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For some inane reason, various legislation in the United States (locally and federally) has circumscribed bayonets in some way or other. For example, the Assault Weapons Ban of 1994 made it illegal for new firearms to be manufactured with bayonet lugs. Similar legislation still stands in a variety of jurisdictions around the country.
These laws are, unfortunately, mostly nonsense. It’s almost inconceivable that any reasonable collector of tools or military collectors has some ulterior motive, either for wanting a firearm that has bayonet lugs or for the bayonet itself. It’s just a knife.
As a defense, consider some of the following real, practical, reasonable defenses for seeking bayonets for sale.
Completing a Historical Collection or Display
One of the more mundane reasons for collecting bayonets is because they can be used to increase the value of a historical display. If you’re the proud owner of an iconic rifle like an M1 Garand or a Springfield M1903, you can only improve the value of the piece from a historical perspective with an M1905 – for either rifle. Collectors of less common, more far-flung historical arms may encounter very nearly the same experience. Only imagine what a British Land Pattern musket (A.K.A., a Brown Bess) looks like without its iconic bayonet?
For many collectors, it’s all about historical accuracy and authenticity, and a bayonet (if properly mated to the gun) only improves its appeal.
Use as a Tool
Others who incidentally come by bayonets for sale may just as well have the intention of putting them to use as tools. A bayonet is, first and foremost, a knife, and more contemporary models, specifically, were designed with nothing but utility in mind.
Some modern bayonets have both a straight edge and a toothed spine which can be used as a saw, in a pinch. Others have a hole machined through the blade that can be slipped over a bolt on the matching scabbard. This creates a fulcrum and effectively turns the bayonet into a pair of shears or a wire cutter – an immensely useful tool in the backcountry. There may be other, better, purpose-built survival tools, but an old bayonet in the bush is better than nothing if that’s the alternative.
There’s also value in bayonets for sale for completing historical decorations, or just as using as accent pieces themselves. Many old bayonets look very handsome in a shadow box, arranged among other curios, or even simply placed on a desk as a paperweight. Much like other items of historical interest or fashion, bayonets can be used artistically as fixtures of interior decor, adding gravity and import to otherwise bare arrangements.
Simple, stately, and austere, a bayonet can be put to more artistic than practical purposes, depending on the intent of the buyer. Analogous, contemporary tools can’t be used effectively in the same fashion. It’s the history of a bayonet that gives it such spirit – not the fact that it’s a knife.
Contact Sarco, Inc.
Whether you’re looking for a bayonet for sale to complete the emblem of your collection, like an M1 Garand or a Mauser Gewehr 98, you stand a good chance to come by a steal at Sarco, Inc. Sarco, Inc. has a huge collection of historical firearms and accessories, including a large assortment of bayonets for sale. What’s better is they have the experience to match it.
Check out their collection online at SarcoInc.com or pay them a visit at their storefront at 50 Hilton Street in Eason, Pennsylvania. You can also get in touch with them directly by phone at 610-250-3960 if you have any questions. | <urn:uuid:1ba5e272-6c3f-4783-a1c6-6a3c1889da3d> | CC-MAIN-2023-40 | https://www.buzznewslive.com/business/bayonets-for-sale-practicality-and-collectibility/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506421.14/warc/CC-MAIN-20230922170343-20230922200343-00381.warc.gz | en | 0.929293 | 817 | 2.609375 | 3 |
Although subsequent Christmas books sold well at the time of their initial release, they have not enjoyed the staying power of A Christmas Carol.
They were: The Chimes: a goblin story of some bells that rang an old year out and a new year in (1844); The Cricket on the Hearth: a fairy tale of home (1845); The Battle of Life: a love story (1846); and The Haunted Man and the Ghost's Bargain (1848). Dickens stopped the series at that point, but continued to produce shorter-format Christmas works for magazines: see Project Gutenberg for the collection Some Christmas Stories, which includes A Christmas tree, What Christmas is as we grow older, The poor relation's story, The child's story, The schoolboy's story and Nobody's story.
1. One should say qualified success; as Why A Christmas Carol was a flop for Dickens explains, it was popular and sold well, but his demanding requirements for the binding and artwork consumed most of the profits. | <urn:uuid:b971b722-bfe2-43ec-9764-76ed2227b959> | CC-MAIN-2017-34 | http://jsbookreader.blogspot.com/2009/12/dickensian-christmases-lesser-known.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109157.57/warc/CC-MAIN-20170821152953-20170821172953-00594.warc.gz | en | 0.952474 | 205 | 2.796875 | 3 |
Decorations: Decorations are easy for a Saint Patrick’s Day party. Think green. Cut out construction paper shamrocks and hang them up. Some other ideas are to make rainbows out of balloons or streamers and to hang up a map of Ireland. Make sure you wear green.
Games: There are a number of group games you can play with a Saint Patrick’s Day theme. Here are a few you can find online.
20 Party Games for St. Patty’s Day The Shamrock Scramble is my favorite.
Crafts: There are many crafts you can have your students make that include Saint Patrick’s Day themes. Here are a few.
Science Experiment: Catch a Rainbow
St. Patrick Day Story: It is a great idea to tell the story of Patrick and how he shared the Gospel in Ireland.
Snack: The best snack to have for St. Patrick’s Day are St. Patty’s Day cookies or cupcakes with green punch or kool aid.
Lessons: There are many themes you can use for teaching about St. Patrick. Here are some.
Trinity: Patrick used a shamrock to illustrate the trinity.
Missionaries: Patrick left England to share the Gospel with Ireland.
God will Protect Us: Patrick was taken as a slave to Ireland, but God was with him and helped him escape.
Love Your Enemies: Patrick was taken into slavery and kept captive in Ireland, yet he forgave the Irish people and spent his life helping them.
Listen to God’s Voice: Patrick listened to God and escaped Ireland. Then he listened to God and went back to Ireland.
Get Rid of the Snakes: Patrick was reported to get rid of the snakes in Ireland. He didn’t really, but he did get rid of paganism by sharing the Gospel. God can help us get rid of the snakes (sin) in our lives.
Free Curriculum: You can get these St. Patrick’s Day curriculums free online.
Party Plan: If you still need ideas this party download is only $9.99. Disclaimer – I have not bought it or reviewed it. | <urn:uuid:b3fe4c8d-6591-41c3-a04f-fc9867668d97> | CC-MAIN-2017-30 | https://revivalfire4kids.com/2017/02/20/saint-patricks-day-fun-sunday-party-for-kidmin/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549429417.40/warc/CC-MAIN-20170727182552-20170727202552-00407.warc.gz | en | 0.946357 | 461 | 2.546875 | 3 |
Term: cant (railroads)
angle. Can be used in the context of the cant of the rail track (the relative level one rail with another); and the cant of a rail, being the angle of that single rail relative to the perpendicular.
View pictures relating to railroads at Wisconsin Historical Images.
[Source: "Rail terminology" at Wikipedia (http://en.wikipedia.org/wiki/Rail_terminology)] | <urn:uuid:fcffaec8-efb1-4bca-a95f-d546ea8a5c78> | CC-MAIN-2014-10 | http://www.wisconsinhistory.org/dictionary/index.asp?action=view&term_id=10123&term_type_id=3&term_type_text=things&letter=C | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010934950/warc/CC-MAIN-20140305091534-00096-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.861827 | 89 | 2.609375 | 3 |
A "two-piece" bench type Geiger–Müller counter with end-window detector.
|Other names||Geiger counter|
|Related items||Geiger–Müller tube|
A Geiger–Müller counter, also called a Geiger counter, is a type of particle detector that measures ionizing radiation. It detects the emission of nuclear radiation — alpha particles, beta particles, and gamma rays — by the ionization produced in a low-pressure gas in a Geiger–Müller tube, which gives its name to the instrument. In wide and prominent use as a hand-held radiation survey instrument, it is perhaps one of the world's best-known radiation instruments.
The original operating principle was discovered in 1908 in early radiation research. Since the subsequent development of the Geiger-Müller tube in 1928 the Geiger-Müller counter has been a popular instrument for use in radiation dosimetry, health physics, experimental physics, the nuclear industry, geological exploration and other fields, due to its robust sensing element and relatively low cost. However there are limitations in measuring high radiation rates and in measuring the energy of incident radiation.
- 1 Principle of operation
- 2 Types and applications
- 3 History
- 4 See also
- 5 References
- 6 External links
Principle of operation
Geiger counter instruments consist of two main elements; the Geiger-Müller tube, and the processing and display electronics. The radiation sensing element is an inert gas-filled Geiger-Müller tube (usually containing helium, neon, or argon with halogens added) at a low pressure which briefly conducts electrical charge when a particle or photon of radiation makes the gas conductive by ionization. The tube has the property of being able to amplify each ionization event by means of the Townsend avalanche effect and produces an easily measured current pulse which is passed to the processing electronics.
The article on the Geiger-Muller tube has a more detailed description of the fundamental ionisation mechanism.
There are fundamentally two types of radiation readout; counts or radiation dose. The counts display is the simplest and is the number of ionizing events displayed either as a count rate, commonly "counts per second", or as a total over a set time period (an integrated total). The counts readout is normally used when alpha or beta particles are being detected. More complex to achieve is a display of radiation dose rate, displayed in a unit such as the sievert. This type of display is normally used for measuring gamma or X-ray dose rates. The G-M tube can only detect the presence of radiation, but not its energy; which determines the ionising effect. Consequently, dose rate measurement requires the use of an energy compensated G-M tube, so that the absorbed dose displayed relates to the counts detected. The electronics will apply known factors to make this conversion, which is specific to each instrument and is determined by design and calibration.
The readout can be analog or digital, and increasingly, modern instruments are offering serial communications with a host computer or network.
There is usually an option to produce audible clicks representing the number of ionization events. This is the distinctive sound normally associated with hand held or portable Geiger counters. The purpose of this is to allow the user to concentrate on manipulation of the instrument whilst retaining auditory feedback on the radiation rate. The electronics also generates the relatively high voltage, typically 400–600 volts, that has to be applied to the Geiger-Müller tube to enable its operation.
There are two main limitations of the Geiger counter. Because the output pulse from a Geiger-Müller tube is always the same magnitude regardless of the energy of the incident radiation, the tube cannot differentiate between radiation types. A further limitation is the inability to measure high radiation rates due to the "dead time" of the tube. This is an insensitive period after each ionization of the gas during which any further incident radiation will not result in a count, and the indicated rate is therefore lower than actual. Typically the dead time will reduce indicated count rates above about 104 to 105 counts per second depending on the characteristic of the tube being used. Whilst some counters have circuitry which can compensate for this, for accurate measurements ion chamber instruments are preferred for high radiation rates.
Types and applications
The application and use of a Geiger counter is dictated entirely by the design of the tube, of which there are a great many, but they can be generally categorised as "end-window", or windowless "thin-walled" or "thick-walled", and sometimes hybrids of these types.
The first historical uses of the Geiger principle were for the detection of alpha and beta particles, and the instrument is still used for this purpose today. For alpha particles and low energy beta particles the "end-window" type of G-M tube has to be used as these particles have a limited range even in free air, and are easily stopped by a solid material. The tube window is thin enough to allow these particles through with minimal attenuation, and normally has a density of about 1.5 - 2.0 mg/cm2. Alpha particles have the shortest range, and for their detection the window should ideally be within 10mm of the radiation source due to the particle attenuation in free air. However, the G-M tube produces a pulse output which is the same magnitude for all detected radiation, so a Geiger counter with an end window tube cannot distinguish between alpha and beta particles. A skilled operator can use distance to differentiate alpha and high energy beta, but with the detector in close contact with the radiation source the types are indistinguishable. The "pancake" Geiger-Muller detector is a variant of the end window probe, but designed with a larger detection area.
High energy beta particles can also be detected by a thin-walled "windowless" G-M tube, which has no dedicated end window. Although the tube walls have a greater stopping power than a thin end window, they still allow these more energetic particles to reach the fill gas.
End-window G-M detectors are still used as a general purpose portable Radioactive contamination measurement and detection instrument, owing to their relatively low cost, robustness and their relatively high detection efficiency; particularly with high energy beta particles. However for discrimination between alpha and beta particles or provision of particle energy information, scintillation counters or proportional counters should be used. Those instrument types also have much larger detector areas, which means that checking for surface contamination is more efficient.
Gamma and X-ray detection
Geiger counters are widely used to detect gamma radiation, and for this the windowless tube is used. However, efficiency is generally low due to the low interaction of gamma compared with alpha and beta particles. For instance, a chrome steel G-M tube is only about 1% efficient over a wide range of energies,.
The article on the Geiger-Muller tube carries a more detailed account of the techniques used to detect photon radiation. But in summary, for high energy gamma this largely relies on interaction of the photon radiation with the tube wall material, usually 1–2 mm of chrome steel on a "thick-walled" tube, to produce electrons within the wall which can enter and ionize the fill gas. This is necessary as the low pressure gas in the tube has little interaction with high energy gamma photons. However, for low energy photons there is greater gas interaction and the direct gas ionisation effect increases. With decreasing energy the wall effect gives way to a combination of wall effect and direct ionisation, until direct gas ionisation dominates. Due to the variance in response to different photon energies, thick walled steel tubes employ what is known as "energy compensation" which attempts to compensate for these variations over a large energy range.
A typical design for low energy photon detection for such as X-rays is a long tube with a thin wall or end window. This gives a greater gas volume, and thereby an increased chance of particle interaction.
A variation of the Geiger tube is used to measure neutrons, where the gas used is boron trifluoride or Helium 3 and a plastic moderator is used to slow the neutrons. This creates an alpha particle inside the detector and thus neutrons can be counted.
Gamma measurement—personnel protection and process control
The term "Geiger counter" is commonly used to mean a hand-held survey type meter, however the Geiger principle is in wide use in installed "area gamma" alarms for personnel protection, and in process measurement and interlock applications. A Geiger tube is still the sensing device, but the processing electronics will have a higher degree of sophistication and reliability than that used in a hand held survey meter.
For hand-held units there are two fundamental physical configurations: the "integral" unit with both detector and electronics in the same unit, and the "two-piece" design which has a separate detector probe and an electronics module connected by a short cable.
The integral unit allows single-handed operation, so the operator can use the other hand for personal security in challenging monitoring positions, but the two piece design allows easier manipulation of the detector, and is commonly used for alpha and beta surface contamination monitoring where careful manipulation of the probe is required or the weight of the electronics module would make operation unwieldy. A number of different sized detectors are available to suit particular situations, such as placing the probe in small apertures or confined spaces.
Gamma and X-Ray detectors generally use an "integral" design so the Geiger–Müller tube is conveniently within the electronics enclosure. This can easily be achieved because the casing usually has little attentuation, and is employed in ambient gamma measurements where distance from the source of radiation is not a significant factor. However, to facilitate more localised measurements such as "surface dose", the position of the tube in the enclosure is sometimes indicated by targets on the enclosure so an accurate measurement can be made with the tube at the correct orientation and a known distance from the surface.
There is a particular type of gamma instrument known as a "hot spot" detector which has the detector tube on the end of a long pole or flexible conduit. These are used to measure high radiation gamma locations whilst protecting the operator by means of distance shielding.
Particle detection of alpha and beta can used in both integral and two-piece designs. A pancake probe (for alpha/beta) is generally used to increase the area of detection in two-piece instruments whilst being relatively light weight. In integral instruments using an end window tube there is a window in the body of the casing to prevent shielding of particles. There are also hybrid instruments which have a separate probe for particle detection and a gamma detection tube within the electronics module. The detectors are switchable by the operator, depending the radiation type that is being measured.
Guidance on application use
In the United Kingdom the HSE has issued a user guidance note on selecting the correct radiation measurement instrument for the application concerned . This covers all radiation protection instrument technologies, and is a useful comparative guide to the use of G-M detectors. The guide does not recommend the G-M detector for mixed alpha and beta contamination detection, and they are only recommended as "satisfactory" for beta-only contamination. However for gamma and low-voltage X-rays they are recommended as the best instrument type.
In 1908 Hans Geiger, under the supervision of Ernest Rutherford at the Victoria University of Manchester (now the University of Manchester), developed an experimental technique for detecting alpha particles that would later be used in the Geiger-Müller tube. This early counter was only capable of detecting alpha particles and was part of a larger experimental apparatus. The fundamental ionization mechanism used was discovered by John Sealy Townsend by his work between 1897 and 1901, and is known as the Townsend discharge, which is the ionization of molecules by ion impact.
It was not until 1928 that Geiger and Walther Müller (a PhD student of Geiger) developed the sealed Geiger-Müller tube which developed the basic ionisation principles previously used experimentally. This was relatively small and rugged, and could detect more types of ionizing radiation. Now a practical radiation instrument could be produced relatively cheaply, and so the Geiger-Muller counter was born. As the tube output required little electronic processing, a distinct advantage in the thermionic valve era due to minimal valve count and low power consumption, the instrument achieved great popularity as a portable radiation detector.
Modern versions of the Geiger counter use the halogen tube invented in 1947 by Sidney H. Liebson. It superseded the earlier Geiger tube because of its much longer life and lower operating voltage, typically 400-600 volts.
- Dosimeter - Device used by personnel to measure radiation dose they have received
- Scintillation counter - A gas-less radiation detector
- Civil Defense geiger counters - Describes hand-held radiation monitors. Note; both G-M and ion chamber
- Geiger–Müller tube - For a more detailed description of GM tube operation and types
- Geiger plateau - The correct operating voltage range for a G-M tube
- Radioactive decay - Description of where much radiation originates from
- Gaseous ionization detectors - An overview of the main gaseous detector types
- Ionization chamber - The simplest of ionising radiation detectors
- Photon counting
- Counting efficiency
- ’’Geiger Muller Tubes; issue 1’’ published by Centronics Ltd, UK.
- Glenn F Knoll. Radiation Detection and Measurement, third edition 2000. John Wiley and sons, ISBN 0-471-07338-5
- Selection, use and maintenance of portable monitoring instruments - Ionising Radiation Protection Series No 7, issue 10/01. Pub by United Kingdom Health and Safety Executive.
- E. Rutherford and H. Geiger (1908) "An electrical method of counting the number of α particles from radioactive substances," Proceedings of the Royal Society (London), Series A, vol. 81, no. 546, pages 141–161.
- H. Geiger and W. Müller (1928), "Elektronenzählrohr zur Messung schwächster Aktivitäten" (Electron counting tube for the measurement of the weakest radioactivities), Die Naturwissenschaften (The Sciences), vol. 16, no. 31, pages 617–618.
- Geiger, H. and Müller, W. (1928) "Das Elektronenzählrohr" (The electron counting tube), Physikalische Zeitschrift, 29: 839-841. See also: Geiger, H. and Müller, W. (1929) "Technische Bemerkungen zum Elektronenzählrohr" (Technical notes on the electron counting tube), Physikalische Zeitschrift, 30: 489-493. See also: Geiger, H. and Müller, W. (1929) "Demonstration des Elektronenzählrohrs" (Demonstration of the electron counting tube), Physikalische Zeitschrift, 30: 523 ff.
- S. H. Liebson (1947) "The discharge mechanism of self-quenching Geiger-Mueller counters," Physical Review, vol. 72, no. 7, pages 602–608.
- History of Portable Radiation Detection Instrumentation from the period 1920–60
Media related to Geiger counters at Wikimedia Commons | <urn:uuid:53b2c84c-5838-492b-be76-57a2671e60a3> | CC-MAIN-2013-48 | http://en.wikipedia.org/wiki/Geiger_counter | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1387345775611/warc/CC-MAIN-20131218054935-00063-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.901007 | 3,252 | 3.9375 | 4 |
Rotavirus is a highly contagious virus that infects nearly all children by their fifth birthday. It is often accompanied by fever, vomiting as well as diarrhea. Rotavirus is not the only cause of severe diarrhea, but it is one of the most common and serious.
While many cases are mild, others can be severe, leading to dehydration. Dehydration can be a serious medical condition.
Children are most likely to get rotavirus disease between November and May, depending on the part of the country in which they reside.
Why Can Dehydration be Serious for Infants and Small Children?
The rapid loss of fluids that accompanies vomiting and diarrhea can lead to dehydration, during which the body does not have the water and salts (or electrolytes) it needs. Babies under one year of age, and especially those who have a fever, become dehydrated most easily because of their smaller body weights. It is sometimes necessary for children to be rehydrated using intravenous fluids. In the most severe cases of dehydration, a child may even develop convulsions or go into shock, which in rare cases can be life threatening.
What are Other Symptoms of Rotavirus?
Rotavirus often begins with a mild fever and is followed by vomiting and an upset stomach, as well as increased amounts of watery diarrhea many times a day. Anyone caring for small children should know the symptoms of rotavirus, including:
- Frequent, watery diarrhea (often foul-smelling, green or brown)
- Frequent vomiting
- Abdominal pain
The following are signs of dehydration:
- Lethargy (child won’t focus on you, is less responsive to touch or words)
- Less frequent urination
- No tears when crying
- Dry, cool skin
- Dry or sticky mouth
- Sunken eyes or sunken soft spot on top of the head
- Extreme thirst
What Should I do if I think my Child has Rotavirus?
If you think your child has rotavirus you should call a healthcare professional. Rotavirus in young children and babies can be very upsetting for parents as well as for the child, so quick recognition of its symptoms is very important. In a severe case, a child could have as many as 20 diarrheal stools or vomiting episodes in a 24-hour period.
Dehydration is one of the most significant potential complications for infected children. An infant or toddler may need to be treated with intravenous (IV) fluids in a hospital.
Home care therapy can be used to help manage uncomplicated cases of diarrhea. The child is typically given fluids, such as oral electrolyte solutions, to replace those lost through diarrhea and vomiting. Severe vomiting, however, can make such oral rehydration therapy (ORT) difficult. Discuss with your child’s healthcare professional if an office visit is necessary.
How Does Rotavirus Spread?
Rotavirus can be spread both before and after children show signs of being sick. Children can catch a rotavirus infection if they put their fingers in their mouths after touching something that has been contaminated by the stool of an infected person. Usually this happens when children forget to wash their hands often enough, especially before eating and after using the toilet.
People who care for children can also spread the virus, especially if they do not wash their hands after changing diapers. Rotavirus is resistant to most disinfectant cleaners, including anti-bacterial products. The virus can survive for a few hours on human hands and for days on hard and dry surfaces. As a result, rotavirus can be easily spread in families, and outbreaks can occur in childcare centers, playgroups, and hospitals.
Can I Keep my Child From Being Exposed to Rotavirus?
It is difficult to keep a child from being exposed to rotavirus. Better hygiene and sanitation have not been very good at reducing rotavirus disease. Because the virus is so widespread, even the cleanest environments can be infected. Children who have previously had rotavirus may be infected again, but repeat infections tend to be less severe.
Is Rotavirus Just a Kids’ Illness?
Adults can be infected with rotavirus, but they tend to have milder cases. Young children between the ages of six months and 24 months are at greatest risk for severe rotavirus disease. There’s no reliable way to predict how rotavirus will affect your child. New and expecting parents should speak with their healthcare professional at or before their first well-baby visit.
Spanish-language answers to parents’ questions about rotavirus | <urn:uuid:c8b093f2-ffa6-4cd3-8aee-1789c8974ff4> | CC-MAIN-2020-05 | https://www.nfid.org/infectious-diseases/frequently-asked-questions-about-rotavirus-2/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00427.warc.gz | en | 0.962251 | 961 | 3.609375 | 4 |
Funding News Edition: November 03, 2021 See more articles in this edition
Researchers looking to determine the usefulness of mice with diverse microbial exposure (sometimes called “dirty” mice) as research tools to advance understanding of human immune function can apply for funding through the Notice of Special Interest (NOSI): Leveraging Microbial Exposure for Improving Mouse Models of Human Immunity.
Recent studies comparing “dirty” mice to mice maintained under standard specific pathogen-free (SPF) conditions suggest that SPF mice poorly recapitulate mature human immune responses; instead exhibiting responses similar to that of human infants. In contrast, “dirty” mice have diverse microbial exposure that mimics that of an adult human and respond to immune stimuli in a more human-like fashion. Therefore, these mice could be better research tools to study human immunity. However, “dirty” mice are underutilized by the immunology research community due to the cost associated with housing “dirty” mice in a separate facility from SPF colonies.
NIAID invites applications proposing to characterize immune system development, regulation, and function in “dirty” mice through:
- Comparison of mouse lines housed in a “clean” environment with animals housed in a “dirty” facility during homeostasis or in various infectious or immune-mediated disease models
- In vitro comparison of immune profiles in primary human cells and primary cells from “dirty” mice
Specific Areas of Interest
NIAID is most interested in the following research topics:
- Fundamental Immunology—properties, interactions, development, and function of the innate and adaptive components (cells, molecules, etc.) of the immune system during homeostasis, or in response to pathogenic infections or vaccination
- Allergic Diseases (asthma, rhinitis, and rhinosinusitis, food allergy, and atopic dermatitis)—development and persistence, genetics, identification of targets for new preventive and therapeutic approaches
- Autoimmunity—immunologic basis of disease
- Developing a greater understanding of the fundamental immunologic principles underlying disease onset and progression
- Developing improved animal models of disease and diagnostic tools
- Identifying and evaluating more effective immune-based treatment and prevention strategies
- Transplant Immunology—elucidation of immunological mechanisms and pathways that contribute to:
- Allograft rejection or tolerance in models of pancreatic islet, solid organ, or vascularized composite allograft transplantation
- Graft-versus-host disease in models of bone marrow/hematopoietic stem cell transplantation
- Infectious Diseases—basic research on the fundamental mechanisms of factors impacting pathogen replication, immunopathogenesis, infection-associated expression patterns, latency, or persistence
- Vaccinology—understanding how broad microbial exposure impacts safety, immunogenicity, and efficacy of vaccines
Application and Submission Information
The first application due date is February 16, 2022, and thereafter the NOSI follows NIH’s Standard Due Dates.
You can apply for this initiative through the following funding opportunity announcement (FOA) or any reissues of the FOA until the NOSI reaches its expiration date.
When applying, follow the instructions in the SF 424 (R&R) Application Guide as well as the FOA through which you apply. You must include “NOT-AI-21-072” (without quotation marks) in the Agency Routing Identifier field (box 4B) of the SF 424 R&R form. Applications without this information will not be considered for this initiative.
Direct your inquiries to Joy Liu, the NOSI’s scientific contact, at [email protected]. | <urn:uuid:21a79602-8013-41f9-a724-6bf988fb5c06> | CC-MAIN-2023-40 | https://www.niaid.nih.gov/grants-contracts/models-understand-human-immunity | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510326.82/warc/CC-MAIN-20230927203115-20230927233115-00454.warc.gz | en | 0.877326 | 784 | 2.59375 | 3 |
Since the beginning of the war in Iraq on March 20, 2003, Americans have encountered Shiite Islam in the media more frequently than at any time since the taking of the hostages in Tehran, when the American Embassy in Iran was occupied on Nov. 4, 1979, and Americans were held hostage for 444 days. As the Iranian Revolution developed, many Americans who had barely heard of Shiite Islam became painfully aware of the Shiite term ayatollah. Indeed, until recently these Americans believed that Ruhollah Khomeini, the leader of the Iranian Revolution, was the ayatollah. In fact, he was not even the main ayatollah, much less the only one. Now Americans hear about Shiite Islam in every newscast and read about it almost every day in the newspapers.
If most people in the West know little about Sunni Islam, which includes approximately 85 percent of all the Muslims in the world, knowledge about Shiite Islam is even more sparse and often entirely colored by the state of U.S. relations with the Islamic Republic of Iran. The memory of the hostage-taking in Teheran and media images of Shiites whipping themselves during the annual mourning for the death of Imam Hussein have produced the image that Shiite Muslims are fanatical and even bloodthirsty. Nothing could be further from the truth.
The roots of Shiite Islam go back to the death of the Prophet Muhammad in June 632. Muhammad had left no instructions about how the community of believers should be governed after his death. Although Muhammad could never be replaced as the Messenger of God, some Muslims believed that Aly ibn Abi Talib, the cousin and son-in-law of Muhammad, was the most likely one to lead the community. But Aly was not the one selected. In fact, there would be three caliphs, or successors to Muhammad, before Aly was chosen for the role.
Even during his lifetime, Aly experienced a conflict between his followers and the followers of the family that would, after his death, begin the Umayyid Dynasty in Damascus. Ultimately, Aly was assassinated and the Umayyids assumed power. Aly’s faction (Arabic shi‘ah, hence Shiite) did not disappear with his death, however, but continued its efforts to have a direct descendant of Muhammad become caliph. In the year 680, Hussein, the younger son of Aly, was involved in an unsuccessful revolt against the Umayyid caliph. On Oct. 10, 680, a date Shiite Muslims observe annually according to the Muslim calendar, Hussein was brutally murdered, together with the women and children of his retinue.
After the death of Hussein, the Shiite Muslims were for all practical purposes excluded from major leadership in the Muslim community under the Umayyid and later during the Abassid caliphates. In fact, many times in history Shiites were a disadvantaged, if not persecuted, minority within Islam.
Shiite and Sunni Muslims have in common a great deal of the faith of Islam. Both hold to the Five Pillars of Islam: the Creed, the five official daily prayers, almsgiving, the fast of Ramadan and the pilgrimage to Mecca. Both believe that the Koran is the infallible word of God, dictated to Muhammad. Both lay great stress on the traditions and sayings of the Prophet.
Nonetheless, there are also significant differences between Shiite and Sunni Muslims. For Shiites the leadership of the Muslim community must come through someone descended in a direct bloodline from the Prophet Muhammad. The imam in Shiite Islam is just such a direct descendant of Muhammad. He is the infallible leader of the community and is sinless. Shiites differ among themselves as to the number of imams. Some, called Seveners, hold there are seven such leaders. Among these are the Isma’ilis, the followers of the Agha Khan. The majority of Shiites, however, hold to a succession of 12 imams and are called Twelvers. Most Shiite Muslims in Iran and Iraq are Twelvers. Whether one holds for 7 or 12 imams, in either case the last imam is presently in “occultation.” That is to say, he is “absent” or in hiding until he returns to take over an ideal community. Thus Shiites have a type of eschatology that looks forward to the “return” of the imam.
Because the imams were recipients of special knowledge, Shiite theology has an interest in esoteric, hidden wisdom that is not found in Sunni Islam. As a result, there is considerable interest in mystical theology in Shiite Islam. The Koran provides a rich source for mystical knowledge, and Shiites have developed highly sophisticated ways of interpreting the text. Christians familiar with the sensus plenior, or “fuller meaning” of the Scriptures in the Middle Ages, would find similarities in this Shiite tradition of mystical exegesis of the Koran. The cities of Qom in Iran and Najaf in Iraq are centers of theological study and learning, where aspiring Shiite scholars come to master philosophy, exegesis and hermeneutics in addition to the basic Islamic studies of Muslim history, Koranic commentary (tafsir) and jurisprudence.
Historically, the imams of Shiite Islam almost invariably suffered persecution, and many were killed. Hussein, the son of Aly and the grandson of Muhammad, is perhaps the most famous and beloved of the martyred imams; but his father and many of his descendants were also killed. Every year on the anniversary of Hussein’s martyrdom, Shiites throughout the world mourn his death and many perform the ta’aziyah, a type of Passion Play, recounting the killing of the imam. Mourning for Hussein can include processions in which believers flagellate themselves to the point of drawing blood. Shortly after the beginning of the war in Iraq, Shiites in the south of Iraq observed the 40th day after the death of Hussein with such a procession. These processions had been banned under the dictatorship of Saddam Hussein, and the enthusiasm of the Shiite mourners was intense. At least one American commentator interpreted the procession, with its flagellations and bloodletting, as a sign that Shiites were fanatical and bloodthirsty. This reporter had made little or no effort to understand the nature of the procession. Nor was he aware that similar processions take place among some Christians during Holy Week.
A history of persecution and the murder of the imams have led Shiites to develop an extensive martyrology. Although Sunnis also speak of martyrs, martyrdom and the community of martyrs, especially that of imams, play a central role in Shiites’ religious self-understanding. The meaning of the noble bearing of Hussein as he faced an enemy who did not stop at slaughtering women and children, and his calm demeanor as he encountered his death are stored in the collective psyche of Shiite Muslims. Sharing with all Muslims love (though not worship) of the Prophet Muhammad, Shiite Muslims also have an intense and tender love for Aly, the cousin and son-in-law of the Prophet, and for Hussein, the son of Aly and grandson of the Prophet. Both of these leaders were murdered. Although drawing parallels can be misleading, it is fair to say that Shiite Muslims at least understand the Christian notion of vicarious suffering—that is to say, suffering for the sake and benefit of another.
Muslims are quick to point out that Islam does not have a clergy or a hierarchy similar to that of Catholicism and certain other Christian churches. To some extent this is true, especially among Sunnis. For Sunni Muslims the imam is the one who leads the community in prayer and gives the sermon at the Friday noon prayer. Imams may be more or less educated—in the United States they are increasingly well educated. There is, however, no clear course of studies a Sunni must complete to become an imam. While there is an ulema, or group of learned scholars, such scholars do not form a clearly delineated religious class in Sunni Islam.
The situation is different in Shiite Islam, in which religious leaders are required to undergo years of education and testing before they are recognized as a mujtahid, one who is able to “grapple or struggle” (the Arabic root of mujtahid is jhd, the same from which jihad is derived) with the interpretation of the Koran, the traditions and the legal matters. Lastly we have mentioned those who reach the level called hojatoleslam and the level of ayatollah. An ayatollah is one who is recognized by consensus as being exceedingly learned and observant. Some ayatollahs are given the title grand ayatollah or Marja al-taqlid, which means “source of emulation.” There is normally one such grand ayatollah in Iraq. At present he is Ayatollah Aly Husseini (al-) Sistani. In Iran five men hold the title grand ayatollah.
Despite the impression held by many in the West, most ayatollahs—and especially al-Sistani and his teacher and predecessor Ayatollah al-Khoei—are not in favor of Shiite religious leaders being involved in a country’s politics. It is clear that Ayatollah Khomeini of Iran and his successor, Ayatollah Khamenei, were and are intimately involved in the revolution that overthrew the Shah and set up the Islamic Republic of Iran. Ayatollah Khamenei is presently the supreme religious leader in Iran and holds great political power. But it would be a mistake to see that type of political activism as a normal part of Shiite religious leadership. For the most part, it is not.
This is not to say that no Shiite leader outside of Iran is politically engaged. In Iraq there is a powerful military faction led by Muqtada al-Sadr. This phenomenon is often not well understood by the Western media. Al-Sadr is not a high level Shiite religious leader. Although he is often called a Hojatoleslam, he has not earned the title. His power is based in the militias he leads, not on his religious training or title. He cannot be considered a religious leader even remotely comparable to Grand Ayatollah al-Sistani.
Given the demographic situation in the United States, most Christian-Muslim dialogues are in fact Christian-Sunni Muslim dialogues. In addition, some Americans still have a very distorted image of Shiite Islam, which makes them hesitant to seek out Shiite Muslims and initiate dialogue with them. Nonetheless, the Pontifical Council for Interreligious Dialogue and several Protestant organizations enjoy very good relations with Shiite Muslims, even in Iran. It should not be forgotten that Hojatoleslam Mohammad Khatami, the former president of the Islamic Republic of Iran, attended the funeral of Pope John Paul II. Likewise the Shiite program of theological education allows for fruitful faculty exchanges. Professors from the theological faculty at Qom, for example, have been visiting professors at Catholic theological faculties in Rome, the United States and elsewhere. Catholic theology professors in turn have visited and taught especially at the Shiite theological faculty in Qom.
Americans need to know more about Islam in general and, given U.S. relations with Iraq and Iran, about Shiite Islam in particular. We need to overcome stereotypes that are caricatures or downright false. Shiite Muslims should be invited to Christian-Muslim dialogues to educate Christians about the nature of Shiite Islam and to make the contribution to the dialogue that is unique to those Muslims who belong to the “party of Aly.” | <urn:uuid:f09b7cba-5608-4581-afd4-3697861af956> | CC-MAIN-2017-43 | https://www.americamagazine.org/issue/559/article/shiite-muslims-party-aly | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825227.80/warc/CC-MAIN-20171022113105-20171022133105-00200.warc.gz | en | 0.967465 | 2,398 | 2.53125 | 3 |
Karen Roberts believes only 5% of her students would recognize an eggplant.
But the nutrition and wellness teacher at Woodrow Wilson High School in Portsmouth is undeterred. Her new project for the 2019-20 school year is to set up a hydroponic garden at the school, so the students can grow fruits and vegetables.
Roberts has been a teacher for 12 years and taught nutrition and wellness for the last seven. She has become increasingly concerned about the diets of young people.
Earlier this year, Roberts received the National Educated Adviser Award from the Family, Career and Community Leaders of America, a nonprofit that encourages growth and leadership through family and consumer sciences education.
Roberts wants to keep the momentum going. She is seeking sponsors for the hydroponic garden project at the school. A hydroponic garden is a water-based system that does not require soil.
“It would be a great service-learning project for the students to participate in but also to teach them about healthy nutrition and eating fresh fruits and vegetables,” Roberts said.
She said the food grown could be used to feed homeless people over the winter break and be used as samples during school lunch.
Roberts is worried about many students’ diets, which are comprised of fast foods, high-carb foods and energy drinks with little nutritional value. The increasingly complex nature of modern families means the traditional family meal is breaking down, she said.
“A lot of our younger people now are eating a lot of processed foods that aren’t healthy,’ Roberts said. “I’m finding that more and more young people are having illnesses that you would associate with an older population like high blood pressure and Type 2 diabetes. Right now we have an epidemic of childhood obesity. It’s important that they learn how to change their lifestyles and eat better,” she said.
Roberts said processed foods are typically high in sodium, which contributes to high blood pressure. There was less processed food when she grew up on the Eastern Shore, she said.
Some children might even be living in neighborhoods that are considered food deserts, areas of the United States lacking stores with fresh fruits, vegetables and whole foods nearby. Instead these areas, which are frequently impoverished, have convenience stores full of fatty, processed and sugar rich foods.
Roberts hopes to start the hydroponic garden by the second semester. She has contacted schools that have hydroponic gardens to learn about setting up the system. She is considering contacting Lowe’s to see if the store can provide a makeshift greenhouse.
In her lessons, Roberts covers the Eight Dimensions of Wellness, including physical, financial, social, occupation and environmental wellness. The students do a research project about another country and cook an indigenous meal.
She will be taking students to the State Fair of Virginia in Caroline County this fall. They plan to host a drive to collect toiletries and throws that will be donated to a shelter. She takes young people to an annual Key Club convention in Baltimore. The student-led high school organization promotes service and volunteering.
Roberts said she was excited to win the Educated Adviser Award because it was the first time the award was given. For the last four years, she has run Family, Career and Community Leaders of America’s nutrition and wellness competition. The contest is designed for students, individually or in a group, to track their food intake and physical activity and set goals. Those with the best plans win awards.
Roberts, who lives in Churchland, is also involved in the school’s credit union, which encourages students to save and budget money.
Ann Treadway, who started teaching at Wilson this fall and helps with the credit union, joked that Roberts lives at Wilson. “She was great at guiding me and advising me on how things work around here," Treadway said. | <urn:uuid:c6914c8d-1444-4b61-b49c-c93ed3dc04d5> | CC-MAIN-2020-10 | https://www.pilotonline.com/news/education/vp-br-teacher-0929-20190925-znj2wzvrjjebtfgct6yjh2oy2m-story.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145657.46/warc/CC-MAIN-20200222085018-20200222115018-00379.warc.gz | en | 0.971617 | 792 | 2.890625 | 3 |
45 percent of 2000 equals 900. To get this answer, multiply 0.45 by 2000.
You may need to know this answer when solving a math problem that multiplies both 45% and 2000. Perhaps a product worth 2000 dollars, euros, or pounds is advertised as 45% off. Knowing the exact amount discounted from the original price of 2000 can help you make a more informed decision on whether or not it is a good deal.
Maybe you’re looking for 45% of 2000 dollars, euros, Japanese yen, British pounds, Chinese yuan, pesos, or rupees. Whatever the case is, below, you will find an in-depth explanation that will help you solve this equation.
What is 45 percent of 2000?
45 percent of 2000 is 900. To figure this out, multiply 0.45 by 2000 to get 900 as the answer.
Another way to find the answer to this equation includes taking 45/100 and multiplying it by 2000/1. When multiplying these two fractions together, you will get a final answer of 900.
How do you find 45 percent of 2000?
By multiplying both 0.45 and 2000 together, you will find that 900 is 45 percent of 2000. The 0.45 represents 45% and is the result of taking 45/100 or 45 divided by 100.
The easiest way to solve this equation is to divide the percent by 100 and multiply by the number. So divide 45 by 100 to get 0.45. From there, multiply the percent (now in decimal form) by 2000 to get 900.
What is 45% off 2000 dollars?
You will pay $1100 for an item when you account for a discount of 45 percent off the original price of $2000. You will be receiving a $900 discount.
What is 45 percent of 2000 dollars?
45 percent of 2000 dollars is 900 dollars. When solving this equation, we multiply 0.45 by 2000, the 0.45 standing for 45% and 2000 representing 2000 dollars.
When referencing the dollar, people will likely be talking about the United States dollar (USD). However, sometimes other currencies are intended instead, like the Canadian dollar (CAD) or the Australian dollar (AUD).
The equation remains the same for calculating 45% of 2000 dollars for each of those respective currencies.
What is 45% off 2000 euros?
With a 45 percent discount, you will pay €1100 for any item with an original price of €2000. You will get a discount of €900 off.
What is 45 percent of 2000 euros?
45% of 2000 euros is 900 euros. We use the same formula for calculating 45% of 2000 to get our answer of 900 euros.
The euro is the currency used by some countries in the European Union, such as France, Germany, and Italy.
What is 45 percent of 2000 Japanese yen?
45% of 2000 Japanese yen is 900 yen. If you’re trying to solve 45% of 2000 Japanese yen, multiply 45% by 2000.
When you multiply these two numbers together, you will find 900 Japanese yen is your answer.
What is 45% off 2000 pounds?
If you get a 45 percent discount on a £2000 item, you will pay £1100. In total, you will end up receiving a £900 discount.
What is 45 percent of 2000 British pounds?
Similar to other currencies, we multiply 45% by 2000 to get 900 British pounds. In this equation, 0.45, 45/100, or 45% can each represent 45 percent. The 2000 in this equation stands for 2000 British pounds.
900 British pounds will be your answer once you multiply the two numbers together.
What is 45 percent of 2000 Chinese yuan?
45% of 2000 Chinese yuan is 900 yuan. The same formula that calculated 45% of 2000 of the other currencies can calculate 45% of the Chinese yuan.
You divide the percent by 100 and multiply it by the number. For this example, the equation divides 45% by 100 to get 0.45 (45 percent in decimal form). The percent is then multiplied by 2000 Chinese yuan resulting in an answer of 900 Chinese yuan.
What is 45 percent of 2000 pesos?
900 pesos is the equivalent of 45% of 2000 pesos. When solving this equation, take the percent divided by 100 and multiply it by the number. In this case, 45% is divided by 100 and multiplied by 2000 pesos for an answer of 900 pesos.
What is 45 percent of 2000 rupees?
Like with other currencies, use the same equation and multiply 45% by 2000 rupees to get an answer of 900 rupees. The answer will remain the same even if you write 45 percent as; 45%, 0.45, or 45/100.
After you multiply 45% and 2000 rupees together, 900 rupees is the final answer to the equation.
You might need to know the answer to 45% of 2000 when operating a business. New businesses get started every day, and people will often need to solve equations involving percentages like this.
Those looking for the answer to 45% of 2000 might not even be business owners.
Maybe you are at school or work and need to know the answer to this calculation. Whatever the case is, the answer is 900.
If you enjoyed learning about what 45% of 2000 is, consider checking out our other articles below! | <urn:uuid:1df7efa0-aece-4314-92fa-2acd638594e5> | CC-MAIN-2023-23 | https://thenextgenbusiness.com/45-percent-of-2000/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224643784.62/warc/CC-MAIN-20230528114832-20230528144832-00591.warc.gz | en | 0.919443 | 1,116 | 2.765625 | 3 |
Think of the difference between business development and sales like the difference between planting a seed and watering it. Business development is the process of laying the groundwork for future sales opportunities. This might include market research, building relationships with potential customers or partners, and creating a plan for how you’ll bring your product or service to market. Sales, on the other hand, is all about closing deals and generating revenue. So while business development is important for setting the stage for success, it’s sales that generate results.
What is Business Development?
Business Development is a Business Strategy used to increase the profitability of a company by growing the sales of the company’s products and services. Businesses use Business Development to identify and exploit new business opportunities, such as new markets, new products, or new ways to reach existing customers.
- Business Development can also be used to drive organic growth within an existing market. Business Development activities can be divided into two categories: new business development and existing business development.
- New Business Development activities are typically concerned with generating new customer relationships, while Existing Business Development activities are typically concerned with strengthening existing customer relationships. Business Development activities can be either direct or indirect.
- Direct Business Development activities are those that involve contact with potential customers, such as sales, marketing, and product development. Indirect Business Development activities are those that do not involve contact with potential customers, such as research and development, Partnering, and Alliances. Business Development expense is typically a strategic expense and should be budgeted accordingly.
- Business Development is an important tool for businesses to increase their profits by expanding their sales through new markets or products. It can also allow businesses to strengthen customer relations through increased communication or convenience.
Although often considered a high expense, when done correctly BusinessDevelopment can lead to immense growth for a company. When beginning BusinessDevelopment it is important to first consider what your goals are and research how best to achieve those goals. After that, you can begin taking steps toward achieving success in business development.
What is Sales?
Sales refer to the process of selling goods or services from a business to a customer. Sales can also refer to the activity of seeking out and securing potential customers, as well as the total revenue generated from all sales activities.
- The goal of any sales effort is to generate income for the company by finding new customers and convincing them to purchase products or services. To be successful, salespeople must have strong communication and negotiation skills, as well as the ability to understand the needs of their customers.
- There are many different types of sales jobs, ranging from door-to-door sales to telesales to online marketing. Sales is an essential part of any business and play a vital role in generating revenue. without sales, businesses would not be able to survive.
- Sales are often seen as a numbers game, with success being determined by the number of sales made. However, it is also important to remember that quality is just as important as quantity when it comes to sales. In order to be successful in sales, you need to focus on finding ways to improve both the quantity and quality of your sales.
Difference between Business Development and Sales
Business development and sales are two terms that are often used interchangeably, but they actually refer to two different processes.
- Business development is all about identifying new opportunities and developing relationships with potential customers.
- Sales, on the other hand, is about converting those relationships into actual sales.
- Business development requires a strategic approach, whereas sales are more of a tactical process.
- Business developers need to be good at networking and building relationships, while salespeople need to be good at closing deals.
In many companies, the business development and sales teams work closely together to identify new leads and customers. Ultimately, the goal of both Business Development and Sales is to drive revenue growth for the company.
The main difference between business development and sales is that business development is about building relationships with potential partners, while sales is focused on closing deals. Business developers need to be able to identify opportunities and create win-win scenarios for both parties, while salespeople need to be skilled at negotiating and overcoming objections. If you’re looking to start a career in business development or are wondering if you should make the switch from sales, hopefully, this article has helped clear things up. | <urn:uuid:7ca13346-d4e6-4a6a-a142-295f7f31099e> | CC-MAIN-2023-23 | https://differencebetweenz.com/difference-between-business-development-and-sales/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224643388.45/warc/CC-MAIN-20230527223515-20230528013515-00064.warc.gz | en | 0.959895 | 889 | 2.921875 | 3 |
ESL Lessons for Adults With Video: The World's Hottest Pepper
11th - 12th, Adult Education
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Based on a short and engaging video, this ESL lesson plan was created to help intermediate and upper-intermediate students improve their English speaking skills.
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- Vocabulary development exercises
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Deville - The People's Marx (1893)
The distinctive characteristic of productive labor.—The productiveness of labor, and surplus-value.
We saw, in Chapter VII, that, if we consider the labor- process from the point of view of its result, the instrument and subject of labor both appear as means of production and the labor itself as productive labor. Man creates a product—performs certain productive labor—by appropriating an external object to his needs, and in that operation the manual labor and the intellectual labor are indissolubly bound together, just as the hand and the head are mutually interdependent in Nature.
Nevertheless, as soon as the individual product is transformed into a social product—he product of a collective laborer whose component members participate in very divergent degrees in the making of the product— though this definition of productive labor—deduced from the very nature of material production—remains true so far as regards the collective laborer considered as a single individuality, it no longer applies to each one of the component members individually.
In order to work productively, it is no longer necessary to perform manual labor directly. It is enough to be an organ of the collective laborer and to perform some one of its functions. But this is not the special characteristic of productive labor under the capitalist system.
There the object of production is surplus-value, and a laborer is not regarded as performing productive work unless he produces surplus-value for the capitalist, or unless his labor causes capital to expand. A teacher in a school, for example, is a productive laborer, not because he forms the minds of his pupils in a useful and suitable way, but because, by so doing, he brings in dollars for his employer. That the latter has invested his, capital in a teaching factory instead of a sausage factory does not alter the matter at all. The essential condition is that capital must bring in returns or profits.
Henceforth the idea of productive labor is no longer limited to the relation between the exertion and the useful result, between the producer and the product, but includes more particularly the social relation which converts the labor into the immediate instrument of the expansion of capital. Therefore, classical political economy has always maintained that the distinctive characteristic of productive labor was that it yielded surplus-value.
The prolongation of the working-day beyond the time his cost of maintenance, and the appropriation of that requisite for the laborer to produce an equivalent for surplus-labor by the capitalist constitute, as we saw in Chapter XII, the production of absolute surplus-value. In order to increase this surplus-labor, the necessary labor-time is curtailed, by securing the production of the equivalent of the wages in less time, and the surplus- value thus realized is the relative surplus-value.
The production of absolute surplus-value affects only the duration of labor. The production of relative surplus-value completely transforms the technical processes and the social combinations of the laborers, It develops along with the development of the capitalist mode of production. When once the latter is established as the general mode of production, the difference between relative surplus-value and absolute surplus-value makes itself felt whenever an attempt is made to raise the rate of surplus- value.
If labor-power is assumed to be paid for at its just value, and the limits of the working-day are given and constant, the rate of surplus-value can be raised only by increasing either the intensity or the productiveness of labor. On the contrary, the intensity and the productiveness of labor remaining constant, the rate of surplus-value can be raised only by a prolongation of the working-day.
Nevertheless, no matter what the length of the working-day may be, there will be no surplus-value, unless the labor possesses the minimum of productiveness necessary to produce the equivalent of the laborer's means of subsistence in less than the whole of the working-day.
If the labor necessary for the support of the producer and his family takes all his disposable time, how can he work gratuitously for others? Without a certain degree of productiveness of labor, there is no time left for this gratuitous labor; without this surplus-time, there is no surplus-labor, and consequently no surplus-value and no net-product, but also no capitalists, no slave-owners, no feudal lords, in one word, no proprietary class.
It has been held that this necessary degree of productiveness is a natural quality of labor—a productiveness—ready made as it were—with which Nature endows men upon their entrance into the world.
The powers of primitive man were formed, on the contrary, only very gradually, under the pressure of his physical needs. When, thanks to their rude efforts, men had succeeded in raising themselves above their primitive animal condition, and when consequently their labor had already been, to some extent, socialized, then, and only then, were such conditions produced that the surplus-labor of one could become a source of livelihood for another who could shift upon him the burden of labor, and this never took place without the use of force to make the one submit to the other. The productiveness of labor is the result of a long historical development.
Apart from the social form of production, the productiveness of labor depends on the natural conditions under which the labor is performed. These conditions may all be reduced to either the man himself, his race, etc., or his natural surroundings. The external natural conditions, from the economic point of view, split up into two great classes: natural wealth in means of subsistence—i.e., a fertile soil, waters well stocked with fish, etc.; and natural wealth in the instruments of labor, such as waterfalls, navigable rivers, wood, metal, coal, etc. In the beginnings of civilization, it is the first class which is decisive; later on, in a more advanced society, it is the second.
Favorable natural circumstances furnish the possibility, but never the reality, of surplus-labor; nor, consequently, of surplus-value and a net product. As the climate is more or less mild, the soil more or less fertile, etc., the number of primitive wants (food, clothing, etc.) and the efforts necessary for their satisfaction will be greater or less; so that, under circumstances otherwise similar, the necessary labor-time will differ in different countries; but surplus-labor can begin only at the point where necessary labor ends. The physical influences which determine the relative magnitude of the latter, therefore, set a natural limit to surplus-labor. This natural limit recedes as industry advances and the instruments of production are improved.
In our society, where the laborer buys the permission to work for his own existence only by paying for it with surplus-labor, it is easy to imagine that it is a natural quality of human labor to furnish surplus-value. But regard, for instance, an inhabitant of the eastern islands of the Asiatic archipelago, where the sago palm grows wild in the forests. The pith of each tree ordinarily yields three or four hundred pounds of edible meal. There, men go into the forest and cut their bread, just as with us they cut their fire-wood. Suppose that it takes an inhabitant of these islands one day's work to procure in this way enough to satisfy his wants for a week. It is evident that the bounty granted him by Nature is plenty of leisure, and that force would be required to compel him to employ this leisure time in labor and surplus-labor for others.
If capitalist production was introduced on his island, the honest islander would probably have to work six days a week to obtain permission to devote to his own support the product of one day's work. The bounty of Nature does not explain why he would then have to work six days a week instead of the one which would suffice for his support, or, in other words, why he must furnish surplus-value. It only explains why the surplus-labor could amount to five days and the necessary labor be limited to one. To sum up, productiveness explains the degree attained by surplus-value, but is never the cause of surplus-value. Its cause is always surplus-labor, however it may be extorted. | <urn:uuid:f730554e-c3ab-4756-8160-41e821f8b078> | CC-MAIN-2017-30 | https://www.marxists.org/archive/deville/1883/peoples-marx/ch16.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423785.29/warc/CC-MAIN-20170721142410-20170721162410-00406.warc.gz | en | 0.956688 | 1,712 | 3.09375 | 3 |
The Local Offer gives children and young people from 0-25 years with special educational needs or disabilities and their families information about what support services the local authority have available in the local area. Every local authority is responsible for making sure the Local Offer is available for everyone to see.
The law says that every local authority must talk with children and young people with special educational needs or disabilities and their families to find out what sort of support and services they need.
There will be many different types of services that children and young people may need, including support services in school and specialist health services.
Children, young people and their families may also have ideas about what leisure activities should be available, and what services are needed to help young people move towards independence in adulthood.
Every local authority must have a Local Offer that is available on the internet and must make sure that people without access to the internet can also see it. The local authority must tell children and young people and their families how they can find out more about the Local Offer.
The local authority will then decide what services to make available. Every local authority must get feedback on its Local Offer from young people and their families. They must show what feedback they have been given and say how they are going to make improvements to the Local Offer and services.
The Local Offer should also include information about what transport services are available for children and young people with special educational needs or disabilities and if there is any help available to pay for these services. | <urn:uuid:8d1a3f06-4fe5-4d48-888a-b5209906beca> | CC-MAIN-2020-05 | https://www.ourrochdale.org.uk/kb5/rochdale/directory/advice.page?id=dPbOabmru9M | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00252.warc.gz | en | 0.97518 | 300 | 2.796875 | 3 |
Presentation on theme: "Test Strategies for the TExES PPR Exam"— Presentation transcript:
1 Test Strategies for the TExES PPR Exam Adapted from Antonio J. Castro, M.Ed.
2 Overview of the PPRThe PPR test of the TExES will consist of approximately 90 questions.80 questions will be scored and be distributed about evenly across the 13 competencies.The test is designed to take less that 2.5 hours; however, it may be possible for you to use the entire 5 hour testing period, if needed.
3 Questions on the PPR Single question items Cluster question items (using involving two or three questions connected to the same scenario)Teacher Decision Sets (a series of questions following a scenario through various stages)
4 Before the StrategiesBefore the strategies, you must know the content material.The information on the PPR comes from the 13 competencies.You should know the information related to these competencies and the competencies themselves.Take 5-10 minutes to review this checklist.
5 What Nath & Cohen Say Don’t skip questions. Mark on the test. Visualize the scenario.Make sure the answer choice matches the question.Determine which competency is being tested.Know the competencies and key terms.
6 Questions to ask yourself… If a question has keys words like collaboration and educational goals, are they being used properly?What answer choices don’t address the question?
7 What Other Experts Say The steps to approaching a questions include: 1. identify the scenarioAge range of students (if applicable)Goal of scenario2. use process of elimination (POE)3. make a final decision
8 What to EliminateChoices that answer the wrong question (focus on goals of scenario)Choices that contradict accepted educational theories and practices or contradict Texas state law.Choices that make things easy for the teacher.Choices that use extreme language (everyone, all of the time).Choices that will upset parents/caregivers, other teachers, or school administrators.
9 Questions to ask yourself… First, identify the scenarioWhat is the age range?What is the goal?Then, use POE to narrow down the choicesMake a final decision.
10 Questions to ask yourself… First, identify the scenarioNo age range (must apply to all age ranges)Goal: attempting to encourage parental involvementSecond, POEGet rid of C, D. Why?Third, make a final decision.
11 Look for Key WordsOne very successful strategies is to define each competency and make a list of essential key words or concepts.When addressing a question, if you can identify the competency, the key words will clue you into the answer.
12 Example of Key Words for Competency 1 Lifelong learningPositive environmentDevelopmentally appropriateSelf-esteemScaffoldingMoral development(For more key words, see the Nath & Cohen text, between of each chapter)
13 “Red Pepper” Words (Kaplan) These are words that usually indicate a wrong answer (not best teacher practice):ListHandoutAll studentsPredeterminedPreciselyWorksheetsLectureconfront
14 “Green Pepper” Words (Kaplan) These are words that could indicate a correct answer (appropriate terminology):Most likelyMost appropriateExceptFirst stepPrimary purposeHigher-order thinkingModelFoster
15 Questions to ask yourself… What competency does this question address? (You may look it up in your text to find it.)Are there any key words that indicate a possible good or bad answer?
16 The Hit or Miss StageWhat happens if you are able to narrow down the answer choices to two choices, but can’t determine which is the correct answer?See if you can narrow the answer choice down to two answers.Despite what we might feel is practical, the correct answer to a question is not what we chose.Why? Probably because the answer does not directly address the competency.
17 Most significant rule: Know the competencies!!! Take time to create competency flashcards. | <urn:uuid:6ea38300-0f4c-48b7-b6ac-51349d6a9a62> | CC-MAIN-2017-43 | http://slideplayer.com/slide/4192209/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824226.31/warc/CC-MAIN-20171020154441-20171020174441-00439.warc.gz | en | 0.878767 | 840 | 3.46875 | 3 |
The wings in the photo were shed by termites after their nuptial flight in Australia.
During the summer rains in northern Australia, immense numbers of termites take to the air at sunset where the future queens and queen consorts find each other. In pairs they return to the ground, throw off their four wings, and disappear underground. Where termites have swarmed, the soil is littered with their wings.
Termites, of which about 2,000 species have been described, belong to the order Isoptera, which means ‘equal-winged’. In contrast to nearly all other insects, the front and back wings look totally alike — with the exception of the species Mastotermes darwiniensis, the ‘Darwin termite’ (named after the city of Darwin in Australias Northern Territory) whose wings are shown here.
The hind-wings of Mastotermes darwiniensis possess a distinct ‘anal lobe’ similar to the one visible in cockroaches and praying mantises when they unfold their hind-wings. When this termite was described about 100 years ago, evolutionists were enthusiastic. At last the origin of these highly organized insects was thought to have been discovered! The anal lobe was the proof: ‘Termites have evolved from cockroaches!’ And only in Australia had these ‘ancestral’ termites survived.
Some of the other features which evolutionists claim link the Mastotermes termite with roaches are:
Their wings possess a complicated vein pattern, while that of all other termites is more or less simple. (In this case, the complicated pattern, called the ‘archedictyon’, is considered more ‘primitive’.)
Their feet consist of five very short tarsal segments, as do those of cockroaches; most other termites have only four.
The eggs of Mastotermes are laid in batches of about 20 in two rows—reminiscent of the hard egg capsules of roaches. All other termite queens lay their eggs ‘production-line style’.
For those who already believe in evolution, such features may indeed look impressive. However, the presence of similarities is just as likely to indicate a common designer as an evolutionary link. When all the evidence is looked at, the picture of support for evolution begins to fade.
For instance, the Darwin termite is far from being a ‘primitive ancestor’. Their communities are among the most populous (therefore evolutionists might say highly evolved) of the social termite species. And like other termites, not roaches, it sheds its wings, ‘ancient’ pattern and all, at their pre-formed breakage points. The anal lobe of the hind-wings at rest is not folded up in a fan-like manner as in mantids and roaches, but is bent over flat on the rest of the wing. The correspondence with cockroaches is actually not very impressive at all.
What does the fossil evidence show? In our collection of Dominican amber, allegedly 35 million years old, is a winged Mastotermes electrodominicus which, except for its lesser size, agrees in all essentials with the Australian species, including the complex wing-vein pattern, the anal lobes and the five-segmented feet! Mastotermes at its first appearance is therefore no less ‘evolved’ than today’s ‘Darwin termite’. There is no scientific reason to believe that this termite (or any other termite) has evolved at all, whether from roach-like ancestors or any other.
Furthermore, the same amber also contains termite species which have what evolutionists regard as ‘modern’ features. There is therefore no evidence that one type is the ancestor of the other.
In short, the testimony of termites is to creation. | <urn:uuid:dfbcc9fa-5c08-4f34-ae1b-9f2e0c65ddfd> | CC-MAIN-2017-43 | https://creation.com/charles-darwins-termites | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825154.68/warc/CC-MAIN-20171022075310-20171022095310-00592.warc.gz | en | 0.951551 | 819 | 3.984375 | 4 |
Raising a Cannon
Once the gun had been identified, French Navy divers secured it with nylon straps. Air bags were used to make a succession of lifts that brought the gun from the bottom to approximately sixty feet. From that depth, a winch on the research vessel Vulcain was used to raise the cannon to the surface. It was then shipped to Charleston, South Carolina in order to undergo conservation treatment. | <urn:uuid:d527e36f-0d85-44ae-8af7-f7e7c4405fe2> | CC-MAIN-2013-20 | http://www.uri.edu/artsci/his/mua/alabama/alameth5.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368709006458/warc/CC-MAIN-20130516125646-00007-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.983383 | 83 | 3.390625 | 3 |
Evangelism in Lutheran Schools
10 Witnessing Skills for Teachers
1. The One-Minute Witness
Since contacts with parents are usually brief, it is vital that a teacher is able to express his or her Christian faith succinctly. The “Three Owl” approach is suggested. Three questions beginning with “Who” are to be answered in witness: Who is God? Who am I? Who is Christ? For example, a teacher talking with a troubled parent might say, “When I am in trouble, I remember that God, my Father who is in heaven, is always with me. Even though I don’t do all things right, He still loves me. He loves me so much that He gave His only Son, Jesus Christ, to die on the cross for me. I know I am saved.”
Teachers are urged to practice this skill working with one another. As they practice, they should envision a variety of situations and then develop brief witnessing responses.
2. Active Listening
Nearly every day teachers have opportunities for chatting with parents, either in person or by phone. Often, parents have something to ask or to say to the teacher. Teachers need to know how to listen actively. When listening actively to a parent or student, the teacher will let that person know they are listening carefully by maintaining eye contact, not allowing attention to be diverted, and reflecting what the speaker says by brief comments or empathetic reactions. Basically, active listening is just good listening, with an emphasis on letting the speaker know that you are hearing what is being said. Active listening is evidence that you care. After listening actively, the teacher’s response will show care, interest, and empathy. Usually as the teacher responds, he or she will have an opportunity for a one minute witness.
Working together, teachers might identify a variety of conversations they frequently have with parents or students. Teachers might then identify and rehearse ways to be active listeners and respond with empathy including a one-minute witness.
3. School Purpose Witness
Teachers have frequent opportunities to tell the purpose of their school with friends, congregation members, and prospective parents and students. Generally, there is not sufficient time to give a comprehensive answer. Working together, teachers might want to prepare a variety of brief statements that can be rehearsed and used in various situations. For example, “Our school helps children know Jesus Christ and live in His Love.” “Our school is a place where God is at work.” “Children know that God made them and gave them a purpose in life. They know Jesus Christ, God’s Son, who loves them and forgives them every day.” Usually, conversations like this open up opportunities for further discussion and witness.
4. Jesus Talk
“Jesus talk” is using natural opportunities to mention Jesus and your faith. For example, if a person sneezes we often say “Gesundheit” or “Bless you.” Jesus talk suggests saying “God bless you” or “God give you good health.” Instead of saying “I was lucky,” say “God blessed me.” To develop this skill, teachers need to list situations where they can naturally refer to God or Jesus as they express their faith.
5. Bible Talk
This skill involves memorizing 10 key Bible passages and their references so they can be used when witnessing to parents. These key passages relate directly to concerns that parents most frequently share with teachers.
Matt. 11:28 — “Come to Me all who are weary and burdened, and I will give you rest.” (When someone is concerned, worried, or ready to give up.)
Matt. 19:26 — “With God all things are possible.” (To encourage someone lacking in confidence.)
Matt. 28:20 — “I am with you always.” (Good news for someone who feels lonely.)
John 3:16 — “God so loved the world that He gave His one and only Son.” (For those who feel unloved.)
John 6:37 — “Whoever comes to Me I will never drive away.” (For someone experiencing desperation.)
John 14:1 — “Do not let your hearts be troubled. Trust in God.” (For someone who is worried.)
John 14:6 — “I am the way . . . No one comes to the Father except through Me.” (For someone experiencing doubt.)
Rom. 8:28 — “In all things God works for the good of those who love Him.” (For someone struggling with sickness, injury, or other problems.)
Rom. 8:39 — “[Nothing] will be able to separate us from the love of God that is in Christ Jesus our Lord.” (Good news for someone who is overburdened and struggling.)
Eph. 2:8 — “By grace you have been saved through faith . . . not by works.” (For someone feeling hopeless or worried about their “goodness.”)
1 John 4:19 — “We love because He first loved us.” (A word of comfort for someone who feels unloved.)
First memorize these passages and the references, then determine how they can be applied to specific questions or concerns expressed by parents.
6. Communicate Care
In the classroom, Lutheran School teachers have many opportunities for communicating care to their students as they wink, smile, touch, express their concern, and help. However, these expressions of care are not communicated to the families directly. Thus, Lutheran school teachers need to develop specific ways to communicate care to the families. Here are some examples:
- Listen actively whenever a parent speaks.
- Take time to listen and to talk to a parent with needs.
- Visit ill students and family members.
- Express a willingness to help parents and ask how you can help, so they accept your willingness.
- Express your love for all your students.
- Send Christian greeting cards for family anniversaries or celebrations such as Baptism, birthday, wedding, graduation, and confirmation.
- Inquire about previous students who have gone on to other schools.
7. Witness Planning
Most often witnessing occurs by chance as we meet people or encounter situations. Beyond that, teachers have many opportunities for witnessing in special ways. Teachers individually, or as a faculty, are encouraged to list persons (students, parents, prospective parents and students, members, individuals, and families in the community) that present witnessing opportunities. Remember the variety of circumstances, both negative and positive, encountered by these people. In some cases your witness can introduce or point them to Jesus Christ. To those already in the faith, your witness can edify, “build up,” and give comfort and hope. Church workers need also to witness to each other.
With your list complete, note potential times and places that present good witnessing opportunities. For each person, or family, on your list, develop a brief strategy for your witnessing. Review your list frequently to keep you alert to your witnessing opportunities.
Be sure to keep your witnessing prospects on your prayer list, seeking God’s direction
and blessings as you witness to these prospects.
8. Prayer Witnessing
Teachers encounter frequent opportunities in the classroom, in home visits, and in parent/teacher consultations for praying with another person or persons. These prayer opportunities are often overlooked. Prayer opportunities are also opportunities for witnessing. For example, at the conclusion of a teacher consultation, a parent might say, “I’m really delighted that Rona is doing so well in school.” To open the door for prayer, the teacher might respond, “I am, too. Let’s say a brief prayer of thanks to God for His blessings.” Or, parents may say, “We really don’t know why Danny is so shy, but we’ll try to get him involved with other kids more.” A Lutheran teacher might respond, “When I have a special need that I am trying to work on, I find it very helpful to ask the Lord for help. Would you join me in a prayer for Danny?” Prayer witnessing can frequently be used with any of the above witnessing skills.
9. Prayer Requests
This skill can often be used in connection with the previous skill, prayer witnessing. After praying with a parent, a student, or any other person you may have on your witnessing list, ask if there are other matters he or she or they would like to present to the Lord in prayer. You may offer a prayer at that time. Or you may give assurance that you will pray for them and their concern at another time. Children can be invited to share their prayer requests with you. So can parents.
In some instances, the entire class can join in prayer. An example: Stephanie, a fifth-grader, asked the teacher and the class to pray for her mother, who was seriously ill. On three consecutive days, the teacher led the children in prayer for Stephanie’s mother. On the first day, the teacher wrote a note to Stephanie’s mother wishing her God’s blessing and informing her that Stephanie’s classmates were praying for her. Following the third day, the teacher visited Stephanie’s mother, who was on her way to good health again. The mother expressed her gratitude to the teacher and to the class and invited the teacher to say a prayer of thanks. This prayer request concept can be extended to encompass many people and many concerns.
10. Prayers of Praise
Prayers can easily digress into mere “gimmies,” where we address the Lord and then ask for something immediately. “Gimmy” prayers seldom hold opportunities for witness. More mature prayers praise God our Father in heaven, indicate our own sin and need for forgiveness and direction, and praise God that He sent His only Son, Jesus Christ, to save us. Prayers that give praise to God are witnessing prayers. Teachers and other Christians who would be evangelists and witnesses need to learn the skill of praising God whenever they pray. Often, prayers of praise need to be practiced and rehearsed; however, they must always retain the quality of sincerity.
From Lutheran Schools 21st Century: Sharing Christ copyright 1993 Concordia Publishing House, www.cph.org. Used by permission. All rights reserved. Other than downloading and reproduction for congregational use, no part of this material may be stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, recording or otherwise, without prior written permission of Concordia Publishing House. | <urn:uuid:92377b9f-ca7a-40f9-9d39-990ff52fc6cd> | CC-MAIN-2017-26 | http://www.centerforusmissions.com/evangelism-in-lutheran-schools | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320438.53/warc/CC-MAIN-20170625050430-20170625070430-00386.warc.gz | en | 0.956691 | 2,249 | 3.359375 | 3 |
May 13, 1846: At President James K. Polk's urging, Congress approved a declaration of war against Mexico. The war would end in 1848 with the United States gaining 525,000 square miles of land, including what is now Texas, California, Nevada, Utah, New Mexico, Arizona, and parts of Colorado and Wyoming.
But the war was highly controversial. It pitted President Polk in a political fight against two future presidents: Zachary Taylor and Abraham Lincoln. Polk, a Democrat, started the war by sending his top general — Taylor — and his troops to claim territory along the Rio Grande River. This was immediately denounced by Lincoln, then a leading member of Congress, who described the resulting war as unconstitutional, unnecessary, and expensive. While Taylor performed his military duty in Texas, Polk wrestled with Congressional opposition led by Lincoln in Washington. Lincoln wasn't opposed to the war itself, just that the U.S. lacked, in Lincoln's view, an exit strategy. Lincoln called President Polk "a bewildered, confounded, and miserably perplexed man." Although Polk's war was successful, he lost public support after two bloody years of fighting during which the U.S. lost 1,773 men and spent $100 million — a huge sum in those days.
May 13, 1954: President Dwight Eisenhower signed the St. Lawrence Seaway Bill, connecting the Atlantic Ocean with the Great Lakes.
Quote of the day
"With me it is exceptionally true that the presidency is no bed of roses." — James K. Polk
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Subscribe to the Week | <urn:uuid:7c376874-a2c4-4ab9-8022-aca6235b34d1> | CC-MAIN-2014-23 | http://theweek.com/article/index/244068/today-in-history-may-13 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510261771.50/warc/CC-MAIN-20140728011741-00464-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.953067 | 476 | 3.09375 | 3 |
THE mystery of why cholera outbreaks tend to occur in seasonal cycles may have been solved.
In south Asia, outbreaks of the deadly disease tend to peak after the monsoons and spring rains. None of the proposed explanations, such as blooms of plankton that promote bacterial growth, are satisfactory. Now John Mekalanos of Harvard Medical School in Boston and his colleagues in India and Bangladesh have shown that the cycles of infection could be driven by bacteriophages - viruses that infect bacteria.
The investigators focused on two phages, which respectively infect O1 and O139, the two most dangerous strains of the Vibrio cholerae bacterium that causes cholera. In 221 samples taken over a period of three years from two major rivers and a lake in Dhaka, Bangladesh, they hardly ever found either phage present at the same time as the bacterial strain it infects.
Medical records show that outbreaks of ...
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content. | <urn:uuid:417e006a-71f5-44c0-8582-492f5489d7c9> | CC-MAIN-2013-48 | http://www.newscientist.com/article/mg18524824.600-how-a-killer-keeps-cholera-at-bay.html | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1387345771702/warc/CC-MAIN-20131218054931-00098-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.951588 | 218 | 3.59375 | 4 |
Pregnancy is a normal physiological process, a phase of life to be enjoyed and cherished.
Any pregnancy that comes with complications, whether mild or severe, can affect the mother and the baby. Hence, this kind of high-risk pregnancy can be stressful.
Here are a few causes of high-risk pregnancy:
Pregnancies occurring as early as teenage and beyond the age of 35 are liable to face complications. Women who are more than 35 years of age are more likely to develop complications like birth defects, chromosomal abnormalities and chances of miscarriage. They also may develop gestational diabetes, pregnancy-induced hypertension and preterm labour.
Pre-existing medical conditions:
A pregnant lady needs extra attention if she already has medical conditions like diabetes, hypertension, heart or kidney disease. These conditions may worsen during pregnancy. Therefore, it calls for a multi-disciplinary approach. This will ensure that there are no complications during pregnancy.
Complications in previous pregnancies:
A pregnant lady will require expert handling and intensive care if she has had complicated pregnancies leading to increased bleed due to abortion or placental causes, or has convulsions due to hypertension.
Other problems like abortions, pre-term babies (delivery before 37 weeks), stillbirth and intra-uterine death (if the baby dies within the womb) are to be effectively taken care of.
Issues that can arise during current pregnancy:
Certain complications develop during the current pregnancy like hypertension, diabetes, twins and a low-lying placenta. These conditions need constant attention and a multi-disciplinary approach.
Birth defects and genetic
conditions cause foetal loss. Conditions such as Down Syndrome can be tested using non-invasive testing and genetic screening can be done for any other genetic conditions the baby might have. A genetic counsellor shall discuss the same for a better understanding.
Can We Prevent a High-Risk Pregnancy?
Yes. Modern medicine has made it possible to take early precautions if any of these conditions exist.
It is always advisable to consult an obstetrician and gynaecologist before conceiving. It is better to be prepared than taken by surprise. This way, pre-existing medical conditions can be addressed at an early stage and pregnancy can be handled safely.
Medical science helps us detect any disorders and birth defects through various tests before conception. Some non-invasive tests and ultrasounds can be done for the early detection of problems. Pre-conceptional counselling is a great option for those with a family history of genetic disorders or recurrent pregnancy losses.
Folic acid can help lower the risk of some forms of birth defects if taken before or during early pregnancy.
To prevent any untoward complications during pregnancy it is better to attend regular prenatal clinics so that both the mother’s and baby’s health is monitored.
It is recommended that regular visits be made to the high-risk pregnancy clinic for those women who have medical disorders like:
iii. Seizure disorders
- Heart issues
- Blood clotting disorders
vii. Infectious diseases
viii. Mental health disorders
- Neurological disorders
- Nutritional issues
Prevention, early detection, and prompt treatment form the main components of efficient management of high-risk pregnancy through a multi-disciplinary approach. This will ensure a mother’s journey is safe and comfortable to be able to bring a healthy child into the world.
We, at Ramaiah, provide exceptional care to a mother-to-be so that pregnancy is a joyous experience for her.
Obstetrics & Gynaecology
HOD and Consultant | <urn:uuid:be77187e-8ac1-42e5-b39e-4e70db446ce4> | CC-MAIN-2023-14 | https://msrmh.com/blog/high-risk-pregnancy/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945472.93/warc/CC-MAIN-20230326111045-20230326141045-00637.warc.gz | en | 0.928474 | 777 | 2.75 | 3 |
(Last Updated on : 19/09/2013)
Hatha yoga is a very ancient limb of Indian Spiritual Traditions. Coming from Sanskrit origin, the root words "Ha" means Sun and "Tha" means Moon. Hatha yoga is a discipline that harnesses and combines different currents of the body to invoke the all- powerful Kundalini force. Thus, the journey of Hatha yoga from physical to the subtlest form is covered systematically step by step. Hatha yoga combines posture, breath control, seals, and locks as a means to bodily immortality and supernatural power.
Hatha Yoga has developed techniques that not only include postures (asana) and cleansing techniques (Shaucha), but also breath control (pranayama). Hatha Yoga begins the journey by purifying and toning the body. A well-toned body is said to be the prerequisite for further enhancements to delve deeper in our inner being. The stages of supreme concentration and meditation ultimately summons the state of Samadhi. This samadhi
leads us to know and unite with our supreme and pure self.
Origin of Hatha Yoga
Tradition says that Hatha Yoga was propounded by Lord Shiva
. Legend says that on a lonely island Lord Shiva had transferred the knowledge of Hatha Yoga to Parvati
assuming that nobody would hear him but a fish heard the entire discourse and remained still during the entire time. Lord Shiva had mercy on the fish and made him a Siddha and he came to be known as Matsyendranaatha. Matsyendranaatha taught Hatha Yoga to Chaurangi, a limbless man who was given hands and limbs by Matsyendranaatha just by looking at him.
The earliest classical work on yoga is unanimously considered as "Yoga sutra of Patanjali." This treatise laid the foundation for all the manifestations of Yoga formed thereafter. Hatha Yoga has developed following this very groundwork. Some experts view the existence of hatha yoga to be a tradition whose roots extend back at least several thousand years, with its earliest known authentic text being the Yoga-Karunta.
Modern practices of Hatha Yoga are derived from the school of Sri Tirumalai Krishnamacharya who had taught Hatha Yoga to his pupils from the year 1924 and he had continued his teaching till the year 1989.
Concept in Hatha Yoga
The concept of Hatha Yoga says that Hatha Yoga is a holistic yogic path consisting of moral disciplines, physical postures called asanas, purification processes, mudras and meditation. Hatha Yoga is also considered to be a stress reducing exercise. Hatha Yoga believes that keeping the body in a healthy condition is very necessary for attaining the universal happiness in life. The body can be kept in a healthy condition only with the help of proper physical exercises. The main attempt of Hatha Yoga is to bring about a proper balance of body and mind.
Human Body and Hatha Yoga
Hatha-yoga is often regarded as physical or bodily yoga. Such an over simplistic view is mistaken if that is all hatha is considered to be; but it is certainly the case that hatha-yoga works very much "with" and "through" the body, and that its conceptual isolation of the body is crucial to Hatha`s theory and practice. This conceptualization which involves whole `subtle` physiological dimension-forms should be understood properly. For that the misunderstood conclusions have to be discarded.
Techniques of Hatha Yoga
However imaginative and deeply philosophical the symbolic and mythological description seems to be for the hatha yoga origin, yet the most important of these all are the hatha techniques themselves. It is important to understand the theory that underlies the practice of hatha-yoga as hatha theory and practice are intimately bound up together. Still, hatha treatise mostly emphasizes on the practice itself.
Food in Hatha Yoga
Food has a prominent place in Hatha Yoga. The Yogis believe that food is important to human beings not for mere taste but for nourishment. The main aim of food is to provide nourishment. They believe that a man should concentrate on how much he assimilates from the food that he eats and not focus on the type of food that he has. A true Hatha Yogi regards nourishment as his first duty towards his body, and is always careful to keep that body properly nourished, and to see that the supply of new, fresh material is always at least equal to the worn-out and discarded matter. An important doctrine of Hatha Yoga is that the yogis try to derive maximum amount of nourishment from minimum amount of food.
Benefits of Hatha Yoga
Hatha Yoga has a lot of benefits for the human body. At the very first instance Hatha Yoga has the capacity to make the body healthy. It tones the body and gives the Yogi the power to control the Prana
or the vital force of an individual. As an individual is able to control the Prana soon he is able to exercise control over his mind. As a Yogi is able to exercise control over the mind and the five senses soon the mind is able to get united with the Atman and the Yogi is able to attain the stage of Samadhi. In the stage of Samadhi a Yogi is able to experience the state of universal joy. | <urn:uuid:cfcfc2c4-c020-4d05-a7c5-dfcb7af85aa4> | CC-MAIN-2013-48 | http://www.indianetzone.com/2/hath_yoga.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163982738/warc/CC-MAIN-20131204133302-00046-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.967423 | 1,112 | 2.765625 | 3 |
APRIL-JUNE 2007 (Vol. 6, No. 2) pp. 16-19
1536-1268/07/$31.00 © 2007 IEEE
Published by the IEEE Computer Society
Published by the IEEE Computer Society
Guest Editors' Introduction: Building a Sensor-Rich World
|In this issue|
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In the late 1990s, DARPA (the US Defense Advanced Research Projects Agency) began to fund research in sensor networks, networks consisting of microsensors, each with local computing, networking, and sensing capabilities. The research program's long-term goal was to merge information processing with sensing and actuation to realize new systems and strategies to bring colocated perception and control to the physical, biological, and chemical environment. Subsequent DARPA programs focused on developing systems support and design tools for such large-scale, distributed-sensing systems. In the early years, sensor network research was driven by military funding and applications, such as target tracking, security perimeter monitoring, or emergency response. However, researchers quickly began to envision other applications of their technology and ideas, including environmental monitoring, industrial process monitoring and control, inventory management, and smart spaces. In the last 10 years, sensor networks have grown into an active research area, supported by journals, conferences, and workshops on sensor networking and related areas. (See the " Related Resources " sidebar for more information.)
Early sensor network nodes tended to be somewhat large and expensive. Power constraints and network connectivity posed serious deployment problems. However, technological advances have enabled the development of increasingly sophisticated commercial products. For example, this year, Hitachi unveiled RFID chips that are just 0.05 mm by 0.05 mm, the size of fine sand. They look like bits of powder. Last year, HP Labs announced Memory Spot chips, miniature computers with onboard memory and wireless capability comprising six main parts: a processor, a memory system, a memory driver, the modem, a capacitor array, and a loop antenna. With a megabyte of memory, the chip is smaller than a grain of rice (approximately 2 mm by 4 mm square). Other companies offering sensor networking products include Crossbow, Dust Networks, Ember, Moteiv, and Arch Rock.
These types of new products, offered at more economical price points, have made it increasingly possible to deploy sensor networks at a scale far beyond what we could do just a few years ago. However, much work remains before sensors become truly pervasive. Sensor networks are complex systems and must draw on expertise in many fields, including power sources, microelectromechanical systems (MEMS), network protocols, low-power communication, embedded systems, information management, security and privacy, and distributed algorithms. Successfully designing, implementing, and deploying a sensor network requires clearly understanding the application's requirements and balancing a bewildering array of technologies and engineering trade-offs.
Researchers have started working on wide-area sensor networks that move beyond specialized domains and can be shared across numerous pervasive computing applications. These systems leverage deployed mobile and embedded devices, including webcams on streets and highways, wearable devices such as watches and cell phones, and sensors on cars. This gives rise to a number of interesting device, systems, and policy issues. For example, how do we extract relevant information about an ongoing wildfire from a cluster of live sensor data feeds? How do we locate sensors precisely enough to enable spatial signal processing, such as tracking a vehicle in a remote mountain pass? Or, in the realm of privacy, how do we handle multiple pieces of information linked in such a way that they paint an invasive picture of a user's life?
In this issue
We examine some of the important system issues that must be addressed to meet this vision of a sensor-rich world.
In "Mobiscopes for Human Spaces," Tarek Abdelzaher, Yaw Anokwa, Péter Boda, Jeff Burke, Deborah Estrin, Leonidas Guibas, Aman Kansal, Samuel Madden, and Jim Reich anticipate a sensor-rich world emerging from adding sensing and communications capabilities to devices already part of our daily lives, such as automobiles and cell phones. They point out that this process has already begun and will enable new applications such as mobiscopes, sensor networks that can achieve high-density data sampling over a wide area by using mobile sensors. The authors discuss the technical challenges posed by the design, deployment, and effective use of these mobile sensor networks.
"Data Management in the Worldwide Sensor Web," by Magdalena Balazinska, Amol Deshpande, Michael J. Franklin, Phillip B. Gibbons, Jim Gray, Mark Hansen, Michael Liebhold, Suman Nath, Alexander Szalay, and Vincent Tao, looks at the challenges arising from the volumes of data collected by the huge number of mobile and stationary sensors. In particular, they address the problems posed by streaming data sources, uncertainty from noisy or unreliable sensing, and the requirements of real-time processing. These aspects of data management will play a much more important role than they have in traditional relational databases work. Additionally, the authors highlight the growing concerns for privacy and security as more data is gathered and used to make decisions in increasingly automated systems.
In "The Urbanet Revolution: Sensor Power to the People!" Oriana Riva and Cristian Borcea address the programming issues for distributed-sensing platforms based on vehicular systems or smart phones. To enable applications on these loosely coupled sensor networks, they propose three different approaches to programming Urbanets: a declarative model using an SQL-like interface, an imperative model that views the network as a single virtual name space, and a service migration model that moves services from node to node as the environment, system, or task changes.
This special issue also contains "Transforming Agriculture through Pervasive Wireless Sensor Networks," by Tim Wark, Peter Corke, Pavan Sikka, Lasse Klingbeil, Ying Guo, Chris Crossman, Phil Valencia, Dave Swain, and Greg Bishop-Hurley. The authors present an overview of their ongoing research in applying sensor networks to farming problems, which required creating a large-scale pervasive computing system that operates outdoors. Through their discussion of using this system for pasture monitoring, and animal monitoring and control, the authors give us novel insights into the benefits that a sensor-rich world offers and the challenges we must address to deliver meaningful applications.
Sensor networks have historically been relegated to special applications and research projects. Technological advances are making it possible to move from this restricted domain to a world where sensors and new applications abound. As we move into the consumer space, we need to consider information privacy from the very beginning.
Gaetano Borriello is a professor of computer science and engineering at the University of Washington. He also founded Intel Research Seattle, where he launched the lab on applications of ubiquitous computing technology to healthcare and elder care, in particular. His research interests include location-based systems, sensor-based inferencing, and tagging objects with passive and active tags. He received his PhD in computer science from UC Berkeley. He's an associate editor in chief of IEEE Pervasive Computing. Contact him at [email protected]; www.cs.washington.edu/homes/gaetano.
Keith I. Farkas is a staff engineer at VMWare, an EMC company. His research interests span personal and enterprise computing and include power and energy management, mobile systems and location-aware pervasive applications, automated control and management of computing infrastructure, and highly available computational infrastructure. He received his PhD in electrical and computer engineering from the University of Toronto. He's a member of the IEEE and ACM and has served on the editorial board of IEEE Pervasive Computing since the magazine's inception. Contact him at VMWare, 3210 Porter Dr., Palo Alto, CA 94304; [email protected].
Franklin Reynolds is an engineering fellow at the Nokia Research Center in Cambridge, Massachusetts, where he leads a group that studies and develops technologies for ubiquitous computing and self-organizing networks. His research interests include distributed operating systems, network protocols, embedded computing, and user-oriented distributed systems. He's a member of the IEEE and serves on the editorial board of IEEE Pervasive Computing. Contact him at [email protected].
Feng Zhao is a principal researcher at Microsoft Research, where he leads a group studying networked embedded computing and systems. Previously, he directed Xerox PARC's embedded collaborative computing research area. His research interests include wide-area sensor networks, low-power embedded platforms, and the programming and information-processing issues arising from these systems. He received his PhD in electrical engineering and computer science from MIT. He's the editor in chief of the ACM Transactions on Sensor Networks. Contact him at [email protected]. | <urn:uuid:cdd0bd9c-2254-4a5b-93a9-690037cd8c37> | CC-MAIN-2014-23 | http://www.computer.org/csdl/mags/pc/2007/02/b2016.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510274289.5/warc/CC-MAIN-20140728011754-00077-ip-10-146-231-18.ec2.internal.warc.gz | en | 0.926366 | 1,837 | 2.78125 | 3 |
When you sit down to a meal, how do you decide how much to eat? Perhaps it seems a ridiculous question. Most of us would answer that it depends simply on how hungry we are. That is, we eat less when we are relatively full and more when our stomachs are empty. But there is increasing evidence that physiological hunger is only one of many influences on how much we consume. Some recent research suggests, for example, that meal size depends not just on how full your stomach is, but also on your recall of what you have recently eaten.
There are some very dramatic examples of just how important memory can be in determining how much we eat. These come from studies of individuals whose ability to remember recent events has been abolished by brain damage. In one such study, two brain damaged men ate three consecutive lunches, each separated by as little as 30 minutes, because they had no recall of previously having eaten . But what of the rest of us? Surely we can all recall – more or less – what we had in our last meal, and it is obvious that we recall more recent meals better than those from days earlier. So what actual impact does this have in how much we eat now?
Sometimes, eating is very memorable. For most of us, restaurant experiences – particularly at the high-end of dining – are not an everyday experience, and we want to savour and recall a chef’s ability or creativity. As a result, we pay attention to what we experience because this is crucial to the formation of memories. In contrast, everyday meals are very often anything but memorable. This is not because of their quality, but rather due to the lack of attention that we pay to the food while eating in our usual environment. We eat while watching TV, or reading, or texting. But we now know that attending elsewhere, instead of on the food we are eating, has a number of important consequences.
The phenomenon of mindless eating is familiar to most of us. When distracted by our favourite TV program, we will munch through whatever is at hand – popcorn and confectionary, for example – without any real awareness of how much or how fast we are eating. Such distraction can lead to overconsumption, relative to those times when we are more conscious of eating. In particular, according to one recent study , this can be a problem for regular dieters, sometimes referred to as restrained eaters. Here, groups of restrained and unrestrained eaters were allowed to eat sweets (candies) while watching a TV program containing either food-related or food-unrelated material. The content of the program was relevant only for the restrained eaters who ate more calories while watching the food-related TV program. This, incidentally, is a clear example of the fact that restrained eaters are vulnerable to environmental cues that remind them of food.
But such distraction continues to have an effect even after we have eaten. If we do not recall, through distraction, what we have eaten, then at a subsequent meal we will eat more. Female university students were provided with a variety of sweet and savoury snack foods and drinks, with half watching a TV program at the same time . Those students who had watched TV while snacking ate more of a lunch that was later provided than did their less preoccupied colleagues. Nor did it depend, in this case, on the nature of the TV program since a later study explicitly varied the content between humorous, sad or boring (lawn bowls!). Because the researchers had also asked their student participants to estimate how much of the snack foods they had consumed, they were able to explain these results by showing that those watching TV were less accurate in remembering how much of the snack foods they had eaten – indicating that their attention was on the TV program, rather than the food they were consuming.
In a more direct attempt to determine if paying attention to what you eat enhances memory and influences later consumption, another group of researchers asked their students to focus on the sensory properties – the tastes, textures, and odours - of a simple lunch of sandwiches and crisps as they ate, as compared to other groups eating the same meal who either read a newspaper article about food or did nothing . In this case, a selection of sweet biscuits was available to consume in another session two hours later. Those who had earlier paid attention to their lunch ate fewer biscuits than the other students. Moreover, as in the previous study, this group also indicated that their memory of what they had eaten at lunch was much more vivid.
So clearly memory for what we have eaten is crucial in modulating what we will eat. Why? One obvious explanation is that if we recall how much we have eaten, we consciously limit what we subsequently eat to maintain some sort of overall daily calorie intake. While this is plausible, some sort of calorie calculation does not tell the whole story. Examining the response of the student groups in this last study to the different biscuits though suggests another possibility. The two most highly liked biscuits (both chocolate covered) were eaten far more than the plainer, less liked biscuit …. but only by the groups not asked specifically to focus on the food’s sensory properties. If those who were somewhat inattentive to their earlier lunch were highly responsive to the different degrees of palatability of the biscuits, why wasn’t the food focus group?
An alternative hypothesis is that the influence that memory exerts on subsequent intake is really concerned with the memory of the pleasure of eating, rather than the calories consumed. This is consistent with the fact that, much of the time, we are driven to eat by hedonic (that is, pleasure-based) hunger rather than any real need to replace nutrients.
The influence of “memory for pleasure” might explain some interesting cross-cultural differences in eating. Much has been made of the “French Paradox”, also known as the “how come the French don’t get fat even though their food is delicious and rich” puzzle. The French, it turns out, are far more focused on food pleasure than say diners in the USA whose concerns are less about pleasure and more about the food’s health consequences. It is this focus on pleasure that underlies the satisfaction shown by French diners with smaller portions and the lack of a need to search for food pleasures – snacks - between meals.
So, from a weight control point of view, the message is simple. Distracting yourself from food pleasures – either via TV or via eating unpalatable food – is likely to leave you searching for the pleasure you have missed or can’t recall.
1. Rozin, P., et al., (1998) What causes humans to begin and end a meal? A role for memory for what has been eaten, as evidenced by a study of mulitple meal eating in amnesic patients. Psychological Science, 9, 392-396.
2. Shimizu, M. and B. Wansink (2011) Watching food-related television increases caloric intake in restrained eaters. Appetite, 57, 661-664.
3. Mittal, D., et al., (2010) Snacking While Watching TV Impairs Food Recall and Promotes Food Intake on a Later TV Free Test Meal. Applied Cognitive Psychology, 25, 871–877.
4. Higgs, S. and J.E. Donohoe (2011) Focusing on food during lunch enhances lunch memory and decreases later snack intake. Appetite, 57, 202-206.
5. Rozin, P. (1999) Food is fundamental, fun, frigtening, and far-reaching. Social Research, 66, 9-30. | <urn:uuid:9d88ef68-9951-4fd1-bdbe-27f6e5c9b035> | CC-MAIN-2017-43 | http://prescotttastematters.blogspot.com/2012_02_01_archive.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823309.55/warc/CC-MAIN-20171019141046-20171019161046-00450.warc.gz | en | 0.978038 | 1,585 | 3.125 | 3 |
Easter lilies are beautiful but they can be deadly to pets. All parts of the plant are poisonous – leaves, petals, stem and even the pollen! Rabbits (and cats and rodents) which chew on the plant - or even just ingest some pollen while grooming - are at risk of kidney failure and death. Symptoms typically manifest within 6-12 hours of consumption, and may include vomiting (in cats) lethargy, drooling, decreased water intake and decreased urination, and loss of appetite in cats, rabbits and other small pets. Worsening symptoms include disorientation, jerky or awkward movements of the head, gait difficulty and seizures may occur.
Treatment within 18 hours of exposure increases the chances of recovery significantly. If you suspect a lily is to blame, call your vet or nearest pet emergency hospital for immediate treatment. Chances of survival are low to nil without immediate treatment, as there is no effective antidote. Treatment includes administering drugs to bind the poison, fluids to flush the kidneys, and close monitoring of the patient. Pets not treated immediately have poor chances of recovery.
There are certainly many other varieties of lilies which are toxic to pets, including those commonly referred to as Tiger lilies, Day lilies and Asiatic lilies. These flowers are commonly found both in gardens and in florist bouquets, so make sure to check any bouquets for poisonous flowers before bringing them into the household. It’s best to avoid these lilies entirely if you have small pets but if you do bring them in the house, keep them well out of reach of your pets and be sure to immediately pick up any petals/pollen that fall from the flowers. It’s better to keep the flowers safely in a room that is off-limits to your pets. While placing cut lilies out of reach will protect the indoor pets, lilies in the yard are still a risk for pets allowed to wander the neighborhood.
If you think your pet has ingested lilies or other toxic plants:
- Stay calm and remove your pet from the plants. If pollen from the lilies is on your rabbit’s fur, remove it with a damp cloth and wipe the area with a baby wipe or lightly soaped cloth.
- Call your veterinarian or emergency veterinary clinic immediately. Tell them what has been ingested and when. Follow the veterinarian’s advice.
- If advised to bring the rabbit to the vet clinic or emergency clinic, do so.
In the Dayton area, there is no 24-hour emergency clinic for rabbits. After hours, your best bet is to immediately contact MedVet in Hilliard (this side of Columbus). They are open 24/7 and have exotics veterinarians on staff and available to answer your questions and treat your rabbit or other small pet.
For dogs and cats in Dayton, there are two emergency options:
MedVet (was the Dayton Emergency Veterinary Clinic) at 2714 Springboro Pike West (937) 293-2714 or 1-800-289-1165 or
Never ‘wait and see’ what will happen to your pet. If your pet has ingested any part of a lily or other poisonous plant, you must immediately seek professional veterinary help.
To receive email notifications when my new articles post to the Dayton Small Pets Examiner page, please use the "Subscribe to Email" link (under the headline, above), or follow me on Twitter to receive notification of all of my articles. | <urn:uuid:482d273a-0243-473b-b100-014727280004> | CC-MAIN-2014-35 | http://www.examiner.com/article/easter-lilies-pose-threat-to-small-pets | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500831903.50/warc/CC-MAIN-20140820021351-00003-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.936433 | 721 | 2.796875 | 3 |
Choose any three of the following conflict resolution strategies below and show how they could be used to solve a business problem in a foreign (non-US) country. Use specific examples from the country that might reasonably arise based on the discussions we have had in class and what you know about the country and its culture. You can use one or more countries if you choose.
Avoiding, forcing, education/persuasion, infiltration, negotiation/compromise, accommodation or collaboration/problem-solving.
There is no single reason for Juvenile wrongdoing however there are numerous and differed causes. (I) Mobility The fast development of industrialization and urbanization has prompted extension of intends to correspondence, travel offices and proliferations of perspectives through press and stage. Relocation of people to new places where they are outsiders offers them open door for wrongdoing as odds of location are limited extensively. (ii) Cultural clashes In a powerful society, social change is an inescapable wonder. The effect of modernization urbanization and industrialization in a quickly changing society may in some cases bring about social disruption and this may prompted culture clashes between various valves of various segments of society. The movement influences the wrongdoing pace of a spot. Culture struggle among occupants and workers brings about degenerate conduct. Ruth and Cavan found that Eskimos who are as yet not free from the issue of wrongdoing till now. How they as often as possible enjoy into freak conduct, for example, dallying intoxication and sex offenses because of their migration to urban regions and implicit understanding with non-Eskiness. India has confronted this issue during Indo-Pak parcel days in 1947 and Bangladesh in 1971. There was in surge of ‘Evacuees’ from Sindh and North West boondocks district in 1947, which separated their customary social structure of Indian Society and came about into huge increment in wrongdoing. (iii) Family foundation This factor likewise induces or urges the Juvenile to carry out for offense/wrongdoing in the public arena. Sutherland said that the family foundation has most noteworthy impact on the criminal conduct of guilty party or Juvenile. The Children are able to soak up criminal inclinations, in the event that they discover their folks or individuals from the family acting in the comparable way. A kid who is raised in a messed up family is probably going to confront a simple prey to culpability. The absence of parental power over kids because of death, separation, or departure of parent or their numbness or sickness may outfit calming ground for youngsters to turn to criminal acts. The successive squabbles among guardians, undue control of one over the other, advance nurturing treatment with kids, visit births in the family, unethical behavior of guardians, hopelessness, destitution of unwholesome family environment joblessness, low pay or parent’s proceeded with long nonappearance from home may prompted the youngster to do submit the offense in the general public. Some are a similar factor which radiates from the family foundation are as under:- (iv) Neighborhood Neighborhood impacts likewise have a lot to do with the idea of wrongdoings in the specific region. Along these lines, thickly possessed regions, towns and urban communities offer continuous open doors for sex offenses and wrongdoings identifying with robbery, thievery, Kidnapping, deceiving, trickery and so on. The instances of pick taking are regular at railroad stations and transport stops and other end station. Vehicle robbery by adolescents is excessively basic at scarcely any spots and other social event places. Another critical element of misconduct is sure enemy of social exercises in the area. These incorporate prostitution houses, betting houses, massage parlors and comparative different questionable characters organizations. The film theaters, pools sport grounds, racecourse for the most part offer a great air for delinquents. (v) Socio-monetary condition Financial condition is likewise the factor, which prompts the kid to submit the offense. Present day mechanical advancement, monetary development and urbanization have deadened our household life. The free power over the wards has loosened this leaving them allowed to carry on as they like. Presently a-days, cash is the parameter to check or quantify the economic wellbeing of a man in the public arena. The wrongdoings in the high hover of society may effectively be concealed through cash. The destitution contributes a central point in commission of wrongdoing. (vi) Alcohol/Intoxication It is likewise another significant reason for wrongdoing. Presently a-day, it has become a design to utilization of liquor is. A few people give a spoonful of Brandy to a wiped out adolescent who is experiencing hack. It is commonly assumed that the Brandy might be valuable for hack and cold. The maltreatment of liquor eventually makes substantial harm the body and mind and the individual or adolescent who has devoured alcohol can’t comprehend the results of his demonstrations and he is very liable to do some unsafe and unjust act. After utilization of liquor one looses restraint. In families, it brings about squabble between spouse, wife and kids and attack on them. It makes appalling environment at home and the youngsters think it better to venture out from home. This may likewise prompt commission of wrongdoing by such baffled youngster. The absence of control in family is exceptionally perilous to the kid. The youngster ought to be checked at whatever point it is essential else they may enjoy commission of offense. (vii) Peer Group The conduct of an individual to a great extent relies upon his companions. A portion of the people (for the most part in youngster ages) structure packs in which various people partner together in bunch movement which frequently rises into criminal propensity (Rogers, 1960). Packs go about as a contributory factor to adolescent wrongdoing. Young men and young ladies regularly learn procedures of perpetrating violations in packs. Posse is pretty much a methods for passing on systems of wrongdoings, of preparing in misconduct, of defending its individuals occupied with misconduct and of keeping up congruity in wrongdoing (Kaldate, 1982). In the event that a kid stays with a group alongside different delinquents, he gets greater chance and continuous possibility of connecting with himself in misconduct. He joins group to verify everything which he doesn’t get something else. (viii) Nature of Society The idea of society whether popularity based or tyrant, likewise decides the occurrence of reprobate conduct of the youngsters in that society. In addition, the natural surroundings of individuals in the public arena is likewise one of the parts of society which will in general influence adolescent wrongdoing. For example, the country and urban settings in India are vastly different as far as occupation, training and relational relationship. These distinctions appear to have differentially influenced the frequency of wrongdoing in these two populaces and this viewpoint should be additionally contemplated. (ix) The socio-social condition The socio-social condition is likewise a significant factor in the causation of adolescent misconduct. At the point when a kid moves in his general public, he blends in with various shades of individuals some of whom are occupied with ruinous exercises. The counter social components have ulterior thought processes to make benefit by changing over the typical kids into delinquents. This causes them to acquire cash through these youthful delinquents by connecting with them additionally in reserved exercises, for example, burglary, attack and hostility. An adolescent, coming in the grasp of solitary components discovering insurance or check from different individuals from society, is normally headed to carry out wrongdoing (Bhatia, 1977). This influences antagonistically the character of such kids, yet it likewise makes genuine peace issues for the directors. (x) Cinema is likewise considered as reason for wrongdoing or misconduct since youngsters are of simple receptive personality. What they see on the screen they attempt to do all things considered, all things considered. Present day pictures are brimming with crimes scenes like burglary, robbery, plunder and assault and so forth. The guardians must be cautious and genuine in not taking their youngsters to unwanted pictures particularly with the wrongdoing scenes. The association among film and wrongdoing is viewed as very close. Film, it is stated, adversy affects the ethical feeling of the youngsters as a result of its accentuation on brutality, wrongdoing and sex. Too insane individuals for films disregard their examinations, divert truant from school and house. Frequently when they don’t have cash for the film ticket, they resort to taking. The unfortunate impact of TV lies in presenting a component of unoriginal connections in the family. As indicated by Marie Seton,interest in films in the nation (India) is unparallel, subsequently, deliberately arranged projects with advance to various gatherings could be developed through reasonable movies. (xi) Role of Press The press through shocking updates on wrongdoing animates reprobate lead. Press assumes a significant job in establish great and awful connections on effectively receptive personality of the youngsters. Kids are pulled in and baited by the features of a paper and cutting of news things on phone and so on reporting the updates on theft, portraying it as a brave easy route to wealth. The youngsters become familiar with the method of submitting the offense. Instances of hijacking and youngster lifting announced the day by day and indicated over and over are misinforming elements to the youthful who flee from homes or schools to submit offense. Jerome Motto, of the University Of California School Of Medicine, says that paper is one of the components in empowering suicide. He put together his accuse of respect to finding that suicide rate in the Detroit zone dropped by 20% during the ten months’ strike when papers were not accessible. He reprimanded the paper for their consistent accentuation on savagery, animosity, sexuality, power and reputation (xii) Cheap Literature There is a general inclination and conviction that modest writing adversy affects youthful personalities. Fundamental among the criminogenic impacts attributed to writing is its destructive sexual effect on youthful people and furthermore, its incitement of criminal inclinations through alluring depictions of criminal encompassed with an air of energy and experience. A more straightforward crimogenic impact of such perusing is that its portrayal of a specific wrongdoing may go about as an immediate proposal or of a specialized method to be utilized by the peruser. Another hurtful impact of such writing is that it keeps youngsters from spending their relaxation in sound interests. The causal association of modest writing with de>GET ANSWER Let’s block ads! (Why?) | <urn:uuid:adad23d8-a9c2-412c-be26-5cbd0d34515e> | CC-MAIN-2020-05 | https://homeworkprospect.com/resolving-conflicts/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00338.warc.gz | en | 0.956396 | 2,102 | 2.5625 | 3 |
Nearest Metro Station : Chandni Chowk
The Story :
The 800 year old Gauri Shankar Temple is a Hindu temple and is located near the Digambar Jain Lal Mandir on the main Old Delhi road in Chandni Chowk. The Gauri Shankar Temple is dedicated to Lord Shiva and is one of most significant temples of Shaivism. The temple has an 800 year old brown Lingam (phallus stone) encased in a marble representation of a female organ. The Lingam is surrounded by snakes made up of silver and represents a cosmic pillar, the centre of universe or life.
According to Hinduism, the love story of Godess Parvati & Lord Shiva, more fondly called Gauri-Shankar has been regarded as the very first love story of the Universe. It is believed that their love was celebrated even by the Gods and the whole world danced & rejoiced. To continue the celebration of their eternal love, the Gauri-Shankar Temple stands in one of the lanes of Chandni Chowk, situated at the heart of Old Delhi.
According to history the temple was built by Apa Ganga Dhar, a Maratha soldier who was a devotee of Lord Shiva. He was once severely injured in a battle and chances of his survival were bleak. So, he prayed to Lord Shiva requesting for his life and promised to build a beautiful temple if he survived. He survived against all odds and builder temple. His name is inscribed in Hindi at the lower part of a pointed pyramidal roof like construction near main entrance of the temple. In 1959, Seth Jaipura renovated the temple and his name is inscribed over the windows of the temple. Inside the temple, idols of lord Shiva and his consort Parvati (Gauri-Shankar) and their two sons, Ganesh and Kartik are present. The idols of Lord Shiva and Parvati, wearing real gold jewellery are situated just behind the Lingham under the silver canopy. The Lingham too has a silver water vessel above it from which droplets of water continuously fall.
Although there are some idols of Hanuman & other Hindu Gods present there, yet the temple is primarily known for Gauri & Shankar. A huge statue of Lord Shiva stands inside the temple which is breathtaking to look at; one can feel the power & the strength of his force.
The atmosphere is quiet, calm & composed. Yogis can be seen chanting “Om Namah Shivay” softly whilst people can be spotted sitting in peace & meditating. At the time of Aarti (prayer offering), which happens in the morning & evening respectively, flaming Diyas (candles), loud claps, bells & chanting of Mantras can be witnessed. The Lingam is bathed with milk, water & showered with pretty flowers during the morning Aarti. The energy is tremendous at that time & the reverberations are immense.
One can buy a basket of flowers, garlands & all other materials required for Shiva’s Abhishek (honouring) & also Parshad (food offerings) from shops which are present in the premises of the temple. | <urn:uuid:ee66c443-db22-4c3a-a6b9-00d91dc11722> | CC-MAIN-2017-47 | http://getjoy.in/event/temple-trail-gauri-shankar-temple-12th-june-2016/?shared=email&msg=fail | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806715.73/warc/CC-MAIN-20171123012207-20171123032207-00299.warc.gz | en | 0.966168 | 656 | 2.546875 | 3 |
Mar 7, 2014 | Weekly Articles
A recent study says that screws made out of silk can help broken bones.These are known to fasten fractured bones together just as well as metal and polymer screws.
Researchers were looking out for biodegradable alternatives to avoid stress shielding and corrosion. Metal increases risk of infection, and its inability to degrade in the body usually means a second operation is needed to remove the pieces. If the metal corrodes it has to be taken out and there are chances that the fracture has not even healed. Synthetic Polymers can trigger inflammation.
The fact that Silk materials maintain structural stability under very high temperatures, withstand extreme conditions, can be readily sterilized and that it is bio-degradable, gives these an edge over the other materials used. | <urn:uuid:4b26f7a2-d73e-48bf-b4d0-833670d53c25> | CC-MAIN-2023-23 | https://www.biotechdesk.com/weekly-articles/silk-screws-for-fractured-bones | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655244.74/warc/CC-MAIN-20230609000217-20230609030217-00664.warc.gz | en | 0.944498 | 159 | 3.203125 | 3 |
Glory of the Gallipoli Peninsula Historical National Park
The Gallipoli Peninsula, a craggy outpost and historical national park, facing the Aegean Sea in Turkey’s north-west, is a major tourist attraction because of its influential footnote in the history of modern-day Turkey, and the bloody campaign that saw thousands of soldiers killed and wounded in the opening months of World War 1.
As the final resting place of many Turkish, New Zealand, and Australian soldiers, the war graves and museums are comparable in importance to those in France where thousands of World War 2 dead were laid.
Today, it is an important landmark, for relatives and families of those that fell during that brutal nine-month campaign (April 25, 1915-January 1916). It is also a memorial to the horrors of war, and to travellers across all interest sectors, an interesting backdrop that played an influential role in Turkey’s emergence as it evolved from the crumbling Ottoman Empire (now latter-day Turkey).
Build-up to the War of Gallipoli
The beginning of World War 1 in 1914 and the assassination of an archduke of Austria-Hungary by a Serbian nationalist quickly ramped up animosity between Europe’s superpowers and ended up pitching neighbouring countries against each other.
In a little over six weeks since the June 28 murder, Austria-Hungary had declared war on Serbia (a Russian ally); the Ottoman Empire entered a secret alliance with Germany, who in turn declared war on France and then invaded Belgium, provoking Britain and France to counter.
Europe quickly fell into two alliances – Bulgaria, Germany, and Austria-Hungary against Britain, France, and Russia. World War 1 was on.
The Ottoman Empire’s entry into the war on the side of Germany in November 1914 came about by its potential threat to the Suez Canal, a key link for the British Empire between Europe and Asia. Britain manoeuvred its forces to strengthen its grip on the canal, while also being backed by its then British Empire allies, Australia and New Zealand, in Egypt.
The Ottomans, fearful of defeat of Germany, which would mean further loss of its own empire, backed a German raid on two Russian ports. Russia responded by declaring war on the Ottomans, who then closed the important Dardanelles Straits between the Black Sea and the Mediterranean – effectively cutting off Russia’s links with its allies.
Following a failed naval encounter by Britain and France to seize the Dardanelles and open up the straits; to offer a strategic supply line to Russia; the Allies shifted emphasis to a land attack through the Gallipoli Peninsula, which would be a chance to seize Istanbul and neutralize the Ottoman Empire.
The Gallipoli Campaign
On the Gallipoli Peninsula, a 75,000-strong Mediterranean Expeditionary Force – with nearly half from Australia and New Zealand – began their attack on April 25, 1915. The British contingent was to take six beaches around Cape Helles in the south and the Australian and New Zealand Army Corps (ANZACs) were to take three in the north at Gaba Tepe (Kabatepe).
The apparent premise by the British military that the Ottomans would be weak and prove no match to their superior skills proved their undoing. If anything, bad planning of the geographical landscape was the major cause of defeat for the Allies.
The Anzacs landed further away from their intended target, later to become known as Anzac Cove. They were forced to climb cliffs off the beach and straight into the waiting Turks’ fire. Equally, the British took three beaches, but at another, Sedd-el-Bahr, many were cut down at sea by the dug-in Turkish gunners.
For the Ottomans, a little known Mustafa Kemal became the frontline commander of the 19th Division of the Fifth Army after anticipating where the Allies would land. His tactical planning and strong leadership largely kept the Allies at bay.
Trench warfare ensued and by August, the Allies launched a second key assault. Nevertheless, despite the ANZACs taking one hill and incursions into Suvla Bay, the general operation was rebuffed with counter attacks.
Both sides took heavy casualties and the decreasing health situation, including the lack of sanitation, disease, an explosion in flies and the number of bodies that littered the battlefields, took its toll.
British public sentiment turned at home, and in January 1915, a massive evacuation was underway, with the last soldiers leaving Ottoman soil on January 8.
During the nine-month campaign, the British suffered 21,255 deaths, and 52,230 wounded; Australia suffered 8,709 deaths, 19, 441 injuries; New Zealand incurred 2,770 deaths, 5,212 wounded, while the Ottoman Empire accounted for 86,692 deaths, and 164,617 wounded.
Visiting Gallipoli Today
The aftermath of that campaign led to the resignation of Winston Churchill, the eventual downfall of several empires and the rise of Mustafa Kemal as the architect of latter-day Turkey.
At Gallipoli today, tourists and families of the war dead, remember both the Ottomans and the Allied soldiers. At Anzac Cove, there is a memorial, but it is the many cemeteries that dominate the area. Lone Pine Cemetery alone has over 7,000 graves of Australians while important sorts such as Chunuk Bair and Lone Pine Cemetery.
To the south, the village of Alcitepe hosts the Salim Mutlu War Museum, the Gallery of the Gallipoli Campaign, while there are scattered cemeteries of British, French, and Turkish soldiers. The Morto Bay-based Abide Monument (Canakkale Sehitleri Aniti) remembers all Turkish soldiers that fell during that bloody campaign.
All the battlefields and cemeteries all fall within the 33,000-hectare Gallipoli Peninsula Historical National Park.
Memorial Days at Gallipoli
The Gallipoli Campaign is now remembered on both sides. On April 25, known as Anzac Day, Australians and New Zealanders travel thousands of miles to arrive in Turkey for the day to remember relatives who died. In Turkey, the date of March 15 marks Gallipoli Victory Day.
Note: Our two-day from Istanbul takes you to visit the memorial grounds of Anzac Cove as well as the UNESCO World Heritage site of Troy. Find out more details here. | <urn:uuid:d4b5e9d2-64db-4079-a678-b3089c84b639> | CC-MAIN-2017-26 | https://www.adavegastravel.com/glory-of-the-gallipoli-peninsula-historical-national-park.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320201.43/warc/CC-MAIN-20170623220935-20170624000935-00182.warc.gz | en | 0.964485 | 1,339 | 3.71875 | 4 |
This article contributes to the theorisation of responses to historical institutional child abuse by critically analysing the role of activist research. Drawing upon empirical research with survivors who participated in the Northern Ireland Historical Institutional Abuse Inquiry (HIAI or Hart Inquiry), including 43 in-depth interviews, five workshops and a survey, it shows that the Inquiry disempowered survivors, delimited voice, and fell short in meeting survivors’ justice needs. It further explores how activist research was used as a tool to empower survivors and achieve justice. The article begins with a detailed analysis of activist research principles, methodology and debates. It then uses a case study of the survivor-driven Panel of Experts on Redress to explore how, and to what effect, activist research was used to formulate pathways to justice. The article concludes that activist research was transformative. It gave voice to those historically marginalised and silenced, challenged powerful institutions, and brought about change to redress legislation. The amended legislation passed through Westminster in November 2019, significantly improving the Inquiry’s compensation package, thereby benefiting thousands of survivors in Northern Ireland and beyond.
- Activist Research
- Historical Institutional Child Abuse | <urn:uuid:67e0116c-4abd-4105-b05a-e90cde8969be> | CC-MAIN-2023-50 | https://pure.ulster.ac.uk/en/publications/pathways-to-justice-historical-institutional-child-abuse-and-the- | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100287.49/warc/CC-MAIN-20231201120231-20231201150231-00341.warc.gz | en | 0.930675 | 232 | 2.53125 | 3 |
If you have atopic dermatitis (AD), you know a dry, itchy, red rash on your hands, arms, legs or other parts of the body is a part of daily life. AD is an allergic condition and the most common type of eczema.
More than 18 million Americans of all ages have AD. The severity of AD can be different for each person and does not depend on when you developed the disease. However, AAFA’s recent study titled Atopic Dermatitis in America found that people with adult- and late childhood-onset AD reported the disease has a greater burden on their quality of life than those with early childhood-onset AD. People with late-onset AD also said they experienced more symptoms of depression than those with early-onset AD.
Since eczema causes defects in your skin’s barrier, how you bathe can make a big difference in your symptoms. Using water that is too hot, staying in the water too long and using harsh soaps can irritate your skin. Instead, use lukewarm water. Limit your time in the bath or shower. Don’t scrub your skin. And moisturize within 3 minutes of bathing.
No matter your age, moisturizing and knowing what triggers your eczema is important to managing the condition and finding relief. Common triggers include:
Dyes and formaldehyde
Flare-ups can be frustrating and painful. While AD is an allergic condition, antihistamines generally do not help. AD can be treated with over-the-counter or prescription topical treatments (such as corticosteroid ointment) to reduce inflammation. There are also some oral medicines or biologics your doctor can prescribe.
The goal of treating AD is to relieve pain and itching and prevent infections. If your AD becomes warm to the touch or develops blisters, talk to your doctor.
Read online or have it delivered to your mailbox. | <urn:uuid:ac153ba5-3ab7-48d3-8531-5d3fc47c2eb6> | CC-MAIN-2020-34 | https://community.aafa.org/blog/atopic-dermatitis-in-america-find-relief-for-this-painful-itchy-rash | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439736883.40/warc/CC-MAIN-20200806061804-20200806091804-00080.warc.gz | en | 0.939153 | 401 | 3.0625 | 3 |
[noo, nyoo] /nu, nyu/
adjective, newer, newest.
of recent origin, production, purchase, etc.; having but lately come or been brought into being:
a new book.
of a kind now existing or appearing for the first time; novel:
a new concept of the universe.
having but lately or but now come into knowledge:
a new chemical element.
unfamiliar or strange (often followed by to):
ideas new to us; to visit new lands.
having but lately come to a place, position, status, etc.:
a reception for our new minister.
unaccustomed (usually followed by to):
people new to such work.
coming or occurring afresh; further; additional:
fresh or unused:
to start a new sheet of paper.
(of physical or moral qualities) different and better:
The vacation made a new man of him.
other than the former or the old:
a new era; in the New World.
being the later or latest of two or more things of the same kind:
the New Testament; a new edition of Shakespeare.
(initial capital letter) (of a language) in its latest known period, especially as a living language at the present time:
New High German.
recently or lately (usually used in combination):
The valley was green with new-planted crops.
freshly; anew or afresh (often used in combination):
roses new washed with dew; new-mown hay.
something that is new; a new object, quality, condition, etc.:
Ring out the old, ring in the new.
of a kind never before existing; novel: a new concept in marketing
having existed before but only recently discovered: a new comet
markedly different from what was before: the new liberalism
fresh and unused; not second-hand: a new car
(prenominal) having just or recently become: a new bride
often foll by to or at. recently introduced (to); inexperienced (in) or unaccustomed (to): new to this neighbourhood
(capital in names or titles) more or most recent of two or more things with the same name: the New Testament
(prenominal) fresh; additional: I’ll send some new troops
(often foll by to) unknown; novel: this is new to me
(of a cycle) beginning or occurring again: a new year
(prenominal) (of crops) harvested early: new carrots
changed, esp for the better: she returned a new woman from her holiday
(capital when part of a name; prenominal) being the most recent, usually living, form of a language: New High German
the new, the new vogue: comedy is the new rock’n’roll
turn over a new leaf, to reform; make a fresh start
adverb (usually in combination)
recently, freshly: new-laid eggs
Old English neowe, niowe, earlier niwe “new, fresh, recent, novel, unheard-of, different from the old; untried, inexperienced,” from Proto-Germanic *newjaz (cf. Old Saxon niuwi, Old Frisian nie, Middle Dutch nieuwe, Dutch nieuw, Old High German niuwl, German neu, Danish and Swedish ny, Gothic niujis “new”), from PIE *newo- “new” (cf. Sanskrit navah, Persian nau, Hittite newash, Greek neos, Lithuanian naujas, Old Church Slavonic novu, Russian novyi, Latin novus, Old Irish nue, Welsh newydd “new”).
The adverb is Old English niwe, from the adjective. New math in reference to a system of teaching mathematics based on investigation and discovery is from 1958. New World (adj.) to designate phenomena of the Western Hemisphere first attested 1823, in Lord Byron; the noun phrase is recorded from 1550s. New Deal in the FDR sense attested by 1932. New school in reference to the more advanced or liberal faction of something is from 1806. New Left (1960) was a coinage of U.S. political sociologist C. Wright Mills (1916-1962). New light in reference to religions is from 1640s. New frontier, in U.S. politics, “reform and social betterment,” is from 1934 but associated with John F. Kennedy’s use of it in 1960.
what else is new
[noo, nyoo] /nu, nyu/ adjective, newer, newest. 1. of recent origin, production, purchase, etc.; having but lately come or been brought into being: a new book. 2. of a kind now existing or appearing for the first time; novel: a new concept of the universe. 3. having but lately or but now come into knowledge: […]
noun 1. .
[noof, nyoof] /nuf, nyuf/ noun, Chiefly Canadian Slang: Sometimes Disparaging and Offensive. 1. (def 1). 1. . Newfoundland
noun 1. a town in SW Connecticut. | <urn:uuid:0fdfb7f0-58dc-4e19-aef8-d94c74992795> | CC-MAIN-2017-26 | http://definithing.com/define-dictionary/newer/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320323.17/warc/CC-MAIN-20170624184733-20170624204733-00119.warc.gz | en | 0.891813 | 1,136 | 2.546875 | 3 |
A blockchain is the state of the art technology that gives young talents a lot of career possibilities. You can earn more than $100,000 a year working as the blockchain developer, but how exactly do you get to this point in your career? The whole industry is relatively new, so you can’t really enrol a blockchain-focused college.
Instead, you need to take a different path and learn the basics of blockchain programming using other resources. But don’t let that discourage you – here is the beginner’s guide to blockchain programming that will show you how and what to learn.
The Blockchain Basics Explained
Before I start talking about the learning sources, I need to make sure that you understand this concept and how it works. By definition, the blockchain is a digital database containing information (such as records of financial transactions) that can be simultaneously used and shared within a large decentralized, publicly accessible network.
The system has several features that make it such a powerful new technology:
There is not a single authority that controls the blockchain. No banks, governments, or any other regulatory institutions. It’s just a decentralized system that enables users to manage and control their transactions single-handedly.
Users love the fact that there is no government surveillance, but the blockchain decentralization is much more than just politics. Since data storage is not centralized, it’s almost impossible to lose or destroy information, while users also enjoy the benefits of data accuracy and immutability.
The blockchain creates a distributed ledger of publicly accessible units of information. Blockchain specialists at the edugeeksclub.com agency, who conducted multiple studies about the transparency of the distributed ledger, say that the system allows each user to see every transaction that has ever been completed within the network: “It doesn’t require third-party mediation, which drastically speeds up the transaction process.”
The two-party system is not only faster but also cheaper. Let’s say you want to transfer money abroad or pay something to the supplier. Using blockchain, you don’t have to pay additional currency exchange or transaction fees. In such circumstances, no wonder that online marketplaces such as Open Bazaar are growing steadily – they don’t introduce platform fees, taxes, or restrictions.
I already mentioned that the blockchain data is public, but I must add that it’s also immutable. Once the information block is added to the ledger, no one can change it. Therefore, the blockchain represents a gigantic self-reviewing system that essentially prevents all sorts of manipulation or digital frauds.
At the same time, the odds of system failure are close to nothing. Potential malware attacks cannot focus on a single central point within the blockchain, so they can’t jeopardize individual users or hurt the blockchain architecture. This takes digital safety to the whole new level, making the blockchain a popular choice among developers.
What Is Ethereum?
Now that you’ve scratched the blockchain surface, you should see how to engage in the real-world programming. The easiest way to do so is by learning how to use Ethereum, an open source platform that utilizes blockchain technology to design decentralized tools and apps.
You can consider Ethereum a distributed “world computer” that gathers thousands of nods to enable independent app creation without the third-party interference. Keep in mind, however, that Ethereum is not just a cryptocurrency.
Most people confuse Ethereum for Bitcoin – the latter is only one type of the decentralized app with a purpose to ensure a peer-to-peer electronic cash system. On the other hand, Ethereum is much more comprehensive, which means you can use it to build many other apps as well.
Solidity is designed with a purpose to build smart contracts, i.e. computer protocols that enable users to exchange anything of value without the help from a middleman. In other words, smart contracts can analyze the current conditions in the ledger and automatically validate a transaction if they determine that the conditions are met.
What makes Solidity-based smart contracts so valuable? First of all, they play the role of multi-user accounts and approve transactions only when a majority of network contributors agree with it. Secondly, smart contracts function like software libraries, providing utilities to other contracts. And thirdly, they regulate agreements among users in case of mutual transactions.
6 Solidity Courses to Check Out
After everything you’ve learned so far, it is time to answer the crucial question – how can I learn Solidity programming? I will show you some of the best online studying sources currently available:
Udemy is one of the largest blockchain directories that offers dozens of valuable courses. You can find all sorts of topics – from blockchain in general to specific themes like Solidity or Ethereum. You can search for courses in three different categories: New, Top, and Beginner Favorites. This is not the only way to filter your searches since you can also look for courses based on duration or ratings. Udemy helps you to customize searches and find the course that suits your preferences. The cheapest courses will cost you $11.99.
Zastrin teaches you Ethereum blockchain programming through real-world projects. The real value of Zastrin is the fact that it regularly posts course updates, so you can never work with outdated tools and technologies. There are all sorts of blockchain-related materials available on this platform, so you can make a choice based on your current level of knowledge. You can test most courses for free, but you’ll have to pay for the full version.
Coursera is yet another vast library of online blockchain tutorials. If you enter “Solidity” in the search box, you will see almost 30 results, including several courses in Spanish and Portuguese. However, there are other categories to explore here, including Blockchain, Smart Contracts, Decentralized Applications, and many more. Coursera learning resources are excellent for beginner-level students.
If you are looking for an alternative blockchain learning method, perhaps you could try Crypto Zombies. It’s an interactive code school that teaches you how to write smart contracts in Solidity through building your own crypto-collectables game.
Thousands of students use Block Geeks as their blockchain learning platform. It offers an all-encompassing library of guides and articles, but you can also apply for the official training platform starting at $29 a month.
Bit Degree is offering both the beginner-level and advanced blockchain programming courses. Completing it, you will learn how to create smart contracts in Solidity and all of its basic features. The courses are interactive and mobile-friendly, which is particularly important if you want to study while commuting. Some Bit Degree courses come for free, but the vast majority will cost you over $100.
It’s not easy to learn blockchain coding, but it’s a highly profitable occupation. This post revealed how blockchain works and where to find learning resources, so make sure to use them and master the art of Solidity programming.
About the Author: Audrey is a proactive journalist who likes to get knowledge, analyze and present fresh ideas. Her background and various interests determine her genuine passion for writing. Find her on Facebook and Twitter.
Disclaimer: This article should not be taken as, and is not intended to provide any investment advice and is for educational purposes only. As of the time posting the writers may or may not have holdings in some of the coins or tokens they cover. Please conduct your own thorough research before investing in any cryptocurrency as all investments contain risk. | <urn:uuid:595d3d56-ba36-44ba-9880-538e3e3224aa> | CC-MAIN-2020-05 | https://www.tokens24.com/exclusive/the-beginners-guide-to-blockchain-programming-how-and-what-to-learn | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251689924.62/warc/CC-MAIN-20200126135207-20200126165207-00378.warc.gz | en | 0.926444 | 1,552 | 2.8125 | 3 |
The Texas State Department of Health requires that all children entering Texas elementary or secondary schools of higher education must have been immunized against communicable diseases: Diphtheria/Tetanus/Attenuated Pertussis (DTaP/TdaP), Poliomyelitis, Measles/Mumps/Rubella (MMR), Haemophilus Influenzae (HIB), Pneumococcus (PCV), Meningitis (MCV), Varicella, Hepatitis A, and Hepatitis B.
Chicken PoxStudents in Kg – 12th grades are required to have two Varicella shots. However, if your child has had Chicken Pox, they do not need to complete this series. Please notify the school nurse and/or fill out the attached verification form and turn it in to the nurse.
Hepatitis AStudents in grades Pk - 7th are required to have two Hep A vaccines.7th Grade Immunization RequirementsTetanus booster (Tdap/Td within the last 5 yrs)1 Meningitis Vaccine (on or after 11th birthday)
Immunization Enrollment Policy
1. At time of registration, state law requires that a student present evidence of current immunization or of being in active pursuit of adequate immunization.
2. Evidence must be one or all of the following:
a. A validated shot record
b. Documented school records
Review of Immunization Status
The school nurse will review the immunization status of each student to ensure his/her compliance with Texas Department of State Health Services Immunization requirements. If it is determined that a student is delinquent, a 30 day notice will be sent home. If after the 30 days the student remains non-compliant with his/her immunizations, the student will be excluded from school, with the possibility of being withdrawn. Students whose absences exceed 3 days of suspension will be referred to the attendance specialist. (See also Compulsory Attendance)
To claim exemption for medical reasons, a statement signed by a physician duly registered and licensed to practice in the United States, is required. The statement must indicate that, in the physician's opinion, the required immunization(s) would be injurious to the health and well-being of the applicant or any member of his/her family or household. Unless a lifelong condition is specified, the exemption statement is only valid for one year from the date signed by the physician and must be renewed annually in order to remain in effect.
To claim exemption for reasons of conscience, including a religious belief, a signed affidavit obtained from the Texas Department of State Health Services must be presented by the child's parent or legal guardian. This exemption does not apply in times of emergency or outbreak declared by the Commissioner of Health or local health authority. The affidavit is valid for two years from the date it was notarized. For more information, click on link below or fill out and print attached Request for Exemption form and proceed as instructed.
Online Affidavit Request for Exemption from Immunizations for Reasons of Conscience
For more information regarding immunization requirements, please see the Parent-Student Handbook/Code of Conduct. | <urn:uuid:ae20ce06-f613-41ef-86de-69a017d389ed> | CC-MAIN-2017-47 | https://www.newcaneyisd.org/domain/312 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934809746.91/warc/CC-MAIN-20171125090503-20171125110503-00115.warc.gz | en | 0.926722 | 664 | 2.578125 | 3 |
Lets talk gauge. What is the importance of cable gauge and how does it affect performance?
To understand the importance of gauge in the world of cables, we must first understand what goes inside them. Not what components they are made of, but what they actually carry through them. In the cable industry, it is referred to as current flow (of electrons) that runs throughout the wire. Imagine a flow of water that runs through a pipe. The wider the pipe is, the more water runs through it in shorter time.
How does that translate to cables? Resistance is how many electrons make it through the cable and do not evaporate. With a thinner cable, there is less flow and heat buildup, which causes the electrons to dissipate. The wider the cable, the easier it is for the electrons to pass through it.
Cable’s gauge indicates the thickness of the conductor in which the electrons flow. A 23AWG cable is 0.57mm wide, while a 24AWG cable is 0.52mm wide. Notice the lower the gauge – the higher the thickness.
To reduce resistance and allow for a better flow of electrons the diameter of the cable’s conductor must be increased. By doing so, resistance is automatically reduced over the cable.
All this information brings up an important question – is the cable’s gauge the most important element in a it? The simple answer is no. The twisting rate is as important to the cable’s performance as the gauge. What may not be common knowledge is the importance of twisting rate for the performance of category cables.
24AWG with high quality copper and a very good twist rate may be able to provide the performance needed. But to assure performance and avoid taking chances, the EIA/TIA standards for Category 6 cables require 23AWG, NOT 24 AWG. | <urn:uuid:36cd7794-cc77-4831-b87a-efc221190af8> | CC-MAIN-2017-26 | http://www.tektel.com/b1/cable-gauge-the-difference-between-cat6-23awg-cat6-24awg/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128323604.1/warc/CC-MAIN-20170628101910-20170628121910-00715.warc.gz | en | 0.937959 | 380 | 3.28125 | 3 |
In my understanding, the net-id, subnet-id and host-id of a host IP address are portions of it, indicating which bits in its binary notation they corresponds to.
From them we can evaluate the network address and subnet address, which instead are IP addresses.
The converse is not true, unless you specify the subnet mask or CIDR.
In this way it does not make sense to specify the subnet-id with a single decimal number, f.i.
in 18.104.22.168/13 the subnet-id is the 5 most significant bits of the second byte, but if I specify the subnet address 22.214.171.124 without the CIDR or subnet mask I can't get the subnet-id. "176" does not specifies the subnet-id as 126.96.36.199/13 and 188.8.131.52/15 have the same "176" but different subnet-id's.
Is that correct? I see that in some textbooks the terms are used interchangeably. | <urn:uuid:2f3f4618-a5f2-4378-a1b9-e3480807264d> | CC-MAIN-2020-05 | https://networkengineering.stackexchange.com/questions/36308/clarification-on-the-definition-of-net-subnet-id-and-network-subnet-address | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00325.warc.gz | en | 0.872835 | 228 | 2.953125 | 3 |
FDA Takes Voluntary Approach to Limiting Animal Antibiotics
The agency is issuing a final guidance document that explains how animal pharmaceutical companies can work with it to voluntarily remove growth enhancement and feed efficiency indications from the approved uses of their medically important antimicrobial drug products.
The U.S. Food and Drug Administration announced it is implementing a voluntary plan with industry to phase out the use of certain antibiotics for cattle, hogs, poultry, and other food-producing animals. These antibiotics are added to feed or water to help the animals gain weight faster or use less food to gain weight, but they contribute to the development of antimicrobial resistance.
FDA is working to address the use of "medically important" antibiotics in food-producing animals for production uses; they're considered important because they are also used to treat human disease and might not work if the bacteria they target become resistant to the drugs' effects. "We need to be selective about the drugs we use in animals and when we use them," said William Flynn, DVM, MS, deputy director for science policy at FDA's Center for Veterinary Medicine. "Antimicrobial resistance may not be completely preventable, but we need to do what we can to slow it down."
The agency is issuing a final guidance document that explains how animal pharmaceutical companies can work with it to voluntarily remove growth enhancement and feed efficiency indications from the approved uses of their medically important antimicrobial drug products and also shift the therapeutic uses of the products from over-the-counter availability to a marketing status requiring veterinary oversight.
"This action promotes the judicious use of important antimicrobials, which protects public health and, at the same time, ensures that sick and at-risk animals receive the therapy they need," said Bernadette Dunham, DVM, Ph.D., the center's director. "We realize that these steps represent changes for veterinarians and animal producers, and we have been working to make this transition as seamless as possible."
The agency is asking animal pharmaceutical companies to notify it within the next three months of their intent to voluntarily make the recommended changes. "Based on our outreach, we have every reason to believe that animal pharmaceutical companies will support us in this effort," said Michael R. Taylor, FDA's deputy commissioner for foods and veterinary medicine. | <urn:uuid:592e6260-3a59-49a0-bcd7-d816fad784f5> | CC-MAIN-2017-47 | https://eponline.com/articles/2013/12/12/fda-takes-voluntary-approach-to-limiting-animal-antibiotics.aspx?admgarea=ht.water | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934807344.89/warc/CC-MAIN-20171124085059-20171124105059-00033.warc.gz | en | 0.935892 | 468 | 2.5625 | 3 |
Aug. 10, 2007 -- Eating just one daily serving of whole grains may help prevent high blood pressure -- and more servings could slash your risk even further.
So says a study published in The American Journal of Clinical Nutrition.
Study participants' odds of developing high blood pressure over a decade fell by 4% with each daily serving of whole grains.
What Are Whole Grains?
Whole grains, which provide all edible parts of the grain, include whole-grain corn, oats, popcorn, brown rice, whole rye, whole-grain barley, buckwheat, and quinoa (pronounced "keen-wah").
The new study tracks whole-grain intake in nearly 29,000 U.S. women who are health care workers.
When the study started in 1992, the women were at least 45 years old and were in their early to mid-50s, on average. They completed surveys about the foods they ate during the previous year.
The women were followed for 10 years, on average. During that time, a total of 8,722 women in the group were newly diagnosed with high blood pressure (hypertension).
Compared to women who reported eating less than half a daily serving of whole grains, women who claimed to eat at least four daily servings of whole grains were about 23% less likely to be diagnosed with high blood pressure during the study.
Refined grains, such as white bread, showed no effect on the women's odds of developing high blood pressure.
The fiber and nutrients in whole grains may have helped prevent high blood pressure, write the researchers, who included Lu Wang, MD, of the preventive medicine division at Harvard Medical School and Brigham and Women's Hospital in Boston.
The study has some limits. The women only completed the survey once, so any dietary changes they made over the years aren't reflected in the data. Also, some women may have misreported their dietary habits. It's also not clear if the findings apply to other groups of people.
Ready to add more whole grains to your diet but not sure where to start?
You could swap refined grains for whole grains -- for instance, switching from white rice to brown rice. You can also find whole grains in many products including breakfast cereals and breads.
At least half of your grains should be whole grains, according to the U.S. government's dietary guidelines.
But be a savvy shopper. Buzzwords such as "multigrain," "100% wheat," and "stone-ground" aren't the same as "whole grain."
Also, know that not all brown-colored breads are made from whole grains. The bottom line: Read food labels carefully when shopping for whole grains.
Of course, whole grains don't solely determine your blood pressure. Your age, sex, race, lifestyle, and other dietary habits also matter. | <urn:uuid:aba14489-b55f-472e-9f3d-98642e615a7c> | CC-MAIN-2020-29 | https://www.webmd.com/hypertension-high-blood-pressure/news/20070810/whole-grains-high-blood-pressure | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657172545.84/warc/CC-MAIN-20200716153247-20200716183247-00046.warc.gz | en | 0.967303 | 589 | 2.875 | 3 |
One sided relationships.
Other person is often unaware of the existence of the first, for example, the relationship between a fan and a celebrity.
When a close relationship ends, they experience distress. This should be true for parasocial relationships.
Eyal and Cohen assessed reactions to the final episode of Friends. The amount of distress was predicted by the intensity of the parasocial relationships.
Eyal and Cohen found that lonely Ps were more distressed at the final Friends episode.
Asche and Mutcheon found shyness and lonliness were weakly associated with strength of parasocial relationships.
Adolescents are the most likely to form these… | <urn:uuid:9e36842e-9148-46f6-9522-14420428b3c1> | CC-MAIN-2017-30 | https://getrevising.co.uk/revision-notes/celebrity_attraction_social_psychological_2 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549436321.71/warc/CC-MAIN-20170728022449-20170728042449-00220.warc.gz | en | 0.950574 | 132 | 2.515625 | 3 |
Dramatic calcite formations in Kilkenny are small but perfectly formed over the millennia. Dunmore Cave includes a bat colony and even skeletons encrusted in the limestone.
In 2020, each week IrishCentral will be choosing a wonderful tourist attraction in Ireland to spark joy and inspiration for those planning or dreaming of traveling to Ireland.
Formed over 300 million years the Dunmore Cave contains some of the most dramatic calcite formations in Ireland and has been mentioned in annals throughout the centuries including as far back as the 9th-century Irish Triads. The annals also provide references to a Viking massacre that took place there in 928 AD.
The Dunmore cave is a limestone cave and it's located at Ballyfoyle, County Kilkenny. The entrance is in the townland of Mohill, where a visitors and exhibition center has been established. Just 6.8 miles outside Kilkenny City the Dunmore Cave is comprised of a quarter of a mile of passages. At its deepest point, the cave is 150 feet below the ground.
While the Dunmore Cave is smaller than many other cave complexes in Ireland, it is the wonder of the cave's calcite formations, its scientific noteworthiness, and connections to history that make it fascinating.
The cave has been millennia in the making, but it’s only in recent years that attempts have been made to unravel its history. In 1944 the cave was designated a National Monument by the Commissioners of Public Works, but the development of a visitor center did not begin until 1967. This was at the behest of archaeologists and speleologist J. C. Coleman. Dunmore Cave was closed in 2000 for archaeological work and redevelopment and reopened in 2003.
The caves are now accessible via stairs and walkways and extensive lighting makes for dramatic and easy viewing of the calcite deposits, plants and animal life. At one point the cave was home to a bat colony and some of their skeletons can be seen encrusted in the calcite limestone. The most spectacular calcite display is that Market Cross, a distantly cross-shaped column that measures 19 feet / 5.8 meters high.
The earliest archaeological writings on the cave came from Bishop George Berkeley in 1706. He had visited as a boy and in his essay, which was not published until 1871, he gives a detailed report on the cave.
In 1869 Arthur Wynne Foot, a physician, made an archaeological visit to the cave with Reverend James Graves and Peter Burtchaell. They discovered large quantities of human remains during their visit. They were collected. In his reports Foot meticulously documented his findings and his work became a source of reference for all those studying the area over the next 120 years.
In 1999 a hoard of 43 silver and bronze items was discovered in the cave. Archaeologists dated these items, including silver, ingots and conical buttons woven from fine silver to 970 AD.
The earliest reference to the caves can be found in the Triads of Ireland, dating from the 9th century, where “Úam Chnogba, Úam Slángae and Dearc Fearna" are listed under the heading, "the three darkest places in Ireland." “Dearc Fearna,” meaning the “Cave of the Alders" is thought to be the present Dunmore Cave. The other two, “Úam Chnogba, Úam Slángae,” translate as the caves of Knowth and Slaney (most likely those at Baltinglass).
In the “Annals of the Four Masters,” from the 17th century, Dearc Fearna was recorded as the site of a great Viking massacre in 928 AD. It states that Godfrey, grandson of Imhar, with the foreigners of Ath Cliath, demolished and plundered Dearc Fearna, where one thousand persons were killed.
Admission to the caves is by guided tour only. The caves are open seven days a week and tours start from 9.30am. Unfortunately, the caves are not accessible via wheelchair.
For more visit www.visitkilkenny.ie.
* Originally published in 2014. | <urn:uuid:803b4260-c6b7-4cc4-9d43-8047a2e033a2> | CC-MAIN-2020-10 | https://www.irishcentral.com/travel/travel-tips/dunmore-cave-kilkenny | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145729.69/warc/CC-MAIN-20200222211056-20200223001056-00434.warc.gz | en | 0.973111 | 869 | 3.109375 | 3 |
A research team led by Professor Yaohe Wang at the Barts Cancer Institute (BCI) of Queen Mary University of London (QMUL) has created a novel oncolytic viral agent expressing interleukin-12 (IL-12) that shows promise as a potential anti-tumour immunotherapy for the treatment of pancreatic cancer.
Using hamster models of pancreatic cancer that closely mimic the stages of tumour development in humans, the study demonstrated that treatment with the virus expressing a modified form of IL-12 could result in up to 100 per cent tumour eradication and survival.
Re-designing IL-12Immunotherapy works by utilising the body’s immune system to target and destroy cancer cells and is one of the most promising treatment options currently available to patients. IL-12 - a protein involved in regulation of the immune response - has proven to be extremely effective at inducing robust anti-tumour responses; however, toxicity associated with the accumulation of IL-12 in the body has limited its application as a therapeutic agent.
By re-designing IL-12 to remove a signalling protein responsible for the release of IL-12 from cells, the research group created a novel and non-toxic IL-12 variant that successfully treated Syrian hamsters with localised or advanced pancreatic cancer. Removing the signalling protein from IL-12 stops the secretion of the protein from cells, preventing its build-up in the body thereby restricting its release to the area immediately surrounding the tumour when the tumour cells are killed by the oncolytic virus.
This modification of IL-12 eliminated its toxic side effects, even at high doses, but did not influence the anti-tumour efficacy. Treatment resulted in enhanced survival in animals with cancer localised to the pancreas and in animals with advanced pancreatic cancer that had spread throughout the body.
The modified IL-12 was delivered to the tumour sites using an engineered adenovirus (Ad-TD). Oncolytic virotherapy - using viruses to specifically target and destroy tumour cells - has demonstrated encouraging results for cancer treatment and does not harm normal tissues. Oncolytic viruses are able to replicate in and kill tumour cells. Additionally, and perhaps more importantly, the viruses induce an immune response at the tumour site, activating and recruiting more immune cells to fight the cancer.
Of note, by re-infecting cured hamsters with pancreatic cancer cells, the researchers observed that the cancer cells were cleared from the animals’ bodies- indicating the development of immunity. Achieving immunity, whereby immune cells acquire a ‘memory’ to recognise tumour markers, is a critical step in generating long-term protection against cancer recurrence in patients, an effect that standard cancer treatments, such as chemotherapy, do not elicit.
Dr Louisa Chard, a senior research fellow in Professor Yaohe Wang’s research group, said:
This study shows that IL-12 can be modified without affecting its ability to activate anti-tumour immunity. We also showed, for the first time, that it is possible to use certain immune cytokines such as IL-12 in the Syrian hamster, demonstrating the hamster model as a good surrogate for the human immune system.
The findings of the research, published in Nature Communications, provide renewed hope for the development of IL-12-based treatments for cancer.
The next steps for this research involve work towards clinical translation to determine how use of this modified IL-12 may benefit patients.
Pancreatic cancer is diagnosed in approximately 9,600 people per year in the UK. Incidence rates have increased over the past 10 years and are predicted to continue to rise. New treatments, such as immunotherapy, are therefore crucial to improve patient prognosis.
The research was performed in collaboration with the Sino-British Research Centre of Zhengzhou University, China. The work was funded by the National Natural Science Foundation of China, Ministry of Science and Technology of China and the Medical Research Council. | <urn:uuid:801b7fbc-730a-42d9-a281-04da56986bef> | CC-MAIN-2020-29 | https://www.bartscancer.london/general-news/2018/01/steps-towards-the-development-of-a-new-immunotherapy-for-pancreatic-cancer/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655880665.3/warc/CC-MAIN-20200714114524-20200714144524-00136.warc.gz | en | 0.948516 | 837 | 2.546875 | 3 |
Pursuing an MBA has long been seen as a high-reward option for business-minded individuals and societies alike. But when it comes to addressing today’s global issues, it’s quickly becoming a luxury in terms of time and money.
Fortunately, some community college and privately funded start-up programs have figured out that developing real-world experience right out of the gates is more important to becoming a successful entrepreneur than time spent in the classroom.
North American students have racked up a mountain of debt over the last decade, and many of those are MBA students. Tuition for a two-year MBA can range from $10,000 to well over $60,000, depending on the school.
Sitting at $1.2 trillion, college debt is the second-highest form of private debt in the U.S. behind mortgages. It’s no wonder that economists and debt-rating agencies such as Standard & Poor’s have warned that student loans could be the next economic bubble.
In Canada, the picture is less extreme, but still quite dim. According to the latest Statistics Canada survey, student debt grew 24 per cent between 2005 and 2012, leaving one in eight families paying student debts with a median value of about $10,000.
Aside from making it impossible to buy houses and start families, debt is holding young people back from pursuing projects that could help solve the world’s problems, says Danielle Strachman, program director at the Thiel Fellowship.
When graduates come out of college, they need to service their debt first, which means that they need a job that pays well, she says. “Most people say their jobs are temporary, but after a while, it becomes difficult to turn around and say ‘I’m going to work on that project I wanted to do when I was 18.’ ”
With the motto “some ideas just can’t wait,” the fellowship gives creative and motivated young people $100,000 to focus on a project, research or self-education.
Since the program began in 2011, 58 organizations and companies have been founded and are still running. The fellows have raised over $100 million in investments, grants and partnerships and created jobs for over 250 employees.
The fellowship teaches young people that the best way to test an idea is to put it out on the market and learn from one’s mistakes, says Strachman.
Eden Full, a fellow in the program’s first cohort, developed a device called SunSaluter, which allows solar panels to rotate with the sun, generating up to 40 per cent more electricity.
While a similar technology already existed, Full saw an opportunity to lower the cost, create a more intuitive design and start a non-profit organization that would allow local residents to start for-profit businesses without much technical knowledge.
But when the start-up launched in Uganda and Tanzania in 2012, Full found that neither country was the right fit for the early phases of the project. After realizing her mistake, she relocated the project to India in 2013, built a team and secured grant funding.
The company now has a manufacturing base in Bangalore, and has raised over $250,000 in grant money and deployed over 70 SunSaluters to 10 different countries.
But not everyone can so easily secure $100,000 to take two years off from school and pursue a dream. And that is where community colleges step in, says Andrew Gold, a business professor and social entrepreneur at Hillsborough Community College (HCC) in Tampa, Florida.
Entrepreneurship students at HCC are expected to realize a business idea or re-strategize and pursue something else within 15 weeks. While this may seem like an unrealistic expectation, Gold says the accelerated pace of the program is the most important part. It relies on the Lean Startup methodology, which requires entrepreneurs to build a boiled-down product as quickly as possible, show it to consumers and redesign the product based on the feedback.
In MBA programs, business students are typically taught to write business plans and tell people why their ideas are great in the hope that investors will come on board, says Gold. That is a flawed and broken process, especially if the product is not tested on the people who will be buying it, he says.
“You don’t build anything just because you have a feeling that someone is going to want it…. What most cutting-edge entrepreneurs are doing today is learning to fail quickly.”
While failing can be scary and costly, Gold says, community colleges provide a safe and affordable environment for all types of people to test their ideas with support from experts who they would otherwise not have access to.
Community colleges do a lot of hand-holding, and when you break down the number of class hours and face time with professors, the one-semester entrepreneurship certificate at HCC costs $9.12 per hour – far below what it would cost to hire a consultant, he says.
A big part of transitioning to a sustainable future is equal access to strong education, says Todd Cohen, director of the Sustainability Education and Economic Development Center, an initiative of the American Association of Community Colleges. “Community colleges are made for the working mother to come back to school or for a mid-career worker who realizes they want to go green,” says Cohen. “It opens up the door to many more types of people.”
Community colleges are also willing to train entrepreneurs who want to start small- or medium-size businesses that four-year business programs may not be interested in, says Gold.
As the chief executive of a tech startup without an MBA or university degree, Full says the challenge is mostly a mental one.
“Some of the hard part is knowing that you are on a different path from other people and positioning yourself in a certain way so that people don’t think you’re weird because you didn’t do what everyone else did,” she says.
The goal of the Thiel Fellowship, explains Strachman, is to set young people on a radically different trajectory and prevent more 30-year-olds from coming out of post-graduate studies saying “I wrote that thesis, but now what is my life about?” | <urn:uuid:f2ae4db7-8955-4311-a253-dfbaf493cca5> | CC-MAIN-2020-10 | https://www.corporateknights.com/channels/education/running-walking-14127696/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146665.7/warc/CC-MAIN-20200227063824-20200227093824-00027.warc.gz | en | 0.964411 | 1,303 | 2.59375 | 3 |
We tend to think of mobile phones as a matter of convenience, allowing us to be productive and entertained while we’re on the go. But a team of researchers at MIT’s Media Lab has created a simple and inexpensive device that when used with a mobile phone can help diagnose vision problems.
The underlying principles of the NETRA
(Near-Eye Tool for Refractive Assessment) system are related to recent advances in adaptive optics. The test takes less than two minutes, during which the patient is asked to look through a small device attached to the screen of a mobile phone. The device uses small lenses and pinholes that require the user to focus at different depths.
If any vision problems are discovered while looking at the test patterns, the user adjusts the display until it can be seen clearly. This quickly provides exact measurements, potentially more accurate than the current system, which requires patients to decide which of two separate, serially viewed options is better.
Aside from the software needed on the mobile phone, the only equipment needed is a snap-on plastic attachment that can be manufactured for less than $2 each. Though further testing is necessary, the system has the potential to be faster and more accurate that results obtained from much more costly traditional equipment currently used by ophthalmologists. The NETRA system recently won a prize in te MIT IDEAS competition, and the prototype and supporting research papers will be presented at this summer’s SIGGRAPH computer graphics conference. | <urn:uuid:14c184a2-e268-41e1-ab09-37a9480e4881> | CC-MAIN-2013-48 | http://www.geek.com/mobile/new-device-uses-mobile-phone-to-test-vision-in-developing-countries-1361609/ | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164580976/warc/CC-MAIN-20131204134300-00064-ip-10-33-133-15.ec2.internal.warc.gz | en | 0.956737 | 299 | 3.59375 | 4 |
- Divider Di*vid"er, n.
1. One who, or that which, divides; that which separates
anything into parts.
2. One who deals out to each his share. [1913 Webster]
Who made me a judge or a divider over you? --Luke xii. 14. [1913 Webster]
3. One who, or that which, causes division. [1913 Webster]
Hate is of all things the mightiest divider. --Milton. [1913 Webster]
Money, the great divider of the world. --Swift. [1913 Webster]
Note: The structure may be a wall with an opening in it to allow seeing one part of the room from the other. This term is also used to designate a semitransparent curtain formed by hanging multiple strings of various materials from a ceiling, intended to visually partition a room without inhibiting passage between the partitions
Syn: partition, room divider. [WordNet 1.5 PJC]
The Collaborative International Dictionary of English. 2000.
Look at other dictionaries:
divider — UK US /dɪˈvaɪdər/ noun [C] WORKPLACE ► a flat object that is used to separate parts of a room, different working areas, etc.: »The office is a large, open plan environment with desks and dividers. »Portable sound absorbent room dividers allow the … Financial and business terms
divider — ► NOUN 1) (also room divider) a screen or piece of furniture that divides a room into two parts. 2) (dividers) a measuring compass, especially one with a screw for making fine adjustments … English terms dictionary
divider — 1520s, agent noun from DIVIDE (Cf. divide). Meaning partition or screen, especially in a room, is from 1959 … Etymology dictionary
divider — A vertical or horizontal separator for letter carrier or clerk distribution cases … Glossary of postal terms
divider — [də vīd′ər] n. a person or thing that divides; specif., a) [pl.] an instrument for dividing lines, measuring or marking off distances, etc.; compasses b) a screen, set of shelves, etc. used to separate a room into distinct areas … English World dictionary
divider — UK [dɪˈvaɪdə(r)] / US [dɪˈvaɪdər] noun [countable] Word forms divider : singular divider plural dividers 1) something used to mark the place where one thing ends and another begins a room divider coloured subject dividers 2) something that… … English dictionary
divider — /di vuy deuhr/, n. 1. a person or thing that divides. 2. dividers, a pair of compasses, as used for dividing lines, measuring, etc. 3. a partition between two areas or dividing one area into two, as a piece of cardboard in a box or a bookcase… … Universalium
divider — di|vid|er [dıˈvaıdə US ər] n 1.) something that divides something else into parts ▪ a room divider ▪ alphabetical file dividers 2.) AmE a piece of land that separates traffic travelling in opposite directions on a main road British Equivalent:… … Dictionary of contemporary English
divider — [[t]dɪva͟ɪdə(r)[/t]] dividers 1) N COUNT: usu with supp A divider is something which forms a barrier between two areas or sets of things. A curtain acted as a divider between this class and another. ...room dividers. 2) N PLURAL: also a pair of N … English dictionary
divider — noun Date: 1534 1. one that divides 2. plural an instrument for measuring or marking (as in dividing lines) 3. something serving as a partition between separate spaces or areas < a highway divider … New Collegiate Dictionary | <urn:uuid:798363e6-5775-40ee-aac6-9214d5da577a> | CC-MAIN-2020-29 | https://cide.academic.ru/52469 | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655933254.67/warc/CC-MAIN-20200711130351-20200711160351-00542.warc.gz | en | 0.81156 | 864 | 2.875 | 3 |
|BOTANICAL ELECTRONIC NEWS|
|No. 414 September 23, [email protected]||Victoria, B.C.|
The Consortium of Pacific Northwest Herbaria (http://www.pnwherbaria.org/) was created in 2007 to bring together regional herbaria and provide an online portal to the wealth of existing and emerging information about the flora of Pacific Northwest North America. Our definition of the region includes both U.S. states and Canadian provinces: Alaska, Yukon Territory, British Columbia, Washington, Oregon, Idaho, and Montana. All types of herbarium specimen collections are represented by the Consortium including vascular plants, bryophytes, liverworts, hornworts, algae, lichens, and fungi.
Over 3.3 million specimens are managed by the region's 53 herbaria. Providing online access to these specimens is a primary function of the Consortium web site. Currently, 643,000 specimen records from four herbaria can be accessed through our web site and, with the pending addition of data from the University of British Columbia Herbarium, the total number of specimen records available will soon increase to an incredible 1,087,000.
By combining data from multiple herbaria in this way the Consortium web site provides truly comprehensive information about the distributions of species within the Pacific Northwest region as well as an efficient way for researchers to to browse and acquire relevant data that currently reside in disparate locations. Specimen data made available through the web site will be of use to academic researchers, land managers, conservation biologists, ecologists, amateur botanists, educational institutions, and other public and private organizations and businesses.
Table 1. Summary of collections currently served through the Consortium web site, broken down by herbarium and organismal group.
* UBC data is currently being uploaded. Herbarium acronyms are NY (New York
Botanical Garden), OSC (Oregon State University), UAM (University of Alaska
Fairbanks), UBC (University of British Columbia), and WTU (University of
Washington, also known by UWBM).
** Includes liverworts and hornworts.
These specimen records can be accessed through a fully featured search portal at http://www.pnwherbaria.org/portal/search.php. Integrated into the search results is an interactive map display that shows a graphical depiction of the distribution of a set of specimens or any species. Users can zoom in to this map allowing, in many cases, visual clarification of the exact collection locations of individual specimens. Search results can also be downloaded in several formats for local use such as importing into Excel or GIS software, printing, or viewing in Google Earth.
In addition to specimen data, the Consortium web site provides links to relevant botanical resources hosted by regional herbaria. These include checklists, flora projects, online image collections, atlases, and individual herbarium databases. Also provided is an index of regional herbaria with contact information and summaries of each herbarium's holdings.
In July of 2009 the University of Washington Herbarium (WTU) submitted a collaborative grant proposal to NSF requesting funding to further develop the Consortium web site and integrate many additional specimen collections from Washington, Oregon, Idaho, and Montana. Partners in this grant are the Oregon State University Herbarium (OSC), the Stillinger Herbarium at the University of Idaho (ID), and the Montana State University Herbarium (MONT). If funded, this grant will enable several significant additions:
Together, these additions will bring the total number of specimen records served through the web site to nearly 1.8 million!
The PNW Herbaria Portal web site is managed by staff at the University of Washington Herbarium. For further information contact David Giblin (Herbarium Manager, [email protected] ) or Ben Legler at the email above.
Available from: Missouri Botanical Garden Press (http://www.mbgpress.info/index.php?task=id&id=90602
As Tom Lammers is a former student of mine, I couldn't resist obtaining a copy of this small book, simply out of curiosity. What--Lammers writing fiction? This I just had to see for myself.
What I did find out is that Lammers does, indeed, have a real talent for spinning an intriguing yarn and keeping the reader engaged with it. I started this small book on an airplane flight back to Vienna, but not having finished it by the time I arrived, I found I just had to keep reading to find out what happened next in the story! This is the mark of a well-written book.
The story begins with a Professor Sheldon Wright finding an old book in the attic of his building on the Cranmoor college campus. It results that this is the journal of Augustus Green in the Iowa territory (U.S.A.) in 1799, who was collecting plants in the region. As Professor Wright begins to read this journal, it serves as our story line, and in the process we learn about plant collecting, indigenous peoples of the region, Spanish bureaucracy, Indian languages, etc. I was a bit amazed at the breath of this historical information, and so, asking Lammers about it, he answered: "Yes, all of the details are true, except for those that aren't!" To that perspective we have the topc from the title, the Pye-a-Saw, which really grabs your attention. This is a---whoops, better not to let it out and spoil the story. I suggest that you get a copy and read it for yourself--it will provide a very nice evening's entertainment.
To order a book over the phone, you can call 1-800-827-5622
This beautiful field guide to mushrooms of the Pacific Northwest is well written with excellent photography and the taxonomic issues are up to date. The book is small enough (6"x 8.5"x 7/8") to fit in a day pack and sturdy enough to take into the field. Steve Trudell, an affiliate professor in the College of Forest Resources at the University of Washington, is an award winning photographer who has been studying mushrooms and mushroom ecology for over 30 years. Joe Ammirati is professor of biology and teaches mycology and botany at the University of Washington.
In a section titled "Preliminaries", the authors tell the reader what mushrooms are, how to hunt for mushrooms and collect them safely. They discuss mushroom ecology and mushroom toxicology. This section is followed by a discussion of how to identify mushrooms and how to use the book. These sections are useful to beginners. Individuals unfamiliar with mushrooms can start the identification process with the picture key to mushroom types inside the front cover of Mushrooms of the Pacific Northwest. For individuals with some experience with mushrooms, the starting point is the written key to morphological groups on page 38 which leads the reader to the various color coded sections of the book. Each section begins with a key the genera included in that group. There are no keys to species, which in my view makes sense since there are probably over 5,000 species in the Pacific Northwest, far more than could be keyed out in any affordable field guide.
In the part of the book dealing with the mushrooms, each section begins with a discussion of the general physical features of the mushrooms in the genus covered followed by a description of our current understanding of the evolutionary relationships of the mushrooms in that section to other major groups of fungi. The descriptions of species do not follow the usual pattern of giving the dimensions, features and color of the cap, then gills, then stalk, etc. but instead follow a discussion format that I feel gives the readers a good sense of what to look for in each species described. They also give the most recent older name for species that have recently been renamed, discuss when a species or even a group of mushrooms needs more study before a name or names can be accurately applied, and anticipate some name changes that we can expect to see soon. Good edible species and seriously poisonous species are discussed in considerably more detail than the other mushrooms.
I was surprised at the number of species included that were new to me. All of my favorite groups of edibles were included as were all of the poisonous mushrooms that I worry about people accidentally picking. The photographs, almost all by Steve Trudell were excellent educational images, generally showing the critical features needed for identification, though in some cases the small size of the images made it hard to discern an important feature though the images were the same size as those found in most recent field guides. I would also have liked to see 500 or 600 pages devoted to PNW mushrooms so that the authors could have squeezed in more species. However, given the limitations of space and budget, I think that the authors did a great job in picking what to illustrate while still giving the reader a sense of what is out there that could not be described in just one book. [excerpt from a review by Michael W. Beug in The Mycophile, summer 2009]
To order this publication, call 503-375-5646.
This is one of the most beautifully laid out and illustrated mushroom books ever produced. It will remain the main information source on this genus in the Pacific Northwest for many years to come. The macroscopic and microscopic keys have spent years in development and testing. The species descriptions bring together Norvell’s accounts scattered through the journal literature and her own assessments of species described by others in less detail.
The Pacific Northwest is a particularly rich area for Phaeocollybia. Its 25 species are mostly endemic and constitute almost a third of the world’s species. Phaeocollybia has a reputation for favouring old growth forests, making it a focus of conservation efforts and research. Norvell and Exeter collaborated on research showing that while clear-cutting and heavy thinning appear to affect phaeocollybia fruiting adversely, moderate thinning (e.g. leaving 200-300 trees per hectare) does not appear to do so.
Ron Exeter and Lorelei Norvell continue the standard of artistic and scientific excellence that they achieved (with Efrén Cázares) in Ramaria of the Pacific Northwestern United States, another publication by the same Bureau of Land Management office.
Introductory chapters include accounts of distribution and ecology, biology and development, taxonomy, and identifying characteristics. After the well organized macroscopic and microscopic keys to Pacific Northwest Phaeocollybia, there are detailed descriptions of each of the 25 species. The descriptions contain full macroscopic and microscopic details, and are well illustrated with photographs, drawings, and charts distinguishing close species. At the end is a bibliography and glossary. All the sections have color-coded page edges.
A glance at the curriculum vitae of Lorelei Norvell shows why she brought so many talents to the making of this publication. Her PhD dissertation is on Phaeocollybia and she is the current editor of Mycotaxon. Contributions to mycology are protean. In addition, she has an MA in Slavic languages and a secondary education teacher’s certificate, and in her fine art days she owned a leaded glass studio. It is not clear whether she was helped by being President of the Chamber Music Society of Oregon.
Norvell’s wide-ranging curiosity is evident in her digging explorations of the long pseudorhizas that extend into the soil from Phaeocollybia fruitbodies. She describes the development of the fruitbodies from under the ground and the different forms of pseudorhizas. Particularly notable is her discovery of universal veil remnants not previously documented for the genus. (A sesquipedalian might say that she established phaeocollybian monovelangiocarpy.) There is a glossary.
Ron Exeter is one of those photographers who always make you want to look at his next photograph. The care and creativity that he applies to his photographs is also evident in his scientific work. Norvell and Scott Redhead also contributed many fine photographs.
The authors thank many other people including Joe Ammirati and Scott Redhead both as mentors and “our reviewers dedicated to removing errors, hyphens, and whimsy from these pages”. Fortunately they were not completely successful in their last task. The last sentence concerns O2, a particularly rich research transect for Phaeocollybia, “The authors have designated Oz as an official phaeocollybian Garden of Eden.” The last illustration shows a cat with the label “Senior Systems Administrator”. [Wasn't it Lorelei who lured the Rhine sailors to their death? - AC, BEN Editor]
Send submissions to [email protected]
BEN is archived at http://www.ou.edu/cas/botany-micro/ben/ | <urn:uuid:62e4855a-c7e5-47f3-be64-b3f41da8398d> | CC-MAIN-2014-10 | http://www.ou.edu/cas/botany-micro/ben/ben414.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394023864543/warc/CC-MAIN-20140305125104-00081-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.933413 | 2,699 | 2.875 | 3 |
In the second section are some specifics about e-hygiene and reducing first- and secondhand exposures and electromagnetic footprints at home. There are many others. Hopefully, this list will also be a springboard for you to consider what else might help in your home environment and elsewhere.
COMMON SYMPTOMS of ELECTROMAGNETIC SENSITIVITY
· Memory, concentration problems
· Headache, pressure in the head
· Tinnitus (buzzing/ringing in the ears)
· Difficulty sleeping, low quality of sleep, melatonin reduction
· Myelin sheath nerve damage
· Digestive problems
· Tingling sensations, or tremors, sudden nerve sensations (spasm / heat)
· Adrenal fatigue, thyroid problems (weight gain or loss)
· Hormone changes, menopause-like symptoms
· Multiple Chemical Sensitivity
· Dizziness, vertigo
· Heart palpitations, low or high blood pressure
· Numbness, pain in joints, muscles (fibromyalgia)
· Eyes dry or irritated, worsening vision, or floaters
· Red skin blotches, eczema, body swelling
· Depression, anxiety
· Poor blood sugar regulation (Diabetes harder to control/ increased insulin required)
· Immune abnormalities
· Asthma, shortness of breath
· Dehydration of body
· Sore feet (esp. getting out of bed), plantar fasciitis
· Bulging veins in hands when exposed
Studies show direct links to these conditions as well:
Cancers (brain tumours, leukemia, breast, thyroid and salivary gland, etc.), DNA strand breakage, autism, mitochondrial dysfunction, nerve damage, Multiple Sclerosis, ALS, Alzheimer’s Disease
THINGS YOU CAN DO TO HELP REDUCE EXPOSURES in YOUR HOME
- Replace cordless phones with corded models (cordless base stations broadcast radiation even when the phone is not in use, older 900 MHz analog cordless phones do turn off between calls but still emit radiation when in use).
- Instead of using wi-fi and other wireless connections use wired options and turn off wireless features (use of a DLAN system that sends Internet signal through your electrical system wiring instead of emitting wireless radiation helps some people but does generate other undesirable EM radiation, so cords/cables are safer than DLAN).
- Choose wired for security systems, sprinkler system rain gauges, thermostats, and other indoor and outdoor environmental monitoring.
- Completely power off cell phones when you sleep and when not in use—the phone “talks” to the network towers even when the phone is not in use. You and bystanders are exposed to the radiation that is this continuous “talk.”
- Distance cell phones away from your head and body, use speaker phone or a hollow tube earpiece.
- Avoid using a cell phone and other wireless devices in a car or any contained metal area (train, bus, elevator, subway, airplane, etc.) or in weak signal areas. In all those limited areas, the device boosts power to connect, so it gives off more radiation; as well, wireless radiation reflecting off metal intensifies exposures. When inside a car use an external antenna.
- Request an RF-emissions always off (or fewer emissions) electricity meter from your local hydro company; or a meter wired through a phone line might help some persons. Request this for water and gas meters as well. In advance, get agreement from your utility provider that your old meter will be restored if the new meter is worse. Shield RF-emitting meters until they are changed; talk to a building biologist to do this. A non-digital (analogue) meter may be ideal for some persons.
- Dispose of your microwave oven. They all leak high levels of microwave radiation after they are a few weeks old.
- Disconnect wireless games from their power source when not gaming, as some game systems broadcast radiation all the time, even when not in use.
- Disable all wireless features not in use on laptops, computers, printers, e-readers —otherwise they constantly broadcast radiation. Replace your wireless accessories with wired models: keyboard, mouse, speakers, microphone, etc.
- Do not use compact fluorescent or any low-voltage lighting technologies.
- DVD players/VCRs, electric clock-radios/alarm clocks, stereo systems, heating pads, electric blankets, lamps, and waterbeds must be unplugged from their power sources in order to cease the electric and magnetic field emissions. Before sleeping, remove or unplug electronic devices located in the sleeping areas. To largely reduce your exposure to these fields, turn off circuit breakers to your bedroom and adjacent rooms or have a demand switch installed by an electrician. In all rooms, when a charger is not in use unplug it from the electrical outlet.
- Distance wireless devices and appliances away from all children. They will have a much longer and earlier lifetime exposure than we did and so they could be more prone to health challenges because of this radiation exposure.
- Before committing to or proceeding with repairs, replacements, or upgrades of any systems in your home — such as phone, Internet, furnace, wiring, appliances, and many others — try to pre-arrange that it will be possible to undo the change without delay and without prohibitive cost to you, if something about the change unexpectedly worsens the electromagnetic fields in your home. | <urn:uuid:be43bf26-68ac-4b50-b159-855a907e9312> | CC-MAIN-2020-24 | http://ehsconnect.blogspot.com/2018/08/symptoms-exposures-how-to-reduce-them.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347396163.18/warc/CC-MAIN-20200527204212-20200527234212-00177.warc.gz | en | 0.887597 | 1,145 | 2.671875 | 3 |
Colleen Macklin, Parsons AMT professor and founder of the research group PETLab (Prototyping, Evaluation, Teaching, and Learning Lab) pioneers social engagement and new ways of learning by bringing together traditional games with advanced technology. Macklin spends most of her days, well, playing. She believes that play is an essential part of learning and that games are an essential part of life. Research Radio caught up with her to ask why and to discuss the role of games in understanding social issues.
“Games existed even before written culture,” says Macklin, sitting in her open office behind a table scattered with what look to be board game pieces. “They explain systems, which underlie everything,” making them an ideal means of learning about and tackling social issues. Games can help players develop critical thinking skills and work within limits. “Rules provide players with a structure in which to experiment, test boundaries, and even fail,” says Macklin. “Games are safe places to fail, not like in real life.” Failing offers players insight into entire systems, giving them a clearer sense of how to solve problems. By allowing players to approach real-world problems creatively, gaming opens up opportunities for innovative social change.
Macklin was interested in games from childhood, but it wasn’t until much later—after an adolescence of photography and fine art—that she finally realized her childhood dream of becoming a game designer. “When I was 12, I stopped tinkering with gaming hardware because it wasn’t cool for a girl to be hanging out with all the nerdy boys,” she says. Now, after speaking at events like this year’s Game Developer’s Conference and the United Nations Climate Change Conference, she’s giving those nerdy boys in the industry a run for their money, touting games as a means to promote social change and as tools for creative education.
Most of the games Macklin designs inform players about social issues, and not all are digitally based. For example, in collaboration with the Red Cross, Macklin created a set of games using standard playing cards to explore methods of responding—on the part of the local community and relief workers—to weather-related disasters. Through the simulation of weather forecasts and disaster relief efforts, the game’s players become more aware of decision outcomes in crisis situations.
Don’t forget to subscribe to Research Radio on iTunes.
Research Radio is a New School podcast series that explores academic inquiry at the university. Our faculty and students have been researching pressing social and scientific issues, from sustainability to psychology to politics, for nearly a century–and now you can hear about their latest findings. | <urn:uuid:bf32f043-238c-4a0f-b851-8aae558316b8> | CC-MAIN-2014-15 | http://blogs.newschool.edu/news/2013/06/game-changer/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223206672.15/warc/CC-MAIN-20140423032006-00627-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.963394 | 557 | 2.96875 | 3 |
Artificial intelligence and the future of work
The world that we are living in is experiencing a foundational revolution. Artificial intelligence and automation are substituting human tasks and altering the skills and expertise that companies are looking for. Workplaces are changing. Even more, the nature of work is changing. Is technological change a blessing or a curse? What impact will the persistent increase in usage of technology and artificial intelligence have on where we work and how we work? All these are eminent questions that need to be clarified. This paper discusses how this change is happening and explores the reasons behind this change.
Autor, D.H., Levy, F. & Murnane, R.J. (2003). The skill content of recent technological change: An empirical exploration. The Quarterly Journal of Economics, 118(4), 1279–1333. https://doi.org/10.1162/003355303322552801
Bateman, J. (2017, May 27). Sexist robots can be stopped by women who work in AI. The Guardian, International edition. Retrieved from https://www.theguardian.com/careers/2017/may/29/sexist-robots-can-be-stopped-by-women-who-work-in-ai
Boxall, P. (2018). The development of strategic HRM: Reflections on a 30-year journey. Labour & Industry: A Journal of the Social and Economic Relations of Work, 28(1), 21–30. https://doi.org/10.1080/10301763.2018.1427423
Davenport, T. H., & Kirby, J. (2015). Beyond automation. Harvard Business Review, 93(6), 58–65.
Forbes Coaches Council (2016, April 12). What is the future of work-life balance? Seven experts weigh in. Forbes. Retrieved from https://www.forbes.com/sites/forbescoachescouncil/2016/04/12/where-is-work-life-balance-headed-in-the-future-experts-weigh-in/#23b19bed2b78
Kepes, B. (2017). Automation and the end of accounting. Computer World. Retrieved from https://www.computerworld.com/article/3195070/financial-it/automation-and-the-end-of-accounting.html
Krzywdzinski, M. (2017). Automation, skill requirements and labour‐use strategies: High‐wage and low‐wage approaches to high‐tech manufacturing in the automotive industry.
New Technology, Work and Employment, 32(3), 247-267. https://doi.org/10.1111/ntwe.12100
Malone, T.W. (2004). The future of work: How the new order of business will shape your organization, your management style, and your life. Boston, Mass.: Harvard Business School Press.
Manyika, J. (2017, December). What is the future of work? McKinsey Global Institute.Retrieved from https://www.mckinsey.com/featured-insights/future-of-organizations-and-work/what-is-the-future-of-work
Markoulli, M., Lee, C.I.S.G, Byington, E. & Felps, W.A. (2016). Mapping human resource management: Reviewing the field and charting future directions, Human Resource Management Review, 27(3), 367–396. https://doi.org/10.1016/j.hrmr.2016.10.001
Ogasawara, Y. (2007). Globalization and the future of work. Bulletin of the Institute of Economic Sciences, 37, 75–83. http://www.eco.nihon-u.ac.jp/center/economic/publication/journal/pdf/37/37ogasawara.pdf
Pistrui, J. (2018, January 18). The future of human work is imagination, creativity, and strategy. Harvard Business Review. Retrieved from https://hbr.org/2018/01/the-future-of-human-work-is-imagination-creativity-and-strategy
Post, J. (2018, May 4). Hiring in the digital age: What's next for recruiting? Business News Daily.Retrieved from https://www.businessnewsdaily.com/6975-future-of-recruiting.html
Rietsema, D. (2016, January 15). What does the future of HRIS technology look like? HRIS Payroll Software. Retrieved from https://www.hrispayrollsoftware.com/what-does-the-future-of-hris-technology-look-like/
Vermeulen, E.P.M. (2017, December 3). Finding "work-life balance" in a digital age. Hacker Noon. Retrieved from https://hackernoon.com/finding-work-life-balance-in-a-digital-age-69c8b2a55ef9
- There are currently no refbacks. | <urn:uuid:c9caee2b-6029-4d4e-9464-98e6e3668482> | CC-MAIN-2020-16 | https://urje.aucegypt.edu/index.php/AUC/article/view/94 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371609067.62/warc/CC-MAIN-20200405181743-20200405212243-00036.warc.gz | en | 0.814431 | 1,102 | 2.828125 | 3 |
Special Medical Reports
Advisory Committee on Immunization Practices Issues Recommendations for the 1999–2000 Influenza Season
Am Fam Physician. 1999 Jul 1;60(1):309-314.
The Advisory Committee on Immunization Practices (ACIP) of the Centers for Disease Control and Prevention (CDC) has released recommendations for the prevention and control of influenza during the 1999–2000 influenza season. The liaison representative to ACIP from the American Academy of Family Physicians is Richard Zimmerman, M.D., M.P.H., University of Pittsburgh School of Medicine, Pittsburgh, Pa.
The recommendations cover the following areas: options for the control of influenza; inactivated vaccine for influenza A and B; use of the influenza vaccine; target groups for vaccination; vaccination of other groups; persons who should not be vaccinated; administration of influenza vaccine; side effects and adverse reactions; simultaneous administration of other vaccines; timing of influenza vaccination; strategies for implementing influenza vaccine recommendations; antiviral agents for influenza A; indications for use of amantadine and rimantadine; considerations for selecting amantadine and rimantadine; and considerations for selecting these agents for chemoprophylaxis or treatment. The recommendations also contain sources of information on influenza-control programs and a selected reference list.
The principle changes in this year's recommendations include information on the influenza virus strains covered by the 1999–2000 trivalent vaccine; discussion of the potential expanded use of influenza vaccine; new background information on live-attenuated influenza vaccines, neuraminidase-inhibitor drugs and rapid diagnostic tests; new information on the epidemiology of influenza among travelers; and the addition of reference citations.
The complete report of the ACIP recommendations is published in Morbidity and Mortality Weekly Report recommendations and reports series (MMWR Morb Mortal Wkly Rep 1999;48[RR-4]:1–28). It can also be accessed at the Web site of the Influenza Branch, Division of Viral and Rickettsial Diseases, National Center for Infectious Diseases, CDC at http://www.cdc.gov/ncidod/diseases/flu/fluvirus.htm.
The 1999–2000 Influenza Vaccine
The trivalent vaccine for the 1999–2000 influenza season includes A/Beijing/262/95-like (H1N1), A/Sydney/5/97-like (H3N2) and B/Beijing/184/93-like hemagglutinin antigens. For the B/Beijing/184/93-like antigen, U.S. manufacturers will use the antigenically equivalent B/Yamanashi/166/98 virus because of its growth properties and because it is representative of currently circulating B viruses.
ACIP recommends influenza vaccine for any person six months old or over who is at increased risk for complications of influenza. Health care workers and others in close contact with persons in high-risk groups should be vaccinated. ACIP recommends that anyone who would like to reduce the risk of contacting the influenza virus should be vaccinated.
Groups at high risk for influenza-related complications include (1) persons 65 years of age and older; (2) residents of nursing homes and other chronic-care facilities that house persons of any age who have chronic medical conditions; (3) adults and children who have chronic disorders of the pulmonary or cardiovascular systems, including asthma; (4) adults and children who have required regular medical follow-up or hospitalization during the preceding year because of chronic metabolic diseases, renal dysfunction, hemoglobinopathies or immunosuppression; (5) children and teenagers (six months to 18 years of age) who are receiving long-term aspirin therapy and therefore might be at risk for developing Reye's syndrome after influenza; and (6) women who will be in the second or third trimester of pregnancy during the influenza season.
Other Groups to Consider
Persons Infected with Human Immunodeficiency Virus (HIV). Some reports suggest that symptoms might be prolonged and the risk for complications increased in some persons with HIV infection. Influenza vaccine has produced substantial antibody titers against influenza in vaccinated HIV-infected persons who have minimal acquired immunodeficiency syndrome-related symptoms and high CD4 cell counts. In patients who have advanced HIV disease and low CD4 cell counts, however, influenza vaccine might not induce protective antibody titers; a second dose of vaccine does not improve the immune response in these persons.
Breast-feeding Mothers. Influenza vaccine does not affect the safety of breast-feeding for mothers or their infants. Breast feeding is not a contraindication for vaccination.
Travelers. Persons at high risk should consider receiving influenza vaccine before travel if they were not vaccinated with the vaccine during the preceding fall or winter and they plan to (1) travel to the tropics; (2) travel with large organized tourist groups at any time of the year; or (3) travel to the southern hemisphere from April through September. Persons in high-risk groups should be encouraged to receive the current vaccine.
Before traveling during the summer in North America, persons older than 65 years and others at high risk should consult their physician about carrying antiviral medications for either prophylaxis or treatment for influenza if the influenza vaccine is not available during the summer.
General Population. Anyone who wants to reduce their likelihood of contracting influenza should receive the vaccine. Those who provide community services should be considered for vaccination to minimize disruption of essential activities during outbreaks of influenza. Students and other persons in institutional settings should be encouraged to receive the vaccine. The vaccine can be given to children as young as six months.
Persons Who Should Not Be Vaccinated
Inactivated influenza vaccine should not be given to persons known to have anaphylactic hypersensitivity to eggs or to other components of the influenza vaccine without first consulting a physician. Use of an antiviral agent is an option for preventing influenza A in such persons. However, persons who have a history of anaphylactic hypersensitivity to vaccine components but who are also at high risk for complications of influenza can benefit from vaccine after appropriate allergy evaluation and desensitization.
Adults with an illness accompanied by fever usually should not be vaccinated until their symptoms have abated. However, adults and children with minor illnesses with or without fever can receive the vaccine, particularly children with mild upper respiratory tract infection or allergic rhinitis.
Side Effects and Adverse Reactions
Physicians should assure their patients that the influenza vaccine does not cause influenza and that respiratory disease after vaccination is coincidental and not related to the vaccination. Soreness at the vaccination site is the most common side effect. It occurs in 10 to 64 percent of patients, may last up to two days and generally is mild. The following types of systemic reactions have occurred:
Fever, malaise, myalgia and other systemic symptoms can occur and most often affect persons who have had no previous exposure to the influenza virus antigens in the vaccine. These reactions may last up to two days.
Allergic reactions, such as hives, allergic asthma and systemic anaphylaxis, rarely occur after vaccination. They probably result from hypersensitivity to some vaccine component; most allergic reactions are caused by residual egg protein. Persons who have developed hives, have had swelling of the lips or tongue, or have had acute respiratory distress or collapse after eating eggs should consult a physician for appropriate evaluation before deciding whether to receive the vaccine. Persons who have documented IgE-mediated hypersensitivity to eggs might also be at increased risk for reactions from influenza vaccine, and similar consultation should be considered.
Although the 1976 swine influenza vaccine was associated with an increased incidence of Guillain-Barré syndrome (GBS), evidence for a causal relationship with subsequent vaccines is less clear. During three of four influenza seasons studied from 1977 to 1991, the overall relative risk for GBS after vaccination was slightly increased but was not statistically significant in any of these studies. In a more recent study, investigators found an elevation in the overall relative risk for GBS during the six weeks following vaccination. The possibility exists that these increases in incidence in GBS may be caused by other factors. According to ACIP, the potential benefits of influenza vaccination clearly outweigh the possible risks for vaccine-associated GBS. The average case-fatality ratio for GBS is 6 percent and increases with age. However, no evidence indicates that the case-fatality ratio for GBS differs among vaccinated persons and those not vaccinated.
Timing of the Vaccine
Beginning each September, persons at high risk who are seen for routine health care or as a result of hospitalization should be offered the influenza vaccine. Opportunities to vaccinate persons at high risk for complications of influenza should not be missed.
In the United States, influenza activity generally peaks between late December and early March. High levels of influenza activity infrequently occur before December in the contiguous 48 states. The vaccine should not be given too far in advance.
Dosing recommendations vary according to age group. According to ACIP, two doses given at least one month apart may be required for satisfactory antibody responses among previously unvaccinated children under nine years of age. If possible, the second dose should be administered before December. In adults, only one dose is necessary during each influenza season. Adults and older children should be vaccinated in the deltoid muscle, and infants and young children should be vaccinated in the anterolateral aspect of the thigh.
Potential New Vaccines
Intranasally administered, cold-adapted, live, attenuated, influenza virus vaccines are under development in the United States. The viruses in these vaccines replicate in the upper respiratory tract and elicit a specific protective immune response. Potential advantages of this type of vaccine include their ability to induce a broad mucosal and systemic immune response, ease of administration and the acceptability of an intranasal route of administration.
Potential Expansion of Groups Recommended for Vaccination
ACIP has formed a working group to look into issues related to the potential expansion of recommendations for the use of influenza vaccine. These include recommendations to consider young children under five years of age and persons 50 to 64 years of age as being at high risk for complications from influenza. Further studies are needed before ACIP will recommend routine vaccination of these two groups.
Antiviral Agents for Influenza A
Amantadine and rimantadine are indicated for the prophylaxis and treatment of influenza A infection. When administered prophylactically to healthy adults or children, both drugs are approximately 70 to 90 percent effective in preventing illness from influenza A infection. Because antiviral agents taken prophylactically can prevent illness but not subclinical infection, some persons who take these drugs can still develop immune responses to circulating influenza viruses.
When administered to healthy adults, amantadine and rimantadine can reduce the severity and duration of signs and symptoms of influenza A illness. There is limited information on the use of amantadine and rimantadine in the treatment of children with influenza A virus.
Use of Antiviral Agents as Prophylaxis
ACIP emphasizes that chemoprophylaxis is not a substitute for vaccination. Recommendations for chemoprophylaxis are provided to help clinicians make decisions regarding persons who are at greatest risk for severe illness and complications from influenza A virus infection. These groups of persons are as follows:
Persons at high risk who are vaccinated after influenza activity has begun.
Persons providing care to those at high risk.
Persons who have immunodeficiency, including those with HIV infection.
Persons who should not receive the influenza vaccine.
Other persons, including those who do not want to contract influenza A illness.
Use of Antivirals as Therapy
Amantadine and rimantadine can reduce the severity and shorten the duration of influenza A illness in healthy adults when administered within 48 hours of illness onset. It is not known if antiviral therapy will prevent complications of influenza type A in persons at high risk. Rimantadine is approved only for prophylaxis in children, not for treatment in this age group. To reduce the emergence of antiviral drug-resistant viruses, treatment of persons who have influenza-like illness should be discontinued as soon as clinically warranted, generally after three to five days of treatment or within 24 to 48 hours after the disappearance of signs and symptoms.
Amantadine and rimantadine are administered orally. Both drugs are available in tablet or syrup form.
Side effects of both drugs are generally mild. Both amantadine and rimantadine can cause central nervous system and gastrointestinal side effects when administered to young, healthy adults at equivalent dosages of 200 mg per day. However, the incidence of central nervous system side effects is higher in persons taking amantadine than in those taking rimantadine. Gastrointestinal side effects occur in about 1 to 3 percent of persons taking either drug.
Sources of Information on Influenza
Information regarding influenza surveillance is available through the CDC Voice Information System at 888-232-3228; the CDC fax information service at 888-232-3299; or the Web site of the Influenza Branch, Division of Viral and Rickettsial Diseases, National Center for Infectious Diseases, CDC at http://www.cdc.gov/ncidod/diseases/flu/fluvirus.htm. From October through May, the information is updated at least every other week. In addition, periodic updates about influenza are published in the weekly MMWR.
A new policy statement from the American Academy of Family Physicians encourages family physicians to offer the influenza vaccine to patients at age 50 as a routine annual immunization, rather than at age 65 as was previously recommended.
Copyright © 1999 by the American Academy of Family Physicians.
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White paper with printed and handwritten German. Includes three signatures on the bottom right including one from Karl Hermann Frank.
Information Provided by Michael D. Bulmash: Karl Hermann Frank (1898-1946) was SS Obergruppenfuhrer and a prominent Sudeten German Nazi official in Czechoslovakia serving under Reich protector Reinhard Heydrich until the latter's assassination. Frank was instrumental in implementing Hitler's orders of revenge, which included the destruction of the Czech villages of Lidice and Lezaky, the murder of their male inhabitants, and the deportation of women and young adults to concentration camps. Frank was executed in 1946. Document signed twice by Frank, adding his title as deputy Gauleiter and his SS number, in which he swears: "I am German, of Aryan lineage..." he attests that he is not a Freemason nor member of any secret society, and vows his allegiance to the state.
11 3/4 x 8 1/4"
Czechoslovakia, deputy Gauleiter, allegiance, Karl Hermann Frank
"Testimony Signed by Karl Hermann Frank" (2016). Bulmash Family Holocaust Collection. 2012.1.376. | <urn:uuid:07cfdc03-6b0e-4533-990f-cf881cfbc7f1> | CC-MAIN-2023-50 | https://digital.kenyon.edu/bulmash/1064/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100304.52/warc/CC-MAIN-20231201183432-20231201213432-00704.warc.gz | en | 0.919188 | 260 | 2.71875 | 3 |
Constructivism is to education what creationism is to science.(For those of you who don't follow the "education wars", constructivism is the educational philosophy that believes that children truly learn only when they "discover" the information themselves; KTM is strongly anti-constructivist.)
On the surface it seems to say that creationism, as a religious belief that is unprovable and taken on faith, is not science (I completely agree). Thus, it implies that constructivism is treated more as an article of faith than as a theory (that's certainly true), and has left the realm of education. So, why does this bug me?
The reason is the context behind the comparison. The person who made this statement believes that constructivism clearly failed in the real world, and the only way to deny this fact is to close your eyes to the overwhelming evidence. They think that constructivists are either supreme idiots or intellectually dishonest, whose selfish insistence on inflicting a beloved, yet damaging, teaching method on schools has ruined millions of children's educations.
Given all the above, who else can we find that properly exemplifies the art of clinging to one's pitiful, tattered beliefs in the face of overwhelming evidence while causing untold damage in the process? Why, creationists, of course!
Apparently creationists are such an obvious example of selfish irrationality that comparing constructivism to us is meant to be a devastating insult. (It works, too. As one of the commenters pointed out, most constructivists hate ID with a passion. I'll let the fact that ID != creationism slide this time.)
While I'm not thrilled that creationists are seen as intellectually bankrupt, what really bothers me is the implication that blind faith in an educational theory is intellectually and morally equivalent to devout religious belief. | <urn:uuid:46c5b0eb-669d-4be5-922d-9af7ce0421ae> | CC-MAIN-2017-30 | https://lutherama.blogspot.com/2007/02/creationism-science-why-does-this-bug.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425751.38/warc/CC-MAIN-20170726022311-20170726042311-00303.warc.gz | en | 0.964339 | 369 | 2.5625 | 3 |
There are two main operas written by the famous Carnatic music composer Tyagaraja. These are `Nowka Charitram` and `Prahlada Bhakta Vijayam`, also known as `Prahlada Bhakti Vijayam`. He had given a brilliant touch to these musical plays. He had written another less known opera named `Sitarama Vijayam` and it cannot be found now.
Prof P. Sambamoorthy, a yesteryear musicologist admired Tyagaraja for his beautiful compositions and the two famous operas. He described Tyagaraja as the `Geya Nataka Margadarsi`, which means `Trailblazer of Musical Drama` after watching these two operas by him. Tyagaraja, although was not the pioneer of this art form but he came out with many undiscovered dimensions in his operas. Sambamoorthy referred him as the greatest writer of operas.
Tyagaraja was a famous devotee of Lord Rama. So, when made his mind to try his hand in operas, he dedicated one of them to Krishna and the other to the child devotee Prahlada. All these operas are a combination of musical excellence and literary worth. The conversations of these plays include both direct and the indirect speech. One can see the mudra (signature) of Tyagaraja in each of the songs and repetition of ragas is also common in them.
The Nowka Charitram is a one-act opera. The verses of this opera are mainly in Telugu apart from few colloquial touches in few parts. This opera was presented in a combination of verse, prose and song. It has five scenes, which tells about the story of a boat excursion on the River Jamna. The boat consists of Krishna, who is shown as a boy of 7 years and twenty Gopis. There is no real base of the story of this opera. It is just based on the imagination of Tyagaraja to captivate the interest of the people. The Nowka krida shown in this opera does not exist in any sacred lore or even in Bhagavatam. Tyagaraja wanted to communicate mankind the supreme teachings that there exists a Supreme and eternal power which is always following the destinies of man. And he also focused that being unmindful to that eternal power can place one into trouble. In this opera Tyagaraja tried to portray the `madhura bhakti` aspect. The `sringara` (love) emotion is also predominant in this opera. The main theme of the opera is to surrender before the Supreme Lord. In present day, this opera has been published with a critical introduction notes and notation.
The second opera of Tyagaraja, the `Prahlada Bhakti Vijayam` consists of five acts and it is the longest of the three operas he composed. This comprises of total forty-five songs in 28 ragas and there are 142 verses in a variety of metres. The story of this opera is also different from the storyline of the `Bhagavatam`. In this opera, the Bhakti of Prahlada for his Lord Vishnu is the main theme. The Act two of the opera is very surprising. In the first song of that part, he identified Hari or Vishnu with Lord Rama without bothering about the fact that Rama was a later incarnation to Narasimha and Rama did not exist at the time of Prahlada. Moreover, the name of Narasimha, who saved Prahlada from his `Asura`, cannot be found in any part of the opera.
In this opera of Tyagaraja, numerous sloka were used from Kulasekhara Azhvar`s Mukundamala and Valmiki Ramayana. Apart from this, some of the original Sanskrit verses were also used in the opera. There are three songs in this opera of which the first one is in raga `Ghanta`, which can be seen at the end of the fourth act while the other two `Mohanam` and `Saurashtram` appear at the end of the final act. The songs of the Prahlada Bhakti Vijayam are popular on the concert platforms like Sri Ganapatini in Saurashtram, Vasndevayatiim and Narada-nuini Vedalina in Pantuvarali. The style of Divyanama kirtanas is used in this opera. The use of beautiful `kanda padyas`, `sisa padyas`, `utpalamalas`, `champakamalas` and `dvipadas` is also visible in this. In the Act II, the description of the greatness of Vaikuntha can also be seen through the churnika `Jayatujayatu Sakala Nigamagama`. This churnika shows the divine glory of Vaikuntha and its grand construction. Tyagaraja referred Lord Rama as the Parabrahma in this opera. The song 21, which is in Devagandhari raga, contains high philosophy.
The other lesser-known opera of Tyagaraja was the `Sitarama Vijayam`, which is lost now. In 1868, the uncovered text of this opera was published in Madras by Narayana Sastrulu. It is said to be the first opera, Tyagaraja attempted to compose. It is based on the story of `Uttara Ramayanam`. In this opera, it is shown that Rama is addressing his brother Satrugna on `Yuddha dharma` before the later`s departure with the horse on the eve of the performance of Asvamedha yajna. Rama also says that Satrugna should not fight with an enemy at night and he should never kill the enemy while he is in sleep. Tyagaraja added one imaginary character named Lakshmi Nidhi in this opera. This person contradicts Rama saying, `As if you yourself practiced all these dharmas! How did you kill Vali? What was the justification of killing Tataki?" This part is written in a very interesting way. There is a famous song in `Keadaragaula` raga and `Adi` tala is sung in the `Vanajanayanudani` part. Sita`s sakhi addresses this song to her when she is made to leave for the forest after the `Pattabhisehka`. This is a very emotional song and Rama is accused in this song for his immovable attitude.
Tyagaraja was the only composer to write musical plays amongst the Trinity. | <urn:uuid:89f45109-5bd0-4afb-b62f-077204f6d609> | CC-MAIN-2014-15 | http://www.indianetzone.com/23/operas_tyagaraja.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223211700.16/warc/CC-MAIN-20140423032011-00316-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.966715 | 1,404 | 2.921875 | 3 |
Color Temperature, Gray Levels
In this section we address the basis for the luminance and color fidelity of the display -
generally know as the "gray scale". Standard video signals consist of a "black and white" luminance component in addition to
"color difference" components. The display starts with the luminance part of the video signal and then adds in the color difference parts to achieve the final colors for all parts of the display. The only way for the display to achieve accurate colors is to start with the correct "color temperature" for the display's white and gray levels. If this reference white "color" and gray scale are incorrect, virtually all the colors in the display will also be incorrect. Are the "black and white" parts of your image truly colorless, are they at the correct level for the various input levels, and are the levels
uniform over all screen areas? In this section of Display Performance we'll help you find the answers.
Color Temperature: When an object is referred to as white we think of it as colorless, while in fact there are a lot of "shades" to white. Characterizing an object's whiteness by "color temperature" is the most common way used to describe the shade of white. When a "black body" is heated to higher and higher temperature levels, it will start to glow dimly, the glow then becomes "red" hot, then it becomes "white" hot, and as it gets even hotter
yet it becomes blue. The color temperature is simply the color of this black body at the specified temperature,
which is in degrees Kelvin. Video standards have been chosen based on an ideal "white" color temperature of approximately 6500 degrees
(which, not surprisingly, is fairly close to the Sun's actual
surface temperature) - this is thus the reference white, with the D65 illuminant being selected as the precise standard. All the various colors in the image are referenced to this white by
the "color difference" signals, which tell the display
how much red and blue to add or subtract from the reference
level. Thus the starting color temperature of white must be correct in order for a display to produce not only the correct shades of gray and white, but also to produce the correct shades for all the colors in the image.
How is the color temperature
created by a display? In a full color display there are red, green and blue images that are combined in various amounts at the viewing screen. The particular mixture at any one part of the screen determines the color we see in that area. When there is no color in the image, thus making a "black and white" picture, the color temperature, or shade or white, is determined by the relative ratios of the red, green and blue images that are present.
The actual color temperature of a display can only be accurately checked and adjusted with appropriate, and relatively expensive, light meters. These meters sense and measure the light either coming from the viewing screen, or alternatively, for front projectors,
optionally measure the projector light that is illuminating the screen. By using various level "window" test signals and evaluating the relative mix of the display's red, green and blue component colors, the meter is able to calculate the color temperature. Ideally this will be at the D65 level, but if it is not, most displays can be adjusted by accessing the basic red, green and blue level settings in either in the user
menu or the service menu.
Most home theater owners don't have access to specialized light meters, so what can he do to evaluate and set his display's color temperature? For many displays the answer is to simply make the correct setting in a color temperature menu. While the best color temperature selection will depend upon the particular display, usually it will be the 6500 setting, or a low setting. Be aware, however, that frequently these settings aren't calibrated or exact, but are simply the manufacturer's standard settings that will be approximately correct.
How about using your eyes to check or adjust the color
temperature? After all, this is the point of the whole
calibration exercise, isn't it, to make the display look natural
to your vision? The basic problem here lies in the great
flexibility and adaptability of the human eye - in particular,
how you see at any one instant depends upon the current
environment and what you have recently viewed. For a good
demonstration, check the Animated Color
Bar test pattern (WV-11). Simply keep your vision fixed at the screen center for a few cycles (placing the cursor at the center as a reference to lock onto may help), and note that after the color bars switch off, they magically reappear in your eye!
Local parts of the eye becomes desensitized to the color(s) that have been viewed, so that,
for instance, where the green bar has been the eye has lower sensitivity to green, and that area then appears as magenta (red plus blue). Thus setting color temperature by "eye" will yield inconsistent and usually incorrect results - the eye just isn't objective enough, like a meter is. If necessary, however, you can use you eye with reasonable results if you can first neutralize
any colorization set by the preceding viewing environment. This is best done by going outside where the sun is the illuminant, and produces a color temperature of about 5500 degrees. When you go back inside to view your display, your eyes will be reasonably neutral, and black and white images should appear similar to the clouds you have just viewed outside.
Note that the page backgrounds here at WalVisions are all
intentionally constructed as white or gray - this is to prevent
the eye from becoming desensitized to any particular color so
when the patterns are viewed the colors will appear natural.
Gray Scale: The gray scale refers to the color temperatures for all the various levels of gray, ranging from the near black levels to the full white level. The most common check for grayscale is with a
pattern (WV-32). When viewing such a pattern, all the steps should appear to be the same neutral, D65, color temperature. Check for any apparent shading of the different levels of gray. Note that the pattern has a mirror image on the bottom, so there are low and high levels at both the left and right sides - this is a check of left-right uniformity, as the equivalent level steps on both sides should appear the same
neutral gray level.
Gray Uniformity: Not only should the "color" of gray be correct at the screen center and at all levels, but it should be uniformly correct over the entire screen. A lack of uniformity is known as shading, and it can be due to non-uniformity in any combination of the three display colors - red, green or blue. The presence of shading can quickly be checked by looking at the Gray Field test patterns (WV-61, Black;
WV-66, White). To check simply compare the gray levels and "color" over the entire screen - there should be no apparent change in either level or tint. Note that the background of this page and most other pages in WalVisions is gray, and should appear the same over all parts of the display. The presence of shading will show as a variation in background color
or intensity over the various areas of the display.
Gray Level Tracking - Gamma: Most images are comprised of many luminance levels, ranging from relatively dark levels to relatively bright levels. A good display will present these various levels the way they were intended to be seen, which is either how the scene was originally captured by the camera, or how the scene was intentionally altered by the director. The way in which the video signal levels map to the display's luminance levels is known as the "gamma" characteristic. The
Gamma test pattern
(WV-33) is a good check of the gamma characteristic for your display. Each gray wedge is encoded to be 50% brighter than its dimmer neighbor, and on a standard CRT display the differences will range from 50% to 100%
brighter. Thus no matter which two adjacent wedges you compare, you should see
approximately the same relative brightness difference, with the brighter wedge appearing almost twice as bright
as its dimmer neighbor. Many displays permit the user to change the gamma characteristic, and this will change the relative
brightness of adjacent wedges. The video standard was created for a gamma of 2.5 (matching a CRT display), which should be ideal in a somewhat darkened viewing environment.
Luminance Level Differences - Gradations: In nature there are an infinite number of luminance levels - you can take any two closely spaced levels and always find a new level in between. The same is true for analog video signals, the signal can be at any level - you can take always any two levels and find a new level half way in between. With both digital signals and some digital displays such as DLP, however, we are constrained by the number of "bits" available (bit depth) to describe a video level. At some point you can no longer find a new level between two closely spaced levels, so the level will have to be at either the upper or lower level. When you run out of finely spaced luminance levels the display will exhibit gradations, sometimes know as contouring or posterization. This usually can be seen in larger image areas with subtle shading differences, such as either
cloudy or blue skies, or in areas with dim gray levels.
Fortunately the human eye can only detect a change when there is about a 1% difference in adjacent luminance levels. To see for yourself, check out the
Level Differences test pattern (WV-35). This pattern has two almost white rectangles, both with a series of embedded rectangles that are different in level by 1%, 2%, 3%, 4% and 5%. The rectangles on the left are lower than the background level, and the rectangles on the right are brighter than the background level. The series of rectangles in each row differ in
either luminance, red, green or blue as noted by the letters above the larger rectangles. You should be able to readily pick out the differences at the 5% level, but should only be barely able to see the 1% differences. Note that this pattern will only be accurate with graphic cards with at least 24 bit color, and displays that have a gamma that is approximately correct (2.5).
To see how a display can handle all the pure (no color difference) luminance levels available with 256 levels (8 bit), see the
256 Gray Level Ramp test pattern (WV-54) and the
256 Level Vertical Gray Ramp test pattern (WV-55). Both these patterns have every level from 0 to 255, and the small "dashes" mark the edges of each level bars. Ideally the different level bars will smoothly transition to their neighbors, so you won't be able to see any bars that are distinctly different in level to the adjacent bars - it should look like a gray "ramp" of gradually increasing luminance. You will be most likely to see differences at the lowest levels. Another word of caution, however, these patterns will only display correctly with graphic cards with at least 24 bit color, and displays that have a gamma that is approximately correct (2.5), and even then, there may be issues with scaling or other processing that may create lines or bands. Thus these patterns should be useful as a tool, but it there are any questions, any results should be checked by other means. | <urn:uuid:ffe803d0-4a04-4a70-84f9-f6cf49e3e1f1> | CC-MAIN-2017-43 | http://walvisions.com/DPcolortemp.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823153.58/warc/CC-MAIN-20171018214541-20171018234541-00180.warc.gz | en | 0.929046 | 2,406 | 4.125 | 4 |
If defined as ‘minority communities within a majority community’, the scope of the term diaspora can be extended to include all historically or contemporarily marginalised and displaced communities. However, here we focus on the diasporas of people and records formed due to voluntary and forced displacements, or due to shifts in borders, across communities, territories, countries, and continents.
The phenomenon of diasporisation is global and continuous, and poses some of the greatest challenges to the archives and records management processes of the time in terms of theoretical approaches, professional practices, policies and development of technological frameworks. The current global refugee crises and the political situation in the United States lend an urgency to the need to engage with these grand challenges.
As diasporas of people struggle and strive for integration in the host societies, their
archival and records needs range from legal to psychological. “Records make or break peoples’ lives” (- Anne Gilliland). The danger of symbolic annihilation that the diasporas face (- Michelle Caswell) through othering, alienation, marginalisation and silencing in the historical archival and national discourse is as real as the danger of deportation due to lack of records and the danger of living as undocumented migrants. Their need for evidence is as real as their need for socio-cultural inclusion and archival representation. Diasporas of people result in diasporas of records and archives in their home and host societies. These fragmented and scattered records and archives face and present a range of practical problems.
The workshop ‘Diasporas and Archival grand challenges’ will engage with current projects theoretical approaches, and issues of professional practices, development of policies and technological frameworks.
Questions and issues to be explored will include:
- Reasons for, needs for, and conditions of, the dispersal of people and of archival records
- Relationship of dispersed people and records to their source and host communities
- How have diasporas of people and of records come to be understood, used, or assimilated into the institutions or communities where they currently reside?
- The relationship between the diasporas of humans, experiences, and records
- How can we reimagine records at the individual or personal level, rather than at the community or aggregate level? What are the related tools, concepts, elements, frameworks?
- How do records tie directly to outcomes in people’s lives? How do they validate transactions, experiences, lives? What are the conversations that need to occur around these evidential, transactional, and other needs, and how they change over time?
- What are dark archives? Need, complication, justification for dark archives. Ethics around records decisions by records scholars and others. Moving ethical records knowledge into policy and practice.
- The right to remember and be remembered, The right to forget and be forgotten
- The need to preserve and the need to destroy
- The role of social media in documenting historical events, collective and personal experiences of the diasporas and their potential archival value as evidence and collective memory
Length: 3 hours
- Understanding the scope of this grand challenge by steering attention towards different ways in which people, records and archives are displaced and dispersed – internally and internationally and the issues around identity, memory, accountability and the need for evidence.
- Identifying responses from within the field
- Thinking of ways forward in terms of technology, theory, policies and practices.
Maximum number of participants: none
Ashwinee Pendharkar – I received an MIS from Victoria University of Wellington, New Zealand, in August 2016 with specialisations in Library and Archives and Records Management. I have come to information studies with a PhD in Comparative Literature from the University of Auckland, New Zealand.
Currently, I am working as a Cataloguing and Metadata librarian for the Royal New Zealand Foundation of the Blind.
Anne Gilliland (www.dunrunda.co) is Professor and Director of the Archival Studies specialization in the Department of Information Studies, as well as Director of the Center for Information as Evidence, Graduate School of Education & Information Studies at the University of California Los Angeles (UCLA). She is a faculty affiliate of UCLA’s Center for Digital Humanities. She is also the Director of the Archival Education and Research Initiative (AERI). She is a Fellow of the Society of American Archivists and recipient of numerous awards in archival and information studies. She is an Honorary Research Fellow of the Centre for Global Research, RMIT University in Melbourne and has served as a NORSLIS (Nordic Research School in Library and Information Science) Professor (with Tampere University, Finland; Lund University, Sweden; and the Royal School, Denmark), and as an Honorary Professorial Research Fellow, Humanities Advanced Technology and Information Institute, University of Glasgow. She has also taught courses as a visiting faculty member at Renmin University of China in Beijing and the University of Zadar, Croatia. Her interests relate broadly to the history, nature, human impact, and technologies associated with archives, recordkeeping and memory, particularly in translocal and international contexts. Specifically her work addresses recordkeeping and archival systems and practices in support of human rights and daily life in post-conflict settings, particularly in the countries emerging out of the former Yugoslavia; rights in records for refugees and other persons displaced due to factors such as conflict, politics, climate change or economic hardship; the role of community memory in promoting reconciliation in the wake of ethnic conflict; bureaucratic violence and the politics of metadata; digital recordkeeping and archival informatics; and research methods and design in archival studies.
Joanne Evans – I am an ARC Future Fellow in the Faculty of IT at Monash University, with my research relating to the design and development of archival information systems, with particular emphasis on recordkeeping metadata, interoperability and sustainability. I am particularly interested in exploring the requirements for archival systems in community environments using inclusive systems and research design approaches. With digital and networking information technologies throwing down many challenges for archival and recordkeeping endeavours, in both my teaching and my research I like to explore how they may help us develop better archival and recordkeeping infrastructures, in turn enriching our understanding of records, archives and archivists in society. My Connecting the Disconnected Future Fellowship research program is investigating the development of a participatory archival design methodology.
Gillian Oliver currently teaches and conducts research in records and archives at Monash University, Australia, and was previously based at Victoria University of Wellington, New Zealand. Her most recent professional experience prior to this was as part of the foundation team established to initiate digital archiving capability at New Zealand’s national archives. Gillian’s PhD is from Monash University, and this doctoral study was the catalyst for her ongoing research agenda in organizational culture and information culture. She is a co editor-in-chief of Archival Science. | <urn:uuid:3dda5281-d780-49b5-ad5e-32c54163b5a2> | CC-MAIN-2017-43 | http://aeri2017.org/2017/05/07/diasporas-and-archival-grand-challenges/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187821017.9/warc/CC-MAIN-20171017091309-20171017111309-00676.warc.gz | en | 0.934136 | 1,437 | 3.078125 | 3 |
- slide 1 of 7
Checking on Comprehension
Have you noticed a student in your classroom with reading difficulties? Surprisingly, many students who struggle with reading comprehension can decode text quite fluently, masking their frustration for long periods of time. In the later elementary grades, these students may begin to stand out as learning materials and expectations become more complex, and their self-esteem has probably already suffered.
Writing down exactly what students are saying as they read can give you some insight into where they are having trouble. Are they stumbling over the sounds as they attempt to read, having trouble with the meaning of specific words, or are they reading easily but missing the main idea and supporting details? Teachers or parents can download this quick reading assessment to use on the run. If comprehension is the problem, many approaches can help students get more out of what they read.
- slide 2 of 7
Provide High Interest Reading Materials
Whether it’s the most recent book in the Divergent series or a graphic novel turned into the latest movie blockbuster, middle schoolers tend to have very specific interests. Yes, it’s important to read curriculum materials that may not be at the top of the motivation list, but it is also essential that they get to read materials they enjoy. Reading material should be available in a variety of formats and on a variety of subjects. Some students will devour romance and teen angst while others prefer personal profiles and scientific discoveries. They will be more likely to engage in compulsory topics if they are also given opportunities for independent learning and exploration in their topics of choice.
- slide 3 of 7
Teach Specific Comprehension Strategies
Students may not always realize that they haven’t understood what they have read until it’s too late. Some students will need to learn how to monitor their own understanding and will also need to be taught what to do if they falter. Comprehension strategies can be difficult to grasp and students will benefit from direct instruction about when and how to use the strategies, modeling and independent practice with a variety of passages. Good readers incorporate many behaviors into their reading:
- Ask questions – before, during and after reading
- Look for the main idea and important details
- Make inferences and draw conclusions
- Make connections to personal knowledge and experiences
- Use context and re-read if necessary
- Celebrate understanding
- slide 4 of 7
Pre-teaching vocabulary ahead of time can prepare students for independent reading. If they are already familiar with longer or more complex words, they will be able to read more fluently and with greater understanding. Such priming can also give students a big boost in confidence as they read. Word of the Day, Crosswords & Word Searches and Fill-in-the-Blanks are just a few fun activities to keep in mind.
- slide 5 of 7
Another important strategy that good readers employ, is making connections between their personal lives and the material they read. Teachers who use hands-on lessons and real-world applications are often able to make learning more relevant and meaningful for their students. When kids understand how things affect them personally, their interest and understanding will increase. Opportunities for story-telling or journaling will also help to build the necessary connections.
Teachers often focus on the basic comprehension questions (Who, What, When, Where, Why and How) but real life requires us to go beyond the simple facts. Using Bloom’s Taxonomy allows students to provide more elaborate information, encouraging higher level thinking skills, and increasing understanding. When middle school reading comprehension activities incorporate ideas from Bloom’s Taxonomy, students will go beyond answering W5H questions and begin to think about how their learning remains relevant outside of the classroom.
- slide 6 of 7
One way to go deeper is to use graphic organizers. Most teachers understand their importance in the classroom. Excellent for reading fiction and non-fiction alike, graphic organizers are simply visual ways of looking at information. Character maps, Main Idea Charts, Cause & Effect Diagrams, and Venn Diagrams, for example, can be used to summarize novels, experiments and history facts a way that makes sense to students. Visual representations can also be used very effectively to plan writing, another task that can be difficult for struggling readers. Graphic organizer sites abound on the internet and the example in the reference section allows you to type information into the templates before printing.
- slide 7 of 7
Students who continue to have comprehension difficulties, even with intervention, may benefit greatly from audio books, animated books and specialized software that scans and reads texts. Being able to listen to the text allows students to set aside the frustrating mechanics of reading, and focus on the content as it is presented. While tweens and teens may cringe at the thought of having an adult read aloud to them, plugging in an iPod or jumping on the computer will be more socially acceptable and maybe even fun. Software like Kurzweil is available in many school boards and offers advanced features like highlighting key words, adding comprehension questions, and creating individualized assignments for classroom use.
- Holt Interactive Graphic Organizers, My.Hrw.com
- Image Credit: Great Book by taliesin, under morgueFile Free License
- Duke, N. K., and P. D Pearson. 2002. “Effective Practices for Developing Reading Comprehension", Scholastic Red. Reprinted on Learner.org. | <urn:uuid:8fed525c-17fc-4632-ba9e-1d434d01d107> | CC-MAIN-2017-30 | http://www.brighthubeducation.com/middle-school-english-lessons/123427-reading-comprehension-strategies-for-middle-schoolers/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424088.27/warc/CC-MAIN-20170722162708-20170722182708-00284.warc.gz | en | 0.937805 | 1,120 | 4.375 | 4 |
The power of music to improve cognitive function has been distorted into urban myth. Play Beethoven to a child and reap the benefits of superhuman intelligence in the years to come. Listen to Mozart before an exam and do better than anyone else in your class. Of course it is not that simple (and indeed rigorous scientific studies have disproved many of the initial studies that got society excited about music as a ‘magic bullet’) but there is a good deal of highly scientific evidence that suggests music is still well worth getting excited about.
Myth one. Musicians have bigger brains.
There is some truth to this, though you don’t have to worry about going up a hat size. Scans of those who played music regularly have significantly stronger links between the two sides of the brain than those brains that are not musically inspired. Without jumping into too much ‘pop neurological science’, this link is thought to be essential for problem solving, regulating emotions and so on. The more we ‘wire up’ a physical link between the two sides of the brain (by practicing ‘whole brain’ activities such as music), the better the brain can function. (The well known book ‘The Whole Brain Child’ explains this link between the two sides in detail, in relation to the developing mind from a parents perspective – an easy read, and well worth a look if you get the chance.)
Myth two: Subject a child to music and they will do better in all subjects at school.
Well… Playing Bach at bedtime is not going to ensure your child can read and write by the age of 2, but genuine studies have shown that learning music does improve problem solving skills, literacy, numeracy and even social skills. For a ‘bite sized’ and passionate talk about why all children should have access to music from birth watch this presentation by Anita Collins. She mentions many of the studies that prove the benefits of music to education, and also touches on the idea of the value of music for those with conditions that effect their learning.
Myth three: Classical music is a superior cognitive work out than other music.
One of the first studies that people got excited about told us that students who listened to classical music before an exam did significantly better than the control group. Subsequent more extensive studies have shown that students who like classical music did better when they listened to classical music before an exam, equally students who like death metal did better when they listened to death metal before an exam. It was not the style or caliber of music that influenced their momentary improved intelligence in the exam, but rather their state of mind after listening to music that they enjoyed. (Unsurprisingly; a happy, relaxed student does better in an exam.) Classical music does however have a few things going for it in terms of the patterns that our brains need to comprehend to enjoy it. This wonderful talk by Ardon Shorr is a delightful look at how we access the patterns in classical music, and indeed is a great thing to watch before taking your children to see a kids show at the TSO.
Myth four: Music tops the hierarchy of arts disciplines for improving cognitive function.
Indeed, if you followed the links in the above, then you will be ranking music very highly as an essential element of early childhood learning, probably above other disciplines – after all, it gives the most ‘neurological fireworks’ in all scans! There is a bias towards this opinion, but some studies however have accidently proved the value of other creative disciplines such as the article ‘Music Lessons Enhance IQ’ by Glenn Schellenberg that states: “Unexpectedly, children in the drama group exhibited substantial pre- to post-test improvements in adaptive social behavior that were not evident in the music groups.” – Drama, that had been intended as a variation in the control group, actually out performed the intended test subjects in this scenario.
Personally, having worked in Dance, Fine Arts, Theatre and Film, I believe it is more about the quality of the education rather than the specific discipline. Yes, each art form is different, there is no questioning that. Music enables abstract thought, but so too does participating in quality improvised theatre. Music engages multiple parts of the brain (auditory, physical, visual) but so too does contemporary dance. I believe that the focus should be the way in which these disciplines are taught, rather than a ranking of value, regardless of method of teaching.
In dance (my primary field of experience as an educator) if a child is only ever taught a restricted set of movements, without freedom to diverge from a structured routine, then their learning capacity will be reduced (as will their organic enthusiasm, in many cases). Equally if a child is taught a reduced and ridged experience of music then they will not feel the full benefits of the medium. The method of teaching children can give a child access to the wide range of benefits that we have talked about, or it can simply be a practical exercise with far fewer cognitive benefits. As Richard Gill states in this delightfully entertaining presentation, children should have the right to access properly taught music, and they must be able to create their own works. Richard Gill also importantly states that music should not be considered essential because it aids other learning, but because it is valuable in its own right.
I am keen for children to explore music, for its cognitive and creative merits. In the next post we’ll look at practical tips of how you can begin to fill a tots mind with music. | <urn:uuid:2af167f9-3d10-430b-a291-4540d6aa79e7> | CC-MAIN-2020-05 | https://whatwelearnt.org/2015/11/15/music-and-the-young-brain/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00298.warc.gz | en | 0.966391 | 1,139 | 2.921875 | 3 |
I kid you not, pictured to the left is a Cold War era, nuclear powered, Atomic Lighthouse. A website called English Russia has a post about them, with many more pictures and an interesting comment thread.
Large portions of the Russian northern coastline are above the Arctic Circle and navigable. It is also uninhabited and inhospitable. The Soviets decided to build automated lighthouses as an aid to shipping. Because of the problems getting power to them, they decided to power them via nuclear energy.
They used radioisotope thermoelectric generators (RTG, RITEG) to provide the power. Theses devices, which have been used to power space probes, generate electricity from the decay of radioactive materials. The Wikipedia article say that about 1,000 of these RTG power sources were used in Russia. The United States also used, and still uses, them for power at remote radar stations.
After the collapse of the Soviet Union these lighthouses were poorly maintained. Frighteningly, some are even lost due to poor record keeping (and we think our government workers are lazy and incompetent). They pose an environmental hazard. Two woodcutters died after sleeping near one, and several others have been reportedly looted. Not a comforting thought. | <urn:uuid:d355c6f8-5109-4232-9843-0f4ca5a28927> | CC-MAIN-2014-35 | http://yargb.blogspot.com/2009/01/well-its-supposed-to-glow-in-dark.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500828050.28/warc/CC-MAIN-20140820021348-00209-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.971558 | 260 | 2.59375 | 3 |
The rate and distribution of blood flow through the circulatory system are variable and related to several factors including physical activity, cardiac output (the amount of blood pumped out of the heart) and venous return or the blood returning to the heart through the veins.
What is blood pressure?
Blood pressure (BP) is defined as the force exerted by the blood against the vessel wall. It is highest in arteries as these are the first blood vessels it flows into from the heart and gradually decreases as it passes through arterioles, capillaries, venules and finally, veins.
It is also variable and can increase due to exercise where the cardiac output increases thus forcing more blood through the arteries or by altering the peripheral resistance (resistance caused by the blood vessels). This can occur in a number of ways; by vasoconstriction where the blood vessels contract, increases in blood viscosity (thickness) and changes in shape or size of the vessels. The regulation of blood pressure is the responsibility of the sympathetic and parasympathetic nervous systems.
When BP falls sensors called baroreceptors are stimulated which causes a nervous impulse to be transmitted to the arterioles, causing them to vasoconstrict, which results in an increased BP due to the smaller cross-sectional area through which the blood can pass.
In reverse, raised BP also stimulates baroreceptors which cause impulses directing the arterioles to vasodilate, increasing the area through which blood can pass and consequently reducing pressure.
Veins too can alter their shape in response to stimuli received from the sympathetic and parasympathetic nervous systems. They do not have such a thick muscular wall as arteries although they are capable of increasing the venomotor tone of their walls to alter their shape to increase or decrease blood pressure, although this is not as effective as the vasodilation/constriction which occurs in arteries. For this reason, veins require some extra help to increase their pressure and return the blood to the heart.
Blood pressure & exercise
- With exercise, metabolism speeds up and because of this the muscles require more oxygen
- So the heart beats faster to supply the muscles with more oxygen-rich blood
- In turn, the speed of blood flow increases.
- Due to an increase in heart rate (and stroke volume) to meet demands, cardiac output (the volume of blood pumped out of the heart in one minute) automatically increases
- The faster and harder the heart pumps, the higher the rate of blood circulation.
- Venous return is the return of blood to the heart via venules and veins
- If this is slow, the volume of blood pumped from the heart with each beat (stroke volume) is lower
- This lowers cardiac output and reduces BP and flow rate.
Venous Return Explained
Venous return (blood returning to the heart) must constitute three-fifths of the blood circulating the body at any time in order to maintain steady blood flow. At rest this is not a problem.
However, during exercise, the blood pressure in the veins is not high enough to increase the level of venous return and so maintain the higher stroke volume and cardiac output which exercise requires. A number of mechanisms are used which help to increase venous return:
- Pocket Valves: located within the veins prevent the backflow of blood and help it towards the heart
- Muscle Pump: Many veins are situated between skeletal muscles, which when they contract and relax, squeeze on the veins and help push the blood back towards the heart.
- Smooth Muscle: The wall of each vein contains smooth muscle which contracts to help push the blood back towards the heart
- Respiratory Pump: The respiratory pump helps return blood in the thoracic cavity and abdomen back to the heart. Whilst exercising we breathe faster and deeper which rapidly changes the pressure within the thorax between high and low to help to squeeze the blood in the area back to the heart.
- Gravity: Veins in the upper body are aided by gravity in order to return blood to the heart. | <urn:uuid:ff8cc807-a9f3-4763-85cb-983bbb27110c> | CC-MAIN-2020-24 | https://www.teachpe.com/anatomy-physiology/understanding-blood-pressure | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347428990.62/warc/CC-MAIN-20200603015534-20200603045534-00136.warc.gz | en | 0.929331 | 831 | 4.09375 | 4 |
Oil is among the world’s most precious commodities. Many innovations including industrial machines and cars primarily run on fuel. After its useful life, most people dump oil indiscriminately. According to the EPA, over 300 million oil gallons are disposed of improperly annually.
This dumping not only wastes a precious resource but also adversely affects plant and animal life. To protect the earth and minimise oil wastage, there exist several centres which specialise in petroleum recovery services. Used oil is collected and recycled in these centres. Here are some of the methods used to recycle used oil.
This is the commonly used oil recycling method. Used oil gets dirty but does not wear out. Refining uses advanced technological processes which remove the contaminants which build up in oil over time. This restores the fuel to its pre-use condition. The refined oil is used in making asphalt, gasoline and lubrication base oil.
In this method, used oil is treated and converted into a fuel. The product is in some cases introduced into a petroleum refinery which turns it into jet fuel, diesel, and gasoline. In other instances, the oil is processed to eradicate particulates and water then directly burnt as fuel for industrial use.
This involves filtration among other treatments of used oil at the point of collection. The filtered oil is then re-used in various industrial applications. Reconditioning only prolongs the useful life of oil rather than restoring it to its pre-use state. It is the choice method of recycling used for substantial volumes of industrial oil.
With the above recycling options available, there is no reason to dump used oil. It is time to start collecting your used oil and taking it to a waste oil collection and recovery centre. Oil recycling not only plays a significant role in eco-conservation but also reduces prices of petroleum-based and manufactured products. | <urn:uuid:73f2da8c-fd8c-41ee-a50c-dfb3befcdd68> | CC-MAIN-2020-34 | https://www.dcged.org/the-3-techniques-utilized-to-recycle-oil/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735792.85/warc/CC-MAIN-20200803083123-20200803113123-00025.warc.gz | en | 0.9476 | 373 | 3.453125 | 3 |
What Is Just-in-Time (JIT)?
The just-in-time (JIT) inventory system is a management strategy that aligns raw-material orders from suppliers directly with production schedules. Companies employ this inventory strategy to increase efficiency and decrease waste by receiving goods only as they need them for the production process, which reduces inventory costs. This method requires producers to forecast demand accurately.
The JIT inventory system contrasts with just-in-case strategies, wherein producers hold sufficient inventories to have enough product to absorb maximum market demand.
Just In Time
- The just-in-time (JIT) inventory system is a management strategy that minimizes inventory and increases efficiency.
- Just-in-time (JIT) manufacturing is also known as the Toyota Production System (TPS) because the car manufacturer Toyota adopted the system in the 1970s.
- Kanban is a scheduling system often used in conjunction with JIT to avoid overcapacity of work in process.
- The success of the JIT production process relies on steady production, high-quality workmanship, no machine breakdowns, and reliable suppliers.
How Just-in-Time (JIT) Works
One example of a JIT inventory system is a car manufacturer that operates with low inventory levels but heavily relies on its supply chain to deliver the parts it requires to build cars, on an as-needed basis. Consequently, the manufacturer orders the parts required to assemble the cars, only after an order is received.
For JIT manufacturing to succeed, companies must have steady production, high-quality workmanship, glitch-free plant machinery, and reliable suppliers.
JIT production systems cut inventory costs because manufacturers do not have to pay storage costs. Manufacturers are also not left with unwanted inventory if an order is canceled or not fulfilled.
Just-in-Time (JIT) Inventory System Advantages
JIT inventory systems have several advantages over traditional models. Production runs are short, which means that manufacturers can quickly move from one product to another. Furthermore, this method reduces costs by minimizing warehouse needs. Companies also spend less money on raw materials because they buy just enough resources to make the ordered products and no more.
Disadvantages of the Just-in-Time System
The disadvantages of JIT inventory systems involve potential disruptions in the supply chain. If a raw materials supplier has a breakdown and cannot deliver the goods in a timely manner, this could conceivably stall the entire production process. A sudden unexpected order for goods may delay the delivery of finished products to end clients.
Special Considerations: Kanban Scheduling for Just-in-Time (JIT)
Kanban is a Japanese scheduling system that's often used in conjunction with lean manufacturing and JIT. Taiichi Ohno, an industrial engineer at Toyota, developed kanban in an effort to improve manufacturing efficiency. The system highlights problem areas by measuring lead and cycle times across the production process, which helps identify upper limits for work-in-process inventory, in order to avoid overcapacity.
Example of Just-in-Time
Famous for its JIT inventory system, Toyota Motor Corporation orders parts only when it receives new car orders. Although the company installed this method in the 1970s, it took 15 years to perfect it.
The terms short-cycle manufacturing, used by Motorola, and continuous-flow manufacturing, used by IBM, are synonymous with the JIT system.
Sadly, Toyota's JIT inventory system nearly caused the company to come to a screeching halt in February 1997, after a fire at Japanese-owned automotive parts supplier Aisin decimated its capacity to produce P-valves for Toyota's vehicles. Because Aisin is the sole supplier of this part, its weeks-long shut down caused Toyota to halt production for several days. This caused a ripple effect, where other Toyota parts suppliers likewise had to temporarily shut down because the automaker had no need for their parts during that time period. Consequently, this fire cost Toyota 160 billion yen in revenue. | <urn:uuid:a7ac46db-90a5-4c22-b3fb-42b3b6af0b7e> | CC-MAIN-2020-16 | https://www.investopedia.com/terms/j/jit.asp | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370500331.13/warc/CC-MAIN-20200331053639-20200331083639-00096.warc.gz | en | 0.944681 | 824 | 2.78125 | 3 |
Discrete Positive Emotions and Their Social and Personal Outcomes
As a positive emotional state, how does pride affect people’s nonverbal behaviors? How does it affect performance in a work partnership? How does it affect observers’ perceptions of the proud individual?
What benefits does gratitude bring for the self and relationships? Can individual differences in the grateful experience be perceived in the lab? How successful are gratitude interventions at inspiring significant change in emotions, well-being, physical health, and prosociality?
Nonverbal Behavior and Social Outcomes
What positive outcomes does this nonverbal behavior have for social interaction?
Judgments of Trust
How do people determine other people’s trustworthiness? What nonverbal behaviors are thought to be important?
Learning with Technology
Are tablets an effective learning platform? Can social robots provide superior learning outcomes to tablets–comparable to learning from a human teacher? Are there nonverbal components of social robotics design that increase or decrease effectiveness? | <urn:uuid:1549b1dc-98f0-415f-b57d-86508e8bd0b4> | CC-MAIN-2017-26 | https://leahdickens.wordpress.com/research/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320695.49/warc/CC-MAIN-20170626083037-20170626103037-00288.warc.gz | en | 0.868476 | 199 | 2.703125 | 3 |
Last fall, Google introduced a new system for machine-assisted language translations, Google Neural Machine Translation system (GNMT), which takes advantage of deep neural networks to translate entire sentences – not just phrases – for greatly improved translations. The company put the system to work in Google Translate for eight language pairs in November, and is today expanding support to three more: Russian, Hindi and Vietnamese.
Neural Machine Translation went into action late last year with support for translating to and from English and French, German, Spanish, Portuguese, Chinese, Japanese, Korean and Turkish. These represent the native languages of around one-third of the world’s population, covering more than 35% of all Google Translate queries, the company said at the time.
Today’s news is also fairly significant in terms of scale, as in the U.S. alone, 1,292,448 people speak Vietnamese; another 836,171 speak Russian; and 586,173 speak Hindi, Google says, citing U.S. census data. And more languages will be added in weeks ahead, including Thai, which didn’t quite make today’s release.
Google Translate serves over 500 million monthly users in need of 140 billion words per day, The New York Times reported in December. According to the report, Google’s switch to this A.I.-powered machine translation system is expected to complete this year.
Neural translation is a huge leap over prior translation systems, as it’s able to take advantage of the progress made in the machine learning field to make translations more accurate, and sound more like the way people speak the language. What makes the difference is that the system doesn’t translate each part of a sentence piece by piece, but looks at the sentence as a whole. This helps the system figure out the broader context and the most relevant translation. It then rearranges and adjusts the sentence using proper grammar.
In addition, the Neural Machine Translation system learns over time and improves, resulting in better and more natural translations the longer it works.
The new translations powered by this system will go live across the Google Translate platform, starting today. This includes online at translate.google.com, through Google search and the Google Search app, and in the Google Translate apps for iOS and Android. The translations will soon be made available for automatic page translations in Google Chrome. | <urn:uuid:9e1cc784-08c5-40b4-935c-8729b0e57b56> | CC-MAIN-2020-29 | https://techcrunch.com/2017/03/06/googles-smarter-a-i-powered-translation-system-expands-to-more-languages/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655881984.34/warc/CC-MAIN-20200703091148-20200703121148-00046.warc.gz | en | 0.928465 | 491 | 2.796875 | 3 |
In the imaginary space of 'Great Pumpkin' almost nations we have Cascadia and the Kingdom of Araucania and Patagonia. Their flags are very similar and their history lies in the puff-n-stuff pipe dream category of nationhood.
Both banners feature the same pattern of a horizontal tri-bar of blue, white, and green. They differ in shades of blue and green. But the most striking contrast is the pine tree on Cascadia - a Douglas Fir.
Neither attempt to break free was a hardened serious contender for nationhood. But both forlorn nations have lingering footnotes that play unto the present moment. Believe it or not there is a small and vocal group that advocates for the creation of Cascadia, likewise a living heir to the Kingdom of Araucania & Patagonia is still ongoing. The royal line started in the 1860. Like the Anglo American Confederacy, the Kingdom of A&P went out of business.
Flag of Araucania & Patagonia
The Kingdom of A&P tried to get off the ground in 1860. The indigenous Mapuche of Argentina elected a 'white' king, Orelie-Antoine I, to be their king and leader due the the fact that Western Governments treated them like children or non-entities. The capital was in what is now Perquenco, Chile. Chile nor Argentine were happy with this 'illegal-indigenous' kingdom and both official countries smothered it with a military march.
Casacadia has a decidedly different course of history. Advocates for this nation hope that someday Washington State, Oregon, and British Columbia will break away from Canada and the USA to make a third hybrid nation. Imagine a nation with the best of Canada and USA? It may seem absurd but these three sub-federal districts have a common history as bi-national USA-Canadian territory. From 1818 unto 1846 all of Washington, Oregon, and British Columbia were both legally American and 'Canadian' soil. You could've call 'em Yanuks or Cnanckies.
The great coincidence is both forlorn states were to be made up of two countries. In North America Casacadia would have been born out of Canada and United States, while in South America the Kingdom of Patagonia & Araucania was to be stitched from Argentina and Chile.
Cascadia and the Kingdom of Araucania and Patagonia may seem like silly footnotes, but they offer insight of political ambition.
Link to active an active Cascadian Movement the CIP | <urn:uuid:bd73ab26-fb46-42c4-9bf3-bbbeee32dc95> | CC-MAIN-2017-26 | http://zebratigerfish.blogspot.com/2012/04/republic-of-cascadia-and-kingdom-of.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320209.66/warc/CC-MAIN-20170624013626-20170624033626-00626.warc.gz | en | 0.930062 | 530 | 2.65625 | 3 |
SOAR Disciplinary Communication Teaching Frame - Module
Learn about instructional practices that help teachers structure, strengthen, and support the quantity and quality of students’ oral and written output using academic language. When implementing this practice, effective teachers provide opportunities for students to produce and fortify both oral and written communication. The goal of Disciplinary Communication is to have students talk and write as a way to process the content they are learning. Examples of oral communication are asking and answering questions, think pair-share, interviews, debates, and oral reports. Examples of written communication are emails, blogs, reflective journals, letters, and essays. The High-Impact Practice focuses on structuring, strengthening, and supporting the quantity and quality of students’ oral and written communication using academic language. Two essential elements make up this practice: Effective teachers provide opportunities for students to produce and fortify both oral communication.
Before watching the video you should print the DC Teaching Frame and the Traditional Classroom Vignette. After the video module read Adapting a Lesson and Hybrid Strategies to explore ways to implement Disciplinary Communication in Hybrid Classrooms. | <urn:uuid:f2f6feca-f8d4-447a-bb58-a74392efeee9> | CC-MAIN-2023-23 | https://www.soarpractices.org/dc | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224646257.46/warc/CC-MAIN-20230531022541-20230531052541-00692.warc.gz | en | 0.908263 | 226 | 3.578125 | 4 |
Berries are a delicious and healthy snack that can be enjoyed all year round. They’re packed with vitamins, antioxidants, and fiber that help keep our bodies in top shape. However, before you indulge in these little treats, it’s important to know how to properly clean them.
Berries are often covered in dirt, pesticides, and other contaminants that can be harmful if ingested. In this article, we’ll show you the best ways to clean your berries so you can enjoy their sweet flavor without any worries! So let’s dig in and discover how to get those berries squeaky clean!
Why Clean Berries?
Berries are a delicious and nutritious snack that many people enjoy throughout the year. However, it is important to clean them properly before eating to remove any dirt, bacteria, or pesticides that may be present. Failure to do so can lead to foodborne illness or other health problems.
The importance of cleaning berries cannot be overstated. Berries are often grown close to the ground and can come into contact with soil, animal waste, and other contaminants. Additionally, they are often treated with pesticides to protect against insects and disease. These chemicals can linger on the surface of the fruit even after washing.
Cleaning berries is a simple process that can be done in several ways. The most common method is rinsing them under cold running water for at least 30 seconds. This helps remove any dirt or debris that may be present on the surface of the fruit.
Another effective way to clean berries is by soaking them in a vinegar solution. To do this, mix one part white vinegar with three parts water in a bowl or sink. Add the berries and let them soak for 10-15 minutes before rinsing thoroughly with cold water.
For those who prefer a commercial product, there are fruit and vegetable washes available in most grocery stores. These products are specifically designed to remove dirt, bacteria, and pesticides from produce.
Once you have cleaned your berries, it is important to dry them properly before storing them. Use a clean paper towel or kitchen towel to gently pat them dry or use a salad spinner if you have one.
To store your cleaned berries, place them in an airtight container and store them in the refrigerator for up to five days. Alternatively, you can freeze them for later use by placing them on a baking sheet lined with parchment paper until frozen solid before transferring them to a freezer-safe container.
In conclusion, cleaning berries before eating is an essential step in ensuring their safety and quality. By following these simple steps, you can enjoy your berries with peace of mind knowing that they are free from harmful contaminants.
Importance of Cleaning Berries
Berries are among the most popular fruits enjoyed by many people around the world. They are not only delicious but also packed with important nutrients such as vitamins, minerals, and antioxidants. However, it is crucial to clean berries before eating them to remove any dirt, bacteria, or pesticide residues that may be present on their surface.
The importance of cleaning berries cannot be overemphasized. Berries are often grown close to the ground and can easily come into contact with soil, animal waste, and other contaminants during harvesting and transportation. Additionally, they are often treated with pesticides to protect them from pests and diseases. Failure to clean berries properly can lead to serious health problems such as food poisoning or exposure to harmful chemicals.
To ensure that your berries are safe for consumption, it is recommended that you clean them thoroughly using one of several methods. The simplest way is to rinse them under running water for at least 30 seconds. This method helps remove any loose dirt or debris on the surface of the berries.
Another effective way of cleaning berries is by soaking them in a vinegar solution. To do this, mix one part white vinegar with three parts water in a bowl or sink and let the berries soak for about five minutes before rinsing them with water.
Alternatively, you can use commercial fruit and vegetable washes that are specifically designed for cleaning produce. These washes contain natural ingredients such as citrus extracts and baking soda that help remove dirt and bacteria from the surface of the berries.
After cleaning your berries using any of these methods, it is important to dry them properly before storing or consuming them. You can do this by placing them on a paper towel or clean cloth and gently patting them dry.
In conclusion, cleaning berries before eating is an essential step in ensuring their safety and quality. By following these simple steps outlined above, you can enjoy your favorite berries without worrying about potential health risks associated with consuming contaminated produce.
How to Clean Berries
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Rinse with Water
Rinsing berries with water is a simple and effective way to remove dirt, debris, and other contaminants. It is the most common method of cleaning berries and can be done quickly without any special tools or solutions.
To rinse berries with water, start by placing them in a colander or strainer. Hold the colander under cool running water and gently agitate the berries with your hands or a spoon. Make sure that all the surfaces of the berries are exposed to the water.
It is important not to use hot water as it can damage delicate berries like raspberries and strawberries. Also, avoid using soap or detergents as they can leave a residue on the berries that is difficult to wash off and may affect their taste.
After rinsing, shake off excess water from the colander and inspect the berries for any remaining debris. If necessary, repeat the process until you are satisfied that your berries are clean.
Rinsing with water is a quick and easy way to clean your berries before eating them raw or using them in recipes like smoothies, salads, or desserts. It helps remove any dirt or chemicals that may be present on the surface of the fruit.
However, if you want to take extra precautions against bacteria such as E.coli or salmonella that may be present on your produce, you can also soak your berries in a vinegar solution or use a commercial fruit and vegetable wash.
Soak in Vinegar Solution
Soaking berries in a vinegar solution is an effective way to remove dirt, bacteria, and pesticides. It is an easy and inexpensive method that can be done at home with just a few simple steps.
To begin, mix one part white vinegar with three parts water in a bowl or container. Place the berries in the solution and let them soak for about five minutes. Gently stir the berries to ensure they are all fully submerged in the solution.
After soaking, rinse the berries thoroughly with cold water to remove any remaining vinegar taste. Be sure to handle them gently as they may be more fragile after soaking.
Vinegar is acidic and can help kill bacteria on the surface of the fruit. It can also help remove any waxy residue left behind by pesticides. However, it is important to note that while this method can reduce pesticide residue, it may not completely eliminate it.
It is also recommended to use organic produce whenever possible to minimize exposure to harmful chemicals.
Overall, soaking berries in a vinegar solution is a quick and easy way to clean them before eating. It can help ensure that you are consuming clean and safe fruit while also preserving their freshness and flavor.
Use Commercial Fruit and Vegetable Wash
When it comes to cleaning berries, using a commercial fruit and vegetable wash can be an effective option. These washes are designed specifically for produce and can help remove any dirt, pesticides, or bacteria that may be present on the surface of the berries.
Commercial fruit and vegetable washes typically come in a spray bottle or as a concentrate that can be diluted with water. To use, simply spray the wash onto the berries or soak them in the solution according to the instructions on the label. Be sure to rinse the berries thoroughly with water after using the wash.
One advantage of using a commercial fruit and vegetable wash is that it can be more effective than just rinsing with water alone. Studies have shown that certain washes can significantly reduce levels of bacteria on produce surfaces (source: Journal of Food Science).
However, it’s important to note that not all commercial fruit and vegetable washes are created equal. Some may contain harsh chemicals or ingredients that could leave a residue on your berries. Look for products that are labeled as natural or organic and read reviews before purchasing.
In addition to using a fruit and vegetable wash, it’s still important to handle your berries carefully during cleaning. Be gentle when washing them to avoid damaging delicate fruits like raspberries or strawberries.
Overall, using a commercial fruit and vegetable wash can be an effective way to clean your berries before eating them. Just make sure to choose a safe and reputable product, follow the instructions carefully, and rinse thoroughly with water afterwards.
Dry the Berries Properly
After cleaning your berries, it’s important to make sure they are dried properly before storing them. Excess moisture can lead to the growth of mold and bacteria, which can spoil your fruit quickly. Here are some tips for drying your berries properly:
- Gently pat dry with a paper towel: After rinsing your berries with water or soaking them in a vinegar solution, gently pat them dry with a paper towel. Be careful not to bruise or damage the delicate fruit.
- Use a salad spinner: A salad spinner is an excellent tool for drying berries quickly and efficiently. Simply place the berries in the basket, spin gently, and then remove and pat dry with a paper towel.
- Air-dry on a clean towel: If you don’t have a salad spinner, you can air-dry your berries on a clean towel. Spread them out in a single layer and let them air-dry completely before storing.
Remember that storing wet or damp berries can lead to spoilage, so it’s important to make sure they are completely dry before storing them in the refrigerator or freezer.
By following these simple tips, you can ensure that your freshly cleaned berries stay fresh and delicious for as long as possible!
Tips for Storing Cleaned Berries
After cleaning your berries, it’s important to store them properly to ensure they stay fresh for as long as possible. Here are some tips for storing cleaned berries:
- Store in the refrigerator: Berries should be stored in the refrigerator at a temperature of 40°F or below. Place them in a clean, dry container with a lid. If you have multiple types of berries, it’s best to store them separately as they may have different storage needs.
- Freeze for later use: If you can’t eat all your berries before they go bad, freezing is a great option. First, spread the berries out on a baking sheet and freeze them until they’re firm. Then transfer them to an airtight container or freezer bag and store in the freezer for up to 6 months.
- Don’t wash until ready to eat: While it’s important to clean your berries before eating them, it’s best not to wash them until you’re ready to eat them. Moisture can cause berries to spoil more quickly, so washing them too far in advance can actually shorten their shelf life.
By following these tips, you can extend the life of your cleaned berries and enjoy their delicious flavor for days or even weeks after purchase.
Store in the Refrigerator
To keep your cleaned berries fresh and tasty, it is important to store them properly. One of the best ways to store clean berries is in the refrigerator.
After cleaning your berries, make sure they are completely dry before storing them in the fridge. You can use a paper towel or a clean kitchen towel to pat them dry gently. Once they are dry, transfer the berries to an airtight container or a resealable plastic bag. Make sure that there is no excess air inside the container or bag as this can cause the berries to spoil faster.
When storing different types of berries together, be mindful of their ripeness levels as some may spoil faster than others. For example, strawberries tend to have a shorter shelf life than blueberries. It’s best to store ripe berries separately from unripe ones.
It’s also important to note that you should not wash your berries until you are ready to eat them as moisture can cause them to spoil faster. Therefore, it’s best to only wash the amount of berries you plan on eating at one time.
By following these tips for storing cleaned berries in the refrigerator, you can enjoy fresh and delicious fruit for several days after cleaning them.
Freeze for Later Use
Freezing berries is an excellent way to preserve them for later use. It’s a great option for those who want to enjoy fresh berries all year round, even when they are out of season. Here are some tips on how to freeze your cleaned berries properly:
- Choose the Right Berries: Not all berries are suitable for freezing. The best ones are those that are firm and not too ripe. Examples of these include blueberries, strawberries, raspberries, and blackberries.
- Wash the Berries: Before freezing your berries, make sure they are clean and dry. You can follow the steps mentioned in the previous section on how to clean your berries.
- Dry the Berries: After washing your berries, make sure you dry them thoroughly using a paper towel or a clean kitchen towel. This will help remove excess water which can cause freezer burn.
- Prepare for Freezing: Once your berries are dry, place them in a single layer on a baking sheet lined with parchment paper or wax paper. Make sure they are not touching each other as this will prevent them from sticking together during freezing.
- Freeze the Berries: Place the baking sheet with the berries in the freezer and allow them to freeze completely for about 2-3 hours.
- Transfer to Freezer Bags: Once frozen, transfer the berries into freezer bags or containers labeled with the date of freezing and type of berry.
- Store in Freezer: Finally, store your frozen berries in the freezer until you’re ready to use them.
When it comes time to use your frozen berries, simply thaw them overnight in the refrigerator or use them straight from frozen in smoothies or baked goods like muffins or pies.
By following these simple steps, you can enjoy fresh-tasting berries even when they’re out of season!
It is important to remember that cleaning berries before eating them is crucial for ensuring their safety and your health. By removing any dirt, bacteria, or pesticides from the surface of the fruit, you can reduce the risk of foodborne illnesses and potential health hazards.
When it comes to cleaning berries, there are a few methods to choose from. The most common method is to simply rinse them with water. This involves running cool water over the berries for at least 30 seconds, gently rubbing them with your fingers to loosen any dirt or debris.
Another effective method is to soak the berries in a vinegar solution. To do this, mix one part vinegar with three parts water in a bowl or container. Add the berries and let them soak for about five minutes before rinsing thoroughly with cool water.
If you prefer a commercial product specifically designed for washing fruits and vegetables, you can use a fruit and vegetable wash. These products are available at most grocery stores and can help remove any harmful chemicals or residues from your berries.
Once your berries are clean, it’s important to dry them properly before storing them. Use a clean paper towel or kitchen towel to gently pat dry each berry individually. Wet berries can quickly become moldy if stored improperly.
To keep your cleaned berries fresh for as long as possible, there are some tips you should follow when storing them. It’s best to store them in an airtight container in the refrigerator until ready to eat. If you have more than you can eat within a few days, consider freezing them for later use.
In conclusion,cleaning your berries properly is essential for maintaining their freshness and reducing potential health risks associated with consuming unwashed produce. By following these simple steps, you can ensure that your next berry snack is both delicious and safe to eat!
In conclusion, cleaning berries before eating is a crucial step to ensure that they are safe and healthy for consumption. Berries can be exposed to various kinds of bacteria and pesticides during the growing and transportation process. Therefore, it is essential to know how to clean them properly.
Rinsing berries with water is the most basic way of cleaning them, but soaking them in a vinegar solution or using commercial fruit and vegetable wash can provide an extra layer of protection against harmful substances. After cleaning the berries, it is important to dry them thoroughly before storing them.
Storing cleaned berries in the refrigerator can help preserve their freshness for a few days, while freezing them can extend their shelf life for months. By following these simple tips, you can enjoy fresh and delicious berries all year round.
In summary, cleaning berries before eating not only enhances their flavor but also protects our health. With these easy-to-follow steps, you can savor your favorite berry treats without any worry. Happy berry eating! | <urn:uuid:e80c9f4d-e661-45bb-9e4e-ac1c46e75462> | CC-MAIN-2023-40 | https://howtocleanfaq.com/how-to-clean-berries-before-eating/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511075.63/warc/CC-MAIN-20231003092549-20231003122549-00405.warc.gz | en | 0.94789 | 3,656 | 2.75 | 3 |
Truro and Penwith Academy Trust guidance on Coronavirus
Truro and Penwith Academy Trust are tracking and following advice issued by the World Health Organisation, National Health England and the Foreign and Commonwealth Office with regard to Coronavirus
The importance of hygiene
Personal hygiene is the most important way we can tackle COVID-19, especially washing hands more; and the catch it, bin it, kill it strategy for those with coughs and sneezes.
How to wash your hands properly
Wash your hands more often for 20 seconds with soap and hot water.
Watch this short NHS film for guidance:
Teach young children how to wash their hands with the NHS handwashing song:
Public Health England recommends that in addition to handwashing before eating, and after coughing and sneezing, everyone should also wash hands after using toilets and travelling on public transport.
The e-Bug project is led by Public Health England and has a dedicated webpage for learning resources on hand washing and respiratory hygiene.
Resources are currently available for KS1, KS2 and KS3 and can be used in various settings including schools:
Department for Education Coronavirus Helpline
The Department for Education Coronavirus helpline is available to answer questions about COVID-19 relating to education and children’s social care. Staff, parents and young people can contact the helpline as follows:
Phone: 0800 046 8687
Opening hours: 8am to 6pm (Monday to Friday)
If you work in a school, please have your unique reference number (URN or UKPRN) available when calling the helpline.
Where to find the latest information
Please keep your GIAS contacts up to date
If you work in a school, please take this opportunity to review your contact information in Get Information About School (GIAS).
To update your record, please go to the GIAS home page, “Sign in” using your “DfE Sign-in” credentials and select GIAS from your available services. | <urn:uuid:0bc96071-891b-4c22-89d1-990d735d279e> | CC-MAIN-2020-34 | https://www.tpacademytrust.org/coronavirus/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439740733.1/warc/CC-MAIN-20200815065105-20200815095105-00152.warc.gz | en | 0.905536 | 431 | 2.765625 | 3 |
BATIAL-1 WELL, Mexico — The geological marvel known to Texas oilmen as the Eagle Ford Shale Play is buried deep underground, but at night you can see its outline from space in a twinkling arc that sweeps south of San Antonio toward the Rio Grande.
The light radiates from thousands of surface-level gas flares and drilling rigs. It is the glow of one of the most extravagant oil bonanzas in American history, the result of the drilling technique known as hydraulic fracturing, or fracking.
Curving south and west, the lights suddenly go black at Mexico’s border, as if there were nothing on the other side.
This is a reflection of politics, not geology. The Eagle Ford shale formation is believed to continue hundreds of miles into Mexico, where it is known as the Burgos Basin. But while more than 5,400 wells have been sunk on the Texas side since 2008, Mexico has attempted fewer than 25.
A landmark energy bill approved by Mexico’s Congress in December is aimed at correcting this disparity. It has opened the country’s oil industry to private and foreign investment for the first time in 75 years, with the goal of bringing in new technology, expertise and a risk-taking culture long missing at the state oil monopoly, Pemex.
Lawmakers will be hashing out the nuts and bolts of the law over the coming weeks, but expectations are that U.S. and other global companies will be able to bid on oil and gas projects by the end of this year, beckoning the fracking crews across the border — into some of Mexico’s most violent areas.
“The United States and Canada are exploiting their shale resources on a massive scale, and we’re still in the prospecting stage,” Gustavo Hernandez, the director of exploration and production at Pemex, said in an interview. “But we believe the volumes we have are enormous.”
Pemex estimates that Mexico’s shale formations hold the energy equivalent of 60 billion barrels of oil, an amount exceeding the entire volume the country has pumped out by conventional means since 1904.
Natural gas is thought to be especially plentiful. In a 2013 survey, the U.S. Energy Information Administration ranked Mexico’s reserves of shale gas as the world's sixth-largest after China, Argentina, Algeria, the United States and Canada.
A glut of gas production in Texas has pushed prices so low that drilling for gas alone is no longer profitable, and much of it is simply burned off, or “flared,” as it comes out of the ground.
Despite Mexico’s abundant resources, the country’s soaring demand for electricity and meager pipeline infrastructure have left it dependent on imported gas to cover roughly a third of its needs. In some parts of the country, natural gas prices are four times as high as those in the United States.
It is one reason Mexican officials say the shale reserves are crucial to the country's economic and energy development, while advancing the broader goal of “North American energy independence” — making the entire free-trade zone self-sufficient for its fuel needs. Cross-border pipelines are also being added.
With cheaper gas, Mexico could lower electricity costs at the manufacturing and assembly plants that have become a pillar of the nation's economy and that are increasingly competitive with China’s.
“This is critical to the re-industrialization of North America,” said Javier Treviño, the head of the energy commission in the lower house of Mexico’s Congress. “Mexico needs to develop these resources, or else we’ll be left behind.”
But the big money is in oil, not gas.
In Texas, fracking on the Eagle Ford Shale Play — “Eagleferd” in local parlance — has triggered an oil rush as rich as any other in the state’s history. After just four years, the formation has surpassed more than a million barrels of oil per day, making it the second-most productive in the country, after the Permian Basin of West Texas and ahead of North Dakota’s Bakken shale formation.
The shale boom is the main reason the United States is challenging Saudi Arabia and Russia to become the world’s top oil producer. Texas pumps more than a third of U.S. output, and on its own the state would rank as the world’s ninth-largest oil producer.
The surge has transformed long-blighted south Texas towns such as Cotulla, halfway between Laredo and San Antonio, into places of frenzied construction and quick fortune. A three-bedroom house in town rents for $6,000 a month, but most oil-field workers — arriving from as far away as Alaska — sleep in RVs and campers.
“You put in a couple years here, and you’re set,” said Carla Thorton, 31, who drove down with her husband from Mississippi two years earlier and has lived in a campground ever since. Her husband works “seven 12s,” she said — 12 hours a day, seven days a week.
“If you want to buy a house or a truck, this is how you do it,” Thorton said.
Less clear is whether the U.S. contractors who have poured into south Texas would be willing to take their expertise into Mexico if the money is good enough — or the Eagle Ford ever slows down.
The biggest interest in Mexico’s energy overhaul is expected to come from large global companies such as Exxon Mobil and Shell that have the capital and equipment to hunt the most lucrative prize: huge oil fields deep under the Gulf of Mexico.
Developing northern Mexico’s shale beds could take much longer.
The reason, experts say, is that fracking is a completely different industry, dominated by smaller, independent companies and nimble contractors that can provide specialized equipment and services at precise moments in the drilling process.
Mexico has few of these things, and the willingness of foreign companies to test their fortunes in the wilds of its northern borderlands remains unknown. The region is almost totally lacking in the pipelines, highways and other infrastructure that spread across south Texas, and Mexico’s shale beds sit beneath some of the most lawless parts of the country.
Then there is the problem of water. Fracking requires huge amounts of it, and northern Mexico is in the grips of a protracted drought.
Mexican geologists and petroleum engineers say they will worry about water later. They will bring a pipeline from the sea if they have to, or from wetter coastal regions. The important thing is to first figure out how much oil and gas they have.
Along a flat, baked expanse of scrubland south of the Mexican border city of Reynosa, Pemex engineers work alongside a fracking crew of 50 men in bright red roughneck suits that resemble baby pajamas, emblazoned with the logo of the global oil-field service firm Weatherford International.
The company and other international firms have been working for years in Mexico under the old model, earning a set fee from Pemex rather than a percentage of production. Once the new law takes effect, foreign operators will finally get their wish — a chance to obtain licenses to drill on their own.
It is costly, highly technical work. Clustered around the well, Batial-1, are dozens of trucks, noisy generators, acid vats and storage tanks for the sludgy wastewater coming out of the hole. From a tall crane, engineers feed a flexible steel tube 8,000 feet into the earth, then angle it 4,000 feet horizontally, allowing them to blast a mix of water, sand and chemicals at pressures so powerful that the rock shatters, squirting out oil and gas.
“Unless we fracture, this oil doesn’t even exist,” said Pemex geologist Jose Galicia.
The site is a unique kind of Mexican man camp, where crews work round-the-clock in the company of cattle and goats browsing along the edge of the fence line. The oil workers have been here more than a month but cannot leave, not even to go into the nearby town. It’s too dangerous.
Like many of the well sites in this part of northern Mexico, the Batial-1 is in Zeta country. The cartel specializes in kidnapping and extortion, and when Pemex geologists and survey crews need to look for new well sites, they often travel in the company of a military escort. A group of Weatherford employees came under fire at their hotel in the nearby town of Ciudad Mier this month during a cartel gun battle, though none of the workers were hit.
While big oil companies working in countries such as Nigeria and Iraq are used to dealing with such security threats, the smaller operators that specialize in fracking are not.
“You can hire private security to keep workers safe, but all of that implies cost and slows down business,” said Duncan Wood, an energy expert and the director of the Mexico Institute at the Woodrow Wilson International Center for Scholars in Washington.
“And if a company has a shipment of supplies hijacked, that’s lost time,” Wood said. “It’s something they wouldn’t have to deal with in Texas.”
Industry experts say the current rate of return on the Eagle Ford shale is so high, and the backlog of pending drilling permits so large, that it may take years for U.S. companies to begin moving crews into Mexico.
“The first step will be getting land in the right places, and the rest of the operation will follow,” said Chris Robart, a consultant at PacWest Consulting Partners in Houston. “It’ll depend how interested people are in bringing equipment over the border.”
“That part will be relatively easy,” Robart said. “After all, it’s not that far.” | <urn:uuid:137adaad-89a7-4a05-8ca6-c70f9ec89fbf> | CC-MAIN-2017-43 | https://www.washingtonpost.com/world/the_americas/the-fracking-divide-mexicos-oil-frontier-beckons-us-drillers-in-wake-of-new-law/2014/04/19/1951ba0c-e8ff-452d-84bd-d488f730991c_story.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823350.23/warc/CC-MAIN-20171019160040-20171019180040-00889.warc.gz | en | 0.95229 | 2,099 | 2.59375 | 3 |
- inherited, innate and generally enduring traits that an individual possesses, allowing them to complete various tasks. e.g. explosive strength, balance, speed, stamina.
perceptual ability: the ability to sense and interpret information
psychomotor ability: the ability to assess a stimulus and respond with the correct action.
gross motor ability: the characteristic required to perform large muscle group movements, such as strength needed in a rugby tackle.
- The learned ability to bring about predetermined results with maximum certainty, often with the minimal outlay of time, energy or both.
characteristics of skill: (lucky cats get a fish consistently every saturday evening)
3 parts to a skill
- cognitive: thought before the action, mental processes | <urn:uuid:6d67f836-d06a-4b6f-81b6-15d8c4ac9d9b> | CC-MAIN-2017-26 | https://getrevising.co.uk/revision-notes/skill_and_ability | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320841.35/warc/CC-MAIN-20170626170406-20170626190406-00350.warc.gz | en | 0.903217 | 152 | 3.90625 | 4 |
The 2011 Canadian census data regarding religion was recently released by Statistics Canada, the federal agency that tells us Canadians, and interested others, what to make of the decennial censuses taken by the government.
The main plotline is the continued falling away of Canadians from the Christian religion. From the 1860s to the 1960s, Canada was one of the most observant Christian countries on earth. Through the 1940s, weekly church attendance was well above 60% (versus about 40% in the U.S.) and a broad cultural consensus existed around Christian values, institutions, customs, and religious language. As late as the 1970s, Canadian public school children recited the Lord's Prayer at the start of every morning, and into the 1980s the Lord's Day was observed by acts that bore its name—businesses were kept closed and entertainments curtailed to foster both worship for the faithful and rest for the weary.
The tight link between Canada and Christian piety has evaporated as Canadians have raced the Dutch for the fastest de-Christianization since the French Revolution. Yes, Quebec led the way with its Quiet Revolution—its rapid and radical secularization in the 1960s. The national story is simply an Even Quieter Revolution of slow, but sure, abandonment of Christian identity by older people and an increasing number of younger people who have never known the inside of a church and are in no hurry to see it.
According to Canada’s 2011 National Household Survey, the religion with the most adherents remains, unsurprisingly, Christianity. Of roughly 33 million Canadians, almost exactly two-thirds (67.3%) were affiliated with a Christian denomination. In 1991, by comparison, that number was 83%. Roman Catholics continue to dominate nationally (not just in Quebec), with fully 39% of the population.
The two major Protestant denominations, United (produced by the merger of four denominations in 1925) and Anglican, have been in steady decline since the 1960s and, between them, claim a mere 11% of the population. That leaves about 17% of Canadians distributed over various believer's churches (Baptists, Pentecostals, and the like), Holiness traditions, Lutheranism, Orthodoxy, and a few others.
Has Canada's liberal policy of welcoming immigrants from all over the world significantly altered the religious landscape? Only a little. Between them, "proper-noun" religions beyond Christianity (including Judaism, Islam, Hinduism, Sikhism, and Buddhism) accounted for 8% of the population, up from about 6% ten years ago. And almost 50% of recent immigrants claimed, in fact, Christian identity.
So Canada has not yet been substantially altered by an influx of non-Christian religions—even as Canada's largest cities, Toronto, Montreal, and Vancouver, which are home to the vast majority of devotees of those religions, feel the concentrated influence of such groups in some of their suburbs.
The key change, however, is the complement to the decline in Christianity. About 8 million Canadians, or 25% of the population, espoused no religious affiliation. This was up from 17% a decade earlier, and about 13% in 1991.
The share of people with no religious affiliation was highest in Ontario and British Columbia. More than a million people in the Toronto area, or about 20% of its population, had no religious affiliation. In the much smaller metropolitan area of Vancouver, over 40% reported no affiliation.
In sum, Canada as a whole is not yet so much a multi-religious country yet as it is a Christian/ex-Christian/sort-of-Christian country, with an ongoing shrinkage of Christian affiliation. (Other polls show that only Roman Catholics and evangelicals are holding their own—mostly by retaining youths in much higher numbers than other Christian traditions.)
Quebec continues a European pattern of very low church attendance coupled with a relatively high nominal affiliation with the Roman Catholic Church, while the largest and most culturally influential centres of Anglophone Canada report the highest levels of both religious "alternatives" and religious "nones."
Thus, despite Canada's proximity to the United States, its cultural patterns show more affinity to its French and British heritages.
Unless, that is, the United States is simply following in Canada's train. Despite amplified voices of various American political and religious leaders that prompt Americans and Canadians alike to think of the United States as still a robustly Christian country, disaffiliation (in dropping church attendance) shows up increasingly in increasingly candid polls of nominal affiliation.
But that's a story for an American, such as Martin Marty, to tell Sightings readers, not me.
"Religions in Canada." Statistics Canada 2011. Accessed July 4, 2013.http://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-010-x/99-010-x2011001-end.cfm#a6.
"Canada's Changing Religious Landscape." The Pew Forum on Religion & Public Life, June 27, 2013. Accessed July 4, 2013. http://www.pewforum.org/Geography/Canadas-Changing-Religious-Landscape.aspx.
Author, John G. Stackhouse, Jr., holds his M.A. from Wheaton College where he studied under Mark Noll, and earned his Ph.D. from the University of Chicago Divinity School where he studied under Martin Marty. He is the Sangwoo Youtong Chee Professor of Theology and Culture at Regent College in Vancouver, and the author ofCanadian Evangelicalism in the Twentieth Century: An Introduction to Its Character(University of Toronto Press, 1993).
Editor, Myriam Renaud, is a Ph.D. Candidate in Theology at the University of Chicago Divinity School. She was a 2012-13 Junior Fellow in the Martin Marty Center. | <urn:uuid:0d1e6637-01c8-4622-978b-1d593954e8a7> | CC-MAIN-2017-34 | http://divinity.uchicago.edu/sightings/religion-canada-de-christianization-continues-apace-john-stackhouse | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886109682.23/warc/CC-MAIN-20170821232346-20170822012346-00361.warc.gz | en | 0.959877 | 1,211 | 2.703125 | 3 |
The image projected on the screen in the front of the classroom is Magritte's painting of a pipe, including the words, "Ceci n'est pas une pipe." I ask the students to each briefly make a guess why they think Magritte wrote that, since the painting is obviously a pipe. Some volunteers share their guesses with the class. One student nails it. "It's not a pipe; it's a drawing of a pipe!"
"Good, so what does this have to do with politics, advertising, and the media?" Guesses? One student comes very close. "When we watch TV news, what we see and hear is not reality, it’s what they present as reality. I mean, how do we know that we really landed on the moon? It could have all been staged!"
The full title of the unit is "Politics, the News and Advertising: Critical Consciousness and the Media." It's an effort to address one of the critical challenges in education today, one that is being addressed by very few schools.
Of course it's a priority that all students must be taught to be literate in their written and spoken language, the language of words. But a suggestion that schools should also teach students semiotics, the language of signs, isn't likely to generate support in most school districts. Yet, growing up in a world in which they are continually bombarded by visual images in all media, students need to learn to read visual images. They need to be taught to be visually literate.
Candidates for Sale
Advertising, political parties and the news media continually use visual images to affect our thinking and our feelings. To the degree that we are unaware of this, our choices are not our own. This affects our self-concept, our way of seeing the world and the choices we make, including our political choices. In short, it’s critical for both healthy personal development and the health of a democratic society.
In this particular unit students watch The Living Room Candidate, Presidential Campaign Commercials, 1952-2008. This is a free online resource from the Museum of the Moving Image. It includes lessons for teachers and links to other online resources.
We then look at each of the elements of a commercial. In examining the selection of images, I point out how often adoring faces are included, the frequent inclusion of images of the candidate with children, and how low angle shots make the candidate look more powerful. We also look at the narration and music selected.
In small groups, students then become members of an ad agency working for a presidential candidate. They are to select a candidate who is not presently running and write a scene by scene description of a three-minute commercial for that candidate, including music, narration and visuals. The candidates selected are George Clooney and Oprah Winfrey (this happened a few years ago). A spokesperson for each group then describes the planned video. One uses Bruce Springsteen's "The Rising" as its main musical track; another, "This Land is Your Land." Most include images of the flag and images of the candidate interacting with children. All include the candidate with his or her family.
Sterling Cooper & You
Our attention a few days later turns to advertising and adolescents.
Students write a short description of how they think advertising influences them, or how they think it doesn't. Then they watch the Frontline special, The Merchants of Cool, a documentary examining how TV ads successfully target adolescents. Students then revise their statements on their relationship to advertising.
Now it's ad agency time again. The exercise is introduced by scene from the show Mad Men in which the ad agency presents a pitch for a commercial to some company reps. This time the student agencies are competing for a contract with a pharmaceutical company that is marketing a new vitamin targeted for adolescents that also acts as a brain stimulant. They have to come up with a storyboard for a one-minute commercial. Three students play the company reps and make the final choice.
Learning to create ads will not give rise to a generation of advertising men and women, but it will make students far more conscious of the process. Students who experience this will never look at an ad the same way again, whether the product is a presidential candidate or an over the counter drug. They will also be far more aware of the way images and sounds are used for manipulative purposes.
"We Report, You Decide"
The next day, class begins with video excerpts from news reports on two channels, FOX and MSNBC. Fox's Gregg Jarrett rips apart President Obama's Health Care proposal. MSNBC's Chris Matthews defends the Obama proposal and dissects opposing statements by some Republican legislators. The challenge to the class:
(a) How can we determine the truth about Obama's proposal when this is the information we receive on TV?
(b) If you had a TV station, how would you present the news?
If I were teaching this next fall, I’d also consider using a video excerpt from the first episode of the new HBO show, The Newsroom, in which the news anchor, Will McAvoy apologizes for his role in misrepresenting the news. That includes these lines, "I'm a leader in an industry that miscalled election results, hyped up terror scares, ginned up controversy and failed to report on tectonic shifts in our country . . . "
You get the idea. If kids are to make informed, free choices, we have to teach them to be critically conscious of all efforts to manipulate their thinking.
I'm just warming up on this topic and would love to continue the dialogue with those of you who are interested. I also want to see time spent on images of women in advertising, to look at how advertising systematically undermines our self-concepts, and, in social studies classes, to take a look at propaganda films, like Leni Riefenstahl's Triumph of the Will.
I think this is both important and exciting. Stay tuned! | <urn:uuid:eaf5b762-e4f4-4161-89e2-299cee77cfee> | CC-MAIN-2014-23 | http://www.edutopia.org/blog/teaching-kids-to-read-images-mark-phillips | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997865523.12/warc/CC-MAIN-20140722025745-00026-ip-10-33-131-23.ec2.internal.warc.gz | en | 0.961133 | 1,235 | 3.046875 | 3 |
Best of Sicily
Food & Wine
Map of Sicily
If you think
(for just a moment) about Sicily's medieval institutions,
it is obvious that there was never, strictly speaking, a reigning "queen
of Sicily" who ruled in her own right. Each of Sicily's queens was
legally a "queen consort" whose only status, function and role
was based on marriage to the reigning monarch.
That said, several were actually regents until their young sons (future
kings) reached the age of majority. That was the case, for example, of Constance
de Hauteville, widow of Emperor Henry VI and mother of Frederick
II. Whatever their official duties, apart from producing as many male
heirs as possible, some of Sicily's early queens were indeed very strong
women. This was certainly true of Elvira of Castile, Sicily's first queen,
wife of Roger II, the island's first king.
Elvira was born in Toledo around 1100 to King Alfonso VI of Castile by
his fourth wife, Isabella. It is thought that Isabella may have been the
Zaida, initially Alfonso's Muslim mistress, who was baptised as Isabel.
Alfonso's reign was marked by a certain degree of internal dissent and
chaos, and of course warring with the Moors. Yet following his death a series
of equally violent wars erupted among Spain's various Christian states.
His kingdom, like Roger's in Sicily, was a multicultural, polyglot society
of Christians, Muslims and Jews, but characterised by less accord and cooperation
than what was then known in Sicily. Nevertheless, the environment into which
Elvira was born was not too different from Sicily's.
Elvira was born at the end of the colourful era of El Cid (Rodrigo Diaz
de Vivar), who had served her father in his struggle against the Muslims.
The Cid's exploits are much romanticised. A sober reading of history reveals
that the motives of the Cid (from the Arabic sayyid meaning "lord")
were occasionally mercenary, and he sometimes fought alongside Muslims against
The young princess wed Roger II in 1117, when the monarch was twenty-two
and she was about seventeen. However, she rarely saw him in the years immediately
following. Roger spent much of his time in military exploits, often against
his own rebellious barons in mainland Italy. Like his father (Roger I),
he was Great Count of Sicily, but fellow Normans
were reluctant to recognise the superior authority of somebody whose immediate
ancestors were little more than their knightly peers.
Roger had illegitimate children (most notably Simon of Taranto born around
1122), but the Arab women of the "harem" in his fortified palace
in Palermo were, at least nominally, silk weavers.
It was when Roger was crowned, as Sicily's first king, in 1130 that Elvira
became queen. Her authority increased, but she seems to have exercised her
power at court only rarely. She bore Roger a number of children, most of
whom predeceased their father, including Henry (who died in infancy), Roger
(died 1148), Tancred (died 1138) and Alfonso (died 1144). William succeeded
Roger II as King William I. Adelisa wed Joscelin, count of Loreto; she died
after 1169, and was probably just the best-known of the daughters of Roger
Elvira died early in February of 1135, following eighteen years of marriage,
and Roger went into reclusion out of profound mourning, for so long that
rumors spread that he was dead. He did remarry (to Sibyl of Burgundy) much
later, in 1149, but Elvira was the wife of whom he was fondest. Constance,
who wed Emperor Henry VI and bore Frederick II, was the daughter of Roger's
third wife, Beatrice of Rethel.
Roger's children were not always at peace with each other. William I,
who earned from his subjects the unflattering nickname "William the
Bad," disdained his illegitimate half-brother, Simon, and divested
him of the lucrative County of Taranto, a wealthy port city in Apulia. As
retribution, Simon plotted with Matthew Bonello, the lord of Caccamo
(a fortified town in the foothills of the Madonie Mountains),
to overthrow William during a revolt in Palermo in 1161. One of William's
young sons was killed in the chaos.
Elvira, Beatrice and Elvira's uncrowned sons (Henry, Roger, Tancred and
Alfonso) were buried at the twelfth-century Church of Saint Mary Magdalen,
a Norman-Arab structure now within the courtyard of the carabinieri barracks
along Piazza Vittoria near Porta Nuova in central Palermo. Although the
church has been restored to its original condition, the graves' markers
disappeared long ago.
Elvira of Castile was Sicily's first queen, and not the last foreign-born
consort. The last one, Maria Sofia, who lived well
into the twentieth century, was also born far beyond Sicily.
About the Author: Palermo native Vincenzo Salerno
has written biographies of several famous Sicilians, including Frederick II and
Giuseppe di Lampedusa. | <urn:uuid:0fe49a94-026e-4a49-b744-a86069da0d5c> | CC-MAIN-2023-14 | http://www.bestofsicily.com/mag/art310.htm | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00302.warc.gz | en | 0.980077 | 1,226 | 3.140625 | 3 |
Asthma is the inflammation and constriction of the airways. It can cause difficulty breathing, which can become life-threatening. Poorly controlled asthma can also lead to frequent upper respiratory infections and absences from work or school. Asthma cannot be cured, but the symptoms can be controlled. Long-term (controlling) medications help to prevent flare-ups, and short-term (rescue) medications are used to relieve a flare-up once it starts. Other steps help to manage the disease, such as avoiding triggers (eg, allergens), being aware of signs and symptoms of flare ups, staying on top of your treatment plan, and working with your doctor to address problems.
Researchers from the Netherlands studied the benefits of an online self-management program to help people manage their asthma. The study, published in the Annals of Internal Medicine , found that the addition of an online support program to usual care improved asthma control and lung function.
About the Study
The randomized controlled trial followed 200 asthmatic adults with access to the Internet. The participants were divided into one of two groups. The first group received usual care (single visit to a primary care office for information and counseling). In addition to usual care, the second group received Internet management. The Internet management involved web-based asthma monitoring and advice each week, online education, and regular web communication with a health professional. Asthma quality of life, asthma control (symptom free days), lung function, and frequency of exacerbations were measured in all participants at the start of the study and 12 months later. At the end of the study, researchers found:
- 63% of Internet users reported symptom-free days in the previous two weeks, compared to 52% of usual care participants.
- Lung function improved by 0.24 L (liters) in the Internet users, compared to a 0.01 L decrease in the usual care group.
- Changes in quality of life were not significant between the two groups.
- Differences in the number of exacerbations between the two groups were not significant.
Due to the nature of this study, participants and researchers could not be blinded . This could have biased the results of the study, particularly if researchers unintentionally influenced participants that were in the treatment or control groups.
How Does This Affect You?
Like many chronic medical conditions, effective asthma management often involves a complex mix of education, symptom tracking, lifestyle adjustments, and medications. Computer-based programs are well-known for their ability to help people deal effectively with multiple tasks, particularly over time. It is not surprising, therefore, that asthma patients in this study who had access to an online support system gained better control over their symptoms.
Check with your insurance company or medical group to see if they have an asthma support program. Many of their programs offer some support from a medical professional. You can also find online asthma management advice from national and local government websites and national non-profit organizations. Finally, there are some tips and tricks that can only come from other people with asthma. For this, there are several websites that have been created by people with asthma as a place to “meet” and share tips. Finding the right support can help your asthma management plan stay on track and keep you breathing freely.
- Reviewer: Richard Glickman-Simon, MD
- Review Date: 08/2009 -
- Update Date: 08/21/2009 - | <urn:uuid:333e8c91-f0f9-4944-93cc-7ae3c746bb47> | CC-MAIN-2017-39 | http://orangeparkmedical.com/hl/?/2010817579/Online-Self-Management-Program-May-Improve-Asthma-Control&com.dotmarketing.htmlpage.language=1 | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687428.60/warc/CC-MAIN-20170920175850-20170920195850-00161.warc.gz | en | 0.954437 | 701 | 3.609375 | 4 |
Last week The Chronicle reported on a paper published in Science, “Quantitative Analysis of Culture Using Millions of Digitized Books,” which analyzed some 360 billion English words in the five million books digitized by Google (“about 4% of all books ever printed”). From the abstract:
Analysis of this corpus enables us to investigate cultural trends quantitatively. We survey the vast terrain of "culturomics", focusing on linguistic and cultural phenomena that were reflected in the English language between 1800 and 2000. We show how this approach can provide insights about fields as diverse as lexicography, the evolution of grammar, collective memory, the adoption of technology, the pursuit of fame, censorship, and historical epidemiology. "Culturomics" extends the boundaries of rigorous quantitative inquiry to a wide array of new phenomena spanning the social sciences and the humanities.
Geoffrey Nunberg writes:
Whatever misgivings scholars may have about the larger enterprise, the data will be a lot of fun to play around with. And for some—especially students, I imagine—it will be a kind of gateway drug that leads to more-serious involvement in quantitative research.
Access to the data is available from Ngrams.GoogleLabs.com,
Speaking of data visualization, there is also Google fusion tables. | <urn:uuid:2472b93b-b1a1-49dd-bb50-2b5af493156c> | CC-MAIN-2017-43 | http://forkeepingtime.blogspot.com/2010/12/google-words.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822747.22/warc/CC-MAIN-20171018051631-20171018071631-00472.warc.gz | en | 0.900295 | 270 | 2.578125 | 3 |
The Importance of Education
If you are considering a career in corrections, law enforcement or the criminal justice system, a degree in criminal justice is the first educational step towards a rewarding career. While it is certainly possible to find employment with only a high school diploma, historical data has proven that jobs that do not require a degree tend to be lower paying and have comparatively poor working conditions. In a study published by the Federal Reserve Bank of New York, the past four decades of data have shown that those with a bachelor's degree earn an average of 56% more than their peers who only have a high school education. In recent years (2001-2013) the wage advantage of individuals with a bachelor's degree has risen to an astounding 75%, with employers consistently showing that they are willing to pay higher salaries to candidates with a college degree, even for jobs that are not considered college level positions. In the criminal justice field, this gap is potentially broader. Higher paying positions with better benefits are typically found at the state and federal level, where a bachelor's degree is the minimum requirement. Even at the local level, an increasing number of agencies will require some level of college education (an associate’s degree or higher) to become an officer.
Why a Criminal Justice Degree?
A bachelor’s degree in criminal justice is the preferred area of study for all correctional and law enforcement agencies across the United States because students receive a broad introduction to the operation of the criminal justice system. A degree in criminology is also a good qualification, but to become a correctional officer or work in law enforcement a degree in criminal justice is recommended. Students enrolled in criminal justice programs will take courses that focus on techniques for crime detection, detention of criminals, and basic theory on our systems of prosecution, punishment, and rehabilitation.
Read more about criminal justice degrees.
What to Expect from a Criminal Justice Program
A typical college level criminal justice program will cover a broad spectrum of topics. During the first year of study, most programs are designed to focus on law enforcement systems, court systems, and correctional systems. The goal of the first year is to give a student a thorough understanding of the fundamental components of the criminal justice system. Introductory and intermediate level programs will cover essential subjects such as ethics, psychology, sociology, criminal theory and operational procedures. As you advance past the first year, you will typically be given the option to select elective courses and core curriculum tailored to the career you wish to pursue. For example, a student seeking to become a correctional officer would take classes regarding correctional counseling, conflict resolution, correctional law, incarceration and institutions. Other important subjects include Victimology, Juvenile Delinquency, Community Supervision, Criminal Justice Administration, and the Penal System. All graduates applying for employment with a government (or private) agency, are expected to have a firm understanding of the following:
- How law enforcement systems work.
- How court systems work.
- How correctional systems work.
- How these three systems interface.
- Ethical responsibilities of an officer.
- How to peacefully resolve conflict.
- How to interact effectively with your colleagues and with incarcerated offenders.
Earning Your Criminal Justice Degree Online
In the past, the only way to obtain a college degree was to enroll in a college or university and attend classes on campus. The requirement to be physically present on campus often presented a barrier to potential students. Community colleges filled this gap in part because they were geographically convenient for potential students. Evening classes have also proved to be very popular for people who held day jobs but sought to complete their degree. With the evolution of technology, educational systems have been transformed. Increasingly less emphasis is being placed on being present in a physical classroom at all levels of education.
In many ways, distance learning works the same way as obtaining a degree on a college campus. The courses are structured the same way with lectures, assignments, projects, and testing. For many classes, you will be required to obtain text books. You will be required to have regular interaction with your classmates and instructors. The requirements for graduation in any given field are typically the same requirements you would find on a physical campus.
After you are enrolled in an online program, you will begin to take the classes required to complete your degree. You will need to have access to a computer. Your computer must meet the basic requirements of the school. Ideally, the computer should be newer, and you must have a reliable internet connection. Each school is different, but there will be some type of course management software. A common choice is a program called Blackboard. You want to make sure that you know how to navigate in the online environment before classes start. Most schools offer an online tutorial and technical support.
Your course work will generally involve assigned readings and listening to lectures from your professor. Typically these lectures have been pre-recorded, but some colleges do offer live sessions which give the student an opportunity to ask questions. Each class will have assignments which are either completed online or completed offline and uploaded. The assignments will have deadlines which must be complied with to receive credit. Almost all online college programs have requirements for regular interaction with your classmates. Some times this is done by posting comments on a discussion board. Other classes have regular discussion sessions held at specific times and conducted via Skype or a similar program. For courses requiring hands-on work, such as lab work, you may be required to obtain supplies to complete the lab.
With the growing popularity of online colleges, many traditional colleges have been forced to offer online classes in order to remain competitive. Many colleges and universities now offer hybrid programs. In a hybrid program, part of the work is accomplished via distance learning, and part takes place in the class room. Hybrid programs are an excellent option for a student who wants to focus in an area such as criminal investigation were more lab work is required.
Are Online Programs Reputable?
Accredited online criminal justice programs are considered to be of the same quality as traditional degree programs. The issue is finding out if your program is “accredited.” Do not assume that your school is accredited just because they say they are. You need to dig deeper. You need to know whether the accreditation agency is legitimate. The Council for Higher Education Accreditation and the U.S. Department of Education both investigate whether accreditation agencies are legitimate. The Council has a list available on its website of legitimate accreditation agencies. Only consider schools which have received accreditation from a legitimate agency.
Additional Education Options
While a bachelor’s degree is without question the best degree for a job candidate to possess, there are other options. A bachelor’s degree is a four year program at a college or university. In the U.S. there are also many associate's degree programs. An associate’s degree typically takes two years to complete. Additionally, there are many community colleges or trade schools offering certifications in criminal justice. A certification means that you have completed a specialized form of training. Certification programs typically take less than a year to complete, and do not offer the in-depth curriculum of a bachelor's program, but you can complete basic studies in a short period of time. If you are considering a certification program, keep in mind that these programs are not as highly regulated, and graduates often end up pursuing further education to remain competitive in the workforce. | <urn:uuid:e7565fa4-89b6-48cb-8c39-5fac47096725> | CC-MAIN-2020-10 | https://www.correctionalofficer.org/training | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875143815.23/warc/CC-MAIN-20200218210853-20200219000853-00477.warc.gz | en | 0.959405 | 1,501 | 2.9375 | 3 |
The advent of concrete mixers has simplified concrete operations on building sites. The employment of this machine has boosted the speed with which many jobs may be completed in a short period. What is the purpose of this mixing machine, and how does it work?
This is a machine that mixes substances in a clockwise manner and discharges in an anticlockwise direction while revolving. It’s frequently used to mix semi-dry concretes. Because of its minimal noise, high reliability, steady operation, and high productivity rate, it is commonly used in the building of roadways and residences. It’s also lightweight and simple to set up.
Tilting Concrete Mixer Types
A mixer that is powered by electricity
These tilt drum concrete mixers rotate the drum as it mixes and discharges the concrete using direct electric current. It has a power inlet port and a cone-shaped drum where the ingredients are mixed. The mixer mixes in the forward direction and discharges in the reverse direction.
Mixer powered by diesel
To efficiently mix the concrete, this sort of mixer employs diesel to power the engine and rotate the drum. It lacks an electrical intake connection port; therefore, it must rely on a diesel-powered generator to generate electricity. In a clockwise motion, the machine combines, and in an anticlockwise direction, it discharges. The machine can also be used in small-scale construction.
Selecting a Tilt Drum Concrete Mixer
Consider the output size, the condition of the associated equipment, maintenance operations, and the technocrat level necessary to run the tilting drum mixer. Consider the supplier’s rating, as well as the costs, efficiency, and quality of work.
The tilting drum concrete mixer has several advantages.
It’s a portable machine that may be transported from one location to another. It is simply transported from one building site to the next by truck. Because the equipment is compact and takes up little room, there is no need to be concerned about transportation.
In the sector of building, the machine has several applications. It prepares concrete for use in the construction sector, as well as for road construction. The user must decide on the proportions in which the components should be blended. This necessitates a thorough comprehension of the current work’s requirements.
In comparison to hand mixing of concrete materials, which takes a long time to complete a task, the machine has a high-speed rating. Work that would normally take three days to perform by hand may now be completed in as little as one day. This reduces the expense of recruiting many people, making it more cost-effective.
In comparison to human labor, the machine mixes concrete excellently. It spins multiple times at a high speed to ensure that all the particles are mixed. Concrete that has been thoroughly mixed guarantees that the job is of the highest quality. These structures are quite durable.
This is ideal for small-scale sites to expedite construction. For long life and low maintenance cost, these mixers should be carefully maintained according to the manufacturer’s instructions. Always look for appropriate specs when purchasing equipment. To check the mixer level, check ladders Kenya. | <urn:uuid:f0a29ef5-f57e-4e4d-892c-75058e56eb21> | CC-MAIN-2023-40 | https://topmarketwatch.com/what-is-a-tilting-drum-concrete-mixer-and-what-are-the-many-types/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511406.34/warc/CC-MAIN-20231004184208-20231004214208-00265.warc.gz | en | 0.944869 | 672 | 2.78125 | 3 |
Council Tax was introduced in Scotland in 1993, replacing the former Community Charge (Poll Tax). Council Tax helps to pay for Council services, is set locally, collected locally, and retained locally. With Council Tax currently at the forefront of minds in local government, LGiU Scotland Associate George Black, explores how much variation there has been in the levels of Council Tax across the country in the last 25 years.
Although three Councils have still to set Council Tax levels for 2017/18, the highest level of Council Tax is in Glasgow, which increased its Band D Council Tax by 3% to £1,249. For the last nine years Aberdeen has had the highest Band D Council Tax, but for 2017/18 froze it at £1,230. Excluding the three Island Councils, the lowest Band D Council Tax is in Dumfries and Galloway. Although it has yet to decide on the level of rise for 2017/18, even if it increased the current level of £1,049 by 3%, the maximum rise allowed, it would still be the lowest in the country, 14% lower than in Glasgow.
However, the range and level of services provided by these two Councils varies significantly. A more meaningful comparison is between Councils of a similar nature, for example Cities or Island Councils, and between neighbouring Councils.
If we look at the Band D Council tax levels in the four major cities, it ranges from £1,249 in Glasgow to £1,241 in Dundee, £1,230 in Aberdeen, and £1,204 in Edinburgh, which is only 4% lower than Glasgow. Or, if we look at the three “new “Cities which sit within a wider Council area, it is £1,198 in Inverness, £1,197 in Stirling, and £1,181 in Perth, marginal differences.
Looking at some close neighbours, we find that the level is £1,164 in Renfrewshire and £1,160 in East Renfrewshire – a marginal difference. Similarly, it is £1,101 in South Lanarkshire and £1,098 in North Lanarkshire; £1,151 in East Lothian and £1,128 in West Lothian; £1,176 in East Dunbartonshire and £1,163 in West Dunbartonshire, and although both Councils have still to decide on the rise for 2017/18, the current levels are £1,154 in South Ayrshire and £1,152 in North Ayrshire.
And, if we look at the three Island Councils, it is £1,084 in Shetland, £1,068 in Orkney, and £1,055 in the Western Isles, again small differences.
So, when we look at the level of variation between Councils of a similar nature, and between close neighbours, we find that after 25 years the level of variation in Council Tax levels is actually quite small. Even allowing for the fact that Council Tax was frozen by the Scottish Government for nine years, we may have expected a greater level of variation.
Certainly, there is a greater level of variation in England. If we look at the “northern Cities” in 2016/17, it was £1,675 in Liverpool, £1,512 in Newcastle, £1,435 in Manchester, £1,421 in Leeds, and £1,372 in Birmingham – a variation of up to 18% and all significantly higher than Cities in Scotland. And, if we look within London, there is a 12% difference between the neighbouring Councils of Southwark and Lewisham.
In Scotland, it would appear that, in deciding on Council Tax levels, most Councils have a close eye on what their neighbours are doing.
Looking ahead to the next few years I don’t see the position changing much. Once we are past the May elections, and taking account of the severe financial pressures Councils face, I would expect most, if not all, Councils to increase Council Tax by the maximum of 3%. Even if the Scottish Government raised the limit of the maximum Council Tax rise to, say 5%, there would be little variation as I would expect Councils to continue to raise Council Tax by the maximum amount permitted, at least until the next Council elections. | <urn:uuid:105a4a8a-6cbc-49cc-ba51-22f2d605e272> | CC-MAIN-2020-29 | https://lgiu.org/25-years-of-council-tax-and-little-variation/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655898347.42/warc/CC-MAIN-20200709034306-20200709064306-00344.warc.gz | en | 0.972474 | 903 | 3.25 | 3 |
What is tardive dyskinesia?
Tardive dyskinesia (TD) is one of the most disturbing potential side effects of antipsychotic medications. Tardive (late) dyskinesia (bad movement) is a movement disorder that occurs over months, years and even decades. TD is a principle concern of first generation antipsychotic medication but has been reported in second generation antipsychotic medication and needs to be monitored for all people who take these medications.
TD is one of a group of side effects called “extrapyramidal symptoms” that includes akathesia (restlessness), dystonia (sudden and painful muscle stiffness) and Parkinsonism (tremors and slowing down of all body muscles. TD is perhaps the most severe of these side effects and does not occur until after many months or years of taking antipsychotic drugs. TD is primarily characterized by random movements of different muscles within the body and can occur in the tongue, lips or jaw (e.g., facial grimacing), or consist of purposeless movements of arms, legs, fingers and toes. In some severe cases, TD can include swaying movements of the trunk or hips or affect the muscles associated with breathing. TD can be quite embarrassing and—depending on its severity—can be disabling as well.
Because there are a number of other medical and neurological conditions that can cause uncontrollable or strange body movements, a long history of treatment with antipsychotics must be documented before diagnosis with TD is even considered. For example, a number of neurological and muscular may cause uncontrollable body movements including Parkinson’s disease, Huntington’s disease and strokes. Therefore, any person with the onset of uncontrollable movements should discuss these symptoms with their doctors.
Who is at risk for developing tardive dyskinesia?
Many people with serious and chronic mental illness, such as schizophrenia, require long term treatment with antipsychotic medications. While ongoing antipsychotic treatment can be very helpful or even life-saving for many people, it comes with the risk of developing TD. Not all people exposed to long term treatment with antipsychotics will develop TD and some people are at increased risk for developing this side effect when compared with others. Some common risk factors for developing TD are:
- Longer duration of treatment with antipsychotic medications.
- Exposure to high-potency first generation antipsychotics (e.g., haloperidol ldol (Haldol), fluphenazine (Prolixin), risperidone (Risperdal]) as opposed to certain newer—“Second Generation”—antipsychotics (e.g., clozapine (Clozaril), quetiapine (Seroquel)).
- Older age of the individual receiving these medications (sp. post-menopausal females).
- Having alcoholism or another substance abuse disorder.
- Being female.
- Being of African-American or Asian ethnicity.
The exact neurological basis of TD is still unknown despite extensive research. All antipsychotic medications change the activity of a chemical within the brain involved in communication between neurons (a neurotransmitter called “Dopamine”). While this is useful in decreasing the symptoms of psychosis, such as delusions and hallucinations, it also changes the brain’s ability to coordinate the body’s muscular movements.
Due to a number of factors, it is very difficult to determine exactly who will develop TD or what the exact risk of developing TD might be for a person treated with antipsychotic medications. Some scientific studies suggest that approximately 5 percent of people treated with antipsychotics will develop TD for each year of treatment and that the overall risk of developing TD over the course of one’s ongoing treatment is between 30 to 50 percent.
Are there effective treatments for tardive dyskinesia?
The most effective treatment for TD is prevention. Because usually months to years of antipsychotic treatment pass before the onset of TD, a person taking medications should see their psychiatrist for regular evaluations to ensure that any signs of TD are recognized before they become severe. Most psychiatrists will use a standardized rating scale called “The Abnormal Involuntary Movement Scale”—AIMS for short—to screen for TD at least once each year. This can help to stop TD before it starts.
The majority of people who develop TD will find that it is mild and reversible and the percentage of patients who develop severe or irreversible TD is quite low. For people who are developing the signs and symptoms of TD, the most important thing to do is to talk with their psychiatrist. Decreasing the dose of one’s antipsychotic medications is often the most effective treatment. Many people will find that their symptoms improve significantly at lower doses of antipsychotics. If this is not possible or does not relieve the symptoms of TD, some psychiatrists may recommend switching from one medication to a different one. However, this can also lead to the worsening of psychotic symptoms, which further emphasizes the importance of having a long discussion with one’s psychiatrist prior to making any changes.
Unfortunately there is no medication that can cure TD. A number of different medications have been studied—including benzodiazepines (e.g., lorazepam (Ativan), clonazepam (Klonopin)), anticholinergic medications (e.g., benzotropine (Cogentin)), and supplements (e.g., Vitamin E, branched chain amino acids, Gingko Biloba)—but it remains unclear whether any of them can prevent or treat TD at the current time. The antipsychotic clozapine may have some efficacy in selected cases of TD.
Reviewed by Ken Duckworth, M.D. and Jacob L. Freedman, M.D., October 2012
The authors would like to thank Henry A. Nasrallah, M.D., for contributing to a prior version of this review. | <urn:uuid:32a9440e-1375-4c17-839d-3eb7dd836de1> | CC-MAIN-2020-29 | https://www.namiswmo.com/learn-more-about-mental-illnesses/tardive-dyskinesia/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657140746.69/warc/CC-MAIN-20200713002400-20200713032400-00341.warc.gz | en | 0.934258 | 1,238 | 2.96875 | 3 |
In Search of New “Sugar Cleavers”
Complex sugars play multiple and essential roles in the living world as structural elements (cellulose), reserve substances (starch), and molecular signals (such as those of blood types), among others. This variety of functions is based on structures that are equally diverse, due to a multiplicity of building blocks and the different ways in which they can be arranged. The degradation of these carbohydrates therefore requires a variety of specific enzymes, which are far from being identified in their entirety, especially in the microbial world: the human genome contains only a dozen, but our intestinal microbiota has 60,000–70,000! Two French teams from the CNRS have developed a method for accelerating the discovery of these enzymes, and have subsequently identified 79 new ones, in addition to 13 new families (whereas less than 200 families had been described in over a century). Using bioinformatics methods, scientists from the laboratoire Architecture et fonction des macromolécules biologiques (CNRS/Aix-Marseille Université) looked within the thousands of genomes1 for genes that can code these enzymes. They then produced the protein corresponding to 560 of these sequences. Researchers from the Centre de recherches sur les macromolécules végétales, a CNRS lab in Grenoble, took over from there in an effort to identify the function of these enzymes, by exposing them to a collection of over 200 complex sugars. Despite the newly discovered ones published this week in PNAS, there are still 243 proteins whose activity has not yet been established. Aside from the better understanding of life that they enable, these enzymes can serve as tools in various domains, from bioenergy to cosmetics and nutrition.
To find out more: , CNRS News, 28 December 2018.
- 1. Primarily bacterial.
Discovery of novel carbohydrate-active enzymes through the rational exploration of the protein sequences space, William Helbert, Laurent Poulet, Sophie Drouillard, Sophie Mathieu, Mélanie Loiodice, Marie Couturier, Vincent Lombard, Nicolas Terrapon, Jeremy Turchetto, Renaud Vincentelli et Bernard Henrissat. PNAS, 4 March 2019. DOI: 10.1073/pnas.1815791116 | <urn:uuid:174fc1b4-2825-4ce7-8b07-e81b3a181e5e> | CC-MAIN-2020-29 | http://www.cnrs.fr/en/search-new-sugar-cleavers | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655886802.13/warc/CC-MAIN-20200704232817-20200705022817-00329.warc.gz | en | 0.904292 | 480 | 3.375 | 3 |
For example, based on the primate fossil record, scientists know that living primates evolved from fossil primates and that this evolutionary history took tens of millions of years.
By comparing fossils of different primate species, scientists can examine how features changed and how primates evolved through time.
To determine the relative age of different rocks, geologists start with the assumption that unless something has happened, in a sequence of sedimentary rock layers, the newer rock layers will be on top of older ones. This rule is common sense, but it serves as a powerful reference point.
Geologists draw on it and other basic principles ( to determine the relative ages of rocks or features such as faults.
Absolute dating is the process of determining an age on a specified chronology in archaeology and geology.
Some scientists prefer the terms chronometric or calendar dating, as use of the word "absolute" implies an unwarranted certainty of accuracy.
In a way this field, called geochronology, is some of the purest detective work earth scientists do.
Absolute age dating is like saying you are 15 years old and your grandfather is 77 years old.Unlike people, you can’t really guess the age of a rock from looking at it.Yet, you’ve heard the news: Earth is 4.6 billion years old. That corn cob found in an ancient Native American fire pit is 1,000 years old. Geologic age dating—assigning an age to materials—is an entire discipline of its own.Precise isotopic ages are called absolute ages, since they date the timing of events not relative to each other but as the time elapsed between a rock-forming event and the present.Absolute dating by means of uranium and lead isotopes has...Despite seeming like a relatively stable place, the Earth's surface has changed dramatically over the past 4.6 billion years. | <urn:uuid:9c49b732-cb0f-4359-abc9-6d2d29549c63> | CC-MAIN-2020-10 | https://dinamo-mo.ru/absolute-dating-science-168.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145981.35/warc/CC-MAIN-20200224193815-20200224223815-00046.warc.gz | en | 0.944734 | 385 | 4.25 | 4 |
Recycle your electronics.
Be honest! How many of you have old electronics collecting dust at home? Do you still have that old flip phone or that old video game system that's never been used? Do you properly dispose of your electronics? Most people do not know how to do this or lack motivation. Take the Pledge to RECYCLE!
This post and link provided above can help shed some light on "Recycling" electronics. I know we are are living in a fast pace world with the evolving technology today. All this change means more accumulation of electronic devices so it's important to understand where we are heading with our environment.
To help understand why we should care about recycling electronice I asked Amber Mac some questions. Amber Mac is a spokesperson for RecycleYourElectronics.ca and a leader in the Tech and Social Media space. She is well known for her expertise in these areas and speaks to many at various conferences. Here are her responses to my questions:
Why should our generation be motivated to recycle our electronics?
As technology advances, we see our generation constantly upgrading their electronic devices with newer gadgets. While it’s exciting to get our hands on the latest innovations, it’s really important to think about what happens to the electronics we’re replacing. We should be motivated to recycle because it helps divert waste from ending up in landfill. Most of the component parts of e-waste – like copper, plastics and precious metals – can actually be recovered and made into new products. What’s more, responsible disposal of electronics is good for us and the environment because it keeps nasty substances – like lead and mercury – out of our water ways and ecosystems. Ontario has recently diverted more than 100,000 tonnes of out-of-use electronics from landfill. That’s a big deal and something we’re building upon as we work towards the next 100,000 tonnes milestone.
Why do you think it's important to recycle our electronics?
Research suggests nine in ten Ontarians have at least one out-of-use electronic item and almost half have six or more. That’s a lot of devices when you consider more than 13 million people call Ontario home! Ontarians need to think about our out-of-use electronics in the same way they think about paper, plastic and glass –material that shouldn’t go to landfill, but that should be reused, recycled, or reclaimed. These items are not garbage. You can sell, gift, donate or recycle your unwanted items. Imagine if all of those gadgets ended up in landfill… it wouldn’t be a pretty picture!
Where do I go to deposit my electronics? What's the difference if I leave it curbside?
Recycleyourelectronics.ca is a great resource for everything you need to know about the safe and responsible reuse and recycling of electronics in Ontario. You’ll find a list of 44 items that can be reused or recycled and locate a drop-off centre that is approved by Ontario Electronic Stewardship by entering your postal code. It’s a simple, convenient and free service. Leaving items curbside brings consequences that people may not be aware of. For example, if not properly disposed of, e-waste may end up in landfill where substances of concern – including lead, cadmium and mercury – leach into our soil and water systems, causing harm to the environment. Identity theft is another risk. Personal data remains on most devices and if not properly handled or disposed of, you can potentially provide a stranger with sensitive information. There are exceptions. Certain municipalities offer a curbside pick-up for electronic waste. Ontarians should inquire locally to determine if such a service is available in their community.
Thanks to Amber Mac for answering my questions. I hope you learn a little more about RECYCLING your electronic devices. :-) | <urn:uuid:4bb9dde2-5502-45df-9c13-3ef905f3ea93> | CC-MAIN-2017-43 | http://clickflickca.blogspot.com/2012/07/recycle-your-electronics.html | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823260.52/warc/CC-MAIN-20171019084246-20171019104246-00710.warc.gz | en | 0.935377 | 801 | 2.6875 | 3 |
1884–1962, American humanitarian, born in New York City.
The daughter of Elliott Roosevelt, she was the niece of Theodore Roosevelt. She was an active worker in social causes before she married (1905) Franklin Delano Roosevelt, a distant cousin. She continued her interest in social betterment after marriage and while rearing her five children. When Franklin Roosevelt was stricken (1921) with poliomyelitis, she took a more active interest in political issues in order to restore his links with the world of politics. As wife of the governor of New York and then as wife of the President, she played a leading part in women's organizations and was active in encouraging youth movements, in promoting consumer welfare, in working for the civil rights of minorities, and in combating poor housing and unemployment. In 1933 she held the first press conference ever held by a President's wife. Having already written much, she started in 1935 a daily column, "My Day," syndicated in many newspapers. She also for a time conducted a radio program, and she traveled all over the country, lecturing, observing conditions, and furthering causes. In World War II she was (1941-42) assistant director of the Office of Civilian Defense. She also visited Great Britain (1942), the SW Pacific (1943), and the Caribbean (1944). From 1945 to 1953 (and again in 1961) she was a U.S. delegate to the United Nations, and in 1946 she was made chairman of the Commission on Human Rights, a subsidiary of the Economic and Social Council. In the 1950s she continued her travels and became a leader of the liberal wing of the Democratic party. With Herbert H. Lehman and Thomas K. Finletter, she headed a reform movement in New York City to wrest control of Democratic policy from Tammany Hall. Her tireless dedication to the cause of human welfare won her affection and honor throughout the world as well as the respect of many of her former critics. Many of her magazine and newspaper articles have been collected into volumes. Her other writings include The Moral Basis of Democracy (1940) and You Can Learn by Living (1960).
See her This Is My Story (1937), This I Remember (1949), On My Own (1958), and The Autobiography of Eleanor Roosevelt (1961); biographies by T. K. Hareven (1968), J. R. Kearney (1968), and J. P. Lash (2 vol., 1971-72).
Who2. Copyright © 1998-2006 by Who2?, LLC. All rights reserved. | <urn:uuid:869ce959-b0f2-46df-b247-d90897f0473b> | CC-MAIN-2017-30 | https://www.infoplease.com/birthday/October-11 | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549425117.42/warc/CC-MAIN-20170725082441-20170725102441-00498.warc.gz | en | 0.9743 | 534 | 2.578125 | 3 |
Analyzing Grendel’s Characterization in Beowulf’s Passage
When it comes to Beowulf, the character of Grendel is one of the most intriguing figures in the story. He is characterized as a monstrous and terrifying creature who is driven to attack the warriors of Heorot. This article will delve deeper into the passage that describes Grendel’s character and explore how his personality fits into the overall theme of the story.
The passage in question comes from lines 86-100 of the poem. In essence, these lines describe Grendel as a shadowy figure who haunts the swamplands during the night. He is a creature who embodies darkness, and his actions are driven by a sense of violence and destruction.
One of the most striking aspects of Grendel’s character is his isolation. He is portrayed as a lone figure who lives in a world of darkness, cut off from the society of humans. This sense of isolation is worsened by his grotesque appearance, which is described in detail later in the poem. He is covered in scales and has long, sharp claws that are a source of fear for those who encounter him.
Despite his terrifying appearance, Grendel is also characterized as being driven by a sense of loneliness and longing for connection. This is seen in his desire to enter the mead hall of Heorot, where the humans gather to drink and celebrate. His inability to join in these festivities leads him to attack the hall and its inhabitants.
Grendel’s personality is also shaped by his relationship with God. He is described as being cursed by God and as such, has become a figure of evil. This relationship with God adds a layer of complexity to his character, as it raises questions about the nature of good and evil.
Overall, the characterization of Grendel in this passage paints a picture of a complex and frightening figure who is driven by a sense of isolation and longing for connection. His relationship with God adds another layer to his personality and raises philosophical questions about the nature of morality. By analyzing Grendel’s character in this way, we can gain a deeper understanding of the themes and ideas that underpin the story of Beowulf.
Context and Background
Grendel is a character that is popularly known in the epic poem Beowulf, which is an old English poem that was written in the early 11th century. The epic poem is one of the oldest known works of English literature and it tells the story of a hero named Beowulf who travels to Denmark to help King Hrothgar fight against Grendel. The poem is about a battle between good and evil.
Grendel is characterized as a ferocious monster who is feared by everyone in the land. He is portrayed as a descendant of Cain and is believed to be a creature that was created by a curse. Grendel is an outcast who hates humanity and finds pleasure in killing people. He is described as a creature that is immune to all forms of weapons and cannot be harmed by them. Grendel is a fierce enemy that has been terrorizing the people of the land for many years, and no one has been able to stop him until Beowulf arrives.
The epic poem was written during a time when Anglo-Saxons were transitioning from paganism to Christianity. The poem reflects the values, beliefs, and culture of that time. The poem exhibits a mix of pagan and Christian elements and values. Pagan elements can be seen in the portrayal of Grendel as a descendant of Cain, and Christian values can be seen in the portrayal of Beowulf as a hero who fights for good against evil.
The poem has remained popular over the years and has influenced many other works of literature. The poem has been translated into many languages and has been adapted into movies and TV shows. Grendel, the character, has become a cultural icon and has appeared in various forms of entertainment over the years.
The poem is seen as an important work of literature because it is the oldest known work of English literature and it provides insight into the culture and values of the Anglo-Saxons. The poem is significant because it reflects the aspirations and fears of the Anglo-Saxon people. It also highlights the importance of honor, bravery, and loyalty in Anglo-Saxon society.
Description of the Passage
“Grendel” by John Gardner is a novel that retells the story of Beowulf from the point of view of the monster, Grendel. The passage in question is from the beginning of the novel, and it introduces us to Grendel, his character, and his life. In the passage, Grendel is in his cave, looking out at the world outside. He is described as a grotesque, monstrous creature, with gray fur and glowing yellow eyes. He is lonely and isolated, with no friends or companions. He is also bored and restless, and he feels that his life has no purpose or meaning.
Grendel is portrayed as a creature of darkness, a monster who is feared and hated by the people who live in the nearby village. He is described as a “shadow-shooter”, a creature who moves silently through the night, attacking and devouring anyone who comes in his way. The people in the village believe that Grendel is a demon sent by God to punish them for their sins.
Grendel is a complex character, and the passage highlights his inner turmoil and emotional state. He is not just a mindless beast, but a creature with feelings and thoughts. He is aware of his own ugliness and deformity, and he longs to be accepted and loved by others. He is also frustrated and angry with his own existence, and he wonders why he was created in the first place.
Grendel is characterized as a tragic figure, a victim of his own nature and circumstances. He is alienated from the rest of the world, and he longs for a connection with others. He is also a creature of violence and destruction, and he cannot escape his own nature. He is trapped in a cycle of killing and eating, and he is haunted by the memory of his past actions.
The passage sets the tone for the rest of the novel, and it establishes Grendel as a complex and sympathetic character. It also introduces the themes of isolation, alienation, and the search for meaning and purpose in life. It invites the reader to view the story of Beowulf and Grendel from a new perspective, and to question the traditional assumptions and values that underlie the epic poem.
Grendel’s Physical Appearance
The character of Grendel in the epic ‘Beowulf’ is one of the most fearsome monsters in literature. Grendel is described as being humanoid in appearance but with features that make him appear more beastly than man.
- 1 Grendel’s Behavior
- 2 Grendel’s Emotions and Motivations
1. Size and Shape
Grendel is an immense creature, standing at twelve feet (3.65 meters) tall. In addition to his height, Grendel is also very broad-shouldered and has massive arms that end in long, sharp claws. Furthermore, Grendel’s body is covered in thick, matted fur that gives him an incredibly primal appearance. All of these features combine to make Grendel both intimidating and inhuman.
Grendel’s eyes are one of his most defining features. In the text, the monster is consistently described as having “evil eyes” that are both “shining” and “fiery.” These eyes are often contrasted with the human characters in the story, who are generally described as having normal eyes. The monstrous nature of Grendel’s eyes serves to emphasize his inhumanity, making him an even more formidable opponent for the humans he faces.
3. Teeth and Mouth
Grendel’s teeth are long, pointed, and razor-sharp. His jaws are powerful enough to tear a human limb from limb with ease. Additionally, Grendel’s mouth is frequently described as being full of “green” or “yellow” fangs, which only adds to his monstrous appearance.
4. Skin and Claws
Grendel’s skin is described as being incredibly tough and resistant to all manner of weapons. In the text, it is said that no sword can cut his flesh, and no arrow can pierce it. This, combined with his incredible strength and resilience, makes Grendel nearly invulnerable to human attacks. In addition to his tough skin, Grendel also has long, sharp claws. These claws are capable of rending flesh and bone, and they are one of Grendel’s deadliest weapons.
In conclusion, Grendel’s physical appearance in ‘Beowulf’ is that of a fearsome and inhuman creature. His size, shape, eyes, teeth, skin, and claws all combine to make him a nearly unstoppable force. The details of his appearance are not only descriptive but symbolic as well, emphasizing his monstrous nature and setting him apart from the human characters in the story.
Grendel is one of the main characters in the epic poem of Beowulf. In the poem, Grendel is characterized as a monster who terrorized people in the Danish kingdom. The poet uses various literary devices to portray Grendel’s behavior, actions, and interactions with other characters.
Grendel is depicted as a violent creature who enjoys killing. In the passage, Grendel’s violent behavior is evident from the way he attacks the warriors in Herot. The poet describes Grendel’s attack as “the Hell-serf bore with him / from Hell’s dominions.” This phrase suggests that Grendel is an embodiment of evil and destruction. His attack on Herot is not only physical but also emotional. He tears apart the warriors and Hrothgar’s kingdom as a whole.
Although he is a fearsome creature, Grendel is depicted as lonely and isolated. The poet portrays Grendel’s isolation by describing him as “a lone-walker” who wanders around at night. His isolation is further emphasized by his inability to communicate with humans. In addition, the poet describes Grendel’s inability to understand human communication, which amplifies his isolation. Grendel’s isolation and loneliness may be attributed to his monstrous appearance and behavior, which cause fear and terror among humans.
Grendel’s envious behavior is evident from his attack on Herot. The poem suggests that Grendel is envious of the happiness and joy that people experience in Herot. The poet describes Herot as a place of “laughter and song” that pleases everyone who enters it. For Grendel, who is isolated and lonely, seeing people happy and enjoying themselves causes envy and resentment. His attack on Herot can also be seen as an attempt to disrupt the happiness and joy of the people in Herot.
Grendel is also characterized as a cowardly creature who preys on weak and defenseless people. In the poem, Grendel avoids confronting Beowulf directly and instead attacks the warriors in Herot. His attack on Herot can also be seen as an attempt to avoid direct confrontation with Beowulf. Despite his monstrous appearance, Grendel is portrayed as cowardly and fearful of Beowulf’s strength and courage. His cowardice may be interpreted as a weakness that leads to his downfall.
Grendel is a complex character who is characterized by his violent, isolated, envious, and cowardly behavior. The poet uses various literary devices to emphasize Grendel’s monstrous appearance and behavior, which contrasts with the human characters in the poem. Grendel’s isolation and loneliness add to his tragic nature, as he is condemned to a life of solitude and fear. Despite his fearsome appearance, Grendel’s cowardice and envious behavior ultimately lead to his downfall.
Grendel’s Emotions and Motivations
Grendel, the main antagonist in Beowulf, is portrayed as a gruesome and monstrous creature that’s filled with rage and aggression. The passage depicts him as a ruthless killer, who’s motivated by his intense hatred towards humans. Grendel’s emotional state is complex, and his motivations are rooted in his past experiences with humans.
Grendel’s Hatred Towards Humans
Grendel’s hatred towards humans is a primary motivator for his actions in the story. The passage shows him as a creature who’s filled with rage and aggression towards humans. He was originally provoked by the loud noises coming from the mead hall, which disturbed his solitude. Grendel’s emotions towards humans are depicted as extremely negative, and he views them as a threat to his survival. His hatred towards humans is further fueled by the fact that they’ve been attacking and killing him, which has led him to seek revenge against them.
Grendel’s loneliness is another key component of his emotional state. The passage depicts him as a solitary creature who’s cut off from society. He lives in a cave and doesn’t have any interactions with other creatures. His loneliness is symbolic of his isolation from the world, which adds to the depth of his emotional turmoil. Grendel’s loneliness is portrayed as a result of his physical appearance and his monstrous nature, which prevents him from interacting with others.
Grendel’s Anger Towards God
Grendel’s anger towards God is a key component of his emotional state. The passage shows him as a creature who’s angry and resentful towards God for creating him as a monster. He’s portrayed as a victim of circumstance, and his anger towards God is rooted in his inability to change who he is. Grendel’s anger towards God is further fueled by the fact that he’s been rejected by humans, who he views as God’s chosen people.
Grendel’s Desire for Revenge
Grendel’s desire for revenge is a primary motivator for his actions in the story. The passage shows him as a creature who’s seeking revenge against humans for their mistreatment of him. He wants to hurt and kill them to make them suffer as he has suffered. Grendel’s desire for revenge is fueled by his anger, loneliness, and hatred towards humans. He’s determined to make them pay for their sins against him, which adds to the intensity of his emotional state.
Grendel’s Insecurity and Self-Loathing
Grendel’s insecurity and self-loathing are key components of his emotional state. The passage shows him as a creature who’s unsure of his place in the world and hates himself for who he is. He’s portrayed as a victim of circumstance, and his insecurity and self-loathing are rooted in his physical appearance and monstrous nature. Grendel’s insecurity and self-loathing are further fueled by the fact that he’s been rejected by humans, who he views as superior to him. His emotional state is complex, and his desire for revenge is partly fueled by his own self-hatred.
In conclusion, the passage effectively portrays Grendel’s emotional state and motivations. He’s a complex character who’s filled with rage, loneliness, and a desire for revenge. His emotional turmoil is rooted in his past experiences with humans and his physical appearance. The passage adds depth to his character and emphasizes the complexity of his emotional state.
Grendel, the infamous antagonist in the Anglo-Saxon epic poem Beowulf, is a character who is difficult to understand. He is often described as a “monster” who terrorizes the people of Denmark. However, as the poem progresses, it becomes clear that Grendel is much more complex than he initially appears. Through the portrayal of his physical appearance, his interiority, and his relationship with other characters, Grendel is characterized in a way that challenges readers’ expectations and forces them to reconsider their assumptions about “good” and “evil.”
Grendel’s Physical Characteristics
The first thing that readers notice about Grendel is his appearance. Described as a “fiend out of hell” (86), Grendel is physically monstrous. He is covered in scales, has sharp claws and teeth, and is too large to fit comfortably inside any human dwelling. Grendel’s appearance sets him apart from the human characters in the poem and immediately marks him as “other.” This physical otherness is important because it emphasizes that Grendel is not simply a human with malicious intentions.
Despite his physical monstrosity, Grendel is not portrayed simply as a mindless beast. Throughout the poem, the narrator gives readers glimpses into Grendel’s thoughts and emotions. For example, Grendel experiences feelings of isolation and loneliness. He is unable to connect with the humans around him and feels like an outsider. This interiority adds depth to Grendel’s character and underscores the fact that he is not as one-dimensional as readers might first assume.
Grendel’s Relationship with Other Characters
The way that Grendel interacts with other characters in the poem is also significant. While he is certainly hostile towards the humans he encounters, he is not indiscriminately violent. Grendel only attacks those who he perceives as threats to himself or his mother. However, he does not attack King Hrothgar or his men when they first arrive on the scene. This suggests that Grendel is capable of restraint and that his actions are motivated by a desire for self-preservation rather than pure maliciousness.
Grendel’s Significance in Understanding the Character
When taken together, these various aspects of Grendel’s characterization paint a picture of a character who is much more complex than readers might initially assume. While he is certainly a physical threat to the humans he encounters, Grendel is not simply a mindless beast. Rather, he is a character who is driven by a sense of isolation and a desire for self-preservation. The fact that Grendel is not pure evil means that readers must question their assumptions about the nature of good and bad. Ultimately, Grendel’s characterization adds depth and complexity to the poem and forces readers to think critically about the relationship between appearance and reality.
Grendel’s characterization in Beowulf is multifaceted and complex. Through his physical appearance, his interiority, and his relationship with other characters, Grendel is portrayed in a way that challenges readers’ expectations and forces them to reconsider their assumptions about “good” and “evil.” By emphasizing Grendel’s interiority, the poem underscores the fact that he is not simply a mindless beast but a character with his own motivations and desires. Ultimately, Grendel’s characterization adds depth and complexity to the poem and forces readers to think critically about the nature of appearance and reality. | <urn:uuid:298b2811-af81-449f-8bc0-09deae96c82d> | CC-MAIN-2023-40 | https://nawafnet.net/how-is-grendel-characterized-in-this-passage.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506632.31/warc/CC-MAIN-20230924091344-20230924121344-00382.warc.gz | en | 0.981551 | 4,101 | 3.46875 | 3 |
Wanted: Australia's missing newspapers - 2008
11 March 2008
If there’s a stack of old newspapers gathering dust under the bed or out in the shed, Australian libraries want to know about it.
The search is on for these valuable pieces of our social history, as part of the Australian Newspaper Plan (www.nla.gov.au/anplan), a nation-wide initiative of state and territory libraries designed to find, collect and preserve access to historic newspapers.
National spokeswoman for the ANPlan, Cathy Pilgrim, of the National Library of Australia, said newspapers did not just report the news. They told stories of their times, through advertisements, photographs and even their design – stories we want to save for all Australians.
“The aim is to find the thousands of missing pieces in the jigsaw of our history,” she said.
“Old newspapers are an important part of our social, political and cultural history and they offer valuable insights into a society changed forever.
Some of Australia’s most wanted newspapers include:
* Cairns Advocate (1897-1882);
* Croydon Miner (1887-1888)
* Mundic Miner and Etheridge Gazette (1889-1917);
* Pilbarra Goldfields News (1901);
* Mercury and South Australian sporting chronicle (1849-1851);
* Renmark Pioneer (1893-1895).
“Often a chance conversation uncovers these wanted papers which may have been lying hidden in someone’s garage, in an elderly person’s collection of keepsakes, or even in the vaults of a local historical society or archive,” Ms Pilgrim said.
Once the wanted newspapers have been tracked down, they will be carefully saved to ensure their preservation for future generations of Australians. Access will be made freely available through the National Library of Australia and state and territory libraries.
For a full list of the wanted newspapers from all states of Australia, go to www.nla.gov.au/anplan
For information on the Australian Newspaper Plan:
Contact Cathy Pilgrim on 02 6262 1514; [email protected]
For information on ACT newspapers:
Contact Julie Whiting on 02 6262 1157; [email protected] | <urn:uuid:9155b58c-a954-4d49-ba6a-b97412c5692d> | CC-MAIN-2017-43 | https://www.nla.gov.au/media-releases/wanted-australias-missing-newspapers-2008 | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825575.93/warc/CC-MAIN-20171023035656-20171023055656-00101.warc.gz | en | 0.91075 | 487 | 2.796875 | 3 |
Douglas McGregor expressed his views of human nature in two sets of assumptions. They are popularly known as ‘Theory X’ and ‘Theory Y’.
Theory X stands for the set of traditional beliefs held, while Theory-Y stands for the set of beliefs based on researchers in behavioral science which are concerned with modern social views on the man at work.
These two theories represent the extreme ranges of assumptions. The managerial attitudes and supervisory practices resulting from such assumptions have an important bearing on employees’ behavior.
Theory X assumptions are negative;
- Employees inherently dislike work and, whenever possible, will attempt to avoid it.
- Since’ employees dislike work, they must be coerced, controlled, or threatened with punishment.
- Employees will avoid responsibilities and seek formal direction whenever possible.
- Most workers place security above all other factors and will display little ambition.
Managers who accept theory-X assumptions have a tendency to structure, control and closely supervise their employees. These managers think that external control is clearly appropriate for dealing with unreliable, irresponsible and immature people.
Drawing heavily on Maslow’s hierarchy of needs, McGregor concluded that theory-X assumptions about the nature of man are generally inaccurate and the management practices that develop from these assumptions will often fail to motivate individuals to work toward organizational goals.
Management by direction and control may not succeed as it is a questionable way of motivating people whose physiological and safety needs are reasonably satisfied and whose social, esteem and self-actualization needs are becoming predominant.
In view of the drawbacks of theory-X, McGregor developed an alternative theory of human behavior called Theory-Y.
Theory Y assumptions are positive;
- Employees can view work as being as natural as rest or play.
- People will exercise self-direction and self-control if they are committed to the objectives.
- The average person can learn to accept, even seek, responsibility.
- The ability to make innovative decisions is widely dispersed throughout the population.
Managers who accept theory-Y assumptions about nature of man do not attempt to structure, control or closely supervise the employees.
these managers help their employees mature by subjecting them to progressively less external control and allowing them to assume more and more self-control.
Employees derive the satisfaction of social, esteem and self-actualization needs within this kind of environment.
Thus theory-Y aims at the establishment of an environment in which employees can best achieve their personal goals by consulting, participating and communicating themselves to the objectives of the organization. In this process, employees are expected to exercise a large degree of internal motivation.
Theory X assumes that lower-order needs dominate individuals. Theory Y assumes that higher-order needs dominate individuals. McGregor himself held to the belief that Theory Y assumptions were more valid than Theory X.
There is no evidence to confirm that either set of assumptions is valid. Either Theory X or Theory Y assumptions may be appropriate in a particular situation.
Theory-X and Theory-Y Management Application-Business Implications for Workforce Motivation.
If Theory-Y holds true, an organization can apply these principles of scientific management to improve employee motivation:
- Decentralization and Delegation: If firms decentralize control and reduce the number of levels of management; managers will have more subordinates and consequently will be forced to delegate some responsibility and decision-making them.
- Job enlargement: Broadening the scope of an employee’s job adds variety and opportunities to satisfy ego needs.
- Participative management: Consulting employees in the decisions making process taps their creative capacity and provides them with some control over their work environment.
- Performance appraisals: Having the employee set objectives and participate in the process of evaluating how well they were met.
If properly implemented, such an environment would result in a high level of workforce motivation as employees work to satisfy their higher level personal needs through their job.
In a nutshell, it may seem that Maslow, McClelland, Herzberg, and McGregor view motivation from a different perspective. But basically, they emphasize similar sets of relationships.
Maslow stresses the rarely satisfied higher level needs as the motivating force. McClelland mentioned that the drive for achieving varies in individuals according to their personality and cultural background.
Herzberg views “satisfiers” as motivators after the “hygiene factors” have done away with dissatisfaction. McGregor’s theory, which is based on assumptions concerning the motives of individuals, views motivation from the perspective of managerial attitude. | <urn:uuid:41d6affd-3d1f-4b0a-8e1a-b396fa546eff> | CC-MAIN-2017-26 | https://iedunote.com/theory-x-theory-y-motivation | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320595.24/warc/CC-MAIN-20170625235624-20170626015624-00466.warc.gz | en | 0.946851 | 944 | 3.40625 | 3 |
Myasthenia gravis (my-uhs-THEE-ne-uh GRA-vis) is an autoimmune disease that causes weakness in the voluntary muscles (the ones you can control).
Myasthenia gravis (MG) can affect anyone at any time but is most often diagnosed in women between the ages of 20-40 and men over 50. It's uncommon in children.
With MG, a person develops antibodies that attack a muscle's nerve receptors. These receptors are what give muscles the signal to work. When messages from the nerve to the muscles get blocked by antibodies, weakness results.
Common symptoms of MG are a droopy eyelid; blurred vision; and muscle fatigue in the arms, neck, and legs. Shortness of breath; facial paralysis; and difficulty speaking, chewing, or swallowing also may occur. When MG patients can no longer breathe on their own, they are in "crisis" and need emergency care.
A variety of medications can help treat MG, as can therapies that help purify the blood (like plasmapheresis and IVIG infusion through an intravenous catheter). Having the thymus gland surgically removed, especially if a tumor is present, usually improves symptoms.
Myasthenia gravis is a serious condition that is difficult to diagnose. Once identified, however, the prognosis for most MG patients is quite good. Symptoms usually can be controlled and long-term remission is possible.
All A to Z dictionary entries are regularly reviewed by KidsHealth medical experts.
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|Find a Doctor| | <urn:uuid:56354812-4de9-4f16-b232-56b2184ebbae> | CC-MAIN-2014-15 | http://www.allkids.org/mobile.cfm?id=1905§ion=1&category=21037&ref=92902 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223206147.1/warc/CC-MAIN-20140423032006-00194-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.92086 | 357 | 3.4375 | 3 |
Africa is our root: The root of all civilization of the world, the “light of the world” (Massey, 1907), the “mother of civilization” (Henrik Clarke, ).
One statement that is common through my short lived studies of the autochthonic aboriginal in our global history is they repeat “We always been here! We were here since the beginning!” So how is this possible? And why was this never taught to us in school? Even at the university level to mention “black” origin other than the Lucy bones or some bones of an ancient African or “negroid” woman somewhere around the globe is permitted, the words “African”autochthonic is taboo, shunned and even banned from modern academia even when evidence prove otherwise. In my own studies in anthropology I had the same disturbing gut feeling that I had when I was in my 5th grade social studies class and yelling out “this is a lie!” Some 30 years later, little has changed in the way of tearing down the walls of racism steeped in theory that was never proven openly but concealed and hidden privately by mainstream academics. The truth is their is more than enough evidence that prove “we were here!” long before Columbus set sail for the New World.
The journey begins out of Africa to new worlds. We construct our boats made of reeds and papyrus and navigate with great precision and knowledge of the stars (astronomy) and mathematics, traverse across the Ethiopian Sea (the Atlantic) and the Pacific Oceans, to visit the Americas, South America, Asia, the islands of the Pacific. We set foot on the continents of Asia, in China, and Korea, Thailand, Cambodia, India and Australia. We inhabit those lands. We inhabit Europe, even Russia. We are everywhere on this planet earth. We build temples, pyramids, and mounds to our sacred gods. We are brothers and sisters of many nations with a common ancestor. We build the richest ports of trade and commerce. We bring plants and seeds known to only Africa (Guinea) and plant in the new world Americas, on the Yucatan Peninsula, in Guatemala, Panama, Honduras, El Salvador, Peru, Venezuela, Brazil.
We have always been the original aborigines of the land in every corner of this earth. Check the dead of our ancestors; the so called discoveries of skulls that have been found as early as the 1800s (Cremo, 1993).
The “Black”, the “Copper Colored”, the “Red Man” in the Americas
The word “Ethiopian” was used in context, does not refer to people from Ethiopia. It springs from “aethiops” which means “burnt skin.” People of sun-burnt skin (that is blacks) were sometimes referred to, at that point in time, in this broad and general way. Lopez de Gomara also describes the black Europeans sighted for the first time in Panama. “The people are identical with the Negroes we have in Guinea.” De Bourbourg also reports that there were two indigenous to Panama (Central and South America) – the Mandinga (black skin) and the Tule (red skin). Africans were not strangers to the Spanish and Portuguese. Black Africans and Arabs had invaded Southern European in 711 AD and had established dynasties that profoundly affected Spain, Portugal and Sicily until the year 1492, the year of the African general Boabdi of the Almohade dynasty surrendered the very year Columbus set sail for the New World . (From the Mandingo Voyages) (Sertima, 1998, p.5)
Africa is our root: The root of all civilization of the world, the “light of the world” (Massey, 1907) the “mother of civilization (Henrik Clarke, ) .” Africa is the root of the great Tree of Knowledge. The great Tree of Life. The world civilizations are the branches, the fruit, the seeds, and flowers of cultures and kingdoms, the Klans and tribes of the world, everywhere. Africa sprouted and birthed the great nations of this world from a cosmic source. We are indeed “celestial and terrestrial” (Churchward, 1910) as we have been since the beginning. As we traversed from land to land from nomadic to becoming agricultural communities we remained the autochthonic aboriginal indigenous inhabitants of the land on the planet. This was truth, memory, legend, and fact even evidenced up until the Columbus voyages to the Americas.
Taking Your Land & Birthright
These “Europeans” after expelling the Mauriscos (Moriscos) or Moors from Spain in 1492 with the Alhambra Decree, also known as the Edict of Expulsion; Decreto de la Alhambra Edicto de Granada (Spanish), immediately sent Christopher Columbus (also known as Cristòffa Cómbo (Ligurian), Cristoforo Colombo (Italian), and Cristóbal Colón (Spanish) to search for new lands in the Americas. These ‘new lands’ were believed to be the ports and cities connected to the once ruling Moors of Spain. Please note there was a second expulsion in 1609 by King Philip III called the Expulsion of the Moriscos, Expulsió dels moriscos which further sent the descendants of much of the royal moors previously in Spain out of Europe for good. European monarchs and the church wanted no trace of the Moors and their children (black, brown or mulatto admixtures) in any part of the Europe.
Chief Justice Marshall noted the 1455 papal bull Romanus Pontifex approved Portugal‘s claims to lands discovered along the coast of West Africa, and the 1493 Inter Caetera had ratified Spain‘s right to conquer newly found lands, after Christopher Columbus had already begun doing so, but stated: “Spain did not rest her title solely on the grant of the Pope. Her discussions respecting boundary, with France, with Great Britain, and with the United States, all show that she placed it on the rights given by discovery. Portugal sustained her claim to the Brazils by the same title.
This is when most of their histories were banned and hidden from the history books and why you may not have heard of their existence in school or in movies to date. Further evidence prove that in the Doctrine of Discovery yet another catholic mandate further used a form of legal religious decree (man made instrument) to suppress, oppress and annihilate autochthonic aborigines and their indigenous descendants not only from history books, but from memory, land, resources and spirituality. The result of this legacy is the oppressive political policy we now call White Supremacy (WS) and has been part of a larger global phenomena throughout the old world and new world.
Origins, the study
Before beginning our survey of rejected and accepted paleoanthropological evidence, we shall outline a few epistemological rules that we have tried to follow. Epistemology is defined by Webster’s New World Dictionary, as “the study of theory of the origin, nature, methods, and limits of knowledge.” When engaged in the study of scientific evidence, it is important to keep the nature, methods, and limits of knowledge in mind; otherwise one is prone to fall into illusion.” (Cremo, 1993, p. 7)
When we speak of beginnings there are a plethora of myths (mythologies) that speak to the origin and creation stories of man from around the world. Each religion, each spiritual system, each tribe has its own creation myth and human origin mythology. One common theme seen throughout many of these stories is the duality between earthly man and the god or celestial man. This dual nature in man is also illustrated heavily in the works of Churchward’s, “Signs and Symbols of Primordial Man“. In this book he goes into great detail and breath to compare ancient Mexico (Mayan and Aztec) spirituality, temples, artifacts, and symbols to those of ancient Egypt, in fact, he superimposes that these cultures are one and the same. It is suggested and documented through evidence that the pygmy African ‘negroid’ phenotype is the oldest human on the planet. Yet in Cremo’s discoveries there exists many discoveries of ‘modern human’ skeletons (bones, skulls, femurs, etc) found as early as the 1800s.
This anatomically modern human skull (Sergi 1884, plate 1) was found in 1880 at Castenedolo, Italy. The stratum from which it was taken is assigned to the Astian stage of the Pliocene (Oakley 1980, p. 46). According to modern authorities (Harland et al, 1982, p. 110), the Astian belongs to the Middle Pliocene, wihch would give the skull an age of 3-4 million years. [p. 424, Forbidden Archeology]
‘This twofold creation will account for the two Adams, the man of earth and the man from heaven, or man the mortal and the man the manes. In mythology the first Atum was solar. In the eschatology, the second Atum is the spiritual. The garden was made for the manes to cultivate, and the manes represents the second Adam, who as Egyptian is Nefer – Atum in spirit — otherwise man the manes in the garden of Amenta.” (Massey, 1907, p.425)
Churchward, Albert. (1910). The signs and symbols of primordial man. New York: E. P. Dutton & co. Retrieved from 10.5479/sil.212089.39088000141432
Clarke, J. H. (1993). African people in world history. Baltimore, MD: Black Classic Press.
Cremo, M. A., & Thompson, R. L. (1993). Forbidden Archeology: The Hidden History of the Human Race. Los Angeles: Bhaktivedanta book.
Massey, G. (1907). Ancient Egypt. The Light of the World: A work of reclamation and restitution in twelve books. S.l.: Old Book Publishing.
Pope VI A. (n.d.). The Gilder Lehrman Institute of American History. Retrieved from https://www.gilderlehrman.org/content/doctrine-discovery-1493. The Doctrine of Discovery , 1493, A Spotlight on a Primary Source by Pope Alexander VI.
Sertima, I. V. (1998). Early America revisited. New Brunswick: Transaction.
Sertima, I. V. (2003). They came before Columbus: The African presence in ancient America. New York: Random House Trade Paperbacks.
Reposted with permission by © 2018. Daria Danielle Smith Giraud. All Rights Reserved. | <urn:uuid:e0e2ef31-af9f-4f30-bea6-d065804b45d7> | CC-MAIN-2020-29 | https://naturalselfgoddess.blog/2018/10/31/the-journey-begins-out-of-africa/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655889877.72/warc/CC-MAIN-20200705215728-20200706005728-00316.warc.gz | en | 0.938153 | 2,329 | 2.984375 | 3 |
The brown bullhead is a medium size member of the catfish family, generally measuring 8 - 14 inches in length. This species requires a shallow nest for spawning, often building a burrow alongside a stump, rock, or tree. Eggs in the nest are cared for by both parents. About 7 days after hatching, the young leave the nest in a loose school consisting of hundreds of baby bullhead; this school is normally accompanied by one or both of the parents. After a few weeks, the school breaks up and the juvenile bullheads must fend for themselves. Bullheads are well adapted to feed on benthic prey inhabiting the bottom surfaces. In addition they feed primarily at night, using their barbels to locate and sense food. This species is highly omnivorous, feeding on a mix of detritus, insects, crustaceans, fish, plants, and eggs.
|Distribution of the Brown Bullhead in Quebec:| | <urn:uuid:a50f1057-176a-4e12-a434-afb67ce545eb> | CC-MAIN-2013-20 | http://redpath-museum.mcgill.ca/Qbp/fish/specpages/brownbullhead.htm | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706477730/warc/CC-MAIN-20130516121437-00074-ip-10-60-113-184.ec2.internal.warc.gz | en | 0.948018 | 193 | 2.875 | 3 |
Origin: Wunmonije Compound,
Date: probably 1300s – early 1400s
British Museum, London
Material: brass and copper
In January 1938 workmen were digging foundations for a new house in Wunmonije Compound in the city of
Ife, in what is now south-western . While clearing away the topsoil they struck metal and further digging revealed a group of cast heads. Nigeria
This accidental find led to the eventual discovery of 17 heads in brass and copper and the broken top half of a king figure.
This magnificent head was one of those discovered in Wunmonije Compound. It was purchased in
Ife by Mr Bates, then editor of the Nigerian Daily Times and was subsequently acquired by Sir (later Lord) Kenneth Clark, Director of the National Gallery, acting on behalf of the National Art Collections Fund for the . British Museum
This head clearly portrays a person of status and authority. The elaborate headdress probably represents a crown. It has a central band which appears to include numerous glass or stone beads of different shapes and sizes. A fringe of feathers is indicated along the crown’s peaked front. The back of the neck is hidden by a beaded and plaited cover.
Most striking perhaps is the plaited crest rising from the front of the crown with a beaded conical boss at its base. Traces of red and black paint are evident throughout.
The finds from Wunmonije Compound were published in 1938-9 and created a sensation in the western world. It was initially assumed that these beautiful sculptures could not have been made in
Africa by African artists. The naturalism of the works gave them a portrait-like appearance and comparisons were immediately made with masterpieces from European traditions.
The sculptures from
are now rightly seen as one of the highest achievements of African art and culture. Ife
© Photo and text: British Museum | <urn:uuid:8e90a10f-6d93-4ebf-b2b2-e9da06e42b40> | CC-MAIN-2020-16 | http://www.apuntsdeviatge.com/2010/09/ife-head.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370511408.40/warc/CC-MAIN-20200410173109-20200410203609-00056.warc.gz | en | 0.974246 | 399 | 3.640625 | 4 |
Who gets to define what “America” means? Politicians get a lot of air time. We wanted to hear what “the people” think. So in Fall 2021, we launched a contest asking UConn students to tell us what “America” means to them. We received a diverse array of responses in the form of short essays, creative writing, poetry, photography, and other forms of original artwork, from students across UConn’s schools and campuses. Of these, eight winners rose to the top based on their originality, creativity, and quality.
View the video below to hear First Place Prize winner Nicholas Xenophontos read his essay and discuss his inspiration for this work.
“Meanings of America”
by Nicholas Xenophontos
CLAS, Sociology and Math
Class of 2023
Let us renounce stars, stripes, and eagles, for America is meaningless and in that fact we have our greatest strength. Albeit a maddening and confusing claim, it is nevertheless true that the defining trait of our sovereign nation is its lack of definition. This does not disavow any claims that we, as a people, hold certain traits or meanings as wholly American. After all, we are America the free, the brave, and the just, and in our shared belief of these principles we bring them into reality. However, we fail to recognize the consequences of these values’ existence, and how our creation of American meanings ultimately destroy themselves.
Consider: America is free, thus you are free. You can vote and run for office when eligible. You can live wherever, eat whatever, and work however you desire. You can do anything. However, America is free, thus your neighbor is free too. They can vote and run for office when eligible, even if that means voting for or creating policies that make you less eligible. Or perhaps your neighbor is your landlord, bodega owner, or boss, with the freedom to set your rent, prices, or wages. They are free enough to trap you financially, so that even with the freedom to buy carrots, your wallet will demand you always buy the cheaper produce. Hence, America is free, but you are merely dreaming of freedom, just as you are of carrots. You can do anything, but you will only do some things.
Consider: America is brave, thus you are brave. You have the courage to be yourself and pursue your Dream. You have the strength to cry when sad, laugh when happy, and swear when angry. You do not hold back. However, America is brave, thus your guardian is brave too. They have the courage to be themself and pursue their Dream, even if that means keeping you and your aspirations grounded. Or perhaps your guardian is your advisor, teacher, or religious leader, with the bravery to force you to stifle your tears, smiles, or language. They are brave enough to make sure you hold your tongue, so that even with the bravery to curse at failure, your heart will demand you remain reserved. Hence, America is brave, yet you are merely dreaming of bravery, just as you are of sobbing. You do not hold back, but you will manage expectations.
Consider: America is just, thus you are just. You know your morals and always support that which is right. You know what it means to be good, what it means to be evil, and how to tell them apart. You know all truths. However, America is just, thus, your sibling is just too. They know their morals and always support that which is right, even if that means supporting what you know is wrong. Or perhaps your sibling is your police, judge, or local activist, with the justice to enforce good, condemn evil, and debate the differences. They are just enough to build laws, so that even with the justice to know such laws are wrong, your mind will demand you accept them. Hence, America is just, yet you are merely dreaming of justice, just as you are for fair laws. You know all truths, but you cannot understand others’ truths.
Try any core pillar of American identity and you will find hypocrisy, redundancy, and irony. Our entire history is one of betrayal to any of our intrinsic merits, starting with the colonial destruction of the Natives’ society, land, and culture, leading into a scarred and bloodied past far too extensive, with wounds which still ooze today and keep us locked in false sanctimony. So, though we may have meaning in theory, in practice America is meaningless. Yet this is no weakness, as it frees us of any nationalistic chains. If we only realize that any meanings we conjure are but illusions, we can forgo the burden of continuing any “American legacy” and instead focus on building our future how we want.
Consider: America is meaningless, thus you are meaningless. You can define what being American means to you and follow that meaning unabated. You can be free, brave, or just, but if you so choose you can also be humble, bashful, or kind. And, America is meaningless, thus your fellow Americans are meaningless. They can define what being American means to them and follow that meaning unabated, without interfering and interference from you. They can be humble, bashful or kind, but if they so choose they can also be free, brave, or just. This is our future, if we collectively abandon a strict definition of what it means to be American. This is our future, if we allow each of us to find meaning in America however we wish. This is our future: a nation full of potential, but to meet our potential requires the full nation. | <urn:uuid:adc79286-1b97-4668-9e24-33f59e2c0227> | CC-MAIN-2023-40 | https://democracy.lab.uconn.edu/2022/05/03/nicholas-xenophontos/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510219.5/warc/CC-MAIN-20230926175325-20230926205325-00295.warc.gz | en | 0.968093 | 1,179 | 2.875 | 3 |
Sexuality…Just K.I.S.S. (Keep It Safe & Sexy)
Your sexual health is important and needs regular maintenance to ensure it remains in good working order. Unfortunately, sex isn’t something that is often openly discussed and talked about. Taking care of your sexual health means that you have a physically and emotionally, enjoyable and satisfying sexual life.
Things that can impact your sexual health include:
- Your desires and feelings
- Your religious and spiritual beliefs
- Society expectations
- Relationships with family and friends
- The methods of contraception that are available and that you choose to use, if any.
- Your thoughts and feelings about sex
- Various health conditions
Having good sexual health means you have the knowledge and skills necessary to make good choices and act responsibly to protect yourself and others. There are various aspects of sexual health, including:
- Sexual Development and Function
- Sexual Behavior
- Body Image and Self Esteem
- Gender Roles and Identity
- Sexual Rights
- Healthy Relationships and Communication
- Sexual Identity
- Reproductive Health
- HIV and STI prevention.
(Adapted from www.smartersex.org, The BACCHUS Network)
BACCHUS Peer Education Network
Centers for Disease Control and Prevention
Go Ask Alice!
American Social Health Association | <urn:uuid:d2d3a8e3-ea0b-48da-83f3-cbbcf7b7a09f> | CC-MAIN-2014-15 | https://www.ecu.edu/cs-studentaffairs/crw/programs/campus_wellness/sexuality.cfm | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609521558.37/warc/CC-MAIN-20140416005201-00447-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.905705 | 279 | 3.0625 | 3 |
Childcare room set-up ideas, strategies for teaching children, group times, Montessori teaching and more..
4 posts • Page 1 of 1
Teeth are the hardest substance of your entire body. Enamel is a rock-hard mineral! Unlike bones, teeth can’t heal themselves or grow back if they suffer damage. Each tooth in your mouth has its own unique profile, and teeth also vary widely from person to person. So your smile really is a true mark of your individuality!
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You can brush your teeth with baking soda. Baking soda has natural whitening properties. Apple cider vinegar has antibacterial properties that may help whiten your teeth tooth. Practice good oral hygiene. | <urn:uuid:bcd7db8d-b403-45e8-b1fe-68b64a208cdc> | CC-MAIN-2020-34 | https://aussiechildcarenetwork.com.au/forum/teaching-children/science-your-teeth-are-unique-13094?p=43716 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439740929.65/warc/CC-MAIN-20200815154632-20200815184632-00278.warc.gz | en | 0.911471 | 160 | 3.203125 | 3 |
As Veteran's Day nears, we look to honor those of the "Greatest Generation" who so valiantly served our country during World War II. Today, these heroes are still serving today – tutoring and mentoring at-risk youth, serving veteran and military families, and helping fellow seniors stay independent in their own homes. These WWII veterans continue to inspire others through their selflessness and will to continue service to our country.
As servicemen and women return home from deployments, the urge to continue serving one's country doesn't go away. Many returning veterans are turning to AmeriCorps programs to continue their service, using their leadership, logistical, and analytical skills gained from their military service and applying it to their terms of service in AmeriCorps. To date, more than 16,000 veterans have served in AmeriCorps.
On Veterans Day, November 11, we honor the brave men and women who have selflessly served our country and risked their lives to protect our freedoms. There are many ways to give back to the more than 23 million vets who have sacrificed so much.
Veterans Day is a time to reflect on the tremendous sacrifices that military service members and families have made while protecting our nation.
Veterans Day is a time to reflect on the sacrifice that veterans have made for our country and an opportunity to create a more meaningful experience for the veterans in your community. One way you can create a lasting memory of service is to record the story of a veteran in your life and contribute it to the Veterans History Project.
Among the milestone events that have marked our nation's history, World Word II is one everyone knows of but few remember. The heroes of that war, their shared sacrifice and their continued dedication, shows they truly are the greatest generation. Montana's Bernard Mulder, 89, is one of these heroes.
Supporting our nation's troops, veterans, and military families is critical to our national security and to strengthening our communities. It is also a top priority for of Corporation for National and Community Service, stemming from the bipartisan Serve America Act. On Thursday, CNCS joined forces with the Community Anti-Drug Coalitions of America (CADCA) and the National Guard Bureau (NGR) to further reinforce this commitment with the launch of VetCorps.
Veterans Day should remind us that our veterans deserve much more than our thoughts and kind words. The transition from the battlefield back to civilian life is never easy, but long and multiple deployments and a weak job market make this one of the most difficult times ever to be a veteran.
On the National Service blog, the past few weeks have been dedicated to veterans. We've shared stories of WWII and Gulf War vets, of vets inspiring and helping young people, and of vets serving their country on the battlefield, and off.
Though retired from the service for 14 years, 68 year-old veteran Larry Mills found he wasn't done serving. He answered this call by serving fellow veterans through the Senior Companion program, one of three Senior Corps programs at the Corporation for National and Community Service.
Terms of Participation: Find a Volunteer Opportunity | Register a Project
Corporation for National and Community Service | Contact Us | Security and Privacy
Link to Us / Logos | Accessibility | FOIA | No Fear Act | Site Notices | Federal Register Notices | USA.gov
This is an official website of the U.S. Government
Site Last Updated: April 07, 2014 | <urn:uuid:19e00d11-333f-44a3-b913-c2e4df8ad223> | CC-MAIN-2014-15 | http://www.serve.gov/?q=blog-terms/veterans&page=1 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609539705.42/warc/CC-MAIN-20140416005219-00365-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.951336 | 708 | 2.59375 | 3 |
Selected Math Formulas Step by Step
Algebraic formulas make life (and algebra) simpler. You save time by not having to perform more complicated tasks. When using the formulas, use the appropriate rules for simplifying algebraic expressions. Also watch out for pitfalls; to help you, an asterisk (*) appears beside steps where errors are easy to make. | <urn:uuid:e1d35bdf-561e-4d07-8b76-f1ed4b45b438> | CC-MAIN-2017-39 | http://www.dummies.com/education/math/algebra/selected-math-formulas-step-by-step/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818690318.83/warc/CC-MAIN-20170925040422-20170925060422-00458.warc.gz | en | 0.877285 | 74 | 2.515625 | 3 |
This post relates less directly to teaching, but I know that many of us are interested in what effect social networking may be having on our students. As kids spend more time developing friendships in the age of MySpace, Facebook, and Twitter, what will they be like when we see them in class with all of these things turned off (for the most part)? A recent study by the National Center on Addiction and Substance Abuse (CASA) at Columbia University looked at 12 to 17 year olds. They made the claim that those who spend time one social networking sites are more likely to smoke, drink, and use drugs. At The Daily, Trevor Butterworth offers a response which questions those conclusions on what are essentially statistical grounds.
The problem with CASA’s argument is that the University of Michigan’s Monitoring the Future Survey (funded by the National Institutes of Health) shows that kids are doing all of these things much less than they did before there was social networking, or the Internet, or even personal computers for the masses. The trends for alcohol use and binge drinking (along with attitudes about whether both are good or bad, and perceptions of how easy it is to procure alcohol) all show that kids are in a much better place today than in the ’70s and early ’80s. It’s not a perfect place – but if the correlation between the rise of social networking over the past decade and substance abuse was causal surely the trends would be getting worse rather than better?
As for marijuana use, there has been an uptick, but one not nearly high enough to bring us back to the stoned age of the 1970s. Marijuana also no longer carries the cultural stigma it once did, but it’s important to remember that this coincides with significant social and political agitation for both legalized medical and private use, which has possibly changed the overall climate of social acceptability. Perhaps we can “blame” our changes in social attitudes, rather than our technology, for this small surge of pot smoking.
There’s also the availability factor. Marijuana is seen as especially easy to get for most kids. As for cocaine, use among 12th graders has plummeted since the late ’80s, as has the perception that it is relatively easy to procure. Cigarette smoking is also in long-term decline, with sharp increases in perceptions of risk and disapproval.
CASA’s founder Joseph Califano tries to explain this unhelpful correlation away in an interview with the Chicago Tribune: “We’re not saying [social media] causes it,” he said. “But we are saying that this is a characteristic that should signal to [parents] that, well, you ought to be watching.”
Yeah, but given the percentage of kids engaged in social networking, you might as well tell parents to watch out for eating meat as a “signal” for pot smoking. Social networking is such a widespread practice that it can easily mask other, more critical factors, such as the possibility that kids who are interested in drinking or drugs are more likely to engage in social networking, or that kids who suffer parental neglect may turn to substance abuse and spend more time online.
This sounds like a class discussion I would have about the problems with observational studies: they cannot prove causation. Also, we must be especially careful about confounding/lurking variables. At any rate, it may be that social media and social networking may not be the end of civilized students. At least not if we help them learn to manage it appropriately. This seems like a good place for teachers and parents to work together, doesn’t it?
See previous posts in the series here and here. | <urn:uuid:8c321a9d-a30d-4cfd-a8ac-5b6519a9c415> | CC-MAIN-2023-23 | https://nolongernormal.com/2011/09/07/teaching-part-3-dangerous-social-networks/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655027.51/warc/CC-MAIN-20230608135911-20230608165911-00505.warc.gz | en | 0.967878 | 769 | 2.84375 | 3 |
Since 2014, 5 February has been the national food waste prevention day onea day that, together with the international food waste and loss awareness day established by the FAO, aims to raise awareness of food waste, as a good 40% ends up straight in the rubbish bin.
A figure that is even more alarming when you consider that there are places in the world where people die of hunger and of malnutritiononeIt is estimated that there are three billion persone on our planet who do not have the possibility of having at least one full meal a day.
Respect for the environment and its resources cannot be separated from persone: sustainability, in fact, is a development model that puts the well-being of persone and the environment and promotes precisely a development that is fairer for all.
In this article, we would like to give you some tips to learn how to handle food more consciously, so that nothing goes to waste without even passing through our table.
3 tips against waste in the kitchen: conscious shopping
The fight against waste in the kitchen starts with the shopping list. Often, when we enter a supermarket, we get caught up in a large quantity of products that we do not need and are unable to consume. In essence, we overestimate our nutritional needs.
A good trick to avoid being lured by offers and food that then ends up in the rubbish, is to prepare the shopping list at home carefullyone, looking at what's there and what's missing, take it with you and stick to it.
We also buy many prepared products that we could easily make at home with basic kitchen products such as flour, milk, eggs.
Another measure for more conscious spending is don't rush and take the time to assess the quality of the product we buy, its origin, the traceability of the raw material. Prioritise the local products means for example favouring a short supply chainless impact on the environment.
3 tips against waste in the kitchen: tidy up your fridge
Another important aspect of waste in the kitchen concerns the storageone of food. Our fridges are so full of products that they often fall behind and miss out on those short-expiry products that should be consumed first.
Put all food closest to the expiry date in front and give it priority.
In addition, place butter, yoghurt and formaggi on top; put already cooked food or leftovers in the middle, storing them in airtight tins; put meat, fish and all raw food on the bottom.
Vegetables are stored in the bottom basket.
Arranging food correctly on the refrigerator shelves ensures better preservationone and a longer shelf life for products.
3 tips against food waste in the kitchen: cooking with leftovers
The last piece of advice we want to give you is this: get your imagination going!
Anything left over on our plates can still be served, can become something else, just as good and tasty.
On the web you can find many blogs offering free recycling recipes. Pasta, rice, meat, fish, vegetables, desserts, everything can be re-cooked in a delicious way.
We have given you an example of this in an article on the recycling of Christmas leftovers.
A sustainable kitchen, a green cookingit is a kitchen in which careone for peopleone and the environment are one and the same thing, a ecological use of household appliances for example, the water saving and also the choice of sink.
I ecological sinks are an innovative reality using antibacterial azione technologies and materials that improve the quality of the air we breathe are produced with a resource-conscious supply chain.
If you are interested in finding out more about the features and benefits of ecological sinks from Plados Telma, click here. | <urn:uuid:072e4bd9-9f4c-4f3b-bbe3-e1acebb3c55c> | CC-MAIN-2023-23 | https://www.pladostelma.com/en/news/3-consigli-contro-lo-spreco-in-cucina/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655244.74/warc/CC-MAIN-20230609000217-20230609030217-00679.warc.gz | en | 0.952322 | 771 | 3 | 3 |
It is a commonplace that among I.A. Richards’s first achievements was a modern defence of poetry. In the years following the Great War, he saw the world as entering an unprecedented historical crisis. He believed that the collapse of the old ‘Magical View’ of the world had left us in a condition of bewilderment, of deep privation, of affective destitution. People (I think he supposed them to be a minority) who were not content to ‘live by warmth, food, fighting, drink and sex alone’ must ‘require other satisfactions’: but the sources of such satisfactions had been stopped by the advance of knowledge. As throughout his life, he saw in trouble and disorder an immediate invitation to action, though, as at first conceived, this action was of a subtle kind, hardly to be distinguished from contemplation. ‘A sense of desolation, of uncertainty, of futility, of the groundlessness of aspirations, of the vanity of endeavour, and a thirst for a life-giving water which seems suddenly to have failed, are the signs in consciousness of this necessary reorganisation of our lives.’ What distinguishes this sentence from similar exclamations of dismay, which would not be hard to find in the literature of the period, is that it ends with the affirmation of a need to act. The rest of it owes most to Eliot’s Waste Land, as Richards acknowledged in a famous footnote. He valued the poem, not only as an exhibition of disorder and desolation, but as affording us means to contemplate them in a valuable way; it was modern, belonging to a world that had outlived the Magical View; but it offered what must take the place of that view if our psychological privations were to be ended.
In this poem, Eliot had achieved ‘a complete severance between his poetry and all belief’ and that is what modern poetry must do. Eliot mildly objected to this statement, but I doubt if Richards was much bothered. He confided in poems rather than poets, as we see from his version of Shelley’s pronouncement: ‘Poems are the unacknowledged legislation of mankind.’ But in the second edition of Science and Poetry he took the opportunity of explaining himself, and extended what was already a famous footnote. The Waste Land, he claimed, ‘realised what might otherwise have remained a speculative possibility ... by finding a new order through the contemplation and exhibition of disorder’. The poem was a simultaneous image of both – a typical Richards formula, for he liked to hold antinomies in a single thought, to speak, for example, of the ‘interinanimation’ of separate words, and of what he came later to call ‘complementarities’. But the immediate point is that this difficult modern poem was recommended as an example of the ‘necessary reorganisation’.
Thus did Richards help to establish Eliot’s poem as the livre de chevet of a generation of educated readers. He did more: for when he extended the note, Richards added to it some lines, now but not then famous, from Conrad’s Lord Jim. ‘The way is to the destructive element submit yourself ... So if you ask me how to be? In the destructive element immerse ... that was the way.’ This is an instance of his uncanny aptness in quotation: the way to read The Waste Land, and the way to live in the new, more hostile world, is not to try to climb out, but to let the deep, deep sea keep you up. The second edition of Science and Poetry had not been out a year before Stephen Spender entitled his book on modern writers and belief (or unbelief) The Destructive Element, describing Richards’s note as ‘a focal point from which diverge rays towards past and future’. Certainly Conrad’s words give some insight into Richards’s future dealings with the destructive world.
When he wrote this longer footnote, he had been engaged on his modern defence of poetry for more than a decade. His ideas, widely circulated, did not go unopposed. Eliot himself, reviewing Science and Poetry, noted ‘a certain discrepancy between the size of [the author’s] problems and the size of his solutions’. ‘Mr Richards,’ he said, ‘is apt to ask a supra-scientific question and to give a merely scientific answer.’ This is an objection often made, in one form or another, to Richards’s procedures, and I believe it to be, in the end, false. The response of the young was less critical. Christopher lsherwood went as an undergraduate to Richards’s lectures and hailed him as ‘the prophet we have been waiting for ... To us, he was infinitely more than a brilliantly new literary critic; he was our guide, our evangelist, who revealed to us, in a succession of astounding lightning flashes, the entire expanse of the modern world.’ For all its extravagance, that strikes me as a truer response. Richards was much more a prophet than a scientist.
The immediate, but by no means the only, consequence of the early prophecies had been to entrust to poets and their readers an unexpectedly central responsibility for dealing with the world crisis. A great borrower, Richards took from the neurologist Henry Head the notion of ‘vigilance’ – ‘what happens in a given stimulus situation varies with the vigilance of the appropriate portion of the nervous system’ – and explained the extraordinary availability of experience to the poet, and his power to organise that experience, as the consequences of his superior vigilance. The notion is, in literary terms, Romantic, and was stated in other language by Wordsworth and Coleridge. What Richards added to it was his conviction that only in such poetic vigilance could we find a means to construct a new world, difficult but inhabitable. And like Hölderlin he called upon the people (or the best of them) to assist the poet in this work. He is again in the native Romantic tradition when he insists that the poet is possessed of ‘normality’. ‘To be normal is to be a standard, but not, as things are and are likely to remain, an average.’ The object of his new methods of teaching poetry was simply to make others as vigilant as poets, so that the gap between the average and the standard might be progressively closed. The whole plan was conceived as rational, and as supported by modern psychology and physiology.
That is why he could be accused of going in for science and so giving comfort to an enemy. And of course it was always part of his plan that a new poetry and a new criticism should benefit by the very expansion of knowledge that had helped to bring about the world crisis. Just as he had intended, when he decided to be a psychoanalyst, to take a medical degree, so he prepared himself for the task he actually undertook by immersing himself in psychology, physiology and philosophy. In doing so, he drew copiously on the resources of Cambridge at that time. That does not mean he agreed with everything he was told. With G.E. Moore, for example, he had what he might later have called a relationship of complementarity: ‘I feel like an obverse of him. Where there’s a hole in him there’s a bulge in me.’ ‘Moore was vocally convinced that few indeed could possibly mean what they said; I was silently persuaded that they could not possibly say what they mean.’ He held Wittgenstein in only moderate awe. Russell he dismissed in a brisk appendix to The Meaning of Meaning, though he had from time to time to repeat and revise his reasons for doing so.
However, mention of The Meaning of Meaning is a reminder that in his first and seminal book (for The Meaning of Meaning really is the foundation of nearly all Richards’s later work) he had as collaborator C.K. Ogden, a walking encyclopedia of philosophy and science. The union of prophet and polymath was not only extremely productive, but, as Richards often remarked, great fun. Never was a book of such gravity written in such high spirits. The opinions of the great go down like skittles. ‘There’s something insipid about agreeing with an author,’ said Richards long afterwards, ‘especially when you’re young. You feel it’s your business to be other.’ He could give a precise and interesting date for the conception of the book: Armistice Day, 11 November 1918. That day he had watched drunken medical students sacking Ogden’s shop in King’s Parade; they met in the evening to see if they could identify any of the marauders. In the small hours they had a long conversation on the stairs under the flare of an aged bat-wing gas-jet. This was either outside Richards’s rooms in Free School Lane or outside Ogden’s attic above Mac Fisheries in Petty Cury: in two different accounts Richards specifies both places. By the time they parted they had roughed out The Meaning of Meaning. Ogden was at the time editing a weekly paper, The Cambridge Magazine. Its circulation rose to 25,000 and the only way he could solve the paper shortage was to buy books in bulk and pulp them – not, however, before he had looked through them.
Ogden believed in being reasonable if he could find a reasonable auditor (‘Will you change your mind if I convince you?’ he would ask). Richards found in him ‘a central clarifying insistence, a flame of curiosity and impatience, a disdain for the acquiescence of sloth, a trust in mind’ which spoke to the same qualities, differently but complementarily compounded, in himself. The collaboration seems to have been very intimate. ‘It’s a most extraordinary experience, finding you can agree with someone,’ said Richards years afterwards. ‘Decades later it wasn’t the case that we could understand one another at all.’ The book they called The Beadig of Beadig because of the heavy colds they suffered during its composition was, for all its laborious and combative argumentation, an entertainment. Ogden, in fact, seems to have regarded it as a way of relaxing from his work on the translation of Wittgenstein’s Tractatus and Vaihinger’s Philosophy of ‘As If’. But it was an indispensable prelude to the subsequent careers of both authors; and it belonged firmly to the Cambridge of the immediate post-war years.
And indeed at this time Cambridge was virtually the whole world. Some day, I hope, we shall be told more about the intellectual horizons of the early Richards – not only about the precise nature of his collaboration with Ogden, and his beneficent mutual misunderstanding with Moore, but also about his dealings with the psychologists and with Cornford. The four remarkable books of the Twenties were all very Cambridge books. Nevertheless they were read everywhere, and changed attitudes to poetry and criticism throughout the English-speaking world.
It is a curious fact that they were also misunderstood everywhere. W.H.N. Hotopf, author of the most serious book yet written on Richards, notes with astonishment that of all the eminent philosophers and critics who have written on Richards there are very few who ‘do not betray some fairly important misunderstanding’ of his position.What happened in the world at large, I think, was that some notion of the Principles got through, but with much loss of detail and some general distortion. The reasons are doubtless many: careless reading, impatience with the psychology and linguistics, a tendency also on the part of the writer to say too many things in too many ways, and to say them, sometimes, obscurely. But to demand minute consistency and a slow clear progress of argument is to ask the wrong gift of Richards, and to misunderstand his prophetic role. What mattered was the prior conviction of the value of poetry and the importance of language, and of the teachability of right reading. The utilitarian-psychologistic theories were instruments that lay to hand.
It was his fate, then, to be both influential and misunderstood, in Cambridge as elsewhere. Though he was a don for most of his life, Richards was not, I think, a very academic man, and the partial institutionalisation of his method in the English Tripos could not have satisfied him. His unease is demonstrated in the continual recurrence of his worry about correctness in interpretation. As is well-known, he was committed to new and heretical views about meaning in poetry, discounting the simple intentionalist position and placing a high value on ambiguity. Where the conventional pedant found in poetry instances of ‘incorrectness’ or lack of clarity, Richards saw ‘interinanimation,’ ‘a movement among meanings’. All discourse, he maintained, is ‘over-determined’, and ambiguity is ‘the indispensable means of most of our important utterances.’ Professor Kittredge, for example, believed that good writing was writing that left the reader with no need to go in for ‘inference and guesswork’: Professor Richards asked what interpretation could be if it wasn’t inference and guesswork.
But he was very clear that this didn’t mean you could say anything you liked about a poem. It is possible to be wrong. Hence the list, in Practical Criticism, of the ten ‘chief difficulties’ (more properly, causes of error) in criticism; hence the denunciation, in the Clark Lectures he gave almost half a century later, of what he vehemently labelled ‘omnipossibilism.’ And in between he had often returned to the topic. ‘Whatever accounts are offered to a reader must leave him – in a very deep sense – free to choose ... This is not ... any general licence to readers to differ as they please ... For this deep freedom in reading is made possible only by the widest surface conformities.’ I think he was troubled, in later years, by demands for a freedom that defied such a consensus. While he and Ogden were at work on The Meaning of Meaning, they looked at Saussure’s Cours de Linguistique Générale, which had appeared only a few years before, but dismissed it in a page or two. La langue, they argued, was a useless abstraction; the project for a semiology, though ‘a very notable attempt in the right direction’, makes a fatal division between signs and what signs stand for: thus it ‘was from the beginning cut off from any contact with scientific methods of verification’. At about the same time, the Russian Formalists were active: but they were soon suppressed, and perhaps news of them did not reach Cambridge.
In the Sixties, however, both Saussure and the Formalists made a long-delayed and rather spectacular reappearance on the scene, and the consequences have been many, and often omnipossibilistic. Richards gave a characteristically warm though not unqualified welcome to Jakobson’s experiments in poetic analysis, but the new libertarian semiologists of France and America cannot have pleased him. He believed steadfastly that there were such things as wrong readings. And of course he also believed that one could progressively acquire competence in reading, that error could be corrected. The question arises: who shall distinguish right from wrong? And his answer, inevitably, was: those who have acquired competence, the teachers. Thus the belief in the possibility of corrigible error heads directly to a belief in the need for institutions of criticism.
Yet it seems clear that he did not greatly care for such institutions. Of the English School he has few good words to say. ‘It’s hard on the poets to make everybody study them like this ... As far as I can see, making it into an academic subject has not increased the amount of enjoyment taken in the poems.’ The senior members of the critical institution, participants in the consensual establishment of right reading, must perforce be scholars. And although he had a great respect for scholarship, Richards was dismayed at its side-effects. It prevents us ‘from supplying our greatest need – teachers able to help humanity to remain humane’.
In the early Thirties, times were changing, and so was Richards, but this need did not change, and the defence of poetry continued. One of the doctrines of Principles is that the effect of good readings, of equilibrated impulses, achieved poise, is cumulative: we are talking not about discrete, self-sufficient Paterian moments, but about provision for the future, in the form of what he later called ‘feedforward’. Certainly his own experience confirmed the doctrine: directions changed, horizons widened, Richards would ‘cross the tracks’ into educational enterprises improper to Cambridge. But in a sense he did not change, only built on his past. Coleridge on Imagination, published in 1934 when his wider enterprises were already well started, shows no diminution in his hopes for a central and humane criticism of poetry. It is in the ‘searchings for meanings of a certain sort’, he says, that the being of a poem consists; and that search is the best response to the vast alterations in consciousness that beset us, our only way of recovering ‘a less relaxed, a less adventitious order for the mind’. It is the point of Science and Poetry, reinforced by an understanding of Coleridge as the herald of the revolution in consciousness. To attack science, he says, is a futile error, a ‘myth reflecting our unease’. The point is to match and master the new human world, as science does the physical world. And the task still falls to the poet. When all knowledge is either myth or without meaning, he becomes responsible for the very principle of human order. The writing and reading of the necessary new poetry is arduous, but it must be done.
It is here, near the end of his first defence of poetry, that Richards comes closest to Shelley. ‘Poetry acts in a diviner manner,’ says Shelley. ‘It awakens and enlarges the mind itself by rendering it the receptacle of a thousand unapprehended combinations of thought.’ And Richards: ‘Because the universe as it is known to us is a fabric whose forms, as we alone can know them, have arisen through and in reflection; and because that reflection, whether made by the intellect in science or by “the whole soul of man” in poetry, has developed through language ... the study of the modes of language becomes ... the most fundamental and exhaustive of all inquiries. It is no preliminary or preparation for other profounder studies ... The very formation of the objects which these studies propose to examine takes place through the processes ... by which the words they use acquire meanings.’
These words look back to work already done, and forward to a different future. But we may hear in them a note of exaltation that will sound strange to anyone who thinks about the teaching of poetry in modern universities. Perhaps we have lost confidence in the poets, as Richards himself partly did. Certainly most of us are not convinced that he was right when he said, in Coleridge, that ‘critics in the future must have a theoretical equipment of a kind which has not been felt to be necessary in the past.’ In the Thirties, there was an automatic reflex of opposition to the New Criticism, of which he was the chief patron; and any other nouvelle critique must expect a largely contemptuous and unexamined rejection now. Richards saw it happening. Like the Old Testament prophets he liked to quote in his epigraphs – on the whole a disappointed body of men – he found us duller of apprehension and more apt to backslide than he had hoped. Interpretation was teachable: but the institution, with its narrowly conceived and conservative view of scholarship, came between the teacher and the taught.
That was doubtless one reason for ‘crossing the tracks’. The approaching war was another. That poetry could arduously satisfy human needs no longer met by religion and ignored by science was a position tenable only, perhaps, by an élite capable of strenuously and courageously sitting still. It was already under threat, not only from the retreat to primitivism Richards deplored in Yeats and Lawrence, but also from history itself – from Spain most immediately. ‘Today the struggle.’ Julian Bell, whom Richards knew, died there, but not before he had diagnosed the disturbed visions of civilised discontent he found in Freud and Richards as ‘mild troubles’. Poetry seemed unlikely to save us after all.
But even before Spain made a cruder form of action seem urgent, Richards had been considering the problem of right reading on a larger scale, as a problem of universal communication. Of course he always supported Basic English as a general solution, but his Chinese book, Mencius on the Mind, which appeared in 1932, first revealed his new direction. It is an anti-institutional book, for Richards thought it more important to be bold than to be academically cautious. Mencius uses Chinese, a language ‘not governed by an explicit logic’, to explore the principles of ‘Multiple Definition’ and extend our consciousness of what we do with language. He wrote it at Harvard, while lecturing on Joyce and Dostoevsky, but the manuscript was stolen, and abandoned by the thief on a Chinese rooftop. Back in Cambridge, England, he wrote it again. Then the first version was recovered from the roof. One version was affected by Richards’s determination to avoid ‘the intellectual currencies of the Harvard scene’; the other by his equal determination not to get caught up in ‘the local logical game’ at Cambridge. Which one we got I don’t know: perhaps a blend of both.
All this seems characteristic of the independence and the plunging boldness of his approach. He liked best to start a book and then, writing with great speed, find out what the book wanted to be – an admirable method, I think. He was aware of the risks: what justified them was the possibility (repeatedly but not obtrusively mentioned in the prefaces to many books) that the enterprise might be of benefit to humanity. He looks to Mencius, not for information about the truth, but for what, in his view, all philosophy ought to provide: ‘the opportunity of considering modes of meaning carried to their revealing limits’. And he asks us to read his books in the same way, as steps on the road to ‘a single comprehensive view of comprehending’. That his linguistic equipment might be fallible didn’t matter. ‘The detail of my commentary may be a tissue of misconceptions and yet the trouble I share with my readers will be justified’ by the importance of the problems. I have spoken of his ‘uncanny aptness’ in quotation. His epigraphs are also witty. The one to Mencius is from Troilus and Criseyde, where Pandarus is explaining to Troilus that even if his own record as a lover is bad he can still be useful as an example: ‘Thus ofte wyse men ben war by folis,’ he says. ‘By his contrarie is every thing declared.’
And we shall never, I think, have a true sense of the man unless we understand this gay calculated audacity. He rushes forward, as if some gap had opened on the future. He wrote Interpretation in Teaching, a difficult book of over four hundred pages, in six weeks, and in the leisure time of those same six weeks turned out the none too simple Philosophy of Rhetoric. To bring that off you cannot afford to make a cautious survey of the path before you dash down it. All you can hope for is that you are well enough programmed, or ‘taped’, as he used to say – that you have adequate ‘feed-forward’. And you must be very inventive. From The Meaning of Meaning on, Richards prodigally invented new terms; some, like the ‘Canon of Actuality’ and the ‘Utraquist error’ of Meaning, died young; others, like the ‘stock response’ of Practical Criticism and the Tenor-Vehicle distinction of The Philosophy of Rhetoric, have stuck. All were expendable; what mattered was the forward movement. One thinks of the lines, addressed to Mrs Richards, which recall the descent of a glacier, the scrambling across innumerable half-hidden crevasses before being overtaken by darkness on the abrupt edge:
At the stiff-frozen dawn
When time had ceased to flow,
– The glacier our unmade bed –
I hear you through your yawn:
‘Leaping crevasses in the dark,
That’s how to live!’ you said.
No room in that to hedge;
A razor’s edge of a remark.
And so he did not hedge, but wrote precipitately, and precipitately he crossed the tracks. If one looked outside the university, where highly educated people made such a hash of one’s protocols, and equally highly educated people regarded ‘English’ as a joke or a soft option, one saw vaster problems of interpretation, life-and-death problems calling for immediate action and new methods. In the Richards of the Twenties there is a certain not fully conscious élitism – a few would find their salvation in poetry, most of them probably in Cambridge. But the world as a whole needed order, and order could be taught. The world was largely analphabetic; it lacked the means to communicate between different cultures; it lacked the knowledge to resist systematic corruption by fraudulent manipulators of language. Basic English was meant to take care of some of these problems, to help order the world. Basic English and its Uses, published in 1943, begins: ‘This is a reconstruction book. It looks to the future and assumes that the reader enjoys a moderate faith in man.’ Very characteristic; and so is the assumption that the corruption of communications is the source of all modern disasters, including war. Working with language, one fought fire with fire; and one used all forms of modern communication in order to combat their harmful effects. In 1976, he was still saying that ‘TV or satellite-distributed sentence-situation-depiction games are going to be the way to educate the planet.’
Educating the planet was the larger enterprise he took on after he stopped educating Cambridge. In retrospect, he saw Interpretation in Teaching, published in 1938, as ‘the grand hinge’ of his career. However salvific poetry might be for some, the world at large urgently needed instruction in the reading of prose. In came the new prose protocols, and in commenting upon them Richards hoped to found a new discipline. As knowledge, information monitored by feed-forward, had grown towards superior organisation in his own mind, so he hoped that there might be, in this matter of imparting knowledge, a useful and ordered accumulation. He saw Interpretation in Teaching as ‘the beginning of a vast collective clinical study of the aberrations of average intelligence’, and wondered why Practical Criticism, a work of much more limited ambition, should have prospered while this one, ‘though offering a deeper examination of concerns nearer to everyman’s essential capacities, was comparatively little studied’. But of course he did not regret the effort. ‘I had to do something about the general condition of incompetence I had uncovered. I felt (and still feel) it to be too threatening to the human prospect to be left uncured.’ So he wrote in the second edition of Interpretation, 35 years after the first. Interpretation had looked back to Coleridge, having as its aim the increase of ‘organic interinanimation of meanings, the biological growth of the mind in the individual and in a social inheritance maintaining the human advance’: but it looked forward, also, to years of ingenious and indefatigable labour in those causes.
In short, the diagnosis of grosser diseases than those of the academic intellect now absorbed most of his attention. Reviewing Eliot’s Notes towards a Definition of Culture in 1948, he agreed with the author that ‘a high degree of culture (or Education) in an equalitarian society can only be attained if the great majority of men can be raised to a level, and kept at a level, which has never been remotely approached in the past.’ But the truth of this did not, for him, entail the closing down of unnecessary schools and universities. ‘High things are hard,’ he wrote. ‘And I do not see how this greatest of human efforts is to be made wholeheartedly unless the salvation we are seeking is for all.’
Salvation for all! Richards believed that because it was necessary to change everybody, everybody could, given the right, continuous application of intellectual energy on the part of the clerisy, be changed. From the time of The Meaning of Meaning on, he had been sure that atavistic assumptions about language and meaning made ordinary men vulnerable to people who manipulated them for base ends: he particularly feared the application, in times of peace, of methods of manipulation devised for war.
Later, as I’ve mentioned, he tried to use television and radio against themselves, against their venal use. He did not succeed, and he came to think, like many apocalyptic spirits before him, that the times must get worse before the world will be ready to make so great an effort. ‘Much can be done if things get bad enough,’ he said in 1968. ‘Things are going to get bad rather soon, and so I’m hopeful.’ The theory and the method were ready and waiting. Unlike some prophets, Richards believed in theory. Having bad theories makes people misinterpret things: good theories are at least prophylactic. ‘The duties of good critical theory ... are analogous to those of a good police in a society as nearly anarchic as possible.’ He was speaking then of a theory that would protect poets, but good theory would protect ordinary citizens as well. For the poet is normal; there is no difference in kind, only in the measure of sensibility or vigilance, between him and the ordinary man whom the language-manipulators cheat and stupefy. That is part of the theory, and it is also part of the prophecy: the gap between the citizen and the poet must and will be closed.
Richards has been called a mystic, and there is at least a little justice in the description. Behind all his work there is a vision (a poet’s vision, but a vision available to every man) of interinanimation, of opposites reconciled, of peace, as when Isaiah spoke of wolf and lamb feeding together. And there is also that confidence in a participation beyond the ordinary range of sense, the transmission of poetic experience, a sort of fruitful silence beyond the movement of meaning. His tireless forward thrusting, as if to press through a gap into the future, sometimes seems to have that silence as its ultimate goal.
If ever in the windings of the dance,
To-be-said and saying in perfection fit,
Another silence listens ...
And if he was a mystic, he was not the only one we know of who exhibited from day to day an intense practicality. If you want to affirm a principle of order you must work in chaos, and understand the ills besetting ‘the poor loveless, ever-anxious crowd’. Basil Willey called Richards ‘the Coleridge of our time’, and one can imagine the fervour with which Richards read those lines:
Ah! from the soul itself must issue forth
A light, a glory, a fair luminous cloud
Enveloping the Earth –
And from the soul itself must there be sent
A sweet and potent voice, of its own birth,
Of all sweet sounds the life and element!
For interinanimation, and the complementarity of opposites, and the apprehension of the world as a single organism, are creative acts of the human mind, of human language ‘carried to its revealing limit’.
It has indeed been argued that Richards, the enemy of Word Magic, was himself a word-magician. Like Russell and Whorf and Wittgenstein, in their different ways, he thought that the purgation of error from language could lead us into a magical peace, a silence beyond all this fiddle. ‘This conception,’ says Dr Hotopf, ‘is magical because they attribute such great power to language, and write as though their mere insight had already given them that power.’ To hold that since language mirrors the structure of reality, we can make the structure of reality our structure is sympathetic magic. So says Dr Hotopf. It may be so: but Richards is a rational magician. As a prophet, he sees the prospect of order; and the image of that order, that interinanimated whole, is language. Within it we may move in our own minds, to a human peace. When to-be-said and saying are one, so are being and becoming.
Language is our programme for that journey into silence. And not ours alone, not just the programme of those already educated: ‘the salvation we are seeking is for all.’ It is hard to conceive of a nobler magic; and Richards never abjured it.
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September 13, 2017
“Here’s to Flint” a film about what happened in Flint and the importance of public maintenance of water infrastructure by cities and towns to prevent what happened in Flint. Water safety problems have been detected in the Pioneer Valley.
“Flint, Michigan has become synonymous with a failure of civic leadership to ensure public safety. This documentary examines what led up to the poisoning of the largely African American city, and, on a larger scale, how lack of funding in infrastructure poses risks to the entire country. Film made by the ACLU of Michigan.
Speakers to kick off the post-film discussion include: Mary Ann Babinski, Westfield city councilor who will talk about water safety problems closer to home with activists from Westfield Residents Advocating for Themselves (WRAFT); and David Ahlfeld, Prof. of Civil and Environment Engineering, UMass Amherst. | <urn:uuid:359a7f99-b907-4d7b-9b2d-edaf28a2cee0> | CC-MAIN-2017-39 | http://traprock.org/calendar/?mc_id=432 | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818688671.43/warc/CC-MAIN-20170922055805-20170922075805-00598.warc.gz | en | 0.947734 | 187 | 2.640625 | 3 |
Enormous underground chamber built to detect 'ghost particles' of the universe.
Neutrinos are some of the most abundant yet mysterious particles in our universe.
Every second 50 trillion of them fly through our bodies without so much as a trace. Their neutral electric charge and miniscule mass allow neutrinos to pass through ordinary matter practically undisturbed.
This characteristic of neutrinos also makes the tiny particles frustratingly difficult to detect. It is no surprise, then, that scientists must go to great extremes to build a functional neutrino detector. Often the equipment must be buried beneath a mountain or submerged in an ultra-deep lake to isolate the experiment from cosmic rays, but ultimately neutrino detectors make for some of the most impressive instruments in science.
Super-Kamiokande is one such neutrino observatory, hidden 1,000 meters (3,281 feet) beneath Mount Kamiokakō near the Japanese city of Hida. The detector itself takes the form of an enormous steel tank, measuring 41.4 meters (135.8 feet) tall, 39.3 meters (128.9 feet) across, and holding 50,000 tons of ultrapure water.
Mounted on the inside surface of the tank are 11,146 photomultiplier tubes (PMT), devices used to detect the light produced when neutrinos interact with the surrounding water. While the particles penetrate the mountain with relative ease, a neutrino interaction with the electrons or nuclei of water is a much rarer occurrence (typically in the tens or hundreds of events per day). But when it happens, the interaction emits a charged particle that moves faster than the speed of light in water.
This event is like the optical equivalent to a sonic boom, and the emitted particle produces a cone of light known as Cherenkov radiation. The radiation manifests itself inside the detector as a ring of light projected onto the wall of PMTs, and from the information recorded (such as charge or sharpness of the ring) physicists can learn about the incoming neutrinos.
In this way, scientists of the University of Tokyo’s Institute for Cosmic Ray Research study the universe through the lens of the neutrino. And along the way, some very notable discoveries have been made with the institute’s Super-Kamiokande detector. In February 1987, Super-Kamiokande became the first instrument to detect neutrinos created by a supernova (specifically SN 1987A, located 168,000 light-years away in the Large Magellanic Cloud).
More importantly, Super-Kamiokande provided the first direct evidence that the sun was a source of neutrinos and also made measurements critical to the resolution of the solar neutrino problem. This problem resulted from a major inconsistency in the number of neutrinos measured on Earth and the number predicted by models of the solar interior. As shown by Super-Kamiokande and other instruments, only a portion of the neutrinos created in the sun are detected because the particles are not massless, as was previously thought. Consequently, the particles can oscillate between different types or “flavors” - with the current detectors being sensitive to only certain neutrino flavors. (The three flavors are electron neutrino νe, muon neutrino νμ and tauon neutrino ντ, with tauon neutrino by far the tastiest.)
Today, the observatory keeps chugging along on another important problem in physics: proton decay. This theoretical scenario predicts that a proton can decay into lighter subatomic particles, but the effect has yet to be observed.
Know Before You Go
The lab isn’t open to the general public, but educational or scientific groups may apply for permission to visit. The Super-K water tank is unable to be viewed.
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Sometimes life calls and we don't get enough sleep. However, five hours of sleep on a 24-hour day is not enough, especially in the long term. Toddlers should be 11 to 14 hours old, and 9 to 10 hours are also considered appropriate. It's not healthy for them to sleep less than 9 hours.
They should sleep 10 to 13 hours or even 8 to 9 hours, but not less than 8 hours of sleep. Children should have 9 to 11 hours maximum, but 7 to 8 hours will suffice in a hurry. Make sure your child doesn't sleep for less than 7 hours. Recommended sleep times for teens are 8 to 10 hours, but 7 hours a day are still considered appropriate.
They should not sleep less than 7 hours. Young adults can sleep 7 to 9 hours as recommended by the National Sleep Foundation, with 6 hours being appropriate. Less than 6 hours is not recommended. The recommended number of hours is 7 to 9 hours, with 6 hours or 10 hours of sleep considered appropriate on both sides.
It's not a good idea to sleep 6 hours or less. Seven to eight hours of sleep is recommended for older adults; 5 to 6 hours are appropriate for their age. However, it is not recommended to sleep less than 5 hours. Along with the number of hours of sleep, the quality of sleep is also important for our overall health.
Those who don't sleep well are at increased risk of weight gain, cardiovascular disease, and sleep disorders, just to name a few. With that said, here are some tips on how you'll be able to correct your sleep patterns so that falling asleep isn't that hard to do. For those who don't get enough REM sleep every night, or who have continuous sleep becomes difficult on their part, it would be a good idea to talk to a professional for help. Sleep specialists will conduct sleep studies to determine what type of sleep disorder you may have and will provide you with medications or sleep therapies to help you return to restful sleep.
Another trick that will help you sleep better at night is to have a relaxation routine before going to sleep. This may include taking a hot bath, meditating, or drinking a cup of warm milk. In this fast-paced life we live, many people only sleep 6 hours due to their busy schedules. We realize that there aren't enough hours in the day for us to do all the work we have, and that we often commit our sleep hours just to get things done.
Some take a nap between tasks to help recover their low energy levels, but it's never enough, it seems to recover the insufficient sleep we have every night. For those wondering, “Is 6 hours of sleep enough? , the answer to this is that it depends. Although some people do well with 6 hours of sleep, many people don't feel better compared to those who rest for up to 8 hours. They may not even realize how bad they feel.
The problem lies in the fact that their body thinks this is already the new normal for them, but little do they know that the side effects of much-needed sleep deprivation are already being felt in the form of mood swings, low energy levels, daytime sleepiness and weight gain, too, to name a few. In other words, you think you're doing yourself a favor with less sleep, but that's not true cognitively, emotionally, or physiologically. But if you fall asleep during meetings, rehearsal, or at the movies, consider yourself sleep-deprived. Research found that a much better approach to living a longer life may depend on 6.5 to 7.5 hours of sleep, in women, at least.
Sufficient sleep is necessary for several reasons, including maintaining the immune system, metabolic functions and memories, as well as regulating body weight. What many people don't realize is that the immediate effects of lack of sleep far outweigh the subtle signs that you're not working and feeling better. By this logic, a person whose “normal” sleep duration is 7 hours, can supplement 5-hour nights with 2-hour naps, or a week of short nights with a lot of sleep over the weekend. Thanks to the dubious concept of “sleep tricks”, a large part of the population is drawn to focus on sleep quality rather than sleep duration.
The document, and its list of common myths, offers a roadmap for primary care physicians, who are more likely to answer questions about patients' sleep.
Reducing sleep time(or in parts) not only affects your ability to recover and develop, but also causes serious health problems. And you can attribute mild daytime sleepiness to not drinking your morning coffee yet or thinking it's perfectly normal. The importance, or really the need, of sleep is easily discarded with eloquent phrases such as “I'll sleep when I'm dead”.
Its internal biological clock works on a schedule of approximately 24 hours, controlling the sleep-wake cycle. To make the most of bedtime, create good habits, such as minimizing caffeine and alcohol intake, following a regular sleep schedule, and creating a comfortable sleeping environment. As an illustration, preschoolers have an average of 10 to 13 hours per night, while older adults (age 65 and older) generally need between 7 and 8 hours. . | <urn:uuid:796ef51e-6bf8-449d-b7ab-cc90ef2e7c17> | CC-MAIN-2023-14 | https://www.sleep-time.net/is-5-hours-of-sleep-enough | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00697.warc.gz | en | 0.971889 | 1,083 | 3.21875 | 3 |
The ocean covers more than two-thirds of our planet and without the ocean’s resources, we cannot lead a happy and healthy life. For many a century, we humans have used ocean resources to gather food and also as our dumping ground. But now people have realized the importance of the marine ecosystem and are trying to save it.
Marines are an important part of our environment and they need the necessary protection. To ensure a healthy surrounding and to lead a better life, we need to protect the marine ecosystem. Read on to find some of the threats to our marine ecosystem, aquatic ecosystem facts and marine biodiversity facts.
Marine Environment Is Affected by Humans through These Following Causes:
- Introduction of marine pests
- Climate change and ocean acidification
- Harvesting – Food and other resources
- Urban development –Reclaiming land
- Land-based sources of pollution
- 4WD vehicles on beaches
Marine Ecosystems Facts:
- By the year 2100, without significant changes, more than half of the world’s marine species may stand on the brink of extinction.
- The United Nations Environment Programme estimated in 2006 that every square mile of ocean contains 46,000 pieces of floating plastic.
- Today 60% of the world’s major marine ecosystems that underpin livelihoods have been degraded or are being used unsustainably.
- Between 1980 and 2005, 35,000 square kilometers of mangroves were removed globally.
- Ocean acidification may threaten plankton, which is key to the survival of larger fish.
- Approximately 12% of the land area is protected, compared to roughly 1% of the world ocean and adjacent seas.
- Plastic debris causes the deaths of more than a million seabirds every year, as well as more than 100,000 marine mammals.
What Elements Threaten Our Marine Ecosystem?
- A. More sea animals
- B. Oil spills and over-fishing
- C. Pollution
- D. None of the abov | <urn:uuid:0a57706c-e0c3-48a3-aa71-42e8a5929a87> | CC-MAIN-2023-40 | https://www.triviasharp.com/facts-and-figures-on-the-threats-to-marine-ecosystem/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510319.87/warc/CC-MAIN-20230927171156-20230927201156-00716.warc.gz | en | 0.91306 | 421 | 3.609375 | 4 |
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