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Although molecular tools are increasingly employed to decipher invertebrate systematics, earthworm (Annelida: Clitellata: ‘Oligochaeta’) taxonomy is still largely based on conventional dissection, resulting in data that are mostly unsuitable for dissemination through online databases. In order to evaluate if micro-computed tomography (μCT) in combination with soft tissue staining techniques could be used to expand the existing set of tools available for studying internal and external structures of earthworms, μCT scans of freshly fixed and museum specimens were gathered.
Scout images revealed full penetration of tissues by the staining agent. The attained isotropic voxel resolutions permit identification of internal and external structures conventionally used in earthworm taxonomy. The μCT projection and reconstruction images have been deposited in the online data repository GigaDB and are publicly available for download.
The dataset presented here shows that earthworms constitute suitable candidates for μCT scanning in combination with soft tissue staining. Not only are the data comparable to results derived from traditional dissection techniques, but due to their digital nature the data also permit computer-based interactive exploration of earthworm morphology and anatomy. The approach pursued here can be applied to freshly fixed as well as museum specimens, which is of particular importance when considering the use of rare or valuable material. Finally, a number of aspects related to the deposition of digital morphological data are briefly discussed.
Keywords:MicroCT; Morphology; Anatomy; Taxonomy; Lumbricidae; Aporrectodea; μCT; Repository; Imaging
Purpose of data acquisition
The present dataset constitutes the first attempt at comparative micro-computed tomography (μCT) scanning of earthworm (Annelida: Clitellata: ‘Oligochaeta’) specimens. When used in combination with staining techniques that permit enhancing soft tissue contrast , μCT could become a promising technique for resolving pervasive issues in earthworm taxonomy and systematics. To this end, the application of μCT to freshly fixed and museum specimens was evaluated, and results were compared with data derived from traditional dissection techniques. The main methodological and taxonomical results of the study are presented in an accompanying publication .
The aim of the present report is to provide the earthworm research community with a reference dataset for future analyses of soft-bodied organisms based on non-destructive imaging techniques. In addition, uninhibited data access and enforced data deposition, as practiced here, are briefly discussed.
Scans of four lumbricid (‘Oligochaeta’: Lumbricidae) earthworm specimens are part of the present dataset. One freshly fixed and one museum specimen (stored in ethanol for several decades) were scanned for each of the two different species employed in the study, i.e. Aporrectodea caliginosa (Savigny, 1826) and Aporrectodea trapezoides (Dugès, 1828). All four specimens were stained using an ethanol-based phosphotungstic acid (PTA) solution, which was adapted from protocols described previously . In order to increase the isotropic voxel resolution of the three-dimensional (3D) image stack, only the first ca. 35 segments of each specimen were scanned. These segments harbor all internal and external structures commonly used in earthworm taxonomy. Specific specimen data and supplementary image files have been deposited in the publicly accessible database of the Museum of Comparative Zoology, MCZbase (http://mczbase.mcz.harvard.edu/ webcite). In addition, hyperlinks to each specimen entry in MCZbase are provided on the dataset website in the GigaScience Database (GigaDB) online repository .
Data acquisition and processing
The four scans were produced using a μCT system equipped with a cone-beam tungsten X-ray source (SkyScan 1173, Bruker microCT, Kontich, Belgium). The specific scanning parameters are provided in the accompanying publication , and can also be found in the log file (.log) of each dataset folder available for download at GigaDB.
Each scan resulted in a set of 960 projection images in tagged image file format (TIFF, .tif). No binning protocols were employed during data acquisition. The projection images covered 2240 × 2240 pixels at 16-bit dynamic range. Reconstruction of the two-dimensional (2D) projection images into a 3D volumetric image stack was performed using the software NRecon 126.96.36.199 (Bruker microCT, Kontich, Belgium). This program runs under the reconstruction engine NReconServer 1.6.6, which employs a Feldkamp algorithm for volumetric reconstruction . The two reconstruction parameters with significant effect on the quality of the final data were ring artifact and beam hardening correction. The output format for the 3D volumetric image stacks was bitmap image file (BMP, .bmp) at 8-bit dynamic range and 2240 × 2240 pixel size. In order to reduce final file size, the volume of interest (VOI) function, a 3D cropping tool, was used to remove all uninformative parts of the data following reconstruction. This resulted in changes to the pixel dimensions of each reconstructed image stack, but did not lead to spatial distortions in any of the three dimensions. Further information on the contents and size of both the projection and the reconstruction data folders is provided in Table 1.
Table 1. Overview of the earthworm dataset deposited in GigaDB
The quality of the data was ascertained through visual inspection of the scout projection and reconstruction images. Primary criteria were i) the full penetration of the sample by the staining agent and ii) the absence of artifacts. Although a total of eight scans were obtained in the course of the study, four of these scans were either trial scans or showed significant artifacts . Therefore, only the four most representative scans have been deposited in GigaDB. Nonetheless, these scans represent the full taxonomic and morphological breadth of species and sample types included in the study. The imagery allows for an identification of numerous internal and external structures. No significant difference in the approach was observed when employing freshly fixed or museum specimens, nor between the two species analyzed.
The potential uses of the dataset presented here include morphometric or volumetric analyses of internal organs, studies of ingested sediment particles, the possibility of online collaborative dataset annotation, or interactive data exploration using digital 2D and 3D visualization tools.
The methodological approach itself is suitable for high-throughput scanning of hundreds or even thousands of earthworm specimens as well as other soft-bodied organisms . This would result in large morphological taxon sampling, one of the prerequisites for broad taxonomic and systematic studies. Furthermore, non-invasive imaging techniques such as μCT leave specimens intact and generate digital data suitable for online dissemination, an important condition for effective data mining.
Availability and requirements
The dataset is available at GigaDB and has a citable digital object identifier (DOI) . Each of the eight folders has been packed using tape archiver (tar, .tar), before being compressed using GNU zip (gzip, .gz). The folders can be individually downloaded using a set of tools, e.g. File Transfer Protocol (FTP).
Dataset name: MicroCT scans of freshly fixed and museum earthworm specimens
Operating system: Platform-independent
License: Creative Commons 0 (CC0) public domain dedication (https://creativecommons.org/publicdomain/zero/1.0/ webcite)
Following download, the reconstructed images can, for example, be rapidly visualized using the ‘File:Import:Image Sequence’ command chain in the Java-based imaging software ImageJ (http://imagej.nih.gov/ij/ webcite). In addition, numerous other 2D and 3D visualization tools are available for free . Given the size of the reconstructed image folders, a computer system with about 4 GB main random access memory (RAM) and 1 GB video RAM should be used.
The dataset presented here permits full open access both to μCT-derived raw data (here: the projection images) as well as derivative data (here: the reconstructed image stacks). The availability of μCT raw data files has been deemed important, primarily due to the rapid increase in the performance of reconstruction algorithms, which in the future could lead to improved data reconstruction . Furthermore, one reviewer as well as the editor of the accompanying publication requested data deposition for purposes of data transparency, which was achieved here through storage and archiving of the dataset in GigaDB. Despite these advances, a lack of coherent policy for data archiving and enforced data deposition in digital morphology remains , and metadata standards for data gathered using non-invasive imaging techniques are still not available .
Availability of supporting data
The dataset supporting the results of this article is available in the GigaScience Database online repository .
2D: Two-dimensional; 3D: Three-dimensional; BMP: Bitmap image file; CC0: Creative Commons 0 1.0 public domain dedication; DOI: Digital object identifier; FTP: File Transfer Protocol; GigaDB: GigaScience Database; GNU: GNU’s not unix; gzip: GNU zip; MCZ IZ: Museum of Comparative Zoology Invertebrate Zoology; μCT: Micro-computed tomography; PTA: Phosphotungstic acid; RAM: Random access memory; ROI: region of interest; TIFF: Tagged image file format; VOI: Volume of interest.
The authors declare that they have no competing interests.
Conceived and designed the experiments: JL SK RF AZ. Performed the experiments: JL SK RF. Analyzed the data: JL SK RF AZ. Contributed reagents/materials/analysis tools: JL SK RF GG AZ. Wrote the paper: JL SK RF GG AZ. All authors read and approved the final manuscript.
We are grateful to Christopher Laumer for help with reagent preparation. We thank Christopher Hunter for assistance with data upload and management. Scott Edmunds, Sarah Faulwetter, and Brian D. Metscher provided comments that helped to improve the manuscript.
BMC Physiol 2009, 9:11.
doi:10.1186/1472-6793-9-11PubMed Abstract | BioMed Central Full Text | PubMed Central Full Text
Fernández R, Kvist S, Lenihan J, Giribet G, Ziegler A: Sine systemate chaos? A versatile tool for earthworm taxonomy: non-destructive imaging of freshly fixed and museum specimens using micro-computed tomography.
PLoS ONE 2014, 9(5):e96617.
Cold Spring Harb Protoc 2011, 12:1462-1471.
GigaSci Database 2014.
Nature Meth 2012, 9:697-710.
doi:10.1038/nmeth.2084Publisher Full Text
Science 2011, 331:712-714.
doi:10.1126/science.1202828PubMed Abstract | Publisher Full Text
Biol Direct 2010, 5:45.
doi:10.1186/1745-6150-5-45PubMed Abstract | BioMed Central Full Text | PubMed Central Full Text | <urn:uuid:0c7fb028-5579-4588-ace2-1bcfba9e4c6a> | CC-MAIN-2014-23 | http://www.gigasciencejournal.com/content/3/1/6 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510270577.0/warc/CC-MAIN-20140728011750-00217-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.86633 | 2,387 | 2.703125 | 3 |
After a lot of analysis over the boundaries between the Spanish region of Texas and the Orleans Territory, I have finally found someone who agrees with my map.
From Wikipedia: http://en.wikipedia.org/wiki/Sabine_Parish,_Louisiana
Boundary disputes followed the purchase. The United States claimed the Sabine River as the border and Spain claimed a line farther east in Louisiana along Arroyo Hondo, a tributary of the Red River. The Neutral Ground Treaty was affected in 1806, declaring the area “Sabine Free State,” a demilitarized zone, which became the neutral strip for outlaws, desperadoes, criminals and filibusters. The strip extended, roughly, from Sabine River east to the Calcasieu River, Bayous Kisatchie and Don Manuel, Lac Terre Noir and the Arroyo Hondo. Both nations claimed ownership but neither exercised control. English speaking settlers from the older eastern states began moving into the section during the westward expansion years before the boundary was established. They settled on Spanish grants known as Rio Hondo claims. One of the earliest settlers was Thomas Arthur, who filed a claim for 640 acres (2.6 km2) on Negreet Creek. | <urn:uuid:21ce9dea-2710-44d9-a40d-5d42096ac6ac> | CC-MAIN-2017-30 | http://zombieswithcoffee.com/2013/08/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423486.26/warc/CC-MAIN-20170720201925-20170720221925-00086.warc.gz | en | 0.938168 | 256 | 3.40625 | 3 |
Nutrition can assist with enhancing athletic performance. An active lifestyle as well as exercise routine, together with eating well, is the absolute best way in order to stay healthy.
Eating a good diet can assist with providing the energy you require in order to complete a race, or just take part in a casual sport or physical activity. You are more likely to be tired and also perform poorly during sports when you do not get enough:
The Nutrition We Eat Plays A Vital Role In How We Look And Feel
Routine exercise is very important however – according to research – nutrition has the largest impact on our fitness. Utilising food as our medicine has developed into a popular theme for health enhancement.
The trend now is to focus on healthy food intake as the main fitness goal. When healthy eating habits develop into a lifestyle, we are healthier as well as happier. Eating correctly can help you reduce body fat, lose a few kilograms, feel more confident and lower your risk of illness.
Many studies are indicating that healthy food intake is the most important part of our fitness programmes. Some physicians are teaching people about healthy eating habits and lifestyles as a way towards improving overall health by reducing obesity as well as reducing disease.
How Do Nutrition and Exercise Work Together?
Nutrition as well as exercise not only complement each other however they need each other. Even if you eat an impeccably balanced diet, it is necessary for you to exercise in order to burn calories. In addition, you need to exercise in order to strengthen your muscles, heart as well as lungs.
Food gives you energy and you require energy in order to exercise. After you exercise, you require food to restore your energy. The best kind of energy comes from glucose, which your body gets from carbohydrates. The best choice of carbohydrates should from whole grains.
As excess carbohydrates are stored in the body as fat, it is very important not to consume more carbohydrates than your body needs. Selecting the correct carbs can help you to maximise their potential without adding empty calories.
For example, one can of soda is equal to three slices of whole-grain bread. Your body can break down the whole grain bread into usable energy however the soda will mainly be stored as fat. Having a good understanding of how food is processed in your body as well as what calories are helpful to maintaining a balanced nutritional lifestyle.
Eat Superfoods On A Daily Basis
Superfoods play an essential part in achieving as well as maintaining a healthy body. Nutritionists may differ in their lists of which foods are best however they agree they’re all essential. Eating a broad variety of superfoods every day will satisfy nutrient needs for optimal body functioning.
Start with the following top superfoods for boosted health and fitness:
- Oats (which are high in fibre; improve digestion and heart health)
- Blueberries (which are high in antioxidants, reduce inflammation, and are cancer-fighting)
- Apples (which are high in antioxidants, reduce inflammation, weight loss)
- Green tea (antioxidants, increases metabolism and promote weight loss)
- Flaxseed (which are essential fatty acids, increases metabolism, reduces inflammation) | <urn:uuid:54056951-d684-49c1-a030-27df6a2083d7> | CC-MAIN-2023-40 | https://cabernetsports.net/sports-nutrition/why-is-nutrition-so-important-for-fitness/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510781.66/warc/CC-MAIN-20231001041719-20231001071719-00528.warc.gz | en | 0.963027 | 650 | 3.140625 | 3 |
For some people who follow human evolution news, recognizing “species” is really just about whether you’re a lumper or a splitter. Many people assume that the names of species are about ego, not evidence.
But nature presents us with real challenges, which still cause different scientists to approach the past with different assumptions. Let me give some examples.
Just today, I got notification of a new paper by Walter Neves and colleagues, in which they suggest that Australopithecus sediba and Homo naledi are actually South African representatives of Homo habilis. Some people might scoff at this—after all, the Dinaledi fossils are only 236,000–335,000 years old, while the latest-known H. habilis is around 1.6 million. But a young date for some fossils doesn’t bar them from from membership in a species with much older fossil representatives. Identity is tested with morphological evidence, not geological age.
Now, I disagree with the idea that H. naledi is the same species as H. habilis—Neves and colleagues have come to this taxonomic conclusion by neglecting all the morphological evidence showing H. naledi is different from H. habilis. But it’s not so easy to reject the idea that these species might be close relatives. As we pointed out earlier this year, H. naledi might even conceivably be a descendant of H. habilis or Au. sediba. On the other hand, Mana Dembo and colleagues showed last year that H. naledi seems to be closer to modern and archaic H. sapiens than to H. erectus (and much closer than H. habilis). These are stark differences of interpretation, from similar parts of the skeleton.
[see my article: “The plot to kill Homo habilis”]
At the other extreme, this week Jeffrey Schwartz is set to present results of his own examination of the Dinaledi Chamber sample. According to his abstract, all the teeth belong to one species, but some of the skulls represent another—two species in this assemblage, not just one. I haven’t seen the details of this analysis, but I’m pretty sure I disagree with this one, too.
I admit that it would be fatuous to say that ego plays no role in paleoanthropology. Scientists express provocative opinions that will draw attention from the press.
Still, the trouble with taxonomy isn’t just about new fossil discoveries like H. naledi or Au. sediba. We have seen similarly broad and vociferous diversity of opinions in the last few years about H. erectus, Au. deyiremeda, Au. anamensis, H. floresiensis, Denisovans, Neanderthals, H. heidelbergensis, Kenyanthropus platyops, and others. These are species new and old, and the same issues keep arising again and again.
Many people would say that taxonomic debates just reflect basic philosophy about variation—again, lumping versus splitting. But that’s really only one of the dimensions:
- How much variation should a species include? Broadly, all of us recognize that some species are polytypic (as humans are today), but small and fragmentary samples make it very hard to distinguish polytypy from distinct species. There are living polytypic species that include very extensive variation, and living sister species that barely differ from each other, making model selection difficult.
- What kind of data provide evidence of similarity or difference? Some researchers rely mainly on phenetic similarity measures, using geometric morphometrics, principal components or canonical variates approaches. Others examine discrete (or threshold) traits, counting shared derived traits as evidence of similarity and ignoring shared primitive traits. This group was once dominated by cladists, but in recent years Bayesian approaches have become more and more common.
- What temporal or geological information is sufficient to justify pooling fossil specimens into a single sample? Some scientists are willing to assume that fossils from the same 500,000-year period belong to a single population, even if they preserve different parts of the skeleton or minimally overlap. Others draw trees that separate every specimen into its own “operational taxonomic unit”. The concept of a paleodeme is based on lumping specimens by date and geography, an approach that has come more and more into question as the fossil record increases.
Anthropologists may get a bad rap from other biologists for arguing about taxonomy so much, but in reality many areas of taxonomy are undergoing seismic shifts following more widespread application of genetics and phylogeographic analyses.
For example, bovid systematists have been arguing for the last few years about whether to double the number of species they recognize—a debate about living species with abundant morphological samples and genetic data. Meanwhile, living and fossil elephants are on the verge of a complete revision of relationships, based on ancient DNA and the appreciation of deep diversity between forest and savanna African populations. Similar examples are unfolding across mammalian systematics.
Neandertal and Denisovan DNA has shown us that hominins also exchanged genes by introgression, occasionally but recurrently despite hundreds of thousands of years on their own trajectories. Genetic evidence of African “ghost lineages” means other long-lasting Pleistocene populations once existed.
H. naledi might potentially be one such lineage. I have no idea what the closest relative of H. naledi will prove to be. Whether it reproduced with human populations or not, it shows that many cherished human features may not have been uniquely derived evolutionary developments.
I can’t help but feel that we are standing at a special moment in the history of paleoanthropology. New data give us the opportunity to make progress on old areas of disagreement about species and phylogeny. We have to start by taking what we now know about the later Pleistocene, and seriously appling these lessons to earlier periods of human evolution. Our assumptions about the past really are changing.
Whatever we choose to call species won’t change their nature. But our assumptions determine the way we frame our future studies, including our attempts to find more fossil evidence. That makes it important to communicate clearly about what these ancient species mean, both with each other and with the public.
John Hawks Newsletter
Join the newsletter to receive the latest updates in your inbox. | <urn:uuid:1fa413a6-333c-40cb-9791-95e33a6541f9> | CC-MAIN-2023-40 | https://johnhawks.net/weblog/species-evidence-or-ego/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511717.69/warc/CC-MAIN-20231005012006-20231005042006-00589.warc.gz | en | 0.930169 | 1,349 | 3.015625 | 3 |
What is a syndicated loan?
A syndicated loan, also known as a syndicated bank facility, is a loan where several financial institutions form a group (syndicate) and lend money to one borrower. There is just one loan agreement, with terms and conditions that apply to all the lenders in the syndicate.
The word ‘syndicate’ means a group of people or organizations combined to promote a common interest. This type of loan contrasts with a bilateral loan, which is a loan consisting of a single lender and a single borrower.
In a syndicated loan, the borrower might be a company, a large project or a country’s government (sovereignty).
A syndicated loan is typically administered by underwriters known as ‘lead arrangers’ (‘lead banks’), comprising one or a number of commercial banks or investment banks. The bank in charge of the loan is also known as an agent bank.
Many large infrastructure projects are financed with a syndicated loan.
Corporations in the United States and Europe have been accessing syndicated loans from top banks and other financial institutions for decades. In the US the syndicated loan market blossomed in the mid-1980s, while the launch of the euro in 1999 saw the market take off in a big way in Europe.
While private equity sponsors and corporate borrowers in the US impact debt issuance equally, in Europe there is much less corporate activity, with issuance dominated by private equity sponsors.
Essentially, arrangers serve the investment-banking role of raising capital for an issuer that requires capital. The arranger receives a fee from the issuer for this service. The size of the fee depends on how complex and risky the loan is.
Consequently, the most profitable loans are those to borrowers that owe a lot of money – issuers whose credit ratings are speculative grade.
Different types of syndicated loans
The loan may involve a credit line, a specific (fixed) amount, or both. Interest rates may be floating based on a benchmark such as Libor, or fixed for the term.
Syndicated loans are mainly originated by banks, however, several other types of institutional investors may join the syndicate, including insurance companies, finance companies, pension plans, hedge funds, mutual funds, and collateralized loan obligations.
Like most loans, syndicated loans pose a certain amount of risk for the lenders. In leveraged buyouts or loans to some governments the risk may be very high.
Before deciding whether to become one of the lenders, the financial institutions will carefully study the financial information disclosed by the borrower.
These types of loans, given that they are bank loans, have a higher seniority in insolvency than bonds.
Examples of a syndicated loan
The Panama Canal expansion project, also known as the Third Set of Locks Project, aims to double the capacity of the canal by 2016 by adding a new lane of traffic and allowing more and larger vessels to pass through.
The whole project has been financed by a syndicated loan with institutions from North and South America, Europe and Asia.
The project plans to:
- Construct two new locks, one each on the Pacific and Atlantic sides. Each lock will have three chambers with water-saving basins.
- Build new channels to the new locks.
- Make the existing locks wider and deeper.
- Allow ships with about 1.5 times the current width and length, with more than twice as much cargo to pass.
- Increase the maximum operating level of Gatun Lake.
On 10th July, Belarusian News announced that Belarusbank will get the largest syndicated loan in the country’s banking history. The loan, worth €203 million was created by a syndicate comprising 16 financial institutions from Russia and Kazakhstan. The madated lead arrangers are PAO Promsvyazbank, AO AKB Novikombank and AO Alfa Bank. AO Alfa Bank is the agent bank in charge of the deal.
On 17th June, The Economic Times reported that ENOC (Dubai’s Emirates National Oil Company) secured a $1.5 billion nine-year syndicated loan from twenty-one banks to help finance its expansion plans. The funding was initially underwritten by Standard Chartered, Abu Dhabi Islamic Bank, Mashreq, Dubai Islamic Bank, Commercial Bank of Dubai, and Emirates NBD.
riskglossary.com says the following about a syndicated loan:
“Syndicated lending is a form of lending in which a group of lenders collectively extend a loan to a single borrower. The group of lenders is called a syndicate. The loan is called a syndicated loan.”
Video – Bank Syndicated Loans
Mike Gasior talks about the marketplace for one of the fastest growing segments of the Asset-Backed Securities market – Syndicated Bank Loans – as well as their packaging into CDO’s (collateralized debt obligations) and CLO’s (collateralized loan obligations). | <urn:uuid:3c15d291-0722-405a-abd5-8f7c04aabd69> | CC-MAIN-2023-40 | https://marketbusinessnews.com/financial-glossary/syndicated-loan/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510319.87/warc/CC-MAIN-20230927171156-20230927201156-00878.warc.gz | en | 0.963082 | 1,043 | 2.921875 | 3 |
Keeping eye health is important. Just as other parts of the body, eyes may be affected by the disorder or health problems. The disorder can be caused by air that is not clean or polluted, solar radiation, radiation from too long in front of computers, and more.
Here are some foods that are very good for healthy eyes:
1. Salmon, Tuna and Sardines
Fish oil from salmon, tuna, and sardines contains omega-3. The benefits of these foods can reduce the symptoms of pain due to dry eyes, red eyes, and itchy, though aided also by using eye drops. Food is also mentioned may reduce the risk of cataracts.
2. Red, Green, and Yellow Vegetables
Five to nine servings of brightly colored vegetables each day, containing optimal amounts of antioxidants to the body. It is very good to protect the body against all forms of cancer, and the eyes by reducing the damage caused by free radicals. Eye diseases associated with free radicals commonly occurs in the elderly, so excellent if performed while guarding a young age. Vegetables such as spinach and kale, sweet corn, peas, and broccoli contain lutein which is one of the powerful antioxidant. Then add a serving of vegetables into your diet is certainly very well done.
3. Carrot and Sweet potatoes
Carrots and potatoes containing pro-vitamin A carotenoids, high beta-carotene, and vitamins are the most effective way to maintain eye health. Vitamin A helps treat dry eye and a variety of other symptoms of eye irritation.
These vegetables can also help protect the cornea in the eye which is important for vision. Besides these vegetables can also keep your bones strong and healthy for, and enhance the immune system. Vitamin A in carrots make the membrane on the surface of the eye and the skin is stronger, thus preventing bacterial and viral infections.
4. Beef, Chicken, Liver, Cheese and Milk
In addition to vitamin A and lutein from vegetable, another source that is derived from animals, such as beef, chicken, liver, cheese and milk. By combining vitamin A and lutein the eyesight health will be maintained for longer | <urn:uuid:5be9f8a0-cbea-40ee-a19c-cb1c8fbd34d3> | CC-MAIN-2017-34 | http://fish-pedicure-treatment.blogspot.com/2012/12/best-foods-for-healthy-eyes.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886106779.68/warc/CC-MAIN-20170820150632-20170820170632-00360.warc.gz | en | 0.947718 | 445 | 3.171875 | 3 |
Protection of Property
1#22:1a Verse 22:1 is numbered 21:37 in Hebrew text.“If someone steals an ox#22:1b Or bull, or cow; also in 22:4, 9, 10. or sheep and then kills or sells it, the thief must pay back five oxen for each ox stolen, and four sheep for each sheep stolen.
2#22:2 Verses 22:2-31 are numbered 22:1-30 in Hebrew text.“If a thief is caught in the act of breaking into a house and is struck and killed in the process, the person who killed the thief is not guilty of murder. 3But if it happens in daylight, the one who killed the thief is guilty of murder.
“A thief who is caught must pay in full for everything he stole. If he cannot pay, he must be sold as a slave to pay for his theft. 4If someone steals an ox or a donkey or a sheep and it is found in the thief’s possession, then the thief must pay double the value of the stolen animal.
5“If an animal is grazing in a field or vineyard and the owner lets it stray into someone else’s field to graze, then the animal’s owner must pay compensation from the best of his own grain or grapes.
6“If you are burning thornbushes and the fire gets out of control and spreads into another person’s field, destroying the sheaves or the uncut grain or the whole crop, the one who started the fire must pay for the lost crop.
7“Suppose someone leaves money or goods with a neighbor for safekeeping, and they are stolen from the neighbor’s house. If the thief is caught, the compensation is double the value of what was stolen. 8But if the thief is not caught, the neighbor must appear before God,#22:8 Or before the judges. who will determine if he stole the property.
9“Suppose there is a dispute between two people who both claim to own a particular ox, donkey, sheep, article of clothing, or any lost property. Both parties must come before God, and the person whom God declares#22:9 Or before the judges, and the person whom the judges declare. guilty must pay double compensation to the other.
10“Now suppose someone leaves a donkey, ox, sheep, or any other animal with a neighbor for safekeeping, but it dies or is injured or is taken away, and no one sees what happened. 11The neighbor must then take an oath in the presence of the Lord. If the Lord confirms that the neighbor did not steal the property, the owner must accept the verdict, and no payment will be required. 12But if the animal was indeed stolen, the guilty person must pay compensation to the owner. 13If it was torn to pieces by a wild animal, the remains of the carcass must be shown as evidence, and no compensation will be required.
14“If someone borrows an animal from a neighbor and it is injured or dies when the owner is absent, the person who borrowed it must pay full compensation. 15But if the owner was present, no compensation is required. And no compensation is required if the animal was rented, for this loss is covered by the rental fee.
16“If a man seduces a virgin who is not engaged to anyone and has sex with her, he must pay the customary bride price and marry her. 17But if her father refuses to let him marry her, the man must still pay him an amount equal to the bride price of a virgin.
18“You must not allow a sorceress to live.
19“Anyone who has sexual relations with an animal must certainly be put to death.
20“Anyone who sacrifices to any god other than the Lord must be destroyed.#22:20 The Hebrew term used here refers to the complete consecration of things or people to the Lord, either by destroying them or by giving them as an offering.
21“You must not mistreat or oppress foreigners in any way. Remember, you yourselves were once foreigners in the land of Egypt.
22“You must not exploit a widow or an orphan. 23If you exploit them in any way and they cry out to me, then I will certainly hear their cry. 24My anger will blaze against you, and I will kill you with the sword. Then your wives will be widows and your children fatherless.
25“If you lend money to any of my people who are in need, do not charge interest as a money lender would. 26If you take your neighbor’s cloak as security for a loan, you must return it before sunset. 27This coat may be the only blanket your neighbor has. How can a person sleep without it? If you do not return it and your neighbor cries out to me for help, then I will hear, for I am merciful.
28“You must not dishonor God or curse any of your rulers.
29“You must not hold anything back when you give me offerings from your crops and your wine.
“You must give me your firstborn sons.
30“You must also give me the firstborn of your cattle, sheep, and goats. But leave the newborn animal with its mother for seven days; then give it to me on the eighth day.
31“You must be my holy people. Therefore, do not eat any animal that has been torn up and killed by wild animals. Throw it to the dogs. | <urn:uuid:184da27c-4f36-4fdb-9a65-6dc0a3bce321> | CC-MAIN-2017-34 | https://www.bible.com/bible/116/EXO.22.nlt | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886106367.1/warc/CC-MAIN-20170820092918-20170820112918-00237.warc.gz | en | 0.956904 | 1,171 | 2.53125 | 3 |
Lesson 29: A Long Time Ago
Anna: Hello! In Washington, D.C., there are many places that bring history to life. But people who live here often do not have time to see them. They are too busy with work -- like me. Hi, Marsha!
Marsha: Hi, Anna! Have a seat.
Anna: Thanks. This was a good idea. Working outdoors is nice.
Marsha: Um-hum, it is.
Anna: I am tired. Today was a busy day at work. And I still have work to do!
Marsha: Hmm, that's too bad.
Anna: How are you these days?
Marsha: I'm really busy too, Anna. Let's get to work.
Anna: Marsha, look! That bus has a photo of Abraham Lincoln!
Marsha: That's an advertisement for Ford's Theatre. They have a new show.
Anna: They have shows where Abraham Lincoln died?
Marsha: Yeah, it's a working theater and a museum.
Anna: I love Lincoln. You know, Marsha, that advertisement reminds me of something.
Marsha: Um-hum. What's that?
Anna: When I was a little girl ... When I was a little girl ... I was not like other children.
Marsha: Um-hum, I can believe that.
Anna's voice: I was tall, serious child. At the playground the other children played silly games. They played with dart guns. They played on the swings, the slide and the teeter-totter. They also played ball But not me. I loved to read serious books about U.S. presidents.
Anna: In fact, I wanted to be ... don't laugh ... President of the United States.
Anna: Stop! I know it's a silly childhood dream.
Marsha: I'm sorry. It's not silly. Guess what I wanted to be?
Marsha: I wanted to be... an astronaut.
Marsha's Voice: When I was a kid, I studied the stars and planets. I wanted to fly into outer space!
Anna: You know, Marsha, childhood dreams are really important.
Marsha: They are. And it's good to remember them.
Anna: Hey! I have an idea. Let's go.
Marsha: Go where?
Anna: Let's go make our childhood dreams come true.
Marsha: We're going to the Air & Space Museum! Yes!
Anna: No. We're going to see a show at Ford's Theatre just like Abraham Lincoln! It's not far from here.
Marsha: Uh huh. That is your childhood dream.
Anna: Good point. Okay, next week, we'll come here and be astronauts.
Anna: Tonight we are seeing a show at Ford's Theatre, where a man shot President Abraham Lincoln. This is history come to life ... and a childhood dream come true! Until next time ... | <urn:uuid:19d5786c-8960-420b-b097-4636f1b4912e> | CC-MAIN-2020-29 | https://www.en8848.com.cn/tingli/voaspecial/learnenglish/319431.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657143354.77/warc/CC-MAIN-20200713064946-20200713094946-00182.warc.gz | en | 0.81026 | 630 | 3.046875 | 3 |
A guide to blood sugar levels
BY Dr Cindy Pan medical expert
What is considered a high blood sugar level, and what does this mean for your health?
(Q) My doctor says that my sugar level was 8.0. Can you tell me if this is very high or just above normal?
(A) Usually blood sugar levels are tested in the 'fasting' state – when you have not had anything to eat or drink for eight hours. The normal range for fasting blood sugar is anything from 3.0 to 5.5 mmol/L. If you have not fasted, the normal range for random blood sugar is between 3.0 and 7.8 mmol/L. The body can usually keep the blood sugar within this range despite variations in food intake and energy expenditure, but if the blood test is done very soon after eating it is possible it may be slightly above.
Other conditions which may temporarily cause increased blood sugar readings include acute infection, trauma and physical or psychological stress. In such cases the raised blood sugar may not be indicative of diabetes and the test should be repeated once the condition of circumstances have stabilised or resolved.
If your blood test was done immediately after eating a large amount of carbohydrates or if you had a concurrent health condition or circumstances such as those described above, this might explain the result being mildly above the range for random glucose. But if your result of 8.0 was after fasting for eight hours this is very concerning as it could well indicate a diagnosis of diabetes.
If you did not fast for your last test, your doctor may advise you to repeat the test and fast this time and hopefully it will be in range (below 5.5 mmol/L). If your level of 8.0 was already fasting your doctor may advise repeating the test (a fasting blood sugar that is repeatedly over 7.0 indicates a diagnosis of diabetes) and possibly doing a further test known as a 'glucose tolerance test' (GTT).
With the GTT you have a baseline fasting blood sugar level done and then you are given a standard measured dose of a glucose drink to consume over five minutes. Your blood sugar level is taken again two hours later. The result should be less than 7.8. A result between 7.8 and 11.1 is indicative of 'impaired glucose tolerance' and a result above 11.1 indicates a diagnosis of diabetes.
People diagnosed with impaired glucose tolerance are considered 'pre-diabetic'. They have insulin resistance and are at increased risk of cardiovascular disease. They may progress to type 2 diabetes over the following years. However the good news is this progression may be avoided or significantly delayed with regular exercise, losing excess weight and limiting intake of carbohydrates, particularly sugar and highly processed carbohydrates.
Talk to your doctor about what further investigations are warranted in your case and consider lifestyle changes around diet, exercise and weight loss if appropriate.
Read our fact sheet on Pre-diabetes.
>> Want to look good, feel great and have an abundance of energy? Give your health and fitness routine a boost for life by joining the body+soul revolution. Choose from one of 3 10-week programs - Weight Loss, Vitality Boost and Strength - all designed to help you look and feel great and boost your energy levels. Click to take a free health assessment, try our weight loss calculator and sign up today! | <urn:uuid:cbd41182-5f07-4919-9697-917faf7c0da6> | CC-MAIN-2014-23 | http://www.bodyandsoul.com.au/health/health+advice/a+guide+to+blood+sugar+levels,13759 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510265454.51/warc/CC-MAIN-20140728011745-00218-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.950507 | 688 | 2.90625 | 3 |
A Dutch environmental consultancy has revealed that the coal industry is costing the international community $170 billion damage each year due to natural disasters caused by Global Warming.
Warming is one disaster. Ocean acidification is another gift of fossil fuels. Rising carbon dioxide levels are increasing acidity in the oceans more than ten times faster than scientists thought, posing a greater threat to shell-forming creatures such as coral, crustacea and shellfish.
Last winter two major population centres in the USA gained first hand experience of the consequences of Global Warming: New Orleans and Cedar Rapids, Iowa.
The BBC reported that the US has called on the world’s eight most industrialised nations to invest in a $10bn (£5bn) climate change fund, to mitigate its effects. It’s an utterly inadequate sum when compared to this one aspect of Global Warming: storm-related costs.
In 2005, the worst storm to hit the US was Hurricane Katrina. More than 1,300 people died and more than 80% of New Orleans was flooded. The total damage bill was estimated to be $96bn (£51bn).
According to the BBC, six US states have became temporary swamps. The volume of water swamping Minnesota, Illinois, Wisconsin, Missouri, Kansas and Indiana created a pulse in the ecology of mid-west USA.
“Our biggest problem is having fresh water. The rains flooded the city wells so we are all on water rationing…Most of the country’s food comes from here in the Midwest and this flood has destroyed most of the crops” said David Howell, Cedar Rapids resident and video editor in a BBC report.
The ABC reported that the “floods will mean more food inflation, not only for US consumers, but also for dozens of countries that buy American grain. The United States exports 54 per cent of the world’s corn, 36 per cent of its soybeans and 23 per cent of its wheat”.
There will be winners and loses in a range of inter-related areas, from species (beneficial to noxious), aquifers, water tables and forests, town planners to farmers and farmland. The mid-west is highly valuable for sustainable food production in the USA, however this land has recently been converted to growing corn for agrifuel. Flooding ruined much of these crops, so the US has lost both food and fuel. Global food prices will rise further.
Parasites, like midges and mosquitos, will probably be winners, as will depleted aquifers in those intensively irrigated croplands. Rivers, especially the Upper Mississippi river system will scour their narrow protective riparian zones, dumping huge quantities of silt in deltas – fish spawning grounds. Rampant undergrowth will add to fuel loads.
There’s a concept called polluter pays, a concept proposed in the case of GM companies. So GM companies would pay for cleaning up their escaped GMOs. It’s a taxpayer/ environment-friendly way of accounting. It builds in the true cost of a business operation, shifting the cleanup cost away from government, making tax cuts possible.
Doubters should make a nice cup of tea and read ‘Global Environmental Environmental Outlook: GEO4’ published by the United Nations Environment Programme.
No government, no corporation and no human, has the right to change the course of evolutionary history with such vandalising force. Instead of setting up a woefully inadequate climate fund perhaps these two US cities and their insurers should be billing cleanup and reconstruction costs to their oil and coal companies?
28th November 2008 | <urn:uuid:49789e0d-04a1-46e6-bd85-255129064ee5> | CC-MAIN-2017-30 | https://jerry-coleby-williams.net/2008/11/28/polluter-pays/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425352.73/warc/CC-MAIN-20170725182354-20170725202354-00039.warc.gz | en | 0.947377 | 746 | 2.953125 | 3 |
With The Great British Bake Off sparking people’s interest in baking, Victoria sponge is all the rage. But your bog-standard eggs, sugar, butter and flour would be nothing without the sweet, fruity fragrance of vanilla. This versatile and notoriously expensive flowering plant is used as flavouring, in perfume and in aromatherapy.
1. Vanilla was first cultivated by the Totonac people of eastern Mexico in the 15th century. In the early 16th century, the Spanish arrived in eastern Mexico, and it is from the Spanish ‘vaina’ that the word ‘vanilla’ comes from, translating as ‘little pod’. An old Totonac myth describes how the vanilla orchid first started to grow – when the Princess Xanat eloped with a mortal to the forest. This union was forbidden by her father and so the two were caught and beheaded, and as her blood touched the ground, the tropical orchid began to grow.
The picture above shows a vanilla sponge cake, surrounded by conical flasks. Conical flasks are used for lots of different applications in the chemistry laboratory; they are used to hold and heat liquids during recrystallisation, simple reactions and when mixing different liquids or making solutions. In between the flasks are flowers of an orchid; a relative of the plant from which we get vanilla. The molecule shown above the cake is vanillin.
Vanillia is obtained from a member of the Orchidaceae family plant, Vanilla planifolia. It is from the seed pods of Vanilla planifolia that the distinctive, identifiable flavour vanilla comes from. The vanilla plant naturally grows only in tropical and subtropical regions and, as such, is the second most expensive spice that is commercially available, falling behind only saffron. This is because the cultivation of the vanilla plant for commercial use to meet the high demands of modern consumers is a very labour-intensive process, where the flower of the plant needs to be hand-pollinated, to mimic the pollination by the hummingbirds and bees that are native to Mexico and Central America.
The smell of vanilla comes from over 200 odorant molecules, but the molecule that is its main contributor to the fragrance and flavour is vanillin. Artifically synthesised vanillin now contributes to over 95% of all vanilla flavouring sold, due to the high cost of growing the plant (RSC Chemistry World, Chemistry in its element: compounds, podcast). Vanillin was first isolated from a dried vanilla extract in 1858 by a French chemist, Nicolas-Theodore Gobley (Journ. de Pharm. et de Chem., 1858, 3, 34), but it was not completely pure. The first industrial production of vanillin came from a synthesis starting from coniferin, found in the bark of pine trees, by two German chemists Ferdinand Tiemann and Wilhelm Haarmann, in 1874 (Berichte der Deut. Chem. Gesellschaft, 1874, 7, 1, 608 – 623).
The uses of vanillin are wide and varied. We are familiar with its prominence in baking and in chocolate manufacture, and even its involvement in the perfume industry, but a huge amount of the world’s synthetic vanillin is used in the synthesis of other chemicals, such as pharmaceutical drugs. Not only this, but vanillin is used in food products as an additive to mask unpleasant flavours that may arise from oxidative degradation of other chemicals in the food. Vanillin has been reported as having antioxidant properties in complex foodstuffs that contain polyunsaturated fatty acids (J. Sci. Food Agri., 1989, 48, 1, 49 – 56).
2. Vanillin is also used by chemists in the laboratory. Solutions of vanillin and sulphuric acid are used in thin layer chromatography (often abbreviated to TLC, see Chemguide for an introduction to this technique)– a technique used by chemists to separate components of a compound based on their solubility. It is also used in the pharmacuetical world; for for example, the development of the drug L-dopa – used in the treatment of Parkinson’s disease (UNEP Publications, OECD SIDS, Vanillin).
Interestingly, the distinctive smell of vanilla is not present in freshly picked vanilla pods. This is because, in such pods, the vanillin is stored as β-D-glucoside and is not released until the pod is cured. During curing, some of the vanillin β-D-glucosidase is converted into vanillin, with the rest being converted, upon consumption, by enzymes in saliva (Appl. Environ Microbiol., 2009, 75, 9, 2675 – 2774).
Vanillin, in its natural form, is a white, crystalline solid, with a melting point of 81 oC. The component functional groups present in the vanillin structure include an aldehyde, an alcohol (present on benzene ring – a phenol), a methoxy group and, of course, the benzene ring. it is scientifically known as 4-hydroxy-3-methoxybenzaldehyde. The presence of so many functional groups means that vanillin is a molecule that can undergo many different reactions. For example, in basic conditions the alcohol group will lose a proton and become negatively charged, making the molecule more soluble in water.
3. There are at least 10 ways to synthesise vanillin (Int. J. Pharm. Tech. Res., 2012, 4, 1, 266 – 279), the highest yielding of which starts from ferulic acid and uses Streptomyces setonii (a Gram-positive bacteria) to convert the ferulic acid into vanillin (Food Rev. Int., 2001, 17, 2, .119 – 120). The majority of modern-day syntheses are very similar to the original synthesis by Tiemann and Haarmann, but starts from guaiacol, which can also be obtained from the bark of pine trees.
This method has potential for a lot of side products, but the formation of these can be reduced by catalysing the oxidation of a secondary alcohol to a ketone using selective antibodies.
The most common method of industrial vanillin synthesis on a large scale is from the starting product eugenol (J. Chem. Ed., 1977, 54, 12,776 – 778). This is naturally found in cloves, nutmeg and cinnamon and so is a relatively cheap and easily obtained starting material.
The synthesis involves oxidation of eugenol. The most common oxidative reactant used is nitrobenzene. Other oxidants can be used, for example potassium dichromate, but in this case, the alcohol would need to be protected to prevent this too from being oxidised. One way to protect this alcohol is to acetylate it. Lignin is a complex polymer found in the building blocks of wood and some cell walls in plants. Oxidation of lignin is yet another way to obtain artificial vanillin. Carrying out this process with alkaline copper solutions gives high yields of vanillin (J. Am. Chem. Soc., 1942, 64, 6, 1429 – 1431).
The newest and most interesting way of synthesising vanillin came in 2006, when Mayu Yamamoto extracted lignin from cow dung (Terradaily, Japanese Researchers Extract Vanilla from Cow Dung, 2006). Her work won her the 2007 lg Nobel Prize. As well as the dramatically low production cost of synthesising vanillin this way (less than half the cost of synthesising vanillin from vanilla pods), this discovery benefits farmers too. Lignin does not readily decompose, and so the extraction of lignin from the excrement of grass-eating animals means the dung can then be re-used as fertiliser to improve soils.
Contributers: Hannah Haines-Horan (words, photos, computational images & ideas), Nick Taylor (editing, ideas & support), Natalie Fey (computational structures), Jenny Slaughter (head image & editing). | <urn:uuid:53701532-520e-41ed-94c3-621af7e14610> | CC-MAIN-2017-26 | https://chempics.wordpress.com/2013/12/11/vanilla-by-name-but-not-by-nature/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320057.96/warc/CC-MAIN-20170623114917-20170623134917-00699.warc.gz | en | 0.928571 | 1,679 | 3.15625 | 3 |
The Agromyzidae family, often called Leaf-miner flies, consists of 2500 species worldwide. Species vary in size and wingspans from less than four hundredth of an inch to one quarter of an inch.
Adults can be distinguished by the hardening on the frontal vitta of the head which leads to the area having a different color and texture from the rest of the head. All species feature compound eyes that are normally oval and smaller in size. The wings are usually glassy and transparent although some tropical species have darker markings. A few species are able to produce shrilling noises. Larva feed on plants that are of agricultural and aesthetic value and are considered pests. | <urn:uuid:597e8e60-f8a6-44b1-8370-f502b878d427> | CC-MAIN-2014-10 | http://www.redorbit.com/education/reference_library/animal_kingdom/insecta/2582566/leafminer_fly/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394678693008/warc/CC-MAIN-20140313024453-00044-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.959774 | 139 | 3.109375 | 3 |
Artificial intelligence: can it at any time have a spot belonging to the human mind?
tificial intelligence is the idea and progression of laptop computer units in a position to perform jobs that routinely desire human intelligence, these kinds of as visual perception, speech recognition, conclusion generating and translation around languages. Researcher have spent time to see a feasible various of the human thoughts. The quick progression of computer systems has served the researchers to take measures in direction of the goal to mime human beings. At this time computer systems and robots have progressed to the extent that they undertake some jobs related with human beings. Though a great number of of these personal computers however deficiency some human-like behaviors like as feeling soreness, acquiring feelings and creating their individual selections. At the same time ,the present exploration is promising that personal computers and robots with human-like functionality can be invented in the future. “..the study of the human intellect will make it possible for us to copy its functions synapse by synapse allowing specific minds to be duplicated in some blend of hardware and software. The consequence after once more would be intelligent equipment.” (Charles T,2003). This implies that artificial intelligence is doubtless to just take destination of the human intellect, despite the fact that other buyers might disagree with this problem.
A selection of men and women have argued from the probability of computers attaining intelligence that will permit them have out jobs associated with the intelligence of humans. Some have based mostly their argument on the Turing Exam designed by Turing as a way to judge the good results of a contemplating computer. It was based mostly on the idea that if a particular person who interrogated the computer system could not convey to if it was a human or a laptop, then Turing said it is smart. The Turing check has dissertation-help-online.co.uk resulted in a variety of personal computer packages that ended up specified to mimic human conversation. To day, no software has handed the Turing check. A particular this kind of individual is Chaminade et al. He carried out an extensive review to demonstrate that computers and robots will not have some areas of human intelligence and are unable to initiate their very own choices without any the affect of a human really being. Just as he identified out desktops presently do not have some elements of human intelligence. The examine but nevertheless is dependent only on the present-day standing of the computer systems and robots and thus dismiss the modern progress and the anticipated potential development. AI is considerably from recognizing the aptitude required for survival that the human mind will take for granted; namely the potential to fix defective parts when required (Setton, Dotty, Forbes, 2001). Wheareas AI is especially dependent on brute power calculations, individuals make excellent amount of their conclusions on intuition so that when faces with related problem recalculation is no more time critical and action is taken spontaneously (Belsie, 1995 ). The modern breathtaking development in the advancement of AI is rather obvious. The age of religious machines is no mere record of predictions but a framework for envisioning the 21st century in which a single progress or creation leads inexorably to another (Ray,2007). Just five decades ago personal computers were quick devices that could not carry out complex human jobs desktops do immediately. AI is perceived as to be an utterly pure cognitive power. In its flexibility to execute what if thoughts in a manner that human beings are significantly much sloppier and slower. AI has certainly the edge in terms of velocity and performance and has proved alone in chess competitions in opposition to world champions these as Kasparov (Pinker,1997). It presently carries out most of the cognitive operate that would have been unimaginable for human beings to cope with. Understandably the most integral function in which AI is excellent to people is the proficiency to share information: what an individual computer system is aware can quickly be transferred to tens of millions of devices(Kurzweil,2000). AI has brute rational strengths that human beings never. This renders people victims of feelings and for that reason sure to operate into exact instances and repeat similar glitches which in some scenarios may well result into suffering for people.
Scientists are now coming up with theories of human extinction which would outcome from some mix of reworking ourselves voluntarily into some equipment and losing out in the evolutionary competitiveness with machines. Of class this may likely seem like a cost-effective joke but researchers from the desktop computer area are at complicated do the job to transfer strengths of the human mind to devices. The mere simple fact that scientist have legitimate theories on how to create an digital organ presents us hope that we will get there. Just where a development of people could rework them into some kind of super human or even manage them some god-like attributes. Rapid development has been realized in the globe of AI. Computer systems and robots are currently executing a great number of complicated jobs undertaken by human intelligence. On the other hand the human intellect is top-quality to AI in a lot of methods this kind of as consciousness and intuitiveness, but AI on the other hand possesses a much more brutal form of rationality which renders it particularly favorable in all those features that will need speed and accuracy. Despite these weaknesses of AI the present-day study is quite promising that it will be workable to make equipment have human-like behaviors. That’s why there is a chance of the human head really being changed by AI. | <urn:uuid:3eabcee5-7398-427e-8221-9bc35721ac81> | CC-MAIN-2017-43 | http://nightlyhealing.com/artificial-intelligence-can-it-at-any-time-have-a-48/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825700.38/warc/CC-MAIN-20171023054654-20171023074654-00699.warc.gz | en | 0.95771 | 1,092 | 2.8125 | 3 |
IN THIS ISSUE
The 1994 International Conference on Population and Development (ICPD) was a watershed in the family planning community. In the years leading up to the conference, it became clear that fertility rates in many developing countries were falling faster and farther than had been expected, and policymakers were beginning to shift the emphasis of programs from controlling fertility to improving women's reproductive health. However, the rapid spread of HIV presented a major challenge to this goal, especially in countries with limited health infrastructure and financial resources. The high incidence of sexually transmitted infections (STIs) further complicated the problem, because evidence was mounting that the risk of HIV transmission and acquisition is elevated in persons with certain STIs. The groups most likely to acquire and transmit HIV--sex workers, men and sexually active adolescents--are also the most difficult groups to reach with prevention programs. With no cure or vaccine on the horizon, what could be done? The recommendation that emerged from the deliberations at ICPD was to provide a comprehensive package of reproductive health services--including prevention of HIV and prevention, diagnosis and management of other STIs--to women through existing maternal and child health and family planning programs.
With support from international donors, national programs and nongovernmental organizations in numerous countries moved to integrate STI and HIV services into antenatal and family planning programs. These efforts, however, have raised many questions about the feasibility and efficacy of service integration that remain unanswered eight years after ICPD. The editors of International Family Planning Perspectives have therefore asked a group of international experts to address these critical questions in our second Issues in Perspective.
To Integrate or Not to Integrate?
In her overview of integration policy developments, Louisiana Lush notes that control of HIV and STIs seems a natural fit with reproductive health, because both types of services deal with issues arising from sexual intercourse and are provided at the primary care level of health systems [see article]. She points out, however, that although maternal and child health and family planning services consist of simple, cost-effective measures that have been provided to childbearing women for many years, HIV and STI control activities are sensitive, involve other population groups and have unconfirmed effectiveness and costs, especially for women.
A literature review by Ian Askew and Ndugga Baker Maggwa [see article] expands on this issue by examining the findings of research on integrated services. The authors find little evidence that integration of either STI prevention or control into family planning or antenatal services is feasible or effective. They suggest, first, a reorientation of routine consultations toward protection against the dual risks of infection and unwanted pregnancy, and involvement of clients in deciding how best to protect themselves. Second, they recommend the implementation of strategies to reach male partners and to improve access to services for adolescents.
Two articles look at dual-protection initiatives in Sub-Saharan Africa. According to Lawrence Adeokun and colleagues, who report on the addition of dual-protection counseling and female condom promotion to family planning services in Ibadan, Nigeria [see article], integration of these activities is feasible, but interventions need to reach male partners as well to have a strong impact. The second study, however, raises questions about how well clinic clients retain information on STI/HIV prevention given them in consultations [page 96]. Davy Chikamata and colleagues, who analyzed data from a 1998 situation analysis of public family planning clinics in Lusaka, Zambia, found that less-educated clients are less likely to retain such information and suggest that providers need to make special efforts to ensure that these clients are processing the information.
Taking the commonsense view that service integration is not appropriate in all circumstances, Karen Foreit and colleagues provide a framework that specifies the minimum requirements for the delivery of each component of family planning, STI/HIV prevention and STI diagnosis and treatment services [page 105]. By using this framework, family planning programs can determine which, if any, STI services it is feasible to add in their particular setting. In contrast to this broad view, John and Pat Caldwell focus on the cultural appropriateness of integration for Sub-Saharan Africa [page 108]. Arguing that the region's family planning and AIDS prevention programs are not integrable because they have different structures, motivations and histories, and employ different kinds of staff, they offer instead messages for an effective African campaign against HIV and AIDS. Finally, Meiwita Budiharsana reports on integration of STI detection and management services into family planning settings in Indonesia, concluding that the addition of such services is feasible but will need time for the reorientation and training of providers [see article].
No Easy Answers
The debate over integration of services is unlikely to end soon; as these articles make clear, there are no easy answers. Clinics that decide to add STI- and HIV-related services will need to consider carefully which ones are feasible for their facility and their clientele. As Louisiana Lush concludes, "Patterns of integration...depend on local situations. A single blueprint is unlikely to be appropriate." We hope, however, that by bringing together this diverse collection of research findings, observations and expert opinions, we have helped both to define the questions and to begin the process of answering them. | <urn:uuid:753900ce-dfd1-4075-97ad-5812745b5fc2> | CC-MAIN-2014-10 | https://www.guttmacher.org/pubs/journals/2805502.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011025510/warc/CC-MAIN-20140305091705-00081-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.953087 | 1,069 | 2.71875 | 3 |
Differentiated Instruction, Vol. 2, No. 1, Winter 2009
This issue explores how teachers can use primary sources to help differentiate instruction to better meet the needs of all learners.
More about this issue's theme
Primary Sources and Differentiated Instruction
In this feature article, the authors describe various methods for successfully differentiating instruction for all learners using primary sources.
Research and Current Thinking
Summaries of and links to online resources-articles, research reports, Web sites, and white papers-that provide research and current thinking relating to the issue's theme.
Renee Van Pelt, a fourth-grade teacher in Pinckneyville, Illinois, uses primary sources to capture students’ interest and differentiate instruction.
Learning Activity – Elementary Level
This activity engages students at various academic levels in examining the Declaration of Independence and introduces them to several Library of Congress online activities and resources.
Learning Activity – Secondary Level
Students of all academic levels will practice higher-order thinking skills in this activity by analyzing multiple Library of Congress primary sources relating to slavery in the antebellum South.
TPS Quarterly Archive
Previous issues of the Teaching With Primary Sources Quarterly are available through this archive. | <urn:uuid:87f0f65f-afcf-4fd1-98a8-78d55b53e18c> | CC-MAIN-2013-48 | http://loc.gov/teachers/tps/quarterly/differentiated_instruction/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1387345758389/warc/CC-MAIN-20131218054918-00090-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.897618 | 242 | 3.734375 | 4 |
What is a Critical Essay?
Topics Whether critical specialize in literature or just argument an essay for a class, knowing how to write a z essay will analyysis you an advantage throughout your studies at a university and in your professional career. Writing critical essays analysis you to develop critical thinking skills, including argument reading, technical analysis, academic writing skills, searching for reference books and editing.
Mastering these how will help you conduct a scientific conversation and allow you to analysis and think more productively. What is a Critical Essay? A critical essay is an writf of any piece of text. It can be a book, a movie, an article or even a painting. The main point of this type of an essay is to interpret text or position it in a wider how.
For instance, if больше на странице write a critical analysis of a book, you may analyze the tone of its text and find out essay it influences the overall meaning of the book.
If you analyze a movie, you might concentrate on a symbol that you see over and esasy again. Nevertheless, you have to include an argumentative thesis about essay text and write a lot of evidence sources, obviously textual, to support your statements.
How to write write Critical Essay? Step by Step Guide Find out the topic as early as possible to plan your research. Critical the information you vritical in a wide variety of sources, including адрес articles, books, encyclopedias, news.
Gather more information than you plan essay actually refer to when writing a paper, but do ana,ysis collect too much, it can distract you from the main thing, and you will eventually include it analysis your essay simply because you found it.
Look through your sources to separate interesting information from irrelevant material. Interesting research can be found in books, literary guides, in published critical articles on your particular topic. And vice versa, do not investigate things that do not relate to your topic, what Argyment mean is, do not engage in the study how witches, if the topic of your paper is monarchy.
Carefully reread the relevant critical and evaluate them critically. Highlight, underline or otherwise mark the necessary information in your personal articles and books.
Use colored critcial to draw your attention to important details in library books. Make a brief summary of each source after reading it.
Pay attention to important details and highlight the eseay point of view for further use. Formulate the theses by reviewing your notes and research. Argument can write a more general thesis or ask an important question that your paper will answer. Write a preliminary introduction, knowing that you can edit or even rewrite it later. Develop an approximate plan based on write woodlands homework help tudors and analysis.
Identify two or critical main sections of the body of your essay. These sections should consist of your essay important arguments. Use your notes and research to fill these argument with details. You can copy and paste the most important details xritical arguments into your plan. Identify the relationships between sections of your essay and briefly describe them on the margins of your plan.
Use this connection to write an approximate conclusion. Set your paper aside for a few days before rereading the draft. Leave write time ohw make a thorough review of all material that will clarify any illogical reasonings or arguments.
Complete your essay by carefully checking the final version of the printed version. How your imagination and make the introduction interesting for readers. Write a clear thesis statement and use up-to-date sources, with a wrjte of useful information.
Critical Essay: The Complete Guide. Essay Topics, Examples and Outlines
Your analysis should be the biggest part of your paper. Try to identify a solution to one of the problems you have identified. Develop an approximate plan based on your notes and studies. Support your claim with at least one example from your secondary sources.
Critical Essay: The Complete Guide. Essay Topics, Examples and Outlines | Edusson Blog
Strive to make analysis opinion so sound that they have no choice but to consider it. Step by How Guide Find out essay topic as early as possible to plan your research. Write a preliminary introduction, knowing that привожу ссылку can edit argument even rewrite it later. A conference of English professors needs less background info than a blog readership. Продолжить are several good options for ending an academic essay write might help you decide how to format critical conclusion. Be fair. | <urn:uuid:2c14ed35-5390-4b53-943b-18c0b5ff34e0> | CC-MAIN-2020-05 | http://praguetoday.info/8992-how-to-write-a-critical-argument-analysis-essay.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00079.warc.gz | en | 0.897771 | 958 | 3.359375 | 3 |
|Chemists who are trained in synthesis use their skills to create new forms of matter. Imagine being the first to make an unprecedented chemical compound! However, we synthesize compounds not just because they are new: the design and preparation of these new compounds leads to numerous applications in pharmaceuticals, materials, detection, energy utilization and storage, and insights into biological systems. Synthesis of new catalysts is used to find more efficient ways to mass-produce the compounds that support our standard of living, and to prepare new variants that could not previously be imagined. Yale’s program in synthetic chemistry spans from the tethering of biomolecules together, to the preparation of natural products, to the creation of metal complexes in new environments.
List of Faculty | <urn:uuid:bca1058e-e93e-467e-8a55-a65c2520c8af> | CC-MAIN-2020-10 | https://chem.yale.edu/gallery/synthetic-chemistry | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146665.7/warc/CC-MAIN-20200227063824-20200227093824-00506.warc.gz | en | 0.919777 | 152 | 2.890625 | 3 |
Oxford University doctors and scientists are starting the first safety trial of an experimental preventative Ebola vaccine regimen being developed by the Janssen Pharmaceutical Companies of Johnson & Johnson (Janssen).
The Oxford Vaccine Group, part of the University of Oxford Department of Paediatrics, aims to have vaccinated all 72 healthy adult volunteers by the end of January.
The development of this prime-boost vaccine regimen has been accelerated in response to the current outbreak of Ebola virus disease in West Africa, which has claimed over 6,000 lives. An effective vaccine would be an important step in controlling the spread of disease.
Volunteers for the trial, aged 18–50 years, are likely to come largely from the Oxfordshire region, and will be asked to make a maximum of 12 visits to the Oxford Vaccine Group site on the city's Churchill hospital site over a period of a year.
People interested in volunteering can find out more at www.ebolavaccine.org.uk.
'We aim to immunise all participants within a month,' says Dr Matthew Snape of the Oxford Vaccine Group, who will lead the study team. 'The main aim is to understand the safety profile of the vaccines.'
He adds: 'The devastating Ebola epidemic in Guinea, Liberia and Sierra Leone continues to see hundreds of new cases each week and has placed huge burden on these countries' infrastructures. While public health measures are currently still the best way to bring the outbreak under control, if we have a safe and effective vaccine it could begin to have an impact later this year. That is the goal that is seeing manufacturers, public health bodies and research regulators come together to accelerate the first clinical trials of new Ebola vaccines.'
The study involves a prime-boost vaccine regimen, in which patients are first given a prime to the immune system to stimulate an initial immune response, and then a boost intended to further enhance the level of the body's immune response over time.
The vaccine regimen does not contain any replicating virus, so it is not possible to be infected with Ebola.
Pre-clinical studies have demonstrated that the prime-boost regimen, given two months apart, provides non-human primates with complete protection from death due to the Kikwit Zaire strain of Ebola – which is similar to the virus causing the current outbreak in Western Africa.
The trial is being sponsored by Crucell Holland B.V., one of the Janssen Pharmaceutical Companies, which has chosen the Oxford Vaccine Group to carry out the study. Ongoing support from the NIHR Oxford Biomedical Research Centre has also made such a rapid response possible through funding for core research staff at the Oxford Vaccine Group.
This is the second safety trial of an Ebola vaccine to be carried out at the University of Oxford. In September, a separate Oxford University team in the Jenner Institute began a safety trial of a different Ebola vaccine developed by GSK/US National Institutes of Health (NIH). Led by Professor Adrian Hill, the trial vaccinated 60 healthy volunteers and initial results are expected this month.
Those who couldn’t take part in the earlier Jenner Institute trial because recruitment was complete can be considered for this new Oxford Vaccine Group trial of an Ebola vaccine.
The primary objective of the Oxford Vaccine Group study is to determine the vaccine regimen's safety profile. It will also test in which order the two vaccine components should be given in a prime-boost regime, and how far apart.
The immune responses that the vaccine generates – both antibodies and T cells – will also be measured over a period of one year.
Further studies of the vaccine regimen are being planned for the United States and in Africa early next year.
As well as the Janssen and GSK/NIH Ebola vaccines, Merck & Co has recently bought the rights to a third Ebola vaccine being developed by the biotech company NewLink Genetics. Other vaccines are also in development in Russia.
Dr Snape says: 'The fact that there are at least three Ebola vaccines entering these early safety trials is good news. We are not playing first past the post here. Having multiple vaccines progressing through clinical trials increases the likelihood of vaccine manufacturers having the capacity to meet production demands should mass immunisation be required. The more vaccines and more manufacturers there are working on this, the better.' | <urn:uuid:399fd28e-b62e-4217-b76f-339208fe6bd8> | CC-MAIN-2017-30 | http://www.ox.ac.uk/news/2015-01-06-oxford-vaccine-group-begins-first-trial-new-ebola-vaccine | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423769.10/warc/CC-MAIN-20170721102310-20170721122310-00038.warc.gz | en | 0.941144 | 878 | 2.78125 | 3 |
In addition to clarity, another important characteristic of the language of science is rationality. Again, as language informs thought, using rational language helps create reasonable thought. And because words and thoughts influence actions, a language that seeks rationality will translate into action that strives to be strategic, efficient, sustained, and with long-term vision. What is rationality? What is logic? What is the process of reasoning? A quick wikipedia or google search demonstrates the difficulty of this subject. Instead of going through philosophy 101, a few basic principles can be explored with the aim of applying them into language, thought, and action.
Rational thought and statements result from a process of reasoning. One type is deduction – reaching a conclusion that follows from premises. “All iphones have a camera” + “Your cell phone is an iphone” = “Your cell phone has a camera.” Theoretically, this type of reasoning is comforting – if the premises are true, clear, absolute, and relevant, then the conclusion is correct. However, this type of logic is highly limited; rarely do we have these types of premises regarding social reality. Instead, the premises could be false, ambiguous, or conditional. “Some iphones have a camera” would lead to “your cell phone might have a camera – not sure”, which is unclear. “Your sandwich is an iphone” would lead to “your sandwich has a camera” which is just not true. (And please comment below if it is).
Another process is that of induction – to create generalizations from observations. “The iphones I’ve seen have cameras” and thus “All iphones have cameras”. In order to have correct and clear inductions, the number of observations made must be large and in diverse conditions. The more observations one makes that fit one’s generalization, the more confident one is of the truth of that statement.
The above examples are but two of many processes of logic. They are very simple, and just go to show the basics of rationality in language and thought. In everyday life, however, there is much more than rational thought that is needed. Regarding the simple process of deduction, where do the premises come from? What assumptions underlie them? Consider, for instance, the following:
– Poor people steal more than rich people.
– Joe is poor, and John is rich.
– I should trust John over Joe with my car keys.
The logic is sound, but where did the first premise, in particular, come from? What assumptions underlie it? How is logical reasoning being deceptively used in our society to manipulate and distort views of reality?
Similarly, with inductive logic, what assumptions lead to the lens through which observations are made? And what assumptions form the framework through which observations are interpreted? If one wanted to use induction to determine whether collaboration or competition leads to more productivity, one would set about observing instances of competition, instances of collaboration, instances of productivity. What factors determine the conditions of these instances? What constitutes productivity? What are the mindsets of those competing and collaborating? Obviously, rationally is important – but it is not without a conceptual foundational built on assumptions about human and societal nature. | <urn:uuid:47dd6dcd-c578-46b9-a7f2-f21224bc8123> | CC-MAIN-2020-29 | https://achievingcoherence.com/2012/09/27/rationality/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655906934.51/warc/CC-MAIN-20200710082212-20200710112212-00589.warc.gz | en | 0.957521 | 682 | 4.09375 | 4 |
Lala Lajpat Rai, (28 January 1865 – 17 November 1928) was an Indian author and politician who is chiefly remembered as a leader in the Indian fight for independence from the British Raj. He was popularly known as Punjab Kesari meaning The Lion of Punjab also known as “Sher-E- Punjab” in Hindi. He was part of the Lal Bal Pal trio. His other close associates were Lokmanya Bal Gangadhar Tilak from Maharashtra, and Bipin Chandra Pal from Bengal. He was also associated with activities of Punjab National Bank and Lakshmi Insurance Company in their early stages.
He sustained serious injuries by the police when leading a non-violent protest against the Simon Commission and died less than three weeks later. His death anniversary (November 17) is one of several days celebrated as Martyrs’ Day in India.
Lets us remember one of India’s greatest sons on his birthday!
Please visit: http://en.wikipedia.org/wiki/Lala_Lajpat_Rai for more!
Thanks for reading! | <urn:uuid:fd6aa077-ce3f-4520-af36-55ec5d555d2b> | CC-MAIN-2020-05 | https://blog.nimblefoundation.org/tag/remembering-freedom-fighters/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00356.warc.gz | en | 0.984082 | 222 | 3.109375 | 3 |
Peru declared its independence from Spain on July 28, 1821. The South American country is best known for Machu Picchu, and actors Benjamin Bratt and Henry Ian Cusick of Lost and Scandal claim Peruvian heritage. Here’s a look at some of its writers:
A leader in the Latin American boom in literature of the 1960s, Mario Vargas Llosa has won every major literary honor – the Nobel Prize; the Cervantes Prize, given to Spanish-language writers; and the Rómulo Gallegos Prize. Many of his books — including 1993’s Death in the Andes and 2000’s The Feast of the Goat — cover political issues, but a popular favorite is the 1982 comic novel Aunt Julia and the Scriptwriter.
Washington Post writer Marie Arana, who grew up in both Peru and the United States, drew upon on her bicultural heritage for her memoir, American Chica: Two Worlds, One Childhood. Her novels, Lima Nights and Cellophane, take place in Peru. Her most recent book, Bolivar: American Liberator, is a critically acclaimed biography of the South American military leader.
Lima-born Daniel Alarcón is the author of several books, including War by Candlelight, Lost City Radio and the upcoming At Night We Walk in Circles. He also runs the Radio Ambulante podcast. Also originally from Lima, Natalia Sylvester, right, will release her first novel, Chasing the Sun, next year. She now lives in Texas. (After I wrote this, I discovered award-winning children’s author Monica Brown is Peruvian-American. Here’s her website.) | <urn:uuid:2fbb715f-0eda-4c2d-906d-f35f256afbf1> | CC-MAIN-2014-41 | http://hispanicreader.com/2013/07/28/happy-independence-day-peru/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657124236.90/warc/CC-MAIN-20140914011204-00131-ip-10-196-40-205.us-west-1.compute.internal.warc.gz | en | 0.95239 | 351 | 2.6875 | 3 |
- page 1, Summary & WARM UP
|Topic:|| ||Integer representation & Computation,
Absolute Value, The Number Line
|Summary:|| ||Integers were created to: subtract 10 from 5, record a temperature below zero, indicate that the balance on a bank account is "in the red." This lesson deals with integer representation, computation, and use|
"It's the Law" which focuses on properties of numbers.
|Prior Experience:||Computation with
integers or signed numbers.
Computation with integers or signed numbers
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Under the leadership of Mustafa Kemal Atatürk, Istanbul had a new identity during the republican period; a new chapter of the history of Istanbul started. Following the Ottoman Empire’s and its allies’ defeat in World War I, the National War of Independence lasted from 1919 to 1923. At the end of the war, the Republic of Turkey was established; Mustafa Kemal Atatürk, the commander-in-chief in the war of independence, was the new republic’s first president.
With the establishment of the Republic of Turkey, Istanbul has undergone many alterations in many ways. After the Ottoman Empire, which could not keep up with the needs of the era, and which lacked many qualities that other countries had and kept developing in the process of time, the new identity has led Istanbul to take a unique place in the stages of history.
In virtue of the modernization process, which Mustafa Kemal Atatürk gave great importance to, Istanbul has developed a distinct identity as a modern and global city. From an economic and cultural standpoint, Istanbul is the beating heart of modern Turkey. Thanks to Istanbul’s peerless historical heritage, Istanbul remains an important city, not only for Turkey but also in the eyes of the rest of the world.
Being home to many international political, cultural, fine arts, and sports organizations, Istanbul is rapidly ascending to the top of the world city rankings. Moreover, Istanbul, Turkey’s western getaway, has redefined its former status as an imperial capital by establishing itself as a world-class center for trade, tourism, business, and culture.
New Istanbul and the Republic of Turkey
Istanbul had a significant role in Westernization efforts; it was not only the center of attention for the country’s relationship with the West but also was a center for intellectual and popular development. Over the last two decades, Westernization has been the single powerful and influential criterion for determining Turkish society and its historical background.
With the foundation of the Republic of Turkey, the modern Turkish nobles desired to distinguish themselves as distinct in terms of their perception, education, and profession. Therefore, this gradually led to an influence on social life. Culture of music, dance, cinema, theater, clothes, sports, eating and drinking, entertainment, and more had their new identities with Westernization. These all have a special place in Istanbul, and it has superiority even though Ankara was the political center.
Istanbul’s Layout During Republican Period
The squares, which were used to introduce a new identity to the city, were one of the most important local structures that gave the city a modern identity. The construction of new squares in the city can be seen in the earliest years of the Republic of Turkey. Beyazıt Square, home to many historical structures, was created as a public open space in 1923-24, with a fountain and pool in the center. This was followed by the designation of Taksim Square as a terminal point that is the city’s symbol and center.
A renowned city planner named Henri Prost was the first person to design the early layout of the city for 15 years. Various stadiums, boulevards, and opera houses spread throughout the city are among his marks. This formed the first modern layout for the city, and from that point on, it never stopped growing and growing.
Istanbul has three bridges that connect Europe and Asia. The first one was built in 1973, and it took three years to finish construction. It was formerly called Boğaziçi Bridge, and it is now called 15 Temmuz Şehitler Bridge. The other two bridges, Fatih Sultan Mehmet Bridge and Yavuz Sultan Selim Bridge were built in 1988 and 2016, respectively. They are both named after prominent Sultans in the Ottoman Era. There were projects of other bridges before the Republic of Turkey, but they were not initiated during the times of the Ottoman Empire. Even Da Vinci had a project regarding a bridge to be built over Golden Horn, and it would reach over the Bosphorus.
Big Wave of New Residents
As the economy and reach of Istanbul extended over the Republic of Turkey, people living in Anatolian regions that are more rural than urban started to migrate to Istanbul. It was a huge and never-ending wave that brought both economic movements and a crisis in terms of residential areas as the number of apartments could not meet the needs of the newcomers. A great construction began to catch up with the fresh people. The size of the city doubled, tripled even, and the city stretched through the coastline on both continents. We should note that this still carries on, and Istanbul is ten times bigger than it was.
Now a Home To Millions
Sixteen million people live in Istanbul now, and it is the heart of the Republic of Turkey without a doubt. Millions of other people come here for business or tourist purposes. Yes, it is a crowded, buzzing city, but thinking about its history with all its glory, we believe it is just for Istanbul to be crowded. Home to various cultures, religions, and minorities; a place where art, history, culture, music, and people come together harmoniously. Istanbul still carries overall what it had seen in the past, and since the foundation of the Republic of Turkey, it is still being preserved.
Frequently Asked Question
When was the Republic of Turkey founded?
The republic of Turkey was founded in 1923.
Who was the urban architect of Istanbul?
The first urban architect of Istanbul was Henri Prost.
Why is Istanbul so important?
Istanbul is still important today because it is the center of culture, trade, tourism and art in Turkey.
How many bridges are there in Istanbul?
There are currently three bridges in Istanbul that connect the European and Asian sides. | <urn:uuid:d951b5d7-0e7a-460a-b1d3-b02fb772d869> | CC-MAIN-2023-23 | https://istanbul.com/en/about-city/istanbul-during-republic-of-turkey | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224650201.19/warc/CC-MAIN-20230604161111-20230604191111-00412.warc.gz | en | 0.97276 | 1,198 | 3.265625 | 3 |
With a population size more than 10 million, the Uyghur people residing in Xinjiang are believed to be descendants of the most ancient of Turkish tribes with mixed Caucasian and East Asian ancestries. However, their genetic origins, population structure and admixture history remain poorly understood and debatable. Here we systematically assessed genetic diversity and individual ancestry composition of the Xinjiang’s Uyghurs (XJU) by genotyping 951 Uyghur individuals, roughly proportional to population size of 13 geographical regions, with high-density single nucleotide polymorphism arrays. We observed a southwest-northeast differentiation within the XJU, which is different from the expected north-south differentiation as separated by Tianshan Mountain. In the context of comparative analyses of 2,477 individuals representing 206 worldwide populations, four major ancestries were identified in XJU without very much variation among individuals, i.e., East Asia, Siberia, West Eurasia, and South Asia. However, XJU showed an overall unique genetic make-up and divergent history from surrounding neighbors including the other modern Turkic speaking populations. The results suggest a long history of population admixture and isolation. Facilitated by new methods including one developed in this study, our analyses shed exciting new light on genetic origins and admixture history of Uyghurs. | <urn:uuid:8ddf527f-4c29-4320-8951-99444d77e413> | CC-MAIN-2017-26 | http://smbe-2016.p.asnevents.com.au/days/2016-07-05/abstract/35635 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320063.74/warc/CC-MAIN-20170623133357-20170623153357-00426.warc.gz | en | 0.936278 | 275 | 2.6875 | 3 |
Table of Contents
- 1 What is vertical and horizontal motion?
- 2 How do you find horizontal motion?
- 3 What is the meaning of projectile motion?
- 4 What is the difference between horizontal and vertical?
- 5 What is the example of vertical motion?
- 6 What is vertical component?
- 7 What is horizontal motion in physics?
- 8 What is motion in vertical plane?
What is vertical and horizontal motion?
A projectile is any object upon which the only force is gravity, There is a vertical acceleration caused by gravity; its value is 9.8 m/s/s, down, The vertical velocity of a projectile changes by 9.8 m/s each second, The horizontal motion of a projectile is independent of its vertical motion.
What is a vertical motion?
Vertical motion is generally defined as motion that is normal to some defined horizontal surface. Thus it is entirely defined by the horizontal surface itself.
How do you find horizontal motion?
Horizontal projectile motion equations Horizontal distance can be expressed as x = V * t . Vertical distance from the ground is described by the formula y = – g * t² / 2 , where g is the gravity acceleration and h is an elevation.
What is horizontal in projectile motion?
The horizontal motion of the projectile is the result of the tendency of any object in motion to remain in motion at constant velocity. Due to the absence of horizontal forces, a projectile remains in motion with a constant horizontal velocity. The only force acting upon a projectile is gravity!
What is the meaning of projectile motion?
Projectile motion is the motion of an object thrown (projected) into the air. After the initial force that launches the object, it only experiences the force of gravity. The object is called a projectile, and its path is called its trajectory.
What is projectile motion in Science?
Projectile motion is the motion of an object thrown or projected into the air, subject to only the acceleration of gravity. The object is called a projectile, and its path is called its trajectory.
What is the difference between horizontal and vertical?
A vertical line is any line parallel to the vertical direction. A horizontal line is any line normal to a vertical line. Vertical lines do not cross each other.
How is horizontal line?
A horizontal line is a straight line that goes from left to right or right to left. In coordinate geometry, a line is said to be horizontal if two points on the line have the same Y- coordinate points….Horizontal and Vertical Lines.
|Horizontal line||Vertical line|
|Parallel to horizon||Perpendicular to horizontal lines|
What is the example of vertical motion?
Example: A ball is thrown upwards from a balcony with a speed of 3 m/s, 8 m above the ground. Find the time taken for the ball to hit the ground and the speed at which it hits the ground.
How do you get VY?
The vertical velocity component Vy is equal to V * sin(α) ….Calculate the maximum height.
- When the projectile reaches the maximum height, it stops moving up and starts falling.
- If Vy – g * t(Vy=0) = 0 , then we can reformulate this equation to t(Vy=0) = Vy / g .
What is vertical component?
To find the resultant vector, simply place the tail of the vertical component at the head (arrow side) of the horizontal component and then draw a line from the origin to the head of the vertical component. This new line is the resultant vector.
What is the difference between horizontal and vertical motion?
There is a major difference between the vertical and the horizontal motion of a projectile. This is that the vertical motion is changing, but the horizontal motion is constant (supposing no friction force from air resistance).
What is horizontal motion in physics?
Horizontal motion is defined as a projectile motion in a horizontal plane depending upon the force acting on it. For a short distance, the vertical and horizontal components of a projectile are perpendicular and independent of each other. The horizontal component of speed of a projectile is constant throughout the flight duration.
What is the vertical motion formula?
The formula for the vertical motion of an object is: h = -16t^2 + vt + s, where: . . .”h” is the height (in feet) at a given time. . . .”s” is the initial height (in feet)
What is motion in vertical plane?
Circular motion in vertical plane has some basic difference with the same in horizontal plane. In the last post on Centripetal Force, we have showed that while rotating in a circle in Horizontal plane, the gravitational force has no role (no work done) on the rotating object. But during the circular motion in vertical plane, the role of gravitation is omnipresent. The Vertical circular motion also has a concept of critical velocity, which has no connection with horizontal circular motion. | <urn:uuid:a27efe0e-6655-4749-9782-d7ee99653b22> | CC-MAIN-2023-14 | https://profound-answers.com/what-is-vertical-and-horizontal-motion/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949181.44/warc/CC-MAIN-20230330101355-20230330131355-00116.warc.gz | en | 0.916033 | 1,047 | 3.859375 | 4 |
Teen Drivers: Know the Facts
Getting a driver’s license is exciting for any teenager however might be terrifying for a parent. As a parent, you should stress the importance of safe driving with your teenager. Motor vehicle crashes are preventable, and proven strategies can improve the safety of young drivers. Teen drivers ages 16 – 19 are nearly three times more likely than drivers aged 20 and older to be in a fatal crash.
Who is Most at Risk?
- Males: In 2016, the motor vehicle death rate for male drivers and passengers ages 16-19 was 2 times that of their female counterpart
- Teens driving with passengers: teen passengers increases the crash risk of unsupervised teen drivers
- Newly licensed teens: The fatal crash rate per mile driven is nearly 2 times as high for 16-17 year olds as compared with 18-19 year olds.
What Factors put teens at risk?
- Young drivers are more likely to underestimate dangerous situations or not be able to recognize hazardous situations.
- Teens are more likely to speed and allow shorter headways
- In 2015, 48% of teen deaths occurred from 3:00 p.m. to midnight and most occurred on the weekend.
- Teens have the lowest rate among seatbelt use
- In 2015, among males drivers between 15 and 20 years of age who were involved in fatal crashes – 32% were speeding and 22% had been drinking.
As a parent, what can you do?
- Provide many hours of supervised driving practice over at least a 6 month period. Also make sure to practice driving in various weather conditions.
- Make sure you teen is off the road by 9 or 10:00 p.m. for at least the first 6 months of driving.
- Require your teen to wear a seatbelt on every trip. As a parent, you should also always wear your seatbelt.
- Don’t allow activities that may take your teen’s attention away from driving, such as talking on the phone or texting. Driving distracted is a big issue among teens.
- Make sure your teen knows to follow the speed limit and how to adjust speed to match road conditions.
- Let your teen know about drinking and driving. Even one drink will impair driving ability and increase their risk of a crash. | <urn:uuid:4db78580-5cd3-4481-8ffc-5ef13ea921a8> | CC-MAIN-2020-16 | https://www.scmitchell.com/blog/2018/july/teen-drivers-know-the-facts/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370494331.42/warc/CC-MAIN-20200329105248-20200329135248-00302.warc.gz | en | 0.95449 | 474 | 3.203125 | 3 |
Do you know the difference between a Pandemic Flu and Seasonal Flu? If not, let me explain. A pandemic is worldwide disease outbreak. When a new flu emerges, a flu pandemic occurs. This means that the new flu has spread globally. Pandemic flus are rare and dangerous. They can spread quickly because people have little or no immunity.
Seasonal flus happen every year (peaking in the winter) and are less dangerous. Vaccines are available to prevent the seasonal flu and people have some immunity built up from prior exposure.
As a cleaning company, we want to help stop the spread of seasonal flus and pandemic flus. Let us know if you’re interested in learning more about how we can help you develop and implement a plan to keep your people healthy. | <urn:uuid:e133a820-e88e-45ca-b054-a2b6b481b30d> | CC-MAIN-2017-43 | http://blog.alliancemaintenance.com/so-whats-a-pandemic-flu-anyway/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824618.72/warc/CC-MAIN-20171021062002-20171021082002-00618.warc.gz | en | 0.956283 | 165 | 2.890625 | 3 |
Almost always used with the preposition "of," the verb consist means to be made up of, or composed of something. A heated conversation might consist of only two words: "yes" and "no."
If you're talking about something that is made up of other things, consist is your word. A molecule consists of atoms and their bonds. Consist is often used in the past tense, so you're likely to hear it used in a sentence like "the game consisted of fourteen players and one stick." But you can use it in the present tense too. Grammar consists of many, many different rules, all of which are applied differently, depending on whether you're speaking or writing. The clubs all consist of singers, and singers only. If you play an instrument, look elsewhere, bud. | <urn:uuid:0f0e49b4-b10a-4bea-a3b1-c3cdae91ac40> | CC-MAIN-2017-43 | https://www.vocabulary.com/dictionary/consist | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823630.63/warc/CC-MAIN-20171020025810-20171020045810-00319.warc.gz | en | 0.983863 | 163 | 3.9375 | 4 |
🎧 Roanoke: The Lost English Colony
🎧 American History Hit • 40m
When it was founded in 1585, Roanoke was intended to be the first permanent English outpost in America. So how did it become the 'lost colony'?
In this episode, Don is joined by Professor Mark Horton, archaeologist from the Royal Agricultural University in the UK. Together they delve into the mystery.
Why did John White take three years to return to the colony? What clues were left by the one hundred people missing from the island? And why did those who found the island abandoned not follow these clues to find their countrymen?
Produced by Sophie Gee. Editing and sound design by Siobhan Dale. Senior Producer: Charlotte Long.
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In 1939, on the invitation of Franklin D. Roosevelt, King George VI became the first reigning British monarch to set foot on American soil.
So what triggered this monumental moment in the transatlantic relationship? How has it trickled down to today's special relationship? And how was King Georg...
🎧 Battle of Amiens
In August 1918, the battle of Amiens brought the German army's 'black day' and the beginning of the end of the First World War.
But what happened at Amiens? How were US troops involved in this battle? And how is the battle remembered today?
In this episode, Don is joined by Dan Snow to talk abo...
🎧 Cahokia: The Medieval Mississippian...
Nearly a thousand years ago, America's first city appeared in the Mississippi flood plain. Don finds out about a day in the life of Cahokia, what its vast mounds were used for, and why it is so poorly remembered nowadays.
Our guest is Timothy Pauketat, archaeologist and author of several major... | <urn:uuid:52cb51a6-d334-48dd-8971-c409d4185959> | CC-MAIN-2023-23 | https://access.historyhit.com/american-history-hit/videos/roanoke | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644915.48/warc/CC-MAIN-20230530000715-20230530030715-00039.warc.gz | en | 0.955531 | 410 | 2.90625 | 3 |
Alexander Scriabin considered himself to be a messianic figure, and he was actually half justifiedhe really was born on Christmas Day 1871, but several Russian biographers, in an overzealous attempt to enhance this messianic reputation, erroneously attribute the date of his death to Easter Sunday, April 14, 1915, when in actuality, Easter Sunday came early that year, on March 29. He died amidst the immense conflagration that was gripping all of Europe at the timethe Great War, which he thought would purge mankind and usher in a glorious new era of mystical wonder. Inspired by Wagners ideas concerning Gesamntkunstwerk, he even planned on composing a mammoth piece, the Mysterium, to commemorate this cataclysmic event. The performance of this piece was to take place in a half-temple to be built in India. Bells suspended from clouds would summon the spectators from all over the world. A reflecting pool of water would complete the divinity of the half-circle stage. Spectators would sit in tiers across the water. Scriabin would be seated at the piano, surrounded by hosts of instrumentalists, singers, and dancers. Costumed speakers reciting text in processions and parades would form part of the action along with the dancers, whose choreography would include eye motions and touches of the hands in conjunction with odors of both pleasant perfume and acrid smoke. Pillars of incense would form part of the scenery. A light show, bathing the cast and audience in changing effects would also be included. Unfortunately he died before completing this work, only a fraction of this revolutionary piece, the Prefatory Action was sketched out (it was completed by Alexander Nemtin).
- Koji Attwood
Complete biography by Koji Attwood | <urn:uuid:31274513-139b-4c6a-9d97-e83bc0456eef> | CC-MAIN-2023-14 | http://www.pianosociety.com/pages/scriabin/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943750.71/warc/CC-MAIN-20230322051607-20230322081607-00610.warc.gz | en | 0.973187 | 370 | 3.125 | 3 |
Learning the rules of a game
If you’ve ever been introduced to a new game, it’s important to start with the rules. In all likelihood, if you’re playing a game as a group, someone else around the table — maybe, the person who played it most recently — will volunteer to explain it to you. But, five minutes later, despite paying close attention pawn, card type, and wildcard option that they describe, you might find yourself still scratching your head with not a single clue as to what they said.
“It’s easy!” they might say. “You’ll pick it up as we play.”
And so you begin. Am I an idiot, you wonder? Do I have poor listening skills? Maybe so (we all suffer from this in our focus-deprived society), but in all likelihood, the diagnosis is far simpler: Rather than start with the objectives, your friend launched right into tactics.
Let’s see how this might play out in a basic game explanation, one that you likely already know how to play: Tic, Tac, Toe. For this exercise, we’re also going to use visual cues.
Tic, Tac, Toe: Visual Cues
Here’s how someone might explain this game, starting with the tactics.
Tic, Tac, Toe — Tactics First
- Start by drawing a 3 by 3 grid with all of the corners open. [Visual A]
- Decide whether you want to be the “X” or the “O” player. The “X” player goes first.
- If you’re the “X” player, draw an “X” in any of the nine boxes. It doesn’t matter which one. Your turn is over.
- Then, the “O” player draws an “O” in another empty box.
- Keep going back and forth on turns, trying to form a line that spans for 3 boxes with your letter. These lines can be horizontal, vertical, or diagonal.
- Important note: You can’t use a square once it’s been filled in, but you can try to block the other player from using a spot they may want. For instance, on your next turn, you’re going to want to put an “X” in the top right corner to stop the “O” from forming a line. [Visual B]
- Keep going until either the entire grid is filled in, or until one player gets a line first.
- In this case, if you’re the “X” player, you won! You got three in a row! [Visual C]
As you can see, in this first explanation, we launched right into the how (draw a grid, pick a letter, put a letter in a box without acknowledging the why (you want to get three in a row). It’s not until more than halfway through the explanation that we learn we’re trying to form a line of any sort and even this description is confusing. While it’s certainly tempting to jump right in, skipping that critical first point will likely only lead to conflict during game play.
Now let’s try it again. This time, starting with the objectives.
Tic, Tac, Toe — Objectives First
- The goal of the game is to get three in a row of your letter before the other player.
- We use a 9-box grid to play the game. [Visual A] You’ll win if you form either a horizontal line, or a vertical line, or a diagonal line.
- The game starts by assigning a letter to each player — either “X” or “O.” The “X” player goes first and draws a letter in any one of the nine squares.
- Then, the “O” player draws an “O” in another empty box.
- Keep going back and forth on turns until the entire grid is filled in, or until one player gets three in a row.
- Important note: You can’t use a square once it’s been filled in, but you can try to block the other player from using a spot they may want. [Visual B] For instance, on your next turn, you’re going to want to put an “X” in the top right corner to stop the “O” from forming a line.
- In this game, if you’re player X, you got three in a row first. You won! [Visual C]
In this example, the objective is clearly laid out upfront. And this makes the tactics far easier to understand, even though you might be explaining them in the exact same way. With just one clear sentence at the beginning of the explanation, “The goal of the game is to get three in a row of your letter before the other player,” everything else falls in line, avoiding a lot of confusion.
As it turns out, this temptation to start with the “how” is incredibly common when explaining games, or rules of any kind. So much so that my husband actually designed and delivered a short presentation on this topic for a group of our friends about a year ago. I’m telling you: The struggle is real.
Starting with the why in other contexts
Once you start to notice this problem — that people start with the “how” and not the “why,” you start to see it in many other contexts of your life.
Just this week, my husband and I met with a lawyer to discuss the creation of a will for our families and future offspring. When she presented us with a new document to review, The Power of Attorney, she immediately launched deep into a few very specific clauses about the risks involved if certain privileges were to be invoked. She asked us what we thought, and neither of us understood the question, let alone the context behind her explanation. It took us 10 minutes of asking questions back and forth until we were able to figure it out. That’s just how long it took us to back all the way back out of the “how” all the way back to the “why.”
This incident highlights another common mistake in explaining rules: Spending a disproportionate amount of time talking about the exceptional or fringe cases upfront. For example, in a game like “Uno,” you may find yourself deep into a discussion about what happens when a player in a two-person game uses a “Draw Two” card. (Do they go again? Can the other player fight back with another “Draw Two” if they hold one in their deck?) While this is certainly important to define before game play begins, this debate should not take up more time than the overall goal: That a player wins when they get rid of all their cards.
Suffice it to say, starting with the “why” is easier said than done. Whenever we are asked to explain something that we consider ourselves to be an expert in, the “why” context becomes even more buried. Why is this? We take shortcuts in our brain, since we’ve played out these scenarios for ourselves hundreds of times before. The only problem is — nobody but you lives inside of your brain. And sometimes it’s hard to remember that.
Yesterday at work I fell victim to “leading with the how” when asking for feedback on an annual survey that we run for our portfolio companies. “Here’s my draft,” I shared hastily in an end-of-day email. “On the first tab, you’ll see last year’s survey, then my suggestions for this year’s survey, and on the second tab, you’ll see a supplemental survey that I think we should run by a group of key stakeholders. Let me know what you think.”
It wasn’t until I left the office and was walking to the subway that I realized my mistake: I didn’t explain the goals of our survey. I quickly pulled out my phone and typed up a follow-up email, sharing a bit about “the stuff that was in my head” when I wrote those questions, and what I perceived to be the objective of this year’s project, compared to prior years. It’s hard to remember to start with the “why.” Particularly when we’re busy, or feeling stressed, or under a tight timeline. But starting with the goals — whether in a board game explanation or a memo at work — will likely always save more time and confusion down the road. Happy explaining!
Also published on Medium. | <urn:uuid:848c0de1-589a-4ab0-ac79-b89b2c5d126d> | CC-MAIN-2020-24 | https://bethanycrystal.com/blog/2020/01/16/explaining-the-rules-of-a-game-start-with-the-goals/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347404857.23/warc/CC-MAIN-20200529121120-20200529151120-00415.warc.gz | en | 0.952298 | 1,872 | 3.640625 | 4 |
Hivid (ddC, zalcitabine, dideoxycytidine) is rarely used anymore, but, as with most new drugs, its approval by the FDA in June 1992 was eagerly anticipated. Now, its three-times-a-day dosing, poor showing in clinical trials, multiple drug interactions, and potentially serious side effects combine to make it the least prescribed nucleoside analog.
Hivid was the first drug to receive accelerated approval, meaning that it was approved by the FDA very quickly, supported by limited but promising data. Hivid was also the first antiretroviral to be approved for use only as a component of combination therapy, specifically with Retrovir (AZT). This wasn't due to any particular foresight, but because early data from clinical trials that were ongoing showed that people who started treatment with Hivid plus Retrovir had greater increases in CD4 cells than people who started treatment with Retrovir alone. Retrovir plus Hivid was widely used as a two-drug combination in the early to mid-'90s.
Unfortunately, Hivid was far weaker individually than either of the antiretrovirals approved at the time, Retrovir and Videx (ddI). Many early trials showed Hivid to be less effective both alone and as part of a two-drug combination than the other two drugs. ACTG 114, for example, which involved more than 600 participants, showed that Retrovir was far superior to Hivid in people who had advanced HIV disease and little or no experience with antiretrovirals. The full study results weren't published until 1995, but the outcome was well known before then. The trial was stopped a year earlier than planned, in late 1991, when the study's Data and Safety Monitoring Board found a significantly higher percentage of deaths in the people taking Hivid compared to those taking Retrovir.
ACTG 175, which started in early 1992, enrolled almost 2,500 people, 40% of whom had never taken antiretrovirals before; among those who had, Retrovir alone was the most common treatment. Trial participants took Retrovir alone, Videx alone, Retrovir plus Videx, or Retrovir plus Hivid. After three years, people taking Retrovir alone had the worst results whether or not they had been on therapy before. For people who had never taken antiretrovirals before joining the study, the Retrovir plus Hivid combination did slightly better than Videx alone or Retrovir plus Videx in people who had never taken antiretrovirals before. For those who had taken antivirals before, Videx alone or Retrovir plus Videx produced the best results. The modest benefit seen for Hivid in people who had never been on treatment was crucial to its FDA approval.
Another trial that included Hivid was the Delta study, which also began in 1992. The Delta study was highly influential in our understanding of HIV treatment and how antiretrovirals came to be used in clinical practice. It enrolled over 3,200 participants in Europe and Australia. Some had never taken Retrovir before, while others had taken it alone for at least three months. Participants took Retrovir plus Videx, Retrovir plus Hivid, or Retrovir plus placebo.
After two and a half years, the results for people who had taken Retrovir before joining the trial were not encouraging. Adding Videx to Retrovir improved survival compared to staying on Retrovir alone, but adding Hivid showed no benefit.
The participants who hadn't taken Retrovir before joining the Delta study experienced much more positive results; compared to people who took Retrovir alone, the death rate for those on Retrovir/Videx was reduced by 42% and for those on Retrovir/Hivid it was reduced by 32%. The results of the Delta study strongly suggested the benefit of using more than one drug to treat HIV and helped to establish both Videx and Hivid as useful components of what would come to be called combination therapy.
Early data from these trials, particularly ACTG 175, contributed to Hivid's approval. Unfortunately, once the trials were completed and the final results were available, it was clear that Hivid's role in the treatment of HIV was less promising than people had originally hoped.
Because of the availability of stronger, less toxic nucleoside analogs, Hivid has rarely been used in large trials of triple-drug combinations; therefore, there's little information comparing the effectiveness of Hivid to that of other NRTIs as part of various three-drug combinations.
The most common serious side effect of Hivid is peripheral neuropathy (tingling, pain, and numbness in the feet and hands), which occurs in 10-30% of people who take the drug. If the drug isn't stopped, the neuropathy is often irreversible, resulting in permanent nerve damage. Other side effects of Hivid can include rash, headache, fever, nausea, fatigue, sores in the mouth or esophagus, and rash. Another possible serious side effect is pancreatitis (inflammation of the pancreas). Symptoms of pancreatitis can include nausea, vomiting, diarrhea, and sharp pain in the back or upper abdomen. If you experience these symptoms while on Hivid, contact your healthcare provider immediately. Pancreatitis can be fatal.
Antacids that contain magnesium or aluminum (Rolaids, Maalox, Milk of Magnesia and others) decrease levels of Hivid in the blood, so don't take them together. Other drugs, such as amphotericin B (Amphocin, Fungizone and others), foscarnet (Foscavir), probenecid, and Tagamet (cimetidine) can increase
levels of Hivid in the blood.
Hivid shouldn't be combined with Videx, Zerit (d4T), Epivir (3TC), or any other drug that has peripheral neuropathy as a possible side effect. Similarly, any drug that lists pancreatitis as a possible side effect should not be used with Hivid.
When to Consider It
It's probably best to avoid Hivid unless your umpteenth combination has failed you and you're trying to put together a rescue regimen. Hivid is no longer included in any regimens recommended by the Department of Health and Human Services treatment guidelines for people who have never taken antiretrovirals before. In fact, one of the only times that the guidelines mention Hivid is to state that it "should rarely if ever be recommended."
You're unlikely to benefit from Hivid if your virus is already resistant to many of the NRTIs, including Videx, Zerit, Epivir and, probably, Retrovir. With the availability of drugs that are less toxic, better studied, and easier to take -- compounded by the risk of cross-resistance to other NRTIs -- it's hard to know when to consider Hivid, if ever. Even as a component of a rescue regimen, cross-resistance to previously used NRTIs severely limits the benefits of the drug.
Good to Know
- Your Hivid dose may need to be reduced if you have kidney problems.
- Rare cases of liver failure have been reported among people with hepatitis B infection who were taking Hivid. Anyone with liver problems should probably avoid Hivid or at least consider it with extreme caution.
- Avoid alcohol if you're taking Hivid, since alcohol can also cause pancreatitis.
- A study called HIVBID was designed to compare twice-a-day Hivid to twice-a-day Epivir, each combined with Retrovir and Viracept (nelfinavir). Perhaps not surprisingly, the study was unable to recruit the 100 participants it needed to move forward.
Hivid is classified as an FDA pregnancy category C drug. No studies of Hivid have been conducted in pregnant women or children less than a month old. Certain cancers have occurred in rodents given very high doses of Hivid, and abnormalities including low birth weight and skeletal defects have been seen in offspring born to rodents given moderate to high doses. Hivid shouldn't be used during pregnancy unless the potential benefit outweighs the potential risk to the mother and fetus.
2.25 mg a day, taken as one .75-mg tablet every eight hours, with or without food (although taking it on an empty stomach may improve absorption). Hivid also comes in .375-mg tablets. No liquid formulation is commercially available, although you can get it through a compassionate use program. Hivid is not recommended for pediatric use.
FDA Approval: 1992
Manufacturer: Hoffmann-La Roche
Patient Assistance Program: 800-282-7780 | <urn:uuid:832a39c7-c922-42d2-8c91-a427030ce68b> | CC-MAIN-2014-23 | http://www.thebody.com/content/art14167.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510261249.37/warc/CC-MAIN-20140728011741-00104-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.965483 | 1,830 | 2.921875 | 3 |
First, they learn printing. Then they learn cursive. Have you ever questioned the wisdom of, essentially, teaching your child to write - twice? BFH offers a way to write without learning two separate alphabets, print script and cursive. Instead, letters are formed in natural, rhythmic movements and the writing strokes have built-in fluency and move in the same directions that we read, top-to-bottom and left-to-right.
The result is attractive handwriting that is extremely legible, distinct, and quick! Beginning writers learn a beautiful method. Adult students improve their legibility and speed.
This program is unique for other reasons as well. It consists of a book with a CD-ROM. The book offers instruction and the CD has lesson plans and teaching ideas. The author has eliminated workbooks because you can print out pages for students to trace or copy. In this format, you can also customize pages by typing in new text for your students. Imagine investing in one book with CD for all your students for all your years of home schooling! Other available products include some reproducible pictures and exemplars and extra large writing sheets. The main book and accompanying CD sells for $39.95. I have spent that much in one year on handwriting materials! This system will last for years and will produce beautiful writers. | <urn:uuid:2f575fb5-1b9c-44dc-bad4-a8ccfc97aa34> | CC-MAIN-2014-41 | http://www.theoldschoolhouse.com/Homeschool_Reviews/reviews.php?rid=462 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663460.43/warc/CC-MAIN-20140930004103-00276-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.954417 | 274 | 2.734375 | 3 |
WESTBROOK, ANDREW, businessman and office holder; b. 1771 in Massachusetts, son of Anthony Westbrook and Sarah Decker; m. four times, to Sally Hull, Nancy Thorn, Margaret Ann Crawford, and a woman whose name has not been determined; he had at least 14 children; d. 1835 in St Clair County, Mich.
Shortly before the American Revolutionary War, Anthony Westbrook moved with his family from the Minisink (Port Jervis) region of New York state to Massachusetts. During the war Anthony, alone of his family, took the loyalist side. He fought under Joseph Brant [Thayendanegea*] and for this service received two tracts of land along the La Tranche (Thames) River in Upper Canada. Although the story is confusing, it appears that Anthony brought his family to Upper Canada at the close of the war and settled, not on his lands along the La Tranche, but on the banks of the Grand River. Andrew inherited his father’s land by the Thames, and he seems to have moved there after Ebenezer Allan* established the Delaware settlement in 1794. Adding to this land through government grants and business arrangements, Andrew owned more than 4,000 acres at the outbreak of the War of 1812. On a tract in Delaware Township he had built a comfortable house as well as a distillery, barn, storehouse, sawmill, and grist-mill. His status in the community was reflected in his appointment as township constable in 1805.
Westbrook’s life in Upper Canada was not without its problems, however. As a merchant he suffered from the commercial depression which began with a severe fall in prices in 1810. As a land speculator, he quarrelled with the government’s restrictive immigration policy, and, in particular, with the despotic powers wielded by the government’s chief representative in the area, Colonel Thomas Talbot*. It is likely that the frustrations Westbrook encountered were the determining factors in his decision to change sides during the War of 1812. In mid July 1812 an American army under Brigadier-General William Hull crossed the Detroit River into Upper Canada. Daniel Springer of Delaware, who had been appointed a magistrate by Talbot, reported to Major-General Isaac Brock* that Westbrook had helped circulate Hull’s proclamation urging the local inhabitants to surrender. Springer also noted that Ebenezer Allan and Simon Zelotes Watson, two of Westbrook’s friends and, like him, enemies of Talbot, were actively supporting the American cause.
Disaffection was rife in the southwestern part of the province and, in the atmosphere of alarm felt by the civil and military authorities, dissidents were easily suspected and arbitrarily imprisoned. The evidence is inconclusive as to whether Westbrook distributed Hull’s proclamation or was just suspected of doing so. However, he certainly helped draw up a petition to Hull in which the signatories promised not to resist the invaders if their properties were spared. He met with Hull at Fort Detroit in early August and returned to Delaware to spy for the Americans. Captured by the militia in October, he escaped to join the American forces under Lieutenant-Colonel George Croghan as a spy. After the defeat of the British at the battle of Moraviantown in October 1813, he served as a guide to parties of Michigan Rangers who raided the vulnerable settlements along the Thames River and Lake Erie.
Powerfully built, 6 feet 2 inches tall, and red-haired, Westbrook struck terror into the hearts of Canadian settlers in 1814 when only the militia was available to defend them against marauders. On 31 Jan. 1814 Westbrook’s band raided Delaware and captured officers and men of the Middlesex County militia, including Daniel Springer and Colonel François Baby*. Westbrook then burned his own house, buildings, and corn and guided his family to the American border. On another raid in the spring of 1814, this time on the village of Oxford (Oxford Centre), Westbrook captured an old rival, Sikes Tousley. He took Tousley from his bed at gunpoint and led him to the American lines, although not before Tousley had bayoneted him in the thigh in an unguarded moment.
The raids on Port Talbot were particularly damaging. On 16 August Westbrook just missed seizing Colonel Talbot, who escaped through a back window of his home. His practice of carrying off high-ranking officers made trouble for his Upper Canadian pursuers who, on one occasion, mistakenly shot a prisoner mounted on Westbrook’s horse. He destroyed mills and plunged the areas he burned and pillaged into great hardship.
In 1815 Westbrook purchased a farm and lands on the St Clair River above Marine City in St Clair County, Mich. Governor Lewis Cass appointed him the first supervisor of highways in 1817 and one of the first three county commissioners in 1821. In 1828 the American Congress, in recognition of his war services, granted him two tracts of land, the larger being in Clay Township, Mich. A good description of Westbrook during his years in Michigan is provided by one American government official who wrote: “He has a quick-moving, and intelligent eye. . . . He has no education, yet he talks well, and is precise, and graphic in his descriptions . . . . If he once resolves upon the accomplishment of any object, he is sure to realize it. The means are mere materials to be judged of by his conceptions of Right; and these are generally made to obey the impulses of the moment, come from what quarter, or involve what consequences they may.”
In Upper Canada, Westbrook had been indicted for treason at Ancaster in May 1814. The Court of Quarter Sessions of the Niagara District declared him an outlaw in 1816. A crown commission of Thomas Talbot and Robert Nichol, charged to look into the extent of Westbrook’s lands in the province, determined that he owned about 4,040 acres. Petitions to buy the land came in from former neighbours. In 1823 a sale of Westbrook’s “land, premises and appurtenances” in Delaware Township was made to Daniel Springer.
Westbrook is the hero of John Richardson*’s novel Westbrook, the outlaw; or, the avenging wolf. Richardson skilfully draws a connection between Westbrook’s status as a “yeoman” – a term that is used in the 1823 registration of sale of his lands – and the fictional character’s resentment of government favours shown to Captain Stringer, a member of the landed gentry. In Michigan, the real Westbrook found no hindrance to his progress, social as well as material. He liked to be referred to as Baron Steuben, a role that he played with “certain amiable eccentricities.”
AO, MU 1368; MU 2389, file 29. Middlesex West Land Registry Office (Glencoe, Ont.), Deeds, liber B: f.542; Delaware, Ekfrid, and Metcalfe townships, patents, 1797–1870 (mfm. at AO). MTL, W. D. Powell papers, B85: 70–71. PAC, RG 1, L3, 522: W2/14. Wentworth Land Registry Office (Hamilton, Ont.), Abstract index to deeds, Ancaster Township (mfm. at AO). Documents relating to the invasion of Canada and the surrender of Detroit, 1812, ed. E. A. Cruikshank (Ottawa, 1912). John Askin papers (Quaife), 2: 713. T. L. McKenney, Sketches of a tour to the lakes, of the character and customs of the Chippeway Indians, and of the incidents connected with the Treaty of Fond du Lac (Baltimore, Md., 1827; repr. Minneapolis, Minn., 1959). “Minutes of the Court of General Quarter Sessions of the Peace for the London District . . . ,” AO Report, 1933: 23, 31, 74, 85–86. John Richardson, Westbrook, the outlaw; or, the avenging wolf (New York, 1853; repr. with preface by D. R. Beasley, Montreal, 1973). Select British docs. of War of 1812 (Wood), vols.1–2. U.S., House of Representatives report 58, Committee on private land claims, 19th Congress, 2nd session, 26 Jan. 1827; report 20, 20th Congress, 1st session, 19 Dec. 1827. Ancaster’s heritage: a history of Ancaster Township (Ancaster, Ont., 1973). D. R. Beasley, The Canadian Don Quixote: the life and works of Major John Richardson, Canada’s first novelist (Erin, Ont., 1977). The defended border: Upper Canada and the War of 1812 . . . , ed. Morris Zaslow and W. B. Turner (Toronto, 1964). C. O. [Z.] Ermatinger, The Talbot regime; or the first half century of the Talbot settlement (St Thomas, Ont., 1904). F. C. Hamil, The valley of the lower Thames, 1640 to 1850 (Toronto, 1951; repr. Toronto and Buffalo, N.Y., 1973). Hitsman, Incredible War of 1812. W. L. Jenks, St. Clair County, Michigan, its history and its people; a narrative account of its historical progress and its principal interests (2v., Chicago and New York, 1912). D. M. Mitts, That noble country; the romance of the St. Clair River region (Philadelphia, 1968), 217–20. Westbrook-Gage miscellany: a souvenir of the Westbrook-Gage reunion, Stoney Creek, Ontario, July 1, 1909 ([Thamesville, Ont.], 1911), 5. M. E. Cropp, “A history of Beachville,” Western Ontario Hist. Nuggets (London), 14 (1949). E. A. Cruikshank, “The early history of the London District,” OH, 24 (1927): 199–201; “General Hull’s invasion of Canada in 1812” and “A study of disaffection in Upper Canada in 1812–15,” RSC Trans., 3rd ser., 1 (1907), sect.ii: 211–90, and 6 (1912), sect.ii: 11–65. J. K. Elliott, “Crime and punishment in early Upper Canada,” OH, 27 (1931): 335–40. Carl Wittke, “Canadian refugees in the American revolution,” CHR, 3 (1922): 333. | <urn:uuid:43522337-4078-4949-b309-3379dc8bc531> | CC-MAIN-2020-05 | http://www.biographi.ca/en/bio/westbrook_andrew_6F.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00297.warc.gz | en | 0.954359 | 2,255 | 2.703125 | 3 |
is a french first group verb. So it follow the regular conjugation pattern of the first group like: aimer
Follow this link to see all the endings of the conjugation of the first group verbs : conjugation rules and endings for the first group verbs
Distinguer is conjugated the same way that verbs that end in : -er
First group verbs always end with -er
as their infinitive. Endings of first group verbs are regular.
Note : Although endings are perfectly regular, spelling changes occur in the stems of verbs in -cer
, verb envoyer
and similar verbs.
Distinguer is conjugated to the passive voice. Passive voice is a grammatical voice common in many languages. In a clause with passive voice, the grammatical subject expresses the theme or patient of the main verb – that is, the person or thing that undergoes the action or has its state changed. This contrasts with active voice, in which the subject has the agent role. For example, in the passive sentence "The tree was pulled down", the subject (the tree) denotes the patient rather than the agent of the action. In contrast, the sentences "Someone pulled down the tree" and "The tree is down" are active sentences.
Exemple in french:
- active voice: « Le chat mange la souris »
- passive voice: « La souris est mangée par le chat »
Distinguer verb is conjugated in negative form. The placement of the negative adverb follow the following rules:
- the adverb « ne »
is placed after the pronoun and before the verb.
- in simple tenses, the adverbs (« ne ...pas »
, « ne...plus »
, « ne...jamais »
, etc...) surround the verb distinguer
- in compound tenses or in passive voice, the negative adverbs surround the auxiliary. | <urn:uuid:a017ae16-164d-4fc5-a1b7-92a82e6b9a99> | CC-MAIN-2020-24 | https://www.frenchconjugation.com/distinguer-passive-voice-negation.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348517506.81/warc/CC-MAIN-20200606155701-20200606185701-00350.warc.gz | en | 0.831536 | 403 | 3.125 | 3 |
Alcoholism is a severe psychological addiction which develops in the setting of the regular and excessive consumption of the beverage drinks. To treat alcoholism, a human desire as well as a professional pharmacological support are required. Antabuse will help to quickly and effectively cure of the alcoholic abuse and save a patient’s health.
What is Antabuse?
Antabuse is a modern pharmacological product which will help a human to overcome a desire to drink and relief a recovery process. It contains the active ingredient Disulfiram.
The mechanism of action of Antabuse consists in the metabolic disorder of the ethyl alcohol, so that the human does not have a desire to drink. In case of the metabolism disorder of ethyl alcohol, a concentration of acetic aldehyde is increased, an ingredient which has osculant action and causes negative symptoms of the alcohol intoxication.
During the use of Antabuse, the alcohol consumption will be accompanied by headache, tachycardia, increased body temperature, flushes, vomiting, allergic reactions, and digestion disorders. The more alcohol the human takes, the more intense side effects will be.
As a result of such “artificial” intoxication, the body develops a reflex which kills a desire to drink.
In what dose is Antabuse taken?
The treatment of the alcohol abuse begins with the maximal daily dose of Antabuse 500 mg. The tablets are taken in the morning, on an empty stomach, after awakening.
After appearance of the treatment results (poor desire to drink), the dose is lowered up to 250-125 mg of Antabuse per day. The maintaining therapy continues within several months, till complete refuse from alcohol.
The treatment of the alcoholism needs a prolonged use of Antabuse, within 3-6 months, depending on the body reaction to the action of Disulfiram.
The side effects of Antabuse may happen at the beginning of the treatment and usually pass within 1-2 weeks. Patient can feel metallic taste in the mouth, confusion, headache, and digestion disorder.
During the interaction with ethyl alcohol, severe side effects can occur: heartbeat disorder, stenocardia, neurological disorders, allergic reaction, psychosis, gastritis, edema, and spasms. See a doctor as soon as possible if the side effects appear during the interaction of Antabuse with ethanol.
Recommendations for the use
- During the treatment, alcohol consumption can cause severe and dangerous side effects, and therefore avoid a consumption of any beverage drinks and drugs which contain ethanol
- The medicine should be used in accordance with instruction for the use, without exceeding the maximal daily dose of Antabuse 500 mg
- Antabuse can interact with tricyclic antidepressants, metronidazole, phenytoin, diazepam, and indirect coagulants. Avoid the simultaneous use.
Disulfiram does not work well for everybody, and that is why it is necessary to read contraindications before buying Antabuse:
- Arterial hypertension
- Heart failure
- Erosive affections of the mucosa pf the GIT
- Nervous-mental diseases
- Neuritis of the eye nerve
- Bronchial asthma
- Pulmonary emphysema
Buy Antabuse online
Before buying Antabuse online, it is necessary to read the instruction for the use of this medicine. Buying Antabuse online, you will have an opportunity to consult a pharmacist who will give important recommendations for the treatment of the alcohol abuse.
To buy Antabuse online, you do not need a prescription. The order can be made on the website, 24 hours. It is profitable to buy a big pack of Antabuse without prescription because you will get an additional discount which will cover all expenses for the shipment of your order.
The shipment is performed by post, or courier service (express shipment), for your convenience. You can select the most convenient way of the shipment of Antabuse online. Then, you should pay for your order, and wait till it will be delivered. | <urn:uuid:e8c463b6-6c33-4072-81b5-16a798ac1ca8> | CC-MAIN-2020-10 | http://www.canadianpharmacy365.net/product/antabuse/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145443.63/warc/CC-MAIN-20200221045555-20200221075555-00068.warc.gz | en | 0.904323 | 832 | 2.765625 | 3 |
The Influence of Disability on Attributions of Blame toward Victims of Sexual Assault – Alexandria Parsons, Kaylee Skoda, Kailie Brown, Katheryn Morrison, & Cory L. Pedersen
Victim blaming is a phenomenon that occurs when an individual is accredited responsibility, either in whole or in part, for a crime having occurred to them (Canadian Resource Centre for Victims of Crime, 2009). This phenomenon has been studied with particular emphasis on its involvement in rape cases, where it is common for victims to be assigned partial or entire blame for their assault having happened (George & Martínez, 2002; Rice, Hackett, Trafimow, Hunt, & Sandry, 2012). Despite the corpus of research on victim blaming and the myriad factors that contribute to it, there remains a focus of investigation that has been largely ignored in the extant literature; victim blaming in acts of sexual assault committed against those who are physically disabled. Common stereotypes surrounding persons with disabilities include them being dependent, weak, undesirable, asexual, and lacking the same sexual needs as those who are able-bodied (Chance, 2002; Crawford & Ostrove, 2003; Drazen, 1990; Nario-Redmond, 2010).
The purpose of this study was therefore twofold; first, to contribute to a virtually unexplored area of research by investigating the extent to which the presence of a physical disability influences the attribution of victim blame in sexual assault, and second, to illustrate that women with disabilities will not be ascribed the same level of blame attributed to able-bodied victims of sexual assault – given evidence of the negative stereotypes that surround the sexuality of individuals with physically disabilities (i.e., less need for sexual intimacy and companionship). Results from a 2 (able-bodied; permanently disabled) X 2 (gender) randomized quasi-experimental factorial design indicated no effect of condition on victim blame. Further, the victim with a disability was seen as needing more companionship and affiliation than their able-bodied counterpart. However, a gender effect found that males reported greater victim blame, more support for the perpetrator, and a greater need for sex in the vignette character, regardless of condition.
Poster presented at the Western Psychological Association convention, Long Beach CA, 2016 | <urn:uuid:b9b6d36a-32de-468c-a7f3-d1e28b40266e> | CC-MAIN-2017-34 | http://orgasmresearchlab.com/projects/disability-and-sexual-assault/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886110774.86/warc/CC-MAIN-20170822123737-20170822143737-00449.warc.gz | en | 0.945288 | 460 | 2.78125 | 3 |
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Vela, the sail of the ship that carried Jason and the Argonauts, flutters quite low across the south on these early spring evenings, but only if you’re south of about Dallas or Tucson. And even then, it contains only a couple of moderately bright stars, so there’s not much to see.
If we could view that region in a few million years, though, it would be a different story. Several giant clouds of cold gas and dust appear to be giving birth to new stars. And some of those stars could be big, heavy, and extremely bright.
The biggest of these clouds is known as Vela C. It’s about 2300 light-years away, and more than a hundred light-years wide. In all, it’s more than 50,000 times as massive as the Sun.
Most of that mass is still in the form of gas and dust. But the cloud is splitting into smaller clumps of material. Gravity is causing the clumps to collapse. Eventually, some of them will condense enough to become new stars, making Vela C a stellar nursery.
In fact, there’s evidence that it’s already given birth to some stars. They’re extremely young — no more than a million years old, and probably a good bit younger. It’s hard to see them because they’re still embedded in cocoons of dust, which absorb most of their light.
Some of these stars are quite massive — perhaps 10 or more times the mass of the Sun. So when the dust around them clears away, they’ll shine thousands of times brighter than the Sun — lighting up the celestial sail.
Script by Damond Benningfield | <urn:uuid:5e15b97d-a68d-4018-9b95-875610d00e08> | CC-MAIN-2017-26 | https://stardate.org/radio/program/vela-nursery | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319943.55/warc/CC-MAIN-20170623012730-20170623032730-00595.warc.gz | en | 0.95833 | 415 | 3.65625 | 4 |
During operation, the chainsaw chain periodically requires sharpening. A special machine can be used for editing, but it is better to learn how to sharpen using files. As a rule, two types are used for sharpening.
Files and accessories
The main, which sharpen the working tooth of the saw is round. Flat is used to adjust the height of the tooth. cutter depth limiter.
Round vary in diameter. The main diameters are:
Depending on the size of the tooth, it is necessary to choose the optimal diameter. To facilitate the process, special file holders or supporting rollers with a tooth angle can be used.
Flat should have a width of not more than 1 cm. It is convenient to sharpen the limiter tooth with the help of a special bar (filing gauge), which is installed on the chain and shows at what maximum depth it is necessary to grind the tooth in order to achieve optimal performance of the chainsaw.
The circular file is installed in the holder and fixed with special clamps. On the plane of the holder there are several markings indicating a specific sharpening angle. When editing a chain with a file with a holder, the markings on the device are placed parallel to the chainsaw tire, which allows you to accurately withstand the required angle.
Using a holder is constantly quite inconvenient. You can use this tool from time to time to control the correct angle of the tooth.
These devices are used to control the angle of sharpening of the teeth, as well as the distance to the depth gauge together with a flat file.
Manufacturers of equipment for chainsaws, make special guide machines for installing files and sharpening in them. The machines are mounted on the tire chainsaw and are adjustable in height and angle to the chain. The use of such equipment is relevant for those who are just trying to learn how to sharpen the chain of a Stihl chainsaw with their own hands.
This device allows you to hold the tire chainsaw when sharpening. For its proper use, the process must take place directly at the cutting site. The clamp is hammered into a tree or board, then the tire is clamped into it and securely fixed from displacement. The device can be used for all types of tires, regardless of size.
In some cases, for example, in garage conditions, an ordinary vice can be used instead of a clamp, the tire is clamped in them so that the vice lips do not interfere with the free movement of the chain. Next, sharpening is performed according to the usual scenario.
Sharpening Process Description
Let’s consider in more detail how to sharpen a chain of a chainsaw. The first thing to do is to prepare a place for installing the clamp, or if the process goes without it, it is convenient to use ordinary log as an emphasis for fixing the tire in the horizontal plane. The chainsaw is mounted on a flat surface, the log is placed under the tire, the brake is applied.
Video: How to Sharpen a Stihl Chainsaw Chain
To avoid personal injury when sharpening a chainsaw, be sure to apply the chain brake.
The next stage is direct sharpening of the tooth. To do this, round file moves from the inside of the tooth to the outside.
It is very important at this moment to maintain the correct sharpening angle. The standard angle is thirty degrees from the perpendicular arrangement of the file to the plane of the tire. How to position it is shown in the photo below.
In the process of sharpening a chainsaw for a non-standard cut, for example, longitudinal. The sharpened angle changes to less sharp. As a rule, it is not more than 10 °. It is in such cases, to control the angle of sharpening, a holder, manual machines or filing calibers are used.
Some manufacturers of chains for chainsaws, to facilitate sharpening, as well as to indicate the maximum possible sharpening, make a special mark on the upper surface of the tooth.
By holding the file parallel to the mark, you can be sure that the correct angle is respected.
The number of working movements with a file should be the same for each tooth. This will evenly grind all the teeth.
In the process of straightening the chain, it is customary to first grind the teeth on one side, and then on the other, this is convenient since there is no need to constantly change its location with respect to the chainsaw.
After the working teeth are sharpened, it is necessary to adjust the height of the restrictive tooth with a flat file. To do this, the filing gauge is laid on the chain so that the restrictive tooth coincides with its slot, after which the protruding part is ground off with a file. This procedure is performed for all restrictive teeth.
Use of roller tool
The sharpening device, with which you can quickly and accurately correct the teeth, consists of a small guide template on which two rollers are mounted.
By installing the device on the tire, you can sharpen the teeth of the chainsaw, even without experience in such operations.
For those who are just learning to sharpen the chainsaw chain on their own, it will be useful to take into account a few basic tips for the correct implementation of this process.
- During any manipulations with the chain, the engine must be turned off, in no case is it permissible to sharpen the chain of the chainsaw on the wound saw.
- The chain must be tightened before sharpening to normal operation.
- The chain brake must be set to its working position when dressing.
- When sharpening the chain, gloves must be used to protect against cuts by sharp tooth edges.
- Compliance with the same number of movements with a file is guaranteed to ensure uniform grinding of all teeth.
Below you can see how to sharpen a chain of a chainsaw with a file in the video, it describes in detail what files you need to use. What is the best place for a chainsaw. And of course, how the grinding tool should be located in relation to the saw bar.
In conclusion, I would like to note the main advantages of file sharpening, compared with straightening the chain in the machine.
Benefits of file sharpening
- Significantly increased chain life.
- There is no risk of ruining it.
- Editing can be done anywhere wherever you are, regardless of the availability of electricity.
To sharpen a chainsaw at construction sites, as well as in places of work on sawing wood, it is most convenient to use a file. Due to the presence of numerous devices to facilitate the process, even a person who has no experience will be able to correct the chain, the main thing to remember is safety when working with a chainsaw and adhere to the recommendations received in the article. | <urn:uuid:61b693a1-4197-4e02-869b-6edcce8bf86f> | CC-MAIN-2023-23 | https://cimflok.com/how-to-sharpen-a-stihl-chainsaw-chain/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648911.0/warc/CC-MAIN-20230603000901-20230603030901-00250.warc.gz | en | 0.930772 | 1,443 | 2.9375 | 3 |
Civil engineers design and supervise the great construction projects of the world, from the “Chunnel” between France and the United Kingdom to the Hoover Dam on the Colorado River to the world's great skyscrapers. The college math required for this profession is rigorous but not in excess of what is asked of typical engineering students.
Calculus: Multiple Levels
At the college level, civil engineers will typically be required to complete three to four levels of calculus. Calculus is the study of changing unknown variables in relation to a system. It enables engineers to make physics-related calculations. For example, according to Dr. Barney of Drexel University, if a civil engineer were designing a concrete bridge, he would need to know how the strength of the concrete columns would change over time. The engineer could use the equation S=c(1-e^-kt) to find the strength of the concrete as a function of time, where S=strength, t=time, and c and k are constants specific to this particular form of concrete. Because calculus measures change over time, the engineer can determine when the concrete will be at half its strength and what sorts of variables, such as floods or automobile crashes, might further affect its strength. The engineer can then determine at what point the infrastructure should be replaced.
Civil engineers will often have to take a course specifically focused on differential equations. Differential equations allow engineers to see how different functions of their designs experience infinitesimal changes in relationship to changing variables in a system. These equations are critical to civil engineering work and allow engineers to see how well components of a structure deflect different forces, how well open channels in a structure will accommodate steady uniform airflow and how well the soils underneath a structure will drain water.
Linear algebra works with the mathematical properties of lines and their transformation properties, including rotations in space, least squares fitting and the ability of three points to pass through a circle. Civil engineers frequently use matrices in linear algebra to analyze the properties of springs and two-dimensional structural frames as well as to model the impact of uniformly distributed loads and concentrated loads on the components of a structure. This often involves computer modeling, which is an inexpensive way to test different approaches to structural design in advance.
Statistics and Probability
Statistics enables civil engineers to see patterns in large amounts of data about a site on which they are building, as well as the human population that their structure will serve. It also enables engineers to make predictions about future conditions and usage based on this data. Engineers use statistics to determine the typical air flow and climate in an area, as well as the typical water usage of a human population. This makes it possible for them to design a structure that responds to the conditions of their target building site and the needs of their target human population.
- Southern State Community College: What Is Calculus?
- The Math Forum at Drexel – Ask Dr. Math: Civil Engineering and Math
- Wolfram MathWorld: Differential Equation
- Wolfram MathWorld: Derivative
- Wolfram MathWorld: Linear Algebra
- American Statistical Association: What Is Statistics?
- BLS Occupational Outlook Handbook: Civil Engineers
- UW Civil & Environmental Engineering: Bachelor of Science in Civil Engineering (BSCE) Degree Requirements
- Arizona State University: Civil Engineering Flowchart
- Queen's University Belfast: Types of things Civil Engineering students do with mathematics
- Jupiterimages/Photos.com/Getty Images | <urn:uuid:95176e10-9ed7-4449-996b-b911441f8cba> | CC-MAIN-2020-16 | https://classroom.synonym.com/kind-math-expected-civil-engineering-student-20266.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370490497.6/warc/CC-MAIN-20200328074047-20200328104047-00392.warc.gz | en | 0.935205 | 710 | 3.4375 | 3 |
Using this graphic and referring to it is encouraged, and please use it in presentations, web pages, newspapers, blogs and reports.
For any form of publication, please include the link to this page and give the cartographer/designer credit (in this case Hugo Ahlenius, UNEP/GRID-Arendal)
World Protected Areas Database, UNEP-WCMC (2005)
World Wildlife Fund. 2000. Global 200 Ecoregions. http://www.worldwildlife.org/science/ecoregions/g200.cfm (accessed July 1, 2006)
Uploaded on Tuesday 21 Feb 2012
Protected areas in the terrestrial priority ecoregions in the Arctic
Hugo Ahlenius, UNEP/GRID-Arendal
Certain areas have been identified as priority ecoregions for conservation (WWF Global 200) due to their unique biodiversity characteristics. Significant parts of these regions are without any protection, as identified by the IUCN classifications. Protection is currently best in Arctic Russia. | <urn:uuid:f93c0721-af51-4701-ba7e-d0736dddb57f> | CC-MAIN-2014-10 | http://www.grida.no/graphicslib/detail/protected-areas-in-the-terrestrial-priority-ecoregions-in-the-arctic_c0b6 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011162707/warc/CC-MAIN-20140305091922-00008-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.827649 | 221 | 2.671875 | 3 |
Strep throat is a contagious condition, an infection that occurs because of bacteria, namely Streptococcus pyogenes, also called group A streptococcus. Questions like how long a strep throat infection last, its severity and treatment are common if you are unaware of the condition.
This blog has your answers. For starters, we can’t put a specific time frame on strep throat infection, how long it will last, is it always severe or not, etc. Every person’s condition varies from person to person.
On Average, How Long Does A Strep Throat Infection Last?
The first sign of a strep infection is a sore throat. You may confuse it with tonsillitis because both are contagious and painful, but they are entirely different; tonsil is a part of the overall throat area.
Strep throat can stay as long as 7 to 10 days. However, the signs and symptoms start getting better with appropriate care first after it crosses 2 to 3 days. In this span, the condition is at its worst.
Strep throat can go away on its own pretty well, but antibiotics can work if you detect the condition within 48 hours of its initiation.
Incubation and Recovery
It remains actively contagious long before your body starts presenting symptoms; this is known as the incubation time span.
You are still at risk of spreading this infection until you have been on antibiotics for a whole day or there has been no fever spike in the last 24 hours.
The symptoms start getting better on either day 3 or 4 of the illness or 3 days after starting antibiotic medication. They are usually used for 10 days. This is because most people ultimately feel better after completing the 10th-day mark.
Strep Throat Symptoms
The most common symptoms seen in this infection are:
- Sore throat that rapidly gains severity
- Fever hiking at least 101ºF
- Pain during swallowing
- Red bumps on the roof of the mouth
- Swollen, red tonsils with white patches or pus
- Throbbing headache
- Body aches
- Tender, swollen lymph nodes
- Stomach ache or nausea, especially in children
Treatments for Strep Throat
Since it is a bacterial infection, its treatment is done with antibiotics.
These 3 antibiotics are mostly prescribed for infection by healthcare professionals:
- Amoxicillin: Doses for children are set according to their body weight. The recommendation is to take the meds 2-3 times per day at regular intervals. As for adults amoxicillin is 500mg 2x daily for 10 days or 1,000mg of extended version OD for 10 days.
- Penicillin: 250 mg 2x daily to 500 mg 2x daily, according to their age bracket. Typically penicillin is taken for 10 days in one cycle.
- Cephalexin: Cephalexin is suitable for people who suffer from penicillin allergies. Dose adjustment is made according to body weight for children, 2-4 x per day.
You can also treat pain and discomfort with gargles, warm tea, and lozenges. In contrast, over-the-counter OTC pain relievers such as ibuprofen (Advil, Motrin) and acetaminophen (Tylenol) work well if home remedies do not work.
Strep throat develops and takes severity suddenly, so you must contact a healthcare professional immediately. Do not refrain from reaching out to Smile Time Dental in case you find anything suspicious. | <urn:uuid:81ff937a-8d0c-4404-b46e-ab89e8279df7> | CC-MAIN-2023-40 | https://www.smiletimedentalhouston.com/is-it-strep-throat-or-tonsillitis-infection/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511075.63/warc/CC-MAIN-20231003092549-20231003122549-00234.warc.gz | en | 0.942416 | 743 | 2.84375 | 3 |
To Kill A Mockingbird, by Harper Lee, is a book that has been banned from schools and libraries. I think that is a fairly recent occurrence. I recall being assigned to read this book as part of my English class work when I was in high school. The concepts presented in this book are as relevant today as they were when it was originally published (in 1960).
This book is a fictional story told from the viewpoint of a little girl who goes by the name of Scout. She lives with her big brother Jeb, her dad (who both the children call Atticus) and a maid named Calpurnia. Atticus is a lawyer, and he has just been appointed to defend a “colored” man who has been accused of raping a white woman. | <urn:uuid:bdb83b90-ab71-4646-9011-5ce03cf2bb71> | CC-MAIN-2017-34 | https://bookofjen.net/2007/04/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104634.14/warc/CC-MAIN-20170818102246-20170818122246-00686.warc.gz | en | 0.994287 | 158 | 2.65625 | 3 |
Everybody suffers from modest stress and panic at times, but inveterate anxiety takes a tremendous toll on the body, burning vigor resources and keeping the body in an invariant state of stress. The consequences of anxiousness are exaggerated when the body is not worked out: tension in the muscles builds, breathing remains constricted usually and the mind has no relief from the whirling thoughts and feelings that give the anxiety.
Yoga unites numerous techniques used for stress diminution; it provides the mutual benefits of breathing exercises, stretching exercises and meditation practice in one technique. Though, for people with immense physical limitations, simple breathing exercises, meditation can be a preferable option and provide related benefits. Yoga also involves more effort and dedication than taking pills for stress reduction.
Physical stress brings many negative effects in our life. It hampers both our personal and professional life. Physical Stress creates sudden body shifts its energy resources to drive away the apparent threat. This is known as fight response, the sympathetic nervous system indicates the adrenal glands to discharge adrenaline.Mental Stress
Mental stress is usually caused because of extra work pressure or some other anxieties in our life.Below can be the affects of mental stress on our health and life :
Emotional stress is one of the most important causes of all constant health challenges. Body can’t protect itself from the damage that emotional stress quietly creates over time. Body pays a serious physiological cost for every moment that it feels anxious, tense, frustrated and angry.Using Yoga to reduce Stress
The majority of stress is helped by physical movement. Many people have found that the apparitional link that yoga allows will work a bit extra to release your mind and leave your problems. If you’re not ready to take the jump into planning a full yoga program, try this hassle free exercises out when you’re feeling bothered. If they do the job, try a program. If they don't work, try other exercises.Knees to Chest
This pose permits for great relaxation. Lie down on your back and draw your legs up till the time your knees don’t touch your chest. Hold this position as long as you like.
This pose stretches both the hamstrings and hips and it also decreases mind and body both the stress. In this pose legs have to mimic a triangle. Start with a standing position; keep your right toes facing forward whilst pulling your left leg out with its toes facing to the left. According to your comfort, you can lean backwards and keep your left hand on your calf, the floor. Keep your eyes on your right hand; elevate it up so that your shoulders form a straight line to the floor. The right pose will look as a two triangles if seen from front.Baby Pose
The pose has been specially designed to stretch the hamstrings that start in supine position. Bring your knees to your chest and draw them back to your armpits. Depending on the comfort you can just hold the position or carry on to flatten the soles of your feet and pull them to the floor. | <urn:uuid:1231f716-9fb3-49bc-a896-3bf52c2da69a> | CC-MAIN-2017-30 | http://myyogaguru.com/stress-management.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424770.15/warc/CC-MAIN-20170724082331-20170724102331-00715.warc.gz | en | 0.927334 | 624 | 2.515625 | 3 |
Will eating hot or spicy foods cool you down? Yes!
Even though it seems counter-intuitive to eat something that makes you hot, being forced to sweat helps you to cool off. This helps to stabilize your body’s core temperature. Eating hot (temperature-wise) foods such as soup also help for the same reason. Spicy-hot foods help your body handle the hot weather by chemical means.
The most common example of spicy-hot foods is capsaicin, the chemical found in many spicy cuisines. This is what puts the hot in chill peppers! It also has medical uses: it is the main active ingredient in some arthritis pain cremes; It works by numbing pain, much the way your tongue is numbed by very spicy food.
So, to beat the heat – eat – spicy food that is!
Seven tips on surviving extreme heat
In addition to eating spicy foods, here are 7 ways to help survive the summer heat:
- Stay cool: stay in air conditioning if possible. If you don’t have air conditioning, try to visit a mall or library. Visit a pool.
- Drink plenty of fluids: non-alcoholic and cool
- Skip heavy meals and hot (temperature-wise) meals – eat foods that are light and cool
- Wear lightweight, loose-fitting clothing
- Small children, infants, people with health problems, and people over 65 are most vulnerable to heat stress; Check in with them to see how they are doing.
- Remember your furry family members: leave plenty of fresh water placed in a shady area for outside pets
- Don’t leave children or pets in a parked car
Read About Massage Therapy Services in Charlotte here. | <urn:uuid:c08c0133-cc7a-4175-b198-43fb12b8f60b> | CC-MAIN-2023-40 | https://www.healingtouchcharlotte.com/2019/05/16/hot-weather-advice/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00737.warc.gz | en | 0.947585 | 358 | 2.609375 | 3 |
by Rabbi Daniel L. Lehmann
I have been contemplating the need for a theology of Jewish education which would ground the goals of Jewish education in an understanding of Judaism’s religious telos. It seems to me that Jewish education should inspire and equip us to achieve the deepest aspirations of Judaism. At the recent 10th anniversary celebration of the Mandel Center for Studies in Jewish Education at Brandeis University, I had an opportunity to propose that one of the theological ideas similarly articulated by two of the greatest Jewish theologians of the 20th century could provide us with an overarching and orienting purpose for Jewish education, especially in North America.
Rabbi Joseph B. Soloveitchik, the philosophic and Talmudic leader of Modern Orthodoxy, in his seminal essay “Halachik Man” (1944), makes a radical claim about the goal of Jewish life. He writes in the section entitled “His Creativity” that “the peak of religious ethical perfection to which Judaism aspires in man as creator “The most fundamental principle of all is that man must create himself.”
Rabbi Mordechai Kaplan, the founder of Reconstructionist Judaism, makes a similar statement less than 10 years earlier in his book “The Meaning of God in Modern Jewish Religion” (1937). In describing the theological meaning of Shabbat, he writes, “Jewish mysticism caught the true spirit of the kind of religion man needs. The keynote is the truth that man shares with God the power to create.”
These two great but divergent Jewish theologians, writing in 20th century America, come to a similar conclusion about the core goal of Judaism, especially as understood in the context of modern, American society. Judaism calls on the human being, and the Jew in particular, to emulate God’s creative nature and to become a creative being.
If we take this theological proposition as a fundamental goal of Jewish living, and thus, a necessary focus of Jewish education, our institutions of Jewish education need to tap into and unleash individual and communal creativity. Jews should experience their Jewish education as advancing their human creativity. Jewish education, at its best, must enhance people’s engagement with the world by providing Jewish resources that enrich and encourage creative thinking and doing.
What follows are some ideas of what we can and should do to reorient Jewish education toward creativity.
- We need centers of educational entrepreneurship and innovation that foster creativity. Too much of Jewish education looks alike. We need to move away from the generic and toward the generative.
- Student creativity, problem-solving and the nourishing of imagination should be more central to our pedagogic practice. Jewish education should enable students to generate products, models, solutions, expressions that draw from Jewish resources throughout the ages.
- Jewish curricula should be developed based on case studies dealing with real individual and communal problems that engage students in a creative process aimed at generating a variety of solutions.
- Jewish education, at all levels, needs to focus on students’ passions and distinct learning styles, maximizing flexibility in learning modalities, pace and content. We need to develop modular systems that play to differences.
- Jews need to experience Jewish education as fostering creative networks beyond the four walls of a classroom or synagogue.
- Brick-and-mortar congregational/day schools are a 20th century model; we need to reconfigure the structure and sponsorship of Jewish schools through technology and global consciousness.
- New configurations to promote creativity should be developed: Jewish magnet schools, day school/supplemental school collaborations, Israel-Diaspora schools, interfaith learning opportunities.
- Pluralism needs to be at the center of Jewish educational experience as a source of creativity. Peter Berger, the prominent sociologist, has concluded that what most characterizes our age is not secularism, but pluralism. Creativity is often generated by the exchange of ideas and the intersection of diverse ideas within and between people.
- Leaders need to be creative thinkers, and we have to invest in facilitating and fostering creativity as a core quality of educational leadership.
How are we going to get there? Based on a book by Harvard Business School professor and innovation expert Clayton Christensen, “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns” (2008), I would suggest that we will need to redirect our goals for Jewish education on a number of different fronts.
- Philanthropists, foundations, federations will need to help fund disruptions – innovations that do not just improve and enhance current systems. Funding research and teacher training that focuses on how different people learn and how we can foster creativity will be of critical importance.
- We need to invest in technologies and their application to Jewish learning: digital games, online hevruta study, JED talks (Jewish Ed presentations akin to TED talks), more online resources, etc.
- Teacher training has to equip teachers to use technology as well as the best research in different learning modalities and multiple intelligences to foster creativity among students of all ages. Teachers need to be trained to identify, develop and implement user networks and not just standard curricula. Lab schools of Jewish creativity should be at the core of teacher training.
- Our graduate institutions need to study “the anomalies and outliers: that is where the richest insight can be found.”
- We need studies – longitudinal if possible – that look at outcomes in terms of how the Jewish educational experience is generative and how it nourishes creative processes.
- Students and their families need to insist on a Jewish education that feeds their creative spirit and provides access to the resources and nourishment generated by Jewish life throughout the millennia.
We need Jewish educational excellence of a certain type – Jewish education toward creativity.
Rabbi Daniel L. Lehmann is President, Hebrew College. | <urn:uuid:ad31138f-c42c-473c-9ea3-9829375d7013> | CC-MAIN-2020-29 | http://ejewishphilanthropy.com/toward-creativity-a-theological-goal-for-jewish-education/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657149205.56/warc/CC-MAIN-20200714051924-20200714081924-00261.warc.gz | en | 0.945343 | 1,207 | 2.671875 | 3 |
General Education Resources
Emailed to Dean's and unit head's on Friday, February 24, 2012
TO: Faculty Colleagues
FROM: General Education Committee
DATE: February 24, 2012
SUBJECT: Proposing Issues Courses
Thank you for your interest in developing an Issues course for the revised GE program. Here is a brief overview of the Issues component and some guidelines to keep in mind as you think about and develop your prospective course.
The GE program has three broad knowledge goals, and in the revised program each broad knowledge goal connects to a specific component of the GE program. Knowledge Goal #1 connects to the Foundations categories, each of which has its own content goals to guide courses in the category. Knowledge Goal #2 connects to the Cultures categories, each of which also has its own content goals to guide courses in the category. And now we have a new Knowledge Goal #3, which connects to the new Issues categories:
Knowledge Goal #3: An understanding of how academic study connects to issues in the world. A generally educated person is able to think in broad terms and see connections in the world. Preparing for responsible citizenship requires that students become conscious of both complementary and competing viewpoints and recognize that any issue or problem can be viewed from multiple perspectives.
Here are the six Issues categories:
Globalization—including issues related to capitalism, economic justice, health, migration and immigration, communication, borders, education, etc.
Health—including issues related to equity, disparities, health systems, finance, ethics, access, quality of care, safety, happiness, human development, genetics, etc.
Human Rights—including issues related to political systems, power, war, peace, violence, terrorism, wealth, poverty, privacy, religion, gender, women, children, disabilities, labor, aging, incarceration, torture, etc.
Identity—including issues related to gender, sexuality, religion, culture, race, class, family, community, difference, education, technology, etc.
Information, Innovation, and Technology—including issues related to media, privacy, access, transparency, intellectual property, ethics, economics, creativity, education, politics, etc.
Sustainability—including issues related to the environment, population, natural resources, economic development, social justice, energy, etc.
Each category will have two GE content goals that articulate how the courses connect to Knowledge Goal #3. The initial content goals will follow this pattern:
All courses in the ____________ Issue help students learn:
- how the course relates to issues and questions regarding ____________
how complementary and competing perspectives covered in the course contribute to the
ongoing discussion about ____________
As you consider your proposed Issues course, your primary aims should be to reflect on how the particular content of your course connects to one of the six broad Issues categories and how your disciplinary perspectives might contribute to or be enriched by the perspectives of other fields or disciplines. The underlying assumption of the Issues component is that multiple disciplines and multiple perspectives are required to address large issues such as globalization, health, human rights, and so on.
All Issues courses will be integrative problem-solving courses that encourage interdisciplinary collaboration. For example, a biology course in the sustainability category will both focus on the ways in which the field of biology addresses some aspect of sustainability and invite students to research and reflect on ways their own fields and other disciplines address the same issue. Together, then, the faculty member and the students in the class will work to develop an understanding of potential solutions to the problem of sustainability.
The exact focus of these courses will of course depend on the field of the proposing faculty. But by virtue of being produced in an upper-level, multi-disciplinary academic setting, student work—papers, projects, presentations—will be enriched by a variety of perspectives, disciplinary and otherwise. The students’ knowledge and experience with art, chemistry, criminal justice, economics, history, literature, nursing, philosophy, political science, psychology, and any number of other fields, as well as their life experiences (perhaps as athletes, restaurant workers, parents, or musicians), have the potential to open up new avenues of exploration within the field of study of the course itself. And, ultimately, the students’ experience in the course can and should change the way they think about their own primary academic fields of study.
While there are no set requirements in terms of student assignments or projects, all Issues course proposals will need to demonstrate how faculty will teach and assess the goals of collaboration, problem solving, and integration:
COLLABORATION is two or more students working together and sharing the workload equitably as they progress toward shared learning objectives.
People who are generally educated work collaboratively with others on both small and large projects. Effective collaborators are interdependent, interactive, accountable, and reflective. That is, they work interdependently within a group, interact productively with group members, demonstrate accountability for their own contributions to the work of the group, and reflect on the success of the group, including their own contributions and the contributions of others.
Students who have learned collaboration will be able to:
- contribute to the development of shared goals within the group; accept, articulate, and promote the agreed-upon goals of the group; help the group assign useful and productive roles for each group member
- offer and contribute their own knowledge and expertise to the group; take on the role or roles the group needs, developing new expertise as needed; encourage others in the group to contribute and develop as needed; and promote harmony and fairness within the group
- participate actively and responsibly in all group activities; work effectively between group meetings, completing assigned tasks on time; identify and address conflict within the group
- recognize roles and strategies that are and are not working; understand ways in which group performance could improve; honestly assess own contributions and the contributions of others
As defined here, collaboration is not simply putting students into groups or conducting group discussion within a single class period. The collaboration goal calls for structured learning activities that involve students actively, occur over a significant part of the semester, and provide for feedback from peers and instructors.
PROBLEM SOLVING is the process of designing and evaluating strategies to answer open-ended questions or achieve desired goals.
People who are generally educated can define and solve problems by seeking and identifying relevant contextual information, formulating strategies, and proposing and evaluating potential solutions.
Students who have learned problem solving will be able to:
- construct clear and insightful problem statements that prioritize relevant contextual factors
- identify multiple approaches for solving the problem within the given context
- design and fully explain proposed solutions that demonstrate deep comprehension of the problem
- evaluate the feasibility of solutions considering aspects such as the historical context and ethical, legal, or practical impact of potential solutions
INTEGRATION requires students to synthesize and apply knowledge from other coursework, experiences from outside the classroom, and other perspectives to new, complex situations.
People who are generally educated are able to correlate and synthesize facts, basic concepts, and disparate knowledge for application within and beyond the campus, to make sense of a variety of data and experiences, to address issues in a more effective way than can be accomplished from only one field of study or perspective, and reflect on their own learning.
Students who have learned integration will be able to:
- draw conclusions from examples, facts, and/or theories from more than one field of study or perspective
- adapt and apply skills, abilities, theories, or methods to explore complex issues in original ways
- effectively communicate synthesized knowledge in ways that are inclusive of diverse audiences and perspectives
- demonstrate self-reflection, building on prior experiences and responding to new and challenging contexts presented in the course
Page last modified February 24, 2012 | <urn:uuid:c99ea1d1-ff49-4280-9399-ea7b844af5fb> | CC-MAIN-2014-15 | http://www.gvsu.edu/genedresources/letter-to-faculty-33.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223211700.16/warc/CC-MAIN-20140423032011-00482-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.938056 | 1,599 | 2.671875 | 3 |
Planting and Care of Blueberries
Bare-root plants need special care. Follow these instructions to get your plants off to a good start. Plants may arrive with little or no visible growth. This is normal. Check to make sure the roots feel moist. If they are dry, sprinkle the roots with water until they are moist but not soaked.
If you have any questions about the appearance or condition of your plants when they arrive, contact us immediately.
Never expose the bare roots of plants to wind or sun before or during planting. If your ground is frozen, or for some other reason you are not ready to plant, soak the roots in a bucket of lukewarm water for up to 24 hours (no longer). You can then delay planting for a week or two if you keep the roots moist and in a dark, cool place where the temperature is above freezing (35 to 40 degrees F).
If the weather is warm, it is best to plant immediately. Do not store a dormant bareroot plant in a warm place — such as in your house — for more than a week or so. Plants stored under warm conditions are much more likely to be damaged by cold spring weather.Soil Needs
We highly recommend that you have your soil tested when planting blueberries. For healthy growth, blueberries do best in soil with a pH of 4.5 to 5.5. Consult your local Cooperative Extension service for a soil test and advice on how to change your soil pH, if necessary.
You can also test soil pH yourself using a pH Test Kit. To lower soil pH, you can either apply a fertilizer that’s formulated for azaleas, hollies and other acid-loving shrubs, or an elemental sulfur.
You can also lower the pH of your soil more gradually by digging in lots of peat moss and pine needles. It may take a year or more to see a change. Once the soil is acidic enough, you can plant blueberries and maintain soil acidity by mulching heavily every year with pine needles and shredded oak leaves.Planting
Space the plants in increments that will accommodate the size of the mature plant. Dig a hole that is twice as wide and deep as the diameter of the root system. The plants should be set into the planting hole at the same depth they were growing in the nursery. You should be able to see a soil line around the stem which will indicate how deep it was.
Spread the roots and position each plant so that all the roots will be covered with soil. Be careful not to plant too deep, and do not let the roots dry out during the planting process.
Take any peat moss that is packaged with the plant and mix it into the planting hole. Add more of your own peat moss in heavier soils. If you use peat moss or a planting mix that contains peat, make sure that it is saturated with water before putting it in the planting hole. Peat that is not saturated can wick moisture away from the plant and cause the roots to dry out. Pack the soil firmly around the roots and water thoroughly.Watering
Plants should be watered weekly during the first year, unless they receive plenty of rain.Fertilizing
Wait four to six weeks after planting before adding any fertilizer. Do not apply fertilizer in late summer or fall. This could stimulate new succulent growth that could become injured during winter.
Use a balanced fertilizer, such as All-Purpose Fertilizer. This slow-release fertilizer contains sulfate of potash (potassium sulfate), which is good for blueberries. Do not use fertilizer that contains potassium chloride, which can adversely affect blueberries.
Yellow leaves on blueberries can be corrected with a foliar application of 1 tablespoon of iron chelate in a gallon of water sprayed over the leaves. You should see greener leaves in a few days. However, be aware that yellowing leaves may be a sign that the soil pH is too high. Have your soil tested for pH and amend it as needed.
After two to three years, you should should see 12-18″ of new growth per year. If not, check your soil pH and continue to amend the soil with compost and fertilizer as needed.Flower Removal and Pruning
During the first year, it is important that your plants develop a strong root system and produce a lot of new shoots. Remove all flowers during the first year and do not allow any berries to develop. Do not prune your blueberry plants for two years.
After two years, prune annually in early spring, before leaves form. Remove weak or damaged branches and any branches less than 6″ long. Mature, thick branches in the center should be removed to improve air circulation and sun penetration. The goal is to have about 12 main stems per plant with a good mix of old and new. Any stems more than 2″ in diameter should be removed.Mulch
Sawdust mulch is commonly spread along the entire row of blueberries with extra sawdust mounded around the canes, often to a depth of 8″ or more.Bird Netting
The best way to protect fruit from being damaged or eaten by birds is to cover it with netting. Bird netting should be installed at least two to three weeks before the fruit matures. | <urn:uuid:d1b6d814-1f80-40ea-84fb-eb330382002d> | CC-MAIN-2014-15 | http://www.gardeners.com/Planting-Care-Blueberries/7612,default,pg.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609539705.42/warc/CC-MAIN-20140416005219-00473-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.94999 | 1,092 | 2.96875 | 3 |
RESEARCH AND TECHNOLOGY TRANSFER BY THE AGRICULTURAL RESEARCH COUNCIL TO SUSTAIN THE SOUTH AFRICAN HYDROPONIC INDUSTRY
The Agricultural Research Council, Vegetable and Ornamental Plant Institute (ARC-VOPI), developed an integrated programme to assist hydroponic vegetable farmers in South Africa. The Gauteng Department of Agriculture and Rural Development (GDARD) provides basic infrastructure to resource poor farmers, while ARC-VOPI is responsible for applied research and information dissemination. The research programme is designed to develop new methodology aimed at optimization of cultivation practices. Information dissemination efforts include tailor made training courses to improve the skills of hydroponic vegetable growers. ARC-VOPI utilizes two hydroponic systems, i.e., gravel-flow technique (GFT - closed system) and an open-bag system (OBS) for research and technology development. The research programme focuses on plant manipulation, including plant spacing, fruit and stem pruning, fertigation, cultivar evaluation and comparative performance of vegetables in different production systems. Recent research results in GFT revealed that optimization of plant density and harvest methodology resulted in more than double the yield of leafy vegetables with an additional advantage of a shorter growth season and improved quality. A nutrient solution (EC) concentration of 2 dS/m resulted in optimal yield and quality of leafy lettuce during four different growing seasons. Tomatoes produced in a GFT under a shade net structure and in a temperature-controlled tunnel (OBS) out yielded four other systems utilised in local hydroponic production of tomatoes. Shade net structures increased the incidence of early blight and fruit cracking, while production in a non-temperature-controlled tunnel resulted in a high incidence of fruit cracking. Spacing and stem pruning of tomatoes and sweet peppers in OBS resulted in increased yield and quality. The training facilities at ARC-VOPI are utilized for research, as well as training of resource poor farmers and community members who are trapped in a food security crisis. The beneficiaries are selected by GDARD, the main funder of the project, while ARC-VOPI provides training to empower the trainees to become financially independent.
du Plooy, C.P., Maboko, M.M., van den Heever , E. and Chiloane, S. (2012). RESEARCH AND TECHNOLOGY TRANSFER BY THE AGRICULTURAL RESEARCH COUNCIL TO SUSTAIN THE SOUTH AFRICAN HYDROPONIC INDUSTRY. Acta Hortic. 947, 147-151
gravel-film technique, open-bag system, plant manipulation, training | <urn:uuid:8ebf6757-9e4c-49de-9370-58c55607a501> | CC-MAIN-2020-34 | https://www.ishs.org/ishs-article/947_17 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738864.9/warc/CC-MAIN-20200812024530-20200812054530-00189.warc.gz | en | 0.891546 | 560 | 2.78125 | 3 |
Intelligence is one of the most sought-after traits in an individual. But can you truly tell if someone is intelligent or not?
Some people say that they can easily point it out just by looking at a person, while others say otherwise.
So we asked experts, “what are the signs of an intelligent person?”
Here are their insights:
Erik Lande, Ph.D.
Clinical Neuropsychologist and Licensed Psychologist, Insight Neuropsychology | Author, “Does My Mom Have Dementia?“
Truly intelligent individuals are marked by a quiet and humble confidence
I am a clinical neuropsychologist who specializes in assessing decision-making capacity. These assessments include looking at intelligence but also other cognitive skills such as memory and communication abilities.
In thousands of assessments of individuals who range from no formal education to several doctoral-level degrees, from people working as a cleaning person to a congressperson—I have found that truly intelligent individuals are marked by a quiet and humble confidence.
They trust that they will do well in what they attempt, and they do not brag about what they have accomplished. I have sometimes been surprised to later learn what the person actually has done in their life.
The most intelligent people remain focused and work hard during our time together. They perform well on the testing, and it is often the case that they have succeeded in life.
The measurement of IQ was designed to predict success in school, which it does to a tolerable degree. It is less effective at determining success in life.
They have the ability to effectively interact with others
Truly intelligent people often have high IQ scores, but it is more than that. They have the ability to effectively interact with others, which I often see reflected in the humility I mentioned above.
This may be one measure of what people call emotional intelligence, which includes:
- The ability to understand and manage one’s own emotions (a key component of mindfulness practice).
- The ability to empathize and interact effectively with others.
I believe it is components of this emotional intelligence that accounts for the quiet confidence I have observed.
Dr. John Leddo
PhD in Educational Psychology, Yale University | Owner, MyEdMaster
They understand the “why” behind what they were doing—not just the “how”
Intelligence is a subject that has been debated and studied extensively. There are countless tests that purport to measure it.
There are debates over whether there is someone or something called “intelligence” (as implied by the standard IQ test) or whether, as Dr. Howard Gardner of Harvard University suggests, that there are many different types of intelligence.
Is intelligence something you are born with or something you can acquire over time?
People debate whether intelligence is something you are born with or something you can acquire over time. The answer appears to be yes to both.
Since we cannot yet control our genetic makeup, I’ve devoted my career to studying what makes people intelligent or experts in their respective fields and what people can do to build their own intelligence and expertise.
First, I want to talk about what I think of as intelligence. We often use the term “intelligent” when talking about people, and this can mean different things.
- We can be impressed with how someone’s mind works, as in how quickly they think or how well they remember things.
- We can be impressed with how much information they know about the topics they speak about.
- We can be impressed with the depth of their reasoning and understanding of different subjects.
It is this latter area that I want to focus on because this is the one that seems to make the most difference in what a person can accomplish or contribute to society.
What do we mean by depth of reasoning and understanding?
If we think of intelligence as the depth of reasoning and understanding, the next question becomes, “What do we mean by depth of reasoning and understanding?” This is an area I’ve done extensive research on.
I’ve had the privilege of working with countless professionals who are regarded as experts or top specialists in their fields. What distinguished these people from others in their fields was a deeper knowledge of the causal principles behind the problem-solving methods that were commonly used in their professions.
They understand the “why” behind what they were doing, not just the how.
This extra knowledge manifested itself in situations that were new and called for innovative solutions rather than the standard or tried and true approaches.
The experts knew why the previous solutions weren’t optimal for the current situations and knew how to adapt them to the conditions in the present situations. Experts also had the ability to “project ahead” and see how, based on current cause and effect conditions, the future would change compared to the present.
This enabled experts to prepare for future situations long before they come.
A great example of this is Elon Musk. He saw that global warming would eventually make internal combustion engines obsolete, and he created Tesla. Now, the consensus is that electric vehicles are the future, and Elon Musk is the intelligent person who got there first and is the richest person in the world because of it.
The sad part is that, to a one, every expert I’ve worked with told me that they didn’t acquire their deep thinking in school but learned it on their own.
It seems a tragedy that we value experts but don’t know how to create them in our educational system.
We recently underscored that point (in a paper we published) that compared how students solve real-world math problems compared to those who do math for a living.
We found that students went straight to the formulas. They plugged in numbers and crunched out answers. If the answers were wrong, students usually didn’t notice. If the wrong formulas were used, the students got stuck.
On the other hand, the math practitioners did a lot more up-front thinking. They built conceptual models of the problems they were solving and often used even simpler methods to solve the problems than students did. In other words, the math practitioners were more like our intelligent experts, but the students were not.
No wonder the experts we studied said that they didn’t learn to become experts in school!
The good news is that there is hope. We recently published an experiment that found that if you teach students both the procedures for solving problems and the “why” or conceptual understanding behind the problem-solving methods, students actually learn three times better than if you just teach them the procedural methods alone.
In other words, we think there is a way to give all students a deeper understanding of subjects and make them more intelligent.
Dr. Nereida Gonzalez-Berrios, MD
Certified Psychiatrist, The Pleasant Mind
An intelligent person is calm, insightful, adaptable, and creative
Intelligence is not just about having a higher IQ. The Intelligence Quotient is a measure of your intellectual abilities and aptitudes.
The tests measure reasoning, problem-solving, aptitudes, etc. But it does not give an idea about social intelligence or emotional intelligence that actually forms a bigger part of your daily functioning.
Intelligence includes a broad spectrum of things.
It not only designates your innate mind power or intellectual strengths—it involves your overall ability to understand clearly, think rationally, feel your emotions deeply, and act according to the demands of place and time.
- insightful thinking,
- emotional self-regulation,
- abilities to learn and remember new things,
- innovative problem solving, and much more.
They can accept change easily and is in control of their own emotions
An intelligent person is calm, insightful, and adaptable. They can accept change easily and is in control of their own emotions as well.
Most intelligent people are thoughtful and creative. Their logical and reasoning power is also high. Thus, they think well before speaking or acting upon a decision.
Some of the key signs of an intelligent person are as follows:
- Intelligent people are good problem solvers
- Possesses deep insight
- They can experience things from someone else’s point of view, so you can say that they are empathetic.
- They embrace solitude and ‘me time’ to unwind and rejuvenate themselves.
- Intelligent people are emotionally intelligent. They have good self-control over their thoughts and emotions.
- They are aware of their life goals and ways to achieve them.
- Intelligent people are good decision-makers.
- They prefer peace of mind than anything else.
- Intelligent people are aware of their skills and abilities.
- They are equally conscious of their setbacks and work to remove their weaknesses.
- Intelligent people are secure—they have a strong self-identity.
- They have multi-tasking abilities.
- They can own mistakes and feels responsible for their own actions.
- Intelligent people are not judgmental. Instead, they prefer to remain flexible to varied ideas and opinions.
- They want to acquire more knowledge because they are deep thinkers with diverse interests.
- Intelligent people crave good books, in-depth conversations, debates, and elocutions.
- Most intelligent people are good public speakers.
- They are self-motivated and self-directed people.
- Intelligent people are good observers and can remember subtle things quite well.
- They have high levels of self-confidence.
- They are peacemakers.
- Intelligent people prefer tolerance and adjustment.
- They respond more and react less.
- They can handle situations very well.
- Intelligent people are aware of their life choices.
- They have a good ability to handle complex emotional situations.
Speaker | Psychotherapist
Intelligent people are often more interested in learning than being smart
There are many characteristics that compile intelligence. There is also a difference between intelligence and a specific area — emotional, financial, or social.
It is surmised that someone with intelligence would also be more successful in these others areas, but that might not always be the case. The most common characteristic of someone intelligent is when the individual has the ability to acquire and retain information.
This is seen in many aspects:
- An overall general and tacit knowledge base
- Typically, someone who is intelligent respects working hard and enjoys this process. Challenging themselves is something they enjoy.
- Good thinking ability and the ability to retain information easily and accurately
- High Lingual skills in both word and verbal
- Good decisive abilities and excellent problem-solving
- Good intuition of situations
- Curiosity and a desire to learn
One of the things that stands out the most to me with someone who is intelligent is a very open thought process to consider lots of thoughts, possibilities, and opinions.
Someone who is highly intelligent is often more interested in learning than being smart.
They are driven to learn, resolve, or create
They realize there is always more to know and are eager to challenge themselves and grow. They are driven to learn, resolve, or create. They are passionate in their pursuit, and they tend to look at all sides.
They are often respectful as they realize everyone has their own talents and experiences.
Life Coach | Founder, Edrio
I have observed that the importance of intelligence is increasing with people being highly attracted to the so-called concept of intelligence. But, what needs to be considered is that intelligence has widened to include numerous traits.
Renowned psychologists and educationists have mentioned different aspects of intelligence, such as logical-mathematical, linguistic, visual-spatial, bodily-kinesthetic, practical, analytical, creative, etc.
I feel the concept of intelligence is not limited to what an IQ test measures, i.e., reasoning, memory, problem-solving, and other specific skills. For me, the concept of intelligence is multidimensional and includes mental, emotional, somatic, and intuitive intelligence.
Mental intelligence is also known as intellectual intelligence (IQ). A person with intellectual intelligence has sound reasoning, problem-solving ability, adaptability, and question-based intelligence. In addition, an intellectually intelligent person is a continuous learner with a high retention rate of knowledge or memory.
Mental intelligence has been traditionally related to success in academics and career. Thankfully, educational institutions and companies are now giving importance to EQ training.
A person has emotional intelligence (EQ) if he has empathy towards other people, self-awareness, motivation, self-regulation, social skills, and value for spending time with oneself.
In other words, an emotionally intelligent person can recognize and interpret their own emotions and the feelings of others. In addition, such an intelligent person has leadership, communication, and management qualities.
Interestingly, somatic intelligence, or the ability of an individual to respond to danger and situations, is also considered part of general intelligence. The complex concept of somatic intelligence is concerned with the psycho-emotional-physical ability.
In simple words, I would describe it as a mind-body connection that brings awareness between a stimulus and response. So, a person has somatic intelligence if he is aware of the messages sent to him by his body and his response to situations is conscious.
I describe a person as intuitively intelligent if he can think holistically and paradoxically. An intuitive person can connect with himself and others, enabling him to influence others.
An intelligent person is trusted by people both professionally and personally
Generally, an intelligent person has substantial general knowledge and language proficiency. Apart from good memory and thinking abilities, an intelligent person has a good attitude and is hardworking.
Due to his positive attitude, knowledge, and good decision-making skills, an intelligent person is trusted by people professionally and personally. Therefore, knowingly or unknowingly, people around an intelligent person tend to follow them.
Additionally, an intelligent person is observant and curious about his environment. He can tackle life’s challenges.
An intelligent person has strong interpersonal skills
A person with intelligence has strong interpersonal skills and tends to resolve conflicts and keep the peace.
An intelligent person has the potential to be successful, provided he pursues the field related to his intelligence. Intelligence helps a person introspect and also navigate smoothly in the social world.
Moreover, he is open to new experiences due to his curiosity and willingness to learn, which helps him enhance his skills or intelligence.
On the flip side, a person with very high intelligence may worry, face mental issues, and have difficulty in romantic success. So, it is essential to keep the mind in a positive state, especially for a person with very high intelligence.
I cannot ignore musical and naturalist intelligence, which involves a deep understanding of music and nature. Some people possess existential intelligence that comprises deep sensitivity to questions related to existence’s meaning.
To be honest, it is not about whether a person is intelligent or not, but about his type of intelligence.
So, if not measured by an IQ test, every person has a particular kind of intelligence as the test fails to measure the broader capabilities of a human being. Also, intelligence is only partly genetic, and with practice, one can enhance a specific type of intelligence.
CEO, Seven Figure Agency
Curiosity is a characteristic shared by intelligent individuals
Curiosity is the path to self-improvement and knowledge. In addition, a person who is interested is likely to be a problem solver.
People that are curious want to know why things happen, and if they aren’t pleased with the answers, they will go for solutions in other ways and locations.
Science and medicine have progressed as a result of curiosity. It is the force that propels innovations, art, adventure, and knowledge forward.
Curiosity has several advantages, including:
- arousing interest,
- excitement, and
- a drive to learn more about one’s life.
Curiosity is a characteristic shared by intelligent individuals, and it enriches their life while broadening their perspectives.
An intelligent individual recognizes that humility may aid learning
Curious individuals are aware of and work within their limitations, and they have no qualms with acknowledging when they are wrong.
An intelligent individual, on the other hand, recognizes that humility may aid learning. Intelligent individuals are eager to study and quiz themselves to confirm their comprehension by keeping intellectually modest.
President, OSP International LLC
I often interact with different types of people as a career and education expert. Here’s how to spot the intelligent ones, in my personal opinion.
These people think before they speak out. They don’t just say whatever comes to mind. They’re not too emotional and speak out on point.
Intelligent people are respectful of others and their opinions. They will not interrupt and will act very compassionate with what you have to say before slipping into their point of view.
Disregarding other people isn’t something one of their habits because they’re usually modest.
Not overly self-confident
People with excessive confidence that aren’t willing to learn and grow are not the intelligent ones. People that have the quality of doubting, questioning themselves, and discovering achieve much more.
Intelligent people are open-minded about life. They adjust to different circumstances easily and are better suited to face challenges that life throws their way.
Associate Professor of Philosophy | Founder, Mirth Management | Author, “The Humor Hack“
Humor is related to intelligence
We often want leaders to be intelligent, and humor and wit are often the marks of a creative and intelligent person. Being witty is a compliment, and wittiness, indeed humor in general, is directly related to intelligence.
It’s not too hard to see why humor is related to intelligence. One of the hallmarks of the funny is some sort of incongruity. In order to recognize something as funny, we have to see the funny thing as out of the ordinary. We need to see the mismatch.
“Outside of a dog, a book is a man’s best friend. Inside of a dog, it’s too dark to read.” This joke, generally attributed to Groucho Marx, plays on the ambiguity of the words ‘inside‘ and ‘outside.’
In the set-up portion of the joke, ‘outside’ is taken to refer to a sort of relationship of things in a non-spatial sense. The incongruity comes when we read ‘inside’ in the punchline and then interpret it to be a much more specific place designation—inside of the dog. We then reinterpret ‘inside’ and thereby get the joke.
When we learn to see incongruities, when we see more of them, we are exercising our brains.
Being witty is indicative of intelligence
There’s a reason we often refer to people as sharp when it comes to wit. Not only is wit indicative of intelligence, but being witty fast is further indicative of intelligence. If you want to increase your knowledge, understanding why and how jokes work is going to be a great way to boost your mental prowess.
You will start to see patterns and relations that you might normally ignore. That’s the basis of almost any comedy.
Not only are you looking for the reasons the joke works the way it does, but in so doing, you’re learning about different ways people think about and conceptualize the world. This has the added benefit of making you pay more attention to others and how they think.
This is surely a good thing for a leader to do.
So take some time, and look around at the humor you see being used. Try to find out more about it. Push yourself to see more things in the world as incongruous.
Challenge yourself to look deeply at our normal ways of understanding the world. Who knows, you may end up writing your own jokes. You’ll not only have more fun, but you’ll also start increasing your intelligence.
Legal Specialist, Adamson Ahdoot LLP
Intelligent people are good listeners
It’s only from listening to other people that you gain depth, knowledge, and empathy.
Those who talk more than listen usually give superficial answers to questions. Those who listen discover why a person thinks a certain way. They gain perspective through their own experiences and observations.
Related: 50+ Reasons Why Listening Is Important
That’s how a person truly learns about how varied life is and how people go through it, forming their own unique opinions.
Whenever I have a lengthy conversation with someone older than me, I try to find out what that person lived through, what societal changes they witnessed, and what made them into the person they are.
Conversely, when I have a lengthy conversation with a younger person, I’m trying to gauge how inquisitive they are. I want to see someone in their 20s and 30s learn what they can from people who are in their 50s and 60s.
Also, when someone asks me what I think about something, I’ll give as thoughtful an answer as I can. Then I follow up with, “What do you think?” People appreciate that more than someone who simply pontificates or is more concerned with having the final say.
Frequently Asked Questions
What are the habits of a highly intelligent person?
Here are some habits that are commonly associated with highly intelligent people:
• Reading: They make it a point to read regularly, whether it’s books, articles, or newspapers. They understand that reading is the best way to expand their knowledge and broaden their perspectives.
• Continuous learning: They never stop learning. They are curious and always seek new information and ideas. They attend workshops, take online courses, and engage in self-study to continuously improve themselves.
• Reflecting: They reflect on their experiences and thoughts regularly. They are introspective and think deeply about their beliefs and values. They use this reflection to grow and become better individuals.
• Challenging themselves: Highly intelligent people love a good challenge. They are not afraid of difficult problems and enjoy the process of finding solutions. They seek out challenges that push them out of their comfort zone and help them grow.
• Being organized: They have a systematic approach to life and prioritize their time effectively. They understand that time is their most valuable resource, and they use it wisely.
• Networking: They understand the importance of building strong relationships and actively seek out new connections. They attend events, join clubs, and engage in online communities to meet new people and learn from their experiences.
• Staying fit: They take care of their physical and mental health. They exercise regularly, eat a balanced diet, and prioritize self-care to maintain their overall well-being.
Highly intelligent people have a love for learning, seek challenges, prioritize their time, reflect on their experiences, and maintain a healthy lifestyle. These habits help them continuously grow and improve as individuals.
How do intelligent people talk?
Intelligent people don’t necessarily have a specific way of talking, but they tend to exhibit certain traits that set them apart. Here are a few characteristics of how they communicate:
• Clarity: Intelligent people articulate their thoughts and ideas in a clear and concise manner. They avoid ambiguity and strive to be understood by their audience.
• Precision: They are meticulous with their language and choose their words carefully, avoiding filler words or phrases.
• Active Listening: Intelligent people are great listeners and pay close attention to what others are saying. They are able to understand different perspectives and ask insightful questions.
• Confidence: Intelligent individuals speak with confidence, not arrogance. They are comfortable expressing their opinions and can articulate their thoughts in a persuasive manner.
• Humility: Despite their intelligence, they also exhibit humility and are open to feedback and new ideas. They are always looking to improve and grow.
• Passion: Intelligent people are often passionate about their interests and are able to express that excitement in their conversations. They are knowledgeable and enthusiastic about the topics they discuss.
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Usually, you use axis tables when there is a clear link between the rows of the axis table and the graph. I'll show how to use an axis table to create a table that is independent of the graph. This post also uses discrete attribute maps.
Tag: Axis Table
The previous post on Multiple Blank Categories showed how to include multiple blank categories on the axis. But, given the purpose for this was to separate different segments in the data, I also included ideas on how to segmented a discrete axis using reference lines or Block Plot. A similar idea
Axis tables can use the SUM= option to summarize data and display means, medians, sums, and percentages. They can instead be used to display data, text, and statistics without any summarization.
This post provides a general macro that enables you to easily display special characters (Unicode) in axis table columns.
In PROC GLM and most other procedures that compute LS-means, mean comparisons are now displayed graphically. This makes comparisons between a large number of groups easier to interpret.
This post shows a variety of techniques including how to use PROC TEMPLATE and the SOURCE statement, PROC SGPLOT with multiple Y-axis tables, create comparable axes in two side-by-side graphs, create a broken axis, write and use a table template that wraps text, and find and display examples of certain statements in graph templates and fonts in style templates.
Axis tables enable you to combine tabular and graphical information into a single display. I love axis tables. My involvement with axis tables dates back over 30 years to their ancient predecessor, the table that contains an ASCII bar chart. In the mid 1980s, I created a table in PROC
A Box Plot is very popular to view the distribution of an analysis variable with one or more classifiers. Also, everyone wants to customize the graph in different ways. One recent request was for creating a box plot by category and group along with the display of various statistics and overlaid
I have written a new book on advanced ODS Graphics examples. It is available as a free PDF file on the web. It is in color, and all of the SAS code is available by double clicking a link at the beginning of each example. Advanced ODS Graphics Examples Update: | <urn:uuid:47ddc7dd-cc25-40b6-a073-81efec409626> | CC-MAIN-2023-14 | https://blogs.sas.com/content/tag/axis-table/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943845.78/warc/CC-MAIN-20230322145537-20230322175537-00062.warc.gz | en | 0.881788 | 470 | 3 | 3 |
Reactive Attachment Disorder
How Is Reactive Attachment Disorder Treated?
Treatment of RAD has two important goals. The first is to ensure that the child is in a safe environment. This is especially important in cases where the child has been abused or neglected. The second goal is to help the child develop a healthy relationship with an appropriate caregiver.
Treatment for RAD often focuses on the caregiver. Counseling may be used to address the issues that are affecting the caregiver's relationship with and behavior toward the child. Teaching parenting skills also can help improve the relationship with the child and help develop attachment. Treatment may also include play therapy. This technique allows the child and the caregiver to express their thoughts, fears, and needs in the safe context of play.
There is no medication to treat RAD itself. However, the doctor may use medication if the child has severe symptoms, such as explosive anger or problems sleeping.
The use of so-called holding therapies and/or "rebirthing" techniques is controversial. There is no scientific evidence to support the effectiveness of such interventions.
What Is the Outlook for Children With RAD?
If not treated, RAD can have a negative impact on a child's physical, emotional, behavioral, social, and moral development. Children with RAD generally are at higher risk for:
Aggressive and/or disruptive behavior
Learning difficulties and behavior problems in school
Inability to form meaningful relationships
With treatment, it is possible for children with RAD to learn to trust others, and to lead healthy and productive lives.
Can Reactive Attachment Disorder Be Prevented?
Recognizing a problem with attachment and providing interventions as soon as possible are essential to preventing RAD. | <urn:uuid:d77221fb-852e-4ea0-a8cd-53127942f973> | CC-MAIN-2014-15 | http://www.webmd.com/mental-health/mental-health-reactive-attachment-disorder?page=2 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609539230.18/warc/CC-MAIN-20140416005219-00272-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.947051 | 351 | 2.6875 | 3 |
In the recent years, college sports have hit the headlines for the wrong reasons due to a litany of scandals that continue to erupt. It becomes shocking news when it becomes a reality that certain students have been secretly using his colleagues to get money through college sports, of course with the help of the administration. However, such incidents are often blamed on the very structures of college sports. According to literature, they have been designed in such a way that they only generate money for the university and a few private companies, leaving the students with absolutely nothing. It must, however, be appreciated that people are coming to terms with this reality and sooner than later, people responsible for that will be punished.
The author of Varsity Green forcefully emphasizes the subject of college athletics that is mostly avoided by the vast parts of the writers. He exposes the rot of corruption and money making, which has almost replaced athletics as a sporting activity. According to him, college athletics has since ceased to be a sport, as most people associate it with an opportunity to make money. In fact, the athletes themselves do not take the sport seriously. In most instances, they are literally searched to go and compete, as they do not focus on the sporting aspect of athletics. They find no fault going into bars and restaurants as late as hours to their sporting. In the end, competitions are often delayed for hours in order to give them time to feel a relief from their drunkenness. This is how unfortunate things have got in the past. Another unfortunate trend that is associated with college athletics is immorality, because the young athletes often do not know how to manage their funds. They hardly have any financial education or thoughts of investment. In the end, they only spend their money on luxurious lifestyles at the expense of the sport. This paper presents a detailed account of the inside story regarding television revenues and coach salaries, as well as merchandise rights associated with athletics. According to literature, the issue of money in college athletics becomes a matter of concern upon realization that college coaches were earning more than college presidents. However, it was hard to believe this because most of the coaches certainly had nothing to show for their handsome pay. It became apparent that this money was either not being put into proper use or was just a property of the wring people. It is this unfortunate situation that Mark Yost intended to expose in this book. It remains to be seen if this expose will eventually lead to its cessation (Parker-Pope, 2011).
College sports have always been associated with a mad rush for material wealth. However, Mark’s expose reveals the extent of influence that money wields the culture of sporting in colleges. According to literature, academic institutions are known to capitalize on the success of their athletes as well as their athletic programs to enrich themselves, stock their laboratories, and train better to maintain the trend of athletic success. While it is good to use the talents to develop them, the immoral aspect comes in due to gross corruption and misappropriation of these funds. In most cases, the athletes never benefit themselves from their hard-earned cash. It is the moneyed elites that significantly benefit from this money at the expense of the hard working athletes. Yost particularly focuses on the trend that has lately taken shape during the past decade where persons in positions of leadership in such colleges become multibillionaires within a stint of time. At some point, Yost’s analysis of corruption and immoral culture that drives schools to take an active role in sports goes beyond college. According to him, it is an unfortunate culture that intends to develop sportsmen instead of academics from learning institutions. In this regard, schools focus on the short term economic gain instead of long term academic ones. Although the book dwells on the lives of athletes and stakeholders in athletics, it is suitable for fanatics of any sports because it is basically the same thing that happens elsewhere. As for policymakers, they should understand exactly what happens behind the scenes in order to formulate policies that would make the society better that it currently is. However, it still remains to be seen how successful Yost would be in changing the money culture is college athletics (Yost, 2009).
The issue of corruption in college sports will only rest when college athletes are paid a share of the money generated through their athletics programs. If this does not seem to happen, questions are bound to be asked. For instance, the Knight Foundation has been actively involved in trying to de-commercialize college sports. According to the institution, sports should first be seen as a form of entertainment before it is looked at as a source of livelihood. It notes that things become a bit dangerous when non-participants unfortunately become the lot that wants to make commercial gains in the end. The worst thing that usually happens is that the real players remain abandoned, with hardly anyone to buy them necessary materials for training. The institution has also given itself the role of scrutinizing all the agreements made between colleges and private firms on behalf of the players so that latters are not treated unfairly. In the past, such details would not be availed to students due to fear that they might demand for their share (Yost, 2009).
While the world continues to laud the United States for having some of the strongest college sporting teams, the country is struggling to conceal the stark reality in their colleges. For instance, the University of California was recently sanctioned when it got to the public domain that certain individuals within the institution had used unscrupulous means to get money from the sports kitty. One wonders why this money should be kept somewhere when players are never paid. Indeed, it looks as though the decision to keep it is intended at making it available for corrupt deals (Calkins, 2010).
Where Does the Money Go?
There is no doubt that college athletics raise lots of money from media agreements as well as ticket sales. However, the manner in which it is spent raises more questions than gives answers. For instance, it was noted that over 60% of the revenue was used in paying for sports memberships, thereby effectively taking the money away from the people who generated it. Of the remainder, a significant amount is used to fund particular events related to sports and academics. Indeed, this raises doubts considering that most school activities are often funded by the government. It is only a small portion that is well utilized in the general improvement of sporting facilities as well as the welfare of the athletes. According to literature, the expenditure that sustains all the athletic programs, services, as well as supports athletes during championships, only constitutes a meager 40%. This means that a whopping 60% is either not properly accounted for or simply used in a manner that does not benefit the people who generate the money. It is this immoral expenditure that Yost intended to expose in his book Varsity Greens by use of which he manages to let people know certain secrets that would otherwise have remained hidden to the general public. It stimulates people’s thoughts to demand for accountability not only in athletics but also in other college sports where corruption is rampant. Indeed, his work can be considered a great success in the sense that it dwells in area that has always been avoided by writers. Such issues as corruption could easily put a writer at loggerheads with the culprits. For people who do not wish to get into controversy, they would rather avoid such topics instead of taking a bold step towards making the society a better place (Yost, 2009).
The book boldly exposes the issue of corruption in college sports. It faces a subject that many writers would like to avoid. In doing so, Yost shows a rare commitment to serve the community and work towards making it a better place. The book particularly suits young people who would wish to engage in college sports, as it cautions them against allowing their talents to be used by selfish characters for personal gain. In addition, it enlightens them about the social evil, a corruption, and the ways how to avoid it. Indeed, the book is a must read for every college student who wishes to live a decent life of integrity (Parker-Pope, 2011).
In conclusion, college sports have hit the headlines for the wrong reasons due to a litany of scandals that continue to erupt. That is why the author of Varsity Green forcefully emphasizes the subject of college athletics, which is mostly avoided by most writers. He exposes the rot of corruption and money making that has almost replaced athletics as a sporting activity. According to him, the issue of corruption in college sports will only rest when college athletes are paid a portion of the money generated through their athletics programs. | <urn:uuid:580ba6ff-5158-452e-b02f-e231478b8f8c> | CC-MAIN-2020-05 | https://best-writing-service.net/essays/analysis/varsity-green.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00320.warc.gz | en | 0.980755 | 1,738 | 2.578125 | 3 |
Be in control
Weeds are the home gardener's biggest enemy. Roundup and other chemicals may seem like the best weapon in the arsenal against weeds. However, many experts discourage the use of chemicals, which can leach into fruits and vegetables. They also trickle down into groundwater.
Moreover, chemicals are more expensive and less effective than many other methods. Ronald Smith of the North Dakota State University Department of Plant Sciences said “weed and seed” combinations in particular are typically weak and practically useless on home gardens and lawns. He said a blanket herbicide application cannot reverse a heavy weed infestation in a lawn.
“This is not a debatable point. It is something we nailed down here at NDSU years ago in field trials,” Smith said.
Fortunately, there are better ways to prevent and control weeds before they take over. However, Smith notes that only a full-time assault on weeds can keep out every weed.
Here are seven strategies for preventing weed growth, and four methods of controlling existing weeds, with the advantages and disadvantages of each method.
This article was reprinted with permission. It originally appeared on Networx.com. | <urn:uuid:cbc97a78-3e32-4fc1-b5ea-47363d60031c> | CC-MAIN-2017-39 | https://www.mnn.com/your-home/organic-farming-gardening/photos/11-ways-to-control-weeds-without-chemicals/be-in-control | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00508.warc.gz | en | 0.964347 | 241 | 2.71875 | 3 |
Overview of South Sudan Weather
South Sudan is a landlocked country located in northeastern Africa. It is bordered by Sudan to the north, Ethiopia to the east, Kenya to the south, Uganda to the southwest, and the Democratic Republic of the Congo to the west. South Sudan has a tropical climate with two rainy seasons. The first rainy season, which lasts from May to October, is known as the belg. The second rainy season, which lasts from November to April, is known as the kiremt.
The average annual temperature in South Sudan is 27 degrees Celsius (80 degrees Fahrenheit). The average monthly temperature ranges from 20 degrees Celsius (68 degrees Fahrenheit) in January to 34 degrees Celsius (93 degrees Fahrenheit) in August.
The belg rains bring heavy rains and strong winds to South Sudan. These rains can cause flooding and damage to crops. The kiremt rains are usually lighter and do not last as long as the belg rains.
The best time to visit South Sudan is during the dry season, which runs from December to April. This is the coolest time of year, with temperatures averaging 24 degrees Celsius (75 degrees Fahrenheit). | <urn:uuid:92d1276f-d498-4307-a867-f6ee1f677e69> | CC-MAIN-2023-23 | https://gullivertrips.com/south-sudan-weather/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224654031.92/warc/CC-MAIN-20230608003500-20230608033500-00127.warc.gz | en | 0.961322 | 234 | 3.09375 | 3 |
Students at MIT have developed an upgrade for the human hand – an extra couple of fingers.
But don't worry, in order to enjoy the additional digits, there's no Frankenstein-esque surgery required, just the latest in robotic technology.
The "7 finger robot" works by receiving inputs from a sensor glove worn by the user, which measures the position of the human fingers and then moves the two robotic fingers accordingly.
The idea is that the glove should be able to assist in the holding of large, hot or heavy items. Faye Wu, a mechanical engineering graduate from MIT said that the technology could be very important for the "elderly and people with disabilities," helping them to live more independently.
At the moment the project is very much at the prototype stage but Harry Asada, the ford professor of engineering at MIT's department of mechanical engineering, believes that the device could ultimately be seen as an extension of the human body.
"This is a completely intuitive and natural way to move your robotic fingers," Asada commented. "You do not need to command the robot, but simply move your fingers naturally. Then the robotic fingers react and assist your fingers."
The aim is to make the wearable technology less intrusive and more natural.
"We can shrink it down to one-third its size, and make it foldable," Asada says. "We could make this into a watch or a bracelet where the fingers pop up, and when the job is done, they come back into the watch. Wearable robots are a way to bring the robot closer to our daily life." | <urn:uuid:9ece4292-c5ec-4edf-940d-690e1c5b7fa6> | CC-MAIN-2017-47 | https://www.itproportal.com/2014/07/21/mit-develop-seven-fingered-robot-hand/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934804965.9/warc/CC-MAIN-20171118132741-20171118152741-00638.warc.gz | en | 0.962915 | 325 | 2.828125 | 3 |
sibilities of the imaginary society described. The imaginary society is simply the vehicle for satire and criticism of things as they are, In other words, it is as literature and not as a scientific treatise that ideal commonwealths should be considered. The possession of literary qualities has made a few of them effective. More's "Utopia" meets this test admirably and is, therefore, properly included among the Five-Foot Shelf of Books.
THE "UTOPIA" AND MODERN CONDITIONS
Some acquaintance with social conditions and politics in the time of More adds much to the significance and interest of the book; but society, and even more human nature, changes so slowly from age to age that much of it can hardly fail to prove full of stimulating suggestion even to readers familiar only with present conditions. Speaking generally, our own society is no nearer that depicted in the "Utopia" than was that of More's own period. In some respects it is further removed from Utopian conditions, notably in the greater relative importance of manufacturing and commercial as contrasted with agricultural activities. In some directions changes have taken place which all would agree are for the better, though they are contrary to the Utopian ideal. The government of "Utopia" was distinctly aristocratic. To a modern idealist the best of all conceivable societies would certainly be democratic in form and in practice. Slavery, though of an ameliorated sort, was an essential foundation of the Utopian polity. No better illustration may possibly be found of the difficulty experienced in getting away from the blinding influence of one's own environment, even when gifted with an exceptionally humane spirit and a powerful imagination. One may hazard the hope, in this connection, that in the distant evolution of society a higher level of improvement may be reached than can now be foreseen. | <urn:uuid:6764d33c-0d4a-4f13-a06f-d539d9a094a5> | CC-MAIN-2014-10 | http://en.wikisource.org/wiki/Page:The_Harvard_Classics_Vol._51;_Lectures.djvu/346 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394011217448/warc/CC-MAIN-20140305092017-00049-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.971808 | 374 | 2.828125 | 3 |
Arcade 2D GPUThe first 2D GPU chipsets appeared in early Arcade Games of the 1970's. The earliest known example was the Fujitsu MB14241, a video shifter chip that was used to handle graphical tasks in Taito & Midway titles such as Gun Fight (1975) and Space Invaders (1978). Taito and Sega began manufacturing dedicated video graphics boards for their arcade games from 1977. In 1979, Namco and Irem introduced tile-based graphics with their custom arcade graphics chipsets. The Namco Galaxian arcade system in 1979 used specialized graphics hardware supporting RGB color, multi-colored sprites and tilemap backgrounds. Nintendo's Radar Scope video graphics board was able to display hundreds of colors on screen for the first time. By the mid-80's, Sega were producing Super Scaler GPU chipsets with advanced three-dimensional sprite/texture scaling graphics that would not be rivalled by home computers or consoles until the 1990s. From the 1970s to the 1990s, arcade GPU chipsets were significantly more powerful than GPU chipsets for home computers and consoles, both in terms of 2D and 3D graphics. It was not until the mid-90's that home systems rivalled arcades in 2D graphics, and not until the early 2000s that home systems rivalled arcades in 3D graphics.
Console 2D GPUThis kind of GPU, introduced to home systems by the TMS 9918/9928 (see below) and popularized by the NES, Sega Master System and Sega Genesis, forces a particular kind of look onto the games that use them. You know this look: everything is composed of a series of images, tiles, that are used in various configurations to build the world. This enforcement was a necessity of the times. Processing power was limited, and while tile-based graphics were somewhat limited in scope, it was far superior to what could be done without this kind of GPU. In this GPU, the tilemaps and the sprites are all built up into the final image by the GPU hardware itself. This drastically reduces the amount of processing power needed — all the CPU needs to do is upload new parts of the tilemaps as the user scrolls around, adjust the scroll position of the tilemaps, and say where the sprites go. Tilemap rendering is essentially a form of bitmap framebuffer compression. An entire screen could be filled with the same tiles re-drawn many times, without affecting performance, which was ideal for 2D games. This drastically reduced processing, memory, fillrate and bandwidth requirements by up to 64 times. The Nintendo Entertainment System, for example, renders a 256x240 background and sixty-four 8x16 sprites at 60 frames/second, a tile fillrate equivalent to more than 4 megapixels/second, higher than what PC games rendered to a bitmap framebuffer until the early 1990s. The Sega Genesis renders two 512x512 backgrounds and eighty 32x32 sprites at 60 frames/second, a tile fillrate equivalent to more than 30 megapixels/second, higher than what PC games rendered in a bitmap framebuffer until the mid-1990s.
Computer 2D GPUComputers had different needs. Computer 2D rendering was driven by the needs of applications more so than games. Therefore, rendering needed to be fairly generic. Such hardware had a framebuffer, an image that represents what the user sees. And the hardware had video memory to store extra images that the user could use. Such hardware had fast routines for drawing colored rectangles and lines. But the most useful operation was the blit or BitBlt: a fast video memory copy. Combined with video memory, the user could store an image in VRAM and copy it to the frame buffer as needed. Some advanced 2D hardware had scaled-blits (so the destination location could be larger or smaller than the source image) and other special blit features. Some 2D GPUs combined these two approaches, having both a framebuffer and a tilemap, and being able to output hardware accelerated sprites and tiles, and perform tile transformation routines over what was stored in the framebuffer. These were most powerful and advanced among them, but usually pretty specialized and tied to the specific platforms (such as the Amiga, X68000 and FM Towns), and in the end more general approach won over, being more conducive to the various performance-enchancing tricks and better adapting to the increasing computing horsepower and transition to 3D gaming. The CPU effort is more involved in this case. Every element must be explicitly drawn by a CPU command. The background was generally the most complicated. This is why many early computer games used a static background. They basically had a single background image in video memory which they blitted to the framebuffer each frame, followed by a few sprites on top of it. The NEC µPD7220, released in 1982, was one of the first implementations of a computer GPU as a single Large Scale Integration (LSI) integrated circuit chip, enabling the design of low-cost, high-performance video graphics cards such as those from Number Nine Visual Technology. It became one of the best known of what were known as graphics processing units in the 1980s. PC GPUs of that era were designed for static desktop acceleration, rather than video game acceleration, so PC CPUs had to render games in software. As such, PC games were unable to match the smooth scrolling of consoles, due to consoles using tile-based GPUs, which reduced processing, memory, fillrate and bandwidth requirements by up to 64 times. It was not until 1991, with the release of Keen Dreams, that PC gaming caught up to the smooth 60 frames/second scrolling of the aging Nintendo Entertainment System. The 80486DX2/66, a high-end gaming CPU of the early 90s, ran at 66 MHz and could run 32-bit code as an "extension" to 16-bit DOS. While faster than the CPU of the Sega Genesis and Super NES, that alone was not enough to surpass them, as both consoles had tile-based GPUs, which PCs were lacking at the time. It was through various programming tricks that PCs were able to exceed the Genesis and Super NES, by taking advantage of quirks in the way early PCs and VGA worked. John Carmack once described the engine underpinning his company's breakout hit Wolfenstein 3D as "a collection of hacks", and he was not too far off. It was also the last of their games that could run in a playable state on an 80286 PC with 1 MB RAM — a machine that was considered low-end even in 1992 — which serves as a testament to the efficiency of some of those hacks. Before the rise of Windows in the mid-1990s, most PC games couldn't take advantage of newer graphics cards with hardware blitting support; the CPU had to do all the work, and this made both a fast CPU and a fast path to the video RAM essential. PCs with local-bus video and 80486 processors were a must for games like Doom and Heretic; playing them on an old 386 with ISA video was possible, but wouldn't be very fun.
Basic 3D GPUThe basic 3D-based GPU is much more complicated. It isn't as limiting as the NES-style 2D GPU. This GPU concerns itself with drawing triangles. Specifically, triangles that appear to imitate shapes. They have special hardware in them that allows the user to map images across the surface of a triangular mesh, so as to give it surface detail. When an image is applied in this fashion, it is called a texture. The early forms of this GPU were just triangle/texture renderers. The CPU had to position each triangle properly each frame. Later forms, starting with arcade systems like the Sega Model 2 and Namco System 22, then the Nintendo 64 console, and then the first GeForce PC chip, incorporated triangle transform and lighting into the hardware. This allowed the CPU to say, "here's a bunch of triangles; render them," and then go do something else while they were rendered.
Modern 3D GPUIn the early 2000s, something happened in GPU design. Take the application of textures to a polygon. The very first GPU had a very simple function. For each pixel of a triangle:
color = textureColor * lightColorA simple equation. But then, the Dreamcast released with hardware bump mapping capabilities, so developers wanted to apply 2 textures to a triangle. So this function became more complex:
color = texture1 * lightColor * texture2Interesting though this may be, developers wanted more say in how the textures were combined. That is, developers wanted to insert more general math into the process. So GPU makers added a few more switches and complications to the process. The GeForce 3, followed soon after by the GameCube and Xbox consoles, basically decided to say "Screw that!" and let the developers do arbitrary stuff:
color = Write it Yourself!What used to be a simple function had now become a user-written program. The program took texture colors and could do fairly arbitrary computations with them. In the early days, "fairly arbitrary computations" was quite limited. Nowadays, not so much. These GPU programs, called shaders, commonly do things like video decompression and other sundry activities. At first the shader execution units that did shaders were separated into pipelines for strictly vertex (positioning the 3D models) and pixels (for coloring) though with some clever programming, general operations could be done. Shader units in modern GPUs became generalized to take on any work. This led to to the General Purpose GPU, or GPGPU, which could do calculations much faster than a several traditional CPUs in tandem.
Difference between GPU and CPUGPUs and CPUs are built around some of the same general components, but they're put together in very different ways. A chip only has a limited amount of space to put circuits on, and GPUs and CPUs use the available space in different ways. The differences can be briefly summarized as follows:
- Execution units: These are the things that do things like add, multiply, and other actual work. A GPU has dozens of times as many of these as a CPU, so it can do a great deal more total work than a CPU in a given amount of time, if there's enough work to do.
- Control units: These are the things that read instructions and tell the execution units what to do. CPUs have many more of these than GPUs, so they can execute individual instruction streams in more complicated ways (out-of-order execution, speculative execution, etc.), leading to much greater performance for each individual instruction stream.
- Storage: GPUs have much smaller cache sizes and available RAM than CPUs. However, RAM bandwidth for GPUs typically exceeds the bandwidth of that of CPUs many times over since they need a fast constant stream of data to operate at their fullest. Any hiccups in the data stream will cause stuttering in the operation. | <urn:uuid:0755338f-96fb-4d03-8020-4e1198ddf35c> | CC-MAIN-2017-39 | http://tvtropes.org/pmwiki/pmwiki.php/UsefulNotes/GraphicsProcessingUnit?from=Main.GraphicsProcessingUnit | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687702.11/warc/CC-MAIN-20170921063415-20170921083415-00350.warc.gz | en | 0.968753 | 2,248 | 3.140625 | 3 |
Pneumatology: The Holy Spirit
The term pneumatology comes from two Greek words, namely, pneuma meaning “wind,” “breath,” or “spirit” (used of the Holy Spirit) and logos meaning “word,” “matter,” or “thing.” As it is used in Christian systematic theology, “pneumatology” refers to the study of the biblical doctrine of the Holy Spirit. Generally this includes such topics as the personality of the Spirit, the deity of the Spirit, and the work of the Spirit throughout Scripture.
The personality (and therefore “personhood”) of the Holy Spirit has been denied by certain groups throughout the history of the church. Some point out that the noun for “spirit” in the NT is pneuma which is neuter and, therefore, the spirit is correctly referred to as “it” rather than “he.” In keeping with this idea, some refer to it [him] as “God’s active force,” almost in a Gnostic sense of an emanation from the one, true God. Before we look at the Biblical evidence, it is important to point out that there is no necessary connection in Koine Greek between grammatical gender and personal gender so it is simply false to say that since the Greek noun pneuma is neuter the spirit must be an “it.”
It is important, then, to see what the Scriptures say about his personhood, i.e., is he really a person, albeit divine? This is especially so in a culture moving more toward New Age thinking and pantheism. The Holy Spirit is not the “god” within us which we possess via our own natures, nor is he some amorphous feeling or “active force.” All these views denigrate him and rightly deserve rejection.
There are several lines of evidence in the NT which argue for the personality of the Holy Spirit. First, Jesus said he would send “another” in his place (John 14:16). The word for another is allos in Greek and refers to another just like Jesus. It is reasonable to conclude from this that the Spirit is a person since Jesus is clearly a person. Further, Jesus referred to him as a parakletos (enabler, encourager, comforter, etc.) which requires that he be a person since the functions of a parakletos are personal; Jesus functioned as a parakletos to the disciples.
Second, the fact that the Spirit makes choices (1 Cor 12:11), teaches (John 14:26), guides (John 16:13), reveals Jesus (John 16:14), convicts (John 16:8), seals believers (2 Cor 1:21-22), can be grieved (Eph 4:30), blasphemed (Matt 12:31), possesses a rational mind (Rom 8:26-27; 1 Cor 2:11-13), can be lied to (Acts 5:3-4), quenched (1 Thess 5:19), resisted (Acts 7:51), and on numerous occasions is distinguished from, yet directly linked with the Father and the Son as co-worker and co-recipient of worship, argues definitively for his personhood (Matt 28:19-20; 2 Cor 13:14).16
As we noted above, the Holy Spirit is distinguished from, yet closely related to, the Father and the Son—and that on an equal basis. He receives the worship due the Father and the Son (2 Cor 13:14) and does divine works, including inspiring Scripture (2 Peter 1:20-21; Matt 19:4-5), regenerating hearts (Titus 3:5), and creating, sustaining, and giving life to all things (Gen 1:2; Job 26:13; 34:14-15; Psalm 104:29-30). He is said to be eternal (Heb 9:14; only God is eternal), omniscient (1 Cor 2:10-11), and is actually referred to as God (Acts 5:3-4; 1 Cor 3:16; 6:19-20). There is very little room for doubt; clearly the Holy Spirit is divine.
Scripture uses several important metaphorical expressions to refer to the Spirit, his sovereign character and his inscrutable, yet manifested workings. For example, Jesus referred to him as a wind—a metaphor which seems to underline the inscrutable nature of his moving in the hearts of people to give them life and bring them to faith (John 3:8).
In connection with his personal and glorious ministry to people, Jesus referred to him as water in John 7:37-39. This symbol portrays the Spirit as the One who can fulfill the deepest longings of the heart to know God, i.e., to enjoy eternal life (John 4:14; 17:3). As such, the metaphor speaks of promised messianic blessing and the presence of the kingdom in a new and powerful way (Isa 12:3; 32:15; 44:3; Ezek 39:29; Zech 14:16-18; Joel 2:28-32; Sukk 5:55a).
In Matthew 3:16 (cf. Mark 1:10; Luke 3:22; John 1:32) the text refers to the Spirit descending out of heaven as a dove. The symbol of the “dove” probably represents the beginning of an age of blessing and the end of judgment or perhaps it symbolizes the beginning of a new creation through the work of the promised, Spirit-empowered Davidic messiah.17
Another metaphor for the Spirit is clothing (Acts 1:8). This idea involves being dressed by another person so that one is characterized by this new clothing. In the case of the Spirit, it refers to his gift of power to us so that we might live consistent with the gospel as we boldly preach it throughout the entire world.
The Spirit is also referred to as a guarantee or pledge of the Christian’s glorification (Eph 1:14; 2 Cor 1:21-22). In this case, the present gift of the Spirit is the guarantee that the totality of what has been promised to us will someday be fulfilled (Rom 8:30). BAGD (the standard Greek lexicon used in NT studies) refers to the “Spirit” in these passages as the “first installment, deposit, down payment, [or] pledge, that pays a part of the purchase price in advance, and so secures a legal claim to the article in question, or makes a contract valid.”18
Closely related to the idea of the Spirit as “pledge” is the Spirit as seal or the One with whom Christians are sealed by God. In 2 Cor 1:22 and Ephesians 1:14, 4:30, Christians are said to be “sealed” by the Spirit of God. A “seal” in the ancient world referred to a “mark (with a seal) as a means of identification so that the mark which denotes ownership also carries with it the protection of the owner (see Rev 7:3)…This forms a basis for understanding the symbolic expression which speaks of those who enter the Christian fellowship as being sealed with or by the Holy Spirit.”19 Thus the “sealing” of the Spirit speaks to the divine ownership of the Christian which translates into security and protection. This does not mean that the Christian will never sin or be chastened by God (1 John 1:9; Hebrews 12:1-11), but it does mean that God will never abandon them, neither in this life or the one to come (cf. Rom 8:38-39). We will discuss this more under “Soteriology” or “Salvation” below.
The Pentecost Spirit is also likened to tongues of fire in Acts 2:3. Fire represents the holy presence of God, as for example, in Exodus 3:2-5 and the “burning bush.” One might also recall the pillar of fire (Exod 13:21-22), the fire on Mount Sinai (Exod 24:17) and the fire associated with the wilderness tabernacle (Exod 40:36-38).20 In all these cases, the holiness of God is paramount. Now, recall that the Christian’s election is unto holiness and Christlikeness (Rom 8:29; Eph 1:4) and so the Spirit has taken up residence in our hearts to make this transformation a reality (2 Cor 3:18).
The apostle Peter makes it clear that the Holy Spirit was responsible for the production of the OT scriptures (i.e., graphes) by carrying men along as they freely wrote God’s message. Paul likewise asserts the Holy Spirit’s involvement in the production of sacred Scripture (2 Tim 3:16—theopneustos). When we go to the OT we see this phenomenon in several places, not the least of which is the clear example of Ezekiel 2:2: “As he spoke to me, the Spirit entered me and raised me to my feet and I heard him speaking to me” (see also 8:4; 11:1, 24). Other examples of the Spirit speaking to people include Balaam (Num 24:2) and Saul (1 Samuel 10:6, 10). Also, Jesus said that David spoke by the Holy Spirit (Matt 22:43; cf. Acts 2:30).21
There is not a great deal of discussion in either testament regarding the relationship between the Spirit and men during the production of Scripture. Peter uses the analogy of the wind filling the sails of a ship. So we may infer from this that the Spirit took the initiative and directed the work, but in no way suppressed the personalities, including the emotional and intellectual input, of the human authors. In fact, it appears that he used all of this (and more), for the spiritual/emotional/ethical experience of David writing lyric poetry (in the Psalms, for example) was not the same as Paul’s experience in writing 1 Thessalonians or Ezra’s experience in writing the book after his name or John writing Revelation. The fact that we have an intimate involvement of the Spirit of God with the writers of Scripture speaks not to mechanical dictation or even conceptual inspiration (cf. Gal 3:16), but instead to a divine-human concurrence (1 Cor 2:12-13).
The work of the Spirit in the OT is much broader than just the production of Scripture, as important as that is. The Spirit was involved in creating the cosmos (Gen 1:2; Job 26:13). He is currently intricately involved in sustaining creation (Psa 104:29-30) and will someday, in a period of enormous divine blessing, completely renew it. The nature of the Spirit’s present ministry testifies to this future work (Isa 32:15; Rom 8:18-27).
The Holy Spirit came upon certain people to impart wisdom and practical skills, strength and ability. He did this during the building of the tabernacle, the ark of the covenant, and all the tabernacle’s furnishings (Exod 31:1-11). He was also the strength and guidance behind the building of the temple (Zech 4:6).
The Spirit was involved in the administration of the nation of Israel by giving gifts of administration and wisdom (Gen 41:38; Num 11:25; Deut 34:9). He also raised up national leaders during the dismal period of the Judges. He gave strength, courage, capability in war, and leadership abilities to several people (Judges 3:10; 6:34; 14:19). Later on he anointed Saul, David, and Solomon for leadership by giving them strength and ability to prophesy, but in the case of Saul, the Spirit subsequently withdrew because of his disobedience (1 Sam 10:10; 16:13).
The Holy Spirit was also involved in the regeneration (Ezek 36:26-28), instruction, and sanctification of Israel in the OT (Nehemiah 9:20; Psa 51:11; 143:10; Isa 63:10). It is also said that he will produce righteousness and justice among the people of God in the messianic age (Isa 11:2-5; 32:15-20).22
The Holy Spirit was involved in the birth of Christ, with the result that Christ, while fully human, was completely sinless (Matt 1:18; Luke 1:35). The Holy Spirit was also involved in Christ’s anointing for messianic service (i.e., at his baptism [Luke 3:21-22]), filled him during his temptations (Luke 4:1; John 3:34), and revealed the timing and nature of the beginning of that ministry (Luke 4:14, 18). The Holy Spirit was also responsible for Christ’s ability to perform miracles and cast out demons (Matt 12:28). He was also involved in both the death of Christ as well as his resurrection (Heb 9:14; Rom 1:4; 8:11). Further, perhaps the best interpretation of 1 Peter 3:18-20 is that the pre-incarnate Christ preached via the Spirit through the mouth of Noah to the wicked back in the days before the flood.23
We will discuss the various aspects of the work of the Spirit in relation to the church under the headings of “soteriology” and “ecclesiology.” Suffice it to say here that the Spirit is involved in the works of calling, regeneration, uniting the believer with Christ, indwelling, filling, teaching, guiding, gifting, empowering, and sanctifying the believer. His primary ministry is to mediate the presence of Christ and the knowledge of God to the believer (John 16:13-14).24
16 Some scholars attempt to argue for the personality of the Spirit by pointing out that in Ephesians 1:14 the relative pronoun “who” is masculine in the Greek text and not the expected neuter (i.e., to agree with pneuma). But there is a difficult textual variant here, i.e., the neuter relative pronoun, and it is exceedingly difficult to determine with great confidence which was original. The point is that not much weight should be placed on this passage. Also, some argue that the demonstrative pronoun in John 16:14 is masculine and refers back to the “spirit” in 16:13. The masculine pronoun, then, used in reference to the Spirit, demonstrates his personality. This argument, too, is precarious at best.
17 See Donald A. Hagner, Matthew 1-13, Word Biblical Commentary, ed. David A. Hubbard and Glenn W. Barker, vol. 33a (Dallas: Word, 1993), in loc.
18 BAGD, s.v. ajrrabwn.
19 BAGD, s.v. sfragivzw.
20 Others argue that “oil” is a type or symbol of the Holy Spirit in the Old Testament. It represents the power, cleansing, and illuminating work of the Spirit. See Paul Enns, The Moody Handbook of Theology (Chicago: Moody Press, 1989).
21 See Millard J. Erickson, Christian Theology (Grand Rapids: Baker, 1985), 867.
22 This summary of the work of the Holy Spirit in the OT relies heavily on the work of Erickson, Christian Theology, 866-69. See also Louis Berkhof, Systematic Theology, 4th ed. (Grand Rapids: Eerdmans, 1941), 95-99; and especially James I. Packer, “Holy Spirit,” in New Dictionary of Theology, ed. Sinclair B. Ferguson, David F. Wright, and J. I. Packer (Downers Grove, IL: InterVarsity, 1988), 316-19.
23 See Buist M. Fanning, “A Theology of Peter and Jude,” A Biblical Theology of the New Testament, ed. Roy B. Zuck and Darrell L. Bock (Chicago: Moody, 1994), 448-50.
24 J. I Packer, Keep in Step with the Spirit (Grand Rapids: Fleming H. Revell, 1984), 49.
Related Topics: Pneumatology (The Holy Spirit) | <urn:uuid:b386f3bd-7d04-4496-b3dd-7ed45722b60b> | CC-MAIN-2014-10 | https://bible.org/seriespage/pneumatology-holy-spirit | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010672371/warc/CC-MAIN-20140305091112-00099-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.943315 | 3,504 | 2.796875 | 3 |
An area of kosher law applicable to every home is the inspection of vegetables for insects. But how is it to be done? In this special video presentation, experts from OU Kosher demonstrate how to check some of the most commonly-used vegetables: romaine lettuce, Spanish onions, scallions, parsley, asparagus, spinach, and strawberries. Take this unique opportunity to learn from real masters: Rabbi Leonard Steinberg, Rabbi Shimon Yoffe, and (behind the scenes) Rabbi David Bistricer.
And if you enjoyed this video, don’t miss out on buying the revised OU Guide to Checking Fruits and Vegetables (edited by Rabbi David Bistricer). Available now at oupress.org –you can check out the Fruit & Vegetable chart. For more information about inspecting vegetables, please contact the Webbe Rebbe at [email protected]. | <urn:uuid:cd4bd1e0-30c6-47f9-ad54-4efba80a8140> | CC-MAIN-2014-35 | http://www.ou.org/torah/kashrut/food/vegetable_inspection/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535923940.4/warc/CC-MAIN-20140909035939-00345-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.851044 | 186 | 2.828125 | 3 |
By Russell Eaton
Author of The Milk Imperative
An extensive study published in Jan. 2006 revealed that Indians are increasingly being afflicted with osteoporosis. This study, conducted by the National Institute for Research in Reproductive Health, shows that an estimated 61 million Indians suffer from osteoporosis.
Commenting on the study, the director-general of the World Health Organization (Gro Harlem Brundtland) said that osteoporosis will see a manifold increase in the developing world.
In India both genders are affected by osteoporosis, as shown by another study by the Britannia New Zealand Foods and the Arthritis Foundation of India. This has revealed that in cities like Kolkata and Chennai, 45 per cent of men have brittle bones!
The World Health organization reveals that one out of three adult females in India suffers from osteoporosis, making India one of the worst affected countries in the world. The Arthritis Foundation of India says there has been an estimated 200 per cent jump in cases across Asia in 10 years.
Why is osteoporosis increasing at such an alarming rate in India? The answer unfortunately is simple: a dramatic increase in milk consumption in India in recent years has gone hand-in-hand with a dramatic rise in osteoporosis. In 2002, some 18,000 million liters of milk where produced by Operation Flood's cooperative unions each day. As a result, milk consumption in India has risen from a low of 107 grams per day in 1970 to over 220 grams per day in 2002 – people in all parts of India are now able to buy and consume dairy milk without scarcity of supply. Since 2002, the increase in milk production and consumption in India has risen enormously, growing at a rate of over 4% per year according to FAO. This makes India the fastest growth market in the world in milk production and consumption.
Further proof of the link between milk consumption in India and osteoporosis comes from an alarming study conducted by TS Syamala and M Sivakami. The report, published by the Institute for Social and Economic Change in Bangalore in Jan. 07, shows that Indian women are now attaining menopause at an early age of 30. Premature menopause puts women at higher risk of being affected with osteoporosis, heart diseases, diabetes, hypertension and breast cancer.
According to the Study, early menopause results in decreased oestrogen levels and this in turn promotes an increased incidence of osteoporosis. The report, which was presented in the Indian Parliament, said that in India 3.1 per cent of women are already in menopause by the age of 30-34, and which rises to eight per cent for the age bracket of 35-39 with the incidence of menopause being quite rapid after the age of 40-41. The study goes on to say that ‘nutrition and premature menopause are strongly interlinked’.
In the book The Milk Imperative the link between dairy milk consumption and premature menopause is examined, together with the supporting evidence. The sequence of events goes something like this: milk consumption ► harmful calcification ► premature menopause ► lack of oestrogen ► onset of osteoporosis.
"An increase in calcium utilization is associated with the earliest physical signs of puberty. We conclude that longitudinal data demonstrates a change in bone mineral metabolism during early puberty associated with maturation of the hypothalamic-pituitary axis and physical changes of breast development. These changes lead to increases in multiple aspects of calcium metabolism during early puberty. " (Stevan A, et al, Calcium Absorption, Bone Mass Accumulation, and Kinetics Increase during Early Pubertal Development in Girls, The Journal of Clinical Endocrinology & Metabolism Vol. 85, No. 5 1805-1809). | <urn:uuid:cc3b437e-2e7f-408b-8117-73350bf43485> | CC-MAIN-2017-30 | http://themilkblog.blogspot.com/2007/01/india-has-worlds-worst-rate-of.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549436321.71/warc/CC-MAIN-20170728022449-20170728042449-00367.warc.gz | en | 0.931616 | 792 | 2.8125 | 3 |
Superior Boiler manufactures commercial & industrial boiler systems for a variety of applications, including sterilization. Our products are custom engineered to fit any footprint. Facilities managers, mechanical contractors, building owners, engineers and more count on us for steam boilers for sterilization.
Industrial and Commercial Sterilization
Boilers produce steam that is used to heat the building and heat water for laundry, cooking and cleaning. This steam can also be used to sterilize medical and dental equipment, food and beverage containers, foods and drinks.
In a hospital, for example, at least one boiler runs non-stop to meet the load demand. Typically, two or more run the majority of the time or there is at least one boiler on standby for redundancy. Steam is then transported throughout the hospital via a system of pipes, where it can be used for heating the building or supplying an autoclave. In most cases, only about 5% of the steam generated by a hospital boiler or steam plant is used for sterilizing equipment. Heating and hot water make up the bulk of the boiler’s demand.
An autoclave sterilizer uses steam on-demand to kill germs and bacteria on surgical tools, lab equipment, food and beverage containers and more. Steam is a much more efficient way to reach the high temperatures required to kill these microbes than hot air. The steam quality is important – the boiler needs to produce steam at a specific temperature and pressure to effectively sterilize equipment. And, the steam has to be clean, without any additives or chemicals.
Commercial Steam Sources
House steam – Steam provided by the boiler(s) that produce hot water and steam for the rest of the facility, such as for building heat, laundry and cooking. This is usually the most convenient option for sterilization steam, as long as the water is clean.
Steam-to-steam generator – If clean steam can’t be produced by the house boiler, this system can be a good solution. A steam-to-steam generator takes steam from house boiler and uses it to heat water and turn it into clean steam, which is then supplied to the autoclave. It can be expensive, but it’s an efficient solution if the house steam’s quality is questionable.
Electric steam generator – Either a remote boiler or an integral boiler that uses electric heating elements to heat water and produce steam is called and electric steam generator. The steam is then fed directly into the autoclave sterilizer. An integral boiler is usually small and made of stainless steel. They’re typically designed to fit under the autoclave and limited to 45 kilowatts of power. A remote boiler is bigger and more powerful, which means it can supply more steam, but it has to be located either next to the autoclave or possibly even in a nearby room.
Industries and Applications
Heat treatment stops bacteria, germs and enzymes from growing. It can be used during food and beverage production to sterilize food and beverage containers and to treat food products such as milk, beer, juice and others.
Hospitals, dental labs and other medical facilities use steam to sterilize medical instruments and tools for operating rooms, labs and more.
In a building that uses a boiler for heat, using steam from the same system for sterilization is a convenient and economical choice. An older boiler that struggles to even heat a building will usually have difficulty producing enough steam for sterilization. Superior Boiler can manufacture a custom solution that fits any footprint and application. Contact your local sales rep to discuss your commercial sterilization needs.
Contact your local Superior Boiler sales rep to discuss how we can meet your facility’s sterilization needs. | <urn:uuid:16f0f6f7-83c1-4c4d-8c65-308462fb943b> | CC-MAIN-2020-24 | https://superiorboiler.com/sterilization/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348502097.77/warc/CC-MAIN-20200605143036-20200605173036-00258.warc.gz | en | 0.942283 | 759 | 2.515625 | 3 |
The contract is a legal agreement between the parties. It is divided into clauses that cover the different aspects of the agreement. The standard contract clauses can be sub-divided into two parts-
- General Contract Conditions
- Special Contract Conditions
The general contract conditions apply to all the contracts. It includes the definitions, scope of work, contract value, jurisdiction, dispute resolution, termination of contract etc.
The special contract conditions are specific to the contract and include special provisions. These clauses may not be applicable for other contracts. For example, if the client has to find a financing option for the contractor, it is a special contract condition.
This article will discuss the twenty standard contract clauses that will enable you to draft an effective contract. The terms mentioned below are in general order of their position in the contract.
Let us move ahead.
The definition section is often the first part of the contract. It contains the glossary for the terms used in the contract. The definition for each term is defined in the context of the contract. It also sets the nature of the contract i.e., work execution, supply or consultancy.
The common terms defined in the definitions are buyer, seller, advisor, agreement, country, business days, representatives, local taxes, local laws, the scope of work, project, site, site representatives etc.
This head also defines the notices to be issued and the consent required for various actions.
2. Scope of Work
The contracts are primarily for execution, supply or consultancy. The agreed work scope for the contract is defined in this head. The scope has inclusions and exclusions for the work. A schedule for executing the work is also attached herewith.
For execution contracts, the scope may be civil/mechanical/electrical construction works, delivering a product, providing a service, operation, maintenance, transportation, etc.
The supply contracts include the procurement and supply of goods. The consultancy services contracts have advisory roles for work execution, implementation of a product/service, engineering, project management, product management, quality management etc.
3. Effective Date of Contract
It is the date from which the contract is pushed into action. From the effective date of the contract, the buyer and seller are bound by the law to fulfil their obligations mentioned in the contract.
It is generally the agreement signing date, document transfer date, LC establishment date, or advance payment date.
The buyer’s and seller’s obligations are mentioned in the contract. Both the parties are liable for their actions and bound by the law.
The general examples of buyer’s obligations are providing cleared land for construction, obtaining statutory approvals, payment to the contractor against certified RA bills.
The contractor’s general obligations are executing work with specified quality and within time, following contract conditions, delivering goods in safe and secure conditions, submission of reports, conducting review meetings etc.
5. Cost of Contract
The cost of the contract is the total value that the client has to pay to the contractor/supplier/advisor on successful completion of the contract period.
6. Payment Terms
This clause defines the mode of payment for the cost of the contract. The payment terms include the advance payment, deduction of advance payment, payment against RA bills, retention amount, payment against supply of goods, payment against milestones etc.
The payment term clause also specifies the document required for the payment. For example, establishing LC by the buyer, ABG establishment by seller, tax documents, certified bill invoice etc.
The warranty/guarantee is provided by the seller for the goods supplied by it. Firstly, the material supplied by the seller must conform to the quality requirement of the buyer. Secondly, the seller should also ensure the replacement/repair if any defect is identified within a specified period called the warranty/guarantee period.
This clause also covers the conditions only under which the warranty/guarantee shall be applicable. The documentation required for replacement/repair request are also mentioned in this clause.
The insurances are done to mitigate the financial risks. There are several types of insurances done by the buyer as well as the seller. Some of the insurances done are for transportation of goods, workers’ accident, fire and flood etc.
The transportation of goods is an important part of the supply contract. The transportation of goods can either be in buyer or seller scope.
It is noteworthy to clearly mention the transportation requirement of various goods. Contracts having a longer execution period should be detailed with the considered cost of transportation. As the fuel prices fluctuate, the transportation cost also various. Hence, a clear mention of the considered costs would help in mitigating the financial risk for both parties.
10. Contract Execution Period
The contract execution period is the duration for which the agreement is made. It starts from the effective date of the contract and completes with the closure of the contract.
For construction works, a detailed work schedule is prepared and agreed upon by both parties. This schedule is called a baseline schedule and the performance is measured against it. Similarly, for supply contracts, the material supply period is defined with milestones.
The consultancy contracts also have a predetermined period for which the consultant provides the services.
11. Contract Amendment Procedure
Sometimes the contract needs to be amended for various reasons. The reasons may be attributable to either buyer or seller or both. Hence, a formal and standard procedure is incorporated into the contract to introduce the changes.
The contract amendment may add, delete or modify one or more than one clause. Sometimes, the change can be incorporated by an addendum to the contract rather than amending the contract.
12. Statutory Requirements
The statutory requirements required to execute the contract are stated in this clause. The clause also states the responsibility of each party related to obtaining the necessary approvals and clearances.
13. Defect Liability Period
The defect liability period is essential for execution contracts. By the end of this period, the contractor or service provider is liable to repair/reconstruct the defects in the work. The retention amount deducted from the RA bills of the contractor/service provider is returned after completion of the defect liability period.
The defect liability period in execution contracts is similar to the warranty/guarantee in supply contracts.
14. Liquidated Damages
It is the monetary compensation given by the contract breaching party to the non-breaching party. The damage can be either failure to perform, sub-standard quality, delayed work execution or delayed material delivery.
This clause is important to shift the risk from contract abiding party. It also helps in putting both parties under the radar to perform their obligations.
15. Limitation of Liability
This clause enunciates the conditions under which the claims cannot be made by one party on another. The limitation of liability includes exclusive remedies, indirect and or consequential damages and total maximum liability.
16. Force Majeure
The force majeure clause mentions the conditions under which the contract cannot be executed. For the force majeure period, both parties are not liable to follow their contractual obligations. Also, neither party can file a claim on the other party for the force majeure period.
The general force majeure conditions are earthquake, flood, riots, pandemic spread, the act of God, war, rebellion, revolution, civil war, strike, lockout. The party imposing force majeure informs the other party in writing and as per the contractual terms. Also, the same procedure is adopted to cease the force majeure clause.
17. Area of Jurisdiction
The area of jurisdiction is the locality where the legal aspects are to be dealt with.
This clause contains the confidentiality terms for the agreement, documents, processes, technology, reports etc. Each party is obligated to not use any information related to the other party for uses other than the prevailing contract.
19. Dispute Resolution
A dispute can arise between parties due to many reasons. A dispute resolution mechanism is defined in the contract that both parties are bound to follow. The dispute mechanism can be a mutual agreement to a common ground, mediation or arbitration.
The conditions, procedure, documentation, mediation parties, arbitral tribune are mentioned in this clause. Generally, both parties are required to follow the arbitral award.
20. Termination of Contract
Either party can terminate the contract upon fulfilment of one or more than one condition as mentioned in the contract. The general conditions for terminating a contract are-
- Continuation of force majeure beyond a certain period.
- Insolvency/bankruptcy of either party.
- Written information on inability to perform contractual obligations.
- Contract breach.
The procedure to terminate the contract is well-stated.
Liked the article? Do tell me your thoughts in the comments below. Thanks.
Interested in reading further? Check out the article on basics contract management here. | <urn:uuid:fbf70ddb-29f4-437b-bd13-91769d96a3d7> | CC-MAIN-2023-50 | https://www.civilverse.org/standard-contract-clauses/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100227.61/warc/CC-MAIN-20231130130218-20231130160218-00666.warc.gz | en | 0.934489 | 1,827 | 2.546875 | 3 |
Q: I would like to start a vegetable garden, but I live in an apartment and don't have yard space. My neighbor a few blocks down has a huge front yard and she offered to let me grow vegetables there. Are there any legal or other issues we should think about?" – Dania M.
It is wonderful that you and your neighbor have joined the movement of people sharing yard space to grow food. Yard-sharing has many benefits, from access to fresh food to stronger neighborhood connections to environmental sustainability. But there are also potential pitfalls to sharing a garden, which you can avoid by discussing them early on with your neighbor.
The first step is to discuss your expectations — this will prevent most potential conflicts or legal problems. You might start by talking through the following questions with your neighbor:
- What will you grow? Who gets to eat the vegetables?
- What should the garden look like and what will make it aesthetically pleasing?
- During what hours may you come to work on the garden?
- May you bring friends to work in the garden with you?
- Who will care for the garden when you are away?
- What happens if the garden is neglected?
- Where will gardening supplies be stored?
- Who pays for the water?
- Will the garden be organic or can certain chemicals be used?
The exit plan
When you begin sharing, it’s also important to know in advance how you will stop sharing. Here are some questions to discuss:
- Will the arrangement be indefinite, for a defined period, or will you agree to reassess after the first season?
- Under what circumstances might you or your neighbor want to end the arrangement and how much notice must you give?
- Will you restore the yard to its original state if you end the arrangement? If you construct raised beds and bring in soil, will you leave those or take them with you?
Risk and liability
Many homeowners worry about liability when they invite others onto their property. That’s why it’s critical for you and your neighbor to discuss how you can reduce the risk that someone will be injured.
To start, make a list of ways someone could get injured (everything from stepping on a rake or being struck by a falling branch) and strategize about prevention. Then discuss who you want to be liable in the event that someone is injured. Your state’s recreational use statute might protect your neighbor from liability, though it’s not clear whether such laws would apply to all garden-sharing arrangements.
Your neighbor may want you to sign a liability waiver agreeing that you will not sue her. Or, to the extent that your neighbor feels she is benefiting from your gardening activity, she may be happy to take the risk and rely on the likelihood that her homeowners insurance will cover the cost of a gardening-related injury.
Potential legal barriers
The primary legal barrier to your plan may be laws or covenants against growing vegetables in the front yard — unfortunately, some city landscaping ordinances or homeowners associations (HOA) try to prevent the appearance of blight and overgrowth by requiring you to have low-lying groundcover or neatly trimmed shrubs.
To find out whether you are subject to such a regulation, you can check your city’s landscape ordinance or call your city. You can also take a look at the rules governing the use of your neighbor’s property, often found in a document called the Declaration of the Covenants, Conditions, and Restrictions (CC&Rs).
Another way to find out is to plant the vegetables, then wait and see if the city or HOA can be bothered to ask you to remove them. This approach comes with some risk — some cities have threatened to fine residents up to $1,000 for landscaping violations that go uncorrected, and HOAs can do the same. It’s unlikely, but still possible.
If your city or HOA does have such a rule and insists on enforcing it, perhaps you could organize a “give peas a chance” campaign and advocate to have the rule changed, like residents of Sacramento did.
After all, such rules are archaic and predate our society’s growing awareness of problems such as farmland depletion, the carbon footprint of industrial agriculture, and other concerns about food security. People everywhere have decided to grow food, not lawns!
One more thing…
If you are thinking about selling the vegetables you grow, there is a long list of other legal issues to research. It’s not impossible, but it will open a legal and regulatory can of worms for both you and your neighbor. Best to keep the arrangement simple, so that the only can of worms you have to open is your compost bin.
Please note that this is not legal advice: This column provides information about sharing and related legal issues. Legal information is not the same as legal advice, which is tailored to an individual's specific circumstances and relies on the lawyer knowing all the relevant facts. This column is not legal advice.
Related articles on Shareable: | <urn:uuid:09dbd4b3-6802-4f46-9133-31ec798bcec7> | CC-MAIN-2017-39 | https://www.mnn.com/your-home/organic-farming-gardening/stories/how-to-share-a-vegetable-garden | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818690340.48/warc/CC-MAIN-20170925055211-20170925075211-00707.warc.gz | en | 0.958979 | 1,045 | 2.53125 | 3 |
Apart from a few months during 1918, Ploegsteert Village remained behind the Allied lines throughout the First World War, troops moving up through the village towards the front lines to the north and east of Ploegsteert Wood. Unsurprisingly, German artillery frequently targeted the crossroads in the centre of Ploegsteert, although the village never suffered quite the devastation that some others further east were subjected to.
In the centre of the village, this war memorial commemorates both military and civilian dead of both World Wars.
The names of the First World War military casualties are inscribed on the left hand panels, those of civilians are on the right; the Second World War casualties are remembered on the end panels on either side, including names of members of the resistance and political deportees (far left panel). You will also note the numerous bullet holes that pepper the memorial, reminders of the fighting that took place in this area during the retreat to Dunkirk in May 1940.
Outside the mairie, or town hall, a CWGC information board tells us a little about Winston Churchill’s appointment as Commanding Officer (following his resignation from the Government in November 1915 after the Gallipoli debacle) of the 6th Royal Scots, and his posting to Ploegsteert in early 1916. A plaque on the wall (see below) also commemorates Churchill’s sojourn at Ploegsteert. The entrance to the churchyard, where we shall be heading in just a minute, is to the left of the picture.
Close-up of the Churchill plaque.
As we enter the churchyard, the CWGC graves are all situated in a small hedged plot towards the southern boundary (centre background).
The nine burials here were all made between October 1914 and February 1915.
Ploegsteert village church, with the British graves in the foreground.
|SECOND LIEUTENANT R. J. LUMLEY||11th (PRINCE ALBERT'S OWN) HUSSARS||20||17/10/1914||A 1|
|LIEUTENANT W. D. M. TRIMMER||HAMPSHIRE REGIMENT||22||30/10/1914||A 2|
|CAPTAIN R. W. HARLAND||HAMPSHIRE REGIMENT||31||30/10/1914||A 3|
|CAPTAIN E. J. W. DOLPHIN||HAMPSHIRE REGIMENT||28||07/11/1914||A 4|
|PRIVATE C. E. HORNE||HAMPSHIRE REGIMENT||22||18/11/1914||A 5|
|MAJOR G.H. PARKER||HAMPSHIRE REGIMENT||44||19/12/1914||A 6|
|CAPTAIN A. P. KNOCKER||HAMPSHIRE REGIMENT||25||08/02/1915||A 7|
|LIEUTENANT H. B. BOGGS||CANADIAN INFANTRY (BRITISH COLUMBIA REGIMENT)||22||26/02/1915||A 8|
|PRIVATE T. SUTTON||CANADIAN INFANTRY (BRITISH COLUMBIA REGIMENT)||22||26/02/1915||A 9|
Baldrick strides purposefully in search of, from what I remember, the grave of the Belgian cyclist Frank Vandenbroucke, who is also buried here in Ploegsteert churchyard.
Anyway, time to leave Ploegsteert Village and head east, following the road along the southern border of Ploegsteert Wood towards our next stop: Lancashire Cottage Cemetery. Actually, before we do that, I’ve had a thought. There’s a small cemetery a few minutes drive west of here that we are perhaps unlikely to visit unless we do so now. Men who were wounded in and around Ploegsteert Wood were attended to at the A.D.S. there, and the cemetery contains burials of many soldiers who sadly got no further. It’s name is Maple Leaf Cemetery and if you wish to visit, click the link! Easy. | <urn:uuid:1e3769ee-d12c-4727-a4a4-f5b3eae62641> | CC-MAIN-2017-30 | http://thebignote.com/2011/01/13/a-tour-of-ploegsteert-wood-part-eight-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549428257.45/warc/CC-MAIN-20170727122407-20170727142407-00141.warc.gz | en | 0.901246 | 913 | 2.671875 | 3 |
Millions of sharks, rays, and skates are accidentally killed every year as bycatch within the global fishing industry—an especially staggering number when considering that a quarter of all those species are currently considered endangered. Previously, fishers could do very little to discourage the predators from going after the longline bait meant for intended targets like tuna, but a simple and ingenious new technology is showing huge promise in finally changing course. Highlighted via a study published earlier today in Current Biology, a small device dubbed SharkGuard recently decreased the number of unintended shark catches by as much as 90 percent through exploiting one of the animals’ most impressive senses.
The premise behind SharkGuard is relatively simple, but extremely effective: the device is essentially a small, localized electric pulse emitter attached alongside longline lure bait. As fishers draw their many lines through the ocean waters, the invention shoots out an electric field that discourages sharks, rays, and similar predators who hunt primarily through electroreceptors located in their snouts, known as ampullae of Lorenzini. While unpleasant to the sharks, the charges don’t seem to bother tuna much at all.
According to the new study, two fishing boats went on a total of 11 trips off the coast of southern France last year, during which they used 22 longlines deployed with over 18,000 hooks. The resulting hauls showed 91 percent fewer sharks and 71 percent fewer rays, while tuna harvests were barely affected by the SharkGuard additions. Although each SharkGuard currently requires frequent battery recharges and a set of 2,000 costs around $20,000, researchers are currently working to improve the charge times. But when it comes to large-scale commercial tuna harvesting budgets, $20K is, well, relatively small fish.
In the near future, scaling up SharkGuard availability could have an extremely dramatic and near immediate effect on reversing an unnecessary, destructive byproduct of commercial fishing. Until then, keep an eye on those great white shark counts off US coasts—more of them is a good thing, actually. | <urn:uuid:bff3091a-7989-418d-87b9-7c45e9beb39f> | CC-MAIN-2023-50 | https://www.popsci.com/technology/shark-guard-electric-signals/?amp | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100427.59/warc/CC-MAIN-20231202140407-20231202170407-00299.warc.gz | en | 0.963018 | 421 | 3.046875 | 3 |
Over the past few days I have written about the dinosaurian Kama Sutra, the idea that sauropods had sexy necks, and how to sex a Tyrannosaurus rex (Answer: very carefully). But there is one topic that I have saved for last: what the Tab A, Slot B reproductive anatomy of dinosaurs actually looked like.
Whenever I bring up dinosaur sex in conversation—which is probably far too often—questions about the anatomy of the dinosaurian penis arise almost immediately. I am not sure why this is. Maybe it’s because we expect such impressive, terrifying creatures to have equally scary gonads. Few things would be better nightmare fuel. Whatever the reason for this interest, though, the sad truth is that we don’t know very much about the reproductive organs of male dinosaurs. No one has yet found a fossilized impression or other vestige of a non-avian dinosaur’s penis, a discovery that would have a good shot at the cover of Nature or Science. Instead, restoring a dinosaur’s delicate bits requires some evolutionary context.
Male dinosaurs must have had the equipment for internal fertilization. This was a mode of reproduction passed on by their ancient ancestors. Around 375 million years ago, the first vertebrates with limbs, the early tetrapods, began to crawl along the water’s edge. These amphibious creatures had to stay wet to survive, and like their fish ancestors, they reproduced in the water. Females probably laid soft eggs in aquatic cradles and males squirted sperm over the egg clusters to fertilize them. By about 315 million years ago, however, the early radiation of amphibious vertebrates had produced a lineage of creatures capable of reproducing away from the water. These lizard-like animals, akin to Hylonomus from the Carboniferous strata of Nova Scotia, laid eggs that encompassed an internal pond surrounded by membranes and a tough outer shell. This was the amniotic egg—one of the most important evolutionary innovations of all time. But males could no longer fertilize eggs by excreting sperm over egg clusters in the water. Egg-laying on land required internal fertilization before the female deposited her eggs. All descendants of these creatures, from the dinosaurs to creatures that carry offspring inside the body (placental mammals like humans), continued this tradition.
A different set of evolutionary brackets is needed to narrow down what a dinosaurian penis might have looked like. Birds are living dinosaur descendants, and crocodylians are the closest living relatives to dinosaurs as a group, and so we can expect that features shared between birds and crocodylians were also present in dinosaurs. One such trait is a cloaca. This charming-sounding orifice, from the Latin word for “sewer”, is the common opening for the reproductive, urinary and intestinal tracts in birds and crocodylians of both sexes. Dinosaurs almost certainly had cloacae, too, and this means that the genitals of Stegosaurus, Deinonychus, Argentinosaurus and all other dinosaurs were hidden away internally. You wouldn’t be able to watch Allosaurus walk by and see anything swinging around.
And that brings us to the thrilling details of size and shape. The difficulty is that, according to a 2006 estimate by Steve Wang and Peter Dodson, there may have been more than 1,850 genera of dinosaurs during a span of more than 150 million years. Almost any generalization about dinosaur sex organs is going to be wrong in some respect, and looking for modern analogs is a complicated task. If we look to modern avian dinosaurs for hints, we are met with a bizarre array of reproductive organs and strategies. Males of most bird species don’t have a penis at all and pass genetic material to females through a brief encounter given the cringe-inducing term “cloacal kiss.” Then again, the Argentine lake duck Oxyura vittata has the longest penis in relation to body length of any known vertebrate, and ducks in general have become infamous for having bizarre sex organs that have a lock-and-key arrangement. In general, though, it seems that the presence of a penis in male birds is the ancestral state, and that the loss of a penis is an evolutionary specialization.
Things are not so varied on the other branch of our evolutionary bracket. Male crocodylians have relatively small penises. This condition, combined with the fact that a penis seems to be the archaic state for male birds, means that male dinosaurs probably had penises as well. As paleontologist Kenneth Carpenter colorfully described, “ssuming you were stupid enough to sneak up under a T. rex and pull the cloaca open, the last thing you would ever see during the last moments of your life would be a penis if it was a male, probably similar to that seen in a crocodile.” The organ probably would have had a single head and a runnel along the top for sperm to travel down, as seen in the closet living relatives of dinosaurs.
We will probably never know the full range of dinosaurian penis variation. I doubt that such diverse and disparate creatures would have had a one-size-fits-all anatomy, although I also doubt the horrifying idea—which comes up often in internet comment threads—that male dinosaurs might have had long, prehensile organs which allowed them to inseminate at a distance. No matter what their gonads looked like, though, male dinosaurs probably had to get very close to their female partners during sex. There were only a limited number of positions which would have worked for dinosaurs.
But we actually know a little more about the reproductive anatomy of female dinosaurs than male dinosaurs. Dinosaur penis anatomy is constrained by what we know about the evolutionary relationships of dinosaurs and what we are willing to imagine, but a few significant fossils have given paleontologists a general idea of the female dinosaur reproductive tract. The most fantastic of them is a pelvis of an oviraptorosaur—one of the feather-covered, beaked dinosaurs that were relatively close cousins of dinosaurs like Velociraptor—with two eggs preserved inside. Described in 2005 by Tamaki Sato and colleagues, the hips show that the female oviraptorosaur had died just before laying those eggs. This fortuitous discovery illustrated that at least some dinosaurs had a mix of bird- and crocodylian-like reproductive features.
While female birds have only one oviduct—thought to be an adaptation related to becoming light enough to fly—the presence of two eggs in the dinosaur suggested the presence of two oviducts, as in crocodylians. But the fact that there were only two eggs indicated the dinosaur laid a small number of eggs at a time. Instead of producing a large clutch of eggs and laying them all at once, like a crocodylian, the dinosaur only laid two eggs each round and arranged those pairs around the nest. (Oviraptorosaurs have famously been found preserved on top of nests which seem to show a ring of paired eggs.) The female dinosaur did not have a reproductive system just like that of a bird or a crocodile, but a combination of traits seen in the modern lineages.
Other eggs hint that some of the largest dinosaurs might have been more crocodylian-like. No one has yet found a Diplodocus with eggs preserved in the hip region, but paleontologists have found numerous eggs referred to sauropod dinosaurs. Some of these show a pathological condition in which eggs are coated with a second shell layer. According to Kenneth Carpenter, there are two possible ways for this to happen. One possibility is that the egg stalled while going through the shell gland and received a second covering because of the delay. But the other explanation is that some dinosaurs might have produced a larger number of eggs relatively rapidly, and sometimes so many eggs filled the reproductive tract of a mother dinosaur prior to laying that an egg might be pushed back up the oviduct where it would be coated in another shell coating. This pathology is often seen among crocodylians and other reptiles, but is rarer among birds, and the idea that sauropods laid eggs in large clutches seems to fit the nests attributed to these dinosaurs. Dinosaurs like Brachiosaurus and Mamenchisaurus laid nests of multiple eggs which were relatively small compared to their body size, so it is possible that they deposited entire clutches, while smaller dinosaurs such as oviraptorosaurs could lay a limited number of eggs at a time.
There is much we don’t know about dinosaur sex. From possible positions to anatomy, mysteries abound. But the subject has moved beyond silly speculation. A better understanding of dinosaur evolutionary relationships has given paleontologists a framework from which to hypothesize about different aspects of dinosaur reproduction, and those ideas have been tested by discoveries in the fossil record. Future finds and analyses will undoubtedly flesh out some of the remaining unknowns. We are only just beginning to discover some of the most intimate secrets of dinosaur lives.
This is the final installment of the dinosaur sex series. For more, please see my Smithsonian article “Everything you wanted to know about dinosaur sex” and the previous entries in the series:
Brennan, P., Birkhead, T., Zyskowski, K., van der Waag, J., & Prum, R. (2008). Independent evolutionary reductions of the phallus in basal birds Journal of Avian Biology, 39 (5), 487-492 DOI: 10.1111/j.0908-8857.2008.04610.x
Brennan, P., Prum, R., McCracken, K., Sorenson, M., Wilson, R., & Birkhead, T. (2007). Coevolution of Male and Female Genital Morphology in Waterfowl PLoS ONE, 2 (5) DOI: 10.1371/journal.pone.0000418
Carpenter, K. 1999. Eggs, Nests, and Baby Dinosaurs. Bloomington: Indiana University Press. pp. 78-81
McCracken, K. (2000). The 20-cm Spiny Penis of the Argentine Lake Duck (Oxyura vittata) The Auk, 117 (3) DOI: 10.1642/0004-8038(2000)1172.0.CO;2
Sato, T., Cheng, Y., Wu, X., Zelenitsky, D.K., Hsaiao, Y (2005). A Pair of Shelled Eggs Inside A Female Dinosaur Science, 308 (5720), 375-375 DOI: 10.1126/science.1110578
Wang, S., & Dodson, P. (2006). Estimating the diversity of dinosaurs Proceedings of the National Academy of Sciences, 103 (37), 13601-13605 DOI: 10.1073/pnas.0606028103 | <urn:uuid:4b9f7562-6ef9-4548-875c-5e4b3b524d5e> | CC-MAIN-2017-47 | https://www.smithsonianmag.com/science-nature/the-anatomy-of-dinosaur-sex-95156234/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934808935.79/warc/CC-MAIN-20171124195442-20171124215442-00225.warc.gz | en | 0.949121 | 2,280 | 3.34375 | 3 |
Computer science and engineering graduates have historically dominated the field of CGI (Computer generated Images) but that is now changing. They developed the algorithms that are still in wide use for CGI. And just to be clear these algorithms have been very successful in creating many of the beloved movies that audiences have enjoyed around the world.
What is changing?
Adam Finkelstein, a computer science professor and the senior researcher at Princeton believes that graphics programming is "entering the world of Big Data."
Big Data — a term for the paradigm shift in which the ability to capture, store and analyze huge quantities of digital information allows scientists to leverage this data in addressing new challenges — is fundamentally changing many fields of computing.
A Big Data approach allows programmers to use that data to answer questions, or create simulations, through examples rather than pure mathematics. To do that, scientists need to use statistical and machine-learning approaches to draw the answers from the vast amounts of data available.
The graphics program RealBrush, which was developed by a team of researchers including Princeton scientists, can not only create authentic brushstrokes in a wide variety of materials, it can also exactly render effects such as smudging and overlapping. (Images courtesy of Jingwan "Cynthia" Lu et al.) | <urn:uuid:2bde2dc2-05ae-428a-bb17-04cff5beb289> | CC-MAIN-2017-43 | http://www.infoivy.com/2013/09/using-big-data-techniques-to-create.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825510.59/warc/CC-MAIN-20171023020721-20171023040721-00009.warc.gz | en | 0.940833 | 256 | 3.578125 | 4 |
Flexor Tendons In The Hand And Forearm
The muscles that bend or flex the fingers are called flexor muscles. These flexor muscles move the fingers through cord-like extensions called tendons, which connect the muscles to bone. The flexor muscles start from the elbow and forearm regions, turn into tendons just past the middle of the forearm, and attach into the bones of the fingers (see Figure 1). In the finger, the tendons pass through fibrous rings called pulleys, which guide the tendons and keep them close to the bones, enabling the tendons to move the joints much more effectively.
Deep cuts on the palm side of the wrist, hand, or fingers can injure the flexor tendons and nearby nerves and blood vessels. The injury may appear simple on the outside, but is actually much more complex on the inside. When a tendon is cut, it acts like a rubber band, and its cut ends pull away from each other. A tendon that has not been cut completely through may still allow the fingers to bend, but can cause pain or catching and may eventually tear all the way through. When tendons are cut completely through, the finger joints cannot bend on their own (see Figure 2).
How are these injuries treated?
Tendons are made of living cells. If the cut ends of the tendon can be brought back together, healing begins through the cells inside as well as the tissue outside of the tendon. Because the cut ends of a tendon usually separate after an injury, it is not likely that a cut tendon will heal without surgery.
Your doctor will advise you on how soon surgery is needed after a flexor tendon is cut. There are many ways to repair a cut tendon, and certain types of cuts need a specific type of repair. In the finger, it is important to preserve certain pulleys, and there is very little space between the tendon and pulley in which to perform a repair. Nearby nerves and blood vessels may need to be repaired as well. After surgery, and depending on the type of cut, the injured area can either be protected from movement or started on a very specific limited-movement program for several weeks (see Figure 3). Your doctor may prescribe hand therapy for you after surgery. If unprotected finger motion begins too soon, the tendon repair is likely to pull apart. After four-to-six weeks, the fingers are allowed to move slowly and without resistance. Healing takes place during the first three months after the repair.
In most cases, full and normal movement of the injured area does not return after surgery. If it is hard to bend the finger using its own muscle power, it could mean that the repaired tendon has pulled apart or is bogged down in scar tissue. Scarring of the tendon repair is a normal part of the healing process. But in some cases, the scarring can make bending and straightening of the finger very difficult. Depending on the injury, your doctor may prescribe therapy to loosen up the scar tissue and prevent it from interfering with the finger’s movement. If therapy fails to improve motion, surgery to release scar tissue around the tendon may be required.
Hand Therapy After Surgery
If a program of controlled, limited motion is selected as therapy for the first several weeks after surgery, it is important to work closely with a hand therapist and your surgeon to understand the therapy and follow set guidelines. The tendon repair might pull apart if your hand is used too soon or if therapy guidelines are not followed. In addition to regaining motion of the finger after a tendon injury, therapy will be helpful in softening scars and building grip strength.
© 2005 American Society for Surgery of the Hand
Figure 1: The tendons of the hand run from the flexor muscles in the elbow and forearm to the bones of the fingers. (Back to top)
Figure 2: When flexor tendons are completely cut, the finger cannot be bent. (Back to top)
Figure 3: After surgery, the area of the injured tendon must be protected from movement. (Back to top) | <urn:uuid:81af1b2b-07cb-4f96-bd43-48077b37a709> | CC-MAIN-2014-35 | http://www.resurgenshand.com/education/resources/flexor-tendon-injuries | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535919886.18/warc/CC-MAIN-20140909042246-00005-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.949433 | 831 | 3.65625 | 4 |
In 1954, New Zealand legislator Mabel Howard waved at the mostly male members of Parliament (MP) two large pairs of women’s underwear — both of which were marked as being the same size but weren’t — to demonstrate why clothing sizes in the country needed to be standardized.
Howard’s demonstration was surprisingly successful. Although her demand was opposed by clothing manufacturers, she received tremendous support from other legislators and standardization of clothing soon became law.
This wasn’t the first time Howard had won a battle of this magnitude. In 1946, she became MP for the second time by winning as much as 75.2 percent of the vote. She was only the fifth female MP since Parliament was established in New Zealand in 1854. And in 1947, she became the country’s first woman cabinet minister; she was made minister of health and minister in charge of child welfare.
Howard’s was a success story in terms of women’s participation in politics in New Zealand, but hers was a rare one and not the norm on the island nation, or in many other countries.
“New Zealand was the first self-governed country to give women the vote — in 1893. But until 1919, women couldn’t even contest elections,” said Rosemary Banks, New Zealand’s ambassador to the U.S., who narrated the account of Howard waving “bloomers” in Parliament at a panel discussion on March 6 at American University, ahead of International Women’s Day.
Banks and five other women ambassadors to the U.S. led the talk on women’s participation in politics in their countries. The accounts of the ambassadors of Albania, El Salvador, Finland, Kosovo, New Zealand and Sweden were bittersweet. When compared with 50 years ago, they all said that a lot more women are in politics now — especially in Finland, New Zealand and Sweden — but the numbers are still nowhere near as high as that of men in similar positions and roles. And a lot remains to be done to change society’s mindset on the role of women outside the home.
The biggest obstacle, the women said, are stubborn societal norms and patriarchal traditions that often can’t imagine women in political roles or, worse, can’t fathom why women should be in such positions at all. The top diplomats said these attitudes are sometimes internalized by women who then become their own worst enemy. Or, in some cases, attempts by women to engage in politics leads to down-and-dirty fights with the establishment — a necessary but often-brutal battle.
In El Salvador, for example, there’s a big disconnect between what people feel and how they act, said the country’s ambassador, Claudia Ivette Canjura de Contento.
She noted that newly elected El Salvadoran President Nayib Armando Bukele Ortez has yet to announce any female appointments to his government. “While in [opinion] polls, as much as 85 percent of respondents say there should be more women in politics, in elections, for example at local mayoral polls, only 12 percent women were elected,” she said. “People feel only men can be in such roles.”
She said her country — which for years has been plagued by poverty and drug violence — needs to work with all citizens, including younger generations, to convince them that women’s participation in politics is key to development.
Even in Sweden, where roughly half of the government is comprised of women, there hasn’t ever been a woman head of state. This, in a country that performs a “gender analysis” on almost every issue and “in more cases than you can imagine,” said Swedish Ambassador Karin Olofsdotter.
In fact, Prime Minister Stefan Löfven declared that Sweden has become “the first feminist government in the world,” which means that gender equality is central to all government policies. Yet Olofsdotter, who is the first woman to serve as Sweden’s ambassador to the U.S., finds it somewhat ironic that “it takes a man to declare a feminist government.”
Why is this the case?
“We don’t see women in top posts. People don’t perceive women in top positions. Among listed companies, only 8 percent are women chief executives of these companies,” said Olofsdotter. As for having a female prime minister, “we will see one. I just don’t know when,” she shrugged.
Finnish Ambassador Kirsti Kauppi concurred with her Swedish counterpart.
“If you don’t see women in top party positions, people think women can’t be party leaders,” said Kauppi, adding that only three out of nine party leaders in Finland are women. “We had a woman as president for 12 years,” she said, referring to Tarja Halonen, who presided over the country from 2000 to 2012. “But in today’s government, only 35 percent of ministers are women and there’s a lot of criticism about it.”
For Kauppi, the issue goes beyond numbers. “I’m mentioning these numbers because it’s an explanation … that is, for one to see women in politics, it is also important to retain visibility,” she said.
One important way to address the underrepresentation of women in politics is education, said Albanian Ambassador Floreta Faber.
“We have to educate boys and girls to respect each other and believe and accept equal rights for each other. This is a long-term approach that is necessary” not just for political participation, she said, “but even for issues like domestic violence and trafficking, two big problems in Albania.”
For Vlora Çitaku, Kosovo’s ambassador to the U.S., fighting for women’s rights means just that — fighting hard to be heard and counted.
“People say women are soft power, but let me tell you, I’ve seen women fight in parliament. I was in the first parliament of Kosovo and the youngest one there. I’ve been in fights and seen them,” she said.
Çitaku recalled one time mentioning that, “We may have a woman president one day.” She said she was laughed out of the room and told she was “too ambitious” to even think that.
“Guess who laughed back four years later? We had our first woman president and she was the first woman to be head of state in all of Southeast Europe,” said Çitaku, referring to Atifete Jahjaga, who served as president from 2011 to 2016.
While Kosovo does have a quota system whereby 31 percent of parliament members must be women, Jahjaga did not need to rely on the quota system, given that she overwhelmingly won the approval of MPs.
Quotas in general are a divisive issue, including mandatory quotas for women in government. Those who support them say they are necessary to overcome decades of entrenched inequality, while opponents argue that they crowd out — or at least are perceived to crowd out — more qualified candidates.
Of the six countries represented at the panel, Albania, El Salvador and Kosovo have quotas, while Finland, New Zealand and Sweden don’t.
The ambassadors of the three countries with quotas said they are a necessary catalyst to boost the numbers and visibility of women in government.
“Quotas have played a crucial role in raising awareness in society for the need for women in decision-making roles,” said Çitaku. For El Salvador’s Contento, while she respects quotas as a process, she said the positions that women take on issues is just as important as the number of women in positions of power. “Quality is as important as quantity.”
And in Albania, quotas are important to “show examples of women in power,” said Faber. “They may not be a perfect candidate, but it gives courage to other women. Since quotas were introduced, the numbers of women joining politics independently have risen,” she said.
Kauppi, on the other hand, said she feels it’s important not to have mandatory quotas in elected bodies or in the corporate world. “Some companies have gone in for self-regulation and aim for 30 percent of their boards to be women. And many have achieved it. This is a good middle ground,” she said.
New Zealand’s Banks had an interesting take on the issue. When asked about quotas on the sidelines of the discussion, Banks said she started off against the idea but has now come around to seeing some merit in it.
“I was opposed to it because it risked a backlash from others who would say, ‘Women are only here because of quotas,’ and it would undermine women’s authority and talent. We have to win respect, I thought; we can’t command it,” said Banks.
Lately, though, Banks has realized the benefits in setting aside seats at the table for women, saying that quotas “serve a purpose” in elevating women’s visibility and inspiring other women to vote or enter politics themselves.
Today, while there are still only roughly two dozen women ambassadors in Washington, their visibility is slowly but surely increasing. Çitaku joked that at least this fraternity of female envoys has elevated its prestige enough to become part of a popular WhatsApp group called “Woman Power.” Hopefully in time, that popularity will continue to grow to the point where “people power,” not “woman power,” becomes the new norm.
About the Author
Shailaja Neelakantan is a freelance writer in Washington, D.C. | <urn:uuid:d96b0c95-c5a0-4456-9bbc-59cec5010322> | CC-MAIN-2023-50 | https://washdiplomat.com/six-female-ambassadors-reflect-on-strides-hurdles-for-women-in-politics/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00162.warc.gz | en | 0.976796 | 2,095 | 2.953125 | 3 |
L ivingstone College began as an educational institution for aspiring clergy in the African Methodist Episcopal Zion (A.M.E. Zion) Church. In 1796, A.M.E Zion leaders realized that they must educate their clergy and three-quarters of a century later in 1875, the Twelfth Annual Session of the North Carolina Conference of the A.M.E. Zion Church, held at Zion Chapel in Concord, NC., they were successful in accomplishing that goal.
B y 1877, plans were complete for establishing a school under the leadership of Bishop James Walker Hood. The new school, a small house on seven acres of land, was donated by Rev. Thurber and was called Zion Wesley Institute. It operated for two terms from 1879 to 1880 and from 1880 to 1881.
I ntermittently, Bishop Hood had been instrumental in nurturing a promising young man named Joseph Charles Price, who had been a student in his wife's Sunday School in New Bern, NC. Bishop Hood followed Price's matriculation through Shaw and Lincoln Universities, invited his membership into the North Carolina Conference as an ordained deacon and elder and later appealed to him to become an agent for Zion Wesley Institute at an Ecumenical Conference in London, England. During the trip, the Reverend Dr. Price raised $10,000 and upon his return in 1882 was elected to the presidency of what then had developed into Zion Wesley College.
A lso in 1882, neighboring Salisburians contributed $1,000 to the College and extended an invitation to the trustees to relocate to their community. The trustees accepted the invitation and purchased 40 acres of land and a house located in the Old Delta Grove from James A. Gray for $4,600, thereby accommodating future growth and development of the institution.
I n 1887, at the recommendation of Price and by an 1887 Act of the
North Carolina Legislature, the name Zion Wesley College as changed to Livingstone College in honor
of David Livingstone, British Christian missionary, philanthropist and African explorer. | <urn:uuid:90ed8af3-9833-461b-acd4-4b04e4083527> | CC-MAIN-2017-34 | http://clandy.tripod.com/livingstone/hislc.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105955.66/warc/CC-MAIN-20170819235943-20170820015943-00489.warc.gz | en | 0.97778 | 422 | 2.640625 | 3 |
1. The month following March and preceding May.
4. Separated in space or time or coming from or going to a distance.
11. Young of domestic cattle.
15. Large brownish-green New Zealand parrot.
16. Loss of the ability to swallow.
17. Someone who copies the words or behavior of another.
18. A pilgrimage to Mecca.
19. (sports) The chief official (as in boxing or American football) who is expected to ensure fair play.
20. A drug (trade name Atabrine) used to treat certain worm infestations and once used to treat malaria.
22. (of reproduction) Not involving the fusion of male and female gametes reproduction".
25. East Indian tart yellow berrylike fruit.
26. A soft silvery metallic element of the alkali earth group.
27. The mission in San Antonio where in 1836 Mexican forces under Santa Anna besieged and massacred American rebels who were fighting to make Texas independent of Mexico.
31. A white metallic element that burns with a brilliant light.
32. A white soft metallic element that tarnishes readily.
34. A member of an American Indian peoples of NE South America and the Lesser Antilles.
35. People having the same social or economic status.
39. Wild sheep of northern Africa.
43. An enclosed space.
44. Of first rank or importance or value.
48. A prominent rock or pile of rocks on a hill.
52. Toward the mouth or oral region.
54. Short and fat.
56. Small terrestrial lizard of warm regions of the Old World.
57. An ancient board game resembling backgammon.
59. Cubes of meat marinated and cooked on a skewer usually with vegetables.
60. A colorless and odorless inert gas.
61. A strategically located monarchy on the southern and eastern coasts of the Arabian Peninsula.
62. A boy or man.
64. The skin that covers the top of the head.
67. A mountain peak in the Andes in Argentina (21,654 feet high).
71. A short labored intake of breath with the mouth open.
74. A severe or trying experience.
76. Of or in or relating to the nose.
78. Aircraft landing in bad weather in which the pilot is talked down by ground control using precision approach radar.
79. The syllable naming the sixth (submediant) note of a major or minor scale in solmization.
80. Write in the latin alphabet.
82. A light touch or stroke.
83. A doctor's degree in dental medicine.
84. A person who sins (without repenting).
85. A loose sleeveless outer garment made from aba cloth.
1. A Loloish language.
2. Small beads made from polished shells and formerly used as money by native Americans.
3. The seventh month of the Moslem calendar.
4. An Iranian language spoken in Afghanistan.
5. A medicinal drug used to evoke vomiting (especially in cases of drug overdose or poisoning).
6. 3 to 30 gigahertz.
7. A hard gray lustrous metallic element that is highly corrosion-resistant.
8. Title for a civil or military leader (especially in Turkey).
9. A luminance unit equal to 1 candle per square meter measured perpendicular to the rays from the source.
10. An official language of the Republic of South Africa.
11. Of the appetites and passions of the body.
12. Type genus of the Apidae.
13. A Russian river.
14. Agitation resulting from active worry.
21. An indehiscent fruit derived from a single ovary having one or many seeds within a fleshy wall or pericarp.
23. A woman of refinement.
24. At a great distance in time or space or degree.
28. Made of or resembling lace.
29. A unit of length equal to one thousandth of an inch.
30. A Russian river.
33. The first light of day.
36. (Hindu) A manner of sitting (as in the practice of Yoga).
37. A mountain peak in the Andes in Bolivia (21,391 feet high).
38. Of or relating to a directionless magnitude.
40. English theoretical physicist who applied relativity theory to quantum mechanics and predicted the existence of antimatter and the positron (1902-1984).
41. An official prosecutor for a judicial district.
42. A unit of magnetomotive force equal to 0.7958 ampere-turns.
45. A genus of Laridae.
46. A very young child (birth to 1 year) who has not yet begun to walk or talk.
47. A motley assortment of things.
49. A soft yellow malleable ductile (trivalent and univalent) metallic element.
50. A popular tourist area in northwestern England including England's largest lake and highest mountain.
51. Any of numerous local fertility and nature deities worshipped by ancient Semitic peoples.
53. Fierce wild dog of the forests of central and southeast Asia that hunts in packs.
55. The last imperial dynasty of China (from 1644 to 1912) which was overthrown by revolutionaries.
58. Pierce with a sharp stake or point.
63. (Irish) Chief god of the Tuatha De Danann.
65. Crowd or pack to capacity.
66. A condition (mostly in boys) characterized by behavioral and learning disorders.
68. A blue dye obtained from plants or made synthetically.
69. A genus of European owls.
70. A cape at the southern tip of Norway.
72. Someone who works (or provides workers) during a strike.
73. A metabolic acid found in yeast and liver cells.
75. A room equipped with toilet facilities.
77. (Irish) The sea personified.
81. A light strong gray lustrous corrosion-resistant metallic element used in strong light-weight alloys (as for airplane parts). | <urn:uuid:2466f876-27b7-4ba9-947e-e4914f5efd68> | CC-MAIN-2014-41 | http://www.crosswordpuzzlegames.com/puzzles/gm_337.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663417.12/warc/CC-MAIN-20140930004103-00263-ip-10-234-18-248.ec2.internal.warc.gz | en | 0.867882 | 1,296 | 2.734375 | 3 |
Fecal Impaction is the obstruction of normal bowel movements, due to the presence of hard and dry stools in the rectum that cannot be ejected out of the bowel, the normal way.
What are the other Names for this Condition? (Also known as/Synonyms)
- Faecal Impaction
- Faecal Impaction of Rectum
- Impaction of the Bowels
What is Fecal Impaction? (Definition/Background Information)
- Fecal Impaction is the obstruction of normal bowel movements, due to the presence of hard and dry stools in the rectum that cannot be ejected out of the bowel, the normal way
- This condition is observed in individuals with an inactive lifestyle, irregular or poor eating habits, and chronic constipation, among other factors
- Fecal Impaction may cause rectal bleeding, abdominal pain and bloating, apart from a severe feeling of discomfort and distress. Some cases require emergency medical treatment and hospitalization
- The prognosis is good with appropriate and timely treatment, which can help avoid any permanent damage to the bowels
Who gets Fecal Impaction? (Age and Sex Distribution)
- Adults are more likely to be affected by Fecal Impaction; the risk increasing beyond the age of 65 years
- Both males and females are equally affected
- There is no racial or ethnic bias observed
What are the Risk Factors for Fecal Impaction? (Predisposing Factors)
Risk factors for Fecal Impaction include:
- Individuals suffering from long-term constipation, including those relying on a regular use of laxatives, to help relieve stools
- Individuals having a low fiber diet and lacking adequate quantities of liquids/fluid intake
- Lack of physical activities, leading an inactive and low-exercise lifestyle with very minimal physical body exertion, either at home or at the office
- Postponing defecation or controlling your normal urge to pass stools, on a regular basis
- Frequent travel (may be long-distance), busy work schedules; having time or access constraint in using restrooms
- Certain health conditions (related to the anus, rectum) that create painful bowel movements
- Individuals, who are chronically bedridden, due to various long-standing illnesses are also at risk
- Regularly taking iron or calcium supplements for medical conditions, the use of certain drugs prescribed for psychological illnesses and other conditions, may give rise to constipation (medication side-effect )
It is important to note that having a risk factor does not mean that one will get the condition. A risk factor increases ones chances of getting a condition compared to an individual without the risk factors. Some risk factors are more important than others.
Also, not having a risk factor does not mean that an individual will not get the condition. It is always important to discuss the effect of risk factors with your healthcare provider.
What are the Causes of Fecal Impaction? (Etiology)
Following are the causal factors of Fecal Impaction:
- Fecal Impaction is associated with a lack of healthy lifestyle, like physical inactivity (too much deskwork, watching television), poor intake of water and other fluids, and regularly consuming food that is low in fiber content
- Another main reason for the condition to develop is chronic constipation (due to various reasons), and/or relying heavily on laxatives to relieve the bowels. This causes a long-term suppression of the natural rectal sphincter muscle ‘contraction and relaxation’, which is required to push the solid feces out. When laxatives are discontinued suddenly, it leads to accumulation of stool in the bowels that slowly develops into an impaction
- Certain health problems (affecting the brain) may also reduce or cease the function of the nerves, which control bowel/intestinal muscle movement
- Certain prescriptive drugs and medications are known to prevent or decrease the normal muscle activity of the intestines and rectum. Sometimes, they even cause the stools to harden, causing a difficulty in expelling them
What are the Signs and Symptoms of Fecal Impaction?
Fecal Impaction results in a blocked flow of feces out of the bowels. These lead to signs and symptoms of Fecal Impaction associated with the excretory system and related organs. These include:
- Swollen abdomen, abdominal pain, discomfort, feeling of pressure
- An application of excessive force cannot expel the feces
- Severe and long-standing constipation
- Despite the obstructive, solid mass of stool in the rectum, completely liquid stools may drain around the mass and be ejected out of the body
- Loss of appetite, poor eating habits
- Vomiting and nausea, headache, tiredness
- Rectal bleeding
How is Fecal Impaction Diagnosed?
The physician undertakes clinical studies of the region including a rectal examination. These observations together with symptomatic features are noted. Tests that are performed to establish a diagnosis of Fecal Impaction include:
- Physical exam and medical history evaluation
- Blood tests
- Barium enema
- Sigmoidoscopy: Insertion of a special instrument through the anus to view the lower intestinal region, the rectum
- X-ray studies of the pelvic, lower abdominal region
- A change of bowel movement can also occur due to conditions, such as cancer. Thus, a colonoscopy may be recommended to test for the same and rule out the condition
Many clinical conditions may have similar signs and symptoms. Your healthcare provider may perform additional tests to rule out other clinical conditions to arrive at a definitive diagnosis.
What are the possible Complications of Fecal Impaction?
Complications, due to Fecal Impaction are mostly caused due to a lack of proper treatment, or due to delayed treatment; these include:
- Serious injury, damage, or death of the rectal tissues and muscles
- Formation of ulcers inside the lower intestine
- Dehydration and malaise
- Increase in blood pressure, pulse and breathing rate
- Complete stoppage of urine flow from the body, leading to further complications
- Distress, confusion, and agitation
How is Fecal Impaction Treated?
Early awareness and appropriate treatment of Fecal Impaction, which is a removal of the solidified feces and addressing the causal factors to prevent its recurrence, is the key to speedy recovery from the condition. Surgical interventions are rarely required to address the condition and may be resorted to, only if other treatment methods prove insufficient.
- The use of stool softeners (enemas, osmotic laxatives, suppositories) and lubricants are the first line of treatment. These medications liquefy the mass (or increase their water content) and break it down into smaller lumps, which can be then removed manually
- General anesthesia with sedation may be required to manually break down the hardened stool, once it gets softened
- Both, the use of osmotic laxatives and the administration of general anesthesia, have certain side effects and may damage the rectum
How can Fecal Impaction be Prevented?
Methods to prevent Fecal Impaction include:
- Certain effective measures like lifestyle changes, with good food habits (high-fiber diet) and adding physical activities into one’s regular regimen help prevent Fecal Impaction recurrence
- Always drink plenty of water and other fluids to keep the urinary and excretory system robust and functionally effective. Practice regular bowel movement, avoid the urge to often hold feces in the bowels and for long periods of time
- Be prompt in seeking medical attention if any signs and symptoms indicating constipation, or other intestinal, abdominal discomfort or obstruction of feces, are observed
- Generally, be aware of the side effects of the medications you take, and discuss these with your physician
What is the Prognosis of Fecal Impaction? (Outcomes/Resolutions)
Following is the prognosis for Fecal Impaction:
- Proper management and timely treatment of Fecal Impaction can help prevent permanent damage to the bowels and intestines; the prognosis is good in such cases
- The condition may recur, if modifications to lifestyle and diet are not brought about
- Long-lasting damage from infections, as well as a prolonged discomfort might occur, if management of the issue is delayed or absent
Additional and Relevant Useful Information for Fecal Impaction:
In some geographic regions, the use of medicinal herbs or home remedies to prevent or treat the condition is practiced. However, such practices are not proven to be effective and are not part of current and established medical norms.
What are some Useful Resources for Additional Information?
American Academy of Family Physicians (AAFP)
11400 Tomahawk Creek Parkway Leawood, KS 66211-2672
Phone: (913) 906-6000
Toll-Free: (800) 274-2237
Fax: (913) 906-6095
References and Information Sources used for the Article:
http://www.intelihealth.com/IH/ihtIH/WSIHW000/9339/10175.html (accessed on 5/16/14)
http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001277/ (accessed on 5/16/14)
Helpful Peer-Reviewed Medical Articles:
Kumar, P., Pearce, O., & Higginson, A. (2011). Imaging manifestations of faecal impaction and stercoral perforation. Clin Radiol, 66(1), 83-88. doi: 10.1016/j.crad.2010.08.002
Lee-Robichaud, H., Thomas, K., Morgan, J., & Nelson, R. L. (2010). Lactulose versus Polyethylene Glycol for Chronic Constipation. Cochrane Database Syst Rev(7), CD007570. doi: 10.1002/14651858.CD007570.pub2
Rao, S. S., & Go, J. T. (2010). Update on the management of constipation in the elderly: new treatment options. Clin Interv Aging, 5, 163-171.
Walia, R., Mahajan, L., & Steffen, R. (2009). Recent advances in chronic constipation. Curr Opin Pediatr, 21(5), 661-666. doi: 10.1097/MOP.0b013e32832ff241
Youssef, N. N., Peters, J. M., Henderson, W., Shultz-Peters, S., Lockhart, D. K., & Di Lorenzo, C. (2002). Dose response of PEG 3350 for the treatment of childhood fecal impaction. The Journal of pediatrics, 141(3), 410-414.
Wald, A. (2008). Management and prevention of fecal impaction. Current gastroenterology reports, 10(5), 499.
Araghizadeh, F. (2005). Fecal impaction. Clinics in colon and rectal surgery, 18(2), 116.
Lohlun, J., Margolis, M., Gorecki, P., & Schein, M. (2000). Fecal impaction causing megarectum-producing colorectal catastrophes. Digestive surgery, 17(2), 196-198. | <urn:uuid:d119d25d-54e2-457c-a44d-0f7a0526be45> | CC-MAIN-2023-23 | https://www.dovemed.com/diseases-conditions/fecal-impaction/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646181.29/warc/CC-MAIN-20230530230622-20230531020622-00445.warc.gz | en | 0.893801 | 2,461 | 2.96875 | 3 |
by Sarah Felstiner, Curriculum Director, Hilltop Children’s Center
For almost ten years now, educators at Hilltop Children’s Center have been exploring possibilities and practices around writing Learning Stories. And to be perfectly honest, there’s a good chance that we’ve accidentally repurposed or mis-used that term. What is a Learning Story, really? And what distinguishes a Learning Story from other kinds of written documentation?
There have been two particularly strong influences on Hilltop’s growing understanding of Learning Stories, and their potential for supporting our curriculum and deepening our connection with children and families. The first is what we’ve learned from schools in Aotearoa/New Zealand, where Learning Stories are an expected model for reflection and assessment. Wendy Lee is one of the people who helped establish Learning Stories as part of the Te Whāriki Curriculum Framework, and is co-author of the book Learning Stories: Constructing Learner Identities in Early Education. See below for more information about a full-day discussion of Learning Stories that Wendy will be leading next month, through Hilltop’s Educator Discussion Series.
Another guide in our exploration of Learning Stories has been Tom Drummond, an educator local to Seattle who developed a framework for writing Learning Stories that we find approachable, flexible, and inspiring. Tom has been at Hilltop often, to work with our own faculty, and to facilitate events in our Discussion Series. We are grateful to both Tom and Wendy for inspiring our work, and for their forbearance with how creatively we’ve interpreted their guidance…
Here at Hilltop, we tend to use the term “Pedagogical Documentation” when we’re writing about activities that a small or large group of children took part in. And we tend to use the term “Learning Story” when we write about a learning moment for a specific individual. For example, I might write a piece of “Pedagogical Documentation” about how five children collaborated on a block tower that almost reached the ceiling! And I might write a “Learning Story” about the time that Josie (age 2) worked on her own for almost 20 minutes to get a stack of 4 blocks to stay upright, and then declared “Did it!”
At Hilltop, we use supportive protocols to guide our writing of Pedagogical Documentation and of Learning Stories. When we’re writing a piece of Pedagogical Documentation, about group work and play, we make sure that it includes the following four elements:Tell the Story
- Tell the Story
- Reflect on the Story
- Begin a Dialogue with Families
- Next Steps and Further Plans
While we don’t specify how long each section should be, or even the order in which they should appear, we do take care to include each of those components in some way.
- What happened
- What it means
- Opportunities and Possibilities
- Family Response
And again, each educator’s writing style, and even each particular story, may have a different look, a particular length, a specific style. We value that variety, while still relying on the basic structure to ensure that the story is accomplishing what we hope it will.
As you can see, these two formats for written documentation have quite similar components. So what distinguishes a Learning Story from other kinds of documentation? Not all programs use the group/individual differentiation that Hilltop does – that’s just a labeling convention that we’ve adopted. Perhaps a Learning Story could be written about an individual, or a group? Perhaps any story about children’s learning is, by definition, a learning story? I think that may be true…and I also think there are some qualities that characterize an effective Learning Story.
- Learning Stories are personal: written by a thinking, feeling person, describing their authentic wonder and wonderings. Learning Stories are often written to the child or children featured in the story.
- Learning Stories are meaningful: beyond just reporting on events that happened, they uncover possible layers of complexity. Learning Stories describe the learning that might be happening for the children and adults in the story.
- Learning stories are readable: avoiding jargon and rhetoric, and possibly even written with a child audience in mind. Learning Stories are stories…the kind you might even want to read aloud.
I’ll leave you with something Tom Drummond said during a recent visit to Hilltop. He was speaking about the power of Learning Stories to impact a child’s self-concept, to help a child come to better understand herself or himself as a learner. When I think about what makes a story a Learning Story, these are the words that resonate:
“You learn who you are through the people that you love telling you what they love about you.”
– Tom Drummond
Learning Stories are more than just a tool or format. The Learning Story approach honors the child, family, teacher and community. Our next Educator Discussion Series event is dedicated toward “writing from the heart” and using learning stories to enhance child, family and educator identity, while also integrating required assessment indicators. The critically acclaimed author and master teacher trainer, Wendy Lee, will be joining us from New Zealand on Saturday, May 13th. Wendy will provide a robust framework for writing Learning Stories that integrates our own previous experiences, outlines new opportunities and brings focus to delighting in children and their learning! For more information on this event visit us at www.hilltopcc.com/stories
Sarah Felstiner is the Curriculum Director at Hilltop Children’s Center, where she has worked since 1995. Recognized as a Master Leader by Exchange Press, Sarah strives to offer the early childhood field compelling and accessible models for teaching and learning, rooted in strong values and built upon infrastructures that support reflective practice for both children and adults. When she’s not at Hilltop, Sarah can often be found playing the flute or guitar, or following the Iditarod Sled Dog races! | <urn:uuid:f83b02db-b13f-4df4-a438-9fa8a2dde808> | CC-MAIN-2017-30 | http://hilltopcc.com/institute-blog/makes-story-learning-story/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500550975184.95/warc/CC-MAIN-20170728163715-20170728183715-00221.warc.gz | en | 0.944582 | 1,263 | 2.84375 | 3 |
This article was produced with the support of the Vidrozhenya (Open Society Foundation).
Recently, the former president of Georgia and recent governor of Odessa, Mikhail Saakashvilli was deprived of Ukrainian citizenship by Kyiv after also having lost his Georgian citizenship.
However, statelessness effects far more people in Ukraine than just the former governor. According to the United Nations High Commissioner for Refugees (UNHCR), at least 10 million persons around the world are without nationality or “stateless.” Typically, a stateless person has no access to legal rights or representation and is trapped outside of what the philosopher Hanna Arendt famously referred to as “the right to have rights.” As such, stateless persons face problems accessing basic rights including freedom of movement, education, healthcare, employment, marriage registration and much more. In 2016, the UNHCR estimated that roughly 35,000 stateless persons or persons at risk of statelessness, reside in Ukraine. This population constitutes perhaps the most vulnerable group of people living on Ukrainian territory. Who are the stateless in Ukraine and why is it so hard to fix their problem?
Like the stateless everywhere, the majority of stateless persons living in Ukraine are quite vulnerable.
In Ukraine they fall into one of four primary categories.
The first category is that of persons aged over 50, specifically those who bear Soviet passports. Although not exclusively, this group typically includes people born in the territory constituting modern Ukraine, and have lived their entire lives in the country. As a rule, these are people who never exchanged their Soviet passports for Ukrainian passports. However, the issue is that one can no longer exchange a Soviet passport (and nationality) for a Ukrainian passport (and nationality) as the final legally permissible exchange date to do so has passed many years ago. Those who failed to acquire a Ukrainian passport by this time simply fall outside the system and thus no longer exist legally. Often these individual bearers of Soviet passports live in remote rural areas.
The second category of stateless persons in Ukraine are Roma. Given the strong communal links and often transient/mobile lifestyles of traditional Roma culture, Roma are less likely to record births or obtain documentation with local authorities than their more stationary peers. The lack of paper trail often translates into not having a passport or access to government services later on in life.
The third category is the homeless, who are often undocumented because applying for a passport requires residence registration, which they obviously do not possess.
The fourth category is that of current and former prisoners, especially those who were imprisoned before reaching the age of 16 and those who still possess Soviet passports. The risk to prisoners also stems from the disappearance of personal documents from prison archives. There is also a heightened danger of statelessness for those who were or are incarcerated in non-government controlled areas (NGCA). Members of the four stateless categories who are also internally displaced persons (IDPs) are especially vulnerable as the resource short government of Ukraine is typically more concerned with political and military responses to the conflict rather than alleviating the human suffering that it has caused. Refugees and asylum seekers in Ukraine constitute another (more traditionally understood) category of stateless persons in Ukraine.
Per the results of recent sociological studies undertaken in the Kyiv and Kharkiv regions by the NGO Right to Protection and the GfK market research organization, it is believed that members of the homeless population as well as Roma communities have the greatest likelihood of being stateless. However, individuals aged over 50 who bear Soviet passports likely constitute the largest number of stateless persons in Ukraine by far. As a result of numerous legislative and administrative procedural gaps, persons residing in the NGCA who are undocumented, documented by the so called “Donetsk” and “Luhansk People’s Republics” as well as their newborn children, are potentially at great risk of statelessness. Ukrainian authorities do not recognize birth/death certificates and other documents issued by the authorities in the NGCA. Subsequently the only way for a child born in the NGCA to be granted Ukrainian nationality is to domesticate the NGCA-issued documentation through a court procedure, as no administrative process exists to swap NGCA-issued documentation for Ukrainian documentation. Without that sort of domestication, one’s NGCA-issued documentation will not be recognized in government-controlled territory and cannot be used to access basic services. Basically, the entire generation born in the NGCA since the start of the conflict is potentially stateless.
The problem of statelessness in Ukraine is aggravated by a flawed and incomplete legislative framework. The UN Statelessness Conventions were ratified by Ukraine in January 2013. Recently, per Ukraine’s international obligations, the authorities declared their intent to adopt national legislation that would establish procedures for the determination of statelessness. Such procedures would allow the government to legally recognize one’s statelessness, provide such individuals with lawful identity documentation, prevent stateless persons from arbitrary immigration detention or being fined for staying in Ukraine without valid identification. However, until such procedures are adopted and implemented, stateless persons will continue to be turned away from the Ukrainian State Migration Service offices and told to reapply for documentation once Ukraine has adopted statelessness determination procedures. In the interim, Ukraine’s stateless population remains legally invisible.
The solution to the statelessness problem in Ukraine is low in cost and relatively easy. The solution requires mapping the stateless population and providing stateless individuals with free legal aid to help remedy it. It also means securing legislative measures to increase access to civil registration and documentation for at risk persons. It also involves fully harmonizing local legislation with the UN Statelessness Conventions in line with Ukraine’s international obligations. At this stage, Ukraine must adopt a statelessness determination procedure which would allow stateless persons to apply for identity documentation, give them the right to freedom of movement and access to basic services. The stateless in Ukraine would be quite vulnerable even if they were granted Ukrainian nationality or documentation given the correlation between statelessness and other highly vulnerable categories including homelessness, advanced age, incarceration, being Roma, or perhaps even belonging to more than one of those categories. Enacting and implementing appropriate statelessness legislation would reduce the problem of statelessness in Ukraine, but only partially decrease the vulnerability of such persons given their likely membership in other high risk categories. However, a positive step to- wards improving the lives of the stateless in Ukraine would be to document them and allow them to access the benefits and services available to all other Ukrainian nationals and legal residents. Reducing the number of stateless persons living in Ukraine would be a time consuming and multistep policy process, but should not be overly difficult if the political will existed. Still, mustering the requisite political will to pass and implement the necessary legislative fixes will not be easy.
Stuart Linder is an American lawyer and a Kyiv based development officer with the Humanitarian and Human Rights NGO Right to Protection (R2P). | <urn:uuid:24af6000-a0b2-4006-9448-99e1dc46074d> | CC-MAIN-2023-23 | https://odessareview.com/stateless-in-ukraine/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656788.77/warc/CC-MAIN-20230609164851-20230609194851-00278.warc.gz | en | 0.958784 | 1,419 | 2.65625 | 3 |
Franklin Delano Roosevelt Elanor Roosevelt Louis Brandies
Franklin D. Roosevelt was bound by traditional economic ideas, but unlike Herbert Hoover, he was willing to experiment with the economy and was able to show compassion to those suffering most desperately from the depression. During the first two years of his New Deal, the groundwork was laid for a new relationship between government and the economy. Roosevelt sought temporary relief for the unemployed, and long-term recovery and reform measures for industry and finance. Not all of his plan proved effective and the depression continued, but Roosevelt got the country moving again. In 1935, frustrated and facing pressures from all sides, Roosevelt launched a new set of programs called the Second New Deal. The new programs were less conciliatory to big business and more favorable to the needs of workers and consumers than were those of the New Deal of 1933. Roosevelt was swept to reelection in 1936 by a new coalition of workers, African Americans, and liberals. Soon, however, Roosevelt's political blunders in the Supreme Court fight and congressional purge effort combined with growing conservative opposition to halt virtually all New Deal momentum. The legacy of the New Deal was a more activist national government poised to serve as the broker among society's various interests.
Brinkley, Alan (2007). American history: A survey. New York, New York: McGraw Hill.
Reform: The Great Depression created new opportunities for reform and allowed Franklin Roosevelt more scope for changing the role of the federal government than any president before him. Among other things, the New Deal created the basis for a federal welfare system, especially through the creation of a federal program of Social Security, which would help to provide for the elderly, the sick, the disabled, and those with dependent children. While limited by the standards of many other industrial countries, New Deal programs nonetheless acknowledged a new level of government responsibility for the nation's citizens. The New Deal also put into place the idea of the "broker state," in which the federal government would act as a mediator between large interest groups. New Deal policies helped to elevate labor and farms groups to the level at which they could balance the power of corporate interests, at least in some cases.
Economic Transformations: Although the New Deal failed to restore prosperity and end the Great Depression, it did create a number of important regulatory mechanisms that allowed the federal government to prevent the conditions that had led to the economic disaster of the late 1920s through the regulation of the stock market and the banking sectors. The New Deal provided a basis for post-World War II experiments in federal fiscal policy, as Roosevelt began to experiment on a limited basis with macroeconomic tools such as deficit spending to stimulate economic growth. The New Deal also promoted economic growth in the South and West, helping to improve lives in those regions and bring them to a standard of living closer to that enjoyed by people living in other parts of the country.
Politics and Citizenship: The New Deal helped to create a Democratic coalition that would shape national politics until the late 1960s. While the party had been badly divided between its urban and rural wings during the 1920s, FDR was able to shift the Democrats from a focus on divisive cultural issues to an emphasis on economic issues and thus unite a number of different constituencies. By the end of his first term in 1936, Roosevelt had brought together African Americans, organized labor, women, urban residents, southerners, and traditional liberals and progressives, creating a powerful grouping that made the Democratic Party the nation's natural majority for several decades.
American Identity: The New Deal fundamentally transformed how Americans thought about themselves and their relationship to the state. Traditional American ideology had stressed the nation's abundance and the equality of opportunity that was open to all who were willing to work hard in pursuit of prosperity. The Great Depression caused Americans to question their unbounded optimism and faith in individual initiative as the key to material progress and well-being. While the New Deal was criticized by conservatives for bringing the government into people's lives to too great a degree and by those on the left for not going far enough, the acceptance of FDR's programs by the vast majority of Americans represented their acceptance of a new belief in the possibilities of government and its ability to positively affect their lives.
George, J. & Brown, J. (2007). AP achiever: Advanced placement american history exam preparation guide. McGraw Hill.
The Great Depression was steeper and more protracted in the United States than in other industrialized countries. The unemployment rate rose higher and remained higher longer than in any other western country. As it deepened, the Depression had far-reaching political consequences. The Great Depression transformed the American political and economic landscape. It produced a major political realignment, creating a coalition of big-city ethnics, African Americans, organized labor, and Southern Democrats committed, to varying degrees, to interventionist government. It strengthened the federal presence in American life, spawning such innovations as national old-age pensions, unemployment compensation, aid to dependent children, public housing, federally-subsidized school lunches, insured bank depositions, the minimum wage, and stock market regulation. It fundamentally altered labor relations, producing a revived labor movement and a national labor policy protective of collective bargaining. It transformed the farm economy by introducing federal price supports. Above all, it led Americans to view the federal government as an agency of action and reform and the ultimate protector of public well-being.In addition to assessing the ideas that informed the New Deal policies, this section examines the critics and evaluates the impact of the New Deal. The Depression vastly expanded the scope and scale of the federal government and created the modern welfare state. It gave rise to a philosophy that the federal government should provide a safety net for the elderly, the jobless, the disabled, and the poor, and that the federal government was responsible for ensuring the health of the nation's economy and the welfare of its citizens.
Biography of America
FDR and the Depression (series 21)
Professor Brinkley continues his story of twentieth century presidents with a profile of Franklin Delano Roosevelt. Brinkley paints a picture of America during the Depression and chronicles some of Roosevelt's programmatic and personal efforts to help the country through its worst economic crisis. First Lady Eleanor Roosevelt is at FDR's side and, in many respects, ahead of him as the decade unfolds. | <urn:uuid:28ab7440-70ad-48e9-b909-d3c846b832cb> | CC-MAIN-2020-05 | https://www.uchshistory.com/apchapter24.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606269.37/warc/CC-MAIN-20200122012204-20200122041204-00027.warc.gz | en | 0.961735 | 1,289 | 4.125 | 4 |
Learn something new every day More Info... by email
Red fescue, named Festuca rubra in Latin, is a perennial species of grass that can be found in many different habitats around the world, mainly in northern and temperate areas. It belongs to the Poaceae family of plants, also called the true grasses, and is widely cultivated for use as turf grass and forage. It is valued for its ability to thrive in a wide variety of growing conditions. This grass has very fine, narrow blades that are deep green in color and in its natural state it can grow 20-30 inches (60-80 cm) tall. The panicles, meaning the feathery parts of the plant holding its flowers and seeds, vary in color from reddish green to purplish green.
As wild red fescue grows in clumps rather than forming turf, various cultivars of the original species are usually used as lawn grass. These lower-growing, turf-forming varieties are often called creeping red fescue, and are either sown by themselves or mixed with other species of grass, like Kentucky bluegrass or ryegrass. When grown as turf, red fescue should be mowed to a height of about 3-4 inches (about 7.5-10 cm). It is suited to moderate wear and does not need frequent watering.
Red fescue can also be left unmowed as a low-maintenance groundcover, for example along roads and in fields. The creeping varieties can grow 8-12 inches (20-30 cm) tall in this state. Another use for red fescue is as forage grass. In the wild, it is an important source of food for many grazing animals, and when cultivated to feed livestock it can be grown for grazing in pastures or for use as hay and silage. It is especially prized by farmers in areas with cold, snowy winters, because it retains its nutritional value even in freezing temperatures.
The preferred growing conditions for red fescue include some shade, cool temperatures and low to moderate moisture, but it is a hardy plant, able to thrive in many different types of soil and climate. It is very frost resistant, and can survive extended periods of temperatures as low as -30 degrees Fahrenheit (-34 C). Red fescue also tolerates dry and shady growing conditions, as well as poor soil, better than many other species of grass. For this reason it is often planted where it will not be watered or fertilized on a regular basis. It is not very heat tolerant, and unless it has at least some shade it will have difficulty surviving in hot areas.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK! | <urn:uuid:c6b61a45-7ff7-4f7b-9606-ccdeab6edf1d> | CC-MAIN-2014-23 | http://www.wisegeek.com/what-is-red-fescue.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510270577.0/warc/CC-MAIN-20140728011750-00483-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.961956 | 592 | 3.703125 | 4 |
A short history of dressmaker’s mannequins and their half size counterparts
The conventional dress forms of today evolved from the display mannequins of the past. While there has been research into the history of display mannequins, not that much has been documented about their use as a tool for pattern making. It is known that tailors started using full size mannequins to help in garment construction as well as display in the late 1820s
Tailor’s dummies were rarely illustrated because they were functional tools used in the relative secrecy of the tailor’s workshop. Some of the earliest depictions that have been found of a mannequin in use suggest that it was linked to the production of ready-made clothing.
Based on the cut of the suits in the image, the anonymous pen and ink drawing dates to circa 1826–9 and shows two tailors absorbed in their work
Picture below Alexis Lavigne, Sales Prospectus for Riding Habits and Custom-made Busts, ca. 1868. Paris: Cabinet des Estampes, Bibliothèque Nationale de France.
Madeleine Vionnet is widely thought to be the first fashion designer to use a scaled model in designing; she used a wooden artist’s model to create her exquisite and elaborate bias dresses in the 1920s. The measurements of this wooden doll were a 15 ¼ inch chest, 8 ½ inch waist, and 16-inch hips, and though it was not precisely half scale, it is still close. This picture shows Vionnet designing using her wooden figure.
The updated versions are somewhat different to their 1950s predecessors. The waists are somewhat thicker and the busts are not so pointed, but their purpose remains the same. | <urn:uuid:7b323111-b2be-448c-b2f5-87c936184aac> | CC-MAIN-2020-10 | https://halfsizemannequin.com/250-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146907.86/warc/CC-MAIN-20200227221724-20200228011724-00243.warc.gz | en | 0.96431 | 367 | 3.421875 | 3 |
The Abigail Allen family papers contain 8 letters written to Allen by various family members, who discussed the economic impact of the Panic of 1837, 19th-century education, and social news from New Haven, Connecticut. Abigail knew several teachers, who shared information about their schools, including recent lectures; they also remarked about the education of Abigail's younger sister. Her father, James Brewster, mentioned his business affairs several times, including the "dreadful conflagration which we have experienced," which destroyed much of his shop's stock (March 1, 1836). In another letter, he described the economic mood of New Haven just prior to the Panic of 1837, and told Abigail, "It is awful times here, there have been a great many failures" (May 5, 1837). Abigail's mother echoed the sentiments, but concentrated her letters more on family news and on domestic updates about mutual friends, including a discussion about a difficult local birth (May 11, 1837). The letters depict social and economic life in New Haven in the late 1830s.
The final letter in the collection, by Joseph B., relates a lengthy tale about being attached by "a party of Robbers & assassins." The writer walked though a wood near his uncle Lester's farm is near a forest, when he was attacked. " … a party of Robbers & assassins surrounded me … Instead of presenting their pistols to my throat & demanding my purse as I often heard they did--they attacked me with daggers--plainly shewing their object my blood & not my purse." He tried to resist but the group of three robbers had reinforcements, which caused him to flee. He fell in the swamp and sustained injuries from the robbers' knives before nearby farm hands heard his cries for help. In a postscript, Joseph B. reveals his jest when he states that the suspect of the crime "is discovered to be one of that murderous gang, so celebrated in both novels & [?] as the New Rochelle musquitoe " (September 4, 1838). | <urn:uuid:e3dc4a37-42f1-4e51-980b-a0374d7d8e09> | CC-MAIN-2017-43 | https://quod.lib.umich.edu/c/clementsmss/umich-wcl-M-4163.5all?byte=21115317;cginame=findaid-idx;focusrgn=scopecontent;id=navbarbrowselink;subview=standard;view=reslist | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823360.1/warc/CC-MAIN-20171019175016-20171019195016-00580.warc.gz | en | 0.980435 | 425 | 2.578125 | 3 |
George Washington's Flexible Constitutionalismtags: presidency, George Washington
Historian Harlow Giles Unger is the author of “Mr. President”: George Washington and the Making of the Nation’s Highest Office, which Da Capo Press has just published. Mr. Unger has written more than twenty other books, including recent biographies of James Monroe, Patrick Henry, and John Quincy Adams.
“If the minority ... are suffered to dictate to the majority...there can be no security for life, liberty or property.”
Although President Barack Obama might have responded to this year’s budget and debt crises with a similar warning, the words were those of President George Washington more than two centuries ago. A man of action, tempered in battle, Washington had pledged “to preserve, protect and defend the Constitution of the United States” when he took office – even when it meant ignoring the letter of the Constitution “to preserve, protect and defend” the spirit of that document.
He did so many times during his eight years at the nation’s helm -- once, in the face of budget and debt crises similar to the one that confronted President Obama this fall.
When Washington took office, the Constitution had created only a figurehead president -- a commander in chief without power to raise troops or declare war, a chief executive who could not dismiss subordinates, and a chief law enforcement officer without a law-enforcement arm. The framers had lived under the tyranny of England’s George III and intentionally wrote a constitution to prevent an American president from evolving into a George IV.
As Congressman James Madison explained in The Federalist, “In our government, the executive department is not the stronger branch of the system, but the weaker.”
Madison and Congress assumed that, having presided over the Constitutional Convention and been first to sign it, Washington would sit quietly in the presidential seat and nod off to sleep. Instead, he roared with rage when he learned that he could appoint cabinet heads (“with the advice and consent of the Senate”) but could not dismiss them. All but threatening to resign, he demanded -- and won -- passage of a bill empowering him to dismiss all executive appointees.
The power over executive appointees was the first of seven pillars of power that Washington would raise during his two-term presidency that transformed his office into what modern scholars call the “imperial presidency.” The second pillar was the power to spend in the absence of a congressional authorization or appropriation.
Although the Constitution gave the House of Representatives sole authority to appropriate funds and authorize government spending, Congress recessed in the fall of 1789 having passed a budget without appropriating funds or authorizing any spending. President Washington was left to run the government without money. Ignoring the letter of the Constitution, Washington ordered Treasury Secretary Alexander Hamilton to borrow the necessary funds from New York’s commercial banks.
Not long thereafter -- again, Congress was in recess -- Indian attacks on American settlers in the West forced Washington to assume extra-constitutional powers by sending troops to protect American lives. Rather than face public wrath by withholding the President’s right to defend Americans and American territory, Congress later passed the Militia Act, giving the President the legal right to exercise powers he had already exercised illegally.
In acquiescing, Congress ceded power to lead the nation to war to the President and let Washington raise a third pillar of power -- over national defense. Of more than a dozen wars which the United States have waged since then, Congress has issued formal declarations in but five: the War of 1812; the Mexican War; the Spanish-American War; and World Wars I and II.
In one of the defining events of his presidency, Washington raised a fourth pillar of power in the summer of 1794 -- federal law enforcement. Ignoring constitutional constraints, he ordered troops to crush tax protests by American citizens in western Pennsylvania. It was every American’s worst nightmare -- Washington turned tyrant, using troops to crush citizen protests much as the British had done thirty years earlier when Washington himself had been a protester.
Import duties had proved too little to cover government expenses and, with no other revenue sources available, Washington and Treasury Secretary Hamilton asked Congress for a 25 percent tax on whiskey stills. The tax affected almost all Americans indirectly, but grain farmers in western Pennsylvania suffered most. With no roads to transport grain in bulk across the Appalachian Mountains, they distilled grain into whiskey they could carry easily in jugs and barrels by mule over narrow mountain trails to eastern markets. For farmers, the whiskey tax threatened their existence, and they met tax collectors with pitchforks, tar and feathers, and gunfire. Thousands rallied near Pittsburgh, threatening secession and union with Canada or an attack on the American capital in Philadelphia.
The president responded with outrage, summoning troops to crush “the whiskey rebellion” and end the threat to majority rule in government.
Less than two years later, House Republicans beholden to Thomas Jefferson refused to fund a commercial treaty with Britain that the Senate had ratified and Washington had signed into law -- the famed Jay Treaty. When Congress demanded to see confidential papers from the negotiations, the president refused.
“The power of making treaties,” he roared, “is exclusively vested in the president, and the duty of my office … forbids compliance with your request.”
Washington then rallied the nation behind him, crushed the attempt by Thomas Jefferson’s House Republicans to defund what was already the law of the land, and raised the fifth and sixth pillars of presidential power -- foreign affairs and executive privilege.
Washington established a seventh pillar of power after France and Britain went to war in 1793 and seized hundreds of American ships at sea to prevent American goods from reaching enemy ports. Rioting erupted in American cities as pro-French mobs battled pro-English mobs, demanding that Congress declare war on one side or the other. Knowing the nation could ill afford war, Washington took the law into his own hands and issued a “Neutrality Proclamation” that had the effect of law. He declared the United States neutral and prohibited Americans from joining either side.
The Constitution did not give the President power to issue a proclamation or legislate, but Washington set a precedent for all his successors. Abraham Lincoln embraced Washington’s precedent and issued the Emancipation Proclamation.
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- Timothy Garton Ash remembers an appearance by Putin at a conference in 1994 that's eye-opening | <urn:uuid:b7ddb668-b547-4a5e-bccd-ee70be2a2ada> | CC-MAIN-2014-23 | http://hnn.us/article/153659 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997858581.26/warc/CC-MAIN-20140722025738-00094-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.954001 | 1,491 | 2.8125 | 3 |
A square patio was tiled with square tiles all the same size. Some
of the tiles were removed from the middle of the patio in order to
make a square flower bed, but the number of the remaining tiles was
still a square number. What were the dimensions of the patio and
the flower bed?
The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the
NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to
embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities
can be found here. | <urn:uuid:8b6c127d-9da1-4398-b454-c0762306dce4> | CC-MAIN-2017-30 | http://nrich.maths.org/619 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549426629.63/warc/CC-MAIN-20170726202050-20170726222050-00411.warc.gz | en | 0.939763 | 131 | 2.6875 | 3 |
TERN is strongly committed to furthering our understanding of Australian ecosystems by providing the scientific infrastructure for research, training and educational activities. In this article we explore the many ways in which the infrastructure of just one TERN facility, the Australian SuperSite Network (SuperSites), is enabling such rich and diverse training opportunities for the next generation of ecosystem scientists.
Educational activities across the SuperSites range from school and university field trips and internships to postgraduate research undertaken at the SuperSites.
At the newest SuperSite in the ASN, Litchfield Savanna SuperSite in the Northern Territory, Charles Darwin University is already utilising the site to train undergraduate and postgraduate students in remote-sensing and field work techniques. Students are taught the same field data sampling techniques as those used by TERN researchers, enabling the students to play a role much greater than simply collecting data needed for their studies. Using standard methods on permanent plots and transects means that the data the students collect at the supersite can be added to the SuperSite’s data collection.
At Credo Station, within the Great Western Woodlands SuperSite a new multi-purpose field studies centre was opened in Oct 2013 for educators and scientists. This new infrastructure is used by researchers and for educating school groups and the public by providing evidence-based interpretive information that can be used for further study.
The Victorian Dry Eucalypt SuperSite hosts postgraduate research projects and University of Melbourne postgraduate subjects within the Master of Environment and Master of Forest and Ecosystem Science stream.
In 2013 students from Carey Baptist Grammar School in Melbourne travelled to the Cape Tribulation node of FNQ Rainforest SuperSite for some hands-on ecosystem science. They participated in the collection of a range of data designed to profile rainforest structure, the growth rates of rainforest tree species, the species composition of bird populations in the rainforest, and the distribution and abundance of fungi. The school aims to re-visit the site every two years with new students and accumulate their own time series data. The node also regularly hosts international undergraduate groups from the American University International Program as well as high school groups from the USA.
At the Robson Creek node of the FNQ Rainforest SuperSite staff of James Cook University use the site for undergraduate field trips, which provide students with the opportunity to learn methods in collecting field data to describe patterns in biodiversity.
Staff and students of James Cook University releasing a red-bellied black snake back where it was captured at the Robson Creek node of TERN’s FNQ Rainforest SuperSite (photo courtesy of Nadiah Roslan, James Cook University)
At the Calperum Mallee SuperSite, education and capacity building are high priority activities for the site managers, Australian Landscape Trust. In 2009-2010, they supported delivery of over 3,100 person-days of accredited training – either with its own staff and resources or through partnerships with other organisations. Educational activities happening at the site include:
- Primary and Secondary school camps and day trips, including support for lesson planning and delivery (recently Noarlunga High School, Brighton High School, Cornerstone College, Thomas Moore High School).
- Hosting undergraduate university and TAFE field trips;
- Support for postgraduate research students carrying out fieldwork on site;
- Occasional training workshops for volunteers and community members;
- Hosting International Student Volunteers from the USA and Canada over their summer holidays.
- Traineeships for Riverland Aboriginal Rangers in Conservation and Land Management.
In addition to educational activities at the SuperSites, the network is also involved in many public outreach activities, which aim to promote public understanding of ecosystem science and the various Australian biomes studied by SuperSites.
The EarthWATCH Institute and Conservation Volunteers Australia are developing volunteering opportunities at the SuperSites for 2014 and beyond that will allow volunteers to experience the unique environments and contribute to scientific data collection at the sites.
Plans are being formulated to create ClimateWatch trails at the SuperSites which will enable casual citizen scientists to contribute to phenonolgical and biodiversity datasets using dedicated apps developed for each location.
At the Calperum Mallee SuperSite all of the rehabilitation and management programs rely on the willingness of community members to volunteer their time and effort in support. Over more than a decade of shared management responsibility, volunteers have consistently donated around 10,000 hours a year to looking after Calperum and neighbouring Taylorville Stations. This includes a paddock adoption scheme where groups of community volunteers take responsibility for managing sections of the property by performing tasks such as feral animal control and infrastructure maintenance.
Students of Charles Darwin University use the permanent transects at Litchfield Savanna SuperSite to develop their skills and collect ecological data that will be added to the site’s data compendium, thus aiding further research at the site (photo courtesy of Karen Joyce)
Published in TERN newsletter September 2014 | <urn:uuid:44966948-d03a-4d89-934e-fcc25e4c9a27> | CC-MAIN-2023-40 | https://www.tern.org.au/nation-wide-supersites-support-next-crop-of-ecosystem-scientists/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510888.64/warc/CC-MAIN-20231001105617-20231001135617-00339.warc.gz | en | 0.929123 | 1,021 | 2.953125 | 3 |
What are the risks of magnesium deficiency?
What happens to you if you have a magnesium deficiency? I'm kind of a health nut, and the more I measure, the more I think that I'm probably not getting my daily calcium. So now I wonder if this could be the cause of some of my general physical ailments. What's the first thing to go wrong if you are magnesium-deficient?
Questions about daily nutrition are best addressed with your primary care physician. Depending upon the circumstances, a nutritionist may also be a part of this conversation. Magnesium is itself important for normal health and wellness, and it can also influence the absorption of other key trace elements such as calcium. Magnesium helps regulate energy stores and metabolism of carbohydrates; is a part of keeping various electrolytes in the blood at the appropriate level; helps regulate bone strength; is part of normal muscle and nerve function; and is required for appropriate cardiac function. Symptoms of magnesium deficiency can range from the mild to the severe. In the early stages, low magnesium can cause weakness, loss of appetite, nausea, and vomiting. With worsening magnesium deficits, other symptoms may develop such as muscle abnormalities (tingling, numbness, weakness, and spasms), abnormal heart rhythms, and even personality changes. Low magnesium can also affect the regulation of both calcium and potassium, causing hypocalcemia and hypokalemia. Magnesium is found in many different commonly eaten foods, including fish, nuts, some vegetables, beans, dairy products, and many different kinds of grains. Overall, the best way to determine if you are getting enough magnesium and other nutrients in your diet is to be evaluated by a primary care physician who can discuss your eating habits and perform a physical exam and any bloodwork that would be needed to evaluate your nutritional status.
This answer is for general informational purposes only and is not a substitute for professional medical advice.
If you think you may have a medical emergency, call your doctor or (in the United States) 911 immediately. Always seek the advice of your doctor before starting or changing treatment. Medical professionals who provide responses to health-related questions are intended third party beneficiaries with certain rights under Zocdoc’s Terms of Service. | <urn:uuid:eb18a7e5-46df-4100-8086-6d93649bffd3> | CC-MAIN-2017-43 | https://www.zocdoc.com/answers/3236/what-are-the-risks-of-magnesium-deficiency | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187821189.10/warc/CC-MAIN-20171017125144-20171017145144-00405.warc.gz | en | 0.93942 | 450 | 2.6875 | 3 |
Can someone with peanut allergies eat other nuts?
So my boyfriend has peanut allergies. I want to know if I can kiss him after eating other nuts like cashews. Is this safe?
Allergies are abnormal responses of the human immune system to harmless substances in our environment. The allergic response triggered in the body can range anywhere from a mild runny nose, like that experienced in allergic rhinitis (hay fever), all the way to a severe life threatening shock reaction called anaphylaxis that some people experience in response to certain foods or medications. Peanut, tree nut, and seed allergies are among some of the most common food allergies in both children and adults. The prevalence of these types of allergies varies substantially world wide, but the highest rates are in western countries where approximately 1-2% of people have peanut, tree nut, and seed allergies. Of these groups, peanut allergy is the most common. Among tree nut allergies, walnuts are the most common allergen, followed by cashews and almonds. In one study, about one third of patients with peanut allergies had coexisting tree nut allergies and, similarly, about one third of people with tree nut allergies were found to have coexisting peanut allergies. Nut allergies can be very severe and in many people life threatening anaphylactic reactions are not uncommon. It would be advisable to avoid contact with all peanuts, tree nuts and seeds when you are planning to be in contact with anyone who has a nut allergy. The best way to determine if your boyfriend's allergy is to peanuts alone or to tree nuts as well would to recommend that he set up an appointment to see an allergist and be re-evaluated. During the consultation the allergist may be able to do skin testing to determine what foods and nuts he is allergic to and give you accurate information about what foods should be avoided and what foods are likely to be safe.
This answer is for general informational purposes only and is not a substitute for professional medical advice.
If you think you may have a medical emergency, call your doctor or (in the United States) 911 immediately. Always seek the advice of your doctor before starting or changing treatment. Medical professionals who provide responses to health-related questions are intended third party beneficiaries with certain rights under Zocdoc’s Terms of Service. | <urn:uuid:851db642-1348-4355-ad79-f119a04a9b5d> | CC-MAIN-2017-43 | https://www.zocdoc.com/answers/7597/can-someone-with-peanut-allergies-eat-other-nuts | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187828411.81/warc/CC-MAIN-20171024105736-20171024125736-00550.warc.gz | en | 0.959118 | 470 | 3 | 3 |
Data visualization empowers us all to see and understand the world around us. The following slides will show you 5 powerful, beautiful visualizations that changed how people thought about the world.
How did we choose these visualizations? We chose them because they made an impact, they were designed to convey information effectively, and they do so in a stunning visual format. Let us know if you think we missed one!
- Watch a presentation about these visualizations
- Read more about these visualizations
- Learn more about data visualization
- 5 - Snow's Cholera Map
- 4 - Rosling's Gapminder
- 3 - Minard's March on Moscow
- 2 - Nightingale's Mortality in the Crimean War
- 1 - Priestley's Biography and World History | <urn:uuid:6ac8da51-349d-4eff-a41b-0ae9ac08707e> | CC-MAIN-2014-35 | http://www.tableausoftware.com/top-5-most-influential-data-visualizations | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500829839.93/warc/CC-MAIN-20140820021349-00417-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.919888 | 162 | 2.90625 | 3 |
Topical medications, such as prostaglandins, miotics, β-blocking adrenergics, and topical carbonic anhydrase inhibitors, are the primary drugs for treatment of glaucoma (see Glaucoma), but these are often supplemented with systemic drugs.
In the emergency treatment of acute glaucoma, intraocular pressure must be reduced urgently. This is done pharmacologically using osmotic diuretics such as mannitol or glycerol in combination with other topical and systemic drugs. Osmotic diuretics are large- molecular-weight molecules that increase the osmotic pressure of plasma relative to the aqueous and vitreous. Most of the water in the eye is in the vitreous. Dehydration of the vitreous allows the lens and iris to move posteriorly, opening the iridocorneal angle. The other effect is to decrease formation of aqueous humor. Mannitol is given (1–1.5 g/kg, IV over 20–30 min) with the effect peaking in 2–3 hr and lasting up to 5 hr. Mannitol is not metabolized and thus can be used in diabetics. Glycerol (1–2 g/kg, PO) can be used but is unpalatable, and most dogs vomit. With both drugs, water should be withheld for 3–5 hr, and the animal should be given an opportunity to urinate. Kidney function should be checked before treatment and cardiac function monitored during treatment. Mannitol can be used again if initial control of intraocular pressure is not maintained; longterm control is unlikely if intraocular pressures do not stay within the normal range after 2 treatments.
Carbonic Anhydrase Inhibitors
Oral carbonic anhydrase inhibitors are also used in the treatment and management of acute glaucoma. These inhibit the enzyme carbonic anhydrase in the nonpigmented ciliary epithelium responsible for catalyzing the following reaction: CO2 + H2O ← carbonic anhydrase → H2CO3 ↔ H+ + HCO3–
The bicarbonate and sodium ions are actively transported into the anterior chamber, leading to passive movement of water. This mechanism produces 40–60% of aqueous humor. Compounds used include acetazolamide (5–8 mg/kg, PO, bid-tid), methazolamide (5 mg/kg, PO, bid-tid) and dichlorphenamide (2–4 mg/kg, PO, bid-tid). Methazolamide is the drug of choice.
Maximal effect occurs 3–6 hr after administration. The most common side effect is a metabolic acidosis that causes panting. Other effects can include vomiting, diarrhea, and hypokalemia. Acetazolamide commonly causes anorexia. Potassium supplementation can be given with potassium bicarbonate or citrate (1–2 g/day) added to the food.
Last full review/revision March 2012 by Nick Whelan, BSc, BVSc, MVSc, MACVSc, DACVCP, DACVO | <urn:uuid:640f4994-bb34-4ba7-b3ed-5f7ff786cf05> | CC-MAIN-2014-15 | http://www.merckmanuals.com/vet/pharmacology/systemic_pharmacotherapeutics_of_the_eye/drugs_used_in_treatment_of_glaucoma.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609538824.34/warc/CC-MAIN-20140416005218-00558-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.861891 | 665 | 3.015625 | 3 |
Amid the deadly gusts of wind and chaotic storms signaling an impending tornado, you rush indoors to a safe, windowless place well within a building structure to escape harm's way. Watching the storm unfold, you wonder whether something positive could result from Mother Nature flexing her meteorological muscle: What if we could harness energy from tornadoes and hurricanes?
So far, experts haven't collected energy from these storms, but the idea has potential if we somehow develop cost-effective technology to do it.
Tornadoes and hurricanes produce massive amounts of energy. One scientist estimates that the average energy produced by a hurricane at any given moment measures in at 200 times the world's electrical generating capacity at the same moment. But not all energy is dissipated equally. Tornadoes and hurricanes are notoriously messy, with most energy dedicated to simply keeping the storm going.
Also, it depends on what you plan to use to collect the energy, said Chris Landsea, the science and operations officer at the U.S. National Hurricane Center. For hurricanes at least, the storms release the most energy and heat while condensing water vapor into droplets. At present, we don't have technology capable of capturing this type of heat energy. In addition, hurricanes play out the majority of their short life cycle at sea, where plenty of logistical problems stand in the way. The storms can come and go in as little as two days, Landsea said, and when they hit land, they lose much of their momentum and energy.
People also have considered placing windmills in a storm's path to harness wind energy. But there's a catch: Turbines would have to be strong enough to withstand the brutal forces of tornadoes and hurricanes while being mobile enough to securely station them in the storms' paths. Even now, companies brace their equipment for incoming storms by shutting off their wind turbines to prevent them from becoming damaged -- or even worse, transforming into large projectiles, according to one Scripps Howard News article.
In order to gather wind energy from storms, technology such as wind turbines would need to be both sturdy and mobile -- two qualities that are generally at odds.
The unpredictability of tornadoes and hurricanes keeps us from devising ways to harvest energy from them. Scientists are still working to answer basic questions about tornadoes and hurricanes, including how and why they suddenly appear. Even then, investors would need a guarantee that a given plan ensures the energy-harnessing technology stands a good chance of intersecting with the storms.
At this time, it's unfeasible to gather energy from naturally occurring tornadoes and hurricanes. But what about smaller, artificial ones? | <urn:uuid:138051a5-081e-481f-9c47-cdf3affb8517> | CC-MAIN-2020-24 | https://science.howstuffworks.com/environmental/energy/harness-energy-tornado-hurricane.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347436828.65/warc/CC-MAIN-20200604001115-20200604031115-00018.warc.gz | en | 0.952496 | 539 | 3.765625 | 4 |
They need to make a mess more than you might think.
Kids are active learners – they need hands on activities which involve exploring and discovering. In this way they learn to make sense of the world around them. Kids will enjoy finding out the textures, smells and properties of different materials. Older children will move to solving problems and making choices in their play. | <urn:uuid:ee032444-a1b1-4c59-8df2-8a873a0132b6> | CC-MAIN-2017-30 | https://www.familytimeaustralia.com.au/group-programs/sensory-time | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424756.92/warc/CC-MAIN-20170724062304-20170724082304-00149.warc.gz | en | 0.97023 | 72 | 2.890625 | 3 |
Two-Line Torah – Parsha Emor: An Eye for an Eye, A Smile for a Tooth
This week’s Parsha, Emor, contains two concepts that remain deeply influential in modern Jewish thought and tradition. The first is an explanation of the three festivals, Passover, Shavuot and Sukkot, their dates and customs. The second part of Emor is the idea of “An Eye for an Eye”, a prescription for dealing with compensation for physical harm. This text says that any physical damage made by one human against another should be reciprocated in kind, maintaining proportionality.
Reading “An Eye for an Eye” as a text not just on punishment but, alternatively, a text on reciprocity, fairness and equity, opens a new lens for examination of our campus environments. Our nation’s campus climate today seems, in my view, to lack many of the holy and healthy values that should be present at any institution of higher learning. Taking civil discourse as an example: when a speaker comes to campus whose ideas we don’t agree with, or may even find hateful, the tendency to drown out their voice seems to overpower the desire to engage with them on an intellectual level.
“An Eye for an Eye” is, for me, a challenge more than a prescription. It’s an offer to take the high road, to engage intellectually with those who challenge our values, and to seek a higher plane, in which we choose to respond to others with more kindness than we would expect to receive.
Jonah Rothstein, Reform Engagement Associate and Ezra Fellow, Cornell Hillel | <urn:uuid:ca921b70-183d-481a-b22c-2d1e80bf6601> | CC-MAIN-2023-14 | https://www.hillel.org/two-line-torah-parsha-emor-an-eye-for-an-eye-a-smile-for-a-tooth/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296943845.78/warc/CC-MAIN-20230322145537-20230322175537-00129.warc.gz | en | 0.94721 | 342 | 3.109375 | 3 |
Updated: Jul 28, 2022
Not All Screen Time is Created Equal
We don't have to tell you that everything moved online when the COVID-19 pandemic hit. Pandemic or no pandemic, screen time, and what to do about it, remains a question on parents' minds.
Instead of limiting or eliminating all screen time equally, if we dig deeper and understand why passive screen time is harmful to our children, we will begin to see that not all screen time is negative. Our high-quality, interactive music classes in Spanish for babies and toddlers online are designed with all of this in mind.
Why Passive Screen Time is Harmful: 3 main takeaways
1) It replaces the good stuff
The truth is, for every moment children are in front of a passive screen, they are not moving, playing, or having human interaction. It’s this loss of interaction with our real, three-dimensional world that has the most severe impact on cognitive, social, and emotional development in children.
“What too much screen time leads to is a variety of missed opportunities for learning and development…When a child is watching a screen, he or she is missing out on the opportunity for walking, talking and interacting with others” Sheri Madigan, assistant professor of psychology at the University of Calgary in Canada in this article from TIME Magazine.
➡ That's why Mi Casa Es Tu Casa®'s At-home Spanish Music Program is designed to be a replica of our in-person classes. Our teachers are constantly reminding caregivers to imitate their movements and to sing along (subtitles help!). Remember, you set the example for your child and they will follow.
2) It affects attention span, emotional development, and sleep
Attention Span: One Netflix episode ends, and before you know it, another one has begun. Even within the show itself, the rapid, consecutive cuts from one scene to another, groom our children to expect the same level of stimulation in their day-to-day lives. Children have to practice sustained attention to tolerate frustration, and—heaven forbid! —boredom.
➡ Mi Casa Es Tu Casa®'s intentional online program has very few cuts and incorporates large, slow animation with the purpose of conveying meaning without requiring translation into English.
Emotional Development: Children need real-time, in-person interactions to understand their own emotions and those of others. Seeing a character on a show become sad because they lost a toy is nothing compared to taking a toy from a friend and seeing his or her face in person grow frustrated. It’s nothing compared to experiencing that friend then try to grab the toy back from you.
➡ For this reason our online program is designed for parents to do with their child. You are providing the human interaction both with your child and with the teachers and characters on screen.
Sleep: You’ve probably heard about blue light, that harsh glow that comes from our phones and computers as we absorb news, shows, and email throughout the day and, sometimes, right before bed. Sometimes (gasp), in bed. It’s the same for our children. Screens make it more difficult for kids to fall asleep, and result in lower quality sleep.
You get to decide when your child engages with a screen. We, of course do not recommend making screens a part of your bedtime routine,
3) It is sedentary
Last year the World Health Organization released new guidelines for sleep, screen time, and physical activity in children under 5 years old. As you can imagine, passive screen time is a main contributor to childhood obesity because it is so sedentary.
You can read more about the effects of media on children in the report “Media and Young Minds” from Pediatrics, the official journal of the American Academy of Pediatrics.
➡ Mi Casa Es Tu Casa®'s online Spanish music classes are any thing but sedentary! We get you up and dancing, bouncing around during lap songs, and using American Sign Language.
Take a peek at the popular "Chuchuwa" below!
How to Make Screen Time Positive: 5 easy steps to take
1) Be mindful of the way your children watch
By watching with your children, you can engage them by pointing things out, asking questions about how a character feels, and snuggling close; you’re turning a passive activity into an active one. With this support, the show can serve as a way for children to make connections and boost language development.
And as for when we engage in screen time, remember that getting good sleep is one of the most impactful ways to boost the immune system, and it’s a key part of any child’s healthy development. It’s best not to introduce screen time at least two hours before bed.
2) Be intentional about what your children watch
It’s hard to choose the right show for your children when they are there watching you scroll through the options yelling, “That one! That one!” Do your research before deciding to watch a show. Consult PBS or Common Sense Media for ideas. Choose shows that reflect the cultural diversity of the world around us.
We aren't always watching a show when we're using a screen. Storytelling and interactive
reading apps like FabuLingua offer children a chance to do screen time with parents or independently in an engaging setting. This app is designed to help children with reading skills while learning and practicing their Spanish.
"I love that it is positive scree time, I know my child is learning without any guilt." - Lizet, Mi Casa Es Tu Casa® Mama
3) Encourage interactive screen time
If there’s a face on the other end of the screen, especially someone your child knows and loves ( a faraway grandma, grandpa, uncle, cousin, or friend), it doesn’t count as harmful screen time. I love the subheading of this New York Times article, “When it comes to warnings about limiting kids’ screen time, grandparents are, well, grandfathered in.” Video chatting with real people, the article says, “can enhance bonding and recognition.”
4) Model healthy media consumption
Your own screen time habits can also have detrimental effects on your child: if you’re constantly looking at your phone, you’re missing opportunities to connect. If you’re always plugged into some kind of device, you’re sending the message to your child that screen time is actually OK. Try leaving your phone in a different part of the house. Or turning it off during meals, bedtime, and other special time dedicated to your children.
5) Create a balance of quality activities for your child
When your children are not absorbed in a screen, read to them. Allow them to be bored and find their own fun. Send your kids out into the back yard. Sing, engage, interact. It’s not enough just to limit screen time. We need to make sure we’re balancing it with quality imaginary play, interaction, and physical activity.
Online Classes from Mi Casa Es Tu Casa®
We are proud of our research-based online music classes in Spanish for babies, toddlers, and kiddos. Hours and hours of thought and care have gone into the production of each class video. We get families singing in Spanish, moving, and connecting.
If you have an account with Mi Casa Es Tu Casa® already, you can try a demo class by logging into the Family Portal and clicking on the "At-home Program Demo" Tile.
If you don't have an account yet, but you want to try out the demo class, create an account!
Our online program membership comes with materials, a bilingual songbook, and access to our music in the Mi Casa Es Tu Casa® app.
Got questions? Send us an email ([email protected]) or schedule a call.
Alice Gray is a writer and editor living in Austin, Texas. She has attended classes at Mi Casa es Tu Casa® since her daughter was 2 years old, and is a big believer in the benefits of early childhood movement, music, language, play, and connection. | <urn:uuid:c44e06fb-846c-4893-8ba8-5ed7cf033d10> | CC-MAIN-2023-50 | https://www.micasastucasa.com/post/lifeathome-whattodoaboutscreentime | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100452.79/warc/CC-MAIN-20231202203800-20231202233800-00425.warc.gz | en | 0.932789 | 1,733 | 3.046875 | 3 |
Too many Government policies – particularly those focused on accountability and compliance – are rooted in a 20th Century educational mindset. In the past, our schools system has acted as a labour supply mechanism by effectively “filtering out” an appropriate number of school-leavers at the skill levels required by employers.
Those who didn’t complete foundation qualifications such as school certificate could rely on unskilled labour jobs on the factory floor or with other large employers. Those with basic skills could find work in clerical roles, while others would find career opportunities in the trades. Those who survived the filtering process and made it through to the senior secondary system could go on to complete degree-level tertiary study.
Those days are now long gone. Today our senior secondary school system caters for a wide range of learners, not just those who are destined for degree-level study. Yet much of the offering at that level of schooling, and the structure of learning and assessment that accompanies it, remains rooted in the assumption that degree-level study is an inevitable outcome for senior school leavers.
Currently only 3 out of 10 school leavers are going onto degree level study.1 Less than two-thirds of those who complete NCEA level 3 actually go on to university.2
An overemphasis on assessment, testing and qualification attainment at the senior secondary level is hampering efforts to focus on cross-cutting competencies that will be essential in the future such as creativity, innovation, teamwork, collaboration, problem solving and communication.
Lack of personalised learning can make it hard for some people to participate in the education system. We have engagement issues with several groups including the disabled, women, Māori and Pasifika. By tailoring education to individual needs it can help boost their engagement and improve educational outcomes.
Schools and teachers can often be heard asking how they can prepare students today for a world we can’t yet even imagine. The answer lies at least in part in equipping them with the attributes of resilience and adaptability. They will need to grow and change, be self-starting, innovative and creative. While the specific skills they may require to perform particular employment tasks may change, those basic attributes will not.
A focus on teaching students to learn to learn from early childhood education through to university is crucial for ensuring that they are resilient and adaptable to changes in the future workforce.
Are our formal education structures working to prepare students for
life beyond work? How can they be improved?
How can we better provide personalised learning for students?
1 Universities New Zealand, October 2014, Briefing for the Incoming Minister, http://www.universitiesnz.ac.nz/files/Universities%20NZ%20Briefing%20for%20the%20 Incoming%20Minister%20October%202014.pdf
2 Education Councils, Transition from School to Tertiary, https://www.educationcounts.govt.nz/statistics/tertiary_education/transition-from-school-to- tertiary | <urn:uuid:88ef4dce-d6bd-4549-a12e-901025b883f1> | CC-MAIN-2017-39 | http://www.futureofwork.nz/a_focus_on_personalised_learning | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689874.50/warc/CC-MAIN-20170924044206-20170924064206-00449.warc.gz | en | 0.956804 | 636 | 3.03125 | 3 |
I live in southeastern Pennsylvania and there are so many on the outside of our house that the walls look like they are moving. We had a lock-top damper put on our chimney and that keeps them from getting into the house from the fireplace. We use the soda bottle traps in the attic and that catches hundreds of them over the winter. When the traps get full, we suck them into a shop vac that has insecticide in the tank. We use that same shop vac to vacuum hundreds of them from our outside porches each day in October. Releasing any that are vacuumed up or caught in traps just adds to the population. I'm hoping the wasps are released soon.
Photograph by Jeff Hertrick, National Geographic
These tiny wasps could prey on stinkbugs. Photograph courtesy Brian Thomas Cutting
Published March 1, 2013
Maryland farmer Nathan Milburn recalls his first encounter.
It was before dawn one morning in summer 2010, and he was at a gas station near his farm, fueling up for the day. Glancing at the light above the pump, something caught his eye.
"Thousands of something," Milburn remembers.
Though he'd never actually seen a brown marmorated stinkbug, Milburn knew exactly what he was looking at. He'd heard the stories.
This was a swarm of them—the invasive bugs from Asia that had been devouring local crops.
"My heart sank to my stomach," Milburn says.
Nearly three years later, the Asian stinkbug, commonly called the brown marmorated stinkbug, has become a serious threat to many mid-Atlantic farmers' livelihoods.
The bugs have also become a nuisance to many Americans who simply have warm homes—favored retreats of the bugs during cold months, when they go into a dormant state known as overwintering.
The worst summer for the bugs so far in the U.S. was 2010, but 2013 could be shaping up to be another bad year. Scientists estimate that 60 percent more stinkbugs are hunkered down indoors and in the natural landscape now than they were at this time last year in the mid-Atlantic region.
Once temperatures begin to rise, they'll head outside in search of mates and food. This is what farmers are dreading, as the Asian stinkbug is notorious for gorging on more than a half dozen North American crops, from peaches to peppers.
The first stinkbugs probably arrived in the U.S. by hitching a ride with a shipment of imported products from Asia in the late 1990s. Not long after that, they were spotted in Allentown, Pennsylvania. Since then, they've been identified in 39 other states. Effective monitoring tools are being developed to help researchers detect regional patterns.
There are two main reasons to fear this invader, whose popular name comes from the pungent odor it releases when squashed. It can be distinguished from the native stinkbug by white stripes on its antennae and a mottled appearance on its abdomen. (The native stinkbug can also cause damage but its population number is too low for it to have a significant impact.)
For one thing, Asian stinkbugs have an insatiable appetite for fruits and vegetables, latching onto them with a needlelike probe before breaking down their flesh and sucking out juice until all that's left is a mangled mess.
Peaches, apples, peppers, soybeans, tomatoes, and grapes are among their favorite crops, said Tracy Leskey, a research entomologist leading a USDA-funded team dedicated to stinkbug management. She adds that in 2010, the insects caused $37 million in damage just to apple crops in the mid-Atlantic region.
Another fear factor: Although the stinkbug has some natural predators in the U.S., those predators can't keep up with the size of the stinkbug population, giving it the almost completely unchecked freedom to eat, reproduce, and flourish.
Almost completely unchecked. Leskey and her team have found that stinkbugs are attracted to blue, black, and white light, and to certain pheromones. Pheromone lures have been used with some success in stinkbug traps, but the method hasn't yet been evaluated for catching the bugs in large numbers.
So Milburn—who is on the stakeholders' advisory panel of Leskey's USDA-funded team—and other farmers have had to resort to using some chemical agents to protect against stinkbug sabotage.
It's a solution that Milburn isn't happy about. "We have to be careful—this is people's food. My family eats our apples, too," he says. "We have to engage and defeat with an environmentally safe and economically feasible solution."
Research Entomologist Kim Hoelmer agrees but knows that foregoing pesticides in the face of the stinkbug threat is easier said than done.
Hoelmer works on the USDA stinkbug management team's biological control program. For the past eight years, he's been monitoring the spread of the brown marmorated stinkbug with an eye toward containing it.
"We first looked to see if native natural enemies were going to provide sufficient levels of control," he says. "Once we decided that wasn't going to happen, we began to evaluate Asian natural enemies to help out."
Enter Trissolcus, a tiny, parasitic wasp from Asia that thrives on destroying brown marmorated stinkbugs and in its natural habitat has kept them from becoming the extreme pests they are in the U.S.
When a female wasp happens upon a cluster of stinkbug eggs, she will lay her own eggs inside them. As the larval wasp develops, it feeds on its host—the stinkbug egg—until there's nothing left. Most insects have natural enemies that prey upon or parasitize them in this way, said Hoelmer, calling it "part of the balance of nature."
In a quarantine lab in Newark, Delaware, Hoelmer has been evaluating the pros and cons of allowing Trissolcus out into the open in the U.S. It's certainly a cost-effective approach.
"Once introduced, the wasps will spread and reproduce all by themselves without the need to continually reintroduce them," he says.
And these wasps will not hurt humans. "Entomologists already know from extensive research worldwide that Trissolcus wasps only attack and develop in stinkbug eggs," Hoelmer says. "There is no possibility of them biting or stinging animals or humans or feeding on plants or otherwise becoming a pest themselves."
But there is a potential downside: the chance the wasp could go after one or more of North America's native stinkbugs and other insects.
"We do not want to cause harm to nontarget species," Hoelmer says. "That's why the host range of the Asian Trissolcus is being studied in the Newark laboratory before a request is made to release it."
Ultimately, the USDA's Animal and Plant Health Inspection Service will decide whether or not to introduce the wasp. If it does, the new natural enemy could be let loose as early as next year.
Do you have stinkbugs in your area? Have they invaded your home this winter? Or your garden last summer? How do you combat them? Share your sightings and stories in the comments.
We've been doing battle with these bugs for the past two autumns. We've used exterminators and used various insecticides on our own with little or no results. They can literally cover a window when the weather warms up. We live in northern WV, bordering PA.
Premethrin is an excellent garden spray (use as directed) to eradicate these pests. Malathion works, too, but premethrin studies show it to be safest/best.
I just caught a Stink bug in my home, on the second floor, this is the third year in a row, the first year was in the winter, I thought it was something that I brought back from the Caribbean and have been wondering about it. Finally tonight I have been able to identify it. The nearest thing to a fruit tree are dogwood trees in the yard. What could they be eating around my home? I live on Long Island.
I can't stand these pests. I live in Delaware not to far from Newark and would be very interested to know more about these wasps. Just on Saturday night while dyeing Easter eggs with my daughter, one decided to take a swim in her purple dye. You should have heard my daughter cry. I have tried the traps but they did not work for me. I too would like to know what these pests feed on while in my home. I have no house plants and no fruit sitting out. I hope we find a solution soon.
One found it's way into my apartment (Staten Island, NY) in January. It was buzzing around my hallway light - and I'd never seen them fly before. I see a few every year, but usually in summer, not winter.
We just killed a stinkbug 3/2/2013 they are starting to come out now! Last year they were bad and are hard to kill! Killed everyone we saw!
They were nowhere near as bad at my home in 2012 as they were in 2011. I only had a handful coming in the house this fall where the year before there were hundreds. Nothing is cute by the hundreds.
I am sorry, but I think these critters are cute. I usually have them land on the lamp on my night table as I am reading at bed time. They wobble around slowly like drunken little elephants. They don't mind handling and they are fascinating to look at. It's like having a temporary pet, then I let them out the window.
But all my sympathy to the farmers. Pests are pests even if they are cute.
Thanks for sharing your stories, everyone! I'm grateful that I haven't had to contend with many stinkbugs in my DC apartment, but I've been exposed to plenty of them at my husband's uncle's cabin near Frederick, Maryland. Please tune in on Monday at 3:00 for a live Twitter chat. We want your questions--and of course your sightings! I'll be there, as will producer Jeff Hertrick and stinkbug maven Tracy Leskey. #NatGeoLive
I've seen these things multiply with staggering speed in the Blue Ridge mountains of Virginia since 2007. Here's a guide to build the most effective trap I've seen in action.
What you'll need:
light source, tape, 2 liter bottle.
I live in the Eastern Panhandle of West Virginia, and it seems like this could be a bad year, based on the number I'm seeing inside the house. They've completely ruined my peach and Asian pear crops on my trees. They can also do damage to some house plants. They like to perch on orchids, ficus, palms, violets- literally anything green. To get rid of them, I suck them up with a vacuum that has an enclosed catch bag. They never get out! They maneuver inside through window casings and door frames. They hover in between the rubber insulation. I've sucked up dozens from one door. Join us Monday at 3pm ET for a live Twitter chat about stink bugs with author Catherine Zuckerman. #NatGeoLive
Ive seen them already since it's getting warmer here in PA! I use a trap that seems to work... http://www.lowes.com/pd_129205-2226-1SBTR_0__?productId=3433974
We live not far from Nathan Milburn, and I have seen evidence already that this year may be as bad as 2010. Because we do not have air conditioning and our house remains open during the warm months, thousands of stink bugs seek refuge in our house in September, swarming on the southern side. They must seek warmth in our attic, and now on warm days, they crawl through the light fixtures into the house at an alarming rate. I am committed to eradicating as many as I can by throwing them in the fire, flushing them or feeding them to my chickens, but I despair that this year will be truly Biblical in proportions. At first I did not notice much damage in my garden, but last year there was damage both to my grapes and tomatoes.
We have had stinkbugs ever since we bought our house in 2009, 2010 was definitely the worst time for them though. We must have had literally hundreds in our house during that fall. I just suck them up in the vacuum and empty the contents outside, however, if you get a female (the stinky ones) then the stink goes all over the house, its awful. I did notice that last summer they were quite attracted to our bug zapper, maybe due to the blue light, but didn't see that many during the summer to be honest. I hope they come up with a trap that works soon, these things have got to go...
The stinkbugs started coming in my NW D.C. bedroom (the easiest outside access room in the house) at the beginning of fall. I must have seen a couple hundred since then. They love to hide in clothes/suitcases so that anytime I travel, stink bugs inevitably end up at my destination as well. :/ If I forget to check my jacket before I leave the house, there will likely be one in the hood riding along with me. Oddly, I've gotten used to cohabiting with them and transporting them out the window as I find them, but it seems to me now their next adventure will be down the drain, if only for the sake of American produce.
I usually get thousands on my doors and windows so I try and catch them all in a soda bottle. Then I patrol my house shaking the bottle of stinkbugs like a maraca. What I want to know is what thier eggs look like and what they are eating around my house because there are no fruits or vegetables around. There are so many of them that they must be eating a lot of something. I hate them.
@Jan Vones I think that they are cute too... My wife Rachel and I never kill them, we think they are kind of neat. The only time they can be annoying is when we accidentally step on one =/
How to Feed Our Growing Planet
National Geographic explores how we can feed the growing population without overwhelming the planet in our food series.
The Innovators Project
After achieving nuclear fusion at age 14, Taylor, now 19, is working with subatomic particles for solutions to nuclear terrorism and cancer.
Larvae attract more larvae, but not if they don’t have any bacteria. by Ed Yong
Latest News Video
The nation's most complete Tyrannosaurus rex specimen is taking a 2,000-mile road trip from Montana to its new home in Washington, D.C. | <urn:uuid:91d2b74e-4649-4777-8a0b-43fad7c1ca04> | CC-MAIN-2014-15 | http://news.nationalgeographic.com/news/2013/03/130301-asian-brown-marmorated-stink-bugs-pests-agriculture-farming-science/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609533121.28/warc/CC-MAIN-20140416005213-00140-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.97242 | 3,088 | 2.953125 | 3 |
Whether an offshore
field is marginal depends upon many factors including oil price, subsurface
characteristics and the proposed development plan. Timing is also an important
influence. A Field Development Plan, FDP, will often have been prepared, approved
with finance secured only for changes in the external environment to create the
judgement that it is marginal; in simplistic terms, it will remain marginal
until that external environment changes.
Other fields may never have progressed to the development phase but be deemed marginal as a result of, for example, appraisal drilling results not matching expectations or the proposed development solutions not delivering the rates of returns required. And, it should be remembered that each project is competing for investment capital.
are many oil and gas fields where major uncertainties related to exploration
and appraisal have been removed which are classified as marginal fields (with
stranded fields a subset of these) but their ‘marginality’ is not a permanent
condition. If this can be changed, these projects become not only economic but
also far less risky because the time to development is shorter and the expected
production outcomes are more certain.
Estimates of developable marginal fields suggest they contain resources of approximately 80 billion barrels at $50 rising to around 130 billion barrels at $75 per barrel. Even if only 15% of these resources can brought onstream economically and with returns that make the projects investable, then there is a population of opportunity of the order of 12 billion to 20 billion barrels ‘locked’ in these fields.
With the long lead time of major offshore projects, marginal field developments can be a much faster way to generate production in the offshore oil sector. | <urn:uuid:1488e976-b5f9-4854-9ab0-e1e6a4e44a53> | CC-MAIN-2020-24 | http://mfdevco.com/marginal-fields | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347410535.45/warc/CC-MAIN-20200530231809-20200531021809-00176.warc.gz | en | 0.923563 | 343 | 2.671875 | 3 |
Open source beer is beer whose recipe is published according to the same principles as open source software. The first open source beer was created by a group of students at the Information Technology University of Copenhagen. The idea arose from a workshop on intellectual property and copyright. Rasmus Nielsen, who was leading the workshop, wanted to extend the open source concept beyond the digital realm: "Why not take the legal framework, the open-source licenses, and apply them to analog products?"
The students created a recipe based on traditional techniques but added one untraditional ingredient -- guarana, a stimulant derived from a South American berry. The group published the recipe under a Creative Commons license. According to the licensing agreement, the recipe can be used and adapted by anyone. However, anyone that alters the recipe and profits from the product is obligated to publish their version and credit the original group. The group named their product Vores Øl (Danish for "Our Beer") version 1.0.
According to the official Web site, the Vores Øl group hopes that their product might some day become "the Linux of beers."
Continue Reading About open source beer
'open source beer' is part of the:
View All Definitions | <urn:uuid:4b2184cf-78bf-46e0-a3b8-9e347256b903> | CC-MAIN-2014-35 | http://searchenterpriselinux.techtarget.com/definition/open-source-beer | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535921550.2/warc/CC-MAIN-20140901014521-00040-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.95056 | 252 | 2.78125 | 3 |
IN THE US, there are two main types of pharmacy; compounding pharmacy and regular pharmacy. There are a few very important distinctions between both of these types of pharmacy, which is explained in this article below. You could choose which kind of pharmacy would be much better established on these details.
This sort of pharmacy 's been around for decades, but it is merely starting to become more popular again just. For years and years, most pharmacies were compounding ones, nonetheless, they almost disappeared with the advent of mass-produced medicines through the mid-twentieth century. For some of the services you may not have known you could get at your local drugstore and for this you may visit https://rxformulations.net/.
They practice a safe kind of "alternative medication", where each individual has their own medication blended to them by a professional expert especially, predicated on the advice of the diagnosing doctor. It really is considered as different medication because customers aren't forced to count on the industry standard because of their particular medication, and for that reason, they will get a medication which complies with their specific needs.
Regular pharmacies sell mass-produced medication which includes been created at a central manufacturer. This medication shall only be accessible in the typical sizes and standard dosages, which were created predicated on what is mostly needed by patients. Unless you match one of the categories, then you might not be able to find a medication which is merely right for your condition. However, regular pharmacies are usually less costly than compounding ones are because dispensing pre-prepared medication requires less skill. | <urn:uuid:2d94aa84-8a82-43d2-a46e-813355057ae9> | CC-MAIN-2017-43 | http://colorado-adventure.net/compounding-pharmacy-vs-regular-pharmacy/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824618.72/warc/CC-MAIN-20171021062002-20171021082002-00132.warc.gz | en | 0.97646 | 325 | 2.5625 | 3 |
The Lady of Dindymus
A Dramatic Musical Dance Performance
The Great Mother Goddess CYBELE whose ancient shrine was at Dindymus in Asia Minor, was served by priests who performed her ritual of self-castration and ritual domination before the mighty Mother Goddess. The text is from a long poem written by Roman poet Catullus in the 1 st century B.C., which is unique in the history of Greek and Latin literature, both in the subject matter, and the strange verse in which the poem is presented. There are fragments of Greek texts which indicate that the cult of Cybele was well known in the ancient East and had been previously treated in poetry, but this text is the only coherent description of the frightening Ritual of the Great Goddess.
This scenario for a Musical Dramatic Stage Performance CYBELE is the initial text for a project which by its nature will involve the talents of several separate groups in coordinated areas:
Dance and ballet choreography.
The verse-form, which has been called "galliambic", that is basic iambic verse adapted to the uses of the Galli, or castrated priests of the Magna Mater from Asia Minor, is also unparalleled, and even the interpretation of the cadences is in large part unclear. In the later Roman period some felt it was iambic with a great many substitutions, others stated unequivocally that it was ionic a minore, or u u - -, but this only appears in parts of some lines. The rhythms are shifting and erratic, but successions of many short syllables in a row is a striking part of the rhythmic patterning. Since the poem evokes dance throughout, it is fair to assume that the odd metrical patterns were originally conceived as deriving from dance sequences. Working backward from the metrical layout we can consider that we may have at least some basic hints as to what the new dance can become.
The cult of Cybele originated in Phrygia at Mt. Ida (Asia Minor), it spread rapidly into Greece by the 6th c B.C., and in 204 B.C. was introduced to Rome with the importation of a sacred stone which formed the core of a developing cult. In Catullus' time there was a well established temple-cult at Rome, which is assumed to have given him some of the materials out of which to write this poem. The cult lasted well into Christian times and was one of the last pagan cults to disappear. In the later period it was assumed that the Magna Mater was a great earth figure, that Attis was symbolic of renewed life and vegetation, but this may have been an idea derived from the Isis/Osiris cult which was also popular under the Empire.
The following outline has been sketched out in some detail. This is for the purpose of establishing that there are interesting possibilities for developing this Project as a workable, staged performance. There are many talents to be called upon, and nobody must feel that the detailed directions which I have incorporated into this initial draft are intended as more than suggestions. On the other hand, there must be a first, general vision of the project in all its dimensions, and so long as this one is considered usable but at the same time loose, it should serve its purpose.
A note on music and staging parallels to Stravinsky's Rite of Spring is added in the Appendix at the end.
OUTLINE OF THE PARTS OF THE SCENARIO
Section 1: Introduction and Castration
Section 1: Introduction and Castration
This is the introductory section, which begins with a sea motif, then brings in the principal dancer climbing from the pit onto the "sand stage" at front left, slowly developing a tentative dance step as the music motifs begins to sound, as if from far distant Mt Ida (3). Increases of speed and furor over a developing section (4), and then at (5) preparing by an elaborate foot scraping dance to dig a hole at center stage. Does the castration at center stage, back turned toward audience, dropping the genitals into the hole, wheeling half bent in pain, spasmodically straightening to dance in measured, erratic rhythms..........(The sacred stone of Cybele will later be placed on this spot, pivotal until it disappears at the end.)
Over the high seas in a quick boat carried, Attis
super alta vectus Attis celeri rate maria
Section 2: The Role of Attis as a Woman Figure
Now Attis is released from his masculinity (6) and crippled by the operation, she moves slowly, dancing bent over and straightening up convulsively, foreshadowing of the coming musical beats. At (8) with focus on hands (snowy white) we begin sex-change with dance and gesture, focused on a tambourine held rhythmically high. By line (9) a group of the castrated Gallae dancers, moving in slow massed rhythms as a flowing body (1913 production!), begins to tentatively appear from the right stage, carrying in ritual manner a large black stone, which they place at center stage over Attis's buried genitals. ATTIS dances to address "herself" to them, in a complex dance evocations.
And when he saw that his body was now without man,
Itaque ut relicta sensit sibi membra sine viro,
Section 3: The First Song of Attis
At this point the first sung parts (low contralto singer in pit miked to backstage, to seem to come from the dancer) begin to accompany the music, in alternating discrete parts rather than one long song. This first part of the Song of Attis is sung toward the fleeting chorus of dancers who spread across backstage, constantly moving in groups which break up and reunite. Attis can do much of the dancing with rotating steps, facing the audience for a second, then swinging and dancing toward the Gallae, which aids the sung voice which seems to come from the dancer. This is Attis's frantic protreptic to the cult- dance, as addressed to the group of dancing, white costumed Gallae
"Come, priestesses, together to the high forests of Cybele,
"agite ite ad alta, Gallae, Cybeles nemora simul,
Section 4: Choral Song of the Gallae
(It is my decision to split the speech, here:) Now the group responds with only fragments sung/screamed from a hidden chorus backstage, echoing phrases from the text below, picking up the line of cult- frenzy, while dancers are keying the dance closely to a carefully constructed musical texture, which is marked by words indicated in the text (never used simultaneously as pantomime!). Cymbals clash, drums of various sizes sound, a low horn + bassoon note pulses in, as wild screams strike through the song sequence.
Make you joyous the heart of our Lady with wandering dancing,
mora tarda mente cedat, simul ite, sequimini
Section 5: Dance of Attis with the Gallae Priests
Now we get static glimpses of Attis in a rigid, posed position, hands up in the eastern "eunuch stance", or a la Nijinsky's stiff stances in Rite Of Spring. These must hold unbearably long, then (27) everything breaks out into penetrating wails of voice, music doubles up instruments and amplitude, all the dancers move wildly with Attis is always phasing in and out of their group, always exiting the group as leader for a sequence, then returning into their herd. At (28) music comes on very aggressive, slowly winds down by (31) to become tamer as the lines of dancers verge toward backstage which is set as deep forest with a rising platform (set bleachers) to Mt. Ida.
As Attis, now a woman, sang these words to her companions,
simul haec comitibus Attis cecenit notha mulier,
Section 6: Dance of the Heifer
At (33) we have a separate little section of the "Dance of the Heifer", a kicking, leaping action trying to get something off the back, with musical development complementary rather than keyed...
Section 7: Dancing in the Forest to Rest
Here begins a quieting mode, light footsteps of the dancers back and forth, finally starting movement with forward-reversed steps on the winding staging to the woods (backstage, some paint and much trees). By (34) they are tiring, slowing down and faltering, body tired and hand/mouth gestures asking for water/food, hands : "give me..".
At (36) the Sleep Motif appears, largely developed with languor by the music score, middle range woodwinds drawn long and slow, open vowel sounds, bodies slowing to patches of rests, at (37) weak reminders of the cymbal, drum and pipes lightly puncture a yawning musical line of muted tones, as the dancers one by one step down from the forest onto mid stage and with natural body rhythms (choreographed!) fall to sleep across the forestage.
The devotees moving fast follow their fast foot leader,
Slow slumber with sliding languor slipped over their eyes.
rapidae ducem sequuntur Gallae properipedem.
Directions for lights: Darkening from start of this section slowly until at the sleep-section, when the stage has gone completely dark for a short period, as a gentle moonlight spreads over the sleeping bodies.
Section 8: Orchestral Interlude
This is the space for a musical Interlude, suggested by the on-stage sleeping figures. This can last eight minutes or more, while the sleeping dancers move as in sleep, just enough to keep the visual connection with the audience. Bodies rolling, arms moving, changing positions --- these are choreographed carefully as a slow-motion "horizontal-dancing" sequence.
During this period we go through the stages of night, the moon is clouded over for a short period, wind sighs gently, branches rustle visually with a fan, everything is muted visually and in the graduated lighting. As morning approaches continue with gray light, becoming ruddy, then at last bright daylight..
Section 9: The Awakening to Daylight
For (39) a soundtrack can superimpose over the musical score, with air-sounds, then horses trampling on the hard earth, borrowed from the words in line (39): the roar of the sea at a rocky shore. Line (39- can be seen as an acoustic "aside", change of scene for the moment.
But when with the radiating SUN with eyes of its golden face,
Sed ubi oris aurei Sol radiantibus oculis
Section 10: Solo Dance of Pasithea
The goddess-spirit (43) Pasithea (Sleep) as a transcendental dancer, hovers over Attis while still enfolded in sleep, embracing him and as if blessing him with the benison of Somnus, this being complementary with the clearing of his mind before awakening. This can be a danced interlude in its own right.
This "awakening dance sequence" must be slow starting, a gradual progression from the horizontal sleep-scene with the Gallae on stage, stage by stage rising. Attis rises first alone while the others move more convulsively but stay half asleep. Against their somnolence, Attis awakening, moves right and left crossing the stage several times, a slow but nervous motion, and finally locates himself standing still at front stage left, behind the "stone", ready for the sung episode.
Now rising from soft rest, the wild madness gone,
Ita de quiete molli rapida sine rabe
Section 11: Attis: Dance with Song. Part I
Attis has moved to audience's stage left, at the sand strip where he entered, dancing as if mentally reaching out to a far place, his homeland, his home, with slow moving, swinging arm and body gestures. Using hand gestures and mode stances from Indian classical art, the woman-role stays with him, while his sadness reaches out to some point beyond the theater audience. By being at that place on stage, a contralto voice behind him can work song (as here in text) into his dance movements, being behind him as he moves takes attention away from his non-singing mouth. The pitch range of the voice part can be worked from high to low to high at the end, coursing between quasi high male and low female voice.
"My country which bore me, my country which created me,
"Patria o mei creatrix, patria o mea genetrix
Section 12: Flashback to Attis' Home Village
Lighting: Bright lights for this next section, which is a backflash to his former happy life, with the glare of an Aegean island, as this starts. The lights must be white-yellowish, island-daylight. Now the dancers appear with changed costumes, boys in tunics with color stripes at the hem, girls in gowns, the friends of his former life dancing in an atmosphere of joy, pleasure in daily life. A touch of a wrestling duo, two squat at the line, rise and sprint right off stage to the right. Carrying garlands they crown the athletic victor, flowers appearing everywhere, his parents arm in arm watching, a joyous village scene. And Attis, as if back at home in changed costume, now comes on stage from the left as if just waking up, sleepy as a late riser but glad to greet everyone, they circle him with a flower- dance.
Section 13: Attis Dance with Song: Part II
Return to the cult-inspired reality of the situation: For three seconds the house lights go completely dark, when they return slowly, there is a blue-green shimmer to them, forecast of horror and the deep forest behind, which now becomes a mysterious bluish hue. The dancers are now back in their Phrygian costumes, center stage massed from the left they proceed in wavering blocks across the stage to stop at the right, as if waiting.........waiting.......
Song begins, dancer at front left stage, voice behind him cued to his body gestures, Attis turns and rotates in agony, also to work with the voice from behind without showing it.
"Am I to be borne into these far off forests, far from my home?
Egone a mea remota haec ferar in nemora domo?
Section 14: Attis: Dance with Song: Part III
Music now is soft, with echoes of the maddening pulses and orchestration of the earlier section, but it is still there in his mind, a mark of his committed role, even in quiet and sadness. His voice now is a thin, plaintive wail, rising higher in pitch as he thinks of the cult, the mountain, the wild forest of animals and trees. Rising pitch again signifies his sex change somehow.........Song again sung from behind him, but if strong complaint above section, now a air of sadness coupled with sheer disbelief! Here much less dance motion, rather stepping from stance to stance with Nijinsky-style holds of position to contrast with above sung episode.
"Shall I now be priestess of the gods, handmaiden of Cybele?
Ego nunc deum ministra et Cybeles famula ferar?
Section 15: Attis' Aria of Regret
This next line with its four repeats, in two sections, deserves an aria of some proportions, best done with the singer now taking the stage in pace of the dancer, in identical costume and makeup, and singing in pure Palestrina style an "In-gloria". But she must look very sensual, delicately done makeup, live female appearance with dominantly strong bright lipstick (as from (73).
Palestrina block chordal chunks, against which a cadenza-like aria fills in runs of passing notes (authenticity is from a transcription of Palestrina from a 16th c. copyist, a surprising twist)
Now now I feel the pain of what I did, yes, now now I rue."
Iam iam dolet quod egi, iam iamque paenitet."
As the song ends, she stands still, bright light on face showing lipstick and makeup very focused, while backstage up aloft and to right another light slowly comes on to focus on right upper backstage..
Section 16: Cybele, Lady of Dindymus
CYBELE on her throne (archaic Greek style block throne), on each side a leashed afghan hound (= lion, use trained dog to avoid stuffed animal). An orchestral, paced Cybele theme appears, culled from compacted parts of the revel music at the early section, jammed together with sharper snare drums and oboe/piccolo.. When she speaks, it is a male's voice, but the appearance is completely drag- female, dress, arm motions floating, triple turbaned traditional Cybele headgear. She can use sprech-stimme with some notes coinciding with the music at unexpected intervals. After (80) the afghans = lions begins to move restlessly on their leashes, as if eager to leap.
The sound went quick from his rosy red lips
Roseis ut huic labellis sonitus abiit celer
Section 17: Fright and Return to the Forest
Now the Afghan hound on the left (= lion!) on hidden commands goes across the bleacher-forest and stops, then down the ramp to another trainer on other side, pauses, turns, waits, on a signal barks ferociously without advancing. Attis does a dance of whirling fright, going left as if to the sea, right as if to the forest, back and forth in increasing frenzy, until THEN the dog yelps and run right at him in attack. They both go off left stage together. Pause in shock.
With threat she spoke and with her hand untied the rein.
Ait haec minax Cybele religatque iuga manu.
A few seconds later Attis is seen ascending the forest, up and to the right toward the still lighted seated figure of Cybele --- in broken steps, slowly, hunching over until to midstage, then straightening up and resignedly stepping toward her throne, where he prostrates himself.
While he kneels there, dancers come on stage from the right and with great effort lift the black stone (symbolic fetish) from the burial spot at center stage, and carry it off the left ---- the sacred Stone of Cybele's cult, held high as a ceremonial object..
Section 18: FINALE
The curtain falls. Faint mixed tape ambiance sound of winds, sea and trampling on the hard earth, almost inaudibly: A Speaker comes from split curtain forward, and with raised hand gestures (90), then arms akimbo (91), and finally hands clasped in an angali /\ (92), while speaking with a tone of awe-inspiring FEAR --- these final three lines:
Goddess, Great Lady, O Cybele, Lady of Dindymus,
Dea, magna dea, Cybele, dea domina Dindymei,
Lights fade slowly, as a POSTLUDE is heard weakly, lingering decrescendo while the audience gets its breath. Silence with full lights, then slowly house lights start to go down to gray.
F I N I S
Appendix: Stravinsky's Rite of Spring
There is a strong parallel with the original production of Stravinsky's Sacre de Printemps in 1913 , an unusually complex piece of work, involving obscure Russian mythology which Stravinsky collected, Stravinsky's slowly evolving musical score, and development of a ballet on stage through the agency of Diaghalev, with Nijinsky doing the choreography and a lead dance role. Since then the music has become a standard art-piece, while the dance part which was not notated has virtually disappeared, although there is information about its general tenor. Costumes were an important part of the original production, as was lighting, but again we have only scrappy information regarding that actual format of the premiere.
From the start there were problems as to the concatenation of music and dance within the storyline, in later performances Nijinsky's work was not followed, although there are important features which were much later appreciated. There has never been a wholly successful recreation of the Sacre, which is surprising in view of the fact that the music became a standard concert piece of great popularity. Stravinsky himself preferred to think of the music as the core of the work in later years, unfortunately. Much has been written by music historians on the origin and development of the Sacre, from which we can see many of the difficulties in combining music with ballet within a dramatic framework. This Project will no doubt run into the same problems of parallel development and coordination between composer and choreographer, that is to be expected.
I mention all this in reference to the Domina Dindymi Project, which many years later can be seen as moving into the same art-space of the original Sacre. The strange and alarming subject matter, the need for a complementary music score, and a newly conceived ballet part developed for the cult of Cybele --- these do remind us of the Stravinsky piece. We can learn much from the Sacre and from its history, but there can be no imitation on any level. All must be created fresh and new!
In the area of stage presentation, scenery, sound effects and especially lighting, we are in a much better position now than Stravinsky was so many years ago. Here problems of cost are more important, as well as the expectations of an audience which has become accustomed to productions which spare no expense. Again, new thinking without acceptance of stage standards about set and lighting, must be developed. | <urn:uuid:e4643758-1f06-4c24-850e-715b50ad29ce> | CC-MAIN-2013-48 | http://community.middlebury.edu/~harris/cybele.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164964633/warc/CC-MAIN-20131204134924-00099-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.954985 | 4,657 | 3.015625 | 3 |
It's about as long as The Panama Canal.
It's about four-fifths as long as The English Channel.
In other words, 88,000 meters is 0.8220 times the length of The English Channel, and the length of The English Channel is 1.220 times that amount.(average width between Isle of Ushant and The Walde Lighthouse) (La Manche, Ärmelkanal, Mor Breizh, Mor Bretannek) (a.k.a. The Channel)
The English Channel measures between 107,000 meters, narrowing as it flows northeast. The world speed record for a Channel crossing by swimmer was set by Australian Trent Grimsey in 2012, with a time of 6 hours, 55 minutes.
It's about three-fourths as long as The 405.
In other words, 88,000 meters is 0.755110 times the length of The 405, and the length of The 405 is 1.32430 times that amount.(a.k.a. I-405, Interstate 405, San DIego Freeway) (Southern California)
Running from Irvine to San Fernando, The 405 runs a total of 116,540 meters. The 405 is the most heavily-trafficed freeway in the United States, with an average speed as low as 8 kph during rush hours.
It's about three-fourths as long as Hadrian's Wall.
In other words, the length of Hadrian's Wall is 1.40 times 88,000 meters.(a.k.a. Roman Wall, a.k.a. The Wall, a.k.a. Vallo di Adriano, a.k.a. Vallum Aelium, a.k.a. Severus' Wall) (from North Tyneside, Tyne and Wear, England, United Kingdom to Cumbria, North West England, United Kingdom)
Hadrian's Wall, which crossed England form the North Sea to the Irish Sea during the time of Roman rule, measures 120,000 meters (about 79 Roman miles). Roman soldiers — at one time up to 10,000 of them — only occupied Great Britain for about 246 years after the wall was built, after which time the local Brits began to take residence the wall's garrisons.
It's about three-and-a-half times as tall as Olympus Mons.
In other words, the height of Olympus Mons is 0.30 times 88,000 meters.(a.k.a. Mount Olympus) (Mars)
The tallest mountain in the solar system, Olympus Mons rises to approximately 27,000 meters. The mountain has been known to astronomers since the nineteenth century because it is tall enough to rise above Mars' frequent dust storms.
It's about one-fifth as long as The Grand Canyon.
In other words, 88,000 meters is 0.1970 times the length of The Grand Canyon, and the length of The Grand Canyon is 5.08 times that amount.(a.k.a. Gran Cañón) (Arizona) (Colorado River miles measure)
The Grand Canyon has a total length of 446,000 meters along the course of the Colorado River at its bottom. Having opened in early 2007, the Grand Canyon Skywalk allows tourists to stand on a horseshoe-shaped glass walkway 1,100 m above the floor of Granite Gorge.
It's about eight times as tall as Maxwell Montes.
In other words, the height of Maxwell Montes is 0.130 times 88,000 meters.(Ishtar Terra, Venus)
Maxwell Montes rises to a total height of 11,000 meters. Since Venus does not seem to have the kind of tectonic activity which gives rise to mountains on Earth, the origin of the Venusian mountain remains the subject of some dispute. | <urn:uuid:8906c8a0-cf4f-445d-93b7-4ffd8881d289> | CC-MAIN-2020-34 | http://www.bluebulbprojects.com/MeasureOfThings/results.php?comp=distance&unit=m&amt=88000 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738425.43/warc/CC-MAIN-20200809043422-20200809073422-00279.warc.gz | en | 0.871841 | 799 | 2.625 | 3 |
The best-selling novel "Memoirs of a Geisha" depicts life as a geisha in Japan in the World War II era. The heroine arrives at a geisha house as a slave and becomes one of the most successful women in Gion. She is a dancer, a musician and a woman without a lot of choices. Her virginity is sold to the highest bidder for a record sum, earning her a place in geisha history.
It is a story of hardship, exploitation and tremendous success -- but it is, first and foremost, a work of fiction. The geisha who provided first-hand information for the book proceeded to sue the author because she believed he twisted her accounts and missed the mark entirely. So what is the truth of the geisha? In this article, we'll examine who and what a geisha is and how the "flower and willow world" fits into Japanese culture.
A geisha is a woman highly trained in the arts of music, dance and entertaining. Geisha is Japanese for "person of art." She spends many years learning to play various musical instruments, sing, dance and be the perfect hostess in a party of men. A geisha, when she is working, is just that: the illusion of female perfection.
A geisha's makeup, hair, clothing and manner are calculated to indulge a man's fantasy of the perfect woman, and men pay huge sums of money to have geisha attend to their every whim.
Or, almost every whim.
Many Westerners confuse geisha with prostitutes. Those who understand the intricacies of Japanese culture explain that a geisha is not a prostitute. A true geisha is successful because she projects a sense of unattainable perfection. When men hire geisha to entertain at a party, sex has nothing to do with it. A geisha entertains with singing, music, dance, story-telling, attentiveness and flirtation. She can speak about politics as easily as she can explain the rules of a drinking game. In a time when Japanese wives were excluded from public life in general, geisha were the women who could play the role of attentive female at business gatherings.
The original geisha were men, and they entertained all over Japan -- social restrictions dictated that women could not entertain at a party. These men kept the conversation going, gave artistic performances and flattered guests at parties thrown by noblemen and other members of the upperclass. In the 1700s, women calling themselves geisha first appeared in the "pleasure districts" of Japan. There are many takes on the origins of the female geisha. One has a group of female artists stealing business from prostitutes in the pleasure districts by hiring themselves out to sing and dance at parties. Another one has a failing prostitute taking a job as a geisha to make some extra money, and as a geisha she was a hit. However the female geisha came about, they were a threat to the brothels. Because geisha were not affiliated with the brothels, the people running them received no money from the geisha's wages. In order to curtail the geisha's popularity and get the focus back on registered prostitutes, the government set very strict rules for geisha concerning their style of dress, how and where they could entertain and the hours they could work. To make sure sex was not part of the party, geisha were not allowed to be hired singly. But instead of reducing the geisha's success, these restrictions only made them more desirable.
As time went on, particularly during the poorest times in Japan, the success of the geisha led many impoverished parents to sell their young daughters to a geisha house (okiya). These children trained from the age of five or six to become successful geisha and repay the okiya for the cost of their training. Today, young women choose to become geisha just like they might choose to become doctors. They typically begin their training after junior high school, and the training is rigorous. Only the most dedicated women make it to full geisha status.
Sex in the Flower and Willow World
A geisha may decide to engage in sexual relations with a customer with whom she has developed a special relationship, but this is not part of her job as a geisha, and it is not a one-night stand. A geisha's relationship with a danna (patron) is a long-term one: The ceremony binding a geisha to her danna is similar to the Japanese marriage ceremony, and when a geisha and her danna decide to end their relationship, they undergo another ceremony to make the "divorce" final.
Training to be a Geisha
A young woman's first step toward becoming a geisha is to apply and be accepted into an okiya, a geisha house owned by the woman who will pay for her training. This woman is the okami or okasan. Okasan is Japanese for "mother."
Training to be a geisha takes about as long as it takes to train to be a doctor. Typically, a young woman spends about six years studying the arts of music, dance, tea ceremony, language and hostessing. During this time, and sometimes throughout her career as a geisha, she lives in the okiya, which is something like a boarding house for geisha and geisha-trainees. The okiya is a big part of a geisha's life -- the women in the okiya are her geisha family, and the okasan manages her career. A geisha pays a percentage of her earnings to maintain the house and support the people living there who are not working geisha, including apprentice geisha, retired geisha and house maids.
Geisha study the arts at a kaburenjo -- a school dedicated to the training of geisha. This school may also house a theater where geisha give their rare public performances. During the course of her studies, a geisha learns how to play the shamisen, a three-stringed instrument that is strummed with a large pick. She will play the shamisen at parties and in performances, usually accompanying another geisha who is singing. She may also learn to play other traditional Japanese instruments including the shimedaiko, a small drum, the koto, a large, stringed instrument, and the fue, a type of flute.
Musical instruments are only one aspect of a geisha's artistic repertoire. She studies singing, traditional Japanese dance (nihon-buyoh) and tea ceremony (sadoh), all of which she will use in her job as entertainer. She studies flower arrangement (ikebana) and calligraphy (shodoh), because she is the quintessential cultured woman. A geisha may specialize in one art form, such as singing or dancing, but she is proficient in all of them.
A young woman spends years studying not only to be an artist, but also to carry herself with grace. She learns the proper way to speak in the accent of the district where she works, to walk in a floor-length kimono without tripping over her hem, and to pour sake so that her kimono sleeve doesn't dip into the cup. In a group of men and geisha, she learns whom to greet first and how low to bow when greeting each person. She learns how to flatter a shy man, an arrogant man and a disinterested man with equal success. These less formal aspects of her training take place while she is a maiko, an apprentice geisha. The apprentice period begins when a young woman finds an onesan ("older sister"), a full geisha who will serve as her mentor. The ceremony that binds them together is the same ceremony that marks the "marriage" of a geisha and her danna (see Sex in the Flower and Willow World): Each takes three sips from three cups of sake. In this transition to maiko status, the young woman takes a new name that will be her "geisha name." This name is typically derived from the name of the onesan.
An apprentice geisha spends several years studying the behavior of full geisha to learn the arts she can't learn in the classroom. Her onesan brings her to parties where she will not entertain -- she will remain quiet and observe, learning how geisha interact with men and how they use their wit, attention and feminine wiles to keep everyone happy. Her attendance at a party is not only a learning experience, though. The job of an older sister is to introduce a maiko into geisha society, making sure everyone knows who she is. This way, when a maiko makes her debut as a geisha, she already has relationships with the customers and teahouses that will be her livelihood.
The ceremony that marks the transition from maiko to geisha is called eriage, which means "changing of the collar." At this time, the maiko exchanges her red, patterned collar for a solid white one, a symbol of her debut as a geisha. Now she officially starts entertaining.
Working as a Geisha
A geisha's primary job is that of hostess. All of her skills go into making sure a party is a tremendous success and that everyone has a good time. A good chunk of a geisha's work traditionally involves parties attended by businessmen who are trying to strike a deal together. A man throws a geisha party to show his potential associates a good time -- and to impress them with how wealthy, cultured and well-connected he is, because geisha parties are exclusive and expensive. Today, a geisha party can cost $200 to $300 per guest for every two hours the geisha are present. What goes on at a geisha party is private -- a geisha does not speak about her clients. In a culture known for its social reserve and workaholicism, a geisha party is a place where men can be loud, drunk and flirtatious with no social repercussions.
Japan's most popular geisha districts (hanamachi, or "flower towns") are located in Kyoto and Tokyo. The teahouses (o-chaya), inns (ryokan) and restaurants (ryotei) where geisha entertain are concentrated in these areas.
Geisha are exclusive hostesses. You don't just call up a geisha and hire her. When someone wants geisha to host his party, he can go through one of two avenues: He can call the okasan of a geisha house, or he can call a teahouse where geisha entertain. The okasan or teahouse mistress then calls the central office for geisha affairs, which handles all geisha bookings and charges the client for geisha services. Every geisha must register with the central office in order to work in her district.
A geisha never eats with her guests when she is working. She must be on her toes at all times, making every guest feel welcome and happy, having the perfect story to tell when the conversation starts to lag and keeping an eye on every sake cup to make sure it's never empty. She may be called on to perform a dance, sing a song or accompany another geisha on the shamisen. If two men appear to be having a conflict, she will smooth it out, preferably without anyone knowing she is doing so. A party is not a relaxing experience for a geisha. It is her workplace.
In addition to the fees the central office charges for a geisha's time, she typically receives generous tips from customers. Most of the money a geisha earns goes toward maintaining the okiya and keeping herself adorned in the proper make-up, expensive kimono and valuable hairpieces for which she is known. A geisha's appearance is one of her primary assets: She is a living piece of art.
Dressing as a Geisha
For a geisha, getting ready for work involves hours of preparation. The distinctive appearance of a geisha is part of her allure, but it's not only about beauty and exclusivity. It's also a way to tell the difference between a maiko and a geisha and between a child geisha and an adult geisha. You can tell a lot about a geisha just by looking at her.
Unlike a regular kimono, a geisha kimono exposes her neckline -- in Japanese culture, this is considered the most sensual part of a woman.
Kimono can cost thousands of dollars each. A maiko wears a kimono that has extra long sleeves (they touch the ground when she drops her arms) and is very long, colorful and intricately adorned with embroidery or hand-painted designs. Her collar is red, and her obi is long and wide. She wears tall wooden clogs called okobo to keep her kimono from dragging on the ground. Learning to walk in this outfit without falling over is part of her training.
The white makeup that is a trademark of the geisha was once lead-based and poisonous. Now, it is harmless. If a maiko follows the traditional way of achieving the look, she first applies oil and a layer of wax to her face. This makes the skin perfectly smooth and forms a base to which the white powder can adhere. She then applies red lipstick only to her lower lip. This is a sign that she is an apprentice.
Before becoming an apprentice, a young woman grows her hair very long so that it can be shaped into the elaborate hairstyles of a maiko. She wears at least five different styles, each one signifying a different stage in her apprenticeship. For instance, a new maiko wears a hairstyle called wareshinobu, which incorporates two strands of red ribbon that signify her innocence. An adult maiko wears a style called ofuku. This change was once determined by mizu-age, or a maiko's first sexual experience, but now it is simply a function of time. The switch usually occurs when the apprentice turns 18 or has been working for three years.
Apprentice geisha spend hours at the hairdresser every week to maintain their hairstyle. They sleep on special pillows that have a hole in the middle so they don't ruin their hair while they sleep.
When a maiko becomes a geisha, she switches out her red collar for a white one and her maiko kimono for a geisha kimono.
A geisha kimono is simpler in appearance and easier to deal with. It has shorter sleeves and does not require high clogs to keep it off the ground. A geisha wears zori, which are like flip-flops, and a shorter obi tied in a simple knot. After working for several years, a geisha may chose to wear lighter, "Western-style" makeup instead of the traditional, heavy makeup worn early in her career. A geisha wears variations on the shimada hairstyle and typically wears a series of wigs instead of styling her real hair.
These intricate hairstyles and kimono distinctions mark stages in a geisha's career. Once, they were also a way to tell geisha from prostitutes when prostitution was legal in Japan. If both geisha and prostitutes attended a party, she could look at a woman's hairstyle, kimono or makeup and instantly know which she was.
Ultimately, the appearance, mannerisms and work of a geisha is about pleasing men. But the daily life of a geisha revolves around women.
The Most Difficult Uniform Ever
Every geisha has a dresser -- geisha-style kimono are very difficult to put on correctly, and it's almost impossible for a woman to get into one herself. There are underlayers, overlayers and yards of expensive fabric that must be tucked and folded into place. A maiko obi is so long she can't even hold it off the floor without help.
Living as a Geisha
For all of their focus on men when they're at work, geisha live in a matriarchal society. Women run the okiya, women teach girls the skills they need to become geisha, and women introduce new geisha into the teahouses that will be their livelihood. The head of the okiya is called okasan, or "mother," and the mentor is onesan, or "older sister." Women run the teahouses and can make or break a geisha's career. If a geisha offends the mistress of the main teahouse where she does business, she may lose her livelihood entirely.
In the flower and willow world, a geisha's family is her okasan, onesan and the other maiko, geisha and retired geisha who live in her okiya. A geisha is always a single woman. If she decides to get married, she retires from the profession. The traditional path of a geisha's life looks something like this:
Shikomi - Prior to becoming an apprentice geisha, a young woman helps the maiko and geisha in her okiya and does chores around the house to earn her keep.
Misedashi: Around the age of 15, a shikomi finds a mentor and undergoes the misedashi ceremony. This ceremony binds them together as sisters, and the new maiko begins her training to become a geisha. She now has a new name that is derived from the name of her mentor.
Maiko: As an apprentice geisha, a maiko spends about five years learning the arts of music, dance and hostessing. She attends parties to observe and be seen.
Erikae: The erikae ("turning of the collar") ceremony marks the transition from maiko to geisha.
Geisha: Throughout her career, a geisha lives in the district in which she works. She spends her time entertaining, studying arts and performing. If she binds herself to a danna (patron), she may move out of the okiya into her own apartment.
Hiki-iwai: The hiki-iwai ceremony marks a geisha's retirement. She no longer entertains at parties, and she may discontinue her studies. At this point, a former geisha might become the head of an okiya or teahouse, or she may leave the geisha life entirely.
Very few women pursue the life of a geisha in the 21st century. The population of true geisha in Japan has dwindled since its height in the early 1900s. In the 1920s, there were 80,000 registered geisha. During World War II, people had no money for geisha parties, and geisha worked in factories to produce goods for the war. While Japan was occupied in the 1940s, geisha entertainment was against the law. Beginning in the 1950s, geisha began to return to work, but the profession never bounced back to its previous largesse. In 1970, there were about 17,000 geisha in Japan, and today there are fewer than 1,000. Most of today's geisha choose the profession because of its romantic, artistic nature or because it's the family business. Even those who attain the status of geisha may only remain in that role for a few years, until they choose to attend college or get married. Today's geisha are modern women whose career involves recreating the past. | <urn:uuid:513d129d-4c6d-46f9-8e02-e92d29d7791a> | CC-MAIN-2023-50 | https://people.howstuffworks.com/geisha.htm#pt1 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100135.11/warc/CC-MAIN-20231129173017-20231129203017-00315.warc.gz | en | 0.963215 | 4,026 | 2.96875 | 3 |
By Lucy Piper
Sleep-wake disturbances are a persistent problem in people who have sustained a traumatic brain injury (TBI) and one that is underestimated by patients, study data indicate.
"[O]ur data suggest that posttraumatic [sleep-wake disturbances] transform into a chronic state of disease in a majority of patients with TBI", say the researchers led by Lukas Imbach (University Hospital Zurich, Switzerland).
Yet the 31 participants with TBI of varying severity significantly underestimated levels of sleep need and excessive daytime sleepiness, making self-assessment an unreliable means of monitoring. This raises the question of whether all patients with TBI should be referred for sleep studies, the team comments.
Actigraphy assessment of the TBI patients showed that they still needed significantly more night-time sleep 18 months after injury than 42 healthy individuals, averaging 8.1 hours per 24 hours versus 7.1 hours, with no increase in daytime sleep.
The researchers explain in Neurology that this increased sleep need in the first 6 months after injury is likely to serve as a means of brain repair, but with no change occurring between 6 and 18 months, they suggest that TBI could also induce long-term damage to sleep-wake circuits in the brain.
This damage is likely to occur even in those with mild TBI, the team adds, finding that a significant association between TBI severity and sleep-wake disorders at 6 months was no longer evident 1 year on.
Objective measures of sleepiness revealed markedly diminished sleep latencies among TBI patients at 18 months, and significantly more patients in this group than among controls had chronic objective excessive daytime sleepiness, at 67% versus 19%.
By contrast, subjective measures of excessive daytime sleepiness revealed normal findings for the TBI patients, with no difference compared with controls but significant differences between objective and subjective measures for the patients.
Given that excessive daytime sleepiness is associated with public safety hazards such as car accidents, Imbach and colleagues propose that "if reasonable suspicion of posttraumatic [sleep-wake disturbances] occurs, patients with TBI should preferably be examined with objective sleep laboratory examinations rather than self-reported sleep measures".
And they believe that evidence from their study should be incorporated into future guidelines on the management of patients with TBI.
But in a related editorial, Brian Edlow (Massachusetts General Hospital, Boston, USA) and Gert Jan Lammers (Leiden University Medical Center, the Netherlands) say that while the findings provide a basis for reconsidering the clinical management of chronic sleep-wake disturbances after TBI, more mechanistic and epidemiological data are needed and the link between abnormal sleep latency and impaired daytime performance needs to be firmly established first.
"Nevertheless, Imbach et al. make a compelling case that posttraumatic sleep-wake disorders may represent a silent epidemic", they conclude.
Licensed from medwireNews with permission from Springer Healthcare Ltd. ©Springer Healthcare Ltd. All rights reserved. Neither of these parties endorse or recommend any commercial products, services, or equipment. | <urn:uuid:2ca0175f-653a-407f-b1a7-183129337a50> | CC-MAIN-2023-40 | https://www.news-medical.net/news/20160428/Traumatic-brain-injury-has-lasting-effect-on-sleep.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511021.4/warc/CC-MAIN-20231002200740-20231002230740-00825.warc.gz | en | 0.934454 | 621 | 2.65625 | 3 |
Age-related hearing loss, or presbycusis, is the slow loss of hearing that occurs as people get older.
Hearing loss - age related; Presbycusis
Tiny hair cells inside your inner ear help you hear. They pick up sound waves and change them into the nerve signals that the brain interprets as sound. Hearing loss occurs when the tiny hair cells are damaged or die. The hair cells do not regrow, so most hearing loss caused by hair cell damage is permanent.
There is no known single cause of age-related hearing loss. Most commonly, it is caused by changes in the inner ear that occur as you grow older. Your genes and loud noise (such as from rock concerts or music headphones) may play a large role.
The following factors contribute to age-related hearing loss:
Loss of hearing often occurs slowly over time.
Talk to you health care provider if you have any of these symptoms. Symptoms of presbycusis may be like symptoms of other medical problems.
Your health care provider will do a complete physical exam. This helps find if a medical problem is causing your hearing loss. Your health care provider will use an instrument called an otoscope to look in your ears. Sometimes, earwax can block the ear canals and cause hearing loss.
You may be sent to an ear, nose, and throat doctor and a hearing specialist (audiologist). Hearing tests can help determine the extent of hearing loss.
There is no cure for age-related hearing loss. Treatment is focused on improving your everyday function. The following may be helpful:
Age-related hearing loss most often gets worse slowly. The hearing loss cannot be reversed and may lead to deafness.
Hearing loss may cause you to avoid leaving home. Seek help from your health care provider and family and friends to avoid becoming isolated. Hearing loss can be managed so that you can continue to live a full and active life.
Hearing loss can result in both physical (not hearing a fire alarm) and psychological (social isolation) problems.
The hearing loss may lead to deafness.
Hearing loss should be checked as soon as possible. This helps rule out causes such as too much wax in the ear or side effects of medicines. Your health care provider should have you get a hearing test.
Contact your health care provider right away if you have a sudden change in your hearing or hearing loss with other symptoms such as headache, vision changes, or dizziness.
Medwetsky L. Hearing loss. In: Duthie EH, Katz PR, Malone ML, eds. Practiceof Geriatrics. 4th ed. Philadelphia, PA: Elsevier Mosby; 2007:chap 23.
Seshamani M, Kashima ML. Specia lconsiderations in managing geriatric patients. In: Flint PW, Haughey BH, Lund LJ, et al, eds. Cummings Otolaryngology: Head & Neck Surgery. 5th ed. Philadelphia, PA: Elsevier Mosby; 2010:chap 16. | <urn:uuid:491c44fd-7ea3-4e0a-9e4b-41739fa9e230> | CC-MAIN-2014-15 | http://tbh.adam.com/content.aspx?productId=113&pid=1&gid=001045 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223211700.16/warc/CC-MAIN-20140423032011-00632-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.926874 | 636 | 3.734375 | 4 |
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