice before the federal legislation was enacted. Canada boasts a generous welfare system that supplements the largely open, competitive economy. Women’s rights are protected in law and practice. Women have made major gains in the economy and have strong representation in such professions as medicine and law. However, women’s rights advocates report high rates of violence against women in indigenous communities. | 012_1815426 | {
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Here is a link to the original article at MSNBC. com. Danish amateur rocket, Heat-1X Tycho Brahe, a MSC (micro spacecraft), takes off from its launch pad in the Baltic Sea on June 3, 2011. The original plan for the Danish amateur rocket builders was to send the rocket about 10 miles up in the air, but the craft reached only 1. 7 miles (2. 8 km) and flew a total of 5. 3 miles (8. 5 km). The spacecraft was carrying a human sized doll, and is part of a larger plan to send a human into space. The amateur rocket building team is composed of Peter Madsen and Kristian von Bengtson from Denmark. Although this 9. 5 m tall rocket weighing more than 2 tons only reached a low altitude of 2800m (9200 ft), which has been beaten by many previous private rocketeers, it is good to see many private entries in the space race (and private missiles! ! ) that was once the sole realm of government agencies. This launch from abroad a barge nicknamed “Sputnik” anchored in the Baltic Sea near the Danish island of Bornholm was their second launch attempt, and was deemed a success even though the rocket failed to reach the expected altitude of 15 to 16 km (9. 3 to 10 miles). At the team’s first attempt in September 2010, the rocket did not achieve lift off. The goal is to send an even bigger rocket 100 km into space. The duo is supported in their quest by a group called the Copenhagen Suborbitals. Here is another link with more pictures. More power to the private rocketeers. More private players means more competition and innovation, which means more spin-off technologies, new industries, new possibilities, more jobs and opportunities. Plus, there is an increased chance for common people to be able to go to space one day soon. | 004_2865231 | {
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Life After West Nile
an editorial written by Wendy Station
June 21, 2018
Updated June 22, 2018
Since 1999, when most people in North America first heard about West Nile Virus (WNV), we’ve been measuring the impact of West Nile by looking at its fatality count. It’s time to take note of the impact on the survivors of West Nile Neuroinvasive Disease.
It’s important to remember that approximately 80% of people who are infected with WNV will not show any symptoms at all. Only 20% of people who become infected will display symptoms, which can include fever, headache, and body aches. West Nile Neuroinvasive Disease is involvement of the brain and nervous system, a very severe form of WNV infection. Since 1999, more than 46,086 cases of West Nile Virus in the USA were confirmed by the CDC. Statistics show that 46. 8% of these were cases of West Nile Neuroinvasive Disease. That is 21,574 households where lives have been changed, forever. (statistics from CDC Final Cumulative Maps & Data for 1999–2016)
As an advocate for people affected by encephalitis, I was a guest to speak with Congress in Washington DC on the topic. The public has little knowledge of the impact of encephalitis on the family--people who are struggling to face life itself after surviving this horrible disease. Issues include memory loss, where a fiancée is heartbroken when her future spouse really does not remember her or the promise that they shared. A man's anger with himself, when his spouse is now the solo family bread-winner. Children who now face their education with frustration, as their peers move ahead and leave them behind. . A farmer, who can no longer return to his fields. Or families who experience the worst impact of all, when a loved one loses their battle with encephalitis. The key to raising awareness is to share information widely. We must: · focus on reducing the mosquito population, and · acknowledge the serious impact of mosquito borne encephalitis such as West Nile and share information and support with survivors and families. Like a seat belt in a car, these are not precautions to be taken with loud and dramatic panic. But with education, self-respect and motivation, to protect our loved ones and ourselves. Wendy Station is an encephalitis survivor who has worked more than 15 years to raise awareness in North America on the topic of encephalitis. She is the founder and President of Encephalitis Global Inc., www. encephalitisglobal. org a nonprofit advocacy organization for encephalitis survivors and caregivers. | 011_4195389 | {
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Algal blooms develop when algae or bacteria living in the sea or freshwater occur in vast numbers. Algal blooms can become big enough to be visible from space. What are Algal Blooms? This is when algae or bacteria living in the sea or freshwater occur in vast numbers. Algal blooms can become big enough to be visible from space. Many different kinds of algae and bacteria can form blooms. Two important groups are green seaweeds and blue-green bacteria (cyanobacteria). Why do they occur? Algal blooms occur when conditions are just right, usually where there are high nutrient levels, warm temperatures and slow water currents. Pollution from our homes, sewage plants, fertilisers and manure from farms can result in high nutrient levels in lakes and the sea. If the global climate warms up, then so will water temperatures. This means algal blooms are likely to occur more frequently. They have already become more common around the UK in the last 30 years. What are the effects? As the algal bloom grows it blocks out light to plants in the water, which begin to die and decompose. Bacterial decomposition reduces oxygen levels in the water, which in turn causes marine animals to die. As the bloom decomposes, the algae also release poisonous hydrogen sulphide gas. Some algae and cyanobacteria also create toxins that can kill other wildlife in the water. In some cases these toxins can build up in shellfish such as cockles, making them poisonous for us to eat. Can we prevent it from happening again? Although algal blooms are natural phenomena, our activities can cause them to occur more frequently. Tighter controls on the use of fertilisers in farming and better treatment of waste water can help to reduce them. The only way to protect people from harm once an algal bloom has formed is to keep them away from the water. Wildlife cannot be protected that easily. Sea-Lettuces (Ulva species) are green seaweeds that can form algal blooms. In summer 2009, vast blooms of green seaweed were reported in southern UK and northern France.
In this case it is not the seaweed itself but the hydrogen sulphide gas that is poisonous to humans on the beach. However, the only casualty reported in 2009 was an unfortunate horse, which broke through the crust on a deep pile of weed and was poisoned by the release of hydrogen sulphide. Fortunately, Sea-Lettuces do not usually grow to such huge proportions. They are common on rocky shores around the UK and, as their name suggests, resemble thin, bright green lettuces. In the summer of 2009 a cyanobacteria (Anabaena spiroides) formed a potentially toxic algal bloom in Llyn Padarn, north Wales. This is one of only three lakes where the Torgoch, or Arctic Charr (Salvelinus alpinus), is found in Wales. The population of this rare fish was threatened by the lack of oxygen. There was also an impact on the local economy as people were prevented from visiting the lakeside. What you can do
We can all help to reduce the chance of algal blooms this summer by using less washing liquids and powders in our homes. The phosphates in these products are washed down our drains and into lakes and the sea where they become nutrients for algae. They can form as much as 25% of the nutrients released in sewage. Look out for environmentally friendly products that contain less phosphate. Did you know? The Welsh dish known as Laverbread is made from a type of red seaweed. These seaweeds are called Porphyra, commonly known as laver. Porphyra seaweeds are also known as nori in Asia and are processed in a different way to make the seaweed into sheets used in sushi. Seaweeds and the Museum
There are three main groups of seaweeds: green seaweeds, red seaweeds and brown seaweeds. The Sea-Lettuces that can cause problems in the UK and France are green seaweeds, and are placed in the genus Ulva by taxonomists. Taxonomists are scientists that study the classification and evolution of organisms. At Amgueddfa Cymru our taxonomists study many different groups. To do this they use the Museum's extensive scientific collections of animals and plants. These collections provide an invaluable resource for accurate identification and a sound taxonomic foundation. At Amgueddfa Cymru we hold approximately 5,000 algae specimens, which are constantly being added to. Seaweeds are included in a broad group known as the algae. Our oldest and perhaps the most important algae collection is that of Lewis Weston Dillwyn, who was an important figure in Welsh history. Many of the specimens he collected were from or near Swansea where he lived. The collection contains algae specimens that are 200 years old. They are part of the original material used by Dillwyn in the preparation of his pioneering 1809 work British Confervae.
This work, a rare copy of which is housed at Amgueddfa Cymru, contains beautiful colour drawings of algae and was a significant advance for algology. Before its publication, only 34 species of algae had been described; this rose to 177 described species after its publication. | 008_3972240 | {
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Imagine yourself in a darkened museum gallery. Gradually, four projectors illuminate a giant globe, seeming to float in front of you. You see a spectacular animation, showing geophysical, environmental, and cultural data projected on the globe. You watch our spinning planet - our tiny “blue marble" - from outer space. Then, the image instantly transforms into the rotating sphere of Mars, a history of cities on Earth, or even the interior of a biological cell. Experience Science On a Sphere for yourself! | 012_1114334 | {
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Arthritis is a painful disease caused by joint damage. Joints connect your bones, allowing your body to move and bend. When there's damage to the cartilage surrounding a joint, everyday movements can be painful. There are different types of arthritis. The most common types are:
A broad range of things can cause each type, but joint pain and stiffness are the main symptoms of all types of arthritis. Osteoarthritis — the most common type — is what most people think of when they think of arthritis. Osteoarthritis occurs when the cartilage between your joints breaks down due to wear and tear from:
In some cases, osteoarthritis can be genetic. This means you have a higher risk of getting osteoarthritis if it runs in your family. An autoimmune disorder causes this type of arthritis — also known as rheumatoid arthritis. Autoimmune disorders occur when your body's immune system mistakenly attacks healthy tissue, often in the joints. Autoimmune arthritis is more common in women than in men. Symptoms vary from day to day. Treatment for autoimmune arthritis — most often medication — can cause the disease to go into remission, becoming inactive or lowerng the amount of inflammation. Juvenile arthritis refers to any autoimmune or inflammatory condition that may develop in a person 16 years old or younger. Juvenile idiopathic arthritis (JIA) is the most common arthritic condition among this age group. A child 16 or younger who has swelling in one or more joints for six weeks or longer may have JIA. There are no known causes of juvenile arthritis, although some think it may be an inherited disease. Request an appointment with a UPMC orthopaedic surgeon:
The links below will open a new browser window. UPMC's HealthBeat Blog:
From our Health Library:
The three most common types of arthritis are:
Osteoarthritis is most common in the:
Joint damage causes osteoarthritis symptoms, such as:
Autoimmune arthritis — also known as rheumatoid arthritis — is most common in the:
If you have autoimmune arthritis in a joint on one side of your body, you likely have it in the same joint on the other side of your body. Inflammation causes pain and heat in your joints, and possible redness. Other symptoms of autoimmune arthritis are:
Symptoms of juvenile arthritis are the same as those in adults with arthritis, including:
Some types of arthritis cause damage quickly, so you should talk to your doctor as soon as possible about arthritis treatments. To diagnose your arthritis, your doctor will:
Be prepared to answer questions about any activities or movements that make your pain worse. Your doctor may also want to:
If you think you may have arthritis, it's vital to see a doctor. The main goals for treating your arthritis are to:
Doctors cannot reverse the effects of arthritis but they can control them, in some cases. When over-the-counter pain medicines — such as ibuprofen or acetaminophen — no longer work, your doctor may prescribe a drug to relieve your arthritis pain. Depending on the type of arthritis you have, your doctor may also treat you with steroids or other medications. Some arthritis drugs control your immune system's inflammation response and can have side effects. Your doctor can discuss these side effects with you and help you decide if these drugs are right for you. Affiliated with the University of Pittsburgh Schools of the Health Sciences |
Supplemental content provided by Healthwise, Incorporated. To learn more, visit www. healthwise. org
For help in finding a doctor or health service that suits your needs, call the UPMC Referral Service at 412-647-UPMC (8762) or 1-800-533-UPMC (8762). Select option 1. UPMC is an equal opportunity employer. UPMC policy prohibits discrimination or harassment on the basis of race, color, religion, ancestry, national origin, age, sex, genetics, sexual orientation, marital status, familial status, disability, veteran status, or any other legally protected group status. Further, UPMC will continue to support and promote equal employment opportunity, human dignity, and racial, ethnic, and cultural diversity. This policy applies to admissions, employment, and access to and treatment in UPMC programs and activities. This commitment is made by UPMC in accordance with federal, state, and/or local laws and regulations. Medical information made available on UPMC. com is not intended to be used as a substitute for professional medical advice, diagnosis, or treatment. You should not rely entirely on this information for your health care needs. Ask your own doctor or health care provider any specific medical questions that you have. Further, UPMC. com is not a tool to be used in the case of an emergency. If an emergency arises, you should seek appropriate emergency medical services. For UPMC Mercy Patients: As a Catholic hospital, UPMC Mercy abides by the Ethical and Religious Directives for Catholic Health Care Services, as determined by the United States Conference of Catholic Bishops. As such, UPMC Mercy neither endorses nor provides medical practices and/or procedures that contradict the moral teachings of the Roman Catholic Church.
Pittsburgh, PA, USA | UPMC. com | 000_1055392 | {
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Chances are good that Houston will receive a nice soaking today, perhaps on the order of one-half to one inch of rain across widespread areas. Rising moisture levels: After several warm, muggy days, with air flowing off the Gulf of Mexico, there’s lots of water in the atmosphere. This value, known as precipitable water — that is, water that can be rained out of the sky — is about two standard deviations above normal, say forecasters with the National Weather Service.
Which is to say, it’s really high. Here’s a map (please click it to enlarge) showing precipitable water values this morning. The important thing to note is the very moist yellows and greens that have been pulled in off the Gulf of Mexico by the southerly winds. Contrast that to the very dry air over the upper plains states. Cap is eroding: You may often heat that the “cap” on the atmosphere is preventing rain showers from developing. A “cap” means that there’s a layer of warmer air above the surface. Rain chances increase when warm air at the surface rises to cooler air, and then condenses when the air temperature falls to the dewpoint temperature. At this point clouds form and the process of rainmaking may begin. However when the atmosphere is capped air rising into this warming layer does not condense. Hence it inhibits the formation of thunderstorms. The good news is that this cap over southeast Texas appears to be eroding. Upper-level storm: There’s a low-pressure system in the upper levels of the atmosphere approaching southeast Texas. This will induce upward motion in the atmosphere, and rising air condenses, and this condensed air forms clouds, and we can usually get rain if the atmosphere is not capped. Add it all up and you’ve got a pretty good chance of rain today. It’s not 100 percent, as forecasting rainfall is not an exact science. But chances are really good today. The latest quantitative precipitation forecast suggests we’ll get about three-quarters of an inch. Scattered areas could see a bit more. There is a slight chance of severe storms before the system moves through tonight. All in all, I’ll take it. So will the trees. | 001_7099606 | {
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Warren G. Harding: Life Before the Presidency
Warren G. Harding, called “Winnie” by his mother, was born on November 2, 1865, in Blooming Grove, Ohio. When he was ten, his family moved to the small Ohio village of Caledonia where he was raised. Both his parents were doctors—an unusual distinction for Phoebe Harding, who was granted a medical license based upon her experience as a midwife and in assisting her husband, George Harding. Warren cherished his childhood memories that painted a wholesome and perfect picture-book boyhood. An upbringing filled with farm chores, swimming in the local creek, and playing in the village band were the basis of his down-home appeal later in life. Like so many small-town boys in post-Civil War Ohio, Harding, along with his five younger siblings (four sisters and a brother) attended a one room schoolhouse where he learned to read, write, and spell from the McGuffey's Readers. At age fourteen, he entered Ohio Central College, from which he graduated with a B.S. degree in 1882, having achieved some distinction for editing the campus newspaper. After college, Harding taught in a country school outside Marion, Ohio, for one term before trying his hand at law, insurance sales, and journalism for the local newspaper. In 1884, he raised $300 to purchase with two friends the nearly defunct Marion Star newspaper. They achieved moderate success over the next five years. In 1891, Warren, aged twenty-five, married a local divorcée, Florence "Flossie" Mabel Kling DeWolf, five years his senior. She had a ten-year-old son by her former husband and a sizable fortune from her wealthy family. She pursued Warren relentlessly, and he finally gave in, even though her father once stopped Warren on the street and threatened to kill him if he married his daughter. It was a match that her father objected to because of the rumor that Warren's family had black ancestors. Publishing and Politics
For the next ten years, Harding's business prospered, in part due to Florence Harding's keen business eye, but principally to Harding's good-natured manner. His paper became a favorite with Ohio politicians of both parties because of his evenhanded reporting. He never ran a critical story if he could avoid it. His employees also loved and respected him for his willingness to share company profits with them. In his entire career, he never fired a single employee. In 1899, Harding won the first of two terms to the Ohio State Senate, serving as majority leader before his bid for the lieutenant governorship in 1903. After leaving office in 1905, he returned to his newspaper for five years, venturing again into state politics in a losing bid for governor in 1910. So popular had he become with party regulars that he was given the honor of placing President William Howard Taft's name in nomination at the party convention in 1912. When the pro-Theodore Roosevelt delegates shouted him down, Harding went away from this experience offended by the display of loud and rude behavior. In 1914, Harding won the Ohio Republican primary for senator and beat Attorney General Timothy Hogan in the general election. Harding's supporters viciously attacked Hogan for being a Catholic intent on delivering Ohio to the pope. The religion issue dominated the election and gave Harding an overwhelming victory, though he never personally mentioned religion in his speeches. Still, the dirty election campaign was a smudged mark on his political record that never set easy with him. Harding's undistinguished senate career made him few enemies and many friends. Always the "good fellow," he missed more sessions than he attended—being absent for key debates on the prohibition and suffrage amendments to the U.S. Constitution. As the man acceptable to almost all party regulars, Harding served as the keynote speaker and chairman of the 1916 Republican national convention. On the League of Nations, he stood solidly with Senator Henry Cabot Lodge in opposing President Woodrow Wilson's version of the League. (Interestingly, when Harding was President, his position was not as clear. ) | 007_2755398 | {
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- Grades: 1–2
An advocate of Reading Recovery talks about the highly structured program — and the hope it brings to every child who struggles with the word, every teacher who yearns for his success. James, a first grader, was one of the first children I worked with when I became a Reading Recovery teacher. James knew only 14 letters, 3 words, and 4 sounds. He had some knowledge that print was read from left to right and was able to write his own name and the word Mom. He was one of many struggling younger readers who had fallen behind his classmates. Knowing exactly what this student's strengths were before we began helped me build upon them. James would begin each 30-minute lesson reading aloud a few books he had already mastered. Then he would tackle the book he had read for the first time the day before, while I kept a running record of each error and self-correction. Next, we would move into letter and word study. Using a magnetic word board, I would guide James to notice the connection between words; for example, between May, a known word, and day, an unknown word. The common "ay" sound would become the focus of that day's lesson. James would then work on writing a story. He would practice a difficult word, letter by letter and sound by sound, before adding it to his sentence. I would copy his completed sentence onto a strip of paper and cut it apart, then challenge him to reassemble the sentence, including parts of words, such as pl and ay to form play. Last, I would introduce him to a new book — one that also used the "ay" sound. After making predictions about the story and some of the words in the text, he would read it aloud, incorporating strategies learned in past lessons. Within 20 weeks of the start of the program, this once at-risk student was on a par with the average readers in his classroom. He was able to function successfully in reading and writing from that point on. I realized that through this highly structured program, I had virtually rescued James from years, maybe a lifetime, of continued frustration and failure. Why Reading Recovery? Several years ago, when I started teaching kindergarten and first grade, I realized that the two reading courses I had taken for my initial teaching certification did not at all prepare me to teach children how to read. Frustrated, I offered my students the one strategy I knew for decoding words: "Sound it out. " Then I discovered Reading Recovery.
Most children who have made little progress in literacy skills by first grade need immediate attention to avoid cementing poor reading strategies into habit, according to Marie M. Clay, Ph.D., the New Zealand educator and researcher who developed Reading Recovery in the 1960s and '70s. They can master the strategies that "good readers" acquire with ease, rather than repeatedly attempting tactics that fail. Teachers can learn, through an intensive, yearlong teacher-training program, the best strategies with which to empower young, struggling readers — strategies that will help them to integrate meaning, structure, and visual clues successfully. My Reading Recovery course work at the University of Rhode Island in Providence taught me how to observe reading behaviors closely and tailor lessons to the specific needs of the individual child. Reading Recovery is an early-intervention program designed for first graders who have received the lowest scores in reading and writing. Students are assessed for inclusion in the program through six Observation Tasks, which test them on letter identification, knowledge of common words, concepts about print, writing vocabulary, analysis of sounds in words, and reading level. Once chosen for the program, children meet one-on-one with a trained teacher, 30 minutes each day for a maximum of 20 weeks. After successfully completing the program, children, including those with whom I've worked, continue to perform at an average or better level in reading and writing. What If You're Not Trained in the Program? Despite the fact that Reading Recovery reduces the number of costly special education and remediation programs, many educators still find themselves in districts that simply cannot afford to implement it. The cost of training just one teacher in the program is approximately $17,000, not including materials, training facilities, and mentor visits. A Reading Recovery teacher must concentrate exclusively on the program rather than on regular classroom activities. The good news, however, is that even without formal training, teachers of any grade level can take lessons from the success of the Reading Recovery model. Assessment Must Drive Instruction
To move children forward, teachers must understand what the child can already do. An Observation Survey of Early Literacy Achievement, by Dr. Clay (Heinemann, l993), is a useful guide to refining assessment and becoming careful observers of children's literacy behaviors. Maria Utevsky, a veteran Reading Recovery teacher leader in New York City's District 2, says that "Reading Recovery isn't about a bag of tricks but rather about bringing in an understanding of ongoing assessment — knowing where kids are all the time, understanding them as readers and writers and knowing their strengths. "
Books Must Be Chosen Carefully
When choosing a book for a struggling reader, it is imperative that the book be challenging enough that there is some "reading work" but not so much that the child becomes frustrated. I organize the class library following a system suggested in Guided Reading: Good First Teaching for All Children, by Irene C. Fountas and Gay Su Pinnell (Heinemann, 1996), and the students in my class become familiar with the system quite easily. For independent reading, I direct each child to specific, labeled baskets of books that they can read with at least 90 percent accuracy. Books that require some assistance and instruction are found in a separate basket and are used during instructional periods. Cueing and Verbal Prompts Affect Fluency
Fluent readers take advantage of all they know about semantics, syntax, and phonics in order to make meaning out of words. Struggling readers must learn to do the same. To become fluent readers, youngsters must take advantage of the three cueing systems: meaning, structure, and visual cues. The use of verbal prompts during one-on-one sessions helps the child become aware of his behaviors and learn to problem-solve by himself. Promote attention to meaning:
- "Does that make sense? "
Promote attention to language structure:
- "Does that sound right? "
Promote attention to visual information:
- "Does that look right? "
Prompt to integrate meaning and visual cues:
- "Does it look right and sound right? "
Promote reading awareness:
- "Could it be [this word]? How do you know? "
- "Were you right? How do you know? "
- "You said . Does that make sense? "
- "Go back and think about what would make sense. "
- "Do you know something about that word that can help you? "
Give the student feedback to acknowledge problem solving:
- If the child rereads and self-corrects his error: "I like the way you went back and fixed that mistake. That was good checking. " Or "I like the way you found out what was wrong all by yourself. "
- If a child rereads in a fluent and expressive manner: "I like the way you read that just as if you were talking. "
- If a child hesitates at an unknown word: "I like the way you stopped and checked that word. "
Gauge Reading Skills Through Writing
Analyzing students' writing for accuracy is a helpful tool in understanding what a child knows about letter sounds, directionality, spacing, letter clusters, capitalization, punctuation, and so on. I find it helpful to collect writing samples periodically to analyze what a child knows about the conventions of print. I record the information under specific categories, then use it to plan explicit teaching. For example, a youngster who repeatedly omits vowels in his or her writing would require extra attention in this area. After three years as a Reading Recovery teacher in Rhode Island, empowering children with a system of reading and writing strategies, I returned to the classroom prepared to offer early readers more than simply "sound it out. " Today, as a second-grade teacher in New York City, I still carry with me all the lessons I learned to make children more independent, confident readers. I now know that children like James can be saved from illiteracy — and the benefits are priceless. For information about training in Reading Recovery, contact the Ohio State University Reading Recovery Program, 200 Ramseyer Hall, 29 West Woodruff Avenue, Columbus, Ohio 43210-1177; 614-292-7807. For more Reading Recovery strategies, try the following books:
Apprenticeship in Literacy, by Linda J. Dorn, Cathy French, and Tammy Jones (Stenhouse, 1998). Word Matters, by Irene C. Fountas, Gay Su Pinnell, and Mary Ellen Giacobbe (Heinemann, 1998). Beyond Traditional Phonics, by Margaret Moustafa (Heinemann, 1997). An Observation Survey of Early Literacy Achievement, by Marie M. Clay (Heinemann, l993). Becoming Literate, by Marie M. Clay (Heinemann, 1991). | 001_6594727 | {
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"This book includes a wealth of practical ideas for the new teacher. Written from a mentor's point of view, it is an excellent resource with relevant topics, concrete real-life examples, and strategies that can be implemented immediately. "
—Jane Ching Fung, Kindergarten Teacher/Mentor, Alexander Science Center School, Los Angeles, CA
The field guide you need to become an effective teacher right from the start! A teacher's early years are marked as much by learning as by teaching. Unraveling the complexities of the students and the classroom can be a challenging process. This guide provides straightforward, practical, and upbeat advice for novice elementary teachers. Based on her years of experience working with student teachers and new teachers, Rhoda M. Samkoff demystifies the early stages of an education career and offers strategies for handling situations new teachers are likely to face. The book combines examples from real classrooms and advice from experienced teachers to cover a wide range of topics, including planning effective lessons, dealing with specific student behaviors, and communicating with parents. Chapters include:
- TIPS, or theory-into-practice strategies, that clearly outline workable solutions
- Frequently asked questions that address common concerns of new teachers
- Time-saving start-up materials, including forms, rubrics, and checklists
Filled with humor, wisdom, and encouragement throughout, In a Class of Your Own is like a mentor in your very own classroom. | 010_204854 | {
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To do a clean install of Windows 11, you need to create a bootable USB with Windows 11. Most modern PCs support loading the OS from a USB drive, and do not include an optical drive. There is nothing new in creating a bootable USB drive, but in case of Windows 11, you need to keep in mind its strict requirements. In case of Windows 11, Microsoft requires you to have UEFI, Secure Boot, and TPM 2. 0 to successfully install the OS. Also, its comes with a large file install. wim that is bigger than 4GB. Here is a limitation. UEFI requires you to have a FAT32 partition on the flash drive to boot from. However, FAT32 can't fit files larger than 4 GB in size. The solution here is to partition the USB drive and create two partitions. Usually I create one FAT32 partition to boot from, and one NTFS partition specially to store install. wim/install. esd. How to Create Bootable USB with Windows 11
To create a Windows 11 bootable USB, you need to partition your USB drive. This will remove all its contents. After that, you need to copy installation files in a certain way. Let's review these steps. 1) Partition USB drive
- Connect your USB drive to your computer. - Now, press Win + R keys to open the Run dialog, and type
- In the DiskPart console, type
- Note the number that matches the USB stick drive in the listing. For example, mine is Disk 3. - Enter the
select disk #command, where
#is the number of your USB drive. In my case it is
select disk 3. - Now, type
cleanto erase the drive contents and all existing partitions, and hit Enter.
create partition primary size=1000to create a new partition of 1GB. - After that, enter the
create partition primarywithout extra params to create yet another partition that will take the rest of the remaining drive space. select partition 1to select the first (1GB) partition. - Now, as you already learned, you need to format it with FAT32 as follows:
format fs=fat32 quick. - Assign it the X letter:
- Make it bootable with the command
- Now, select the second partition:
select partition 2. - Format it to NTFS using the command
format fs=ntfs quick. - Assign it the
You have successfully formatted your USB drive to make it bootable and compatible with Windows 11. It now contains two partitions:
- The one is Fat32, 1 GB. It has the
Xdrive letter in File Explorer.
- The other one is NTFS, it is a bigger partition formatted to NTFS. It will store the big install. wim/install. esd file. It has the
Yletter in the File Explorer.
You can now exit DiskPart by closing its console window, or with the
2) Copy Windows 11 Files to Bootable USB
- Double-click your Windows 11 ISO file to get it mounted in File Explorer. If it is associated to some other app, right-click it and select Mount from the context menu. - Copy everything except the
sourcesfolder to the
X:drive (the FAT32 one). - Copy the sources folder to the
Y: drive(the NTFS partition). - Now, create a new folder named sources on the
- Move the
Y:\sources(the NTFS partition) to the
X:\sourcesfolder (on the FAT32 partition). Note: Boot.wim is an image file that contains the files to launch the Windows 11 setup. Therefore, it must be located on a FAT32 partition in the Sources folder next to EFI, Boot, Bootmgr, bootmgr. efi, and other files. You are done! Finally you can connect the drive you just created to a target computer and start it from that USB drive. You can also use the bootable USB drive you have created to access the Windows Recovery Environment. Unlike restoring the environment running from an internal drive, it will not require you to sign in to your account for basic troubleshooting and system restore tasks. Finally, there is an alternative method that doesn't involve the DiskPart tool or direct drive partitioning. Using Windows Media Creation Tool
Microsoft ships its exclusive Windows Media Creation Tool app for every release of Windows.
Download Windows Media Creation Tool for Windows 11 using this link. Run the tool, and accept the license. On the next page, review the language and edition settings. If they are wrong, uncheck the Use the recommended options for this PC, and select the proper values in each drop-down menus. The Media Creation Tool app pre-select these values from your current operating system, so the defaults could be already fine. Finally, on the page "Choose which media to use", pick the option "USB Flash Drive" and specify your connected disk to proceed. Also, there are a number of third-party tools that can create bootable disks with Windows 11. The famous Rufus tool is one of the most popular apps. However, as of this writing, Rufus requires you to disable Secure Boot, which is a mandatory hardware requirement for Windows 11, and should not be avoided. Winaero greatly relies on your support. You can help the site keep bringing you interesting and useful content and software by using these options:
If you like this article, please share it using the buttons below. It won't take a lot from you, but it will help us grow. Thanks for your support! | 002_7210092 | {
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post-mortem examination or autopsy, systematic examination of a cadaver for study or for determining the cause of death. Post-mortems use many methodical procedures to determine the etiology and pathogenesis of diseases, for epidemologic purposes, for establishment of genetic causes, and for family counsel. Post-mortems may be performed at the request of the authorities in cases of unexplained and suspicious death or where death was not attended by a physician. In other circumstances post-mortem examination may be performed only with the consent of the deceased's family or with permission granted by the person himself before death. These examinations are more frequently being used for the acquiring of organs and tissues for transplantation. Valuable medical information can be learned from a post-mortem examination. Legionnaire's disease, for example, was discovered as a result of autopsies, and improved safety standards have resulted from the examination of the bodies of crash victims. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. | 011_641322 | {
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Space News Archive - June 10, 2007
Algeria, Libya and Tunisia have kicked off an ambitious water project called GEO-AQUIFER that will use satellite imagery to support the monitoring and sustainable management of their common, transboundary groundwater resources, bettering the living conditions of their population. - Like a worm in form or movement; vermiform; tortuous or sinuous; also, writhing or wriggling. - Like the track or trace of a worm; appearing as if worm-eaten; vermiculate. - Marked with fine, close-set, wavy or tortuous lines of color; vermiculated. - A form of rusticated masonry which is so wrought as to appear thickly indented with worm-tracks. | 002_6542699 | {
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Reference Site Map
º John Steinbeck, 1902-1968 - Author of The Grapes of Wrath
º Analysis, Critique, Reviews, and General Resources on The Grapes of Wrath
º Study Guides on The Grapes of Wrath
º Lesson Plans and Webquests on The Grapes of Wrath
º Movies, Videos, Images, Music Sites on The Grapes of Wrath
º Dust Bowl of the 1930s
º Miscellaneous Topics on The Grapes of Wrath
º Links to other The Grapes of Wrath Web Sites
Note: Some topics may be overlapped. |The Grapes of Wrath
20th Century Fox
Starring Henry Fonda
On the Road
to the Grapes
The Grapes of Wrath:
A Student Casebook
to Issues, Sources,
The Grapes of Wrath
and Other Writings
The Harvest Gypsies
The Long Valley
The Log from
the Sea of Cortez
|Readings on the
Grapes of Wrath
by Gary Wiener
to American Authors)
the Grapes of Wrath
(Bloom's Notes Series)
by Harold Bloom
The Grapes of Wrath
by Harold Bloom
|The Grapes of Wrath
(Ford at Fox Collection)
by Henry Fonda
The Grapes of Wrath:
Barbara A. Heavilin
|The Grapes of Wrath
(L.A. Theatre Works
(Audio CD 2002)
1940 John Steinbeck wins the Pullitzer prize. “To finish is sadness to a writer – a little death. He puts the last word down and it is done. But it isn’t really done. The story goes on and leaves the writer behind, for no story is ever done. ” Memorable years selected by alumni, Prifysgol Cymru, Aberystwyth, University of Wales.
About John Steinbeck. The National Steinbeck Center is home to a museum and library devoted to this winner of the Nobel Prize for Literature and the Pulitzer Prize. Biography of John Steinbeck, his Books & Movies, the relationship between Steinbeck and Salinas, Facts, Awards, & Honors, Museum Archives, John Steinbeck Exhibition Hall and Links.
A Bard for the Powerless: The Steinbeck Centennial by Lisa Rogers, Humanities, Nov./Dec. 2001, Vol. 22, No. 6. Biographical Sketch of John Steinbeck from John Steinbeck Collection - Steinbeck, John, 1902-1968, Collection, 1926-1977 - Harry Ransom Humanities Research Center, University of Texas, Austin.
Biography of John Steinbeck. Brief biography, chronology, homes and locations, Steinbeck country, Pigasus (the flying pig). A Brief Chronology of Events in John Steinbeck's Life, by Robert Harmon - in PDF, 6 pages. 1902-2002. Center for Steinbeck Studies, located at San José State University, is the largest Steinbeck archive in the world housing over 30,000 items including manuscripts, original letters, film memorabilia, and over 800 photographs. This site provides details of Steinbeck's life and work, his 1962 Nobel Prize Acceptance Speech, as well as a virtual tour of Steinbeck homes, locations, and Steinbeck country, Sources for Further Reading, and more. Early Twentieth Century - John Steinbeck (1902-1968). PAL - Perspectives in American Literature - A Research and Reference Guide. External links include: Steinbeck House - John Steinbeck's Birthplace and Boyhood Home. Internal links include: Primary Works, Selected Bibliography, The Grapes of Wrath (1939), and Study Questions.
John Ernst Steinbeck (1902–1968). Biography of Steinbeck from Oprah's Book Club. "What makes John Steinbeck so fascinating? His quirky personality? His unique world view? . . . A shy man. A class act. A visionary. An experimental writer. " Listen to Steinbeck Biography from NPR. Life and Times of John Steinbeck - Timeline. Steinbeck Goes to the Movies.
John Ernst Steinbeck (1902-1968). Birth: Feb. 27, 1902. Death: Dec. 20, 1968. Author. "He was a prolific writer who wrote scores of novels, short stories, anthologies and covered World War II as a war correspondent for the “New York Tribune”. His frequent topic was the plight of the misfits, homeless and the hopeless. " From Find a Grave Memorial, with photos. John Steinbeck. Biography from eNotes with photo. John Steinbeck FBI Files. View an actual Memorandum dated July 20, 1965: "Although he has never been investigated by the FBI, he wrote Attorney General Biddle in May, 1942, as follows: 'Do you suppose you could ask Edgar's boys to stop stepping on my heels? They think I am an enemy alien. It is getting tiresome. '"
John Steinbeck - Biography. Brief biography of John Steinbeck, Winner of the Nobel Prize in Literature 1962. Site includes Steinbeck's Presentation Speech, text of his Banquet Speech, and Other Resources.
John Steinbeck Collections from Stanford University Libraries.
The John Steinbeck Life, Books and Awards Timeline. Dates Books Published, Awards and Honors, Personal Life Events, from Monterey County California Regional Search Engine and Guide.
John Steinbeck: The Centennial by Clay Smith, Austin Chronicle. ". . . after The Grapes of Wrath was published, the governor of Oklahoma denounced it as unrealistic. A promotional article about Steinbeck from the Thirties loudly proclaims that 'America was proud of its front porch until John Steinbeck showed the backyard' . . . "
John Steinbeck: The Grapes of Wrath. Brief biography of Steinbeck and brief Summary of The Grapes of Wrath from AmericanWriters. org. A companion site for C-SPAN's special television series, created by Cable, offered as a Public Service. American Writers II: The 20th Century.
Meet the Writers: John Steinbeck. Biography and interview from Barnes & Noble.
Book-a-Minute Classics: The Grapes of Wrath. An ultra-condensed humorous synopsis. Summarizes the entire novel in one succinct sentence. The Grapes of Web is the contribution of Librarians' Index to the Internet (lii. org) to California's Statewide Reading Program. Topics include:John Steinbeck, The Dust Bowl, The Novel, The Great Depression, The Film, The New Deal, Music, Route 66, Humor, Oklahoma, Dorothea Lange, Agricultural Laborers, Book Clubs & Statewide Reading Projects, and Library Programs.
"Grapes of Wrath" Banned in Kern County. A short article by Elise Palos Roadsigns on the 1939 decision to ban Steinbeck's novel in the public schools and libraries in Kern County, California. Please note the following correction from Elise Palos, English teacher, East Bakersfield High School, Bakersfield, CA: The original website that reprinted this article from the California Historian has an incorrect version. The second and third sentences of the first paragraph should read as the following: "The inside cover of the novel states, 'It electrified an America still convalescing from the depression. '1 Communicating ideas that many people were, at the least, uncomfortable with, this electricity caused the Kern County Board of Supervisors to ban the book in the county's public schools and libraries on August 22, 1939. "2
Selections for Discussion from The Great Books Foundation: The Grapes of Wrath, Of Mice and Men, and The Pearl. Discussion Questions for the Grapes of Wrath include:
Steinbeck Bibliography: Grapes of Wrath Criticism. Annotated bibliography of 18 critical articles, arranged in alphabetical order by critics from to August to Wiener, e. g. August, Eugene. “Our Stories/Our Selves: The American Dream Remembered in John Steinbeck’s The Grapes of Wrath.” University of Dayton Review 23. 3 (1996): 5-17. Wiener, Gary, ed. Readings on The Grapes of Wrath. Greenhaven Press Lit. Companion to Amer. Lit. San Diego: Greenhaven, 1999. Steinbeck: The Grapes of Wrath from Western Washington University. Includes Book Blurb from Penguin 1976: "The epic story of the Joad family's migration from the Oklahoma dust bowl to the promised land of California," Printing History, Main Characters, Dustjacket from the First Edition, Movie Poster (1940), Maps, Battle Hymn of the Republic, plus Notes and Links.
Steinbeck's Myth of the Okies by Keith Windschuttle. From The New Criterion Vol. 20, No. 10, June 2002. In this article, Windschuttle argues that the story in The Grapes of Wrath has little connection to the history of the Great Depression or the experience of the great majority of the Okies.
Why Read John Steinbeck? by Susan Shillinglaw, originally published in The Californian.
Book Club Questions for The Grapes of Wrath from The Martha Heasley Cox Center for Steinbeck Studies, San José State University.
Bookwolf Online Free Booknotes: The Grapes of Wrath. Contents: Context - Chapter Summaries and Interpretations, The Author, Characters, Chapters 1-30, and Questions. (Pop-up ads). ClassicNote on The Grapes of Wrath. Contents: About the Author John Steinbeck, Short Summary of the Novel, Full Summary and Analysis, Character List, Summary and Analysis of Chapters 1-30, plus Essays: Contrasting the Movie and Novel Form of the Grapes of Wrath, Four Pages of Fear, Hostility, and Exploitation, and All in the Family in The Grapes of Wrath.
Cliffsnotes: The Grapes of Wrath by John Steinbeck - Yahoo! Education. About the Author - Personal Background, About the Novel - A Brief Synopsis, Critical Commentaries - Chapters 1-30. Steinbeck's the Grapes of Wrath (Cliffs Notes)
The Grapes of Wrath by Ed Stephan of Western Washington University, Bellingham WA. Site provides excellent resources for the serious scholar. Includes detailed analysis of the novel, complete with chapter by chapter plot summary and descriptions of major characters. You will also find an illustration of the Dustjacket from the First Edition, Movie Poster (1940), Map showing places mentioned in Chapter 12 of The Grapes of Wrath, another colorful map showing the setting for Chapters 18-30, Notes and Links to the Bible - Revelation 14:19, Migrant Labor Camp Photographs, 1935-6, 1940 Grapes of Wrath movie directed by John Ford, Smithsonian's Dust Bowl exhibit and Dustbowl Storm video, Historic Route 66, and more. Grapes of Wrath by John Steinbeck. A Reading Group Guide from ReadingGroupGuides. com. About This Book, Discussion Questions, For Further Reflection.
Grapes of Wrath eNotes. Contents: Grapes of Wrath: Introduction, John Steinbeck Biography, List of Characters, Historical Background, Chapter-by-Chapter Summary, Discussion and Analysis (Chapter-by-Chapter Critical Commentary), Character Analysis, Complete Critical Essays on Various Topics, Chapter Quizzes (Chapter-by-Chapter Questions and Answers), Suggested Essay Topics, and Sample Essay Outlines.
PinkMonkey Literature Notes on The Grapes of Wrath edited by Diane Sauder. An excellent source for an organized and structured study of the novel. Contents: Key Literary Elements covering Setting, Characters, Conflict, Plot, Themes, Mood, Background Information, and Literary/Historical Information. Chapter Summaries with Notes - Chapters 1-30, Overall Analyses of Characters, Plot, and Themes, plus Study Questions, Bibliography, as well as Comment on the study of Literature.
Schmoop.com. The Grapes of Wrath by John Steinbeck: Analysis, summary, chapter-by-chapter, themes, characters, notes, study questions, literature. SparkNotes: The Grapes of Wrath by John Steinbeck. Contents: Context, Plot Overview, Characters, Character Analysis, Themes, Chapters 1 - 30, Quotations, Facts, Study Questions and Essay Topics, Quiz, and Further Reading.
Summary of The Grapes of Wrath (1939). A very short summary from The Martha Heasley Cox Center for Steinbeck Studies, San José State University.
Character Sketches Assignment. Quote and profile the characters named: Tom Joad, Casy, Ma, Pa, Uncle John, Al, Connie and Rose of Sharon, Granma and Grampa, Ruthie and Winfield, The Wilsons, Herb Turnbull, Muley, One eyed man, Noah, Grapes theme, Okies. Reference: Writing a Character Profile: Some headings to plan your profile, Possible criteria to judge your profile. Creating Dramatic Monologues from "The Grapes of Wrath" from DiscoverySchool. com. Objectives of lesson plans designed for Grades 9-12 are: Students will understand the universal nature of Steinbeck's characters' struggles and some of the complex forces affecting their lives; and the value of primary source material in presenting an authentic picture of an given period in history. Detailed lesson plans include procedures, adaptions, discussions questions, plus other valuable resources e. g. video clip, vocabulary where you can hear the words (e. g. arable, harrowing, migrant, viracity, vigilante) pronounced and used in a sentence, links to relevant sites, and more. The Grapes of Wrath - Scrapbooks and Artifacts: Ethnographic Field Studies in Fiction. Teacher Lesson Plan by Linda and David Lackey. Recommended Grade Level: 11-12. Teacher's Guide: Introduction to American Memory, Lesson 1: Ethnography, Lesson 2: Photo Analysis, Lesson 3: Oral History, Lesson 4: Material Artifacts and Textual Support, Lesson 5: Museum Exhibition.
"The Grapes of Wrath" (1939) Study Site. Assessment of this webquest will be by critical essay at the end of the unit. Materials and teacher resources owned and maintained by G. Smith of Brisbane, Australia. Accompanying Resource Book contains essential resouces, worksheets and assignment tasks. Contents: Teaching Programme, Structure and Orientation, Notes on the John Steinbeck video, Character profiles worksheet, Worksheet 1: reading journal entry, Worksheet 2: the turtle chapter, Notes to follow the video, Summaries, Readers' Forum, grapesviews2, Themes in this novel, Cover illustrations, Essay Topics, Model essay on its theme and structure, Overview writing exercise. Learning Guide to: The Grapes of Wrath. From Teach with Movies. States the educational values and benefits for selecting this film: "This film is an introduction to the Great Depression. It explores the stress of hard times on a family and the oppression of migrant workers by large landowners. " Designed for students Grade 6 and up. Provides clear and concise background information on the historical context of the 1940 movie. Includes discussion questions, words and phrases, ethical emphasis, and links to other lesson plans. Life in the 1930s: The Great Depression. An Internet WebQuest on The Great Depression by Paige G. Elliott, Fuquay-Varina High School, Fuquay-Varina, NC. "It is my [Webquest creator's] hope that you will consider others' perceptions in addition to your own. After all, 'perception is reality. '"
Teacher Cyberguide: The Grapes of Wrath by John Steinbeck from San Diego County Office of Education. Originally written by Scott Burkhalter, revised by Mary Jewell. Consists of 5 activities designed to provide students with an appreciation of the plight of refugees. Focus on Dust Bowl and Kosovo refugees in an attempt to recognize similarities and differences. Woody Guthrie and The Grapes of Wrath. Rationale for lesson plan: Studying the music of Woody Guthrie along with John Steinbeck's The Grapes of Wrath will enhance students' understanding of both works and of the historical conditions which produced them. Students will see how these artists drew inspiration from the common people and how both attempted to use their art as agents of social change. Objectives: Students will recognize thematic parallels between Woody Guthrie's music and Steinbeck's novel; develop an appreciation for The Grapes of Wrath and the music of Woody Guthrie, (Tom Joad Lyrics) as works of art and historical documents; and explore the idea of the "American spirit. "
Woody Guthrie Dust Bowl Ballads. Background, Song List includes lyrics: Blowin' Down This Old Dusty Road (1930s), (If You Ain't Got the) Do Re Mi (1937), Dust Bowl Blues (1930s), Dust Bowl Refugee(s) (1938), Dust Can't Kill Me (1938), Dust Pneumonia Blues (1938), Dusty Old Dust (So Long, It's Been Good to Know Yuh) (1935), The Great Dust Sotrm (dust Storm Disaster) (1930s), I Ain't Got No Home (1938), Pretty Boy Floyd (Mar 1939), Talking Dust Bowl (1930s), Tom Joad (1940), and Vigilante Man (1930s). An American Classic: John Steinbeck's The Grapes of Wrath - First Edition. Intact with original beige cloth, original dust jacket. New York: Viking Press, (1939). $3000. The Grapes of Wrath from Top 100 Movie Lists. Includes a poster, photos, sound bites on "I'll be all around in the dark" in Henry Fonda's voice, More Memorable quotes, plus a short Review by Aaron Caldwell.
The Grapes of Wrath (1940) from Internet Movie Database (IMDB). Film directed by John Ford. Includes a Mini Biography of John Steinbeck, Photo gallery for The Grapes of Wrath (1940) starring Henry Fonda as Tom Joad, Plot Summary, Memorable Quotes from The Grapes of Wrath (1940), Amazon.com Reviews, Review by Jude Wanniski, Review by Brian Koller.
The Grapes of Wrath: Film, Film vs Book, Route 66. Site gives some background information about the 1940 John Ford film of The Grapes of Wrath, and mentions that Hollywood producer Daryl F. Zanuck paid Steinbeck $75,000 for the film rights to his novel within a month of its publication in March 1939. It discusses the differences between the film and the novel, and includes a history of Route 66. It points out that it was this novel "The Grapes of Wrath" that "served to immortalize Route 66 in the American consciousness. Hundreds of thousands of people migrated to California to escape the despair of the Dust Bowl, thus Route 66 symbolized the 'road to opportunity'". Site originates from the University of Vienna, Austria, as part of a course taught by a professor of English and American Studies. Course title: Roads in/of American Culture as Avenues of Cultural Studies.
The Grapes of Wrath (1940). Film site. Review by Tom Dirks.
The Grapes of Wrath: 'Present at the Creation' Looks Back on John Steinbeck's Epic from NPR. org. Provides background info on Steinbeck's experience with migrant camps in 1930s, plus links to other resources. Here you can Listen to Brian Naylor's report on the story behind the creation of one of America's literary landmarks, Listen to Woody Guthrie's 1940 song Tom Joad, and Watch a video clip of the I'll be There scene from the 1940 film The Grapes of Wrath starring Henry Fonda.
"Migrant Mother" Photographs in the Farm by Dorothea Lange, made in February or March of 1f936 in Nipomo, California.
Trampling Out the Vintage: Reflections on John Steinbeck and "The Grapes of Wrath". Video. 29 minutes. From UCSD (University of California Television). "The Grapes of Wrath is arguably the most celebrated work of John Steinbeck's illustrious career, and both the play and film based on the novel are classics in their own right. Through archival material and interviews with noted Steinbeck scholars, Trampling Out the Vintage explores the genesis and history of Steinbeck's novel, and examines its perennial hold on the American imagination. "
the Dust Bowl:
The True Story
of the School
at Weedpatch Camp
by Jerry Stanley
The Southern Plains
in the 1930s
by Donald Worster
The Dust Bowl Migration
and Okie Culture
by James N. Gregory
|The Worst Hard Time:
The Untold Story of
Those Who Survived the
Great American Dust Bowl
by Timothy Egan
|Dust Bowl Migrants in
the American Imagination
by Charles J. Shindo
|The Journal of C. J. Jackson,
a Dust Bowl Migrant,
Oklahoma to California, 1935
(My Name Is America)
by William Durbin
|Survival in the Storm:
The Dust Bowl Diary
of Grace Edwards,
Dalhart, Texas 1935
(Dear America Series)
by Katelan Janke
|Driven from the Land:
The Story of
the Dust Bowl
by Milton Meltzer
|Dust Bowl Diary
Ann Marie Low
|The Green Coat:
A Tale from the
Dust Bowl Years
|Dust to Eat:
in the 1930s
(Golden Kite Awards)
by Michael L. Cooper
Dust Bowl: Men, Dirt and Depression by Mathew Paul Bonnifield.
About the Dust Bowl. Photos, map, and timeline. See also The Great Depression.
Drought in the Dust Bowl Years. Topics include: 1930s Drought Costs, and Lessons Learned: The Legacy of the 1930s Drought.
The Dust Bowl. Brief description with photos and Movie of a dust storm during the Dust Bowl.
The Dust Bowl from Humanities-Interactive.org. Click on thumbnails on the left to view larger images. The Dust Bowl and the Depression in American History - Photo Gallery by Debra McArthur of Parkville, Missouri.
The Dust Bowl During the Great Depression and World War II, 1929-1945 from The Learning Page, Library of Congress. See also
Dust Bowl History.
The Dust Bowl of Oklahoma. America's Story from America's Library.
Historical Perspective on Drought, Dodge City, Kansas.
Kansas in the Dust Bowl: We Aim to Stay by Susan Chaffin, from Voices: The Kansas Collection Online Magazine.
Life in the 1930s: The Great Depression. An Internet WebQuest on The Great Depression.
Living with Dust by Lynn Nelson, from Voices: The Kansas Collection Online Magazine.
Surviving the Dust Bowl - The American Experience. The 60-minute film "Surviving the Dust Bowl" may be ordered from PBS Home Video. Description: "A moving and poignant look at one of the damaging scourges to blight the United States. When the rains suddenly ceased in the summer of 1931, a period of black blizzards brought financial and emotional ruin to thousands of families in the Southern Plains. The dust bowl was America's worst ecological disaster. Featuring interviews with those who survived its terrible toll, Surviving the Dust Bowl is an emotional tribute to those who endured its traumatic consequences. " Site includes Special Features, Timeline of Dust Bowl, Map, Links to People & Events, and a Teacher's Guide.
Voices from the Dust Bowl. From American Folklife Center, Library of Congress. The Charles L. Todd and Robert Sonkin Migrant Worker Collection is an online presentation of the everyday life of residents of migrant work camps in central California in 1940 and 1941. Collection consists of audio recordings, photographs, manuscript materials, and publications. View the text of 113 Songs, Listen to recordings of these songs, Browse 363 Audio Titles, 23 Photographs, and Performers/Interviewees from A-Z. Includes The Migrant Experience.
Vocabulary Classic Texts: Grapes of Wrath. 88 words selected by Carey & Jan Cook from The Grapes of Wrath by John Steinbeck in order of appearance in five chapter groupings. Site aims to encourage study and provide opportunity for students to learn SAT-College Prep vocabulary in context. Weedpatch Camp (Arvin Federal Government Camp). "While writing The Grapes of Wrath, John Steinbeck lived in Bakersfield, California and based his book on Arvin Federal Government Camp which he portrayed as 'Weedpatch Camp.' This camp exists today and is still used by migrant workers. " Here you will see an interesting photo of a migrant "motorhome" of sorts, plus a collection of Web links relating to migrant laborers, e. g. Weedpatch Camp (History, Life in the Camp, Federal government role), Personal Reminiscences, Dust Bowl Festival, Dust Bowl Shop, Migrant Mother, Children of the Dust Bowl (book) - The True Story of Weedpatch School, Dust Bowl / Migrant Workers Bibliography, Voices from the Dust Bowl, and other related links. Site is accompanied with the music of "Blue eyes crying in the rain" in the background. Useful Links. Includes a 1938 photo of a view of the camp for citrus workers, San Joaquin Valley. Web links include: The Grapes of Web - A digital Companion to Reading "The Grapes of Wrath"; National Steinbeck Center; California Center for the Book; Penguin Books; Steinbeck centennial events; Center for Steinbeck Studies, San Jose State University; NPR: The Story behind the creation of "The Grapes of Wrath;" California Views: Collection of Historical Photographs; and Voices from the Dust Bowl: American Folklife Center, Library of Congress. | 006_3418828 | {
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Driving a motor vehicle implies assuming a duty of care so that everybody maintains their safety while on the road. Unfortunately, many drivers engage in reckless behaviors, endangering the lives of other drivers. You might experience high levels of confusion when you end up in a car accident. Not your fault. You respected all road regulations and still got injured due to another’s negligence and reckless behavior. Breaching the duty of care and harming others by engaging in dangerous behaviors while on the road will cause extensive damage and severe injuries, sometimes even death. Suppose you want to ensure that you stay safe while driving. In that case, here are nine common causes of car accidents and how you can prevent them. 1. Speeding Over Legal Limit
Speeding over the limit leads to dire consequences in traffic. Not only are faster vehicles more likely to crash, but the severity of the inflicted injuries will also be higher. Even if the faster vehicle manages to hit the brakes in time, the car will skid over a longer distance due to the laws of motion. 2. Driving Under the Influence
Being under the influence while driving increases the risk of colliding with another car. Substances such as alcohol or illicit drugs affect concentration, significantly reduce reaction time, and blur vision. You might not be able to react if something comes your way (animal, road hazard). 3. Distracted Driving
Distracted driving is increasingly becoming one of the most common causes of car accidents. Since technology and social media are on the rise, people have been using their phones to call, text and network while on the road. Using the phone while driving will decrease your attention span, increasing the chances of being involved in an accident. 4. Running Red Lights and Stop Signs
It can be tempting to run a red light or a stop sign when you rush to work, but it does not mean that you will arrive earlier. It has been proven that traffic jams happen due to drivers breaking the road rules at intersections. Speeding in an intersection increases your chances of crashing. 5. Driver’s Fatigue
When a driver experiences sleepiness, drowsiness, or exhaustion, their ability to drive safely decreases considerably. It is best practice to have a good rest before deciding to drive. 6. Weather Conditions
No one can predict the weather they will have while on the road, especially if you are planning a long drive. If you are surprised by bad weather conditions such as heavy rain, snow, or ice, you might need help continuing your trip safely. Additionally, fog and wind speed are factors that can lead to potential accidents. 7. Road Hazards
Roads that lack maintenance become hazards for drivers. The administration responsible for the road’s safety must use proper signage to ensure drivers are aware of the incoming hazards. 8. Vehicle Defects
It is always better to ensure that your car works appropriately before starting your trip. Otherwise, you risk remaining strained on the road. If you are driving at high speed, you might collide with other cars, inflicting extensive damage. 9. Animal Crossings
If you are driving through forests or wild areas, there is a high chance that you will encounter a wild animal crossing the road. Suppose you were distracted by other activities when you encountered the animal. In that case, you might not have the time to react and get into an accident. | 002_4571435 | {
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Drinking water ought to be clean and also secure. No matter that drinks it, it is necessary the water is secure as well as clean. Amongst animals, cows, the resource of milk and milk products in the UNITED STATE likewise needs to consume clean and secure water. The top quality of water is crucial to the production of milk amongst cows. It is noted that a cow can take in up to 25 gallons of drinking water everyday, however the amount can get minimal if the high quality of water it drinks is poor, implying it is being contaminated which affect the smell and also taste. Consuming alcohol water polluted with harmful microbes can similarly impact the milk manufacturing of milk cows. It is of critical significance that the drinking water for cows is without water-borne bacteria that can position threat to cows’ health and wellness. With this issue the demand for a reliable animals drinking water therapy since urgent. In dairy farms, where all microorganisms can harbor anytime which makes the cow’s susceptible to illness should be stopped. Consuming water troughs should be maintained clean since these water receptacles are the breeding premises of some coliform bacteria which do not only infect cows but humans too. Animals alcohol consumption water treatment should include this issue. According to Ray Hozalski of the Department of Civil Engineering, College of Minnesota, livestock drinking water treatment could be expensive depending on the contaminants that is targeted to eliminate. If the target of the animals alcohol consumption water treatment is to kill the hazardous microorganisms, what could be needed is simply sanitation. What will be required is desirable amount of chlorine to sanitize the water; this could be a little affordable compared with other water therapy methods. Ultraviolet light, which no more need chemical in dealing with alcohol consumption water, is one more option. Ultraviolet light has its very own constraint however on turbid water, water deposit is not consisted of in the disinfection procedure. Distillation like reverse osmosis is made use of in the removal of nitrate as well as sulfate content in water, nonetheless the former is not well bought due to the fact that it is expensive. There various other elements that require to be considered in dealing with alcohol consumption water for animals. Salinity and poisoning of the water need to be evaluated. Way too much salinity in drinking water can interfere with the water equilibrium in cows, which might possibly lead to fatality. Poisonous ions can likewise be harmful to the health and wellness of cows. Dairy farm proprietors must see to it that the drinking water therapy procedure for animals, specifically for cows, should be on top of the top priority list. It is necessary that animals like cows consume alcohol only clean and also risk-free water. This is to guarantee that dairy farm proprietors and also the general public can both delight in top quality milk products. | 001_6711967 | {
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Water on the Moon: Direct evidence from Chandrayaan-1's Moon Impact Probe
I've reported before about the detection of water on the surface of the Moon by the Chandrayaan-1 orbiter and the Deep Impact and Cassini spacecraft, but what I'm about to tell you about is actually more exciting: the direct detection of water in the lunar atmosphere by the Chandrayaan-1 Moon Impact Probe. The detection is reported in an article by R. Sridharan and coworkers in Planetary and Space Science.
First, a little background. Chandrayaan-1 was India's first (and, so far, only) interplanetary spacecraft (using the term "planet" loosely). It was launched toward the Moon on October 22, 2008 and entered orbit on November 8 of the same year. Along with its ten science instruments it carried a Moon Impact Probe (MIP), which was released on November 18, 2008 at an altitude of 100 kilometers from a position over the equatorial nearside. Over its 25-minute descent, the Moon Impact Probe gathered data with three instruments: a radar altimeter, a Visible Imaging Camera, and Chandra's Altitudinal Composition Explorer (CHACE), a mass spectrometer. CHACE gathered a total of 650 mass spectra during the 45 minutes that it operated, from 20 minutes before probe release until 15:01 UTC. During the descent, the Moon Impact Probe flew from north to south, eventually impacting the Moon near the south pole and the crater Shackleton.
ISRO / DoD / Phil Stooke
Mosaic of Chandrayaan-1 Moon Impact Probe images
The Chandrayaan-1 Moon Impact Probe carried three instruments, one of which was a camera. Because the Probe spun as it descended, the camera images also rotated, making it something of a challenge to mosaic the images. This mosaic was created by space geographer Phil Stooke by grabbing frames from a video of descent images and overlaying them on a Clementine mosaic. There is clear evidence for the presence of a substance with a mass of 18 atomic mass units -- assumed to be water -- in every CHACE spectrum. As the Moon Impact Probe descended and flew southward, CHACE saw the amount of 18-amu substance increase fairly steadily. At about 70 degrees south latitude, however, the abundance leveled off and actually declined steadily until the Moon Impact Probe struck the lunar surface at about 85 degrees south. ISRO / Sridharan, R., et al. Latitudinal variation in amu-18 measurement by CHACE, Chandrayaan-1 Moon Impact Probe
This figure depicts the latitudinal/altitudinal variation as observed by CHACE from 20 degrees south to the poles highlighting a steady increase in the H2O concentration that maximized around 60-70 degrees south latitude. The relative concentration of water-ice as detected by M3 depicting the steady increase in the concentration as one moved towards the poles. Treating the latitude of 43. 1 degrees south as the reference beyond which M3 had started detecting water ice, the relative variation of H2O as seen by CHACE is also depicted highlighting the complementary nature of the measurements from CHACE and M3. The fact that water was detected in every CHACE spectrum is a bit of a worry; one has to wonder about contamination within the instrument. Thus most of the content of the article consists of arguments that the detection of water is real. The main argument is that if there is any water being detected by CHACE, you would expect CHACE to detect a constant level or, in the worst case, a continuously increasing or decreasing level. The fact that CHACE detected first an increase and then a decrease in the amount of water in the lunar atmosphere is interpreted as evidence for the detection being real. What's odd is that the trend observed using CHACE is different from the trend observed using Chandrayaan-1's Moon Mineralogy Mapper (M3). M3saw the amount of water increasing steadily toward the pole where CHACE saw it decrease. Here's how Sridharan explained that:
CHACE directly samples the tenuous gaseous atmosphere while M3 looks for water ice on the top layers of the lunar regolith. If the water ice acts as a source due to, say, sublimation, which would be a strong function of temperature in the prevailing ultra high vacuum condition, then, in the absence of fresh sources during the measurement phase, the increase/decrease in the concentration measured by CHACE should be at the cost of what M3 has detected in the form of ice. | 001_2002596 | {
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“Body image. ” These are two words that have recently become commonplace in the media, whether they are used positively…or negatively. When you put the words together, what do they really mean? Do they conjure feelings of security, love, and value, or do they inflict feelings of shame and a desire to alter oneself? When I interviewed some friends and colleagues, they told me, “body image is the feeling I get when I look in the mirror and how that makes me feel. ” I think that is a good place to start because a lot of us tend to base our feelings about our bodies on what we see visually. In this blog post, I would like to share with you the clinical ways that body image is determined. Body image is the perception that a person has of their physical self and the thoughts and feelings that result from that perception. These feelings can be positive, negative or both, and are influenced by individual and environmental factors. Body image is determined by 4 factors:
1. How you SEE your body is your perceptual body image. This is not always a correct representation of how you actually look. For example, a person may perceive themselves as overweight when they are actually underweight. 2. The way you FEEL about your body is your affective body image. This relates to the amount of satisfaction or dissatisfaction you feel about your shape, weight, and individual body parts. 3. The way you THINK about your body is your cognitive body image. This can lead to preoccupation with body shape and weight. 4. Behaviors in which you engage as a result of your body image encompass your behavioral body image. When a person is dissatisfied with the way he/she looks, they may isolate themselves because they feel bad about their appearance. Now that you have your “body image cheat sheet,” does it give you a better understanding of how you perceive your own body and thoughts? Did any of the four aspects resonate with you? | 001_6505880 | {
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If honey was introduced into medical schools it could solve some very nasty ailments and provide an alternative to expensive, less effective methods of treatment. Studies have been done and documented on how RAW honey can be used in the treatment of open seeping wounds. Raw honey is especially useful and has amazing healing powers when eaten and applied to the open cut or gash directly. Studies have shown that honey not only helps to repair the skin and the wound but also prevents secondary infections. How can this be possible? Raw honey, the kind taken straight from the hive to the bottle, contains natural bacteria. Honey also infuses the properties of the source of the nectar and pollen from which these components of honey were collected. Honey is particularly well suited in treatment of seeping wounds and head wounds where the bleeding is not easy to stop. We go into more detail on the application and benefits of honey in this type of treatment. You can also see the results from tests done in a scientific environment when honey treatment is compared to that of salt and other salves when treating an open cut. What other medical uses can honey be used for? Well, it certainly can ease a sore throat and help with a cough. It goes well with most teas as an alternative to sugar. Some diabetics are able to eat honey and substitute sugar with honey as it is already digested by the bees in the process. Be sure to consult your doctor before doing this. Honey is generally a type of natural sugar that the body doesn’t need to digest or breakdown. This is one reason why it can be eaten by some levels of diabetics. No insulin is required to convert the sugars into manageable food stuffs for the body’s cells. This is because honey is digested during the honey making process by the worker bees and then stored in honey cells to ripen. So, when we eat honey it is already processed and is accepted directly into the blood stream! Honey is good for the hair as a treatment. Many shampoos include honey or an extract of honey for treatment. It can help with treatment of a dry scalp for instance. For more info on the medicinal uses of honey and other Bee products, why don’t you go check out our book on Bee Medicine and Remedies.
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We Reveal Some More Facts about “How Much Money Bee Removals Pay Out “! What makes money:
- Depending on where you are in the world, Bee Removals should fetch a Pay Cheque (check) of say US$20 (R300) to US$45 (R750 in South Africa) per removal in cash! - Consider that you need the Bee Removal Kit in order to offer this service to your local community
- Once you are set up and start doing Bee Removals you can get busy! - You could end up doing 2-3 Bee Removal Calls a day in the summer time. - Every time you Do a Bee Removal Call out you earn money. As long as you have a respectful customer. Some dont like paying…
- A Bee Removal Call out also earns you honey and some times a completely F.REE colony! - Be aware, you can also earn yourself bee stings! - Not only can you remove Bee Swarms and Colonies but Wasp nests as well. - We show you how you can add Bee Rem
Take some time to check out the new book about Bee Removals 101! “Bee Products For Money” is our next book in the Practical Beekeeping series, so keep an eye out for it. The Practical Beekeeping – bee book with 60 pages of info, knowledge and experience to put to your benefit! In addition to the Practical Beekeeping Tips mentioned above, you also get indepth knowledge passed on to you from years of beekeeping experience so you can use it to fast track your beekeeping business. For Beginners, Start your own honey farm now! The Practical Beekeeping – a bee book with 60 pages of info, knowledge and experience to put to your benefit! This offer was $27 but I know how important bees are to our existence so I am making it available now for only $17! ! Add Practical Bee Book to cart
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Delivery time will vary depending on the type and quality of computer equipment and internet connection. The file size of the eBook is 1. 97MB. Something to note…
You will also need beekeeping equipment like a beekeeper’s bee suit, a smoker, a hive tool and at least one bee hive in order to start practical beekeeping. To contact us send email to:info @ beeware. co. za
P.S. I am a beekeeper and have been one for many years. I keep my own hives in locations close to where I live on smallholdings in the area. I do this by asking permission from the land owners while also giving them a briefing on the safety issues and my best practices. P.S.S I also do bee removals for an additional income. This is a great income earner… and in my next ebook I will introduce you to the fantastic income streams a beekeeper can tap into straight from the get go! P.S.S I get about 200Kg of bee honey produced by my small collection of privately owned and manageable colonies. This is equivalent of 200 x $6 which totals $1200 (Or R10,000) twice a year. That’s only considering the honey I sell to friends and local food stalls at a premium. P.S.S.S I also make money from making and selling beeswax candles. I also burn these sweet smelling candles in my own home. These are a delicasy in terms of beeswax because beeswax is hard to come by. Many beekeepers recycle their beeswax and put it back into their bee hives. I use mine to sell as pure beeswax candles. I get $4. 50 or R35 per beeswax candle and I generally sell around 100 per year. | 001_3499883 | {
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|Posted by Tyler LeBaron on August 12, 2013 at 9:45 PM||comments (1)|
pH is different than acidity. pH is just a measurement of the activity of the H3O+ ion. Acidity is an intrinsic property of the molecule and has reference the its pKa. In other words one molecule like HCl will become H+ and Cl- virtually 100% in water (pKa -9. 3), but something like acetic acid will not. It has a pKa of 4. 76 thus at a pH of 4. 76 there is an equal amount of acetic acid and acetate (CH3CO2H = CH3CO2-). pH is also different than alkalinity. Alkalinity is simply a term that denotes a waters capacity to neutralize an acid. Think about this, add a couple tablespoons of baking powder (pH only 8 or so) to a glass of tap water and then see how much of that is needed to neutralize a small amount of soda (you will see very little). Conversely test to see how much ERW at a pH of 11. 5 is needed to neutralize the same amount of soda (significantly more). Thus the ERW may have a high pH but very low alkalinity and the EOW may have a low pH, but a very low acidity. (Note that acidity and alkalinity are not opposites, and are both should not be confused with pH)
|Posted by Tyler LeBaron on August 1, 2013 at 10:40 PM||comments (3)|
Just like a dozen is a unit of measurement and means 12, a mole means there are 6. 022 x10^23 atoms or molecules. 1 liter of neutral water contains 1x10-7 moles of OH- and 1x 10-7 moles of H+ ions and about 55. 5 moles of H2O. I liter of ERW at a pH of 10 contains 0. 0001 moles of OH- and 1x10-10 moles of H+ ions and about 55. 5 moles of H20. So at a higher pH we have more OH- (hydoxides) this is not a biological antioxidant nor a free radical it is a base meaning it can accept a H+ ion (OH- + H+→H2O). It is H2 gas that is the antioxidant. |Posted by Tyler LeBaron on July 15, 2013 at 7:30 PM||comments (6)|
Secrets to get the most benefit from the water! There are two research groups that helped from the basis of this approach. Professor Mami Noda's group from Kyushu University tested all the properties of ERW individually, their results clearly showed that the only property that had any affect (on their disease model)l was the hydrogen gas. Therefore, if you don't drink the water fresh you are not going to get enough hydrogen gas to help (because it rapidly leaves the water). Along the same lines, if you only drink say 1/4th a cup of the water you are only going to ingest very small amounts of hydrogen gas. This small amount of hydrogen gas is then diluted into the over 10 gallons of water in the human body, so by the time it reaches the cells in the brain and feet there is hardly enough to exert any benefit at all. That is why people find they have to drink a lot of water (around a gallon a day) before they start seeing benefits. Professor Kinji Ohno's group from Nagoya University (where I was at) demonstrated that only intermittent hydrogen gas exposure was effective as opposed to a continuous administration. So it is better to drink a lot at once (intermittently) as opposed to sipping on a little here and there throughout the day (continuous administration). This is for two reasons:
1) Sipping a small amount of water (and thus only getting a tiny amount of hydrogen gas, which is diluted in the bodies 10 gallons of water), will not result in a sufficient hydrogen gas concentration at the cellular level to exert the benefits. 2) It appears that the body (or cells) may build a tolerance and then the hydrogen doesn't have an effect anymore. Similar to hearing a constant noise (e. g. washing machine) at first you notice it very easily, but then pretty soon you aren't even aware of the sound anymore. But if the sound had been intermittent as opposed to continuous then you would notice it each and every time (e. g. a clock that sounds on the hour). It may be the most effective for you to:
1) Drink the water fresh to assure adequate hydrogen gas concentration in the water. 2) Drink a lot of water everyday to assure you are getting enough hydrogen gas to your body. 3) Drink a lot at once (intermittent) a few times a day as opposed to sipping (continuous), to assure that:
a) The hydrogen gas is high enough at a cellular level
b) You don't become insensitive or tolerant | 011_2375911 | {
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The day when Russia made a U-turn on its way to West
After centuries of warfare in Europe, the second half of the 20th century brought what seemed to be a long-awaited tranquility to the continent. When the Berlin Wall was dismantled in 1990, many thought a large-scale military action would never repeat itself in the heart of human civilisation forever. They were wrong. Right on the threshold of the new millennium on March 24, 1999, 7pm GMT armed military aircraft were once again in the European skies. Ironically, for German Luftwaffe (air forces) bombings of the then Yugoslavia were the first actions since World War II. Thirteen NATO members provided their aircraft for the operation called Allied Force: Belgium, Canada, Denmark, France, Germany, Italy, Netherlands, Norway, Portugal, Spain, Turkey, UK and the U.S.
Opposing this selection of the richest and most developed countries of the world was the lone Serbia (Montenegro – then part of Yugoslavia chose not to participate in the conflict and was left unharmed). Outnumbered and outpowered
It took less than 24 hours to get a clear glimpse on the outcome of the “war” – though the usage of this term is arguable, in regard to an operation led by more than 1,000 aircraft against a country subject to a UN arms embargo and using only 14 MiG-29 designed back in the 1970s to protect itself. The word “battering” is probably more suited to describe what happened in the spring of 1999. During the very first day NATO forces hit some 53 air-defence targets, leaving the former Yugoslavia stark naked before their future attacks. And then it went on from military targets – airfields, command and control sites, barracks, headquarters (particularly that of the special police) – to infrastructure: oil refineries, energy storages, power plants, bridges, railway junctions, TV facilities and rebroadcasting transmitters were deliberately destroyed en masse. Numerous homes, refugee convoys, a bus, train and a hospital were hit by stray bombs. “My house in Belgrade is in the very centre. Some 150 metres away in one direction was the heavily bombed headquarters of the Yugoslav Army. Just as far in another direction, the TV broadcasting centre was also bombed. The tallest building in the city, 101-metre-long BeograÄ‘anka, situated right next to us also had a TV facility and, thus, was also a potential target, so we spent days expecting it to crumble right on our heads,” Serbia’s Ambassador in Moscow Jelica Kurjak recalled, speaking at a talk show in Moscow.
Belgrade after NATO strike (AFP Photo / DOD)
Many other Serbs, confess that the sound of air-raid alerts still haunt them at nights. “My first question was: ‘Is this some sort of a drill? ’ My sister calmly responded: ‘No, otherwise we’d hear an announcement on TV. The war is here. ’ We just sat in the living room, looking at each other. Now what? Should we go somewhere? Where could that be? Some sort of bunker? In the end we stayed in the living-room till the morning,” Masha Jerenic, a Belgrade native recalls. No whipping boys
Despite being in no position to comprehend the enemy, let alone combat it, Serbia was in no rush to give up. A month of bombings was obviously not enough to overcome the notorious Serbian stubbornness that had survived five centuries of Turkish occupation. An inventive Serb anti-aircraft missile battery commander managed to hand the U.S. Air Force one of its most spectacular losses. Tweaking an old Soviet surface-to-air missile he became the first soldier to shoot down an F-117 stealth fighter. At a Washington conference on April 23 that year, NATO decided to up the tempo. Shifting from an 8-hour schedule of bombings to a 24-hour one NATO forces now aimed to hamper the supplies of the then Yugoslav Army that was stationed in Kosovo to protect the country’s territorial integrity. Long-range cruise missiles were fired from the U.S. and UK fleets in the Adriatic sea. Serbia claims to have evidence of the usage of cluster bombs, graphite bombs and depleted uranium, which contradicts international law on the use of radioactive weapons. According to Kurjak, there has been a surge of cancer in the southern areas near the towns of Nis and Leskovac, where uranium was used. AFP quotes unnamed European non-governmental groups, that say handling the depleted uranium arms for NATO caused the death of “dozens of Italian soldiers”. Dr. Jasmina Vujic from the Department of Nuclear Engineering at Berkeley University of California told RT that uranium can still be found in the areas of the attacks. Eventually NATO bombings – called in official statements a “humanitarian intervention” – managed to disrupt the then Yugoslav infrastructure to a level that the country’s leadership had little choice, but to withdraw from Kosovo.
The bombings also claimed the lives of 489-1,200 civilians, according to various estimates (the smallest figures are from the U.S.-based Human Rights, while the larger ones are from the ex-Yugoslav authorities). Lost causes of “war”, literally
NATO’s ultimate goal was evident even back then, and today it is a fact: to build a platform for the future unilateral independence of Kosovo.
However, at the time their main demands were for Serbs to withdraw their forces from Kosovo, leave the region under international military control and a political framework for solving the Kosovo problem to be established. The latter had to be based on Rambouillet Accords, which Serbia hadn't endorsed. AFP Photo / Andrej Isakovic
The main area of controversy was the international body that was to take control of Kosovo. While Serbia and Russia insisted that it should be the UN; Albania, the U.S. and UK chose NATO. An experienced U.S. politician, ex-Secretary of State Henry Kissinger had this comment about the accords:
“The Rambouillet text, which called on Serbia to admit NATO troops throughout Yugoslavia, was a provocation, an excuse to start bombing. Rambouillet is not a document that an angelic Serb could have accepted. It was a terrible diplomatic document that should never have been presented in that form”. Another event that was named as a pretext for the bombings was the RaÄÂak massacre – an alleged brutal killing of 40-45 Albanians in a Kosovan village. Though people were found guilty and sentenced for the incident, we have to consider it alleged, due to gross discrepancies in the investigation. First of all, William Walker – a U.S. head of a local peacekeeping mission at the time – testified to having seen the bodies, but not the killing or the killers. Also Walker, who subsequently became an honorary citizen of Albania, made phone calls to senior U.S. statesmen saying he had discovered a justification for a NATO war. Its believed he forgot about these calls during his testimony. In February 2002, the German ARD broadcast a controversial documentary which accused the then German defence minister of manipulating facts about the RaÄÂak killings in order to gain support from the public and parliament for Germany’s involvement in the “war”. While he was Russia’s representative at the UN Security Counsel, current Foreign Minister Sergey Lavrov had on many occasions demanded to see the final report on the RaÄÂak killings made by Finnish forensics. After being refused it for various reasons, he was finally told by the prosecutor of the International Criminal Tribunal for the former Yugoslavia Carla del Ponte that the report was lost. And finally – in October 2008 the Finnish pathologist who had conducted the above report, stated that she had been pressured both by the Finnish Ministry of Foreign Affairs, and by Walker to modify its contents, in order to make more explicit the role of Serb troops in the incident. She refused to do so. While for Serbia March 24 was a day of defeat, for Russia it became a day of disillusionment with the West and made a U-turn from it: both figuratively and literally. Evgeny Primakov – the Russian Prime-Minister at the time and, due to the precarious health condition of Boris Yeltsin, the main figure of Russia’s politics – was on his way to Washington, when the bombings began. Primakov went to hold talks with his U.S. counterpart Albert Gore about a $5 billion IMF credit for Russia, and various deals worth another $10 billion. The talks never happened, because Primakov took a sweep halfway through, neglecting the $15 billion potential loss. Before that day Russia was a typical post-socialist transition economy firmly committed to becoming an open market. Back then Russia had humbly accepted its role as a Monopoly player, who entered the game some 70 laps late. After March 24 the Monopoly gradually started turning into Risk.
On June 12, immediately after a ceasefire was reached, Russian spetsnaz took Kosovo’s Slatina airport, leaving British NATO forces bemused as they became the first peacekeepers in the region. A bold decision to singlehandedly turn a NATO peacekeeping operation into a UN one, by just going there and assuming control, could’ve become the first act of World War III there and then. But it was an adequate reaction to NATO’s intentions to shape the geopolitical map the way it wanted. Ten years on, Russia is still committed to finding a peaceful solution within the UN framework. Essentially we are talking about one that doesn’t involve breaching Serbia’s territorial integrity. Ruben Zarbabyan, RT | 008_6695252 | {
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In mathematics, a matrix (plural: matrices) is a rectangular table of cells of numbers, with rows and columns. The rows are each left-to-right (horizontal) lines, and the columns go top-to-bottom (vertical). The top-left cell is at row 1, column 1 (see diagram at right). There are rules for adding, subtracting and "multiplying" matrices together, but the rules are different than for numbers. As an example, does not always give the same result as , which is the case for the multiplication of ordinary numbers. A matrix can have more than 2 dimensions, such as a 3D matrix. Also, a matrix can be one-dimensional, as a single row or column. Many natural sciences use matrices quite a lot. In many universities, courses about matrices (usually called linear algebra) are taught very early, sometimes even in the first year of studies. Matrices are also very common in computer science. Definitions and notations[change | change source]
The horizontal lines in a matrix are called rows and the vertical lines are called columns. A matrix with m rows and n columns is called an m-by-n matrix (or m×n matrix) and m and n are called its dimensions. The places in the matrix where the numbers are is called entries. The entry of a matrix A that lies in the row number i and column number j is called the i,j entry of A. This is written as A[i,j] or ai,j. We write to define an m × n matrix A with each entry in the matrix called ai,j for all 1 ≤ i ≤ m and 1 ≤ j ≤ n. Example[change | change source]
is a 4×3 matrix. This matrix has m=4 rows, and n=3 columns. The element A[2,3] or a2,3 is 7. Operations[change | change source]
Addition[change | change source]
The sum of two matrices is the matrix, which (i,j)-th entry is equal to the sum of the (i,j)-th entries of two matrices:
The two matrices have the same dimensions. Here is true. Multiplication of two matrices[change | change source]
The multiplication of two matrices is a bit more complicated:
So with Numbers:
- two matrices can be multiplied with each other even if they have different dimensions, as long as the number of columns in the first matrix is equal to the number of rows in the second matrix. - the result of the multiplication, called the product, is another matrix with the same number of rows as the first matrix and the same number of columns as the second matrix. - the multiplication of matrices is not commutative, which means in general that
- the multiplication of matrices is associative, which means that
Special matrices[change | change source]
There are some matrices that are special. Square matrix[change | change source]
A square matrix has the same number of rows as columns, so m=n. An example of a square matrix is
This matrix has 3 rows and 3 columns: m=n=3. Identity[change | change source]
Every square dimension set of a matrix has a special counterpart called an "identity matrix". The identity matrix has nothing but zeroes except on the main diagonal, where there are all ones. For example:
is an identity matrix. There is exactly one identity matrix for each square dimension set. An identity matrix is special because when multiplying any matrix by the identity matrix, the result is always the original matrix with no change. Inverse matrix[change | change source]
An inverse matrix is a matrix that, when multiplied by another matrix, equals the identity matrix. For example:
is the inverse of . One column matrix[change | change source]
A matrix, that has many rows, but only one column, is called a column vector. Determinants[change | change source]
The determinant takes a square matrix and returns a number. To understand what the number means, take each column of the matrix and draw it as a vector. The parallelogram drawn by those vectors has an area, which is the determinant. For all 2x2 matrices, the formula is very simple:
For 3x3 matrices the formula is more complicated:
There are no simple formulas for the determinants of larger matrices, and many computer programmers study how to get computers to quickly find large determinants. Properties of determinants[change | change source]
There are three rules that all determinants follow. These are:
- The determinant of an identity matrix is 1
- If two rows or two columns of the matrix are exchanged, then the determinant is multiplied by -1. Mathematicians call this alternating. - If all the numbers in one row or column are multiplied by another number n, then the determinant is multiplied by n. Also, if a matrix M has a column v that is the sum of two column matrices and , then the determinant of M is the sum of the determinants of M with in place of v and M with in place of v. These two conditions are called multi-linearity. Other websites[change | change source]
|The English Wikibook Linear Algebra has more information on:|
|Wikiversity has more on: Matrices at|
- MacTutor: Matrices and determinants
- Matrices and Linear Algebra on the Earliest Uses Pages
- Earliest Uses of Symbols for Matrices and Vectors
- Online books
- Kaw, Autar K., Introduction to Matrix Algebra,
- Brookes, M. (2005), The Matrix Reference Manual, London: Imperial College, http://www.ee.ic.ac.uk/hp/staff/dmb/matrix/intro.html, retrieved 12/10/2008 | 004_3705739 | {
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Many teens and parents may be looking now at driver education options, including online driver education, to prepare for summer when teens typically do much of their driving. But how do novice teen drivers and parents go about determining whether online driving education is appropriate? And how does one select an online driver education program? Much of the same research that goes into selecting traditional driver education with classroom and behind-the-wheel instruction can be applied to selecting a quality online driver education course, according to the Automobile Club of Southern California’s Driving School Manager Melissa Vega.
Both types of driver education programs should have the same goal, Vega said: to prepare student drivers to understand the rules of the road and also to prepare them for behind-the-wheel instruction. “The reason why this is so critical is that motor vehicle crashes are the leading cause of death for teens age 16-19,” she said. Teen Driver Risks
The risks California teens face are real: In California, according to the Office for Traffic Safety, teen motor vehicle fatalities for teens (age 16-19) increased nearly two percent from 2013 to 2014. And teen driver fatalities age 16-19 increased 26. 4 percent from 72 in 2013 to 91 in 2014. Males make up 76 percent of teen driver fatalities. “Quality instruction, including online instruction, is necessary for safe driving and learning good driving habits,” said Vega. “It could save a life. So it’s important for parents to be fully invested in their teen's driving instruction, especially if it’s online education as well as in-car lessons and supervised practice. ”
Laying a good foundation of driver education and behind-the-wheel driving skills will help young drivers later on with resisting poor driver behavior like texting while driving, running red lights and speeding, which the AAA Foundation for Traffic Safety recently found to be exhibited by millennial drivers (ages 19-24) – earning them the top spot for the worst behaved U.S. drivers. The Auto Club’s Vega recommends researching and identifying the best online driver education program, and that parents and teens:
Ask friends and family. Don’t just ask for the name of the online education program, but why it was selected and what features it had for successful understanding of the “rules of the road. ”
Ensure quality online content. Make sure that the curriculum is state-approved and that there are structured lesson plans that the teen can move through at a steady pace. Quality programs incorporate interactive activities, videos and quizzes, according to Vega. Ensure that teens absorb online lessons gradually. Teens cannot incorporate all the online driver education components in one day or even one week, said Vega.
Check the Dept. of Motor Vehicles web site. Look under the Occupational Licensing area https://www.dmv.ca.gov/portal/dmv/detail/portal/olinq2/welcome to confirm the school license, plus any administrative actions. It will also specifically state the school is licensed to provide online instruction and classes. Find a school that emphasizes learning. The goal should be to understand the rules of the road, and to be prepared for behind-the-wheel training and supervised practice, not just getting sufficient information to pass the Dept. of Motor Vehicles exam to be issued a permit. Find an online driver education program that’s been around. Online driver education schools can come and go, but typically quality programs last longer. Check references and complaints. Check with the Better Business Bureau for any complaints against the school. Ask for references of previous students and parents that can be called about their experience with the online driver education program. | 008_4064684 | {
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Bruce Bartlett held senior policy roles in the Reagan and George H.W. Bush administrations and served on the staffs of Representatives Jack Kemp and Ron Paul. He is the author of the forthcoming book “The Benefit and the Burden: Tax Reform – Why We Need It and What It Will Take.”
This week, according to the Treasury Department, it will exhaust its “extraordinary” measures to avoid hitting a hard debt ceiling. It is not known precisely the date at which it will lack the cash to pay interest on the national debt, but on the day that happens, the United States will be in default. Perspectives from expert contributors. Those making this argument are largely unknown to professional economists and journalists, but their research permeates the obscure Web sites where Tea Party members get their ideas. And not all are obscure. The late Nobel Prize-winning economist James Buchanan supported debt default, as has the Harvard historian Niall Ferguson.
I have previously noted that defeated Southerners were very hostile to being taxed to repay the Union debt after the Civil War, while the Confederate debt was repudiated and not permitted to be repaid by the states. This is the reason that Section 4 of the 14th Amendment, guaranteeing the validity of the national debt, was included in that amendment. The Columbia University historian Eric Foner, an expert on the Civil War, recently recounted the debate over the postwar debt and demands by Southerners for repudiating the Union debt, which are echoed by many default advocates today. In those days, it was Democrats who supported default while Republicans opposed it; today it is the reverse. There are still many in the South, where the Republican Party is now based, whose hostility to the national debt traces back to those days. In his 1987 essay, “The Ethics of Debt Default,” Buchanan made an argument often repeated by libertarians and Tea Party members: if the Treasury were to default, no one would ever lend it money again, thus imposing a balanced budget; the government could only spend as much as tax revenue permitted. Buchanan also argued that much debt-financed federal spending is immoral and that it was immoral to tax people to pay for it. “On balance, the moral arguments against default on the debt do not seem so strong as seems to be assumed in the observed neglect of the question,” he wrote. (Buchanan’s essay in not available online, but a recent article by the New Zealand economist James E. Alvey in The Journal of Markets and Morality discusses his thoughts on this topic. )
During the 1988 race for the Republican presidential nomination, the televangelist Pat Robertson, whose father was chairman of the Senate Banking Committee in the 1960s, advocated canceling the national debt based on the biblical idea of “jubilee. ”
In 1992, the libertarian economist Murray Rothbard wrote an essay supporting debt repudiation, saying, “Why should we, struggling American citizens of today, be bound by debts created by a past ruling elite who contracted these debts at our expense? ”
Just last year, the Rothbard essay was reprinted on the Web site of the Ludwig von Mises Institute, where Tea Party ideas often originate. A companion Web site run by Llewellyn H. Rockwell Jr., the president of the Mises Institute, often publishes articles advocating debt default by the economist Gary North and others. Just last week, it reprinted a 2011 essay by the University of Missouri economist Peter G. Klein saying that a Treasury default is no big deal. In 1995, the Foundation for Economic Education, the oldest free market organization in the country, published a study advocating cancellation of the debt on the grounds that the budget would forever be balanced afterwards. That same year, the House Speaker, Newt Gingrich, then embroiled in an earlier government shutdown standoff with President Bill Clinton, gave a speech saying that debt default was a small price to pay to get government spending under control. “I don’t care what the price is,” he said. The election of Barack Obama in 2008 caused a big jump in debt default advocacy among those on the right. In a 2009 interview with Vanity Fair, Mr. Ferguson advocated cancellation of the debt. “There are historical precedents for this,” he said, suggesting that inflation was one possible means of doing so. The following year, John Tamny of the libertarian Cato Institute said, “It’s time we learn to love the idea of a U.S. debt default. ” He dismissed concerns about the consequences: “For Americans to worry about a debt default is like the parents of a heroin addict fearing that his dealers will cease feeding the addiction. ”
Those supporting debt default often say that it’s inevitable because the debt is unsustainable — therefore, we might as well get it over with now. This argument was made by former Representative Ron Paul, for whom I once worked, in a Bloomberg article during the race for the Republican presidential nomination 2011, and more recently by the Wall Street commentator James Grant in The Washington Post last week. Another argument one often hears among default advocates is that President Obama will get all the blame, so it’s politically expedient. As Donald Trump put it in a 2011 interview on Fox News: “When it comes time to default, they’re not going to remember any of the Republicans’ names. They are going to remember in history books one name, and that’s Obama.”
Any number of Republicans in Congress have said they will never vote to increase the debt ceiling, no matter what. Others believe the threat of default is the only way to force President Obama to accept their demands, whether it’s an immediate balanced budget or repeal of the Affordable Care Act.
Default advocates are a small minority — 10 to 20 percent of the population, according to a poll conducted in the first week of October by AP/GFK – although at present they appear to be the tail wagging the G.O.P. dog. But most Republicans probably share the view that the Senate minority leader, Mitch McConnell of Kentucky, expressed after the 2011 debt showdown. “I think some of our members may have thought the default issue was a hostage you might take a chance at shooting,” he told The Washington Post. “Most of us didn’t think that. What we did learn is this — it’s a hostage that’s worth ransoming. ”
But hostages sometimes die in the crossfire. | 002_5614843 | {
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Biodefense technicians are concerned with protecting air, food, and water from pathogenic microorganisms that could be released by hostile countries or terrorists. Important areas of biodefense include methods for monitoring the environment and rapidly detecting any new pathogens. These methods include microarray and DNA sequencing technologies among others. Other areas of biodefense are concerned with protecting people, crops, and animals from harmful pathogens. Biodefense workers research and develop new vaccines and methods for treating and preventing infections. | 003_3266276 | {
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The Gap theory teaches a Gap between Genesis 1:1 and 1:2. Consider below. Genesis 1:1-2 In the beginning God created the heaven and the earth. And the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters. What Gap theorists believe happened during this Gap is that there was a world, just as ours, in which the rebellion of Lucifer took place, and the earth underwent a major cataclysmic event called the Luciferian flood. After which, God re-created the world in six days. Is this biblical? ABSOLUTELY NOT. Below is a photo that perfectly describes why it is not biblical. Did you get it? If you didn’t get it, then it is because there is absolutely nothing in scripture to support it. The argument used by Gap theorists is that Satan was already on earth before the fall of man, so the rebellion of Lucifer must have taken place before the alleged gap. That idea is also not biblical. Here is why. Genesis 1:31 And God saw every thing that he had made, and, behold, it was very good. And the evening and the morning were the sixth day. The text says that EVERYTHING God made was good, and that means the Luciferian rebellion could not have taken place yet. Lucifer’s rebellion causing him to fall to earth and become Satan, must have taken place between the end of creation, and the point when the fruit was eaten. There is no text in scripture to support the gap theory. If it really did happen, God most certainly would have told us so. In the name of The Lord Jesus Christ I write unto you. Amen. | 009_5604545 | {
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Warners Bay Bed and Breakfast
Warner's Bay Bed and Breakfast offers three rooms, one with ensuite and two with a shared bathroom. A hearty full English breakfast is included. There are many restaurants within easy walking distance for other meals. The Great North Walk Companion extract- page 3
The first people: The first Australians, the Aboriginal or indigenous People, arrived in the north of Australia between 70,000 and 50,000 years ago. They probably walked across a land bridge from what is now Indonesia or perhaps came by canoe. Trade and cultural exchanges continued between these new Australians and their ancestral families in the north for many generations. Over time some indigenous people moved south, travelling across Australia’s interior by what seemed to the Europeans who came much later to be magic. Although some groups chose to live a wandering life in the deserts, many more inhabited the Australian shoreline. | 006_5326518 | {
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Methodology: stress patterns in English
An article discussing English stress pattern rules and how to teach them. This is a huge area. However, there are some fairly regular patterns and these might help your student. The following general “rules” may be of some use but bear in mind that there will often be exceptions! - With verbs of two syllables, if the second syllable of the verb contains a long vowel or a diphthong, or if it ends with more than one consonant, the second syllable is stressed. Examples: apply, attract, complete, arrive, resist
- With verbs of two syllables, if the final syllable contains a short vowel and one (or no) final consonant, the first syllable is stressed. Examples: enter, open, equal, borrow, profitExceptions to this rule include admit and permit (verb). - There are some suffixes (or word endings) that usually carry stress. Words with these endings usually carry stress on the last syllable:
-ain entertain -ee refugee -eer mountaineer -ese Portuguese -ette cigarette (NB American English would stress the first syllable) -esque picturesque
- The main or primary stress usually falls on the syllable before these endings:
-ion decision, application -ious / -eous contentious, courageous -ity simplicity -ive extensive -graphy photography, biography -meter biology -logy thermometer
- In compound words or words made up of two elements, there are again some general patterns. - If the first part of the word is broadly speaking a noun, then the first element will normally carry more stress:
typewriter, car ferry, suitcase, tea cup
- If the first part is broadly speaking an adjective, then the second element will carry more stress
loudspeaker, bad-tempered, black market, young learner
As far as a 'way of teaching' is concerned, perhaps the most effective method is to raise awareness of the issue of word stress and to encourage good learning habits. Get students used to the idea of marking or highlighting the stress when they note down items of vocabulary in their note-books. Make them aware of the symbols used by dictionaries to indicate primary and secondary word stress. Draw their attention to the patterns exemplified above and compare these with the stress patterns in their own language, highlighting similarities and differences. To practise word stress, sorting words into groups according to their word stress can be an effective activity. If you have the luxury of your own classroom, wall posters with lists of words following particular patterns can be used and new words added to these lists when they arise. Some teachers have found it helpful to group these under the names of countries which exemplify patterns and act as a kind of mnemonic. For example, Venezuela has the pattern:
. . * . Examples of words following this pattern are entertainment, overwhelming and constitution. | 010_5954249 | {
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This course will enable you to use your degree level skills in the teaching of art and design so that the young people you work with can explore, understand and challenge the visual culture that surrounds them. We believe that art and design is a crucial element in the education of all pupils, and will work with you to enable you to become the inspirational secondary school teacher that today’s young people deserve. Our course provides you with the knowledge and understanding that will enable your current creative skills to grow into exciting and engaging teaching for the classroom. The course is a practice-based programme that will fully support you into becoming a confident, dynamic and creative teacher committed to making art and design accessible for all. Central to the curriculum is the study of art and design pedagogy and professional practice, which you will access through a synthesis of creative practical workshops, lectures, seminar groups and individual study. Curriculum workshops are a key element of your course. Dedicated, full-time art and design lecturers and teachers deliver these in our fully equipped specialist art and design studios. The workshops enable you to experience a range of practical work in key specialisms such as digital media, contemporary art including installation, drawing, printmaking, ceramics, mixed media, and craft media. We also work with the Education Curators in leading regional galleries that have included IKON Gallery, New Art Gallery Walsall, BMAG and Eastside Projects.
Trainees will spend 4 days per week in school, with 1 day per week being a training day. These training days will be held at either the University or Bishop Challoner Catholic College. | 005_1438923 | {
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The Industrial Revolution was enabled by some of the greatest feats of engineering innovation. The introduction of new machinery, methods of production and power sources led to large-scale productivity and a rocketing standard of living. Industrialisation brought transformative benefits that have enabled us to get the life that we know today, but at great cost to the planet and, unless we act fast, the future generations that will inhabit it. Engineers could not have foreseen the lasting damage industrialisation would bring, but they are in no doubt that they have a critical role to play in tackling climate change and reaching our net zero 2050 global target. The engineering community is already working to pay back the planet with
solutions to address a host of problems, such as how to generate affordable and sustainable energy, predict and prepare for extreme weather events and ready our cities for the future. But we need to focus on the next and future generations – allowing them the space to be creative and equipping them with the technical skills to bring innovative solutions to life. And they are up for the challenge, they are optimistic about what can be achieved in the future, and passionate about improving the world they live in. According to research by EngineeringUK, 70%* of young people believe that engineers are important for improving and protecting the environment. At a Summit to celebrate Tomorrow’s Engineers Week, we heard from 70 students who shared their fears for the planet, expressed their frustration at current inaction and called for more urgency in addressing climate change. These passionate young people looked beyond what they – and we – can do at an individual level to discuss how engineering, science and innovation can help achieve net zero. I was impressed by the level of thought that had gone into their ideas. Some converged with technologies currently being explored, such as ocean fertilisation to improve carbon capture by marine plants. Others were more unexpected but gave me pause for thought on whether there might be a fruitful innovation there, such as the idea of self-sufficient agri-biomes for farmed animals to capture methane as an energy source. They clearly saw the role of science and engineering in addressing the challenge. It is vital that we convey to all young people the range of creative, problem solving and exciting engineering roles that they could have in the future, and through them contribute to achieving net zero and a greener world. They need to see their opportunity to help solve local issues, as well as our biggest global challenges, and have a seat at the table to prioritise the issues they care about most. With so many young people looking to teachers and careers advisors for guidance, we owe it to them (and to the environment) to share accurate, inspiring information about engineering careers and their place at the heart of the race to net zero – as well as the range of paths that lead into engineering. We must also make 21st century engineering real to students, giving them the chance to participate in inspiring enrichment activities and to hear from relatable role models. We need young people, from all backgrounds, to have the chance to be inspired to join the workforce rescuing the world from climate change. With schools and employers working together we can drive that inspiration and help the students of today realise their ambition of protecting the planet for future generations. Dr Hilary Leevers
Chief Executive, EngineeringUK
To find out more about harnessing young people’s interest in the environment and examples of engineering professionals working to achieve net zero, visit www. teweek. org. uk
*Data from the forthcoming Engineering Brand Monitor. | 010_5206742 | {
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In 1965 during excavations for the foundations of glasshouses it was noticed that in some areas the soils were much darker in colour and silt-like. This would often be in ditch-like shallows and within this was found fragments of pottery and roofing tiles. Realising this might be something of archaeological interest a fellow nurseryman and member of Enfield Archaeological Society was asked to look at the finds. He confirmed that these finds were Roman and dated between 300-400 A.D.
He then passed this information on to Waltham Abbey Historical Society. The finds to date were given on permanent loan to Waltham Abbey Museum, now Epping Forest District Museum.
Contact was maintained with Waltham Abbey Historical Society. When further excavation works were carried out the sites were prepared for them to carry out supervised archaeological digs. These took place in 1973, 1974 and 1975. In total these digs found 82 pieces of building material, mainly roofing tile but also some pieces of daub, several with wattle impressions, one piece of glass from a clear greenish vessel, four coins and 533 pottery sherds. In 1978 the result of these digs was published in Essex Archaeology and History, Volume 10 and was titled ‘Excavation of a Late Roman Site at Sewardstone Hamlet, Waltham Holy Cross, Essex, 1968-75’ by Rhona M. Huggins. The report concluded the site had a limited period of use, probably being established in the late Roman period as a farmstead and abandoned towards the end of the 4th century. Shallow gullies could have enclosed the farmstead and have provided drainage for a building or buildings of timber with wattle-and-daub infilling and tiled roof. Two further digs took place at the nursery, the next in September 1981 and the last in September 1985. We like to thank the following with the help given and permission to publish photographs:
Epping Forest District Museum (EFDM);
Waltham Abbey Historical Society. | 005_1241380 | {
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Children who attend preschool institutions - nurseries, kindergartens - get SARS more often than "home". This is due to the fact that at this age (3-5 years) the child's immune system is still being formed and is unable to cope with the huge number of microorganisms with which it begins to actively contact. Particularly vulnerable are children who have only recently started attending organized children's groups. Such "home" children, who previously did not often communicate with peers and adults (except in the playground), have virtually no immunity to many viruses. A characteristic feature of SARS at this age - the disease can be complicated by asthmatic bronchitis with shortness of breath or signs of emphysema. If a child attends kindergarten, parents should do their best to keep them as sick as possible. Following a few simple rules will help your baby stay home less often due to illness:
- Hardening of the body is the first and most important component in strengthening the baby's immunity. Frequent walks (not only with a group of children, but also on weekends or evenings), running, walking barefoot, water treatments, morning exercise, will help to strengthen the child's immunity. - The doctor may prescribe drugs that strengthen the immune system, vitamins. When choosing drugs, you must first pay attention to the safety of drugs. It is advisable to choose products that do not contain dyes and fragrances that can cause allergies. - Early vaccinations are another step in protecting against infections. - After each return from kindergarten, you can wash your child's nose with a 1% solution of common table salt, and before going outside and returning home - to absorb Erebra. It will rehabilitate the oropharynx and protect the baby from viruses. What you can't do is "keep" the child at home after the illness. After all, during this time, new viruses may appear in the group, to which the baby has not yet developed immunity and he is at risk of getting sick again. But the main thing is that the child's body needs to be adjusted to fight the infection - harden, teach to wash your hands often, touch your face as rarely as possible, do not take toys in your mouth, and so on. The child needs to understand that these measures help prevent illness and promote good health. | 008_838568 | {
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Eating healthy is something we all intend to do. What if the products you think are healthy are not that nutritious? Some of the things we consider healthy are actually dangerous for our body. Here are a few such food items. 1. Fruit Juices
You may think that fruit juices are very healthy for you, but in reality they contribute nothing to your body. Packed juices are never healthy, even fresh fruit juices are mostly water and sugar. There is no fibre content and most juices are devoid of the actual good stuff. It is always better to eat fruits than have juices! There are two types in almonds, namely sweet almonds and bitter almonds. The bitter ones supposedly contain large amounts of hydrogen cyanide. It’s said that even eating just 7 – 10 raw bitter almonds can cause problems for adults, and could be fatal for children. 3. Breakfast Cereals
Most highly processed breakfast cereals are not healthy. They’re often loaded with sugar and refined carbohydrates. Then the manufacturers fortify them with some synthetic vitamins and put tiny amounts of whole grains in the mix, then market their products. 4. Wheat Bread
White bread or wheat bread does not make as much a difference as you would like. It is true that wheat bread is better of the two choices, be careful when you buy it as not all of them maybe 100% wheat breads. Some producers add white flour to the wheat flour! Rice is refined and hence leads to sudden rise in sugar which will make you sleepy and lazy. It is better to avoid rice, but if you have to eat it then it is better to be eaten for dinner. Curd leads to mucus formation and hence can lead to cough and cold, if you eat it at night. It is better to have it during the day. 7. Pulses and Beans
It is more beneficial to eat pulses and beans during the day because they may cause gastric disturbances if you eat them at night! You should never have coffee at night if you intend to have a good sleep. Coffee has high caffeine content which will mess with your sleep and also cause indigestion issues. The next time you plan on changing your diet, keep these in mind. Not everything is as healthy as it seems! | 008_6717750 | {
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Most people question the reliability of the Bible. You’ve probably been in a conversation with a friend or met someone in a coffee shop who said: “How can you be a Christian when the Bible has so many errors? ” How should we respond? What do you say? Instead of asking them to name an error, I suggest you name one or two of them. Does your Bible contain errors? Yes. The Bible that most people possess is a translation of the Greek and Hebrew copies of copies of the original documents of Scripture. As you can imagine, errors have crept in over the centuries of copying. Scribes fall asleep, misspell, take their eyes off the manuscript, and so on. I recommend telling people what kind of errors have crept into the Bible. Starting with the New Testament, Dan Wallace, New Testament scholar and founder of the Center for the Study of New Testament Manuscripts, lists four types of errors in Understanding Scripture: An Overview of the Bible’s Origin, Reliability, and Meaning.
Types of Errors
1) Spelling & Nonsense Errors. These are errors that occur when a scribe wrote a word that makes no sense in its context, usually because they were tired or took their eyes off the page. Some of these errors are quite comical, such as “we were horses among you” (Gk. hippoi, “horses,” instead of ēpioi, “gentle,” or nēpioi, “little children”) in 1 Thessalonians 2:7 in one late manuscript. Obviously, Paul isn’t saying he acted like a horse among them. That would be self-injury! These kinds of errors are easily corrected. 2) Minor Changes. These minor changes are as small as the presence or absence of an article “the” or changed word order, which can vary considerably in Greek. Depending on the sentence, Greek grammar allows the sentence to be written up to 18 times, while still saying the same thing! So just because a sentence wasn’t copied in the same order, doesn’t mean that we lost the meaning. 3) Meaningful but not Plausible. These errors have meaning but aren’t a plausible reflection of the original text. For example, 1 Thessalonians 2:9, instead of “the gospel of God” (the reading of almost all the manuscripts), a late medieval copy has “the gospel of Christ.” There is a meaning difference between God and Christ, but the overall manuscript evidence points clearly in one direction, making the error plain and not plausibly part of the original. 4) Meaningful and Plausible. These are errors that have meaning and that the alternate reading is plausible as a reflection of the original wording. These types of errors account for less than 1% of all variants and typically involve a single word or phrase. The biggest of these types of errors is the ending of the Gospel of Mark, which most contemporary scholars do not regard as original. Our translations even footnote that! Is the Bible Reliable? So, is the Bible reliable? Well, the reliability of our English translations depends largely upon the quality of the manuscripts they were translated from. The quality depends, in part, on how recent the manuscripts are. Scholars like Bart Ehrman have asserted that we don’t have manuscripts that are early enough. However, the manuscript evidence is quite impressive:
- There are as many as eighteen second-century manuscripts. If the Gospels were completed between 50-100 A.D., then this means that these early copies are within 100 years. Just recently, Dan Wallace announced that a new fragment from the Gospel of Mark was discovered dating back to the first century A.D., placing it well within 50 years of the originals, a first of its kind. When these early manuscripts are all put together, more than 43% of the NT is accounted for from copies no later than the 2nd C.
- Manuscripts that date before 400 AD number 99, including one complete New Testament called Codex Sinaiticus. So the gap between the original, inerrant autographs and the earliest manuscripts is pretty slim. This comes into focus when the Bible is compared to other classical works that, in general, are not doubted for their reliability. In this chart of comparison with other ancient literature, you can see that the NT has far more copies than any other work, numbering 5,700 (Greek) in comparison to the 200+ of Suetonius. If we take all manuscripts into account (handwritten prior to printing press), we have 20,000 copies of the NT. There are only 200 copies of the earliest Greek work. - This means if we are going to be skeptical about the Bible, then we need to be 100xs more skeptical about the works of Greco-Roman history. Or put another way, we can be 100 times more confident about the reliability of the Bible. It is far and away the most reliable ancient document. What to Say When Someone Says “The Bible Has Errors”
So, when someone asserts that the Bible has errors, we can reply by saying: “Yes, our Bible translations do have errors, let me tell you about them. But as you can see, less than 1% of them are meaningful and those errors don’t affect the major teachings of the Christian faith. In fact, there are 100 times more manuscripts of the Bible than the most documented Greco-Roman historian by Suetonius. So, if we’re going to be skeptical about ancient books, we should be 1000 times more skeptical of the Greco-Roman histories. The Bible is, in fact, incredibly reliable. ”Contrary to popular assertion, that as time rolls on we get further and further away from the original with each new discovery, we actually get closer and closer to the original text. As Wallace puts it, we have “an embarrassment of riches when it comes to the biblical documents. ” Therefore, we can be confident that what we read in our modern translations of the the ancient texts is approximately 99% accurate. It is very reliable. For Further Study (order easy to difficult):
- My sermon & manuscript “Is the Bible Inerrant? ”
- Can I Trust the Bible? (free preview)
- Understanding Scripture: An Overview of the Bible’s Origin, Reliability, and Meaning
- The Inspiration and Authority of the Bible
- Text of the New Testament
This post originally appeared at www. jonathandodson. org | 003_2948056 | {
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If You Hopped Like a Frog by David M. Schwartz
Students will search for and generalize an algebraic pattern. Students will make and analyze a coordinate graph. 4th - 6th grade
Lesson Created by:
Joy Heinrichs Theodore Roosevelt Elementary, Manhattan, KS
- Book If You Hopped Like a Frog By: David M. Schwartz, chart sized grid paper, ½ in. dot stickers- one for each student, meter tapes or sticks, masking tape, pencils, 1 small grid paper for each student (optional)
1. Launching the lesson
- Read the book
- Brainstorm -What are some other proportions you think the author could have written about? He could have said, "If you could swim like a fish . . . " or "If you were as slow as a turtle . . . "
2. Exploring the lesson
- Do you hop like a frog? Today we are going to see how far you can hop. Can you hop as far as you are tall? We want to compare your height to how far you can hop. - Using meter tapes, have the kids measure their height in centimeters. - Mark a masking tape line on the floor as the place to start their hop measurement. Measure the distance of their hops. - Whole group- label your coordinate graph with proper x-axis, y-axis, and title. Decide what number to begin your labeling (What is the range of heights and hops so we include the lowest and highest measurements? )
- Have each student write his or her initials and coordinates (x,y)[x=horizontal, y=vertical] on the sticky dot and place in the right place on the graph. If you want, have each child duplicate the large class graph on his or her own small coordinate grid. - Analyze the finished coordinate grid. In your math journal (or think, pair, share) write down any observations you have about the data in our coordinate graph. - Do you see a relationship between someone's height and hop? What is the ratio? Where are most of our coordinates grouped on the graph? - How far would a 6-foot person, 8-foot, or a 25-foot person hop? | 003_2411529 | {
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Currency: Azerbaijani manat
President: Ilham Aliyev
National anthem: Azərbaycan marşı
Population: 9. 298 million (2012)
- Conventional long form: Republic of Azerbaijan
- Conventional short form: Azerbaijan
- Local long form: Azarbaycan Respublikasi
- Local short form: Azarbaycan
- Former: Azerbaijan Soviet Socialist Republic
- Azerbaijan derives its name from “Atropates” a satrap of Persia under the Achaemenid Empire.
- The word is believed to have Zoroastrian origins. - The “Hymn to the Guardian Angles” has a mention of a phrase “"we worship the Fravashi of the holy Atare-pata"
- Atropates reigned over the Iranian Azerbaijan.
- The name "Atropates" translates to "protected by fire”. - In ancient times, parts of Azerbaijan were referred to as “Caucasian Albania”. - The region was disputed by Arabs, Kazars and Turks at different points in history. - After the 11th century, Turks took over the region and propagated the Shiite Muslim culture. - In the early 1800s, Soviet gained control over Azerbaijan through the Treaty of Gulistan and the Treaty of Turkmanchai.
- Azerbaijan gained independence from Russia in May 1918 after the Bolshevik Revolution.
- The country was re-conquered in 1920 by the Red Army.
- It was annexed into the Transcaucasian Soviet Socialist Republic in 1922. - Azerbaijan was later reestablished as a separate Soviet Republic on Dec. 5, 1936. - Azerbaijan declared independence from the Soviet Union on Aug. 30, 1991. - The enclave of Nagorno-Karabakh has been a constant cause of conflict between Armenia and Azerbaijan since 1988. - War broke out in 1988 when Nagorno-Karabakh tried to annex itself to Armenia.
- The war resulted in large number of causalities before it ended in 1994. - The territorial dispute remains unresolved till date. - Since 1994, the government of Azerbaijan has been working towards generating revenues through the country’s rich oil resources. The ethnic groups in Azerbaijan are distributed as follows:
- Azeri: 90. 6%
- Dagestani: 2. 2%
- Russian: 1. 8%
- Armenian: 1. 5%
- Other: 3. 9%
- Almost all Armenians live in the separatist Nagorno-Karabakh region. - Religious affiliation is nominal in Azerbaijan.
Government and Politics:
- Azerbaijan is run by a republic government. - Administrative divisions comprise of 59 rayons, 11 cities and 1 autonomous republic. - Founding of the Democratic Republic of Azerbaijan, 28 May (1918) is observed as a national holiday. - The Constitution was adopted on 12 November 1995. - The legal system is based on civil law system. - The country has not accepted compulsory ICJ jurisdiction. - The president is the chief of state. - The prime minister is the head of government. - The Council of Ministers is appointed by the president and confirmed by the National Assembly.
- The president is elected by popular vote for a five-year term. - The prime minister and first deputy prime minister are appointed by the president and confirmed by the National Assembly.
- The Legislative branch is a unicameral National Assembly or Milli Mejlis comprising of 125 seats. - The Judicial branch is represented by the Supreme Court.
- Azerbaijani belongs to the Altaic family of languages and is very similar to Turkish.
- Majority of the population is Muslim (around 95%). - Shia Muslims are the dominant sect (75%) as compared to Sunni Muslims (25%). - Around 5% of the population is Christian out of which most are Russian and Armenian Orthodox Christians.
- Other religions include Jewish and Bahai.
- Historical sites suggest the existence of Hinduism and Zoroastrianism in the region in the past. - Azerbaijan has a rich tradition of Azeri music. - Among national musical instruments there are fourteen string instruments, eight percussion instruments and six wind instruments. - The Chokha and Papakhi are Azerbaijan’s national dresses. - Azerbaijan owes most of its economy to oil exports. - The country has increased its oil trade multifold in the past few years. - Azerbaijan faced initial problems in making a shift from a command to a market economy. - Limited foreign investments in the non-energy sector and conflict with Armenia over the Nagorno-Karabakh region have adversely affected the economy. - Corruption and inflation are other factors that impede economic growth. - GDP (purchasing power parity) as calculated in 2007 was $65. 47 billion. - 4. 3% of the population is unemployed. - 24% of the population is below poverty line. - Agricultural produce includes cotton, grain, rice, grapes, fruit, vegetables, tea, tobacco, cattle, pigs, sheep and goats. - The major industries are petroleum and natural gas, petroleum products, oilfield equipment; steel, iron ore; cement; chemicals and petrochemicals and textiles. - As per 2007 estimate, the industrial production growth rate was 25%. - Exported commodities include oil and gas, machinery, cotton and foodstuffs. - Imported commodities include machinery and equipment, oil products, foodstuffs, metals and chemicals. - Telephone services in Azerbaijan are inadequate and limited. - Since the only services available are owned by the state, there is little development and modernization. - Cellular services are gradually expanding in network and quality due to increasing competition. - There are a total of 27 radio broadcast stations. - There are 2 television broadcast stations. - Internet services are limited to major towns and cities. - Azerbaijan has 35 airports in all out of which 27 have paved runways. - The country’s railway network is 2,122 km long. - Roadways span over 59,141 km. - Azerbaijan’s merchant marine comprises of 86 ships. - The main ports and terminals are located at Baku.
- 98. 8% of the total population is literate. - Male: 99. 5%
- Female: 98. 2%
Azerbaijan is surrounded by:
- Caspian Sea (east)
- Russia (north)
- Georgia (west and northwest)
- Armenia (southwest)
- Iran (south)
The Azerbaijani exclave of Nakhchivan is bordered by:
- Armenia (north and east)
- Iran (south) and
- Turkey (west and southwest)
- Azerbaijan is located in southwestern Asia, bordering the Caspian Sea.
- Its geographic coordinates are 40 30 N, 47 30 E.
- The country spans a total area of 86,600 sq km
- The climate is dry in almost all seasons with a semiarid steppe. - The terrain comprises of large, flat Kur-Araz Ovaligi (Kura-Araks Lowland with Great Caucasus Mountains to the north and Qarabag Yaylasi (Karabakh Upland) in west. - Baku lies on Abseron Yasaqligi (Apsheron Peninsula) that juts into Caspian Sea.
- The highest peak is Bazarduzu Dagi standing at 4,485 m. - Natural resources include petroleum, natural gas, iron ore, nonferrous metals and bauxite. - 20. 62% of the land is arable. - Droughts are common in the region. - Pollution and toxic wastes in the Caspian Sea is a major environmental concern. - Both the main area of the country and the Naxcivan exclave are landlocked. Azerbaijan gained freedom form the Soviet Union on 30 August 1991. Notable People in the Country:
- Mstislav Rostropovich: (1927- ) - cellist
- Garry Kimovich Kasparov: (1963- ) - chess player
- Lev Davidovich Landau: (1908-1968) - theoretical physicist and Nobel laureate
- Kara Karayev: (1918-1982) – musician
- Arif Melikov: (1933- ) – composer and musician
- Samad Vurgun: (1906-1956) - Poet, playwriter, academician
- Fikrat Amirov: (1922-1985) – vocalist
- Bul-Bul: (1897-1971)- classical musician and singer
- Historical sites like Gobustan State Reserve, the Fire Temple of Baku, the Momine Khatun Mausoleum and the Khan Palace in Sheki are recognized by the UNESCO World Heritage.
- According to a 2008 estimate, the total population of Azerbaijan was 8,177,717. - The population growth rate is 0. 723% (2008 est. )
- Birth rate: 17. 52 births/1,000 population (2008 est. )
- Death rate: 8. 32 deaths/1,000 population (2008 est. )
Azerbaijani Related Topics:
Azerbaijani Tourist Attractions:
- Heydar Aliyev Center
- We Are Our Mountains
- Bay of Baku
- Azerbaijan Carpet Museum
- Palace of the Shirvanshahs
- Baku TV Tower
- Gobustan National Park
- Peace Dove | 010_1788496 | {
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Foods For Healthy Eyes – Really? We were all told the same thing when we were younger “Eat your carrots, they’ll help you see in the dark. ” Sure, we all rolled our eyes and sure we ate them anyway to see if the theory was actually true, but our parents may not have been far off the mark. There is plenty of research to suggest that eating certain foods can have multiple benefits for your eye health, as well as help to slow down or even reverse the effects of ageing. It is widely known that green vegetables are good for you. However leafy greens such a broccoli, spinach and cabbage have high levels of lutein, a key property for helping to protect the eyes by creating pigments in the macula which can help to protect from age related macular degeneration (ARMD) which is one of the most common causes of blindness in the UK, particularly for the over 60s. These foods are cheap and easy to prepare and can be added to other dishes and so are an easy way to get this key nutrient into your body. Carrots, sweet potato, butternut squash and pumpkins contain high doses of carotene, converted by the liver into Vitamin A, which can help protect your eyes from harmful sunlight and allow your eyes to absorb more energy. This can also help you to see better in the dark, so technically your parents were right! Versatile and cheap to buy, eggs contain components that form glutathione, an antioxidant which can help reduce the impact of glaucoma through maintaining the flow of fluid in the eye and can also help to protect against cataracts. Blueberries contain anthocyanosides, which have been proven to improve night vision as well as helping to fight against ARMD. Salmon, cod, tuna, haddock and sardines are high in Omega-3 oils, including essential DHA (a polyunsaturated fat) that forms around 30% of healthy retina tissue. Studies have shown that children who consume a regular dose of Omega-3 have better eyesight than those who don’t. Omega-3s also have a number of other health benefits which should make them a staple part of your diet. Eating to improve your eye health is easy, you can even combine some of the foods above to create a satisfying meal that will not only taste great, but give you extra health benefits too. We recommend a broccoli and salmon omelette with a side of spinach and some carrots to give you some essential vitamins and nutrients to improve your eye health and protect yourself from future eye problems. If you are concerned about your eyesight at all or want more information on how you can boost your eye health and prevent future problems, contact one of the team at Oldfields Opticians who will be happy to arrange an appointment. | 005_4523251 | {
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We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites. Just mention of the word teenager can strike fear in the hearts of parents everywhere. They somehow imagine one of two scenarios; that the teenage years between 13 and 19 will be a parenting nightmare, or that their child is completely immune from the affects that hormones, environment and popular culture can have on a young person. The reality is likely somewhere in the middle. There will be good days, great days, and really awful days for both teenagers and parents as they both navigate the developmental years of the second decade. What is critical to success – for both parent and child – during this tumultuous decade, is to be thoughtful, reasonable, and communicative about expectations, concerns, and how actions have very real consequences both now and in the future. Teenagers in Today’s World
Young people today are living in a world that is very different from the one in which their parents lived. Rapid changes in technology, access to information, social media, social norms, and educational and professional expectations are all components of modern life that have an impact on everyone, especially teenagers. Add the physical and emotional development that causes teenage problems, and the pressure of middle and high school to the mix and every day can feel like an event in itself. Problems facing teenagers today can include emotional disturbances such as depression, bullying, anxiety, and eating disorders, to exposure to drugs, peer pressure to engage in risky or undesirable behavior, academic pressure and negative influences from social media. Developmentally, teenagers and young adults are supposed to expand their horizons and discover situations that will help them mature into responsible members of society. Part of this development is trial and error – discovering what does and doesn’t work, or theoretically learning from one’s mistakes – but the added pressure from exposure to negative influences can make this normal developmental cycle a minefield for parents and teens. Too Old Too Soon
Young teens, those age 13, 14 and even 15, show up emotionally on a broad spectrum. Some children have a physical and mental maturity at 13 that can make them appear to be much older. Conversely, older teens can be late to develop – late bloomers as it is commonly referred to – and they come across as childish and immature when more is expected of them. Both scenarios are normal, but any real concerns should be brought to the attention of a doctor or practitioner who is familiar with teen development. However, a young teen that presents as older than their years may feel pressure to act older and engage in activities that are beyond their actual development. Exposure to drugs, alcohol, media influences and sexual activity at too early an age can be confusing and overwhelming for young people. Talking about what is and isn’t acceptable behavior with their parent or a trusted caregiver can help a young teen feel more secure about their choices. Older teens may also feel socially challenged if they look to be several years younger than they are. But in many cases, older teens have had more experience navigating the social order and can be less impacted than younger teens by the availability of options available to them. Communication Is Critical
One of the greatest dangers facing teens today is misinformation. Because many kids fear having a conversation with their parents about the very real dangers of drugs, alcohol, and sex, they rely on one another to get the facts. Sadly, much of the information they pass amongst themselves can be inaccurate or wrong. Having access to good information in an informative and non-judgmental environment can make a big difference in how teens make choices about friendships, behaviors, and habits. It’s important to regularly establish what is and isn’t acceptable behavior according to the family. It’s equally important to give teens latitude to make more independent choices once they have demonstrated a willingness and ability to meet expectations. And taking this one step further, providing a safe space for a teen to call when they are in a dangerous situation can not only save their lives, it gives them a reason to trust that they can rely on their family for support in challenging circumstances. Remembering that you were once a teenager can help put things in perspective. We all made – and make – mistakes, and teenagers are no different. But consider, too, that the teen years can be an amazing time of growth and discovery. New talents and passions can spring from experiences, and the ability to articulate thoughts and feelings can cultivate a strong bond between parent and child. And at some point, perhaps sooner than you think, your teenager will turn 20 and the challenges of the teen years will be behind you. | 006_6737019 | {
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The objective of this paper is to present general techniques for simulating helicopter flight trajectory response. During flight the pilot manipulates the controls either to trim the helicopter for steady flight by balancing the external forces and moments or to produce a desired maneuver by controlling the unbalance of these forces and moments. Discussions of the physical phenomena involved with the aerodynamics of the rotors and fuselage are given in through . The simulated control function will be composed forward-aft cyclic, lateral cyclic, pedal, and collective. This control will be represented by the vector
A. Fermelia et al. , "Development of Helicopter Flight Path Models," IEEE Transactions on Aerospace and Electronic Systems, Institute of Electrical and Electronics Engineers (IEEE), Jan 1976. The definitive version is available at http://dx.doi.org/10.1109/TAES.1976.308356
Mechanical and Aerospace Engineering
Keywords and Phrases
International Standard Serial Number (ISSN)
Article - Journal
© 1976 Institute of Electrical and Electronics Engineers (IEEE), All rights reserved. | 002_3931474 | {
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Posted 3 years ago on July 1, 2013, 7:43 p. m. EST by Kavatz
from Edmonton, AB
This content is user submitted and not an official statement
What is the procedure today if the nation's top leaders unexpectedly die? How would a nation deal with it and recover? Well, this is how it works in Departmental Governance.
Each Department is separate, so if one suffers a crippling blow, the others would theoretically remain unharmed. There is always a list of prepared leaders, known and evaluated by their constituency. Evaluations determine the order of the next best leaders at any time, so there is no time delay installing a replacement. Departmental Governance nations will be regarded as non-threat friends to other nations. The nation will protect underdog nations and help them to evolve. No superpower would challenge a DG nation, as that would be suicide. A DG nation has no intention of having weak armed forces. All DG nations will pool military resources for defense and real peace-keeping missions, unafraid to stand up to any aggressive military power. | 009_6227915 | {
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Copyright © University of Cambridge. All rights reserved. 'Criss Cross Quiz' printed from http://nrich.maths.org/
A game for two players. Practices subtraction or other maths operations knowledge. Uses coordinate geometry to locate the numbers used. You Will Need:
- A copy of the game board
- 25 circles with the numbers from 6 to 30 (inclusive) written on them
- A pencil and paper
Getting ready to play:
Using all of the numbers from 6 to 30, write a different number on one of the circles on the game board. Don't write the numbers in counting order, write them randomly in the circles. To help keep track, as you use a number, cross it out from the bottom circles. You may not use the same number twice. Make sure your opponent can't see your game board. Decide who will go first and who will be second. To gain as many points as possible by answering maths facts problems. - Choose a coordinate to locate a circle and number on your opponent's board. (For example, I might call C,4. Always call the letter before the number. Both myself and my opponent then find the circle on our board where the lines C and 4 cross each other. )
- Each player calls out the number that has been written on the called circle (at C,4 in my example). - Find the difference between the smaller number and the larger number. - Score 2 for a correct answer. - Cross out the number circle you have just used. It can't be used again. - If both your and your opponents circles have the same number in them, cross out the numbers but score 0. - Whoever called the greater of the two numbers used gets a bonus of 5. - Score 0 for an incorrect answer, and get no bonus award for having the greater number. - Keep a running total of your score on your paper. - Keep playing until all the circles are crossed out. - The player with the highest score wins. Keeping the board and numbers the same, addition can be the operation practiced. If practice is needed in multiplication, the given numbers can be altered according to the facts that need to be worked on. Increasing the value of the chosen numbers or choosing a smaller set of lower numbers and repeating them will allow the level of difficulty to be matched to the skill level of the players. | 009_6184775 | {
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Join in the Discussion: Teaching Kids Who Find History Boring
On this page teachers can share tips to get students interested in history. All you have to do to participate is post a comment, below. comments powered by Disqus
Melissa Mannon - 6/29/2010
As an archivist, I have always found that original resources can make the past come alive for children. Teaching from documents, incorporating artifacts, and presenting in historic spaces allows children to put themselves in a particular time and place. Helping young people imagine what it was like to live as another lived and linking another individual's life to our own circumstances makes history seem immediate and important. I think, too often, history focus on things that are different from us rather than tying differing cultures back to ourselves. People (adults as well as children) identify with history when we can relate and compare it to what we know. I think the idea of teaching history backwards, just like teaching from archives, helps with this and makes history more immediate and important on a personal level. It's not necessarily the dates that are important, but the important part of history is the concepts of cultures that show how we got to where we are today. Sometimes, we need to de-emphasize the details in favor of an overall conceptualization of a timeline of civilization that leads us back to ourselves. Jeremy Alan Perron - 10/29/2008
I personally would not use either Zinn or Johnson. Although I applaud the idea behind it, the problem with using such polar opposites creates an either/or mentality that frankly I really oppose. Deborah Jane Kline - 2/14/2008
I am looking for resources for history backwards, in the following order of priorities - online courses, videos, correspondence courses, books, curriculum, anything. I am a parent of teenagers to whom I want to expose more history. They are already very interested in current events and politics and are taking both college and high school level courses. Thanks for any references. Paul Mocker - 8/15/2006
I going to teach high school history starting next year and I'd like some advice. In our teaching program, we are being taught to make a curriculum that is relevant and authentic. I agree with these aims. However, I'm nervous that when a student says "Why do have to learn this? ! ? ! ? " that I won't be able to clearly articulate the purpose of studying history. If anyone could scribble some thoughts about ways to address the issue of students who don't see a need to study history, I would appreciate it. Gustavo Jos Herrera-Marcano - 3/13/2005
It is the teachers' hability to make any subjec interesting and to awaken the curiosity of their students in the subjects they are teaching. If they treat history as a bare series of facts that happened on as series of dates; then the subjec becomes very boring. Instead if they focus it as a tale and add some suspense to it, that could awake the curiosity of the students. It is also possible to resort to audio-visual support to make the subject more interesting
Lori A Diaz - 2/22/2005
I'm a little late to the discussion, but would like more information. I teach early American History (from colonization to the Civil War) and have thought about teaching it "backwards," but am not sure of how to sell it. Would you mind giving me a few pointers and do you know of resource materials? David Lee Russell - 11/6/2004
Teaching Kids the Importance of History
I come from a long line of history conscious Russells and I have to say that growing up in Ken Russell's house was a daily journey down our family'smemory lane as well as journeys into historical facts. My father remembers
more historical facts than most people have forgotten. He can tell you the exact number of years from the death of, let's say, Abraham Lincoln to the birth of Richard Nixon. He knows facts, dates, and names that will boggle
your mind. I credit him to a large degree for my own love of history, and also to my pursuit of graduate level studies in history. That being said, however, I began to look at history in a much more scientific and deeper level. It wasn't until my second year in college that I noticed the importance in studying history was found in looking at the
cause and effect process through the walls of time. Names, dates, and place are important to know as the foundation for a deeper study of the events of
history. If you're studying the Civil War, you should know the time frame and context of all the events that took place. The danger in merely memorizing names, dates, and places is that you'll never understand the hows
and whys of those events. Memorization of names, dates, and places is great if you're planning to be the next Jeopardy champion, but that alone isn't going to help you understand it. Now I'm not attempting to pick on public education, but I have to say that in my research and study of public educational institutions, I am dismayed at how ill prepared most children are in the area of history. In all the years thatI taught first and second year college history courses, I can count on my right hand the number of students who actually expressed any enthusiasm about history methodology. Most of what I heard was to the effect of, "I find history boring, but it's a required course". Or, "Who cares about this stuff? Where does this attitude come from, by the way? It's not only reinforced in the schools, but in a society that has plunged into an
ahistorical mindset with the help of a post-modern spirit of the age. Unfortunately, it's too often reinforced by parents who fail to possess an historical conscience. Let me use an example from a conversation I had with my son, Weston. He is an inquisitive boy and not much gets by him when it comes to current events. He was eight years old when the terrorists attacked our country on 9/11/01 and quickly began asking questions about "Why these people would do such a thing? " He began to ask questions about the history of the Islamic religion,
and what happened to make some of them terrorists. I took him on a journey back to the ancient world and discussed the events that have evolved this great family squabble. We discussed the emergence of Islam, the world and cultural out of which it evolved, and made clear to explain that not ALL Muslims believe terrorism is accepatable. In a simple way, I attempted to explain that the events of history need to be viewed as a series of causes and effects. I told him that history is important not for nostalgia sake, but for understanding the causes behind the events. This is how we learn (hopefully) not to repeat past mistakes, and to get a better picture of what molds and shapes people and societies. Teaching children merely names dates, and places will in no way help them to truly understand history. They need to understand that ideas have consequences and that history is shaped by philosophy whether it's good or bad. I like to say that studying history is like performing autopsies on culture. As we teach our children about history we need to show them the connective tissue that links events together, how ideas shape history. Discussing historical events, and
how they came about, will help our children gain wisdom, and teach how to keep their fingers on the pulse of society. I love to discuss the importance of history with my children, and one way I have helped them to see its values is through the use of timelines. When they were homeschooled, we used to put timelines on the wall in the basement and then let them put their picture and personal information on the timeline with all the other events in history. It's amazing to see how a child takes an interest in the subject once they see themselves written into the story. You cannot get too deep with younger children simply because they haven't lived long enough to have a developed frame of reference, but we can still teach them the importance of "understanding history as opposed to merely knowing facts. An oft quoted line by the Historian Santayana that "Those who refuse to learn from history are condemned to repeat it" should be drilled into our children. Stephanie Kurth - 11/5/2004
Big Screen Classroom and The History Channel® present Just Ask Ben
A Fun and Fascinating Virtual Big Screen Classroom and Live Q & A with the "Real" Ben Franklin
December 2, 2004 12:30pm ET/9:30am PT
Recommended for Grades 6-8
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Your class can experience one of America's most important historical figures through a unique and interactive experience that makes learning come to life! In support of The History Channel premiere presentation, "Ben Franklin", Regal movie theatres has partnered with The History Channel to offer a fascinating Q&A with students from across the country asking the “real” Ben Franklin questions LIVE, plus special clips and highlights from the Ben Franklin documentary*. This interactive classroom will be broadcast live from Carpenter’s Hall and the National Constitution Center in Philadelphia to 72 movie theatres around the country and is only available at a Regal, United Artists or Edwards movie theatre near your school. Plus, a student from your class could win a trip to Philadelphia to ask Ben Franklin a question LIVE during the “Just Ask Ben” broadcast! (http://www.historychannel.com/classroom/classroom.html)
Student and Teacher Admission $5. 00. The first 50 schools to register get a free copy of Ben Franklin’s Almanac: Being a True Account of the Good Gentleman’s Life written by Candace Fleming
Plus, drawn live during the event will be the name of a participating school who will win a visit by the “real” Ben Franklin to their school as part of a FREE assembly program, courtesy of The History Channel! Call 800-792-8244 to register now! Glee Manguiat - 9/18/2004
Check out this TERRIFIC & UNIQUE learning resource book titled THE AMERICAN HISTORY DETECTIVE Book by STACIE HUTTON! This one-of-a-kind book was being featured and presented in Colonial Williamsburg over Labor Day weekend. It can be bought from www. piecesoflearning. com or www. socialstudies. com Hope this helps! ! ! alicia curlew - 8/17/2004
I am preparing for the coming school year and am planning to teach history backwards. I teach in New York State- a global studies course for ninth and tenth graders. I am tackling the "second half" of the two year course from the present to the past. Also, I am coteaching with an English teacher. My thoughts so far are to begin the year witha unit called "the hostory of our lifetime. " I want to start with the fall of the Berlin Wall (which happened in the year of many of my students' birth) leading into an examination of the cold war, repressive societies, the nuclear age, Chinese communism, Tiananmen Square.. . Then onto the Arab-Israeli conflict, then South African apartheid and Africa today. The next unit would be "how did we get here? " and would look at the progression from imperialism to WWI to the rise of facism/Bolshevik revolution/Stalinism to WWII. I want the students to be able to explain how these "events" brought us to where we are today. The next unit would be "evolutions" and would show the progression of the rennaisance to the reformation to the scientific revolution to the enlightenment to the american/french/latin american revolutions and on to the agrarian and industrial revolutions. I am interested in hearing from anyone who has tried this or wo has any ideas about this approach. gordon bradford - 7/4/2004
Anyone out there have knowledge of available materials for US history and World history in the context of teaching backwards? Any suggestions welcome. david lee paschall - 6/22/2004
I just responded to this article today. . . have been teaching this way for a few years and it really works for me. Do you know of any texts or supplemental materials available ? For an interesting read, treat yourself to Daniel Quinn's "The Man Who Lived Backwards". david lee paschall - 6/22/2004
I have been teaching backwards for 5 or 6 years now. Like most of you, it was first an attempt to spur motivation in my at-risk students. Now it has become a useful tool for digging deeper in our research projects. I agree that my understanding of current events is heightened by knowing what has brought us to this point. For instance, as students peel off the layers of events in, say the Middle East, they can see how things have taken such dramatic turns. I am curious if there are any textbooks or supplementary materials out there that would be appropriate for high school level History courses? - David Paschall
HNN - 5/27/2004
New York Times
By CHRIS LARSON
Published: May 27, 2004
IT'S the 1930's, and you have just been elected president of France on a promise to rebuild the French economy. But you learn that Germany is rapidly building its army, and your advisers are urging you to do the same. What will happen if you break your campaign pledge and divert resources and attention to building up the French military? Or you're the British prime minister in 1938. Diplomats in Munich have reached a deal: Germany will be allowed to annex the Sudetenland if it promises that its expansion will go no further. What will the consequences be if you refuse to sign the agreement? History is filled with such what-ifs, and a company called Muzzy Lane Software thinks they could help high school and college students learn about history and develop thinking skills. To that end, Muzzy Lane is getting ready to introduce schools to a technology that is already familiar to most of today's students: a video game, but one that is custom-designed for the classroom. Making History is a multiplayer simulation that puts players in control of European governments before, during and after World War II. With a price tag somewhere between $25 and $40, the game is expected to be available in the fall from www . muzzylane. com. Computer games have been used in education for years, especially at the elementary level, where there are thousands of software titles. At the high school and college level, though, strategy games are generally limited to stock market and election simulations, experts and teachers say. Muzzy Lane aims to change that. The challenge is to "integrate the learning without preaching to the player," said Dave McCool, the president of Muzzy Lane. "You want to create an environment where they're learning. "
HNN - 5/23/2004
Sunday, May 23, 2004
Beth J. Harpaz
Boston- My goal on a two-day trip to Bos ton with my children was simple. I wanted them to experience local history without hearing them say, "But history is boring! "
With the help of a Fodor's guide, "Around Boston With Kids," we managed to create an itinerary that entertained my family while glimpsing three centuries into the past. We started with a tour of the city in a vintage World War II amphibious vehicle known as the "Duck" that plops into the Charles River after driving past famous sites such as the Boston Common.
The Duck is basically a boat on wheels. It was designed to ferry troops from ship to shore. The one-hour land tour took us past the Old Granary Burying Ground where Paul Revere and other patriots are entombed; Beacon Hill and the tony shops of Newbury Street; and Boston's Common. The last 20 minutes of the trip were spent in the Charles River, where every child onboard got a thrilling turn in the driver's seat. We had a pleasant lunch in the food court at the Museum of Science. The kids had fun playing on a flight of stairs in which every step sounds a loud musical note. The USS Constitution, also known as "Old Ironsides," is at Charlestown Navy Yard. Launched in 1797, it is the oldest commissioned ship afloat in the world. Our tour guide, a uniformed sailor, explained that the Constitution was one of the first six ships ever built for the U.S. Navy, after George Washington asked Congress to fund a fleet to defend our merchant vessels against piracy. The Constitution is still seaworthy and goes out five to 10 times a year. The boat got its nickname, "Old Ironsides," during the War of 1812 when its oak hull withstood cannon fire. The ship's 54 cannons still impress, but it's the stories you hear on the tour that make it so much fun. Meat was so heavily salted to preserve it that seamen dragged the meat in nets in the ocean to desalinate it; the ocean water was less salty than the meat. And the term for barrels of drinking water -"scuttlebutt" - became synonymous for gossip because sailors gathered around the containers to chat. From there, we headed to Walden Pond. Thoreau's legendary retreat from civilization is a mere half-hour from Boston, which is about how long it took my kids to jog the 1. 8-mile trail around the water. I let them go ahead and paced myself, enjoying the newly budding trees and frog songs of early spring. The fresh air made us hungry. My husband and I had lived in the area in the early 1980s, and we wanted to return to one of our favorite haunts, Rosie's Bakery. The cafe, in Inman Square in Cambridge, did not disappoint; we shared coconut-covered German chocolate cake, cookies and a gorgeous frosted cupcake. On our second day in town, we headed to the John F. Kennedy Library and Museum, a stunning I.M. Pei-designed building of white stone with a dramatic glass front and a lovely view of Dorchester Bay. Two movies - one on Kennedy's early political influences and career and the other on the Cuban missile crisis - help children who know nothing more than the facts about JFK's death understand the impact of his life. For grown-ups, footage of his speeches and live TV interviews fascinate as well. His intelligent discussions of complicated issues such as the Cold War stand in stark contrast to today's sound bites and glib banter. A film about his assassination is just a few minutes long; this museum focuses on his life without dwelling on his death. We lunched at another of our old favorites, Legal Sea Foods, which has expanded in the two decades since we had moved, with 10 locations around Boston and others elsewhere on the East Coast. Our chowder, calamari and fish-and-chips were flavored to perfection and moderately priced, and the waitress was nice to our kids, who ordered from the children's menu. Last stop was Purgatory Chasm, a state park an hour west of Boston and one of many attractions listed in the Fodor's guide that are off the beaten path. The trails here consist mainly of craggy granite rocks that wind up and down through the woods. They are steep enough to be challenging, requiring nimble feet and sturdy footwear, and when you're at the top or bottom of a 70-foot-high scramble, the views are impressive. Yet the hikes are so doable that my 6-year-old managed without assistance. As we headed home, we agreed that our visit to Boston had been a success. We had seen plenty of historic sites, yet - surprise! -we somehow had managed to avoid all the boring ones. HNN - 4/16/2004
Jesse Leavenworth, in the Hartford Courant (April 12, 2004):
History teacher Patrick Richardson will introduce his lesson on Holocaust denial by issuing students a press release from the future that declares Sept. 11, 2001, never happened. "We would say that's ridiculous, and yet 60 years removed from the Holocaust, these things are gaining momentum," Richardson said Friday.
These "things" are claims that the Nazis' attempt to systematically eradicate Jews in Europe either never occurred or was greatly exaggerated. The most prominent figure associated with the revisionist line is World War II historian David Irving. But there are many others. A recent Internet search for the phrase "Holocaust never happened" got 6,160 hits. Last year, while Mel Gibson's father was making news for his controversial views on the Holocaust, Richardson, a teacher at the Touchstone School in Litchfield, attended a workshop at the University of Hartford's Maurice Greenberg Center. He heard about a contest for curriculum proposals and decided to create a lesson plan focused on Holocaust denial. The university announced last week that Richardson was one of three teachers in the state to win awards named after two Holocaust survivors, Joseph Korzenik and Joseph Zola. Richardson and the other winners, both from New Haven, are to receive their awards and $1,000 on April 20 at 7 p. m. in the university's Wilde Auditorium.
The awards have been given to scores of middle and high school educators over the past decade, according to a university press release. "The award winners have reached tens of thousands of students in a five-state region, making this one of the most meaningful Holocaust educator awards in the nation," the release said. Richardson won for his lesson plan titled, "The Truth Makes You Free."
"Some historians believe you cannot know anything for sure in history," he said Friday. "I decided it was important to show that the truth can be discovered in history. What a good historian does is weigh the evidence and see where it points. "
HNN - 4/13/2004
From the Contra Costa Times April 12, 2004:
Kids question history texts
Talk about unintended irony. Back during the Cold War, a California teacher told her students that Russian kids studied commie propaganda primers at school, not unbiased textbooks like lucky American students. Impressed, her little fourth-graders turned to their mimeographed California mission fact sheets, to read unquestioningly about the padres' noble efforts to tame the local savages. These days, battles over overt textbook bias are fought around the world, from Dallas to New Delhi. After all, the writers of history are not only the victors, as the adage has it, but also fallible humans with individual passions and prejudices. In response, today's California academic standards include analysis of historical interpretations at every grade level. By high school, students are parsing historical accounts for bias and prejudice. Some local educators take the concept further, with assignments and classroom discussions specifically aimed at turning students into critical, independent thinkers. It's not the old "Question Authority" gambit of the hippie generation, but the infinitely valuable exercise of questioning one's sources in the modern Information Age.
Campolindo history teacher Caron Brownlee's Advanced Placement U.S. history students, for example, spend their summer reading two dramatically different texts, Paul Johnson's conservative "History of the American People" and Howard Zinn's left-wing "People's History of the United States."
"My motivation was the old saying, 'You do not see the world as it is, but rather as you are,'" says Brownlee. "Being raised in the South and now living in California, I came to realize just how differently people in America interpret history, political affairs and current events. "
Her students spend the summer months comparing vastly different interpretations of some very familiar territory -- Thomas Jefferson, the Civil War, the New Deal. Was Columbus a noble hero or a despicable bigot? Was Nixon a saint or a villain? "The two different viewpoints breed great discussions," says Brownlee. "Throughout the year, we have seminars and debates in which students have to back up their arguments with specifics from either Zinn or Johnson. Most students agree with Zinn, but I do have a few loud and proud Johnson supporters. "
It is the questioning and debate that offer the most valuable lessons. Which is it? Noble, villainous or something in between? "These exercises reinforce to students that they should view the world through a 'gray' lens, versus a 'black or white' perspective," Brownlee says. "But more importantly, it will help them become critical and independent thinkers. "
Critical, independent thought is key, agrees St. Mary's English professor Chris Stroffolino.
"As a student, I thought (textbooks) were written by an anonymous old stuffy professor somewhere or a committee," he says. "One of my big roles as a teacher is (saying) that's just one guy. This isn't truth. "
It can be a difficult lesson, Stroffolino admits: "It's like saying there's no Santa Claus."
Straight A's appears weekly. Send suggestions and comments to the Contra Costa Times Education Team, P.O. Box 8099, Walnut Creek, CA 94596. Reach Jackie Burrell at 925-284-6852 or firstname. lastname@example. org. HNN - 3/20/2004
March 20, 2004
Competition caters to history buffs
20 students participating in challenge
By VANESSA McCRAY
Record-Eagle staff writer
TRAVERSE CITY - Students always have been able to flex minds in spelling bees and science fairs, but history buffs have been left out of the mix - until this year . Now, they'll be recognized for their intellectual achievement, too. Two area schools are participating today in the Michigan History Day competition. It features more than 20 finalists from West Junior High School and Traverse City Christian School whose research projects will be judged by the Michigan Historical Society.
The competition is popular downstate but is just catching on here, said Inara Kurt, who has 14 entrants from her history class participating for the first time. "This is the best thing that I have ever done, and I have taught for a lot of years," she said. "Not that all students love history, but they love their topic. "
Students must first complete a documentary video, exhibit, research paper or other project. The best entries from each school qualify for today's district competition at West Junior High. Those winners go to the state competition in April at the Henry Ford Museum.
Gordie Rozga and Drew Nichols, ninth-graders at West Junior High, worked on their Pearl Harbor project for several weeks. The students' exhibit features black-and-white photographs of the attack and snippets of information about that day - Dec. 7, 1941. "It was surprising how Japan made the attack so fast and sudden," Rozga said. Nichols found it interesting that the United States knew about the attack but couldn't deliver a warning in time. "It came four hours after it happened," he said. Those intricate details are what excite Alison Wiebenga, a history teacher at Traverse City Christian, about the contest. Four teams from her school have advanced to today's competition. The rules are rigorous, requiring a complete bibliography and primary sources such as diaries, letters and oral histories. Students can pick any topic, including local history events. "I think it is an excellent opportunity in the study of history," Wiebenga said. "You really promote it and get excited about it, and there are so many things in northern Michigan, events that took place here that have great potential for discovery. "
Kenn Hermann - 10/18/2003
I would like to hear from those who posted comments on the 'history in reverse' or 'backwards' link. Mike Montgomery - 7/27/2003
I think this is a critical subject. I think all history teachers would be well served to spend some time at a national park service training session or even a well done state park training session for Interpretive Programming. While many of these folks may be naturalists at heart, those that have a kees sense of the cultural resource management understand all too well the importance of how to connect to differing age groups. There has to be a local or a personal connection to make history compelling. Since that has not been a focus of education, to go out in to the community and make the local history a beginning step into what history is, why it's important, history loses. More and more historic societies fail. More generations grow up not knowing the importance of the cultural artifacts that are in their own back yards, or their own family histories. Most would be amazed how very lucky they all are to even be here were it not for some miraculous event in their ancestors lives that allowed their "tree" to continue. All those events have connections to a wider context. While all teachers and professors cannot be equally entertaining, technology can certainly somewhat level the playing field. Cooperation with local historic societies, enterpretive naturalists at historic sites, national and state parks, all help. There is always a wider context than the classroom and the text book. Al Hibler - 7/10/2003
As a teacher for 30 years I am insulted hearing that history is boring. It is not! Sure there are some red-letter dates and names we want our students to learn, but there are many ways to make these people come alive and make these dates seem like yesterday. Reading and discussing primary source material, often with opposing views, challenges most students to seek the 'truth'. Creating artifacts of various periods you are studying brings out the curiosity of our young people instead of putting them to sleep through long and laborious lectures. Early in my career I had to make a decision between teaching science or history and I couldn't be happier with the choice I made. Step out of the traditional method of teaching history through read, lecture, test and you will be amazed at the inquisitive minds that await you! Happy teaching. . . Charles Mentken - 6/17/2003
Greetings Mr. Baker,
I would love to talk with you regarding your "backwards" teaching approach. I am also a U.S. history teacher and feel that this approach would greatly improve my students level of engagement. Hope to hear from you. Charles A. Mentken
russell - 5/19/2003
beacuse know one is intrested in the past welcome to the 21st centery not the 11th centery. what we are all interested about is the future about flying cars or somthing like that nothing so shity
Michael Baker - 2/23/2003
I have been teaching United States History in reverse chronological order for three years. After the first year, I added a twist. Kids absolutely love it. Kenn Hermann - 1/3/2003
I am a U.S. history professor who was pressed into service to teach a section of world civ. II this past spring. One of the things that working up a new prep does is to free you from doing things like they have always been done. I asked myself the perennial question we all ask: what is that I want my students to carry with them after taking this single history class? Following 9/11 and the dismal level of historical understanding even news and commentators showed about the Middle East I decided that I would much rather have them know something about Afghanistan than remembering when the Spanish invaded South America. That led me to teaching this course backwards. In brief my syllabus was as follows: 1) 3-4 weeks on the history of a single civilization -- Middle East, China, Rwanda (Africa), Costa Rica (Central America); 2) they read a book on the contemporary situation in each civilization, e. g. Rashid on the Taliban; 3) my first lecture on each civ. set up the historical context of the post-WWII period; it ended with the question: what do we need to know about the earlier history of this civ. to better understand the present? -- always lots of good questions from them -- I then assigned them to find answers to those questions and bring to class; 4) each subsequent lecture went further back in time until we reached the 16th c. , the 'beginning' of the course; 5) always plenty of discussion and lots of good connections being made. Students loved this approach, even those whom we have all had who 'hated' history. It finally made sense to them. There are many pedagogical advantages to this approach that I am working into an article. If you are looking for a way to gain student interest and prepare a more literate generation, try this approach. Jeff Layton - 11/25/2002
I was so excited to read your response today on the History News Network. I live in Los Angeles and have my MA in history from Pepperdine University and I have several years of teaching experience. I also have several years experience in the entertainment industry. I also came to the realization that history has not been presented to kids in a fun manner. I decided to do something about that. I have written a script for a kids program that makes history exciting, fun, cool, and whacky. The program is aimed for 4th grade kids and up. It is the history version of Bill Nye the Science Guy or the Crocodile Hunter. These television programs made their subjects very "cool" for kids. And this one does too while still giving and reinforcing important historical information. The potential for this program is incredible. Right now, I am working on getting my script in the hands of producers with the experience of getting shows made for PBS, Disney, Nickelodeon, Noogle, TLC, and other networks that have programming for kids. Please let me know if this interests you, or if you have any contacts who would be interested. Thanks! Dr. Mike Halsey - 11/8/2002
David McCullough says that teaching history is easy, "All you have to do is tell stories. " I think he was quoting Barbara Tuchmann.
Domonique Bastone - 9/23/2002
September 23, 2002
I am a documentary film maker. I focus on medical issues. My programs air on PBS. However, I have a thorn in my side that I need to satisfy ASAP. Having a 10th grader who "flunked" 9th grade history I am on a mission to create a PBS doc that will focus on the the problem of high school kids who know NOTHING and do not care to know anything about history. To me and anyone I know "history is a part of my life". Students need to understand that our future is created on the past events. Our conversations in life be it serious or funny are based on history. What I mean is comment like "My boss is a real Hitler". Kids have no idea what a comment like that means. What I am trying to relate in my program is that without a "knowledge of history" life will be limmited. When a kid grows up, who is void of history, his conversations, his itiot banter, his image to others, jobs, relationships will be effected not having basic information about the past. Don't we communicate to others our knowledge about life. History is an important piece to have. We must find a way to educate parents, children and schools. History has to be "cool" to know. Kids are wavings "red" flags saying "we don't get it the way you are teaching it" We need to make it a part of the ciriculam at an earlier age. First we need to EDUCATE how important history is, THEN teach it. We need to address it like we have drugs, smoking, drunk driving. I need help on how to present a package to a potential funder. Names of historians that can be in the program, etc. This will be a fun project and an opportunity to get a very important message across the country. It can be the "foundation" for a new approach. I am not a historian. I just have a venue and a incredable ability to raise money. Please respond. . . Thank you
Matthew Shapiro - 9/1/2002
I'm with an organization called the Mary Parker Follett Foundation (http://www.follettfoundation.org), and I'm exploring the idea of a project to create a history textbook or textbooks that would be written from the present "backwards". The reason I'm looking at this is because studying history this way may contribute to a greater understanding of the evolutionary shifts that construct the worldview and situation that the present observer finds him/herself in. This relates to one of the interest areas of our organization. If anyone is interested in discussing this further, please contact me at email@example. com. Thanks.
jim cooper - 8/29/2002
I am a math teacher who "has" to teach one class out of my area this year and it happens to be history. Due to recent budget cuts our school had a reduction in force making it necessary for some of the staff to teach "out of their areas. " Being a less senior teach I predicted I would end up having to teach outside of math. I quickly volunteered to teach American history as I enjoy researching local history, genealogy, military, etc. I guess you could say history is somewhat of a hobby of mine. All summer long I have been wondering about teaching it backwards and I am looking for more info and reflections from anyone who has had experience doing so. As a result, this article is of interest to me and would like more info
Clyde Griffin - 8/28/2002
I’ve always liked the Vassar History department’s emphasis on discussion, so what matters is my skill at that and at interspersed informal lecturing. My aim has always been to help students discover how historians practice their craft, how their sources, methods, conceptualization, and (conscious or unconscious) assumptions and biases shape their analyses and stories. Working with students on papers and theses, I tried to get them to apply what they learned from reading and discussing primary and secondary sources. What was it in my own teaching style that may have helped them? Probably an openness to the varied possibilities in their contributions to class discussion, though I was guilty frequently of relating their contributions to ideas I had in mind at the moment. But mostly I’d guess it was my enthusiasm, born of genuine fascination with and excitement about particular subjects and interpretations of them. I remember how captivated I was as an undergraduate at Iowa by George Mosse’s relating of the design of Jesuit churches to baroque theatre. Big theories about historical change (let alone philosophy of history) haven’t appealed to me for a long time, but I love novel approaches which may have wider applicability to manageable topics. For example, I’ve always enjoyed asking students to try to evaluate the success of McKitrick and Elkins’ in finding a new meaning for Turner’s frontier using a contemporary sociological contrast between two new communities with and without a structure of leadership. By the 1970s if I remember rightly, my syllabi would preface the reading assignment with a question for discussion so students would be thinking as they read about what kinds of evidence, etc. would be needed to answer it. Inspired by Lucy Salmon’s gift for imagining historical uses for unconventional data – right down to the physical arrangements of your own backyard – I tried to introduce them in some assignments to what you can and cannot learn from different kinds of quantitative and qualitative evidence. I also liked at times to make students confront the implications of present-mindedness and past-mindedness, e. . g. using Boorstin’s Lost World of Thomas Jefferson to make them criticize their own (usual) presumption that Jefferson’s opinions and world view could be transplanted easily to our own time and choices. At the other end, Hofstadter’s Age of Reform made them puzzle about how his current concerns (explicit in his preface) may have affected what he “found” in the past. In general, I think the discussion method – precisely because it considers multiple possibilities in interpretation and emphasizes critical evaluation of them – gives students a sense that the writing of history on topics of some importance is never finished. So the continual revisiting of the past as our present circumstances change challenges the historical imagination. My best guess – reinforced by student evaluations – is that my enthusiasm for pursuing that challenge on a wide variety of subjects was contagious and explains whatever success I had in the classroom. Kara Coffey - 8/27/2002
I was fortunate enough to be one of Bill Gorski's students in A.P. U.S. History at Mundelein High School, and I cannot express in strong enough words what a difference it makes having an enthusiastic, energetic teacher who clearly knows and loves the material. Each and every single day, Mr. Gorski conveyed his passion for history and joy of teaching to his students, thus fostering a tremendous amount of respect for him by his pupils and peers alike. I will be the first to admit that history is not my best subject, but for the duration of my junior year, his contagious love of the material and enthusiasm for spreading his knowledge made A.P. U.S. History my favorite class. Thanks Mr. Gorski! HNN Staff - 8/21/2002
From the Christian Science Monitor . . . the story of a historian's innovative approach to teaching:
"Mark Carnes was convinced that his students were as bored as he was. His philosophy course on great books had all the right ingredients for a fascinating discussion, but something just wasn't clicking. "His remedy? He threw his class into a mock trial of Socrates, to show how the philosopher's writings emerged from important, heartfelt debates. Eventually, a student suggested adding rules about who could talk, sit, or stand – according to the traditions of the time. "
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Bernard Weisberger - 7/19/2002
Above all I tried to make history “come alive” for the students, which I didn’t find hard because it’s always been alive for me. The men and women of the past—or at least that part of the American past that I’ve studied-- are as real to me as my family and neighbors. I simply conveyed what I genuinely feel as non-pompously as I could. And I did infuse my presentations with a little conscious storytelling art—pacing, transitions, images, climaxes. I didn’t write out lectures or “rehearse” them, but I really thought them through beforehand, considering the classroom hour as a chance to tell a friend a story that I really wanted him or her to enjoy and think about. In assigning readings I always concentrated on original source materials, and incorporated a lot of source quotations into my lectures, because the men and women who make history almost always are more interesting to listen to than the men and women who write about them later. Finally, I suppose, I always really liked and respected the students—yes, all of them, in addition to my inevitable favorites--and that made it easy to talk TO them, not AT or OVER them. I guess in sum, then, the “secret” was to like what I was teaching and who (all right, whom! ) I was teaching, after which it was just a matter of following my instincts. I know I’m focusing heavily on lecturing here, but it is what I did best. Bill Gorski - 7/15/2002
I have taught American History for 23 years at Mundelein High School.My BA as well as my MA are in History. History is a story, thus it is essential that the history teacher be a good story-teller. This can only be done by having a thorough grounding in your subject. With the knowledge base one can augment the text to make the readings come alive in the classroom. Teachers also must have a passion for what they teach. Personally, I can think of nothing else I would rather do than teach history. As teachers we know that our love of the subject and the passion we exhibit in the classroom energizes our students to learn more and expand their own horizons. Sal Mercogliano - 7/12/2002
This question has plagued many professors. As a new professor - having taught full-time for only two years, I believe it is not the material but the teachers who are boring. Part of being a historian is being able to convey the importance of a topic. All too often, historians get weighted down with telling all the small points of a larger event. While these are important, they sometimes take away from the lectures. This generation of students is bombarded by sound and visual stimuli. Teachers need to build on that. I personnally use multimedia: Music, DVDs, Powerpoint, and graphics to get my message across. Additionally, relate the material to the present. Most students could not care about Egyptians, unless you relate them to the present day: ie the situation in the Middle East, their legacy to science, why they built the Pyramids? Perhaps the biggest turnoff for students in history surveys is the vast amount of material. As most schools shift from Western Civ to World Civ, this even magnifies the problem. There is no way that a student is going to remember all the facts in a World Civ textbook. Very few professors could make that claim. Yet we hold the students to standard that they need to know key facts, dates, people, and places. And this is the root of the problem, all too often - and this is mainly due to growing class sizes and teaching load - professors are forced to turn history exams into an episode of Who Wants to be a Millionaire.
What is more important, knowing when the attack on Pearl Harbor took place or why; yet the question that is typically asked is when. The when is important, but the why is crucial. This means that history exams need to be essays and short answers and not scantrons. When students are faced with this fill-in the dot option, it is too easy for them to sit back and just focus on the dates and places and not the substance of what is being taught. For the past two years I have avoided the use of multiple choice exams but I understand the allure. It would be nice to be finished with classes the last day of finals and just run the tests through the machine, but we expect the students to study, prepare, and perform; professors should do the same. When teachers show effort, the students will follow. Buies Creek, NC
Rick Shenkman - 7/10/2002
At the OAH meeting this past spring one historian got a great reaction when he explained how he had succeeded in getting students interested in history. He teaches it backwards. He explained that in a course on U.S. history he begins with current times and works backward to help make history seem -- pardon this bugaboo from the Sixties -- "relevant. "
Audience members found his approach absolutely fascinating and peppered him with questions. The approach is counterintuitive. Wouldn't students find it confusing to work backwards through history? It would be like watching a movie backwards. You wouldn't understand why anything happened. But the teacher insisted that it actually works. Students "get it. "
And they really enjoy seeing the connections between present and past, connections they miss when a course begins, say, with the Civil War and ends with the Cold War.
If anybody has tried this approach, please comment. - Kissinger Memo from 1972: Make the North Vietnamese think Nixon and I are crazy
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