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Cheriyal Scroll Painting
A narrative painting and performance tradition, Cheriyal scroll painting has been practised in the town of Cheriyal in Siddipet district, Telangana since the seventeenth century. Cheriyal scroll paintings are made by artists known as Nakashis, who belong to the Madiga, Goud, Mudiraj, Mala, Padmashali, Chakali and other non-dominant caste communities in the region. Their folktales form a major part of the narratives in the paintings, along with caste-specific renderings of tales from the Puranas, the Mahabharata and the Ramayana. Historically, the scrolls were used as illustrations for storytelling performances by travelling bards.
In the past, these paintings were made using handmade tools and natural pigments and materials. The perspective was flat, with elaborately dressed figures depicted in vivid colours against a red background. Traditionally, the base material was khadi cloth treated with a mixture of rice starch, tamarind paste and chalk powder, applied in two or three layers. The width of the cloth was usually 3 feet while the length varied depending on the number of panels. A squirrel hair brush was used to make thin black outlines on the fabric, after which a goat hair brush was used for painting in the details. Dyes were derived from natural sources, such as white from crushed sea shells, blue from indigo, black from soot and yellow from turmeric. While white and pink were used to paint the skin tone of human figures, other colours were used for deities and supernatural beings, some of which were specific to certain figures: black for Ram, blue for Krishna and green for Hanuman. The longer scrolls reached up to twenty metres in length and contained as many as fifty panels, each of which was unfolded as the performance progressed.
Artisans usually work in conjunction with narrators while producing Cheriyal paintings. As a rule, images of Ganesh and Saraswati were painted first, followed by Shiva, Vishnu, Brahma and other deities. Narrators then travelled from town to town, performing the scenes depicted in the scrolls. Other performers and musicians often accompanied them with musical instruments and props such as masks and puppets. These performances — and, by extension, the scrolls — were often commissioned by entire communities and were treated as a major cultural event in the area, with people coming from nearby villages or towns to watch.
Following cultural changes in India, since the 1990s Cheriyal paintings have increasingly foregrounded tales of Ram and Krishna instead of the Mahabharata. As the travelling storytelling function of the scrolls has become less relevant due to the arrival of television, cinema and the Internet, painters have reduced the size of the scrolls, often making large wall-hangings that depict one or two scenes instead of entire narratives. These are now usually made with synthetic colours on readymade surfaces like paper or plywood. To cater to tourists, artisans also make souvenirs such as keychains, dolls and masks in the characteristic Cheriyal style.
In 1976, the government of India officially recognised Cheriyal scroll painting as a handicraft practice, and accorded it a Geographical Indication tag in 2008. Other incentives to preserve the practice include providing a stipend to apprentices to learn the craft, although their number remains small. Cheriyal paintings are exhibited and displayed at government emporiums and museum exhibitions, and the craft is taught to interested students through workshops conducted by Cheriyal painters.
Our website is currently undergoing maintenance and re-design, due to which we have had to take down some of our bibliographies. While these will be re-published shortly, you can request references for specific articles by writing to [email protected].
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NEW CHATROOM FOR MEMBERS OF THE HEALTHWATCH CLICK HERE
Nobel prize winner, Professor Adolph Butenant, proved that life cannot exist with out silica; an essential nutrient that facilitates the calcium we take to do it's work properly and for metabolic work vital to life. Silica's absence results in skeletal deformity.
Often hormonal disturbances can be traced to a calcium-magnesium imbalance. Silica can restore this imbalance. Silica also benefits the assimilation of Phosphorous.
Taking calcium supplements cannot halt the progress of osteoporosis, because without Silica the calcium doesn't get in the body the way it's supposed to. Silica can stop the progression and the pain of osteoporosis. Post-Menopausal women, who are especially vulnerable can benefit even more, they will have fewer bone fractures, which account for more deaths in that demographic than cancer of the breast, cervix, or uterus combined.
A skeletal de-mineralization from lack of assimilable calcium results in bones that are porous and brittle. A bone is made up of mostly Phosphorus, Magnesium, and calcium but also silica, and it is the silica that is responsible for depositing the calcium et al in the bones where it belongs. Silica will also speed the healing of fractures, and reduces the scaring at the site.
As more and more research is done, they are finding out more and more that silica is turned into calcium, and is called by many scientists as a precursor to calcium.
Silica will also halt the progress of degenerative connective tissue diseases. Collagen is made up largely of silica, so a youthful appearance is also dependant on Silica, and we'll feel younger also.
Silica helps prevent hair loss, prevents cavities in your teeth and makes fingernails grow long and strong.
Oh, that's not enough? OK
• Silica has inhibitory effects on coronary diseases.
• Organic vegetal silica supplementation helps repair and maintain vital lung tissues and protects them from
pollution. By maintaining or restoring the elasticity of lung tissues, silica reduces inflammation in bronchitis.
It acts as a cough decreasing agent. Silica tones the upper respiratory tract (nose, pharynx, larynx) and
reduces swelling because of its positive action on the lymphatic system.
• Silica supplementation keeps menopause free of stress and helps to prevent many unwanted side-effects of
menopause; paramount being the development of osteoporosis. In men, too, the nervous system and glandular
network will gradually undergo changes that cause deterioration of vital body functions during menopause.
This can also be alleviated by using silica.
• Silica works with other antioxidants to prevent premature aging and to preserve youthfulness.
• New researches have found that antioxidants, like organic vegetal silica, protect against harmful radiation.
• Silica can help prevent kidney stones and heal infections of the urinary tract. It is a natural diuretic which can
increase excretion of urine by 30 percent, thus flushing the water-excreting system and restoring normal
function to these vital organs.
• The presence of sufficient silica in the intestines will reduce inflammation of the intestinal tract. It can cause
disinfection in the case of stomach and intestinal catarrh and ulcers. Silica can prevent or clear up diarrhea
and its opposite, constipation.
• Vegetal Silica will help normalize hemorrhoidal tissues.
• In regulating and normalizing the bowels, silica has a pleasant side effect; it can alleviate lower back pain,
which often troubles the elderly.
• Silica proves effective with female discharge, abscesses and ulcers in the genital area and cervix, as well as
mastitis (especially for breast feeding mothers).
• The intake of silica acts as a supportive treatment for inflammation of the middle ear. Because of the beneficial effectiveness on the lymphatic system, silica can be used for swelling of the lymph nodes in the throat.
• Silica can stimulate the immune system.
• Silica can normalize circulation and regulate high blood pressure (hypertension).
• Silica can decrease vertigo, headache, tinnitus (buzzing of the ears) and insomnia.
• Silica can help diabetes by promoting synthesis of elastase inhibitor by the pancreas.
• Silica can help arterial disease by strengthening the blood vessels.
• Silica can help prevent Tuberculosis.
• By improving the elasticity of the joints, silica helps rheumatism.
• Silica can help avoiding or alleviating Alzheimer.s disease by preventing the body from absorbing aluminum
and may flush out aluminum from the tissues.
• Silica can stimulate cell metabolism and division.
• Silica delays the aging process of the tissues; in younger people, the tissues typically contain more silica than
in older people.
• Silica increases mobility and reduces pain in osteoarthritis and sclerotic conditions.
• Silica beautifies hair with shine, elasticity and strength.
• Silica prevents wrinkles.
Silica is known to play a part in the integrity of the bones, arterial walls, skin, teeth, gums, hair and nails and has been used to alleviate eczema and psoriasis. Recently, research has focused on determining the role of silica in rheumatic disorders and arterial disease.
What a great idea it would be to begin an organic vegetal silica supplementation today.
In the past decade, and into the 21st Century, many well known doctors from across the globe have broken ranks with the conventional “Lipid Theorists” in espousing what they believe to be a more likely cause of arterial disease, and that is the accumulation of excess calcium plaque in coronary arteries. So all those rocky calcium tablets, tums, those multi's with all the promised calcium, the liquid supplements, once-a-month Boniva [hardy har har] you've been taking because someone said your bones needed calcium but forgot to tell you the whole story are only making you worse and you are wasting your money.
cellfood essential silica
Food Sources of Silicon:
*Beer *Beets *Bell peppers *Brown rice *Leafy green vegetables *Root vegetables
*Seafood *Soybeans *Whole grains *
Herb Sources of Silicon:
It can be purchased at an extremely reasonable price at:
As for me I'm staying healthy by using::CellPower™ to cover the basics, also
FLAX SEED OIL for my colon, but of course
~Glutathione-the master antioxidant is a great helper to counteract many diabetic complications.
I've also added D-3 [from Swansons] two caps per day to ward off the evil colds and flus, no Mercury-laden flu shots for me!
~4 essential minerals for diabetics
~SELENIUMhelps immune system,fights infection and aids circulation
~MAGNESIUMhelps to relax you, aids stress and muscle relaxing
~CHROMIUMimproves insulin sensitivity, and helps lower blood sugar.
~ZINC especially to help you heal.
for the Omega-3~6 balance and losing weight
Be sure to check out my new favorite interactive health message group healthwatch
Write to me at [email protected] or use the comment or chat features. I do appreciate the feedback even if it’s negative, Christian Biblical stories
Natural herbal remedies
NEW CHATROOM FOR MEMBERS OF THE HEALTHWATCH CLICK HERE
-----THE GARDEN GNOME
~~~Jokes and Inspiration~~~
What's on your mind, if you will allow the
-- Fred Allen
In times like these, it helps to recall that
there have always been times like these.
-- Paul Harvey
We live in a Newtonian world of Einsteinian
physics ruled by Frankenstein logic.
-- David Russell
Everywhere I go I'm asked if I think the
university stifles writers. My opinion is that they don't
stifle enough of them. There's many a
best-seller that could have been prevented by a good
-- Flannery O'Connor
A woman goes to the post office to buy stamps for her Christmas cards.
She says to the clerk, "May I have 50 Christmas stamps?"
The clerk says, "What denomination?"
The woman says, "God help us. Has it come to this? Give me 6 Catholic, 12 Presbyterian, 10 Lutheran and 22 Baptists."
Some celebratory terms this week ... just to keep you in the festive mood!
advent, carols, epiphany, Yule, Frankincense, manger, secular, wassail, nativity, baubles
1. secular songs to accompany dancing during communal celebrations
2. a trough or box used to hold food for stable animals
3. the four week period preceding Christmas which serves as a time of reflection in preparation for the celebration of the Nativity (from the Latin adventus 'coming')
4. the custom of toasting to each others health, a custom that has woven itself into Christmas traditions
5. an aromatic resin from the Boswellia Thurifera tree and used in incense, perfume and embalming fluids. One of the gifts presented to Jesus by the Wise Men
6. the birth of Jesus
7. a life changing event; the last of the 12 days of Christmas, this celebrates the revelation of Christ to the gentiles, as represented by the visiting Wise Men
8. shiny trinkets and ornaments, traditionally made from glass, used in Christmas decorations
9. ancient pagan festival celebrating the Winter Solstice and the coming spring around the 21st of December
10. not religious
And we mustn't forget about Festivus for the rest of us. See Seinfeld....
Did you hear about the two prospectors who were traveling thru' the desert the younger one had terribly chapped lips, the older one was seen occasionally sticking his hand under the tail of the pack horse and rubbing brown stuff on his lips, the younger guy croaked thru' cracked and bleeding lips, "Does that help? Will it cure my chapped lips?" "I dunno," replied the old guy, "but it keeps me from licking my lips!"
I know my company has made a big effort to be family friendly, but I was baffled when I read this holiday announcement posted on the bulletin board: "All employees are invited to the annual Christmas party. All children under the age of ten will receive a gift from Santa. Employees who have no children may bring grandchildren."
My religion consists of a humble admiration of
the illimitable superior spirit who reveals himself
in the slight details we are able to perceive
with our frail and feeble mind.
-- Albert Einstein
Physicists like to think that all you have to do
is say, these are the conditions, now what
-- Richard Feynman
Drive-in banks were established so most of the
cars today could see their real owners.
-- E. Joseph Crossman
I stopped believing in Santa Claus when my mother
took me to see him in a department store, and he
asked for my autograph.
-- Shirley Temple
The Maker of all human beings is recalling all units manufactured, regardless of make or year, due to a serious defect in the primary and central component of the heart. This is due to a malfunction in the
original prototype units, code named Adam and Eve, resulting in the reproduction of the same defect in all subsequent units. This defect has been technically termed 'Sub-sequential Internal Non-Morality,' or
more commonly known as S.I.N., as it is primarily expressed. Some other symptoms include:
1. Loss of direction
2. Foul vocal emissions
3. Amnesia of origin
4. Lack of peace and joy
5. Selfish or violent behavior
6. Depression or confusion in the mental component
The Manufacturer, who is neither liable nor at fault for this defect, is Providing factory-authorized repair and service free of charge to correct this SIN defect. The Repair Technician, Jesus, has most generously offered to bear the entire burden of the staggering cost of these repairs. There is no additional fee required.
The number to call for repair in all areas is: P-R-A-Y-E-R. Once connected, please upload your burden of SIN through the REPENTANCE procedure. Next, download ATONEMENT from the Repair Technician, Jesus, into the heart component.No matter how big or small the SIN defect is, Jesus will replace it with:
9. Self control
Please see the operating manual, the B.I.B.L.E. (Believers' Instructions Before Leaving Earth) for further details on the use of these fixes.
WARNING: Continuing to operate the human being unit without correction voids any manufacturer warranties, exposing the unit to dangers and problems too numerous to list and will result in the human unit being permanently impounded. For free emergency service, call on Jesus.
DANGER: The human being units not responding to this recall action will have to be scrapped in the furnace. The SIN defect will not be permitted to enter Heaven so as to prevent contamination of that facility. Please assist by notifying others of this important recall notice.
You may contact the Father any time by 'knee mail.'
It's been a terrific year y'all thanks for standing by me.
MERRY CHRISTMAS EVERYBODY, AND A WONDERFUL AND HEALTHY NEW YEAR.
more information, never just believe me, study for yourself!
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Magnet schools in America offer the opportunity for students to access more specialized public schooling outside of their ‘zoned’ school, but many still lack truly diverse and accessible engagement with the benefits of the program.
Mary Panitz, a student in the Cambridge AICE magnet at Rockledge High School in Rockledge, Florida, reflects on the ways in which the program has benefitted her. The magnet is an international diploma program which allows students the chance to take college credit courses at the high school level. Panitz shares some of the benefits of the program. She reflects that AICE generally has smaller class sizes, centers on writing and projects rather than tests, and also has field trip opportunities. As a student who loves reading and writing, there is one huge benefit for Panitz.
“I really like it, I think AICE, has really improved my writing because the emglish classes are phenomenal… and I find it really interesting,” said Panitz. “I think I’m better at articulating nad communicating what I’m thinking.”
Laura Alyssa Plate is a teacher in Gwinnett County, Georgia who formerly worked as a magnet teacher at Eleanor Roosevelt High School in Prince Georgia County in Maryland. During her time in Prince Georgia, the surrounding population was around 80% minority while the magnet system of the district was vastly dominated by white students. In 1971, the Supreme Court ruling in Swann v. Charlotte-Mecklenburg promoted the usage of busing to promote integration in public schooling, but Plate notes that the changes haven’t been truly effective.
“The magnet program in Prince Georgia County was created as a solution to theCharlotte-Mecklenburg ruling about busing, and it has not really gotten any more equitable since then,” said Plate.
With much lower diversity within the magnet, the school starts to feel extremely separated -almost into two different schools. The environment of the whole district facilitates the idea that students within the magnet program are better than those outside of it. Plate taught students both in and out of the magnet and finds that those within the program often look down on those outside of it.
“They (students outside of the magnet) definitely feel like they are worthless in the eyes of the school compared to the students that are in the program,” she said. “And the students within the program often would say things like ‘Well Ms. Plate you don’t have to deal with the other kids in this school, you don’t get it’ without realizing I also taught kids outside of the program.”
Even beyond issues of racial diversity and access within magnet programs, the issue of mental health contributes to decreased involvement. Ren Lloyd, a magnet student at North Cobb High School in Kennesaw, Georgia, notes that for many of the students in the magnet program, there seems to be increased mental health issues, particularly towards the end of the school year with AP testing, final exams and courses coming to an end.
“I know a lot of my friends who, their mental health was just really bad, really low, especially towards the end of the year when you’re trying to wrap things up,” Lloyd said.
Even though the mental health issue seems prevalent, the program -nor the school as a whole- does not seem not to provide resources to support students with these issues. Lloyd describes every school year as a cycle of just coping with the issues.
“ I really don’t think the program does enough to take care of that. You have school counselors, but they’re not therapists,” she said. “It’s just a lot of ‘I’m just going to cope with it until it gets better and the school year ends’ and then it just kind of restarts the next school year.”
This strain on mental well-being is not unique to North Cobb. The Robert Wood Johnson Foundation, an American foundation focused primarily on health, created a report on adolescent wellness and cites key factors of a child’s life which could affect their overall wellness. Among factors like poverty, racial discrimination and trauma, an ‘Excessive pressure to excel’ is noted. Students in high-achieving environments face a unique pressure to excel in studies which lends to them being deemed as “at risk” for behavioral and mental health issues, according to The Washington Post. For students of diverse racial, social and economic standing, the presence of a magnet program only doubles (or in some cases triples) down on pre-established systems adding to mental issues.
Though the dynamics of magnet schooling can create harmful environments for students both within a magnet program and the other students in schools, there is still the possibility to improve these environments and truly provide equitable and accessible magnet programming in public schools. Plate notes that one major change, which the Prince Georgia area is currently making, is shifting away from applications to magnet programs and instead to lottery applications. She mentions the success of the magnet system in Gwinnett County which has always used a lottery system.
“They (Gwinnett County) have had great success with a lottery system without picking kids based on what their academic strengths and weaknesses are,” Plate said.
Plate also notes that aside from magnet schooling, there are themed schools, school choice programs and other specialized programs which can allow for greater access to the subjects, classes and topics that students are truly interested in. Though she finds there is much room for reform in these programs, she is largely a supporter of magnet, themed, and otherwise specialized programs in schools.
“We need to rethink how we send kids to magnet schools,” she said. “The more opportunities we can give them to find something that they love and enjoy in an equitable way… is going to be where the most learning happens.”
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A toddler in Sacramento, California has been dubbed “Tiny Hawk” after doing some serious shredding at a local skate park. Two year old Brody Alexzandr was introduced to skateboarding when his family decided to pick up a hobby to keep busy during quarantine. Brody’s dad, Shayne Dillynger had lost his job working in the food […]
Flamingos are commonly known for being highly sociable animals and now research confirms that they are intentional with who they spend time with.
The five year study done by the University of Exeter followed four different flamingo species and the results they found were pretty shocking.
It was found that Flamingos have common social bonds among their species that include same sex friendships, married couples, and groups of close friends.
“We see pairs of males or females choosing to ‘hang out’, we see trios and quartets that are regularly together,” Dr. Paul Rose from the University’s study revealed.
“It seems that—like humans—flamingos form social bonds for a variety of reasons, and the fact they’re so long-lasting suggests they are important for survival in the wild.”
Flamingos are expected to live 20 to 30 years in the wild and these relationships are linked to their continued longevity.
The study also found that seasons played a role in Flamingos social interactions, noting that there are more bonds forming in the spring and summer months, which is also mating season for the species. There are also a variety of reasons flamingos form these social bonds.
“Our results indicate that flamingo societies are complex. They are formed of long-standing friendships rather than loose, random connections,” Dr. Paul Rose continued.
The study provided valuable information for facilities that hold flamingos captive. It’s suggested that captive Flamingo flocks be kept with as many birds as practically possible. This ensures that the birds are able to keep up with socializing and form bonds with each other, which has been a proven essential for their overall health.
A lesson we can all take away from these social butterflies is to seek value in the connections we have with people. Seek out long lasting friendships that add value to your life and cherish them. We are living in borrowed time and although we may not be remembered for what we did, we will be remembered for who we touched
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The Making of Jordan: Tribes, Colonialism and the Modern State
Bloomsbury Academic, 30 бер. 2007 р. - 232 стор.
At the beginning of the 20th century Jordan, like much of the Middle East, was a loose collection of tribes. By the time of its independence in 1946 it had the most firmly embedded state structures in the Arab world. Drawing on previously untapped sources, Yoav Alon examines how the disparate clan networks of Jordan were integrated into the Hashemite monarchy, with the help of the British colonial administrators. Looking at the growth of key state institutions from a grassroots perspective, Alon shows how they co-opted the structures of tribal society, and produced a distinctive hybrid between modern statehood and tribal confederacy which still characterizes Jordan to this day. Alon's innovative approach to the origins of modern Jordan provides fresh insights not only into Jordan itself but into colonialism, modernity and the development of the state in the Middle East.
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This article has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these template messages)(Learn how and when to remove this template message)
A pro-drop language (from "pronoun-dropping") is a language in which certain classes of pronouns may be omitted when they are pragmatically or grammatically inferable. The precise conditions vary from language to language, and can be quite intricate. The phenomenon of "pronoun-dropping" is also commonly referred to as zero or null anaphora. In the case of pro-drop languages, null anaphora refers to the fact that the null position has referential properties, meaning it is not a null dummy pronoun. Pro-drop is only licensed in languages that have a positive setting of the pro-drop parameter, which allows the null element to be identified by its governor. In pro-drop languages with a highly inflected verbal morphology, the expression of the subject pronoun is considered unnecessary because the verbal inflection indicates the person and number of the subject, thus the referent of the null subject can be inferred from the grammatical inflection on the verb.
Even though in everyday speech there are instances when who or what is being referred to can be inferred from context, non-pro-drop languages still require the pronoun. However, pro-drop languages allow those referential pronouns to be omitted, or be phonologically null. Among major languages, two which might be called pro-drop languages are Japanese and Korean (featuring pronoun deletion not only for subjects, but for practically all grammatical contexts). Chinese, Slavic languages, and American Sign Language also exhibit frequent pro-drop features. In contrast, non-pro-drop is an areal feature of many northern European languages (see Standard Average European), including French, (standard) German, English and Emilian.
Some languages might be considered only partially pro-drop in that they allow deletion of the subject pronoun. These null-subject languages include most Romance languages (French is an exception) as well as all the Balto-Slavic languages and to a limited extent Icelandic. Colloquial and dialectal German, unlike the standard language, are also partially pro-drop; they typically allow deletion of the subject pronoun in main clauses without inversion, but not otherwise. Hungarian allows deletion of both the subject and object pronouns.
History of the term
The term "pro-drop" stems from Noam Chomsky's "Lectures on Government and Binding" from 1981 as a cluster of properties of which "null subject" was one (for the occurrence of pro as a predicate rather than a subject in sentences with the copula see Moro 1997).
Thus, a one-way correlation was suggested between inflectional agreement (AGR) and empty pronouns on the one hand and between no agreement and overt pronouns, on the other. In the classical version, languages which not only lack agreement morphology but also allow extensive dropping of pronouns—such as Japanese, Chinese, Korean, and Vietnamese—are not included, as is made clear in a footnote: "The principle suggested is fairly general, but does not apply to such languages as Japanese in which pronouns can be missing much more freely." (Chomsky 1981:284, fn 47).
The term pro-drop is also used in other frameworks in generative grammar, such as in lexical functional grammar (LFG), but in a more general sense: "Pro-drop is a widespread linguistic phenomenon in which, under certain conditions, a structural NP may be unexpressed, giving rise to a pronominal interpretation." (Bresnan 1982:384).
The empty category assumed (under government and binding theory) to be present in the vacant subject position left by pro-dropping is known as pro, or as "little pro" (to distinguish it from "big PRO", an empty category associated with non-finite verb phrases).
Consider the following examples from Japanese:
- Kono kēki wa oishii. Dare ga yaita no?
- This cake TOPIC tasty-PRESENT. Who SUBJECT bake-PAST EXPLAIN.?
- "This cake is tasty. Who baked it?"
- Shiranai. Ki ni itta?
- know-NEGATIVE. like-PAST?
- "I don't know. Did you like it?"
The words in bold in the English translations (it in the first line; I, you, and it in the second) appear nowhere in the Japanese sentences but are understood from context. If nouns or pronouns were supplied, the resulting sentences would be grammatically correct but sound unnatural. (Learners of Japanese as a second language, especially those whose first language is non-pro-drop like English or French, often supply personal pronouns where they are pragmatically inferable, an example of language transfer.)
The above-mentioned examples from Japanese are readily rendered into Chinese:
- Zhè kuài dàngāo hěn hǎochī. Shuí kǎo de?
- This piece cake DEGREE tasty. Who bake-MODIFY?
- "This cake is tasty. Who baked it?"
- Bù zhīdào. Xǐhuan ma?
- Not know. like QUESTION-YES/NO?
- "I don't know. Do you like it?"
Unlike in Japanese, the inclusion of the dropped pronouns does not make the sentence sound unnatural.
Arabic is considered a null-subject language, as demonstrated by the following example:
- Arabic: ساعد غيرك، يساعدك
- Transliteration: sāʻid ghayrak, yusāʻiduk
- Literal translation: help other, helps you.
- Idiomatic translation: If you help another, he helps you.
The subject "I" above is easily inferable as the verb gör-mek "to see" is conjugated in the first person simple past tense form. The object is indicated by the pronoun seni in this case. Strictly speaking, pronominal objects are generally explicitly indicated, although frequently possessive suffixes indicate the equivalent of an object in English, as in the following sentence.
In this sentence, the object of the verb is actually the action of coming performed by the speaker (geldiğimi "my coming"), but the object in the English sentence, "me", is indicated here by the possessive suffix -im "my" on the nominalised verb. Both pronouns can be explicitly indicated in the sentence for purposes of emphasis, as follows:
- Sen ben-im gel-diğ-im-i gör-dü-n mü?
- 2SG 1SG-POSS come-"ing"-POS.1SG-ACC see-PST-2SG Q
- Did you see me coming?
In Swahili, both subject and object pronouns can be omitted as they are indicated by verbal prefixes.
- I will help you.
English is not a pro-drop language. Nonetheless, subject pronouns are almost always dropped in imperative sentences (e.g., Come here), with the subject "you" understood.
In informal speech, the pronominal subject is sometimes dropped. This ellipsis has been called "conversational deletion" and "left-edge deletion", and is common in informal spoken English as well as certain registers of written English, notably diaries. Most commonly, it is the first person singular subject which is dropped.
- [Have you] ever been there?
- [I'm] going to the shops. [Do you] want to come?
- [I] haven't been there yet. [I'm] going later.
- Seen on signs: [I am/We are] out to lunch; [I/we will be] back at 1:00 [P.M].
- What do you think [of it]? – I like [it]! (the latter only in some dialects and registers)
- [Do you] want a piece of cake?
In speech, when pronouns are not dropped, they are more often reduced than other words in an utterance.
Relative pronouns, provided they are not the subject, are often dropped in short restrictive clauses: That's the man [whom] I saw.
The dropping of pronouns is generally restricted to very informal speech and certain fixed expressions, and the rules for their use are complex and vary among dialects and registers. A noted instance was the "lived the dream" section of George H. W. Bush's speech at the 1988 Republican National Convention.
Subject pronouns are usually omitted in modern Greek. Example:
- Βλέπεις εκείνο το κούτσουρο; Θα ήταν καλό για τη φωτιά. Είναι τελείως ξερό.
- See that the log? Would be good for the fire. Is completely dried (literal, direct translation)
- (Do) you see this log? It would be good for the fire. It has completely dried. (idiomatic translation)
Most Romance languages (with the notable exception of French) are often categorised as pro-drop too, most of them only in the case of subject pronouns. Unlike in Japanese, however, the missing subject pronoun is not inferred strictly from pragmatics, but partially indicated by the morphology of the verb, which inflects for person and number of the subject.
In Spanish, the verb is inflected for both person and number, thus expression of the pronoun is unnecessary because it is grammatically redundant. In the following example, the inflection on the verb ver, 'see', signals informal 2nd person singular, thus the pronoun is dropped. Similarly, from both the context and verbal morphology, the listener can infer that the second two utterances are referring to the log, so the speaker omits the pronoun that would appear in English as "it."
- ¿Ves este tronco? Sería bueno para la fogata. Está completamente seco. (Spanish)
- See this log? Would be good for the campfire. Is completely dry (literal, direct translation)
- (Do) you see this log? It would be good for the campfire. It is completely dry (English gloss)
Although Spanish is a pro-drop language, not all grammatical contexts allow for a null pronoun. There are some environments that require an overt pronoun. In contrast, there are also grammatical environments that require a null pronoun. According to the Real Academia Española, the expression or elision of the subject pronoun is not random. Rather there are contexts in which an overt pronoun is abnormal, while in other cases the overt pronoun is possible or even required.
The third person pronouns (él, ella, ellos, ellas) in most contexts can only refer to persons. Therefore, when referring to things (that are not people) an explicit pronoun is usually disallowed.
Subject pronouns can be made explicit when used for a contrastive function or when the subject is the focus of the sentence. In the following example, the first person explicit pronoun is used to emphasize the subject.
- Yo [y no tú u otra persona] creo que eso estuvo mal.
- I [and not you or another person] think that that was wrong.
Subject pronouns can also be made explicit in order to clarify ambiguities that arise due to verb forms that are homophonous in the first person and third person. For example, in the past imperfect, conditional, and the subjunctive, the verb forms are the same for first person singular and third person singular. In these situations, using the explicit pronoun yo (1st person singular) or él, ella (3rd person singular) clarifies who the subject is, since the verbal morphology is ambiguous.
- Vedi questo tronco? Andrebbe bene da bruciare. È completamente secco. (Italian)
- See this log? Would go well for burning. Is completely dry (literal, direct translation)
- Do you see this log? It would be fit for burning. It is completely dry. (English gloss)
Examples of omitted subject:
- Estás a ver este tronco? Seria bom para a fogueira. Secou completamente. (European Portuguese)
- Are to see this log? Would be good for the campfire. Dried completely (literal, direct translation)
- (Do) you see this log? It would be good for the campfire. It has completely dried. (English gloss)
- "Tá" (está) vendo esse tronco? Seria bom pra fogueira. Secou totalmente. (Brazilian Portuguese)
- Are seeing this log? Would be good for-the campfire. Dried totally (literal, direct translation)
- (Do) you see this log? It would be good for the campfire. It has completely dried. (English gloss)
Omission of object pronouns is likewise possible when the referent is clear, especially in colloquial or informal language:
- Acho que ele vai rejeitar a proposta, mas pode aceitar.
- Think that he goes (to-)reject the proposal, but may accept. (literally)
- I think he is going to turn down the proposal, but he may accept it.
- Ainda tem macarrão? Não, papai comeu.
- Still is there pasta? No, daddy ate. (literally)
- Is there pasta left? No, daddy ate it.
The use of the object pronoun in these examples (aceitá-la, comeu-o) would be grammatical but rather unnatural, especially in Brazil.
- Ela me procurou ontem e não achou.
- She me sought yesterday and not found. (literally)
- She looked for me yesterday and didn't find me.
Here não me achou would also be possible.
- A: Eu te amo; você também me ama? B: Amo, sim.
- A: I you love; you too me love? B: Love-1-SING, yes. (literally)
- A: I love you; do you love me too? B: I do.
Omission of the object pronoun is possible even when its referent has not been explicitly mentioned, so long as it can be inferred. The next example might be heard at a store; the referent (a dress) is clear to the interlocutor. In both Brazilian and European Portuguese the pronoun is omitted.
- Viu que bonito? Não gosta? Pode comprar? (BP)
- Saw how beautiful? Don't like? Can buy? (using polite 2nd person) (BP)
- Viste que bonito? Não gostas? Podes comprar? (EP)
- Saw how beautiful? Don't like? Can buy? (using informal 2nd person) (EP)
- Have you seen how beautiful it is? Do you like it? Can you buy it? (English gloss)
Modern Spanish and Portuguese are also notable amongst Romance languages because they have no specific pronouns for circumstantial complements (arguments denoting circumstance, consequence, place or manner, modifying the verb but not directly involved in the action) or partitives (words or phrases denoting a quantity of something).[clarification needed] However, Medieval language had them, e.g. Portuguese hi and ende.
Compare the following examples in which Spanish, Portuguese, Galician, and Romanian have null pronouns for place and partitives, but Catalan, French, Occitan, and Italian have overt pronouns for place and partitive.
Circumstantial complement denoting place
- "I'm going [there]!"
Partitive denoting quantity
- "I have four of them."
All Slavic languages behave in a similar manner to the Romance pro-drop languages. Example:
- Бачу [яго]. Ідзе. Belarusian
- Виждам го. Идва. Bulgarian
- Vidim ga. Dolazi. Croatian
- Vidím ho. Jde. Czech
- Го гледам. Доаѓа. Macedonian
- Widzę go. Idzie. Polish
- Вижу [его]. Идёт. Russian
- Видим га. Долази. Serbian
- Vidím ho. Ide. Slovak
- Vidim ga. Prihaja. Slovene
- Бачу [його]. Іде. Ukrainian
- "I see him. He is coming."
Here he in the second sentence is inferred from context. In the East Slavic languages even the objective pronoun "его" can be omitted in the present and future tenses (both imperfect and perfective). As with the Romance languages mentioned above, the missing pronoun is not inferred strictly from pragmatics, but partially indicated by the morphology of the verb (Вижу, Виждам, Widzę, Vidim, etc...). However, the past tense of both imperfective and perfective in modern East Slavic languages inflects by gender and number rather than the person due to the fact that the present tense conjugations of the copula "to be" (Russian быть, Ukrainian бути, Belorussian быць) have practically fallen out of use. As such, the pronoun is often included in these tenses, especially in writing.
In Finnish, the verb inflection replaces first and second person pronouns in simple sentences, e.g. menen "I go", menette "all of you go". Pronouns are typically left in place only when they need to be inflected, e.g. me "we", meiltä "from us". There are possessive pronouns, but possessive suffixes, e.g. -ni as in kissani "my cat", are also used, as in Kissani söi kalan ("my cat ate a fish"). A peculiarity of colloquial Finnish is that the pronoun me ("we") can be dropped if the verb is placed in the passive voice (e.g. haetaan, standard "it is fetched", colloquial "we fetch"). In the Estonian language, a close relative of Finnish, the tendency is less clear. It generally uses explicit personal pronouns in the literary language, but these are often omitted in colloquial Estonian.
Hungarian is also pro-drop, subject pronouns are used only for emphasis, as example (Én) mentem "I went", and because of the definite conjugation, object pronouns can be often elided as well; for example, the question (Te) láttad a macskát? "Did (you) see the cat?" can be answered with just láttam "(I) saw (it)", because the definite conjugation renders the object pronoun superfluous.
Modern Hebrew, like Biblical Hebrew, is a "moderately" pro-drop language. In general, subject pronouns must be included in the present tense. Since Hebrew has no verb forms expressing the present tense, the present tense is formed using the present participle (somewhat like English I am guarding). The participle in Hebrew, as is the case with other adjectives, declines only in grammatical gender and number (like the past tense in Russian), thus:
- I (m.) guard (ani shomer) = אני שומר
- You (m.) guard (ata shomer) = אתה שומר
- He guards (hu shomer) = הוא שומר
- I (f.) guard (ani shomeret) = אני שומרת
- We (m.) guard (anachnu shomrim) = אנחנו שומרים
Since the forms used for the present tense lack the distinction between grammatical persons, explicit pronouns must be added in the majority of cases.
In contrast, the past tense and the future tense the verb form is inflected for person, number, and gender. Therefore, the verb form itself indicates sufficient information about the subject. The subject pronoun is therefore normally dropped, except in third-person.
- I (m./f.) guarded (shamarti) = שמרתי
- You (m. pl.) guarded (sh'martem) = שמרתם
- I (m./f.) will guard (eshmor) = אשמור
- You (pl./m.) will guard (tishm'ru) = תשמרו
Many nouns can take suffixes to reflect the possessor, in which case the personal pronoun is dropped. In daily modern Hebrew usage, inflection of nouns is common only for simple nouns, and in most cases, inflected possessive pronouns are used. In Hebrew, possessive pronouns are treated mostly like adjectives and follow the nouns which they modify. In biblical Hebrew, inflection of more sophisticated nouns is more common than in modern usage.
Generalizations across languages
Spanish, Italian, Catalan, Occitan and Romanian can elide subject pronouns only (Portuguese sometimes elides object pronouns as well), and they often do so even when the referent has not been mentioned. This is helped by person/number inflection on the verb. It has been observed that pro-drop languages are those with either rich inflection for person and number (Persian, Polish, Portuguese, etc.) or no such inflection at all (Japanese, Chinese, Korean, etc.), but languages that are intermediate (English, French, etc.) are non-pro-drop.
While the mechanism by which overt pronouns are more "useful" in English than in Japanese is obscure, and there are exceptions to this observation, it still seems to have considerable descriptive validity. As Huang puts it, "Pro-drop is licensed to occur either where a language has full agreement, or where a language has no agreement, but not where a language has impoverished partial agreement."
Other language families and linguistic regions
Among the Indo-European and Dravidian languages of India, pro-drop is the general rule though many Dravidian languages do not have overt verbal markers to indicate pronominal subjects. Mongolic languages are similar in this respect to Dravidian languages, and all Paleosiberian languages are rigidly pro-drop.
Outside of northern Europe, most Niger–Congo languages, Khoisan languages of Southern Africa and Austronesian languages of the Western Pacific, pro-drop is the usual pattern in almost all linguistic regions of the world. In many non-pro-drop Niger–Congo or Austronesian languages, like Igbo, Samoan and Fijian, however, subject pronouns do not occur in the same position as a nominal subject and are obligatory, even when the latter is present. In more easterly Austronesian languages, like Rapa Nui and Hawaiian, subject pronouns are often omitted even though no other subject morphemes exist. Pama–Nyungan languages of Australia also typically omit subject pronouns even when there is no explicit expression of the subject.
Many Pama–Nyungan languages, however, have clitics, which often attach to nonverbal hosts to express subjects. The other languages of Northwestern Australia are all pro-drop, for all classes of pronoun. Also, Papuan languages of New Guinea and Nilo-Saharan languages of East Africa are pro-drop.
Among the indigenous languages of the Americas, pro-drop is almost universal, as would be expected from the generally polysynthetic and head-marking character of the languages. That generally allows eliding of all object pronouns as well as subject ones. Indeed, most reports on Native American languages show that even the emphatic use of pronouns is exceptionally rare. Only a few Native American languages, mostly language isolates (Haida, Trumai, Wappo) and the Oto-Manguean family are known for normally using subject pronouns.
Classical Chinese exhibits extensive dropping not only of pronouns but also of any terms (subjects, verbs, objects, etc.) pragmatically inferable, giving a very compact character to the language. Note, however, that Classical Chinese was a written language, and such word dropping is not necessarily representative of the spoken language or even of the same linguistic phenomenon.
- Null-subject language – Language whose grammar permits an independent clause to lack an explicit subject
- Zero copula – Lacking or omission of a "to be" verb, common in some languages and stylistic in others; many languages such as Arabic and Hebrew lack a "to be" verb which is implicit in the subject.
- Welo, Eirik. "Null Anaphora". Encyclopedia of Ancient Greek Language and Linguistics. doi:10.1163/2214-448x_eagll_com_00000254.
- Bussmann, Hadumod (2006). Routledge Dictionary of Language and Linguistics. doi:10.4324/9780203980057. ISBN 9780203980057.
- Flores-Ferrán, Nydia (2007-11-01). "A Bend in the Road: Subject Personal Pronoun Expression in Spanish after 30 Years of Sociolinguistic Research". Language and Linguistics Compass. 1 (6): 624–652. doi:10.1111/j.1749-818X.2007.00031.x. ISSN 1749-818X.
- Kordić, Snježana (2001). Wörter im Grenzbereich von Lexikon und Grammatik im Serbokroatischen [Serbo-Croatian Words on the Border Between Lexicon and Grammar]. Studies in Slavic Linguistics ; 18 (in German). Munich: Lincom Europa. pp. 10–12. ISBN 978-3-89586-954-9. LCCN 2005530313. OCLC 47905097. OL 2863539W. . Summary.
- Martin Haspelmath, The European linguistic area: Standard Average European, in Martin Haspelmath, et al., Language Typology and Language Universals, vol. 2, 2001, pp. 1492-1510
- Fabio Foresti, Dialetti emiliano-romagnoli, Enciclopedia Treccani
- R.L. Trask, A Dictionary of Grammatical Terms in Linguistics, Routledge 2013, p. 218.
- Geoffrey K. Pullum, Rodney Huddleston, A Student's Introduction to English Grammar, 2005, ISBN 1139643800, p. 170
- Katy Waldman, "Why Do We Delete the Initial Pronoun From Our Sentences? Glad You Asked", Slate May 4, 2016
- Randolph H. Thrasher, Shouldn't ignore these strings: A study of conversational deletion, PhD dissertation, 1974, University of Michigan, Ann Arbor (not seen)
- Randolph H. Thrasher, "One way to say more by saying less: A study of so-called subjectless sentences", 1977, Kwansei Gakuin University Monograph Series 11 Tokyo: Eihosha (not seen)
- Andrew Weir, "Left-edge deletion in English and subject omission in diaries", English Language & Linguistics 16:1:105-129 (March 2012) doi:10.1017/S136067431100030X
- Susanne Wagner, "Never saw one – first-person null subjects in spoken English", English Language and Linguistics 22:1:1-34 (March 2018)
- Bush, George W. (18 August 1988). "Address Accepting the Presidential Nomination at the Republican National Convention in New Orleans". American Presidency Project. University of California, Santa Barbara. Retrieved 22 July 2015.
Those were exciting days. Lived in a little shotgun house, one room for the three of us. Worked in the oil business, started my own. In time we had six children. Moved from the shotgun to a duplex apartment to a house. Lived the dream - high school football on Friday night, Little League, neighborhood barbecue.
- Didion, Joan (27 October 1988). "Insider Baseball". The New York Review of Books. Retrieved 22 July 2015.
as Bush, or Peggy Noonan, had put it in the celebrated no-subject-pronoun cadences of the "lived the dream" acceptance speech.
- Greenfield, Jeff (September 2008). "Accepting the Inevitable: What McCain can learn from the acceptance speeches of Reagan, Bush, and Gore". Slate: 2.
Note how, as he tells his story, the pronouns drop out, underscoring the idea that this was more a conversation than a speech
- Winant, Gabriel (21 December 2006). "When the Going Gets Tough". Leland Quarterly. Retrieved 23 July 2015.
Bush projects an image as a forthright Westerner who has no truck with fancy language or personal pronouns.
- "Pronombre Personales Tónicos". Diccionario Panhispánico de Dudas. Real Academia Española. 2005.
- Hacohen, Gonen; Schegloff, Emanuel A. (2006-08-01). "On the preference for minimization in referring to persons: Evidence from Hebrew conversation". Journal of Pragmatics. Focus-on Issue: Discourse and Conversation. 38 (8): 1305–1312. doi:10.1016/j.pragma.2006.04.004.
- Huang, C.-T. James. "On the distribution and reference of empty pronouns". Linguistic Inquiry 15: 531-574. 1984.
- Bresnan, Joan (ed.) (1982) The Mental Representation of Grammatical Relations, MIT Press, Cambridge, Massachusetts.
- Chomsky, Noam (1981) Lectures on Government and Binding: The Pisa Lectures. Holland: Foris Publications. Reprint. 7th Edition. Berlin and New York: Mouton de Gruyter, 1993.
- Graffi, Giorgio (2001) 200 Years of Syntax. A critical survey, John Benjamins, Amsterdam, The Netherlands.
- Moro, Andrea (1997) The raising of predicates. Predicative noun phrases and the theory of clause structure, Cambridge Studies in Linguistics, Cambridge University Press, Cambridge, England.
- Rizzi, Luigi (1982) Issues in Italian Syntax, Foris, Dordrecht.
- Krivochen, Diego and Peter Kosta (2013) Eliminating Empty Categories. Frankfurt am Main: Peter Lang.
- Jaeggli, Osvaldo, and Ken Safir (1989) The Null Subject Parameter. Dordrecht: Kluwer.
- List of languages including pro-drop (PD) or non-pro-drop (NPD) status.
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(From the Brochure)
- WHAT IS CYSTINOSIS?
- Cystinosis is a metabolic disease characterized by an abnormal
accumulation of the amino acid cystine in various organs of the body such as
the kidney, eye, muscle, pancreas, and brain. Different organs are affected at
- IS IT INHERITED?
- The disease is inherited in an autosomal recessive fashion,
meaning that each parent of a child with cystinosis carries one defective gene
and one normal gene. The parents never have any signs of the disease.
- WHAT CAUSES CYSTINOSIS?
- The cystine content of cystinotic cells averages 50-100 times the
normal value. The cause is a defect in the transport of cystine out of a cell
compartment called the lysososme, in which cystine accumulates. Because of
cystine's low solubility, this amino acid forms crystals within the lysosomes
of cells, and this is probably what destroys the cells.
- WHAT ARE THE SYMPTOMS?
- There are three clinical forms of cystinosis. Infantile (or
nephropathic) cystinosis; late-onset cystinosis; and benign cystinosis. The
latter form does not produce kidney damage. Infantile and late-onset cystinosis
differ in the age of appearance of the first symptoms and in the rapidity of
the clinical course. Infantile cystinosis is usually diagnosed between 6 and 18
months of age with symptoms of excessive thirst and urination, failure to
thrive, rickets, and episodes of dehydration. These findings are caused by a
disorder called renal tubular reabsorb nutrients and minerals. As a
consequence, these important molecules are lost in the urine. Children with
cystinosis also have crystals in their eyes (after one year of age) and an
increased level of cystine in their white blood cells. Without specific
treatment, children with cystinosis develop end-stage renal failure, i.e., lose
their kidney function, at approximately 9 years of age.
- If cystinosis patients receive a kidney transplant and reach
adulthood, their new kidney will not be affected by the disease. However,
without cysteamine treatment (see below), they can develop complications in
other organs due to the continued accumulation of cystine throughout the body.
These complications can include muscle wasting, difficulty swallowing,
diabetes, heypthroidism, and blindness. Not all older patients develop these
- CAN CYSTINOSIS BE TREATED?
- The symptomatic treatment of the Fanconi syndrome
is essential. The urinary losses of water, salts, bicarbonate, and minerals
must be replaced. Most children receive a solution of sodium and potassium
citrate, as well as phosphate. Some also receive extra vitamin D.
- The aim of specific treatment for cystinosis is to
reduce cystine accumulation within the cells. This goal is achieved by
cysteamine treatment, which has proven effective in delaying or preventing
renal failure. Cysteamine also improves growth of cystinosis children. The Food
and Drug Administration (FDA) has approved a capsule form of cysteamine called
CYSTAGON . .
- Kidney transplantation has proven very helpful in patients with
cystinosis, and cysteamine therapy should be considered to try to prevent the
late complications of the disease (see above)..
- For both young children with cystinosis and older patients with a
kidney transplant, cysteamine eyedrops may be available to remove the corneal
cystine crystals. However, these are not yet approved by the FDA.
- IS PRENATAL DETECTION POSSIBLE?
- Today, prenatal diagnosis is available for families known to be at
risk for having a child with cystinosis. Chorionic villus sampling is performed
at 8-9 weeks of gestation; amniocentesis can be performed at 14-16 weeks of
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Rinsing with mouthwash is part of a daily routine for many. Oral care is important, but if you’re not careful, your mouthwash could be doing more harm than good. Listerine and other popular brands of mouthwashes containing alcohol have been proven to increase your risk of developing oral cancer. Close to 48,000 Americans, and more than 640,000 people across the world, are diagnosed with oral cancer every year. It can occur in the tongue, the floor of the mouth, the gums and the cheeks, and new research says that mouthwash may be partly to blame, thanks to its many harmful ingredients.
Most mouthwash contains alcohol, along with other toxins and chemicals that could be putting your health at risk, each time you gargle, hoping for fresh breath. In case you’ve never checked out the ingredient list on your mouthwash, here’s a rundown on just some of the chemicals that may be hiding in your minty rinse:
- Chlorhexidine: This chemical is believed to be the cause of increased blood pressure associated with mouthwash use. According to a study published in the journal Free Radical Biology and Medicine, using mouthwash just twice a day can increase blood pressure and lead to serious heart conditions. Chlorhexidine kills the good bacteria in the body that is responsible for relaxing the blood vessels.
- Alcohol: Alcohol dries out the mucous membranes in the mouth and reduces saliva, causing bad breath. It changes the pH of the mouth and throat, and the Dental Journal of Australia found sufficient evidence that alcohol increases the risk of developing oral, head and neck cancers.
- Hexetidine (oraldene): Ingesting too much of this chemical can cause clotting in parts of the brain that control sensory and neural functions, and it may cause failure in these parts of the brain over time. Oraldene can also cause unstable heartbeat and allergic reactions, and it’s considered to be carcinogenic.
- Methyl Salicylate: Just one tablespoon of this substance is equivalent to over 23 300mg aspirin pills. An overdose can lead to kidney failure, loss of vision, low blood pressure, difficulty breathing, convulsions, vomiting and much more.
- Methylparaben: Methylparaben has been found within breast cancer tissues. It’s widely used in mouthwash and women’s cosmetics such as skin creams and deodorants. Studies suggest that it may increase the risk of breast cancer or accelerate the growth of tumors.
Green Tea and Plaque Removal
The good news is, a safer, more natural (and cheaper) form of mouthwash may be sitting in your kitchen cupboard. Researchers formed a study including participants with existing periodontal disease, and changed their diet to one emphasizing veggies, fruits, whole grains, potatoes, beans, peas, lentils and spices, with water as the preferred beverage. Researchers asked the participants to maintain their regular oral hygiene patterns, and studied the results. They found that eating healthier appeared to strengthen oral health.
We’ve all been told to stay way from sugar because it rots our teeth, but scientists are now finding that other foods have an impact on our oral health. Researchers found that rinsing with green tea strongly inhibited the growth of the plaque bacteria on teeth within minutes. After just seven minutes after swishing with green tea, the number of harmful bacteria in the plaque scraped from participants’ teeth was nearly cut in half!
When researchers tested chlorhexidine against green tea, they found that green tea worked better in plaque reduction. Without all of the harmful chemicals that mouthwash contains, green tea is clearly the safer choice when it comes to health. Consider ditching your mouthwash full of chemicals for a safer and more effective way to practice oral health.
The post Study: This NATURAL Tea Removes Plaque Better than Commercial Mouthwash! appeared first on DavidWolfe.com.
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Asking for a STEM Ambassador to come to your school and work with your pupils is easy – all you need to do is ask!
But what do you do with a STEM Ambassador once you’ve got one?
STEM Ambassadors are scientists and engineers who volunteer their time to inspire, enthuse and help develop young people’s understanding of STEM “in the real world”. They are volunteers who offer to give their time to go into schools to share their knowledge and expertise with teachers and their pupils. They are not trained teachers, nor are they professional science presenters, but when your expectations match well with a STEM Ambassador’s enthusiasm for STEM, wonderful things can happen!
To make the most of having STEM Ambassadors in school, you should think carefully about the following things:
- What is it about your Ambassador request that is going to make someone want to come to your school? What’s special about the school, the pupils, the area or the activity? There are hundreds of requests for STEM Ambassadors – makes yours stand out!
- Do you have any specific requirements, e.g. would you prefer it if the volunteer was from a particular background, had particular expertise, or was able to offer a long term commitment? Make sure this is clear when requesting your Ambassador. And don’t leave it too late, give yourself at least 6 weeks to find the right Ambassador.
- A STEM Ambassador cannot be a substitute for a trained member of school staff – they are someone with years, possibly decades, of experience in a particular STEM area. So think carefully about how you would like to make the most of their particular skills, experience and enthusiasm. Discuss your hopes with the Ambassador prior to the visit. Adapt your ideas if necessary, or be prepared to decline the offer of support if you think a volunteer would not be suitable.
- Could your activity run without an Ambassador, e.g. if they were called away on important business (remember that many of our Ambassadors work on projects of vital national and global importance!) and couldn’t attend on the day specified would the session still be able to run? Would you be able to provide a substitute an activity until the Ambassador became available, or reschedule the session for a different day?
- What can you offer a volunteer that would make their time at the school as rewarding for them as it is for you? Could you take some photos that they could share with people to demonstrate the importance of them having time to volunteer? Can the pupils send thank you letters? Can you offer them lunch, help with transport, the chance of a follow-up visit? And never forget to offer them a drink – this is thirsty work!
- Collect evidence of the impact the Ambassador has made to your class and be prepared to give honest feedback – the Ambassador programme is funded by UK tax payers and we all want value for money. Your feedback is absolutely vital to ensuring that the programme delivers what we want it to deliver and that our efforts go in to the things that have the most benefit for you, your pupils, your school and UK STEM as a whole.
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25 May 2008
By Seema Hingorrany
PT sheds some light on schizophrenia, an often misunderstood affliction
For the sake of discussion, let’s take the hypothetical case of one Raghav, a 23–year–old. He could be a brilliant student who at some point of time, starts to change drastically. Raghav starts showing propensity of being increasingly paranoid about people and is seen muttering to himself most of the time. He becomes convinced that his friends are ‘Out to get him’ since they are jealous of him. He then tells his mother that his room has cameras fitted to tap his every moment and his enemies are in on the conspiracy. From there, things just get worse. Raghav stops bathing and shaving. He starts hearing voices telling him to find the bugs and deactivate them. Realising that most of Raghav’s thoughts are getting bizarre, his parents take him to a mental health professional where he is diagnosed with schizophrenia. This could be any person’s story, but it is most tragic when its onset is early.
Schizophrenia usually starts between the late teens and the mid–30s, whereas onset prior to adolescence is rare (although cases with age at onset of 5 or 6 years have been reported). Schizophrenia can also begin later in life (e.g., after age 45 years), but this is uncommon. Usually, the onset of schizophrenia occurs a few years earlier in men than women. The onset may be abrupt or insidious.
Just as the risks for diabetes and heart disease are thought to run in families. The research in this area investigates the possibility that individuals result from interplay of genes. Many environmental factors have been suggested as risk factors, such as exposure to viruses or malnutrition in the womb, problems during birth, and psychosocial factors, like stressful environmental conditions. Many researchers believe that people with schizophrenia are either very sensitive to a brain chemical called dopamine, or produce too much of it
Delusions are unusual beliefs that are not based in reality. Paranoid delusions, or delusions of persecution, for example believing that people are “out to get” you.
Delusions of reference: It may seem as if people are talking about you or special personal messages are being communicated to you through the TV, radio, or other media. Somatic Delusions are false beliefs about your body, for example that a terrible physical illness exists. Delusions of grandeur, or when you believe that you are very special or have special powers or abilities. An example of a grandiose delusion is thinking you are a famous celebrity. For example, Marc David Chapman who shot John Lennon in 1980 thought he was Lennon and the real Lennon was an impostor.
Auditory hallucinations cause people to hear sounds that are not there. Visual hallucinations cause people to see things that do not exist.
Disordered thinking interferes with planning, motivation and communication. A person with schizophrenia may, for example, aimlessly wander, display childlike silliness or become unpredictable and agitated. Or they may display behaviour that is considered inappropriate according to usual social norms.
It is a chronic mental disorder in which people hear voices, become convinced that others are plotting to harm them or believe that others are broadcasting their thoughts to the world. These experiences could make them fearful and withdrawn and affect their relationships with others
Social withdrawal causes the schizophrenic to seek isolation. This may include an intolerance of being in crowds, small gatherings or even with just one other person. People suffering from schizophrenia may fail to experience or express pleasure in things that they once found enjoyable.
Flat presentation (affective flattening)
This can be indicated by unchanging facial expressions, poor or no eye contact, reduced body language and decreased spontaneous movements. A person experiencing affective flattening may stare vacantly into space and speak in a flat, toneless voice.
Few people experience all these symptoms at once. Some may occur during the remission phase and may worsen in the most active phase of the disorder. No one symptom gives diagnosis. One has to visit a psychologist or a mental health professional to get the clear diagnosis.
Antipsychotic medications change the balance of chemicals in the brain and can help control the symptoms of the illness. Psychotherapy of some type is highly recommended for people suffering from schizophrenia. By adding behavioral treatments for schizophrenia to a medical treatment regimen, the rate of relapse is reduced. A variety of types of psychotherapy are available to schizophrenics. Cognitive therapy, psycho education, and family therapy can all help schizophrenics deal with their symptoms and learn to operate in society. Social skills training are of great importance, in order to teach the patient specific ways to manage themselves in social situations. With adequate and proper treatment, symptoms of schizophrenia do come under control.
(The writer is a clinical psychologist and psychotherapist)
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The Cathedral of Santa Maria in Tui was built on a site where there has been a building used for Christian worship for many centuries. It is at the top of the hilltop town of Tui, overlooking the Mino river.
History of the Cathedral of Santa Maria
The country here was invaded by waves Normans and Saracens who destroyed much. The building of today’s Cathedral began in the 12C after the invasions in previous centuries. The new Cathedral of Santa Maria was finally consecrated in 1225 AD. The building is difficult to see and appreciate, even though it stands on the brow of the hill, and the exterior gives no indication of what lies inside.
Inside the Cathedral
This Cathedral, like many others, forbids photography. However, I went in through the north door where there is no sign! And I took a few photographs before being told off!
The Chapel of St Telmo dates from the 16C-18C and the saint has his own chapel just down the road from the Cathedral.
St Iphigenia is black, but of course she came from Abyssinia, although in Mediaeval literature she may be depicted as white. There is some discussion about this on the internet
The Cathedral soars upwards in the gloom, but there was this impressive tomb in one side aisle.
The Cloisters of the Cathedral of Santa Maria in Tui
The Cloisters date from the 13C and unusually there is a well-kept garden inside. From the Cloisters you can walk out on to the terrace overlooking the river.
The Terrace over the Mino River
There are lovely views from the terrace of the Cathedral – towards Portugal, and inland.
The Cathedral of Santa Maria in Tui is a grand building with a wonderful view over the Mino River. A must-visit on the camino to Santiago.
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Substitutes or Alternatives of Bricks used for Construction in India!
According to one study, our country needs about 60 billion bricks every year and if no suitable substitute is found out, this would exhaust about 1600 x 106 kN of clay fields or other agricultural land annually.
It will thus make barren about 3000 hectares of fertile land. The extent of damage that will be caused can be imagined with the demand for bricks required by the construction industry rising continuously due to tremendous need for housing, growing population, etc. It will also lead to the erosion of fertile soil, degradation of soil and disturbance in ecology.
The Indian construction industry has felt the need to search for an appropriate alternative to the bricks mainly for the following reasons:
(i) High wastage during transportation;
(ii) High water absorption of bricks;
(iii) Inconsistency in size of bricks;
(iv) Increasing cost of kiln fuel;
(v) Unavailability of skilled labour; etc.
It is possible to produce at present a variety of bricks from the materials other than clay and the bricks so produced can be grouped in the following three categories:
(1) Concrete blocks
(2) Fly-ash bricks
(3) Sand-lime or calcium silicate bricks.
Each of these category will now be briefly described. It may be mentioned that it is possible to produce these products in adequate quantities and perhaps even of better quality than demanded by the building industry.
The materials required for the production of the concrete blocks are aggregates, cements and water.
The aggregates of various types have been used with varying degree of success and they include crushed stones, gravel, volcanic cinders, foamed slag, furnace clinker, etc. The aggregates are selected by considering the weight, texture or composition of the unit designed. The strength, texture and economy of the concrete block depend upon the careful grading of the aggregate. If locally available aggregate is suitable, it will help in achieving the economy.
The cement used is ordinary Portland cement. The water required is the normal potable water.
The fully automatic plants are available for the manufacture of high strength concrete blocks. These automatic machines produce superior quality concrete blocks. But they involve a large capital investment.
The manually operated machines are also available and they can be installed at project site itself which further reduce the transportation cost of the concrete blocks from the place of production to the place of actual use.
The processes involved in the manufacturing of the concrete blocks are as follows:
(i) Selection and Proportion of Ingredients:
The main criteria for the selection of the ingredients is the desired strength of the block. The greater the proportion of coarse aggregate, the greater will be the strength of the quantity of cement used.
(ii) Mixing of Ingredients:
The blending of aggregates, cement and water should be done very carefully. The mixing should preferably take place in a mechanical mixer. For hand mixing, extreme care should be taken to see that the cement and aggregates are first mixed thoroughly in dry state and the water is then added gradually.
(iii) Placing and Vibration:
The mixed concrete material is fed into the mould box upto the top level and it is ensured that the box is evenly filled. The vibration of concrete is done till it has uniformly settled in the mould box.
The block is watered after about one day of casting and it is continued for a minimum of 7 days and preferably till 28 days. The longer the curing period, the better will be the block.
The use of concrete blocks as a masonry unit can be observed on many construction sites because of the following advantages:
(i) It increases the carpet area of the building because of small width of concrete block as compared to the brick masonry wall.
(ii) It provides better thermal insulation, enhanced fire resistance and sound absorption.
(iii) It results in the saving of precious agricultural land which is used for the manufacture of bricks.
(iv) The blocks can be prepared in such a manner that the vertical joints can be staggered automatically and thus the skilled supervision is reduced.
(v) The construction of concrete block masonry is easier, faster and stronger than the brick masonry.
(vi) The perfect shape and size of the concrete block makes the work of a mason much simpler.
(vii) There is saving in construction of mortar because the numbers of joints are reduced.
(viii) The utility can be further increased by producing the Reinforced Concrete Block (RCB) masonry units. The blocks are provided two holes for placing suitable reinforcing bars and the structure with RCB units could safely resist wind and earthquakes, if so designed. The traditional beams and columns can be completely eliminated and the structure with RCB units can be given a better appearance.
In view of the advantages, the concrete block masonry technique of construction can be adopted on a large scale for mass housing and various civil engineering projects.
The fly-ash bricks are promising alternative to the conventional bricks.
The autoclaved calcium silicate bricks popularly known as the sand-lime bricks were invented by Van Derburgh in England as far back as 1866. However such bricks were first produced on a commercial scale only in 1898. The Bureau of Indian Standards code IS:4139:1989 deals with various aspects of these bricks.
Following raw materials are required for the preparation of the sand-lime bricks:
The percentage of sand in sand-lime bricks varies from 88 to 92 per cent. Hence the properties of sand-lime bricks are mainly governed by the characteristics of sand. For getting sand-lime bricks of good quality, the sand should be well-graded and it should be free from impurities such as clays, organic matter, rock minerals, soluble salts, etc.
The finely divided clay, if present in very small amount of less than 4 per cent, affords advantages of easier pressing, densification and smoother texture.
The percentage of lime in sand-lime bricks varies from 8% to 12%. The lime should be of a high calcium lime of good quality. It should neither be over-burnt nor under-burnt.
The water containing soluble salt or organic matter in excess of 0.25% should not be used for the preparation of sand-lime bricks. The sea water is unfit for the manufacture of sand-lime bricks.
To make coloured sand-lime bricks, suitable colouring pigment should be added in the mixture of sand and lime. The quantity of pigment varies from 0.2 to 3 per cent of the total weight of the brick.
Table 4-6 shows pigments for getting sand-lime bricks of different colours.
Following is the procedure of manufacturing sand-lime bricks:
(i) The sand, lime and pigment are taken in suitable proportions and they are thoroughly mixed with 3 to 5 per cent of water.
(ii) The material is then moulded in the shape of bricks in a specially designed rotary table press under mechanical pressure. The material is in a semi-dry condition and the pressure varies from 31.50 to 63 N/mm2.
(iii) The bricks are then placed in a closed chamber and subjected to saturated steam pressure of about 0.85 to 1.60 N/mm2 for 6 to 12 hours. This process is known as the autoclaving or hydrothermal treatment. An autoclave is a steel cylinder with tightly sealed ends. Its diameter and length are respectively as 2 m and 20 m.
The interaction between lime and sand is greatly speeded up by the rising temperature in the presence of high humidity. The silica of sand and calcium of lime along with water react to form a crystal like compound known as the calcium hydrosilicate. Hence these bricks are known as the calcium silicate bricks.
(iv) The bricks are taken out of chamber and they can then be dispatched for use.
Following are the advantages of sand-lime bricks:
(i) If plaster is to be provided on sand-lime bricks, the quantity of mortar required will be less as bricks are uniform in size and shape.
(ii) The calcium silicate products are available in brick, block and tile forms. They thus permit wider uses in housing and building construction.
(iii) The masonry work of these bricks offers the architects considerable flexibility to produce complex shapes, intricate designs and different surface finishes giving a pleasant visual effect.
(iv) The raw materials of these bricks do not contain any soluble salt. Hence the trouble of efflorescence does not arise.
(v) These bricks are hard and strong with compressive strength of about 10 N/mm2. It is possible to have multi-storeyed buildings with load bearing walls by using these bricks. The resistance to the seismic force, if any, can also be made by providing suitable reinforcement.
(vi) These bricks are uniform in colour and texture.
(vii) These bricks can be prepared where clay is scarce. In other words, the adoption of these bricks relieves pressure on the agricultural land.
(viii) These bricks have accurate size and shape with straight edges and true rectangular faces.
(ix) These bricks have better water repellant properties and noise reduction coefficients and they grant protection from fire.
(x) These bricks possess white colour with smooth finish and it helps in reducing effect of solar heat on exposed walls.
(xi) These bricks present a clean appearance and hence the plastering may be avoided.
(xii) The use of coloured sand-lime bricks offers permanent finish to the walls without extra cost.
(xiii) The wastage of calcium silicate products is less, say within one per cent or so.
Following are the disadvantages of sand-lime bricks:
(i) These bricks are not suitable for furnace brickwork because they will disintegrate, if exposed to heat for a long time.
(ii) These bricks are weak in offering resistance to the abrasion. Hence they cannot be used as paving material.
(iii) These bricks cannot be used for foundation work as they are less water resistant than clay bricks.
(iv) Where suitable clay for the manufacture of clay bricks is available in plenty, these bricks will prove to be uneconomical.
Factors Reducing Cost of Construction:
However it may be noted that there is reduction in cost of construction to the extent of about 40 per cent due to various factors such as:
(i) Less wastage during handling and transportation,
(ii) Reduction in cost of maintenance and avoiding the provision of facia stones,
(iii) Reduction in cost of mortar as quantity of mortar required is less as compared to the conventional clay bricks,
(iv) Reduction in wall thickness because of higher compressive strength resulting in more carpet area for every room,
(v) Saving due to cost of plastering because of smooth finish, etc.
The sand-lime bricks are used for ornamental work and they can be used in place of ordinary clay bricks in building industry. Germany has more than 200 factories producing these bricks. The other countries in which the sand-lime brick industry is well established include U.K., Netherlands, Denmark, U.S.A., Canada, U.S.S.R., Switzerland, Poland, Romania, Czechoslovakia, Mongolia, Vietnam, Bulgaria, Finland, Chile, Kuwait, Egypt, Australia, South Africa and Middle East nations.
These bricks have not yet become popular in India except Kerala State where some structures are constructed by using these bricks. The large scale production of this type of building material has not been possible in our country due to the non-availability of high capacity press.
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Facts About Mesothelioma
- Mesothelioma is a rare but serious type of cancer that has no cure.
- It is a terminal illness that is contracted by exposure to asbestos or more specifically by breathing in asbestos fibre or asbestos dust.
- Exposure to asbestos is the only known cause of mesothelioma.
- The disease can develop after exposure to relatively low levels of asbestos.
- After the first exposure, the symptoms of the disease can take between 20 to 50 years to develop.
- There are 2 main types of the disease – Pleural Mesothelioma, in which a tumour forms on the lining of the lungs and Peritoneal Mesothelioma, which is a tumour that forms on the lining of the peritoneum in the abdomen. More information on the two types of the disease can be found here.
One of the most significant differences between mesothelioma and other asbestos-related diseases is that mesothelioma can develop even if the exposure occurs over a comparatively short period of time, or if an individual is exposed to relatively low levels of asbestos.
If you have contracted this fatal disease, you may be entitled to file a mesothelioma claim to compensate for your loss of income, physical and mental suffering, ongoing medical expenses and cost incurred for nursing care. In fatal cases, the compensation claim can also include funeral expenses.
Two Unique Features Of Mesothelioma Claims
Because of the nature of the disease and the short interval between diagnosis and death, a special court procedure has been established for speeding up the process for mesothelioma claims. A verdict or settlement is usually reached within a year of filing.
It is not only individuals working in an asbestos polluted workplace who are entitled to file a mesothelioma compensation claim. Workers’ family members who may have been exposed to the dust on their clothes and hair are also entitled to compensation as are homeowners who live in the vicinity of the workplace and who may have been exposed to asbestos even for a short period of time.
Filing A Successful Mesothelioma Claim
For a mesothelioma compensation claim to be successful, it needs to meet these requirements:
- A medical report stating a diagnosis of mesothelioma.
- Proof that exposure to asbestos occurred while on that particular job and this exposure was the direct cause of the illness.
- Proof that the employer was aware of asbestos related risks yet failed to follow standard safety regulations as mandated by the law, resulting in unnecessary and dangerous exposure to asbestos.
Meeting all three of these requirements will increase your chances of filing a successful compensation claim for mesothelioma. What is most important to remember is that these asbestos claims have very strict limits in place. It is best to initiate proceedings as soon as possible.
How Do You Show That An Employer Is Legally Responsible For Your Disease And Is Liable To Settle Your Claim For Compensation?
There are certain laws introduced in the UK that can help you determine what falls within your employer’s legal responsibility and what doesn’t.
- The dangers of asbestos inhalation became known in the early 1990s. Anyone who contracted mesothelioma due to asbestos exposure that occurred prior to that may not have sufficient grounds for filing a compensation claim against their employers.
- After the dangers of asbestos inhalation became known, employers were legally required to take specific safety steps to minimise risk by conducting risk assessments, putting in place precautionary measures and providing workers with information and proper protective gear. Contracting mesothelioma despite all of these measures implies that the employer may have been negligent in one or more of the areas. In this case the employer may be responsible for settling your claim for compensation.
Take Advantage Of The No Win No Fee Policy When Filing A Mesothelioma Claim
The best way to file a claim for compensation for mesothelioma is by seeking the help of a personal injury solicitor experienced in handling mesothelioma claims. The more experienced the solicitor is, the higher the chances of obtaining substantial damages.
When you take into consideration ongoing mesothelioma treatments and loss of income due to the disease, seeking legal advice may seem like an unaffordable option. However, you should know that most reputed personal injury solicitors operate under a No Win No Fee Policy. What this means is that they will first evaluate the strength of your case and if you have a strong case they will offer to fight your case without taking any upfront fees. They will only take a fee after they have been successful in obtaining compensation on your behalf. This allows you to keep up with your ongoing treatment and other expenses and you only have to pay your lawyer after you’ve received the compensation.
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Scientists have recently photographed corals caught in the act of eating live jellyfish. This came as a surprise to many because corals were thought to really only eat microscopic phyto- and zooplankton, as well as sugars created via photosynthesis, not jellyfish that are almost as large as the coral itself. The coral caught in the act of eating these jellyfish was the Fungia scruposa, or plate coral.
From my years of working in local fish stores and public aquariums, I can honestly say that I wasn’t all that surprised, though the pictures are really cool. I’ve fed Fungia plate corals a wide variety of large foods, including large pieces of krill and small fish. Depending on the health of the specimen, the coral could actually react pretty quickly, consuming a large morsel in a short time.
For the complete story, see Predatory coral eats jellyfish or the scientific article Opportunistic feeding by the fungiid coral Fungia scruposa on the moon jellyfish Aurelia aurita.
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As the illuminated manuscript (above right) shows, motor controllers have been around for a very long time!
Actually, this drawing was made by my friend Mary Lynn Skirvin. It is the schematic for a motor controller from Motorola Application Note AN-445 in 1972. She has "illuminated" it as described in the book "A Canticle for Leibowitz" by Walter Miller. In the book, civilization has fallen into a new Dark Age. The monks have been preserving technological knowledge for a future time when mankind will need it again. The copying and recopying led to the same sort of reverent illumination found in documents preserved by European monasteries during the Dark Ages.
As soon as you have a motor, you will want a way to control it. It can be nothing more than an on/off switch, or an incredibly sophisticated and precise motion control system. Here are some example circuits for a few of the controllers I've built or used over the years:
EVs are nothing new; they've been around for over 100 years! The earliest controllers simply used switches and resistors to directly control motor speed. The photo is the throttle switch from a very old EV. The throttle pivots an arm that carries a wire with a spring-loaded sliding contact (top). A set of fixed contacts are arranged in a semicircle under it. As the throttle is moved, the sliding contact connects to one or more fixed contacts to select the motor speed. Note the size; the contacts had to be big, because they switch the full motor current and voltage.
Let's look at the switch-resistor controller from a 1902 Baker Electric Runabout. Despite its age, it's actually an effective design. Controllers like this continued to be built well into the 1970's, and can still be found in toys and very simple EVs.
The motor is directly geared to the rear wheels (no clutch or transmission). It is a series motor; a good type for producing high starting torque. A switch selects direction (Forward, Neutral or Reverse) by setting the polarity of the series field. When the series field current flows in the SAME direction as the armature current, the motor runs forward. When the series field current flows in the OPPOSITE direction as the armature, the motor runs in reverse.
The batteries are all wired in series, to provide a 36 volt pack. Switch S1 is the MAIN on/off switch. The speed controller is just a big 4-position rotary switch (S2-S3-S4) and some power resistors (R1-R2-R3).
Resistors R1-R3 are each about 1 ohm, and approximately 12" long and 2" in diameter. Switches S2, S3, and S4 are sequentially closed as the twist-grip throttle is rotated, to provide four speed steps:
The resistors waste power when they are in the circuit. Such a controller is thus inefficient except at FAST speed. SLOW and MEDIUM should only be used briefly to get started. But the Baker has a clever trick to get around this problem. The motor also has a shunt field winding, making it a compound wound motor. When the shunt field is powered by closing BRAKE switch S5, it strengthens the field. This increases motor torque, and also reduces motor speed. This provides a way to drive at lower speeds without the resistors in the circuit and wasting power.
The shunt field provides another benefit; regenerative braking! In HIGH speed with the BRAKE switch on, the motor tries to hold a constant speed, up hill or down. It draws more current going uphill, trying to maintain your speed. It becomes a GENERATOR going downhill, to limit your speed and recharge the batteries in the process.
In fact, the Baker has no mechanical brakes! It depends entirely on electrical braking while driving, and only has a mechanical parking brake to lock the motor when stopped. For greater braking, you switch to REVERSE while going forward. Throttle switches S2-S3-S4 now provide 3 steps of controlled torque in the reverse direction to bring you to a stop. The braking force (and charging current) is quite large with S4 closed; enough to skid the tires on dry pavement.
Due to the confusion possible with so many switches and modes, early EVs combined them all into a single "drum switch". This is a tin can sized drum, with copper segments on it for the various switch contacts. A rotating arm had copper shorting bars to make the needed connections as the drum was rotated. A single throttle control could then do all the work -- rotate it one way for forward, and the other way for reverse or braking.
The design is rounded out by a voltmeter and ammeter, so you can see what the batteries are doing. The ammeter reads in both directions, to show both charging and driving current. The voltmeter has an expanded scale, to cover the range of voltages of interest. Surprisingly, there is no fuse or circuit breaker. Instead, they deliberately undersized the wire in certain places to melt and act like a fuse in case of trouble. A modern version of this controller should include a fuse, or use a circuit breaker for S1.
Big switches can be hard to operate, and their contacts will arc and burn unless they are moved quickly between positions. Later controllers thus replaced the big switches with much smaller, easier-to-use switches. These small switches controlled contactors (essentially big relays) that moved the big contacts to make the high-power circuit connections.
The picture at left is the contactor controller in a 1960 Henney Kilowatt. The Henney was an influential early EV, and performed quite well given the technology of the time. It was basically a converted Renault Dauphine, with a 7.1 horsepower GE series motor, twelve golf cart batteries, and a rather sophisticated contactor controller. It had a range of up to 60 miles (if driven carefully), and a top speed of 60 mph (with a mile or two running start).
The Henney's pack is divided into four 18-volt modules, with three 6v batteries in each. The accelerator pedal rotates a big cam (top right in the photo). Five microswitches are positioned around the cam. As the accelerator is pressed, the cam sequentially closes from none to all five microswitches. The microswitches control five big contactors (the black rectangular devices in the middle with copper bars screwed to them).
The starting resistor (top left) is only used from a dead stop. It is shorted out by the RS contactor (top left) as soon as the vehicle is moving. The FS contactor (top right) shunts some of the field current away from the motor. This "field weakens" the motor, which lowers its torque but increases its speed. In effect, it acts like shifting a manual transmission to a higher gear. The HI and LO contactors (bottom center) switch the batteries in series/parallel combinations to get 18v, 36v, or 72v for the motor. Note that all batteries are used in all speeds; this keeps the pack balanced so no battery will go dead before the others.
There are three more contactors. The F (Forward) and R (Reverse) contactors (top center in the photo) are controlled by a dash-mounted forward/reverse switch, and connect the motor's series field for forward or reverse. The CH (Charge) contactor is directly controlled by the keyswitch; on to drive, off to charge.
This setup gives the Henney six motor speeds, and electrical reverse. A simplified circuit diagram is shown at right. All switches and contactors are drawn in their "off" positions, and with the accelerator pedal fully released. Red shows current flows. Note that the LO contactors are wired to the normally-closed contact of the LO microswitch; so they are normally on, and turn off when the cam operates the LO microswitch. Click the links to show switch and contactor positions for each step:
This might seem pretty "steppy", but the Henney also has a 3-speed transmission and so was in fact quite drivable (especially for people that drive like the accelerator pedal is an on/off switch anyway).
The Henney is notable as one of the first "solid-state" EV controllers. It doesn't use transistors; but it does use five big diodes (D1-D5). Each diode replaces a contactor contact. Diodes are smaller, lighter, cheaper, more reliable, and reduce the number of contactors that would otherwise be needed. This design came to be known as the "rectactor" circuit (half rectifier diodes, half contactors). It's an effective way to switch batteries (or motors) in series/parallel combinations without an excessive number of contactors. However, the diodes have about a 1 volt drop, and get hot. In the Henney, they are mounted on metal heatsink plates behind the main controller panel.
The complete schematic shows some of the safety features: There are fuses for each 18v battery module, the charger, and 12v power for the microswitches and contactor coils. Extra microswitches are mounted on several of the contactors as safety interlocks. For example, the Forward contactor can't turn on unless the Reverse contactor is off (and vice versa), and you have to start out in LO before you can switch to HI speed.
Properly done, contactor and rectactor circuits are still a viable way to build simple, low-cost controllers. Contactors can be expensive new, but are easy to find used or surplus. In many cases, lower voltage contactors can be used, because they never see the full pack voltage. In the Henney circuit, no motor contact has the full 72v across it, and at least two contacts have to fail closed to create a runaway motor. Be sure to include fuses and safety interlocks. Terrifying things can happen if a contactor sticks "on" and you don't have any fuses or secondary contacts to break the circuit!
Switches and contactors reigned supreme in EV controllers for over 50 years. Vacuum tube controllers were tried; but tubes had too much voltage drop and too low a current handling capability for most EVs.
Then in the 1960's, a new fangled contraption called the "transistor" appeared. Early power transistors were made with germanium, which likes low voltages and high currents. They were ideal for the EVs of the time, which tended to have low-voltage high-current battery packs. The photo shows two Delco 2N1522 40v 50a germanium power transistors made in 1966, and a GE A70A 100v 100a diode from 1964.
Germanium power transistors have a very low on-state voltage drop (0.25v at 50 amps typical for the ones pictured here). That's good! But they are also easily damaged by high temperatures and high voltages. Their on/off switching frequency is limited to a few KHz, which is rather slow compared to modern transistors. But this is still much faster than mechanical switches -- and they don't wear out!
This made a new kind of motor speed controller practical, called Pulse Width Modulation (PWM). Power to the motor is switched on/off very quickly, so it responds to the average on-time and not the peaks. 0% on-time is off. 10% on-time makes the motor run at 10% speed, 50% on-time is 50% speed, and 100% on-time is full speed (the same as switching the motor directly to the battery). PWM speed control is stepless and efficient.
The earliest PWM controller is the Buck converter, or "chopper". When the transistor switches on, it connects the battery to the motor. The motor's inductance acts like a flywheel, causing the current to ramp up slowly. When the transistor switches off, the current diverts to a "free wheel" diode across the motor, and ramps back down slowly. Controlling the on/off duty cycle controls the average motor current, and thus motor speed. Since the on/off switching speed was limited to a few KHz by these early transistors, such controllers tend to "whistle while they work". :-)
The schematic is an EV controller from 1968 (Motorola Application Note AN-189). It is designed for a golf cart with a 36v pack, and delivered up to 200 amps. A single transistor big enough to handle that much current was very expensive; so they used nine cheaper mass-produced transistors in parallel (a trick that is still being used today). Notice the impressively large RCD snubber across the transistors.
This controller works reasonably well, and could be built with modern parts. Substitute silicon transistors for the nearly-unobtainable germanium transistors. The small ones are easy; for example, a 2N4401 for Q1, Q2, Q5, and Q6, and a TIP42 for Q3 and Q7. Unijunction transistor U4 would be a bit harder to find -- the 2N6027 is a close modern equivalent. Q9-Q17 are the hard part. Modern silicon PNP transistors like the 2N5884 would work, but have a much higher on-state voltage drop. You would need to reduce the value of R24, and use more transistors in parallel to spread out the heat.
A more practical approach is to "complement" the circuit -- Reverse the supply polarity, reverse all the diodes, and replace all PNPs with NPNs and vice versa. The output transistors become NPN, which are much easier to get. In fact, you could use a single large NPN darlington transistor module to replace Q8-Q17, which also eliminates R24 and the emitter balancing resistors R34-R42.
Like many Application Note circuits, this one leaves out a number of "minor details" needed for practical use and safety. Add a fuse in series with the battery. Add a contactor in series with the battery or motor to stop it in case of a "stuck full on" failure in the controller. This could be a pair of reversing contactors, wired to the motor's field. It also lacks protection from overtemperature, undervoltage, and broken potbox wires.
An interesting new power semiconductor came along in the 1970's -- the SCR (Silicon Controlled Rectifier). An SCR is a true on/off switch, with no linear region like transistors. When off, it's an open circuit; it does not conduct current for either polarity voltage. When on, it acts like a normal diode; it passes current in one direction, and blocks current in the other direction. SCRs are relatively inexpensive, and available in stupendous sizes that can switch thousands of amps and thousands of volts. The on-state voltage is low (about 1.5 volts) so they are efficient and produce little heat. They switch in a couple microseconds; much faster than power transistors at the time.
SCRs are easy to turn on; all it takes is a microsecond pulse on the gate of about 1 volt at 100ma. But there's a problem: Once on, it stays on! The gate can no longer turn it off. It will remain on until a) the voltage across it reverses, or b) the current through it falls to zero. That's no problem in an AC circuit -- it will turn off at the next zero-crossing of the AC line. SCRs are therefore widely used in AC powered light dimmers, battery chargers, and motor speed controls.
On DC, you need a special commutation circuit to turn the SCR off. One of the most popular of these is the Jones Chopper; a PWM motor controller built with SCRs. This circuit was used in many products, including the famous General Electric EV-1 series of electric vehicle motor controller. Many thousands of EV-1's were built, ranging from the little EV-1A for golf cart size vehicles up to the mighty EV-1D that could handle up to 144v and 1000 amps. EV-1 controllers are built like battleships, and very reliable. They were sold from the mid 1970's well into the 1990's, and it's not uncommon to find them still working today (and available on eBay). The photo shows my GE EV-1B, which is set up for 24-84v and 350 amps.
EV-1's were made in hundreds of different configurations, but they all tend to look pretty much like this one. Most are built on a 3/8" to 3/4" thick slab of aluminum called a "panel". The high power parts are encapsulated in massive black bakelite cases, with big screw terminals. These are wired together with bolted bus bars. You fix these controllers with a wrench, not a soldering iron!
The control logic is on a plug-in PC board, housed in a black plastic box called an "oscillator card" in EV-1 documentation. There are two rows of connectors on top (left pins L1-L10, and right pins R1-R10). These go to external wiring such as power, ground, control switches, etc. Flip two metal tabs on each side, and the card hinges up to reveal another connector with the wires to the "panel". Unplug this connector, and the card comes off. This makes servicing simple.
There are dozens of different oscillator cards, identified by a 3-character code. The code identifies the card's features and the range of pack voltages it supports. Interestingly, to change the voltage of an EV-1, just install an appropriate oscillator card -- the panel mounted parts are good for any voltage. The cards I know of are:
There is also a little door; under it is a row of trimpots to adjust creep speed, current ramp-up rate, current limit, bypass contactor pickup and turn-off points, plug braking, field weakening pickup and dropout.
The EV-1 has the logic and safety interlocks to control the motor's forward, reverse, braking, field weakening, and full-on bypass contactors. However, external power transistors are needed to actually drive the contactor coils (see schematic). Note that the contactor coils must match the pack voltage.
The Petrosonics 500004-1 rev.C motor controller was produced by Petrosonics Inc. of Midland Texas in the mid-1990's. A number of them wound up on the surplus market, which is how I got mine. Since no documentation was provided, I disassembled it and traced out the circuit.
This is a PWM controller for a series or PM DC motor. It's designed for small light EVs like electric bicycles, scooters, and personal mobility vehicles. It is intended for use with a 12v or 24v battery, but all the parts except U2 have a high enough voltage rating for 36v; just replace U2 (LM317T, 40v peak) with an LM317HVT (60v peak).
Motor current limit is adjustable, and can be as high as 300 amps. However, heatinking is very limited, so don't expect to get this much current for more than a matter of seconds before it overheats.
The circuit is simple. No microcomputer; just a quad comparator, MOSFET gate driver, 6 parallel MOSFETs, a big diode, and a big input filter capacitor. If you want to build your own PWM controller, this is a good place to start. It has most of the features you'd find in a higher end controller:
Inside: To open the case, remove the 6 screws from the bottom cover. The left photo shows the view with the bottom cover removed. You can see the large blue input capacitor C0, and 300 amp freewheel diode D1 (the black rectangle at the bottom). LM317T voltage regulator U2 is standing up on the lower right corner of the board.
The battery + and - inputs are 1" wide x 1/8" thick copper bus bars. They are attached to the PC board with screws. Diode D1 uses the positive bus bar as its heatsink.
To remove the board, first remove the nut and ring terminal from the center screw on the "NEG" bus bar. This is one end of resistor R0 on the schematic, labelled point "C". Now flip it over, and remove the 3 large bolts from the heatsink. The board assembly can now be wiggled up, and tilted enough so the bus bars will slide out of their slots in the plastic case.
The right photo shows the top side of the circuit board. Six power MOSFETs Q1-Q6 are standing up, and are screwed to one side a piece of 1" x 1" x 1/8" thick aluminum angle. The other side of this angle attaches to the small heatsink on the outside of the case with three bolts. The motor negative lead connects to this heatsink.
The controller is set up to use a 7-position rotary switch SW0 as its throttle. Minimum resistance is maximum speed, and open is off. You can also use a standard 2-wire 5K ohm throttle pot (potentiometer), connected between P1 pins 1-7. But with a pot, it may not completely shut off at maximum resistance. You can change the value of R20 so maximum resistance on your pot is "off". Or, use a potbox with an "off" switch to open the pot connection.
The main features this controller lacks are safety shutdown in case of an open or shorted throttle pot, and undervoltage shutdown in case of low pack voltage. Like many inexpensive controllers, it also requires that you add your own fuse or circuit breaker, and a main contactor with precharge resistor. A potbox switch is a good idea anyway with this controller. It should turn off your main contactor, so the motor will stop even if the controller fails.
Motor Controllers © 2006-2014 by Lee A. Hart. Created 12/5/2013. Last update 2/9/2015.
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The internet provides instant knowledge at your fingertips, but together with the abundance of information and opportunities for communication, many dangers lurk in the abyss of online technology. Online safety is without doubt a top priority for both parents and teachers, who allow and expect children to access the internet for their entertainment and education.
Schools have filters to protect children from reaching unwanted sites, and so will many homes, but educating your child on the importance of protecting themselves from the perils of the net, will equip them with the right tools to do so.
In class, teachers can address the issue by having a class discussion and making them aware of the dangers. This presentation aims to give guidance to such a lesson and is created to help children take clear steps when it comes to being internet-safe. Click on the image below to access it, you will need a google account as its via Google Slides.
It is important for parents and teachers to be on the same page. Parents can also use the presentation to have an open discussion about internet safety and set their ground rules. A great platform for doing just that, is The Smart Talk. It allows for parents and children to discuss about taking the responsibility of becoming an internet user, as well as setting ground rules for the usage of other devices. Once you have a signed agreement, it will be your ground rules by which your child will abide by. An added bonus is that because its creation is a mutual agreement between you and your child mutual it will be more meaningful to them, thus respected.
Going back to parents and teachers being on the same page, encourage your child to take the agreement to school and show their teacher. Maybe it will prompt an internet-based discussion or one about responsible usage of technological devices; whatever the outcome it will most definitely spread awareness of helping your child to be safe as well as managing their internet time effectively and democratically.
Please share to help with internet safety awareness.
Till next time…
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The theme for the month of July is mini beast. Mini beasts are small creatures such as slugs, snails, worms, spiders etc. The scientific name for these types of creatures is Invertebrates and they do not have a backbone. The lack of a backbone has caused these creatures to develop other ways to protect themselves from other predators and their environment. There are numerous examples of this, snails have developed shells and other insects have formed exoskeleton, which is a hard outer layer. A perfect example of this is the familiar woodlice found in gardens everywhere. It is estimated that there are over 25,000 different mini beasts in the UK.
There are three categories that mini beast fall into these are: Anthropods, molluscs, and anellids. Anthropods include spiders and creatures with lots of legs, and molluscs include insects with shells such as snails. The habitat that mini beast occupy vary from deserts, lakes, woodlands and moutains. Typically their local habitat are under stones, around trees, deep in the soil.
As part of the month’s theme, the children were taken into the garden and allowed to explore the mini beast habitat. The children were equipped with magnifying glass so they could get up close and personal and had little containers so they could further analyse them when they had finished exploring the garden (the insects were released back in to the garden a short while later J).
There was a mixed reaction from the children whilst exploring the garden for mini beast. Some of the children were very excited and were fascinated by the insects they discovered, others were a little scared and unsure.
The children practised the skill of gentle handling of the insects, careful observation when recognising the insects in the garden. The biggest excitement for the children was when they communicated and worked as a team to find the insects in the garden. The children often shouted out “ I found a spider”. This also helped them to learn the insects’habitat, which we called their “hiding place”.
The insects the children found were placed in magnifying glass containers and carried in the house for further observation. We discussed and named the insect’s body parts such as wings, legs, tentacles etc.… We also counted their spots, stripes, legs, tentacles and wings, which supported the children’s consecutive counting.
All in all it was a great activity for the children and one that all Nurseries in Enfield, childminders in Enfield should participate. As a childminder in Enfield it is great to carry out such wonderful activities with the children improving their understanding of the world and environment. I would like to leave you with some key facts about mini beast.
Minibeast are essential to the existence of humanity.
Minibeast move in a variety of ways, they fly, walk, swim and can move without legs (snails)
Minibeast reproduce their young in a number of different ways from laying eggs which go on to form larvae. Some insects are born as fully grown adults.
Minibeast eat a variety of food from vegetation, sap/nectar and some eat other insects.
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Sugar as a potential health risk is getting a closer look
ABC News Nightline correspondent John Donvan interviews pediatric endocrinologist Robert Lustig about the dangers of consuming fructose during a visit to UCSF in March 2010. Credit: Susan Merrell
Robert Lustig, MD, a UCSF pediatrician and clinical researcher, is an outspoken iconoclast when it comes to diet and metabolism.
His interpretations of research results his own and others challenge conventional thinking about all calories counting equally, specifically as it relates to the fructose in corn syrup and table sugar. Lustig explores the role of sugar consumption in obesity, diabetes, heart disease and other disorders.
This video is not supported by your browser at this time.Each sucrose molecule consists of one molecule of fructose joined to one molecule of glucose. In the gut, these two components are quickly split apart. High-fructose corn syrup is a less expensive mixture of glucose and fructose. There is no point in belaboring the difference, according to Lustig, "High-fructose corn syrup and sucrose are exactly the same," he says. "They're equally bad. They're both poison in high doses."
The New York Times Magazine recently ran a long cover story that focused on Lustig's work and ideas. A shorter story covering the main points of Lustig's work including his controversial views of the roles of the hormones leptin and insulin in the control of metabolism was published earlier on UCSF's website.
And in a UCSF Mini Medical School lecture posted on YouTube video that has garnered more than 1.2 million views, Lustig makes the case that the nation's current obesity epidemic can be blamed on a marked increase in the consumption of fructose over the last 30 years. Fructose has become ubiquitous in soft drinks and many processed foods.
Provided by University of California, San Francisco
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Classical and Quantum Mechanics via Lie algebras
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Environmental pollution is one of the global hot issues and need an urgent demand to detect and monitor the pollutants which affect the environment. Ammonia is one of the organic pollutants which cause severe harmful effect on environment due to its toxic nature. Therefore, electrochemical sensor has been fabricated using CeO2 nanoparticles (NPs) as a redox mediator to detect aqueous ammonia for environmental safety. The electrical response of the ethanol sensor was investigated by I-V technique which exhibited high sensitivity (0.3519 μA.cm-2.mM-1) and lower limit of detection (LOD = 0.395 μM). CeO2 nanoparticles were synthesized hydrothermally at low temperature and field emission scanning electron microscopy (FESEM), X-ray diffraction (XRD), Fourier transform infrared (FTIR), and Raman spectroscopy corroborated that the synthesized product is aggregated form of spherical nanoparticles, well crystalline possessing cubic phase with an average size of ~ 50 ± 10 nm. UV-Visible absorption spectrum confirmed that CeO2 nanoparticle is optically active with absorption band of 297 nm.
Keywords: CeO2 nanoparticles, Structural properties, Optical properties, Ammonia chemi-sensor
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• To improve your knowledge of the stigma affecting people with learning disabilities and a lesbian, gay, bisexual and trans (LGBT) identity
• To understand the barriers to sexual relationships experienced by people with learning disabilities and a LGBT identity
• To familiarise yourself with the concept of intersectionality and its effect on the sexuality of people with a learning disability
People with learning disabilities experience many barriers that prevent them from expressing their sexuality and developing loving and sexual relationships, particularly if they identify as lesbian, gay, bisexual and trans (LGBT). This article explores the challenges faced by people with learning disabilities who identify as LGBT in expressing their sexual identities and having sexual relationships, as well as the challenges faced by support workers and health and social care staff in supporting clients in those aspects of their lives. The method used consisted of combining the lived experiences of participants in a Twitter chat with an exploration of the recent literature.
The themes that emerged from these combined sources included the importance of love and sexual relationships, the policy context, legal framework, barriers in practice and the concept of intersectionality. This article discusses these themes and outlines implications for practice and research, including the training needs of staff.
Learning Disability Practice. doi: 10.7748/ldp.2020.e2094Peer review
This article has been subject to external double-blind peer review and has been checked for plagiarism using automated software
Robinson ZM, Marsden D, Abdulla S et al (2020) Supporting people with learning disabilities who identify as LGBT to express their sexual and gender identities. Learning Disability Practice. doi: 10.7748/ldp.2020.e2094
Published online: 08 October 2020
Alternatively, you can purchase access to this article for the next seven days. Buy now
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January is Glaucoma Awareness Month, and if you have diabetes or hypertension, you could be at a higher risk of developing open-angle glaucoma (OAG).
According to the National Diabetes Information Clearinghouse, 25.8 million Americans suffer from diabetes and the Center for Disease Control says about 1 in 3 Americans have hypertension. A study conducted by a leading research team at the University of Michigan Kellogg Eye Center now shows that these individuals may have an increased risk of developing open-angle glaucoma (OAG), which is the most common form of glaucoma in the country.
During the study, researchers focused on the possible connections between various components of metabolic syndrome — Metabolic syndrome is basically a number of conditions that includes hypertension, diabetes, obesity, and hyperlipidemia (high cholesterol and high triglyceride levels). Approximately one fifth of the U.S. population has metabolic syndrome, and the Kellogg researchers also looked at how each component increased or decreased the risk of glaucoma.
The team concluded that people with diabetes alone had a 35 percent increased risk of developing open-angle glaucoma and those with hypertension alone had a 17 percent increased risk. Also, people suffering from both diabetes and hypertension had a 48 percent higher chance of developing OAG.
The symptoms of glaucoma surface later in the progression of the disease, and therefore getting regular eye exams is key is detecting and treating the disease early. Treatment may can include laser surgery or pressure lowering drops. In some cases when those treatments aren’t as effective, doctors can use SLT (Selective Laser Trabeculoplasty). Learn more about glaucoma and Milan Eye Center’s treatments.
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LAND AREA: 298.79 square miles
Black/African American: 4,340
American Indian: 250
Pacific Islander: 17
Two or more races: 1,219
Hispanic/Latino: 5,238 (of any race)
From the 2010 Census, US Census Bureau.
Lincoln County, located in North Carolina's Piedmont region, was formed in 1779 from Tryon County, which was subsequently eliminated in an effort to erase the memory of oppressive royal governor William Tryon. Like its seat, Lincolnton (incorporated in 1785), the county takes its name from Revolutionary War general Benjamin Lincoln, who was appointed by George Washington to receive Lord Charles Cornwallis's sword when the British commander surrendered at Yorktown. Other Lincoln County communities include Denver, Triangle, Lowesville, Iron Station, Boger City, Godsonville, Crouse, Reepsville, Vale, and Toluca.
Cherokee and Catawba Indians were the first inhabitants of the area that became Lincoln County. With the westward migration of many North Carolina settlers in the early nineteenth century, the county became one of the most populous and prosperous counties in the state. With ten forges and four furnaces (several of which are still standing), it led the state in the production of iron, and in the early part of the century the Schenk-Warlick Mill, the first textile mill in the South, was established within its borders. Farming was also important in the county, with wheat and dairy products among the most lucrative commodities. During the 1840s, however, Lincoln County was greatly reduced in size to form Cleveland, Catawba, and Gaston Counties; the loss of factories and farmland halted further growth until the establishment of new textile mills and other local businesses during the twentieth century revived the local economy. In the late 1950s and early 1960s, part of Lincoln County's Catawba River was dammed to produce Lake Norman, the largest man-made lake in the state, which provides a steady source of electricity as well as recreational activities. In 2004 Lincoln County's population was estimated to be 68,000.
David C. Heavner, Lincoln County, North Carolina, 1779-1979: Past, Present, Future (1979).
Lincoln County Government: http://www.lincolncounty.org/
Lincolnton-Lincoln County Chamber of Commerce: http://www.lincolnchambernc.org/
DigitalNC, Lincoln County: http://digitalnc.org/counties/lincoln-county
User submitted images, Flickr. (How you may contribute).
Rudersdorf, Amy. 2010. "NC County Maps." Government & Heritage Library, State Library of North Carolina.
1 January 2006 | Vocci, Robert Blair
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As a parent or caregiver, you want the best for your children or other dependents. You may be concerned or have questions about certain behaviors they exhibit and how to ensure they get help.
What to Look For
It is important to be aware of warning signs that your child may be struggling. You can play a critical role in knowing when your child may need help.
Consult with a school counselor, school nurse, mental health provider, or another health care professional if your child shows one or more of the following behaviors:
- Feeling very sad or withdrawn for more than two weeks
- Seriously trying to harm or kill himself or herself, or making plans to do so
- Experiencing sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing
- Getting in many fights or wanting to hurt others
- Showing severe out-of-control behavior that can hurt oneself or others
- Not eating, throwing up, or using laxatives to make himself or herself lose weight
- Having intense worries or fears that get in the way of daily activities
- Experiencing extreme difficulty controlling behavior, putting himself or herself in physical danger or causing problems in school
- Using drugs or alcohol repeatedly
- Having severe mood swings that cause problems in relationships
- Showing drastic changes in behavior or personality
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Students at The Warriner are offered a broad and well balanced curriculum with opportunities for choice as they progress through the school. In Key Stage 3 (Years 7, 8 and 9), there are lessons in English, Maths, Science, Languages (French and German), Design and Technology, ICT, History, Geography, PE, Philosophy and Ethics, Art, Music, Drama and PSHE (click here to access our subject overview; to ease transition students in Year 7 are taught the Humanities subjects by a single teacher). This package of subjects is complemented by ‘enrichment’ days spread across the year when students are able to take part in rich learning experiences that do not easily fit into the normal school day.
In Key Stage 4 the number of subjects studied is reduced and students are able to choose some of the subjects they study (see KS4 options). This personalised learning approach leads to a high level of engagement with students following courses that interest and inspire them. Courses are offered at GCSE, NVQ and entry level.
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Read Kansas! Middle School - M-13 All Eyes on Kansas Territory
The purpose of this lesson is to give the students an understanding of how important the events in Kansas Territory were to the nation. This can be used for Kansas or United States history. The students will use a primary source document (a newspaper article from 1858) and work cooperatively to summarize and organize the information found in the article. The lesson is presented as a two-day lesson but can be adjusted to meet the individual needs of each classroom.
To view a PDF of the front and back, click on the card
Kansas History Standards:
- Benchmark 2, Indicator 3: The student analyzes the importance of “Bleeding Kansas” to the rest of the United States in the years leading up to the Civil War. (e.g., national media attention, caning of Senator Charles Sumner, Emigrant Aid Societies, Beecher Bible and Rifle Colony, poems of John Greenleaf Whittier, John Brown).
- Benchmark 4, Indicator 9: The student uses paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository, technical, and persuasive texts in logical order.
Kansas College and Career Ready Standards:
- RH.6-8.2: The student determines the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
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TopicThe Fate of Cobalt, Copper and Lead in Three Wetlands in Zambia
In Zambia, one of the top producers of copper (Cu), cobalt (Co) and lead (Pb), it is common for wastewater from mining activities to flow into natural wetlands from sedimentation ponds, decant dams, tailing dams and slag heaps. While natural wetlands can attenuate the emission of pollutants into downstream water bodies, their capacity for this is limited as buffering capacity becomes depleted. High or long-term loading of biodegradable pollutants and nutrients, or accumulation of non-biodegradable pollutants like heavy metals, reduces the sequestration capacity of wetlands. This can lead to eutrophication, oxygen depletion and toxicity of downstream receiving waters. This research aims at heavy metal pollution in Zambian wetlands; the main aim is to investigate retention, distribution, partitioning and speciation, as well as effects of redox potential and pH, on Co, Cu and Pb that enter wetlands through wastewater.
The study will include: assessing the efficiency of natural and greenhouse-based model wetlands in the removal of the metals from wastewater; characterising the distribution of the metals into the water column, sediments and macrophytes in these wetlands; analysing the binding forms in the wetlands, and investigating the role in the retention of the metals with changing redox potential and pH; investigating the role played by organic matter in binding the metals in the redox potential range of 0 to 100 millivolts; evaluating the effect that drying up of a wetland contaminated with the metals has on the behaviour of the heavy metals after re-flooding; and modelling the results using Stella software. Field work will involve collection of water, sediment and macrophyte samples from two wetlands in Zambia, TD11 Wetland in Mufulira and Waterway Wetland from the Kabwe lead mine, the latter which has been closed since 1994 but scavenging activities from the area emit Pb into the wetland. The greenhouse work will include investigating the capacity of model wetlands to retain Co, Cu, and Pb when exposed to water containing the metals. The model wetlands will also be subjected to drying out to investigate whether sequestrated metals get flushed out on re-inundating wetlands. Samples of water, sediment and macrophyte will be collected from the inlet midsection and outlet of the models.
The laboratory work will consist of experiments on part of the sediment samples and analyses of all samples. Water samples from the inlet and outlet of the wetlands will be analysed for Co, Cu, and Pb to estimate wetland sequestration efficiency. Water, sediment and macrophyte samples from the inlet, midsection and outlet of the wetlands will be analysed for the distribution of Co, Cu, and Pb into the water column, sediments and macrophytes. Sediments from the field and model wetlands will be subjected to further laboratory investigations on the effect of changing redox potential, pH and organic matter content as well as the effect on metal mobility of re-wetting of wetlands after a period of drying out.
Keywords: Wetland, binding forms, organic matter, redox potential, pH, heavy metals, Copper, Cobalt, Lead, mobility, toxicity, Zambia.
Sponsor: The Copperbelt University, Kitwe, Zambia.
Employer: The Copperbelt University, Kitwe, Zambia.
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http://www.un-ihe.org/mulele-nabuyanda
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| 0.916402 | 704 | 3.0625 | 3 |
Winter squash is a wonderfully versatile food that is easy to grow, easy to store and easy to cook. The whole squash can be used, including the seeds, and often winter squashes are available at great prices, making them an amazing budget friendly food.
In the Fall, I’ll often plan our family’s meals for the week around a large winter squash since one large squash (like a cushaw) since it can be a side dish on its own, a base for soups, pureed in smoothies and even the seeds can be roasted for a snack!
What is a Cushaw?
Cushaw squash are my personal favorite winter squash because of their large size (about 20 pounds) and inexpensive price (I get them locally for about $4.00 at a local farm). They can be hard to find in regular stores, but check with local farmers and gardeners to find them where you live.
If you do succeed in finding a good local Cushaw squash, save some of the seeds before you roast the rest! Cushaw are easy to grow but difficult to find seeds for, so save them if you find them! To save: pull out the desired number of seeds and let dry in open air on a clean cloth. When fully dry, store in an envelope for planting the next year.
If you have a few feet of extra space in your backyard that gets a little sun, you can easily grow a cushaw patch and let your children help! These squash are a great substitute for pumpkin or any other winter squash and your children will have a blast growing them.
Like all winter squash, they store easily in a cool place in your home or they can be chopped, sliced, or pureed to freeze for later use.
How to Roast Winter Squash Seeds
Winter squash seeds are a good source of magnesium, copper, manganese, potassium and other nutrients. Though they often get thrown away when preparing a recipe, they are a wonderful nutrient-packed snack and you can make them sweet (add honey and cinnamon) or savory (add salt herbs). One cup of roasted squash seeds has about 12 grams of protein (give or take, depending on the variety).
If you have kids, let them help you make this simple recipe and enjoy it as a family!
Roasted Winter Squash Seed Recipe
- Preheat oven to 325°F.
- Bring water to a boil on the stove.
- Add the 1 teaspoon salt and seeds and simmer for 10 minute. This process makes them more easily digestible.
- Remove seeds from water and dry.
- Spread seeds on a baking sheet.
- Drizzle with olive oil and stir to coat.
- Sprinkle with salt, garlic powder, and paprika.
- Bake in preheated oven for 30 minutes, stirring every 10 minutes.
Ever roasted squash seeds? How did they turn out? Share below!
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| 0.935511 | 606 | 2.53125 | 3 |
The What and Why of a Professional Learning Network
It is a great time to be an educator in the United States, and, simultaneously, it is the worst time to be an educator in the United States. On one hand, the advances in technology afford educators benefits never before available to advance their knowledge of their profession. On the other hand, the economy, culture, and misconceptions of education have enabled politicians and business leaders to vilify and attack educators and their profession.
No matter how old the profession, those who work in a particular field have always had the ability to communicate with one another to compare notes and improve services. The form of communication began with face-to-face contact in early civilization and evolved to a more digital form in today's age of technological advances. Technology has always improved communication methods by enabling all—not just professionals—the ability to consult, collaborate, and learn from others. This has progressed from the earliest printing presses to the most recent smartphones.
Chat Among Yourselves
Members of any profession need to communicate and collaborate with colleagues to understand and improve their skills. Face-to-face collaboration is personal, but is limited by boundaries of time and space. Participants must have a common time and place for collaboration. Digital collaboration has no bounds of time or space, and collaboration can take place anytime with anyone, anywhere.
Education professionals must deal with two components that are changing and developing on a daily basis: content and culture. They must use ever-changing content to develop learning skills in students who are being influenced and changed by an ever-evolving, technology-driven culture. If educators are not collaborating, learning, and developing their professional selves to maintain their relevance, they will never be able to effectively reach their students.
At one time, educators could count on texts and journals to keep them up-to-date with all that was new in education and the world. With the advent of evolving technology, all of this has changed at a pace faster than anything we could have predicted.
The New Networking
How do educators know what they should concentrate on to deliver the most relevant content to their students? How do instructors keep up with the latest research on learning and the best methods to deliver it? How do teachers keep up with the latest technological tools for learning? How do educators stay relevant today?
Educators need to develop a network of other educators to collectively answer these questions. They have the wherewithal to do this on a grand scale—technology enables them to increase collaboration beyond any of the boundaries that have limited them in the past. Collaboration has taken a global perspective. This network of professionals will enable all the advantage of collaborative learning with no regard to time or space. Imagine personalized learning 24/7, anytime, anywhere. This is known as a digital professional learning network (PLN). It takes 20 minutes each day for an educator to check in with their PLN and maintain relevance, but those who love to learn will be sucked in for longer.
This PLN could be the answer to education reform. It is a personalized network of sites and people. Like fingerprints and snowflakes, no two PLNs are alike. A PLN is developed by an individual to meet her needs. It is a compilation of many sites and many people connected through social media. Many Ning sites that are part of PLNs are subject-specific (e.g., English Companion) or generalized for all educators (Classroom 2.0 or The Educator's PLN) or professional education organization sites (ISTE or ASCD EDge).
It could offer not only the right questions to ask, but also the answers that others have found. Here is the rub: This PLN can be achieved only through technology use. Many see technology use as a need to leave their comfort zones. Some see it as a generational obstacle, and feel that it's for the young. Technology is not a generational thing, it is a learning thing. It may be outside many educators’ comfort zones, but comfort zones are the biggest obstacles to education reform.
The time has come for educators to accept that they no longer have a choice about technology. To maintain relevance as educators, they need to employ relevant technology learning tools for education, connect and collaborate with other professionals to improve their skills and knowledge within their profession, and use PLNs to improve their profession and hold off the barbarian politicians and business people banging down the gates of education. For the students’ benefit, educators need to lead the reform with their expertise and not live with the reactionary, mandated policies of politicians driven by myths, polls, and taxes.
Tom Whitby is an adjunct professor of education at St. Joseph's College in Brooklyn, N.Y. In his former life, he taught English for 34 years at the secondary level and was a leader in the New York State United Teacher Locals for 30 years. Whitby has founded a number of educational groups on LinkedIn, including the Technology Using Professors Group, and has been recognized with an Edublog Award for the most Influential Educational Twitter Series, Edchat, which he founded.
ASCD Express, Vol. 8, No. 9. Copyright 2013 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.
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Knowledge transfer is the process of academics engaging in various activities to pass their knowledge to different audiences. Knowledge transfer requires two-way exchanges for successful and sustainable collaborations. Knowledge transfer works best when people actively seek out opportunities to collaborate or meet spontaneously to exchange thoughts. It also requires timely and active support from an institution, which needs to provide better open access and open innovation solutions for its students in order to make resources more accessible and affordable.
Knowledge transfer refers to transferring ideas from one entity to another, such as from a person to a publication, or a person to a research project. In academia, knowledge transfer may be a way to gain insight on potential approaches for research. It could also mean applying the knowledge gained from a series of lectures and discussions to a term paper.
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| 0.950803 | 163 | 3.15625 | 3 |
- 1 Liver Failure: Causes and Life-Saving Treatments
- 1.1 What is Liver Failure?
- 1.2 Causes of Liver Failure
- 1.3 Life-Saving Treatments for Liver Failure
- 1.4 Conclusion
- 1.5 FAQs
- 1.6 References
Liver Failure: Causes and Life-Saving Treatments
The liver is one of the most important organs in the human body. Its main function is to produce bile, which helps with the digestion of food, as well as to filter toxins from the blood. When the liver starts to fail, it can lead to a range of serious health problems. In this article, we will explore the causes of liver failure and the life-saving treatments that are available.
What is Liver Failure?
When the liver is no longer able to perform its functions, it is referred to as liver failure. This can happen gradually over time, or it can occur suddenly. Liver failure can lead to a variety of symptoms, including:
- Jaundice (yellowing of the skin and eyes)
- Abdominal pain and swelling
- Nausea and vomiting
- Confusion and disorientation
- Fatigue and weakness
- Dark urine
There are two types of liver failure: acute and chronic. Acute liver failure occurs rapidly, often within a few days or weeks, and is usually caused by a viral infection, medication overdose, or exposure to toxins. Chronic liver failure, on the other hand, develops over a period of months or years and is often the result of alcohol abuse or chronic hepatitis.
Causes of Liver Failure
There are many potential causes of liver failure. Some of the most common include:
Hepatitis is a viral infection that can cause inflammation of the liver. There are several types of hepatitis, including A, B, and C. Chronic hepatitis can lead to liver failure over time.
Drinking too much alcohol can damage the liver, leading to liver failure over time. This is known as alcoholic liver disease.
Cirrhosis is a condition in which the liver becomes scarred and damaged over time. This can lead to liver failure if left untreated.
Certain medications, such as acetaminophen (Tylenol), can cause liver damage if taken in large doses or over a prolonged period of time.
Exposure to certain toxins, such as pesticides or industrial chemicals, can damage the liver and lead to liver failure.
Life-Saving Treatments for Liver Failure
When liver failure occurs, it is important to seek medical attention immediately. There are a range of life-saving treatments that can help to support the liver and prevent further damage.
Certain medications can help to slow the progression of liver failure and reduce the risk of complications. These may include antiviral drugs, corticosteroids, and immunosuppressants.
For people with severe liver failure, a liver transplant may be necessary. During a liver transplant, a healthy liver from a donor is transplanted into the patient to replace their damaged liver.
Making lifestyle changes, such as quitting alcohol or losing weight, can help to improve liver function and reduce the risk of further damage.
Liver failure is a serious condition that can lead to a range of health problems. However, with prompt medical attention and the right treatment, many people are able to recover from liver failure and regain good health. If you are experiencing symptoms of liver failure, it is important to speak to a healthcare professional right away.
What are the signs of liver failure?
Signs of liver failure include jaundice, abdominal pain and swelling, nausea and vomiting, confusion and disorientation, fatigue and weakness, and dark urine.
What causes liver failure?
Liver failure can be caused by a range of factors, including hepatitis, alcohol abuse, cirrhosis, medications, and exposure to toxins.
How is liver failure treated?
Treatment for liver failure may include medications, liver transplant, and lifestyle changes such as quitting alcohol or losing weight.
Can liver failure be prevented?
While there is no surefire way to prevent liver failure, you can reduce your risk by avoiding alcohol abuse, getting vaccinated against hepatitis, and avoiding exposure to toxins.
What is the long-term outlook for people with liver failure?
The long-term outlook for people with liver failure depends on a number of factors, including the underlying cause of the condition and the severity of the liver damage. With prompt medical attention and the right treatment, many people are able to recover from liver failure and regain good health.
- American Liver Foundation. (2021). Liver Failure. https://liverfoundation.org/for-patients/about-the-liver/diseases-of-the-liver/liver-failure/
- Mayo Clinic. (2021). Liver Failure. https://www.mayoclinic.org/diseases-conditions/liver-failure/symptoms-causes/syc-20374502
- National Institute of Diabetes and Digestive and Kidney Diseases. (2017). Liver Failure. https://www.niddk.nih.gov/health-information/liver-disease/liver-failure
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| 0.927525 | 1,091 | 3.0625 | 3 |
General dentistry helps you maintain good oral health and hygiene. A good dentist will also work to prevent and treat conditions of the mouth before they lead to unpleasant circumstances. Regular check-ups and dental cleaning are the two most important things that can be done to prevent disease and tooth loss.
Regular check-ups are the most important treatment and the most effective preventive care anyone can undertake. Standard six month intervals appointments usually fine for most people. When an occasion arises when you need additional care due to a tooth ache, chipped tooth or some other unforeseen event, an additional appointment can be made to address the issue. Contact us today to set up your appointment.
Brushing and flossing do more than protect your teeth from decay. They also prevent gum disease and bad breath. Over time plaque builds up on your teeth in the hard to reach places and along the gum line. Regular dental cleanings removes this build up and prevents gum disease. Dental cleanings also help pinpoint trouble spots and take action agains such areas.
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<urn:uuid:6ad1e204-c911-4697-a0ca-bbf95ddf0185>
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CC-MAIN-2023-14
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https://www.fergusonsdental.com/checkups
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| 0.940041 | 221 | 2.71875 | 3 |
ঘূর্ণযন্ত্রজল, বায়ু বা বাষ্পে চালিত চাকা
Noun(1) rotary engine in which the kinetic energy of a moving fluid is converted into mechanical energy by causing a bladed rotor to rotate
(1) It uses the flow of water to turn a miniature turbine that creates an electric spark that lights the pilot.(2) This heat can be used to boil water, producing steam to run a turbine that turns an electric generator.(3) Unfortunately there was enough hot air in it to power a turbine .(4) Water power will again turn the mill wheel and drive the turbine to provide electricity to light the building.(5) The heat is not wasted but is used to make steam that drives a turbine that generates electricity.(6) The machine uses wind power to drive a turbine that sucks water out of the sea, sprays it into the atmosphere and creates clouds.(7) The sound of the rotary is unmistakably unique, somewhere between a jet engine and a turbine .(8) Plastic is used for the turbine and compressor wheels, which have low inertia and mass.(9) Usually, you just use heat to heat up water, which turns into steam that turned a turbine .(10) The steam that made the turbine rotate is condensed back into water and is recycled to the heat exchanger.(11) He said the bridge would be equipped with tidal turbines , powered by the force of the sea, to generate electricity.(12) General Electric is already the biggest maker of turbines for power plants.(13) That heat can produce steam which can turn turbines to generate electricity.(14) The devices made by the students included wind and water-powered turbines and solar water heaters.(15) These new turbines produce 3MW of power each making them the most powerful yet.(16) The dam made hydroelectric power possible by forcing water through giant turbines .
(1) wind turbine :: বায়ু ঘূর্ণযন্ত্র
1. turbine ::
Different Formsturbine, turbines
English to Bengali Dictionary: turbine
Meaning and definitions of turbine, translation in Bengali language for turbine with similar and opposite words. Also find spoken pronunciation of turbine in Bengali and in English language.
Tags for the entry "turbine"
What turbine means in Bengali, turbine meaning in Bengali, turbine definition, examples and pronunciation of turbine in Bengali language.
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Promise and Potential: The Employment Angle of Accessible Self-Driving Cars
When it comes to employment supports—those resources we all need to access employment opportunities and perform our jobs effectively—transportation is one of the most impactful. After all, your dream job is out of reach if you can’t get there. Thus, accessible and affordable transportation options are crucial to the employability of all individuals, and especially people with disabilities, who often face barriers commuting to work.
In alignment with PEAT’s goal to promote the incorporation of accessible technology into work-related transportation systems, the Ruderman Family Foundation recently issued a white paper entitled “Self-Driving Cars: The Impact on People with Disabilities.” The paper examines new self-driving car technologies and their promise for advancing the employment of people with disabilities—as long as developers incorporate accessibility into these technologies from the start. In fact, authors estimate that “mitigating transportation related obstacles for individuals with disabilities would enable new employment opportunities for approximately 2 million individuals with disabilities.”
Self-driving cars show exciting promise to address existing barriers for people with disabilities traveling to and from work. Currently, workers with disabilities encounter a range of transportation supports, including subsidized public transportation benefits, ridesharing programs, and preferential parking privileges. Challenges of these current options include inaccessible public transportation, sporadic and unreliable service with taxi and transit systems, and costly retrofitting to make vehicles accessible to people with physical disabilities. Autonomous vehicles, the authors argue, could ease work-related travel and deliver broad benefits, including “$1.3 trillion in savings from productivity gains, fuel costs, and accident prevention, among other sources.”
Widespread adoption of self-driving cars may be a decade away, but they will only be a solution for people with disabilities if they are accessible, both physically and technologically. The white paper recommends developers and designers consider the following components:
- User interfaces should feature both auditory/visual systems and speech/text options.
- Lifts, wheelchair ramps, and processes for stowing chairs during travel should be standard.
- Interfaces should be limited in complexity and communicable with mobile devices and GPS.
- Vehicles should incorporate universal design principles for usability and accessibility with a potential range of vehicle options to meet the needs of various users.
As stated, these cars and systems should be universally designed. According to the paper, “disability advocates urge that autonomous vehicles be designed for inclusion as early as possible in the design and manufacturing process. By incorporating accessibility in the front-end of development, the community will not be forced to fight for accessibility on the back-end.”
We at PEAT could not have said it better, and we look forward to watching and influencing how accessible transportation technology drives access to employment for people with disabilities.
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Field Guide to Owls of California and the West (California Natural History Guides)
Hans J. Peeters
* colour plates illustrate every one species
* variety maps express the western distribution of North America's owls, 14 of which happen in California
* deals counsel for locating and looking at owls
* provides details on tips to layout, position, and preserve nest boxes
* Describes human attitudes towards owls via heritage, together with in local American cultures of the West
conserving the standard trend. for instance, the japanese Screech-Owl (Megascops asio) has a strikingly reddish shape in addition to the extra common grey style, in addition to intermediates, and the Western Screech-Owl has either a grey and a brown part. at the moment, no ecological reason behind those diversifications is completely passable. it's attainable that they're not more significant from an adaptive perspective than the red-haired humans scattered in human populations. even if, crimson screech-owls are stated to.
biggest prey by means of some distance but in addition chosen from the best dimension diversity, while the Long-eared Owl was once the main constrained in its choice of prey species, picking mammals nearly solely and particularly searching out voles. total, prey measurement used to be most probably the executive determinant in feeding area of interest segregation (Marti 1974). Northern Saw-whets in southwestern Idaho chosen prey from a way more constrained dimension variety than did the sympatric Western Screech-Owls (Rains 1997). in addition to the Long-eared Owl, the.
perspective and administration practices of personal landowners and irrigation districts. The Burrowing Owl is safe via either nation and federal legislation. for instance, the federal Migratory chook Treaty of 1918, amended in 1972 so as to add eagles, hawks, and owls to the checklist of safe species, makes it unlawful to take (a time period that comes with destroying nests or killing the birds), own, purchase, promote, or barter them or elements thereof. despite the fact that, the legislation isn't really protecting adequate to prevent the slaughter of thousands of.
Douglas-fir habitats might be according to the abundance of lepidopterans present in those timber (McCallum 1994b), 4 occasions as many as in different universal western conifers (Furniss and Carolin 1977). At larger elevations, it's present in pink fir (Abies magnifica) forests. Aspens (Populus tremuloides) and combined forests of white fir (Abies concolor), Douglas-fir, incense-cedar (Calocedrus decurrens), and sugar pine (Pinus lambertiana) are also appropriate habitat if open in point and containing shrubs and dense.
White, the eyebrows and rictal bristles white to off-white, and the top and again rufous with basic blackish shaft streaks missing crossbars. There are huge white spots at the outer scapulars and a moment disrupted row at the top secondary coverts. The underparts are brilliant white with blotches (some oak-leaf formed) or vast crossbars of rufous bordering blackish shaft streaks of variable width. The legs are rufous or white. The juvenile japanese Screech-Owl is free feathered and fluffy, grayish.
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As MTV images flash on the screen, we instantly recognize a face and a car after just a brief glimpse. We need more time, however, to scan a scene when searching for our car in a parking lot or a friend's face in a crowd. To understand fully how we recognize objects in visually cluttered scenes, neuroscientists must first know how the brain filters the initial input. Yet little is known about how the brain represents briefly glimpsed scenes of visual clutter, even those with just two or three objects.
Now, researchers in MIT's McGovern Institute for Brain Research have found strong evidence for a new understanding of how the brain processes several objects at once, organizing the visual information in a systematic, predictable manner for higher levels of the brain to interpret. The study appears in the September issue of the Journal of Neuroscience.
"Our brains recognize objects so easily we never think about it; however, it is a very complex problem," explains James DiCarlo, head of the research team and an assistant professor in MIT's Department of Brain and Cognitive Sciences (BCS). "We must solve this problem before we can create artificial visual machines. We can teach a robot to recognize [isolated] keys, but it has difficulty recognizing keys next to a wallet."
To dissect the problem, DiCarlo's group studied brain activity during controlled clutter situations. First authors Davide Zoccolan, a postdoctoral associate, and David Cox, a graduate student in DiCarlo's lab, showed monkeys quick glimpses of scenes with single objects, or with two or three objects. The exposures were too brief for the monkeys to scan the scene or direct attention towards any one object. Using microelectrodes, the team measured the responses of 104 different neurons in the monkeys' inferotemporal (IT) visual cortex, a brain region important for visual recognition.
Scientists know that each IT neuron responds more intensely to some objects than others, suggesting that these neurons play a role in object discrimination. For example, a neuron may fire intensely at the sight of a key, but barely at all at a wallet. How does that neuron respond to the sight of both a key and a wallet in one scene? The limited existing data suggested that the presentation of the wallet degraded the responses of IT neurons responding to the key, as if noise randomly blurs the brain's representation of the key.
However, the McGovern team's study reveals how the brain may cleverly avoid being confused by simple clutter. They found that additional objects in the scene do change an IT neuron's response. But this change obeys a remarkably systematic rule: The neuron's response to two objects together is the average of its responses to each item separately -- halfway between the responses elicited by a key and wallet individually. The same rule holds true when three objects are presented.
This finding suggests that the simultaneous presentation of multiple objects does not randomly blur the brain's representation of an individual object, but rather changes the representation in a predictable manner. This underlying rule may be one way the visual system processes input that higher brain levels can easily interpret, instantly recognizing multiple objects after even just a brief glimpse. "Although other possible rules would also allow this," DiCarlo says, "the averaging rule may be one that strikes a balance between preserving the information that both objects are present, while also keeping the responses of neurons to reasonable levels."
"This process surely has limits," he continues. "As scenes become more cluttered, the brain must begin to rely on additional processes, such as attention and eye movements. But the brain already can do a lot of remarkably powerful work before such processes kick in."
This work was supported by the NIH, the Pew Charitable Trusts, an International Human Frontier Science Program postdoctoral fellowship, and a National Defense science and engineering graduate fellowship.
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Ice Harvest to Winter Farmers’ Market. Chinese New Year to Tu B’Shevat. Wind Turbines to Meteorology. Hendrix to Ben-Hur… These are just a few of the learning highlights we’re featuring this week! Get out into your community and learn while you play! And be sure to check our list of supporting book titles to supplement the learning on the different topics highlighted each week. Purchase them for your family library, or check them out from the public library!
It’s that time of the year when families are being to think about their next step with their children’s education. Several schools will be offering open houses this weekend, along with a preschool resource fair for families just starting their investigation in various learning institutes and establishments offered in the region. Here are seven upcoming opportunities:
- Saturday, Jan 26th at Montessori School of the Berkshire in Lenox Dale from 9-11am
- Saturday, Jan 26th at The Common School in Amherst from 10am-12noon
- Saturday, Jan 26th at UMass OFR Preschool Resource Fair in Amherst from 10am-1pm
- Saturday, Jan 26th at Hartsbrook School in Hadley from 10am-12noon
- Sunday, Jan 27th at The Academy at Charlemont from 1-3pm
- Sunday, Jan 27th at Cloverdale Cooperative Preschool in Florence from 1-3:30pm
- Next Sunday, Feb 3rd at Greenfield Center School from 1-4pm
Celebrate the Chinese New Year with the Pioneer Valley Chinese Immersion Charter School on Saturday afternoon, January 26th in Northampton! Families can learn about Chinese culture, as well as the traditions surrounding the event. Then later in the week, pay a visit to the Smith College Museum of Art’s Asian art exhibit to learn more about Chinese culture – it opens on February 1st!
In the morning on Saturday, celebrate the Jewish holiday of Tu B’Shevat – also known as Jewish Earth Day- with Jewish entertain-ucator Felicia Sloin and puppeteer Kate Holdsworth at Temple Beth El in Springfield. This free performance is filled with music, puppets, and stories that will teach kids about the holiday. The show is designed for young children, but all are welcome to come and learn about Jewish culture and traditions. Then on Sunday morning, January 27th, continue the celebration at Temple B’Nai Israel in Northampton! Tu B’Shvat is a celebration of trees, and calls for reflection on our relationship with the natural world. Families of all backgrounds can take part in this free celebration, which will include lots of fruit and environmentally-themed games.
Celebrate CISA’s Winter Fare Week at the Northampton Farmers’ Market and the Springfield Winter Market this Saturday, January 26th. These markets are filled with a wide variety of local produce and locally produced foods – shop tables filled by farms, bakeries, orchards, and more to find foods your family will love. At the Northampton event there will be special workshops on food preservation, sustainability, and self sufficiency, too! Families who preserve their own food can participate in a barter market, too – trade your homemade pickles for local blueberry jam, or eggs from your chickens for homemade local applesauce. At the Springfield event, stop by the market for workshops and fun kids’ activities. The workshops offered will be on teaching kids to cook and preparing efficient, eco-conscious, and affordable family meals.
Another way to enjoy food locally is by joining in a community dinner or breakfast! This Sunday morning, January 27th, bring your family to fill up on pancakes with the Belchertown Fire Department at a community pancake breakfast! … Maple season is just around the corner! Get your pancake chops ready now!
STEM (Science, Technology, Engineering & Math)
This Saturday morning, January 26th, learn how to be a mad scientist – safely! – using ingredients found in your kitchen! Kitchen Ka-Boom at the Berkshire Museum in Pittsfield is a special program filled with wacky kid-safe experiments that can be easily replicated at home and will help kids learn about basic scientific principles.
In the afternoon on Saturday, kids can build crazy LEGO creations at the Dickinson Library in Northfield! LEGOs are a great creative medium for kids interested in design and architecture, and can help them develop their own creative stories based on characters and structures that they build.
On Wednesday evening, January 30th, the Collaborative for Educational Services is offering a free parent workshop, “Tech for Tots,” focused on developmentally appropriate use of technology. The workshop takes place at Hatfield Elementary School, and parents will learn about the impact of use of technology on normal child development – technology use can impact social skills, learning, and brain development if not done appropriately.
Students at the Great Barrington Rudolf Steiner School will present their own unique, independent science research on Wednesday evening, January 30th, at the school’s annual science fair! Students choose their own topics to research, then are mentored by an expert in the field that they have chosen in order to help them learn how to do accurate research, provide them with necessary background information, etc. The process helps students learn how to be a scientist, and the role that scientific research plays in our lives. Families can learn about many different scientific phenomena by viewing the exhibits, and can learn about ways to conduct their own scientific research at home.
On Thursday afternoon, January 31st, meet an actual television meteorologist! Sprout Homeschool Science Program is offering a field trip to a television station in Springfield where kids will be able to learn about how air temperature, the water cycle, weather monitoring, and knowledge of climate all help meteorologists make their weather predictions. Kids will be able to see meteorology equipment and can ask questions, too! Fits perfectly into elementary-aged studies of earth sciences, especially the water cycle and climate.
Also on Thursday afternoon, in preparation for the Science and Sustainability Expo happening in April, there will be a KidWind Workshop for educators and parents of youth in grades 4-12 to learn how to build a mini wind turbine in Greenfield. Build and take home a free model electricity generating wind turbine with your own blade design. Learn about the knowledge, skills and resources needed to bring wind energy education to your youth using standards-based activities in an engaging, hands-on manner.
Enjoy some mid-day Baroque music at the Pelham Library on Saturday at noon, January 26th! The library’s monthly tea will feature a free performance by The Montague Consort, featuring music for piano and recorder. Great for older students interested in learning about music history!
On Saturday evening, The Academy of Music Theater in Northampton screens Hendrix 70: Live at Woodstock, a documentary about Hendrix’s road to Woodstock, as well as footage of his most famous (and probably most memorable) performances. Young music buffs will love seeing Hendrix’s Woodstock performance and hearing live version of his classic songs. Older students interested in music history can learn about the early days of classic 70’s rock and will learn more about the history behind the sounds that influenced much of today’s music. Then on Sunday, January 27th, head over to the Springfield Museums to check out GUITAR: The Instrument That Rocked the World, an exhibit which shares the history and science behind this iconic musical instrument. Families can also learn about over 60 rare, unique, and antique instruments, learn about playing music through hands-on interactive exhibits, and more!
The Clark Museum’s Widescreen Wonders series continues on Saturday in Williamstown with a free screening of Ben-Hur, a 1959 epic about the Roman Empire in Palestine. The film, directed by William Wyler, included a cast of thousands of actors and swept in eleven Oscars. Older students interested in film will love seeing this classic!
Celebrate the 151st birthday of prolific writer Edith Wharton on Saturday, January 26th at The Mount in Lenox Wharton’s beautiful and historic home! The mansion will be open for visitors of all ages to explore for free – guides will be available for tours throughout the day. Kids can do a scavenger hunt and make their own journals to write down their thoughts and ideas – just like Edith! Tie the celebration into family studies of classic literature and/or historic homes and architecture.
Monday evening, January 28th is the first meeting of First Steps to Reading, a free workshop series for parents of kids from birth to five years old in Belchertown. Parents will learn ways to prepare their children for reading at home by sharing books, writing, playing, exploring and singing. The workshops run weekly through March 4th, and each meeting will focus on a different aspect of reading preparation, teaching parents how to support their children’s budding literacy.
Families with early readers can take part in a free literacy workshop at the Lee Library on Tuesday morning, January 29th! The workshop is part of a six-week series, and is open to families with kids ages 5 and younger. The program will focus on teaching skills that will eventually help children learn to read in school – parents can work on these basic skills at home with their kids in order to help them be ready to read!
Do you ever wish that you could recommend your favorite books to other library visitors? The Forest Park Branch Library in Springfield invites Forest Park Reads, a free series where families can read new books (or chapters of books) and then rate them using a star system so that other library visitors can choose great new things to read on Tuesday afternoon, January 29th!
SNOWSHOE HIKES & ANIMAL STUDIES
Snowshoe under the full moon at Pleasant Valley Wildlife Sanctuary in Lenox on Saturday evening, January 26th, or spend the entire day and evening outdoors on Sunday, January 26th, snowshoeing, cross country skiing, and snow hiking at Stump Sprouts Cross Country Ski Area in Hawley!
Learn about the secret lives of amphibians on Saturday afternoon, January 26th at the Berkshire Athenaeum in Pittsfield. Berkshire Community College professor Tom Tyning will present information about frogs and salamanders, as well as his new book – A Guide to Amphibians and Reptiles.
Smith College’s National Girls and Women in Sports Day celebration takes place in Northampton on Sunday afternoon, January 27th! This free event, open to girls in 3rd-5th grade, celebrates girls and women participating in sports at all levels – from professional ice hockey to high school basketball to recreational summer soccer. Girls participating in the event will learn about (and get to try!) many of the sports played by women at the collegiate level, including rugby, cheerleading, field hockey, soccer, lacrosse, rock climbing, and more. The event is a great opportunity for girls to learn about advanced levels of sports, and the female athletes they meet can serve as role models for budding athletes of all abilities.
If your girls are interested but can’t make the Smith College event, girls in grades 3-8 can participate in a similar free event on Saturday, February 2nd at Massachusetts College of Liberal Arts’ National Girls and Women in Sports Day event in Williamstown! There will be separate workshops for kids and adults, all of which will teach girls and women about participating in sports and the many different athletic opportunities available to them. The event celebrates the female presence in athletics, and young participants will learn about the hard work that it takes to be a higher level athlete.
By special arrangement with Hilltown Families, Shakespeare & Company in Lenox is pleased to offer our readers a rare opportunity to take in a classic Shakespearean performance paired with a guided tour backstage. On Friday, Feb. 15th at 10am, schools and homeschooling families are invited to a performance of A Midsummer Night’s Dream at the Tina Packer Playhouse, followed by a backstage guided tour where participants can learn how the process of theatre is crafted in the costume shop, prop studio, and production workshop. Tickets for this package are only $8/person and a Study Guide for educators is available to download before attending. To reserve discounted tickets, contact Alexandra Lincoln, and let her know you are a Hilltown Families reader: 413-637-1199 x131. Shakespeare & Company is located at 70 Kemble Street in Lenox. www.Shakespeare.org.
Find out about these events and over 100 other events & activities happening all next week in our List of Weekly Suggested Events. All of our listed events are “suggested.” Please take a moment to confirm that these events are happening as scheduled, along with time, place, age appropriateness and costs before heading out.
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Editor’s Note: Each week, we cross-post an excerpt of Katrina vanden Heuvel’s column at the WashingtonPost.com.
Insecurity in America is on the rise—and was even before the Great Recession.
The Rockefeller Foundation just released a study of economic insecurity in America, which was developed by Yale professor Jacob Hacker and measures harsh changes in circumstance: For example, it reveals how many Americans have been subjected to a staggering decline of 25 percent of "available household income," either from loss of income or sudden, unanticipated out-of-pocket medical costs, and how many were without the savings to buffer the damage. Brutal losses such as these take six to eight years to recover from, the report said.
Economic insecurity affected 12.2 percent of Americans in 1985 and spiked to 17 percent during the 2000 downturn. In 2007, when economists were celebrating "the Great Moderation," insecurity was higher than in 1985, affecting 13.7 percent of Americans. In 2009, after the downturn, Hacker estimates that one in five Americans was hit with a 25 percent decline in available household income. And the report estimates that between 1996 and 2006—before the collapse—fully 60 percent experienced such loss.
What happened? Incomes stagnated for most Americans. Medical costs rose far faster than inflation or incomes. Fewer people received pensions or health care at work. Households took on rising levels of debt to try to make ends meet. Hacker found that a majority of Americans have almost no savings to fall back on at a time of an emergency.
The Great Recession appears to be a turning—for the worse, with trillions in retirement savings and home values obliterated. When Wall Street took us over the cliff, Presidents Bush and Obama threw everything but the kitchen sink at the economy to staunch the losses. Nearly a trillion in fiscal stimulus. Trillions in Federal Reserve support for banks here and abroad. These measures, as Alan Blinder and Mark Zandi detail in a recent paper, stopped the freefall.
But the so-called recovery has done little to reduce staggering rates of unemployment and underemployment, which are projected to continue for years. The unemployment figure—stuck at about 9.5 percent for a year—understates the reality. More and more workers are dropping out of the economy, not counted as unemployed because they have given up looking for work. Analyzing Bureau of Labor Statistics data, economist Charles McMillion concluded that the unemployment rate is unchanged since last June, but he said "the BLS also reports that 919,000 fewer people were employed in June 2010 than in June 2009." And, he adds, "the U.S. population also increased by 2.6 million" in the last year.
Long-term high levels of unemployment will make the insecurity revealed in the Hacker documents grow much worse. This is an economy in deep trouble.
And that is what makes the partisan debate in Washington so infuriating. Republicans believe they will benefit from obstructing everything, even the routine extension of unemployment benefits that they held up for weeks. Blue Dog Democrats have bizarrely begun to focus on deficit reduction, making it impossible even to get a vote on a serious jobs program. Now Washington is bracing for a donnybrook over the upcoming expiration of the Bush tax cuts. Democrats want to extend them for everyone making under $250,000. Republicans, straying from their reborn faith in balanced budgets at the first glimpse of a tax cut, are planning to go to the mats for extending cuts for the wealthy.
Rep. Paul Ryan (R-Wis.) describes the debate as "a dress rehearsal" for the 2012 presidential race, suggesting it reflects radically different images of American society. According to Ryan, the fundamental question would be, "Do we want to have an opportunity society with a safety net or a cradle-to-grave society with a welfare state?"
Read the rest of Katrina’s column at the WashingtonPost.com.
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Hello and thank you for the question. Below I have provided you with
some general background information on the copper oxidation process
and information specific to the topic areas outlined in your question.
Please request clarification if you need further assistance with your
GENERAL BACKGROUND INFORMATION
Fact Index Entry on Copper Oxide
"Copper oxide is a substance formed when copper oxidizes. There are
two forms, copper (I) oxide (cuprous oxide Cu2O) a red powder and
copper (II) oxide (cupric oxide CuO) a black powder. It has some
scientific uses, including use as a superconductor. The mineral
cuprite, a red colored crystal, is copper I oxide."
Copper (I) oxide or cuprous oxide (Cu2O) Encyclopedia Entry (explains
some of the conduction properties)
CONDUCTION PROPERTIES OF COPPER OXIDE
"Cuprous oxide was used in one kind of metallic rectifier, a
predecessor of the semiconductor diodes of today. A plate of copper
was strongly oxidized on one side to produce a thick layer of CuO.
This was heat-treated so that a thin layer of Cu2O would grow between
the Cu and the CuO. Then the CuO was stripped off with acid, and a
contact of lead or similar material applied. The copper base plate
acted as an n-type material, while the Cu2O was p-type, and a
pn-junction was formed. This junction had a forward bias voltage of a
few tenths of a volt, a reverse breakdown voltage of 5V or 6V, and a
rather low maximum operating temperature. A stack of such elements
could be assembled for higher voltages. The reverse current was larger
than would be tolerated now, but was satisfactory for battery chargers
and other similar devices. Similar rectifiers were made from Cu2S on
magnesium, and selenium on iron or aluminium. These were quite
satisfactory for low voltages and moderate currents, but have been
completely replaced by the cheaper silicon diodes with far superior
Heating the copper produces Cuprous oxide- which acts as a semi-conducter:
"As the copper starts to heat up, you will see beautiful oxidation
patterns begin to form. Oranges, purples, and reds will cover the
"As the copper gets hotter, the colors are replaced with a black
coating of cupric oxide. This is not the oxide we want, but it will
flake off later, showing the reds, oranges, pinks, and purples of the
cuprous oxide layer underneath."
"Cuprous oxide is a type of material called a semiconductor. A
semiconductor is in between a conductor, where electricity can flow
freely, and an insulator, where electrons are bound tightly to their
atoms and do not flow freely.
In a semiconductor, there is a gap, called a bandgap between the
electrons that are bound tightly to the atom, and the electrons that
are farther from the atom, which can move freely and conduct
Electrons cannot stay inside the bandgap. An electron cannot gain
just a little bit of energy and move away from the atom's nucleus into
the bandgap. An electron must gain enough energy to move farther away
from the nucleus, outside of the bandgap.
Similarly, an electron outside the bandgap cannot lose a little bit
of energy and fall just a little bit closer to the nucleus. It must
lose enough energy to fall past the bandgap into the area where
electrons are allowed."
Conduction of Copper Oxides:
"At temperatures your workers will encounter, copper metal is a MUCH better
conductor than copper oxide. The new "high temperature" superconductors
(which actually are superconducting only at temperatures far below that of
dry ice) contain copper and oxygen, but they also must contain other
elements, such as yttrium and barium, as well. Copper oxide alone doesn't
do the trick."
"Metal oxides are generally not very good conductors, in fact, most are
dielectrics and hence non-conductors. Some metal oxides are semi-conductors
(and also super conductors at low temperature in some cases). Certainly,
copper and aluminum are much better conductors than their corresponding
oxides at any temperature linemen will encounter.
Copper, lead, and aluminum oxides formed by corrosion are decidedly poor
conductors. I am not an electrical engineer but I know if I let the terminals
of a battery become corroded, the battery no longer delivers electricity
(i.e. the corrosion products are insulators).
Superconductivity -- the disappearance of electrical resistance -- only
operates at very low temperatures obtainable only in labs at the present
time -- although there is a lot of research seeking higher temperature
Most metals, including copper and aluminum, form thin metal oxide film
layers when exposed to air for even a brief time -- this is what makes a new
penny turn dull after a few days or weeks. These oxide layers are so thin
however that for all practical purposes they do not interfere with the
conductivity across such layers."
"The common building blocks for most high temperature (high
tex2html_wrap_inline5335 ) superconductors are copper oxide layers,
as depicted in Figure 1.6. Assume the distance between copper atoms
(filled circles) is a. For simplicity let us also assume that in the
third dimension these CuO tex2html_wrap_inline5079 layers are simply
stacked with spacing c, and there are no other atoms in the crystal.
In first approximation the layers have a four-fold symmetry; the
crystal is tetragonal."
CUPRITE IS FORMED AS A MINERAL
"THE MINERAL CUPRITE
* Chemical Formula: Cu2O, Copper Oxide
* Class: Oxides and Hydroxides
* Uses: Ore of copper, rarely as a gemstone.
Cuprite has been a major ore of copper and is still mined in many
places around the world. Of all the copper ores except for native
copper, cuprite gives the greatest yield of copper per molecule since
there is only one oxygen atom to every two copper atoms. As a mineral
specimen, cuprite shows fine examples of well-developed cubic crystal
forms. Cuprite's dark crystals show internal reflections of the true
deep red inside the almost black crystal. Other varieties, such as
chalcotrichite, show tufts of needle-like crystals that have a
beautiful red color and a special sparkle that make them popular
display cabinet specimens."
NOMINAL PHYSICAL CONSTANTS OF COPPER OXIDE
"Molecular Weight (g/mol.) CuO=79.55:Cu2O=143.08
Merck 11, 2650/ 11,2671
Theoretical Density (g/cm3) 6.3- 6.49
Melting Point (°C) 1235- 1326
Boiling Point (°C) ~ 1800"
Surface Chemistry of Copper Nanoparticles and Direct Spray Printing of
Hybrid Particle/Metallorganic Inks
Douglas L. Schulz, Calvin J. Curtis, and David S. Ginley National
Renewable Energy Laboratory, Golden, Colorado 80401-3393, USA
"Copper films have been direct written on heated substrates using both
neat metallorganic and two-component, copper nanoparticle/copper
metallorganic inks. Commercial nanoparticle copper (nano-Cu) was
characterized by transmission electron microscopy and powder X-ray
diffraction (PXRD) and found to consist of Cu/Cu2O spherical particles
measuring 100-500 nm in diam. The Cu2O was etched away using an excess
of hexafluoroacetylacetone (Hhfa) and vinyltrimethylsilane (VTMS)
yielding pure Cu by PXRD. Hhfa etching in the absence of VTMS led to
the formation of millimeter-sized Cu particles at room temperature.
Neat (hexafluoroacetylacetonato)Cu(I)-(VTMS) (Cu(hfa)·VTMS) was spray
printed in a nitrogen ambient on glass microscope slides and Kapton at
210-230°C to give dense, adherent films. Hhfa/VTMS-etched nano-Cu was
mixed with (Cu(hfa)·VTMS) and spray printed in a nitrogen ambient on
glass microscope slides and Kapton at 210-220°C. Copper films produced
by both approaches were characterized by scanning electron microscopy
and standard four-probe resistivity techniques."
[PDF] Superconducting Bi Sr Ca Cu O phase formed by penetration
[PDF] Anisotropic Resistivities
"A specimen of the copper oxide-filled carbonate material was
subjected to a parallel-bar-contact surface-resistivity test and a
static-discharge test at a temperature of 22 °C and relative humidity
of 50 percent. The specimen was found to have a surface resistivity of
109 ohms per square on its rough side and 1010 ohms per square on its
smooth side. The time for discharging from a potential of 5,000 V to
500 V was measured to be about 0.1 s, and there was no measurable
charge left after 5 s. These measured characteristics are well within
the acceptable ranges for an antistatic material according to
applicable NASA and military standards."
"* Copper Oxide
Cu2O is used in red ceramic porcelain glazes and red glasses. Also a
pigment for anti-fouling paints. CuO is used as a flux for CA
metallurgy, as an optical glass polishing agent, as a pigment, in
sweeting petroleum gases and in galvanic electrodes"
Oxygen Free Copper:
"C103 or Cu-OF and CU110 or Cu-OFE are produced by melting and casting
the copper under a near vacuum atmosphere to give very low residual
oxygen content. Such grades should be specified for applications where
resistance to hydrogen embrittlement is required with no loss in
conductivity. The grade C110 is designated for electronic purposes and
is relatively expensive. The oxide film formed on its surface at high
temperature is tightly adherent, making it suitable for vacuum tight
glass to metal seals. It also has a very low content of volatiles,
making it ideal for use in conditions requiring consistently high
GOOGLE SEARCH STRATEGY
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| 0.871018 | 2,324 | 3.34375 | 3 |
Riverside - south bank east of the Tower. Broadness
A stretch of open marshland containing some useful instrumentation and an isolated community of boats and sheds, It is however about to become Disneyland (honest!)
Post to the east Northfleet terminal
Post to the north Grays
Post to the west West Thurrock Terminal
Broad Ness Lighthouse. This is to guide vessels from St. Clement's Reach into Northfleet Hope and is 23 miles from London Bridge. It was established in 1885 but the current tower was erected in 1975 and converted to electricity in 1981. It is 43 feet high with a light visible for 12 miles,
Navigation beacon on a buoy near to the northern tip of the Swanscombe Peninsula. The beacon emits light and radio waves to vessels using the river to assist with navigation.
Broadness Creek is a tidal inlet full of moorings, old boats, jetties and semi-permanent buildings .
It is the outfall of a number of streams, ditches and dykes through the marshland
Wooden stake and brushwood trackway on foreshore near the mouth of Broadness Creek . This may be prehistoric. Erosion of the foreshore on which the trackway lay showed a layer of flint
Anti-tank blocks. There is a possible Second World War tank trap, made up of 24 large concrete blocks in the river channel
Broadness salt marsh,
This area of marshland is said to be reclaimed land which has had extensive tipping from the cement and the waste industries,
Ferry from West Thurrock. It is not known where on the Broadness peninsula that the ferry ran to – the point itself seems unlikely given the distance and difficulty of travelling from there. The site of Bell Wharf may be a good alternative site and several footpaths converge there.
White’s Jetty. White’s Swanscombe works dated from 1825 and at some time a railway was built from here to a jetty in the marsh. Clearly the semi derelict jetty with an arm extending into the river and with rail line embedded in it is more modern and has been rebuilt. It is however known that the railway line was very early
Radar Scanner – this is a navigational aid belonging to the Port of London Authority
Pylon. This 670 foot tower carries power lines across the river, linking with another on the north bank. They date from the mid 1960s and are probably the tallest electricity pylons in the UK
Broadness weather station. This belongs to the Port of London Authority and monitors temperature and other weather conditions. It includes an anemometer.
Dartford Council. Web site
London Paramount. Web site
Stoyel and Kidner. The Cement Railways of Kent
Swanscombe Project., Web site
Tucker. Ferries of the Lower Thames
Where Thames Smooth Waters Glide. Web site
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MOBILE TECHNOLOGY: AN APPROACH TO EDUCATION SYSTEM
Jamia Millia Islamia (INDIA)
About this paper:
Appears in: INTED2009 Proceedings
Publication year: 2009
Conference name: 3rd International Technology, Education and Development Conference
Dates: 9-11 March, 2009
Location: Valencia, Spain
Abstract:Mobile technology is an evolving trend in education at all levels. Mobile technology is being used for curriculum design to improve interactivity in the classroom.Applications of mobile technology in education can provide benefits to both students and educators. Mobile technology provides greater flexibility in student learning. Students can have access to educational materials through their mobile devices, which enable them to learn as and when the need arises and when the time is right for them, no matter where they are -- even when they are on the move. With mobile devices, educational materials are not only readily available to students but they can also be delivered to students based on their needs and preferences. A blended approach to enabling learning with mobile technologies is necessary as successful and engaging activities increasingly draw on a number of different education theories and practices. Substantial issue for m-Learning concerns easy access to available, affordable and appropriate information/content.Undoubtedly, the use of mobile technology in education will accelerate with the rapid advancement of mobile and wireless technologies.The paper presents various mobile devices and their applications in educational settings creating support for teaching and learning. The paper provides a viewpoint with regard to the use of mobile and wireless technologies to assist learning and communication.
Keywords: m-learning, mobile technology, learning framework, wireless.
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| 0.918461 | 361 | 2.9375 | 3 |
Schoolhouse Journals August 2013
Figs, Apples and Squash OH MY!
By Chef Christopher Dobrowolski
You guessed it we are talking fall foods today.. Why? Because you should already be thinking about it that’s why. Summer is almost over and the endless crops of tomatoes and corn are fading fast so it’s time to start thinking about ground vegetables and a fruit that is hearty.
Most people do not know that squash or gourds are one of the oldest known cropped vegetables dating back ten thousand years. Of course way back then not only did they eat the squash they also dried and hardened them for jugs, bowls, utensils and countless other uses.
Moving on to something that dates back to 9th century B.C the FIG, believe it or not this incredibly great fruit has been mentioned in books as far back as the bible and other ancient writings. In the B.C period Greece actually banned the export of the good figs and were treated as a common currency (better the fig higher the worth in trade). Figs have the highest nutritional values by weight than any other fruit and the leaf from a fig tree has been used for centuries in lowering insulin levels and triglycerides.
Now to talk about one of the most popular fruits that has helped create the beautiful city of Sedona, AZ, the APPLE ! The apple was the first crop ever planted in Sedona due to the high desert climate. The apple orchards in Sedona fueled the economy of the Verde Valley since the 18th century; it was right there with copper mining until the movie scene took over in early 1930. The oldest orchard is still producing and is one of the most visited places in Northern Arizona but most people know the area as Slide Rock and not for its rich history.
Okay all that being said I am going to give you a gem of a recipe that incorporates all these amazing foods and will help create a conversation at the party you serve this at.
Schoolhouse Stuffed Pumpkin
- 1 Pumpkin, close to 3 pounds as possible
- 1/3rd pound of 1” cubed stale bread
- ¼ pound of ½” cubed White Cheddar Cheese
- ¼ cup finely shaved garlic clove
- 4 each medium sized Figs ½” cubed
- 3 each red apples ½” cubed
- 1 teaspoon chipotle puree
- ¼ cup shaved green onion
- ¼ cup chopped cilantro
- 1/3 cup of heavy whipping cream
- 6 pieces cooked and chopped bacon
- Salt and pepper to taste
- 1 stick of butter
First you want to find a large mixing bowl and incorporate all the ingredients from above (except the pumpkin and butter) season with salt and pepper to your liking. Second step core and seed your pumpkin and place it in a round casserole dish slightly larger than the pumpkin itself. Now rub the stick of room temperature butter generously throughout the inside of the pumpkin until it is heavily coated then season with salt and pepper. Now for the final step stuff ALL the mixture from above in the gourd, cover with foil and bake for 1.5 hours or until done. The insides should be bubbly and delicious looking and the pumpkin should be fork tender. When you have reached this point pull carefully from oven and let rest for 10-20 minutes. To serve you can simply scoop out the insides or my favorite cut into wedges like a cake.
Please enjoy the recipe and I will see you next month!
Best Regards, Owner Christopher Dobrowolski of Schoolhouse Restaurant, Cottonwood, AZ
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The edible fruits and the multiple uses associated with almost
all parts of the marula, make it one of southern Africa's most valued
marula is a medium-sized to large deciduous tree with an erect trunk
and rounded crown. It is one of the plants that played a role in
feeding people in ancient times.
Male and female flowers are borne on separate trees, the flowers
of male plants producing pollen and the female flowers producing
the fruit for which the tree is so well known. These are green on
the tree and turn yellow after falling (Feb-June).
compound leaves tend are mostly crowded at the end of the branches.
Distribution and Habitat
The marula is widespread in Africa from Ethiopia in the north to
KwaZulu-Natal in the south. In South Africa it is more dominant
in the Baphalaborwa area in Limpopo. It occurs naturally in various
types of woodland, on sandy soil or occasionally sandy loam.
The genus name Sclerocarya means 'hard nut' and the species
name birrea is derived from the word birr, the common
name used in Senegal.
Insects pollinate the flowers. Elephants, antelope, giraffe, zebra
and many others browse the leaves. The tree bears a wealth of fruit
for other living organisms, including humans. The larval stage of
the beautiful green African moth Argema mimosae feeds on
Cultural Beliefs and Medicinal Uses
The powdered bark is used to treat pregnant women to determine the
gender of an unborn baby. If a pregnant woman wishes to have a girl,
she will take a preparation from the female plant and for a boy
she will use the male plant. Traditional healers use the hard nut
in their divining dice.
decoction of the bark treats dysentery, diarrhoea, rheumatism and
has a prophylactic effect against malaria. The bark is an excellent
remedy for haemorrhoids. Roots and bark are also used as laxatives.
A drink made from marula leaves is used for the treatment of gonorrhoea.
Sometimes one finds a tree with a wound, probably caused by a traditional
healer or someone who collected material for medicinal use.
In the former homeland of Venda it was a criminal offence to cut
down a living tree of this species. The wood is used for furniture,
panelling, flooring, carvings and household utensils like spoons.
The inner layer of bark makes a strong rope. Drums and yokes for
certain animals are made from the wood of this tree. In Namibia
some people use the wood for sledges. Boats are also made from the
trunk. Red-brown dye can be produced from the fresh skin of the
bark. The gum, which is rich in tannin, is mixed with soot and used
The fruit is edible, eaten either fresh or made into a delicious
jelly. It also makes alcoholic beer known as Mukumbi by the Vhavenda
people. A marula liqueur is available commercially. The white nut
is highly nutritious and is eaten as it is or mixed with vegetables.
Fruit-farming communities prefer planting a couple of these trees
to attract pollinators to their farm in early spring.
Growing Sclerocarya birrea subsp. caffra
This tree grows easily from seed sown in washed river sand in spring.
It can also grow from a truncheon planted in the early spring. It
is fast-growing, with a growth rate of up to 1.5 m per year.
This tree is very sensitive to frost and grows best in frost-free
areas under warm conditions. If planted in areas where there is
mild or occasional frost, it must be protected at least during the
first few growing seasons. It would be wise to plant it on the northern
side of a building where there is always enough light, for example.
COATES PALGRAVE, K. 1983. Trees of southern Africa, edn 2.
Struik, Cape Town.
VAN WYK, B-E., VAN OUDTSHOORN, B. & GERICKE, N. 1997. Medicinal
plants of South Africa. Briza Publications, Pretoria.
VENTER, F. & VENTER, J-A. 1996. Making the most of indigenous
trees. Briza Publications, Pretoria.
Thompson Mutshinyalo & Julius Tshisevhe
Pretoria National Botanical Garden
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| 0.922168 | 988 | 3.21875 | 3 |
Your root canal is the chamber in the center of each of your teeth. Within this chamber is a soft area that contains both dental pulp and the nerve of your tooth. This is, however, not what most people think of when they hear “root canal.”
Root canal therapy is a general dentistry procedure in which infected pulp and damaged nerve tissue are removed from a tooth. When infection impacts the pulp chamber, a root canal becomes necessary to prevent the need for tooth extraction.
Signs of an Infected Tooth
In some cases, an infected tooth will be discovered during your regularly scheduled dental hygiene and cleaning appointments before any symptoms are present. However, in between appointments, you should contact our office immediately if you experience:
- Increased tooth sensitivity to hot and cold
- Severe toothache
- Tooth discoloration
- Swollen and tender gums around a particular tooth
- A pimple on the gums
These are all possible indications of a tooth infection and must be dealt with promptly to avoid serious oral health complications. Sometimes, severe infection requiring root canal therapy won’t cause any symptoms. For this reason, it’s important to be examined by a dentist regularly to prevent infection and other problems.
If you don’t receive a root canal treatment in time, it’s possible you require an extraction instead. There’s no way to save an infected tooth once it reaches a certain point. We highly recommend visiting us at the first sign of trouble so we can preserve your natural tooth.
The Root Canal Procedure
The root canal procedure has a bad reputation but is actually no more uncomfortable than a common dental filling procedure. Root canal treatment is performed under local anesthetic, but, because the nerve of the tooth is dead, this step is often more for your comfort than out of necessity.
Once you have been made comfortable, Dr. Clancy will make a small access hole in the infected tooth through which dental tools can be inserted to gently remove decay, bacteria, and the pulp. Occasionally during this process, we will use a medical solution to flush the pulp chamber as well.
Once the foundation of your tooth is cleaned, we will seal your tooth and fit you with a dental crown during this visit.
While every tooth is unique in its presentation, we work hard to minimize your time away from work and/or your family. We will complete this entire process in-office and cater the procedures to meet your particular needs.
Are Root Canals Painful?
Most patients think root canals feel painful. This is not true. The terrible stigma that surrounds root canals actually comes from the pain patients feel prior to their root canal. When your tooth becomes infected, it usually goes hand in hand with pain. The treatment doesn’t cause you any pain. Instead, it alleviates it. If you feel any anxiety about your upcoming root canal procedure because you believe it will feel painful, we can provide you with a drug-free way to relax with NuCalm.
Once your procedure is over, you might feel sore for days to come. you can alleviate this with over the counter pain relievers.
Preventing Root Canals
If you’ve ever had a root canal or want to avoid them at all costs, there are a few preventive steps you can take. For one, maintain good oral hygiene. This means brushing and flossing regularly as well as visiting the dentist every 6 months. If Dr. Clancy finds a cavity in your mouth, have it filled sooner than later. One of the main reasons you might need a root canal is an untreated cavity. Make sure to also use a fluoridated toothpaste to give your teeth extra protection from bacteria and infection.
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Celtis australis netelboom or even a shade tree whips tree is often planted as a park tree
Netelboom (Whips Tree)
Celtis australis (bone)-Southern netelboom, European netelboom
Celtis occidentalis (Bot.) – Western netelboom, tree whips
Nettle tree, Hackberry, sugar berry (Eng.)
Micocoulier d’Europe, Austral Micocoulier (French)
Südlicher Zürgelbaum, Europäischer Zürgelbaum (German)
Ulmaceae – Elm family
The netelboom is its wide screen, the crown-shaped shade tree of choice. He is distinguished by its graceful overhanging branches in the Netherlands and Belgium as a park planted. He is quite hardy. It is a tree we found in sub-Mediterranean and Mediterranean forests, for he is loving warmth. It can grow to 600 years old.
The celtisfamilie comprises about 75 genera.
The word is celtis an ancient Greek name for a tree with sweet fruits from the Greek word celthis, a sort of sweet lotus fruit. Australis does not mean that the tree is native to Australia, but south. Occidentalis western means. He probably got its name because netelboom the leaves resemble those of other nettles (nettle, deaf nettle).
The name whips tree has to do with the fact that once the branches were made whips. The English name ‘Witches Broom’ is related to mushrooms and mosses often grow on the branches.
The Dakota Indians call this tree and that means Yammumnugapi crumble, because birds the seeds with their beaks chop.
The first French settlers called the netelboom ‘bois inconnu “(unknown wood).
Celtis australis is native to southern Europe to the Southern Alps, North Africa, West Africa, South Africa and the Levant. We find him as shade trees in big French cities like Nîmes, Toulouse and Paris.
Plant Characteristics of the Southern Netelboom (Celtis australis)
It is up to 25 m high deciduous deciduous tree with a crown-shaped screen. The elongated, oval leaves are arranged in two rows, spread and have a focused summit. The edge is rough sawn, rough and dark green on top, the bottom soft gray-green and usually hairy. The flowers appear in May as the leaves and inconspicuous green. The small, single, long stemmed flowers with two large, stringy stamps. The male flowers are in bundles.
The female flowers develop sweet stone fruits of approximately 1.2 cm diameter with long, thin steal in the leaf axils. They ripen in September and then reddish brown to black and violet are edible. Birds love it.
The bark is smooth and gray, similar to those of beech, flaking in old age.
The pale yellow, elastic wood of the netelboom is valuable and is used for the manufacture of pallets, crates, farm equipment, sports equipment, veneer, musical instruments and turning. He also plays a role in making charcoal. The bark yields a yellow dye. The ground seeds are suitable for cakes to be processed.
The wood of the netelboom in America acted as ‘beaver wood’.
American tree whips – bodjos
Western Netelboom, Whips Tree
Celtis occidentalis (bone)
North American Hackberry (Eng.)
Micocoulier the Virginia, Micocoulier Occidentalism (French)
Americanization Zürgelbaum Cher (German)
It is a tree growing with an irregular crown shape. He is native to central and eastern USA. Some old specimens are 20 to 30 m high. There are often multi-stemmed trees found with weeping branches. The trunk is capricious and has many notches. The leaves are oblong round, pointed and glossy green. It feels rough. In autumn the leaves change color golden yellow. The leaf margins are sharply cut. The small stone fruits are purple black. During the winter they can hang on the tree.
The bark is gray-brown with irregular cork lists.
U.S. whips tree (Celtis laevigata), which in North America in mixed deciduous forests and in river valleys grows, there Bodjos mentioned.
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| 0.928005 | 956 | 2.75 | 3 |
Alcohol is not only big business, it has become an essential part of social relations in so many cultures that its global importance may be outdistancing its critics. Despite grim health warnings, its consumption is at an all-time high in many parts of the developed world. Perhaps because drinking has always played a key role in identity, its uses and meanings show no signs of abating. What does sake tell us about Japan or burgundy about France? How does the act of consuming or indeed abstaining from alcohol tie in with self-presentation, ethnicity, class and culture? How important is alcohol to feelings of belonging and notions of resistance?Answering these intriguing questions and many more, this timely book looks at alcohol consumption across cultures and what drinking means to the people who consume or, equally tellingly, refuse to consume. From Ireland to Hong Kong, Mexico to Germany, alcohol plays a key role in a wide range of functions: religious, familial, social, even political. Drinking Cultures situates its consumption within the context of these wider cultural practices and reveals how class, ethnicity and nationalism are all expressed through this very popular commodity. Drawing on original fieldwork, contributors look at the interplay of culture and power in bars and pubs, the significance of advertising symbols, the role of drink in day-to-day rituals and much more. The result is the first sustained, cross-cultural study of the profound impact alcohol has on national identity throughout the world today.
The book includes 2 maps, 2 tables, 2 diagrams.
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The red-knobbed coot is largely black except for the white frontal shield. It is 38?45 cm (15?18 in) long, spans 75?85 cm (30?33 in) across the wings and weighs 585?1,085 g (1.290?2.392 lb). As a swimming species, it has partial webbing on its long strong toes. The juvenile is paler than the adult, has a whitish breast, and lacks the facial shield; the adult's black plumage develops when about 3?4 months old, but the white shield is only fully developed at about one year old, some time later. A good view is necessary to separate this species from the Eurasian coot, with which its range overlaps. There are two tiny red knobs at the top of the facial shield, which are not visible at any great distance and are only present in the breeding season; the black feathering between the shield and the bill is rounded, whereas in Eurasian it comes to a point; and the bill has a bluish grey tinge. The red-knobbed coot is reluctant to fly and when taking off runs across the water surface with much splashing. It does the same, but without actually flying, when travelling a short distance at speed (to escape a rival, for example, or to dispute possession of a choice morsel). It bobs its head as it swims, and makes short dives from a little jump.
Habitat and Distribution
It is a resident breeder across much of Africa and in southernmost Spain on freshwater lakes and ponds.
The red-knobbed coot is an omnivore, and will take a variety of small live prey including the eggs of other water birds. Its main food in most waters however comprises various waterweeds such as species of Potamogeton for which it commonly dives.
It builds a nest of dead reeds near the water's edge or more commonly afloat, laying about 8 eggs (or more in good conditions). However, its behaviour towards its own young is so aggressive that only a few are likely to survive to adulthood.
Calls and Songs
This is a noisy bird during mating, but its vocalisations are quite different from the Eurasian coot. It gives a fast kerrre like the little crake, a harsh ka-haa and a grunting hoot `oot oot` that suggests that the name `coot` might be onomatopoeia, but inspection of the etymology of `coot` fairly decisively negates any such suggestion.
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| 0.960128 | 539 | 3.25 | 3 |
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Accessibility in Education
Educators today are faced with the challenge of both integrating technology into the classroom and teaching students of all learning styles and abilities—including students with disabilities. Microsoft is dedicated to building accessibility into our products and to providing accessibility resources for educators.
Accessibility Guide for Educators
This guide provides information on:
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Discover how schools and students are using Microsoft accessibility solutions to enhance learning.
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| 0.848617 | 182 | 2.578125 | 3 |
What is Montessori?
The Montessori program, developed by Dr. Maria Montessori, is a comprehensive educational approach that allows children to proceed at their own pace and focuses on all aspects of human development -- intellectual, social, emotional, physical, and spiritual. Montessori classes place children in three-year age groupings: Primary (ages 3-6), and Lower Elementary (ages 6-9) and Upper Elementary (ages 9-12). Primary classrooms have children ages three, four and five. Each child develops their own skills -- working together in group activities and spontaneously where, for example, a fiveyear-old might assist a three-year-old in an activity. A certified Montessori teacher and trained teacher assistant observe and present new activities as children demonstrate their need and readiness. The Catholic faith formation component of the Montessori program, the Catechesis of the Good Shepherd, allows children, assisted by a trained catechist to learn about signs of the Catholic liturgy and Holy Scripture.
When did this program begin at St. Pius X School?
Our primary Montessori program at St. Pius X School began in the Fall of 2011. Preparations to ensure a successful implementation were undertaken in May, 2009. Classrooms were remodeled, and staff received the requisite training from the Washington Montessori Institute at Loyola University.
What age will children be in the program?
In its first year, the Montessori program includes students who are ages three and four. One year later the program was be expanded to include five-year-old students. This is a full-day program designed for students who would have previously attended our PK3, PK4 and Kindergarten programs. Children must be toilet-trained prior to the first day of school.
What is the whole child approach?
St. Pius X Montessori teachers recognize that children are unique individuals. Children are developing emotionally and socially, and with the support of our certified teachers, students learn how to navigate these feelings to help them grow with compassion and confidence. Our Montessori program values the human spirit and the development of the whole child—physically, socially, emotionally and cognitively.
How do I find out more?
If you have specific questions, or would like to schedule a tour, please call the school at 410-427-7453.
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A FEW SOCIOLOGICAL THEORIES HAVE SUGGESTED THAT SHAVING OF THE PUBIC HAIR HAS TO DO WITH CULTURAL TRENDS SPAWNED BY CERTAIN HAIRLESS ACTORS AND ACTRESSES OR EVEN A MISGUIDED ATTEMPT AT HYGIENE.
Pubic shaving actually originated in ancient Egypt and Greece, when prostitutes had to shave for both hygienic reasons and as a clear sign of their profession. Although female body shaving was established as the norm between 1915 and 1945, pubic hair removal did not actually gain a strong foothold until the 1980’s.
However, a new study shows that 60 % of women had, at least, one health complication incurred from pubic hair removal, typically epidermal abrasion (invisible cuts to the skin) and ingrown hairs. It was also shown to cause severe skin irritation, infections and – according to an older study – increase the spread and transmission of STIs.
These are the real reasons why you should not remove your pubic hair:
Pubic hair helps control your body temperature.
We all know that hair helps regulate body temperature, but how exactly? Hair follicles help with sweating.
There is a sebaceous gland on each hair follicle which releases oils onto the hair, that in turn allows the oils go up to the skin’s surface. When this oil evaporates, it cools the skin because of its latent heat.
Pubic hair actually protects you.
The pubic hair protects you from diseases and skin problems. Among other protections, it helps to prevent foreign particles like dust and pathogenic bacteria from entering your body.
Pubic hair contains pheromones.
Scientists are of the belief that pubic hair retains secretions that are otherwise referred to as pheromones. This is what attracts us to each other. The body gives off more pheromones as you sweat and those secretions are retained in the pubic hair regions.
Higher risk for genital warts.
Genital warts are located near or at the private areas. Warts appear as bumps or growths. They tend to be whitish or flesh colored. Many times a person with genital warts doesn’t know that he or she has it. If you remove your pubic hair, you are putting yourself at a higher risk of contracting genital warts.
You are more likely to catch molluscum contagiosum (viral infection).
Shaving or waxing your pubic hair increases your risk of contracting a viral infection. Research has shown that hairless genitals may provide an opportunity for s*xually transmitted diseases like molluscum to take hold, with shaving showing the strongest association. Molluscum contagiosum is spread easily, and it has been suggested that the virus may have spread primarily through self-infections caused by scratching skin irritated by shaving.
It causes skin problems in your private area.
Removal of pubic hair naturally irritates the hair follicles, leaving microscopic open wounds. Frequent hair removal is necessary to stay smooth, causing regular irritation of the shaved or waxed area. Many doctors say it is not unusual to find patients with boils and abscesses on their genitals from shaving as well as cellulitis, an infection of the scrotum. Being on the private parts, these skin issues are often more uncomfortable than they would be upon other parts of the body.
Hair removal is more dangerous for overweight women.
The new American study found that complications were twice as likely for overweight or obese women, and three times more likely if they removed all their pubic hair because, for larger women, their skin will be closer together.
Even with these risks laid out, it’s entirely personal preference – you just need to be aware of the risks. Some cultures have been doing it for centuries. If you’re worried about an infection, go and see your doctor, otherwise, you don’t really need to discuss it with a GP.”
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Six months ago, more than 270 Nigerian girls were kidnapped from their school in the middle of the night by the terrorist group Boko Haram. In the months since, 57 managed to escape and not one student has been rescued. It seems every week we hear news stories of women and girls being attacked, kidnapped or abused around the world. And those are the stories that actually get media coverage.
For this year’s International Day of the Girl on October 11, Epicure and Culture wanted to go beyond trending hashtags like #bringbackourgirls to truly understand this complicated human rights issue. Melissa Hillebrenner, Director of Girl Up at the United Nations Foundation, tells us why girls’ education terrifies extremists, what she would say to Boko Haram and how education is the key to ending violence against women.
Give us a snapshot of the status of women and girls in the world today.
The reality facing many girls around the world is dire, and the discrimination is often twofold because they are female and because they are young. Adolescent girls are often denied their basic human rights, devalued because of existing gender bias, and seen as unworthy of investment. They face serious disadvantages across a wide range of areas, including education, health and nutrition. They have limited opportunities to participate in the formal economy or hold leadership positions. In many areas girls and women cannot vote, cannot own or inherit property, and they do not have the right to stop unwanted sexual advances.
This year’s IDG theme is Empowering Adolescent Girls: Ending the Cycle of Violence. If you had millions of dollars at your disposal to address gender-based violence, how would you invest it for the most impact?
In too many communities around the world, girls are criticized for going to school or denied their right to education completely. Worldwide, more than 60 million girls of primary and secondary school age are not in school. Education is a key to future opportunities, to improving our potential in the world; being in school keeps girls away from violence and less vulnerable to child marriage.
A growing body of data has shown that supporting girls by promoting their education correlates with healthier families, higher family incomes, economic development, and environmental sustainability. For example, an extra year of primary school boosts girls’ eventual wages by an estimated 10 to 20 percent, and an extra year of secondary school boosts them by 15 to 25 percent. It is essential that we make sure education is the right of all girls, not a privilege for a few.
What is it about educating and empowering girls that seems to enrage violent extremists?
An educated girl is a powerful one. For girls in developing countries, going to school can be more than just an opportunity to be educated – it can mean avoiding long work hours, staying healthy and the possibility of getting a job that otherwise would not be possible. Girls who attend school can receive training in group participation, civic engagement, decision-making and leadership, which help reduce poverty and increase their community involvement as adults. This idea is threatening to people who hold the power – they can view it as a loss of control, even though it should be seen as a positive investment for society.
If you had 15 minutes with Boko Haram or the armed Taliban men who attacked Malala Yousafzai on her way to school, what would you say?
I’ve had the privilege of meeting Malala Yousafzai, who happens to be one of my personal heroes. I admire her and want to echo how she’s responded to this question, because I don’t think I can say it better. If I had 15 minutes with Boko Haram or the Taliban, I would want to convey to them how important education is and how I hope that their children are able to go to school so that that they can live healthier, safer and more prosperous lives.
In her game-changing UN speech, actress and activist Emma Watson extended a formal invitation for men to get involved in gender equality. How can we engage men and boys in a tangible way?
As I said before, supporting and empowering girls results in healthier families and higher family incomes (which includes dads, brothers, and sons), economic development (which benefits whole communities) and environmental sustainability (which is good for the world). To move towards gender equality, it will require boys and men to think and act in different ways, to challenge traditional images and stereotypes of masculinity, and to redefine their relationships with girls and women.
There are a growing number of campaigns and initiatives that are trying to tackle the issue of meaningfully engaging men and boys, because achieving gender equality is not just a women’s issue. In her speech, Emma Watson helped launch HeForShe, a solidarity campaign with UN Women (one of Girl Up’s partners) for gender equality. It’s a movement that aims to bring one half of humanity together in support of the other for all of us.
Ending violence against women and achieving gender equality often seems overwhelming, what are three ways people can make a difference?
Every person has the potential to make a difference in the life of a girl. Anyone can advocate, fundraise or be leaders to empower adolescent girls worldwide. As Anne Frank said, “How wonderful it is that nobody need wait a single moment before starting to improve the world.” Start today.
- Be a Leader – Take charge to empower yourself, your school, your workplace and your community. Join the Girl Up Community today: clubs.girlup.org
- Advocate – Make your voice count and contact your policymakers to affect change: www.girlup.org/get-involved/girls-count.html
- Fundraise – Raise money for United Nations programs that support the hardest-to-reach adolescent girls in developing countries: fundraise.girlup.org
By Abby Sugrue
Also Check Out:
Latest posts by Abby Sugrue (see all)
- How A Farm-To-Fork Food Truck Is Providing A Positive Future For Formerly-Incarcerated Youth - Nov 24, 2014
- 48 Hours On A Vineyard: 5 Things I Learned During Harvest Season - Nov 10, 2014
- How Jewelry Is Helping Underprivileged Girls In Bangladesh Gain An Education - Oct 28, 2014
- Get Involved: Celebrate International Day of the Girl By Helping Provide An Education - Oct 10, 2014
- Shakshuka: The Key To Delicious Cultural Immersion On A Budget In Israel - Sep 29, 2014
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Central Auditory Processing (CAP) Evaluation
From detection to perception
What is CAP Evaluation?
What we think of as “hearing” is much more than detecting sounds with the ear. Hearing, in fact, happens in the brain. The entire process is referred to as central auditory processing. The Central Auditory Processing Evaluation is a service we provide for children from the ages of seven and up, and for adults. Much more than peripheral testing, it involves a series of specific tests that can serve several purposes: as an evaluation procedure for children suspected of having CAP problems; as a test for a child’s auditory strengths and weaknesses; and and as a benchmarking tool to provide a speech-language pathologist with information on progress or development during therapy.
How do I know if my child needs CAP Evaluation?
Sometimes children described as inattentive, easily distracted and seemingly unwilling to follow verbal directions may have some level of CAP problems. They may have language disorders, or perhaps not perform to their potential academically.
What is involved in CAP Evaluation?
First an audiogram (hearing test) is performed to determine whether there is any hearing loss. Children with CAP problems often have normal hearing and intelligence. Then a number of other tests are done in order to gather information on particular processing skills.
Binaural tests (involving both ears) help to test the effectiveness of the brainstem function in the child. We take information from one ear and combine it with information from the other ear – a function of the brainstem. Through these, the audiologist can determine how well the child is fusing different information being received from each ear.
In monaural tests, each ear is tested separately. These involve both the cortical and brainstem levels.
The Auditory Figure-Ground tests for problems in hearing sounds over background noise.
To test auditory closure, the audiologist uses the Low Pass Filtered Test. The child hears words that have been altered by removing high frequency information such as consonants. The child is asked to identify the words. This test can help determine which ear is dominant; highlight problems in identifying language when some auditory cues are missing; and recognize difficulties understanding language when there’s noise in the background.
A further test, the Competing Sentence Test, takes a look at the cortical region. The child receives a different sentence in each ear and is asked to repeat the softer one, determining an ability for selective attention. Together with the Low Pass Filtered Test, this technique can help pinpoint the particular area of the cortical region where the difficulty lies.
Functional Auditory Tests determine how well a child can perform in short term memory, in the phonetic sounding out of words and in discriminating speech sounds in varying noise conditions.
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Many definitions of periodontitis have been used in the literature for population-based studies, but there is no accepted standard. In early epidemiologic studies, the two major periodontal diseases, gingivitis and periodontitis, were combined and considered to be a continuum. National United States surveys were conducted in 1960 to 1962, 1971 to 1974, 1981, 1985 to 1986, 1988 to 1994, and 1999 to 2000. The case definitions and protocols used in the six national surveys reflect a continuing evolution and improvement over time. Generally, the clinical diagnosis of periodontitis is based on measures of probing depth (PD), clinical attachment level (CAL), the radiographic pattern and extent of alveolar bone loss, gingival inflammation measured as bleeding on probing, or a combination of these measures. Several other patient characteristics are considered, and several factors, such as age, can affect measurements of PD and CAL. Accuracy and reproducibility of measurements of PD and CAL are important because case definitions for periodontitis are based largely on either or both measurements, and relatively small changes in these values can result in large changes in disease prevalence. The classification currently accepted by the American Academy of Periodontology (AAP) was devised by the 1999 International Workshop for a Classification of Periodontal Diseases and Conditions. However, in 2003 the Centers for Disease Control and Prevention and the AAP appointed a working group to develop further standardized clinical case definitions for population-based studies of periodontitis. This classification defines severe periodontitis and moderate periodontitis in terms of PD and CAL to enhance case definitions and further demonstrates the importance of thresholds of PD and CAL and the number of affected sites when determining prevalence.
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In this series of articles we shortly present names and lives of the most famous Scholars and Scientists of the Eastern Roman Empire.
AKROPOLITES, GEORGE. High official under Theodore II Laskaris and Michael VIII Palaiologos, teacher and writer. He conducted the negotiations at the Council of Lyons in 1274 that resulted in the union of the churches. A pupil of Nikephoros Blemmydes, he taught philosophy, particularly Aristotle, science and literature at a school of higher education founded by Michael VIII in Constantinople. He was also tutor to the heir to the throne, Theodore II Laskaris. His history, a major source for the period 1203–1261, opens with a description of the attack of the Fourth Crusade on Constantinople. Thereafter, it concentrates on the fortunes of the Empire of Nicaea, which he served as logothetes tou dromou and megas logothetes.
ALEXANDER OF TRALLES. Sixth-century physician and brother of the famous co-architect of Hagia Sophia, Anthemios of Tralles. His 12-volume encyclopedia of medicine depends on Galen, like the work of his contemporary Aetios of Amida. However, his knowledge of pharmacology is much more practical, even original, including remedies from the Far East that the author may have gotten from Kosmas Indikopleustes.
ANTHEMIOS OF TRALLES. Co-architect, with Isidore of Miletus, of Justinian I’s great church of Hagia Sophia in Constantinople. Anthemios was also a theoretical and practical scientist who wrote treatises about unusual mechanical devices. He apparently built some of them, including curved reflectors he called burning-mirrors.
ARETHAS OF CAESAREA. Archbishop of Caesarea; important scholar, theologian, bibliophile, and literary figure of the early 10th century. Some of his more formal works are unoriginal, including his commentary on the Apocalypse, as well as many of his notes (“scholia”) in the margins of the manuscripts of ancient authors he collected. His notes in the margin of a manuscript containing the brief chronicle of the patriarch Nikephoros follow closely the Chronicle of Monemvasia, and figure prominently in modern arguments about the veracity of that chronicle. Other marginal notes, as well as his letters and pamphlets, are invaluable sources for contemporary affairs, including the tetragamy of Leo VI. His polemical writings include attacks on Leo Choirosphaktes and on Leo VI’s chief minister during the early part of his reign, Stylianos Zaoutzes.
ARGYROPOULOS, JOHN. Scholar of ancient Greek philosophy who taught at the University of Florence in the mid-15th century. Like Manuel Chrysoloras before him, he helped to initiate the Florentines to a systematic study of Greek philosophy. He was part of the Byzantine delegation at the Council of Ferrara-Florence in 1438–1439. He studied at the University of Padua and returned to Florence in 1456 to teach Aristotle and Plato. An excellent command of Latin, and of western philosophy, insured his success. His teaching of Plato, especially of Plato’s dialogue the Meno, fired the imagination of his pupils, among whom was Lorenzo de’ Medici. He died in Rome, where he spent the final years of his life translating and teaching.
ATTALEIATES, MICHAEL. Historian and jurist, and a younger contemporary of Michael Psellos, who wrote an eyewitness account of the period from 1034–1079. His description of the last Macedonian emperors, and of the period of troubles that preceded the reign of Alexios I Komnenos, is an invaluable companion to the Chronographia of Michael Psellos. To some extent it is also a corrective, since Attaleiates defends Romanos IV and Nikephoros III, both of whom he served under. His work is dedicated to Nikephoros III, whom he praises.
(Source: «Historical Dictionary of Byzantium», by John H. Rosser)
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Managerial Economics For Dummies
Does the study of Managerial Economics make your head spin? Relax! This hands-on, friendly guide helps you make sense of complex business concepts and explains to you in plain English how Managerial Economics enhances analytical skills, assists in rational configuration, and aids in problem-solving.
Managerial Economics For Dummies gives you a better understanding of all the major concepts you'll encounter in the classroom: supply and demand, elasticity, decision-making, quantitative analysis of business situations, risk analysis, production analysis, pricing analysis, capital budgeting, critical thinking skills, and much more.
- Tracks to a typical Managerial Economics course
- Includes easy-to-understand explanations and examples
- Serves as a valuable classroom supplement
If you're enrolled in business courses looking for a supplemental guide to aid your understand of the complex theories associated with this difficult topic, or a manager already in the corporate world looking for a refresher, Managerial Economics For Dummies has you covered.
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As I am the father of twin sons, this parasha, where we learn of the birth of twins Jacob and Esau, has a special place in my soul. Esau sells his birthright, and Rivka helps her favored son, Jacob, “trick” Isaac into a blessing. The portion ends with Jacob fleeing from his brother in fear for his life. Not exactly the ideal relationship that a parent wants between his children. Whenever I study this portion, I have the question that most parents have asked at some point: “Why doesn’t parenting come with a manual?”
When my boys were born, I asked that exact question of a friend. He suggested looking at Pirkei Avot, where it tells us “at 5 years the age is reached for studying the Bible, at 10 for studying the Mishnah, at 13 for fulfilling the mitzvot” and so on (Avot 5:21). But while that may tell me what their religious school curriculum needs to be, it really didn’t help. So I started to study what our tradition teaches us for parenting and found that, in fact, we do have a “parenting manual”: our sages, both ancient and modern.
Rabbi Samson Raphael Hirsch expounds on a verse from Proverbs to understand why Esau and Jacob had so many problems. “Educate the child according to his way” (Proverbs 22:6). Jacob and Esau had inherently different personality traits and qualities, and they shouldn’t have been educated in identical ways. We need to encourage the natural qualities of each of our children, and not try to raise them exactly the same. We must see each child as an individual, each as a unique reflection of the Divine that needs to be nurtured differently. Talmud teaches us, “A man should never single out one son among his other sons” (Shabbat 10b). I empathize with Isaac and Rivka: It’s a great challenge, particularly with twins, to not single out one child over the other, especially when they excel at something. But this is clearly one of the primary teachings in the “Jewish parenting manual,” and it is good advice for not just parents, but teachers of all sorts.
There are other pieces of advice for parents, including the Ve-ahavta, with the famous phrase that we should teach our children diligently the words of Torah. But while I found our traditional texts helpful, I found the words that most resonated with me not in our ancient texts, but in the writings of Rabbi Abraham Joshua Heschel, who said: “Living involves responsible understanding of one’s role in relation to all other beings.”
If Jacob and Esau had been taught this insight by their parents, maybe things would have played out differently. When a person consciously recognizes and embraces his or her relationship with others, then all aspects of the person’s life are more in harmony. This is not just a “Jewish” teaching, but consonant with other cultures around the world. The Lakota people enter their ceremonies with the words “aho mitakuye oyasin,” which literally translates as “all my relations”; many tribes of both America and Africa have similar phrases. When we are aware of our relationship with the rest of life, when we recognize the Divinity that is part of everything and everyone, then we walk through life with more grace and joy — something that all parents wish for their children.
Like many teachers, I often say that I learn more from my students than they learn from me. I also agree with the many parents I have heard say that their children are their greatest teachers. In teaching ethical behavior (and teaching, by definition, must involve teaching by example, not just words), we learn how to live more ethically. In guiding our children into a relationship of faith and love with God, we deepen our own spirituality. This may be one of the deeper lessons we can learn from this parasha: to really learn the teachings that we would like to inculcate into our children.
Parenting can be challenging work, as is teaching of any sort. But it’s not just for our children. As Crosby, Stills, Nash and Young remind us, the children teach the parents, too. It’s hard work to allow ourselves to not only teach children, but to be willing to learn from them. Ultimately, however, it may be the most important work we can do in order to create peace and harmony in this troubled world.
“According to the labor is the reward” (Avot 5:23). May we all be blessed to see the results of our labor in our own lives, and in the lives of our children.
Rabbi Michael Barclay is the spiritual leader of The New Shul (TNSConejo.org), and author of the forthcoming book “Sacred Relationships” (Liturgical Press: February 2013). He can be reached at [email protected].
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In a game of one-upmanship, a Chinese team of physicists has figured out how to entangle eight photons simultaneously and to observe them in action; the previous record was six. In a paper published in arXiv, the team from the University of Science and Technology of China in Hefei, describe how they were able to convert a single photon into two entangled photons, using a nonlinear crystal, and then how they repeated that process with one of the paired photons produced, while holding the other in place, producing another pair, and then did it repeatedly until they had eight photons all entangled together, all held in place and all observable for a period of time.
First predicted by Einstein, in conjunction with two other physicists, Boris Podolsky and Nathan Rosen, entanglement (from the German word Verschränkungis) is where particles exist in a relationship so closely related, that anything that happens to one, somehow automatically happens to the other, like identical twins both feeling a pin-prick on their finger tips, whether in the same room, or miles apart.
In the new experiment, the researchers fired a photon from a high energy laser through a nonlinear crystal, causing it to become a pair of weaker entangled photons. They then kept one of the pair aside while the other was sent through another nonlinear crystal, producing another pair of entangled photons that were also still entangled with the original pair. They then held back one of the new pair while sending its twin through another nonlinear crystal, forming yet another pair of entangled photons that was also entangled with all the other entangled photons, and then repeated the procedure until they had a total of eight photons, all of which were entangled together.
After several years of research, physicists have learned a lot about creating entangled particles; what they havent been able to do is pin them down. Entangled particles, such as the photons produced in the Chinese experiment dont generally last long, which makes this experiment all the more exciting because it means the researchers were able to coax the entangled photons into hanging around long enough to be observed while the new entangled particles were coming into existence.
Many physicists have likened the whole process to the infamous thought experiment so named, Schrödinger's cat, due to the letter written by physicist Erwin Schrödinger to Einstein where he described a cat hidden in a box with a radioactive substance that may or may not have decayed to the point of discharging a poisonous substance that when released would kill the cat, which leads to the mind state of a cat existing that is simultaneously both dead and alive.
The ultimate goal in studying entangled particles is to figure out how they operate and then how to put them to use in such devices as quantum computers.
Explore further: Serial time-encoded amplified microscopy for ultrafast imaging based on multi-wavelength laser
More information: arxiv.org/abs/1105.6318
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Despite the common fear that those annoying tip-of-the-tongue moments are signals of age-related memory decline, the two phenomena appear to be independent, according to findings published in Psychological Science, a journal of the Association for Psychological Science.
Anecdotal evidence has suggested that tip-of-the-tongue experiences occur more frequently as people get older, but the relationship between these cognitive stumbles and actual memory problems remained unclear, according to psychological scientist and lead author Timothy Salthouse of the University of Virginia:
“We wondered whether these self-reports are valid and, if they are, do they truly indicate age-related failures of the type of memory used in the diagnosis of dementia?”
To find out, Salthouse and Arielle Mandell — an undergraduate researcher who was working on her senior thesis — were able to elicit tip-of-the-tongue moments in the laboratory by asking over 700 participants ranging in age from 18 to 99 to give the names of famous places, common nouns, or famous people based on brief descriptions or pictures.
Throughout the study, participants indicated which answers they knew, which they didn’t, and which made them have a tip-of-the-tongue experience.
Several descriptions were particularly likely to induce a tip-of-the-tongue moment, such as: “What is the name of the building where one can view images of celestial bodies on the inner surface of a dome?” and “What is the name of the large waterfall in Zambia that is one of the Seven Wonders of the World?” Of the pictures of the politicians and celebrities, Joe Lieberman and Ben Stiller were most likely to induce a tip-of-the-tongue moment.
Overall, older participants experienced more of these frustrating moments than did their younger counterparts, confirming previous self-report data. But, after the researchers accounted for various factors including participants’ general knowledge, they found no association between frequency of tip-of-the-tongue moments and participants’ performance on the types of memory tests often used in the detection of dementia.
“Even though increased age is associated with lower levels of episodic memory and with more frequent tip-of-the-tongue experiences…the two phenomena seem to be largely independent of one another,” write Salthouse and Mandell, indicating that these frustrating occurrences by themselves should not be considered a sign of impending dementia.
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“Ditch sausages for a longer life,” The Telegraph advises after a new study found swapping animal sources of protein in favour of plant sources was linked to a longer lifespan.
Researchers looked at previously recorded data on health outcomes and diet for more than 130,000 US health professionals.
They found animal protein intake was weakly linked to an 8% higher risk of death, particularly from cardiovascular diseases, such as a heart attack, whereas plant protein was associated with a 10% lower risk of death.
However, an increased risk of death was only seen in people who also had at least one other unhealthy lifestyle factor, such as smoking, heavy alcohol intake, being overweight or obese, and physical inactivity.
This highlights an important limitation of studies like this – it’s unable to prove that high animal protein intake has directly and independently caused the increased risk of death. It’s not possible to rule out the role of other unhealthy lifestyle factors that also may have an influence.
Other limitations are the specific population group of health professionals, two-thirds of whom were women, which may not be representative of everyone.
As the current body of evidence stands, as well as considering this latest study, it would seem to be a good idea to stick to the existing recommendations about limiting your consumption of red or processed meat to no more than 70g a day.
Where did the story come from?
The study was carried out by researchers from a variety of institutions in the US and Italy, including the TH Chan School of Public Health, the Department of Medicine at Harvard University, the Broad Institute at Massachusetts Institute of Technology, and the University of Southern California, all in the US, and the Institute of Molecular Oncology in Italy.
It was funded by grants from the US National Institutes of Health.
This study was published in the peer-reviewed journal, JAMA Internal Medicine. It is available on an open access basis and is free to read online.
Generally, the media coverage around this topic was fairly accurate. However, the Daily Mail reported that, “replacing red meat with vegetables, nuts and cereals saw the biggest drop in death rates”, which is not quite the case, as vegetables as a specific group were not included in the food groups used to define plant protein.
Also, The Telegraph stated with confidence that “switching 19g of animal protein – the equivalent of a sausage or a few slices of bacon – for nuts, vegetables or wholegrains significantly cut the risk of early death”.
Such precise predictions are arguably unwise given the notoriously complex interplay between diet, health and lifestyle.
BBC News did point out that if there is a benefit to eating plant protein, nobody really knows why this would be the case. A mystery worth investigating, perhaps?
What kind of research was this?
This was an analysis of two prospective cohort studies: the Nurses’ Health Study and the Health Professionals Follow-up Study. It aimed to examine whether animal and plant protein intake was linked to mortality risk.
Studies like this are useful for assessing the influence of a specific exposure (in this case, diet) and outcome (mortality), but cannot confirm cause and effect.
We are unable to rule out confounding from many other health and lifestyle factors that may be involved in the link.
What did the research involve?
Researchers analysed data obtained from 131,342 participants (85,013 women [65%] and 46,329 men [35%]) from two long-standing ongoing studies in the US: the Nurses’ Health Study and the Health Professionals Follow-up Study.
The Nurses’ Health Study included 121,700 female nurses aged 30-55 recruited in 1976. This study used follow-up data collected between 1980 and 2012.
The Health Professionals Follow-up Study included 51,529 male healthcare professionals aged 40-75 in 1986. Follow-up data was collected up to 2012.
Data on dietary intake was collected through food frequency questionnaires, which were conducted every four years. The questionnaires asked participants on average how often they consumed a standardised portion of different foods in the previous year.
Within this, animal and plant protein intake was assessed. Animal protein was described as processed and unprocessed red meat, poultry, dairy products, fish and egg. Plant protein included mainly bread, cereals, pasta, nuts, beans and legumes.
Deaths were identified by linkage with the National Death Index. Cause of death was obtained from death certificates or medical records. All-cause mortality rates were calculated for deaths from cardiovascular disease, cancer and other causes.
The researchers then looked for links between animal and plant protein intake with different causes of death. The results were stratified by age and lifestyle factors.
What were the basic results?
The average (median) protein intake among participants was 14% for animal protein and 4% for plant protein.
After adjusting for lifestyle and dietary risk factors, animal protein intake was weakly associated with higher mortality, particularly cardiovascular mortality (hazard ratio [HR] 1.08. 95% confidence interval [CI]: 1.01 to 1.16) – the association is described as weak as it just reaches the level of statistical significance.
Plant protein was associated with lower mortality (HR 0.90. 95% CI: 0.86 to 0.95).
However, these associations were observed only in participants with at least one other unhealthy lifestyle factor, and was not seen in those without any of these risk factors.
Replacing animal protein with plant protein resulted in lower mortality. For example, substituting 3% of energy from plant protein with an equivalent amount of protein from processed red meat was associated with a third lower all-cause mortality (HR 0.66. 95% CI: 0.59 to 0.75).
Slightly lower risk reductions were seen when substituting for unprocessed meat, poultry, fish, egg and dairy.
How did the researchers interpret the results?
The researchers concluded that, “High animal protein intake was positively associated with mortality, and high plant protein intake was inversely associated with mortality, especially among individuals with at least one lifestyle risk factor.
“Substitution of plant protein for animal protein, especially that from processed red meat, was associated with lower mortality, suggesting the importance of protein source.”
This analysis of two prospective cohort studies aimed to examine whether our intake of animal and plant protein is linked to our mortality risk.
It found evidence that animal protein intake was weakly associated with higher mortality, particularly cardiovascular mortality, whereas plant protein was associated with lower mortality.
However, the association with mortality was only seen in those with at least one other unhealthy lifestyle factor: smoking, heavy alcohol intake, being overweight or obese, and physical inactivity.
This suggests that it’s not meat alone that has the effect – it seems to be more a compound effect when high meat intake is combined with other unhealthy lifestyle factors.
This reinforces the main inherent limitation of this study – it’s an analysis of data from observational studies, which are unable to prove that animal protein intake has directly and independently led to an increased risk of death.
The authors attempted to control for various potential health confounders. As they’ve demonstrated, some of them also had an influence on risk. But it’s not possible to fully take account of or rule out the influence of all unhealthy lifestyle factors.
The results may not be generalisable to the general population for several reasons. The two cohort studies only included health professionals, who may be more health conscious as a result of their jobs.
There was not an even gender representation, as roughly two-thirds of participants were women and one-third men. The results also do not represent children and younger adults.
Although food frequency questionnaires are a validated tool for measuring dietary intake, results are not always representative of long-term eating and drinking habits.
Similarly, other self-reported data on smoking, alcohol or physical activity may not be completely accurate.
We may think that plant protein would include high amounts of vegetables. But the foods most commonly consumed in this group were actually carbohydrates and beans.
If you choose to eat a vegetarian or vegan diet, whether it’s for health concerns, ethical reasons, or both, it is possible to get all the nutrients you need, provided you eat a wide range of foods.
Read more about vegetarian and vegan diets.
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With a view to realizing a society where intelligent robots play an active role, Canon is driving development of Super Machine Vision technology based on technologies the company has cultivated through product development based on imaging, recognition, information-processing and other technologies.
The Challenge of Developing Super Machine Vision
As humans, whenever we acquire visual information in the form of brightness, color, contrast, texture, structure and the like, we can, based on experience, instantly analyze that information to determine whether the object we perceive is large or small, an animal or another person, a man or a woman, dangerous or benign, among other things. This type of visual information, however, is generally very voluminous, and requires highly powerful, high-speed data processing in order for it to be analyzed and assessed, and to respond in a short period of time.
Canon is currently hard at work in the pursuit of Super Machine Vision (SMV), a next-generation vision system that surpasses the abilities of the human vision system, by leveraging its autofocus (AF) technologies cultivated through the development of cameras and business machines while also taking advantage of the image-recognition and data-processing capabilities employed in face-detection and character-recognition technologies.
SMV development is proceeding in two fields—Industrial Machine Vision and Monitoring Machine Vision—with the aim of realizing intelligent robotic vision capable of not only operating on command, but also detecting, assessing and learning as people do, based on a recorded history (experience) in accordance with changes in the environment and circumstances.
The Realization of Intelligent Robots through Industrial Machine Vision
Using Industrial Machine Vision, Canon aims to develop vision systems for automatic production robots to be used during the assembly and inspection processes for various products.
Performing the same function as the human vision system, the illumination and capture unit employed in these systems incorporates some of Canon's most advanced imaging and optical technologies. Meanwhile, the processing unit, which serves as the brain of the system, is equipped with various recognition and image-processing technologies developed by the company. Additionally, to provide intelligent learning capabilities, the unit contains algorithms developed based on statistical machine learning, which makes possible estimation and learning through the analysis of statistical data.
Because many of the parts used in cameras and other products are achromatic—many being either black or white in appearance—or made of glossy or transparent material, identifying individual parts from within a large pile proved challenging. With Industrial Machine Vision SMV, however, development focuses on the realization of visual capabilities that enable the high-speed and high-precision supply and assembly of such parts.
Conceptual Overview of Identification Functionality
Canon aims to further enhance SMV for application in industrial machines so that it may also be put to use in robots with even greater intelligence.
Monitoring Machine Vision Eyes for Robots that Coexist with Humans
Monitoring Machine Vision, with a focus on safety and security applications, targets areas of ever-growing importance, providing quality-of-life support in such areas as health management and rehabilitation by detecting potential threats to the safety of children and the elderly. Specifically, by recognizing and learning human postures, actions and behaviors, further advances in monitoring vision systems are expected to lead to the next generation of network cameras incorporating human intelligence.
Canon intends to employ this system in nursing care and living assistance in order to provide support that enables people to go about their daily lives with a greater sense of security. Furthermore, the company will pursue development with the aim of realizing a robotic eye coexisting harmoniously with humans.
In anticipation of the day when intelligent robots will play a variety of active roles in society, Canon will push forward with the development of Super Machine Vision.
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Frequent Urination (cont.)
Common Causes of Frequent Urination
- Urinary tract infection: The lining of the urethra (the tube that carries urine from the bladder out of the body) and bladder becomes inflamed and irritated due to byproducts of an infection (blood, white blood cells, bacteria). This irritation of the bladder wall causes the urge to empty the bladder frequently (called frequency).
- Diabetes: An early symptom of both type 1 and type 2 diabetes can be frequent urination, as the body tries to rid itself of unused glucose (blood sugar) through the urine. Diabetes can also damage the nerves that control the bladder, causing frequent urination and difficulty controlling your bladder
- Diuretic use: Medications used to treat high blood pressure or fluid buildup work in the kidney and flush excess fluid from the body, causing frequent urination.
- Prostate problems: An enlarged prostate can press against the urethra
and block the flow of urine, causing the bladder wall to become irritated. The
bladder contracts even when it contains small amounts of urine, causing more
- Pregnancy: Hormonal changes and the growing uterus placing pressure on the bladder cause frequent urination, even in the early weeks of gestation. The trauma from vaginal childbirth can also cause damage to the urethra.
- Interstitial cystitis: This condition is characterized by pain in the bladder and pelvic region, often leading to frequent urination.
- Stroke or other neurological diseases: Damage to nerves that supply the bladder can lead to problems with bladder function, including frequent and sudden urges to urinate.
- Bladder cancer: Tumors taking up space or causing bleeding in the bladder may lead to more frequent urination.
- Overactive bladder syndrome: Often frequent urination is itself the problem. Involuntary bladder contractions lead to frequent and often urgent urination, even if the bladder is not full.
- Drinking too much: Ingesting more fluids than your body needs can cause the body to urinate more often.
- Artificial sweeteners, alcohol, caffeine and other foods: Alcohol and caffeine can act as diuretics, which can cause more frequent urination. Carbonated drinks, artificial sweeteners (such as Splenda or Equal), and citrus fruits are known to irritate the bladder, causing more frequent urination.
Medically Reviewed by a Doctor on 6/3/2014
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Patient Comments & Reviews
The eMedicineHealth doctors ask about Frequent Urination:
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Be sure that you have an application to open
this file type before downloading and/or purchasing.
189 KB|0 pages
In this review worksheet of forces, students will identify what happens when more than one force is acting on an object. Students will calculate the net force and determine the direction and magnitude of the net force. This will also review balanced and unbalanced forces.
Good practice in reviewing basics in forces. Great for middle school or introductory high school courses. I have included a key.
Main topics: forces, net force, balanced forces, unbalanced forces
If you like this activity, you can follow these links to other lessons and activities in my motion and forces units.
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| 0.92409 | 142 | 4.5625 | 5 |
Two of the UK's most well-known Christmas birds have seen major declines in the past few years, figures show.
Turtle doves and grey partridges, which feature in the song The Twelve Days of Christmas, have seen numbers plummet by almost 60% and 30% respectively in the five years to 2010, in what conservationists described as a "wildlife disaster".
The RSPB warned that if turtle dove numbers continued to decline at current rates, there could be fewer than 1,000 pairs by the middle of the next decade and the farmland bird could be facing extinction in the UK.
The latest figures come as conservation groups raise concerns that European Union (EU) funding for wildlife-friendly farming will be cut.
Turtle doves were once widespread in southern Britain but the population is now estimated at just 14,000 pairs, down to less than a tenth of 1970 levels.
Conservation experts do not know exactly why the birds are declining.
Potential issues include the availability of food on UK farmland, being shot on their migratory route through the Mediterranean, impacts of climate change in the wintering grounds in Africa and the threat of disease.
The grey partridge population is estimated to be around 43,000 pairs, according to the RSPB, but today's figures show that it too has seen numbers tumble by more than nine-tenths in four decades. As a species which spends all year in the UK, the causes of its decline are domestic.
The Game and Wildlife Conservation Trust, however, is supporting the efforts of many shooting estates to successfully re-introduce the grey partridge, once a mainstay of game shooting. The wet summer badly affected efforts but some estates in the east of England are re-building numbers.
RSPB scientist Dr Mark Eaton said: "Losing six out of 10 of our turtle doves and three out of 10 grey partridges in five years is nothing short of an unsustainable wildlife disaster.
"The turtle dove is in a great degree of danger – if this trend were to continue we could be down to fewer than 1,000 pairs by the middle of the next decade, with complete extinction a real possibility.
"We are urging the Government to take urgent action to save these species from becoming just memories within the Twelve Days of Christmas festive classic."
He warned the declines in the two species highlighted a wider crisis for wildlife.
Today's official statistics on wild bird populations show birds which feed or breed on farmland have seen their numbers halve since 1970, a record low since monitoring began four decades ago.
Across all species of birds monitored there has been a "small but significant" decline of 2% between 2005 and 2010, the figures generated by the RSPB and the British Trust for Ornithology (BTO) and published by the Environment Department (Defra) show.
The BTO said the figures showed some woodland birds were in decline while others increased, numbers of breeding water and wetland birds remained stable while seabirds and wintering water birds were doing well.
A Defra spokeswoman said: "We're doing more than ever to protect our wildlife.
"The area of land protected or managed under woodland and agri-environment schemes is increasing. Alongside this, the condition of our protected sites is improving and the public are giving more of their time to conservation volunteering.
"Our bird populations are a good indicator of the wider health of our environment and it is clear that more needs to be done to support the recovery of farmland and woodland birds.
"We all have a part to play, and we will continue to work with conservation groups and landowners to reverse this trend."
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When someone is suffering from carpal tunnel, what are the typical complaints? When they present to our office, how do we diagnose it? Carpal tunnel syndrome is irritation of the median nerve at the transverse carpal ligament, also known as the carpal tunnel. When this irritation happens it will cause irritation primarily in the first three fingers.
Symptoms most commonly will include numbness and tingling, but can also include pain. Weakness in the hand is a common symptom as well. Atrophy, or loss of muscle tone in the thumb area may also be present. Typically, if someone has had long-term issues like this thumb athrophy is considered pathognomonic, meaning it is very likely they are suffering from carpal tunnel syndrome.
In the office several orthopedic and neurological tests are performed before a diagnose is given. X-ray’s are rarely taken if carpal tunnel is suspected. Other tests that may be needed include a Nerve Conduction Velocity Test and Diagnostic Ultrasound.
To watch our video about Carpal Tunnel click here: https://youtu.be/D5a8hV5KW98Social tagging: carpal tunnel > hand
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Mount Kailash is more than just a sacred site that is located at a stunning location. It is legendary as well as very mysterious.
Mount Kailash doesn’t need any introduction. Recognized as a very ancient holy site, Mount Kailash which has its one side in China and other in Tibet holds a very important place amongst followers of religions like Hindus, Buddhists and Ayyavazhi. Mount Kailash is believed to be abode of Lord Shiva who is known to be have created Universe along with Lord Vishnu and Lord Brahma. However, over a period of time, Mount Kailash has remained very mysterious. There are few mysteries surrounding Mount Kailash that have continued to be unsolvable. Here are those mysteries:
- A mountain that is unconquerable
There have been numerous expeditions undertaken to climb the mountain, but till date none of them have been successful. It is said that the mountain changes its position regularly which makes it impossible to climb. Those who have attempted to climb it had to give up because of health issues, because they get lost, sudden changes in weatherand some never returned. People believe that it is impossible to climb this mountain because it is Lord Shiva’s home.
- Creation of Om
Om or the holy Swastika is seen on the mountain everyday during sunset. When the sun sets, it forms a shadow on the mountain that looks exactly like “Om”. Om or Swastika holds a great religious importance for people of India and they believe that this creation of Om is a sign of how sacred the mountain is.
- Center of the World
Many scientists have studied Mount Kailash’s location and it is found that the sacred mountain is the center of the world. Thus it is also known as “Axis Mundi”. The distance of this mountain from North Pole is exactly 6666 kms and is 13332 kms from South Pole i.e. double of 6666. Mount Kailash also has connections with other monuments like the Stonehedge which is also located at exactly 6666 kms away from the mountain. Ancient scriptures of Hindu like The Vedas and Ramayana also mention Mount Kailash to be the cosmic axis and the world center.
- Time travels faster here
Time travels a lot faster here which also impacts the growth of human body. Hair and nails grow within 12 hours and this growth equals to growth of 2 weeks under normal conditions. This phenomenon doesn’t take place anywhere else in the world.
- Two Contrasting Lakes
There are two lakes at the foot of the mountain namely Lake Manasarovari.e. The God Lake and Rakshas Tal i.e. The Devil Lake. Both these lakes are divided only by thin line of land and yet their characteristics are completely contrasting. While Lake Manasarovar is very calm, Rakshas Tal is continuously stormy; irrespective of the weather conditions over there. The shape of Lake Manasarovar represents sun while that of Rakshas Tal represents crescent moon.
- Connects to the Spiritual World
Mount Kailash is believed to be a man-made pyramid and thus has 4 faces that are facing 4 different directions of the compass. Religions like Hinduism, Buddhism and Jainism all have theories that it is the staircase that leads to heaven. The Vedas also mention Mount Kailash to be the link that connects earth and the Spiritual world.
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There is general agreement about the value of helping learners make connections within and across key learning areas. Integrated units of work, based around topics of relevance and interest to students, are one vehicle for providing such planned contexts for learning. Kath Murdoch provides a repertoire of strategies designed to aid teachers in implementing an integrated curriculum. The strategies are generic and easily modified for different age levels and various topics. Teachers are encouraged to use the book like a menu and select from a range of ideas.
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We’ve all heard about supply chain shortages impacting every facet of our lives from a lack of electronics to the prices of cooking oil and food going up. Now, supply chain shortages could be impacting U.S. power companies, forcing them to take far longer to fix major outages. Being in a season of extreme heat that’s only going to get worse as summer drags on, it may be time to look at alternative methods of cooling ourselves down in case the AC goes out.
Why is this happening?
Supply chain issues are disrupting U.S. power companies in a twofold manner. To start, critical parts are beginning to run out for many U.S. energy organizations – potentially hampering their ability to complete both routine maintenance and emergency repairs after natural disasters such as hurricanes, heat waves or earthquakes. As a chief executive at AEP stated, “We’re doing a lot more splicing, putting cable together, instead of laying new cable because we’re trying to maintain our new cable for inventory when we need it.” Transformers are running in short supply as well, critical for getting power to homes, transformers are also some of the more vulnerable components of an electric grid to being affected by natural disaster. Part of this issue is that transformers are in low supply, with lead times of up to a year for parts. This could partially be due to the fact that semiconductors are necessary in the construction and effectiveness of electrical transformers, a product that has been in short supply due to the pandemic and growing demand.
Another issue power companies are facing is the lack of raw materials to actually generate the power. Due to recent record increases in demand, as well as shortages of natural gas, as well as coal – companies are struggling to find enough of a stockpile to reliably operate their grids. This, combined with droughts causing issues with hydroelectric generation could spell some worries for the U.S. power grid in the coming months, leading up to the winter.
So what can be done?
For electrical equipment, and raw generation materials shortage, very little can be done in the short term — but there are long term supply chain solutions. The U.S. Department of Energy’s Office of Energy Efficiency and Renewable Energy recently released deep-dive assessments into power generation supply chains and came up with a few long-term solutions. One that was highlighted is the promotion of building American clean energy components and processing, something that has traditionally been offshored. By doing so, companies can shorten their supply chains and ensure that they both don’t run out of critical fuels as well as have a nearby, reliable source of parts.
The solutions to the supply chain crisis in energy may not come quickly – but changes will need to happen in the face of our changing climate as well as the now demonstrated risk to critical infrastructure posed by current supply chain operations. For now, let’s just hope our AC keeps working through the hot summer months.
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US is an immigrant nation. Although lately there has been xenophobia towards Hispanics specifically from the religious and political right. Here is an interesting conversation which takes a peek into the lives of immigrants and see what can be learnt from these cultures. Journalist Claudia Kolker has written a book titled “The Immigrant Advantage: What We Can Learn from Newcomers to America about Health, Happiness and Hope
“, which explores this topic in detail and she is the guest here.
Her all important question to the immigrants which provided her useful insights was:
What is the smartest thing that you or others did in your home country that you would like to continue here?
Something from Mexico (and strikingly it is EXACTLY what was – and still is in most traditional Indian homes – there in India as well!): Until 40 days after delivery, the mothers are “quarantined” by taking care of her emotional and physical needs. She doesn’t touches a broom or a cleaning cloth.
May have a bearing and impact on the post-partum depression. Not tested or confirmed scientifically, but the post-partum depression is much lesser in these cultures.
What struck me is the length of time – 40 days – used in Mexican culture. Because 40 days in the Hindu traditions come from the insight that a Mandala is roughly 40 days – time that it takes for a body to fully imbibe a certain energy into it. It is used extensively in Yogic Sadhana as well as by the Ayurveda treatments.
Here are the 7 lessons that she culled out from her analysis of the immigrant cultures.
1. How to Save:
When penniless Vietnamese refugees poured into this country after the fall of Saigon, they often astounded other Americans by launching successful businesses almost at once. They did it with “friendship loans”: savings pooled at monthly gatherings of a dozen or more friends, each solemnly committed to bringing a set sum at each meeting, no matter what. Each friend knows that one time in the cycle, she’ll get to bring home the whole pool of thousands of dollars, no strings attached, for herself. The one obligation is you must keep paying monthly until everyone’s gotten a turn. Default even once and lose your friends and reputation forever.
2. How to Mother a Mother:
Though it’s hard to believe, babies of Mexican immigrants average lower infant mortality in the first day, week and month of life than those of non-Hispanic white women. Back in rural villages, Mexican mothers even seem to avoid postpartum depression, suffered by up to 15 percent of mothers in the United States. What are they doing right? One answer is the “cuarentena” — 40 days of absolutely mandatory pampering for new mothers. In the first six weeks after a baby’s birth, the entire family and community work together to make sure the mother does nothing but rest, relax, eat well and get to know her baby. She’s not allowed to even touch a broom or a dishcloth. The result: a healthy, peaceful mother and, perhaps, a more resilient baby.
3. How to Eat:
The only thing harder than getting a hot meal on the table after work is ignoring all the statistics correlating family dinners with health, good behavior and school success. The pressure is even higher for many Vietnamese, raised to believe that family meals must also have several courses and be fresh — nothing frozen or canned. So they invented “monthly rice,” an incredibly low-cost subscription service for home-made dinners. Talented cooks/entrepreneurs from Houston to California cook ultra-fresh, mouth-watering meals from simple ingredients — and are paid by monthly subscription, like a newspaper. A four-course meal for four? Roughly $10.
4. How to Learn:
While there’s great variety in the lives of Asian immigrants, students of Vietnamese, Korean and Chinese parents really do average better grades in public school. It has nothing to do with luck. Asians come here from cultures where learning how school systems work — and then mastering them — is essential for advancing in life. So many bring an amazing toolbox of skills, including “hagwons” — supplementary classes, often led by an older student, to make a child familiar with new skills before her teacher presents it in class. That extra shot of one-on-one teaching, motivated peers, plus confidence can give a public school education the oomph of private school.
5. How to Court:
It’s a jungle out there. And while many U.S.-born children of Indians and South Asians don’t want arranged marriages, by the time they’re in the late 20s and 30s, like many other Americans, they’re tired of dating. And their parents are happy to help. Thanks to the widespread practice of “assisted marriage,” parents and close friends put the word out, circulate “biodata” (bare-bones resumes, never too revealing) and most importantly, screen for cads and nutcases. The singles get to choose which candidates they meet and see for themselves if there’s chemistry.
6. How to Be a Good Neighbor:
The Little Village barrio in Chicago is poor, largely Hispanic and mostly first- or second-generation. Astonishingly, it’s also got one of the city’s lowest asthma rates — five percent, compared to the average 19-22.2 percent in white and black neighborhoods. Not only that, far more Little Village residents survived a fatal citywide heat wave than residents in the neighborhood just next door. The barrio even has less crime than expected for its income level. The secret? Research shows it may partly be the barrio’s old-fashioned street culture. Hanging out on the stoop or walking to stores creates a mix of socializing and vigilance that seems to have health-enhancing effects for the whole neighborhood.
7. How to Shelter:
Jamaicans and other Caribbean immigrants come here with more economic advantages than other immigrants — easier access to visas, higher educational levels, fluent English. So why do so many live with parents well into their 40s? They do it because it makes their lives better. Intergenerational homes boost income so families can live in better neighborhoods with higher-quality schools. They allow young adults to save their money for advanced degrees or cash deposits on houses and surround growing children with more cognition-boosting adult attention. Oh, and they enjoy each other, too. As one Jamaican woman said, “Turning 18 doesn’t mean you have to fall out of love with your parents.”
Another interesting question is if the Americans are really learning the ways of the immigrants that benefit them?
Watch What Immigrants Can Teach the Rest of America on PBS. See more from PBS NewsHour.
Related articles from External Sources
Seven Lessons Americans Can Learn From Immigrants to Live Longer
Census Bureau Rethinks the Best Way to Measure Race
Illegal immigration drops after decade-long rise
Illegal Immigration Drops After Decade-Long Rise
Nearly 205K Deportations of Parents of U.S. Citizens in Just Over Two Years
Hispanic Workers Lack Education as Numbers Grow in U.S. – Bloomberg
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Taking Einstein's famous equations at face value and making as few assumptions as possible, a team of researchers has rewound the clock on our Universe to find it wouldn't lead to a stopping point at all, but would take us through a different kind of beginning into a flipped space.
To understand what all the fuss over the Big Bang is, we need to rewind a bit to understand why physicists think it may not have been the start of everything.
Around 90 years ago, a Belgian astronomer named Georges Lemaître proposed that observed changes in the shifting of light from distant galaxies implied the Universe is expanding. If it's getting bigger, it stands that it used to be smaller.
Keep rewinding the clock – by around 13.8 billion years – and we get to a point where space has to be confined to an incredibly tiny volume, also known as a singularity.
"At this time, the Big Bang, all the matter in the universe, would have been on top of itself. The density would have been infinite," Stephen Hawking once explained in his lecture on The Beginning of Time.
There are a number of models physicists use to describe the nothingness of empty space. Einstein's general relativity is one - it describes gravity as it relates to the geometry of the Universe's underlying fabric.
Theorems proposed by Hawking and mathematician Roger Penrose claim that solutions to general relativity's equations on an infinitely constrained scale – like the one inside a singularity – are incomplete.
In everyday terms, it's often said physics breaks down at the singularity, leading to a mix of speculations on what little we can tease out of the physics that still makes sense.
Hawking only recently gave his own take in an interview with Neil deGrasse Tyson, where he likened the space-time dimensions of the Big Bang to the South Pole. "There is nothing south of the South Pole, so there was nothing around before the Big Bang," he said.
But other physicists have argued there's something beyond the Big Bang. Some propose that there is a mirror Universe on the other side, where time moves backwards. Others argue in favour of a rebounding Universe.
Taking a slightly different approach, physicists Tim A. Koslowski, Flavio Mercati, and David Sloan have come up with a new model, pointing out that the breakdown arises from a contradiction in properties at a particular point in time as defined by general relativity.
What the theorem doesn't imply is how the Universe as we observe it necessarily gets to that point in the first place.
Stepping back from the whole singularity issue, the researchers reinterpreted the existing model of shrinking space by distinguishing the map of space-time itself from the 'stuff' in it.
"All the terms that are problematic turn out to be irrelevant when working out the behaviour of quantities that determine how the Universe appears from the inside," said Sloan, a physicist from the University of Oxford.
What this essentially adds up to is a description of the Big Bang where physics remains intact as the stage it acts upon reorientates.
Rather than a singularity, the team call this a Janus Point, named after the Roman god with two faces.
The relative positions and scales of the stuff that makes up the Universe effectively flatten into a two-dimensional pancake as we rewind time. Passing through the Janus Point, that pancake turns 3D again, only back-to-front.
What that means in physical terms is hard to say, but the researchers believe it could have profound implications on symmetry in particle physics, maybe even producing a Universe based primarily on antimatter.
While the idea of a flipped Universe is old news, the approach of working around the singularity problem in this particular way is novel.
"We introduce no new principles, and make no modifications to Einstein's theory of general relativity – only of the interpretation that is put upon objects," said Sloan.
No doubt this debate will rage on well into the future. Who knows? Maybe there's a similar argument happening in the mirror Universe sometime on the other side of the Janus Point.
This research was published in Physics Letters B.
A version of this story was first published in March 2018.
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Because of the arrival of the Nissan Leaf, the owner of the 130-year old Bruichladdich whisky distillery could now proudly claim to be totally self-sufficient on the remote Hebridean island of Islay. The distillery uses a Biowayste system that enables it to produce its own electricity by making use of the waste products from the distilling process.
Earlier this year, owner Mark Reynier began to use this system wherein electricity is generated by biogas that results from a process called anaerobic digestion.
With the Nissan Leaf, Reynier can charge his car using the electricity that was generated, making his operations entirely carbon-free. To commemorate this achievement, Nissan and Bruichladdich have produced a limited run of bespoke, LEAF-labelled organic whisky.
Reynier said that before the Leaf, he was frustrated with the fact that at every aspect, his company is self-sufficient but his car still required the priciest diesel in the UK from the mainland.
The Bruichladdich whisky distillery, built in 1881 by three pioneering brothers, has been a source of innovation for a long time now. In 1881, it brought electricity to the Hebridean island that spans 230 square miles. The company continues to use the same Victorian design of its machinery until today for the making of whisky.
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Cub Scouts work, learn at Camp Bullis
January 30, 2012
CAMP BULLIS, Texas -- Scouts teamed with staff from Camp Bullis to prevent erosion and learn about the environment here Jan. 21.
Approximately 40 scouts and parents from Cub Scout Pack 500 moved two huge piles of mulch to build up roughly 25 percent of a 1.35-mile hike and bike trail near the cantonment area of Camp Bullis.
Led by Bryan Hummel, a natural resources technician from the 502nd Air Base Wing's Civil Engineering Squadron, the scouts used wheelbarrows, rakes and shovels to spread mulch and build up the downhill edges of the trail to prevent erosion.
"The mulch is important to build up the soil and make a nice path for Soldiers to use," said Hummel.
He described "water ranching" techniques to the group, showing how to slow erosion and keep a drop of rain where it falls. "By slowing the water in the uplands, the water soaks into the limestone hills, where it helps to recharge local groundwater and aquifer systems," Hummel said.
Sandra Drabik, a scout parent, said that the project was great to get the boys outdoors and worked to channel their energy.
"What boy doesn't like to play in the dirt?" she added.
Hummel explained the importance of not littering to the boys and adhering to the scouting principle of "leave no trace."
He also pointed out how native grasses and wildflowers slow erosion and provide a food source for pollinators that, in turn, help to preserve the training lands for the military. He showed them how various wildlife also used the area, pointing out turkey vultures, squirrel nests and feral pig damage.
Ben Kruse, 12, a Boy Scout from Troop 475 and den chief for Pack 500, said the project was all about having fun and sticking to the path.
"It helps prevent erosion by keeping the dirt from washing away," he explained.
When asked what they had learned, many hands sprang into the air and Hummel called on them one by one.
"I learned how to use a wheelbarrow," the first boy said.
"Water runs downhill!" shouted one scout.
Another said he learned how to make a dam out of mulch to keep the rain from washing everything away.
"Everybody can help!" a third exclaimed.
"Falling on mulch hurts and is dusty," another added.
Hummel said the mulch was recycled from trees that had died in the recent drought and may have caused hazards for troops training.
The day began with a few hours of hard work, with many hands working together towards a shared goal, but ended with several young minds more aware of how to protect the environment thanks to the dedication of the Camp Bullis natural resources staff.
"Camp Bullis is an amazing resource for San Antonio," Hummel commented.
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If you aren’t Jewish, the words “Arbah Minim” may sound Greek to you, but they actually refer to a sort of ceremonial bouquet used for the Jewish holiday of Sukkot, which takes place between September 19 and September 26 in 2013. Of course, if you aren’t Jewish, you don’t really need this infographic on purchasing an Arbah Minim.
If you do need to put together an Arbah Minim though, this infographic has a lot of useful information to ensure yours is kosher. For example, the Lulav, a frond from a date palm tree, should be at least 15″ long, should not be bent and the tip should be in tact. You need three Hadass, bows from the myrtle tree, but these are often sold prepackaged and certified kosher. You can also find tips on purchasing your arava, branches from a willow tree, and esrog, a citron fruit, for your Arbah Minim as well.
This handy five step guide will help you pop those kernels the right way: Is Popcorn Healthy? 5 Ways to Keep Popcorn Healthy
Love this article? Share it with your friends on Facebook
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Disaster recovery is the process by which a community returns the emotional, social, economic and physical well-being of individuals and the community to their normal state of functioning after an emergency occurs.
Disaster recovery is joint cooperation amongst government agencies, voluntary organizations, and the private sector to provide assistance and support. Initially efforts focus on meeting the immediate needs of those affected for housing, food and water. As homes and businesses are repaired, people return to work and communities continue with cleanup and rebuilding.
The effects of a disaster depend on the type, severity and duration of the event. Common effects include:
- Stress and psychological trauma
- Focus on the short-term, foregoing long-term goals and opportunities
- Delay of programs that serve long-standing social needs
- Gaps in community economic classes tend to widen
- loss of businesses
- loss of jobs
- reduced cash flow within the community
- Damage to buildings, commercial structures, and community facilities
- Alteration of landscape as in landslides and floods
- Environmental contamination from chemicals or pollutants
Ontario Disaster Relief Assistance Program
The Ministry of Municipal Affairs and Housing operates Ontario's Disaster Relief Assistance Program (ODRAP), which is intended to help municipalities, individuals, farmers, small business, and non-profit organizations get back on their feet by covering the costs of returning essential items to pre-disaster condition for the people who have suffered damage within designated disaster areas. ODRAP is not intended to be an alternative or a substitute for adequate insurance coverage.
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The page you are attempting to view is not currently compatible
with the dimensions of your device. Please visit this page on a
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Let me ask you a basic question: Which operating system do you use? What are the possible answers? Windows, Linux, Solaris or Mac OS X of course. But let us try to think different for a moment. Maybe it is possible, that this answer would be, for example KDE?
Let me get this straight — this idea seems a little bit odd at the first glance. Everybody knows that KDE is a graphical environment just like GNOME, Aqua or Aero are. Graphical environment, and that means only a part of an operating system. But the the fact is that 99.9 percent of users are interested only in this small part. Maybe you’ll say that this is just beating the bush, but I seriously think that what counts for an average user is not an operating system but rather an environment they use to work with. A graphical environment of course.
Please take a quick look at a picture below. It shows well known (and liked) GNOME desktop. What’s more, for a more experienced user it’ll look a little bit familiar — namely just like Ubuntu. Just like… because there’s only one little problem — it is not Ubuntu GNU/Linux. Especially it is not Linux at all. It is Nexenta GNU/OpenSolaris.
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For freestanding greenhouses, upper vents should equal 20% of your floor space. Lower ventillation should equal 10% of your floor space. In an attached greenhouse, total venting area should be equal to 25% of your total glazing, or wall space. You can count your open door as ventillation. Try to make your upper vents larger than your lower vents.
It is more effective, and productive to use an electric fan, as opposed to using a box fan on the floor, to blow around hot air. If you use an electric fan, place it high. It will pull in cooler air, using your lower vents, and blow the hot air out. You can use your electric fan, in conjunction with a thermostat. All you do is set the target temperature. When the internal temperature rises above your target, the fan will come on, lowering the temperature.
A very good way to prevent insects in your greenhouse is to use a screen, over your vents. You can buy official 'Greenhouse Screening Material', or you can visit your local hardware store, and see what is available. - landscape fabric, for example. You can also use cheesecloth.
Misting for Cooling
As water evaporates, it cools the air around it. This is why misting and cooling systems work so well. (If you live in a very humid climate this will not be as effective.) Just wetting the floor of the greenhouse will offer some benefits, on its own. A fine mist near an air intake vent increases effictiveness. Make sure that the system you choose produces small dropletts, so you don't have puddless in your greenhouse.
Foggers work on the same principles. They use even less water, and are typically installed in the ceiling. They are especially useful for seedlings.
Evaporative coolers operate by forcing air through a moist fibrous material. They use significantly less resources. They are used mostly in very dry areas, but can be utilized by anyone. They are also known as swamp coolers.
AC or Refrigerant Cooling
You may consider extending your home's AC to your greenhouse. This can be cost prohibitive, for most, however. The optimal candidate for this would be the lean to greenhouse.
A shade cloth is applied over the top of the greenhouse. On a very basic level, you are simply creating a barrier between the sun, and your greenhouse. If you use that principle, you can get fairly creative, in design. For example, if your greenhouse is not exactly a gardener's delight to look upon, consider covering the ouside with muddy water. You can also use glazing treatments, to do the same job. They just have to be painted, or sprayed on.
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|Missouri evening primrose, Oenothera missouriensis|
If you ask, "why do botanists study some plants and not others?" the answers are all very human. Does it grow where they work? Or at a spectacular location where they would like to work? Do they know the plant? That gives showy flowers an edge. Can it be grown easily? Having as many plants as you want allows much better experiments.
Evening primroses do most of those well, so they were noticed by botanists long ago. Which led to publications about their biology, and to more study.
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Energy saving light bulbs are all the hype nowadays yet many people still don’t understand how these work and actually differ from traditional alternatives. In this article we take a look at the energy saving light bulb and how it differs from the less efficient varieties available.
The Differences Between Traditional and Energy Saving Light Bulbs
Before we look at how energy saving light bulbs actually work, it’s important to understand the difference between this type of bulb and the more traditional variety.
A traditional light bulb is incandescent and over 80% of the energy consumed by this type of bulb is turned into heat. This makes incandescent bulbs not very efficient at all as most of the energy consumed is lost as heat. An energy saving bulb on the other hand is fluorescent, and this type of bulb produces much less heat, thus making it much more efficient than an incandescent light bulb as more of the energy consumed is turned into light energy.
As fluorescent bulbs waste much less heat than incandescent alternatives, they actually require much less energy in order to light a room.
The Inner Workings of an Energy Saving Light Bulb
Now we understand the differences between the two types of bulbs, we can look at the inner workings of an energy saving light bulb and how this works to produce light energy.
Energy saving light bulbs feature a design that consists of a plastic base with glass tubes flowing out of it. The shape of these tubes can vary between designs; some of which are vertical and curved at the top whilst others spiral like the variety shown above.
The glass tubes are coated with a phosphorous lining on the inside and are filled with a gas made up of mercury vapour. The plastic base contains an inductive electrical ballast which is a device intended to limit the amount of electrical current that is passed to a given device.
When installed in a light fitting, electricity flows through the electrical ballast resulting in the mercury vapour giving off light in the ultraviolet range. This ultraviolet light is then able to stimulate the phosphorous coating that lines the inside of the tubes. As the phosphorous coating is stimulated, it is able to give off light in the range visible to the human eye and this is how energy saving light bulbs actually work.
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Unorthodox methods sometimes lead to success. The reason I say this is because a Swedish school has made it compulsory for its students to play Minecraft and learn about city planning and development.
Viktor Rydberg School took part in a national competition called ‘Future City’, which required students to come up with ideas related to city planning and development.
And because of this, they put Minecraft in their timetable to taught pupils about building and designing.
They learn about city planning, environmental issues, getting things done, and even how to plan for the future.
The idea received much appraises from everyone and the school administration intended on executing it again.
In an interview to The Local magazine, a spokesperson said that the boys actively participated in the sessions. But interestingly, the girls also showed keen interest in developing something.
The boys knew a lot about it before we even started, but the girls were happy to create and build something too – it’s not any different from arts or woodcraft.
A large number of parents were against the idea of introducing video games in a school but seeing how it can ignite creativity, they gave their full support to the program. Owning to these facts, the school has now made it compulsory for its pupils to build things in Minecraft.
Minecraft is a sandbox indie title developed by Mojang. As of 2013, The game has sold about 12.5 million copies on PC and 33 million copies across all platforms with over 40 million registered players.
Are you in the favor of such unconventional teaching methodologies? Let us know in the comments below!
Arslan is a competitive Tekken and Call of Duty player and crushes pretty much everyone at the office in these games. He loves reading and writing about games and is deathly allergic to half-boiled potatoes.
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DEE C. RAY & YI-JU CHENG
Copyright Ó 2018
by the University of North Texas Center for Play Therapy
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic means without permission in writing from the authors.
University of North Texas Center for Play Therapy
2 Child-centered group play therapy (CCGPT) is a journey of self-exploration and self- discovery not only for children but also for play therapists (Landreth & Sweeney, 1999). Within this therapeutic relationship—which can encompass a relationship between children, a relationship between a child and a therapist, or both—each child moves toward growth and develops a sense of self. CCGPT is unique in its integration of child-centered play therapy
(CCPT) and group intervention, which increases the complexity of the philosophy and implementation of CCGPT. CCGPT also requires advanced knowledge and skills in both play and group therapies, and it demands acceptance and belief in children and their positive and negative interactions (Landreth & Sweeney, 1999; Ray, 2011). This level of commitment to children and the therapy process may challenge therapists’ comfort levels and sense of competence as they therapeutically facilitate CCGPT. In addition to discussing the tenets and process that underlie CCGPT, then, we seek to specifically introduce the nonverbal skills and verbal responses that are essential to facilitating CCGPT—a task that has been a void in the literature.
CCGPT evolved from the individual child-centered play therapy (CCPT) approach grounded in Rogers’ (1951) person-centered theoretical orientation to counseling. CCPT was developed in the 1940s, distinguishing it as one of the longest-standing mental health interventions that has continued to thrive over decades of practice and research. Rogers (1957) proposed six conditions that must be present in order for persons to change, advancing toward more self-enhancing ways of being. All six conditions are based on the primacy of the relationship between therapist and client. They include 1) two persons are in psychological contact; 2) the first person (client) is in a state of incongruence; 3) the second person (therapist)
3 is congruent in the relationship; 4) therapist experiences unconditional positive regard for client;
5) therapist experiences an empathic understanding of the client’s internal frame of reference and attempts to communicate this experience to the client; and 6) communication to the client of the therapist’s empathic understanding and unconditional positive regard is to a minimal degree achieved (Rogers, 1957).
Based on Roger’s (1951) person-centered theory, Virginia Axline (1947) presented the first structure of CCPT by operationalizing the philosophy of person-centered therapy into a coherent working method for children. In CCPT, the therapist promotes the self-directed nature of the child by following the child’s lead and not guiding the client’s goals or therapeutic content
(Ray, 2011). Axline (1947) offered eight principles that serve as guidelines to enact the philosophy of the child-centered approach, including:
1. The therapist develops a warm, friendly relationship with the child as soon as possible.
2. The therapist accepts the child exactly as is, not wishing the child were different in some
3. The therapist establishes a feeling of permissiveness in the relationship so that the child
can fully express thoughts and feelings.
4. The therapist is attuned to the child’s feelings and reflects those back to the child to help
gain insight into behavior.
5. The therapist respects the child’s ability to solve problems, leaving the responsibility to
make choices to the child.
6. The therapist does not direct the child’s behavior or conversation. The therapist follows
4 7. The therapist does not attempt to rush therapy, recognizing the gradual nature of the
8. The therapist sets only those limits that anchor the child to reality or make the child
aware of responsibilities in the relationship. (pp. 73-74).
CCPT is characterized by a high level of relational interaction between therapist and child in which the therapist provides statements of reflection, encouragement, self-responsibility, and limits when necessary (Sweeney et al., 2014). CCPT is facilitated in a playroom stocked with toys and materials that encourage the expression of all feelings by a child. Materials for the playroom include toys, craft materials, paints, easel, puppet-theater, sandbox, and child furniture.
CHILD-CENTERED GROUP PLAY THERAPY (CCGPT)
CCGPT combines the advantages of CCPT and group process (Landreth & Sweeney,
1999). In CCGPT, children encounter opportunities to understand themselves; learn about themselves as perceiving regard from both the therapist and other group members; and explore the importance of individuality and uniqueness, cooperation and compliance, creativity, and originality (Sweeney et al., 2014). CCGPT not only helps children develop interpersonal and intrapersonal skills, but also assists children in processing emotional issues (Landreth, Homeyer,
Glover, & Sweeney, 1996). The integration of play therapy and the framework of the group process are beneficial for facilitating a child’s sense of control, feelings of empowerment, and abilities to master overwhelming emotions (Landreth et al., 1996).
Axline (1969) believed that “group experience injects into therapy a very realistic element because the child lives in the world with other children and must consider the reaction of others and must develop a consideration of other individuals’ feelings” (p. 25). Axline also suggested that children struggling with social adjustments may benefit more from group play
5 therapy than from individual therapy. Correspondingly, Landreth (2012) described group play therapy as “a psychological and social process in which children, in the natural course of interacting with one another in the playroom, learn not only about other children but also about themselves” (p. 42). Using a term first coined by Slavson and Schiffer (1975), Ginott (1961) referred to the power of social hunger as a therapeutic change agent in group play therapy expressing the belief that people desire to conform, to gain acceptance by others, and to maintain status in their groups.
The group process extends the benefits of therapy with additional characteristics afforded by the presence of other group members (Ray, 2011). In CCGPT, children may be more comfortable than in individual therapy due the presence of another child. In addition to feeling more comfortable in the presence of another child, children may participate more freely as they experience the permissive environment with one another (Sweeney & Homeyer, 1999). In observing the play of another a child, a child may be emotionally stimulated to play out her own issues resulting in vicarious or induced catharsis (Ginott, 1961). As children play with one another, they also learn from one another, specifically learning how to meet their own personal needs while staying in relationship with others. Additionally, group play therapy allows the therapist the opportunity to observe a child’s interpersonal skills and ways of being with other, a process not readily observable in individual play therapy (Ginott, 1961). In a safe environment of therapy, children are able to experiment with reality testing and limit-setting as they develop coping skills for interpersonal interactions (Sweeney & Homeyer, 1999). Finally, with facilitation and reflections from a therapist, children experience an environment with
“interactions coupled with awareness” that may increase “positive experiences with peers” (Ray,
2011, p. 185).
6 With these foundational concepts in mind, the primary objective of CCGPT is the facilitation of an environment in which children can increase their self-acceptance and self- reliance, learn coping skills, increase self-responsibility, improve self-control, and connect
CCGPT experiences to reality (Ray, 2011; Sweeney & Homeyer, 1999). With a play therapist’s facilitation and reflections, children participating in a group can become more aware of their own and others’ feelings, thoughts, and needs; they can also learn to interact in accepting and supportive ways (Ray, 2011). One unique feature of CCGPT is that children serve as therapeutic agents for each other. Through relating and interacting with each other in the group setting, children may help each other consider personal responsibility in interpersonal relationships that they can accordingly extend to other relationships in the real world (Landreth, 2012).
Research in CCGPT
Researchers have indicated the beneficial effects of CCGPT on children’s anxiety (Shen,
2002), self-control (Trostle, 1988), self-concept (DeMaria & Cowden, 1992), behavioral problems (Tyndall-Lind, Landreth, & Giordano, 2001), and social and personal adjustment
(Elliott & Pumfrey, 1972; Fleming & Synder, 1947). Over the last decade, CCGPT has received continuous attention from researchers in the play therapy field. For example, Baggerly (2004) explored the impact of CCGPT on self-concept, depression, and anxiety of children who were homeless. Data analysis results demonstrated that CCGPT was facilitative of reducing anxiety and depression and increasing self-concepts of participants. Later, Baggerly and Parker (2005) discussed the effectiveness of CCGPT with African American boys and concluded that CCGPT is a culturally sensitive counseling approach that values the worldview of African Americans and facilitates self-confidence building. Danger and Landreth (2005) examined the effectiveness of
CCGPT on pre-kindergarten and kindergarten children with speech difficulties. Results showed
7 that children participating in CCGPT along with regular speech therapy exhibited improvement in receptive and expressive language skills as well as decreased level of anxiety.
More recently, Cheng and Ray (2016) explored the impact of CCGPT on social- emotional assets of kindergarten children and found that parents reported children demonstrated improved overall social-emotional competence, social competence, and empathy after participating in 16 CCGPT sessions. They also investigated the factor of group size in the
CCGPT process and indicated that groups with two members and three members resulted in similar outcomes. In Taiwan, Su and Tsai (2016) investigated the effect of CCGPT on second- and third-grade children of new immigrants exhibiting relationship difficulties. Results revealed that 12 CCGPT sessions contributed to improvement in interpersonal behavior, self-confidence, self-acceptance, and affection of the participants. In addition, Swank, Cheung, Prikhidko, and Su
(2017) incorporated CCGPT into the natural, outdoor environment and conducted Nature-Based
CCGPT (NBCCGPT) with early elementary school children exhibiting behavioral issues. Using a single-case research design, they found that children participating in the NBCCGPT demonstrated progress with increasing on-task behaviors and decreasing total problems. Swank and Williams (2018) also compared the effectiveness of CCGPT to a psychoeducational group intervention using a single-care research design and reported that children in the CCGPT group were more likely to exhibit a decrease in total problem behavior across the 6-week period than those in the psychoeducational group. Supporting African American children living in poverty and experiencing adverse childhood experiences, Patterson, Stutey, and Dorsey (2018) implemented six weeks of CCPT followed by six weeks of CCGPT. The results revealed that the combination of CCPT and CCGPT led to a significant decrease in general worry and negative instructive thought patterns of the participants.
8 Existing CCGPT research highlights the effectiveness of group play therapy on facilitating positive changes in children from different cultural backgrounds experiencing a variety of concerns. The growth in utilizing CCGPT with children also signifies the need to pay more attention to the process and procedures of CCGPT to ensure the treatment protocol and implementation quality can be followed and maintained by play therapists and play therapy researchers.
Sweeney et al. (2014) discussed the process of CCGPT in detail regarding the role of therapist and group members as agents of relational change. In the presence of other children who provide interpersonal feedback and support, each individual child in CCGPT is provided an opportunity to express personal strengths and challenges related to self-regard (Ray, 2011).
Through the group process, each child is able to build congruence between self-regard and environment in a microcosm of a typical childhood setting where peers are generally present and interactive. The play therapist facilitates an environment where group members engage in self- direction for self and others, creating a setting that theoretically leads to a release of the self- actualizing tendency. Self-directed behaviors and interpersonal decision-making are present in innumerable dynamics happening simultaneously in the playroom. Because of the nature of self- directed activity for each child in group and the need for attunement between therapist and children, CCGPT groups typically involve two to three children as opposed to larger numbers served from other theoretical orientations (Ray, 2011).
In CCGPT, there is an individual focus on each child within the context of others rather than a concentration on cohesion between group members. Individual focus arises from the basic tenets of the person-centered approach in which it is proposed that individual persons will
9 naturally move toward enhancement of others when they experience a worthiness of self, a release of the self-actualizing tendency. The group play therapist models facilitative behaviors including giving autonomy to persons in groups, freeing children for full expression of selves, facilitating learning, stimulating independence, accepting the emerging creativity of the child, delegating full responsibility, offering and receiving feedback, encouraging and relying on self- evaluation and finding reward in the development and achievement of others (Bozarth, 1998;
Sweeney et al., 2014). In his discussion of group process, Rogers (1970) proposed that group process was more important than therapist statements, highlighting the need for attitudinal qualities over concrete therapeutic responses. The therapist may detrimentally affect the group process if the group is led or structured to the therapist’s established agenda. Children in group have the ability to be therapeutic for each other in a way that is distinct from the therapist’s role.
Their approach to each other is one of genuineness and naturally felt empathy, especially when children have experienced similar contexts, personality characteristics, or presenting issues (Ray,
Special Considerations in CCGPT
In a powerful quote regarding group play therapy, Ginott (1961) stated, “Play therapy, particularly group play therapy, provides many opportunities for testing the stability of the therapist and for bringing even the most accepting adult to the brink of his endurance” (p.128).
The implication of Ginott’s quote is cautionary in that engaging in group play requires substantial personal resources of the therapist. The nature of CCGPT is to promote the self- directed nature of each child in the group which suggests that the therapist has a comfort level with children leading themselves and others toward social development. The CCGPT therapist operates from self-awareness regarding personal needs for control and relationship. Play
10 therapists who have strong needs for control often struggle in allowing children to lead, accepting the natural excessive sound and visual stimulation taking place when children play with each other, and feeling relaxed in the presence of multiple children. When play therapists struggle with personal needs for control, supervision and consultation with seasoned peers are crucial to the therapist’s own professional process. Additionally, CCGPT therapists may be challenged by the philosophy of child-directed interactions, especially when children are aggressive or negative toward one another. Engagement in CCGPT provides therapists an opportunity to explore and clarify belief systems about children that help the therapist become a stronger, more effective agent for change (Ray, 2011). Finally, a play therapist who is experienced in individual CCPT may be conflicted about the therapist role in group dynamics. In individual CCPT, the therapist is the sole relationship for the child during the therapy hour which can often be personally gratifying for a therapist. Yet, in CCGPT, the therapist recognizes the therapeutic power of child peers for each other resulting in a primary therapist role of providing an environment to support interaction among peers and not with the therapist. This change in roles can be complicated for the therapist and often needs to be processed in supervision or consultation.
Facilitation of CCGPT
Understanding CCPT is crucial for facilitating CCGPT (Landreth & Sweeney, 1999; Ray,
2011; Sweeney et al., 2014). With the principle that each child is the focus of the group process, the facilitation of CCGPT aims to allow children to experience full movement and decision- making, as well as focuses on the healing power of relationships between children themselves and between a play therapist and youngsters (Landreth & Sweeney, 1999; Ray, 2011). While facilitating CCGPT, a play therapist cultivates a therapeutic relationship by responding with both
11 verbal communication and nonverbal language, thereby further fostering a safe environment for children to explore who they are, gain awareness of themselves and others, experiment with new skills and ways of being, and transform the meaning of these experiences into unique self- concepts. In terms of structure, a play therapist also appropriately selects group members to ensure the success of the group.
Despite the benefits of individual play therapy for most children, such intervention at the group level may not be an appropriate modality for all youngsters; it also requires additional considerations (Ray, 2011). Presenting issues, personality traits, or behavioral, cultural, or demographic characteristics may impede or suppress the positive effects of CCGPT on an individual child or an entire group. An essential requirement is for a play therapist to carefully assess the composition of a group prior to conducting CCGPT while intentionally monitoring how the presence of other group members hastens or hinders each member’s development and growth (Ray, 2011). Facilitating one or two individual play therapy sessions with each child as a screening strategy is recommended. Some considerations that often concern play therapists are highlighted in the succeeding sections.
Social desire. As described earlier, social hunger serves as a therapeutic change agent in group play therapy and is therefore one of the most important criteria for inclusion in such intervention (Ginott, 1961). CCGPT may be less effective for children with a lack of awareness of others or with a low degree of desire for social connections or acceptance (Ray, 2011). Ray
(2011) suggested that as play therapists determine the appropriateness of group therapy, they should also observe the extent to which a child notices the presence and behaviors of other
12 children, attempts to interact with other children, and changes his or her own conduct to gain the attention of, interact with, and gain approval from other children.
Age. The age at which group play therapy is definitively appropriate has yet to be determined in the literature; in the meantime, play therapists may apply knowledge of developmental stages in relation to the level of desire for socialization as a reference point. In general, developing social–emotional assets is critical for young children because of the concurrent cognitive and social changes that they encounter and their experience of transitioning from the home to the school environment (Vecchiotti, 2003). Frost, Wortham, and Reifel (2008) indicated that kindergarten children are in the stage where they prefer socializing with other children more than they do with adults, start developing some appropriate cooperative skills, and know how to make friends. Hence, children at around the ages of 5 or 6 years may benefit from participating in CCGPT. Another recommendation is to match group members within one year of age difference, as dictated by developmental and psychological need (Landreth & Sweeney,
1999; Ray, 2011). However, an essential task in this regard is for a play therapist to also consider each group member’s presenting issues and physical development (Landreth & Sweeney, 1999;
Aggression. Children who exhibit highly aggressive or violent behaviors may be inappropriate participants of group play therapy as it is important to ensure the safety of these children themselves, other children, therapists, and playrooms (Ray, 2011). A play therapist is responsible for assessing the nature, context, triggers, and actual actions of a child who conducts himself or herself in a hostile or violent manner (Ray, 2011). Children with a history of hurting others may benefit from starting with individual play therapy sessions, during which a play therapist facilitates the practice of self-control and appropriate self-expression in a safe
13 environment (Ray, 2011). Later, these children may join group play therapy to further develop their awareness of others and social skills.
Attachment. Group play therapy may be overwhelming or intimidating for children with a lack of attachment due to childhood traumatic experiences (Ray, 2011). After a child is able to form a healthy and secure attachment with an adult through the process of individual play therapy, he or she may extend this bond to other children and practice how to maintain relationships within the context of group play therapy (Ray, 2011). This consideration may also apply to group play therapy for siblings. If sibling groups are aimed at addressing sibling rivalry stemming from a lack of individual relationships between parents and children, individual play therapy, along with parental intervention, may be necessary and appropriate during the beginning phase of therapy, which can then be followed by group intervention.
Gender. Ginott (1961) suggested that before latency, gender is not a concern in the process of assembling groups for CCGPT. Landreth and Sweeney (1999) proposed that prior to nine years of age, mixed-gender CCGPT groups are appropriate. Ray (2011) also indicated that gender is not an issue in children’s play and verbalization before they reach the age of six years. Beyond this age, therefore, CCGPT may be better composed of same-sex members to maximize expression, understanding, and acceptance among group members (Ray, 2011).
Group size. Group sizes have been inconsistent throughout previous group play therapy studies. Some included two group members (e.g., Baggerly, 2004), whereas others comprised up to six members per group (e.g., DeMaria & Cowden, 1992). Ray (2011) stressed that group size is important in CCGPT because this intervention promotes the full movement of each child. The intensity of simultaneous verbal and nonverbal expressions may be elevated in groups of large sizes, and a play therapist’s capability to be attuned to all members and to
14 communicate attitudinal conditions may be affected (Ray, 2011). After exploring the influence of group size on the therapeutic outcomes of CCGPT, Cheng and Ray (2016) suggested that assigning two or three children per CCGPT group is beneficial, consistent with the recommendation of Landreth and Sweeney (1999) and Ray (2011).
CCGPT Therapist Skills
CCGPT involves both non-verbal ways of being and verbal responses offered to children in sessions. The goal of both non-verbal and verbal skills is to effectively communicate unconditional positive regard and empathic understanding to children through a therapist’s genuine way of being. Enacting these skills can be especially challenging when a therapist is required to offer a way of being and articulation of acceptance and care to multiple children simultaneously. The following section provides support in the delivery of CCGPT through definitions and descriptions of both non-verbal and verbal skills that facilitate relational progress in CCGPT.
Relational Non-Verbal Skills
Provision of therapist attitudinal conditions is an essential characteristic of CCGPT, communicated through non-verbal ways of being. Effective facilitation of play therapy extends beyond the words spoken by the therapist (Ray, Purswell, Haas, & Aldrete, 2017). The CCGPT therapist is responsible for experiencing and communicating high levels of congruence, unconditional positive regard, and empathic understanding to all members of the group throughout sessions. Offering these conditions may be challenging to play therapists due to personal resources necessary to experience and exhibit ways of being to multiple children simultaneously. However, when the therapist attempts to communicate the conditions to children, there are typically visible characteristics that demonstrate such conditions.
15 Leaning forward/Open. The therapist physically follows the children and is open toward a child at all times. Through leaning forward, the therapist is sending the message through body language that she is open to the experience of the child and to relationship with the child.
Typically, openness is indicated through uncrossed arms and legs. In CCGPT, the therapist may experience difficulty in leaning toward each child if children are playing in different spaces from one another. However, the group play therapist seeks to establish balance between children by leaning forward and facing each child as equally as possible.
Appear interested and engaged. The CCGPT therapist is interested and engaged in the play and verbal interaction of each child in the group. The CCGPT therapist is not an observer of the process but an active facilitator of relationship between children. Group requires a substantial level of focus from the therapist to ensure that he is attuned to the dynamics of his relationship with each child, as well as relationships between children.
Relaxed and comfortable. The CCGPT therapist is relaxed in the presence of multiple children, free from anxiety related to facilitating therapy at a brisk and complex level. The therapist is not concerned with how to do therapy but focused on being in therapy and being in relationship with children.
Tone congruent with child’s affect. In group, the therapist seeks to match responses with the affect of each child. In order to express empathic understanding, the therapist communicates responses grounded in the affect of the child. If the child is sad or angry, the therapist does not respond with a light tone to help children feel better, but responds in a natural tone of empathy.
Matching the affect of the child sends a message of understanding and acceptance beyond the power of using words.
16 Tone congruent with therapist’s responses. The group play therapist demonstrates an attitude of genuineness when she matches her tone to her own verbal responses. When setting a limit, a therapist is firm in tone. If a therapist sets a limit in a light, fun tone, children may become confused by the therapist’s intentions. In relationships with adults, children interpret meaning from the adult’s tone of voice when speaking. Hence, when therapists speak incongruently, children may feel unsafe in the relationship because the therapist feels confusing and unknown to a child.
Succinct/Interactive. In both individual and group play therapy, responses are brief and consist of as few words as possible in order to meet the verbal and attentional developmental needs of children. In group, brevity of response is even more necessary due to the amount of action and communication taking place between group members. Lengthy responses will often become lost in loudness or speed of group interaction.
Tolerance for noise/messiness/intense activity. The level of activity in group often results in high degrees of noise, messiness, and additional forms of stimulation. The CCGPT therapist experiences acceptance and appreciation for children’s intense interactions when playing together. Noise and messiness are considered part of the process. Although therapists will set limits on destructiveness, they seek to communicate tolerance of normal outcomes of child interactions.
Use of personalized responses. Responses in CCGPT are tailored to reflect each child or children as a group. In order to establish relationship and communicate unconditional positive regard for the individual child, therapists seek to use personalized responses most often characterized by the word “you.” Reflections such as “Tina, you want Lily to play with you” or
“Lily, you’re excited to play with Tina” build the relationship while establishing the worthiness
17 of each child as a person. One challenge in CCGPT is to avoid commentating events in an impersonal manner, such as “Tina wants Lily to play with her.” Commentating responses send the message that the therapist is a removed observer and not active facilitator of relationship.
Overall rate of responses. In CCGPT, children are generally talkative and physically active. Using brief and personalized responses, the CCGPT therapist is an active facilitator of interaction. However, because of the level of activity, some therapists may feel intimidated to make responses due to fear of being ignored or interrupting the process. Although the CCGPT therapist may hold back some responses when children are building and growing in relationships with each other, the therapist continues to be an engaged facilitator. Rate of responses are matched to the needs of the children to be in relationship with the therapist and each other.
Balanced responses. In addition to providing responses throughout session, the CCGPT therapist seeks to balance responses between group members. As much as possible, the therapist ensures that he is responding to each child equally. At times, the therapist may concentrate on one child more closely than another child but this should only take place for brief moments of therapy.
Attuned to group dynamics. Group play therapists are engaged and focused on activities and interactions between group members. Because most children in group play therapy are referred for social development, the CCGPT therapist seeks opportunities to attend to the dynamics between group members. As children play, talk, and struggle in their relationships with peers, therapists are attuned to best responses to reflect and facilitate interpersonal growth.
Attuned to individuals. The therapist’s focus in group is equally balanced between the dynamics between children and the internalized dynamics of the individual child. Group therapists notice and explore the experiences of the individual child within the context of the
18 group, attempting to meet both intra- and interpersonal needs. The CCGPT therapist is consistently conceptualizing and experiencing the individual child within the group.
CCPT protocol includes nine verbal response categories from which the therapist draws to build relationships with children. These categories have been well-defined in CCPT literature
(Ray, 2011; Ray et al., 2017) and serve as markers of fidelity to the facilitation of CCPT. The nine types of responses are crucial to both individual and group CCPT in order to communicate unconditional positive regard and empathic understanding to children, as well as enhance self- concept and emotional regulation. In addition to the nine categories used in both individual and group CCPT, we have included two additional verbal categories necessary for effective therapist communication in CCGPT, facilitating relationships among children and reflecting group interactions.
Tracking behavior. A play therapist tracks a child’s behavior through verbally noting movement of the child. Tracking allows the play therapist to demonstrate that the child is in the lead and that the therapist is engaged in the child’s process in the playroom. Tracking is stating what the therapist sees or observes regarding the child’s behaviors. In CCGPT, tracking sends the message that the therapist is engaged with each group member as an individual or with the whole group. CCGPT tracking examples include, “Tina, you are moving that over there” (as
Tina is moving a car from one part of room to another) or “You are both playing with the ball”
(as one child throws a ball to the other). When tracking individuals in group, the therapist personalizes the response to each child by using the child’s name.
Reflecting content. When reflecting content, the play therapist paraphrases what the child has verbally shared with the therapist or other group members. The purpose of reflecting content
19 is to validate the child’s perception of experience (Landreth, 2012), thereby sending a message of unconditional positive regard. In CCGPT, the therapist may be challenged in attempting to reflect content at a quick pace to multiple children. Reflecting content is especially demanding of the therapist’s focus and listening skills when responding to frequent verbalizations by more than one child. Examples of reflecting content in CCGPT include, “Lily, you went to the playground and played with your mom today and Tina, you went swimming today” or (after each child shares a story about school being hard that day) “Lily and Tina, you both worked hard in school today.”
Reflecting feelings. Reflecting feelings involves the therapist’s attempt to acknowledge and respond to a child’s feelings based on the child’s verbal or non-verbal expression. The goal of reflecting feelings is to help a child feel understood and accepted. A child’s feelings are always accepted even when some behaviors are not. Reflecting feeling is often difficult because children are more likely to express feelings in non-verbal ways. Hence, the therapist must be attuned to non-verbal facial or tone expressions which requires skillful observation when in therapy with multiple children. Examples of reflecting feeling in CCGPT include, (Tina looks as if she is going to cry when Lily grabs a doll from the shelf) “Tina, you are sad that Lily has that toy” or “Tina and Lily, you are both frustrated that the water spilled on the floor.”
Facilitating decision-making/responsibility. In CCGPT, the therapist seeks to enhance each child’s perception of capability through responses aimed at returning responsibility to the child or supporting decision-making. Returning responsibility responses help children to realize choices, consequences, and abilities. Examples of such responses include, “Tina you’re wondering if it’s okay to play with the paints and in here, it’s up to you” or “Lily and Tina, you can decide what kind of picture you want to make” or (Lily demands that the therapist make Tina
20 open the glue bottle) “Lily, you want me to make Tina help you, but that looks like something you can do”
Facilitating creativity/spontaneity. Similar to facilitating decision-making responses, creativity/spontaneity responses support a child’s experience of self as a creative being, a person who is capable of unique and worthy ideas and expressions. A sense of creativity enhances a child’s self-concept when he experiences self as capable of solving problems and addressing issues with myriad coping skills. When children are creative together, they experience a capable sense of self in the context of relationship with others, thereby enhancing their interpersonal skills. Exemplary creativity/spontaneity responses include, (children build a clay sculpture)
“You’re both working together to make that just what you want,” or “Lily, you’re thinking of lots of different ways to help Tina.”
Esteem-building/encouraging. Encouraging responses serve to help a child create a sense of internal evaluation rather than dependence on external evaluation or praise. Whereas praise prompts a child to look to others for a sense of capability, encouragement builds a child’s intrinsic valuing process leading to elevated self-concept and successful decision-making.
GGCPT esteem-building response examples include, “You’re both working really hard on that,”
“you figured it out,” or “You did it!”
Reflecting larger meaning. In order to reflect larger meaning, the therapist conceptualizes patterns or themes in a child’s or children’s play based on observed behaviors and interactions. The therapist reflects these observations in a single statement that serves to enhance the communication of empathic understanding from therapist to child. Reflecting larger meaning occurs within the context of a trusting relationship and therefore, a therapist typically responds with larger meaning reflections after establishing a relationship with children in order to ensure
21 accuracy and effectiveness. Examples of reflecting larger meaning in CCGPT include, “Tina, you have a hard time letting Lily be the one in charge,” or “When you get angry with each other, you try to think of really mean things to say.”
Facilitating relationship between therapist and child. The play therapist builds connection with individual children or groups by reflecting dynamics between therapist and child. Relational responses focus on sending a message of care and warmth, as well as responding to immediate feelings of therapist and child. These responses are typically characterized by reference to the child and therapist. Examples of CCGPT relational responses include, “It’s important to both of you that I see what you created,” or (Tina uses the medical kit to cure therapist’s sickness) “You want to take care of me.”
Facilitating relationships among children. Just as the therapist attends to facilitating her own relationship with children, she also seeks to strengthen relationships between children in group. CCGPT therapists address feelings and dynamics occurring among children in immediate responses. The purpose of these responses is to build the giving and receiving of empathic understanding between group members. Examples include, “Tina, you are angry with Lily because you really want her to play with you,” or “Lily, it hurts your feelings when Tina won’t play with you.”
Reflecting group interactions/bridging play behaviors. The CCGPT therapist looks for opportunities to reflect interactions between group members that highlight their similarities and build their relationships with each other. The therapist may note a shared interest or reflect on similar play interactions to initiate a bridge of commonality for relationship. CCGPT bridging responses may include, “Lily, you like dogs and Tina, you like elephants so you both like animals” or “Tina you like to build houses and Lily you like to paint houses,” or “Tina you like
22 to be the one who decides the color of paint while Lily you like to decide what kind of house to paint.”
Limit-setting. A therapist attitude of permissiveness in group play therapy allows children an environment where all feelings and symbolic actions are accepted, allowing children the freedom to express all of their feelings and thoughts. Once fully expressed and accepted, children can start to create new paradigms of thinking, relating, and acting (Sweeney et al.,
2014). Although feelings and intentions are openly accepted, certain behaviors are limited in group play therapy in order to ensure the physical and psychological safety of group members.
Effective limit-setting results in a child’s ability to regulate emotions and create new coping skills when confronted with challenging situations. Ray (2011) suggested using the following questions to determine the need to set limits in group: 1) Is a child’s behavior physically hurting self, therapist or others? 2) Will the behavior interfere with the provision of play therapy? 3) Will the behavior harm the continued use of the playroom for other clients? and 4) How will the child’s behavior affect the relationship between therapist and child and between children? We suggest that the CCGPT therapist reflects upon these questions when deciding the need for a limit and how a limit will be presented.
Once the therapist has decided that a limit is needed, CCGPT therapists use the ACT model of limit-setting proposed by Landreth (2012) in which A is to acknowledge the child’s feelings or desires, thereby allowing a child an outlet for expression and sending the message the therapist understands and accepts the child’s motivation. C is to communicate the limit in a clearly definitive statement. And T is target an alternative which is to quickly re-direct the child so that the child can still express the feeling but in an appropriate way. Limits can be set with individuals in the group such as “Tina, you are angry with Lily, but Lily is not for throwing toys
23 at, you can tell Lily you are angry with her,” or with multiple members in the group such as
“Tina and Lily, you are having a lot of fun with the paint, but paint is not for throwing on the floor, you can paint the paper together.” Limit-setting in group play therapy requires celerity of response from the therapist because activity moves at a rapid rate and the possibility of harm to another child is possible.
CCGPT enables children to build interpersonal and intrapersonal insights and skills with natural media as they develop a sense of belonging with group members and experience consistent, accepting, and empathetic understanding from therapists. The safety and relationships fostered in the CCGPT process affords children the opportunity for self-discovery and self- realization. Compared with individual play therapy, however, group play intervention may be a challenging environment for play therapists given the complex nature of the therapeutic process that underlies the latter and the skills, attitudinal qualities, and comfort levels that it requires.
Hence, to deepen and magnify the therapeutic power of CCGPT, play therapists pursuing
CCGPT are encouraged to gain a substantial understanding of the philosophy and process of
CCPT and CCGPT, develop adeptness in nonverbal and verbal facilitative responses to CCGPT, and engage in continuous self-exploration regarding experiencing genuineness, empathic understanding, and unconditional positive regard for each group member and the group as a whole.
Axline, V. (1947/1969). Play therapy. New York: Ballantine Books.
Baggerly, J. (2004). The effects of child-centered group play therapy on self-concept, depression,
and anxiety of children who are homeless. International Journal of Play Therapy, 13, 31-
Baggerly, J. N., & Parker, M. (2005). Child-centered group play therapy with African American
boys at the elementary school level. Journal of Counseling & Development, 83(4), 387-
Bozarth, J. (1998). Person-centered therapy: A revolutionary paradigm. Ross-on-Wye: PCCS.
Cheng, Y., & Ray, D. C. (2016). Child-centered group play therapy: Impact on social-emotional
assets of kindergarten children. The Journal for Specialists in Group Work, 41(3), 209-
237. doi: 10.1080/01933922.2016.1197350
Danger, S., & Landreth, G. (2005). Child-centered group play therapy with children with speech
difficulties. International Journal of Play Therapy, 14, 81-102.
DeMaria, M. B., & Cowden, S. T. (1992). The effects of client-centered group play therapy on
self-concept. International Journal of Play Therapy, 1, 53-67.
Elliott, G, & Pumfrey, P. (1972). The effects of non-directive play therapy on some maladjusted
boys. Educational Research, 14, 157-163.
Fleming, L., & Snyder, W. (1947). Social and personal changes following nondirective group
play therapy. American Journal of Orthopsychiatry, 17, 101-116.
Frost, J. L., Wortham, S. C., & Reifel, R. S. (2008). Play and child development. Upper Saddle
River, NJ: Prentice Hall.
Ginott, H. (1961). Group psychotherapy with children. New York: McGraw-Hill.
25 Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). New York, NY:
Landreth, G. L., Homeyer, L. E., Glover, G., & Sweeney, D. S. (1996). Play therapy
interventions with children's problems. Northvale, NJ: J. Aronson.
Landreth, G. L., & Sweeney, D. S. (1999). The freedom to be: Child-centered group play
therapy. In D. S. Sweeney & L. E. Homeyer (Eds.), The handbook of group play therapy:
How to do it, how it works, whom it’s best for (pp. 39-64). San Francisco, CA: Jossey-
Patterson, L., Stutey, D. M., & Dorsey, B. (2018). Play therapy with African American children
exposed to adverse childhood experiences. International Journal of Play Therapy, 27(4),
Ray, D. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child
practice. New York, NY: Taylor & Francis Group.
Ray, D., Purswell, K., Haas, S., & Aldrete, C. (2017). Child-centered play therapy Research
Integrity Checklist: Development, reliability, and use. International Journal of Play
Therapy, 26, 207-217.
Rogers, C. (1951). Client-Centered Therapy: Its Current Practice, Implications and Theory.
Boston: Houghton Mifflin.
Rogers, C. (1957). The necessary and sufficient conditions of therapeutic personality change.
Journal of Consulting Psychology, 21 (2), 95-103.
Rogers, C. (1970). Carl Rogers on encounter groups. New York: Harper and Row.
Shen, Y. (2002). Short-term group play therapy with Chinese earthquake victims: Effects on
anxiety, depression, and adjustment. International Journal of Play Therapy, 11, 43-63.
26 Slavson, S., & Schiffer, M. (1975). Group psychotherapies for children: A textbook. New York:
International Universities Press.
Su, S., & Tsai, M. (2016). Group play therapy with children of new immigrants in Taiwan who
are exhibiting relationship difficulties. International Journal of Play Therapy, 25(2), 91-
Swank, J. M., Cheung, C., Prikhidko, A., & Su, Y. (2017). Nature-based child-centered group
play therapy and behavioral concerns: A single-case design. International Journal of Play
Therapy, 26(1), 47-57. http://dx.doi.org/10.1037/pla0000031
Swank, J. M., Cheung, C., & Williams, S. A. (2018). Play therapy and psychoeducational
school-based group interventions: A comparison of treatment effectiveness. The Journal
for Specialists in Group Work, 43(3), 230-249. doi: 10.1080/01933922.2018.1485801
Sweeney, D. S., Baggerly, J. N., & Ray, D. C. (2014). Group play therapy: A dynamic
Approach. New York, NY: Routledge.
Sweeney, D., & Homeyer, L. (1999). Group play therapy. In D. Sweeney, & L. Homeyer (Eds.),
Handbook of group play therapy: How to do it, how it works, whom it’s best for (pp. 3-
14). San Francisco: Jossey-Bass Publishers.
Trostle, S. (1988). The effects of child-centered group play sessions on social-emotional growth
of three- to six-year-old bilingual Puerto Rican children. Journal of Research in
Childhood Education, 3, 93-106.
Tyndall-Lind, A., Landreth, G., & Giordano, M. (2001). Intensive group play therapy with child
witnesses of domestic violence. International Journal of Play Therapy, 10, 53-83.
Vecchiotto, S. (2003). Kindergarten: An overlooked educational policy priority. Social Policy
Report of the Society for Research in Child Development, 17(2), 1-15.
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Certain factors can increase your risk of being infected with Q fever bacteria, including:
- Occupation. Certain occupations place you at higher risk because you're exposed to animals and animal products as part of your job. At-risk occupations include veterinary medicine, meat processing, livestock farming and animal research.
- Location. Simply being near a farm or farming facility may put you at higher risk of Q fever, because the bacteria can travel long distances, accompanying dust particles in the air.
- Your sex. Men are more likely to develop symptomatic acute Q fever.
Risks for chronic Q fever
The risk of eventually developing the more deadly form of Q fever is increased in people who have:
Jul. 07, 2011
- Heart valve disease
- Blood vessel abnormalities
- Weakened immune systems
- Q fever. Centers for Disease Control and Prevention. http://www.cdc.gov/qfever/index.html. Accessed May 5, 2011.
- Marrie TJ, et al. Coxiella burnetii (Q fever). In: Mandell JE, et al. Mandell, Douglas, and Bennett's Principles and Practice of Infectious Diseases. 7th ed. Philadelphia, Pa.: Churchill Livingstone Elsevier; 2010. http://www.mdconsult.com/books/about.do?about=true&eid=4-u1.0-B978-0-443-06839-3..X0001-X--TOP&isbn=978-0-443-06839-3&uniqId=230100505-57. Accessed May 5, 2011.
- Raoult D. Clinical features, diagnosis, treatment and prevention of Q fever. http://www.uptodate.com/home/index.html. Accessed May 5, 2011.
- Raoult D. Microbiology and epidemiology of Q fever. http://www.uptodate.com/home/index.html. Accessed May 5, 2011.
- Cristofaro P, et al. Q fever. In: Ferri FF. Ferri's Clinical Advisor 2011: Instant Diagnosis and Treatment. Philadelphia, Pa.: Mosby Elsevier; 2011. http://www.mdconsult.com/books/about.do?eid=4-u1.0-B978-0-323-05610-6..C2009-0-38600-6--TOP&isbn=978-0-323-05610-6&about=true&uniqId=230100505-53. Accessed May 6, 2011.
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Tortillas - Everthing you need to know about Tortillas
The first tortillas made of native corn date as far back as 10,000 years before Christ. Most of the Aztecs diet consisted of corn and corn-based foods; they would eat the corn straight from the cob and in recipes. They would ground the corn, and used the resulting cornmeal to make dough named masa. When the Spaniards first arrived in Mexican territory in 1519, they discovered this new and unusual food or flatbread made by the native peoples of Mexico, which the Aztecs in their native nahuatl called Tlaxcalli. The flatbread made from corn got the name of tortillas because they resembled the omelette or Spanish tortilla in Spain called a Torta. With the Spaniards arrival they introduced wheat to the Aztec people of Mexico, who then created what is known today as flour tortillas.
Aztecs would heat the corn kernels in a lime solution and water until the skins came off the kernels. Without the skins, the kernels are known as nixtamal, which when mashed, and soaked turn in to cornmeal which they used to make dough called masa, and then used it to make the famous tortillas. Even still today the word Nixtamal is used in Mexico, to refer to the soaked kernels to make tortillas as well as the ancient way of making them. To make the dough, Aztec women as Indigenous women still do today, will kneel on the ground in front of a metate (mealing stone) putting handfuls of nixtamal on the metate and they will scrub back and forth with the help of a smooth hand-held stone known as a mano. The masa can be yellow, white or other colors depending on the corn used. She then takes a golf-sized piece of dough and rolls it in to a small ball, and then she will pat it by hand into a thin, round pancake shape and place it into a Comal (hot griddle) and cook it on both sides. Cooking the tortillas is the easy part, put them on the Comal for 20 seconds, and then turn it for another 20 seconds. You’ll see the tortilla starting to get fluffy and bubbly which means it’s ready; usually tortillas will brown slightly on both sides.
Corn tortillas can be used as plates and spoons, as well as being dipped into stews, broken into pieces to scoop up salsas, beans and to make the famous Chilaquiles. Tortillas can be rolled up and eaten plain right out of the comal, or you can prepare them in any way or place any ingredients in them, like beans, chile, and salsas as long as the ingredients are not too liquid. With Corn tortillas you can make the world famous tacos, enchiladas, huaraches, entomatadas, enfrijoladas, sincronizadas, huevos motulenos, flautas, chalupas, tlayudas, tacos dorados, taquitos, tortilla soup, tostadas, tortilla chips and quesadillas. With flour tortillas you can make burritos and wraps. The masa or dough used to make tortillas is also used to prepare sopes, tlacoyos, huaraches and the delicious tamales.
To increase the production of tortillas and meet the modern lifestyle of its cities and habitants, tortilla-making equipment has facilitated and expedited tortilla making, producing up to 60,000 tortillas per hour. Today tortillas are made not only from cornmeal, but wheat flour as well. Store bought tortillas come in many varieties and flavors. Some families like the home made tortillas, so women go to the Tortillerias (tortilla factories) and buy their masa (dough) and with the help of a tortilla press they make perfectly round tortillas at home.
Please visit our tortilla cookware, authentic tostadas, and a Mexican tradition and culture section for making tortillas at home. At MexGrocer you can find everything you need to prepare your own homemade tortillas from scratch, either corn or flour by buying all your ingredients and cooking utensils at MexGrocer.com. Here you will find Maseca corn flour masa for tortillas, Maseca yellow corn flour for your corn tortillas, Selecta flour for tortillas de harina (flour tortillas),Tres Estrellas wheat flour, and various tortilla presses and comales (griddles) of different sizes to fit your needs. After you make your tortillas, you’re going to need something to keep them warm, so MexGrocer has very coloful plastic and fabric tortilla warmers with Mexican motifs, that you’ll surely love. If making tortillas from scratch is too hard for you, MexGrocer has a large selection of corn and flour tortillas from Porkyland, Tortillaland. Bring the flavor of Mexico to your table by serving delicious tostadas by Charras, Los Pericos and sopes by El Mexicano. Learn to make a wide variety of dishes and recipes using Tortillas, with the Tortilla lover's cookbook by Bruce and Bobby Fisher. We also have great related articles so you can learn how to make tortillas or the history of tortillas. Give the gift of Tortilla making to your friends and family, get them started on this delicious tradition of making tortillas by giving them one of the 4 gift packs MexGrocer.com has for you; you can choose from the Tortilla essentials Making gift pack, Quesadilla lovers gift pack, Mexican Tortilla Making kit, and the Tortilla lovers gift pack.
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Step-3 of McCollum’s Model of Mental Health Education is “Goal Setting” to identify short-term or long-term goals for changes in knowledge, beliefs, attitudes, and behaviors. Module 4 provided several theories, models, and constructs for stress and coping. For this assignment, you are asked to apply stress and coping theory to reduce the stress response.
- Think about the population identified in module two and the assessment measurements selected in module three. Then, summarize the population and assessment tool.
- Reflect on the theories of stress and coping. Select one theory that aligns with the population and assessment and provide an overview.
- Select one of the below:
- relaxation techniques (Focus feature 4.1 pg. 110)
- stress-management and reduction techniques (Focus Feature 4.2 pg. 112).
- In 2-3 paragraphs, explain how you would use the theory to implement the technique. Then, identify specific behaviors modified by the method. Discuss the cultural impact of the theory/technique on the population and its alignment with cultural traditions.
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Types of Wayfinding Signage
Wayfinding signage is a class of signage defined by its’ ability to provide directions to visitors. Did you know there are four types of wayfinding signs?
- Identification – Identification Wayfinding Signage provides an instant snapshot of exactly where a person is within a building. Examples are name plaques and bathroom markers.
- Directional – Directional signs help people find their way through a building. Examples include signs indicating which direction to go at intersections, guides on where to find a particular person or indicators on the floor to show which way to follow to get to a particular place.
- Informational – Informational signs are found in large areas and answer questions before they can be asked. Examples include maps that easily identify bathrooms, elevators and departments.
- Regulatory – Regulatory signs give important information that visitors must follow. Examples include no smoking, employee only and wheelchair accessibility signage.
Are you in need of a boost to your wayfinding strategy? Contact BLR today.
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The virtual world of the chimpanzee
The Monarto Zoo in South Australia is using the virtual world of the internet to fund its new chimpanzee enclosure.
Head of Development Sarah Brown says the zoo hopes to raise $1 million for the new habitat by launching a website.
Ms Brown says it is a fun way to donate to a serious cause.
"People can go online and support chimpanzee conservation through purchasing virtual land or a house warming gift for the chimpanzees, such as a nut basket," she said.
"Normally we would go through some fairly generic fundraising appeals and just ask the public for donations.
"We felt this was just taking it that next step [by providing] a really exciting way to learn about a very serious cause."
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At Ignite, we work with a wide range of digestive disorders. With abdominal bloating and distention being one of the most common amongst our clients.
For some people, bloating happens without other noticeable symptoms. While others experience bowel changes, excessive gas production, and/or pain in the abdomen. But perhaps the most frustrating part is the difficulty people face with trying to figure out which (if any) foods are causing their discomfort.
Today we are going to review the ins and outs of bloating and distention. Including causes, dietary changes, medications and more!
What is bloating?
Bloating is one of the most commonly reported symptoms associated with functional gut disorders. It is generally described as the feeling of abdominal pressure or feeling tight and swollen in the abdomen. Many people with bloating also note experiencing a more visible symptom called ‘distention’. In which they objectively see an increase in abdominal size in a short period of time.
What are some other symptoms of bloating?
Bloating is often accompanied by other symptoms such as:
- Abdominal pain
- Gas noises such as rumbling or gurgling
- Frequent flatulence and/or burping
What causes bloating to happen?
The origins of bloating and distention can be quite complicated and tend to vary from person to person. At Ignite we take a 360 approach to your care. Looking at all aspects of health and wellness to understand the underlying cause of your bloating, as each case varies.
There are a few common things we see as the underlying cause of bloating:
Those that experience constipation also frequently report bloating. About 80% of patients that are constipated describe their bloating as severe. This is not all that surprising. As a build-up of fecal matter, and additional time for carbohydrates to ferment in the large bowel can mimic the pain and pressure of bloating. In addition to the stool itself being “stuck”, the slow motility and static nature of the colon during constipation causes more gas production. As well as an inability to clear gas from the bowel effectively.
Intestinal gas build-up
Gas plays a big role in bloating and distention. For starters, bloating can result when we produce more gas than normal during digestion. This occurs when indigestible carbohydrates are poorly broken down and unabsorbed in the small bowel. As a result, fermentation occurs, producing gas as a byproduct. Secondly, we can feel bloated if we are unable to remove the gas that is produced in the bowel. Poor gas clearance times are experienced when intestinal transit is inhibited, such as in those with IBS or chronic constipation.2
Water content in the small intestine.
In some individuals, short-chain carbohydrates have an osmotic pull effect, meaning they draw water into the small intestine. Because these molecules are poorly absorbed in some people, this can result in a much greater volume of water in the digestive tract. Resulting in feelings of pressure and fullness.1
Small intestinal bacterial overgrowth
Occasionally, patients may develop excess bacteria in their small bowel, leading to severe bloating and distension. SIBO is diagnosed through attempts to manage the symptoms with nutrition and medication, followed by appropriate testing and treatment. At Ignite, our dietitians regularly work with physicians and gastroenterologists to advocate for and coordinate SIBO testing when appropriate.
Abnormal coordination of the diaphragm and abdominal wall muscles
When you eat, your diaphragm needs to move UP to accommodate your stretched stomach. When this doesn’t happen properly, it can trigger bloating, distension, and pain. Symptoms typically include bloating very quickly after eating, and bloating with non-fermentable, bulky foods. At Ignite, we work to uncover the CAUSE of your bloating. So that we can connect you with the right health care practitioners to help!
How is bloating diagnosed?
This is where things get a bit tricky. Bloating is not a condition that is diagnosed with a specific test or biomarker. Instead, it is recommended that those that experience fullness, tightness, and pressure in the abdominal region get tested for common gut disorders. Such as celiac disease, irritable bowel syndrome or small intestinal bacterial overgrowth.
The testing processes will vary depending on whether the patient is experiencing other symptoms as well. For example, if you also experience lots of diarrhea and urgency along with bloating, your doctor may order stool samples or a colonoscopy to rule out conditions such as crohn’s or colitis.
To sum it up, the first step in diagnosing and treating your bloating is to work with your doctor and/or a dietitian to better understand what may be causing symptoms of bloating. By seeing a dietitian specialized in gut disorders, like our team at Ignite, you can be sure you’re getting the best help possible.
What are the treatment options?
There is no gold-standard for treating bloating and distention – because the causes can vary! Instead, the goal for treatment is to first identify the contributing factor(s) causing the patient to feel bloated. And then manage these factors with an individualized treatment plan.
Treatment strategies for bloating can be categorized as follows: dietary changes, medication management, and lifestyle management. Your dietitian can help you figure out an individualized plan for you.
Several nutrition-related factors are known to impact bloating and distention. Some dietary changes that help reduce symptoms of bloating are:
- Reducing high fat foods in the diet
- Increasing dietary fibre to improve motility and intestinal transit time
- Avoiding gas-producing foods such as carbonated drinks and chewing gum.
- Improving timing of food and meal spacing. Eating slower helps us to properly chew our food and means we don’t swallow as much air. It also helps to eat regularly instead of having long gaps between food intake. Waiting too long to eat can often mean eating fast and overeating which can worsen bloating.
One of the most prevalent dietary factors associated with bloating is poor absorption of a group of short-chain carbohydrates called FODMAPs. Consumption of foods that contain these small molecules may result in excess water in the bowel. As well as fermentation leading to gas production, and poor gas clearance.
A low FODMAP diet, in which FODMAP-containing foods are avoided for a period of time may be recommended to reduce bloating and gas build-up. Talk to your doctor or registered dietitian before initiating a FODMAP elimination diet. As it is quite restrictive and is best done under supervision. To see if the low FODMAP diet might work for your symptoms, we have a 5 day free menu plan to try with lots of digestive health tips & tricks!
Exercise – Getting your body moving is a great way to naturally promote movement in the gut. Exercise improves gas clearance from the bowel. If you sit often, consider taking short breaks to get up and move. Also include regular fitness into your weekly routine.
Stress – At Ignite Nutrition, we take a holistic approach to health and therefore consider non-food causes of digestive issues. With one of the biggest being stress! Reducing stress with mindfulness-based therapy is a key component in the big picture of reducing symptoms such as bloating.
Comfortable clothing – wearing tight or uncomfortable clothing can make even the most subtle bloating really noticeable. Consider sizing up or wearing something with more stretch if you are noticing pressure from your clothing. There is nothing wrong with buying larger clothing!
At Ignite, we prioritize a food-first approach. We believe that bloating can be significantly reduced with dietary and lifestyle interventions in most patients. However, medications are often necessary as an adjunct therapy to other lifestyle changes or an emergency remedy.
With medications, there are side effects and risk factors to consider. Some common medications used in the management of bloating are:
The use of laxatives may be warranted if a patient’s bloating is stemming from constipation. However, not all laxatives are created equal and may be habit forming. It is recommended to speak with a medical professional prior to starting a laxative to manage your symptoms.
Antibiotics MAY be appropriate if SIBO is suspected. Our philosophy at Ignite is to be sure all other gut issues are ruled out. We test for SIBO prior to treatment. The most common antibiotic in the treatment of SIBO is called Rifaximin. It is a non-systemic antibiotic, meaning it remains in the gut without spreading to other areas of the body. Sometimes, a combination of antibiotics or other treatment options are considered. Your doctor may recommend this treatment if bloating appears to result from an altered gut microbiota.1
While antidepressants are shown to improve quality of life in many patients, it is not yet clear what effect they have on bloating. Existing studies have shown contradicting results, with some patients having a reduction in bloating and others having no significant changes. It is noted, however, that selective serotonin receptor inhibitors (SSRIs) are favourable over tricyclic antidepressants (TCAs). As they have fewer side effects.1
if you are having trouble breaking down specific carbohydrates, such as lactose or galacto-oligosaccarides (found in beans!), your doctor or registered dietitian may recommend an enzyme to help you break down that specific type of carbohydrate. It is best to work with a dietitian first to identify which foods may be causing you to bloat.
In our free Manage your IBS webinar, we review the 4 pillars of gut health in managing digestive disorders. Which can be SUPER helpful for bloating!
Bloating & Body Image
Bloating and distention is normal and everyone experiences it to some extent. However, the pain, gas, distress, and changes in bowel habits because of distension and bloating is not normal.
We’re starting to notice that ‘I feel bloated’ is the new way to say ‘I feel fat’. This is concerning, because far too many people are being put on restrictive diets. When in fact, fermentation and bloating is a part of normal healthy digestion. It often means the bacteria in your gut are being well fed!
The reality is, our stomachs will expand throughout the day as we eat and our bodies digest. However, if there is significant distension or pain associated with the bloating, nutrition management may help.
If you notice your self worth or body image is severely affected by your bloating it may be important to consider working on your food relationship too. Luckily, our dietitians are here to help. Of course, this can be hard to determine. So, properly screening for body image and disordered eating behaviour is key before making any dietary changes for bloating.
If you have consistent discomfort from bloating, it is best to discuss this with your doctor or registered dietitian to identify next steps. It is important to determine the underlying cause of your bloating prior to attempting interventions. Remember, bloating can result from a variety of different causes so treatment will vary from individual to individual.
Working with a registered dietitian can help you to beat the bloat. Registered dietitians can help you to make safe and effective changes to reduce bloating. At Ignite, we will listen to your health story and come up with a personalized diet and lifestyle plan that works for you and your busy life!
Categorized: Gut Health & IBS
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Vertigo is typically a feeling of spinning when you are not moving. Other common descriptions include tilting, bobbing, and floating. There are many causes of vertigo, including problems of the inner ear balance sensors. The most common inner ear cause of vertigo is benign paroxysmal positional vertigo (BPPV).
Causes of Vertigo
BPPV occurs when tiny particles, or “crystals,” that belong in the inner ear sensor for head position, called the utricle, become dislodged and migrate to the inner ear sensor for head movement, called the semicircular canal. Symptoms of BPPV are vertigo or dizziness that occurs when you lie down in bed, roll over in bed, bend over or look up. The vertigo of BPPV is usually intense, but doesn’t last long – 20-30 seconds.
In most people, the exact cause of BPPV is unknown. In others, it may be caused by:
- Head injury
- Viral infection
- Age-related changes to inner ear
- Disorders of the inner ear
Symptoms of BPPV
Symptoms may include:
- Brief spinning or dizziness when you change head position
- Loss of balance
Although BPPV is common, it is not the only cause of dizziness. It is important to have a thorough evaluation to find the cause of your dizziness. Your doctor may recommend special tests, including:
- Dix-Hallpike test – your doctor will watch for certain eye movements as you lie down quickly on an exam table
- Videonystagmography (VNG) – recording and analyzing your eye movements during a series of short tests to find out how your inner ear balance sensors are working
Wait and Watch
Many times BPPV will resolve on its own, usually within a month or two of onset. If you choose to “wait it out,” you will need to make some changes to your daily activities to avoid triggering your symptoms. Talk with your doctor about the best treatment plan for you.
Particle Repositioning Maneuvers
Particle repositioning maneuvers are performed to move dislodged particles out of the semicircular canal by moving your head and body into different positions. There are dozens of these particle repositioning maneuvers, and the right one for you depends on which ear and which balance sensor is affected. Once the right maneuver has been decided, you may be able to do the particle repositioning maneuvers yourself at home.
No medication is effective for treating BPPV. Medication may make the dizziness of BPPV less intense, but also may have adverse effects such as sleepiness, confusion, and increased risk of falling.
Content was created using EBSCO’s Health Library. Edits to original content made by Rector and Visitors of the University of Virginia. This information is not a substitute for professional medical advice.
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US & World Economies World Economy OPEC Oil Embargo Causes and Effects of the 1973 Oil Crisis By Kimberly Amadeo Updated on April 30, 2022 Reviewed by Erika Rasure Reviewed by Erika Rasure Erika Rasure is globally-recognized as a leading consumer economics subject matter expert, researcher, and educator. She is a financial therapist and transformational coach, with a special interest in helping women learn how to invest. learn about our financial review board In This Article View All In This Article Causes of the 1973 Oil Crisis Effects of the 1973 Oil Crisis How Oil Prices Have Changed Since the Crisis Frequently Asked Questions (FAQs) A sign at a gas station during the gasoline shortage and energy crisis of the 1970s. Photo: Photo by Owen Franken / Corbis via Getty Images The Organization of the Petroleum Exporting Countries (OPEC) oil embargo was a decision to stop exporting oil to the United States. On Oct. 19, 1973, the 12 OPEC members agreed to the embargo. Over the next six months, oil prices quadrupled. Prices remained at higher levels even after the embargo ended in March 1974. Since the embargo, OPEC has continued to use its influence to manage oil prices. As of 2022, OPEC produces about 40% of the world's oil supply and controls 60% of oil exports. In 2018, OPEC countries retained 79.4% of the world's proven oil reserves. Key Takeaways The OPEC oil embargo was an event where the 12 countries that made up OPEC at the time stopped selling oil to the United States.The embargo sent gas prices through the roof. Between 1973 and 1974, prices more than quadrupled.The embargo contributed to stagflation.In response to the 1973 oil crisis, the United States took steps to become increasingly energy independent. Causes of the 1973 Oil Crisis Two actions by the U.S. administration caused OPEC to launch the oil embargo: when Nixon took the U.S. off the gold standard and when the U.S. ordered military aid to Israel during its conflict with Egypt and Syria. Leaving the Gold Standard In 1971, President Richard Nixon prompted the embargo when he decided to take the United States off the gold standard. As a result, countries could no longer redeem U.S. dollars in their foreign exchange reserves for gold. With this action, Nixon went against the 1944 Bretton Woods Agreement, which pegged the dollar to the price of gold. His move sent the price of gold skyrocketing. The history of the gold standard reveals this was inevitable. But Nixon's action was so sudden and unexpected that it also sent the value of the dollar down. The plummeting value of the dollar hurt OPEC countries. They depend on the petrodollar for their government revenues. Their oil contracts were priced in U.S. dollars. That meant their revenue fell along with the dollar. The cost of imports that were denominated in other currencies stayed the same or rose. OPEC even tried pricing oil in gold, instead of dollars, to keep revenue from disappearing. Military Aid for Israel On Oct. 19, 1973, Nixon requested $2.2 billion from Congress in emergency military aid for Israel. The Arab members of OPEC responded by halting oil exports to the United States and other Israeli allies. Egypt, Syria, and Israel declared a truce on Oct. 25, 1973. OPEC continued the embargo until March 1974. By then, oil prices had skyrocketed from $2.90 per barrel to $11.65 per barrel. Note For OPEC, the last straw came when the United States supported Israel against Egypt in the Yom Kippur War. Effects of the 1973 Oil Crisis The oil embargo is widely blamed for causing the 1973-1975 recession. U.S. government policies helped cause the recession and the stagflation that accompanied it. They included Nixon's wage-price controls and the Federal Reserve's stop-go monetary policy. Lost Jobs Wage-price controls forced companies to keep wages high, which meant businesses laid off workers to reduce costs. At the same time, they couldn't lower prices to stimulate demand. It had fallen when people lost their jobs. High Prices To make matters worse, the Fed raised and lowered interest rates so many times that businesses were unable to plan for the future. As a result, companies kept prices high which worsened inflation. They were afraid to hire new workers, worsening the recession. Note Fed officials learned through the history of U.S recessions that they had to manage businesses' expectations of inflation. Since then, Fed officials have been consistent in their actions. More importantly, they clearly signal their intentions well ahead of time. Lower Consumer Confidence The oil embargo aggravated inflation by raising oil prices. It came at a vulnerable time for the U.S. economy. Domestic oil producers were running at full capacity. They were unable to produce more oil to make up the slack. Furthermore, non-OPEC oil production had declined as a percentage of world output. It also worsened the recession. First, higher gas prices meant consumers had less money to spend on other goods and services. This lowered demand. It also weakened consumer confidence. People were forced to change habits, making it feel like a crisis that the government tried unsuccessfully to resolve. This lack of confidence made people spend less. For example, drivers were forced to wait in lines that often snaked around the block. They woke up before dawn or waited until dusk to avoid the lines. Gas stations posted color-coded signs: green when gas was available, yellow when it was rationed, and red when it was gone. States introduced odd-even rationing: drivers with license plates ending with odd numbers could get gas on odd-numbered days. How Oil Prices Have Changed Since the Crisis A review of the history of oil prices reveals they've never been the same since the 1973 oil crisis. The chart below tracks both nominal and inflation-adjusted oil prices since 1946. During the OPEC oil embargo, inflation-adjusted oil prices went up from $27.17 per barrel (bbl) in October 1973 to $60.81 per barrel (bbl) in March 1974. The oil embargo gave OPEC new power to achieve its goal of managing the world's oil supply and keeping prices stable. By raising and lowering supply, OPEC tries to stabilize the price of oil. If the price drops too low, they would be selling their finite commodity too cheap. If too high, the development of shale oil would look attractive. Frequently Asked Questions (FAQs) How did the United States respond to the OPEC oil embargo? Congress created the Strategic Petroleum Reserve to supply at least 90 days of oil in case of another embargo. It also reduced the national speed limit to 55 miles per hour to conserve gas. Nixon instituted daylight savings time year-round for 1974 and 1975. When did the OPEC oil embargo end? The embargo was officially lifted in March 1974, when OPEC nations could not agree on how long to continue it. However, oil prices did not begin to fall until the following decade. Was this page helpful? Thanks for your feedback! Tell us why! Other Submit Sources The Balance uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy. U.S. Department of State. "Oil Embargo, 1973–1974." U.S. Energy Information Administration. "What Drives Crude Oil Prices: Supply OPEC." OPEC. "OPEC Share of World Crude Oil Reserves, 2018." Federal Reserve History. "Oil Shock of 1973–74." History. "Yom Kippur War." Board of Governors of the Federal Reserve System. "Historical Approaches to Monetary Policy." OPEC. "OPEC's Role and the Challenges We Face in the Petroleum Industry." Office of Fossil Energy and Carbon Management. "Strategic Petroleum Reserve." The American Presidency Project. "Statement on Signing the Emergency Daylight Saving Time Energy Conservation Act of 1973."
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Quick Answer: The Effects of lack of Education
Lack of education has serious effects on everyone, not only people who are under-educated. People who lack education have trouble getting ahead in life, have worse health and are poorer than the well-educated. Major effects of lack of education include: poor health, lack of a voice, shorter lifespan, unemployment, exploitation and gender inequality.
Across the world, 264.3 million school children, adolescents and youth are not in school. We’re getting more of these children into school, but there’s still a long way to go.
These children who are under-educated will likely suffer from long-term side effects that may limit their quality of life. There are 11 major effects of lack of education that cause real worry to us all.
The 11 Lifelong Effects of Lack of Education
1. Poor Health
Healthcare of the general population is a major reason education is important.
Primary education is important for learning about personal health and hygiene. Education is how health professionals and governments communicate important information to society.
Poor health and hygiene is a serious issue in societies where large amounts of the population lack an education.
Important basic health that is taught at school includes:
- Pregnancy and prenatal care;
- Basic hygiene like cleaning teeth and washing hands; and
- Sexual health.
According to theUNHCR, simply educating all girls to a secondary school level would decrease worldwide deaths from pneumonia, diarrhea, and malaria by 49%.
Case Study: Lack of Education During the Ebola Crisis
This became a huge problem during the 2014-15 Ebola crisis in West Africa. During the crisis, there was a huge amount of misinformation about how the disease was spreading. Many people used old wive’s tales and folklore to understand the disease rather than scientific knowledge.
To remedy this, there was a need for a huge public information campaign to educate the masses on how diseases spread. One of the major things to do was teach people how to bury the dead appropriately to prevent the spread of the disease.
Case Study: HIV/AIDS in Uganda
The Borgen Project reports that highly educated people in Uganda are 75% less likely to suffer from HIV/AIDS than uneducated people. If a Ugandan completes primary school, they’re 50% less likely to suffer from HIV/AIDS.
2. Lack of a Voice
People who are undereducated do not have the skills or confidence to speak up for themselves.
This is a part of the reason many women remain oppressed in the developing world. Girls who are undereducated are married young – often still as children – and forced into domestic chores rather than education.
These women find it very hard to speak up about their own situation and find ways to improve their lives. They can’t find jobs, are reliant on their husbands’ incomes, and often can’t read or write which prevents them from self-educating.
3. Shorter Lifespan
Less educated people don’t live as long as more educated people, the International Monetary Fund’s Fiscal Monitor Report shows. According to the report, less educated men statistically live between 4 and 14 years less than their well educated counterparts.
Here’s a graph from the IMF on these startling figures.
- The smallest gap is in Italy, where educated men live 4 years longer than uneducated men.
- The largest gap is in Hungary, where the gap is 14 years.
According to the IMF, this shortened lifespan for the poor has a drag effect on national productivity. So in effect, we all suffer when the poor get sick and die.
4. A Poverty Trap
Poverty Trap: The inability to escape poverty due to lack of resources.
Children of poorer people are more likely to be poor themselves. This is often known as the intergenerational poverty trap.
One of the only ways to escape the poverty trap is through education. If you’re not educated, you are not likely to escape.
Here’s the facts.
While the exact figures are disputed, higher education appears to lead to higher incomes:
- According to the Borgen Project, each year of education beyond grades 3 and 4 increases a woman’s earning potential by 20%.
- This South African study finds wages only see significant growth beyond a Grade 11 education.
- This Brookings Institute study funds one year of education leads to a 10% growth in earnings.
And the problem isn’t only lack of education. It’s also the quality of education.
A report from the University of Stellenbosch found that children in South Africa who attend poorer public schools suffer from low teacher quality and lack of resources. This can keep children in poverty despite the fact that they attended school.
Everywhere in the world, jobs are given out to the most qualified people.
Educational credentials are one major way in which employers choose between job applicants. If you don’t have that high school diploma or university degree, chances are you’ll drop to the bottom of the pile.
Here’s the facts.
The OECD found that across all OECD nations:
- 83% of people with a university degree are employed;
- 74% of people with an upper secondary or non-university postsecondary education (e.g. a trade qualification) are employed;
- 56% of people without an upper secondary education are employed.
People who have not been educated may have to resort to terrible types of work just to survive. In a world of limited jobs, those with an education get first pickings of the safer and more secure work.
Girls in the third world who lack education are some of the most vulnerable. According to the UNHCR, these girls are likely to find themselves doing jobs like:
- Sweatshop labor;
- Domestic Labor;
- Being married off as child brides.
Case Study: Syrian Civil War
UNICEF reports that many Syrian children are lured into fighting for the government in the civil war. These children – rather than going to school – need to work to feed their families. The US$400 per month soldier salary is often their only option due to their lack of skills.
Similarly, Syrian children who flee to Turkey end up working in sweatshops earning $10 a day to feed their families. According to The Guardian, sexual and physical abuse takes place in these sweatshops regularly.
7. Gender Inequality
Gender inequality can be a massive barrier to education for women.
Countries where women are less educated continue to perpetuate gender inequalities from one generation to the next.
Women who are less educated tend to have babies at a younger age. According to the United Nations Girls’ Education Initiative, each year a girl is out of school increases national fertility rates by 10 percent.
Women who have children after receiving a secondary school education tend to have healthier babies. The UNGEI argues that these women’s higher levels of education means “they will know how to properly care for” their babies.
Furthermore, women with a lower education are less likely to raise their voice when it comes to political and community issues that affect them.
Education is also a space where gender stereotypes are challenged, which may also lead to decreased gender inequality. If girls and boys are educated side-by-side, such stereotypes may also disintegrate.
8. A Brake on Economic Growth
Countries that have a more educated population will have more sustainable economic growth over the long term than those with a less educated population.
This is particularly evident now that we live in a globalized world.
Nations are competing against each other for economic dominance. If a nation is more educated, the nation’s productivity is higher and its workers are more innovative. The nation attracts higher-paying jobs in growth industries.
By contrast, nations that are poorer have to attract lower-paying industries such as manufacturing. While many third-world countries can grow their economies rapidly by lowering labor standards and attracting industry, there is a cap on this growth.
That’s why China is investing so heavily in tech and education. They know that if they want to continue to grow at a rapid rate, they need to transition to the high-paying industries of the future.
9. Inability to make smart political decisions
If too many people in a society lack the ability to think critically about the big challenges of the future, we won’t collectively make smart political decisions.
Education is about more than money. We need to educate our society so they can make democratic decisions like:
- Who should I vote for in the next election?
- Is climate change action important?
- Is it good for me that my taxes are spent on foreign aid?
A politically uninformed society may lack the knowledge to make smart decisions. Or, they might be easily duped by a smooth-talking populist.
Perhaps this is why one-sentence slogans tend to win out in our political discourse. The logic here is simple: dumb it down for the dumbies out there. Don’t treat them like adults. Don’t have an informed debate.
As Alex Lickerman argues:
“The solutions our political leaders seek for our most pressing problems are largely determined by which are most popular. And which are most popular is largely determined by our population’s ability to understand the problems”
10. It’s harder to raise children
If you lack an education yourself, raising children becomes more difficult. And not just because you’re more likely to be poor.
Issues uneducated parents face include:
- Not knowing how to seek help or teach yourself about raising children;
- Inability to help your children with their homework;
- You’re statistically more likely to be poor;
- You’ll expose your children to less words.
According to the American Psychological Association, this means:
- Children of uneducated parents are behind their peers in cognitive capacity and literacy and numeracy levels;
- Your children will have less financial literacy (they won’t be able to handle money as well);
- Your children will struggle getting the right information about attending college.
11. Your job is about to disappear due to automation
Automation is coming. We have already seen many millions of jobs disappear over the past few decades due to the introduction of robots. Think of factory lines or – closer to home – automated cashiers at the supermarket.
These are just the beginning. As artificial intelligence comes closer to reality, chances are that more and more low-skilled jobs will come off the market.
Think about the United States: manufacturing jobs have been on the decline for decades. The next big thing to go is truck driving as safe driverless trucks hit the road in the coming years.
The Hill argues: “the largest shares of jobs that can be potentially lost belong to low-skill individuals who do low-income jobs”.
Whether new jobs in new industries will emerge to replace the old ones is debatable. But the new jobs will likely require some form of education!
Students: If you’re using this information for an essay or speech on the topic, don’t forget to cite the sources I’ve linked to.
Now that you’ve got the right information, here’s 7 tips on how to start your essay.
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Jiggling and Rocking - an Aware Parenting Perspective
Many parents are advised to walk, jiggle and rock a crying baby, or ‘wear down’ a ‘fussy baby’ to sleep. However, from an Aware Parenting perspective, (where crying serves two functions for babies), there is another way to help an upset baby to feel calmer and go to sleep.
The first type of crying indicates that the baby has an immediate need (such as touch, food or physical comfort), which requires fulfilling; it alerts the parent to respond to this need.
The second type of crying has the function of relieving stress, over-stimulation, and trauma. When all of a baby’s immediate needs have been met, and he is still crying, then it is likely that he is crying to release stress. For this to happen, he needs to be held in arms without distraction from the crying. A baby who has released his daily stress in this way falls asleep simply being physically close to mum or dad. He does not require jiggling, feeding, or rocking. Babies who are jiggled, rocked and walked whenever they need to release stress learn to move whenever they are upset, leading to toddlers who never seem to be able to sit still.
Aletha Solter says, ‘Movement stimulation is important for babies, but the timing for this is crucial. It is best to save activities such as bouncing, swinging and rocking for times when babies are happy, alert, and ready for stimulation. Do not wait until your baby fusses. Babies do not cry because of a need for these … forms of movement. Bouncing and rocking will only distract them from their need to cry.’ When a baby is crying or fussing, he is asking either for an immediate need to be met, or to release stress through crying in arms.
Some people believe that babies need to be calmed down with movement because they experienced continuous movement whilst in the womb. However, for a lot of the time the mother was sitting or sleeping and then the baby only experienced small movements of the mother’s breathing and digestion. Simply holding a baby close provides this same level of stimulation. ‘If babies cry whilst being held closely, it is time for either feeding or respectful listening, not frantic attempts to distract the baby.’
It is commonly noted that hyperactivity is more common in boys than girls. We can postulate why when we learn that parents generally rock and bounce baby boys more than baby girls.
Parents can meet all of a baby’s needs for closeness by carrying him. They can also help him heal from stress by calmly holding him without bouncing, rocking or walking when he needs to cry.
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The Making of Army STARRS: An Overview
Behavioral health and suicide are issues that affect Americans from all walks of life. The Army Study to Assess Risk and Resilience in Servicemembers (Army STARRS) is an unprecedented research study dealing with a topic critical to the Army and to the country—suicide prevention.
Historically the suicide rate among Army personnel has been below that of the civilian population. Since 2002, however, the suicide rate among soldiers has risen significantly, reaching record levels and prompting the Army to form a partnership with the National Institute of Mental Health (NIMH) to seek independent academic scientists who could design and implement a sufficiently large and complex research study to address the issue. The NIMH awarded a grant to a research team of investigators from the Uniformed Services University of the Health Sciences, Harvard Medical School, the University of Michigan, and the University of California, San Diego to design and conduct Army STARRS.
Army STARRS is the largest study of mental health risk and resilience ever conducted among military personnel and, following a one-year no-cost extension, will run through June 2015. Each of the components of the study is confidential and strictly voluntary. Since the study began in 2009, Army STARRS has worked at more than 75 locations in the United States and around the globe. The research team has collected data from more than 100,000 soldier volunteers in all phases of Army service including new soldiers in their first week in the Army, established soldiers, soldiers pre- and post-deployment (see below), soldiers in theater, and soldiers who have been hospitalized for self-harm (see below). The Army STARRS data-collection phase ended in April 2014 and the research team has now turned their focus to data analyses.
In an effort to find risk and protective factors that affect soldiers’ well-being, the Army STARRS team has undertaken some enormous tasks. For example, they created a secure database with more than one billion Army and Department of Defense (DoD) data records and 3,000 types of information. The team is analyzing these administrative data as well as new information collected directly from soldier volunteers. All of this has been done, and will continue to be done, with extreme care for the security and confidentiality of each soldier who volunteered to participate.
Every research study faces challenges and opportunities to develop new methods. This is also true with Army STARRS. The Making of Army STARRS series highlights some of the challenges and opportunities that have been part of this project.
The academic and military worlds may speak different languages and approach a situation from different perspectives but when the goal is the same, everything comes together. The Army STARRS research team has broadened its understanding of military life and acronyms just as the Army’s team has added to its knowledge of statistical sampling methods and research lingo. The commitment to making Army STARRS a success is what keeps everyone moving forward.
Studying a Rare Event
Suicide is a very rare and complicated event. In fact, on average, less than 1 in 5,000 people die by suicide. In addition, there are few things, if any, common to all suicides. For example, although some risk factors such as depression or failed relationships often precede suicide, most soldiers who experience these things never try to take their own lives. Because suicide is so rare, researchers must look at very large groups of people to draw valid scientific conclusions. Army STARRS has more than 100,000 participants.
Confidentiality is an extremely important element of this project. In every part of the study, in every phase, information that could identify an individual soldier was removed from survey responses, administrative data, historical data, and biological specimens. Survey ID numbers or scrambled identifiers were attached to different types of data instead of names, addresses, or Social Security Numbers.
Connecting the Dots
Army STARRS collected information directly from tens of thousands of soldiers. The team uses a computer program to link soldiers’ Army STARRS data to de-identified administrative data from Army and DoD sources. This is done with soldiers’ permission and in compliance with all legal and privacy protections. The computer program makes it possible to link survey and administrative records in such a way that the participating soldiers cannot be personally identified through their responses in the research data. Because of this linked data, Army STARRS will support more detailed studies of both risk and protective factors for suicide than has been possible in the past.
The Big Picture
To get a complete picture of soldiers and their experiences, Army STARRS has five primary parts. The components look at both historical and current data, and several are represented in The Making of Army STARRS series. Findings from each of the five components may help researchers and the Army identify opportunities to improve soldier well-being and reduce the risk of self-harm.
The five primary components are:
- Historical Administrative Data Study: Using data from ~40 data sources from the Army and DoD, this component examines administrative records from more than 1.6 million soldiers who served on active duty at any point from 2004-2009. More than one billion records have been stripped of information that might identify an individual soldier. Investigators are using the data to help identify periods in a military career when soldiers might be at particularly elevated-risk for behavioral health challenges such as during deployment to a war zone and the periods immediately before and after that deployment.
- All Army Study (AAS): This Army STARRS component assesses data from thousands of active duty soldier volunteers (including activated Reserve Component and Army National Guard soldiers). The AAS is looking at psychological and physical health; events encountered during training, combat, and non-combat operations; and life and work experiences across all phases of Army service. Researchers use the information to determine how various factors affect soldiers’ psychological resilience, mental health, and risk for self-harm (e.g., suicide).
- New Soldier Study (NSS): Army STARRS researchers invited new soldiers at the start of their basic training program to volunteer for the New Soldier Study. Information on new soldiers’ health, personal characteristics, and prior experiences as they begin their Army service will help the research team understand the impact of factors that exist prior to entering the Army.
- Soldier Health Outcomes Study (SHOS-A & B): This component is actually two sub-studies. Each study compares participants who have exhibited suicidal behavior with those who have not. SHOS-A focuses on soldiers who attempted suicide and were admitted to a medical treatment facility. SHOS-B focuses on soldiers who died by suicide and involves interviews with next of kin and Army supervisors. Both studies will attempt to identify characteristics, events, experiences, and exposures that predict negative (or positive) health and behavior outcomes. More information about SHOS-B is available here .
- Pre/Post Deployment Study (PPDS): The PPDS component focuses on the effects of deployment to a theater of combat operations. The research team is examining the relationship between physical and biological changes and suicidal thoughts and actions or related behavioral health issues. The pre-deployment phase concluded in 2012 with more than 9,000 volunteers. These same volunteers were asked if they would be willing to participate in the three-part post-deployment phase, which ran through April 2014.
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Criminal Law and Legal Jurisdiction – 17 page Work Booklet CIT/C8/WB/75 Citizenship GCSE
GCSE Citizenship or Law (9-1) CIT/C8/WB/75
Work Booklet Outcomes:
-To study criminal law in England and Wales
-To understand the different criminal courts and the use of Criminal Behaviour Orders
-To evaluate whether Stop and Search is an effective tool for modern day policing
It can be used to teach this topic, through a range of stimulating exercises, encouraging discussion and liven up lessons through structured engagement between students.
This Booklet Contains:
o Revision Summary Topic Map
o Contemporary case studies around this topic
o A clear focus on key terms and literacy-based activities
o Differentiated Exam Questions and Practice (1-5 and 6-9)
o Key term Revision Cards
o Brand New Revision Activities E.G Revision Cubes / Question Trees / Revision Clocks
o Lots of ready-to-use student worksheets designed to be written on
o A wide range of activities, to suit all types of learners.
o Minimal preparation required – Just print and go!
o Discussion activities included in with every case study, challenging your most able students
o Links to online digital and flipped learning activities
Professional study work booklet of classroom-ready activities will enthuse and engage students, and ensure they get the most from their Citizenship GCSE (9-1-2016 onwards course.)
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We launch our Marriage Week campaign, and the publication of the book Commit or Quit – The Two Year Rule and Other Rules for Romance, with a striking new piece of research from Harry Benson of Marriage Foundation and Professor Stephen McKay of the University of Lincoln.
These are the key findings:
- The longer a couple cohabits, the less likely they are to get married.
- Living together for a long period of time makes little difference to the likelihood of a couple staying together – but increasingly diminishes the chances of them getting married.
- Couples are most likely to get married or split up in the 2nd or 3rd year of living together.
- Couples who have lived together for 7 years or more are more likely to split up than marry.
As an increasing number of weddings are cancelled or postponed – due to lockdown restrictions – many engaged couples will end up living together longer before marrying. However, new research shows that the longer couples live together without tying the knot, the less likely they are to get married at all. The new report has been released to coincide with the publication of Harry Benson’s new book Commit or Quit on 11 May, at the start of National Marriage Week 2020 (11-17 May 2020).
Harry Benson from Marriage Foundation and Professor Steve McKay from the University of Lincoln analysed data from the British Household Panel Survey for 25,000 adults who started cohabiting between 1980 and 1990, looking at the outcomes of their relationship up to the year 2000. They discovered that, no matter how long couples had been in a relationship, 4 out of 10 cohabiting (unmarried) couples split up during the 10 years after they moved in together. However, it was notable that the longer a couple lived together, the lower the likelihood became of them getting married in the future – 5 out of 10 couples who had lived together for up to a year went on to marry, compared to 3 out of 10 couples who had lived together for 10 years.
The report also found that, while the majority of couples from this group who married were still together 10 years later, only a minority of the couples who didn’t marry were still together 10 years later. This indicates that couples who marry after a period of cohabitation are more likely to stay together than couples who choose to carry on cohabiting rather than to get married.
Interestingly, the data showed that the length of time that a couple had lived together had no direct correlation with the likelihood that they would stay together in the future if they did not marry. However, it was notable that couples who had lived together for longer and did decide to marry after 5 or more years together were more likely to stay together in the future. For couples who had lived together for less than a year, the chances of staying together for the next 10 years were 75% if they did get married and just 23% if they didn’t get married. For couples who had lived together for 8-9 years, the chances of staying together for the next 10 years improved to 95% if they did get married and to 42% if they didn’t get married.
The report also showed that the likelihood of a couple either getting married or splitting up was at its highest during the second or third year of a couple living together.
Harry Benson, Research Director for Marriage Foundation and author of Commit or Quit, commented:
‘For many young couples, moving in together seems like such a good idea. But our research highlights the very real risks: that your odds of staying together don’t ever improve with time but your odds of making a really clear long-term commitment to one another actually deteriorate with time. So my advice to all young couples is the same advice I give my children. If you want reliable love and you’re going to move in together, you need a clear plan to make sure you don’t end up heartbroken or stuck. Remember the two-year rule and either commit or quit.’
Sir Paul Coleridge, founder of Marriage Foundation and former high court judge, added:
‘When we are considering our physical health – especially during a pandemic – it seems we are more than happy to ‘follow the science’, ie. be guided by the research. But when it comes to the critically important matter of our emotional health, we ignore the research and prefer guidance by guesswork and instinct. Over and over again, the research shows that, however superficially attractive informal cohabitation may appear, it is fraught with long term risk. Not only is it three times more likely to fail than marriage, but now we learn that for those who do stay together for three years, the chances of permanent commitment declines from then on. For couples in that situation, Harry Benson’s starkly simple two-year rule ‘Commit or Quit’ should surely be taken very seriously.’
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Genes Hike Melanoma Risk Even in Those Who Tan Well
TUESDAY April 21, 2009 -- If you have dark eyes, dark hair and tan easily, you might think you don't have to worry much about melanoma.
But new research shows that variations of a particular gene can raise the risk of this deadly skin cancer, even in people whose ability to tan may make them appear to be at low risk.
Having a variant of the melanocortin-1 receptor gene (MCIR) puts people who have dark hair, dark eyes and who tan easily at more than twice the risk of getting melanoma as those with similar complexions who don't have the variant.
"Traditionally, a clinician might look at a person with dark hair who did not sunburn easily and classify them as lower risk for melanoma, but that may not be true for all people in the population," said Peter Kanetsky, an assistant professor of epidemiology at the University of Pennsylvania School of Medicine and a co-author of research on the topic. "Just because you tolerate sun exposure fairly well doesn't mean that you're not at increased risk for melanoma."
The findings were to be presented Tuesday at the American Association for Cancer Research annual meeting in Denver.
The researchers examined 779 people with melanoma at the Pigmented Lesion Clinic at the University of Pennsylvania and 325 people who did not have melanoma. They analyzed the participants' MCIR variant status and had them fill out questionnaires about sun exposure, ability to tan and their physical appearance.
Previous research has identified more than 50 versions of the MCIR gene, about four of which have been linked to an increased risk for melanoma, Kanetsky said.
In the study, about 70 percent of the healthy participants had some variant of the gene, and nearly 27 percent had one of the four high-risk variants.
Among the participants with melanoma, about 78 percent had a gene variant and 43 percent had a high-risk variant.
Those who had dark eyes and an MCIR variant had a about a threefold greater risk of developing melanoma than did those with dark eyes but no variant. Those who did not freckle but who had the high-risk variant had an eightfold increased risk, and those who tanned moderately or deeply after repeated sun exposure had about twice the risk.
"They're finding that in people who are able to tan, who conceivably could have been educated not to worry about the sun, the presence of those variants does confer increased risk of developing melanoma, compared to those who do not have the MCIR variant," said Dr. David Fisher, chief of dermatology at Massachusetts General Hospital and a dermatology professor at Harvard Medical School.
Having a variation of the MCIR gene has been shown in prior research to be associated with having red hair, freckles and fair skin. It's also been associated with a higher risk of melanoma, even when adjusting for lighter skin tone, lighter hair and lighter eyes, Kanetsky said.
In this study, the MCIR variant in people with red or blond hair did not affect melanoma rates.
Researchers are not sure why the MCIR variant didn't seem to boost melanoma risk in the fair-haired group, but they suspect that other biological processes or genes could be at work, causing the increased melanoma risk.
Melanoma, the most serious form of skin cancer, is highly curable when caught early. In 2008, an estimated 8,420 people in the United States died from it, according to the American Cancer Society. There were about 62,000 new cases.
Currently, there is no commercially available test for MCIR variants.
The Skin Cancer Foundation has more on melanoma.
Posted: April 2009
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About Colored Clays and the Techniques Used
in My Work
If you have questions about my work or my techniques, please contact
A Brief History of Colored Clays
Colored clay techniques involving colorants deliberately mixed into the
clay were first used approximately 2000 BC in Egyptian amulets and
figurines, where copper oxide was combined with clay materials to get a
range of green and blue colors.
About 1200 years ago, Chinese potters of the Tang Dynasty
incorporated marbleized and patterned clays into wheel-thrown and
handbuilt forms that were low-fired with a lead glaze.
Within several hundred years, Sung Dynasty potters were coloring
porcelain clay with iron oxide and creating a variety of patterns in
platters and other vessels.
In mid-18th century Baroque England, the
Josiah Wedgwood Company and various smaller pottery workshops used colored
clays very effectively in basalt ware, Jasper ware, and marbleized ware.
Wedgwood’s elegant black and white Jasper ware “Portland
Vase,” a reinterpretation of a Roman glass original, is one of the
masterpieces of English Baroque pottery.
In early modern
, experiments in colored clays evolved into the neriage and nerikomi
techniques, which were brought to
during the Mingei 20th century Japanese craft renaissance.
English potters were and are especially creative in use of these
is where one most often encounters quality colored clay work
today. The techniques appear
occasionally in other cultures, and yet remain relatively rare in
contemporary ceramics. It may
be that there simply are not that many artists/craftspeople willing to go
to the trouble. Exceptional
recent and contemporary colored artists include Thomas Hoadley, Curtis and
Suzanne Benzle, Chris Campbell, Dorothy Fiebleman, Michael Haley and Susy
Mill Town Vessel #2
Vince Pitelka, 1991
Colored clay patterned
loaves stored in
Ziploc bags. I am still using loaves
that are over 20 years old.
My Introduction to Colored Clays
I began exploring colored clays while in graduate school at UMass-Amherst
in 1985. I had just come out
of ten years as a studio potter, and my most interesting work featured the
density and depth of colored slips. In
graduate school I was moving from wheel-thrown to handbuilt work, and it
occurred to me that I could get the same quality of color and surface with
colored clays. Several decades
earlier I had a number of opportunities to observe glassblowers Ro Purser
and Dick Marquis using the Venetian murrini technique.
As part of that process, colored glass is formed in canes or other
shapes and combined to make a "loaf" with a continuous pattern
or image running through its length, with the objective of cutting off
many layers of repeated pattern or imagery.
When the graduate faculty encouraged me to try this with colored
clays, I had no idea that it was a well-established technique.
My experimentation proceeded quickly, and within six months I was
getting intensely-colored pattern and imagery with a high degree of
precision. One of my
professors suggested that I look at Jane Peiser’s work in the Penland
School of Crafts Book of Pottery, and it was a revelation to discover
her remarkable vessels. Further
research led me to the work of other American and English potters and the historic
examples mentioned above. My
work has always been distinctly different from any other examples of
colored clay work that I have found, and that is reassuring.
Choice of Clays
Any claybody can be used for colored clay work, but existing color in the clay
(as in a tan stoneware clay) will limit the range of color possibilities when
colorants are added. For this
reason, most potters generally use a porcelain, porcelaineous stoneware, or white
earthenware body. Also, when
laminating colored clays onto a slab or a leather-hard piece, it makes sense to
use the same claybody as the substrate when possible.
However, porcelain offers special challenges for handbuilding, and I
have found that it is not hard to find a stoneware body that works well as a
substrate for colored porcelain lamination.
Choice of Colorants
Clays can be colored with standard coloring oxides, or with commercial fritted
stains like Mason stains. The
standard coloring oxides including red iron oxide, chrome oxide, manganese
dioxide, rutile, and cobalt carbonate work well, but give a limited range of
color, and the color can bleed badly in salt and soda firing or under any very
mobile clear glaze. For the sake of
stability and the available range of colors, I have always used Mason stains,
available from most ceramic suppliers. A
broad range of colors is available, but some are fugitive at higher
temperatures. The information
available from Mason is not entirely reliable in this regard, in that some
colors will survive to high-fire temperatures when the Mason literature
indicates that they are only suitable for low-fire applications.
The best solution is to purchase small test packets of all the colors
that interest you and test-test-test. Mason
has extensive color-sample charts at their
and the colors are fairly accurate.
For colors in the bright orange and red range, the more
expensive zirconium-encapsulated inclusion-stains can give good results,
although the specific fluxes in the claybody seem to affect color response, and
fairly high percentages of inclusion stains are often needed to get intense
The percentage of oxide or stain added determines intensity
of color, but different oxides or stains have different degrees of coloring
strength in their raw form. For
example, 3% cobalt carbonate in a pure white porcelain body will give a very
intense dark blue clay, while it would require 6% or 7% red iron oxide to get a
rich dark brown. Color achieved with
oxides or stains is intensified at higher temperatures, so higher concentrations
are needed for low-fired colored clay work.
When I was working at low-fire temperatures, I added 25% Mason 6600 Best
Black stain in order to get a completely saturated jet-black.
Generally, good color can be achieved with stain additions of 3% to 10%
for high-fire work, and 5% to 15% for low-fire.
Test, test, test. If you want soft
colors, don't waste your money on pastel-colored stains. Get stronger
colorants and just use less.
My Own Approach
For my colored clay work, I mix a porcelaineous stoneware claybody and add Mason
stains to produce a broad palette of colored clays.
These clays are sometimes used as-is to inlay or laminate solid color,
but more often I cut and combined multiple colors in complex ways to create
loaves with a specific pattern running through the length of the loaf.
Patterns include stripes, checkerboard, brick wall, rock wall,
herringbone, basketweave, polka-dot, “parquet,” wood grain, and a range of
rock effects including simple marbleized effects and more complex effects
resembling coarse-grained granite or conglomerate.
The techniques for making all of these variations of patterned colored clay
loaves are very complex, and are covered in the
colored clay workshop that
Slicing a colored clay
loaf - note the shims under the wire, controlling thickness of the slice.
Note also that the loaf is resting on a strip of canvas as it is pulled through
Slicing Colored Clay Veneer
My work is laminated with very thin colored clay
veneers. These veneers are sliced
from the patterned loaves using a special slicer of my design (see below) strung
with .012” diameter multi-strand stainless steel aircraft cable, purchased
from Sig Manufacturing, 800/247-5008, www.sigmfg.com,
part #SIGSH455. Shims (a mix of
cardstock, matboard, and thin-sliced wood) placed under the slicing wire
regulate the thickness of the veneer. Detailed
instructions for making this slicer can be found in my book Clay:
A Studio Handbook. The
loaves are placed pattern-face-down on a strip of canvas, and pulled
horizontally through the slicing wire. With
this slicer I can cut clay veneers as thin as 1/32", and thus each loaf produces
a large supply of patterned veneer.
I rarely laminate veneers much thicker than 1/32”, because the likelihood of
surface cracks increases with thicker laminations.
The veneers are laminated onto slabs to be used for soft- or stiff-slab
construction, or onto already-constructed soft-leather-hard forms.
Storing Colored Clay Loaves
I am still using colored clay loaves I made over 20 years ago. While doing a
series of pieces, the loaves are kept moist in Ziploc bags, and I open the bags
and spray the loaves with water regularly to keep them moist and plastic.
As another good option, simply keep the loaves in a plastic storage box
with a snap lid, and drape a piece of moistened bed-sheet material over the
loaves before putting on the lid. I
only pay such attention to loaves I am currently using.
Others are allowed to dry completely, which eliminates mold-growth on the
surface and crystallization within the loaves.
To re-hydrate a bone-dry loaf, wrap in soft cloth
(bed-sheet or tee-shirt material works well), dunk in water with a little
vinegar or Epsom salts added, and store in a Ziploc bag, re-dunking the wrapped
loaf once per day until it returns to plastic consistency.
Do not leave immersed in water or the loaf will slake down to slurry.
It generally takes a week or so to get a bone-dry loaf back to useable
When the loaf feels soft once again, it must be
"mobilized" by gently pounding each face against a sturdy table or bench
surface. Take care to lift the loaf
and rotate to a new face in your hands, rather than rolling it from one side to
another on the table, because that alone can seriously distort the pattern.
If this process is done carefully, pounding the face perfectly square on
each face, there will be little or no disruption of the pattern.
Do not neglect this gentle pounding, because it is necessary to get all
the particles in contact once again, redistributing moisture content and
restoring the level of plasticity needed for slicing and laminating.
When loaves are stored damp in Ziploc bags for some time, they may seem damp
to the touch and yet feel very stiff. Before
attempting to re-hydrate, always gently and carefully pound each face against a
sturdy table as mentioned above. There may be enough water present in
the loaf, and if so, the gentle pounding will "re-mobilize" the clay,
restoring plasticity. You don’t
want to add additional water unless it is needed.
Spraying with vinegar water
colored clay veneer on a slab
Removing canvas sheet after
veneered slab to affix veneer slices
Laminating Veneer on Freshly-Rolled Slabs
For slab construction, the patterned veneer is usually laminated directly on a
freshly-rolled slab. Spray the slab
with vinegar water, and lay the slices in place without scoring.
Once the slab is covered with veneer, lay a piece of canvas (12 oz. or 14
oz.) over the slab, carefully smooth it down with no wrinkles, roll lightly once
or twice in all directions to ensure that the canvas is attached, and then roll
vigorously in all directions with a heavy rolling pin.
As long as you don’t apply excessive pressure along the edges or at the
corners of the slab, you can’t overdo this.
If the canvas sheets are stuck to the surface above and below the slab,
there will be no distortion of the pattern no matter how much pressure you apply
When forming curved surfaced with slabs laminated with
colored clays, several simple accommodations will reduce the chance of surface
cracking. Always attach with vinegar
water. The vinegar will flocculate
the clay, making it more plastic. Many
porcelain and whiteware bodies contain soda feldspars which release sodium ions
into the clay over time, and this has a deflocculating effect making the clay
short, causing it to crack easily when flexed.
Needless to say, this problem is aggravated when a colored clay loaf is
stored damp for a prolonged period of time.
The vinegar will restore flocculation and plasticity.
In addition, when planning to bend laminated soft slabs to form
cylinders, tubes, or cones, always smooth a piece of plastic wrap over the
laminated colored clay surface so that it is well-stuck to the damp surface, and
then form the curve. This will force
the slab to compress on the inside face, instead of stretching the outside face.
Problems with surface cracks decreased dramatically when I began using
Laminating Veneer on Leather-Hard Forms
On larger slab-built pieces and on coil-built pieces, I apply the veneer when
the piece is at the soft-leather-hard stage. The clay
surface is worked with a toothed metal rib to produce a cross-hatch score
pattern and any surface crumbs are removed with a soft brush.
After the veneer slices are cut to shape I spray a small area of the
vessel with vinegar water, lay a piece of veneer in place, cover with a square
of canvas, and gently roll with a small printmaking brayer or wallpaper
seam-sealer. In some cases I
apply additional pieces of veneer to the surface for three-dimensional relief.
Removing Surface Contamination and Smearing
Some surface distortion and smearing is inevitable during the laminating
and/or construction process. At
the hard-leather-hard stage I scrape the surfaces with a flexible metal
scraper to remove all distortion. The
standard kidney-shaped stainless steel scraper-rib works great, and can be
sharpened by rubbing the edge of the rib against a sharpening stone,
holding the rib at exactly 90 degrees to the stone surface.
Keep in mind that the edge of the ridge will be razor-sharp, so
never remove accumulated clay by running your fingers along the edge of
the rib. For getting into corners and
tight places the standard rib can be cut to smaller shapes with a pair
of sheet-metal shears.
In some cases I sand the bone-dry surface lightly
with a green Scotchbrite sanding pad or with mesh sanding cloth (used for
sanding drywall). Be sure to wear an appropriate respirator and
do this process outdoors. The
Scotchbrite pad will uniformly remove surface material without leveling
any irregularities, while the mesh sanding cloth will tend to remove
surface irregularities, but with a greater chance of sanding right through
the surface lamination.
Scraping hard-leather-hard veneer
Surface Finish and Firing
Until about six years ago, all of my colored clay work was sprayed with Duncan
GL-611 or some other reliable low-fire clear glaze and fired to cone 03 in
electric kilns. More recently, I
have been firing my work in atmospheric salt or soda firings, usually to cone 6.
I like the earthier, variegated, textural surface this gives, and for
functional pouring vessels I like the greater degree of durability and utility
at cone 6. In our 20-cubic-foot
crossdraft soda kiln I use 1 ½ pounds of soda ash dissolved in several gallons
of hot water, charged by spraying a saturated aqueous solution into the firebox at 15-minute intervals as the kiln approaches cone 6.
Much of my current work incorporates pre-textured slabs,
impressed or rolled with bisque stamps, coggles, sections of rope, or other
textured materials. Some areas are
left free of texture or colored clay pattern.
I like the contrast between these various surfaces. After
bisque-firing, I glaze the interiors with a dark midrange liner glaze.
No colored glazes are used on the colored clay surfaces, but I do often
apply colored glaze or oxide stain to the textured areas to enhance relief
pattern or texture
Mixed Media Additions
I have always like mixed-media combinations in ceramics, and I especially
appreciate the wire, wood, or rope handles and metal or wood lids found in
historic utilitarian clay pouring and storage vessels.
Many of my current vessels feature fabricated iron wire bail handles with
turned wood grips, and some have small iron loop handles on the lids.
I make the wire bails from mild steel welding rod, and spray with vinegar or
muriatic acid to encourage rust. Once the metal has developed a light surface
patina of rust I rinse it, dry it, and seal the surface with beeswax.
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Who was Lyman Spitzer?
Lyman Spitzer, Jr. (1914-1997) was one of the 20th century's great scientists. A renowned astrophysicist, he made major contributions in the areas of stellar dynamics, plasma physics, thermonuclear fusion, and space astronomy. Lyman Spitzer, Jr. was the first person to propose the idea of placing a large telescope in space and was the driving force behind the development of the Hubble Space Telescope.
Lyman Spitzer, Jr. was born on June 26, 1914 in Toledo, Ohio. He attended Yale University where he earned his Bachelor's degree in physics in 1935 and then spent a year at Cambridge University. In 1936, Spitzer entered Princeton University where he earned his Master's degree in 1937 and a Doctorate in astrophysics in 1938 while working under the famous astronomer Henry Norris Russell. After receiving his doctorate, he spent a year as a postdoctoral fellow at Harvard University and then joined the faculty of Yale University in 1939.
During World War II, Spitzer did underwater sound research, working with a team that led the development of sonar. When the war was over, Lyman Spitzer returned to teach at Yale for a brief time. Then, in 1946, more than a decade before the first satellite was launched into space and twelve years before NASA was formed, Spitzer proposed that an observatory be placed in space where it would be able to detect a wide range of wavelengths and not have to deal with the blurring effects of our atmosphere. He proposed that a telescope in space would reveal much clearer images, of even far-off objects, than any ground-based telescope. He wrote a paper entitled "Astronomical Advantages of an Extra-Terrestrial Observatory" which described in detail the advantages of putting a telescope in space. He would work for the next 50 years on making this vision a reality.
In 1947, at the age of 33, Lyman Spitzer, Jr. was appointed chairman of Princeton's astrophysical sciences department, succeeding Henry Norris Russell. He also became the director of Princeton's Observatory. Along with Martin Schwarzschild, he built the department into a major research facility.
While at Princeton, Spitzer made many contributions to the field of astrophysics. Lyman Spitzer, Jr. is considered the founder of study of the interstellar medium -- the gas and dust between the stars from which new stars are formed. Spitzer studied in detail interstellar dust grains and magnetic fields as well as the motions of star clusters and their evolution. He studied regions of star formation and was among the first to suggest that bright stars in spiral galaxies formed recently from the gas and dust there. He also accurately predicted the existence of a hot galactic halo surrounding our Milky Way galaxy.
In 1951, Spitzer founded the Princeton Plasma Physics Laboratory (originally called Project Matterhorn) which was Princeton's pioneering program in controlled thermonuclear research. He pioneered efforts to harness nuclear fusion as a clean source of energy and remained the Laboratory's director until 1967. A year later, in 1952, Spitzer was named the Charles A. Young Professor of Astronomy at Princeton, a title that he would keep for the rest of his life.
From 1960 to 1962, Lyman Spitzer, Jr. served as president of the American Astronomical Society. With the development of the U.S. space program in the 1960's, Spitzer's idea of astronomy from space was finally beginning to look more promising. In 1962, he led a program to design an observatory which would orbit the Earth and study the ultraviolet light from space, which is normally blocked by our atmosphere. This observatory became NASA's successful Copernicus satellite which operated between 1972 and 1981.
In 1965, the National Academy of Sciences established a committee to define the scientific objectives for a proposed Large Space Telescope. Lyman Spitzer, Jr. was chosen to head this committee. Many astronomers did not support the idea of a space telescope and were concerned that the cost would reduce support for ground-based astronomy. Spitzer put great effort into convincing the scientific community, as well Congress, of the great value of placing a large telescope into space. In 1968, Spitzer's dream of putting a telescope in space began to come true, with the launch of the highly successful Orbiting Astronomical Observatory.
Between 1973 and 1975, Lyman Spitzer, Jr. was awarded several prestigious honors. In 1973 he was awarded the Catherine Wolfe Bruce gold medal by the Astronomical Society of the Pacific. In 1974, the National Academy of Sciences awarded him the Henry Draper Medal "for his vision and distinguished achievements in space astronomy and for his many outstanding contributions to the physics of plasmas on earth and in the interstellar medium." In 1975, he was awarded the first James Clerk Maxwell Prize for Plasma Physics by the American Physical Society for "his pioneering investigations of the behavior of plasma" and guiding and inspiring "a generation of plasma physicists through his research and leadership in the controlled thermonuclear program."
Spitzer continued to lobby NASA and Congress to develop a space telescope. Finally, in 1975, NASA, along with the European Space Agency, began development of what would become the Hubble Space Telescope. A year later, in 1976, NASA awarded him its Distinguished Public Service Medal for "his pioneering efforts in rocket and high altitude balloon astronomy, his outstanding contributions to space astronomy as principal investigator on the highly successful Orbiting Astronomical Observatory, Copernicus, and his vision and leadership in articulating the advantages and benefits to be realized from the Space Telescope Program." In 1977, due in large part to Spitzer's continuous efforts, Congress approved funding for the construction of the Space Telescope.
Between 1978 and 1985, Spitzer was again awarded several high honors including the Gold Medal of the Royal Astronomical Society (1978), National Medal of Science (1979), Jules Janssen Medal of the Societe Astronomique de France (1980), and the Crafoord Prize of the Royal Swedish Academy (1985), which is the equivalent of the Nobel Prize in fields excluded from those awards.
The Hubble Space Telescope, was delivered into space by the Space Shuttle in 1990, 54 years after Spitzer first proposed placing a large telescope into space. The Hubble Space Telescope still orbits the Earth today, providing stunning images of the Universe and amazing new discoveries.
Lyman Spitzer, Jr. passed away suddenly on March 31, 1997 at the age of 82. He had just completed a normal working day at Princeton University, discussing astronomy with his colleagues and analyzing results from the Hubble Space Telescope, the instrument he dreamed of in 1946. He left behind his wife, Doreen Canaday Spitzer, four children, and ten grandchildren.
In addition to being an outstanding scientist and leader in the development of space telescopes, Lyman Spitzer, Jr. was an outstanding teacher who was extremely well-respected by both his colleagues and students. He was an author whose books include "Physics of Fully Ionized Gases" (1956) which became a valuable reference in the fields of plasma and fusion research, and "Diffuse Matter in Space" (1968) which described the field of interstellar matter. He was also a member of numerous scientific organizations including the American Academy of Arts and Sciences, the National Academy of Sciences, the American Astronomical Society, the Astronomical Society of the Pacific, the Royal Astronomical Society (London), the American Physical Society, the American Geophysical Union, the American Association of the University Professors, and the American Philosophical Society.
Lyman Spitzer, Jr. was considered to be a man of "incredible discipline, diligence and politeness." He loved mountain-climbing and skiing and was a member of the American Alpine Club to which he contributed a grant which promoted "state-of-the-art, cutting-edge climbing through financial support of small, lightweight climbing teams attempting bold first ascents or difficult repeats of the most challenging routes in the world's great mountain ranges."
On August 25, 2003, NASA launched a new space telescope. The observatory consists of a large and lightweight telescope, and three cryogenically-cooled science instruments capable of studying the Universe at near- to far-infrared wavelengths. Incorporating state-of-the-art infrared detector arrays, and launched into an innovative Earth-trailing solar orbit, the observatory is orders of magnitude more capable than any previous space-borne infrared telescope. NASA has named this new facility the Spitzer Space Telescope, to honor the vision and contributions of Lyman Spitzer, Jr.
Published by the California Institute of Technology and the Jet Propulsion Laboratory
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https://www.nasa.gov/audience/foreducators/postsecondary/features/F_Lyman_Spitzer.html
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en
| 0.962511 | 1,767 | 3.609375 | 4 |
BOOK REVIEW: An account of the incident in Arizona in 1861 that ignited a decades-long war between the Chiricahua Indians and the U.S. Army.
Second Lt. George Bascom was “a fine looking fellow” and a gentleman, a white settler of Arizona recalled, “but he was unfortunately a fool.” After all, Bascom’s decision in 1861 to take hostage members of the family of Apache warrior Cochise to force him to return a 12-year-old boy the Apaches had not, in fact, kidnapped, and then to hang the chief’s brother and nephews in retaliation for the torture and murder of the captives the Indians had taken, ignited a war that would devastate the Southwestern frontier.
In “The Wrath of Cochise” (Pegasus Books, 322 pages, $27.95), Terry Mort provides a riveting account of the incident. Drawing on the work of anthropologists as well as historians to reconstruct the culture, way of life and behavioral norms of the Chiricahuas (Apaches) and Army officers trained at West Point, and supplementing established facts with informed speculation, Mort challenges “the formulaic melodrama” in which Indians are portrayed as victims and soldiers as blundering oppressors.
Mort is especially insightful about the complex beliefs of the Chiricahuas, their ongoing engagement with the spirit world, their devotion to family, their reliance on raids against whites and Mexicans and a decentralized social structure that made it difficult to make — and enforce — treaties with them. “Sinners who were sinned against,” he indicates, they faced stark choices: To maintain their collective identity they had to fight wars they were almost certain to lose; to survive physically, they had to change utterly and “cease to be themselves.”
To Army officers who had been living under primitive conditions in ramshackle forts (each year one out of every 33 soldiers stationed on the frontier died of disease) and with little prospect of advancement, Mort writes, interactions with Indians afforded glimpses, not only into otherness, “but into the heart of darkness.” Likely to engage in one Indian battle for every five years of service, some of them might be “weirdly fascinated” by the dress, proud demeanor, elusiveness, ferocity and cruelty of the Indians. Almost to a man, however, they felt that the world would be better off without them.
Many readers may well contest Mort’s judgment that Bascom, a young officer who was “authorized and instructed” to use all the force that was necessary, deserves pity, while Cochise’s behavior was an “intentional display of defiance, an act of hubris,” stemming from a violent and cruel character, which “cannot be justified by Bascom’s hostage taking.”
Nonetheless, his conclusion that the encounter in Apache Pass has all the elements of Greek tragedy seems right: The actions of the officer and the Indian chief did unleash responses out of proportion to their mistakes, producing results that were disastrous and inevitable.
Glenn C. Altschuler is the Thomas and Dorothy Litwin professor of American Studies at Cornell University.
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CC-MAIN-2014-35
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http://www.startribune.com/entertainment/books/204336051.html
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| 0.964565 | 685 | 2.71875 | 3 |
The plan includes management details for 16 plover nesting sites on the Oregon Coast. Six of the sites are currently occupied by nesting plovers. In those areas, motorized vehicles, dogs and kite flying from the beach won't be allowed. Nesting areas will continue to be roped off or fenced.
Three of the 10 unoccupied sites will be managed with hopes of attracting plovers over the next five years. The other seven sites have the potential to become plover habitat and may eventually be managed as such. For now, public use of the unoccupied sites is not restricted.
The snowy plover, which prefers sandy beaches has been on the endangered species list since 1993. At the time, there were about 35 breeding pairs in Oregon. Through conservation work, there are now an estimated 150 breeding pairs in the state, nearing the goal of 200 set in a recovery plan. Officials hope to eventually reach a population of 3,000 adult birds in Oregon, Washington and California.
The habitat conservation plan is an agreement between the U.S. Fish & Wildlife Service and the Oregon Parks and Recreation Department, which manages the beaches where snowy plovers nest and breed. Because the bird is endangered, the parks department is required to have an "incidental take" permit for occasions when recreational use of the beaches disturbs or harms plovers. Agreement on a habitat conservation plan is a step in the federal process to receive a permit.
The public has until Oct. 25 to comment on the plan.
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CC-MAIN-2013-48
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http://www.oregonlive.com/environment/index.ssf/2010/09/wildlife_and_oregon_parks_offi.html
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| 0.942589 | 305 | 2.921875 | 3 |
Oklahoma Drought Picture Worsens During November
Drought surged during November with a return to the dry, warm and windy weather pattern that Oklahoma has become accustomed to over the last couple of years. According to the latest U.S. Drought Monitor report, the amount of extreme to exceptional drought rose from 72 percent last week to 91 percent this week. The state had not seen that amount of extreme to exceptional drought since late September. Other than a small but persistent area of moderate drought in far northeastern Oklahoma, the entire state remained in at least severe drought according to the report. The Drought Monitor’s intensity scale slides from moderate-severe-extreme-exceptional, with exceptional being the worst category. The bulk of that increase came across areas in southern and eastern Oklahoma that had been categorized in severe drought since September.
Through November 28, the statewide average temperature stood at 52.4 degrees according to preliminary data from the Oklahoma Mesonet, approximately 3.4 degrees above normal. That would rank this November as the 12th warmest since 1895, although a couple of warm days to finish the month could increase that ranking. November is set to become the 26th month out of the last 32 to finish warmer than normal, dating back to April 2010. Oklahoma’s 2012 January-November average temperature remains approximately two-tenths of a degree ahead of 1954 in a race to break the record for warmest calendar year.
The month has also been exceedingly dry, a continuation of what the state has seen since May. The Mesonet’s statewide average total for the month will finish at 0.57 inches, more than 2 inches below normal and the 21st driest November on record. It has been 63 days since the Mesonet site at Buffalo has seen a day with at least a quarter-inch of rain. Other parts of western and southern Oklahoma have gone from 40-60 days with a similar lack of rainfall. It has been 60 days since the Hollis Mesonet site has recorded a tenth of an inch of daily rainfall and as many as 47 days in the Panhandle. This November stands in stark contrast to last year’s version, which ended as the 12th wettest on record at nearly 2 inches above normal. The current span of particularly dry weather extends farther back than the beginning of November. According to preliminary data from the Oklahoma Mesonet and the National Climatic Data Center, the statewide average rainfall total for May through November was 13.48 inches, the second driest such period on record in Oklahoma. The only drier May through November was 1952’s 13.34 inches.
The combination of wind, warmth and lack of rainfall accelerated the loss of moisture from the state’s soils and reservoirs, and impeded the progress of the winter wheat crop. The November 26 weekly crop update from the USDA’s Oklahoma office of the National Agricultural Statistics Service noted that the state’s topsoil and subsoil moisture conditions were rated 95 percent and 97 percent poor to very poor, respectively. The report also indicated that only 13 percent of the winter wheat crop was rated as good, with one percent in the excellent category. Eleven of the state’s major reservoirs are at less than 70 percent of normal capacity, with an additional eight being below 80 percent. Lake Altus-Lugert is in the worst shape at 17 percent of capacity.
There is very little rain in the forecast, although light amounts are expected across eastern Oklahoma associated with a frontal system early next week. Longer range outlooks from the National Weather Service’s Climate Prediction Center (CPC) indicate increased odds of more warm and dry weather in store for December. The CPC also sees increased odds of above normal temperatures lasting through the winter, but little confidence in any prediction on precipitation. December, January and February are the three driest months for Oklahoma.
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CC-MAIN-2017-43
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http://www.mesonet.org/index.php/news/article/oklahoma_drought_picture_worsens_during_november
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en
| 0.962842 | 795 | 2.8125 | 3 |
Who may test and when
Every student in Pleasanton Unified School District (PUSD) is offered the opportunity to be tested at least once for GATE identification. For most students this happens at the end of third grade so that formal clustering can begin in fourth grade. Students may be tested several times, as often as every other February. However, it is strongly recommended that only students with a probable chance of success be nominated for additional testing.
GATE identification does not automatically follow a student from one district to the next.
For new students to the district who were in a gifted program in their previous district, the criteria for the previous school’s GATE identification will be reviewed. Parents are asked to provide this information to the district, preferrably before entering PUSD. When previous testing is compatible and meets district criteria, the student is identified GATE. When the testing does not meet district standards, the student is invited to test in February. Details regarding GATE identification for a new student is discussed further at the end of this section.
In following California State Ed Code, each district develops its own means and measures for identifying gifted students. In Pleasanton Unified, the GATE program starts in the 4th grade. The primary assessment used to identify GATE students in the Pleasanton Unified School District is the Cognitive Abilities Test (CogAT).
The district currently serves students identified gifted in the intellectual abilities category. The district is committed to the use of multiple criteria for identifying students from all cultural and socioeconomic backgrounds. The primary measurement chosen for gifted assessment in PUSD is the Cognitive Abilities Test (CogAT). The Cognitive Abilities Test (CogAT), for Third to 7th Grade, assesses the pattern and level of students’ cognitive development. All levels of the test contain three batteries that provide separate scores for verbal, quantitative, and nonverbal reasoning abilities. Pleasanton students meeting district criteria in any one of these three sub-tests are identified GATE. A Composite score is also available, and students meeting district criteria in this category are also identified GATE.
Each school sends invitation/permission letters to all Third Grade students. The Special Projects office sends letters to nominated students via US mail. The letters provide information regarding the test, as well as the testing schedule. Test proctors visit each school and administer the test during the morning of the school day.
Each year, the District reviews the identification process and criteria and makes appropriate changes. In 2000, the study took the form of a comprehensive review committee that focused on the total district population. Previously, the Raven Progressive Matrices test had been the primary measurement used for identification. As a result of this study, the CogAT was the new recommended measurement, in part, so that students may be identified by verbal and mathematical abilities as well as nonverbal.
See the CogAT button for details.
In 2009, t he GATE Advisory Committee (GAC) consisting of teachers, parents, and administrators unanimously and had consistently recommended changing the blanket testing (offering to test all students in a particular grade level) from Second Grade to Third Grade students. The consensus has been that Second Grade students are not ready for a bubble-in scantron test like the CogAT. Blanket testing was moved from Second grade to Third Grade.
The nomination process for students in grades 4-7 has been streamlined as a result of the review committee. Each fall, parents, teachers, administrators, or a district employee with knowledge of a student’s talents or gifts may nominate a student for testing. School sites inform their communities of the nomination process in their school newsletter. Simplified nomination forms are provided to each school site to be completed and returned to the Special Projects Office. The Special Projects Office sends invitation/permission letters by US mail to nominated students. The letters provide information regarding the test, as well as the testing schedule. Test proctors visit each school and administer the test during the morning of the school day.
CogAT Test Results
After testing at all schools is completed, the test answer sheets are sent to Riverside Pubishing in Iowa for scoring. Reports are returned in approximately 7 weeks, near the end of the school year. GATE eligibility letters are mailed home attached to the CogAT Parent Narrative Report. The letters indicate if the student met the criteria for GATE identification, was below the criteria for GATE identification, or was so close to district criteria that staff is conducting a further review.
Students scoring at or above the 98% age related, national percentile rank on one of the subtests of the CogAT, or 97% or above age related, national percentile rank on the composite portion of the CogAT, are identified GATE. Students scoring within one percentage point in any of the above categories are considered for further review.
Further Review Process
The district prepares a Further Review packet for teachers to complete for the students considered for further review. The packet consists of three sections:
- written teacher narrative and student work
- Renzulli rating scales
- STAR and CST scores
The Program Coordinator and a committee of teachers and administrators convene to review these Further Review packets. Points are tallied for each section and packets are scored on a rubric. This allows the district to consider multiple criteria for each student. Again, letters are sent to the student’s guardian notifying them of the results. Approximately 50% of the students considered for further review are identified GATE.
In PUSD, approximately 17% of the grade 4-12 population is identified GATE.
Other GATE Identification
There are non-traditional procedures available for identifying students. These include special assistance/translations for testing and Student Study Team referrals. Most of the SST identified students would be considered “twice exceptional”; both gifted and learning disabled.
In the event that a student is not identified GATE as a result of the CogAT testing, the parent or guardian may appeal to the district to consider other testing. This testing must be at the parent/guardian’s expense. This is accomplished by getting a referral from a licensed psychologist who is qualified to administer the Wechsler Intelligence Scales for Children, Third Edition (WISC III or IV). Parents can contact the Special Projects Office to obtain information.
The district chooses to avoid unnecessary testing whenever possible. Other cognitive or IQ testing from a previous school or event can be submitted to the Special Projects Office. The district will confer with the Assessment Department to determine compatibility with district criteria. The Special Projects Office can assist parents with obtaining these scores from previous districts. When previous testing is compatible and meets district criteria, a student is immediately GATE identified without further testing. Common tests to look for include the Ravens, Stanford Binet, Otis-Lennon (OLSAT) as well as the WISCIII, and other non-standardized tests.
GATE Identification Records
Records of basic scores are kept in the district office and copies of nomination packets and other identification materials are filed in the student’s permanent cumulative record. Families leaving the district may request identification information to be forwarded to the new school district.
GATE identification in the district lasts for the duration of enrollment. Withdrawal is rare but accomplished by contacting the Special Projects Office.
GATE Identification for New Students
GATE identification does not automatically follow a student from one district to the next.
When new students who were identified gifted in their previous district move into PUSD, guardians complete the registration form as a part of the enrollment process.
The “gifted” box on the registration form is to be checked if the student was enrolled in a gifted program or class in their previous school district. Gifted programs in other districts go by many different names, i.e., Challenge, TAG, GATE, Gifted etc. Some private schools may not have a gifted program although students are placed in special accelerated classes for the gifted.
If the guardian checks the gifted box on the registration form, the school office is to send a copy to the Special Projects Office.
The Special Projects Office will invite the student to the next available GATE testing if they do not meet the criteria of other testing as described below. There is one testing period in February when all Third Grade and nominated students are tested.
Once eligible for testing, the students follow the same procedure as for Third Grade and nominated students.
The district chooses to avoid unnecessary testing whenever possible. Other cognitive or IQ testing from a previous school or event can be submitted to the Special Projects Office. The district will confer with the Assessment Department to determine compatibility with district criteria. The Special Projects Office can assist parents with obtaining these scores from previous districts. When previous testing is compatible and meets district criteria, a student is immediately GATE identified without further testing. Common tests to look for include the Ravens, Stanford Binet, Otis-Lennon (OLSAT) and other non-standardized tests.
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<urn:uuid:6a691384-b50f-48f5-9b7c-fe09e4e41489>
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CC-MAIN-2014-35
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http://pleasantonusd.net/departments/educational-services/gate/identification/
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s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500825341.30/warc/CC-MAIN-20140820021345-00332-ip-10-180-136-8.ec2.internal.warc.gz
|
en
| 0.941611 | 1,844 | 2.71875 | 3 |
Alternative Title: 1st South Carolina Volunteers
Learn about this topic in these articles:
role of Higginson
...and he supported John Brown both in Kansas (1856) and in his raid on Harpers Ferry, Virginia (1859). During the Civil War Higginson accepted command of the 1st South Carolina Volunteers, later the 33rd U.S. Colored Troops, the first black regiment in the U.S. armed forces. After 1864 he wrote a series of popular biographies and histories and a novel. Higginson discovered and encouraged the...
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<urn:uuid:d8a1aa77-5821-46b6-819c-834027c1a06c>
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CC-MAIN-2017-43
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https://www.britannica.com/topic/33rd-US-Colored-Troops
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en
| 0.935787 | 119 | 2.75 | 3 |
This site was part funded by the British Embassy in Sarajevo and provides a wealth of information in different formats explaining the genocide and the events before and after it.
A photo project set up by Radio Free Europe and Radio Liberty, it honours the memory of the 8,372 men and boys executed at Srebrenica.
Remembering Srebrenica has teamed up with Al-Jazeera Balkans to bring the world a major online learning resource – the Srebrenica Web Genocide Museum.
Faheem Hussain reviews Noel Malcolm’s essential work of history.
Leila Khan reviews Selma Leydesdorff’s astounding collection of testimonies from women who survived the Srebrenica genocide.
Christian Jennings writes about the work that the International Commission on Missing Persons does identifying the remains of the victims of the Srebrenica genocide.
Sam Blan reviews Angelie Jolie’s directorial debut on the Bosnia conflict.
Sara Ahmetović reviews Leslie Woodhead’s insightful and thorough documentary on Srebrencia.
‘Cups of Coffee’ by Aida Sehović is an installation consisting of coffee cups collected from Bosnian families around the world.
Paula Allen and Dr. Lisa DiCaprio’s photographic exhibit entitled ‘The Betrayal of Srebrenica’, illustrates the Srebrenica genocide, which killed 8,372 innocent men and boys.
Artist, Ronald Orphuis, on his vivid paintings of the Srebrenica genocide.
To commemorate the 20th anniversary of the Siege of Sarajevo, 11,541 empty red chairs lined the city’s Maršal Tito Street.
OTHER USEFUL LINKS:
The International Commission on Missing Persons
International Criminal Tribunal for the Former Yugoslavia
Blog of British Ambassador to BiH, Edward Ferguson
Sarajevo under Siege
Derby Bosnia & Herzegovina Centre
Holocaust Memorial Day Trust
USC Shoah Foundation
The Kigali Memorial Centre
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<urn:uuid:67aca5a9-6dac-4c0d-916b-2fe49d0e5d94>
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CC-MAIN-2020-16
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http://www.srebrenica.org.uk/information/external-resources/
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en
| 0.745686 | 430 | 2.59375 | 3 |
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