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The liquidity ratios discussed so far (elate to the liquidity of a firm as a whole. Another way of examining the liquidity is to determine how quickly certain current assets are converted into cash. The ratios to measure these are referred to as turnover ratios. These are as activity ratios, covered in detail later in this chapter. In fact, liquidity ratios are not independent of activity ratios. Poor debtor or inventory turnover ratios limit the usefulness of the current. Both obsolete/unsalable inventory and uncollected debtors are unlikely to he sources of cash, Therefore, the liquidity ratios should be examined in conjunction with relevant turnover ratios affecting liquidity. The three relevant turnover ratios are (i) inventory turnover ratio; (ii) debtors turnover ratio: and (iii) creditors turnover ratio.
Inventory Turnover Ratio
It is computed by dividing the cost of goods sold by the average inventory. Thus,
The cost of goods sold means sales minus gross profit. The average inventory refers to the simple average of the opening and dosing inventory. The ratio indicates how fast inventory is sold: A high ratio is good from the viewpoint of liquidity and rice vice versa. A low ratio would signify that inventory does not sell fast and stays on the shelf or in the warehouse (or a long time.
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Prime Minister Naoto Kan pledged to reduce Japan’s reliance on nuclear power and called for debate on whether private companies should be allowed to run atomic plants in light of the Fukushima disaster.
“We should reduce nuclear dependency in a planned, step- by-step manner,” Kan told reporters today in Tokyo. “We should eventually create a society where we can do without atomic energy.”
Opposition to nuclear power is rising in Japan four months after a magnitude-9 earthquake and tsunami crippled Tokyo Electric Power Co.’s Fukushima Dai-Ichi plant, sparking the worst atomic accident in 25 years. The Asahi newspaper said yesterday that 77 percent of respondents to a phone poll favor phasing out nuclear energy, up from 74 percent last month.
“Most Japanese people support the idea of departing from nuclear energy,” said Kazutaka Kirishima, an economics professor at Josai University near Tokyo. “If atomic power ends in a couple of decades, nationalizing nuclear power operations will become just a temporary, insignificant agenda item.”
Kan told lawmakers yesterday Japan should scrap its plan to increase dependency on nuclear energy to 53 percent by 2030. The government will draw up a blueprint for Japan’s future energy policy “in the not too distant future” that will take into consideration the time it will take to increase use of renewable energy, he said.
Kan declined to comment on a timetable toward a nuclear- free society, saying it’s premature.
“We need a lot of debates on this energy policy shift,” he said. “I’ve outlined my basic stance on nuclear power plants and nuclear energy. I want to more aggressively promote renewable energy and energy savings.”
The catastrophe at the plant north of Tokyo displaced about 50,000 households after radiation leaked into the air, soil and sea. Radiation emissions from the accident may exceed Chernobyl in 1986, according to Tokyo Electric, which hasn’t released a full account of the amount released.
The Fukushima disaster raises the question as to whether nuclear power generation should remain in the hands of non-state companies, Kan said in parliament.
State-controlled Electricite de France SA operates all of France’s 58 nuclear reactors, which generate about 75 percent of the nation’s power. All atomic power in China and India is produced by government-owned companies.
Yoshito Sengoku, Japan’s deputy chief cabinet secretary, may propose the government split up Tokyo Electric and nationalize the company’s nuclear power operations, the Mainichi newspaper reported July 3, citing an internal document drafted by the official. Chief Cabinet Secretary Yukio Edano said the next day he didn’t know anything about such a proposal.
The country’s 54 reactors, most of them owned by regional utilities, accounted for about 28 percent of Japan’s electricity output in the year ended March 2010, according to data on the website of the Federation of Electric Power Companies of Japan.
About two-thirds of these reactors have been shut either by the March 11 disaster or for maintenance, and the government said this week the units must undergo stress tests before they can be allowed to resume operations.
Kan yesterday described the proposed stress tests as an “important step forward,” and said the final decision to start reactors after the measures are completed will be taken by him and the trade minister, chief cabinet secretary and minister for nuclear crisis management.
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Garlic is valued in many parts of the world for its pungent aroma and flavor. It is possible that garlic’s biological activity and popularity in Mediterranean cuisines contribute to the healthful effects of the “Mediterranean diet.”
Most investigations of garlic’s health benefits have considered its medicinal rather than culinary uses, however.
Medicinal use of garlic goes back to Greek and Egyptian antiquity. Hippocrates prescribed it for leprosy, toothache, and chest pain. Galen considered it a cure-all readily accessible to everyone.
One old tradition holds that garlic protected four convicts from the plague in Marseilles. They were released from prison in 1721 to bury the dead with the expectation that they would succumb quickly. Their survival was attributed to their habit of imbibing garlic juice mixed with vinegar and wine.
Garlic was used in the nineteenth century for tuberculosis and into World War II for disinfecting battlefield wounds.
It is frequently used in an attempt to ward off or treat the common cold.
The herb is available in many forms, including fresh bulbs, oil-based extracts, dried powder, and steam-distilled extracts.
To maximize the anti-cancer activity of fresh garlic in cooking, crush or mince it at least ten minutes before heating.
Sulfur compounds give garlic its characteristic pungent aroma and probably account for some of the flavor. They also appear to be responsible for most of the medicinal properties of this herb, although the trace minerals germanium and selenium may also play a role.
An inert compound, alliin, is converted to allicin once the clove is cut or crushed.
In Europe, standardized extracts of garlic are supposed to contain at least 0.45 percent allicin, a compound that breaks down into most of the active components, such as ajoene.
Chemical analysis of garlic products shows that concentrations of sulfur compounds vary enormously.
Garlic is widely used for its cardiovascular benefits, although the results of two American trials on its ability to lower cholesterol were disappointing.
An analysis of twenty-six other studies showed cholesterol reduced, on the average, by approximately 10 percent.
In some studies, dangerous LDL cholesterol dropped by 16 percent, while other research has shown increases in beneficial HDL with long-term use.
Although the cholesterol-lowering power of garlic appears modest, the herb is reported to reduce oxidation of LDL and seems to have other cardioprotective effects.
Several garlic-derived chemicals can help slow blood clotting by keeping blood platelets from clumping together. In addition, garlic helps to break up or prevent blood clots through fibrinolytic action.
Since many heart attacks and strokes are believed to be caused by spontaneous clots in blood vessels, these anticoagulant actions could be very helpful.
Garlic may also lower blood pressure, but it is less effective in this respect than are medicines. It is helpful, however, in keeping blood vessels to the heart flexible in older people.
Research in rats and dogs also indicates that fresh garlic and garlic extracts can correct certain irregular heart rhythms.
Test tube research has established that garlic extracts are active against a range of bacteria, including such nasties as Staphylococcus aureus and Streptococcus pneumoniae. It is only about 1 percent as active as penicillin, however.
Garlic extract can also fight Helicobacter pylori, a bacterium that causes stomach ulcers. Perhaps garlic should be added to the combination of drugs used to eradicate this bug and cure ulcers, but we’ll have to await clinical research to confirm this.
Garlic extracts are comparable to antifungal drugs against fungal infections of the skin and the ear.
One of the most intriguing possibilities for garlic is that regular ingestion may help prevent cancer. Studies in China comparing people in one region where garlic is commonly eaten (20 grams, or approximately seven cloves a day, on average) with those in another region where daily consumption is less than half a clove found the garlic eaters were much less likely to suffer stomach cancer.
Other studies have indicated that people who eat garlic more often seem less susceptible to stomach or colon cancer. Animal research confirms that garlic has the potential to improve resistance to tumors, and test tube research shows that garlic can interfere with some cancer-causing chemicals.
Garlic can reduce blood sugar levels and may improve insulin response.
For cardiovascular conditions: one clove daily, equivalent to 6 to 10 mg of alliin, or 3 to 5 mg of allicin. Treatment is maintained indefinitely.
For common cold prevention/treatment: one clove three times a day, until symptoms resolve.
For a standardized product tested in Germany, look for Kwai. Read product label for proper dosage.
Because garlic can slow blood clotting, German authorities recommend that patients avoid this herb in the period just prior to and following surgery.
Those with chronic digestive problems should be cautious, because high doses of garlic can irritate the intestinal tract.
Pregnant women should exercise moderation; at high doses, garlic extracts can stimulate uterine contractions in animals.
People with low thyroid function should be aware that concentrated garlic products may keep the thyroid gland from utilizing iodine properly. This could aggravate an underactive thyroid condition.
In rats, high doses of garlic led to weight loss and damage to the stomach lining. Humans taking garlic oil at a dose equivalent to twenty cloves daily for three months did not report problems.
Most people appear to tolerate garlic well, but some individuals experience digestive distress.
People who handle garlic products occasionally develop a skin reaction on exposure (contact dermatitis).
Ingesting fresh garlic and most extracts results in a characteristic breath odor. This has been linked to the active sulfur-containing compounds. Parsley is recommended as a home remedy for garlic breath.
Although there are no studies of interactions, in theory garlic could increase the risk of bleeding in people taking anticoagulants such as Coumadin, aspirin, Plavix, or Ticlid.
There is also a possibility that this herb could interact with drugs such as DiaBeta or Glucotrol that lower blood sugar. Careful monitoring is suggested for anyone combining garlic products with such prescription drugs. Garlic appears to inhibit an enzyme called CYP 2E1. In most cases, this interference is welcome, since this enzyme can make carcinogens more dangerous. But CYP 2E1 is also involved in the metabolism of acetaminophen (Panadol, Tylenol, etc.) and a muscle relaxant called chlorzoxazone (Parafon Forte). These drugs could possibly linger longer in people who are taking or eating garlic.
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| 0.951565 | 1,396 | 3.234375 | 3 |
Astrophysicists can now improved investigate how a star evolves during a finish of a life. An general team, including researchers from a Max Planck Institute for Radio Astronomy in Bonn, has prisoner a design of a violent motions in Antares’ atmosphere. Similar measurements have formerly usually been achieved successfully on a Sun. Antares is located around 600 light years from a Earth in a constellation of Scorpius. It has spent many of a fuel, carrying arrived during a red supergiant stage, and is gradually losing matter. Researchers could usually accumulate a map of a atmosphere by mixing 3 telescopes during a European Southern Observatory ESO on Paranal in northern Chile.
A star ends a life in a mad finale. It initial expands to an huge red fireball – a star Antares, with 12-times a mass of a Sun, becomes a behemoth, roughly 700 times incomparable than a Sun and, if it were to take a place, would extend past a circuit of Mars. Later, a star will eject many of a matter in a supernova. However, red supergiants such as Antares remove matter prolonged before they strech this stage. A group headed by a astronomer Keiichi Ohnaka of Universidad Católica del Norte in Antofagasta, Chile, has now taken a initial demeanour during this mass detriment of Antares.
The researchers have successfully totalled both a deviation intensity, that is a magnitude of a gas distribution, and a gas quickness opposite a whole aspect of Antares. “For a initial time, we have succeeded in receiving a two-dimensional map of a dynamics, that is, a motions in a atmosphere of a star other than a Sun”, explains Keiichi Ohnaka. The researchers done a observations regulating ESO’s Very Large Telescope (VLT) Interferometer. They related 3 VLT telescopes and a AMBER instrument, thereby mixing both interferometric and spectroscopic surveys. In their measurements, they dynamic a gas quickness regulating a banishment of bright line frequencies ensuing from a Doppler effect.
Mass detriment in opposite regions and as a outcome of violent currents
The images of Antares that a group acquired in this approach prove that a matter detriment from an ageing star is not ejected in an nurse manner, though is instead incidentally distributed via opposite regions of a aspect and is turbulent. With their observations on gas dynamics, motions and velocities in a evident closeness of a star, a researchers are contributing to elucidate a centuries-old problem: how a star loses matter in a late proviso of a life. To date, there are a series of models: The routine might be regularly distributed opposite a whole aspect of a star or usually in a few regions; matter might therefore shun in a consistent motion or in violent currents.
Some images of a surfaces of stars had been taken before, though usually for a really few stars and though any information on a gas motions in a atmosphere. Individual telescopes can usually solve such aspect sum on a possess Sun. However, if astronomers mix a light from several particular telescopes in an interferometer, they can grasp a spatial fortitude required to perform a suitable measurements on some-more apart stars. “The practicable fortitude is proportional to a stretch between a particular telescopes”, explains Karl-Heinz Hofmann. “We used a AMBER lamp combiner instrument of ESO’s Very Large Telescope Interferometer for a observations since it also allows us to perform measurements with high bright fortitude and to magnitude velocities”.
A three-dimensional design of a stellar atmosphere is possible
The investigate group is now building a routine to furnish a three-dimensional cognisance of a atmosphere: “If we obtain maps of a gas motions during opposite heights via a atmosphere, we can obtain a three-dimensional design of how a gas is relocating in a atmospheres of stars”, explains Keiichi Ohnaka. Here, he and his colleagues aim to grasp finish bargain of a mass detriment process.
“The interferometric imaging routine allows us to not usually investigate stars in late evolutionary stages, though also really immature stars surrounded by total circumstellar disks, in that planets might form, and even extragalactic objects”, says Gerd Weigelt. “In these investigations, a researchers had to grasp both high bony fortitude and high bright fortitude to investigate a quickness placement in a gas. In future, a new MATISSE interferometry instrument will enhance a opportunities to perform such observations, as it will concede observations in a far-reaching wavelength operation for a initial time.
Comment this news or article
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| 0.923902 | 973 | 3.390625 | 3 |
• pizza •
Pronunciation: peet-sê • Hear it!
Part of Speech: Noun
Meaning: A southern Italian dish consisting of a thin piece of bread covered with tomato sauce and cheese, usually enhanced with other bits such as olives, sausage, and mushrooms.
Notes: Today's Good Word is still so warm from Italian that all its relatives are still purely Italian: a pizzaiolo is a pizza maker, while a pizzeria is a pizza parlor. A small pizza with a very thin crust is a pizzetta. (Did you know that?)
In Play: Although pizzas have been available in Italian restaurants throughout North America since the turn of the century, they languished unnoticed until the 1950s. They were originally called "tomato pies" or "pizza pies" since, in the American experience, they most resembled a thin pie with tomatoes. Pizza is now one of the most popular foods around the world, one of the few that will be delivered to your house.
Word History: Pizza has a historical pedigree going back over a thousand years. The word is first recorded in a Latin text from the southern Italian town of Gaeta in 997 AD. That text claims that a certain tenant must give the bishop of Gaeta duodecim pizze "twelve pizzas", every Christmas day and another twelve every Easter Sunday. Did you know that pizza was originally a German(ic) word? It originated in Langobard, a Germanic language spoken in southern Italy way back when. The Langobard word was probably bizzo or pizzo "a bite", which comes from the same Proto-Germanic words as English bite and bit. The same word in Gothic, a northern Germanic language of roughly the same time related to Langobard, would have been pitta and probably was borrowed in northern Italy as pita, a bread similar to that of the pizza. (Today's tasty bite of English vocabulary was delivered by Sally Capotosto, to whom we are all very grateful.)
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It’s one of the happiest times of your life, but there’s much to do and celebrate the safe arrival of a newborn child. For many committed Catholics, planning a Christening will be at the forefront of their mind as they contemplate their child’s future. In this blog post, we'll look at the whole story...
It’s all about wetting the baby’s head; we all know that, but behind this is one of the most important rites in Christianity. Christening itself is more widely understood as the form of baptism given to infants.
Baptism is the only sacrament shared by all Christian denominations. It’s also quite unusual in that it can be administered to an individual only once during their lifetime. This means a christening or baptism carried out under one denomination is usually deemed acceptable under any other. However this is more relevant for adults entering the church than for a newborn child, so for the latter the christening ceremony is the norm.
Infant baptism has long been practised. In fact, it’s widely believed to date back to the beginning of apostolic preaching in the first century AD, however many see it as incongruent with the principle that it’s a state that should be entered into consciously by an individual, and that the grace of sacrament is freely accepted in full knowledge. All impossible for a newborn child.
This is why the need for the alternative christening liturgy originated. For Catholics, christening is considered to be the most urgent obligation for parents after the birth of their child. As salvation is considered an unmerited favour from God, it should be accorded within the first week after their birth. This is especially important if there’s a danger of the child’s death, in which case christening should be carried out with the utmost haste as any who die un-baptised can only be entrusted to the mercy of God.
Baptism is the first of the seven sacraments that Christ instituted and entrusted to the Catholic Church. The sacraments are rituals performed at various stages of life that channel God’s grace to those who receive them. Baptism is the first mark of the Holy Spirit, paving the way for the remaining sacraments as the individual passes through their life. It was always traditional that infants were baptised as soon as possible after birth as a guard against high infant mortality rates. These days it’s often carried out a little bit later on, but still generally at a younger age than in the Anglican Church.
Baptism is about cleansing sin, so why should it be given to a newborn that hasn’t yet had the chance to sin? This is another common question explained thus: When Adam originally sinned in the Garden of Eden, his sin was inherited by the whole of humankind. It’s to remove this original sin that’s present in every human being that christening is performed. Sometimes christening is regarded as a vaccine against sin, something that protects and cleanses the child on its arrival into the world. However in the present day, it’s more generally thought of as a means of welcoming the child into the Catholic faith.
The rite is carried out by baptising the child in water, then anointing them with holy oils. Most commonly, the ceremony takes place in a church, but afterwards there’s often a reception at the parents’ home or another venue. As this is a purely religious service with no civil purpose, unlike marriage for example, there’s no reason for it to take place anywhere other than a church unless one is unavailable. On these rare occasions, there are other traditions that have grown up, such as a christening at sea being performed using the upturned ship’s bell as a font.
There are rules and traditions around every aspect of this rite and in the Catholic Church, unlike some denominations, the christening service should usually take place on a Sunday. The ceremony should be held during mass or after the last mass on Sunday morning, otherwise at any time on Sunday afternoon. The reason for this is that Sunday is the day that the church celebrates the paschal mystery – the central concept of the Christian faith, when a communal celebration is held in the presence of the faithful. So what better opportunity to introduce a new adherent?
However, you can’t just turn up with a child and expect them to be welcomed into the faith. For a Catholic christening to take place, at least one parent must be a practising Catholic. The child must have at least one godparent, although most will have two, and the parents may be required to attend a couple of preparation sessions with a priest beforehand in order for him to be satisfied that they’re aware of their responsibilities for the child’s religious education.
The christening ceremony is usually led by the local parish priest or a deacon and will often start with the singing of a psalm or an appropriate hymn, if the ceremony is being held in its own right rather than as part of the regular mass.
At the service, all attendees will be required to reject Satan and profess their faith, but for parents and godparents a little more is involved, with individual assurances made to proclaim their own faith. They will be asked to publicly make three declarations: that they turn themselves to Christ, repent all their sins, and renounce all evil.
They do this simply by affirming each statement and then they will be asked three further questions: Whether they believe and trust in God the Father who made Heaven and Earth? Whether they believe and trust in his Son Jesus Christ who redeemed mankind? And whether they believe and trust in his Holy Spirit that gives life to the people of God?
Once they have answered all three in the affirmative, the child is baptised. The priest will pour blessed water over the child’s head three times, invoking the Holy Trinity as he does so. The parents and godparents are given a lighted candle representing Jesus as the light of the world. These three sacraments leave an indelible mark on the child’s soul; they can never be un-baptised.
Being a godparent has always been seen as a serious matter and a great privilege for those chosen. A godparent is a sponsor to bring the child into the church and provide them with guidance in their faith. At least one godparent must be designated but usually there are two. This allows there to be one godparent of each gender, often selected from either side of the family.
The tradition behind the provision of godparents is a very practical one. Customarily they are responsible for taking over the child-rearing if the parents died prematurely, but these days there is no provision in civil law giving godparents legal rights to custody. The greater part of the role now means being an active Christian and being a good role model for the child as it grows up.
You can’t choose just anybody to be a godparent though, although as with so much else the rules are more relaxed than they once were. A godparent still needs to be over sixteen years old and a practising Roman Catholic who has received Holy Communion and been confirmed.
It isn’t possible for non-Catholic Christians to be godparents to a Catholic child, though they may participate as Christian witnesses as long as there’s another practising Catholic as a godparent as well. Unfortunately anyone who’s renounced Christianity altogether or is of another faith cannot be considered for the role.
One of the most vital, and frequently overlooked, characteristics of a godparent is that they’re available on the required date, so don’t forget to check this when arranging the service because they can’t take on the role in absentia.
This is the really important bit! After all you wouldn’t want to have everything else just right and the little star of the show completely unprepared now would you?
The christening is the child’s baptism, but it’s also their naming ceremony and naturally very careful thought should be given to what you’re going to call them. Traditionally in Catholicism, a child should have been given a saint’s name as at least part of their name but these days more is flexibility given. Even so, many priests will find it very uncomfortable to christen a child with something unconventional or obviously non-Christian.
Using a saint’s name does confer certain advantages; it’s a name that will probably never go out of fashion, as well as automatically providing another patron and exemplar to your child. With such names being very conventional they’ll be unlikely to suffer bullying for it either.
For the ceremony, the child should be dressed in white or cream garments. These are often adorned with frills and lace, not unlike a wedding dress. Often in the past, the christening clothes would be fashioned from the same material as the mother’s bridal gown. Sometimes such christening gowns are handed down through the family but if that’s not the case, a range of beautiful gowns are available from Little Doves. A specially made christening gown will become a treasured keepsake and may even find itself used by many children, not just siblings, but maybe offspring and grandchildren too.
Whether you buy brand new bespoke christening clothes or use those that have been in the family for ages, remember they’re for a newborn – a child who will be near water and may well be able to splash it about – so having a change of clothes and a towel available is a wise precaution.
For those attending a christening it’s customary to give a gift, especially for those who are invited but unable to attend for whatever reason. Anyone other than the parents or godparents, who will give more specific items, should bring a small gift for the child and these should take the form of something enduring, something to keep.
Picture frames and photo albums are highly appropriate, as are items to do with religious observance such as children’s rosaries, jewellery and crosses with a name and a date that they can treasure for their lifetime. Non-Catholics should however be wary not to give items that they wouldn’t use for practising their own faith.
Equally valid are monetary gifts in the child’s name, a sum in an account that can accrue as they get older. The emphasis here is on things that last or grow, so symbolic of the child themselves.
Naturally, christening is purely a religious rite of the utmost seriousness; nobody would see it otherwise would they?
Okay, yes it is customary that the family lay on a little celebration of some sort, though being on a Sunday it may be a muted affair. However, this is the modern world and it’s not unknown for the drink to flow and for a good time to be had by all.
Food is usually served, anything white, light or sweet is appropriate, once again the predominant themes of the ceremony reflected in the choice of edibles. The same themes should run through the room decorations with white flowers and strings of white Christmas-style lights being provided. They may be complemented by more candles and balloons, all in pale colours.
Traditionally it was popular to decorate the place with scallop shells; although they’re actually a pagan fertility symbol they’ve subsequently come to symbolise baptism as well so they’re entirely appropriate.
So while christening is a serious business for the practising Catholic, it also has its lighter side. As long as the primary aim of cleansing the child and bringing it to the faith is fulfilled, there’s no reason not to let your hair down and enjoy the occasion; it’s a wonderful chance to bring your family and friends around, talk about old times and anticipate a new life.
And don’t forget to invite the priest!
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When humans observe stereoscopic images, visual discomfort may be experienced in the form of physiological symptoms such as eyestrain, a feeling of pressure in the eyes, headaches, neck pain, and more. These sensations can arise in cortical mechanisms related to early visual processing. For example, vergence eye movements and lens accommodation can provide conflicting information to the brain if the stereo images are distorted or presented on a flat display. Over the past decade, significant effort has been applied to understanding and characterizing how discomfort arises, towards being able to design safer and more comfortable 3D displays and to provide better guidelines on how to design, align, and capture 3D images and videos. Part of solving this problem consists of objectively predicting the visual discomfort that may arise from viewing a given pair of stereo images that are distorted. Researchers have built several models based primarily on cortical mechanisms that yield good predictions of visual discomfort. Here we study the role of natural scene statistics (NSS) of the disparity maps of stereoscopic images and their relationship to 3D visual discomfort. In particular, we focus on bivariate NSS models. We also build a new prediction model that combines information from binocular vision and the NSS models of disparity maps to accurately predict 3D visual discomfort, and we demonstrate that an algorithm that realizes the prediction outperforms other existing predictors.
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CC-MAIN-2020-16
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| 0.904795 | 268 | 2.578125 | 3 |
June 1, 2023
Canadian universities launch research on AI's impact on dairy cattle welfare
A research collaboration between McGill University and the University of Quebec in Montreal aims to explore the potential of artificial intelligence (AI) in promoting dairy cattle welfare, Alberta Farmer Express reported.
The newly announced project, called the Research and Innovation Chair in Animal Welfare and Artificial Intelligence (WELL-E), will establish a digital living lab to examine the connection between animal welfare and dairy farms' profitability.
Led by Elsa Vasseur from McGill's Department of Animal Science and Abdoulaye Banire Diallo from UQAM's Department of Computer Science, the initiative seeks to assess how modifications to the cow's physical environment and management can influence welfare and longevity outcomes.
The digital environment will also be explored to enhance the ability of end users to improve the cow's physical and psychological well-being, offering new insights for the sustainable development of the dairy industry.
The research will specifically focus on leveraging AI and the Internet of Things (IoT) to enable early detection of changes in cow welfare and longevity, even before visible signs manifest.
By balancing the demand for enhanced animal welfare with the economic sustainability of dairy farmers, this project aims to bring concrete solutions to optimise the comfort of stalls and contribute to the overall well-being of dairy cattle.
The WELL-E initiative builds upon the previous success of the Industrial Research Chair on Sustainable Life for Dairy Cattle, which received funding from Dairy Farmers of Canada, Lactanet, and Novalait between 2016 and 2021.
Through that initiative, the impacts of first-lactation lameness and mastitis on cow productivity and farm profit were studied using data from 120 Quebec dairy farms.
Elise Gosselin, the managing director of Novalait, expressed gratitude for the application of AI in optimising stall comfort and improving the longevity and well-being of dairy cattle.
The WELL-E initiative includes support from Novalait, Dairy Farmers of Canada, Lactanet, Dairy Farmers of Ontario, Les Producteurs de Lait du Québec, as well as federal government entities such as the Science and Engineering Research Council and the Ministry of Economy, Innovation and Energy.
The project will begin with a pilot phase on two research farms in Quebec and Ontario before expanding to a network of over 100 farms across the two provinces, forming a digital living lab focused on the needs of animal and dairy producers.
- Alberta Farmer Express
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CC-MAIN-2023-40
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https://www.efeedlink.com/contents/06-01-2023/2b9534e0-cff9-4fa6-8f1c-214b8b26a091-1001.html
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en
| 0.910953 | 506 | 2.890625 | 3 |
Case Study: The Micro:bit at Downside2019-07-26
In March of 2018, we at ScienceScope moved our base of operations to Downside School, an independent school 10 miles south west of Bath. As we specialise in developing digital technologies and resources for education, it has offered significant opportunities for us, pupils and teachers to work together on a range of new and exciting projects.
In the UK there is a push to improve the use of digital technology within schools. Particularly in the independent sector. In September 2018 and in conjunction with Downside School’s senior leadership team we saw a need to improve the way that digital technology is used. As a group we decided to offer a micro:bit to every student in 1st, 2nd and 3rd form as well as those studying Computing at GCSE. Our target was to implement the use of the micro:bit in multiple subject areas across the curriculum. These subject areas include Science, Design and Foreign Languages as well as Computing.
We wanted to develop not only the digital skills of the pupils but also those of the teachers, many of whom do not have much experience with digital technologies within their classrooms. The aim was to encourage the different subject areas to work together to create projects and activities that cover curriculum requirements in both subjects.
As part of a project linking Computing and Foreign Languages the 1st and 2nd form pupils have been designing word games and quizzes to aid in their learning of French and Spanish vocabulary. Pupils have responded positively to this exciting and interactive way of learning and are enjoying taking ownership of how they absorb information. Andrew Hobbs, who is the Head Master at Downside School said, “it is great to see our pupils using their imagination to create these innovative solutions to aid their learning in traditional school subjects”.
Pupils in the 3rd form and those studying Computing for GCSE have been using the micro:bit in their computing lessons as an interactive tool to aid in their learning and helping to meet curriculum goals. A recent activity these pupils undertook was to investigate how the micro:bits communicate with each other.
The Autumn/Winter term of 2019 brings a further opportunity for micro:bit projects and activities at Downside School. We plan to implement a Science and Technology based project where the pupils will programme the micro:bit as a datalogger to conduct Science investigations into reaction time, sound level and cooling/heating curves.
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<urn:uuid:07ecfb52-bf3f-4bd4-807a-b3c055a5718d>
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CC-MAIN-2020-05
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https://sciencescope.uk/2019/07/26/case-study-the-microbit-at-downside/
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en
| 0.968843 | 497 | 2.90625 | 3 |
Elementary teachers' perspectives of the implementation of response to intervention and special education rates
Response to Intervention (RTI) employs a multi-tiered approach to providing targeted interventions for students who are at risk for school failure. With the reauthorization of the Individual with Disabilities Act (IDEA) 2004 and No Child Left Behind (NCLB) 2001 districts are given the option to implement RTI prior to student referral for special education (Prasse, 2006). The implementation of RTI requires schools to shift current educational paradigms of how services are delivered to students. ^ The purpose of this study was to investigate the following research questions: What are the special education rates over time for the FY 08, 09, and 10 for the elementary schools N = 3 that have implemented RTI? What are elementary teachers’ perceptions of RTI with respect to the following dimensions: Administrative Support, Resources, Level of Implementation, and Student Performance? How are elementary teacher perceptions of their involvement in the RTI process associated with their classroom instructional practices? ^ A two-phase mixed method design was used to gather perceptions from a census population of teachers N = 122 from N = 3 elementary schools. The study employed the framework of Stufflebeam’s (2007) CIPP evaluation model. The quantitative research used descriptive statistics to report the elementary school N = 3 special education rates from 2008 through 2010. A survey questionnaire was employed to elicit teacher perceptions relative to the implementation of RTI. The qualitative research involved focus groups to gain a deeper understanding of the survey responses and changes in instructional practices. Data analysis involved the use of descriptive statistics and ANOVA for the quantitative analysis. The coding of qualitative data generated themes that resulted in a thick narrative. ^ Historically, the separation between general and special education has been well documented (Weishaar, Weishaar, & Budt, 2002). RTI offers the opportunity for a seamless continuum of services focusing on improving outcomes for all students (VanDerHeyden, Witt, & Barnett, 2005). Findings of the study suggest when administrative support and resources are provided to teachers when implementing RTI there is a direct correlation to a decrease (2.5%) in special education rates, a change in instructional practices, and an increase in student performance.^
Education, Elementary|Education, Special
Susan D Dupuis,
"Elementary teachers' perspectives of the implementation of response to intervention and special education rates"
(January 1, 2010).
Dissertation & Theses Collection.
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<urn:uuid:ac37dcf6-35e6-436e-9bf6-f376deb48781>
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CC-MAIN-2014-15
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http://scholarsarchive.jwu.edu/dissertations/AAI3397135/
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en
| 0.915569 | 511 | 3.015625 | 3 |
In theology he followed Zwingli, and at the sacramentarian conferences of Heidelberg (1560) and Maulbronn (1564) he advocated by voice and pen the Zwinglian doctrine of the Lord's Supper, replying (1565) to the counter arguments of the Lutheran Johann Marbach, of Strassburg.
On the 13th of June 1545, she was arraigned as a sacramentarian under the Six Articles at the Guildhall; but no witness appeared against her; she was declared not guilty by the jury and discharged after paying her fees.
Practical difficulties called for the enforcement of discipline, and differences of opinion for authority in doctrine; and, finally, the sacramentarian system required a priesthood.
The main difference was in the attitude to the Roman allegiance and to the sacramentarian system.
The Lutheran Church had, in continuing Melanchthon's attempt to construct the evangelical faith as a doctrinal system, by the 17th century become a creed-bound theological and sacramentarian institution, which orthodox theologians like Johann Gerhard of Jena (d.
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<urn:uuid:45ab2aab-5757-4675-85d2-299107e8758b>
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CC-MAIN-2017-26
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http://sentence.yourdictionary.com/sacramentarian
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en
| 0.956157 | 227 | 2.96875 | 3 |
KentuckyFC writes "Entomologists have never been able to identify flying insects automatically. But not through lack of trying. The obvious approach is to listen out for the frequency of the wing beat. But acoustic microphones aren't up to the job because sound intensity drops with the square of the distance, so flying insects quickly drop out of range. Now a group of researchers has solved this problem using a laser beam pointing at a photosensitive array. Any insect flying through the beam casts a shadow of its beating wings that can easily be recorded at distances of several meters. Using this new device, the team has created a dataset of millions of wing beat recordings, more than all previous recordings put together. And they've used the dataset to train a Bayesian classifier algorithm to identify flying insects automatically for the first time. That opens the prospect of a new generation of bug zappers that kill only certain insects or just females rather than males. That could have a big impact on human health since mosquitoes and other flying insects kill millions of people each year. It could also help in agriculture where insects threaten billions of dollars worth of crops."
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<urn:uuid:d7168499-cf4c-4a96-96f1-8c1556e1bd79>
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CC-MAIN-2014-41
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http://science.slashdot.org/story/14/03/19/150255/first-automatic-identification-of-flying-insects-allows-hi-tech-bug-zapping
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s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663718.7/warc/CC-MAIN-20140930004103-00276-ip-10-234-18-248.ec2.internal.warc.gz
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en
| 0.945972 | 225 | 2.859375 | 3 |
International Conventions and Legal Agreements
Convention on Physical Protection of Nuclear Material
The Convention on the Physical Protection of Nuclear Material was signed at Vienna and at New York on 3 March 1980. The Convention is the only international legally binding undertaking in the area of physical protection of nuclear material. It establishes measures related to the prevention, detection and punishment of offenses relating to nuclear material.
A Diplomatic Conference in July 2005 was convened to amend the Convention and strengthen its provisions. The amended Convention makes it legally binding for States Parties to protect nuclear facilities and material in peaceful domestic use, storage as well as transport. It also provides for expanded cooperation between and among States regarding rapid measures to locate and recover stolen or smuggled nuclear material, mitigate any radiological consequences of sabotage, and prevent and combat related offences.
The amendments will take effect once they have been ratified by two-thirds of the States Parties of the Convention.
See Related Resources for additional information and latest status reports.
Date of adoption: 26 October 1979
Place of adoption: Vienna, Austria
Date of entry into force: 8 February 1987
Languages: Arabic, Chinese, English, French, Russian and Spanish
Depositary: International Atomic Energy Agency (IAEA)
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CC-MAIN-2013-20
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http://www.iaea.org/Publications/Documents/Conventions/cppnm.html
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en
| 0.935046 | 249 | 3.28125 | 3 |
Fifty-eight years ago today, members of the Lohamei Herut Israel/LEHI militant Zionist group assassinated Count Folke Bernadotte, a Swedish diplomat who was appointed by the U.N. to mediate peace between the new state of Israel and its Arab neighbours. Bernadotte was shot six times at point-blank range as his convoy drove through Jerusalem, one day after he offered his second mediation plan which, among other things, called for the return of - and compensation for - the Palestinian refugees displaced by the creation of Israel.
On 16 September 1948, Swedish Count Folke Bernadotte, the United Nations Mediator for Palestine, submitted his progress report to the United Nations. It contained what he described as "seven basic premises" regarding the situation in Palestine. In the one headed "Right of Repatriation," he declared: "The right of innocent people, uprooted from their homes by the present terror and ravages of war, to return to their homes, should be affirmed and made effective, with assurance of adequate compensation for the property of those who may choose not to return.... [N]o settlement can be just and complete if recognition is not accorded to the right of the Arab refugee to return to the home from which he has been dislodged. It will be an offence against the principles of elemental justice if these innocent victims of the conflict were denied the right of return to their homes while Jewish immigrants flow into Palestine..."On 17 September 1948, the day after he submitted his progress report to the UN, Count Folke Bernadotte, along with his French aid [sic], Colonel Serot, was assassinated in Jerusalem by men wearing uniforms of the Israeli army who were subsequently discovered to be members of the Stern Gang, a Jewish terrorist group headed by among others, Yitzhak Shamir, a future prime minister of Israel.
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CC-MAIN-2017-43
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http://suspiciousdeaths.blogspot.com/2010/06/count-folke-bernadotte.html
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en
| 0.977922 | 380 | 2.640625 | 3 |
Small mosquito-like insect seeks same. Interests include snacking on detritus, clogging the teeth of cyclists and mating en masse in public places.
The warm weather has coaxed more than humans out of their winter lairs. The city has been inundated by hordes of male and female non-biting midges, which are actually copulating mid-air.
"The swarming that you are seeing is actually a reproductive swarm," said Sabrina Hall, an entomologist with the Royal Botanical Gardens.
"Really, what better way to make millions of babies than to swarm together, in the thousands, in the air?"
Many Torontonians, particularly bicyclists, have noticed clouds of the randy little insects.
"I try to keep my mouth closed," said Yvonne Bambrick, executive director of the Toronto Cyclists Union. "Once you notice the bugs are out, you tend to try and breathe through your nose a bit more."
She suggested keeping your head down, glasses on and even wearing a bandana over your mouth.
Adult midges, part of the chironomidae family, live for only a few weeks, so the mating dance is understandably frantic.
Without studying midge populations, it's impossible to know for sure if we have more this year. But entomologists agreed if complaints are up, it's likely the bug population is booming.
"Right now I have swarms of them in my backyard, which is unusual for me," said Antonia Guidotti, an entomology technician with the Royal Ontario Museum.
There is more than one kind of midge, the name given to several groups of small flies. There are more than 5,000 types in the world, some that bite, and more than 760 in Canada alone. They normally appear through the summer.
Guidotti said the current spike could be the result of rising temperatures, increased food sources or lack of predators. One thing is certain: they are biologically engineered to have staying power.
"They can have up to four generations in a year," said Guidotti.
Those numbers are not surprising when you hear Hall describe insect sexual behaviour.
"They do it multiple, multiple times," she said. "Usually with most insects it is not a one-off kind of thing. A lot of them have sperm storage sacks so they can store all of that different sperm they are receiving from different males and actually mix up the genetic variability they are receiving."
Aside from the somewhat horrifying idea of inhaling copulating insects, or picking them from your nose or eyes, midges do not pose any harm.
Both Hall and Guidotti point out they are an important link in aquatic food chains and are a main staple in the diet of fish, frogs and birds.
Midges primarily eat organic detritus like insect limbs, bits of leaves and fecal matter. That makes them a help at sewage treatment plants, where they vacuum the surfaces.
As useful as they may be, don't feel bad about rejecting their less-than-subtle advances.
In Bambrick's case, if the critters do make it into her mouth she has no qualms about ejecting them back onto the street.
"I don't like spitting, but I like to think I do it in an ever-so-ladylike fashion," Bambrick said.
"Most cyclists know what I am doing."
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<urn:uuid:85999651-356e-42ec-91cd-3b73b394e251>
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CC-MAIN-2020-10
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https://www.thestar.com/news/gta/2009/05/22/clouds_of_midges_thats_just_bug_love.html
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| 0.968777 | 711 | 2.5625 | 3 |
Social work is a demanding yet extremely rewarding profession – the special people who choose this field as their career path have a passion for helping vulnerable people and communities and advocating for social justice and human dignity.
Social workers touch lives in every aspect of society, from mental and physical health and well-being to education, the environment and the justice system. Success in social work requires commitment and dedication, no matter the setting. We hope that the below resources will help you to make an informed decision about pursuing this meaningful profession.
Social workers practice in an array of settings and with diverse populations. Learn about what social work is, the role of social workers and types of social workers.
Social workers need to possess certain qualities to provide the best services for their clients. Here are the top 10 characteristics and traits of successful social workers.
A strong code of ethics and values guide social workers in their professional activities to ensure they are providing the very best service and advocacy for their clients. Learn about the six core values of social work and related ethical principles.
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<urn:uuid:818f44a9-2f29-4f37-aa22-5326844944c9>
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CC-MAIN-2020-05
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http://socialwork.buffalo.edu/admissions/is-social-work-right-career-for-me.html
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en
| 0.942403 | 209 | 2.921875 | 3 |
Crocosmia x crocosmiiflora
Also known as
Crocosmia hybrid (C. aurea x pottsii)
Where is it originally from?
What does it look like?
Stiff, leafy, clump-forming, evergreen or summergreen perennial with underground rhizomes. Flattened, light brown corms (35 x 15 mm) have a fibrous cover and form 3+ clusters at the stem base. Firm, sword-shaped leaves (90 x 2 cm) all rise from the base, and are erect to curving above, with a conspicuous mid-vein. Flowerheads are tall and zig-zag shaped. Solitary orange to crimson 6-petalled flowers (3 cm, Jan-Feb) develop into 3-sided seed capsules (5 mm long) that are reddish-brown and flat to triangular.
Are there any similar species?
Watsonia, Alstroemeria, Chasmanthe, Aristea, Sparaxis, Ixia, Schizostylis coccinea and many other bulbous species are similar.
Why is it weedy?
Produces few seeds, but corms and rhizomes multiply rapidly and it also grows from fragments. Tolerates frost and heat, damage and grazing, damp, most soils, and moderate shade.
How does it spread?
Soil movement (road graders, fill), vegetation dumping and water movement spreads this weed from roadsides, slips, wasteland and exotic plantations.
What damage does it do?
Competes with groundcovers and small shrubs, and inhibits the establishment of native plant seedings. Specialised low-growing species may be displaced, especially in riparian margins.
Which habitats is it likely to invade?
Most low-growing habitats, open shrubland, open or disturbed forest, streamsides, alluvial river systems, fernland, short tussock, and wetlands.
What can I do to get rid of it?
Work downstream when controlling.
1. Dig out very small sites. Usually futile in large spots as corms resprout. Dispose of corms at a refuse transfer station, or by burning or by deep burial.
2. Spray (full leaf stage): glyphosate (10ml/L) + metsulfuron-methyl 600g/kg (4g/10L + penetrant).
What can I do to stop it coming back?
Thrives on disturbance as corms and rhizomes readily resprout. Resists fire. Sites regenerating to canopy over 2 m can normally be left alone, and may benefit from thinning where the weed is dense. Follow up 6-monthly. Replant with dense groundcover where appropriate.
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<urn:uuid:ea8e277e-8078-4820-95fe-1a629eb5dc2a>
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CC-MAIN-2020-29
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https://www.weedbusters.org.nz/weed-information/weed-list/montbretia/
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s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655900335.76/warc/CC-MAIN-20200709131554-20200709161554-00549.warc.gz
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en
| 0.885281 | 584 | 3.328125 | 3 |
Also known as vector graphics, object-oriented graphics are shapes represented with mathematical formulas. (This is very different from bitmapped graphics, in which the image is mapped to the pixels on the screen, dot by dot.)
In a program that uses object-oriented graphics, each separate element you draw-every circle, every line, and every rectangle-is defined and stored as a separate object. Each object is defined by its vector points, or end points. Because each graphic object is defined mathematically, rather than as a specific set of dots, you can change its proportions, or make it larger or smaller, or resize it, stretch it, rotate it, change its pattern, etc
without distorting the line width or affecting the object's sharpness and clarity (the resolution). Because each object is a separate entity, you can overlap objects in any order and change that order whenever you feel like it. To select a graphical object in an object-oriented graphics program, you usually just click on the object with the pointer. When you select it, a set of handles, little black squares, appear on or around the object (compare marquee). By dragging the handles, you can change the size or shape of the object or the curviness of any curved lines. You can also copy or cut a selected object to the Clipboard, or move it around on the screen, without disturbing any other object
The resolution of object-oriented graphics is device independent. This means that if you print a graphic image to a printer that has a resolution of 300 dots per inch, the graphic will print at 300 dots per inch. If you print the same image to an image setter that has a resolution of 2540 dots per inch, the graphic will print at 2540 dots per inch. (Bitmapped graphics, though, always print at the same resolution.)
Fonts, or typefaces, can also be objected-oriented, but they're not usually referred to this way-instead, such fonts are also known as outline fonts, scalable fonts, or vector fonts.
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<urn:uuid:cf73fedd-74ce-472b-af85-3758c70fb60a>
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CC-MAIN-2020-29
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https://ecomputernotes.com/computer-graphics/basic-of-computer-graphics/object-oriented-graphics
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en
| 0.936623 | 420 | 4.21875 | 4 |
The prevalence of muscle cramps and joint pain is more common than what the general public perceive. It can practically present itself in any situation.
A prolonged absence of physical activity, over-exertion of physical limits, and weakened body condition associated with aging are popular hangouts for these injuries.
Despite its tendency to make an introduction in unwanted situations, many people continually underestimate the risk of sustaining muscle cramps or joint pain.
The Centers for Disease Control and Prevention provides that 22.7% of American adults have been diagnosed with joint pain. It is estimated that by the year 2030, 1 in 4 American adults will have doctor-diagnosed joint pain.
In terms of muscle cramps, experts estimate that 95% of the population would have experienced spontaneous muscle cramps in their lifetime and roughly 26% will develop muscle cramps after physical activities. In a separate study, it was reported that 67% of triathletes will develop muscle cramps throughout their training.
Health professionals use the terms arthritis and joint pain interchangeably. Arthritis refers to joint inflammation presents itself in the form of pain to signal that something is wrong.
Other than inflammation, joint pain can also be caused by other factors such as injury, overweight, and excessive wear and tear. As the joints deteriorate with age, it becomes more prominent throughout the natural aging process.
Muscle cramps are caused by forceful contractions of the muscles. The foot and calf muscles are more susceptible to cramps due to their extended usage.
Other areas that can experience cramps are the thighs and abdomen where the muscle content are highly concentrated. Some of the reasons that lead to muscle contractions include dehydration, inadequate stretching, poor blood circulation and muscle fatigue.
Prevention and Treatment
Due to the preponderance of these conditions, there is an abundance of muscle cramps and joint pain information within the health industry.
Scientists were able to rely on these data to formulate effective preventive and treatment measures. While most of the suggestions below are specific to each condition, there are instances where they are effective in warding off both types of injuries.
1. Motion and Fluidity
The onset of joint pain can be caused by a prolonged period of inactivity. When the joints are not utilized adequately, it becomes stiff and limits the range of motion significantly. With the high obsessions over technology nowadays, most people have inadvertently become stuck to the chair most of the time.
To help the joints maintain its fluidity, individuals should change positions regularly or take a short walk to the kitchen during the commercials.
2. Stay in Shape
The Obesity and Metabolic Research Program in Milwaukee, Wisconsin conducted a study to establish the relationship between obesity and the prevalence of joint pain. Based on data from 4225 participants, the scientists were able draw a positive correlation between joint pain and obesity, with women more susceptible to it.
Moreover, the Snow Biomechanics Laboratory, Department of Health and Exercise Science, Wake Forest University, USA explains that for every 1kg lost, it reduces the pressure on the knees by up to 4 times. As a silver lining for overweight people, they do not need to seek alternative joint pain treatments once they have managed to shed the excess weight.
3. Stretch it Out
Much alike to machinery, the human body needs to be warmed up before it can start to operate. While tools can be changed when they become faulty, body parts do not enjoy the same luxury.
Regular stretching helps to ensure that muscles do not turn cold and the joints do not stiffen up. Light stretching exercises also help to loosen up tendons and ligaments, further reducing the risk of injury.
4. Go fish!
Fish contains high levels of omega-3 fatty acids that can help to reduce inflammation in the joints, effectively managing the level of pain. For those who do not enjoy fish, they can get the required omega-3 fatty acids in the form of fish capsules instead.
5. Stock Up on Calcium
High calcium intake is beneficial towards strengthening the bones and reducing the possibility of joint pain. Certain dairy products promote increased calcium content while health supplements with high calcium concentration are readily available as well. To incorporate calcium intake into dietary plans, kale, yogurt and salmon are suitable options.
6. Load Up on Salt
The Department of Pediatrics, Georgia Prevention Institute, USA provides that excessive water loss and extensive perspiration during physical activities leads to a large electrolyte deficit. This chain reaction is completed by the onset of muscle cramps.
The study highly recommends high salt and fluid intake before, during and after each exercise to avert any signs of muscle cramps. Individuals can choose to add small amounts of salt to their water to ensure sufficient salt intake. Alternatively, sports drinks are also formulated to quickly replenish electrolytes in the body to prevent muscle cramps.
The risk of muscle cramps and joint pain varies across individuals with different lifestyles but the severity of these conditions cannot be underestimated. Most people neglect to anticipant these conditions and often end up suffering excruciating pain while desperately searching for fast acting remedies.
Rather than being a sitting duck and tempt muscle cramps or joint pain, preventive measures should be taken to avoid being the victim. By adhering to the suggestions above, it can go a long way towards averting these conditions.
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<urn:uuid:2218393d-1a17-4b73-a9e2-bfa4d2b515f6>
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CC-MAIN-2020-05
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https://www.healthnewsminute.com/prevent-muscle-cramps-joint-pain.html
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en
| 0.937743 | 1,081 | 2.96875 | 3 |
Myocarditis is a disease characterized by inflammation and damage of the heart muscle. Experts believe that 5% to 20% of all cases of sudden cardiac death in children and young adults are due to myocarditis. The cause of myocarditis is usually a viral infection or a self-directed immune response. Myocarditis generally attacks otherwise healthy people. Most cases of the disease have no symptoms and are only identified by an electrocardiogram or blood tests that detect heart injury. Because myocarditis is rare, the best way to diagnose and treat the disease is not yet known but research is being done.
Many viruses can cause myocarditis but the most common are those associated with upper respiratory tract infections. Less commonly, other contagious conditions, including Lyme disease, may cause myocarditis. However, most cases of myocarditis are not infectious. There is no known risk of infection to family members of people with myocarditis. Neither is myocarditis believed to be inherited. No genes are known to predispose people to myocarditis. Because myocarditis is rare, information regarding causes and effective treatments is still limited.
What are the Symptoms of Myocarditis?
The most common symptom of myocarditis is shortness of breath during exercise or exertion. This symptom usually develops seven to 14 days after a viral illness and can progress to shortness of breath at night, which may require the person to sit up to breathe. Other symptoms include fatigue, heart palpitations and chest pain or pressure. The legs also may swell. Rarely, myocarditis causes a sudden loss of consciousness that may be due to abnormal heart rhythms. In summary, patients may experience some, all or none of the following symptoms: shortness of breath, chest pain, lightheadedness, irregular heartbeat and sudden loss of consciousness.
Most known cases of myocarditis have no symptoms and are not diagnosed until death. (Experts believe that an important portion of "unknown" cases of sudden cardiac death in the young are due to myocarditis). However, when a person develops symptoms, common tests for myocarditis include an electrocardiogram, a chest X-ray, an echocardiogram, a cardiac magnetic resonance imaging (MRI) scan, and occasionally, a heart biopsy.
To learn more about myocarditis, please visit:
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February 15, 2012
Recently there have been a number of confirmed cases of measles in Boone and Hamilton Counties. While there are currently no confirmed or suspected cases in Carmel Clay Schools, we are monitoring the situation on a daily basis. The potential for this measles outbreak to spread across the state to other pockets of unvaccinated Hoosiers does exist.
As always, Carmel Clay Schools takes the health and safety of our students and staff seriously. Because of that, we want to share some important information with you regarding measles and the procedures that will be followed at our schools IF a case should be confirmed.
Carmel Clay Schools will utilize the school messenger notification system to inform parents if there is a confirmed case of measles at one of our schools.
CCS Response to Measles Outbreak
Be aware that one confirmed case in a school setting constitutes an outbreak and will trigger outbreak procedures as designated by the state and local health department.
- All staff and students who cannot provide proof of immunity will be advised to receive a measles-containing vaccine and will be readmitted to school upon presenting documentation of immunization from a medical provider.
- Those who remain unvaccinated will be excluded from school for 21 days after the last measles case is identified – as required by the Indiana Department of Health.
What is measles?
Measles is a viral rash illness that is very contagious. Currently, measles is rare in the United States, but outbreaks still occur as a result of travel to or from other parts of the world. Measles may cause serious complications, including ear infection, pneumonia, and encephalitis (brain swelling). In some cases, measles may be fatal, especially in children under 5 years of age.
What are the symptoms of measles?
People with measles generally appear very ill. Early symptoms of measles include:
- Runny nose
- Loss of appetite
- Spots inside the mouth resembling grains of salt (Koplik’s spots)
- Increased sensitivity to light
Around the fourth day of illness, the fever usually increases (often to over 101°F), and a blotchy red (maculopapular) rash appears on the face and spreads downward to the rest of the body. The rash lasts about 4 or 5 days and then gradually fades in the same order it appeared.
How contagious is measles?
Measles is extremely contagious in unvaccinated populations. Patients with measles are contagious from the onset of symptoms until four days after rash onset. The incubation period from exposure until symptoms develop is typically 10-14 days, but may range from 7-21 days.
How is measles spread?
Measles is spread by contact with the nose or throat secretions of an infected person. This can happen when someone coughs or sneezes near someone else or someone touches objects contaminated with nose or throat drainage. Measles is extremely contagious, and virus particles can remain viable in the air up to two hours.
Who is at risk for measles?
Anyone who has not received two doses of measles-containing vaccine is at risk for measles.
How do I know if I have measles?
Only a physician can diagnose measles. See your health care provider if you have symptoms that match those described above. Many other organisms can cause rash illnesses. If you have been vaccinated for measles, it is very unlikely that you have the disease.
How is measles treated?
Since measles is caused by a virus, antibiotics are not effective. Currently, there are no antiviral medications used to treat measles. Treatment focuses on relieving the symptoms of the illness.
How can measles be prevented?
The Measles, Mumps, and Rubella (MMR) vaccine is safe and effective for preventing measles infection. Carmel Clay Schools requires proof of vaccination or immunity to measles before entry. If you have not had measles and/or have no record of having the MMR vaccine, see your health care provider to decide if you should receive the vaccine. Two doses of vaccine normally provide lifelong immunity.
The Indiana State Department of Health has established a hotline to help answer questions from the general public. The hotline service will be available beginning February 15, 2012.
- The hotline number is 1-877-826-0011 (TTY/TTD 1-888-561-0044).
- State Health Department staff will be on-hand during the hours of 8:15 a.m. to 4:45 p.m., Monday through Friday to answer questions.
- Note: Immunization status cannot be verified through this hotline. Individuals unsure of vaccination status are encouraged to contact your health care provider, as they have access to the Indiana Immunization Registry.
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The importance of learning, and in particular social learning, finds support among researchers in the field of environmental management as a means to avert past management failures in complex social-ecological systems (Folke et al. 2003, Carlsson and Berkes 2005, Blackmore 2007, Armitage et al. 2008). Social learning has multiple definitions, which can be categorized into two broad categories: individual learning that occurs through reciprocal interaction with others and the environment (Bandura 1977, 1986) and a variety of individual and organizational collaborative learning processes, such as sustained interaction between stakeholders, ongoing deliberation, and the sharing of knowledge in a trusting environment, that are specifically directed at a resource management or governance outcome (Röling 2002, Keen et al. 2005, Blackmore 2007, Pahl-Wostl et al. 2007, Cundill and Rodela 2012). De Laat and Simons (2002) used the term collective learning rather than social learning to refer to multiple individual and social processes that in addition to individual learning, have an explicit outcome such as a practice innovation or adaptation to a changing environment (Mittendorff et al. 2006). The use of the term collective learning helps to address Reed et al.’s (2010) critique of the social learning literature, i.e., that it fails to distinguish between learning processes and outcomes. However, the term social learning persists in the natural resource management literature in referring to learning at the individual and organizational level as well as the collective, resource management outcomes of such learning based on a shared understanding and new insights into problems.
Recently, scholars have explored the importance of social learning for social-ecological systems resilience, or the ability of a system to absorb disturbance and reorganize itself in the face of change (Folke et al. 2002, Gunderson and Holling 2002, Berkes et al. 2003, Berkes and Turner 2006, Fazey et al. 2007, Plummer and Armitage 2007, Krasny et al. 2010). A system in its general sense is an integrated whole whose essential properties arise from the relationship between its parts (The Open University 1999, as cited in Keen et al. 2005), while the term social-ecological system is particularly used to emphasize the integrated concept of “humans-in-nature” (Berkes and Folke 1998). Within the systems resilience context, social learning is described as an iterative process that enhances the flexibility of management structures and a system’s ability to respond to change, for example, through critical reflection and multiple-loop learning (Armitage et al. 2008, Wilner et al. 2012). Modifications made in an ongoing process of reflection and collective action in resource management are expected to contribute to social-ecological resilience (Plummer and Armitage 2007), and the outcomes of such social learning processes are expected to go beyond personal transformation directed toward the evolution of social structures (Wenger 2000). However, given that there is limited empirical research on the extent to which these expectations are appropriate, it is important to understand the extent to which outcomes of social learning processes might influence social-ecological system resilience.
In addition, most studies of social learning within environmental management and social-ecological systems have focused geographically on Europe and North America with only a small number being conducted in Asia (Rodela 2013). In this study, we investigated the role of social learning in the context of management of small-scale traditional village grove restoration projects (VGRP) in South Korea. In particular, we asked: (1) To what extent do the VGRPs exhibit evidence of social learning processes, including interaction, integration, systems orientation, and reflection (Plummer and FitzGibbon 2008)? (2) What are the outcomes of the social learning process in the VGRP, as evidenced by changes in single-, double-, or triple-loop learning (Armitage et al. 2008)? Our definition of social learning draws from natural resource management scholars and includes learning through interactions with others and the environment coupled with collective action directed at resource management or governance.
Social learning has been discussed as critical to addressing complex “resource dilemmas” (Blackmore 2007), often using an adaptive comanagement approach (Armitage et al. 2008). Within the context of adaptive comanagement, Plummer and FitzGibbon (2008) proposed an analytical framework that separates social learning as relates to adaptation, from social capital as relates to collaboration. Social learning consists of five elements: interaction, systems orientation, integration, reflection, and multiple-loop learning (Table 1). Plummer and FitzGibbon (2008) applied this framework to the analysis of three adaptive comanagement cases, which although focused on watershed management, are similar in their small-scale and ongoing collaborative processes among local leaders and stakeholders to our VGRP cases. Because of these similarities and our interest in a framework that allowed us to investigate the presence of both adaptive and collaborative processes in resource management, we decided to adapt Plummer and FitzGibbon’s (2008) framework for use in this study. (We report on the collaborative, social capital processes of our case in a separate paper, E. Lee, unpublished manuscript.)
Whereas Plummer and FitzGibbon’s (2008) criteria are appropriate for the Korean village grove cases, their work fails to distinguish between social learning as a process (of people learning from each other) and its outcomes (the learning and associated action that happens as a result of social interactions) such as improved problem-solving capacities for participants (Merriam and Caffarella 2007, Cundill and Rodela 2012). In Muro and Jeffrey’s (2008) compound model of social learning processes and outcomes, communication and interaction among different actors are the key process features that may lead to learning outcomes such as the generation of new knowledge, the acquisition of technical and social skills, and the development of trust and relationships. Separated from these outcomes, they suggested social learning’s potential contributions to collective action and social change. Although this work helps to better understand social learning claims that link learning processes, outcomes, and contributions to sustainable resource management, the confusion between learning processes and outcomes persists (Reed et al. 2010).
One possibility for distinguishing between processes and outcomes is to recognize that single-, double-, and triple-loop learning per definition are linked to the underlying processes causing changes in actions, and thus consider them separately from the other elements of social learning, e.g., integration, that are not specifically linked to management or governance outcomes. In the context of resource management, scholars have adapted Argyris and Schön’s (1978) multiple-loop learning in organizational contexts to define single-loop learning as incremental changes in actions without questioning the underlying assumptions, double-loop learning as changes resulting from examining the assumptions that underlie our actions, and triple-loop learning as changes that result from challenging the values and norms that underpin assumptions and actions (Keen et al. 2005, Pahl-Wostl 2009). Maarleveld and Dangbegnon (2002) describe multiple-loop learning in terms of what is learned rather than how learning occurs whereas other authors applying multiple-loop learning to resource management contexts go a step further in talking about not just learning, but also management outcomes of multiple-loop learning. For example, Cundill (2010), in a study of multiple cases of adaptive comanagement in South Africa, found that existing criteria used in monitoring social learning, e.g., engagement of and deliberation among relevant parties, failed to explain institutional innovation outcomes of some cases, whereas triple-loop learning offered insight into the processes that led to innovation. This author suggests that triple-loop learning could be used with other social learning criteria to understand outcomes, provided the two approaches to learning are not conflated. In a paper describing social learning in wildlife management, Diduck et al. (2005) also related multiple-loop learning to innovative change, but focused on single-loop learning practice adaptations and double-loop learning such as modifying precepts of theories-in-use, rather than triple-loop learning. Going a step further, Armitage et al. (2008) refer to single- and double-loop learning as outcomes and give examples of multiple-loop learning, including hosting public open houses to gather information used to prepare “options” for a fishery (single-loop) and double-loop learning incorporating complexity, systems orientation, and public involvement in fisheries management planning, and developing and codifying principles guiding cooperation among heterogeneous actors (double-loop). However, in other studies of adaptive comanagement, multiple-loop learning has been used as evidence of social learning (Fernandez-Gimenez et al. 2008, Plummer and FitzGibbon 2008) rather than explicitly linked to outcomes.
In this study, single-, double-, and triple-loop learning are translated to corresponding changes in resource management. We separate them as linked to outcomes of social learning, while Plummer and FitzGibbon’s (2008) remaining elements, i.e., interaction, systems orientation, integration, and reflection, are considered as characteristics of the social learning process. Using this framework, we hoped to understand different dimensions of social learning in-depth and as well as the role of social learning in improving resource management within a small-scale, adaptive comanagement context.
Although social learning has gained prominence in the resource management literature, only a small minority of studies have explored cultural influences (e.g., Rist et al. 2007, Wildemeersch 2007, Pahl-Wostl et al. 2008) or focused on Asian regions. For example, Marschke and Sinclair (2009) studied the instrumental and communicative aspects of social learning in fishing communities in Cambodia, and working in Japan, Mochizuki (2007) identified success factors of social learning in the pursuit of sustainable agriculture, including the combination of bottom-up and top-down approaches, visionary leadership provided by environmentalists, and the development of trust between environmentalists and farmers. Working in Indonesia, Armitage (2003) explored community-based conservation by linking traditional resource management practices to adaptive management principles, and found that mutual assistance and mutual learning in traditional practices worked as the basis of social learning in local communities. Meanwhile, Wildemeersch (2007) compared cases of social learning in Belgium and Vietnam, focusing on differences in scale and in socio-political traditions. In the Belgium cases, social learning was introduced as a new approach to environmental governance in direct multilateral negotiation, whereas in Vietnam social learning was implemented with more respect for hierarchy and tradition in expert-layperson relationships. This contrast raises questions about how social learning concepts and practices developed in one cultural setting find their way into other settings and the influence of power dynamics on learning outcomes when bringing in different knowledge holders.
Pahl-Wostl et al. (2008), for example, investigated the interdependence between social learning and culture at different scales to consider not only heterogeneous actors in a group but also the cultural differences among groups. These authors argued that to achieve management paradigm shifts, basic changes in belief and behavior systems are not enough; more radical changes, deeply rooted in a cultural change, are required. In this process, social learning is expected to play a role by building the capacity for communication across cultural boundaries and leading to changes in social structure. Moreover, Niewolny and Wilson (2011:341) argued that social learning discourse is framed by socially and culturally structured relations of power and that social learning does not only occur “just inside the head,” but in relations of people in socially and culturally organized settings. Thus, contextual factors such as power relations and cultural differences and their influence on the subsequent learning outcomes need to be addressed both theoretically and empirically in the study of social learning (Cundill and Rodela 2012).
In Korea, villagers traditionally planted village groves (Maeul-soop) based on cultural guidelines, e.g., native beliefs, feng-shui, and Confucianism, when they founded a new community. Village groves were cooperatively owned, managed, and conserved by villagers and played an important role in a village’s social activities by serving as a meeting and resting place. However, their main purpose was to regulate water and wind for the villages. Still today, village groves have ecological as well as socio-historical value. For example, recent research on ecosystem functions of village groves revealed they act as zones for disaster mitigation and microclimate control, and as biodiversity conservation patches (Hong et al. 2007, Lee et al. 2007).
Although many village groves have been degraded and even destroyed during the past several decades of industrialization, more than a thousand village groves remain in South Korea today providing ecosystem services to the nearby communities. However, they are threatened by recurring floods, fires, insect disease, and more severe natural disasters such as typhoons. In addition, increased human pressure has caused long-term and irreversible ecological shifts and an overall reduction in village groves’ ecological resilience. Although village grove social systems have responded to ecological crises in the past, we have little information on how villages today respond to the loss of ecological resilience. Recently, the nongovernmental organization Forest for Life, which since 1998 has been collaborating with the Korean government and companies to preserve forest resources, initiated efforts to restore degraded and destroyed village groves across South Korea.
A multiple case study was used to answer the research questions. The case study strategy provides an opportunity to collect comprehensive data to develop a better understanding of a social phenomenon (Walton 1992). In particular, it is appropriate when the contextual conditions are relevant to the phenomenon but the boundaries between the phenomena and context are not clear (Yin 2003). Investigating multiple cases permits comparisons of the social learning processes and outcomes across multiple sites, while increasing the robustness of the study.
Purposeful sampling was used to identify information-rich village grove restoration cases through informal interviews with key informants in the restoration projects of the Korean NGO, “Forest for Life.” Among 28 cases, four villages were selected based on the presence of village groves that: (a) recently participated in the VGRP supported by Forest for Life, (b) represented a common property not owned by one person or family, and (c) showed a level of involvement of local people sufficient to attract other villagers’ attention and interest.
The suitability of the chosen sites, labeled A-D, was confirmed through a preliminary study in 2009. All four cases incorporate community-based village groves management practices, but show different levels of village resident self-organizing and of local government involvement in the restoration projects, and represent different rural ecosystems (Table 2). The villages have a relatively high number of elderly people and maintain the traditions of collective social action consistent with agrarian societies (Fig. 1).
Data on the processes and outcomes of social learning were collected using a combination of semistructured interviews, document review, and field visits. The first author conducted a total of 27 interviews in person and over the phone with key actors, village residents, NGO staff, scientists, and government officials who were involved in the projects (Table 3). Key actors were defined as the individuals who played a lead in the VGRP; in Cases A and C the key actor was a female and a male, respectively, active in local governance, in Case B the key actor was the village head, and in Case D, the key actor was a government official. The first author began by interviewing individuals who played an active role in the restoration projects in each village, who in turn made recommendations regarding villagers to select for additional interviews. In Cases A and B, contact was first made through visiting a local community center where a number of individuals were eager to answer the interview questions; thus in these cases a group interview was conducted. Number of interviewees varied for each village, depending on specific conditions such as levels of literacy and attendance at the group meeting, as well as saturation. The goal was to solicit a deeper understanding of the cases from engaged and knowledgeable stakeholders, rather than to interview a large number of people for representative sampling (Patton 2002). Semistructured interviews were conducted using open-ended questions based on the five social learning constructs identified above. Interviews ranged in length from 30-90 minutes allowing interviewees sufficient time to tell a story about their personal experience.
Documents, including project proposals, interim and final reports, news articles, web logs, field notes and photos, and published literature, were reviewed in each case. All collected information was compiled and organized into a database. Audio-recorded interviews were transcribed and text, audio, digital photos, and PDF files were coded using QSR NVivo 10 software (QSR International Pty. 1999-2012).
Pattern matching logic (Yin 2003) was used to compare the empirically based and predicted patterns. Preliminary concepts of social learning gleaned from the literature (see Armitage et al. 2008, Plummer and FitzGibbon 2008) were used to label data and identify patterns. For example, interview responses and sections of documents about town meetings, workshops, and face-to-face interactions were grouped into the theme of “interaction,” and the information about using expert knowledge and/or traditional knowledge was grouped under the theme of “integration.” In this process, multiple data sources were analyzed by comparing identified codes in the literature with themes and patterns that emerged across data. New emergent themes and patterns also were identified for further analysis. After the initial analyses revealed preliminary evidence of social learning outcomes in two villages (A and B), additional interviews in these villages were conducted to gain deeper understanding of these outcomes.
We followed Yin’s (2003) suggestions about how to ensure study quality by determining construct validity, internal validity, external validity, and reliability. Construct validity was satisfied using multiple sources of evidence, such as interviews, documentary evidence, and physical artifacts. Also the draft of case study analysis was reviewed by three key informants including two social scientists and one staff member of the leading NGO. For internal validity, we used pattern matching logic and for external validity, multiple cases were investigated using replication logic. To increase the reliability of the study, we used the same case study protocol in all four villages.
We present evidence of the interaction, integration, systems orientation, and reflection of social learning process characteristics in the four villages (Table 4). We also explore evidence of multiple-loop learning to examine the contributions of social learning to the management of the village grove social-ecological systems (Table 5).
Interaction refers to deliberative or face-to-face interactions, for example, through workshops with natural resource users during environmental decision-making processes (Rist et al. 2007, Plummer and FitzGibbon 2008, Reed et al. 2010). In all four cases in our study, interaction occurred through town meetings and workshops during the VGRP. Village committees, charged with jointly making decisions regarding any issues confronting the village, held town meetings to discuss the problems of village groves with local residents and later to introduce the Forest for Life restoration project. All key actors or individuals who took leading roles in the VGRP in each village attended the workshops. Local government officers, local NGO staff, and landscape architects also participated in the workshops. The town meetings and workshops focused on exchanging information and sharing perspectives while permitting considerable dialogue among interested actors. According to a Forest for Life staff person in charge of the restoration project at the national level, the number of meetings was important for successful communication. She mentioned that “certainly the villages that had several workshops showed more successful features, greater understanding [of the restoration projects], and continuous management efforts after the projects.” Local people seemed to prefer direct over internet-based means of communication, so that face-to-face interactions including both formal workshops and informal town meetings commonly took place in all cases. For example, one interviewee remarked “this is the first project we did together [for village groves], so we met as much as we can. No telephones, no emails; the best way is seeing each other face to face whenever needed. Because of that, I think, we had little problems, proceeding smoothly as planned.”
Systems orientation refers to the interplay between social and ecological systems (Keen et al. 2005, Keen and Mahanty 2006, Dyball et al. 2007). In all four cases, villagers recognized the importance of the socio-cultural elements of the restoration project, as evidenced by them recounting the history of the groves (sometimes using artifacts such as a historic map) and by their wanting to incorporate cultural features in the VGRP. For example, villagers in Case B mentioned a big fire 300 years ago as the reason for village grove construction, and Case C villagers talked about how groves were built 200 years ago as part of an irrigation and flood control project. In Case D, a traditional management system, Sasan-Songgye (Chun and Tak 2009), to secure the communal use of village groves dating back to the late Chosun Dynasty persists. Further, it seems that the division between social and ecological systems itself is artificial and arbitrary to villagers. Villagers commonly regard the village grove as a symbol of their home and their fate in Korea. No predetermined boundary between people and the environment is mentioned in discussions of village groves. One resident from Case D said that “for outsiders, this [village grove] looks “green” and good, but to us [villagers] this is the place of our daily life, just part of our life like air.”
Not only ecological concerns but also human interests are addressed throughout the VGRP. Villagers are interested in renewing cultural connections to their village groves through traditional ceremonies, cultural events, and artifacts, e.g., a totem pole and stone tower, in conjunction with the plantings that occur as part of the restoration projects. However, the extent of these efforts varied across the four cases. In Case B, villagers were very interested in recreating a turtle shaped stone that was previously used as an altar of worship, the loss of which in 1988 had prevented them from holding cultural ceremonies in their village grove. One local government scientist recounted how excitement around restoring the turtle stone fostered more active engagement in the village grove restoration, which she hadn’t observed when the focus was solely on trees: “They are very excited about the revival of their culture through the [restoration] project. When the turtle stone was being returned to its place, if I remember right, almost 98% of villagers came out and joined. Without cultural items, it could be hard to stimulate such active community involvement.”
Similarly, the revival of an annual cultural festival was included in the restoration project of Case A. In Case D, human interests were slightly acknowledged such as in villagers’ demand for a pavilion nearby the village grove, but its building was not a main concern of the project.
The term integration refers to weaving together diverse perspectives, approaches, and ideas to reveal the nature of the complexity and to maximize learning through differences (Dyball et al. 2007, Plummer and FitzGibbon 2008). As government officers, NGO staff, local residents, scientists, and landscape architects were involved in the Korean restoration projects, multiple perspectives on village groves were revealed. For example, the landscape architects’ main concern was the visual effects of restoration, while NGO staff were more interested in the community-wide impacts. One villager in Case A said that “Up to now, I thought without question that this type of work [restoration] should be done by local or city government. But after the project I came to better appreciate different roles of community, local government, and scientific expertise.” The NGO Forest for Life further recognized the benefits of and need for multiple knowledge sources in recommending that the project utilize scientists’ ecological knowledge and landscape architects’ technical expertise. In addition, outsider knowledge was sought out and integrated when key actors from Case A visited similarly restored seaside forests in Japan, to incorporate the Japanese’s advanced experiences and knowledge. In Case B, local people’s practical knowledge of the village grove in times past and how it changed over the years played a role in restoration, whereas in Case D, those involved in the restoration drew on their knowledge of traditional management practices.
Reflection means carefully rethinking “the value of what we know and how we know it” through the sharing of experiences and knowledge (Dyball et al. 2007:183). Evidence of reflection regarding both technical and fundamental issues was exhibited in the cases. As an example of technical issues, the size of trees was mentioned by a staff member of Forest for Life as changing directions of the restoration project. “We did not really care about the size of trees; we simply thought that the bigger one is better. However, at the workshop, one old man from [other village] disagreed with the idea of big size trees and said that “we need a young plant which can grow up with us together. Because of strong winds in our region, trees need to be adapted to such environment, while we develop intimate relationships with those trees.””
After that, specific guidelines on the size of trees were included in the manual for restoration projects. Case A experienced a similar issue when some villagers wanted the groves to be restored to previous conditions with big size trees. Their different ideas on the restoration process led to reflective thinking on project goals regarding whether they wanted a professionally designed park or to be more engaged in designing and managing their own village groves.
A more fundamental difference in understanding of restoration goals between local government and villagers occurred in Case B. Although local government initially limited restoration goals to physical features of the groves, villagers in Case B regarded spiritual aspects of village groves as embodied in replacing the stone turtle as the subject of restoration. Local officials and project leaders recognized their different views on restoration and with the help of a local government official who supported the villagers’ point of view, adjusted the project from more narrow ecological restoration to incorporate restoration of cultural features. After the project, villagers in Case B showed more interest in their village grove and visited other villages to get insights on sustainable use and management of village groves.
In Case C, disputes over property rights brought out divided perspectives on the value of village groves. More specifically, the restoration of the village grove and its designation as a national monument led to a decrease in land prices in the area surrounding the grove because of restrictions on development. The leader of the restoration project commented: “There is a fundamental difference between the two points of view [ecological value versus economic value]. I think it is hard to overcome this gap without intentional learning experiences.” While such dissension certainly raised some degree of reflection, the actors in Case C did not undertake shared actions to modify their practice. Also in Case D, villagers showed some evidence of reflection regarding planting practices and cost-cutting issues, but no critical reflection on the project itself. When asked about reflective moments related to disputes in Cases C and D, some interviewees did not want to answer the questions or just said that the project went smoothly without any big problems.
Reflection is a key process in multiple-loop learning (Wilner et al. 2012). Because we found evidence of reflection only in Cases A and B, we limited this aspect of the study to these two cases.
Single-loop outcomes were investigated through evidence of changes in village grove management practices. Informants in both Cases A and B clearly described examples of adapting management practices based upon trial and error experience. In Case A, for example, villagers learned how to canvass residents’ opinions regarding village grove issues, e.g., landslide damage prevention and typhoon relief efforts; the information they collected during three consecutive years of the restoration project was used by the project leader to forge agreement on the proposed restoration plan. One staff member of a village organization related how the survey improved their methods for gathering information from villagers. “First time we got the survey forms, approximately one third by visiting door-to-door, the other one third by mailing for long distance residents, and the last one third by an outsourcing company. But second time, we did it differently. We put forward this issue as one agenda item at the town meeting and gathered 360-370 survey forms in one night. Because we did it before, the second time was much easier.”
In Case B, examples of adapting management practices included deciding to utilize villagers’ manpower as much as they could, in response to a perception that they had spent too much money using construction equipment. They also learned how to deal with diseased and dying trees from observing failures in the conservation of three rows of spindle trees (Euonymus fortunei), which were registered as a local monument. At first, villagers relied on external experts’ knowledge and local government resources to protect these trees. However, after the trees died, villagers replaced the dead trees with other spindle trees from a nearby hillock. Afterward, they were less dependent on outside resources and utilized their resources to care for village groves.
We used evidence of changed policies and goals as well as changes in stakeholder behavior (cf. Armitage et al. 2008, Pahl-Wostl 2009) as the evidence of double-loop learning outcomes. In Case A, results of the restoration project inspired change in local government policy. The project leader of the village organization in this case remarked that “the local government did not pay attention to what we did in the beginning of the project. However, when they saw changed behaviors of citizens who voluntarily took care of the restored site with shovels, they decided to support our efforts with the city policy, at least here in this city. So, they allocated some local budgets for installing leisure facilities in this site.”
After the restoration project, some residents organized a social gathering for the management of restored sites. These formal and informal behavior changes were facilitated by changed views on the value of village groves and on the power of collective action. One staff member of the village organization mentioned that the most difficult part of the project was changing people’s perspectives on the importance of the groves, and that after the restoration people became more engaged, which seemed to lead to other tangible results such as citizen’s active involvement and support of local government.
In Case B, the project goal was changed from ecological restoration to cultural and ecological restoration based upon a compromise between local residents and local government. One local government scientist who participated in planning the project recounted: “I was more interested in ecological features of village groves. At first, I just planned where to plant trees and what to plant in village groves through the project. But now, after meeting people who have different perspectives and after learning about why villagers built village groves, [I realized that] there is something more than ecological meanings in village groves. Cultural meanings are strongly embodied in village groves.”
Such changed views on the part of key actors influenced the direction of the project, from ecological restoration to cultural and ecological restoration. However, unlike Case A where local government changed policies to incorporate funding for village grove restoration, double-loop learning outcomes in Case B did not lead to changes in government policies.
We found evidence of triple-loop learning outcomes, defined as changes that result from challenging the values and norms that underpin assumptions and actions, only in Case A, which instituted a new structure of governing systems for reconstructed village groves. After two years’ experience with the restoration project in various sites in this city through which villagers, local government, and Forest for Life learned how to work together, citizens in Case A gained enough confidence to start rebuilding seaside village groves in a vacant space created by Typhoon Rusa. The leader of the village organization confirmed their willingness to engage and their pride in the collaborative work as follows: “We are very proud of what we have done. We also have confidence in doing another work, because we did it before ... we could finish the former project because we did it together.” The active involvement of local people coupled with the typhoon disaster made Case A unique among the restoration cases across Korea.
Local government of Case A had originally planned a parking lot in the empty space. Instead, influenced by the nationwide restoration movement, the local government partnered with Forest for Life to support construction of a new village grove by local residents and professional landscapers. One local government officer remarked, “Usually in such cases, the area is used as a parking lot ... It is good to see that many people enjoy the site having a rest time in the grove. After that, we [local government] have a responsibility to manage the area, along with the help of the Community Center, and financially support it through the parks and landscape management budget of the local government.” The local government assumed property rights for what prior to the typhoon had been private land, registered the grove as a park, and set up a new governing structure to manage the park that encouraged inclusion of villagers’ views and collaboration with a community organization. Change in the underlying governance system in Case A provided an example of triple-loop learning that was unique among the four cases.
In applying the framework of social learning processes and outcomes to village grove restoration in four Korean villages, we found varying evidence of social learning elements and outcomes, which can be related to differing social and ecological changes in the four villages and to aspects of Korean culture.
The finding that interaction as well as integration of multiple perspectives and knowledge occurred in this study suggests that, similar to Plummer and FitzGibbon’s (2008) and other studies, social learning processes in the Korean VGRP are consistent with a broader literature in communicative action (Habermas 1987), and communicative learning through interaction (van der Veen 2000). However, the Korean cultural and historical context was important in understanding social learning, and was evident not only in the integration of traditional knowledge, but also in how such knowledge may have influenced systems thinking. Korean villages have a long history of linking social and ecological processes in village forest management. According to Chun and Tak (2009:2024), “Songgye [traditional Korean village forest management system] was not simply an organization for stewarding local forests, but it played an essential role in the social life of the local community. It wove the social fabric of the village to keep the community united and to help each other in various agro-forestry activities.” In our study, linking of social with the ecological elements of the village groves was most evident in Case B, where the focus of the project was the restoration of a cultural symbol (stone turtle) that had once served a role in cultural activity in the village. This interweaving of social and cultural aspects is similar to that of the satoyama system in Japan (Takeuchi et al. 2003), muyong system in the Philippines (Butic and Ngidlo 2003), and kebun system in Indonesia and Malaysia (Christanty et al. 1986).
The more limited evidence of critical reflection in the Korean VGRP might be explained in part by cultural factors. Similar to Asian countries in the comparative study of social learning in the North and the South (Wildemeersch 2007), the Korean villagers in the cases with less critical reflection (C and D) might feel uncomfortable in situations where they are asked to solve problems or modify procedures by reflecting on conflicting perspectives, because of high respect for traditions and authority. When asked about reflective moments related to disputes, some interviewees refused to answer the questions (Case C) or responded that everything was going okay with them (D). Several villagers also said that they did not know many things like scientists did so they just followed experts’ advice on project implementation. Although interactions with local government, the NGO, and expert group enabled villagers to realize the value of village groves, Korean villagers still relied on authority in many such interactions.
Despite high respect for authority, similar to many Western countries, Korea has a tradition of civil society, for example in the Songgye village forest management system. Although the Songgye systems and civil society more broadly were eroded during the Japanese occupation in the early 20th century and afterward through industrialization and urbanization, the VGRP spearheaded by the NGO Forest for Life beginning in 2003, and involving significant participation of village heads and residents in some villages, may be evidence of an increasing role of civil society in Korea. An increasing level of civil society activity may have not only enabled the VGRP but also created the conditions that fostered social learning, including integration and critical reflection (cf. Maloney et al. 2000, Olsson et al. 2004, Plummer and FitzGibbon 2008, Whitelaw and McCarthy 2008). For example, in Case B, the local government scientist transformed her thinking about the goals of the project, from ecosystem to cultural value based, and in Case A, critical reflection among government officials enabled changes in land use, from planned parking lot to village grove, and governance systems, from private property to local park.
Social learning incorporates not only reflection, but also a planning process and action that lead to desirable changes and sometimes transformative outcomes in resource management (Keen et al. 2005, Dyball et al. 2007, Wilner et al. 2012). In the face of change, social learning is expected to enhance the flexibility of management structures and the systems’ ability to respond to change for systems resilience, for example, through multiple-loop learning (Loeber et al. 2007, Plummer and Armitage 2007, Armitage et al. 2008). Although learning processes and their associated outcomes start at the individual level and lead to changes in individual understanding, they may scale up and result in local or system-wide change (Reed et al. 2010, Rodela 2011).
We found evidence of more transformative changes or double-loop learning outcomes at the individual level in Cases A and B, in which VGRP participants, including villagers, NGO staff, and external experts, changed their perspectives on the benefits of collective action and on the value of village groves. However, systemic level changes were not easy to observe in this study. Only in Case A was there evidence of more significant changes in the social-ecological system, as evidenced by the villagers self-organizing efforts to restore two village groves and create a new one following a typhoon. Their efforts resulted in a new governance structure for reconstructed village groves that encouraged inclusion of villagers’ views. In that polycentric governance systems are an attribute of resilient social-ecological systems (Walker and Salt 2006), this result suggests that at least in some cases, the changes that occur through VGRPs may contribute to social-ecological systems resilience. However, a need exists to explore the differences among the cases with a focus on enabling factors that could influence larger system-wide changes and resilience.
In the resilience context, changes at smaller scales such as those observed in the Korean village groves can enable, yet may be constrained by, transformations at larger scales, (Gunderson and Holling 2002, Folke et al. 2010). Studying stewardship practices in urban areas, Krasny and Tidball (2012) have hypothesized that small-scale, self-organized restoration or civic ecology practices, such as the Korean VGRP, may result in positive, expanding feedback loops between social capital, natural capital, and ecosystem services, and thus may have impacts that scale up through the larger social-ecological systems in which they are embedded. The changes at the level of a village, village A in our study, suggest shifts not only in the physical aspects of the village groves, but also in associated organizational and institutional arrangements. Triggered by the typhoon disaster, social and ecological changes in Case A show the possibility of system-wide shifts for “deliberate transformation” that involve processes of breakdown and recovery for desirable changes while paying attention to the linked and nested systems (Folke et al. 2010).
The term social learning can easily lead to confusion because it means very different things to different people. In the field of environmental management, social learning means not just collaborative learning processes through interaction and communication, but also the management outcomes of such processes based upon a shared understanding and common interests. In applying natural resource management frameworks of learning processes and outcomes to Korean village groves restoration efforts in four different villages, we found that multiple elements of social learning were present, but did not always lead to management outcomes, viewed through the lens of multiple-loop learning. The findings of this study showed different dimensions of social learning in the cultural and historical context of Korea.
By distinguishing social learning outcomes from the characteristics of learning process, we hope to shed light on the vague notion of social learning. In particular, focusing on multiple-loop learning as an indicator of the outcomes of social learning can provide insights into the linkage between perspective transformations and social changes in nested systems. Although it is often expected that social learning will lead to sustainable behaviors or social actions (Pahl-Wostl et al. 2008), the empirical evidence presented in this study shows that such changes cannot be guaranteed. Further research on enabling/disabling factors based upon contextual factors is needed to develop more effective social learning interventions and foster substantive learning outcomes.
Our study within the Korean context suggests conditions for social learning that could benefit studies of social learning more broadly. It is notable that the VGRP was evidence of a national movement linking civil society activity to environmental stewardship, bearing similarity to a civic environmental movement in the West characterized by collaboration among communities, interest groups, and government agencies, and offering an alternative to more adversarial forms of environmental activism (Sirianni and Friedland 2001). Whereas the ability of Korean villagers collaborating with the national NGO to restore local village groves is impressive, it remains to be seen whether local VGRPs are part of a larger restoration movement linked to increased civic society activity in Korea, and whether they will have significant implications for larger systems transformation. Further studies are needed to explore impacts of VGRPs more broadly and deeply for the systems resilience.
We thank the anonymous reviewers for their valuable and constructive comments on the article. We also thank all the different project participants, interviewees, and the Korean NGO Forest for Life for their time and help. This study was supported by grants from the Einaudi Center and East Asia Program at Cornell University.
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Healthy People Helps Build a Healthier Nation and a Healthy Nation is more Productive and Progressive. Obesity is major lifestyle problem and it can open door to many diseases. Excess body weight or obesity can be a cause of heart diseases, stroke, body pain, liver , digestion related problems and other lifestyle diseases like diabetes, hypertension etc . For a healthy life and minimize chances of such diseases along with other good habits that benefit health body weight management is also important.
We are happy to share a couple of important points that will help in loss of excess body weight by reducing harmful fat in body.
- Do not skip breakfast, include protein in breakfast. Protein helps us to stay full for long and we do not feel hungry often and can avoid binge eating.
- It is best to avoid sugary syrups and drinks. High sugar content food items
- Prefer to eat fruits by chewing, than consuming juice
- Avoid alcohol, alcoholic beverages, carbonated drinks etc
- Quit smoking
- Consume enough soluble fiber
- Prefer food items like oats, brown unpolished rice, multigrain wheat, wheat breads, lentils, vegetables, yogurt, tofu, soya beans, cooking in low oil, eggs in moderation and lean meat
- Eat mostly whole, not highly processed food
- Chew food well and eat
- Drink coffee and tea in moderation
- Strictly avoid junk food, processed food, ready to eat food
- Try to consume home cooked food, fresh, warm and cooked within few hours
- Do consult doctors, dieticians and experts on a calorie management diet
- Avoid midnight snacking
- Try to eat approximately same quantity and type of food around fixed times of the day in a routine
Follow and help yourself and share to help others.
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In Virginia, an estimated 1,300 children are treated in the ER for injuries related to dog bites. Most of these injuries can be prevented by teaching children the proper way to interact with dogs. Here are some basic tips for anyone to follow when around animals.
- Do not approach an unfamiliar dog
- Don't run past a dog, even on your bike or skates; this may intice the dog to run after or give chase which can cause them to become excited or aggressive.
- If you are approached by an unfamiliar dog, remain motionless so that the dog does not feel threatened. Stay still until the dog leaves.
- Do not scream if you feel threated by a dog. Remain calm, speak softly and firmly and avoid eye contact. Do not turn and run as that will give the dog reason to give chase.
- If you are knocked down by a dog, roll into a ball and lie still
- Always ask an owner if you can pet their dog before approaching.
- If you are given permission to pet a dog, hold out your hand below their head and let them sniff to become familiar with your sent. Once they are done smelling you can slowly move to pet the head.
- If a dog seems skiddish when you attempt to pet, back off and give them space. Learn to read their body language.
- Even a dog that is wagging its tail should be approached with caution. Animals can react defensively in an instance if they feel threated.
- Do not play with a dog unless supervised by an adult.
- Never disturbe a dog that is sleeping, eating, chewing a bone or nursing puppies.
- Avoid eye contact with unfamiliar dogs.
- If bitten, immediately report it to an adult.
Remember, serious dog bites should always be reported to the local health department or your local animal control office.
Do you have any other tips to add to this list?
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The wealth of Mansa Musa the King of Mali is immeasurable. Musa became ruler of the Mali Empire in 1312, taking the throne after his predecessor, Abu-Bakr II, for whom he’d served as deputy, went missing on a voyage he took by sea to find the edge of the Atlantic Ocean. Musa’s rule came at a time when European nations were struggling due to raging civil wars and a lack of resources. During that period, the Mali Empire flourished thanks to ample natural resources like gold and salt.
And under the rule of Musa, the prosperous empire grew to span a sizeable portion of West Africa, from the Atlantic coast to the inland trading hub of Timbuktu and parts of the Sahara Desert. As the territory grew while Musa was on the throne, so did the economic standing of its citizens.
He made his fortune by exploiting his country’s salt and gold production. Many mosques he built as a young man still stand today. After Mansa Musa I death in 1331, however, his heirs were unable to hang on to the fortune, and it was substantially depleted by civil wars and invading armies.
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https://olatorera.com/royalty-and-wealth-mansa-musa-the-richest-man-that-ever-lived/
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647810.28/warc/CC-MAIN-20230601110845-20230601140845-00486.warc.gz
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en
| 0.984054 | 244 | 3.5 | 4 |
At one time or another, every goat owner will probably be faced with external parasites on their goats, which usually means lice or mites.
Dr. Michael Pesato, Assistant Clinical Professor of Food Animal Medicine and Surgery at Mississippi State University, joins us to talk about the symptoms, diagnosis, and treatment of mites and lice in goats.
While lice in goats are very common, and can be seen with the naked eye, mites are microscopic and thankfully not so common.
We are also busting myths about external parasites, such as goats getting mites or lice from fresh bales of straw or hay. And we talk about why diatomaceous earth does not kill goat lice although it can kill chicken lice.
See full show notes here >> https://thriftyhomesteader.com/external-parasites-in-goats/
To see the most recent episodes, visit ForTheLoveOfGoats.com
Thanks for listening!
No one ever said raising goats was easy, but it doesn't have to cost a fortune or drive you crazy! You just need the right information. Click here to learn more about our Goats 365 membership.
Or see my other goat courses in Thrifty Homesteader Academy.
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<urn:uuid:d054c6be-c845-4c99-9078-ae6596ad07c4>
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CC-MAIN-2023-40
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https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5idXp6c3Byb3V0LmNvbS84NzAwODIucnNz/episode/QnV6enNwcm91dC0xMjM4NTMyMQ
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en
| 0.943452 | 261 | 2.8125 | 3 |
In java, string objects are immutable. Immutable simply means unmodifiable or unchangeable.
Once string object is created its data or state can't be changed but a new string object is created.
Let's try to understand the immutability concept by the example given below:
Now it can be understood by the diagram given below. Here Sachin is not changed but a new object is created with sachintendulkar. That is why string is known as immutable.
As you can see in the above figure that two objects are created but s reference variable still refers to "Sachin" not to "Sachin Tendulkar".
But if we explicitely assign it to the reference variable, it will refer to "Sachin Tendulkar" object.For example:
In such case, s points to the "Sachin Tendulkar". Please notice that still sachin object is not modified.
Why string objects are immutable in java?
|Because java uses the concept of string literal.Suppose there are 5 reference variables,all referes to one object "sachin".If one reference variable changes the value of the object, it will be affected to all the reference variables. That is why string objects are immutable in java.|
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<urn:uuid:5d254dc1-144c-4f27-b878-f8c9c685285a>
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CC-MAIN-2020-16
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http://anishsir.in/java-string/immutable-string-in-java
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s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370525223.55/warc/CC-MAIN-20200404200523-20200404230523-00228.warc.gz
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en
| 0.901586 | 267 | 4.09375 | 4 |
, or the Eastern Underground Orchid
, is an terrestrial saprophytic orchid
with fleshy underground stem
to 15 cm long and 15 mm diameter.
A synonym is Cryptanthemis slateri
Rupp (1932).Rhizanthella slateri
ranges from southeastern Queensland
to the south coast of New South Wales
. In NSW, it is currently only known from fewer than 10 locations, including near Bulahdelah
, the Watagan Mountains
, the Blue Mountains
, Wisemans Ferry
area, Agnes Banks and near Nowra
. At each location, only a few individuals are known. However, Rhizanthella slateri
is difficult to detect; it is usually located when the soil is disturbed, and there may well be more locations of the species within its known range. The species grows in eucalypt
forest but no informative assessment of the likely preferred habitat for the species is available.
It is whitish, often branching, with prominent, fleshy, overlapping bracts
. It is an achlorophyllous orchid growing entirely underground. Only the flowers eventually break the surface beneath the leaf litter, to allow pollination by flies or insects.
The small, purplish, tubular, flowers
number up to 30. The flowering heads are about 2 cm wide. They mature below the soil surface or extend 2 cm above the ground. The receptacle of up to 18 whitish triangular bracts is about 8 mm long. The orchid flowers in October and November.
The dorsal sepal
curved, with the tip narrowing linear to filiform and a broad... Read More
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<urn:uuid:c4934f96-9d6f-492e-a96a-7c171afe435d>
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CC-MAIN-2017-47
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http://pages.rediff.com/rhizanthella-slateri/576718
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s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934804724.3/warc/CC-MAIN-20171118094746-20171118114746-00329.warc.gz
|
en
| 0.92573 | 352 | 3.0625 | 3 |
Dumbbell Concentration Curl is an isolation movement exercise with the main purpose to peak your arm's biceps, especially the Brachialis (outside part of biceps). Dumbbell concentration curls can be done in a variety of ways: sitting, standing or in a kneeling position. The movement is typically used as an finishing exercise to work the "peak" of the biceps and give gym goers the final "pump" before leaving the gym and "hitting the streets"!
Bicep and Brachialis Muscle Physiology Summary
The biceps brachii (Bicep) is a muscle located on the upper arm. The term biceps brachii is a Latin phrase meaning "two-headed [muscle] of the arm", in reference to the fact that the muscle consists of two bundles of muscle, each with its own origin, sharing a common insertion point near the elbow joint. The bicep is comprised of the long (outer) head1 and the short (inner, medial) head2. The bicep has several functions, the most important being to rotate the forearm (supination) and to flex the elbow.
- Supination is a position of either the forearm when the palm faces anteriorly, or faces up (when the arms are unbent and at the sides).
The brachialis (brachialis anticus) is a muscle in the upper arm that flexes the elbow joint. The brachialis (brachialis anticus) lies just deep of the biceps brachii, and is a synergist that assists the biceps brachii (biceps) in flexing at the elbow. Unlike the biceps, the brachialis does not insert on the radius, and therefore cannot participate in pronation/supination of the forearm.
Dumbbell Concentration Curl Summary
- Main Muscle(s) Worked: Bicep, Brachialis
- Other Muscles (Secondary) Worked: None
- Equipment: Dumbbell
- Mechanics Type: Isolation (An exercise that involves one joint movement).
- Force: Pull (A movement toward center of body during the concentric contraction of the target muscle).
- Utility: Auxiliary (An optional exercise that may supplement a basic exercise. Auxiliary exercises may place greater relative intensity on a specific muscle or a head of a muscle).
Target Muscles Used for Dumbbell Concentration Curl
Synergist Muscles Worked When Performing Dumbbell Concentration Curl
- Biceps Brachii
Stabilizers Worked When Performing Dumbbell Concentration Curl
- Trapezius, Upper
- Trapezius, Middle
- Levator Scapulae
- Erictor Spinae
- Wrist Flexors
Antagonist Stabilizers Worked When Performing Dumbbell Concentration Curl
Correct Exercise Procedure Use for Dumbbell Concentration Curl
Dumbbell concentration curls can be done in a variety of ways: sitting, standing or in a kneeling position.
In a standing position
- Feet should be shoulder width apart, bend over slightly grasp the dumbbell in one hand and let your free arm rest. In a sitting position, sit on a flat bench with legs spread apart into a V and lean forward.
- Grasp dumbbell in one hand palm facing up with elbow on inside of knee if in standing position, or on inside of thigh just above knee if sitting.
- Slowly curl the dumbbell up towards the shoulder, while inhaling, keeping the torso and upper arm still.
- Twist your wrist as you lift so that your litter finger turns up towards your body (i.e., supinate).
- Squeeze the bicep at the top for a one-count, and then slowly lower back down, while exhaling, to the starting position without locking the elbow at the bottom, then repeat.
- After completing desired reps with one arm alternate with the other until desired sets have been completed.
In the sitting position
- Sit comfortably on a gym bench with feet firmly placed on the floor
- Grasp a dumbbell of suitable weight.
- Spread your legs to the extent that you can rest the upper arm of the hand holding the dumbbell against the inner thigh on the same side. The dumbbell curl is performed using this support to concentrate tension in the biceps muscle for a better workout. Note: for a more advanced twist on this variation you would let your arm hand without using the inner thigh as support.
- Brace the abdominal muscles, straighten the back, keep the head steady.
- Curl the arm toward the chin.
- Squeeze at the top of the movement.
- Remember to breathe out on exertion and in on recovery.
Tips for Performing Dumbbell Concentration Curl
Using the tips mention below will help for the muscle(s) full development by incorporating more muscle fibers per rep, thus increasing the muscle's size and strength.
- Practice proper form and control. Starting with this exercise, or any exercise you have not performed before, use light weight until you have the full range of movement with proper extension and contraction completed.
- Twist your wrist. Twisting your wrist (little finger turn upward) you increase the development of both long head (lateral head) and short head (medial head) of the biceps brachii.
- Do not lock elbows. Keep tension on the bicep, do not lock your elbows at the bottom of the movement.
- Do not lift elbow. Having your elbow against your leg will help in balance and keeping you from using momentum to swing the dumbbell instead of lifting it.
- Squeeze at the top. Squeeze at the top and feel the burn.
- Lower slowly. Keep the tension on the bicep while lowering to starting position.
Frequent Mistakes Made While Performing Dumbbell Concentration Curls
Performing the exercise improperly, often referred to as cheating, will not allow for the muscle and muscle fibers to be use their fullest potential, resulting in not achieving desired development of the muscle.
- Movement performed too fast. Use slow controlled motion.
- Using too much weight. A mistake for many lifters is trying to lift too much weight. Make sure to use correct weight that will allow you to use proper form and full range of motion. Do not lift by swinging the dumbbell.
- Not keeping elbow against leg. If elbow is not against the leg you will have a tendency to swing the dumbbell up instead of lifting.
- Locking the elbows. Locking the elbows at the bottom of this movement takes the stress off the muscles worked.
- Limiting the range of motion. Do not limit the range of motion. Make sure the movement is performed completely by going all the way down, twist your wrist and squeeze the bicep at the top.
Variations of Exercise or Equipment Use for Dumbbell Concentration Curls
A variation of a specific exercise is intended to work different subgroups of muscles, or work the same muscles in slightly different ways. There are many exercise variations to this strength exercise. The following are five examples of the variations use for concentration curls .All variations have the same characteristics as the concentration curl by activating the long head (lateral head) of the biceps brachii significantly more than the short head (medial Head) of the biceps Brachii:
- Barbell Preacher Curl. When completed properly your upper arms are lock in position by resting the triceps on the pad while arms are working together to lift the weight. Barbell preacher curl will usually allow more weight to be lift per rep.
- Dumbbell Preacher Curl. This exercise when perform correctly has the same movement as the concentration curl. The main difference between the two exercises is the concentration curl your upper arm is resting on inside of your leg the preacher curl on the pad. With both exercises you are unable to use your body to help with the lift.
- Barbell Prone Incline Curl. This is another great exercise for Isolation the biceps. By lying on a bench adjusted in 45 to 60 degree angle you are unable to use your body to help with the lift. Just be careful not to let your arms swing at the bottom of the movement.
- Dumbbell Prone Incline Curl. Same as the barbell incline curl except you have the advantage of either working biceps together, but independently of each other, or alternating between them.
- Lever Preacher Curl. This machine is design to have the same movement characteristics as the preacher curl. The advantage this machine has over the preacher curl you are able to control the weight easier, especially on the negative, for a slower movement which allows you to feel the burn and incorporate more muscle fibers.
Other Exercises to Compliment Dumbbell Concentration Curls
The following exercises directly target the Biceps Brachii, along with Brachialis, is needed for the full development of the biceps.
- Barbell Curl. Because you are standing using a barbell, heavier weight usually can be lifted. Caution is needed not to use your body to swing the weight up when lifting. On occasion if you want to complete a set with using a force rep for the last one or two reps and don't have a spotter to help, a little body movement is acceptable.
- Cable Curl. Like with most cable exercises you have a great opportunity to focus heavily on the negative part of the movement, thus creating a great burn and incorporating additional muscle fibers.
- Dumbbell Incline Curl. By sitting on an incline bench you are able to hit your bicep at a slightly different angle, also taking your body out of the movement. On the incline you are not able to lift as much weight as sitting straight up, but just as affective. The dumbbell incline curl can be completed by raising both arms simultaneously or alternating. Be careful not to use momentum by swinging your arms.
- Cable Supine Curl. This is an exercise you don't see use a lot, but by laying flat on the floor you all but eliminate the possibility of cheating. With cable supine curl you have great control of the weight both on the curl itself plus on the return.
- Lever Curl. With sitting and your back firmly against the backrest you totally isolate your biceps by not being able to use your body or swing your arms to gain momentum for the lift.
Dumbbell Concentration Curl involves a very strict movement so you should only use as much weight as you can handle with proper form. This is why the name 'Concentration Curl' is important because you really need to concentrate on the biceps contraction and on being strict to make this exercise effective. The Dumbbell Concentration Curl is a great finishing exercise because of its being one of the best exercises to tone arms and peaking the muscle.
About the Author
Lynn Glenn is a 63 year old natural athlete who started training at the ripe young age of 48. Lynn Glenn is also an avid weightlifter who enjoys writing about hot topics in the areas of health, and fitness and developing further knowledge in the areas of disease prevention, nutrition, anti aging and personal training. Lynn Glenn lives and trains in Southern California, and serves as a tremendous inspiration for many "mature" weightlifters in the gym that are trying to look better, feel better, and beat father time! To contact Lynn, visit Lynn at http://www.musclemagfitness.ning.com/
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CC-MAIN-2014-23
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http://www.musclemagfitness.com/bodybuilding/exercises/dumbbell-concentration-curls.html
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|
en
| 0.909708 | 2,416 | 3.015625 | 3 |
Submitted to: Plant Disease
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 8/30/1996
Publication Date: N/A
Citation: N/A Interpretive Summary: Aphanomyces root rot is the most destructive disease of peas world wide. The disease was first described in the Midwest in the 1920's and in the Pacific Northwest in the 1980's. Until recently, this disease has not yielded to any control measures, short of not growing peas in an infested field for at least 10 years. Until recently, no resistant pea germplasm or varieties with acceptability in the marketplace were available from private companies or public researchers. Pea germplasm has now been developed by ARS and by University researchers with measurable resistance to this disease. These germplasm lines also possess sufficient desirable horticultural traits so that private breeders are now using them to develop more resistant varieties. In order for commercial breeders to efficiently utilize these lines, information on how this resistance is expressed is needed to identify those progeny which possess the desirable resistant traits. This paper describes and measures this resistance in 3 ways: a) the rate of disease spread within the inoculated root system; b) the rate of pathogen buildup within inoculated roots; and c) the differences in attraction of the pathogen to the root system. By quantifying this resistance, the genetic mechanisms responsible can be identified and manipulated by private breeders. Because this disease is chronic where most peas are grown commercially in the United States, the development of commercial varieties with resistance to Aphanomyces root rot will be a great aid in stabilizing yields and quality in future processing, dry and seed pea production.
Technical Abstract: Previous attempts to quantify resistance in pea to Aphanomyces euteiches have involved oospore counts in infected root tips and disease severity ratings to separate resistant from susceptible lines. In a controlled environment with known zoospore inoculum levels, differences in oospore production in infected roots, rate of lesion development in taproots, and zoospore germination in seedling exudates were evident in resistant and susceptible pea lines. Indirect ELISA measurements of infected root tissue within a visible lesion revealed a positive, linear regression of lesion length on ELISA readings at 405 nm (R**2 = 0.91). Zoospore germination was reduced in seedling exudates from resistant but not from susceptible pea lines. Resistance in pea roots to A. euteiches is associated with reduced oospore production, pathogen multiplication, zoospore germination, and slower lesion development.
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<urn:uuid:2de4daea-065b-4ea8-b6d2-d7d7daf69db1>
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CC-MAIN-2017-43
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https://www.ars.usda.gov/research/publications/publication/?seqNo115=67828
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s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824675.67/warc/CC-MAIN-20171021081004-20171021101004-00236.warc.gz
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en
| 0.924687 | 546 | 3.3125 | 3 |
Ausbildung Animal keeper in Germany
If you see yourself spending your life caring for animals, an apprenticeship program (Ausbildung) as an animal keeper is a great choice!
Did you know that despite being extinct in the wild, about 50 kinds of animals are kept in zoos?
Role of an animal keeper under Ausbildung in Germany
You complete many responsibilities during your Ausbildung training to be an animal keeper.
You will learn how to produce feed rations and combinations, how animals are cared for, fed, bred, and transported, and how to clean and sanitise the animal housing.
You deal extensively with the physiology and behaviour of the animals to understand them.
Correctly interpreting specific symptoms or behaviours aids in diagnosing problems and launching treatment.
Animal keeper training under Ausbildung in Germany
You can complete your Ausbildung training to be an animal keeper with one of three (research and clinic, zoo and animal shelter and pension) specialisations.
You are responsible for checking on the animals’ wellbeing and setting up examinations.
You cover everything related to safety and sanitation in the test laboratories.
A dual-pronged approach is used in Ausbildung training to become an animal caretaker.
You learn animal handling safety rules, health protection and safeguarding the environment.
It takes three years to complete the required Ausbildung training to become a zoo keeper.
Did you know that the San Diego Safari Park, which has a total area of about 700 hectares and receives around 2 million visitors a year, is the biggest zoo in the world?
Career prospects for an animal keeper under Ausbildung in Germany
- You might specialise in raising particular species of animals.
- You can start your own company and work in management in a zoo or animal sanctuary with additional training to become a master animal keeper.
- You can finish a biology or veterinary medicine course of study.
- You can manage your own zoo, pet store, or research division.
KCR CONSULTANTS are ready to assist you with the Ausbildung program in Germany.
Take care of the animal world and become an expert in your area!
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<urn:uuid:b1d5e8c3-74a5-48d7-a129-d6f7a88abfcc>
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CC-MAIN-2023-23
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https://kcrconsultants.com/ausbildung-animal-keeper-in-germany/
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en
| 0.901056 | 459 | 2.5625 | 3 |
In the early 15th century, a major change took place in the methods of creation of calendars in Tibet. Within the space of one decade – they all give dates within the 1440s – three new calendrical traditions were established, all following one and the same basic principle: the development of siddhānta calculations (grub rtsis). These systems were the Phugpa, Tsurphu and Error Correction ('khrul sel) systems. They all assumed that they had managed to recreate a lost accurate system of calculating the calendar, that had presumably been described in the lost Kālacakra Mūlatantra. Why this idea suddenly popped up is not yet clear from available texts, but an intriguing possibility is that these ideas were introduced by the last great Kālacakra teacher to visit Tibet, Vanaratna (nags kyi rin chen). He visited at about the right time, and we know that he taught Zhonnu Pal (gzhun nu dpal), the creator of the Error Correction system. One piece of evidence is given in the Phugpa text, the "pad dkar zhal lung". It states there that Vanaratna aligned the 60-year Chinese and Indian cycles differently from normal. It is usual that Fire-Rabbit is equated with the Indian Prabhava, but we are told that for Vanaratna this was Wood-Mouse, a difference of three years. Zhonnu Pal has exactly the same alignment – see below – and may very well have come to this conclusion based on chronology as explained by Vanaratna (one possible explanation could be years expunged from the Indian cycle used by Vanaratna since the Kālacakra was introduced to Tibet). There are many texts by students of Vanaratna and complete copies of Zhonnu Pal's work that have been discovered in the Drepung library finds. Maybe all this will be clarified when these become available.
Whatever the source, these three traditions based their calendars on a very simple idea: that, apart from the weekdays, the calendar cycle of intercalary months – governed by the solar longitude – repeats itself exactly every 65 years. They built tables of mean values that would occur in the calendar, and constructed their calculations on the basis of matching observations with the values in those tables. Given that the calendar was now said to be accurate and would repeat itself indefinately, further observations would not be necessary (Zhonnu Pal said that it would "cycle repeatedly through the aeon, without even the slightest variation (de nyid bskal pa'i bar du yang dang yang 'khor ba ma gtogs rim pa gzhan cung zad tsam yang yod pa ma yin no). No more observation – this must have been very compelling.
Unfortunately, in creating these siddhānta calculation systems, they actually made their calendars less accurate – in particular, the monthly mean motion of the Sun was much less accurate than the Kālacakra figures they had used previously. They based their new calculations on data given in two verses of the Kālacakra Tantra; the one from which they derived the mean motion of the Sun is in fact an approximation for determining intercalary months. Some further information on these values and how they were derived is available here.
The Phugpa and Tsurphu systems compounded the error. Existing implementations of calendars in Tibet had been criticised as early as the 13th century CE by people such as the translator Shongton; he complained that the Tibetans misaligned the Indian names of the months by one month. The great Kasmiri Pandit, Vimalaśrī, also complained that the months were named one month earlier in Kashmir. For further information on the reason for this misalignment, see here.
Presumably in order to justify this alignment of the months, combined with a misunderstanding of the nature of precession and the difference between sidereal and tropical zodiacs, the founders of the Phugpa and Tsurphu traditions established the view that the winter solstice – and other seasonal phenomena – was observed in Tibet two to three weeks (Phugpa 23 days, Tsurphu 14 days) before it is observed in India. They therefore, when observing the winter solstice in order to correct the longitude of the Sun, instead of setting the longitude at the correct value of 0° Capricorn, they set the value at 8° Sagittarius (Phugpa) and 16° Sagittarius (Tsurphu). These errors, combined with the increasing error due to the inaccurate mean motion of the Sun, mean that currently, the error in the Phugpa mean Sun is 36° and in the Tsurphu mean Sun 31° – in terms of days, the Phugpa is out by 37 days and Tsurphu by 32 days. These are huge errors in any calendar.
Zhonnu Pal did not make the same errors. He followed the Kālacakra siddhānta method for correcting the longitude of the Sun, without assuming that the solstice was observed at a different time from India. As a result, he also named the Indian months correctly, aligning them properly with the Chinese months. He defined and combined the months of the Indian and Chinese traditions in a way that would certainly have met with the approval of both Indian and Chinese experts. Unfortunately, he made other mistakes.
Like many Tibetans, he took certain chronology given in the Kālacakra Tantra as literal, and tried to get his calendar to fit both these data and other factors, such as events involving the life of the Buddha, based on texts such as the Lalitavistara. He got this all hopelessly wrong, and placed the Kālacakra astronomical epoch in 340 CE rather than 806 CE, and the passing of the Buddha in 1352 BCE! He also misaligned the Indian and Chinese 60-year cycles. As Zhonnu Pal is better known as the author of the famous historical work, The Blue Annals, translated by George Roerich, his rather weak grasp of chronology suggests that dates in that work should perhaps be considered with care.
Regarding other astronomical errors, there was an unfortunate one in the weekday definitions, and his planetary calculations were hopelessly inaccurate: he took the mean positions of the planets at the Kālacakra epoch, as given in the tantra, and applied them to his epoch, 466 years earlier! The planets move a long way in that time. Quite how he justified the results of his calculations, which were effectively random, with the positions of the planets in the sky is not recorded.
His calendar failed to be adopted, partly presumably because of politics, but also because of the errors – his errors were much easier to spot than those made in the other systems. In fairness to Zhonnu Pal, having taken his work apart in this way, I should say that his text (rtsis la 'khrul pa sel ba) on his Error Correction system shows three things: a genuine attempt properly to implement the intentions of the Kālacakra system, the best description in the Tibetan language of how the siddhānta calculation systems were developed, and, a mathematical clarity and accuracy unfortunately lacking in some of his contempories. For anybody wishing to study the siddhānta calculation systems in the Tibetan language, his text would make the best starting point. Software implementing Zhonnu Pal's calendar is available on this page.
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<urn:uuid:1a7fe17c-e217-4399-85d4-e7665347d1a0>
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CC-MAIN-2014-35
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http://kalacakra.org/calendar/khrulcal.htm
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s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500832155.37/warc/CC-MAIN-20140820021352-00443-ip-10-180-136-8.ec2.internal.warc.gz
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en
| 0.966698 | 1,583 | 3.125 | 3 |
Inclusive langage, what does research say ?
The masculine as generic: the specific case of he
Although the singular and non-gendered pronoun they was used quite readily in the literature across centuries , it met fierce criticism by 19th century prescriptive grammarians, who decided to instead impose the sex-indefinite he. These androcentric grammarians saw the masculine form as the worthier one . Other languages, such as French in the 17th century, underwent very similar changes, consequently asserting the masculine power, both in language and society . In French, for example, the disappearance of certain occupational feminine forms (e.g., une médecine [a doctorfemale]) was in fact intended as a signal to women that these occupations were only for men.
The difficulty of considering the pronoun he as a generic form has been well documented in the scientific literature , and should therefore always be avoided.
Re-introducing the singular use of they – which only relatively recently disappear – would of course require ignoring grammatical proscription (and you may decide that this will be your case), yet it has been shown that its use is at least cognitively very easy . Although the singular use of they is becoming increasingly popular (again), other alternatives may speak to those wishing to follow grammatical proscription yet avoid the use of he as generic. We now turn to concrete examples, which of course will depend on the context at hand:
It is important to also note that some words that are often used in the media to refer to women should be avoided, as they are degrading and patronizing, hence inappropriate. For example, it is not rare to see terms that infantilize women, such as girls used to refer to women (e.g., The girls from the university volleyball team won all their matches). In fact, the word girl(s) (and boy(s)) should only be used for persons that are still in secondary school or lower. Similarly, the word lady should always be avoided, as it implicates lower status and patronization.
Lastly, when discussing gender (e.g., researchers writing articles about gender effects, university representatives talking to the media,…), avoid the tendency to attribute differences to women. Indeed, social psychology research has revealed a tendency to attribute differences between complimentary social groups, that differ in power, to the lower status group. Gender differences in behavior, for example, are more often explained in terms of how women are different from men, than in terms of how men are different from women . Similarly, differences by race and sexual orientation are more often attributed to features of non-White or non-heterosexual groups than to people who are White or heterosexual . These explanations also have consequences as when a group is positioned as “the effect to be explained” it can make that group appear less powerful, and make existing power differences appear more legitimate. These processes occur to the extent that the higher status group is taken to be the assumed norm or default identity when generating explanations. Therefore, try to always avoid an androcentric perspective in your communications.
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<urn:uuid:2533fa1b-7eb2-4138-9f20-4488213ba850>
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CC-MAIN-2023-23
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https://www.unifr.ch/egalite/en/actions/langage-inclusif/que-dit-recherche.html
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A Macintosh computer can read data from, or write data to, a wide range of storage media, including:
- Hard disks— high capacity magnetic media.
- CD-ROM, CD-R, DVD, and DVD-R discs— high capacity, removable optical media.
- Zip, or other disks or cartridges— high capacity, removable magnetic media.
- Floppy disks or diskettes— low capacity, removable magnetic media.
To use storage media, it must be:
- Mounted— inserted, attached, or other-wise accessible to your computer.
- Formatted or initialized— specially prepared for use with your computer.
All of these things are covered in this section.
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A team of researchers has made an exciting discovery as it observed that human cells have a robust defense mechanism against microbes. It is well-known that bacteria which enter the human body will release toxins that can create holes in the external layer of cells.
This damage can be mitigated by the cell as they convert their membrane fat into a liquid form that allows them to patch the holes, preventing extensive damages or even death in the long run. It appears that a molecule classified as TMEM16F can perform the task.
Microbes are an essential part of our body, and previous research has shown that they outnumber normal cells by ten to one. For example, more than 10 trillion microbes can be encountered in the gastrointestinal tract, with more than 1,000 species being present. These microbes offer benefits since they prevent harmful organisms from colonizing the human body and leading to the appearance of diseases.
Damaged Human Cells Can Repair Themselves
Other advantages that by microbes are the generation of vitamins via synthesis, the conversion of food into usable nutrients and boosts for the immune system. An exciting fact stems from the fact that while some microbes are lethal, many seek to establish themselves as stable residents of the human body.
This goal can be achieved with the help of a remarkable multiplication ability as a new generation of microbes, is ready in less than half an hour, and the pace is even faster in the case of viruses due to their flexible adaptation trait.
Microbes can alter themselves to avoid suspicion from the immune system, an advantage that is exploited by many viruses that seek to reach as many potential targets as possible by evolving viral forms. Researchers believe that they could develop new drugs that encourage the patching process, increasing the chance to avoid severe infections that can lead to severe consequences.
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Kugler, C., 1994
Only known from two collections.
- 1 Identification
- 2 Distribution
- 3 Biology
- 4 Castes
- 5 Nomenclature
- 6 References
Kugler (1994) - stigmatica species group. WL 1.06-1.20mm. Mandibles triangular; coarsely punctured, weakly carinulate. Anterior clypeus evenly convex. Propodeal spines long (> 0. 20mm), strongly inclined and diverging. Metapleural lobes well developed; angular. Inferior petiolar process reduced to a small step. Dorsal head, mesosoma and gaster densely covered with long flexuous hairs; terminal segments of gaster with dense, stiff erect hair.
Rogeria gibba from western Ecuador and Colombia resembles Rogeria ciliosa in size, sculpture and pilosity, but has different mandibles, clypeal margin, propodeal spines, and metapleural lobes. Rogeria stigmatica and Rogeria megastigmatica from the Pacific have much shorter propodeal spines, less punctured gaster, and different pilosity.
Keys including this Species
Distribution based on Regional Taxon Lists
Distribution based on AntMaps
Distribution based on AntWeb specimens
Check data from AntWeb
The following is modified from Kugler (1994): Little is known about these cryptic ants. Collection records typically range from sea level to 1000m, but five species extend higher and two (Rogeria unguispina and Rogeria merenbergiana) can be found at 2000m. Rogeria are generally collected in moist forests (primary or secondary forests, coffee or cacao plantations), but at higher elevations can be found in pastures (Rogeria leptonana, Rogeria merenbergiana). Several species (Rogeria creightoni, Rogeria cuneola, Rogeria foreli) have been found in moist and dry climates. Rogeria foreli is the most unusual, with some members dwelling at over 1800m in the temperate mountains of southern Arizona.
Most species have only been collected as strays or by Berlese or Winkler sampling, from leaf litter and rotten wood, but occasionally among epiphytes and moss (Rogeria belti, creightoni, Rogeria exsulans). Nests of several species (belti, Rogeria blanda, merenbergiana) have been found under the loose bark of rotten logs. Nests of blanda and Rogeria tonduzi have been taken from the trunks of cacao trees. A nest of Rogeria leptonana was found at 1750m under a rock in a pasture.
Nests are rarely found. Males are known for only four species (belti, blanda, leptonana and Rogeria stigmatica) and queens associated through nest series for only nine species.
Males have not been collected.
The following information is derived from Barry Bolton's New General Catalogue, a catalogue of the world's ants.
- ciliosa. Rogeria ciliosa Kugler, C. 1994: 31, figs. 2-4 (w.q.) ECUADOR.
Unless otherwise noted the text for the remainder of this section is reported from the publication that includes the original description.
Holotype and Paratype. TL 4.1-4.8 (4.1), HL 0.90-1.02 (0.90), HW 0.78-0.89 (0.785), SL 0.69-0.77 (0.69), EL 0.14-0.16 (0. 15) (32-42 facets), PW 0.60-0.66 (0.60), WL 1.06-1.20 (1.06), SpL 0.24-0.28 (0.245), PetL 0.44-0.53 (0.44), PpetL 0.23-0.29 (0.235)mm, CI 0.84-0.87 (0.87), OI 0.17-0.19 (0.19), SI 0.85-0.90 (0.88), PSI 0.21-0.23 (0.23). N=9
Mandibles with 7-9 teeth (3 apical teeth decreasing in size basad, followed by 4-6 small, subequal teeth). Palpal formula 3,2. No clypeal apron. Body of clypeus not projecting over anterior edge. Nuchal grooves weak. Pronotal shoulders rounded. Ventral petiole with a low median carina rather than a distinct keel. Node
distinct, wider than long. Postpetiole dorsal view shape as in Fig. 66. Postpetiolar sternum short, with a distinct anterior lip followed by a narrow sulcus. Gaster large (GW / WL 0.94-0.97). Quadrate plate of sting apparatus with somewhat reduced apodeme that lacks lobes on anterodorsal corner; oblong plate ventral arm very reduced (see also Fig. 3 and stigmatica-group diagnosis).
Body of clypeus with fragmented longitudinal rugulae surrounded by effaced areolate sculpture. Longitudinal rugae on head dorsum mostly confined to the frontal lobes, frontal area, and midline. Frontal lobes rugose-areolate in some paratypes. Rest of dorsum, cheeks, venter, and posterior head densely areolate; intervals bearing shallow piligerous punctures. Promesonotum with the same areolate sculpture. Mesopleura, metapleura, and sides of propodeum with more irregular and confused areolate sculpture. Metanotal groove scrobiculate. Dorsal face of propodeum transversely rugose with undulating, smooth intervals or largely areolate with a few carinulae between the spines. Most of petiole and postpetiole strongly areolate as well. Sculpture on anterior petiolar node effaced; dorsum of peduncle smooth. First tergum and sternum of gaster rather coarsely punctured in front and more finely punctured caudad; smooth and shiny between punctures.
Fine, long, flexuous, erect to suberect hair covers mid dorsum of head, dorsum of mesosoma, dorsum and sides of waist, and first segment of gaster. On terminal segments of gaster these become denser, stiffer and more erect to form brushlike rings. Shorter, subdecumbent hairs occur on lateral and ventral surfaces of head, dorsal surfaces of scapes, sides of mesosoma, and sometimes dorsal face of propodeum. Very short, decumbent to appressed pilosity on extensor surfaces of legs and ventral petiole. Median hair on clypeus fine and often obscured by surrounding paired hairs.
Body uniformly rusty-brown; appendages lighter, more yellowish-brown.
Paratype. TL 5.3, HL 1.04, HW 0.91, SL 0.80, EL 0.27, PW 0.97, WL 1.50, SpL 0.30, PetL 0.58, PpetL 0.30mm, CI 0.88, 51 0.88, PSI 0.20. N=1
Differing from paratypes only in the normal queen characters (Fig. 4). Mandible 8- toothed. Short parapsidal furrows present on mesoscutum. Both mesoscutum and mesoscutellum with same dense areolate sculpture as in worker. Metanotum vaguely microareolate. Dorsal face of Propodeum with transverse carinulae mesad; areolate laterad.
Material Examined. —Holotype locality. ECUADOR: Napo Province, Limoncocha, 250m, 18-VI-1976, #B-348 (5. and J. Peck) Museum of Comparative Zoology.
Paratype locality. 9 workers, 1 queen, VENEZUELA: Bolivar State, Campamento Rio Grande, 8.07N 61.42W, 250m, 14-VIII-1986, sifted leafmold and rotten wood, #8572-12 (P. S. Ward) [2 workers dissected: mouthparts, 2 stings] The Natural History Museum, Los Angeles County Museum of Natural History, MCZ, Instituto de Zoologia Agricola, Museu de Zoologia da Universidade de Sao Paulo, National Museum of Natural History.
The name ciliosa refers to its dense covering of flexuous hairs.
- Kugler, C. 1994. A revision of the ant genus Rogeria with description of the sting apparatus (Hymenoptera: Formicidae). J. Hym. Res. 3: 17-89 (page 31, figs. 2-4 worker, queen described)
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| 0.777751 | 1,923 | 2.578125 | 3 |
Africa Literacy Support Programs
The percentage of the school age population in African countries that actually makes it into school is among the lowest in the world and this is especially challenging at the primary school level. Throughout most of Africa a severe lack of funds coupled with a lack of adequate teachers, classrooms, and learning materials adversely affect the educational environment.
The Global Literacy Project, Inc. also seeks to strengthen and extend global literacy as well as to encourage partnerships between educators from around the world and Africa by actively engaging African educators, the international development community, and other interest groups.
Book Donations and Other Literacy Support Materials
The Global Literacy Project, Inc. regularly sends containers of donated textbooks and supplementary educational materials from the United States to three African regions--Eastern Africa, West Africa, and South Africa. U.S. publishers and education institutions donate the books, and Global Literacy Project funds cover the shipping and assistance in distribution. Book allocations from the donated materials are based primarily on the recipients' expressed needs and requests.
We also work towards expanding the quantity and to improve the quality of learning materials that are available for schools in our High Literacy Clusters by providing student textbooks and workbooks, teacher handbooks and guides, handouts, worksheets, posters, vocabulary lists, and visual aids. We challenge ourselves to provide: materials with relevant content, institutional capacity building, and the long-term sustainability of the partnerships between African institutions and American counterparts.
Global Literacy Project, Inc., P.O. Box 1859, New Brunswick, NJ 08903-0228
Copyright 2002-2013 Global
Literacy Project, Inc. Terms
of Use Webmaster:
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Beyond the Formby footprints
- Gaining a better understanding of this area of major archaeological and historical importance
- Between Liverpool and Southport
We’ve have always known that Formby is a site of major archaeological and historical importance. It's a stunning stretch of unspoiled coastline, offering visitors long sandy beaches, intermixed with attractive and unspoiled pinewoods.
But erosion of the sand here has revealed some exciting discoveries, including footprints that date back to the late Neolithic era (7000 years ago).
There is also evidence to suggest the cultivation of asparagus and we’ve discovered numerous other remains alluding to a rural, industrial and maritime past.
However, up until 2005, only the footprints had been explored in any detail. No single document or study covered the full extent of our holdings at Formby.
Historic Landscape Survey
As the site is of such significant historical importance, it was decided that further investigation was desperately needed.
In 2006, the Liverpool Museum Field Archaeology Unit was commissioned to produce an Historic Landscape Survey, allowing us to record and analyse the landscape so we can understand it better.
The aims of the project were as follows:
- Identify and record all visible sites, features and landscape elements of archaeological or historic interest
- Develop a chronological framework for the development of the landscape through time
- Collect historic maps and documentary evidence
- Write the story of the property, from the prehistoric to the present day
- Produce a report to act as a useful tool for property management
- Highlight any apparent threats to the archaeological resource
The survey revealed Formby’s fascinating, yet often hidden, past. It highlighted the prehistoric footprints, but much more information besides, including: Marram Grass and the stabilisation of the dunes, rabbit warrens, asparagus cultivation, shipping and shipwrecks, fishing and cockling, smuggling, landclaim and tree planting.
All of this information can be found in the full report.
The earliest evidence
Formby Point is part of the Sefton Coast Site of Special Scientific Interest, one of the largest complexes of sand flats and dunes in the UK.
The dune landscape is dynamic and constantly evolving. It's also particularly sensitive to changes in climate, sea-level and the impact of people.
Following the last Ice Age, around 10,000 years ago, the environment of South-West Lancashire was considerably different. The landscape was clothed in open woodland of birch, hazel and pine, in which mobile bands of hunters and gatherers lived.
The coast actually lay much further to the west, producing a belt of land which has now been lost under water. The origin of the dunes along Sefton’s coast can probably be traced back 8,500 years.
By 5000 BC, rising sea-levels had cut Britain off from the European mainland. Over the next several thousand years, the Sefton coast moved backwards and forwards, sometimes further to the west, at other times reaching further inland than today.
Footprints out of time
By about 2500 BC, the archaeological evidence suggests that people were making many repeated visits to the area, rather than settling permanently.
We can form an incredible picture of this lifestyle from prehistoric human and wild animal footprints revealed in beach sediments at Formby Point.
There are currently more than 220 identified trails of human footprints. The animal prints include aurochs (large wild cattle), deer, wolf, and wading birds.
Unfortunately, the prints disappear quickly and a local Formby resident, Gordon Roberts, has largely been responsible for their extensive recording and interpretation.
Members of the Liverpool Museum, Reading University, Liverpool John Moores University and Oxford Archaeology North have also been involved in placing the prints in their chronological and environmental context.
Stories from the mud
By studying the footprints, with advice from the British Museum, it has been possible to reach conclusions about the physical characteristics and behaviour of the people who made them. For example:
- The average male height was 1.66m and average female height 1.45m
- Most of the prints were made by children with a smaller number of women and relatively few adult males
- Where males are present, they tend to occur in the same areas as red deer and have different stride patterns from the women and children. This suggests that the two groups were involved in different activities.
- The women and children might have been on the mudflats collecting shells or looking for nesting birds
- The adult male prints may reflect hunting or herding activities
- Radiocarbon dates from roots and animal bones tell us that the footprints were created between 5100 and 3400 years ago, from the late Neolithic to the middle Bronze Age, in intertidal muds
The footprints at Formby are very very special and we have employed a huge range of archaeological expertise and techniques to bring the story they tell alive.
The people who made the footprints were doing everyday tasks and cannot have known the importance of the tracks they left behind in the mud. Who knows what people in 4,000 years from now will make of the products we will leave behind us?
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This day in London history: on 27 November 1843, Elizabeth (‘Long Liz’) Stride was born; on 30 September 1888 she became the third victim of Jack the Ripper. Stride lived in a lodging house on Flower and Dean Street, which had been built by two bricklayers, John Flower and Gowen Dean, in the 1650s.
The street was a squalid centre for doss houses in the 19th century, particularly favoured by prostitutes. At the height of the Ripper attacks the philanthropist Thomas Barnardo visited the house where Stride lived and, days later, wrote to the The Times, saying, “Only four days before the recent murders I visited No. 32, Flower and Dean-street, the house in which the unhappy woman Stride occasionally lodged.”
The women, he said, were frightened by the Whitechapel murders and one of them said, “Perhaps some of us will be killed next! If anybody had helped the likes of us long ago we would never have come to this!”
How right the anonymous speaker (some say it was Stride herself) was: as Barnardo said, four days later Stride was found in Berner Street (since renamed) relatively unmutilated, compared with the Ripper’s other victims. She had suffered merely a cut throat and a nicked ear – due, the theory goes, that her killer was interrupted at his work by the man who discovered her still-warm body.
Not one to be easily thwarted, the Ripper then proceeded on to Mitre Square where he was able, uninterrupted, to kill Catherine Eddowes – who, coincidentally, also lived in Flower and Dean Street – and perform his customary atrocities.
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Dinosaur extinction has always excited the imagination – what forces could possibly account for the disappearance of such a dominant and charismatic group? More than 100 different theories have been published to account for the extinction, ranging from the interference of meddling aliens, to collisions between the Earth and roving lumps of galactic antimatter and the possibility of some malign dinosaur pandemic flu. Almost all of these theories have been shown to be lacking in evidence (or just plain crazy). However, several events at the end of the Cretaceous Period have stood the test of scientific scrutiny. These are: the impact of a large meteorite (around 10 km in diameter); the climatic effects of the extensive volcanic eruptions that formed the stacked lavas of the Deccan Traps in India; and a series of more general, long-term global environmental changes, including sea-level rises and climatic shifts. Recently, a multi-disciplinary team reviewed the evidence for the asteroid impact, concluding that the timing of the impact, whose crater is centered on the small town of Chicxulub on the Yucatan Peninsula of Mexico, was the perfect smoking gun to drive the extinction (Schulter et al. 2010). However, dissenting voices (my own included) were quick to reply, noting that the longer-term effects of volcanism and environmental change might have been largely to blame (Archibald et al. 2010).
In order to get a fresh perspective on what happened to the dinosaurs, my colleagues Steve Brusatte and Richard Butler assembled a team of palaeontologists to re-examine the final stages of dinosaur evolution. Together, we took a cold, hard look at the diversity of Late Cretaceous dinosaurs during the last 20 million years of their reign, reanalysing the most recent data on dinosaur distributions and combining this with the latest information on climatic conditions and the timing of Deccan volcanism and the Chixuclub impact. There was much discussion and debate within the team until a consensus emerged: the end result of these deliberations was published online today in the journal Biological Reviews (Brusatte et al. 2014).
Our new analyses find little support for long-term declines in dinosaur diversity and abundance in the lead-up to the extinction. Some herbivore groups in North America were suffering slightly, but this pattern was not repeated in other areas of the world. Instead, the extinction appears to have been geologically abrupt: an observation that rules out the more gradual declines predicted by extinction models reliant on slower mechanisms of global change. Moreover, the major pulses of Deccan volcanism do not correlate well with this sudden extinction. Consequently, we concluded that the abrupt global extinction of so many dinosaur lineages coincided best, and was most consistent with, the Chicxulub impact. Nevertheless, the stressed herbivore populations in North America may be hinting at the fact that at least some dinosaurs were under environmental strain prior to the impact. It seems reasonable to propose that longer-term mechanisms might have adversely affected at least some dinosaurs, making them more vulnerable to the cataclysmic effects of the impact.
It’s interesting to speculate what might have happened if the asteroid had not hit at this precise moment in time. Dinosaurs were successful and diverse, exploiting a wide range of niches from pole-to-pole. Although re-imagining historical events is always risky, it seems reasonable to speculate that had the asteroid arrived at a time when dinosaurs weren’t already stressed then some of them might have survived and even prospered until the present. Of course, it can be argued that this particular experiment has already been run – birds are nothing more than feathered, flying dwarf dinosaurs and are far more diverse than their extinct relatives. It could even be argued that the asteroid was just a blip in dinosaur evolution rather than a catastrophe: after all, the explosive radiation of avian dinosaurs was largely a post-impact event, even if the extinction took out all of their larger (and I’d suggest more exciting) non-avian relatives.
Archibald, J. D. et al. 2010. Cretaceous extinctions: multiple causes. Science 328, 973.
Brusatte, S. L. et al. 2014. The extinction of the dinosaurs. Biological Reviews. doi:10.1111/brv.12128
Schulte, P. et al. 2010. The Chicxulub asteroid impact and mass extinction at the Cretaceous-Paleogene boundary. Science 327, 1214–1218. doi; 10.1126/science.1177265
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| 0.949785 | 946 | 3.78125 | 4 |
Source Text: Roy, Arundhati. The God of Small Things. New York: Random House Trade Paperbacks,2008. Print.Entry Author: Apollonia Roman
Sophie has been raised in England away from her biological Indian father, Chacko. Chacko uses his education at Oxford University in England to elevate himself in his Indian family, with whom he currently lives. He previously married Sophie’s mother, Margaret Kochamma, to combine his most proud accomplishments: receiving an education and obtaining a white wife (Roy 114). Sophie and Margaret have come to visit Sophie’s Indian relatives in Ayemenem after the death of Sophie’s step-father, Joe, who she “loves most in d’world” (Roy 72). Joe is everything Chacko is not; he is “steady, solvent, thin…a wedge of light” and presumably white (Roy 118). Sophie idolizes him and regards him as her true father, while Chacko is just her less important “realdad” (Roy 72). This gravitation towards a man so different in personality and race both elevates and distances Sophie from her Indian family and father.
Sophie’s only physical likeness to her “realdad” is a similar nose, “she had [her grandfather’s] nose waiting inside of hers” (Roy 68). This nose is sign of intelligence, “a moth-loving nose,” an “entomologist’s nose,” because it is something that gives educated Chacko pride (Roy 68). In contrast, Sophie’s white skin is described as much as her nose. This attribute is what differentiates her most from Chacko and his side of the family, binds her intimately with the white Margaret and biologically unrelated Joe. Her seven year old cousin Rahel describes her skin as precious, “she’s very delicate, if she gets dirty she’ll die” (Roy 100). After this statement, Rahel goes on to list Sophie’s other beautiful attributes: her hair, teeth, and legs. Yet, Sophie’s skin color takes precedence as her most impressive feature.
Every event in the novel, past, present, and future, refer, revolve, and lead up to the death of Sophie Mol. This is likely important because her “whiteness” makes her more valuable to her Indian family. “White” is mentioned nearly one hundred times throughout the novel, including references to white saris, lilies, insects, clouds, hair, etc. This imagery consistently reminds the reader that “white” is beautiful, fragile, and something to be treasured. Sophie Mol is treated as if she is such, even though she is obstinate, often speaking without reservations to her cousins. On page 73 Sophie declares that she doesn’t love her Indian family because she doesn’t know them. She is able to escape chastisement for infractions her cousins are not, such as being rude at the dinner table (Roy 153). The importance of Sophie’s fair skin eclipses her actions to her Indian family; she becomes more precious for her symbolically Western features makes her the crux of Roy’s critique on the problematic perception and reactions to class differences and reactions in the novel.
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The Green Climate Fund (GCF), which the UN created in 2010, seeks to marshal pledges of $100 billion per year by 2020 from wealthy nations (which have been disproportionately and primarily responsible for the world’s carbon emissions), as well as other private and public sources, to finance climate change mitigation and adaptation projects in developing nations, which bear the greater share of adverse effects from those emissions. Last March, the United States delivered $500 million to the GCF, the first installment of the $3 billion pledge the United States made as part of the COP 21 UN Climate Summit last December. Climate and development advocates hope that the GCF will support development that is both “low-emission” and “climate-resilient,” helping countries limit greenhouse gas emissions and adapt to impacts of climate change. The GCF operates principally through so-called “accredited entities”—private and public sector subnational, national, regional, and international entities, which will implement climate change programs using GCF funds. These entities are selected through an accreditation process (hence the name), which assesses their ability to manage resources against the GCF’s fiduciary principles, environmental and social safeguards, and gender policy. Specific projects are assessed against investment criteria, including impact potential, sustainable development potential, responsiveness to recipients’ needs, promotion of country ownership, and efficiency.
As with many humanitarian or development aid efforts, the GCF is not without corruption risks. Recognizing this, the GCF Board approved an Initial Monitoring & Accountability Framework for the accredited entities that manage and implement GCF projects. Yet the GCF should do more to ensure that its basic accreditation mechanisms themselves rigorously evaluate entities for their capacities not only to disburse climate funds but also to monitor and address corruption. This up front assessment would complement efforts to ensure that entities, once accredited, remain faithful to the Fund’s fiduciary principles. The following aspects of the GCF accreditation process raise potential corruption risks, and the GCF should take steps to address them:
- The Role of National Designation Authorities (NDAs) or Focal Points. Broadly, two modalities categorize accreditation-seeking entities: direct access and international access. The direct access modality pertains to regional, national, and sub-national entities, whereas the international access modality applies to international entities such as UN agencies, development banks, and international financial institutions. Direct access entities must include in their accreditation applications a nomination letter from the given country’s National Designated Authority (NDA) or focal point, which is a body selected by national governments of recipient countries to interface with the GCF. Generally, NDAs are countries’ relevant ministries, such as ministries of environment or finance. Information on how NDAs are selected appears limited. While the GCF has approved initial best-practices guidelines for the selection and establishment of NDAs and focal points, the guidelines focus primarily on capacity related to national development strategy and coordination. In accordance with the GCF’s country-driven approach and focus on strengthening country ownership over projects, the GCF’s Governing Instrument notes that countries “should have flexibility in relation to the location, structure, operation and governance of NDAs or focal points.” However, because the NDAs play a direct role in facilitating the accreditation process for the direct access modality, the GCF should also take care to provide clear guidelines to ensure that the NDAs selected are themselves accountable, do not restrict or limit civil society or local participation, and follow anticorruption principles. To the extent that the anticorruption community appears concerned that countries receiving funds may have weak governance structures, the GCF should work to ensure that its accreditation process accounts for those risks. One potential improvement relates to participatory review. Currently, with respect to accredited entities’ project reviews, the GCF’s Monitoring & Accountability framework “encourages” NDAs and focal points to organize annual participatory review for local stakeholders, but does not require it. In order to increase mutual accountability for accredited entities, projects, and NDAs, the GCF’s initial accreditation framework should more clearly prioritize participatory mechanisms.
- The Fast-Track Accreditation Process. The GCF offers a “fast-track” to accreditation for entities that have already gained accreditation under the Global Environment Facility (GEF), Adaptation Fund, or the development aid program of the European Commission (EU DEVCO) and meet certain prerequisites. GCF documentation suggests that a significant number of applications proceed under this track. Under this fast track, which may take half the time as the full process, the review focuses on the “gaps” that have not been assessed in other accreditation processes. While this could be beneficial for rooting out corruption risks that fall in the “gaps,” there’s a risk that corruption-related fiduciary standards will be assessed by a fund other than the GCF, which may be counterproductive. The GCF should more clearly avoid importing deficiencies related to corruption risks from other funds’ accreditation processes. For example, the GEF accredits members permanently; Lisa Elges from Transparency International has criticized that system for lacking procedures to punish or suspend activities in case of wrongdoing, even while the GEF requires that agencies have accountability systems and respond to concerns. Given the framework the GCF Board has approved, which relies on the accredited entities as primarily responsible for monitoring and evaluation of its funded activities, it’s not clear that a fast-track review for entities accredited by other funds (which themselves may be susceptible to corruption risks) is advisable, as opposed to fresh and independent consideration of applications, at least from the corruption, if not efficiency, perspective.
- Unaccredited entities. Unaccredited entities cannot directly access GCF funds, but they can request funding for specific projects done in conjunction with accredited entities, which can develop and submit proposals for financing to the GCF. Although under the GCF’s Monitoring & Accountability Framework, accredited entities would presumably be evaluated with reference to their work with unaccredited entities, unaccredited entities remain a step removed from the self-monitoring and ad hoc reviews, and may require additional oversight. The GCF should promulgate additional guidance to ensure that accredited entities implement accountable and rigorous processes for working with non-accredited entities that receive project-based financing.
One of the main reasons that corruption risks in the GCF accreditation process deserve greater attention is that the GCF’s Monitoring & Accountability framework, as it stands, relies primarily on self-monitoring and self-reporting (a feature that has attracted criticism from civil society organizations). Suggestions to improve the Monitoring & Accountability framework are well-documented and appear well-advised. In the meantime, however, the current policy’s reliance on self-monitoring illustrates the importance of the process by which entities become accredited in the first place. While it’s possible that simply improving the Monitoring & Accountability Framework can address corruption concerns satisfactorily at the back-end, as of now the GCF should do more at the front-end to ensure that its partner entities adhere to anticorruption principles.
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Do you suffer from depression? Put down that soda and have a cup of coffee. A study of more than 250,000 adults in the U.S. suggests that drinking coffee may help to lower the risk of depression, while drinking sweetened beverages like soda increases the risk. The researchers recorded data about the participants’ consumption of coffee, tea, soda, and fruit punch.
Coffee & Health
It's an age-old debate: Is coffee harmful to your health? Is it good for you? Coffee Crossroads doesn't claim any medical expertise. We report on the research. In the famous words attributed (inaccurately) to Sgt. Joe Friday, "Just the facts, ma'am."
Researchers have reported a strong link between drinking coffee and lower risk of death from cancer of the mouth and throat. A major long-term study shows that men and women who regularly drink caffeinated coffee significantly reduce their likelihood of dying from oral or pharyngeal (throat) cancer. Those who drink more than four cups of coffee a day cut their risk of death from these cancers in half.
In a study of more than 400,000 participants, researchers have reported that coffee drinkers have lower risk of death from most major causes, with the exception of cancer. The study shows significant inverse associations of coffee consumption with deaths from all causes. Specifically, coffee drinkers have less risk of death due to heart disease, respiratory disease, stroke, injuries and accidents, diabetes, and infections.
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Curdled milk is a type of spoiled milk. Sometimes the spoiling occurs naturally, while other times the milk is artificially curdled, or spoiled, through a specific boiling process. Although it has a foul odor and bitter taste, it is actually an essential ingredient used to make a number of other foods, such as cottage cheese, yogurt and various hard cheeses. Curdled milk also possesses an important, yet little known, medicinal quality; it is a natural intestinal antiseptic.
Curdled milk is used to make paneer, or cottage cheese. To make cottage cheese, heat slightly spoiled milk until it boils and add a bit of lime juice or vinegar as soon as the milk begins to bubble. Remove it from heat and stir it constantly to encourage the mixture to curdle quickly. Pour the curds inside a cheesecloth and allow the liquid to drip out. After an hour, only a soft, tasty cottage cheese-like substance will remain on the cloth.
Curdled milk is often used to make yogurt, the Turkish word for milk that has been curdled with a lactic starter. The milk is curdled with the aid of bacteria, which turns the milk sugars into lactic acid. Since lactic acid is much easier for you to digest than milk sugars, even people who cannot drink milk can enjoy yogurt.
Curdled milk is also used to make various hard cheeses. When milk is mixed with rennet, a natural complex enzyme, and bacteria or other microorganisms, the lactose changes to lactic acid, causing the milk to curdle and divide into curds and whey. The curds are cut up and lightly heated to make them shrink, resulting in the formation of cheese that is allowed to age anywhere from one month, like brie, to one year, like cheddar. Some cheeses, like mozzarella, may be eaten immediately.
When ingested, commercially prepared curdled milk acts as an intestinal antiseptic by producing nascent lactic acid in the intestine, thereby creating an environment that is unsuitable for the growth of harmful bacteria. Curdled milk is best used to treat typhoid fever, colitis, appendix inflammation and colon infections. A typical medicinal dose is 1/2 to 1 pint and should be taken twice per day, after breakfast and dinner, for best results. Note that although naturally curdled milk may possess some of these health benefits, you should use only commercially prepared curdled milk for therapeutic purposes.
- Photo Credit Jupiterimages/Photos.com/Getty Images
Why Is Eating Healthy So Important?
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How to Stop Yogurt from Curdling
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How to Tell If Yogurt Is Bad?
Yogurt is fermented milk. Any type of milk can be made into yogurt, though cow milk is the most commonly used type...
How to Fix Curdled Cheese Sauce
Cheese sauce adds flavor to dishes from the humble mac and cheese to the elegant scallops Mornay. If your cheese sauce curdles,...
How to Remove the Smell of Curdled Milk From Wood
Wood furniture and flooring is porous in nature and absorb moist stains. When a milk spill on wood is left unattended, it...
How to Stop Milk & Juice From Curdling
Curdling in milk has to do with a specific protein it contains called casein. Casein molecules normally float around in milk with...
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WASHINGTON (AP) - A new study finds a teenage driver's risk of dying in an accident increases dramatically when there are other teens in the car.
The study by AAA's Foundation for Traffic Safety finds that, compared to driving alone, a 16- or 17-year-old driver's risk of death increases 44 percent when carrying one passenger younger than 21 and no older passengers. The risk is double with two young passengers and four times as great with three or more.
But the researchers also find that the risk plummets by 62 percent when there's an adult watching the teen.
Researchers have long known that the presence of other teens is distracting to novice drivers and state driving laws began changing in the mid-1990s. Since then, every state has adopted a "graduated licensing" law that places restrictions on teen drivers, such as not allowing teens to drive with passengers under age 21. Other typical restrictions include limiting the number of young passengers to and barring nighttime driving.
(Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)
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Amyotrophic lateral sclerosis (ALS), also known as Motor Neurone Disease (MND), is a rare neurological disease that primarily affects the nerve cells (neurons) responsible for controlling voluntary muscle movement (those muscles we choose to move). Voluntary muscles produce movements like chewing, walking, and talking. The disease is progressive, meaning the symptoms get worse over time.
Currently, there is no cure for ALS and no effective treatment to halt or reverse the progression of the disease.
ALS belongs to a wider group of disorders known as motor neuron diseases, which are caused by gradual deterioration (degeneration) and death of motor neurons. Motor neurons are nerve cells that extend from the brain to the spinal cord and to muscles throughout the body. As motor neurons degenerate, they stop sending messages to the muscles and the muscles gradually weaken, start to twitch, and waste away (atrophy). Eventually, the brain loses its ability to initiate and control voluntary movements.
Early symptoms of ALS usually include muscle weakness or stiffness. Gradually all voluntary muscles are affected, and individuals lose their strength and the ability to speak, eat, move, and even breathe. Most people with ALS die from respiratory failure, usually within 2 to 4 years from when the symptoms first appear.
ALS was once commonly known as Lou Gehrig’s disease, following the retirement of the famous ballplayer in the 1940s due to the disease.
The onset of ALS can be so subtle that the symptoms are overlooked but gradually these symptoms develop into more obvious weakness or atrophy.
Early symptoms include:
- Muscle twitches in the arm, leg, shoulder, or tongue
- Muscle cramps
- Tight and stiff muscles (spasticity)
- Muscle weakness affecting an arm, a leg, the neck, or diaphragm
- Slurred and nasal speech
- Difficulty chewing or swallowing
The first sign of ALS usually appears in the hand or arm and can show as difficulty with simple tasks such as buttoning a shirt, writing, or turning a key in a lock. In other cases, symptoms initially affect one leg.
People experience awkwardness when walking or running, or they may trip or stumble more often. When symptoms begin in the arms or legs, it is referred to as “limb onset” ALS, and when individuals first notice speech or swallowing problems, it is termed “bulbar onset” ALS.
As the disease progresses, muscle weakness and atrophy spread to other parts of the body. Individuals may develop problems with moving, swallowing (called dysphagia), speaking or forming words (dysarthria), and breathing (dyspnea). Although the sequence of emerging symptoms and the rate of disease progression can vary from person to person, eventually individuals will not be able to stand or walk, get in or out of bed on their own, or use their hands and arms.
Individuals with ALS usually have difficulty swallowing and chewing food, which makes it hard to eat. They also burn calories at a faster rate than most people without ALS. Due to these factors, people with ALS tend to lose weight rapidly and can become malnourished.
Individuals with ALS eventually lose the ability to breathe on their own and must depend on a ventilator. Affected individuals also face an increased risk of pneumonia during the later stages of the disease. Besides muscle cramps that may cause discomfort, some individuals with ALS may develop painful neuropathy (nerve disease or damage).
Understanding ALS (Video)
Inside ALS (Video)
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Difference between revisions of "Unit III Lesson I -- Integrating GoAnimate in the classroom"
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Revision as of 23:17, 7 May 2009
In order to integrate technology into our lessons we need to consider the NYS learning standards for technology. Although many of our students have exposure to computer systems at home, many do not and the only experience they have may be in school.
New York State Learning Standards
- Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
- Key Idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
Consider your subject area, a way to get ideas for other uses for GoAnimate is to search their site. When you search use key words that may draw out animations for example, if I was looking for an animation on cell theory I would begin with Cells, when I did this I found the following:
When I looked at the animation there were several issues with the text. Look at the animation and come up with ways to change the existing animation or design ideas for what this may have been a lesson for.
Resources for alternatives to GoAnimate.
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Particles in the surface region
of a phase are subjected to orienting forces as a result of the anisotropic force
field. Polar molecules (e.g. permanent dipoles) may thus be preferentially oriented
in the surface region
, while polarizable molecules may be polarized (induced dipoles). The array of oriented
polar and/or polarized molecules is called the surface dipole layer with which an
drop is associated, called the surface potential of the phase.
IUPAC. Compendium of Chemical Terminology, 2nd ed. (the "Gold Book"). Compiled by
A. D. McNaught and A. Wilkinson. Blackwell Scientific Publications, Oxford (1997).
XML on-line corrected version: http://goldbook.iupac.org (2006-) created by M. Nic,
J. Jirat, B. Kosata; updates compiled by A. Jenkins. ISBN 0-9678550-9-8. https://doi.org/10.1351/goldbook
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Conophytum marginatum subsp. karamoepense is quite a formidable name for such a small dwarf succulent that grows in a remote area of Namaqualand. This plant was photographed during April on the road between Springbok and Aggeneys, where such big names are not often heard. Clearly the rain has also not reached here yet, by the time the photographer arrived. This can be deduced from the wrinkled old leaf husks still covering the developing new leaves.
When these new leaves push their way through the (by then) redundant protective cover in a couple of months, they will show a Y-shaped leaf-pair. Tiny, scattered spots cover their pale green surfaces. Flowering comes when temperatures start to drop in autumn. The leaves multiply after that if winter rains allow.
The plentiful cluster of anthers protruding in the centre above the petals is ready for being touched by any visiting pollinators (iSpot; www.llifle.com).
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These are activities for upper intermediate students to introduce and practise idioms related to communication. Students unscramble the expressions, match them with the correct definitions and answer some questions in pairs.
Time: 60 minutes
- To introduce communication idioms and expressions.
- To unscramble communication idioms and expressions.
- To match the expressions with their definitions.
- To practise the new expressions whilst interviewing their partners.
- All talk and no cider, one per student.
- Put students in pairs and ask them to briefly discuss the following questions: What makes it easy to talk to someone? Who is the best conversationalist you have ever met? What percentage of a conversation do you spend talking? What do people do that drives you crazy in a conversation? How can you improve your conversation skills?
- Hand students All talk and no cider Worksheet. In pairs, students try to order the idioms to discover what the correct expressions are (bring order to chaos). Bear in mind that they will not know the majority of the expressions, but resist the urge to give them the answers. My students usually work relentlessly to try and come up with the right answers until eventually they get the majority of them right.
- Check the answers as a class.
- Now the students, in pairs again, match the expressions with their definitions. Again students work in pairs to encourage cooperation and show them how much they can learn from each other and that the teacher is NOT the only source of knowledge in the classroom. I don’t want my students to ever become too dependent on me. I value autonomy greatly and try to help them develop tools to be as independent as possible.
- Check the answers as a class. I always ask EVERYONE to compare FIRST rather than list the right answers. There is usually someone in the classroom who is able to peer correct. It makes students so much more confident when you show them they can do it without your help but you are always present to provide the support and guidance if they are at a loss.
- When the students have finished, ask them to look at the questions in Exercise 2 and first try and write down the idioms that match the definitions in bold. I encourage them to do it from memory first as it’s a great way to start recycling vocabulary and make them think and engage. I often turn these exercises into mini competitions to add some excitement. Last time I did this exercise the students thought I was insane and asked for the impossible, but as soon as they started, they saw that they remembered more than the thought and the majority managed to complete the task PERFECTLY and almost entirely from memory.
- Students now answer the questions in pairs or small groups using the communication idioms as often as possible.
- Ask students to choose expressions that best describe them and in writing justify their answers.
P.S. This post pays homage to cider, cabrales, rich homemade almond turrón and of course Kompacho.
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The past year has been a hopeful one in the fight against Alzheimer’s disease. New findings have brought clarity to understanding the disease’s progress; new drugs to attack it are in trials.
Rudolph Tanzi, the Joseph P. and Rose F. Kennedy Professor of Child Neurology and Mental Retardation at Harvard Medical School, last month was named to Time magazine’s list of the 100 most influential people in the world for his contributions to that fight, specifically his work uncovering the disease’s genetic underpinnings.
Tanzi spoke with the Gazette about the past, present, and promising future of research into Alzheimer’s disease.
GAZETTE: Where are we with Alzheimer’s, medically and scientifically?
TANZI: We’re a lot farther along now than we were even last year. Back in 1986, as a Harvard student in the graduate school, my doctoral study was to discover the first Alzheimer’s gene, which is the gene that makes the amyloid. [There were also] two more genes that I discovered in 1995 called the presenilins — I say “discovered” but they’re always co-discovered; you always work with others.
Those three genes and a fourth gene — all discovered in the ’80s and ’90s — all lead to excessive accumulation of beta amyloid in the brain. Beta amyloid makes up the plaque. This supported the original hypothesis of a fellow named George Glenner, who back in 1984 discovered what the amyloid was made of. I used his information about that protein to find the gene.
The idea is that amyloid triggers the whole rest of the disease: the tangles that form inside the nerve cells and the inflammation that also kills a lot of nerve cells. But when we put the Alzheimer’s genes into mice, they got amyloid, they got some inflammation, and eventually they got some cognitive problems. You can say it was an Alzheimer’s model, but it really wasn’t because they didn’t get the tangles.
The tangles are made up of the protein tau, which creates these twisted filaments inside the nerve cells and shuts the nerve cell down. In the mouse, the amyloid wasn’t leading to the tangles.
So a lot of people said, “See, the genetics may say it’s the amyloid, but the mouse models say it’s not, because the amyloid didn’t lead to the tangles. So tangles must be coming by themselves.” Then there was a big argument: What causes the disease, the amyloid or the tangles?
Some of us said they both cause the disease, but it starts with the amyloid because the genetics say so. But there were two problems. Amyloid didn’t lead to tangles in mice. And, second, in clinical trial after clinical trial, targeting the amyloid failed.
People said, “It’s not amyloid, the hypothesis is wrong.” I kept saying, “No, the clinical trials are failing the hypothesis, the hypothesis is not failing the trial.”
Either the drugs weren’t potent enough or they were toxic. But then some pretty good therapies were used, like these immunotherapies — these antibodies — and they failed. And so we started to worry a little bit because [the drugs] were removing some amyloid but [the subjects] still weren’t getting better.
Then big news came from a study in Australia, where they tracked amyloid in people’s brains — people who were unaffected and people who had the disease.
What came out of that study was that amyloid accumulates in the brain 15 years before symptoms. So in these trials, you’re treating full-blown Alzheimer’s patients for amyloid, but amyloid had already accumulated, started the disease, and done its job.
It’s kind of like if you have a patient who has congestive heart failure or heart attack and they go to a cardiologist who says, “Here, just take this drug that will lower your cholesterol.” It’s too late. You had to have done that 15 years before.
GAZETTE: So is the model of the disease now that the amyloid accumulates, it creates or in some way triggers the tau protein, and the tau makes the disease?
TANZI: Yes, that’s exactly right, and that’s the second part of the story. Now pharmaceutical companies have started treating patients very early on in the disease. Reisa Sperling at Harvard is treating patients who don’t even have the disease yet, but imaging of the brain shows they have high amyloid so they’re at high risk of getting the disease.
Secondly, Biogen just came out with a study where they treated patients with mild Alzheimer’s with an antibody called BIIB037. And when they removed the amyloid with the antibody, they actually got cognitive improvement. That was a first proof of concept that if you hit amyloid early enough, you can improve the disease.
The Biogen antibody approach was based on a paper we published in 2005, where we showed that there are naturally occurring antibodies in the body, auto antibodies, to fight against amyloid.
Then there was the other study we had last year, Alzheimer’s in a dish. It modeled Alzheimer’s for the first time, where you get both plaque and tangles. We were able to do this in a dish by mimicking the brain with a gel-like substance. That paper rested, finally, that 30-year [amyloid vs. tangles] debate.
We showed that if you use human neurons made from stem cells and you grow it in a gel that mimics the brain, that indeed amyloid causes tangles. So now there’s no doubt. And if you stop the amyloid, you stop the tangles.
You combine that with the new Biogen result and that’s why I say just in the last year, we finally have new clarity.
GAZETTE: So are we at a threshold in our understanding of the disease?
TANZI: Absolutely, I feel like this is the most exciting single year, between the Alzheimer’s in a dish and the Biogen result, since the discovery of the last major Alzheimer’s gene in 1995. So it’s the most exciting year in 20 years.
The other exciting thing is the new genetic study. I run what is called the Alzheimer’s Genome Project, funded by a local foundation that’s just amazing, called the Cure Alzheimer’s Fund. Back in 2008, Time magazine called our first Alzheimer’s Genome Project paper one of the top 10 medical breakthroughs of the year.
The gene we found back then, called CD33, we now know is the main switch that determines whether there’s inflammation in the brain as a result of all this pathology — the plaque, the tangles, the dying neurons. We know from autopsies people who died cognitively intact — no dementia in their 80s — yet with brains full of plaques and tangles. You ask what protected them: They didn’t have inflammation.
We’ve done whole-genome sequencing of those brains. We’re finding variance in genes that control inflammation. That protected them. So now we know which genes are controlling inflammation. We’re setting up drug screenings using the 3-D model and other models to try to stop neuroinflammation despite rampant plaque and tangle pathology and neuronal cell death. We feel if we can do that, we can probably prevent a lot of Alzheimer’s disease.
So just this year, we came to the realization that genes involved in the immune system control inflammation in the brain, and seem to be the final piece of the puzzle. First you get plaque, then tangles, then that inflammation really pushes you over the slippery slope into dementia. All this says if you have a drug cocktail where you stop amyloid, you prevent the tangles, you chill out inflammation, then you’ll stop this disease.
GAZETTE: How likely is it that that sort of a cocktail will be developed? Are we five, 10, 20, we-don’t-know-how-many years away?
TANZI: For amyloid, you have the Biogen antibody — we’ll see what happens, they’re going right to phase 3 [clinical trials].
I also have two drugs in clinical trials. One, that stops the amyloid from aggregating, is called PBT2, from Prana Biotechnology, a company I founded in my lab. That drug aims to stop the aggregation of the amyloid in the brain so it can clear out. And then we have another drug that is just getting into clinical trials that stops the amyloid from being made, that’s called GSM, which stands for gamma-secretase modulator. So one of them basically turns off the spigot, the other unclogs the drain.
I think Biogen will lead the way in terms of showing how to get amyloids out, but the antibodies they’re making are very expensive. So if you want to prevent this disease in 5 to 10 million people, as the baby boomers get older, it’s going to be tough for health care to cover.
What they’re doing is opening the door with proof of concept. People like us are making little white pills that do the same thing. Hopefully — if we’re successful and it’s safe and it works — it will become what I would consider the statin for Alzheimer’s. I envision a day when you’re 40 years old, you get your brain imaged, if your amyloid looks like it’s too high for your age, then you start taking a drug that brings your amyloid back down.
The second part is the tangles. What if you’ve already made some tangles? The problem is that the tangles spread through the brain. A dying neuron can spit out a tangle, which travels to a healthy neuron and causes a new tangle. In this scenario, it’s like amyloid is the match that lights the fire, but the tangle is the fire that spreads through the brain. And inflammation would be fanning the flames.
A company called C2N based at WashU [Washington University, in St. Louis] just licensed to the pharmaceutical company AbbVie an antibody that stops the tangles from spreading. That is aimed for clinical trials over the next year or so. There you’re hitting the tangles.
For the third part, inflammation, we just learned what the key genes are for neuroinflammation: CD33, and another gene called TREM2. Those are the main targets for stopping inflammation and those drug programs are just starting.
In terms of a timeline, I think we’ll have drugs to stop amyloid that can be used for prevention in the next five to 10 years. And I think the amyloid antibody could also be in the next five to 10 years. The inflammation drugs, we could get lucky because we know exactly what we need to do, we need to stop this gene, CD33. So I think that’s maybe 10 to 15 years out.
GAZETTE: So if you have Alzheimer’s now, there’s not a lot that is promising, but for prevention of future cases, we have a fairly short horizon?
TANZI: For prevention, yes, it’s fairly short.
If you have it now, your best bet is going to be these inflammation drugs, because the amyloid and the tangles have already done their job. Now it’s the inflammation that’s taking you out. Since we know the cells we’re targeting — they’re called microglial cells — we know what the [genetic] targets are, it could happen faster.
But there’s another thing you can do even with everything going wrong. You can protect the neurons from dying even in the face of neuroinflammation. You would try to protect them against free radicals and oxidative stress, because that’s how inflammation kills.
When your glial cells see a lot of dead neurons, the assumption by the glial cells is that this is an infection by a bacteria or a virus or a fungus. The inflammation allows you to shoot out free radicals like little bullets aimed at killing the infection. But in this case it’s actually killing the nerve cells, like friendly fire. So we need to chill them out; I call it a microglial chill pill. And we know that CD33 is the target, TREM2 is the target, so that can happen faster than you would think.
GAZETTE: What did you think when you heard you were on Time’s list of influential people? Is it helpful to your work and to Alzheimer’s research generally?
TANZI: My unit just threw me a big party, they brought in a big potluck lunch and it was great. I said, “You know, this is an honor not just for me but for Alzheimer’s research and for all of you, for everyone doing research against this disease.”
I think it’s great, because it brings Alzheimer’s awareness up. Something like this acts as a vehicle to raise money, to raise support, to raise awareness. That’s what I’m most excited about.
GAZETTE: How does funding for your research break down?
TANZI: About 70 percent of my funding is federal and 30 percent private, with most of the latter coming from Cure Alzheimer’s Fund followed by Boston-area families.
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The HealthMinistry aims to boost palliative care for patients with serious illnesses and their relatives by establishing palliative care units at 227 public hospitals. The units will be integrated into the health system, whereas previously it was a complementary facility, and medical staff at those units will get a pay raise.
Palliative care units provide medical, social and spiritual support for patients suffering from diseases without a cure, such as patients with certain kinds of cancer along with their relatives by improving their quality of life and relieving their pain. A total of 3,258 beds were previously allocated for palliative care units, and there are currently 67 palliative care units, staffed with doctors, nurses, psychiatrists, dietitians, social service workers and physiotherapists.
Though not exactly palliative care, Turkey began deploying imams as spiritual counselors at hospitals for critically ill patients and their families earlier this year.
Palliative care, which gained a niche in modern healthcare in recent years, is regarded as the only realistic option for terminally ill patients whose disease has no cure as it offers relief from the pain through psychological support and the administration of pain relieving drugs.
According to World Health Organization (WHO) figures released last year, the estimated number of people in need of palliative care toward the end of life is 377 adults out of every 100,000 people every year. WHO officials say that access to palliative care still remains inadequate, though an aging global population necessitates better care for elderly patients suffering from terminal illnesses.
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Complete Commentary on the Whole Bible, by Matthew Henry, , at sacred-texts.com
An Exposition, with Practical Observations, of The Book of Nehemiah
This book continues the history of the children of the captivity, the poor Jews, that had lately returned out of Babylon to their own land. At this time not only the Persian monarchy flourished in great pomp and power, but Greece and Rome began to be very great and to make a figure. Of the affairs of those high and mighty states we have authentic accounts extant; but the sacred and inspired history takes cognizance only of the state of the Jews, and makes no mention of other nations but as the Israel of God had dealings with them: for the Lord's portion is his people; they are his peculiar treasure, and, in comparison with them, the rest of the world is but as lumber. In my esteem, Ezra the scribe and Nehemiah the tirshatha, though neither of them ever wore a crown, commanded an army, conquered any country, or was famed for philosophy or oratory, yet both of them, being pious praying men, and very serviceable in their day to the church of God and the interests of religion, were really greater men and more honourable, not only than any of the Roman consuls or dictators, but than Xenophon, or Demosthenes, or Plato himself, who lived at the same time, the bright ornaments of Greece. Nehemiah's agency for the advancing of the settlement of Israel we have a full account of in this book of his own commentaries or memoirs, wherein he records not only the works of his hands, but the workings of his heart, in the management of public affairs, inserting in the story many devout reflections and ejaculations, which discover in his mind a very deep tincture of serious piety and are peculiar to his writing. Twelve years, from his twentieth year (Neh 1:1) to his thirty-second year (Neh 13:6), he was governor of Judea, under Artaxerxes king of Persia, whom Dr. Lightfoot supposes to be the same Artaxerxes as Ezra has his commission from. This book relates, I. Nehemiah's concern for Jerusalem and the commission he obtained from the king to go thither, Neh 1:1-11, 2. II. His building the wall of Jerusalem notwithstanding the opposition he met with, ch. 3, 4. III. His redressing the grievances of the people, ch. 5. IV. His finishing the wall, ch. 6. V. The account he took of the people, ch. 7. VI. The religions solemnities of reading the law, fasting, and praying, and renewing their covenants, to which he called the people (ch. 8-10). VII. The care he took for the replenishing of the holy city and the settling of the holy tribe, ch. 11, 12. VIII. His zeal in reforming various abuses, ch. 13. Some call this the second book of Ezra, not because he was the penman of it, but because it is a continuation of the history of the foregoing book, with which it is connected (Neh 1:1). This was the last historical book that was written, as Malachi was the last prophetical book, of the Old Testament.
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http://www.sacred-texts.com/bib/cmt/henry/neh000.htm
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| 0.974181 | 697 | 2.96875 | 3 |
And now to continue with the second part of this mini project. This time with slightly more in-depth discussion regarding stomach acid regulations and protein digestion.
A brief summary:
– Inside the stomach, protein is broken down by the enzyme pepsin into smaller pieces, called peptones.
– Pepsin is derived from pepsinogen, which is made by chief cells in the stomach lining.
– Stomach acid made by parietal cells in the stomach lining transforms pepsinogen into pepsin and creates an acid environment to optimize the function of pepsin.
– The stomach lining is protected from stomach acid and pepsin by a layer of alkaline mucous made by mucous cells. The alkaline environment neutralizes the acid and inactivates the pepsin.
I will continue to discuss what other cell types and systems influence this proces. An important concept when studying the body is its ability to selectively activate or inactivate processes involved in maintaining a physiological balance (homeostasis). The body changes constantly and it is therefore required to compensate for outside (and inside) influences to maintain homeostasis. Homeostasis means maintaining an internal environment that is optimized for the body at that time. To this end, most critical processes are regulated to stay within tight boundaries. As the environment changes, however, these boundaries will change accordingly as well. And as the balance for any one factor falls outside of these boundaries, the body will act to return to a balanced internal environment. Homeostasis in an unconscious process, managed and monitored by the brain and nervous system.
The on-switch for the stomach is therefore also neurological. As soon as you see something to eat, smell something to eat, taste, chew and swallow, the stomach is made ready to digest. The autonomic nervous system has already sent a general signal to start digestion, since it knows that food will be/is being/has been eaten. The stomach starts producing acid and pepsinogen to initiate digestion, as well as extra mucous to protect itself.
Food entering the stomach provides an additional signal to promote the production of acid and digestive enzymes.
ECL cells (EnteroChromaffin-Like cells) are located close to parietal cells, but behind the layer of epithelial cells in the stomach lining (so they are not in direct contact with the stomach content). ECL cells produce histamine, which they release into their immediate environment. Parietal cells then produce more acid when they notice the presence of histamine.
ECL cells are so-called endocrine cells, because they release (crine) histamine inside (endo) the body, whereas parietal and chief cells release their product on the outside (exo) of the body. Technically, any part of the body that is not behind a layer of epithelium is internal. The digestive tract is technically a single long tube, which is lined by epithelium of some kind and is therefore considered external to the body.
Histamine may be familiar to some in a different context. Histamine is an important messenger for the immune system en is the main cause of allergic symptoms. Generally speaking, histamine signals for an increase in inflammation. But in the stomach it appears to have a different function.
Brief summary: ECL cells produce histamine, which makes parietal cells produce more acid. ECL cells therefore indirectly increase the acidity of the stomach content.
The next layer of complexity comes from the bottom of the stomach crypts, where the stomach endocrine cells are located. One type of endocrine cell, called G cells, produce gastrin and secrete it in their direct environment. Gastrin stimulates histamine production by ECL cells and acid production by parietal cells, thereby lowering the pH of the stomach indirectly.
Once protein digestion has started, a positive feedback loop kicks in. A positive feedback loop occurs when the result of process enhances the process it resulted from, effectively amplifying it. In this case, peptones (the small protein fragments) stimulate G and chief cells. G cells produce more gastrin, which increases acid production and chief cells produce more pepsinogen. Pepsinogen in the acidic environment becomes pepsin and breaks down more proteins into peptones, which amplifies the peptone signaling. This loop remains active as long as peptones are present. As soon as the stomach content is sufficiently digested, it will move on to the small intestines, thereby breaking the feedback loop.
The body regulates most processes at multiple levels. In the stomach, the second type of endocrine cell, D cells, provide more regulation for stomach acid production. D cells make somatostatin (Greek for: halting the body (or something like that)). D cells do very little when digestion has just gotten started, but start producing somatostatin once the pH gets lower and more gastrin is made by G cells. Somatostatin inhibits (stops) ECL, G and parietal cells from producing their products and thereby reduces the amount of acid that is being made directly and indirectly. Stronger activating signals for D cells result in higher amounts of somatostatin being released. This is known as a negative feedback loop, where the result of a process, inhibits that process.
Somatostatin is also made by cells in the small intestine (duodenum) as response to a lower pH when the stomach content gets enters the small intestine. Endocrine release of somatostatin can be transported by blood to provide signals elsewhere in the body, not just the immediate environment around the endocrine cell.
A final regulation of stomach acid, as mentioned before: the entire stomach is under the control of the nervous system, mainly the parasympathetic branch of the autonomous nervous system. This branch promotes digestion and rest. It used acetylcholine, locally made by nerve endings, to communicate with the stomach. Acetylcholine stimulates cells that produce digestive enzymes and acid, but it inhibits D cells. Given the effect of somatostatin produced by D cells, the inhibition of D cells by acetylcholine in this context, makes sense, since it results in more digestion. Of course, the inhibition of D cells by the nervous system can be overcome with sufficient stimulatory inputs.
That is some of the information I gathered from my book on human physiology regarding stomach acid regulation and protein digestion. My book is at least 5+ years old by now and mentioned that several unknown cells and signals are also suspected to affect the stomach. And, of course, my descriptions are simplified for your understanding ;).
Regardless, I hope you can now appreciate a bit more of the complexity involved in a seemingly simple process. This is a common theme, in my experience, when studying anything in-depth.
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| 0.934217 | 1,398 | 3.671875 | 4 |
In search of the New Zealand Storm Petrel (Pealeornis maoriana)
The New Zealand storm petrel was described from three specimens: No.18184.108.40.206 (British Natural History Museum, Tring), which G.M. Mathews designated as the type of Pealeornis maoriana (Mathews 1932), collected by Steet in or just before 1895 "off Banks Peninsula, New Zealand" (Mathews 1932; Medway 2004; but see Bourne & Jouanin 2004); and two (Nos. 17 = 14393 and 18 = 14372 in Museum National d'Histoire Naturelle, Paris) collected off East Cape, North Island during the first cruise of the French corvette Astrolabe on 8 February 1827 (Quoy & Gaimard 1830; Bourne & Jouanin 2004; Medway 2004). Mathews' (1932) designation was disputed by Murphy & Snyder (1952) who concluded the specimens to be a pale morph (the "Pealea" phenomenon) of Wilson's storm petrel (Oceanites oceanicus) because they were considered similar in size and proportions, although differing in having longer tarsi and streaked underparts (Bourne & Jouanin 2004). Oliver (1955) disagreed and, while accepting Murphy & Snyder's generic disposition, treated the specimens as a separate species O. maorianus.
Subsequently the New Zealand storm petrel slid into obscurity, with no further records for over 100 years, although evidence for a former population in New Zealand surfaced when sub-fossil bones from two sites (Wheturau Quarry, eastern North Island and Te Ana Titi, South Island West Coast) were identified as most likely being of this taxon (Worthy 2000). Then on 25 January 2003 the sighting of a single black and white storm petrel off Coromandel Peninsula by Saville and Stephenson turned the spotlight on the species. Initially they identified the bird as a black-bellied storm petrel (Fregetta tropica), but subsequently suggested it might be the New Zealand storm petrel (Saville et al. 2003). This attention intensified when, on 17 November 2003, two British birdwatching enthusiasts B. Flood and B. Thomas (Flood 2003) observed, photographed and video-taped at least 10 similar storm petrels north of Little Barrier Island. They claimed these to be New Zealand storm petrel (Flood 2003), a claim subsequently not accepted by the Ornithological Society of New Zealand's Rare Birds Committee (Rare Birds Committee 2005). Their sighting followed a tantalising glimpse in rough weather of a small, black and white storm petrel two weeks previously in much the same area (C. Gaskin pers. obs.), during a pelagic bird-watching trip led by us.
Many sightings of these storm petrels have since followed and our study (to be published in the forthcoming December 2005 issue of NOTORNIS, the OSNZ journal) details our search for these birds. Observations have been made to attempt to establish their distribution and identity, and to gain insights into their biology. We observed black and white storm petrels on 31 seabird-watching trips to the outer Hauraki Gulf, New Zealand, November 2003 - November 2005. We studied their characteristics, behaviour and seasonal occurrence: the sightings were concentrated in the outer Hauraki Gulf from October to March and further offshore in April-May.
All sightings of New Zealand storm petrels in the Hauraki Gulf since 1 November 2003 have been plotted against trip routes, wind direction and strength, chumming locations and non-sightings while chumming. This data will be presented in full in our NOTORNIS paper. Seasonal behaviour and known breeding sites of White-faced storm petrel (Pelagodroma marina) are additional factors in this study. Further analysis of sightings will be carried out jointly with Department of Conservation and other interested parties to advance the search for New Zealand Storm Petrel breeding areas. This summer, (2005/2006) we have seen New Zealand storm petrels on all our pelagics since 9 October (29 October, 4, 5 & 14 November).
With the capture of the bird on board Geordie Murman’s boat off Little Barrier on 4 November, Richard Griffiths (DOC) and Karen (Baird) were able to process it, taking measurements and photos and confirming it to be one of the black and white storm petrels we'd been seeing in the Hauraki Gulf since November 2003 during summer months. The bird was also banded with an aluminium band on the right leg tarsus. Feathers were taken for DNA analysis, along with a feather louse. The bird was later released, and flew off strongly.
In light of the material now at hand we now regard these birds as the New Zealand storm petrel Pealeornis maoriana. However formal taxonomic identification has yet to be completed, likewise ratification by the NZ Rare Birds Committee (Nov 05).
Why the resurgence of New Zealand storm petrels?
Why the hiatus in observations or identifications of this species from c.1890 to 2003? Possible reasons include: (1) New Zealand storm petrels were seen but identified as something else e.g., identifications were made based on known extant species, or white on the belly not being seen because of poor ventral views or deep shadow cast across the underparts; (2) relatively few expert bird observers were on the many boats that ply Hauraki Gulf waters every summer; (3) relatively few boats visit the outer Hauraki Gulf; (4) dedicated seabird-viewing trips with groups of people actively looking for seabirds is a recent phenomenon; (5) small storm petrels are hard to see while cruising in conditions other than light breezes with calm to little sea, unless they are within 30-50 m of the boat; (6) chumming as a technique to attract seabirds close to boats was not used in the Hauraki Gulf prior to November 2003; (7) greater use of photography (especially digital photography) has permitted identification of these birds; and (8) New Zealand storm petrels may represent a formerly near-extinct species, which has been released from predation pressure and has now increased to the point where it is more easily detectable.
The Mokohinau Islands, comprising four islands and 12 islets/stacks, are at the heart of the sightings distribution, they are attractive to small breeding seabirds because of their generally shallow soils and their proximity to the edge of the continental shelf, they include a few stacks and islets that have always been rat-free, Today the Mokohinau Islands offer excellent, rat-free breeding habitat for a small storm petrel, whether burrowing, amongst dense vegetation or in rock crevices. The spread of white-faced storm petrels to Burgess Island (formerly heavily-grazed, rat-infested and inhabited) from Lizard Islet (where they remain), and perhaps elsewhere, within 15 years illustrates this dramatically.
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| 0.953851 | 1,487 | 2.953125 | 3 |
Minerals are needed for all normal life processes and the physiological importance of minerals for farm animals, including poultry, is well documented (Spears, 1999; Underwood and Suttle, 1999). Recommendations for mineral requirements of poultry are available (NRC, 1994), but these are based on research with older strains and are inadequate and outdated for modern strains of poultry (Leeson, 2005). Despite the biological and economic importance, published data on the utilisation and retention of minerals in modern strains of poultry are limited. For this reason, in some cases, coefficients of mineral retention quoted for poultry are derived from values published for human infant liquid formulas (Ahmad and Sarwar, 2006).
Poultry derives the minerals required for normal growth and metabolism from the diet. The biological availability of a mineral from the diet is manifested by the efficiency with which the body utilises and retains the dietary mineral. The retention will be influenced by a number of dietary factors, including diet or ingredient type, source of minerals and, levels and relative proportions of various minerals. Published data on the effects of diet type, however, are limited. To our knowledge, no previous study has compared the mineral retention for poultry of diets based on the three most commonly used cereal grains, namely, wheat, sorghum and maize.
The first two weeks after hatch is the most critical period in the life of broiler chickens. While the utilisation of energy and amino acids by young chicks has received some attention (Zelenka, 1968; Batal and Parsons, 2002, 2004), studies on the changes in retention of minerals with age are scanty. A better understanding of mineral retention by the young chicks is necessary if diets are to meet the requirements of the chick during this critical stage of development. To assess the significance of developmental changes in mineral utilisation in the newly hatched broiler chicken, it is necessary to obtain accurate data on mineral retention over the total tract as the absorption of some minerals appears to continue in the hindgut of poultry (Ravindran et al., 2006). Furthermore, increasing awareness of the environmental cost of waste disposal in recent years is placing more emphasis on minimising excessive dietary mineral levels (Paik, 2001; Selle and Ravindran, 2007).
The study reported herein was undertaken to determine the influence of diet type on the retention of selected major (calcium (Ca), phosphorus (P), sodium (Na), potassium (K) and magnesium (Mg)) and trace (copper (Cu), manganese (Mn), zinc (Zn) and and iron (Fe)) minerals by the broiler chick during the first two weeks post-hatch.
MATERIALS AND METHODS
Three dietary treatments based on wheat, sorghum or maize were formulated to have similar levels of metabolisable energy, amino acids, calcium and available phosphorus (Table 1). The diets were formulated to meet or exceed the NRC (1994) requirements for all nutrients. The wheat-based diet was supplemented with a commercial xylanase as this is standard commercial practice and necessary if the research results are to have practical relevance. All diets were cold pelleted at 60°C.
Day-old male broilers (Ross 308) were weighed and allocated to 18 cages of eight chicks each. Each dietary treatment was then assigned to six replicate cages. The chicks were housed in stainless steel brooder cages, with facilities for excreta collection, in an environmentally controlled room. Temperature was maintained at 32°C on day 1 decreasing to 27°C on day 14. Feed and water were available at all times. On days 3, 5, 7, 9 and 14, feed intake was accurately measured and total excreta were collected over a 24-h period using polythene sheets in collection trays. A sample of feed was taken daily to measure any moisture loss and this was used to correct feed intake. Excreta were accurately weighed, mixed in a blender and representative samples obtained per cage.
Excreta samples were freeze-dried and, diet and dried excreta samples ground to pass through a 1.0 mm sieve and stored in airtight plastic containers until chemical analysis. Dry matter (AOAC, 2005) and mineral contents were determined in the diet and excreta samples. The samples were wet acid digested with nitric and perchloric acid mixture, and concentrations of Ca, P, Na, K, Mg and Fe were determined at specific wavelengths for each element by an Inductively Coupled Plasma-Optical Emission Spectroscopy (ICP-OES) using a Thermo Jarrell Ash IRIS instrument (Thermo Jarrell Ash Corporation, Franklin, MA). The instrument was calibrated against standards (Junsei Chemical Co., Ltd., Tokyo, Japan) of known concentration. The concentrations of Cu, Mn and Zn were determined by Inductively Coupled Plasma-Mass Spectrometry (ICP-MS) using a Perkin Elmer Elan 6000 instrument.
The total tract retention coefficient of minerals was calculated using the following formula, with appropriate corrections for differences in dry matter content.
Table 1. Composition and calculated analysis (g/kg) of diets based on wheat, sorghum and maize
where mineraldiet = mineral content in diet and mineralexcreta = mineral content in excreta.
In these calculations, it was assumed that the feed intake recorded over the 24-h period completely coincided with the excreta output over this period. However, this assumption may not be totally correct as it is known that feed intake may increase by up to 10% daily in young broilers, which may result in slight overestimation of the retention of minerals.
Table 2. Determined mineral contents of diets based on wheat, sorghum and maize
The data were subjected to repeated measures analysis using the General Linear Models procedure (SAS, 1997) to assess diet type differences over age and diet type×age interactions. When a significant F-test was detected, means were separated using the least significant difference test.
The determined mineral contents of the diets are shown in Table 2. The mineral contents in the three diet types are similar, except for Ca. The Ca content of the wheat-based diet was lower than those in sorghum- and maize-based diets.
The total tract mineral retention of major minerals in young broilers from days 3 to 14 post-hatch is presented in Table 3. The retention for individual minerals differed widely, ranging from 0.24 for Mg to 0.64 for Na on day 14. A notable finding was the very high (>92%) retention of Na on day 3. Age effects were significant (p<0.05) for all minerals, with retention being highest on day 3. The exception was Ca where the highest retention was observed on day 5. In general mineral retention declined from day 3 to day 7 after which no changes were observed to day 14. Decline in mineral retention with age was similar across all three diets, as shown by non-significant (p>0.05) diet type× age interaction.
Table 3. Total tract retention of major minerals in broilers fed wheat, sorghum and maize-based diets during the first 14 days post-hatch
Diet type effect was significant (p<0.05) for Ca retention on day 3, for Mg on day 5, for P on all days except day 14 and for Na on all days except day 3. Retention of K was not different (p>0.05) between the diet types. In general, mineral retention in sorghum diets was found to be greater than those in maize- and wheat-based diets. Another notable observation was the lower (p<0.05) Na retention in wheat-based diets compared to those in the other two diet types.
The total tract retention of trace minerals in young broilers is shown in Table 4. Retention coefficients of the trace minerals were determined to be considerably lower than those determined for major minerals. Of particular interest was that the retention coefficient of Zn was close to zero on day 14. Age effects were significant (p<0.05) for all trace minerals, with retention being highest at day 3, declining to day 5 and then remaining unchanged to day 14. Diet type×age interaction was not significant (p>0.05) for any trace mineral, indicating that the changes in retention with age were similar, irrespective of diet type.
Diet type effects were significant (p<0.05) for Fe retention from day 7 onwards, for Mn and Zn till day 7 and for Cu on all days except day 9. The notable observations were the lower retention of Fe and higher retention of Cu in sorghum-based diets and the lower Cu retention in maize-based diets.
No published data are available on the pattern of mineral retention over the first 14 days of age in broiler chickens. However, some studies have shown a decrease in the apparent metabolisable energy over the first several days post-hatch, followed by an increase after the first week (Zelenka, 1968; Murakami et al., 1992; Thomas et al., 2008); In general, the mineral retention data showed a similar pattern, with the highest retention coefficients being observed at 3-5 days, declining thereafter to day 7 post-hatch and then remaining unchanged to day 14. However, in contrast to those observed in apparent metabolisable energy, no differences in retention were noted between days 7 and 14 of age. In the newly hatched chick, the yolk sac is the primary contributor to the overall nutrition during the first few days of life and the presence of yolk appears to have a beneficial effect on mineral retention, as indicated by the high retention coefficients on day 3. The subsequent drop in mineral retention may reflect the loss of this yolk sac effect. In addition, the digestive tract of the newly hatched chick is sterile and is rapidly colonised by microflora after hatching. The changing gut microflora may contain bacterial species which may lower availability by competing for minerals and it is possible that these effects may also contribute, at least in part, to the subsequent drop in mineral retention.
Studies reporting retention coefficients for a range of minerals in poultry are scanty and, to the authors’ knowledge, no published data are available for young birds. The exceptions are the retention of Ca and P for which, because of increasing interest in phytase research, wealth of data have become available for older birds. The retention coefficients of around 0.45 for Ca and 0.50 for P determined in the current study for 14-day old broilers is comparable to those generally reported in the phytase literature for 21-day old broilers (Selle and Ravindran, 2007). Ravindran et al. (2006) determined the ileal digestibility and total tract retention of a number of minerals for 21-day old broiler chickens. The major differences between ileal digestibility and retention coefficients are method of determination (marker vs. total excreta collection) and site of determination (ileal vs. excreta). Data from their study showed ileal digestibility and total tract retention coefficients were similar for Ca, P, Fe and Mn, lower retention coefficients for K and Zn, and higher retention coefficients for Mg, Cu and Na. In particular, the retention coefficient was considerably higher (0.68) than the ileal digestibility coefficient (-0.30) for Na, suggesting that significant re-absorption of Na is taking place in the hindgut of chickens.
Table 4. Total tract retention of trace minerals in broilers fed wheat, sorghum and maize-based diets during the first 14 days post-hatch
No obvious explanations can be provided for the differences observed in the retention of some minerals in different diet types. These include the lower retention of Na in wheat-based diets, lower retention of Fe and higher retention of Cu in sorghum-based diets, and lower retention of Cu in maize-based diets.
Trace minerals are usually supplied in commercial poultry diets as inorganic trace mineral salts (oxides or sulphates). However, it is known that the bioavailability of inorganic trace minerals can be low and variable due to an array of nutritional antagonisms, including dietary levels of phytic acid, fibre, Ca and P (Ravindran et al., 1995; Underwood and Suttle, 1999; Leeson, 2005). This may explain the very poor retention of trace minerals determined for Mn and Zn in the current study. Given the biological importance of these minerals in growth and metabolism, there data highlight the need to improve their retention in young birds.
Overall, the present findings showed that the retention of minerals, especially of trace minerals, in young broilers is low. This also has implications for the excretion of minerals into the environment, which is becoming a worldwide issue. At the same time, the low retention provides opportunities for dietary manipulation to improve utilisation of minerals. In this context, the use of microbial phytases and trace mineral chelates may be relevant. The use of exogenous phytase is now a widespread commercial practice to improve the bioavailability of P, Ca, energy and amino acids in broiler diets (Paik, 2003; Selle et al., 2003 a,b; Selle et al., 2007; Selle and Ravindran, 2007). In addition, supplemental phytase has also been shown to improve the utilisation of Mg, Cu, Mn and Zn (Viveros et al., 2002; Ravindran et al., 2006). Compared to inorganic sources, chelates of Zn, Cu and Mn have been shown to confer stability in the upper digestive tract, thereby avoiding binding with antagonists and improving bioavailability (Paik, 2001; Leeson, 2005; Lim et al., 2006; Bao and Choct, 2009). The use of organic sources along with microbial phytase may provide even greater mineral retention (Swiatkiewicz et al., 2001), allowing the requirements of birds to be met with lower mineral levels in diets.
In conclusion, the present study characterised the changes in the retention of minerals in newly hatched chick during the first two weeks of life. In particular, the data highlighted the poor availability of trace minerals from inorganic sources to young chicks and the decline in mineral retention with age, irrespective of diet type. Meeting the mineral requirements of the newly hatched chick is important in modern broiler management. It is hoped that accurate data on mineral retention over this critical period will help to define mineral requirements and assist in the formulation of appropriate diets for chicks over the first two weeks post-hatch.
This article was originally published in Asian-Australasian Journal of Animal Sciences. Vol. 23, No. 1: 68 - 73 January 2010. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/).
AOAC. 2005. Official methods of analysis of AOAC International, Association of Official Analytical Chemists. 18th Edition. Gaithersburg, MD.
Ahmad, T. and M. Sarwar. 2006. Dietary electrolyte balance: implications in heat stressed broilers. Worlds Poult. Sci. J. 62: 638-653.
Bao, Y. M. and M. Choct. 2009. Trace mineral nutrition for broiler chickens and prospects of application of organically complexed trace minerals: a review. Anim. Prod. Sci. 49:269- 282.
Batal, A. B. and C. M. Parsons. 2002. Effects of age on nutrient digestibility in chicks fed different diets. Poult. Sci. 81:400- 407.
Batal, A. B. and C. M. Parsons. 2004. Utilization of various carbohydrate sources as affected by age in the chick. Poult. Sci. 83:1140-1147.
Leeson, S. 2005. Trace mineral requirements of poultry-Validity of NRC recommendations. In: Re-defining mineral nutrition (Ed. J. A. Taylor-Pickard and L. A. Tucker). Nottingham University Press, Nottingham, UK. pp. 107-117.
Lim, H. S., I. K. Paik, T. I. Sohn and W. Y. Kim. 2006. Effects of supplementing copper chelates in the form of methionine. Chitosan and yeast on the performance of broilers. Asian-Aust. J. Anim. Sci. 19:1322-1327.
Murakami, H., Y. Akiba and M. Horiguchi. 1992. Growth and utilization of nutrients in newly-hatched chick with or without removal of residual yolk. Growth Dev. Aging. 56:75-84.
NRC. 1994. Nutrient requirements of domestic animals. Nutrient Requirements of Poultry, 9th rev. ed., National Research Council, National Academy Press, Washington DC.
Paik, I. K. 2001. Management of excretion of phosphorus, nitrogen and pharmacological level minerals to reduce environmental pollution from animal production - A review. Asian-Aust. J. Anim. Sci. 14:384-394.
Paik, I-K. 2003. Application of phytase, microbial or plan origin, to reduce phosphorus excretion in poultry production. AsianAust. J. Anim. Sci. 16:124-135.
Ravindran, V., W. L. Bryden and E. T. Kornegay. 1995. Phytates: occurrence, bioavailability and implications in poultry nutrition. Poult. Avian Biol. Rev. 6:125-143.
Ravindran, V., P. C. H. Morel, G. G. Partridge, M. Hruby and J. S. Sands. 2006. Influence of Escherichia coli-derived phytase on nutrient utilization in broiler starters fed diets containing varying concentrations of phytic acid. Poult. Sci. 85:82-89.
SAS. 1997. SAS/STAT® User’s Guide: Statistics. Version 6.12. SAS Institute Inc., Cary, NC.
Selle, P. H. and V. Ravindran. 2007. Microbial phytase in poultry nutrition. Anim. Feed Sci. Technol. 135:1-41.
Selle, P. H., V. Ravindran, P. H. Pittolo and W. L. Bryden. 2003a. Effect of phytase supplementation of diets, with two tiers of nutrient specifications, on growth performance and protein efficiency ratios of broiler chickens. Asian-Aust. J. Anim. Sci. 16:1158-1164.
Selle, P. H., V. Ravindran, G. Ravindran, P. H. Pittolo and W. L. Bryden. 2003b. Influence of phytase and xylanase supplementation on the performance and nutrient utilisation of broilers fed wheat-based diets. Asian-Aust. J. Anim. Sci. 16: 394-402.
Selle, P. H., V. Ravindran, G. Ravindran and W. L. Bryden. 2007. Effects of dietary lysine and microbial phytase on growth performance and nutrient utilisation of broiler chickens. AsianAust. J. Anim. Sci. 20:1100-1108.
Spears, J. W. 1999. Re-evaluation of the metabolic essentiality of the minerals (A review). Asian-Aust. J. Anim. Sci. 12:1002- 1008.
Swiatkiewicz, S., J. Koreleski and D. Zhong. 2001. The bioavailability of zinc from inorganic and organic sources in broiler chickens as affected by addition of phytase. J. Anim. Feed Sci. 10:317-328.
Thomas, D. V., V. Ravindran and G. Ravindran. 2008. Nutrient utilisation of diets based on wheat, sorghum or maize by the newly hatched broiler chick. Br. Poult. Sci. 49:429-435.
Underwood, E. J. and N. F. Suttle. 1999. The mineral nutrition of livestock. 3rd ed. CABI Publishing, New York, NY.
Viveros, A., A. Brenes, I. Arija and C. Centenot. 2002. Effects of microbial phytase supplementation on mineral utilisation and serum enzyme activities of broiler chicks fed different levels of phosphorus. Poult. Sci. 81:1172-1183.
Zelenka, J. 1968. Influence of the age of chickens on the metabolisable energy values of poultry diets. Br. Poult. Sci. 9: 135-142.
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Definition of Process Costing
Process costing is a term used in cost accounting to describe one method for collecting and assigning manufacturing costs to the units produced. A processing cost system is used when nearly identical units are mass produced. (Job costing or job order costing is a system used to collect and assign manufacturing costs to units that vary from one another.)
Example of Process Costing
Let's assume that a company manufactures large quantities of an identical product. The product requires several processing operations, each of which occurs in a separate department. In the first department, the following processing costs were incurred during the month of June:
- Direct materials of $150,000
- Conversion costs of $225,000
If the equivalent of 100,000 units were processed in June, the per unit costs will be $1.50 for direct materials and $2.25 for conversion costs. These costs will then be transferred to second department where its processing costs will be added.
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Competence involves two distinct but complementary ideas, and different usages vary in the emphasis put in one or the other:
- Relating competence to someone’s capacity for proficient action, which sees it as something that is intrinsic to the individual
- Defining competence as a set of expected outcomes, understanding it as something that is socially established.
The two ideas are synthesized in the notion of competent action.
Competence as individual capacity
Competence as a personal quality indicates the capacity or potential that an individual possess to perform well in a given domain. In this context, competence is an underlying individual attribute that is reasonably enduring and can be used in a variety of circumstances,1 and is usually described as a set of cognitive and psychological resources. The spelling ‘competency’ is commonly used to describe those resources.
Studies on competence in the field of psychology are usually interested in exploring the reasons for individual variation in performance, and much work has been done to explain the psychological sources of expertise. Competence is said to be the result of an individual’s innate profile of intelligences and his learning and experience in a given domain. Humans are said to have a certain number of intelligences, which represent their biopsychological capacity to process information of particular kinds.
Howard Gardner (1999) proposes eight types of such intelligences:
- bodily kinesthetic
- intrapersonal, and
Abilities are particular combinations of such intelligences that represent the potential behavior of an individual. While Gardner identified only a handful of intelligences, there are a plethora of potential abilities. Competencies are abilities that are realized through experience and practice. While abilities correspond to latent possibilities, most of which remaining unaccomplished in the course of life, competencies result from learning and experience in a specific domain.
In other words, a competence are an outcome from the interaction between an individual’s potential abilities and his actual experience in a domain.2 It is interesting to note that competence, although involving both the individual and the domain, is still a construct that refers to something internal to the individual. An interesting account illustrating this point is offered by Connell et al.:
… it is possible for four students in an algebra class to get a perfect score on an exam using four completely different competencies: (1) memorizing all the answers from a stolen answer key, (2) graphing the mathematical equations and solving the problems by reasoning from the visual diagrams, (3) manipulating the mathematical formulas directly using the rules of algebra, and (4) copying the answers from one of the other three students. ¼ all four students will end up with the same assessment on the exam, although the underlying competencies being exhibited are qualitatively different (p. 133).
An important debate has been to what extent expertise depends on innate characteristics or can else be developed with learning and practice. Positions vary along a continuum between a complete dependence on innate abilities and the primacy of practice in enhancing performance. Elena Grigorenko3 points to the central role of domain-specific knowledge in defining expertise, arguing that a vast and organized knowledge base and the problem schemas associated with it seem to be fundamental to many different kinds of expertise. Also, such schemas and the information contained within them cannot be easily acquired; the expert knowledge base must be built up through vast amounts of deliberate practice. Once acquired, the schema may overpower the expert’s ability to see novel aspects of experience and, thus, become entrenched in a point of view constrained by the existing knowledge base.
Individual competency models
A branch of study focused on the job environment and work related situations is responsible for the strong adoption of the competence concept in industrial organizations. The main thrust of research into so-called competency models has been to distinguish between average and excellent workers, primarily for selection and appraisal purposes. The kind of competence described under this approach has often been called personal competence, due to the strong emphasis on relatively permanent individual characteristics, or behavioral competence, because of its method of relying on the analysis of behavioral events.
There is agreement among authors that competencies are combinations of three major kinds of resources: knowledge, skills and personal attributes.
- In competence literature, knowledge refers to cognitive artifacts like concepts, models, theories, rules, principles, information, etc. This includes both knowledge acquired through study or education, eg finance or medicine, and that developed through practice or experience, eg an understanding of the market or of types of patients.
- Skills refer to the ability to perform some tasks or activities consistently over a period of time. It is usually described by using verbs, while knowledge (in the above sense) emphasizes nouns. Skills cannot be codified and transferred as easily as knowledge (as above), and are usually acquired through repeated practice or training. The words skills and competencies are sometimes used interchangeably.
- Personal attributes include a variety of individual characteristics, like motives (eg achievement, status), traits (eg emotional stability, initiative), and values (eg independence, friendship). These qualities usually form the core of an individual’s personality and tend to be more difficult to develop than the more superficial knowledge and skills. Many researchers found this type of competency to be the best predictors of performance.4
Competence as a standard of performance
The notion of competence is only meaningful when an individual’s action, behavior or performance is valued by another person, group or community. A complementary perspective on the concept describes it as a socially attributed quality, in the sense that it is not something intrinsic to the individual, but an attribute that an external person or group assigns to the person.
In this way, competence can be understood as a socially defined set of expectations about what constitutes competent performance. The primary focus shifts away from an individual’s underlying capabilities into the perceived results of his/her action, behavior, or decision with respect to the demands related to, for instance, a particular professional position, a social role, or a personal endeavor.
Changes in the workplace and a growing need to secure an adequate supply of required skills led some governments to develop or revise national competence frameworks in the 1980’s and 1990’s. Those frameworks established skills standards for a range of occupations, and were used to redesign the systems for vocational education and training and vocational qualification.
The National Vocational Qualifications (NVQs) developed in the UK was one of the pioneer systems, and provided guidelines for much subsequent work in other countries. The main thrusts of the NVQs policy were to develop performance-based qualifications and to uncouple assessment from training. Performance-based qualifications meant that competence was judged through job-specific outcomes, rather than through success in a knowledge-based examination. Assessment uncoupled from training meant that prior learning could be recognized and candidates could choose the preferred learning mode.5
In contrast with the personal-competence approach from the previous section, the NVQ adopted a functional perspective, focusing on tasks or functions that needed to be performed within the job role.
A competing approach to competence sought more flexible, generic skills that could be easily transferred between various contexts, like different functions, organizations, or industries. Considering an even broader context, including the new demands of the knowledge economy and a growing call for lifelong learning, some approaches aimed at universal key competencies that would be useful for the widest range of individuals in the widest range of societies possible.
The Definition and Selection of Competences (DeSeCo) project, launched in 1997 and sponsored by the Organization for Economic Co-operation and Development (OECD), sought a solid theoretical and conceptual foundation to define and select a set of key competencies that:
- contributed to valued outcomes for societies and individuals
- helped individuals meet important demands in a wide variety of contexts, and
- were important for all individuals, not just for specialists
The purpose was to provide a basis for the continued development of statistical indicators of teaching and learning outcomes, and to offer a contribution to the debate on priorities in education curricula and training programs. The results were published in several reports, and present nine broad competencies grouped in three major clusters:
Category 1: Using Tools Interactively
1. Use language, symbols and texts interactively
2. Use knowledge and information interactively
3. Use technology interactively
Category 2: Interacting in Heterogeneous Groups
4. Relate well to others
5. Co-operate, work in teams
6. Manage and resolve conflicts
Category 3: Acting Autonomously
7. Act within the big picture
8. Form and conduct life plans and personal projects
9. Defend and assert rights, interests, limits and needs
Scope and quality of competence
Professional competence is usually described according to at least two dimensions: scope and quality.6 The scope dimension concerns what a person is competent in, the range of roles, tasks and situations for which his/her competence is established or may be reliably inferred.
Definitions of scope range from very broad (eg a competent citizen) to very narrow (eg a competent sales representative in a given company). They may also be generic (eg just naming a domain) or very detailed (eg describing every single task and conditions involved in a given activity).
The quality dimension concerns judgements about the level of proficiency in a person’s work, ranging in a continuum from novice, who is not yet competent in that particular task, to expert, who is acknowledged by colleagues as having progressed well beyond the level of average competence.
Professionals may improve their competence by changing the scope of their work, its quality, or both. They may, for instance, become more specialist, by moving into newly developed areas of professional work, or more generalist, by expanding activity to include additional ones. They may also be continuously developing the quality of their work in a number of areas, beyond the level of average competence to one of proficiency or expertise.
Competence and actual performance
Much of the recent interest in the concept of competence has been motivated by a concern with effectiveness and performance, be it in education, in the workplace, or in life in general.
However, there has been much criticism on the widespread notion that the possession or attribution of competence is naturally associated with performance. One of the reasons is that competence is tightly linked to the context in which it is developed and used. Because of this, competence in one situation cannot be readily transferred to another.
A second reason is that competence is dynamic and related to action. It involves the mobilization of resources to meet external demands, and can only be inferred through action, through observed behavior. Thus, competence is inevitably attached to the context for which it is defined, whether it refers to individual capabilities or to social demands. If we consider the social requirements for competence, it is obvious that expectations vary from place to place and over time.
A subtler and deeper relationship between capabilities, demands and context appears if we consider the broad scope of most organizational activities. The range of tasks that need to be undertaken in any single occupation is far too wide for any one person to carry out. Thus, a group of people with different capabilities is required if the job as a whole is to be carried out effectively.
In such a case, the performance of any person will depend heavily on those with whom they are working. The addition or subtraction of a member may radically change not only the characteristics of the group as a whole, but also the apparent qualities of all of the others within it. Job requirements and personal capabilities here are considered not individually, but collectively, and their matching depends on a mix of people with a dynamic balance of skills.7
In a very influential work, Donald Schön8 reacted against the idea of competent professional practice as essentially the application of theoretical knowledge.
According to Schön, the ordinary life of a professional practitioner is mainly based on ‘knowing-in-action’, a kind of knowing that is mostly tacit, nearly automatic, and does not necessarily stem from prior intellectual operation. This knowing is acquired through repeated practice and continued experience until it becomes skillful behavior. Action based on this kind of knowing does not consist of rules or plans, but of mainly of spontaneous, intuitive responses. This practical knowledge, however, does not always work. In some occasions there are surprises, unexpected outcomes, or just a feeling that something is not quite normal. Competent practitioners, then, begin a kind of on-the-spot inquiry he called ‘reflection-in-action’:
… the performer ‘reflects’, not only in the sense of thinking about the action he has undertaken and the result he has achieved, but in the more precise sense of turning his thought back on the knowing-in-action implicit in his action. He reflects ‘in action’ in the sense that his thinking occurs within the boundaries of what I call an action-present – a stretch of time within which it is still possible to make a difference to the outcomes of action.
Reflection is maintained while is action is taking place through what he called ‘double vision’ – a capacity both to concentrate on what is being done and at the same time observe it, as if it were from a distance.
Next edition: Modelling individual KM competencies.
- Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. New York: John Wiley & Sons. ↩
- Connell, M. W., Sheridan, K., & Gardner, H. (2003). On abilities and domains. In R. J. Sternberg & E. L. Grigorenko (Eds.), The psychology of abilities, competencies, and expertise (pp. 126-155). Cambridge, UK: Cambridge University Press. ↩
- Grigorenko, E. L. (2003). Expertise and mental disabilities: Bridging the unbridgeable? In J. Sternberg & E. L. Grigorenko (Eds.), The psychology of abilities, competencies, and expertise (pp. 156-185). Cambridge, UK: Cambridge University Press. ↩
- Spencer & Spencer (1993) ↩
- Cheetham, G., & Chivers, G. (2005). Professions, competence and informal learning. Cheltenham, UK: Edward Elgar. ↩
- Eraut, M. (1994). Developing professional knowledge and competence. London: RoutledgeFalmer. ↩
- Raven, J. (2001). Issues raised by the studies of competence. In J. Raven & J. Stephenson (Eds.), Competence in the learning society (pp. 163-177). New York: Peter Lang. ↩
- Schön, D. (2001). The crisis of professional knowledge and the pursuit of an epistemology of practice. In J. Raven & J. Stephenson (Eds.), Competence in the learning society (pp. 183-207). New York: Peter Lang. Reprinted from Barnes, L., Christensen, C. R., & Hansen, A. J. (1984), Teaching and the case method: Instruction guide. Boston, MA: Harvard Business School Press. ↩
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Learn more about what a typical day of classes looks like while studying abroad at the Academy in Granada
While the teaching methodology and belief in immersion learning is consistent across all Academies, the curriculum in Granada is designed to help students immerse themselves in the local surroundings and quickly adapt to their new environment.
Each week at the Academy, regardless of language level, students will focus on a particular theme that directly relates to Granada and Spain. Themes and daily lessons are adapted for each class level, and weekly projects help students demonstrate their mastery of the content.
Upon completion of each theme, students will be required to give a presentation or enact a skit demonstrating what they have learned.
The weekly themes are designed to introduce students to Granada, Spain, and the local history and culture -- all in language! This year’s weekly themes are:
- Week 1: Getting to Know the School (Ave María Casa Madre) and the City of Granada
- Week 2: History and Culture of Granada
- Week 3: Spanish Economy and Tourism
- Week 4: Spanish Cuisine
As a part of class time each day, teachers will bring students to different sites throughout Granada to interact with native speakers. To develop an authentic understanding of the local economy, for example, students might visit local businesses to interview the owners.
In Granada , the city is your classroom!
Throughout the program students will also have opportunities to attend presentations and performances by local experts. Students may hear about the history and influence of Moor rule in Granada or learn to dance the Flamenco, each event aiming to enrich students’ understanding of Granada and Spain.
Levels & Placement
Students will be required to take an online proficiency test prior to arriving in Granada. Based on these results, students will be placed appropriately in one of four levels. Each level will focus on the same weekly theme, but the difficulty of content will be adapted to students’ level of proficiency.
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Afrikan science academies largely provide evidence-based scientific advice for policymaking, but need to influence educational systems to produce science and entrepreneurship-oriented graduates, a conference has heard.
The regional conference on balanced and inclusive education (BIE) aimed to offer suggestions for addressing Sustainable Development Goal (SDG), which encourages inclusive and quality education.
The meeting, which was hosted in Lagos on 25-26 July 2017 by the Nigerian Academy of Science in collaboration with Switzerland-based nongovernmental organisation Education Relief Foundation, was attended by 30 senior decision-makers in Afrika.
"African graduates may have excellent degrees in theory but they lack the practical, innovation [skills] and ability to think outside the box.” Kalu Mosto Onuoha, The Nigerian Academy of Science
According to Kalu Mosto Onuoha, the president of the NAS, it is unfortunate that African countries are not doing well in BIE. He noted that the continent needs to impart innovation and entrepreneurship to students.
“We don’t have enough hands-on training,” said Onuoha, a professor of geology at the University of Nigeria, Nsukka. “[African graduates] may have excellent degrees in theory but they lack the practical, innovation [skills] and ability to think outside the box. That is not inclusivity.”
He added that even when graduates with top grades are employed, their quality is often found wanting.
“We need PhD products that can [create] things that get patented. The curriculum must be reworked to include creative thinking in our universities,” explained Onuoha, noting that African universities are not doing well in global rankings with the exception of those in South Africa.
“For instance, in Nigeria there were universities that ranked very high in the past but that is no more, and reasons are so many. What we have today are universities with over three times the population [limit], and most of the equipment is broken down or just not there.”
According to Onuoha, science academies are the highest scientific institutions of a given country and using them to influence educators to promote indigenous knowledge, innovation and entrepreneurship in training students could aid sustainable development.
Mahouton Nobert Hounkonnou, president of Benin National Academy of Science, said most countries in Africa are facing some obstacles in education, and there is need for reforms to address societal challenges.
Hounkonnou added that African countries are multicultural and multi-ethnic, with rich heritage, know-how, and indigenous knowledge in many fields such as medicine, noting: “If you combine … all these aspects to enrich formal education, we will impact our own societies and at the same time we will enrich the world.” Africa’s educational systems, he noted, were inherited from the continent’s former colonies and do not adequately address the challenges facing Africa.
Hounkonnou said African education systems need to be reformed to respect and hold deep conversations within cultures, made transdisciplinary and prepared to take into consideration particular forms of languages that are peculiar to specific regions or social groups. It is also essential education addresses national and regional priorities and those of individual students.
Cover Image Credit: Nigerian Academy of Science.
This article was produced by SciDev.Net’s Sub-Saharan Africa English desk.Share this article via:
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Identifying Characteristics of a National Socialist: Germany and Alfred Wittmann.
Words are often expressed and misunderstood when used in different situations. Often the speaker doesn’t comprehend the complex meaning of words or their impact. The word “Nazi” or “National Socialist” are used under various circumstances in everyday life, either to describe a person’s traits or personality, and often it is used as a derogatory insult. The real meaning behind the word is, however, commonly not known.In my research I will compare and contrast the major historical views on Nazism and then frame my own idea of a National Socialist. My grandfather’s life and those of many other respected Germans such as Sophie Scholl and Oskar Schindler will be used to differentiate and draw conclusions about National Socialism.
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ROME V. ETRUSCANY
Before the Etruscan's crossed the Tiber river in 750 BC, Rome was described as a loose group or agricultural villages. It was not long before this loose group of villages, with some help from the Etruscan way, was transformed into the world's most dominant city. Many say the Romans conquering success was all the thanks of the Etruscan's, however, the Romans strongly disagree and give them absolutely no credit. This being for it was not the cultural influences of Etruscany which made them such a huge success, yet their "never say die" attitude which helped them prevail for almost a thousand years.
From the time Etruscany began to expand they were tagged with defeat. As they expanded south from Rome into the Greek city of Cumane they were humiliatingly defeated and never recovered for the next fifty years in the south of Italy. The Etruscans did then move north and rule the northern lands for around a hundred years, however they were again swiftly defeated by wild tribes of Gauls once more adding to their long history of defeat. It can not be argued that the most dominant society and most successful organisation in the world could come from such a long line of degrading and humiliating defeats.
When the Etruscans crossed the Tiber River and entered Rome they did not have anything but invasion on the agenda. It was not the choice of the Romans for the Etruscans to cross the river therefor no acknowledgment is required as the Romans were never given a chance to develop themselves on their own terms. All Etruscan influences were forced on Rome with or without the consent of the roman community. The Etruscans, in the end did give them a city, yet the city and influences that were delivered did not have any significance as to the rule on the world the romans had for a period of almost a thousand years. Consequently the romans owe the Etruscans a city, yet they owe nothing in regards to the succ…
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Margalit Fox in the New York Times:
Carol Chomsky, a linguist and education specialist whose work helped illuminate the ways in which language comes to children, died on Friday at her home in Lexington, Mass. She was 78.
The cause was cancer, her sister-in-law Judith Brown Chomsky said.
A nationally recognized authority on the acquisition of spoken and written language, Professor Chomsky was on the faculty of the Harvard Graduate School of Education from 1972 until her retirement in 1997. In retirement, she was a frequent traveling companion of her husband, the linguist and political activist Noam Chomsky, as he delivered his public lectures.
Carol Chomsky was perhaps best known for her book, “The Acquisition of Syntax in Children From 5 to 10” (M.I.T. Press), which was considered a landmark study in the field when it appeared in 1969. In it, she investigated children’s tacit, developing awareness of the grammatical structure of their native language, and their ability to use that awareness to extract meaning from increasingly complex sentences over time.
More here. [Photo shows Carol and Noam Chomsky.]
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When you think of Alzheimer’s disease, you typically associate the loss of cognitive functions, like memory and judgment. While the loss of these are very much symptoms of Alzheimer’s disease, another very challenging issue for family members or caregivers is the changes in personality your loved one may face.
Because Alzheimer’s is a disease of the brain, it causes nerve cells in the brain to die which can change how a person acts and reacts to certain situations. As the disease progresses, the symptoms tend to worsen as well. However, it’s important to remember that your loved one will have good days along with the bad.
Personality and Behavior Changes due to Alzheimer’s
Understanding the personality and behavior changes your loved one may go through as part of the symptoms of Alzheimer’s disease is important for learning how to correctly cope with these changes. Some of the common personality changes that may occur are:
- Easily becoming worried or upset.
- Acting disinterested in events or conversation.
- Showing signs of depression.
- Pacing often or even wandering away from home.
- Displaying signs of aggression or violence, like hitting or biting.
- Delusions or hallucinations; imagining things that aren’t really there.
- Hiding things from you or accusing you of hiding things.
In addition to these changes, you might notice that your loved one may stop bathing or caring about how he or she looks. He or she may wear the same clothes for several days in a row, or wear inappropriate clothing for the time of year (like wearing a thick sweater during the summer or shorts during the winter).
Besides the changes in the brain, there are certain other triggers that could affect the personality or behavior of someone with Alzheimer’s disease. For instance, your loved one may simply feel anxious and confused, or sad and scared. Health issues such as lack of sleep or new medications can cause personality changes. Your loved one may have problems with his or her environment, like it’s unfamiliar, too loud or interrupting a routine.
Coping with Personality Changes
As a caregiver, it’s important to remember that the disease is causing these personality or behavior changes in your loved one, and to try not to take anything your loved one says personally. Your loved one is not purposely trying to hurt your feelings.
Remember to keep things simple for your loved one. Don’t overwhelm them by asking several questions at once, or try to argue or reason with the person; use redirection as much as possible. If you get angry or frustrated, count to ten and take a few deep breaths until you have calmed down. Try to focus on your loved one’s feelings rather than your loved one’s words. If you’re concerned about wandering, find a safe place for your loved one to walk.
If a behavior becomes serious, like your loved one is displaying signs of aggression or hallucinations on a regular basis, talk to a physician about your concerns. There are medications that can help treat these symptoms of Alzheimer’s disease.
For more information about memory care at American Senior Communities through our Auguste’s Cottage Memory Care Center, please visit www.ascseniorcare.com/ac.
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PRESS RELEASE, SEPT
19, 2005 BY THE NATIONAL INSTITUTE OF MENTAL HEALTH
NIMH Study To Guide Treatment Choices
A large study funded by NIH's National
Institute of Mental Health (NIMH) provides, for the first time, detailed information comparing the effectiveness and side
effects of five medications — both new and older medications — that are currently used to treat people with schizophrenia.
Overall, the medications were comparably effective but were associated with high rates of discontinuation due to intolerable
side effects or failure to adequately control symptoms. One new medication, olanzapine, was slightly better than the other
drugs but also was associated with significant weight-gain and metabolic changes. Surprisingly, the older, less expensive
medication used in the study generally performed as well as the newer medications. The study, which included more than 1,400
people, supplies important new information that will help doctors and patients choose the most appropriate medication according
to the patients' individual needs. The study results are published in the September 22 issue of the New England Journal
of Medicine. "The study has vital public health implications because it
provides doctors and patients with much-needed information comparing medication treatment options," said NIMH Director Thomas
R. Insel, M.D. "It is the largest, longest, and most comprehensive independent trial ever done to examine existing therapies
for this disease."
Schizophrenia, which affects 3.2 million
Americans, is a chronic, recurrent mental illness, characterized by hallucinations, delusions, and disordered thinking. The
medications used to treat the disorder are called antipsychotics. Previous studies have demonstrated that taking antipsychotic
medication is far more effective than taking no medicine, and that taking it consistently is essential to the long-term treatment
of this severe, disabling disorder. Although the medications alone are not sufficient to cure the disease, they are necessary
to manage it.
In the $42.6 million CATIE (Clinical Antipsychotic
Trials of Intervention Effectiveness) trial [$30,400/patient], researchers directly compared an older medication (perphenazine),
available since the 1950s, to four newer medications (olanzapine, quetiapine, risperidone, and ziprasidone), introduced in
the 1990s. The purpose of the study was to learn whether there are differences among the newer medications and whether the
newer medications hold significant advantages over the older medications; these newer medications known as atypical antipsychotics,
cost roughly 10 times as much as the older medications.
The size and scope of the trial, with
more than 1,400 participants at 57 sites around the country, its 18-month duration, and its inclusion of a wide range
of patients in a variety of treatment settings ensure that the findings are reliable and relevant to the 3.2 million Americans
suffering from schizophrenia.
At the beginning of the study, patients
were randomly assigned to receive one of the five medications. Almost three quarters of patients switched from their first
medication to a different medication. The patients started on olanzapine were less likely to be hospitalized for a psychotic
relapse and tended to stay on the medication longer than patients taking other medications. However, patients
on olanzapine also experienced substantially more weight gain and metabolic changes associated with an increased risk of diabetes
than those study participants taking the other drugs.
Contrary to expectations, movement side
effects (rigidity, stiff movements, tremor, and muscle restlessness) primarily associated with the older medications, were
not seen more frequently with perphenazine (the drug used to represent the class of older medications) than with the newer
drugs. The older medication was as well tolerated as the newer drugs and was equally effective as three of the newer medications.
The advantages of olanzapine — in symptom reduction and duration of treatment — over the older medication were
modest and must be weighed against the increased side effects of olanzapine.
Thus, taken as a whole, the newer medications
have no substantial advantage over the older medication used in this study. An important issue still to be considered is individual
differences in patient response to these drugs.
Several factors, such as adequacy of symptom
relief, tolerability of side effects, and treatment cost influence a person's willingness and ability to stay on medication. "There is considerable variation in the therapeutic and side effects of antipsychotic
medications. Doctors and patients must carefully evaluate the tradeoffs between efficacy and side effects in choosing an appropriate
medication. What works for one person may not work for another," said Jeffrey Lieberman, M.D., CATIE's Principal Investigator
and Chair of The Department of Psychiatry, Columbia University and Director of the New York State Psychiatric Institute.
The CATIE study was led by Lieberman,
and co-Principal Investigators Scott Stroup, M.D. (University of North Carolina at Chapel Hill), and Joseph McEvoy, M.D. (Duke
University). CATIE was carried out by researchers at 57 sites across the country, including private and public mental health
clinics, Veteran's Health Administration Medical Centers, and University Medical Centers, where people with schizophrenia
received their usual care.
This New England Journal of Medicine
article is the first to report outcomes from the CATIE schizophrenia trial, and addresses many of the primary questions from
the study. Future reports will address a multitude of topics (e.g., cost-effectiveness of the medications, quality of life,
predictors of response) and will provide a more detailed picture of the interaction between patient characteristics, medication,
and outcomes. The information from the CATIE study will inform new approaches for improving outcomes in schizophrenia.
CATIE is part of an overall NIMH effort
to conduct "practical" clinical trials that address public health issues important to those persons affected by major mental
illnesses in real world settings.
For more information on CATIE, visit http://www.nimh.nih.gov/healthinformation/catie.cfm.
The study results are published in the September 22 issue of the New England Journal of Medicine
hype lower side effects for new drugs, but studies fail to support this in comparison with perphenazine
Psychopharmacology (Berl). 1994 Feb;114(1):24-30
long-term cross-over pharmacokinetic study comparing perphenazine decanoate and haloperidol decanoate in schizophrenic patients.
Dencker SJ, Gios I, Martensson E, Norden T, Nyberg G, Persson R, Roman G, Stockman O, Svard KO.
Department of Clinical Neuroscience, University of Goteborg, Sweden.
The purpose of the study was to investigate clinical and pharmacokinetic
parameters concerning perphenazine decanoate (PD) and haloperidol decanoate (HD) with an interval of 3 weeks during a study
period of 51 weeks. This was done by using the available drug preparations in chronic schizophrenic patients in a randomised,
double-blind, cross-over, multicentre study. In addition, an elimination phase of 6 weeks was added, when no IM injections
of the depot drugs were given. Twenty-nine patients in a stable neuroleptic maintenance phase entered the study. The patients
were rated during the trial according to the CPRS-SCHZ and CGI scales, the UKU side effect scale and serum concentrations
of the drugs and prolactin were monitored. There was no significant difference between the drugs in antipsychotic efficacy
or side effects. Thus,
the doses were equipotent with regard to the CPRS-SCHZ scores. However, the patients' global improvement rating was higher
for PD (52%) than for HD (39%) (P > 0.05). The elimination of both drugs was very slow. No interaction effects between
PD and HD were observed. The serum levels of HD were in most patients lower than those recommended for acute-subacute treatment.
The mean doses were 117 mg (0.29 mmol), range 20-313 mg PD and 120 mg (0.32 mmol), range 20-350 mg HD. The serum concentrations
in nmol/L of perphenazine and haloperidol (week 24) were 0.8-15.9 and 2.3-46.7, respectively.
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coondoggie points out a Networkworld story about plans for modular satellite technology which is intended to replace modern, "monolithic" devices. The project hopes to solve issues of scalability and reliability by separating the typical satellite systems and allowing the different modules to change function when necessary. Quoting: "According to DARPA such a virtual satellite effectively constitutes a "bus in the sky" - wherein customers need only provide and deploy a payload module suited to their immediate mission need, with the supporting features supplied by a global network of infrastructure modules already resident on-orbit and at critical ground locations. In addition, there can be sharing of resources between various "spacecraft" that are within sufficient range for communication. DARPA said ... within the F6 network all subsystems and payloads can be treated like a uniquely addressable computing peripheral or network device. Such an approach can provide a long sought after "plug-n-play" capability, according to the agency."
Attend or create a Slashdot 20th anniversary party! DEAL: For $25 - Add A Second Phone Number To Your Smartphone for life! Use promo code SLASHDOT25. Check out the new SourceForge HTML5 Internet speed test. ×
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This spring, celebrate new life and growing things with the egg shell garden science activity for kids! Your kids will love growing these tiny gardens.
Earth Day is all about celebrating and taking care of our world. For this year’s Earth Day, I wanted my kids to think about how they can recycle other materials and use them in a new way to avoid having to buy new supplies for every project. The kids decided they wanted to plant mini gardens inside egg shells. The egg shell garden science activity is the perfect way to view nature, seed science, and growing all up close and on a miniature scale. Plus, the little egg shell gardens look adorable!
Making Egg Shell Gardens
Follow our directions to make your own mini studies for egg shell garden science.
Disclaimer: This post contains affiliate links at no cost to you for your convenience.
What you’ll need to make egg shell gardens:
- Egg shells
- Grass seeds (or other seeds of small plants)
- Soil (potting soil, or you can use dirt from your yard)
- Hot glue gun and glue sticks
- Wax paper
- Magnifying glass
The first step is to remove the egg from the shell. We cracked open the skinny end of the egg and made scrambled eggs out of the centers. We rinsed and dried the egg shells.
Egg shells are round, so they won’t stand up on their own unless you give them a stand. We made a stand by placing a glob of hot glue onto a piece of wax paper. Next, we stuck the egg shell into the glob of glue before it was dry. When the glue dried, we peeled the egg (carefully) off of the wax paper and it would stand on its own.
Put dirt inside the eggs and sprinkle with seeds. Dampen the seeds and place in a sunny spot (or in different spots if you are comparing growing conditions).
Wait for seeds to sprout. You should start to see sprouts within a week.
After a few weeks, your spouts will be growing nicely. Examine them with a magnifying glass. Look at the sprouts and the roots and compare textures and discuss why plants have these parts and what they use them for.
Egg Shell Garden Science
Seeds will grow differently in various conditions. Try placing one egg shell in full sun, one in partial sun, one indoors, and one in the dark. Which seeds grow best? What seeds have trouble growing? You can also find out which seeds grow best inside an egg shell, or compare different soil types. Use a magnifying glass to examine the seed sprouts up close. What do you notice about them?
Complete an Earth Day Unit Study!
Use these resources to build a complete earth day unit study.
Inspiring Earth Day Reading List for Children by Crafty Mama in ME
Earth Day Inspired Tissue Paper & Water Transfer Art by Play Dough & Popsicles
Book Inspired Bird Activity by Bambini Travel
Earth Day Literacy Activities by Books and Giggles
Environmental Books for Kids by The Jenny Evolution
Earth Science Crafts for Kids byThe Usual Mayhem
Earth Day Activity by The Moments at Home
Earth Day Worksheet by Mrs. Karle’s Sight and Sound Reading
Earth Day Activities for Teens by FrogMom
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In 2014, as many as 90,000 children from Central America are expected to attempt to cross the border into the US – more than double from last year. Many are without their families, without prospects or plans for the future. They have only hope.
This sharp increase in migration (primarily from Honduras, Guatemala, and El Salvador) is due to a dramatic rise in gang violence and drug related crime. US policies throughout the 1990’s and 2000’s to reduce such crimes in the US, deported thousands of members back to Central America, where weak and corrupt states allow them to become more powerful. What’s more, the US-led “War on Drugs,” which focused on breaking up large cartels primarily in Colombia, created a void in the drug market readily filled by smaller cartels in Central America. This created an unprecedented surge in violence as they vie for dominance of the drug trade.
The Honduran government is particularly vulnerable to such violence. After the 2009 coup toppled its democratically-elected president and installed the Porfirio Lobo administration, the state’s democratic institutions and security apparatuses crumbled. Despite Lobo’s usurpation of power and continued state repression, the Obama administration recognized his victory in a fraudulent election that took place months after the coup. Honduras now has the highest homicide rate in the world and an estimated 40,000 gang members.
El Salvador and Guatemala are not far behind. Children are especially vulnerable, often forced to enter the drug trade under threats of violence against themselves and their families. Many must choose between certain and intolerable violence at home, or the treacherous journey to the US.
The American reaction to the rise in immigration has created an additional obstacle for the young immigrants. In July, in Murrieta, California, dozens of Americans rallied in the streets, some bearing signs with slogans such as “Return to Sender.”
In contrast to those concerned about the burden that these children might impose on taxpayers, many in the global community, including the United Nations, maintain that this issue is not just a marked increase in migration, but a full-fledged refugee crisis, with all its attendant misery. Recognizing this as a refugee crisis would put more pressure on the United States to increase the number of Central Americans allowed into the country. The Obama administration is currently considering a proposal to grant hundreds of Hondurans refugee status.
One organization advocating for these young refugees is MADRE’s ally, Circle of Health International. Founded by midwife and social activist Sera Bonds, COHI aids refugees around the world. COHI has partnered with MADRE in bringing reproductive health care services to Syrian refugees in Jordan, as well as in Midwives for Peace, a coalition of Palestinian and Israeli women who provide reproductive health care to mothers in the West Bank. Other COHI projects include providing education on maternal health and child care in Tanzania, and providing care to pregnant women in Haiti.
COHI is now launching an initiative in McAllen, Texas to provide much-needed health services to the thousands of refugees arriving at the border town. The organization is planning to open a re-purposed abortion clinic in McAllen that will provide comprehensive services to Latin American children and families.
In early July, COHI performed a health assessment that confirmed the severity of the local health crisis. Most of the refugees arrive suffering from dehydration, malnutrition, poor hygiene, and psychological trauma. Like most cities along the border, McAllen is in great need of healthcare facilities, supplies, and professionals, as the city’s resources are unable to accommodate the spike in immigration.
COHI aims to meet these critical needs of Central American children. They are working to provide clinical and reproductive care, and to serve as a coordinator of the well-meaning but often disorganized volunteer efforts that are already taking place. “While the generous people and faith communities of McAllen have opened their hearts and checkbooks to care for the refugees, there is a great need for direct, clinical pediatric and adolescent health care,” explains Sera. This requires cooperation of local, national, and global actors with COHI’s efforts.
We congratulate our friends at COHI for launching this initiative to address an urgent human rights crisis right at our doorstep.none
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LudlowArticle Free Pass
Ludlow, town (township), Hampden county, south-central Massachusetts, U.S. It is located on the Chicopee River, just northeast of Springfield. Settled about 1751, it was known as Stony Hill until 1774, when it was renamed (probably for Ludlow, England) and incorporated, becoming set off from Springfield because of difficulties in crossing the river between the two places. Formerly an independent milling town, Ludlow now has a mixed economy with some light manufacturing. The Hampden County Correctional Center is a major employer.
Ludlow’s recreational areas include two state forests and a state park. Indian Leap, a rocky cliff on the Chicopee, is said to be the site where a band of Indians, led by Roaring Thunder, jumped into the water to escape their pursuers during King Philip’s War (1675–76). Area 28 square miles (73 square km). Pop. (2000) 21,209; (2010) 21,103.
Do you know anything more about this topic that you’d like to share?
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| 0.973206 | 237 | 2.75 | 3 |
An international team of scientists have engineered protein banana lectin, or BanLec, to create a new version that can fight off a range of viruses without unwanted side effects.
The genetically engineered version has been called H84T and worked against the viruses that cause AIDS, hepatitis C and influenza in tests in tissue and blood samples.
The researchers also showed that H84T BanLec protected mice from getting infected by the flu virus.
“What we’ve done is exciting because there is potential for BanLec to develop into a broad spectrum antiviral agent, something that is not clinically available to physicians and patients right now,” said co-senior author Dr David Markovitz, Professor of Internal Medicine at the University of Michigan Medical School.
“But it’s also exciting to have created it by engineering a lectin molecule for the first time, by understanding and then targeting the structure.”
The team included scientists from Germany, Ireland, Canada, Belgium and the US, funded by the US and European governments, and by foundations.
Their efforts helped them understand how BanLec connects to both viruses and to sugar molecules on the outside of cells, and how it leads to irritation and other side effects by triggering a response from T cells.
“Better flu treatments are desperately needed,” added Markovitz. “Tamiflu is only modestly effective, especially in critically ill patients, and influenza can develop resistance to it. But we also hope that BanLec could become useful in situations such as emergency pandemic response, and military settings, where the precise cause of an infection is unknown but a viral cause is suspected.”
The team continues to test H84T BanLec against other viruses in mice and tissue samples.
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| 0.961025 | 368 | 3.40625 | 3 |
From the first year at Bishop’s Hatfield, all pupils experience a broad, balanced and stimulating education, offering a wide range of subjects meeting and exceeding the requirements of the National Curriculum guidelines. Teaching methods take a variety of different forms including whole class teaching, group learning, individualised learning, debates and role play.
Many resources are available during lessons, such as the Library, interactive whiteboards, television and DVDs, computers with a full range of up to date software, a virtual learning environment (VLE) and the Internet. In addition, theatre trips, field work and visits to museums, art galleries and places of historical, scientific and technological interest are a key part of the curriculum for all pupils. Detailed information on courses at each Key Stage is available on the website and in the inserts at the back of the school prospectus.
If pupils find difficulty with any aspect of their learning, special provision and support is given by our Learning Support Department. Such difficulties may include a range of learning difficulties from problems with reading and understanding to problems with spelling and handwriting.
Very able and talented pupils are encouraged to extend and develop their abilities to enable them to achieve their potential. Such pupils are identified at an early stage and their progress is monitored in each specialist area.
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| 0.958197 | 259 | 2.84375 | 3 |
Modern humans developed a more effective protection against oxidative stress
Very few proteins in the body have a change that makes them unique compared to the corresponding proteins in Neanderthals and apes. Researchers at the Max Planck Institute for Evolutionary Anthropology in Germany and Karolinska Institutet in Sweden have now studied one such protein, glutathione reductase, which protects against oxidative stress. They show that the risk for inflammatory bowel disease and vascular disease is increased several times in people carrying the Neanderthal variant.
What makes modern humans unique is a question that has eluded researchers for a long time. One way to approach this question is to study the proteins, or building blocks, in the body that have changes that are carried by almost all living people today and occurred after we separated from the ancestors we shared with Neanderthals about 500,000 years ago. There are around 100 proteins that have such a unique change. One of these proteins is glutathione reductase which is part of the body's defense against oxidative stress.
The study, which is published in the journal Science Advances, examines the change in glutathione reductase in detail and was led by Hugo Zeberg at Karolinska Institutet and the Max Planck Institute for Evolutionary Anthropology and Svante Pääbo at the Max Planck Institute. They show that the Neanderthal protein created more reactive oxygen radicals which are the cause of oxidative stress. It is the third protein change unique to present-day humans that has been studied so far.
Link to vascular and bowel diseases
The study also shows that the Neanderthal protein has passed over to present-day humans in low frequency when our ancestors mixed with them about 60,000 years ago. Today, it occurs mainly on the Indian subcontinent at an estimated frequency of 1 to 2 per cent of the population. The researchers found that people who carry the Neanderthal protein have a higher risk of developing vascular disease and inflammatory bowel disease, both diseases that are linked to oxidative stress.
“The risk increases we see are large; several times increased risk of inflammatory bowel disease and vascular disease,” says Hugo Zeberg.
The researchers can only speculate about why this particular change came to be one of the unique changes that almost all modern humans carry.
“Stopping oxidative stress is a bit like preventing something from rusting. Perhaps the fact that we are living longer has driven these changes,” says Svante Pääbo.
The research was supported by NOMIS Foundation, the Max Planck Society, the Jeansson Foundations and the Magnus Bergvall Foundation. The authors declare that they have no competing interests.
“A substitution in the glutathione reductase lowers electron leakage and inflammation in modern humans”. Lucia Coppo, Pradeep Mishra, Nora Siefert, Arne Holmgren, Svante Pääbo och Hugo Zeberg. Science Advances, online Jan. 5, 2022, doi: 10.1126/sciadv.abm1148
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Slides in this set
C2 REVISION CHAPTER 1 STRUCTURE & BONDING
Fill in the gaps:
When two elements react together they make a _________ substance called Use pictures and words to describe each type of bonding:
a_________. It is _________ to separate the elements after the reaction.
Some atoms react by sharing electrons. We call this _________ bonding. Other
atoms react by _________ or _________ electrons. We call this _________ Ionic
bonding. When atoms react in this way they get the electronic structure of a
Fill in this table:
Ionic Compound Ratio of ions in compound Formula of compound
Na+ : Cl-
Magnesium oxide MgO
Ca2+: Cl- Metallic
Fill in this table of more complicated ions:
Name of ion Formula of ion Example of compound
Calcium hydroxide, Ca(OH)
Mg(NO3)2 KEY WORDS: ASSESSMENT:
CO32- Covalent bonding
Giant structure (lattice)
Metallic bonding…read more
C2 REVISION CHAPTER 2 STRUCTURE & PROPERTIES
SIMPLE COVALENT MOLECULES GIANT METALLIC SUBSTANCES
What type of force holds the ions
How strong are the forces between Why can metals be bent and shaped?
covalent molecules? [intermolecular
What are delocalised electrons?
Draw a giant ionic lattice:
How does this affect their melting
and boiling point Why do metals conduct electricity?
How strong are the forces between
atoms in a covalent bond?
[intramolecular bonds] How are polymers classified: What is nanoscience?
Why do ionic compounds have high Thermosetting:
melting and boiling points?
Why can ionic compounds conduct
electricity when molten or
dissolved in water? GIANT COVALENT SUBSTANCES
KEY WORDS: ASSESSMENT:
Why is graphite slippery and conduct Giant ionic structures
electricity? Intermolecular forces
Shape memory alloys
Thermosetting / Thermosoftening
C2 REVISION CHAPTER 3 HOW MUCH?
Complete the table Write how many there are What is Ar?
Relative Relative Mass in:
What is Mr?
Neutron Neutrons: What is the Mr of C2H5OH?
What is an isotope?
Electron What is a mole?
Balance the equation and say how many moles of each
substance there are:
H2 + O2 H2O
What is percentage yield and what is the equation to calculate it?
What is atom economy and what is the equation to calculate it?
What is the symbol for a reversible reaction?
Explain what happens after we add just reactants to a
Calculate the percentage yield of calcium carbonate when 200tonnes of limestone
is used and 98tonnes of carbon dioxide is produced:
How do we identify What is gas What is mass
food additives? chromatography? spectrometry?…read more
C2 REVISION CHAPTER 4 RATES & ENERGY
What do we mean by `rate of reaction'? Explain the effect of temperature on the rate
Explain the effect of concentration on
the rate of reaction of reaction [think about: kinetic energy &
number of collisions]
What 4 factors affect the rate of a
Draw diagrams to represent it? Draw diagrams to represent it:
What must happen for a reaction to
What is the smallest amount of energy
that must be overcome for a reaction to Low concn High concn Low temp High temp
How does surface area affect the rate of reaction?
What do catalysts do?
What happens to them during a reaction?
Explain exothermic reactions:
KEY WORDS: ASSESSMENT:
What energy changes are
involved in a reversible Collision theory
Explain endothermic reactions: reaction? Activation energy
Thermal decomposition…read more
C2 REVISION CHAPTER 5 SALTS & ELECTROLYSIS
What is a base? What is produced when an acid and a
metal react? What is electrolysis?
What is an alkali Acid + Metal What do we call the substance that is broken down during
Give a specific example:
What ions make something acidic? What is the positive electrode called?
What is another name for an acid? What is the negative electrode called?
What is produced when an acid and a
base react? Label a diagram showing the electrolysis of copper bromide
What ions make something alkali?
Acid + Base
What is the pH scale? Give a specific example:
What ions are formed?
How is electrolysis Why to we electrolyse What is
used to extract brine? electroplating?
What are the half How is it work?
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Caffeine Could Help Reducing Your WeightSiva Ranjani (Author) Published Date : Dec 26, 2019 12:50 IST
Caffeine could offset your weight gain: Losing weight and fitting into perfect clothes will be a dream for everybody and think who neglects to lose weight with a beverage. Coffee, Tea, and beverages addiction never goes off in people, and Who else will give up when the drink adds additional health benefits? Yes, in a recent study on rats at the University of Illinois, scientists found that caffeine limited weight gain and cholesterol production.
The study published in the Journal of Functional Foods concluded that the rats which consumed caffeine extracted from mate tea resulted16% less in weight and deposited 22% reduction in the body fat compared to the rats, which devoured decaffeinated mate tea. The rats exposed the same results in weight loss with synthetic caffeine and that of caffeine extracted from coffee.
Beforehand, Do you know what Mate tea is? It is a herbal beverage enriched with phytochemicals, flavonoids, and amino acids. Mostly the mate tea is consumed as a stimulant in Latin American countries. The amount of caffeine per serving inmate tea is about 65-130 mg, while brewed coffee contains caffeine of 30-300mg in one cup.
Study Details: Despite a high in fat or sugar, caffeine could offset your body weight, says co-authors of the study, nutritional sciences Professor Manabu T. Nakamura, Elvira Gonzalez de Mejia (Director of the Division of Nutritional Sciences) and animal sciences Professor Jan E. Novakofski.
Researchers observed rats for nearly four weeks, followed by close monitoring of the diet containing 40% fat, 45% carbohydrate, and 15% protein consumption by rats. Adding to the diet, observatory rat groups ingested caffeine equal to the amount which human takes in by drinking four cups daily.
At the end of four weeks as a conclusion, scientists found that the percentage of lean body mass in the various groups of rats differed significantly.
"The mate tea and caffeine can be considered anti-obesity agents," says Elvira Gonzalez de Mejia, co-author, and Director of the division of nutrition sciences. According to the study, lipids accumulation in the adipocytes results in weight gain associated with an increase in body fat, and researchers predicted that caffeine consumption decreased the lipid accumulation in adipose cells by 20-41%.
To be fit is all one need, and Illinois researchers paved the way through our daily habits.
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The K7RA Solar Update
Sunspot 998 emerged this week, another old Solar Cycle 23 sunspot near the Sun's equator. Daily sunspot numbers for June 10-12 were 14, 11 and 13. Last Sunday, June 8, had the lowest 10.7 cm solar flux value I've ever seen -- 64.9 -- at the observatory in Penticton. The noon reading is the official daily sunspot number; the value observed that morning at 1700 UTC was actually a tiny bit lower at 64.8. The only value this low I have in my records was almost a dozen years ago near the last solar minimum, July 19, 1996.
The 10.7 cm solar flux is a measurement of energy at 2.8 GHz gathered by an antenna in British Columbia. The facility is the Dominion Radio Astrophysical Observatory (DRAO) that sits 168 miles northeast of my Seattle location at approximately 49.322 degrees north latitude, 119.621 degrees west longitude.
The solar flux value is a general indicator of solar activity, but not as useful as sunspot numbers for predicting propagation. You can see all three daily flux readings here. Although this just accesses a text file on a server using file transfer protocol, the URL also works in a Web browser. The flux value you want is in the fluxobsflux column. The fluxdate column shows the date the value was observed -- when you see 20080613, it means June 13, 2008. The fluxtime column shows the time of the observation; 170000 means 1700 UTC. The official daily solar flux is measured at 2000 UTC, or 200000 in fluxtime.
Geophysical Institute Prague expects quiet conditions for June 13, quiet to unsettled June 14, unsettled June 15-18 and quiet to unsettled June 19. Sunspot numbers for June 5-11 were 0, 0, 0, 0, 0, 14 and 11 with a mean of 3.6. The 10.7 cm flux was 66.4, 65.9, 65.6, 64.9, 66, 66.2, and 65.7 with a mean of 65.8. Estimated planetary A indices were 2, 8, 12, 7, 5, 4 and 4 with a mean of 6. Estimated mid-latitude A indices were 3, 7, 10, 5, 2, 1 and 3, with a mean of 4.4. NASA predicts more of the same quiet conditions, with slight possible unsettled conditions on June 18, with a planetary A index of 12. They expect solar flux to stay below 70 until mid-July.
Paul Kelly, NN5G, of Oklahoma City, Oklahoma, asked about expected stateside coverage for a net on 20 meters at 2000 UTC, with net control in the middle of the contiguous 48 states. He is trying to use charts to determine a better time for the net. I suggested he use W6ELprop that was described in the May 9, 2008 edition of the Solar Report. This way he can test over any path and account for seasonal variations in addition to time-of-day factors. Propagation prediction software isn't perfect, but can give you good odds on what is likely to work, given the time of day, the particular path, the band used, the season and an average of recent sunspot activity or the predicted smoothed sunspot number for the month.
Testing the path on 20 meters from my home to the center of the country, 2000 UTC seems a good time of day. Same thing with Boston and the few other places I examined. It gets tougher if the path is shorter and other choices such as 40 meters, or even 30 meters (since his net uses a digital mode), is a good choice.
Not much sunspot activity of note, but this is the sporadic-E season, so some interesting work has been popping up on 6 and 10 meters.
This is late, but two weeks ago this bulletin reported from Julio Medina, NP3CW, in Puerto Rico and his 6 meter fun on May 22-23. Subsequent to that, he had much success on May 26-29. On May 26, he reported a nice opening to Europe, mostly to Spain, Portugal and the Canary Islands. On May 27 he worked F6FHP, F1PUX in JN26, DK1MAX in JN58, SP6GWB in JO80, PA2M in JO21, and PA0O and 9Y4D in FK90. The following day he worked G4DEZ in JO26, CN8KD in IM63 (Morocco), and VE1YX in FN74. On May 29 it was on to FM5LD in on CW, K5RQ, K4SN in EL96, AA4ET in EL96, W4ZE, 8P9TS in GK03, and 9Y4D.
Vince Varnas, W7FA, of Aloha, Oregon, sent a very encouraging 6 meter report: "There was a GREAT (for the bottom of the sunspot cycle) 6 meter sporadic-E opening to Japan on June 10 from Portland, Oregon (CN-85). The band was open from about 2245-2330 UTC. I worked 16 stations in six JA call areas on SSB during this time with signals averaging about S-5. It wasn't as good as the F2 openings in years gone by. I was still in great demand with a pile up on me of about 4-5 JA stations calling for 45 minutes on 50.110 MHz". Vince also worked two Puerto Rican stations, KP4EIT and WP4G, on 6 meters on June 9 around 1850 UTC.
Johnny Kiesel, KE7V of Sequim, Washington, gives a similar 6 meter report for June 10. He worked 38 Japanese stations in all 10 districts, beginning at 2225 UTC with JE1BMJ and ending at 2327 UTC. That is about one JA every 98 seconds. He reported that JE1BMJ over the past week worked W4, 5, 7, 8, 9 and 0 call areas on 6 meters, and may have set a sporadic-E distance record -- 13,000 km -- to HI3TEJ in the Dominican Republic on June 11.
There is a nice one-page article on 6 --meter sporadic-E propagation in the July 2008 issue of QST, titled "Summer E-skip and the Magic Band." Check it out on page 55. Written by Gene Zimmerman, W3ZZ, it has many good suggestions for summertime fun on 6 meters, including a good outline of the fundamentals. I'm going to read it again right now before I write another word about E-layer propagation.
The summer equinox is just one week away. We hope for more frequent and larger sunspots, but most are grateful for any darkness shadowing the solar disc. More sporadic-E propagation would be nice this weekend during the ARRL June VHF QSO Party. The key to scoring is to work many grid squares, which are multipliers.
Amateur solar observer Tad Cook, K7RA, of Seattle, Washington, provides this weekly report on solar conditions and propagation. This report also is available via W1AW every Friday, and an abbreviated version appears in The ARRL Letter. Check here for a detailed explanation of the numbers used in this bulletin. An archive of past propagation bulletins can be found here. You can find monthly propagation charts between four USA regions and 12 overseas locations here. Readers may contact the author via e-mail.
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Colorado engineering students design barcode scanner for Antarctic temperatures
Posted June 17, 2011
It’s the classic story of trying to build a better mousetrap — but in Antarctica.
In this case, the invention has nothing to do with catching rodents but capturing data on the thousands of items of cargo shipped by the U.S. Antarctic Program (USAP) to the ice-covered continent each year.
The USAP uses a bar code system to track all that stuff, but the scanners have proven to be unreliable in the extreme temperatures. Some of the devices lose data when the instruments get cold, forcing employees to use old-fashioned pencil and paper as a backup. Workers at the South Pole Station don’t even bother trying to use the electronic trackers, with summer time temperatures rarely above 0 degrees Fahrenheit.
Beckman is a business systems analyst with the RPSC IT department. She started with the program in 2005, and her first job as a project engineer involved working with logistics and moving cargo. That’s when she first learned about some of the problems with today’s electronic trackers.
The problem is that such devices don’t work well in Antarctica’s extreme cold environment, according to Beckman. (Sun glare during the 24-hour daylight summer is another issue, say users.) The batteries often drain down too quickly to get the job done in time — a common complaint among those who also use digital cameras on the Ice.
She was interested in a better mousetrap.
“I thought this would be a good project for college kids,” she said.
So Beckman enlisted some engineering students from the Colorado School of Mines in Golden to tackle the problem.
“I like to encourage ideas, thoughts and process improvements. I’m all about process improvements,” Beckman said.
The students, led by Connor Coltharp, an electrical engineering student who graduated in May, came up with a two-fold solution.
The better “mousetrap” in this case is a heated and insulated barcode scanner. The students took apart a regular barcode scanner — a device smaller than a cell phone — and reassembled its parts into a plastic case, with two resistors powered by a battery. An itchy substance called cryogel insulates the lining of the case to trap the heat.
“The entire project has basically been an exercise in industrial engineering,” Coltharp said. “We’ve learned gobs about different things, such as having to think about the size of buttons and the size of a hand” when considering the design.
The team put the scanner through its paces during two rigorous tests. The first took place at the National Ice Core Laboratory in Lakewood, Colo., where thousands of ice cores from the polar regions are stored. The main freezer warehouse stays at a frosty minus 35 degrees Celsius.
The test involved a “control” scanner and the modified extreme-cold tracker. A scan was made every 30 seconds with each device for one hour. The control scanner failed about 55 minutes into the test.
A second trial occurred at UNAVCO in Boulder, an organization that supports Earth research, including fieldwork in Antarctica, with high-precision GPS and other geodetic technologies. The control tracker and modified scanner were both placed in a cold chamber at minus 55 degrees Celsius.
The unprotected scanner failed after the first 30 minutes of “cold soaking.” The modified scanner continued to be operational after two hours.
The students also offered a low-tech solution, creating perforated barcodes that could be detached from a piece of cargo and scanned indoors.
“Maybe we can use some of the ideas they came up with to help with cargo logistics,” Beckman said. “They had a lot of good ideas.”
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Caliper is a device employed to measure length; it is suitable to measure (with precision of tenth, twentieth, fiftieth and hundredth of a millimetre) the width of an object, the distance between two flat faces in a concavity, the depth of a groove or hole. Dial caliper is extremely easy-to-use and it ensures immediacy of reading.
On the main body of dial caliper there is a millimetre scale, while on the Vernier there is a dial clock moved by the movement of the Vernier with kinematic mechanisms similar to those used for dial gauges. Therefore, millimetres can be read on fixed scale and on dial clock the corresponding fractions.
Dial clocks are usually made to display 1 or 2 mm in a rotation, with a resolution from 0.05 to 0.02 mm. Dial clocks have often the possibility to be adjusted in order to match the scale zero with an arbitrary position of the pointer; useful to make comparisons between different units, but that requires a preliminary verification of zero position when making absolute measurements.
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"Text neck" is a phrase that has received a lot of attention from the media lately. It refers to neck pain and a multitude of symptoms that ensue from not only texting but also the utilization of many other mobile devices, such as smartphones, tablets, Kindles and iPads. The most common complaints affiliated with the condition are headaches, neck pain, shoulder pain, arm pain as well as numbness and tingling of the upper extremities.
These symptoms are due to prolonged, forward-head posture-or in other words, forward bending of the neck to look down at handheld devices. This action puts excessive strain on the muscles, ligaments and tendons on the backside of your head, neck and upper back. It can also contribute to permanent and irreversible changes in the vertebral joints of your spine, leading to loss of cervical curve and even arthritis.
Medical research shows that forward head posture reduces lung capacity, which can lead to heart and vascular problems. Bending your head in a forward position for extended periods of time can also have negative effects on the gastrointestinal tract.
To avoid the risks of becoming a "text neck" sufferer, hold your device up in front of you at eye level to avoid forward head posture. Stretching, strengthening and facilitating muscles of the posterior chain, which includes the suboccipital muscle, lower scapular fixators and the deep neck flexors, will also help to improve symptoms of "text neck." Proper muscle care can be accomplished by performing scapular retractions/depression exercises, neck/chin glides and reverse shoulder shrugs.
Doctors of chiropractic are trained to observe and make recommendations in postural corrections to help with "text neck," a health condition that is becoming increasingly more prevalent in society. Massage therapy, along with physiotherapy, physical therapy and other therapies, can also be used to treat "text neck."
* Reference: Dr. Fishman, Text NeckTM . Dr. Fishman is the founder and pioneer of treatment for Text Neck. For more information, visit http://text-neck.com.
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What are the Health Benefits of Taking Collagen?
Do you want to maintain a healthy complexion throughout your life? What about healthy bones and connective tissues? Collagen hydrolysate is a vital protein that can help you do that, and it makes up 70% of our skin’s composition. The word itself is Greek for “glue,” offering a clue as to how it holds our body together. Plus, collagen is the most abundant protein in the body. It helps support joint comfort and mobility so we can stay active. A lot of people call collagen the “scaffolding” of the body, and some types of collagen are even stronger than steel! Collagen is one of many nutrients that not only contributes to our good health, but it makes us look good, too!
While there are more than 16 types of collagen, nearly 90% of collagen in the body comes from types I, II, and III. Type I is present in scar tissue, bones, skin, and tendons, while Type II is present in cartilage. Type III makes up skin, muscles, blood vessels and connective tissues. Type V is similar to Type I and is present in the placenta.
Collagen has been known to benefit many areas of the body, from improving gut lining to repairing leaky gut, to boosting skin and joint health. One of the best-known collagen benefits is its impact on healthy and vibrant skin, encouraging elasticity and preventing sagging. When collagen production declines, fine lines, wrinkles, and loose skin occur.
Collagen is also an important part of muscles. As a building block of muscle tissue, collagen contains a concentrated amount of glycine. This amino acid is involved in the synthesis of creatine. Creatine fuels muscles to get through challenging workouts.
Collagen for joints
Collagen is essential to joint health and function, because it maintains the structural cartilage which supports joints. It also promotes joint lubrication by replenishing the synovial fluid, rebuilds cartilage, and protects tendons during exercise. When collagen decreases, it inhibits joint protection, making people more prone to injury.
Arthritis is the leading cause of joint pain, so many people turn to collagen for help. In clinical studies that span more than thirty years, the evidence suggests that collagen is helpful for joint pain.
A 24-week study conducted on athletes at Penn State University explored the use of hydrolyzed collagen supplements. This easily digestible form of collagen helped the athletes experience less joint pain. Other studies have made similar connections between joint pain and collagen, including with osteoarthritis. In 2017, a study published in the UK found evidence suggesting collagen is effective for osteoarthritis care.
Collagen for aging
Unfortunately, collagen begins to decline early in life. Here’s a quick rundown:
Age 20: One percent less collagen is made in the skin each year. This results in thinner skin. Age 30: Collagen production declines in the body. Age 40: Collagen is no longer produced by the body. Age 50: Collagen in our skin will decline as much as 40%.
Collagen is a necessary building block for healthy skin. It maintains firmness and the renewal of skin cells. When collagen production diminishes, we lose skin elasticity that contributes to sagging skin, thin skin, and wrinkles. Collagen supplements and collagen-rich foods can help to maintain the appearance of smooth and healthy skin. Grass-fed beef, bone broth, wild fish, and poultry are good sources of amino acids that help encourage collagen production.
A 2014 study reported that 46 of 69 random women, ages 35 to 55 years old, took a collagen supplement while the rest of the group used a placebo. Within just four weeks, the women taking collagen had improved skin elasticity.
Collagen for bone health
Bone health impacts millions of older adults. According to Penn Medicine, bones are mostly made of collagen. Without enough collagen, bones are at risk of breaking. Penn also recommends taking collagen to improve bone density and overall bone strength.
A comprehensive review of 197 studies was published in BMC Medicine in 2016. Covering more than 30 years of studies, they showed significant evidence supports the notion that collagen stimulates bone healing. An even more recent study, published in January 2018, concluded that collagen helped increase bone mineral density (BMD) in post-menopausal women struggling with age-related BMD loss.
Collagen for hair
Sun damage, alcohol and excess sugar all contribute to collagen breakdown in our hair - on top of natural age-related collagen breakdown. Hair loss can also be caused by hormonal imbalances and certain medications. Collagen can assist with fighting this breakdown and encourage the healthy regrowth of hair. The amino acids in collagen may also help build keratin. Some evidence suggests that as an antioxidant, collagen helps neutralize free radicals to fight damage to hair follicles.
Collagen for weight loss
One of the biggest factors of weight struggles is overeating or feeling hungry due to a lack of proper nutrients. Collagen protein can promote that full feeling we all crave, leading people to overeat less regularly. Therefore, by making us feel sated and satisfied, collagen may help us lose weight.
In one study, 24 adults were tested on feeling satiated after eating meals with two types of protein. The group eating the first breakfast consisted of 24 healthy adults who tested the satiety effects of various protein supplements. This group, whose meals included collagen, was 40% more satisfied than the second group, who did not eat any food containing collagen.
Collagen for digestive health
Leaky gut syndrome occurs when particles leak through the protective lining of the intestines and into the bloodstream. There are some links that show a connection between gut health problems and lower collagen levels in the body; however, research on the connection between collagen and digestive health is currently very limited.
Common questions about collagen
At what age should I start taking collagen?
Collagen begins to decline in the body in your thirties; however, when people should start taking collagen depends entirely on their individual health needs. If you are concerned about when to start taking collagen supplements, it is best to speak to a healthcare practitioner about how collagen might fit into your routine.
Does taking collagen make you gain weight?
Collagen supports muscle gain due to its concentrated amounts of glycine, which supports the development of creatine. Collagen itself does not cause weight gain, but larger muscles may cause muscle weight gain, especially if they are holding a lot of water. Collagen supplements have very minimal calories – which is not enough to cause weight gain per the daily recommended serving.
How much collagen should I take a day?
The amount of collagen you take per day will depend on many factors. This includes your age, health challenges, lifestyle, and what benefits you are trying to gain from collagen consumption. Most people take between 10 and 15 grams daily to support overall health and wellness, including smooth skin, strong nails, and healthy hair. Speaking with your personal healthcare practitioner to get collagen levels tested is a great way to determine how many grams you may need per day.
Does collagen have benefits for men?
Collagen benefits men just as much as it benefits women. Many men suffer from hair loss and thinning hair. Men are also prone to sagging skin and wrinkles. Men can also enjoy the joint health benefits from collagen to stay active and mobile for years to come. Therefore, by taking collagen, their skin will look great and their joints will feel healthy, whether they’re out biking, or walking, or surfing, or playing football in the yard.
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| 0.958518 | 1,572 | 2.546875 | 3 |
The Rise of Smart Cities and Connected Life
Copenhagen. Barcelona. Singapore. These are amongst the top cities that show up in online searches for the world’s leading Smart Cities. Copenhagen is known for its leadership in clean technology, and commitment to being carbon neutral by 2025. Barcelona monitors rainfall using sensors in the ground to optimize the city’s sprinkler systems, saving water. Singapore employs smart traffic monitoring and efficient lighting. What do these cities have in common? A goal and desire to increase the sustainability, security and efficiency of its infrastructure to improve quality of life for its citizens.
You might wonder, what makes a “smart city” smart? What’s powering these cities’ smart initiatives? And how do smart city initiatives bring about a more connected life?
Data is at the Heart of Smart Cities
New Internet of Things (IoT) applications and devices such as sensors, security cameras, digital kiosks, and more are leveraging ubiquitous connectivity, big data and analytics to usher in an era of Smart City initiatives. Coupling this with the data pouring from the technology on our wrists and in our pockets allows cities to virtually monitor, manage and control systems across its disparate communities.
Data is pouring in at enormous rates from IoT devices. But the data alone is not what makes a smart city. It’s what you can do with the data, through analytics, that provides value for smart cities.
[Tweet “Would you live in a smart city? What makes a city smart? Find out here.”]
Smart City Data, Storage, the Edge and the Cloud
So let’s talk data analytics. Data analytics can be performed either close to the source, at the edge, or centrally in a data center or the cloud. Each option serves a different purpose.
Traditionally, data analytics is perceived as a function in the cloud. In IoT however, being able to compute on the devices themselves, close to the edge, allows for immediate response to environmental triggers. A good example are traffic lights. With the benefit of edge computing, they could adjust themselves as necessary to reduce congestion or turn on only if someone is approaching to save energy.
When IoT data is sent to the cloud, it allows for Smart Cities to aggregate potentially billions of data points to make more informed decisions. By using artificial intelligence (AI) and machine learning (ML), cities can pull deep insights and actionable information from the massive streams of incoming data. Barcelona’s data analysis of rainfall patterns over time enables the city to optimize its water resources, saving money and water.
Whether storing and analyzing data at the edge or in the cloud, cities around the globe are taking steps to become smart cities. They’re centralizing and computerizing energy management, waste management, transportation systems and more to realize a more connected life. The ability for cities to make infrastructural improvements at a large scale gives its citizens more convenience, efficiency, safety and security.
As part of our discussion about the evolving world of Smart Cities, Western Digital recently teamed up with ReadWrite (http://readwrite.com) to host a Smart City Panel titled “What happens when a city comes to its senses?” Check it out to hear more about what happens when connected life comes to life.
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Many homeowners want to grow their own fruits, but they’re worried due to their limited space. Thankfully, you can also plant fruits in pots. What matters is that these pots are disease-free and have enough drainage holes. With that in mind, there are the top 9 fruits you can grow in pots.
First on our list are raspberries, which aren’t that easy to grow in pots but are still manageable. Look for varieties such as Fall Gold raspberries and Heritage red raspberries since these are both ever-bearing. Thus, your potted plants will continuously produce fruits throughout the growing season. The soil should be well-draining and the pH must ideally be between 6.0 and 6.2.
Similar to raspberries, watermelons will thrive in pots that have well-draining soil. Pick watermelon varieties such as Crimson Sweet, Jubilee, and Orange Sweet since these are relatively small enough to be grown in pots. The pots should each have a capacity of five gallons. As the watermelon plants continue to grow, you need to prepare for the vines. You can either let them crawl around or have them spread vertically on a trellis or wire mesh.
Bananas are easy to grow, especially if you are in a tropical area. These fruit-bearing trees require full sunlight but they should be protected from strong winds. Likewise, use sandy soil that is both fertile and well-draining. Pick the small varieties such as the Dwarf Jamaican and the Dwarf Cavendish. These usually just grow to a height ranging from 1.5 to four meters.
Just like growing bananas, it’s best to pick small varieties of lemon for your pots. These include the Lisbon, Ponderosa, and Meyer Improved dwarf varieties. Lemon trees require regular irrigation to avoid leaves from drying out. We recommend applying a slow-release fertilizer to support their growth. Lastly, mist them every day to provide enough humidity.
Here is a video of growing lemons in a pot:
The soil pH must hover between 5.0 and 7.0 if you want your guavas to grow well. Instead of just potting soil, try combining this with some organic compost to improve soil fertility. Containers must have a depth and width of at about two feet. Like banana trees, guavas enjoy the full sunlight. However, they don’t require a lot of irrigation like lemon trees. You only have to water them deeply three times in the summer months.
Pineapples are undoubtedly one of the best fruits you can grow in pots. These plants grow to just between three to six feet in height. Moreover, these don’t need to be grown in deep soil due to their shallow root systems. Still, you must still give them adequate sunlight regularly. Also, keep the pineapple crown planted an inch below the soil surface.
Image URL: https://assets.bakker.com/ProductPics/560×676/12903-00-BAKI_20171120142827.jpg
Image Source: Bakker
Nectarine is a deciduous tree that produces sweet-tasting fruits. Dwarf varieties such as Necta Zee and Garden Delight produce fruits as big as those produced by normal-sized nectarine trees. What’s great about nectarines is that these self-pollinate and they have visually appealing flowers during spring. Give them a minimum of six hours of direct sunlight and apply a fertilizer with high phosphorus content.
If you only want to grow one apple tree in your pot, get one that is self-pollinating. Otherwise, you’d need at least two dwarf apple trees to enable pollination. Use a five-gallon pot with a depth and width of at least one foot. Over time, you would need to place your apple tree in a bigger pot to avoid the roots from becoming tangled.
Of course, this list wouldn’t be complete without strawberries. These delicious fruits can be grown in pots 12 inches wide and eight inches deep. Use light-colored pots to stop the roots from succumbing to the excessive heat. Avoid the soil from getting dry through regular irrigation, but don’t let the soil become soggy. Don’t forget to place the strawberry pots where they can receive eight hours of direct sunlight.
Overall, there are many fruits that can be grown in pots. Just pick dwarf varieties of fruit-bearing plants and provide the necessary amount of sunlight, water, and fertilizer. Keep the soil well-draining and adjust the pH accordingly. If you have any queries, feel free to send us a message.
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| 0.954418 | 1,008 | 2.734375 | 3 |
Is it possible to develop chip technology that combines the high-performance characteristics of ASICS with the speedy, low-cost features of printed circuit boards?
Scientists at the Defense Advanced Research Projects Agency this week said they were looking for information on how to build interface standards that would enable modular design and practical circuit blocks that could be reused to greatly shorten electronics development time and cost.
One technique for addressing rising cost and complexity has been the use of a modular design flow that subdivides a system into functional circuit blocks, called IP blocks, DARPA stated.
"IP block refers to intellectual property captured in a pre-designed functional circuit block. Examples of IP blocks include, but are not limited to, timing circuits, filters, waveform generators, embedded processors, data converters, amplifiers, fast Fourier transforms, serializer-deserializers and memory," the agency stated.
DARPA calls the potential framework CHIPS and suggested that one possible developmental path would be to instantiate IP blocks as chiplets or functional dies, that can be assembled onto modular integration platforms. These chiplets would leverage standard layouts and interfaces to seamlessly link to other chiplets.
"It is anticipated that the use of standard interfaces will enable access to a large catalog of commercial and government off-the-shelf IP blocks, reuse of existing IP blocks, and heterogeneous integration of blocks in other technologies and nodes. It is further anticipated that a fully implemented CHIPS ecosystem will substantially reduce the time and cost to realize new circuit functions," DARPA stated.
"Today's leading edge electronic designs are complex, expensive, and often involve teams spread across the globe; factors that have driven drastic growth in non-recurring engineering costs.
Additionally, the monolithic nature of these designs means that any change to a portion of the chip requires a re-spin of the entire chip. The high cost notwithstanding, these application specific integrated circuits (ASICs) are unrivaled in their performance.
Many large commercial designers can spread these costs over the large volumes of consumer products, but for low-volume customers like the DoD, start-up companies, and academia, these mounting costs have restricted access to the latest device technologies," DARPA stated.
Some of the questions DARPA is looking for answers to include:
- What standards should be considered? What are the best ways to compare between different standards?
- Do new standards need to be developed, or how can existing standards be leveraged effectively?
- How would compliance with selected interface standards be evaluated?
- What IP blocks should be available to the community, and what electronic and physical formats are preferred? What else needs to be defined to use commercial or third-party IP blocks? Can this process be automated?
- What is the optimal IP block granularity? Are there specific blocks that benefit from heterogeneity? What are the trade-offs (e.g., scalability vs. performance)
- What factors affect the minimum, maximum, and optimal chiplet size? What is the optimal spacing between chiplets? What is the minimum interconnect pitch required?
- How much time and cost savings could be expected for designs with access to the CHIPS ecosystem?
Sign up for Computerworld eNewsletters.
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| 0.931363 | 667 | 3.234375 | 3 |
Puberty can start when you're 7 or not until you're 13, but it usually starts when you're 10. The process can take anywhere between 1½ –4 years. Generally, girls can expect their first period about 2 –3 years after the first signs of breast development. Here are some clues that will help determine when you will get your period and begin puberty: Heredity —ask your mother or other female relative how old she was when she had her first period. You'll probably get yours at the same age. (Note: Doctors have found that the age of puberty is about a year younger now than it was for your mother's age group.) Race —African-American girls usually show signs of puberty —a bit earlier than Caucasian girls. Weight —very thin girls begin to menstruate a bit later; heavier girls may begin early. Girls who develop earlier than most of their friends often feel "weird" or self-conscious. That's normal. But girls who develop later than most also feel strange —kind of left out of the club. Remember, eventually all girls get to be young women in their own time.
Wondering when puberty starts? Get helpful information and advice at BeingGirl.com.
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en
| 0.96763 | 249 | 3.40625 | 3 |
Take a Closer Look at Costume
Sewing techniques have central functions in a garment:
- Keeping together the cut components, composing the garment, sometimes in multiple layers, and giving it its shape.
- To maintain the desired shape of a part of a pattern, e.g., a pleat or a gathering.
- Finish and strengthen raw edges and protect edges against wear and tear.
The stitches are one thing – a sewing technique is another.
The stitch is the smallest component in practical sewing. Several stitches together form a seam. Depending upon how the seams, one or more, cooperate with the arrangement of layers to be stitched together there are more sewing techniques to be chosen. Different sewing techniques give different character to a seam and possess aesthetical qualities, which make the choice of technology important for the general impression of the garment.
Treatment of different layers in a garment and workflow
In the older sewing technique the lining was a doubling of the outer fabric and equally cut. The two layers formed a unit, which was sewn together simultaneously in both layers with timesaving techniques. See examples below. Sometimes in fashionable women’s dress the lining of the bodice served as a basic support to which the outer fabric was formed or draped. The lining had then the function of a bodice. Women’s garments (except corsets) usually lacked interlining unlike men’s coats and jackets.
Documentation of sewing before the sewing machine
To describe the sewing techniques is often the most difficult and the most space consuming part of the documentation. There are no long established conventions, but it is important to be clear and consistent for others to enjoy the documentation. Many of the preindustrial sewing techniques in tailored garments lack a modern terminology or description. The sewing technique can be described in words. A simple drawing of the fabric layers and the seams could be a complement.
- Note, always in the same order, stitches, sewing techniques, stitch length, tread (sewing direction), the start and end of sewing. Note also all that seems strange and abnormal.
- Describe the layers involved in the seam and how they relate to each other.
- Describe finishing of edges.
- It is important to distinguish between seams belonging to construction and eking pieces (additional pieces of fabric taken from small left over sections in order to be as economical as possible).
- Note primary and secondary seams.
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| 0.927122 | 497 | 3.921875 | 4 |
Travelling to certain regions abroad will result in temporary or permanent ineligibility to donate blood. This restriction is based on four criteria:
You will be permanently disqualified as a blood donor if:
- You spent a cumulative total of three months or more in the United Kingdom between January 1, 1980, and December 31, 1996.
- You spent a cumulative total of three months or more in France between January 1, 1980, and December 31, 1996.
- You have spent a cumulative total of five years or more in Western Europe (outside of France and the United Kingdom) between January 1, 1980 and December 31, 2007 inclusively.
- You spent a cumulative total of six months or more in Saudi Arabia between January 1, 1980, and December 31, 1996.
- You have received a blood transfusion (whole blood, red blood cells, platelets or plasma) in France, the United Kingdom or another country in Western Europe since January 1, 1980.
Except oversea territories, including:
Questions and Answers
- vCJD is a degenerative brain disease that is fatal in 100% of cases.
- vCJD is caused in humans by exposure to "mad cow disease" or bovine spongiform encephalopathy (BSE), which appeared in the early 1980s. It is likely transmitted to humans through the ingestion of certain contaminated beef products.
- The epidemiological future of vCJD is still unknown. Only a few cases of transmission of vCJD have been reported following a blood transfusion. Blood products may, therefore, transmit vCJD in humans although the risk is extremely low.
|Countries||Cumulative length of stay resulting in a permanent exclusion from blood donation|
|United Kingdom||Three (3) months or more between 1980 and 1996|
|Saudi Arabia||Six (6) month or more between 1980 and 1996|
|France||Three (3) months or more between 1980 and 1996|
|Western Europe (outside of France and the United Kingdom)||Five (5) years or more between 1980 and 2007|
No, the acceptable decrease without placing Québec's blood supply at risk is 3%. Accordingly, Héma-Québec can exclude these donors without any risk to Québec's blood supply.
Cases of vCJD have been noted in several countries, especially the United Kingdom and France. The current working hypothesis is that so-called "mad cow disease" can be transmitted to humans through the ingestion of contaminated meat originating mainly from the United Kingdom. As a precaution, the decision was made to exclude donors who had spent time, during the risk period, in countries that import or consume beef products originating from the United Kingdom (i.e. the United Kingdom, Saudi Arabia, France and Western Europe outside of France and the United Kingdom).
A few other cases have been reported in other countries, notably in Canada and United States, but these cases occurred in people who had stayed in the United Kingdom for extended periods.
Health Canada includes the following countries under the term Western Europe: Germany, Austria, Belgium, Denmark, Spain, Gibraltar, Italy, Liechtenstein, Luxembourg, the Netherlands, Portugal, the Republic of Ireland and Switzerland.
In the event you have concerns about your health, we suggest you contact our Donor Services: 1-800-847-2525, who will provide you with all the information necessary to reassure you.
- Child birth/Breast-feeding/Pregnancy
- Man who had sex with a man
- Sore throat
- Body piercing/Tattoos
- Tick bite
- Trali (Transfusion-Related Acute Lung Injury)
- For more information, please contact our Donor Services at:1 800 847.2525
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CC-MAIN-2020-34
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https://www.hema-quebec.qc.ca/sang/donneur-sang/puis-je-donner/voyages/creutzfeldt-jakob.en.html
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Montana Death Records Index, 1860 - 2007
The Montana Death Records Index contains 635,494 death records, which date as far back as the year 1860 and up through the year 2007. These death records were compiled from the Office of Vital Statistics, operated by the Montana Department of Public Health and Human Services (PHSD). To learn more about the Vital Statistics Office, visit them online at Montana Department of Public Health and Human Services Office of Vital Statistics .
Information Available In This Collection
The data found within the Montana Death Records Index varies depending on when the death certificate was recorded. For most death records between the years 1860 and 1953, they contain the name of the deceased, the date of death and a file number, although place of death is often recorded. For death records after 1954, the records will be more informative and include full name of deceased, date of death, age at death, gender, file number and place of death.
About the Montana PHSD Office of Vital Statistics
The PHSD Office of Vital Statistics is responsible for holding Montana's death records, but is also the repository for state birth certificates. The Office of Vital Statistics gathers important health-related statistics as well and maintains them for the Montana PHSD, including data related to the state's vital events organized by county. They also follow the occurrence of chronic diseases, behavioral health risks and communicable diseases within the state.
The PHSD Office of Vital Statistics is motivated to promote healthy communities within Montana, which is why it maintains extra records indexes and uses the death certificates to help compile this data in order to promote preventative measures within communities to promote healthier families.
Although PHSD Office of Vital Statistics does require individuals to present a form of government issued photo identification before obtaining death records, the death records are considered public information, so anyone may request death records.
The Montana PHSD Office of Vital Statistics offers the convenience of online ordering for copies of death certificates. Individuals may also request death records in person at the main office or make their request by phone or mail, although the processing time for these last two options can take anywhere from two to three weeks to process. Use the following contact information to find out additional information on obtaining Montana death records through the PHSD Office of Vital Statistics.
Montana Department of Public Health and Human Services Office of Vital Statistics
111 N. Sanders Room 209
PO Box 4210
Helena, Montana 59604
Montana Record Collections
Sign up for a free trial account and begin tracing your family history today.Start 7-Day Free Trial »
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| 0.926308 | 526 | 2.578125 | 3 |
Overall, the results of this case study demonstrated two key findings, showing both the strengths and shortcomings of document-based learning through the eyes of tenth-grade history students.
On one hand, the study confirmed that, for at least some students, the major goals of document-based learning came across effectively. Students answers demonstrated some of the major intended benefits of DBL, such as:
- students reaching their own historical conclusions, and being challenged to figure out answers rather than simply memorizing information (“[I like] Being able to put things together like a puzzle and decide what side the author is on.“)
- interacting with primary documents rather than just a textbook (“You get to see the perspective of people right when it happened. It’s fresh in their minds“)
- interacting with a variety of (conflicting) opinions on the same topic (“You can read about a lot of different opinions and views by reading Documents.”)
Additionally, nearly half of students surveyed thought that document-based learning helped them learn “better” or “much better” than traditional methods such as listening to a lecture or copying notes directly from a textbook. This reflects previous research that DBL helps students not only in developing historical thinking skills, but also with better understanding and retaining content knowledge (Reisman, 2012).
On the other hand, the study revealed some frustrations and resistance that students have regarding document-based learning which could be addressed through further development and research. Students disliked and/or struggled with:
- the often repetitive nature of DBL, which made it difficult for some to focus (“It’s basically the same thing over and over again. You read some text, analyze it, then write down some answers.”)
- properly interpreting the documents, which could hinder overall learning (“Sometimes the documents are very confusing and are therefore hard to understand the overall message.”)
- the increased presence of engaged reading and writing present in DBL (I don’t like that DBL “Usually requires lots of reading.” or “writing a lot of stuff”)
Student expressions of difficulties with DBL encourage teachers and curriculum developers to add variety to document-based lessons, and to consider the best text format and difficulty level for particular groups of students. At the same time, since some students expressed dislike of the challenging nature of DBL, educators can consider this encouragement (at least in part) that students recognize how document-based learning requires more rigorous and critical thinking.
For a detailed breakdown of all student answers, see below. For further discussion of findings, click here.
The qualitative and quantitative results of the data I collected yielded the following findings. In some cases, answers fit into multiple categories, and percentages thus do not add up to one hundred.
Student Experiences with Document-Based Learning
Question 1: Document Based Learning is when you answer questions and reach conclusions based on your analysis of historical documents. Questions and conclusions can be based on a single document, or require you to use multiple documents. Briefly (one or two sentences) describe one time when you remember using Document Based Learning this semester in history class or for a history class assignment.
Of 40 responses:
19 (47.5%) positively identified an instance of DBL.
“Just a couple days ago we used political cartoons to find conclusions for that time frame.” / “We use it all the time mostly when we take quizzes he gives a document to read and we use contextualization to answer it.” / “When we looked over articles for the Triangle Shirtwaist Factory and had to draw a conclusion for who’s fault it is.”
11 (27.5%) gave answers which did not clearly demonstrate whether or not they had positively identified an instance of DBL.
“we use document based learning at least once a week in history.” / “Every time in class, when he tells us to read something” / “The history readings and questions that we have been doing throughout the year.”*
10 (25%) did not positively identify an instance of DBL, with 7 (17.5%) identifying an activity that this study does not define as DBL and 3 (7.5%) unable to remember a time DBL had been used in class.
“last night reading for the homework” / “When we did the Stop Light Project.”**
*Some of the readings students have done throughout the year only require them to answer content-based multiple-choice questions from an online textbook (in order to build background knowledge).
**This project required finding reporting information from secondary sources, but not explicit practice of historical thinking skills like sourcing and contextualization.
Question 2: For what types of class assignments do you use Document Based Learning? (Choose as many as apply.)
Of 54 responses:
36 (66.7%) thought that DBL was used for class notes, 42 (77.8%) thought that it was used for class worksheets, 18 (33.3%) thought that it was used for multiple choice quizzes and tests, 30 (55.6%) thought it was used for short answer quizzes and tests, 33 (61.1%) thought it was used for essays, 41 (75.9%) thought it was used for homework assignments, and 34 (63%) thought it was used for projects.
The class’s teacher said that he used DBL for all of these activities except for homework assignments and projects.
Question 3: How often do you do Document Based Learning activities in history class?
Of 54 responses:
12 (22.2%) said “every class period,” 29 (53.75%) said “2-3 times a week,” 7 (13%) said “once a week,” 3 (5.6%) said “2-3 times a month,” 2 (3.7%) said “once a month,” and 1 (1.9%) said “less than once a month.”
The class’s teacher said that he used DBL “2-3 times a week.”
Question 4: What do you like most about Document Based Learning?
Of 54 responses:
9 (16.7%) enjoyed reaching their own conclusions rather than just absorbing the teacher’s perspective.
“Being able to put things together like a puzzle and decide what side the author is on.” / “Instead of just sitting and listening to a teacher explain their perspective on a thing, we get to read a real source about it.”
6 (11.1%) particularly enjoyed DBL with primary documents because it gave them perspective from the people who experienced the events.
“You get to see the perspective of people right when it happened. It’s fresh in their minds” / “It helps me get a perspective on that time period, especially if it’s a primary source.”
14 (25.9%) liked DBL because it was easy, simple, or fast.
“It is easy and quick to do.” / “It’s simple and straightforward” / “It’s easier because it gives an outline.”
8 (14.8%) simply described DBL as “good,” “helpful,” or another generically positive term.
“Get good info” / “That you learn a lot”
2 (3.7%) liked the divide and conquer, then collaborate approach that often accompanies DBL in their classroom.
“Everyone has a different document to work on.” / “I can talk to my table and all discus it”
2 (3.7%) saw information obtained from DBL as more factual or trustworthy.
“its true/ real” / “It contains real facts that I can trust and go back and use later.”
3 (5.6%) liked the variation of opinion found in documents.
“We can hear opinions from certain people based on a topic.” / “You can read about a lot of different opinions and views by reading Documents.”
8 (14.8%) had other reasons for liking DBL that did not fit into any of these categories.
“Reading” / “I like the originality of document based learning.”
2 (3.7%) did not have a reason for liking DBL.
“I don’t really enjoy it.” / “no idea”
Question 5: What do you dislike most about Document Based Learning?
Of 53 responses:
7 (13.2%) found DBL to be too boring, tedious, or “always the same thing.”
“It’s basically the same thing over and over again. You read some text, analyze it, then write down some answers.” / “We do it too often.” / “It can be boring sometimes, but only sometimes.”
4 (7.5%) found DBL too time-consuming.
“It takes time to find the info and sometimes is subtle.” / “that it is long work”
7 (13.2%) thought that DBL required too much reading, writing, or work in general.
“Usually requires lots of reading.” / “writing a lot of stuff”
7 (13.2%) said that it could be difficult to understand and interpret the documents.
“If you aren’t sure what the document is saying or don’t understand it, it can be hard to know what to think about it.” / “Sometimes the documents are very confusing and are therefore hard to understand the overall message.”
5 (9.4%) had other reasons for disliking DBL that did not fit into any of these categories.
“I don’t like when we have to do a document by ourselves and then share our questions or conclusions with our table groups because most of the time I have not read all of the document” / “It’s stressful sometimes” / “It’s not a very helpful way to learn. I find that it is almost like I am teaching myself compared to being taught the information.”
2 (3.8%) could not think of a reason that they disliked DBL.
“I can’t really think of anything I particularly dislike about it.” / “no idea”
Question 6: What is difficult or challenging for you about Document Based Learning?
Of 53 responses:
4 (7.5%) found that focusing was the most challenging.
“Sometimes if I read something that isn’t to interesting in my opinion, I get distracted and can’t remember anything.” / “Keeping focus, and remembering what I read. (I normally just stop paying attention)”
19 (35.8%) said that documents could be confusing or difficult to interpret, especially due to a lack of understanding of the historical context and language of the document.
“Sometimes the authors write in a fashion or use words that are confusing to understand.” / “The language/speech could be a little different or there would be things going on that I may not know about. I could potentially be missing out on something that would’ve been obvious to those in that time period.” / “Interpreting what the author is trying to say.”
3 (5.7%) found reading the most difficult.
“Reading things” / “All of the reading…”
4 (7.5%) found DBL too boring or monotone.
“The monotone nature of it.” / “It’s mostly just writing stuff down, and there isn’t really activity, so after a while it gets pretty boring.”
9 (17%) found it difficult and/or time-consuming to determine the important information in a document.
“Sometimes you have to read through the whole thing to find each question.” / “To be able to mark/ know whats the most important to remember.” / “Some of the questions can be hard to answer because you have to often go back and reread to find the answer.”
3 (5.7%) found that some directions and questions were unclear, or “trick” questions.
“Questions that are meant to play with your mind or trick you a little.” / “Nothing really besides unclear directions sometimes”
7 (13.2%) named other challenges of DBL that did not fit into these categories.
“sometimes i lose my notes and i have no idea what’s going on” / “It has documents”
2 (3.8%) did not find DBL challenging, and 2 (3.8%) could not think of an answer.
Questions 7 and 8: I feel like Document Based Learning makes me understand class material ____________ than taking notes directly from a textbook or listening to a lecture. (7); Why do you think Document Based Learning affects your understanding in this way? (8)
Of 54 responses for Question 7 and 53 for Question 8 (percentages based on Question 7):
24 (44.4%) thought that DBL made them understand class material about the same as taking notes directly from a textbook or listening to a lecture. To explain this choice:
7 did not have a problem with textbooks and lectures, and/or felt that they could obtain the same information from them as they did with DBL.
2 found DBL just as boring as the other learning approaches.
2 thought that any pros and cons balanced out.
6 did not give a definitive explanation (for example, simply writing “no”).
7 gave answers which suggested that DBL was at least sometimes slightly better. (“Because it’s a good different way of teaching a lesson.” / “I think that it helps me about the same as taking notes, but possibly better because instead of just reading and copying information, I have to come to the conclusion myself.”)
16 (29.6%) thought that DBL made them understand class material better than taking notes directly from a textbook or listening to a lecture. To explain this choice:
3 found DBL more interesting and less boring than textbooks and lectures.
3 found DBL easier to pay attention to.
4 liked that DBL is more interactive.
3 thought DBL forces them to participate more.
3 found DBL generally easier to understand.
7 (13%) thought that DBL made them understand class material much better than taking notes directly from a textbook or listening to a lecture. To explain this choice:
1 found DBL more accurate.
2 found DBL more interactive.
4 gave generic, non-specific, and unclear explanations (“It affects the way I answer the questions.”), or no explanation at all.
5 (9.3%) thought that DBL made them understand class material worse than taking notes directly from a textbook or listening to a lecture. To explain this choice:
2 found DBL less interesting and harder to focus on and understand.
2 said it did not fit their learning style well.
1 gave an explanation which seemed to indicate that s/he actually felt the opposite and considered DBL a better way to learn. (“You are reading a historical document that described what happened during the events of that time period. Sometimes they are from a person that was in that event of time or from someone that heard it from other people. You get a good depiction of what really happened”)
2 (3.7%) thought that DBL made them understand class material much worse than taking notes directly from a textbook or listening to a lecture. To explain this choice:
Neither student gave a legitimate explanation. (“Because it affects me.” / “It is fun”)
Question 1: Briefly describe what “sourcing” is in history.
The class’s teacher described sourcing as “Knowing more about the text and its origins: author, purpose, POV [point of view], context,” while the Stanford History Education Group (SHEG) poster in his classroom describes it as, “consider[ing] who wrote a document as well as the circumstances of its creation. Who authored a given document? When? For what purpose?”
Of 53 student responses:
9 (17%) correctly defined sourcing and name three or more components of it (author, perspective, purpose, date, place, reliability, etc.).
“Figuring out who wrote the doc, when it was written, and what for. when doing this you look for facts that could potentially influence the writing.” / “Finding information about the document. The author, the POV, the time it was written or said.”
25 (47.2%) correctly defined sourcing but only named one or two components of it.
“sourcing is when you look at the author of the piece of writing or the person who spoke the speech and determine whether or not they had a bias. Also look at the date.” / “Seeing who the person is that wrote a document and seeing their point of view.”
9 (17%) appeared to correctly define sourcing but did not name any components of it.
“Sourcing is self explanatory; you look for the source of the document.” / “that you read over document sources.”
4 (7.5%) confused sourcing with citing.
“Telling where you got your information from to give the source credit for the info they gave you” / “Citing where you got your info from”
1 (1.9%) confused sourcing with simply referring to a document (using evidence).
“Sourcing is taking a document and referring to it.”
4 (7.5%) did not know or gave an answer that merely repeated the term.
“sourcing is when you source the source.” / “No idea”
Question 2: Briefly describe what “contextualization” is in history.
The class’s teacher described contextualization as “Knowing the larger setting for a particular text or event: what else is happening? What are the larger trends occurring?” while the Stanford History Education Group (SHEG) poster in his classroom describes it as, “locat[ing] a document in time and place and to understand how these factors shape its content.”
Of 53 student responses:
21 (39.6%) correctly defined contextualization.
“Figuring out when the doc was written to see if there is something happening in that time period that could change the author’s perspective.” / “Figuring out what is going on in that time period in history in context to your document.”
14 (26.4%) confused contextualization with simply understanding a document (using context clues).
“Using context to figure something out that you couldn’t otherwise.” / “Reading the document and trying to understand what it means”
3 (5.7%) described sourcing (the step preceding contextualization) but did not explain the next step of considering how that context changes the reader’s understanding of the content.
“Finding the author and date it was written.” / “The basic idea behind contextualization is finding out where, when, and why the document was written as well as who wrote it.”
1 (1.9%) confused contextualization with making connections to his/her own life.
“To connect life problems with what you are studying”
9 (17%) gave an unclear definition, generally relying on the word “context” to explain.
“using the context to figure it out.” / “when you find the context that the article is writen”
5 (9.4%) did not know.
“Idk” / “I don’t remember”
Question 3: Briefly describe what “corroboration” is in history.
The class’s teacher described corroboration as “Testing reliability or trustworthiness by comparing and contrasting different sources on similar events, taking into account the variety in background for each source,” while the Stanford History Education Group (SHEG) poster in his classroom describes it as, “consider[ing] details across multiple sources to determine points of agreement and disagreement.”
Of 52 student responses:
23 (43.4%) correctly defined corroboration, referring to both the comparison of multiple sources and using that comparison to determine reliability and/or the true sequence of events.
“Taking information from several documents and being able to make a claim or learn something based on all of them.” / “It is comparing different documents to see whats reliable.”
10 (24.5%) gave a partial definition of corroboration.
“comparing 2 things to each other.” / “Evidence that supports the text.”
8 (15.4%) confused corroboration with collaboration.
“When you work with other people to make sure that you understand the document well” / “Working well with others.”
11 (21.2%) gave an incorrect answer (not a common misconception), simply repeated the word from the prompt, or stated that they did not know or could not remember the answer.
“corroboration in history.” / “dealing with something.” / “I dont remember”
Question 4: Briefly describe what “reliability/credibility” is in history.
The class’s teacher described “reliability/credibility” as “How useful a document or text is in answering a given question. This might relate to the author directly. What parts of the background of the text give you a healthy dose of skepticism? How does the text interpret “the past” to make it “history”? What is the source’s perspective and biases? How can we as historians take those into account?”
Of 53 student responses:
26 (49.1%) recognized that “reliability/credibility” in history was a measure of how trustworthy a source was, but did not connect this measure to sourcing or another historical thinking skill.
“how trustworthy a source is” / “how much you can depend on it’s accuracy, if it is credible then it is mostly accurate and can be trusted”
10 (18.9%) correctly related reliability to sourcing or otherwise analyzing the background of the document.
“How much you should trust a source, depends on their perspective, bias, etc.” / “Reliability and credibility are things that determine if the source can be trusted. ‘Were there prejudices in that primary source?’ ‘Was that newspaper liberal or conservative?’ ‘Is this person just trying to make himself look good?’”
4 (7.5%) connected reliability with their own success in using proper citations.
“I reliable source and to credit that source.” / “giving someone credit or recognition for something they might have written or done to help in something”
4 (7.5%) gave a non-history-specific definition of reliability.
“reliability is to trust someone or something; credibility is when you trust the government” / “Being believed by or trusted by.”
8 (15.1%) simply repeated the term in their definition or stated that they did not know or could not remember the answer.
“the reliability and credibility of the source.” / “No”
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Using your phone to save energy
Whether you call it the smart home, the connected home or the Internet of Things, technology is changing the way we interact with the products in our homes. Wi-Fi allows us to manage a number of home automation products from a remote location. The latest advancements are truly amazing, with much geared toward convenience and entertainment. However, the technology also offers the opportunity to save energy.
Home automation has been around for some time. But until recently, automated devices were hard-wired into the electrical system of a home. Today, Wi-Fi devices use an internet connection to replace wiring. You’ll need a good connection, a wireless router—which connects your smart product with the internet—and a smartphone, computer or tablet loaded with an app you can use to manage the product.
You can install one smart device or a number, and there are a lot to choose from: smart thermostats, door locks, security cameras, lighting systems, sprinklers and more. Rather than having an app for each device, a wireless hub, such as Wink or Samsung Smart Things, acts as the control center for a number of smart devices. It allows devices from different manufacturers to “talk” to one another while giving you control through one app. Just be sure the smart device and the hub are compatible before choosing your model.
Programmable thermostats have evolved into smart thermostats. The ability to program a thermostat to provide heating and cooling when it is needed, rather than having the heating and cooling systems run at a constant temperature, saves money. For example, if your house is empty all day, you can set the heating thermostat at, say, 62 degrees while no one is there, but program it to return to a comfortable temperature when you are due home. Most homeowners can save about $180 a year in energy costs if they program the thermostat correctly, according to the Environmental Protection Agency (EPA).
Smart thermostats go a little further. Wi-Fi capability lets you control the device when away from home. Suppose you usually get home at six but will be delayed until nine? Using the app on your phone you can override the programmed set times and save energy longer. Vacation mode lets you keep the temperature at an energy-saving setting the whole time you are away. Other features you can find on smart thermostats may include:
- Learning how long it takes to heat or cool your house to the desired temperature and then adjusting their operation accordingly.
- Monitoring local weather conditions and then compensating to keep the house comfortable.
- Learning the temperatures you like (and when you like them) and then programming itself to match.
- Displaying local temperature and humidity.
- Guiding you to reach an energy-saving setting.
- Alerting you through email or text when your home becomes unusually hot or cold.
- Alerting you when it is time to change your furnace filter, which helps the system run at its most efficient.
- Tracking the heating and cooling system's energy performance.
Not all smart thermostats offer all of those features, so you may find it best to compare models and find the one that works best for your lifestyle and can save you the most money.
The EPA's savings estimate is based on heating systems that are set back eight degrees and cooling systems set up seven degrees. So if you like your house cooled to 75 degrees in summer, set the thermostat to 82 when the house is empty. Savings also depend on proper thermostat setup and use. Here are some general guidelines to follow:
- Install the thermostat away from heating and cooling vents or any area that receives direct sunlight or drafts.
- Program the thermostat to stay at energy-saving temperatures for long periods of time, such as overnight while your household is asleep.
- Resist the temptation to override the programmed settings.
- If you have multi-zone heating or cooling, install a thermostat in each zone.
Smart Water Heaters
Wi-Fi-enabled water heaters offer the convenience of checking and adjusting your water temperature from a phone or tablet. They are not as common as smart heating and cooling thermostats, but with water heating accounting for up to 20 percent of home energy bills, they are sure to become more common in the future. For now, companies that offer the option make Wi-Fi capabilities available on their top-of-the-line models.
In addition to controlling water temperature, smart water heaters can run their own diagnostic to spot potential problems. They can also alert you with a smartphone notification if the tank starts to leak. Because water heaters are usually located in a basement or utility room, it is important to make sure that your Wi-Fi signal is strong enough at that location.
No matter what method you choose, when used correctly, home automation can make a big savings impact on your utility bills.
Fran J. Donegan is a home improvement author who provides advice and tutorials on a multitude of topics, from installing a smart water heater to explaining how smart home automation can be used to save energy. To get more info on the smart home products that Fran talked about in this article, visit The Home Depot.
Companies: The Home Depot
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Black Pepper: The King of Spices
Other names: Hu Jiao (TCM), Marica (Sanskrit)
by Jade Shutes
I have found myself quite drawn to all the warming essential oils this winter. Ginger was posted on our blog at http://theida.com/aromatic-plants/beloved-ginger And here is a much loved spice: Black pepper!
Black pepper (Piper nigrum) is a member of the Piperaceae family (also known as the Pepper family) which includes over 8 genera and 2000 species including the popular kava (Piper methysticum). Black pepper is native to Southern India. The ‘Land of Pepper’ lies inland from the ports of Kerala. Piper nigrum is a tropical, evergreen perennial climber to 20 feet with heart-shaped leaves. It bears clusters of small flowers and small spherical fruits that turn red when they ripen.
The black, white and green peppercorns are products of the same plant. The green pepper is the whole fresh berry and when dried in the sun becomes black. Black pepper is the almost mature, complete berries that are dried. White peppercorns come from the mature berry which has the skin removed and is then dried.
Black pepper is called “The King of Spices” and it is considered to be the most important and most widely used spice in the world. Black pepper has been used in Ayurvedic, Unani, Siddha, and Traditional Chinese medicine for thousands of years for the treatment of cold, pain, fever, and as an antimalarial treatment. It was an important spice in early east-west trading. Pepper is mentioned in the writings of the early Romans. The Roman empire wanted black pepper, more than any other spice, from India. The Caesars treated pepper as a currency, storing vast quantities of it, unused, in the Roman treasury. (Dalby, A., Dangerous Tastes: The Story of Spices)
According to Grieve (1982), Attila the Hun is known to have demanded 3000 pounds of pepper in ransom for the city of Rome (p.627). During the time of Hippocrates the pepper was used as both a spice for food and as a medicine. It has been employed for treatments of the stomach, for excess gas and in fever preparations. The Asian world has long considered black pepper to be an important spice for detoxifying and as an anti-aging compound.
Current world producers of black pepper include: As of 2008, Vietnam is the world’s largest producer and exporter of pepper, producing 34 percent of the world’s Piper nigrum crop as of 2008. Other major producers include India (19 percent), Brazil (13 percent), Indonesia (9 percent), Malaysia (8 percent), Sri Lanka (6 percent), China (6 percent), and Thailand (4 percent).
An Aromatic Experience
If you have a black pepper grinder with fresh black pepper, go and get it. If you don’t have the grinder, than use already fresh ground pepper or find a friend who has a grinder (even better!). Also gather up any essential oils of Black pepper you have. First, take a few inhalations of the essential oil of Black pepper. Close you eyes and hold a bottle of Black pepper essential oil close enough to your nose to be able to smell, waft the bottle to the left and right, inhale, observe, feel.
Notice its aroma, its affects on your mind/body/emotions. Then clear your nasal palate by taking a few inhalations of fresh ground coffee or coffee beans.
Then, take a few moments to grind a bit of black pepper into your palm, close your eyes, and hold your palm a few inches from your nose, and gently (so as not to sniff up the ground black pepper, not fun!) take a few inhalations. Take a moment to observe its aroma and aromatic impact on your mind/body/emotions. Take another moment to smell the freshly ground black pepper. Then clear the nasal palate by smelling ground coffee or coffee beans.
Now repeat this process with the essential oil. Close you eyes and hold a bottle of black pepper essential oil close enough to your nose to be able to smell, waft the bottle to the left and right, inhale, observe, feel.
What differences do you note? How did smelling the fresh ginger enhance your perceptions of the ginger essential oil?
NOTE: If you ever happen to be at the Longwood Gardens outside of Philadelphia in Kennett Square, PA take a look inside the Conservatory and you will find Black pepper vines and if your lucky, some pepper growing on the vines. http://www.longwoodgardens.org/
Black pepper Chemistry
The sharp aroma of black pepper is due to its essential oil content. Black pepper contains approximately 1.2 to 3.5% essential oil. Its key chemical constituents include: d-limonene (up to 20%), a-pinene, b-pinene, sabinene, b-caryophyllene and δ-3-carene. It is an essential oils rich in monoterpenes and sesquiterpenes (e.g. b-caryophyllene).
As a herb: Black pepper contains 5-10% pungent acid-amides (pseudoalkaloids), with piperine as its main compound and several others including piperyline, piperoleines, and piperamine. Pharmacological studies show that piperine is analgesic, antipyretic, anti-inflammatory and exhibits a depressant effect on the central nervous system.
Core Aromatic Applications:
Black pepper essential oil is typically utilized for:
Circulatory system: sluggish circulation, chilblains, Raynaud’s Syndrome, sensitivity to cold
Digestive system: indigestion, encourages peristaltic movement, flatulence, sluggish digestion, lack of appetite
Musculoskeletal system: muscular aches and pains, sciatica, pain relief, rheumatism, muscle stiffness, arthritic pain relief, rheumatic pain
Nervous system: neuritis, peripheral neuropathy, fatigue
Respiratory system: colds, flu, bronchitis, chills, catarrh, smoking cessation aid (Rose and Behm, 1994), antimicrobial and antiviral
Core therapeutic actions include: Analgesic, antiviral, antimicrobial, carminative, digestive, rubefacient, stimulant (digestive and circulatory), tonic to nervous system
According to Balacs (1995), Piper nigrum essential oil may be as effective as the alcohol extract in helping smokers quit. According to a research study carried out in North Carolina, 48 cigarette smokers took part in a 3 hour study during which they were not allowed to smoke and were instead given dummy cigarettes impregnated with black pepper extract, or with mint/menthol (placebo 1), or with nothing (placebo 2) (Rose and Behm, 1994) Those who inhaled the black pepper reported that their craving for cigarettes was significantly reduced.
According to research by Ebihara et al (2006) Nasal inhalation of Black Pepper essential oil, which can activate the insular or orbitofrontal cortex, was found to improve the reflexive swallowing movement caused by dysphagia. It was found that it can be effective regardless of the individual patients level of consciousness or physical and mental status.
In Ayurvedic medicine Black pepper, a pungent herb, is used to treat the digestive, respiratory, circulatory and excretory channels. It is indicated for sluggish digestion, abdominal pain, toxins or ama and anorexia (appetite stimulant). For the lungs, black pepper is indicated for cold, wet, damp, Kapha conditions with white sticky mucus and a productive cough. It is used for asthma, bronchitis, pneumonia and sore throats. Black pepper is also used to increase microcirculation in the capillaries and is indicated for skin diseases with signs of stagnant blood.
“Black pepper infused oil or ghee, applied into the nose, can be a wonderful decongestant to the sinuses blocked with Kapha or ama.” (Pole) Black pepper increases Pitta, and decreases Kapha and Vata.
Traditional Chinese Medicine (TCM)
In Traditional Chinese medicine, black pepper is considered to be pungent and hot. It is indicated for the Stomach and Large intestine meridians. Black pepper warms the stomach and spleen, disperses cold – stomach cold, and is used to treat vomiting, diarrhea, and abdominal pain due to cold invading the stomach. It is contraindicated when there is heat present due to Yin deficiency.
Dosages of the herb: (van Wyk and Wink, and Pole)
Internally: 0.3 – 0.6 grams; 1.5 grams per day maximum
Tincture: 1-2ml of a 1:5@70% tincture
Essential oil: 5-10% dilution to avoid irritation of the skin
The Aroma of Black pepper: Psychological and Spiritual affects
Black peppers aroma is warm, spicy, pungent and peppery.
Psyche and emotion: general fatigue, stimulating, gives stamina when someone is tired, emotional coldness, apathy, low endurance, nervousness, weakness of will, fragile nerves, loss of motivation, mental and emotional exhaustion, insecure with self or others
Subtle/energetic aromatherapy: Black pepper represents strength, courage, and strong conviction, and can be used to strengthen an individual’s intention. Black pepper can help with motivation, endurance and stamina. It can be employed for emotional blockages, indecision, emotional coldness, apathy, and mental fatigue. (Worwood, 1996) “Black pepper oil can help to restore a sense of determination – an unwavering single-mindedness that stems from an inner connection with one’s Hara or Tanden, the key vital centre that is situated below the navel.” (Mojay, 1997)
Digestive oil: to increase agni (digestive fire)
1oz Sesame oil
12 drops Black pepper Piper nigrum
10 drops Ginger Zingiber officinale
8 drops Cinnamon Cinnamomum zeylanicum
Warming and comforting massage oil
1oz Organic Jojoba oil or Sesame with:
10 drops Black pepper Piper nigrum
7 drops Myrrh Commiphora myrrha
6 drops Ylang ylang Cananga odorata
Winters Circulatory stimulating bath
Combine 5-7 drops Black pepper with 10 drops Rosemary ct. cineole in 10ml of jojoba or sesame. Add to warm bath water once you are in the bath.
For a foot bath (great for reflexology sessions in the winter months): add 4 drops Black pepper and 5 drops Rosemary ct. cineole
Respiratory inhaler (when mucus is present in lungs)
Mix synergy together in a small bowl then soak inhaler pad in the essential oils. Place pad in the inhaler tube and close inhaler. Use as needed.
7 drops Ginger Zingiber officinale
8 drops Black pepper Piper nigrum
Massage oil for Poor circulation
1 ounce organic jojoba or sesame
8 drops Ginger Zingiber officinale
6 drops Black pepper Piper nigrum
10 drops Grapefruit Citrus paradisi
Strengthening to Spirit massage oil
1 ounce sesame or jojoba oil
10 drops Black pepper Piper nigrum
14 drops Frankincense Boswellia carterii or Boswellia frereana
7 drops Palo santo Bursera graveolens
Dalby, A. Dangerous Tastes: The Story of Spices. Berkeley, CA: University of California Press, 2000.
Holmes, P. (2001). Clinical Aromatherapy: Using Essential Oils for Healing Body and Soul. Cotati, CA: Tigerlily Press, Inc.
Mojay, Gabriel (1997). Aromatherapy for Healing the Spirit. Healing Arts Press; Rochester, VT.
Pole, S. (2006). Ayurvedic Medicine. Philadelphia, PA: Churchill Livingstone Elsevier.
Van Wyk, B., and Wink, M. (2004). Medicinal Plants of the World. Oregon: Timber Press.
Worwood, V. (1996). The Fragrant Mind. Novato, CA: New World Library.
Zeck, R. (2008). The Blossoming Heart. Australia: Aroma Tours.
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The application field of 3D printing is very extensive, and it is a research revolution in various industries. No one wants to miss a revolution that is devastating. The current additive manufacturing and printing architecture is not yet fully mature, and needs to be evolved. However, the deeper 3D bio-printing field has also set sail at the same time, and even plans to rush into space. Researchers are looking at the "microgravity" in space. Special environment.
Now, researchers can print out fragments of human skin, but this technology has not yet entered the clinical stage, and the final organ printing is a more difficult task. Researchers should consider a variety of cell components and blood vessels and nerves. How to make a combination of similar people.
Through extensive experimentation and modern material technology knowledge, 3D printing researchers have determined that in microgravity environments, materials that cannot be manufactured on Earth can be manufactured, and the biggest challenge facing 3D bioprinting now is “material problems”. Materials used for bioprinting need to ensure cell viability and tissue function, need to meet medical sterility standards, and require extensive testing to understand the optimal combination of biomaterials, cells and growth factors.
In addition, the earth contains a complex atmosphere, and the relevant facts have proved that some human cells can not be cultivated in the "earth environment", let alone remain active for a long time. In this case, 3D bioprinting is a must-have for rushing into space. Moreover, in space, researchers can observe the performance of bones, etc., and cells can be preferentially screened under high-intensity ultraviolet rays or other harsh conditions. Thus, a 3D bioprinting system is established.
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Rain Man, a 1988 Oscar-winning drama, has been instrumental in defining the general public’s view on autism spectrum disorder for years to come. The film dispels the popular misconception of persons with autism as unable to form and sustain relationships via the development of the protagonist brothers’ awareness and understanding of one another’s needs. The viewers are familiarized with other peculiarities of an autistic person’s behavior, such as a need for strict routines, stimming and self-stimulation.
Raymond “Ray” Babbitt, one of the main protagonists, is identified as having an Autism Spectrum Disorder and the Savant syndrome. A resident at Wallbrook Mental Institution for 20 years, where he is comfortable with his routines and rituals, such as having his bed by the window and a bedtime of 11 pm sharp. Upon first meeting him as an adult, his brother Charlie is seen rather insensitively asking his doctor, Dr. Bruner, “What is he?”. The doctor then states that Raymond is an autistic savant, and proceeds to explain that he is high-functioning, but has a dysfunction that “impairs the sensory input and how it’s processed,” problems with communicating with others, expressing himself, and a learning disability.
The movie does not portray Raymond’s brother as supportive at first – Charlie objectifies his brother, and presumes him to be either mentally handicapped or a weirdo. This only surviving family member is insensitive to Raymond’s needs, depriving him of his stable environment via a kidnapping. Upon becoming aware of Raymond’s genius skills with numbers and exceptional memory, as with the telephone book memorizing, Charlie starts perceiving him as a useful tool for personal financial gain, as evidenced by the casino scene. Thus treated, a person with autism would present excessive stimming, withdrawal or a complete meltdown. Charlie’s further actions are more beneficial towards his brother’s functioning in a social environment.
At the beginning of the movie, Raymond is excluded from the community life, having been placed in an institution. In the course of the film, he is slowly reintegrated via various interpersonal interactions, the most prevalent being those with and under the guidance of his brother. As evidenced by the K-Mart exchange with Dr. Brenner, he gains an understanding of the concept of joking.
Employing a person with ASD, I would take into account their interests and preferred style of learning, and let them adhere to routine. In the movie set, they would benefit from a job such as a car dealership accountant – as it does not demand traveling and employs their skills with numbers and prodigious memory
The film would broaden my perception, enabling me to see those with autism as individuals with their own, often highly specific, interests, preferences, and contributions to society. Alternatively, the film focuses on the high end of the spectrum and the savant syndrome, present in a small number of persons with ASD. Therefore, it draws attention on those that could most contribute to society, and have a higher degree of visibility, as opposed to people on the lower end of the spectrum – those who need much more visibility, care and acceptance.
The film shows the interpersonal communication and relationships as more beneficial to an autistic person’s condition than being in a safe environment that enables the routines and rituals but discourages changes, and thus – progress.
Johnson, M. (Producer), & Levinson, B. (Director). (1988). Rain Man [Motion picture]. United States: United Artists.
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|Home > Opinion > The Heckler > Article|
If Shakespeare's words and expressions need simplifying, why is our own everyday language crammed with them? For evidence, look no further than the pages of newspapers - and not just broadsheets; tabloids love their Willy too. Shakespeare is the reference of choice for headline writers. He is the master of the one-liner - clear, accessible and understood.
Consider some recent grabs. Richard III sinisterly used to highlight the leadership tensions between the Prime Minister and the Treasurer: "A winter of discontent"; Julius Caesar marshalled to defend the Australian cricket captain: "We should come to praise Waugh, not bury him"; and the lack of fuss on the third anniversary of a once dreaded tax: "GST: much ado about not all that much."
It's not always so serious. Twelfth Night has been used to put roses on every cheek: "And some have Vegemite thrust upon them"; "The milk of human kindness", lifted from Macbeth, was the perfect lead for a new book on the secret life of breasts; and The Winter's Tale-inspired: "Exit, pursued by Martians" was the only possible headline for a story about a motorist who blamed aliens for his reckless driving.
Shakespeare is nothing if not adaptable. Moreover, we can already have fun with him - guidebook permission is not required.
The bit of Bard that generates the most headlines (in every sense) is the one with the most lines - Hamlet. And the most borrowed line is arguably the world's most famous one-liner.
From "To float or not to float, that is the question", about companies listing on the stock exchange, to "To Bee Gee or not to Bee Gee, that is Cambridge's question", about the suitability of studying pop song lyrics at university, the great Dane's contemplation of suicide has spawned an infinite variety.
Most of Shakespeare's surviving 39 plays contain a line or two regularly dusted off and given a light spin to fit a contemporary headline. Their meanings are perfectly clear.
It would be of greater value to publish Shakespeare for Smarties to remind readers where the words they digest with their cornflakes each morning come from.
Shakespeare continues to make sense of the world we live in. His words are the thing. Yellow books should stick to listing phone numbers.
Readers are invited to apply wit to anything that makes the blood boil. Send 650 words, with contact details, to [email protected]. Submissions may be edited and published on the internet.
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Copyright © 2003. The Sydney Morning Herald.
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|Main use||Active ingredient||Manufacturer|
|Allergies, travel sickness||Promethazine hydrochloride||Sanofi|
How does it work?
Phenergan tablets and elixir contain the active ingredient promethazine, which is a type of medicine called a sedating antihistamine. It works by preventing the actions of histamine.
Histamine is a substance produced by the body as part of its defence mechanisms. It causes the symptoms of allergic reactions. These can include inflammation of the airways or skin, nasal congestion, narrowing of the airways, rashes, and itching of the skin, eyes or nose. Promethazine blocks histamine from binding to its receptors in various parts of the body and this stops it causing the symptoms of an allergic reaction.
Histamine may be released from and act in a small (localised) area of the body such as the nose. Alternatively, histamine can cause more serious, sometimes life-threatening reactions such as anaphylaxis. Promethazine is used for treating localised allergies such as hay fever and nettle rash, as well more serious allergic reactions such as anaphylaxis.
Promethazine also blocks histamine receptors in an area of the brain called the vomiting centre. The vomiting centre is responsible for causing feelings of sickness and for the vomiting reflex. It is activated when it receives nerve messages from the vestibular apparatus in the middle ear.
The vestibular apparatus provides constant feedback to the brain about our body position. When something disturbs the vestibular apparatus, such as movements of the head when travelling by boat or car, nerve signals are sent from the vestibular apparatus to the vomiting centre. This can cause the symptoms of motion sickness, such as nausea, dizziness or spinning sensations (vertigo) and vomiting. Promethazine can be used to prevent motion sickness, because by blocking the histamine receptors in the vomiting centre, it prevents disturbances in the middle ear from activating the vomiting centre.
Promethazine is known as a sedating antihistamine because it enters the brain in significant quantities and causes drowsiness. This effect of the medicine is used to produce sedation before minor procedures or surgery, and can also be used to provide short-term help for people with sleeping difficulties (insomnia).
What is it used for?
- Relieving the symptoms of allergic conditions such as hay fever (allergic rhinitis) and nettle rash (urticaria).
- Treating life-threatening allergic reactions (anaphylaxis).
- Preventing travel sickness.
- Producing sedation before surgery (preoperative sedation).
- Short-term use as a sedative in children.
- Short-term treatment of sleeping difficulties (insomnia) in adults.
How do I take it?
- The dose of this medicine that is required and how often the medicine needs to be taken will depend on the condition being treated and the age of the person being treated. It is important to follow the instructions in the leaflet or packaging provided with this medicine, or the instructions given by your doctor.
- Do not exceed the recommended dose.
- Phenergan tablets and elixir can be taken either with or without food. The tablets should be swallowed whole with a drink of water.
- If symptoms persist despite treatment, seek medical advice from your doctor or pharmacist.
- This medicine should not be used for longer than seven days without getting medical advice from your doctor.
- This medicine may cause drowsiness that can last up to 12 hours. If affected you should not perform potentially hazardous tasks such as driving or operating machinery. Children should also avoid potentially dangerous activities, such as riding bikes or horses. You should avoid drinking alcohol while taking this medicine, because it is likely to make any drowsiness worse.
- This medicine may make your skin more sensitive to sunlight than it usually is, so you should avoid exposing your skin to strong sunlight or sunlamps while you are taking it. If you can't avoid strong sunlight you should use a sunscreen lotion or make sure your skin is protected with clothing.
- This medicine may interfere with some pregnancy tests, causing false negative or false positive results.
- If you are due to have any skin prick or patch tests to diagnose allergies you should stop taking this medicine at least 72 hours before the tests. This is because antihistamines can prevent or reduce the skin reactions that indicate an allergy, and so can make the test results unreliable.
- Phenergan elixir should not be used if the bottle has been open for more than a month. You may find it helpful to write the date you open the bottle on the label. Any syrup remaining in the bottle after it has been open for a month should be carefully disposed of, preferably by returning to your pharmacy.
Use with caution in
- Elderly people.
- Decreased kidney function.
- Decreased liver function.
- A condition called bronchiectasis, in which there is persistent and progressive widening of the airways due to lung infections or lung disease, such as cystic fibrosis.
- Severe coronary artery disease (heart disease).
- Closed angle glaucoma.
- People with a blockage of the opening from the stomach into the intestines (pyloro-duodenal obstruction).
- People with a blockage of the drainage of urine out of the bladder (bladder neck obstruction), for example due to an enlarged prostate gland.
Not to be used in
- Children under two years of age.
- People with reduced awareness, slow reactions or extreme drowsiness due to medicines or illness that reduce activity in the central nervous system (CNS depression).
- People in a comatose state.
- People who have taken a type of medicine called a monoamine oxidase inhibitor (MAOI) in the past 14 days.
- This medicine should be avoided in children and adolescents with signs and symptoms suggestive of Reye's syndrome. These include being sick and confused following a viral illness.
- Phenergan tablets contain lactose and should not be taken by people with rare hereditary problems of galactose intolerance, the Lapp lactase deficiency or glucose-galactose malabsorption.
- Phenergan elixir contains maltitol (hydrogenated glucose syrup) and is not suitable for people with rare hereditary problems of fructose intolerance.
This medicine should not be used if you are allergic to any of its ingredients. Please inform your doctor or pharmacist if you have previously experienced such an allergy.
If you feel you have experienced an allergic reaction, stop using this medicine and inform your doctor or pharmacist immediately.
Pregnancy and breastfeeding
Certain medicines should not be used during pregnancy or breastfeeding. However, other medicines may be safely used in pregnancy or breastfeeding providing the benefits to the mother outweigh the risks to the unborn baby. Always inform your doctor if you are pregnant or planning a pregnancy, before using any medicine.
- If you are pregnant you should not take this medicine without consulting your doctor first. This medicine can be used with caution during pregnancy, but only if the expected benefit to the mother outweighs any potential risks to the developing baby. However, this medicine should not be used during the last two weeks of pregnancy, because if taken during this time it may cause irritability or excitement in the baby after birth. Seek further medical advice from your doctor.
- Small amounts of this medicine may pass into breast milk. This is not expected to be harmful to a nursing infant, but the manufacturer states that there is a risk that it may cause irritability or excitement in a newborn baby. If you are breastfeeding you should not take this medicine without getting medical advice from your doctor first.
- This medication may cause drowsiness. If affected do not drive or operate machinery. Avoid alcoholic drink.
Medicines and their possible side effects can affect individual people in different ways. The following are some of the side effects that are known to be associated with this medicine. Just because a side effect is stated here it does not mean that all people using this medicine will experience that or any side effect.
- Feeling disorientated.
- Blurred vision.
- Dry mouth.
- Difficulty passing urine (urinary retention).
- Unexpected increase in excitability in children.
- Rash or itching.
- Loss of appetite.
- Awareness of your heartbeat (palpitations).
- Low blood pressure (hypotension).
- Abnormal movements of the hands, legs, face, neck and tongue, eg tremor, twitching, rigidity (extrapyramidal effects).
- Increased sensitivity of the skin to sunlight (photosensitivity). You should avoid sun lamps and strong sunlight while you are taking this medicine - see the warning section above.
- Yellowing of the skin and whites of the eyes (jaundice).
- Disturbances in the normal numbers of blood cells in the blood.
The side effects listed above may not include all of the side effects reported by the medicine's manufacturer.
For more information about any other possible risks associated with this medicine, please read the information provided with the medicine or consult your doctor or pharmacist.
How can this medicine affect other medicines?
It is important to tell your doctor or pharmacist what medicines you are already taking, including those bought without a prescription and herbal medicines, before you start taking this medicine. Similarly, check with your doctor or pharmacist before taking any new medicines while taking this one, to make sure that the combination is safe.
The manufacturer states that this medicine should not be taken by anyone who is taking a type of antidepressant called a monoamine oxidase inhibitor (MAOI), eg phenelzine, tranylcypromine, isocarboxazid, or who has taken an MAOI in the previous 14 days.
There may be an increased risk of drowsiness if this medicine is taken with any of the following (which can also cause drowsiness):
- antipsychotics, eg haloperidol, chlorpromazine
- barbiturates, eg phenobarbital, amobarbital
- benzodiazepines, eg diazepam, temazepam
- other sedating antihistamines, eg hydroxyzine, chlorphenamine
- sleeping tablets, eg zopiclone
- strong opioid painkillers, eg morphine, codeine, tramadol
- tricyclic antidepressants, eg amitriptyline.
There may be an increased risk of side effects such as dry mouth, constipation, difficulty passing urine or confusion if promethazine is taken with other medicines that have anticholinergic effects, such as the following:
- anticholinergic medicines for Parkinson's symptoms, eg procyclidine, orphenadrine, trihexiphenidyl
- anticholinergic medicines for urinary incontinence, eg tolterodine, oxybutynin
- antipsychotics, eg chlorpromazine, clozapine
- antispasmodics, eg hyoscine, atropine
- muscle relaxants, eg baclofen
- tricyclic antidepressants, eg amitriptyline, imipramine.
Antihistamines may oppose the effect of histamine (used to treat leukaemia) and are not recommended for people having this treatment.
Antihistamines may also oppose the effect of betahistine (used to treat Ménière's disease).
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Writing an essay can be a daunting task for many students. Whether you are writing for school, work or pleasure, it is essential to understand the basics of crafting an outstanding essay. In this blog article, we will provide tips and strategies to help you write a winning essay every time. We will also discuss what you need to know before writing your next essay and how to structure and organize your ideas for maximum impact. With these helpful tips in hand, you’ll be able to tackle any type of written assignment with ease confidently!
Table of contents: How i write an essay
- Crafting an Outstanding Essay: Tips for Success
- Mastering the Art of Writing an Essay
- Strategies to Help You Write a Winning Essay
- What You Need to Know Before Writing Your Next Essay
- How to Structure and Organize Your Ideas for Maximum Impact
How I Write an Essay
Writing an essay can be intimidating, but with the right approach and tools, it doesn’t have to be! Creating an outline is a great way to organize your thoughts and get started on writing. Once you’ve developed your main idea, think of arguments and evidence you can use to support it.
Then, write your introduction and thesis statement. When developing each body paragraph, start by introducing the topic sentence, then explain or discuss it in more detail. Lastly, write your conclusion summarizing the points you made throughout the essay and presenting any new ideas if needed. With these steps taken care of, writing an essay will become easier every time!
Writing an essay is daunting for many students, but it doesn’t have to be. With the right approach and some practice, anyone can learn how to write an effective essay that stands out from the crowd. Here are five steps to help you get started:
Step 1. Choose Your Topic
The first step in writing your essay is deciding on a topic. This should be something that interests you and has enough information available so that you can adequately research it and form your own opinion or argument about it. Once you’ve chosen your topic, make sure to narrow down its scope so that it’s manageable within the word limit of your assignment.
Step 2. Research Thoroughly
After selecting a topic, do some research into what other people have said about it and any relevant facts or statistics related to the issue at hand before forming any opinions of your own on the matter – this will give you more material with which to craft an interesting argument in support of whatever position or conclusion you come up with later on in Step 4 below!
Step 3. Outline Your Argument
Once all necessary research has been done, begin outlining what points will go into each section of your paper as well as how they’ll flow together logically from one paragraph/idea/point-of-view (POV) to another throughout its entirety; this helps ensure everything stays organized while also giving readers easy access when referencing back specific parts later on during their reading experience!
Step 4. Write Your Essay
Now comes time for actually putting pen (or keyboard!)to paper; start by introducing yourself & presenting why this particular subject matters before diving into each point outlined earlier & providing evidence/examples where appropriate – remember not only must every sentence count but also keep track if there’s anything else needed such as citations etc…so don’t forget those either!
Step 5. Revise & Edit
Last but certainly not least comes revision & editing – read through everything once again making sure nothing was missed while simultaneously checking grammar usage etc…this part may take longer than expected due its importance however doing so ensures accuracy& quality control over content produced thus far which ultimately leads towards successful completion overall!
Crafting an Outstanding Essay: Tips for Success
Crafting an outstanding essay is challenging, but it can be done with the right approach. To help you get started on your journey to writing an excellent essay, here are some tips for success:
1. Brainstorm: Before you start writing, take time to brainstorm and come up with a unique topic or angle that will make your essay stand out from the rest. Think about what interests you and how this could be used interestingly within your paper.
2. Research thoroughly: Once you have chosen a topic or angle for your paper, research it thoroughly so that all of the facts and information included in your work are accurate and up-to-date. This will also give you more ideas on structuring and presenting your argument effectively.
3. Outline: Creating an outline before beginning to write is essential as it allows for better organization of thoughts which leads to more cohesive arguments being presented in the final draft of the paper. It also helps ensure that no content repetition occurs throughout the body of text which can lead to confusion when reading through it later on down the line.
4 Write clearly: When crafting any type of written work, clarity should always be one’s top priority. Make sure each sentence makes sense by using proper grammar (we use Grammarly), punctuation, spelling, etc… Additionally, try not to use overly complex words as they may confuse readers rather than help them understand what is being said.
5 Edit & Proofread: After completing a first draft it’s important not only to edit but proofread too! Check over everything multiple times, making sure there aren’t any mistakes or typos left behind – these small errors can detract from overall quality if left unchecked!
Mastering the Art of Writing an Essay
Writing an essay can be daunting, but it doesn’t have to be. With the right approach and techniques, you can master the art of writing an effective essay.
The first step in mastering this skill is understanding what makes up a good essay. A well-written essay should have a clear structure with an introduction that introduces your topic and sets out your argument; body paragraphs that support your argument, and a conclusion that summarises your points and reinforces the main idea of the piece. Additionally, it should include evidence from reliable sources to back up any claims made throughout the text.
Once you are familiar with what constitutes as quality content for essays, it’s time to start writing! Before beginning on any project, ensure you have done all necessary research beforehand so that when you begin drafting your paper there is no need for further research or fact-checking during this stage – this will save valuable time later on in the process!
When putting together each section of your paper keep in mind how they link together – ensure there is continuity between each paragraph so readers don’t get lost while reading through them. Also remember not to repeat yourself too much – if something has already been said once, try saying it differently instead of repeating yourself word for word again later in another part of the text!
Finally, proofread everything before submitting – check spelling or grammar errors as these could cost marks if left unnoticed by the reader/marker (especially if English isn’t their native language). If possible ask someone else who knows about academic writing conventions such as referencing styles etc., read over work before submission just double check nothing has been missed out or incorrectly formatted, etc.. This way, even small details won’t go amiss when marking comes around!
Strategies to Help You Write a Winning Essay
Writing a winning essay can be daunting for even the most experienced writers. However, with the right strategies in place, you can make your essay stand out from the rest and increase your chances of success. Here are some tips to help you write an effective and engaging essay:
1. Brainstorm ideas: Before beginning to write your essay, take some time to brainstorm potential topics or ideas that could form the basis of your paper. This will help ensure that you have plenty of material to work with when it comes time actually to start writing.
2. Outline Your Essay: Once you’ve identified a topic or idea for your paper, create an outline that will serve as a roadmap for how you want each section of the paper should flow together logically and effectively communicate its main points.
3. Research Thoroughly: Make sure that any information included in your paper is accurate by thoroughly researching any facts or statistics. Additionally, if sources are cited within the body text , double-check them against reliable sources such as peer-reviewed journals or government websites.
4. Avoid Content Repetition: When writing an academic piece, it is important not only to provide relevant content but also to avoid repeating yourself throughout different sections of text – this includes both language repetition (using the same words multiple times ) and concept repetition (repeating the same point over again ). To prevent this from happening, try using synonyms when possible while still maintaining clarity in meaning.
5. Use Active Voice: Using active voice rather than passive voice helps keep sentences concise while making them easier for readers to understand what is being said more quickly without having to wade through longwinded explanations first before getting at their core meaning – something especially important when trying convey complex concepts succinctly within limited word counts!
What You Need to Know Before Writing Your Next Essay
Writing an essay can be daunting, but it doesn’t have to be. Before you start writing your next essay, there are some important things that you need to know.
First and foremost, ensure that your essay’s topic is interesting and engaging. You want readers to stay engaged throughout the entire piece so they can truly understand what you’re trying to say. If possible, try to pick a topic that has not been covered extensively in other essays or research papers; this will help ensure originality and freshness in your work.
Second, plan out how much time you’ll need for each step: researching sources; outlining ideas; drafting content; editing for grammar and clarity; proofreading for accuracy; etcetera. This will help keep track of progress and give yourself enough time before any deadlines arrive!
Thirdly, avoid repeating content from other sources when writing your own paper – even if it’s just one sentence or phrase! Plagiarism is frowned upon by most universities/colleges, so ensure all information is properly cited with references provided where necessary (and always double-check). Additionally, don’t forget about proper formatting requirements such as font size/style choice or page margins which may vary depending on institution guidelines. These details should also be taken into consideration when crafting an effective paper!
Finally – take breaks while working on longer assignments like essays – this helps clear our minds from distractions & allows us more focus when we come back refreshed after taking some restful moments away from our desks…it’s worth noting too that having someone else read over our work before submitting it can often provide helpful feedback & insight into areas needing improvement too – never underestimate the power of another set eye looking at something we’ve written ourselves either professionally or academically speaking!
How to Structure and Organize Your Ideas for Maximum Impact
Writing an essay can be daunting, but with proper structure and organization, it can become much easier. To ensure your ideas have maximum impact, it is important to plan out the structure of your essay before you begin writing.
Start by brainstorming topics related to the subject of your paper. Once you have identified some potential ideas for discussion, create an outline that will serve as a roadmap for how each point should be presented in the body of your paper. This will help keep you focused on developing each idea in detail and avoiding content repetition throughout the piece.
Next, decide which points are most important and should be featured prominently at the beginning or end of your essay. This will give readers a clear understanding of what they need to know right away and provide them with context when reading through other parts of the text later on.
Finally, make sure all elements within each section are logically connected so that readers can easily follow along without getting lost or confused about where one thought ends and another begins. Additionally, consider using transitions between paragraphs to emphasize further connections between different sections or points being made throughout your work as this helps maintain coherence across all arguments presented in an organized manner from start to finish!
Hi, I’m Daniela and I work as an author at Cyber Media Creations. My expertise lies in the fields of AI, content production, SEO, and eLearning. I strongly believe that AI is the future of content production and am dedicated to creating personalized content that caters to the needs of our clients.
At Cyber Media Creations, we offer advanced tools that can help businesses optimize their content and rank higher in SERPs. We also provide online training courses for individuals looking to improve their skills in various fields. Our goal is to help our clients succeed in the digital world by providing them with the best possible services and support.
If you’re looking for ways to optimize your content and stay ahead of the competition, feel free to reach out to us. We’re always here to help you achieve your goals and succeed in the ever-evolving digital landscape.
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As charming and elegant as the 17th-century original, this groundbreaking herbal guide combines Nicholas Culpeper’s fascinating text with up-to-date information and modern full-color illustrations. Culpeper—a famed astrologer, physician, and author—covered almost 400 herbs and plants fromAconite and Adder’s Tongue to Yew and Yucca. For each entry, he gave both the Latin and common names, details on where to find it, its flowering time, astrology, and medicinal virtues. Following the alphabetical list of herbs comes the inventory of illnesses and their cures, as it appeared in 1649. Many of these plants still occupy a prominent position in the dispensaries of today’s herbalists, so in addition to Culpeper’s entertaining and often caustic comments and descriptions, there are notes on contemporary usage by an established practitioner.
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Magpie, a bird of the crow family. It is about 20 inches (50 cm) in length, including its long, wedge-shaped tail. The magpie is glossy black, except for white wing patches and breast. Its heavy bill is well adapted for eating insects and grain. The bird also feeds on fruit, rodents, and the eggs and young of other birds.
The female magpie lays 7 to 10 spotted, greenish-gray eggs in a covered grass-and-mud nest built in a bush or tree. Like the crows, magpies are noisy and thievish. They can often be taught to imitate human speech.
The black-billed magpie of the North American Great Plains is closely related to the European and Asiatic species. The yellow-billed magpie lives only in California.
The Old World magpie is Pica pica pica; black-billed, Pica hudsonia; yellow-billed, P. nuttalli. Magpies belong to the family Corvidae.The magpie is glossy black with white wing patches and breast.
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The darkness enshrouding God and obscuring values is the real threat to our existence and to the world in general. If God and moral values, the difference between good and evil, remain in darkness, then all other "lights," that put such incredible technical feats within our reach, are not only progress but also dangers that put us and the world at risk.
Today we can illuminate our cities so brightly that the stars of the sky are no longer visible. Is this not an image of the problems caused by our version of enlightenment? With regard to material things, our knowledge and our technical accomplishments are legion, but what reaches beyond, the things of God and the question of good, we can no longer identify. Faith, then, which reveals God’s light to us, is the true enlightenment, enabling God’s light to break into our world, opening our eyes to the true light.
As Jews around the world celebrated Pesach (Passover), the holiday that reminds us that God alone can truly liberate us, so Christians around the world celebrated Easter, the holiday that reminds us that divine love and purpose are infinitely more important that the material goodies which entice us to worship Mammon instead of God.
Faith proved indispensable to the rise of science. There was a “Scientific Revolution” only once in human history and that was in Christian Europe during the Middle Ages. The men who brought about this revolution — Copernicus, Galileo, Napier, Kepler, Buridan, Pascal and others — were without exception devout Christians, and in some cases were actually clerics. The greatest scientific minds in the succeeding centuries — Newton, Lord Kelvin, Maxwell, Planck, and Pasteur among others — were also passionately serious Christians. Only within the last 125 years or so have agnostics and atheists arisen to prominent positions in science, long after the Scientific Revolution itself had been made.
But still ultimate answers elude us. C. S. Lewis, in his day-by-day meditations for the Christian Year, has for April 9 a wonderful exposition on “The Snag about Materialism,” which notes that if all reality is a materialistic accident, including life and our human thoughts, then what is the reason for believing the thoughts of atheistic materialists in their accidents (these, after all, would just be other accidents)?
Christians and Jews believe in a purposeful universe with orderly laws and an absolute moral foundation that is just as much a part of Creation as the stars and the elements. Strip that away, and the world is left with the amorality of Marxists, Nazis, and other rebels against God. In such a world, no amount of technology or science or medicine can make the world better.
Dystopian novels have demonstrated that for many decades. Whether it is a Brave New World of Huxley, a book-burning society of Bradbury in Fahrenheit 451, or a 1984 of Orwell, we make only different levels of Hell on our own. Does this sound extreme to us in America today? Then ponder the information superhighway, which connects us with so much that is good: Along with that beneficent potential, we have also a whole new lexicon of nastiness that is also the invention of man: computer virus, malware, Internet porn, and identity theft. Or consider the nature of science fiction that proliferates on cable channels or in film: horror, rather than innocent delight, is what sells.
We forget God not only at the peril of our souls, but also at the peril of the world in which we live.
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Rosy razorfish (Male)
Rosy Razorfish, Xyrichtys martinicensis, are common in Virgin Islands waters around sea grass beds, sand and rock rubble areas and skirting shallow reefs (down to 65ft). The species is not considered under threat or concern, however near-shore individuals may be susceptible to toxic runoff as they dig through the sand searching for small invertebrates to consume.
Scientific Name: Xyrichtys martinicensis
Habitat: Seagrass beds, sand and rock rubble areas, shallow reefs.
Depth Range: 3ft to 65 ft. Sometimes present in tide pools when young.
Diet: Small invertebrates foraged from sand.
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In Romancing the Laird, my warrior-hero, Reid Douglas, enjoys a cup or two of chamomile tea every day to help him relax and recover from physical fatigue,. Which got me wondering about the history of chamomile tea. Here’s what I discovered.
The name chamomile comes from the Greek word meaning “ground apple.” Records of its use date back to the ancient Roman, Greeks and Egyptians who believed the flowers contained both magical and healing properties.
The ancient Romans battled many plagues, respiratory and other infectious diseases without the aid of modern medicine. This naturally led to using herbs as remedies for disease and to ease the symptoms of skin infections and respiratory diseases. Pliny, the noted physician of the time, is known to have used chamomile to ward off headaches and ease the liver and kidney inflammation. It is likely that chamomile was used for skin conditions and digestive disorders, too. Chamomile flowers were also scattered on the floors at banquets to perfume to the air or burned as incense during sacred rituals.
Like the Romans, the Greeks thought of chamomile as a medicinal herb with healing properties. The Greek physician and botanist Dioscorides used chamomile to heal intestinal, nervous, and liver disorders, and prescribed it for women’s ailments. The ancient Greeks also made garlands from chamomile to fragrance the air.
The ancient Egyptians so revered the chamomile plant that they associated it with their sun god Ra. Egyptians also used chamomile on the skin and probably used it in cosmetics and hair care products as well. It was used in rituals and ceremonies.
Chamomile was considered one of the nine sacred herbs of the Anglo-Saxon and was used ritually to ward off diseases and to promote health.
If you are like me, every spring I get a little congested from the extra pollen in the air. Sounds like I need to make myself a cup of chamomile tea. Will you join me in a cup?
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| 0.955315 | 434 | 2.75 | 3 |
|Early political cartoon showing the separate states as part of a snake, Benjamin Franklin, 1754|
Last class we talked about the Constitution and about the movements that came out of this: supporters of the Constitution (The Federalists) and opponents of the Constitution (Anti-Federalists). Obviously, the design of the federalist system became the government of the U.S., however the anti-federalists evolved and eventually became the Democratic-Republican Party, or more simply the Republicans. This is NOT the same as the modern Republican Party which was created in the 1850s. To make it even more confusing, today's Democratic Party traces its history back to the "Republican" Party of the 1790s and 1800s. The party became officially known as the Democratic Party during the Presidency of Andrew Jackson (1829-1837).
As the name suggests, the Anti-Federalists still had a way to go to define their own political identity. They defined themselves in opposition to the system proposed by the Federalists. Thomas Jefferson who became the leader of this party and 3rd President of the U.S., at this time was ambassador in France (absorbing more Enlightenment theories no doubt), and also witnessing the unfolding of the French Revolution (1789-1799), and was not in the country nor was he part of the Constitutional Convention. He would become the first Secretary of State under George Washington in 1790. I will explain more about the President's Cabinet next class. However, this is not to say that the Anti-Federalists did not have leaders or that they were entirely ineffective in getting their message across.
I have mentioned several times the concept of "ideology" in class. Ideologies provide a "meaning-context" in order to interpret empirical events based in news reports. This is done in order to mobilize a segment of the public for a political project. All of the readings and all of the people we have gone over so far have all contributed to this to varying degrees.
Ideologies are structured according to "reports" and "commands" that influence each other. Information in which "reports" are emphasized more are usually the "news" or even "science." "Commands" say "what should be done," which you might get in the "editorials" of news or media sources that target specific audiences like MSNBC or Fox News, or publications like The Nation or The National Review. However, news and science always implicitly contain commands even if they are not explicit. And the most passionate ideology has to use "reports" or some kind of factual information about the world in order to make sense at all. These readings are no exception. What is interesting in this case, is you have a clear example of opposing "meaning-contexts" regarding the interpretation of the Constitution. In this case, we have the Federalist Papers which we looked at last class, and now the Anti-Federalists.
In the case of the Anti-Federalists we have writings by the "Pennsylvania Minority" who opposed ratification of the Constitution in Pennsylvania. This was a document signed by 21 of the 23 Constitutional delegates who voted against ratification of the Constitution and appeared in the Pennsylvania Packet and Daily Advertiser, December 8th, 1787. The author of the document is unknown but is believed to be either Robert Whitehill (1738-1813) later a Pennsylvania Congressmen or Samuel Bryan (1759-1821), a prominent anti-federalist in Pennsylvania who also wrote under the pseudonym, "Centinel." We also have a letter by Samuel Adams to Richard Henry Lee; and letters from "the federal farmer" actually an anonymous author (like Publius in the Federalist) up until recently believed to be Richard Henry Lee (1732-1794), but since the 1970s, historian Gordon Wood has disputed this claim and this has been accepted by most modern historians. The true identity of the federal farmer is unknown.
Ideologies provide meaning to interpret events, so how do these authors interpret the events surrounding the formation of the Constitution? The Pennsylvania minority emphasizes the physical abuse they suffered at the hands of the Federalists who physically dragged many of them in the legislature to vote (this is because to have an official vote a certain number of members must be present to have what is called a quorum). Now, these things happened but most Americans do not focus on these things or emphasize them when telling the history of the Constitution–they have a different context of interpretation. Its a "blind-spot" in people's historical consciousness because to take the literal implications of it would invalidate the Constitution. If people were physically forced and intimidated and threatened with violence or even the victims of violence in then how could the Constitution have any moral legitimacy?
In the passages by Sam Adams he spoke of the "social contract" or the "state of nature." In other words, the idea that people voluntarily leave the natural world and establish civil society as a way of protecting themselves. What is important in this case, is the idea of consent of the governed. The whole foundation of modern liberalism depends on this. However in this context, the idea of a social contract is at best a metaphor. Although scholars have since its founding interpreted the founding of the American republic as the best real life example of a "social contract" and the transition from the state of nature to civil society, clearly, under the circumstances which they describe, there is no consent over the governed who the Constitution applies to.
This is not to say it should be invalidated (or that it would be pragmatic to even try), many of the concerns over tyranny of the Anti-Federalists were exaggerated (although Hamilton originally wanted to have a President-for-life and the aforementioned suppression of the Pennsylvania minority). The major concern was that the individual states would lose their autonomy, in other words to be self-governing over themselves.
In a sense this did occur because the states were unable to resolve the contradictions of slavery through persuasion and consent. Southern states, many of whom produced leading Anti-Federalists, were not persuaded of the evils and did not consent to abolish it. Legal slavery in this country was abolished because the Union Army conquered the Rebel Confederacy created during the Civil War. For a political system supposedly founded against the principle of "might makes right," the legacy of events like this still cast a dark shadow over the idea that people can resolve their differences through persuasion and consent, or true democratic government.
Arguably, at least until the Civil War the Federal government never had that much of an influence over the lives of individual citizens and the states retained considerable autonomy within their borders. Even today, states retain a large degree of autonomy. I already mentioned previously most crimes will be prosecuted by the state not the federal government and many important areas like education are hard to coordinate precisely because the federal government has no authority over the states. The federal government functions by incentives: in other words it can offer to give money, or take it away, but it cannot actually force the states to do many things like follow a certain standard curriculum.
The debate over education in this country is directly tied to the relative autonomy of local school boards and the central government. In most liberal-democracies, the national government sets a standard curriculum to be followed, in the U.S. however there is a long tradition of local control over the school curriculum (another legacy of the Puritans). In reality, it should be said incentives can almost give you power over someone else though and are hard to turn down. Speed limits are another area. Since the 1970s oil embargoes, the national speed limit has been set at 55 mph. States are free to set their own speed limits, however the amount of federal money they will receive for road repairs will be reduced or eliminated. As a result most states set the speed limit at 55 mph.
States also regulate voter registration within their states, and there has been a lot of controversy lately about certain states trying to limit the right to vote among certain groups like in Florida. The idea of "gerrymandering" (named after early Massachusetts governor Elbridge Gerry) or redrawing election districts to give a strategic advantage in elections has been a concern right from the beginning of the republic. Although struck down by most courts as being "unconstitutional" there was a strong push by Republicans in certain states going into the 2012 election to require photo i.d. cards to vote, failure to do so would prohibit the person from voting, a practice that was seen to negatively impact the elderly, the poor, and many minority voters. As we will see, even with the passage of the 15th Amendment of the Constitution which gives blacks the right to vote, Southern politicians devised numerous means to get around this and effectively block black voters from voting after Reconstruction ended around 1876.
The most hated government institution besides the Internal Revenue Service (IRS) is probably the Department of Motor Vehicles, but these departments are run by the state not the Federal Government (the IRS is though). Most corruption within government usually happens at the state level who have the authority to give out government contracts for construction, or have to enforce health and environmental laws in their state. You may have noticed this on your assignments on New York state.
The other major point that should be made about "states rights" is that it has been used time and time again to justify slavery, segregation and all sorts of forms of discrimination against minority groups within states. In many ways, the "David and Goliath" imagery the Anti-Federalists use is fake because the states are the Goliath in relation to the individual. In the South, the idea of autonomy in South Carolina for example means not having outsiders interfere with slavery because "they don't understand our way of life." This behavior and attitude continued right up until the 1960s and in many regards is still practiced today. Today we see it with gay marriage, where it is legal in some states, illegal in others, or abortion, or any other numerous racially based issues which have not gone away. This could be applied to the "stop and frisk" policy of the NYPD who argue people "don't understand" the requirements of policing in the largest city in the country when they complain of the violation of civil rights.
Madison's ideas behind the government was preventing "majority factions" from tyrannizing over minorities (Madison was a Southerner himself from Virginia). Their intent was to protect their own property but it has also provided an effective, if not always, consistently applied protection for the civil rights of individuals. To argue that the states are the embodiment of democracy seems strange when in reality almost all of the abuses committed by the "government" has usually been committed by a state government.
All this being said, the Anti-Federalists tended to be more on the side of the "common people" than the Federalists were, who tended to be more aristocratic, and like I said were mainly motivated by the desire to protect their property and keep themselves in power. The Pennsylvania Minority in their report give a list of demands, fourteen in all. Many of them seem familiar because they were later adopted for the Bill of Rights. These first ten amendments to the Constitution were added in 1791. In order to be added as an amendment, the proposed amendment or amendments must be passed by 2/3 majority in both Houses of Congress and also passed by 2/3 of the states who appoint delegates to a convention to vote on the amendment. Federalists were initially opposed to this but eventually compromised over the issue.
Until the 14th amendment was added to the Constitution in 1868, the protections of the Bill of Rights were not extended to the states, it was only intended to regulate the federal government. For a document that has such a high symbolic value in American politics, many of the rights protected in the amendments are routinely violated. Only the first amendment really seems to have some kind of authority anymore in public life. But then again money in politics is also protected as "freedom of speech." The second amendment is controversial because it means people like this can buy guns legally without being subjected to an evaluation:
|This is the guy who in 2011, shot Rep. Giffords and eighteen other people in Arizona and killed six. Despite obviously looking crazy he was allowed to legally purchase guns.|
The third amendment is totally irrelevant today. Important amendments like the 4th, (searches and seizures) 5th, (due process) and 6th (trial by jury) amendments which are the major criminal justice and due process amendments are virtually meaningless today with laws like the Patriot Act (still in effect) and other means used by the government to fight terrorism. The 8th amendment protects against "cruel and unusual punishment" does that include the death penalty or "enhanced interrogation techniques"? The 9th amendment specifies that other rights might exist but which are not specifically mentioned. This opens the door towards a broader interpretation of rights. The 10th amendment reserves to the states all other powers not granted to the federal government.
The report of the Pennsylvania Minority like the Federalist Papers or the revolutionary pamphlets by Paine and Adams were all distributed through the "mass media" at this time consisting of newspapers, publishing houses but also public meeting places like taverns and cafes or even churches were people would gather to talk and interpret the news. The letter included here by Sam Adams is a private communication with Richard Henry Lee (who is perhaps falsely believed to be the Federal Farmer). Since it is private, Adams uses very strong language and seems almost pessimistic about the chances for democracy in the country, but this does help interpret how the Anti-Federalists viewed what was going on with the Constitution (and probably their impressions are a lot closer to the truth than we would like to admit):
You are sensible, Sir, that the Seeds of Aristocracy began to spring even before the Conclusion of our Struggle for the Natural Rights of Men, Seeds which like a Canker Worm lie at the Root of free Governments. So great is the Wickedness of some Men & the stupid Servility of others, that one would be almost inclined to conclude that Communities cannot be free. The few haughty Families, think They must govern. The Body of the People tamely consent & submit to be their Slaves. This unravels the Mystery of Millions being enslaved by the few! (p. 130).
The idea of "aristocracy" or a small group of "elites" that dominate the government is one of the most dominant themes in all political ideologies.
Every political interest tries to portray its opponent as an elite group that is out of touch with the public or even secretly working against the public. These tactics are still used in political ideology today. Conservatives try to portray liberals as being part of a "ruling class" that is trying to tell everyone how to live. Liberals in turn point out that conservatives are supported by big businesses like oil, finance, and the military industries and that they are the real elites. Conservative ideology would then provide reports of liberals behaving in ways that seem like they are telling people what to do (the "nanny state"; liberals would provide reports of conservatives accepting support from oil billionaires or something like that. In order to make sense of these reports, ideology would provide certain suggestions and "rhetorical devices" to encourage you to interpret the report in a certain way. Symbolic, almost poetic language, carries with it a strong emotional resonance that instantly conveys meaning to people: a canker worm at the root of the tree of government, you just know is something bad even if you don't know anything else about the government.
In the Letters from the Federal Farmer, the theme of aristocracy is dominant throughout his writings. Also, you will see another example of how ideologies provide a meaning-context by providing "reports" of events like the Constitutional Convention:
September 1786, a few men from the middle states met at Annapolis, and hastily propose a convention to be held in May, 1787, for the purpose, generally, of amending the confederation–this was done before the delegates of Massachusetts, and of the other states arrived–still not a word was said about destroying the old constitution, and making a new one–The states still unsuspecting, and not aware that they were passing the Rubicon, appointed members to the new convention, for the sole and express purpose of revising and amending the constitution–and, probably, not one man in ten thousand in the United States, till within these ten or twelves days, had an idea that the old ship was to be destroyed, and he put to the alternative of embarking in the new ship presented, or of being left in danger of sinking (pp. 131-32).
The Rubicon is a river on the border of Italy and according to the legend was crossed by Julius Caesar on his way to Rome to seize power, crossing the river meant it was obvious that Caesar intended to seize power and was interpreted as an act of war. "Crossing the Rubicon" as a phrase means taking a decisive course of action that you cannot go back from. The obvious reference to a dictator seizing power is meant to be communicated as well.
He also provides an interpretation of the state of the country and the conflicts going into the Convention which he sees as falling under the sway of two factions:
One party is composed of little insurgents, men in debt, who want no law, and who want a share of the property of others; these are called levellers, Shayites [as in Shay's Rebellion], etc. The other party is composed of a few, but more dangerous men, with their servile dependents; these avaricioulsy grasp at all power and property; you may discover in all the actions of these men, an evident dislike to free and equal government, and they will go systematically to work to change, essentially, the forms of government in this country; these are called aristocrats, m––ites [possibly monarchites?], etc. etc. Between these two parties is the weight of the community; the men of middling property, men not in debt on the one hand, and men, on the other, content with republican governments, and not aiming at immense fortunes, offices, and power (p. 135).
The federal farmer sounds as if he is trying to find a compromise position between the federalists and the more radical anti-federalists. He is in favor of a limited form of federalism, sometimes referred to as "compact federalism," which says that the federal government is the sole creation of the states and that its authority is not stronger than the states. The federal government would concern itself with foreign affairs and leave domestic affairs to the states. In effect, this would give the states the ability to cancel out laws it did not agree with. Conflicts like this did occur repeatedly in the early decades of the republic right up until the Civil War.
I mentioned the identity of the federal farmer is unknown, it was believed to be Richard Henry Lee, a very prominent leader from Virginia, but this has been disputed. It is interesting that theories over the identity of the farmer are usually people from Virginia or New York. That should tell you something about the composition of the anti-federalists. They were generally from the larger states and this makes sense because you would assume that, relatively speaking, they would lose a certain amount of power. Pennsylvania was a large state too.
New York and Virginia even in the new federal system along with other states like Massachusetts tended to dominate the government in the early days. Massachusetts was actually a much bigger state as it included the state of Maine which did not become a separate state until 1820 as part of the Missouri Compromise. Vermont, by the way, was the 14th state admitted to the Union on March 4th, 1791 (the first outside the original 13 colonies, prior to that it was a "separate country" the Republic of Vermont).
Next class we will have the midterm. It will consist of an essay exam that will be taken on Blackboard.
Assignment (Due 10/29): Choose a passage from one of the Anti-Federalist writers, write out the passage and give your interpretation of the passage, then explain what this passage means to you or why you chose it.
Go to the link for "American Politics." Look up the section "Federalism" and explain the differences between horizontal and vertical federalism.
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