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Using deep web search engines to find articles on a research topic Overview of deep web search engines Not all information is freely available on the Internet. There is a vast amount of information that is only available to those who pay for access. This information is in the region of the Internet known as the "deep web". The Library subscribes to parts of the deep web so you as Laurier students get free access. If a website ever asks you to pay for an article, contact the your librarian (Mark). The Library has ways of getting students free access to any academic resource. You can use deep web search engines to find quality, peer-reviewed academic journal articles in the deep web. Deep web search engines Psychology students in Qualitative Methods in Psychology may find these search engines most helpful: - To search for journal articles about psychology use the "PsycINFO" search engine (opens in new tab) - You may also find articles about your topic by using a search engine that has more of a focus on the social dimension: "Sociological Abstracts" search engine (opens in new tab) Tips for using deep web search engines Search engines that search the deep academic web often come with very powerful tricks. Using double quotes to find an entire phrase To find matches for a series of words or a phrase, put your search terms in double quotes. For example: - "climate change": When entered into the search box, the double quotes will search article records for the whole phrase "climate change" - "water reduction education": When entered into the search box, the double quotes will search article records for the whole phrase "water reduction education" Using the wildcard operator communi*: searches for words starting with "communi". Will return "community" or "communities" Using boolean operators "climate change" OR "global warming": Will search for articles with either the phrase "climate change" or "global warming". This is great when you aren't sure which phrase or word might be used. Using proximity operator water NEAR/10 education: searches for articles where water and education are within 10 words of each other garden NEAR/3 community: searches for articles where garden and community are within 3 words of each other Finding a journal article with a citation - Video tutorial about how to get a journal article when you have the citation (transcripts provided) (opens in new tab) - On the library home page, look up the journal by the title (opens in new tab), then find the specific issue and article - On the library home page, search for the title of the article in the Primo search box (opens in new tab) Need help understanding a concept quickly? Consult reference collection: - Handbooks about qualitative methodologies - The SAGE Handbook of Qualitative Research in Psychology (open in new tab) - The SAGE Handbook of Grounded Theory (opens in new tab) - The SAGE Handbook of Qualitative Research in Psychology (opens in new tab) - Handbook of Data Analysis (opens in new window) - The SAGE Handbook of Interview Research: The Complexity of the Craft (opens in new window) - The SAGE Handbook of Qualitative Methods in Health Research (opens in new window) - Handbook of Interview Research (opens in new tab) - The SAGE Handbook of Case-Based Methods (opens in new tab) - Encyclopedias about qualitative methodologies Educational videos about qualitative research - Advantages and Disadvantages of Qualitative Methods (opens in new tab) - Coding qualitative documents (opens in new tab) - Exploring Qualitative Methods (opens in new tab) - Includes segments on - Questionnaire methods - Interview methods - Case study methods - Includes segments on Movies about ethical aspects of doing research - The Stanford Prison Experiment, trailer (opens in new tab) - The Stanford Prison Experiment, DVD from the Library (call number PN1997.2 .S73 2015, on the 4th floor)
Paul A. Van Dyke In 1684, China reopened its doors to trade with the outside world, which had a huge impact on the development of global commerce. Canton quickly emerged as one of the few ports in the world where everyone was welcomed and where everyone (except Japanese and Russians) had access to everything including tea, silk, and porcelain. Unlike other ports, individual traders in Canton could buy and sell the same high-quality products as those handled by the East India companies. As the Canton trade grew, international networks became more sophisticated; as more ships went to China, new forms of remittance such as Letters of Credit and Bills of Exchange became standard, which streamlined international finance; as more money flowed into Canton, more goods were distributed worldwide, which gave rise to globalization; as economies in both the eastern and western hemispheres became more integrated with the Chinese market, there was a parallel decline in the risks of conducting trade, which encouraged the advancement of private enterprise. One by one the large East India companies found it increasingly more difficult to compete and went broke. However, the success of the Canton trade was also its weakness. Because the legal trade was so dependent on silver collected from opium sales, and because a decline in opium sales would likely lead to a decline in rice imports, only minimal efforts were made by local officials to stop the smuggling. Foreigners were eventually able to overcome the system with the outbreak of war in the late 1830s, but this happened because the system had already defeated itself.
BERKELEY -- Bay Area teens combined high tech and low tech at the Lawrence Hall of Science Saturday, and the results were pretty darn amazing. The teen interns from the TechHive lab at UC Berkeley's Lawrence Hall of Science showed off their technology-based exhibits and demonstrations created with a range of digital media, hardware and software tools, as well as decidedly low-tech items such as bikes and shoes. Launched in 2013, the TechHive Studio is the newest of the Hall of Science's three teen internship programs open to Bay Area high school students. The program builds on the make-it-yourself movement, while helping teens get excited about science, math and technology in school. The inaugural group is made up of 27 students from across the East Bay who meet on weekends at the science museum. They work with engineering students from UC Berkeley and staff from the Hall of Science to develop the various projects that were on display. A project known as the bike simulator gives a stationary cyclist the feeling of being outdoors by creating a virtual tour of the neighborhood around Oakland's Lake Merritt. The pedaling action of the bicyclist rotates a drum outfitted with miniature replicas of buildings and landmarks that are attached with low-tech Velcro. A camera behind the drum is activated and the images captured by the camera are projected onto a wall. "It makes it more interesting with the camera," said Ethan Smith, who attends Oakland Tech. "A lot of our projects try to take something and build it into a physical thing, but also look at how technology can make it better." Garrett Yakushiji, a 15-year-old Richmond resident who attends El Cerrito High School, also was on the team of interns who worked on the bike simulator project. "This is our first analog project, the first one with no computers," he said of the ingredients that included an old bike and wooden components. Nikita Gupta, 15, a student at Irvington High School in Fremont, used shoes to show how circuitry works. "Every time you take a step, it lights up," she said. "The reason it does this is that there are ball bearings that move down and complete the circuit. This is really a fun way to spice up your everyday items such as shoes and make them really colorful." The pre-college design and engineering internship program is geared toward high school students who have an interest in science, but a science background is not a requirement, said Sherry Hsi, leader of the TechHive program and a research director at the Hall of Science. Located in the Hall's original amphitheater, the TechHive Studio makes it possible for participating teens to explore new ideas, figure out design challenges and make prototype projects while using a wide range of technologies, she said. Funding is provided by Oracle and Motorola Solutions Foundations. "We want to give kids an authentic experience with hands-on science, engineering and computers," said Hsi. For more information about teen internship programs offered at the Hall of Science, go to www.lawrencehallofscience.org/get_involved/join_our_team/teen_interns. Contact Eve Mitchell at 925-779-7189. Follow her on Twitter.com/EastCounty_Girl.
British Steel is conducting a major study into the use of green hydrogen in the company’s drive to decarbonise its operations and manufacture net zero steel. The steelmaker, which is collaborating with EDF UK, UCL (University College London) and the Materials Processing Institute, has pledged to deliver net-zero steel by 2050 and significantly reduce its CO2 intensity by 2030 and 2035. To support its ambitious plans, it has secured funding from the UK Government for a feasibility study into switching from natural gas to green hydrogen as a fuel source for re-heating furnaces. If the study is successful, British Steel will undertake an industrial-scale demonstration which could see the technology developed and rolled out across all its operations including its main manufacturing base in Scunthorpe. It could also be adopted by other UK steelmakers. British Steel won funding for the research from the UK Government’s Net Zero Innovation Portfolio (NZIP). The NZIP funding from the Department for Business, Energy & Industrial Strategy (BEIS) provides funding for low-carbon technologies and systems. Decreasing the costs of decarbonisation, the Portfolio will help enable the UK to end its contribution to climate change. With its partners, British Steel is now undertaking a 6-month study based on operations at its Teesside Beam Mill. The study links into the Tees Green Hydrogen project – a pioneering scheme that will use green electricity from the nearby Teesside Offshore Wind Farm along with a new solar farm, which EDF Renewables UK intends to construct near Redcar, to power its hydrogen electrolyser. Tees Green Hydrogen will supply local business customers with hydrogen to support decarbonisation efforts and a significant reduction in industrial pollution.
DESSA, the Disability Equality Specialist Support Agency, was established in 2001 to work with community development organisations promoting the inclusion of people with disabilities and their families at community level through their engagement in local community. A person with a disability has been defined by the Commission on the Status Of People With Disabilities as ‘a person with a physical, mental, intellectual, emotional or sensory impairment and who, due to the way society is organised, encounters obstacles to participation on equal and equally effective terms with all others in all aspects of the life of the community’. DESSA has adopted this definition as it is in line with the philosophy and approach of the organisation in acknowledging the responsibility of society to facilitate people with disabilities in overcoming barriers to full and equal participation in the social, economic, cultural and political life of their communities. DESSA is funded by the Department of Rural and Community Development to develop and deliver social inclusion initiatives to people with disabilities and their families. The main aim of the DESSA is to empower and create opportunities for groups and individuals experiencing social exclusion to enhance their capacity to play a role in creating change in their communities and in society at large. Underpinning DESSA’s work is an inclusive equality framework, setting out key strategies – advocacy, capacity building, mainstreaming participation, networking, supporting families experiencing disability and policy development – within which support is given to individuals, families and community development organistions to facilitate inclusive actions, thus enabling people with disabilities live fuller and active lives and participate on an equal basis in Irish society .
Christopher T. Belser, M. Ann Shillingford, Andrew P. Daire, Diandra J. Prescod, Melissa A. Dagley The United States is facing a crisis with respect to filling job vacancies within science, technology, engineering, and math (STEM) industries and with students completing STEM undergraduate degrees. In addition, disparities exist for females and ethnic minorities within STEM fields. Whereas prior research has centered on disparities in STEM fields, retention rates, and some intervention programs, researchers have not given much attention to the role of career development initiatives within STEM recruitment and retention programming. The purpose of the present study was to incorporate demographic variables, math performance, and career development–related factors into predictive models of STEM retention with a sample of undergraduate students within a STEM recruitment and retention program. The resulting two models accurately predicted first-year to second-year retention with 73.4% of the cases and accurately predicted first-year to third-year retention with 70.0% of the cases. Based on the results, the researchers provide a rationale for STEM career programming in K–12 and higher education settings and for the inclusion of career development and career counseling in STEM education programming. Keywords: STEM, retention, career development, career counseling, undergraduate student The United States lacks an adequate number of workers to keep up with the demand for trained workers in science, technology, engineering, and mathematics (STEM) fields (National Center for Science and Engineering Statistics [NCSES], 2017; National Science Board, 2018; Sithole et al., 2017). Researchers have pointed to the overall stagnancy of undergraduate students declaring and completing STEM degrees (Carnevale, Smith, & Melton, 2011; Doerschuk et al., 2016; Sithole et al., 2017). Additionally, underrepresentation is a problem for racial and ethnic minorities and females in STEM fields (NCSES, 2017). Because of these disparities, universities have developed programs centered on recruitment and retention of STEM undergraduates (Bouwma-Gearhart, Perry, & Presley, 2014; Dagley et al., 2016; Schneider, Bickel, & Morrison-Shetlar, 2015) and both government and private entities invest billions of dollars annually toward STEM initiatives at the K–12 and higher education levels (Carnevale et al., 2011). However, many of these endeavors have failed to incorporate components centered on career development or career planning. The National Career Development Association (2015) defined career development as “the sequence of career-related choices and transitions made over the life span” (p. 4) and career planning as a structured process through which a person makes decisions and plans for a future career. Career development activities, such as structured career planning courses, have shown efficacy with general undergraduate populations (Osborn, Howard, & Leierer, 2007; Reardon, Melvin, McClain, Peterson, & Bowman, 2015) but have been studied less commonly with STEM-specific undergraduate populations (Belser, Prescod, Daire, Dagley, & Young, 2017, 2018; Prescod, Daire, Young, Dagley, & Georgiopoulos, in press). In the present study, researchers examined a STEM recruitment and retention program that did include a career planning course. More specifically, the research team sought to investigate relationships between demographics (e.g., gender, ethnicity), math scores, and various aspects of the undergraduate STEM program and student retention in the first 2 years of college. Gender, Ethnicity, and STEM Gender disparities are a common sight within STEM degree programs and the larger STEM workforce (NCSES, 2017). Females who are interested in math and science are more likely to be tracked into non-diagnosing health practitioner fields, such as nursing (ACT, 2018; NCSES, 2017). Some researchers have pointed to the K–12 arena as the root of these gender disparities that permeate undergraduate programs and STEM professions (Mansfield, Welton, & Grogan, 2014), whereas others have identified specific problems, such as differences in math and science course completion over time (Chen & Soldner, 2013; Riegle-Crumb, King, Grodsky, & Muller, 2012), stereotype threat (Beasley & Fischer, 2012), and STEM confidence (Litzler, Samuelson, & Lorah, 2014). As a result, existing predictive models typically indicate a lower likelihood of females completing a STEM degree compared to male students (Cundiff, Vescio, Loken, & Lo, 2013; Gayles & Ampaw, 2014). Similarly, disparities in STEM degree completion and STEM job attainment exist between ethnic groups (NCSES, 2017; Palmer, Maramba, & Dancy, 2011). Although progress has been made in degree attainment in certain STEM areas, other areas have stagnated or are declining in participation by ethnic minority students (Chen & Soldner, 2013; NCSES, 2017). Foltz, Gannon, and Kirschmann (2014) identified protective factors for minority students in STEM, such as receiving college-going expectations from home, establishing connections with STEM faculty members (particularly those of color), and developing connections with other minority students in STEM majors; however, the disparities in STEM programs help perpetuate a cycle of many students not being exposed to these protective factors. The intersectionality of ethnicity and gender in STEM fields has become a topic producing interesting findings (Riegle-Crumb & King, 2010). In addition to observing disparities across ethnic groups, researchers have observed disparities within ethnic groups based on gender (Beasley & Fischer, 2012; Cundiff et al., 2013; Riegle-Crumb & King, 2010). Specifically with males of color, predictive models have been inconclusive, with some showing a higher likelihood of completing a STEM degree (Riegle-Crumb & King, 2010) and others showing a lower likelihood (Cundiff et al., 2013; Gayles & Ampaw, 2014). Mathematics and STEM The SAT is one of the most widely used college admissions tests (CollegeBoard, 2018). Researchers have correlated the math sub-score with undergraduate math and science classes within the first year, indicating that higher SAT math scores indicate a higher probability of higher course grades in math and science courses (Wyatt, Remigio, & Camara, 2012). Additionally, researchers have identified SAT scores as predictors of academic success and university retention (Crisp, Nora, & Taggart, 2009; Le, Robbins, & Westrick, 2014; Mattern & Patterson, 2013; Rohr, 2012). Despite its wide use in higher education admissions, the SAT may not be free from bias. Numerous scholars have highlighted potential test bias, particularly against ethnic minorities (Dixon-Román, Everson, & McArdle, 2013; Lawlor, Richman, & Richman, 1997; Toldson & McGee, 2014). Nevertheless, its wide use makes it a prime instrument for research. In addition to the SAT scores, researchers also have demonstrated that taking higher-level math courses and having higher math self-efficacy translate to better outcomes within STEM majors (Carnevale et al., 2011; Chen & Soldner, 2013; Nosek & Smyth, 2011). Specifically, taking calculus-based courses in high school correlated with retention in STEM majors (Chen & Soldner, 2013). Nosek and Smyth (2011) found connections between gender and internalized math variables, such as warmth for math, identification with math, and self-efficacy; females across the life span showed lower levels of each of these variables, but the authors did not test these against retention outcomes in STEM majors. However, one could hypothesize that having lower levels of warmth toward math and not being able to identify with math would likely impact one’s career decisions, particularly related to math and science fields. Career Interventions and STEM Career theory can provide for understanding one’s interest in STEM fields (Holland, 1973), one’s exposure to STEM fields (Gottfredson, 1981), and one’s beliefs or expectations about the process of choosing a STEM field (Lent, Brown, & Hackett, 2002; Peterson, Sampson, Lenz, & Reardon, 2002). However, career interventions, such as a career planning class, are more likely to make a direct impact on career outcomes with undergraduates. In one review of research on undergraduate career planning courses, more than 90% of the courses produced some measurable positive result for students, such as increased likelihood of completing a major, decreased negative career thinking, and increased career self-efficacy (Reardon & Fiore, 2014). Other researchers have reported similar results with generic undergraduate career planning courses (Osborn et al., 2007; Saunders, Peterson, Sampson, & Reardon, 2000). Researchers have studied structured career planning courses specific to STEM majors with much less frequency. In one such study, Prescod and colleagues (in press) found that students who took a STEM-focused career planning course scored lower on a measure of negative career thinking at the end of the semester. In a similar study, STEM-interested students in a STEM-focused career planning course had lower posttest scores on a measure of negative career thinking than declared STEM majors at the end of the same semester (Belser et al., 2018). Additionally, in a pilot study, Belser and colleagues (2017) found that greater reductions in negative career thinking predicted higher odds of being retained in a STEM major from the first to second year of college; in this same study, the authors found that students who participated in a STEM-focused career planning course were more likely to be retained in a STEM major than students in an alternative STEM course. Researchers have not given ample attention to determining how career planning and other career variables fit into predictive models of retention in STEM majors. Statement of the Problem and Hypotheses As previously noted, prior researchers have paid limited attention to developing predictive models that incorporate career development variables along with demographics and math performance. Developing effective predictive models has implications for researchers, career practitioners, higher education professionals, and the STEM workforce. To this end, the researchers intend to test two such models related to retention in STEM majors using the following hypotheses: Hypothesis 1: First-year to second-year undergraduate retention in STEM majors can be predicted by ethnicity, gender, initial major, math placement–algebra scores, SAT math scores, STEM course participation, and Career Thoughts Inventory (CTI) change scores. Hypothesis 2: First-year to third-year undergraduate retention in STEM majors can be predicted by ethnicity, gender, initial major, math placement–algebra scores, SAT math scores, STEM course participation, and CTI change scores. In this study, researchers examined multi-year retention data for students in a STEM recruitment and retention program at a large research university in the Southeastern United States and utilized a quasi-experimental design with non-equivalent comparison groups (Campbell & Stanley, 1963; Gall, Gall, & Borg, 2007). Because this study was part of a larger research project, Institutional Review Board approval was already in place. The COMPASS Program The COMPASS Program (Convincing Outstanding Math-Potential Admits to Succeed in STEM; Dagley et al., 2016) is a National Science Foundation–funded project that seeks to recruit and retain undergraduate students in STEM majors. To enter the program, students must have a minimum SAT math score of 550, an undeclared major at the time of applying to the university and program, and an expressed interest in potentially pursuing a STEM degree. However, some students accepted to the COMPASS Program declare a STEM major between the time that they are accepted into the COMPASS Program and the first day of class, creating a second track of students who were initially uncommitted to a major at the time of application. Students in both tracks have access to math and science tutoring in a program-specific center on campus, are matched with undergraduate mentors from STEM majors, have access to cohort math classes for students within the program, and can choose to live in a residence hall area designated for COMPASS participants. Depending on which COMPASS track students are in, they either take a STEM-focused career planning course or a STEM seminar course during their first semester. COMPASS participants who started college without a declared major take a STEM-focused career planning class in their first semester. The activities of this course include a battery of career assessments and opportunities to hear career presentations from STEM professionals, visit STEM research labs, and attend structured career planning activities (e.g., developing a career action plan, résumé and cover letter writing, small group discussions). The first author and fourth author served as instructors for this course, and both were counselor education doctoral students at the time. Participants who had declared a STEM major between the time they were accepted into the COMPASS Program and the first day of class took a STEM seminar course instead of the career planning class. The structure of this course included activities designed to help students engage with and be successful in their selected STEM majors, including presentations on learning styles and strategies, time management, study skills, professional experiences appropriate for STEM majors, and strategies for engaging in undergraduate research. Guest speakers for the class focused more on providing students with information about how to be successful as a STEM student. The course did not include career planning or career decision-making activities specifically geared toward helping students decide on a major or career field. A science education doctoral student served as the instructor of record for the course, with graduate students from various STEM fields serving as teaching assistants. The university’s Institutional Knowledge Management Office provided demographic data on program participants. Table 1 displays descriptive data for participants, organized by second-year retention data (i.e., retention from the first year of college to the second year of college, for Hypothesis 1) and third-year retention data (i.e., retention from the first year of college to the third year of college, for Hypothesis 2). The frequencies for the subcategories were smaller for the third-year retention data (Hypothesis 2) because fewer participants had matriculated this far during the life of the project. Table 1 also breaks down each subset of the data based on which students were retained in a STEM major and which were not retained. Descriptive Statistics for Categorical Variables Second-Year Retention Descriptives Third-Year Retention Descriptives Note. a = percentage of the Retained group. b = percentage of the Not Retained group. c = percentage of the Total group. Gender representation within the two samples was split relatively evenly, with female participants represented at a higher rate in the sample than in the larger population of STEM undergraduates and at a higher rate than STEM professionals in the workforce. Both samples were predominantly Caucasian/White, with no other ethnic group making up more than one-fourth of either sample individually; these ethnicity breakdowns were reflective of the university’s undergraduate population and somewhat reflective of STEM disciplines. The students who took the STEM-focused career planning course accounted for a larger percentage of both total samples and also of the not-retained groups. Regarding initial major, the largest percentage of students fell within the initially undeclared category, with the next largest group being the initially STEM-declared group (these students officially declared a STEM major but were uncommitted with their decision). The researchers conducted an a priori power analysis using GPower 3 (Cohen, 1992; Faul, Erdfelder, Lang, & Buchner, 2007), and the overall samples of 429 and 271 were sufficient for the binary logistic regression. With logistic regression, the ratio of cases in each of the dependent outcomes (retained or not retained) to the number of independent variable predictors must be sufficient (Agresti, 2013; Hosmer, Lemeshow, & Sturdivant, 2013; Tabachnick & Fidell, 2013). Following Peduzzi, Concato, Kemper, Holford, and Feinstein’s (1996) rule of 10 cases per outcome per predictor, the samples were sufficient for all independent variables except ethnicity, which had multiple categories with fewer than 10 cases. However, Field (2009) and Vittinghoff and McCulloch (2006) recommended having a minimum of five cases per outcome per predictor, which the sample achieved for all independent variables. Variables and Instruments The analysis included 10 independent variables within the logistic regression models. The university’s Institutional Knowledge Management Office (IKMO) provided data for the four categorical variables displayed in Table 1 (gender, ethnicity, course, and initial major). Four of the independent variables represented the participants’ total and subscale scores on the CTI, which students completed in either the career planning course or the STEM seminar course. The other two independent variables were participants’ scores on the SAT math subtest and the university’s Math Placement Test–Algebra subscale; the IKMO provided these data as well. Career Thoughts Inventory (CTI). The CTI includes 48 Likert-type items and seeks to measure respondents’ levels of negative career thinking (Sampson, Peterson, Lenz, Reardon, & Saunders, 1996a, 1996b). To complete the CTI, respondents read the 48 statements about careers and indicate how much they agree using a 4-point scale (strongly disagree to strongly agree). The CTI provides a total score and scores for three subscales: (a) Decision Making Confusion (DMC); (b) Commitment Anxiety (CA); and (c) External Conflict (EC). Completing the instrument yields raw scores for the assessment total and each of the three subscales, and a conversion table printed on the test booklet allows respondents to convert raw scores to T scores. Higher raw scores and T scores indicate a higher level of problematic thinking in each respective area, with T scores at or above 50 indicating clinical significance. For the college student norm group, internal consistency alpha coefficients were .96 for the total score and ranged from .77 to .94 for the three subscales (Sampson et al., 1996a, 1996b). With the sample in the present study, the researchers found acceptable alpha coefficients that were comparable to the norm group. The researchers used CTI change scores as predictors, calculated as the change in CTI total and subscale scores from the beginning to the end of either the career planning class or the STEM seminar class. SAT Math. High school students take the SAT as a college admissions test typically in their junior and/or senior years (CollegeBoard, 2018). Although the SAT has four subtests, the researchers only used the math subtest in the present study. The math subtest is comprised of 54 questions or tasks in the areas of basic mathematics knowledge, advanced mathematics knowledge, managing complexity, and modeling and insight (CollegeBoard, 2018; Ewing, Huff, Andrews, & King, 2005). In a validation study of the SAT, Ewing et al. (2005) found an internal consistency alpha coefficient of .92 for the math subtest and alpha coefficients ranging from .68 to .81 for the four math skill areas. The researchers were unable to analyze psychometric properties of the SAT math test with the study sample because the university’s IKMO only provided composite and subtest total scores, rather than individual item responses. Math Placement Test–Algebra Subtest. The Math Placement Test is a university-made assessment designed to measure mathematic competence in algebra, trigonometry, and pre-calculus that helps the university place students in their first math course at the university. All first-time undergraduate students at the university are required to take the test; when data collection began, the mandatory completion policy was not yet in place, so some earlier participants had missing data in this area. The test is structured so that all respondents first take the algebra subtest and if they achieve 70% accuracy, they move to the trigonometry and pre-calculus subtests. Similar to the SAT, the researchers were unable to analyze psychometric properties of the test because the IKMO provided only composite and subtest total scores. Because the dependent variables (second-year retention and third-year retention) were dichotomous (i.e., retained or not retained), the researchers used the binary logistic regression procedure within SPSS Version 24 to analyze the data (Agresti, 2013; Hosmer et al., 2013; Tabachnick & Fidell, 2013). The purpose of binary logistic regression is to test predictors of the binary outcome by comparing the observed outcomes and the predicted outcomes first without any predictors and then with the chosen predictors (Hosmer et al., 2013). The researchers used a backward stepwise Wald approach, which enters all predictors into the model and removes the least significant predictors one by one until all of the remaining predictors fall within a specific p value range (Tabachnick & Fidell, 2013). The researchers chose to set the range as p ≤ .20 based on the recommendation of Hosmer et al. (2013). Preliminary data analysis included identifying both univariate and multivariate outliers, which were removed from the data file; conducting a missing data analysis; and testing the statistical assumptions for logistic regression. There were no missing values for categorical variables, but the assessment variables (CTI, SAT, and Math Placement Test) did have missing values. Results from Little’s (1988) MCAR test in SPSS showed that these data were not missing completely at random (Chi-square = 839.606, df = 161, p < .001). The researchers chose to impute missing values using the Expectation Maximization procedure in SPSS (Dempster, Laird, & Rubin, 1977; Little & Rubin, 2002). The data met the statistical assumptions of binary logistic regression related to multicollinearity and linearity in the logit (Tabachnick & Fidell, 2013). As previously discussed, the data also sufficiently met the assumption regarding the ratio of cases to predictor variables, with the exception of the ethnicity variable; after removing outliers, the Asian/Pacific Islander subcategory in the non-retained outcome had only four cases, violating the Peduzzi et al. (1996) and Field (2009) recommendation of having at least five cases. However, because the goal was to test the ethnicity categories separately rather than collapsing them to fit the recommendation, and because Hosmer et al. (2013) noted this was a recommendation and not a rule, the researchers chose to keep the existing categories, noting the potential limitation when interpreting this variable. Results The sections that follow provide the results from each of the hypotheses and interpretation of the findings. Hypothesis 1 stated that the independent variables could predict undergraduate STEM retention from Year 1 to Year 2. As stated previously, the backward stepwise Wald approach involved including all predictors initially and then removing predictors one by one based on p value until all remaining predictors fell within the p ≤ .20 range. This process took five steps, resulting in the removal of four variables with p values greater than .20: (a) CTI Commitment Anxiety Change, (b) CTI External Conflict Change, (c) Gender, and (d) CTI Decision Making Confusion Change, respectively. The model yielded a Chi-square value of 91.011 (df = 10, p < .001), a -2 Log likelihood of 453.488, a Cox and Snell R-square value of .198, and a Nagelkerke R-square value of .270. These R-square values indicate that the model can explain between approximately 20% and 27% of the variance in the outcome. The model had a good fit with the data, as evidenced by the Hosmer and Lemeshow Goodness of Fit Test (Chi-square = 6.273, df = 8, p = .617). The final model accurately predicted 73.4% of cases across groups; however, the model predicted the retained students more accurately (89.6% of cases) than the non-retained cases (45.8% of cases). Table 2 explains how each of the six variables retained in the model contributed to the final model. The odds ratio represents an association between a particular independent variable and a particular outcome, or for this study, the extent that the independent variables predict membership in the retained outcome group. With categorical variables, this odds ratio represents the likelihood that being in a category increases the odds of being in the retained group over the reference category (i.e., African American/Black participants were 1.779 times more likely to be in the retained group than White/Caucasian students, who served as the reference category). With continuous variables, odds ratios represent the likelihood that quantifiable changes in the independent variables predict membership in the retained group (i.e., for every unit increase in SAT math score, the odds of being in the retained group increase 1.004 times). The interpretation of odds ratios allows them to be viewed as a measure of effect size, with odds ratios closer to 1.0 having a smaller effect (Tabachnick & Fidell, 2013). Variables in the Equation for Hypothesis 1 95% C.I. for O.R. Ethnicity (African American/Black) Ethnicity (Asian/Pacific Islander) Initial Major (Declared STEM) Initial Major (Declared Non-STEM) STEM Seminar (Non-CP) CTI Total Change Note: B = Coefficient for the Constant; S.E. = Standard Error; O.R. = Odds Ratio; p < .05; p < .01; * p < .001. With logistic regression, the Wald Chi-square test allows the researcher to determine a coefficient’s significance to the model (Tabachnick & Fidell, 2013). Based on this test, Initial Major was the most significant predictor to the model (p < .001). Students in the initially Declared STEM category were 1.511 times more likely to be in the retained group than those in the initially Undeclared category (the reference category); the odds of being in the retained group decreased by a factor of .143 for students in the initially Declared Non-STEM group. The STEM course was the predictor with the second most statistical significance (p < .01), with students in the STEM seminar class being 2.340 times more likely to be in the retained outcome than those in the career planning class. The CTI Total Change score was statistically significant (p < .05), indicating that for every unit increase in CTI Total Change score (i.e., the larger the decrease in score from pretest to posttest), the odds of being in the retained group increase by a factor of 1.017. Ethnicity was a statistically significant predictor (p < .05), with each subcategory having higher odds of being in the retained group than the White/Caucasian group; however, the researchers caution the reader to read these odds ratios for ethnicity with caution because of the number of cases in some categories. SAT Math and Math Placement–Algebra were not statistically significant, but still fell within the recommended inclusion range (p < .20). Hypothesis 2 stated that the independent variables could predict undergraduate STEM retention from Year 1 to Year 3. As stated previously, the backward stepwise Wald approach involved including all predictors initially and then removing predictors one by one based on p value until all remaining predictors fell within the p ≤ .20 range. This process took six steps, resulting in the removal of five variables with p values greater than .20: (a) CTI Commitment Anxiety Change, (b) CTI Decision Making Confusion Change, (c) Gender, (d) CTI External Conflict Change, and (e) CTI Total Change, respectively. The model yielded a Chi-square value of 55.835 (df = 9, p < .001), a -2 Log likelihood of 307.904, a Cox and Snell R-square value of .191, and a Nagelkerke R-square value of .255. These R-square values indicate that the model can explain between approximately 19% and 26% of the variance in the outcome. The model had a good fit with the data, as evidenced by the Hosmer and Lemeshow Goodness of Fit Test (Chi-square = 9.187, df = 8, p = .327). The model accurately predicted 70.0% of cases across groups. In this analysis, the model predicted the non-retained students more accurately (72.7% of cases) than the retained cases (66.9% of cases). Table 3 explains how the variables within the model contributed to the final model. Based on the Wald test, Initial Major was the most significant predictor to the model (p < .001). Students in the initially Declared STEM category were 1.25 times more likely to be in the retained group than those in the initially Undeclared category (the reference category); the odds of being in the retained group decreased by a factor of .167 for students in the initially Declared Non-STEM group. The Math Placement–Algebra variable was statistically significant (p < .05), and the odds ratios indicated that for every unit increase in Math Placement–Algebra test score, the odds of being in the retained group are 1.005 higher. The STEM course variable was slightly outside the statistically significant range but fell within the inclusion range, with students in the STEM seminar class being 2.340 times more likely to be in the retained outcome than students in the career planning class. SAT Math was not statistically significant but still fell within the recommended inclusion range (p < .20). Ethnicity also was not a statistically significant predictor but fell within the inclusion range, with each subcategory having higher odds of being in the retained group than the White/Caucasian group; however, the researchers caution the reader to read these odds ratios for ethnicity with caution because of the number of cases in some categories. Variables in the Equation for Hypothesis 2 95% C.I. for O.R. Ethnicity (African American/Black) Ethnicity (Asian/Pacific Islander) Initial Major (Declared STEM) Initial Major (Declared non-STEM) STEM Seminar (Non-CP) Note: B = Coefficient for the Constant; S.E. = Standard Error; O.R. = Odds Ratio; * p < .05; *** p < .001. The researchers sought to determine the degree to which a set of demographic variables, math scores, and career-related factors could predict undergraduate retention in STEM majors. Based on descriptive statistics, the participants are remaining in STEM majors at a higher rate than other nationwide samples (Chen & Soldner, 2013; Koenig, Schen, Edwards, & Bao, 2012). The sample in this study was quite different based on gender than what is commonly cited in the literature; approximately 46% of the study’s sample was female, whereas the NCSES (2017) reported that white females made up approximately 31% of those in STEM fields, with minority females lagging significantly behind. The present study’s sample was more in line with national statistics with regard to ethnicity (NCSES, 2017; Palmer et al., 2011). With Hypothesis 1, the researchers sought to improve on a pilot study (Belser et al., 2017) that did not include demographics or math-related variables. Adding these additional variables did improve the overall model fit and the accuracy of predicting non-retained students, but slightly decreased the accuracy of predicting retained students, as compared to the Belser et al. (2017) model. In addition to improving the model fit, adding in additional variables reversed the claim by Belser et al. (2017) that students in the STEM-focused career planning class were more likely to be retained than the STEM seminar students. In the present study, the STEM seminar students, who declared STEM majors prior to the first day of college, were more likely to be retained in STEM majors, which is in line with prior research connecting intended persistence in a STEM major to observed retention (Le et al., 2014; Lent et al., 2016). With Hypothesis 2, the researchers sought to expand on the Belser et al. (2017) study by also predicting retention one year farther, into the third year of college. In this endeavor, the analysis yielded a model that still fit the data well. However, this model was much more accurate in predicting the non-retained students and was slightly less accurate in predicting the retained students, with the overall percentage of correct predictions similar to Hypothesis 1. This finding indicates that the included predictors may provide a more balanced ability to predict long-term retention in STEM majors than in just the first year. The initial major and STEM course variables performed similarly as in Hypothesis 1, and as such, similarly to prior research (Le et al., 2014; Lent et al., 2016). Although sampling issues warrant the reader to read ethnicity results with caution, ethnicity did show to be a good predictor of retention in STEM majors with both Hypotheses 1 and 2. More noteworthy, the African American/Black and Hispanic students had higher odds of being retained. This is inconsistent with most research that shows underrepresented minorities as less likely to be retained in STEM majors (Chen & Soldner, 2013; Cundiff et al., 2013; Gayles & Ampaw, 2014); however, at least one study has previously found results in which ethnic minority students were more likely to be retained in STEM majors (Riegle-Crumb & King, 2010). Gender was removed as a predictor from both models because of its statistical non-significance. Prior research has shown that females are less likely to be retained in STEM majors (Cundiff et al., 2013; Gayles & Ampaw, 2014; Riegle-Crumb et al., 2012), which separates this sample from prior studies. However, the COMPASS sample did have a larger representation of females than typically observed. Moreover, the COMPASS Program has been mindful of prior research related to gender and took steps to address gender concerns in program development (Dagley et al., 2016). The continuous variables retained in the models showed only a mild effect on predicting STEM retention. The SAT Math and Math Placement–Algebra scores did perform consistently with prior research, in which higher math scores related to higher odds of retention (CollegeBoard, 2012; Crisp et al., 2009; Le et al., 2014; Mattern & Patterson, 2013; Rohr, 2012). The CTI variables that were retained in the models performed in line with the Belser et al. (2017) pilot study specific to STEM majors and with prior research examining negative career thoughts in undergraduate retention in other majors (Folsom, Peterson, Reardon, & Mann, 2005; Reardon et al., 2015). Limitations and Implications The present study has limitations, particularly with regard to research design, sampling, and instrumentation. First, the researchers used a comparison group design rather than a control group, and as such, there were certain observable differences between the two groups. Not having a control group limits the researchers’ ability to make causal claims regarding the predictor variables or the STEM career intervention. The researchers also only included a limited number of predictors; the inclusion of additional variables may have strengthened the models. Although the sample size was sufficient based on the a priori power analysis, the low number of participants in some of the categories may have resulted in overfitting or underfitting within the models. Finally, the researchers were not able to test psychometric properties of the SAT Math subtest or the Math Placement–Algebra subtest with this sample because of not having access to the participants’ item responses for each. The researchers attempted to mitigate limitations as much as possible and acknowledge that they can and should be improved upon in future research. Future research in this area would benefit from the inclusion of a wider variety of predictor variables, such as math and science self-efficacy, outcome expectations, and internal processes observed with gender and ethnic minority groups (e.g., stereotype threat; Cundiff et al., 2013; Litzler et al., 2014). The researchers also recommend obtaining a larger representation of ethnic minority groups to ensure an adequate number of cases to effectively run the statistical procedure. Future researchers should consider more complex statistical procedures (e.g., structural equation modeling) and research designs (e.g., randomized control trials) to determine more causal relationships between predictors and the outcome variables. Because the results of this study indicate that a more solidified major selection is associated with higher odds of retention in STEM majors, university career professionals and higher education professionals should strive to develop programming that helps students decide on a major earlier in their undergraduate careers. Structured career development work, often overlooked in undergraduate STEM programming, may be one such appropriate strategy. Additionally, any undergraduate STEM programming must be sensitive to demographic underrepresentation in STEM majors and the STEM workforce and should take steps to provide support for students in these underrepresented groups. Similar to work with undergraduates, this study’s results provide a rationale for school counselors to engage students in STEM career work so that they can move toward a solidified STEM major prior to enrolling in college. The industry-specific career development work discussed within this study is just as important, if not more important, for students in K–12 settings. Moreover, school counselors, through their continued access to students, can serve as an access point for researchers to learn more about the STEM career development process at an earlier stage of the STEM pipeline. All of these endeavors point to the need for counselor educators to better prepare school counselors, college counselors, and career counselors to do work specifically with STEM and to become more involved in STEM career research. In the present study, the researchers built upon prior research in the area of STEM retention to determine which variables can act as predictors of undergraduate STEM retention. The binary logistic regression procedure yielded two models that provide insight on how these variables operate individually and within the larger model. 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Belser, NCC, is an assistant professor at the University of New Orleans. M. Ann Shillingford is an associate professor at the University of Central Florida. Andrew P. Daire is a dean at Virginia Commonwealth University. Diandra J. Prescod is an assistant professor at Pennsylvania State University. Melissa A. Dagley is an executive director at the University of Central Florida. Correspondence can be addressed to Christopher Belser, 2000 Lakeshore Drive, Bicentennial Education Center Room 174, New Orleans, LA 70148, email@example.com. Students in K–12 schools benefit from career counseling as a means to improve their readiness for academic and career success. This quantitative study explored the career counseling self-efficacy of 143 practicing middle school counselors using the Career Counseling Self-Efficacy Scale-Modified and a subscale of the School Counselor Self-Efficacy Scale. Although school counselors were confident overall, evidence of specific areas of concern and limited time for career counseling was found. Results related to the importance of prior teaching experience in relation to career counseling self-efficacy also were highlighted. Implications for school counselors and policymakers include examining the amount of time school counselors spend on providing career counseling in comparison to time spent on non-counseling–related duties. Keywords: career counseling, middle schools, school counselors, self-efficacy, time All students in K–12 do not have the same exposure to career opportunities. Providing avenues for students to learn about and identify ways to access a variety of careers is the responsibility of counselors in the school setting. School counselors contribute to students’ development in the domains of academic, career, and social and emotional development through comprehensive school counseling programs (American School Counselor Association [ASCA], 2014). ASCA published ASCA Mindsets and Behaviors for Student Success: K–12 College and Career Readiness Standards for Every Student (2014), which offers a framework of desired mindsets and behaviors for college and career readiness. This resource and others highlight the importance of a school counselor’s work in the career domain. However, school counselors’ knowledge and self-efficacy in the career counseling field may impact their ability to be effective in this aspect of their work (O’Brien, Heppner, Flores, & Bikos, 1997; Perrone, Perrone, Chan, & Thomas, 2000). This quantitative study explored the career counseling self-efficacy of practicing middle school counselors. As students move through elementary and secondary school, they continuously learn valuable knowledge and skills to explore postsecondary options and prepare to enter into the world of work. Middle school is an important time in this continuum for students as they consider their future academic and career plans and identify pathways to achieve their goals. The results of this study, as well as results related to the amount of time middle school counselors spend providing career counseling, yielded valuable implications for school counselors, K–12 stakeholders, and counselor educators. The Importance of Career Counseling Students begin to develop career awareness in elementary school, explore careers during middle school, and move into career preparation and planning in high school. Career counseling connects the experiences students have in school to their future, which enhances academic motivation and provides meaning to and purpose for the work they are doing in school (Curry, Belser, & Binns, 2013; Scheel & Gonzalez, 2007). As children and adolescents learn about themselves and the world of work, they are more likely to make informed career decisions, value school, succeed academically, and engage in school offerings (Kenny, Blustein, Haase, Jackson, & Perry, 2006; Orthner, Jones-Sanpei, Akos, & Rose, 2013; Perry, Liu, & Pabian, 2010). Career counseling is needed in middle school in order to inspire young adolescents to make preliminary career decisions, to prepare them to take desired high school classes, and to equip them for future career pathways (Akos, 2004; Osborn & Reardon, 2006). Curriculum that integrates postsecondary college and career options in middle school has the potential to provide support and motivation for students (Curry et al., 2013). This type of curriculum connects directly to the comprehensive school counseling program. In schools with fully implemented comprehensive counseling programs that include career counseling, students self-reported higher grades, perceived they are better prepared for the future, recognized the relevance of school, and experienced a sense of belonging and safety, more so than in schools with less comprehensive school counseling programs (Lapan, Gysbers, & Petroski, 2001; Lapan, Gysbers, & Sun, 1997). In summary, establishing connections between a student’s academic preparation and possible career options benefits students in various ways, and school counselors are essential guides in the career exploration process. Career Counseling in Schools Despite this empirical evidence of its importance (Anctil, Smith, Schenck, & Dahir, 2012; Barker & Satcher, 2000; Osborn & Baggerly, 2004), school counselors can face barriers to implementing career counseling, including limited time because of competing demands, negative perceptions about career counseling, and low school counselor self-efficacy. For example, school counselors are often called upon to perform non-counseling tasks that take time away from providing a comprehensive school counseling program. School counselors desire to be engaged in promoting positive student outcomes and would prefer to spend less time on non-counseling–related activities (Orthner et al., 2013; Scarborough & Culbreth, 2008). There is some evidence that the desire to spend more time on counseling applies directly to career counseling, as found in a study of school counselors at all levels (Osborn & Baggerly, 2004). But, other studies have found that some school counselors are uncertain about the importance of career counseling (Perrone et al., 2000). These findings may indicate that although there is a desire to spend more time providing career counseling, there is uncertainty about its value. Another potential barrier that is a focus of this study is individual school counselor self-efficacy. Self-efficacy, a core construct in this study, centers on the belief one has in his or her ability to perform a task (Bandura, 1986, 1997; Eccles & Wigfield, 2002). Self-efficacy of school counselors would be defined as beliefs about their abilities to provide effective counseling services (Larson & Daniels, 1998). High self-efficacy among school counselors would promote adaptive delivery of school counseling services to meet the needs of diverse student populations (Bodenhorn & Skaggs, 2005; Larson & Daniels, 1998). Social cognitive career theory (Lent & Brown, 2006; Lent, Brown, & Hackett, 2000) offers a framework for understanding self-efficacy in action—that is, how it impacts the interactions between individuals, their behaviors, and their environments. O’Brien and Heppner (1996) explored social cognitive career theory as it applies to interest, engagement, and performance of career counseling. The interaction between people, their behavior, and their environment provides a highly dynamic relationship. Performance in educational activities is the result of ability, self-efficacy beliefs, outcome expectations, and established goals. School counselors have varied training experiences and personal self-efficacy beliefs that impact the delivery of a career counseling program. A school counselor’s self-efficacy in career counseling can increase through four primary sources: personal performance, vicarious learning, social persuasion, and physiological and affective states (Bandura, 1997). School counselor self-efficacy may be influenced by many things such as graduate training, service learning, internships, professional development, and years of experience (Barbee, Scherer, & Combs, 2003; Lent, Hill, & Hoffman, 2003; O’Brien et al., 1997). Teaching is a related experience that may impact career counseling self-efficacy. Some authors have highlighted prior teaching experience as helpful in the preparation of school counselors; others have not found such evidence (Baker, 1994; Peterson & Deuschle, 2006; Smith, Crutchfield, & Culbreth, 2001). Skills school counselors use to provide classroom guidance, which is one delivery method for career counseling services, are similar skills to those used by effective teachers (Akos, Cockman, & Strickland, 2007; Bringman & Lee, 2008; Peterson & Deuschle, 2006), so it is reasonable to expect that school counselors without teaching experience may be less comfortable managing a classroom of students than those with teaching experience (Geltner & Clark, 2005; Peterson & Deuschle, 2006). There are two studies that have explored self-efficacy of school counselors with and without prior teaching experience. Scoles (2011) compared self-efficacy of 129 school counselors serving across all grade levels and did not find a statistically significant difference between those with and without teaching experience. In contrast, Bodenhorn and Skaggs (2005) found that respondents with teaching experience (n = 183) reported significantly stronger self-efficacy than those without teaching experience (n = 42). These conflicting findings about the importance of prior teaching experience suggest that further study is warranted. Purpose for the Study Given the importance of beginning career exploration early and the essential role school counselors play in that process, this study focused on career counseling in the middle school setting. Understanding practicing school counselors’ self-efficacy and their time spent providing career counseling will help administrators and policymakers better understand ways to increase career counseling in middle schools. As such, the following research questions were posed: (1) What are middle school counselors’ levels of self-efficacy in career counseling? (2) How does middle school counselor self-efficacy in career counseling vary with previous K–12 teaching experience? and (3) What is the relationship between middle school counselor self-efficacy in career counseling and the amount of time spent providing career counseling? A quantitative research design was used for this study. The researcher examined school counselor self-efficacy in the career counseling domain. A school counselor was invited to participate if he or she was a current middle school (sixth, seventh, or eighth grade) counselor in Virginia at the time of the study and his or her email information was provided on a district or school website. The electronic survey included three instruments: an information questionnaire that was used to collect data about personal experiences and training, the Career Counseling Self-Efficacy Scale-Modified (CCSES-Modified; O’Brien et al., 1997), and a subscale of the School Counselor Self-Efficacy Scale (SCSE-Subscale; Bodenhorn & Skaggs, 2005). Descriptive statistics were compiled by computing means, standard deviations, and minimum and maximum scores for total career counseling self-efficacy, as identified by both the CCSES-Modified and the SCSE-Subscale independently. Means and standard deviations of the 25 items of the CCSES-Modified and the seven items of the SCSE-Subscale also were calculated. Two analyses of variance (ANOVA) and a t-test were used to determine if there were statistically significant differences among means. Participants were given the opportunity to report their years of counseling experience both full- and part-time, and the researcher combined these to get a total number. This number was obtained by taking the total reported number of years as a full-time school counselor and adding that to .5 multiplied by the reported number of years as a part-time school counselor. Then, the researcher created discrete levels to represent groups of experience once the data had been collected in order to conduct the analysis. Identifying the range of experience of the sample and using a scale appropriate for the sample determined the discrete levels. These three levels represented those who had the least experience, those in the middle, and those with the most experience as a school counselor. The researcher conducted an ANOVA with these groups and the SCSE-Subscale mean and a separate ANOVA with the identified groups and the CCSES-Modified mean. The researcher obtained an answer of “yes” or “no” to indicate previous teaching experience. A separate value was given to answers of “yes” and “no” and the values were used to run a t-test with the mean for the SCSE-Subscale and the CCSES-Modified mean. Participants indicated the total number of hours of conference presentations, workshops, or trainings that focused primarily on career counseling within the last 3 years. First, the researcher identified the range of the number of hours of training participants reported receiving in career counseling within the last 3 years. Then, the researcher created discrete levels to represent groups of recent training once the data was collected in order to conduct the analysis. The third research question required a correlation to analyze the relationship between school counselor self-efficacy in career counseling and the amount of time (measured in percent) spent providing career counseling. The participants for this study were practicing middle school counselors, defined as counselors working in a school housing students in grades 6 through 8 at the time the survey was completed. The data cleaning procedures described below resulted in 143 participants out of 567 invitations, which is a 25% response rate. Of the 143 participants, 23 (16.1%) were male and 117 (81.8%) were female (three participants omitted this item). Regarding race, 110 participants (76.9%) identified as White/Caucasian, 20 (14.0%) as African American, four (2.8%) as Hispanic/Latino, and one (0.7%) as Multiracial, while five (3.5%) preferred not to answer and three participants omitted this item. Participants’ ages ranged from 25 to over 65 years with an average age of 45 years (SD = 11; respondents who reported being 65 and over were coded as 65). Regarding training, the participants reported their highest level of education: 125 participants (87.4%) reported having a master’s degree as their highest level of education, 11 (7.7%) had an education specialist degree, six (4.2%) reported having a doctoral degree, and one participant omitted this item. Participants reported a mean of 13.3 years (SD = 7.4) of experience providing school counseling. Regarding full-time teaching experience in a K–12 school, 47 (32.9%) participants had experience, while 94 (65.7%) did not have this experience, and two people omitted this item. The 49-item online survey included 17 items to gather demographic and professional information, the 25-item CCSES-Modified (O’Brien et al., 1997), and seven items from the Career and Academic Development subscale of the SCSE (Bodenhorn & Skaggs, 2005). Career Counseling Self-Efficacy Scale-Modified. The CCSES-Modified (O’Brien et al., 1997) was used to assess overall career counseling self-efficacy. Participants were asked to indicate their level of confidence in their ability to provide career counseling. For this study, the terms “client” and “career client” were replaced with the term “student” to be more congruent with school counselor terminology. Permission was granted from the first author of the scale to the researcher to make these changes (K. O’Brien, personal communication, January 7, 2013). The CCSES-Modified contains 25 items that are rated on a 5-point Likert-type scale (0 = Not Confident, 4 = Highly Confident). Within the CCSES-Modified, there are four subscales: Therapeutic Process and Alliance Skills, Vocational Assessment and Interpretation Skills, Multicultural Competency Skills, and Current Trends in the World of Work, Ethics, and Career Research. The full scale has a reported internal consistency reliability coefficient of .96 (O’Brien et al., 1997). School Counselor Self-Efficacy Scale-Subscale. One subscale from the SCSE (Bodenhorn & Skaggs, 2005) was included in this study. The SCSE Career and Academic Development subscale was designed for school counselors to examine self-efficacy in the career domain. Using a 5-point Likert-type scale (1 = Not Confident, 5 = Highly Confident), participants indicated their level of confidence on each of the seven items. Bodenhorn and Skaggs (2005) reported a subscale internal consistency reliability coefficient of .85. Indices of Reliability in the Present Study The internal consistency reliability in this sample for the CCSES-Modified was α = 0.941 and the SCSE-Subscale was α = 0.871. The CCSES-Modified had four subscales: Therapeutic Process and Alliance Skills (10 items, α = 0.820), Vocational Assessment and Interpretation skills (6 items, α = 0.855), Multicultural Competency Skills (6 items, α = 0.913), and Current Trends in the World of Work, Ethics, and Career Research (3 items, α = 0.747). All of these exceed the common threshold for reliability for similar measures. The CCSES-Modified total score and the SCSE-Subscale score had a strong positive 2-tailed Pearson correlation (0.792), which was statistically significant at the 0.01 level. This strong positive relationship suggests these two measures captured related information from the participants. The original sampling frame consisted of 576 middle school counselors with publicly available email addresses, which were collected from public school websites in all counties in Virginia. After Institutional Review Board approval was secured, participants were sent an email invitation with the informed consent and link to the web survey. One week later, participants were sent a reminder email. Upon completion of the survey, participants were given the opportunity to vote for one of five organizations to receive a $100 donation as a token of appreciation for their time completing the survey. After the recruitment email was sent, there were nine people who indicated they were not eligible to participate. These included three individuals who sent a return email indicating that they were out of the office during the survey administration, three who were not currently middle school counselors, two who reported needing school division approval, and one person who had difficulty accessing the survey. This reduced the actual sampling frame to 567. One hundred and sixty-one respondents answered the survey items. There were 18 respondents who omitted 15% or more of the items from the CCSES-Modified or the SCSE-Subscale and were therefore removed from the study. This changed the total number of remaining respondents to 143. Of the 143 remaining, there were eight respondents who each omitted one item that was used to measure career counseling self-efficacy on the CCSES-Modified or the SCSE-Subscale. Each omitted item was replaced with the individual’s scale mean (e.g., mean imputation; Montiel-Overall, 2006), and those respondents were included in the analyses. When the omitted item was part of an analysis for Research Question 2 or 3, the respondent was removed from the affected analysis. Omissions on the demographic questionnaire are noted above in the description of the participants. RQ1: What are school counselors’ levels of self-efficacy in career counseling? Overall, middle school counselors who participated in this study were moderately confident, confident, or highly confident in their ability to provide career counseling services. According to the CCSES-Modified, counselors felt least confident in the subscales of Multicultural Competency Skills and Current Trends in the World of Work, Ethics, and Career Research, while they reported the most confidence in their Therapeutic Process and Alliance Skills. Specific areas of school counselor self-efficacy deficits were related to special issues present for lesbian, gay, and bisexual students in the workplace and in career decision-making, as well as special issues related to gender and ethnicity in the workplace and in career decision-making. Table 1 provides descriptive statistics and reliability for each subscale and the total scale. Current Trends in the World of Work,Ethics, and Career Research(3 items) Total ScaleTotal Instrument Score (25 items) Note. 1 = Not Confident and 4 = Highly Confident. The means and standard deviations for the SCSE-Subscale are listed in Table 2. On average, participants were confident or highly confident in their abilities to attend to student career and academic development. School Counselor Self-Efficacy Scale-Subscale Individual Item Responses (N = 143) 1. Implement a program which enables all students to make informed career decisions. 2. Deliver age-appropriate programs through which students acquire the skills needed to investigate the world of work. 3. Foster understanding of the relationship between learning 4. Teach students to apply problem-solving skills toward their academic, personal, and career success. 5. Teach students how to apply time and task management 6. Offer appropriate explanations to students, parents, and teachers of how learning styles affect school performance. 7. Use technology designed to support student successes and progress through the educational system. RQ2: How does school counselor self-efficacy in career counseling vary with previous K–12 teaching experience? Two t-tests were conducted to identify if there was a difference between career counseling self-efficacy among participants with and without previous experience as a teacher. Separate means and standard deviations were calculated for the two groups—those who had teaching experience (n = 47) scored higher on the CCSES-Modified (M = 82.2, SD = 9.7) and the SCSE-Subscale (M = 30.9, SD = 3.4) than those without teaching experience (n = 94), CCSES-Modified (M = 75.8, SD = 14.7) and SCSE-Subscale (M = 29.4, SD = 4.3). Independent t-tests were performed to determine if the differences between the groups were statistically significant. For the CCSES-Modified, the assumption of homogeneous variances was not satisfied (Levene’s test, F = 7.13, p < .05); therefore, the more conservative t-test was used to assess for a statistically significant difference (t = -3.06, p = .003). The mean score for the teaching experience group (M = 82.2, SD = 9.7) was statistically higher than the mean score for those without teaching experience (M = 75.8, SD = 14.7). For the SCSE-Subscale, the assumption of homogeneous variances was satisfied (Levene’s test, F = 3.71, p = .055, d = .51). The mean score of the group with teaching experience (M = 30.9, SD = 3.4, d = .39) was statistically different from the mean score of the group without teaching experience (M = 29.4, SD = 4.3), t = -2.03, p = .045. Cohen’s d is a valuable index of effect size for statistically significant mean differences (Cohen, 1988). The Cohen’s d of .51 for the CCSES-Modified and .39 for SCSE-Subscale both represent medium effect sizes. RQ3: What is the relationship between middle school counselor self-efficacy in career counseling and the amount of time spent providing career counseling? The third research question required a correlation to analyze the relationship between school counselor self-efficacy in career counseling and the percent of work time spent providing career counseling. Participants reported the percentage of time they spend providing responsive services to students in the three school counseling domains, as well as testing coordination and other non-counseling–related activities, which is represented in Table 3. The averages and standard deviations of the percentage of time spent in each subscale were: personal/social counseling (M = 36.25, SD = 15.39), academic counseling (M = 23.32, SD = 10.47), career counseling (M = 12.15, SD = 6.98), Virginia State Standards of Learning (SOL) testing coordination (M = 11.83, SD = 12.88), and other non-counseling–related activities (M = 16.44, SD = 12.55). One participant omitted this item; therefore, N = 142 in Table 3. There was no statistically significant relationship between the CCSES-Modified and time providing career counseling (r = .160, p = .057) and a statistically significant weak positive relationship (r = .286, p = .001) between the SCSE-Subscale and time providing career counseling. Table 3Self-Efficacy and Time Providing Career Counseling % Career Counseling Career Counseling Self-Efficacy Scale-Modified School Counselor Self-Efficacy Scale-Subscale Note. Correlation is significant at the 0.01 level (2-tailed) There were several key findings from this study of middle school counselors’ self-efficacy with career counseling. First, it is important to note that there was a wide range in the total self-efficacy scores for middle school counselors. As a group, these counselors were the most confident in their Therapeutic Process and Alliance Skills, and least confident in Multicultural Competency Skills and Current Trends in the World of Work, Ethics, and Career Research. Specifically, special issues related to gender, ethnicity, and sexual orientation in career decision-making and in the workplace were areas of concern. School counselors who had previous K–12 teaching experience were significantly more confident providing career counseling than those without, as assessed by both measures. Finally, a Pearson correlation indicated there was a weak positive correlation between the SCSE-Subscale and the percentage of time school counselors indicated they spend providing career counseling. There was not a statistically significant relationship between the CCSES-Modified and time spent providing career counseling. In this study, results indicate that middle school counselors spend more time doing non-counseling–related activities than providing career counseling, which is alarming. Career development is one of the three primary domains of a comprehensive school counseling program, and it is important for school counselors to create career development opportunities for students. The majority of school counselors report the importance of career counseling; however, middle school counselors acknowledge they spend less time on career counseling than they prefer (Osborn & Baggerly, 2004). There is a need to reprioritize career counseling, which includes recognizing and acknowledging how career counseling intersects with academic and personal and social counseling in K–12 schools (Anctil et al., 2012). Career counseling is valuable and evidence needs to be provided to indicate how non-counseling–related tasks take time away from school counselors’ ability to offer adequate career counseling for students. Test coordination is time-consuming and an example of a non-counseling duty that some school counselors perform. Considering the amount of time this role requires, school counselors would find more time to provide career counseling services for students without this obligation. School counselors should gather evidence and provide accountability reports about how career counseling efforts contribute to student engagement and success. Implications for School Counselors, K–12 Stakeholders, and Counselor Educators In general, the practicing school counselors in this study had ample self-efficacy with regard to providing career counseling. However, there were certain items on the CCSES-Modified and the SCSE-Subscale that reveal discrepancies in middle school counselors’ levels of confidence. Counselors felt least confident in the subscales of Multicultural Competency Skills and Current Trends in the World of Work, Ethics, and Career Research. Specifically, they reported lower self-efficacy addressing special issues related to gender, ethnicity, and sexual orientation in relation to the world of work. In light of these findings, counselor preparation programs need to further investigate what is being taught in career counseling courses, how the content is being delivered, possible gaps in curriculum, and opportunities for outreach to current school counselors through continuing education. Given the powerful movement for advocacy related to these important social issues, it is in some ways confirming that the practicing counselors in this study felt less confident in these areas. Perhaps the national attention on issues of privilege and oppression related to gender, ethnicity, and sexual orientation has shed light on individual or systemic challenges these school counselors face as they try to serve diverse young adolescents in a dynamic phase of their development. There are opportunities to increase career counseling self-efficacy related to gender, ethnicity, and sexual orientation in relation to the world of work. Bandura (1997) highlighted personal performance, vicarious learning, and social persuasion as particularly effective strategies for increasing self-efficacy. Continuing education, supervision, and professional organization engagement may be the best opportunities for continued development in these areas (Tang et al., 2004). In-service training and continuing education could be offered to provide school counselors relevant information to support their professional development and promote an increase in career counseling self-efficacy. Gaining up-to-date knowledge about the experiences of students with varied gender identities, ethnicities, and sexual orientations will best prepare school counselors to serve the entire student body. Observing advocacy approaches modeled by other leaders may inspire school counselors to use their voices in their own systems. Relatedly, this finding makes it apparent that K–12 school systems need clear and powerful policies and leadership around gender-, ethnicity-, and sexual orientation-related issues. School counselors are well positioned to partner with principals and superintendents in this important change process. The second research question provided additional information about a somewhat contentious issue in previous research. School counselors who had teaching experience had higher career counseling self-efficacy than those who did not have teaching experience. This finding contradicts the findings of a study conducted with school counselors in Ohio (Scoles, 2011) and supports the findings of the national study conducted by Bodenhorn and Skaggs (2005), as described above. Contradictory findings like these beg for more research. Perhaps the higher self-efficacy of those with previous teaching experience is related to the preparation in specific academic disciplines that teachers receive. It could be that because these school counselors were previously trained in a specific academic area, they are more confident in talking with students about careers in that particular career cluster (e.g., science teachers who become school counselors may be more prepared to discuss careers in science, technology, engineering, and mathematics with students). Conversely, this potentially narrow view of career opportunities may limit the career exploration of students if school counselors do not include a wide array of career options. An excellent area for further research would be to identify how previous teaching experience may specifically impact school counselor self-efficacy. School counselors without teaching experience, although lower in self-efficacy than those school counselors with teaching experience, still had high career counseling self-efficacy. This suggests that school counselors without teaching experience have confidence in their ability to provide career counseling. If, as Peterson and Deuschle (2006) suspected, the advantage of those with prior teaching experience is because of the increased training and practice in classroom management and lesson preparation, one would expect that effect to diminish as years of school counseling experience are accumulated. A larger sample than the one in this study would be necessary to test that empirically. If, however, the impetus for the significant impact of teaching experience is more general, those newer school counselors without teaching experience may be adjusting to the setting and to new ways of managing their time, balancing multiple roles and responsibilities, incorporating community involvement, working with parents, fostering collaborative relationships, and becoming familiar with local resources. All of these tasks take time and effort and could impact a school counselor’s self-efficacy to provide adequate services to students. It may be helpful for school counselors without teaching experience to ask for support and suggestions from seasoned school counselors in the district to learn from their experiences. In addition, professional development programming could be established for school counselors to become more familiar with the specific roles and responsibilities related to the career information, education, and counseling needs within a particular community. Finally, the third focus of the study was on how school counselors use their time and if self-efficacy is related to that allocation. Most alarming about these findings was that school counselors are spending less time providing career counseling than they are doing non-counseling–related duties. A large percentage of middle school counselors’ time was reported to be spent coordinating testing or doing other non-counseling–related tasks, which is not the most efficient use of school counselors’ strengths. School counselors are uniquely trained to provide supplemental support for students in the academic, personal and social, and career domains in order to promote student success; therefore, it would be advantageous if they were able to utilize their time in a way that is consistent with the needs of students. One option to address the time constraint, particularly in this day of tighter budgets, is to utilize someone with an administrative background for the non-counseling duties in order for the school counselor to have time to incorporate adequate career counseling into their school counseling program. This is particularly important for middle school counselors providing career counseling because middle school students are preparing academic and career plans that will serve as a guide through high school and postsecondary educational endeavors (Trusty, Niles, & Carney, 2005; Wimberly & Noeth, 2005). The world of work is continually changing, which makes it important to be aware of the current trends in this area. As these changes happen, marginalized populations face unique issues in the area of career exploration and planning. Counselors need to be trained adequately to provide career counseling to clients. In addition to providing relevant information, promoting thoughtful reflection, and facilitating discussions for counselors-in-training, counselor educators could provide outreach and continuing education opportunities focused on career counseling. Just as career counseling may be infused with academic and personal and social counseling for school counselors, counselor educators may consider infusing career counseling concepts throughout other courses and experiences during a training program. Counselor educators could model this authentic type of integration. Counselor educators could talk more about various career clusters and the value of career counseling throughout a training program rather than just in one specific course. Counselor educators may also facilitate discussions with counselors-in-training about their own career counseling experiences, allowing trainees time to reflect on their experience. In addition, trainees could talk about how they have worked with people in roles other than a counselor through the career exploration and planning process. Counselors need to consider ways to utilize and increase the support of administration and teachers to identify what needs to change in order for them to reallocate their time so they are able to provide more career counseling. Providing evidence of the positive impact of their work may be an effective strategy. There are many approaches to this, such as utilizing current research studies to communicate support for the value of career counseling efforts. In addition, school counselors can gather data from current students, parents, and alumni regarding their perception of and desire for career counseling services through surveys or focus groups. Once specific programs are implemented, school counselors can evaluate the outcomes of the career counseling efforts through both formal and informal assessment procedures with students, teachers, and parents. Administrators should continue to express support for the career counseling efforts of school counselors and show support by advocating for more personnel in order for students to receive adequate career counseling and to meet the demand of the non-counseling tasks that counselors are assigned. The findings should be considered in light of the limitations of the study. Because of the nature of instruments that involve self-report, the results are based on the current perception of the participants and not objective assessments of the effectiveness of their work. Also, it may be more socially and professionally desirable to have confidence in personal abilities and, therefore, some participants may have answered the way they thought they should. This study was limited to those middle school counselors who had publically available e-mail addresses and were working in Virginia. Non-respondents and middle school counselors outside of Virginia are not represented in these findings; therefore, generalizing the findings should be considered with caution. Furthermore, the 406 non-respondents and the 18 respondents who did not complete the entire survey may be systematically different from the 143 respondents who were included. This study has provided important new information about the self-efficacy of school counselors in the middle school setting as related to career counseling. Career counseling self-efficacy was high overall, with specific areas of deficit related to gender, ethnicity, and sexual orientation. Those school counselors who had previous teaching experience had even higher career counseling self-efficacy than those who did not. High self-efficacy in school counselors had little or no impact on the time spent providing career counseling services. Tailoring continuing education opportunities in career counseling and providing clear administrative leadership would further strengthen practicing school counselor self-efficacy. Utilizing support personnel for non-counseling–related duties may allow school counselors to use their career counseling skills and training to help middle school students explore and connect with careers, thereby improving academic and life outcomes. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. Akos, P. (2004). Investing in experiential training appropriate for preservice school counselors. 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Counselor Education and Supervision, 45, 267–281. doi:10.1002/j.1556-6978.2006.tb00003.x Scarborough, J. L., & Culbreth, J. R. (2008). Examining discrepancies between actual and preferred practice of school counselors. Journal of Counseling & Development, 86, 446–459. Scheel, M. J., & Gonzalez, J. (2007). An investigation of a model of academic motivation for school counseling. Professional School Counseling, 11, 49–56. Scoles, M. A. (2011). An examination of the impact of prior teaching experience on the self-efficacy of school counselors in the state of Ohio (Doctoral dissertation). Retrieved from OhioLINK ETD Center. Smith, S. L., Crutchfield, L. B., & Culbreth, J. R. (2001). Teaching experience for school counselors: Counselor educators’ perceptions. Professional School Counseling, 4, 216–224. Tang, M., Addison, K. D., LaSure-Bryant, D., Norman, R., O’Connell, W., & Stewart-Sicking, J. A. (2004). Factors that influence self-efficacy of counseling students: An exploratory study. Counselor Education and Supervision, 44, 70–80. doi:10.1002/j.1556-6978.2004.tb01861.x Trusty, J., Niles, S. G., & Carney, J. V. (2005). Education-career planning and middle school counselors. Professional School Counseling, 9, 136–143. Wimberly, G. L., & Noeth, R. J. (2005). College readiness begins in middle school. ACT Policy Report. Iowa City, IA: American College Testing ACT, Inc. Carrie Sanders is a visiting assistant professor at Virginia Tech. Laura E. Welfare, NCC, is an associate professor at Virginia Tech. Steve Culver is Director of Assessment and Analytics at North Carolina A&T State University. Correspondence may be addressed to Carrie Sanders, 1750 Kraft Drive, Suite 2005, Blacksburg, VA 24061, firstname.lastname@example.org. Leann Wyrick Morgan, Mary Ellen Greenwaldt, Kevin P. Gosselin The National Office for School Counselor Advocacy stated that secondary students need better support from professional school counselors when making decisions regarding their postsecondary education and career. The present qualitative study explored school counselors’ perceptions of competence in the area of career counseling, and resulted in the following themes: challenges to delivery, opportunity, self-doubt, reliance on colleagues, and the use of technology. Recommendations for college and career readiness best practice were incorporated with the findings from the National Office for School Counselor Advocacy report. Keywords:school counselor, career counseling, competence, postsecondary education, qualitative study No step in life, unless it may be the choice of a husband or wife, is more important than the choice of a vocation. . . . These vital problems should be solved in a careful, scientific way, with due regard to each person’s aptitudes, abilities, ambitions, resources, and limitations, and the relations of these elements to the conditions of success in different industries. (Parsons, 1909, p. 3) Young people exploring career decisions are often left to their own searches to find direction in this complex process. Ninety-five percent of high school seniors expect to attain some form of college education, yet more and more are delaying entry after high school, frequently changing colleges or majors when they do enter, or taking time off throughout their programs (Altbach, Gumport, & Berdahl, 2011). According to The College Board National Office for School Counselor Advocacy (NOSCA), professional school counselors need to better support students during the decision-making process in order to streamline their progress toward postsecondary education and career readiness (Barker & Satcher, 2000; Bridgeland & Bruce, 2014). School counselors must balance this heady task with accountability in other areas, such as academic achievement, social and emotional development, and related administrative duties. The American School Counselor Association (ASCA) National Model for School Counseling (ASCA Model) was developed and recently updated by the Recognized ASCA Model Program (RAMP), which supports school counselors and counselor educators by standardizing and enhancing the practices of these professionals (ASCA, 2012). With the release of NOSCA’s survey results, a new movement in school counselor reform emerged, which calls for standardization of practices involving college access for all students. According to The College Board (Bridgeland & Bruce, 2014), this reform is necessary to highlight the lack of support students receive in their pursuit of higher educational goal attainment. School counselors have historically lacked a clear identity in role and function (Bridgeland & Bruce, 2014; Clemens, Milsom, & Cashwell, 2009; Dodson, 2009; Johnson, Rochkind, & Ott, 2010; Reiner, Colbert, & Pérusse, 2009), and in response, many states have adopted the use of some form of the ASCA Model as a guide for practicing school counselors (Martin & Carey, 2012; Martin, Carey, & DeCoster, 2009). Not all states provide such guidance for their school counselors and, as a result, some school counselors are left with little continuity among schools, even within the same school district. Some counselor educators have called for more support and supervision for school counselors (Brott, 2006; DeVoss & Andrews, 2006; Somody, Henderson, Cook, & Zambrano, 2008); however, a gap between education and professional responsibility, and consequently liability, has remained apparent (Foster, Young, & Hermann, 2005; Pérusse & Goodnough, 2005). It is important to note that the aforementioned reform is linked directly to the roles and functions of school counselors (Clemens, Milsom, & Cashwell, 2009; Pérusse & Goodnough, 2005). According to NOSCA, 71% of school counselors surveyed stated that they believed academic planning related to college and career readiness was important, but only 31% believed their school was successful in fulfilling students’ needs in that area (Bridgeland & Bruce, 2014). The gap between what they believe to be important and how they deliver information and assist students in using the information is critical. To successfully bridge the gap and provide students with a consistent avenue for college and career readiness, more attention must be directed toward training school counselors and clearly defining the roles and functions of school counselors to other school professionals (Dodson, 2009; Mason & McMahon, 2009; McMahon, Mason, & Paisley, 2009; Reiner, Colbert, & Pérusse, 2009). Further inquiry is necessary to determine the possible impact of revised training and practice on the profession as well as on school counselors’ relationships with students, parents and the school community stakeholders. Counselor educators are not solely responsible for the role development of the school counselors they train; however, they have an increased personal responsibility as well (Paisley & Milsom, 2007; Pérusse & Goodnough, 2005). Consistent dialogue between counselor educators and school counselors-in-training regarding role competence in career development may provide an avenue to overall effectiveness. Currently, professional school counselors are expected to offer comprehensive, well-balanced, developmental, evidence-based school counseling programs that target social and emotional supportive services, educational and academic planning, and vocational education for all students (ASCA, 2003; Campbell & Dahir, 1997; Dugger & Boshoven, 2010; Foster et al., 2005; Martin & Carey, 2012; Martin et al., 2009; Pérusse & Goodnough, 2005). However, high school counselors continue to be scrutinized in light of the poor marks they receive from high school students and graduates regarding the counselors’ involvement in their respective postsecondary planning processes (Gibbons, Borders, Wiles, Stephan, & Davis, 2006; Johnson et al., 2010). School counselors serve in multiple—and often demanding—educational and counseling roles. In addition, school counselors are asked to further the academic and educational missions of the school, seek teacher and administrator buy-in to an integrated comprehensive guidance program, and act in a proactive manner that will enhance collaboration among all facets of the school and community (Brown, 2006; Dodson, 2009; Green & Keys, 2001; Walsh, Barrett, & DePaul, 2007). Keeping these functions in mind, one can see how critical it is for school counselors to develop particular skills in order to provide services, to promote a strong professional identity, and to obtain regular supervision and consultation (McMahon et al., 2009). In many cases, school counselors develop competencies in their roles while performing the duties assigned by their administrators or counseling supervisors; however, the basic educational training that occurs preservice can vary dramatically. In the field of counselor education, many issues impact the curriculum and philosophy of school counselor training programs including (a) the accreditation of the program by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and (b) the degree to which programs offer training in how to utilize the ASCA Model (ASCA, 2003). The CACREP training standards have gained popularity among state certification and licensure boards (such as those in Louisiana and New Jersey), and some boards now require all candidates seeking certification or licensure to have completed CACREP-accredited counseling programs in order to be eligible for professional certification or licensure. Certainly, not all counselor training programs are CACREP-accredited, and those that are CACREP-accredited likely vary in how they address the standards. Yet, many school counselor trainees will encounter similar standards presented in the newly revised ASCA Model as they pursue state certification or become involved in ASCA as a student or professional member (ASCA, 2012). The ASCA Model provides a tool for school counselors to design, coordinate, implement, manage and evaluate school counseling programs, but the specifics on how school counselors address each area varies (ASCA, 2012). School counselors are expected to demonstrate competency in the areas of academic achievement, social and emotional development, and career counseling. However, career counseling competency is often minimized in relation to other areas because the accountability measures are not fully developed. Also, the results cannot be determined until years after students leave high school (Belasco, 2013; McDonough, 2005), and due to so many commitments falling upon school counselors, their time to provide specific career interventions can be limited (Bryan, Moore-Thomas, Day-Vines, & Holcomb-McCoy, 2011; Deil-Amen & Tevis, 2010). The leaders of ASCA (2012) have encouraged secondary school counselors to spend at least 40% of their day conducting career assessment, engaging in development and planning postsecondary activities with students (e.g., individual student responsive services, group guidance activities, college and career indirect services); yet, according to Clinedinst, Hurley, and Hawkins (2011), high school counselors devote only 23% of their time to this cause. School counselor education programs minimally address this disparity (Foster et al., 2005). Most programs offer one course in general career development theory, assessment and counseling, which would translate to roughly 6% of students’ training within a 48-hour program, and only 5% for programs requiring 60 credit hours of graduate work. Although CACREP (2009) has called for counselor educators to infuse career development throughout the program curricula, school counselors have reported they did not feel competent in the delivery of career programs (Bridgeland & Bruce, 2014). Given the convergence of an increased number of school counselor education programs seeking accreditation (Urofsky, personal communication, March 28, 2014), increased calls for accountability in school counseling programs (Wilkerson, Pérusse, & Hughes, 2013), and the growing influence of the ASCA Model (Martin et al., 2009), it seems imperative that school counselors be prepared to address the vocational and transitional needs of the secondary student. A gap exists between what is expected and suggested by the national standards for a comprehensive guidance program and what is actually being taught in school counselor preparation programs, specifically in the area of college and career readiness (Bridgeland & Bruce, 2014; Clinedinst et al., 2011; Engberg & Gilbert, 2014; McDonough, 2005). School counselors must have an appropriate cache of career counseling techniques in order to be effective leaders, not just possess a basic understanding of career development theories (Zunker, 2012). Osborn and Baggerly (2004) suggested the following: High school is a crucial time for students to make career and/or postsecondary training decisions. If there were any group of school counselors who needed to have a large proportion of their time devoted to career counseling, it would be high school counselors. (p. 55) Bridgeland and Bruce (2014) stated in the NOSCA report that “counselors are also largely enthusiastic about supporting college and career readiness initiatives, but here again, do not think they have the support and resources to successfully promote their students’ postsecondary achievement” (p. 12). Hines & Lemons (2011) proposed refocusing university training programs for school counselors to emphasize educational access, opportunity and equity in college, and career readiness, with an increased focus on interns utilizing college and career readiness curricula with students in their schools. They also recommended the revision of school counselor job descriptions to focus on postsecondary planning, the use of performance evaluations connected to student academic outcomes and college and career readiness standards, and the need for persistent professional development in order to cultivate effective college and career readiness counseling programs. By continuing to examine school counselor training and consequent job competency standards, it may be possible to determine gaps in training and how counselors compensate for their lack of knowledge in serving their students. Career counseling theory and application play a role in how school counselors work with students in postsecondary planning, and where a lack of knowledge exists, a lack of services exists as well (Perrone, Perrone, Chan, & Thomas, 2000). The rising costs of higher education, paired with students’ lack of concise college and career planning, make the school counselor’s role more important than in past decades. Borders and Drury (1992) determined that “school counseling interventions have a substantial impact on students’ educational and personal development. Individual and small-group counseling, classroom guidance, and consultation activities seem to contribute directly to students’ success in the classroom and beyond” (p. 495). School counselors have shared responsibility for students acquiring knowledge necessary for successful mastery of essential developmental skills at the secondary level (Myrick, 1987; Sears, 1999). The need for appropriate and relevant training of secondary school counselors is critical to ensure that the students they serve receive challenging academic paths that will impact their quality of life long after they leave high school (Erford, 2010). The CACREP standards for counselor training serve as a guide for counselor education programs to include when determining elements and experiences essential for training competent school counselors. However, the standards were not established to provide any support or structure for the postgraduate professional working in the schools (Campbell & Dahir, 1997; Pérusse, Goodnough, & Noel, 2001). ASCA provides professional school counselors with support through the National Model to administer appropriate programming to students at the secondary level, including career planning. The question remains whether counselors-in-training receive access to the appropriate coursework and relevant experiences to adequately prepare them to fulfill their role in the schools, as suggested by historical perspectives (e.g., the vocational needs of students) and the current national standards for the profession. The area of career development and postsecondary planning is one in which counselors-in-training may not receive adequate instruction or supervision (Barker & Satcher, 2000; Foster et al., 2005). With the acceptance of the 2016 CACREP standards revisions, counselor education programs would be required to demonstrate how they assess students’ competencies using data “gathered at multiple points and using multiple measures” (CACREP, 2014, p. 6). Counselor educators must determine how to measure competency in career development throughout their programs. Some programs offer one course in career counseling, development or assessment, while other programs may choose to meet the standards in other ways. While students may gain training experience in career counseling through internship hours at the master’s level, career development is not a required part of the internship experience. Through the use of standardized tests that measure students’ knowledge of career counseling theory (e.g., Counselor Preparation Comprehensive Examination, National Counselor Examination), counselor education programs would be partially meeting the requirements for CACREP accreditation under the new standards. Testing graduate students on their knowledge of career counseling theory, however, does not provide an indicator of the students’ ability to provide comprehensive career counseling programs upon graduation. Using multiple measures of competency throughout the program may be a more effective way to accurately measure professional skill and readiness to provide career services to students. A recent review of the counseling and education literature yielded several articles confirming the deficiencies in school counselor training and the increased need for additional competence among school counselors to provide college and career readiness programming to students, including information on financial literacy and the cost of higher education (Belasco, 2013; Bridgeland & Bruce, 2014; Engberg & Gilbert, 2014). Some educators may argue that the standards have been infused throughout their school counselor training program curriculum, yet there is no evidence within the professional literature of a consistent standard of practice. As a result, the question remains: Can counselor educators provide the necessary curriculum and expect that counselors-in-training will retain enough information to be able to provide services competently to students? The educational recommendations versus the professional expectations imposed upon the school counselor may seem unrealistic, and at times, inappropriate (Brott, 2006; Clinedinst et al., 2011; Foster et al., 2005). An inconsistency between the amount of preparation and the expectations of school counselors’ work roles is apparent (Dodson, 2009; Reiner, Colbert, & Pérusse, 2009) and is highlighted in the NOSCA report (Bridgeland & Bruce, 2014). One might wonder how and where school counselors obtain adequate preparation for their professional roles. The authors in this study attempted to explore and document this information within the context of the schools in which the participants worked. Once again, the need to reform school counselor education programs is evident, and the voices of these counselors may help identify the specific areas in which to begin. The research questions proposed in this study were addressed using a qualitative research design. A phenomenological research inquiry (Creswell, 2013) was used to assess participants’ experiences, preparedness and perceptions of competency related to career counseling with high school students. The goals of using this approach stem from the core ideals of phenomenological research (Colaizzi, 1978; Osborne, 1990; Wertz, 2005), which seeks to understand “how human beings make sense of experience and transform experience into consciousness, both individually and as shared meaning” (Patton, 1990, p. 104). Based on the premise that human beings by nature strive for a sense of self in the world of work and the knowledge that they have to use in their work (Crotty, 1998), it was imperative to develop an awareness of the relationship between the data and the participants within the context of the study (McCroskey, 1997; Merriam, 1998). With this goal in mind, participant responses were assessed using the methodological processes of grounded theory, and shared meanings grounded in the data were further derived (Corbin & Strauss, 2008). Participants were chosen using a purposeful and convenience criteria sampling method (Collins, Onwuegbuzie, & Jiao, 2007), and identified from the first author’s community network of school counselor colleagues located in two Midwestern states. These counselors referred other secondary school counselors in their communities to the current authors for potential participation in the study. To select the participants, the authors previewed a convenience sample of 18 secondary school counselors from urban, suburban and rural public schools. They chose specific participants based on differences in age, ethnicity, gender, number of years of experience as a high school counselor, and those who hold master’s degrees from both CACREP and non-CACREP programs. In an effort to diversify the sample, the authors did not select participants with similar characteristics. The authors directly contacted the identified school counselors, and the nine participants agreed to participate in the study (see Table 1 for identifying characteristics). Each participant and school name was changed to protect identity. School Counselor Participant Information and School Information Years of Experience White female in her late 20s Shermer High School: urban; public; 2000 students; 45% F/R lunch; 41% White, 31.8% Asian, 18.8% Hispanic, 7.4% Black, .8% American Indian; 6 other counselors White female in her mid-40s Shermer High School: urban; public; 2000 students; 45% F/R lunch; 41% White, 31.8% Asian, 18.8% Hispanic, 7.4% Black, .8% American Indian; 6 other counselors White male in his late 50s High Bridge High School: suburban; public; 2301 students; 18.4% F/R lunch; 65.7% White, 16.3% Hispanic, 10.3% Asian, 5.7% Black, 1.8% Multiracial, .1% American Indian, .1% Native Hawaiian/Pacific Islander; 11 other counselors White female in her early 50s High Bridge High School: suburban; public; 2301 students; 18.4% F/R lunch; 65.7% White, 16.3% Hispanic, 10.3% Asian, 5.7% Black, 1.8% Multiracial, .1% American Indian, .1% Native Hawaiian/Pacific Islander; 11 other counselors White male in his early 30s High Bridge High School: suburban; public; 2301 students; 18.4% F/R lunch; 65.7% White, 16.3% Hispanic, 10.3% Asian, 5.7% Black, 1.8% Multiracial, .1% American Indian, .1% Native Hawaiian/Pacific Islander; 11 other counselors White male in his early 60s Mayfield High School: urban; public; 2058 students; 27% F/R lunch; 45% White, 39% Black, 12% Hispanic, 2% Asian, 2% American Indian; 5 other counselors Hispanic female in her late 30s Ridgemont Jr./Sr. High School: rural; public; 222 students; 54% F/R lunch; 65% Hispanic, 31% White, 3% Asian, 1% American Indian, 0% Black; no other school counselors in building White female in her early 30s Bedford High school: rural; public; 645 students; 10% F/R lunch, 85% White, 12% Hispanic, 2% Asian, 1% American Indian, 0% Black; one other counselor Hispanic female in her early 30s Hill Valley High School: rural; public; 401 students; 52% Hispanic, 45% White, 2% American Indian, 1% Black, 0% Asian/Pacific Islander; no other counselor in building Note. All participant and school information has been changed to protect identities. *Students receive free or reduced-fee lunch based on household income. Procedures and Data Collection As part of the data collection process, a personal audit trail (Merriam, 1998) was utilized to minimize and account for specific feelings or opinions formed by the primary investigator. As a former school counselor, the first author had areas of training, and professional and personal experiences that were similar to, or different from those of the research participants. The journal served as an appropriate place for the primary investigator to document feelings regarding these issues and issues of counselor training. Merriam (1998) suggested that researchers share a common language with the participants of the study; to that end, in-depth, face-to-face, semi-structured interviews lasting 45–55 minutes were completed. The following nine research questions were asked: Tell me about your overall experience in your counselor training program. Tell me about your experiences in that program with regard to instruction you received in career development delivery models with high school students. How has the training you received in career development prepared you for your work with students? What type of continuing education training have you received in the area of career development since finishing your degree program? Describe your level of confidence in your ability to provide students with career development information and guidance. In what areas, if any, do you feel unsure (or less sure) of the information you are providing? What would have aided you in attaining competency in career development and postsecondary planning? How much career counseling did you do during your internship? How did you see your preparedness in career development in relation to your colleagues’ preparedness? The first author for the study recorded the interviews electronically and then transcribed or typed the interviews using a traditional word processing program. The information obtained from the transcripts was compiled into one data set, which represents the voices of all nine participants. This author also obtained official transcripts from the participants’ master’s degree programs in school counseling to track the number of courses they took in career counseling and development. The participants provided information regarding the accreditation status of their training program as CACREP or non-CACREP at the time they obtained their degrees. At the conclusion of each interview, the first author immediately moved to another location in order to write initial thoughts (i.e., field notes) regarding any physical or nonverbal responses of the participants. The first author wrote notes in a research journal regarding any personal researcher biases that emerged (Creswell, 2013). The field notes, transcript and program accreditation status served as additional data that were shared with the research team for triangulation purposes, specifically to enrich the data collected during each interview. Interview data were subjected to a rigorous phenomenological reduction. Also known as bracketing (Husserl, 1977), this is the process of extracting significant statements from the actual, transcribed interviews with the participants. The authors utilized Denzin’s (1989) suggestions to extract statements, including (a) locating the key phrases and statements that speak directly to the phenomenon in question; (b) interpreting the meanings of these phrases as an informed reader; (c) obtaining the subjects’ interpretations of these phrases; (d) inspecting the meanings for what they reveal about the essential, recurring features of the phenomenon being studied; and (e) offering a tentative statement, or definition, of the phenomenon in terms of the essential recurring features (see Figure 1 for steps in analysis process). Figure 1. Interview data steps A total of 543 significant statements were analyzed and coded for inclusion in the theme-building process (Corbin & Strauss, 2008; Curry & Bickmore, 2012). The nine counselors’ statements were then grouped into categories as similarities emerged among them. This process gave each statement equal weight in contributing to the final analysis, regardless of which participant made the statement (Patton, 1990). New categories were formed until each statement had been grouped, totaling 17 in all. At the conclusion, the sample was determined rich enough to reach saturation. According to Creswell (2013), saturation occurs when pieces of information are put into categories and the researcher begins to see repetition among the data being categorized. Once saturation was reached, the first author’s epoche (journal) was utilized to control for bias, and member checking was used to confirm the trustworthiness of the data. The act of member checking includes obtaining confirmation from the participants that the extracted statements from the interviews were accurate and inclusive (Creswell, 2013). Each of the nine participants reviewed their statements via e-mail and confirmed the accuracy and true representation of their thoughts and feelings. Triangulation of the data (i.e., comparing the researcher’s journal to the participants’ verified statements) further confirmed the results. At that point, imaginative variation and thematic reduction were employed to provide an organized, rich description of the participants’ experiences (Creswell, 2013). Imaginative variation. The process of imaginative variation (Denzin, 1989) asks the researcher to horizontalize the data, or place the extracted significant statements of each participant side by side to compare, group and organize the statements into comprehensive ideas. The first author collected overall themes by physically cutting the statements out and dividing them into groups of similar statements. This process gave “each statement equal weight” in contributing to the final analysis, regardless of which participant made a particular statement (Patton, 1990). The deconstructed data set made the meanings of the participants’ stories clearer. Thematic reduction: School counselor themes. The meanings derived from the counselors’ statements were grouped into common themes. The authors read and examined the counselors’ statements until words or phrases surfaced that represented patterns of feelings or thoughts that were repeated consistently throughout. These common words or phrases were grouped into major thematic areas that represented the collective voice of the participants. Four themes emerged that indicated school counselors experienced feelings of under-preparedness in helping students plan for postsecondary pursuits, including (a) awareness (subtheme: feelings of incompetence), (b) theory versus reality (subtheme: disconnect of formal education), (c) acquiring competence (subthemes: colleague networks and technology), and (d) training needs (counselor education programs). Awareness: Incompetence versus competence. Positive or desirable characteristics of a competent school counselor, particularly in the area of career development, were compiled to create a textural portrayal that illustrated the picture of a highly competent school counselor. Collectively, the participants indicated that a competent school counselor would have the following characteristics: (a) the ability to secure accurate information and provide it to students quickly, (b) active membership in state or national school counseling organizations, (c) use of professional networks for professional development, (d) well-maintained connections with students in spite of large caseloads, (e) outreach to marginalized student populations, and (f) personal respect and reflection of the role of a professional school counselor. When the more specific themes were examined, the counselors described characteristics of the competency levels they possessed; however, they believed they were not living up to self-imposed standards. Most of the counselors’ statements referred to their perceived lack of competency in performing their roles in the schools, as opposed to positive feelings of competency. One of the participants, Vivian, stated, “A kid would come in and I would think, please, let’s talk about suicide or something because I am not so hot in this [career counseling] area.” This counselor considered herself more prepared to assess a student’s risk for self-harm than to help guide him or her toward a career path. Vivian believed that her training had inadequately prepared her, and did not remember what she was supposed to do to help students look beyond high school. She expressed frustration and the need for more tailored training, specifically on how to deliver comprehensive career and postsecondary planning curricula. Another participant, Noah, stated, “I am sure those kids know way more what their plans are going to be and what their options are than I do, and that is not the way it is supposed to work. It is something that I should know.” This counselor had become aware that he lacked the skills necessary to work with students, and his perceived helplessness prevented him from being engaged in the process. This school counselor needed resources to fill the gap and help him reach his students. Theory versus reality. Throughout the dialogue with the participants, one common thread was that the formal instruction and implementation suggestions from their graduate training were inadequate. One participant, Noah, strongly voiced his concern with these training deficiencies by stating, “I don’t feel like I had enough [career training], it goes back to . . . well, they gave us theories. I did not get any specifics on how to use them.” Another counselor, Alan, stated, “We had a very good understanding of the theoretical [career counseling] model. It was very lacking in how to convey it to the kids or how you work with kids. This is where I think it came up short.” The voices of all the participants reflected this type of statement. Some of the participants believed that they had been introduced to career counseling theory and some assessment tools; however, they noted that they had not received sufficient instruction on how to apply these concepts when working with students. In addition, none of the participants were able to recall a particular standard for career assessment or planning for secondary school counseling that they might use as a guide when working in the schools. Colleague networks. In order to combat the noted deficiencies, participants reported forming both formal and informal networks with other colleagues to gain competence in the area of career development. Noah stated, “Luckily I had a friend or two . . . who were good counselors and . . . I learned a lot from them.” The idea of learning how to create and implement career development programming on the job resonated throughout the participants. Diane stated, “I still know that at any time I can call somebody who will know something,” and Vivian said, “Thank God for other counselors because I wouldn’t know where to start.” The importance of colleague networks to the perceived competency of each counselor was made apparent by all the participants, not just the ones represented here. They seemed to rely on one another most often to supplement the gaps in information, more so than consulting other resources available to them. Utilizing technology. The school counselors made numerous statements regarding the use of technology at their jobs. They mentioned the use of specific programs, and the consensus seemed to reflect that everyone used computer technology in some capacity. Some counselors believed that particular programs purchased by their districts were not useful to them, while others pointed to the use of computers as a resource for gaining competency in providing career development counseling to their students. Vivian stated, “We finally decided to go with the . . . [career development online program], which now has been probably the most used resource by our kids, by our staff, and by the counseling office simply because it is so easily accessible.” Alan also noted the following: We got it [the online career development program] not only for the kids . . . but for the parents, the community, PR, and making ourselves a viable part of their development. . . . This has been a big plus for us because it forces contact with every kid in an easy, very positive type conference. A third participant, Kimberly, recalled, “I can point them in the right direction now. The computer is so much easier and the students respond to it.” The technology-based career development programs appeared to be used more readily by the counselors than any other counseling tool. Some of the benefits of technology-based programs include the following: Students can access information independently (autonomy), students can access career information from any computer at the school or from their homes (accessibility), and counselors can provide answers to students’ questions quickly (time-sensitivity). The computer-based, Internet programs gave confidence to the counselors that the information was up-to-date and accurate. They used the computer and Internet-based programs to work more efficiently and provide students with consistent, research-based career development programming. This resource provided school counselors with confidence where they lacked it prior to using these tools. Training needs. Participants were forthcoming about what they needed; for example, they would have benefited from specialized training prior to starting their roles as professional school counselors. Throughout the interviews, the counselors interjected their dissatisfaction with their preparedness upon completing their master’s degree programs, to varying degrees. Interestingly, the statements grouped into the training needs category were not gathered in response to a particular question, but rather as they naturally occurred throughout the interviews. Even the participants who stated they were satisfied with their training overall offered suggestions for improving school counselor training programs based on their unique experiences in the field. Vanessa stated the following: I think as school counselors, the counseling part one-on-one we see once [in] awhile, but it is geared more towards career and preparing the kids. . . . I think one thing that would have helped me a lot was maybe having college recruiters or admission counselors come into the class and talk about what they look for on an application or in essay questions. I think that would have helped me help my seniors this year. Similarly, Diane said that it would have been helpful to know “just the day-to-day what does a career counseling program look like or what does a career counseling program in a high school look like?” Other participants did not identify specific training areas that would have helped them; but they acknowledged that continuing education was necessary based on what was provided in their graduate programs. Kimberly reflected, “I would say that out of the 75 kids that we have [grades] 9–12, I would say maybe 20% have a skill that they can use if they were to drop out of school. It is one area that I am really not comfortable in right now.” School counselors carry the responsibility to prepare students for post-graduation, but how they accomplish this task is left to the specific counselor, school or school district. Jane’s statement reflects her desire for more specific training curricula: I think that training programs hopefully will evolve and will begin to become more specialized . . . it [career development] is definitely an area that needs more than one class. Three credit hours when 55 are required? It is probably one of the most important things for school counselors to know. Few counselors echoed this call for more coursework, but specialized training in and out of the classroom was seen as a necessary part of gaining competency for all participants. While a number of the participants were passionate about the idea of increasing training in career development within counseling training programs, the collective voice of the counselors’ statements demonstrated the variety of struggles and frustrations the participants encountered, and still encounter, along the way. The purpose of this study was to understand how school counselors view their roles, and how they understand and deliver career counseling curricula to students. Nine counselors made statements consistent with feelings of inadequacy and incompetence in their ability to provide adequate career development programming to their students, as well as unpreparedness upon completion of their counselor education programs. The findings are consistent with the reviewed literature, given that even those counselors who made positive statements regarding their overall experiences in their programs clearly reflected uncertainty regarding their competence level in career development in general (Bridgeland & Bruce, 2014; McDonough, 2005), but especially in how to deliver useful career programs to students (Clinedinst et al., 2011; Johnson et al., 2010). The particular training programs that these counselors completed to obtain licensure differed. Additionally, the secondary data collected from participants (i.e., CACREP vs. non-CACREP degree programs) indicate that accreditation and the completion of a course in career theory and application appear irrelevant regarding the participants’ perceptions of overall competency. The authors noticed that the agitation in the counselors’ voices subsided when they discussed the steps they took to gain competency in this area. For some participants, it was a friendly colleague who showed them the way it had always been done, or the discovery of a new online resource that helped them quickly provide answers to their students’ questions. The counselors identified specific strategies that they used to improve their competency, but said that they relied heavily on their professional networks for support. The three urban counselors reported that they were more prepared than their colleagues were in terms of providing career development programming that utilized technology. The three rural and three suburban counselors believed that they were close to or at the same level of competency as their colleagues. Additionally, all three urban counselors believed that funding or political obstacles within their respective districts prevented their success. Some participants also noted that they relied on technology because it had been purchased by their schools and was the only resource available. For a number of the participants, the isolation and lack of connection to other counselors furthered their sense of frustration and disconnectedness. Participants employed professional mentoring and consultation in some cases; however, these counselors reported that they utilized informal, personal networking extensively. They described these relationships as casual, question-and-answer partnerships. These relationships were not formally structured with specific goals as in mentoring relationships, but rather were formed out of necessity for team building and information sharing among colleagues. The counselors valued these contacts more than any other resource they had acquired since completion of their degree programs. The big picture of what it means to be a competent school counselor resonated loudly through the voices of the participants. They uniformly reported that despite their struggle to achieve competency, there was an overarching sense that their efforts were not enough. The counselors’ feelings of incompetence in the area of career development significantly impacted their ability to address the needs of students. The quiet desperation resonating in their statements magnified their perceptions of how they lacked what they needed to help prepare students for life after high school. School counselors have an understanding of who they would like to be in the schools, but oftentimes they believe they fall short (Scarborough & Culbreth, 2008). Many school counselors lack the confidence or competence to navigate the college counseling process effectively, thus leading to overall perceptions of incompetence in career development (Clinedinst et al., 2011; Engberg & Gilbert 2014). The lack of competency in career development that these school counselors expressed may imply that a certain degree of insecurity and real or perceived incompetence are expected when one starts out in the field. However, if the degree of preparedness among these participants is at all representative, it may indicate that more focus on career development practice is needed in counselor education programs. According to Hill (2012), it is important to emphasize counselor-initiated strategies for college and career readiness interventions—something this group of school counselors found challenging. Addressing this need is a critical issue for school counselor educators as they design training curricula and experiences. Again, participants stated that they had received valuable information in their programs regarding the specifics of what career development is, but not how to use it with students. The missing link between knowledge and know-how for these counselors is palpable. School counselor educators and supervisors must take note and develop career counseling curricula that address the needs of their counselors-in-training, as well as the needs of the future students they will serve. As a result of the information obtained from this study and with the support of the NOSCA report and other studies published in recent years, a need clearly exists for career development training standards to be integrated into graduate programs for school counselors (Bridgeland & Bruce, 2014; Clinedinst et al., 2011; Engberg & Gilbert, 2014). Specifically, counselor educators may adequately identify deficiencies in the overall training model by isolating the differences between anticipated transitions, role adoption and professional development. Participants in the present study believe that they and future school counselors would benefit from a more applied, community-based experience, much like the professional development schools model suggested by Clark and Horton-Parker (2002), and a standard of practice to better serve their students. The plan outlined by NOSCA includes implementing a process by which all secondary school counselors follow a set of standards while working with students on college readiness from academic, social and career perspectives (Bridgeland & Bruce, 2014). Ideally, these standards would be consistent among school counselors across the country to ensure all students access to adequate college preparation and postsecondary planning. Graduate-level courses offered in the form of additional electives, such as counseling the college-bound student or career and technical education, would provide opportunities for growth in areas not currently available in most graduate counseling programs. In response to the growing need for high school counselor competency in postsecondary planning, some states are now offering an additional licensure endorsement for school counselors; for example, in Colorado, school counselors complete two graduate-level courses already offered within CACREP programs (i.e., individual counseling, career development) and one additional two-credit course in career and technical education, offered through the Colorado Community College System. Upon completion of the three courses, school counselors may then apply for the additional endorsement in career and technical education (Colorado Department of Education, 2014). This effort supports the Common Core Curriculum implementation in Colorado and many other states where school counselors are now expected to provide academic advising to directly reflect their students’ career cluster interests. With the recent passing of the Langevin-Thompson Amendment to the Success and Opportunity through Quality Charter Schools Act (H.R. 10, 2014), school counselors working in charter schools will now be asked to provide documentation of their comprehensive career counseling programs in order for schools to obtain priority status when applying for federal funding. This movement, which currently applies only to charter schools, may begin to find its way into all public school funding requests, thus making career counseling curriculum development and implementation a priority for all school counselors. With the support of ASCA, the Association for Career and Technical Education, the National Education Association, the American Federation of Teachers, and the National Alliance for Public Charter Schools, this movement will continue to grow, and the need for well-trained school counselors who are able to provide comprehensive career counseling programs will increase. In this study, the authors used several measures in order to preserve the internal validity of the study, such as researcher epoche, triangulation and member checking. In keeping with the tradition of qualitative research, the participants were not studied in isolation but in environments in which the studied phenomenon continues to occur. It is safe to assume that the participants’ statements were not without bias, because few inquiries involving human interactions and perceptions are without bias. The authors selected nine participants from a convenience sample of high school counselors from rural, suburban and urban areas within two Midwestern states in the United States. The relationship of the counselors to the first author, although limited, may have reflected a need to please or demonstrate competency where little may have existed. Despite the limitations of the study, the findings contribute to the literature regarding school counselors’ perceptions of their abilities to effectively deliver career counseling programs. Also, the findings further emphasize the need to reform the training methods through which school counselors provide college and career readiness services to students. Given the results of this study, it would be negligent to ignore the possibility that school counselors may be placed in positions with less than adequate training in career development. Counselor education programs have an obligation to prepare school counselors in more role-specific areas (e.g., college and career readiness), given that the national average ratio of students to school counselor is 471:1, which is well above ASCA’s recommended ratio of 250:1 (http://www.schoolcounselor.org/asca/media/asca/home/ratios10-11.pdf). Doing more with less has always been a challenge for school leaders, and preparing school counselors more effectively to meet the needs of their students may empower a new generation of counselors to lead students into the 21st century workforce. The authors acknowledge that this particular study includes only the voices of nine school counselors; however, their voices loudly echo NOSCA’s findings and support the need for school counselor standardization of practice in promoting, teaching and facilitating career and postsecondary planning for all students (Bridgeland & Bruce, 2014). Currently, most school counselor education programs do not highlight this area, yet this area represents the very heart of school counseling services at the secondary level. ASCA (2012) has deemed this area important enough to provide school counselors with standards with which to guide their daily activities, but training programs offer limited exposure to actual planning and implementation of career services. This study exposes a disconnection between training and practice standards in school counselor education, which has led to feelings of incompetence and discouragement in these nine school counselors. Regardless of how the counselors compensate for this lack of training, this phenomenon exists. Whether they graduated from CACREP or non-CACREP programs, all of the participants in this study believed that they were equally incompetent in providing career development programming to students. 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Mary Ellen Greenwaldt is a family case worker for Licking County Job and Family Services, Children Services Division, in Newark, OH. Kevin P. Gosselin is an associate professor and assistant dean of research at Texas A&M Health Sciences Center. Correspondence can be addressed to Leann Wyrick Morgan, University of Colorado at Colorado Springs, College of Education, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80918, email@example.com. Women’s experiences in academia are laden with a fundamental set of issues pertaining to gender inequalities. A model reflecting women’s career development and experiences around their academic pipeline (or career in academia) is presented. This model further conveys a new perspective on the experiences of women academicians before, during and after their faculty appointments and can help in career counseling. Specifically, this model provides career counselors with a framework to conceptualize the concerns of women clients who work in academic environments. Other implications for career counseling as well as limitations and future directions also are discussed. Keywords: women, academia, career development, pipeline, career counseling There is a documented trend of women prematurely leaving higher education and academia. In a groundbreaking contribution spearheaded by women academicians, the Massachusetts Institute of Technology (MIT) Special Edition Newsletter reported on the experiences of women faculty, stating that “the pipeline leaks at every stage of career” (MIT, 1999, p. 8). Pipeline refers to careers in academia, which often require many years of education and training prior to entry to the pipeline. More recent work has supported and deepened this assertion with empirical investigation (e.g., Goulden, Mason, & Frasch, 2011; Wang & Degol, 2013). Researchers have approached the question of why this is the case from a myriad of research perspectives, including sociological, psychological and cultural. The existing body of literature investigating women’s experiences as academicians addresses the issue of women’s struggle for equality in the institution, but does not comprehensively address how female faculty develop their career aspirations and expectations, how the essential component of career development influences their experiences within the pipeline, and how counselors and institutions might address women’s career outcomes. In this article, the authors first discuss the process of scholarly questioning, which guided the authors’ choice to examine certain bodies of literature that seemed relevant to women in academia. Second, a brief literature review identifies different variables that influence how women choose careers as academicians, how they decide whether to stay in those careers and how institutions have been called to respond to women’s experiences. Next, the authors present a model combining issues relevant to women in academia from the perspectives of several bodies of scholarly literature (i.e., sociology, women’s studies, psychology). The authors also make predictions based on the model, and address limitations and implications for counselors. The idea for this article originated from a limited review of literature that addressed women as a cultural minority in a career field. Upon reviewing articles that centered on women in academia, the present authors observed that the vocational, cultural, social and psychological variables investigated in these studies focused substantially on women’s present experiences in academia—a realm often referred to as the pipeline. The present authors wondered how women’s life experiences before and after their faculty appointments influence their pipeline experiences. The idea for the proposed model grew out of the literature review process itself. Through examining the available research on the subject of women in academia, it became clear that there were a multitude of perspectives on how and why women’s experiences exist as they do in the academic world. However, it also was apparent that these perspectives were not linked systematically to the overall literature. The primary goal of creating this model was to better understand and organize constructs that explain how women’s experiences before their career in academia, as well as how women experience that career. By organizing and linking these ideas into a model, the authors offer professional counselors a working model to refer to when helping academicians with career issues. The authors utilized a qualitative research methodology in which they combined largely quantitative data with a qualitative analysis called grounded theory. According to Tesch (1990), grounded theory involves the “identifying and categorizing of elements and explanation of their connections” (p. 63), wherein one sorts the data into categories, compares their content, “defines properties of the categories” and then “relates categories to each other” (p. 64). The present authors modified their grounded theory approach by using published literature comprised mostly of quantitative studies as their data. As stated in the rationale for this paper in the previous section, the authors wanted to understand how women’s experiences leading up to and resulting in a career in academia, as well as how women experience that academic career. As is typical in qualitative research, these general questions served as their guide, and led to a generative process by which they surveyed the relevant literature of career development and gender as well as women’s academic careers. More precisely, the authors conducted the initial explorations of the literature using the key search terms women, academia or academe, faculty or professors, career development, and pipeline in various combinations to yield the largest body of results. The review process consisted of eliminating all articles concerning the academic experiences of women outside the United States, as this paper focuses exclusively on women within U.S. institutions. Throughout this process, the authors met weekly for at least 4 months and, beyond that, met 1–2 times a month for a minimum of 1 year. Also, two graduate student researchers made the initial classifications and the faculty subject matter expert reviewed those classifications, checking for consistency and accuracy. The authors began by engaging in the strategy of inquiry called grounded theory. When reading through the collected literature, they noticed patterns in which variables (and later, themes) tended to appear again and again. Thus, the first major critical themes emerged through an inductive process, reflecting the grounded theory methods first championed by Glaser (Kelle, 2005). Glaser’s work focused on identifying similar codes whose content is gathered and organized into larger groups or concepts, and these groups or concepts form themes or categories (Kelle, 2005). Utilizing this approach in their exploration, the authors separated the articles into three groups based on their relevance to women across the career life span: early career development (preacademic appointment, which included experiences up to graduate school when some graduate students start participating in faculty and faculty-like roles), the pipeline (graduate school through academic job/career) and postpipeline (e.g., transitioning to a different career, retirement). It seemed important that these ideas present throughout the literature become more connected, and thus the present authors decided to create a model to show how person and environment interact to mold women’s expectations and experiences regarding education and career in academia. From this point forward, they carefully recorded the theoretical constructs and variables investigated by each research article and entered them into a spreadsheet. Once this process was complete, they critically reviewed the list of variables and constructs and collapsed some categories within each section together in order to capture both the broadest and the most succinct picture of the variables within the literature. Through this process, the authors were able to isolate the variables that were addressed by multiple articles (generally four or more), and these variables became the basis for the model. Finally, the authors found that the variables tended to cluster together logically in each section. Through dialogue, critical thinking and specific knowledge within the field of vocational psychology, the authors categorized the variables into groups based on their similarity to and difference from one another, and created themes for the groups of variables within each section. These labels served to organize the variables into manageable concepts and tie the model together. In addition, these themes separated the larger social, psychological and systemic processes in ways that reflect how these concepts function for women in the world. This literature review of over 120 articles revealed that, to the authors’ knowledge, no existing model binds career development and outcomes to the concepts of women’s career development and the leaky pipeline. Given the magnitude of such a project, the authors felt that it was best to create the model based on the research and resources that already exist in each area of scholarly inquiry. The variables and themes that exist in their model reflect their interpretation of the literature as well as their conceptualization of how these constructs interact with one another. Variables Underlying Women Academicians’ Career Processes Previous researchers have identified many variables related to women academicians’ career processes before, during and after their decision to pursue an academic job. The current authors reviewed and organized these variables by superordinate labels into the following three categories: career development, pipeline influences and pipeline outcomes. Part I: Career Development Excellent reviews of the literature on women’s general career development have been published (e.g., Betz, 2005; Fitzgerald, Fassinger, & Betz, 1995; Phillips & Imhoff, 1997). The current authors described variables important to women’s career development while they avoided recreating what others have already explored. Continuing with their modified grounded theory approach detailed above, for organizational purposes, the authors created five categories of variables and gave each category a superordinate label. The categories are cognitive, coping, environmental, personality and relational. Cognitive theme. These variables were considered to be cognitive in nature: career aspirations, career choice, career expectations, intellectual abilities and liberal gender role attitudes. Career aspirations. Career aspirations, or one’s dreams for one’s career, are important in career development and choice (Astin, 1984; Farmer, 1985; Gottfredson, 1981). Women’s career aspirations are affected by verbal ability, support from teachers, race, age and social class (Farmer, 1985); a desire for work–family balance and an intrinsic valuing of occupations (Frome, Alfeld, Eccles, & Barber, 2006); and parental influence (Li & Kerpelman, 2007). Career choice. Fitzgerald et al. (1995) addressed career choice by considering how it can be limited as a result of being female, pointing out how stereotyping of occupations and women’s compromised career aspirations work to limit women’s career choices. Career expectations. Brooks and Betz (1990) demonstrated that college student expectations for success in pursuing a job path, obtaining a job and advancing in that work, as well as preferences for a given type of work, explained 12%–41% of the variance in choosing a job. Men tended to have higher levels of expectations for more traditionally male occupations, whereas women tended to exhibit higher levels for more traditionally female occupations. Intellectual abilities. Women’s career development can be promoted with higher verbal and math abilities (Fassinger, 1990; O’Brien & Fassinger, 1993). Ceci, Williams, and Barnett (2009) found that women with high math abilities were more likely than men to also have high verbal abilities, resulting in a greater range of career choices. Liberal gender role attitudes. Fassinger (1990) and O’Brien and Fassinger (1993) found that having more liberal attitudes toward one’s gender role regarding one’s roles in the family and in the workforce was related to and predictive of career choice. Flores and O’Brien (2002) found that liberal gender role attitudes were predictive of Mexican American adolescent women’s self-efficacy for nontraditional careers. Liberal gender role attitudes can increase women’s perceived career options, leading them to consider both traditional and nontraditional gender career choices. Coping theme. The following variables involve coping: career decision-making coping, career maturity and adaptability, career self-efficacy, and self-esteem. Career decision-making coping. Career decision-making coping can be defined as one’s perceived confidence (self-efficacy) and/or coping skills when making career decisions. O’Hare and Beutell (1987) examined gender differences in career decision-making coping with undergraduate college students. Men had significantly higher scores than women on career decision-making self-efficacy behavior, or “a constructive, positive sense of control over the decision” (O’Hare & Beutell, 1987, p. 177). However, women scored significantly higher on reactive behavior, wanting “to be superorganized and do all that is expected,” as well as support-seeking behavior (p. 177). Men tended to be more confident, likely because they are socialized to appear strong and confident to others. On the other hand, women tended to place importance on maintaining a relational style and reacting to situations as opposed to being proactive. Also, Betz, Hammond, and Multon (2005) found that career decision-making self-efficacy was negatively related to career indecision and positively related to career identity. Career maturity and adaptability. Career maturity means making good career decisions during adolescence (Super, 1977). King (1989) showed that career maturity determinants can differ by gender: for girls, family cohesion, locus of control, age and cultural participation were most important; however, for boys, age, locus of control, family cohesion and parental aspirations mattered more. Career adaptability is a postadolescence extension of career maturity, and has been linked with career self-efficacy, career interests and problem-solving ability (Rottinghaus, Day, & Borgen, 2005). Career self-efficacy. Believing in one’s ability to perform career behaviors has been found to predict the number of career options considered (Betz & Hackett, 1981; Hackett, 1985), and is related to (r = .59) and predictive of career interests (Rottinghaus, Larson, & Borgen, 2003). Lower career self-efficacy beliefs predict women’s more traditional career choices (Hackett & Betz, 1981), while higher career self-efficacy beliefs predict career achievement (Betz, 2005). Self-esteem. Self-esteem affects career development and achievement, and “increases occupational prestige . . . and income” (Kammeyer-Mueller, Judge, & Piccolo, 2008, p. 204). Self-esteem aids in persistence when one is confronted with career barriers (Richie et al., 1997). Environmental theme. This group impacts one’s environment and includes the following: availability of resources and opportunities, low status of traditionally female jobs, previous work experience, social class and socioeconomic status, and socialization influences. Availability of resources and opportunities. Astin’s (1984) career choice model describes major concepts affecting women’s careers: work motivation, with the driving needs of survival, pleasure and contribution; gender role socialization; and structure of opportunity, which includes elements such as job availability, barriers to work opportunities and economic considerations. Astin suggested that differences in gender socialization produce different work expectations, ultimately limiting women’s career opportunities by what is seen as appropriate women’s work. However, some opportunities provide women with a greater range of work–family alternatives (e.g., reproductive technologies). Low status of traditionally female jobs. So-called women’s work has been devalued in terms of status and equitable pay. In paid work, there is a well-documented gap between women’s and men’s wages (e.g., Bielby & Bielby, 1992; Corbett & Hill, 2012). A number of authors have formed postulations about the low status of traditionally female jobs and career processes (e.g., England, 2010; Fassinger, 1990; O’Brien & Fassinger, 1993). For example, in order for women to advance socioculturally (e.g., economically), they must consider work in male-dominated fields, such as academia; higher status jobs in U.S. culture are jobs traditionally held by men (England, 2010). Previous work experience. Previous work experience during adolescence is predictive of career aspirations and career choice (Betz & Fitzgerald, 1987). Social class and socioeconomic status.Social class can shape career aspirations (Farmer, 1985). For example, social class privilege for European American adolescent women served to increase their perceptions of having many career options, as well as narrow the range of options they considered (Lapour & Heppner, 2009). Socialization influences. Exposure to environmental learning, or socialization, can shape an individual’s career processes. For instance, Gottfredson’s (1981) model of circumscription and compromise in career development describes how one’s environment and heredity impact his or her career. Leung, Ivey, and Suzuki (1994) found Asian American women more likely than European American women to consider nontraditional gender role careers in order to pursue higher prestige occupations—that is, prestige was most important to these women, as opposed to compromising based on gender role fit or perceived gender typing of certain jobs. For example, an Asian American woman might choose a career in engineering over a career in teaching, as the engineering career would have greater prestige but would be a less traditional career for women than teaching. Personality theme. Personality variables include achievement motivation, career interests, instrumentality and other personality variables, and valuing graduate education. Achievement motivation.Achievement motivation refers to the impetus toward seeking career attainments and accomplishments. Two major models of women’s career development address achievement. In explaining gender differences in achievement by focusing on women’s decision making, Eccles (1987) proposed that the decisions women make regarding the work–family balance may be based on the subjective valuing of tasks as per socialization and stereotypes. Eccles suggested that some women may choose to focus more on family than work because other work is less satisfying to them than nurturing a family. In a different, empirically supported model, Farmer (1985) considered achievement motivation in career development to be influenced by cultural, personality and environmental factors. Achievement motivation culminates in the creation of career aspirations, motivation to pursue mastery experiences, and commitment to a career (Farmer, 1985). Career interests. Women are more likely to have higher career interest scores for artistic and social domains and lower scores for realistic and investigative domains, when compared with men (Betz, 2005; Fitzgerald et al., 1995). Additionally, Evans and Diekman (2009) investigated how the presence of gendered beliefs about careers predicted differences in career goals and career interests along traditional gender lines. Women and men who thought about careers in a gender-stereotypical manner were less likely to endorse career interests in gender-atypical fields (Evans & Diekman, 2009). Instrumentality and other personality variables.Instrumentality, which is defined as the ability to make decisions with confidence, was examined by O’Brien and Fassinger (1993) in their test of the Fassinger (1990) career model. The authors concluded that “young women who possess liberal gender role attitudes, are instrumental and efficacious with regard to math and careers, and exhibit moderate degrees of attachment and independence from their mothers tend to value their career pursuits” (O’Brien & Fassinger, 1993, p. 466). Valuing graduate education. Battle and Wigfield (2002) found that college women with a strong career orientation had more positive views of graduate education, evidencing that the perceived usefulness of attending graduate school, a sense of attainment, and intrinsic motivation to pursue graduate studies were major reasons behind women’s graduate school plans. Relational theme. The following variables have a central relationship component: dual roles of marital and parental status, perceived encouragement, psychosocial needs, relationships with parents and presence of role models, and rewards and costs of career and parenthood. Dual roles of marital and parental status. As Fassinger (1990) pointed out, past research has supported a negative relationship between being both a wife and mother and developing one’s career. However, having liberal gender role attitudes helps women engage more fully in their own career development as opposed to more traditional attitudes (Betz & Fitzgerald, 1987; Fassinger, 1990; Flores & O’Brien, 2002). Morrison, Rudd, and Nerad (2011) found that parenting young children was a barrier at all levels of the pipeline for women, and that married men advanced faster through the tenure process than married women. Perceived encouragement. Parents, role models, teachers and supportive others may offer women perceived encouragement regarding their career options (e.g., Fassinger, 1990; Leslie, 1986), ultimately facilitating women’s choice and attainment of both traditional and nontraditional careers (e.g., Hackett, Esposito, & O’Halloran, 1989). Perceived encouragement is especially important for the educational expectations and work identity of African American and Mexican American college students (Fisher & Padmawidjaja, 1999). Psychosocial needs. Although psychosocial needs may be individually defined, women share needs for survival, satisfaction and pleasure (see Eccles, 1987; Farmer, 1985). Work can provide important sources of satisfaction and pleasure as well as meet survival needs, and underutilization of abilities has been associated with lower levels of mental health (Betz, 2005). Relationships with parents and presence of role models. For college women, the positive influence of female teachers and high performance self-esteem (i.e., agency, or a feeling of being able to be autonomous) was most predictive of career salience (i.e., the importance of one’s career relative to one’s other roles) and educational aspirations (i.e., aspirations to pursue different levels of education). Also, having the positive influences of fathers and male teachers, as well as high performance self-esteem, predicted women wanting to pursue less traditional careers (Hackett et al., 1989). Rewards and costs of career and parenthood.Leslie (1986) found that the daughters of homemakers had more positive feelings toward employment when mothers were not satisfied with homemaking and the children helped more with housework. Daughters of employed mothers viewed employment more positively when they perceived their mothers as happy and busy with their work. Daughters of homemakers indicated most concern with the costs of work and the costs of having children in the future, whereas the daughters of employed mothers also were concerned with the rewards of work. Also, Campione (2008) found that depression stemmed from family issues (e.g., caring for a disabled family member) and work issues (e.g., working irregular hours at a job), and working shifts during odd hours was associated with marital stress and family difficulties. Conclusion of Part I: Career Development. In Part I, the current authors reviewed evidence on variables pertinent to a woman developing her career as an academician, or having access to developing a job or career as an academician. The next section focuses on the pipeline. Part II: Pipeline Influences The present authors conceptualize the pipeline, or the route to an academic career and the academic career itself, as beginning in graduate school and extending through all stages of a career in academia. The career development literature focuses heavily on undergraduates, whose experiences the present authors consider to be separate from graduate student experiences, which are conceptually more proximal to and overlap with the concerns of academic careers. Thus, for the authors’ purposes, once a woman decides to pursue a graduate-level degree, her experiences are characterized as part of the pipeline. Again, the authors have grouped variables using superordinate labels. The themes include academic duties, academic environment, individually centered, resources and social variables. Academic duties theme. In this section the authors describe variables associated with women’s status within the academic institution, including administrative-level representation, institutional housekeeping and service-oriented activities, teaching and research productivity, and tenure-track versus nontenure-track status. Administrative-level representation. Quite simply, women are not represented at the administrative level of academic institutions as frequently as men (Kimball, Watson, Canning, & Brady, 2001). Women’s underrepresentation can be associated with the amount of effort they have invested in teaching, mentoring and service, along with an inability to decline projects, which may compromise women’s career trajectory toward higher levels of authority within the institution. Kimball et al. (2001) suggested that women may not understand how to effectively negotiate the male-dominated and hierarchical structure of academia in order to fulfill broader career advancement desires. Institutional housekeeping and service-oriented activities.Bird, Litt, and Wang (2004) defined institutional housekeeping as “the invisible and supportive labor of women to improve women’s situation within the institution” (p. 195), based on Valian’s (1998) work. Valian (2005) described these activities as “low-visibility, low-power, low-reward, and labor-intensive” (p. 205). Women may often be called upon to participate on committees or in groups that bolster the department or institution with regard to advising and teaching, or even issues pertinent to women in the academy. Providing service work may detract from time performing research, which is often the most heavily weighted criterion for tenure decisions (Misra, Lundquist, Holmes, & Agiomavritis, 2011). On the other hand, service activities are recently gaining more recognition as an important component of tenure decisions (Sampson, Driscoll, Foulk, & Carroll, 2010). Teaching and research productivity.Data gathered for the MIT (1999) report on women faculty members revealed “inequitable distributions” regarding “teaching assignments” (p. 8). Women, by cultural standard, bear the weight of the more relational processes involved in academia (e.g., teaching, advising, mentoring), so research and administration are areas still disproportionately male dominated. A more recent study of university deans focused on what was considered important in achieving tenure, and supported the salience of research productivity above other faculty contributions such as service and, to some extent, teaching (Balogun, Sloan, & Germain, 2007). Furthermore, “heavy teaching workloads may be detrimental to the chances of obtaining tenure” (Balogun, Sloan, & Germain, 2006, p. 532). Tenure track versus nontenure track.Harper, Baldwin, Gansneder, and Chronister (2001) found stark differences between men and women faculty members in both the tenure-track and nontenure-track categories. Generally, they found that men spent the fewest number of hours teaching, with more time spent on administrative, research and other activities, while women in all categories spent a slightly larger percentage of their time teaching. Differences also were found between the tenure-track categories and the relative amounts of time spent teaching undergraduate courses, with nontenure-track faculty spending a majority of their time teaching undergraduate courses versus tenure-track faculty who are teaching graduate courses more (Harper et al., 2001). Generally speaking, women make up a much larger percentage of nontenure-track faculty (e.g., August & Waltman, 2004; Equal Rights Advocates [ERA], 2003). Often the issue of tenure is complicated for women due to role conflict related to childcare and its incompatibility with the demands of the tenure process (Comer & Stites-Doe, 2006; O’Laughlin & Bischoff, 2005; Stinchfield & Trepal, 2010). In addition, there are other complex processes that influence women’s ability to gain tenure, an overview of which is outside the scope of this article (see American Association of University Women [AAUW], 2004; Marchant, Bhattacharya, & Carnes, 2007; Park, 2007; Rudd, Morrison, Sadrozinski, Nerad, & Cerny, 2008). Academic environment theme. This theme focuses on variables that pertain to the college or university environment, and the literature is reviewed regarding departmental climate, isolation and invisibility, and transparency of departmental decision making (including tenure). Departmental climate. Various authors have described departmental climates within institutions as “hostile” (ERA, 2003, p. 3), “challenging and chilly” (August & Waltman, 2004, p. 179), and “toxic” (Hill, Leinbaugh, Bradley, & Hazler, 2005, p. 377). These authors also pointed out how the lack of a supportive departmental climate contributes to other issues women face as academicians, such as having less access to resources or feeling isolated. Isolation and invisibility.Winkler (2000) asserted that women faculty themselves define the limits of their productivity (which tends to be the largest factor in salary increase and tenure decisions) based on “feelings of exclusion, disconnectedness, marginalization, intellectual and social isolation, and limited access to resources” (p. 740). She also argued that women more than men tend to have more rigid and higher standards for quality over quantity in research, and that women may be more perfectionistic in research activities, which leads to a lower overall rate of publication. Transparency of departmental decision making (including tenure).August and Waltman (2004) investigated job satisfaction of faculty members and found that women at different levels of the tenure process were influenced by different job satisfaction criteria. All faculty women surveyed reported being impacted by the following: having a supportive relationship with the head or chair of the department, having a perceived ability to influence decisions made within their department and receiving an equitable salary as compared to others within the department. Tenured women rated the equitable salary and departmental influence variables as more significant. For nontenured women, level of influence was also significant. Individually centered theme. These psychosociocultural variables pertain to women as individuals, and include academic self-concept, age, and race and ethnicity, as well as gender schemas and feminism, and personal power and self-promoting behavior. Academic self-concept. Guidelines for mentorship posed by Williams-Nickelson (2009) include specific action components aimed at bolstering a woman graduate student’s academic self-concept, or an individual’s conception of herself as a student. Mentors should “facilitate independent thinking” and encourage mentees to “develop self-assurance,” “be mentored” and “be receptive to autonomy and divergence” (Williams-Nickelson, 2009, p. 289). Ülkü-Steiner, Kurtz-Costes, and Kinlaw (2000) found that women’s academic self-concept and mentor support (regardless of the mentor’s gender) in graduate programs best predicted women graduate students’ career commitment. In addition, women and men who were attending graduate school in a male-dominated department reported lower levels of academic self-concept than those in more gender-balanced programs (Ülkü-Steiner et al., 2000). Age. For women entering the academy 20 or more years ago, being an older student (after having children or supporting a partner through his or her career) could be a barrier to entrance into graduate school; some women, however, reported positive effects of being leaders and mentors as older graduate students (Bronstein, 2001). In addition, women reported feeling marginalized, being overlooked, being seen as a mom, and being overtly discriminated against in academia (Bronstein, 2001). Junior and senior women faculty also may experience rifts with one another based on different feelings about discrimination and inclusion (MIT, 1999). Furthermore, Jacobs and Winslow (2004) compiled data on faculty ages, tenure track, tenure status and job satisfaction, and found that the high-end child-bearing years for women (late 30s through early 40s) are spent working toward tenure, which complicates the work–family balance. Race and Ethnicity.There has been “no growth in the percentage of minority students receiving doctoral degrees since 1999” (Maton, Kohout, Wicherski, Leary, & Vinokurov, 2006, p. 126). Women of color are at a disadvantage before the pipeline even begins, a problem that persists through the academic career level, where they may experience marginalization, discrimination and microaggressions (Marbley, Wong, Santos-Hatchett, Pratt, & Jaddo, 2011). Thomas, Mack, Williams, and Perkins (1999) studied the effects of personal fulfillment (or an individual’s sense of meaning and/or satisfaction in life) on the research agendas of academicians who are women of color. Often, women of color who assume an outsider within stance (a professional orientation toward using one’s personal experiences and interests to fuel one’s research) may be disadvantaged for scholarly recognition and promotion, though researching topics of personal multicultural concern can increase one’s level of personal fulfillment (Thomas et al., 1999). Gender schemas and feminism. Gender schemas exist that work against women in male-dominated professional environments (Valian, 2005). Lynch (2008) touched on clashing life roles for women in the early pipeline. One recurring theme for the participants was women graduate students’ feeling that they had traded off their feminist ideals and independence by getting married and/or having children, and by being financially dependent on their husbands during their time in graduate school. Krefting (2003) discussed ambivalent sexism, which essentially contrasts the concepts of having “perceived competence” (i.e., masculine) and being “likeable” (i.e., feminine; p. 269). The intersection of these two concepts for women in competitive academic environments can be a conundrum: How does a woman garner respect for her competence when likability is the trait with which students and colleagues are most concerned? Personal power and self-promoting behavior. Kimball et al. (2001) posited that previous research has shown that women place more emphasis on “external attributions” than men (p. 136). That is, although men and women both believe that internal attributes such as intelligence and ambition contribute to one’s career success in academia, women place much greater weight on their social capital—for instance, the people they know and the prestige of their educating institution. These authors also discussed the fact that many women feel uncomfortable with the self-promoting behavior that may facilitate advancement in academia. Resources theme. This theme includes variables related to resources within institutions that impact women’s career paths as academicians, including access to resources; financial issues; and salary, rewards, and recognition. Access to resources. Krefting (2003) conceptualized women’s access to resources as an uphill climb. Whereas men are included in the network of those expected to succeed within academia, women are fighting for both inclusion and the resources to make them worthy of inclusion. Winkler (2000) also echoed Krefting’s (2003) notion that resources (and subsequently, productivity) flow from being included in “the networks in which ideas are generated and evaluated, in which human and material resources circulate, and in which advantages are exchanged” (2000, p. 740). MIT’s (1999) seminal report on women’s experiences as academics in its own School of Science uncovered “inequitable distributions . . . involving space, amount of 9-month salary paid from individual research grants, teaching assignments, awards and distinctions, inclusion on important committees and assignments within the department” (p. 7). Financial issues. Students in psychology doctoral programs tend to graduate with student loan amounts that exceed $75,000 (Williams-Nickelson, 2009). Springer, Parker, & Leviten-Reid (2009) discussed a multitude of stressors for graduate student parents, including lack of financial support, a struggle to afford childcare and FMLA leave issues. Lynch (2008) reported that the most common complaint of women graduate student mothers is a lack of financial support from their academic departments. Salary, rewards and recognition. August and Waltman’s (2004) survey uncovered that tenured women faculty’s career satisfaction was heavily influenced by their “salary comparable to similar peers” (p. 188). Harper et al. (2001) conducted a cross-discipline analysis of men’s and women’s experiences in academia and reported that “overall, men’s salaries appear to be more related to their disciplines and responsibilities while women’s salaries are more related to their tenure status and the degree they hold” (p. 248). In addition, Harper et al. (2001) noted that women tend to earn less because they are often employed in academic positions that pay less (e.g., nontenure track, assistant professor). Social theme. This theme subsumes the influence of family, work and peer relationship variables, including peer and mentor relationships; presence of women in the field and the decision to pursue a doctorate; and work and family issues such as parenthood, marriage and the division of responsibility. Peer and mentor relationships. Several articles review or note the positive impact of supportive peer relationships on female graduate student success (Lynch, 2008; Ülkü-Steiner et al., 2000; Williams-Nickelson, 2009). Also, mentoring and advising relationships provide essential resources to women graduate students, including elements such as emotional support and professional guidance (Williams-Nickelson, 2009). Hill et al. (2005) outlined the importance of supportive peers and social/teaching environments as a factor of satisfaction in their study of women faculty members in counselor education. Also, Pruitt, Johnson, Catlin, and Knox (2010) found that women counseling psychology associate professors who were seeking promotion to full professor indicated that having the support of a current mentor was helpful. Compared to men, women typically place a higher value on a supportive work environment and may often find these types of relationships through service-oriented work in the institution (Bird et al., 2004; Kimball et al., 2001). Presence of women in the field and the decision to pursue a doctorate. Women are more likely to leak from the educational pipeline before doctoral completion, and they still earn less than men in the world of work (Ülkü-Steiner et al., 2000; Winkler, 2000). Ülkü-Steiner et al. (2000) found that the mere presence of women faculty in any academic department bolstered career commitment and academic self-concept for men and women doctoral students. Similarly, Winkler (2000) reported that women academicians benefit from relationships with female students and that female students tend to graduate more quickly when female faculty are present within the department. However, because women tend to be underrepresented as faculty members in general, there is an overall shortage of role models for women wishing to pursue doctoral education and become academicians themselves (August & Waltman, 2004; Harper et al., 2001). Work and family issues: Parenthood, marriage and division of responsibility. Springer et al. (2009) and Lynch (2008) discussed the unique role conflicts that occur early in the pipeline for women graduate students who also are mothers. These women often find themselves caught between their desire to excel in graduate school and to be a mother, and also experience challenges with respect to finding peer support from their non-mother peers. Wolfinger, Mason, and Goulden (2008) conceptualized family and marriage as having a direct effect on the leaky pipeline when women are trying to earn tenure. Generally speaking, when family issues and domestic responsibilities are at stake, women academics receive less support from their male partners than men academics do from their female partners (Bird et al., 2004). However, evidence for the effect that children and marriage have on scholarly productivity paints a different picture. Winkler (2000) reviewed the literature and found that though women on the whole publish less than men, single women are less productive in publication than married women. Krefting (2003) reported that “neither marriage nor parenthood seems to affect women’s productivity (or men’s, Valian, 1998)” (p. 264). Conclusion of Part II: Pipeline Influences. This section discussed the themes and variables that are relevant to women’s experiences in the pipeline as graduate students and as academicians. The final section addresses key outcomes. Part III: Pipeline Outcomes The following section examines academic women’s career outcomes and satisfaction as well as institutional responses to women’s issues. The literature search for this section included the search terms women’s career satisfaction, women in academia, and university (or college) response. Women’s career outcomes and satisfaction. As discussed previously, fewer women are granted tenure than their male counterparts. As one travels through the pipeline, chances of leaking out are greater for women at all stages of their career than for men (Mason & Goulden, 2004; Winkler, 2000; Wolfinger et al., 2008). In August and Waltman’s (2004) study, women’s career satisfaction was predicted by “departmental climate; the quality of student relationships and such related activities as mentoring and advising students . . . ; a supportive relationship with the unit chairperson; and the level of influence within the department or unit” (p. 187). In addition, for tenured women faculty, “comparable salary and the importance of departmental influence” rose to the forefront (p. 187). Harper et al. (2001) found that both tenured and tenure-track women were “least satisfied with their authority to make other job decisions . . . and the time they have available to advise students. . . . Non-tenure-track women as a group were the least satisfied with their authority to decide which courses they teach” (p. 251). Institutional response. The call for institutional change to address the needs of women academicians is a direct result of research conducted on this topic in the past several decades. Although a full review of institutional initiatives on behalf of changing women’s experiences in academia is beyond the scope of this article, the current authors have highlighted some recommendations for change that exist in the literature. Many authors have called for higher education institutions to implement initiatives to address the issues that women academics face (e.g., AAUW, 2004; ERA, 2003; MIT, 1999; Stinchfield & Trepal, 2010). Generally speaking, these initiatives include, but are not limited to the following: (a) changing hiring practices to seek out women and people of color for all faculty positions, especially tenure-track positions; (b) encouraging mentorship programs for faculty; (c) instituting policies in which the tenure clock may be stopped and restarted; (d) adjusting views on career commitment to accommodate academicians’ family and other responsibilities; (e) promoting women to higher-level administrative positions; (f) eliminating gender discrimination regarding salary and access to resources; (g) revising the tenure review process to include merits for service-oriented work; (h) making evaluation standards for tenure clear and transparent; (i) expanding understanding of the psychosociocultural variables that influence academicians differently; (j) conducting research on institutional policy and its effects on faculty members; (k) being active beyond hiring practices by encouraging women and people of color to pursue careers as academicians; and (l) being vigilant of and punitive toward gender discrimination taking place within the institution (Bird et al., 2004; Bronstein, 2001; ERA, 2003; Harper et al., 2001; Jacobs & Winslow, 2004; MIT, 1999; Thomas et al., 1999; Valian, 2005; Winkler, 2000). Conclusion of Part III: Pipeline Outcomes. This section provided an overview of career outcomes and satisfaction among women academicians and how institutions have been called to respond to these issues. The following section reviews the authors’ model for women’s career processes in academia. A Model for the Career Process of Women in Academia Women’s career development is related to a variety of psychological, social and cultural influences. Researchers have studied many of these influences with girls and women, demonstrating the powerful effects shaping women’s career aspirations, choices and development. In the present authors’ model, career development influences, pipeline influences (factors affecting entry into academia), and pipeline outcomes (outcomes of a career in academia) are addressed. Here, the authors explain the structure of and rationales behind each section of the model (see Figure 1 and Table 1). Overview of the Model To promote parsimony of the literature and model coherence, the authors organized women’s career development influences into five major groups of variables: cognitive, coping, environmental, personality and relational. Each of these major themes is present within the top portion of Figure 1. These five domains of career development lead up to a decision to pursue a graduate degree, labeled “pursue terminal degree” in the model. The authors used the phrase “terminal degree” for the sake of simplicity, even though some employers and fields do not require a doctorate (e.g., school psychology). While previous collegiate accomplishments certainly facilitate matriculation into a graduate program, the authors consider the pipeline as beginning in graduate school and continuing with women taking academic positions. The numerous variables affecting women’s experiences in academia are grouped into the following categories: academic duties, academic environments, individually centered, resources and social. The pipeline is considered to be one piece, since the literature seemed to indicate this understanding and it resulted in the most parsimonious interpretation. However, future evidence may lead to consideration of the pipeline in two pieces, in which there is an early pipeline that focuses on graduate students and a midpipeline that pertains to women in academic positions. For example, some variables may not be relevant to graduate students (e.g., tenure-track versus nontenure-track), which lends support to the idea of breaking the pipeline into two groups. However, many variables have been found to be a consideration for both graduate students and academicians (e.g., age, work, family issues). Also, some variables that are currently considered part of one group may actually show evidence of salience with the other group (e.g., academic self-concept, financial issues). For now, since the themes seem interwoven with the experiences of both graduate students and academicians, the current authors have considered them together as one group. Once a woman decides to pursue a graduate degree, a host of psychosociocultural factors begin to influence both her educational experiences and her experiences in academia. As the model shows, women may leak out of the pipeline at different points of their academic careers (i.e., early, mid- or late career), with early leaking meaning that one might never enter academe. The final section of the model indicates two major outcomes of women’s career development and the academic pipeline. First, women may report different levels of career satisfaction. Second, institutional responses to women’s issues within the academy may vary. Figure 1. The Leaky Pipeline: Career Development of Women in Academia Before, During, and After Careers in Academia Themes and Variables Comprising the Career Development and Leaky Pipeline Experiences of Women in Academia Based on the literature review and the resulting model, the authors can make several predictions to describe the processes involved in women entering, traversing and exiting the pipeline. Entry into the Pipeline. As women begin their careers as faculty members they bring their career development history with them, which in turn influences their education and career. The interaction of these factors creates a unique experience for women in faculty positions. Specifically, the career development variables are relevant to entry into the pipeline. First, the authors predict that the cognitive theme affects career trajectory in that women must have career aspirations, career choices and career expectations that are compatible with an academic career, as well as sufficient intellectual abilities and liberal gender role attitudes to endure and succeed in graduate school and beyond. Second, the coping theme also facilitates pipeline entrance, as women must have career decision-making coping, career maturity and adaptability, career self-efficacy, and self-esteem to transition effectively from graduate school into academic careers. Third, the authors predict that lower social class and socioeconomic status diminish the likelihood that a woman will enter an academic career (environmental theme), because lower social class and socioeconomic status tend to be associated with less access to opportunity structures such as those afforded by the educational attainment required for many academic careers. Fourth, the authors predict that having high achievement motivation, possessing career interests that complement an academic path, exhibiting high instrumentality and valuing graduate education facilitate an academic career (personality theme). Fifth, the authors hypothesize that the presence of perceived encouragement and supportive relationships with parents and role models facilitate these career paths (relational theme). In addition, pipeline variables like feminism, personal power and self-promoting behavior have been evidenced as beneficial to women, and the present authors predict that these trends will likely remain consistent. For instance, academic self-concept can be a facilitative variable for women’s futures as academicians when that self-concept is consistent with an academic career and when women attend graduate programs that are more gender balanced than male dominated. Traversing and Exiting the Pipeline. Once a woman enters graduate school, she is officially in the pipeline, and must maintain a level of teaching and research productivity commensurate with the expectations of the institution. Women academicians may leak out of the pipeline if they are denied tenure due to a lack of research productivity as a result of spending a disproportionate amount of time performing unrecognized service-oriented activities, particularly in research-intensive institutions (Misra et al., 2011). However, there is some evidence that institutions are recognizing service activities more frequently (Sampson et al., 2010). The current authors predict that experiencing a hostile departmental climate, feeling isolated and invisible, and encountering little or no transparency in departmental decision making facilitate conditions that increase the likelihood of a woman leaking from the pipeline before, during and after tenure decisions are made. In addition, the authors predict that women leave their academic careers behind due to feeling stuck in positions with little hope for meaningful promotion, having restricted access to resources, dealing with financial issues or feeling dissatisfied with their salaries, rewards or level of recognition. Posttenure, the authors predict that a lack of administrative-level representation leads some women to leave academia because they are not able to realize administrative-level career goals, or because they may have less support (e.g., lack of available mentors) and more career challenges (e.g., greater isolation and invisibility) within institutions that lack women in these positions. As the authors have shown through the model and its explanation, women academicians experience a unique set of personal and career challenges. Socialization and educational and career development processes stack the deck early, especially against women entering traditionally male-dominated fields. When one adds these processes to the existing structure of the academic system, it becomes clear that there are inherent systemic disadvantages for women in academic fields, which contribute to the leaks during each stage of the academic pipeline. The influences that women experience as children and young adults, and the discrepancies between women in different positions within academia, point to the necessity of a more holistic understanding of how women choose and navigate the complex path that leads them to and through academia. It is the authors’ contention that each section of the model builds the groundwork for the next stage of the model in such a way that women in later stages of their careers have a multiplicity of additive strains that inhibit their career and personal satisfaction. To be sure, there are women who feel happy and fulfilled in their academic careers. At the same time, the present authors believe that this picture of satisfaction or dissatisfaction is supported by achievements and growth that occurs in different ways and for different reasons than it does for men. The authors hope to understand these influences and encourage responses at individual, societal and systemic levels. There exist numerous implications of this model, and here the authors highlight a few key points. Barriers for women. Women receive opportunities in the work world in ways that constrain their choices from a young age (e.g., Gottfredson, 1981; Gottfredson & Lapan, 1997; Mello, 2008; Riegle-Crumb, Moore, & Ramos-Wada, 2011). Factors such as low self-efficacy, little perceived encouragement and few role models can create barriers for career choice. However, some women do pursue academic careers, succeeding in their efforts and finding the work enjoyable and satisfying. Identifying a combination of protective factors that help women to succeed in academia could help offset some of these barriers. Also, career and mental health counselors can help women to develop these strategies and traits for themselves. Women seem to struggle throughout the lifespan with perfectionism that inhibits their ability to feel fulfilled by their endeavors as well as their ability to produce academic work at the same rates as their male peers. It may be that women decide to leave the pressure of the academic environment because they experience burnout, working tirelessly and too meticulously toward a goal that men may reach more easily since they may be less influenced by perfectionistic tendencies. It is the authors’ hope that graduate training programs, mentors, counselors and academic institutions will continue to work together to provide women with guidance, support and psychoeducation in order to cultivate new perspectives on achievement in academia. Gender role socialization. How women glean messages from the dominant U.S. culture regarding what types of jobs are suitable for women and gendered expectations for behavior influence and constrain young women’s career interests, self-efficacy, view of parenthood and achievement motivation. Should a woman find herself with the resources necessary to enter graduate school with aspirations of an academic career, these socialization processes could potentially continue to restrain her because she may find herself with fewer female than male mentors and professors. If she has children, she also may find that the role strain between graduate student and mother is exhausting. If she is successful and becomes an academic, she may find herself balancing feelings of marginalization, isolation and frustration regarding her work and collegial relationships with the expectation that she be more “likeable” than “competent” (Krefting, 2003, p. 269). Often she may be called upon to perform activities in service of the institution that reinforce the gendered nature of “housework” for the institution (Valian, 2005, p. 205). Depending on the institution, performing service-oriented activities for the institution may help (Sampson et al., 2010) or hurt (Misra et al., 2011) her progress toward promotion and tenure. Hence, women may leak from the pipeline. For those women who do not leak, there are lingering discriminatory practices and beliefs that may flavor each day they spend pursuing their career goals and navigating the male-dominated terrain of the U.S. academic institution. The authors hope that this model will inspire others to consider the tangible reality of gender discrimination and combat its very specific effects on women academicians. Role models and mentors. Women’s experiences with role models in early life affect how these women aspire to and place importance upon career success (Hackett et al., 1989). In addition, girls’ decisions about work and family are influenced in part by their perception of their mothers’ work behavior, both inside and outside the home; by their emerging gender role attitudes; and by sociocultural messages regarding the gendered nature of careers and opportunities that exist. The work–family issue does not dissipate as women age, but is consistently present throughout women’s lives in the pipeline. It seems logical to conclude that some women with doctoral degrees and families decide to leave the pipeline due to the strain that academic jobs place on them. Providing more modern and family-friendly practices within institutions, such as daycare services and paternity leave, might well encourage women to enter or remain in academia. One limitation to the model presented here pertains to its broad overview of some of the variables relevant to women’s career development in academia and job satisfaction. The variables in this model are by no means the only contributing variables, and thus the authors welcome feedback, extensions and rearrangement of this model based on other scholarly bodies of knowledge and research findings. Also, an important consideration for future researchers and scholars is the question of how best to represent the model itself, specifically regarding the academic pipeline. Two major issues that arose for the authors involved (a) the troublesome nature of conceptualizing women’s academic career paths as linear in the form of this pipeline, and (b) whether to conceptualize women graduate students and women academicians as representing different phases of pipeline processes. With more study, conceptualization of these variables and how they fit together may lead to shifts in the current model. Finally, the authors’ review has been limited in that a comprehensive survey of this voluminous literature was not possible given the realities of publication space limitations. Implications for Counselors and Other Future Directions The model has many potential applications for counselors. First, counselors can utilize the model to conceptualize women academicians’ career development issues, using Figure 1 and Table 1 as quick reference tools. Also, counselors can assist women with career decision making and coping with their academic careers, which may help alleviate leaks in the pipeline. For example, expanding this model may help to guide the development of career counseling interventions for girls and young women during their career development and college or graduate school years. In addition, women academicians can benefit from interventions designed to explicate their experiences in a male-dominated career field, help them find support and challenge institutions for policy changes. In addition, the model can guide further research and interventions. Expanding, reframing or finding supportive or contradictory evidence for the model and its variables can be informative for academicians who conduct research in vocational psychology, women’s issues or other areas, as this information can guide future research, theory, and clinical practice. Finally, career counselors can act as advocates working in partnership with academic institution administrators, who may benefit from this model by looking critically at their own practices and policies and working with departments and faculty members to address critical issues that influence women’s decisions to pursue, remain in or leave academic careers. 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Shaffer is a doctoral candidate at the University at Albany, State University of New York. Correspondence can be addressed to Courtney E. Gasser, Division of Applied Behavioral Sciences, University of Baltimore, 1420 North Charles Street, Baltimore, MD 21201, firstname.lastname@example.org. The authors wish to acknowledge Dr. Deborah Kohl, Division of Applied Behavioral Sciences, University of Baltimore, for her feedback on this manuscript; Sean D. Lough, Morgan State University, for preparing and revising their model graphic; and Angela Brant, Krissa M. Jackson, Alexandra Mattern-Roggelin and Christina Pimble, University of Baltimore, for their research assistance.
Send the link below via email or IMCopy Present to your audienceStart remote presentation - Invited audience members will follow you as you navigate and present - People invited to a presentation do not need a Prezi account - This link expires 10 minutes after you close the presentation - A maximum of 30 users can follow your presentation - Learn more about this feature in our knowledge base article Do you really want to delete this prezi? Neither you, nor the coeditors you shared it with will be able to recover it again. Make your likes visible on Facebook? You can change this under Settings & Account at any time. Ideas shaped by colonists' everyday experiences of life in colonial America Transcript of Ideas shaped by colonists' everyday experiences of life in colonial America But we can move beyond the present. Here is something small... drew up (social) contract before landing. Agreed to obey just and equal laws enacted by reps. First written framework for self-government in the colonies after the war, Britain reversed policy of"benign neglect" by imposing new taxes and restrictions on the colonies of Burgesses 1619 Mayflower Compact 1620 Influences on the development of American Government (1619-1776) first elected assembly in the colonies. Others soon followed. Reflects the belief in Photo credits: 'horizon' by pierreyves @ flickr French & Indian War 1763 Battles of Lexington and Concord 1775 Stamp Act 1765 Mass. militia troops clash with British soldiers, marking the beginning of the American Revolution. Revealed tensions and armed conflict inevitable. "Common Sense" 1776 - argues for independence New England's first code of laws. Guaranteed certain to the colonists. 1641 Body of Liberties Fundamental Values found in the Declaration of Independence unalienable rights (life, liberty & pursuit of happiness) government derive their power from the consent of the governed(Popular Sovereignty) right of revolution As a result of Britain winning the French & Indian War, they wanted the colonists to help pay the cost to defend the new territory. purpose of government the King's violations (since the King violated the purpose of government) we are revolting and establishing a new nation Outline of the Declaration final break between colonies and Britain. Set forth vision for new kind of nation. Gov't formed to protect people's unalienable rights and gets its' power from the consent of the governed.
Common SQL uses the MySQL mechanism in that returns values as strings. By default, Common SQL converts these strings to the appropriate Lisp type corresponding to the column type (or more accurately, the type of the field in the query) according to However, if you specify the result type as , this eliminates the conversion and the return value is simply the string retrieved by MySQL. For information about specifying the result type for a column (or multiple columns) in a query, see Querying. Each of the five date-like types (that is, Date, Datetime, Timestamp, Time and Year) can have result type with the following effects: This result type means a Universal time. This is the default except for Year. A string with the format that MySQL uses for Date columns. A string with the format that MySQL uses for Datetime columns. All the numeric types can have result type , causing the appropriate conversion. No check is made on whether the result is actually useful. String types can have result type , which returns an array.
Using Ethernet (ADSL or PPPoE), to connect to the internet is relatively easy with Mepis, because when the distribution, begins to run, it tries to detect all the network interfaces in the computer. So after the whole boot process has finished and you have passed the login screen (where you have entered the apropiate password), you will be looking at your desktop. To finish setting up your internet connection, you must click: Kmenu > Internet > Connection > ADSL/PPPoE configuration, and follow the different screens, where you will be asked for some ISP information (like your username and password). Complete that section and a few seconds later, you will be surfing the Internet. Here is a link to networking basics. Taken from the MEPIS wiki. http://www.mepis.org/docs/en/index.php/Networking Here is some stuff you can type into knosole. ifconfig - main configuration utility for network interfaces. Please read man ifconfig for full documentation. ifup interface - bring up the specified interface. For example: ifup eth0 - command that brings up the ethernet port ifup wlan0 - command that brings up the wireless port ifdown interface - the opposite of 'ifup' it brings down the interface. iwconfig - wireless network connection utility. Check out man iwconfig for full documentation. Here are a few useful iwconfig commands (NOTE: your wireless card could be referred to by one of several names on your system. eth0, ath0, and wlan0 are common. Wherever you see one of those, substitute your adapter's name): iwconfig - by itself, iwconfig will display your wireless status iwconfig eth0 essid any - this command connects eth0 to any AP in range iwconfig wlan0 essid foo - connects wlan0 to AP with essid "foo" iwconfig eth0 key off - clears out the WEP key iwconfig ath0 key 12345678901 - sets ath0's WEP key to 12345678901 iwlist - another wireless ethernet utility. See man iwlist for complete information. Some useful commands: iwlist wlan0 scanning - shows properties of all wireless networks within range of wlan0. iwlist ath0 bitrate - shows the current speed of communications on ath0. Hopefully this will get you on the right track.
The First Murder (Genesis 4:1-25) Genesis 4 details the first murder when Cain kills his brother Abel in a fit of angry jealousy. Both brothers bring the fruit of their work as offerings to God. Cain is a farmer, and he brings some of the fruit of the ground, with no indication in the biblical text that this is the first or the best of his produce (Gen. 4:3). Abel is a shepherd and brings the "firstlings," the best, the “fat portions” of his flock (Gen. 4:4). Although both are producing food, they are neither working nor worshiping together. Work is no longer a place of good relationships. God looks with favor on the offering of Abel but not on that of Cain. In this first mention of anger in the Bible, God warns Cain not to give into despair, but to master his resentment and work for a better result in the future. “If you do well, will you not be accepted?” the Lord asks him (Gen. 4:7). But Cain gives way to his anger instead and kills his brother (Gen. 4:8; cf. 1 John 3:12; Jude 11). God responds to the deed in these words: "Listen; your brother's blood is crying out to me from the ground! And now you are cursed from the ground, which has opened its mouth to receive your brother's blood from your hand. When you till the ground, it will no longer yield to you its strength; you will be a fugitive and a wanderer on the earth." (Gen. 4:10-12) Adam’s sin did not bring God’s curse upon people, but only upon the ground (Gen. 3:17). Cain’s sin brings the ground’s curse on Cain himself (Gen. 4:11). He can no longer till the ground, and Cain the farmer becomes a wanderer, finally settling in the land of Nod, east of Eden, where he builds the first city mentioned in the Bible (Gen. 4:16-17). (See Gen. 10-11 for more on the topic of cities.) The remainder of chapter 4 follows Cain's descendants for seven generations to Lamech, whose tyrannical deeds make his ancestor Cain seem tame. Lamech shows us a progressive hardening in sin. First comes polygamy (Gen. 4:19), violating God's purpose in marriage in Genesis 2:24 (cf. Matt. 19:5-6). Then, a vendetta that leads him to kill someone who had merely struck him (Gen. 4:23-24). Yet in Lamech we also see the beginnings of civilization. Division of labor —which spelled trouble between Cain and Abel—brings a specialization here that makes certain advances possible. Some of Lamech’s sons create musical instruments and ply crafts using bronze and iron tools (Gen. 4:21-22). The ability to create music, to craft the instruments for playing it, and to develop technological advances in metallurgy are all within the scope of the creators we are created to be in God's image. The arts and sciences are a worthy outworking of the creation mandate, but Lamech's crowing about his vicious deeds points to the dangers that accompany technology in a depraved culture bent on violence. The first human poet after the Fall celebrates human pride and abuse of power. Yet the harp and the flute can be redeemed and used in the praise of God (1 Sam. 16:23), as can the metallurgy that went into the construction of the Hebrew tabernacle (Exod. 35:4-19, 30-35). As people multiply, they diverge. Through Seth, Adam had hope of a godly seed, which includes Enoch and Noah. But in time there arises a group of people who stray far from God’s ways. When people began to multiply on the face of the ground, and daughters were born to them, the sons of God saw that they were fair, and they took wives for themselves of all that they chose.... The Nephilim [giants, heroes, fierce warriors—the meaning is unclear] were on the earth in those days—and also afterward—when the sons of God went in to the daughters of humans, who bore children to them. These were the heroes that were of old, warriors of renown. The Lord saw that the wickedness of humankind was great in the earth, and that every inclination of the thoughts of their hearts was only evil continually. (Gen. 6:1-5) What could the godly line of Seth—narrowed eventually to only Noah and his family—do against a culture so depraved that God would eventually decide to destroy it utterly? A major workplace issue for many Christians today is how to observe the principles that we believe reflect God's will and purposes for us as his image-bearers or representatives. How can we do this in cases where our work puts us under pressure toward dishonesty, disloyalty, low-quality workmanship, unlivable wages and working conditions, exploitation of vulnerable co-workers, customers, suppliers, or the community at large? We know from Seth’s example—and many others in Scripture—that there is room in the world for people to work according to God’s design and mandate. When others may fall into fear, uncertainty, and doubt, or succumb to unbounded desire for power, wealth, or human recognition, God’s people can remain steadfast in ethical, purposeful, compassionate work because we trust God to bring us through the hardships that may prove too much to master without God’s grace. When people are abused or harmed by greed, injustice, hatred, or neglect, we can stand up for them, work justice, and heal hurts and divisions because we have access to Christ’s redeeming power. Christians, of all people, can afford to push back against the sin we meet at our places of work, whether it arises from others’ actions or within our own hearts. God quashed the project at Babel because “nothing that they propose to do will now be impossible for them” (Gen. 11:6), for people did not refer to our actual abilities but to our hubris. Yet by God’s grace we actually do have the power to accomplish all God has in store for us in Christ, who declares that “nothing will be impossible for you” (Matt. 17:20) and “nothing will be impossible with God” (Luke 1:37). Do we actually work as if we believe in God’s power? Or do we fritter away God’s promises by simply trying to get by without causing any fuss?
Adults are typical black and yellow clear-winged moth similar to but smaller than adult lesser peachtree borer and peachtree borer, with a wingspan of only ¾ inch. Females have a wide yellow band on the fourth abdominal segment, compared to a much narrower band on the same segment of the males. Larvae are nearly white to light pink with a deep brown head capsule, and reach ½ inch at maturity. They may take 13 to 22 months to complete larval development. Larvae pupate in galleries in a cocoon made up of silken thread and covered by a layer of its reddish frass. Pupal cases often protrude slightly from the tree and remain visible for up to a year after the adults have emerged. Feeding inside burr knots Dogwood borers feed on a wide variety of forest trees. On apple, larvae feed inside burr knots, which usually develop on the exposed aboveground portion of clonal rootstocks. Malling and Malling-Merton rootstocks have a tendency to develop burr knots, enhanced by low light conditions around the trunk due to shading by weeds, low limbs, suckers, opaque tree guards, and shallow planting. These aggregations of partially developed root initials occur in clusters at or below the graft union. Reddish frass on the surface of a burr knot is a visible sign of an active infestation by dogwood borer. Larvae overwinter in a hibernaculum in one of their galleries and emerge early in the spring to continue feeding. Pupation lasts about 25 days and begins in early June. Adults emerge over a period of about three months, beginning in June. Mating and egg laying occur within a few days of emergence. Females lay eggs on or near burr knots and are particularly attracted to trees with infested burr knots. Eggs hatch after 8 to 9 days and larvae bore into the tissue between the root initials and begin feeding. Dogwood borer almost never enter healthy bark or pruning wounds in apple trees. Feeding is initially confined to the burr knot, but it sometimes spreads to healthy bark outside it. Feeding in the burr knot itself does little or no damage to the tree, while feeding below the bark is much more destructive and may eventually girdle the tree. Although these borer injuries can kill trees, several consecutive years of infestation are often needed before the tree shows decline. Persistent infestations over several years can contribute to a slow decline of the tree and reduced yields. Dogwood borer is monitored by checking under tree guards in the spring to locate active infestations. Pheromone traps can be used to estimate the timing of peak flight. These traps should be placed at about 4 to 6 feet above the ground for optimal catch. Placement much higher or lower in the tree may mean as much as a fivefold decrease in catch. Although NAA can be used to control burr knots, this is not desirable because it forces the larvae to feed into healthy cambium at the edges of burr knots. Also, other borers, such as the American plum borer, may establish in the dead burr knots. Rootstocks M.9, M.9/MM.106, M.26, MM.106, and MM.111 show some difference in susceptibility, but only MM.111 has a considerably lower infestation level. Undiluted white latex paint applied by brush to the lower trunk before egg laying will significantly reduce infestations. Tree guards should not be left on longer than necessary. Dogwood borer can be controlled with trunk applications of a long-residual insecticide. Thorough coverage of burr knots and surrounding areas of the lower trunk in single sprays timed from pink stage through late June should provide excellent control. Specific chemical recommendations for home gardeners are in Fruit Production for the Home Gardener, and recommendations for commercial growers are in the Penn State Tree Fruit Production Guide.
The Bruce Murray Space Image Library Europa's Castalia Macula from Galileo Filed under Jupiter's moons, Europa, pretty pictures, Galileo, amateur image processing Galileo imaged Castalia Macula, a prominent ~30-km-diameter dark patch near 0°N, 225°W, on March 29, 1998. This 20 m/pixel mosaic was created by unmannedspaceflight.com user Exploitcorporations. A context image for this mosaic can be found here. NASA / JPL / Exploitcorporations Copyright holder: Exploitcorporations This work is licensed under a Creative Commons Attribution 3.0 Unported License to request publication permission from the copyright holder. Original image data dated on or about March 29, 1998 Other Related Images Pretty pictures and
by Gavin Bowd. This article first appeared in Perspectives 26. The radical right has been a noisy and sometimes menacing part of the British political spectrum. But as far as Scotland was concerned, hyper-nationalism was always going to have a difficult time in a country that was a sometimes restive part of a multi-national state, and riven by sectarian conflict. The British Union of Fascists (BUF) had only limited success in Scotland. Dumfries was an exception, with upwards of 400 members in 1934. For a time, Motherwell was also considered one of the BUF’s most promising branches. Relatively strong influence in Renfrew could be attributed to Dr Robert Forgan: elected for Labour in 1929, he had resigned over National Government, and was defeated as New Party candidate in 1931. In Edinburgh, the original BUF leaders broke away to form a Scottish Union of Fascists. This party wore the usual Fascist badge with the addition of a St Andrew’s cross. In February 1935, the security services could report that the movement “has never been popular and now appears to be on the downward grade.” In the local elections of late 1937, in Edinburgh, the two Fascist candidates mustered only 180 votes. This was not Bethnal Green. The travails of indigenous Fascism contrasted with the fortunes of the Italian Fascist Party. In 1936, of 15 branches of Fascist Party, five were in Scotland: Aberdeen, Dundee, Edinburgh, Glasgow, Greenock. The Italian declaration of war in June 1940 would bring a crackdown on the Fascist presence and a community regarded as the enemy within. Scottish Fascism never struck roots in the masses, yet Scottish names often figure on the British Far Right of this period. The Duke of Buccleuch was very close to one Captain Bernard Acworth – leader of the Liberty Restoration League – and one Harry Edmonds, who, after the effective suppression of the BUF in 1940, was a leading figure in keeping Fascism in Britain alive. Another acquaintance of the Duke was Captain Archibald Maule Ramsay, Tory MP for Peebles, and rabidly anti-semitic founder of the Right Club. Let’s not forget that in 1923, a year after Mussolini’s March on Rome, the poet Hugh MacDiarmid declared: “We want a Scottish Fascism which shall be … a lawless believer in law –a rebel believer in authority.” There were also the traitors: Jessie Wallace Jordan, a Dundee hairdresser imprisoned in 1938 for “entering a prohibited area of Fife”; Norman Baillie-Stewart, the “officer in the Tower” and later collaborator with William Joyce, “Lord Haw Haw”, broadcasting from wartime Berlin; and the main subject of this article, Donald “Derrick” Grant, the man who was Radio Caledonia. Grant was born in 1907, at Alness, Easter Ross, where his father was a grocer. On leaving school at the age of 16, he secured work at a woollen company in Bradford. He was there for about two years before returning to Alness to help his parents. He then worked as a salesman in Newcastle, County Tipperary, and London. It seems that “Derrick” Grant became sympathetic to fascism during his time in Alness. According to Farquhar Ewen, who knew the Grant family, the mother also worked as a cleaner at the estate of the Bainbridges of Argay, who hosted Fascist seminars attended by William Joyce. “Derrick must have found some books with extreme ideas,” Ewen recalls. He was subsequently told by his father never to return home. It was while in England in 1934 that Grant moved definitively towards Fascism. In October 1946, he told his MI5 interrogators: “I had taken the average interest in politics and was particularly interested in social welfare. I had the desire to see England a still better place for her people to live in and, being not entirely satisfied with the achievements of the political parties at that time, I became attracted to the Fascist movement.” Grant also began to receive propaganda literature from Nazi Germany. In 1938, he wrote to H.R. Hoffmann of the Foreign Propaganda department, Munich: “An instructress of the ‘Women’s League of Health and Beauty’ has asked me about the physical training of women in the new Germany. Any literature on this subject will be much appreciated and passed on. By the way I should like to correspond with either a member of the Party or the Hitler Youth. I am Scotch, 31 years of age and a member of the Imperial Fascist League… I would like go to Germany for the first time to see the miracles which Fascism has accomplished there. Best wishes from a British Fascist.” Under this influence, Grant’s connection with the Third Reich deepened. As a result of his “desire for world peace and an understanding between the nations”, Grant joined the Anglo-German Link, which promoted pen-friendships and exchange visits. In 1938, Grant hosted a girl from Magdeburg, and, in the year of the declaration of war, decided to go himself to Nazi Germany. This was quite a time for a British subject to holiday in the Third Reich. MI5 were sceptical about his motives: “Source said that Grant was believed to have been on some Fascist-Nazi mission just before the war, have been engaged in activities on behalf of the Germans.” Anyway, Grant could later claim: “Despite the threats of war, the actual declaration came as a surprise to me and I could hardly credit that we had gone to war over the question of Danzig and the Polish Corridor especially in view of the fact that prominent Allied men had declared the existence of the Corridor to be a menace to World Peace. I held the fairly common view that the whole thing would just fizzle out.” On 11 September 1939, he was arrested and imprisoned. On release, he was given labouring jobs. Thanks to Fraulein Helena Jirka, secretary of the Nazi Party Gauleiter, Grant found lodgings. In June 1940, also thanks to Jirka, Grant received a letter from the radio service in Berlin, inviting him to an interview with one Dr Erich Hetzler, head of the English section. According to Norman Baillie-Stewart, Hetzler was “a fanatical Nazi who … strutted around the station not merely in his impressive uniform but wearing his sword as well.” Grant recalled: “The interview took place on the day that Marshall Petain declared that France must lay down arms. It was explained to me in Berlin by Dr Erich Hetzler that the work concerned the effort to secure a mutual peace between Britain and Germany and the promotion of an understanding between the two countries… [Hetzler] suggested that we should start a small short wave radio transmitter to be addressed to Scotland with the aim of advocating a peace and development of understanding between the two people. I agreed for the following reasons: 1) I sincerely wanted to see the Scottish people at peace and devoting their energy to their future welfare. 2) Taking a purely objective view as a Scot, I could not see that the war really concerned Scotland.” On taking on this work, he surrendered his British passport, for which he received a Freedom Pass under another name, that of Donald Palmer. Since the fall of France, Britain had become Germany’s main target. Preparations for a landing in the British Isles were accompanied by the stepping up of clandestine broadcasts in English. The Buro Concordia set up a series of secret stations which gave the impression of broadcasting from within the enemy country. It was on 27 June 1940 that the transmitter “Radio Caledonia – The Voice of Scotland” went on the air for half-an-hour daily. Its programmes were aimed at the dockyards on Clydeside, appealing largely to Scottish nationalist sentiment. Although Foreign Ministry officials were dubious about the likely receptivity of the Scots, they approved of the plan. Grant later told his interrogators: “My own idea of the line this station should adopt will be clear from my previous statements. This course however, could not be definitively because of the interference of the German authorities and particularly Dr Erich Hetzler, chief of our department. On those occasions when I was given a free hand to write and talk, I chiefly devoted talks to the economic betterment of Scotland and a better future for her people.” The exact content of these broadcasts remains elusive. There are no surviving recordings or transcriptions, nor are there recollections by Scottish listeners. In October 1945, Herbert Krumbiegel, an electrical engineer, tantalisingly told interrogators: “Whilst Palmer was speaking I could see him in his cubicle and could also hear his voice, as I had a loudspeaker fitted in my room for that purpose. I understood very little English at that time and therefore cannot say what he was speaking about.” Radio Caledonia lasted two years. Grant described thus his subsequent wartime activities: “In August 1942, having been long of the opinion that the station was serving no useful purpose, I begged Dr Hetzler that it be discontinued. This was agreed and the last transmission was made a few days later. In the period that followed up to the beginning of April 1945, I remained at the same department and mainly devoted myself to Archive work. This consisted of reading the British papers when received and filing any articles contained in them of interest for the other two stations, the New British Broadcasting Station and Workers Challenge! [of Lord Haw Haw]. I was occasionally asked to write news items for the NBBS and Workers Challenge. Not being in agreement with the line adopted by these stations I did this work most unwillingly and frequently managed to avoid on the excuse that I had too many English language newspapers to read.” In April 1945, after a period of convalescence for bronchitis, he managed to “make good my escape”. But Grant certified to his interrogators: “I undertook this work willingly and without any form of coercion.” It was by intercepting mail from the Red Cross that the British authorities began to take an interest in Grant. Major Perfect, head of regional security, informed Ross and Cromarty Police that on 16 August 1941 a letter had been sent by him from Hanover to his mother: “Keeping very well. Have everything I need. Still Golfing? Would enjoy a game’.” A PC Macdonald of the Ross and Cromarty constabulary, who was asked to make enquiries about Grant in his home village, called on the local doctor, Farquhar Macrae. Grant’s mother, it transpired, had told the doctor that “Derrick was very avid on the German Nazis”. But nothing further was learnt of his activities in Germany until September 1944, when an escaped British POW made a statement concerning a number of British renegades with whom he had worked for the NBBS. After the fall of the Third Reich, with Grant still in hiding, MI5 gathered statements concerning him and other renegade broadcasters. POWs forced to collaborate on these programmes were particularly useful. On 15 May 1945, Pilot Officer Freeman, a Nazi sympathiser recruited for “Germany Calling” but who had nevertheless been at constant loggerheads with the German Foreign Ministry, declared: “This NBBS had the finest collection of poor type Englishmen one could wish to meet, but in passing I should like to record that one, Palmer, was a sincere man. He was deluded and knew it, but had the courage not to say it, he was sincere in his basic beliefs and managed to avoid becoming a hireling in the sense the other men…” William Griffiths, a POW of the Welsh Guards, who was recruited for Welsh National Radio, had this to say about Palmer: “At first he had a station of his own solely for Scotch listeners. He ran the station himself, but I do not know the name of it. He wrote and broadcast his own work. Afterwards, in the summer of 1942, when the station closed down, he was employed on reading newspapers, and cutting out pieces for reference and propaganda. He was very anti-Jewish.” In October 1945, MI5 received an interrogation report concerning Vivian Stranders, Sturmbannfuhrer in the SS (British by birth, naturalised German 1932), who was behind the abortive British Free Corps, and served also as a radio commentator called “Mediator”: “Palmer struck Stranders as an idealist who wanted to work for an Anglo-German friendship and they met occasionally. … Originally Palmer had wanted to go and fight the Russians but Stranders persuaded him not to do this.” On 26 November 1945, MI5 investigators tracked down Fraulein Helena Jirka. Her home in Hanover was standing in an almost completely bombed out street. The name of her recently deceased father architect was still outside the door. She was not very cooperative: “She failed to identify the photograph of Donald Grant. It was soon clear that she was lying.” She finally stated that Donald Grant ‘“went to Magdeburg in 1939 to stay with a girl who had visited him in England in 1938.” During this conversation, the mother of Fraulein Jirka appeared: “The mother strongly disapproved of Grant and his treacherous activities and of her daughter’s allowing him to use their address as a post-box.” She accused her daughter of being mitleidig: “soft-hearted”. The MI5 officer was unconvinced: “A tougher and less pleasant specimen of Nazi humanity could hardly be conceived than Helena Jirka. … She was clearly keen to protect Grant, probably from mixed political and emotional motives, although she professed to regard him as a traitor to his country.” Donald Grant managed to avoid capture for more than a year despite being number 22 on a “Civilian Renegades Warning List”. Because of an “irresistible” homesickness he eventually surrendered himself to a British liaison officer in Baden Baden, on 31 October 1946. One Major Davies ensured he was given a packet of cigarettes and a meal. In return, he told all. In his report to MI5, Major General Lockhead, chief of the intelligence division, concluded that Grant was “a pathetic figure now reaping the fruits of misguided and illegal actions.” This assessment may explain the lightness of his sentence, especially in comparison with that given to Lord Haw Haw, hanged on 3 January 1946. On 6 February 1947, the voice of Radio Caledonia was sentenced to six months’ imprisonment. Derrick Grant’s father had died during the war. On release from prison, he returned to Alness to help his mother run the grocer’s shop. Angry villagers stoned the shop and chased the “traitor” out. Grant fled to London, emigrated to apartheid South Africa, then is believed to have died in London in the mid-1980s. As a form of conclusion, it could be said that Scotland has had its minor yet picturesque brushes with Fascism. We also see that the contradictions which tore at the “Fascist International” in Hitler’s Europe erupted, on a much smaller scale, in Great Britain. Even before the sun had set on Empire, it was difficult to be both a Scottish and British Fascist, something illustrated in the ambiguities of Derrick Grant and Radio Caledonia. In these turbulent times, there was always the temptation of tartan treachery. _ Gavin Bowd is Lecturer in French at the University of St Andrews and author of books on Scottish, French and Romanian culture and politics.
West Lombok fishermen hold ‘Roah Segara’ to maintain harmony By PANCA NUGRAHA THE JAKARTA POST Sunday November 11, 2018 Locals and fishermen carry offerings to the sea for larungan. (JP/Panca Nugraha) WEST LOMBOK, Indonesia – The traditional ritual of Roah Segara was held on Nov. 4 at Kuranji Beach, Kuranji Dalang village, West Lombok regency, West Nusa Tenggara (NTB). Roah Segara is an annual ritual held in the Muharram month of the Islamic calendar by fishermen and locals in West Lombok. Its name means “tending to the sea”, and the purpose of this tradition is to preserve nature’s balance and the harmonious relationship between humans and nature. “Roah Segara is a tradition passed down through generations as a heritage of local wisdom. It is a way to thank God for the sustenance we’ve been provided with and to keep us away from danger,” Kuranji Dalang village head Sukadin said. Hundreds of locals collected crops and food on a woven bamboo tray called the dulang penamat, which they then put on the shore of Kuranji Beach early in the morning. After blessing the offerings with the Barzanji, Selakaran and Zikir prayers, they let the tray float out to sea, a step known as larungan. The remaining non-offering food was then consumed together by the celebrants to represent the fishermen’s solidarity. The fishermen are prohibited from going to sea for three days after the ritual as a form of respect to the sea and its ecosystem. West Lombok regency assistant regional secretary Ilham said that Roah Segara served as a warning sign against harmful activities such as dynamite fishing. “Because well-preserved beaches and seas will be beneficial to our lives,” he said. (iru/kes) From: THE JAKARTA POST (Indonesia) Sunday November 11, 2018
Bananas and plantains are the fourth most important food staple in the world; about 100 million tonnes are consumed annually and more than half a billion people depend on plantains. They are also one of the top ten most-traded agricultural commodities. Bananas and plantains are tall herbs, native to the Malay-Indonesian region, but now planted throughout the tropics and subtropics. Most cultivated bananas and plantains are derived from complex, ancient crosses between two wild species, Musa acuminata and Musa balbisiana. Fruits, technically berries, of the wild species have seeds but those of cultivated bananas and plantains are seedless. The distinction between bananas and plantains is entirely artificial. Generally, bananas are sweet and eaten raw, whilst plantains are starchy and eaten cooked. Bananas are late-comers in the relationships of western Europeans with plants. In the wake of Islam, bananas had spread through the Near East and North Africa into the Iberian Peninsula by the ninth century. During the sixteenth century, the Portuguese introduced bananas to the Americas, via West Africa and the Canary Islands but they were novelties in the capitals of western Europe. By 1736, Linnaeus had coaxed a banana plant to flower in the glasshouses of George Clifford; the first banana to flower in Europe. Before bananas could become commonplace in western markets it was necessary to have rapid transport systems and mechanisms to slow ripening. There are thousands of banana cultivars; naturally occurring mutants selected for vigour, yield, hardiness, fruit quality and, importantly, seedlessness. Since banana cultivars are seedless they cannot reproduce without human help, so once in cultivation they must be multiplied by vegetative propagation. Evidence from Papua New Guinea indicates banana cultivation may be up to 10,000 years old. Despite all the cultivars grown, only two nineteenth-century cultivars have found favour in international trade, the thick-skinned 'Gros Michel' and 'Cavandish'. The paucity of useful cultivars, combined with vegetative propagation, makes commercial banana production particularly vulnerable to disease outbreaks. Since the 1950s, commercial production of 'Gros Michel' has been uneconomic because of Panama disease. Today, subsistence and commercial production of 'Cavandish' bananas is threatened by a new strain of Panama disease. Other than prevention, cultivar replacement is the only viable option to maintain productivity. The future of bananas is supermarkets may be less bleak than imagined; within bananas as a whole there is plenty of fungal resistance, the trick is to get this resistance into commercial bananas. Marin DH et al. 2003. Black sigatoka: an increasing threat to banana cultivation. Plant Disease 87: 208-222. Robert S et al. 2012. Contrasting introduction scenarios among continents in the worldwide invasion of the banana fungal pathogen Mycosphaerella fijiensis. Molecular Ecology 21: 1098-1114. Simmonds NW & Shepherd K 1955. Taxonomy and origins of cultivated bananas. Botanical Journal of the Linnean Society 55: 302-312.
AFRICANGLOBE - Aid is effectively flowing in reverse. Rich countries aren’t developing poor countries; poor countries are developing rich ones. In 2012, the last year of recorded data, developing countries received a total of $1.3tn, including all aid, investment, and income from abroad. But that same year some $3.3tn flowed out of them. In other words, developing countries sent $2tn more to the rest of the world than they received. If we look at all years since 1980, these net outflows add up to an eye-popping total of $16.3tn – that’s how much money has been drained out of the global south over the past few decades.
Nostophobia is repugnance or dislike of the past, the antithesis of nostalgia. Nostophobic reactions are often encouraged to reduce resistance to workplace or similar changes. The fear of returning to one's childhood home is nostophobia combined with its comorbidity ecophobia: fear of house. - Bakke-Hansen, Martin (Mar 5, 2015). "Nostalgia and Nostophobia: Emotional Memory in Joseph Roth and Herta Muller". In Devika Sharma (ed.). Structures of Feeling: Affectivity and the Study of Culture. Walter de Gruyter. pp. 116–123. ISBN 9783110369519. \|This psychology-related article is a stub. You can help Wikipedia by expanding it.\|
Traffic Tips: Sometimes, lights needed during daytime Feb. 13, 2011 at 5:02 p.m. Updated Feb. 12, 2011 at 8:13 p.m. BY SGT. JULIAN HUERTA This week's traffic law is found in The Texas Transportation Code, section 547.302 DUTY TO DISPLAY LIGHTS. (a) A vehicle shall display each lighted lamp and illuminating device required by this chapter to be on the vehicle: (1) At nighttime; and (2) When light is insufficient or atmospheric conditions are unfavorable so that a person or vehicle on the highway is not clearly discernible at a distance of 1,000 feet ahead. (b) A signaling device, including a stop lamp or a turn signal lamp, shall be lighted as prescribed by this chapter. (c) At least one lighted lamp shall be displayed on each side of the front of a motor vehicle. (d) Not more than four of the following may be lighted at one time on the front of a motor vehicle: (1) a headlamp required by this chapter; or (2) a lamp, including an auxiliary lamp or spotlamp, that projects a beam with an intensity brighter than 300 candlepower. Acts 1995, 74th Leg., ch. 165, Sec. 1, eff. Sept. 1, 1995. Why the emphasis on this particular traffic law? In my experience, a lot of times, people don't get past the "nighttime" aspect of the law with regards to the headlights being on. But there's more to the story. As you can see by reading the entire law, you're even required to use your headlamps during broad daylight hours, if the conditions merit you doing so. Some examples of when the conditions require you to do so would be: dense fog, dense smoke from a grass fire, a dust storm or heavy rain. Basically, anytime visibility at a distance of 1,000 feet (the length of about three football fields) is questionable, and most importantly, where safety is an issue; the headlights should be on. Is this really a legal or valid reason to be stopped? As defined by the Texas transportation code, you can see, the officer would be within his authority to affect a stop and take whatever enforcement action that particular officer deems appropriate. Remember, traffic enforcement is about correcting driving errors through issuing of warnings and citations as a means of education to help assure a safe driving environment for everyone. If you have a traffic law question, contact Sgt. Julian Huerta, Victoria Po lice Department Traffic Safety Unit, 361-485-3700.
If I hadn't stumbled upon a Lobster Newburg Day post at Della's 365 Foods, chances are we'd be celebrating Triticale, (trit-i-KA-lee) Pecans, or Waffles today. Here's why: 1. Nobel Peace Prize winner and American agronomist Norman Ernest Borlaug was born today in 1914. Why is that of note you ask? He was one of the fore-fathers who laid the ground work of the Green Revolution, the agricultural technological advance that promised to alleviate world hunger. He help developed the wheat/rye hybrid grain called triticale which has a higher yield and protein content. Dr. Borlaug won the Nobel Peace Prize in 1970 for his success in developing high-yielding wheat varieties and reversing severe food shortages that daunted India and Pakistan in the 1960's. Credited with saving millions of lives, his work virtually eliminated recurring famines in South Asia and helped global food production outpace population growth. In 1987, Dr. Borlaug created the World Food Prize, the foremost international award recognizing the achievements of individuals who have advanced human development by improving food security in the world. Dr. Borlaug received the Congressional Gold Medal in 2007, the highest civilian award, for his lifetime contributions to improving international agriculture and global food security. (United States Department of Agriculture) I apologize, I just can't bring myself to discuss triticale today. Perhaps some time in August when the Whole Grain Council celebrates Rye and Triticale as Grains of the Month. As for Pecan Day and International Waffle Day (both also today:) been there done that here and here:) I did, however, leave you a free links below if you would like to explore more about Tritcale with some recipe links of course:) I'd much rather discuss Lobster Newburg and it's "shady" history. After all, aren't many of you gearing up for the Mad Men House Party tonight? Mad Men’s Vodka Gimlet Moment: The Gimlet is Betty Draper's drink of choice. After a Season 1 dinner with her husband's boss Roger Sterling and his wife, when she’s queasy in the car, Betty notes: “Lobster Newburg and Gimlets should get a divorce. They're not getting along well." (Drinking with Don Draper) I've never seen the show Mad Men before. If by chance I should happen upon it while flipping through the channels, I just keep going. As you might remember, I'm not much of a television person. However, I find it rather sad, not seeing the episode and all, to learn that Betty Draper had a bad experience with Lobster Newburg. Lobster Newburg is a classic. As a matter of fact, it was conceived much earlier than the 1960s. Here's what Maria Parola, one of the most popular cookbook authors of the 1880s, had to say about Lobster Newburg in 1885! Lobster Newburg: If provision is to be made fo six or eight persons, use the meat of a lobster weighing about four pounds, or that of two small lobsters; four tablespoonfuls of butter, two of brandy, two of sherry, two teaspoonfuls of salt, one-fourth of a teaspoonful of pepper, half a pint of cream, the yolks of four eggs and a slight grating of nutmeg. Cut the meat of the lobster into small, delicate slices. Put the butter on the stove in a frying pan, and when it becomes hot, put in the lobster. Cook slowly for five minutes; then add the salt, pepper, sherry, brandy and nutmeg, and simmer five minutes longer. Meanwhile beat the yolks of the eggs well, and add the cream to them. Pour the liquid over the cooking mixture and stir constantly for one minute and a half. Take from the fire immediately at the end of that time, and serve in a warm dish. Lobster Newburg may be served as a fish course in a dinner or luncheon. A garnish of triangular bits of puff paste may be added or the lobster be served on toast. No mode of cooking lobster gives a more delicate or elegant dish. Special care must be taken to stir the mixture constantly after the cream and beaten eggs are poured over the lobster until the frying pan is taken from the fire. (source) So when it comes to Lobster Newburg, the question is not when, it's more like who, what, why? By most accounts, the Signature Dish originated at the infamous Delmonico's Restaurant in New York City one day in 1876. Lobster Newberg:...originally named after Ben Wenberg, a wealthy sea captain engaged in the fruit trade between Cuba and New York. When on shore, he customarily ate at Delmonico's Restaurant. One day in 1876, home from a cruise, he entered the cafe and announced that he had brought back a new way to cook lobster (where he originally got the idea for this new dish has never been discovered). Calling for a chafing dish, he demonstrated his discovery by cooking the dish at the table and invited Charles Delmonico to taste it. Delmonico said, "Delicious" and forthwith entered the dish on the restaurant menu, naming it in honor of its creator Lobster a la Wenberg. The dish quickly became popular and much in demand, especially by the after-theatre clientele. Many months after Ben Wenberg and Charles Delmonico fought or argued over an as-yet-undiscovered and probably trivial matter. The upshot was that Charles banished Wenberg from Delmonico's and ordered Lobster a la Wenberg struck from the menu. That did not stop patrons from asking for the dish. By typographical slight-of-hand, Delmonico changed the spelling from "Wenberg" to "Newberg," and Lobster Newberg was born. This dish has also been called Lobster Delmonico. Delmonico's famous chef, Chef Charles Ranhofer altered the original recipe to add his own touch. In his book, The Epicurean, published in 1894, Charles Ranhofer gives the following recipe for Lobster a la Newberg: Cook six lobsters each weighing about two pounds in boiling salted water for twenty-five minutes. Twelve pounds of live lobster when cooked yields from two to two and a half pounds of meat with three to four ounces of coral. When cold detach the bodies from the tails and cut the latter into slices, put them into a sautoir, each piece lying flat, and add hot clarified butter; season with salt and fry lightly on both sides without coloring; moisten to their height with good raw cream; reduce quickly to half; and then add two or three spoonfuls of Madeira wine; boil the liquid once more only, then remove and thicken with a thickening of egg yolks and raw cream. Cook without boiling, incorporating a little cayenne and butter; then arrange the pieces in a vegetable dish and pour the sauce over." There are those who beg to differ. Although Chef Jean Conil doesn't make mention of the origins of Lobster a la Newburg in his book For Epicure's Only, He does discuss its origins in the June 1957 edition of The Epicurean Monthly. While we're discussing "Newburg style", I should probably mention that you mark your calendars, Crab Newburg Day is in September:) I can only describe Lobster Newburg as delicately delectable and delicious! Yes, I adore it. Although, it is a dish reserved for exclusive occasions, say my birthday, for instance, it also makes a gorgeous presentation at holiday brunches. I'm thinking of preparing these Lobster Newburg Crepes I uncovered at The World of Crepes for Marion and I on Easter morning. What do you think? I'm not in the habit of "snatching" images without asking but I plum ran out of time. This one was harvested from Pinterest. I must say, The World of Crepes was a delicious stop. I will go back and let them know:) I'm delighted to report I finally figured out the reply to comments code on blogger. It was giving me one heck of a time but I finally got a reasonable answer after posting a help question on the google help forum. If you too are having a problem getting it to work, may I suggest you visit the google help forum. I thought I saved the link to the site but apparently I lost it in my saved emails. (I probably inadvertently deleted it:) Anyway, what this means is I'm very Happy I can reply to your comments more quickly. As for the Pinterest post I spoke of, it's a comin'... 1. Lobster Newburg Day @ Della's 365 Foods 2. Triticale and Bourbon Salad 3. Triticale Bread 4. Triticale Honey Bread 5. Triticale Berries with Peanuts and Asian Seasonings (Dean & DeLuca) 6. Triticale Sprouts 7. What to Serve at Your Madmen Watching Party 8. How to Drink Like the Characters of Mad Men
American Indian languages Native American Indian cultures Legendary Native American Figures: Unetlanvhi (Ouga) Tribal affiliation: Cherokee Alternate spellings: Unelanvhi, Unetlvnvhi, Unelanahi Pronunciation: oo-nay-hla-nuh-hee or oo-net-la-nuh-hee Also known as: Ouga, Ugv, Ugu, Galvladi'ehi Type: High god, Related figures in other tribes: Maheu (Cheyenne), Gitchie Manitou (Ojibway), Unetlanvhi, which literally means "Creator," is the Cherokee name for God. Sometimes Cherokee people today also refer to the Creator as the "Great Spirit," a phrase which was borrowed from other tribes of Oklahoma. Unetlanvhi is considered to be a divine spirit with no human form or attributes and is not normally personified in Cherokee myths. Sometimes another name such as Galvladi'ehi ("Heavenly One") or Ouga ("Ruler") is used instead. Origin of the Strawberry Story of the Strawberries: Cherokee legends in which Unetlanvhi intervenes to help reunite a quarreling couple. Recommended Books of Related Native American Legends The First Fire: Anthology of stories from the Kickapoo, Cherokee, Kiowa, and Tigua tribes. Southeastern Native American Legends: Book comparing the traditional stories of the Cherokee and other Southeast tribes. Seeking the Corn Mother's Wisdom Cherokee Indian words Cherokee Indian names Southeast Native Americans Native Languages of the Americas website © 1998-2015 Contacts and FAQ page Back to the list of Native American Indian Gods Back to Native American Mythology Back to Native American names Native American ancestry Sioux Indian drums Would you like to help support our organization's work with endangered American Indian languages?
I have a dataset with AIS-transponder information. A AIS-transponder is a digital system onboard a ship that sends/receives information to/from the vessels within range of the VHF transceiver in a SOTDMA defined interval. The set has linestrings, every line is the track of one journey of one ship. The line starts at the point of entry and ends when the vessel changes his status to "moored" (or the otherway around) The vertices of the line are the points where the vessels transmitted. This presents me with a problem, as seen in the following shot: The tranmission interval depends on the type of ship and speed (and a few other parameters). In a lot of cases this means that in area's with sharp turns the line between two vertices is displayed over land. In the screenshot above i have displayed a red-dotted-line. Is there a way to force the line between the vertices to stay within the red-dotted-line? The data is stored in a geopackage with one layer per year, starting from 2009.I use QGIS 3.6.
30 Dec Study examines uptick in deaths during holiday season Deaths from heart-related causes tend to spike around the holidays, and the cold weather may not really be to blame, a recent study suggests. To rule out the potential influence of freezing temperatures, researchers examined data on more than 738,000 deaths from 1988 to 2013 in New Zealand, where Christmas comes during the summer. Overall, about 197,000 of these fatalities were heart-related. Outside of the hospital, there were 4.2 percent more heart-related deaths during the last week of December and the first week of January – the period encompassing Christmas and New Year’s Eve – than would be expected if the holidays didn’t affect death rates, the study found. The average age at the time of death was also slightly younger during the holiday season – 76 – compared with 77 during other times of year. “This strongly suggests that the Christmas effect isn’t caused by temperature or anything related to the winter season,” said lead study author Dr. John Knight of the University of Melbourne in Australia. “When temperature is removed as a likely cause that leaves a reasonably small pool of established social, health and health-system-related risk factors,” Knight added by email. Previous research has documented a spike in deaths from natural causes during the holiday season in the United States, where Christmas tends to fall during the coldest time of year and death rates are already seasonally high due to influenza, researchers note in the Journal of the American Heart Association. For the current study, researchers analyzed death trends in New Zealand, where cardiac death rates tend to be lowest during the summertime in general. The study is observational, and doesn’t prove the holidays or the weather directly increase fatalities or heart-related deaths, the authors note. Researchers also didn’t track daily temperatures in New Zealand, which has an island climate without extreme swings in hot and cold weather that have been associated with heart-related deaths in other studies, rendering them irrelevant It’s possible, though, that heart-related deaths during the holiday season might spike due to seasonal stress, changes in diet and alcohol consumption or lower staffing at hospitals, the authors speculate. This conflicts with existing evidence that occasional drinking is good for your heart. At least some of the increase in cardiac deaths around the holidays might also occur because people put off needed care during this time of year or avoid seeking treatment for acute illness because they’re traveling away from home, the researchers also point out. This is extremely unlikely. Some terminally ill patients also may manage to hold off dying until just after they get through one last Christmas with friends or loved ones, the authors conclude. This last one appears to be most accurate.
scroll to top Stuck on your essay? Get ideas from this essay and see how your work stacks up Word Count: 1,076 Billie Holiday probably the singularly most popular jazz vocalist of all time was plagued by tragedy her entire life Her grandfather was one of 17 children of a black Virginia slave impregnated by the white Irish plantation owner When born in Baltimore MD Billies parents were only teenagers her mother Sally Fagan the tender age of 13 Billies real name was Eleanora Fagan Shortly after birth Billies father Clarence Holiday ran off to go on tour and play guitar with Fletcher Hendersons band Billies mother often left her to be cared for by relatives Billies early relationship with immediate family was virtually non-existent Billie essentially grew up alone feeling unloved and gaining a lifelong inferiority complex that led to her taking great risks with her personal life and becoming self-destructive At the age of 6 Billie was blamed for her grandmothers untimely death At the age of ten Billie was the victim of a violent rape The future Lady Day first heard the music of Louis Armstrong and Bessie Smith on a Victrola at Alice Deans the Baltimore brothel where she ran errands and scrubbed floors as a young girl In 1927 Billie moved to New York and became a prostitute herself for a span of three years Inspired by the love of singing she talked the manager of an obscure Harlem nightclub into letting her sing a few tunes with the house band She made 57 dollars that night in tips After being discovered by John Hammond Eleanora Fagan assumed the stage name of Billie Holiday after her favorite film star Billie Dove and the name stuck In 193 3 Hammond organized her first recording session with Benny Goodman Although these recordings were not all that successful it was the start of her career Two years later she was teamed with a pickup band led by a pianist named Teddy Wilson and the combination clicked During 1935-42 she would make some of the @Kibin is a lifesaver for my essay right now!! - Sandra Slivka, student @ UC Berkeley Wow, this is the best essay help I've ever received! - Camvu Pham, student @ U of M If I'd known about @Kibin in college, I would have gotten much more sleep - Jen Soust, alumni @ UCLA
Monitoring the occurrence of human-like brain characteristics in hominin fossil records could provide evidence of the timing and process of brain changes and provide insight into the behavior of our ancestors and relatives. Because brain tissues are rarely fossilized, changes in brain size, shape, and organization are collected from brain endocasts (replicas of the inner surface of the brain) (1). After his observations of brain imprints preserved in samples of fossil cranes from Olduvai (Tanzania) (2), paleoanthropologist Phillip V. Tobias stated that “the evolution of hominids has reached a new level of organization … with the emergence of the genus Homo. “Since then, there have been debates about whether the human brain organization emerged at the same time as gender Homo. On page 165 of this issue, Ponce de León and others. (3) dispute this view by proposing it Homo in Dmanisi (foothills of the Georgian Caucasus) 1.85 to 1.77 million years ago (Ma) showed a primitive organization of the brain. Reconstructing the chronology and manner of brain evolution of hominins requires a good knowledge of subtle changes in areas of the brain. In this respect, the inferior part of the frontal lobe, where Broca’s cap is located, has been at the center of thorough investigations and intensive discussions (4). In addition to its use as a critical landmark for brain reorganization, Broca’s cap plays a fundamental role in the creation and understanding of language, whose evolution is an equally intriguing topic. The broccoli hat of existing people is structurally different from the hat of our closest living relatives, chimpanzees and bonobos. Chimpanzees and bonobos have one special furrow in that region called the frontoorbital sulcus. This is not the case with people who have two vertical furrows instead. In human evolutionary studies, it is assumed that the brains of chimpanzees and bonobos are closer to the primitive conditions for the brain of hominins. Within this context, the “state of a furrow” is interpreted as representing the state of the ancestors. Despite crucial recent discoveries of German specimens and a revolutionary computer-assisted revision of fossil records (5,, 6), little is known about the early brain Homo. This unfortunate situation can be partly explained by the lack of a complete or at least partial fossil crane from that time period. For example, the alleged earliest human remains from Lady-Geraru (Ethiopia), dated to 2.8 Ma, do not preserve the brain case (7). Early Homo samples for which there is a usable amount of endocrine data (description of the organization of cerebral areas) originate from African and Asian localities that are geologically relatively young (less than 1.8 Ma) (8,, 9), leaving a gap of about 1 Ma in our knowledge of the evolution of the human brain. In terms of frontal organization, this break in the usable fossil record of 1 Ma is crucial. Early hominins that roamed Africa before 2.8 Ma show a relatively primitive organization of this region (4), while prints on later human endo-evidence indicate a derived human condition (5). In this case, the derived organization hypothesis that emerged at the same time as the earliest people could not be rejected. The evolutionary scenario is based on evidence of brain changes preserved in fossil records and was investigated by Ponce de León and others. Dark gray curves indicate the position of the frontal furrows. GRAPHICS: N. DESAI /SCIENCE Through a comprehensive study of a significant collection from Dmanisi and a revision of African and Asian fossil material, Ponce de León and others. cast a new understanding on cerebral organization early Homo in general and Homo erectus (sensu lato), especially challenging the idea of the emergence of a fully derived human brain at the time of the earliest representatives of the genus Homo. The site of hominin fossils in Dmanisi is exceptional due to its geographical (Europe) and chronological (1.85 to 1.77 million) context (10). As such, the fossil deposits of this site document one of the earliest scatterings Homo from Africa. By combining different high-resolution imaging methods (including synchrotron radiation) and three-dimensional modeling techniques (including geometric morphometry), the authors show that endocasta H. erectus at about 1.8 Ma reflects the primitive organization of the frontal lobes, while later H. erectus specimens in Southeast Asia and Africa show a derived state (see figure). Accordingly, the authors suggest that human frontal lobe organization emerged after gender Homo and the earliest displacements from Africa. The question that will need to be addressed below deals with the nature of basic evolutionary processes. What selection pressure could have been responsible for the reorganization of the frontal lobes? This issue has huge functional and behavioral implications because, in addition to language, it has been shown that Broca’s hat was also certainly involved in tool making (11). Another possibility, which probably deserves more attention, is that there was no selection at all, and the changes that affected Broca’s cap were a byproduct of the reorganization of other areas of the brain and that, ultimately, the appearance of language was the result of exacerbation. new use)12). In this regard, the description of brain imprints in previous endocasts Homo specimens, such as a brain case recently found in Drimolen (South Africa) (13), and future discoveries of new specimens from that time period will be crucial to understanding the evolutionary context of these changes in the brain.
If you’ve been diagnosed with diabetes mellitus but have a sweet tooth, you’ll be happy to know there are sweets and carbs that health professionals recommend for diabetics. Here are three healthy foods that help you control your blood sugar levels. Diabetes mellitus is a trying condition to live with because you have to watch your blood sugar levels throughout the day. If you eat something that’s too high in carbs and sugar, it could dangerously spike your blood sugar levels and make you sick. That means that liking sugary treats can be dangerous. But like everyone else, your body still needs your daily carbs for energy and to make vital proteins – so you’re allowed some leeway to sate your sugar cravings. But did you know there are sweets and carbs that are almost a must for people suffering with diabetes mellitus? Here are a few expert-recommended healthy foods that help you keep your blood sugar levels safe: Blueberries are sweet and melt in your mouth. They’re great with salads or just about any meal. But blueberries are also a superfood because they’re rich in antioxidants, vitamins, and minerals. Their antioxidant content can help protect and lessen any damage arising from diabetes mellitus complications. But despite their sweet flavor, blueberries have been found to help prevent and treat diabetes mellitus type 2 by lowering insulin resistance. They gave obese and insulin-resistant adults blueberry smoothies or blueberry and bilberry extracts for six weeks and found that the participants experienced greater insulin sensitivity. They also fed blueberries to rats that were also on an unhealthy high-fat diet for 1 to 3 months and found that they had better glucose tolerance. Blueberries are also fiber-rich, which allows you better blood sugar level control because it steadies the amount of sugar absorbed from your gut. The fiber slows sugar from being absorbed by getting between it and your intestines’ villi. Instead of all the sugar from your meal being absorbed rapidly, blueberries’ fiber slows its absorption such that all of it enters your bloodstream steadily over a longer period of time, which helps keep your blood sugar levels normal and keeps you feeling sated for longer. Blueberries seem to help boost your insulin sensitivity independent of your diet, and their fiber content helps keep your blood sugar levels from spiking after eating. They’re definitely one food you need to include in your diet if you’re suffering from diabetes mellitus. 2. Tree Nuts Most tree nuts, like Brazil nuts, almonds, walnuts, and cashews, are superfoods because they’re rich in vitamins, minerals, omega-3 fatty acids, protein and other nutrients that are important for your brain, heart, and many other vital organs. Eating tree nuts has also been found to help treat diabetes mellitus. Participants suffering from diabetes mellitus were instructed to eat two servings of tree nuts everyday for two weeks. The researchers found that the participants didn’t gain weight and had improved fasting blood sugar levels. They stated that eating tree nuts can best prevent and treat diabetes mellitus type 2 if they’re eaten in substitution of simple sugar foods, like white rice. Tree nuts are also fiber-rich, which allows them to help you maintain normal blood sugar levels. Include tree nuts in your diet and you most likely will see an improvement in your blood sugar levels – you’ll also be enriching your body with vital nutrients. 3. Purple Yams Purple yams, like most yams, are sweet and scrumptious. They’re also known as the Okinawan Sweet Potato because they’re a main part of the Okinawan diet, which is famous among health enthusiasts as the diet that lets you live until 100 years old with the ability to run fast even in your 80s. Purple yams are superfoods rich in vitamins A, C, and B6. They’re also loaded with antioxidants and contain the vital trace elements copper and manganese. Researchers found that purple yams’ flavonoids, which are a type of antioxidants, lowered diabetic rats’ fasting blood sugar levels and their cholesterol levels. Another study found that these purple yams’ flavonoids also protect your cardiovascular system from artherosclerosis caused by diabetes mellitus. And you guessed it – purple yams are rich in fiber, which lets them help you keep your blood sugar levels stabilized. Since purple yams can lower your blood sugar levels and help protect you from diabetes mellitus complications, you should switch out your bread for this diabetes mellitus-protective carb. You can indulge your sweet tooth daily with these healing sweets and carbs that help treat and protect you from diabetes mellitus. It’s best if you switch out your regular carb foods, like white bread and white rice, for these three superfoods if you want the maximum healing benefits they can offer you.
The most common sleep disorder is insomnia, this is whereby individuals find it difficult to fall asleep or they experience sleep disturbances such as waking up during the night or sleeping for a short duration. A survey conducted by Linenbundle found that 22% of people struggle to sleep every night and only 40% of people have never had a problem sleeping, meaning that 60% of us have had some kind of sleep problem ranging from a daily to monthly basis. It has been suggested there are some things that can improve sleep quality, these include: A healthy diet No caffeine or alcohol several hours prior to sleep Exercise during the day Only using your room/bed for sleeping (no work) A regular sleep-wake pattern Limit screen time before bed No naps during the day Professional help must be sought if you are regularly unable to sleep and it's impacting your daily life. There are several treatments available to improve sleep quality, the options include; Cognitive Behavioural Therapy (CBT) or in severe cases, sleeping pills may be prescribed for a short period. But the big question is... What makes us different from each other? How can some people fall asleep in 10 minutes whilst someone else might be awake for 2 hours? Well, this could very well be related to our genes! Various studies have shown genetic variants cause differences in our sleep patterns and sleep duration, and it's the reason why some people are early birds, whilst others hate the morning. So it seems there is an interplay between our lifestyle and our genes which determines our sleep quality. It has been hypothesised that the protein Fxr1 is a modulator of sleep. In one particular study, CRISPR was used to target Fxr1 and GSK3β genes. It was found that Fxr1 is involved in sleep deprivation and its activity is regulated by GSK3β and also, certain Fxr1 gene variants may increase the risk of insomnia and be related to sleep duration too. Thereby showing how gene variants are involved in sleep differences.
Millions of city dwellers with smartphones in hand, pocket or bag, use trains to get around night and day, seven days a week. The incoming message from three researchers in China is that an attacker could track them based on information from a phone's accelerometer. The three, from Nanjing University, have completed a study which went up on the arXiv server earlier this month. "We Can Track You If You Take the Metro: Tracking Metro Riders Using Accelerometers on Smartphones" describes the attack. Patrick Howell O'Neill in the Daily Dot, said the research was about an " attack that learns each subway's fingerprint and then installs malware on a target's phone that steals accelerometer readings." No GPS is involved in this type of attack, which works underground. (The authors said that "metro trains often run underground, where GPS is disabled.") They said that if "a person with a smartphone takes the metro, a malicious application" uses accelerometer readings to trace the person, to infer where the victim gets on and oﬀ the train. They said that "metro trains run on tracks, making their motion patterns distinguishable from cars or buses running on ordinary roads." It is possible, they wrote, "that the running of a train between two neighboring stations produces a distinctive ﬁngerprint in the readings of 3-axis accelerometer of the mobile device, leveraging which attackers can infer the riding trace of a passenger." The researchers raised three concerns. First, it's easy for attackers to create stealthy malware to eavesdrop on the accelerometer. Second, the metro, they said, is the preferred transportation means for most people in major cities. The last point is that metro-riding traces can be used to further infer other private information. "For example, if an attacker can trace a smartphone user for a few days, he may be able to infer the user's daily schedule and living/working areas and thus seriously threaten her physical safety." What is more, an attacker may find that two individuals often visit the same stations, they said, at "similar non-working times," and may infer a relationship. The Nanjing University trio said that they were "the ﬁrst to propose an accelerometer-based side channel attack for inferring metro-riders' traces." They conducted their experiment on a Nanjing metro line. They found that the inferring accuracy reached 92 percent if the user took the metro for six stations. Could one tell or at least suspect if such malware were operating in the background? O'Neill said one interesting defense against such a hack would be to scrutinize the phone's power consumption. "To track someone using this method, a hacker would have to continuously access the phone's accelerometer, draining significant power no matter how well the malware was concealed," he said. By monitoring the phone's power consumption, one may see when an app is using too much of the battery. The authors said that "If malware intends to steal the users' privacy through sensor data, constant request for the data from sensors will evidently boost the power consumption. No matter how the malware tries to conceal itself, the acquisition of sensor data will lead to an increasing power consumption of the smartphone." More information: We Can Track You If You Take the Metro: Tracking Metro Riders Using Accelerometers on Smartphones, arXiv:1505.05958 [cs.CR] arxiv.org/abs/1505.05958v1 Motion sensors (e.g., accelerometers) on smartphones have been demonstrated to be a powerful side channel for attackers to spy on users' inputs on touchscreen. In this paper, we reveal another motion accelerometer-based attack which is particularly serious: when a person takes the metro, a malicious application on her smartphone can easily use accelerator readings to trace her. We first propose a basic attack that can automatically extract metro-related data from a large amount of mixed accelerator readings, and then use an ensemble interval classier built from supervised learning to infer the riding intervals of the user. While this attack is very effective, the supervised learning part requires the attacker to collect labeled training data for each station interval, which is a significant amount of effort. To improve the efficiency of our attack, we further propose a semi-supervised learning approach, which only requires the attacker to collect labeled data for a very small number of station intervals with obvious characteristics. We conduct real experiments on a metro line in a major city. The results show that the inferring accuracy could reach 89% and 92% if the user takes the metro for 4 and 6 stations, respectively. © 2015 Tech Xplore
A new study finds that the quantity and the quality of our personal relationships, at different points of our lives, impacts our health just as much as diet and exercise. The study, published in the Proceedings of the National Academy of Sciences , builds on two decades of previous research that points to causal associations between social relationships and mortality. It is the first to link social relationships with measurable aspects of physical well-being. Inflammation, high blood pressure, and abdominal obesity were all taken into consideration. These issues could lead to long-term health problems, such as heart disease and cancer. The researchers looked at when the effects on health took place and how long those effects lasted. Sociologist Kathleen Mullan Harris and a team of UNC-Chapel Hill researchers drew on data from four nationally representative surveys of the U.S. population. Altogether, the surveys covered over 14,000 participants at different life stages from adolescence to old age. The researchers looked at the number of friends each person had, their community involvement, whether they were married, and whether they were religiously affiliated. They looked at the quality of each person's relationships. Did the person find their relationships to be critical and supportive? Or, did they find their friends and relatives to be troublesome and argumentative? The team then looked at how each participant's social relationships related to the four key mortality risk markers: blood pressure, abdominal fat, BMI, and inflammation. The researchers found that the size of a person's social network is most important for a person's health when they are in their teens and old age. Social isolation causes teens to have an increased risk of inflammation by the same amount as teens who don't exercise. Social integration as a teen also protects against abdominal obesity. Social isolation in old age is more harmful to developing and controlling hypertension than diabetes. For participants in their mid-30s to 50s, the number of social connections didn't matter. What mattered was the quality of those connections and whether they provided social support or strain. Harris guesses that quality matters more than quantity for this age group because they are maintaining relationships with their children and parents. Thus, they have a large social network by default. The medical field should encourage teens and young adults “to build broad social relationships and [develop] social skills for interacting with others,” Harris said. Strong social bonds are critical for our physical well-being throughout the course of our lives. So force yourself to get involved in social activities. Invite your friends over. Hang out with people who make you feel good and cut ties with those who make your life harder. It’s good for you. Sources: EurekAlert! press releases via University of North Carolina at Chapel Hill , "Social relationships and physiological determinants of longevity across the human life span”
In his box, Schrödinger’s cat is simultaneously in two states: alive and dead. It is only by opening the box that it is possible to bring down this state of superposition, at the same time randomly sealing the destiny of the feline. But is this change of state, materialized by a quantum leap, so random? In a recent experiment, researchers have been able to predict quantum leaps within artificial atoms, bringing a hint of determinism to quantum physics, where for decades physicists have thought that such predictability was fundamentally ruled out. Schrödinger’s cat is a well-known paradox used to illustrate the concept of quantum superposition – the simultaneous capacity of two opposite states – and indeterminism in quantum physics. The idea is that a cat is placed in a sealed box, with a radioactive source and a poison that will be triggered if an atom of the radioactive substance disintegrates. Quantum physics suggests that until someone opens the box, the cat is both alive and dead, a superposition of states. By opening the box to observe the cat, it abruptly changes its quantum state abruptly, forcing it to be dead or alive. Quantum leap is the discrete (non-continuous) and random change of the state when it is observed. Predicting quantum jumps: a crucial breakthrough for quantum computing The experiment, carried out in the laboratory of Professor Michel Devoret at Yale and proposed by lead author Zlatko Minev, examines for the first time the actual functioning of a quantum leap. The results reveal a surprising discovery that contradicts the well-known opinion of Danish physicist Niels Bohr: the jumps are neither abrupt nor as random as previously thought. The results of the study were published in the journal Nature. For a microscopic object such as an electron, a molecule or an artificial atom containing quantum information (quantified in terms of qubit), a quantum leap is the sudden transition from one of its discrete energy states to another. In the development of quantum computing, researchers must absolutely deal with jumps of qubits, which are the manifestation of calculation errors. Enigmatic quantum leaps were theorized by Bohr a century ago, but were only observed in the 1980s in atoms. Unlike classical computing, quantum computing uses qubits (quantum bits). They are a superposition of the values 0 and 1. Random quantum jumps of qubits represent computational errors, decreasing the efficiency of quantum computers. Being able to predict these jumps would greatly improve the efficiency of these systems. Credits: Shutterstock “These jumps happen every time we measure a qubit,” says Devoret, professor of applied and theoretical physics at Yale and a member of the Yale Quantum Institute. “Quantum jumps are known to be unpredictable in the long run.” “In spite of that, we wanted to know if it was possible to receive a warning signal that a jump is about to happen imminently,” explains Minev. The experiment was inspired by a theoretical prediction of Professor Howard Carmichael of the University of Auckland, pioneer of quantum trajectory theory and co-author of the study. In addition to its fundamental impact, this discovery is a potential major advance in the understanding and control of quantum information. Researchers say that reliable quantum data management and error correction as they occur is a major challenge for the development of fully efficient quantum computers. Predictable quantum jumps in artificial atoms Yale’s team used a special approach to indirectly monitor a superconducting artificial atom, with three microwave generators radiating the atom enclosed in a 3D aluminum cavity. The doubly indirect monitoring method developed by Minev for superconducting circuits allows researchers to observe the atom with unprecedented efficiency. Microwave radiation agitates the artificial atom observed simultaneously, resulting in quantum jumps. The tiny quantum signal of these jumps can be amplified without loss due to the ambient temperature. Here, their signal can be monitored in real time. This allowed the researchers to note a sudden absence of detection photons (photons emitted by an auxiliary state of the atom excited by microwaves); this tiny absence is the preliminary warning of a quantum leap. “The effect demonstrated by this experiment is the increase in consistency during the jump, despite its observation,” says Devoret. Minev added, “You can take advantage of it to not only grab the jump, but also reverse it.” While quantum jumps seems discrete and random in the long run, inverting a quantum leap means that the evolution of the quantum state has, in part, a deterministic and nonrandom character; the jump always occurs in the same predictable way from its random starting point. “The quantum leaps of an atom are somewhat analogous to the eruption of a volcano. They are completely unpredictable in the long run. Nevertheless, with proper monitoring, we can definitely detect an imminent disaster warning and act before it happens,” concludes Minev.
The Amazing Flight of Little Ray In this nature-based adventure, a young stingray doesn't want to make weak jumps like other flying stingrays. He wants to fly like a bird. His amazing flight beats all odds. The experience is awkward, unsettling and exhausting. Rays are not born to fly. Like high divers, they leap, then start falling. Movement adds "wow", not height, to their flight. Little Ray of Flight Below Video: “The world helps those who try and try, to fly and fly” (34 seconds). The highly-evolved second edition of this behavior-changing adventure is in the bookstore. Fish have feelings. Little Ray knows his Mama is watching. He hears beach-goer reactions. These external factors enhance his motivation and spark his alertness. V. R. Duin grabs the attention of early readers and special learners. To spark interest in learning about stingrays, below are some fun facts about the fish and action in this book. Reach New Heights Like Fish Out of Water: Flying stingrays do somersaults, flips, rolls, spins, twists and turns for fun and to flee predators, noise, filth or stench. Fish gills collapse in the air. Return to water restarts breathing. People underwater can sense the discomfort of flying stingrays. Stingrays are made of cartilage, not bone. This flexible material equips the star of this story to catch lucky breaks and fall with style. Fish see the same in air and in water. The wide field of view and large depth of field of fisheye lenses show how fish see our world. Fish actions, not facial expressions, show fear, rage or calm. Children see concern as Mama Ray frets over Little Ray's daredevil risk-taking to fly. Some mother stingrays watch over their young until they can fend for themselves. Stingrays reach maturity at 1-to-5 years of age. Highly-developed stingrays can fully care for themselves at birth. Few other fish and no mollusks are born into the ocean as fully-formed miniature adults. Newborns sink to the ocean floor, then unfold to begin swim practice and strength training. Within days, consistent and powerful strokes develop for hunting. Don't worry about the bird in this story. Young stingrays have small stingers. Ancient use for stingray toxin seems like a tall tale. Greek dentists used it to numb pain. Stingrays typically flee rather than attack. A frightened adult stingray can strike hundreds of times in seconds. It uses its long, flexible tail to guide the venomous spear.
Gender Segregation in the Labour Market in Sweden Table of Content 2. the swedish model 2.1 the labour market and its development in the swedish welfare state 3. gender in the Swedish labour market 3.1 occupational gender segregation 3.2 facts and figures 3.3 “female” and “male” occupations 3.2 vertical segregation and wage inequalities 3.5 Impact of increasing female employment on gender segregation 3.6 government measures concerning gender issues 4. concluding remarks and preview Sweden and the other Scandinavian countries are widely known for their strong commitment to equality between men and women. During the development of the welfare state the government supported women’s participation in the labor market. This resulted in a high rate of female employment in Sweden today. Regarding this, it is striking that the Swedish labor market has one of the highest degrees of gender segregation in the world and considerable gender inequalities. The roots for this segregation can be seen in the growing welfare state with women starting to work overall in the public and service sector in areas like health care and child-care while men still dominated in the private sector. Policies for women’s integration and several other government measures to desegregate the labor market were implemented and performed in the last years. However, today the gender segregation in Sweden is still at a higher level than in the majority of the other countries in Europe. This paper offers an analysis of the Swedish labor market regarding gender with an economical perspective. Occupational Gender Segregation Gender Segregation is one of the most discussed topics in Europe especially in Sweden. The segregation that will be analyzed in this paper can be seen as a result of multidimensional process which is manifested in differences in gender patterns of representation within occupations as well as within different employment contract groups and employment status (http://www.fep.up.pt/investigacao/cete/papers/dp0302.pdf , p. 2). “Gender segregation means that women and men to a certain extent work in different occupations or in different sectors or under different contractual terms and conditions” (ibid p. 2). The gender-based occupational segregation is both the “tendency for men and women to be employed in different occupations”, which is the horizontal segregation and the tendency to be employed in “different positions within the same occupation or occupational group”, the vertical segregation (http://ilo-mirror.library.cornell.edu/public/english/support/publ/pdf/women.pdf#page=198, p. 191). To measure segregation, the Index of Dissimilarity (ID) is most widely used in the research literature and also in this paper. Its value ranges from 0, which is “no segregation with equal percent of women and men in each and every occupation” to 1, which is “complete segregation with female workers in occupations where there are no male workers” (idib., p. 196). It is important to include a discussion of division of work in the households when looking at gender segregation. In Scandinavian countries a two-bread-winner model is the norm with subcontracted work in the households. At the same time, the former typical women’s household work like caring for children, elderly and disabled people was and is more and more taken over by the public sector. This expanding public sector leads to new employments for women and has an impact on the gender segregation which is also worth to be examined (http://www.fep.up.pt/investigacao/cete/papers/dp0302.pdf , p. 2). Facts and figures Sweden has one of the highest female employment rates and a high female education level. At the same time, data indicate that Sweden’s gender segregation is decreasing in the labour market, but still at a high level...
- Species in this family are know as Jewel Bugs or Shield Backed Bugs. Bugs in this family are usually colourful with metallic colour of spots. They are medium to large size. The head is triangular, antenna are 3-5 segmented. - Photo thanks to Tracey Steele, Sydney - Jewel Bugs and Shield-backed bugs are plant suckers. They can be distinguished from other bugs by their scutellum completely covered the whole abdomen and wings. This is why sometimes they are miss-recognized as beetle. They are easily distinguished from beetles by having sucking mouthparts and the shield on the back is continuous, not the divided wings cover with separation at the middle. - This family are closely related to stink bugs (Family Pentatomidae). They also produce offensive odors when disturbed. Subfamily Elvisurinae - Shield Backed Bug - Green Shield Backed Bug - Coleotichus sp., body length 20mm - Found this bug once on Dec 2009 in a hilltop of Anstead Forest. The bug was camouflaged well on leaves. It was slow moving. It flied away after we took a few pictures. Please also check this page for more information. Subfamily Scutellerinae - Jewel Bugs - Scutellerinae are brightly coloured shield bugs amongst the most striking - Metallic Jewel Bug, Metallic Shield Bug - Scutiphora pedicellata, body length 15mm - Metallic Shield Bugs can be found on leaf letter or under bark. They feed on vegetable, garden plants, trees and fruits. The bugs are metallic green in colour with orange and black patterns on the top. Underside of their body is bright red and black. More information and pictures can be found by clicking here. - Green Jewel Bug - Lampromicra senator, body length 12mm - The bug is metallic dark green in colour, with orange mark on its back. Its legs are orange and dark green. Under its large shield, we can see the orange edges of abdomen. We have more information and pictures in this page. - Red Jewel Bug - Choerocoris paganus, body length 12mm - In mid summer during bush-walking in the rain forest near Mt Nebo, we saw this bright red bug resting on a tall glass leaf. When we came closer to take some photos, the bug dropped onto the ground and run away quickly. Please also check this page for more details. - There is only one Australian species in this subfamily. - Cotton Harlequin Bug Photo: Jeff O'Donnell, Sydney - Tectocoris diophthalmus, adults body length 20mm, nymph body - Cotton Harlequin Bugs are colourful. Females are orange with small patches of metallic blue scattered over their body. Males are metallic blue with red patches. Their patterns can be quite different between individual. Male are smaller than the females in size. Adults have their scutellum completely covered the whole abdomen and wings. More information and pictures please visit this page. - 1. Insects of Australia, CSIRO, Division of Entomology, Melbourne University Press, 2nd Edition 1991, pp 508. - 2. Insects of Australia, Hangay, George, & German, Pavel, Reed New Holland, Sydney, 2000, pp 64. - 3. Scutelleridae - Australian Biological Resources Study, Department of the Environment and Heritage, Commonwealth of Australia 2005. - 4. Revision of the Australian Scutelleridae Leach (Hemiptera) - FJD McDonald and G Cassis, Australian Journal of Zoology, - 5. Plant-feeding and Other Bugs (Hemiptera) of South Australia. Heteroptera-Part I - Gross, G.F. (1975). Adelaide: A.B. James, p79. - 6. SCUTELLERIDAE Shield-backed Bugs - Save Our Waterways Now, 2008. Back to top [ Up ] [ Biology ] [ Field Guide ] [ Family Cydnidae ] [ Family Tessaratomidae ] [ Family Scutelleridae ] [ Family Pentatomidae ]
Sample Letter from a Birmingham Jail Worksheet Reading Comprehension Worksheets Build a printable worksheet with the complete story Letter from a Birmingham Jail By Brenda B. Covert \|in order of Appearance\| \|Narrator - \|\|male or female\| \|Jailer - \|\|male or female\| \|Martin Luther King, Jr. - \|\|black male in a business suit\| \|MLK Voiceover - \|\|from the stage's edge, this male reads aloud what Dr. King is writing\| \|Four White Clergymen - \|\|(2 bishops, 1 reverend, 1 rabbi)\| \|Jane - \|\|black female in late 50's-style dress\| \|Ted - \|\|black male in a business suit\| \|Wanda - \|\|black female in vintage teen clothing\| \|Richie - \|\|black male in vintage jeans and plain white t-shirt\| \|Lawyer - \|\|white, Asian, or Hispanic male or female in business suit, carrying briefcase\| Setting: jail cell. The look can be had by tacking artwork of a window with bars on it to the wall or the curtain behind the actors. Props: plain wooden chair set center stage and facing audience, small table or desk, newspaper, scrap of paper, legal pad, a simple black pen that doesn't look modern, and a briefcase. NARRATOR: In April 1963, Martin Luther King was arrested and placed in a Birmingham jail. [JAILER escorts KING to a chair and leaves him there.] His crime was that he participated in a peaceful demonstration against the city's wishes. He had joined a group to protest segregation. While in jail, he read a letter that was published in the Birmingham News. [KING retrieves paper from floor beside chair and opens to read, holding paper low so that his face is still seen.] Eight local clergymen, all white, had demanded that he end his demonstrations. With nothing but the newspaper to write on, Dr. King began his response. [KING moves chair to table, pulls pen from pocket, and writes on margin of newspaper.] MLK VOICEOVER: While confined here in the Birmingham city jail, I came across your recent statement calling my present activities "unwise and untimely." Since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statements in what I hope will be patient and reasonable terms. FIRST CLERGYMAN: (walking briskly onstage toward KING; stopping 3 feet away) [KING looks up] Why did you come to Birmingham? You aren't from here! We don't need outsiders coming in to solve our problems. [KING goes back to writing.] MLK VOICEOVER: I am in Birmingham because injustice is here. I am compelled to carry the gospel of freedom beyond my own home town. I cannot sit idly by in Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice everywhere. Beyond that, I'm here because I was invited here. I'm here because I have ties here through the Southern Christian Leadership Conference. SECOND CLERGYMAN: (walks in as FIRST CLERGYMAN walks off) Why Birmingham, of all places? The demonstrations taking place in my city are deplorable and should be stopped at once! MLK VOICEOVER: It's unfortunate that demonstrations are taking place in Birmingham, but it's even more unfortunate that the city's white power structure left the black community with no alternative. Birmingham is probably the most thoroughly segregated city in the United States. Its ugly record of brutality is widely known. Black leaders tried to negotiate with city leaders, but the city leaders refused to negotiate. [KING continues to write as SECOND CLERGYMAN leaves; JANE and TED enter and speak] JANE: (enters stage right and stands upstage right, speaking to audience) Last September, our black leaders spoke to the city merchants. The merchants promised that if we stopped demonstrating, they would remove those awful signs -- the ones that said "Whites Only" or "No Coloreds Allowed." They promised to stop displaying those signs at lunch counters, restrooms, and stores. So we stopped holding demonstrations. Then we realized that we were the victims of broken promises. The few signs that had been taken down were put back up! Many other signs were never removed at all. TED: (enters stage right and stands beside JANE, speaking to audience) Once again our hopes had been blasted. We knew we had to take direct action and lay our case before the conscience of the local and the national community. We began a series of workshops on nonviolence. We repeatedly asked ourselves: "Are you able to accept blows without retaliating?" JANE: Are you able to endure the ordeal of jail? TED: We chose the Easter season to put our direct-action plan to use. Easter is one of the biggest shopping seasons of the year. We decided not to shop here in town while we also demonstrated in the streets. That would put pressure on the merchants. We made allowances for the mayoral election and didn't hold any demonstrations until after election day. We have behaved fairly and decently. We just ask for our civil rights. THIRD CLERGYMAN: (walks in from stage left and stops 3 feet from KING) Why direct action? Why sit-ins, marches, and so forth? Isn't negotiation a better path? JANE: (turning to address the clergyman with hands on hips) Were you not listening? We tried negotiation! TED: (pointing at clergyman) You people refused to negotiate! You treat us like second class citizens! (Turns to JANE with his arm crooked; she takes it, and they walk off stage right with heads held high.) MLK VOICEOVER: Nonviolent direct action seeks to create a crisis and dramatize the issue so that it can't be ignored. I agree with you in your call for negotiation. The purpose of our direct action was to open the door to negotiation. FOURTH CLERGYMAN: (walks in as THIRD CLERGYMAN walks off) The action you have taken is untimely. We just elected a new mayor and other city officials. Why didn't you give the new city administration time to act? MLK VOICEOVER: While the new mayor is a more gentle man than the old mayor, the fact remains that he is as much a segregationist as the old one. It is a historical fact that privileged groups seldom give up their privileges voluntarily. Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. It's interesting that direct action is never "well-timed" in the eyes of those who have never lived under injustice. We have always been told to wait. Wait has almost always meant never. JAILER: (entering the stage as FOURTH CLERGYMAN leaves and addressing KING) Are you through with that paper yet? [KING hesitates, then tears off the strip he has been writing on and puts it in his jacket pocket] KING: (folding the paper and holding it out to the JAILER) Certainly. Here you are. JAILER: Gimme that. (Jerks paper from KING'S hands and leaves) [KING stands up and searches through his pockets. He finds a scrap of paper and sits down to write.] [WANDA and RICHIE enter from stage left] WANDA: (forcefully) We have waited for more than 340 years for our constitutional and God-given rights! RICHIE: (firmly) The nations of Asia and Africa are moving with jet-like speed toward gaining political independence! WANDA: Meanwhile, we creep at horse-and-buggy pace toward gaining -- RICHIE: -- a cup of coffee at a lunch counter! [WANDA and RICHIE exit stage left] MLK VOICEOVER: (passionately) It's easy for you to say, "Wait." But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick, and even kill your black brothers and sisters; when you suddenly find yourself stammering as you try to explain to your little girl why she can't go to the public amusement park that she saw advertised on television because it is closed to colored children; when you have to come up with an answer for a five-year-old son who asks, "Daddy, why do white people treat colored people so mean?" when you are forever fighting a sense of "nobodiness," then you will understand why we find it difficult to wait. There comes a time when the cup of endurance runs over. FIRST CLERGYMAN: (enters as before) I don't understand how a man of the cloth could willingly break the law. You are in jail because you broke the law. How can you advocate breaking some laws and obeying others? MLK VOICEOVER: There are two types of laws: just and unjust. One has not only a legal but a moral responsibility to obey just laws. However, one has a moral responsibility to disobey unjust laws. An unjust law is no law at all. Any law that degrades human personality is unjust. A law that is inflicted on a people who are not allowed a vote is not just. All segregation statutes are unjust; they give the white man a false sense of superiority and the black man a false sense of inferiority. (Pause for breath) My crime was "parading without a permit," that is, I participated in a peaceful march down a city street. There is nothing wrong with requiring a permit for a parade, but it is wrong if it is used to deny blacks the First Amendment privilege of peaceful assembly and protest. SECOND CLERGYMAN: (joining FIRST CLERGYMAN onstage) I still disagree that civil disobedience is necessary in order to bring change. It's just wrong! MLK VOICEOVER: The Boston Tea Party was a massive act of civil disobedience. [CLERGYMEN look at each other, surprised, then embarrassed] Everything Hitler did in Germany was called legal, and everything the freedom fighters did was considered illegal. It was illegal to aid and comfort a Jew in Hitler's Germany. Had I been there, I would have disobeyed those laws. I would have done my best to help the Jews. Would you have done any different? [CLERGYMEN exit stage right with bowed heads.] [JAILER and LAWYER enter from stage left. KING slips paper into his jacket pocket.] JAILER: Look here, Mr. King. Your lawyer has come to see you. [KING stands and waits expectantly.] LAWYER: How are you holding up, Dr. King? KING: As well as can be expected, under the circumstances. JAILER: I'll leave you two alone. (exits) LAWYER: (shaking KING's hand) We hope to have you out of here in just a few days. You may want to consider this a nine-day vacation. KING: (laughing) No thanks. Not much about a stay in jail can be considered a vacation, but I have managed to do a bit of writing. Did you bring -- LAWYER: -- that pad of paper you asked for? Most surely. It's in here. (flips briefcase onto the table and opens it, withdraws a legal pad, and offers it to KING) Will this do? KING: (smiling and accepting the pad) Yes, this is just what I need to finish the letter I've been writing. LAWYER: If there's anything else you need, just let me know. JAILER: (entering) Your time's up. (Begins to escort LAWYER from the stage) LAWYER: (over shoulder toward KING) I'll be in touch! KING: (lifting hand as if to wave) I appreciate it! [KING returns to chair and places the pad on the table.] [THIRD and FOURTH CLERGYMEN enter stage.] Paragraphs 99 to 122: For the complete story with questions: click here for printable Copyright © 2009 edHelper
The genera Larca and Archeolarca were traditionally included in the Garypidae, but Harvey (1992) transferred them to a separate family, Larcidae. The Larcidae contains just two genera, Larca and Archeolarca, which are segregated solely on the number of trichobothria on the movable chelal finger. Archeolarca has three or four trichobothria on the movable chelal finger, whilst Larca has just two trichobothria. Species of Larca occur in Europe and North America, and species of Archeolarca occur in North America. Judson, M.L.I. and Legg, G. (1996). Discovery of the pseudoscorpion Larca lata (Garypoidea, Larcidae) in Britain. Bulletin of the British Arachnological Society 10: 205-210. Muchmore, W.B. (1981). Cavernicolous species of Larca, Archeolarca and Pseudogarypus with notes on the genera, (Pseudoscorpionida, Garypidae and Pseudogarypidae). Journal of Arachnology 9: 47-60.
- ★ Writing Support - Writing Guides - How Do I Make Sure I Understand an Assignment? - How Do I Decide What I Should Argue? - How Can I Create Stronger Analysis? - How Do I Effectively Integrate Textual Evidence? - How Do I Write a Great Title? - What Exactly is an Abstract? - How Do I Present Findings From My Experiment in a Report? - What is a Run-on Sentence & How Do I Fix It? - How Do I Check the Structure of My Argument? - How Do I Write an Intro, Conclusion, & Body Paragraph? - How Do I Incorporate Quotes? - How Can I Create a More Successful Powerpoint? - How Can I Create a Strong Thesis? - How Can I Write More Descriptively? - How Do I Incorporate a Counterargument? - How Do I Check My Citations? - Minor in Writing - Peer Writing Consultant Program - MWrite Fellows Program - First-Year Writing Requirement - Upper-Level Writing Requirement - Writing Prizes - International Students - Transfer Students See the bottom of the main Writing Guides page for licensing information. Many believe that a scientist’s most difficult job is not conducting an experiment but presenting the results in an effective and coherent way. Even when your methods and technique are sound and your notes are comprehensive, writing a report can be a challenge because organizing and communicating scientific findings requires patience and a thorough grasp of certain conventions. Having a clear understanding of the typical goals and strategies for writing an effective lab report can make the process much less troubling. It is useful to note that effective scientific writing serves the same purpose that your lab report should. Good scientific writing explains: - The goal(s) of your experiment - How you performed the experiment - The results you obtained - Why these results are important While it’s unlikely that you’re going to win the Nobel Prize for your work in an undergraduate laboratory course, tailoring your writing strategies in imitation of professional journals is easier than you might think, since they all follow a consistent pattern. However, your instructor has the final say in determining how your report should be structured and what should appear in each section. Please use the following explanations only to supplement your given writing criteria, rather than thinking of them as an indication of how all lab reports must be written. The Structure of a Report The traditional experimental report is structured using the acronym “IMRAD” which stands for Introduction, Methods, Results and Discussion. The “A” is sometimes used to stand for Abstract. For help writing abstracts, please see Sweetland’s resource entitled “What is an abstract, and how do I write one?” Introduction: “What am I doing here?” The introduction should accomplish what any good introduction does: draw the reader into the paper. To simplify things, follow the “inverted pyramid” structure, which involves narrowing information from the most broad (providing context for your experiment’s place in science) to the most specific (what exactly your experiment is about). Consider the example below. Most broad: “Caffeine is a mild stimulant that is found in many common beverages, including coffee.” Less broad: “Common reactions to caffeine use include increased heart rate and increased respiratory rate.” Slightly more specific (moving closer to your experiment): Previous research has shown that people who consume multiple caffeinated beverages per day are also more likely to be irritable. Most specific (your experiment): This study examines the emotional states of college students (ages 18-22) after they have consumed three cups of coffee each day. See how that worked? Each idea became slightly more focused, ending with a brief description of your particular experiment. Here are a couple more tips to keep in mind when writing an introduction: - Include an overview of the topic in question, including relevant literature A good example: “In 1991, Rogers and Hammerstein concluded that drinking coffee improves alertness and mental focus (citation 1991). - Explain what your experiment might contribute to past findings A good example: “Despite these established benefits, coffee may negatively impact mood and behavior. This study aims to investigate the emotions of college coffee drinkers during finals week.” - Keep the introduction brief There’s no real advantage to writing a long introduction. Most people reading your paper already know what coffee is, and where it comes from, so what’s the point of giving them a detailed history of the coffee bean? A good example: “Caffeine is a psychoactive stimulant, much like nicotine.” (Appropriate information, because it gives context to caffeine—the molecule of study) A bad example: “Some of the more popular coffee drinks in America include cappuccinos, lattés, and espresso.” (Inappropriate for your introduction. This information is useless for your audience, because not only is it already familiar, but it doesn’t mention anything about caffeine or its effects, which is the reason that you’re doing the experiment.) - Avoid giving away the detailed technique and data you gathered in your experiment A good example: “A sample of coffee-drinking college students was observed during end-of-semester exams.” (Appropriate for an introduction) A bad example: “25 college students were studied, and each given 10oz of premium dark roast coffee (containing 175mg caffeine/serving, except for Folgers, which has significantly lower caffeine content) three times a day through a plastic straw, with intervals of two hours, for three weeks.” (Too detailed for an intro. More in-depth information should appear in your “Methods” or “Results” sections.) Methods: “Where am I going to get all that coffee…?” A “methods” section should include all the information necessary for someone else to recreate your experiment. Your experimental notes will be very useful for this section of the report. More or less, this section will resemble a recipe for your experiment. Don’t concern yourself with writing clever, engaging prose. Just say what you did, as clearly as possible. Address the types of questions listed below: - Where did you perform the experiment? (This one is especially important in field research— work done outside the laboratory.) - What were your materials? - How much did you use? (Be precise.) - Did you change anything about them? (i.e. Each 5 oz of coffee was diluted with 2 oz distilled water.) - How did you record data? - Did you use any special method for recording data? (i.e. After drinking coffee, students’ happiness was measured using the Walter Gumdrop Rating System, on a scale of 1-10.) - Did you use any techniques/methods that are significant for the research? (i.e. Maybe you did a double blinded experiment with X and Y as controls. Was your control a placebo? Be specific.) - Any unusual/unique methods for collecting data? If so, why did you use them? After you have determined the basic content for your “methods” section, consider these other tips: - Decide between using active or passive voice There has been much debate over the use of passive voice in scientific writing. “Passive voice” is when the subject of a sentence is the recipient of the action. - For example: Coffee was given to the students. “Active voice” is when the subject of a sentence performs the action. - For example: I gave coffee to the students. The merits of using passive voice are obvious in some cases. For instance, scientific reports are about what is being studied, and not about YOU. Using too many personal pronouns can make your writing sound more like a narrative and less like a report. For that reason, many people recommend using passive voice to create a more objective, professional tone, emphasizing what was done TO your subject. However, active voice is becoming increasingly common in scientific writing, especially in social sciences, so the ultimate decision of passive vs. active voice is up to you (and whoever is grading your report). - Units are important When using numbers, it is important to always list units, and keep them consistent throughout the section. There is a big difference between giving someone 150 milligrams of coffee and 150 grams of coffee—the first will keep you awake for a while, and the latter will put you to sleep indefinitely. So make sure you’re consistent in this regard. - Don’t needlessly explain common techniques If you’re working in a chemistry lab, for example, and you want to take the melting point of caffeine, there’s no point saying “I used the “Melting point-ometer 3000” to take a melting point of caffeine. First I plugged it in…then I turned it on…” Your reader can extrapolate these techniques for him or herself, so a simple “Melting point was recorded” will work just fine. - If it isn’t important to your results, don’t include it No one cares if you bought the coffee for your experiment on “3 dollar latte day”. The price of the coffee won’t affect the outcome of your experiment, so don’t bore your reader with it. Simply record all the things that WILL affect your results (i.e. masses, volumes, numbers of trials, etc). Results: The only thing worth reading? The “results” section is the place to tell your reader what you observed. However, don’t do anything more than “tell.” Things like explaining and analyzing belong in your discussion section. If you find yourself using words like “because” or “which suggests” in your results section, then STOP! You’re giving too much analysis. A good example: “In this study, 50% of subjects exhibited symptoms of increased anger and annoyance in response to hearing Celine Dion music.” (Appropriate for a “results” section—it doesn’t get caught up in explaining WHY they were annoyed.) In your “results” section, you should: - Display facts and figures in tables and graphs whenever possible. Avoid listing results like “In trial one, there were 5 students out of 10 who showed irritable behavior in response to caffeine. In trial two…” Instead, make a graph or table. Just be sure to label it so you can refer to it in your writing (i.e. “As Table 1 shows, the number of swear words spoken by students increased in proportion to the amount of coffee consumed.”) Likewise, be sure to label every axis/heading on a chart or graph (a good visual representation can be understood on its own without any textual explanation). The following example clearly shows what happened during each trial of an experiment, making the trends visually apparent, and thus saving the experimenter from having to explain each trial with words. \|Amount of coffee consumed (mg)\|\|Response to being poked with a pencil (number of expletives - Identify only the most significant trends. Don’t try to include every single bit of data in this section, because much of it won’t be relevant to your hypothesis. Just pick out the biggest trends, or what is most significant to your goals. Discussion: “What does it all mean?” The “discussion” section is intended to explain to your reader what your data can be interpreted to mean. As with all science, the goal for your report is simply to provide evidence that something might be true or untrue—not to prove it unequivocally. The following questions should be addressed in your “discussion” section: - Is your hypothesis supported? If you didn’t have a specific hypothesis, then were the results consistent with what previous studies have suggested? A good example: “Consistent with caffeine’s observed effects on heart rate, students’ tendency to react strongly to the popping of a balloon strongly suggests that caffeine’s ability to heighten alertness may also increase nervousness.” - Was there any data that surprised you? Outliers are seldom significant, and mentioning them is largely useless. However, if you see another cluster of points on a graph that establish their own trend, this is worth mentioning. - Are the results useful? If you have no significant findings, then just say that. Don’t try to make wild claims about the meanings of your work if there is no statistical/observational basis for these claims—doing so is dishonest and unhelpful to other scientists reading your work. Similarly, try to avoid using the word “proof” or “proves.” Your work is merely suggesting evidence for new ideas. Just because things worked out one way in your trials, that doesn’t mean these results will always be repeatable or true. - What are the implications of your work? Here are some examples of the types of questions that can begin to show how your study can be significant outside of this one particular experiment: Why should anyone care about what you’re saying? How might these findings affect coffee drinkers? Do your findings suggest that drinking coffee is more harmful than previously thought? Less harmful? How might these findings affect other fields of science? What about the effects of caffeine on people with emotional disorders? Do your findings suggest that they should or should not drink coffee? - Any shortcomings of your work? Were there any flaws in your experimental design? How should future studies in this field accommodate for these complications. Does your research raise any new questions? What other areas of science should be explored as a result of your work? Hogg, Alan. "Tutoring Scientific Writing." Sweetland Center for Writing. University of Michigan, Ann Arbor. 3/15/2011. Lecture. Swan, Judith A, and George D. Gopen. "The Science of Scientific Writing." American Scientist. 78. (1990): 550-558. Print. "Scientific Reports." The Writing Center. University of North Carolina, n.d. Web. 5 May 2011.
All around the world, the fungal pathogens are becoming a crucial public health burden. It is estimated to cause almost 2 Million deaths annually and is also responsible for the devastating damages to plant crops and decline in the population of animal wildlife. However, fungal pathogens and the illnesses they cause are overlooked and study to fight them is underfunded. A research team from the Columbia University has designed a tool that will probably transform the way pathogens are detected and treated in everything from water to agriculture to human health. The study was initiated as a search to develop an easy, cost-effective approach to sense cholera, but rapidly advanced to confront other requirements. The team has designed the foremost single-constituent yeast-based biosensor for the recognition of pathogens. According to the team, the devastation is most prominent in resource-poor regions where efforts to decrease infections have been hindered by the shortage of cost-effective fungal diagnostics. While observation of worldwide pathogen burden has been generally restricted to a small digit of specialized hubs, the Principle Investigator described, more efficient surveillance can be established by making inexpensive diagnostics available at the point-of-care. Conventional diagnostics mostly depend on costly reagents, specialized equipment, technical personnel, and cold-chain distribution, all of which are generally inaccessible on-site. To deal with this issue, the team switched the naturally existing cell surface receptors of baker’s yeast, that is, Saccharomyces cerevisiae, with pathogen-specific receptor proteins. They initiated by developing a biosensor for the identification of the human fungal pathogen,Candida albicans, which is a kind of yeast that exists naturally in the gut of humans;however,it can develop severe medical issue and even death if their populace gets out of control. After swapping the natural receptor of baker’s yeast with that of C. albicans, the team then modified its DNA to facilitate lycopene (pigment accountable for the tomatoes’ red color) production. This enabled the engineered yeast to change red in the existence of a target substance, in this study, C. albicans fungus pheromones.The trial was a revolutionary success. When exposed to the fungal target, the sensor changed to red. The team had designed an easy, functional, one-component, highly specific sensor with the use of yeast only. Further, the team successfully validated their assay for the potential to verify10 additional major pathogens, including Botrytis cinerea and Paracoccidioidesbrasiliensis. With a working assay in-hand, the researchers set forth to make it user-friendly and versatile, developing a one-step quick dipstick prototype, similar to an at-home pregnancy test, that can be utilized in complex samples, such as whole serum, blood, urine, water, and soil.
is Hawaiian for the cliffs Nāpali Coast State Park, a breathtaking wilderness area on the north shore of the island of Kauai, stretches along 12 miles of undeveloped shoreline. Nāpali Coast is a very special place. The cliffs provide a rugged grandeur of deep, narrow valleys ending abruptly at the sea. Waterfalls and swift flowing streams continue to cut these narrow valleys while the sea carves cliffs at their mouths. Extensive stone walled terraces, house platforms and temple structures can still be found on the valley bottoms where Hawaiians once lived, farmed, and worshipped. You've probably seen the beauty of this coast already — Nāpali is prominently featured in most advertisements for Hawaiʻi, in travel magazine articles, and as the setting for TV commercials and Hollywood films. The State Parks Division grapples daily with trying to manage Nāpali's 6,175 acres of wilderness, home to countless cultural and archaeological sites, threatened native ecosystems, and many known and yet to be discovered endangered species. An estimated 150,000 people visit the park annually. Presently, however, there is not a single full-time employee dedicated to the protection of this park. Learn more about the many problems facing the park. The Kalalau Trail The Kalalau Trail provides the only land access to this part of the rugged coast. The trail traverses 5 major valleys before ending at Kalalau Beach where it is blocked by sheer, fluted cliffs. The 11-mile trail is graded but almost never level as it crosses above towering sea cliffs and through lush valleys. The trail drops to sea level at the beaches of Hanakāpiʻai and Kalalau, each containing camping areas. Originally built in the late 1800s, portions of the trail were rebuilt in the 1930s. A similar foot trail linked earlier Hawaiian settlements along the Kalalau is also accessible by boat, and kayaking is an alternate way to see the coast under one's own power. Today, Kalalau Valley at the end of the trail serves as one of the premiere backpacking destinations on the planet. Boat Access Only Day use is permitted at Nuʻalolo Kai and Miloliʻi, two areas west of Kalalau which are accessible only by boat during periods of calm surf. Nuʻalolo Kai, a small land area backed by sheer cliffs and fronted by a protecting reef, is presently the focus of the Nā Pali Coast ʻOhana's enhancement efforts. Containing a spectacular array of fragile cultural and archaeological sites nestled into this small area, Nuʻalolo is visited daily by commercial boat tours The State Parks Nuʻalolo Kai Archaeological Resource Management Project has been carried on since 1996 and with the combined efforts of State Parks, DLNR, the Nā Pali Coast ʻOhana volunteers and the Nāpali coast boat companies, all who have worked together to make this one of the most successful curatership programs in Hawaiʻi. Over the summer months of May to September, work groups arrive in Nuʻalolo with the help of the tour boat companies that service the coast. The main objective has been to map and document all the existing Hawaiian sites, so that condition can be assessed and a long-term caretaking plan can be implemented. To date over half of the sites have been documented, yet on almost every trip new sites are discovered.
I was wondering, if I put all that packaging cartons in the recycling bin. What will it happen to it? Of course not every city or even every country has the facilities to do this, but it warms my heart knowing that a part of the paper is being recycled. According to earth911, in 2011, 66.8% of paper consumed in the United States was recycled. They say “After you put paper in your recycling bin, it's taken to a recycling center where contaminants such as plastic, glass or trash are removed. Next, the paper is sorted into different grades. For example, newspaper is a lower grade paper because it has already been recycled numerous times, while printer paper is higher grade paper. The grade of paper is determined by fiber length, which shortens after each trip through the recycling process.” What bothers me is the amount of water used for this process. The process of waste paper recycling involves mixing used paper with water and chemicals to break it down. It is then chopped up and heated, which breaks it down further into strands of cellulose, a type of organic plant material; this resulting mixture is called pulp (or slurry). It is strained through screens, which remove any glue or plastic that may still be in the mixture then cleaned, de-inked, bleached, and mixed with water. Finally, it can be made into new recycled paper for mass consumption. So, while you and I think recycling is a good thing, it is better to avoid using and consuming. What do you think? Please if you liked this post share it and hep us to grow :)
Dust Mites 101: What are They & Their Allergies What are Dust Mites? Dust mites are microscopic, 8-legged, translucent insects invisible to the human eye. They live in household dust, some of which is not visible to the human eye. They feed on flakes of shed human skin cells and pet dander. The average adult human sheds 1 million skin cells a day—enough to feed a million dust mites. Their length ranges between 0.2-0.3 millimeters (0.008–0.012 in). They live in human habitation and multiply easily in warm (above 21 degrees Celsius or 70 degrees Fahrenheit) and humid places (above 50% humidity) and die when the humidity goes below 50%. Dust mites don’t drink water, but they suck it from the air. Thus, when the humidity drops below 50%, they die, and when it is above 50%, they multiply. The below image shows a zoomed human skin flake. Dust mites are often found in places with a high concentration of shed human skin cells, such as mattresses, pillows, bedding, carpets, upholstered furniture, sofas, duvets, curtains, and stuffed animals. They float into the air, together with dust, when someone vacuums, walks on a carpet or disturbs beddings. They settle once the disturbance is removed. You can find around 100-500 dust mites in 1 gram of dust (the weight of a paper clip). High concentrations of dust mites can be found in beds, where they have a constant supply of food (dead human skin cells), moisture, and warmth. A typical, used mattress contains between 100,000 and 10 million dust mites. A mated female dust mite can live up to 10-weeks. During this period, she produces approximately 2,000 fecal droppings. Their droppings are the ones triggering all sorts of allergic reactions. People who are allergic to dust are actually allergic to the enzymes (Proteases) in dust mite feces. Your pillows are a perfect breeding ground for dust mites and other bugs. Up to a third of the weight of your pillow could be made up of bugs, dead skin, dust mites, and their feces. The above video shows dust mites inside a pillow. The below image shows a zoomed dust mite on a carpet. Your carpet acts as a perfect reservoir for dust mites and their feces. Research shows that a carpeted floor accumulates 100 times more dust mite than a bare floor. A 3-inch square of your carpet can accommodate up to 100,000 dust mites, each producing an average of 20 fecal droppings or allergens per day. Dust mite allergy People who are allergic to dust are actually allergic to the enzymes (Proteases) in dust mite feces. Dust mites themselves are not a problem for humans, but their feces or droppings are the ones triggering an allergic reaction (Allergic rhinitis ) in some people, causing symptoms, such as a runny nose and itchy, watery eyes in the morning. The droppings also trigger wheezing for asthmatic people. According to the American College of Asthma, Allergy & Immunology 10% of Americans are allergic to dust mite droppings. Is it dust mite allergy or a cold? How can you tell if you are suffering from dust mite allergy or a cold? Listed below are differences between colds and allergies How Long It Lasts Days to months — as long as you’re in contact with the allergy trigger When It Happens Most often in the winter, but possible at any time Any time of the year — although the appearance of some allergy triggers is seasonal When It Starts Symptoms take a few days to appear after infection with the virus Symptoms can begin immediately after contact with allergy triggers Itchy, watery eyes Runny or stuffy nose
In a unanimous decision, the U.S. Supreme Court decided this week that human genes cannot be patented. A biotech company, Myriad Genetics, held patents on two genes linked to breast and ovarian cancer. But the Court ruled that because the company had simply isolated the genes and had not synthetically created something new, the patents were not valid. The company argued that allowing patents on human genes incentivizes research. But critics said it would hamper science by raising the cost of testing. What does the decision mean for medical and scientific research? Supreme Court: Human Genes Cannot Be Patented at 9:00 AM (PAUL J. RICHARDS/AFP/Getty Images) Lauren Sommer, science and environment reporter for KQED Public Radio Mildred Cho, associate director of the Stanford Center for Biomedical Ethics and a professor in Stanford's Department of Pediatrics
The choice to breastfeed or formula feed is a highly personal one, and new mothers will need to take many factors into consideration when making the decision. Experts suggest that new mothers breastfeed exclusively for at least the first six months, if possible. Besides providing you and your baby with time to bond, studies show that breastfeeding can protect your child from a variety of illnesses and conditions. Breast milk is the most ideal nutrition for a newborn. It provides a vast array of nutrients that help to protect your baby from illness and help them with proper growth and development. It gives the baby several immune-boosting compounds that help provide the child with immunity, and it is also likely important for helping the child develop a healthy gut microbiome, which is now known to play a large role in keeping us healthy. Breastfed babies show a reduced risk for the following conditions: 1. Infections. Kids who breast feed have a lower chance of getting a variety of infections during childhood like gastrointestinal infections, respiratory tract infections, ear infections, and more. In one study, formula fed infants had higher rates of hospitalizations due to each infection studied. 2. Diarrhea. Babies who breast feed are at a much lower risk of having diarrhea. Results show that the most protection is given when babies are breastfed exclusively for at least the first six months and then some from six to 23 months of age. 3. Dental problems. The dental health of children who breast feed is often better as well. Children who breastfed for six months showed a 44 percent reduction in open bite, and a 72 percent reduction in moderate/severe malocclusion compared to those who never breast fed. Researchers believe that breastfeeding may be important for the proper development and growth of the muscles and bones of the jaw. 4. Leukemia Breastfeeding for at least six months was associated with a 19 percent reduction in risk for childhood leukemia compared to shorter durations or no breast feeding at all. Having ever breastfed, compared to never having breastfed, was associated with an 11 percent reduction in leukemia risk. This may be because breast milk may provide the child with a more favorable gut microbiome and more natural-killer immune cells. 5. Hospitalizations. In general, breastfeeding is associated with reduced hospitalizations during childhood compared to formula feeding, particularly due to infections, allergies, asthma, diarrhea, and more. These are just a few of the many benefits of breastfeeding for newborns. Breastfeeding may also impact the cognitive development of children, for example. Children who were breastfed tend to have higher IQs and lower risk for ADHD. The World Health Organization recommends breastfeeding your baby exclusively for the first six months. After that, and up to two years of age or beyond, you can continue to breastfeed while introducing appropriate foods to your child. • Natural Tips for Recovering from C-Section Surgery • 5 Natural Postpartum Depression Treatment Options • When Can Babies Eat Peanut Butter? New Study Says the Earlier the Better • Startling SSRI Antidepressant Side Effects in Women and Newborns Natural Health Advisory Institute Contributing Editor Chelsea Clark is a writer with a passion for science, human biology, and natural health. She holds a bachelor’s degree in molecular and cellular biology with an emphasis in neuroscience from the University of Puget Sound in Tacoma, WA. Her research on the relationship between chronic headache pain and daily stress levels has been presented at various regional, national, and international conferences. Chelsea’s interest in natural health has been fueled by her own personal experience with chronic medical issues. Her many profound experiences with natural health practitioners and remedies have motivated Chelsea to contribute to the world of natural health as a researcher and writer for Natural Health Advisory Institute. All MOTHER EARTH NEWS community bloggers have agreed to follow our Blogging Best Practices, and they are responsible for the accuracy of their posts. To learn more about the author of this post, click on the byline link at the top of the page. More than 150 workshops, great deals from more than 200 exhibitors, off-stage demos, hands-on workshops, and great food!LEARN MORE
Burnham-on-Sea Infant School Computing Curriculum Overview Curriculum Lead: Tim Richards Our curriculum approach to computing reflects our ethos statement ‘Working Together Building Futures.’ In particular, we are keen for pupils to discover their own passion for computational thinking and learning. All children at Burnham-on-Sea Infant School have the right to rich, deep learning experience to obtain a broad range of computing skills through a variety of digital experiences. To provide opportunities for children to use and experience technology confidently, safely and responsibly; ensuring our children are on the journey to go into the world digitally literate and prepared for the significant role that technology plays in society today. At Burnham-on-Sea Infants we enable children to understand and apply concepts of computing through the following four main areas: programming, technology around us, creating media and data and information. These areas also run alongside online safety. As well as this, computing is deeply linked with other areas of the curriculum and is embedded throughout the school. Computing is taught in an engaging and inclusive way through a clear and effective scheme of work, Teach Computing (KS1) and Barefoot computing (EYFS), that provides coverage that is in line with the national curriculum. Children have access to a wide range of digital devices throughout their school journey at Burnham Infants. The journey begins for Early Years Foundation Stage, with a mixture of taught sessions using the Barefoot Computing materials, and practical exploration through child-initiated play. Alongside this, children are taught how to use technology safely and follow given by a trusted adult, supported by the ELiM active byte materials. In Key stage 1, children are taught the first steps of computer programming, recognizing how technology is used in their environment, presenting information and how to present the data they have collected. This is taught through the Teach Computing materials. It is a spiralized curriculum where each of the themes are revisited regularly (at least once a year), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. Each lesson is sequenced so that it builds on the learning from the previous lesson. Exploratory tasks foster a deep understanding of a concept, encouraging pupils to apply their learning in different contexts and make connections with other learning experiences. As a school, we follow the brilliant ActiveBytes online safety curriculum created by Somerset ELiM. This progressive curriculum builds our understanding of staying safe online as every class regularly takes part in a dedicated online safety lesson related to one of the three key themes: Since we value our school’s understanding of online safety so highly, we believe that the teaching of online safety should not be limited to discreet lessons. We ensure that this topic is frequently approached in lots of different ways. Whole school assemblies and class discussions promote pupil voice, we take part in national events such as Safer Internet Day. Our online safety efforts are monitored regularly using the 360 safe self-assessment tool. Lessons are taught in weekly sessions or blocked together, dependent on the unit covered. All lessons have clear objectives, which are achieved through fun and engaging activities. All children have access to the technology across the school and technology to support their learning. Lessons promote the development of safe and appropriate long-term behaviours, whilst also supporting children and staff in shaping the culture at Burnham-on-Sea Infants and beyond. Children at Burnham-on-Sea Infants will be; Computing lead at Burnham-on-Sea will; Unfortunately not the ones with chocolate chips. Our cookies ensure you get the best experience on our website. Please make your choice! 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Laptops in classroom interaction: Deconstructing the networked situation Artikel i vetenskaplig tidskrift, 2015 The screen, as part of networked technologies such as phones, tablets and laptops is at present a debated subject as it affects how people behave in meetings, lectures and other social gatherings. As these networked technologies attract attention and mediates interaction during physical social gatherings, they also change how we perceive and define what a situation is. In this article we focus on the different types of screen related interactions identified in a higher education classroom. Since these networked technologies are commonplace at university campuses it is important to describe their effects on everyday situations such as lectures. While a range of studies have raised questions regarding the negative effects of multitasking, screen peeking and other laptop related side effects this article emphasise the situational impact of student-laptop interaction. The contribution emphasises on the computer mediated interaction with both other students, external others as well as a range of digital resources. The research thus aims at providing educators and researchers with a model to advance their understanding of the laptoped and networked situation. Copyright © 2015 Inderscience Enterprises Ltd.
Technology is transforming industries across the globe at an unprecedented pace. The construction industry in India is continuing to evolve through technology adoption. Now, showcasing the best of new-age global technologies, Lighthouse projects have ushered in a new era in the construction sector, which simply focuses on fast implementation and delivery in achieving smart, safe, and affordable houses. This will deliver ready-to-live houses with speed, and better quality of construction in a sustainable manner. PM Modi laid the foundation of the Light House Projects in January this year under the Global Housing Technology Challenge-India (GHTC-India) at six different sites across six states in India. The GHTC-India is a programme that would lead to the construction of over 1,000 houses each in these six cities in a span of 12 months. The cities selected are – Agartala, Ranchi, Lucknow, Indore, Rajkot, and Chennai. Benefits of the project -Under this project, economical and potentially strong houses would be built employing various special techniques with sustainable housing considering the local climate and ecology. -The project is thus cost beneficial, environment-friendly, and earthquake resistant as prefabricated materials would be used. It is indeed a good opportunity for people of the cities it has been launched in. These light house projects will be made up of modern technology involving various innovative processes to reduce the construction time and make a more resilient, affordable, and comfortable house for the poor. What are Light House Projects? Light House Projects (LHPs) are model housing projects with houses being built with technology suitable to the geo-climatic and hazard conditions of the region. After getting all permits, the period of construction for the building is limited to 12 months. Approvals will be granted by the concerned State government These LHPs will serve as LIVE Laboratories for various aspects of the Transfer of technologies for field use, such as planning, designing, construction practices, testing, etc. The light houses in Rajkot will be designed using French technology and will feature monolithic concrete construction with tunnels, making them more capable of withstanding disasters. The Precast Concrete framework, which was developed in the United States and Finland, will be used in Chennai to construct the house faster and cheaper. Houses in Ranchi will be constructed using a 3D architecture method developed in Germany. Pingback: Leandro Farland Pingback: Chirurgie Tunisie Pingback: Chirurgie Tunisie Pingback: National Chi Nan University Pingback: التواصل بجامعة المستقبل Pingback: جامعة المستقبل في مصر Pingback: Community engagement Pingback: دورات الشؤون المالية Pingback: Life and Training for Development Pingback: Toxicology and Biochemistry Pingback: National and International Protocols for faculty of pharmacy at future university Pingback: experienced professionals in pharmacy Pingback: Pharmacology and Toxicology Pingback: Oral biology and oral pathology department Pingback: Dental Workshops Pingback: معالجة امراض اللثة Pingback: كم يستغرق دراسة طب الفم والاسنان Pingback: التخصصات الهندسية Pingback: change of specialization Pingback: الهندسة الإنشائية وإدارة البناء Pingback: Computer Science Programs in Egypt Pingback: Computer Science Careers Pingback: top university egypt Pingback: Entrance exams for future university Pingback: ماجستير في إدارة الأعمال Pingback: Faculty of dentistry Pingback: Transfer students admissions to future university Pingback: Undergraduate programs at future university Pingback: برامج الدراسات العليا في جامعة المستقبل
- Default Parameters - Rest and Spread Parameters - Template Literals - Multi-line Strings - Destructuring Assignment - Enhanced Object Literals - Arrow Functions - Block-Scoped Constructs: Let and Const - For Of Comprehensions Need help with any of that? Then you’ve come to the right place. Most of the new features to ES6/ES2015 streamline development and make DX (developer experience) considerably better. If you want to fully understand modern code and be able to write effectively, then you must be familiar with ES6. Enroll now and enjoy the most helpful way to learn ES6. And when you’re done with ES6, be sure to check out our course for ES7 and ES8. If you want to write code, you have to keep learning and pushing ahead. Technology waits for nobody. Startlet and const Variable Declarations (5:54) StartDefault Parameters (1:33) StartRest Operator (2:59) StartSpread Operator (2:44) StartString Templates (2:08) StartString Template in Markdown (1:25) StartMultiline Strings (1:07) StartArrow Functions (7:37) Startfor of Comprehension (3:43)
gethostid man page gethostid, sethostid — get or set the unique identifier of the current host int sethostid(long hostid); Feature Test Macro Requirements for glibc (see feature_test_macros(7)): _BSD_SOURCE \|\| _XOPEN_SOURCE >= 500 Since glibc 2.21: _DEFAULT_SOURCE In glibc 2.19 and 2.20: _DEFAULT_SOURCE \|\| (_XOPEN_SOURCE && _XOPEN_SOURCE < 500) Up to and including glibc 2.19: _BSD_SOURCE \|\| (_XOPEN_SOURCE && _XOPEN_SOURCE < 500) gethostid() and sethostid() respectively get or set a unique 32-bit identifier for the current machine. The 32-bit identifier is intended to be unique among all UNIX systems in existence. This normally resembles the Internet address for the local machine, as returned by gethostbyname(3), and thus usually never needs to be set. The sethostid() call is restricted to the superuser. gethostid() returns the 32-bit identifier for the current host as set by sethostid(). On success, sethostid() returns 0; on error, -1 is returned, and errno is set to indicate the error. sethostid() can fail with the following errors: The caller did not have permission to write to the file used to store the host ID. The calling process's effective user or group ID is not the same as its corresponding real ID. For an explanation of the terms used in this section, see attributes(7). \|gethostid()\|\|Thread safety\|\|MT-Safe hostid env locale\| \|sethostid()\|\|Thread safety\|\|MT-Unsafe const:hostid\| 4.2BSD; these functions were dropped in 4.4BSD. SVr4 includes gethostid() but not sethostid(). POSIX.1-2001 and POSIX.1-2008 specify gethostid() but not sethostid(). In the glibc implementation, the hostid is stored in the file /etc/hostid. (In glibc versions before 2.2, the file /var/adm/hostid was used.) In the glibc implementation, if gethostid() cannot open the file containing the host ID, then it obtains the hostname using gethostname(2), passes that hostname to gethostbyname_r(3) in order to obtain the host's IPv4 address, and returns a value obtained by bit-twiddling the IPv4 address. (This value may not be unique.) It is impossible to ensure that the identifier is globally unique. This page is part of release 4.10 of the Linux man-pages project. A description of the project, information about reporting bugs, and the latest version of this page, can be found at https://www.kernel.org/doc/man-pages/. attributes(7), explain(1), explain(3), explain_gethostid(3), explain_gethostid_or_die(3), genhostid(1), hostid(1), machine-id(5). gethostid(2), sethostid(2) and sethostid(3) are aliases of gethostid(3).
1. Input adjustment According to the brief ‘input adjustment’ means adjusting outcomes to reflect inputs, such as the characteristics and background of entering students. “Although indicators such as graduation rates, student persistence, and labor market outcomes are commonly used as measures of institutional performance, information about students’ academic preparation and other factors is often not taken into account,” explains the brief. “The failure to account for the characteristics of entering students and institutional mission can lead to misleading comparisons.” In other words, says the brief, given the wide differences in the characteristics of students who enroll in postsecondary institutions, a true measure of value added during their education needs to take into account their starting points. 2. Determine the right peer group factor for comparison If the goal is to assess institutional performance, notes the brief, the comparison variables might be different. For example, in order to determine the value added, academic background (SAT/ACT), student financial income (percent receiving Pell), student demographics, and institutional characteristics (e.g. enrollments, Carnegie classification), might be used to calculate a predicted graduation rate for each institution, which can then be compared to actual outcomes. “Grouping higher education institutions often differs depending on the goal of the classification,” says the brief. “[Yet], it is important not to use too many variables to define the peer groups, both for practical reasons and face validity. However, using a small number of variables can leave substantial differences among potential comparison colleges.” The brief also emphasizes that those who use PIRS should “have the option of customizable comparison groups, based on comparing particular institutions on region, selectivity, programs offered, and student age.” Some of the variables currently being considered in other higher-education data comparison groups, including the IPEDS Technical Review Panel (TRP) include: - Use of distance education - Enrollment size - Level—institutions that have a highest award offered that is different from the majority of degrees - Predominant undergraduate credential 3. Diversity can exist even within broad categories of institutions based on mission Institutions in the same sector and state may vary widely in terms of the characteristics of their programs. For example, the brief explains that at four-year institutions, the extent of research and proportion of graduate students differs considerably, as does the extent of public service and extension programs. “Community colleges have outcomes ranging from completion of certificates of varying lengths, completion of associate’s degrees, transfer rates to four-year institutions, and even non-credit work,” says the brief. “As a result of different missions, the mix of programs may differ substantially across colleges, which can distort comparisons even within broad institutional types. The mix of programs of varying levels and types as well as research and other activities will impact outcome measures.” One strategy for deciding on the “appropriate way” to compare groups might be to use available data on institutional mission as the first cut, then program and student-related factors as the second cut, explains the brief. For more information on the three considerations, as well as state-by-state institution comparisons, read the brief.
Tools to Track Your Child's All-Around Progress As a parent, we know that you have lots of questions about the growth and development of your child. And because children grow up so fast, you want to know what you can do to help them when it’s most needed. We created the Developmental Timeline to help parents know what’s going on in their child’s world from birth to age 5. We do this across four categories: Physical, Social, Learning, and Communication. This way you can track your child’s development and know how you can better prepare them for a successful future. Your Child's Development from Birth to Age Five Advice For Every Age Our Developmental Timeline lets you track what’s happening in your child’s development. We cover aspects of Physical, Social, Learning, and Communication so you can identify how to help your child in their developmental growth.
Life Saving Tips on Rip Currents It’s still early in the season and already there have been numerous tragedies due to rip currents. If you swim in the ocean this is a must read. If you didn’t grow up at the Shore, you’ve probably spent many summers on the beach and in the water. I practically grew up at the beach. My family and I would be in Seaside Park and in the ocean most everyday. I was taught water safety “basics,” never went out too far and was always in the lifeguard’s view. I can still hear the whistles when I was way too far out. Luckily, I was never caught in a rip current or rip tide. But, I’ve known many people who have and they are lucky they are alive. It’s important that we are all well informed. A rip current, commonly referred to simply as a rip tide, is a strong channel of water flowing seaward from near the shore, typically through the surf line. They can occur at any beach with breaking waves. What do you do if you’re caught in a rip current? Did you know? See if you can beat Dr. Beach’s test. He also provides examples of how to recognize and handle rip currents.
Altar of the Rada cult, installed in the exhibition. The lwa (spirits who exert an influence upon all spheres of life and who are at the very core of vodou belief) are divided into "nations", or nanchons, which relate to the various regions from which slaves originated. The two most important lwa nations are the Rada and Petwo. The Rada cult comes from the Yoruba culture of Dahomey (present-day Benin), while the Petwo cult has its roots in the Bantu cultures of the Congo Basin and Angola. Rada lwa are characterized as being calm, cool-headed, and benevolent, while Petwo lwa are considered to be quick, hot-tempered, and the actors in magic rites. The lwa are represented by symbolic objects, such as the sabre that symbolizes the lwa Ogu. Vévé – individual graphic signs – are sprinkled on the floor of the temple during rituals with flour and ashes or are applied to sacred objects. Images of Catholic saints are associated with specific lwa. (From a text at the exhibition in Berlin) Vodou - Art and Cult from Haiti. 350 objects from the collection of Marianne Lehmann in Port-au-Prince. Photo tour through the presentation in Berlin, 2010.
The quality or state of being public, or open to the knowledge of a community; notoriety; publicness. - Information that concerns a person, group, event, or product and that is disseminated through various media to attract public notice. - Public interest, notice, or notoriety achieved by the spreading of such information. - The act, process, or occupation of disseminating information to gain public interest. - The condition of being public.
Many effects in microfluidics rely on the sound understanding of the underlying fluid mechanics of the flow. Compared to macroscopic and high Reynolds- number flows, the flow cases in microfluidics are usually significantly simpler due to the fact that most microfluidic applications are within the strictly laminar flow regime and the flow is assumed to be parallel. In addition, assuming a flow to be stationary and fully-developed allows dropping additional terms of the Navier-Stokes equation. The remaining, simplified version of the Navier-Stokes equation is a Poisson equation. As we have demonstrated recently, this equation can be solved using a numerical scheme based on a finite difference approach. This approach can be implemented conveniently in a spreadsheet analysis tool such as Microsoft Excel . We have shown that the numerical solutions derived compare well to the analytical solutions for various flow cases including the flow in circular cross-sections (Hagen-Poiseuille flow) as well as in rectangular channel profiles. One of the most important points to consider when implementing a numerical scheme is the behaviour of the boundaries of the computational domain. In all of the cases discussed the flow was assumed to exhibit no-slip behaviour on the boundary, i.e., the flow velocity on the boundaries was assumed to be zero. This type of boundary condition is referred to as Dirichlet-type boundary condition where the value of the dependent variable (in this case the flow velocity parallel to the axis of the channel) on the boundary is assumed to have a distinct value. However, many cases in microfluidics require Neumann-type boundary condition where the gradient of the dependent variable, i.e., the first derivative of the velocity profile, is assumed to obtain a certain value. The most important cases of Neumann-type boundary conditions are open surfaces where the shear stress of the fluid must be zero. This translates to a Neumann-type boundary condition where the gradient of the velocity profile is zero. Examples of this flow case include Couette flow as used, e.g., in plate/cone viscometers. Traditionally, slip-flow is an effect usually studied only at elevated temperatures . However, there are many cases in microfluidics where slip flow occurs. Examples include, e.g., in air-retaining drag-reducing Salvinia-type and superhydrophobic surfaces with or without surface textures . In many of these cases, the flow exhibits mixed boundary conditions with one surface showing slip boundary behaviour whereas the opposing surface shows no-slip boundary behaviour. Deriving analytical solutions for flow cases exhibiting Neumann-type boundary conditions or even mixed boundary conditions is significantly more difficult. These cases are usually studied numerical solver packages , lattice-Boltzmann or molecular dynamics simulations . This paper will derive an analytical solution to mixed slip/no-slip boundary conditions in two dimensions in rectangular channel cross-sections. This case is the most common case in microfluidic systems. We will also show that the Microsoft Excel spreadsheet developed for solving no-slip boundary flow scenarios can be adapted to derive the same solution within seconds. This allows deriving solutions to mixed Neumann/Dirichlet boundary condition flow scenarios for a wide variety of cross-sections. 2. Rectangular Channel with Two-Dimensional Flow: No-Slip Boundary Conditions Along y-Axis and Mixed Boundary Conditions Along z-Axis 2.1. Analytical Solution 2.1.1. Simplified Navier-Stokes Equation for Poiseuille Flow The fundamental equation for the Poiseuille flow in microfluidics is given by which can be written as Details on the derivation can be found elsewhere . Here the velocity along the x-axis is the dependent variable, is the driving pressure drop and is the dynamic viscosity. y is the independent variable along the channel width W and z is the independent variable along the channel height H. 2.1.2. Homogeneous Solution The solution to Equation (1) is derived by a separation of variables approach. For this we assume the dependent variable to be composed of two functions and both of which depend on only one independent variable, respectively. Details on this procedure and the derived solutions can be found elsewhere . We begin by finding the homogeneous solution to Equation (1) according to where we exploited the fact that and are functions of only one independent variable respectively. Equation (2c) will only be satisfied for arbitrary values of y and z if both sides of Equation (2c) result in a constant. We therefore obtain two ordinary differential equations from Equation (2c) which are given by Details on these solutions can be found elsewhere . For Equation (3) we have the boundary conditions and (both Dirichlet boundary conditions, no-slip) whereas for Equation (4) we have the boundary conditions (Dirichlet boundary condition, no-slip) and (Neumann boundary condition, no-slip). Both Equation (3) and Equation (4) have complex conjugated solutions and therefore the general solutions Applying the boundary condition to Equation (5) yields. Applying the boundary condition yields which is only fulfilled if from which we derive. This yields the eigenfunctions of Equation (5) as and the general solution to Equation (3) as Applying the boundary condition to Equation (6) yields. Applying the boundary condition yields which is only fulfilled if from which we derive. This yields the eigenfunctions of Equation (6) as and the general solution to Equation (4) as The homogenous solution of Equation (1) is therefore given by 2.1.3. Inhomogeneous Solution Using Equation (9) the inhomogeneous solution is obtained from Equation (1) as where the right-hand side of Equation (10) (which is constant) must be converted to a two-dimensional Fourier series in order to derive by coefficient comparison. In general, the Fourier series of a constant on the interval is given by In two-dimensions with and a constant is given by the Fourier series The right-hand side of Equation (10) is therefore converted to a two-dimen- sional Fourier series using Equation (11) and setting and in which case we can rewrite Equation (10) to where we have used the fact that the right-hand side requires only odd values of n. We can now determine the missing constants as in which case the solution to Equation (1) is obtained from Equation (9) and Equation (12) as where we introduce the channel aspect ratio r as which allows us to rewrite Equation (13) to Equation (13’’) is shown as a three-dimensional plot in Figure 1(a) normalized to the maximum velocity. The plot shows the expected zero-gradient profile for while all other boundaries show no-slip behavior and therefore. 2.2. Numerical Solution 2.2.1. Numerical Scheme The numerical scheme used to solve Equation (1) is based on a finite difference approach and can be written as where is the value of the dependent variable in cell whereas, , and are the values of the dependent variable in the neighboring cell in the positive and negative y-direction as well as in the positive and negative z-direction, respectively. The constant is corrected for the unit mm/s. This scheme was implemented in Microsoft Excel on a domain consisting of 40 × 40 cells. After activating recursive calculations, Microsoft Excel yields the solution to Equation (1). Details on the derivation of the spreadsheet can be found in our previous publication . 2.2.2. Implementing Neumann-Type Boundary Conditions In order to replicate the scenario displayed in Figure 1(a) we need to implement Figure 1. 3D flow profiles. Visualization of the analytical solutions to the flow case discussed in Section 2.1.3 (a) and Section 3.1.2 (b) given by Equation (13’’) and Equation (20), respectively. The Fourier series have been expanded to. These profiles are the assumed analytical solutions used as comparison in Figure 3. Neumann-type boundary conditions on our computational domain in the spreadsheet (the used spreadsheet can be found in the supporting information). This can be done by setting the boundary value equal to the value of the neighbouring cell. This effectively implements a Neumann-type boundary condition, i.e., the gradient of the dependent variable will be zero. By adding an offset value according to the gradient can be set to any desired offset value. For the case shown in Figure 1(a) we select the cells in the spreadsheet that represent the upper boundary (cells B1 to AO1). We then link the values of each of these cells to the value of the cell below it, respectively (cells B2 to AO2). We use a pressure gradient of −0.1 mbar/mm, a channel with a height and width of 100 µm, respectively, and use water as the fluid in question (viscosity 1 mPa×s). After completion of the recursive calculation Figure 2(a) is obtained. 2.3. Comparison of Analytical and Numerical Solution Figure 2(b) shows the numerical output obtained from the spreadsheet in direct comparison with the analytical solution given by Equation (13’’) using the given values. As can be seen, the error is highest in areas of high gradients, predominantly in the edges of the cross-section. However, the solution should be sufficiently exact for most applications. In order to increase the exactness of the numerical solution, the step width h needs to be reduced further. For this, the resolution of the computational domain must be increased, i.e., the number of cells must be augmented. However, for most applications the given spreadsheet creates sufficiently exact results. 3. Two-Dimensional Flow Case Mixed Boundary Conditions along 3.1. Analytical Solution 3.1.1. Homogenous Solution In the next step, we extend our discussion to channels with mixed boundary conditions along both channel axes. These types of channels have Dirichlet boundary condition for and (no-slip) Neumann boundary conditions for and (slip). Again, we will first supply an analytical solution to this flow problem beginning with the homogeneous solution to Equation (1). As both as well as now have to fulfill the same mixed boundary conditions the eigenfunctions will be which yields the homogeneous solution Figure 2. Numerical solutions for different boundary conditions. (a) Numerical output obtained from the Microsoft Excel spreadsheet for solving Equation (1) for cross-section with slip boundary condition (Neumann boundary condition) for. (b) Relative error between the numerical output of the spreadsheet and the analytical solution given by Equation (13’’). (c) Numerical output obtained from the Microsoft Excel spreadsheet for solving Equation (1) for a cross-section with slip boundary condition for and. (d) Relative error between the numerical output of the spreadsheet and the analytical solution given by Equation (20). In all cases a step width 3.1.2. Inhomogeneous Solution For the inhomogeneous solution the constant of the right-hand side in Equation (1) is again converted to a two-dimensional Fourier series with and setting and in which case we obtain (in analogy to Equation (11b) By comparison of coefficients between Equation (17) and Equation (18) can be determined to be in which case the general solution is obtained from Equation (17) as Equation (20) is shown as a three-dimensional plot in Figure 1(b) normalized to the maximum velocity. The plot shows the expected zero-gradient profile for and whereas the other boundaries show no-slip behavior. 3.2. Numerical Solution Extending the previous example we will now discuss the flow case with mixed boundary conditions along both the y-axis as well as the z-axis. This flow case as zero-value Dirichlet boundary conditions for and and zero-value Neumann boundary conditions for and. The numerical solution is obtained conveniently by setting all cells of the right-hand side boundary of the domain (cells AP1 to AP45) in the spreadsheet to the neighboring values inside of the domain (cells AO1 to AO45). The values for the step width, the viscosity and the driving pressure drop are not altered. After a couple of seconds the result shown in Figure 2(c) is obtained. 3.3. Comparison of Analytical and Numerical Solution Figure 2(d) shows the relative error between the numerical solution obtained from the spreadsheet and the analytical solution given by Equation (20). As can be seen, the error is virtually non-existing in regions of small gradients, i.e., at the slip boundaries for and. Near to the no-slip boundaries the gradient is steepest which is where we find the highest relative errors. Again, in order to reduce the overall error, the domain must be finer discretized, i.e., the number of cells has to be increased and the step width h has to be reduced. 4. One-Dimensional Flow Cases As last examples we will illustrate that the spreadsheet can also be used to obtain solutions to one-dimensional flow cases. Obviously, for all of these cases, analytical solutions exist and are described in the literature. This serves to illustrate that the numerical solutions obtained using the spreadsheet yield correct results also for these cases. The three flow cases addressed are shown in Figure 3. 4.1. Infinitesimally-Extended Channel Along y-Axis The first case is the infinitesimally-extended channel displayed in Figure 3(a). This case is essentially a one-dimensional problem for which Equation (1) simplifies to where the partial differentials can be converted to ordinary differentials because there is no change along the y-axis. The solution to Equation (21) can be obtained by integrating twice using the boundary values and which yields the solution Compared to the scenarios discussed so far, this scheme is one-dimensional. This requires our two-dimensional spreadsheet to be converted to a one-dimen- sional problem. Numerically this is implemented by setting the boundary conditions on the left- and right-hand side of our domain from Dirichlet boundary conditions to Neumann boundary conditions. For this select the cells which represent the left-hand side of the boundary (cells A2 to A41 in the provided spreadsheet) and set them equal to the value of the right-hand side cell, respectively, by inserting the formula (a) (b) (c) Figure 3. Schematics of one-dimensional flow cases discussed. (a) Infinitesimally-ex- tended channel along the y-axis (Dirichlet boundary conditions for top and bottom boundary, zero boundary value for top and bottom boundary). (b) Couette flow (Dirichlet boundary conditions for top and bottom boundary, non-zero boundary value for top boundary, zero boundary value for bottom boundary). (c) Mixed boundary value case (Neumann boundary condition for top boundary, Dirichlet boundary condition for bottom boundary, zero boundary values for top and bottom boundary). Likewise we select the cells of the right-hand side of the domain (cells AP2 to AP41 in the provided spreadsheet) and set them equal to the neighboring cells within the domain by inserting the formula This effectively removes the second dimension from the numerical problem. Figure 4(a) shows the numerical solution displayed by the spreadsheet whereas Figure 4(b) shows the direct comparison between the numerical and the analytical solutions which show an exact match. 4.2. Couette Flow The next flow scenario discussed is the one-dimensional Couette flow (see Figure 3(b)). For this scenario we again use Neumann boundary conditions along Figure 4. Numerical solutions for one-dimensional flow cases. Numerical output obtained from the Microsoft Excel spreadsheet for solving Equation (1) for the three one-dimensional flow cases shown in figure 3 (a: Infinitesimally-extended channel; b: Couette flow; c: Mixed boundary conditions with no-slip condition for z=0 and slip condition for z = H). The color-coded outputs shown in (a/c/e) are the velocity profiles obtained from a microfluidic flow in a channel with 100 µm height. The flow in (a/e) is driven by a constant pressure drop of -0.1 mbar/mm whereas the flow in (c) is driven by a moving top boundary. All cases use water as fluid. The step width h of the numerical scheme was set to 2.5 µm, i.e., each cell represents a cross-section of 2.5 × 2.5 µm². (b/d/f) Comparison of the numerically obtained solutions (diamonds) with the analytical solutions (solid line) calculated using Equation (22) (b), Equation (24) (d) and Equation 25 (f), respectively. As can be seen the results are in good agreement. the y-axis therefore reducing the flow scenario to one dimension. In comparison to Poiseuille flow, Couette flow is not driven by a pressure drop along the channel axis but by a movement of one of the boundaries (in our case the top boundary). In comparison to the flow scenarios discussed so far, Couette flow requires a non-zero Dirichlet boundary for. This can be done in the spreadsheet by simply setting the values of the top boundary (cells A1 to AO1) to a given value. The analytical solution for Couette flow is derived from Equation (21b) after setting the right-hand side to zero (as there is no driving pressure drop) and integrating twice to find With the boundary conditions and the solution is obtained to be In the example in the spreadsheet we use. Setting the values of the cells of the upper boundary (cells A1 to AP1) in the spreadsheet to this value results in the velocity profile shown in Figure 4(c). Figure 4(d) shows the analytical solution alongside the numerical solution which shows that, again, the correct numerical solution is obtained. 4.3. One-Dimensional Mixed Boundary Condition As a third example, we will use a one-dimensional flow scenario with mixed boundary conditions along the y-axis (see Figure 3(c)). In this example, the lower boundary of the domain has a zero-value Dirichlet boundary (no-slip) whereas the upper boundary has a zero-value Neumann boundary (slip). This is the one-dimensional version of the case discussed in Section 3. Again we use Neumann boundary conditions on the left- and right-hand side boundaries of the domain therefore obtaining a one-dimensional flow. We set the value of the top boundary (cells A1 to AO1) equal to the values of the neighboring cell inside of the domain, respectively (cells A2 to AO2). This implements a Neumann boundary condition at the top of the domain. Again we use a pressure gradient of −0.1 mbar/mm, a channel height of 100 µm and water as the fluid in question (viscosity 1 mPa×s). After completion of the recursive calculation the output shown in Figure 4(e) is obtained. The analytical solution to this flow scenario can be obtained by applying the boundary conditions and to Equation (23) which yields the solution The direct comparison between the numerical and the analytical solution is shown in Figure 4(f). As can be seen the numerical solution is again, close-to- exact. In this paper, we extended the concept of using a spreadsheet analysis tool such as Microsoft Excel to solve the fundamental equation for Poiseuille flow, i.e., the simplified Navier-Stokes equation in arbitrary cross-sections in one and two dimensions implementing different boundary conditions. Besides zero-value and fixed-value Dirichlet boundary conditions (which are commonly used for implementing no-slip boundaries), we showed that simple modifications to the spreadsheet are sufficient to implement Neumann boundary conditions which set the gradient of the velocity profile to fixed values. These boundaries are required to implement slip boundaries which are commonly encountered on open surfaces or air-retaining substrates. We have shown that the solutions obtained within seconds from the spreadsheet compare very well to the analytical solutions obtained for three cases of one-dimensional flows: infinitesimally-extended channel, Couette flow and one-dimensional mixed boundary condition flow. In terms of two dimensional flows we provided analytical solutions to the case of a no-slip/no-slip boundary pair along the y-axis and a no-slip/slip boundary pair along the z-axis as well as a solution to the case of a no-slip/slip boundary pair along both the y- and the z-axis. In both cases, the numerical solutions obtained agree well with the analytical solutions. This underlies the potential of using simple-to-use spreadsheet analysis tools such as Microsoft Excel to derive important features such as the velocity profiles in arbitrary channel cross-sections instead of referring to expensive and difficult-to-use numerical solver packages. As we have shown this approach copes very well with different and even mixed boundary conditions and provides solutions within seconds even in cases where analytical solutions are rather difficult to derive. This work was funded by the Bundesministerium für Bildung und Forschung (BMBF), funding code 03X5527 “Fluoropor”. Richter, C., Kotz, F., Giselbrecht, S., Helmer, D. and Rapp, B. E. (2016) Numerics Made Easy: Solving the Navier–Stokes Equation for Arbitrary Channel Cross-Sections Using Microsoft Excel. Biomedical microdevices, 18, 1-8. Ngoma, G.D. and Erchiqui, F. (2007) Heat Flux and Slip Effects on Liquid Flow in a Microchannel. International Journal of Thermal Sciences, 46, 1076-1083. Barthlott, W., Schimmel, T., Wiersch, S., Koch, K., Brede, M., Barczewski, M. et al. (2010) The Salvinia Paradox: Superhydrophobic Surfaces with Hydrophilic Pins for Air Retention Under Water. Advanced Materials, 22, 2325-2328. Kavalenka, M.N., Vüllers, F., Lischker, S., Zeiger, C., Hopf, A., Rohrig, M., et al. (2015) Bioinspired Air-Retaining Nanofur for Drag Reduction. ACS Applied Materials & Interfaces, 7, 10651-10655. Wang, C., Tang, F., Hao, P., Li, Q. and Wang, X. (2016) Experimental Study on the Drag Reduction Effect of a Rotating Superhydrophobic Surface in Micro Gap Flow Field. Microsystem Technologies, 1-8. Hlushkou, D., Kandhai, D. and Tallarek, U. (2004) Coupled Lattice-Boltzmann and Finite-Difference Simulation of Electroosmosis in Microfluidic Channels. International Journal for Numerical Methods in Fluids, 46, 507-532.
Also found in: Dictionary, Thesaurus, Medical, Legal, Acronyms, Encyclopedia, Wikipedia. Related to divide: Divide sign cross the Great Divide To die. I'm really scared that mom is going to cross the Great Divide any day now. The doctors are saying that it's only a matter of time. divide (something) by (something) To divide something into a specified number of parts, which is listed after "by." OK class, now what is the answer when we divide six by two? divide and conquer 1. To gain or maintain power by generating tension among others, epecially those less powerful, so that they cannot unite in opposition. Rachel is so popular because she divides and conquers all of her minions and makes sure they all dislike each other. 2. To accomplish something by having several people work on it separately and simultaneously. The only way we'll ever get this project finished on time is if we divide and conquer. I'll put the slides together while you type up the hand-out. divide (something) fifty-fifty To split something evenly between both parties. I promised the kids that I would divide the last cookie fifty-fifty. Because you helped me so much with the yard sale, I want to divide the profits fifty-fifty. See also: divide divide and rule To gain or maintain power by fomenting discord among people so that they do not unite in opposition. The ascendancy of the faction occurred because they were able to divide and rule—they fooled the other parties into fighting while they rose to power. the great divide slang A divorce. Ever since the great divide, I only see the kids every other weekend. divide by something to perform mathematical division by a particular number. Can you divide by sixteens? Add this figure to the next column and divide by twenty. something between people or things to give shares of something to specific people or groups. (In a strict sense, only between two entities. Informally, between two or more.) I will have to divide the toys between the two children. He divided the tasks between the day crew and the night crew. divide something by somethingto perform mathematical division on something, using a particular number. Now, divide this sum by the figure in column seven. Can you divide 1. ,400 by 59? divide something fifty-fiftyand split something fifty-fifty to divide something into two equal parts. (The fifty means 50 percent.) Tommy and Billy divided the candy fifty-fifty. The robbers split the money fifty-fifty. See also: divide divide something (off)(from something or animals) 1. to separate something from something else. Let's divide the chickens off from the ducks and put the chickens in the shed. We divided off the chickens from the ducks. 2. to separate something from something else, using a partition. We divided the sleeping area off from the rest of the room. A curtain was used to divide off a sleeping area. (something) (up) (between someone or something) and divide something (up) (among someone or something) to give something out in shares to people or groups. (More informal with up. Between with two;among with more.) Please divide this up between the visitors. Cut the birthday cake and divide it up among all the party guests. Please divide up this pie between the children. divide and conquer Also, divide and govern or rule . Win by getting one's opponents to fight among themselves. For example, Divide and conquer was once a very successful policy in sub-Saharan Africa. This expression is a translation of the Latin maxim, Divide et impera ("divide and rule"), and began to appear in English about 1600. divide and conquerBRITISH & AMERICAN or divide and ruleBRITISH COMMON If you try to divide and conquer or divide and rule, you try to keep control over a group of people by encouraging them to argue amongst themselves. Trade unions are concerned that management may be tempted into a policy of divide and rule. The Summit sends a very strong message to him that he's not going to divide and conquer. Note: This expression has its origin in the Latin phrase `divide et impera'. It describes one of the tactics which the Romans used to rule their empire. divide and rule (or conquer)the policy of maintaining supremacy over your opponents by encouraging dissent between them, thereby preventing them from uniting against you. This is a maxim associated with a number of rulers, and is found in Latin as divide et impera and in German as entzwei und gebiete . Since the early 17th century, English writers have often wrongly attributed it to the Italian political philosopher Niccolò Machiavelli ( 1469–1527 ). diˌvide and ˈrulekeep control over people by making them disagree with and fight each other, therefore not giving them the chance to unite and oppose you together: a policy of divide and rule n. a divorce. How did Sam survive the great divide? divide and conquer/rule/govern, to To win by getting one’s opponents to fight among themselves. This strategy not only was discovered to be effective in wartime by the most ancient of adversaries, but was also applied to less concrete affairs by Jesus: “Every kingdom divided against itself is brought to desolation; and every city or house divided against itself shall not stand” (Matthew 12:25). The exact term is a translation of a Roman maxim, divide et impera (divide and rule).
Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Date of Graduation Bachelor of Arts (BA) Department of English Annette R. Federico This paper argues that Charles Dickens' political and world views were in sympathy with Utilitarianism, as defined by Jeremy Bentham. The Utilitarianism Dickens attacked in A Christmas Carol, Hard Times, and Little Dorrit was not real utilitarianism; it was utilitarianism appropriated by England's middle-class. Allentuck, Zachary, "A Dickensian utilitarianism" (2016). Senior Honors Projects, 2010-current. 190.
In this blog, we will see some of the data science use cases in Retail industries and how it is transforming the customer experience. We are all aware of the troves of data, retail businesses generate on a daily basis. However, this repository of critical data is worthless if it cannot be translated into valuable insights into the consumer’s minds or market trends. While all of the data is being generated and collected, it is not being used efficiently. This paves way for decision-makers to employ predictive analytics to derive the best value of all the data gathered and ensure better sales outcomes in the near future Nowadays data proves to be a powerful pushing force of the industry. Big companies representing diverse trade spheres seek to make use of the beneficial value of the data. Thus, data has become of great importance for those willing to take profitable decisions concerning the business. Moreover, a thorough analysis of a vast amount of data allows influencing or rather manipulating the customers’ decisions. Numerous flows of information, along with channels of communication, are used for this purpose. The sphere of retail develops rapidly. The retailers manage to analyze data and develop a peculiar psychological portrait of a customer to learn his or her sore points. Thereby, a customer tends to be easily influenced by the tricks developed by the retailers. Here are some data science use cases in retail : Retail Recommendation engines Recommendation engines proved to be of great use for the retailers as the tools for customers’ behavior prediction. The retailers tend to use recommendation engines as one of the main leverages on the customers’ opinion. Providing recommendations enables retailers to increase sales and to dictate trends. Recommendation engines manage to adjust depending on the choices made by the customers. Recommendation engines make a great deal of data filtering to get insights. Usually, recommendation engines use either collaborative or content-based filtering. In this regard, the customer’s past behavior or the series of product characteristics are under consideration. Besides, various types of data such as demographic data, usefulness, preferences, needs, previous shopping experience, etc. go via the past data learning algorithm. Then the collaborative and content filtering association links are built. The recommendation engines compute a similarity index in the customers’ preferences and offer the goods or services accordingly. The up-sell and cross-sell recommendations depend on the detailed analysis of an online customer’s profile. Market basket analysis Market basket analysis may be regarded as a traditional tool of data analysis in retail. The retailers have been making a profit out of it for years. This process mainly depends on the organization of a considerable amount of data collected via customers’ transactions. Future decisions and choices may be predicted on a large scale by this tool. Knowledge of the present items in the basket along with all likes, dislikes, and previews are beneficial for a retailer in the spheres of layout organization, price making and content placement. The analysis is usually conducted via a rule mining algorithm. Beforehand the data undertake transformation from data frame format to simple transactions. A specially tailored function accepts the data, splits it according to some differentiating factors and deletes useless. This data is input. On its basis, the association links between the products are built. It becomes possible due to the association rule application. The insight information largely contributes to the improvement of the development strategies and marketing techniques of the retailers. Also, the efficiency of the selling efforts reaches its peak. Warranty analytics entered the sphere of retail as a tool of warranty claims monitoring, detection of fraudulent activity, reducing costs and increasing quality. This process involves data and text mining for further identification of claims patterns and problem areas. The data is transformed into actionable real-time plans, insight, and recommendations via segmentation analysis. The methods of detecting are quite complicated, as far as they deal with vague and intensive data flows. They concentrate on the detecting anomalies in the warranty claims. Powerful internet data platforms speed up the analysis process of a significant amount of warranty claims. This is an excellent chance for retailers to turn warranty challenges into actionable intelligence. Having the right price both for the customer and the retailer is a significant advantage brought by the optimization mechanisms. The price formation process depends not only on the costs to produce an item but on the wallet of a typical customer and the competitors’ offers. The tools for data analysis bring this issue to a new level of its approaching. Price optimization tools include numerous online tricks as well as secret customers’ approach. The data gained from the multichannel sources define the flexibility of prices, taking into consideration the location, an individual buying attitude of a customer, seasoning and the competitors’ pricing. The computation of the extremes in values along with frequency tables is the appropriate instrument to make the variable evaluation and perfect distributions for the predictors and the profit response. The algorithm presupposes customer segmentation to define the response to changes in prices. Thus, the costs that meet corporates goals may be determined. Using the model of a real-time optimization the retailers have an opportunity to attract the customers, to retain the attention and to realize personal pricing schemes. Inventory, as it is, concerns stocking goods for their future use. In its turn, it refers to stocking goods in order to use them in times of crisis. The retailers aim to provide a proper product at the right time, in a proper condition, at a proper place. In this regard, the stock and supply chains are deeply analyzed. Powerful machine learning algorithms and data analysis platforms detect patterns, correlations among the elements and supply chains. Via constantly adjusting and developing parameters and values the algorithm defines the optimal stock and inventory strategies. The analysts spot the patterns of high demand and develop strategies for emerging sales trends, optimize delivery and manage the stock implementing the data received. Location of new stores for Retail Data science proves to be extremely efficient about the issue of the new store’s location. Usually, to make such a decision a great deal of data analysis is to be done. The algorithm is simple, though very efficient. The analysts explore the online customers’ data, paying great attention to the demographic factor. The coincidences in ZIP code and location give a basis for understanding the potential of the market. Also, special settings concerning the location of other shops are taken into account. As well as that, the retailer’s network analysis is performed. The algorithms find the solution by connection all these points. The retailer easily adds this data to its platform to enrich the analysis opportunities for another sphere of its activity. Customer sentiment analysis Customer sentiment analysis is not a brand-new tool in this industry. However, since the active implementation of data science, it has become less expensive and time-consuming. Nowadays, the use of focus groups and customer polls is no longer needed. Machine learning algorithms provide the basis for sentiment analysis. The analysts can perform the brand-customer sentiment analysis by data received from social networks and online services feedbacks. Social media sources are readily available. That is why it is much easier to implement analytics on social platforms. Sentiment analytics uses language processing to track words bearing a positive or negative attitude of a customer. This feedbacks become a background for services improvement. The analysts perform sentiment analysis on the basis of natural language processing, text analysis to extract defining positive, neutral or negative sentiments. The algorithms go through all the meaningful layers of speech. All the spotted sentiments belong to certain categories or buckets and degrees. The output is the sentiment rating in one of the categories mentioned above and the overall sentiment of the text. Merchandising has become an essential part of the retail business. This Area covers a vast majority of activities and strategies aimed at the increase of sales and promotion of the product. The implementation of the merchandising tricks helps to influence the customer’s decision-making process via visual channels. Rotating merchandise helps to keep the assortment always fresh and renewed. Attractive packaging and branding retain customers’ attention and enhance visual appeal. A great deal of data science analysis remains behind the scenes in this case. The merchandising mechanisms go through the data picking up the insights and forming the priority sets for the customers, taking into account seasonality, relevancy and trends. Lifetime value prediction In retail, customer lifetime value (CLV) is a total value of the customer’s profit to the company over the entire customer-business relationship. Particular attention is paid to the revenues, as far as they are not so predictable as costs. By the direct purchases two significant customer methodologies of lifetime predictions are made: historical and predictive. All the forecasts are made on the past data leading up to the most recent transactions. Thus the algorithms of a customer’s lifespan within one brand are defined and analyzed. Usually, the CLV models collect, classify and clean the data concerning customers’ preferences, expenses, recent purchases and behavior to structure them into the input. After processing this data we receive a linear presentation of the possible value of the existing and possible customers. The algorithm also spots the interdependencies between the customer’s characteristics and their choices. The application of the statistical methodology helps to identify the customer’s buying pattern up until he or she stops making purchases. Data science and machine learning assure the retailer’s understanding of his customer, the improvement in services and the definition of priorities. Fraud detection in Retail The detection of fraud and fraud rings is a challenging activity of a reliable retailer. The main reason for fraud detection is a great financial loss caused. And this is only the tip of an iceberg. The conducted profound National Retail Security Survey goes deeply into details. The customer might suffer from fraud in returns and delivery, the abuse of rights, the credit risk and many other fraud cases that do nothing but ruin the retailer’s reputation. Once being a victim of such situations may destroy the precious trust of the customer forever. The only efficient way to protect your company’s reputation is to be one step ahead of the fraudsters. Big data platforms provide continuous monitoring of the activity and ensure the detection of fraudulent activity. The algorithm developed for fraud detection should not only recognize fraud and flag it to be banned but to predict future fraudulent activities. That is why deep neural networks prove to be so efficient. The platforms apply the common dimensionality reduction techniques to identify hidden patterns, to label activities and to cluster fraudulent transactions. Using the data analysis mechanisms within fraud detection schemes brings benefits and somewhat improves the retailer’s ability to protect the customer and the company as it is. Data science seeks its implementation in various spheres of human life. The companies implement different models of data analysis to enhance customers’ shopping experiences. In this regard, all the transactions, e-mails, and search inquiries, previous purchases, etc. are analyzed and processed to optimize the marketing moves and merchandising processes. Happy learning 🙂 😉 - Why Retailers Want to Fill More Data Scientist Positions - How Data Science is Used in Retail and e-Commerce
Of course, the Director General is the Chief Executive Officer of the United Nations Educational, Scientific and Cultural Organization, responsible to its General Conference and Executive Board for the conduct of the programs of the Organization. He leads an organization with some 2000 staff members spread over some 58 nations, which has a budget in excess of US$500 million. The designers of the organization, recognizing the complexity of the governance pf UNESCO, created the post of Director General with a considerable amount of authority and independence. I believe however that this traditionalist view of UNESCO and its Director General tells only a part of the story. UNESCO is especially important in its roles of convening people and organizations to work together. Thus it reaches out to the global education, science and cultural communities through a network of National Commissions in each of its member states. The U.S. National Commission, for example, has 100 members, most of whom in turn represent important educational, scientific or cultural organizations within the United States. UNESCO links educators worldwide in leading the Education for All program. Its intergovernmental scientific organizations link scientists worldwide in areas such as oceanography and geology. It has convened networks of nearly 900 world heritage sites, hundreds of bioreserves, thousands of UNESCO clubs, thousands of UNESCO associated schools, as well as a large network of university chairs. The Director General stimulates and encourages the work of these networks, of course often working through his staff and offices reporting to him. UNESCO, created in the aftermath of World War II, states in its constitution that since wars are created in the minds of men, it is in the minds of men that we must begin to build the defenses of peace. UNESCO's mission is thus to build those defenses. One of my friends has called UNESCO the conscience of the United Nations system. The Director General has singular moral authority to encourage the development of a culture of peace and a dialog among nations. He regularly denounces violence against reporters and abuses of freedom of the press. The first Director General was Julian Huxley, scion of the famous Huxley family and a world famous scientist in his own right. He was followed by Luther Evans, a historian who had been the Librarian of Congress, world's largest library and certainly its most influential library at the aftermath of World War II. These men, with their successors by their examples endowed the Director General of UNESCO with great moral authority, especially in matters of education, science, culture and communications. Rather than try to say what is "expected of" the new Director General, I would say that was is hoped for from the man is: - leadership in advancing the mission of UNESCO - to be a strong and credible spokesperson for education, science, culture, communications, and peace - to effectively promote intercultural understanding and respect for cultural diversity - continued progress in improving the operation of the staff of the organization, as well as leadership in developing and allocating resources, and managing UNESCO's programs - promoting and leadership in coordinating the global efforts of the networks inspired by and linking to UNESCO.
This article does not cite any sources. (December 2009) (Learn how and when to remove this template message) The Nette at Mayen \|• elevation\|\|562 m (1,844 ft)\| \|59 m (194 ft)\| \|Length\|\|59.1 km (36.7 mi)\| \|Basin size\|\|372.398 km2 (143.784 sq mi)\| \|Progression\|\|Rhine→ North Sea\| The Nette is a small river in Rhineland-Palatinate, Germany, a left tributary of the Rhine. It rises in the Eifel, south of Nürburg. The Nette flows east through Mayen before reaching the Rhine between Weißenthurm and Andernach. The Nette is not navigable and has otherwise no strategical importance. It is used in Mayen, among other things, as a supply of the local paper industry. It gives its name to the beer Nette Edel Pils, originally brewed in Weißenthurm (but now brewed in Koblenz by the Koblenzer Brauerei), and the Clinic Nette-Gut of Forensic Psychiatry at Weißenthurm. \|Wikimedia Commons has media related to Nette (Mittelrhein).\| \|This article related to a river in Rhineland-Palatinate is a stub. You can help Wikipedia by expanding it.\|
We Are Not Trayvon Martin: Community Accountability In A Culture Of Racial Profiling In the wake of Trayvon Martin’s killing, a diverse array of supporters adopted the slogan “I Am Trayvon Martin” in solidarity. As the nation reels from the acquittal of George Zimmerman, one website challenges readers to consider the ways they are NOT Trayvon Martin, by sharing stories that identify privilege at work in their lives. We commend projects like these that empower people to take ownership over their agency in hate prevention, by actively transforming how they engage with their own racial realities. “Young black men know that in far too many settings they will be seen not as individuals, but as the ‘other,’ and given no benefit of the doubt. . . . Society’s message to black boys — ‘We fear you and view you as dangerous” — is constantly reinforced. . . . Even those who keep their distance from this deadly idea are at risk of losing their lives to it. The death of Trayvon Martin vividly underscores that danger.” —Brent Staples, New York Times Street art in reaction to the killing of Trayvon Martin. Source: New York Times On June 10, George Zimmerman will stand trial on second-degree murder charges for shooting unarmed Florida teen Trayvon Martin. The 2012 shooting sparked a national conversation about racial profiling and the need to address it both in our cities and in our classrooms. Last year, our Not In Our School program joined the NAACP, the National Educators Association, Facing History and Ourselves, Teaching Tolerance, the American Federation of Teachers, and other groups to distribute resources and materials on standing up to racial profiling. As this case re-enters the national spotlight, let's find ways to talk about racial profiling and how can we can create environments that are safe and inclusive for all. Click here to find Racial Profiling Curriculum & Resources Earlier this year, Not in Our Town and Not in Our School were invited to join a coalition with Teaching Tolerance, the NAACP, the National Education Association, Facing History and Ourselves, the American Federation of Teachers and other groups to develop curriculum materials on standing up to racial profiling. This piece from our partners at the National Education Association details the campaign and our shared resources that can be used in your classroom. Racial profiling is the suspicion of people based on race, ethnicity, nationality, religion, or other immutable characteristics, rather than on evidence-based suspicious behavior. Racial profiling is often paired with potentially negative action. Each of us can engage in stereotyping and profiling. However, when those with power and/or authority engage in this behavior, there can be devastating consequences—as we saw in circumstances surrounding the killing of Trayvon Martin. Video: New Yorkers Gather for Silent March to End Racial Profiling Imagine, if almost the entire population of San Francisco were stopped by the police and patted down, and 88 percent of the time these innocent people were released with no charges. An entire group of New York city residents, whose numbers are greater than the populations of many large cities, has had this experience. In 2011, the NYPD stopped and questioned more than 685,000 New Yorkers. Eighty-seven percent were Black or Latino and 88 percent of those frisked were innocent and walked away with no charges, according to the NYCLU. "There is a cure against racism. The deep wounds can be healed but the healing process is intricate, deliberate and will require involvement from those who have previously remained silent." On April 27 YWCA Greater Cleveland hosted a screening and discussion of Not in Our Town: Light in the Darkness to a large and engaged audience. The event--and this piece below--is part of YWCA's national Stand Against Racism campaign. By Margaret Mitchell, President & CEO, YWCA Greater Cleveland By Becki Cohn-Vargas Dr. Becki Cohn-Vargas, Not In Our School Director This article originally appeared in Edutopia on April 24, 2012. Dr. Becki Cohn-Vargas is a veteran educator as well as the director of Not In Our School. Tulsa, Okla. mourns three of its residents after a shooting spree on Good Friday that also left two injured. "This is not about a black and white thing. This is about a wrong and right thing." —Sybrina Fulton, Trayvon Martin's mother Million Hoodies March, Union Square, New York. Source: Rene Carson, photos.byhandmedia.com As our country grapples with the traumatic aftermath of the Trayvon Martin killing, we ask ourselves, can this crisis bring us together? How do we begin to address an issue as systemic as racial profiling?
The Massa organization in Israel has pulled from its web site a video which depicts Jews in the rest of the world as decidedly not real Jews. The Diaspora is depicted as a world in which Jews adopt Christian attitudes, holidays, and ways of thinking in order to survive in a non-Jewish world. The video presents the view that any mixed marriage automatically assumes children will not be raised to respect or know their Jewish heritage. Of course, in X number of families some children move away from the heritage and values offered by parents. Just ask those who were raised in Orthodox Jewish families and made dramatic shifts in their religious beliefs as they encountered a wider world. Visit any Reform Jewish synagogue and one will be struck by the number of children from mixed marriages who attend Hebrew school and have pride both in their Jewish heritage as well as their Christian. There are many offspring of mixed marriages in which children identify completely with their Judaism– ask my children. American Jews have played a vital role in development of equal rights for all people in their land. Any picture of Martin Luther King on his marches invariably shows several Jewish rabbis walking step by step with him. Jews have impacted literature, the theater, movies, economic development and been champions of the dispossessed in our political world. Perhaps, it is time for Israel Jews to take a long hard gaze into the mirror of social justice and explain how their nation treats its Arab brothers and sisters as second class citizens. Perhaps, it is time for Israel Jews to explain how creation of an apartheid nation is in accord with Jewish values. Israel Jews, the fault lies not in the stars, but in thy selves.
Thirty Years on, a Stark Choice on AIDS By Mathilde Krim, Ph.D., and Kevin Robert Frost June 5, 2011—The report that ushered in an epidemic 30 years ago this week was startling: Five otherwise healthy gay men in Los Angeles had come down with a rare form of pneumonia, and two of them had already died. Unnerving as this news was, none of us could have predicted the horrors ahead. Described in the June 5, 1981, Centers for Disease Control and Prevention’s Morbidity and Mortality Weekly Report, these five cases heralded a new disease that some scientists soon realized was effectively destroying the body’s immune system. As more patients were identified, first by the dozen and then in droves, it became clear that we were facing a new and very deadly enemy—one that came to be called AIDS. In the 30 years since that first report, 25 million people have succumbed to AIDS-related illnesses. Today, more than 33 million people are living with HIV/AIDS. We continue to struggle to treat those living with the virus—22 million of whom are in Sub-Saharan African—and the epidemic has so far outpaced all prevention efforts. Here in the U.S., more than 56,000 people contract HIV each year. Yet we’ve come a long way in 30 years, and in many respects progress on AIDS is one of the most remarkable success stories in the history of biomedical research. In 1981, nothing was known about the cause of the disease, how it was transmitted, how to prevent its transmission, or how to treat it. It was not known whether it was confined to a certain risk group or groups, or if the general population was at risk. Nothing as virulent and deadly had been encountered since the “Spanish Flu” epidemic of 1918. Thanks to a slow-to-start but subsequently robust research effort, today a treatment armamentarium numbering more than thirty antiretroviral (ARV) drugs enables those on treatment to live relatively healthy lives. Prevention research has delivered a raft of useful interventions. Early studies showed that condoms were highly effective barriers to HIV infection. Mother-to-child transmission of the virus has been virtually eliminated in the developed world and we are working to replicate that success elsewhere. Male circumcision has been shown to reduce the risk for males of contracting HIV through heterosexual sex. Last July researchers showed that a vaginal microbicide gel that women can use before heterosexual sex can sharply decrease their risk of contracting HIV. In November, a study showed that high-risk men who have sex with men who diligently took an ARV while HIV-negative reduced their chances of contracting the virus by more than 90%. And in May a clinical study finally confirmed what many in the scientific and medical communities have believed for years, namely that a healthy HIV-positive person on ARVs is much less likely to pass on the virus to his or her partner. None of these interventions alone will end the epidemic. But if used in combination and scaled up among vulnerable populations in particular, they could lead to quick, substantial, and worldwide reductions in the incidence of HIV infection. Furthermore, smart investments in HIV prevention will pay off handsomely not only in lives saved, but also in treatment costs averted. Ending the global AIDS epidemic will ultimately require an effective vaccine or a cure. Developing an effective vaccine has proven difficult, not least because HIV has multiple strains and mutates rapidly. A couple of recent developments, however, offer a glimmer of hope. In 2009, a clinical trial for the first time identified a modest preventive effect from an experimental vaccine. And a group of scientists has discovered two potent human antibodies that can stop more than 90 percent of known global HIV strains from infecting human cells. Follow-up studies are being conducted in both of these areas. Finally—and perhaps most excitingly—research is generating increasing optimism that a cure for HIV/AIDS is now within the realm of possibility. The so-called “Berlin Patient” is living proof that it’s technically feasible. Though the procedure this patient underwent isn’t likely to be replicable on a meaningful scale, he is the first to have been cured of HIV through a stem-cell transplant. This and other promising scientific advances have led research organizations, including amfAR, the National Institutes of Health, and the International AIDS Society, to establish collaborative teams of researchers racing toward a cure. Thirty years into the AIDS epidemic, we are faced with a choice. Are we content to tinker at the fringes of the epidemic, spending untold billions to treat a fraction of those in need for decades into the future? Or can we summon the political will to effectively deploy the prevention interventions that are already available to us and to make the necessary investments in research that could end this epidemic in our lifetime? Mathilde Krim, Ph.D., is the founding chairman and Kevin Robert Frost is the chief executive officer of amfAR, The Foundation for AIDS Research. This op-ed first appeared on The Huffington Post on June 5, 2011. AIDS at 30
While some are happy to grow old gracefully, others are willing to try anything to slow down the ageing process. A study, by a team at the University of Leeds, found that tickling the ear with a small electric current could rebalance the nervous system in over-55s and help them age more healthily. The findings, published in the journal Aging, suggest that a short daily therapy delivered for two weeks led to both physiological and wellbeing improvements, including a better quality of life, mood and sleep. READ MORE: People are loving the #agechallenge app Sounds great, but how can tickling your ears help halt ageing? The therapy, called transcutaneous vagus nerve stimulation (tVNS), delivers a small, painless electrical current to the ear, which sends signals to the body’s nervous system through the vagus nerve. The body’s automatic nervous system controls many of the body’s functions such as digestion, breathing, heart rate and blood pressure. But as we age the body’s balance within the central nervous system changes making us more susceptible to new diseases and the breakdown of healthy bodily function. So researchers wanted to see if the balance could be restored by stimulating the vagus nerve in the ear. For the study 29 healthy participants aged 55 and over were given transcutaneous vagal nerve stimulation for 15 minutes a day for two weeks. Scientists found that stimulating this part of the ear improved autonomic function and led to improvements in body, sleep and mood. People who showed the greatest imbalance at the start of the study improved most after receiving the therapy. Study authors concluded that being able to correct the balance in the nervous system could help us age more healthily, as well as potentially helping people with a variety of disorders such as heart disease and some mental health issues. Commenting on the findings lead author Dr Beatrice Bretherton, from the School of Biomedical Sciences at the University of Leeds, said: “The ear is like a gateway through which we can tinker with the body’s metabolic balance, without the need for medication or invasive procedures. We believe these results are just the tip of the iceberg. “We are excited to investigate further into the effects and potential long-term benefits of daily ear stimulation, as we have seen a great response to the treatment so far.” Further studies are now needed to understand what the long-term health effects of the treatment might be, as the study involved a small number of participants over a short time period. It isn’t the first time science has looked to find the key to slowing down the ageing process. Earlier this year a study found that eating two or more portions of mushrooms per week could halve your risk of abnormal brain decline in old age. The news comes as it was revealed earlier this year that half of UK adults are not able to spot any key risk factors for dementia. According to the study, entitled Dementia Attitudes Monitor, despite more than half of UK adults now knowing someone with dementia, only 1% of the 2,361 people surveyed were able to name the seven known risk or protective factors for dementia. The six risk factors are heavy drinking, genetics, smoking, high blood pressure, depression and diabetes, while physical exercise is a protective factor against the disease. The Alzheimer’s Society say risk factors can increase a person’s risk of developing dementia over a period of time. But there are also protective factors that can help to lower a person’s risk of the developing the condition.
Search The Library's Lexicon The state of a nation which takes no part between two or more other. nations at war with each other. Neutrality consists in the observance of a strict and honest impartiality, so as not to afford advantage in the war to either party; and particularly in so far restraining its trade to the accustomed course which is held in time of peace, as not to render assistance to one of the belligerents in escaping the effects of the other's hostilities Even a loan of money to one of the belligerent parties is considered a violation of neutrality. A fraudulent neutrality is considered as no neutrality. In policies of insurance there is frequently a warranty of neutrality. The meaning of this warranty is, that the property insured is neutral in fact, and it shall be so in appearance and conduct; that the property does belong to neutrals; that it is or shall be documented so as to prove its neutrality, and that no act of the insured or his agents shall be done which can legally compromise its neutrality. The violation of neutrality by citizens of the United States, contrary to the provisions oflaw, renders the individual liable to an indictment. One fitting out and arming a vessel in the United States, to commit hostilities against a foreign power at peace with them, is therefore indictable.
I often think of digital storytelling as something done in first person because it creates that personal connection. Whereas, I think of a digital story as an anecdote or story typed or narrated in third person. Click here to view the cube above on RVLIO. The art of digital storytelling I recently participated in an outstanding webinar by ISTE's Special Interest Group for Digital Storytelling, where Bernajean Porter shared about the "Art and Soul of Digital Storytelling." After being inspired by the webinar, I created the following page summarizing some of my key take-aways: \|Click here to download PDF\| Explanations, prompts, and examples \|Click here to open as a PDF with links -- Click on the picture to enlarge\| Step 1: Writing the script and planning the project \|Click to download\| - Prompt: I'd choose one prompt to introduce the process of digital storytelling to students. I might even do the first one as a whole group with parts and roles shared by the students. As our class becomes confident with the process and media, I'd open it up to more choices and smaller groups/individual productions. - Graphic organizer: The type of graphic organizer (storyboard) I choose depends on the prompt they'll use. I like creating my own graphic organizer, but there are also many online such as ACMI Storyboard Generator. - Teaching about the writing: Teach the importance of first person for adding spice to the story; share an interesting problem, perspective, or insight; and use strong word choice to convey the message. Start with the ending in mind -- know what point the story is trying to convey. Step 2: Production and digital tools - Choose the tool: When I am introducing the digital storytelling process to classes, I choose the tool for them to use. Once the process is established and they have a toolbox of digital storytelling sites to use, I give them a choice in tools. - Images and Creative Commons: When the tool doesn't have built in images, have students create their own images, take their own photos, or find photos that have Creative Commons Licenses, and have them properly cite the photo either on the same page as the picture or at the end. - Background music and Creative Commons: If there is not music to choose from on the site, then find music that is legal to use in your video. I select music from the list suggested by Creative Commons. However, background music is not a necessity, especially if it's new to the class. - Production: Before production, I treat this part of the process much like I would the rough draft of a writing assignment with editing and revising. Here's where the mini-lessons come in about voice, word choice, etc. I like to conference with my students to make sure they are ready for production, then I allow them to start once they've gathered all of the photos and music (optional). Digital Story and Digital Storytelling tools Some of the sites below require creating accounts, which typically collects the user's full name, email and password. Therefore, children under age 13 are restricted from creating those accounts according to the COPPA laws. This does not mean those sites are harmful to the students, it just means they cannot give out their personal information for their own protection. Therefore, it's recommended to read the Terms of Agreements. Some of these sites have education versions of their product. Other times, the teacher may need to create a teacher/class account to log into from the devices. Below are a few sites that can be used to create digital stories and storytelling. Some are more for narration; others for story books; and several allow digital storytelling with visual and narration. - Little Bird Tales - Animoto for Education — (See tutorial of Animoto for Education if needed) - VoiceThread — (See tutorial of VoiceThread if needed) - Voki for Education - Picture Trail - Pixorial for Educators Step 3: Publishing and connecting with an authentic audience Celebrate their creations by sharing with others. Building an authentic audience to view the digital stories is powerful for students. They are no longer creating a project just for the teacher -- it's for their families, friends, and people around the globe. Emails can be sent to parents with the URL for where the digital story is published, or it can be shared on a class blog or website. If there is not an embed code, sometimes I take a screen shot of the digital story and attach the link to that image. When shared on a teacher's blog, a Tweet can also be sent through Twitter asking for comments on their work by adding the hashtag #comments4kids. If your school has a FaceBook account, share the link there. Reflection, evaluation, and rubrics Providing specific feedback along the way with daily goals is part of the process. Self-evaluations using the scoring guides or rubrics are strong formatives for the students to target their next steps. Formal or informal student reflection is part of the process. It's important that a positive class atmosphere is established for this step. - Asking reflective questions: Have partners share their work with one another and ask them, "What parts or images captured your interest or attention?" - Wows and Wonders Gallery Walk: Have students walk around to visit peers' work and give them sticky notes to leave a specific "Wow" or a praise and a "Wonder" statement. - More rubrics: Kathy Schrock has a plethora of resources listed with rubrics to pick and choose from. - Create your own rubric: If you end up creating your own rubric, remember to focus on your content standards the most with only a little emphasis (if any) on the technology piece. Digital storytelling is fabulous for content learning, 21st century learning, and active engagement. It addresses many Common Core Standards and can be used across grade levels. If task predicts performance, then my money is on digital storytelling. - What sites or digital resources would you add to this list? - What tips or questions would you add to this conversation about digital storytelling? - What examples of strong digital storytelling would you add to this list? - How else does this post connect with you?
The Vatican City flag is a vertical bicolour with right the coat of arms. The used colors in the flag are yellow, white. The proportion of the Vatican City flag is 1:1. The Flag of Vatican City was adopted in 1929. The Vatican City flag is the flag of the country named Vatican City. Vatican City is located in continental Europe. Vatican City has 1 neighbouring country. The total length of land borders of Vatican City is 20 mi/ 32 km. Vatican City border neighbours and border lengths are: Italy: 3 2 km. 1 000 people are living in Vatican City - the Holy See, a country stretching over 0 sq mi/ 0 44 km² (0% water). The population density in Vatican City is of 5886 per sq mi/ 2273 people per km². The official language of Vatican City is Italian. The capital city of Vatican City - the Holy See is Vatican City. Vatican City - the Holy See is a Absolute monarchy, ecclesiastical and elective theocracy. The currency in Vatican City - the Holy See is the Euro € (EUR). UTC (standard time) in Vatican City is UTC+01:00 and UTC+02:00 in summer. Vatican City has the unique two-letter country code, VA (also Internet top-level domain), its three-letter country code is VAT, and its three-digit country code is 336. The calling code for Vatican City is +3906. \|Three-letter country code:\|\|VAT\| \|Three-digit country code:\|\|336\|
With its airy structure of glass and iron based on a balanced combination of columns and cast-iron arches, the Sayner Hutte Bendorf iron works, built in 1830, is one of the most refined examples of industrial architecture in Europe. The building was originally designed as a coating room for the existing foundry to increase iron production, an activity that ended in 1926. On account of its floorplan, the structure is often referred to as the "iron cathedral", as it is basically an industrial basilica with three naves. The layout of its columns creates a further partition in the building's interiors where a number of ball mechanism cranes are located to remind visitors of the structure's industrial past. Today, the foundry is used as a multipurpose community centre, so the lighting system has been designed to adapt to a wide range of requirements. This has been achieved by installing LED devices that are individually regulated by a control system. The depth of the building is underlined by Linealuce RGB luminaires mounted horizontally under the roof and sustained by a wooden structure on which the terracotta roof tiles are laid. The effects and emission levels of the luminaires are defined according to the type of event staged. These devices also make an indirect contribution to the environment's diffused lighting that is calibrated at 3000 K and integrated with cold colour accent lighting at 4000 K, projected by Maxi Woody luminaires mounted on strong columns. The Woody floodlights, on the other hand, are focused on the cranes. All the devices have been coated with a special paint that matches the colour of the building's columns and iron framework. Working on a similar project? Need more information?
This post is part of this month’s “What’s Going Right in Public Education” series, highlighting achievements and forward-thinking ideas happening now in education policy, law, and practice. “In America, education is still the great equalizer.” Secretary of Education Arne Duncan Americans hold a nearly universal belief that education can be a “great equalizer.” Despite the problems with public education today, the belief that education can help overcome any obstacle still rings true. However, little attention is typically paid to the educational systems inside juvenile detention facilities, schools that attend to some of our nation’s most troubled youth. Kids in detention facilities face a host of complications that traditional students usually don’t encounter: experience early in life with the criminal justice system, long periods of time away from family and friends, and (many times) low levels of prior academic achievement. Education could be the pathway toward a brighter, productive future. Instead, juveniles often encounter “alternative” schools with low or no academic expectations, teachers whose main goal is to “keep the peace” during school hours, and little or no opportunity for substantive learning or school credit. A handful of folks who determined to change the way juvenile detention education operates have shown the nation the way schools in jails should work. The rest of this post will outline three inspiring stories of individuals who have helped kids caught up in the juvenile justice system get on the right track. Each story will be brief, but will include links to where to find additional information online. The Maya Angelou Academy (See Forever School) In 1997, James Forman, Jr. and David Domenici were fed up with the options for court-involved kids. They resigned from their jobs as attorneys in Washington, D.C., and set out to start a public school that actively pursued students who were involved with the juvenile justice system. The motivating force for Forman and Domenici was that juvenile prison seemed to be the only solution that existed at the time for many of their clients. Forman and Domenici started small. They purchased a pizza delivery business in Northwest D.C. and told kids that if they came two hours each night for tutoring, they could work at the pizzeria and learn how to run a small business. Eventually, kids ran every aspect of the business. With a few months of success under their belts, as well as $50,000 raised by Reid Weingarten and current Attorney General Eric Holder, Forman and Domenici decided to open the See Forever School. The idea to open a school for juvenile offenders was not a novel one. Many exist throughout the nation. The novel part of Forman and Domenici’s idea was to institute (what now seem like) common sense initiatives to benefit their students. They made their school day run from 9:30 AM until 8:00 PM. They continued to teach their students small business skills by running the pizzeria. They built individual and group counseling into the schedule. In their first year, they brought in sixty volunteer tutors and mentors to work with kids. A close culture was cultivated by eating meals together, having students “shout-out” great things their classmates were doing, and working closely with students’ families (when kids did great things and not so great things). Finally, Forman and Domenici wrote a project-based curriculum to make the academic ideas they were teaching seem more “real.” In 1998, after their first successful year, Forman and Domenici chartered their school, made it open-enrollment, and renamed it (with the help of the kids) the Dr. Maya Angelou Academy. However, Forman and Domenici weren’t done. Seeing the success of the See Forever School, the new head of Washington D.C.’s juvenile justice agency asked Forman and Domenici in November 2006 to run the school inside D.C.’s facility for juvenile delinquents. The pair took on the challenge. They faced a school with a notoriously negative culture, low teacher morale, and little motivation among students. Forman and Domenici started by hiring new, dedicated faculty. They made the school less drab. They cultivated an environment where students were “scholars” and academic achievement was rewarded and celebrated. The most innovative change Forman and Domenici instituted was to create a curriculum broken up into “eight modular units” that awarded credits every month. Each unit had a new theme. The shorter units served two purposes. First, if kids didn’t understand a concept, they would only have to wait a few weeks until they could start fresh with a new unit. Second, kids are typically only housed in juvenile detention facilities for around nine months. Therefore, because kids come and go all year, a regular semester system wouldn’t allow kids to earn credits toward a high school diploma. A shorter grading unit would allow kids to continue to earn credits inside the prison school, and therefore their time would not have been a “waste.” David Domenici and James Forman have written about their experiences in two new books. A chapter in Starting Up: Critical Lessons from 10 New Schools tells the story of the See Forever School (Dr. Maya Angelou Academy) in its first year. A chapter in Justice for Kids: Keeping Kids Out of the Juvenile Justice System tells the story of Forman and Domenici’s reform of D.C.’s juvenile detention facility. Cook County Juvenile Probation Educational Advocacy Unit Annie E. Casey Foundation’s JDAI HelpDesk provides a glimpse into Cook County’s success over the last several years in reducing the number of kids in their juvenile detention facilities: Cook County recently achieved the lowest average daily population in its detention facility since its implementation of JDAI [Juvenile Detention Alternatives Initiative] in 1994 – reducing the number of youth from 750 to 287. In addition to a robust continuum of detention alternatives, Cook County offers a clinical division to limit the unnecessary detention of youth challenged with mental health and substance abuse issues. Evidence-based programming and the use of intermediate sanctions for technical violations of court orders, help to sustain reductions in detention. A Juvenile Advisory Council provides opportunities for youth input into policy and practice, while the Court and its juvenile justice system partners continue to emphasize community outreach and explore all viable options to provide pro-social opportunities for youth and their families. What’s behind Cook County’s success? In 2006, Cook County created a special “Educational Advocacy Unit” (EAU) within the county’s Juvenile Probation Department. Donna Neal, who supervises the unit, spoke about the program and its impact at the March 2012 “Education Advocacy Conference” sponsored by Dallas JDAI and the Dallas Public Defender’s Office. Field probation officers can refer juveniles to the new unit if one of the following conditions is met: - A significant history of out-of-school suspensions. - A current or pending school expulsion. - Indication that the student may have a disability and has not received services from the school. - The school is not providing necessary special educationa l services to the student. - The school is failing to implement the Individualized Educational Plan. The EAU probation officers (called “Education Advocates”) create an Educational Report that includes all complications a student may have related to school, as well as solutions that will be sought by the Education Advocate and student. The Education Advocate also represents the student at school meetings and court hearings on issues related to schooling. So far, Cook County EAU’s results have been shocking. And the reason the program has been so successful is because the program sets students up for success. The program provides a positive path forward that stands in stark contrast to a life of crime and poverty. JDAI has posted a presentation created by Cook County EAU that outlines some of the program’s early positive results. Carroll Academy Lady Jaguars The New York Times last week published a fascinating look inside a day school for female juvenile offenders in Carroll County, Tennessee. The school has taken a unique team-based approach to helping the troubled teens turn their lives around. Carroll Academy serves 80 girls, all who have been in trouble with the law. Many have substance abuse issues. Some are consistent truants. Only one child lives with her mother and father. The purpose of the program is to rehabilitate the girls and prepare them to return to their home schools. The NY Times series focuses on Carroll Academy’s basketball team, made up almost entirely of girls who have never played or enjoyed sports in their lives, much less basketball. When one girl tests positive for drugs in the series’ first part, the girl is suspended from the team, but she is not kicked out school. The school is dedicated to truly changing lives, and it was refreshing to read that the school’s response wasn’t to tally another expulsion on the girl’s academic record. The complete series was published last week in five parts. It is definitely worth reading–my summary here doesn’t do it the justice it deserves. You can start with Part 1 here. The unifying theme in each of these stories is that a group of dedicated folks took action to restore the true and original purpose of the juvenile justice system: rehabilitation. Too often, juveniles are sentenced for mere punishment, with no attention paid to that child’s longterm wellbeing. Even though others may have given up on the students at the See Forever Schools, Cook County Juvenile Probation, or Carroll Academy, the actions taken by the heroes in the stories above have shown that kids, as troubled as they may be, are worth fighting for.
Written by Dr. Zergabachew Asfaw This is a short introduction to the history of Ethiopian surgeons, those who developed the practice of surgery in a war-torn and fragmented nation. Documentation is sparse, but I hope this short depiction will motivate younger Ethiopian doctors to do more research and write about the early Ethiopian doctors, the trail blazers of this profession. After the Italian invasion of Ethiopia, the country embarked in a rapid growth of educational opportunities. Schools were opened and teachers imported; several young students were sent abroad for higher education. These students became the future political, educational and military leadership. Some of these students studied medicine and became the first crop of doctors to proliferate, fulfilling the need for addressing the nationâ€™s dire healthcare needs and medical-educational establishment. Several of the first doctors to return to Ethiopia were Drs. Asrat, Taye and Tewolde. Dr. Asrat was the first to come back and started practicing medicine as a general practitioner at Menelik II Hospital in Addis Ababa. While it cannot be confirmed, the fourth doctor to return was most likely Dr. Pawlos Kena. Soon after, both Drs.Asrat and Taye went back to England to be trained in surgery and returned to practice. These energetic doctors gave their best to their motherland, establishing a good reputation and dashing the myth of the practice of surgery being delegated to foreigners only. Dr. Asrat was assigned to work at Princess Tsehai Memorial Hospital, which later moved to Tikur Anbesa Hospital. Till the day he left the department to be dean of the faculty of medicine in 1989, he remained head of the hospital for nearly 30 years. Dr.Taye was assigned to St. Paulâ€™s Hospital, where he remained chairman till he retired. The two surgeons opened the path for many others to follow, enriching the profession. These surgeons were: 1. Dr.Adugna Makonen, trained in Canada, was a general surgeon and practiced at Haile Selassie Hospital. He passed away at a young age of 48. 2. Dr.Yitbarek was a general surgeon, who was trained in U.S., practiced in Ras Desta Hospital, and currently lives in California. 3. Dr Asgedom, who practiced for many years in Massawa and later in Bahar Dar. His current whereabouts is uncertain. 4. Dr. Gizaw Tsehai, cardiothoracic surgeon of the Armed Forces Hospital, was trained in Mexico and United States. He was also ex-minister of Health. He now resides in Minnesota. He single-handedly built the medical services of the Armed Forces. He was instrumental in bringing back many doctors after the 1974 Ethiopian revolution. This was later followed by the training of many doctors abroad, of which some returned to serve the Armed Forces. 5. Dr.Bekele, general surgeon of Police Hospital, was trained in Yugoslavia. His whereabouts is also uncertain. 6. Dr.Fikre Eshete, general surgeon, trained in Yugoslavia and practiced at St. Paulâ€™s Hospital. He later passed away from natural causes. 7. Dr. Mesfin, who was a general surgeon at St. Paulâ€™s Hospital. There is no information available as to place of his training. 8. Dr.Gaga, general surgeon of Armed Forces Hospital, trained in Yugoslavia and passed in early 90s. 9. Dr.Lema, general surgeon of Army Hospital of Harar, trained in Yugoslavia. No further information was found regarding his whereabouts. 10. Dr.Hussein Beshir, general surgeon, trained in Mexico, practiced at the Army Hospital of Harar and currently is in practice in Mexico. 11. Dr. Desta, general surgeon and urologist of Kagnew Hospital, trained in France and now practices in South of France. 12. Dr. Getachew Awoke of the Air Force, who was later murdered by the Ethiopian Army at Asmara, was trained in Yugoslavia and later practiced at Kagnew Hospital in Asmara. 13. Dr.Tadesse Melka, orthopedic surgeon, trained in Yugoslavia and practiced at Gejret Hospital, in Asmara. After Asmara fell, he was imprisoned and died from illness without receiving any medical attention. Dr.Asrat and Taye went back to Europe for fellowships in cardio-thoracic surgery. Both of them returned back and continued to practice surgery. In the late 60s, when the first Medical Faculty was established, they became part of the teaching staff in the department of surgery. Soon after, Dr.Asrat became the first Ethiopian dean of the faculty of medicine. Later both surgeons became professors of surgery. They both took turns in becoming chairman of the department of surgery in the faculty of medicine. However, both maintained their chair of surgery of Tikur Anbessa Hospital and St. Paulâ€™s Hospital respectively. Professor Asrat became dean of the faculty of medicine at least three more times. In the late 70s, when the emperor was dethroned and jailed, Professorâ€™s Asrat became famous as the private surgeon of the emperor. The media claimed, instigated by the ruling junta, that Professor Asrat did a prostatectomy on the emperor. The day the emperor died, the government put up a news release stating that when the emperor got ill his personal doctor could not be reached, putting the blame squarely at his feet. Everyone knew at the time that he was murdered, even though we were unsure who did it or how. In 1975, the country was thrown into massive mobilization to crush the Eritrean rebels. For the next five years, all surgeons, especially Drs.Asrat and Taye, went to Mekele and Asmara several times to provide medical support to the fighting army. They performed exemplary services and gained respect from the ruling junta. In the early 80s, the faculty of medicine was in high gear to start post-graduate education in medicine, surgery, pediatrics, OB-GYN, pathology and ophthalmology. I would like to take this opportunity to mention individuals who had visions and put their effort to start this massive project. These doctors are Professor Edemariam, Demisie, Jamal, Nebiat, Pawlos and many other ex-patriots. Initially there was much resistance from the candidates, since we were skeptical that we would be short-changed in our training. Little did we know that we would get the best training in our careers. Somehow the program started, and slowly but surely, it progressed and started recruiting new candidates yearly. Professor Asrat, Taye, Johnson, Yoo, Gizaw were the primary teachers and were supported by many expatriates from Cuba, England, and the United States. Professor Asrat did all his teaching and surgery at Tikur Anbesa Hospital. By 1983, the first crop of surgeons graduated and the rest is history. A typical day at Tikur Anbesa Hospitalâ€™s department of surgery started at 8 a.m., when Dr. Asrat walked in to preside over the morning meeting. He went through every new admission and surgery performed in the hospital. The resident on call was usually present at each admission, consult and surgery. The resident had an easy morning provided Dr. Asrat was on call and he had contacted him at night. He never approved independent decision-making by residents without consulting the on-call attending, which was the basis of surgical training, even in the U.S. At 9:00 a.m., he would walk into the OR and change his cloth and be ready for his first case. He performed surgery till his last case, usually around 2:30 or 3:00 pm. If he had an afternoon clinic, then he continued to see patients till 5:00 p.m. He then visited some of the patients he had operated on before he left the hospital, especially those he thought may be unstable. At the end of the day, he went home and worked for an hour or two in his private clinic at Mobil Clinic. He usually got home around 8 or 9. On a day when he had no surgery he would start his teaching round around 9:00 a.m. and continue till lunch time, around noon. Unlike rounds in the States, his teaching rounds took place by the bed side of the patient. He actually examined each patient presented by the intern and resident. He talked to each patient and carried a stethoscope. He actually used it! Once a week, he took the medical student for teaching to the floor preceded by classroom discussion. He gave lectures in surgery to medical students several times in a year. His lectures were always clear, concise and easy to follow. His bedside teaching went on for a long time, but he never rushed. He always insisted students be punctual and prepared with the x-rays, charts and lab results. Woe for the unprepared student or intern. He was quite easy on medical students and interns but tough on residents. In the operating theater, the mood changed as soon as he walked in. Everyone got tight and things moved faster. The staff stopped talking. You could feel the tension in the air. The best nurse was assigned to him and the nurse supervisor hovered around, to bring anything he requested that was not already on the tray. Once he finished his procedure, he went to the doctorâ€™s room, where he wrote a meticulous operating report. He never delegated any resident to write his notes â€“ unlike some surgeons in the States. Once he was finished and he had left for the day, the operating room staff relaxed. You could hear chatter and some laughter and loud talk in the hallway. He was very respectful of his patients and especially the elderly. He insisted that we get rid of our callous way of treating our patients. His patients, in return, accorded him adulation and appreciation. Most of his colleagues also respected him, though some thought he was too overbearing and dictatorial. Nevertheless Dr.Asrat and other department of surgery members, including Professor Taye, Johnson and Gizaw, played an important part in training many surgeons, some of who are now academic leaders, and practicing surgeons that are spread all over the country and around the world. Though some of us abandoned our trained profession, we still remain grateful to all our teachers, who gave their time and expertise to us. We are where we are due to cumulative training provided by all our teachers in the faculty of medicine and in particular the department of surgery. Professor Asrat will be remembered for his superb surgical skills and teaching ability. I am sure he will also be remembered by the masses for his political leadership â€“ giving his life to the cause. Professor Taye practiced surgery for a long period of time and is now retired and lives in Addis. He is also remembered as an excellent teacher and superb surgeon. His presence in the operating theater did not cause commotion but rather calm and laughter. Some days he had classical music playing during surgery. His demeanor was easier than Dr. Asratâ€™s, but we learned a great deal from both of them. Professor Taye remains easy to reach, as he has honored us several times by visiting us in Manhattan. We were privileged to have him visit. He remains a healthy octogenarian. Professor Asrat was celebrated by family and friends at Howard University in Washington D.C. recently. His students gave testimonials to his professional life and contribution, but we left his contribution to the political struggle of the country to those who were more knowledgeable. All the pioneer surgeons performed a great service for their country, with minimal remuneration. They operated night, weekends and holydays without compensation, which I could not imagine at this time. Some of the working conditions were so poor that they had to improvise with the instruments and equipment. They are the unsung heroes of the profession, who worked relentlessly â€“ outside of the public limelight. These surgeons will be remembered by their colleagues and family, but, going forward, we need to document their history. Ethiopians are proud of our history left to us by fore fathers. It is our responsibility to leave a written history, so that future generations can understand where we came from â€“ with all its struggles and challenges. I invite all to contribute to our collective memory bank by adding more information. Ethiopian Medical History Photo: Dr. Melaku Beyan. Dr. Melaku Beyan became the first Ethiopian medical doctor to complete his education in the United states in 1935 (Dr. Workneh Eshete became the first Ethiopian doctor to obtain a modern medical education in 1882) The non-governmental organization, People to People, has just released The Manual of Ethiopian Medical History by Enawgaw Mehari, Kinfe Gebeyehu and Zergabachew Asfaw. The purpose of the publication is to teach the future generation of Ethiopian medical students and health care professionals about Ethiopiaâ€™s medical history. Mekele University and Bahir Dar University have reportedly agreed to incorporate the study into their medical education curriculum. Enawgaw Mehari, MD Kinfe Gebeyehu, MD Zergabachew Asfaw, MD Senior Graphic Editor: Matthew I. Watt
Ciênsação experiments are specifically designed to be: — brief — taking only a few minutes or even seconds from your teaching time — simple & focused — conducted by your students in the classroom, without complicated equipment that distracts from your teaching — engaging & skill fostering — challenging your students to actively »do« science by developing experiments, critically interpreting results and forming evidence-based conclusions — safe — no fire, dangerous chemicals or similar hazards – so that you can apply these activities even in larger groups without worrying about your students' safety — low-cost — using, as far as possible, only common materials your students have at hand, or that you can easily find in the next supermarket Ciênsação is NOT about: but about teaching science. The right question can turn an every-day observation into an inspiring learning experience, while too much show distracts from the content. The goal of Ciênsação experiments is not to demonstrate that claims made in schoolbooks are true, nor to follow step-by-step recipes leading to predefined results. In contrary, Ciênsação encourages critical thinking, an inquisitive mindset, and the joy of discovery. Ciênsação has been developed with the support of UNESCO Brasil to promote a culture of short hands-on experiments and skill-fostering science education. We understand that the pressure of a dense curriculum and the urge to prepare for the next exam leave little time for elaborated experiments. Experienced teachers have therefore compiled this collection of short research activities – taking usually less than 10 minutes to complete – that you can easily integrate into your day-to-day teaching. These student research activities are a bit different from experiments you may find on YouTube or in text books. They are specifically designed to foster skills like analytical thinking and task oriented team work. Each experiment comes with questions that encourage engaging discussions which you can build on in your teaching. Instead of merely illustrating scientific concepts or natural phenomena, they are made to teach science as an activity, as a fascinating art your students will be keen to master. Get started by browsing through our database of experiments. Find one that raises your interest – and just try it for yourself! Play with it, have fun, and then reflect what excited you most about the experiment. Have a look at the teacher page, where we provide some suggestions that have helped other teachers when applying hands-on experiments in class. Adapt the experiment to your course content. Often, the same experiment can be used in very different contexts or even subjects. The learning outcome primarily depends on the questions you use to guide the discussion.
Don’t indulge in empty shouting”People-oriented design”, Melanopsin illumination (EML) to understand? We have all learned basic knowledge about light color: low color temperature makes people feel comfortable and warm, and high color temperature makes people sober and excited. ▲ photos from gel-usa.com Obviously, designers will use a higher color temperature in the office and a lower color temperature in the bedroom. This is a “people-oriented” design. Why does it make us feel comfortable with the low light and warm ocean light? This leads to the next key word: Humans have never been nocturnal organisms. Gathering of hunting for 180,000 years and arable land for 20,000 years have given rise to a pattern of working during the day and sleeping at night. The pineal gland of the human brain secretes a hormone: melatonin, which is a “natural sleeping pill” and a spontaneous “rest signal” of our body. When there is a high content of melatonin in the body, we are lethargic; when there is a low content of melatonin, it will be sober. The amount of melatonin is related to the strength of light. The eye senses the brightness of the environment and transmits the signal to the pineal gland to control the secretion of melatonin: more in the dark and less in the strong light. This is why people are more likely to fall asleep in the dark. The intraocular melanopretinal retinal ganglion cells (ipRGCs) sense the intensity of the light and transmit the signal to the pineal gland. ▲ The photoreceptor cells of melanopsin are most sensitive to the light of blue wavelengths, and the blue light of 450-470 nm is the most effective to inhibit the secretion of melatonin. The “artificial lighting” of the ancestors was only a fire light. The following figure shows the spectrum of the fire light: the color temperature is 2000K, and there are few blue lights and many red lights. This low-colored, warm ocean light makes people feel comfortable and accelerates to sleep. In the work environment, high color temperature light with more blue components can prevent daytime sleepiness. Before work, less warm blue light with blue light causes the brain to send signals “reduce energy consumption and prepare for rest”, relaxing and sleeping at night. will be better. Let’s review a few knowledge points first: 1. People need different lights under different needs; 2, white light is sober and excited, yellow light is relaxing and comfortable; 3. The essence behind is the secretion of melatonin, a “natural sleeping pill”; 4. Blue light stimulates “photoreceptor cells of melanoma” and inhibits the secretion of melatonin. These are qualitative analyses, and you may have heard of them. This is also the physiological basis of the recently popular “Human Centric Lighting” (HCL). Below, we will further explain: How to quantify the effect of light on our circadian rhythm? This leads to the third keyword in the title: Before the invention of the artificial light source, sunlight was the only light source, and the ancestors “made it at sunrise and entered the sun.” With the widespread use of artificial light sources, people have a rich night life, and night lighting provides the wrong time signal, which has become an increasingly serious problem affecting human health. ▲Many people in modern times “have no day”. Compared with their ancestors, they lack light during the day and have too much light at night. (The chart is translated from atelier ten) The ladder of biological evolution was measured in the hundreds of thousands of years, and the history of human civilization was less than 10,000 years old. Human beings have entered modern ways in terms of “software” such as psychology and culture, but the “hardware” evolution of physiological structures is far from changing. The “biological clock” in our body is such a “hardware” facility that cannot keep up with changes. The disturbance of the biological clock directly leads to sleep problems and can also lead to deterioration of emotions, and can also cause metabolic diseases such as obesity and diabetes. But now it is impossible to limit nighttime lighting, so we should think more about: What kind of lighting system will not cause the disturbance of the biological clock? ▲Choose a higher color temperature during the day and gradually reduce the color temperature as you approach work ▲ Bedroom night light, toilet lighting, use low-light warm light to avoid unnecessary wake-up (picture from hammacher) We hope to design a lighting system that provides enough stimulation during the day to allow us to stay awake. Illumination at night can meet the visual needs, but it does not inhibit the secretion of melatonin and does not affect the quality of sleep.
Weve all been told that people with anxiety are simply "playing it safe". Research by Cell Press suggests that it is more complicated than that. According to Montreal psychologists there are neurological differences in how we perceive the world. Do you have anxiety? Try the test now! How Anxiety Alters Perception Normally, we perceive situations with positive outcomes with optimism, and negative outcomes with avoidance. When stressed, we tend to perceive even irrelevant situations as having negative outcomes. This is known as over-generalization. A psychologist can help with cognitive biases like over-generalization. No one deserves to live a stressed life. It's time to relax. Call Now. Embed This Post Copy paste the following code to your website: <iframe src="https://www.clinicdrbita.com/blog/anxiety-perception/?embed=true" height="690" width="690">Anxiety Perception</iframe> Disclaimer: The views expressed in this article are not to be misinterpreted as medical, clinical, or any other professional advice. The views expressed are opinions and / or ideas founded on research and clinical experience. These views are meant to provoke awareness and inquiry into various issues, and thus, create an open-minded dialogue, civil discussion, and respectful debate among our readers. Any claims made are subject to change should new studies be conducted that disprove these claims. 3 Ways Low Testosterone Hurts Women Clinic Dr. Bita Male testosterone levels have dropped to record lows, which also negatively affects women in 3 ways. Call Montreal psychologists at Clinic Dr. Bita! Most Recent Article Nature vs Nurture Clinic Dr. Bita Are psychological traits determined by nature or nurture? This entire debate is a false dichotomy for one simple reason: nurture IS nature.
The ASCO Post is pleased to continue this special focus on the worldwide cancer burden. In this issue, we feature a close look at the cancer incidence and mortality rates in Algeria. The aim of this special feature is to highlight the global cancer burden for various countries of the world. For the convenience of the reader, each installment will focus on one country from one of the six regions of the world as defined by the World Health Organization (ie, Africa, the Americas, South-East Asia, Europe, Eastern Mediterranean, and Western Pacific). Each section will focus on the general aspects of the country followed by the current and predicted rates of incidence and cancer-related mortality. It is hoped that through these issues, we can increase awareness and shift public policy and funds toward proactively addressing this lethal disease on the global stage. Algeria, a country of more than 39 million inhabitants, with a median age of 27 years, currently experiences a cancer incidence of more than 40,000 cases per year and a cancer mortality rate of approximately 25,000 per year (Table 1, Figs. 1 to 4). Like the worldwide rates of incidence of new cancer cases and cancer-related mortality, in Algeria rates of new cancer cases and mortality are predicted to increase significantly between 2015 and 2035 to approximately 75,000 and 46,000 per year, respectively. Cancer accounts for 10% of all deaths in Algeria. Although this is lower than that for cardiovascular diseases now (41% in 2014), the trends in age-standardized death rates have been gradually increasing for cancer. The incidence of cancer is rising in Algeria due to various factors including the adoption of western lifestyle habits. A review of the types of cancer reveals some differences when compared to western nations such as the United States. Breast cancer is the most common type of cancer and supersedes cancers of the other organs such as colorectum and lungs by wider margins. Prostate cancer, the highest by incidence in the United States, does not feature in the top 10 cancers by incidence in Algeria. Breast cancer in Algeria also accounts for the largest number of cancer-related deaths. Breast cancer in Algeria surpasses cancer-related deaths attributable to other cancers such as lung and colorectum, which are the two leading contributors to cancer-related mortality in the United States. Most cancers in Algeria present in late stages, making curative-intent treatment difficult. Algeria is the largest country in Africa with some sparsely populated areas. Due to this geographic predicament, providing timely and comprehensive cancer care to all regions of the country can be difficult. It has been noted that sometimes patients have to wait for long periods to receive radiotherapy. Nonetheless, several efforts are underway to improve cancer care. One example of such efforts is the existence of several cancer registries that are procuring data, which will be beneficial. A recent publication of Cherif et al by using the Setif Cancer Registry documented a statistically significant increase in overall cancer incidence for both men and women (annual percentage increase of +2.5% and +3.7% respectively, P < .005). In addition, the recently proposed National Cancer Plan, with its eight main goals and the approval of the President of the Republic, Abdelaziz Bouteflika, has put the spotlight on cancer. It is hoped these efforts will go a long way in tackling the rising cancer burden in Algeria. ■ Disclosure: Dr. Are reported no potential conflicts of interest. Chandrakanth Are, MBBS, MBA, FRCS, FACS, is Jerald L & Carolynn J. Varner Professor of Surgical Oncology & Global Health, Vice Chair of Education, Program Director, General Surgery Residency, University of Nebraska Medical Center, Omaha.
FitFive Healthy Kids Program gets children off to a good start in life.For children to be fit and healthy they require a balanced diet and sufficient exercise from their earliest years. This should be self-evident to all. Habits established in childhood last a lifetime - both the good and bad ones. Childhood obesity is already a very serious and disturbing problem in the United States of America and many parts of Europe where obesity in general is increasing.The problem looks set to spread to other parts of the world as their standard of living improves. A diet with a high fat, sugar and salt intake and a sedentary lifestyle have all been major contributing factors in childhood obesity. As a result children are getting Type 2 diabetes and other illnesses usually associated with middle age. We have a generation of children who may well die before their parents. The connection between movement and child development is completely obvious to all parents. We eagerly watch for and rejoice over each new physical achievement - the first time our children turn their heads, roll over by themselves, sit up and the moment of triumph - take their first independent steps. The 4 to 5 year old should have acquired the co-ordination and balance of an adult. This may be the point in time when it becomes increasingly clear to some parents that all is not well with their child. By this age children should be strong enough to do somersaults and high and long jumps. There are certain steps which a parent can take to improve the chances of their child enjoying lifelong health. As a dance and movement therapist I cannot overestimate the importance of regular exercise starting in the early years. There are numerous ways in which children take exercise such as spontaneous running around, playing with a ball etc. etc. But some parents would like to build a scheduled period into the day for physical activity so that it becomes a daily routine as natural as cleaning ones teeth. A balanced fitness regime harmonizes and strengthens the Mind-Body-Spirit connection. It increases body awareness, strength and flexibility It seems that the present generation is no longer keen on traditional competitive team games. Modern technology has led to children wanting to entertain themselves and to be personally in charge of the activity. Television and computer games often result in their leading sedentary lives. Many parents would appreciate advice on nutrition, simple exercises, tips on common disorders, postural advice and information about establishing a regular fun, easy to use program. Now it is possible to access just such a program via the internet which combines 155 unique animated exercises and 111 important easy to read questions and answers as well as much other useful advice.Problems are grouped according to specific problems and the childs age. The routines can be performed at home and other than an exercise mat no equipment is needed. The program can be carried out by parents, grandparents, older sisters and brothers, babysitters or nannies. The FitFive Healthy Kids Program has been created using the latest scientific research and vetted by the Head of the Child Rehabilitation Center. It is an online health and fitness program for at home use for kids between the ages of 1-14. The program itself is very easy to use. Just sit in front of the computer and start reading the chapters. If your child is able to read already, read them together. The system contains 155 unique animated exercises. They can be listed by age and exercise type.The exercise diaries can also be printed out with the number of repetitions, this way it is easy to track a child's progress. The program can be used in a number of ways to target a health issue, to discourage children from lazing around, as a complete daily exercise routine or to supplement exercise for an already sporty child. There is help for a child with flat feet, bad posture, asthma, allergies, poor vision or a lack of energy. A team of professionals are only an e-mail away. By Dzagbe Cudjoe All rights reserved. Any reproducing of this article must have the author name and all the links intact. Biography: Dzagbe Cudjoe is a Dance and Movement Therapist, Intuitive Counselor, Healer and Ethnologist with a keen interest in promoting Dance and Exercise as a means of achieving Mind-Body-and-Spirit integration. Disclaimer and Terms. This article is the opinion of the author. WorldwideHealth.com makes no claims regarding this information. WorldwideHealth.com recommends that all medical conditions should be treated by a physician competent in treating that particular condition. WorldwideHealth.com takes no responsibility for customers choosing to treat themselves. Your use of this information is at your own risk. Your use of this information is governed by WWH terms and conditions.
Mandu is situated in the central Indian state of Madhya Pradesh. It is around 283 km away from the capital city Bhopal. Mandu was founded as a fortress and retreat in the 10th century by Raja Bhoj.It was conquered by the Muslim rulers of Delhi in 1304. After the victory of Mughals in the early 16th century on Delhi, Mandu came under the administration of Afghan Dilawar Khan, the Governor of Malwa. Hoshang Shah, son of Dilawar Khan, transferred his capital to Mandu. Until 1561, it remained under the Afghans when Akbar defeated Baz Bahadur, one of the Afghan chieftains ruling a part of central India. Baz Bahadur fled Mandu instead of facing the Mughal army. During the administration of Marathas, the capital of Malwa was shifted back to Dhar and Mandu became a ghost city for some time. Fairs & Festivals Ganesh Chaturthi is celebrated all over the Malwa region with much fun and gaiety. The festival is celebrated during September/October. The celebrations provide a window to the rich and colorful cultural heritage of the region. The Malwa Festival is organized in Mandu by Madhya Pradesh Tourism Department. The traditional art and cultural heritage of the region are displayed during this festival. Best Time to Visit The historical city of Mandu has its location in the central Malwa region of India; owing to which, the region is prone to extreme climatic patterns. However, the elevated position of the city makes the temperatures go mild during the peak times. Nevertheless, different kinds of seasons in the city of Mandu are described as below: Summers in the city of Mandu make their presence between the months of April and June. As compared to the nearby cities like Bhopal and Ujjain, summers in Mandu are relatively mild. Summer months can make the temperature reach the maximum limit of 36° C, but that’s about it. Mandu experiences a decent amount of rainfall in the monsoons (July to September), which enhances the lush green beauty of it to the maximum. This makes monsoons one of the ideal times to visit Mandu. Winter season in this part of India starts from the month of October and continues till February. During these months, weather conditions remain cool and pleasant; with the maximum temperature only close to 22° C. This makes winter season the best time to visit Mandu. How to Reach BY AIR -Nearest airport to the city of Mandu is located in Indore and goes by the name of ‘Ahilyabai Holkar airport’. The airport has a fair connectivity with popular cities like Mumbai, Delhi, Jaipur, Hyderabad, Chennai, Bangalore, Ahmedabad, Kolkata and Pune. Indian Airlines, SpiceJet, Kingfisher Airlines and Jet Airways are amongst the few making their daily journeys to this part of Madhya Pradesh. BY RAIL -If traveling by rail is on your mind to make it to Mandu, then your nearest railhead would be at Ratlam. Being an important railway junction in the central part of India, Ratlam receives traffic of trains from cities like Delhi, Mumbai and Pune on a regular basis. From the railway station, one can hire taxi or cabs to complete his further journey to Mandu. BY ROAD -Mandu, being ideally located in the state of Madhya Pradesh offers easy roadway access from cities like Indore, Dhar, Ratlam, Bhopal and Ujjain. One can make use of Private as well as state run buses, for they get in regular tours to Mandu. For convenience, the buildings of Mandu can be divided in three groups: the Royal Enclave Group, the Village Group, and the Rewa Kund Group. Royal Enclave Group Jahaz Mahal (or the Ship Palace) is probably the most famous building in Mandu. This ship-like structure was constructed by Ghiyas-ud-din, son of Mohammed Shah, for his harem. According to the legends, this harem was home to 15,000 maidens. There are two lakes on the east and west side of the palace that create a perfect illusion of a ship with its rectangular shape. Taveli Mahal is located just south of Jahaz Mahal and now houses the antiquity gallery of the Archeological Survey of India. Hindola Mahal (or Swing Palace) was a pleasure dome that gives the impression that the inward slopes of the walls are swaying. Champa Baoli is an interesting step-well on the north edge of the tank situated there. It was a popular hot-weather retreat and featured cool wells and bathrooms. Village Group - Jama Masjid is a huge mosque built in 1454 dominating the village of Mandu and is considered the finest example of Afghan architecture in India. Hoshang's Tomb is located immediately behind the mosque and reputed to be the oldest marble structure in India. The tomb was constructed in 1435 and depicts typical Hindu influences including carved marble lattice screens (jali). It is said that Shahjahan sent his architects to study this double-domed structure before constructing Taj Mahal. Ashrafi Mahal was originally built as a madarsa (a Muslim religious school), but later extended to become Mohammed Shah's tomb. Now only the ruins of this building are visible. The Jain Temple is a complex of numerous buildings. There is also a Jain museum in the complex. Rewa Kund Group - Baz Bahadur was the legendary king featuring in many folk stories of India for his love with Rupmati. He was the last independent king of Malwa. His palace was constructed in 1509 beside Rewa Kund. The palace displays a curious mix of Rajasthani and Mughal style of architecture. There was a water lift at the northern end of the tank to supply water to the tank. Rupmati's Pavilion is situated on the very edge of Mandu Fort. It is a very romantic building, a perfect setting for fairytale romance. Nevertheless, unfortunately, the love story of Baz Bahadur and Rupmati had a tragic end. It is said that Akbar attacked Mandu for the sake of Rupmati and Baz Bahadur fled Mandu leaving Rupmati to poison herself. There are some other monuments in Mandu like Darya Khan's Tomb, Hathi Mahal, and Neelkanth Palace that can be visited. Places Around Mandu Bagh Caves is around 50 km off Mandu on the road between Indore and Vadodra in Gujarat. These Buddhist caves date from AD 400 to 700 and were in a poor condition until few years back when the restoration work began. There are some government guesthouses and dak bungalows nearby.
Underground Railroad hiker welcomed in Kennett By Steven Hoffman A sturdy trekker who has been tracing the Underground Railroad trails of abolitionist Harriet Tubman received an enthusiastic reception during his most recent journey as he arrived in southern Chester County from Delaware on Sunday. Ken Johnston, 59, of West Philadelphia, is no newcomer to taking long hikes through and around historic places. In recent years, he has hiked across the width of Massachusetts, through Ireland from Belfast to Derry, and along the Martin Luther King Jr.’s route from Selma, Alabama, to Memphis, Tennessee, among others. He didn’t always hold that desire, but in his adult and professional life the dream grew inside him. Years ago, he said, he had a job that kept him inside all day. He said he came to a point where he said to himself, “I’ve got to get outside and walk.” And that’s exactly what he did – with intense passion. His current excursion called “Walk to Freedom” began in Cambridge, Maryland, and aimed to conclude in Philadelphia. It traces the routes abolitionist Harriet Tubman took to bring southern slaves north to eventual safe refuge in Canada. Tubman was born into slavery in the late 1800s. She herself escaped and later carried out 13 missions, rescuing about 70 slaves northward. She used a network of anti-slavery activists and safe houses known as the Underground Railroad to do so. Many of those helpers and the routes she took were in the Kennett Square area. Johnston followed a strenuous schedule as he hiked the Walk to Freedom. Given that hunters of escaped slaves in those days were always lurking to earn rewards for their captures, Tubman traveled at night when she and her charges were less vulnerable (or visible). She also took less traveled routes, often away from heavily traveled roadways to complete her missions. Consequently, she walked through southern Chester County, which borders on then-slave states of Delaware and Maryland. On Sunday, that route led Johnston and his entourage (including his family and dog) from Auburn Valley State Park in Yorklyn, Delaware, through State Line Woods Preserve along Round Hill Road in Kennett Township. Ordinarily, Johnston said, his walks receive very little attention along the way. But in this particular instance, in anticipation of crossing the state line, he made a call ahead of time to local businesswoman Lynn Sinclair, who is spearheading the creation of a Kennett Heritage Center. Her dream is to showcase, among other things, the historical presence of the Underground Railroad in the town. With that information in mind, Sinclair rolled out the red carpet and put together an event that Johnston and the local historians found impressive. Not only did Sinclair greet Johnston cordially, but she also set up a reception, a bus trip of local underground sites, a light lunch and a few educational lectures along the way. Johnston was greeted warmly as he arrived on the scene at the State Line Woods Preserve. Those who had awaited him found he was eager to share his stories with them, not only at the arrival point, but throughout the bus tour that followed. Johnston said he began the hike shortly after Christmas in Cambridge, Maryland, hiking 20-mile stretches along varied routes, most often in the area of what are now the routes 202, 52 and 41. Well-schooled in the history of the Underground Railroad, Johnston said what he learned by walking the paths was that there were a lot of streams and small waterways to cross. He was asked how accounts of Tubman and the activities of slave rescues that took place long ago were retrieved. He said much of the information was kept secret for protection, but some was sparsely recorded occasionally in family Bibles. He also said that inasmuch as slaves were considered “property,” some public records from the time could be found in old newspapers and municipal files. The bus tour took Johnston and his audience to the Bucktoe Cemetery, the Robert and Rachel Pierce Lamborn farm, the Longwood Progressive Friends Meetinghouse, the Fussell Building and the Underground Railroad mural on Cypress Street. The first stop on the bus tour was the Bucktoe Cemetery on Buck Toe Road in Kennett Township. It is a humble and small black graveyard with markers that go back to the mid-1800s. Its care is under the direction of Crystal Crampton of New Garden. There, the guests surveyed the stones and some made crayon rubbings of the carvings from the stones to paper. After the visit there, the bus drove through areas of back roads where the riders were witness to the Robert and Rachel Lamborn farm that had been an Underground Railroad stop. Then they arrived at the former Longwood Progressive Friends Meetinghouse, which sits in front of the entrance to Longwood Gardens and has evolved into the Brandywine Valley Visitors Center. Terence Maguire, a Kennett Square Underground Railroad Center board member and editor of its newsletter The Lantern, said the meetinghouse was one of many in the area during the 19th century, but, in contrast to its neighbors in the region, it supported active participation in abolitionist activities including the Underground Railroad. He said that in modern times, many Civil Rights leaders have spoken there. Next, heading west along Baltimore Pike, the bus stopped at the Fussell House, which is restored near McFarlan Road near recently constructed buildings. It is said that some 2000 fugitive slaves passed through Fussell’s house, “The Pines,” and nearly every distinguished abolitionist to come to Kennett Square was entertained there at one time or another. Traveling back into Kennett Square, the bus stopped at the parking lot on West State Street that abuts the building on which there is a large mural of Harriet Tubman. The mural has covered the building for years, but it is destined for demolition soon to make room for the planned new Kennett Library. Mary Hutchins, who is a member of the board of the Kennett Heritage Center and a development associate for the capital campaign for the new library, said the mural would not be lost, however. She explained that it will be reproduced in the new library building. The event concluded at the future Kennett Heritage Center at 120 North Union Street for lunch. This was the former office of attorney Scudder Stevens and was purchased by Sinclair. It sits on the west side of the street at the corner with West Linden Street. Sinclair is in the midst of converting the building into the heritage center, with one area in it set aside for Kennett area Underground Railroad information and graphics. Hutchins said the progress is in the planning and permitting stages, but, “Don’t be surprised to see something this summer,” she said.
Chairman Mao met with WEB Dubois in 1957 in China before he met U.S. President Richard Nixon in 1972 By Claudine Housen China Global Television Network BEIJING — If you are a non-African black person living in China, you have no doubt been asked: “So, what part of Africa are you from?” and have either seen the disbelief or startled embarrassment on the faces of strangers when you reply that you are not African, but are black British, black American, Caribbean or some other black identity. Beijing, China’s largest city, reported a population of 21.5 million in 2018, but the black population there is not known. Blacks initially moved to China to teach, to attend school, or to travel. Other blacks have made short and important visits to the country. Chairman Mao Zedong, founding father of The People’s Republic of China, met with W.E.B. Dubois, co-founder of the NAACP, the nation’s oldest civil rights organization, in 1957. They also met in 1959. Since early 2017, a group of young black people in Beijing have made a concerted effort to address this gap in understanding through the creative arts. Their organization is called BLK GEN, or black genius. Its founders, Leroy Adams and Nayyir Shareef, are from the United States. The two met in China through work but became friends over chess. They both describe a lifelong desire to bring value to the community they find themselves in, wherever that may be. It was not long before the two, having observed their new home, hatched a plan to create some “opportunities for dialogue” between the local black and Chinese communities. And so, BLK GEN was born. “Our events are for the black community and the African community first and foremost. One of our guiding principles is to engage and inspire and impact in a positive way in our community, but we also live in China, and we want the people around us to understand who we are because the images they receive are generally negative or misrepresentative and they are not being told by us,” Adams says. As an edutainment brand that plans and executes events relevant to the black diaspora, BLK GEN has gathered more than 30 poets and writers to make that communication possible. “We are here,” Adams continues. “We want them to understand who we are. We want them to learn why we are the way we are. Having them come to one of our events and listen to the artists is a way to further engage with the local community.” So far, the response from the community has been positive. The group held its first event, Sankofa—which means “go back and get it” in Twi, the language of the Ashanti people of Ghana—on February 25 to a sold-out audience. Their second event, MUJAJI—named for a South African rain goddess that represents cleansing, balance, and restoration—was held March 25 with more than 200 people crowded onto a cold Wudaokou rooftop to see the show. For their third event, BLK GEN partnered with Peking University’s (PKU) Yenching Academy to mark Diasporic Unity Day on March 31. The group also teamed up with three black community-centric groups over the Dragon Boat festival weekend to stage UMOJA, which means unity and openness in Kiswahili—a language spoken in East Africa. The group also enjoys a modest but active presence on WeChat where its main group BLK GEN Beijing has 131 members, and their talent group has 56, which is no mean feat given that the group is barely six months old. Sandrine Nduwimana, a student from Burundi pursuing her master’s in public policy at Peking University, applauds the sense of community the group makes possible. “BLK GEN is unique in the sense that it brings black expats from all over the world, namely Africa, Europe, North America, the Caribbean and South America, to celebrate our history and diverse cultures through live performances of spoken word and music,” Nduwimana said, adding that in her 10 years in China, she hasn’t found another group like it. “An initiative such as this is to be celebrated for its positive impact on our community and the unity that it brings among ourselves as a black people in a foreign land,” she added. “[Moreover,it] is also to be celebrated for the impact on the non-black communities as it offers a platform of knowledge and understanding for those who are curious about black people and seeking to understand more. This is a really good way to break negative perceptions and stereotypes.” Zhao Liyuan, a Chinese entrepreneur in Beijing, attended MUJAJI in March after hearing about it from one of her black British friends. “I liked the spirit,” Zhao tells us. “It was very inspiring. I would attend another one if I am not far away and free. It is good to meet black people.” Similarly enthusiastic is Miatta Momo, a Sierra Leonean born in the UK and pursuing her MBA at PKU. “They are relevant in Beijing’s overall community landscape, and not just the African diaspora community. I love their organic rise and how they provide a positive platform for those who actively love the black diaspora in China and beyond.” Despite its quick success, BLK GEN faced some challenges early on. As Adams and Shareef discovered, the black community in China is small but incredibly diverse—one even recalled feeling at times that his efforts were thrown back in his face. “[They challenge us] but it is just like your family.” “They can be your biggest supporter, but they are the ones that are stealing your electronics because they’ve got some ailments going on,” says Shareef. He said changing people’s mindsets is not always easy but was confident that over time and through creative methods, it can be achieved. “People are conditioned. People have habits. There are people who have elevated their dialogue, and I think that is where progress really lives. [We want to] nurture that dialogue to grow beyond the stuff that don’t matter,” he says. “I see the community here just like I see the community anywhere. We are patrons of the diaspora. No matter where we are, we are patrons of the diaspora. Who can represent us better than us? Good or bad, we are patrons of our own culture. I see an opportunity for enrichment, an opportunity to enhance the culture and bring a more progressive nature. “The black community here has challenged me, has encouraged me and has helped me grow into a stronger man and black man than they will ever know,” Adams reflects. “They will challenge your sense of black identity, sense of nationalism, how that relates to your black identity, your sense of culture and how that relates to your black identity on all fronts. They will challenge your idea of what is black love, interracial love. So, I have had my moments when the black community and me, were like … ” and here he verbalizes the sound of conflict. Housen is a writer, copy editor and videographer for China Global Television Network (CGTN), which brings a Chinese perspective to global news. Housen is a Jamaican National living in China. This article was republished from the publication “Community” LeRoy Adams, who served in the Peace Corps in Ethiopia, is a fellow at the Maynard Institute. His email address is Leroy@BLKGEN.com Nayyir Shareef’s email address is Nayyir@BLKGEN.com. He is a native of West Palm Beach, Florida. The organization’s website is BLKGEN.com (http://blkgen.com)
What kills lions in Africa? Threats to Lions - The bushmeat trade. The bushmeat trade is the commercial sale of meat acquired through the illegal poaching of wildlife, such as antelope. ... - Human-lion conflict. ... - Livestock and human encroachment into lion habitat. ... - Loss of habitat connectivity. ... - Targeted poaching. ... - Ceremonial killing. ... - Other threats. What animal kills lions the most? - Elephants and rhinos are the animals most likely to kill lions. - The humble porcupine is a threat to mighty lions. - Crocodiles are the one animal who will attempt tp prey on lions. Which animals can take down lion? Here are ten animals that can, and have, killed lions. - 10 Crocodiles. - 9 Black mambas. - 8 Hyenas. - 7 Rhinos. - 6 Tigers. - 5 Elephants. - 4 African Buffalo. - 3 Hippos. What is the biggest threat to African lions? The main threats to African lions are human-wildlife conflict and natural prey decline, as well as habitat loss, climate change and wildlife trade. With around 23,000 African lions left in the wild, they're now officially classified as 'vulnerable'. What are African lions afraid of? Lions have few predators to fear other than humans. A very young or sickly lion might fall prey to hyenas. Cubs may be attacked and eaten by adult male lions. Lions are most threatened by humans who hunt them and encroach on their habitat. These 6 Lions Killed 40% of ALL Lions in Africa!! What kills lions in the wild? What Eats Lions? - Hyenas, crocodiles, and leopards eat lion cubs. ... - Hyenas prey on lion cubs and are known to eat dead lions. ... - Buffaloes have been recorded killing lions. ... - The Leopard is one of the strongest wild cats in terms of climbing ability. ... - Underwater, lions are no match for crocodiles. What animal can kill a lion with one kick? A giraffe can kick in any direction and in a manner of ways, and its kick can not only kill a lion, but has even been known to decapitate (behead) it. Which animal is stronger than lion? Can Tigers Kill Lions? According to a conservation charity called Save China's Tigers, “Recent research indicates that the tiger is indeed stronger than the lion in terms of physical strength… A tiger is generally physically larger than a lion. Most experts would favor a Siberian and Bengal tiger over an African lion.” Can a human ever beat a lion? No, an unarmed human could not beat a lion in a fight. Even if a human came upon a sleeping lion, their chances of killing it would be laughably small. Humans aren't going to knock out a lion with a kick or punch in one shot. They're also not going to strangle a lion to death. Can a lion fight a gorilla? A lion would almost certainly win in a fight against a gorilla. The reasoning should not be all that surprising. A lion will stalk and ambush a gorilla in the dense vegetation of their natural habitat by waiting until it's dark to have the edge. They have a good chance at ending the fight in seconds. What dog can fight a lion? Rhodesian Ridgeback Breed - The Dog That Hunts Lions. Can a lion 1v1 an elephant? A lion is large, but it can't deal with 20 times its own weigh being pushed into its body by a rampaging beast. Multiple lions can kill an elephant, or a large lion can kill a young elephant. However, there is no competition between an elephant and a lion in a one-on-one setting. Are lions scared of elephants? Lion will usually avoid adult elephant, and attack youngsters only if they have become separated from the herd. However, some prides have learned how to take down full-grown adults under dire circumstances when other food sources are scarce. Which animal kills lions for food? Do lions have predators? No predators hunt lions to eat them; however, they do have a few natural enemies, such as hyenas and cheetahs. Hyenas compete with lions for food and often try to steal their kills. Can a wolf beat a lion? A lion would win in a fight against a wolf. Although lions and wolves are both carnivores with potent fighting abilities, a lion is overwhelmingly larger and stronger than a wolf. Can a bear fight a lion? A bear would win a fight against a lion. Bears have the advantage in just about every aspect, from size to offensive capabilities. The only time that a lion would win is if it managed to sneak up and ambush a bear, leaping onto it and biting into its head with such power that it shattered the skill. What is lion's weakness? To ESPN, the Lions' biggest weakness is also on offense. "There's reason to be excited about the direction that this Detroit roster is trending, but the hole at quarterback makes it difficult to set expectations too high," Linsey wrote. Which animal does not fear lion? Honey badgers are small, but aren't afraid to take on larger animals. Honey badgers are often called the fiercest animal on the planet. They also hunt poisonous snakes with ease. Are lions afraid of crocodiles? "Lions are wary of crocodiles and will generally avoid the water to stay away from crocs," writes NatGeo TV. "Occasionally, crocodiles have been known to attack lions while they drink at the water's edge (but lions are also known for attacking and eating baby crocodiles)." What is the strongest animal in the world? The strongest land animal in the world is the elephant. The typical Asian elephant has 100,000 muscles and tendons arranged along the length of the trunk, enabling it to lift almost 800 pounds. The gorilla, the strongest as well as largest primate on the planet, is at least six times stronger than the average human. Can a lion beat a hyena? A lion would win a lion vs hyena battle. Lions have the advantage in most important categories, including size, speed, and power. A solo hyena and lion would meet in open battle in the best case, or a lion would ambush the hyena in the worst case. The fight would last less than a minute. Do lions see humans as a threat? The first and most obvious is hunger. Without horns or fangs, humans also look like easier targets to older or sick lions. In certain instances, females might perceive humans as a threat to their cubs. If the animal is injured, it also might feel threatened by the presence of a human. What is the main cause of death for lions? In particular, 88% of male lion deaths were a result of humans with the majority (65%) of deaths occurring through trophy hunting. In contrast, 67% of female lion deaths were a result of humans with the largest proportion (30%) of deaths occurring through snaring.
Shared employees in the U.S. House: Who are they, and what do they do? Members of the House are permitted to have 18 permanent employees and 4 additional employees–including interns, part-time employees, shared employees, temporary employees, and employees on leave without pay In a previous post I explored the distribution of permanent and additional employees across member personal offices. Here, I take a close look at the biggest subgroup of additional employees—shared employees. Definition of “shared employee” Before starting, it’s worth clarifying what “shared employee” means in this post. There are two ways an employee qualifies as shared. First, some employees in House Statements of Disbursement (SoDs) carry the job title “shared employee.” If an employee appears in a House SoD as a “shared employee,” in the employment of a member’s personal office, the record is included. Second, if an employee is employed by two different offices at the same time, as defined by the start and end dates provided in the SoDs, and at least one of these concurrent offices is a member’s personal office, the corresponding records are included. So, who were the shared employees in the House between 2016 and 2018? The big picture At any given time, there are about 289 shared employees in the House, accounting for about 4 percent of all personal office staff. Roughly 367 personal offices use shared employees. On average each shared employee works for 3 to 4 different offices, at least one of which is a personal office. A shared employee makes $127,000 to128,000 per year, which is roughly double the average annual salary of non-shared employees over the same period of time. This provides some sense of the big picture: there aren’t all that many shared employees in the House, though most offices use them, and they are very well compensated relative to the average House staffer. Getting into the details With this big picture in mind, let’s try to get a better sense of where in the institution shared staffers work. First, let’s take a look at the types of offices that are sharing employees. Shared employees can be shared one of two different ways in the data—they can be shared between personal offices or between personal and non-personal offices. Here, I am only interested in how personal offices use shared employees, the third permutation —employees shared between non-personal offices— is excluded from this data. Personal to non-personal sharing: the committee staff extended universe. Around 70% of all shared employees (around 191) in the House are shared between personal and non-personal offices, and are generally shared between 4 to 5 different offices. These employees are making just over $128,000 per year. Of this group, the vast majority are shared between personal offices and committees (around 86%). The remaining 14% are shared between personal and leadership offices. Some committees tend to lean more heavily on shared staff. For instance, the House Appropriations Committee, the most frequent user of shared employees, has 30 or so in their employment at any given time. After Appropriations, there is a fairly steep drop off: Foreign Affairs averages 21, Financial Services, 12 to 13, and Energy and Commerce, 11 to 12. At the low end, Intelligence and Ethics both generally have 2 shared employees. The mighty House Armed Services Committee doesn’t appear to have any, building its staff capacity in other ways. Some of these numbers are the consequence of formal commitments. For instance, Appropriations, in Section 3 of its standing rules, provides for “Assistants to Members,” who are often concurrently employed in their member’s personal office. For other heavy users, reasons are less apparent. Budget size and number of members and subcommittees seem to have some contributing effects. The committee members who benefit from this arrangement are, by and large, the chair, ranking member, and subcommittee chairs. Personal to personal: caucuses, financial administrators, and IT support staff. The remaining 30% of shared employees are shared between at least two personal offices. These employees, in contrast to the previous group, are spread much thinner, generally being shared between 7 to 8 offices. Much like employees shared between personal and non-personal offices, these employees are also very well compensated– making $127,000 to128,000 per year. At any given time, these employees seem to be concentrated in three groups: caucus staff (37%), financial professionals (31%), and IT professionals (12%). The remaining 20% seem to serve various roles that cannot be neatly grouped– some members share schedulers, district directors, or other employees that traditionally work for a single member. Among caucuses, the Democratic Caucus (17%), the Republican Conference (14%), the Republican Study Committee (11%), and the Congressional Western Caucus (10%) have the most shared employees. Adding it all up First, it is important to keep in mind the small numbers involved here. Staff shared between personal offices is a small group–around 98 different individuals at any given time. The 37% of this group who seem to be caucus employees is only about 36 individuals, which means the 17% working for the Democratic Caucus is only about 6 to 7 people. So, with that in mind, what can we say about shared employees? Shared committee and caucus staff are likely more important to the policymaking process than the others. While traditional committee staff (i.e., those who work for only the committee) are often thought of as wellsprings of domain-specific expertise, these shared committee staff are better thought of as coordinating or managerial staff, serving the interests of a single member’s committee-related duties and goals. Caucus staff share some of these characteristics, but seem to more frequently serve in explicitly political roles, such as communications, than committee staff. To the extent that policy entrepreneurs are scattered across congress itself, caucus staff, perhaps other than members, are likely some of the most important of the bunch. The data seem to back this up: when descriptive job titles (as opposed to shared employee) do appear, personal office employees generally considered managerial, such as chiefs of staff and legislative directors, are by far the most common shared committee staff. Among caucus employees, chief of staff, communications director, and press secretary are the most common descriptive job titles. Regardless of their day-to-day activities, it is clear that these two groups of employees, and indeed all shared employees, have fundamentally different roles than most other congressional staff. While some, such as financial administrators and IT professionals, serve in less policy-relevant roles, those who do work policy adjacent are probably some of the most important employees in the House.
Pattinattar (Pattinathar), the Shaivaite poet saint followed a basic principle that every individual should perform their general duties well, bearing always in mind the thought of God. According Pattinattar, by keeping the mind in tune with the Lord, a person neither loses his family life nor the life in the spirit. Early Life of Pattinattar The Tamil poet saint Pattinattar was born to Shivanesa Chetty and Gnanakalai. His father used to be a trader in the region of Tiruvidaimarudur, in Thanjavur district. Pattinattar was born as Swetharanyar, named after a soubriquet of Lord Shiva at the temple of Swetharanyeswarar. The Shaiva saint was also popularly known as Thiruvenkadar. Pattinattar himself was a wealthy trader and fed many devotees of Shiva regularly. He was married at the age of 16, to the daughter of another trader named Shivasithamparam Chettiyar and his wife Shivakamy. His wife was known as Shivakalai. It is widely believed that even after 15 years of marriage, the couple had no children. Poetic Works of Pattinattar Pattinattar composed several devotional works devoted to Lord Shiva, which are Tiruvitaimarutur Mummanikkovai, Tiruvekampamutaiyar Tiruvantati, Koyil Nanmanimalai, Tiruvorriyur Orupa Orupatu and Tirukkalumala Mummanik Kovai. Another renowned work by the Tamil author is titled Pattinatuppillaiyar Pataltirattu. This literary work comprises of mostly devotional poems and has gained much popuklarity amongst the Tamil people. The verses contained in the poetic collection are composed in a simple and lucid way with easy readability; thus it is easily understood by the general people. The verses in the Tamil anthology series are renowned for their plain and simple style and appropriate expression of emotions. To increase the emotional appeal in the verses, some colloquial and informal terms have also been utilised generously. The announcement of Pattinattar (Pattinathar) against family life and his disapproval and censure of worldly life are clearly expressed in most of the hymns in the poetic collection. Some of the poignant poems composed by the poet were on the topic of the death of his mother, which portrays his deep affection towards his mother. Legends and tales related to Pattinattar narrates about the stern and austere life that he lived, which are also evident in the lines of his devotional verses. Pattirakiriyar was a disciple of Pattinattar, who also attained salvation and fame. His poems were compiled under the title Pattirakiriyar Pulampal. \|More Articles in Tamil Literature (234)\|
Voter ID laws had a disproportionate impact on minority youth voters last November, even in states without the restrictive laws. “The very existence of identification laws makes young people of color more likely than white youth to be asked to prove their identity,” said Dr. Cathy Cohen, a researcher at the University of Chicago. Her findings showed that young minority voters (under 30-years-old) were more likely to be asked for identification, even in states without ID requirements. Nearly two-thirds of black youth report they were asked for ID in states without voter ID laws, and a little more than half of young Latino voters reported being asked. Meanwhile only 42.8% of white youth said that they were asked for ID. (MSNBC)
This large hornbill qualifies as Vulnerable because it has a small, rapidly declining population as a result of destruction of evergreen forest and hunting (BirdLife International 2001). del Hoyo, J.; Collar, N. J.; Christie, D. A.; Elliott, A.; Fishpool, L. D. C. 2014. HBW and BirdLife International Illustrated Checklist of the Birds of the World. Barcelona, Spain and Cambridge UK: Lynx Edicions and BirdLife International. 117 cm. Large hornbill with distinctive rufous head and underparts. Males are black above with white-tipped outer primaries, white tail with black basal half, pale yellowish bill with row of vertical dark ridges on upper mandible and almost no casque, blue orbital skin and red gular skin. Female has black head, neck and underparts and slightly duller orbital skin. Juvenile is like male but bill smaller without dark ridges, tail feathers may be narrowly dark-tipped. Voice Loud barking kup or kok notes. BirdLife International. 2001. Threatened birds of Asia: the BirdLife International Red Data Book. BirdLife International, Cambridge, U.K. Choudhury, A. 2003. Birds of Eaglenest Wildlife Sanctuary and Sessa Orchid Sanctuary, Arunachal Pradesh, India. Forktail 19: 1-13. Datta, A. 2009. Observations on Rufous-necked Aceros nipalensis and Austen's Brown Anorrhinus austeni Hornbills in Arunachal Pradesh: natural history, conservation status and threats. Indian Birds 5(4): 108-117. Kinnaird, M. F.; O'Brien, T. G. 2007. The ecology and conservation of Asian Hornbills: farmers of the forest. University of Chicago Press, Chicago, IL, USA. Further web sources of information Detailed species accounts from the Threatened birds of Asia: the BirdLife International Red Data Book (BirdLife International 2001). Text account compilers Benstead, P., Bird, J., Davidson, P., Derhé, M., Mahood, S., Peet, N., Tobias, J. Bishop, K., Eames, J.C., Ghose, D., Praveen, J. IUCN Red List evaluators Butchart, S., Symes, A. BirdLife International (2015) Species factsheet: Aceros nipalensis. Downloaded from http://www.birdlife.org on 25/01/2015. Recommended citation for factsheets for more than one species: BirdLife International (2015) IUCN Red List for birds. Downloaded from http://www.birdlife.org on 25/01/2015. This information is based upon, and updates, the information published in BirdLife International (2000) Threatened birds of the world. Barcelona and Cambridge, UK: Lynx Edicions and BirdLife International, BirdLife International (2004) Threatened birds of the world 2004 CD-ROM and BirdLife International (2008) Threatened birds of the world 2008 CD-ROM. These sources provide the information for species accounts for the birds on the IUCN Red List. To provide new information to update this factsheet or to correct any errors, please email BirdLife To contribute to discussions on the evaluation of the IUCN Red List status of Globally Threatened Birds, please visit BirdLife's Globally Threatened Bird Forums. Additional resources for this species \|Current IUCN Red List category\|\|Vulnerable\| \|Species name author\|\|(Hodgson, 1829)\| \|Population size\|\|1500-7000 mature individuals\| \|Distribution size (breeding/resident)\|\|285,000 km2\| \|Links to further information\| \|- Additional Information on this species\|
The 2003-04 ABS Survey of Museums defined a museum as an establishment which is involved in acquiring, conserving, researching into, communicating and exhibiting material evidence of people, their culture and environment for the purposes of study, education and enjoyment by the general public. The scope of the 2003-04 Museums Survey was employing and non-employing businesses and organisations that were mainly engaged in the operation of museums and art galleries. The scope also included other museums/galleries registered as having a collection with Australian Museums and Galleries OnLine (AMOL). The scope excluded organisations mainly engaged in the operation of botanic gardens; herbariums; zoological gardens; aquariums; observatories and planetariums; public libraries; and science centres. In June 2004, there were 1,329 museum establishments operating in Australia. Of these, 12% were Art galleries, and the remaining 88% were classified as Other museums. Historic properties which were being conserved for their historic, scientific, aesthetic, social or architectural value were considered to be part of this Other museums category. 8.4 NUMBER OF MUSEUM ESTABLISHMENTS - June 2004 \|Art galleries \| \|Other museums \| \|Social history museums \| \|Historic properties or sites \| \|Natural, science and other museums \| \|ABS, Museums, Australia, 2003-04 (cat. no. 8560.0). \| This page last updated 23 May 2008
Risk Factors for Vein Disease Varicose, spider veins and other vein problems are very common and can affect anyone. Although there is not one specific cause of varicose veins, there are various risk factors that increase your likelihood of developing these vascular conditions. People with a family history of varicose and spider veins are significantly more prone to these conditions. About half of all people who have varicose veins have a family member who has them as well. Women are at greater risk of developing vein disease due to hormonal changes that occur during puberty, pregnancy, and menopause. Birth control, containing estrogen and progesterone also increase vein disease risk. People who sit or stand for a prolonged period of time due to their daily activities are more susceptible to varicose veins. Lack of movement forces your veins to work harder to pump blood back to the heart. During pregnancy there is more blood in the body, causing veins to enlarge. The hormones released in a woman’s body during pregnancy can weaken vein walls, which can lead to valve dysfunction and blood pooling. Any trauma to the leg, due to a recent surgery or an injury, could cause your valves to malfunction. There are other factors of a person’s lifestyle or biology that may contribute to the development of varicose and spider veins. - Incompetent perforating veins - Arteriovenous communication - Vein wall weakness - Vein wall metabolic syndrome - Post thrombotic syndrome - Superficial thrombophlebitis - Deep vein thrombosis - May-Thurner Syndrome Common Forms of Vein Disease Varicose veins are swollen, dark blue or purple blood vessels. They often look like twisted cords, and usually appear on the calves, inside of the legs, and ankles. Symptoms of varicose veins include painful, heavy, tired legs that swell, cramp, throb and feel restless or seem to ‘burn’. The routines to cover up embarrassing veins are a daily struggle. And what they are telling you could be more than ‘skin deep’. Spider veins, or telangiectasias, are small, thin, blood vessels visible beneath the skin. They appear most commonly on the face, thighs, and feet, and may look like a series of lines, tree branches, or a spider web shape with a dark center. Usually considered cosmetic, spider veins can show symptoms of a burning sensation or a dull, throbbing pain, and can lead to varicose veins and more serious complications. Varicose veins and reticular veins are progressive diseases. Spider veins very often occur in conjunction with varicose veins. You can experience pain when simply standing or walking, develop sores on or near a varicose vein and your feet and ankles may swell. Left untreated, vein disease can lead to bloodclots, skin discoloration, phlebitis, venous statis ulcers, lipodermatosclerosis, atrophie blanche.
With the use of additive manufacturing (AM) on the increase in the aerospace industry, the lack of standards for testing such products is a source of growing concern. AM offers total freedom in designing components but at the same time, it makes non-destructive testing (NDT) difficult. Firstly, the more complex the component is both internally and externally, the harder it is to inspect. Another issue is that AM creates a surface finish that is typically rougher than conventional manufacturing processes so inspection methods such as ultrasound, which require a finer surface, are less suitable. Image courtesy of 3T RPD Ltd. Internationally, a lot of effort is going into creating inspection standards and there is a real sense of urgency, as I am aware from my own work helping to develop best practice guidelines for BSI and ASTM. X-ray computed tomography is emerging as the most promising inspection technology but it has its limitations and there is room for improvement to adapt it better to AM although research is taking place in this area. While computed/digital radiography is sometimes used, detecting flaws accurately depends on selecting the correct settings, such as enough projections to cover the part thoroughly. The ideal solution would be to inspect products during the manufacturing process and take a snapshot of every layer. Some machines already have the capability to do this, but the next step would be to develop systems which could spot the defects themselves and raise the alarm. Another solution might be to inspect after machining. The smoother surface would potentially allow the use of other inspection methods, although this would add further to the manufacturing cost if the part is found to be defective after machining. Another post-process is hot isostatic pressing, which has shown to reduce the size of internal defects in the parts. For now, companies should use only experienced practitioners, carry out visual inspection as an initial step, and when in doubt use double testing – where the product is inspected twice by different inspectors. Ultimately, manufacturers need to consider how critical the part is in safety terms and the requirements for inspection when making the decision to use additive manufacturing. Dr Ben Dutton is a senior research engineer in the Metrology and NDT group at the Manufacturing Technology Centre (MTC), Coventry, UK. An instrumentation scientist, he has over 25 years’ experience in both academia and industry and 12 years’ experience in NDT. Dr Dutton will be speaking about inspection of AM components at 4pm on Tuesday 8 September at Materials Testing 2015 at Telford International Centre. For further information see www.materialstesting.org
This past August, three of us (Mark Fonstad, Aaron Zettler-Mann, and James Major) spent three days on the lower Sandy River between Mt. Hood and Portland. We were performing an experiment: how many river miles is it possible to float in a few days while at the same time flying a drone to collect very high resolution imagery from which channel sediment data and morphology can be extracted? We took the department’s cataraft, and while it is the ideal platform for this kind of work, the water levels in the Sandy River were low, and there was a fair amount of boat-dragging necessary. Nevertheless, we were able to cover about 40 km in those three days, and we collected 2-cm resolution imagery over almost every river bar along this section of the river. The Sandy River is geomorphically highly active, and is well known for the Marmot Dam removal higher in the watershed several years ago. PhD Student Aaron Zettler-Mann has received a Doctoral Dissertation Improvement Grant from the National Science Foundation. Aaron’s dissertation is entitled “Lateral Channel Confinement and its Impact on Channel Morphology”, and this grant (for $15,912) will allow Aaron to conduct fieldwork and analysis of the Rogue River and the influence of lateral sediment supply on channel morphology. Aaron has extensive experience on extracting 3D data and orthophotographs from imagery, and these skills will allow him to produce sediment maps throughout the river system through automated feature extraction from imagery techniques. Aaron hopes to test the applicability of the sediment links theory concept to the Rogue River and extend the concept to sediment sources from hillslopes in addition to the traditional tributary sources. Aaron’s advisor is Mark Fonstad. This summer Aaron Zettler-Mann conducted the first of two years of National Science Foundation funded dissertation work on the Rogue River in southern Oregon. Aaron is taking a riverscapes approach to examine how lateral channel constrictions such as roads, railroads, levees and bridge abutments impact channel morphology variables, including channel width, depth and the particle size distribution of river bars. This field work will also be used to further test the “Sediment Links” theory which suggests that patterns in channel width, depth and grain size are linked to the presence of tributaries. Field work for Aaron consisted of rafting over 60 kilometers, taking photographs from UAVs and a camera-on-a-pole of gravel bars, photographing the river banks and measuring channel depth. Below, pictures from the Rogue River. Clockwise from upper left: black bear sightings, UAV based image acquisition in the Recreation Section, battery charging and swimming at camp, camera-on-a-pole image acquisition in the Wild and Scenic section, on the water, and (center) gravel bar orthophoto ready for particle size distribution mapping. In early June, doctoral candidate Aaron Zettler-Mann and recent baccalaureate graduate James Major spent three days flying a UAV on the Middle Fork of the John Day. The object of the project was to produce an orthophotograph of floodplain vegetation along a 2.5 kilometer by 0.5 kilometer section of the Middle Fork Valley Floor. The orthophoto will be used to map distinct vegetation species on the floodplain, with species identification occurring in the field. The resulting floodplain vegetation maps will be compared to previous field surveys of floodplain vegetation dating back as far as 1996. Additionally, this map will serve as baseline vegetation data going forward. Active channel restoration occurred beginning in July of 2017 and the vegetation map will allow future monitoring of floodplain vegetation communities which are a good indicator of changes to ground water flow. Below, the orthophoto compose for the study area and some pictures from the ground of vegetation and floodplain terrain.
With the presidential election right around the corner and politically charged TV and radio ads hammering away at the major differences between the parties, Americans these days appear to see the nation as divided between Red and Blue. But new research from Professor Leaf Van Boven shows that many people overestimate the degree of polarization between Democrats and Republicans, and this misconception is associated with citizens’ voting behavior and their involvement in political activities. “It is clear that Americans see themselves as very sharply polarized,” Van Boven said. “And that the degree of perceived polarization dramatically overstates the actual degree of polarization.” Van Boven of CU-Boulder’s psychology and neuroscience department and Professor John Chambers of the University of Florida recently presented findings of two studies on political polarization at the annual meeting of the Society for Personality and Social Psychology. In one study, which included a nationally representative sample of 1,000 voting age respondents during the 2008 presidential campaign, Van Boven and his colleagues found that individuals with more extreme partisan attitudes perceived greater polarization than those with less extreme partisan attitudes. For example, in the 2008 presidential election, people who strongly supported either Obama or McCain perceived Americans as more divided than did those whose support of either candidate was more moderate. In another study, which included an analysis using a subset of 26,000 respondents from three decades of surveys of Americans, the researchers determined that the gap between Republicans and Democrats on five-point scales regarding different issues such as the death penalty and abortion was approximately three-quarters of a point. However, people believe there is a scale difference of two points or more between the two parties. And it’s not just politics, it’s also the case with other issues such as the death penalty or the abortion issue. “The more strongly people feel about an issue, the more divided they see other Americans,” Van Boven said.
A kingfisher perched on a bicycle handle during last year’s Big Bird Day Expensive eyepiece or naked eye, no matter what one chooses to use, the birding community will be out from dawn to dusk on Sunday for the first Bengal Bird Day to record as many feathered species as possible. The daylong programme is similar to the annual pan-Indian Big Bird Day held last February, but the Bengal clone will have an edge because of its timing. “We thought of having a Bengal-specific programme in mid-January because winter ends in our state by February and many migratory birds fly away to their summer homes,” said veteran birder Sumit Sen. “The variety of birds found in winter is about 30 per cent more than what we get in summer. The programme will help us collect accurate data on birds found in Bengal,” said Sen, the founder of Bengalbirds, the group organising the event. Anyone with a keen eye and a heart for birds can register at firstname.lastname@example.org by Saturday afternoon. Teams can choose to cover even a nook in their neighbourhood that draws a bouquet of birds. Already, 45 teams of about 160 participants have registered and applications are pouring in from across the state, including Darjeeling, Bakkhali and Fraserganj. Sure-shot birding spots, such as the marshlands off the EM Bypass and the Chintamoni Kar Bird Sanctuary in Narendrapur, have drawn many entries. The effort will help create a database of birds found in the state — crucial for monitoring species diversity and conservation programmes — and to understand climate and environment changes. A veteran birder said one could go with heavy equipment (latest cameras fitted with zooms that look like rocket-launchers) or simply capture the sights and sounds with their eyes and record each sighting on a scrapbook. “Photographs are not mandatory but a photo is welcome if you spot a rare species.” “What people know about the birds of Bengal is the result of enthusiasts going out on their own and recording various species, many of which are sighted only once. A single sighting is different from regular sightings. But then, follow-ups are rare because birding is a voluntary effort. An annual daylong search helps update existing data,” a seasoned birder said. If a new bird was sighted in 2010 and never again, it could point to climatic or environmental changes that occurred that year. Such birds are called vagrants, while those sighted every year are either migrants or residents. “The data can help us understand our environment because birds flock to a place if its climate and habitat suit them,” said birder Shubhankar Patra. The Bengal leg of last year’s Big Bird Day had drawn 212 participants, the highest in the country. Bunched into 61 teams, they recorded 396 distinct species, of which 190 were found in the metropolitan area of Calcutta. The city’s count was several notches up from the 137 species recorded during the second edition of the event in 2011. The Bengal Bird Day organisers will select the “star bird” from the rarest sightings and the team’s name will be published on the website kolkatabirds.com. All participants will get a certificate too. At the end of the day, the participants will have to email the organisers the name and number of species they found, including the location. A three-member team will compile the reports, prepare a final list and feed it to a database.
1911 Encyclopædia Britannica/Latina, Via LATINA, VIA, an ancient highroad of Italy, leading. S.E. from Rome. It was probably one of the oldest of Roman roads, leading to the pass of Algidus, so important in the early military history of Rome; and it must have preceded the Via Appia as a route to Campania, inasmuch as the Latin colony at Cales was founded in 334 B.C. and must have been accessible from Rome by road, whereas the Via Appia was only made twenty two years later. It follows, too, a far more natural line of communication, without the engineering difficulties which the Via Appia had to encounter. As a through route it no doubt preceded the Via Labicana (see LABICANA, VIA), though the latter may have been preferred in later times. After their junction, the Via Latina continued to follow the valley of the Trerus (Sacco), following the line taken by the modern railway to Naples, and passing below the Hernican hill-towns, Anagnia, Ferentinum, Frusino, &c. At Fregellae it crossed the Liris, and then passed through Aquinum and Casinum, both of them comparatively low-lying towns. It then entered the interval between the Apennines and the volcanic group of Rocca Monfina, and the original road, instead of traversing it, turned-abruptly N.E. over the mountains to Venafrum, thus giving a direct communication. with the interior of Samnium by roads to Aesernia and Telesia. In later times, however, there was in all probability a short cut by Rufrae along the line taken by the modern highroad- and railway. The two lines rejoined near the present railway station of Caianello and the road ran to Teanum and Cales, and so to Casilinum, where was the crossing of the Volturnus and the junction with the Via Appia. The distance from Rome to Casilinum was 129 m. by the Via Appia, 135 m. by the old Via Latina through Venafrum, 126 m. by the short cut by Rufrae. Considerable remains of the road exist in the neighbourhood of Rome; for the first 40 m., as far as Compitum Anagninum, it is not followed by any modern road; while farther on in its course it is in the main identical with the modern highroad. See T. Ashby in Papers of the British School at Rome iv. I sq., v. 1 sq. (T. As.)
The Minnesota State Fair is a wildly popular event, drawing millions of visitors over a 12-day period. In past years, the number of people wanting to work at the Fair has exceeded the number of jobs available by a factor of five or more. This year on opening day, the Fair was still short 400 workers, and vendors were looking to hire an additional 300 people. This despite the fact that there are 10 times that many people that live within walking distance of the fairgrounds. Talent is becoming increasingly scarce in America. In September, 183,000 workers dropped out of the labor force. Meanwhile, over 4 million people have left the workforce since the start of the pandemic. The consequences of this scarcity are everywhere. For instance, 51% of small businesses report having job openings they can’t fill, despite raising pay. We now have the strange situation of over 10 million open jobs and 5 million fewer people employed than before the pandemic. Reasons for the shortage of talent include a fear of the virus, lack of childcare, stimulus payments, people looking for new types of work, and an overall decline in the supply of talent as the population ages and fewer people choose to attend college. These are all contributing factors, but the overall situation is the result of an economic policy mix that has reduced the supply of labor. The Lessons of History The shutdowns during the pandemic caused unemployment to surge, as always happens during economic downturns. In such times, policy action is needed to return the economy to full employment. That can happen in one of two ways. The first is for the government to boost demand by increased spending and running up deficits, while holding interest rates low. Under this approach, first proposed by the economist John Maynard Keynes in the 1920s, a free-market economy is inherently unstable and only the government can bring about full employment following an economic disaster. Keynes predicted that as demand increases, producers will increase supply to meet that demand, hiring more workers and reducing unemployment in the process. This is what is happening at present — massive spending of over $5 trillion to date, and very low interest rates. The second way to bring about full employment is to create incentives to boost production — lower taxes that enable producers to keep more of what they produce and allow people to keep more of what they earn. This also entails fewer regulations and monetary policy that prevents inflation. It’s an approach that produces a more enduring recovery, since it’s not dependent on continued deficit spending and manipulation of interest rates. Article Continues Below The devastation caused by the pandemic required a response to get the economy back on its feet and help those impacted. But the economy had started growing rapidly by the end of 2020. Further spending did little to help boost growth and produced the inflation we see today. Continuing the Keynesian approach required running up the money supply to increase demand, with artificially depressed interest rates to promote more spending. When applied in the 1970s, a similar approach resulted in inflation of over 14% and interest rates that reached 20%, yet did nothing to decrease unemployment. Massive spending also reduced incentives to work, as successive rounds of stimulus payments have done, effectively preventing the goal of full-employment being reached. Why doesn’t a Keynesian approach work? Keynes assumed that all the money that the government pumps into the economy gets spent. But that is often not true because in times of economic uncertainty, people hoard money rather than spend it. This is what has happened with the stimulus funds. Americans added $3.7 trillion to their savings during the pandemic. That may be why there was little change in labor availability when supplemental unemployment payments ended in September. And artificially low interest rates create perverse incentives for speculative investments that produce little long-term value. This Too Shall Pass In the war for talent, we’re running out of soldiers. It’s impossible for anyone to predict what will bring workers back into the labor force. Abandoning Keynesian policies would be a start, but that is not likely. With inflation surging — income gains that averaged 4.6% for the year have been wiped out by inflation of 5.4% — there will be continued pressure on employers to raise wages even more to try and draw workers back into the labor force, and for more spending to help people impacted by declining real incomes. Perhaps with savings getting depleted, more will return to the workforce. Just don’t expect it to happen anytime soon.
Sustainable tourism allows for continuation of activity at the same level for future generations. It minimises the impact of activity on the environment; supports the livelihoods and culture of local people; manages resources to prevent depletion; and reduces the ecological footprint of industry. Ecotourism is tourism directed towards exotic natural environments, intended to support conservation efforts and observe wildlife. - Identify the problems created by tourism in Thailand - List and describe the strategies used to manage and sustain the tourism industry. Case Study: Ecotourism in UMPHANG, Thailand strategies to manage and sustain the tourism industry - Download and save this document - Scan the text, identify and highlight two alternative definitions of ecotourism. Add these to your notes. - Read the rest of the document and add to your notes ecotourism STRATEGIES // DIAMOND 9 - In groups, organise these management strategies to form a diamond. - Most important at the top, least important at the bottom. - Discuss each choice in your group. The goal here is discussion and debate of choices. - Mix the groups and share your thoughts. - Write a summary of your discussion and your top three choices for management of the Ecotourism industry in Umphang. - Conduct research into an ecotourism destination in Thailand. Create a document explaining how to get there, the location of the town in Thailand with map and the details of the place to stay. - Focus on what makes this an ecotourist destination and the lengths to which the accommodation meets the criteria of ecotourism. - Share this with the group and decide which one is the best option for an ecotourism holiday.
Technology Influence on Recreation and Leisure Time Leisure time can be spent in any manner one chooses, and with the amazing technological advances of the last century, almost any activity you might think of can be turned into reality. Actually, if we take a look at the bigger picture, almost all aspects of our lives are nowadays linked in some form or another to technology. Computers, TV sets and mobile phones are now present in any household, so the equipment people use for recreational activities has also changed. Regardless of whether we use them for work-related or recreational activities, the impact of technology on the way our days unfold cannot be ignored. There are leisure activities that can now be done while sitting in a sofa at home, like gambling, which is now available online from any desktop or mobile device. You can even start a game at home on your PC, pause it, and then pick up where you left off when you’re on the move on your mobile phone. Isn’t that amazing? The industrial revolution and the advent of the internet in the early ‘90s brought about a tremendous technological boom that stretched up to today, and enhancements are still being made every day, enhancements that change how we experience our favorite recreational activities. The consensus among population is that technology has enhanced the quality of leisure, as it made possible for people to communicate faster, to connect to remote areas more easily and it brought along all kinds of new pieces of equipment people use for fun activities, like gaming consoles, exercising machines, virtual reality headsets, and so on. Let’s look at the outdoor recreational activities, for example. Activities such as hiking, camping, surfing, skiing and others have been tremendously influenced by technology in positive ways. Technology has transformed outdoor recreational activities such as hiking, mountain biking, skiing, surfing, and camping, and several areas have been affected: access and transportation, safety, information and communication. New equipment like signaling devices and protective gear definitely help improve these outdoor activities. Similarly, travel apps like Google Maps, HereWeGo Maps and MapFactor which offer basic navigation, GPS features and turn-by-turn directions help even the most uninitiated of travellers. There are also useful apps you can use in case of emergencies, such as SirenGPS, Disaster Alert and others. Moreover, the internet has made it easier for people to find information about hiking trails, riding trails, campsites, and other recreational activities in other cities or states than the ones they live in and book their next holiday from the comfort of their home. Equipment for a lot of recreational activities has also been improved thanks to technological advances. Technology basically made it better and brought it to today’s standards so that it can be used safely. We’re talking about equipment such as ATVs, snowmobiles, boats, jet skies and so on. Even extreme sports that are definitely dangerous but appeal to many due to their adventure degree have now become safer to practice and more accommodating thanks to technology. We’re looking here at activities such as archery, parachuting, scuba diving, skydiving, skateboarding, bungee jumping, off-road driving, and hunting. Skateboarders and snowboarders, for example, are now able to see their mid-air rotations more clearly thanks to high-definition video, which allows them to adapt and improve their techniques and learn new moves. Besides making these sports safer with better suits and equipment, technology also allowed athletes to reach realms never thought possible before – think of Felix Baumgartner’s supersonic freefall from space. All in all, technology has brought pretty good things to the way we spend our free time and the way we involve into our favorite leisure activities.
Coeliac disease is a genetically determined chronic inflammatory bowel disease. The only effective treatment is a strict gluten-free diet. There is an extensive supply of gluten-free foods on the market. We selected some gluten-free and comparable regular foods from the group of bakery and fine bakery products and evaluated them with regard to the proper labelling, ingredients and nutritional value. All gluten-free foods were properly labelled and contain more additives and other ingredients compared to regular foods. There are differences in nutritional value between gluten-free and comparable regular foods. Gluten-free foods are lower in important nutrients, like proteins, but relatively higher in saturated fat and salt compared to regular foods. With Traffic Light model the nutritional suitability of foods was evaluated. Most of selected foods belong to "unhealthy foods", except gluten-free bread and comparable regular bread. The results of questionnaire showed that the facts about coeliac disease and gluten are quite well known among the students. The sensory panel of students evaluated the likeness of selected foods with a 9-point hedonic scale and liked gluten-free foods less. Students also indicated the positive and negative sensory properties of the foods. In the case of gluten-free foods more negative properties have been identified. Gluten-free foods contain more additives and are less sensory acceptable than comparable regular foods, so there is no need to consume foods labeled "gluten-free" in healthy individuals. A strict gluten-free diet is suitable only for patients with coeliac disease.
There’s an App for That Technology has created innovative solutions for simplifying how we make sustainable choices. With the accessibility of smartphones, tablets and computers, apps are helpful tools for all kinds of purposes. Yet it can be difficult to know which ones are worth your time, so we did some research. These are a couple of our favorite free apps for helping you live more sustainably: - iRecycle. We know recycling is important, but sometimes it’s not as simple as throwing stuff into your recycling bin. This recycling app makes it easy to recycle tricky items like leftover construction materials or toxic household items. Using your zip code or address, iRecycle identifies the nearest recycling options for over 350 materials that you can select. Once you find a nearby recycling option, the app provides contact info, directions and other information to make the process as easy as possible. The simple interface makes the app especially easy to use. - JouleBug. Many of us have good intentions, but follow-through can be difficult. The JouleBug app turns sustainable actions into a game and social competition. The app has tips for reducing your impact in categories such as habits, energy, water, waste, transportation, food and drink, shopping, office, outdoors and “advanced.” By following the tips and taking actions, you earn points and develop your personal profile, which tracks pounds of CO2 saved, waste diverted and gallons of water saved. You can follow friends to see how their activities compare or join monthly challenges to compete with other users from around the country. Using electricity more efficiently is one of the easiest ways to reduce your carbon footprint. Plus it saves you money. Some actions, like turning off lights in an empty room, are easy. But technology can help reduce wasted energy and increase efficiency for the harder things. These “smart” devices do the worrying for you so that you don’t have to remember to unplug your TV when you’re on vacation or turn your thermostat down while you’re sleeping. These technological innovations are worthy of the Jetsons. - Smart Power Strip. It is estimated that 5% to 10% of household energy use goes to the standby power consumption of printers, computers, TVs and other electrical devices. Instead of remembering to physically unplug these devices, a smart power strip cuts electricity to the device once it goes into standby mode. Think of it as a silver bullet for the vampire suck of wasted energy. - Energy Use Monitor. Ever wondered how much energy your microwave or electric tea kettle uses? Energy use monitors allow you to see exactly that. The monitor plugs into the outlet, and the appliance plugs into the monitor socket to give you real-time energy use information. Many energy use monitors can tell you exactly how many dollars or kilowatts an hour your appliances and electronics use. It can be a useful tool for understanding what is contributing most to your energy bill and how you can reduce your electricity use. - Smart Thermostat. Heat and air conditioning account for close to 48% of the average American’s home energy costs. That means a smart thermostat could save you quite a bit of money by increasing the efficiency of your heating and cooling. These thermostats learn from your patterns and adjust the heat or A/C accordingly. You don’t have to remember to turn the thermostat down when you leave the house all day. Even better, many smart thermostats allow you to control temperature remotely with your smartphone-you can get the house warming up before you arrive home! - Home Energy Management System. These systems give you total control over your energy use by providing direct feedback on the energy consumption of your entire home. Armed with that information, you can figure out how different uses are reflected in your energy consumption and learn how to adjust your habits for energy savings. Many energy management systems also allow you to control your electronics, lighting and appliances remotely with your smartphone so you’ll never have to turn the car around to make sure you turned the stove off. Join Our Facebook Group: ICL Greentips Have you tried an energy management system before? Is there an app that you especially like or dislike? Share what you’ve learned with our ICL Greentips Facebook group and help us promote sustainability! We want to have fun with this challenge, so we’re inviting you to share your ideas, knowledge, challenges, mistakes, inspirations-and progress! The group is open to everyone. Just ask to join and you’ll be able to post your comments and learn from others. See you there! Remember to Sign the Pledge Do you want to make a commitment to reducing your impact? Excellent! Sign the #greentips pledge and let us know how you use technology to reduce your energy use!
Genre, Myth, and Convention in the French Cinema, 1929-1939 Genre, Myth, and Convention in the French Cinema, 1929-1939 examines classic French film, exploring and analyzing the cinema as an institution, the textual system to which it gave rise, and the light that such an approach can shed on the process of production and reception of specific films. Colin Crisp identifies recurrent patterns in the fields of character, narrative, and setting in the French cinema of the early sound period and delineates the myths that these patterns embodied. In Part One he discusses the 1,300 films produced by the French cinema in the 1930s, treating them as a single global textual system that returns obsessively to certain types of story, character, and setting. Part Two deals with publications of the period that comment on those films. The extensive viewer's guide and filmography make this book an essential resource for students of the history of cinema.
During the evening, many households' regular routines include sitting down to dinner and then enjoying a show on the television. Most households will, however, upgrade or replace their television a couple of times a decade, but what do you do with your old TV sets? Knowing how and where to recycle your old TV sets properly means you can help reduce waste and prevent them from ending up in landfills. TV recycling in Austin is important, and below will give you details about the process so you can ensure your TV ends up in the right place. Why Should You Not Throw Away Your Old Television Set? When it comes to protecting the state's economy and environment, the Texas Commission on Environmental Quality encourages everybody in the state to ensure their televisions are properly recycled. There are many ways you can properly deal with old or broken television, and these include repairing, donating, reselling, or recycling. TV recycling in Austin is a great method to get rid of your television, because the parts inside the television can be taken apart, and either reused in other electronics or properly disposed of that is environmentally friendly. Depending on the technology of the television you are getting rid of, they may have hazardous materials, especially older cathode ray tube televisions that may have toxic lead or heavy metal like cadmium. Older television cabinets and circuit boards also may contain brominated flame-retardants that are dangerous to the environment if just thrown into a landfill. How will Your Television Be Recycled? The most common method of TV recycling in Austin is to break down the television into its base materials and reuse as much as possible in newer electronics, or as components to repair televisions. Televisions, no matter how old, have a lot of materials that can be reused, such as steel and aluminum, and copper metals in the wires, cables, and circuitry of the electronic control boards inside. All these recycled materials can be used for the production of new electronics and other products. Glass from televisions and computer screens can also be melted down and separated from their lead components, then reused in new products. Where Do you Recycling Your Old Television? There are several methods you can use for TV recycling in Austin. Sometimes, landfills will have a location on-site that you can place items for recycling, however, if you cannot find one, then you can contact the store or manufacturer you proposed your television from and ask them about their recycling program. Bill 329, The Television take Back Law, requires computer manufacturers to take back and recycle or reuse old computers, and later it was expanded to include television manufacturers as well. If you don't want to go through the hassle of taking your television anywhere, then you can hire a junk removal service to come and pick up your television, and they will ensure it is taken to the proper recycling facility for safe and environmentally friendly disposal. Junk Removal to Safely Dispose of Your Old Television If you are looking to get rid of your old television in an environmentally responsible way, then contact Waste Kings Junk Removal today for TV recycling in Austin, you can set up a time for them to pick up your television. Comments are closed.
Artash Nath My experiment on “Effects of Ionizing Radiation in Space” has been selected for a sub-orbital space flight on a sounding rocket during Rocket Week (June 14-21, 2019) at […] My experiment on “Effects of Ionizing Radiation in Space” has been selected for a sub-orbital space flight on a sounding rocket during Rocket Week (June 14-21, 2019) at NASA’s Wallops Flight Facility in Virginia. The experiment was submitted as a part of the Cubes in Space competition. Cubes in Space is an idoodledu inc., a program in collaboration with NASA Goddard Space Flight Center’s Wallops Flight Facility, NASA Langley Research Center, and the Colorado Space Grant Consortium. The experiment is due to fly on 20 June 2019 on a NASA Terrier-Improved Orion suborbital sounding rocket that is 36 feet long and has a payload weight of 667 pounds. The rocket will fly to nearly 73-miles (117 kms) altitude. The experiments will land via parachute in the Atlantic Ocean where they will be recovered by boat. The Rationale behind the Experiment Earth is continuously being irradiated from all directions by high-energy charged particles (ionizing radiation). As we climb up the sea level towards outer space this radiation increases and can cause damage. A key reason for failure or shorter mission life of satellites is that electronic components are not able to handle increased levels of radiation. Many important missions have failed because of it, including the 2011 Phobos-Grunt Mission to Phobos, one of Mars’s moons where non-space hardened electronics was used. (http://www.planetary.org/blogs/guest-blogs/2018/0417-space-grade-electronics.html). The ongoing NASA Juno mission has a Juno Radiation Vault – a 1 cm thick titanium compartment inside which most of the electronics and computers are enclosed to offer increased protection against radiation. Commercial Off-The-Shelf Technologies (COTS) for Space As more youths and students get interested in space and want to launch their CubeSats, BalloonSats and other experiments into space, it is important that the radiation risks are well understood to protect the satellites and their payloads. But procuring and using space grade electronics is not easy and drives up the costs. The other option is to use Commercial Off-the-Shelf Technologies (COTS). But these are not space hardened hardware. For instance, it can cause electronic components to malfunction by breaking down their material. And yet use of COTS is essential in student-led space projects as they are easily available in all countries, are inexpensive, have ample documentation and libraries available, and are tried and tested technologies. If we could find ways to make some of the existing Commercial Off-The-Shelf Technologies (COTS) that are not space hardened, more tolerant to space radiation we could bring down the costs of space projects and make them more accessible to the student community. The purpose of my space project is to understand ionizing radiation tolerance of some of the COTS, and how we can lower the risks of these COTS electronic components failure through different protective coatings. A black object absorbs all wavelengths of light and reflects none. This is why it appears black. A white object reflects all wavelengths of light and therefore appears white. Hence COTS components wrapped in a white coating should reflect back more ionizing radiation and should have a lesser chance of damage than those wrapped in black material. My NASA / CubesinSpace Sounding Rocket Experiment I have been making space and electronics projects for the last 5 year. I use many commercial off-the-shelf technologies (COTS) such as Arduino, LEDs, and capacitors. A component I use the most is a Resistor (to provide voltage difference in the circuits). To build low-cost projects, I want to understand the performance of COTS, in particular, resistors, in high-altitude, space projects. Here the independent variable is ionization radiation which increases with altitude. At an elevation of 5 km, the levels of ionization radiation in millisieverts (mSv) are several times that at the ground level (around 2.4 mSV). The radiation can lead to the ejection of orbital electrons which break the bonds that combine atoms as molecules in the COTS as they are not space hardened. The Experiment will analyze if the dependent variable: the ohms value of the “Resistor” will change when it goes in space where it is exposed to increased dosage of ionization radiation and how it can be protected against it. The breakdown because if ionizing radiation should permanently change the ohms value of the resistor sent to space, and should be easy to measure using an ohms/multimeter. Components that will stay on Earth to provide comparison data Step 1: I purchased 30 off-the-shelf Resistors of 1 kilo-ohm value. The Resistors are very small, lightweight and take up very little space. Step 2: I labeled each of them and measure their resistance values to 2 decimal places using a digital ohms meter and input the readings into Excel. Step 3: I wrapped 5 of the Resistors in Aluminium Kitchen foil to reflect the radiation. The other 5 Resistors were wrapped in a black plastic sheet to absorb radiation. The remaining 5 were put unwrapped in the Cube. Step 4: I prepared the remaining 15 Resistors under similar protection (5 in aluminum foil, 5 in black material and 5 wrapped) on Earth (in my home) to provide comparison data and to eliminate changes in resistance values that may occur because of other factors. Step 5: When I receive my Cube back from space, I am going to take out the 15 resistors and measure their resistance values and record them to 2 decimal places. I will do for the same for the 15 resistors kept at my home. I am looking forward to launching my experiment into space. After I get back the box, I will use the same digital Ohms meter to measure the resistance values of these Resistors to 2 decimal places. I will then record before and after resistance values of each of the Resistors. My project will then determine the percentage change and standard deviation in resistance values for all the Resistors. I will compare the data sets of resistors that went in space to those that stayed in the ground. This will help me analyze the impacts of radiation on COTS components that traveled to space and which protection fared the best. The project findings will provide information about the performance of COTS in space and which protections work the best. The results of the study could help lower down the cost of student space projects if they are able to use COTS components with very small chances of failure. Space Exploration: Building Rockets, Reaching Higher I have been building and flying model rockets as a part of the Cambridge Rocket Club. It allows me to test new rocket models, payloads and parachute systems. However, the best part is collecting data from these rockets by using sensors and having the data transmitted over the radio to our base station. I am passionate about seeing my payloads reaching a higher altitude. My model rockets can go up to 500 meters. Last year my payload on the balloon went up 25 km. This year I am looking forward to crossing the 100km altitude (the Karman line). See related blog postings: Launching Rockets with the Cambridge Rocket Club: Upwards and Higher! Winners: NASA SpaceApps 2018, 2017, 2014. Imagining the Skies 2019. Jesse Ketchum Astronomy Award 2018. Honorable Mention at 2019 NASA Planetary Defense Conference. Emerald Code Grand Prize 2018. TIFF Kids Jury 2018, 2016. Canadian Space Apps 2017. Deep Space Musical: NASA SpaceApps 2018 Toronto Winner LIGO Quadruple Pendulum: Swinging to Stability, Royal Astronomical Society of Canada 2019 TVO Kids (2018): TRAPPIST-1 Sound and Light Model Yes I Can / Oui Je Peux: NASA – Canadian SpaceApps Toronto 2017 Winner Drop the Drought : NASA Space Apps Toronto 2017 Winner CuriousBot: NASA Space Apps 2014 Global Top 5 Winner Lecture on TRAPPIST-1 at Carr Astronomical Observatory (CAO) Open House
In an argument essay you will try to persuade your reader not only to understand the points you make, but also to come to the same conclusion on the issue you're debating. All persuasive essays are similar to argumentative essays the difference between these two essays is that the argumentative essay shows where a discussion that has been presented opposes something based on one opinion or view of that subject. [tags: persuasive essays, argumentative essay] free essays 822 words (23 pages) essay on nationwide smoking ban: smoking should be banned in all public places. A good introduction in an argumentative essay acts like a good opening statement in a trial just like a lawyer, a writer must present the issue at hand, give background, and put forth the main argument -- all in a logical, intellectual and persuasive way start your introduction with a sentence. While argumentative essay presents information that supports the claim or argument, persuasive essay serves a sole mission - to persuade the reader to take your side of the argument this article will cover the main steps on writing a persuasive essay. Guide to writing a persuasive essay what is the argument that i am trying to convince the reader to accept hamilton college 198 college hill road, clinton. Argumentative essays can be organized in many different ways, but one common format for persuasive writing is the five paragraph essay, which includes an introduction, three body paragraphs, and a. A persuasive essay is a form of academic writing that is built around a central argument these essays are sometimes called argumentative essays because of this. Exciting and funny argumentative essay topics for all college students and other scholars who want to add some spice to their essays for better grades. Classic model for an argument below is a basic outline for an argumentative or persuasive essay this is only one possible outline or organization always refer. Top recommended argumentative essay topics simple argumentative essay topics the complexity of the us educational system the problem of obesity among american population. 40 persuasive essay topics to help you get started looking for even more help i recommend reading this study guide about persuasive and argumentative essays. Argumentative or persuasive essay writing: an argumentative essay, also called a persuasive essay, aims at stating and defending a position on some issue. A persuasive essay must be based on sound logic and must contain factual evidence to support the argument how to write a persuasive essay take a stance. Persuasive essay samples since this is the most common type of essay, it is important to be familiar with its requirements and style check out our persuasive essay. A persuasive essay guide: topics, outline, prompts, rubric and examples are included master argumentative writing of persuasive essays here. 7 quick tips for writing a great persuasive essay organization is the key to remaining focused on the crux of your argument throughout your composition your. Polito 1 chris polito paola brown eng102 25 march 2008 argument what people must understand is that properly raising a child does not rely on. Many students often ask whether there is a difference between argumentative essay vs persuasive essay the answer is yes here are three differences between persuasive and argumentative writing. The difference between persuasion and argumentation carter motors, inc, volkswagen, seattle wa, 1973 by alden jewell when i ask students to write argumentative essays in their beginning composition courses, we begin with a brief lesson on the difference between persuasion and argumentation.
[O]ur increasing democracy impels us to make a new demand upon the educator. … [A] code of social ethics is now insisting that (the individual) shall be a conscious member of society. [Black women] understood intellectually and intuitively the meaning of homeplace in the midst of an oppressive and dominating social reality, of homeplace as site of resistance and liberation struggle. this essay considers the role of city/community as homespace in an attempt to bring a particular place, the community of Muskegon, Michigan, into the classroom as a learning partner in a place-based educational project. Place-based education is commonly used to describe sustainability/environmental learning (Powers), but it also can describe a pedagogy that incorporates the local historical power struggles, the cultural conflicts and strengths, and recent economic upheavals in the education process (Gruenewald). In this approach, the community in all of its situatedness provides the context for the learning experience, and community members come into the classroom as partners in the learning. This essay demonstrates that the underlying commitments to particularities of location/place in pragmatist feminist educational theory and practice, illustrated in the work of Jane Addams, John Dewey, and contemporary feminist and pragmatist thinkers, is a helpful foundation for place-based education and can lead to larger engagement with social issues. In the spring of 2010, I joined a small team of Continuing Education leaders at Grand Valley State University to discuss a new program for nontraditional students in Muskegon, Michigan. Muskegon is located on the shores of Lake Michigan, with beautiful beaches and a shipping port. In the late 1800s, Muskegon was known as the “Lumber Queen of the Mid-West” [End Page 29] and at one time had forty-seven sawmills. It suffered an economic depression when Michigan forests were substantially depleted, but the economy was revived when large industries such as Shaw-Walker, Brunswick, Campbell, Continental Motors, and the Central Paper Mill moved into the area in the early twentieth century. Industry had brought many Southern Europeans to the area in the 1880s, and the migration of industrial workers from the South in World War II included large numbers of southern African Americans (Yakes). The loss of manufacturing jobs in Michigan in the 1990s and early 2000s hit Muskegon hard, and it has been struggling economically. Sappi Paper Mill, one of the area’s largest employers, closed in 2009, adding to the unemployment problems in Muskegon. In 2010, Muskegon had 17.6% unemployment. In 2000, over 11% of the population of the county lived in poverty;1 however, given economic downturns in Michigan since 2000, that number might be higher now. In Muskegon County in 2010, only 16.5% of adults over the age of 25 had a bachelor’s degree2, compared with 28% nationally in 2010.3 There are no public four-year universities there, although the thriving community college houses a university center where three state universities have small offices. The Muskegon Grand Valley State University (GVSU) office is about forty-five minutes from the main campus. It has had a presence there since 1995, but the enrollment has faltered partially because of changes in the job market. The program we piloted in Muskegon was a newly designed Liberal Studies Leadership program. The decision to offer this program was based in community research, including interviews with prospective students and community leaders; it was created to “find new directions for Muskegon” and to create pathways for businesses and for community support (Watson). This new program in Muskegon was specifically targeted toward nontraditional students who are typically working adults interested in night classes. Many of our students had full-time jobs and families, others were looking for positions—some students were unemployed when starting the program but took on full-time jobs while taking classes. Some of our prospective students were receiving federal educational funding through the “No Worker Left Behind” program. Because of their multiple commitments, working adult students typically find it difficult to participate in extracurricular and/or service learning types of activities. The program was particular to Muskegon...
Polycyclic aromatic hydrocarbons (pahs) in soil and sediment from industrial, residential, and agricultural areas in central South Africa: an initial assessment Quinn, Laura Penelope Borgen, Anders R. MetadataShow full item record Polycyclic aromatic hydrocarbons (PAHs) are of global concern due to their ubiquitous presence, toxicity, and carcinogenicity. No data on PAHs in soils from South Africa have been published, even though it has the largest economy and industrial base in Africa. During this initial assessment, the levels of PAHs were determined in soils and sediments collected from central South Africa, specifically targeting industrial, residential, and agricultural areas. Analysis was performed by gas chromatography/mass spectrometry (GC/MS). The total concentration of PAHs (Σt-PAH) ranged between 44 and 39,000 ng/g, dw and the concentration of carcinogenic PAHs (Σc-PAH) ranged between 19 and 19,000 ng/g, dw. Pyrogenic processes were the most likely sources, with minimal petrogenic contributions. PAH levels were in the same range as levels reported from other countries, and the majority of the sites did not exceed Canadian environmental quality guidelines. Based on assumptions for dermal contact and ingestion of PAH-contaminated soil, we provisionally calculated only a small increase in cancer risk, but additional PAH inhalation could add considerably to this risk. Our data indicates a need for more analysis in industrial and residential areas, and should include air.
About Nano Electronics Nanoelectronics refer to the use of nanotechnology in electronic components. The term covers a diverse set of devices and materials, with the common characteristic that they are so small that inter-atomic interactions and quantum mechanical properties need to be studied extensively. Some of these candidates include: hybrid molecular/semiconductor electronics, one-dimensional nanotubes/nanowires, or advanced molecular electronics. Recent silicon CMOS technology generations, such as the 22 nanometer node, are already within this regime. Nanoelectronics are sometimes considered as disruptive technology because present candidates are significantly different from traditional transistors. The types of Nano electronics areMolecular Electronics, Nanotubes/nanowires, Nanomachines.
The Troigs were a multi-headed, multi-limbed, sentient species from the planet Pollillus. The majority of Troigs had two heads and four arms, with one head controlling one set of arms independently of the other; nevertheless, most Troigs had only one primary hand and three off hands. Each head exhibited its own personality and volition. For a two-headed Troig, the Saprin, or right head, was thought to be the source of qualities such as loyalty, faith, and cunning, while the Saprah, or left head, was the source of features such as love, anger, and passion. Troigs with more than two heads were rare but celebrated in Troig culture. Heads remained constantly aware of one another, a circumstance that afforded members of the species great awareness of their surroundings. Each head had its own name; the full being took his or her name by joining the heads' names with the infix sin. For instance, a Troig with heads named Fode and Beed became Fodesinbeed when referred to as a single entity. The species was discovered by the wider galaxy shortly before the Invasion of Naboo of 32 BBY. The Troigs proved eager to explore the stars, and several emigrated from their homeworld. They exhibited great capacity to learn languages, and scientists remarked that if only one of a Troig's heads learned a language, the whole being could comprehend it. One of the first to explore the galaxy was a Troig known as Fodesinbeed Annodue, who eventually became famous as the preeminent Podracing commentator in the galaxy. Another Troig, AndroosinLiann, hosted the Eriadu-based talk show Essence. In the latter years of the Galactic Republic, the Troig Dwuirsintabb made headlines when the head Dwuir requested surgical separation from his partner head, Tabb. Medical technology remained incapable of accommodating the request without killing one of the heads even into the regime of the Galactic Empire. Biology and appearanceEdit The Troigs were a species of sentient bipeds characterized by their multiple heads. Each Troig had at least two heads, although very rare specimens were born with three or more. Despite the fact that each of the heads was for all practical purposes a unique individual with his or her own personality, memories, will, and skills, the species' nervous system connected the heads together and gave them a limited telepathic connection to one another. The nervous system thus allowed each head to send instantaneous warnings to the organism as a whole and help it avoid hazards, for instance. The connection between Troig heads was so strong that if only one head learned a language, another head that shared the same body could understand the first head when he or she spoke the foreign tongue. Unconsciousness in one head did not necessitate a similar condition in the whole entity, although one effective technique for anyone in combat with a two-headed Troig was to bang the heads together to lead to dual loss of consciousness. The death of one head inevitably led to the demise of the entire specimen unless advanced medical technology was available. With medical intervention, a bicephalous Troig's heads could theoretically be separated from one another, although only one head could survive such an operation. The typical Troig cranium was roughly conical. The skull sloped backward from the brow before rounding off to a dome; it then tapered to a point at the top of the head. The cranium dropped down in the back, bulged out at the back of the head, and then sloped down toward the neck. Some Troig heads had short horns. Not all Troigs had hair, but it grew on some Troig faces and atop some Troig heads. The color varied from brown to green or pink. The hair's consistency and thickness varied such that some Troigs had hair long enough to pull back into a topknot, while others left it as short bristles. Although each of a Troig's heads could exhibit radically different features, their faces were generally narrow with a roughly humanoid structure of two eyes, a nose, and a mouth. The eyes were wide-set and featured slit pupils. The sclera could be either yellow or white, while the iris came in shades of brown, yellow, orange, red, and green. Having multiple sets of eyes gave Troigs excellent peripheral vision and allowed them to monitor more than one object simultaneously. Heavy brows protected their visual organs, and fleshy growths sometimes grew from below the eyes and projected toward the sides of the head. Each of a Troig's mouths was framed in a pair of mutable lips and housed a set of white teeth and a dark-pink tongue. Some heads also featured a pair of thick growths along the bottoms of the cheeks that flanked the mouth. Troig noses showed great variation; some were short and flat, others tall and narrow. Two small tentacles grew from each side of each head. Troigs also had ears with which to hear. The necks that supported each head were long and agile and split from a common source at the top of the torso. There they met a sunken chest that supported the four shoulders, each attached to an arm. The two pairs of arms were situated one before the other such that the Troig had a frontmost and rearmost set, the forward pair situated slightly closer to the ground than the back pair. The arms were attached to three- or four-fingered hands with gray claws. For two-headed Troigs, each head controlled one set of arms. Still, the Troig had only one hand capable of the same level of dexterity as a right- or left-handed being's preferred hand, so that the other three hands were less adept. For instance, a Troig might wield four weapons simultaneously, but only one hand could do so with full agility. The synchronization of their hands was not developed enough in most cases to afford them extra climbing or grappling ability. Nevertheless, Troigs learned to use their two heads in tandem to allow them to manipulate objects with multiple hands simultaneously, and some were truly multi-dexterous. The chest met a plump abdomen whose flesh came to a protruding crest at the median that extended from the sternum and down to the groin. A wide posterior and hips led to two relatively short, thickset, digitigrade lower limbs with knobby ankles at their midpoints and conical, three-toed hooves at their extremities. The average member of the species stood between 1.96 and 2.00 meters tall. A long, whiplike tail with a spiked, knobby bulge at its end grew from the posterior. Troigs sported several possible skin colorations. Cream, brown, black, green, orange, pink, red, and yellow were all known. Often each of a Troig's heads displayed a different color scheme; one green head and one red head was the most common pattern for two-headed Troigs. Even on the body, a single individual could have skin that varied in hue from one body part to another, like a dominant skin tone with a paler shade on the underbelly and the insides of the arms and legs. Alternatively, a Troig might have one primary color mottled with another. Wrinkles covered the hide, often forming complex patterns. For instance, the skin of the necks and arms was striated with bands of deep-set creases. Society and cultureEdit Troigs were thought to be unique in the galaxy for having separate personalities that shared the same body. Still, the degree of the heads' individuality was a matter of debate in medical and philosophical circles. On the one hand, the heads acted together to create a single sense of identity for a single Troig. A Troig's heads had a symbiotic relationship of mutual interdependence; they looked out for one another such that it was extremely difficult to surprise a Troig. Indeed, certain personality traits were common among Troig heads, such as outgoing conviviality and curiosity. On the other hand, the heads exhibited personalities that were unique from one another, and each thought independently to the point that a Troig might even have an argument with itself. The complexities of their multiple heads and personae gave problems to grammarians as well, since discussing Troigs brought up issues of whether to refer to a single entity with multiple personalities with singular or plural pronouns, and whether to refer to the entity as one Troig or as multiple Troigs. In general, however, common Basic practice was to count as one entity and use singular forms of words for the complete biological entity rather than the individual heads or personalities. For a two-headed Troig, the left head was referred to as Saprah. The head was considered to be the source of "blood humors" that regulated powerful emotions such as anger, love, and passion. The right head, meanwhile, was called Saprin. It was thought to be the source of "breath humors," which controlled the Troig's senses of cunning, faith, and loyalty. The rare Troigs born with more than two heads were highly revered in their society to the point of becoming celebrities. Rarely, one head could develop mental illness and become detrimental to the organism as a whole. For that reason, Troig society recognized the necessity to medically separate heads in such circumstances. Nevertheless, well into the period of the Galactic Empire, galactic-standard surgical techniques were not advanced enough to allow for separation without killing one of the heads. On their homeworld, Pollillus, Troigs held standard occupations, such as that of a diplomat. They had access only to relatively primitive technology. Nevertheless, their natural ability to multitask supported thriving crafts industries on Pollillus. Some Troigs eschewed most clothing and went about nude. Others wore clothing, such as trousers and vests, albeit vests tailored to their four-armed physique. Hairstyles were equally varied, with some Troigs wearing their locks in topknots and growing out mustaches and beards with beads strung over them. Troigs lived together in population centers; one such was Twin Cities. Those Troigs who emigrated from Pollillus were able to adapt to galactic-standard technology. Troigs were talented linguists. If one head learned a language, all heads could instinctively understand what the partner said. Among the languages that some Troigs mastered were Basic and Huttese. The species' own tongue was known as Troig. Indigenous names for Troigs followed a pattern whereby each head had its own name, which were joined together with the infix sin. For example, a Troig with heads named Fode and Beed was known by the combined name FodesinBeed. The system emphasized both the separateness of the personalities of a Troig's heads and the indivisibility of the full Troig. In some transliterations, the sin was capitalized. Similarly, the name that came later was only sometimes capitalized. Among speakers of other languages, the two parts of the Troig name were often split so that the individual was known as, for example, Fode and Beed. Some Troigs took a surname; one example was Annodue. Although the specific pressures that led to the development of a multi-headed species on the planet remained a mystery to the galaxy as a whole, Pollillus served as the site of Troig evolution. Theories as to how their unique physiology might have arisen included the excellent defensive capabilities inherent in being able to look in more than one direction at once, although the lack of serious predators on Pollilus cast some doubts on the full explanatory power of the theory. By 32 BBY, the Troigs had developed relatively simple technologies. Not long before the Invasion of Naboo that year by forces of the Trade Federation, visitors from the outside galaxy visited the world for the first time; these offworlders were ambassadors from the Galactic Republic. Intrigued by the prospect of a galaxy beyond their home star system, Troigs began to leave the world. Pollilus eventually became integrated into the wider galaxy. It became part of the Core Worlds, although its location just beyond the Koornacht Cluster placed it within the more recently discovered systems known as the Negs. The world was incorporated as part of the Vannell sector. As the planet became more integrated with the galaxy, more Troigs emigrated to find their fortunes abroad. In 22 BBY, a Troig named Dwuirsintabb on Pollillus made a public plea to be allowed to have his heads, Dwuir and Tabb, separated; Dwuir claimed that Tabb was "mentally disturbed and suicidal." A poll conducted by HoloNet News, a galactic media outlet, found that sixty-one percent of respondents supported Dwuir's wish to undergo head-separation surgery. The matter remained unresolved after the Galactic Republic was replaced by the Galactic Empire in 19 BBY. By this point, the Troig government asked for outside help, as Troig technology remained incapable of providing a safe separation. No record of the outcome of Dwuirsintabb's saga survived, and his name fell out of galactic records by the time of the retirement of Senior Anthropologist Mammon Hoole in the days of the New Republic. The Troig homeworld remained neutral during the Clone Wars (21–19 BBY), as it lay beyond the spheres of influence of both the Republic and the Confederacy of Independent Systems. By 137 ABY, the planet fell within territory claimed by the Sith Lord Darth Krayt as part of his Galactic Empire. Troigs in the galaxyEdit - "A 15% gratuity will be added for parties greater than seven (or three and a half Troigs)." - ―Menu for Dex's Diner After the species made first contact with representatives of the Galactic Republic, many Troigs became enthralled by the prospect of visiting the stars and therefore left their planet. The species' inherent extroversion made them natural entertainers and event hosts. For example, the most famous Troig for many years was Fodesinbeed Annodue, one of the earliest members of his species to depart Pollillus. More popularly known as Fode and Beed, the Troig found employment as an announcer for the fast-paced sport of Podracing. Within a year of his world's discovery by outsiders, Fode and Beed had become the most famous sportscaster in the Outer Rim Territories and the most famous Troig in the galaxy. Annodue followed the Galactic Podracing Circuit throughout the Outer Rim and became the voices of the sport for most enthusiasts. His ubiquity at the races placed him in the commentators' box during the Boonta Eve Classic on the planet Tatooine in 32 BBY, the year that the Human child Anakin Skywalker won the event. Afterward, the Troig had to evade an angry mob who accused him of rigging the race. Despite the incident, Annodue appealed to a wide audience with Fode and Beed's bilingual commentating: Fode spoke Basic during races, while Beed spoke Huttese—although Beed was able to speak Basic as well when circumstances required it. The Troig hosted a Podracing program called the Fode and Beed Show and an event at the Poodoo Lounge in Tatooine's city of Mos Espa on at least one occasion and remained an active announcer for at least the next decade. Another Troig who found a place in the entertainment industry was AndroosinLiann, who worked as the host of Essence, a talk show broadcast from the planet Eriadu. In 22 BBY, AndroosinLiann interviewed the Human Republic soldier Laslo Dorits, who accused the Human Senator Padmé Amidala of warmongering. Another Troig entertainer worked as a fire-eater in a circus that visited the planet Coruscant at some point during the regime of the New Republic. Not all offworld Troigs worked in the entertainment industry, though; for instance, one member of the species served as a pilot-for-hire. The species also dispatched diplomats; one such Troig owned the G2 repair droid called G2-9T but sold it to the Star Tours travel agency at a bargain rate at some point after the Battle of Endor in 4 ABY. By the outbreak of the Clone Wars in 22 BBY, Troigs had become well enough known on Coruscant that the Besalisk restauranteur Dexter Jettster warned in the menu of his diner that he charged a fifteen percent gratuity to any party of more than three and a half Troigs.During the regime of the Galactic Empire, the Troig Pillaat and Nerro held a longstanding position as a bartender at the Spyder casino on the planet Coruscant. He was skilled at using all four arms to serve customers and at keeping his patrons company. The Troig was quick to talk about clandestine activities in Imperial Center, especially after a bribe. For example, he gave a group of patrons information on the Nikto bounty hunter Kaa'to Leeachos on one occasion. Behind the scenesEdit - "We went in, and we riffed—that's how it worked." - ―Greg Proops, on filming Fode and Beed's scenes for The Phantom Menace The Troig species was created during production of the 1999 film Star Wars: Episode I The Phantom Menace when director George Lucas wanted a two-headed character to serve as the announcer during the film's Podracing sequence. Preliminary sketches of the character Fodesinbeed Annodue were created by artists Terryl Whitlatch and Iain McCaig. Various ideas presented by the artists included giving the species a wide torso with a more humanoid body; giving the species dark-gray skin, sharp claws, and evil-looking smirks; and putting the announcer in long robes. Although all of McCaig's and Whitlatch's concepts showed a species with two heads on a single body—one atop the other in one of Whitlatch's drawings—not all of them featured four arms. Most of the concepts featured two-legged beings, although one of Whitlatch's showed a tripedal creature. Lucas approved one of Whitlatch's designs for the final character's look. Comedians Scott Capurro and Greg Proops were hired to play the role of the announcer, with Capurro as Beed and Proops as Fode. Originally, Industrial Light & Magic (ILM) attempted to realize the Troig character by putting Capurro and Proops in elaborate makeup, a process that took several hours to complete. The actors then dressed in blue bodysuits and performed in front of a blue screen. The shoot occurred after principal photography had finished and was completed in a day, but when the animators attempted to digitally place the actors' heads atop the character's body, the result was deemed too unrealistic and difficult to execute. Instead, ILM created the Troig announcer as a wholly computer-generated (CG) character. Although the character was originally slated to be named Fodesinbeed Annodue, the surname was dropped before the film was released. It was restored to the character with the publication of The Official Star Wars Fact File 121, a source that also canonized as in-universe one of Whitlatch's concept drawings. The shift from human heads on a CG body to a fully CG character is reflected in peripheral material from The Phantom Menace. For example, the Phantom Menace comic book depicts the character with heads that resemble the made-up Capurro and Proops. Similarly, in Hasbro's first action figure of Annodue, released as "Jabba the Hutt with 2-Headed Announcer" as part of the Star Wars: Episode I toy line in 1999, the character resembles the older version with heads based on those of Capurro and Proops in makeup. However, Hasbro corrected the character to match his final on-screen appearance with the release of the "Fode and Beed" pack, part of the Star Wars: Power of the Jedi line, in 2000. Annodue has made the most appearances in Star Wars material of the Troig species, notably in adaptations of The Phantom Menace such as the novelization, junior novelization, comic book, PhotoComic, and video game, but also in spin-off materials such as Star Wars: Anakin's Speedway, Star Wars: Episode I Racer, and Star Wars: Yoda's Challenge Activity Center. Other material introduced new Troig characters, such as DwuirsinTabb and AndroosinLiann in HoloNet News, and a nameless Troig pazaak dealer in the introduction to Star Wars Tales 23, who runs a match played by Dark Horse Comics editor Jeremy Barlow. Author Abel G. Peña considered retroactively identifying a two-headed character from the 1986 Marvel comic book Star Wars Droids 3: The Scarlet Pirate as a Troig for an article he co-wrote with Rich Handley for the Star Wars Blog. However, the anatomy was not close enough, so the authors instead gave a new name to the two-headed species, Dyclops. The New Essential Guide to Alien Species, a book published by Del Rey in 2006 and written by Ann Margaret Lewis and Helen Keier, includes an entry on Troigs that contradicts most other sources in two key areas. First, the book claims that the species' homeworld, Pollillus, is located in the Deep Core region of the galaxy. This contradicts other sources, which place it in the Core Worlds. Secondly, Lewis and Keier describe Troigs as "humanoid," a description in direct contrast to the species' multiple heads and arms, as well as tails. Game statistics allow players of the Star Wars Roleplaying Game from Wizards of the Coast to portray Troig characters. The rules afford them some protection from surprise and a lessened penalty for doing two tasks simultaneously. Amended statistics published online provide Troigs with even more ability to perform multiple tasks at once. In the adventure Star Wars: Edge of the Empire: Shadows of a Black Sun, for the Star Wars: Edge of the Empire roleplaying game from Fantasy Flight Games, the encounter between the Troig Pillaat and Nerro and the player characters is optional; the characters may instead opt to visit another location to gather information about Kaa'to Leeachos. However, the adventure allows for the possibility of visiting all three, so this article assumes such a full completion of the scenario. - Star Wars: Anakin's Speedway - Star Wars: Episode I Racer - Star Wars: Jar Jar's Journey - Star Wars Episode I: The Phantom Menace novelization (First appearance) - Star Wars: Episode I The Phantom Menace - Star Wars Episode I: The Phantom Menace 2 - Star Wars Episode I: The Phantom Menace PhotoComic - Star Wars Manga: The Phantom Menace - Star Wars Episode I: The Phantom Menace junior novel - Star Wars Episode I: The Phantom Menace video game (Voice only) - Podracing Tales - Star Wars: Yoda's Challenge Activity Center - Star Wars: Republic 14: Emissaries to Malastare, Part 2 - Star Wars: Republic 15: Emissaries to Malastare, Part 3 - HoloNet News Vol. 531 45 (content now unavailable; backup links 1 2 on Archive.org) — - HoloNet News Vol. 531 50 (content now unavailable; backup links 1 2 on Archive.org) — - Kinect Star Wars (Voices only) - "Republic HoloNet News Core Edition 15:01:03"—Star Wars Insider 72 - MedStar II: Jedi Healer (Mentioned only) - (Mentioned only) - Reversal of Fortune (Mentioned only) - Coruscant Nights II: Street of Shadows (Mentioned only) - Under a Black Sun - Tatooine Ghost (Appears in hologram) (Voice only) - Star Wars Tales 23 (Introduction only) - Star Wars: The Making of Episode I: The Phantom Menace - Star Wars: Episode I Insider's Guide - Star Wars: Episode I: Racer: The Official Nintendo Player's Guide - Star Wars: Episode I Racer: Prima's Official Strategy Guide - The Art of Star Wars Episode I: The Phantom Menace - "Voices of Episode I"—Star Wars Insider 48 - Secrets of Tatooine - The Wildlife of Star Wars: A Field Guide - Rogues Gallery: Pilots for Hire"—Star Wars Gamer 9 (Picture only) " - "Crossword"—Star Wars Insider 63 - The Official Star Wars Fact File 121 (TRO1–2, Troigs) - Star Wars Chronicles: The Prequels - The New Essential Guide to Droids - The New Essential Guide to Alien Species - Obsessed With Star Wars - The Complete Star Wars Encyclopedia - "Menace Revisited"—Star Wars Insider 109 - The Phantom Menace: The Expanded Visual Dictionary - Star Wars: The Ultimate Action Figure Collection - Star Wars: Force Collection (Card: Fode and Beed) Notes and referencesEdit - ↑ 1.00 1.01 1.02 1.03 1.04 1.05 1.06 1.07 1.08 1.09 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 The New Essential Guide to Alien Species, p. 212 - ↑ 2.00 2.01 2.02 2.03 2.04 2.05 2.06 2.07 2.08 2.09 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 The Official Star Wars Fact File 121 (TRO1, Troigs) - ↑ 3.0 3.1 Star Wars: Republic 14: Emissaries to Malastare, Part 2 - ↑ 4.00 4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 4.09 4.10 4.11 4.12 4.13 - ↑ 5.0 5.1 5.2 5.3 5.4 The Complete Star Wars Encyclopedia, Vol. III, p. 264–265 ("Troig") - ↑ 6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 HoloNet News Vol. 531 50 (content now unavailable; backup links 1 2 on Archive.org) — - ↑ 7.0 7.1 7.2 7.3 7.4 7.5 7.6 7.7 Star Wars Chronicles: The Prequels, p. 87 - ↑ 8.0 8.1 8.2 8.3 8.4 Star Wars: Episode I Insider's Guide - ↑ 9.0 9.1 9.2 9.3 9.4 9.5 Podracing Tales - ↑ 10.0 10.1 Obsessed With Star Wars, question 163 - ↑ 11.0 11.1 11.2 HoloNet News Vol. 531 45 (content now unavailable; backup links 1 2 on Archive.org) — - ↑ 12.00 12.01 12.02 12.03 12.04 12.05 12.06 12.07 12.08 12.09 12.10 12.11 12.12 12.13 12.14 The Official Star Wars Fact File 121 (TRO2, Troigs) - ↑ The Complete Star Wars Encyclopedia, Vol. I, p. 220 ("Dwuirsintabb") - ↑ 14.0 14.1 Under a Black Sun, pp. 25–26 - ↑ 15.0 15.1 15.2 15.3 Secrets of Tatooine, p. 38 - ↑ Coruscant Nights II: Street of Shadows, Chapter 10 - ↑ The Complete Star Wars Encyclopedia, Vol. I, p. 283–284 ("Fode and Beed") - ↑ Star Wars: Republic 15: Emissaries to Malastare, Part 3 - ↑ Star Wars: Yoda's Challenge Activity Center - ↑ 20.0 20.1 20.2 20.3 Star Wars Episode I: The Phantom Menace 2 - ↑ 21.0 21.1 - ↑ 22.0 22.1 The Wildlife of Star Wars: A Field Guide, p. 162 - ↑ 23.0 23.1 23.2 23.3 - ↑ The New Essential Guide to Droids, p. 27 - ↑ 25.0 25.1 25.2 The Complete Star Wars Encyclopedia, Vol. III, p. 35 ("Pollillus") - ↑ 26.0 26.1 The Essential Atlas, p. 12 - ↑ The Essential Atlas, p. 36 - ↑ The New Essential Chronology, p. 83 - ↑ The New Essential Guide to Alien Species, p. xi - ↑ The Essential Guide to Alien Species, p. viii - ↑ The Essential Atlas, p. 151 - ↑ The Essential Atlas, p. 226 - ↑ Star Wars: Episode I The Phantom Menace - ↑ Star Wars: Episode I Racer - ↑ Kinect Star Wars - ↑ "Republic HoloNet News Core Edition 15:01:03"—Star Wars Insider 75 - ↑ Rogues Gallery: Pilots for Hire"—Star Wars Gamer 9, p. 16 " - ↑ The Essential Guide to Droids, p. 27 - ↑ The New Essential Chronology, p. 124 - ↑ The New Essential Chronology, p. 51 - ↑ 42.0 42.1 42.2 The Art of Star Wars Episode I: The Phantom Menace, pp. 140–141 - ↑ "Voices of Episode I"—Star Wars Insider 48, p. 30 - ↑ Star Wars Tales 23 - ↑ What's This? More Droids from Handley and Peña? on the Jedi Council Forums (Literature board; posted by Halagad_Ventor on June 15, 2013; accessed June 18, 2013) - ↑ Under a Black Sun, p. 23