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View from India: Covid-19 keeps R&D busy
Dealing with the rapidly increasing number of Covid-19 infections in India has opened channels for collaborative work and research. The approach is multidisciplinary and technology is being used at scale for mass reach.
The Government of India (GoI) and state governments, along with science and technical institutions, are working on various solutions and test kits to detect symptoms of the virus. These innovative scientific measures will help in bolstering the Make in India Initiative.
The Department of Science and Technology-Science and Engineering Board (DST-SERB) has announced special research projects to ramp up national R&D efforts against the epidemic.
DST-SERB has put together a special expert committee, which has selected five projects whose technologies will help find effective measures to combat the infection. As of now, there is no vaccine or treatment for Covid-19 but R&D labs and premier educational institutions have begun work in this direction.
The first of the five projects will help identify novel therapies; a potential metabolite biomarker signature for the Covid infection needs to be identified to make this happen.
The second revolves around the development of cost-effective virucidal coatings for surgical masks. This is required to prevent infectious diseases caused by severe acute respiratory syndrome-related novel coronavirus (SARS-CoV-2).
The third R&D project will focus on antiviral surface coatings to prevent the infection from spreading. Small molecular and polymeric compounds coated on various surfaces will kill respiratory viruses upon contact.
The fourth project will develop chemical formulations for decontamination of surfaces, with a focus on materials that can, for example, be used in mops to remove any viruses or bacteria.
The fifth and final project is concerned with the development of antibody-based capture of 2019-nCoV and inactivating it at the point of entry through lipid-based in-situ gels.
Scientists are also being urged by the DST to put on their thinking caps and work on mathematical models that will reveal how Covid-19 spreads in a population. Their insights will offer data-driven forecasts of coronavirus infections.
GoI has launched a new mobile app called Aarogya Setu, an official source of Covid-19 information, which aims to connect citizens to essential health services. It supports Indian vernaculars and warns users if they have come close to people infected with coronavirus. It can be accessed free of charge on the Google Play Store.
The Union Ministry of Agriculture's web-based platform, e-Nam (National Agriculture Market), has launched new features fine-tuned to decongest markets, enabling farmers to sell their produce safely through initiatives such as remote bidding and mobile payments.
Bruhat Bengaluru Mahanagara Palike, the administrative body responsible for civic amenities in Bangalore, has brought in drone developers to maintain levels of hygiene and disinfect public places including markets, bus stops and railway stations. Drone developers Neel Sagar G (an aerospace engineer), Vinay Kumar (an aeronautical engineer), Nishanth Murali (a civil engineer) and Naga Praveen (an electronic engineer) have used six hexacopter drones, which can carry 15 litres of disinfectant and operate for six to seven hours a day.
Covid-19 has paved the way for new collaborations between educational institutions and medical bodies. A case in point is the partnership between the Indian Institute of Technology (IIT)-Roorkee and All India Institute of Medical Science, Rishikesh. Together, they plan to develop a low-cost ventilator called Prana Vayu. A prototype is being created and the technology is expected to be low-cost, safe and reliable, as well as lend itself for mass production.
With some innovation and out-of-the-box thinking, the R&D Team at IIT Guwahati has developed a polymerase chain reaction machine. The machine can analyse 1,000 samples in 12 hours and two such units are already up and running at the Guwahati Medical College.
Across India, ventilators are in great demand and there are shortages. The Indian Institute of Science, located in Bangalore, has sprung into action with a group of engineers coming together to build a prototype of an electro-mechanical ventilator. The ventilator is being made from scratch with Indian components and is expected to be ready in the coming weeks.
Pune’s Mylab laboratory has arrived at test kits for R-PCR (rapid-polymerase chain reaction). This is being implemented in Kerala for testing people with Covid-19 symptoms.
The Indian Council of Medical Research has approved of an at-home screening test kit created by genetic and microbiome testing firm Bione based out of Bangalore. The finger-prick test is the first of its kind in the country during this pandemic.
While a real breakthrough solution for Covid-19 is yet to happen, all these efforts will hopefully send out alerts to the country and its citizens in view of such virus spreads in future. Let’s wish that these solutions are fast tracked to be deployed to every last individual.
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I live in the best environmental conditions in the history of mankind. Even in Chicago, my air and water is far cleaner than the air and water used by cavemen thousands of years ago. There are more natural resources today than there were before the industrial revolution. I am less likely to die or be harmed by nature than virtually every person born before me. The environment is the cleanest, healthiest, safest, and the most conducive to human life it has ever been.
To most people, this idea is impossible to imagine. What about the factories and their smoke stacks sending unpronounceable chemicals into the air around us? What about the depletion of finite natural resources? What about factory farming, pesticides, and slash and burn agriculture? What about the hundred or more years of nearly unregulated pollution which has torn minerals out of the ground, cut down trees, dumped PCBs into rivers, pumped carbon into the atmosphere, blown the tops off of mountains, stripped mined rolling hills, and generally pillaged planet earth?
This feeling of pessimism in the face of unprecedented environmental success is largely a result of a failure to properly conceptualize what the environment is. The two ecological definitions of “environment” from the Merriam-Webster Dictionary are:
- the circumstances, objects, or conditions by which one is surrounded
- the complex of physical, chemical, and biotic factors (as climate, soil, and living things) that act upon an organism or an ecological community and ultimately determine its form and survival
Clearly the circumstances, objects, and conditions of the vast majority of people on earth are sublime in the sense that we are wealthier, healthier, and safer than ever. I live in an apartment with heating and air conditioning, and with a refrigerator which keeps food imported from around the world fresh. My livelihood persists regardless of weather conditions (except maybe in extreme circumstances) and provides me with a standard of living superior to that of 19th century European kings. The second definition is just an extension of the first, and factors in the global network of social and economic interactions which provide me with my standard of living.
Yet these definitions do not represent the standard conception of environment. The conception we are taught in school, and further assaulted with in common parlance, is that the environment is a giant, amorphous blob of “stuff” which includes forests, the air, rivers, oceans, and other parts of the planet without any cohesive unifying element between them. For some reason, we must protect this environment from the “harm” of human interaction. An untouched pile of coal in the ground is a part of a healthy environment; getting that coal out of the ground and putting it to human use is bad for the environment.
The key component left out in this conception is the personalized nature of the environment. There is no single environment except in an extremely broad, meaningless sense that we all live on the same planet. In a more functional sense, my environment is determined by the things and areas which I directly interact with, not by distant places and things which I will never directly perceive.
The average river in America in 10,000 BC had fewer industrial pollutants in it than the average river in America today. The same can be said about most air and soil. Yet my environment is cleaner and healthier than those of cavemen. I use soap, ventilation, filtration systems, germ theory, and all of the facets of modern life to clean my environment for personal use.
On the other hand, cavemen used to light fires in their caves whenever they were cold and breathe in smoke for hours on end. They urinated and defecated in the same water sources they bathed in and drank from. They ate animals filled with dangerous bacteria and parasites. Who had the cleaner environment?
But those are external alterations, the cavemen still had the cleaner natural environment. So what? What good was it to cavemen that the air two hundred yards above their head was clean, or that the water upriver was free of man-made pollutants (but not the excrement of animals)? Who cares what the “untouched” environment is like? We always interact with our environment to shape it to our needs. Our ability to use reason to shape nature to our will is what separates humans from animals.
When you look at it this way, we can see that the environment used to be terrible. For most of human history, the environment would kill us when it was too warm, too cold, too rainy, not rainy enough, or when it produced too many insects, or did anything that our primitive technology couldn’t respond to. This caused men to desperately “destroy” the environment by cutting down trees, mining coal, and damning rivers so that the “untouched” environment wouldn’t kill us when weather patterns randomly shifted. Yet it is economic advancement and technological growth which is blamed for the lion’s share of “environmental decline” today. In reality, it is the exact opposite case.
In the introductory paragraph, I originally wrote, “the environment is the cleanest it has ever been in the Western world” rather than the whole world, but I soon realized my error. It is true there are places where impoverished individuals labor under skies darkened by soot and water poisoned by toxins, but even the vast majority of them have better environments than they did fifty years ago. The water is a little bit dirtier, but it is probably better filtered, and their food is more plentiful, their clothes of a higher quality, and their houses better built. “Sweat shop” laborers in India and China would rather work in a Nike factory next to a polluted river, than on a subsistence farm in the untouched countryside. Based on the migration movements within these countries, clearly they prefer the environment of one over the other.
What about climate change or other large scale environmental shifts caused by human interactions? I do not know to what degree human beings cause global environmental changes, but to the degree they theoretically do, the best solution is to further augment the environment to our needs. When humans first migrated north out of warm climates, their response to coldness was not to move back south, but to kill animals and wear their fur. When humans faced high infant mortality rates, their response was to improve agriculture to get a better food supply, not to stop having as many children. When the use of horses threatened the growth of cities, man started using the car, instead of moving to the country side.
Let there be no mistake, the left’s view of the environment is mystical and anti-human. It puts inanimate objects and mindless beasts on a higher moral level than conscious humans. It says that man must sacrifice himself so mountains can look pretty and water can be clear. Most importantly, it holds the standard of environmental health to be the degree to which nature is not used by men. By extension, the healthier the environment is, the more impoverished mankind is.
This false conception must be tossed aside. The environment is the surroundings of each individual, and the standard of its health is the value it provides to the individual. Do not think of human beings as a pox upon the earth, but rather think of the earth as a tool for human beings.
Credit to Alex Epstein for enabling me to understand many of these arguments.
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Every half a second, every day, a child goes online for the first time – tapping into all the great opportunities the Internet has to offer, but facing grave risks, the United Nations Children’s Fund (UNICEF) said Tuesday, calling for urgent action to protect them from sexual exploitation, cyberbullying and the misuse of their private information.
“The potential of connectivity makes it easier for children to connect with their peers anywhere in the world […] is a tool for children’s empowerment and engagement with their communities. However, this connectivity puts them at risk of their private information, access to harmful content, and cyberbullying,” said Sheldon Yett, UNICEF Pacific Representative.
As outlined in The State of the World’s Children 2017: Children in a digital world Worldwide, one-in-three internet users is a child, and yet too little is done to protect them from digital world perils.
“Every day, thousands of children are going online for the first time, which opens them up to a flood of dangers we are just coming to appreciate, let alone address,” said Laurence Chandy, UNICEF Director of Data, Research and Policy.
“While governments and the private sector have made some progress in formulating policies and approaches to eliminate the most egregious online risks, more effort must be made to fully understand and protect children’s online lives,” he added.
UNICEF is working with governments in the Pacific to deliver cyber safety programmes particularly in Tonga and Samoa and provide tips to parents on how to protect their children online.
“Collective action – by governments, the private sector, children’s organizations, academia, families and children themselves – is needed to level the digital playing field and ensure safer internet spaces for children,” Mr. Chandy affirmed.
The report underscores that everyone is obliged to protect children in the digital world, including governments, families, schools and other institutions – with a special note that technology and telecommunication industries have a significant responsibility to shape the impact of digital technology on children.
UNICEF is calling for renewed urgency and cooperation among governments, civil society, UN agencies and, most significantly, the private sector, to put children at the centre of digital policy by coordinating global, regional and national responses; safeguarding children’s privacy; empowering children online through more equitable access and digital literacy; and investing in better evidence about access, opportunities and risks for children online.
“In the time it takes to click on a link, a child somewhere begins creating a digital trail which those not necessarily considering the child’s best interest can follow and potentially exploit,” Mr. Chandy stressed.
“As younger and younger children join the Internet, the need to have a serious discussion about how to keep them safe online and secure their digital footprint becomes increasingly urgent,” he concluded.
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Used extensively in Italian, Portuguese, Netherlands and Chinese cuisine, broccoli raab is also known as rapini, spring broccoli and broccoli rabe. This leafy plant, similar to turnip and broccoli, is grown for its leaves and its unopened flower buds and stems. Knowing when to cut broccoli raab plants and how to harvest broccoli rabe is crucial for achieving a tasty crop.
There are several varieties, with one being grown in the spring and one in the fall. Different varieties mature at different times so be sure you know what variety you are planting. This is extremely important when it comes to harvesting broccoli rabe leaves.
When to Cut Broccoli Raab Plants
Broccoli rabe is not difficult to grow. Seeds should be sown in the fall, winter or very early spring. Waiting too long in the spring to plant seeds speeds up the rate at which the flowers open, leading to poor quality leaves and a subsequently poor broccoli rabe harvest.
Plants that grow in the fall grow some before heading into dormancy for the winter. Harvesting broccoli rabe leaves occurs on these plants only after some spring growth has taken place.
How to Harvest Broccoli Rabe
It is easy to know when to cut broccoli raab plants. Broccoli rabe harvest occurs when plants are 1 to 2 feet tall, and flower buds have just begun to appear. Keep a keen eye on plants, however, as they bolt extremely quick.
Using a pair of clean and sharp garden shears, cut the stem 5 inches below the bud. Trimming broccoli rabe down to the ground after the first harvest is not recommended.
After you cut the first shoot, the plant will grow another small shoot that is also edible. This can be harvested later in the season.
Now that you know a little more about harvesting broccoli raab leaves, you can enjoy your crop with confidence.
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Country size comparison
Colorado is about 4.8 times smaller than Peru.
Peru is approximately 1,285,216 sq km, while Colorado is approximately 268,627 sq km, making Colorado 20.9% the size of Peru. Meanwhile, the population of Peru is ~32.3 million people (27.2 million fewer people live in Colorado).
This to-scale comparison of Peru vs. Colorado uses the Mercator projection, which distorts the size of regions near the poles. Learn more. Note: Try dragging the outline to reposition.
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Radiology professionals who measure patients’ bone mass to determine bone health are commonly known as Bone Densitometry Technologists or Bone Density Technologists. The main purpose of these measurements would be diagnosis of osteoporosis or other bone disease. The Tech will make sure the equipment is operating properly and will utilize appropriate safety measures. They may also position patients, record and report results of the testing and follow the physicians orders. Training in bone densitometry is often an advanced specialty for students already in general radiologic tech training. Licensing requirements vary by state but most require an associate’s degree in radiologic technology. The projected job growth for this field is 21% from 2012-2022 according to the Bureau of Labor Statistics.
Some routine administrative duties will be required as well since the Densitometrist will need to document the patient’s identity, match to the chart, verify that the necessary permission forms have been completed and interview the patient to make sure they are informed and understand the procedure. Some patients may be worried about the test and the tech should be well-versed in explaining the process and helping them to relax. The densitometrist will document the procedure in the patient’s records after completion and make sure the results are forwarded to the correct physician.
Most Bone Densitometrists start their career in radiology and take a specialized course in bone density to obtain their certification.
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August 1 to 7 is World Breastfeeding Week. The World Alliance for Breastfeeding Action (WABA) is calling for a concerted global action to support women to combine breastfeeding and work. Whether a woman is working in the formal, non-formal or home setting, it is of paramount importance that she is empowered to claim her and her baby’s right to breastfeed. Women face the challenge of having to adjust to the baby’s feeding schedule when they go back to the workplace after maternity leave. One solution could be mothers expressing breastmilk for the baby to take while they are working. Work places could provide the privacy and refrigeration facilities for breastfeeding mothers to express milk during the day, as well as reasonable break time during the work day, as there is often not enough time or energy left when the mother gets home after a long day’s work. Globally, much has been achieved in supporting women to manage a balance between breastfeeding and work commitments. This has been achieved largely through intuitive maternity entitlements and more countries actively improving national legislation and workplace practices.
Though the decision to breastfeed is personal, it is one that is likely to draw strong opinions from friends, family and the community at large and as such women need holistic support to carry through their breastfeeding decision effectively and safely for their babies.
The benefits of breastfeeding are well researched and documented. Breast milk is widely acknowledged as the most complete form of nutrition for infants with a range of benefits for infants’ health, growth, immunity and development. It is a unique nutritional source that cannot adequately be replaced by any other food and it remains superior to infant formula from the perspective of the overall health benefits of both mother and child. It provides a number of health advantages beginning at birth and continuing throughout life.
Nutrition: Breast milk has an optimum mix of nutrients including vitamins, protein and fat – everything your baby needs to grow provided in a form more easily digested than infant formula. Infant formula is able to mimic a few of the nutritional components of breast milk, but formula cannot hope to duplicate the vast and constantly changing array of essential nutrients in human milk.
Immunity: Breast milk contains antibodies that help your baby fight off infections such as viral and bacterial infections. Babies who are breastfed exclusively for the first 6 months, without any formula, have fewer ear infections, respiratory illnesses and bouts of diarrhoea. They also have fewer hospitalizations and trips to the doctor.
A custom-made supply: Formula is not able to change its constitution, but your breast milk morphs to meet your baby’s changing needs, without the need for heating, mixing or sterilization and cleaning of bottles and teats.
Bonding: Breastfeeding stimulates the release of the hormone oxytocin in the mother’s body which promotes the development of bonding between mother and offspring. The physical closeness, skin-to-skin touching, and eye contact all help your baby bond with you and feel secure as an added advantage.
Weight gain: Breastfed infants are less likely to become overweight children and have a lower risk of developing diabetes, obesity, and certain cancers later in life.
Other benefits: Breastfeeding lowers your baby’s risk of having asthma or allergies and has been linked to higher IQ scores in later childhood.
Breastfeeding Benefits for the Mother?
• Breastfeeding burns extra calories, so it can help you lose pregnancy weight faster.
• It releases the hormone oxytocin, which helps your uterus return to its pre-pregnancy size and may reduce uterine bleeding after birth.
• Breastfeeding lowers your risk of breast and ovarian cancer.
• Mothers who breastfeed are less likely to develop osteoporosis later in life.
• It saves time and money as there is no need to buy and measure formula, sterilize nipples, or warm bottles.
• It gives you regular time to relax quietly with your newborn as you bond.
Full circle, granny knew it all, natural is best. Help a working mother give her baby the best!!!
• Dr Gina Rusike works at Aneni Health Services in Khomasdal and can be reached on 061 212696 or at email [email protected].
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- Slides: 24
Child Sexual Exploitation
What is Child Sexual Exploitation? In groups brainstorm – What comes to mind when you think of CSE?
What is Child Sexual Exploitation? “Sexual exploitation of children and young people under 18 involves exploitative situations, contexts and relationships where young people (or a third person or persons) receive ‘something’ (e. g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing, and/or another or others performing on them, sexual activities. Child sexual exploitation can occur through the use of technology without the child’s immediate recognition; for example being persuaded to post sexual images on the Internet/mobile phones without immediate payment or gain. In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability. ” (This definition of child sexual exploitation was created by the UK National Working Group for Sexually Exploited Children and Young People (NWG) and is used in statutory guidance for England. ) •
CSE occurs throughout the UK affecting boys as well as girls, from any social, ethnic or financial background. It robs them of their childhood and has serious long term effects on every aspect of their lives and may be life threatening. CSE is more than just sexual assault: Perpetrators who sexually exploit children commit multiple crimes when they do so Exploited children may go on to be exploited young adults if they are not supported and helped
• https: //www. youtube. com/watch? v=q. QDYp. Ipgdt. A
Signs and Indicators Physical • • • Unexplained change in appearance and/or behaviour Repeated symptoms of urinary infections Pelvic-inflammatory disease Unexplained injuries Lack of personal hygiene/care Self-harm/attempted suicide Repeated testing for sexually transmitted diseases /pregnancy Repeated pregnancies/miscarriages/terminations Repeated or prolonged alcohol abuse Drug/substance misuse
Psychological • Low self-esteem/low selfconfidence • Poor attachment/attachment disorder • Depression • • • Sleep disorders/nightmares Eating disorders Alcohol/drug/substance abuse Dissociation Psychosis • Post-traumatic stress disorder • Conduct disorder • Living in a chaotic or dysfunctional household (including parental substance use, domestic violence, parental mental health issues) • Mental health problems • Suicidal thoughts/ideation • Multiple personality disorders
Behavioural • Absent from school or exclusion due to behaviour • • • • Staying out overnight with no explanation Receiving gifts from unknown sources Unaccounted for money/goods e. g. mobile phones/credit, drugs or alcohol Change in physical appearance Overtly sexualized dress Having a much older boy or girlfriend Associating with unknown adults; other sexually exploited children or vulnerable children Reduced contact with family, friends and other support networks Getting into cars with unknown adults or associating with known perpetrators Evidence of sexual bullying and/or vulnerability through the internet and/or social networking sites. Gang member or association with gangs Offering to have sex for money/other payment Regularly missing from home or care
Where does CSE happen? Where are children & young people likely to be targeted by perpetrators?
WHERE DOES CSE HAPPEN? Shopping centres Social networking and gaming sites Arcades Cafes Fairgrounds Skate parks Parks Alcohol outlets including local shops with alcohol licenses • Taxi ranks • Railway and bus stations • • Cinema complexes Take away food outlets and restaurants Hotels/B&Bs Any area where children & young people congregate in the absence of parental or adult supervision or where they can easily be accessed
Who is most at risk from CSE? Discuss this with a partner or in a small group
RISK FACTORS • • • Child in care Early child protection concerns Previous sexual abuse Learning disability or difficulties Children & young people who are unsure of their sexuality Alcohol abuse Drug/Substance misuse Domestic abuse Absence from school Being a teenager Bereavement of significant person Family alcohol/drug/substance abuse
Risk Factors • • • Living in poverty Neglect Gang association Social isolation Being blackmailed Peers who are sexually exploited Absence from home/homelessness Factors that increase the risk for a child & young person Male dominant home Young carers • Remember: Any child or young person can be at risk of sexual exploitation
Look at the statements on your table and discuss within small groups Do you agree or disagree with the statements?
FACTS AND MYTHS FACT: A child or young person cannot give consent to sex after consuming alcohol or drugs Consent is not lawful at any age when drunk or drugged. MYTH: The child or young person did not take opportunities to escape so is not being coerced Reality: There are many reasons why children and young people may feel unable to escape an exploitative situation, including fear of reprisal, vulnerability and psychological dependency on the person exploiting them (Stockholm Syndrome). Failing to escape does not mean they are not being exploited. MYTH: Crossing a border is required in order to be trafficked Reality: Trafficking can occur anywhere. You do not have to move countries to be trafficked. Moving from one town to another is trafficking.
FACT: A child or young person can be a victim of sexual exploitation even if they go home and sleep in their own bed every night Perpetrators of CSE attempt to maintain a covert relationship with children and young people. Much of this type of exploitation is committed during the child or young person’s free time in order to prevent detection MYTH: CSE only happens to ‘looked after’ children and children in local authority care Reality: Any child or young person can be at risk of or experience CSE wherever they live and whatever their own vulnerabilities MYTH: Children and young people who are perpetrators cannot be victims Reality: Children and young people may appear to be willing accomplices, but this should be seen in the context of the controls exerted by the perpetrator and the submission of the child or young person to them
FACT: CSE is perpetrated by men and women Women are known to be perpetrators of this crime too. They may use different grooming methods but are known to target both boys and girls. MYTH: Only adults sexually exploit children and young people Reality: Peer on peer exploitation happens too. Young people are known to invite other young people to parties where they will then be introduced to other young people or adults and forced to perform sexual acts on young people and/or adults. Young people are also known to use ‘sexting’ as a way of communicating and distributing images. MYTH: It only happens to girls and young women Reality: CSE happens to boys and young men too and they are just as likely to be targeted. However, boys and young men may be less likely to disclose or seek support, due to stigma, prejudice or embarrassment, or the fear that they will not be believed.
MYTH: A child or young person is not a victim of CSE if they refuse offers of help Reality: Children and young people may initially refuse offers of help. This does not mean that they do not need help but that you will need to build trust and a positive relationship with them, to safeguard them effectively.
INFORMATION SHARING Always share your concerns with your school’s Designated Safeguarding Lead If you suspect that a child or young person is being exploited, this suspicion must be shared with other appropriate agencies, even where there may be issues with consent. Sharing information can mean the difference between life and death for a child or young person. The effective identification, disruption, intervention, protection and prosecution of perpetrators of this crime depend on effective multi-agency working. For further support access the following guide Information Sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers. www. gov. uk/government/publications/safeguarding-practitioners-information -sharing-advice
What can we do in schools to prevent CSE? • Planned, robust, spiral scheme of work for PSHE Associations – Planning Toolkit for Key Stage 1 to 4 and Character Education programme • Relationship and Sex Education which promotes healthy relationships must begin in primary schools • Lessons about the boundaries between consent and coercion to ensure they understand what it means to get and give consent. • Relationships and sex education should address pornography as this influences young people’s understanding about expectations of sex and attitudes to women and girls. • Explore gender and sexuality- what it is to be male and female – and pressures or expectations to act in certain ways that potentially cause harm to others or oneself.
• Sexting - consider the behaviours of those who manipulate young people into sending images, but also those that share such images without consent. • Awareness raising and other preventative strategies Address running away and related preventative strategies through PSHE. • Internet safety should include how young people can keep themselves safe on social media. • Child Exploitation and Online Protection Centre (CEOP) provides a series of free knowledge sharing events and resources aimed at professionals with a responsibility to safeguard children from child sex offenders. It supports delivery of prevention messages into schools and directly to children and young people through its Thinkuknow educational products and materials provided to teachers for use in classrooms with children and young people. They have developed a wide range of resources including films, lesson plans and online games that focus on children and young people at different key stages
Resources Alice’s diary – Hampshire Police - The aim of the diary is to raise awareness of the signs of child sexual exploitation and help readers recognise the signs in a friend or family member. There are blog entries from Alice, her mother, father, brother and a friend. https: //www. hampshire. police. uk/police-forces/hampshireconstabulary/areas/campaigns/2018/do-you-know-the-signs-of-child-sexualexploitation/ Southend Children’s Safeguarding Board - Southend Local Safeguarding Children’s Board has launched a short film to make children and young people aware of the dangers of online grooming and sexual exploitation. Created by an Essex University student as part of a third year final project, the film features a teenage boy who starts chatting to what appears to be a pretty young girl online. https: //youtu. be/Tum. Tj 51 EEGg
Alright Charlie Free online. This resource is designed for use with children aged 9 -11 in primary schools and aims to highlight the warning signs of grooming in an age appropriate way. The film is seen through the eyes of Charlie who is groomed by Danny. The resource was designed in consultation with CSE professionals, primary school teachers and children in years 5 and 6 in primary schools. The resource is accessible to girls and boys with the viewer never discovering Charlie’s gender. https: //basisyorkshire. org. uk/resource/alright-charlie-cse-primary-school-resource/
NATIONAL CONTACTS NSPCC www. nspcc. org. uk or Tel: 0808 800 5000 Barnardo’s www. barnardos. org. uk Childline www. childline. org. uk or Tel: 0800 11 11 Child exploitation and on-line protection centre (CEOP) www. ceop. police. uk NWG network www. nwgnetwork. org Missing Children helpline: www. missingpeople. org. uk Parents against child sexual exploitation: www. paceuk. info or Tel: 0113 240 5226
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CC-MAIN-2023-50
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https://slidetodoc.com/child-sexual-exploitation-what-is-child-sexual-exploitation-3/
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| 0.920368 | 2,471 | 3.140625 | 3 |
The next Arava Agricultural R&D exhibition will feature a brand new Israeli development – the black tomato.
The new tomato, which sports the name “Black Galaxy,” was developed by Technological Seeds DM. The company says that the color is the produce of a special pigment, which was derived from blueberries and introduced into the new species.
Yedioth Ahronoth quoted the developers as saying that the unique pigment also carried health benefits, such as a high concentration of antioxidants and Vitamin C, which are known to help boost the immune system and prevent various diseases.
The black tomato will make its worldwide debut at the Arava Agricultural R&D Exhibition, in early February. Over 250 companies from Israel and the world over will participate in the expo, which is also open to the public.
Among other new edible creations, the show will feature seedless lemons, a new species of strawberries, red lemons and rainbow carrots – which are yellow, purple and pink; as well as the newest agro-tech developments, such as thermal plant imaging, a crop dusting robot and more.
Getting you hands on a black tomato or a purple carrot might be a little difficult, though; since they are now slated for export only.
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CC-MAIN-2013-20
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http://sizedoesntmatter.com/technology/black-galaxy-tomatoes-red-lemons-and-purple-carrots/
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en
| 0.961551 | 258 | 2.59375 | 3 |
The contribution of active travel to public health, the relationships between transport and air quality, and the interactions between mobility and wellbeing are key concerns within this research theme. This theme considers the complex relationships among mobility, health, wellbeing and sustainable development, with a specific focus on cities.
The recognition that health is more than the absence of disease or infirmity and the increased attention for individual and communal wellbeing in policy and planning is the starting point for the wellbeing theme. Many people are not spending enough time being physically active and levels are too low in large sectors of the population, and that this can contribute to serious health problems and low levels of subjective wellbeing. This work seeks to understand how active travel can be encouraged, and how cycling and walking can deliver benefits to personal wellbeing, public health, the economy and the environment. Attention is also directed to the ways in which transport can shape the wellbeing of individuals and communities, and vice versa. Wellbeing is here understood in multiple ways, including happiness, flourishing and the satisfaction of needs.
Using detailed information on travel patterns and time use, research also seeks to understand in which everyday travel and activities are undertaken contribute to greater happiness and flourishing among individuals and in communities.
Research in this theme aims to:
- Understand the processes of behaviour change in active travel and public health in order to refine and develop theory and inform practice;
- Develop and apply methods for quantifying the health, wellbeing and economic impacts of strategies to achieve global reductions in greenhouse gas emissions;
- Evaluate transport and public health interventions in terms of their travel, physical activity, wellbeing and climate change impacts; and
- Examine which dimensions of trip-making and the physical, social and geographical contexts of travel behaviour and time use enhance or diminish wellbeing.
This research explores major policies, strategies and interventions to improve public health and wellbeing and mitigate climate change across a number of geographical scales, ranging from the international level to the neighbourhood and immediate surroundings of a mobile individual.
Core strands of work include:
- Integrated health, transport, wellbeing and carbon impact assessment: We assess the effects of policies to reduce greenhouse gas emissions on health, wellbeing and the economy. Policy options represent alternative strategies for achieving abatement targets where the alternatives are likely to have differing impacts on population health, wellbeing and development.
- Evaluation of impacts of physical interventions for walking and cycling: Methods are developed to measure and evaluate active travel in terms of changes to physical activity, travel behaviour and carbon emissions. Research explores why physical interventions and supporting promotional activities are (or are not) effective, in what ways, for whom and in what circumstances.
- Understanding wellbeing at individual and household levels: Work in this area explores subjective wellbeing among individuals and households in the UK and elsewhere. It seeks to determine how wellbeing is shaped by transport and time use, aspects of the built environment, social networks and social deprivation.
Current Research Projects
Funded by the European Union's Seventh Framework Programme; 2013-2017; University of Natural Resources and Life Sciences, Vienna (BOKU) with multiple research partners; Dr Christian Brand
Travel behaviour change in Greater Oslo
Funded by the Institute of Transport Economics; 2013-2016; Prof David Banister
Recent Research Projects
Funded by the John Fell Fund, University of Oxford; 2014-2015; Dr Jennie Middleton
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<urn:uuid:052a82b1-39ef-4c7d-91b3-1829e3e9e885>
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http://www.tsu.ox.ac.uk/research/health-wellbeing/
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| 0.921317 | 676 | 2.71875 | 3 |
Although most people find it humorous when they see a small child walking with a leash or a baby harness on at an amusement park, they likely don’t understand the peace of mind that it offers the parents. Parents rank losing a child as five times more concerning than terrorism and three times more worrisome than abduction. When children have just learned to walk or are into exploring their surroundings, it can be easy to lose them in seconds. 45 percent of children get lost in malls and stores, while 27 percent of families – one in three – lose a child at an amusement park.
There are a few ways to keep a close eye on your little ones while spending time at the park or when visiting the mall without losing them. 76 percent of families want to learn how to avoid losing their children. It’s important to know a few effective ways to keep them safe and in your sight.
Use a Baby Harness
Over 2,000 children in the U.S. are lost every day in public places, making it crucial for parents to take necessary precautions to protect their child before leaving home. A baby harness allows the parent to limit the child’s mobility by keeping them strapped onto their chest while running errands. It makes for a hands-free way of keeping the child close while also allowing them to feel comfortable and even nap while in public.
Use a travel harness that offers plenty of support for both you and your child, making it easy to carry the infant for several hours.
Dress Your Child in Bright Clothing
Over 90 percent of families admit to losing a child in public, making it one of the top fears for parents. 20 percent have also lost a child more than once. One of the most effective ways to spot your child in a crowd is by dressing them in bright clothing before leaving the house. You can dress them in one color from head to toe, such as bright yellow, hot pink, or neon green. You can also have them wear a matching bracelet with their name and phone number to help other people contact you if the child wanders away, which only 9 percent of families do.
For infants or small children who are likely to run away at a moment’s notice, consider tying a balloon on a long string to the child’s wrist. This will make it easy to spot the child in a crowd and see where they’re headed within seconds.
Teach the Child to Ask for Help
Being lost can be just as terrifying for the child as it is for the parents. 95 percent of people will remember the incident for the rest of their lives, making for a traumatizing experience that can scar each family member after the child is found. To stay together in public, you can teach your child to ask for help if they’re old enough to communicate. Practice telling them what to say ahead of time so they feel self-assured when approaching an adult.
You can also agree on a meeting spot when in a retail store or when shopping for groceries. This will allow the child to remain confident and independent if they become lost instead of having a meltdown.
Assign Each Parent to a Kid
Instead of feeling overwhelmed by trying to keep track of children who are running around, parents can choose to assign a certain number of kids to each adult. For larger families, this will make it easier to keep a close eye on multiple children at one time instead of losing track of one or two kids.
Take Photos of the Child
Although it may be one more thing to do when trying to get out of the house each day, it’s important to take photos of each child to ensure that you have an updated picture on hand of their outfit and what they look like. This can help authorities or security guards easily identify the child if they become lost in a busy store or an amusement park. Only 10 percent of missing children are reported to an authority each day, making this a crucial step if they are missing.
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<urn:uuid:add01cbd-5c1a-4b17-996f-9cdd33540469>
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CC-MAIN-2017-39
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http://luckybabyworld.com/baby-harness-avoid-losing-your-kids/
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en
| 0.956409 | 811 | 2.828125 | 3 |
Thursday, October 8, 2009
You have this terrific new technology installed in your classroom... an Interwrite Board! Excitedly, you pick up the Interwrite pen and begin to write on the board, only to realize that nothing is happening! Your pens are not working because your board is not interactive. Before you become frustrated and wish for your chalkboard back, take a few moments to read through this trouble-shooting guide. In a few easy steps, you can get your board working before your first class of the day!
Tuesday, September 22, 2009
The INTERWRITE® BOARD is a durable, easy-to-use interactive whiteboard, similar to a Smart board. The Interwrite board works through a computer and projector.
An INTERACTIVE PEN is a rechargeable pen that allows for interactive use with the Interwrite Board.
Monday, September 21, 2009
Monday, September 14, 2009
Step 1: Check to make sure that all power cords are plugged in and the board is turned on. To turn the board on, you need to look on the right side of the board.
Step 2: Look on the menu on the right side of the Interwrite board. Try clicking on 'Calibrate'. If this works, move to Step 6.
Step 3: If side menu is not recognizing the interactive pens, you will need to connect the board from the computer. At the bottom, right-hand corner of your computer screen, you will see the Interwrite icon on the toolbar. Click on this.
Step 4: Once you click on the Interwrite icon, a menu will pop up. Click on "eInstruction Device Manager", at the top of the menu. Once in the Device Manager, you will see the Interwrite Board icon, labeled "School Board". If it is disconnected, it will have a red X in the corner of the icon, as seen below:
Click on the School Board icon. The red X will change to a green check mark. The board is now connected.
Step 5: Now that your Interwrite board is connected, click on the School Board icon once. The toolbar in the Device Manager will be active. You will probably now need to calibrate the board so that the pens write correctly. Click on the Calibrate icon on the toolbar, which looks like two perpendicular lines.
Step 6: Now you are ready to move from your computer to the Interwrite board. Use the interactive pen to touch the board in the center of the bulls eyes as they appear on the board.
Step 7: You are almost ready to write with the interactive pens on the board, but first the board needs to be in the interactive mode. You can do this two ways. 1)You can use the interactive pen to click on the icon on the top of the toolbar on the board. Click on Interactive Mode. or 2) You can go back to your computer and click on the Interwrite icon again. When the menu pops up, click on Workspace.
Step 8: When you are in the Interactive Mode, a toolbar will appear on your board. To write on the board, you can choose a solid white background on which to write. For a white background, click on the Blank Page icon:
Step 9: You are now ready to write on your Interwrite board!!
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CC-MAIN-2014-23
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http://trouble-shootingguide.blogspot.com/
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en
| 0.912778 | 688 | 2.75 | 3 |
No. 5: FARM LANES
Farm lanes have not received the attention given to other forms of farm property. Improvements have been made in farm structures, materials handling equipment, utility services, manure storage, etc., but the farm lane remains a problem, particularly in the spring.
What caused the lane to fail? It may be from increased use, increased weight of traffic, no attention given to drainage so it is frequently waterlogged; or it may be badly constructed. It is safe to guess that when it was laid down it was intended for horse traffic and less use.
In many cases the farm lane is of the same construction today as a century ago - a bit of gravel on top of original topsoil. Farm lanes were intended originally for horse-drawn vehicles with an occasional threshing machine. Nowadays a farm lane must carry the longer and heavier types of commercial trucks carrying fertilizer, feedstuffs, and transport type milk trucks. On farm equipment such as combines with trailing wagons have all changed the use of the farm lane.
The farmer is usually not faced with building a completely new lane but with the improvement of an existing one. Farm roads and lanes are of two classes. The primary class is the farm lane serving the farmstead and buildings from which the business of the farm is carried on. This lane will carry a greater volume and weight of traffic and should be built with a well-drained dense surface needing minimum maintenance. Livestock should not have access to the lane area.
Secondary lanes are those that serve the fields. The secondary lanes get infrequent use and are usually grassed tracks between fields. Maintenance is filling the potholes as they occur. They are adequate when the weather is dry. No discussion on these lanes is included here.
The cost to renovate or construct a farm lane is affected by the size of the job, the distance to haul materials, the nature of the subsoil and the work that needs to be done, including drainage. Your LICO drainage contractor can give you an estimate of the cost and do the entire job.
Laying Out the Lane
Overhead clearance is very important. Large tree branches, overhead wires and other obstructions need to be considered and possibly changed.
Entrance from the Road
The entrance must be located so there is clear vision for a distance of 600 feet in each direction so the lane traffic does not interfere with safety of other road traffic
The entrance gradient from the road to the lane should not exceed 3 percent whether in cut or in fill situations.
The turning radius off a road must provide that a farm tractor and trailing implement, milk transport, or other large vehicle making a right-hand turn will not have to enter the approaching road lane to enter the farm premises. Most standards require a minimum 25 foot turning radius.
This means the entrance to the lane must be 50 feet wide 11 feet from the centre line of the road (just on the shoulder of the road) and then taper down to a minimum width of 12 feet as measured at the farm gate or when 40 feet from the centre line of the road. The 40-foot distance may need to be reduced if the road right of way is only 66 feet. (See the illustration above).
The minimum width of entrance lane, as measured at the road ditch is 20 feet. The road standard requires a minimum length of culvert of 26 feet. The minimum culvert diameter is 15 inches. Both of these dimensions will be influenced by a local situation. The end treatments of the fill requires at least a 2 to 1 slope at the culvert. The depth of cover over a culvert is 12 inches. The standard also specifies the quality of the road base. This will be discussed below.
Lane Width and Yard
Reconstructing the Lane
It is recommended that you employ a LICO drainage contractor to build the lane. He has the knowledge and proper equipment to do the job. You might consider improving some field drainage at the same time. Most farms do not have equipment that will do a proper job, nor has the farmer time to do it himself.
It is essential that the drainage of the lane be addressed first. It is the native soil that supports the weight of traffic. In a dry state it will carry almost any weight without failing.
However, if there is excess water in the subsoil it quickly reduces its bearing capacity. Muck oozes up from below. Muddy lanes make buildings and livestock dirty. Tile drains can reduce wetness and frost boils in the spring.
Excess water in the subsoil is best removed by tile drains. The tile drain location is site specific. Often a tile line down the centre of the lane is adequate. In other situations a tile on each side of the lane may be needed. A safe outlet must be provided. The drains for the lane can often form part of the field system if barnyard discharge and other pollutants are excluded from the drains.
Many farm lanes are low in the centre and behave like a bathtub with surface water collecting on the lane. Proper surface drains such as a shallow ditch on each side of the lane should be constructed to remove any water falling on the lane or on adjoining land. The surface of the lane should be gradede and cambered to drain the water into the side ditch channels. There must also be some means of having water move from one side of the lane to the other. Ditches should be channelled to a safe disposal area.
Constructing the Farm
The roadbed is the parent soil underlying the lane after removal of top soil. After the needed drainage is in place, excavate the top foot of soil. This material is best shoved to each side of the lane by a bulldozer as it will be used later to bank up the sides of the lane.
Line the subgrade with a woven geotextile fabric. The purpose of this material is to prevent soil separation and for road base stability. Without this material heavy loads shove the sub-base coarse material into the base soil or parent material which causes surface unevenness later. Use of this material also tends to reduce the amount of aggregate by almost one third.
The sub-base is a compacted layer of granular permeable material placed on the geotextile covering the roadbed. In soft subsoils it provides a firmer base. The sub-base also takes out irregularities and forms a smooth bed for the next coarse. It is not primarily there for strength reasons. Size of material used should not more than three quarters of the thickness of the layer. Pit run gravel, or, granular "B" is used often. Spread the gravel evenly and compact it to a uniform thickness. The compacted depth of the sub-base should be about 8 inches.
Compaction of farm lanes is usually done by the farm tractor or by the equipment used to build the lane. It is essential that the compaction be uniform. Try to achieve about 100 pounds per square foot of density.
The purpose of the road base is to spread and transmit the load from the surface to the road bed. If not compacted well ruts will form as the material moves due to imposed loads. The base, more than any other thing, influences the cost of the lane. The base is a compacted layer of granular permeable material providing the main supporting strength of the road structure. The recommended material is 6 inches of 5/8 inch crushed granular "A". Leave a crown over the original grade for proper drainage. Never use top soil in a road bed.
The wearing surface may not be present. It may be fine gravel with a binder or soil cement, or, for short lanes 3 inches of HL3 asphalt, or concrete.
Maintenance and Repair
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http://drainage.org/factsheets/fs5.htm
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en
| 0.943227 | 1,596 | 2.703125 | 3 |
Mentioned in the Domesday Book, the Manor of Sudbury seems to have declined after the death of John, son of William de Sudbury, during 1333. Two portions of the original meadow lands were enclosed by the seventeenth century; the present Cavendish Court site and the site of the present Sudbury Meadow. This can be clearly seen on the enclosure map of 1799, when the site is under the name of Reynolds. It appears that the site was used for grazing until the late 1980s. Photos exist in St Neots Museum, which suggest that the then owners of Sudbury Meadow, who lived at 6 Crosshall Road, allowed the field to be used for community events during the 1930s. The last animals to use the field were several ponies and a donkey.
The site was left untouched for several years whilst planning permission was sought, by Taywood Homes, for the adjacent plot of land and in 2001 Huntingdonshire District Council ownership.
Huntingdonshire District Council officers were keen to do something a little different with the site and help to fulfil their commitments within Cambridgeshire’s Biodiversity Action Plan at the same time. In early 2001, proposals to retain and enhance the wildlife habitat of the site and create a garden-wildlife awareness area were accepted. St Neots Town Council were asked to select a name and Sudbury Meadow was reborn.
For more details about the site visit Friends of Sudbury Meadow.
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<urn:uuid:34b5c2f7-1e19-443c-8315-2131627fc94c>
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CC-MAIN-2017-39
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http://www.visitstneots.co.uk/sudbury-meadow/
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en
| 0.976233 | 301 | 2.703125 | 3 |
Athletes experience a range of emotions during sports. Some are anticipatory before a game, while others are induced during a game. Athletes may feel pride and despair when their idol is injured, or they may feel ecstatic when a late-game goal transforms defeat into victory. These feelings are often mediated by sports subcultures. Here, we’ll explore some of the most common emotions related to sports.
In the 20th century, the international order of sports underwent a period of social and spatial diffusion. During this time, African Americans, Australian Aboriginals, and South African “Cape Coloureds” were finally given the opportunity to participate in the world’s sports. Athletes from other, less wealthy countries were unable to compete with those from richer nations, as they lacked the financial rewards and training facilities. However, in the 21st century, sports underwent a revolution in which women were allowed to participate in previously exclusively male sports.
While there are many variations of sport, most competitions are governed by a set of rules and customs that ensure fair competition and consistent adjudication of winners. Often, winning is decided by a panel of judges. This committee scores the elements of a sporting performance, which may include subjective or objective measures. Sports can be categorized according to their origin, but there are many similarities across different sports. The most common definition of a sport is the term “competition” or “contest”.
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<urn:uuid:a3825774-be7f-4483-9191-e9716757ca95>
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CC-MAIN-2023-14
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https://freshtrampolines.com/emotions-related-to-sports/
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en
| 0.97847 | 299 | 3.6875 | 4 |
OTTUMWA-Doctors are those with whom we place our complete trust, often relying on them in our most vulnerable moments. National Doctors Day, which occurs on March 30th, is meant to bring attention to the service of all physicians and their contribution to individual health and medical progress.
Doctor’s Day was first instated in Georgia on March 30, 1933, after Eudora Brown Almond, the wife of a physician, decided there should be a day to appreciate physicians. March 30 was a meaningful date because it was the anniversary of the first use of general anesthesia in surgery, which occurred in 1842. The first Doctor’s Day consisted of sending cards to physicians and their wives, placing flowers on the graves of deceased doctors, and having a dinner in their honor. In 1990, President Bush signed the day as a national holiday. Today, the nationwide day of appreciation can involve tokens of appreciation of any sort toward physicians, typically practiced by health care organizations.
Doctors and other health professionals, work very hard, long hours in their offices, surgeries and hospitals. What is one of the most important factors to being successful in their work? “For me, it’s important there is a level of trust in the doctor –patient relationship,” says Dr. Sandro Younadam, Internal Medicine Physician with Ottumwa Primary Care and Chief Medical Officer for ORHC. “If my patient doubts what I am saying, explaining procedures and recommending treatment can be nearly impossible. We need the patient to partner with us and do their part to help them achieve and maintain optimal health.”
Ottumwa Regional Health Center celebrates National Doctor’s Day by inviting Ottumwa area physicians to lunch at the hospital and presenting them with a small gift of thanks. “We are so appreciative of the work and efforts of physicians every day and the impact they have on so many”, said Phil Noel, CEO. “They are the heart of a great health care team.”
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<urn:uuid:34606ab4-7072-4bd0-b3c5-5f94c256343b>
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CC-MAIN-2017-39
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https://ottumwapost.wordpress.com/2017/03/29/orhc-celebrates-national-doctors-day/
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s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818690035.53/warc/CC-MAIN-20170924152911-20170924172911-00190.warc.gz
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en
| 0.97432 | 415 | 2.734375 | 3 |
Know the definition and types of bioplastics
Bioplastics are not just a type of material. This term encompasses a whole family of materials that may have different applications and properties.
According to European Bioplastics, a plastic material is defined as a bioplastic if it is defined biobased, biodegradable or both properties at the same time.
The term “biobased” means that a material or product is of plant origin, such as sugar cane or corn.
On the other hand, biodegradation is a chemical process by which microorganisms found in the environment are able to convert the material into natural substances such as water, carbon dioxide and compost.
Bioplastics: a sustainable alternative
Today there is an alternative for almost every type of conventional plastic and its corresponding application. Bioplastics have virtually the same performance properties as petroleum-based plastics. They also offer additional benefits such as carbon footprint reduction or composting.
Bioplastics are essentially a very important part of the bioeconomy and are rapidly developing a greater market presence, generating economic growth while reducing environmental impact.
MAIN MATERIAL GROUPS OF BIOPLASTIC
There are mainly three groups of materials in bioplastics:
- Biobased plastics that are not biodegradable, such as BioPE.
- Plastics derived from fossil sources that are biodegradable, such as PBAT.
- Plastics that are biobased and biodegradable such as PLA.
The future of bioplastics
Currently, bioplastics represent a small part of the approximately 359 million tons of plastic produced each year worldwide.
However, demand is increasing and more sophisticated materials, applications and products are appearing every day, so the market is growing continuously and dynamically.
Prime Biopolymers, a company specialised in the development of bioplastics.
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<urn:uuid:14d8a9e8-5f39-4464-8cf7-0eaf9c34dc53>
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CC-MAIN-2023-14
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https://primebiopol.com/que-son-los-bioplasticos/?lang=en
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62,950 COMPLAINTS HAVE BEEN FILED.
BUT NEPAL’S TRUTH AND RECONCILIATION COMMISSION HASN’T HEARD A SINGLE ONE.
The civil war ended here in 2006. Nine years later the Truth and Reconciliation Commission was created. But legal barriers, logistics issues and a lack of political will have left tens of thousands of complaints stagnating. Among them, the few sexual assault cases may face the greatest obstacles.
Published May 16, 2020
NEPALGUNJ, NEPAL — She was alone when government soldiers walked into her home.
They told the 12-year-old that they were searching for Maoists, members of the armed group waging war against the government.
They drank all of the alcohol in the house as they searched. Then, they demanded she show them the sheds out back.
“They did bad things to me,” says Sima, who asked to use only her first name because of stigma against against people who have experienced sexual assault.
Three men raped the girl before she lost consciousness.
Sima, now an adult, is one of more than 60,000 people who has lodged a claim with Nepal’s Truth and Reconciliation Commission, a body set up to investigate human rights violations, promote reconciliation and recommend financial relief to those whose lives were ripped apart during the country’s civil war that raged from 1996 to 2006.
But she is one of just 322 whose claim alleges sexual assault.
Her case, along with the thousands of others who suffered human rights violations at the hands of the army, the police or armed groups, is stuck in limbo. The commission has struggled to operate amid political and bureaucratic instability here.
So far, it has not recommended a single prosecution.
THE WAR: 1996 – 2006
Disappointed with the lack of economic reform under the country’s democratically elected government, and with long-standing grievances over the distribution of land, an armed group calling themselves Maoists took up arms against the government in 1996.
An estimated 18,165 people were killed, and more than 1,700 were disappeared during the war.
Throughout the conflict, both the Nepalese army and members of the Maoist armed group used sexual violence as a routine tactic.
At its conclusion, the government promised financial relief to those affected by the war. The process for assessing claims of human rights violations has been labyrinthine and opaque, with sexual assault claimants facing the greatest obstacles.
After the soldiers raped her, Sima’s father took her to a hospital in India for treatment. She stayed there for a week.
Sima says her behavior changed after the incident. She stopped speaking to her friends. She would stay quiet and cry when she was alone. “My mother would scold me for not speaking,” she says. “She didn’t know what happened.”
Only her father did. That’s why he pushed her to get married at 16, she says. “He was afraid that if word got out, no one in the village would marry me.”
Sima now has two daughters of her own.
A BACKLOG OF CASES
Sima couldn’t make a complaint under Nepal’s first post-conflict relief program because the government didn’t acknowledge sexual violence in the conflict until 2014.
Instead, the Ministry of Peace and Reconstruction was responsible for identifying people eligible for relief payments related to death, disability, displacement, kidnapping, disappearance and destruction of property.
That was supposed to include people like Gita Godiya.
Government soldiers walked into her home in 2001 and took her husband, Dhani Raj Godiya, a coppersmith. The soldiers accused him of making bombs and bullets for the Maoists. He denied the allegations.
Godiya hasn’t seen her husband since. She spent the next two decades raising six children on her own and struggling to make a living as a laborer. One daughter died because she couldn’t get the medical care she needed, Godiya says. None of her children got an education – she couldn’t afford it.
As the wife of a disappeared person, Godiya was eligible for relief from the ministry. But she has not found justice.
Godiya says she twice sent evidence of her husband’s abduction and assumed death to the ministry. She should be eligible to receive 1 million Nepalese rupees ($8,201) for his disappearance as well as a further 25,000 rupees ($205) for her widow status, government officials say. But the only thing the family received from the ministry was a letter asking for more evidence.
“We are tired,” her son Dhirendra Kumar Godiya says. “They say go here and go there, but nothing happens.”
He says families who submitted claims after theirs have received payment. The Godiyas wonder why they were left out.
The Ministry of Peace and Reconstruction established five separate task forces between 2007 and 2015 to identify people who suffered under the conflict and provide their details to the government for relief payments.
The government has since disbanded that ministry and handed responsibility to the Ministry of Home Affairs; the Ministry of Law, Justice and Parliamentary Affairs; and the Ministry of Urban Development. The Ministry of Home Affairs is responsible for distributing relief payments and receives a budget of 100 million rupees ($834,219) every year to do so. It has received 18,165 cases of death, 1,700 disappearances, 5,448 kidnappings, 109,616 displacements and 13,278 cases of disability from the conflict, says Bishnu Raj Neupane, a former undersecretary at the Ministry of Home Affairs.
But of all of these cases, Neupane says they don’t know how many of them have received relief and how many are still waiting. Officials there are still sorting through the data.
Disbanding the Ministry of Peace and Reconstruction complicated matters, says Paramananda Ghimire, the former undersecretary at the Ministry of Home Affairs. The information they received during the transition between ministries was incomplete, he says, meaning some claimants have been left out of official databases.
A New Process for People Who Survived Sexual Assault
While families like the Godiyas were able to apply for relief soon after the conflict, people who experienced sexual assault had to wait much longer.
The government passed a law in 2014, eight years after the war ended, that sought to better address wartime atrocities through groups such as the Truth and Reconciliation Commission. This provided an outlet for people to file their complaints. But few have found the process any easier.
Sima filed her case in 2018.
“I was scared,” she says, because she knows families who kicked women out of their homes when they found out about the assault. “Societies don’t treat us well.”
That may explain why there have been so few complaints related to sexual violence filed with the commission – just 322 out of a total of 62,950 cases overall.
“How can they fight with society when they cannot even tell their husbands?” says Bhagiram Chaudhary, chair of two organizations that represent the interests of people who suffered during the war.
Chaudhary, who lost his brother and sister-in-law during the conflict, says people who have been raped are at a significant disadvantage when applying for relief. The courts have waived the statute of limitations for those abused during conflict, but the length of time since the conflict makes it challenging to prove rape accusations, he says. “It is difficult to find the perpetrators.”
TROUBLE AT THE TRUTH AND RECONCILIATION COMMISSION
Sima’s case hasn’t been heard yet because the commission has not taken up a single one of its more than 60,000 complaints.
The Truth and Reconciliation Commission, or TRC, has been plagued by delays since it started. It had no sitting members from April 2019 until January, when the government announced four new members and a chair. Each will serve a one-year contract.
“This took a long time because the committee wanted to make sure that the appointed members are not controversial and acceptable by all,” says Rishi Rajbhandari, the secretary of the commission.
But previous commission members say they faced consistent obstacles too, making it difficult for them to make any headway on the vast caseload.
Shree Krishna Subedi, a former member of the commission, served from 2015 until his contract ended in April last year. He says he and his colleagues faced constant challenges in carrying out their work.
He says they weren’t given an office to work from until eight months into their term. Once they were set up, testimony began to pour in, but they had to wait another six months before the government created a way to process the claims. Subedi and his colleagues were unable to examine complaints during that time and could only visit districts to talk to claimants off the record. Subedi says he took all of that as a sign that the government didn’t support the commission’s work.
Even now, commission members say they can’t do their work properly.
Ganesh Datta Bhatta, the new chair of the commission, says they are still waiting for the government to update the Enforced Disappearances Enquiry, Truth and Reconciliation Commission Act, which the Supreme Court ordered to be amended in 2015 because it did not adhere to principles of transitional justice.
The court ordered that provisions should be removed from the act and that the government should ensure that no amnesty be granted to people who committed human rights violations during the conflict. But those changes haven’t been made yet.
“We don’t have the full legal framework to do our work. We can do certain preliminary work. We can work actively after the act is amended according to the decision of the Supreme Court,” Bhatta says.
Since taking office earlier this year, new members of the TRC have visited six of the seven provinces where it has offices and held preliminary discussions with people affected by the conflict and organizations that campaign for their rights, Bhatta says. He says it has been challenging to restart a process that has been dormant for a year.
“We have requested manpower and logistics support. We are lobbying with the government for budget and manpower,” he says.
Of all the post-conflict societies that have investigated human rights violations, only Rwanda had to deal with more complaints, Subedi says. “The challenge is to collect evidence and complete the work on time,” he says. Rwanda set up a similar process after more than 800,000 people were murdered during the Rwandan genocide in 1994.
While the TRC is yet to recommend the awarding of any financial relief, it is unclear how many Nepalese people have received any kind of relief from government efforts that preceded the TRC for the losses they suffered during the civil war.
Those who have say the occasional payments are not sufficient.
Kali Damai’s husband was abducted by the Nepalese military in the spring of 2004. He was declared dead in October that year, when she was still pregnant with her second child.
“I was beaten and tortured by the army and police because my husband was a Maoist,” she says. Damai was left permanently disabled and unable to walk.
She filed a complaint with the Ministry of Peace and Reconstruction, which has since been dissolved, for her husband’s disappearance and was recommended for relief payments. She received 1 million rupees ($8,201) from the government over a period of years, in small disbursements of between 100,000 ($820) and 300,000 rupees ($2,460).
“The money came little by little so I couldn’t put it to good use,” she says.
A LOSS OF TRUST
When asked why Nepal’s post-conflict transition has been so difficult, Raju Prasad Chapagai, a constitutional lawyer, said it’s simply not convenient for the current government to intervene on behalf of people who were abused.
“There is no genuine political will to settle this,” he says. “There is no interest from the ruling party nor the opposition party, because they were all part of the conflict.”
Chapagai says public confidence in the government’s ability to compensate people for their suffering has been badly eroded. “Their trust has to be restored,” he says.
Bhatta, the new chair of the commission, says people’s expectations of what the Truth and Reconciliation Commission can do for them are too high, emphasizing that it’s only an advisory body. But he agrees that the government has work to do to rebuild trust.
“The president, prime minister, ministers and judiciary have to be sensitized,” he says. “The nation has to come together. We should not delay.”
Sima doesn’t think she will ever be properly compensated for the trauma she experienced during the war. But she still wants official recognition and support for her family in the form of education and employment.
“I know my perpetrators won’t get punishment,” she says. “I have no hope from the government.”
Shilu Manandhar, GPJ, translated all interviews from Nepali.
Reporter Shilu Manandhar, GPJ Nepal
Editor Megan Clement, GPJ
Fact-Checker Carla Green, GPJ
Copy Editor Allison Braden, GPJ
Illustrator Matt Haney for Global Press Journal
Creative Director Katie Myrick, GPJ
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Scientific name: Aptenodytes patagonicus
King penguins are the second largest penguins, with a striking patch of orange-gold feathers on their neck. They are expert divers, reaching depths of greater than 240m, but walk slowly and deliberately on land.
Unlike their closest relative, the emperor penguin, kings prefer warmer temperatures and live in regions of the subantarctic. Although they look similar, king and emperor penguins rarely meet. King penguins live on the vegetated margins of subantarctic islands, meaning that they do not have to put up with the temperature extremes of the Antarctic continent. However, they too have highly unusual breeding cycles.
A single egg is laid any time from November to April and incubated on the feet. Both parents share the parenting as open water is always close by. It can take 10 to 13 months to fledge a chick. Because of this long chick-rearing period, king penguins only produce two chicks every three years. When six weeks old, the chick joins a crèche whilst its parents go fishing. In a king penguin colony there may be 12-month-old chicks around whilst other birds are incubating eggs.
The woolly-coated king penguin chicks were listed as an entirely different species from their parents,"the woolly penguin",in scientific books of the 19th century.
They live in colonies of varying sizes, from 30 birds to tens of thousands. In the 19th and 20th centuries, populations were reduced through exploitation for their oil, flesh, eggs and skins - populations are now thought to be expanding, and in 1993 there were estimated to be over one million breeding pairs.
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- Home /
- THE CANTERBURY TALES
DetailsOn an evening in April, at The Tabard Inn, as Harry Bailly awaits to begin his pilgrimage to the shrine of Thomas Beckett in Canterbury, there comes a group of twenty-nine pilgrims, belonging to the various ranks of the English society. And the next morning, as they all embark on their journey together, begins The Canterbury Tales. From the Knight, the Reeve, the Wife of Bath and the Clerk to the Monk, the Cook and the Yeoman, each one narrates his/her story as a part of the story-telling contest. As rich and varied as their lives are, interspersed with quarrels, conversations and opinions, the tales give a colourful insight into the medieval English society and social milieu of that period. Chaucer's 'The Canterbury Tales' is one of the greatest works of English Literature. This considered as fourteenth century masterpiece has been delighting its readers for almost six centuries and will continue to do so for years to come..ABOUT THE AUTHOR: Chaucer began writing The Canterbury Tales probably around 1387. It's first printed version came with William Caxtons introduction of the printing press in the late 1470's. Chaucer wrote the Treatise on the Astrolabe for his eleven-year-old son in 1391. According to the inscription on his tomb, Chaucer died on October 25, 1400 and was buried in Westminster Abbey in London. His remains were moved to the Poets Corner in 1556 and he was the first writer to be buried there...
SKU Code PRK B 2369 Weight in Kg 0.4000 Brand Bookwomb Dispatch Period in Days 3 ISBN No. 9788175994515 Author Name GEOFFREY CHAUCER Publisher Name FINGERPRINT
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Choosing the right training methods and activities is critical in designing effective training. Of course, simply using the right training method isn't enough to make training effective. You have to use the training activity or tool effectively and use it properly. Here we'll cover many of the training activities in the trainer's tool box, explain them, when they are appropriate or not appropriate, and provide some hints and tips to use them properly.
Selecting Training and Instructional Methods
- What should be considered when choosing instructional methods and strategies (Part I)?
- What should be considered when choosing instructional methods and strategies (Part II)?
- What should be considered when choosing instructional methods and strategies (Part III)?
- What is brainstorming and what is it used for?
- Can you explain brainstorming step-by-step?
- Are there any hints for using brainstorming effectively?
- Are there drawbacks associates with brainstorming as a training technique?
Demonstration / Modeling / Vicarious Learning / Observational Learning
- What is demonstration (and modeling?)
- Why is modeling / observational learning so important to training?
- Can modeling or demonstration be used with non-psychomotor skills?
- What's the key to making modeling oiowork?
- Can modeling / demonstration be done through media?
Role-Playing and Psychodrama In Training
- What is the difference between roleplaying and psychodrama?
- What can roleplaying be used for in training seminars?
- What is the role of feedback in roleplaying?
- What is scripted role playing?
- What is spontaneous roleplaying?
- What is script analysis and how can it be used in place of roleplaying?
- What are the advantages of roleplaying in training?
- What are the disadvantages and/or misuses of roleplaying?
- What is involved in designing role playing activities?
Case Studies and Case Based Instruction (Case Method)
- What is the Case Method?
- What is the Darden Case Case Study Method?
- Is there a difference between the case method and a case study?
- What elements should be included in a case used for case method instruction?
- What are the steps in designing a case?
- Why Use Case Studies?
- Can you suggest some guidelines to give to learners to help them use case methods more effectively?
Questioning and The Socratic Method
- What is the Socratic Method?
- Can the Socratic Method (or other instructional uses of questioning) be misused?
- Do you have some basic hints for teachers or instructors on how to use the Socratic Method?
- As a teacher or instructor, why do I want to use questioning?
- Are there any hints and tips about using questioning effectively during instruction?
- What's the difference between and closed ended question and an open ended question and when do I use them?
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How coal-fired power plants poison Indiana’s air, soil and water
Air, water, earth, fire: For nearly 40,000 years, civilizations have linked these four elements to everything from health treatments and home decor to horoscopes and human compatibility. All aspects of existence, it was believed, were imbued with the distinct characteristics of each element in varying proportions. All four interacted together. They needed each other.
Greek philosophy and feng shui aside, it’s hard to argue the interconnectedness of air, water, earth and fire. The four can no more be separated than a cake can be unbaked. Under the incubator of the sun (fire), the atmosphere (air) is made inhabitable, which allows water and soil to nurture life. Take away one element and the whole system falls flatter than a ruined birthday cake.
Gabriel Filippelli can attest to this. For more than 20 years the professor of Earth Sciences at IUPUI and director of the Center for Urban Health has been parleying research grants into studies that have examined evidence of climate change, identified impacts on the earth, water, and air, and explored weighty topics as only a biogeochemist, paleoceanographer and paleoclimatologist can.
So, when Filippelli tells you what happens in the air doesn’t stay in the air, you can be assured that there’s science to back him up.
Indiana’s King Coal
Take mercury emissions from coal-fired power plants, for example.
“The mercury comes out into the air, and is deposited right on the landscape,” Filippelli says, “where it eventually flows into the waterways, and makes fish inedible, especially for pregnant women or children, because it’s such a powerful toxin.”
Filippelli’s recent research illustrates that example. He and a team of students have been measuring concentrations and following the migration of mercury emissions from the Harding Street Power Plant on the southwest side of Indianapolis.
“There’s a clearly defined plume of very high mercury values throughout soils in the city,” he notes. “It’s deposited on soil and then makes its way into the White River. You can still see a memory of high mercury levels in these waters at least 20 to 30 miles south of Indianapolis. So we can backtrack the very poor water quality in Indiana to the source.”
The coal-fired power station owned and operated by AES (parent company of Indianapolis Power & Light) emits a couple hundred lbs of mercury per year, Filippelli estimates, which blows upwind and dusts the city. As the contaminants drift north and settle into the White River upstream, the south-flowing waterway carries the mercury back through the city.
Indiana has more than its fair share of coal-fired power plants, one of the most notorious sources of mercury emissions, carbon dioxide, and other toxic contaminants. A 2010 study from the Union of Concerned Scientists reported that Indiana was the country’s ninth most coal-dependent state. It ranks fifth-highest in mercury levels, emitting 3,175 lbs a year. With 95 percent of its electrical power generated by coal, the state suffers from not just energy and economic dependence on coal, but devastating health impacts, as well. Nationally, Indiana is one of the worst states for air quality, toxic emissions, and environmental health, largely due to the coal-burning power plants.
“The stuff that comes out of a power plant causes a pretty heavy health burden,” Filippelli says. Mercury, a neurotoxin, is proven to cause neural damage, especially in unborn children, causing decreased motor skills and lower intelligence. Other particulates and chemicals released cause pulmonary illnesses, asthma, cardiovascular disease and more.
Filippelli is equally hopeful and skeptical about a current regulatory development at the federal level. After decades of debate, the Environmental Protection Agency (EPA) issued the Mercury and Air Toxics Standards, establishing national limits on mercury and other toxic emissions including arsenic and heavy metals emitted from power plants, and requiring coal plant investments in mercury-control technologies.
For Indiana alone, calculations estimate that in 2016, the rule could prevent 290 premature deaths and avoid as much as $2.4 billion in health benefits. Filippelli isn’t looking for any immediate changes, however, because the regulation is getting a lot of pushback from supporters of the fossil-fuel industry.
“It is likely to be litigated against and stalled for quite a while,” he says
Ditto for the EPA’s Carbon Pollution Standard for New Power Plants under the Clean Air Act. The rule defines carbon dioxide as a polluting gas that must be measured and controlled, and sets national limits on carbon emissions from coal-fired power plants. “That one is likely nowhere near being adopted as national policy because it has been stalled by litigation.”
Lead threats in the wind
Coal-fired power plants aren’t the only source of air contamination in Indiana, however. Confined animal feeding operations (CAFOs), smelting plants, incinerators and small manufacturing all contribute to poor air quality in Indiana. Even abandoned or poorly maintained properties are a threat. “They’re heavily loaded with chemical components, lead being one of them,” Filippelli says.
Another of his projects measures lead dust in the city. “One of the biggest sources of lead that affects children in Indianapolis is the dust in the air,” he says. “It probably came from lead paint that has degraded and converted to soil dust, which settles into the water and the soil. So the new threat to children’s health is no longer peeling paint, but urban dirt that is periodically resuspended by wind.”
Filippelli’s research involves monitoring for lead and other fine particulates in Indianapolis. “Unfortunately, there are few air monitoring stations for particulates. They have them for ozone, but only a few for particulates.”
Filippelli’s measurements are sure to enhance air quality information for Indianapolis. He recently released a study on lead particulates and their effect on children in urban settings, and plans to publish further research on the topic this summer.
Climate changein the air
From a climate change perspective, Indiana’s poor air quality is only part of the problem with coal-fired power plants. The state ranks sixth in the nation for CO2 output, with a per-capita annual carbon consumption rate of 39 tons, largely due to coal-powered energy. Evidence suggests that the Indiana carbon footprint may be increasing.
As a specialist in climate change science, Filippelli has a grim outlook. “As a physics experiment, I can prove [climate change] in my lab. I’ve studied past climate change. We know it has occurred, and when it happens, it changes the landscape quite a bit, but the things that drove those changes in the past were slow, so that life was able to adapt. Now it’s happening at such a rapid rate, the Earth’s natural ability to adapt is being reduced quite a bit.”
“Some things are happening, many are not,” he says. “What has to happen is that we either reduce the number of coal-fired power plants or we have stricter emission standards.”
Tackling big-coal and the slow-moving wheels of change in air quality legislation may seem like a futile fight for individuals, but Filippelli has some suggestions: “Reduce demand for coal-burning power plants by reducing our electricity use,” and “Choose the Green Power option.” People within reach of IPL can choose to buy electricity from renewable resources. In Indiana, that’s wind.
“What that does is, in and of itself, converts the electrical production landscape in Indiana. They can still produce energy and sell it to other sources, which they do, but with more people and businesses changing over, IPL has to buy more and more renewables, and it spurs research and development into those renewables.”
Filippelli is encouraged by local reaction regarding state response to the carbon pollution standard proposal. “The public concern for the environment and advocacy for cleaning up emissions was a very positive surprise to me. An excellent column in the Indianapolis Star outlined these potential changes and the community desire to clean up the air and water. I read the comments. They were overwhelmingly in support of making air and water clean enough to breathe safely and swim and fish in.”
That’s all anybody can ask for—an environment in which our four elements can exist in harmony rather than wreak havoc upon each other.
The EPA imposed restrictions on greenhouse gas emissions from new power plants this year but came up short on the nation’s existing coal-fired power plants.
Recent active regulations require new power plants to emit no more than 1,000 lbs of carbon dioxide per megawatt hour of electricity produced. The standard U.S. natural gas plant, which emits 800 to 850 lbs of carbon dioxide per megawatt, meets that standard, but coal plants emit an average of 1,768 lbs of carbon dioxide per megawatt.
The Energy Information Administration estimates only one 900-megawatt coal-fired power plant will be permitted and constructed before 2030.
Indianapolis Power & Light warned that it might need to transfer costs to customers for up to $900 million to upgrade its coal-fired plants in order to follow federal rules on mercury and other emissions. IPL might also retire some older units or convert others to natural gas.
It is estimated that proposed federal EPA regulations will avoid between 6,800 and 17,000 premature deaths from power plant emissions each year, and yield an annual savings of $48 billion to $140 billion. Indiana calculations estimate that in 2016 the proposed changes will prevent 290 premature deaths and avoid almost $2.4 billion in health benefits.
While coal still provides about a third of the nation’s power, just four years ago it was providing nearly half.
The Sierra Club, whose Indiana chapter positively impacts our communities daily, launched a campaign called Beyond Coal in 2002 to address the health, environmental, economical and efficiency issues with coal-fired power plants. To date, they’ve stopped over 150 proposed coal plants and evolved from a grassroots community into a powerful voice in environmentalism. The organization now works to phase out the existing coal-fired plants and support clean alternative fuels for the future.
For more information and opportunities to participate click here.
Knozone Action Day
Harmful formation of ground-level ozone affects the health of every individual. Children and the elderly are particularly at risk — as well as those with heart and lung disease.
According to Indianapolis’ Office of Sustainability, “Emissions such as nitrogen oxides and volatile organic compounds from sources such as vehicles and industry react in the atmosphere in the presence of sunlight to produce ground-level ozone.”
There are a numerous, common sense ways to reduce these emissions, such as:
- Carpool, bike or take public transportation to work or school.
- If you do drive, don’t let your car idle.
- Don’t fuel your car or cut your grass in the heat of the day.
Also, have your car serviced on a regular basis. According to the Office of Sustainability, “one poorly performing car can equal emissions from 10-25 properly running vehicles.”
Here are more tips, and a sign up for Knozone Action Day email alerts.
All five pieces of the Squandered Indiana series can be found here.
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Reaction vessels are designed to harness and contain the chemical reaction occurring within it. Chemical reaction engineers build vessels depending on the reaction needing to be harnessed. Exothermic reactions can produce massive amounts of heat, requiring methods of cooling the vessel like utilizing a chilled jacket. Endothermic reactions absorb heat so they utilize heating coils. Some of the products created in reaction vessels are acrylic resins, lotions, white latex, adhesive silica gel, and alkyd resins. There are three categories of reaction vessels.
These are the simplest reactors used when working with chemical processes. They are closed systems. This means the entire amount of each chemical is placed inside the reactor at one time. The reactor is then sealed and the chemical reactions are allowed to happen over a certain period of time. The resulting byproduct of the chemical reaction can then be removed and the process starts again. They are commonly used by the dairy industry.
Continuous Stirred-Tank Reactor (CSTR):
This is the most common and basic chemical reactor. It is an open system allowing new chemicals in and the product out. This occurs simultaneously and is a continuous process. The mixing system within the tank allows for uniform characteristics inside the tank. These are generally density, volume and temperature. A good example of a CSTR is a Fermenter.
Plug Flow Reactor (PFR):
This type of reactor is generally used for industrial applications. This reactor is a tube that the combing chemicals circulate through. One opening allows fresh chemicals into the tube, while the opposite opening allows the product and extra chemical out.
They can be sized as small as a few centimeters around, or as large as a few meters around. The smaller the diameter of the tube usually means the higher the rate of chemical reaction occurring within it. The larger the diameter the slower the chemical reaction rate is.
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| 0.954709 | 379 | 4.15625 | 4 |
The economic imperative for collaboration will only increase over time, as part of the transition from a linear economy of value chains, to a circular economy of value cycles in which the minimisation of economic and ecological externalities is the overarching goal of economic optimisation.
The linear ‘take, make, dispose’ model relies on large quantities of easily accessible resources and energy, and as such is increasingly unfit for the reality in which it operates. Working towards efficiency—a reduction of resources and fossil energy consumed per unit of manufacturing output—will not alter the finite nature of their stocks but can only delay the inevitable.
The circular economy refers to an industrial economy that is restorative by intention; aims to rely on renewable energy; minimises, tracks, and hopefully eliminates the use of toxic chemicals; and eradicates waste through careful design. The term goes beyond the mechanics of production and consumption of goods and services, in the areas that it seeks to redefine (examples include rebuilding capital including social and natural, and the shift from consumer to user). The concept of the circular economy is grounded in the study of non-linear, particularly living systems.
[from the Ellen Macarthur Foundation]
The circular economy concept has been endorsed by more than 90 major global corporations across all economic sectors, including companies such as Apple, Coca Cola, DHL, IKEA, and Vodafone. It is based on a few simple principles that can be understood as an extension of Deming’s system of profound knowledge and the practice of Kaizen to the needs of the 21st century:
Design out waste – Waste does not exist when the biological and technical components (or ‘materials’) of a product are designed by intention to fit within a biological or technical materials cycle, designed for disassembly and re-purposing. The biological materials are non-toxic and can be simply composted. Technical materials and other man-made materials are designed to be used again with minimal energy and highest quality retention.
Build resilience through diversity – Modularity, versatility, and adaptivity are prized features that need to be prioritised in an uncertain and fast-evolving world. Diverse systems with many connections and scales are more resilient in the face of external shocks than systems built simply for efficiency—throughput maximisation driven to the extreme results in fragility.
Work towards using energy from renewable sources – Systems should ultimately aim to run on renewable sources—enabled by the reduced threshold energy levels required by a restorative, circular economy. More integrated food and farming systems reduce the need for fossil-fuel based inputs and capture more of the energy value of by-products and manures. The transition towards such systems increases demand for human labour and provides opportunities for innovation. To fast-track adoption of more circular business models measures such as a shift of taxation from labour to energy and material consumption can be introduced; which would also make sure that efficiency pressure is associated with the true bottleneck of a resource-consuming society/economy.
Think in systems – The ability to understand how parts influence one another within a whole, and the relationship of the whole to the parts, is crucial. Elements are considered in relation to their environmental and social contexts. The majority of real-world systems are non-linear, feedback-rich, and interdependent. In such systems, imprecise starting conditions combined with feedback lead to often surprising consequences, and to outcomes that are frequently not proportional to the input. Such systems cannot be managed in the conventional, linear sense, requiring instead more flexibility and more frequent adaptation to changing circumstances.
Understanding flows in complex systems is important for the trade-off between efficiency and resilience. Systems that are increasingly efficient have fewer nodes, fewer connections, and greater throughput, but also become increasingly brittle. This makes them vulnerable to the effects of shocks such as price volatility or interruption of supply. Systems with many nodes and connections are more resilient, but can become sclerotic—slow to change, and thus ineffective.
Think in cascades – For biological materials, the essence of value creation lies in the opportunity to extract additional value from products and materials by cascading them through other applications. In biological decomposition, material is broken down in stages by microorganisms that extract energy and nutrients from organic waste. The complete biological entity should be considered when designing a value cycle.
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| 0.943087 | 886 | 3 | 3 |
Maps of Petersburg, Virginia (1864)
The Breakthrough at Petersburg, April 2, 1865
Breakthrough at Petersburg
Including view of the Battle of Peebles' Farm, September 30, 1864
April 2, 1865
Following the Union success at Five Forks on April 1, Grant and Meade determined to make a frontal assault on the Lee's defenses at Petersburg with four corps of infantry. In the predawn hours of April 2, Gen. Horatio Wright's Sixth corps crept out of their trenches and charged across no-man's land, punching a whole in the Confederate line. In the confusion following the breakthrough, Confederate Gen. A.P. Hill was killed trying to reach his troops. Elements of the Second and Ninth corps made similar assaults elsewhere along the siege line. A handful of Confederates at Fort Gregg staved off the Union Twenty-fourth corps' assault, preventing the Federals from entering the city that night. But the Federals' main objective—breaking the Confederate line—had been achieved. When nightfall put an end to the fighting, Lee ordered the evacuation of Petersburg and Richmond. After 292-days of siege warfare, Grant had captured of Petersburg, and caused the fall of the Capitol of the Confederacy.
For history articles, photos and more on this Civil War battle, please visit our Battle of Petersburg: Breakthrough page »
Learn More About Civil War Trust's Map Reprint Policy
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| 0.921214 | 292 | 3.21875 | 3 |
The Pagoda (98 Duryea Drive) was listed on the National Register of Historic Places in 1972. Portions of the content on this web page were adapted from a copy of the original nomination document.
The early appearance of the Pagoda is essentially the same as it is today. Originally the Pagoda had wooden shingles and the bottom two floors had wooden walls. A copy of the Gates of Toriji and a smaller replica of the Pagoda were present on the site but have since been removed.
The structure itself is composed of 7 levels, including the basement. The bottom two levels have a portico, while the third level is encircled with a porch. The walls of the Pagoda range from 5 feet thick at the base to 2 feet thick on the upper levels. At the base of the Pagoda is an observation area and a stone base. Included in the stone base are 100 steps leading down to the wooded area below.
The two porticoed floors have walls of Indiana limestone that have replaced the original ones. The upper floors are composed of concrete walls and floors with woodwork of solid oak. There are five levels of Oriental roofs on the structure.
The Oriental roofs are covered with more than 60 tons of clay tiles from St. Mary's, Georgia. The roofs have upswung corners and the perimeter decreases 2 feet with each subsequent floor above. The roof appears to be corrugated with seams leading from the corners of the roof to the corner of the building. The top story roof is the same as the others except for a horizontal seam running the length of the peak.
The exterior walls are covered with smooth tile. A glaring inconsistency is the chimney rising from the 4th level to above the roof peak. This was not proper on the Japanese model but serves the purpose of heating this structure. The builder did not strictly adhere to the original model and used only those conventions of the original that added an Oriental flavor without sacrificing his plan. Much finery and detail is omitted as is evident in the case of there being no central gable as was proper in the Japanese model.
The gong which is in an enclosed observation area on the top level was cast in 1739 at Obama, Japan. The gong was placed in a Buddhist Temple at Shozenji until it was brought to America in 1908 specifically for the Pagoda. The building is also adorned with numerous lights and Oriental artifacts.
The Pagoda was part of a mountain resort that was extensively destroyed by fire in 1923. Only the Pagoda and two other buildings survived the fire. The Mt. Penn Railway, an early gravity railway, once ran up to the resort area but has since discontinued service. This led to some deterioration and lack of maintenance on the Pagoda.
An open stairwell gives access to the upper floors with the possibility of an elevator. The height of the Pagoda is about 80 feet with the height of the floors varying. The present appearance is little changed from the original. Limestone has been added to the bottom two floors. New clay tiles have replaced the wooden ones and portions of the lower floors have been replaced after a fire in 1958. The usual electrical and heating improvements have been altered to update and protect the structure. The area around the gong has been enclosed and is an observation area.
Improvements are being planned for the Pagoda. They include an Oriental garden and a 12 foot high clay wall around the Pagoda. The wall will have a tiled roof and a 15 foot self-circulating waterfall will be erected on the grounds. Other minor improvements are included in the Mt. Penn Reservation Area Plan by the city of Reading.
The Japanese Pagoda atop Mt. Penn, east of the city of Reading, was initiated in 1905 by a local politician, Mr. William Abott Witman, Sr. The building was designed to cover a scar that the quarrying of stone, which Mr. Witman had caused. The Pagoda was completed in 1908 and was intended to be a summer resort for Mr. Witman. It was constructed at a cost of $50,000. Due to the inaccessibility of the site and failure to obtain a liquor license, Mr. Witman sold the property to Jonathan Mould in 1910. Mr. Mould sold the property to the city of Reading in the following year for $1.
Instrumental in the building of the Pagoda were Charles E. Matz and his father James, who designed the Pagoda, and Mr. William Stout, who supervised the construction. The Pagoda is situated on the side of Mt. Penn over 880 feet above sea level.
The Pagoda, architecturally speaking, is not a pagoda but a Japanese Battle Castle. It was reproduced from the castle in Nagoya, Japan. The Castle was owned and built by the Shogun (dictator of Japan). It was built in 1610 as the home and fortress of the Shogun. The Pagoda in Reading is a reproduction of the main tower of the Japanese Battle Castle. The Battle Castle was composed of four towers. The main tower was used for functions of state by the Shogun, similar to the White House being used by the President. The original castle lasted over 300 years until it fell under the attacks of American planes in 1945 during the war. The original castle is in the process of being rebuilt.
This structure is significant because it represents a reproduction brought from another land at another time and situated in rural Pennsylvania. It is one of the few pieces of Oriental architecture in the state and is significant for its interesting variation of an Oriental model. It remains unique in that it is early twentieth century adaptation for use as a hotel. Also of importance is the authentic Japanese bell or gong that hangs at the top of the Pagoda.
Cassidy, Clement J. "Political Career of William A. Witman, Sr." Historical Review of Berks Co., Spring, 1958.
Reading Eagle, Aug. 10, 1906.
Reading Eagle, Magazine Section, Jul. 29, 1956.
Moore, Art - The Pagoda Story.
Heizmann, Louis J. -"The Pagoda," Historical Review of Berks Co., Spring, 1971.
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| 0.969818 | 1,268 | 2.921875 | 3 |
If You Have Diabetes, Know Your Blood Sugar Numbers
Taking control of your diabetes can help you feel better and stay healthy. Lowering your blood sugar (also called blood glucose) by any amount reduces your chances of having eye, kidney, and nerve problems. Knowing your blood sugar numbers will help you control your diabetes.
There are two different tests to measure your blood sugar:
YOU NEED BOTH TESTS TO GET A COMPLETE PICTURE OF YOUR BLOOD SUGAR CONTROL.
Take Control of Your Blood Sugar.
Ask your health care provider for a Hemoglobin Alc test at least twice a year. Ask your health care provider what your Hemoglobin A1c number is and what it means. Test your blood sugar as often as needed. Talk to your health care provider about your blood sugar goals for the Hemoglobin Alc test and for testing your own blood sugar. Get regular physical activity, take prescribed medicines and eat foods to keep your blood sugar under control. See a dietitian or a diabetes educator to create a meal plan that is right for you.As an aid in preparing your diet plan you might want to consult the Glycemic Index of Carbohydrates
For more information, call 1-800-438-5383 or visit the web site at http://ndep.nih.gov on the Internet.
Source: National Diabetes Education Program, NIH Publication No. 98-4350 (NDEP10, revised March 2000)
Last updated June 3, 2002
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| 0.885036 | 304 | 3.03125 | 3 |
To Meet the Needs of Educators
Correlations for Project WILD and Aquatic WILD K-12 Curriculum and Activity Guides to the Next Generation Sunshine State Standards
Project WILD and Aquatic WILD FCAT Friendly Activities for selected activities
(Correlated to old Sunshine State Standards)
Visit the Florida Department of Education's webpage addressing the Next Generation Sunshine State Standards and FCAT.
Direction for finding Correlations in Excel Workbook:
Step 1: Select the curriculum and the grade grouping above and open the Excel link.
Step 2: At the bottom of the workbook select the tab for the subject and grade that you need.
Step 3: Scroll through theworksheet or do a search to find the standard or the activity you are using. To do a search:
- On the Home tab, in the Editing group, click Find & Select, and then click Find.
- Click Options.
- In the Find what box, enter the standard number or name of activity.
- In the Within box, click Workbook to search all grades and subjects or select Sheet to search just that page.
- Click Find All.
- In the list box that is displayed, click on a selection and it will take you to the appropriate box.
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| 0.814669 | 262 | 3.109375 | 3 |
WIKIMEDIA, AFROBRAZILIANEczema is a common skin problem that involves chronic inflammation and itching. Genetic studies of the disorder have homed in on mice with mutations in the filaggrin gene, which lead to defects in the skin's outer surface. Researchers have now identified a second culprit, a gene called Matt that encodes the transmembrane protein mattrin and whose variants are linked with eczema—not just in mice, but in humans, too.
Comparing thousands of people with eczema to those without, the researchers found that a single nucleotide polymorphism in the human MATT gene was related to a small increased risk for the condition. It's not entirely clear yet what mattrin does, but it appears to also have a role in shoring up the skin against external stresses. “Sequence homology suggests a possible role for mattrin in the biology of lipids or lipid-like molecules,” the authors wrote in their study, published September 30 in The Journal of Allergy and Clinical Immunology.
It would make sense for eczema-related genes to have some role in skin defenses. “Without an intact skin barrier, foreign substances can enter the body and trigger inflammation and allergy,” study coauthor Irwin McLean, the scientific director of the Centre for Dermatology and Genetic Medicine at the University of Dundee, told the Irish Independent. The team wrote that future studies will require figuring out mattrin's substrates and its downstream signaling pathways.
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| 0.94976 | 317 | 3.578125 | 4 |
PHI breaches happen for a number of reasons, whether from human error or phishing attacks, PHI breaches should be a cause for concern for anyone working in the healthcare industry. Under the Health Insurance Portability and Accountability Act (HIPAA) protected health information (PHI) must be safeguarded.
PHI is any individually identifying health information that the Department of Health and Human Services (HHS) classifies into 18 identifiers including names, email addresses, birthdates, treatment information, etc.
Accidental PHI Breach at ASU Results in HIPAA Violation
In July Arizona State University (ASU) emailed students to inform them about renewing their health insurance. The email that was sent to 4,000 students allowed recipients to view the email addresses and names of other students that were sent the email. Failing to mask student names and email addresses is considered a PHI breach.
In an attempt to mitigate the PHI breach, ASU deleted 2,540 of the sent emails, however, many of the emails had already been viewed. To prevent a similar situation from occurring in the future, ASU has made changes to procedures involving PHI such as adding more approval levels for mass distributed emails.
PHI Breach from Phishing Attack
Michigan Medicine is the latest victim of the phishing attack spree hitting healthcare organizations. The PHI of 5,466 patients was exposed in a phishing attack targeting Michigan Medicine employees. A phishing attack occurs when hackers send emails containing a malicious link.
The phishing email in question was sent to 3,200 employees at Michigan Medicine. Three employees clicked on the link that directed them to a website that appeared to be legitimate. The website prompted employees to enter their email login credentials. Once the employees entered in their login information, their email accounts were accessed by unauthorized individuals.
The PHI breach was detected by Michigan Medicine. Michigan Medicine took action by resetting the passwords of all of the employees that received phishing emails. Information compromised by the PHI breach included date of birth, address, treatment information, medical record number, diagnostic information, health insurance information, and some Social Security numbers. Although it is unclear whether or not PHI was viewed or copied, Michigan Medicine is taking the proper measures by informing affected patients and offering them free credit monitoring services. In addition, Michigan Medicine is enhancing security measures and retraining employees to prevent another PHI breach from occurring.
Do You Need Help with Healthcare Cybersecurity?
Compliancy Group gives healthcare providers and vendors working in healthcare the tools to confidently address their HIPAA compliance in a simplified manner. Our cloud-based HIPAA compliance software, the Guard™, gives healthcare professionals everything they need to demonstrate their “good faith effort” towards HIPAA compliance.
To address HIPAA cybersecurity requirements, Compliancy Group works with IT and managed service provider (MSP) security partners from across the country, who can be contracted to handle your HIPAA cybersecurity protection.
Need Help with HIPAA?
Let our complete HIPAA solution handle it.
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| 0.953615 | 612 | 2.96875 | 3 |
Grow mushrooms at home
Growing delicious oyster mushrooms indoors
In this Helsieni workshop you will learn how to get a mushroom harvest all year round. In the workshop we will prepare oyster mushroom substrate and fill Growkits. You will take home the Growkit you filled up, so you can follow the growth of mycelium and fungi from start to finish. We also go through the basic biology of fungi and give tips on growing oyster mushrooms at home.
Mushroom workshop for kids
A fun way to learn about mushrooms and watch them grow
This course introduces children to the fascinating world of mushrooms and explains their role in our ecosystem. After a short theoretical part, we get to inoculating oyster mushrooms in toilet paper rolls. Each participant marks their creations to take home or leave in the classroom and can follow the growth of the mycelium. After a few weeks oyster mushrooms will magically grow out from the roll!
Growing mushrooms in your garden
Different varieties can be grown outdoors
Do you have a balcony, yard, summer house or forest? In this workshop we will demonstrate different ways to grow mushrooms outside and each participant gets to make their own mushroom log. We also cover the biology of fungi that will give you a better understanding of the factors that affect the growing of mushrooms.
Do you want to start a mushroom farm?
We share our experience, knowledge and numbers of growing oyster mushrooms on a low-tech way on a commercial scale within the Finnish context. This workshop will help you understand the various elements of running a small mushroom enterprise. We also offer consulting on this topic.
Do you want to book a workshop for your own group?
+358 40 4712 738
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| 0.908015 | 371 | 2.71875 | 3 |
CPR Gives "Stayin' Alive" New Life
Oct. 17, 2008 -- The Bee Gees disco song "Stayin' Alive" might help people stay alive when they get cardiopulmonary resuscitation (CPR) -- if their rescuer knows the 1977 tune.
It turns out that "Stayin Alive" has a beat that's in sync with the recommended pace for chest compressions given during CPR. So researchers put the pop tune to the test.
In a small study, 15 adults -- mainly doctors, most of whom had performed CPR in recent months -- got a refresher course in CPR. During that class, they listened to "Stayin' Alive" and were asked to time their chest compressions to the beat.
Five weeks later, participants took a CPR test. This time, no music was played.
Participants said they felt they were better and more confident at CPR while listening to the music, note the researchers, who included David Matlock, MD, of the University of Illinois College of Medicine at Peoria, Ill.
"Properly performed CPR can triple survival rates for cardiac arrest, but many people hesitate to jump in because they don't feel confident about maintaining the proper rhythm," Matlock says in a news release. "Our research subjects felt that listening to "Stayin' Alive" improved their ability to perform chest compressions at the proper speed, and indeed their performance even five weeks later was excellent," Matlock says.
The results, which will be presented on Oct. 27 in Chicago at the American College of Emergency Physicians' annual meeting, are "encouraging" but should be checked in larger studies, write Matlock and colleagues.
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| 0.972747 | 348 | 2.5625 | 3 |
This is the fourth of four posts explaining how the economic crisis of 2008 came about. Make sure to read Part 1 on housing bubbles, Part 2 on financial derivatives and deregulation, and Part 3 on financial players, subprime mortgages and leverage if you haven’t already done so.
In 2001, following various issues (like the dot.com bust), the chairman of the Federal Reserve, Alan Greenspan, lowered interest rates down to 1% in an attempt to boost the economy. Big investors traditionally liked buying government bonds, as they were seen as a very safe return on investment, but 1% was such a low return rate that they started looking elsewhere. At the same time, 1% was very little to repay, so many banks borrowed more money, assuming they could make a higher return than 1% and so turn a profit.
As the housing market was booming, the banks and investors decided that this would be a good place for them to get involved and make a lot of money. For a while, many families were given easy access to credit to buy their own homes, and the mortgage brokers sold their mortgages on to investors, and they were lumped together by their thousands into Collateralised Debt Obligations (see Part 2), and a lot of people got very rich.
After a while, the market of financially prudent people looking for mortgages dried up, as they had all been given one. In order to keep making money, the mortgage lenders started looking more into the subprime market (see Part 3). Although they knew that occasionally some people wouldn’t pay back their mortgage, it wasn’t seen as overly problematic, as it just meant the investor would get their home instead, and homes were good to have since property values were rising so much.
The problem was that houses and their prices do not exist in isolation, but in relation to other ones.
Let’s imagine America street, with 20 houses. When the first house on the street goes up for sale, it’s no big deal, and no one else is affected. However, if three months later it isn’t sold, and two more houses on the street also default and go on sale, this starts to have two effects. Firstly, the simple rules of supply and demand mean that if two families are wanting to move to the street, and one house is available, the price might go up and the richer family gets it. However, if those two families are competing for three houses, then there will be no price rise, and potentially even a price drop to try and sell the house. Secondly, if a few months later there are five empty houses, not only do the occupied houses lose value from an abundance of supply, but the street starts to look empty and unappealing for new families, and demand drops too. The Smiths at 1 America Street were paying a mortgage for when their house was worth $400,000, but now their house is valued at only $100,000. It is now financially better for them to simply abandon their house and move on.
This problem started happening all over America. Banks and investors once had a collection of mortgages that paid in money, but now just own homes. Not only was their revenue stream cut off, but also the homes they now own in their thousands are constantly losing value. Various financial players try to sell off these useless assets, but everyone knows there is no more money to be made so no one is buying.
This would not have been such a huge problem if everyone had been investing their own money, as they simply would have owned a useless selection of properties, but nothing that actually harmed them. But they weren’t investing their own money. Remember the principle of leverage (see Part 3), which meant that to make these investments, the banks had borrowed huge sums of money, at an average of 33 times more than they actually had in reserve. So when it came to paying back their money, not only did they bankrupt themselves, but lost money for any institutions they were borrowing from. The whole sector was so connected that the collapse of one led to everyone losing money.
So why did the problem not just affect banks? When bank X lost all their money, it also meant that they had to tell every ordinary working person who had kept their money in that bank that their savings were gone. Moreover, the interconnectedness of the banks was not kept in America, but was spread throughout the world. For example, when Lehman Brothers collapsed on Monday 15th September, 2008, the effects meant that by Friday factories had permanently closed in China.
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A medium-sized blenny, elongate small fish of a large family of fishes
that live in rocky areas in shallow water. All true blennies have a continuous
dorsal fin; the first dorsal fins are spiny and the remainder are soft.
The pectoral finds are relatively large.
Distinguished by a pair of tentacles/lappets over the eye.
Photograph by Andy Horton
Usually a deep brown-orange.
Similar species: Red
Blenny, Parablennius ruber
Coryphoblennius galerita, Lipophrys
pholis (Smooth Blenny), Blennius
ocellaris (Butterfly Blenny), Yarrell's
Blenny, Chirolophis ascanii
The presence of the eye tentacles are definitive. See link
The first fin does not contain the ocellated spot of the Butterfly Blenny.
Habitat: Rocky areas below low
water mark, rarely intertidal where both similar species are to be found
in the summer.
Found on the shore at Dawlish, Devon, in winter only.
Infrequent on the shore in Sussex (1 in 100 visits on favourable tides
in spring and autumn).
Food: Small invertebrates including
sea anemones. Sharp comb-like teeth.
See map. The precise distribution around the Irish coast needs further
Additional Notes: A common fish
familiar to divers.
have just come back from Dorset and while visiting Swanage for the day
my son Reece Beechey,
who is twelve, went crabbing off of the pier and caught a fish ! A gentleman
came over to look and told him it was a Tompot
dived the 'Rosalie'
in Norfolk at the weekend and saw a Tompot
Blenny. It was a fairly large one and
was seen by several divers and we have some photos. According to our books,
it has never been recorded on the east coast. Is this as exciting as we
at Welbourne (Sunstar Sub-Aqua)
Blennies off the Norfolk coast
by Dawn Watson
diver's that first saw the Tompot Blenny
were Dawn and Rob,
although there were at least eight people that saw it at the time.
biogeograhical distribution of the Tompot
Blenny around Britain is currently under
investigation. The books may just be wrong! They are found off the
Information (Aquarium Study)
Information wanted: Please
send any records of this fish, with location, date, who discovered it,
how it was identified, prevalence, common name and any other details to
All messages willreceive
Tompot Blennies, Parablennius
gattorugine, are a common sight for shore divers along this coast,
although it is extremely unusual to find them resident on the shore. I
was very surprised, therefore, to find an adult looking at me from a crevice
under a large rock that I moved aside. The fish was very brightly coloured
in red and blue, and about 20 cm in length.
When Deanna tried to catch
it, it attached itself firmly to her glove with its sharp teeth, and proved
somewhat difficult to remove to the bucket! In the aquarium, however, the
fish displays none of the usual aggressive tendencies of other Tompots,
and will come out of its hole to be stroked when the tank is approached!
Immediately after capturing
one Tompot, I found another, much larger at over 30 cm in length, and similarly
Even more strangely, a couple
of tiny fish (25 mm or so) that Deanna found under small stones also turned
out to be baby Tompots once we had returned home, and they are delightful
aquarium residents, bustling about the tank and perching on rocks to watch
the other residents.
Jon Makeham & Deanna Webb (Looe)
A juvenile Tompot collected
from the shore at Worthing is unusual, although I have seen one before
this late in the year when the shore fauna is scanty. AH.
Pier Picture Gallery (with Tompot Blennies)
very colourful blenny has made a niche for itself in a crevice on the wreck
of the "James
Elgan Layne" in Whitsand Bay, Plymouth, Devon.
This is a common small fish known as a Tompot
gattorugine, not the similar but more colourful fish known as the
ruber, which has only recently been
discovered as an inhabitant of the seas around Ireland and Scotland, could
be mistaken for the fish in the photograph on the left. The latter discovery
would be newsworthy.
feature in the "Torpedo" News Bulletin
between Blennies & Gobies
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| 0.916952 | 1,034 | 2.71875 | 3 |
mpact of microplastics on our oceans and marine life
In recent years, the issue of plastics pollution has gained more attention, specifically regarding the impact of microplastics on our oceans and marine life. Microplastics are small plastic particles that measure less than 5mm in length and can be found in many forms, from microbeads in personal care products to fragments of larger plastic debris that break down over time.
These microplastics are now widespread in our oceans, and their impact on marine life has become a growing concern. They are ingested by plankton and small fish, which are then eaten by larger fish, and the plastic particles make their way up the food chain to the point where they may eventually end up on our own plates.
The ingestion of microplastics can cause a range of health problems for marine life, including physical damage to their digestive systems and blockages that can lead to starvation. Microplastics can also serve as a transport mechanism for pollutants, persistent organic pollutants, and heavy metals, which can become concentrated in marine organisms.
In addition to the direct impacts on marine life, microplastics can also have indirect impacts on ecosystems in our oceans. They can decrease the oxygen levels in the water, and even make it easier for invasive species to establish themselves.
The scale of the problem is immense, with studies suggesting that there are now billions of microplastics in our oceans, and the problem is only getting worse. The impact of microplastics on our oceans and marine life is not only a environmental issue but a human health issue that affects us all.
To address the issue, we need to invest in more research, promote sustainable alternatives to single-use plastic products, and support global efforts to reduce plastic waste. By working together, we can protect our oceans and the vital marine life that calls them home.
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| 0.959145 | 376 | 3.78125 | 4 |
Effective design of the compressed air distribution system is essential to minimise electricity bills. The main design considerations should be to improve the efficiency of air usage at point of use, minimise leakage and the elimination over pressurisation which increases the leakage rate.
If the design of the distribution system is incorrect for the application then whichever compressors are used to generate compressed air, the system will never be able to achieve maximum efficiency. Typical problems include incorrectly sized pipe work which results in elevated compressed air generation pressure in order to overcome pressure drop across the system. The higher the generation pressure the higher the power costs and the more the system leaks.
Identifying and accurately maintaining the system target pressure, the minimum pressure required for efficient production machine operation, is a key element in avoiding over pressurisation. 1 barg reduction in system pressure saves 7.5% power consumption.
The lack of system capacitance, effectively inadequately sized receivers, leads to additional compressors operating for short periods of time when there is no real need to.
As the majority of compressed air leakage will occur within production equipment the system should be designed so that individual production machines and production areas can be isolated from the system when not in operation to eliminate leakage. Government figures hold that 25% of compressed air is wasted through leakage and incorrect pressure control and up to 50% is not uncommon.
The cost to operate a 75kw air compressor over 4000hr year at 0.1ppkwhr is £30,000. This means that you could be wasting £7-15,000 per year. A good analogy would be: Opening all the doors and windows in your house in the middle of winter then firing up your central heating system to heat the house. No matter how efficient your boiler is you'll still feel the cold!
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| 0.924631 | 362 | 2.890625 | 3 |
This text is part of:
Table of Contents:
1 Pelopidas and Epaminondas were the chief Theban generals during their city's period of greatness （371-362 B.C.）. In 371 they defeated Sparta at Leuctra and, in response to an appeal from the Arcadians who then rose against Sparta, entered the Peloponnese in 370. Here they refounded the town of Messene which the Spartans had destroyed at the end of the 8th century B.C. （Dio. Sic. 15.56 and Dio. Sic. 15.62-66）. Epaminondas conducted three further invasions of the Peloponnese, penetrating Laconia, but never actually taking Sparta. It was probably during the second of these that he founded Megalopolis, the new capital of Arcadia; in the third he was killed at Mantinea （362 B.C.）.
This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 United States License.
An XML version of this text is available for download, with the additional restriction that you offer Perseus any modifications you make. Perseus provides credit for all accepted changes, storing new additions in a versioning system.
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| 0.950781 | 276 | 3.078125 | 3 |
Author(s): Gustafsson, Martin
Organisation(s): Global Education Monitoring Report Team
Pages: 58 p.
Serie: Background paper prepared for the 2020 Global education monitoring report: Inclusion and education
To an increasing extent international assessment results inform education policy debates, yet little is known about the floor effects in these assessments. To what extent do they fail to differentiate between the most disadvantaged, and what are the implications of this, for instance in terms of the comparability of national statistics across space and time? Microdata from TIMSS, SACMEQ and LLECE are analysed to answer this question, with reference to primary schools. In TIMSS, floor effects have been greatly reduced through the introduction, in 2015, of TIMSS Numeracy, which includes a greater number of easier items relative to regular TIMSS. SACMEQ and LLECE, despite being specifically designed for developing countries, often display large floor effects. This results in a situation where many students scoring zero, after adjustments for random guessing, are classified as having passed proficiency thresholds. Though these floor effects do not substantially alter the rankings of countries, they are large enough to undermine proper monitoring of progress over time. They can also undermine public trust in the programmes, and they leave information gaps in relation to those students requiring most support. Designers of assessment programmes need to limit floor effects though the presence of more easy multiple choice items and more constructed response items. The former solution is the easiest to implement.
Level of education:
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https://learningportal.iiep.unesco.org/en/library/floor-effects-and-the-comparability-of-developing-country-student-test-scores?back_url=/en/library/search?f%5B0%5D=project%3A3876
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| 0.940103 | 328 | 2.59375 | 3 |
In order to qualify as a proper “star” (as opposed to a brown dwarf or a stellar remnant) it needs to be producing nuclear fusion of hydrogen in its central regions. That requires a mass of at least 83 times that of Jupiter in order for gravity to compress the central regions sufficiently.
Interestingly, despite having masses far greater than any planet, the smallest possible stars are expected to have radii very similar to that of Saturn or Jupiter. That means that in a transit survey such as WASP they can look very like planets, it is only the radial-velocity follow-up observations that show that they a stellar mass.
Alexander von Boetticher et al have just announced the discovery of the smallest known star, which with a mass of 85 ± 4 Jupiters is right at the lower limit of what is possible. The mass and radius of the object, dubbed EBLM J0555−57Ab, are shown below compared to other stars and brown dwarfs, along with (red and blue lines) theoretical models for different ages.
The discovery of EBLM J0555 was a by-product of the WASP-South survey, found because of its planet-like size. In the graphic below the star is compared with Saturn and the slightly larger M-dwarf star TRAPPIST-1.
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| 0.950001 | 276 | 3.734375 | 4 |
TODAY COSTA RICA – A pair of sibling jaguars (Panthera onca) was recorded in early March in a camera trap at the Área de Conservación Guanacaste (ACG) – Guanacaste Conservation Area.
The video reflects the good time that this species of carnivores lives due to several reasons.
The animals appear in two shots: one is near the beach where they usually hunt turtles and then inland, feeding on their prey.
Both had been seen with their mother and, in this case, their kinship was recognized by the pattern of their spots, thanks to which it is possible to trace family relationships in this species.
The photos captures are part of a monitoring and research project on turtles and jaguars in the Santa Rosa National Park, explained Alejandro Masís Cuevillas, director of the ACG attached to the Sistema Nacional de Áreas de Conservación (National System of Conservation Areas).
Jaguars are the largest cats in America and third in the world, after the tiger (Panthera tigris) and the lion (Panthera leo).
They can measure up to two meters and accumulate body masses between 56 and 96 kilograms and can propel at speeds of up to 80 km/h in their pursuit.
Their population is recovering, as they now register a greater presence on the coasts of the protected area where they to prey on turtles, that are easier to catch in the sand and are an abundant food source.
The turtles are almost always caught at night while their eggs are nesting and then carried inland along the beach where they are eaten.
Jaguars use a lot of energy when they chase, kill and then move a large animal, explained Shirley Ramírez Carvajal, a biologist with the National Commission for Biodiversity Management of the Ministry of Environment and Energy.
Depending on the size of the prey, jaguars have food for several days, even when on hunting day they eat in abundance to recover.
“When they are satisfied, they leave the prey in the same place, to which they usually return for several days to continue feeding, since these cats have a very accelerated metabolism (this explains their natural thinness),” said Ramírez.
Masís explained, there are jaguars that come to share the same prey with other animals.
At the level of the food chain in the area, that means a sufficient quantity of food, which lowers the overall pressure for these carnivores who compete for food. That is, there is so much to share.
“At a general level, the jaguar population has been recovering and below these, other species are doing the same. In addition, with the recovery of the dry tropical forest in the Conservation Area, jaguars from the Guanacaste volcanic mountain range and coastal areas are now connecting again,” Masís pointed out.
This represents other good news because the reproduction of the species will increase in the number of individuals and in genetic vigor. In the wild, these big cats can live from 12 to 15 years.
Eduardo Carrillo, researcher and professor at the Universidad Nacional (UNA), estimates that the jaguar population should be around 135 individuals in the ACG and constitutes one of the densest in Central America, according to the academic who has accumulated almost 30 years of studying these animals and their prey.
Distribution and habitat
At present, the jaguar’s range extends from Mexico through Central America to South America, including much of Amazonian Brazil. The countries included in its range are Argentina, Belize, Bolivia, Colombia, Costa Rica, particularly on the Osa Peninsula, Ecuador, French Guiana, Guatemala, Guyana, Honduras, Nicaragua, Panama, Paraguay, Peru, Suriname, the United States and Venezuela.
It is considered to be locally extinct in El Salvador and Uruguay. In 1999, its historic range at the turn of the 20th century was estimated at 19 million km2 (7.3 million sq mi) stretching from the southern United States through Central America to southern Argentina.
By the turn of the 21st century, its global range had decreased to about 8.75 million km2 (3.38 sq mi), most of it in the southern United States, northern Mexico, northern Brazil, and southern Argentina.
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| 0.94357 | 919 | 3.078125 | 3 |
Architects use CAD to help them visualize their ideas. Parametric design is a fast-growing development of CAD that lets architects and designers specify the key parameters of their model and make changes interactively. Whenever changes are made the rest of the model updates automatically.
Through a detailed description of various parametric, generative, and algorithmic techniques, this book provides a practical guide to generating geometric and topological solutions for various situations, including explicit step-by-step tutorials. While the techniques and algorithms can be generalized to suit to any parametric environment, the book illustrates its concepts using the scripting languages of one of the most powerful 3D visualization and animation design software systems (Autodesk 3ds Max MAXScript), one of the most popular open-source Java-based scripting environments (Processing), and a brand new language specifically tailored for parametric and generative design (Autodesk DesignScript).
This clear, accessible book will have a wide appeal to students and practitioners who would like to experiment with parametric techniques.
Table of contents
- Title Page
- Foreword by Robert Woodbury
- Part I: Algorithmic Thinking
Part II: Parametric Patterns
- Force field
- Part III: Next Steps
- Picture credits
- Title: Parametric Design for Architecture
- Release date: September 2013
- Publisher(s): Laurence King
- ISBN: 9781780673141
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| 0.832069 | 506 | 3.1875 | 3 |
What is Osteoporosis?
Osteoporosis literally means "porous bones." As we age, our bone mass declines faster than new bone can form. As a result, our bones can become weak and susceptible to fractures. Osteoporosis can affect men and women at any age, but it occurs mostly in women after menopause. It is called the silent disease because the loss of bone mass has no symptoms, and usually causes no pain until a bone fractures or breaks. The hip, spine and wrist bones are the bones most likely to be affected by osteoporosis. Hip fractures can result in disability and loss of mobility. Spinal fractures (compression fractures) can cause a loss of height, severe back pain, and curving of the shoulders and spine.
Osteoporosis and Women
Eighty percent of those affected by osteoporosis are women. Women are more likely to develop osteoporosis because they start out with less bone tissue than men. At menopause, women rapidly lose more bone mass as their estrogen levels decline. Osteoporosis is a major health issue for women. It is estimated that one in two women will have an osteoporosis-related fracture in her lifetime.
What Are the Risk Factors?
While the cause of osteoporosis is unknown, there are a number of risk factors that contribute to the loss of bone mass:
Being female - More than 28 million people in the U.S. - 80% of them women - have or are at risk of developing osteoporosis.
Menopausal and postmenopausal women, including early or surgically induced menopause, are at greatest risk due to the loss of estrogen.
- Age - Your risk increases as you age.
- Ethnicity - People of Caucasian or Asian descent have a higher risk for osteoporosis.
- Dietary factors - Calcium and vitamin D deficiencies in your diet contribute to osteoporosis.
- Inactivity - Lack of exercise can increase the risk of developing osteoporosis.
- Cigarettes and coffee - Smoking and drinking more than two cups of coffee per day are associated with reduced bone density.
- Family history of osteoporosis - Several studies have strongly suggested that genetic factors help determine bone density.
- Medications - Some medications, if taken for a long time, can contribute to bone loss.
- Testing for Osteoporosis
- Osteoporosis can be diagnosed in a number of ways. Unfortunately, many times the diagnosis is made long after the process of bone loss is under way. For example, osteoporosis can be picked up on an X-ray only after a bone loss of at least 25% has occurred. In many cases, pain from a broken bone, such as a compression fracture of the spine, is the first sign that something is wrong.
- Tests such as a CT scan or bone densitometry: (DEXA scan) are able to detect osteoporosis in its early stages and can detect bone loss as little as 2%. For this reason, it is important to talk to your doctor about your risk for developing osteoporosis.
Prevention and Treatment
Although there is no cure for osteoporosis, it may be prevented and treated. Many risk factors such as a poor diet, lack of exercise and smoking can be avoided. It is never too late to begin taking steps to prevent osteoporosis, or to slow or stop its progress.
- Diet-Women over the age of 50 need at least 1,200 milligrams of calcium with at least 400 units of vitamin D every day. The best source of dietary calcium is from milk fortified with vitamin D. Vitamin D is an essential companion to calcium for maintaining strong bones.
- Exercise - Regular exercise is important for maintaining bone mass and increasing strength. Physical activities that help keep bones strong are weight-bearing exercises like walking, bicycling, and resistance exercises such as weight training.
- Smoking - Quit. People who smoke, particularly women after menopause, have a significantly greater chance of bone loss.
Medications - There are several medications approved for the prevention and treatment of osteoporosis. Estrogen replacement therapy may also be prescribed.
- Vertebroplasty/Kyphoplasty - These are minimally invasive treatments for a compression fracture of the spine, one of the common complications of osteoporosis. Prior to these procedures, the only treatment available for compression fractures was weeks of bed rest and pain medication. With these procedures, pain relief is often immediate, and people can be back on their feet in a day or two.
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| 0.942718 | 969 | 3.59375 | 4 |
photographs of a Cedar Waxwing and Red-breasted Nuthatch
by Rohan Kamath
autumn invasions (irruptions) by normally northern
seed-eating birds are dramatic but apparently irregular
events. Irruptive North American species include Bohemian
and Cedar Waxwings, Pine and Evening Grosbeaks, Black-capped
and Boreal Chickadees, Red-breasted Nuthatch, Pine Siskin,
Common and Hoary Redpolls, Purple Finch, and Clark's
Nutcracker. The species perhaps best associated with these
occurrences, however, are the Red and White-winged
Crossbills. Three major questions are raised by these
irruptive migrations: What causes them? Are they really
irregular events? Are they synchronized among populations
within a species and between species?
Ornithologists generally concur that irruptions are triggered by food shortages, such as failure of the coniferous cone crops over a large geographic area. Analysis by ornithologists Carl Bock and Larry Lepthien of many years of Audubon Christmas Counts indicate that a synchronization of seed crop failures in some high-latitude tree species leads to southward irruptions of species normally dependent on those seeds.
Years of good crops, which presumably result in higher population densities of seed-eating birds, are often followed by years with poor crops. Thus, in a year of crop failure that followed one of abundant seeds, bird populations may be larger than normal. This adds to pressure on scarce food resources and serves as additional impetus to migrate. It appears, then, that seed crop size is the primary cause of irruptions and that
large population sizes may sometimes be a contributing factor.
However, because many other factors (such as insect
abundance during the breeding season) can affect population
density in any given year, not all species will be affected
synchronously by a seed crop failure that leads to
irruptions of some species.
Diurnal and nocturnal raptors that feed on small mammals with cyclic population fluctuations constitute another group of irruptive species which also eat foods that fluctuate from year to year in boreal regions. Among North American species, Rough-legged Hawk, Northern Goshawk, Snowy, Great Horned, and Short-eared Owls are known to irrupt periodically. Two main cycles are recognized in boreal small mammals: a four-year cycle among tundra and grassland rodents, and a ten-year cycle that characterizes snowshoe hares. Why populations of these species explode and crash with these approximate periodicities is not clear, but when they crash the predictable result is a southward irruption of many of their avian predators. As in northern seed-eating birds, problems of food scarcity caused by the crash are often exacerbated by dense raptor populations that resulted from preceding years of relatively high prey abundance. Invasions by Rough-legged Hawks and Snowy Owls often occur in the same year, with about a four year periodicity, because both of these species feed largely on rodents. In contrast, invasions by Northern Goshawks, which feed to a great extent on hares and rabbits, occur roughly in ten-year cycles.
How Owls Hunt in the Dark.
Copyright ® 1988 by Paul R. Ehrlich, David S. Dobkin, and Darryl Wheye.
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Skin Problems in Children
Children’s skin is thinner than adults’ skin, making it more sensitive to exterior stimulation. Children also tend to sweat more, allowing bacteria and viruses to spread and cause infectious diseases.
A type of eczema seen in children. Yellow scabs and flaky skin are seen on the head. Symptoms appear when there’s too much secretion of oil from the head and face.
An inflammation to the part of the skin that comes in direct contact with a diaper, showing redness and rashes. Symptoms appear when the ammonia from urine and feces or the fiber from the diaper brush against the skin. It is important to maintain hygiene by washing the dirty areas properly.
Candida Skin Infection
Inflammation caused when the skin becomes infected with candida bacteria (type of fungus) that resides in feces. It is similar to a diaper rash, but when condition gets bad, sores may appear or the skin may peel. Symptoms may get worse with over-the-counter drugs, so please consult a doctor as soon as possible.
Heat Rash / Multiple Sweat Gland Abscesses
A heat rash is caused when sweat cannot be secreted due to pores that are clogged with dirt or scurf. If the child scratches too much and if the cuts get infected with staphylococcus, an inflammation otherwise known as multiple sweat gland abscesses may occur. This is a suppurative inflammation, causing pain and sometimes a fever.
Inflammation caused when a heat rash or bug bite is scratched too much causing cuts in the skin which then get infected with staphylococcus aureus or streptococcus. Very itchy blisters form and may become suppurative. It may be contagious so please refrain from going to the swimming pool and consult a doctor as soon as possible.
Characterized by a rash on the palm of one’s hands, elbows, back of feet, knees, or sores inside the mouth. Caused when one’s hands become infected with coxsackievirus or enterovirus. The sores inside the mouth are painful, so stick to mild foods.
Cheeks become red as an apple and a rash may be seen on the arms and stomach. Caused when infected with parvovirus. Patients may bathe, but it may increase itchiness so please be cautious.
Our Clinic’s Treatment Policy
Many skin problems can improve simply by keeping the skin clean or by adjusting the room temperature. In addition to prescribing patients with drugs, we also give advice on what they can do in their daily lives to improve their skin condition.
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| 0.929245 | 580 | 3.125 | 3 |
When I first laid eyes on Beyond Capricorn: How Portuguese adventurers secretly discovered and mapped Australia 250 years before Captain Cook at Hyde Park Barracks last year it immediately became high on my to read list.
It turns out Gosford library has a copy so I borrowed it and proceeded to devour every page with excitement.
First a little pre-history.
In popular history it is well accepted that British navigator Captain James Cook was the first European to discover Australia. He set foot on the East coast in 1770 and proclaimed it New South Wales.
[Note: Having read Captain Cook: Obsession and betrayal in the New World by Vanessa Collingridge I immediately appreciated the theme of Trickett’s work, which was first proposed by George Collingridge in the late nineteenth century. But that’s the topic of another book review]
We now know, thanks to corroborating archaeological and documented records, there was a rich pre-Cook age of European discovery of Australia from 1606 to 1770.
Spanish navigators de Queiros (Portuguese origin) and Torres (Torres Straight bears his name) either sighted and/or set foot on the Australian mainland towards what is now North Queensland and English and Dutch explorers like Dampier, Janzsoon and de Vlamingh did the same on the western and northern coasts.
There was also French discovery beginning at the time of the first British settlement by La Perouse and his two ships. Unfortunately, the Astrolabe and Boussole never made it back to France.
The pre-Cook discovery of Australia is a fascinating topic. Only by investigating it do we come to appreciate the impetus for further discovery and eventually colonisation.
Of course, it is only fitting that Terra Australis Incognita did indeed exist as it was first postulated by ancient European and later Renaissance philosophers a large southern land mass was necessary to “balance” the seemingly top-heavy Earth.
Beyond Capricorn attempts to complete the story.
Trickett, a science journalist, pieces together a collection of hard evidence, anecdotal folklore and shrewd speculation to arrive at the conclusion that is was in fact sixteenth century Portuguese mariners who where the first Europeans to discover Australia’s East and West coasts.
With the size and capability of the Portuguese empire at the time it’s certainly not an unreasonable possibility. Modern reporting tells us of the former Portuguese colonies in the East of Sri Lanka, East Timor and Macau, but little is said of how such colonies could have existed under the dominion the apparently diminutive West European nation, often overshadowed by its larger neighbour Spain.
During the age of discovery, however, the Portuguese empire was anything but diminutive. Trickett begins by reporting the scope of Portuguese naval capability and examples of journeys made across the Indian ocean.
The book then centres the discovery of the illusive “Island of Gold” around two explorers – Diogo Pacheco and Christopher Mendosa.
Trickett corroborates the known voyages of these two men with whatever evidence there is from Australia to establish a case for this little-known chapter in Southern Hemisphere history.
If Trickett is correct, during his adventure to the Kimberley, Pacheco was the first white man to set foot on Australian soil as early as 1520. Yes, less than 30 years after Columbus set foot in America. He never made it back though, losing a battle with the local Aboriginal tribes.
Then, between 1520 and 1530, Mendosa sailed his way down Australia’s East coast and then later the West coast charting most of the inlets along the way.
To arrive at such conclusions Trickett relies heavily on the Dieppe Vallard maps. The maps were originally sketched on Portolans (animal hides), supposedly intercepted by the French from the Portuguese at sea and then redrawn in colour back in Europe.
Other evidence includes cannons, pots and even a sinker found off the Queensland coast.
Am I convinced? Hmmm… maybe.
At the end of the book you just wish there was more evidence on Trickett’s side. There’s plenty of piecemeal “evidence” and speculation – including seemingly far-fetched explanations that some Australian Aboriginal place names are of Portuguese origin – but there’s no definitive hard evidence that closes the loop and categorically proves Trickett’s theories.
Beyond Capricorn is certainly interesting reading and Trickett is sincere in his intentions, however, we may never know for sure if pre-Cook European discovery of Australia pre-dates the seventeeth century.
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Looking for home program activities for occupational and physical therapy? We’ve got you covered!
*This post contains affiliate links. Read more.
We’ve all seen what happens when kids have extended breaks from school or therapy. Without regular practice with academics and other developmental skills, kids tend to regress and it can take days, weeks, or even months to regain the skills they’ve lost.
Right now, as so many of us are facing an unexpected and possibly extended time away from schools and clinics, we know that many therapists, teachers, and parents are looking for home program activities and resources to support and promote developmental skills for kids at home.
That’s why we’ve put all of our favorite blog posts, free printables, and other resources in one place for easy access when you’re building home programs for kids. Check them out below!
And don’t miss these resources – perfect for home programs:
Occupational and Physical Therapy Home Program Activities
Practice With Scissors
Drawing and Prewriting Practice
Practice With Dressing Skills
Coordination and Motor Planning Activities
Keep scrolling for more home program ideas!
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ProHeart' 6 Injection for Dogs
- Heartworm disease is a serious and potentially fatal condition that attacks the heart, lungs, and related blood vessels.
- ProHeart 6 is an injectable heartworm preventive medication that can be used in healthy dogs 6 months of age or older. ProHeart 6 is not for use in cats.
- ProHeart 6 injections are given once every 6 months by your veterinarian.
- Your veterinarian may recommend a complete physical examination and obtain a thorough health history before administering the injection.
- Side effects, although rare, have been reported, so owners should familiarize themselves with the signs and know when to contact their veterinarian.
- Your veterinarian will ask you to sign a consent form before administering ProHeart 6 to your dog.
Why Prevent Heartworm Disease?
Heartworm disease is a serious and potentially fatal condition that affects dogs, cats, and up to 30 other species of mammals. It is caused by parasitic worms (heartworms) living in the major vessels of the lungs and, occasionally, in the heart. The scientific name for the heartworm parasite is Dirofilaria immitis.
Although heartworm disease is virtually 100% preventable, many dogs are diagnosed with it each year. Heartworm disease has been diagnosed in all 50 states. The American Heartworm Society (AHS) estimates that 1 million dogs in the United States are infected with the disease today, and this number may be rising.
What Is ProHeart 6?
ProHeart 6 is an injectable medication that is used in dogs 6 months of age or older to prevent heartworm disease. Your veterinarian will administer ProHeart 6 as a single injection under your dog’s skin. Once the drug is given, it continuously prevents heartworm disease for 6 months. Using ProHeart 6 means that you don’t need to remember to administer a monthly oral or topical heartworm preventive medication to your dog.
Heartworm disease is transmitted by mosquitoes. To properly protect your dog, ProHeart 6 should be administered within 1 month before mosquitoes appear where you live. If you are switching from another heartworm preventive medication, ProHeart 6 should be administered within 1 month after the last dose of the other product. This will help ensure that your dog is continuously protected.
In addition to preventing heartworm disease, ProHeart 6 treats hookworm infections. Hookworms are parasites that can live in the intestines of dogs. These parasites attach to the inner lining of the intestines and drink blood. Hookworm infections can cause severe diarrhea, blood loss, and weight loss. In young puppies, severe hookworm infections can even be fatal. Hookworms can also infect humans, so treating infected dogs also helps to protect other family members.
Important Safety Information
Before initiating heartworm prevention with ProHeart 6, your veterinarian may recommend a full physical examination for your dog. Some diagnostic testing may also be recommended, including a heartworm test. Any dog that tests positive for heartworm disease should be treated before receiving ProHeart 6.
Your veterinarian will likely review your dog’s medical history before administering ProHeart 6. Be sure to discuss any of your dog’s previous illnesses or medical problems with your veterinarian. ProHeart 6 should not be used in sick, debilitated, or underweight dogs or in dogs with a history of weight loss. It should be used with caution in dogs with a history of allergies, such as food allergy, flea allergy dermatitis, or allergic reactions to vaccines. Talk to your veterinarian about administering ProHeart 6 along with vaccines.
Allergic reactions to ProHeart 6, have been reported. For this reason, owners should closely monitor their dog for 24 hours after injection and should report any of the following side effects immediately: facial swelling, itching, difficulty breathing, and collapse. Other possible side effects may include lethargy (tiredness), reduced appetite, vomiting, diarrhea, seizures, weight loss, and pale gums. Contact your veterinarian as soon as possible if you notice any of these side effects or if you have any other concerns about your dog. The majority of patients with drug-related side effects have recovered when the signs are recognized, and veterinary care, if appropriate, is initiated.
Before ProHeart 6 can be administered to your dog, your veterinarian will ask you to sign a consent form stating that you are aware of the drug’s possible side effects and have been educated regarding what signs to look for. By signing the form, owners agree to seek appropriate medical treatment if they notice any side effects in their pet.
ProHeart 6 is only available to eligible veterinarians through a restricted distribution program. The program requires veterinarians to undergo specialized training before being able to administer the heartworm preventive. In addition, the program requires that owners be advised of the potential risks of administration and sign the consent form.
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Next: Output Conversion Syntax, Previous: Formatted Output, Up: C-Style I/O Functions [Contents][Index]
When given a matrix value, Octave’s formatted output functions cycle through the format template until all the values in the matrix have been printed. For example:
printf ("%4.2f %10.2e %8.4g\n", hilb (3)); -| 1.00 5.00e-01 0.3333 -| 0.50 3.33e-01 0.25 -| 0.33 2.50e-01 0.2
If more than one value is to be printed in a single call, the output functions do not return to the beginning of the format template when moving on from one value to the next. This can lead to confusing output if the number of elements in the matrices are not exact multiples of the number of conversions in the format template. For example:
printf ("%4.2f %10.2e %8.4g\n", [1, 2], [3, 4]); -| 1.00 2.00e+00 3 -| 4.00
If this is not what you want, use a series of calls instead of just one.
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CC-MAIN-2023-14
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https://docs.octave.org/v8.1.0/Output-Conversion-for-Matrices.html
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| 0.661229 | 268 | 3.234375 | 3 |
At the suggestion of former NAIS President Pat Bassett, who signed off his blog in June with several recommendations for summer reads, I picked up “On Grades and Grading” by Timothy Quinn. I was not disappointed. Quinn, Assistant Head of the Upper School at the University School of Milwaukee, has produced a tidy volume of 121 pages that strives to create a single conversation out of some cacophony.
We educators certainly have many arguments to make about grades. We also have many opinions — usually negative — about grading itself. As Quinn pointed out in a post related to the book, the problem may stem from fundamental disagreement about what we are trying to accomplish:
Consider all the things grades can do: They can quantify, they can symbolize, they can describe, they can evaluate, and they can rank. Those are all transitive verbs, so they need objects. Here are some options: a student’s learning, a student’s skill level, a student’s performance, and a student’s progress. (Keep in mind that most of these can be measured either at a given time or over a period of time.) What’s more, is that each of these potential definitions of a grade need some sort of context — are they relative to a standard, to a student’s peers in a class, school, or grade level, or to all other possible outcomes?
Ultimately, grades will only begin to have meaning when teachers and schools define their grades clearly by answering these questions.
Quinn’s work offers a path for educators. He begins by asking why we grade at all (a question he raises repeatedly). In the introduction, he posits three essential reasons:
1. Grades can provide data upon which to base decisions.
2. Grades can have a tremendous impact on student motivation.
3. Grades can provide students with important feedback on their work. (xiii)
Notably absent from this list is the use of grades to rank and sort students for non-pedagogical purposes — namely, college admissions. Quinn states matter-of-factly that our purpose as teachers is to educate, not act as intelligence agents for higher ed (my phrasing). However, he also acknowledges that we cannot simply ignore what happens to our college-bound students. To resolve this problem, he argues that we must ensure fairness in our grading, for pedagogical reasons but also because we know that people other than students and parents read our students’ transcripts.
As Quinn picks his way through a laundry list of grading issues that teachers face, he raises many good questions. Here are just a few:
- When we say that students “earn” their grades, what do we really mean?
- Can we square belief in brain plasticity and promotion of a growth mindset with the vague expectation of a bell curve for students’ aggregate grades? In other words, do we believe somehow that a certain statistically significant portion of the student body should be struggling and failing even at the end of the year, or at graduation? If so, why? Are we implicitly sending mixed signals to ourselves, and by extension to our students?
- In the working world, one’s performance is judged by one’s final draft. Why, then, do we sometimes average “originals” with “rewrites”?
- Is grade book transparency throughout the term (as opposed to copious written/oral feedback) actually a good idea?
A work as short as this one cannot offer many answers. Quinn treads lightly on some topics, and I imagine that my more quantitatively-minded colleagues will take issue with parts of his argument. But Quinn does a fine job framing the conversation, and that is a gift in and of itself. I enjoyed the book and recommend it highly. I will resist the temptation to grade it.
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Folk Music Crossword Clue
Looking for the perfect crossword puzzle clue for your next challenge? Check out our blog for the answer to Folk Music!
Folk music is a genre of music that typically uses only acoustic instruments and commonly features vocals that are often Passed down from generation to generation orally. These days, you’re just as likely to hear folk music performed on electric guitars and other amplified instruments as you are to hear it played on acoustic ones. The term “folk music” can be used to refer to both traditional folk music and the modern popular music that Sometimes incorporates elements of folk music.
History of folk music
Folk music is a genre of popular music that developed in the United States in the mid-20th century. Folk music is often passed down from generation to generation and is typically associated with the working class. The term “folk music” can refer to both traditional music, which has been passed down orally, and modern folk music, which has developed since the mid-20th century.
Types of folk music
Folk music is a genre of music that typically uses traditional instruments and is often passed down from generation to generation. There are many different types of folk music, each with its own unique history and style.
Some of the most popular types of folk music include Celtic, Americana, bluegrass, and old-time. Celtic music is often associated with the Irish and Scottish cultures, and includes traditional songs and dances from these regions. Americana is a type of folk music that originated in the United States, and includes elements from both European and African musical traditions. Bluegrass is a type of American folk music that developed in the Appalachian region, and is characterized by its use of banjo, fiddle, and double bass. Old-time is a type of folk music that was popular in the early 20th century, and is characterized by its use of acoustic instruments such as guitars, mandolins, and fiddles.
Notable folk musicians
Notable folk musicians include, but are not limited to, the following:
-Susan Phipps Brown
Folk music is a genre of music that encompasses a wide variety of styles, including traditional folk music, contemporary folk music, and ethnic or indigenous music. Folk music is usually passed down from generation to generation orally, and it often has roots in the communal or tribal experiences of a group of people.
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| 0.975127 | 522 | 3.234375 | 3 |
AAAA is a domain name record, which is essentially the IPv6 address of the server in which the domain name is hosted. The IPv6 system was introduced to replace the existing IPv4 system where each and every IP address is comprised of 4 groups of decimal digits which range from 1 to 255 e.g. 184.108.40.206. In comparison, an IPv6 address features 8 groups of four hexadecimal numbers - ranging from 0 to 9 and from A to F. The main reason for this change is the substantially smaller range of unique IPs which the current system supports as well as the fast increase of devices that are connected to the Internet. A good example of an IPv6 address is 2101:1f34:32e2:2415:1365:4f2b:2553:1345. If you need to point a domain name to a web server that uses this sort of an address, you will have to set up an AAAA record for it, not the widespread A record, that is an IPv4 address. The 2 records have the exact same function, yet different notations are used, in order to differentiate the two sorts of addresses.
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A georeferenced (gps) grid with 10m markings was laid out across a shale formation in SW South Dakota. Aerial photographs were taken ~30m above ground using a GoPro HD camera fixed to a helium balloon. Our goal is to reference and rectify the images by identifying visible cones with their GPS coordinates, which are converted to UTM.First efforts to identify control points on images resulted in loss of image during rectification. The UTM coordinates are 1984 WGS, and the site is located in Zone 13N. We want to use the resources of the Center for Earth Observation to properly rectify these images then construct a mosaic image of the site.
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http://www.yale.edu/ceo/Projects/Faculty/PhanerozoicShaleFractures.html
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| 0.953041 | 137 | 2.5625 | 3 |
While union membership has slowly waned over the past several decades, some states are recording steeper declines than others.
For the most part, updated Labor Department estimates published Friday indicate union membership changed little last year, at least nationally. About 14.5 million workers belonged to a union, accounting for 11.3 percent of all employees.
New York is home to the highest concentration of workers of any state at 24.4 percent, followed by Alaska (23.1 percent) and Hawaii (22.1 percent). In North Carolina, only a mere 3 percent of the workforce was unionized -- the lowest share nationally.
Much of the variation is explained by industries most prevalent in each state. Alaska, for example, employs a large number of public employees, who belong to unions at far greater rates than private sector workers (see below). Also, 24 states have adopted right-to-work provisions, outlawing unions' requirement of membership as a condition of obtaining employment.
Most states did not experience significant shifts in membership last year, but looking back a bit further shows notable changes for a few states. Connecticut’s union membership dipped from 16.7 percent of the workforce in 2010 to 13.5 percent last year, more than other state over the three-year period.
Going back 10 years provides a much clearer picture of the decline. Here’s a list of states recording the largest drops in membership, with percentages referring to the unionized share of the total workforce:
|State||Change||2003 Share of Workforce||2013 Share of Workforce|
It’s no surprise that union membership plummeted in Michigan, likely due in large part to auto industry jobs lost. Gov. Rick Snyder and state lawmakers also passed legislation making Michigan a right-to-work state in late 2012. The law only became effective last spring, though, so it's unlikely to have pushed union membership estimates down just yet.
Other states have not seen union jobs decline all that much. Over the decade, about half of states experienced only slight drops in membership. A few, including Alaska (+2.6 percent) and Vermont (+1.2), actually registered gains.
Union membership peaked in the 1940s and 1950s, accounting for about a quarter of the workforce. It has since slowly declined to the current 11.3 percent.
The following chart shows the average annual percentages of all employed workers who belong to unions:
The past few years, union membership has fluctuated little. One reason for this is that labor unions continue to enjoy strong support in the public sector. For last year, the Labor Department tallied about 7.2 million public employee union members. That accounts for about 35 percent of the sector's workforce -- about where it's been for the past 30 years.
By contrast, only 6.7 percent of private sector workers belonged to unions last year. Thirty years ago, that share was a far greater 16.8 percent of all private industry employees.
The Labor Department does not publish public sector union affiliation data at the state level.
Union Representation State Map
The following map shows states where employees represented by unions account for the highest share of the workforce in 2013, with larger percentages shaded darker. Union representation, in most states, is slightly higher than union membership (a separate measure). Please zoom out to view Alaska and Hawaii.
Source: Current Population Survey, BLS
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| 0.926684 | 693 | 2.515625 | 3 |
There is one county in the United States that has a particularly bad relationship with the weather. It is Galveston County in Texas, which goes from surprising winter frosts to sweltering heat, from sudden gusts of wind to persistent drought, from floods to tornadoes and to tropical storms. For hurricanes, the place is one of the five worst-hit cities in American history. Stan Blazyk, the Galveston Daily News reporter who calls himself “Weather Man Stan,” warned on July 13: “The record heat will continue as significant chances of rain remain low.”
His fellow citizens are already too well aware of the weather forecasts as the United States prepares for another hot summer. Rising temperatures and widespread river drought have reached new critical levels in recent weeks, with 44.5% of the nation at risk of drought as of July 19, the highest in two years. According to the Drought Monitor, compiled on behalf of the U.S. administration by the National Drought Mitigation Center (NDMC) at the University of Nebraska, the phenomenon is no longer primarily summer.
Going back a decade or so, says Brian Fuchs, author of the monitoring map for July 5, “you can see how drought is no longer a seasonal event — it is sweeping the country in all shapes and sizes in terms of intensity, duration and rate of onset.” This year, for example, includes the effects of a reduced snowpack in California in the spring of 2021, leading to low water levels and runoff in reservoirs; intensified heat and wildfires in the summer and fall of 2021, with western streams at risk and an established water shortage for the lower Colorado River. But also reduced production of wheat, hay and other crops resulting in increased livestock sales.
The U.S. caught between droughts and floods
“The drought is the result of several causes,” according to Denise Gutzmer, who tracks drought impacts for the NDMC. Her report to June 2022 indicates heavy changes in typical weather conditions, such as the early onset of the North American monsoon; heavy abnormal rainfall in and near Yellowstone National Park; scattered wet weather in other parts of the Northwest; and scattered rapid drying conditions in parts of the central and southern Great Plains, Midwest, Southeast, and New England. From central New Mexico westward to western Arizona, some areas experienced three times the normal June rainfall, leading to a temporary improvement in drought conditions.
According to the Drought Monitor, Galveston County’s more than 291,000 residents will have to deal with one of the hottest summers ever. The drought set new records in June, which was the 28th-hardest hit in 128 years, with 2022 shaping up to be the seventh driest year in 128 years. Official estimates for Galveston are forecasting drought for more than 7,500 acres of hay, and nearly 7,400 cattle and 655 pigs face a water shortage. But it’s not just the east coast of Texas on red alert.
Parts of south-central Montana, adjacent northwestern Wyoming, and (especially) eastern portions of Washington and adjacent Oregon received nearly twice the normal June rainfall. Scattered portions of the Great Plains, Midwest, Southeast, the South and New England experienced precipitation well below normal for June. Some of the driest areas that emerged with the drought map include the eastern Texas Gulf Coast, western Louisiana, northeastern Nebraska, southern Missouri and northern Arkansas, Kentucky, Indiana, Tennessee, northeastern Mississippi, and parts of the Carolinas.
Despite an increase in rainfall in June, this increase in available water has not entirely quenched the thirst of America’s farmlands and rivers. One of the states under scrutiny is California, where water conservation is a public emergency. The state is in its third year of drought, with a winter snowpack still below normal. Significant water restrictions went into effect on June 1 for more than 6 million customers in the Metropolitan Water District of Southern California who were asked to reduce water use by 35% in response to the start of the state’s driest year on record, according to data published by the Los Angeles Times.
Los Angeles' solution for protecting water
Some good news came from Los Angeles about watersheds a few years ago. In 2015, the city adopted the use of black plastic balls (“black balls” or “shade balls”) to protect the volume and quality of water in the open-air LA Reservoir that supplies the California megacity. The reservoir was covered with 96 million 10-cm spheres made of high-density polyethylene covered with carbon black, and partially filled with water to avoid being lifted by the wind.
The photo of the Los Angeles reservoir completely covered in black balls has traveled around the world, although the solution has not been widely adopted. It enabled the city to reduce evaporation by 80-90%, saving more than $250 million compared to other conservation plans the city was considering. The pellets, costing 33 cents each, also eliminated the need for the Department of Water and Power (LADWP) to add disinfectant chemicals directly into the Los Angeles reservoir, saving about $28,000 each month in chlorine costs.
The worst-hit areas by fires and drought
Southern California, however, is not the only area of the country on water and fire alert. Fire activity is forecast by the Drought Monitor in several states, from New Mexico to Alaska. The first part of the year saw over 35,000 wildfires in the United States, burning around 4.8 million acres. According to CNN, New Mexico experienced several large forest fires this spring and early summer including two of the largest blazes in the state’s history.
The drought in Texas, far beyond Galveston County alone, has weakened crops, with water supplies down sharply. According to AgriLife Today, the situation has also led to higher commodity prices for farmers and ranchers, such as hay bales more than tripling to $200 each. According to local press reports, some farmers have had to cull livestock due to the high cost of feed and fodder, while restrictions on irrigation have caused crop damage, with entire corn crops burned due to lack of water.
In this regard, the July report from the Department of Agriculture (USDA) indicates an increase in U.S. corn stocks, lower domestic soybean production, and a harvested area of cotton reduced by 32%, the third highest-ever cotton field abandonment. In addition, cottonseed hulls are a source of feed for dairy cows, and with such high abandonment, U.S. dairy production could also suffer disruptions or sharp declines, triggering other chain reactions in the food chain.
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Naḥman ben Simḥah of Bratslav, Naḥman ben Simḥah also spelled Nakhmen ben Simkhe, (born 1772, Medzhibozh, Podolia, Pol. [now in Ukraine]—died 1811, Uman, Ukraine, Russian Empire), Hasidic rabbi and teller of tales, founder of the Bratslaver Hasidic sect.
The great-grandson of the Baʿal Shem Tov, the founder of the Hasidic movement, Naḥman was an ascetic from childhood. Married at age 13, he became a self-appointed religious leader and teacher at about age 20. After studying (1798–99) in Tiberius, Palestine, he returned home and declared himself the “true zaddik” (righteous man) of his generation, the one who would renew the Hasidic movement. Naḥman gained a following among Hasidim but made enemies among mainstream Hasidic leaders who opposed his messianic presumptions. He moved to Bratslav in 1802, where he led a group of Hasidim.
Naḥman was noted for the parables, folklore, and mythic tales he told to prepare his followers to worship God. Rabbi Nathan Sternharz, his disciple, compiled and wrote down his teachings, which emphasized faith in the zaddik as a father confessor and mediator between God and man; the need to redeem the world from evil through simple faith; prayer, even if in Yiddish instead of Hebrew; repentance through fasting and self-punishment; and religiosity expressed through song and dance.
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| 0.976534 | 352 | 2.5625 | 3 |
To keep warm and comfortable in extremely cold temperatures, down filled sleeping bags were issued at Scott Base that are designed so that there was an outer bag and an optional inner bag that could be zipped together to form a single sleeping bag. Most field workers opted for the inner and outer bag combination. This bedding was carried in a yellow carryall bag along with a Thermarest sleeping pad containing a core of closed cell foam.
In the field, the Thermarest pad was unrolled and a cap opened to allow air to enter the mattress, although the pad could also be orally inflated, depending on requirements. The Thermarest mattress insulated the occupant from the frozen ground with a combination of air and closed cell foam, even if the pad was punctured. This is very important as being elevated off the ground prevents the loss of a lot of heat.
The sleeping bag with its multiple layers and down filling combined with the Thermarest mattress allowed researchers to get a good night’s sleep in most conditions. On a fine day it can sometimes even become too warm. To prolong the life of these expensive down-filled sleeping bags, an inner liner and an external sleeping bag cover were to be used at all times.
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| 0.9722 | 248 | 3.046875 | 3 |
- Author: Jeannette E. Warnert
As sorghum plants cope with drought conditions, the plants' roots and adjoining microbial communities are communicating in a chemical language that appears to improve the plants' chances under water stress.
“It's amazing,” said Peggy Lemaux, UC Cooperative Extension specialist. “We know there are lots of microbes in the soil and, for the most part, ones in the surrounding soil stayed the same under drought conditions. We only saw changes in those microbes closely associated with the roots.”
The role of drought in restructuring the root microbiome was the first published discovery to come out of a sweeping drought research project underway since 2015 in the fields at UC Kearney Research and Extension Center in Parlier. The five-year study, funded with a $12.3 million grant from the Department of Energy, aims to tease out the genetics of drought tolerance in sorghum and its associated microbes. Using sorghum as a model, scientists hope the research will help them understand and improve drought tolerance in other crops as well.
The new research results from the lab of USDA's Devin Coleman-Derr at UC Berkeley, published April 16, 2018, in the Proceedings of the National Academy of Sciences, document the fate of microbes associated with sorghum roots under three distinct irrigation regimens. Because the San Joaquin Valley generally sees no rain during the growing season, it is the ideal place to mimic drought conditions by withholding irrigation water.
All plots received a pre-plant irrigation to initiate growth. In the control plots, sorghum was irrigated normally, with weekly watering through the season. In the plot simulating pre-flowering drought stress, the plants received no additional water until flowering, about halfway through the season. The third treatment was watered normally until it flowered, and then water was cut off for the rest of the season.
Beginning when the plants emerged, the scientists collected samples from each plot on the same day and time each week for 17 weeks. In a mini, in-field laboratory, roots, rhizosphere (zone surrounding the root), leaves and soil samples from 10 plants in each plot were immediately frozen and transported to Berkeley, where they were disseminated to collaborators, who investigated the plant and microbial responses at the molecular level.
“When a sorghum plant is subjected to drought, it starts sloughing off metabolites, nutrients and amino acids from the roots. The compounds appear to communicate to the neighboring microbial community that the plant is under stress,” Lemaux said. “That selects out a certain population of microbes. Certain types of microbes increase, others go away. When you add water back, the microbial community returns to its pre-drought population in just a few days.”
The researchers cultured two specific microbes that were enriched in the rootzone under drought conditions. They coated sorghum seeds with the microbes and planted them under drought conditions in a growth chamber. This treatment encouraged the plant to grow more roots.
“The microbes appear to improve plant growth during drought,” Lemaux said. “Those microbes appear to be helping plants survive drought. We didn't know that was happening before we got these results.”
Lemaux said the research might lead to future field use of the research breakthrough.
“A lot of companies are interested in the microbiome,” she said. “Some are already selling microbes to coat seeds.”
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| 0.953207 | 712 | 3.4375 | 3 |
Many people choose to begin vaping and using e-cigarettes when they decide to quit smoking traditional tobacco cigarettes. But what are the real differences between vaping and cigarette smoking? Is vaping really better for your health, or is it just as bad because you’re still inhaling something?
Continue reading to learn all about the major differences between smoking and vaping so you can decide which one you’d prefer doing.
Chemicals You Inhale
In terms of the actual composition of e-cigs versus traditional cigarettes, e-cigarettes definitely win because they only contain four ingredients, which are water, nicotine, flavouring, and propylene glycol. Alternative ingredients may include vegetable glycerine or polyethylene glycol.
On the other hand, when you inhale smoke from a regular cigarette, you’re essentially inhaling 599 additives that are put into the product during its manufacture. But what’s worse is the fact that, once you actually begin burning the cigarette, these 599 additives actually end up creating a whopping 4,000 different chemical compounds that are toxic and harmful to the body and the environment, as well as to second-hand smokers around you.
If you’re the type of person who believes that less is more, especially when it comes to chemical ingredients in the products you use every day, vaping would definitely be a step in the right direction.
Effects on Health
In addition to knowing what ingredients are found in e-cigs and regular cigarettes, it’s also important to know the health effects that each causes.
Based on the information above, you probably already inferred that e-cigarette smoking is a direction many choose to take when they want to stop smoking cigarettes that are loaded with chemicals. E-cigs provide a great alternative that eliminates your exposure to the toxic smoke of cigarettes. And the other great thing about e-cigarettes is the fact that they actually don’t burn at all and don’t operate as combustible products, unlike cigarettes.
Traditional cigarettes produce toxic by-products that can lead to a host of adverse health conditions, particularly respiratory disorders. The health effects are the result of the additives and the by-products of the combustion process that occurs when you burn a cigarette in order to smoke it. The smoke that’s created by the process of burning cigarettes can even lead to the development of many types of cancer, particularly lung cancer.
How the Lungs are Affected
Whether you vape or smoke, you’re inhaling something that will go into your lungs. But how do the by-products of these products actually affect your lungs?
The vapour that’s produced by an e-cigarette is composed mostly of cannabinoids. In fact, about 95% of the vape is cannabinoids. The remaining 5% of the vape’s makeup consists of just one polycyclic aromatic hydrocarbon, also referred to as PAH. PAHs are considered carcinogenic but e-cigs contain very small amounts of just one type. E-cigs don’t contain any tar either, or any other carcinogenic substances. And you can smoke to your heart’s content around others because the vapour produced by e-cigarettes doesn’t cause harm to others like second-hand smoke does, nor does it harm the environment.
Tobacco cigarettes, on the other hand, are far worse for your health. 88% of the smoke that’s produced consists of non-cannabinoids and 111 components that include six PAHs. When you inhale the smoke and hold it in for a longer than normal period of time (something that some smokers like to do), you actually increase the amount of toxins, including tar, that your body absorbs. According to scientists, an average smoker can shorten his or her life by 14 years.
Because you don’t need to use a lighter and you don’t burn an electronic cigarette, no smoke is produced and there’s only a minimal risk of a fire, if any. On the other hand, cigarettes are actually considered the #1 cause of death from fire. Experts estimate that about 10% of fire related deaths that occur around the world are caused by cigarettes.
From an environmental perspective, e-cigs can be considered more eco-friendly because they’re used for much longer periods of time, resulting in less waste. A cartomiser, for example, can last up to 20 times as long as a regular cigarette. Compare this to cigarettes that are constantly discarded into the environment, making them a hazard to wildlife and a major pollutant. In fact, used cigarettes are the most-collected items during environmental clean ups.
Other Benefits of Vaping
Vaping is surprisingly convenient because it’s allowed in many public places where smoking is prohibited. Vapers don’t need to worry about offending others nearby, nor do they have to worry about going outside to get their nicotine fix. Also, e-cigs don’t produce an unattractive smell that’s left behind in your clothes, hair, and environment. There’s no need to use ashtrays, and you can vape indoors (even in your bed) safely. Plus, because e-cigs don’t burn, vapers don’t have to worry about painful cigarette burns either. It’s no wonder that electronic cigarettes are becoming ever more popular and more people are making the switch.
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en
| 0.941023 | 1,131 | 2.53125 | 3 |
The Sub-Antarctic Islands are in the Southern Ocean and lie southeast of Tasmania and south of the southern island of New Zealand. They are all World Heritage Sites for several reasons, amongst which are:
They are home to over half of the world’s seabirds, some of whom exist nowhere else;
They show easily seen geologic evidence of both volcanic activity and glaciation;
They have plant species which are giants compared to their relatives in more temperate climates;
They have been the subjects of ecological restoration efforts which have been, in some cases, highly successful.
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http://subantarcticislands.com/
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| 0.975119 | 120 | 3.015625 | 3 |
|Governing Body:||International Aikido Federation|
Aikido is a Japanese martial art which was developed by Morihei Ueshiba (often introduced by his title 'O Sensei' or the 'Great Teacher'). This sport is an art that involves some of the throws and joint locks that are received from Jujitsu and some other ones and other techniques obtained from Kenjutsu. Aikido focusses not only on punching or kicking the opponents, but using their self-energy to gain control of them or to throw them away from oneself. It is not a static art but lays great emphasis on motion and the dynamics of movement of the individual.
O Sensei stressed the moral and spiritual aspects of this art by placing great importance on the expansion of harmony and peace. "The Way of Harmony of the Spirit" is one way that "Aikido" may be translated into English. Though the concept of a martial discipline endeavouring for peace and harmony may seem contradictory, aikido is the most basic principle of the art.
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<urn:uuid:f3de8234-49bb-48b6-8565-ec9afdb4df71>
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https://sportsmatik.com/sports-corner/sports-know-how/aikido
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en
| 0.955594 | 215 | 3.0625 | 3 |
An assembly's name is stored in metadata and has a significant impact on the assembly's scope and use by an application. A strong-named assembly has a fully qualified name that includes the assembly's name, culture, public key, and version number. This is frequently referred to as the display name, and for loaded assemblies can be obtained by using the FullName property.
The runtime uses this information to locate the assembly and differentiate it from other assemblies with the same name. For example, a strong-named assembly called
myTypes could have the following fully qualified name:
myTypes, Version=1.0.1234.0, Culture=en-US, PublicKeyToken=b77a5c561934e089c, ProcessorArchitecture=msil
Processor architecture is added to the assembly identity in the .NET Framework version 2.0, to allow processor-specific versions of assemblies. You can create versions of an assembly whose identity differs only by processor architecture, for example 32-bit and 64-bit processor-specific versions. Processor architecture is not required for strong names. For more information, see AssemblyName.ProcessorArchitecture.
In this example, the fully qualified name indicates that the
myTypes assembly has a strong name with a public key token, has the culture value for US English, and has a version number of 1.0.1234.0. Its processor architecture is "msil", which means that it will be just-in-time (JIT)-compiled to 32-bit code or 64-bit code depending on the operating system and processor.
Code that requests types in an assembly must use a fully qualified assembly name. This is called fully qualified binding. Partial binding, which specifies only an assembly name, is not permitted when referencing assemblies in the .NET Framework.
All assembly references to assemblies that make up the .NET Framework also must contain a fully qualified name of the assembly. For example, to reference the System.Data .NET Framework assembly for version 1.0 would include:
System.data, version=1.0.3300.0, Culture=neutral, PublicKeyToken=b77a5c561934e089
Note that the version corresponds to the version number of all .NET Framework assemblies that shipped with .NET Framework version 1.0. For .NET Framework assemblies, the culture value is always neutral, and the public key is the same as shown in the above example.
For example, to add an assembly reference in a configuration file to set up a trace listener, you would include the fully qualified name of the system .NET Framework assembly:
<add name="myListener" type="System.Diagnostics.TextWriterTraceListener, System, Version=1.0.3300.0, Culture=neutral, PublicKeyToken=b77a5c561934e089" initializeData="c:\myListener.log" />
The runtime treats assembly names as case-insensitive when binding to an assembly, but preserves whatever case is used in an assembly name. Several tools in the Windows Software Development Kit (SDK) handle assembly names as case-sensitive. For best results, manage assembly names as though they were case-sensitive.
Naming Application Components
The runtime does not consider the file name when determining an assembly's identity. The assembly identity, which consists of the assembly name, version, culture, and strong name, must be clear to the runtime.
For example, if you have an assembly called myAssembly.exe that references an assembly called myAssembly.dll, binding occurs correctly if you execute myAssembly.exe. However, if another application executes myAssembly.exe using the method AppDomain.ExecuteAssembly, the runtime determines that "myAssembly" is already loaded when myAssembly.exe requests binding to "myAssembly." In this case, myAssembly.dll is never loaded. Because myAssembly.exe does not contain the requested type , a TypeLoadException occurs.
To avoid this problem, make sure the assemblies that make up your application do not have the same assembly name or place assemblies with the same name in different directories.
If you put a strong-named assembly in the global assembly cache, the assembly's file name must match the assembly name (not including the file name extension, such as .exe or .dll). For example, if the file name of an assembly is myAssembly.dll, the assembly name must be myAssembly. Private assemblies deployed only in the root application directory can have an assembly name that is different from the file name.
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https://docs.microsoft.com/en-us/dotnet/framework/app-domains/assembly-names
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en
| 0.879305 | 948 | 3.296875 | 3 |
The biggest nutritional mistake people can make is getting rid of all the fat in their diets for weight loss. Not all fats are bad, and some are required for good health. This is surprising when you consider some basic facts about fat. It is a fact that 1g of fat contains 9 calories, compare with 4 calories in 1g of carbohydrate or protein. And it is also a fact that the body stores energy from fat more efficiently than from protein and carbohydrates.
Monounsaturated and polyunsaturated fats may actually help to keep blood sugar and insulin levels burning instead of fat storage. New England Journal of Medicine and elsewhere have found that the Atkins diet, rich in protein and saturated fat, may promote more weight loss and better cholesterol levels than high carbohydrate, low fat diets.
It appears that, rather than clogging arteries and packing on the pounds, the monounsaturated and polyunsaturated fats improve cholesterol ratios and help with weight loss. Monounsaturated fats have been shown to help to raise levels of high density lipoprotein (HDL or ‘good’) cholesterol and lower levels of low density lipoprotein (LDL or ‘bad’) cholesterol. They also seem to be involve in the controlling of hunger and burning of fat.
Experts agree that the Trans fats in many processed and fried foods are particularly bad for you and your health. Most also agree that the saturated fats in animal products are less beneficial than unsaturated fats. Researchers now believe that monounsaturated and polyunsaturated fats are essential to good health. These good fat foods are good for your heart and waistline.
Healthy Nutritional Fats to Lose Fat Naturally
Avocados for Fat Loss
The Dietary Guidelines for Americans states that replacing some saturated fatty acids with unsaturated fatty acids lowers both total and low-density lipoprotein (LDL) blood cholesterol levels. Avocados contain both monounsaturated and polyunsaturated fats. Studies show replacing saturated fat with unsaturated fat, while staying within calorie needs, is more effective in reducing the risk of heart disease and help loss fat. Research also supports the importance of improving the fat quality of the diet by choosing better fats like monounsaturated and polyunsaturated fats, which are associate with improved blood lipids.
Fatty Fish for Fat Loss
Fatty fish is the favorites and healthiest food from the sea. Fatty fish typically are cold-water fish. You have many good choices when it comes to fatty fish. Oily fish such as salmon, tuna, sardines, mackerel, and trout are full of omega-3 fatty acids, good fats unlike the bad saturated fat in most meats. These fish should be a staple of your heart healthy and ideal fat loss diet. Omega-3 fatty acids may also slow down the growth of plaques in the arteries and internal organs and reduce inflammation throughout the body. American Health Association recommends taking 8 ounces a week for healthy level of fats in human body. Overeating of fatty fish may increase your weight.
Olives for Fat Loss
The biggest worry of fat is about health is heart attack. When cholesterol, blood vessels are damage and fat builds up in arteries, possibly leading to a heart attack. Olives impede this oxidation of cholesterol, thereby helping to prevent heart disease. Olives do contain fat, but it’s the healthy monounsaturated kind, which has been found to shrink the risk of atherosclerosis and increase good cholesterol.
Olives and olive oil are a rich source of healthy monounsaturated fats. Healthy fats are essential to your good health, and should contribute approximately 30 percent of the calories to your diet. Daily eating 3 to 4 olives best to maintain healthy fats and also help to reduce bad fats.
Dry Fruits and Nuts for Fat Loss
Eating healthy fats of dried fruit and nuts provides many healthy vitamins and minerals, fiber, carbohydrates and protein. According to the U.S. Food and Drug Administration, eating 1.5 ounces of specific nuts, including almonds, hazelnuts, pecans, some pine nuts, pistachio nuts and walnuts, as part of a low-fat, low-cholesterol diet may reduce the risk of cardiovascular disease. These nuts do not exceed 4 grams of saturated fat per 50 grams of nuts.
Almost any fruits can be preserve by drying, which removes a large portion of the water content but preserves many nutrients. Some of these include grapes, apples, peaches, pears, plums, cherries, tomatoes, apricots and dates.
Nuts and dried fruit contain no cholesterol, which is unnecessary in the diet because the body makes its own. Mono and polyunsaturated fat are beneficial for the heart and overall health. The recommendation for total fat from the diet is 65 grams. Dried fruit is low in total fat and contains mostly the good fats.
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| 0.94159 | 1,006 | 2.875 | 3 |
In 2012, the Energy Efficiency Directive was adopted by EU leaders, enacting a 20 % energy efficiency target to be achieved by 2020. In 2018, the policy framework was updated to 2030 and beyond, and the amended Energy Efficiency Directive (EU) 2018/2002 came into force, establishing a target of at least 32.5 % improvement in energy efficiency by 2030 in the 27 EU Member States (EU-27). In 2021, the European Commission proposed a revision of the Directive including a 9% increase of the 2030 binding target; It was then proposed in 2022, in the context of the REPowerEU plan to increase the target from 9% to 13%. The proposals are currently under negotiations in the Council and in the European Parliament.
The EEA monitors progress towards the energy efficiency targets using indicative linear trajectories between the primary and final energy consumption levels in 2005 and the 2020 targets.
What the data are telling us
- Following the substantial fall in energy consumption in 2020, largely driven by the effect of the COVID-19 pandemic, the EU-27 met and overachieved the 2020 target in its final year, after not having been on track to do so.
- In terms of final energy consumption, a slightly decreasing trend is observed over the last 15 years.
- Achieving the current 2030 energy efficiency target of improving energy consumption by at least 32.5 % - and the forthcoming more ambitious new targets under discussion - will require continuous intensive reductions in energy consumption and substantial investments in different sectors.
- To achieve climate neutrality by 2050, the EU will need to reduce its primary and final energy consumption faster than it has since 2005.
At the global level, energy efficiency is a key dimension of a sustainable and low-carbon energy system; it is central to the current United Nations 2030 agenda for sustainable development and the Sustainable Development Goals (SDGs). The target of SDG 7 (Ensure access to affordable, reliable, sustainable and modern energy for all) is to double the global rate of improvement in energy efficiency by 2030.
At EU level, the energy union strategy (launched in 2015) provides the main direction of EU energy policy. Increasing energy efficiency is one of the five dimensions at the core of the policy: the overall aim is to reduce dependence on energy imports, lower emissions, and drive jobs and growth.
Reducing energy consumption and the waste of energy across the whole energy system — from production to final consumption — in all economic sectors is one of the EU’s strategic objectives. It benefits both the environment, by mitigating climate change and reducing other air emissions, and Europeans, by lowering their energy bills and improving their quality of life. It also improves the competitiveness of EU companies and contributes to reducing the EU’s energy dependency.
The overall trend in final energy consumption is driven by the progress in each sector and by other factors. The reduction in final energy consumption in industry tends to be outweighed by the increase in the transport sector, for example. Energy efficiency measures, and a shift towards a more service-oriented economy, are driving a decline in consumption in industry. In buildings, energy efficiency improvements are outweighed by the increasing number of appliances and increasing floor areas. Overall, the increasing energy consumption in the transport sector is slowing down its progress.
The Energy Efficiency Directive (2012/27/EU) defines the EU’s energy efficiency target for 2020; this is expressed in terms of both primary energy consumption and final energy consumption. The Energy Performance of Buildings Directive ((EU) 2018/844) outlines specific measures for the building sector to tackle challenges. In energy efficiency, energy labelling legislation (updated in 2017) and the ecodesign legislation (2009) are also relevant .
In absolute terms, the headline EU energy efficiency target of at least 32.5 % for 2030, means that EU energy consumption should be no more than 1 273 Mtoe (million tonnes of equivalent) of primary energy and/or no more than 956 Mtoe of final energy. (The Commission Decision on the equivalent target after the United Kingdom no longer applies EU law states that it should be no more than 1 128 Mtoe of primary energy and no more than 846 Mtoe of final energy.)
In 2021, the European Commission has proposed a revision of the Energy Efficiency Directive and of the Energy Performance in Buildings Directive (EPBD) to reflect the EU’s increased climate ambitions, as set out in the European Green Deal, and the goal of reducing net GHG emissions by at least net 55 % compared with 1990 by 2030. In 2022, the Commission proposed to raise the ambition of the 2030 EU target in the context of the REPowerEU plan.
Directive 2009/125/EC of the European Parliament and of the Council of 21 October 2009 establishing a framework for the setting of ecodesign requirements for energy-related products. Regulation (EU) 2017/1369 of the European Parliament and of the Council of 4 July 2017 setting a framework for energy labelling and repealing Directive 2010/30/EU.
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https://climate-energy.eea.europa.eu/topics/energy-2/energy-efficiency/intro
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| 0.923023 | 1,035 | 3.21875 | 3 |
About this Course
A Guide for Vulnerability
Vulnerability is such a hot topic that it borders on buzz word these days. Many of us have seen others let the world in to their personal story or create work that is close to the heart and felt the lasting impact.
We long to join that brave movement, but how does one navigate these daunting waters safely?
Jen Lee's work is well-known for its vulnerability, whether she's on stage, in front of a class or posting online. But she didn't always know how to tell true stories or work so close to the heart.
In this course Jen teaches you her core moves for How to Be True (and live to tell). Through a series of six video lessons you'll learn how to create safe conditions for daring leaps of all shapes and sizes.
Weave your own safety net. It's time to leap.
About the instructor
Co-author of The 10 Letters Project: A Year of Art and Friendship, Jen creates resources for artists, makers--and the people who gather them--at jenleeproductions.com.
You will need:
What others are saying:
You must be logged in to leave a review.
Have questions about this class?
Send them to [email protected].
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<urn:uuid:30a87d23-5742-4c96-9d08-1935728c9158>
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CC-MAIN-2017-39
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http://my.bravegirlsclub.com/overview/how-to-be-true-and-live-to-tell/
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en
| 0.91222 | 269 | 2.6875 | 3 |
S: Cyberbullying Project
1: What is Cyberbullying? To most people cyberbullying is using technology to send mean, harassing, aggressive messages in the intent of harming someone.
2: For Parents to Prevent Cyberbullying They Should: | -Keep the computer in a busy part of the house so that you can keep an eye on what the child is doing. -Set up any accounts with children so that you know what accounts they have, so you can control the personal information they put online, and what their account password and username is. -Regularly go over the list of people your child talks to and ask how they know them -Describe cyberbullying and ask if they know anyone who has experienced it before. -Tell children its not their fault if they are cyberbullied and privileges won't be taken away if they are.
4: Cyberbullying Parent Victim Story | A newscaster in Wisconsin received an email that said he was, "Surprised her physical condition hadn't improved for years" and also that she wasn't a good role model, especially for teenage girls. The man has never met the woman and only saw her for a short time on a news morning show, but still judged her and bullied her. Her name is Jennifer Livingston and she responded to this email on a live show by saying that she knows about her condition and bullying her about it, isn't going to help it. She also sent a message to victims of cyberbullying, that they can overcome the bullies because the bullies are not better than them.
6: Pennsylvania State Law On Cyberbullying | Each school "entity" is required to have an Anti-Bullying Policy. The policy must contain consequences for cyberbullying. Prevention, education, and intervention programs may be issued also. The acts of bullying may be punishable even if it takes place off of school grounds if other statutory requirements are met. There is also a harassment law which can be used to punish cyberbullies.
8: How Students Can Prevent Cyberbullying As a student you have many ways to stop/prevent cyberbullying. - You should not respond to a message. This can turn you into a bully and/or cause the bully to become more aggressive. -You can also save all messages and tell an adult. If you do not save the messages then you have no proof that you were ever bullied. -These messages can be shown to an adult that you trust. This adult can help you through the problem and if needed step in. -Never give out passwords. The passwords are yours and should only be known to you. -Block out the bullying. If you receive any bullying messages that repeat over time then block them. This blocks off most of their communications with you. -Do not feed the fire. If you are being bullied to not act back with anger, do not talk back at all. Only talk back to the bully if you confront them in person and have it all preplanned.
10: What Happens When You Are Cyberbullied Here is the story of Ryan. This 13 year old has encountered years of bullying. It all started because of his learning disabilities. One kid in school and some of his friends started picking on him because of it. These problems never got bad and came on and off in the years, but one summer things got worse. His bully has gotten to him through the Internet. They had been talking all summer online and his bully has been bullying all summer. This got to the point that Ryan could not take in, and unfortunately things got out of hand that he took his life.
12: The Definition of an Acceptable Use Policy The behavior that is expected from a person using a computer or service. Some websites provide people with an AUP which prevents scamming and commercial use. Some schools provide an Aug to students when they are working in a computer lab, it states unacceptable behavior.
14: My Schools AUP | My schools AUP states ways that we can't use technology and also it states the consequences if we disobey these rules. Each student and their parent must sign the schools AUP. An example one of the schools rules is, "The students can't use their personal electronic devices to access the district-maintained networks during school hours." This is one of the many rules that the school has about technology.
16: Teachers Can Stop Cyberbullying | One way teachers can stop bullying is take it seriously. Its not just kids being kids. A second way is to respond the signs. Know if a student is feeling down. A third way is to ask students to report it to you. The students have to report if they know about bullying. The fourth way is to respond to the incident, encourage the victim to save the message and report it. The fifth way is for teachers to encourage parents to get involved it their kids social lives.
18: A Real Life Story About a Teacher Getting CyberBullied | Some teachers in North Carolina were being cyberbullied by their students. A student had sent sexually sexually explicit emails about a teacher to other students. Another incident involved a student posting false allegations about having been groped by her instructor. Students first irritate or bait a teacher until he or she cracks, filming the incident on their mobile device so they can post the footage online, embarrassing the teacher and the school. Their had been a law made in North Carolina protecting students and teachers being cyberbullied. Students who cyberbully teachers can face up to a $1,000 fine, jail time, or a switch to another school.
20: My School's Discipline Code | It addresses bullying. It says something about cyberbullying and that it will not happen in school and if it is there will be serious consequences. The consequences of this are not stated in the student handbook. What should be added is that students may be expelled from school. Cyber bullying has a bigger affect then what many think. If nothing is done, then things such as death may occur. The school should have a meeting with the students parents to inform then what they are doing online. Maybe this will stop the bullying.
22: 1.More than 80% of teens have a cell phone which makes it the most used technology for cyberbullying 2. Around half of young people have experienced a form of cyberbullying and 10-20% go through it regularly 3. Only 1 in 10 cyberbully victims have told a parent about it. 4. Only 84% have seen the cyberbullying victim being defended by someone else 5. Only 7% of parents in the United States are worried about cyberbullying 6. 85% of parents say that their 13-17 year old child has a social networking site 7. Approximately 20% of students have witnessed a form of cyberbullying around the world 8. 6% of 9-16 year olds have received hurtful messages through the Internet 9. Over half of the people who received hurtful messages were upset afterward | Cyberbullying Statistics
24: What Happens To the Principal? Students and kids are not the only ones who are being cyberbullied. In some places it is the principal who is being cyberbullied. In one high-school a student created a Myspace account for his principal. The student used the page to mock the principal and said things the principal never said or did. One thing that was written was “too drunk to remember” his birthday. So, like kids, principals are also losing their lives because of bullying and mocking.
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Celiac disease is a digestive disease that damages the small intestine and interferes with absorption of nutrients from food. Fortunately, people who have these disease can easily treat it by not eating any gluten, which is found in wheat, rye and barley. Some people with the disease are also unable to eat oats.
Dermatitis Herpetiformis is a severe, itchy blistering manisfestation that can occur with celiac disease. Not all people with celiac disease get this rash but those who do, usually get the rash on their knees, buttocks and elbows.
'Presently, the only effective treatment is a life-long gluten-free diet. No medication exists that will prevent damage, or prevent the body from attacking the gut when gluten is present. Strict adherence to the diet allows the intestines to heal, leading to resolution of all symptoms in the vast majority of cases and, depending on how soon the diet is begun, can also eliminate the heightened risk of osteoporosis and intestinal cancer.'
'Dietician input is generally requested to ensure the patient is aware which foods contain gluten, which foods are safe, and how to have a balanced diet despite the limitations. In many countries gluten-free products are available on prescription.'
You could read more about the condition at the following links -
I was just reading an article about a possible new therapy for Celiac disease. If you are interesting in reading this, just google, "Research advances may help prevent and improve diagnosis of celiac disease (gluten intolerance)" and you will immediately find the article posted online.
P.S. --- I thought I would also mention that after I begun treatment on the Marshall Protocol, my intolerance to gluten went away ! Celiac disease is listed on their website as a disease that the MP may be able to treat.
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Presentation on theme: "Objectives: Summarize the main points of the Compromise of 1850."— Presentation transcript:
1 Objectives: Summarize the main points of the Compromise of 1850. Describe the impact of the novel Uncle Tom’s Cabin.Explain how the Kansas-Nebraska Act reopened the issue of slavery in the territories.Describe the effect of the Kansas-Nebraska Act.
2 Terms and People:Harriet Beecher Stowe – daughter of an abolitionist minister and author of Uncle Tom’s Cabinpropaganda – false or misleading information that is spread to further a causeStephen Douglas – Illinois senator who pushed the Kansas-Nebraska Act in 1854John Brown – antislavery settler from Connecticut who led an attack on a proslavery settlement
3 What was the Compromise of 1850, and why did it fail? Congress passed the Compromise of 1850, a series of laws meant to solve the controversy over slavery.The bitterness between the North and South caused all attempts at compromise to fail.
4 The Compromise of 1850 included five laws that addressed issues related to slavery.
5 President Fillmore signed the compromise into law. Some of the new laws pleased the North, and others pleased the South.To Please the NorthCalifornia admitted to the Union as a free stateSlave trade banned in Washington, D.C.To Please the SouthPopular sovereignty used to decide slavery in the rest of the Mexican CessionTough new fugitive slave law
6 The Fugitive Slave Act of 1850 allowed officials to arrest anyone accused of being a runaway slave. Suspects had no rights to a trial.Northern citizens were required to help capture accused runaways.
7 Slave catchers would seize fugitives even after many years had passed since their escape. An Indiana man was separated from his wife and children when a slave owner claimed he had escaped 19 years ago.A wealthy tailor was seized, but his friends in New York quickly raised money to free him.7
8 Instead, it convinced more northerners that slavery was evil. The Fugitive Slave Act was the most controversial part of the Compromise of 1850.Senator Calhoun hoped that it would force northerners to admit that slaveholders had rights to their property.Instead, it convinced more northerners that slavery was evil.Northerners began to resist the law.8
9 Harriet Beecher Stowe, the daughter of an abolitionist minister, was deeply affected by the Fugitive Slave Law.In 1853, Stowe published the novel Uncle Tom’s Cabin, about an enslaved man who is abused by his cruel owner.
10 Stowe’s novel provoked strong reactions from people on both sides of the slavery issue. Many northerners were shocked and began to view slavery as a serious moral problem rather than a political issue.Many white southerners said it was propaganda, misleading information meant to further a cause.
11 The Kansas- Nebraska Act The debate over slavery continued with the Kansas and Nebraska territories.Southerners refused to admit the territories because they lay above the Missouri Compromise line.The Kansas- Nebraska ActAllowed the people in the territories to decide the slavery issue by popular sovereignty.In 1854, Senator Stephen Douglas helped pass the Kansas-Nebraska Act.
13 North and South were divided over the Kansas-Nebraska Act. Southerners supported the act.They hoped the new territories would become slave states.Northerners were outraged.They felt Douglas had betrayed them into allowing more slave states.Nevertheless, the act was signed into law by President Franklin Pierce.13
14 Thousands of proslavery and antislavery settlers immediately poured into Kansas. Each side wanted to hold a majority in the vote on slavery.Kansas soon had two governments, one antislavery and one proslavery.
15 Violence broke out.Bands of fighters began roaming the territory, terrorizing those who did not support their views.The violence was so bad that it earned Kansas the name Bleeding Kansas.
16 Butler’s nephew beat Sumner unconscious in the Senate chamber. The violence in Kansas spread over into the United States Senate.Abolitionist Charles Sumner spoke out against proslavery Senator Andrew Butler.Butler’s nephew beat Sumner unconscious in the Senate chamber.By 1856, all attempts at compromise had failed.
17 Section ReviewQuickTake QuizKnow It, Show It Quiz17
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This is not how you actually hold a corer – I was too busy posing to keep my hands in the proper position! You’re supposed to have one facing up, one facing down.
My hydrology class went out coring trees to study dendrochronology! Dendrochronology is the study of trees through time . To take a core sample, you gently screw this hollow tube into the tree, and then insert an extractor that much resembles a long-handled ice tea spoon, which grips onto the end of the core and pulls it out.
Much as it seems really invasive, they’ve apparently figured out a way that this doesn’t harm the tree. I like to think of it like getting an ear piercing with a hollow needle, or a biopsy.
Then we let the cores dry out in the lab, and our professor used a planer saw to flatten them out. Then the real work of counting and measuring rings began!
The youngest rings are the smallest, because a tree grows from the inside-out. When the tree has grown larger, the total growth for the tree is spread out over a larger area – this results in smaller rings. In addition to marking the years on the core-holder, you also mark the core with a certain number of dots – one for a decade, two for a half-century, three for a century, etc..
Once you get close to the tree’s center, the rings become much larger. In this picture, you can see how the rings near 1810 are curving, instead of being perpendicular to the core – this means that we missed the core. These rings aren’t very useful to measure, because it’s difficult to get a good reading on their actual width.
We correlated this data with historical precipitation data, to see how the growth reacted to precipitation. Our correlation was quite poor, since our measuring tools were fairly low-grade. (Plus, we’re newbs.) But, with the proper measuring tools, many more data points, and a lot more practice, a good correlation can be established. The relationship from this correlation can then be used as a proxy to establish possible precipitation values for the years before historical measurements exist. In addition to being a useful tool for looking at a particular region’s specific precipitation and plant growth patterns, this is one of the primary methods current climate change studies rely upon to establish past climate figures.
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Interactive notebooks have taken lots of classrooms everywhere by storm. The idea: a central space where students can create, write and make meaning.
When they’re done well, students get that spark of excitement. Learning goes to a different level.
When they’re done poorly, it becomes worksheets glued to pages.
Interactive notebooks don’t have to go in paper notebooks, though.
In fact, they can go in “digital notebooks”, and one option for those is Google Slides! (This will come as no surprise to regular Ditch That Textbook readers. I’ve suggested Google Slides for creating stop-motion animation, Instagram Stories-style activities, sticky note brainstorming, infographic-style icon boards, and more.)
If you think about it, a digital slide presentation is a lot like a notebook.
Google Slides is free. You can add as many pages to your digital notebook as you want.
You can rearrange them easily, adding new pages wherever you’d like.
And since they’re stored in the cloud (Google Drive), you can access them anywhere you have an Internet connection. (Even when you’re not connected to the Internet …)
Of course, this would totally work with PowerPoint (with or without Office 365). I’m a huge Google fan, so that’s how I tend to see the world. 🙂
Note: All of the instructions in this post refer to Google Slides in a browser (i.e. on a laptop or Chromebook). This is all possible using PowerPoint AND/OR using a mobile app (like on an iPad) … but for brevity and simplicity, the instructions here are geared toward laptops/Chromebooks.
Want a copy of 15 pre-created templates from the activities I describe in this blog post?
Of course you do!
Click here to make a copy into your own Google Drive! (If that link doesn’t work, click here and go to File > Make a copy …)
You can modify your copy of this template to meet your needs.
Of course, the notebook loses its magic if it becomes a prescribed set of step-by-step directions every time. Help students learn all of the features of Slides and how they can use them to uniquely display their learning. When they do that, they’re free to show their learning in their own personal way … and that’s WAY more powerful than following a recipe!
BONUS RESOURCE: Blanca Lemus, a sixth grade math and science teacher from California (and a member of Coachella CUE) shared slides from a presentation about interactive digital notebooks in middle and high school. Check it out by clicking here!
Get everything started with any combination of the following …
1. Have students start with a brand new Google Slides presentation. (Add through the “New” button in Drive or by typing slides.new in your browser.)
2. … or, you could create a template to share with them. That would save them some time setting things up and get them right to work.
3. Start with a title slide.
4. If they haven’t already, have them choose a slide size. A portrait (8.5″ x 11″) letter size or landscape (11″ x 8.5″) letter size could work. However, if they aren’t going to print them, you can make them any dimension you’d like! If it makes sense for the pages to look more like a strip (5″ x 11″), you can control that! They do have to be the same size all the way through, though … unless you make a specialized sub-notebook and link to it. (More on that later.)
Digital interactive posters are easy to access online. However, if they are in a letter size, they’re easy to print. Be mindful of the environment by not printing too much, of course. But if you want to print, printing some pages to show parents or hang on the wall in the hallway is pretty easy — especially if you can print in color!
There are certainly plenty of other things you can do to get your notebook ready. You know your students’ needs. If their notebooks need something else, add it to the list!
Now, it’s time for the fun! What can we fill this notebook full of?
Here are a bunch of possible activities students can do with Google Slides interactive notebooks:
(Note: For any of these activities, you can have students create all of the parts themselves — or you could pre-create them before distributing them to students. Pre-creating can save students the time of making all of the parts of the activity. Letting students do it themselves (especially for simple, basic activities) can save you prep time!)
1. Image annotation — Have students pull in an image. It could be from a web search, uploading one from their device, or even taking one themselves with the webcam. From there, use the shapes (Insert > Shape) to help annotate the image. I like using the arrows. Draw one in and double-click it to turn it into a text box. Add text and you have a simple labeling activity.
2. Caption This! — In this activity, students add speech bubble/thought bubble shapes over an image. That image could be found from the web or taken with the webcam. When they add the speech/thought bubble, they’re speaking for the characters in the image. This is great for history, literature, current events, etc. Read more about this in the Caption This! blog post.
3. Draggable manipulatives — Create lots of draggable shapes off to one side. (i.e. Rounded rectangles with vocabulary words, shapes for addition/subtraction, protons/neutrons/electrons for an atom) Have students drag them onto the screen in the right place to demonstrate understanding. Get more ideas for creating draggable manipulatives in this blog post.
4. Digital diorama/map — Recreate a scene from a story, history, etc. Have students use lines, shapes, even images to draw where the parts are in relation to each other. Add text boxes to label. Add a big text box (or write in the speaker notes at the bottom) to justify their thinking.
5. Comic strips — Pull in a series of several images and they can serve as a comic strip. Have students take pictures with their webcam. These visuals for foreign language instruction can be great comic strip starters, adding text and speech/thought bubbles to them to complete. For more ideas on creating comic strips, see this blog post!
6. Lab reports — Students can take images of what they do during science labs with the webcams of their devices. This goes for more than science labs, too! Anything they can demonstrate step by step with images can be great for this activity! Students describe their steps and show what they know.
7. Series of pictures — Want students to show how to do a proper burpee in physical education? How to put icing on a cake? Have them take pictures with their webcam. Add a shape with a number written on it to number the images from start to finish. For math, this would be a great way to practice algorithms! Have students demonstrate that they can replicate the steps of the algorithm correctly.
8. Coordinate plane — Grab an image of a coordinate plane off the web and set it as the background image of the slide (“Background …” button on the toolbar > Choose image). Students can use small circle shapes to plot points on the coordinate plane, connect them with lines, etc. Text boxes (or writing in the speaker notes at the bottom) let them describe their work.
9. Likert scale with explanation — A Likert scale lets you show how you feel on a scale of 1 to 5, 1 to 10, etc. Set up a number line at the top of a slide with a dot. Have students drag a dot on the scale, then use a text box below to describe why they feel that way.
10. Simple mini-poster — Add images and text to a slide much like you would a posterboard. Create a quick mini-poster on a slide! For more information about creating these mini-posters, see this blog post.
11. A whole-class interactive notebook — These interactive notebooks can be individual to the student. Or you can create a class interactive notebook where everyone interacts! Each student can have his/her own slide in one shared slide presentation. The collaborative aspect of this can be a lot of fun — but it can be chaotic until students understand how to work together in this shared digital space! For more information on how to make this work, see this post on shared slides activities.
12. Don’t write it, say it — To provide some variety — and an opportunity to improve their spoken voice — let students record their answer on video instead of writing it!
13. Don’t write it, act it out — Instead of just talking into the webcam as they did above, have students stand back from the webcam and act something out! It could be a scene from a play, a demonstration, a “people as props” activity, etc.
14. Shades of meaning — This idea came from fifth grade teacher Tony Vincent during his session of the Ditch That Textbook Digital Summit, a free annual online conference for teachers. He shares how his students use a thesaurus to find synonyms and antonyms for a word. They then drag them onto a scale to show their relationship for each other. Recreating a simple version of this activity fits well with an interactive notebook! Check out Tony’s template for this activity (File > Make a copy … to save it to your Google Drive).
15. Sticky note brainstorming — Sticky notes help us get our ideas out of our brains and organized! Google Slides has a shape that looks like a sticky note! Have students draw a sticky note shape on the screen. Use Ctrl+D to duplicate it over and over. Use the paint bucket icon in the menu bar to change the color of it. Now start dragging those sticky notes all over the screen and organizing your ideas! For more information on doing sticky note brainstorming with Google Slides, check out this post.
16. Vocab word/image or vocab word/icon — Matching words to images is very brain-friendly, supported by dual coding theory. Having students pair an image that represents a vocabulary word with the word on a slide can help them remember the definitions of their words. Pairing them with icons (The Noun Project, Flat Icon) could work just as well.
17. Screencast video — Students can demonstrate their understanding with a screen recording using a tool like Screencastify. They can record themselves talking about a set of slides as they flip through it. They can pull up a 3D Google Maps Street View map and do a virtual walking tour. They can even take a slide from their interactive notebook and record themselves interacting with it and explaining their actions. When they’re done, the video saves automatically to their Google Drive. Students can add that screencast video to a slide in their notebook. For more ideas for creating screencast videos, see this post.
18. Writer’s notebook — Have students create a slide for each step of the writing process (prewriting, drafting, revising, editing). Or create a slide to house their ideas during a prewriting brainstorming session. On a slide, students could reflect after the writing process about the experience and how they improved or changed.
19. Scientific method — Students could work through the steps of the scientific method on an individual slide each. Or you could create a single slide template with each of the parts of the scientific method where students could log their ideas and findings.
20. Engineering design process — As students think through a new idea from concept to creation, the steps of the engineering design process / design thinking process can help. Like above, students could break down their ideas on individual slides or use a template with space for each step in one.
Once you have your interactive notebook established, you can up-level them by doing some of the following …
1. Color backgrounds — Activities might take one slide to complete. They might take multiple slides to complete. Want to show that several slides belong together in one activity? Or show which slides belong to a particular type of activity? It’s time to color code! Use the “Background …” button and change the fill color. I’ve found that the lighter the color, the better in most instances.
PRO TIP — To see all of your slides at once (like the image to the right), click the slide sorter button. It’s in the bottom left and looks like a 2×3 rectangle grid. Zoom out in your browser (Ctrl + minus) until you get the view you like.
2. Insert background images — Change the background of a slide to an image! We did this with the coordinate plane above. Find an image you want students to work with. By setting it as a background image, students can’t accidentally move it. It’s locked in place!
3. Lock text into place — Speaking of students moving things around by accident, has this ever happened in your class? You put text boxes or other items on a slide and students accidentally move them, rendering your hard prep work useless. Want to lock certain parts of a slide in place so students can’t move them? It’s easier than you think. Design the parts that you want to lock into place in a slide. Then go to File > Download as > JPEG (current slide). That slide is saved as an image file. Change the background image of a student slide to that image. It locks those parts (text, shapes lines, etc.) in place because those parts are saved as an image! Students can then add on top of that background image you created without accidentally moving anything. See how to do this in more detail in this blog post.
4. Create master slides — These are the pre-designed slides you find in the “Layout” button in the toolbar. You can create your own pre-designed slides and have students add them to their notebooks. Just use the “Layout” button in the toolbar or the dropdown button next to the “+” button in the top left corner of the screen. This is great for recurring activities — or to set the background color automatically for your students.
Go to View > Master. All of the possible layouts are in thumbnails to the left of the slide. I suggest deleting any of them your students won’t use. Create a new slide master with the “+” button you use to create a new slide. Design it so that it’s ready for your students to use.
(Note: When you add a text box, click the dropdown triangle. If you add “text box”, it’s text that students can’t edit on the slide. If you add any of the placeholders, students will be able to click and add text to them.)
5. Create sub-notebooks — No, these aren’t notebooks for a substitute teacher. (Although you could totally do that!) These are mini notebooks created for a special purpose. Say that students want to create an activity that’s going to take lots of slides, but they want to create it all in one singular place (not as part of their bigger notebook). Or students’ main notebook is portrait but they want to do something in landscape. Students can create a separate notebook in a brand new slide presentation. Call it a “sub-notebook” (a notebook within a notebook). When they’re done creating that sub-notebook, they can grab a share link using the “Share” button in the top right corner (I like using “anyone with the link can view”). Go into the main notebook and, on one slide, create a link to the sub-notebook. Then, anyone looking through the main notebook can click on the link and be taken to the sub-notebook. It’s like a notebook within a notebook!
6. Create a master notebook that links to all of the other notebooks — If you have students create a new notebook for every chapter or every unit throughout the school year, they’ll need someplace to keep track of all of their notebooks, right? Consider creating a master notebook! Students can create a slides notebook with a page for each chapter notebook they create. On each chapter notebook page, they can display a link to the chapter notebook as well as a summary of what they learned in that chapter and even an example image from the chapter notebook. It’s a great way to reflect on what they learned throughout the whole chapter!
Just about anything you’d want your students to create to demonstrate learning can be captured in a digital interactive notebook.
When they’re done creating, students can easily share their work with each other. Just have students share an “anyone with the link can view” link to their notebooks in Google Classroom or a learning management system.
If you’d like a more social and physically stimulating option, have students do a gallery walk. They bring up their work and sit it on their desks. Then, they stand up and walk around, looking at each other’s work. Students can gather in small groups and present their work to their small group, then go on to the next person’s work to present. For more information on gallery walks, see this post.
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Cooking can be very satisfying, and learning about the different ways to cook and finding new; different recipes to experiment in the kitchen is exciting. This had led to a bunch of television programmes appearing and even more cookbooks arriving to offer chefs tips, advice, and recipes. However, a good starting point for many wanting to get into the kitchen and to begin putting recipes into practice is to know the different terminologies used with cooking.
Learning the different cooking terminologies is important as a dish may be prepared in a number of ways, and each of the preparation methods can result in varying flavours. Here are just a few of the terms cooking recipes may require you to perform:
This is a more common term that many will already know, even if they dont often cook. When a recipe requires you to grill a food item, it will basically mean that you need to cook over an open flame, whether it is by gas or charcoal. Obviously the most ideal place to do food grilling is over a grill.
Frying and Deep-frying
These are terms that are often confused, but they are actually quite different. Frying can be done using a frying pan and with oil or butter, whereas deep-frying on the other hand means that the food needs to be submerged in boiling oil until it is cooked. This can often be seen in fast food chains where the food is placed in a basket and submerged into the boiling oil, often to produce french fries, tender breaded chicken, and funnel cakes.
An alternative to frying is sauting, to produce strong flavours from your food. To saut food, cook quickly using a small amount of fat (oil or butter), and use a frying pan to receive best results when using this cooking method.
When a recipe calls for the food to be broiled, it means that the food should be cooked by direct exposure to a flame or heat element. You may find the broil setting on many ovens, although it is important to place the food on the top rack when using this setting.
For those that cook and prepare meals regularly or just beginning to become interested in cooking, familiarize yourself with the many different preparation and cooking terms. At least learn the basic terms so that you can prepare the food in the way that the recipe intended, and also, before you start cooking a new recipe or dish, firstly read through the recipe instructions so that you know the cooking terms and exactly how to execute them. This is especially important if you are cooking to time schedule.
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Multi-angle Imaging SpectroRadiometer (MISR) images of Delaware Bay, Chesapeake Bay, and the Appalachian Mountains acquired on March 24, 2000 during Terra orbit 1417. The large image on the right was taken by the MISR camera viewing straight down (nadir). The series of smaller images, from top to bottom, respectively, were taken by cameras viewing 70.5 degrees forward, 45.6 degrees forward, 45.6 degrees aftward, and 70.5 degrees aftward of nadir. These images cover the environs of Newark, Philadelphia, Baltimore, Washington, and Richmond. Differences in brightness, color, and contrast as a function of view angle are visible over both land and water. Scientists are using MISR data to monitor changes in clouds, Earth's surface, and pollution particles in the air, and to assess their impact on climate. North is toward the top.
MISR was built and is managed by NASA's Jet Propulsion Laboratory, Pasadena, CA, for NASA's Office of Earth Science, Washington, DC. The Terra satellite is managed by NASA's Goddard Space Flight Center, Greenbelt, MD. JPL is a division of the California Institute of Technology.
For more information: http://www-misr.jpl.nasa.gov
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A Triceratops may have been the last dinosaur standing, according to a new study that determined a fossil from Montana's Hell Creek Formation is "the youngest dinosaur known to science."
The Triceratops, described in the latest Royal Society Biology Letters, dates to 65 million years ago, the critical period of time associated with the Cretaceous-Tertiary (K-T) extinction event that wiped out all non-avian dinosaurs and many other animals and plants.
Since this rhinoceros-looking, three-horned dinosaur lived so close to the mass extinction moment, it could negate an earlier theory that dinosaurs gradually died out before 65 million years ago.
"Our paper suggests that dinosaurs did not go extinct prior to the impact," lead author Tyler Lyson told Discovery News. "The fact that this dinosaur is so close to the K-T boundary lends support to the idea that they went extinct as a result of a meteorite impact."
Lyson, a researcher in Yale University's Department of Geology and Geophysics, and his team discovered the remains of the Triceratops, including its over 1.5-foot-long horn, just 5 inches below the pollen-calibrated K-T boundary at Camel Butte, a hill at the Hell Creek Formation in southeastern Montana.
By studying the region's geological layers, the scientists can see how dinosaurs suddenly disappeared after the catastrophic event, which Lyson and many other experts believe was a meteorite strike that directly hit Earth at Mexico's Yucatan Peninsula.
Lyson said that "we don't fully understand the kill mechanism," but other researchers "have a proposed a nuclear winter, while others have proposed a thermal pulse."
The prior theory that dinosaurs gradually died out before 65 million years ago was often based on what is known as the "3-meter gap," which referred to an apparent geological zone devoid of dinosaur fossils before the K-T event.
The Hell Creek Triceratops, however, was not only found within that 3-meter region, but it also exists at the upper reaches of it, proving that at least one dinosaur and presumably more were still alive when the meteorite blasted into Chicxulub, Mexico.
Co-author Stephen Chester of Yale's Department of Anthropology told Discovery News that the Camel Butte site is important both because it has "the most recent dinosaur specimen" and "because we are finding a great diversity of small mammals that are first documented directly after the extinction event."
Chester continued, "Although the K-T mass extinction event is mainly known for the disappearance of the non-avian dinosaurs, it is also an extremely important event in mammalian evolution because once the dinosaurs vanished, mammals underwent a large adaptive radiation and began occupying diverse ecological niches in the Paleocene."
These mammals included condylarths, which were hoofed animals proposed to be ancestral to some modern orders of hoofed mammals. They also included multituberculates, which Chester described as being "extinct rodent-like animals with a very specialized dentition."
It remains unclear why certain mammals, turtles and other animals survived the K-T extinction event, but Lyson explained that species with generalist, rather than specialized, diets tended to fare better, as did smaller animals and water dwellers.
Kirk Johnson is vice president of Research & Collections and chief curator at the Denver Museum of Nature & Science.
Johnson told Discovery News that he agrees the Triceratops is indeed "the last known non-avian dinosaur of the Cretaceous." He said, "The 3M Gap is a weak concept to begin with," and that his own work on plants and insects supports the idea that the meteor impact was the "direct and immediate cause of habitat destruction and extinction of more than 50 percent of North American plant and insect species."
Peter Sheehan, curatorial chair of the Milwaukee Public Museum's Department of Geology, also agrees with the new findings. He and all of the other researchers, however, suspect that more recent dinosaurs even closer to the K-T boundary will be found in the future.
For now, however, the 65-million-year-old Triceratops is the world's last known surviving dinosaur.
© 2012 Discovery Channel
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There are an estimated 29 million women in modern slavery, including some form of sex trafficking and forced marriage, today. To understand why so many girls and women have suffered as victims of sex trafficking in Asia, Sylvia Yu Friedman wants more people to look back at history.
“Experts estimate that the Japanese Imperial military took up to 400,000 girls and women from nations they had occupied to more than 1,000 rape stations in China and hundreds of other military brothels across the Asia Pacific wherever soldiers were stationed,” she says. “UN experts have called this the largest human rights abuse against girls and women in the 20th century. However, the Japanese government has been unwilling to bear full legal and moral responsibility for conceiving and implementing this form of wartime sex slavery and has not issued a truly sincere apology that has satisfied the demands of the surviving victims and their families.”
Though the government has not fully taken responsibility, separately Japanese Christians have personally apologized to elderly survivors of Japanese wartime sex slavery in China.
“Their sincere apologies to these survivors and other Chinese and Koreans have brought a level of healing to generational pain that arose from the wounds of war that were never closed,” says Friedman.
An author, filmmaker, and philanthropy professional, Friedman has interviewed women across Asia who have survived both historical forced prostitution during World War II and current-day sex trafficking.
“I realized that a cycle of sex trafficking continues across Asia and that the enslavement that began with the Japanese Imperial military never went away due to gender discrimination and a lack of outcry and closure of historical wartime sex slavery,” she says.
Friedman’s passion for ending sex trafficking has led her to investigate its underworld for two decades. Through her work in philanthropy, she has been able to direct funds to some of the earliest anti-trafficking projects in Asia.
Friedman has also organized workshops educating others about the issue through the 852 Freedom Campaign. She is a pioneer in exposing different forms of human trafficking from her base in Hong Kong and won an award for her three-part documentary series on human trafficking in China, Hong Kong, and Thailand. She is also the author of A Long Road to Justice: Stories from the Frontlines in Asia and is currently developing a TV series based on this book with a Singapore-based film company.
Friedman recently spoke with global books editor Geethanjali Tupps about her investigation into the trafficking underworld in Asia, and how through this pilgrimage, she has come to terms with her Korean identity and witnessed the potential that Asian professional women have in changing the current sex trafficking scene, and has seen the impact of prayer.
How did you first become interested in fighting sex trafficking?
My dedication to human rights had its genesis in my experience with the searing humiliation of racism as the only Korean kid in an all-white school in Canada in the 1980s. Strangers on the street called me a chink, and classmates said “chink you” instead of “thank you.” My friends said insensitive things about my appearance or asked if the kimchi jar in my house held a dead animal.
All of this deeply sensitized me to injustice. As a teenager, my mother relayed a story from a Korean newspaper about Kim Hak-soon, a survivor of forced prostitution for the Japanese military before and during WWII. Kim testified to the international media about her experiences as a wianbu or a “comfort woman,” forced into prostitution as a teenager for the Japanese army. Kim shared her story publicly because the Japanese government denied they had any involvement in wartime sexual servitude and called the women “voluntary willing prostitutes.”
I was troubled that I had not learned this history in my school textbooks. I couldn’t shake off the fact that what she went through could have happened to me had I been born into her family at that time period.
What have you since learned about wartime sexual servitude?
Sexual violence in war currently exists in Ukraine and Nigeria through the Boko Haram. The cycle of sex trafficking continues with 6.3 million girls and women suffering around the world.
I believe this cycle of sex trafficking is continuing from the wartime sex slavery by the Japanese military. After the war, some Korean and Chinese victim-survivors were left behind in countries like Thailand, and in order to survive, they had to sell their bodies near military bases. What if governments, including the Japanese, had taken a stronger stance against the horrors of wartime sex slavery and “comfort women” after WWII and if they had declared, “Never again!”? A stance like this could have led to international agreements to stop the trafficking of women.
How have you been transformed after investigating the trafficking underworld for two decades?
In 2013, while I was researching my documentary on sex trafficking in Hong Kong, I first entered the red-light districts with a missionary to look for victims to interview. I was so scared, I was tempted to reach for the hand of the missionary if it were acceptable for me as a grown professional woman to do so!
While we were out, we met a young, traumatized mother who was forced to walk all night in search of “johns.” While she didn’t have physical chains to keep her tied to her traffickers, they had another more wicked grip on her: they knew her daughter lived with her grandmother in Africa and would threaten to harm her. We tried to think of ways to get this victim out and even brought her to a church service once, but her phone got cut off and she was moved to another location.
I’ve been in many frightening situations. I’ve been confronted by huge thugs in brothels while interviewing sex trafficking victims. I’ve had to walk by armed soldiers at a border area.
Living through these moments has given me a steadfast belief in the power of prayer. I have witnessed the tangible impact of my mother's fervent prayers and those of my friends when I walked away unharmed from a dangerous encounter in a notorious red-light district.
While filming in one of the most notorious red-light districts near the Myanmar border, I had a near-death experience. We were surrounded by thugs and mamasans who accused me of posting a video of their brothel on social media when I had not done so. My life flashed before my eyes. Then one of them said, “The police are coming,” and they scattered like cockroaches. But this was a very remote area. I believe this was a miracle; a friend had been praying for me at this exact time.
How has your faith played a role in your work?
My faith motivates my commitment to advocating through my writing, philanthropy, and films for the downtrodden and enslaved and in raising awareness about the abhorrent realities of modern-day slavery.
My book is really my testimony of how God moved in my life and in the lives of the frontline workers and the survivors of modern slavery and even the perpetrators, the traffickers, I’ve met along the way. Every step of my journey has been guided by prayer and the support of my mentors, pastors, and friends.
How have the survivors you have interacted with impacted your understanding of sex trafficking?
I met Kim Soon-duk, a survivor of Japanese military sex slavery, when she was 83.
Kim was a gentle soul, but her experience had left her deeply traumatized even after 55 years. Despite this, she did not harbor any resentment toward the Japanese for what she had endured. Instead, she asked me to tell her story to the world and, most importantly, to convey her desire for a truly sincere apology from the Japanese government before she passed.
I went on to meet and interview dozens of other survivors of wartime sex slavery in different nations, including China. It was a sacred experience to meet these elderly survivors who defied the conservative values of their Asian cultures to speak out against sexual enslavement that took place more than a half century prior.
These women were the first #MeToo activists and have been at the forefront of one of the longest-running activist campaigns against sex trafficking and war crimes of sexual violence in armed conflict. They deserve to receive the closure and dignity they so desperately seek. But as these survivors age, time is running out. They need our support.
What have you heard about the work of Christians from survivors?
I’ve spoken with North Korean women who were trafficked as brides in forced marriages and forced into online prostitution businesses. They have told me about Korean missionaries who have risked their lives to aid them in traveling along an underground railroad where they eventually can fly directly to Seoul and receive automatic citizenship and support. During one of the interviews, I’ve heard about an elderly South Korean pastor who passed away while guiding a group of North Korean women across a swollen river several years ago.
Through the Door of Hope ministry, I’ve met some brave young mainland Christian Chinese women who were fearlessly reaching trafficked women with God’s love in the red-light districts. These women’s faith has helped them overcome their initial stigma toward prostituted women and their initially unsupportive house church. Today, they rescue trafficked women and provide both survivors and some traffickers with job and rehabilitation opportunities.
How did the men you interacted with help shape your book?
I have been deeply moved by the testimony of a former trafficker turned missionary in Southeast Asia, and his expertise on modern slavery has been invaluable in my investigation into the dark underworld of trafficking.
Meeting elderly former Japanese soldiers helped me to understand the mindset of the perpetrators of military sex slavery. I have also had the privilege of meeting several brave Japanese Christians who felt it was their mission to share personal apologies with Chinese and Koreans that brought profound healing.
The generational war wounds inflicted by the Japanese military before and during WWII have left deep scars that continue to cause pain, trauma, and racial hatred in China, Hong Kong, Korea, and other nations.
How has covering sex trafficking affected your mental health?
I have a strong support network—my family, husband, friends support me, and I’m fortunate that I haven’t had to deal with serious mental health struggles. I also do not work on the frontlines full-time (that’s where the risk is higher) and have only swooped in to interview and document sex trafficking cases.
However, I have experienced trauma after my near-death experience in the red-light district in China. I also had secondary trauma early on while interviewing elderly survivors of Japanese military sex slavery, largely because I didn't establish sufficient boundaries in my work and I wanted to stand in their shoes to write empathetically.
How has covering sex trafficking affected your Korean identity?
One side effect of this journey has been that I’ve fully accepted my Korean heritage, a facet of my identity that I had previously dismissed due to encounters with racial prejudice during my formative years. However, living in China has helped me to embrace my cultural heritage.
Because I didn’t speak fluent Mandarin, I was asked by strangers whether I was Japanese or Korean—or they assumed I was overseas Chinese. I was often confronted by my heritage, more than I would have been had I remained in Canada. When I mentioned that I was Korean, strangers would almost always say that they loved Korean dramas and music and say how cool Koreans are. That always surprised me since I had grown up in an era when Asian culture was not considered cool.
Meeting Korean sex trafficking survivors helped me to see that no matter how hard I try to reject my Korean heritage, I am Korean in my DNA. I had a visceral reaction to learning about Japanese colonialism and the comfort women, which I attribute to generational hatred/pain—I would say it’s similar to the generational pain of children, grandchildren of Holocaust survivors and Japanese internment survivors in the US and Canada.
What is giving you hope?
More than 100 years ago, Asian women like me would have had bound feet, been considered property, not given a name until we were married, or allowed to go to school.
We’ve come a long way since, and there are more influential Asian women than at any other time. But we still have a long way to go in improving the rights and dignity of women and girls in Asia. I’ve heard of North Korean trafficked brides given flimsy slippers working all day in the fields to prevent them from running away and spoken with a woman chained up like a dog in her own home.
Last year, photos of a trafficked woman and mother of eight children chained up in Suzhou, China, sparked a discussion across the country. From what I hear from mainland Chinese, there is a growing anti-trafficking movement afoot there, and I believe it’s due to the increasing influence of professional women who are outraged by the horrific exploitation of women.
My friend Ai Jin was reaching out to women in the sex trade through Door of Hope for months when she found out that her 14-year old cousin was trafficked into prostitution. She was heartbroken and wanted to quit.
In my book, I write, “Ai Jin helped reinforce that ordinary people can do extraordinary acts of heroism. She was the first to admit that she was weak and often wanted to quit. But her tenacious belief in God kept her going out to the world of sex trafficking and prostitution, and that challenged me.”
Through meeting people like her, I have begun to dream that if 100 million Chinese Christians were to fight modern slavery, they would be one of the greatest forces in history.
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An MSU scientist who analyzed the results of a soil test for City Pulse said the arsenic content was about three times higher than the high end of the safe range in soil, while mercury was at the high end of normal.
The runoff came from BWL’s property at the north end of Comfort Street where the publicly owned utility is storing coal ash, which is the byproduct of burning coal that contains elevated levels of arsenic, mercury and lead.
City Pulse collected the sample on Sept. 17, the day after a torrential rainstorm. City Pulse took it from the river side of a broken silt fence that was supposed to prevent runoff. The sample was from a stream of soil that ran into the river.
In September, BWL denied coal ash eroded into the river. At the time, BWL said that rain and “clean backfill soil” had toppled the fence.
Stephen Boyd, a professor of crop and soil sciences at MSU, analyzed the soil test results that MSU Extension sent to A&L Great Lakes Laboratories in Indiana at City Pulse’s request.
Boyd said the “normal” range for arsenic in soil is between one and 50 parts per million (ppm), while for mercury it’s between .03 and .6 ppm. Those are figures from about six different academic sources, he added.
The results showed arsenic at 119 ppm and mercury just below .59 ppm.
“Those two definitely seem to be elevated relative to values found in typical soil, ” Boyd said.
While lead and sulfur were also detected in the sample, the levels were not as alarming as those for mercury and arsenic, Boyd said.
Chuck Bennett, a water specialist with the Michigan Department of Natural Resources and Environment, said there was “very little evidence there had been material discharged from that site.”
However, Bennett did not formally inspect the area until six days after the rainstorm. He said “it’s possible” that evidence of runoff could have disappeared in that time.
A BWL inspector checked the site on the same day soil samples were collected and confirmed the fence was breached in two areas by “clean backfill,” but it is not clear if he inspected the site where coal ash appeared to reach the river.
The broken silt fence in question was replaced Sept. 20, according to BWL.
No one was on site during the storm to witness the erosion — nor is it possible to determine how much flowed in — but its close proximity to the river suggests, in the least, weak barriers for holding it back.
“We don’t believe any ash from our excavation got into the river, and we’re very convinced of that,” said George Stojic, BWL planning director. “However, I do believe we probably are more sensitive now to weather events and we’d like to get out there as soon as possible to make sure nothing happens.”
There was once 450,000 cubic yards of coal ash sitting at the roughly 60-acre site on Lansing’s north side. BWL has voluntarily moved roughly 270,000 cubic yards to “sealed cells” owned by Granger, a hauling and landfill company, that would prevent contaminants from migrating through groundwater, as is the concern at Comfort Street. The excavation will cost BWL about $3 million and is scheduled to be finished next fall.
Despite showing a BWL representative exactly where the sample was taken, BWL would not comment on the test results because they “did not see where they were taken” or “at what time.”
Ingham County Drain Commissioner Pat Lindemann said that regardless if coal ash, or any soil, eroded into the river, the task at hand is preventing it from happening in the future.
“I don’t know if this is an accident or not,” Lindemann said. “It doesn’t matter. It’s not a witch-hunt here. If it’s an issue, it will be corrected in the future. That’s a good thing.”
Lindemann said erosion from this site “probably happened” before the public knew the dangers of what was sitting so close to the Grand River. “No one cared — but people care now.”
Michael Allen, a toxicologist with the Ingham County Health Department, said elevated levels of mercury and arsenic pose their own “specific threats.” Arsenic, an odor-less and tasteless semi-metal, if consumed in drinking water, can cause skin damage or circulatory problems.
Mercury negatively affects neurological development, especially in children.
Allen added that coal ash can devastate stream habitats, but only in large quantities, like a couple of thousand tons. “Without an actual embankment collapse,” Allen said referring to the Comfort Street site, “I’m not overly concerned about it.”
A broader question BWL faces is: Are the 2-foot-high silt fences lining the property enough to hold back coal ash in the event of heavy rainfall?
Stojic said there will be a review process to see how effective the silt fences are. He also said he does not anticipate another rain event like Sept. 16 “that would undermine our efforts.”
Next spring and summer will be a test for BWL’s preventive measures. As the excavation moves from the east side of the property to the west (where the sample was taken), the land topography falls off toward the river. Excavating the land makes it easier for soil to travel, especially during rainstorms.
“We will be improving our process to make sure nothing happens and nothing washes into the river,” Stojic said, referring to earthen “berms” that will get built up, as is the case on the north side of the property.
The future of coal ash regulation in the U.S.
is uncertain. The U.S. Environmental Protection Agency is considering
an option to label it a hazardous waste, which would impose tighter
disposal regulations on companies like BWL. In fact, BWL must submit a
report by Friday to EPA detailing how it would manage it if coal ash
were labeled hazardous.
environmental group Sierra Club launched a hotline Nov. 8 for the
public to report suspected coal ash contaminations in waterways
nationwide. The group was also co-author of a report that documents more than
100 cases in which coal ash was found to be leaking into waterways,
including at the Consumers Energy J.R. Whiting Plant near Monroe.
washout in December 2008 in Tennessee caused roughly 1 billion gallons
of coal ash to flood from an above-ground storage site on 84 acres, the
largest coal related spill in U.S. history. The Tennessee Valley
Authority, who owned the property, said the spill was likely a result
from heavy rain and cold temperatures, which caused an embankment to
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Helpful Tips: Watering
There are two rules of watering lawns. The first: water infrequently. The second: water deep.
If you water deeply and infrequently, you will have healthy grass. Healthy grass has a dense root system that grows deep into the soil and spreads widely. The roots are able to reach far into the soil for nutrients. And even if the soil surface dries out during a drought the roots remain in moist soil.
Water deeply and the roots will follow the water down into the soil. Frequent light watering on the other hand, concentrate water in a narrow band near the top of the soil. Roots have no incentive to extend below this band. They remain short, tap into fewer nutrients, are less healthy, and when moisture disappears during the first drought, so does the grass,
Rule #1: Water infrequently
In most places the conventional wisdom is that you should let your grass begin to wilt before watering it: Don’t ignore the grass, but wait for leaves to just start to roll or fold up and for the lawn to take on a somewhat gray or purplish cast. You can also test your lawn by walking across it. Wilting grass is less resilient than grass that has plenty of water, so your footprints remain after walking across the lawn. When that happens, it’s time to water the lawn.
Rule #2: Water deeply
Ideally, you want roots to grow at least 6 inches deep and closer to 8 inches deep. So you want to wet the soil that deep. A general rule is to apply 1 inch of water at a time. In practice, the amount of water you need to apply and the length of time the sprinklers need to run depend on the type of soil you have. Given the variables, the best way to find out how deep the water and the roots go in your yard is to dig up a bit of lawn somewhere inconspicuous and measure both the roots and the depth of the wet soil after you water.
When deciding if the soil is wet enough, take rain into account as well as irrigation. Here again, the type of soil plays a role as well as the amount of rain. As a general rule, a half an inch of rain will soak 6 to 8 inches into sandy soil. It takes an inch of rain to soak that deeply into loam. For clay, you need to apply 1 to 1-3/10 inches of rain to soak the soil 6 to 8 inches deep.
Water in the morning
The best time to water is early in the morning. It’s cool then so little evaporation occurs, and usually there’s less wind so all the water gets to the lawn. And generally speaking, because there’s less demand for water in the morning, water pressure is higher. That means more water flows per hour so you’ll be able to water in less time.
In the afternoon, conditions are reversed. The temperature is higher so water evaporates more quickly. Lower water pressure results in slower water flow. And because the day tends to become breezier as the hours pass, the water is easily blown off target when you water in the afternoon.
Watering in the evening leaves the lawn damp overnight, and when dampness lasts for long periods diseases find the conditions they need to move in.
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Being an optimist may help people live past 85
(Jacquelyn Corley/ Scientific American) — Humans have been searching for centuries for the secret to living longer, but the answer may be as simple as maintaining a positive state of mind. A new study published Monday by researchers at Boston University adds to the evidence that optimistic men and women may live longer than those who are pessimistic.
Researchers found that people who scored higher on an optimism assessment were more likely to live past the age of 85. Those with higher optimism levels at the start of the study were more likely to have advanced degrees and be physically active, and less likely to have health conditions like diabetes or depression. However, when researchers accounted for these variables, they still found that optimism was associated with people living significantly longer.
Often, researchers focus on finding risk factors the heighten the likelihood of falling ill. But Lewina Lee, the lead researcher on the new study and an assistant professor of psychiatry at BU School of Medicine, said, “These findings reinforce the value of looking at psychosocial assets and not just deficits in overall health and health outcomes.” (…)read full story
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GEO-5 Regional Consultation for Asia and the Pacific Identifies Priority Issues
17 September 2010: The UN Environment Programme (UNEP) Global Environment Outlook (GEO) Regional Consultation for Asia and the Pacific took place in Bangkok, Thailand, on 16-17 September 2010.
This regional consultation was the fourth in a series of seven regional consultations being undertaken by UNEP as part of the preparation for the production of the fifth GEO (GEO-5). The principal output of these consultations is a final report for each regional consultation, containing the outcomes of the meeting including all key recommendations, regional priorities, agreed goals and key target audiences. The Asia and the Pacific regional consultation focused on: the priority environmental issues and challenges to be the focus of the regional chapter of GEO-5; associated internationally agreed goals for these regional environmental priorities; and policy gaps related to these environmental priorities. The consultations resulted, inter alia, in agreement on regional priority environmental issues and challenges as follows: climate change, environmental governance, biodiversity, freshwater, and chemicals and waste.
During the discussion and selection of internationally agreed goals for the region related to the environmental priorities selected, most participants emphasized that all aspects of climate change, including mitigation, adaptation, capacity building and finance, are important. By voting, participants selected Article 3, paragraphs 1-3, of the UNFCCC as the regional goal for climate change for GEO-5. This Article requires countries to protect the climate system for the benefit of present and future generations of humankind, on the basis of equity and in accordance with their common but differentiated responsibilities and respective capabilities. It further requires developed countries to take the lead in combating climate change, and provides that the specific needs and special circumstances of developing countries should be given full consideration. Finally, it requires countries to take precautionary measures to anticipate, prevent or minimize the causes of climate change and mitigate its adverse effects. Participants also recognized the importance of: the goals contained in Article 2 of the UNFCCC (stabilization of greenhouse (GHG) concentrations in the atmosphere at a level that would prevent dangerous human interference with the climate system); the Bali Action Plan; and the Delhi Ministerial Declaration on Climate Change and Sustainable Development. [IISD RS Summary][GEO-5 Regional Consultations Website]
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In the history of the world as we know it the history of clothing is something that never fails to fascinate. When man had evolved enough to start identifying his needs over time, having some form of covering for protection from the elements became a priority. But over time this simple need became something refined and from thereon to an art form.
Initially there were the types of fabrics that were remarkable and then it took on the form of embellishments that were added to the cloth. There was dyeing of the fabric to give it color and there after there were the different types of needlework to make things prettier. One cannot imagine the pains the earlier civilizations would have gone to, to create such lovely work. Then came the different forms of tie and dye that added its own look to fabrics.
What is tie and dye?
It is actually a very simple yet intricate way of getting patterns on cloth to form a design. As the name suggests basically bits of cloth are tied so that they do not get dye on them and the rest dyed. It is not as simple as it seems as the tying part needs to be done carefully to get the right design.
What is tie and dye technique used for?
Since the discovery of this really wild and colorful way of coloring fabrics was found, there have been artists who have been working on creating such designs. They use different techniques to fold and tie and fabric so that a definite pattern emerges. The work though very pretty does have an endearing handicraft like look. But due to the immense labor that goes into this kind of work, these fabrics are highly priced and sought after. The two distinct ways of tie and dye work is the Batik and the Bandhini.
Both have their own charm and are widely used on clothing that is used for:
Lovely T shirts which look vibrant with the tie and dye pattern to them giving it a retro look that goes back to the hippie culture of the 60s and 70s.
Vibrant scarves are also created out of tie and dye techniques that can make any outfit look good. A simple and plain dress worn during the day can be converted to party wear with a colorful scarf.
Bags and sacks are also colored with this technique and make amazingly colorful accessories with the use of this technique.
Flowing cotton skirts made of this kind of fabric has brightened many a beach or poolside. The bright colors look cool and the fabric comes alive with this way of coloring the cloth.
Shawls and stoles are also known to be colored with the tie and dye technique.
In India sarees of all fabrics are painstakingly patterned with the tie and dye technique and are much sought after. Women buy these sarees to be worn for casual wear as for special occasions.
Bed spreads, bed linens and other household coverings are also sometimes colored with this vivid and distinctive way of printing. They do tend to brighten the home with their lovely colors and patterns.
Wall hangings have also been created out of Batik and Bandhini and these are considered valuable pieces of art and are sought by collectors.
The simple method of tying cloth and dyeing it to create cute designs may seem to some like the crafts that children practice but only when you look at the kind of work that goes into this process and the care that needs to be exercised will you understand the artistic side of this craft.
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Encyclopedia Of Chemistry Don Rittner, R. A. Bailey is available to download
|Encyclopedia Of Chemistry|
Don Rittner, R.Encyclopedia Of Chemistry Textbook A. Bailey
|Type: ||eBook |
|Released: ||2005 |
|Publisher: ||Facts on File |
|Page Count: ||353 |
|Format: ||pdf |
|Language: ||English |
|ISBN-10: ||0816048940 |
|ISBN-13: ||9780816048946 |
From School Library Journal
Grade 9 Up–These comprehensive resources cover important discoveries and definitions of basic terms and concepts, and offer short biographies of leading scientists. The alphabetical entries range in length from a line or two to over a page. Chemistry offers more than 2000 articles on topics from ABO blood groups to zwitterionic compound. However, entries for the individual elements are not included. Four in-depth essays examine compounds, molecular modeling, crime-lab functions, and the role of chemistry in everyday life. The book concludes with a comprehensive bibliography, as well as listings of related Web sites, software sources, Nobel Laureates Relating to Chemistry, the periodic table of elements, and more. The Macmillan Encyclopedia of Chemistry (Gale, 1997) is more thorough. However, this set delivers almost double the entries of World of Chemistry (Gale, 2000). Mathematics offers more than 800 entries from abacus and compound interest to Bertrand Russell and vector along with essays on the history and evolution of equations and algebra, calculus, functions, geometry, probability and statistics, and trigonometry. The appendixes include a five-page bibliography of print and Web resources as well as a listing of organizations pertaining to the field. Mathematical notations, diagrams, and captioned black-and-white reproductions and photographs appear throughout both volumes.–Maren Ostergard, Bellevue Regional Library, WA Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
Intended for use by high-school and undergraduate students, this 2,000-entry encyclopedia contains a good selection of chemical terms. Some of the entries are biographical, but it is not clear how the individual names were selected. Many seem to be in fields other than chemistry, and some prominent names, such as Friedrich Beilstein and Leopold Gmelin, are not included. Entries are generally brief, most ranging from a single sentence to half of a page. Cross-references aid navigation. There are more than 150 black-and-white photographs, illustrations, and charts.
The 20-page bibliography is current to 2003. Other appended material includes a small sampling of chemistry-related Web sites, a brief listing of chemistry software sources, a list of Nobel Prize winners in chemistry, the periodic table of elements, and charts showing chemical reaction types and metals and alloys. An interesting addition is "a set of essays by today's chemists on the role chemistry plays in our daily lives, ranging from how chemistry helps solve crimes to how it provides dyes for our latest fashions." These four essays are randomly inserted throughout the book.
This would be a good encyclopedia for high-school and public libraries to round out a collection that also contains other Facts On File publications such as Encyclopedia of Biology (2004) and Encyclopedia of Physics (2004). For research-oriented users, the Van Nostrand's Encyclopedia of Chemistry, 5th edition (Wiley, 2005), would be the recommended choice. H. Robert MalinowskiCopyright © American Library Association. All rights reserved
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Teaching Poetry: Accurate Songs, or Thinking-in-Poetry
Suppose we reverse things. Instead of asking how we can teach poetry, suppose we ask how it can teach us. What might we learn from Wallace Stevens, for example, about the art to which he was devoted—was "faithful," to use his word? Some of Stevens's lessons are so advanced that only the best poets and critics will recognize them. But he can also teach us something obvious yet perhaps startling: that thinking matters crucially when we read good poetry. Again and again, he emphasizes this, as do others, for example, Wordsworth and James Wright in my first two epigraphs. Here is Stevens, offering advice to a young writer and friend:
True, the desire to read is an insatiable desire and you
must read. Nevertheless, you must also think . . .
[T]here is no passion like the passion of thinking
which grows stronger as one grows older, even though
one never thinks anything of any particular interest to
anyone else. Spend an hour or two a day even if in the
beginning you are staggered by the confusion and
aimlessness of your thoughts.
We need to remember this when we hear Stevens saying, "The poem must resist the intelligence / Almost successfully" (CP, 350). Resist, not ignore or flee. Almost successfully, but not altogether successfully. How long was Stephen Hawking's A Brief History of Time on the best-seller list? And why was this, if not that people were hungry to know, to think about, what physicists make of our universe? At 26, Stevens noted "the capable, the marvellous, poetic language; and the absence of poetic thought . . . We get plenty of moods (and like them, wherever we get them) . . . .But it's the mind we want to fill" (L, 92). At 65, he wrote that "supreme poetry can be produced only on the highest possible level of the cognitive" (L, 500).
As a long-term goal in teaching Stevens, or teaching any poetry, I like to show how all good poetry requires thinking. This means combating several stereotypes: first, the stereotype where thinking is what you do in mathematics or the physical and biological sciences or philosophy or psychology; second, the stereotype of an easy division between thinking and feeling, where poetry is assigned to feeling, and judgments about feeling go unexamined; third, the stereotype where poetry is divided between "content" (associated with thought, themes, arguments that are already in existence) and "form" (associated with ornament, purple passages, hyperbole, etc., that "express" what is already in existence); fourth, the stereotypes that prevent too many people from simply enjoying art, and this includes the enjoyment of thinking about it. I'll say a word or two about these long-term goals before some particular remarks about Stevens in the classroom.
Let's start with the atmosphere in which most teachers of literature work. Here's how Northrop Frye described it in 1975, and it doesn't seem to have changed much since. Teachers of literature are
harassed and bedeviled by the dismal sexist symbology
surrounding the humanities which [they meet]
everywhere, even in the university itself, from freshman
classes to the president's office. This symbology . . .
says that the sciences, especially the physical sciences,
are rugged, aggressive, out in the world doing things,
and so symbolically male, whereas the literatures are
narcissistic, intuitive, fanciful, staying at home and
making the home more beautiful but not doing
anything really serious, and are therefore symbolically
female. They are, however, leisure-class females, and
have to be attended by a caste of ladies' maids who
prepare them for public appearance, and who are the
teachers and critics of literature in schools and
The tendency to assign thinking, serious thinking, to any subject but the arts or humanities is all part of this. So are fallacies of accuracy. I used to say, "Words are not as accurate as numbers," until it struck me that this was a meaningless statement. For what did I mean by accurate? I meant accurate as in 2 + 2 = 4. So all I was really saying was that words are not accurate in the same way that numbers are accurate, which is not exactly news. It may sound odd to use the word accurate in connection with poetry, but it was Stevens's word: "My dame, sing for this person accurate songs" (Notes Toward a Supreme Fiction 1.9). And Proust once observed: "In literature 'almost-parallel' lines are not worth drawing. Water (given certain conditions) boils at 100 degrees. At 98, at 99, the phenomenon does not occur. It is better, therefore, to abstain" —if, that is, the author can't get it exactly right. Getting something just right in a poem: this can produce as much pleasure and knowledge as getting something just right in baseball. Getting just the right spin on a word or a group of words.
Baseball may help. Logically considered, it makes less sense than poetry. Grown men taking a stick of wood to a small object, and racing against a set of arbitrary rules? But it's intensely human, this exercise of physical and mental skill, and beautiful to watch when seemingly preternatural ability looks effortless. We know from our own softball games how gifted those major league players are, and good commentators help us realize this. So with poetry. We all use words. Still, there's not much to encourage us to use them really well, let alone play games with them or write occasional poems. If we played softball games with words, and also regularly heard the major league word-players, with good commentators . . . It's a nice thought. And nobody supposes for a moment that baseball players don't think, even if they don't think in philosophical concepts or chemical numbers. They think in baseball: thinking-in-baseball, we might call it. Thinking-in-poetry is what poets do.
Movies may help too, except that there are so many third-rate ones around. We have higher standards in baseball by far. But movies have the advantage of being one art form that students are relaxed about and will reflect on. That includes questions of technique. Why this shot and not that one? What precisely makes Griffith or Chaplin or Renoir or Hitchcock or X, Y, Z so good? I've watched a number of student films from a very good film school. You can trace the progress in learning the mechanics of filmmaking. But the real challenge is different. It's thinking, imaginative thinking. It's avoiding the pitfalls of novelty or hyperbole or overambitious claptrap. It has to do with a sense of proportion, a sense of shaping. It has to do with attention, passionate attention, to details it has to do with an active, examining, alive self, a thinking self, as against the passive self who just accepts without thinking whatever it's fed by the TV or movie or computer screen.
As for thinking and feeling, there is one great hazard in separating them. We are accustomed to rigor and discipline in thinking. We prize it, we strive for it. But we usually do not think of rigor or discipline in connection with feeling. Our terminology for speaking of the emotions can be reduced to notions like "expression" and "suppression." As if these were the only alternatives or indeed were simple matters. Worse, "expression," any expression, becomes a good in itself, in the ignorant antipuritanism of pop psychology. What happens, T. S. Eliot asked, when our feelings are separated from our thinking, and both from our senses, so that the three function indifferent compartments? What happens to our capacity to feel? To use our senses? To think? "Instead of thinking with our feelings. . . we corrupt our feelings with ideas; we produce the public, the political, the emotional idea, evading sensation and thought . . . Mr. Chesterton's brain swarms with ideas; I see no evidence that it thinks."
As for content and form, the first time that the content-form metaphor turns up in a class, I stop things. Time to examine this metaphor, which is nearly always based on a container-and-contained model. "Content" is the milk or beer or important substance, what sometimes gets wrongly called the "philosophy" of A or B. (Here insert growls from good philosophers and good poets alike.) "Content" can be poured into all kinds of containers. The container or form is just what's convenient or pretty. One way to shake up this stereotype is to remember an Aristotelian notion of form, as in: the form of an oak tree is contained in an acorn. The form of an adult is contained in an infant. Form suddenly becomes something vital in these examples of the oak tree or the human being. Similarly with poems.
Enjoying, and this includes enjoying thinking. Here is where I usually start when teaching Stevens, in order to get students to relax with the work. Just listening to poems can help. I read myself or else play a record of Stevens reading. What poems? There are poems of immediate sense appeal, there are funny poems, there are quirky poems, there are protest poems. Try a few of the early Florida poems: "Nomad Exquisite," "Indian River," "Fabliau of Florida." You could include "Frogs Eat Butterflies . . . " or an early seashore poem, "Hibiscus on the Sleeping Shores." You could illustrate what Stevens is not doing by reading a bit of the hilarious mock-poem "Le Bouquet" from Bowl, Cat and Broomstick (OP, 174). "Six Significant Landscapes," no. 6, is funny, centers on a suggestive analogy, curves itself on the page like its theme, and uses the familiar hat metaphor. (Putting on your thinking cap. Putting on x hat for x job.) It can also start a class thinking about thinking. There are other possible groupings, a seasonal one, for example. A New York Times column once claimed that nobody wrote poems about February. Is that so? See Stevens's "Poésie Abrutie." Other possibilities would be river and seashore poems, starry-night poems, poems of ghosts and shades, love poems, and so on.
Any one of these groups will lead on to later work, and thereby show how Stevens enlarges his subjects as he goes on. Stevens's great river or seashore poems would include the challenging poem "The Idea of Order at Key West," as well as "Somnambulisma" and the intensely moving poem of Stevens's late years "The River of Rivers in Connecticut." But all this comes later.
Enjoying includes the pleasure we take in exactness. As for example, why this word and not that one? W. H. Auden is said to have given his students an exercise in which he blanked out several words in a poem they didn't know and asked them to fill in the blanks. I regularly use this exercise myself. (You have to play fair, keeping enough key words.) It's fun to look for poems that use different effects. For example, "Nomad Exquisite," with its utterly unexpected alligator. Or the third section of "Someone Puts a Pineapple Together," with its dozen one-line pineapple likenesses. Or "The Plain Sense of Things," especially the start of stanza 4. (Here the surprise is not in a single word or a fresh metaphor but in the force of logic.) This exercise helps to show readers their own presuppositions and sometimes their stock responses. (There's a handy essay by I. A. Richards on stock responses, and see also Christopher Ricks's opening chapter in his T.S. Eliot and Prejudice.)
All this can lead to the pleasure of dictionary exercises, the best dictionary by far being the generous multivolume Oxford English Dictionary. For any assigned poem, all students should know precise lexical meanings. For key words, they should pay attention to all the information in the OED: the word-root, cognates, and especially usage as in the illustrative quotations. These last help to give the connotations or associations of words, which are just as important as denotations. And we need to remember that poets help make dictionaries; they don't just follow them. On Stevens's unusual words, there's useful essay by R. P. Blackmur. There's also Stevens's own wonderful remark: "Personally, I like words to sound wrong" (L, 340). He did like throwing curveballs.
From enjoyment, to single words, to combinations of words. (And actually words in a poem never exist in isolation but always in relation.) Yeats once wrote that he only began to make a language to his liking when he sought a "powerful and passionate syntax." Watching sentence structure, our own and others, is always instructive. (Students may need a little teaching about basic grammar if their schools have deprived them of it—which is like depriving math students of the multiplication table.)
Here's one exercise that's fun. Consider James Merrill's observation about writing workshops:
Last winter I visited a workshop in which only one out of
fifteen poets had noticed that he needn't invariably use
the first-person present active indicative. Poem after
poem began: "I empty my glass . . . I go out . . . I stop
by woods . . ." For me a "hot" tense like that can't be
handled for very long without cool pasts and futures to
temper it. Or some complexity of syntax, or a
modulation into the conditional—something. An
imperative, even an auxiliary verb, can do wonders.
Otherwise, you get this addictive self-centered
immediacy, harder to break oneself of than cigarettes.
That kind of talk (which, by the way, is purely literary;
it's never heard in life unless from foreigners or four-
year-olds) calls to mind a speaker suspicious of words
. . . He'll never notice "Whose woods these are I think I
know" gliding backwards through the room, or
"Longtemps je me suis couché de bonne heure"
plumbing a cushion invitingly at her side.
Exercise: test this in Stevens. And yes, there are surprisingly few first-person present active indicatives, one being in the third of the "Six Significant Landscapes." But then, Stevens does seem to be saying something Merrill-like to the "I" who talks this way. (See the ants.) From here, students can go on to think about person in Stevens. Who are "we" and "he" and, and? (Students might think about the use of all those at-first-anonymous he's and she's in modern short stories in contrast to the properly introduced he's and she's in nineteenth-century fiction.) There are also matter of verb tense, active and passive voice, grammatical moods, and so on.
Of course, there's much more, and especially the large question of rhythm. Hearing poetry read aloud helps to develop the ear, and this should continue throughout a course. Students often don't hear the rhythms of poetry—of a phrase, a line, a stanza. (John Hollander's lively and instructive Rhyme's Reason is invaluable for this.) Try reading "The River of Rivers in Connecticut" or the first two stanzas of "Credences of Summer."
Sooner or later, the question of feeling will come up, often in the form of feeling versus thought or ideas. "Domination of Black," an extraordinary early poem, is a useful case in point. Here is what Stevens said about it, as he directed the reader away from "ideas": "I am sorry that a poem of this sort has to contain any ideas at all, because its sole purpose is to fill the mind with the images & sounds that it contains . . . . You are supposed to get heavens full of the colors and full of sounds, and you are supposed to feel as you would feel if you actually got all this" (L, 251; emphasis added). Teachers could try blanking out the word afraid at the end of the poem, and asking students to surmise what feeling they are "supposed to feel." And then to work out just how we know that such a feeling has developed rather than, say, a "delightful evening" feeling. (Stevens, in fact, wrote a funny poem under that title.) Students might also be interested in thinking about different kinds of fear. See especially the six different sentences offered by Wittgenstein, all using the clause "I am afraid," together with his comment: "To each of these sentences a special tone of voice is appropriate, and a different context."
Or take the feeling of rage, and the word rage. Take also the word order, and do a dictionary exercise with both these words. Consider likely rhythms for matters of rage and of order. Likely subjects, likely settings, other poetry on these two subjects. (Try Shakespeare, via a concordance.) The turn to "The Idea of Order at Key West," beginning with the title.
Tracing the line of thought in a poem is always necessary, and should become a matter of course, just as hearing the rhythm, hearing the sentence structure, hearing the range of diction, hearing the exact form of verb and pronoun, and so on, should become matters of course. Even if a poem has a minimal line of thought, we should register this (x is a minimal-thought poem, working with abc). Everyone is suspicious of paraphrases, but such suspicion should not banish the ever-useful précis, which should be tested, every word, against the actual words of the poem. Is it adequate? (Given that it's never meant to be a substitute for the poem.) Should it be modified? How? (Where I live, students used to be trained in the invaluable art of writing a précis. That has mostly gone, so that some students have trouble following an argument, and hence of recognizing what's at stake, if anything.)
See, for example, the implicit argument in "Tea at the Palaz of Hoon" (CP, 65):
Not less because in purple I descended
The western day through what you called
The loneliest air, not less was I myself.
"Not less was I myself"? Why say this? What's the logic? The day and the place ("The western day," "there") will turn out to be extraordinary, but why this opening response? Has someone said, "You were less yourself that day"? Do we ourselves say, "I was less myself that day"? No, the usual expression is simply, "I wasn't myself that day," period. That's how we often take care of extraordinary days and experiences, ones that don't fit into our regular routine, ones that are better (or worse) than usual. And so we guard ourselves against our other selves, the other better (or worse) selves. Not so Stevens. This means he can go on to say: "And there I found myself more truly and more strange."
Stevens talked about how we all carry within us a trunkful of characters (L, 91). "Hoon" was his strange, true, sublime self (early style), and he was not about to say, "I wasn't myself the day I had tea at the palaz of Hoon—or maybe was Hoon himself, serving tea." (For poetry as tea, see his lovely little poem "Tea.") And so we learn to think a bit before we say, "I wasn't myself that day." Weren't we, now?
Thinking extends to the logic of figures. Take, for example, angels. "Am I not, / Myself, only half of a figure of a sort . . .?" asks Stevens's late angel, in a wicked pun ("Angel Surrounded by Paysans" [CP, 496]). There are angels galore in Stevens, a far better selection than the impoverished angels of modern movies, those broadly comic figures with standard properties attached—haloes and wings, "tepid aureoles," said Stevens of such haloes.
"Tepid"? "I suppose that I shall feel sorry about paysans and tepid by the time this reaches you but they suit me very well today," Stevens wrote to a journal editor (L, 650). "Tepid" is fine for a bath sometimes, but not for a cup of tea and not for most feelings and not for churches. (See Revelation, the last book of the Bible: "So then because thou art lukewarm, and neither cold nor hot, I will spue thee out of my mouth" [3.16].) An aureole or halo ought to be glowing, gold, or white-hot surely. A halo that is lukewarm to the touch is a property rejected by Stevens's necessary angel.
There are early angels in Stevens, but he is mostly anxious to shed them. "Trees, like serafin" is a simile in "Sunday Morning" (CP, 66), as if the highest order of angels, the seraphim, were being explained away in naturalistic terms. And sure enough, in "Evening Without Angels" (CP, 136), Stevens is explicit:
Why seraphim like lutanists arranged
Above the trees? And why the poet as
Eternal chef d'orchestre?
It is "light / That fosters seraphim and is to them / Coiffeur of haloes, fecund jeweller." Stevens is still fighting the same battle. "Sad men made angels of the sun . . ." For him, "Bare earth is best. Bare, bare, / Except for our own houses." The reasoning is clear, and the type of argument is common enough.
At some point, Stevens decided not to fight angels but to reimagine them. After all, they do seem to have appealed to the human imagination for a long time. Rather than lopping off angels and demons—which leaves their force in the hands of others—why not reinvent them? "Bare earth" is fine, but no angelic equivalents at all? This is poverty, Stevens came to think. And so they start to return, the angels, most remarkably in 1942 in Notes Toward a Supreme Fiction: the tired angels, the goatish angels, the angel on a pond in a park, the angel in the name of Nanzia Nunzio, the capital-A Angel who listens to Stevens, the Miltonic angel who leaps downward and never lands, the angels whose functions Stevens takes over in the end. Notes is for advanced students, although teachers might like to try one or two cantos with junior students; Nanzia Nunzio is lots of fun.
Then there is the later "Angel Surrounded by Paysans" (1949), where Stevens invents "the angel of reality. . .the necessary angel of earth." He liked this angel well enough to use it as a title for his collected essays in 1951. Here is his comment on the creature: "in Angel Surrounded by Paysans the angel is the angel of reality. This is clear only if the reader is of the idea that we live in a world of the imagination, in which reality and contact with it are the great blessings. For nine readers out of ten, the necessary angel will appear to be the angel of the imagination and for nine days out of ten that is true, although it is the tenth day that counts" (L, 753).
Students often find it nearly impossible to read this angel without turning it into its contrary: an angel of imagination, after all, and an angel of heaven, after all. Our habits of thinking about all this are deeply ingrained. It takes discipline of thought to be able to imagine an angel of reality. Or discipline of imagination to be able to think of an angel of reality.
Either way, we hear Stevens writing accurate songs. We hear thinking-in-poetry. We understand more fully how Stevens can write that "the evil of thinking as poetry is not the same thing as the good of thinking in poetry" (NA, 165).
William Wordsworth, letter of 24 Sept. 1827, in Letters of William and Dorothy Wordsworth, 2d ed., vol. 4: 1821-1828, ed. Alan G. Hill (Oxford: Clarendon Press, 1978), 546. (return to text)
James Wright quoted in J. D. McClatchy, White Paper on Contemporary American Poetry (New York: Columbia University Press, 1989), 16. (return to text)
Wallace Stevens, The Necessary Angel: Essays on Reality and the Imagination (New York: Knopf, 1951), 165. (return to text)
Northrop Frye, "Expanding Eyes," in his Spiritus Mundi: Essays on Literature, Myth, and Society (Bloomington: Indiana University Press, 1976), 102. (return to text)
Marcel Proust, preface to Green Shoots, by Paul Morand, trans. H. I. Woolf (London: Chapman, 1923), 44. (return to text)
T. S. Eliot, "In Memory [of Henry James]," Little Review 5 (Aug. 1918): 46. (return to text)
I. A. Richards, Practical Criticism: A Study of Literary Judgment (New York: Harcourt, Brace, 1929). (return to text)
Christopher Richs, T. S. Eliot and Prejudice (Berkeley: University of California Press, 1988). (return to text)
R. P. Blackmur, "Examples of Wallace Stevens," in his Form and Value in Modern Poetry (New York: Doubleday, 1957). (return to text)
W. B. Yeats, "A General Introduction to My Work," Essays and Introductions (London: Macmillan, 1961), 526. (return to text)
Recitative: Prose by James Merrill, ed. J. D. McClatchy (San Francisco: North Point Press, 1986), 21. (return to text)
John Hollander, Rhyme's Reason: A Guide to English Verse, rev. ed. (New Haven: Yale University Press, 1989). (return to text)
See Ray Monk, Ludwig Wittgenstein: The Duty of Genius (London: Vantage, 1991), 547. (return to text)
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Learning & Study Strategies Inventory (LASSI) is a 10-scale, 80-item assessment of students' awareness about and use of learning and study strategies related to Self-Regulation, Skill and Will components of strategic learning. Research has repeatedly demonstrated that these factors contribute significantly to success in college and that they can be learned or enhanced through educational interventions such as learning and study skills courses. LASSI can be used as:
LASSI provides standardized scores (percentile score equivalents) and national norms (USA) for ten different scales (there is no total score since this is a diagnostic measure). LASSI is both diagnostic and prescriptive. It provides students with a diagnosis of their strengths and weaknesses, compared to other students, in the areas covered by the 10 scales and it is prescriptive that it provides feedback about areas where students may be weak and need to improve their knowledge, attitudes, beliefs and skills in. LASSI measures three main areas of what is termed 'strategic learning':
These scales measure how students manage, or self-regulate and control the whole learning process through using their time effectively, focusing their attention and maintaining their concentration over time, checking to see if they have met the learning demands for a class, an assignment or a test, and using study supports such as review sessions, tutors or special features of a textbook.
These scales examine students' learning strategies, skills and thought processes related to identifying, acquiring and constructing meaning for important new information, ideas and procedures, and how they prepare for and demonstrate their new knowledge on tests or other evaluative procedures.
These scales measure students' receptivity to learning new information, their attitudes and interests in college, their diligence, self-discipline, and willingness to exert the effort necessary to successfully complete academic requirements, and the degree to which they worry about their academic performance.
The above document is adopted from LASSI, H&H Publishing
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Roy Chapman Andrews (1884-1960)
Roy Chapman Andrews traveled the world studying fossils, from mammals to dinosaurs, during the first half of the twentieth century. Andrews worked and collected fossil specimens for the American Museum of Natural History (AMNH) in New York City, New York. Throughout his career, Andrews collected bones of many animal species, including a previously undiscovered species of a horned and herbivorous dinosaur, later named Proceratops andrewsi in his honor. Andrews published widely read narratives about his travels and field experiences, such as On the Trail of Ancient Man and Across Mongolian Plains. Andrews led expeditions for the Central Asiatic Expeditions in the Gobi Desert, which recovered many previously unknown fossil specimens. His Central Asiatic team discovered the first scientifically recognized dinosaur eggs, which provided scientists with information about the eggs that dinosaurs produced.
Andrews was born to Cora May and Charles Ezra Andrews in Beloit, Wisconsin, on 26 January 1884. His father sold pharmaceutical drugs wholesale. Andrews later wrote in his autobiography that throughout his childhood he dreamt of becoming an explorer and naturalist. As a child he spent time in nature, hunting, studying wildlife, and camping. Andrews also taught himself taxidermy and earned money by preparing animals for display, often for local hunters. In addition to spending time in nature and working in taxidermy, he also read books on exploration and natural history.
Andrews attended his hometown college, Beloit College in Beloit, Wisconsin, and he graduated with a Bachelor of Arts degree in English in 1906. Andrews then traveled to New York City to seek employment at the AMNH. He met with director Hermon Carey Bumpus, who said that there were no open positions suitable for Andrews´s talents in taxidermy. Andrews later stated that he wanted to work at the museum in any capacity, even if that meant scrubbing the floors. Bumpus hired Andrews as an assistant in the taxidermy department and instructed the head taxidermist to find Andrews work.
During his employment at the AMNH, Andrews also furthered his education. In 1913, he received a Master´s of Science degree from Columbia University in New York, New York. Andrews´s thesis work reflected his research on whales with the AMNH. Andrews later received an honorary doctorate of science from Beloit College in 1928 for his expeditions, discoveries, and natural history travel narratives.
Andrews began his scientific career at the AMNH by collecting animal specimens from various regions of the world. The museums assigned him to measure and study different whale species, and to collect their skeletons for the museum. He conducted his whale studies in countries throughout the Pacific, including Korea, Japan, and Alaska. Publications such as Whale Hunting with Gun and Camera in 1916 established Andrews as an expert about whales and elevated his position at the museum from taxidermy assistant to specimen collector. Andrews´s travel stories and his personality, often described as charismatic, earned him a central place in New York society. His travels made headlines, and he attended many social events to garner funding for the museum. Andrews´s coworkers described his position as celebrated explorer.
Despite beginning with research on whales, Andrews stated in his 1943 autobiography that his true dream of scientific exploration was on land searching for mammals, possibly even fossil evidence of ancient people. Andrews stated that he had wanted to travel to Asia to find evidence to support a hypothesis of Henry Fairfield Osborn, then AMNH´s president, on the origin of mammalian life. Osborn´s research compared the anatomy and locations of species and he argued that mammals, including humans, originated in central Asia. Andrews worked to provide the fossil evidence for that hypothesis.
After he received his Master's of Science degree in 1914, Andrews married Yvette Borup. According to Andrews´ biographer Charles Gallenkamp, his wife shared Andrews´s adventurous spirit. With the support of his wife, the newlywed Andrews proposed a series of expeditions to China and Mongolia in 1915 to collect fossils for the museum. Andrews recruited the help of donors such as New York businessmen and financiers John Pierpont Morgan and John D. Rockefeller to raise money for the endeavors. The trips, later called the Central Asiatic Expeditions, occurred from 1922 to 1930.
During Andrews´s first Central Asiatic Expedition in 1922, his team recovered fragments of dinosaur eggshell in southern Mongolia at a location the explorers called the Flaming Cliffs. Andrews and his team collected the eggshell along with many other mammal and dinosaur fossils, but the expedition departed the following morning, not exploring the site. The following year the team returned to the Flaming Cliffs to further excavate the sediments. That expedition yielded more eggshell fragments in addition to whole dinosaur eggs, including eggs that were part of nests called clutches.
Andrews´s egg discoveries marked an early scientific study of dinosaur reproduction. The eggs were largely complete, in the shape of elongated ovals, with a rough bumpy texture to the eggshell. Although the eggs did not contain embryonic remains, scientists studied the microstructure of the fossilized eggshell to confirm that they were dinosaurian. The discovery that some dinosaurs laid eggs in clutches provided the first information about reproductive strategies of dinosaurs. Scientists noted that dinosaurs laid many eggs at one time to maximize reproductive success, much like their close relatives, crocodiles.
Andrews and his team did not find any eggs containing fossilized embryos, so to identify the species that the eggs belonged to, they relied on the frequency of other fossil species recovered at the site. Andrews and his team said that the eggs likely belonged to a horn-faced and herbivorous dinosaur Proceratops andrewsi, later named after Andrews because he was the researcher who discovered the species. The team recovered many other P. andrewsi fossils from the sediments that contained the eggs, so the team concluded that the eggs were of the same species. Osborn published the taxonomic assignment in 1924. However, scientists later revised that taxonomic assignment when in the 1990s a team lead by Mark Norell from the AMNH recovered identically shaped eggs from the Djadochta Formation in the Gobi Desert containing embryonic remains. The embryonic remains more closely resembling a bird-like species of dinosaur named Oviraptor philoceratops.
The dinosaur eggs that Andrews and his team brought back to the United States from Mongolia generated media attention across the country, in part due to the high profile fundraising Andrews had secured for the expedition. In the midst of the media attention, Andrews auctioned off an egg in New York City to raise money for future expeditions. The auction angered the Chinese government, which ruled Mongolia at the time, because Andrews had told them that while the fossils were scientifically valuable, the eggs possessed no monetary value. Although the auction was largely symbolic, with the winner donating the egg to a museum, there was a delay in the next expedition for more than a year while Andrews tried to reconcile with the Chinese government.
Despite the media attention, it took decades for the eggs to spark research about them. A few scientists described the microstructure of the eggshell. After 1993, when Norell and his team recovered more clutches of the same egg species, with one egg containing embryonic remains, scientists further examined the eggs recovered by Andrews. Those scientists celebrated Andrews for bringing the first dinosaur eggs to public attention, and for initiating the study of dinosaur reproduction and early development.
Andrews continued to head expeditions for the AMNH until 1934 when he became the AMNH's director, a position that occupied much of his time. Andrews´s first wife Yvette asked for a separation in 1927 and divorced him in 1931 on the grounds of desertion, as he spent most of his time in the field. Prior to their divorce, the couple had two sons, George Borup Andrews and Roy Kevin Andrews. Andrews later married Wilhelmina Christmas in 1935.
Andrews states in his autobiography that, as director of the AMNH, he struggled with the lack of physical exercise and excitement that the position entailed. He resigned in 1942 and became honorary director, which enabled him to spend time with his second wife at a farm in northwestern Connecticut. There, Andrews returned to the same activities he enjoyed as a child, such as hunting, fishing, and building trails.
Andrews published about his travels in more than twenty books. Those included travel narratives like On the Trail of Ancient Man and The New Conquest of Central Asia, and children´s texts such as All About Dinosaurs. In addition to his discoveries of dinosaur eggs and the Proceratops species that bears his name, Andrews discovered many other fossils and engaged in other research areas. That work included popular works on human origins, for example the text Meet Your Ancestors, a Biography of Primitive Man. Charles Gallenkamp´s 2001 biography, Dragon Hunter, emphasized Andrews´s charisma and passion for the field. Andrews was also immortalized in popular culture, some say that he partly inspired the Indiana Jones movies. Toward the end of his life, Andrews and his second wife moved to Tucson, Arizona, to avoid the cold Connecticut winters, where they remained until Andrews´s death in 1960.
- "Roy Chapman Andrews." Encyclopedia of World Biography. 2nd ed. Vol. 1. Detroit: Gale, 2004. 232–233. http://www.encyclopedia.com/topic/Roy_Chapman_Andrews.aspx (Accessed September 7, 2013).
- Andrews, Roy Chapman. The California Gray Whale / Rhachianectes Glaucus Cope: Its History, Habits, External Anatomy, Osteology and Relationship. New York: Monographs of the Pacific Cetacea. New York: Memoirs of the AMNH, 1914.
- Andrews, Roy Chapman. Whale Hunting with Gun and Camera. New York: D. Appleton and Company, 1916. https://archive.org/details/whalehuntingwith00andrrich (Accessed January 19, 2015).
- Andrews, Roy Chapman. Across Mongolian Plains. New York: D. Appleton and Company, 1921. https://archive.org/details/acrossmongolian01andrgoog (Accessed January 19, 2015).
- Andrews, Roy Chapman. On the Trail of Ancient Man. New York: G.P. Putnam's Sons, 1926. https: //archive.org/details/ontrailofancient00andr (Accessed January 19, 2015).
- Andrews, Roy Chapman. The New Conquest of Central Asia. New York: The American Museum of Natural History, 1932. https: //archive.org/details/newconquestofcen00andr (Accessed November 13, 2014).
- Andrews, Roy Chapman. Under a Lucky Star. New York: Blue Ribbon, 1943. https://archive.org/details/underaluckystara006445mbp (Accessed January 19, 2015).
- Andrews, Roy Chapman. Meet Your Ancestors, a Biography of Primitive Man. New York: Viking Press, 1945. https: //archive.org/details/meetyourancestor00andr (Accessed January 19, 2015).
- Andrews, Roy Chapman. All About Dinosaurs. New York: Random House, 1953. https: //archive.org/details/allaboutdinosaur00andr (Accessed January 19, 2015).
- Andrews, Roy Chapman. All About Whales. New York: Random House, 1954.
- Andrews, Roy Chapman, and William Diller Matthew, eds. Central Asiatic Expeditions. Vols 1 and 2. New York: America Museum of Natural History, 1930. http://dx.doi. org/10.5962/bhl.title.12034 (Accessed January 19, 2015).
- Carpenter, Kenneth. Eggs, Nests, and Baby Dinosaurs. Bloomington, Indiana: Indiana University Press, 1999.
- Gallenkamp, Charles. Dragon Hunter: Roy Chapman Andrews and the Central Asiatic Expeditions. New York: Viking, 2001.
- Granger, Walter, William King Gregory, and Charles Peter Berkey. Protoceratops andrewsi, a Pre-ceratopsian Dinosaur from Mongolia. American Museum Novitates 72 (1923). http://hdl.handle.net/ 2246/4670 (Accessed January 19, 2015).
- Norell, Mark A., James M. Clark, Dashzeveg Demberelyin, Barsbold Rhinchen, Luis M. Chiappe, Amy R. Davidson, Malcolm C. McKenna, Perle Altangerel, and Michael J. Novacek. "A Theropod Dinosaur Embryo and the Affinities of the Flaming Cliffs Dinosaur Eggs." Science 266 (1994): 779–82.
- Norell, Mark A., James M. Clark, Luis M. Chiappe, and Demberelyin Dashzeveg. "A Nesting Dinosaur." Nature 378 (1995): 774–6.
- Osborn, Henry Fairfield, Peter C. Kaisen, and George Olsen. "Three New Theropoda, Protoceratops Zone, Central Mongolia." American Museum Novitates 144 (1924): 1–12. http://digitallibrary.amnh.org/dspace/bitstream/handle/2246/3223 //v2/dspace/ingest/pdfSource/nov/N0144.pdf?sequence=1 (Accessed November 16, 2014).
- Roy Chapman Andrews Society. http:// roychapmanandrewssociety.org (Accessed November 8, 2013).
- Schmidt, Karl Patterson, Clifford Hillhouse Pope, Roy Chapman Andrews, Edmund Heller, Harry R. Caldwell, and Walter Granger. Notes on Chinese Reptiles. Bulletin of the American Museum of Natural History 54 (1927): Article 4. http://digitallibrary.amnh.org/dspace/handle/2246/1754 (Accessed January 19, 2015).
- van Straelen, Victor Émile. "The Microstructure of the Dinosaurian Egg-shells from the Cretaceous Beds of Mongolia." American Museum Novitates 173 (1925): 1–4. http://digitallibrary.amnh.org/dspace/bitstream/handle/2246/4482 //v2/dspace/ingest/pdfSource/nov/N0173.pdf?sequence=1 (Accessed November 16, 2014).
How to citeMadison, Paige, "Roy Chapman Andrews (1884-1960)". Embryo Project Encyclopedia (2015-01-22). ISSN: 1940-5030 http://embryo.asu.edu/handle/10776/8281.
PublisherArizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia.
Copyright Arizona Board of Regents Licensed as Creative Commons Attribution-NonCommercial-Share Alike 3.0 Unported (CC BY-NC-SA 3.0) http://creativecommons.org/licenses/by-nc-sa/3.0/
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Special Education Life Skills (page 4)
Life skills are essential to job functioning, and they must be included in instruction for students with special needs. Several million individuals with learning problems are still denied the opportunity to engage in meaningful employment in the United States. Large numbers of students with disabilities, both high school graduates and dropouts, earn very low salaries (Edgar, 1988). These students do possess the potential to live and work in the community if they receive appropriate life skills instruction (Rusch & Phelps, 1987). However, without this instruction they often fail to hold their jobs. A life skills curriculum approach blends academic, daily living, personal/social, and occupational skills into integrated lessons designed to help students learn to function independently in society.
What are Life Skills?
Life skills include a wide range of knowledge and skill interactions believed to be essential for adult independent living (Brolin, 1989). At present, many students with handicaps have special needs that are not being met. These students require education and support to learn these necessary behaviors. They must be able to dress and groom properly, use appropriate table manners, make decisions about money, and use transportation to get to work. The three major skill areas that need to be addressed are daily living, personal/social, and occupational skills.
What are Daily Living Skills?
Many students with disabilities will marry and raise families. The majority will probably earn modest salaries; therefore, it is crucial that they learn how to manage a home, family, and finances as effectively as possible. Some states require that these skills be taught to students with special needs. Instructional responsibility lies with special educators, regular educators, parents, and peers. The following skills are some that have been identified as essential for independent adult living (Brolin, 1989):
Managing Personal Finances
- Count money and make correct change.
- Manage a savings and checking account.
- Maintain a personal budget and keep records.
- Demonstrate personal finance decision-making skills.
- Make responsible expenditures.
- Calculate and pay taxes.
- Use credit responsibly.
- Pay bills.
- Deal with renting or leasing.
Selecting and Managing a Household
- Perform or arrange for home maintenance.
- Perform housekeeping tasks.
- Plan and prepare meals.
- Fill out warranty cards for new appliances and mail them.
Caring for Personal Needs
- Exhibit proper grooming and hygiene.
- Dress appropriately.
- Obtain health care.
- Avoid substance abuse.
- Demonstrate knowledge of common illnesses, prevention and treatment. Maintain physical fitness, nutrition and weight.
- Identify safety signs.
- Identify unfamiliar odors.
- Identify unfamiliar sounds.
- Demonstrate knowledge and ability to evacuate a building in an emergency. Read and understand basic safety procedures. Obey safety rules when walking during the day or at night.
Raising, Preparing, and Consuming Food
- Purchase food and plan meals.
- Clean food preparation areas.
- Store food properly.
- Prepare meals, read labels, and follow recipes.
- Demonstrate appropriate eating habits.
- Plan and eat balanced meals.
Buying and Caring for Clothing
- Wash clothing.
- Purchase clothing: Demonstrate knowledge of prices and sales.
- Iron, mend, and store clothing.
- Demonstrate use of dry cleaners and laundromat.
Exhibiting Responsible Citizenship
- Demonstrate knowledge of civil rights and responsibilities.
- Get legal aid.
- Report a crime.
- Register with Selective Service at age 18.
- Demonstrate knowledge of local, state, and federal governments.
- Demonstrate knowledge of the law and ability to follow the law.
- Demonstrate knowledge of citizen rights and responsibilities.
Using Recreational Facilities and Engaging in Leisure Activities
- Demonstrate knowledge of available community resources.
- Choose and plan activities.
- Demonstrate knowledge of the value of recreation.
- Engage in group and individual activities.
- Plan vacation time.
- Plan a social event.
- Engage in hobbies, sports, music, arts and crafts.
Getting Around the Community
Differentiate between right side and left side, front and back, to demonstrate location. Demonstrate knowledge of traffic rules and safety. Demonstrate knowledge and use of many means of transportation including carpools. Understand and use a map. Drive a car; obtain a learner's permit, then a driver's license. Obtain car insurance.
What are Personal/Social Skills?
Personal and social skills are critical in keeping a job and maintaining friendships. Learning to get along with others is a challenge for everyone. Lack of appropriate personal and social skills is one of the most frequently cited causes of termination of employment. Students with learning problems often do not learn by observing. Skill instruction in this area should include the following:
- Identify physical and psychological needs.
- Identify interests and abilities.
- Identify emotions.
- Demonstrate knowledge of physical self.
- Demonstrate proper care, use, and maintenance of prosthetic devices or sensory aids required. Use appropriate methods to cope with stress.
- Express feelings of self-worth.
- Describe others' perception of self.
- Accept and give praise.
- Accept and give criticism.
- Develop confidence in self.
- Identify and distinguish the proper way to answer and use the telephone. Wear appropriate apparel, using clothes or uniforms to fit social and work situations.
Achieving Sociallly Responsible Behavior
- Develop respect for the rights and properties of others.
- Recognize authority and follow instructions.
- Demonstrate appropriate behavior and social etiquette in public places and when dating or eating out. Demonstrate knowledge of important character traits. Recognize personal roles.
Maintaining Good Interpersonal Skills
- Demonstrate listening and responding skills.
- Establish and keep close relationships.
- Make and keep friendships.
- Do things without help.
- Accept responsibility for actions.
- Get around the community and be able to travel.
- Cope with changes in travel schedule.
- Cope with being lost.
- Follow travel safety procedures.
- Choose friends.
- Get to school on time.
- Decide what to wear.
Achieving Problem-Solving Skills
- Seek assistance when needed.
- Recognize problems.
- Anticipate consequences.
- Develop and evaluate alternatives.
- Develop goals, solutions, and plans.
Communicating WIth Others
- Recognize and respond to emergency situations.
- Communicate with understanding.
- Demonstrate knowledge of social cues and the subtleties of conversation, both verbal and nonverbal. Listen to others.
What are Occupational Skills?
Between 70% and 80% of students with disabilities are unemployed and underemployed following graduation. Educators and parents still have much to do in this area. Early educational efforts need to be directed toward the following skill areas:
Knowing and Exploring Occupational Options
- Explore occupational possibilities.
- Identify the rewards of work.
- Locate sources of occupational and instructional information.
- Identify personal values met through work.
- Identify societal values met through work.
- Classify jobs into categories.
- Investigate local occupational and instructional opportunities in the community; make site visitations.
Selecting and Planning Occupational Choices
- Make realistic occupational choices.
- Identify requirements of appropriate and available jobs.
- Identify occupational aptitudes.
- Identify main occupational interests.
- Identify major occupational needs.
Exhibiting Appropriate Work Habits and Behavior
- Follow directions and observe regulations.
- Recognize the importance of attendance and punctuality.
- Recognize the importance of supervision.
- Demonstrate knowledge of safety.
- Work with others.
- Meet demands for high-quality work.
- Work at a satisfactory rate.
Seeking, Securing, and Maintaining Employment
- Search for a job.
- Apply for a job.
- Interview for a job.
- Maintain postschool occupational adjustment.
- Demonstrate knowledge of competitive standards.
- Know how to adjust to changes in employment.
Exhibiting Sufficient Physical and Manual Skills
- Demonstrate stamina and endurance.
- Demonstrate satisfactory balance and coordination.
- Demonstrate manual dexterity.
- Demonstrate sensory discrimination.
Obtaining Specific Occupational Skills
- Attend prevocational learning stations or centers.
- Take advantage of in-school work experiences.
- Take advantage of volunteer experiences.
- Serve in community rotations.
- Take advantage of work/study services.
- Take advantage of the Job Training Partnership Act (JTPA).
- Attend vocational classrooms.
- Obtain special vocational education.
- Obtain on-the-job training.
What can the Schools do?
Schools can require an entry and exit plan for every student with learning problems wherein the life skills listed here are completed prior to graduation. At present, too many educators continue to use the same old approaches with a nonfunctional curriculum. Educators must become advocates for each child with special needs and stress "hands-on" life skill mastery.
Brolin, D. E. (1989). Life Centered Career Education: A Competency Based Approach (3rd ed.). Reston, VA: The Council for Exceptional Children.
Edgar. G. (1988). Employment as an outcome for mildly handicapped students: Current status and future direction. FOCUS ON EXCEPTIONAL CHILDREN, 21(1), 1-8 (EJ380199).
Rusch, F., & Phelps, L. A. (1987). Secondary special education and transition from school to work: A national priority. EXCEPTIONAL CHILDREN, 53, 487-92.
Dever, R. B. (1989). A taxonomy of community living skills. EXCEPTIONAL CHILDREN, 55, 395-404 (EJ387194).
Edgar, G. (1990). Quality of life: Is it time to change our view of the world? BEYOND BEHAVIOR, 1(1), 9-13.
Elder, J. (1986). Transitional services needed to help disabled enter work forces. EDUCATION OF THE HANDICAPPED, 12(19), 5.
Heal, L., Copher, J., Stefano, L., & Rusch, F. (1989). A comparison of successful and unsuccessful placements of secondary students with mental handicaps into competitive employment. CAREER DEVELOPMENT FOR EXCEPTIONAL INDIVIDUALS, 12(2), 167-77.
Wircenski, J. L. (1982). Employability Skills for the Special Needs Learner. Rockville, MD: Aspen. (ED223839).
Reprinted with the permission of the Education Resources Information Center.
Washington Virtual Academies
Tuition-free online school for Washington students.
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a1 Department of Plant Biology, University of Illinois, 505 S. Goodwin, Urbana, Illinois 61801, USA
a2 Department of Ecology, Ethology and Evolution, University of Illinois, Urbana, Illinois, 61801, USA
A total of 52,467 wind-dispersed seeds from 14 tree and 32 liana species fell into 1720 seed traps in 43 paired light-gap and adjacent forest sites on Barro Colorado Island, Panama. Summed at the community level, many more wind-dispersed seeds were collected from light-gaps (61%) than from forest sites (39%). They accumulated from March through May, 1984 to a density of 328 m-2 in gaps and 207 m-2 in forest sites. In contrast, only 33% of the total of 2782 non-wind-dispersed seeds were collected in gaps. Due to the extreme heterogeneity of the seed rain, these differences between gap and forest sites were not statistically significant at the community-level. Gap sites received more wind-dispersed seeds than adjacent forest sites in only 20 of 43 locations and in 13 of 20 species, especially those with individuals of high fecundity near gap sites. Of the estimated 105 million wind-dispersed seeds contributing to the seed rain of the 50 ha study plot, only 4.1% were dispersed to the rare gap sites that enhance the establishment and growth of seedlings for many of these species.
(Accepted October 22 1987)
p1 Present address: Monsanto Agricultural Company, Life Sciences Research Center, Chesterfield, Missouri 63198, USA.
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🤓 Based on our data, we think this question is relevant for Professor Fernandez's class at MDC.
We are asked to write the rate law expression for the given reaction.
To do so, we shall follow these steps:
Step 1: Find the remaining pressure of oxalic acid.
Step 2: Use the integrated rate law equation for the first-order and check for the consistent value of K.
At 400 K oxalic acid decomposes according to the reaction: H2C2O4(g) → CO2(g) + HCOOH(g). In three separate experiments, the initial pressure of oxalic acid and final total pressure after 20,000 s is measured.
|P H2C2O4 at t = 0||65.8||92.1||111|
|PTotal at t = 20,000 s||93.6||131||158|
Find the rate law of the reaction.
Frequently Asked Questions
What scientific concept do you need to know in order to solve this problem?
Our tutors have indicated that to solve this problem you will need to apply the Rate Law concept. You can view video lessons to learn Rate Law. Or if you need more Rate Law practice, you can also practice Rate Law practice problems.
What professor is this problem relevant for?
Based on our data, we think this problem is relevant for Professor Fernandez's class at MDC.
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| 0.902415 | 302 | 3.140625 | 3 |
novelist, poet, and essayist, spent some of her childhood in New York Province. Her novel The Female Quixote (1752), was praised by H. Fielding. Her other novels include the Life of Harriot Stuart (1750) and Henrietta (1758), which was dramatized as The Sisters (perf. 1769), with an epilogue by Goldsmith. She was skilled in discerning fleeting moments of emotion, and may be grouped with practitioners of the novel of sentiment. Dr Johnson cited her under ‘Talent’ in his Dictionary. Her collection and translation of the sources of Shakespeare's plays appeared as Shakespear Illustrated (1752–3). She also translated many works from the French.
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Unfortunately we live in a world where second hand knowledge tends to become factual and the facts become irrelevant. Diabetes has become a victim of such misconceptions and sadly many with the disease suffer from a lesser quality of life due to believing everything they hear instead of getting the facts straight from their physician. This article is going to address some of the most popular myths and hopefully put them to rest in order for those that have been diagnosed with diabetes to realize it is not the end of the world, it can be managed and while management can be strict it certainly will improve their quality of life by simply knowing the truth.
Change in diet and exercise
It is possible to be a borderline diabetic based on your blood sugar levels however with a slight to moderate change in diet and exercise, you should be able to prevent the onset of some form of diabetes. Borderline diabetes is often diagnosed as being pre-diabetic, meaning everything is looking like you are at the onset of the disease. This does not mean it will occur if you follow the advice in this paragraph and consult with a physician about getting yourself back to healthy blood sugar levels.
Diabetics can eat sweets
Diabetics can eat sweets in moderation as long as they are adhering to a low carb diet and the sweets are in small portions. The sweets we are referring to are candy, cakes and ice cream types of sweets, junk food for another term. Diabetics are allowed to eat fruits in moderation as excessive consumption can cause issues with the disease. The key to eating sweets is small portions in moderation after low carb meals. If you have a meal that is laden with carbohydrates, you certainly should not have a small piece of cake or dessert to go along with the meal.
Eating too much sugar does not cause diabetes in any form
Eating too much sugar does not cause diabetes in any form. Carrying excessive body weight does. This weight is probably gained from eating sugars and other unhealthy foods however sugar alone does not directly cause this disease and never has. Genetics, lack of exercise and excessive weight are what align all the stars and leads a person to becoming diabetic.
Insulin is not a sign that your diabetes is really bad
Being ordered by your doctor to take insulin is not a sign that your diabetes is really bad. There are different forms of the disease and differing symptoms associated with it. Insulin is nothing more than a way to control your blood sugar levels. There are many factors involved when deciding if a person requires insulin, not just a decision based on those levels being lower or higher than someone else. Again, taking insulin does not mean you diabetes is worse than someone who is not prescribed it.
Diabetes is not contagious
Diabetes is not contagious and never spread this rumor as it is the worst myth out there on this disease. Type 2 Diabetes can be genetic, meaning it’s in your family genes somewhere and it had nothing to do with catching it from being around someone with it. It can be hereditary in both forms, type one and two, however Type 2 seems to be the one that gets passed along the most based on someone in the family pool, parents, grandparents, etc. having it.
This article hopefully addressed some of the misconceptions about diabetes and alleviated some of your concerns. Go to a reputable source when you are looking for facts about diabetes and try to stay away from your friend that knew someone who had a friend that said this so it must be true type of information.
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en
| 0.975763 | 706 | 2.96875 | 3 |
List of sound absorbing materials. Soundproofing seems to be a specialty that focuses on adequately suppressing noise levels through different soundproof materials.
Insulation has many reasons and remedies, ranging from people who desire a peaceful house and quietness from loud across.
The door to the place in organizations that need to lessen the noise effect they generate on neighboring regions.
There are numerous soundproofing materials from which to pick for various applications.
Some are much more appropriate or practical than others, depending on what type of sound is generated, the location origin of the disturbance, its superstructure, walls structure, and various other essential considerations.
How does sound-absorbing material works
Sound propagates from the origin, causing oscillations anytime it comes into contact with the atmosphere or any things in its route.
Those acoustic waves are subsequently sent to the ears, where they activate the mind.
Soundproofing material operates to lessen the noise levels generated by the origin and transmitted to the receiver.
List of sound absorbing materials
- Membrane for Acoustic Isolation
- Cavity Insulation using Open Cells
- Products for Bifurcation
- Auditory Floor Covering
- Windows that are soundproofing
- Doors that are soundproofing
- Screens for Acoustics
- Textiles for Acoustics
- Foam for Acoustics
Best sound-absorbing materials
1. Use of fiberglass
Soundproof fiberglass is available as panels or blocks instead of coils.
It may be utilized in various settings and purposes, such as creating acoustics in residential workshops, theaters, and commercial complexes.
That sound-absorbing material is excellent in noise suppression that enters or leaves a space and strengthens internal sounds.
Pros: Appropriate for wide wideband ranges, available in various widths, and simple to trim.
Cons: Because it is an irritation, it should be handled with caution.
2. Using Plasterboard
Due to its enhanced volume and bulk, the plasterboard comes in various widths and encourages a higher acoustic grade than some other kinds of ordinary plasterboard used.
Sound absorbing plasterboard is often made up of numerous sheets of gypsum boards and iron, with increased concentration and bulk to absorb noise efficiently.
Pros: Very efficient
Cons: Greater mass over impact, costly choice, expert installation required
3. Installing sound-absorbing floors
Sound absorbing floors are an excellent technique to decrease the ambient noise transfer among constructed floors and woods.
There are various types of sound-absorbing flooring but felt underlayment is one of the most common solutions for a wide range of flooring, like laminated, wood, and solid wood.
These are generally formed from compacted and heat-treated fibers to make a thick noisy material.
Pros: Reasonably priced, simple to apply, long-lasting, and good in the absorption of both noise and humidity.
Cons: It is merely an acoustical underlayment and provides only a medium degree of the acoustic version.
4. Installing nonvibrating sound-absorbing mats
Sound absorbing floor mats are another intriguing alternative for mitigating contact sound waves that contribute to architectural aviation sound.
Some devices and devices produce a great deal of sound.
Anti-vibration sound-absorbing mats aid in the elimination of unpleasant buzzing noises and disturbances.
Such carpets are great at decreasing noise and, because they minimize vibration, are perfect for placement under and within the equipment.
Pros: Whenever the origin of the disturbance seems to be from equipment or devices, this is a practical and straightforward sound-absorbing option.
Cons: For most significant effects, being used in combination with the other sound-absorbing measures.
Types of sound absorbers
As we’ve learned above, there are three main types of sound absorbers: porous, membrane, and resonance. These materials work by absorbing sound waves of various frequencies.
The result is very little reflected sound. It is possible to effectively absorb sounds in a space with the help of these materials that do just that.
When you are thinking of sound-absorbing your house, company, or a specific area like a music studio, theater room, or workspace, hopefully, you can now make an educated decision just on the most acceptable sound-absorbing method and products to utilize.
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| 0.91219 | 901 | 2.703125 | 3 |
Volume: 134(7) - July, 2012
When considering design engineering in Japan, we must refer to its economic position in the world. Japan has been a great economic nation in the past four decades. Japanese GDP was the second largest in the world, until the Chinese GDP surpassed it in 2011. Needless to say, manufacturing supported Japan’s economic growth. Japanese high-quality, low-cost products proliferated in the western markets in the 1980s. The world manufacturing circumstances in the 1980s influenced Japan’s trends in design engineering that appeared in the 1990s, for example, attention to design quality, concurrent engineering, and early-phases of the design process. One may consider QFD (quality function deployment) and the Taguchi method as symbolic of this trend. While developed independently in Japan in the 1960s, they were systematized in the USA in the 1980s and early 1990s, and then reimported from the USA to Japan in the 1990s and later. Following this period, the Japanese manufacturing industries experienced a lengthy severe recession starting in the 1990s, and they are still facing various difficulties with the increased globalization, aging population, and changing society and lifestyles.
Higher education must be considered as part of the background in the above story. Higher education in Japan was initiated in the Meiji Era. The first imperial university, which became the University of Tokyo, was established in 1897, with a Faculty of Engineering within the university. Subsequently, more or less, engineering has been a major part of Japanese higher education. Well-educated talented engineers contributed to the economic growth very much during the 1960s and 1970s through ensuring efficient and flexible manufacturing technologies. Behind the scenes, traditional disciplinary- and analysis-oriented engineering research and education were effectively pursued to support this progress that had depended on transferring and reforming advanced technologies. On the other hand, the new trends in design engineering practices in the 1990s and later can be characterized by a strong focus on trans-disciplinary and synthesis-oriented issues of engineering activities. It is obvious that such a gap has led to the recent revolution of design engineering research and education in the western countries.
As the western design engineering research communities perceived the necessity of a new definition of design engineering in the late 1980s or 1990s, the Japanese pioneers, such as Professors Naomasa Nakajima, Shinsuke Akagi, Hiroshi Yamakawa, Shuichi Fukuda, in the field of design engineering had recognized such a necessity by the late 1980s. With their initiative, the Design and Systems (D&S) Division (http://www.jsme.or.jp/dsd/index-e.shtml) was established within the Japanese Society of Mechanical Engineers (JSME) in 1991 to promote academic and industrial progress of design engineering and systems engineering. The fields that the division covers today spread over design methodologies, design theories, digital engineering, product development, optimal design, systems optimization, design knowledge management, design process modeling, life cycle design, service engineering, human interface, design education, etc. Among 31,223 JSME members, 4,364 members registered the D&S division as their division of interest in 2011.
The division organizes the JSME D&S conference annually, offers organized sessions and workshops in the JSME annual meeting, provides professional training seminars and so forth. The JSME D&S conference regularly gathers about 130 papers and about 200 attendees every year. Some selected papers are published in the Transactions of JSME, Series C, and these papers are available online at the J-STAGE webpage (https://www.jstage.jst.go.jp/browse/kikaic/). The sessions of the 22th JSME D&S conference, which will be held in September 2012 at Hiroshima, are planned as follows.
(1) Modeling, methodologies and management for product design and development
(2) Design science and time-axis design
(3) Digital engineering
(4) Mechatronics design
(5) Model-based product and system development
(6) Design and optimization
(7) Approximation-based optimization
(8) Knowledge management and information sharing
(9) Life-cycle design and service engineering
(10) Design of emergence and diversity
(11) Kansei and design
(12) Emotion and design
(13) Human-interface and usability
(14) Design education
(15) Multi-scale material design.
The original focus of the D&S division covered CAD/CAM/CAE and design optimization mainly for improving the quality and efficiency of the individual tasks of design activities. Then its interests expanded into concurrent engineering, design methodologies for connecting and integrating design tasks, and enhancing the early design phases, similarly to the trends in western countries. This movement still stayed within the conventional definition of engineering design where the specifications are given a priori and rationalization of problem solving is sought. Beyond such a design definition, the target of design engineering research and education spread from problem solving to problem setting, looking for opportunities to address the changes in society, life and the global economy. That is, design research expanded further upstream in the design process and assumed a wider perspective of design activities for facilitating and realizing what we call innovation and value creation. This shift has been reflected in the current trends of design engineering in Japan as well as those in the western countries, and has resulted in the above list of organized sessions of the JSME D&S conference.
The D&S division is actively collaborating with other JSME divisions and other Japanese academic societies under the concept of design as the core of engineering and with an inter- or trans-disciplinary nature. For example, the division has held the JSME “Optimization Symposium (OPTIS)” jointly with the Computational Mechanics Division, Bioengineering Division, Dynamics, Measurement & Control Division, biennially since 1994. This series of symposia have synchronized the movement of Multi-disciplinary Design Optimization (MDO), and the conference themes cover computational algorithms for geometry optimization, topology optimization, combinatorial problems, multi-objective optimization, etc., evolutionary methods for optimization, and applications of optimization techniques to practical engineering systems. As design issues have becomes more inter-, rather than trans-disciplinary in recent years, the division held a “Design Symposium” jointly with the Japan Society for Precision Engineering (JSPE), the Japan Society for Design Engineering (JSDE), which was formerly the Japan Society for Research of Design and Drafting, the Japanese Society for the Science of Design (JSSD), the major focus of which was originally industrial design, the Architectural Institute of Japan (AIJ), and the Japanese Society for Artificial Intelligence (JSAI) biennially since 2004. While the former two societies relate to some parts of mechanical engineering, the latter three do not relate to mechanical engineering. This series of symposia has become a unique opportunity for stimulating mutual exchange of academic developments among mechanical engineers, industrial designers, architects, etc. in Japan.
As for the international collaboration, the China-Japan-Korea Joint Symposium on Optimization of Structural and Mechanical Systems (CJK-OSM) has a thirteen-year history, since the first symposium was held in Xi’an, China in 1999. This series of biennial symposia have stimulated and promoted research and interests in all aspects of optimization of structures and mechanical systems. JSME D&S Division has hosted those in Japan, i.e., the 3rd in Kanazawa in 2004 and the 6th in Kyoto in 2010 through co-sponsorship with various academic societies through mechanical engineering, civil engineering, computational mechanics, etc. In this field, the division also hosted the 9th World Congress on Structural and Multidisciplinary Optimization (WCSMO-9), the biannual event of the International Society for Structural and Multidisciplinary Optimization (ISSMO), in June 2011, in Shizuoka, Japan. The Design Engineering Workshop (DEWS) has also a twelve-year history, since the first workshop was held in Tsukuba, Japan, 2000. It is a series of annual workshops, which have stimulated cutting-edge research and interests in design engineering with intensive discussion of small groups mainly from Japan and Korea. The latest one was held in June 2012 in Daejeon, Korea, hosted by the Production and Design Division, Korean Society of Mechanical Engineers (KSME) and the JSME D&S division. The Asian Conference on Design and Digital Engineering (ACDDE) is the newest collaboration within East Asian countries since 2010, and it is co-sponsored by the JSME D&S Division, the Society of CAD/CAM Engineers (SCCE) in Korea, and the China Society for Industrial and Applied Mathematics (CSIAM) Geometric Design and Computing Technical Committee in China. It is an annual international conference which covers state-of-the-art developments in design and digital engineering technologies as well as scientific, industrial, and business applications. JSME D&S Division will host its third conference in December 2012, at Niseko, Hokkaido. Some papers selected from those international conferences are published in the Journal of Advanced Mechanical Design, Systems, and Manufacturing (JAMDSM), available online freely at the J-STAGE webpage (https://www.jstage.jst.go.jp/browse/jamdsm).
As shown in the above, the division has been active in exploring the cutting edge of design engineering and expanding its international collaborations with various areas in recent years, while its own themes are also expanding. As for the relationship with the USA, for example, the Japanese attendees to ASME International Design Engineering Technical Conferences (IDETC), who are frequent contributors to the Journal of Mechanical Design (JMD), have increased to several dozen today from a very small number around 1990. As past, current and future directions of design engineering research and education are shared at both sides of the Pacific, it is expected that various collaborations will continue to expand implicitly or explicitly in the future.
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Distinguishing Features - Length: 29 - 34.5 cm; wingspread: 53 - 61 cm. Colouration: upper parts, black; undersides white; body; short, stocky; cheeks are white. These puffins have large, parrot-like, triangular shaped bill, which in the breeding season is bright orange with a yellow-bordered patch of blue at the rear half. After the breeding season, they lose some of their horny bill plates and molt as well. Winter plumage is similar but faces are largely dark. Sexes are similar.
Palearctic, Nearctic: Greenland and Northern Canada, Gulf of St. Lawrence, Nova Scotia, Iceland, Northern Scandinavia, Northern Russia; also Ireland, and NW coast of France. In summer, common puffins reside on rocky cliffs of the North Atlantic and northern Europe; in winter far at sea on deep, icy water and are seldom seen within sight of land until March.
Primarily small fish, mollusks, and crustaceans. These puffins dive from the air or surface and use their wings to swim underwater where they catch their prey, which is swallowed underwater unless they're feeding their young. They can carry as many as 30 fish at a time in their bill.
Puffins walk erect, live in colonies and are very curious and tame. They utter low, purring noises in flight, low grunts and groans while nesting. They ride high on the water like ducks and must run across the surface of the water to become airborne.
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| 0.940757 | 378 | 3.578125 | 4 |
Kooks in surfing refers to those with an exaggerated view of their skills in the water, due to a lack of knowledge regarding its rules and etiquette.
Kooks generally lack an understanding of surfing ethics, often interfering with the fun-seekers’ enjoyment in the water.
What is a kook?
A “kook” is someone with an overinflated opinion of themselves as surfers and who lacks knowledge of surf etiquette, which makes them frustrating beach goers by easily making others lose their patience or get into trouble with surf police.
Kooks can be seen everywhere surfing is practiced, though they tend to appear most frequently among beginner or novice surfers. These individuals attempt to mimic the surfing lifestyle for personal gain but usually are careless, ignorant, and lack respect for either themselves or other surfers in the water.
Though all surfers make mistakes and occasionally wipeout or cause other surfers annoyance, the key to not becoming known as a “kook” is understanding what those mistakes mean and understanding the repercussions. For instance, if your board delaminates during an extremely hot day in your car or you drop into another surfer’s wave without warning and it has adverse consequences, now would be an appropriate time to apologize and reflect upon what went wrong and learn from your mistake.
However, if you find an advanced surfer’s wave easy enough for you, don’t take chances on your surf life – this can lead to accidents, injury and a negative reputation within the surfing community.
Avoiding being labeled a “grom” or “kook” when surfing is to learn its rules, understand that being considered “uncool” doesn’t require being so. This applies especially for newcomers trying to figure out all aspects of surfing.
No matter your skill level, surfing will present some serious mistakes for all levels. Mistakes might include accidentally dropping into someone else’s wave when it doesn’t look suitable, not using a fin, not wearing proper gear and/or not understanding how to navigate in the water.
These mistakes are simply honest blunders made by beginner surfers; most will realize their mistake quickly and can usually laugh it off with fellow surfers.
What are the signs of a kook?
Kooks, or those who violate the basic rules of surfing, can be potentially hazardous and annoying for other surfers as well as showing their disrespect to both sport and beach culture.
Kooks may include novice surfers who fail to adhere to the fundamentals of surfing or experienced surfers who demonstrate poor technique and board control; such individuals may even engage in inappropriate behaviors towards fellow surfers.
Avoid being labeled a “kook” is simple if you understand and respect surf etiquette basics and the significance of adhering to all its rules, designed so everyone can enjoy surfing safely.
Finding yourself surfing with someone you don’t appreciate can be extremely distressful and make you feel unwelcome, especially since they do not uphold the noble art of surfing and treat other surfers in their lineup with contempt. A kook stands for someone who does not respect or honor surfing’s tradition while simultaneously disrespecting those around them in your lineup.
One telltale sign of a kook is their behavior on the beach and their rude attitude toward other surfers. Additionally, these individuals often wear too much gear, make unwise decisions on the beach, and disregard surf etiquette rules.
Kooks can often be identified by using an inappropriate surfboard size for their wave conditions; this is especially evident on big waves where smaller boards might look awkward.
Kooks tend to use excessive wax on both surfaces of their surfboard, instead of only two-thirds, which is both hazardous and unnecessary. Applying too much wax poses serious risks that could endanger others in the water.
While surfing, novice surfers may also damage other people’s surfboards when dragging their boards across the sand – this is particularly an issue for beginners without enough practice in surfing.
No matter their age or skill level, kooks tend to be very careless surfers who often lack an understanding of basic surfing rules and may display poor paddling technique, board control issues and/or poor stand-up techniques.
What are the consequences of being a kook?
Surfers with insufficient skill, knowledge or style to fully enjoy surfing can be considered “kooks.” For example, they might surf at unsuitable spots for their level of expertise or ignore basic surf etiquette rules.
Kooks may interfere with other surfers’ wave riding and cause dangerous or embarrassing situations for other surfers.
Surfers often hear of people being labeled “kooks,” but being one yourself could be detrimental. Acting in such ways could damage your reputation as a surfer and land you into legal issues.
Most often, becoming a bad surfer means disregarding surf etiquette rules, including not surfing when the waves are too big or in crowded conditions – this could result in you colliding into others and potentially injuring them.
Noisemakers and litterbugs must avoid making unnecessary waves and littering the beach; such actions will only upset other surfers and may force them away from surfing altogether.
If you make a mistake while surfing, you should immediately exit the wave and apologize to other surfers. If you’re newer to surfing it’s wiser to stay off to the side rather than attempt to ride waves.
Before diving in on a wave in a crowded area, wait for the line-up to clear first so as to help other surfers catch it and avoid creating accidents in the water. This will enable more surfers to catch it without risking injuries in an uncontrolled situation.
Negativity toward your own mistakes only serves to highlight them more starkly. As an amateur player, it’s essential that you learn to accept that you may make errors; this is especially pertinent if you are new to the sport and still learning all its fundamentals.
Spend some time learning about surf etiquette and honing your skills. Doing this will help avoid becoming an annoying rider in the future.
What is the best way to avoid being a kook?
Kook is the term used in surfing culture to refer to those who do not follow the rules and etiquette of the sport. A kook could be any person who disregards others while surfing, including novice surfers who show no regard for others in the water, as well as reckless acts that endanger other surfers.
One effective way to avoid being labeled as a kook in water sports is to understand and adhere to its etiquette. Doing this will prevent others from labelling you as an arrogant individual while simultaneously helping you make new friends in the pool.
At first, learning to read waves and identify their direction of travel will help prevent getting blown out or becoming trapped in reefs. Furthermore, knowing who has priority when paddling for waves should also not be negotiable so make sure everyone in your group knows who’s paddling who and adhere to it!
Dropping In is another poor move often made by surfers and it shows an extreme lack of respect for other surfers who are eager to catch waves. Dropping In can create havoc among fellow surfers committed to getting waves. It is an extremely disrespectful action which often ends with someone losing out entirely.
Paddling close to the peak of a wave and not directly towards its front can also prevent you from colliding into people waiting patiently in line-up for one. This way, they won’t get hit as hard.
Avoid being an inexperienced surfer by selecting the appropriate board size. Beginners should start out on a soft board that matches their body type for a more enjoyable surfing experience and increased odds of finding good waves.
Once you’ve selected an appropriate board size, practicing regularly to hone your skills is crucial to developing confidence when taking on larger and more difficult waves. Be patient and consistent as this will lead you toward becoming a superior surfer.
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FEATURE is a mean of specifying valid/invalid dependencies and configurations.
FEATURE is used there should be at some level a hardware requirement, whether this is a radio, a bus of a specific core architecture.
This is not a hard line, in some cases the line can be harder to establish than others. There are complicated cases like
netif since a network interface could be fully implemented in software as a loop-back.
It's also important to note that a
FEATURE does not mean there is a
MODULE with the same name. There could be many implementations for the same
FEATURE. The fact that many
FEATURES translate directly into a
MODULE is only by convenience.
# all periph features correspond to a periph submodule USEMODULE += $(filter periph_%,$(FEATURES_USED))
FEATURE to be provided by a
board it must meet 2 criteria, and for
periph_% and other hw (hardware) related
FEATURES it must follow a 3rd criteria.
stm32l152rehas an SPI peripheral
riotbootneeds to be able to link and flash at an offset
cpu/stm32_common/periph/spi.cis implemented for
riotbootneeds an implementation of
nucleo-l152re/include/periph_conf.hspecified wiring between
FEATURES_PROVIDEDare available hardware (including BSP) features (e.g.:
periph_uart) or characteristics (e.g:
arch_32bits) of a board.
FEATURES_CONFLICTare a series of
FEATURESthat can't be used at the same time for a particular
FEATURESthat are needed by a
FEATURES_OPTIONALare "nice to have"
FEATURES, not needed but useful. If available they are always included.
FEATURESof which (at least) one of is needed by a
APPLICATION. Alternatives are separated by a pipe (
|) in order of preference, e.g.:
FEATURES_REQUIRED_ANY += arch_avr8|arch_nativeif both are provide then
arch_avr8will be used.
FEATURESthat can't be used by a
APPLICATION. They are usually used for hw characteristics like
arch_to easily resolve unsupported configurations for a group.
FEATURES_USEDare the final list of
FEATURESthat will be used by an
FEATURES_CONFLICT_MSGare defined in
FEATURES_BLACKLISTare defined by the application
tests/%/Makefile, etc.) or in
CPU_MODEL refer to the soc or mcu (microcontroller) present in a
BOARD. The variables
CPU_FAM, etc. are just arbitrary groupings to avoid code duplication. How this grouping is done depends on every implementation and the way each manufacturer groups there products.
These variables allows declaring the
FEATURES that the mcu/soc provides as well as resolving dependencies.
FEATURES provided by a
CPU/CPU_MODEL should not depend on the wiring of a specific
BOARD but be intrinsic to the soc/mcu.
CPU/CPU_MODEL might support
FEATURES that will depend on the
BOARD wiring, e.g.: bus (
spi) mappings. In this cases the
FEATURE should be provided by the
In RIOTs build-system, a
BOARD is a grouping of:
b-l072z-lrwan1leds and buttons
board can have all the required
FEATURES to interact with a radio or sensor/actuator, but it doesn't necessarily provide that
at86rf233radio as well as the necessary
periph_*features to use
sx1272, and even a default configuration for the
SX1272MB2xAshield, but not doesn't provide the radio.
/boards is connected to a radio shield, sensors, actuators, etc. then it is a different
board than the one provided by default. Whenever you need to have a device mapping (in linux-arm, it would require a different device tree), then it is a different board and would need a different
nucleo-* with a
SX1272MB2xA is a different board in RIOT sense.
devicetree is implemented this concept will change.
This page contains basic guidelines about
make variable declaration, it summarizes some of the pros and cons as well as specifies good and bad patterns in our build system. You might want to refer to
gnu make documentation regarding these subjects.
Exporting a variable means it will be evaluated on every
target call, which slows down the build system. Always avoid exporting a variable if unneeded.
If an export is actually needed by a
sub-make then export the variable only for the needed targets using
target-export-variables (more in
Exported variables ("global variable") are hard to remove, specially when badly documented. If no one knows why it's there and no one knows where it can be used then no one knows if it's safe to remove since it's present for every target. This is why global variables need clear documentation.
=the value of the variable is only declared, but not set, therefore the variable will only be evaluated when expanded (used) somewhere in the makefile. If
is never expanded,
some-commandis never executed and
some-commandis executed every time
OUTPUTis expanded, same for
some-commandis slow this introduced unneeded overhead.
:=the value is only expanded once, expanding any reference to other variables or functions. If
OUTPUTis always used at least once and evaluates a costly function (
some command) then use
:=the variable will be evaluated even if not needed, which introduces unnecessary delay, in particular
some commandor functions evaluated by
ANOTHER_VARIABLEare slow. It can also cause a failure in a worst-case scenario (think what happens if a tool is defined with
:=but you don't have the tool and you don't need it either).
:=depend on the order of definition.
memoizedis a RIOT defined function that combines characteristics from both
:=. The variable expansion will be deferred until its first usage, but further usage will consider it as a simply expanded variable, so it will use the already evaluated value. In the example
some-commandwould be executed once or not at all (more in
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An international research team led by Giuseppe Marramà of the Institute of Paleontology at the University of Vienna discovered a new and well-preserved fossil stingray with an exceptional anatomy that is very different from living species. The findings provide new insights into the evolution of these animals and illustrate the recovery of marine ecosystems after the mass extinction occurred 66 million years ago. The study was recently published in the journal Scientific Reports .
Stingrays (Myliobatiformes) are a very diverse group of cartilaginous fish known for their toxic and toothed tail sticks, which they use against other predators, and sometimes against humans. These rays have a rounded or wing-like pectoral disc and a long, whip-like tail bearing one or more grooved and poisonous sticks. Stingrays include the world's largest rays such as the giant manta rays, which can reach a "wingspan" of up to seven meters and a weight of about three tons.
Fossil remains of stingrays are very common, especially their isolated teeth. However, complete skeletons exist only from a few extinct species that originate from certain fossil areas. Among these, Monte Bolca in northeastern Italy is one of the most famous. To date, more than 230 species of fish have been discovered that document a tropical marine coastal environment associated with coral reefs dating back to approximately 50 million years ago during the Eocene period.
This new fossil stingray has a planned body and a pectoral disk that is ovoid in shape. What is striking is the absence of the stick and the extremely short tail, which is not long as in the other sticks, and which does not protrude backwards on the disc. This body plan is not known in any other fossil or living stingray. Because this animal is unique and strange, the researchers chose the new stingray Lessiniabatis aenigmatica, which means "bizarre ray from Lessinia" (the Italian area where Bolca is located).
More than 70 percent of organisms, such as dinosaurs, marine reptiles, multiple mammal groups, many birds, fish, and invertebrates, disappeared during the fifth largest extinction event in earth's history, occurring about 66 million years ago at the end of the Cretaceous. In marine environments, the time after this event is characterized by the emergence and diversification of new species and entire groups of bony and cartilaginous fish (sharks and rays), which reopened the ecological niches left vacant by the extinction victims. The new species sometimes experimented with new body plans and new ecological strategies.
"From this perspective, the emergence of a new body plan in a 50 million year old stingray like Lessiniabatis aenigmatica is particularly exciting when viewed in the context of simultaneous, extensive diversification and emergence of new anatomical functions in several fish groups, during the recovery of life. after the final Cretaceous extinction event, "says Giuseppe Marramà.
Reference:" A bizarre Eocene dasyatoid batomorph (Elasmobranchii, Myliobatiformes)) from Bolca Lagerstätte (Italy) reveals a new, extinct body plan for stickers ", by Guseppe Mario Luca Giusberti, Gavin JP Naylor and Jürgen Kriwet, October 1, 2019, Scientific Reports .
DOI: 10.1038 / s41598-019-50544-y
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Understanding BME culture within mental health workshop
The aim of Mental Health Awareness workshop is for you to gain a wider understanding of the issues surrounding mental health within BME communities, both your own and others, and so to work more effectively with mental health problems. With 1 in 4 people with mental health issues experiencing stigma and discrimination, it is clear that people themselves need to have a better understanding of the issues, to break down the fears and misunderstandings surrounding mental illness, and which can often prevent young people from seeking appropriate help.
They are suitable for anyone over the age of 16. We deliver these workshops to small groups as part of raising awareness into taking culture into account in your workplace amongst colleagues. The workshops provide an interactive and engaging session so people can walk away starting an open conversation about mental health.
By the end of the 3-hour workshop you will be able to:
- To be aware of culture aspects and barriers when it comes to mental health.
- To be more aware of the barriers faced by BME communities.
- Realising the cultural differences from various BME communities.
- Learning how to support someone with mental health issues with positivity.
- Being able to emphasise with people from other BME communities.
- Learning to be aware of trying to break the stigma in BME communities
The programme will include personal perspectives, interactive exercises (no role play!), as well as time for questions. You are encouraged to ask questions at any time, but to specifically make use of questions during the personal perspectives.
To enquire about the workshop please email us on [email protected]
We will also be introducing other workshops specifically covering relationships, lifeskills, women empowerment and crime consequences awareness. For more info regarding an interest in these workshops please email us as we will gladly tailor these to your needs, email us on [email protected]
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Дарс 1: Хьан цIе хIун ю?
Lesson 1: What's your name?
In this lesson you will learn:
Шун цхьалгIa дешнаш (Your first words)
Дарсан хIума (Lesson Material)
In these lessons, we will learn how to greet another person, ask how they are feeling, and ask what their names are. We will also be able to tell what our names are and engage in simple conversation.
Маршалла хаттар (Greetings)
Note that the phonetics which are written out for pronunciaton follow English pronunciation rules. The letter ä will represent the palochka, allowing you to make the I sound you have learnt in the Alphabet lesson. This is again temporary, try to read the Cyrillic alphabet instead of the phonetics.
How to greet someone:
How to ask about feelings:
How to express thanks:
How to exchange names:
How to say yes, no, and maybe:
Some other useful phrases:
- The greetings, Ассаламу Iалайкум and Салам, along with their replies, Ва Iалайкум ассалам and Ва салам, are derived from the religion of Islam, and borrowed from Arabic. This is a very special greeting to give to a Chechen, especially if you are not Chechen or Muslim. This literally means Peace be upon you, and can be found in many other languages that have had or still have a strong Islamic influence. Again, you do not have to be Muslim to say this greeting.
- In Chechen, like many European languages, there are two ways to address a person. There is a singular and plural form (Like in English saying you and you all), then there is also a familiar form and polite form. We have encountered these in the greetings Маршалла ду шуьга and хьоьга. The familiar form, хьоьга, is also the same as the singular form, and is used when talking to people you know well or if you are in a younger generation, used amongst people around your age, or talking to your pet dog or cat. The polite form, шуьга, is used when speaking to strangers, teachers, in business, or people of higher status in the social class. It is also used when talking to more than one person. When in doubt, use the polite form.
- You probably have been either baffled or "laughing" at the way to say yes and no in Chechen. Indeed, you have read the pronunciation correctly. To say yes in Chechen, it is a quick Ha sound but cut it short at the end. To get the sound, try to just blow out air and whilst your mouth is open, stop your breath from both your nose and mouth. Do this really fast and you have just said Yes in Chechen.
- To say no in Chechen, it is a little different than yes and a bit softer. If you speak sarcasm, all you have to do is give a fake laugh, (ha ha), but hold the first ha longer than the second. You should realise too that luckily Chechen is not a language to be spoken fast like French, Spanish, or even English. Each word needs to be said clearly in order to be understood. Also realise that Chechens are not used to hearing foreigners speak their language, so you need to really emphasise these sounds that sound weird to us English speakers in order to be understood. So try it again bearing this in mind, Haa-ha.
At this point, you might feel frustrated with this new starting vocabulary and the odd sounds of Chechen. It is important to approach language learning in a positive way, and enjoy it. If you feel frustrated, take a deep breath, take a break, and come back to it. The more you practise and look at something, the more it will become natural. Chechen is not like any language you have probably heard of, so of course it will be different, but remember, the results can be very rewarding. And of course, this is a self teaching course, so go at your own pace. You don't have to go on to the next section or lessons until you feel comfortable!
Chechen grammar is extremely complicated for Indo-European language speakers. There are 8 grammatical cases (if you are unfamiliar with a case system, don't worry, we will cover it in the future lessons). This means that a word will change form or add a suffix depending on its action in the sentence. As of now, we will focus on the more spoken aspect of Chechen whilst covering the basic essential parts of the grammar.
Pronouns are nouns which substitute other nouns in a certain phrase or sentence. For example, in English pronouns are I, you, he, she, it. In Chechen they are:
|I||Со||We||Тхо, Вай *|
|He, She, it||Иза||They||Уьш|
- In Chechen there are two ways to say We. These forms are called Inclusive and Exclusive. The inclusive form, Вай, (sometimes pronounced vay depending on the dialect) is used when you are including the listener. (For example: We, both you and me, will go to the store). The exclusive form, Тхо, is used when you are referring to a group which does not include the listener. (For example: We, my friend and I, are going to the store).
- Note that in Chechen, pronouns are never capitalised unless of course they are starting the sentence. (In English, we always capitalise I in the sentence. Like most European languages, we do not capitalise cо in Chechen).
Классаш и хоттам (Classes and the copula)
Now that we have learnt the pronouns, we can start building our first Chechen sentences. Before we get into constructing our basic sentences, we need to cover some explanations first in English.
The Class System is something unique in the Chechen language. Instead of having each word fall into a gender category such as masculine, feminine, or neuter, Chechen words each belong to a specific class. These determine the grammatical course of the other words in the sentence, especially certain important verbs. There are 6 classes in Chechen, which we can remember as V Y D Y B B "(to help you remember the order: vyu dyubb)" or В Ю Д Ю Б Б. The good part of this class system is that the chart is very easy to memorise and figure out ways to remember it. The bad part is that there isn't really any pattern to determine the class of inanimate objects.
Let's start with the first 2 classes. These are the easier ones to learn, because they actually do have a similar gender attribute found in languages like English and Finnish. This aspect is called natural gender. Meaning if you are talking about a boy, this boy is obviously masculine, along with uncle, grandfather, man, an American man and so on. These words fall into Class 1 (V - В). If the word refers to a woman, such as wife, girl, aunt, a British woman, these words fall into Class 2 (Y - Ю).
But what does this mean? These will make the Chechen copula, to be. A copula is just a technical linguistic word for a verb. In other words, we are now learning the way to make sentences like I am a boy, he is a man, she is a girl and so on. The words am, is, and are will go at the end of the sentence, just like any other verb in Chechen. So you will wind up saying I boy am, he man is, she girl is. And of course these words will change appropriately to the class.
Now let's take a look at how to say am, is, and are in Chechen for the first two classes. (Note: This is called conjugating a verb).
We can look at this chart and easily master it. Just remember in the singular (I, you, he, she, it) that ву always refers to masculine and ю always refers to feminine. In the plural, the copula is the same for both classes. We and the plural form of You both use ду and They use бу. That it! You have just mastered your first 2 classes of Chechen! Now let's use them and make our sentences!
Нохчийн предложни (The Chechen Sentence)
The sentence order in Chechen is Subject + Object/Predicate + Verb (SOV), similar to Korean and Japanese. What does this mean? Take note of the following English examples of sentence structure:
English: I am a boy, and she is a girl.
Chechen: I boy am, and she girl is.
This will take some time to get used to. Just keep practising! But now let's start making some sentences in Chechen. Look at the examples if you have difficulty understand the explanations, some people can just learn a language by seeing examples>
Со кIант ву - I am a boy
Иза кIант ву - He is a boy
Иза йоI ю - She is a girl
Хьо зуда ю - You are a woman
Со кIант ву a хьо йоI ю - I am a boy and you are a girl
Why don't you try a few out yourself? How would you say, "He is a man?" Now translate this sentence from Chechen to English: "Хьо йоI ю я зуда ю? Со зуда ю.". Yes, со кхета that these sentences are very elementary, but we start at the basics and we will build on them.
Note that sometimes the Chechen word, оьздангалла is used to mean culture, but культура is more common.
Ислам нохчийн маттахь (Islam in the Chechen language)
Ассаламу Iалайкум (assalamu alaykum!) Do you remember from this lesson what the proper response would be? Ва Iалайкум Ассалам (wa alaykum assalam!) This greeting comes from the Arabic, peace be upon you, which is also the universal Islamic greeting. Chechnya is a Muslim country and the language has been welcoming influence from Arabic, the original language of the Holy Quran and also used in daily prayers. I am sure you have noticed by now the many sounds that come from Arabic are also found in the Chechen language. Besides these sounds, there are a few phrases that you will commonly hear when listening to Chechens speak their language.
Besides the Islamic greeting, Assalamu alaykum, there are a few others you might encounter, such as ЛаилахIа иллаАллахIа, laa illaha illallah. This means "there is no god but Allah". АллахIа, pronounced Allah, is the Arabic word for the monotheistic God. Chechens might also use the word Дала or Дела as well to refer to God, but АллахIа is more common. Another common Islamic phrase would be ИншАллахIа, inshallah, which literally means "God willing". Some words like the word for thank you, баркалла, have totally integrated into the Chechen language and have derived from the Arabic. In a later lesson, we will learn religious vocabulary and more about religion in Chechnya, but for now, it is a good time to understand the Islamic influence on the Chechen people and their beautiful language.
Дика ду! Молодец!, you have done well so far. How do you like Chechen now? Take a break, review what you have learnt, then move on and read a little about Chechen culture and do the exercises. When you are walking in town, in a store, or whatever the place may be around people, try saying to yourself (not outloud, unless you want people staring at you) these simple sentences, like He is a boy, and he is a man.
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When nature made the blue-bird she wished to propitiate both the sky and the earth, so she gave him the color of the one on his back and the hue of the other on his breast. – John Burroughs
As one might expect from the amazing diversity of colors and patterns exhibited by more than 9,000 bird species found in the world, birds can see color. In fact, they can discriminate a greater variety of colors than humans; as some birds can see into the ultraviolet range.
The colors in the feathers of a bird are formed in two different ways, from either pigments or from light refraction caused by the structure of the feather.
Tiny air pockets in the barbs of feathers can scatter incoming light, resulting in a specific, non-iridescent color. Blue colors in feathers are almost always produced in this manner. Examples include the blue feathers of bluebirds, Indigo Buntings, Blue Jay’s and Steller’s Jays. – All About Birds, Color
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Now, if you own a website, search results matter. When your pages have higher rankings, they help more people find you. The key to higher rankings is making sure your website has the ingredients search engines need for their recipes. This is called search engine optimization or SEO.
As it turns out, most of the big ingredients are known. Let’s take a look...
First, words matter. Search engines account for every word on the web. This way, when someone searches for “shoe repair” the search engines can narrow the results to only the pages that are about those words.
Second, titles matter. Each page on the web has an official title, but you may not ever see it because it’s in the code. Search engines pay a lot of attention to page titles because they often summarize the page, like a book’s title.
Third, links between websites matter. When one web page links to another, it’s usually a recommendation, telling readers “this site has good information”. A web page with a lot of links coming to it can look good to search engines.
But some people try to fool the search engines by creating or buying bogus links all over the web that point to their own website. Usually search engines can detect when a site has a lot of them. And they account for it by giving links from trustworthy sites more weight in the recipe.
Fourth, the words that are used in links matter too. If your webpage says “Amazon has lots of books” and the word “books” is linked, search engines can establish that amazon.com is related to the word “books”. This way when someone searches for books, that site will rank well.
Lastly, search engines care about reputation. Sites with a consistent record of fresh engaging content and growing numbers of quality links may be considered rising stars and do well in search rankings.
These are just the basics and the recipes are refined and changed all the time. Good SEO is about making sure your website has great content that supported by the ingredients that search engines need for their recipes.
What it teaches
This video uses a recipe analogy to explain the importance of search engine rankings and what can help your site achieve higher rankings. It teaches:
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The Explainer Network
Our network of custom video producers can create short, animated videos that make your product or service easier to understand.
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For the beginners, German Blue Ram Care may seem overwhelming as this fish is very picky about the aquarium setting. Appropriate mimic of its natural environment keeps it healthy and thriving.
That is why many expert aquarists do not recommend this fish to the newcomers. Native to the Orinoco River basin in Venezuela and Colombia in South America, this fish has a long history of shifting from one genus to the other.
Mainly popular as the aquarium fish, the scientific name of it (Mikrogeophagus ramirezi) has been given from Manuel Ramirez, who is one of the first collectors and traders of blue ram cichlid.
Color Variations Of Rams:
Ram Cichlid fishes are available in various colors including neon blue rams, yellow ram fish, and golden rams fish, which is the main reason why they are widely preferred as the aquarium fishes.
Though in the wild they have more colorful bodies but in the fish tank, they do not bear such vibrant colors, because of the lack of natural environment.
The males have the first few rays of dorsal fin extended to the end and the females bear pink or red blush in the abdomen area when close to spawning.
Behavior and Tankmates Of Blue German Rams:
Though German blue rams show complex behaviors but overall you can describe these fishes as calm and less energetic. Keeping these fishes with aggressive and energetic fishes is not recommended as while feeding them, the energetic fishes may clean-out the foods before them.
If the fishes are kept in pairs then they will share the common territory but while keeping more than 1 pair, you may notice aggressive behavior regarding territorialism.
In that case increasing some of the hiding places will give them space for building their own territory. At the time of parenting also the males become aggressive as they try to protect their fry from other males.
If such case occurs always separate the parents and fry in a separate tank. some of the potential German blue ram tank mates are-
- Dwarf Gourami
- Silver Dollar
- Neon Tetra
- Cardinal Tetra
- Dwarf Neon Rainbowfish
The crucial thing to consider while keeping blue ram cichlid is the tank size. This fish need space to swim, thick vegetation and more hiding places to hide. 20 gallons of aquarium will be enough for a pair as they will share the common territory.
But if you are planning on keeping two males to avoid the chances of breeding then it is recommended to take at least a 30 gallons of fish tank because the territorialism of them in a small aquarium may result in a massive fight.
Apart from providing thick vegetation and hiding caves or houses, the water chemistry should be well maintained. Soft to medium hard water with 5.5 – 7.0 pH and 78 – 85 degrees F is highly recommended.
If you are planning to breed and hence keeping a pair in the tank then do not forget to give some flat rocks in the lower portion of the aquarium, as the females love to spawn eggs on them.
Also, a large amount of bio wastage is not preferable to blue German ram, so it is highly recommended to use a canister filter with 3 stages of the filtration process.
German Blue Ram Breeding:
Before keeping blue ram cichlid in your tank, always plan ahead that if you want to breed or not, as forming a pair from the beginning is crucial. Keeping a pair from younger ages will increase the chances of breeding. Or you can buy a pair from your pet shop.
To understand if your female is about to spawn or not, you will see a pinkish glow near the abdomen and it will also be a little rounder than before. If your tank has other fishes which eat eggs, it is suitable to separate the pair to another breeding tank.
There the female will spawn the eggs on the flat rocks and the male will fertilize them from the outside. A typical clutch contains 150 – 300 eggs. Unlike other fishes I have mentioned in my blog, both sexes of blue ram cichlid are active parents.
They take care of their fry together until they grow up properly. Always check for the water and temperature condition in the tank for the better growth of the fry.
German Blue Ram Food:
Blue ram fish is omnivorous is nature so to keep them active, you need to give them the both combination of meat and leafy vegetables.
- Live Foods: Live foods like brine shrimp, mosquito larvae, micro-worms, fruit flies etc. are their favorite so if your fishes have stopped eating which is normal in case of environment shift, you can minimize their stress by giving some live larvae.
- Prepared Foods: You can try the high-quality flake foods that are available in the market as they will give them a proper balanced diet.
- Frozen Foods: Mosquito larvae or any other worms if bought frozen from the market then it is always recommended to thaw them before feeding to the fishes.
For the offspring, you can try some ground flakes or you can give them live mosquito larvae, as it will help them to grow healthier.
German Blue Ram Care And Diseases:
German Blue ram cichlid can be highly affected with fish tuberculosis and Ich. Ich is a disease caused by a protozoan which creates white spots on the body of the fish. Other than that your fish may get affected by fungal and bacterial diseases.
To eliminate all these chances, it is recommended to keep your tank neat and clean. Maintaining the temperature and filtering the aquarium properly is crucial in terms of proper German blue ram care.
- How big do German blue rams get?
- 2 – 3 inches
- How much is the German blue ram lifespan?
- 3 years or more.
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Definition of Paul robeson
1. Noun. United States bass singer and an outspoken critic of racism and proponent of socialism (1898-1976).
Generic synonyms: Civil Rights Activist, Civil Rights Leader, Civil Rights Worker, Singer, Vocaliser, Vocalist, Vocalizer
Paul Robeson Pictures
Click the following link to bring up a new window with an automated collection of images related to the term: Paul Robeson Images
Lexicographical Neighbors of Paul Robeson
Literary usage of Paul robeson
Below you will find example usage of this term as found in modern and/or classical literature:
1. The Living Age by Making of America Project, Eliakim Littell, Robert S. Littell (1844)
"... garlanded with flowers by Peggy Jean, and fed with offerings of fruit from Joan Greenwood or the infant paul robeson, Chaldean statues, Gothic figures, ..."
2. Black Americans in Congress, 1870-1989 by Bruce A. Ragsdale, Joel D. Treese (1996)
"He also promoted programs for paul robeson, Dr. Martin Luther King, and Hon. Elijah Muhammad. He was a lifelong civil rights advocate and fought against ..."
3. Breaking with Communism: The Intellectual Odyssey of Bertram D. Wolfe by Bertram David Wolfe, Robert Hessen (1990)
"(These included two writers for The Daily Worker, singer paul robeson, novelist Howard Fast, artist Rockwell Kent, scientist Linus Pauling, and historian ..."
4. Russian Refugees in France and the United States Between the World Wars by James E. Hassell (1991)
"Along Street and in the adjacent neighborhood of Sugar Hill many creative figures, people like paul robeson and WEB Du Bois, were producing the most ..."
5. Snake Walkers by J. Everett Prewitt (2005)
"Again the adults showed their appreciation as if they were listening to Marian Anderson, Langston Hughes, or paul robeson. ..."
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<urn:uuid:e14d7397-acfe-4502-8fc5-8d954f50e240>
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CC-MAIN-2017-43
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http://www.lexic.us/definition-of/paul_robeson
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s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824775.99/warc/CC-MAIN-20171021114851-20171021134851-00409.warc.gz
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en
| 0.903097 | 424 | 2.84375 | 3 |
Pentecost for Western Christians is also known as Whitsunday in some Western churches. Pentecost is the commemoration of the coming of the Holy Spirit upon the disciples of Jesus following His Ascention (Acts 2: 1-11). It comes fifty days after Easter.
Ascension (17th for Eastern Churches, 24th for Western Churches) is the anniversary of Jesus' ascension into heaven and enthronement as universal sovereign. It comes 40 days after Easter/Pasha.
Easter or Pascha (Christianity)
Easter (Western) or Pascha (Eastern) celebrates the resurrection of Jesus. It initiates the fifty-day period culminating in Pentecost.
Lazarus Saturday (Eastern Christianity)
Lazarus Saturday commemorates the raising of Lazarus from the dead by Jesus (John 11:1-45).
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<urn:uuid:3f26a3fc-35b4-4acd-98e5-1665d57342f0>
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CC-MAIN-2014-15
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http://blog1.utmb.edu/pastoralcare/category/multifaith-celebration/christian/page/2/
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s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609523429.20/warc/CC-MAIN-20140416005203-00588-ip-10-147-4-33.ec2.internal.warc.gz
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en
| 0.882936 | 181 | 2.734375 | 3 |
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