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The vehicle will be moving at a velocity of about 100,000 kilometers per hour when it completes the flyby, Dr. Scott Bolton of the Southwest Research Institute, the mission’s principal investigator, said.
Jupiter’s gravitational pull will accelerate Juno even more as it approaches in mid-2016, possibly to as much as about 165,000 kilometers per hour.
The spacecraft is so massive that, at the time of launch in Aug. 2011, there was not a rocket capable of moving it directly from Earth to Jupiter.
“When we launched, we had enough energy to reach out to the asteroid belt,” Bolton said. “It’s a big spacecraft and that capability wasn’t really there.”
At one point during today’s flyby Juno was about 500 kilometers above the Earth’s surface, with viewing most favorable from South Africa.
“That’s more or less the same sort of orbit the shuttle used to do, but Juno is moving much faster,” Bolton explained.
During the flyby Juno took photographs of Earth and the moon.
Bolton said that these images are the first opportunity humanity has had to view Earth and its moon together from such a distant vantage point.
The photography exercise is also necessary to calibrate Juno's instruments, he said.
Juno is scheduled to arrive at Jupiter on July 4, 2016. It will study the atmosphere of the solar system's largest planet.
“We’ll take a look at the interior structure to see whether there’s a core of heavy elements and also the water abundance,” Bolton said.
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Last week the New York Daily News came out guns blazing against New York City’s bold innovation designed to rethink how students learn math, the School of One. The Daily News’s headline declared the project “a pricey reject.” This might have been fine except that its information was based on a study that was far more nuanced in its findings and was commissioned with the purpose of helping to improve the program, not declaring with any finality the program a success or failure. Also worth noting is that the program didn’t cost taxpayer dollars, but was funded by private philanthropic dollars.
Innovation is a messy process. Although we have unearthed in our research several things that make the process of innovation far more predictable and ultimately successful, one of those fundamental findings is that using a “discovery-driven” process to identify what works—and only then scaling—is critical.
What that means is that rarely if ever does an innovation hatch out of someone’s mind as a perfectly formulated plan. The innovations that succeed are those that have the time and space to test and learn and the money left over to then iterate and tick and tack between different approaches until they nail the job of the user. Failure is actually a critical part of innovation—and its occurrence and learning from it is what allows for ultimate success. It would be awfully surprising if an innovation got everything right in its early days. The first personal computers and cell phones, to name just two, certainly didn’t.
Which brings us to New York City’s School of One. The fundamental truth that jump-started School of One’s, now Teach to One’s, approach was this: each student enters a classroom with different levels of background math knowledge and skills more generally.
Given this, teachers face an extraordinary challenge in being able to individualize for these different learning needs in the conventional classroom structure. The results are clear that today’s approach is not working for far too many students.
School of One blows apart that structure (quite literally) by administering a diagnostic assessment to each student, creating an individualized learning plan for each student, and then offering students different ways to learn based on the diagnosis of their distinct needs—be that instruction in large or small group clusters or individual online or offline work. At the end of every day, students take another diagnostic assessment to inform what they’ll do next, as School of One operates on a mastery, or competency-based, model in which students move on when they have mastered a concept.
As part of this experiment, New York City funded a series of independent studies to engage in the innovation process—that is, to test whether the innovation was really working after some early promising results that gave the city the confidence to bring the model into regular-day instruction, learn both from mistakes and the positives, and iterate appropriately.
Researchers from The Research Alliance for New York City Schools out of NYU were one group conducting a study to help School of One learn, and they recently produced a helpful and measured study, which they also released on their website. As they stated in their research, “[School of One’s] theory of action is based on the premise that students cannot learn grade-level content when they are missing precursor skills from earlier grades. Similarly, more advanced students should be able to move on to higher-level skills when they are ready. [School of One] seeks to meet each student wherever he or she is on the continuum of math knowledge and skills, while acknowledging that it may take several years to see the results of this strategy.”
At a high level, what they found was that in the first full year of operation (the 2010-11 school year), of three schools using School of One, one school did better compared with students in peer schools, one did worse, and one did the same when looking at New York State’s grade-level math test. In essence, the effect was neutral. As the Daily News reported, two of the schools dropped the program, although several new schools have adopted it. What’s interesting is that, at least preliminarily, a school that had a slight dip in its first-year results appears to have had very impressive results in its second year, in 2011-12, according to the school’s principal and this subsequent piece.
There are several missing parts of the story. First, School of One is doing exactly what we would hope an innovation process would do to get better in this respect: It put a solution out there, is studying what works and what doesn’t, and is then tweaking and, apparently, improving. The study suggests some possible questions about School of One’s approach and how we ought to improve math learning—for example, maybe students can learn easier concepts in the context of more advanced ones; maybe the School of One approach doesn’t allow students to own their learning enough; or maybe there were just operational issues that got in the way of knowing whether the premise behind School of One is sound. Indeed, based on this state report regarding the host site that did not perform as well as peer schools and will ultimately be closed by New York City, it appears that a host of issues having nothing to do with School of One may be to blame for the first-year outcomes. In the Educational Impact Statement that the City released in advance of finalizing the closure decision, the City stated that it believed the new school that will be opened in its place should be better able to leverage School of One. In other words, School of One is far from being a reject, at least at this point.
The reporting from the Daily News misses this completely—and thereby sets back the dialogue across legislatures and boards of education, many of whose members will only ever see that first piece. It also hurts the chances that other innovative efforts like School of One will take as considered an approach to iterating around boosting student learning. As Matthew Riggan, from theUniversity of Pennsylvania’s Consortium for Policy Research in Education, wrote for the American Enterprise Institute’s series on the role of for-profits in education in a paper titled “Between Efficiency and Effectiveness: Evaluation in For-Profit Education Organizations,” “Although formative evaluation is critical to the development of some products or services, for some firms it can also be perilous. This type of evaluation involves identifying what is not working in order to fix it. Perhaps more important, it involves documenting those shortcomings, in the form of either quantitative outcomes or customer feedback. The intense scrutiny some private firms face—in some instances extending all the way to the subpoena of e-mails and internal documents—has made them reluctant to engage in this process for fear that politicians, policymakers, activists, and the general public will interpret and use both internal and external formative evaluation results in a summative manner, hurting both their reputations and bottom lines.” As this sorry incident shows, non-profits will perhaps start to fear the same thing, which would not be good for innovation in education. That would not be a problem were the country’s education system succeeding for all students, but it’s certainly not. Innovation is imperative.
Another missing part of the story is one that plagues evaluation efforts of programs in all schools right now. We have a system that administers grade-level assessments and gives no credit to students who start well below grade level and make amazing progress or to those who are able to race ahead. As the study itself said, the New York State assessment used to judge School of One “focuses mostly on grade-level material. Thus, it is possible that some students made progress on lower-level math skills that were not detected by the state test.” This points to a much larger systematic problem across our education system, which is that we have to move away from a seat-time based model in which time is held as a constant and learning is highly variable and instead move to a competency-based learning model in which time becomes the variable and learning is the constant and we reward programs not only for bringing students to proficiency but also for helping students make incredible growth. We know the system as a whole is not working, but because of this lack of nuanced data, it’s hard to figure out where and why. One hypothesis around the School of One’s apparent second-year success is that potentially the program was filling holes in the students’ learning in the first year to build a foundation for their learning and only in the second year was it able to get them up to grade level so that their gains would begin to show on the state assessments. Without more information, like NWEA’s MAP test, the sort of assessment that Teach to One will be administering going forward, it’s hard to know.
The story around the School of One points to a few other principles of innovation in education. It’s critical that we don’t dupe ourselves into thinking that there will be a panacea to solving our education woes or a silver bullet. The problems of educating students are much too complicated. Having a portfolio of approaches that are pushing different innovations and experimenting iteratively is critical—much as New York City has done by setting up its iZone initiative, of which School of One was perhaps the boldest experiment. As a result, it’s also important not to hail a new innovation as the answer until it’s actually been proven as such. The School of One received significant hype and headlines early in its formation, and although the leadership was smart to innovate at first in areas of nonconsumption—summer school followed by after school—the attention it received in Time magazine and the steadfast championing from former New York City Schools Chancellor Joel Klein has invited a blow back. I don’t know whether School of One will ultimately be successful—although I think the premise behind it makes sense and is exciting, there are lots of operational issues to work through it seems to me—at the moment it appears to be an important research and development project, not a fully baked solution that should have been promoted as much as it was. I’d much rather see it innovate quietly and scale gradually as it proves itself (which is what New Classrooms now appears to be doing with it).
Lastly, I would like ultimately to see a system in place that rewards those programs that make the most progress with students—and therefore drives out of the market those programs that are not successful in boosting student outcomes. I’ve been consistently clear about that. A system like that would allow innovators to hone their programs against actual outcomes and gain revenue the better they became. As part of a system like this, there should be a natural mechanism that provides space for risk-taking and research that pushes the envelope in bold ways that could unearth breakthroughs in education. We should do it carefully with sound principles of innovation in place that allow us to tweak and improve the solutions; shuttle them if they show that they clearly won’t work over a reasonable amount of time; and naturally allow them to scale if they do. Our students deserve that type of serious innovation that has created so many breakthroughs in so many other parts of society. We shouldn’t give them short shrift.
This post originally appeared on Forbes.com.
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Henri Lefebvre (1901–1991) was a French sociologist, intellectual and philosopher who was generally considered a Neo-Marxist.
His Critique of Everyday Life, first published in 1947, was among the major intellectual motives behind the founding of COBRA and, eventually, of the Situationist International. Lefebvre dedicated a great deal of his philosophical writings to understanding the importance of (the production of) space in what he called the reproduction of social relations of production. This idea is the central argument in the book The Survival of Capitalism, written as a sort of prelude to La production de l'espace (1974) (The Production of Space). These works have deeply influenced current urban theory, mainly within human geography, as seen in the current work of authors such as David Harvey and Edward Soja. Lefebvre is widely recognized as a Marxist thinker who was responsible for widening considerably the scope of Marxist theory, embracing everyday life and the contemporary meanings and implications of the ever expanding reach of the urban in the western world throughout the 20th century. The generalization of industry, and its relation to cities (which is treated in La pensée marxiste et la ville), The Right to the City and The Urban Revolution were all themes of Lefebvre's writings in the late 1960s, which was concerned, amongst other aspects, with the deep transformation of "the city" into "the urban" which culminated in its omni-presence (the "complete urbanization of society").
In his book The Urban Question (translated into English very early, in contrast with Lefebvre's works), Manuel Castells heavily criticizes Lefebvre's theoretical arguments contained in the books published in the 1960s about the contemporary city from a Marxist standpoint. Castells' criticisms of Lefebvre's subjective approach to Marxism echoed the Structuralist school of Louis Althusser, of which Lefebvre was an early critic. Many responses to Castells are provided in The Survival of Capitalism, and some may argue that the acceptance of those critiques in the academic world would be a motive for Lefebvre's effort in writing the long and theoretically dense The Production of Space. In The Production of Space, Lefebvre contends that there are different levels of space, from very crude, natural space ('absolute space') to more complex spatialities whose significance is socially produced ('social space').
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Are you a hunter of rare American coins? Then you most probably have the Lincoln penny on your wishlist. Why? Well, this coin which has been in circulation for more than a century, is a must for any passionate collector.
If you do not want to spend a fortune, don’t worry, as the 1923 cent value is lower than that of the cent struck just one year before. The reason for that is that there were around 83 million pennies minted in San Francisco and Philadelphia – an incredible mintage which means many of these pennies are still around today.
To give you a quick idea of their value, the price for a 1923 Lincoln penny can range from 50 cents up to hundreds of dollars based on their condition, rarity and mint marks.
Let’s discuss the topic more in-depth so you can understand all the essential information about the 1923 penny, from valuation of such a coin to their history, design features, and mint marks…
The 1923 Lincoln Penny History
The US Mint began the Lincoln penny production in 1909 due to Theodore Roosevelt’s decision to refresh to the coinage. The main purpose was to honor the 100th anniversary of Lincoln’s birth.
Take a look at the chart below which highlights the mintage (number of coins minted) based on each minting location.
|Philadelphia||1923||Almost 75 million pieces|
|San Francisco||1923 S||8.7 million pieces|
So the total number of minted coins in 1923 was 83,423,000! Quite impressive, right?
The honor of creating the new Lincoln cent design went to the engraver Victor Brenner, who brought two innovations to this penny. The first was to integrate the President’s image on the obverse of the coin for the very first time in American history. Additionally, the engraver was free to add his initials (VDB) to the reverse. Until then, the coin designers could only write the initial of their last name.
However, the initiative to inscribe the full initials was not well received and they were almost immediately removed. Since only a small amount of 1909 S VDB Lincoln penny coins were actually released, this makes them rare and expensive coins today.
Like modern varieties, the 1923 Lincoln coins display the image of Abraham Lincoln’s bust in the center while the date is inscribed on the right. Above the president’s head is written IN GOD WE TRUST, while the word LIBERTY is inscribed to the left.
On the reverse side of this coin, you can find the words ONE CENT and UNITED STATES OF AMERICA. The letters are positioned in the center, surrounded by two stalks of wheat to the left and right. This is why the Lincoln cent is also referred to as the Lincoln wheat penny. Last but not least, the E PLURIBUS UNUM motto is inscribed along the top of the coin.
Dimensions and Composition
For a better overall picture and to check the authenticity of the 1923 cent, have a look at these basic details:
- Face value: $0.01 (one cent)
- Coin Weight: 3.11 grams
- Coin diameter: 19 mm
- Thickness: 1.52 mm
- Shape: round
- Edge: plain
1923 Penny Value Guide
Whether you are looking to buy or sell 1923 pennies, you have to make sure you can determine their key features and condition. This is something that can be learned and mastered. Once you have some experience, these signs can quickly tell you whether a 1923 old penny is valuable or not.
Grading System For The 1923 Lincoln Penny
When it comes to coin collectors, they are usually aiming to find Lincoln cents in mint or uncirculated condition. Simply put, the coin’s condition is a real game changer.
1923 pennies are quite old and have been in circulation for a long time. Thus, most of them carry flaws and wear. Collectors will grade them to establish their precise condition and final value.
When we refer to the grade, we are talking about the coin’s condition and state of preservation. Below we have listed the basic grading system for 1923 pennies.
If you have an uncirculated 1923 penny, you can consider yourself to be a very lucky person. Since these coins have never been in circulation, you can expect them to be flawless and worth much more.
These coins have been most likely kept in coin rolls or protected where exterior factors couldn’t damage their condition.
When looking at such a coin, you should expect not to find any damage or signs of wear on its surface. In other words, the uncirculated grade 1923 pennies are in almost perfect condition, like they were minted yesterday.
For instance, look at this spectacular uncirculated penny from 1923.
Extremely Fine Condition
When we talk about a coin that is in extremely fine condition, we refer to those that might have very minor signs of damage and wear. Usually, these little flaws come in the shape of tiny scratches or a little wear on the most raised parts of the coin’s design. However, it is hard to notice these flaws with the naked eye. Experts use magnifying glasses and specialist equipment to determine the exact grade accurately. Finding 1923 Lincoln cents in extremely fine condition might be challenging and their value is likely to be relatively high.
1923 pennies in fine condition may have spent some time in circulation but were not badly damaged. The signs of usage and wear are pretty clear, considering they were exchanged between many hands over time.
Scratches or chips are the main signs of usage. However, the images and lettering should have been preserved well enough so they can be clearly seen.
Good condition describes Lincoln pennies that have spent most of their existence in the open market. Due to the hundreds of exchanges, these coins will have acute signs of damage, such as scratches and complete smoothing of details. It will be hard to spot the most detailed elements of the design, as they are probably gone from the coin’s surface.
The Complete 1923 Penny Value Chart
Have a look at the chart below and compare the average values of 1923 pennies based on their condition. Please note that these values are correct at the time of writing, according to the USA Coin Book. Prices are subject to change depending on supply and demand, and coin condition and rarity. Ensure you conduct thorough research into true current values based on coin condition and variety by checking the online auction prices.
|1923 no mint mark Penny Value||$0.4||$0.5||$0.7||$5.7||$10||$17||$34|
|1923 S Penny Value||$4.5||$6||$7.9||$45||$102||$242||$435|
1923 Lincoln wheat cents with no mintmark were minted in Philadelphia. Those with an S mintmark, which can be found below the date on the obverse of the coin, were minted in San Francisco.
1923 cents without a mintmark are more common and therefore usually not as valuable even in uncirculated condition. However, the auction record for a no mint mark 1923 Lincoln cent with the grade MS67 was $11,500 in 2005! The auction record for a 1923-S Lincoln cent with the grade MS65+ was a whopping $67,562.50 in 2019!
Now, a great concern regarding coin condition is the method of preservation. If you want to start this hobby, you should know that keeping the coins in a dry, protected location is vital for maintaining the value.
Since copper is prone to develop dark shades on its surface due to humidity, you want to be 100% sure that this doesn’t happen. Therefore, you should consider storing your precious pennies in an airtight container lined with soft material, which keeps the coins separate from one another.
1923 Lincoln Penny Errors
Several errors found on the 1923 Lincoln wheat pennies might affect their value. Here are the most intriguing ones you should know about:
You should expect copper to quickly discolor when in contact with oxygen. In time, the coin will lose the initial shine and divide into three types:
- red coins that still have the original luster (these are the most valuable)
- red-brown coins
- brown coins (these are typically the least valuable)
Errors in the production of the coins can be rare and actually raise the value of coins over time. Rare usually equals more valuable, so make sure to look out for these notable errors you might find on 1923 pennies:
- The 1923 Lincoln penny with die cracks
- The 1923 off-center Lincoln penny
- The BIE error in LIBERTY
- The rarest error of them all is the doubled President’s eyelid. This kind of coin can be extremely valuable.
Q: Is there a mintmark on the 1923 Lincoln coin?
A: Yes, there can be a mintmark on the 1923 Lincoln cent depending on where it has been minted. Expect to find the mint mark right under the date.
- An “S” on the Lincoln 1923 penny indicates the coin was produced at the San Francisco Mint.
- On the other hand, if you don’t see any mintmark, it means the 1923 wheat penny was made in the Philadelphia Mint. This mint used to skip putting their mintmark on the coins they crafted before 1942.
Q: How much does a 1923 penny value in average circulation grade?
A: If you have your own coin in average circulated grade, here are the rough prices you can expect:
- 1923 Lincoln cent with no mint mark: from $0.70 to $1.50
- 1923-S Lincoln cent: from $3 to $5 and upwards.
Q: What is the most expensive 1923 Penny ever sold?
A: The most expensive 1923 penny was a 1923-S Lincoln cent in MS65+ condition. It was a red coin and considered to be extremely rare. It sold for $67,265.50 in 2019!
Q: Are there any fast solutions to determine the 1923 Penny Value?
A: If you want to determine the actual value of a 1923 Penny without going to an expert, we recommend using a coin magnifier. Furthermore, we strongly suggest you look into the U.S. Coin Grading Standards book as well.
Also Read: 1923 Silver Dollar Value Chart Guide: How Much Is A 1923 Silver Dollar Worth Today?
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The lactate level in the blood is related to performance and its intensity.
When the body is subject to physical exertion it must produce as much energy as possible within the shortest possible time, and return to its initial level as quickly as possible.
In the case of exercise of equal intensity, a more experienced athlete will produce a higher amount of lactates.
The amount of lactate, a chemical substance, bears witness to this performance.
The degradation of lactic acid into lactate also produces another chemical element (the proton H+), which itself is responsible for the acidity of the muscle cell, and the «restless legs» syndrome, in connection with a very intense workout.
The most recent research highlights a muscle-gut axis, and the higher amounts of several bacteria in more experienced athletes.
They play a role in the metabolising reactions of lactates, consuming them in order to produce an energy surplus, and therefore participate in physiological processes of muscular recovery.
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NASA Heads up Mt. EverestApril 13th, 2009 in Astronomy & Space / Space Exploration
Mt. Everest and the Himalayas photographed from Earth orbit by astronauts onboard the International Space Station.
Steve "Ark" Vander Ark takes a deep breath at the foot of the stairs in a lonely, dusky stairwell, then turns and heads up ten long flights of steps - for the eighth time. He'll repeat this ritual thrice more, for a total of 100 flights of stairs, in the NASA Johnson Space Center building where he works. And to top it all off, he's wearing a fully-laden backpack.
He's getting ready to climb Mount Everest.
Because it's there - and because he wants to do a NASA research project along the way to benefit future space travelers.
Vander Ark (Section Manager for Wyle's Behavioral Health & Performance group at JSC) and some of his colleagues, along with Jake Maule of Marshall Space Flight Center and several other adventurous NASA and non-NASA souls, share a passion for exploration and a love of beautiful scenery. They also share a burning desire to see the Himalayas, and in mid-April they'll get the chance, paying for this non-work related trip out of their own pockets but dedicated enough to still do some work along the way.
"This trip will be fun, but Jake and I will do some serious research to help astronauts," says Vander Ark. "Mount Everest provides a good space analog; it's similar to the austere, challenging environment of space. So our hike will be comparable in some ways to what astronauts face while engaged in a long spacewalk or an excursion on the surface of the Moon or Mars. Like astronauts, we'll spend long hours doing strenuous work without an abundance of oxygen."
"Mission planners will need to know how long periods in extreme environments affect sleep. Quality sleep is crucial to daytime alertness and performance on critical tasks, and can also impact long-term health. Lack of sleep could even affect safety."
So Vander Ark is taking a device up Mount Everest to monitor what happens with the sleep/wake cycle when the human body is subjected to long periods in challenging environments.
"The device is called an Actiwatch," says Vander Ark. "It resembles a wristwatch and records the wearer’s sleeping and waking movements. It also measures light exposure. Several members of our group will be wearing an Actiwatch during the hike. In general, these devices will show how well the hikers sleep during the trip."
Maule will be conducting a separate experiment during the Mount Everest trip. He'll be using a mini-lab called LOCAD-PTS that resembles a Star Trek tricorder. Short for Lab-On-a-Chip Application Development-Portable Test System, this small tool with a big name has been used to detect bacteria and fungi on surfaces inside the International Space Station. On the climb, Maule will use it to look for snow algae, a cold-tolerant algae that grows on snow, and upon blooming, makes the snow look red.
"This kind of research can help scientists develop efficient procedures for future field studies on the Moon and Mars," says Maule. "They'll need to know how to collect and analyze samples in extreme environments."*
Another NASA team member, EVA (extra-vehicular activity) flight controller Sabrina Singh, whose parents were born and raised in India, is organizing the Everest journey for the group. She arranged and participated in a similar event last year but can't go this year.
Not getting to go hasn't dampened Singh's zeal for the venture.
"I've lived in the Indian Himalayas, and it's a breathtaking part of the world!" says Singh. "This will be quite an expedition for my coworkers and friends. It reflects NASA's theme of exploration and adventure."
To prepare for the trek, all the hikers are training on their own rigorous schedules - some climbing stairs like Vander Ark and others getting up at 6 a.m. to do "boot camp" drills and/or run. A few members of the group are even hiking parts of the Appalachian Trail to get used to the rigors of mountain treks.
"We'll have to be in shape to reach our destination - the base camp, 18,000 feet up," says Vander Ark. "We've purposely timed our trip so we can meet up with another very fit adventurer - mountaineer, medical doctor, former astronaut and spacewalker Scott Parazynski. He'll be at base camp when we arrive."
That's where Parazynski will be taking a planned break during his second attempt to scale the majestic mountain all the way to the top - over 29,000 feet up - the same elevation where commercial airplanes cruise. He tried last year to make it to the summit, but was waylaid by a back injury a mere 24-hour hike from the top. If this year's attempt is successful, he'll become the first person ever to have gazed up at space from the pinnacle of Earth's tallest mountain, and gazed down on that same pinnacle from the black vacuum of space.
"Like others of us, he's wearing an Actiwatch during his expedition. When our paths cross at base camp, we'll give him care packages and letters from family, friends, and well-wishers," says Vander Ark. "And chocolate expresso beans. He likes those!"
Singh adds: "Scott will have the following of a lot of readers, but the members of our group are just everyday people. The non-NASA hikers will see how enthusiastic and adventurous this NASA family is."
"During rest days, they'll use the 'climb high, sleep low' strategy to help prevent altitude sickness," says Singh.
That means they'll gain some altitude daily, then descend a bit and spend the night at a slightly lower altitude to adjust to the reduced oxygen levels gradually. They'll do this vertical zig-zagging more than once. Base camp is as about as high as most of them will go**, but this special strategy is still essential.
Before their mountain challenge, several of the trekkers plan to visit Kathmandu's PA Nepal Orphanage, established by former teacher Indira Rana Magar. (Parazynski will visit the orphanage too, at some point during his time in Nepal.) This orphanage cares for Nepalese village children whose parents have passed away, been imprisoned, disappeared, or are too poor to feed and educate them.
"We want our visit to be special for the kids," says Vander Ark. "We're gathering gifts and supplies to take to them from the NASA community."
Singh adds, "One member of our group, Dr. Keith Manuel, who performed the eye exams for astronauts for a number of years, is doing an eye clinic for close to 100 kids at the orphanage. He’ll get their prescriptions, and later we’ll mail glasses to the kids who need them. Hikers Court Manuel, Jenna Andrews, and Rob Rist [all NASA employees] will help with the eye exams. My mother, Dr. Manjeet Singh, is a dentist and a member of the expedition. She’ll do dental exams on all the children."
Adam Gilmore, a NASA engineer who is not a member of the trekking group, serves as science advisor to this orphanage. He provides the children a few supplies and a lot of lesson plans, including some ideas for science experiments. For one experiment, Jake Maule will show the children the LOCAD-PTS device he'll use on the trek.
"The children idolize astronaut Suni Williams, who has relatives in India, and they know that Suni did a LOCAD experiment on the space station," says Singh. "They'll be thrilled to see and touch the hardware Suni used in space. These children love to learn about the cosmos. They even helped paint stars and planets on the ceiling and walls of the orphanage."
Rana Magar and her space-savvy kids will greet the hikers at the Kathmandu airport with flower garlands and a traditional Nepalese flower ceremony.
"The ceremony and the visit to the orphanage will make this adventure even better," says Vander Ark.
But, hold on Ark, there's still work to do before you leave. You have to get your sea level body ready for the trek to 18,000 feet. (JSC's elevation is only about 30 feet!)
He takes another deep breath and heads back up the stairs.
Source: by Dauna Coulter, Science@NASA
"NASA Heads up Mt. Everest." April 13th, 2009. http://phys.org/news158849392.html
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- September 5th through October 27th
- Today's Hours
- 8:00am to 11:45pm
- Hatcher Graduate Library, Gallery (Room 100)
- Location Information
- Event Type
The University of Michigan was founded in 1817 as a public institution, a concept for which there were few models. What makes a university public? What should it look like? Whom should it serve? Who should have access to its resources, and where should those resources come from?
This exhibit explores how students, faculty, staff, politicians, and citizens have attempted to answer these questions. These stories invite us to imagine U-M's future as a public university based on what we know about its past.
Presented by the Bicentennial LSA Theme Semester with support from the Bicentennial Office, Eisenberg Institute for Historical Studies, and the Department of History.
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It is bloody work dashing out the poor little beggars’ brains while they look up with their big dark eyes into your face.
Arthur Conan Doyle, Arctic diary entry, 3 April 1880
In February 1880, a third-year medical student from Edinburgh abandoned his studies, temporarily, to sign on as the ship’s doctor of the S.S. Hope, a Greenland whaler sailing out of the Scottish port of Peterhead. The medical student was Arthur Conan Doyle, who would later go on to earn lasting fame with his stories of a fictional “consulting detective” named Sherlock Holmes.
Doyle kept a diary during his voyage, and ‘Dangerous Work’ (2012) is a handsome volume from the British Library, containing the 200 facsimile pages of that diary, complete with Doyle’s many drawings and paintings. Since Doyle was not yet a doctor, his handwriting is actually fairly legible—but the facsimile pages are helpfully followed by a transcript, copiously footnoted by Jon Lellenberg, a Doyle and Holmes scholar, and Daniel Stashower, a Doyle biographer.
The diary entries are bracketed by essays co-written by Lellenberg and Stashower—an introduction sets the scene and briefly summarizes Doyle’s voyage; and, after the diary concludes, there’s a description of his early life in medical practice, and how he used his Arctic experience in his writing and lectures. The book is then completed by four samples of Doyle’s “Arctic” writing—two essays, “The Glamour of The Arctic” (1892) and “Life on a Greenland Whaler” (1897); and two short stories, “The Captain Of The ‘Pole-Star'” (a ghost story published in 1883) and a Sherlock Holmes case involving a murdered whaling captain, entitled “The Adventure of Black Peter” (1904). (All my links take you to the full text of these pieces, at the splendid Arthur Conan Doyle Encyclopedia.)
The twenty-year-old Doyle of the diaries is rather different from the rather stuffy-looking elderly man we’re used to seeing in photographs. He is hugely enthusiastic, cheerfully self-mocking, and keen to get involved in all the activities of the ship. He takes two pairs of boxing gloves on the voyage with him, and quickly establishes a reputation as “the best surgeon the Hope had had” after giving the steward a black eye during a boxing match. He also refuses to assume the role of an “idler” (a member of the crew who does not get involved in sealing and whaling duties), and puts himself in the thick of the action whenever he can.
He seems not to have had much to occupy his time in a medical capacity. One elderly seaman did die of a bowel obstruction during the voyage, and his burial at sea probably informed a poignant scene in “The Captain Of The ‘Pole-Star'”. As ship’s doctor, and therefore out of the chain of command, he was expected to provided companionship for the captain, John Gray, with whom he seems to have got along very well. Surprisingly, there was a good supply of wine and champagne aboard ship, which must have helped the conviviality along.
The Hope sails north, and reaches the pack ice in late March. As far as the eye can see, breeding seals are hauled out on the ice. But, under the terms of a treaty between Britain and Norway, sealing cannot commence until the 3rd of April. So ships from Peterhead, Dundee and Norway sail jealously up and down along the edge of the pack, waiting for the day when slaughter can commence. Doyle pronounces himself extremely bored.
And then carnage follows—the opening quotation is Doyle’s description of clubbing a seal pup to death. He was not at first particularly nimble on the shifting ice floes, and fell repeatedly into the Arctic Ocean, earning himself the nickname “the Great Northern Diver”. On one occasion he was only able to haul himself out of the water by gripping the tail of a seal he had been skinning:
The face of the ice was so even that I had no purchase by which to pull myself up, and my body was rapidly becoming numb in the freezing water. At last, however, I caught hold of the hind flipper of the dead seal, and there was a kind of nightmare tug-of-war, the question being whether I should pull the seal off or pull myself on.
As the season progresses and the pack recedes, the ships move northwards and towards Greenland, hunting the North Atlantic right whales which were their principal quarry in those days. The whales were still pursued in open boats, which were rowed right up on to the whale’s back so that a harpoon could be driven in at point-blank range from a gun mounted in the bows. The grim business then proceeds, and a modern reader will probably find little to identify with in Doyle’s delight in the bloody “sport” afforded by a dying whale.
And yet, he also delights in the sight of living whales. The humpback whale (which Doyle calls the “hunchback”) was not yet considered to be a worthwhile catch, and so they were left undisturbed:
Was called up about 11 PM by the Captain to see a marvellous sight. Never hope to see anything like it again. The sea was simply alive with great hunchback whales, a rather rare variety, you could have thrown a biscuit onto 200 of them, and as far as you could see there was nothing but spoutings and great tails in the air. Some were blowing under the bowsprit, sending the water on to the forecastle, and exciting our Newfoundland [dog] tremendously.
Rarity, unfortunately, was not necessarily any protection from sudden death at the hands of the whalers, however.
Two very rare ducks were seen behind the ship this evening. The Captain went off himself in a boat and nailed them both with a right and left barrel.
Footnotes by Lellenberg and Stashower are highly informative, giving background detail, explaining references to card games and Shetland hotels, sailors’ jargon and literary references. They draw the line, however, at explaining the name “John Thomas” which Doyle bestows on a Clio sea snail he keeps as a (short-lived) pet.
This one, I’d say, is not for the squeamish—like many of his contemporaries, Doyle finds “sport” in what most modern readers would view as wholesale cruelty and indiscriminate slaughter. But if you can get past that, this book is a fascinating insight into the final days of Greenland whaling, and into the mind and character of the young Doyle.
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In my Encryption Primer talk, I do demo on symmetric key use, and wanted to document it here. Encryption is a serious subject, and please do your research and education, as well as testing, before you implement it.
This post will look at some simple encryption and decryption using symmetric keys. I showed how to create a symmetric key before, so I won’t talk about that here, but I’ll just show the code.
Let’s set up a test table. In this case, I’m showing salary in a table, which isn’t something you want to do, but you might have this in an existing application: data you need to encrypt, but it’s stored unencrypted.
-- create a table create table Employees ( id int identity(1,1) , firstname varchar(200) ,lastname varchar(200) ,title varchar(200) ,salary numeric(10, 4) ); go insert Employees values ('Steve','Jones','CEO', 5000) , ('Delaney','Jones','Manure Shoveler', 10) , ('Kendall','Jones','Window Washer', 5) ; go
Here I have three employees and salaries. Now I want to encrypt the salary. However I cannot just encrypt this value. Encryption creates a binary representation of the data, and that won’t fit in a varchar field. So I need to add a column.
alter table Employees add EnryptedSalary varbinary(max); go
Now I have a placeholder, so let’s create a key and then update the new binary column with the encrypted value.
-- create a symmetric key create symmetric key MySalaryProtector WITH ALGORITHM=AES_256 , IDENTITY_VALUE = 'Salary Protection Key' , Key_SOURCE = N'Keep this phrase a secr#t' ENCRYPTION BY PASSWORD = 'Us#aStrongP2ssword' ; go -- open the key open symmetric key MySalaryProtector decryption by password='Us#aStrongP2ssword' ; -- encrypt the data update Employees set EnryptedSalary = ENCRYPTBYKEY(key_guid('MySalaryProtector'),cast(salary as nvarchar)) ; go -- remove the old data update employees set salary = 0 ; go
Note that I open the key, which is needed. I can close it at the end, or it will close when my session ends. I don’t close it here as I usually run this demo in the course of one session.
The encryption takes place with the ENCRYPTBYKEY function, which requires the GUID of the key. Why the GUID and not the name I don’t know, but it seems like a PIA, halfway implementation. In any case, the KEY_GUID function is used as the first parameter.
The number needs to be cast as a character, so I do that first, and then it’s the next parameter in the function. If I look at the data, it looks like this:
select id , firstname , lastname , title , salary , EnryptedSalary from Employees; go
If you use the same identity_value and key_source, you should get the same encryption.
To decrypt it, I do this:
-- decrypt the data, with the casting select id , firstname , lastname , title , Salary = cast(cast(DecryptByKey(EnryptedSalary) as nvarchar) as numeric(10,4)) , EnryptedSalary from Employees go
The encrypted value has a header that tells it what key is used, so as long as it’s open, this works.
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In this course you will gain knowledge on 3 important approaches of machine learning.
- Supervised learning: This is used for solving a range of data science problems and interpret their outputs like decision tree, regression, classification, neural network etc.
- Unsupervised learning: This is used to analyzing data, looking for patterns and identifying structures in data like randomize, optimization, clustering, feature selection etc.
- Reinforcement learning: This will teach you the algorithms for designing processes like Markov decision processes, game theory etc.
- Supervised Learning
- Unsupervised Learning
- Reinforcement Learning
Duration: 4 months
Skill Level: Intermediate
Mode: Online Self- Paced
Basic knowledge of Probability Theory, Linear Algebra and Statistics.
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- by Rachel Tilseth, the founder of the Wolves of Doublas County
- on December 20, 2015
This year in review for the Great Lakes wolf has seen it all from being federally protected, to threats of delisting, and anti- wolf riders being rejected. The year 2015 started out on a positive note for wolf advocates, because a federal Judge had ordered the Great Lakes Wolf back on the ESA on December 19, 2014. This positive news didn’t last long and wolf advocates began to brace themselves against the possibility that the Great Lakes wolf could be delisted at any given moment. Anti-wolf factions were angered by the decision that returned the wolf back under federal protections. These anti-wolf factions began to work with special interests groups to undermine the endangered species act by attaching riders on legislation that would prevent any judicial review and return wolves back into the hands of states. Thus began the battle to save the great Lakes wolf.
On Friday December 19, 2014, the news broke that Great Lakes wolves were returned to the Federal Endangered Species Act immediately.
Several organizations challenged a rule that had removed the Great Lakes wolf from the Endangered Species Act. The humane society of the United States, the Center for Biological Diversity, Help Our Wolves Live, Friends of Animals and their Environment, and Born Free USA were the organizations that successfully sued to have the Great Lakes wolf put back on the ESA. The following is a press release from HSUS:
“Sport hunting and trapping of wolves in the Great Lakes region must end immediately, a federal District Court has ruled. The court overturned a U.S. Fish and Wildlife Service decision that removed Endangered Species Act protections for gray wolves living in the western Great Lakes region, which includes Michigan, Minnesota, and Wisconsin.” Citation: HSUS
The following is excerpts from the ruling:
“In its 111-page ruling, the court chided the USFWS for failing to explain why it ignored the potential for further recovery of wolves into areas of its historic range that remain viable habitat for the species. The court also noted that the USFWS has failed to explain how the “virtually unregulated” killing of wolves by states in the Great Lakes region does not constitute a continued threat to the species.” Citation: HSUS
Young wolf killed in Wisconsin’s third wolf hunt. Wisconsin is the only state that allows unregulated wolf hound hunting.
Great Lakes states were not willing to protect an endangered species. The following are some examples of unregulated sport hunting of wolves that took place while they were off the ESA list.
1. Wisconsin rushed to hunt wolves with the aid of hound hunting dogs. Out of all the states that hunt wolves, only Wisconsin allows hound hunters to use unleashed packs of dogs to hunt wolves. Wisconsin, quite literally, throws “dogs to the wolves.” Citation: Wolves of Douglas County Wisconsin’s blog, ‘Fact sheet’
2. Minnesota used snares to kill wolves. Can it get any more violent? Wolves were killed in Minnesota using these snare traps. Minnesota hunting regulations MDNR use of snare for trapping begins. Citation: WODCW blog
In other news, Michigan citizens worked hard to overturn any and all bids to hunt wolves and to keep wolves protected. For more information on this fight visit Keep Michigan Wolves Protected.
Returning wolves to the ESA was the best news of the year for wolf advocates in the Great Lakes region. Shortly after this good news broke, anti-wolf legislators began designing legislation calling for the delisting of wolves without any judicial review. In response to this anti-wolf legislation, several pro wolf organizations called for a compromise:
“… a petition from 22 regional and national conservation and wolf advocacy organizations, to keep protections in place – asking the U.S. Fish and Wildlife Service to reclassify wolves from “endangered” to “threatened.” The proposal would ensure federal oversight of wolves, encourage the development of a national recovery plan, and keep funding in place for wolf recovery while permitting states to address specific wolf conflicts.” Citation: WODCW blog
The fight to keep Wolves on the endangered species list continued in June, as the US Fish and Wildlife Service denied the threatened status for the gray wolf. Science was ignored by Wisconsin and Minnesota and trophy hunting became the only acceptable tool used to manage the Great Lakes wolf. It was no wonder a federal judge ordered them back on the ESA on December 19th after three years of unregulated trophy hunting in the Great Lakes region.
In Wisconsin news, it was determined that a trophy hunt on wolves did not increase tolerance of wolves and that state residents needed wolf education in order to increase their tolerance of wolves.
In addition, Scientists began to speak out against trophy hunts on wolves:
“There was a notion held widely in the scientific literature and said at public meetings that a public hunting season would increase acceptance of wolves,” says Adrian Treves, professor in the Nelson Institute for Environmental Studies and co-author of the study. In fact, the Wisconsin Department of Natural Resources cited “maintaining social tolerance” as a goal of the wolf harvest in a statement in 2013… While wolf hunting is again illegal — the animals were relisted as a federally endangered species in 2014 — study lead author Jamie Hogberg, a researcher at the Nelson Institute, suggests policymakers and wildlife managers might consider other ways to improve social tolerance and reduce conflict between the animals and people going forward.” Citation: Tolerance of wolves in Wisconsin continues to decline, UW-Madison news.
In an attempt to satisfy anti-wolf special interests, several members of congress began to push legislation to delist the Great Lakes wolf:
“Johnson’s bill would mirror H.R. 884, a bill introduced last month by U.S. Rep. Reid Ribble that would again remove wolves in Wisconsin, Minnesota and Michigan from the Endangered Species List. The bills would override a December federal court ruling that outlawed wolf hunts. Cited from Wisconsin Public Radio, Sen. Johnson Plans To Introduce Bill Delisting Wolf Under Endangered Species Act, Legislation Would Mirror Rep. Ribble’s Bill In House,” Friday, March 6, 2015, Glen Moberg.
Conditions worsened for the Great Lakes wolf, as anti-wolf legislation took the form of a rider attached to a federal budget that called to delist wolves without any judicial review. Great Lakes wolf advocates rushed to defend the endangered species Act from being undermined. Advocates used tweetstorms, letter writing, and email campaigns to stop anti-wolf legislation.
The most recent news on the delisting question took place in November 2015…
However, a greater debate broke out between scientists. There were many who advocated delisting, but there were even more who did not believe wolves should be delisted. The following is an account of the pro-wolf listing scientists:
“In recent weeks, scientists and researchers have been speaking up. Adrian Treves, a University of Wisconsin-Madison environmental studies professor, has co-authored a paper in the journal Biological Reviews that says by allowing hunters to shoot and trap wolves, Wisconsin legislators violated the Public Trust Doctrine that says governments must maintain natural resources for the use of current and future generations of the general public… This week, Treves joined 28 other scientists in arguing that Endangered Species Act protection for the wolves should be kept. Treves contends a different group of scientists that released a pro-delisting letter last week misunderstood the finer points of law, public attitudes and scientific evidence.” Citation: http://bit.ly/21h1be4
The following information concerns scientists who asked that wolves be delisted:
“Former DNR wolf biologist Adrian Wydeven, now coordinator of the Timber Wolf Alliance at Northland College in Ashland, said the group has a message for Congress: “Just want to let them know that many of us feel wolves have recovered and they should be a state-managed species at this point,” Wydeven said.” Citation: http://bit.ly/21h1be4
I even weighed in on the debate in the same post…
“Various advocates are lining up behind the two groups of scientists. Rachel Tilseth, of Wolves of Douglas County Wisconsin, disagreed with Wydeven…”Can states be trusted to manage wolves? I think not, and many other scientists agree that individual states cannot be trusted,” Tilseth said.”
And also in my own blog…
Wolves must remain under federal protection until individual states in the Great Lakes, can learn how to protect an iconic species. Scientists have just begun to understand how essential wolves are to maintaining healthy ecosystems. Hunting wolves as a management tool only serves special interest groups bent on eradication. Citation: WODCW blog
Since the Great Lakes wolves were returned to the endangered Species Act on December, 19, 2014, Washington DC has issued a steady stream of anti-wolf legislation. Keeping the Great Lakes wolf under federal protection has been the biggest battle of the year.
A welcomed bit of hope for the wolf came out in April 2015 in the form of a documentary, Medicine of the Wolf, a film made in Minnesota. This film features wolf advocates, such as renowned National Geographic photographer Jim Brandenburg and Michigan Scientist John Vucetich. This film was produced and directed by Julia Huffman. I recommend you purchase this film available for sale now. The following link will take you to the film’s website: http://bit.ly/1fufXDP
At last, a victory came for the Great Lakes wolves, almost one year after they were ordered back under federal protections. The rider ordering the delisting of our wolves was removed from the omnibus budget bill:
“A proposal that would have taken gray wolves in the western Great Lakes region and Wyoming off the endangered list did not make it into a massive year-end congressional tax and spending package, an omission that surprised its backers but was welcomed Wednesday by groups that support maintaining federal protections for the predators… Cooler heads prevailed in Congress,” said Wayne Pacelle, CEO of the Humane Society of the United States. He said a letter written by Sens. Cory Booker, D-New Jersey, and Barbara Boxer, D-California, and signed by 23 other senators including Gary Peters, D-Michigan, helped make the difference. Citation: WODCW blog
Although this is good news for Great Lakes wolves, they are not out of the woods yet; read on:
“The Obama administration, Michigan, Wisconsin and Wyoming are appealing the two decisions. Minnesota is not formally a party to the Midwest case, but the state attorney general’s office filed an amicus brief Tuesday supporting a reversal.” The brief states that Minnesota’s wolf management plan will ensure the animals continue to thrive in the state and that Minnesota’s wolf population and range have expanded to the point of saturating the habitat in the state since the animals went on the endangered list in 1973, thus creating human-wolf conflict that is unique in its cost and prevalence. Citation: http://goo.gl/y7mVNq
There are still several anti-wolf bills in congress that would delist the wolf in the Great Lakes region, but at the end of this year, the Great Lakes wolf is still federally protected by the endangered species act. The question I ask for the coming year is this: will the president and congress protect iconic and endangered species? We must constantly remind both that they should do exactly that.
For more information on how to help keep the Great Lakes wolf listed, click on the following links:
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In the UK, the numbers of animals used in experiments is the highest it has been in 25 years.
The Guardian newspaper reports that 3.79 million authorised animal experimental procedures took place in 2011, ranging from inducing neurological diseases to experiments on genetically modified mice. Some individual animals are used for numerous procedures.
Hundreds of thousands of fish, birds and mammals are suffering in this way every year and this is far too many.
Many of these experiments could be replaced by something else and there is no need for so many animals to suffer. Some experiments will be repeating research already done, or going on elsewhere, and for others there may be non-animal alternatives.
Ask the UK government to reduce the numbers of animals used for experiments.
We the undersigned ask that the coalition government stand by its promise to reduce the number of animal experiments. While medical experiments are an ethical minefield, nearly 4 million procedures is far too many.
Respectable animal welfare organisations such as the RSPCA are dismayed at the news that the number of animals used in experiments is the highest it has been since 1987. Allowing a rise is the direct opposite of effecting a reduction.
We ask that you collaborate with scientists to achieve a real reduction in the numbers and to improve the welfare of the animals, including fish, that are used through the aid of habitat enrichment and other techniques.
Thank you for your attention.
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Human rights are fundamental rights and freedoms that every person is equally entitled to. Including young people.
With a mission to support and empower young people and sport organisations, ENGSO Youth with the support of its flagship Young Delegates programme, and over the course of one year, developed a Human Rights Education through Sport manual that includes playful and meaningful non-formal education physical activities and exercises with a common goal: to highlight and educate young people to access their rights, Human Rights, through sport.
The essential, positive social role of sport is undisputed: joy of the game, diversity, tolerance, respect, and inclusion – these are the values that are actively embraced in grassroots sport, and are also of central importance with regard to human rights.
Here’s how you can start: read our new manual “Human Rights through Sport”.
Share the manual with your friends and colleagues
The manual is the final outcome of the Human Rights Education through Sport programme, funded by the Council of Europe through the European Youth Foundation. The main idea of the programme, which kicked off in Budapest (Hungary) in February, continued in Portimão (Portugal) in June, and concluded in Arnhem (Netherlands) in October, was to support youth and sport organisations as well as sport and youth workers in developing competences to act as multipliers for human rights and human rights education through sports.
More than 100 young leaders working within and/or with the youth & sport sector from more than 30 countries were introduced to a theoretical context around Sports’ contribution to promote, ensure and advocate for Human Rights. With the inspiration of discussions, exchange and their own expertise, participants of the Human Rights Education workshop series, led by ENGSO Youth, created a manual that includes meaningful non-formal education physical activities and exercises with the common goal: to highlight and educate on the power of sport as a tool to promote Human Rights.
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When we are older, the memories we lay down are much less rich because we have "seen it all before. Martin Luther estimated the universe to have begun in 4, B. This field studies the subjective experience of culture as a function of communication separate from, but including the differences in languages.
Persons are considered members of the A-camp if they accept a majority of the above claims. Recall that the elements at the top level have several types.
This is the relationship between time as it is ordinarily and informally understood and time as it is understood within fundamental physical science, namely physics. The above example has been laid out nicely using whitespace, but it could equally have been put on a single, long line.
One noteworthy point here is that, according to general relativity, although the presence of gravity arising from a mass implies spacetime curvature, not all spacetime curvature implies the presence of mass. The first advocate of a relational theory was Aristotle.
Clocks count repetitions of some process that is regular in the sense that each repetition of the process has the same duration. The dark-energy-driven expansion was cosmologically negligible until about five billion years ago. Other philosophers of time disagree, and some of these will say that many of the features of the manifest image are an illusion.
There is some doubt about this infinite future among twenty-first century scientists because of the possibility of the Big Crunch scenario mentioned at the end of this section. In contrast, monumental science is a policy in which science is supported for the sake of a greater understanding of the universe, rather than for specific short-term practical goals.
The methods we discuss could be applied to other record-structured data, regardless of the actual file format. For example, if sense definitions cannot exist independently of a lexical entry, the sense element can be nested inside the entry element.
Data element identifiers should be attached to each data element as it is entered or transmitted by the originator into the eCRF. Step ii is not in the scope of science.
Physical time affects minds, but not vice versa. More recently, the Green Revolution prevented mass famine over the last thirty years. This approach is consistent with regulatory concerns in that sites at all times maintain control over original data.
One suggestion from proponents of the Multiverse Theory is that the reason why our universe exists with time and with the particular laws it has is that every kind of physically possible universe exists.
Impact on EDC users The stakeholders and their respective roles and responsibilities in conducting clinical research are well understood. So, direct experience of the present either is non-existent, or it is a very strange sort of direct experience. In the fifth century, Augustine disagreed with Aristotle and said the past is finite.
Perhaps failure to appreciate the wisdom contained in the quotes below explains why those doing clinical research spend a lot of their time on non-productive activities. Wittgenstein said in Simultaneity is an aspect of time that is conventional—because of the relativity of simultaneity required by the theory of special relativity.
Plato had envisioned time as being substance-like, with time being an eternity that is measured by heavenly motion.
Here is how to detect absolute space indirectly, he said. The variations in regulatory understanding have confounded many stakeholders. In order to find a practical way forward, industry and professional associations should concentrate efforts on identifying and addressing concerns around clinical data quality.
Lexis Advance is your legal research solution, efficiently powering your case law research with more relevant results from trusted sources. Try it today!
Your tax-deductible gift supports our groundbreaking research and work with teachers and students, colleges and universities, states and districts—making you a partner with CAST. The programs that are funded are often divided into four basic categories: basic research, applied research, development, and facilities and equipment.
[not verified in body] Translational research is a newer concept that seeks to bridge the gap between basic science and practical janettravellmd.com science attempts to stimulate breakthroughs. Breakthroughs often lead to an explosion of new.
Get Full Text in PDF. Table of Contents. Introduction; Tools and Measures; Measures of National Income; Need for New Theory; Measures and Indicators; Characteristics of a Successful Indicator.
Time. Time is what a clock is used to measure. Information about time tells the durations of events, and when they occur, and which events happen before which others, so time has a very significant role in the universe's organization.Applied vs fundamental research
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The territorial history of the US seems pretty straightforward: 13 British colonies on the eastern seaboard secede at the end of the eighteenth century, then follow their ‘Manifest Destiny’ westward, eventually encompassing 50 states by the middle of the twentieth century.
There are, however, ‘territorial anomalies’ that serve as interesting footnotes to this consolidation of empire. One of them is the Republic of Indian Stream: a self-declared (but unrecognised) republic in a ‘grey area’ between the US and Canada, that existed from 1832 to 1835. Although very small and sparsely populated (the ‘Streamers’ never numbered more than about 300), the RoIS boasted a constitution and an elected government.
The ‘grey area’ in which the RoIS was established, resulted from an ambiguity in the Treaty of Paris (1783), which established the border between the newly independent US and the remainder of British North America. It defined the border between the US and (what was to become) Canada in the north of New Hampshire as the northwesternmost head of the Connecticut River. There are however several possibilities, as shown on the map: the heads of Hall’s, Indian and Perry Streams, and Third Lake, the origin of the Connecticut River itself.
Obviously, the US and Britain each interpreted the ambiguity to their maximum advantage, the US considering Hall’s Stream the border between the two states, and Britain opting for the waterway beginning at Third Lake. As a result of this, the area in between was neither here nor there. Except for tax purposes. Both states sent tax and debt collectors into the area – which chagrined the inhabitants so much that they declared their independence… but only until the Americans and the British could sort out their differences.
Things came to a head when a band of Streamers invaded Canada to liberate one of their countrymen from custody. This particular Streamer had been arrested by a British sheriff because of an unpaid hardware store debt. The invading posse shot up the judge’s house where their compatriot was held. This caused an international incident – even if the idea of going to war over a case of shoplifting seems a bit over the top.
As the Brits and Yanks agreed to resolve this particular border dispute, the Streamers hastily voted to be annexed by the US. The New Hampshire Militia occupied the area shortly thereafter. Britain relinquished its claim in 1836 and the border was established according to the ‘maximalist’ American interpretation of the Treaty of Paris.
In 1840, the area of the RoIS was incorporated as the township of Pittsburg, which still is the largest township in the US, covering about 750 km². The dispute was definitively resolved in 1842 in the Webster-Ashburton Treaty, which mainly dealt with the establishment of the boundary between (what were to become) the US state of Maine and the Canadian province of New Brunswick.
This map was taken from this Wikipedia page.
Strange Maps #27
Got a strange map? Let me know at email@example.com.
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Learn something new every day More Info... by email
A cavity wall consists of two separate walls that have been built closely together with a space in between them. Each of these walls can be constructed of a different type of masonry, such as brick or concrete, or from other materials. The resulting space allows the cavity wall to be more efficient at insulation than a single-layer wall, or one that consists of two layers that have been bonded together where the space would have been. Moisture that is absorbed into the masonry of the outer wall will typically drain through the space and out of the base of the wall, which is another benefit to this type of structure.
The efficiency of cavity walls makes them ideal for use when constructing houses or buildings in colder climates. Loss of heat can be reduced greatly by the cavity, which results in lower heating bills while being less detrimental to the environment. Additional insulation may also be placed within the space of the wall that will add to its heightened level of efficiency. In order to be at its most efficient, the space in a cavity wall must be sealed off where doors and windows are build into the wall.
In an example of a typical cavity wall, the outer portion will be made of a layer of bricks, while the inner layer will be constructed of heavier, wider materials, such as concrete blocks. The outer layer may be covered with some type of siding, but is more often left exposed for the aesthetics of the house or building. The space in between can vary in size. Larger spaces are better at insulating the interior of a building, while smaller spaces preserve a greater amount of area that can be devoted to interior floor space. Also, holes referred to as weep holes usually exist on the outer layer of a cavity wall that serve as drainage holes for moisture that has worked its way into the interior space of the wall.
This type of wall was devised and put into use in the 19th century in the United Kingdom, and is now employed throughout the world. Initially, the main use was for the prevention of moisture from entering through walls, but the purpose of using cavity walls nowadays is mainly insulation. Adding to their importance are the many types of environmental concerns that exist today, including the reduction of environmental waste and the preservation of natural resources such as fossil fuels.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!
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As part of my commitment to children, each year I travel to many schools to present a range of programs for students in grades K-12. Using history as my subject, focusing on non-fiction, I give the students a clear idea of how I decide to shape a story from concept through finished book–how I decide what life or event to write about, the kind of primary historical research that I do, choices that I make limiting the parameters of my story, and choice of literary styles that I use.
I focus on aspects of writing, showing them samples of my manuscripts with editors’ comments on them. I talk about point of view, the importance of verbs, and of course, stress revision as key. My goal is to have students engage with writing, research, thinking and revising, and see the stories and entire process as dynamic and exciting – to make history and non-fiction as compelling to them as fiction and other media.
I present the three different styles that I have developed in writing about history:
*Using my Big Words books and Lady Liberty, I talk about how I came to develop this style to “tell a life,” and shape a biography.
* Using my trilogy on Black History, I explain the variety of styles I use in the books to tell the story of the Black experience and why I chose them: primary sources, poems, songs, journals, and mini-vignettes that I re-created from the original sources without fictionalizing.
*Using my book on Jewish resistance, I explain the historical context and the writing of a book that covers an important period of history and Jewish experience that is reads like fiction, but has no fictionalizing.
The programs not only give kids an idea of how I write, but how they might think about research material and shape their own original way of storytelling, and how they can use my presentation as a guide to reading other historical writers. The material is adjusted for younger grades, but they too learn how an idea becomes a book!
“Doreen is a dynamic presenter. Her explanation of her historical research, writing process and her “writing problems” encourage the students to overcome their own fear of writing and not be satisfied with a first draft.” Jo Umans, Executive Director, Behind the Book, New York, NY
My programs are varied and can be tailored to the particular grade (s) and student body. I offer specialized programs, coinciding with celebrations and remembrances, a unit on Slave Resistance and Jewish Resistance during the Holocaust that allows students to see similarities/differences between these two groups at very different times in history.
“Doreen Rappaport’s ability to engage each audience from kindergarten through eighth grade was extraordinary.” Margi Johnstone, Librarian, St. Agnes School, Louisville, KY
Working with educators and students, the most popular programs that have evolved are:
Meet the Author – K-12 grades, in some schools I do an evening program with children and parents.
Black History and the Civil Rights Movement – Black History Month and Martin Luther King, Jr. Day
Women’s History – International Women’s day, Women’s History Month
Holocaust Studies and Jewish Resistance – History, Jewish Studies, Holocaust Remembrance Day
Writing workshops and week-long residencies are available. I am an approved BOCES writer in New York State. My fee varies depending on geographic location, number of sessions and number children per session. I am also available for “Meet the Author” visits via Skype.
“Our students are still talking about her. Being able to SKYPE with this awesome writer in New York was an incredible experience for our school.” Dealia Yancy, North Harlem Elementary School, Harlem, GA.
*See additional comments and ideas from teachers in Teachers Voices.
To prepare the children I ask educators to read or have students read parts of my books in advance of my visit.
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The Rise of the Robots? It’s here
Experts say robots will be able to do ‘most jobs’ within 30 years. That kind of prediction makes current international trade spats seem paltry in comparison to the brewing demise of humanity’s jobs market. It’s already happening. China’s Changying Precision Technology recently replaced 90% of its employees with robotics systems and saw a boost in productivity in doing so. Japan even has a hotel run by robots.
When it comes to the implications of the impending Johnny 5 era, Mady Delvaux is one of the European Parliament’s most vocal MEPs. She recently chaired a working group on the legal issues raised by the advance of robotics which led to the creation of a new EU resolution aimed at creating an agreed framework for ethics and standardisation in the space. She is also opening up the discussion to the wider public via consultation.
— Mady Delvaux (@mady_delvaux) March 2, 2017
“My attitude has become more positive towards robotics as I can see all the advantages to humankind” Ms Delvaux told us recently. “What I am sure of is all of our jobs, the tasks, will change. Whether there will be a big loss of jobs or big creation of new jobs, nobody knows.”
Delvaux is calling for a common legal framework to be agreed and adopted by all EU members to ensure issues around liability, education and data privacy are acknowledged across Europe. We recently caught up with her to find out more about how legislation could work and what the socioeconomic implications may be. Listen below:
Available on iTunes
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BY: JOANNA TENET and INDU SPUGNARDI
Community Health Needs Assessments
In a recent review of hospital community health needs assessments and implementation strategies, which are now required of tax-exempt hospitals by the Affordable Care Act, the Catholic Health Association found childhood obesity1 and mental health services2 were some of the most commonly identified needs that hospitals planned to address. However, CHA found little or no mention of the needs of the elderly and their family caregivers. This was surprising, given the rapid aging of the U.S. population, a population that is living longer with multiple chronic conditions.
The Centers for Disease Control and Prevention's State of Aging and Health in America 2013 report notes, "The growth in the number and proportion of older adults is unprecedented in the history of the United States … By 2030, older adults will account for roughly 20 percent of the U.S. population. … More than a quarter of all Americans and 2 out of every 3 older Americans have multiple chronic conditions."3
Elderly persons' needs range from health-related, such as managing multiple chronic diseases and frailty, to lack of long-term care support and services, safe and affordable housing, adequate nutrition and social connections.4 When looking at those needs, it also is important to look at the needs of the elderly persons' caregivers.
According to The National Alliance for Caregiving and the AARP Public Policy Institute's report, Caregiving in the U.S. 2015, 34.2 million Americans have acted as unpaid caregivers to an adult age 50 or older in the prior 12 months. Furthermore, 6 in 10 of these caregivers perform what are classified as "medical/nursing tasks," such things as injections, tube feeding and catheter and colostomy care. Only 14 percent of those who perform such tasks report having received training.
Of these caregivers, 1 in 4 reports difficulty in obtaining access to affordable services in the community for his or her loved one. Lastly, 38 percent of caregivers report their caregiving situation to be highly stressful, while an additional 25 percent report moderate stress.5
OUR CATHOLIC MISSION
In his 2015 address to the Pontifical Academy for Life, Pope Francis said, "The elderly, first of all, need the care of family members — whose affection cannot be replaced by more efficient structures or more competent and charitable healthcare workers."6 In its 1988 report, A Time To Be Old, A Time To Flourish: The Special Needs of the Elderly-At-Risk, CHA recognized that responding to the needs of the frail elderly is anchored in Catholic social teaching. The report states "The Church should be present at all levels of intervention on behalf of the elderly, especially those who are frail, alone, and poor."
PLANNING AND PREPARING FOR CHNA
As they plan their community health needs assessments, hospitals should give specific attention to how the needs of the elderly and their family caregivers will be assessed. More specifically, people and organizations that serve the elderly need to be part of the data collection effort.
To that end, the hospital may check with its own departments that serve high numbers of elderly patients, including staff who handle discharge planning and case management. If the hospital is part of a system that has a locally based home care agency, skilled nursing facility or other organization focused on serving the elderly, they could be another important source of information.
Externally, faith communities and community programs that serve the elderly, such as the local Meals on Wheels and senior centers, would be helpful in providing data on the needs of elderly persons and their caregivers. Other sources of information might be senior housing and naturally occurring retirement communities (NORCs). A NORC is a housing complex or neighborhood that was not originally built for seniors, but that now is home to a significant number of elderly persons.7
Finally, it is very important to engage public health agencies in the community, such as state and local health departments and the local agency on aging, for input.
GATHERING THE DATA
When preparing the demographic data that will be part of the CHNA, hospitals should look at what percentage of the hospital's community is over the age of 65. The most common needs for this age population, on a national scale, can be found in reports from government agencies such as the CDC8 and the Administration on Aging9 or national advocacy groups for aging persons such as AARP10 or National Council on Aging.11 This initial review of national-level data can help hospitals understand the most common needs of older persons, which will help with the assessment and analysis of needs specific to the hospital's community.
Interviews, focus groups and dissemination of surveys are all methods that can be used to assess community level needs. Separating caregivers and care recipients into two different focus groups may lead to more candid responses from both parties.
In the planning stages, make sure to consider any obstacles that might prevent elderly persons from responding fully and accurately. For example, when holding a focus group, it is important that the location be convenient for seniors and their caregivers.
Houses of worship, public libraries, and senior housing/NORCs are good places to hold focus groups because they are frequented by the target population, but it also is important to plan accommodations for any respondents who have disabilities or mobility issues.12
Once community-level data is gathered, the information can help identify disparities based on income, race and geographic area, as well as root causes, such as lack of access to safe housing, income instability and an unhealthy environment. Analyzing disparities is particularly important for focusing implementation strategies on addressing such issues.13
Internal Revenue Service regulations on how CHNAs are conducted note that "input from persons representing the broad interest of the community should be taken into account in prioritizing significant health needs and identifying resources potentially available to address those needs."
In other words, hospitals should try to set their priorities and implementation strategies with the help of organizations that provided input. If needs of elderly persons are to be on the priority list, the hospital should seek out community partners with expertise in serving the elderly to help plan and carry out programs and activities that make up the hospital's implementation strategy. These potential partners will know about existing resources, know how best to reach seniors and provide a trusted, familiar face to these groups.
Via Christi Health in Wichita, Kansas, performed a senior-focused CHNA in 2012. Via Christi Health began by reviewing U.S. Census data and County Health Rankings data for counties in its state. The review gave it a larger view of issues facing the elderly in Kansas. To learn about the needs of the local community, Via Christi Health surveyed 144 members of community organizations that worked with seniors, including government agencies, faith communities, Area Agencies on Aging, caregivers and executives from senior communities. Additionally, they surveyed residents of Via Christi Village senior communities and held focus groups conveniently located within these elderly communities.14
ArchCare, the Continuing Care Community of the Archdiocese of New York, collaborated with parishes and other faith congregations as a way to identify the needs of the elderly and to promote programs that can address those needs. Research shows that attendance at religious services is highest among older populations.15 Therefore, ArchCare's Parish Health and Wellness Network uses staff employed by ArchCare to lead teams of church-based volunteers in assessing the needs of fellow parishioners and their caregivers, connecting them to parish and community resources and providing support where needed.16
The elderly and their family caregivers often are in need of help. As people are living longer with multiple chronic conditions, the complexity and cost of their care increases. Family caregivers, who are often the primary providers of such complex care, frequently find themselves lacking training and support. At the same time, budget constraints at the local and national level can limit the social services that elderly people need to stay connected to their providers, maintain their health and be involved in their communities.
Given these realities, it is important for hospitals to include the needs of the elderly and their family caregivers as part of the CHNA processes. While meeting the needs of these groups may have benefits to hospitals and the broader health care delivery system by reducing unnecessary hospitalizations and keeping caregivers healthy, Catholic health care providers are driven by a higher calling — to care for the most vulnerable among us.
JOANNA TENET is a CHA intern and student at Georgetown University in Washington, D.C.
INDU SPUGNARDI is director, advocacy and resource development, Catholic Health Association, Washington, D.C.
- Stephanie Donahue, "Community Benefit — Childhood Obesity: Report from the First Round of CHNAs and Implementation Strategies," Health Progress 96, no. 5 (September-October 2015): 80-83.
- Stephanie Donahue, "Community Benefit — Mental Health: Report from the First Round of CHNAs and Implementation Strategies," Health Progress 97, no. 1 (January-February 2016): 84-87.
- Centers for Disease Control and Prevention, The State of Aging and Health in America 2013 (Atlanta: Centers for Disease Control and Prevention, U.S. Dept. of Health and Human Services, 2013).
- AARP. http://www.aarp.org/aarp-foundation/our-work/.
- National Alliance for Caregiving and AARP Public Policy Institute, Caregiving in the U.S.: 2015 Report, www.aarp.org/content/dam/aarp/ppi/2015/caregiving-in-the-united-states-2015-report-revised.pdf (accessed April 5, 2016).
- Christopher Wells, "Pope Francis: We Must Not Abandon the Elderly," Vatican Radio website, http://en.radiovaticana.va/news/2015/03/05/pope_francis_we_must_not_abandon_the_elderly/1127144 (accessed April 5, 2016).
- NYC Department for the Aging, "NORC Service Programs," www.nyc.gov/html/dfta/html/services/retirement.shtml (accessed April 21, 2016).
- Centers for Disease Control and Prevention, The State of Aging and Health in America 2013.
- Administration for Community Living, Profile of Older Americans, www.aoa.acl.gov/Aging_Statistics/Profile/index.aspx.
- AARP Public Policy Institute, "DataExplorer" website, http://dataexplorer.aarp.org/.
- National Council on Aging website, www.ncoa.org/.
- Community Catalyst, "Focus Groups" website, www.communitycatalyst.org/resources/tools/meaningful-consumer-engagement/focus-groups.
- The Catholic Health Association, A Guide for Planning and Reporting Community Benefit (St. Louis: The Catholic Health Association of the United States, 2015.).
- Renee M. Hanrahan, "Needs of Elderly Form Basis for Via Christi's Community Surveys," Health Progress 93, no. 5 (September-October 2012): 41-45.
- Pew Research Center, "Religious Landscape Study: Age Distribution," www.pewforum.org/religious-landscape-study/age-distribution/.
- ArchCare, "Parish Health and Wellness Network," website, www.archcare.org/community-resources/parish-health-and-wellness-network.
Useful websites regarding the needs of the elderly.
AARP Foundation, www.aarp.org/aarp-foundation.
AARP Public Policy Institute, www.aarp.org/ppi.
Administration on Aging: Aging Statistics, www.aoa.acl.gov/Aging_Statistics/index.aspx.
America's Health Rankings, 2015 Senior Report, www.americashealthrankings.org/reports/Senior.
American Society on Aging: Education Topics, www.asaging.org/topics-asaging.
Centers for Disease Control and Prevention: Healthy Aging, www.cdc.gov/aging/index.html.
National Council on Aging, www.ncoa.org.
Copyright © 2016 by the Catholic Health Association of the United States
For reprint permission, contact Betty Crosby or call (314) 253-3477.
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PASS (Physical Activity School Score): An Advocacy Tool
Monica Lounsbery and I created the Physical Activity School Score (PASS), a free, user-friendly, web-based, 8-item tool that assesses and increases awareness of evidence-based physical activity practices at elementary schools. (e.g., PE, recess, activity breaks, active transport).
To develop PASS, we reviewed related evidence-based literature. We solicited the reviews of teachers and administrators and revised it based on their feedback. Individuals (especially parents, teachers, school administrators, and school board members) interested in learning about and assessing physical activity opportunities at their local elementary school are invited to use PASS to score their school. Completing PASS takes about 5 minutes.
Upon completing each of the 8 items, respondents receive a numerical score with feedback and evidence-based recommendations on how the school can improve. After the last question, an overall school score is provided along with a corresponding grade (A-F). Respondents can compare their school score with other schools that are within and outside their state and can gain access relevant evidence-based information online.
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By Catherine Malcolm
While core values has guided the educational curriculum and testing protocols in this country, world stats continue to show that it doesn’t work.
“U.S. students, who once led the world, currently rank 21st in the world in science and 25th in math,” Newsweek reported in 2011.
Core Values is a hot topic in parenting and teaching circles. Everyone wants what’s best for their little budding brainiac. But does it work? Many, like Sir Ken Robinson (acclaimed educationalist) and most of the best private schools in the world don’t think so.
Not only is the Core Value initiative an old model based on an old paradigm of teaching, production line education at its best produces conformity. But when the first authors designed our our current system, conformity in society was what everyone wanted. “Follow the leader!” And we did. The handful of creative thinkers who dared to step outside of the box became pioneering entrepreneurs. And we followed. While knowing how to get along with the group is as necessary as learning one’s ABC’s, that kind of teaching fails us when we try to stand out or even stand up to the new global dynamic.
The major problem with the CORE VALUE argument is what it leaves out. The arts are not extra-curricular, they are essential educational experiences that nurture true visceral relationships between the student and his/her curriculum. It helps to foster divergent and critical thinking whereas our current standard core promotes conformity. Our schools should not be factories with children on an assembly-line toward jobs that no longer exist. To compete in the 21st century, with technology, social media and communication at it’s most powerful in the history of our world, we must create a new educational paradigm. One that embraces the arts and its ability to nurture divergent thinking. A curriculum that uses the tools that we have at our disposal, tools that the authors of our old educational system couldn’t have imagined. We need teachers who are supported for their ability to nurture critical thinking and creativity, and a support system to allow those possibilities to grow.
Sir Robinson said of education, “Teachers will tell you, ‘don’t copy!’ – it’s cheating. But when you leave school, it’s called collaboration.”
A study published in the book Break Point & Beyond illustrates the need for change in our current educational system. A longitudinal study tested children for “Divergent Thinking” (the ability to think critically and creatively about a problem).
The first group showed a remarkable 80% scoring at the GENIUS level. How old were they? Kindergarten level. These same children were tested 5 years later. The same children. The same test. The genius level scores dropped to 50%. Five years following…down to 15%. While the educational system cannot be laid blame for all of the decline, it certainly can’t be left outside the margins of cause and effect.
In the last 5 years, with the rise of mobile communications and “smart phones” there is a growing trend for parents to share time with their children on apps, some of which are labeled “educational.” Even some “entertainment” apps have shown to encourage a child’s intellectual and creative growth. While apps for children, especially in the educational market is the fastest growing segment in this market, there’s a lot out there that are simply cheap product.
The growth of good, high quality apps that help to support what schools are doing, and better yet, NOT doing, is small. App development is expensive and labor intensive, while many apps released are either free or cost less than a cup of coffee at Starbucks. Less than a cup of coffee. Imagine that for a moment. You’ve just experienced divergent thinking. Now imagine what a good app could do for your child…or maybe even you.
Here’s an excerpt of Sir Ken Robinson’s discussion of our current educational crisis and what he believes are key points of inquiry.
About the Author
Catherine Malcolm is co-founder of FeeFiFoFun, an emerging children’s entertainment and publishing company that seeks to break through the barriers facing children’s education to give parents and their kids an alternative, or at least complementary support to curriculum enrichment. Our mission is to foster arts, creativity and critical thinking in children of all ages. Like them on Facebook: http://www.facebook.com/FeeFiFoFunz.
Used with permission from StayTooned.com
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Symphony No. 2 (Tchaikovsky)
Pyotr Ilyich Tchaikovsky's Symphony No. 2 in C minor, Op. 17 was composed in 1872. One of Tchaikovsky's joyful compositions, it was successful right from its premiere and also won the favor of the group of nationalistic Russian composers known as "The Five", led by Mily Balakirev. Because Tchaikovsky used three Ukrainian folk songs to great effect in this work, it was nicknamed the "Little Russian" (Russian: Малороссийская, Malorossiyskaya) by Nikolay Kashkin, a friend of the composer as well as a well-known musical critic of Moscow. Ukraine was at that time frequently called "Little Russia".
Despite its initial success, Tchaikovsky was not satisfied with the symphony. He revised the work extensively in 1879-80, substantially rewriting the opening movement and shortening the finale. This revision is the version of the symphony usually performed today, although there have also been supporters of the original version. Among those advocates was the composer's friend and former student, Sergei Taneyev, who was himself a noted composer and pedagogue.
- 1 Form
- 2 Instrumentation
- 3 Overview
- 4 Versions
- 5 Notable recordings
- 6 Bibliography
- 7 References
- 8 External links
- Andante sostenuto—Allegro vivo (C minor).
- A solo horn playing a Ukrainian variant of "Down by Mother Volga" sets the atmosphere for this movement. Tchaikovsky reintroduces this song in the development section, and the horn sings it once more at the movement's conclusion. The rather vigorous second subject utilises a melody which would also be used subsequently by Nikolai Rimsky-Korsakov in his Russian Easter Festival Overture. The end of the exposition, in the relative E-flat major, leads straight into the development, in which material from both themes is heard. A long pedal note leads back to the second subject. Unusually, Tchaikovsky does not repeat the first subject theme in its entirety in this section, as is conventional, but instead uses it solely for the coda.
- Andantino marziale, quasi moderato (E-flat major).
- This movement was originally a bridal march Tchaikovsky wrote for his unpublished opera Undine. He quotes the folk song "Spin, O My Spinner" in the central section.
- Scherzo. Allegro molto vivace (C minor).
- Fleet and scampering, this movement does not quote an actual folk song but sounds folk song-like in its overall character. It takes the form of a da capo scherzo and trio with a coda.
- Finale. Moderato assai—Allegro vivo (C major).
- After a brief but expansive fanfare, Tchaikovsky quotes the folk song "The Crane", subjecting it to an increasingly intricate and colorful variations for orchestra. A more lyrical theme from the strings provides contrast before the symphony ends in a rousing C major conclusion.
The symphony is scored for piccolo, two flutes, two oboes, two clarinets, two bassoons, four horns, two trumpets, three trombones, tuba, timpani, cymbals, bass drum, tamtam (last movement only), and strings.
Tchaikovsky may not be considered a nationalist composer in the same sense as the group of Russian composers known as "The Five" or "The Mighty Handful." Nevertheless, he retained a love for Russian folk song and Orthodox chant his entire life. His liturgical music includes a setting of the Liturgy of St. John Chrysostom and an All-Night Vigil which draw upon traditional chant. His affinity for folk song led him in 1868-1869 to publish Fifty Russian Folksongs arranged for piano duet. All but one he transcribed himself came from the collections of Villebois and Balakirev.
Tchaikovsky wrote much of the Little Russian Symphony during his summer holiday at Kamianka (Kamenka) in Ukraine with his sister Aleksandra's family, the Davydovs. The Davydov estate had become the composer's favorite refuge. Alexandra had, in fact, encouraged the composer to make Kamenka his second home. His affection for the estate bore fruit in his using local songs in the symphony he was writing. He even once wrote, in jest, that true credit for the Little Russian's finale should have gone "to the real composer of the said work—Peter Gerasimovich." Gerasimovich, the elderly butler in the Davydov household, sang the folk-song "The Crane" to Tchaikovsky while the composer was working on the symphony.
One of Tchaikovsky's favorite anecdotes resulted from his nearly losing the sketches for the Little Russian on the way back to Moscow. To persuade a recalcitrant postmaster to hitch the horses to the coach in which he and his brother Modest had been travelling, Tchaikovsky presented himself as "Prince Volkonsky, gentleman of the Emperor's bedchamber." When they reached their evening stop, he noticed his luggage missing—including his work on the symphony. Fearing the postmaster had opened the luggage and learned his identity, he sent someone to fetch it. The intermediary returned empty-handed. The postmaster would only release the luggage to the prince himself.
Steeling himself, Tchaikovsky returned. His luggage had not been opened, much to his relief. He made small talk for some time with the postmaster and eventually asked the postmaster's name. "Tchaikovsky", the postmaster replied. Stunned, the composer thought this was perhaps a sharp-witted revenge. Eventually he learned "Tchaikovsky" was really the postmaster's name. After learning this fact, he delighted in recounting the story.
Influence of Kamarinskaya
Tchaikovsky had used folk songs in his early days in St. Petersburg and in his student overture The Storm. Now he wanted to use folk songs as valid symphonic material. Tchaikovsky's greatest debt in this regard was to Glinka's Kamarinskaya. He believed fervently that in Kamarinskaya lay the core of the entire school of Russian symphonic music, "just as the whole oak is in the acorn", as he wrote in his diary in 1888.
Kamarinskaya is based on two melodies. The first is a bridal song, "Izza gor" (From beyond the mountains). The second, the title song of the piece, is a naigrïsh, an instrumental dance to an ostinato melody repeated for as long as the dancers can keep up with it. Glinka uses the principle from folk song of allowing the musical structure to unfold around a thematic constant—or actually two constants, since he uses two folk songs. He varies the background material surrounding these songs more than the songs themselves—orchestral color (timbre), harmonization, counterpoint. This way, Glinka preserves the original character of the dance, complementing it with creative variations in the orchestral treatment.
Ideally, the themes in a Western piece interact, contrast and change. This activity fuels the composition's growth as an organic creation. Tension continues building as this thematic dialogue becomes increasingly complex. This dialogue or interchange eventually propels the piece to a climactic point of resolution. Kamarinskaya does not follow this pattern. Nor can it. The ostinato melody of the second song will not allow any motivic development without distorting the character of the piece. The music repeats itself constantly, albeit with changing backgrounds. Because of this lack of thematic growth, the music remains static, not moving forward. Nor was this a unique problem with Kamarinskaya. Russian music, especially Russian folk music, stubbornly refused to follow the Western principles Tchaikovsky had learned in St. Petersburg. This may have been one reason his teacher Anton Rubinstein did not consider folk songs to be viable musical material for anything other than local color.
For Tchaikovsky, Kamarinskaya offered a viable example of the creative possibilities of folk songs in a symphonic structure, using a variety of harmonic and contrapuntal combinations. It also offered a blueprint on how such a structure could be made to work, barring the potential for inertia or over-repetition. Because of his compositional training, Tchaikovsky could build the finale of the Little Russian more solidly and over a greater time scale than either Glinka or Mussorgsky could have done. Without Kamarinskaya, however, Tchaikovsky knew he did not have had a foundation upon which to build that finale.
Tchaikovsky played the finale at a gathering at Rimsky-Korsakov's house in Saint Petersburg on January 7, 1873. To his brother Modest, he wrote, "[T]he whole company almost tore me to pieces with rapture—and Madame Rimskaya-Korsakova begged me in tears to let her arrange it for piano duet". Neither Balakirev nor Mussorgsky was present. Borodin was there and may have approved of the work himself. Also present was music critic Vladimir Stasov. Impressed by what he heard, Stasov asked Tchaikovsky what he would consider writing next. Stasov would soon influence the composer in writing the symphonic poem The Tempest and later, with Balakirev, the Manfred Symphony.
The premiere of the complete symphony took place in Moscow under Nikolai Rubinstein on February 7, 1873. Tchaikovsky wrote Stasov the next day that it "enjoyed a great success, so great that Rubinstein wants to perform it again ... as by public demand." That publicly demanded performance, on April 9, was even more successful. A third Moscow performance, again by public demand, took place on May 27. Critical reaction was just as enthusiastic. Stasov wrote of the finale "in terms of color, facture and humor ... one of the most important creations of the entire Russian school." Hermann Laroche, who had travelled from St. Petersburg especially for the concert, wrote in the Moscow Register on February 1, "Not in a long time have I come across a work with such a powerful thematic development of ideas and with contrasts that are so well motivated and artistically thought out."
Meanwhile, Eduard Nápravník conducted the St. Petersburg premiere on March 7. Despite a negative review by César Cui, the audience in Saint Petersburg received the piece positively enough to guarantee it a second performance the following season.
One person not happy with the Little Russian was its composer. In the same letter describing the 1873 premiere, Tchaikovsky wrote to Stasov, "To tell you the truth, I'm not completely satisfied with the first three movements, but 'The Crane' ['Zhuravel'] itself [the finale which employs this Russian folk tune] hasn't come out so badly." Despite this, Tchaikovsky persuaded the publisher Bessel to publish the score. Bessel released a piano duet arrangement (prepared by Tchaikovsky after Rimskaya-Korsakova had to withdraw due to illness) but was late to produce a full score.
In 1879, Tchaikovsky asked for the return of the manuscript score. Upon its arrival, he started revising it. On January 2, 1880, he sent Bessel a progress report: "1. I have composed the first movement afresh, leaving only the introduction and coda in their previous form. 2. I have rescored the second movement. 3. I've altered the third movement, shortening and rescoring it. 4. I've shortened the finale and rescored it." He claimed he had completed this work in three days. By January 16, he wrote Sergei Taneyev, "This movement [the first] has come out compressed, short, and is not difficult. If the epithet 'impossible' applies to anything, it is this first movement in its original form. My God! How difficult, noisy, disjointed and muddle-headed this is!" The premiere of the revised version was played at Saint Petersburg on February 12, 1881, under the direction of Karl Zike.
The 1880 revised version is usually the one performed and recorded today, but its true effectiveness has been questioned. At only 35 minutes running time (somewhat shorter than many symphonies of the period), it is also approximately five minutes shorter than its predecessor. Tchaikovsky stood by his revisions, informing Eduard Nápravník that the 1880 version was the only one to be performed. Eight years after Tchaikovsky's death, Sergei Taneyev compared the two versions and favored the 1872 original. Nikolay Kashkin's opinion was the same.
Taneyev's opinion carried considerable weight. In the 19 years between the première of the original Little Russian and his appraisal of both versions, Taneyev had not only developed into an outstanding teacher of composition but also earned a reputation as one of the finest craftsmen among all Russian composers. He felt strongly enough about the matter to write the composer's brother Modest, "It seems to me that in some future concert you ought to let people hear the real Second Symphony, in its original form ... When I see you I will play both versions and you will probably agree with me about the superiority of the first."
More recently, Hans Keller has advocated at least the occasional performance of the 1872 version. Dr. David Brown has added, "To be fair to the second version, it is certainly attractive, and structurally as clear as anything that Tchaikovsky could wish for. There is an undeniable heaviness in the original, but its imposing scale, and its richness of content and detail make it a far more impressive piece that ought to be restored to the place, which is still permanently usurped by its slighter and far less enterprising successor."
See Discussion section for a reference to the only recording of the original version of the work, made by Geoffrey Simon and the London Symphony Orchestra.
What endeared the Little Russian to The Five (or kuchka, as the group was also called) was not that Tchaikovsky used Ukrainian folk songs but, especially in the outer movements, how he allowed the unique characteristics of Russian folk song to dictate symphonic form. This was one of the goals toward which the kuchka strived. Tchaikovsky, with his Conservatory grounding, could sustain such development longer and more cohesively than his colleagues in the kuchka, but writing in this vein also had its pitfalls. Using similar intervals and phrases to the folk songs with repetitiveness typical of Russian folk music could easily create a static effect rather than one geared to movement and purpose. The melody tends, in fact, to become something near a set of variations on itself, to proceed by modulation rather than by development and contrast; and this clearly makes it recalcitrant to symphonic treatment. However, in 1872, Tchaikovsky did not see this lack of structural advancement as a problem since in all his most important symphonic movements to date his practice had been to close the first subject exactly where it had begun.
Andante sostenuto—Allegro vivo
The 1872 version of the first movement is massive in scale, intricate in structure and complex texturally. Its weightiness contrasted well with the comparatively lightweight second movement and it balanced the finale well—a formal pattern the composer would repeat much later in the Pathétique. From Romeo and Juliet he used the idea of integrating the introduction, based on another Ukrainian folk song, with the main body of the movement by using material from it in the allegro. The first subject itself is both spacious and filled with a restless momentum resulting from constant tensions between melody and bass. These tensions are often highlighted by the accompanying figures, which are syncopated. The second subject, like the first, is tonally restless, often chromatic and containing an almost constant contrapuntal interplay. While the exposition of these themes was limited in expressiveness, it was also rich in inventive detail and skillfully composed—what Dr. David Brown called "as monolithic a slab of symphonic music as Tchaikovsky had yet composed."
Finale. Moderato assai—Allegro vivo
The finale is both the high point of the symphony and its composer's clearest demonstration of writing in line with the tradition of Glinka as embraced by the Five. He introduces the folk song "The Crane" in a grandiose introduction similar to how Mussorgsky would write "The Great Gate of Kiev" for Pictures at an Exhibition two years later. The grandiosity is just a momentary mask. The mask drops with the first notes of the Allegro vivo. The music becomes both highly animated and michevious in tone as Tchaikovsky allows "The Crane" to virtually monopolize the next two minutes, set against a succession of varying backdrops. Such a spacious development leaves no time for a transition to a calmer second theme; Tchaikovsky lets it arrive unannounced. Even then, it is quickly replaced with more variations on "The Crane." The development is an unorthodox combination of these two themes accompanied by a series of widely striding bass notes, like some giant walking through. The second subject sometimes twists in mid-statement and even takes on the boisterous personality of "The Crane", building to a huge climax. In the 1872 version, the climax led to "The Crane" with an even more dizzying set of changing backgrounds.
In the years following the Little Russian, Tchaikovsky's musical ideals changed considerably. He became attracted to the qualities of lightness and grace he found in 18th century classical music, as shown in his Variations on a Rococo Theme. He became increasingly attracted to French music. This attraction was strengthened by his exposure to Léo Delibes' Sylvia and Georges Bizet's Carmen. Against the musical values he heard in this music, the massive scale, intricate structure, and textural complexity of the Little Russian's first movement became distasteful.
Andante sostenuto—Allegro vivo
Tchaikovsky focused the majority of his revision on the first movement. The result was a completely new composition. The only parts he did not change were the introduction, coda and 28 bars of the development section. His objective was to clarify structure and texture. He compressed the material, excising more than 100 bars of music in the process. He introduced more abrupt contrasts in the material, which heightened the musical drama, allowed him to more sharply define structural divisions within the movement, and allowed the movement to follow a more orthodox sonata form.
Tchaikovsky also changed the thematic material, eliminating the second subject and replacing it with the original first subject after rewriting it completely, since there was little contrast between these two themes. The other thematic change was the role of the introduction's folk song in the main body of the movement. In 1872 it had operated freely within the main movement, sometimes operating on equal terms with the other themes and at others even assuming a brief structural role in a manner both bold and unprecedented. After reappearing to complete the exposition, it had continued as a constant element of the entire development section before falling back to allow the first theme to reassume its role. Also, while Tchaikovsky had not written a transition written into the exposition, he had provided one in the recapitulation by restarting the folk song in combination with part of the first subject.
In his revision, Tchaikovsky confines the introduction's folk tune to the first part of the development and the coda. The new second half of the development focused on the new first subject. The recapitulation was orthodox, the last three bars tonally modified for the second subject to be restated in the tonic.
Finale. Moderato assai—Allegro vivo
While Tchaikovsky left the inner movements alone, structurally speaking, he cut 150 bars out of the finale. Instead of the climax leading to further development of "The Crane", it is now followed by a quieter interlude led by the movement's second subject.
- Riccardo Muti conducting the Philharmonia Orchestra
- Leonard Bernstein conducting the New York Philharmonic
- Kirill Karabits. Bournemouth Symphony Orchestra
- Brown, David, Tchaikovsky: The Early Years, 1840–1874 (New York, W. W. Norton & Company, Inc., 1978).
- Brown, David, Tchaikovsky: The Final Years, 1885–1893, (New York: W. W. Norton & Company, 1991). ISBN 0-393-03099-7.
- Brown, David, Tchaikovsky: The Man and His Music (New York: Pegasus Books, 2007).
- Holden, Anthony, Tchaikovsky: A Biography (New York: Random House, 1995).
- Keller, Hans, ed. Simpson, Robert, The Symphony, Volume One (Harmondsworth, 1966).
- Poznansky, Alexander, Tchaikovsky: The Quest for the Inner Man (New York, Schirmer Books, 1991).
- Warrack, John, Tchaikovsky (New York: Charles Scribner's Sons, 1973)
- Warrack, John, Tchaikovsky Symphonies and Concertos (Seattle: University of Washington Press, 1971, 1969) .
- Zhitomirsky, Daniel, ed. Shostakovich, Dmitri, Russian Symphony: Thoughts About Tchaikovsky (New York: Philosophical Library, 1947).
- Holden, Anthony, Tchaikovsky: A Biography (New York: Random House, 1995), 87.
- Brown, Tchaikovsky: The Early Years, 259-260
- Warrack, TS&C, 17.
- Poznansky, Alexander, Tchaikovsky: The Quest for the Inner Man (New York, Schirmer Books, 1991), 155
- Warrack, John, Tchaikovsky (New York: Charles Scribner's Sons, 1973), 69
- Zhitomirsky, Daniel, ed. Shostakovich, Dmitry, Russian Symphony: Thoughts About Tchaikovsky (New York: Philosophical Library, 1947), 94, footnote 4
- Brown, Tchaikovsky: The Early Years, 254.
- Brown, Tchaikovsky: The Early Years, 265, 267.
- Brown, Tchaikovsky: The Final Years, 423-424.
- Maes, 28.
- Brown, Tchaikovsky: The Early Yaars, 269.
- Brown, Tchaikovsky: The Early Years, 267.
- Brown, David, Tchaikovsky: The Early Years, 1840-1874 (New York, W.W. Norton & Company, Inc., 1978), 255
- Brown, 281-282
- Brown, 283
- Brown, 256
- Warrack, Tchaikovsky, 71
- Moskovskie vedomosti, February 1, 1873, as quoted in Poznansky, 156
- Brown, Tchaikovsky: The Early Years, 256
- Letter from Taneyev to Modest Tchaikovsky, December 27, 1898
- Keller, 343-344.
- Brown, 264.
- Brown, Tchaikovsky: The Early Years, 265.
- Brown, Tchaikovsky: The Early Years, 260-261.
- Brown, 261-262
- Brown, Tchaikovsky: The Early Years, 259.
- Brown, Tchaikovsky: The Early Years, 263-264.
- Brown, Tchaikovsky: The Early Years, 264.
- Onyx CD
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First of all let me say there is no right or wrong answer. As with many things it is often a factor of time and money as well as your own personal preference and prior exposure to learning. How we learn is different for each of us. You were probably taught early on there are three primary types of learning, auditory, visual and kinesthetic. Do you know how you learn best? What is your style? Not sure, take this quiz1.
Some people thrive in large group settings where they can get caught up in the whirlwind of learning while others grow in one on one session’s. Can you multi-task? Do you learn better through practice and conversation? Knowing how you learn will help you identify the best type of class, session or workshop to look for. Having an environment where you are comfortable will allow you to truly focus on the language at hand and achieving your language goals.
Where are you in your learning cycle? Have you been pre-disposed to the language already? Do you have a very specific goal for learning the language that could potentially be interrupted with the instructor training a larger group? If you opt to take a group class and find that you are further ahead of the group you may become frustrated. In this case taking private lessons would be more beneficial for you.
Whether a student is better off taking group or private instruction has much to do with his or her goals and desires for learning the language in the first place. Often when a student comes with prior proficiency in a language and has very specific areas that he or she wants to work on, it is almost always advisable to take private instruction. Having the opportunity to spend one on one time with the instructor will help you achieve your personal goals versus the goals of a larger group.
It is also important to keep in mind as you contemplate whether to take a class or a private session, the less commonly taught languages are also less likely to be offered in group instruction, unless there is a group that wants to study together and all of the people are willing to agree to the same schedule. As a rule of thumb, group classes should not have more than 12 students, since the objective is to develop speaking and listening proficiency. Of course, for the student a class size of four to six is considered ideal for a group setting.
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Noise produced by components in a diesel affect the quality of the engine noise. One component source related to consumer complaints is gear rattle. Gear rattle is caused by gear tooth impacts resulting from fluctuations in differential torsional acceleration of the driving gears. Previous work in this area has focused on rating the overall sound quality of diesel engines without specifically focusing on models for predicting the perception of gear rattle. Here, a method to generate sounds having different levels of gear rattle is described. First, diesel engine noise recordings were analyzed to determine the engine speed time histories; they were then used to guide gear impact timing and to generate gear noise components. The gear noise transfer paths were then tuned to improve the quality of the gear noise predictions. The gear noise simulation tool is presently being used to generate sounds for subjective tests designed to quantify the detectability, perception of growth, and annoyance of gear rattle. The noise prediction coupled with the sound quality models based on the analysis of the subjective data will provide a way to predict how people perceive gear rattle so that component noise targets can be set directly related to human perception.
Gear rattle, Diesel, Sound quality, Human perception
Acoustics and Noise Control
Date of this Version
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Landsat 5 has orbited Earth over 150,000 times since it was launched in 1984, making it the longest-operating Earth observing satellite of its kind. During this time, two data collection instruments onboard Landsat 5 — the thematic mapper (TM) and the multi-spectral scanner (MSS) — have transmitted over five million images of land conditions to U.S. and international ground stations.
In November 2011 an electronic malfunction in the TM transmitter forced a suspension of routine imaging. Now, after months of trying without success to restore daily TM image transmissions, USGS flight engineers will attempt only a few additional image acquisitions over specific sensor-calibration sites as the TM transmitter nears complete failure.
On a positive note, the MSS instrument onboard Landsat 5 was recently powered back on in a test mode after more than a decade of silence.
"The resurrection of the MSS a decade after it was last powered up and 25 years beyond its nominal lifespan is welcome news indeed," said USGS Director Marcia McNutt. "While not a complete replacement for the loss of the Thematic Mapper, it does provide some insurance for ensuring Landsat data continuity should Landsat 7 fail prior to Landsat 8 achieving orbit next year."
The MSS sensor, the forerunner of TM, gathers data in fewer spectral bands than TM, has lower pixel resolution, and does not acquire thermal data. However, each MSS scene covers the same area as a TM scene, approximately 12,000 square miles. The USGS is currently acquiring MSS data only over the United States. Landsat International Cooperator stations may begin downlinking data from other parts of the globe, depending on their intentions and ability to establish MSS data processing capabilities.
It will take some months for MSS data to be integrated into current production systems and be made publically available. Landsat 5 has sufficient fuel to operate through 2013.
Landsat 7, the other active Landsat spacecraft operated by the USGS, continues to collect images worldwide, as it has done since 1999. In 2003, Landsat 7 experienced a hardware failure that causes a 22% loss of data in every image. In the intervening nine years, many techniques have been developed to partially compensate for the data loss and leverage the remaining data for scientific analysis and resource monitoring.
The next Landsat, the Landsat Data Continuity Mission (LDCM or Landsat 8), is scheduled for launch in January 2013. Following launch, it will become Landsat 8 and is expected to extend the Landsat record for at least another five years.
Once Landsat 8 is fully operational, the collection of MMS data from Landsat 5 will be re-evaluated.
For further details and the latest information about the status of Landsat 5, visit the USGS Landsat Missions website.
The Landsat Program is a series of Earth observing satellite missions jointly managed by the U.S. Geological Survey and NASA. Landsat satellites have been consistently gathering data about our planet since 1972. They continue to improve and expand this unparalleled record of Earth's changing landscapes for the benefit of all.
Links and contacts within this release are valid at the time of publication.
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“An Hour of Play: A Quick Guide to Designing Games and Gamification for Learning” by Vasilis Gkogkidis offers a series of actionable ideas and concepts to help you create learning games for your audiences. Moving away from traditional teaching methods and death by PowerPoint training, games and gamification have been at the forefront of innovative teaching and learning methods both in educational and organisational contexts. Embark on a creative endeavour leading to enhanced learning, engagement and learners’ participation.
About the Author
Vasilis Gkogkidis is a PhD researcher at the University of Southampton studying gameful learning experiences in management education. Vasilis worked with organisations across the globe, training them how to design gamified experiences for their employees. Vasilis has also been teaching in Higher Education using playful learning tools at the University of Brighton and Sussex.
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Thanksgiving is next week, and whether you’re eating turkey, turducken or tofurkey, chances are you’ll be spending the day with some of the people you care about most. In honor of the upcoming holiday, we are going to explore some Thanksgivings of the past, as depicted in Ohio’s historic newspapers on Ohio Memory and Chronicling America.
Although the United States Thanksgiving tradition dates back to colonial times, it was celebrated intermittently, on different days throughout the year, and not nationally observed until 1863. Following a proclamation issued by President Abraham Lincoln in October of that year, Thanksgiving became a federal holiday. Since then, it has been observed annually, and until 1941—when a joint resolution of the U.S. Congress fixed the day to the fourth Thursday of November—presidents have followed Lincoln’s example, proclaiming the holiday each year, typically on the last Thursday of November. The proclamations were printed in local newspapers so that citizens knew exactly which date was set aside, according to the 1887 Thanksgiving Proclamation by President Grover Cleveland, “as a day of thanksgiving and prayer, to be observed by all people of the land” on which secular business was suspended.
What else did Ohioans find in their newspapers around Thanksgiving? Stories and poems themed around thankfulness and family celebrations; news of people visiting for the holidays; histories of the holiday; and pictures about arguably the most important “guest” at the Thanksgiving table: the turkey.
Thanksgiving also signals the start of the holiday season, and the day after, Black Friday, is known for the great deals and sales at virtually every store in the country. This year, some stores are opening their doors on Thanksgiving Day to boost their sales. This isn’t exactly a novel idea: in 1889, even the famous Lazarus department store was open until 1pm on the holiday!
Thanks to Jenni Salamon, Coordinator for the Ohio Digital Newspaper Program, for this week’s post!
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Monday, December 5, 2016
Advent Traditions - The Advent Calendar
An advent calendar is usually a poster with 24 small doors, one to be opened each day from December 1 until Christmas Eve. Each door conceals a picture. This popular tradition arose in Germany in the late 1800s & soon spread throughout Europe & North America. Originally, the images in Advent calendars were derived from the Hebrew Bible.
The Advent calendar windows open to reveal an image, poem, a portion of a story (such as the story of the Nativity of Jesus) or a small gift, such as a toy or a chocolate item. Some calendars are strictly religious, whereas others are secular in content.
During the 19C in Germany, the days preceding Christmas were marked off from December 1 with chalk on "believers" doors. Then in the late 19C the German mother of a child named Gerhard Lang made her son an Advent Calendar comprised of 24 tiny sweets stuck onto cardboard. Lang never forgot the excitement he felt when he was given his Advent calendar at the beginning of each December, & how it reminded him every day that the greatest celebration of the whole year was approaching ever nearer.
As an adult, Lang went into partnership with his friend Reichhold opening a printing office. In 1908, they produced what is thought to be the 1st printed Advent Calendar with a small colored picture for each day in Advent. Around the same time, a German newspaper included an Advent calendar insert as a gift to its readers. Lang’s calendar was inspired by one that his mother had made for him and featured 24 colored pictures that attached to a piece of cardboard. Lang modified his calendars to include the little doors that are a staple of most Advent.
The idea of the Advent Calendar caught on with other printing firms as the demand swiftly increased, and many versions were produced, some of which would have printed on them Bible verses appropriate to the Advent period. By the time that the Advent Calendar had gained international popularity, the custom came to an end with the beginning of the WWI, when cardboard was strictly rationed to be used for purposes necessary to the war effort.
President Eisenhower's grandchildren with an Advent Calendar
However, in 1946, when rationing began to ease following the end of the WWII, a printer named Richard Sellmer once again introduced the colorful little Advent Calendar, and once again it was an immediate success. After the war, the production of calendars resumed in 1946, by Selmer. Selmer credits President Eisenhower with helping the tradition grow in the United States during his term of office. A newspaper article at the time showed the Eisenhower grandchildren with The Little Town Advent calendar.
Some European countries such as Germany, where the 1st Advent poster originated, also use a wreath of fir with 24 bags or boxes hanging from it. In each box or bag there is a little present for each day.
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Autism and Pervasive Developmental Disorders Sourcebook, 4th Ed.
- Author/Editor: Angela Williams
- Binding: Library binding
- Trim Size: 6 x 9
- Page Count: 534
- Book Level:
- Publication Date: Jan 2019
- ISBN: 978-0-7808-1656-5
- List Price: $95.00
- Download MARC record
Web Price: $85.00
Autism Spectrum Disorder (ASD) includes autistic disorder, Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. Studies indicate that the prevalence of these neurodevelopmental disabilities, which cause significant problems with social interaction and communication, is increasing. Researchers believe genes, brain dysfunction, and environmental factors play a role in causing ASD. Although there is no cure, early diagnosis and evidence-based interventions currently provide the best long-term outcomes.
Autism and Pervasive Developmental Disorders Sourcebook, Fourth Edition provides updated information about the specific types of autism spectrum disorders. It explains symptoms, assessment, and diagnosis of ASD and describes the importance of early interventions. Evidence-based behavior, communication, and biomedical interventions are presented, along with educational guidelines for teachers and parents of children with ASD. Support, safety, transition, mental health, and employment information for families and individuals affected by ASD is also provided and it concludes with a glossary of related terms and a directory of resources offer additional help and information.
This book is divided into parts and chapters where parts focus on broad areas of interest and chapters are devoted to single topics within a part.
Part One: Overview of Autism Spectrum Disorder (ASD) describes autistic disorder, Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. A separate chapter reviews the increasing prevalence and the diagnoses made for autism spectrum disorders in the United States.
Part Two: Causes and Risk Factors Associated with Autism Spectrum Disorder reviews neurodevelopment disorders, brain dysfunction, prenatal inflammation and autism risk, and presents current research about the many genes linked to ASD. Risk factors for ASD—including diseases, vaccines, premature birth, and early development risk factors for autism spectrum disorder are discussed.
Part Three: Identifying and Diagnosing Autism Spectrum Disorders describes the range of symptoms and developmental milestones and delays that indicate a need for further assessment of autism spectrum disorders. Developmental screening, medical and genetic tests, and other assessments are explained. The part also talks about speech and language development in children, and measuring autistic intelligence. A separate chapter reviews options for moving forward after receiving an ASD diagnosis.
Part Four: Conditions That May Accompany Autism Spectrum Disorders provides information about communication difficulties, non-verbal learning disability, seizures, and epilepsy. Genetic disorders that co-occur with ASD—such as Angelman syndrome, fragile X syndrome, Landau-Kleffner syndrome, and Prader-Willi syndrome—are also explained. The part also talks about conditions that may occur with autism spectrum disorder such as thin bones and high growth hormone in boys.
Part Five: Interventions and Treatments for Autism Spectrum Disorder gives detailed information about practices that are often effective for individuals with autism spectrum disorder (ASD). Topics include early intervention for children with developmental delays and interventions for individuals with Asperger syndrome. Communication and behavior therapies such as applied behavior analysis, verbal therapy, and pivotal response treatment are described. Medical treatments, research study participation, communication therapies, and ASD medications are also discussed.
Part Six: Education and Autism Spectrum Disorder describes the special education process and offers tips for teaching students with autism spectrum disorder (ASD), managing challenging ASD behavior, and promoting social interaction. Separate chapters address secondary school experiences, preparing ASD students for postsecondary education, and teaching lifetime goals.
Part Seven: Living with Autism Spectrum Disorder and Transitioning to Adulthood provides practical information about safety and support for autism spectrum disorders adults focusing on specific concerns such as depression and toilet training. The also offers facts about explains how living arrangements, oral care, transition plans, finding housing, career planning, and job accommodations for adults in the autism spectrum.
Part Eight: Additional Help and Information provides a glossary of terms related to autism spectrum disorders. A directory of organizations with additional information about autism spectrum disorders is also included.
- Library binding, 6 x 9
- 550-650 pages per volume
- Includes access to Health Reference Series Online.
- Easy-to-use volumes organized into parts and chapters
- Parts focus on broad areas of interest; chapters focus on single topics within a part
- Authoritative content from respected government agencies and institutes, university research centers, professional medical associations, and non-profit health organizations
- Comprehensive chapters feature generous use of headings and subheadings for ease of navigation
- Tables, charts, and illustrations display statistical data and supplement explanations
- Helpful glossary provides definitions of technical terms
- Resource directories with contact information highlight organizations that can provide further information and support
- Professionally prepared master index provides easy access to descriptive information, definitions, and related concepts
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We depend upon our colonies of honey bees to pollinate our fruits.
The first honey that we extract in the early summer is a unique blend of the nectar from cherry, apple, and peach blossoms as well as from the flowers of our raspberry plants, blueberry plants, and dandelions.
Our summer and fall honey is a blend of local seasonal wild flowers.
The color and flavor of honey depends upon the flowers that provided the nectar. As a rule, the lighter the honey, the milder the honey flavor; the darker the honey, the bolder the flavor.
Honey is an excellent energy food because it contains simple sugars that the body can use quickly. Honey is a safe and wholesome food for children and adults. (However, honey should not be given to infants under one year of age.)
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While leaders of the Euromaidan movement strive to consolidate their authority, not all Ukrainian citizens are buying into the new order in Kyiv. In particular, Russian-speakers in Crimea, which only became a part of Ukraine in 1954, have become the focus of international attention for their defiance of the new authorities in Kyiv.
Since the Soviet Union’s collapse in 1991, Crimea has exerted considerable emotional sway over nationalist elements in Russia: many still question the legitimacy of Nikita Khrushchev’s decision 60 years ago to transfer Crimea from Russia to Ukraine, and, deep down, some harbor dreams of righting what they consider a historical wrong. This factor naturally raises concerns about potential Russian meddling inCrimea. Already the Kremlin is engaging in saber-rattling, evidenced by Russian leader Vladimir Putin’s decision to place troops in western Russia on alert, and in statements made by defense officials that they are closely monitoring the situation in the Crimea.
Fears of Crimean separatism are compounded by Russia’s uncomfortable proximity. And there is also the recent case of 2008, when the Russian army routed Georgian forces in a conflict that began in the separatist territory of South Ossetia. In that five-day fight, the Russian military not only ejected Georgian forces from the breakaway region, it also occupied areas of undisputed Georgian territory. Ultimately, Moscow “recognized” the independence of South Ossetia and Abkhazia, another Georgian separatist territory; the two entities are now de facto Russian protectorates.
It’s important to keep in mind that the situation today in Crimea is different from that which existed in the Caucasus in 2008. There are certainly some meaningful similarities: both represent centers of separatist agitation; Russian is the dominant spoken language; and Moscow has long pursued policies of “passportization” in both Ukraine and Georgia (and elsewhere) as a thinly disguised attempt to gain geopolitical leverage. But any comparison breaks down soon thereafter.
First, the basics: Ukraine is far larger than Georgia, and this simple fact precludes Russia from being able to throw its military weight around like it did during the Georgian war. Geography and demographics also come into play: the Crimean peninsula encompasses some 10,000 square miles, whereas landlocked South Ossetia’s area is less than one-sixth of that. The population is even more lopsided: Crimea’s population is around 2 million, while South Ossetia reportedly numbers only some 55,000. This puts the two regions in very different circumstances. After all, it’s one thing to prop up a statelet of 55,000, but quite another undertaking to do so for a region of Crimea’s size and population.
But more to the point, Crimea exists in a very different contextual universe than South Ossetia. Unlike in South Ossetia, where the population appears to approve almost uniformly of close ties to Russia, if not outright annexation, Crimea’s population is not so united in its views. The peninsula’s substantial and active Tatar minority has shown no interest in seeing their region break away from Ukraine. An effort by pro-Russian political forces in Crimea to get a secession movement off the ground, then, could expect to meet with stiff local resistance, as underscored by the clash outside the Crimean legislature on February 26.
Crimea would also seem to have much to lose from secession. While separatism may seem emotionally gratifying to some of its residents, the practical results seen elsewhere, especially in South Ossetia and Abkhazia, have been economic isolation and a heightened dependence on Russia. Another factor to consider is that Russia exerted considerable influence in South Ossetia for 15 years prior to the 2008 war; the same is not the case in Crimea, outside of the Sevastopol naval base.
Looking at the big picture, Russia’s preferred geopolitical play isn’t to peel off Crimea; it is to re-integrate Ukraine as a whole into the Kremlin’s Eurasianist system. Fomenting Crimean separatism at this stage would be counter-productive for Russia because such action would surely galvanize anti-Russian forces in the rest of the country. If Russian leaders have learned anything from 2008, they should understand that impulsive action, specifically the quick recognition of Ossetian and Abkhaz independence, made it much tougher to realize their broader geopolitical aims in Georgia. Independence recognition has served only to deprive the Kremlin of much of its geopolitical leverage in its dealings with Tbilisi.
Although Russian intervention in Crimea very likely would prove a geopolitical blunder, the possibility cannot be excluded. Russia does not always, or even usually, act within the parameters of Western conceptions of national interest. But one thing is for sure: if Russia does intervene in Crimea, it will face a set of circumstances that will wildly differ and, in many respects, dwarf that of its 2008 intervention in Georgia.
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[I should have prefaced this with a disclaimer: what follows is not to blame teachers one jot or iota. The system in England forces many schools to adopt what is in effect a SATs course. I've heard headteachers explain to me how much pressure they've been under to do this. Even so, there are some schools and some teachers who do manage to resist that pressure. So, of course I'm not blaming them either! Finally, what follows is specifically about this moment in the year, in the lead-up to SATs in England. Disclaimer over.]
For people who like to control children's minds, the great advantage of the SATs that Year 6 children face in England is that for several months these tests (and the preparation for them) prevent children from putting together significant chunks of extended prose, stop them having to pay any close attention to words in any metaphorical or playful way, inhibit them from using language to express dilemmas and problems, cut them off from the chance to explore through language how a person might get out of dilemmas and problems; to explore through language ideas, possibilities, transformations, changes; or to express through language doubt, speculation, ambiguity, uncertainty.
In place of these uses and functions of language, are closed-ended questions which revolve endlessly around features of language which are supposedly 'in' a passage of writing. The writing that children are required to do is prove that they have spotted what's 'in' the passage, and it's of a highly formulaic kind - specific right-or-wrong answers to 'why', 'what', 'when', 'how', 'where'. Has anyone ever shown or proved that making children do this sort of thing achieves anything?
In actual fact, readers produce their meanings 'outside' of the text. The reader produces meanings in some kind of inter-relation with the text. Some part of this process is dependent on some basic shared , learned interpretations of the squiggles on the page. However, it's very easy to exaggerate the degree to which these interpretations are shared and fixed (as it were, before the reader starts to read) and very easy to ignore how the reader brings his or knowledge of texts and his or her knowledge of life in the reading moment. In order to turn writing into markable chunks of comprehension, a discourse of examination-ese has had to be invented which implies that all meaning is 'in' the text, the examiner knows what this meaning is because it pre-exists that moment of reading, and it's the job of the candidate to arrive at the same conclusion as the examiner ie to discover what's in the examiner's mind. Only then will the candidate get the marks, the measurable quantification of response to writing. It's the accountancy principle of reading - ideal for a capitalist society, because it puts a price on everything.
A subject largely ignored at all levels of education is the exploration of how readers' interpretations of texts are socially constructed. A reader isn't a free-floating asteroid. He or she is a social being who uses texts to navigate life, who has spent the whole of his or her life responding to texts. These texts aren't free-floating asteroids either. They come out of institutions, they are marked with purpose and intention. In a complicated formulation, this has been called 'the social construction of intertextuality'. No matter how complicated that sounds, there is no reason why children and school students can't explore this in many interesting ways: language maps of themselves investigating why they say this or that, where and how they acquired this or that way of speaking; examinations of the texts of their pasts in terms of where they come from, what purpose they might have, and why they were given them, investigations of the texts around them in terms of their origin and apparent intention...and so on.
If I want to make myself distressed though, all I need to do is focus on the kind of writing that English Year 6 children are asked to write, re-write and re-write again and again and again in the run-up to the SATs test. As a body of writing, it represents the removal of all danger, excitement, desire, problem, dilemma, problem-solving or subversion. It is in effect a censorship of the brain.
But even this over-simplifies. I always say to anyone (not only children) that the great thing about writing poems or stories or life-writing or even accounts of what you've done (so-called 'recounts') is that the potential in that moment of writing is discovery. However, if you do too much pre-structuring, pre-note-making, pre-planning, you miss one of the great achievements of the invention of writing which is to enable the writer to do the discovering as you write, in the process of writing. It's as if the pen (or keyboard) is a probe or a spade (see Seamus Heaney's poem on this) or a fork turning the texts and experiences over as you produce the words on the page (or as M.A.K. Halliday would put it, 'as you produce the wording').
In the name of teaching people how to write, we have invented processes in education which prevent, hinder and inhibit these acts of discovery - particularly as the children and students approach the time for testing. The schools are under immense pressure to do this because it's this way, they're told, the children will do better in the tests. So of course they do it. It can even be 'proved' that it's a form of entitlement.
In practical terms with Year 6 children in England, just at the moment when their level of maturation and understanding and experience offers them the possibility of writing long projects, stories, novels, collections of poems, autobiographies, biographies, they are squeezed into writing short, segments of closed-ended answers to questions that examiners already know the answers to.
I know this doesn't last forever, I know that most schools in England treat the post-SATs months as a fantastic opportunity for creative work of many different kinds. Let's just say that for many teachers and children, we're in hold-your-nose-till-mid-May time.
ps in the above I keep using the words 'investigate' 'explore' 'discover'. Wouldn't education be brilliant if every day at school was a day when you investigated, explored and discovered? I would add in 'play' and 'co-operate'. Yes, investigate, discover, play, co-operate. If you were in school for a day where you didn't do any investigating, discovering, playing or co-operating, you could summon the monsters of the deep to eat Michael Gove. Or something.
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I’m starting my exploration of fast fashion issues with dyeing. I got interested in this after spending a lot of time using dyes during my Textiles Degree. Latterly using locally available materials rather than commercial dyes and working out how to fix them to wool without the use of harmful substances.
Today I will look at why industrial scale dyeing is a problem and then in part 2 what technologies and practices are being used to improve the situation and in part 3 what alternatives can we consider at a more local level.
Industrial Dye: what is the problem?
The fibre and fabric often travel to different countries to continue being processed before we get to the cut-make-trim stage. This means that the size put onto the yarn to keep it strong during weaving is often removed by a different company, so rather than using a chemical that can be reused, the producer is likely to be using whatever is cheapest, as they haven’t got to deal with washing it off and disposing of the polluted waste water.
The dyes used vary depending on the fibres to be dyed cellulose fibres like cotton, animal fibres like wool, and synthetics like polyester all need different treatments to get the dye attached to them. We might not be decimating a shell fish population to get purple anymore, but the processes to produce commercial dyes and to attach the dye to the fibres have an environmental impact.
If you want to know more, I highly recommend Kate Fletcher‘s book Sustainable Fashion and Textiles, chapter 2 Ethically Made, goes into detail about the methods and chemicals used.
The fact is that while ever we have our fabrics made out of sight, mainly in Asia, we in the West, seem to be able to ignore the environmental impact on the planet of industrial pollution going into the rivers and lakes. This is often the drinking water and irrigation water for crops. The pollutants include heavy metals such as zinc, copper and chromium, and known carcinogens.
A dye factory turned this river in China red.
Textile dyeing and finishing is up there in China’s top 10 list of polluters in their Water Ten Plan aiming to reduce pollution by 2020.
Closer to home, the clothing we import will still have chemicals, that could be carcinogenic or hormone disrupting rubbing off onto our skin and through the washing process, polluting our water supplies. Greenpeace 2012 Toxic Threads report says:
‘A new investigation commissioned by Greenpeace International has found residues of a variety of hazardous chemicals in clothing made by 20 global fashion brands. The chemicals found included high levels of toxic phthalates in four of the products, and cancer-causing amines from the use of azo dyes in two products. Nonylphenol ethoxylates (NPEs) were found in 89 of the 141 garments tested…In addition the presence of many different types of hazardous or potentially hazardous industrial chemicals were discovered across a number of the products tested.’
This report is well worth a read, it has some great graphics on page 10 and 11 showing the problem.
What is the responsible consumer to do? I think it’s time we took a serious look at our relationship with industrial fashion, our constant buying of more and more clothing which we soon throw away is fuelling an unsustainable industry, which is so complex, that we really have no idea where the fibre has come from, what processes it has been through and who is being abused to provide us with ‘cheap’ clothing.
I will look at the new technologies that are available and being used by some manufacturers in part 2
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How Children Learn Cultural Conventions
How do children acquire the rituals of the communities around them? Do children bond through collective rituals in the same way as adults? We have been studying the emergence of what we call the “ritual stance” in cognitive development—that is, the motivation to copy causally opaque behaviour essential for the transmission of any group’s normative conventions. We have also been examining the effects of ritual participation on executive control and the ability to defer gratification based on comparative studies of children in Western and Melanesian cultures. Our latest research is focused on the developmental pathways to fusion via shared experience among schoolchildren in New Zealand.
Elena Gaviria Stewart (Madrid)
Paul Harris (Harvard)
Jonathan Jong (Coventry)
Cristine Legare (Texas)
Ryan McKay (London)
Elaine Reese (Otago)
Rachel Watson-Jones (Texas)
Legare, Cristine H., Nicole J. Wen, Patricia A. Herrmann, and Harvey Whitehouse (2015). Imitative flexibility and the development of cultural learning. Cognition. Vol 142: pp. 351-361.
Gaviria, Elena, Carolina Ferreira, Mercedes Martínez, and Harvey Whitehouse (2015). Identity and the developmental origins of fusion: an exploratory approach / La identidad y los orígenes de la fusion en el desarrollo: un enfoque exploratorio. Revista de Psicología Social / International Journal of Social Psychology, 30(3), 531-62.
Watson-Jones, Rachel E., Harvey Whitehouse, and Cristine H. Legare (2015). In-group ostracism increases high fidelity imitation in early childhood. Psychological Science.
Herrmann, Patricia A., Cristine H. Legare, Paul L. Harris & Harvey Whitehouse (2013). Stick to the script: The effect of witnessing multiple actors on children’s imitation. Cognition, Vol. 129: pp 536-543.
Watson-Jones, Rachel, Cristine H. Legare, Harvey Whitehouse and Jennifer Clegg (2014). Task-specific effects of ostracism on imitation of social convention in early childhood. Evolution and Human Behavior, Vol. 35, No. 3: pp 204 – 210.
Whitehouse, Harvey (2011). The Coexistence Problem in Psychology, Anthropology, and Evolutionary Theory. Human Development, Vol 54: pp 191-199.
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The development of antibiotics was one of the greatest breakthroughs of modern medicine. Antibiotics can successfully fight infections that used to be life threatening like bacterial pneumonia. However, antibiotics cure bacterial infections, NOT viral infections.
Colds, influenza, most sore throats and bronchitis are caused by viruses. Taking antibiotics when you have a virus may do more harm than good. When you take antibiotics if they are not needed it can increase your risk of getting an infection later which resists needed antibiotic treatment. Widespread over use and inappropriate use are fueling an increase in antibiotic resistance bacteria. In the US antibiotic resistant infections are responsible for approximately $20 Billion in excess health care costs.
If you take an antibiotic for a viral infection when it is not needed it will not cure a virus, keep others from catching the illness or help you feel better.
When you are prescribed an antibiotic by your health care provider:
*Take it exactly as the directions read on the bottle. Complete the prescribed course even if you are feeling better. If you stop your treatment too soon, some bacteria can survive and cause a stronger infection later.
*Finish all medication given. Do NOT keep the medication to be used at a later date. Do NOT keep your left over medication to give to another family member or friend. An allergic reaction to a medication can occur at any time. If you give a medication to a family member or friend not prescribed by their medical provider an allergic reaction could occur causing a significant side effect or death.
If you have questions about any antibiotics, their use or disposal be sure to contact your medical provider.
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In March we celebrate Women's History Month. This is a time for reflecting on those women who have stood for change to create a better life for all, and who we recall in our hearts as courageous and strong.
We also reflect on the women in our own lives, and search for ways to express the strength and wisdom of those before us, as well as contemporary women.
Here are some of my favorite quotes by famous women to celebrate Women's History Month:
1. "How wonderful it is that nobody need wait a single moment before starting to improve the world." ~ Anne Frank
2. "I know God will not give me anything I can't handle. I just wish that He didn't trust me so much." ~ Mother Theresa
3. "The greater your capacity to love, the greater your capacity to feel the pain." ~ Jennifer Anniston
4. "You gain strength, courage and confidence by every experience in which you really stop to look fear in the face." ~ Eleanor Roosevelt
5. "A bird doesn't sing because it has an answer, it sings." ~ Maya Angelou
6. "A charming woman doesn't follow the crowd. She is herself." ~ Loretta Young
7. "Everyone has talent. What is rare is the courage to follow the talent to the dark place where it leads." ~ Erica Jong
8. "As you become more clear about who you really are, you'll be better able to decide what is best for you - the first time around." ~ Oprah Winfrey
9. "Don't compromise yourself. You are all you've got." ~ Janis Joplin
10. "When you find peace within yourself, you become the kind of person who can live at peace with others." ~ Peace Pilgrim
11. "If you want the rainbow, you've got to put up with the rain." ~ Dolly Parton
12. "We think sometimes that poverty is only being hungry, naked and homeless. The poverty of being unwanted, unloved and uncared for is the greatest poverty. We must start in our own homes to remedy this kind of poverty." ~ Mother Teresa
13. "It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union." ~ Susan B. Anthony
14. "Each has his past shut in him like the leaves of a book known to him by heart and his friends can only read the title." ~ Virginia Woolf
15. "We are all pencils in the hand of God writing love letters to the world." ~ Mother Theresa
16. "You are unique, and if that is not fulfilled then something has been lost." ~ Martha Graham
17. "Old age is no place for sissies." ~ Bette Davis
18. "You never lose by loving. You always lose by holding back." ~ Barbara De Angelis
19. "Sometimes questions are more important than answers." ~ Nancy Willard
20. "The future belongs to those who believe in the beauty of their dreams." ~ Eleanor Roosevelt
I hope you've enjoyed these quotes by famous women in celebration of Women's History Month.
For more famous quotes, check out www.Famous-Quotes-And-Quotations.com a website that specializes in 'Top 10' lists of quotations in dozens of categories.
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- CD playable in DVD/VCD player and computer
- Lively animations
- 7 nursery songs, 5 rhymes, riddles
- Interactive activities
- Electronic flashcards to enrich children’s vocabulary
Musical Playground – Science is designed to teach basic science knowledge using rhymes and songs.
Presented through lively animations and colourful graphics, it encourages children to read the rhymes with expression and sing the songs happily together.
The CD comes complete with rhymes, songs, flash cards and interactive activities. Besides learning music, children will be able to enrich their vocabulary and basic Science knowledge at the same time.
Young children will definitely be able to unleash their creativity and nurture their interest in their surroundings through the activities in the VCD-Rom.
List of songs and rhymes:
What is in the package: 1 VCD-Rom
Age range: 4-9 years
Weight: 100 g
Saiz Pakej: 18.0 cm x 13.5 cm x 1.0 cm
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If you’re a regular Atomic Ranch reader, you probably know plenty about mid century modern residential architecture. But when was the last time you learned about mid century modern municipal architecture? After all, not all the structures built in the 50s and 60s were Eichler or Neutra homes. New city halls, schools and other government buildings were being constructed all across the country— and a lot of them have that classic ‘municipal look’ you’ve certainly seen before.
The post-war population boom brought about the growth of one important demographic group: children! And where there were more children, there needed to be more schools. So, architects all across the country got to work designing new places to learn and grow.
One of the most popular styles of these mid mod schools was the California school, especially in the Southwest. The California school took key elements of international style (think long, sleek lines, bands of windows and flat roofs) and applied them to elementary, middle and high schools across the country.
These schools often used open or covered breezeways in lieu of walled-in hallways and included plenty of open outdoor space. These design choices reflected a growing trend that believed schools should encourage movement and exploration of the spaces around them.
City halls were another area where municipal mid century modern architecture stood out. From the low-rise city halls of the desert (think the iconic Palm Springs City Hall) to the mid-rise city halls of middle America, growing towns built modern city halls fit for the 20th century and beyond.
These buildings often feature the classic municipal font mentioned earlier and are typically rectangular in shape. Some feature breezeblocks on the exterior (especially in the Southwest) and some have exteriors of gridded glass and steel. The grid design allowed for easy interior curtain walls, a boon to a structure that often held many departments and divisions.
If you think many of these municipal buildings imitate international style office buildings of the same time, you’re not wrong! These blocky, simple styles were cheap and easy to build, and governments (be they local or Federal) wanted there to be a connotation between office buildings and municipal ones. Governments wanted people to associate them with ‘big business’— a useful and beneficial necessity in a postwar world.
But not all government buildings wanted to look so conservative— take, for example, the Boston City Hall. Built in 1968, the building’s brutalist style was chosen for its democratic and egalitarian connotations. The city hall’s multiple entrances were planned to reinforce the idea that it was open, public space for all. There’s also a large, flexible courtyard that can be used for a number of events.
Brutalism continued to be used in other government buildings for the same reasons that Boston chose it: it was seen as an accessible, democratic style (though it may not have those same connotations now!) and its use of concrete also made its structures feel more permanent than anything made of glass and steel.
Want to learn more about unique mid century modern architecture? Check out these mid mod spring break Airbnbs! And of course, don’t forget to follow us on Instagram, Facebook and Pinterest for more Atomic Ranch articles and ideas!
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Fragments; everything is fragmented. Moving to one end of the house to the other and back — circles; everything cycles.
Bananas are high in tryptophan, which is a precursor to Serotonin. Tryptophan is an amino acid, one that plays a main role in creating serotonin.
Too much anxiety can reshape the structure and neural pathways of our brain …Those who practice mindfulness show an increase in grey matter in the amygdala. Grey matter is shown to increase in areas of the brain that are associated with learning and memory, emotional regulation and perspective taking.
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A MANAGERS RESPONSIBILITY TO MOTIVATESTEPHINE MOLNERINDIAN RIVER STATE COLLEGEAuthor’s Note:This paper was prepared for MAN3303, taught by Dr. Bailey on July 16, 2018.AbstractThe following paper focuses on two main questions, but have several answers; how do managers motivate and help drive their employees? What important interpersonal skills must managers have to effectively connect with employees? The results indicate that a combination of strategies, such as appreciation, guidance, and communication appear to provide success when motivating employees effectively. Motivating employees is a challenge and opportunity when a company wishes to outperform the competition. This is where interpersonal skills seem to be effective and they are verbal communication, nonverbal communication, listening skills, negotiation skills, ; problem solving.
IntroductionMotivation is an internal force that drives a person to move toward a goal, whether personal or organizational. A managers’ responsibility is to get things done through employees. However, that’s not always easy to do. The manager controls the key environmental factors necessary to motivate employees.
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The most significant factor that the manager controls is his/her relationship with each employee. Another important factor in a managers’ ability to motivate employees, is creating a work environment and organizational culture that fosters employee motivation and engagement. In this environment, employees are trusted and not micromanaged. They are trusted with values and strategic framework and they are expected to accomplish their jobs to the beat of their abilities.MethodThe sources of information used in this paper were journal articles and text book data. This information was processed by reading literature, conducting online research, and forming my own personal opinions.
Therefore, proper research, surveys and testing were not factored in.ResultsAs managers, we can recognize our employees’ most common needs, learn how to bring out their drive and steer that drive toward the next level. Although to accomplish this and to motivate employees, there are 5 interpersonal skills that all effective managers need (Williams, 2016).
Those are verbal communication, nonverbal communication, listening skills, negotiation skills, ; problem solving. While those are extremely important for managers, employees also need their managers’ to possess these qualities:Appreciation- Everyone wants to feel valued and appreciated, especially at work. On average, adults spend more time at work than they do at home (BLS, 2018).
So, employees want to feel like they and their opinion matters to the organization. If your employees feel respected and recognized for their efforts, they’re more likely to stay with your organization longer and apply themselves. Guidance- Employees want and expect direction from their manager. They want responsibilities and they want to set goals. Communication- All employees want to feel included. Even if a manager has to say that they don’t know how much weight the employees’ opinion will have, at least the manager was thoughtful enough to ask. When it comes down to the company and/or their job, employees want to be in the loop. These are examples of verbal communication.
Some research suggests that nonverbal communication is also important, although often overlooked (Williams, 2016). “A leader who constantly crosses his arms in front of him when addressing his staff may seem uncomfortable or standoffish.” And “a manger who can’t hold eye contact during a conversation will seem bored and uninterested.”DiscussionAccording to David Javitch (2005), a company’s best asset are their motivated employees. These are the employees that are well organized, productive, and willing to go above and beyond. Not all experts agree, but there are quite a few ways to motivated employees.
One motivation technique is money. In today’s world, people seem to be driven by instant gratification an if you give them a reason to do more, they will. However, monetary compensation is not the only driver of employee motivation (Dickson, 1973).
Recognition is another motivator for employees. Everyone loves to hear that they are doing a great job. Job security is also a huge motivator for employees.
No one wants to go to work daily, fearful of losing their job. (Islam, 2008)). Security, promotions and growth are the highest-rated factors in keeping employees satisfied (Accel TEAM, 2005).
If employees know that there’s an opportunity for growth or a promotion, they are more inclined to stay with you longer (Linder 1998). Some interpersonal skills that every effective manager need is verbal communication, nonverbal communication, listening skills, negotiation skills, and problem-solving skills. Verbal communication is very important when leading a team. Managers should know how to speak technically, concisely, and professionally.
Nonverbal communication, however, is often overlooked. This includes the tone in which you say something, your tone of voice, and facial expressions.Listening skills keep mistakes from happening, which can have aa significant impact of the communication process. Negotiation skills and problem-solving characteristics sometimes go hand in hand. There are times that you may need to make a deal for a lower price or keep the ball rolling in a crisis. (Williams, 2016)ConclusionIn conclusion, it can be said that motivation is a very critical element in an organization and though the findings have shown that motivation does not directly affect performance, if neglected by managers there will likely be a drop-in sales or profitability. Employees are a very important resource to a company.
ReferencesRafikul Islam and Ahmad Zaki Hj. IsmailEmployee motivation: a Malaysian perspective. International Journal of Commerce and Management. 18.4 (Winter 2008): p344. Retrieved from Linccweb, GALE Business Collection.David Javitch (2005) Retrieved from https://books.google.
com/books?isbn=1351644599 and www.nachc.org/…
/Office-Hour-3-Leadership-and-Management-Tips-for-Success.pdfBureau of Labor Statistics, June 28, 2018Retrieved from https://www.bls.gov/news.release/pdf/atus.
pdfWilliams, Mark; www.MTDtraining.com, July 22, 2016Dickson, W.J.
(1973). Hawthorne experiments.The encyclopedia of management (2nd edition, pg298-302). New York, NYAccel TEAM.
(2005). Employee motivation in the workplace.Retrieved from www.accel-team.com
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The Epic of Creation is the Sumerian version of how the world began and includes to some degree the formation of the other members of the solar system. The Sumerian tale is also likely the source of the earliest chapters of the Bible’s Genesis -- the latter which might be considered to be an Executive Summary of the original. Their similarities are highlighted in Comparative Religions (among other places), but the fact that Genesis was written during the Hebrews’ captivity in Babylon, c. 600 B.C.E. (where access to the Babylonian version of the Epic was readily available) is undoubtedly important.
The Sumerian Epic of Creation and Genesis both have the interesting feature of being scientifically accurate in terms of what was created first. In creating a world, you begin with energy (light), form the planet itself, divide the land from the water, grow grass, herbs, fruit (in that order), initiate day/night and seasons, create fish, fowl, cattle, creeping thing and beasts of the earth (again, in that order), until finally you create man. Then you get really clever and create woman. Okay, so it’s not all perfect!
But there is also the distinction between the cosmic creation and the earthly ones. In the Genesis version, the heavens were created separate from the Earth (by the means of a firmament), while the Sun and Moon were specifically mentioned as “two great lights”. In the Sumerian version -- which is decidedly less ego-earth-centric -- all of the other planets may be considered to have been described in various stages of grouping themselves into the current arrangement. It’s just that their names were often attributed to gods, instead of gods and planets!
The Annals of Earth provide much of the detail of the Epic of Creation (Episode One and/or Episode Two), along with comments on what the various phrases might actually mean. That is to say, the alternative more speculative version of their meaning. The idea is to translate mythology into scientifically plausible events, without being confined to the reigning paradigm wherein the ancients could not possibly have known anything!
The full text of the Epic of Creation (aka the Enuma Elish -- the title being the first words of the ancient text) are located at: <http://www.sacred-texts.com/ane/enuma.htm> with a second website located at <http://wch.utep.edu/Wrenjohnson/WCH3301/enuma_elish_the_epic_of_creation.htm> (but with virtually no difference in its presentation of the epic).
Both websites are excellent, but the sacred-texts website is part of a much larger website <http://www.sacred-texts.com/ane/index.htm> which includes numerous sacred texts of the ancient Near East, including:
The Enuma Elish (The Epic of Creation)
Adapa and the food of Life
Descent of the Goddess Ishtar into the Lower World
The Seven Evil Spirits
The Code of Hammurabi
The Religion Of Babylonia And Assyria (by Theophilus G. Pinches)
Legends of Babylonia and Egypt (by Leonard W. King)
Another website <http://saturn.sron.nl/~jheise/akkadian/enuma1_expl.html> is the traditional, mainstream way of interpreting the Epic; essentially, “Subsubsection of John Heise's 'Akkadian language', Chap. 3 (cuneiform texts) about the Babylonian Creation Epic, cuneiform text given, literary style, first primeval beings, explanation of the first few lines, etc.” John Heise does a credible, scholarly job of discussing the Enuma Elish, e.g. Enuma is translated as When, and Elish as High, i.e. “When in the Height, Heaven was not named...” However, this is not the interpretation that this website advocates.
Instead of assuming that we’re talking about mythological gods without a factual or real basis, the assumption here is that the so-called “gods and goddesses” within the Epic are descriptions of both the major players in our Solar System (Sun, Moon, Earth and the other planets) and the “gods” who are closely identified with these heavenly bodies.
The case of the planets being named is well presented by Zecharia Sitchin in his book, The 12th Planet. Sitchin makes it clear that the planetary description aspect of the Epic is justified, and that the planets and Gods were closely linked.
This is extremely important in the Sumerian version of Creation -- and probably why the Genesis version is shorter. One assumes, for example, that the Hebrew writers of Genesis (circa 600 B.C.E.) would not want multiple gods in their story, and furthermore would not want to limit its supreme deity to any one celestial body. Cut all the allusions to planets, and you don’t have as much to write about. There was also undoubtedly a strong inclination not to add anything to the creation story -- a potentially blasphemy.
The Epic of Creation begins with:
“THE FIRST TABLET
When in the height heaven was not named,
And the earth beneath did not yet bear a name,
And the primeval Apsu, who begat them,
And chaos, Tiamut, the mother of them both
Their waters were mingled together,
And no field was formed, no marsh was to be seen;
When of the gods none had been called into being,
And none bore a name, and no destinies were ordained;
Then were created the gods in the midst of heaven,
Lahmu and Lahamu were called into being...
There are other interpretations/translations, but this one identifies several of the players in the drama, from Apsu (Sun), Tiamut (a planet destined for destruction, but initially located at a distance from the Sun equivalent to the main bulk of the asteroid belt), to Lahmu and Lahamu (Mars and Venus). One that is not specifically named above (and translated there as “chaos”) is Mummu (aka Mercury).
Note that after these planets began to be formed, “Ages increased,”. In other words, time passed, before Jupiter and Saturn arrived on the scene (with the names Kishar and Anshar) along with a third planet, Gaga (emissary of Anshar -- probably Pluto). After more time, Uranus and Neptune (Anu and Ea -- the latter also known as Nudimmud) arrive. Everything is looking pretty good, until the intruder, Nibiru, arrives!
But that’s another story -- the one contained in the Annals of Earth -- but that's another webpage.
2003© Copyright Dan Sewell Ward, All Rights Reserved [Feedback]
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Monday, December 19, 2016
Jews had to prove their loyalty to Turkey
The restored Edirne synagogue
Following the Spanish Inquisition of 1492, the Ottoman sultan extended a warm welcome to Jews and permitted them to settle in his empire. But the honeymoon period was brief, and even Ataturk's secular Turkish Republic adopted a policy of Turkification of all minorities. Ferkan Sen paints a bleak picture in the Jerusalem Post:
In many parts of the empire, moreover, the Jews found positions, some quite high ones, in the imperial bureaucracy as well as private doctors to the sultan..
Sabbatai Zevi, born on August 1, 1626 in Izmir, declared that he was the messiah, basing his idea on some kabbalistic theories. Zevi, who was complained about to the sultan, Mehmed IV, by the Jews of Istanbul, was given the choice of death or conversion to Islam and chose the latter, with many of his followers also converting.
However, this was not a true conversion. Zevi and the Jewish minority who followed him continued to adhere to Judaism.* Today, there is still a significant Sabbatean-descendant population in Turkey.
Over time however, the Jews came to be regarded in a much poorer light, until in the last days of the Ottoman Empire they had become the targets of Muslims and Turkish hatred. The dialogue between Theodor Herzl and Sultan Abdul Hamid II (the sultan refused Herzl’s offer to pay down 150 million pounds sterling of the Ottoman debt in exchange for a charter allowing the Zionists to settle in Palestine) put the Jewish nation in the crosshairs, being blamed as for liquidating the Ottoman monarchy.
The secular Turkish nation state that emerged after the fall of the empire adopted the Turkification of all ethnic minorities as the primary state policy. The Greeks, Armenians and Jews, who were seen as “minority status” under the Lausanne peace treaty with the allies, were perceived at first as members of the Turkic community.
At a press conference held in Izmir in 1923 founder of the modern Turkish Republic Mistafa Kemal Ataturk said: “We have some loyal citizens who have combined their fate with the fate of the Turks who ruled them. Especially since the Jews proved their loyalty to this nation and their homeland, they have lived in prosperity and prosperity to this day, and will continue to live in prosperity and happiness.”
Yet, Ataturk, however, did not prevent the discriminatory policies later implemented by the republic. For example, the 1934 Thrace pogroms, a series of violent attacks against Jewish citizens of Turkey in June and July 1934, was condemned but not stopped by the government.
Jews were assaulted in Tekirda, Çanakkale, Kırklareli and Edirne, with many rapes, looting and and murders reported.
15, 000 Jews abandoned were forced to flee Turkey as a result. National writers such as Nihal Atsiz wrote anti-Jewish articles.
The Varlik Vergisi (“wealth tax”), which was declared on November 11, 1942, was ostensibly devised to raise funds against the eventuality of Nazi or Soviet invasion, but in actuality was intended to nationalize the Turkish economy by reducing the influence of minority populations on the country’s economy. It was imposed on all citizens, but inordinately higher rates were imposed on the country’s non-Muslim inhabitants. Those who suffered most severely were non-Muslims like the Jews, Greeks, Armenians, and others, though it was the Armenians who were most heavily taxed. The winds of nationalism blowing from Europe affects these policies against minorities. Following these events and the creation of the State of Israel, Jewish immigration from Turkey to Israel increased markedly.
The most important ideologies that influence Turkish politics are Islamism, Turkism and Kemalism, a secular ideology.
Read article in full
*This is questionable. The followers of Zvi did not identify as Jews and their beliefs were in some cases quite the opposite of Judaism (-Ed)
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The strategic management process means defining the organization’s strategy. It is also defined as the process by which managers make a choice of a set of strategies for the organization that will enable it to achieve better performance.
Strategic management is a continuous process that appraises the business and industries in which the organization is involved; appraises it’s competitors; and fixes goals to meet all the present and future competitor’s and then reassesses each strategy.
Strategic management process has following four steps:
- Environmental Scanning: Environmental scanning refers to a process of collecting, scrutinizing and providing information for strategic purposes. It helps in analyzing the internal and external factors influencing an organization. After executing the environmental analysis process, management should evaluate it on a continuous basis and strive to improve it.
- Strategy Formulation: Strategy formulation is the process of deciding best course of action for accomplishing organizational objectives and hence achieving organizational purpose. After conducting environment scanning, managers formulate corporate, business and functional strategies.
- Strategy Implementation: Strategy implementation implies making the strategy work as intended or putting the organization’s chosen strategy into action. Strategy implementation includes designing the organization’s structure, distributing resources, developing decision making process, and managing human resources.
- Strategy Evaluation: Strategy evaluation is the final step of strategy management process. The key strategy evaluation activities are: appraising internal and external factors that are the root of present strategies, measuring performance, and taking remedial / corrective actions. Evaluation makes sure that the organizational strategy as well as it’s implementation meets the organizational objectives.
These components are steps that are carried, in chronological order, when creating a new strategic management plan. Present businesses that have already created a strategic management plan will revert to these steps as per the situation’s requirement, so as to make essential changes.
Components of Strategic Management Process
Strategic management is an ongoing process. Therefore, it must be realized that each component interacts with the other components and that this interaction often happens in chorus.
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First coins to feature King Charles III to be circulated - with two crucial differences
One of the coins will feature the King on its front and a tribute to Queen Elizabeth on its back but unlike his mother, the King will not be wearing a crown. And there is another key difference that eagle-eyed observers may notice.
Friday 28 October 2022 20:50, UK
The first coins featuring King Charles III will be in circulation from December.
The Royal Mint is making 9.6 million copies of the 50p coin, which also pays tribute to Queen Elizabeth II. The reverse of the coin is a replica of the one produced to celebrate her coronation in 1953.
The new 50p pieces represent the biggest change to UK coinage since decimalisation.
"For many people, this will be the first time in their lives that they have seen a new monarch appear on money," says Kevin Clancy, director of the Royal Mint Museum.
The portrait of the King sees him without a crown, a noticeable difference from his mother's image.
"It's quite common for male monarchs not to wear a crown on their coinage. It happened to his father and grandfather when they were on coinage," says Rebecca Morgan, director of collector services at the Royal Mint.
"It's quite common for female monarchs to wear a lot more regalia, so crowns, tiaras, jewellery as well."
Another change is that His Majesty faces the opposite direction from his mother on the coins we currently use, which is in keeping with tradition when there's a new monarch.
The new coin was designed by Martin Jennings and approved by the King.
"It has to be an image that will persist over the years and that will represent the generality of what people imagine monarchy to be about. So it's not just a portrait of him, it also needs to contain the role [of King]," says Mr Jennings.
The Mint will be making 9.6 million of these 50p coins and also begin producing others with the King's head.
You will still see money with the Queen Elizabeth II for some time to come. Those coins will only be replaced once they are worn or damaged, in line with the wishes of the Royal Family, who asked for minimal waste during the process.
"Most people under the age of 50 have only ever seen Queen Elizabeth II in their pockets," Ms Morgan added.
"It wasn't unusual to see two or three different monarchs on coins before decimalisation."
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Colomerus vitis is a pest of grapevine worldwide that includes three strains recognised by plant symptoms (bud, erineum, and leaf curl), which could represent cryptic species. We approached this long-standing question by integrating genetic and morphological methods. COI sequences of mites from South Africa and other countries showed five phylogenetic groups (G1 to G5) with intergroup p-distances up to 23% and intragroup divergence lower than 2%. The three groups found in South Africa (G1, G2, and G3) were screened from a variety of grapevine samples using a novel multiplex PCR method. Only G1 and G3 were significantly associated with erinea and buds, respectively, and the three groups were frequently co-present in the same plant sample. Cryo-SEM showed adults with five-and six-rayed empodia, variable microtubercle shape, and prodorsal shield patterns. Specimens with six-rayed empodia and a smooth prodorsal shield were more often associated with buds, while specimens from erinea were variable. These results support the genetic evidence in that particular groups or morphotypes are not associated exclusively with specific plant niches. We propose that C. vitis is a complex of at least five genetically distinct but morphologically similar species, and that no one species can be assigned to a particular grapevine symptom.
- genetic divergence
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/n[y]ook/ 1. To intentionally delete the entire contents of a given directory or storage volume.
"On Unix, "rm -r /usr" will nuke everything in the usr file system."
Never used for accidental deletion.
Opposite: blow away
2. Synonym for dike
, applied to smaller things such as files, features, or code sections.
Often used to express a final verdict.
"What do you want me to do with that 80-meg wallpaper
3. Used of processes as well as files; nuke is a frequent verbal alias for "kill -9" on Unix.
4. On IBM PCs, a bug that results in fandango on core
can trash the operating system, including the FAT (the in-core copy of the disk block chaining information).
This can utterly scramble attached disks, which are then said to have been "nuked".
This term is also used of analogous lossages on Macintoshes and other micros without memory protection.
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https://www.elook.org/computing/nuke
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510942.97/warc/CC-MAIN-20231002001302-20231002031302-00860.warc.gz
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en
| 0.903586 | 238 | 2.546875 | 3 |
The Conservancy is continually striving to enhance Ohio’s national park. Here’s what we’re working on now.
Photo by Zaina Salem
Boston Mill Visitor Center
As of Oct. 25, 2019, Cuyahoga Valley National Park is able to welcome visitors to a new, state-of-the-art visitor center! This “front door” to the park helps orient new visitors to the Cuyahoga Valley and connects locals to its wide array of landscapes and programs. In close partnership with the National Park Service, the Conservancy managed the fundraising, planning, design, and construction process for the new Boston Mill Visitor Center.
East Rim Mountain Bike Trail
The first section of the East Rim trail system officially opened in spring 2016—the first mountain biking trail in our national park. In 2017, seven more miles were completed! Continued trail enhancement and stewardship of the trail system are planned for 2018. See what’s happening now
Every Kid in a Park
The National Park Service’s Every Kid in a Park initiative began September 1, 2015, with the vision that “No matter who you are or where you live, every kid should be able to enjoy America’s parks, monuments, lands and waters.” The Conservancy’s Education Center has participated in this program every year, bringing thousands of fourth-graders to Ohio’s national park at no cost to their schools or families.
During the 2017-2018 school year, the Education Center will aim to bring 5,500 fourth graders from throughout northeast Ohio to their national park. There, they’ll explore the history, wildlife, geology, and natural features of the Cuyahoga Valley. Major funding for this initiative comes from the National Park Foundation. Learn more
Photo: Melanie Nesturek
Citizen Science 2.0
Citizen Science 2.0 is a new program from the National Park Foundation that supports collaborations among select national parks, local environmental science education providers, and local middle and high schools to provide hands-on science education at national parks.
Here in Cuyahoga Valley National Park, the Cuyahoga Valley Environmental Education Center is creating a sustainable citizen science program that strengthens educators’ ability to teach scientific methods and protocols in conjunction with stewardship of the Cuyahoga River Watershed. The program will provide schools with workshops to develop the skills needed to incorporate citizen science into course curricula.
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<urn:uuid:228d4802-5909-4ced-8d42-9e87e0e87e60>
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CC-MAIN-2020-29
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https://www.conservancyforcvnp.org/news/current-projects/
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s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655887046.62/warc/CC-MAIN-20200705055259-20200705085259-00212.warc.gz
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en
| 0.909534 | 512 | 2.65625 | 3 |
PRCT conservation efforts originally started in 1980, when Dr. Juan Rivero, University of Puerto Rico at Mayagüez, collected four northern crested toads and donated them to the Puerto Rico Zoological Gardens. The toads reproduced at the zoo and their offspring were sent to the Buffalo and Brookfield Zoos. In 1985, twenty toadlets were collected from Guánica Commonwealth Forest by the PRDNER and were sent to Toronto Zoo. Northern and southern populations were managed separately in captivity and these toads and their offspring formed the nucleus of the AZA SSP population.
Reintroduction efforts began as a modest effort by a few individuals and four zoological institutions when little was known about the natural history and husbandry requirements for the species. Between 1982 and 1989, less than 1,300 number of toadlets were released in northern Quebradillas and Cambalache and southern Guánica Commonwealth Forest. None of these populations are believed to have been successfully established. Protocols were later adjusted by releasing tadpoles instead of toadlets to reduce the likelihood of predation and give developing tadpoles/toads the opportunity to imprint to the ponds and return as adults to breed.
By 1992, reintroduction efforts expanded significantly with the construction of an artificial pond in Manglillo Grande, which could be monitored and maintained by the PRDNER and accommodate thousands of captive bred tadpoles. Over time additional information was learned regarding the biology and captive husbandry requirements for the species, allowing more institutions to participate in recovery efforts by successfully breeding PRCT and releasing offspring. Additional reintroduction ponds were constructed with partners and now over 300,000 tadpoles have been sent in Puerto Rico by SSP participants to establish new populations at six sites across the island.
Video of newly released toadlets feeding:
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<urn:uuid:e537caed-dce1-42ee-b515-eb93e719de0b>
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CC-MAIN-2020-24
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http://crestedtoadssp.org/reintroduction-2/
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s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347410745.37/warc/CC-MAIN-20200531023023-20200531053023-00273.warc.gz
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en
| 0.969063 | 373 | 3.234375 | 3 |
Safe drinking-water from desalination
Safe and clean drinking-water is an essential element of health security and underpins sustainable socio-economic development. Global climate change, a growing global population, water requirements to support food security and rapid urbanization all contribute to increased water scarcity and compound the challenge of providing safe drinking-water. In many parts of the world there is a need to develop and manage alternative sources of safe drinking-water. This WHO guidance document is health-focused and it builds on the publication “Desalination technology: health and environmental impacts” which covers the broader context of environmental, technical and operational aspects of desalination.
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<urn:uuid:5576096e-d276-411d-b033-d3ad43e38f1c>
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CC-MAIN-2014-23
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http://www.indiaenvironmentportal.org.in/content/330638/safe-drinking-water-from-desalination/
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en
| 0.899963 | 133 | 3.40625 | 3 |
The United States Consumer Product Safety Commission (CPSC) protects the public from serious risk, injury or death posed by consumer products. Here are several of their suggestions for purchasing safe baby equipment and products:
- Baby Strollers or Carriages: should have a wide base to prevent tipping and the stroller's breaks should securely lock the wheels. If you're transforming the stroller into a carriage, make sure leg openings can close to prevent your baby from falling out. Make sure the stroller's shopping basket is directly over or in front of the rear wheels to ensure stability.
- Toys: you should have a meticulous eye for any strings that might get wrapped around your baby's neck or detachable pieces he or she can choke on. Rattles should also be sturdy enough to withstand being dropped or struck so they do not break. Toys should not be left with your baby while he or she is sleeping.
- Cradles: must have a sturdy bottom and wide base for stability. The cradle should have smooth surfaces, free of protruding staples or other hardware that can injure your baby. The cradle should also have strong legs and locks to prevent it from folding while your baby is inside. The CPSC also suggests using a firm mattress that fits snugly inside the cradle.
- Car Seats: automobile crashes are the leading cause of death for children in the United States and installing your car seat properly is crucial. Read the directions and practice installing your car seat before your baby arrives. Also refer to your car's owner's manual to see if any other guidelines are provided. Make sure your car seat appropriate for your baby's weight and height.
For more information about product safety, visit the U.S. Consumer Product Safety Commission Website or call them at 800-683-2772.Source
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<urn:uuid:12fe2490-d2ae-43fa-a709-7f5f4f90bea1>
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CC-MAIN-2013-20
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http://pregnancy-blog.parentingweekly.com/2009_09_27_archive.html
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701562534/warc/CC-MAIN-20130516105242-00081-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.938017 | 365 | 2.765625 | 3 |
A recent study has suggested that those who get less than six hours sleep per night or who have a fragmented sleep pattern, have an increase in Atherosclerosis.
Atherosclerosis is a disease that is caused by a buildup of plaque in the arteries, which carry oxygen-rich blood to the heart and other vital organs of the body. Plaque comprises of cholesterol, fat, calcium and other substances that over time harden the arteries and cause them to narrow. This in turn can lead to a number of complications such as high blood pressure, stroke and heart disease.
The PESA (Progression of Early Subclinical Atherosclerosis) study assessed 3,974 healthy adults who’s sleep patterns were monitored over a period of seven days via a waistband activity monitor, which kept a log of the participants quality and quantity of sleep. The average age of participants was 46 with 63% being male.
The participants were divided into five different groups depending on the average hours slept and whether their sleep was fragmented or not and atherosclerosis was tested using three-dimensional ultrasound equipment.
Adjustments were made for conventional risk factors of cardiovascular disease such as age, gender, BMI, physical activity, smoking, alcohol consumption, cholesterol levels, calorie intake, blood glucose levels and more.
The results showed that those who were considered to be ‘short sleepers’ had significantly more atherosclerosis than those who consistently enjoyed seven to eight hours of unfragmented sleep per night.
Dr Fernando Dominguez, study author, of the Spanish National Centre for Cardiovascular Research (CNIC) in Madrid, said: “Bad sleeping habits are very common in Western societies and previous studies have suggested that both short and long sleep are associated with an increased risk of cardiovascular disease. However, there is a lack of large studies that have objectively measured both sleep and subclinical atherosclerosis.”
Dr Dominguez said: “People who had short or disrupted sleep were also more likely to have metabolic syndrome, which refers to the combination of diabetes, high blood pressure, and obesity, and depicts an unhealthy lifestyle.”
He went on to say that: “Failure to get enough sleep and restlessness during the night should be considered risk factors for blocking or narrowing of the arteries. Studies are needed to find out if sleeping well and long enough can prevent or reverse this effect on the arteries. In the meantime it seems sensible to take steps to get a good night’s sleep – such as having a physically active lifestyle and avoiding coffee and fatty foods before bedtime.”
March 16, 2020
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<urn:uuid:83d6bceb-9733-4f71-8432-185b426452ad>
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CC-MAIN-2020-29
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https://www.healthplanspain.com/blog/health-news/563-hardening-arteries-linked-to-short-fragmented-sleep.html
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s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657151761.87/warc/CC-MAIN-20200714212401-20200715002401-00086.warc.gz
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en
| 0.969504 | 533 | 3.515625 | 4 |
Adam F. Simon
Role of mass audiences in politics from the standpoint of the communication strategies used to shape their political involvement. Topics include: social structure and political participation, political propaganda and persuasion, the political uses of public opinion, and the mass media and politics. Offered: jointly with POL S 305.
Description: This course is designed to introduce you to the major theories and methods implicated in the study of political communication. Our general theme will be the effects of the mass media on politics and American government. As such, we will be exploring the creation of news and other forms of political communications and examining their influence on elections and public policy-making. In the process, we willl also gain an understanding of the use of scientific methods in the study of politics and communication.
Student learning goals
General method of instruction
Texts: Allen, Cathy, Talking Back Politics and Bagdikian, Ben, Mediamonopoly.
Class assignments and grading
Assignments: Mid-term; final; course project.
Grading: Exams 45 % (25% mid-term,20% final) Project/presentation: 45 % Class/quiz participation: 10 % TOTAL: 100 %
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<urn:uuid:7ea4b344-054d-4241-970c-6f955fc57f74>
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CC-MAIN-2014-10
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http://www.washington.edu/students/icd/S/com/305asimon.html
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s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999652621/warc/CC-MAIN-20140305060732-00047-ip-10-183-142-35.ec2.internal.warc.gz
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en
| 0.895494 | 247 | 2.84375 | 3 |
iPhone-based astrophotography is begun. Below is an image of Jupiter taken by an iPhone through an 8" Meade Cassegrain telescope by amateur astronomer Mike Weasner.
Note that on the right you can see three of the moons of Jupiter - this is similar to what Galileo saw when looking through his small 2" refracting telescope, hence the four largest moons are dubbed the Galilean moons in his honor. Continued observations of Jupiter over the course of days, months, and even years led Galileo to the realization that they were orbiting Jupiter, not the Earth, and therefore the Earth was not the center of the universe.
Another thing you can see in this image is that the face of Jupiter has bands across it. Galileo could not see these himself, but he saw other "irregularities" or deviations from perfection on the Moon (craters), Saturn (rings, which he couldn't identify as such), and Venus (phases, like we see our Moon go through naked-eye). These other features also helped support Galileo's claim that the universe was NOT perfect, and did NOT revolve around the Earth. Rest assured if he had seen stripes on Jupiter, he would have recorded such a fact.
So this little iPhone image is better than what the father of modern astronomy saw himself.
For more information on this image and the telescope used, see also:
* Bad Astronomy (Dr. Phil Plait)
* The Mac Observer (John Martellaro)
* Weasner's Mighty ETX Site (Mike Weasner)
* Meade Telescopes, LX200-ACF model
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<urn:uuid:32a5ff6d-0368-478c-b21a-3b12e4c496b0>
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CC-MAIN-2017-34
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http://modern-science.blogspot.com/2008/10/iphone-astronomy.html
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s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886106996.2/warc/CC-MAIN-20170820223702-20170821003702-00269.warc.gz
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en
| 0.964997 | 333 | 2.53125 | 3 |
Creating a photograph is a pretty cool thing! We photographers are manipulators of light, since it’s really just light that creates an image – after all – you can’t take a picture in the absence of light!
Light and how it reacts to a subject to create color, texture, contrast and shape is what creates a photographic image. It is this play of light casting shadows and creating depth that tells your eyes and brain that this is a three dimensional image. If you think about it, a photograph is a two dimensional object – but when you look at it you see three dimension. One trick we photographers use to give the illusion of depth is to have our subject in the foreground very sharp, but to blur the background. This not only creates three dimension in the image, it also helps the subject stand out and be identified as the most important thing in the photo.
Here’s an example I saw about Hudson River painters that showcases this technique. When you look at this painting, you know that the mountains in the background are far away because they are a little hazy and out of focus. But, the trees and hills in the foreground are super sharp, so our brain knows that they are closer. Our eyes “see” jut like this all day every day – “blurring” out whatever is in the background of what you are looking at – but only when you are faced with a camera or the desire to paint a landscape that you are really forced to think about it and re-create that illusion of depth.
We photographers use f-stops to create those really cool, blurred out backgrounds. The f/stop numbers start at f/1.4 and go up in some magical mathematical equation up until f/32. We photographers have to pre-visualize the image before we take it and made a decision about how blurred out we want the background to be – and then we set the camera for that f/stop.
This photo demonstrates how you can manipulate the background blurriness by picking different f/stops. The top part of this image was shot at f/32 and the bottom half at f/5. The higher the f/stop number, the more in focus your background will be. As I teach in my book “The Parent’s Pocket Guide: Taking Kids and Family Portraits” a LOW number = shalLOW depth of focus. For portraits at the studio we generally use f/2.8 or f/1.4 when we are feeling artsy and want to really blur the background.
The reason depth comes to mind with this particular photo shoot is because there were so many people: five kids and two adults! Stacking them perfectly, creating the perfect little nook for each family member’s body to fit – plus I needed to constantly re-adjust my camera’s f/stop as we moved from big groups to smaller ones and then individual photos. When you are shooting a big group, you obviously want everyone to be in focus – therefor I shoot with f/5.6 or f/8 with this many people. Then, when we get to individuals – I like to really blur the background and so I switch to f/2.8.
On a more personal note about this Santa Monica family – they are one of our favorites. When we got the call that they wanted to schedule a session we were so so excited! Every time they come for photos their outfits and the colors they use (another reason I started with topic of color for this blog post) are so spot on! We have known them since before their youngest daughter was born and it has been a pleasure watching their family grow as our studio has also grown. They were one of the first families to come to our Culver City photography studio and, needless to say, our sets, props and the luxury of the studio has changed quite a bit since then!
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<urn:uuid:f82f77f4-6831-4277-9d0f-ec58250bf70c>
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CC-MAIN-2017-39
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https://blog.thepodphoto.com/2015/09/14/park-family-photo-session-santa-monica-kids-and-family-photographer/
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s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689752.21/warc/CC-MAIN-20170923160736-20170923180736-00274.warc.gz
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en
| 0.966197 | 809 | 2.84375 | 3 |
Obstructive sleep apnea (OSA) is a common medical problem that involves temporary interruptions of airflow while sleeping. Typical symptoms of OSA include snoring; pauses in the patient's breathing while asleep, as witnessed by others; and excessive sleepiness during the daytime. It may be treated by wearing a mask that gently blows air into the nose or mouth to prevent the interruption of airflow while sleeping, a treatment called continuous positive airway pressure (CPAP). In addition to daytime fatigue and other health problems, OSA is known to increase the risk for death in men due to cardiovascular problems (such as heart attacks). Treatment with CPAP can reduce that risk. Much less is known about the risk of OSA to women.
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<urn:uuid:f697d6c1-607f-4724-8534-4489b37d6ea3>
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CC-MAIN-2013-48
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http://annals.org/article.aspx?articleid=1033339
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s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163966854/warc/CC-MAIN-20131204133246-00082-ip-10-33-133-15.ec2.internal.warc.gz
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en
| 0.968508 | 148 | 3.109375 | 3 |
|Place of Origin:||China|
|Certification:||ISO9001, ROHS, CE|
A dummy load is a component, component or device that replaces the terminal in a circuit (such as an amplifier) or an electrical output port to receive electrical power. It is a component, component or device that replaces the terminal in a circuit (such as an amplifier) or an electrical output port to receive electrical power, called a dummy load. The most basic requirement for the dummy load is to match the impedance of the power it can withstand. An informal load usually used temporarily when debugging or testing machine performance.
The TPW-LPT25-760-155-41M RF load (also known as a terminal or dummy load) has a 4.3-10 male connector. This Topwave 25 watt 4.3-10 male load/terminal is rated for a maximum frequency of 6GHz. Our 4.3-10 male terminated loads are RF load terminations with 50 ohm impedance. At the same time, its PIM value is -155dBc.
|Power Rating(W)||25W (average power per port)|
|Operating Tem(℃)||-25°C to +50°C|
|Dimensions(mm)||See mechanical Drawing|
ROHS & CE Compliance
Guaranteed PIM Guaranteed -155dBc
Wide Frequency Band Covering 698-6000MHz
Low Insertion Loss & Low VSWR
Available with Type N, 7/16DIN or 4.3/10 Connectors
Widely for Distributed Antenna(DAS) Solutions.
Well Installed in In-building System(IBS)
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<urn:uuid:24e30bd7-1392-4911-ada7-fed76ff3c241>
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CC-MAIN-2023-23
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https://www.topwavecomm.com/Low-PIM-Termination-Load/low-pim-155dbc-25w-698-6000mhz-rf-dummy-load-with-43-10-male-connector
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647525.11/warc/CC-MAIN-20230601010402-20230601040402-00176.warc.gz
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en
| 0.764479 | 485 | 2.703125 | 3 |
LAHORE - The disease burden saw 14 per cent increase to 31,536 cases per district during October from September’s 27,587 cases. Ninety two districts reported 2,901,262 disease incidence in the observed month compared with previous month’s 2,400,052 in 87 districts, says a Free and Fair Election (Fafen) report.
The Fafen who visited 92 district health offices reported that except for respiratory tract infections and meningitis that increased 10 per cent and 20 per cent, cases registered under all other disease categories fell – gastrointestinal infections lowering 15 per cent, scabies (4 per cent), animal bites (10 per cent), viral diseases (28 per cent), diseases transmitted through mosquitoes (23 per cent), and bacterial diseases (12 per cent).
Respiratory tract infections constituted 48 per cent of the disease burden – 90 districts reporting 1,384,495 cases as compared with the preceding month’s 1,164,715 in 83 districts- an increase of 10 per cent.
However, gastrointestinal infections registered a 15 per cent drop - 91 districts recording 527,268 cases against the previous figures 580,132 in 85 districts. Diarrhea and dysentery decreased 20 per cent while gastroenteritis went up 17 per cent.
Among skin diseases, scabies saw a 4 per cent fall – from 3,692 to 3,548 during October. Animal bites also dropped 10 per cent. Snake bites had 867 cases registered in 53 districts and dog bites had 9,721 in 71 districts.
As has been in the months before, hepatitis dominated viral diseases with 94 per cent share out of total 2,532 cases. Thirty seven districts reported 2,370 hepatitis cases. Besides, measles had 17 cases registered in 16 districts. There were 13 probable poliomyelitis cases in Mardan and 12 suspected AIDS cases – Gujrat (8) and Sargodha (4).
Among diseases transmitted through mosquitoes, dengue and malaria were observed. In this category, 25 districts reported 3,191 cases – all of malaria. Such disease fell 12 per cent during October.
As for bacterial diseases, 2,272 cases were reported – tuberculosis (99 per cent; 38 districts) and tetanus (13 cases; Karachi). Besides, two districts – Sargodha and Loralai (6 each) – reported 12 meningitis cases.
Moreover, 32 districts reported 143 maternal mortality cases in October as compared with the previous month’s 145 in 33 districts. However, infant mortality saw decline from 62 cases per district to 61 and child mortality from 35 cases to 27.
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<urn:uuid:59218a53-e231-4afb-be5c-459facb5ea6c>
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CC-MAIN-2014-15
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http://www.nation.com.pk/lahore/21-Jan-2013/report-rings-alarm-over-14pc-increase-in-health-problems
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s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223202457.0/warc/CC-MAIN-20140423032002-00334-ip-10-147-4-33.ec2.internal.warc.gz
|
en
| 0.920317 | 545 | 2.578125 | 3 |
See also: Aboriginal
- First according to historical or scientific records; original; indigenous; primitive. [First attested in the mid 17th century.]
- Living in a land before colonization by the Europeans. [First attested in the late 17th century.]
- Alternative letter-case form of [First attested in the late 18th century.]
- (indigenous to a place): native, indigenous, autochthonous, endemic, original, first, earliest, primitive, ancient, primordial, primeval
living in a land before colonization
aboriginal (plural aboriginals)
- An animal or plant native to a region. [First attested in the mid 18th century.]
(Can we date this quote?), Charles Darwin, (Please provide the book title or journal name):
- It may well be doubted whether this frog is an aboriginal of these islands.
- Alternative letter-case form of [First attested in the mid 18th century.]
animal or plant native to a region
- The translations below need to be checked and inserted above into the appropriate translation tables, removing any numbers. Numbers do not necessarily match those in definitions. See instructions at Wiktionary:Entry layout#Translations.
Translations to be checked
- Using uncapitalized aboriginal to refer to people or anything associated with people may cause offence.
- In Canada, style manuals recommend against using the noun Aboriginal for a person or people.
- See also the usage notes under Aboriginal.
- “aboriginal” in Lesley Brown, editor-in-chief; William R. Trumble and Angus Stevenson, editors, The Shorter Oxford English Dictionary on Historical Principles, 5th edition, Oxford; New York, N.Y.: Oxford University Press, 2002, ISBN 978-0-19-860457-0, page 6.
aboriginal m, f (plural aboriginales)
- Aborigine (original inhabitant of Australia)
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<urn:uuid:e717f3d9-6181-4244-9574-5b90cdc95ff2>
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CC-MAIN-2017-34
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https://en.wiktionary.org/wiki/aboriginal
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s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886106754.4/warc/CC-MAIN-20170820131332-20170820151332-00520.warc.gz
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en
| 0.737111 | 414 | 3.328125 | 3 |
The world's first 3D printed prosthetic eye is fitted to the patient
A patient from the Moorfields Eye Hospital NHS Foundation Trust in the United Kingdom has become the first person in the world to receive a 3D printed prosthetic eye.
According to Neowin, the 3D-printed prosthetic eye acts as a true biosampler, offering several advantages over traditional acrylic prostheses. The eye works to provide a more accurate representation with true depth and clearer definition to the pupil.
When compared to the traditional acrylic eye prosthetic process, 3D printing uses eye scans instead of invasive molding techniques that use empty eye sockets. Due to the difficulty of traditional acrylic restorations, this may require general anesthesia in children. However, the non-invasive measures of 3D printing avoid the use of anesthetics.
Another significant advantage of using 3D printing is efficiency and speed in the manufacturing process. While traditional acrylic prostheses can take around 6 weeks to complete due to the need to be painted by hand, 3D printed prostheses only take 2 to 3 weeks for the eye doctor to perfect, polish, and fit the prosthesis.
3D printed prosthetics are having a big impact on people's lives in many parts of the body.
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<urn:uuid:136ee63d-9661-4a35-b99c-dd380dda1d0a>
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CC-MAIN-2023-40
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https://ttqlhttt.ou.edu.vn/en/mat-gia-in-3d-dau-tien-the-gioi-duoc-lap-vao-benh-nhan
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511023.76/warc/CC-MAIN-20231002232712-20231003022712-00454.warc.gz
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en
| 0.902982 | 322 | 3.0625 | 3 |
In this blog, Tannishtha Bardhan, Shraddha Mohanty and Abir Dey illustrate the use of online assessment tools and their potential use in agricultural higher education. These new technologies in the hands of great teachers can be transformational, they argue.
COVID-19 induced global lockdown has affected every sphere of life and the educational sector is not an exception. The sudden shutdown of all educational organizations starting from kindergarten schools to colleges and universities has affected more than 1.2 billion children across 186 countries. This new normal situation has changed the educational sector dramatically, with the distinguishing rise of e-teaching and learning. These online teaching-learnings gained momentum due to COVID lockdown. One of the important parts of this e-teaching and learning is to evaluate the students’ performance. Hence, the present situation demands an online form of assessment of the students which was earlier being done on pen paper mode.
MODES OF ASSESSMENT
Arousing the motivation of students to achieve meaningful learning experience is a major objective of education. Often, assessments are the prime source of motivation for students and drive their decisions of when and how to study. Before discussing anything about online mode of assessment, let’s have a quick look at different modes of assessment before COVID-19. Mostly, teachers used to take traditional pen and paper mode of assessments, surprise class tests, open book examinations or practical based evaluations. One advantage of offline assessment mode is it can check misconduct on part of students. Besides, in offline mode students did not have to face technical glitches, could manage their time, could easily interact with teachers, and its familiarity in the teaching and learning community. But, offline assessment has some limitations too. Especially in OMR based tests, one has to be very cautious as answers once marked cannot be changed. Chances of missing questions occur frequently. Above all, embracing an online exam system would significantly aid in safeguarding the environment with reduced paper usage. Without a choice in the present time, adopting online teaching-learning and assessments is the only feasible option.
Online assessments can be any means of evaluating student achievements, giving feedback or channelizing students forward in their learning process in a fully online mode. Assessments can be either formative, designed to monitor students’ progress in a low or no stakes environment, or summative, designed to evaluate students against criteria. Examples of such commonly used assessment tools are Google Form based quizzes, Kahoot!, Quizizz, Socrative, Near Pod, Educanon, etc.
Along with the insertion of smart technologies in the classroom, inclusion of scenarios supported by games and competition can enhance participation of students. There is a major concern that online education is one way and ensuring interaction is not as easy as regular classroom teaching. To make it more interactive and lively, quizzes, polls and games can be incorporated in the online teaching environment. Two such platforms are Kahoot and Quizizz. These tools can be easily integrated with exiting online teaching/learning platforms. The steps in using such tools are discussed in this blog.
Kahoot! is an open access, easy, game based learning platform which provides the facility to conduct gamified quizzes during online teaching-learning sessions. It can be used as an educational technology in schools and higher education institutes to assess performance of students. Teachers can use Kahoot! in two ways: either during an online class to check a student’s knowledge or it can be assigned to students at a later date where it works in a student paced manner. The most attractive part of this platform is its time bound questions, where one can allot a time duration starting from 5 seconds to 240 seconds per question in a quiz. Now let’s see how this platform works and move forward towards a step by step description of creating quizzes and its sharing with the class.
- Step 1: Open Google Chrome and type Kahoot in the search bar. You will be provided with a list of options. For teachers to sign in and create a quiz, click on https://kahoot.com and for students to join any live session on Kahoot platform click on https://kahoot.it.
- Step 2: After opening Kahoot.com, you have to sign up if you are registering for the first time. Otherwise, you can log in with your existing id. After signing up, choose your account type (teacher, student, personal or professional) and describe your workplace (school, higher education, school administration, business).
- Step 3: The next step is choosing your plan where there is an option to choose among basic free plans and other paid versions. Our basic purpose of online assessment can be served with the basic free plan. So click on “Get Basic for Free” and continue. In the paid versions, one can choose up to 2000 participants and get all question forms and distant learning features. Institutions and organizations can go for the premium version. After this, a welcome page will pop up and it is optional to put your name or nickname there. Once done, you will be on Kahoot! Homepage.
- Step 4: On the homepage, click “Create kahoot” icon. You will be provided with different options like creating from scratch or either using any template of formative or summative assessment. Click on “New Kahoot” and start adding your questions. Since we are using the basic free version, we are allowed to use quiz type (MCQ) and true-false type questions. One can also insert videos/images and ask relevant questions regarding those. There are options to select time duration for each question and adding points to each question.
- Step 5: When the quiz is ready, you will can test it, play it and share it. It’s advisable to test the quiz prior to sharing. Sharing can also be done in the form of assignments at a later date. The best feature is one can share the quiz using the shareable link or share via google classrooms, Microsoft Teams, Twitter, Facebook etc. While assigning any kahoot quiz, there are options to choose question timer, shuffle questions and to allow students write their nicknames.
- Step 6: If a teacher wants to play the quiz right at that time, he/she can click the play button and run the quiz. Another advantage of Kahoot quiz is that it can be played both in team and individual modes.
If the teacher /instructor is playing the quiz in real time, students have to access the website using the link mentioned in step 1 and enter the pin displayed on their teacher’s screen. It is necessary for students to download the app or register. So, it saves time and reduces the technological complications for students.
After finishing a quiz, teachers can see individual and overall responses. There is also an option to see correct or incorrect answers for every question. Instructors can download the report card in a spreadsheet.
Quizizz is an open access website created in 2015 by Ankit Gupta and Deepak Joy Cheenath. It is used as an online assessment tool which helps teachers to create and assign quizzes to students. Along with this it also provides the feature to create lessons for students along with quiz and poll questions and with an inbuilt option of saving. It provides facility to present the quizzes live or as a home work with a specific deadline. Now let’s see how to create a quiz and share with learners using Quizizz.
- Step 1: Search for “Quizizz” in Google search bar. Click on the tab https://quizizz.com as shown below.
- Step 2: First, sign up through a valid email id. After successful signing up, you will be directed to Quizizz home page.
- Step 3: Apart from using inbuilt quizzes, we can create custom quizzes. For that, click on “Instructor Dashboard”. Go to “Create Quiz”. Now write the quiz title and choose relevant subjects. Click on “Next”.
- Step 4: Choose the type of question from the given options (Multiple choice, Check box, Fill in the blank, Poll, Open ended, Slide).
- Let’s take demonstrate its use with multiple choice questions. The following screen appears when selected. First, write the question and probable options in the boxes given. You can also add or remove options. Put a tick mark next to the correct answer.
- You can add mathematical equations by clicking the f(x) tab and click on the Media tab for adding audio or images to the question.
- A timer can be set for each question (5 seconds to 15 minutes).
- Click on “Save” icon to save the question.
- Step 5: Click on “New question” to add more questions to the quiz. You can also use the inbuilt question bank offered by the website by clicking the “Teleport” icon. There is an “Edit” option for each question to incorporate any necessary changes.
Click the “Done” tab, once you are done with your quizzes.
- Step 6: Now, fill up the quiz details like language, grade, privacy and click “Save” to proceed to the next step
- Step 7: After creating a quiz, go to “My library”. Now, you can either “Start a live quiz” or “Assign homework”.
Before assigning a quiz, you need to add a class by “Import from Google Classroom” or “Create a class”.
- tep 8-Click “Assign homework” and fill the required deadline and add a class. After completing the process, click the “Assign” tab.
The quiz will now automatically be assigned to your class.
You can also generate a code for specific quizzes and share it with students through mail, WhatsApp, Telegram groups or through other platforms.
Students need to enter that particular code and click “Join” to access the quiz.
Once students turn in their assignments, you can check their scores by clicking the “Reports” tab. It also provides options viz. “Download excel”, “Rename report” and “Delete report”.
Comparison of different online assessment tools:
|Point Of Comparison||Kahoot!||Quizizz||Google Forms||MS Teams Based Quiz|
|Real Time Interaction||Yes||Yes||No||No|
|Flexibility of place||Yes||Yes||Yes||Yes|
|Practice option for students||Yes||Yes||No||No|
|Ease of accessibility||Easy||Easy||Easy||Moderately difficult|
The above table shows comparison between Kahoot, Quizizzis and other commonly used assessment tools like MS Teams based quizzes and Google Forms. The striking difference is time allotted per question and real time interaction: which is a unique feature of Kahoot! and Quizizzis, but unavailable in Google forms and MS Teams quizzes. So, it’s not easy for students to cheat. Quizizz is student paced, students don’t have to wait for the whole class to answer a question before they continue to the next one while kahoot can be used in both teacher paced and student paced modes. Kahoot provides a feature to discuss after each question. Gamified version of assessment by Kahoot and Quizizzis help in enhancing students’ participation in an online class and keeps them motivated. Chaiyo and Nokham (2017) reported in their study that Kahoot and Quizizz has presented a lot of positives points over Google Forms in terms of enhancing concentration, engagement when used in a classroom situation. Similarly, Sabandars et al (2018) also pointed out that learners were engaged thoroughly when they were using Kahoot! in the classroom. They were also more enthusiastic and were quite satisfied as they got a chance to give exam in a live game show format. They stated that this game will be useful not only to review materials that they will present later in the classroom but will create a fun and interactive atmosphere and is easy to adopt.
ADVANTAGES OF ONLINE ASSESSMENT TOOLS:
- Online assessment tools save time and money.
- Easily accessible and easy to handle. One can use mobile phones, tablets, laptops and computers to access the quiz. Students can select their device as per convenience.
- Free availability of basic versions.
- Teachers can download the report card just after the assessment is over and can be saved for later use.
- Creates a friendly competitive environment in the online platform which motivates and engages students.
- Students can get instant results and feedback on their
- Results in effective learning by students due to involvement of more than one sense.
INTEGRATINTG KAHOOT! AND QUIZIZZ IN AGRICULTURAL EDUCATION SYSTEM?
Agriculture is basically a practice oriented subject where both lab as well as field based practicals are involved. So, prior to this pandemic situation, SAUs and other research institutes used to conduct both theory and practical based assessments. Although online classes help students to gain theoretical knowledge, students’ exposure to lab and field based practicals are questioned. Recorded videos and MOOCs can help students to get a practical touch to some extent but conducting practical examinations is not possible. This shortcoming can be overcome to a certain extent through Kahoot, Quizzis, MS Teams based quizzes, Google Forms etc., as these provide the facility to incorporate multimedia tools in question form and make online mode of teaching more interactive. Specifically by using Kahoot! and Quizizz, instructors can easily conduct practical examinations like identification of plant species, diseases, weeds, seeds, insects etc., with the facility of uploading images with questions in a specified time period and in an interactive manner. So, surely use of such online assessment tools will enhance the interaction in online class mode and teachers can keep a check on whether students are listening or not in an online class. Besides, teachers can use this tool for taking both formative and summative assessments of students. Instructors can use these as sub modules to evaluate what students are learning during a particular class.
DRAWBACKS OF ONLINE ASSESSMENT TOOLS
- In online mode of teaching, learning and assessment, internet connectivity is a major problem for both instructors as well as learners.
- Lack of expertise on part of instructors to handle these online tools.
- Limited number of students can be accommodated and limited facilities are available in the basic free version of these tools.
- Teachers cannot control malpractices by students.
- As students are unaware about the uses of these kinds of tools, it takes them time to get comfortable and familiar.
- Limited character length for questions.
Online assessment tools can serve as the most appropriate alternative for the pen and paper based assessments of students, especially during this COVID-19 pandemic. Although it has some disadvantages, the benefits outweigh pitfalls. These game based quizzes will not only grab students’ attention but will also motivate them. It allows instructors to conduct mobile learning i.e. they can take assessments at any place, at any time and record results immediately. In agricultural higher education, this tool can be easily incorporated to conduct assessments online during midterm or hourly examinations. These e-learning tools enable us to spread education beyond the four walls of a classroom. Some add-ons of these technologies are inculcation of positive energy among students, exploration of new concepts and ultimately adding a pinch of fun in the classroom. We guarantee that this gamification of learning has enhanced students’ engagement, including the most introverted ones, along with combining both a digital fast-paced and friendly competitive environment. So, let’s get smarter and a little bit more digitized by blending e-learning technologies with our traditional ones because technology in the hands of great teachers can be transformational.
Chaiyo, Y., & Nokham, R. (2017, March 1-4). The Effect of Kahoot, Quizizz and Google Forms on the Student’s Perception in the Classrooms Response System [Conference presentation]. International Conference on Digital Arts, Media and Technology, Chiang Mai, Thailand. doi:10.1109/icdamt.2017.7904957.
Kahoot!. (n.d.). In wikipedia. Retrieved October 6, 2020, from https://en.wikipedia.org/wiki/Kahoot!
Sabandar, G. N. C., Supit, N. R. & Suryana, H. T. E. (2018). Kahoot! Bring the Fun Into the Classroom. Indonesian Journal of Informatics Education, 2(2), 127-134. doi: 10.20961/ijie.v2i2.26244
Tannishtha Bardhan, PhD Research Scholar, Department of Agricultural Communication, GBPUAT, Pantnagar – 263145 (email id: firstname.lastname@example.org)
Shraddha Mohanty, PhD Research Scholar, Department of Soil Science and Agricultural Chemistry, OUAT, Bhubaneswar-751 003(email id: email@example.com)
Abir Dey, Scientist, Division of Soil Science and Agricultural Chemistry, ICAR-IARI, New Delhi-110 012 (email id: firstname.lastname@example.org)
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Dr Kayleigh Garthwaite is a postdoctoral research associate at the Department of Geography, Durham University
It is estimated that more than eight million people in the UK struggle to put food on the table, with over half regularly going a day without eating (Food Foundation, 2016). It is in this landscape that emergency food provision is increasingly visible in the UK. The Trussell Trust oversees 424 food banks in the UK and over 2015-2016 it gave out enough emergency food to feed more than 1.1 million individuals. In her book Hunger Pains (2016) Dr Garthwaite explores the realities of foodbank use under austerity and growing health inequalities.
The Trussell Trust runs a network of over 400 foodbanks, giving emergency food and support to people in crisis across the UK. There are five stages involved in the operation of a Trussell Trust foodbank. Firstly, food is donated; secondly, food is sorted and stored; thirdly, people seeking a donation are assessed by frontline professionals; fourthly, vouchers are taken to a foodbank to be redeemed for 3 days of emergency food; and finally, people are signposted to further support through the ‘More Than Food’ programme. Increasingly, Trussell Trust foodbanks are also locating additional services, like debt and welfare advice, within the foodbank itself too. The infographic below shows this in detail:
The five steps of using a foodbank © Chris Orton, Durham University
Stockton-on-Tees, in the North East of England, has the highest spatial health inequalities within a single local authority in England both for men and for women. Men living in one of the most deprived parts of the area will live, on average, 17.3 years less than a man living in one of the least deprived areas. For women, the difference is 11.4 years (Public Health England, 2015). I spent time in both of these communities, finding out what it was like to live in a place with such large gaps in life expectancy.
In general, whilst participants from both areas were unaware of the gap in life expectancy between the most and least deprived areas, they showed an understanding of the geographical exclusion between the two localities. For participants in the least deprived area, the idea of inequalities was a vague yet shocking one; for those in the most deprived area, it was felt and lived on a daily basis.
Historically, we have always had soup kitchens for people who are homeless, but the extent to which provision has grown and expanded so incredibly quickly in recent years is staggering. In 2004 the Trussell Trust ran only two foodbanks. In 2009/10, their foodbanks helped almost 41,000 people. Two years later, with the Coalition government in power, the Trussell Trust issued 128,697 vouchers in 2011/12. In 2014/15, for the first time, over one million emergency food parcels were given out by the Trussell Trust’s network of over 400 foodbanks, an eight fold increase from 2011/12. Today, different forms of emergency food provision have become so much more widespread, with breakfast clubs, pay-as-you-can cafes, soup kitchens, and waste food redistribution all firmly rooted in the fabric of our everyday lives in the UK. There are also people helped by the thousands of independent emergency food providers currently operating in the country; those living in towns where there is no foodbank; people who are too ashamed to seek help; and the large number of people who are coping by eating less and buying cheaper food.
How many people are helped by foodbanks? © Trussell Trust
Poverty leading to inadequate nutrition is one of the oldest and most serious global health problems. But in 2015, dangerously poor diets are leading to the shocking return of rickets and gout – diseases of the Victorian age that affect bones and joints – according to the UK Faculty of Public Health. One in five family doctors were asked to refer a patient to a foodbank in 2014, with GPs reporting that benefits delays are leaving people without money for food for lengthy periods of time. There are even rare reported cases of people visiting their GP with “sicknesses caused by not eating.”
Many people who used the foodbank had pre-existing health problems which were made worse by their poverty and food insecurity. The latter meant although foodbank users were well aware of the importance and constitution of a healthy diet, they were usually unable to achieve this for financial reasons, constantly having to negotiate their food insecurity. More typically they had to access poor quality, readily available, filling, processed foods. Necessity, not the luxury of choice, means that people were forced to eat food that was cheap, readily available, and would not result in any wastage. Skipping meals led to rapid weight loss, a lack of energy and the worsening of pre-existing ill health, including mental health issues.
Working families are increasingly turning to foodbanks to make ends meet. Work should offer a reliable route out of poverty. But low pay, high costs of housing, childcare, and transport prevent some people from working or earning more, trapping people in poverty. More than half of people in poverty live in a family where someone is in work. There are 6.7 million working people in the UK who are living in poverty (Joseph Rowntree Foundation 2013), with more than half of people experiencing poverty now living in working households. More than half of households in working poverty (56 per cent) contain a worker paid less than the Living Wage; for the others, the issue is more the number of hours being worked than the amount they're paid. These are jobs that are low paid, low skilled, inflexible, and insecure and contribute to in-work poverty.
Unfortunately, in the UK people are often stigmatised for living in poverty, how can this be addressed?
Media portrayals of poverty are encouraging the idea that foodbank users, and indeed people living in poverty more generally, are in some way to blame for their own situation, creating false distinctions between ‘us’ and ‘them’. This was reflected in the perspectives of the more affluent residents in Stockton-on-Tees who I met throughout the research. For people using the foodbank, this stigmatisation could create a fear so powerful that sometimes it could not be overcome, stopping people from accessing the help they need.
We need to listen to the voices of people using the foodbank so that can we understand who uses them, why, and what it feels like. Maybe then we can start to do something about it. How we express the collective shame that should be felt over the existence of emergency food aid will be key to the future of foodbanks in the UK.
Ask the Expert with Ricardo Fuentes-Nieva on Inequality
Ask the Expert with Professor Anne Green on Employment in Britain
Podcast with Luke Craven and Professor David Schlosberg on Environmental Justice, food and communities
Watch the videos on Paul, Josh, and Sarah stories, create a zine that tells their story and considers:
What brought Marcella, Paul, Josh, and Sarah to the foodbank?
What issues were they experiencing? How were they feeling the effects of poverty?
How did they experience the foodbank, how did it help them?
In which ways has the foodbank assisted in ways beyond providing food?
Individually, research the usual products that are given away as part of a foodbank parcel. Consider the meals that you can create for this, how it would stretch between your own families? Have you noticed foodbanks in your local area, do you feel they are becoming more prevalent?
Taking a map of the UK, using data from the Office of Statistics map the spatial inequalities of life expectancy, health and well-being across the UK – what patterns are emerging?
Will Austerity increase the North South Health Divide? Geography Directions (2015)
Trussell Trust to deliver more emergency food parcels than ever before (2016)
Food bank use could be highest in 12 years, say Trussell Trust. The BBC (2016)
Benefit sanctions forcing people to use food banks, study confirms. The Guardian (2016)
Life on the breadline: benefit cuts are making food banks a permanent fixture. The Guardian (2016)
Reliance on food banks must not become the new norm, say Trussell Trust. The Guardian (2016)
Austerity, welfare reform and the English health divide, Area (2015)
Kayleigh was interviewed in November 2016
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You need to initiate the VPN connection at your gateway, which is the device that provides your internet connection.
Entry-level and home devices generally don't permit this, so you'll need a mid-level device, or flash your device with a new firmware if you can (such as tomato or dd-wrt). There are also entire OS's dedicated to firewalling that you could put in-front of your router to use as your default gateway such as PFSense (Unix & Free), or Microsoft TMG (Windows, not free). All server OS's can also do this (Linux - iptables and pptpd, and for Windows Server RRAS).
Depending on the support of your firmware, you will then create the VPN connection to your host. A lot of modern routers have dropped support for PPTP tunnels (too insecure? not sure why), so you need to use L2TP or IPSec. This will depend entirely on your device. If you're using OpenVPN you might be out of luck.
If the destination network is on a different subnet to your local network (you better pray it is), then routing rules will be created automatically on the router to send all VPN traffic over the VPN link. So, then you probably (read: definately) want to lock down the source and destination networks and protocols that can run over the VPN.
So you would want to lock VPN traffic down to:
- Source: IP Addresses of those 10 machines
- Destination: IP Address of the RDP server
- Port: 3389 (RDP)
- Action: Permit
And then a final rule:
- Source: All
- Destination: Entire IP range of the destination VPN
- Port: All
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We all know that eating healthy, exercising, and reducing stress levels improves our health. Who knew that it could actually reverse aging on the genetic level?
Following a program that included a diet high in whole fruits, vegetables, and unrefined grains; walking 30 minutes a day for six days a week; and participating in group stress-reduction and breathing exercises, a group of 10 men with low level prostate cancer were compared to 25 who did not partake in the program.
Research showed that the patients that participated had a 30% increase in telomerase, an enzyme that affects telomeres. Telomeres, the ends of genetic code, start to fray as individuals age. This fraying can lead to aging and a host of disease. In addition, patients in the study showed positive changes in gene expression for 500 different genes!
Making positive changes in your diet, exercise regimen, and stress reduction techniques can have a huge impact on your life starting today. Every little step towards a healthier lifestyle will not only make you feel better physically and mentally, it will give your body the power to combat the aging process. Take charge of your health today!
To read the full article on reversing aging, please see the article “Healthy Diet May Reverse Aging, Study Finds”
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farm waste materials: from dead
animals to scrap metal
Recycling on the farm, be it a family-run operation or
a corporate enterprise, has always been a reality in
terms of protection of the land and to maximize economic
While nearly 70 percent of the State of Kansas’ population
lives in urban areas, the bulk of the state’s revenues
are generated by agriculture, primarily through wheat
and corn production, as well as the raising of cattle
and swine and dairy production. These various agricultural
sectors generate various types of waste that are recycled
and are subject to a variety of regulations and requirements.
With the growth in the production of ethanol for fuel,
the crops, as well as the leftover vegetation, is sought
and purchased by the ethanol industry. The agricultural
debris is also used by farmers as ground cover, as well
as used by manufacturers as an ingredient for various
Dealing with the carcasses of slaughtered animals (including
those that died naturally) and the manure that those
animals generated, is of prime importance to various
state agencies and to the farmers themselves. The key
is to prevent these materials from leaching into the
water table and contaminating the soil.
“In Kansas there are several things that help,” says
Ken Powell, an environmental scientist with the Kansas
Department of Health and Environment’s Bureau of Waste
Management. “For carcasses, we still have a good rendering
system. There are several renderers that will take the
dead animals as long as they are in good shape. The system
probably takes 90 percent plus of the dead animals.
“For the other 10 percent, some go for composting,” he
adds. “We like the composting part of it, especially
for swine operations. A lot of them go into composting
and they can do it on the site, and real fast. If it
is done right, it is very environmentally sound.”
Regulation KAR-28-29-25D regulates the composting of
dead animals, while KAR-28-29-25C regulates the composting
of manure. There are also regulations regarding composting
of other organic materials – what can be used, how it
is done and where the operations can be sited.
Every February, Powell organizes and leads two regional
training sessions, accompanied by composting experts,
that address farmers to provide them with information
on how to compost correctly.
“We found that strategy to be effective and even more
effective than having regulations in place,” he says.
“When you train them how to do it right, you end up with
a better operation. We make sure that it gets handled
correctly from an environmental standpoint.”
Powell, whose specialization is composting, also does
some on-site visits to individual farms to help get composting
operations in place.
In 2007, compost-generated leaves and grass and various
yard wastes – collected in cities and counties – reached
the 80,000 tons plus level. Records are not kept for
compost generated by the agricultural sector.
“I just know from the farms that I dealt with that we
are probably over 80,000 tons of manure and dead animal
composting,” says Powell, who notes that every ton of
compost generated naturally by recycling reduces the
amount of chemically and fuel-based fertilizers that
are imported into the state.
This also reduces green house gas emissions in terms
of production of fertilizers and the transportation of
those fertilizers to farms.
Rendering ensures that carcasses are recycling and 90
percent of the material generated by renderers is used
to create meat and bone meal, which is used for livestock
feed and goes into dog and cat food products.
“We still sell a lot of this feed to overseas markets,
with much of it going into poultry and swine feeding,”
says Powell. “It’s a high quality protein.”
The blood is converted to blood meal, which is used for
Renderers generally collect the carcasses (dead, weak
or old animals) from farms and when processed, are placed
in a pressure cooker that is employed to reclaim the
protein and other materials.
Most of the large meat packing plants also operate their
own rendering operations. Smaller packing plants, of
which there are many, send the bones, offal and hides
to rendering plants. The hides, depending on how they
are treated, are valuable and many of them are shipped
Powell stresses that farmers and the agricultural community
in general, have always practiced recycling – using what
they can to maximize revenues in processes and procedures
that make economic sense.
“That is where we end up looking at composting,” he says.
“We do have on-site burial of animals, but we don’t like
to see that. It’s a pretty small number and simply done
because it is the most economical measure.”
The KDHE’s Bureau of Water is behind much of the regulations
regarding the use of manure on fields and how composting
is done and where such operations can be located. The
regulations are designed to ensure that the spraying
of manure is based on the principle that the plants consume
whatever is sprayed (based on agronomic rates) and that
there are no leftover materials that could potentially
contaminate the water table by seeping into the water
table or flow into open pipes, streams or rivers.
“Manure has nitrate and if you put too much nitrate on,
then you end up with your wells being contaminated, blue
baby syndrome and other health hazards that can effect
seniors and adults,” says Powell.
Due to the increasing price of scrap metal, scrap dealers
are now actively seeking material from rural states such
as Kansas, seeking old machinery that can be found on
“There is a tremendous amount of old machinery that gets
generated on these farms and now that scrap iron prices
are going up,” says Powell, “I’m seeing a lot of it disappear.
That’s a good thing. It gets it out of the pastures.
My folks, who have a farm, have decades of old machinery
and are actually talking about having someone come in
and clean it all up.”
He adds that this material should be recycled and that
more and more scrap dealers are visiting farm country
in search of metal.
Rodney Ferguson, public service executive of the KDHE’s
Waste Reduction, Public Education, and Grants Unit, appreciates
the efforts of farmers to recycle their agricultural
“It is often said that the farmer is the best steward
of the land,” he says. “There is a quality there that
has been passed from generation to generation that you
have to take care of the land. That would include off-farm
activities such as recycling household materials.”
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http://www.americanrecycler.com/0908/recycling3.shtml
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American Prairie Reserve’s mission to create a reserve of more than three million acres represents one of the largest conservation projects in the United States today. The size of the project is hard to grasp – even a small piece of the 274,000 acres that currently comprise the Reserve seems like an endless “sea of grass” to both first-time and seasoned visitors. However, after ten weeks of research on historical wildlife populations of Montana’s glaciated plains, I have become increasingly convinced that APR’s vision is necessary. If we want to understand the behavior and ecology of grassland species, we need to think big.
America’s iconic species – bison, pronghorn, elk, wolves, grizzly bears – evolved over tens of thousands of years on a wide-open continent. Over this long period of time, these species became well adapted to environmental “stochasticity,” the highly dynamic and unpredictable nature of their habitat. In fact, the prairie is one of the most dynamic ecosystems in the world.
Settlers came to Montana in the early 20th century after being told that if they turned the soil they could transform the rugged landscape and cultivate a fertile Eden. A few years of unusually (and well-timed) wet conditions in the 1910’s bolstered this belief, but a severe drought in the 1920’s caused devastation for most agricultural producers. Unlike its settlers, though, the region’s wildlife had evolved several adaptations to deal with these rapid and extreme fluctuations. It turns out that the key to persistence in a highly stochastic environment is to employ a range of survival techniques.
On a wide-open continent, ungulates like elk, deer and pronghorn thrived in many different habitats and were able to chose from a toolkit of survival strategies grounded in their history and experience on the land. If conditions were optimal, herds would be inclined to stay put, but in periods of high environmental variance, they would have had to choose a new strategy. For instance, when temperatures dropped abnormally low, ungulates fled the prairie and sought thermal refuge in the Missouri River Breaks or the Rocky Mountains.
Through my research, I also discovered the debate over whether bison were historically a migratory or a nomadic species. Did they follow specific migratory patterns, or did they move in a sporadic, localized manner related to the availability of food? We’re not sure, but the truth is probably somewhere in the middle. Regardless, much of the migratory behavior that we observe in terrestrial species today is shaped by human intervention. We have severely restricted the habitats of most wildlife species, and climate change threatens what marginal areas remain.
Recent studies predict that changes in climate, such as increases in severe weather events and changes in precipitation levels, will affect grassland ecosystems, from native plant and weed distribution to altered fire regimes. Conservation planners will have to react to these to the best of their ability within the limits of science, funds, and space.
For the ungulate species that American Prairie Reserve (APR) is trying to recover, bigger is better. A large reserve would allow wildlife to utilize more of the strategies in their survival toolbox. It may also be able to buffer the adverse effects of climate change by encompassing more habitat niches and providing more space for wildlife to disperse while still remaining within reserve boundaries. Furthermore, a large area has the capacity to support higher numbers of wildlife, which greatly reduces the risk of a population extinction event.
American Prairie Reserve recently celebrated the acquisition of a 150,000-acre property that more than doubled the size of previous habitat and added 16 miles of shared border with the 1.1 million-acre Charles M. Russell National Wildlife Refuge. Even though the goal of APR seems very ambitious at times, we must remember that wildlife persisted on a much larger landscape for thousands of years before Lewis and Clark ever walked on this land.
Thus, it is a mistake to conceptually box these species into a specific habitat-type or set of behaviors. As Lewis put it, the historical American West contained “immence herds of Buffaloe, Elk, deer and antelopes feeding in one common and boundless pasture.” While we will never be able to recapture the full picture of historical wildlife on the frontier, American Prairie Reserve can reestablish a pretty big chunk of that natural legacy.
American Prairie Reserve intern Michelle Berry is a Master’s student in environmental studies at Stanford. She has been tasked with examining historical works of literature and other primary sources to establish wildlife population estimates in the Reserve region of northeastern Montana. Her 10-week internship was made possible by the Bill Lane Center for the American West.
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Taking multiple drugs can increase your risk of feeling each single drug's potential side effects or negative outcomes. Mixing prescribed medications can be a dangerous game. But proper medication management can help you overcome the challenges multiple prescriptions can present.
A recent survey found more than half of Americans regularly taking an average of four prescription drugs. What’s scarier is 53 percent of them get their prescription drugs from more than one health care provider, which increases the risk of adverse drug interactions. Stanford researchers found the most common multi-drug combinations treating manifestations of metabolic syndrome. These include:
High blood pressure
High blood sugar
Excess body fat around the waist
Abnormal cholesterol levels
But some of these combinations can put you at an increased risk for things like:
Potassium level spikes
Identifying the risks and untangling potential harmful interactions can be difficult. That’s why developing a good medication management plan is so critical to your overall health. Let’s look at some strategies you can employ if your medication list is long.
Keeping the number of doctors and pharmacies to a minimum is better for you and your providers. It makes it easier to do such things as:
Provide good communication
Prevent and minimize problems
It’s also a good idea to use only one pharmacy to obtain medications. This helps to keep your doctors and pharmacist on the same page, ensures appropriate dosage and decreases the chances of adverse drugs effects and interactions.
Ask your primary care physician or pharmacist about your dosage. You want to make sure the dosage is age-appropriate because some medications work better for younger people than they do older adults. You should also ask if it makes sense to start with a lower dose and taper upwards.
Some medications pose a higher risk of side effects or interactions, while others are simply less effective. The American Geriatric Society puts together a list of medications older adults should avoid or use with caution. It’s called the Beers Criteria for inappropriate medication use in older adults. It can help ensure you’re taking medications that won’t do more harm than good.
Anytime you obtain medications you should make sure you understand it’s potential side effects. It’s information that can get you to pay attention to any health changes you may occur after introducing a new medication or combining certain medications.
If you do notice health changes, contact your doctor right away.
A comprehensive medication management plan includes a list of all of the medications you’re currently taking.
You should also make sure the pharmacy label tells you why you’re taking the prescription.
You should take your list with you to every one of your doctor visits. You should show it to your doctor and discuss any new medications you may be taking. This is also the chance for you to find out if mixing any of your medications will cause potential problems.
If you or someone in your family had a bad reaction to any medication in the past, let your doctor and pharmacist know.
By showing your doctor the list, you may also find out you’re taking a medication you no longer need.
Medication adherence is an important part of any health plan. But it’s startling to think that, according to the Centers for Disease Control and Prevention, the percentage of Americans taking more than five prescription medications has nearly tripled in the past 20 years. If you’re one of them, talk to your doctor about medication management.
To get additional information on how to treat conditions that affect older adults, try downloading our guide “The Most Concerning Health Issues for Older Adults.” In it you’ll find out which disease affects 25% of all older adults.
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Never let it be forgotten that science is a vehicle that is constantly travelling. Discoveries are made on a daily basis, new information is harnessed and added to the gathered knowledge we already have. It is the best tool that human beings possess. With this in mind, here are seven scientific discoveries that were made this week.
Laser Surfing Tardigrades
What if Worf and the tardigrade became friends and went on space adventures together? pic.twitter.com/Q0SYrckACX
— Brad Smith (@bbbradsmith) November 14, 2017
Tardigrades, also known as water bears, are one of the most resistant and sturdy creatures on Earth. They are able to withstand severe radiation, dehydration and climate, making them ideal candidates for space exploration. The use of a giant Tardigrade in the new Star Trek: Discovery series on Netflix is a nod to these creatures being relevant to potential space exploration projects today. They are the mascot for space science.
Tardigrades are being geared up to be the first to break through the Oort cloud that surrounds our Solar System. How? By firing a wafer-thin spacecraft on a laser beam travelling at around one-fifth of the speed of light.
Project Starlight plans to reach our closest star system, Alpha Centuari, in the next twenty to thirty years using this method. The reasoning behind strapping in a Tardigrade is that nano-cameras and sensors could be fitted to the animal and the data sent back to Earth.
Prof. Stephen Hawking Gives Earth A Deadline
Stephen Hawking says the earth is finished. Good morning. pic.twitter.com/CDAYoDrcwn
— NowThis (@nowthisnews) November 14, 2017
The above project may be more important than we are comfortable in believing it is according to Professor Stephen Hawking, who has given human beings until 2617 to get their carbon-emitting hell together.
The exponentially rising energy use of the growing population is something that Hawking believes could burn us out within six-hundred years and has said that we need to take a cue from Star Trek and start looking elsewhere.
Is he referencing the inclusion of the Tardigrade in the new series? Probably, as Hawking is mentally invested in Breakthrough Starshot, a similar endeavour to Project Starlight as described above.
It also explores the quickest method we have at our disposal in exploring nearby star systems (miniaturising the process, firing on a laser or photonic beam with a Tardigrade/Worm astronaut strapped in) and is likely to be one of the most exciting and efficient space programs of our generation.
Mammoth Tusk Hunter Finds Ice Age Kitty
Picture of a mammoth tusk hunter in Siberia pic.twitter.com/C0ckQdsiUS
— Kent Palmer (@kepamer) December 26, 2016
In the permafrost of Siberia, a man searching for mammoth tusks has discovered an almost perfectly preserved feline that has been mummified since the last Ice Age. It remains unclear as to whether the specimen is a cave lion or a Eurasian Lynx.
If it’s the latter, this will be the only the second specimen ever discovered in the region, and considering that people have been scouring the region for fossils and frosted bones for around 300 years, this discovery, with its whiskers still intact, could teach us more about Ice Age cats.
A Mysterious Flower That Tricks Pollinators
Aspidistra elatior pic.twitter.com/FhQR0Ez1sA
— nano entity (@nano_entity) November 15, 2017
It has been recently discovered that Aspidistra elatior, a common flower found on the Japanese Island of Korushima, has the most bizarre pollination ecology among flowering plants. It tricks fungus gnats into thinking that it is in fact a mushroom. The research team involved explained the process and dispelled the 100-year belief that slugs were pollinating the flower.
“For two years we observed the animals that visited these flowers in their native habitat, continuously, day and night. The result? We discovered that no slugs visited, and hardly any beach fleas.
“The candidate that emerged as an effective pollinator was the fungus gnat. Fungus gnats that visited the plants quickly dived into the center of the flowers, attached a large amount of pollen to their bodies, and flew away.
We believe that the similar appearance of A. elatior and mushroom fruit bodies may help attract fungus gnats. In addition, A. elatior emits a strong musty odor. Therefore, the fungus gnats may be deceived by both visual and chemical mimicry.”
In a fungus gnat’s world, A.elatior is the ultimate troll.
An astonishing observation has been made by the team at the Las Cumbres Observatory, who have witnessed a phenomenon that has challenged existing theories on the life of a star. When a star experiences a Supernova explosion, it usually spells a convincing closing curtain on a star’s life. Thousands upon thousands of Supernova observations have yielded the same outcome up until now.
Supernova iPTF14hls baffles because it was discovered in 2014 and looked like an ordinary Supernova until astronomers looked back through archival data and realised a Supernova had occurred in 1954 at the same site, meaning the star had survived despite experiencing the life-ending phenomenon. Lead author Iair Arcavi has theorised that this is the first Pulsational pair Instability Supernova that we have observed. He said,
“According to this theory, it is possible that this was the result of star so massive and hot that it generated antimatter in its core. That would cause the star to go violently unstable, and undergo repeated bright eruptions over periods of years.
“These explosions were only expected to be seen in the early universe and should be extinct today. This is like finding a dinosaur still alive today. If you found one, you would question whether it truly was a dinosaur.”
So this is the space observation equivalent to stumbling across a Velociraptor wandering around the high street. The next step appears to be feeling to check that the raptor’s face isn’t a rubber mask, although in doing so you risk losing an arm.
League of Legends/Intelligence Correlation
Mecha Rengar is available!
Check out the in-game store for more info and bundles! pic.twitter.com/yebdpxrQFq
— League of Legends (@LeagueOfLegends) November 9, 2017
Researchers have found a link between skill in the popular multiplayer strategy game League of Legends and traditional pen and paper intelligence tests.
The researchers from York University stress that the study doesn’t generally correlate playing video games to higher intelligence, but within more specific data sets focusing on Multiplayer Online Battle Arenas (MOBAs such as LoL and Dota2), the correlation between intelligence and ability was similar to observations made previously with more traditional strategy games such as chess.
Interestingly, a second study included the FPS games Destiny and Battlefield 3 and found no correlation. So if you want to stay sharp, stick with MOBAs. Also, use “science” as a valid excuse for your next eight-hour LoL stint.
How Sunlight Can Make The Sea Drinkable
things I've learned while writing about 1732 England:
The US was called the United Colonies
Australia wasn't founded until about 200 years later
Paris had a lot more interesting shit going on than London
British people thought drinking seawater was good for your health
— Fukase's Mom @ Mauve (@RobynIsANinja) November 13, 2017
Sounds insane right? But according to a team at the University of California, there is science in the madness. The Californian team are harnessing light to manipulating the semi-conductive properties of water into generating ionic electricity that could desalinate water. Shane Ardo, an assistant Professor of Chemistry, Chemical Engineering and Materials Science said:
“There had been other experiments dating back to the 1980s that photoexcited materials so as to pass an ionic current through them, and theoretical studies said that those currents should be able to reach the same levels as their electronic analogs, but none of them worked all that well.”
But the researchers have confirmed that they have indeed crafted an ionic analogue that has the photovoltaic properties required to desalinate water, and this technology could be used to lengthen our drinkable water reserves quite significantly.
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https://www.theversed.com/84184/science-this-week-7-awesome-discoveries/
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Infant heart defects tied to maternal smoking
NEW YORK (Reuters Health) - A woman who smokes during pregnancy increases the risk that her child will be born with a heart defect, a new study published in Pediatrics shows.
To clarify the relationship between prenatal smoke exposure and congenital heart defects, Dr. Sadia Malik of the University of Arkansas for Medical Sciences in Little Rock and her colleagues evaluated 3,067 infants born with heart defects, unrelated to genetic syndromes, who were included in the National Birth Defects Prevention Study. These infants were compared with 3,947 babies with normal hearts. The parents of all of the infants were also evaluated.
Women who reported smoking in the month before becoming pregnant or the first trimester were more likely to give birth to a child with a defect in one or more of the walls separating the chambers of the heart, known a septal defect, the researchers found.
The more a woman smoked, the greater was the likelihood that she would have an infant with a defect. Women who smoked 25 or more cigarettes daily during pregnancy were more likely to have infants with obstructions on the right side of the heart.
Compared with the infants of mothers who did not smoke during pregnancy, infants whose mothers were heavy smokers were twice as likely to have a septal defect.
Malik's group found no relationship between second-hand smoke exposure and congenital heart defects.
The investigators also found the 19 percent of the non-smokers reported smoking just before pregnancy or in the first trimester, the researchers note, which is in line with data reported by other U.S. studies.
"If even a fraction of congenital heart defects and other birth defects could be prevented by decreasing maternal tobacco use, it would result in improved reproductive outcomes and a saving of millions of health care dollars," they conclude.
Congenital heart defects occur in up to 10 out of every 1,000 live births in the United States, and infants who survive frequently need multiple surgeries to correct the problem and still may suffer permanent disability, Malik's group points out.
About 28 percent of U.S. women of childbearing age smoke, the researchers add, and one in five of these women don't quit when they become pregnant, meaning about one million babies each year may have been exposed to cigarette smoke in the womb.
SOURCE: Pediatrics, April 2008.
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Root Causes of Allergies - Why They're More Important Than Managing Symptoms
Its important to identify the root cause of allergies to prevent acute imbalances from turning into chronic diseases. Simply avoiding aggravating ingredients and exposures or suppressing symptoms with drugs allows imbalances to continue - often resulting in diseases such as cancer.
There are several reasons for allergic reactions beyond the scope of sensitivity to specific ingredients.
- Microbiome Imbalance (often caused by antibiotic use, inorganic foods, chemical exposure or consumption, etc)
- Heavy Metal Toxicity
- Micronutrient (Vitamin/Mineral) Imbalance
- Systemic Inflammation
- Exposure to certain medications (particularly flea/tick/heartworm and other antiparasitic medication)
- Specific Food Sensitivities
- Vitamin D Deficiency & Hormone Imbalances
Etc, etc, etc
Tests you could do to validate (rather than guess) what’s going on with your pup (which will get you results quicker):
- Animal Biome - sequences feces to identify microbiome imbalances and solutions
- ParsleyPet HTMA Test – checks Mineral and Heavy Metal uptake, toxicity and deficiency - Used Code "Heros1" for a $25 credit for in-store use.
- Serum Vitamin D test
- IgA, IgG, IgE blood test. CRP test optional
- Stool sample
Allergy tests are a snapshot of a single moment, like a selfie, which isn’t necessarily representative of what the system always look like. If, for example, your dog walked through a field that was just sprayed with Glyphosate they are likely to be more reactive to foods because their system is aggravated that day. If you do allergy testing it’s only valuable if you regularly test to establish trends over time.
The most common allergy stimulating ingredients are Chicken (some other poultry…. About 85% of dogs, in my experience, that are allergic to poultry are NOT allergic to other poultry), Chicken Eggs, Wheat and Wheat derivatives, Corn and Corn derivatives, Soy and Soy derivatives, and Rice, and Barley.
However, quite literally any ingredient can cause issues. Sometimes the issue with an ingredient is around its production – for example, synthetic minerals are inextricably contaminated with heavy metals. Extruded kibble products are manufactured with phthalate-rich machinery lubricants to protect the extruder from heat. Glyphosate is often used to desiccate lentils, potatoes and grains.
If you're looking to attempt to make your own pet food, so you have more control over individual ingredients (and you have the time and money to source well), you must purchase the Animal Diet Formulator to ensure you’re getting the correct balance of nutrients and not unintentionally creating issues. Without a program to analyze nutrient levels your homemade diet is guaranteed to be deficient in Vitamin D, Vitamin E, Calcium, and Manganese and is likely to be deficient in B-Vitamins, Iron, Zinc and Copper. You may also contact any manufacturer directly and ask them details about their sourcing and processing to determine if you're capable of doing a better job for less money.
Alternatively, Raw Goat Milk or Raw Cow Milk (preferably A2) function as complete diets when fed correctly (just like breast feeding an infant). Giving 1oz per 10lbs of body weight per day these can function as a vitamin, mineral, amino acid, enzyme, protein supplement for homemade or incomplete diets.
Contact us for information about supplements to use to safely resolve these imbalances once you have identified them.
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Pennsylvania Weed Reveals Plant-Pollination Secrets
Photos: Greg Grieco, Penn State
The research group of Andy Stephenson, professor of biology, recently has begun studying the horse-nettle plant, a major weed in agricultural fields in Pennsylvania and other states, which is in the same "Solanaceae" family as tomato, potato, eggplant, tobacco, and petunia plants. "Horse nettle is a particularly damaging weed because any pesticides that kill the weed also kill the economically important plants in the Solanaceae family," Stephenson says.
Until the Stephenson group began its research, the horse nettle was thought to be unable to fertilize itself--an unusual trait for a weed. "We have found evidence that after 20 to 40 flowers on a horse-nettle plant have failed to set fruit because there is no pollen around from other plants of its species, the plant does become partially able to pollinate itself," Stephenson says. "The plant's first several clusters of flowers appear to strongly reject that plant's own pollen; however, if those flowers do not produce any fruits the plant will begin to make just a few fruits by self-pollination that have a relatively small number of seeds. If there continues to be no 'cross' pollen around from other horse-nettle plants, more and more fruits will form with more and more seeds as a result of self-pollination."
The group uses an electric toothbrush--modified by replacing the brush with a flower-support loop--to remove pollen from the flowers and collect it in miniature test tubes made from half a pharmaceutical gel cap. "The electric toothbrush vibrates at the same frequency as the wings of a bee that is shaking pollen out of these flowers," Stephenson explains. The researchers are selectively pollinating their 30 sets of horse-nettle plants--each group genetically identical to one of the 30 wild parent plants they collected from fields near Penn State--by dipping the female parts of the flowers into the miniature test tubes to coat them with a particular plant's pollen.
A plant that cannot fertilize itself recognizes its own pollen cells as "incompatible" and uses biochemical means to prevent them from growing--thereby preventing the plant from making seeds containing the pollen's genes. "We are studying how plants naturally control inbreeding by looking at the molecular, genetic, population, and environmental factors that affect the growth of the pollen tube during the fertilization process," Stephenson says. "The horse nettle is a particularly useful species for these studies."
Another aspect of the plant's allure for Stephenson is that the lab of Penn State's Teh-Hui Kao, professor of biochemistry and molecular biology, is one of the worldwide leaders in fertilization molecular biology in the entire family of plants that includes the horse nettle. "By making use of the molecular biology that Teh-Hui Kao already has worked out, we now have more time and resources to focus on the ecological and evolutionary questions we really want to answer concerning mating and breeding systems in these plants," Stephenson explains.
"We hope to answer such questions as what are the consequences of inbreeding, what effects does the environment have on the breakdown of self-incompatibility, what can we do to overcome those environmental factors, and what are the genes that modify the strength of incompatibility," Stephenson says. "Mostly I'm interested in how plants regulate which pollen grains actually achieve fertilization and what impact does that selection process have for the genetics and the evolution of a plant species."
"One important reason to study this plant is to learn how to control it, especially since it is becoming an increasingly prevalent pest in Pennsylvania." Stephenson says he also hopes his team's research with the horse nettle will help to reveal how to control other invasive species of native and non-native plants, and will develop new knowledge about the basic biology of the interactions between plant cells during fertilization that could benefit breeders of hybrid crops.
[ B K K ]
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The comment thread following the last post reflects the difficulty of coming to terms with the way in which slavery united white slaveholders and non-slaveholders of the South by the end of the antebellum period. It is commonly assumed that because the majority of white southerners did not own slaves they had no interest in maintaining their “peculiar institution”. It is therefore a mistake to characterize the Confederate war as a war to defend slavery.
The fact being conceded, that there is a very large class of persons in the slaveholding States who have no direct ownership in slaves . . . I think it but easy to show that the interest of the poorest non-slaveholder among us is to make common cause with, and die in the last trenches, in defence of the slave property of his more favored neighbor…
I will proceed to present several general considerations, which must be found powerful enough to influence the non-slaveholder . . .
1. The non-slaveholder of the South is assured that the remuneration afforded by his labor, over and above the expense of living, is larger than that which is afforded by the same labor in the free States. . . .
2. The non-slaveholders, as a class, are not reduced by the necessity of our condition, as is the case in the free States, to find employment in crowded cities, and come into competition in close and sickly workshops and factories, with remorseless and untiring machinery. . . .
3. The non-slaveholder is not subjected to that competition with foreign pauper labor which has degraded the free labor of the North, and demoralized it to an extent which perhaps can never be estimated. . . .
4. The non-slaveholder of the South preserves the status of the white man, and is not regarded as an inferior or a dependant. He is not told that the Declaration of Independence, when it says that all men are born free and equal, refers to the negro equally with himself. It is not proposed to him that the free negro’s vote shall weigh equally with his own at the ballot-box, and that the little children of both colors shall be mixed in the classes and benches of the schoolhouse, and embrace each other filially in its outside sports. It never occurs to him that a white man could be degraded enough to boast in a public assembly, as was recently done in New-York, of having actually slept with a negro. And his patriotic ire would crush with a blow the free negro who would dare, in his presence, as is done in the free States, to characterize the father of the country as a “scoundrel.” No white man at the South serves another as a body-servant, to clean his boots, wait on his table, and perform the menial services of his household! His blood revolts against this, and his necessities never drive him to it. He is a companion and an equal. When in the employ of the slaveholder, or in intercourse with him, he enters his hall, and has a seat at his table. If a distinction exists, it is only that which education and refinement may give, and this is so courteously exhibited as scarcely to strike attention. The poor white laborer at the North is at the bottom of the social ladder, while his brother here has ascended several steps, and can look down upon those who are beneath him at an infinite remove!
5. The non-slaveholder knows that as soon as his savings will admit, he can become a slaveholder, and thus relieve his wife from the necessities of the kitchen and the laundry, and his children from the labors of the field. . . .
6. The large slaveholders and proprietors of the South begin life in great part as non-slaveholders. . . .
7. But, should such fortune not be in reserve for the non-slaveholder, he will understand that by honesty and industry it may be realized to his children. . . .
8. The sons of the non-slaveholder are and have always been among the leading and ruling spirits of the South, in industry as well as in politics. . . .
9. Without the institution of slavery the great staple products of the South would cease to be grown, and the immense annual results which are distributed among every class of the community, and which give life to every branch of industry, would cease.
10. If emancipation be brought about, as will, undoubtedly be the case, unless the encroachments of the fanatical majorities of the North are resisted now, the slaveholders, in the main, will escape the degrading equality which must result, by emigration, for which they have the means, by disposing of their personal chattels, while the non-slaveholders, without these resources, would be compelled to remain and endure the degradation. . . .
It would be a mistake to interpret this narrowly as the sole reason as to why soldiers fought. As we all know, volunteers were motivated by a wide range of factors. Rather, we should interpret DeBow and others as suggesting that slaveholders and non-slaveholders alike understood the consequences of defeat.
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The combined gravitational forces of primarily the moon and secondly the sun creates a powerful pull on planet earth, this pull is even more apparent on the earths large bodies of water
Due to the cyclic rotation of the earth and moon, the tidal cycle is 24 hours and 52 minutes long. During this time, any point on the earth's surface experiences two high tides and two low tides.
The tidal bulge that occurs during high tide in the worlds oceans follows the revolution of the moon. The water of the entire world is pulled by the moon's gravity. On the opposite side of the earth, simultaneously there is a high tide due to the inertia of the ocean water when the earth is being pulled toward the moon by its gravitational field yet the ocean water remains left behind because of the centrifugal force caused by the earths rotation, this means there is a high tide on both sides of the earth at the same time, points on the sides of the earth between the two tidal bulges experience low tide.
When the sun, moon, and the earth are lined up, the sun and moon are exerting their strongest force together and tidal ranges are at their maximum. This is known as spring tide. This occurs twice each month, when the moon is full or new.
High tide at Blue water bay Pearly Beach
A hint at our own aquatic past is suggested in a correlation between the human menstrual cycle and the lunar cycle. Many aquatic species follow the same lunar cycles influence on the tides for reproduction.
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Our generation will be left behind if we do not widen our understanding of the world
In Small Town, America, everyone knows what you did last summer. Everyone knows how your job is going, your relationship status, and your religious beliefs.
However, the world is a great deal bigger than Small Town, America.
As technology continues to advance and better facilitate communication between nations and ethnic groups from around the world, we as youth are being exposed to more and more of the diversity of the world from the relative safety of our living rooms. We have the capacity to meet people who have never even heard of West Bend, Wisconsin. People who have day-to-day lives very different than our own.
However, when this exposure is not coupled with an expanding knowledge and understanding of the variety of cultures and religions present in society, misconceptions about those cultures and religions may result in conflict, tensions, and intolerance.
Our school system can do something to prevent that.
Adding a religious studies course to the curriculum of the West Bend High Schools would serve to educate students on the number of different religious groups in the world today and the cultures that have fostered them. Even though it would be impossible to thoroughly explain the beliefs and practices of all religions practiced throughout the world, educating students on major religions they would not otherwise learn about will lead to more tolerant and empathetic graduating classes. An enhanced understanding would also help to eliminate stereotypes of violence and extremism, a harmful phenomenon that grips our nation.
In addition to changing the perceptions teens have of various religions, a religious studies class would help students to decide for themselves what they believe in—even if they ultimately decide that they do not believe in any form of a God or creator. A class of this nature would introduce students to different perspectives and opinions on things like the meaning of life and the possibility of a life after death so that they can better form their own opinions and beliefs. Students will have the opportunity to find their own answers to life’s big questions.
As the divide between the peoples of the world continues to shrink, our generation will be left behind, coughing on the dust of tolerance and acceptance if we do not attempt to widen our understanding of the world beyond our safe and comfortable living rooms.
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Is a Biblical principle
, i.e., Sabbath, literally a "ceasing"The concept of a sabbatical has a source in several places in the Bible, where there is acommandment to desist from working the fields in the seventh year. In the strict sensetherefore, a sabbatical lasts a year.The foundational Bible passage is Genesis 2:2 and 3, in which God rested (literally, "ceased"from his labour) after creating the universe, and it is applied to people (Jew and Gentile, slaveand free) and even to beasts of burden in one of the ten commandments (Exodus 20:8-11).
Key Old Testament passages
God ceased from labour after creating the universe. (Genesis 2:2 & Genesis 3)A Sabbath year of rest is instituted after every 6 years of labour. This is to refresh theanimals, servants, families and other people. (Exodus 23:10-12, Leviticus 25:1-6)Sabbaths are a sign between us and God, for all generations, that it is God who sanctifies us.Sabbaths are holy and a covenant between us and God forever. This was spoken by God toMoses on mount Sinai. (Exodus 31:12-16)The day of atonement, in the seventh month, is described as a sabbath, a day of solemn restwhen we shall afflict (or humble) ourselves, remembering God's atonement for our sins. Thisis recorded as a statute forever. (Leviticus 16, especially verse 29-31)God instructed Moses to keep his Sabbath and reverence his sanctuary, because he is theLORD, and it is an expression of his holiness. (Leviticus 19:30)Keeping God's statutes allowed the Israelites to dwell in the land securely. God commanded a blessing on the sixth year that the crops would produce enough for three years. (Leviticus25:18-22)Part of God's punishments have been to enforce Sabbaths when people neglect to observethem. (Leviticus 16:34&35 and 2 Chronicles 36:20&21)For priests, Levites and guards the Sabbath was used as a marker for rotations which werestaggered, not all taking the Sabbath day at the same time. (2 Kings 11:5and 2 Chronicles23:4)
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Psychodynamic Perspective (1)
Assumptions: The main assumption of the psychodynamic perspective is that all behaviour can be explained in terms of the inner conflicts of the mind. For example, in the case study of Little Hans, Freud argued that Little Hans’ phobia of horses was caused by a displaced fear of his father.
Describe how the psychodynamic perspective explains the development of phobias: This study can be seen as a psychodynamic study as Freud explains Hans' phobia of horses as being caused by him unconsciously fearing castration by his father, due to him progressing through the Oedipus complex. Little Hans was no longer afraid of horses once he'd resolved the Oedipus complex and no longer feared castration from his father.
Describe how the psychodynamic perspective explains the development of multiple personality disorder: This study can be seen as a psychodynamic study as Thigpen and Cleckly explained Eve's multiple personality disorder as being an ego defence mechanism to protect Eve from some repressed traumatic incident that had occurred in her childhood. The additional personalities had devlopedd as a way for Eve to cope with these unconscious traumas.
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As medical advances prolong life and help people survive heart attacks, more people end up living with congestive heart failure. This is a chronic disease where the heart muscle is weakened and cannot meet the needs of the body. It affects more than 6.5 million adults in the U.S. and is estimated to cost the country $35 billion in health care costs each year.
For congestive heart failure patients, nearly 80% of these health care costs result from hospitalization. The personal costs are high, too. Nearly half of those who develop and are diagnosed with congestive heart failure will die within five years.
When these patients are hospitalized and then discharged, nearly half end up back in the hospital within 90 days. One reason is because intermittent visits to health care professionals may miss signs of deteriorating conditions.
Another reason is that patients do not always take medications as prescribed nor monitor themselves. Despite physician recommendations, fewer than 10% of congestive heart failure patients monitor themselves for symptoms of deterioration.
I’m a researcher at the Rochester Institute of Technology and founder of a medical device startup. In 2014, when I was working toward my Ph.D., my adviser, David Borkholder, and I were trying to solve the problem of how patients could more simply and easily monitor their heart health at home without learning a new habit.
Could sensors be integrated into a steering wheel? Or a computer mouse? Neither was something that would be used daily by people with advanced cardiovascular disease. Instead, we came up with another device that is used far more frequently and by virtually everyone: a toilet seat.
How patients are monitored today
To monitor congestive heart failure at home, doctors and patients still rely heavily on blood pressure cuffs, body weight scales and portable electrocardiogram monitors. But recent studies indicate that these widely used devices do not appear to reduce hospital readmissions — even when patients are coached remotely over the phone. This is because they just don’t use them consistently enough. According to one study’s investigator, “There remain difficulties in getting heart failure patients even to perform basic aspects of self-care, such as daily weight and BP monitoring.”
A newer technology, the only device with FDA approval for reducing congestive heart failure hospitalizations, is CardioMEMS, an implant that tracks pulmonary artery pressures and relays that information remotely to a medical team. In clinical trials, CardioMEMS demonstrated a 37% reduction in total congestive heart failure hospitalizations. Recent publications indicate that the reduction in hospitalizations can be as high as 46% with an average cost savings of $13,190 per patient within the first year post-implantation.
There are high expectations for current and future technologies such as wearable devices that record physical activity, heart rate and other data. But these devices can be impractical, adding a significant burden to patients with heart disease by requiring that wearers actively acquire data, regularly wear the sensors and keep them charged. This can lead to high abandonment rates.
What if heart monitoring were effortless?
In 2014, when Borkholder and I first imagined a toilet seat that would monitor heart health, I immediately tested the concept on myself and hooked electrodes to my gluteus maximus to see if this crazy concept had promise. After a few weeks of testing, a proof of concept device emerged that was built on top of a toilet seat from the local hardware store.
During the next four years, the two of us along with Karl Schwarz from the University of Rochester Medical Center, solved many of the fundamental challenges of this type of monitoring. Unlike sensors that are used in a hospital or existing in-home monitoring devices, the toilet seat captures data from nonstandard locations — such as measuring blood oxygenation on the back of the thigh, rather than the finger. We developed custom circuitry and algorithms to work with this data, including one that accurately identifies heart beats in noisy data.
The seat is installed on a standard toilet. Users are not required to do anything other than sit down, a habit they already have and one that can practically ensure daily measurements. We’ve published two peer-reviewed journal papers in 2018 and 2019 and tested the technology on over 300 human subjects to validate the measurements. Currently, this technology is being commercialized with plans in place to seek FDA approval in 2021.
Today, many new medical devices are being created to help people live longer, more productive lives. These technological advances have the potential to shift from a reactive approach to health care, to one that is preventative and proactive, while simultaneously lowering the cost of care and improving the quality of life.
Nicholas Conn is the founder and CEO of Heart Health Intelligence. He’s also a Research Scientist, Microsystems Engineering, at Rochester Institute of Technology.
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Primary Distribution: Worldwide.
Primary Distribution: Worldwide. With an estimated one billion infected persons worldwide, ascariasis is the most common human helminthic infection (Kazura, 2000).
Agent and Vector: Ascaris lumbricoides (nematode or roundworm) eggs are ingested via water, food, or hands contaminated with human feces. Eggs or larvae of the ascarids of dogs or cats (Toxocara spp.) may be ingested by children or the larvae may pass through the skin. After passage in stool, eggs mature and become infective in 5-10 days; and may remain so for up to two years (Centers for Disease Control [CDC], 1999; Kazura, 2000).
Incubation: 1-6 months
Clinical Findings and Treatment
Signs and Symptoms: Transient respiratory symptoms of pneumonitis with productive coughing (sometimes slight hemoptysis), wheezing, pulmonary infiltrates, and fever occur after the eggs hatch in the small intestine and the larvae travel to the respiratory system. Gastrointestinal symptoms include most commonly vague and/or colicky abdominal; and also nausea and vomiting, with vomitus sometimes bile-stained and sometimes containing worms. Steatorrhea and diminished vitamin A absorption also may occur. The adult worms may be more than 20 cm. in length, hence are easily seen in stool. Worms may also emerge from the nose or mouth as a result of coughing or vomiting (CDC, 1999; Goldsmith, 1999; Kazura, 2000)
Complications: Children are more likely than adults to have complications, which, with heavy worm burdens, may include hiatal hernia, duodenal ulcer, bowel obstruction, perforation, appendicitis, pancreatitis, cholecystitis, cholangitis, obstructive jaundice, diverticulitis, invasion of other organ systems, malnutrition, and stunted growth.
Common Laboratory Findings: Eosinophils (30-50%) are elevated during the pulmonary phase, but not in the intestinal phase. Diagnosis: Visualization and description of the worms establishes diagnosis. Microscopic exam of direct fecal smear shows eggs or ova. Diagnosis of pulmonary ascariasis is primarily on the basis of clinical data. Chest radiographs may show patchy, ill-defined transitory asymmetric infiltations (Loffler's syndrome). With bowel obstruction, abdominal radiographic examination (with or without barium) shows worms, especially in large air-filled bowel loops (Goldsmith, 1999; Kazura, 2000).
Differential Diagnosis: Pulmonary: asthma, pneumonia, aspergillosis, strongyloidiasis, hookworm, or other parasitic infections. The intestinal phase may resemble a variety of gastrointestinal problems (also see complications above). Postprandial dyspepsia may appear as duodenal ulcar, hiatal hernia, pancreatic or gall bladder disease (Goldsmilth, 1999).
Treatment: There is no effective treatment for the pulmonary phase. The intestinal phase is treated with albendazole 400 mg po in a single dose for light infections and a daily dose for three days for heavier infections. Pyrantel pamoate 10 mg/kg po (maximum 1 gram) in a single dose OR mebendazole 100 mg po bid for 3 days OR mebendazole 500 mg po in one dose are also effective for both children and adults. A benefit of using albendazole or mebendazole is that these also are effective treatment of hookworm and whipworm infections. Infections complicated by biliary or intestinal obstruction may be treated with piperazine 50-75 mg/kg (maximum 3.5 grams) po qd (before or after breakfast) for two days. For severe infections, piperazine treatment may be repeated after one week. Rarely, obstruction requires surgery. After treatment, stools should be checked every two weeks and if necessary, the patient re-treated until there are no more ascarids. There is some disagreement about treatment during pregnancy. Albendazole and mebendazole are category C drugs, hence are not recommended in pregnancy or for nursing mothers. Goldsmith (1999) recommends treatment of ascariasis only after the first trimester.
Notes From the Field Ascaries, hookworm, whip worm, and pin worm can all be minimized by swallowing crushed sun dried papaya seeds. The adult dosage is one tablespoon of the seed powder in a glass of sugar water once a week for two weeks. The pediatric dose is one teaspoon of seed powder in a glass of water once a week for two weeks. The sugar water is only to make the bitter powder more palatable. Roberts has seen several villages in Africa reduce their helminthic infections by 33% using only papaya seeds as a treatment. Swallowing two tablespoons of fresh seeds prevents the worms from burrowing into the intestinal wall and is a preventive measure (Sohni, Kaimal, & Bhatt 1995; Tona, Kambu, Ngimbi, Cimanga, & Vlietinck, 1998).
Authors: Charles Kemp, FNP & Amy Roberts, FNP
Centers for Disease Control and Prevention. (1999). How to prevent transmission of intestinal roundworms from pets to people. Retrieved January 9, 2000, from the World Wide Web: http://www.cdc.gov/ncidod/diseases/roundwrm/roundwrm.htm.
Goldsmith, R.S. (1999). Infectious diseases: Protozoal and helminthic. In L.M. Tierney, S.J. McPhee, & M.A. Papadakis (Eds.), Current medical diagnosis & treatment (38th ed.) (pp.1353-1417). Stamford Connecticut: Appleton & Lange.
Kazura, J.W. (2000). Ascariasis (Ascaris lumbricoides). In R. Behrman, R. Kliegman, & H. Jenson (Eds.). Nelson textbook of pediatrics (16th ed.) (pp. 1064-1065). Philadelphia: W.B. Saunders Company.
Rosenblatt, J.E. (1999). Antiparasitic agents. Mayo Clinic Proceedings. 74(11), 1161-1175.
Sohni, Y., Kaimal, P., & Bhatt, R. (1995). The antiamoebic effect of a crude drug formulation of herbal extracts against Entamoeba histolytica in vitro and in vivo. Journal of Ethnopharmacology, 19(1), 29-32.
Tona, L., Kambu, K., Ngimbi, N., Cimanga, K., & Vlietinck, A. (1998). Antiamoebic and phytochemical screening of some Congolese medicinal plants. Journal of Ethnopharmacology, 61(1), 57-65.
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What is it about?
Hyperacusis is an uncommon hearing disorder, known as increased sensitivity to daily surrounding sounds. This disorder can profoundly affect people's daily activities. The studies conducted about hyperacusis are very limited in Iran. The purposes of this study are the psychometric evaluation of the Persian version of the Hyperacusis Questionnaire (PHQ) and the investigation of its prevalence.
Photo by ODISSEI on Unsplash
Why is it important?
Researchers need to use a standardized assessment tool to diagnose and assess patients' hyperacusis symptoms. Standardized assessment is essential to track patient symptoms changes over time and evaluate treatment efficacy.
Read the Original
This page is a summary of: Persian Version of the Hyperacusis Questionnaire: Psychometric Evaluation and Prevalence Determination, American Journal of Audiology, July 2023, American Speech-Language-Hearing Association (ASHA), DOI: 10.1044/2023_aja-22-00248.
You can read the full text:
The following have contributed to this page
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Start learning with our library of video tutorials taught by experts. Get started
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Join Jeff Bartels as he covers the most important features of this industry-standard drafting and design application in AutoCAD 2011 Essential Training. This course begins with a tour of AutoCAD's interface and the tools used to create basic shapes. It then focuses on the methods used to modify and refine geometry while emphasizing accuracy and good habits to build a solid design foundation. The course covers using layers, line types, and colors to organize a drawing file and explains how to efficiently annotate a design and prepare it for final output. Throughout the title, Jeff shares industry techniques used in production and reinforces concepts using practical examples. Exercise files are included with the course.
Another helpful tool that AutoCAD gives us is the Quick Calculator. What makes the Quick Calculator nice is that it can be used in the middle of an active command. Let me show you what I mean. On my screen, I have some sketched geometry. Let's say, I'd like to draw a circle whose Radius is .75 units smaller than this existing one. To do that, I'll launch the Circle command, and I'd like to start my circle at the center of this one. Now what's my radius going to be? Typically, this is where we reach for the Handheld Calculator.
Fortunately, I don't have to do that. I'm going to press Ctrl+8 to bring up AutoCAD's built-in Quick Calculator. Now my calculator popped up in the expanded state, yours may not have. If that's the case, you can click this more or less button to expand the calculator. First of all, notice it says Active command CIRCLE. That means whatever value I come up with, it's going to be applied to the Circle command. I'm going to punch out 2.691-.75=.
There's my value right there. I'm going to come down and click Apply. Notice AutoCAD dumps that value to the command Line. From here, I can press Enter to accept the value and finish the circle. Now let's turn it up a notch. Maybe I'd like to create a new circle that is half the size of this last one. I'll press the Spacebar to relaunch the Circle command. I'll start my circle from the center of this one. Now what's the radius? I'm not sure. I'm going to press Ctrl+8. We'll let the computer figure it out.
Take a look at this area at the top of the Palette. This is where AutoCAD maintains a running history of all of my computations. The best part about this history is that we can steal from it. Here's my solution from last time. I'm going to double-click on it to move it down into the expression area. Then I'll press divided by two. Now you don't always have to use this keypad. You can also use the numeric keys on your keyboard. I'll click equals. There's my value, I'll click Apply, and then I'll press Enter.
Now I'd like to create one more circle. Let's create one that is twice the size as this circle that we started with. Once again, I'll relaunch the Circle command. I'll start my circle from the center of this one. What's my radius? I'll press Ctrl+8. I'm doing this because I want to show you that you can steal from both sides of the history. You can steel the answers or you can steal the equations. I'm going to double- click on this first equation. Then I'll click, hold and drag across this text. I'll change this to multiplied by two.
Notice, I'm using the Asterisk symbol. Asterisk represents multiplication. Here is another shortcut. We don't have to push the equals button. If you want, you can simply come down and click Apply. Then I'll press Enter to finish. Let's try something else. Over here to the right, I have a simple rectangular shape. This rectangle is made up of individual line segments. Let's say, I'd like to offset this left edge over such that I divide this into five equal shapes. Now first of all, I don't even know how long this line is.
You know what, I don't have to know. I can let the computer figure out the math for me. I'll move up and launch the Offset command. Now what's my offset distance? I'm going to press Ctrl+8 to bring up the Calculator. Then I'll move up to the top of the Palette, and I'll click this button Distance Between Two Points. I'll select this endpoint and this one and AutoCAD moves that distance in the Expression box. I will then type divided by five. Let me mention that we have only scratched the surface as far as what this Calculator can do.
If you'd like to explore the Quick Calculator further, you can click this Help icon and AutoCAD will give you more information. I'm going to click Apply. That moves the value to the command Line. I'll press Enter to accept it and then I'll offset this line over, and then I'll offset this line and this one and this one. While the Quick Calculator may not completely replace the Handheld Calculator that we keep at our desk, it certainly makes computations within AutoCAD much easier.
Find answers to the most frequently asked questions about AutoCAD 2011 Essential Training.
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Bring Bug Protection! Dengue Fever Outbreak Reported in Senegal
Travellers headed to Senegal should take steps to protect themselves from mosquito bites due to an outbreak of dengue fever.
Health officials in the West African country have reported the spread of the viral disease, which is known to cause nausea, headache, fever, rash, vomiting, minor bleeding, as well as pain in the eyes, muscles, and joints.
Although most patients recover within one to two weeks, severe cases of dengue fever may result in shock, hemorrhaging, organ failure, and death. The virus is transmitted through mosquito bites.
Here are some tips to reduce your risk of bug bites:
- Use insect repellant with a minimum of 20% DEET
- Cover exposed skin by wearing thick clothing and tuck your pants into your socks
- Stay in rooms with air conditioning and window screens
- Sleep under bed nets treated with insecticide
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October 7, 2004
Source: Audi of America
AUBURN HILLS, Mich. – Records and barriers are meant to be broken. Nowhere is this more true than in sports.
The greatest champions stand for more than the records they break. They stand for the barriers they shatter–physical, social, psychological, racial, cultural–and change the way we think about our world. A new traveling exhibition from the Smithsonian focuses on athletes’ participation in significant events and the social contexts that inescapably influenced them.
“Sports: Breaking Records, Breaking Barriers” will launch a seven-city, two-year national tour on Oct. 7 at the Smithsonian’s National Museum of American History. The exhibition will remain on view through Jan. 9, 2005.
“Sports” was developed by the National Museum of American History and the Smithsonian Institution Traveling Exhibition Service (SITES). Audi of America, Inc. is the exclusive national sponsor of the exhibition, in partnership with The Condé Nast Media Group.
The exhibition focuses on 35 athletes and their performances in 17 different sports. Artifacts selected emphasize such issues as women’s changing roles, racial and ethnic integration, the emergence of sports celebrities and superstars, nationalism, perceptions about human physical limitations and handicaps, and technological breakthroughs that enhanced performance and participation. “Sports: Breaking Records, Breaking Barriers” reminds visitors of all these issues that athletes encounter and the effect their personal victories, both on and off the field, exert on the nation’s consciousness.
“The exhibition vividly portrays the men and women who pioneered, performed better, influenced their sport, championed their country, race or sex and helped others to achieve,” stated Ellen Roney Hughes, the exhibition’s curator and a cultural historian at the Museum of American History. “These individuals broke records for themselves and broke barriers for all.”
Spotlighting the National Museum of American History’s sports collection, the exhibition opens with Abraham Lincoln’s handball and closes with Michael Jordan’s basketball jersey. Gertrude Ederle’s English Channel swim goggles, Roberto Clemente’s batting helmet, Lance Armstrong’s yellow jersey and a “Miracle on Ice” hockey shirt are among the dozens of artifacts.
“Audi is proud to be working with the Smithsonian Institution in sponsoring this exhibition so that it can motivate and inspire future pioneers in all fields of endeavor,” stated Axel Mees, Vice President in charge of Audi of America. “These athletes demonstrate so vividly that it is truly greater to lead than follow–and that the possibilities of the future can be very different from the reality of today.”
The exhibition also features a short video that further explores the athletes featured in the section “More than Sports Champions.” Produced and donated by The History Channel, the video is narrated by basketball legend Bill Russell. It looks at the athletes, such as Billie Jean King, Roberto Clemente and Mohammad Ali, who take their roles as public figures seriously and move beyond being sports champions to become champions for a cause.
An interactive Web site has been developed and includes a virtual tour of the exhibition, resource lists, a historical timeline and sports trivia. Visit the virtual exhibition at www.americanhistory.si.edu/sports.
The national traveling exhibition is complemented by a small-format, full-color book by Hughes with a foreword by basketball legend Bill Russell. “Sports: Breaking Records, Breaking Barriers” will be published in October by Scala Publishers.” For more information, visit www.scalapublishers.com.
Audi of America, Inc. is headquartered in Auburn Hills, Mich. and markets a line of premium vehicles. For more information about Audi, visit www.audiusa.com.
The National Museum of American History traces American heritage through exhibitions of social, cultural, scientific and technological history. The museum, located at 14th Street and Constitution Avenue N.W., is open daily from 10 a.m. to 5:30 p.m., except Dec. 25. For more information, visit the museum’s Web site at http://americanhistory.si.edu or call (202) 633-1000.
SITES has been sharing the wealth of Smithsonian collections and research programs with millions of people outside Washington, D.C., for more than 50 years. SITES connects Americans to their shared cultural heritage through a wide range of exhibitions about art, science and history, which are shown wherever people live, work and play, including museums, libraries, science centers, historical societies, community centers, botanical gardens, schools and shopping malls. Exhibition descriptions and tour schedules are available at www.sites.si.edu.
Sports: Breaking Records Breaking Barriers is a celebration of the pioneering men and women who dominated their sports. Both on and off the field, these undaunted athletes broke records for themselves and barriers for us all.
We at Audi of America, Inc. are proud to sponsor this exhibition so that it can motivate and inspire future pioneers in all fields of endeavor. Since our founder, August Horch, started his own company in 1899, our business and our culture have been founded around the ideas of constant innovation, of challenging conventions and finding better solutions.
The individuals celebrated in this exhibition are lights for us all. They remind us that anything that we set our minds to is possible if we work towards it steadfastly. As examples, these athletes demonstrate so vividly that it is truly greater to lead than follow — and that the possibilities of the future can be very different than the reality of today.
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Communication and development
Language(s): English »French, Ara
A documentary about IBI, the Intergovernmental Bureau for Informatics which was the successor of the International Computation Centre (ICC), created by UNESCO in 1951.
ICC's main objective consisted in the implementation of a computation centre that would give service to the international scientific community at a time in which it was thought that only a few computation machines would be available around the world, mainly because such machines were very costly. By 1969 ICC started the transformation towards the IBI as a reaction to the technological evolution in the field.
Series: IBI-UNESCO collection,
Publisher/producer: Intergovernmental Bureau for Informatics,
Published in: 1978
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Every day children across America are exposed to violence in their homes, in their schools, and in their communities. They may be struck by a parent, bullied by a classmate, or assaulted on the street. They may witness family and friends being subjected to such acts of violence. This exposure may cause significant physical, mental, and emotional harm with effects that, without proper support, could last into adulthood, including an increased risk of involvement with the juvenile justice system. (cont.)
To better understand the nature and extent of the problem, the Department’s Office of Justice Programs (OJP) partnered with the Centers for Disease Control and Prevention to sponsor the National Survey of Children’s Exposure to Violence. The survey is the most comprehensive effort to date to measure children’s exposure to violence and the first survey to ask children and caregivers about exposure to a range of crimes, violence, and abuse across the age spectrum. The survey found that a startling 60 percent of American children have been exposed to violence, crime, or abuse in their homes, schools, and communities and 40 percent were direct victims of two or more violent acts.
In an effort to reduce these high levels of violence, Attorney General Holder announced, on September 23, the Defending Childhood Initiative as a priority for the Department, “Through renewing and refocusing our efforts to serve our nation’s most vulnerable and most distressed children we can transform the country we love for the better – one child at a time.”
The Defending Childhood Initiative involves local partners in comprehensive and collaborative plans to prevent children’s exposure to violence, mitigate its impact on its victims, and increase public awareness. A central component of the initiative is funding for demonstration sites, research, evaluation, public awareness and partnerships. The eight demonstration planning grants were awarded to the City of Boston (MA), the City of Portland (ME), the Chippewa Cree Tribe (MT), the City of Grand Forks (ND), the Cuyahoga County Board of Commissioners (OH), the Multnomah County Department of Human Services (OR), the Rosebud Sioux Tribe (SD), and Shelby County (TN).
The Office of Justice Programs is committed to working with Attorney General Holder and all who share our concerns and our dedication to protecting children from violence and exposure to it. The launch of Defending Childhood marks a significant step forward to that end.
What more can our community do to protect future generations from violence and abuse? Let us know in the comments.
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Both outdoor and indoor bonsai trees come in a wide variety of species. Some can be good choices for your yard while others are better left to the professionals. So in order to learn what there is to know about the different kinds of bonsai species, you’ve got to learn about them one at a time.
The pine bonsai is a popular species worth learning more about.
The Basics of a Pine Bonsai
Largely made of nothing but big needles, bunched together in groups of 2-5, the pine bonsai is made up of over 150 different species including shrubs and evergreen. It’s a staple in Japan and can be found used as bonsai trees in yards and as shrubs in Japanese gardens.
They have their own strange growth patterns, and are hard to care for and prune unless you are well versed in pine bonsai species. This species is hard to style in order to make it look like a general bonsai, but it definitely can be done. If you are interested in putting a pine bonsai in your yard, you may want to think about hiring a professional to style it on a continual basis.
The Different Kinds of Pine Bonsai Trees
There are a few different kinds of pine bonsai trees that can be found around the world.
The mountain pine has very large needles, reminiscent of aloe vera needles. Originating from central Europe, they have adapted to withstand all weather conditions including harsh snowy regions and hot, dry deserts.
The Japanese black pine is native to Japan and is seen everywhere there. These pines can flourish in bad weather and questionable barren soils. It is said that this species of pine bonsai is the staple of Japan’s bonsai reputation.
The Scotch pine is found in northern Europe. At about 5 years of age it loses its lower needles and branches. You will find that the needles are often twisted, and a strange blue green or yellow color. With age, the bark of the tree turns rusty red and gets flaky.
The Japanese white pine is vigorous and also native to Japan, such as the Japanese black pine. The white pine bonsai is sometimes grafted onto the lower branches of the black pine to improve the black pine’s growth. Their needles look and feel more like leaves, and their color is white on the outside, with a blue tint to the inside of the leaf.
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Immune system protects the body from infection causing agents. Regulatory T-cells, a part of the immune system, learn in early stages of life itself to recognize// the invaders and defend them. But, researchers have reported that these cells seem to protect certain bacteria, viruses and tumors.
Researchers at the Medical college of Georgia, studied the T-cells in the thymus and their subsequent movement in the body, using a genetically manipulated mice and the technology enabling the detection of antigen receptors. These antigen receptors determine what the T-cells recognize.
They found regulatory T cells learn what to protect while in the thymus and that everything the cells learn may not be good, according to research in the August issue of Immunity.
It is widely believed that regulatory T cells only recognize endogenous body tissue so they can stop T cells that are predisposed to attacking it, says Dr. Leszek Ignatowicz, MCG immunologist and the study’s corresponding author.
By examining receptors on all types of T cells before and after they leave the thymus, researchers found regulatory T cells are very diverse and able to recognize endogenous tissue and invaders, Dr. Ignatowicz says.
Unfortunately, the cells also may not learn to recognize all endogenous tissue which, along with environmental and other factors, can lead to autoimmune disease.
T cell schooling in the thymus peaks in the first six weeks of life in the mouse, which roughly translates to the first 15 years of human life. Those early lessons seem to last a lifetime and the few regulatory cells that develop later will be like the early cells, says Dr. Rafal Pacholczyk, MCG immunologist and lead author.
The findings mean, essentially from the beginning, some people may have regulatory T cells less skilled at keeping the immune system from attacking their bodies and/or too skilled at protecting invaders.
IPage: 1 2 3 Related medicine news :1
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. Is Diabetes the Leading Cause of Kidney Failure in India
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| 0.916161 | 552 | 2.984375 | 3 |
by Rev. Paul Lansu
Senior Policy Advisor
Can war and violent conflict be eliminated forever? In this article, I reflect about war, which is de facto about peace. War should be abolished forever. In the past 75 years, we have seen at least three transformations related to armed conflicts: the Cold War (1946-1991); the post-Cold War (1991-2011); and this last period of time (post-post) in which we see events happening – a bewildering present – Arab Spring, theo-terrorism, globalisation of migration, in many cases culminating in civil wars or at least feeding fragile states.
Events determine politics
We live in exciting times. Events often determine the outcome of elections. It happens that certain world leaders create events and express themselves with tactless statements. The commotion on the status of Jerusalem is a recent example. Consequences of these statements are not always calculated.
Officials are expected to cover more than ever the “events policies”. Urgent events happening create pressing responses to act. Examples are the refugee or migration crisis; terrorist acts related to the Islamic State (Daesh); and the rising trend of extremist and exclusive political nationalism related to a populist mentality and/or authoritarian nationalism. Citizens expect their political leaders to act consequently and urge them to immediately deal with these challenges: result-oriented.
Some of the powerful still believe in war making
In my opinion, war has no future. Wars are no longer declared, they simply begin. Wars happen because the ones who start them think they can win them. Wars usually start with at least one side confident about the outcome. Campaigning to go to war always presents a glorious victory within reach!
You cannot abolish war by continuing to wage war. War does not solve conflicts. Enough is known to get on with the business of outlawing war and finding better means to resolve disputes. War should be abolished just as slavery was eradicated centuries ago.
The contradiction we live in today is that states continue to prepare for war while professing to wish to legislate it out of existence. A recent example is the fact that political leaders want to get rid of nuclear weapons and, at the same time, decide to modernise their nuclear arsenals to be significant for the next two generations or so. Nuclear weapons states decided to modernise their arsenals. At the most recent count, the Russian Federation has 1,796 nuclear warheads and 508 missiles; the USA has 1,367 warheads and 681 missiles. Both are upgrading relatively old systems. The financial costs of such a modernisation are huge.
War is inherently immoral
We need more focus on the conviction that war is inherently immoral because of its costs to human well-being. Over the last century around 0.7 % of the world’s population died in armed conflicts. There are over 65 million refugees forced to flee their homes and their livelihood. Perhaps 600,000 people have died since 2011 by civil wars in Syria (including more than half a million), in Yemen, in Libya and Iraq, and 17 million people from that region have been displaced from their homes. Turkey, Lebanon and Jordan (and partly Iraq) are hosting most of the Syrian refugees.
The laws defining the conditions whether to go to war – ius ad bellum – and the laws defining how to deal within a war – ius in bello – (proportionality and distinct combatancy/non-combatancy or military/civilian for instance), did not seek to make war illegal. They did try instead to make it less miserable. With the phenomenon of “collateral damage”, we see that there is such a thing as “non-combatants immunity” — that means that civilians should be spared but also that even weapons directed at purely military targets could affect people with no combat role.
Rapid evolution in technology and communication
Efficiency in transport, speed and communications make war more likely. From 1850, weaponry techniques and the speed of projectiles began to transform military confrontation into a truly inhumane event. The then industrial principles of mass production were converted to martial arts and put at the service of mass destruction. The German victory over France in 1871 for instance was made possible by impressive mobilisation of its forces, appreciating the role of railroads in getting men to the front. The railway infrastructure made the movements of troops during the First World War practical. During the Second World War, highways, especially in Germany, made the fast mobility of tanks and troops possible.
The Second World War resulted in unprecedented levels of killings, with conflicts in Asia and Europe merging, the murder of millions of civilians on an industrial scale, and every type of warfare — naval encounters, massive air raids, lightning offensives, dogged defending, and partisan resistance, concluding with atomic bombs. This was total warfare!
Militarism meant allowing military figures, arms manufacturers, and patriotic themes to dominate public life. Manufacturers want to make money, profits. Arms dealers view every new type of weapon, from machine guns to torpedoes, from heavy artillery to the Kalashnikovs, from drones to killer robots, as a business opportunity.
Weapons kill, even if they are not used!
Disarmament is urgently needed. Vast sums are spent on preparing for war. The total military expenditures for 2016 according to SIPRI are 1.69 trillion dollars. That is 0.4 % higher compared with 2015. Weapons kill, even if they are not used! Saudi Arabia spends 10.4 % of its GDP on defence; Iran has 3 % and Israel spends 5.8 % on defence. The Middle East has a high security risk with Israel having nuclear weapons and having the Saudis (Sunnis) and Iranians (Shiites) as the two major opponents in the region.
Military expenditure is wasteful. Weaponry absorbs tax revenues, and contributes to scarce resources. Armament firms encourage conflict to increase demands for their products, frequently based on feelings of distrust, fear, exclusive nationalism or patriotism. Extreme nationalism is a driver of conflict and war. Some political and public opinion makers see their national sovereignty as a god — and nationalism as a religion. That can result in the rejection of international cooperation. The main motive is “Si vis pacem, para bellum” – “if you want peace, prepare for war”.
Research in warfare is main driver of change
Technology and the development of research and new findings in modern warfare are the main drivers of change in warfare. New types of weapons make war more possible. Atomic bombs were used for the first time in August 1945 when they were dropped on the Japanese cities of Hiroshima and Nagasaki, obliterating both and most of their residents. This is seen as a steep change in warfare. The then driving argument of using the atomic bomb was to stop the war. Over the next decade, with tests of new and even more powerful weapons, the likely character of a nuclear war became clear. The humanitarian impact of the use of atomic bombs and of nuclear tests in all their dimensions is immense. The possibility of accidental war has becoming prominent.
Our history has seen the possible intentional use of nuclear weapons, as for instance during the Korean War in early 50’s, the Berlin Crisis in 1961, the Cuba Missile Crisis in 1962, the Yom Kippur War in 1973 and the latest in Ukraine in 2014. The distinction between rhetoric and bluff and the way sometimes-foolish politicians are dealing with or thinking about nuclear weapons make it all very dangerous.
Further possible proliferation of atomic bombs, human errors, miscalculations or mechanical malfunction of these weapons of mass destruction became also a main driver for diplomats to come to a Treaty on the Prohibition of Nuclear Weapons in July 2017. The strategy of nuclear deterrence became unbelievable because of the real risks were out of control. Nuclear deterrence can no longer be tolerated. The use of, the threat with and the possession of nuclear weapons are illegal and immoral.
The world is much safer when treaties for global disarmament are reached. But that is not enough. We have seen treaties on anti-personnel mines, the so-called Ottawa Treaty and the Convention on Cluster Munitions. The main challenges remain to have key players signing and ratifying these treaties and at the same time have them implemented in a constructive way. Treaties do not guarantee the outlawing of war making in general.
Who are the masters of modern warfare? Drones for instance brought together many critical technologies: highly efficient regimes, advanced sensors, global positioning systems, and instantaneous communications. Their operators could identify, monitor, and then strike a target thousands of miles away, without putting lives in direct danger. War making takes place from a distance — such as drone pilots. These pilots could live a normal life. A pilot can visit his wife who just gave birth to a child in the maternity ward after just killing someone on the other side of the planet. Unmanned systems kill without seeing the other. Nobel Peace Laureate Jody Williams talks about “it” as doing the killing. It is not me or you who kills; it is a neutral body, an “it”. Almost everything is delegated to machines.
Duration of civil wars has extended
The days of armed conflict between nation-states are ending – although it still happens and is still possible. The number of civil wars or intrastate conflicts has increased. The duration of civil wars has extended. Civilians are part of the struggle and many of them are the victims of it. Some of these civil wars are rather “regional war zones” where certain groups and their actions moved without regard for national boundaries. Borders have become progressively less relevant.
About 4 % of civil wars were internationalised in 1991; 40 % had become so in 2015. This is certainly true of the Middle Eastern civil wars, all of which began as local conflicts, but have become internationalised which made possible solutions of these conflicts even more complicated! Wars in Iraq and Syria are examples. In its 17th year, the campaign in Afghanistan is the longest in U.S. military history and the Taliban are resurgent.
Peacekeeping and policing
The only reason for nations to have a military capacity is for the capacity of peace missions and in cases of self-defence under strict criteria. For two decades, France has headed the UN Department of Peacekeeping Operations. China is bidding to take over the lead of this. There is a good reason for China doing so. It is the second largest funder of peacekeeping operations, paying 10 % of the 8 billion dollars budget, and it deploys more blue helmets (2,639 at present) than the other four permanent Security Council members combined.
Although here we can make an argument that some military capacity can be required for purposes of both national and international policing. Policing is not the same as war making. Some nations have no armies, and have a good functioning police system instead.
I believe that war, all war, can be abolished. Bombing cannot win wars! War is a terrible way to settle disputes: there are far better forms of settlement and they now need to be applied. States should be encouraged more than ever to seek for arbitration, mediation, negotiations, dialogue and diplomacy instead of war to solve disputes. Political problems should only be solved by political means.
Need for quality governance
Part of the problem is the quality of those states that are malfunctioning. Disturbing phenomena are so-called failed states. They are also called collapsed states, troubled states, fragile states, states-at-risk or weak states. Sometimes these countries have fragmented populations, weak political institutions and a propensity for rule by violence. A fragile state mostly lacks representation and accountability, stable legal standards, and checks to coercive action by the state, combined with an inability to control territory and borders. Fragility is concentrated especially in cities. Failed states cannot end violence. A degree of political stability is needed. Success means strengthening institutions, ensuring that no minority is excluded and all enjoy opportunities for political and cultural expression, competent economic management, an absence of corruption, and responsive administration.
Some states (of the total of 193) are a danger to themselves and their neighbours and need to be put into an international equivalent of intensive care. Several of these states in crisis are the breeding ground for more violence, chaos and anarchy. The United Nations or intergovernmental bodies such as the Organisation of American States or the African Union have, in my opinion, a role to play in policing those states. Development of peacekeeping forces (composed partly of civilians, police and military) for both inter-state as well as civil wars is a mechanism that can work effectively, if there is enough ground to keep the peace! Some 47 UN peacekeeping missions were initiated between 1991 and 2011, nearly three times as many as during the previous four decades.
Ethnic cleansing, mass killings or genocides remain a serious challenge in our world. A few examples are the killing fields in Cambodia in the 70’s, Rwanda in 1994, Srebrenica in 1995 and Rohingya in 2017. How to prevent these? The international community has the responsibility to prevent crisis and armed conflict and to protect civilians. The General Assembly of the UN agreed to take the responsibility to protect (RtoP) populations from genocide, war crimes, ethnic cleansing and crimes against humanity.
Efforts should be made to resolve the underlying root causes of armed conflict that includes fundamental security, well-being, and justice for all its citizens. Needless to say, this is an unfinished agenda!
For instance US President Trump on the status of Jerusalem: https://www.nytimes.com/2017/12/06/world/middleeast/trump-jerusalem-israel-capital.html
Photo courtesy of the Aleppo Media Centre.
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One of the most popular destination for Smithsonian travelers is Egypt. There’s something everyone finds intriguing about this ancient land – whether it’s history, culture, archaeology or artifacts that pique your interest most. So, given the love for this country, we’re celebrating Egypt Week at Smithsonian Journeys this week! Check back each day for more on Egypt.
We’ll begin with the children of Ancient Egypt. All of us have experienced childhood, but children in ancient Egypt lived much differently than we do now. The ancient Egyptians defined roles sharply for small children, prepubescent kids, and adults with full responsibilities to society. The average life span of an Ancient Egyptian was about 40 years, so childhood ended at puberty and young Egyptians quickly learned their roles in society. By age 14, ancient Egyptians were considered adults and would been involved in jobs, marriage, and children of their own.
For the typical Egyptian child, pets were a wonderful form of entertainment, including dogs, kittens, ducks, and pigeons. While wealthier children had access to dolls and a variety of other toys, most children learned from what was around them. Children who were not of the upper classes mirrored their parents roles in performing household chores (for girls), or working in the fields (for boys). These children did not attend school as we do today, but they did begin learning their family’s trade, as early as age four.
For royal children, education was taken seriously and included reading, writing and mathematics. Other wealthy boys might have trained to become scribes while attending temple schools or trained to become army officers. Girls, however, did not attend school, but many did learn to read and write.
When you were a kid, what did you want to be when you grew up?
Learn more about being a kid in ancient and modern Egypt on our Egyptian Family Odyssey!
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NETHERLANDS. BIRD’S-EYE VIEW OF DEVENTER BY BRAUN & HOGENBERG 1581.
A highly attractive copper line engraving on paper, produced to accompany Braun & Hogenberg's "Civitates Orbis Terrarum", and first published in Cologne 1581.
CARTOUCHE: A view of the Free Hanseatic City of Deventer.
COMMENTARY BY BRAUN: "Deventer has a diocesan church, watched over by St Lebuinus, the patron saint of the upper reaches of the IJssel and the centre surrounding area. Deventer is also renowned for its school, which has produced many learned and distinguished men; the city is furthermore famed for its commerce. "
Deventer, in the Middle Ages the seat of the bisshop of Utrecht and in the early modern era a major intersection of trade routes, is seen in a bird's-eye view from the south. The largest building is the Grote Kerk or Sint-Lebuinuskerk, whose massive tower is the city's landmark. The neighbouring Onze-Lieve-Vrouwekerk dates from the 14th century: On the market square in the right half of the picture stands the weigh house, built in 1545. Deventer was the home of the celebrated cartographer Jacob van Deventer, whose maps formed the basis of many of the engravings in Braun and Hogenberg's atlas, including the present plan of Deventer.
Measures approx. 340 x 415 mm. Good condition, see photo.
Attractive old hand colour.
A guaranteed genuine antique map.
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Tropical forests covering an area nearly the size of India are set to be destroyed in the next 35 years, a faster rate of deforestation than previously thought, a study warned on Monday.
The Washington-based Center for Global Development, using satellite imagery and data from 100 countries, predicted 289m hectares (714m acres) of tropical forests would be felled by 2050, with dangerous implications for accelerating climate change, the study said.
If current trends continued tropical deforestation would add 169bn tonnes of carbon dioxide into the atmosphere by 2050, the equivalent of running 44,000 coal-fired power plants for a year, the study’s lead author told the Thomson Reuters Foundation.
“Reducing tropical deforestation is a cheap way to fight climate change,” said environmental economist Jonah Busch. He recommended taxing carbon emissions to push countries to protect their forests.
UN climate change experts have estimated the world can burn no more than 1tn tonnes of carbon in order to keep global temperature rises below two degrees – the maximum possible increase to avert catastrophic climate change.
If trends continued the amount of carbon burned as a result of clearing tropical forests was equal to roughly one-sixth of the entire global carbon dioxide allotment, Busch said.
“The biggest driver of tropical deforestation by far is industrial agriculture to produce globally traded commodities including soy and palm oil.”
The study predicted the rate of deforestation would climb through 2020 and 2030 and accelerate around the year 2040 if changes were not made.
There were some success stories where countries reduced tropical deforestation without compromising economic growth or food production, the study said. Brazil decreased deforestation in the Amazon rainforest by 80% over a decade through the use of satellite monitoring and increased law enforcement, even as cattle and soy production rose.
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Drug Treatment Center Orlando Florida History of Cocaine
Cocaine is one of the world’s oldest natural drugs. It has been used and abused for centuries and has been the drug of choice for many that have acquired drug rehabilitation services. In modern culture, this drug has become very popular with celebrities. Despite being illegal in the United States, it is still widely accessible. Cocaine is basically derived from the cocoa plant which is located in the mountains of South America. The drug has been used for spiritual purposes in the past but now it is primarily used for recreational purposes. The drug, when consumed, gives the user a vibrant sensation of happiness and energy.
However, there are many harmful effects of cocaine as well which are ignored by users till they get really serious. Experts at drug treatment centers in Orlando Florida believe that the initial use was medicinal but now it has just become a party drug. Every year a large number of patients end up in Orlando addiction treatment centers in Florida and other states. This is a growing problem in the country and despite the counteractive measures, it seems that no solution is in sight. Let’s discuss the history of cocaine from its early beginnings to its use today.
Cocaine Drug Addiction – Early History
Cocaine has its roots in South America culture where it was first used by native Peruvians during holy ceremonies. They basically consumed cocoa leaves in raw form and it was seen as a spiritual healer by many. Later, the Spanish invaded the country and took control of the supply of cocoa leaves.
Cocaine Drug Addiction – The 1800’s
The first real attempt to discover cocaine’s properties was made in 1859 by German chemist Albert Niemann. At first it was regarded as a wonder drug that could cure many diseases. Since these were the early stages, the major side effects of cocaine were still not known in full detail. Researchers at drug treatment centers in Orlando Florida tell us that Sigmund Freund was one of the renowned sociologists who came across this drug and declared it safe and healthy. For a period of almost 50 years, cocaine was legally used as an ingredient in soft drinks and hard drinks.
Cocaine Drug Addiction – The 19th Century
At the beginning of the 19th century many physicians and medical experts raised objections to the use of cocaine. They were worried about the drug’s harmful effects on the human mind and body. This increasing pressure to stop drug use eventually paid off and in 1914 cocaine was banned as part of the Harrison Narcotic Act. According to experts at addiction treatment centers in Orlando Florida, after the implementation of this new law the use of cocaine was severely restricted.
Cocaine Drug Addiction – The 70’s and Onwards
Doctors at Orlando drug treatment centers in Florida tell us that the 1970’s was a period when this drug again became popular. South American countries kept producing the drug and it was smuggled into the United States for recreational use. The prices were very high as cocaine was only available in limited quantity. During the 80’s the cocaine industry experienced a huge boost as worldwide demand for the drug increased. It was trafficked across continents and by this time it had become a multimillion dollar industry.
Cocaine Drug Addiction – Current Scenario
According to experts at an addiction treatment center in Orlando Florida, the current scenario looks bleak as cocaine continues to be used on a mass scale. Despite massive crackdowns on drug cartels and traffickers, cocaine still continues to be widely accessible. It seems that the only way to save ourselves is by helping each other.
House of Freedom is CARF Accredited, Christian drug rehab center in Orlando Florida, which unlike traditional addiction treatment centers, we deliver substance abuse treatment center services that deal with the physical, mental, social, and spiritual component of drug and alcohol addiction treatment. Our alcohol and drug rehabilitation center has both inpatient drug rehab services and outpatient drug treatment in Orlando Florida.
If you or a loved one are in need of drug or alcohol addiction rehab treatment center in Orlando Florida, GET HELP NOW!! Contact us at 1-888-796-8040.
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Key Frame Animations allow you to easily animate a smooth progression through two or more specified views (key frames) and export them as an animation. You can zoom, rotate, and translate in these animations. In addition, you can create “fly around” movies or first-person animations. The animation you see here explores a “fly-around” of air flowing through a duct.
Create a Key Frame Animation
- Select Animate > Key Frame Animation. Note that the Key Frame Animations can be used only in the 3D Cartesian plot type. Rotate and/or zoom the plot to the initial view for the animation and then select the [Append] button in the dialog. Change the name of the view (key frame) by selecting it (“View 1”) in the Key Frame box and editing the name in the View Name field.
- Rotate and/or zoom the plot to the next view you wish your animation to include and select the [Append] button to add that view to the end of the animation. Or you can select the [Insert] button to insert a view above the selected one in the list. These key frames are snapshots of the view in Tecplot 360, so limit the rotations to 180 degrees or less between key frames, or else the animation may not rotate as expected.
- Continue to rotate and/or zoom and select [Append] or [Insert] to add additional key frames to your animation. If you want to replace a saved key frame view with the current plot view, click the [Update] button.
- Because this is also a transient data set, you can animate the solution time concurrently with the key frames by selecting Options>Animate Time Concurrently. Time Animation Options lets you select from multiple time animation operations.
- When finished adding key frames, select [Animate All] to perform a complete animation of your views, or [Animate Selected] to animate only the views selected in the Key Frame box. Tecplot 360 will interpolate between the saved views to create an animation.
Export an Animation
To export an animation, change the Destination from “On Screen” to “To File”. Then select the [Animate All] or [Animate Selected] to open the Export Options dialog. We recommend exporting to MPEG-4 format as it offers a high quality to file-size ratio, and it can play-back on many media players.
Saving and Reloading a Key Frame Animation
Key Frames are not saved with the layout, so to save your key frame views, go to File > Save Animation File, to choose a location to save your *.keyframe.
To reopen your plot after restarting Tecplot 360, open your saved layout and then in the Key Frame Animation dialog, click File > Open Animation File and select the saved key frames.
The Key Frame Animation tool can also be helpful for users that want to save and return to multiple different views. Instead of creating an animation, you can simply append any important views you want of your layout and save them in a *.keyframe file. In the Key Frame dialog, to get back to a saved view, select the view and click [Apply]. This will snap the selected frame to your saved view.
For more details, especially for concurrent time animation, check-out the documentation in the User’s Manual.
Thank you for watching!
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State of the Art Mathematics
Library Home || Full Table of Contents || Suggest a Link || Library Help
|Carole B. Lacampagne; U.S. Department of Education|
|Transforming Ideas for Teaching and Learning: a book that identifies ten ideas for transforming mathematics teaching and learning backed up by research or by promising practical experience. Includes the online document, references, and suggested reading. Topics: All students can and must learn mathematics, which should serve as a "pump" not a "filter"; Teachers need to become "informed guides" to the learner; Students need shared learning experiences.|
|Levels:||Elementary, Middle School (6-8), High School (9-12)|
|Math Ed Topics:||Math Ed Research/Reform|
The Math Forum is a research and educational enterprise of the Drexel University School of Education.
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Help the Government of Canada organize its website!
Complete an anonymous 5-minute questionnaire. Start now.
An Integrated Monitoring Plan for the Oil Sands
On December 16, 2010, the Independent Oil Sands Advisory Panel presented its report to the Minister of the Environment with recommendations for the development of a world class monitoring plan for the oil sands region.
In response to this report and other concerns, the Minister of the Environment committed the Government of Canada to lead, in collaboration with Alberta, the development of an environmental monitoring plan for the oil sands.
The first phase of this was entitled “A Water Quality Monitoring Plan for the Lower Athabasca River,” and was released in March. Building on that, the second phase of the plan was announced on July 21, 2011.
The integrated approach added air and biodiversity monitoring in addition to an expansion of the water component announced in March.
This Plan will provide the scientific foundation necessary to detect problems in the region and provide governments and industry with the information that they need to ensure the environmentally sustainable development of this important resource.
The Plan includes a strong focus on integration among components. The basis for this is outlined in the Plan’s overview piece:
This section provides a brief overview of all the monitoring components and outlines key principles behind their integration.
Originally released in March, this provides background on the concepts behind an overall approach to monitoring, and lays out new water quality monitoring for the region closest to the oil sands development.
Important additions to the Phase 1 water quality report have expanded the water component to cover a larger geographic area downstream and in acid sensitive lakes, and adds monitoring of fish and invertebrates. These additions improve the ability to track change over time.
The integration of enhanced air monitoring is a crucial addition. Pollutants emitted to, and transported by, air can impact areas distant from the point of emission. Additional air monitoring will strengthen measurements and will help answer the key questions of what is being emitted from oil sands operations, how much and from what sources. It will also tell us more about the atmospheric fate – the transport, transformation and deposition - of oil sands emissions and how these emissions interact with emissions from other sectors. As with water, the air component of the plan builds on and integrates with existing air monitoring activities, and with measurements from other media, will help relate emissions to cumulative and acute effects on the ecosystem.
The overall objective of this component of the monitoring plan is to look at the levels and effects of oil sands-related contaminants and their influence on the health of the individual wildlife and wildlife populations at varying distances from oil sands operations. A second component focuses on assessing the impacts of habitat disturbance on biodiversity in the region and the success of mitigation efforts.
- Date Modified:
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From Ohio History Central
Elias Langham was an important political figure in Ohio's early history.
Born in Essex County, Virginia in 1749, Langham first distinguished himself during the American Revolution. He enlisted in the Continental Army in 1777, serving in the artillery. During the American Revolution, he attained the rank of first lieutenant, although following this conflict, he would eventually win promotion to colonel.
Following the American Revolution, Langham became a surveyor for the federal government. He helped survey the Northwest Territory, the Mississippi Territory, and the Missouri Territory. While working in the Northwest Territory, Langham became enthralled with the land, and in February 1798, he settled near modern-day Chillicothe, Ohio. Here, Langham became involved in politics, serving in the Northwest Territory's legislature from 1799 to 1802. Langham also served as a judge of the Court of Common Pleas for the United States Territory Northwest of the Ohio River.
Langham's political career seemed to have ended when he worked with Northwest Territory Governor Arthur St. Clair to delay Ohio's admission as a state in the United States of America. St. Clair failed in this attempt, but Langham still survived politically. Voters in Ross County, Ohio elected Langham to the Ohio House of Representatives, a position that he held from 1803 until 1806. By 1804, he had become the speaker of the House.
Langham contributed to Ohio's development in other ways. First, he played an active role in the Masonic movement, helping to establish the Masons firmly in Ohio. He also served as one of the superintendents of the construction of Ross County's first stone courthouse.
Langham died in April 1830. He was buried in a private cemetery in Madison County, Ohio.
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Introducing Microsoft .NET
Ever since Microsoft released the Windows 95 Operating System, customers have made a high demand for more and more reliable products. Taking this into consideration, Microsoft introduced a plethora of new products within a span of six years. The products include a range of operating systems to Office-based applications, programming tools and environments, and so forth. In the meantime, Sun Microsystems' Java language and the Solaris operating system became much more popular among developers. Hence, many of the developers and companies began shifting their platforms to these powerful ranges of products. One more reason for this shift was attributed to the strong stability of Sun's products. In these circumstances, developers at Microsoft began to think of introducing a set of technologies that caters to all needs. In early 2000, Microsoft released its first beta product of its new .NET initiative. The product evoked added response and in 2001 they released Beta 2 of the same; the final release of the whole range of stuff culminated with the VSLive conference in early 2002. In this first article, you will be introduced with this new Microsoft .NET technology.
Microsoft .NET is one of the latest and newest technologies introduced by Microsoft Corporation. We now use them to connect to the Internet using a computer; the remote computer responds via a Web page and a collection of Web pages called Web sites. The concept in .NET is that these Web sites can integrate with other sites and services using standard protocols such as HTTP.
The Microsoft .NET Platform is comprised of four core components such as:
- .NET building block services such as file storage, and calendar under the banner of Passport .NET.
- .NET device software that will run on the latest Internet devices such as mobile phones, pagers, and so on.
- .NET user experience such as integrating this technology to user-created documents (such as XML). For example, if you write a code snippet via XML using a .NET Language like C#, it will automatically create relevant XML documents.
- .NET infrastructure, which includes:
- .NET Framework, which is comprised of the Common Language Runtime (CLR) and .NET Framework class libraries. You will learn more about CLR in Article 3.
- Microsoft Visual Studio.NET, such as Visual Basic .NET, Visual C# .NET, Visual C++ .NET with managed extensions, Visual FoxPro, and so forth.
- Highly reliable servers, called .NET Enterprise Servers and Microsoft Windows NET.
We can build robust, scalable, distributed applications with the help of .NET; the part that helps us to develop these applications is called the .NET Framework. The .NET Framework contains the CLR and the .NET Framework class libraries, also called base-class libraries.
All the .NET languages such as C-Sharp, Visual Basic .NET, and Visual C++ .NET have the .NET Framework class libraries built into them. The .NET class libraries also support file input and output, database operations, XML (eXtensible Markup Language), and SOAP (Simple Object Access Protocol). For example, you can develop XML pages by using C-Sharp language.
When someone talks about .NET development, you should understand that they are talking about the .NET Framework. It includes a runtime environment and a set of class libraries, which is being used by a new language called C-Sharp, abbreviated as C#. C# is more or less similar to C++, Java, and all other .NET languages. If you learn one language, it's easy to grasp others. Simply speaking, C-Sharp is a new language for developing custom solutions for Microsoft's .NET platform.
The runtime component that we discussed just now is also used by Visual Studio .NET. Visual Studio .NET provides us with a visual environment to design and develop .NET applications. Every language in Visual Studio .NET uses this runtime to execute its applications. Moreover, these languages convert their source code into an Intermediate Language (IL) upon compilation. We will discuss more about Intermediate Language in another article. Hence, you can use a module written using C-Sharp in a Visual Basic application. For example, you can design a user interface with Visual Basic .NET and write a DLL function using C-Sharp.
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Question of the Week #59 A Cormack-Lehane grade 3 view is obtained on a 4-year-old male with short thyromental distance. Which of the following anatomic conditions is the MOST likely cause for the obstructed view? A. Anterior laryngeal position B. Inadequate mandibular space C. Limited neck extension D. Macroglossia Correct! Wrong! Question of the Week #59 Click here to find out how to get involved! Click here to give feedback!
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Last week, a study published in the British Medical Journal (BMJ) linked alcohol consumption with cancer risk, and duly attracted extensive international media coverage. News outlets around the world keenly reported on the carcinogenic properties of alcohol. This description from BBC News was pretty typical: “A large Europe-wide study in the British Medical Journal found that one-in-10 of all cancers in men and one-in-33 of all cancers in women are caused by past or current alcohol intake”. Several agencies took an alarmist stance: many cancers are “caused by drinking” proclaimed the Press Association; alcohol was “a major cause” of cancer according to Agence France-Presse (AFP); “Are you aware of the cancer risks of drinking too much alcohol?” challenged Canadian broadcaster, CBC. Others tried to tease out implications. The Irish Times concluded that “reducing alcohol intake would reduce the number of cancer cases”. The Guardian were more directive, noting that “thousands of cancers could be prevented if men had the equivalent of no more than two drinks a day and women had no more than one”. Over at the Daily Mail, however, people were less optimistic: “Alcohol causes cancer“, declared its headline, “…and giving up won’t help“.
The media were virtually unanimous in their interpretation of the research: the study had established tangible evidence for a causal link between alcohol consumption and cancer onset. Unfortunately for the consensus-makers, the problem with this interpretation is that it’s wholly untrue. The BMJ researchers were not even looking for evidence of causality, and most certainly did not establish it. In fact, in one sense, they did the exact opposite.
Rather than establishing a causal link between alcohol consumption and cancer occurrence, the researchers conducted a study that relied on the premise that such a link exists. In other words, a causal link between alcohol and cancer is not a conclusion of the BMJ study — it is one of its assumptions.
The researchers could hardly have been clearer about this. Throughout their report they refer to the fact that they are “assuming causality”. Both the statement of results in the Abstract and the opening paragraph of their main Discussion section begin with the phrase “If we assume causality…” A string of similar disclaimers are embedded throughout the main text. Including such language enabled the researchers to be very explicit about two key points: (a) they were clearly signalling the possibility that there is actually no causal link between alcohol and cancer; and (b) they were highlighting the very fact that their research methods are not designed to shed light on the basic question of causality at all.
Instead, this was very much a “What if…?” kind of study. The basic research question was, “If alcohol consumption causes cancer, then how much cancer might it be causing?” To address this question, the researchers looked at datasets drawn from eight different European countries, focusing on an accumulated total of 360,000 men and women across an eight-year period. Notably, the data about current and previous alcohol consumption were based on self-reported information (rather than, say, on biochemical tests of blood alcohol levels) while data about cancer incidence were derived second-hand from general medical records (rather than, say, from diagnostic biopsies specifically conducted by the research team). The researchers then crunched the numbers and concluded that the portion of the population who consumed large amounts of alcohol tended to include those who experienced greater incidences of cancer. None of these procedures are problematic from a research perspective; in fact they are well suited to the stated study objectives and the opportunities created by such a large-scale data sweep. However, notably, the methods did not examine causal linkages between alcohol consumption and carcinogenesis.
Nor can the results be interpreted in that way, principally because the study was both correlational and reductionist. While the researchers attempted to statistically rule out alternative explanations (such as the likelihood that alcohol consumption would be highest among people whose cancer risk is elevated by factors such as tobacco smoking, poor diet, and low exercise levels), it is impossible to know for sure whether all extraneous factors have been accounted for. And, statistically, such study designs cannot model real-life complexities in the way actual disease risk factors interact with one another in a combinative fashion. For example, when considered combinatively, the effects of alcohol coupled with those of age, gender, smoking, diet, exercise, pollution, drugs, and/or genetics would generate over 500 separate interactions, each of which would require a separate statistical inference. This is simply beyond the scope of statistical hypothesis testing (even when you have 360,000 cases in your dataset).
It is also worth noting that this kind of study fails to allow for the fact that links between alcohol and cancer may be the indirect consequence of different biological events. For example, a number of studies have shown that consuming moderate amounts of alcohol on a regular basis can actually benefit human health, most particularly by limiting the risk of cardiovascular disease. If alcohol consumption were to contribute to longer life expectancies among some consumers, then this should lead to corresponding increases in rates of cancers normally seen in older adults (because more people would be reaching old age). This isn’t to say that there is strong direct evidence to support this interpretation; the point is simply that, as a cross-sectional statistical exercise, the BMJ study was not equipped to rule out such possibilities.
It is certainly well known that frequent heavy alcohol consumption is extremely detrimental for human health. Furthermore, there are decent biochemical reasons to suspect that alcohol plays a role in some cancers (although the physical mechanisms involved remain mysterious). The BMJ study is notable because it suggests that alcohol could account for up to 10% of cancer in males, which is certainly useful information. However, as the BMJ researchers did not attempt discover causality, but just went ahead and assumed it, the bottom line is that this 10% figure remains a statistical hypothesis. The association it represents may well turn out to be a statistical side-effect of other issues.
In implying that causality was established, most media coverage simply missed the point of the research. The study aimed to establish the possible scope of alcohol-related cancers, rather than the fact that such cancers exist. In an ideal world, news coverage of this study would have emphasized the authors’ repeated statements that causality was being assumed. However, that would have made for less exciting coverage.
After all, who wants to run a story with the headline “If causality is assumed, then alcohol causes cancer”? Readers might think that the sub-editor was drunk.
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A Quiet Revolution in Preparing Future Teachers of Physics
Julia Olsen, University of Arizona and Drew Isola, Western Michigan University
As noted in other articles in this newsletter, numerous reports, position papers and research studies, we face a crisis in mathematics and science teacher preparation in the United States. This is especially true in regard to physics teachers. As the political uproar has increased, the pressure on institutions of higher learning and on physics departments in particular has become more intense, leaving many to wonder about possible solutions. How can we, as physicists, take on such an overwhelming task in an area where we have little experience or training?
This article deals with one approach to addressing these issues. The use of exemplary K-12 teachers as agents of change in universities has been quietly making its way into teacher preparation programs around the country over the past decade. While it is not unheard of for K-12 teachers to work on college campuses as an entry level or temporary instructor, it has rarely been the case that they are sought out specifically for their expertise in the K-12 classroom. However, more and more K-12 teachers are employed to directly apply their classroom wisdom to the many facets of identifying, recruiting and supporting K-12 teachers of physics. In this role, they are commonly called Teachers-in-Residence (TIRs) or Master Teachers (MTs).
We will attempt to summarize here the TIRs' or MTs' many roles. Several of these are discussed in more detail Isola and Poel's article which follows. In addition, we encourage readers to contact us with information you may have about similar scenarios. We would like to continue documenting the emerging trend of including classroom practitioners in university teacher preparation programs. Our long term goal is to make detailed data available to those who wish to explore this promising option, specifically focusing on the positive impact a TIR/MT can have on the preparation of future teachers of physics and physical science.
The TIR/MT, as defined by the institutions that have utilized them, is more than just a person with K-12 teaching experience who begins to work in a teacher preparation program as an instructor or supervisor. For the purposes of this article, the TIR/MT is defined as:
- An experienced K-12 classroom teacher who has been identified as an exemplary educator; one who has extensive knowledge of physics concepts as well as experience teaching and a strong footing in the realities of K-12 classroom management.
- One actively recruited and hired by a teacher preparation program and/or physics department specifically for the purpose of providing a 'reality check' and improving the preparation of future teachers of physics.
- Having as their main duties: 1) working side-by-side with physics and teacher preparation faculty as an integral member of the teaching team and participating in college level physics course reform projects; 2) building bridges between various departments/colleges on-campus and with area K-12 schools; 3) providing mentoring and follow-up support to pre-service teachers, recent graduates, and local area teachers of physics and physical science at all grade levels.
- Perhaps having a Ph.D. and/or research experience but not considered 'traditional faculty' in the sense that they are not assigned a regular teaching load nor are they expected to carry out scholarly research. However, they are expected to share their expertise with the department and the greater physics community.
The utilization of TIRs/MTs is not without support in the literature. It has been recommended, and even encouraged, in a number of influential reports and position papers over the past decade. For example, the NRC report Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium (The National Academy of Sciences, 2000) recommended that "colleges and universities should reexamine and redesign introductory college-level courses in science to better accommodate the needs of future teachers." The report went on to say that they "envision master teachers in partner school districts [having] adjunct faculty appointments in the partner two- and four-year colleges and universities." The master teachers would "take on a much more significant role in the mentoring of future teachers." The TIRs/MTs described in this article were specifically brought on-campus to fulfill this particular need.
TIRs/MTs at institutions around the country have taken on a wide range of roles and responsibilities that play a significant part in a high quality teacher preparation program. While many of these responsibilities are important and worthwhile, many physics faculty find themselves ill equipped to perform them or are unaware of their potential impact.
The Fall and Spring 2005 APS Forum on Education Newsletters ( http://units.aps.org/units/fed/newsletters/ ) contain articles describing programs which utilize K-12 TIRs/MTs in ways that are consistent with what we describe here. Some examples from these articles include:
- Hiring experienced, certified, secondary school teachers as coordinators of teacher preparation programs with the goal of overhauling and improving the program.
- Using graduates of one's own program as cooperating teachers during student teaching experiences.
- Utilizing retired secondary science teachers as adjunct instructors.
- Bringing together area secondary science teachers in advisory groups to provide input on program decisions and feedback on mentoring student teachers.
- Hiring full-time TIRs/MTs to oversee activities such as those described below.
Some of the specific responsibilities connected with the improvement of teacher preparation programs that TIRs/MTs are carrying out at sites nationwide include:
- Reforming existing physics and teaching methods courses as well as developing new ones that focus specifically on the use of Physics Education Research (PER) based teaching strategies.
- Mentoring and building community among pre-service physics teachers and providing support as they navigate their way through the preparation program.
- Developing and maintaining contact lists of pre-service teachers, recent graduates and area physics teachers.
- Utilizing those contact lists to stay in meaningful contact with these groups and to gather data on graduates' career progress.
- Mentoring and community building among novice K-12 teachers of physics to provide support as these individuals learn and implement new PER based teaching strategies.
- Developing bridges and interactions between physics departments, colleges (or departments) of education and area K-12 schools.
- Supervising and mentoring student teachers in order to relieve other faculty who may lack either physics background or K-12 background.
- Providing first-hand information on the realities of K-12 teaching to college-level course reformers, committees, and departments.
- Planning and implementing activities specifically focused at the recruitment and retention of K-12 physics teachers.
- Supporting pre-service teachers through personal, one-on-one interactions including spending time talking with students about what it's like to be a teacher, listening to their fears and concerns and giving them encouragement whenever it is needed.
- Supervising and coaching graduate Teaching Assistants and undergraduate Learning Assistants to improve the quality of the experiences they provide for students and to refine their teaching skills.
Again, more detail on examples of several of these activities is provided in the next article by Isola and Poel.
The list of potential TIR/MT activities above might seem extensive. Still, one might ask "Why should a research intensive department bother?" First, many physics teacher preparation sites that have utilized TIRs/MTs have seen a three fold increase in the number of physics teachers produced over the past 5 years. (Specific data is available at www.phystec.org ). Since these students are often additional students, the increasing enrollment in physics teaching programs often benefits the whole department. In addition, we believe that the techniques employed to increase the number of students going into physics teaching also improve the general physics major/minor enrollment. Second, the pressure to produce more physics teachers will likely increase as the shortages become more acute. Implementing some of the strategies we have described will proactively move departments to the forefront of this issue. Lastly, we argue that for departments that care about improving science education TIRs and MTs are exceptionally well positioned to act as agents of change. They are individuals who are familiar with the often separate worlds of K-12 and college-level education. They can move back and forth between these worlds, speaking with credibility and insight to both cultures. Hence, they are very well positioned to transmit developments in physics teaching. For example, we have learned a lot about how students learn, which teaching strategies work and which ones don't and we've developed and are utilizing new technologies to demonstrate physics concepts and challenge students' thinking. This paradigm shift, from traditional to reformed teaching, has been trickling its way down into our local school systems. TIRs and MTs can lead the way on this by calling for change in K-12 schools and providing the support needed to make it happen. Physics departments that utilize this important human resource take the lead in developing and supporting quality teachers of physics for the next generation.
We would like to acknowledge the contributions of the thirty-three other PhysTEC TIRs and MTs past and present who helped to define this unique role within the project. Their willingness to share their efforts in their journals and presentations has allowed us to describe their contributions and impact. We also thank Paul Hickman, PhysTEC Project Consultant, who encouraged us to develop this article, helped with resources and edited the early drafts. This work is supported in part by NSF (PHY-0108787).
American Association of Employment in Education. (2002) Educator Supply and Demand in the United States Report.
Hodapp, T. (2005) The Role of Colleges and Universities in the Preparation of Future Teachers. Presented at Annual PTEC Conference, Fayetteville, AR. March 2005.
Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38 (3), 499-534.
Ingersoll, R. M. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis . Seattle: Center for the Study of Teaching and Policy.
Ingersoll, R. (2003). Is There Really a Teacher Shortage? University of Pennsylvania: Consortium for Policy Research in Education. Available from http://www.gse.upenn.edu/faculty_research/Shortage-RMI-09-2003.pdf
Isola, A. & Buck-Moyer, D. K-12 Teachers On-Campus: Their Impact on Teacher Preparation. Teacher-in-Residence Workshop at Annual PTEC Conference, Fayetteville , AR. March 2005.
National Center for Education Statistics. (2003). The Nation's Report Card: Science 2000. NCES 2003-453. Washington DC: U.S. Department of Education.
National Center for Education Statistics. (2003). Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987-1988 to 1999-2000. Washington, DC: US Department of Education.
National Research Council. (2001) Educating teachers of science mathematics, and technology: New practices for the new millennium. Washington, DC: National Academy Press.
Neuschatz, M. & McFarling, M . (2003) Broadening the Base: High School Physics Education at the Turn of a New Century Findings from the 2001 Nationwide Survey of High School Physics Teachers. Statistical Research Center, American Institute of Physics. College Park, MD.
Julia Olsen is Teacher-in-Residence at the University of Arizona. Drew Isola is Teacher-in Residence at Western Michigan University.
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Terra Nova Expedition – Medal Awards Ceremony.
Buckingham Palace – July 26th, 1913.
The Terra Nova Expedition is probably better remembered for it’s tragic failures than for it’s heroic triumphs. The deaths of Scott, Wilson, Oates, Bowers and Edgar Evans on their return from the South Pole, sent shockwaves around the world, that reverberate to this very day.
They had arrived at the pole, on January 17th, 1912, to find that the Norwegian, Roald Amundsen had preceded them there over a month beforehand. It was a cruel blow, but the worst was yet to come for the polar party. Their return journey became a desperate battle for survival. One that they were destined to lose.
Misfortune and mishap would contribute to their deaths, but it was cold and hunger that ultimately killed them. Having crossed the polar plateau, and descended the Beardmore Glacier, the party had expected that the most grueling stages of their journey were behind them. Edgar Evans had died on February 17th 1912, near the foot of the Beardmore. As they progressed across the Barrier, the temperature plummeted beyond anything they could have expected. Their advancement was slowed by Oates’s frostbite, and upon reaching their depots, they discovered an alarming shortage of fuel.
Oates walked to his death on March 17th, no longer able to withstand the agonies he was enduring. It was his 32nd birthday. The temperature continued to fall and the air was deathly still. With no wind at their backs, their sledge sail was of little or no benefit to them. Not only that, but the frozen surface had become almost impossible to haul their sledge over. Gradually they weakened, and sequentially they starved and froze to death. Scott’s last diary entry was on March 29th, twelve days after the disappearance of Lawrence Oates. In that time Scott, Wilson and Bowers had only managed to cover a further 20 miles. They died in helpless limbo, 11 miles from One Ton Depot.
After the long Antarctic winter, a search party left Cape Evans on October 29th, in an attempt to uncover the fate of their comrades, whom they knew were dead. On November 12th the men found the tent containing the bodies of the Scott, Wilson and Bowers. Scott’s diaries would outline the prologue to their fate, and tell the tragic tale of the demise of Evans and Oates. Efforts to locate the body of Lawrence Oates, only yielded his discarded sleeping bag, and the party returned to base on November 25th. Continue Reading →
Memorial Cross Raised On Observation Hill.
Terra Nova Expedition.
On January 22nd 1913 Tom Crean, and the Terra Nova expedition team, raised a memorial cross in honour of the Polar Party, all of whom had died on their return march from the South Pole. The cross was placed on the summit of Observation Hill, which is 754 ft high and looks out across the Ross Ice Shelf, where the men tragically perished.
Prior to this Tom Crean was also part of the search party that had located the bodies of Scott, Wilson and Bowers in their tent on November 12, 1912. The Relief Expedition had discovered the top of the tent protruding from the snow, at first thinking the mound was merely an old supply cache. History owes these men a huge debt of gratitude, for without their discovery, the fate of the Polar Party, would never be known. Their journeying, after January 4th 1912, when the last support team of Crean, Lashly and Evans, parted company with them, on the polar plateau, would be merely a subject of speculation and counter theory.
For those that discovered the frozen bodies of their three former comrades, and close friends, it was a truly horrific experience. Having identified the tent, it had to be excavated from the snow, before anyone could enter, with enough light to determine the gruesome scene within. Tom Crean wept bitterly, cradling Scott in his arms. It appeared that Scott was last to die. Bowers and Wilson looked at peace in their sleeping bags, perhaps as though Scott had tended to them, when they had passed.
Strewn about the tent were their belongings, journals, letters, and the paraphernalia of their efforts to survive there.
The equally grim fates of Edgar Evans and Lawrence Oates, were learned from Scott’s journal. So too, the fact that they had successfully reached the South Pole, as had Amundsen, a month prior to them; knowledge of which mattered little at that moment of intense grief.
“Then Atkinson read the lesson from the Burial Service from Corinthians. Perhaps it has never been read in a more magnificent cathedral and under more impressive circumstances—for it is a grave which kings must envy. Then some prayers from the Burial Service: and there with the floor-cloth under them and the tent above we buried them in their sleeping-bags—and surely their work has not been in vain.”
from “The Worst Journey in the World: Antarctic 1910-1913 – Apsley Cherry-Garrard
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You’ve probably seen news stories once a year or so about Ramadan, describing the practicing Muslim world’s fasting from daytime food, drink and sexual intimacy. You may not be aware, however, that Ramadan makes up what is probably the longest ongoing global charitable giving campaign in human history. Since the inception of Islam over 1400 years ago, Muslims have systematically given charity (called Sadaqa) during this month, especially during its final ten days. With economic times squeezing the average mainstream donor’s wallet, social change organizations have an excellent opportunity to engineer a more inclusive philanthropy and also stay on pace with their donation rates by understanding cultural trends in giving.
The act of Sadaqa (meaning: charity) during the Muslim Holy Month of Ramadan is a completely fascinating example of sustained philanthropy by a cultural group over time. It occurs during the 9th month in the Islamic calendar (which is a lunar system) and it slowly moves backwards against the Gregorian calendar at a rate of about 11 days per year. This year, Ramadan falls between July 9th and August 9th, 2013.
American Muslims are extremely diverse and number roughly 2 million (some estimates count up to 7 million). That’s about 2% of the total American population, and it represents a $200 Billion dollar market. According to the Pew Forum on Religion and Public Life, Immigrant Muslims are especially well represented among higher-income earners, with 19% claiming annual household incomes of $100,000 or higher (compared to 16 percent for the Muslim population as a whole and 17 percent for the U.S. average).
In post 9/11 America, a much greater percentage of American Muslim charity goes to domestic sources. The majority of the independent sector does not understand or seek out Muslim charitable giving, despite the potential that engagement could yield. Here are three steps to better understanding Muslim giving in America so we can develop a more diverse community of engaged philanthropists, and grow the common good, together.
1. Understand the Root of the Word. As a concept, Sadaqa comes from an Arabic root word that means ‘to be true.’ What’s important to know is that Sadaqa can be as straightforward as financial or physical property donation, and as abstract as brightening someone’s day. The latter derives from a saying of the Prophet Muhammad, who said on the topic of Sadaqa that ‘even a smile is Sadaqa.’ The effective message here is not that someone can buy a sandwich with your smile, but that absolutely everyone possesses something they can give to benefit another human being or community. And as it turns out, it is not uncommon for Muslims who are in relatively difficult economic standing to donate regardless of economic standing.
2. Know that Sadaqa is NOT the same as tithing. Muslims have a mandatory yearly 2.5% wealth tax called Zakat they pay to the poor in the Muslim community which would be the equivalent to tithing. Many non-Muslims mistakenly believe this means that charity outside of this definition doesn’t exist, and that all Muslim charity is tithing. On the contrary, despite Zakat requirements most Muslim giving that occurs is completely above and beyond Zakat, and that charity is called Sadaqa.
3. Understand where Sadaqa goes, and why. When a Muslim gives to charity, his or her priority is first to biological family, then to the poor, and finally to neighbors. That means that Muslims have a religious mandate to give locally during Ramadan. If the American Muslim community mirrors my community in Minnesota, I can tell you anecdotally that most Muslims give, by interest area, in this order: Hunger relief, community infrastructure (religious and educational), and then finally to other personal charitable interests (the environment, food access, animal welfare, etc.). Since the month of Ramadan is seen as Holy, it is widely believed by Muslims that Charity given in Ramadan is multiplied in the eyes of God.
The Muslim community is not the only religious group with charitable giving trends and new perspectives on philanthropy. While inclusive engagement should be a key goal of every charitable organization and the resulting economic and social benefits will be indisputable, Muslim engagement during Ramadan is far from strategy in and of itself. This is the beginning of a call for a more inclusive and diverse conception of philanthropy as a whole as we work to ring in a new era of community good. Let’s all work to give more together in Ramadan, at Christmas, Hanukkah and beyond.
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