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They are everywhere, involved in every aspect of our lives. Colours transform the dull and the depressive into the beautiful and the bright. Colours provide our lives with interest and with meaning. Colours allow us to distinguish what is dangerous from what is safe, what is healthy from what is dying, and what is valuable from what is insignificant.
The pale pink blush of a peony, the clear aquamarine of the ocean, the striking emerald of a tree’s leaves, the glowing yellow of wheat fields, the rose-red of your favourite sweater – it is because of these vibrant colours all around us that life becomes worth living. They evoke certain aesthetic and psychological responses, and it is often through colour that we experience emotion. As such, each distinct hue has come to represent certain simple, ubiquitous qualities: green is envy, yellow is cowardice, red is anger, blue is sadness…
But these specific colours are also associated with more complex concepts and experiences. Each colour is imbued with a variety of different, sometimes conflicting, meanings and associations – and as such, each colour is uniquely powerful.
In The Great Gatsby, author F. Scott Fitzgerald generally uses colourful imagery throughout the novel as a means through which to highlight the 1920s culture of vibrancy and decadence, but also to comment on the lurid distortion of morality in that time. He also intentionally uses an absence of colour to highlight the disparity between the upper and lower classes; wealthier settings are painted in an overabundance of vivid colour, yet poorer settings, most notably The Valley of Ashes, are described colourlessly. Colour in The Great Gatsby also serves to distinguish fulfilment from dissatisfaction, grand illusions from harsh truths, and life from death – after all, it is only after Gatsby’s death and the disillusionment of his grand persona that his mansion is ever described as grey and empty.
Though the general use of colour imagery is important, it is Fitzgerald’s use of specific colour symbolism to imply deeper meanings about certain characters or ideas that is particularly significant. Several colours are used to achieve this effect; however, Fitzgerald especially selects the colours green, white, and yellow to bring symbolic meaning to his story.
Green is naturally the colour of hope.
This is a universal interpretation of the colour; while green has come to represent many things in different cultures, the green of springtime is always associated with renewal and continuity after the harshness of winter. The appearance of green after the bleakness of white, therefore, is consistently and cross-culturally hopeful.
As such, the “single green light” on Daisy’s dock across the bay represents Gatsby’s hope for a future with her. (64) It also speaks to Gatsby’s belief that he and Daisy are ‘meant to be’; just as a green spring always reappears after winter, just as the “green light [always] burns… at the end of [her] dock”, he believes they will undoubtedly reawaken their lost love. (115)
Yet, just as green represents freshness and renewal, it also connotes sickness and decay. The paradox of green in The Great Gatsby is that it promises Gatsby energy and hope but also indicates the eventuality of his dream’s decomposition.
In the context of our Western society, green has come to represent more than just hope or sickness; green is also associated with ambition and the idea of ‘moving forward’. In traffic lights, it is the colour that tells us to go ahead. It signals that it is safe to come forward, that the danger represented by the red light has passed. The green light invites us to move towards it, just as Gatsby’s green light does for him.
It is for him what a lighthouse is to a lost sailor; the green light is a beckoning beacon, promising him safety. Yet despite the inviting call of the green light, Gatsby is separated from it in every way – he is not entitled to Daisy, nor is he capable of physically reaching across the bay to touch this “minute and far away” light. (64) Though the light is green – this colour of hope and comfort – and is, therefore, beckoning to Gatsby, he is constrained by the reality of his circumstance. Here, it can be seen that Fitzgerald uses the paradox of the colour’s meaning and the context in which it is used to demonstrate the futility of Gatsby’s dream.
Green is also traditionally the colour of jealousy, which speaks to Gatsby’s obsession with Daisy. He not only wants her for the sake of loving her, but he wants her for the lifestyle and status that she represents – a lifestyle and status that he has always envied and coveted.
Paper money itself is green, and therein lies the final, and perhaps most significant, symbolic representation of green: it is a colour of materialism and greed. Gatsby’s dream of a life with Daisy was never realized. The failure of this dream was a result of their culture’s focus on acquisition – Daisy is selfish and greedy not by nature, but because she is the product of a society that values money more than happiness. And so, despite “[believing] in the green light,” Gatsby’s idealistic dream fails because it is simply incompatible with a morally corrupt, materialistic, and exceedingly green social environment. (176)
The symbolic meaning of the colour white is seemingly simple: white is the colour of heaven, the colour of purity, the colour of innocence. Consistently associated with Daisy, this would imply that Daisy herself is of virtue and perfection.
When Nick first sees Daisy, she is wearing a white “rippling and fluttering” dress, coming into view from behind white curtains, billowing around her “like pale flags.” (54) She appears to be almost angelic, wearing the colour white like it’s a halo, and is described as being pale and “bright.” (55) Daisy’s house and her surroundings are also described in white tones: the ceiling is like a “frosted wedding-cake” and her “windows [are]… gleaming white against the fresh grass outside.” (54)
As the narrative carries on, Daisy continues to be characterized by white imagery – we learn that an eighteen-year-old Daisy wore white and owned a white car, charming men with her apparent loveliness and purity. Her outward flawlessness and nobleness is part of what causes Gatsby to become so infatuated with her – to him, she represents goodness, a beacon of hope and wholeness in an otherwise chaotic world. Even Daisy’s name is evocative of whiteness – white-petalled daisies traditionally symbolize innocence, virtue, and sincerity.
However, white also has more sinister connotations: it is the colour of falsity and vacancy, the colour of superficiality and coldness. Daisy exemplifies this hollowness associated with white – though she is surrounded by luxury, she is wasteful of it, often complaining of boredom and wondering “what [she’ll] do with [herself] this afternoon, and the day after that, and [for] the next thirty years.” (132)
Daisy’s façade of pleasant purity gives way to her selfishness – she proves herself to be empty of compassion anytime it conflicts with her own pursuit of self-interest. In cold indifference and selfishness, she does not attend Gatsby’s funeral, despite his sacrifice on her behalf. Throughout the arc of their relationship, she has only ever accepted him when it suited her and has rejected him anytime his presence threatened the stability of her comfortable, materialistic lifestyle.
By ascribing the colour white to Daisy, Fitzgerald indicates that beneath the beautiful purity of her outward appearance, she hides corruption and coldness. Thus, Daisy also reflects the mood of the 1920s and represents the hypocritical moral standards and the superficiality of the Old Money upper class.
White things are, after all, doomed to be stained. And so in the end, white comes to represent an individual’s capacity for sin. Because the ‘white-pure’ Daisy was the representation of Gatsby’s American Dream, it is no wonder that Gatsby’s dream too was doomed to be corrupted.
If white is Daisy’s colour, then yellow is Gatsby’s colour.
Gatsby intentionally chooses to decorate himself and his surroundings in yellow tones, which speaks to the image he wants to project of himself. Because yellow commonly represents status, money, and power, when Gatsby wears “gold-coloured” (108) ties, plays “yellow cocktail music” (78) at his parties, and drives a “nice yellow” (135) car, he does so in an attempt to create an appearance for himself that embodies these qualities. Yellow’s associations with confidence and happiness also tie into Gatsby’s façade – using the colour yellow to express himself promotes his image as a man of wealth and success, but also of self-assurance and good-natured sincerity.
But yellow is a colour of contradictions – just as it represents joy and strength, it also represents cowardice and weakness. Yellow represents energy and goodness, yet it also symbolizes sickness and stain. Though it can be warm and cheerful, an overabundance of yellow can have a disturbing effect. Yellow can be spontaneous, but in this way, it is also unstable. The paradox of yellow is that though it is the colour Gatsby himself employs to build his confidence and develop his grand persona, it is also the colour that ultimately leads to his downfall with the hit-and-run.
The illusion of Gatsby’s grandeur is founded in the yellow he surrounds himself with, and his idealistic dream of a future with Daisy is also coloured by yellow; for example, he refers to Daisy herself as a “golden girl” (133). So, when Gatsby’s golden girl hits Myrtle with his yellow car, it becomes suddenly clear that yellow – despite all its complex meanings – most simply represents cowardice and fear. After all, a hit-and-run is a coward’s crime.
It is only because Gatsby was afraid of who he really was he ever tried to hide beneath a façade of yellow. He adopted his yellow surroundings to try and emulate the ‘golden’ lifestyle of the upper class because he was dissatisfied with his own truth and feared he wasn’t good enough as he was.
But in the end, yellow – no matter how bright and confident it makes itself out to be – will only ever be a less beautiful and legitimate version of gold.
It is what saves us from indifference and depression, what brings us meaning and motivation.
Each colour conceals a story and carries associated emotions and symbolic concepts with it. Each colour is uniquely powerful, and it is F. Scott Fitzgerald’s understanding and use of this that makes The Great Gatsby such an influential piece. While utilizing colourful imagery to make a statement about the conditions of the time period, Fitzgerald more importantly uses specific colour symbolism – particularly with green, white, and yellow – to bring a deeper meaning to the story as a whole.
It is his awareness of the power of colour and the meanings of individual colours that allows Fitzgerald to be so successful in symbolically using them.
Colour, ultimately, is so powerful because it is inseparable from the human experience of life. As such, its meanings reflect the meanings of life itself, and through colour, we are able to distinguish truths and significances that would otherwise be invisible to us.
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Wednesday, March 31, 2010
Charles Doolittle Walcott and the Burgess Shale of British Columbia, Canada
Mention must be made of this date for the birth of Charles Doolittle Walcott who was an American paleontologist and Director of the United States Geologic Service, and then Director of the Smithsonian Institution but best known for his discovery in 1909 of well-preserved fossils in the Burgess Shale of British Columbia, Canada. It was a unique discovery in that it contained many soft shell fossils heretofore unknown.
Bill Ashworth in the Linda Hall Library Newsletter wrote...
The Burgess Shale dates to just over 500 million years ago, in the Cambrian period, and the site is unusual in that it preserves the remains of many soft-bodied organisms, which are normally left out of the fossil record. These Cambrian animals were like no other that Walcott had ever seen, but he managed to sort them into the known phyla of jellyfish, worms, echinoderms, etc, and give them exotic names, like Wiwaxia, and Hallucigenia. Then, in the 1970s, a Canadian, Harry Whittington, re-examined the fossils and argued that most of the fauna of the Burgess Shale were actually entirely unknown organisms, experiments in evolution that left no descendants in the modern world, and not members of any existing phylum. Stephen Jay Gould, who had always maintained that evolution is highly contingent, and governed by chance and circumstance, used the example of the reinterpretation of the Burgess Shale as the centerpiece for a book, Wonderful Life (1989), which was close to a best-seller. In particular, Gould argued that , were we to rewind the evolutionary panorama and run it again, the line that produced vertebrates, and thus us, would in all likelihood never have survived, just like most of the animals of the Burgess Shale. Gould's view, in turn, was attacked by Simon Conway Morris (interestingly, one of the heroes of Gould's book), in The Crucible of Creation: The Burgess Shale and the Rise of Animals (1998).
Charles Doolittle Walcott
Burgess Shale of British Columbia, Canada
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In Part 1, you examined the effects of genetics and environment on anal fin color in male bluefin killifish. The data from Becky’s experiment showed that both genetics and environment work together to determine whether male offspring had blue, yellow, or red anal fins. You will now examine how the father’s genetics, specifically their fin color pattern, affects anal fin color in their sons. When we factor in the genetics of the father, and not just the population he came from, does this influence our interpretation of the data?
The activities are as follows:
- Teacher Guide
- Student activity, Graph Type A, Level 4
- Student activity, Graph Type B, Level 4
- Student activity, Graph Type C, Level 4
- Grading Rubric
For her experiment, Becky collected male and female fish from both a swamp (26 Mile Bend) and a spring (Wakulla) population. Most of the males in the swamp have blue anal fins, but some have red or yellow. Most of the males from the spring have red or yellow anal fins, but some have blue. Becky decided to add data about the father’s fin color pattern into her existing analysis from Part 1 to see how it affected her interpretation of the results.
In Part 1, Becky was looking at the genetics from the population level. Looking at the data this way, we saw parents from the 26 Mile Bend swamp population were more likely to have sons with blue anal fins than parents from the Wakulla spring. Parents from the 26 Mile Bend were also much more likely to have sons with higher levels of plasticity, meaning they responded more to the environment they were raised in. This means there was a big difference between the proportion sons with blue anal fins in the clear and brown water treatments.
Bringing in the color pattern of the fathers now allows Becky to look at the genetics from both the population and the individual level. From both the swamp and spring population, Becky collected males of all colors. Becky measured the color pattern of the fathers and recorded the color of their anal fins and the rear part of their dorsal fins. She used males that were red on the rear portion of the dorsal fin with a blue anal fin (rb), males that were red on both fins (rr), males that were yellow on both fins (yy), and males that were yellow on the rear portion of the dorsal fin with blue a blue anal fin (yb).
She randomly assigned each father’s sons into one of the water treatments, either clear or brown water. Once the sons developed their fin colors, she recorded the anal fin color. This experimental design allowed her to test whether sons responded differently to the treatment depending on the genetics of their father. She thought that the anal fin color of the sons would be inherited genetically from the father, but would also respond plastically to the environment they were raised in. She predicted fathers with blue anal fins would be more likely to have sons with blue anal fins, especially if they were raised in the brown water treatment. She also predicted that fathers with red and yellow anal fins could have sons with blue anal fins if they were raised in the brown water treatment, but not as many as the blue fathers.
Featured scientist: Becky Fuller from The University of Illinois
About Becky: I consider myself to be an evolutionary biologist who studies fishes. I grew up in a small town riding horses in 4-H and working in a veterinary clinic. As an undergraduate at the University of Nebraska at Lincoln, I was interested in biology and considering either medical or veterinary school. Two things led to me research in ecology and evolution. In the summer of 1991, I was taking courses at Cedar Point Biological Field Station which was run by the University of Nebraska. I met Dr. Anthony Joern (Tony) who was studying grasshopper community ecology. Tony hired me onto his field crew that summer after the courses were finished. I went on to do an undergraduate thesis under Tony’s mentorship where I studied predation on grasshoppers. I caught the “science bug” and never looked back. Following my undergraduate work, I went to Uppsala University in Sweden on a Fulbright Scholarship. Here, I developed my love for fish and aquatics. I worked with Dr. Anders Berglund on pipefish in a fjord on the west coast of Sweden. Since then, I have had many wonderful advisers, instructors, mentors, and collaborators who have helped me develop skills along the numerous fronts required for a successful career in science. I consider myself very fortunate to have a job where I can do science and teach young, enthusiastic undergraduates.
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University of Illinois professor of entomology May Berenbaum has been awarded the National Medal of Science, the nation’s highest honor for achievement and leadership in advancing the fields of science and technology, according to an announcement from the White House Press Office.Photo Courtesy National Science and Technology Medals Foundation
The National Medal of Science was created in 1959 and is awarded annually to individuals who have made outstanding contributions to science and engineering, according to the release.
“Professor Berenbaum’s work has fundamentally changed what we know, how we study and how the public understands the role of insects in nearly every aspect of human life and development,” said
Phyllis M. Wise, chancellor of the Urbana campus. “This is transformative scholarship on a global scale and has implications for every person on the planet. This is a well-deserved honor and all of us at Illinois offer Professor Berenbaum our sincerest congratulations.”
Berenbaum, a Swanlund Chair and the head of the department of entomology, has been a U. of I. faculty member since 1980. Her research, which studies the chemical mechanisms underlying interactions between insects and their host plants, including the detoxification of natural and synthetic chemicals, has produced hundreds of peer-reviewed scientific publications and 35 book chapters.
She also created the Insect Fear Film Festival, now in its 32nd year on campus. The festival engages and entertains hundreds of viewers each year with feature-length films and shorts, commentary on the films, an insect petting zoo and an insect art contest.
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The development of the smart phone has had a tremendous impact on our society. It has become a great boon for citizens and businesspersons. A citizen’s life has become more convenience and easy with the introduction of smart phone. The smart phones have changed the type of communication. The smart phone is the best invention of mankind.
Smartphone is an indispensable tool for students, who use it for everything from taking exams, to reading textbooks, to social networking. It is also an indispensable tool for students during the examination time. Smartphones can help students in many ways, but they can also help them in the process of writing an essay.
Recently the smart phone is very famous and this is already one of the most used gadget by many people. There are many who use this device for different purposes like reading books, sending and receiving emails and other data, playing games and listening to music. Therefore, if you are an student and you want to buy a smart phone for your use, then we have one suggestion for you. The phone we suggest for you is the Samsung Galaxy J7.
Mobile phones are a great scientific innovation that has altered the whole global map and, as a result, the way people think has changed. Everyone has a phone today, and the phone has been renamed a smartphone, which has also been dubbed a tiny computer.
Because the Smartphone can do all of the tasks that a PC can. Every field has altered as a result of the mobile phone, whether it be business, science, or agriculture. People may roam about in any part of the globe when traveling thanks to the development of the mobile phone, and they can also see each other by initiating a video call.
Messages used to take more than a week to go from one location to another; today, they can get from one place to another in a matter of minutes, all thanks to mobile phones. The cell phone has brought revolutionary improvements to the globe, but it has also brought numerous negative consequences.
We shall now examine the benefits and drawbacks of mobile phones, as a result of which everyone is now suffering from this loss.
We can speak to anybody in the world without him using a mobile phone.
In the workplace, mobile phones may be utilized as calculators.
Photographs and movies may also be taken using mobile phones.
We may utilize the internet to see and read all of the information that is accessible.
Almost all of the work that is done on a computer is done on a mobile phone.
The mobile phone is a tiny gadget that fits comfortably in our pockets and allows us to use it almost everywhere.
With this assistance, you may make new friends on the internet as well as keep in touch with old ones, since we can share information about every event with everyone at the same time.
When you use your phone a much, your eyes start to deteriorate, which means you’ll have less issues in the future.
Excessive usage of a mobile phone causes the mind to get disengaged from work and to stray away from the task at hand.
The usage of smartphones has a negative impact on pupils because the student spends the whole day listening to music and playing games on his phone, which draws his attention back to the phone.
Most individuals nowadays constantly checking their phones owing to smartphone addiction; it is a sickness that is spreading day by day.
Accidents have also begun to occur as a result of individuals chatting on their phones while driving, diverting their focus away from the road and reducing the number of accidents.
Most teenagers nowadays listen to music all day, which causes their hearing to deteriorate.
People spend time using smartphones because they keep checking their phone to call someone when they call them, and they remain using it for 10 to 15 minutes after they call, which is a waste of time.
If you have any additional questions regarding the Essay On Smartphone, please post them in the comment section below.
A smartphone is an electronic device that lets you access the Internet and send and receive messages. It has all the features of a digital personal assistant such as a calendar, email, messaging, video and music. A smartphone is practically all you need to be more productive.. Read more about essay on mobile phone advantages and disadvantages and let us know what you think.
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The seventh grade class recently participated in the PROJECT WATER Program through the New Haven Regional Water Authority. A representative from the Water Company conducted three science classes at St. Mary School in preparation for the field trip.
watershed using plastic bins, newspaper and plastic garbage bags. Instructions
The students were taught what a watershed is and constructed their own
were given on how dissolved oxygen, temperature, nitrates and pH are important in determining the quality of the water. Using various types of maps, students
were able to identify where the Mill River Watershed was located and discuss how
the topography of the region could affect the watershed.
On the last day, the students learned how to conduct tests to assess water quality; the tests included pH, temperature, and nitrates and dissolved oxygen. Following these classes, the students went on a field trip to the Mill River watershed in Hamden and tested the river water at four different sites.
What a great opportunity for the students to get actual hands on experience.
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Soda contains acids such as phosphoric acid and citric acid. If a bone is left to soak for an extended period of time, the acid will begin to weaken its structure. If you allow the bone to soak for a week or more, you’ll find that the bone becomes bendable, and once the bone is allowed to dry completely, it will become dry and brittle.
Although the acid in soda won’t directly damage the bones in your body, it can directly damage your teeth. When tooth enamel is exposed to the acid, it weakens the tooth and makes it prone to decay and breakage. Soda can have a negative effect on bone when you replace milk or other high calcium drinks with sugary soft drinks. Your bones won’t get the calcium they need to be strong. Drinking too much soda can also contribute to weight gain because it’s loaded with sugar and it’s easy to drink a lot in a short period of time. Stick to water or low-fat milk and your teeth, bones and waistline will thank you.
Visit the Missouri Families website for more information about nutrition and health.
Contributor: Mary Wissmann, MS, RD, LD, Nutrition and Health Education Specialist, St. Louis County, University of Missouri Extension, [email protected]
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by John Rudy
For a few years, there has been a fair amount of coverage regarding what is called “net neutrality.” Unless you tend to pay close attention to the computer world, you may be unaware of what this is or how it matters to you. The Obama administration took a position on NN two years ago, and the Trump Administration has already announced that they are going to reverse it (presumably after the community has an opportunity to provide comments). But this is something that is important to you, so here is some information that should enable you to follow net neutrality issues in the press.
What is Net Neutrality? The principle that Internet Service Providers should enable access to all content and applications regardless of the source, and without favoring or blocking particular products or websites. Some governments regulate Internet services in the same ways that their public utilities (electricity, gas, and water) are regulated. This also involves limiting providers and regulating the options they can offer.
The Issues: Can a service provider slow down or speed up your service because it is better for them or because you pay them to do it?
- Could Netflix pay Verizon to provide more bandwidth to their movies?
- Could Verizon give more bandwidth to a service they provide compared to what is being made available to a competitor?
- A widely-cited example of a violation of net neutrality principles was when Comcastwas secretly slowing (“throttling”) certain uploads. Comcast didn’t stop blocking these protocols until the FCC ordered them to do so.
2014 Obama decision
For three months, the U.S. Federal Communications Commission (FCC) received 3.7 million comments to change the Internet to a telecommunications service, which would allow the FCC to uphold net neutrality. In February of 2015, the FCC ruled in favor of net neutrality by reclassifying broadband access as a telecommunications service applying Title II (common carrier) of the Communications Act of 1934 as well as section 706 of the Telecommunications act of 1996 to Internet service providers. In April of 2015, the FCC published the final rule on its new regulations which took effect on June 12, 2015.
What is the FCC Doing Now?
FCC Chairman Pai claims he wants to end the “utility-style regulatory approach” to the Internet and “re-establish” the power of market forces in regulating the Internet. Details of his proposal include the reclassification of broadband access as an information service and a decrease in legal regulations on Internet service providers.
Pai says the reversal will increase infrastructure investment and innovation among broadband companies. In his proposal, he also suggests redirecting authority from the FCC to the Federal Trade Commission (FTC) to oversee privacy practices. Pai advocates ending the broad Internet conduct standard that allows the FCC to intervene if they deem that a broadband provider either acts in a harmful fashion or is anticipated to do so.
In a 2-1 decision on May 18th, the current FCC voted to proceed with the motion to scale back the net neutrality protections put in place in 2015.
- In April 2017, an attempt to compromise net neutrality in the United Statesis being considered by the newly appointed FCC chairman, Ajit Varadaraj Pai. In May, a process began to roll back Open Internet rules that had been in place since 2015.
- A decision will be made soon and whether or not the FCC takes the millions of comments seriously will be known in time.
- See https://www.aclu.org/feature/what-net-neutrality for a lot of information favoring net neutrality.
- Who wants net neutrality? Amazon, Apple, Facebook, Google, Netflix
- Who is opposed to net neutrality? National Cable and Telecomm Association, AT&T, Verizon, Comcast
I don’t trust the cable providers. If they think that they can make more money by selectively providing better service to someone who will pay them more, they will. The FCC can’t wait until there is a violation and then spend months, or years, to address it. Then if Comcast, say, takes money from Netflix to move their movies faster than, say, Hulu, will you switch your service to Netflix? Netflix doesn’t want to be put in the position where they have to pay off the many service providers. See the names above for who is pro and who is against the change.
A long-time computer expert and guide, John provides his helpful hints in this monthly BOLLI Matters feature. In the comment box below, provide questions or comments for John on any computer/tech topic .
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by It’s a Teacher Thing
4th – 10th Grade
Free gift to you from It’s a Teacher Thing! Utilize these leveled character trait lists (grades 4-6 and 6-10) with more than 300 character traits. It benefits students to keep a Character Trait List in their binders all year for use when responding to prompts about character, creating fictional characters for writing, and reflecting upon their own character traits. These time-saving lists are appropriate for grades 4-6 and 6-10. See a more detailed Character Trait Unit and Character Games at It’s a Teacher Thing. Enjoy!
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The basic definition for transposition of transmission line is to rotate the conductors which result in the conductor or a phase being moved to next physical location in a regular sequence. In electrical power transmission lines, the conductor arranges unequal space. So the voltage drops are not same as one place to another. To eliminate this effect can simply do by interchange the conductor position which is known as transposition. When the transmission line is more than 100 km long, then, as per electrical requirements three phases needed to be transposed. The transposition arrangement is much necessary which there is a capacitance between the power conductor. When the high voltage applied capacitance created between the conductors and conductor and ground.
Features of transposition of transmission line
transposition of transmission line are used to transpose the phase conductors in three sections in such a way that each phase by rotation occupies each of the three phase positions in a circuit. In another transposition arrangement called ‘on span transposition’.
The transposition power line arrangement is also which carried out near a high tension tower due to greater ground clearance which available near the overhead tower than in the mid-span. Two multiple tension insulator strings are connected back-to-back through a strain plate.
In the central phase strain plate, a single suspension insulator string having almost doubled the no. of insulator discs and air gap distance is suspended. The balance work comprises placement of jumpers.
Theory Behind the Transposition of the Conductors
The transposition arrangement of the conductor can simply show in the following the figure. The conductor in Position 1, Position 2 and Position 3 changes in a specific arrangement to reduce the effect of capacitance and the electrostatic unbalanced voltages.
Why Transposition Arrangement is Use
The transposition under power lines reduce the electrostatic unbalance among the three phases. it also used to stabilize the voltage unbalance.
The transposition arrangement of high voltage lines also helps to reduce the system power loss.
In addition to this, we have developed Transposition System for Single circuit tower using same tension tower with reduced deviation angle.
Transposition arrangement of power line also helps to reduce the effect of inductive coupling.
So would be benefited by reducing one more tower design, approval, and results in a reduction of overall project time, etc.
It is proved more economical Solution, in comparison of the conventional transposition system.
Approach for Transposition arrangement
With the continuous increase in demand for power, a lot of new transmission line project are coming, and simultaneously it has become very important to Complete the line in shortest possible time.
For lines longer than 100 km to 150 km, transposition of phases carried out with a special tower, to reduce electrical line losses.
There is need to adopt different approaches of transposition arrangement, which is not only cost effective but also It can
save the execution time with reduced engineering activity. The new method proposed herewith basically simplifies the engineering activity, and expedites the project completion Following are the main aspect of the Proposed method of transposition.
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by Michael Murphy
It is easy to say that kids will be kids. Easy to think that their silly actions are a step to growing up, a phase they will outgrow, or a gasp for attention. As the Friendship Academy teacher at Easter Seals’ Bucks County Division, I see a variety of behaviors and work alongside with numerous professionals to decipher what the children, some able to communicate and others who struggle, are trying to say. Each action is a message, a question, or a statement and all the adults have to do is listen. Imagine that, adults not using their listening ears!
When we ask a student to clean up the floor, they don’t know what that means. A nephew of mine was told to clean up the floor at home, and he actually picked up every single toy… and put it on a higher surface. The floor was clean… the table, tv stand, bookshelf and couch were not. However, he cleaned up the floor and actually showed an impressive ability to follow directions. As adults, we have to think about how we explain our directions. Children throwing toys during clean up time or continuing to play could communicate that they are unsure of what “clean up” can mean. Instead, at Friendship Academy, we give shorter instructions;
“Now David, you’re not doing that right, you’ll be in trouble unless you clean up all your toys”
becomes “Put in bin, David.”
Think about a boss giving you directions as an adult. How long does it take for you to tune them out? Children are saying more than you think by not cleaning up.
Kids like to move! They jump off couches, run into walls and just won’t stay still. They are trying to tell you something, just listen! I like to think that I get a lot out of my kids when they’re at our circle time. Sometimes I can get up to 15 preschoolers of varying abilities sitting for up to 30 minutes, and its not by having them all sit still and quiet while I do the lesson that I wanted to do. I make THEM the lesson! Their ideas, their questions, their movements. I give opportunities to get loud, to move around and to be silly, and after that they are ready to listen. We assigned a portion of the room as the jumping corner, and that is not to punish the child who wants to jump and send them away, but it is a way to provide these much needed opportunities to students to help them wake up and refocus.
Again think about a long day at work, staring at the screens or dealing with customers over and over… sometimes you need to step away and shake it off. A child’s wiggles, jumps, claps… its not to ruin your day. It is saying more than you think. It is asking you to give them something to do to help them refocus.
“No David stop doing that right now, I need you to sit.”
becomes “Lets jump (wiggle, clap…) ten times and then try this again.”
And yes, I’m that parent running up and down the aisles at Target because, frankly, I don’t like clothes shopping either.
Kids hit! They may do so out of internal frustration, external frustration, or just to get you to listen to them. My son gave my a shove to my chest today while I was checking my text messages, and I was about to get very upset until I realized that, from time to time, I’ll give him a pat on the shoulder when I know he is too into Fruit Ninja or Netflix. Kids learn more than you’d think from just watching us in action as adults. At their most extreme, students need to learn how to deal with their frustrations, but children don’t always hit out of anger, usually just out of frustration for not knowing or possessing the best words to use to solve their problems. At Friendship Academy, long before any kind of threat or punishment, we share some words to use. “Are you angry?” “Do you need help?” “Would you like to do something new?” These are all phrases we use when we observe an event getting ready to boil over. They are openers to allow students to begin a larger conversation and to help increase their available language. Sometimes we just have to provide some of the attention that that child is seeking. Children are well aware that their physical aggression will bring more attention than saying “Excuse me.” until they have their time to speak.
I cannot speak for every child, but I have seen students of varied cognitive and physical abilities respond well to shortened instructions, a respectful tone, an opportunity to do something THEY enjoy, and a simple opener to have their own time to talk. Children will grow to exceed your expectations, however high you hold them, they will do more than you think they ever could. The best way to get them to reach higher and higher is not to tell them what NOT to do, but to provide them with guidance towards what they should do. And always praise, even for failed attempts because when you try hard at your job, don’t you want some recognition too?
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THE HISPANIC EXPERIENCE
Hispanics in Government
Houston Institute for Culture
THE TEJANO STRUGGLE FOR REPRESENTATION
By John P. Schmal
Dedication: This work is dedicated to the Tejanos who fought and died alongside their Anglo brothers in the great struggle against tyranny during World War II (1941-1945).The state of Texas has an intriguing and diverse history stretching back hundreds of years. For more than two centuries, Texas was part of Spain's vast American empire. When Mexico achieved independence from Spain in 1821, Texas became part of Mexico. Less than two decades later, Anglo and Mexicano Tejano residents of Texas engineered a rebellion against Mexican rule, which would
Thomas A. Rodriguez (1839-1903) was a native of the Mexican state of Tamaulipas who had served in the Confederate Army during the American Civil War. Politically active in San Antonio for a period of time, Rodriguez would eventually serve three terms as the Representative for parts of Atascosa, Karnes, and San Patricio Counties. With the end of Representative Rodriguez's term of office, the political representation of Tejanos outside of Cameron County effectively ended for several decades.
The Fifteenth Amendment of the Constitution of the United States, ratified in 1870, promised "the rights of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude." In theory this amendment gave Mexican-American Tejanos reassurances that their voice would be heard in both local and national politics. In practice, however, the Amendment was flagrantly violated for the next few decades.
The Poll Tax (1902)
During the first half of the Twentieth Century, the influx of immigrants from Mexico continued to steadily increase, as the need for cheap labor in the commercial agriculture industries of Texas grew. The resulting increase in the Hispanic population of Texas, however, did not lead to increased political representation. One obstacle to Latino participation in Texas during this time was the poll tax amendment. Six attempts to pass poll tax legislation had failed between 1879 and 1899, but in 1901, the Texas Legislature finally passed the poll tax, requiring voters to pay $1.75 at the voting booth. Such an expense was effective in keeping poor Latinos from participating in the electoral process. In November 1902, Texas voters ratified the poll tax by a two-to-one margin.
José T. Canales and Augustine Celaya
Early in the Twentieth Century, the millionaire José Tomas Canales of Brownsville would serve five terms in the Texas House of Representatives (1905-1910, 1917-1920). Representative Canales was a native of Nueces County and a lawyer by trade. Through his mother, José was descended from José Salvador de la Garza, the owner of a large Spanish land grant that occupied a large portion of Cameron County. With the support of the Cameron County Democratic machine under the control of James B. Wells, Jr., he served from 1905 to 1910 in the Texas House of Representatives as a representative for the 95th District (Cameron, Hidalgo, Starr and Zapata counties).
For a time, Canales served as the County Superintendent of public schools in Cameron County. But, in 1917, he returned to the Texas House of Representatives as the delegate of the Seventy-seventh District, which extended through Cameron and Willacy counties, He served in this capacity to 1920 and won fame for defending the rights of Mexican Americans against the abuses of the Texas Rangers. By embracing prohibition and women's suffrage, he had received widespread support from his Anglo constituency.
Over the years José T. Canales was extremely influential in the League of United Latin American Citizens. He addressed its founding meeting in 1929 and took part in writing its first constitution. He also became President of LULAC in 1932-33. Representative Canales died on March 30, 1976 in Brownsville.
In 1933, Augustine F. Celaya became the second Mexican American to run for the Texas House of Representatives in the Twentieth Century. Celaya served as the Representative of the 72nd District (Brownsville, Cameron County) from 1933 to 1949 (the 43rd to 50th Legislatures). The third Hispanic person to serve in the Texas Legislature was John Charles Hoyo, who served the 78th District (San Antonio, Bexar County) from 1941 to 1946 (the 47th to the 49th Legislatures). Hoyo was born in 1891 in Weimar, Texas and had served with the U.S. Navy during World War I. He had become a lawyer and a district court judge in Bexar County before taking office as a legislator in 1941.
For the first half of the Twentieth Century, Hispanic representation remained very limited, partly because the Mexican-American population of most counties did not make up a majority of most communities. However, in addition to the poll tax, the primary means of limiting minority representation in Texas and other states was the process of gerrymandering. In many states, legislatures would divide a county or city into oddly shaped representational districts to give political advantage to one group or another in elections.
Gerrymandering resulted in voter dilution, in which the political representation of a political unified minority was diminished or altogether obstructed. As a result, even districts containing a majority of Latinos in some parts of the United States frequently found themselves without proper representation thanks to vote dilution. In Texas, gerrymandering of the Latino vote was manifested in the nature of legislative redistricting and reapportionment.
Apportionment or reapportionment, according to law professor, Steve Bickerstaff, "refer to the result of the process of allocating members of a legislative body among areas or political subdivisions." For example, the U.S. Congress "apportions" Congressional seats among the states. In contrast, however, Professor Bickerstaff points out that districting or redistricting entail "the actual drawing of the boundaries of the election districts from which members of the federal or state legislative bodies will be elected."
Since 1876, the apportionment of legislative districts had been required by Article III, Section 28 of the Texas Constitution to take place following each federal decennial census. This reapportionment took place on a regular basis up to 1921, when the 37th Legislature redrew district lines based on the 1920 census.
However, the Texas political establishment chose to avoid a redrawing of election districts after the 1930 and 1940 census. So, although the 1930 and 1940 census schedules were available for the purpose of reapportionment and redistricting of voting districts, the powers that be decided to protect the people in power and continued to use the districts that had been drawn in 1921. The 1921 districts, therefore, remained in effect until 1951.
One of the reasons to avoid redistricting had to do with the enormous growth of urban areas in Texas during the 1920 to 1950 period. In 1920, two-thirds of the Texas population of 4,700,000 was still rural. However, from this point, the urban areas experienced a dramatic and sustained increase. From 1940 to 1950, the urban population increased 58.4%, while the number of people in rural areas decreased 11.6%. In the 1940s, 146 out of 254 Texas counties lost population, resulting in great discrepancies among the populations of the various districts (Malcolm Jewell, 1962, p. 121).
Congressional redistricting followed the same course as that of the state legislature. In fact, the last redistricting to determine the number of representatives that Texas would send to the U.S. Congress took place in 1933, using the figures from the 1930 census. But Texas did not redistrict the Congressional Districts for 24 years after that and continued to use the 1930 census even though the 1940 and 1950 census figures were available.
Finally, in 1957, Texas reapportioned its Congressional Districts. By that time, Texas had grown in population enough to receive another representative, but rather than adding another district, the legislature created an "at large" seat. That candidate would be voted on in all twenty-one of the districts. In addition, a 1936 amendment to Article III, Section 26(a) of the Texas Constitution had limited to the number of representatives that one county could have to seven. Only when a county's population reached 700,000 would it get an additional representative. Such practices were blatant violations of the principle of equally populated districts.
As a result of this provision, Texas's four most populous counties combined were awarded one representative for each 81,000 people in 1951, while most other counties were receiving one for each 45,000 to 50,000. Thus, Dallas, Bexar and Harris counties were limited in the growth potential of their representation. Article III, Section 25 of the Texas Constitution also did not permit more than one senator to represent a county. Not until 1962, did the U.S. Supreme Court, in Baker v. Carr, declare that these population inequities denied voters "equal protection of the law" guaranteed under the 14th Amendment of the Constitution [BAKER v. CARR, 369 U.S. 186 (1962)].
In 1947 the Texas Legislature passed a proposed constitutional amendment providing for creation of the Legislative Redistricting Board, which would be composed of five high executive officers. The failure of the Legislature to redistrict in 1931 and 1941 had troubled some lawmakers, so the Board was set up to redistrict should the legislature fail to do so during the first regular session after federal census data become available. In 1948, the voters ratified this proposed amendment.
A New Breed
In the devastation and uncertainty of World War II (1939-1945), a new breed of Tejano was created. Fighting alongside their Anglo brothers, hundreds of thousands of young Mexican-Americans had taken part in the battle against the tyranny and oppression of Nazi Germany and Imperial Japan. With the end of the war, these young Mexican-American veterans came home to a state where their rights as citizens were not always recognized and -- in some cases -- blatantly violated. These proud young veterans, having fought to defend their native land, believed it was time to assert their rights as American citizens.
Former Representative Eligio (Kika) de la Garza, in a telephone interview with the author, explained that World War II changed the dynamics of Latino representation in Texas. Even in Kikašs small hometown of Mission, Texas (Hidalgo County), young Mexican Americans quickly enlisted to do their duty. In Mission alone, some forty to fifty boys volunteered and went off to serve their country. Seven of these young men died in the service of their country. Kikašs maternal uncle, Roberto Villarreal, flew 54 missions as a gunner but died in an air accident upon returning home.
The pride and joy of Mission was Army Sgt. José Lopez, a native son of the town, who saved his entire company from being surrounded by enemy troops in Belgium in 1945. For his service, Lopez won the Medal of Honor. As Kika explains it, the pride of these young men in having defended their native soil was tremendous. And this service was repeated in small towns throughout Texas.
But added to that pride was the reward that survivors were given for their wartime service. It is Kikašs view that the G.I. Bill made it possible for thousands of Tejano veterans to attend college and make a better life for themselves. The G.I. Bill Act of June 22, 1944 -- or the Servicemenšs Readjustment Act [Public Law 346, 78th Congress, Title III, §§500-503, 58 Stat. 284, 291-293 (1944)] -- put higher education within the reach of thousands of Mexican-American veterans.
The Veterans' Readjustment Assistance Act of 1952 [Public Law 550, 82nd Congress, July 16, 1952, Ch. 875, 66 Stat. 663, 38 U.S.C. 997] provided similar privileges to Korean War veterans. Over the next decade, Mexican-American veterans attended local and nationwide colleges and universities to obtain college degrees. In many cases, these vets were the first members of their families to receive a higher education. Armed with the weapon of education, many of these veterans became the Chicano leaders of the 1960s and 1970s.
In 1947, the Pan American Progressive Association was founded in order to stress leadership and economic interests among Latinos. The American G.I. Forum, founded March 1948, was organized by returning Mexican American veterans from the war. When a funeral home denied use of its facilities for the wake of a decorated veteran, Felix Z. Longoria, the incident received national coverage and helped the G.I. Forum to consolidate its power base and grow into a national organization.
Stressing their patriotism and service to country, the Forum campaigned to increase electoral participation in the political arena. In 1949 and 1950, they initiated local "pay your poll tax" drives to register Tejano voters. Although they failed in repeated efforts to repeal the tax, a 1955-56 drive in the Rio Grande Valley resulted in the first majority Mexican American electorate in the area.
One of the early pioneers of Hispanic representation in the Texas Legislature was Arnold J. Vale. From 1937 to 1947, Representative Vale had represented the 74th District (Rio Grande City, Starr County). In 1949 he represented the same district for three more sessions from 1949 to 1955. CONTINUE
Š Copyright, by John P. Schmal, All Rights Reserved. Read more articles by John Schmal.
John Schmal is an historian, genealogist, and lecturer. With his friend Donna Morales, he coauthored "Mexican-American Genealogical Research: Following the Paper Trail to Mexico" (Heritage Books, 2002). He has degrees in History (Loyola-Marymount University) and Geography (St. Cloud State University) and is a board member of the Society of Hispanic Historical Ancestral Research (SHHAR). He is an associate editor of SHHAR's online monthly newsletter, www.somosprimos.com. John is presently collaborating with illustrator Eddie Martinez on a manuscript entitled "Indigenous Mexico: Past and Present."
| HOUSTON INSTITUTE FOR CULTURE THE HISPANIC EXPERIENCE SEARCH [email protected]
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Speaking the Language: Language Learning and Travel Tips
Traveling to a new country can be an exciting and exhilarating experience, but it can also be intimidating and overwhelming. One of the biggest challenges many travelers face is the language barrier. If you’re not familiar with the language of the country you’re visiting, it can be difficult to communicate with locals, find your way around, and even figure out how to order food.
Fortunately, there are plenty of language learning and travel tips that can help you make the most of your trip and ensure you have a successful and enjoyable experience. Here are some tips for learning a new language and navigating a foreign country with confidence.
Start Learning Before You Go
One of the best ways to ensure you have a successful journey is to start learning the language of the country you’re visiting before you even leave. This will help you understand basic phrases and words, which can make it much easier to get around and communicate with locals.
There are a variety of tools available online for learning a new language, including apps, online courses, and language-learning websites. You can also find books and other resources that are specifically designed to teach you the language of the country you’re visiting.
Practice With Native Speakers
Once you’ve got the basics down, it’s time to practice. One of the best ways to do this is to find native speakers of the language you’re studying and practice with them. There are a variety of online tools that can help you connect with native speakers and practice your language skills.
You can also find language exchange programs that allow you to connect with people from different countries and practice speaking different languages. This is a great way to practice your language skills and gain insight into the culture of the country you’re visiting.
Be Open To Making Mistakes
When learning a new language, it’s important to be open to making mistakes. Don’t be afraid to try new words and phrases and don’t worry if you make a mistake. Most people are understanding and will appreciate your efforts to learn their language.
In fact, making mistakes can be a great way to learn. As long as you’re willing to take risks and make mistakes, you’ll be able to learn quickly and become more confident in your language skills.
Take A Language Course
If you’re serious about learning a new language, you may want to take a language course. There are a variety of courses available, both online and in person, that can help you learn a new language quickly and effectively.
Taking a language course can be a great way to get immersed in the language and culture of the country you’re visiting. It can also help you gain confidence in your language skills and prepare you for the challenges of speaking a new language in a foreign country.
Bring A Dictionary
It’s always a good idea to bring a dictionary or phrasebook with you when you travel. This can be a great resource when you’re trying to communicate with locals or find your way around a new city.
Most dictionaries and phrasebooks will include helpful phrases and words that can make it much easier to navigate a foreign country. Many of these books also include pronunciation guides to help you pronounce words correctly.
Be Patient With Yourself
Learning a new language can be a difficult and overwhelming process, so it’s important to be patient with yourself. Don’t expect to become fluent overnight, and don’t be discouraged if your language skills aren’t perfect.
It takes time and dedication to become proficient in a new language, so take your time and be patient with yourself. With enough practice and dedication, you’ll be able to speak the language with confidence.
Learning a new language can be a daunting task, but with the right tools and strategies, anyone can become proficient in a foreign language. By following the tips outlined above, you can make the most of your trip and ensure you have a successful and enjoyable experience. Whether you’re traveling for business or pleasure, speaking the language of the country you’re visiting can open up a world of possibilities and make your trip a truly memorable one. So, don’t be intimidated by the language barrier – get out there and start learning today!
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Arshan Dabirsiaghi, Goran Trajkovski
Efficient navigation of one’s environment is a fundamental requirement of a successful mobile robot. Ideally an agent’s interactions with an unmarked environment should build reliable spatial relationship information without the aid of foreknowledge. Problems arise when different parts of the environment look similar to the agent, confusing the agent as to its true position. This problem has become known as perceptual aliasing. In this research project this problem was approached by introducing and investigating the chaining of dynamic virtual landmark identification in the agent’s environment. The learning method introduced, called context chaining is an extension of the Interactivist-Expectancy Theory of Learning (IETAL). Experiments with software agent simulations showed the success of this approach, measured by the number of steps required to reach the drive satisfier, cumulative memory size, and the number of surprises encountered.
Subjects: 4. Cognitive Modeling; 3.2 Geometric Or Spatial Reasoning
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20 January 2014
In September of 2012, the thick blanket of ice that covers most of the Arctic Ocean had retreated to just a little over half its average minimum extent, hitting a new record low. Meanwhile Arctic temperatures have risen on average 4°C over the last 100 years, almost twice as much as at lower latitudes.
Scientists say that the warming of the Arctic is primarily caused by climate change from carbon dioxide, which remains in the atmosphere for decades to centuries. However, shorter-lived greenhouse gases and air pollutants including methane and black carbon also contribute to the warming—making them attractive targets for mitigation efforts that have immediate impact and can complement reductions in CO2 emissions.
SOURCES OF THE SOOT Black carbon emissions from commercial and residential sources (kt/year). Data min = 0.0, max = 10.6. Source: MACEB 2013.
“We might not be able to stop the warming of the Arctic. But there are things we can do to make a difference in how much it warms and how soon,” says IIASA researcher Zbigniew Klimont. Over the last several years, Klimont and colleague Kaarle Kupiainen have collaborated with Arctic policy and science efforts such as the Arctic Council and the Arctic Monitoring and Assessment Program (AMAP) to look at how warming could be reduced in the region. Their latest project, called “Mitigation of Arctic warming by controlling European black carbon emissions” (MACEB), recently completed, homed in on one Arctic country: Finland. It combined emissions modeling with experimental work and a practical on‑the‑ground outreach component, to provide a better understanding of what can be done to limit future warming.
Previous research by IIASA and other groups had already shown that cutting black carbon—soot—could quickly and cheaply make an impact on climate warming. While the dark-colored particles have a strong warming effect, absorbing heat both in the atmosphere
and on the surface of snow and ice, the pollutant doesn’t last long in the atmosphere.
But those studies made only broad, global predictions. “In a lot of these large scale and global climate models, the resolution is too coarse to answer these regional questions,” says
Klimont, one of the MACEB study leaders. “The question is: Can we do something with mitigating black carbon to reduce the impact of warming in the Arctic?” To answer that question the research team, which included IIASA, the Finnish Meteorological Institute, the University of Helsinki, and the Finnish Environmental Institute, decided to take on the
biggest source of black carbon in the country—the wood burning stoves that many Finnish people use to heat their homes and saunas. “We used Finland as a sort of case study area,” explains Kupiainen. Interviews with chimney sweeps had confirmed that many Finnish stove owners make mistakes in their operation that lead to more pollution. “If you make the normal so-called user errors, your stove can release as much as triple the black carbon emissions” says Kupiainen.
So the project also included a public relations campaign to teach people how to better operate their stoves. Klimont says, “This was a practical attempt on the ground. The chimney sweeps essentially went out as missionaries, with pamphlets to teach better stove operation.” The researchers expect to evaluate the impacts of this effort as part of future projects.
The study also included experiments to measure how much black carbon contributes to snow melt. University of Helsinki researchers designed a soot blowing machine that could disperse soot over areas of snow, where they then measured the change in albedo (reflectivity) and snowmelt under varying conditions. They also took measurements at five locations around Finland—data that were used to validate the emissions models.
"The chimney sweeps essentially went out as missionaries, with pamphlets to teach better stove operation." Zbigniew Klimont
Including more detail on regional emissions into IIASA’s GAINS model, a model of greenhouse gas and pollution emissions that covers the entire globe as well as specific regions, Klimont, Kupiainen, and experts from the Finnish Environment Institute (SYKE) were able to refine the
model to better show where black carbon emissions were coming from in Finland. The project also for the first time included detailed temporal data on residential combustion emissions—since people tend to use their stoves more in winter, the emissions are greater during that time of year.
The information and new experimental data produced within MACEB helped improve parameterization of a climate model from the Finnish Meteorological Institute and led the team to reestimate the transport of and deposition of black carbon in the Arctic. The new data bring better estimates to the influence that black carbon has on Arctic warming. For example, a recent article in the journal Atmospheric Chemistry and Physics showed that when they included temporal variation in their emissions model, the contribution of residential emissions to black carbon pollution in the Arctic was greater than previously estimated, better matching the measurement data in terms of absolute values as well as seasonal pattern.
FINNISH BLACK CARBON EMISSIONS Spatial distribution of Finnish black carbon emissions in residential wood combustion sector in 2005. Source: MACEB 2013.
How much can this Finland-focused study say about the future of the Arctic as a whole? Other Arctic countries such as Canada, Russia, and the United States emit larger amounts of black carbon, some of that from oil and gas extraction operations, an activity which is not present in Finland. Nevertheless, the study’s methods and findings could be extended to different regions and different emission sources. Klimont says, “The contribution of Finland to emissions in the Arctic area is not very large—a few percent at most. But our experience can be transferred to other countries.”
The researchers have found an avid audience for their findings among policymakers in Europe—where the next round of air pollution guidelines are currently being negotiated—as well as in
circumpolar countries, which stand to be most strongly affected by Arctic warming. Kupiainen says, “Arctic communities are eager to get more data on impacts.”
Text by Katherine Leitzell
Last edited: 09 October 2014
International Institute for Applied Systems Analysis (IIASA)
Schlossplatz 1, A-2361 Laxenburg, Austria
Phone: (+43 2236) 807 0 Fax:(+43 2236) 71 313
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Traffic control, but contemporaryComments Off on Traffic control, but contemporary
Traffic control has come a long way in recent years, thanks to advancements in technology. From RFID with long range to safety indicators that communicate between vehicles and infrastructure, there are now numerous systems and devices that can improve traffic flow and safety. In this article, we will explore some of the latest innovations in traffic control.
RFID with a long range
Access control is an important component to safety in many designated areas and gated communities. A simple continuous flow of traffic is essential for businesses to continue operating successfully and for gated communities to experience a better sense of safety.
Long-range RFID, or radio frequency identification, employs electromagnetic fields to remotely track and recognise various objects, including vehicles. If a restricted area or gated community wants to ensure that people starting to come into and out of these locations belong there instead of trying to cause permanent damage or distress, this is an excellent safety mechanism.
Long range RFID includes three critical components. The entire system is comprised of the long range RFID reader, the tag, and the antenna. The reader and the antenna are two interconnected aspects that will be connected to the entrances and, if required, the exits.
Safety Indicators: Vehicle to Infrastructure
Safety indicators that communicate between vehicles and infrastructure are another exciting innovation in traffic control. These systems use sensors and communication technology to provide real-time information to drivers about the road ahead.
For example, a safety indicator may detect the presence of a pedestrian crossing the road and alert the driver. The system may also adjust traffic lights or reduce the speed limit in the area to improve safety.
Vehicle-to-infrastructure (V2I) communication can also be used to improve traffic flow. For example, a system may detect congestion on a particular road and suggest an alternate route to drivers. This can help to reduce traffic and improve the overall flow of vehicles.
System for Tracking Pedestrians
In addition to tracking vehicles, there are also systems that can track pedestrians. These systems use a combination of cameras, sensors, and artificial intelligence to monitor pedestrian traffic and provide real-time data to traffic controllers.
For example, a system may detect a large group of pedestrians crossing a busy intersection and adjust the traffic lights to give them more time to cross safely. The system may also alert drivers to the presence of pedestrians and adjust their speed accordingly.
The data collected by pedestrian tracking systems can also be used to improve urban planning. By analyzing pedestrian traffic patterns, city planners can make informed decisions about where to build sidewalks, crosswalks, and other infrastructure.
Advancements in technology have led to numerous innovations in traffic control. Long range RFID, safety indicators that communicate between vehicles and infrastructure, and systems for tracking pedestrians are just a few examples of how technology is being used to improve traffic flow and safety. As cities continue to grow and traffic becomes increasingly congested, these technologies will become even more important in managing traffic and improving quality of life.
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LED Lights is just one of one of the most prominent kinds of property as well as industrial lights on the market today. It has actually numerous benefits connected with it, which contributes to its growing appeal. Contrasted to the conventional incandescent lighting, LED lighting is much brighter, as well as the LED light bulbs utilized have a longer life. LED lights is additionally green type of illumination as it releases much less quantity of carbon-dioxide than typical bulb lights.
LED illumination is being progressively liked for a variety of objectives, consisting of residence lights, workplace lighting, vehicle illumination, landscape lights, and also public safety and security lights. The LED innovation is being increasingly utilized in flashlights, lanterns, head lamps, as well as publication lights. These little LED lights have become an integral part of our lifestyle that we have begun to utilize them without being of it. For instance, indicators on appliances such as coffee machine that convey to the users that the appliance prepares to be utilized are LED lights. Tiny lights on cell phones indicating energetic power are LED lights.
LED is an abbreviation for Light Emitting traffic light Diode, which is a semiconductor that converts electrical energy into light. LED lights do not require a filament as traditional light bulbs do to create light. LED lights have diodes as their resources of power. Each diode has a diameter of about 1/4th inch and also eats concerning 10 milliamps of present to provide light at concerning 1/10th of a watt.
These diodes are well-protected by plastic light street lamp bulbs that contain them. LED lights operate on power generated by the movement of electrons, and send out white light. Despite their smallness in dimension, LED lights work questions when utilized in combination, for high-intensity applications.
LED lights are available in numerous efficiencies. LED lights for property functions are about 20 lumens/ watt. However; with most recent developments, LED lights with capabilities as long as 160 lumens/ watt are also being established. It is not extreme; they send out soft lights. The less strength of brightness is because of the use of sodium lamps of reduced stress.
Capacities of LED lights are several. One is the unidirectional illumination LED illumination makes it possible for. This home of LEDs makes them extremely valuable for numerous applications where light demands to be concentrated in a single direction. They are more long lasting than traditional light bulbs as they are resistant to impact by thermal impacts and resonances.
There are no UV rays or Infrared rays resulting from LED lighting. This makes them excellent for outside lighting as UV rays bring in pests. There is no mercury in LEDs; so, it does not fume on use. LED illumination does not interrupt radio or TV signals as there is no ballast in an LED. However it should be noted that they are heat-sensitive; direct exposure to excess heat can damage not only the quality of light emitted yet likewise the life time of the light.
Owing to its countless advantages, the application of LED illumination has actually raised significantly. It can be used for focused illumination in dark interior locations such as cabinets, areas under cooking area closets, garage interiors, and also overhanging illumination. It is thoroughly used for lights walkways, art lights, landscape lighting, lighting reading locations, as well as evening lighting.
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William Hamilton (1788—1856)
Table of Contents
Scottish philosopher, born at Glasgow March 8, 1788, died at Edinburgh May 6, 1856. He studied first in Glasgow University, where his father had been professor of anatomy and botany; took a course in medicine at the University of Edinburgh in 1806-07; and in May, 1807, entered Balliol College, Oxford (B.A., 1811; M.A., 1814), where he concentrated upon classics and philosophy and gained the reputation of being the most learned Aristotelian in the university. In 1813 he settled in Edinburgh as an advocate, though he never secured a large practice. In 1820 he established his claim to the baronetcy of Preston, and was thenceforth known as Sir William. In the same year he was defeated for the chair of moral philosophy at the University of Edinburgh by John Wilson (Christopher North), but was elected to the professorship of civil history in 1821. About 1826 he took up the study of phrenology, and in 1826 and 1827 he read before the Royal Society of Edinburgh several papers antagonistic to the alleged science. He made his reputation as a philosopher by a series of articles that began to appear in the Edinburgh Review in 1829. In 1836 he was elected to the chair of logic and metaphysics in the University of Edinburgh, and held the position till his death. In 1843 he contributed to the lively ecclesiastical controversy of the time by publishing a pamphlet against the principle of non-intrusion. He was answered by William Cunningham. In July, 1844, he suffered a stroke of paralysis, which made him practically an invalid for the rest of his life.
Hamilton’s principal works are: Discussions on Philosophy and Literature, Education and University Reform (London, 1852), containing his articles published in the Edinburgh Review; Notes and Dissertations, published with his edition of T. Reid’s Works (2 vols., Edinburgh, 1846-63); and his Lectures on Metaphysics and Logic (ed. H. L. Mansel and J. Veitch, 4 vols., 1859-60), of which an abridgment of the metaphysical portion (vols. i. and ii.) was edited by F. Bowen (Boston, 1870).
Hamilton was an exponent of the Scottish common-sense philosophy and a conspicuous defender and expounder of Thomas Reid, though under the influence of Kant he went beyond the traditions of the common-sense school, combining with a naive realism a theory of the relativity of knowledge. His psychology, while marking an advance on the work of Reid and Stewart, was of the ” faculty ” variety and has now been largely superseded by other views. His contribution to logic was the now well-known theory of the quantification of the predicate, by which he became the forerunner of the present algebraic school of logicians.
It is his law of the conditioned, with his correlative philosophy of the unconditioned, which comes into nearest relation with theology. This law is ” that all that is conceivable in thought lies between two extremes, which, as contradictory of each other, can not both be true, but of which, as mutually contradictory, one must be true. . . . The law of the mind, that the conceivable is in every relation bounded by the inconceivable, I call the law of the conditioned.” This involved his position that the Infinite is “incognizable and inconceivable.” This doctrine on its philosophic side is a protest against Kant’s skeptical result affirming that reason lands in hopeless contradictions; on its theological side it proclaims the impossibility of knowing the Absolute Being. Only by taking first the philosophic aspect can we correctly interpret its theological relations. Kant had made a priori elements only forms of the mind; and accordingly, the ideas of self, the universe, and God, became only regulative of our intellectual procedure, and in no sense guaranties of truth. Accordingly, Kant has dwelt on ” the self-contradiction of seemingly dogmatical cognitions (the cum antithesi) in none of which we can discover any decided superiority.” These were, that the world had a beginning, that it had not; that every composite substance consists of simple parts, that no composite thing does consist of simple parts; that causality according to the laws of nature is not the only causality operating to originate the world, that there is no other causality; that there is an absolutely necessary being, that there is not any such being. Hamilton’s object was to maintain that such contradictions are not the product of reason, but of an attempt to press reason beyond its proper limits. If, then, we allow that the conceivable is only of the relative and bounded, we recognize at once that the so-called antinomies of reason are the result of attempts to push reason beyond its own province, to make our conceptions the measure of existence, attempting to bring the incomprehensible within the limits of comprehension.
Thus far a real service was rendered by Hamilton in criticizing the skeptical side of Kant’s Critique of Pure Reason. He estimated this result so highly as to say of it, ” if I have done anything meritorious in philosophy, it is in the attempt to explain the phenomena of these contradictions.” At this point Hamilton ranks Reid superior to Kant; the former ending in certainty, the latter in uncertainty. But there remain for Hamilton’s philosophy the questions: If we escape contradiction by refusing to attempt to draw the inconceivable within the limits of conception, what is the source of certainty as to the infinite? How are knowledge and thought related to the existence and attributes of the Infinite Being? Here Hamilton is entangled in the perplexity of affirming certainty which is yet unknowable. That there is an Absolute Being, source of all finite existence, is, according to him, a certainty; but that we can have any knowledge of the fact is by him denied. Reid had maintained the existence of the Supreme Being as a necessary truth; and Hamilton affirms that the divine existence is at least a natural inference; but he nevertheless holds that the Deity can not be known by us. This is with him an application of the law of the conditioned-a conclusion inevitable under admission that all knowledge implies the relative, the antithesis of subject and object. This doctrine of ignorance was developed by H. L. Mansel, and eagerly embraced by the experientialists, J. S. Mill and Herbert Spencer. This gave an impulse to Agnosticism, the influence of which must be largely credited to Kant, who reduced the a priori to a form of mental procedure, and to Hamilton, who rejected Kant’s view, yet regarded the absolute as incognizable. However, while insisting that ” the infinite God can not by us, in the present limitation of our faculties, be comprehended or conceived,” Hamilton adds that “faith-belief is the organ by which we apprehend what is beyond our knowledge.”
The author of this article is anonymous. The IEP is actively seeking an author who will write a replacement article.
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A digital identity is the unique representation of an individual in digital space. It is composed of various attributes (e.g. name, date of birth, role, password, etc.). As individuals, we often provide such personal information to online services in order to use them, while websites and online services automatically collect other data (e.g., usage behaviour, interests, consumer habits, etc.). So, consciously or unconsciously, we leave data on the web.
Hidden behind these seemingly innocuous interactions are several challenges. Pupils, teachers and educational institutions make their personal data available to private providers who use it for their own purposes or even sell it to third parties. However, the data generated by online services can also be an opportunity for the education system. It can analyse data to assess its quality, help schools work more efficiently, and personalize and improve teaching and learning methods.
We address the challenge of multiple digital identities in education by providing a federation of identity services with Edulog. This approach allows the use of digital identities to be coordinated so that an trust space between identity services and service providers can be created and continuously expanded.
Easy and secure access to online services in school and education: Edulog aims to simplify and standardize access to online services in schools and classrooms for pupils, learners and staff of educational institutions. Edulog protects digital identities, guarantees secure access to online services and facilitates mobility in the Swiss education area. Edulog’s central infrastructure has been in operation since autumn 2020. Since then, cantons, municipalities, schools and service providers have had the opportunity to join Edulog. Edulog is an important measure in the digitization strategy of the Swiss Conference of Cantonal Ministers of Education (EDK).
Model: The eID ecosystem in education
As part of a preliminary project for Edulog, the Bern University of Applied Sciences produced the report on the development of the eID ecosystem in education. The report provides an overview of current and future challenges.
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WASHINGTON – NASA does not have enough money to get its new, $12 billion rocket system off the ground by the end of 2017 as planned, federal auditors say.
The Government Accountability Office issued a report Wednesday saying NASA’s Space Launch System is at “high risk of missing” its planned December 2017 initial test flight. The post-space shuttle program would build the biggest rockets ever — larger than the Saturn V rockets which sent men to the moon — to send astronauts to asteroids and Mars.
“They can’t meet the date with the money they have,” report author Cristina Chaplain said. She said it wasn’t because the space agency had technical problems with the congressionally-required program, but that NASA didn’t get enough money to carry out the massive undertaking.
The GAO report put the current shortfall at $400 million, but did say NASA was “making solid progress” on the rocket program design.
NASA’s launch system officials told the GAO that there was a 90 per cent chance of not hitting the launch date at this time.
This usually means NASA has to delay its test launch date, get more money or be less ambitious about what it plans to do, said former NASA associate administrator Scott Pace, space policy director at George Washington University.
NASA is working on the problems GAO highlighted, but delaying launch or diverting money from other programs would harm taxpayers, NASA Associate Administrator William Gerstenmaier wrote in the agency’s response.
“Welcome to aerospace,” Pace said, pointing out that large space projects often end up as much as 50 per cent over budget. He said that “is why you shouldn’t believe initial cost estimates.”
The space agency has been reluctant to put an overall price tag on the Space Launch System. The GAO report says it will cost $12 billion to get to the first test launch and “potentially billions more to develop increasingly capable vehicles” that could be used for launches to asteroids and Mars.
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India is one of the top-ranking countries in the field of basic research. Collaboration that broaden participation in & and appreciation of science, technology, engineering & and mathematics (STEM). The College of Science and Technology (CoST) is the intellectual and academic core of STEM education, research, and discovery at North Carolina A&T State University.
Also, scientists will need a lot more support from science and policy institutions if they want to shake up the old ways of doing things. Dozens of technologies with the power to transform human life, from 3D printing to cognitive implants, could become as ordinary as a cellphone by 2040.
The university’s Center for Academic Studies in Identify Science is the first and only National Intelligence Science and Technology CASIS in the United States. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.
The Administration places a strong emphasis on lifelong learning and nontraditional education pathways to ensure men and women of all ages, backgrounds, and zip codes have access to science, technology, engineering, and math (STEM) education and skills.
Our Sensing and Control Systems provide new insights and access to what is happening in harsh environments. We also provide application management and development to support timely access to NOAA Fisheries data resources. The scientific approach to research is responsible for development of technology. The College of Science, Engineering, and Technology offers Bachelor’s degrees, Associate of Arts or Science degrees and Associate degrees in Applied Science.
NSF’s mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering.
Science from the Latin scientia (knowledge) is a system of acquiring knowledge based on the scientific method, as well as the organized body of knowledge gained through such research. If you are a genius in math or computers, love fixing up cars, can’t get enough of science, or are simply interested in everything, then the College of Science, Engineering, and Technology is where you belong.
Applied Science & Technology Source Ultimate provides STEM students and researchers with the resources they need to succeed. Now, thanks to development in science and technology, electricity can be partly considered as a renewable form of energy. Many people around the world take for example scholars in colleges and universities have taken the lead examining the relationship between science and technology.
Proposers should also be aware of core strategies that are essential to the fulfillment of NSF’s mission, as articulated in Building the Future: Investing in Discovery and Innovation – NSF Strategic Plan for Fiscal Years (FY) 2018 – 2022 These strategies are integrated in the program planning and implementation process, of which proposal review is one part.
STCs exploit opportunities in science, engineering and technology where the complexity of the research agenda requires the duration, … Read More..
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The Associated Press reports on a recent paper in the journal Science that links wildfires in the Western US to global warming (notice the hedging in the AP article: Wildfires may be linked to global warming). According to the article:
Beginning about 1987, there was a change from infrequent fires averaging about one week in duration to more frequent ones that often burned five weeks or more, they reported. The length of the wildfire season was extended by 78 days.
The researchers said the changes appear to be linked to annual spring and summer temperatures, with many more wildfires burning in hotter years than in cooler years.
They also found a connection between early arrivals of the spring snowmelt in the mountainous regions and the incidence of large forest fires. An earlier snowmelt, they said, can lead to an earlier and longer dry season, which provides greater opportunities for large fires.
The paper is called Warming and Earlier Spring Increases Western U.S. Forest Wildfire Activity. In typical Science magazine style, it is quite readable, albeit brief so if you want further details you have to read other articles by the authors. The authors examined counter-explanations such land-use history (e.g., conversion of forests to grazing that would cause older trees to be cut down to be replaced by younger and skinnier trees called “fuels”) and cyclical changes in temperature (e.g., El-Nino). Their spatial models showed that climate change still was the culprit.
Note also, in the Science article, that climate change doesn’t just mean increasing temperatures but a whole host of interacting changes to the biosphere (FYI: numbers in parentheses below refer to citations in the bibliography):
climatic explanations posit that increasing variability in moisture conditions (wet/dry oscillations promoting biomass growth, then burning), and/or a trend of increasing drought frequency, and/or warming temperatures, have led to increased wildfire activity (13, 14).
On decadal scales, climatic means and variability shape the character of the vegetation (e.g., species populations and their drought tolerance (23), and biomass (fuel) continuity (24), thus also affecting fire regime responses to shorter term climate variability). On interannual and shorter time scales, climate variability affects the flammability of live and dead forest vegetation. (13–19, 25)
About the only quibble I have with the model is the assumptions in fitting different data sets together (technically, downscaling and interpolation) but that’s a problem you have with any large computer model, whether it models urban growth, national security risks, or climate change. (Also, they should have made use of a GIScientist because they would probably have seen even larger correlations if they looked at the data topologically.) Other than these issues, this is powerful evidence that climate change effects are being felt now.
(For those of you who’d like to point out that events, such as permafrost melting in Northern North America, are being felt now, let me amend the previous to be this is powerful evidence that climate change effects are being felt now in places where many people live.)
Update: Argh! CBC TV gets it wrong! CBC covered the article on the national news tonight. In the report, a university professor says that the article did not address the drivers of climate change. True, the authors do not address the issue of whether or not climate change is induced by humans. But then the reporter states that the authors don’t say whether the wildfires are due to cyclical weather patterns or from climate change. No. The article clearly rules out cyclical patterns. So much for our insightful reporters.
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Weizmann, Chaim (khĪmˈ vĪtsˈmän) [key], 1874–1952, scientist and Zionist leader, first president (1948–52) of Israel, b. Russia, grad. Univ. of Freiburg, 1899. He lectured in chemistry at the Univ. of Geneva (1901–3) and later taught at the Univ. of Manchester. Active in Zionism from his youth, Weizmann first visited Palestine in 1907. He became a British subject in 1910, and in World War I he was (1916–19) director of the British admiralty laboratories. He became famous when he developed a synthetic acetone to be used in the manufacture of explosives. In 1917 he helped procure the pro-Zionist declaration of Arthur James Balfour. A founder of so-called synthetic Zionism, Weizmann supported grass-roots colonization efforts as well as higher-level diplomatic activity. After 1920 he assumed leadership in the world Zionist movement, serving twice (1920–31, 1935–46) as president of the World Zionist Organization. In World War II he was (1939–45) honorary adviser to the British ministry of supply and did research on synthetic rubber and high-octane gasoline. When the republic of Israel was founded (1948), Weizmann became the first president. At Rehoboth, where he lived, Weizmann founded a research institute (now the Weizmann Institute of Science). He wrote many papers for scientific journals. Ezer Wiezman is his nephew.
See his autobiography (1949); his letters and papers (3 vol., 1968–72); biography ed. by M. W. Weisgal and J. Carmichael (1962); studies by I. Berlin (1958) and I. Kolatt (1970); P. Goodman, ed., Chaim Weizmann: A Tribute (1959).
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
More on Chaim Weizmann from Infoplease:
See more Encyclopedia articles on: Israeli History: Biographies
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RUTIN – A POTENTIAL BIOFLAVONOID WITH VARIOUS PHARMACOLOGICAL ACTIONSAbstract
Rutin or quercetin-3-O-rutinose (C27H30O16) is an essential member of the flavonoid family, a classification of total components of plant phenolic compounds. Rutin is typically located in buck herb seeds. Broccoli fruits, especially citrus fruits, red apples, and berries and drinks such as beer, tea, and coffee. This bioflavonoid is accountable for imparting color and flavor to fruits and vegetables. Rutin is located in many other plants, such as participants of the Fagopyrum genera, F tataricum, usually regarded as tartarine buckwheat, is specifically prosperous in protein. It works as a coloring agent, meal, additive, and used in cosmetics. Also, rutin has a more potent therapeutic effect than other flavonoid derivatives and therefore it is used as a medication to deal with vascular diseases. Several metals such as mercury, aluminum, titanium, vanadium and nickel can be determined spectroscopically by rutin. Rutin incorporates a broad range of pharmacological properties. Traditionally, it is used as anti-microbial, anti-fungal, and anti-allergic agents. However, the contemporary study proved its multi-spectrum pharmacological benefits for treating several chronic diseases, such as cancer, diabetes, high blood pressure, and excessive cholesterol.
Pathivada Manasa and Ganta Suhasin *
Department of Pharmacology, GITAM Institute of Pharmacy, GITAM, Deemed to be University, Visakhapatnam, Andhra Pradesh, India.
01 February 2021
17 June 2021
21 June 2021
01 February 2022
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What is Periodontal Disease?
Periodontal Disease is an infectious disease that affects the supporting structures of the teeth. The supporting structures of the teeth include the hard and soft tissue surrounding them, commonly referred to as the gums. Gum Disease and Pyorrhea are some other names for Periodontal Disease.
How Does Periodontal Disease Progress?
To address Periodontal Disease, periodontal treatment targets plaque and tartar (calculus) deposits that accumulate on the teeth as well as the regions of your jawbone that hold your teeth in place. If left untreated, Periodontal Disease will cause premature tooth loss. Hence, proper periodontal care and maintenance directly affects your ability to retain your teeth. Healthy gums help enhance the natural beauty of your smile, like a frame around a beautiful painting. When your gums become unhealthy, they may recede, swell, redden, or release pus. In later stages of Gum Disease, the supporting bone begins to break down and your teeth can shift, loosen, or fall out. These changes not only affect your ability to chew and speak; they also spoil your smile.
Periodontal diseases gradually destroy the support of your natural teeth with a chronic low grade infection of the gums, as well as your body’s immune system reacting to the presence of bacteria. Your genetic predisposition to the disease impact the magnitude of the infective process and immune reactions. In more severe cases, acute or more aggressive infections may make the gums more painful. As with most treatments in dentistry, periodontal treatment has the best success when initiated early. Periodontal disease can affect multiple periodontal tissues including the alveolar bone, cementum, gingiva and the periodontal ligament. While there are many diseases which affect the supporting structures of the teeth, plaque-induced inflammatory lesions make up the majority of periodontal issues, and are divided into two categories: gingivitis and periodontitis. Gingivitis is less serious and is considered reversible, but it is not known to be self-limiting and may progress to periodontitis, which is much more destructive and may lead to tooth loss. Early detection and early treatment of periodontal conditions are important in maintaining your oral health.
What Causes Periodontal Disease?
Dental plaque is the primary cause of gingivitis in people who are genetically susceptible. Plaque is a sticky colorless film, composed primarily of food particles and various types of bacteria, which adhere to your teeth at and below the gum line. Plaque constantly forms on your teeth, even minutes after cleaning. Bacteria found in plaque produce toxins or poisons that irritate the gums and cause inflammation. Inflamed gums may become puffy, red, swollen, and bleed easily. If this irritation continues, the gums separate from the teeth, causing pockets (spaces) to form. Plaque is a soft deposit on the teeth which is easily removed when you brush and floss your teeth. If you neglect to brush and floss daily, plaque will harden into a rough, porous substance known as calculus (or tartar). This can occur both above and below the gum line. Typically, tartar removal requires the assistance of a dental professional.
Not all gingivitis progresses to periodontitis, so treatment focuses on controlling the contributing factors such as plaque accumulation around the teeth. You cannot control your genetic immunity to gingivitis, but you can substantially reduce the risk of periodontitis by controlling your plaque accumulation. However, even with excellent home care, some people may be more sensitive to the presence of bacteria on their teeth due to an over-reactive immune system or an underlying medical condition, so patients with periodontal disease may not necessarily show its symptoms. If gingivitis progresses into periodontitis, the supporting gum tissue and bone that holds teeth in place deteriorates. The progressive loss of this bone can lead to loosening and subsequent tooth loss. As it is often painless and symptomless, many people do not know they have Periodontal Disease, and for this reason, it can be dangerous. Periodontal Disease will afflict 80 percent of Americans by age 45, and four out of five patients with the disease are unaware they have it. It is important to maintain proper home oral care and regularly visit your dentist to reduce the risk of obtaining this disease.
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New report analyzes 4,000 cities to demonstrate the health, climate and biodiversity benefits of source water protection
The loss of agricultural lands destroys key values that are critically important to the environment. Farmland loss is damaging both for fish and wildlife and for environmental qualities needed for human health and safety.
Report shows that family woodlands in the United States store 14 billion tons of carbon.
Groundbreaking study analyzes the potential of 21 natural solutions—such as growing taller trees, preserving grassland, and improve agricultural practices—to store carbon and reduce greenhouse-gas emissions.
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11 FEBRUARY UN INTERNATIONAL DAY OF WOMEN AND GIRLS IN SCIENCE
Science, technology and education provide unprecedented opportunities, yet trends indicate a growing gender divide and women are under-represented in these areas, as in many other fields and sectors around the world.
On 11 February, the International Pharmaceutical Federation (FIP) will celebrate the United Nations International Day of Women and Girls in Science by announcing a first for women in pharmaceutical science and education: the FIP Women in Science and Education ― FIP-WiSE ― initiative to:
Help achieve equity by building a solidarity network;
Empower women in these fields to achieve their full potential;
Attract students and young women into these fields.
To make gender equity a reality for women in pharmaceutical sciences and education we need to draw more people into the conversation.
On 11 February, you can join and support the FIP-WiSE movement by:
Visiting our website to download the #FIPWiSE social media package
Using the #FIPWiSE Twibbon on your social media profile to unite and show support
Sharing #FIPWiSE messages on social media and translate into other languages
Organising a debate, panel and/or Q&A about gender equity in your community
For now, please save 11 February in your calendar to join the #FIPWiSE movement! If you have any questions, please do not hesitate to contact [email protected].
We thank you in advance for your support of this important initiative.
Mr Dominique Jordan
Dr Catherine Duggan, PhD, FRPharmS
Chief Executive Officer, FIP
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1 How lonely sits the city
that once was full of people!
How like a widow she has become,
she that was great among the nations!
She that was a princess among the provinces
has become a vassal.
2 She weeps bitterly in the night,
with tears on her cheeks;
among all her lovers
she has no one to comfort her;
all her friends have dealt treacherously with her,
they have become her enemies.
3 Judah has gone into exile with suffering
and hard servitude;
she lives now among the nations,
and finds no resting place;
her pursuers have all overtaken her
in the midst of her distress.
4 The roads to Zion mourn,
for no one comes to the festivals;
all her gates are desolate,
her priests groan;
her young girls grieve,
and her lot is bitter.
5 Her foes have become the masters,
her enemies prosper,
because the Lord has made her suffer
for the multitude of her transgressions;
her children have gone away,
captives before the foe.
6 From daughter Zion has departed
all her majesty.
Her princes have become like stags
that find no pasture;
they fled without strength
before the pursuer.
My first thought when reading this took me back to my childhood visits to “Ghost Towns” like Virginia City, Nevada. All through the American West one will find “Ghost Towns,” towns that are now abandoned or largely abandoned that once thrived on Gold and Silver strikes. Virginia City today is a tourist site, but once it was a thriving metropolis with mansions, saloons, and even a couple of churches, serving a fairly large population. Other such towns haven’t had the same luck as Virginia City in becoming a tourist mecca, but the image seems appropriate. Jerusalem has become a Ghost Town. What was once a thriving city, full of people, commerce, and glory, is now abandoned.
The words that begin the Book of Lamentations, words that are traditionally attributed to the prophet Jeremiah, invite us to consider the fate of Jerusalem as it experienced destruction, desolation, and the exile of its leading people. It is unlikely that Jeremiah is the author (while it follows Jeremiah in the Christian canon, in the Hebrew Bible it is found in the third section, The Writings (Kethuvim). Most likely the poet/prophet who wrote these powerful words was reflecting on the exile of Judah and grieving the destruction of the city and state.
The book begins with the words “How lonely sits the city” (NRSV). In the Tanakh (JPS) the phrase is “Alas! Lonely sits the city.” That word “alas” might be more powerful than “how.” It carries a sense of grief and mourning. The tone is that of a sigh. Yes, “alas! Lonely sits the city.” Ron Allen and Clark Williamson note that the Hebrew eka “is frequently used in laments to signal a tragic change of circumstance from joy to sorrow.” [Preaching the Old Testament, p. 275]. With this opening word we get drawn into the grief of the moment. We might even begin to connect it with our own moments of tragedy and grief. Might we think of the events of September 11, 2001, and all that has followed? Is this not a moment where the word “alas” fits? Have we not experienced a fall from glory and a season of exile that seems unending? Do we not still sing the laments, liturgies of grief on anniversaries or as we ponder the unending wars in Afghanistan and Iraq, which likely spawned the war in Syria. “Alas! Lonely sits the city.”
In the words of the poet, Jerusalem is a princess who has become a widow who weeps bitterly in the night. Not only does she weep, but there is no one there to comfort her. All her lovers, her allies, have abandoned her. She is all alone in this city once filled with people. She feels betrayed by former friends who have betrayed her. In other words, her allies have turned against her and sided with her enemy—Babylon.
Now that she is in exile, living among the nations, finding no rest, with her pursuers overtaking here, she cries out in anguish. Indeed, we’re told that “Zion’s roads are in mourning, Empty of festival pilgrims; all her gates are deserted” [Lam. 1:4 Tanakh]. Allen and Williamson comment that the poet is reflecting here “an ancient Jewish view that nature itself was animated, ‘the roads to Zion mourn’ because the Temple is destroyed and people no longer come for the major religious observances.” Thus, “the priests groan not only because of the loss of vocation but because they depended upon the Temple offerings for food and livelihood.” Even the young women grieve. [Allen and Williamson, p. 275]. It’s good to remember that Jerusalem was not only a political center—Judah’s capital—but it was a sacred site. It was the center of the universe, where God’s Temple could be found, and thus God could be encountered in tangible ways. All of this is now gone, and those who sing the lament do so wondering why. What sins had transpired that led to this situation where the sacred city is now ruled by its enemies. The answer must be that the Lord “has afflicted her for her many transgressions” (Lam. 1:5 Tanakh).
Our passage doesn’t end on a positive note. After all, this is a lament. It is meant to give voice to one’s grief, confusion, and possibly repentance. The future now lives in exile and its “young male rulers have become like stags without pasture, that is, without sources to sustain fullness of life and procreation (1:6)” [Allen and Williamson, p. 275]. We conclude with this sense that the future is uncertain at best. So, what do we make of our situation?
Laments like this are generally used in times of national crisis, and lectionary wise that situation might not always coincide. So, as we ponder the text, we might use this as an opportunity to reflect on grief and how we deal with it in personal and corporate ways. On the other hand, we may find ourselves in times where lament seems to be the appropriate response to the situation we find ourselves in. As I write this reflection, the United States has entered a period of uncertainty as the House of Representatives begins impeachment proceedings against the President. No matter how you feel about the President there is nothing about this situation that should give one glee. Indeed, this is a moment of lament for the nation. We might cry out that “gone from Fair Zion are all that were her glory.” The challenges of gun violence, whether mass shootings at schools and places of worship or simply random violence in cities and towns across the nation—these could give rise to laments. What of climate change and the continuing extinction of species? Yes, there is much to lament.
The lament begins: “How lonely sits the city that once was full of people! How like a widow she has become, she that was great among the nations!” My first thought upon reading these words was the ghost towns I visited as a youth—towns like Virginia City—but these are symbolic of other cities. We might see this word as an invitation to consider the way we process grief, and that would be a worthy effort. We can turn to Lamentations as an invitation to lament national tragedies, whether a mass shooting at a school or a shopping center or a moment of national despair when it seems as if our government is failing. These would be good, but the lament begins with a word about the city.
If my first thought was the ghost towns of my youth, my second thought when I read this was the great cities of this country that are struggling today, as well as the great cities of the world that are facing myriads of challenges, including the devastation of war. Think of Aleppo in Syria or Kabul in Afghanistan. Closer to home, I’m reminded of the challenges faced by the city of Detroit, a city that once had nearly two million residents and now has less than 700,000. It’s not a ghost town, but vast swathes of the city are abandoned. Detroit is not alone. Flint to the north has lost half its population. I think of my own hometown of Klamath Falls. The population has remained somewhat constant but the lumber mills are gone along with most of the major employers of my youth. I’ve not been back in over a dozen years, but everyone says it’s not the same. I hear the laments for once was a great city.
We ask why? Why has Detroit lost so many people? We know that one reason for Detroit’s slide was “white flight” that began in the late 1950s and picked up steam in the 1960s and 1970s. As the city declined, the suburbs flourished. Yet, we lament. The church I serve as pastor had its glory years in the city of Detroit, but like most predominantly white congregations in the city, it eventually followed its people to the suburbs, but not without a great deal of grief. Whether it is Detroit, Youngstown, Klamath Falls, or Aleppo, the laments continue. We ask why? Could it be as William McClain suggests: “When people are oppressed, desolation comes. Those who should be prospering have been betrayed by corrupt political systems and have become slaves of the very system that should give them hope. But God speaks to us in exile, and God has not abandoned the city. The city is the place where the temple of God has always been—the center of things, at the heart of the people.” [Preaching God’s Transforming Justice, p. 412].
How do we find hope in the lament? Although Jeremiah isn’t like the author of this lament, we might find a word of hope and purpose in Jeremiah’s word of guidance to the exiles in Babylon, whom he called upon to “seek the welfare of the city where I have sent you into exile, and pray to the Lord on its behalf, for in its welfare you will find your welfare” (Jer. 29:7). Thus, William McClain writes:
When we begin to understand that our future is tied to the future of the city, we will welcome the strangers (foreigners, visitors) and invite them to gather with us around a common table, a community bound by a common Creator, Redeemer, and Host! And the table will be the “Welcome Table” that my grandmother believed in and sang about. In these in-between times, it is a table where all of God’s children can gather around in one Communion, at a common earthly meal aw a rehearsal for the eschatological banquet. [Preaching God’s Transforming Justice, pp. 412-413].
It is good and right to grieve what has been lost, but it is also important to embrace the present and future by praying for the city and thus gather together at the welcome table of restoration.
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Logins is the major object in SQL Server and it’s a first security step to secure your database Server with granted users. There are many security objects Depending on the login object. The following is an overview of how to creating logins in SQL Server and some basic knowledge about security principals.
• Right click on Logins folder that exists in the Security Folder.
• the Login – new form will appear
• General is the first tab in the Login – new form that need Login name
o Login name option may be one of the following.
Existing Windows user account that found in the same server of SQL Server or in the another one according with network capability and some administration option. The user account in this case not needs a password because SQL Server will ask the operating system that hosts this account for that password.
New user account that create in the first time inside SQL Server. The user account in this case needs a user name and password.
• Server Roles tab contains all fixed server groups in the SQL Server. Each group has set of server permissions. By default the new login must a member in the public server role. And also this new login may include in other server roles. It’s mean that this new login have all permission of assigned server roles. for more details about fixed server roles please click here .
• In User Mapping tab, assign all the databases for new login. SQL Server will create user for each database assigned to targeted new login. for example if administrator create new login and assign three Databases for that login, it’s mean SQL Server has four object the first object for the login created and other three user object for each database assigned to this login .
o Also in the User Mapping tab, new login may include in one or more database role membership. Database role membership is a set of groups inside each database created. Each group in the database has a set of permissions in the database scope.
• Securables tab is one that gives permission for a new login. But what is Securable mean. Its mean all SQL Server objects that will assigned for a specific login with specific permission.
In Securables tab, the Securable objects that allowed here is one of the following types:
To select a specific Securable,
o Click on Search … Button.
o Add Objects form will appear.
o Select one of the above options to specify the object type wanted. And then press OK button.
When all selected Securable object appear In the Securables table, then Select one of them from table to specify all permission needed for that securable from Permissions table.
Each of Securable objects has a set of permissions in the permissions table. Each permission may has Grant, with grant or deny permission.
• The last tab in the Login – New form, is Status tab. This tab specify the following :
o Permission to connect to database engine
o Login status
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A LEVEE IS NOTHING MORE than earth mounded into a hill to contain water. Babylonians leveed the Euphrates. Rome leveed the Tiber and Po. By 1700 the Danube, the Rhone, the Rhine, the Volga, and other European rivers had levees, while Holland made the most extensive use of them (a levee and a dike are the same thing).SOURCE: Rising Tide: The Great Mississippi Flood of 1927 and How It Changed America, by John M. Barry (Touchstone, 1998), pp. 40-41 (reviewed here)
The Mississippi creates natural levees. When the river overflows, it deposits the heaviest sediment first, thus building up the land closest to the river. Generally, these natural levees extend for half a mile to a mile from the riverbank. "Bottomlands" farther away are lower and often marsh and swamp. New Orleans was founded on a natural levee, and its French Quarter is the highest ground in the region. By 1726, artificial levees with a height ranging from four to six feet also protected the city.
But levee building never stopped; levees were extended above and below New Orleans, then to the opposite bank. Those levees increased the pressure on old ones. The reason is simple: when the river was leveed on only one bank, in flood it simply overflowed the opposite bank. But with both banks leveed, the river could not spread out. Therefore, it rose up. Thus the levees, by holding the water in, forced the river higher. In turn, men tried to contain the flood height by building levees still higher. By 1812, levees in Louisiana began just below New Orleans and extended 155 miles north on the east bank of the river and 180 miles on the west bank. By 1858, levees on the two sides of the river totaled well over 1,000 miles.
In some stretches the levee rose to a height of 38 feet. These heights changed the equations of force along the river. Without levees, even a great flood—a great "high water"—meant only a gradual and gentle rising and spreading of water. But if a levee towering as high as a four-story building gave way, the river could explode upon the land with the power and suddenness of a dam bursting.
From the first, some critics argued that building the levees higher simply increased the dangers should a crevasse, or levee break, occur, and insisted that a means to lower flood heights be used in conjunction with levees. There were three main ways to lower the flood level. One was to build reservoirs on tributaries to withhold water from the Mississippi during floods. A second was to cut a line through the sharp S curves of the river; these cutoffs would move the water in a shorter and straighter line, increase its slope, and hence its speed (a book arguing for cutoffs would later be titled Speeding Floods to the Sea). A third way was to let water escape from the river through outlets. All three proposals had detractors, but outlets had the most—because it also had the most advocates.
As early as 1816, proposals were made to create artificial outlets, also called spillways or waste weirs, on the east bank of the Mississippi near New Orleans. One proposal called for a spillway above the city to drain Mississippi floodwater into Lake Pontchartrain, while another called for one below the city to drain into Lake Borgne. Both "lakes" are really more akin to saltwater bays and empty into the sea, and at the proposed sites the river flowed within five miles of them.
Simple logic drove the argument for outlets. Removing water from the river would lower flood levels, proponents of the scheme insisted, just as removing the plug in a bathtub lowered the water level there.
Critics of outlets who instead insisted upon levees, and levees only—it soon became known as the "levees-only" position—generally subscribed to an engineering theory developed from observations of the Po made by the seventeenth-century Italian engineer Guglielmini. Guglielmini argued that alluvial rivers, like the Mississippi, always carried the maximum amount of sediment possible, and that the faster the current, the more sediment the river had to carry. His hypothesis further argued that increasing the volume of water in the river also increased the velocity of the current, thus compelling the river to pick up more sediment. The main source for this sediment had to be the riverbed, so confining the river and increasing the current forced a scouring and deepening of the bottom. In effect, adherents of this theory argued, levees would transform the river into a machine that dredges its own bottom, thus allowing it to carry more water without overflowing.
Levees-only advocates argued that outlets, by allowing water to escape from the river, were counterproductive since they removed volume from the river, lowered the slope, and caused the current velocity to slow. This not only prevented the current from scouring out the bottom, but actually caused the deposit of sediment—thus raising the bottom and in turn the flood height. According to the levees-only theory, using outlets was like taking water out of a bathtub, then dumping so much gravel into it that the tub ended up holding less water. The levees-only hypothesis argued that outlets, rather than lowering the flood height, would actually raise it.
04 September 2006
The Levees vs. Cutoffs vs. Outlets Debate
Posted by Joel at 9/04/2006 08:07:00 PM
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Bisphenol A (BPA) is a chemical that is used in a variety of consumer products, such as food storage containers, water bottles and certain resins. In previous studies, Cheryl Rosenfeld, an investigator in the Bond Life Sciences Center, along with other researchers at the University of Missouri, Westminster College and the Saint Louis Zoo, determined that BPA can disrupt sexual function and behavior in painted turtles. Now, the team has identified the genetic pathways that are altered as a result of BPA exposure during early development.
Turtles are known as an "indicator species" because they can be used as a barometer for the health of the entire ecosystem. By understanding the possible effects endocrine disrupting chemicals have on turtles, researchers might be able to understand the possible effects such compounds have on other species.
"Painted turtles lack sex chromosomes, and their gender is primarily determined by the incubation temperature of the egg during development--cooler temperatures yield more males while warmer temperatures yield more females," said Rosenfeld, who also is an associate professor of biomedical sciences in MU's College of Veterinary Medicine. "Previously, our research team found that exposure to BPA might override the brain development of male turtles and could induce female type behaviors. Our goal for this research was to determine the genetic pathways that correlate to the behavioral changes we identified."
Researchers examined whether BPA and ethinyl estradiol (EE), a hormone found in birth control pills, affect the global regulatory pathways of the brain. The same turtles from earlier behavioral testing were subjected to a gene expression analysis and 235 genes were identified as being altered in turtles exposed to BPA. The gene expression changes identified in the BPA group were found to significantly alter mitochondrial and ribosomal pathways.
Mitochondria are the "power house" for cells and are responsible for breaking down and converting nutrients into usable energy. Ribosomal pathways produce proteins, which are needed to repair damage and direct chemical processes. Increased energy production in brain cells can thus affect cognitive flexibility and memory.
"Metabolic pathways are not well documented in turtles. We were able to use human metabolic models to infer pathway changes in turtles," said Scott Givan, associate director of MU Informatics Research Core Facility and a co-author of the study. "After analyzing the genes, we were able to link gene expression changes to behavioral changes."
Rosenfeld notes that this is the first study to show a correlation between changes in gene expression patterns and behavioral changes in turtles exposed to endocrine disrupting chemicals. "Correlation of altered gene expression patterns with the behavioral changes of the animals almost a year after the original exposure indicates that developmental exposure to BPA can lead to long-lasting and likely permanent effects on neurobehavioral responses," Rosenfeld said.
"Transcriptomic alterations in the brain of painted turtles (Chrysemys picta) developmentally exposed to bisphenol A or ethinyl estradiol," recently was published in Physiological Genomics and is slated to be featured as a cover illustration on the journal's website. Lindsey Manshack, a graduate student in Rosenfeld's lab in MU's Bond Life Sciences Center authored the study. Dawn Holliday, adjunct assistant professor of pathology and anatomical sciences in the MU School of Medicine and an associate professor of biology at Westminster College in Fulton, Mo., and Sharon Deem, director of the Saint Louis Zoo Institute for Conservation Medicine, contributed to the study. Funding was provided by Mizzou Advantage, the Office of Research and the Bond Life Sciences Center at the University of Missouri. The content is solely the responsibility of the authors and does not necessarily represent the official views of the funding agencies.
Editor's Note: For more information, please see: https:/
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CAN’T ORDER A POEM LIKE YOU ORDER A TACO”: AN INTRODUCTION TO POETRY
GRADE: 7 to 10
SUBJECT MATTER: English; Language Arts
Through this lesson's activities, students will explore what poetry is and certain aspects within it. They will write their own knowledge and perceptions of poetry and the expand that knowledge and experience through listening to, reading, and writing poetry and exploring poetic terminology.
Students will be able to:
STANDARDS From the IRA/NCTE Standards for the English Language Arts http://www.ncte.org/standards
For class: Computers
Glossary of Poetic
Terms: A Unique Guide for the Study of Poetry. Bob’s Byway: A Poetic Diversion.
Robert Harris. A Glossary
of Literary Terms. http://www.virtualsalt.com
Steve Lane. Literary
Terms. Department of English Malaspina University-College. www.mala.bc.ca/~lanes
Ann Woodlief. LITWEB:
An Online Companion to the Norton Introduction to Literature, Seventh
PREP FOR TEACHER
Before beginning this lesson, bookmark the four web sites listed. The video should be set to run approximately ten minutes into the video when Nye gets out of her chair and begins to address the audience. The video runs for approximately ten additional minutes until Nye completes her reading and sits down. A definitions handout that lists all the terms to be researched on the web sites should be prepared so that students know for what terms they are responsible for (poetry, poem, tone, imagery, scene, meter, and rhyme).
The following activities will allow students to solidify their prior knowledge of and experiences with poetry through written reflection.
Step 1: What
Do I Know About Poetry
Give students fifteen minutes to complete a one-page Quickwrite in which they answer the question "What is Poetry?" Explain that their answers will most likely be specific to the individual; students may include examples, personal experiences, emotions, and reactions.
FOCUS FOR VIEWING
There are four video viewings. The first and third viewing is without sound. The second and fourth viewing has sound.
To give students a specific responsibility while viewing, when there is no sound, the students are to focus on
When there is sound, the students are to determine if they were right. "Why and Why not."
The following activities will expand the students' knowledge of poetry and poetry terms in a way that accepts and acknowledges the students' prior knowledge, making students more comfortable with poetry and increasing their willingness to participate.
Step 1: Parts of
Give each student an introduction to poetic terminology handout that has three columns, one that lists the vocabulary words (poetry, poem, imagery, scene, tone, meter, rhyme), another labeled "Predictions," and the third labeled "Research."
Give students two to three minutes to jot down in the predictions column what they think each vocabulary term in the first column might mean, what they know about each word, how each word relates to things other than poetry. Put students into small groups of three to five students; each group is assigned a particular web site to use in researching the different vocabulary words.
The "Research" column serves as the FOCUS FOR MEDIA INTERACTION when students go to the computers. As students find the definitions for the terminology on the web sites, they will write the definitions in the research column next to the words and their predictions. If possible, each student should have his own computer, but an entire group can be assigned to a single computer if necessary. Students should find definitions and examples of the vocabulary on the web sites; each group looks on a different page (more pages may be needed or print materials could supplement depending on the size of the class).
Step 2: What Didn't I Know About Poetry. Each group will finish the above task at different times; allow at least fifteen minutes for students to complete the Internet search. However, as individual groups complete the assignment, students can complete the day's closing activity which can be explained on an overhead, the board, or orally. Each student, using the knowledge gained from the Internet search, will return to the Quickwrite from the beginning of class and complete a Quickwrite Extension. Students need to add half a page describing what they learned from the research: how accurate or thorough was your prior knowledge? What surprised you about what you found? Did the search remind you of any other experiences with poetry? Etc. The following activities will further increase student knowledge about and comfort with poetry. Students will also explore alternative definitions of poetry and poetic terminology.
Step 3: What Didn't I Know About Poetry. In order to create a continuity from day to day, it is necessary to link directly back to the activities of the day before. Students spend the first two to three minutes of class "Pair Sharing" what new information they learned from the Internet search of poetry terminology.
Bring students together as a class to share the information learned from the web sites, focusing and guiding the discussion on comparing and contrasting the different ideas presented on each web site and student perception. Students should refer to the completed vocabulary terms handout as they participate in discussion.
Step 4: What is Poetry and Where Does it Come From. Because all students experience is going to be different and not all the information on the web sites is exactly alike, students may feel that they have taken a step back in defining poetry. Reassure students that all perspectives on poetry are useful and important. Explain to students that the terminology is not the only way to approach poetry. What better source is there to find out about poetry than a poet?
Step 5: Naomi Shihab Nye Video. Insert the video of Naomi Shihab Nye's presentation from The Dodge Poetry Festival Videoconference and give a brief introduction to Nye, her work, and The Dodge Poetry Festival, all available at the beginning of the videoconference.
Give students a FOCUS FOR MEDIA INTERACTION by having them answer the following questions: How does Naomi Shihab Nye define poetry? Where does she think poetry comes from? Etc. Students watch and listen to the three poems (approximately 10 minutes); PAUSE after each poem, so students can answer the questions in writing and share impressions orally after viewing each poem on the video: "Travel Alarm," "Valentine for Ernest Mann," and "Wedding Cake."
In the video, Nye reads and comments on three of her poems and the process and inspiration for each individual piece. She briefly discusses the importance of the moment, specific images, emotions, and the passion of poetry. These ideas will add to the foundation established with the Quickwrite, Quickwrite Extension, and the Internet search. After the video, as a class, discuss the students' question responses and impressions.
POST VIEWING ACTIVITIES
Step 1: Define Poetry through Poems Nye's poem "Valentine for Ernest Mann," second poem viewed on the video, is a poem that attempts to define poetry. View that poem again and give students a written copy. Talk about how Nye establishes her idea of poetry in her poem. Explain the importance of reading as well as writing poetry.
Using the Quickwrite, the terminology information, and the knowledge gained from Naomi Shihab Nye's presentation, students will write a poem in which they attempt to define poetry from their personal perspective, experience, and knowledge base.
The eventual use of this assessment is up to the discretion of the teacher. The poems about poetry can be handed in for evaluation, presented orally to the class, used in future projects and writing workshop, etc. The activities chosen to follow this media-rich lesson may or may not determine the ultimate use of the culminating activity.
Students can plan public poetry readings for their community or school, schedule readers, write their own poetry to present, and present others' poetry, especially during April, National Poetry Month. Students can start their own poetry publication at your school to be distributed to the class, school, and/or community.
For additional lesson plans and ideas relating to this topic and many others try TeacherSource at PBS Online! You will find activities, lesson plans, teacher guides and links to other great educational web sites! Search the database by keyword, grade level or subject area! Mathline and Scienceline are also great resources for teachers seeking teaching tips, lesson plans, assessment methods, professional development, and much more!
The Idaho 2001 National Teacher Training Institute is made possible through the efforts of
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| 0.933481 | 1,799 | 4.0625 | 4 |
In recent years, research efforts on complex systems have contributed to improve our ability in investigating, at different levels of complexity, the emergent behaviour showed by system in the course of its evolution. The study of emergence, an intrinsic property of a large number of complex systems, can be tackled by making use of Cellular Automata (CA): these enable researchers to identify the emergent dynamics of a complex system, whose behaviour is determined by local rules that define the way in which the elementary parts interact with each other. This work presents the results of an experimentation aimed to investigate the efficacy of a methodology which uses the simulation and CA in the learning of emergence. As results, the 93% of the students that which took parts to the experimentation is able to recognize characteristics of complex system.
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|Titolo:||The use of Cellular Automata in the learning of emergence|
|Data di pubblicazione:||2006|
|Citazione:||The use of Cellular Automata in the learning of emergence / Faraco, G; Pantano, Pietro Salvatore; Servidio, Rocco Carmine. - In: COMPUTERS & EDUCATION. - ISSN 0360-1315. - 47:3(2006), pp. 280-297.|
|Appare nelle tipologie:||1.1 Articolo in rivista|
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| 0.747409 | 328 | 2.515625 | 3 |
Toenail infection first manifests as a tiny yellow or white spot under the tip of the nail. After some time, the spots become larger and cause very noticeable nail discoloration. Then, the nail thickens and cracks along the edges. In most cases, the infection is isolated in just one or two nails, but when the infection worsens, it could affect the remaining healthy nails.
Discover the Causes of this Fungal Infection
Fungi are living microorganisms that resembles and functions like a plant. These are single-celled organisms that thrive in damp and dark areas. These organisms reproduce quickly via their spores, a spherical body that is released in the air when a fungal body matures. There are certain circumstances where they rapidly proliferate and cause severe health problems such as the toenail fungal infection. Learn what causes toenail fungus below.
- Poor Hygiene. Maintaining a poor hygiene often results to illnesses. Among the many problems you can suffer from if you don’t tidy up is the toenail infection. Fungi grow best in damp places. If you don’t have a habit of washing your feet or drying them clean, you are putting yourself at risk to develop this infection. Furthermore, putting on wet socks or shoes can also increase your chances of contracting the said toenail problem.
- Exposure to Dirty Water. Even tidy individuals can get affected by this infection. If you frequently get exposed to dirty water, you can also get your toes infected. Fungi bodies are everywhere. Dirty and wet places are among the most usual places where they thrive the most. If your feet get wet with dirty water, do your best to clean and dry them thoroughly. Wash them with disinfectant and remove the accumulated dirt underneath the nails.
- Exposure to an Infected Person. Because fungal spores are rapidly produced and released, individuals who are infected can pass on the disease to other healthy individuals. If you live with a person who is infected with the toenail fungus, you can protect yourself by maintaining a good hygiene and avoid using the person’s shoes or socks. You should also avoid sharing other personal items like blankets and towels.
Risk Factors You Need to Know
Aside from the top causes of toenail fungus discussed above, there are also risk factors that increases your likelihood of getting infected. Studies suggest that this infection is more prevalent among men. Men who also have a family history of fungal infections can get this disease as well. There are other factors too such as the following:
- Athlete’s Foot. Athlete’s Foot is another is another type of fungal infection. Unlike the toenail infection, it affects the whole foot. It is a contagious disease that if left untreated can give rise to the rapid growth of fungal bodies underneath your toenails.
- Weak Immune System. A weakened immune system can cause plenty of health problems. Under this condition, you are most likely to contract various types of infection because the body cannot fend off the pathogens such as the toenail fungus.
- Old Age. As you age, your body’s defensive functions also weaken. Older individuals become more susceptible to different types of illnesses. The body is less agile to fight off illnesses, regardless if it’s a bacterial, viral or fungal infection.
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The Spanish Institute offers Spanish language instruction for all levels, from first-time beginner to advanced and superior Spanish-students who wish to further enrich their Spanish-speaking skills.
(A1/1; A1/2; A2/1; A2/2): Acquire basic Spanish conversation skills, read and write daily texts, and be able to express opinions, needs and feelings in Spanish. Progressively acquire the diverse verbal tenses: present, past, future.
(B1/1; B1/2; B1/3; B1/4): Improve communication skills with an enriched vocabulary and more complex sentences. Start to read Spanish literary texts and express and write more abstract concepts.
(B2/1; B2/2; B2/3; B2/4): Acquire fluency to express yourself in Spanish precisely on a wide variety of subjects. Use and perceive the underlying nuances in written and oral expressions.
(C1/1; C1/2; C1/3; C1/4; C1/5): Employ acquired skills creatively. Be well versed in Spanish, read complex texts on classic and contemporary literature or civilization topics and discuss them as deeply as you wish.
Each level (Initial, Intermediate, Advanced) totals 120 hours of classroom training, and is divided into four separate sublevels of 30 hours per course. The Superior level total 150 hours and is divided into five separate sublevels of 30 hours per course.
Levels from The Common European Framework
At the Spanish Institute we follow the guidelines of The Common European Framework of Reference (CEFR). This is the organization from the Council of Europe that sets the reference levels of learning a foreign language. The CEFR describes the stages of the language skills acquisition from beginners to those that master a language: A1 A2 B1 B2 C1 C2.
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en
| 0.902593 | 388 | 2.875 | 3 |
Naming is important because it immediately communicates the role of the entity, but it’s only wording after all. In order to propose appropriate naming, we need to understand its function. The matter complicates a little bit when we speak about humans. In heavily repetitive and standardized environments, job titles are often connected with responsibilities. For example, a truck driver is responsible for:
- loading a freight
- maneuvering the truck on a factory parking lot
- driving a truck
- refueling a truck
- unloading a freight
- keeping tachometer
- occasionally repair something trivial in truck *(NICE TO HAVE)
And stating requirements in such a way is perfectly adequate and sufficient. Moreover, in order to be a truck driver, you need to pass an exam for a driving license in a special category. Such a standard adds additional prefilter to our recruitment funnel. Probably we can say that if someone is capable of fulfilling those responsibilities, we can say with 99% certainty that he is suitable for that job.
So let’s conduct a quick thought experiment. We change the domain a little bit. Now we want to describe the responsibilities of a rally driver. So probably the main activity is the same - driving a car. The difference would be just COSMETIC:
- it’s a different type of car
- on a different kind of road
- with a different speed and acceleration
But after all, you can say it’s just driving, isn’t it? Even the time constraint and purpose are the same, the truck driver needs to deliver freight as soon as possible, and the rally driver needs to deliver his and his pilot in one piece to the finish line - as soon as possible.
So bear with me and that metaphor for while longer. Imagine that the AppUnite is the WRC Subaru team. We have 5 great drivers, but we want to scale our operations, and “the management” made a decision - we should hire another 5. People team along with the rally delivery team write down a job offer with requirements and list responsibilities:
- participate in rally competition
- driving - including
- controlling understeer and oversteer slides
- provide engineers feedback about car setup concerning the suspension and steering system
Would that kind of job offer give us the same level of certainty about candidates? Even if we found folks who have a driving license, probably 99,99% percent of them wouldn’t be the next rally champion, 80% of them wouldn’t survive the first rally, and 50% of them wouldn’t survive the first turn.
What can we learn from that? Focusing on specific actions can bring us only THAT far.
List of responsibilities, list of duties is a tool for communicating a purpose. And it works well if we stay in a simple system or complicated system. Because the system itself lacks internal depth, we can prepare a playbook on how to handle it. In truly repetitive domains things are getting even further - nowadays robots are doing our job in car manufacturing, vacuum cleaning, or the grocery store automatic checkout.
Even the job of above mention truck drivers is going to be automated. There is going to be less and less demand for humans doing repeatable and simple work. And that's a sign of civilizational improvement. But like with every substantial change, the feeling of uncertainty may creep in. Eventually introducing the automated elevators caused the profession of an elevator operator wasn't needed anymore.
That's why we should turn our sight higher, on the problems worth solving. Rather than asking just plain "what", following that question with "what for?" and "why". If we do that right, we can be sure that no robot can stand competition with us. Nor any human competition.
The things which we do each day may come from the job requirements. And it’s nothing wrong with being satisfied and happy with that. But if for some reason you are not, ask yourself - do I really know why I do things that I do every day? Of course, it may be “just a job”, but still it consists of a significant part of your life. Being accurate - around 25% of your week. So maybe it’s worth considering making that time, which will pass anyway 100% worth spending? It’s your life after all…
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| 0.955909 | 912 | 2.515625 | 3 |
SNR is a Single Number Rating system as per the International Organization for Standardization’s ISO 4869 certification.
Independent laboratories test earplugs to determine their SNR value. The SNR value can be used to compare the level of noise attenuation offered by different hearing protectors. To determine acoustic pressure on your ears, you subtract the SNR value from the average noise level measured. For example:
- The music in a discotheque measures an average of 99 dB.
- You are wearing the Alpine PartyPlug with an SNR of 19.
- Thus, the acoustic pressure on your ears is on average 99 – 19 = 80 dB.
The higher the SNR, the higher the level of noise attenuation provided by the earplugs. Bear in mind that the SNR value is a rough average. Earplugs attenuate lower tones differently to higher tones. To understand that, you need to compare earplugs at different frequencies, using H, M and L values.
H: High frequencies between 2000 and 8000 Hz
M: Medium frequencies between 1000 and 2000 Hz
L: Low frequencies between 63 and 1000 Hz
For PartyPlug earplugs, these values are as follows:
If you refer to the table of noise attenuation values for PartyPlug earplugs, it looks as follows. It shows you by exactly how much the earplugs attenuate noise at which frequency.
The SNR value is a European standard. In the United States, measuring is carried out via an NRR (Noise Reduction Rating) determined by American National Standards (ANSI). Many of our products also have an NRR value. For example, the PartyPlug’s value is 16.5-21.5.
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| 0.897934 | 360 | 2.953125 | 3 |
Those men and women who have taken the oath and swore their duty to being an American sailor have taken upon themselves a long and colorful history; one filled with honor and glory. The Idea that the Congressional Army and Minuet Men would be able to fully secure freedom and they needed to defeat the British warships before that got close to land. Stated with only whatever merchant ships they could come up with and outfit with cannons like most of the rest of the revolutionary troops incredibly ill-equipped; the Congressional Navy helped to fend off the British with aid from the French. They were disbanded after the revolution war only to be reinstated in 1794 under President Washington who signed the Naval Act of 1794 in response to US merchant ships off the Barbary coast this navy was made up of six frigates. Sent to deal with the pirates who were attacking from the North African Muslim States though the sailors where ill-prepared when first formed to take-on boarding parties during the revolution they had a new weapon the was developed during that war this weapon was the United States Marine these were seasoned soldiers and mercenaries that where most adept with hand to hand combat that sailed with the sailors and where an idea that the British themselves came up with after fighting pirates and enemy vessels. The United States Navy stayed small till the war of 1812 when Britain tried to retake the country that had revolted against their rule and started a cascading effect that ultimately leads to the fall of the English empire and them being seen as the world’s strongest military.
The original duty of the Navy was to levy attacks against slavers and to hunt and exterminate pirates. By the civil war, the birth of a new warship was being used the ironclad ships had started to replace the old frigates, of course, they where the frigates with iron plating on the halls to help defend against cannon fire. The end of the 1800s the meager numbers of sailors were just 6000 and the ships they had where outdated. In 1882 Congress had passed bills to modernize and expand the Navy taking its size from the twelfth largest to the fifth becoming bigger than even the Royal British Navy. This time when war raged the United States Navy Answered with a power most astounding, they became known during WWI as the world strongest Navy. This was the case when Japanese aircraft decided to sucker punch the pacific fleet entirely dragging the States into World War Two and with the bulk of battleships destroyed the United States Navy with their wayward children fought the Imperial Japanese back to surrender with new undervalued Aircraft carriers. They have been tried and tested forged in fires lit to the honor and traditions of the “Old Navy” that fought outnumbered and out equipped a far superior force. It was this fact that lead to the creation of the Sailors Creed.
I am a United States Sailor. I will support and defend the Constitution of the United States of America, and I will obey the orders of those appointed over me. I represent the fighting spirit of the Navy and those who have gone before me to defend freedom and democracy around the world. I proudly serve my country’s Navy combat team with Honor, Courage, and commitment. I am committed excellence and the fair treatment of all. The word commitment is often thrown around, but the best definition I have ever heard for commitment is the choice to release there is no other option but to see the path through.
author by: tyrell moody
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| 0.981364 | 696 | 3.296875 | 3 |
Sister Monique Giraud, DC writes of Congress and General Assembly of Network Directors of VAREF, 30-31 January and 1 February 2013
The heads of Vincentian schools met in Bordeaux at the Lycée Saint-Vincent-de-Paul, Sablières Street, near the Place de la Victoire.
A course to learn more about the “new digital generation” animated the reflection of 115 people (principals, assistants in administration and pastoral ministers) anxious to meet the challenges of the transmission of knowledge to the young they prepare for integration into society.
- A Social Scientist from the University of Victor Ségalen in Bordeaux 2, a specialist in juvenile behavior and digital technology.
- A Neuroscientist from the University of Inserm in Lyon came to share how recent discoveries have led to different approaches to maladaptive behaviors in the school context.
Mr. Zaffran immediately set the framework describing us a “digital immigrants” in a youth culture of “digital natives.” Learning this new language of the youth culture is not just an additional adaptation, such as the one we make when we move to a different region, noting changes in everyday language.
It is evident that digital communication has gone from simple communication to multidirectional and multimedia (photo, text messaging, music, videos) which favors direct access to knowledge to the detriment of generational transmission (from the old to the young). Access to information is what leads to the necessity of a new approach, not based on moral evaluation but on learning to sort through the materials in our possession.
In this new context the adult must find his or her place: a “ferryman of knowledge”, a guard rail, to help the young to find their way through the maze of information that is produced. Let’s not practice abduction of the young (trying to appropriate their ways of communication). We need to move from a fearful view of the digital world to a dynamic view for it to be useful in the construction of personality in the new era of contemporary communication.
Mr. Lachaux, director of research at Inserm, made us conscious of the impact of new communication technologies on patterns of relationship and attention. Analysis of the mechanisms that are active in the brain during certain tasks will help to understand, for example, that attention, before being a moral imperative, is a circuit of brain function, receiving information sent to the affected area. Once transmitted, then deciphered by the brain, it will be transmitted to the motor or sensory system to produce the brain activity necessary for attention or memorization.
The two researchers showed how attention to modes of communication is concerned with the building up of the person and that we must help so that the new digital methods will always become more human. “We must humanize our methods…” Mother Guillemin. Such is the task with which all pedagogical teams are confronted.
In the evening, the delegates realized the patient work of rewriting the statutes of Catholic teaching and Father Alvaro made the connection with St. Vincent, a man of relationships.
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en
| 0.925069 | 648 | 2.671875 | 3 |
A Comissão Europeia dá dicas para promover o empreendedorismo onde nomeadamente num press release constata o seguinte:
The Commission recommends the following measures:
- National and regional authorities should establish cooperation between different departments, leading to developing a strategy with clear objectives and covering all stages of education.
- Curricula for schools at all levels should explicitly include entrepreneurship as an objective of education.
- Schools should be given practical support and incentives to encourage take-up of entrepreneurship programmes.
- Special attention should be given to training teachers and to raising the awareness of heads of schools.
- Cooperation between educational establishments and the local community, especially businesses, should be encouraged.
- The use of student mini-companies at school should be further promoted.
- Higher education institutions should integrate entrepreneurship across different courses, notably within scientific and technical studies.
- Public authorities’ support is especially needed to provide high-level training for teachers and to develop networks that can share good practice.
- Teacher mobility between university and the business world should be encouraged, together with the involvement of business people in teaching.
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| 0.924979 | 238 | 2.515625 | 3 |
During these days in Greece we fostered emotions and creativity. In this sense, Arts is the perfect field to express and Greece represents one of the most important treasures in history and essential part of the European Heritage. In this workshop we focused on Arts and all the possible expressions but also as agreed in Spain in other fields, like science, maths or sports. We used both, ICT tools and non-ICT tools to solve challenges, again in teams applying cooperative learning. We have taken advantage of the connection that Arts have with real life to present Arts very connected to Maths, Science and Sports. Cultural Heritage has been also one of the strong points as Greece is a world heritage site and Thessaloniki in particular.
The activities are reflected in the activity guide when finished. The evaluation after the workshop was excellent, it could not be better. Perfect start. The program of the meeting was previously agreed when writing the project and it was perfectly executed:
DAY 1: Openning Ceremony, presentation of teams. Cultural Center en Thesaloniki
DAY 2: Treasure hunt at the Aristotelous Square
DAY 3: Trip to the archaeological sites of Vergina and Dion
DAY 4: Roman and Byzantine Thessaloniki contest. Escape Room.
DAY 5: Folk dancing and sports contest. Closing ceremony: awards, certificates.
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en
| 0.947692 | 273 | 2.8125 | 3 |
NOAA OA Plan
NOAA researchers and managers are working to coordinate ocean acidification research efforts
Ocean acidification has the potential to seriously threaten the future health of the world’s oceans and the significant economic benefits they provide to humankind. This rapidly emerging scientific issue has raised serious concerns across the scientific and resource management communities as to possible ecological and economic impacts. In response to these concerns, 70 scientists throughout NOAA developed the NOAA Ocean and Great Lakes Acidification Research Plan to present a consensus research strategy for NOAA to advance the understanding of the impacts of ocean acidification and to address related challenges to local and national ecosystems and communities.
As a part of NOAA’s mission and numerous legislative mandates, we are required to understand and predict changes in Earth’s environment as a consequence of continued acidification of the oceans and Great Lakes and conserve and manage marine organisms and ecosystems in response to such changes. The Federal Ocean Acidification Research and Monitoring (FOARAM) Act of 2009 mandates that NOAA has an active monitoring and research program to determine potential impacts of decreased ocean pH and carbonate saturation states, which are happening in direct response to rising atmospheric CO2. Other mandates (e.g., Magnuson-Stevens Fishery Conservation and Management Act, Marine Mammal Protection Act, National Marine Sanctuaries Act, Endangered Species Act, Coral Reef Conservation Act, and Clean Water Act) also require that NOAA work to fully understand the consequences of a changing environment to marine and Great Lakes resources. In addition, NOAA must respond to various interagency ocean research and policy implementation efforts, such as The Interagency Ocean Policy Task Force and Charting the Course for Ocean Science in the United States for the Next Decade: An Ocean Research Priorities Plan and Implementation Strategy.
Characterizing the extent of acidification in our oceans and Great Lakes and predicting the ramifications for marine and freshwater resources and ecosystem services is critical to national and international climate mitigation discussions and to local communities that rely on these resources to prepare and adapt to ocean acidification. NOAA's research plan addresses a set of core fundamental hypotheses. These hypotheses are intended to provide strategic science-based guidance to the NOAA research community and to help integrate the broad range of proposed activities toward a common purpose. These hypotheses address the characterization of the biogeochemical changes across a range of environments, evaluating the response of key aquatic organisms and ecosystems, and illuminating the range of vulnerabilities in order to inform adaptive management strategies.
Hypothesis 1. Rates and magnitude of acidification vary across time, space, and depth as a consequence of local and regional geochemical, hydrological, and biological mechanisms.
Hypothesis 2. Ocean acidification will change ecosystem structure, function, and biodiversity via both direct impacts (e.g., altered growth or survival rates) and indirect effects (e.g., food web and/or habitat changes).
Hypothesis 3. Heterogeneity in species-specific responses, local environmental and regional considerations will confer a broad range of vulnerabilities that differ both locally and regionally.
For additional information, please refer to NOAA's Ocean and Great Lakes Acidification Research Plan (Full Plan or Highlights) and to the website of the Interagency Working Group on Ocean Acidification.
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A tiny assembly line that powers the whip-like tail of sperm could be harnessed to send future nanobots or other tiny medical devices zooming around the human body, according to a preliminary research report.
Borrowing a page from reproductive biology, the proof-of-principle study offers a peek at how nanotechnology might overcome the problem of supplying energy to the envisioned menagerie of nanobots, implants and “smart” probes aimed at releasing disease-fighting drugs, monitoring enzymes and performing other medical roles within a patient’s body.
To be biologically compatible, these hypothetical devices would need to be formed not from tiny springs and nuts and bolts but from biomedical components. “At that scale, biology provides the best functional motors,” said Alexander Travis, an assistant professor of reproductive biology at Cornell University’s Baker Institute for Animal Health. “But how do you power these kinds of structures?”
One potential answer has come from the tail, or flagellum, that propels human sperm at a rate of about 7 inches per hour. (In comparison, if a 6-foot man swam the equivalent number of body lengths in an hour, his tally of 3.7 miles would smash the American long-distance swimming record.)
To supply the energy for its locomotion, a sperm cell’s tail is essentially studded with tiny assembly lines that produce a high-energy compound called ATP. Officially known as adenosine triphosphate, ATP has been called the universal energy “currency” of living cells because of its ability to store, transfer and release energy. When a power source is needed to run processes within a cell — say, bending and flexing a sperm’s flagellum — ATP releases its reserves through a process that results in its decay to a simpler chemical form.
The most efficient producers of ATP are mitochondria, the cell’s miniature power plants. Sperm tails contain a spiraling helix of these mitochondria within the area closest to the sperm’s head. On the remaining three-quarters of its tail, however, the cell uses an approach based on a pathway called glycolysis, in which sugar is broken down into several components, including high-energy ATP molecules.
Proteins normally require the freedom to twist, bend or change shape to be functional. Research by Travis and Cornell colleague Chinatsu Mukai, together with other scientists, suggests that in sperm, the 10 proteins involved in glycolysis have been tweaked so they stick to a solid scaffold-like support running the length of the tail while still maintaining their activity. Travis and Mukai borrowed that approach to re-jigger the proteins so they stuck instead to the surface of a tiny gold chip covered with nickel ions. For their research, the scientists used mouse sperm proteins as templates for the synthesized versions. (Human and mouse sperm proteins are closely related.)
After tethering the first two proteins in the pathway to the chip, the researchers found that both did well in breaking down glucose and handing the end-product to the next protein. Compared to versions lacking a surface-targeting domain and “just randomly glommed” onto a structural support, the engineered proteins performed especially well. Most of the remaining assembly line has yet to be similarly tweaked, but Travis and Mukai’s work suggests it should be possible. “We believe it is one of the first, if not the first, example of building a biological pathway on a manmade surface,” Travis said. The collaborators have a provisional patent for the ATP-making strategy, though no commercial partners as of yet.
Like a vehicle running on gasoline, the sperm’s power production emits waste. Fortunately, its tail harbors a transport protein that acts like a tailpipe to kick out waste and keep the production cycle going. Future nanodevices, Travis said, could include this transporter to similarly maintain their energy production. Maximizing the pathway’s efficiency could prove important for future strategies, such as filling tiny delivery capsules known as liposomes with cancer-fighting drugs and studding their outsides with antibodies that would direct the medical packets to attack specific tumor cells. Under that scenario, a steady supply of ATP could power the pumps charged with dispensing the medication at a certain rate.
Other scientists are likewise mining the emerging field of nanotechnology and its largely unrealized potential for delivering high-impact devices in ultra-small dimensions. Recent studies, for example, have harnessed nanotubes, nanodiamonds and magnetic nanoparticles for drug delivery (but not yet within humans). One group has created a tiny nickel-based rod that spins almost like a tiny propeller as it uses ATP. Another team, led by Carlo Montemagno at the University of Cincinnati, is working on a technique that makes ATP from light photons.
As a veterinarian, Travis said his interest in wildlife conservation got him into reproductive biology and research aimed at fighting infertility and exploring birth control methods. Through efforts by his lab and others, he discovered that one of the most abundant proteins in mammalian sperm, hexokinase, is also the first enzyme in the glycolysis assembly line on its tail. That observation led to questions about the protein’s role, location and, eventually, about whether it and its assembly line partners might be useful for other applications.
Cornell University’s emphasis on nanotechnology “just kind of clicked” with his reproductive biology research, Travis said. He and Mukai presented the initial results from that scientific pairing in early December at the American Society for Cell Biology’s annual meeting, held in Washington, D.C., and are now preparing the study for publication.
Dr. Erkki Ruoslahti, a nanotechnology researcher and distinguished professor with the La Jolla, Calif.-based Burnham Institute for Medical Research, said he was intrigued by the approach and considered it a valid first step. “It sounds good to me — that’s the kind of thing that the field needs,” he said. “Having some sort of way of being able to power nanodevices is the number one bottleneck in constructing really clever devices.”
The safety of nanotechnology devices has yet to be fully resolved. Ruoslahti cautioned that sperm-inspired ATP generators would need to overcome the likelihood that the altered proteins would be recognized as foreign by the body’s immune system, provoking a strong immune response. Even so, he pointed out that some nanoparticles potentially serving as the basis for savvy devices of the future are already in use, including magnetic iron oxide particles used for advanced body imaging. “These are not pie-in-the-sky technologies,” Ruoslahti said. “They’re already with us.”
© 2013 msnbc.com. Reprints
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I’m very pleased to feature a guest post by Phoebe Thompson, a student in my Theater as Social Media course at Bowdoin College (spring 2016). She wrote this piece as part of the class and I liked her ideas so much that I asked if I could post her response here. I’d like to say that she’s studying theater, but sadly she has some idea about doing research to save the oceans. Go figure.
The term “social media” is an oxymoron that describes a popular form of communication today in which information is transmitted from one receiver to another though the two are not physically together. The term is ironic, because although social media like Facebook allows humans to connect with one another and be “social,” the very act of staring into a screen to check Facebook is antisocial in a physical context. This is evident any time one steps onto a subway car—people are packed into a space, facing each other, but they are all staring down at cellphones, usually checking some form of social media. This effectively destroys the opportunity for physical contact between humans in that car, even though the environment lends itself to conversation. Social media creates presence in one place, but destroys it in another.
In Waiting for Godot by Samuel Beckett, it is possible to see this impact on society in its earliest form. At the time it was written (around 1949), the telephone had become a staple of communication. Beckett had served as a member of the Resistance in World War II, translating and typing information received about German troops. Communication had effectively changed from face-to-face into voice-to-voice. This impersonal, disembodied communication and the feelings it produces are translated in the character of Godot. He never actually appears in the play, but he does send several distorted messages to Vladimir and Estragon by way of a messenger boy. The cyclical quality of the plot created by this ineffective communication, combined with the paralysis of the characters and their feeble attempts to change make Waiting for Godot feel very similar to Twitter.com.
On Twitter, communication also produces seemingly endless cycles, just like the circular plot of Godot. Messages are limited to 140 characters, and sometimes become very distorted in an attempt to fit everything into a single tweet. When a person finds a tweet to be worthy of sharing with their followers, they can retweet it, for which the symbol is: .
Tweets can go viral, spreading much like a disease, and sometimes can bring fame to the person who thought them up. However, this fame is most often parasitized, because there is nothing stopping other accounts from copying the tweet exactly and using it as their own. This happens so much that specific tweets will “take over” Twitter for a day or two, and then disappear for a while, only to resurface months later once people find them funny again. This is very similar to the kind of humor and behavior seen in Godot, where Gogo and Didi seem to forget their repetitive actions, like looking in their hats or talking about suicide, only to restart them like they were new a little while later. In both Twitter and Godot, memory is short and patterns are cyclical.
There is also an existentialist element to Twitter like the one found in Godot. As Gogo and Didi sit idly and make pointless small talk, they make small attempts at leaving or even changing themselves, but it never results in action. This is very similar to the kind of superficial navel-gazing that occurs on Twitter, where users can build a persona based on their original content and retweets without ever actually following through in real life. Just as we see in Godot, this disembodiment and divide between people gives no motivation for real change.
~Phoebe L. Thompson
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Definition from Wiktionary, the free dictionary
Audio (US) (file)
- Rhymes: -ɒkɪŋ
- Present participle of knock.
knocking (plural knockings)
- An act in which something is knocked on, or the sound thus produced
1893, W. B. Yeats, The Celtic Twilight:
- These strange openings and closings and knockings were warnings and reminders from the spirits who attend the dying.
1901, Carson Jay Lee, Oswald Langdon:
- There was no response to continued knockings.
2006 July 21, Keith Harris, Monica Kendrick, Peter Margasak, Bob Mehr, Miles Raymer, Neil Tesser, “The Treatment”, Chicago Reader:
- Recorded live to CD with new instrumentation--artillery shells, tuned suspension cables, boxes filled with springs--and deemphasized guitar parts, it's a beautiful collection of echoes and whispers, drones and knockings, with a gently swelling sense of the sinister.
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Education reform is top of the agenda of almost every country in the world. Yet despite massive increases in spending (last year, the world’s governments spent $2 trillion on education) and ambitious attempts at reform, the performance of many school systems has barely improved in decades. This is all the more surprising because there are wide variations in the quality of education. For instance, in international assessments, less than one percent of African and Middle Eastern children perform at or above the Singaporean average. Nor is this solely the result of the level of investment. Singapore, one of the world’s top performers, spends less on primary education than do 27 of the 30 countries in the OECD.1
Changing what happens in the hearts and minds of millions of children—the main charge of any school system—is no simple task. That some do so successfully while others do not is indisputable. So why is it that some school systems consistently perform better and improve faster than others?
There are many different ways to improve a school system, and the complexity of this task and the uncertainty about outcomes is rightly reflected in the international debate about how this should best be done. To find out why some schools succeed where others do not, we studied 25 of the world’s school systems, including 10 of the top performers. We examined what these high-performing school systems have in common and what tools they use to improve student outcomes.
The experiences of these top school systems suggest that three things matter most: 1) getting the right people to become teachers, 2) developing them into effective instructors, and 3) ensuring that the system is able to deliver the best possible instruction for every child.
These systems demonstrate that the best practices for achieving these three things work irrespective of the culture in which they are applied. They demonstrate that substantial improvement in outcomes is possible in a short period of time and that applying these best practices universally could have enormous impact in improving failing school systems, wherever they might be located.
Download the full report on which this article is based, How the world’s best-performing school systems come out on top in English (PDF–9.7MB), French (PDF–3.5MB), or Spanish (PDF–1.1MB).
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How to Make a Kite
When is the perfect time to learn how to make a kite? When the cold, miserable days of winter have passed, and spring is in the air! The crocuses are blooming, the temperature is rising, and the days are getting longer. Before you know it, the kids will be home for the summer, and the days will have gone from warm and breezy, too hot and still.
Learning how to make a kite is the perfect spring time activity. Chances are, you have most of the needed materials in your garage or shed, and if you don't, they can be picked up inexpensively at your local hardware store. If you plan for it, you can make a whole day out of this kids activity. The morning can be spent learning how to make a kite, and then decorating it, and then you can pack a picnic lunch, and head to your favorite beach or park to fly them.
Since they're easy and inexpensive, you can let each child make their own, and personalize them any way they'd like.Break out the markers and paint, and let them go wild. On the way to the park or beach, tell stories of your own kite flying days as a child.Recall your triumphs and trials. The kids will be enthralled to learn that mom and dad once ran down the beach, barefoot, the wind whipping, hair flying, clutching a kite string with all their might.
When you're ready to get started, gather the following supplies:
- One 24-inch stick
- one 20-inch stick
- large piece of paper (at least 26 X 26)
- lightweight string or rope
- craft knife
- paints, crayons, etc
Now that you've got all your supplies together, you're ready to start the creative process. Follow these simple steps, and you'll be ready to hit the park or beach in no time.
Step 1. Take the two sticks, and make a cross.
Step 2. Tie the two sticks together, making an X with the string. Use a drop of glue to make the joint stronger.
Step 3. Cut a notch in the bottom of each stick. Be sure it's deep enough for the string you're using to fit through. Thread the string through all the notches, keeping the string taut, this will be the frame of your kite. It should be a diamond shape.
Step 4. Pull the end of the string back to the middle of the kite, and wrap the string tightly around both sticks.Make another X with the string while wrapping, and tie it off in a knot.
Step 5. Cut the paper larger then the frame by a little bit.Tuck the extra around the edges and glue or tape down.
Step 6. Poke small holes in the top and bottom points.Cut a 2-foot piece of string, and knot through the holes you just made. This is the bridle of your kite.
Step 7. Take the rest of the string, and tie it about halfway down the bridle, this is your flying string.
Step 8. Tie a two foot piece of string to the bottom tip of your kite; use the ribbon to make bows along the rope. Adding a tail will make your kite more stable.
Step 9. Decorate!
It really is that easy to learn how to make a kite. Why not make it an annual spring ritual for you and your children? Take a picture of them with their kites each year, and keep a special kit album or scrapbook. It will serve as a record of how theyve grown from year to year, how their kite making skills have progressed and improved, how fashions have changed, how your favorite beach or park has changed, and even new family members that may have come along.
Happy Spring! Now, go fly a kite!
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Attackers around the world are constantly attempting to gain money from victims. One way to accomplish this goal is by directly accessing a victim’s bank account and transferring the money to themselves. The primary methods that an attacker will use to gain access to your financial resources are through phishing, spoofing, and malware.
Keeping yourself secure online involves understanding how attackers can take advantage of you to gain access to your banking credentials. The details below will identify some of the more prevalent methods of attacks and how you can protect yourself.
How to Protect Your Financial Information
It’s important to consider the ways that an attacker can take advantage of you to gain access to your bank accounts, either through using credentials or other sophisticated attacks. Some methods of protecting yourself are:
- Ensure that emails are not being spoofed. Always verify the full address of the sender. Hovering over the email address and links will show you the sender’s full address and URLs.
- Always verify a URL is using secure protocols. When entering your credentials on a banking website, ensure the website uses the secure protocol by looking for URLs containing HTTPS (eg. https://mybank.com). This is also notated by the lock icon in the URL bar in Google Chrome.
- Avoid banking on public networks. “Free” WiFi networks found in coffee shops, airports, and other areas can be very risky. If you cannot wait until you get home, using your phone as an internet hotspot (tethering) is a
much safer option.
- Enable multifactor authentication whenever possible. The use of multifactor authentication protects your accounts by requiring two methods of verification: something you have (your phone) and something you know (your password).
- Enable banking alerts. Most banks offer alerting for your accounts. Enable as many of these alerts as possible and on as many devices as you can.
Understanding Attack Methods
Some helpful definitions of attack vectors:
Phishing is the act of sending emails pretending to be from reputable companies in order to convince individuals to reveal personal information, such as online banking passwords and credit card numbers. Attackers can use phishing to get you to reveal your banking information. Emails sent to you may direct you to websites that appear to be legitimate banking sites, but are actually just information collection sites created by attackers to collect your credentials.
Spoofing is the act of an attacker appearing to be someone else, usually a trusted source. For example, an attacker may send you an email appearing to be from your banking provider requesting that you login to a malicious website to collect your username and password. Identifying spoofed addresses is important in protecting yourself from attackers.
Malware can infect a user’s computer through many different means. It is important to scan your device with anti-virus and anti-malware software periodically to ensure your devices remain free of infections, keyloggers and other spyware which can record your actions and steal your banking credentials.
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- In depth explanations and activities to explain not just the command in question, but why it is used in that way
- Progressive learning curve to not overwhelm and confuse you
What you’ll learn
- Create web pages of any length or complexity.
- Access browser controls to further your page’s functionality.
- Design and program custom features into a web page, such as recording and acting on user preferences.
- Offer prospective employers an advanced skill set that is in high demand.
- Converse intelligently with other developers using universally agreed-upon terminology.
- Discover your full potential and realize that you now know enough to explore other, more powerful web development languages.
Who this book is for
Web developers of any skill level will find this book to be invaluable. The tutorials clearly explain the use of the two languages for the new user as well as providing a quick reference for the experienced developer to use when a command’s use or syntax is in question.
Table of Contents
Chapter 3. The DOM
Chapter 8. The DOM Reference
- Paperback: 296 pages
- Publisher: Apress (June 2013)
- Language: English
- ISBN-10: 1430246294
- ISBN-13: 978-1430246299
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Monday, 17 February 2014
17 February 1980:The finding of the Derrynaflan hoard in Killeens bog Co. Tipperary in 1980 was one of the greatest archaeological discoveries of modern times.
Derrynaflan is a small island of mineral soil in Killeens bog Co. Tipperary. The site was an important monastery in the eighth and ninth centuries and came under the patronage of the King-Bishops of Cashel. The site is best known for the treasure discovered there in 1980, one of the greatest archaeological discoveries of modern times.
The hoard was discovered by Michael Webb and his son Michael Jr. while metal detecting at the National Monument on 17 February 1980. The hoard consisted of a highly decorated ninth century silver chalice, a large eighth century paten and stand an eighth century liturgical strainer and an eighth to ninth century bronze basin. The objects in the hoard date to different periods and did not originally constitute a single communion set. The treasure appears to have been buried in the ninth or tenth centuries to conceal it, probably from Viking raiders. The hoard is on display in the national Museum in Kildare St. Dublin.
The discovery of the hoard lead to years of legal action between the finders and the Irish state that went all the way to the Supreme Court. In the course of the legal action the law of Treasure Trove, which had operated in Ireland since medieval times, was found to be incompatible with Irish law. This resulted in the 1994 National Monuments Act that vested in the state the ownership of all archaeological objects.
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| 0.959222 | 323 | 2.890625 | 3 |
Blue-footed Boobies, Sula nebouxii
Taxonomy Animalia Chordata Aves Ciconiiformes Sulidae Sula nebouxii
Description & Behavior
Blue-footed boobies, Sula nebouxii (Milne-Edwards, 1882), are famous for two reasons: their link to Charles Darwin's expedition to the Galapagos Islands, and their name. The appellation does in fact have a somewhat silly meaning: The word "booby" comes from the Spanish "bobo," meaning "stupid fellow," and was probably inspired by the bird's clumsiness on land and apparently unwarranted bravery. (They are extremely vulnerable to human visitors because they do not appear to fear us.) A tropical seabird with famous bright blue webbed feet, a brown and white-streaked head, blue-gray facial skin, and a solid white body, they may approach 1.5 m in wingspan. The bird itself is a little under a meter long (about the size of a goose), with a long curved neck and can live as long as 17 years.
World Range & Habitat
Though best-known as a Galapagos inhabitant, blue-footed boobies can be found on several other arid islands off the western coasts of tropical America, Mexico, and northern South America, from the coast of California to southern Peru.
Feeding Behavior (Ecology)
A skilled hunter in the air and on water despite its awkward gait on land, blue-footed boobies dine solely on fish. Flying over the water, generally no higher than 25 m, they keep their bill pointed downward, poised for action. When they spot a fish they break into a graceful dive, making almost no splash as they enter the water like an arrow, then popping up on the surface a few feet away with their prize. These birds are such accurate dive bombers that they have even been known to catch flying fish mid-leap. Unlike other boobies, blue-footed boobies can also dive from a floating position on the surface of the water as well.
Blue-footed boobies prefer to eat alone, but they are not entirely opposed to group dining and occasionally hunts cooperatively in flocks. When a member of the flock spots a fish, they will whistle to alert the others, and the entire flock descends, perfectly synchronized, on its unlucky prey. Males are smaller, and thus tend to stick with shallow dives closer to shore, while heavier females make deeper dives offshore.
Even if the name doesn't make you laugh, a blue-footed booby's elaborate courtship rituals might. Breeding may occur at any time of year. First the male flaunts his brilliant blue feet with an exaggerated high-stepping strut. Then he presents nest materials to the female. A brief courtship flight follows, after which the male proudly flashes his blue feet to the female once more. Then, both male and female tilt their bills upward, giving respectively a piercing whistle and a series of groans. Mating follows.
Female blue-footed boobies usually lay two or three blue-green eggs in shallow depressions on flat ground, far away from other nests. The blue-footed booby lacks "brooding patches" of skin to keep the eggs warm, so instead it uses its feet to incubate them. (Despite their blue appearance, the feet have an excellent blood supply.) The eggs take about 45 days to hatch, after which time the female will balance them on top of her feet for a month. Both parents feed the chicks continuously with regurgitated fish through their bills. In the event of a famine, the parents will feed only the largest chick, sacrificing the others. Chicks stay with their parents for about two months.
Conservation Status & Comments
Blue-footed boobies are legally protected on the Galapagos Islands, where breeding pairs number under 20,000. The other populations around the world (numbering about 20,000 total) are slightly threatened by egg collectors.
References & Further Research
Research Sula nebouxii » Barcode of Life ~ BioOne ~ Biodiversity Heritage Library ~ CITES ~ Cornell Macaulay Library [audio / video] ~ Encyclopedia of Life (EOL) ~ ESA Online Journals ~ FishBase ~ Florida Museum of Natural History Ichthyology Department ~ GBIF ~ Google Scholar ~ ITIS ~ IUCN RedList (Threatened Status) ~ Marine Species Identification Portal ~ NCBI (PubMed, GenBank, etc.) ~ Ocean Biogeographic Information System ~ PLOS ~ SCIRIS ~ SIRIS ~ Tree of Life Web Project ~ UNEP-WCMC Species Database ~ WoRMS
Feedback & Citation
Start or join a discussion about this species below or send us an email to report any errors or submit suggestions for this page. We greatly appreciate all feedback!
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Swarming a Bucket
If you come across bees that seem to be flying erratically, do not swat at them or tip over their hive–this will only provoke them. Instead, walk away slowly. These actions are triggers for the bee’s defense system, and you increase your chance of being stung by doing either of these things.
Guard or worker bees carry out bee stings. In the process of stinging, the guard bee rips a portion of her abdomen away with the stinger and, as a result, dies. If you are being attacked by defensive bees, cover your head with your shirt and run quickly through dense vegetation or seek shelter in a vehicle or building.
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The majority of brain development occurs in the first three years of a child’s life so when you play, sing or read to your child and give them time to respond, you will help them make the most of this opportunity.
Why am I doing this? By listening and speaking children develop the ability to think and understand experiences. As your child grows then their language develops and becomes more complex so they are able to have more complex thoughts and ideas. You and the family are the first source of language and learning. Your child will get better through listening and speaking. They need chance to practise words and to hear them.
How can I do more? Talk about the things you see around you and their colours. When you are out and about name the things you see. Explain new words, show shapes that you see around you. Talk about animals as you point them out in a book or if you see them out and about.
Just keep talking and listening.
A puppet can be useful to hold the attention of a child. It can become a little friend to share moments of joy or sadness with, or have a laugh with. It can help your child to communicate. When a child is spell-bound by a puppet they can learn without even realising.
Making a simple sock
puppet with your child
What you will need
Cotton wool or googly eyes
Wool for hair
What to do
Put the sock on your hand, and make a mouth by tucking a bit between your palm and fingers.
Then ask your child where its eyes should be, and stick the cotton wool balls on the sock with glue (or the googly eyes if you have them).
Use a felt tip to draw on a nose.
Cut some wool strands and glue them in place.
Give it a funny name and a silly voice and make your child giggle!
Make bath time a enjoyable part of your child's routine. It can be a very special time shared with you and your toddler. Talk and laugh with your child as you bathe them.
It can also be a very good way of getting them ready to go to bed. If they know they are going to have a chance to have one more play with an adult before sleep time it will reinforce that they are loved and cared for.
When your baby is old enough to sit up, give them a little sponge, a bath toy, or plastic cups. For instance, you might count out loud to see how many little cups of water go into a bigger cup. Check out the site to find 10+ fun things to do in the bath that will encourage discussion. Check out bath time fun.
Rhythm in Words
Enjoy the rhythm in words. Make rhythms out of your child's name or their friends' names. Chant, clap or drum those rhythms out - "Aoi-fe-Sull-i-van" or "Seán-Mac-Lough-lin". Do the same with phrases like "rash-ers-and-saus-a-ges" or "Cork-and-Kil-ken-ny" or "Dub-lin-Dub-lin". See if they can hold their own rhythm while you drum or chant another rhythm at the same time.
Starting Nursery 3- 4
When its time for your child to start nursery it can be very stressful for them.
1) Talk positively about this what it will be like.
2) Talk about what you will need and let them help with choosing what they want to wear. (Try to sort out the clothes the night before to avoid the rush in the morning).
4) If your child settles quickly, it's best to say "bye bye" and leave promptly. Try not to hang around too long.
5) Reassure your child that you will be there to collect them later and leave.
6) Always be on time when you collect your child. It can be frightening if they think you have forgotten them.
7) When you pick them up, make sure you give them some quality time to tell you about their day. They might not be ready to talk about their day until after you have arrived home. Be ready to listen.
Make time to talk.
Every Picture tells a story
Every picture tells a story - Pictures - pictures everywhere - in story books, in magazines and newspapers, on birthday cards, and social media. Pictures are a great way to encourage your child to talk. Make comments, ask questions, and listen to what your child has to say.
A lot of pictures have a story attached to them. Ask questions - what do you think is going to happen next? who do you think these people are? Are they happy or sad? etc...
There are no right or wrong answers - it's whatever you say it is. This is a good way of encouraging your child to talk, and to learn about the structure of stories.
Some story books have now words just pictures. These are ideal for creating a story with your child.
The Taste Game (5 - 7)
Some food is salty, some is sweet, some is sour; some food is smooth, some is crunchy. Here is a taste game to enjoy the differences. If your child is a fussy eater, choose foods that you are sure they like, and reassure them.
Without your child seeing, lay out some tiny chunks of food on a clean tray.
Without letting them see the food ask them to taste each piece one at a time and see if they can tell you what they are. (go to learning 5+ to find full instructions)
Museum Trip (8 - 9)
A museum can seem like a boring place at this age. It's because there is too much to see and too much information to take in. You can make it more interesting by doing a few simple things.
1) Treat it like a treasure hunt. Before you start, print out some images from the museum website and ask your child if they can find the object.
2) Talk to them about the object if you manage to find it and ask questions - is it smaller than they expected, what was it used for, how old is it, what is it made out of?
3) Tell them interesting stories about an object or two - whether it's the Egyptian mummy or a Viking sword. Connect it to things they know already.
4) Stay for a short time and then go and have an ice-cream. Keep it enjoyable.
Having a Laugh (10 - 12)
Children love to hear and tell jokes – the cheesier the better. Telling jokes is a good way to build their confidence for speaking out.
Try out the jokes below with your child.
Why was the Egyptian girl worried?
Because her daddy was a mummy!
Why were the early days of history called the dark ages?
Because there were so many knights!
What do you get if you cross a tiger with a kangeroo?
A stripey jumper!
What did the policeman say to the tummy?
You are under a vest!
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Mobile phones are playing an important role in remote rural areas by helping the speedy diagnosis and treatment of malaria, a recent study in Bangladesh showed.
The study analyzed 1,000 phone calls made to report suspected malaria cases in Chittagong Hill Tracts in the last two years, according to a report on SciDev.net.
"The researchers found that phone calls, which were made to locally recruited field workers or one of the members of the study team and then followed up by visits, were a useful way to detect and treat the disease in this community," it said.
But the mobile phones would have to be complemented by local knowledge and field support for effective treatment.
Chittagong Hill Tracts, a hilly and forested part of the country bordering Mynamar, has Bangladesh’s highest malaria rates, the report noted.
Wasif Ali Khan, lead author of the study and a researcher at the icddr,b told SciDev.Net they also found that the proportion of confirmed malaria cases reported by mobile phones was higher in the most remote areas with no access to roads.
Khan added the use of mobile phone technology has the potential to build awareness of malaria through community participation.
"The use of mobile phones made our work very easy and diagnosis of the cases was also faster as we could reach the infected patients much quicker due to faster communications," said Jacob Khyang, an icddr,b manager of the field research in Bandarban within the Chittagong Hill Tracts.
Published in Malaria Journal last Feb. 4, the study was part of a wider project on malaria epidemiology by the International Centre for Diarrhoeal Disease Research, Bangladesh (icddr,b) and the US-based Johns Hopkins Malaria Research Institute.
Researchers in the study said that while people can report suspected malaria to field workers, a slightly greater number of suspected cases were reported using mobile phones.
This led the researchers to conclude that the use of mobiles had helped to increase the number of potential cases tested and treated.
Faster diagnosis and treatment may help to lessen people's reliance on local medicine men or drug vendors, thus reducing the risk of incorrect results and inappropriate treatment — and the threat of drug resistance, the study said.
Access to phones
Researchers also said access to and use of mobile phones has "increased dramatically" in the area, as it has done in many remote areas of developing countries.
But people in the study area often had to borrow phones or climb hills to get a signal needed to make calls, due to limited mobile phone network coverage.
Also, only about a fifth of households owned at least one mobile phone, the study showed.
On the other hand, the study said technology alone is not enough and has to be paired with "on-the-ground knowledge of the area and the people."
SciDev.Net said many mobile phone users in the region were positive about future healthcare delivery programs to tackle malaria.
"All the 15 cases detected in our area were reported by mobile phone. What else can you expect in such remote, hilly areas?" said Pai Mong U, a resident of one neighborhood of the Kuhalong area of the Chittagong Hill Tracts.
He added residents received proper treatment thanks to the use of mobile phones and the icddr,b team. — TJD, GMA News
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Blending two vital themes: celebrating Latino Americans and girl empowerment, for this month (and every month!) From September 15 to October 15, the Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum have partnered together to “pay tribute to the generations of Hispanic Americans who have positively influenced and enriched our nation and society.”
This post offers notable stories to help all kids learn more about the contributions and culture of remarkable Latina girls and women, and inspire them to Be the Change for our future!
Katherine (no last name). (2019, September 14). 60 Empowering Books Starring Latina Mighty Girls. A Mighty Girl [website]
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With the amount of rice flowering for the past couple of weeks I was expecting to get more calls about the disease shown at right. There are several things to look at in the photograph that help us identify the disease. The base of the some of the pedicels (where that part of the plant joins the spikelet) are discolored. Note its discoloration compared to others that are green. Also take a look at the band of slightly darker area of some of the spikelets in comparison to those that are completely straw colored. Third diagnostic aids are the green panicle branches. What cannot be seen in the photograph is the absence of grain in the affected spikelets.
The disease is bacterial panicle blight. It is associated with high night time temperatures during flowering. Just as a reminder, no matter how much fungicide is used it will not control this disease. Fungicides control fungi NOT bacteria. We have nothing to control bacterial panicle blight yet. The only thing we can recommend is to plant a variety that is resistant or moderately susceptible or plant early to avoid flowering when night time temperatures have risen.
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Sewing is one of the oldest professions in the world. Even in today’s modernized world that is filled with automatic gear, this profession is highly recommended because anyone can benefit from sewing skills. Being a seamstress doesn’t come easy however. It can take years to perfect one’s sewing skills and to learn how to work with different fabrics. You should definitely consider teaching your children how to sew from a tender age so they can have a second skill by the time they grow up and be ready for whatever life brings.
Get your child the right gear
If your child shows interest in sewing then you should get them the best sewing machine for kids who like to sew. These sewing machines are specially designed for kids. They come in bold colors and designs that are perfect for capturing their attention. You can also have your pick at a safe model with limited features for extremely young kids or you can choose a more intermediate machine with multiple functions. Your child will also love it if you could get his or her very own sewing kit that contains scissors, needles, thread and more.
Find sewing classes
Sewing classes is a must because there is no way your child is going to learn to sew all on her own. In sewing classes your child will learn about the functions of their machines, the difference between fabrics and textures, other skill such as hand stitching and they will learn how to work with and read patterns. Sewing classes are great fun for children because they can develop their skills much quicker.
How sewing will help your child
It’s a different profession on the side line – Your child will have a good backup one day if the profession he or she chose doesn’t seem to work out. They can simply fall back on their sewing skills and start sewing from home.
They can start their own businesses – Your child could one day start a small business from home and make tailor clothes, bedding, curtains or perhaps an upholstery business. They could perhaps even one day start their own fashion line for children, men or women.
Save money – They can make their own clothes and fix old or bad fitting clothes up themselves.
Design outfits – Your child doesn’t have to spend a fortune on a wedding or prom dress because she can make her very own unique dress.
Make tailor fit clothing – Your daughter can be completely unique by making her own unique outfits for every day wear.
Hobby – Sewing hobbies like quilt making is great fun and is incredibly therapeutic for your child.
Keep her busy – Sewing will keep her busy so she won’t become addicted to electronic devices or television.
Sewing is a great hobby for kids who love to create and what is a hobby right now could be a valuable source of income in the future. It is always better to teach your child multiple skills so they can take better care of themselves one day.
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Ted Simons: Best selling science writer and physicist Lawrence Krauss joins us each month to break down the latest science news including intriguing information regarding one of the moons of Saturn. Here now is ASU physicist Lawrence Krauss.
Lawrence Krauss: Nice to talk to you. Sounds like a climatologist.
Ted Simons: We are going to get to that.
Lawrence Krauss: OK.
Ted Simons: Let's talk about Enceladus, Saturn's sixth largest moon, but there's more.
Lawrence Krauss: There's more. It looks like a snowball. And we used to, in the old days thought it was just a rocky snowball. And it's really kind of interesting because but in fact what was discovered a while ago, probably by Cassini which is a satellite we sent to go around Saturn there are geysers coming out of it. There are geysers of water going shot out. The really interesting thing is that it's been realized that one of the outer rings of Saturn, you can see the geysers in that picture, one of the outer rings is actually mostly populated by material that's been shot out of Enceladus. They can learn about it from the outer ring of Saturn. It turns out the kind of dust that occurs depends on the temperature and solidity of the water that's carrying the dust. And so water of different temperatures will allow, the water will evaporate but the dust grains will be left over. Depends on the salinity and the temperature of the water that goes into it the dust grains will be larger or smaller. By looking at the dust grains in the rings of Mars, they have been able to probe the inside of the moon which is amazing and have found that, in fact, there's hydrothermal activity like there is in the earth. These geysers, it's hot water underneath that ice about 200 degrees in temperature from the size of the silica dust particles and the rings of Saturn. And the salinity and acidity, 4%, lower than our ocean, the pH level is not that different than our ocean and this is really interesting because it's very similar to the nature of the hydrothermal vents in our oceans in which we think the earliest forms of life formed.
Ted Simons: There could be little bacteria running around?
Lawrence Krauss: Who knows what there is running around. What's kind of interesting is that, this means that the conditions that are similar to the early formation of life exist underneath these deep oceans underneath this frozen surface. What's neat, you may say, why is it hot? You may ask me that.
Ted Simons: Why is it hot?
Lawrence Krauss: What a good question. The answer is it's not like the earth which has radioactivity and a molten core. It's being close to Jupiter. Its gravity and the tidal force that is stretched and it compress it as it goes around Jupiter literally just like if you pull a rubber band back and forth, it heats up the rubber band. That's what heats up the insides of Enceladus.
Ted Simons: But that’s different than the Earth, isn’t it?
Lawrence Krauss: We can't say whether the time frame, life evolves on earth over billions of years. And although actually relatively quickly within a few hundred million years, but how long has that hydrothermal activity been happening in its orbit around Jupiter? We can't say for certain. It's happening now and what's really kind of neat it's been pointed out, look, it has wonderful satellite as it is, like many satellites is based on 20 to 30-year-old technology. If we sent a new satellite out, looking for signs of organic materials, potentially life in these geysers we would be able to without going into it, we might be able to probe for biological activity, frozen dead microbes in those geysers.
Ted Simons: I think it's amazing you are basically talking about warm oceans underneath -- this is water on a moon.
Lawrence Krauss: So far away from the sun that it's just a spec away. It's really amazing. It's gravity heating up a moon. And Enceladus is not the only moon that is frozen on the surface that probably has oceans underneath it.
Ted Simons: Yeah.
Lawrence Krauss: Europa from Jupiter is another one. But it appears, we can actually, what's really neat by looking at the rings of Saturn we can learn what's inside. I find that amazing.
Ted Simons: No kidding. All right. Let's get back to Earth here and global warming. There's a report the rate could double in the next -- it's getting increasing? Exponentially?
Lawrence Krauss: This is a study in science. And there's another study we will probably talk about next month which is more interesting in a way. What it tries to do is look at periods that are short enough to kind of compare with sort of the changes that have taken place. 40-year periods, instead of long-term periods, and look at two things. The measured changes over the entire earth and also over different regions, over 40-year periods over the last 2,000 years compared with climate models. What you are sort of looking at is, here in this figure, the upper part of it is showing the rate of change of degrees centigrade per decade so an early period between 1851 and 1930 as measured basically, and the measured basically changed between 1971 and 20 and you can see the solid lines are the later period of industrial production, and the dotted lines are the early period. And the fact that all of the solid lines are higher means that basically the rate of temperature change has doubled over that period. Now, the bottom curve shows that change, you see updates in 1980, there wasn't much change. And then it began to increase and all of these different curves represent different models and different, well, represent, sorry, a set of models over different regions because one of the things of a climate change that people don't seem to understand it doesn't mean that change is the same everywhere. Some places on earth get colder. Look at the weather in New England right now. Some places get warmer and the amount by which they change is different. We can measure and it we can compare it with models. But all of these, what's kind of concerning is, all of these represent models that predict all the way through the end of this century. But they assume these models all assume that basically we are Senator and we begin to respond to climate change which is not clear given the politics of the world right now. And even then, if you look even in the best of all possible circumstances, where we respond today, the rate of temperature change continues to remain high throughout the whole century. There's another figure in that paper which is much worse assuming we don't do anything, and then it just shoots right up from a .2 degrees to .4 degrees every decade.
Ted Simons: This is because of greenhouse gas buildup in -- could something else be affecting this?
Lawrence Krauss: Well, you know, they look and say there's aerosol, there's lots of physical things that you put in there. Aerosol formation and all sorts of other things than factored in and what they find out is the season activity to other things is not as severe starting from 1980 onward as greenhouse gas productions. Certain parts of the model, the uncertainties in the model are really the response of the earth to greenhouse gas production. But these other factors become less significant. They are much less important in the variability over the last 1,000 years. You can't see in the curve but they compare the model predictions because these are models. People who deny climate change say it's just models. They compare them over each region, Antarctica, Europe, the America, the past 2,000 years with the model and you can see the models fit the data pretty darned well.
Ted Simons: So why the Arctic, Europe, U.S., larger increases than the global average? Why?
Lawrence Krauss: Well, there are lots of factors. There's the prevailing winds. Obviously, North America, you talk about El Niño, and Europe there's the influence of the oceans which are huge. In fact, I think next time we may talk about the fact there's other damning evidence that suggests that because of melt next Arctic, the currents that, the temperature in the ocean which drives currents which drastically affects the temperature in Europe is changing and Europe lie to get colder because of these changes in currents. There's many different factors and they are putting the models as best as we can. You compare the models with the data to see how got models are.
Ted Simons: All right.
Lawrence Krauss: It means, it really means that we are in a century of anthropogenic global change and it seems to be the major factor determining what's going to happen we don't know how fast the earth will respond or how dramatically it will respond but the data suggest that even if we do something sensible, we have to begin to consider serious temperature increases and that means adaptation both for species and technology for you and I and people in Florida might want to consider moving.
Ted Simons: All right. Let's get back to space where things are.
Lawrence Krauss: Safer.
Ted Simons: Yeah.
Lawrence Krauss: Far less mail.
Ted Simons: Multiple images of an exploding star. And this is because of what magnification?
Lawrence Krauss: Because of space. The curvature of space. It's amazing. We have a bunch of images here that you want to see. This is, so this is a galaxy and what Einstein told us is light bends.
Ted Simons: Right.
Lawrence Krauss: Due to mass. And what can happen is, let me come back to me because I want to wave my hands in a way.
Ted Simons: OK.
Lawrence Krauss: If you have a galaxy and a light source behind it, we have talked about this before a little bit. The light rays will go out and then due to gravity they will be bent and come back. And you can form multiple images of an object behind a galaxy due to this process of the lensing by the curvature of space. Now what's really been amazing maybe we can go back to that other image, in this galaxy, the host galaxy here actually is about, oh, probably seven to 8 billion light years away. Maybe a little less. It's been lensed by intervening, an intervening galaxy and an intervening cluster of galaxies and you can see at the bottom these four dots. They are four dots that appeared in November that weren't there before that. Now, that -- the only way that can happen is if a star explodes. Those four dots are all different images of a star exploding. The interesting thing is, because there's -- this is a test of the nature of space and time. So because of the fact that each of those images involves a light trajectory that's slightly different, the time it would take for each of those images to get to us will be different because it will be traveling over different distances. Like if you go from Phoenix to Los Angeles by driving down south through San Diego or going up north, it would be different. In this case, the models predict variations of anywhere from a week to a month before the different images could appear and they began to appear at different times. It's an amazing demonstration of the fact that space can curve things. It's even more exciting if we can go to the next image -- it seems to me because -- if we can to go that next image which I hope will come up -- this looks really complicated. But there are three points, 1.1, 1.2 and 1.3. It turnings out the galaxy in which those super Novas are seen is itself multiply imaged by a bigger intervening cluster of galaxies and all of those three images -- 1.1, 1.2, 1.3 -- are different images of the galaxy itself. Because clusters produce a much bigger splitting, the different travel lengths are very large. And, in fact, the four images were observed in this image 1 boy 1 as a super Nova but we predict the 1.3, anywhere between a year and 10 years from now those images will appear because it takes longer. And when we measure that, we will actually be able to test for how much math is in that intervening cluster and how far away it is. We can actually be able to measure the properties of space and time. So we make a prediction that, boom, sometime in the next decade, four dots are going to appear in that third image. I find that amazing.
Ted Simons: Are you talking basically plotting? Is that what you are doing with these four spots? Plotting and learning about distance?
We are plotting because -- by measuring the time it takes --
Lawrence Krauss: -- for those images to appear, we see how far they are separated in space because we can see that in the cluster. And therefore, we can say, well, we know trajectory goes this way and another way but if we can measure the time difference it tells us how far the trajectory is traveling and tells us the distance accurately to that cluster. And then we can measure, if we can measure cosmic distances more accurately we can measure the expansion. Universe more accurately so we can use the appearance to measure not only properties of big distances but also the properties of that cluster. It's kind of a dream system. It was first imagined actually in 1964, I believe, that one day we might be able to see an exploding star and see the lens and use that test the properties of space.
Ted Simons: Wow.
Lawrence Krauss: Indeed it's happened.
Ted Simons: This is Hubble?
Lawrence Krauss: It's the only way you can have the resolution to see that kinds of stuff. Basically, the Hubble space telescope, going back, looks at that system over the next decade for the time that suddenly those four exploding stars which happened billions of years ago, the stars exploded billions of years ago, we are just seeing them now. In one place we will see them in a decade from now. It's kind of neat see the properties of space we have that way.
Ted Simons: Is it OK if I don't understand a single thing you said.
Lawrence Krauss: As long as you say wow and smile it looks good.
Ted Simons: Thanks for joining us. Good to see you.
Ted Simons: Wednesday on "Arizona Horizon" we will have the latest from the state Capitol as the Legislature hurtles toward sine die and we will meet a local winner of a national science talent search. That's at 5:30 and 10:00 right here on the next "Arizona Horizon." That's it for now. I'm Ted Simons. Thanks so much for joining us. You have a great evening.
Video: "Arizona Horizon" is made possible by contributions from the friends of 8, members of your Arizona PBS station. Thank you.
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Single Nucleotide Polymorphism
A Single Nucleotide Polymorphism (or SNP, often pronounced snip; also called a point mutation) is a location within a genome in which a single nucleotide may take the form of either of two or more bases. SNPs are a simple example of polymorphism. Here is an example of two aligned sequences, containing two SNPs:
Approximately 0.1% of all bases in the human genome are SNPs; the remaining 99.9% are identical in virtually all humans, barring the occasional mutation. Locating SNPs is an important ongoing task in genomics. If all of the SNPs on the human genome can be located, it will no longer be necessary to sequence an individual's complete genome; it will only be necessary to examine the SNPs and identify their values, and the rest of the genome can be assumed. One of the caveats to locating SNPs through the assembly process is that it may be difficult to distinguish between a genuine SNP and a sequencing error in which a single base is mis-called.
Conservative SNP picking
For some purposes (e.g. genome typing), one would like to be as conservative as possible when picking SNPs, i.e. the false positive rate should be as low as possible, with the understanding that also some real events will be lost. We accomodate this by a three-step approach (implemented in MapSnps and SnpAnalyzer):
Identifying SNPs via read-to-read alignments
First, we look for SNPs between overlapping reads (see MapSnps), using the neighborhood quality score (NQS) criterion (base qualities near thye event have to be above a certain threshold). In addition, we require to be at least two reads voting for one base and two voting for another.
Filtering by repeats
Next, we discard all events that are in or close to repeats (based on repetitive 48-mers, requiring SNPs to be at least 500 bp away on both ends).
Filtering by disagreement
Since we still cannot completely rule out overcollapsing that went undetected by the repeat finder, we also now require that a certain minimum number of reads agrees with contig consensus in a SNP region (extending 48 bases to each side) as well as a minimum and maximum number of disagreeing reads (which have to match exactly 48 bases with contig consensus on each side). By doing this, we discard regions in which the read coverage is unusually high or low. All surviving SNPs are then considered "trustworthy", meaning that we assume that the false positive rate is now very low.
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December 14th marked the birth in 1829 of John Mercer Langston, an American abolitionist, attorney, educator, and political activist. The John M. Langston Bar Association of Los Angeles, the Bar Association in Los Angeles dedicated to the legacy of empowerment of African Americans in the Los Angeles community, is named after this tremendous leader. This post is part of an ongoing effort by the Earl B. Gilliam Bar Association to connect with colleagues across the state and honor the legacies of the organizations who have dedicated themselves to ensuring opportunity and access to justice for all people. The Langston Bar’s Annual Installation Dinner is on February 8, 2014, for more information visit the site here.
Detailed Biography of John M. Langston
Langston was born free to a white plantation owner John Quarles and Lucy Jane Langston, a slave. He was the youngest of four children. His older brother, Charles Henry, became noted abolitionist Charles Henry Langston, and John was the great-uncle of renowned poet Langston Hughes.
When he was 4, both his parents died and he went with a family friend to Oberlin, Ohio. At the age of 14, Langston enrolled in the Preparatory Department at Oberlin College. He enrolled in the graduate program in Theology at Oberlin in preparation for later legal study. Although he obtained a Master’s degree, he was denied entry to law school, and he read law under a lawyer in Elyria. He was the first Black lawyer in Ohio admitted to the bar, in 1854.
Langston married Caroline Wall, a student at Oberlin, settled in Brownhelm, OH, and established a law practice. He was elected to the post of Town Clerk in 1855, perhaps the first African American elected to public office in the United States, and later, after he moved back to Oberlin in 1856, he was elected city councilman and later to the board of education.
Langston helped create the Republican Party in 1854. With the aid of his brothers Gideon and Charles, Langston organized antislavery societies at both the state and local levels. He helped runaway slaves to escape along the Ohio border as part of the Underground Railroad.
He played a major role in recruiting Black soldiers for the Union Army during the Civil War. When the war ended, he was appointed inspector general for the Freedmen’s Bureau, a federal agency created to assist freed slaves.
Langston moved to Washington in 1868 to organize and become dean of the first Black law school in the nation at Howard University. He also became the first Black to practice before the U.S. Supreme Court. He was elected a delegate to the Republican National Convention in 1876, and a year later named U.S. minister to Haiti.
Langston returned to Virginia in 1885 to serve as the first president of what is now Virginia State University. In 1888, he ran as an independent for a seat in the U.S. House of Representatives. He won, the first African American elected to Congress from Virginia, but his victory was contested for 18 months and he served only 6 months before being unseated in the next election.
Langston retired to Washington, where he wrote his autobiography, “From the Virginia plantation to the National Capitol: or, The only Negro representative in Congress from the Old Dominion,” published in 1894. He died in 1897.
*This entry posted courtesy of Lifetime Earl B. Gilliam Bar Association member and past President Lei-Chala Wilson
Black Americans In Congress, 1870-1989.
Bruce A. Ragsdale & Joel D. Treese
U.S. Government Printing Office
Raymond W. Smock, historian and director 1990
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This lecture provides a historical introduction to the English Legal System. The historical part explains in particular the development of the system of actions before the King´s Courts, of a separate Equity jurisdiction before the Chancellor´s Courts, and the modernisation of English law during the 19th century reforms. For modern English law, the lecure covers in particular: - sources of English law: case law as developed through the courts, the doctrine of binding precedent, statutes and statutory instruments, and customary law; - courts, jurisdiction and the jury system; - introductions to the civil justice system and the criminal justice system; - legal professions, in particular solicitors, barristers, judges, and legal education. Previous knowledge of English law is not required. The entire lecture will be given in the English language. All interested students are welcome to attend. They are, however, advised that the lecture has not been written particularly for German law students, but forms part of the Master of British Studies course offered by the Centre for British Studies.
A short reading list and an outline of the lecture can be downloaded from: moodle-link wird noch bekannt gegeben
BZQ II: Mündliche Prüfung
Die Veranstaltung wurde 4 mal im Vorlesungsverzeichnis WiSe 2017/18 gefunden:
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Archived - Common System Error Messages: What they Mean and What Might Help Resolve the Problem
Common Macintosh system errors: a listing of common causes, possible solutions, and some explanations of what they mean.
Type 1 error (Bus Error)
One of the most common indications of a memory-related error. It means that you tried to access an non-existent/inaccessible memory address.
Common causes and solutions: Init/Extension or Control Panel conflict. insufficient memory for the operation being attempted, you could try allotting more memory to the application.
Type 2 error (Address Error)
Very similar to a Type 1 error. Some piece of information was written to the wrong place in memory. Attempting to access data larger than a byte on an odd address (68000 processor) or an instruction at an odd address.
Common causes and solutions: Init/Extension or Control Panel conflict. insufficient memory for the operation being attempted, you could try allotting more memory to the application. The instruction being requested may not be supported on the CPU. i.e. an 030 request on an 68000 processor
Type 10 error (line 1111 trap error)
This is an attempt to execute an instruction that does not exist in the CPUÃs repertoire (Unimplemented instruction error). Lack of support for the machine on which it is being run (for example, a 68020 instruction execution attempt on a 68000).
Type -36 error (I/O Errors (bummers)
This file is having difficulty while either reading from the drive or writing to the drive. The file
may have been improperly written data to the drive or the hard drive or disk may be damaged.
This is almost always indicative of a media error (hard error on the disk). Sometimes (rarely) it is transient.
Solutions: Try copying the file to another drive. Use a disk recovery software, such as Disk First Aid to examine the disk. You can try rebooting with all extensions off. Once in a while this will allow you to read the data. The file in question should be restored from a backup that was stored on a different disk. Regular backups can reduce the time to recover from this error.
Type -39 error (Logical End-of-file reached during read operation)
The Macintosh was expecting a marker to show it where the end of the file is on the disk. That marker is either missing or is in the wrong place. A crash is the most common cause, however a disk error or corrupt file can also cause this.
Solutions: Recovering the file frequently fixes the problem. If it does not, make a clone of a backup, open the clone and try to import from the file that is giving the -39 error message.
In other applications, using an Import or Insert command from inside a new document frequently works around the problem. You also might move/copy the file to another volume.
Type -43 error (File not found, Folder not found)
The item that the program was looking for is not in the location that it was supposed to be. This is a common error with the Claris XTND system. Often this error is in reference to a translator that cannot be found.
Solutions: Try trashing the XTND translator list in the Preferences folder in the System Folder. and restarting the application. Verify that the Claris XTND System document and the Translators folder are in the Claris folder.
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Please help support the mission of New Advent and get the full contents of this website as an instant download. Includes the Catholic Encyclopedia, Church Fathers, Summa, Bible and more all for only $19.99...
Philosopher and theologian, b. at Bibermuehle in Bavaria, 15 November, 1692; d. at Polling, 5 February, 1775. He was educated by the Jesuits at Munich and at an early age joined the Canons Regular in the convent of Polling, where he spent most of his life as a teacher of philosophy, theology, and canon law, a tireless student in many departments of ecclesiastical lore, and an investigator of natural phenomena. He was foremost among the German theologians of the eighteenth century as a guide and an inspirer of ecclesiastical youth, and may be considered a model of lifelong devotion to all the sciences that befit an ecclesiastic. As early as 1722 he founded, and with some interruptions carried on for several years, an influential review, "Parnassus Boicus, oder Neueröffneter Musenberg." An academy formed by him at Polling became in time the model on which was based the Academy of Sciences of Munich. He spent the years 1733-35 at Rome, whence he returned to Bavaria enriched with precious knowledge acquired by intense study in the libraries of the Eternal City and by intercourse with many learned men. Thenceforth he counted among his correspondents such scholars as Benedict XIII and Benedict XIV, Father Concina, Cardinals Leccari, Galli, Orsi, St. Alphonsus Liguori, and others. For a period of forty years his pen was never idle, and from it unceasingly poured forth learned volumes and brochures filled with rare and choice learning.
It has been truly said that his seventy volumes, if distributed in an orderly collection, would resemble a general encyclopedia. As a philosopher, he is best known by his solid work "Philosophia Pollingana" (Augsburg, 1730) and by his "Wolfiana Judicia de philosophiâ et Leibnitianâ physicâ" (Frankfurt, 1736). As a dogmatic theologian and Christian apologist he won applause by his "Demonstratio critica religionis catholicae nova, modesta, facilis" etc. (Venice, 1744), written to promote the reunion of the Protestant sects with the Catholic Church, and by his "De origine, progressu, valore et fructu indulgentiarum accurata notitia historica, dogmatica, critica" (Augsburg, 1735). His most extensive work, "Theologia eclectica, moralis et scholastica," published at Augsburg (1752) in four folio volumes, and later at Bologna (1753) in twenty-four octavo volumes, merited the honour of a revision by Benedict XIV. He wrote also "Theologia moralis inter rigorem et laxitatem media" (Augsburg, 1739), "Ethica Christiana" (Augsburg, 1758), and other moral treatises. St. Alphonsus Liguori admired his theological prudence, and Gury calls him a "probabilista moderatus doctrina et sapientia clarus"; others (e.g. Toussaint) accuse him of an inclination to rigorism in practice. He translated into Latin the "Dictionnaire des cas de conscience" of Pontas (Venice, 1733), but modified its Gallican tone and rigoristic views.
Of his canonical works the most important is his "Vetus Disciplina canonicorum et regularium" (Venice, 1748), "Elementa juris canonici veteris et moderni" (Ulm, 1757), both valuable for their wealth of historical material. In the latter he defends ecclesiastical jurisdiction against the attacks of contemporary jurists and statesmen. The best known of his works is entitled "De revelationibus, visionibus et apparitionibus privatis regulae tutae ex Scripturâ, Conciliis, Sanctis Patribus aliisque optimis auctoribus collectae, explicatae atque exemplis illustratae (Augsburg, 1744). It was directed against the "Mystic City of God," the famous work of the Spanish Franciscan nun, Maria de Agreda, and brought him into conflict with several of her Franciscan defenders. This learned scholar found time to prepare for the people a number of devotional works. His prayer-books, "Kurz und Gut" and "Brevier eines guten Christen," went through many editions. He also compiled select lives of the saints and wrote a German treatise (Venice, 1756) on the invocation of the saints, besides a smaller and a larger catechism. In the discussions waged during the first half of the eighteenth century concerning the authorship of the "De Imitatione Christi," Amort stood forth as an ardent supporter of the claims of Thomas à Kempis, though his seven works on the subject, praised for their "rare learning and judicious temper," failed to silence the Benedictine champions of Jean Gersen. The more important are: "Scutum Kempense" (Cologne, 1725); "Plenâ et succinctâ informatio de statu totius controversiae" (Augsburg, 1725), and "Certitudo moralis pro Th. Kempensi" (Ratisbon, 1764). On his portrait by Jungwirth was engraved "Litterarum maxime sacrarum per Bavariam restaurator eximius." The visitor to Bibermuehle may now contemplate a marble monument in honour of a theologian in whom industry, erudition, critical skill, and piety were united in a high degree.
DE FELLER, Biogr. Univ. (Paris, 1845), III, 45; WESTERMAYR, in Kirchenlex., I, 754-757; TOUSSAINT, in Dict. de theol. cath., I, 1115-17; Hist. polit. Blaetter, LXXVI, 107; HURTER, Nomenclator (Innsbruck, 1895), III, 201; BAADER, Das gelehrte Bayern (Nuremberg, 1804), I, 20.
APA citation. (1907). Eusebius Amort. In The Catholic Encyclopedia. New York: Robert Appleton Company. http://www.newadvent.org/cathen/01434a.htm
MLA citation. "Eusebius Amort." The Catholic Encyclopedia. Vol. 1. New York: Robert Appleton Company, 1907. <http://www.newadvent.org/cathen/01434a.htm>.
Transcription. This article was transcribed for New Advent by John Fobian. In memory of Martha Zingsheim Gimler.
Ecclesiastical approbation. Nihil Obstat. March 1, 1907. Remy Lafort, S.T.D., Censor. Imprimatur. +John Cardinal Farley, Archbishop of New York.
Contact information. The editor of New Advent is Kevin Knight. My email address is webmaster at newadvent.org. Regrettably, I can't reply to every letter, but I greatly appreciate your feedback — especially notifications about typographical errors and inappropriate ads.
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Self-Destructive Behaviors Assignment Help
In human context, self-destructive behaviour is a widely used phrase that conceptualises certain kinds of destructive acts as belonging to the self. It also has the property that it characterises certain kinds of self-inflicted acts as destructive. The term comes from objective psychology, wherein all apparent self-inflicted harm or abuse toward oneself is treated as a collection of actions, and therefore as a pattern of behaviour. Acts of "self-destruction" may be merely metaphorical ("social suicide") or literal (suicide). Generally speaking, self-destructive actions may be deliberate, born of impulse, or developed as a habit. The term however tends to be applied toward self-destructions that are potentially habit-forming or addictive, and are thus potentially fatal. Suicide, self harm, eating disorders and substance abuse are some kinds of self destructive behaviours.
Self-Destructive Behaviors Assignment Help By Online Tutoring and Guided Sessions from AssignmentHelp.Net
Whatever be your Psychology Course problems, all you need to do is need do send your questions to us along with the deadline for the Psychology Assignment Help problems. We here at www.assignmenthelp.net are available 24*7 to solve any of your Psychology query. We provide homework help, Assignment Help, project help, dissertation help and any other online tutoring assistance. Take use of our facilities to attain the aim of achieving good grades in all your subjects.
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How does one communicate the fast-moving science of a pandemic to the public? Social media, with its short messages and inflamed memes, would seem an imperfect fit.
And yet Twitter and other online platforms have become vibrant public squares for discussion about Covid-19 since the start of the pandemic.
At the 2021 STAT Summit, three social media influencers in science reflected on their experience of using social media to communicate new scientific findings — and the challenges that came with it.
Here are the highlights:
Scott Gottlieb, a former commissioner at the Food and Drug Administration, said social media has taken debates that usually play out within the scientific community and made them public for all to see.
“Scientists sometimes have strong views on data, especially early data. It’s one thing when scientists are engaging in a discussion among scientists,” he said. “Now scientists and public health officials are engaging in a discussion among scientists and public health officials in public and everyone is seeing it.”
The broadcasting of these debates has had consequences, he noted, with ideas and public perceptions tending to get anchored to preliminary and inconclusive results.
Gottlieb pointed to monoclonal antibodies as an example. Early data on monoclonal antibodies as Covid-19 treatments were criticized as weak on social media; it was only later, after more data accrued, that it became clear the treatments were highly effective.
And yet utilization of monoclonal antibodies remains low — in part, Gottlieb suggested, because of the tepid reaction that many people initially saw on social media.
“We can change our perceptions very quickly as scientists based on a new study that comes out,” he added. “But [with] the public, it doesn’t happen as quickly.”
Darien Sutton, an emergency medicine physician and contributor to ABC News, said he was surprised by people’s discomfort with the notion that science is fluid.
“I think one of the hardest things is to help convince those who are not actively involved in science that it’s an ongoing process,” he said. “Maybe something that we learned to do before may not be helpful, accurate, or necessary now.”
Natalie Dean, an assistant professor in biostatistics and bioinformatics at Emory University, said she and other scientists have also sometimes been challenged by the sheer speed of information on social media. “Sometimes I really want to sit with something before I can tweet about it. But if you wait more than a few hours people have already moved on,” she said.
Perhaps the biggest challenge on social media is misinformation. The rapid global spread of Covid-19 created a huge demand for information on the disease. But it also ushered in a tidal wave of people looking to exploit the pandemic for their own purposes, triggering what the World Health Organization has described as “massive infodemic.”
“We are clearly up against a big misinformation challenge,” Dean said.
Algorithms on social media platforms are primed for engagement. Recommendation engines in these platforms create a rabbit-hole effect by pushing users who click on anti-vaccine messages toward more anti-vaccine content. Gottlieb noted that, “social media facilitates developing your own information microcosm.”
Individuals and groups that spread medical misinformation are well-organized to exploit weaknesses of the engagement-driven ecosystems on social media platforms.
“The information they are seeing is very carefully curated, to portray certain facts and certain opinions,” said Gottlieb. To combat this, he believes it’s important to find people who can break into these tightly knit communities.
Despite the problems with misinformation, Sutton said social media platforms can be important vehicles to explain science as it evolves. He recalled standing maskless in a busy emergency room with other colleagues and coughing patients at the beginning of the pandemic, not knowing what was about to come. Scientists have learned so much about Covid-19 since then, and have taught the public along the way.
“As we step into our new normal, and we get back to the things we used to do, I think, for me [I will continue] using these platforms to encourage people to continue to look at science and understand the beauty of science,” Sutton said.
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Search on for innovative weed control methods
Agricultural researchers are putting together a booklet of homegrown weed control methods in an effort to fight herbicide resistance in Western Australia's south.
The Department of Agriculture and Southern DIRT are contacting farmers across the region to find a range of innovative and low-cost weed seed control methods.
Regional cropping solutions coordinator Julianne Hill says there is not enough information about effective methods used by growers in southern areas.
She says the research should help to reduce reliance on chemicals.
"I think everyone knows how herbicide resistance is gaining momentum and we're running out of chemicals that will work effectively in the northern part of the state, in the Geraldton zone, and we don't want that to happen down here," she said.
"But we are relying on chemicals a lot in our cropping system these days."
She says the research should help growers to rely less on chemicals.
"What we're trying to do is just see what other methods there are in an integrated weed management system so we're reducing reliance on chemicals or reducing the number of weeds that are coming through in another way," she said.
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It was not just the Games that Guttmann’s genius helped to inspire but the whole treatment of people with disabilities from housing to travel, from work to leisure.What he did was to change the mind-set of official and unofficial Britain alike and in time much of the world beyond.
Wednesday, 29 August 2012
The Main Event
Alphen, Netherlands. 29 August. Many people have inspired me. Winston Churchill for refusing to compromise with evil, Ed Murrow for taking on corrupt power to protect free speech, Martin Luther King for reminding Americans that all people are born equal and Nelson Mandela for creating a nation out of forgiveness. But there is one who this week will be rightly celebrated because he not only gave many young men their broken lives back but overcame prejudice and discrimination – Sir Dr Ludwig “Poppa” Guttmann, the founding father of the Paralympics which start today in London.
He was an unlikely British hero. A German Jew who had been Germany’s top brain surgeon before the Nazis banned him from practising in 1933. He had been born in what was then eastern Germany when the Kaiser was on the throne and fled with his family to Britain in 1939 to escape Nazi persecution. What he found in Britain appalled him and he refused to accept the latent prejudice in the British medical establishment of the time that condemned many young British servicemen crippled by war to a life of unjust marginalisation or simply to die of infected bedsores or urinary infections. Their life expectancy was six months, condemned to die by prejudice as much as injury. When they arrived from the battlefield his patients were even shipped in coffin-like boxes in seeming anticipation of their pending demise.
Like all such pioneers he was not an easy man, as hard on his patients as the stifling officialdom that simply wanted to wish away his ‘paraplegics’. He fought for their dignity but also demanded equal commitment from them. At Stoke Mandeville hospital he slowly created a world-leading centre for the treatment of severe spinal injury suffered in battle. He was possessed of that special quality that refused to accommodate the ‘old boy network’ that even today blights Britain. He did not come from the right school and he did not speak with the right accent and he had little time for those who spoke the language of integrity and dignity only to shuffle their feet when called upon to act in its name. Something I have seen all too clearly for myself of late.
His genius was to understand that quality of life was as much a battle for the spirit as the body. And it was that insight that led him to create the Stoke Mandeville Games, which took place on 28 July, 1948 the same day as the 1948 London Olympics opened. Indeed, he called his event the “Parallel Olympics”. From modest beginnings the Games have grown into the Paralympics of today in which 4200 athletes from 65 countries will compete in intense completion for much-prized medals. In so doing Guttmann reminded the world that there is no distinction at all between the able-bodied and the disabled.
His old unit was set up in the wake of the June 1944 allied invasion of France as spinal injuries soared. It survives to this day in the guise of the National Spinal Injuries Centre (surely it should be the Royal National Spinal Injuries Centre) and supports some 5000 patients.
Between 1948 and 1960 the Stoke Mandeville Games grew year on year as ever more war veterans and disabled people from across the world came together to compete. In 1960, a week after the flame had died on the seventeenth Olympiad the first official Parallel Olympics was held in Rome.
Guttmann became a naturalised British citizen in 1945 and in 1966 was knighted by Her Majesty the Queen for his services to Britain and disabled people. He died in 1980. However, his spirit lives on and there is no doubt he will be looking down from on high at the 2012 Paralympics with much pride. The 2012 London Olympics were simply the warm up. If you want to see courage and utter determination to overcome adversity watch the main event. It is called the London Paralympics and it starts today.
Thank you, Sir Ludwig. You reminded us all that it is what people can do that matters, not what others think they cannot. It is a lesson that needs to be constantly taught and re-taught, especially to those empty souls who claim to uphold fairness and freedom from discrimination but all too often do not.
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By Larry Peterson
Marie-Anne-Marcelle Mallet was born on March 26, 1805, in Montreal. Canada. Her father, Vital Mallet, passed away when she was only five, and his passing immediately changed the direction of her life. Her mother, Marguerite, unable to provide for her children’s education, sent Marie and her brother to live with an aunt and uncle in Lachine. Marie’s new guardians sent her to the nearby monastery of the Congregation of the Sisters of Notre-Dame, where she would spend most of her growing years as a boarder.
Marie-Anne, having lost her dad to death and her mom to circumstances, became extremely sensitive to the confusion and disruption that had become part of her very young life. She quickly developed and displayed a natural empathy for the poor and downtrodden. As she grew, she was drawn to religious life as she saw this the best way to help those in need. She decided to join the Sisters of Charity of the Hospital General of Montreal,
This order, (also known as the Grey Nuns of Montreal), was the first religious congregation founded in Canada. Marie was admitted as a postulant when she was sixteen. Two years later, on May 6, 1824, she was allowed to enter the novitiate. On May 18, 1826, she professed her vows. Her primary duty from that point on was to care for the sick.
In 1846, Sister Marie added to her job description when she began visiting the sick and home-bound. She discovered she loved being part of this ministry, and the people she saw came to know and love her. But in 1847, Typhoid struck Montreal. It was Sister Marie who instinctively put her organizational skills to work. She was appointed assistant superior and assumed complete responsibility and supervision of the hospital and staff.
Her leadership and guiding hand saw her assist in establishing new hospitals in such places as Manitoba, Ottawa, and Quebec. She was chosen to be the leader of the new Quebec Mission, and this move required her to leave her order and found a new one. On August 21, 1849, Sister Marie Mallet cut ties with the Sisters of Charity of Montreal and founded the Sisters of Charity of Quebec. She and her five followers were immediately faced with a daunting task.
Quebec was going through a terrible time in its history. The city was recovering from its second destructive fire when a cholera epidemic struck. Mother Mallet and her companion sisters, had come to “care for the sick and educate young girls.” Based on the circumstances they confronted, Mother Mallet first ordered the establishment of a relief service for needy schoolchildren. She took in orphan girls, then, in 1855, homeless women, in 1856, the aged and infirm, and then in 1862, she opened a home for orphaned boys. There was never a lack of charitable work to be done.
In 1866, Mother Mallet opened an out-patient center for the needy, and during the seventeen years, she was the director of her community she was responsible for establishing with the diocese of Quebec, five boarding schools for girls which had curriculum similar to local schools but also trained women to be schoolmistresses. Let us not forget that the Sisters of charity also took in newly arrived immigrants who had no place to go and gave aid and shelter to those who lost everything to fires.
On July 1, 1866, Pope Pius IX approved the rule of the order of The Sisters of Charity of Quebec. Mother Mallet and her followers had stayed true the rule of the Sulpicians. However, the Bishop of Quebec imposed a new Rule on the order. This Rule had been derived from the Jesuits. This caused an internal crisis because the sisters wanted to stay true to their original vows even though the difference was hardly noticeable. But it required a pledge of loyalty to the newly designated Rule. Even within the confines of a deeply spiritual environment, politics reared its ugly head.
Mother Mallet, accustomed to 40 years of honoring the Rule of the Sulpician Order, could not give allegiance equally to both Rules. But the new nuns coming in embraced the Jesuit way and, in 1866, Mother Mallet was not re-elected as Mother Superior. She was even left out of all administrative duties. She returned to live the rest of her life as a simple nun.
Mother Marie-Anne Mallet, suffering from cancer, passed away on Easter Sunday, April 9, 1871, in Quebec City at the age of 66. She was declared Venerable in January of 2014.
Venerable Marie Mallet, please pray for us.
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en
| 0.984744 | 966 | 3 | 3 |
Gaming & Education- The Healthy Amalgamation
While talking about the educational value related to gaming, especially in India, there are more chances that you will end up getting a skeptical look in response. However, the truth is that gaming can be a significant positive factor towards academic and educational achievement.
Don’t believe us? Let’s explore the ways in which gaming can help the cause of education and development:
Gaming is largely a social activity, whether you’re spending the afternoon on a PlayStation at a neighbor’s house or meeting some friends online to tackle a few quests. While doing this, one learns to work well with others.
In team games, cooperation and teamwork are vital. Hence, gaming can help one learn the difference between success and failure via a joint effort. These qualities are not limited to the gaming world only but can aid an individual in growing in the real world too.
Interpersonal and communication skills that are honed at a young age through gaming will stand you in good stead through your academic years as well as your career.
Strategic analysis and critical thinking
When it’s about academics, success can’t always be easily measured. Sure, there’s passing and failing, but there are a number of other relevant factors that can’t be so easily assessed. For example, a 60% may not sound like something you’d be happy with but what if nobody else crossed 40%?
On the contrary, games are usually refreshingly black-and-white – there is success and there is failure. It is up to an individual to work towards the former rather than the latter.
Moreover, this process of analyzing the best way to accomplish something can be hugely beneficial in the long term. Video games foster strategic analysis, critical thinking, spatial reasoning, memory, perception, and problem-solving abilities.
Children and their parents can focus on certain areas and choose games accordingly.
With the amount of academic pressure on children and youth increasing, it’s sadly inevitable that many of them will succumb to it in various ways. Even as a hobby, gaming can result in many of the benefits mentioned above.
It also serves as the perfect stress-buster. Also, it has been observed that playing video games can boost self-esteem, which assists in enhancing every aspect of your life.
Something new and unique
Furthermore, primary reason for gaming contributing to the knowledge base is that it is simply different and a unique way of learning. Reading your mathematics textbook? That’s work and not that much ‘fun’, isn’t it?
On the other hand, how about playing a game that introduces & explains the same mathematical concept? That’s an entirely different proposition and much more engaging for a child.
The key to gaming’s potential as an educational tool lies in the fact that it can approach its target audience in an entirely special way. More importantly, that is exactly how the audience will approach it as well.
The prevailing view for far too long now has been that gaming and education are two forces permanently locked in opposition. The truth is, conversely, that gaming and education can work together towards a mutual goal i.e. an innovative way of education and learning things that are not taught in school.
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<urn:uuid:35ddb8d8-bb1a-43e5-bc04-a4f774f7b49c>
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CC-MAIN-2017-26
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https://www.entrepreneur.com/article/252369
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|
en
| 0.954924 | 682 | 2.796875 | 3 |
Equity, also referred to as stockholders’ or shareholders’ equity, is the corporation’s owners’ residual claim on assets after debts have been paid. As mentioned earlier, retained earnings appear under the shareholder’s equity section on the liability side of the balance sheet. Companies today show it separately, pretty much the way its shown below. That is the amount of residual net income that is not distributed as dividends but is reinvested or ‘ploughed back’ into the company.
Dividends do not affect net income, the difference between revenue and expenses reported on the income statement. On the other hand, the effect of a dividend declaration and payment is restricted to the balance sheet. Finding how much a company pays in total dividends is pretty easy if you know where to look. One way to calculate total dividends paid in any given period is to look at net income, and the change in retained earnings. Retained earnings are affected by an increase or decrease in the net income and amount of dividends paid to the stockholders.
Retained Earnings on the Balance Sheet
So, each time your business makes a net profit, the retained earnings of your business increase. Likewise, a net loss leads to a decrease in the retained earnings of your business. It is calculated by subtracting all the costs of doing business from a company’s revenue. Those costs may include COGS and operating expenses such as mortgage payments, rent, utilities, payroll, and general costs. Other costs deducted from revenue to arrive at net income can include investment losses, debt interest payments, and taxes.
Finally, the closing balance of the schedule links to the balance sheet. This helps complete the process of linking the 3 financial statements in Excel. If the company did not pay out any dividends, the value should be indicated as $0. Let us assume that the company paid out $30,000 in dividends out of the net income. The next step is to add the net income for the current accounting period.
Gordon Pape: It’s time to adjust my High-Yield Portfolio in response … – The Globe and Mail
Gordon Pape: It’s time to adjust my High-Yield Portfolio in response ….
Posted: Mon, 03 Apr 2023 07:00:00 GMT [source]
This allocation does not impact the overall size of the company’s balance sheet, but it does decrease the value of stocks per share. Distribution of dividends to shareholders can be in the form of cash or stock. Cash dividends represent a cash outflow and are recorded as reductions in the cash account. These reduce the size of a company’s balance sheet and asset value as the company no longer owns part of its liquid assets.
However, management on the other hand prefers to reinvest surplus earnings in the business. This is because reinvestment of surplus earnings in the profitable investment avenues means increased future earnings for the company, eventually leading to increased future dividends. Revenue and retained earnings have different levels of importance depending on what the underlying company is trying to achieve.
What does it mean for a company to have high retained earnings?
A credit memo dividend can be a positive indicator for a corporation even though it reduces retained earnings. Typically, cash dividends are declared when a company had strong earnings results and is in a stable financial position. This may also encourage additional investors looking for stocks that return the most reliable dividends,Forbes explains. Retained earnings refer to the historical profits earned by a company, minus any dividends it paid in the past. To get a better understanding of what retained earnings can tell you, the following options broadly cover all possible uses that a company can make of its surplus money. For instance, the first option leads to the earnings money going out of the books and accounts of the business forever because dividend payments are irreversible.
Each method of handling fractional shares is accounted for in the same manner as whole shares issued as a stock dividend. Retained earnings, on the other hand, are reported as a rolling total from the inception of the company. At the end of every year, the company’s net income gets rolled into retained earnings. Therefore, a single number of retained earnings could contain decades of historical value accumulated over a much longer reporting period. Though gross revenue is helpful in accounting for, it may be misleading as it does not fully encapsulate the activity regarding sale activity.
The beginning period retained earnings is nothing but the previous year’s retained earnings, as appearing in the previous year’s balance sheet. Now, you must remember that stock dividends do not result in the outflow of cash. In fact, what the company gives to its shareholders is an increased number of shares.
Retained earnings are left over profits after accounting for dividends and payouts to investors. If dividends are granted, they are generally given out after the company pays all of its other obligations, so retained earnings are what is left after expenses and distributions are paid. Retained earnings isn’t as straightforward as it may not be advantageous to maximize retained earnings. A company may decide it is more beneficial to return capital to shareholders in the form of dividends. A company may also decide it is more beneficial to reinvest funds into the company by acquiring capital assets or expanding operations.
Berkshire Hathaway’s Breathtaking Earnings – The Acquirer’s Multiple
Berkshire Hathaway’s Breathtaking Earnings.
Posted: Wed, 05 Apr 2023 07:00:00 GMT [source]
Cash dividends result in an outflow of cash and are paid on a per-share basis. These are the long term investors who seek periodic payments in the form of dividends as a return on the money invested by them in your company. Retained earnings refer to the residual net income or profit after tax which is not distributed as dividends to the shareholders but is reinvested in the business. Typically, the net profit earned by your business entity is either distributed as dividends to shareholders or is retained in the business for its growth and expansion. However, the details of common stock as presented in its shareholders’ equity section should be adjusted as shown below. Retained earnings is the residual value of a company after its expenses have been paid and dividends issued to shareholders.
Revenue vs. Retained Earnings: An Overview
The net income is a number saying how much a company has made in a year after all expenses. Expenses include the cost of goods sold, labor, marketing and all operational expenses paid by the company. But it doesn’t include what is paid to shareholders in dividends and doesn’t count previous earnings.
Should You Buy Quest Diagnostics Incorporated (NYSE:DGX) For Its Upcoming Dividend? – Simply Wall St
Should You Buy Quest Diagnostics Incorporated (NYSE:DGX) For Its Upcoming Dividend?.
Posted: Sat, 01 Apr 2023 07:00:00 GMT [source]
Before we go any further, let’s quickly go over the meanings of the terms retained earnings and dividends. Stockholders’ equity refers to the assets remaining in a business once all liabilities have been settled. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. Comprehensive income is the change in a company’s net assets from non-owner sources.
How to Find the Gross Profit Margin
This is because it forms a part of the shareholders’ equity section of the balance sheet. However, if the value of these profits is negative, they are considered a debit balance. Themeaning of retained earningsis clearer when the components that help calculate the same are thoroughly studied. The elements that help derive the retained income figures are – retained income in the beginning, net profit or loss, i.e., the net income, and applicable share of dividends.
Shareholder equity alone is not a definitive indicator of a company’s financial health. If used in conjunction with other tools and metrics, the investor can accurately analyze the health of an organization. Thus, we take net income of $2.058 billion and subtract the change in retained earnings over the past year, or $1.175 billion. This figure is how much Costco paid out in dividends to its shareholders using net income and retained earnings.
Do Dividends Affect Net Income?
Therefore, logic follows that the amount paid out in dividends is equal to net income minus the change in retained earnings for any period of time. I’ll use a really friendly example so that you can calculate this on your own. As mentioned earlier, management knows that shareholders prefer receiving dividends.
The two types of dividends affect a company’sbalance sheet in different ways. Stockholders’ equity, also referred to as shareholders’ or owners’ equity, is the remaining amount of assets available to shareholders after all liabilities have been paid. It is calculated either as a firm’s total assets less its total liabilities or alternatively as the sum of share capital and retained earnings less treasury shares.
What Is the Difference Between Retained Earnings and Dividends?
The statement of retained earnings provides an overview of the changes in a company’s retained earnings during a specific accounting cycle. The closing balance for that accounting cycle forms the opening balance for the next accounting period of the company. As an investor, you won’t see the liability entry in the dividend payable account when the dividend is declared. The only thing you’ll notice is the final recording of the reduction in retained earnings and cash.
- By knowing how much profit has been kept over time and what factors contribute to those numbers changing, investors can make more informed decisions about where to put their money.
- When a company generates a profit and accumulates retained earnings, those earnings can be either reinvested in the business or paid out to shareholders as a dividend.
- For solvent reporting entities, payment of dividends from retained earnings is almost always permissible.
- For example, companies often prepare comparative income statements to analyze reports over several years.
- Less mature companies need to retain more profit in shareholder’s equity for stability.
- Calculating Costco’s dividends in 2014In 2014, Costco reported net income of $2.058 billion on its income statement.
Dividends are payments made by companies to their shareholders as a portion of profits earned. Retained earnings are reported on a company’s balance sheet, which shows assets, liabilities and equity at a specific point in time. However, they are also reflected indirectly on the income statement through changes in shareholder equity. Once this figure is calculated, it’s debited from the retained earnings account and credited to the common stock account.
As an important concept in accounting, the word “retained” captures the fact that because those earnings were not paid out to shareholders as dividends, they were instead retained by the company. The accountants at Bench explain that retained earnings are the revenue left over for the business to use as it chooses after dividends have been paid to the shareholders. It represents the money the company has available after taking care of dividends. These retained earnings can be reinvested in the company or paid as additional dividends to shareholders. Keeping track of your retained earnings is essential because it helps investors understand how profitable and financially stable your business is over time. By calculating this figure regularly, businesses can make informed decisions about reinvesting profits into growth opportunities or distributing them among shareholders through dividends.
A dividend’s value is determined on a per-share basis and is to be paid equally to all shareholders of the same class. Shareholder equity is a company’s owner’s claim after subtracting total liabilities from total assets. At some point, accumulated retained earnings may exceed the amount of contributed equity capital and can eventually grow to be the main source of stockholders’ equity.
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<urn:uuid:205933f8-ffb2-43fc-b462-e87ec2d99a13>
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CC-MAIN-2023-23
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https://www.adhocge.it/bookkeeping/explain-the-relationship-between-retained-earnings/
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00292.warc.gz
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en
| 0.956433 | 2,457 | 2.578125 | 3 |
This function accepts a date-time object as a parameter and returns the current week year from the given date-time object.
Here is the syntax of the GetWeekYear() function.
Assume that there is a file named date.txt in the HDFS directory /pig_data/ as shown below. This file contains the date-of-birth details of a particular person, id, date, and time.
001,1989/09/26 09:00:00 002,1980/06/20 10:22:00 003,1990/12/19 03:11:44
And, we have loaded this file into Pig with a relation named date_data as shown below.
grunt> date_data = LOAD 'hdfs://localhost:9000/pig_data/date.txt' USING PigStorage(',') as (id:int,date:chararray);
Following is an example of the GetWeekYear() function. It will retrive the current week year from the given date-time object. Therefore, let us generate the date-time objects of all employees using todate() function as shown below.
grunt> todate_data = foreach date_data generate ToDate(date,'yyyy/MM/dd HH:mm:ss') as (date_time:DateTime ); grunt> Dump todate_data; (1989-09-26T09:00:00.000+05:30) (1980-06-20T10:22:00.000+05:30) (1990-12-19T03:11:44.000+05:30)
Let us get the month from the date-of-birth of each employee using GetWeekYear() function and store it in the relation named getweekyear_data as shown below.
grunt> getweekyear_data = foreach todate_data generate (date_time), GetWeekYear(date_time);
Now verify the contents of the getweekyear_data relation using the Dump operator.
grunt> Dump getweekyear_data; (1989-09-26T09:00:00.000+05:30,1989) (1980-06-20T10:22:00.000+05:30,1980) (1990-12-19T03:11:44.000+05:30,1990)
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<urn:uuid:6923ab09-c2dd-4e52-b1b8-6eadc91b19f7>
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CC-MAIN-2020-34
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https://www.tutorialspoint.com/apache_pig/apache_pig_getweekyear.htm
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en
| 0.657779 | 514 | 2.96875 | 3 |
One days workshop (unlimited number of teachers) 750 CHF
Bespoke programmes for a year with between 3 and 5 days of workshop/model lessons/lesson observation/debrief sessions.
Epistemic inquiry involves exploring questions such as:
How do I know this? How strong is the evidence?
How valid are alternative explanations? Why do we need several perspectives?
Furtak et al. (2009) explored the huge literature dealing with inquiry based learning. The codification of styles of inquiry into procedural, social, conceptual and epistemic. They were also able to measure the degree of teacher mediation in this model. They found that teacher led inquiry where the epistemic facet was stressed had the most positive effects on student learning.
“The purpose of this meta-analysis was to determine the impact of variations of inquiry-based teaching and learning on student achievement in experimental and quasi-experimental studies published in the ten years following release of the National Science Education Standards (1996). The study presented a new four-faceted model for inquiry and applied it to the sample of studies identified for inclusion in this meta-analysis. Results of the meta-analysis indicate the studies meeting the stringent inclusion criteria had a mean effect size larger than those previously reported. Furthermore, the subset of studies that emphasized epistemic facets of inquiry had higher effect sizes, and studies with a longer duration had a larger positive effect on student learning.”
References Furtak, E.M, Seidel, T, Iverson,H and Briggs, D (2009) RECENT EXPERIMENTAL STUDIES OF INQUIRY-BASED TEACHING: A META-ANALYSIS AND REVIEW, Paper Presented at the European Association for Research on Learning and Instruction, August 25-29, 2009, Amsterdam, Netherlands
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<urn:uuid:c8ad4109-c1b8-40eb-ae95-d429513d4614>
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CC-MAIN-2020-16
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https://www.abceducation.ch/blog/educational-consultancy/epistemic-inquiry/
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en
| 0.934705 | 377 | 2.96875 | 3 |
English at Brisbane Park Infant School
At Brisbane Park Infant School we believe that reading is a valuable and rewarding experience. Mastering this skill will enable children to access the whole curriculum with enjoyment.
We cover reading in many different ways. We use the Power of Reading approach to explore different authors each term, this gives children the opportunity to explore texts in an enjoyable and fun way. We also do aspects of the Big Reading programme where children work with reading buddies to explore many different books, they also work with their peers to complete mini missions each week.
We use the Oxford Reading Tree reading scheme across the school.
We encourage parents, carers and grandparents to come to our weekly book club on a Wednesday afternoon where children have fun reading books with their families. Children in KS1 also do weekly comprehension activities to show how well they have understood what they have read.
Reading challenges are also set for children to complete during school holidays.
Independent writing is an important skill for children to have as they move through their education. We begin teaching independent writing skills from Reception and by the time children leave us in Year 2 all children are writing independently and enjoy doing so. Children have the opportunity to write in all subjects. We use aspects of the Big Writing scheme weekly which helps children to become confident, independent writers. Planning is adapted to meet needs of individual children.
At Brisbane Park we use systematic teaching of phonics to support the development of children’s reading and writing. Children will progress in their phonic development as they learn letters and the sounds they make to using and applying this knowledge to read and write words and later sentences. Children are given the opportunities to use and apply their phonic learning through a variety of games and activities both independently and with an adult. Our planning is based on Letters and Sounds and also Phonics Play and Jolly Phonics, planning is adapted to meet needs of individual children. Phonics lessons take place daily, lasting 20 minutes.
Maths at Brisbane Park Infant School
At Brisbane Park Infant School we realise that maths is all around us and we should teach children how to make sense of the world through developing their ability to calculate, reason and solve problems. It enables children to understand relationships and patterns in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
Big Maths is a teaching method that embraces the logical nature of maths, translating it into simple Steps and Progress Drives. This makes progress easy and fun for both children and teachers giving all pupils the opportunity to achieve. Other strategies approach the teaching of maths in the ‘traditional way’; giving teachers broad curriculum statements with little accurate guidance on how to get pupils there. In Big Maths there is great detail built into the system that allows all teachers to experience high subject knowledge and teacher expertise, therefore getting the chronology of the maths journey right for each child.
We follow Big Maths which looks at progression through the various calculation methods to support problem solving using the four operations (addition, subtraction, multiplication and division). Big Maths is a tool which the school has adopted in the teaching of the areas of number and calculation in Mathematics.
The whole school follows this scheme with Reception covering Little Big Maths and Year 1 and Year 2 moving onto Big Maths. This consistent practise throughout the school thereby improves the understanding and attainment of pupils, in line with the development of mental and written calculations in addition, subtraction, multiplication and division. Written methods should always follow and support understanding. The steps are not age-related but progressive. It is important that pupils’ calculation methods develop through each stage and do not move on to the next one until they are ready.
Children acquire the basic skills of Mathematics through the chronology of CLIC. When we look at Core Numeracy in more detail we see that it has a 4 stage process to it:
Counting - children learn to count and to ‘count on’.
Learn Its - children then short-cut this counting by recalling their ‘counting on’ as facts.
It’s Nothing New - children then ‘swap the thing’ to realise that the counting fact, or ‘Learn It’, can be applied to any object, amount or unit of measure.
Calculation - the previous 3 phases are combined to provide a calculation structure.
The school uses a variety of teaching and learning styles in mathematics, in the main we use ‘Little Big Maths/Big Maths’ for the teaching of number. Our principal aim is to develop children’s knowledge, skills and understanding. During our daily lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources, such as number lines, number squares, digit cards and small apparatus to support their work. ICT is used in mathematics lessons for modelling ideas and methods. Wherever possible, we encourage the children to apply their learning to everyday situations.
Learn its - On a weekly basis every child is assessed by a Learn its test which is timed according to the steps covered. This starts with Steps 1 & 2 looking at finger doubles and progressing to looking at adding 2 and 3 to numbers, double 6, 7, 8, 9 and then moving on gradually. Each child needs to obtain full marks in the time given before moving onto the next step.
CLIC – Assesses the children’s ability to apply the knowledge they have gained in daily lessons. These are 10 questions covering a variety of areas covered. The children need to answer all 10 questions correctly for 3 weeks running before moving onto the next step. These are not timed assessments.
Not all areas of the maths curriculum can be covered by CLIC so other areas like shape, space and measure are covered in separate lessons. These are also linked to ‘Outer Maths’ which again has progressive steps.
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<urn:uuid:28ff8d84-f322-4160-80e1-3a9eb0a50fda>
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CC-MAIN-2020-10
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https://www.brisbanepark.cumbria.sch.uk/curriculum/
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| 0.95715 | 1,230 | 3.359375 | 3 |
Matsuo Bashō 松尾 芭蕉 (1644 – 28 November 1694) wis the maist famous poet o the Edo period in Japan. Durin his lifetime, Bashō wis recognised for his works in the collaborative haikai no renga form; today, efter centuries o commentary, he is recognised as a master o brief an clear haiku. His poetry is internaitionally renouned, an athin Japan mony o his poems ar reproduced on monuments an traditional sites.
Bashō wis introduced tae poetry at a yung age, an efter integratin himself intae the intellectual scene o Edo he quickly became well-kent throughoot Japan. He made a livin as a teacher, but renoonced the social, urban life o the literary circles an wis inclined tae wander throughoot the kintra, heidin wast, east, an far intae the northren wilderness tae gain inspiration for his writin. His poems wur influenced bi his firsthand experience o the warld aroond him, aften encapsulatin the feelin o a scene in a few simple elements.
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<urn:uuid:820e8545-c6b6-4a88-9fe6-6d9fb5ec6880>
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CC-MAIN-2020-29
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https://sco.m.wikipedia.org/wiki/Matsuo_Bash%C5%8D
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en
| 0.9067 | 250 | 3.171875 | 3 |
14 November, 2003
Inter-Island Migration and Cultural Change: The Impact of Montserratians on Dominica.
Immediately after emancipation there was a movement of labour across the Caribbean as islanders took advantage of their newfound freedom to emigrate in search of new opportunities. Within the British islands of the Eastern Caribbean there was significant relocation as workers took advantage of the demand for labour elsewhere. These shifts of people brought with them contact and culture exchange between different groups of Caribbean Creoles who had previously existed independent of each other. This paper studies the impact of one such group: Montserratian emigrants who began arriving in Dominica from the 1870s, and who brought their African/Irish/British Creole traditions into a mainly African French culture with long lasting results.
Dominica was partially integrated into the federal colony of the Leeward Islands in 1832 with the governor based in Antigua in charge of its affairs. Later, in 1871, it became a full part of the Federation of the Leeward Islands. From the start it was a peculiar relationship for previously Dominica had played no part in the political or cultural traditions of the other more Anglophone islands of the federation. Now, as a Leeward Island, this much larger territory, with thousands of acres of forested unclaimed land, was open to the people of Montserrat, Antigua, St. Kitts, Nevis and Anguilla.
The post-emancipation peasantry of Dominica was reluctant to continue working on estates. But new investors into Dominica, embarking on the cultivation of new crops such as cocoa and limes, actively encouraged Montserratian labour to Dominica to make up the shortfall. Montserratians brought with them their language, protestant faith and attitudes, their dances and masquerades, which had a marked effect on the French, Roman Catholic traditions in the areas where they settled and on Dominica as a whole.
Borders and Barriers
As the Organisation of Eastern Caribbean States (OECS) begins to initiate its programme of free movement of people between its member territories and nation states in 2002, the public and the media in the region appear to be reacting as if this is an unprecedented initiative. Concerns are being raised about the movement of labour and a possible surge of population from islands with severe economic problems to those that are perceived to have greater opportunities for employment. With this in mind, the government of Antigua and Barbuda has delayed its full ratification of the agreement, in spite of the fact that Antigua and Barbuda's economy shows very much the same signals of stagnation, as is evident elsewhere in the OECS.
This fear of being swamped by fellow Caribbean aliens is, ironically, a product of the nationalist era that came with the collapse of the Federation of the West Indies in 1962, although inter-colonial rivalries dating from the 17th century may have had an effect as well. And, though not wanting to be too hard on Antigua, it is interesting that it was Antigua's intransigence during the meetings to establish "The Little Eight" in 1962, which caused that possible forerunner to the OECS to be aborted prematurely. The irony can be taken further when one recalls that it was Antigua, and the colonial government stationed in St. John's, that was the headquarters of the government of the Leeward Islands. This was a federation, which included Montserrat, Antigua, St. Kitts, Nevis, Anguilla and Dominica as one unified colony of the British Empire. Within that colony there was the free movement of labour, expertise, business, administrative skills and produce that enriched each unit of the colony to their mutual benefit. Up to the early 1960s this could be said to have extended less formally across the rest of the British West Indies.
The current freedom of movement initiative therefore is nothing new and is in fact merely a return to the status quo of forty years ago, before the nationalist tendencies of individual island governments, armed with the newfound trappings of flags, coat of arms, national anthems and gilded passports, raised their insular xenophobic gates against their cousins across the waters.
This paper uses the case study of the relationship between two members of the former Federation of the Leeward Islands, Montserrat and Dominica, to show how economic and demographic balance, as well as cultural interaction was maintained and enhanced during the years of the union. It is an historical study that can inform our present concerns about the union and freedom of movement within the OECS.
The Two Emerald Isles
Geologically there are similarities between Dominica and Montserrat that created soil and climatic conditions, which to a certain extent set them apart from the other less mountainous and consequently dryer Leeward Islands: Young volcanic peaks rising sharply out of the ocean, active sulphur springs and fumaroles, lush micro climates due to altitude and similar flora and fauna including the edible frog (Leptodactylus fallax). There was of course a marked difference in the size of both islands, Dominica being eight times larger than Montserrat. But as many travel writers observed, Montserrat appeared to be a mini Dominica. Emigrants from Montserrat to Dominica therefore found themselves in a familiar, even if more extensive landscape where agricultural practices could be pursued in much the same manner as on the emerald hills of home.
Historically there were marked differences in the timescale of European settlement and colonization. Montserrat was settled in the early 1630s at a time when Dominica, although claimed on paper by both England (1627) and France (1635), was in fact still under the physical control of the Carib/Kalinago people. The links between the two islands have fluctuated over time, strengthening and weakening according to political and economic circumstances. As elsewhere in the Leeward Islands, the last Kalinago on Montserrat (Alliouagana) retreated to Dominica (Ouaitoucoubouli) in the face of Spanish slave raiding during the early sixteenth century. In the seventeenth century the exodus was renewed during the incursions that accompanied the settlement of the English and the French. In those days, as the present day Caribs of Dominica like to remind us, there were no restrictions as to their movement across the region and leading Caribs have commented that we later European and African arrivals just want "to return to Kalinago ways of movement".
During the seventeenth century there were several Kalinago raids from Dominica upon the European settlements on Montserrat. These were a combination of raids of retribution by Montserratian Kalinagos based in Dominica and as a tactic to stall the push of further colonization towards their stronghold in Dominica. Montserrat, like all the other Leeward Islands, succumbed to colonization sooner because of its size. Informal French settlement of Dominica only came in the 1720s, almost one hundred years later. Official British annexation was finally achieved in 1763 under the terms of Article 9 of the Treaty of Paris. Land on Dominica was immediately surveyed and put up for sale by a British Land Commission and many planters from the "old colonies" of the Leeward Islands, including Montserrat, invested in Dominican real estate.
For a time after 1766 the Dominican ports of Roseau and Portsmouth operated as free ports, open to ships of all nations so as to stimulate the growth of this new British colony. During this period the two ports were key transshipment points for enslaved West Africans being transported across the Atlantic to work on plantations in the Eastern Caribbean. Several hundred of those arriving in Roseau between 1766 and 1788 were transshipped to Montserrat on inter-island trading schooners.
Up to the beginning of the nineteenth century enslaved people were moved in this way as required, between colonies. But with the abolition of the Slave Trade in 1807, restrictions were placed on how many slaves could be moved from island to island. There was concern among the Planter Legislatures on all islands about the maintenance of sufficient volumes of the workforce on their respective territories, now that slave populations had to be maintained by natural increase rather than by continuous importation from West Africa. Laws were enacted to permit the movement of usually not more than four domestic slaves accompanying their owner. Until full emancipation in 1838 inter-island movement of the enslaved was restricted. Constitutional changes that took place in the Leeward Islands after 1832 assisted in opening up this corner of the sub-region to the movement of free labour.
Constitutional Change and Plantation Economies
Two years before the partial emancipation of the enslaved in 1834, the British government made a move to consolidate the administration of the Leeward Islands. Independent island legislatures had long been bothersome to the colonial authorities in London and with the shift of interest towards the 'New Empire' of Asia and Africa, more streamlined management was required for the increasingly less important colonies of the West Indies, and the Leeward Islands were among the least of them all. On 23 November 1832 a general government of the Leeward Islands, overseered by a governor in Antigua was established, with Dominica included for the first time. However each island continued to possess its own legislative Council and Assembly while representatives of the Crown, acting through the Governor in Antigua supervised the island units. Initially they were styled Lieutenant Governors in Dominica, St. Kitts and Anguilla, and Presidents in Council, in Montserrat, Nevis and the Virgin Islands.
In 1871 the Imperial Act for the Federation of the Leeward Islands (34 and 35 Chapter 107, Imperial) was passed. The formation of a general Legislative Council for all the islands was established with the view of assimilating, as far as local circumstances would permit, the laws of the different island units. Although they were situated close to each other geographically, they were widely apart in respect of laws. The decade of 1871-1881,was one of much legal activity in consolidating local laws. Several local offices in respect of education, police and legal affairs were abolished and federal officers for the colony appointed. The determination of the imperial government to institute "pure" Crown Colony government in each island was doggedly pursued during this period, with Antigua and Dominica being the last to give up their partially elected legislatures in 1898.
Although the details of such administrative changes may have been distant from the mass of newly liberated Montserratians, the practical application of these changes and the advantages that could be taken of the opportunities that they opened up were not lost on the labour force. Freedom of movement between islands of the colony was a primary advantage. Particularly from the late nineteenth century, the more educated among them moved through the islands as policemen, teachers and clerks. English speaking Leeward Islanders, Montserratians among them, were in demand by the British colonial administration to take up duties in the French-Creole speaking Dominica. Here there were language barriers, influenced by historic cultural associations with France, the dominance of a French and Belgian Roman Catholic clergy, and a weak education system hampered by the isolation of villages.
Even at the level of agricultural labour some English planters on Dominica were determined to maintain a cultural divide in the recruiting of their work force. Charles Leatham, the "sugar king" of nineteenth century Dominica is reputed to have said "I only want English speaking Negroes on my estates and I can get enough from Antigua and Montserrat". His legacy in this regard is the English-Creole and Protestant zone in the north-eastern corner of Dominica extending across his former estates of Woodford Hill, Temple, Eden, and Londonderry and incorporating the villages of Wesley and Marigot. As late as 1919, in a booklet directed at intending settlers to Dominica, first published in 1903, the advisory entitled "Labour" reads: "The native of Dominica is rather independent, but the supply of labour is added to by labourers from Montserrat, Antigua and other islands and planters now have little difficulty in getting as many hands as they require."
The fortunes of Montserrat took a roller coaster ride during most of the nineteenth century. In the 1840s the government of the colony virtually came apart because of the exodus and collapse of the planter class and their capital, so that in 1848 the salaries of Montserrat's public officers were two years in arrears. Sugar prices were affected, as they were elsewhere in the Caribbean, as a result of the abandonment of the protected market for colonial sugar by the British government in 1846. And yet, by the 1860s prices had risen once more allowing Montserrat sugar production to recover to levels of 100 years previously. But prices and production subsequently crashed near the end of the 19th century, never to recover.
The circumstances of Montserrat and Dominica matched each other in this development. As soon as the futility of trusting in sugar as their staple crop became obvious, and as the central factory system could not be profitably introduced owing to their natural configuration, attention was directed to the cultivation of other tropical products. Dr. John Imray in Dominica and the Sturge family in Montserrat were pioneers of the lime industry. In the peak year of 1885 the Sturge's company in Montserrat was growing 1000 acres of limes and along with the purchase of limes from other farmers, was sending 180,000 gallons of lime juice to England. By the end of the century Dominica, with its much greater acreage was outstripping Montserrat and by the early years of the 20th century it was the largest single producer of lime products in the world. At the same time Dominica was expanding the cultivation of cocoa as well as limes and it was the large newly restructured British owned cocoa estates that were being established during the 1880s in the north of the island that attracted Montserrat settlers. With "the native of Dominica" focused on becoming independent peasant proprietors and reluctant to work on plantations, what the Dominican plantocracy needed from Montserrat was labour to work its fields and factories and as a result the history of lime and cocoa production in Dominica is synonymous with the peak years of Montserratian immigration.
Why they left Montserrat
These dates and statistics in relation to constitutional change and plantation fortunes provide a "privileged" history of Montserrat. It only hints at the conditions being experienced by the former slaves and the first two generations of their descendants. For instance, despite the hopeful signs as reflected in the plantation statistics during the 1860s, the times were still hard. Emigration continued. Between 1861 and 1871 1,900 people left Montserrat for other West Indian islands. What was happening in Montserrat that made emigration to Dominica preferable to staying at home?
The Montserrat authorities used tactics of land deprivation coupled with sharecropping or the metayer system, to ensure dependence on the plantation as the only ways that the labourer could obtain wages and garden lands for subsistence (Fergus 1994: 106). Agreements for continued use of allotments on the hilly fringes of the plantations or on abandoned land, went some way to supplement food supply and ensure subsistence for households. As one historian has put it, "the salvation of the black population probably was achieved by their own hands, through non market incomes" (Akenson 1997: 169). But even as wage labourers, the commitment to the plantation was tightened further by the introduction of a truck system. This was designed to funnel their wages back into the plantation coffers. Besides crop production, plantation interests began to control the sale of imported food and consumer goods, as in the company store system. Direct payment for purchases was coupled with the offer of credit so that those who worked were continually in debt. The ability to pay was dependent on employment and employment was dependent on the rise and fall of plantation fortunes and in the late 19th century unspecified numbers were unemployed for long periods. Added to this were the perils of natural disaster and disease. Storms in the mid 1830s and 1898, drought for ten months in 1849-1850 and earthquakes, particularly that of 1843, took their toll. In 1849-1850 during the drought, a small-pox epidemic swept the island, with about a three percent mortality rate.
In reviewing the literature of post-emancipation strategies for freedom Karen Fog Olwig observes that the ex-slaves adopted essentially two routes in pursuit of freedom. The first involved acquiring land and settling as small farmers in free villages outside the plantations. The second concerned migration in order to take advantage outside the sphere of the plantation society entirely (Fog Olwig 1995: 100). She adds that only a small minority of the freed, were able to aspire to upward mobility primarily by obtaining an education to enter the teaching profession or similar positions. The Montserratians who departed for Dominica were combining both of the first two options and in some rarer cases, achieving the third option of social mobility.
It was also reported that Montserratians were emigrating because the uncertainty of tenure of their house lots and provision grounds was a threat to their independence (Hope 1995: 165). On Montserrat there were only two acres of Crown land, occupied by coastal batteries. But squatters occupied abandoned estates and plentiful unused mountainous land. But with magistrates directed to act against squatting their occupation was insecure (Berlcant-Schiller 1995: 61). By the end of the 19th century it became known that land on Dominica was more readily available to labourers, following a period from the 1860s to the 1890s when there was a definite policy of restricting sale of Crown lands even on an island where forested land was plentiful. From 1900 there was steady progress in Dominica associated with a marked influx of British settlers and their capital that were opening up Crown lands in the interior and, as their official booklet advised them, turned to Montserrat for labour. Newly resuscitated estates moving into limes and cocoa were eager to accept immigrants. Garden land on the outskirts of estates was readily available. The economy of Montserrat was not making equivalent headway and in 1902 it still required a considerable amount in British Imperial aid to meet its expenditure. But by 1906 with prosperity from limes, and more so cotton, having an economic effect, emigration to Dominica slowed, but did not cease.
As far as the Montserratians were concerned, Dominica provided opportunities outside of the influence of Montserrat's plantation structure and yet it was close enough so as not to have to break the ties with home completely. Although many of their countrymen were also emigrating to Trinidad and British Guiana, Dominica provided a situation that was neither as distant nor as alien. It was only an overnight sail or steamship journey of 109 miles from Plymouth to Portsmouth or Roseau on Dominica. In fact the movement of shipping between the two islands was far more frequent then than it is now, and it provided a quick and cheap passage for Montserratian workers. Joanna Meade, now 93 years old, who traveled to Dominica with her parents in about 1910 "when I could stand up holding my mother's skirt", remembers being told that her passage cost them two shillings. She remembers being told that her people came from Molyneaux. From April 1891 a steamship, the RMS Tyne, subsidized by the government of the Leeward Islands, had commenced a regular inter-island schedule that greatly facilitated the movement of labour and produce (Watkins 1924: 45).
The unskilled labour force on Montserrat weighed the advantages and disadvantages of emigration that has been made by people of the island for generations, regardless of the destination: the security of the home ground, however destitute it may be, and the support systems of the extended family versus the unknown opportunities, often based on hearsay, to be faced alone as a stranger in another land. From the Dominican planter's point of view there were social advantages to have Montserratian workers. As outsiders they had developed none of the ties to land and family connections that the Dominican peasantry had established. Therefore they were more dependent on the estate and its grant of garden plots for their livelihood. For the Montserratians, freedom from the social and economic restrictions at home and the hope of more easily available access to land than was possible in Montserrat were the main factors that influenced the decision of their parents to emigrate, according to aged Montserratian informants still living in Dominica. At the same time, Dominicans themselves were also on the move to similar destinations across the region. This gave added purpose for Montserratians to fill the vacancies they left behind. In this way labour force was shifting across the Caribbean finding niches of opportunity wherever possible.
The "Montserratian" Estates of Dominica
There are specific Dominican estates associated with Montserratian labour. These are distinguished by the fact that they are large, more than 500 acres in extent with the majority at over 1000 acres, and owned by Anglophone interests: British companies, Dominicans of British descent and in one case, an investor from the United States. By the late 19th century the "English-speaking" Leatham estates in the north-east had been sold over to Estates Investment Trust of Dominica while another in the district employing Montserrat labour was Melville Hall Estates Ltd. Elsewhere, the British firm of chocolate manufacturers Rowntree & Company held the estates of Blenheim, Moore Park, Picard and Morne Pleasant concentrating on cocoa production. These were all near to the second town of Portsmouth, which was the port of entry for Montserratians arriving to work in the north. Centres of Montserratian labour on the west coast were Goodwill Estate owned by the Dominican Potter family, Bath Estate owned by the important lime producers, L. Rose & Company, and Canefield, owned by an American millionaire Andrew Green, who invested in the latest citrate of lime processing equipment available. One informant remembers standing with the manager of Bath Estate as the mainly Montserratian work force filed out of the yard in the evening. "If they go back to Montserrat, Dominica going back to nothing" the manager said.
The Montserratians have left their influence in the vicinity of these estates focusing on three main areas: (1) Portsmouth, (2) the sister villages of Wesley and Marigot and (3) the environs of Roseau, particularly the communities of Pottersville and Roger. It is in the latter communities that we find the purer lineage of Montserratian culture. At Portsmouth, and especially at Wesley and Marigot, Montserratians were outnumbered by Antiguans and there one finds a greater mix of general Leeward island influence. But the Antiguan reasons for emigration have similarities with the Montserrat experience. Yet the conditions for the plantation labourer in Antigua after the earlier "full emancipation" there in 1834 was perhaps worse than elsewhere in the Leewards. There were a series of droughts from the 1860s into the 1890s, dismal conditions of survival during the sugar crisis on the island from 1884, the shortage of available land and terrible social and sanitation conditions where infant mortality in 1856 was as high as 21 percent (Watkins: 1924 42-44). In comparison to this, work on the plantations of Dominica was a welcome escape with the bonus of access to fertile garden lands into the bargain. What they cultivated on these lands added significantly to the variety and quantity of produce in the local market places. Whereas Dominicans concentrated on the "wet" crops of plantains and the root tubers: dasheen, tannia and yams, Montserratians were well remembered by my informants for their production of "dry", "Leeward Island" crops of sweet potatoes, sweet cassava, corn and pigeon peas.
In religion, the Anglican and Methodist faiths, but particularly the latter, dominated Wesley and Marigot. By the 1920s the size of congregations were such that two Methodist chapels and one Anglican church were constructed in the district. Here the French-Creole language, which is common to the rest of Dominica, was swamped by Leeward Island English-Creole in this part of the island. Other Dominicans called this mixture of Antiguan and Montserratian dialects "kockoy". This is supposedly because the language is equated with a fruit tree of the Musa family locally called "kockoy", which is halfway between a plantain and a banana. Similarly, to the Dominican ear, the dialect was neither English nor French patois. More recently, during the late 20th century, other Dominicans have increasingly referred to the people of the district as "a fu a we" people. So distinct had the culture of Wesley become that the people of this district petitioned a commission of enquiry in 1893 that they should have special representation "on the grounds of having peculiarities special to itself, which are as follows: soil, product, language, custom, habits and religion" (Hamilton Report 1893).
A study of the Montserratians associated with Canefield Estate gives the clearest picture of their relationship to the Dominican society over the last century. In 2002 there were still four persons alive who had emigrated with their parents from Montserrat in the 1910s and who themselves had worked on Canefield as adults. Others are children of Montserratian emigrants who have since passed away while there are also grandchildren with memories of family stories of the Montserrat connection. Most of them live in a community called Roger on a hillside above Canefield that was once part of the estate. Richard Graham is 95 years old. He came to Dominica with his parents. His father had some education and could read and write. He worked in the mill and as a leader of a gang in the field, close to the overseer.
"One day Mr. Green (the estate owner) give my father a paper with the plan of all the land at Roger on it and he tell my father to give everybody working at Canefield a piece of land. So my father divide it out and that is how we get the piece we living on right here. And that is how the other people like Margaret and Teresa and Ma Breezy them get all their piece." His wife Joanna Graham (née Meade) aged 93 added: "Years pass and some family send from Montserrat and say that me grandpopa die and leave a house lot for us, but we have more land here, land at Roger and land in the mountain, so what we want with a house lot in Montserrat? We tell them keep the land for themselves. None of us ever been back to Montserrat. We don't know Montserrat. Is really only Dominica we know."
In Roger and Canefield, most of which is now converted to housing, and in Pottersville, a suburb of Roseau where the descendants of Montserratians who worked on Goodwill and Bath estates now live, there are O'Garro, Dyer, Graham, Mead, Tuitt, Ryan, Daley, Lee, Farell and Cassell families, all of whom trace their ancestors back to Montserrat. These are the families who help to keep the dwindling congregation of the Anglican church going or who are members of the Methodist community.
From the late 19th century it was their ancestors who brought the colour and rhythm of Montserrat masquerade to the streets of Roseau during the pre Lenten Carnival. Up to the 1950s Dominicans awaited the arrival of the Montserratian Red Indians who came into Roseau on Carnival Monday morning from Pottersville and Roger with their drums, fifes and whips and dressed in their distinctive masks and costumes (Fergus 1994: 241). This has disappeared now because, as Joanna Meade Graham says, "Is really only Dominica we know". And the cultural ties with Montserrat are even weaker among young people who are many generations removed from those who sailed from Plymouth to Roseau in the 19th and early 20th centuries.
Their story, however, is as vital to the integration movement in the Caribbean today as it was when their ancestors sought a niche of opportunity in another Caribbean territory. There has been a two-way exchange and several Dominicans now work in Montserrat. Sadly two of them were killed in the pyroclastic flow of June 25 1997. By understanding the long tradition of inter-island contact and exchange and by realizing how deeply rooted it is in the life of our island people, let us hope that our leaders, perhaps by force of circumstance, will continue the process of free movement of citizens and regional opportunity of which the Montserrat labourer was a pioneer.
Akenson, Donald Harman. If the Irish Ran the World: Montserrat, 1630-1730. Liverpool University Press 1997.
Aspinal, Algernon E. The British West Indies, Their History, Resources and Progress. Pitman & Sons Ltd, London 1913.
Berleant-Schiller, Riva. 'From Labour to Peasantry in Montserrat after the End of Slavery,' in Small Islands, Large Questions: Society, Culture and Resistance in the Post-Emancipation Caribbean. Fog Olwig, Karen, Ed. Frank Cass, London 1995.
Cumper, G. E. The Economy of the West Indies. ISER University of the West Indies 1960.
Fergus, Howard A. Montserrat: History of a Caribbean Colony. Macmillan Caribbean 1994.
Fog Olwig, Karen, Ed. Small Islands, Large Questions: Society, Culture and Resistance in the Post-Emancipation Caribbean. Frank Cass, London 1995.
Hamilton, Sir Robert. Report of the Royal Commission to enquire into the condition and affairs of the island of Dominica, HMSO, London, 1894.
Thomas-Hope, Elizabeth M. 'Island Systems and the Paradox of Freedom: Migration in the Post-Emancipation Leeward Islands' in Small Islands, Large Questions: Society, Culture and Resistance in the Post-Emancipation Caribbean. Fog Olwig, Karen, Ed. Frank Cass, London, 1995.
Skinner, Thomas, of Canada Limited, Ed. Year Book of the British West Indies, 1930. London 1930.
Smith M. G. The Plural Society in the British West Indies. University of California Press, London, 1965.
Trouillot, Michel-Rolph. Peasants and Capital: Dominica and the World Economy. John Hopkins University Press 1988
Watkins, Frederick, Henry. Handbook of The Leeward Islands. West India Committee, London 1924.
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A Stanford University research group says it found a way to more than double current solar power production efficiency. The technology uses both light and heat from the sun and is inexpensive enough that, if it pans out, it might be able to compete with oil.
Most current technology can either convert light into electricity at relatively low temperatures, or convert the sun’s heat at very high temperatures. Stanford engineers claim they developed a way to do both.
The photon enhanced thermionic emission, or PETE, works best at high temperatures, where current photovoltaics struggle. Solar panels usually use silicon to convert photons to electricity, but only from a certain portion of the light spectrum. Unused photons generate heat in the cells, making them perform poorly and losing up to 50% of the energy reaching the solar panel.
Professor Nick Melosh, who led the research group, says PETE works best at higher temperatures, making it most effective when used with solar concentrators like parabolic mirrors used in solar farms, rather than as rooftop solar panel replacements. If installed in solar farms, PETE could also pass any waste heat it can’t convert to a solar farm’s thermal conversion system. The team’s vision is to attach PETE devices to existing systems.
Solar panels are often expensive because they require a lot of silicon, but one PETE device needs only about a six-inch wafer of semiconducting material, reducing the amount of investment capital needed to get it off the ground.
According to the research team’s estimates, the devices could reach 60% efficiency on solar farms. Falling short of that goal could still have significant effects. The team said if they can boost efficiency to 30%, it could make the cost of solar power comparable to oil.
This video from Stanford explains more about the project:
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Fields of waving corn stalks are a classic sight in many United States regions. The impressive height and sheer volume of the plants is a symbol of American agriculture and a cash crop of huge economic importance. In order to keep this cash crop at its best, preventing cross pollinating in corn is vital. Keep reading to learn more.
Can Corn Cross Pollinate?
Corn pollinates with the help of the wind, which catches the fine dust and swirls it around the field. Some corn is self pollinating, but the majority relies upon the other plants standing with it for pollination.
Can corn cross pollinate? Most varieties cross pollinate easily, but the resulting plants are not of the same variety as the parent plants, and may even be a completely different strain. The hybrid strains dilute over time with cross pollination, resulting in plants that do not carry the carefully cultivated traits. The next generations can even revert back to carrying the problems that the original plants had been bred to prevent.
Corn Cross Pollination Info
So what’s going on with cross pollination of corn? Instead of pollinating insects such as moths, bees and butterflies, exchanging pollen among plants with their activities, corn needs wind. This random, chancy method of pollination allows a huge area to be pollinated by the same strain of pollen.
As a gust of wind ruffles the tassels of the corn plants, it catches ripe pollen and sweeps it over the other corn flowers. The danger arrives when there is another strain of corn growing nearby. The effects of cross pollinating can yield next generation plants that bear unfavorable traits.
Much research has been done on improving hybrids of the plant in an effort to increase yield, reduce pest and disease problems and create a more vigorous variety of corn. Cross pollination of corn can reduce these gains in biological engineering that science has developed. Preventing cross pollinating in corn is important to preserve the strain of corn that has been planted.
Preventing Cross Pollination of Corn
Farmers with high yield production are armed with corn cross pollination info that helps them prevent the loss of the original crop. The effects of cross pollinating can be reduced characteristics, but it can also include a phenomenon called hybrid vigor. This is when the next generation or two from cross pollinating result in enhanced plants. This is not usually the case, so preventing cross pollination of corn is important to preserve the variety of crop that the grower has selected for its qualities.
The best way to do this is to keep other strains from nearby fields. Only plant one variety of corn to keep open pollination from becoming cross pollination and moving into other corn varieties. Preservation of the desired traits can only come from untainted crops, which receive pollen only from their strain. Pollen can travel a mile in a couple of minutes with only a 15 mph wind, but the number of granules is greatly diminished. Researchers have decided that a 150 foot buffer between different corn varieties is sufficient to prevent the majority of cross pollination.
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Corneal ulcers and infections
The cornea is the clear tissue at the front of the eye. A corneal ulcer is an open sore in the outer layer of the cornea. It is often caused by infection.
Bacterial keratitis; Fungal keratitis; Acanthamoeba keratitis; Herpes simplex keratitis
Corneal ulcers are most commonly caused by an infection with bacteria, viruses, fungi, or a parasite.
- Acanthamoeba keratitis occurs in contact lens users. It is more likely to happen in people who make their own homemade cleaning solutions.
- Fungal keratitis can occur after a corneal injury involving plant material. It may also occur in people with a suppressed immune system.
- Herpes simplex keratitis is a serious viral infection. It may cause repeated attacks that are triggered by stress, exposure to sunlight, or any condition that lowers the immune response.
Corneal ulcers or infections may also be caused by:
- Eyelids that do not close all the way, such as with Bell's palsy
- Foreign bodies in the eye
- Scratches (abrasions) on the eye surface
- Severely dry eyes
- Severe allergic eye disease
- Various inflammatory disorders
Wearing contact lenses, especially soft contacts that are left in overnight, may cause a corneal ulcer.
Symptoms of infection or ulcers of the cornea include:
- Blurry or hazy vision
- Eye that appears red or bloodshot
- Sensitivity to light (photophobia)
- Very painful and watery eyes
- White patch on the cornea
Exams and Tests
Your health care provider will do the following tests:
- Exam of scrapings from the ulcer
- Fluorescein stain of the cornea
- Keratometry (measuring the curve of the cornea)
- Pupillary reflex response
- Refraction test
- Slit-lamp examination
- Tests for dry eye
- Visual acuity
Blood tests to check for inflammatory disorders may also be needed.
Treatment for corneal ulcers and infections depends on the cause. Treatment should be started as soon as possible to prevent scarring of the cornea.
If the exact cause is not known, you may be given antibiotic drops that work against many kinds of bacteria.
Once the exact cause is known, you may be given drops that treat bacteria, herpes, other viruses, or a fungus. Severe ulcers sometimes require a corneal transplant.
Corticosteroid eye drops may be used to reduce swelling and inflammation in certain conditions.
Your health care provider may also recommend that you:
- Avoid eye makeup
- Do not wear contact lenses at all, or do not wear them at night
- Take pain medications
- Wear an eye patch to keep out light and help with symptoms
- Wear protective glasses
Many people recover completely and have only a minor change in vision. However, a corneal ulcer or infection can cause long-term damage and affect vision.
Untreated corneal ulcers and infections may lead to:
- Loss of the eye (rare)
- Severe vision loss
- Scars on the cornea
When to Contact a Medical Professional
Call your health care provider if:
- You have symptoms of corneal ulcers or an infection
- You have been diagnosed with this condition and your symptoms become worse after treatment
Things you can do to prevent the condition include:
- Wash your hands well when handling your contact lenses.
- Avoid wearing contact lenses overnight.
- Get prompt treatment for an eye infection to prevent ulcers from forming.
Groos Jr. EB, Chang BH. Compliations of Contact Lenses. In: Tasman W, Jaeger EA, eds. Duane's Ophthalmology 2013 ed. Philadelphia, PA: Lippincott Williams & Wilkins; 2013:vol 4; chap 27.
Keenan J, McLeod SD. Bacterial keratitis. In: Yanoff M, Duker JS, eds. Ophthalmology. 4th ed. St. Louis, MO: Elsevier Mosby; 2013:chap 4.12.
Keenan J, McLeod SD. Fungal keratitis. In: Yanoff M, Duker JS, eds. Ophthalmology. 4th ed. St. Louis, MO: Elsevier Mosby; 2013:chap 4.13.
Linn S, Bouchard CS. Noninfectious keratitis. In: Yanoff M, Duker JS, eds. Ophthalmology. 4th ed. St. Louis, MO: Elsevier Mosby; 2013:chap 4.17.
Soukiasian S. Peripheral ulcerative keratitis. In: Yanoff M, Duker JS, eds. Ophthalmology. 4th ed. St. Louis, MO: Elsevier Mosby; 2013:chap 4.16.
Tuli SS, Kubal AA. Herpes simplex keratitis. In: Yanoff M, Duker JS, eds. Ophthalmology. 4th ed. St. Louis, MO: Elsevier Mosby; 2013:chap 4.15.
Yanoff M, Cameron D. Diseases of the visual system. In: Goldman L, Schafer AI, eds. Goldman's Cecil Medicine. 24th ed. Philadelphia, PA: Elsevier Saunders; 2011:chap 431.
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Puerto Rico, Commonwealth of the United States, has run out of money, closing schools and other public service agencies today for the first time in the island's history.
Hundreds of thousands Puerto Ricans take to the streets as they are left without education or pay. Gov. Anibal Acevedo Vila and the Puerto Rican Legislature fail to pass a financial stop gap measure to keep the island running.
Puerto Rican natives, who are also US citizens, should seriously consider US statehood. It's been a long time coming.
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Previously, astronomers had found water in the atmospheres of so-called hot Jupiters, which are as massive or larger than Jupiter and orbit scorchingly close to their stars. But similar efforts for smaller planets had been stymied by hard-to-interpret data.
Now, Jonathan Fraine of the University of Maryland, College Park, and colleagues have used the Hubble and Spitzer space telescopes to study HAT-P-11b, a planet 123 light-years away in the constellation Cygnus. With a radius four times that of Earth, it’s the smallest yet to have its atmosphere probed.
In addition to water vapour, they found a lot of hydrogen, and some oxygen and heavier elements.
“It does look like a Neptune clone, only hotter,” says planetary scientist Julianne Moses of the Space Science Institute in Seabrook, Texas. This molecular profile suggests that the planet formed far from its star, then moved closer.
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Children feel an entire spectrum of emotions, even if they don’t have the vocabulary to express it. Our work as teachers and parents then is in helping them to manage their emotions and their consequent actions. This is important work inside the classroom and at home, and requires practice and patience.
In Montessori practice we do not send misbehaving children to a time out on their own. Instead, we invite them to sit with us until they are ready to go back to work and respect the freedoms within the limitations of the classroom. While they sit with us we can help them to calm down and identify their emotions. It is important for children to know that even when they are behaving badly we love them and want to help them. By inviting them to sit with us we are not condoning bad behavior, but we are building a path toward better behavior. This is a replicable practice at home, too!
Another avenue toward emotion regulation is through breathing exercises that will help your child (and you!) calm down in moments of frustration or other big emotions. First introduce to your child the idea of inhale and exhale, breathing in and breathing out. Useful metaphors are smelling flowers for inhalation and blowing bubbles for exhalation. Have your child lay down and place their hand on their belly and feel it grow bigger as they breathe in, and go down as breath out. You can help count for them as they breathe in for four counts, out for four counts. For a list of other breathing exercises and tips for children, check out this link.
Talk to your teachers and the staff at the school for more ideas about helping your child manage their emotions and behavior.
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Hello, my name is Jen is a fino welcome. Today we're going to be going through a Fletcher Mat class a that would be categorized in the intermediate advanced area of movement. Um, a couple of things that you should know about the Fletcher Mat is that it is indeed based on the classical exercises. So many of the exercises you'll see hundreds roll-up rollover will be known to you. But we also add in things called into, and when Ron first heard this word, he heard it from Martha Graham and thought it was a Yiddish term and kind of went around researching what does this word cause into me? And I have no idea because she had told him, your exercises are wonderful, but your good centers are not.
And finally someone said she means your transitions. So it was the way he went into or goes into one thing goes into another. So our goal with the [inaudible] is to create a, an environment of flow so that we're never stopping and that we're touching every area of the mat. So hopefully you will experience that today. And, um, let's get started. So I'd like you to start in the center of your mat, standing with your feet side by side, facing inward. Yes. And just for a moment, taking a bit of inventory. So feel where you're standing on the bottoms of your feet, feel where your weight is tending to shift and then seeing if you can bring attention to the three points of balance on the bottom of your feet.
So if you lift your toes up, you should feel weighed into the ball of your big toe weight into the ball of the foot behind the fourth and fifth toes, and then finally weight into the center of the heels. And we call these the foot centers. You can spread your toes out and try to maintain that weight as we stand. Good. And then the second thing I want you to feel and am go ahead and place the toes down, is that three points on the inside or the inner thigh of the leg. We're going to feel that the upper inner thigh right where your thighbone comes up into your hip socket is connected right at the top and then directly above the knee. At the flesh, you're a part of your thighs, also connected.
And then finally the center of the ankle bone. And if they don't touch, just pretend as if we're thinking about three very strong sets of magnets drawn towards midline. And then also up through the center from the front to the back. Just image that your pelvis is narrowing to lengthen because of the connection of the front of the pelvis to the back and the back to the front. So it's almost as if we've placed a strong bolts there that will not be let go. And then finally bringing the ribs directly over the hips and the shoulders on the back and the head over the shoulder so that we're creating one vertical line that can translate to when we're laying on her back, our side and our front. So let's take a few breaths in. As we inhale, breathe in through the nose and as you exhale, breathe out making a shushing sound.
And we want to think about breathing into the sides of the rib cage as you inhale and as you exhale, empty the all the way out. And if you feel like the ribs can press the arms open, go ahead and allow them to open a bit more. And as you exhale, everything reconnects to midline grounding through your feet, finding the inner thigh connection, breathing in and breathing out. And on our next inhalation we'll bend the knees, keeping our vertical alignment. And as you exhale, stand a bit taller. That's it. Breathing in. And our goal today is to stay as one orchestra of breath with many instruments playing the same tune, but we will not take points off if you come out of sync one more time. And exhale. Let's reach the arms all the way up overhead. Take your focus up.
Inhale, reach your right arm up to the ceiling, stretch the right side of the body, and exhale. Draw the shoulder blade down onto your back. And then the same on the left, stretching the left side and bring it down onto the back. And the right lengthening all the way down to the outset of your foot and ground. And then the left and ground. We'll do one more each side. See if you can lift up out of your hips, out of your pelvis and pull that shoulder down. Last one. Inhale and exhale. Reach both sides up.
Breathe in and press your arms out to a t shape. We're going to roll to the ball of the right foot. Inhale, roll. Exhale, place, and the lab. So we're just challenging our ability to come away from and back to midline, which is a simple act here, but we'll be more complex when we go into things like single leg stretch. Let's do a few more. Lifting and lowering. Notice whether or not that hip wants to lift with the ankle and see if you can keep your hips level as your knee, hip, and ankle.
Articulate last one. Now let's take a head turn. So as we lift the right heel, look to your right, come back to center. The left heel moves. Integrating some simple coordination and look and center. We'll do two more and the left and center. Inhale, reach the arms all the way up. Exhale, round your spine forward and take one more breath to come all the way down towards the Mat. Reaching your fingertips in front of your toes. And in this moment, if you need to bend your knees to get your fingers all the way down there. Go ahead. But it looks like we're all good. All right. Inhale ple, a bend your knees deepen and exhale, straighten the legs. Get a little hamstring stretch as we go. Inhale. Then exhale, stretch. Inhale, bend, and Exhale, stretch. Let's take two more. Continue. And as you bend and stretch, start to feel that weight through the balls of your feet, listening to each other in hell. Bed. And exhale, stretch.
Now from here, engage inner thighs a bit more and inhale, rise up to Relevate. Lifting your heels off of the Mat. And then we're going to contract down wrapping the spine, reaching the heels or the hips towards the heels, right? And we're in a position. So look up ladies right here. Oh, there we go. Yeah, so this position is what we call the Fletcher Ball and it's much like rolling like a ball.
Let's feel the spine in a nice curved position and we'll pulse the heels towards the hips, towards the heels. Excuse me to wrap the spine deeper. So we're going, inhale, inhale, exhale, exhale.
So we're in the quadro pad with support and take a full breath. We'll come into flection. Round your spine, curl your tail under, feel your shoulders, reach away from your neck, and then take a full breath and come back to your center position. Nice, long, flat back. Let's do that again. Inhale, exhale. Round the spine.
Rounding Xcel deep in the belly, lifted up towards the ceiling and then full breath to come back. And then let's go into extension. So this time, full breath to reach the chest forward. Tailbone ups are on the Sitz bones. And then full breath to come back to center, feeling the engagement of the belly and again, stress the distance from your pubic bone through your chest and recover back to center. Finding a connection from the front of the rib cage towards the back. One more time. Reach
Let's take one breath here to feel the twist and then a breath just to recover. Placing the hand underneath the shoulder. So reach the left arm out and thread it underneath. Reaching all the way down to that shoulder. This is one of my favorites. And then come all the way up and back to center. Let's do it one more time. Right out to a tee. Threaded under, we'll hold for one breath.
Inhaling into the lungs. Exhale, empty and come all the way back up. Last time to the left. Reach it out. Stretch it through. Well breath here and come all the way back up to center. Excellent. All right, last little warmup exercise. Draw the shoulder blades together to allow your chest to reach towards the ground and then press the mat away to separate the shoulders so you feel a nice, wide back and draw them together, engaging those muscles and then press the mat away. Start to feel the connection from your inhalation through the chest to your exhale. Engaging the belly to support the spine.
One more time and exhale. Press. So holding that Nice, strong back. Let's reach the right light back to a plank position. Nice and early. Bring the left leg back to meet it and start to feel those same standing and centering cues. So continue staying right here. Find those balls of the feet underneath your toes. Find the inner thigh connection. Good.
Press the Mat away from you as much as you can to feel the connection through your center. One more breath. Nice and long. Let's bend the elbows and lower the shape down to the mat, to our ballets. Beautiful. Taking the hands right underneath the forehead. And let's separate the legs about hip with distance apart. Take an inhale here and as you breathe in, reach your legs further off the mat as if someone was giving them a gentle tug behind you. And when you exhale, we're going to try to just slightly lift the belly up off the mat, stabilizing the pelvis. So as we breathe in, reach the legs out further and then as we exhale, the belly lifts up. Just finding a little bit of support. Good. And Inhale, reaching nice and long, creating space in the hips. And exhale, lift the belly to stay. So from here, let's start to lift the right leg off the mat. Inhale, reach out to lift up.
Exhale, reach out to lower down. Inhale, the left leg reaches out. Exhale lower. Bring the leg longer, reach out the right and lower down. Good everyone, check in with your shoulder blades. Left leg reaches out and lower. We'll do two more. Inhale the right and lower in how the left breathing into the back. Exhale lower. Take one full breath to lift both legs up off the mat.
Good. Now finding those magnets. Inhale, close the legs towards midline. Exhale, open them out. Inhale, engage to close, nice and strong. Exhale, open. Inhale, close. Stretch behind the knees. Exhale, open, staying together. Inhale, close. Exhale, open to more. Breathing in, breathing out. Last one. Inhale, close. Exhale, open. And one more. Inhale, close and lower the legs back down to the mat. Excellent. All right, let's all roll to face me and we're going to come into sidekicks quite early, but I think you'll enjoy. Let's take the arm that's underneath your body and support yourself by placing it directly underneath the shoulder.
So if you use your other hand underneath your rib cage, remember that we want to imagine that the Scapula here is almost like a shelf that we're setting the rest of our torso up onto as opposed to sliding the torso off of it. So once you establish that upper body position, this is going to come up later in plank and bring your elbow right underneath your shoulder a little more. Yeah, and this, and find the center of the body lifting. Then bring the legs forward. Only as far as you need to hold your balance. Okay, and we're all going to take the challenge of the hand behind the head. We'll flex the feet actively here and find that nice alignment. And then inhale, lift the heel. Exhale, point and lower. Try for the most articulation you can get through your foot. Inhale, reach out, lift up, exhale, lower, good.
And whenever you feel pressure on that underneath shoulder, remember that you can use your breath to engage the underneath side of the ribs and lift yourself up a little higher.
Good. Keep the foot pointed. Bring it right back onto the bottom leg and hover. Let's reach it out a little longer as we rotate to turn out.
Good. From here we're going to pause, say x stent and flex to lower all the way down, so we'll
Posse. Extend last time. Reach out to lift up passe and extend. Rotate the legs back together. Let's come up into a side set. Thanks mark. All right, this is going to be choreography. Are we ready? Let's have everybody take the arms overhead. Lift up and
Now we're going to lift up using the side of the body. Suspend and reach all the way over pulsing two sets. Breathe in to lift up, grow tall and reach over. Lift up, press off the arm and stretch. One more time and pulse up to go over last time to fall all the way up. Reach over, lift your body up, find that midline stretch, reach up a little further and then press the arms down to a low V and we're going to transition back onto the hips. Extending safely our legs to teaser and flex and point.
Flex and point. Good. Flex and point. Last one, flex and point. Bend the knees. We'll come on to the other side facing front, see how that worked out. All right, so we'll take the elbow again underneath the shoulder. Bring your legs as far forward as you need. Balance, take the top arm up. Let's take one breath to just set ourselves in the shape. Flexing our feet. Sorry. Let's inhale. Lift the top leg and exhale lower breathing in.
So this is a really proud stance of the upper body. Nice and connected through the center, but open through the chest for two last one. Bring it back on top. Breathe in and turn it up. Turn it in and turn it out. So be aware that it's really the thighbone that's moving and not your pelvis that's making that happen. Let's do that one more time. Turn it out. Lift up everyone, including me. Paul say extend. Reach out.
Flex and lower. Full breath to come down. Paul say extend. Reach out and press through this face. Two more.
Let's come all the way up. Bending the legs. Excellent. Reaching up and over this time we've been towards the center of the circle and I'm just going to even my cell phone. There we go. Two sets of pulses. Breathing in in. Keep lifting underneath so we're not crunching down, but we're lifting up and then we take that lift to go up and over, catch ourselves and lift, find the suspension, and then reach and pulse.
Lifting up and out of that outer hip.
Bend the spine forward over the legs and take two breaths to roll down to your mat. All the way back. Let's reach the arms up to the ceiling. All the way back overhead to stay. We're going to take the arms up straight over your chest and then press out to a t shape. Yes, making friends as we go. Okay, so feel that same vertical alignment, although now we're horizontal, so see if you can place your feet. On the same plane in space so they're not rolling apart and the magnets are working to hold you against your midline. And then of course we have our pelvic placement almost as if that front of the pelvis was bolting the back to the mat. And from here, without changing that position, let's draw the legs through tabletop and we'll extend them straight up to 90 degrees. So find the 90 degree angle at the hips.
Everyone reached further out through your sits bones and then activate your hip flexors to keep those legs up at 90 a lot of us are prone to going a little bit beyond 90 holding the position is what's called the Fletcher moment and we'll enjoy many of those. So this is your first Fletcher moment of the day. You're welcome. Let's flex the feet. Inhale and point. Inhale, flex and point. Just imagine that your breath is the fuel to make those little bones of the feet work in both. One more time. Inhale, flex and point. Let's separate the legs, hip with distance and bend the knees to lower and place the feet onto the mat.
Good. So we'll warm up the spine with a pelvic press, which I think is the perfect marriage to the hundreds before the hundreds. It's like the engagement of the hundreds. Here we go, roll the hips back into a pelvic tilt, deepening the belly, and then continue to roll up through the spine, pressing your hips towards the ceiling. Let's stay here for a moment, finding a nice long line from the shoulders through the hips, out to the knees, and then even beyond. So reach the knees away. Feel the stretch of your body. Take a deep breath in. As you exhale, let your chest slide down to come forward. Rolling through the rib cage, rolling all the way out to the tailbone. Beautiful. Let's do that again. Rolling up in two breaths. One breath, tonight's deep curve. Another breath pressing through the soles of the feet to lift you up and let's have everyone take one breath to establish those foot centers.
Make sure you're still in the ball of the big toe as well as the heel and the outer edge of the foot. Excellent. Rolling down in three. One breath to let this sternum slide, finding the flection in the upper body. One breath to roll down through the rib cage and really articulating through the lower lumbar spine all the way out to the tail. Reach out to that tail last time. Full breath, curling back. One more breath. Peel the spine up and find length at the top.
Everyone take a breath to open your throat. Lift your chin, just slightly find face. Now as you inhale, breathe into the chest and as you exhale, slide the sternum away from the Chin and feel the length of the body. As you roll down into more breaths. And the last one reaches out and you set your bolt, you set your tailbone down. And Lyn, let's draw the legs up to tabletop, keeping them separate. Take another breath and sten.
Extend the legs up to 90 and they're still a part. And we're going to internally rotate the thigh bones in towards midline and then externally rotate apart as much as you can internally rotate all the way in x, terminally rotate. Excellent. Keep checking in with your tail lengthening out to the very edge. So your back is long but still connected and you can feel the edge of your pelvis. Last one, rotating in and out. Good. Come back to center. Bring the legs together, engaging your magnets.
Take a full breath to bend your knees to tabletop. Reach the arms up to the ceiling over your chest and reach them back. The hind you overhead. Good. Take one breath to ground the ribs here. Inhale and exhale. Pressing the ribs towards the Mat. Use the breath. Inhale the arms. Reach up to the ceiling. Exhale, upper contraction or right into your curl. Reach your hands by your hips, curling off the mat. Inhale the arms. Reach straight up. Exhale, the whole body rolls back, reaching your arms by your ears. Beautiful.
Inhale the arms. Reach straight up. Exhale, lift your back off to come forward. Reaching forward. Breathe in as the arms. Reach up. Stretch yourself all the way back. Reach longer through the sides. Last one. Inhale, arms up. Exhale, curl forward to stay. We're going to count breath in the hundreds to inhales. Inhale, inhale, exhale, exhale.
So listen to each other and stay together and I'm going to cue you through some progressions. When you're ready, extend your leg straight up to 90 and keep pumping to reach through the fingertips and broaden your collarbones as you exhale. Excellent. Now you have one count to lower the legs, one third to the mat. So wherever you think your Max distances, we're dividing that into three. Here's your second chance to lower a little further. Good. And if you're used to doing this in parallel or in turnout, rather try it in parallel.
One more chance to lower any amount or stay good. Here's four. He pressing, reaching the legs longer and the neck longer. The crown of the head reaches up. Last one, stay with it. Take a full breath to press your legs down to the math straight. If you can, deepening the belly, inhale the arms, reach up and exhale, reach all the way back overhead. Excellent.
Take one long breath to stretch the center line of the body. Inhale and exhale. All right, into our roll up on your inhalation. Flex your feet and reach your arms overhead over chest. Full breath to curl up and all the way over the legs here. So we'll take two breaths to roll down. You're going to point your toes, roll down to your upper contraction, lift the arms challenge, and then stretch back without losing your connection. Inhale, flex and reach.
Exhale, curl up, lift up and over the legs. And one more breath. Point to roll down. Arms lift and stretch. Let's breathe it together. Breathe in, curl, breathe. Ouch.
Lift up and over. Points are all down deep in the belly. Pull back through the low belly. Lift, arms up and stretch last time. Flex and reach. Inhale. Exhale, curl lifting up. Reach past the toes, rolling down. As you point, place the waist and lift and stretch. Good the arms.
Reach straight up over this over chest and then bring them down by your sides. Excellent. All right, going into the rollover, we'll devil a pay or take the legs through table top towards 90 degrees. Good. Excellent. And we're going to keep the rollover very simple today. So feeling your magnets, the legs will stay together the entire time. You have a full breath to lift the hips up and roll over to your shoulders.
So we're going to try to keep the legs parallel to the floor and then maintain that position as you roll all the way through and point the toes. All right, so full breath. Inhale, exhale, rollover. Inhale. Exhale, flex.
Reaching all the way out to the tail and a full wrap to 0.1 more time. Rollover. Full breath to flex. Reach out of your heels even further. Roll down through the spine, pressing through the length of your arms and point. And let's do one more for good luck. Full breath to rollover. Full breath to flex.
So are, let's take the right leg to devil pay, so passe and extend. Now feel the left leg long and pulse the right leg back with the two count breath. Inhale. Inhale, exhale, exhale. Good. Now flex the foot and keep pulsing without letting that left leg. Leave the mat. Take a full breath to point your foot up towards the ceiling.
Now we're going to stay together. Inhale, cross your midline towards the left leg. Exhale, circle down and around to come back up. Very succinct. Cross and around and lift. Inhale, cross around and lift. Breathe in, breathe out, breathe in and reversed to the right, around and up. Good, open and good. Let's really stabilize that supporting hip open one more time in this direction and lengthen. Take a full breath to lower the leg down to the mat. Finding the magnets. Excellent. Bring the left leg to passe. Extend at 90 without going into a pelvic tilt.
So we're still reaching out to the tailbone. Nice and long and pulse back one. Excellent. So you can imagine that you're breaking a pencil at your hip fold that's flex the foot with each pulse that takes you back. You're deepening that action of the hip. Take a full breath to point, crossing midline to the right circle down and around and cross around enough. Let's see all the legs move together in the room.
Nice community leg circle experience. One more time. Cross and reverse. Open to the side, around and up and open and lift for two and up last one and beautiful. Lengthen all the way down to the mat. Okay, so we're, we've taken this to our single leg circle. Now we're going to go into Ron's leg circle so it gets everything that is entitled Ron before it's just a little more fancy with some more pizzazz and who's, ah, all right, let's take your right leg to t to a posse and extend up to the ceiling. Good. Now thinking about the pelvis is one unit.
You're going to lift the right hip off of the mat to cross the body and allow your leg to reach over to the right. So make sure that the leg still has energy and that the legs hovered off the mat. From here, draw a straight line down. Replace the right hip to the mat and turn out the leg. The left hip. Stay stable. The right leg reaches all the way out to the side and then bring it right back to 90 beautiful to come back to the center. So let's do this in a full breath.
Find the first shape crossing, lifting the right hip show, then find the next shape. Bringing the legs together. Place the hip down. Find the third shape. Reached the right leg out to the side, and then come all the way up to center. Excellent. Lower that leg back down to meet the other end. We'll set up the left side Pos. They the left leg, extend to the ceiling. Lift the left hip off. Cross the body, your left shoulder stays grounded.
Press the legs to meet. Open to the side, then bring it up. So we're trying to be very precise here. Show each shape. One breath to cross, one breath to come together. Great. One breath to open. Stabilizing the right one. Breath to come up to the ceiling and lower the leg all the way down. All right, moving back to the other side. We're going to use the two count. Breath, hip, leg, hip, hip, leg, leg. Alright Devil, pay the right leg posse and extend. Inhale, cross. Inhale, place the hip. Exhale, open. Exhale, center.
Inhale, cross placed the hip open. Stay with me. Inhale, cross place the hip. Open and center and Cross and place and now we reversed directions open to the side. Bring them together. Cross and center, side and together. Cross and center. Move the leg and the leg. Then the hip and hip in four, three, two and excellent. Reach to like out of your hip socket.
Lengthening it all the way down. We have one whole other leg to go. Devil, pay the left leg. Extend up to the ceiling. It looks beautiful. We're almost rocket ready. Here we go. Crossing midline. Inhale, cross legs together, open side and center. Cross and together. Exhale, shied. XL Sensor. Breathe in. Breathe in. Exhale, good. Last for three. Ready to reverse.
Open side and together, crash and place. Side and crush. That's it. Make sure the inhale has as much power as the exhale in four, three, two and one. Lengthen the leg all the way down. Beautiful. Flex your feet, reach your arms over your chest, curl contract up, and take a full breath to roll all the way up over the legs, reaching past the toes. Good. And come up to sit tall. So let's move into rolling like a ball. Drawing your legs together.
And this is just a fun variation that I like to do to remind myself that this is about the abdominals and not momentum. So if you take your fingertips and gently placed them on your now sunburned shoulders and then find your elbows and place them at the top, not on your kneecap, but at the top of your or the bottom of your thigh. And then find your balance here with the small pelvic tilt. So the game is don't lose the connection between your elbow and your knee. As we inhale, we'll roll back to the shoulder blade, lifting the hips, and exhale, come back up. Not Easy. Inhale, roll back, exhale and lift. Good. Continue. Inhale back, tailbone up to the ceiling, tailbone down to come together. Inhale back. Exhale, curl. Good as you go. Go back, squeeze the cits phones, just a little to lift and come forward. One more time. Inhale, back, cramp, the foot and all the way up to the top. Good. So I would love, now if, and this is just the choreographer in me, if we could transfer to the right hand to the left ankle, left hand to the right wrist, find your ball position and we're going to try eight in a row in unison.
So that means the smaller people have to stay longer and the taller people have to move it. Okay, so we have to meet each other at some point. The center, here
Last two and up. Last one.
Four breaths to switch legs and roll down to your upper contraction. Inhale. Exhale. One,
Beautiful lifting little by little to get it what it deserves. One last chance. Let's go down. Four and three. Reached the legs to each other. Balance Yourself with opposition and one rolling up and four and three and two. That's it.
Gathered in from the center one and I kind of lied because we're going to go down one more time to stay. Here we go. Four,
Deepen. Beautiful. Roll down all the way back. Last time. Inhale, reach, circle, and lift. Hold onto it and full breath to roll all the way down. Let's rest the head on the mat for a moment. How are you feeling? Are you loving the Gazintas yet? All right, we've got a couple more in the app series and beyond, so let's take the leg up to 90 again. Establish that position.
Take a full breath, upper contraction, cruel your head, neck and shoulders up off the mat. Reach for your right ankle. Press your left leg all the way down to the mat. Good and reach out. Let it let it hover. Excuse me, reach it long. Alright, full breath to switch. Inhale, exhale, switch. Inhale, exhale, switch. Good. Breathe in, breathe out. So think of these more like hedge clipping, heavy scissors that have powers they cut through the space.
Not your plastic kindergarten kind, but a nice sharp blade that presses through. Good for four and three and two last one. Excellent. Both legs reach to 90 in the hands. Come behind the head, flex the feet as you lower any amount towards the mat. Point an exhale. Lift. Inhale, flex and lower point. Deep into lift. Good. Inhale, flex and lower point. Deepen and lift. Last time. Flex in lower point, deepen. End Lift. Take a full breath to bend the knees. Tabletop. All right, we're all going to twist to the right. Extending our left leg long. Yup. Think about it.
Hold the shape and pulse for eight in Hale X. Hail for three, switch sides in Hail X. Hail for three, switch for four. Breathe in, breathe out and switch. Breathe in. Breathe out now to switch and two and switch and two again, switch and to slowing down for singles. Breathe in, breathe in, breathe out, breathe out, breathe in, breathe in. There we go. Breathe out. Breathe out. Last four and three and two and draw the knees in how little UJA and roller your head down. Very good. All right. Rock the knees in towards your chest. We're going to rock ourselves up to a seated position. Nice easy transition.
Let's point our feet and we'll try to engage the entire back line of the leg against the mat as much as possible. And then sit nice and tall. Miss Sitz bones and we'll have the legs about hip width or mat with distance apart. And then we'll take the arms directly in front and we'll come into spine stretch. So as you inhale, lengthen, feel the breath, lift you up and as you exhale round forward, reaching past the toes, but keeping space through the lower part of the body. Good. And then roll up one bone at a time, articulating to find the length at the top. Inhale, lift. Exhale, deepen. Bend your spine forward over the legs and take a full breath to come all the way up. Now without changing the weight of the legs, let's try to flex the feet, which is my challenge here.
Keeping them down. Breathe in, breathe out and round forward. Finding the reach through the heels and the fingertips in a full breath to come all the way back up. Inhale, lengthen. Exhale, contract forward, and a full breath to come up. Opening your arms to a team so everyone rotate towards me. We'll take a breath in. Three exhalations. Go over three to until you're completely empty. Inhale, roll up. Exhale, center, twist away. Inhale.
Exhale. Three, two, one. Rolling up. Keep the rotation and find center again. Breathe in, breathe out. Two, one, coming back up, back to center. Breathing in. Exhale, three, two, one, rolling up and center. Excellent point your toes. Gather your legs. We're taking the hands underneath the ankles.
We're going to go into seal variation, so find your pelvic tilt, your balanced behind the sitz bones. Inhale, lift the legs up. Two claps, no breath, clap, clap. Exhale. Lower Clap, clap. Inhale, lift, clap, clap. Exhale. Lower, clap, clap. Try not to think too much in heel lift, clap, clap. Exhale. Lower Clap, clap. Inhale, lift, clap, clap. Exhale, lower clap. Two more. Inhale, lift, clap, clap, and lower. Inhale, lift, clap, clap. Exhale. Lower Clap, clap. When you breathe, you roll.
I know it's a brain teaser, so it looks in, sounds like this. Try to hold your shape. Yeah. Ready and rolling
We want to keep it lifted and up last time and
Then we have inhale both legs. Inhale, both legs connect. Inhale both legs open and exhale bend. Let's do that again on the left. So inhale the left up. Exhale, bend. Inhale, the right exhale. Bend. You have three inhalations. Reach. Close
Breathe out. Three in hill,
I'm not going to do it off the table. Exhale, come up. Reach your legs to the center. Make a nice arch in the center. Yeah, practice holding. Ready to go back. Inhale back. Exhale. Come up. Lift out of your waist. Reached in the legs up. Inhale, roll back. Press the hamstrings forward and lift. Inhale back. Exhale, press. Inhale back. Exhale, press up. Beautiful. Last time. Roll back,
Find your best teaser position. Reach your arms forward, keeping the legs at 90 roll down to your back, pressing your arms down by the side. Lift the legs up towards the ceiling. Good. And then bend your knees into your chest for a moment. Arms down by the side. We're coming back up to 90 and we'll start to work the corkscrew. So think about circling around the sacrum.
Inhale shifts your weight into the right side of the sacrum. Exhale, draw a small circle down and around to the left and come back to center. Breathe in to the left. Exhale down and around and back to center. Breathe in to the right circles, down and around and center. Breathe into the left. Circle down. Let's slow it down for the last four right. Circling a little further away if you can, to the left, to the right. Breathe in and out. Very nice to the left.
Breathe in and out. One more time to lower the legs, all the way flat to the Mat. Pressing your legs away from you. Feel that long line of support. Excellent heels, touch, reach. There's a breath in there someplace. There's a cramp in there someplace. All right. Bend your right knee. Reach your left arm up and overhead there. Let's see if we can figure this out. And the right foot is flat to the mat and we're going to roll onto our left side. Excellent. Good. Um, and all the way on to the belly.
And then we are going to gracefully in four breaths, turn ourselves around so you can see me ready. And one
Don't think about, don't start planning now though. Let's take the hands into a w. So a w has the thumbs just off the off the shoulders and the elbows down a little lower than you would normally go. And in order to prep this swan, what I'd like you to do is flex your hand. Like you might flex your foot to lift your fingers off the Mat. So if you're not sure what I mean, you can look at me here.
And then as you do this, the way that I like to think about it is that my fingers come up and it's like I'm pulling my sleeve up the forearm and feeling the shoulder blades come down into the back. From here I'm going to rotate my palms up to feel that engagement of the shoulder blades down into the back and the opening of the chest. I'm going to come up to baby swan just to the rib cage and then I'll roll back down, replacing the hands. So we have an inhale to lift the fingers up. Exhale, continue to lift the spine up, reaching out through the legs and turn your palms over to face the ceiling. Good. Then lift up a little bit higher and then lengthen all the way down and the palms [inaudible] turn to come up.
Coming to your baby salon. Alright and then full breath to come all the way down. One more time, lift the palms, turn over and lift up to your baby swan. Now in this position, keep this shoulders where they are. And take the hands down and continue to press up to your full swan. Finding that nice long extension, creating more space between the pubic bone and the breastbone. Inhale, lift a little higher. Exhale, press your chest forward as you roll back down along the Mat.
Let's lift the palms again. Flip them over to come to baby swan. Full breath. Turn the palms over and come up to your full swan. Good. Find that length nice and long, and then reach your chest all the way down. I'm going to challenge everybody to find their baby toes touching the map behind you because most of us like to hang out and turn out in this position. So roll your legs open and see if you can feel the baby toenail. Good.
All right, so we'll go right into fall. Swan Palm. Stay facing down. Now lift the chest. Inhale, exhale. Press up to the top.
Keep those legs in parallel if you can is a different challenge for three and two and one lift up. Inhale and exhale, lower all the way down. Excellent. Press yourself back to arrest posts. Reaching forward, mutable. Let's come back around to face the center and we'll bring our legs forward with the feet flexed and just a little more narrow than we did before so they're not quite as wide as the spine stretch. We're going to go into neck pull from here, so hands are behind the head and we find that long line of support through the center. So if you're like me and you like to arch your back, press your chest forward to make it feel like straight. Try not to do that, but instead feel that sense of a course center, the girdle being stitched up in the front. We'll start this with a backward hinge. So lift up, spread the sits bones apart and lean back in a nice long diagonal. And then from here, take a full breath, a little pelvic tilt, curl the tailbone under, but keep the chest where it is full of breath to round forward.
This is our prep and then a full breath to roll up through the spine. Back to vertical. Good. So reach back into your hinge backward. Exhale. Good. Keep your head where it's at and wrap the hips back. Full breath to round forward and then roll all the way up. So watch this moment for one second.
So if I'm back here and I have that nice hinge line, hopefully, and I take the lower belly and I tear to open it up as opposed to collapsing the upper body so that we keep working for length instead of just compression. Okay. So let's try one more time. Inhale, exhale, reach back. Find the hinge now from the waist an under deep and roll back. Ooh, that's beautiful. Now contract over that to come forward and roll all the way up. Let's take it into the full neck pole. Take a full breath to hinge back. Find the contraction, deepen and roll all the way down to the mat.
Excellent. So you know when you look in a book or your manual and you say, is it really written like that? And then you realize it really is. So inhale contract up off the mat. Exhale, come all the way past your toes to the top. That's just nasty. And then take a full breath to roll up through the spine to the top. That's it. Inhale, hinge back. Exhale, contract. Rolling down, lengthening out through the hips. Inhale, upper contraction.
Exhale all the way up and roll up through the spine. One more time. Breathe in and breathe out. Contract all the way down to the mat. Excellent. Inhale, upper contraction x, helpful contraction. I did it with you. And then roll up to the top. Excellent.
Lower your hands down from here and we will move on to the side. Twist. Okay, so we're going to cross our legs. Let's face me and you'll take your top leg in front.
Then we're going to carve out the space by deepening the belly, lifting the hips, shifting the foot if we need to, and use the spine to press the arm through. And then from here, bend the knees open and recover and gesture. And this is just a wonderful moment to realize that I have a beautiful hand and now it's going to range around. So let's lift up again and exhale, reach, twist for us through, and then a full breath to come back down. Yeah, let's do that two more times. Lift up, contract, reach and press. Now hold here and reach further. Show your back to the other side of the room and come all the way back down. Last time, reach up and contract through reaching forward.
Press out of that supporting hand. See if you can lift your hips a little higher. Find that stretch. Oh, I like to hold you here. Yes. Good. And then come all the way back down. Excellent. All right. Keep those legs crossed. We're going to come back to our low v Binder, a little teaser, and just because we can beat the legs. Inhale. Good. Can you let go?
So we are going to lift up the legs. Actually, let me just show one time without talking yet.
And that's how you stop the flop from happening. Okay? And then you indulge in the stretching. Come back up. I'm excited. Here we go. So hands next to the hips, by whatever means necessary using the lowest part of your belly to lift those legs as well as the inner thighs. Inhale, lift up. Exhale, rollover. Open-Close criss cross. Exhale, come all the way up. Find your teaser full breath to reach the arms around, stretching out to come forward. Inhale, release.
Exhale, roll up. Inhale, lift. Exhale, rollover.
Exhale, stretch to come forward and release the arms and roll up last time and lift and over. Chris Cross. Roll up to teaser. Circley arms. That's it. Your best stretch all day. Stretch and release and roll up. Excellent. Draw the knees in and let's see if we can just gently roll up and over.
Beautiful. Okay. Finding our last leg pull slash push up. So we'll take our quadro pad position. Reach the right leg back, stretch to the heel, bring the left leg back to find your best plank. Keeping the body in one long line. You're going to inhale, lift the right leg up.
Beautiful. It won't be very high because we're keeping the body in that long line forward and lower left. Shift. One more each side, right and shift forward and lower left. Shift forward and lower everyone pike their hips up to the ceiling. Let's take a full breath in. Lower the heels down just to find that stretch. It's lovely. [inaudible] and then walk the hands and slowly going. Inhale, inhale, exhale, exhale, and everyone roll up to stand. Beautiful.
Should we do that one more time? Let's do it. Inhale up. Exhale, round forward, walking out in four, three, two, and you're there. Inhale a quarter. Exhale, press halfway down and press three quarters all the way. Got a little dog there all the way down. Full. Push up and press three quarters and press halfway and press just a quarter. Press pack the hips up, stretch back. Beautiful. Walk the hands in. Four, three, two, and one.
Let's stay here for just a breath. Let your head hangover. Yeah,
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Someone who goes into planning an event has to be aware of all the details to attend to and the organization that has to be established. Different parts of an event are tended to differently. For example, with the registration, a team is delegated to handle this post and hand out an event registration form.
A general registration form may be used, but more specified registration formats provide a more in depth clarity on the kind of event being held. If an event planner was tasked to organize a conference, that planner would assign a team to create and hand out copies of a conference registration form to guests and participants.
Sample Workshop Registration
Registration Form for Choir Workshop
Art Workshop Registration
Business Workshop Form
Dance Workshop Registration
What Is a Registration Form?
A registration form is a document where an applicant writes down the necessary details in order to be granted access to an event. Registration forms caters to different kinds of events which in turn leads to different kinds of forms. Examples of these forms are a Seminar Registration Form, Camp Registration Form, TIN Registration Form, and a Workshop Registration Form.
Some events are only exclusive to invited guests, participants, and registered attendees. Using these forms help sort out all people who are allowed into the event and keep those who can’t. These forms help an event planner be more organized throughout the whole planning process and during the actual event.
How to Create Workshop Registration Form?
Two forms are usually given throughout the duration of the workshop. At the beginning, a workshop registration form is presented to attended. At the end of the event, a Workshop Evaluation Form is distributed to see how the event was for the attendees and check for improvements to work on. For there to be attendees, the registration form is created first.
The registration form starts with items that ask for the applicant’s personal information. The next section would ask the attendee to write down which workshop he or she is interested in joining. The corresponding workshop fee is also presented in this section. Methods of payment may also be asked from the applicant.
Music Workshop Registration
Registration Form for Photography Workshop
Training Workshop Registration
Yoga Workshop Form
Youth Workshop Registration Form
Benefits of Workshop Registration Form
Whether the event organizers distribute Conference Registration Forms, Team Registration Forms, Seminar Registration Forms or Sports Event Registration Forms, registration forms are considered to be important resources for information on the applicants and attendees.
The participants and event organizers both benefit from the use of a workshop registration form. On the perspective of the workshop participants, registration forms give them the chance to be part of the workshop by disclosing necessary information and paying the workshop fee. The form is a quick and detailed way of becoming an official participant in the workshop.
From the point of view of the event organizers, registration forms are a helpful tool in establishing a systematic approach towards the filing of workshop attendees. Some workshops involve a large number of participants so registration forms can help make the organization process much easier on their part. The event organizers also have the option to create two methods of registration.
One method involves having the participants manually answering the registration form at the registration post found at the workshop’s venue. The other method involves the creation of an online registration form. Workshop participants may go for this option since they consider it to be more accessible and convenient.
Sample Event Forms - 38+ Free Documents in Word, PDF
Sample Teacher Registration Forms - 8+ Free Documents in Word ...
7+ Teacher Registration Form Samples - Free Sample, Example ...
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32 Sample Registration Forms in PDF
Registration Form Templates
Sample Conference Feedback Forms - 9+ Free Documents in Word ...
12+ Material Requisition Form Sample - Free Sample, Example ...
Sample Leadership Application Forms - 8+ Free Documents in Word ...
19+ Sample Training Evaluation Forms Sample Forms
10+ Sample Action Plan Forms - Free Sample, Example, Format
8+ Meeting Evaluation Form Samples - Free Sample, Example ...
Free Event Forms - 32+ Free Documents in Word, PDF
36 Event Form Examples
21+ Sample Event Forms
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w Given the recent headlines about the slave-labor reparations settlement in Germany, this new study from distinguished
Holocaust historian Browning (Ordinary Men, 1992, etc.) is an important event.
The six pieces herein, an expansion of Browning's 1995 Trevelyan lectures, fall, as the author notes, into three pairs. The
first two consider policy-making processes that led to the Final Solution; the middle two focus on the tensions between
pragmatism and ideology in the Reich’s treatment of Jewish slave labor; and in the final pair Browning returns to the topic of
Ordinary Men, using fresh evidence to re-examine the behavior of those who committed mass murder. The field of Holocaust
studies changes by leaps and bounds, with new evidence becoming available almost daily as files from the former Soviet bloc
and still unread materials from the Nazis themselves are evaluated by scholars. Much of what Browning has to say here grows
out of such newly available materials. Although the conclusions he comes to are not significantly different from positions he has
previously held, new details emerge that allow him to add nuance and depth. Hence, although he still persuasively maintains that
the decisions leading to the Nazi attempt to murder all of Europe's Jews were an incremental, ongoing decision-making process
that stretched from the spring of 1941 to the summer of 1942," his access to previously unavailable diaries of Joseph Goebbels
and communications among Nazi leaders enrich our understanding of the ongoing internal tug-of-war over when and how to
achieve that gruesome goal. Similarly, recent studies of regional decision-making give a fuller picture of the interplay of local
and national interests in the carrying out of the mass murders. Browning is a methodical, if somewhat dry, writer and the result
is an indispensable addition to the Holocaust bookshelf, though most valuable to specialists.
Estimable scholarship, intelligently presented, but not a casual reader's book.
Chiefly valuable in raising some important issues, but disappointingly uncritical in discussing them. (3 b&
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| 0.939457 | 437 | 2.640625 | 3 |
‘The Semantic Web with a capital S and a capital W’
Mike Lowndes illustration above shows a digital object with its associated data and metadata, mapped to taxonomies and ontologies which can then be read and understood by the Semantic Web, it also draws on the users profile and then produces relevant, accurate and meaningful actions for each user.
Explaining this further, the Semantic Web is a means to add logic to the web, turning it into a global database which could find, sort, classify, interpret and present relevant content in context, vastly improving browsing for users. He also offered the following interpretation from Tim Berners-Lee:
‘The Semantic Web is an extension of the current Web in which information is given well-defined meaning, better enabling computers and people to work in cooperation.’ TBL adds the information that it contains must be structured in a logical, comprehensible and transparent fashion.
‘it’s not about user but it’s about use’ Jennifer Trant
Problems with this then arose among some members of the group who were concerned with the lack of consideration of the end-user in these descriptions of the Semantic Web. Paul, Phill and Stephen Brown emphasized the diversity of end-users while Jennifer and Jeremy focused their attention more on use, with Jeremy’s comment, ‘it’s about helping the machines to help the end user’, emphasizing the idea that the Semantic Web doesn’t have to be transparent, that users or markets don’t need to be aware of what they are using. This was also illustrated through Dan Zambonini’s diagram below which shows the Semantic Web as an evolution of the web that sits above it.
Jeremy and Mike pointed out that it is often the museum itself that is the end-user, and that before the Semantic Web can be used it has to be marketed to them as well as to potential funders. Jennifer talked of the dangers of marketing specific technologies and software, instead stating:
‘What we want them to buy into is the vision of interconnected, interoperable, easily integral resources that exist in multiple places and are used by multiple people to support different functions. You want them to buy into a vision of a shared, useful, integrated information environment in which museums play a robust part.’
Jon Pratty concurred, saying that funders and museums don’t have to buy into the format of it, stating:
‘it doesn’t have to be a format it has be a series of agreed goals – its that series of interconnecting agreed relationships and its those agreements those policies that we should have a strategy for.’
Mia gave the perspective from the museum’s web department, explaining that her department is usually funded for content and outcomes and that they have a choice about how that is implemented Often the way they choose to implement it can result in the Semantic Web as almost a by-product of moving towards this idea of reusing and reintegrating material.
‘…its not about content its about what we do with it’ Jennifer Trant
‘its an opportunity to do it better than we were asked to do’ Jeremy Ottevanger
- Workshop One – Leicester, July 2006
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https://culturalsemanticweb.wordpress.com/workshop-reports/workshop-1/introduction/
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“When the damage isn’t recognized, the cells that have DNA damage live on in the CNS [central nervous system] and can be seen by accumulation of DNA damage in the brain,” said researcher Catherine R. Lammert.
Improper removal of faulty brain cells during neurodevelopment may cause lifelong behavioral issues, new research from the University of Virginia School of Medicine suggests. The finding also could have important implications for a wide range of neurodegenerative diseases, such as Alzheimer’s and Parkinson’s.
UVA neuroscientists have discovered that an unexpected form of cellular cleanup takes place in developing brains. If this process goes wrong – happening too little or too much – it can cause permanent changes in the brain’s wiring. In lab mice, this results in anxiety-like behavior, and it may play a role in neurological conditions such as autism in humans.
“You don’t want [brain] cells to have genomic compromises. You don’t want damaged DNA. So this would be a normal mechanism to expel those cells from being incorporated into the central nervous system,” explained researcher Catherine R. Lammert. “When the damage isn’t recognized, the cells that have DNA damage live on in the CNS [central nervous system] and can be seen by accumulation of DNA damage in the brain.”
Read the full article in UVA Newsroom, 4/8/20.
Read the Nature article.
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| 0.930816 | 307 | 3.328125 | 3 |
What causes headaches/ migraines and why do they hurt so bad?
This really is the million dollar question. June is National Migraine and Headache Awareness month, so we’re going to talk about headaches and migraines. Headaches are a common reason for someone coming into a chiropractic office, or just to the doctor’s office in general.
First though, we are going to distinguish between a headache and a migraine.
A migraine is a distinct subclass of neurological disorder- a sensory processing disorder. A person experiencing a migraine “episode” often has other sensory symptoms such as visual disturbances, nausea, light and/ or sound sensitivity, and weakness- or even symptoms like digestive issues. Migraines are usually characterized as more of an “attack” lasting for longer periods of time if not treated. Though the cause is less known, the mechanisms by which pain is caused is pretty similar and usually involves some sort of hyperactive or hypersensitive component which can exacerbate or prolong symptoms.
Headaches usually have more of a known cause than migraines and occur when the pain-sensitive areas of the brain are activated. Headaches are classified into types based on their cause such as tension, allergy, caffeine, etc. They are usually characterized as more of a symptom with pain somewhere on the head being the pain complaint. Pain can be mild or debilitating, and can also accompany other symptoms like nausea or light/ noise sensitivity.
It might surprise you to figure out that brain tissue itself cannot feel pain. The pain is caused by pain-sensitive nerve endings in the body that react to certain stimuli or triggers (like muscles in your head or neck, nerves or blood vessels surrounding, brain chemical activity, certain foods, medications, etc). The trigeminal nerve (the 5th cranial nerve) is the largest of the cranial nerves and provides sensory information from the head and neck like pain, temperature, and touch to the brain. It has three branches that send nerve signals to the thalamus which is the part of the brain that receives these signals, processes them, and sends the information to other areas of the brain to become aware of the pain, manage emotional responses, and create other responses like nausea, vomiting, and other neurologic symptoms.
When you or someone you love suffers from recurring migraines and/ or headaches, you can often feel very powerless in helping them. Since the causes of headaches and migraines, and therefore the best treatment for their specific kind of headache/ migraine are often hard to pinpoint, I am going to give you some ideas for things you can do to help improve things that typically worsen or stimulate headaches:
– Eat 3-5 meals daily at regular times: Having a low blood sugar or skipping meals can be a trigger, so try to eat at least 3 full meals a day with proteins, carbs, and fats and mix in healthy snacks to keep you going
– Monitor your intake of beverages: Dehydration is a common trigger. Additionally, alcohol and caffeine (or lack of) can also be triggers
– Food as a trigger: foods such as chocolate, aged cheeses, fermented goods, artificial sweeteners, or processed/ cured meats can be triggers, so it is a good idea to keep a food journal to rule out a particular food or drink as the cause
– Avoid environments with loud or sudden noises, bright lights, or strong odors as they can also be triggers
– Incorporate regular stress-reducing activities such as stretching/ yoga, exercise, or breathing exercises to help manage stress, depression, anxiety, etc.
– Establish a regular sleeping pattern so that you go to bed at the same time and wake up at the same time. Getting too much or too little sleep can be a trigger
All of this being said, there are still things out of your control that can be triggers such as medications, weather changes, hormonal changes and much more. Therefore, it is a good idea to establish a good foundation by eating a healthy diet, getting regular exercise as tolerable, drinking plenty of water, and getting a good amount of sleep. Reach out to your doctor and ask about lifestyle changes that can help you manage your migraines and/ or headaches.
“Brain Health Palm Beach” Facebook page
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This page was updated on 22 Nov 2012 to include the disclaimer below. No other content in this article was affected.
Some clearer patterns emerge from data on each state and territory's share of the total Indigenous census count. The last 35 years have seen a major change in the distribution of the Indigenous population. Substantial gains were recorded in New South Wales (18% of all Indigenous persons in Australia in 1966, 29% in 2001) and to a lesser extent Victoria (2% in 1966, 6% in 2001). The Northern Territory had the largest share of Australia's Indigenous persons in 1966 (26%) but by 2001 this proportion had dropped to 12%. The proportion of all Indigenous people who were counted in Western Australia also declined from 23% in 1966 to 14% in 2001 (table S5.2).
Since 1986, experimental estimates of Australia's Indigenous population have been produced by the ABS (table S5.3). These estimates are calculated for census years by taking into account 'not stated' Indigenous status, Indigenous undercount and other demographic adjustments.
The latest available estimated resident Indigenous population of Australia is 458,500 persons at 30 June 2001 (2.4% of the total Australian population). People of only Aboriginal origin comprised about 89% of the total Indigenous population, people of only Torres Strait Islander origin comprised 6%, and those of both Aboriginal and Torres Strait Islander origin comprised 4%.
Changes in the distribution of Indigenous population estimates across the states and territories, and changes in the proportion of each state and territory's resident population which was Indigenous, have been very similar to the changes in census counts over the period. For an explanation of estimated resident population, see the introduction to this chapter.
The Indigenous population has a much younger age structure than that of the non-Indigenous Australian population (graph S5.4). In 2001, the proportion of Indigenous persons under 15 years of age was 39% compared with 20% of non-Indigenous persons. Persons aged 65 years and over comprised 3% of the Indigenous population and 13% of the non-Indigenous population. At 30 June 2001, Australia's Indigenous population had a median age of 20 years, 16 years younger than the median age for the non-Indigenous population (36 years). The median age was approximately 20 years for Indigenous males and 21 years for Indigenous females. The median age of the Indigenous population ranged from 22 years in the Northern Territory to 20 years in Tasmania.
S5.4 AGE DISTRIBUTION OF INDIGENOUS AND NON-INDIGENOUS POPULATION(a) - 30 June 2001
(a) Estimated resident population.
(b) The 75+ age group includes all ages 75 and over and therefore is not strictly comparable with five-year age groups in the rest of this graph.
Source: ABS 2003.
The age structure of the Indigenous population is largely a product of high fertility and high mortality. In the early-1960s, the fertility of Indigenous women (5.8 babies per woman) was nearly twice the rate for all Australian women. However, changes in fertility for Indigenous women over this period should be interpreted with caution as there has been a marked increase in reporting the Indigenous status of both mothers and babies at registration since the early-1960s. There has also been a large increase in the propensity of mothers to identify as Indigenous, and for babies to be identified as Indigenous.
Since the early-1960s, fertility levels of both Indigenous and all women have declined substantially, with the largest decreases recorded during the 1970s. While the fertility of all Australian women began a decline in the 1960s which continues today, the fertility levels of Indigenous women remained relatively stable during the 1960s although this preceded a sharp decline during the 1970s. It is estimated that in the 15 years to 1996, the fertility of Indigenous women declined to a low of 2.0 babies per woman in 1996, before increasing slightly. In 2001, Indigenous fertility was estimated at 2.1 babies per woman, compared to 1.7 babies for all women (ABS 2002a). In 2000, the total fertility rate of Australian Indigenous mothers (2.2) was marginally above that of the American Indians (2.1), but lower than that of New Zealand Maori women (2.5).
A variety of mortality measures indicate higher mortality for the Indigenous population than for the total population. These measures include death rates, life expectancy at birth and infant mortality. At the national level, life expectancy at birth for the period 1999-2001 was estimated to be about 56 years for Indigenous males and 63 years for Indigenous females (including an adjustment for the estimated under-coverage of Indigenous deaths). This compares to life expectancy at birth of 77 years for all males, and 82 years for all females - a difference of 21 years for males and 20 years for females (ABS 2002b).
A comparatively high proportion of Indigenous persons live in regional and remote areas. For more information see the article How Many People Live in Remote Areas? The ABS has commenced publishing population estimates on the basis of the Remoteness Structure (ABS 2001), which distinguishes areas in Australia according to remoteness. While the largest proportion of Indigenous people lived in Major City areas (30%) in 2001, this was less than half the proportion of all Australian residents living in these areas (66%). Higher proportions of Indigenous people lived in Outer Regional areas (23%) and Remote (9%) and Very Remote (18%) areas than all Australians (10%, 2% and 1% respectively).
1 See article 'The 1967 Aborigines Referendum', Government.
ABS (Australian Bureau of Statistics) 1994a, Experimental Estimates of the Aboriginal and Torres Strait Islander Population, June 1986 to June 1991, cat. no. 3230.0, ABS, Canberra.
ABS 1994b, Year Book Australia 1994, cat. no. 1301.0, ABS, Canberra.
ABS 1997, Population Distribution, Indigenous Australians, 1996, cat. no. 4705.0, ABS, Canberra.
ABS 1998a, Experimental Estimates of the Aboriginal and Torres Strait Islander Population, 30 June 1991 - 30 June 1996, cat. no. 3230.0, ABS, Canberra.
ABS 1998b, Experimental Projections of the Aboriginal and Torres Strait Islander Population, 30 June 1996 to 30 June 2006, cat. no. 3231.0, ABS, Canberra.
ABS 2001, Statistical Geography, Volume 1, Australian Standard Geographical Classification (ASGC), 2001, cat. no. 1216.0, ABS, Canberra.
ABS 2002a, Births, Australia, 2001, cat. no. 3301.0, ABS, Canberra.
ABS 2002b, Deaths, Australia, 2001, cat. no. 3302.0, ABS, Canberra.
ABS 2002c, Population Distribution, Aboriginal and Torres Strait Islander Australians, 2001, cat. no. 4705.0, ABS, Canberra.
ABS 2003, Experimental Estimates and Projections of Indigenous Australians, 1991 to 2016, cat. no. 3238.0, ABS, Canberra.
Choi, CY & Gray, A 1985, An Evaluation of Census Counts of the Aboriginal Population, 1971, 1976 and 1981 Censuses, ABS Occasional Paper 1985/2, ABS, Canberra.
Commonwealth Bureau of Census and Statistics (CBCS) 1969, The Aboriginal Population of Australia: Summary of Characteristics, 30 June 1966, CBCS Ref. No. 2.23, CBCS, Canberra.
Ross, K 1999, Occasional Paper: Population Issues, Indigenous Australians, 1996, cat. no. 4708.0, ABS, Canberra.
Smith, L 1980, The Aboriginal Population of Australia, Australian National University Press, Canberra.
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By: Debbie | January 26 2012 | Category: Science Lite, Science News, Tidbits for Teachers
The American Society of Human Genetics (ASHG) invites you to participate in the 7th Annual DNA Day Essay Contest! The contest is open to students in grades 9-12.|
The contest aims to challenge students to examine, question, and reflect on the important concepts of genetics. Essays are expected to contain substantive, well-reasoned arguments indicative of a depth of understanding of the concepts related to the essay questions.
Essays are read and evaluated by several independent judges through three rounds of scoring.
1st Place Winner: $1,000 + teacher receives a $1,000 grant for laboratory genetics equipment.
2nd Place Winner: $600 + teacher receives a $600 grant for laboratory genetics equipment.
3rd Place Winner: $400 + teacher receives a $400 grant for laboratory genetics equipment.
Honorable Mention: 10 prizes of $100 each.
Visit the ASHG DNA Day Contest page see this year's question and to learn more about the submission process.
The National Institutes of Health Office of Science Education (OSE) will be following the events leading up to DNA Day. You can follow OSE on Facebook and Twitter to follow the latest science health and medical science news of interest to teachers and students.
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Air Sac Disease
Mycoplasmosis/CRD/Air Sac Disease
Mycoplasmas are microorganisms that infect birds, animals and people. Mycoplasma strains can infect the respiratory system and joints of chickens. There are strains that are weak and strains that are unusually virulent and other strains that inhabit respiratory systems even during good health. How a bird reacts to Mycoplasmas depends on the genetics, the age of the bird, and general health of the bird.\
Chickens might be infected or colonized early in life with no effects but will be present and take over if the bird gets sick or stressed. Antibiotics will reduce the amount of bacteria but will never eliminate it. A healthy bird will keep the bacteria in check. Once the bacteria get out of control the respiratory tract will be susceptible to other infections or yeasts.
Chickens are most vulnerable to Chronic Respiratory Disease or CRD which is an infection of mycoplasma complicated with a secondary infection. You can vaccinate chickens with a strain of Mycoplasma that colonizes the respiratory tract but can’t cause the disease. Eye drops are used to vaccinate
If a bird comes down with CRD expect the cause to be stress caused by overcrowding, poor sanitation, wet litter, parasites, or poor feed. The symptoms will be watery eyes, breathing difficulties, weight loss, green mucus in the droppings and even death.
Mycoplasma synoviae (MS)
Is an infections with symptoms of arthritis, synovitis and bursitis in hens and turkeys. The birds will show signs of being lame, tired, and slow growth. Mortality rates are low, around 10% and young chickens and turkey poults are susceptible. Wet litter can exacerbate the symptoms. The birds become more and more exhausted as the disease progresses. The cause is M. synoviae, a microorganism that can be transferred through respiratory means.
Keeping birds in sanitary conditions and keeping wild birds, rats, mice, and other rodents away from the flock will go a long way in minimizing the amount of disease you have to deal with. Hybrid birds will be more vigorous and healthy than pure breed birds and biosecurity is an absolute must if you want to minimize the chances of contagion.
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Oregon Economic Mainstays in the Late 1800s
Railroads transformed the Oregon economy in the late 1800s by bringing more people, cheaper shipping, and more efficient technology to many existing industries. During this period, farming remained a mainstay of the economy as the acreage and productivity climbed. Other industries often were dominated by distant companies seeking to extract as many products as cheaply as possible. Thus, lumbering, mining, and fishing created local jobs for workers who found themselves at the whim of the boom and bust economic cycles that plagued the nation. Moreover, once the lumber, ore, or fish were extracted, the companies would often abandon the area for new opportunities, leaving both communities and the environment to fend for themselves.
Farming and ranching
Despite the inequities and corruption brought to some farmers by railroads, farming generally grew and prospered in the last decades of the 1800s. Railroads carried heavy and bulky equipment such as horse-drawn cultivators and steam-powered threshers from factories in the East and Midwest to Oregon, allowing farmers to greatly expand the number of acres in production. Large portions of the original 320 and 640 acre land grants from the 1840s and 1850s that many farmers previously held in reserve were now falling under the plow in an increasingly mechanized and specialized market. Western Oregon saw the planting of a wider range of crops such as hops for beer brewing, flax for making linen, and hemp for rope and paper. Thousands of acres were dedicated to orchards producing prunes, walnuts, filberts, and other fruit and nut crops.(1)
Eastern Oregon farmers also saw growth based on the railroads. Hoping to capitalize on a captive market, some farmers followed gold miners to eastern Oregon in the early 1860s, only to suffer when the mines played out in the late 1860s and 1870s. But with the construction of the railroad through the Columbia Plateau in the late 1870s, a booming wheat farming region began to take root. The climate, soil, and proximity to the railroad all favored growth. Soon branch line railroads added further access—Umatilla County alone boasted more than 200 miles of track in 1893. Other areas of the wheat belt also benefited, stretching west to the Sherman County wheat farms surrounding Grass Valley, Shaniko, and Moro. The large and flat or gently rolling farms of the Columbia Plateau showcased the potential of new agricultural machines. By the 1890s most of the wheat in the region was threshed by steam-powered machines that were transported from farm to farm by commercial operators. New towns often developed to serve the local farm families as well as a growing number of transient farm and ranch laborers with stores, grain warehouses, and saloons.(2)
With more farmers, ranchers, and sheepherders moving onto the public land of central and eastern Oregon, conflicts were bound to arise. In the 1860s cattle ranchers had moved into eastern Oregon to provide meat for the thousands of gold miners. But by the early 1880s, sheep ranches were setting up on land that the cattle ranchers previously had to themselves. Claiming that the sheep ruined the grazing land by cropping the grass too short, many cattle ranchers routinely shot sheep on sight, a practice that obviously raised tensions. In the last years of the century, owners of huge ranches in Harney County quarreled with new small farmers and ranchers over the right to use the land. The large ranchers claimed that the newcomers were destined to fail in an environment naturally suited for large ranches. The small farmers and ranchers countered that the cattle barons were monopolizing more land than they had a right to.
The fight included a flurry of lawsuits in the 1890s before coming to a violent head when homesteader Edward Oliver shot and killed an unarmed cattle baron named Peter French. Fellow settlers sitting on the jury quickly found Oliver not guilty, ruling that French had died of "natural causes"—a bullet to the head.(3)
Logging, mining, and fishing all experienced increased mechanization in the late 1800s. Although not approaching the heights of production that the industry would see in the 20th century, logging productivity grew as steam locomotives moved down new narrow-gauge tracks into previously inaccessible areas. Stationary engines with winches, called steam donkeys, were used to yard logs from the stump to the railway where they could be hauled to a steam-operated mill. Increasingly large lumber mills used expensive new equipment designed to rationalize the process and boost production, running multiple band saws all day long to cut the huge old growth timber. By the 1890s, Oregon was shipping a large portion of its export timber by railroad as opposed to steamship. The lumber provided building material for a rapidly growing U.S. population, including the midwestern centers of Denver, Omaha, and St. Louis. But the new industrial techniques favored clear-cut practices in which nearly all trees were removed or damaged. The bare hillsides were left to the ravages of erosion. Moreover, the clear-cutting removed riparian cover, causing stream temperatures to rise dangerously high for fish. Likewise, splash dams that were used to float logs out of forests damaged salmon runs by blocking access to spawning grounds and scouring important habitat.(4)
Gold discoveries in eastern Oregon's Blue Mountains beginning in 1861 brought boom times as tens of thousands of miners streamed into the region hoping to strike it rich. Auburn, now a ghost town, grew almost instantly to 5,000 people. Canyon City ballooned to 5,000 people as well. Baker City, spurred early on by mining and later by the building of the railroad, gained a reputation by the 1890s as the "Denver of Oregon." During this period, it was one of the more colorful towns in the Pacific Northwest as miners, ranchers, cowboys, and sheepherders mingled with gamblers and dance hall girls. By 1900 it had become the trading center for a vast region and was the largest city between Salt Lake City and Portland. As the placer or surface mining waned, new and more expensive equipment was needed to extract the gold ore more efficiently. In the process, lone prospectors were replaced by mining crews working for large companies. While creating great wealth for some, mechanized mining used techniques that were disastrous to the environment. Hydraulic mining washed away entire hillsides and sent massive amounts of sediment into previously pristine streams. Mercury used in the mining process poisoned streams. Meanwhile, miners stripped hillsides of trees that were used to shore up mine shafts. The denuded landscape allowed tons of debris to run into streams.(5)
Salmon fishing and canning also took advantage of new machinery and techniques in the last decades of the 1800s. While salmon canneries operated on the Umpqua, Nestucca, and other coastal rivers, the most production came from those that lined the mighty Columbia River. After a modest start in 1866, cannery production quickly ramped up to serve markets in the eastern U.S. and Europe. By 1883 there were 55 canneries operating on the lower Columbia River alone, all profiting from the fact that canned salmon could be shipped long distances and sold at prices attractive to working-class families. Feeding the canneries were several efficient methods of "mining" the fish from the river during the annual salmon runs. Equipment included fish traps, seines, and gill nets, but the fishwheels proved to be the most ingenious—and destructive. These were water-powered nets that automatically scooped up salmon and funneled them into the wheel before dropping them into a holding bin. The methods were so efficient that catches of the valuable Chinook salmon peaked by 1883, presaging the massive declines of salmon generally early in the next century.(6)
1. Oregon Secretary of State, Oregon Blue Book 2007-2008, Oregon History Section by Prof. Stephen Dow Beckham (Salem, Oregon, Oregon Secretary of State, 2007) 358.
2. David Peterson Del Mar, Oregon's Promise: An Interpretive History (Corvallis, Oregon: Oregon State University Press, 2003) 102.
3. Ibid., 103-104.
4. Ibid., 100, 106-107.
5. Oregon Secretary of State, Oregon Blue Book 2007-2008, Oregon History Section by Prof. Stephen Dow Beckham (Salem, Oregon, Oregon Secretary of State, 2007) 359; David Peterson Del Mar, Oregon's Promise: An Interpretive History (Corvallis, Oregon: Oregon State University Press, 2003) 100-101, 106.
6. "The Oregon History Project : Political and Economic Culture, 1870-1920: New Salmon Markets," Oregon Historical Society Web Site, viewed July 19, 2007. <http://www.ohs.org/education/oregonhistory/narratives/subtopic.cfm?subtopic_ID=53>
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Stolen Candy BarLogic puzzles require you to think. You will have to be logical in your reasoning.
During lunch at school, a group of five boys from Miss Smith's home room visited a nearby canteen. One of the five boys took a candy bar without paying for it. When the boys were questioned by the school principal, they made the following statements in respective order:
1. Chris: "Neither Austin nor I did it."
2. Kraig: "It was Chris or Mark."
3. Mark: "Both Chris and Kraig are lying."
4. Gavin: "Between Chris and Kraig, one of them is lying and the other is speaking the truth."
5. Austin: "What Gavin said is wrong."
When Miss Smith was consulted, she said, "Three of these boys are always truthful, but everything that two of them say will be a lie." Assuming that Miss Smith is correct, can you determine who took the candy bar?
HintAustin's statement is true.
AnswerMark took the candy bar.
Mark is the pivotal character here, since he is either referring to or being referred to by all of the other characters. Use trial and error to solve this:
Mark: Telling the truth. This means:
These are the only possible outcomes if Mark tells the truth. Since the teacher said that there are three truth tellers, this solution doesn't work. Therefore, Mark must be a liar.
If Mark is a liar, then there are three options for Chris and Craig: both are truth tellers, Chris lies and Kraig tells the truth, or Chris tells the truth and Kraig lies. If you set up a chart with these options, you can easily determine if Gavin and Austin are telling the truth, too:
Read these from top to bottom: For example, option 1 is: If Mark lies and Chris and Kraig tell the truth, then Gavin must lie and Austin must tell the truth. Do the same for the other two columns.
The only option here that satisfies the three truth-teller rule is Option 1. Since Chris and Kraig both tell the truth, the thief must be Mark.
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What is the Orton-Gillingham approach?
Updated: Dec 14, 2019
OG - The new "buzz word"
Orton-Gillingham (OG) is an evidenced-based approach to teaching individuals with dyslexia how to read. Research has shown that using the OG approach will actually restructure their brains to help them to learn to read and spell - how awesome is that?
OG is an approach, not a curriculum
In fact, there are over 100s of curricula that follow the OG approach. The OG approach teaches children and adults with dyslexia how to read and spell in an explicit, structured, systematic and multisensory way. Using an OG approach, individuals will learn how to decode (break words into their syllables and phonemes), encode (break down words orally into their syllables and phonemes to spell), and develop automaticity and fluency of word reading. OG should be supplemented with connected texts (stories) and include comprehension work.
The components of an OG Approach
1. Direct & Explicit Phonics Instruction:
The rules and patterns of decoding and encoding are explicitly taught. While other
children may pick up on many of these rules and patterns naturally, those with dyslexia need to be taught every rule and pattern directly. For example, they are taught the reason why the vowel 'a' sounds different in the word 'car' verse 'care' and can explain when we use -ck in spelling.
2. Systematic & Structured:
New concepts are taught in the exact same way every time. Information is presented in an order that shows the relationship between new and old material.
3. Sequential & Cumulative:
There is a clear plan to teach each rule, building from the simplest units of written language (individual letters) and progresses to the reading of single syllable words to multisyllable words.
Visual (letters), auditory (sounds) and kinesthetic (motor patterns for writing letters) modalities are used simultaneously, which strengthens associations and memory.
Individuals move through the program at a pace that allows for them to develop fluency and automaticity. They move on to the next step when they are ready and lessons are tailored to the needs of the child.
6. Diagnostic & Prescriptive:
Teachers are continuously monitoring each child's progress to inform instruction. Reading and spelling errors are constantly noted to determine whether more practice is needed or if the lesson needs to be taught again and/or differently.
If your child is struggling to read and/or is diagnosed with dyslexia, using an Orton-Gillingham approach to read is imperative. If you have questions about the OG approach I use in my reading intervention, Preventing Academic Failure (PAF), please reach out!
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Friend January 2018 “What’s on Your Mind?” An explanation for why it matters that we keep the commandments. For example: How would it feel flying with a pilot who didn’t follow the rules of aviation? What about riding on a bus with a driver who didn’t stop at red lights? The commandments help keep us safe.
Friend May 2020 “My Family Night Fun” Print or draw some road signs that help you stay safe, like stop signs, speed limits, and other warnings. Take turns holding up the signs and having people follow them in pretend cars! What would driving be like without those signs?
Abinadi taught about the Ten Commandments (see Mosiah 13:12–24). How does following the commandments keep you safe and happy?
Come, Follow Me—For Primary: Book of Mormon 2020 “Mosiah 11-17” Invite the children to count to 10. Or give them 10 numbered pieces of paper and let them put the papers in order. Explain that Heavenly Father gave us Ten Commandments to help us return to live with Him. Help the children recite with you some of the Ten Commandments from Mosiah 12:33–36 and 13:11–24.
Show a picture of Moses with the Ten Commandments and briefly explain how Moses received the commandments from God (see Exodus 19–20). Abinadi reminded King Noah and his priests about the Ten Commandments.
Give the children heart-shaped pieces of paper, and invite them to write one or more of the Ten Commandments on their hearts (see Mosiah 13:11)—perhaps one they feel they should try harder to obey.
Teaching Children the Gospel: Obedience, Commandments
Sing together a song about commandments, such as “Keep the Commandments” (Children’s Songbook, 146–47). Why do we keep the commandments?
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History of character has not yet been written.
- Immortality: As a Fable, Snow White is immortal. Her exact age is unknown, but it has been established that she is well over three-hundred years old. As one of the fables whose story is common knowledge to Mundanes, she is virtually invulnerable.
- Business Management: Snow White has excellent management skills, and practically runs all of Fabletown by herself.
- Hand-to-Hand Combat (Basic)
- Snow White is very touchy concerning her experiences with the Dwarfs, and most other Fables know better than to broach the subject with her.
- 40 Appearances of Snow White (Fables)
- 37 Images featuring Snow White (Fables)
- 5 Quotations by or about Snow White (Fables)
- Character Gallery: Snow White (Fables)
Community content is available under CC-BY-SA unless otherwise noted.
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E. Cobham Brewer 18101897. Dictionary of Phrase and Fable. 1898.
Greg, William Rathbone
(b. 1809, d. 1881). Why are Women Redundant? (1869); Essays on Political and Social Science; Enigmas of Life (1872); Literary and Social Judgments; Political Problems; The Creed of Christendom (3rd edition, 1873); The Great Duel, its Meaning and Results; Truth versus Edification; Rocks Ahead; or, Warnings of Cassandra (1874); Mistaken Aims and Attainable Ideals of the Artisan Class (1876); Literary and Social Judgments (1877); Miscellaneous Essays (188182).
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The accrual basis of accounting — AccountingTools
Now let’s turn to the assets section of your beginning balance sheet. What do you have to show for your $275,000 in liabilities and owner’s equity? Of this amount, $50,000 is in cash—that is, money deposited in the company’s checking and other bank accounts. You used another $75,000 to pay for inventory that you’ll sell throughout the year. Finally, you spent $150,000 on several long-term assets, including a sign for the store, furniture, store displays, and computer equipment.
The commission is also an accrued liability on the balance sheet for the delivery period, but not for the next period when the commission (cash) is paid out to the salesperson. The upside is that the accrual basis gives a more realistic idea of income and expenses during a period of time, therefore providing a long-term picture of the business that cash accounting can’t provide. The cash basis of accounting recognizes revenues when cash is received, and expenses when they are paid. This method does not recognize accounts receivable or accounts payable. The difference between cash and accrual accounting lies in the timing of when sales and purchases are recorded in your accounts.
While it does provide a more accurate picture of a business’s current condition, it is relatively complex and more expensive to implement than the cash accounting method. The method of accounting that measures the performance and position of a company by recognizing economic activity regardless of whether cash transaction occurs is called What is bookkeeping. Not sure what method you should use to manage your books, or which one is best suited to your business? Here’s a quick guide to help you understand cash and accrual accounting, and the pros and cons of each method. The advantage of cash-based accounting is simplicity.
Accrual basis accounting recognizes revenue when the service is provided for the customer even though cash isn’t yet in the bank yet. For example, if a company has a repair done for $10,000 on August 15 and the vendor allows for payment on September 15.
Companies that use accrual accounting sell on credit, so projects that provide revenue streams over a long period of time affect the company’s financial condition at the point of transaction. It makes sense to use accrual accounting so that these events can be reflected in the financial statements during the same reporting period that these transactions occur.
The first three entries should reverse in the following month. Income taxes are typically retained as accrued expenses until paid. Income taxes are accrued based on income earned. Debit to income tax expense, credit to accrued expenses.
Adjusting entries are required at the end of each fiscal period to align the revenues and expenses to the “right” period, in accord with the matching principle in accounting. Let’s take an example of a start-up company (Y) with an employee (Joe) who is under a cliff vesting plan, and who is also getting a vesting schedule incentive after five years of commitment.
There is a possibility that you may not have received the payment by cash at that particular point in time. Till that time the https://www.bookstime.com/ amount of Rs 1,00,000 becomes your account receivable because the customer will pay that amount before the period expires.
Which Method Should Your Business Use?
- If you use accrual accounting, you record expenses and sales when they take place, instead of when cash changes hands.
- Additionally, it conforms to nationally accepted accounting standards.
- There are lots of rules around who can and can’t do this.
- Accrual accounting is considered to provide a more accurate reflection of business activity than cash accounting.
- The time period could vary from 30-days to a few months.
- However, as the cost of your accountant relates to the financial year, this cost should be accrued before the year ends.
Unlike cash accounting, which provides a clear short-term vision of a company’s financial situation, accrual accounting lets you see a more long-term view of how your company is faring. The Generally Accepted Accounting Principles, or GAAP, are the standard framework of rules and guidelines that accountants must adhere to when preparing a business’s financial statements in the United States. Under these guidelines, all companies with sales of over $25 million must use the accrual method when bookkeeping and reporting their financial performance. This means that if your business were to grow larger than $25 million in sales, you would need to update your accounting practices. If you think your business could exceed $25 million in sales in the near future, you might want to consider opting for the accrual accounting method when you’re setting up your accounting system.
If companies incurred expenses (i.e., received goods/services) but didn’t pay for them with cash yet, then they need to be accrued. An expense is occurred or recorded when the raw material is ordered and not when the actual payment is made to the supplier by either cash or cheque. The only drawback of this type of accounting system is that you, as a firm, might end up paying tax on revenues even when you might have not received it (credit). Accrual accounting provides a more accurate picture of a company’s financial position, while cash accounting is often reserved for very small businesses. To add to the confusion, some legalistic accounting systems take a simplistic view of ‘accrued revenue’ and ‘accrued expenses”, defining each as revenue or expense that has not been formally invoiced. This is primarily due to tax considerations, since in some countries, the act of issuing an invoice creates taxable revenue, even if the customer does not ultimately pay and the related receivable becomes noncollectable.
Public companies that trade shares on stock exchanges are required to follow generally accepted accounting principles (GAAP), which require accrual-based accounting, as investors want the most accurate picture possible of the state of a company’s finances. If in doubt, check with your accountant as to which method you should use. Many sole proprietorships and small businesses use cash basis accounting; however, accrual basis accounting is the method of accounting most businesses and professionals are required to use by law in the United States and Canada. Among the other advantages to using business accounting software, using an accounting software package can greatly simplify accrual accounting. Accrual basis accounting gives the most accurate picture of the financial state of your business.
Depreciation expense is used to better reflect the expense and value of a long-term asset as it relates to the revenue it generates. The Financial Accounting Standards Boards (FASB) has set out Generally Accepted Accounting Principles (GAAP) in the U.S. dictating when and how companies should accrue for certain things. For example, “Accounting for Compensated Absences” requires employers to accrue a liability for future vacation days for employees. Learn more about this example at FASB’s website.
Advantages of accrual accounting
February. Because the utility companies do not bill their customers for the current month but for the next month, the accountant pays the utility bills of February in March and of March in April and so on. The company’s accountant has to adjust the entries in the financial statement so that the payments of the bills are reported as accrued expenses.
But the credit sales will also be treated as sales and the profit would be generated by including both the cash and credit sales and then deducting the cost of goods sold and the operating expenses. Let us now look at another practical example of an https://www.bookstime.com/management-accounting basis.
When the payment comes in, the receivable goes flat, meaning it’s been satisfied by the payment. Accrual accounting is considered to provide a more accurate reflection of business activity than cash accounting.
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Our office offers complementary early care to children aged 6-8. Our program ensures continuous monitoring and nurturing of each patient’s development, all within a delightful and welcoming environment.
Why should my child see an orthodontist?
The goal of early treatment is to intercept the developing challenge, eliminate the cause, guide the growth of facial and jaw bones, and provide adequate space for incoming permanent teeth. Some orthodontic issues may be easier to correct if they are found and treated early. A patient may require a second course of treatment after all permanent teeth have come in to move those teeth into their best positions. Some common early corrections include:
- Cross Bite
- Open Bite
- Deep Bite
- Oral Habits
When should my child see an orthodontist?
The American Association of Orthodontists (AAO) recommends that children see an orthodontist by age 7.
Kids have a mix of baby and permanent teeth around age 7. Orthodontists are uniquely trained to evaluate children’s growth as well as the exchange of baby teeth for permanent teeth. Orthodontists are expertly qualified to determine whether a problem exists, or if one is developing.
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|What can ecology contribute to ecosystem-based management?|
|Thrush, S.F.; Dayton, P.K. (2010). What can ecology contribute to ecosystem-based management? Ann. Rev. Mar. Sci. 2 2: 419-441|
|In: Carlson, C.A.; Giovannoni, S.J. (Ed.) (2010). Ann. Rev. Mar. Sci. 2. Annual Review of Marine Science, 2. Annual Reviews: Palo Alto. ISBN 978-0-8243-4502-0. 493 pp., more|
|In: Annual Review of Marine Science. Annual Reviews: Palo Alto. ISSN 1941-1405, more|
Modern fishing changes the ocean environment in many ways, including disturbing the sea floor, altering the food webs, and shifting many important ecosystem functions. Natural history, oceanographic, habitat, behavior, and ecological information must be integrated to implement meaningful ecosystem-based management. We discuss the urgent need to expand the concept of essential fish habitat to include important food-web relationships. The need for a broader perspective in terms of ecosystem function and the effects of interactive stressors is emphasized to maintain the vitality and resilience of valued ecosystems. Maintenance of multiple ecosystem functions is a key factor in the adaptive capacity of ecosystems to change. We argue that an ecological understanding of resilience embraces uncertainty and encourages multiple approaches to the management of humans such that ecosystem functions are maintained.
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| 0.776457 | 295 | 2.703125 | 3 |
Something in the air...
It is seldom appreciated today quite how dramatically the quality of life has changed over the past 60 years, due to the elimination of pollution.
A defining event in the move towards the cleaner air we enjoy today was without doubt the Great Smog of December 1952 in London.
For five days in which cold weather, combined with anti-cyclonic and windless conditions, allowed airborne pollutants to collect - mostly from the use of coal heating - to form a thick layer over the city.
Although it caused major disruptions due to the effect on visibility, it was not at the time thought to be a significant event, with London – already nicknamed ‘the Big Smoke’ – having experienced many so-called ‘pea soupers’ in the past.
Medical reports over the following weeks, however, estimated that 4,000 people had died prematurely and 100,000 more had fallen ill because of the smog’s effects on the human respiratory tract. More recent research suggests that the number of fatalities was considerably greater, at around 12,000 individuals.
In response, the British Parliament introduced the very first Clean Air Act in 1956 – initiating what became a wave of subsequent legislative measures in many countries.
The borderless nature of the atmosphere and the oceans, however, inevitably resulted in the identification of pollution on a planetary level. International catastrophes such as the wreck of the Amoco Cadiz oil tanker off the coast of Brittany in 1978 and the Bhopal disaster in 1984 also demonstrated the universality of such events and the scale on which efforts to address them were required worldwide.
In recent years, the issue of global warming has driven the issue of environmental protection higher up the agendas of governments and international organisations, but with over a billion cars now on the planet, and developing countries throughout the world accelerating their industrial output, the fight for clean air will continue to be on-going.
Effective filtration will therefore continue to be a key component in keeping the planet’s atmosphere clean and in every filter system, it is the media which does all the hard work.
Filter media will be extensively showcased at INDEX – the leading nonwovens show which next takes place at Palexpo in Geneva, Switzerland, from April 4th-7th 2017.
Leading filter media manufacturers, such as Ahlstrom, are regular exhibitors at the event, which has a vast array of engineered materials for filtration, including a number of highly specialised microglass products designed specifically for use in areas where the purity of air is especially critical.
Many hospitals, for example, use its High-Efficiency Particulate Air (HEPA) and Ultra Low Penetration Air (ULPA) filters.
The company has also patented a three-layer filter technology called Trinitex which allows a middle layer to be adapted to a specific use or need. It may, for example, incorporate activated carbon to eliminate odours. Such filters are now widely used in power generation and in industrial and commercial buildings.
“We are also a global leader in supplying filters to the transport sector, where our wetlaid technology helps clean the air and cut emissions,” says Noora Blasi, Ahlstrom’s Filtration Marketing Manager. “Our products can be found in cabin air, air intake, oil and fuel filters, and we are working actively with all our customers to find ever better solutions to their needs.
“We are all aware of the problems of outdoor air pollution from vehicles and the health problems this can cause, but the quality of air indoors is just as important – whether that’s inside our houses and offices, or inside our vehicles.”
In fact, the United Sates Environmental Protection Agency now considers indoor air pollution to be one of the top five environmental dangers to the public, and the World Health Organization also lists air quality as one of its key health issues.
“Ahlstrom is ideally placed to make a positive difference in this area,” Ms Blasi adds. “Our products can help improve the quality of the air both inside and outside. Many of these are filters for heating, ventilation and air conditioning systems, which make homes, offices and industrial buildings cleaner and healthier. Significantly, they also play a key role in reducing the energy needed to run this equipment.”
At the last INDEX™ event in 2014, Ahlstrom received an Innovation Award for its Flow2Save filter media for high efficiency air (HEA) filtration applications.
The patent-pending media is based on a gradient structure combining different advanced technologies and provides high filtration efficiency to improve indoor air quality, which is especially important in public buildings such as hospitals and schools, and to help alleviate Sick Building Syndrome (SBS).
SBS causes skin irritations, headache, and respiratory problems, and thought to be caused by indoor pollutants, microorganisms or inadequate ventilation.
“Flow2Save has significantly better pressure drop characteristics than other commercial HEA filtration media, meaning it is much easier for the ventilation system to push air through the filter,” says Ms Blasi. “This allows significant energy savings throughout the life time of the filter. As such, its sustainability credentials are compelling – cleaner indoor air quality, lower energy consumption and lower costs.”
Further recognising the importance of filtration for the nonwovens industry globally, EDANA has announced that next year’s edition of nonwovens filter media conference Filtrex Europe will be held in conjunction with INDEX™17 in Geneva.
“Like its previous editions, FILTREX™ 2017 will attract expert attendees from producers of all types of filter media, filter makers, raw material suppliers, test and research institutes, making this conference the only European filtration event of its kind in 2017,” said Joerg Sievert, chairman of EDANA’s Filtration Working Group and COO of Freudenberg Filtration Technologies. “It is an event not to be missed, and we are expecting high level speakers to confirm the leading status of the event for the whole filtration industry.”
The days of soot-grimed streets and the Great Smog may be long behind us, but the drive for cleaner air will continue into the foreseeable future – with a little help from nonwovens.
Register now to be kept up to date with the latest news and developments from INDEX™17
Please note that by providing your details you accept that you will receive e-mail updates on the INDEX exhibition from the event organisers or its direct agents.
You may unsubscribe at any time.
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