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Hot dogs are a typical American food. They are commonly served by street vendors and at sporting events. Hot dogs have been popular for so long, that you’ll have to look pretty far back on the timeline to see who actually invented them.
1. What Is a Hot Dog?
About The Sausage
The hot dog we know and love today consists of a small cooked sausage inside of a bun. This sausage is either steamed or grilled. Grilling is the preferred method of cooking when it comes to outdoor picnics and barbecues.
The sausage inside of the bun is commonly referred to as the wiener or frank. These words come from German origins. Frankfurters have been served in Frankfurt, Germany, as far back as the 13th century. These days, in Germany, hot dogs are called Wiener Würstchen, which refers to “little sausage.”
The original German franks contained a mixture of pork and beef. In today’s American hot dogs, pork and beef reign supreme, but there are many filling alternatives. Chicken, turkey, and vegetable-based meat substitutes are also available.
2. History: Where Do Hot Dogs Come From?
It’s time to get to the meat of hot dog history. Hot dogs are a form of sausage and it’s important to understand the overall history.
The most commonly known story of ancient sausage consumption is the mention of blood sausage in Homer’s Odyssey. Other plays of ancient Greek and Roman origin also mention sausage and butchers selling sausages.
As word of this delicious new food spread, it settled into the hearts of Germans. Germans quickly fell in love with sausage and emulated the processes of the Mediterranean producers. Since then, sausage has taken many forms in German cuisine, and there are many different types of sausage prepared.
3. How Did Hot Dogs Get to America?
After the Revolutionary War, the New World was extremely attractive to people across the globe. Over a span of 50 years, more than 7.5 million immigrants flocked to the United States. One-third of these immigrants were Irish.
Another third of this immigrant population was German. Prior to a revolution in Germany in 1848, many German citizens faced economic problems. The United States was one of the few countries that would accept Germans. New York City, Baltimore, and St. Louis are three of the cities where German immigrants settled.
As immigrants settled in their new homes, they held on to many of their cultural traditions. For Germans, that meant producing, selling, and eating all types of sausage. Although it’s hard to pinpoint who exactly is responsible for the hot dog invention, all historians agree a German immigrant in the United States is to be credited.
4. First Men of Hot Dogs
Antoine Feuchtwanger is named as one of the pioneers of the American hot dog. He was selling them at the 1904 St. Louis World’s Fair. For his customers to enjoy his steaming-hot sausages, he gave them white gloves. The gloves kept the consumers’ hands protected from the heat. Many people kept their gloves when they were done eating.
Spending money on gloves was beginning to cost Antoine. To counteract this loss, his wife suggested that he put the sausages in a roll. There weren’t many options for buns at the time, or any that would fit the long sausages. However, Antoine’s brother-in-law was a baker. The baker produced buns that were just long enough to hold the sausages, after which hot dogs began to sell like crazy.
Charles Feltman is the other proposed Father of Hot Dogs. Feltman immigrated to the United States at the age of 15. In his mid-twenties, he began operating a food cart on Coney Island in New York. In 1867, he had the idea of sticking a frankfurter into a bun and serving it to beach-goers. People loved these franks and Feltman called them Coney Island Red Hots.
A few years later, Charles opened his own restaurant, serving hot dogs and other dishes. The restaurant soon grew into a complex, including a biergarten and a carousel. In the 1920’s, the restaurant served over 5 million people a year.
Nathan Handwerker was a long time employee of Feltman. When he quit his job as a roll slicer to open his own hot dog operation, he sold his franks for half the price of Feltman’s. The Polish immigrant soon found success, with Nathan’s Famous still being a popular fast food chain across the United States. They’re also the proprietors of the Nathan’s Hot Dog Eating Contest that has been held annually on Coney Island, NY since the 1970’s.
Hot dogs have been around for quite a while now, but they’re still extremely popular fast food. Nowadays, many people buy them in cans at their local supermarket and prepare them at home whenever they feel like a quick tasty snack. Hot dog restaurants and street carts can be found in almost every city.
If you feel like creating your own hotdogs at home, I’d advise this article. Many people collect a good amount of easy to use kitchen equipment, like mini waffle makers for example. In other words, preparing a quick snack is often just a matter of minutes. If you want to go the extra mile, go and check out my fast food decoration ideas. It’s a fun read!
Even though sausages have been around for a long time, adding a bun was the biggest step in regards to their development. I personally enjoy them once in a while. Usually I grab one from a street cart or at Sonic Drive-In. An easy and tasty way to keep on going, especially with mustard and/or onions. One of my other “favorite sandwiches” are the ones made by Subway (also read my Subway questions article).
Enjoy your hot dog!
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Math centers are a huge part of my math instruction, and over the years I have had my students complete a lot of different math centers. However, in the past three years as I become more comfortable with math centers, I have begun incorporating at least one higher level math center as part of my normal math center rotations. To see what I typically have in my guided math centers, click here.
Today I want to share with you six of my favorite higher level math centers for fourth and fifth grade students. These math centers are all relatively low to no prep and really get your students thinking about the math they are completing.
1. Target Number Center
Having students create math equations for a target number is a perfect higher level thinking center that you can use from the very beginning of the year. I have a few variations of the target number mat that I like to use. I keep the directions generic enough so I can differentiate for my students or differentiate for the time of the year.
At the beginning of the year when the students are just getting used to the center and becoming proficient with it, I like to just have the target number be a one digit number (which the students roll a dice to create). However as the year progresses, I increase the target number to two digit, three digits, or even four digit numbers for the entire class and for specific students as needed.
I also have a few variations of the different equations the students have to create to equal the target number. Sometimes I do very open-ended equations and allow students to choose, sometimes I am more specific about having a required operation or operations, and sometimes I even require them to use parentheses and a variety of specific operations in their equations.
2. Error Analysis Tasks
One of my go-to higher-level math centers for my students to complete is error analysis tasks. Last year, I created a set of error analysis task for each standard, with many of the standards having more than one task (You can see these in my TpT store by clicking here). After my students have become proficient in the standard or skill, I like to place an error analysis math task in their center the following week.
I do wait until the students have demonstrated mastery of the skills before requiring them to solve an error analysis task. I have found that they are much more successful with finding errors once they have achieved a level of mastery themselves with the skill. If the students have just been introduced to a skill or concept, they may not have as much success with identifying and correcting errors.
3. Journal Prompts
Having your students write about math is also a great low prep higher-level thinking center to place in your math rotations. I like to use journal questions that require my students to really think in a different way than they normally have about math. I have a set (FREE if you join my email list) of mathematical practices journal prompts that I like to use throughout the year. I like these prompts because they require the students to think creatively and strategically about math and their thinking about math. These journal prompts I use are specially aligned to the Common Core Math Practices standards for grades 3-5.
You can grab the Math Practice Journal Prompts I use for FREE when you join my email list by entering your information below. The prompts will be emailed to you.
FREE Math Practice Standards Prompts
Join my email list to get the Mathematical Practice Journal Prompts for Grades 3-5 for FREE!
4. Choice Boards
Choice boards are a perfect way to incorporate both higher level thinking and differentiation into your math centers. You could allow your students to have complete choice over the tasks they complete or you could require 1-2 tasks that are higher level and then allow the students to choose the rest. I prefer choice boards that incorporate both computational mastery and higher level thinking math skills.
Want to learn more about choice boards?
- Click here to read a post about how I use choice boards in my classroom and grab some free ones to try out.
- If you are interested in some more choice boards to use all year, click here to see my math choice boards that align directly with common core standards (3rd, 4th, and 5th grade levels available).
5. Create a Word Problem
This is definitely a favorite math center of mine because it is super easy to prep and differentiate. In this center, students choose equations and create word problems to match the equations. It takes another level of thinking for them to be able to create a word problem for an equation, especially word problems that require multiplying and dividing fractions.
To prep this center, all you need are index cards with different equations that match whatever skills your students have been working on. Use this free recording sheet to have the students record their word problems on. I have also included a directions cover page and some cards for you to print on colored paper.
6. Constructed Response Tasks
Constructed response math tasks are a huge part of high states testing and a great go-to higher level math center that is very low prep. These tasks are also great for promoting higher level thinking as the students are often required to explain and justify their answers and their thinking.
Because of all this rigor that makes up these tasks, they are perfect for higher level thinking math centers. When I do use these in centers, I typically only require 1-2 tasks in the entire 20 minute center. This gives the students plenty of time to really do the math task justice and answer and explain it fully. Click here to see constructed response math tasks in my TpT store.
If you have any higher level math centers that you use and love, share them in the comments! I am always looking for new higher level math centers to push my students’ thinking about math further.
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Snow accumulation and depletion at specific locations can be monitored from space by observing related variations in microwave brightness temperatures. Using vertically and horizontally polarized brightness temperatures from the Nimbus 6 Electrically Scanning Microwave Radiometer, a discriminant function can be used to separate snow from no snow areas and map snowcovered area on a continental basis. For dry snow conditions on the Canadian high plains significant relationships between snow depth or water equivalent and microwave brightness temperature were developed which could permit remote determination of these snow properties after acquisition of a wider range of data. The presence of melt water in the snowpack causes a marked increase in brightness temperature which can be used to predict snowpack priming and timing of runoff. As the resolutions of satellite microwave sensors improve the application of these results to snow hydrology problems should increase.
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Research Article| February 01 1979
The Utilization of Spaceborne Microwave Radiometers for Monitoring Snowpack Properties
A. Rango, A. T. C. Chang, J. L. Foster; The Utilization of Spaceborne Microwave Radiometers for Monitoring Snowpack Properties. Hydrology Research 1 February 1979; 10 (1): 25–40. doi: https://doi.org/10.2166/nh.1979.0003
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I have a saying, "The further advanced dementia becomes, the closer their feet will stay to the ground."
What I mean by this is, people who have a dementia related disease eventually will develop an unsteady gait, hardly lifting their feet. Instead they will develop a shuffle and this creates a higher risk of falling. My advice is this: before they reach this point, as a safety precaution, discard all of the throw rugs in their homes. However, this is only one of the concerns to consider. There are many other things we need to address.
Statistics show 30 percent of all senior citizens fall each year. That percentage becomes much greater with dementia patients.
Being cognitively impaired also can affect their sense of perception. Just like that notice on the side-view mirror of your vehicle, for them objects might appear closer than they actually are. Sometimes when they're approaching a step or a curb, they might make the mistake of lifting their foot way too early, throwing them off balance.
Their anxiety level and state of confusion also might be factors. Many times I watched my dad try to get out of a chair and not quite make it, causing him to fall backward into his seat. Although he did not get injured, when he finally did make it to his feet he would remain unsteady. Even the fear of falling can become hazardous for them.
Medications are another worry. One of the dementia medications my father was prescribed threw off his equilibrium immensely. Every day I was afraid he was going to fall. After his doctor finally took him off that medicine, he recovered most of his balance.
There are many things, large and small, that we can do to help our loved ones stay safe at home. One of my favorites is keeping their house well lit. Even at night, when everyone is asleep, keep those lights burning.
Caregivers should help their patients stay strong by encouraging them to exercise. Leg lifts are great. Join in with them and they might think it's helping you as well. These can even be done while they're sitting in a chair. Speaking of chairs; rocking chairs are a great tool for maintaining good circulation in their legs. Without them even knowing it, every time they pump their feet to create the back and forth motion, they are strengthening their legs and providing a better blood flow throughout their lower extremities. Also, the repetition and movement can be very soothing for them.
Certain rooms can be made safe with simple adjustments. For example, in the kitchen, forget about using the top shelves at all. Many falls occur while stepping on a step stool or climbing onto a chair to get something down that's out of reach.
Considering the bathrooms, they should have multiple grab bars by the toilet and in the bathtub/shower. Non-slip adhesive strips are essential. And if they will be using a shower chair, buy one that has a strong back so they won't tip over backward. In addition, a raised toilet seat will help them stand up easier.
Pay close attention to what they wear on their feet. Those old fluffy slippers and flip flops need to go. If they're having trouble with their shoelaces, it's time to switch to Velcro straps or loafers.
The list is long so I will stop here. Just use your common sense and take a slow walk around their house with eyes wide open. Make certain their street address is visible in case of an emergency. Too many times first responders are called to a home and end up circling the neighborhood because the address was not well marked. A quick response time could be crucial.
Even if you follow every rule in the book, accidents still can happen. What we need to do is lower the odds of them getting injured.
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Dr. Robert Butler, first director of the National Institute on Aging, coined the term “ageism” in 1989. It refers to stereotypes of and discrimination against older people. Ageism can lead to myths about older people and the aging process. I often ask students at the beginning of my gerontology course to describe older adults and the aging process in a few words. They describe them as frail, sick, dependent, mentally slow and a burden to society. They see old age as a time of loss of autonomy, sickness and death.
Here are some ways we can change society’s negative attitudes towards aging:
1. Challenge our ageist self-talk
A first step is to become aware of our internalized ageist messages and work to overcome them. Kathleen McInnis-Dittrich of the Boston College Graduate School of Work explains that these attitudes often begin in childhood when parents make subtle comments such as “I hope I don’t become forgetful like grandma” or “I don’t have as much energy as I used to, I must be getting old.” Such comments plant the seeds that aging is a time of deterioration. It gets reinforced as we age and use ageist expressions such as “I’m having a senior moment” when we forget things. This popular term contributes to the negative stereotypes of older adults. Reducing ageism begins by examining our own biases and catching ourselves when we make ageist comments.
Reducing ageism begins by examining our own biases and catching ourselves when we make ageist comments.
2. Commit to education about aging
In his book, Issues in Aging, professor Mark Novak suggests that education about aging leads to a more positive view of later life. In fact, students who take gerontology courses have more balanced and accurate views.
It’s rewarding to hear from my students that after one semester they have a better understanding of the aging process and diversity among older people. They say that it also helps them to understand their own family members’ lives and influences their career choices. Up until this point, they didn’t consider working with older adults because they believed they suffered from chronic illnesses, dementia and losses. However, they quickly learned to counter negative stereotypes and see older adults, especially family members with chronic illnesses and disabilities as adaptive and contributors rather than fragile victims. Their most important learning is the diversity of aging experiences – older adults vary in their age, health and cognitive status, education and economic status, living arrangements, family structures, sexual orientation, religious beliefs and lifestyle choices.
3. Foster positive interaction between older and younger people
When we have satisfying personal contact with older adults, it can decrease negative stereotypes. For example, grandparents and their grandchildren are communicating online through e-mails, Skype and Facebook. One of my clients, an 85-year-old woman learned to use the computer after her granddaughter moved to Europe and she wanted to stay in touch with her through email. When her granddaughter told her friends that her grandmother was using the Internet, they were surprised because of her advanced age. In so doing, she dispelled the myth that older people are incapable of learning the technology. In some communities,younger people are tutoring older adults in the use of computers and mobile devices.
Intergenerational activities discourage ageism by providing opportunities for older adults and younger people to interact and learn from each other, thus fostering mutual respect and positive attitudes. This is especially relevant for students who have no grandparents as role models. Examples of intergenerational programs include: preschools in residences for older people, high school and university projects whereby students interview older people, older people mentor students and help with homework, and social action projects such as gardening and environmental activism.
In some schools, teens earn credits for community service by participating in intergenerational programs. A student in one of my programs was so enriched by this experience that she decided to volunteer after her placement ended. Toronto Intergenerational Partnerships has been bringing generations together since 1986. They list the benefits to each generation on their website.
4. Support anti-discriminatory legislation
Ageism can be fought through legislation. The Ontario Human Rights Commission protects people from age discrimination. Although it doesn’t end discriminatory acts, it provides protection in the workplace, housing and services.
5. Demand new images of aging
Change is on the horizon and Baby Boomers are reshaping society’s ideas about aging. Novak says that magazine articles and advertisements are taking a more positive view of this population which is more educated, has financial resources and is in better health than past generations of older people. They are active, resourceful and more assertive in advocating for change and finding resources to meet their needs.
The corporate world is also paying attention. Mass media, retail, insurance, investment and travel companies are marketing goods and services to the needs and desires of Baby Boomers. For example, Helen Mirren, 72, is the face of l’Oreal’s Age Perfect Moisturizer and Canada Post features older people in its advertisements.
Positive roles models play a role in changing perceptions. Paul McCartney, Bob Dylan, Barbra Streisand and the Rolling Stones, all over 70, continue to make albums and tour the world, attracting large audiences of all ages to their concerts. This image of aging rejects the notion that aging is a time of decline.
Novak believes that accepting aging as a normal part of life will help end ageism in the future. He refers to an “age-irrelevant society” that judges people by who they are and what they contribute, rather than their age. Each of us can play a role to produce a more balanced and positive view of aging. Think about what you can do in your everyday life to take charge and end ageism.
Myra Giberovitch is an educator, author, professional speaker and mentor. She is adjunct professor, McGill University School of Social Work and author of Recovering from Genocidal Trauma. Watch her speak at TedxMontreal – Genocide Survivors: Contributors Not Victims.
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A military squad has safely removed a 250-kilogram World War II bomb found two weeks ago near the runway of a major airport in northern Japan.
The team defused the rusty bomb on Wednesday and then transported it away from Sendai Airport. More than 30 flights were cancelled while they worked.
Sendai Airport was heavily damaged by last year's tsunami and the bomb was uncovered in construction related to its restoration. The airport was immediately closed, but troops piled hundreds of sandbags around the bomb so that flights could resume the next day.
The airport was closed again on Wednesday morning as the bomb was removed.
The United States heavily bombed Japanese cities during World War II, and finding unexploded bombs is not unusual, even 67 years after Japan's surrender. - Sapa-AP
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Introduction to harmony
In this guide...
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In this section we learn about writing music with several parts at the same time, and introduce the concept of harmony. This will draw on what you have learnt about intervals.
What is harmony?
The term harmony simply refers mainly to notes which sound together, at the same time. By contrast, melody refers to notes which sound alone (one after another), for example a tune.
If you think of music written down in which several notes sound at once, then harmony is the "vertical" part, while melody is the "horizontal" part, with one note after another.
Harmony can also be thought of "horizontally", such as within a melody. In this case you can think of the cumulative effect of the notes which follow each other - the first note continues as a memory in the listener's ear, almost as if it was sounding at the same time as the note which follows.
Think of the scales and arpeggios you play on your instrument. The arpeggio is formed of the 1st, 3rd, and 5th notes of the scale, and perhaps repeated over one or more octaves. These notes are played one after the other, but as we will see, are fundamental to harmony.
The example below shows how arpeggios are created from the 1st, 3rd and 5th degrees of the scale:
The main building block of harmony that we will refer to is the triad.
A triad is made up of three different notes (think of "trio" or "trinity"). The first, main note is called the root. The triad is built upon the root with the note a third above the root, and another note a fifth above the root.
These other notes are called the third and the fifth of the triad. So far, nice and simple!
As you have no doubt realised, we have just described the creation of an arpeggio: but this time, the notes sound together and not consecutively:
This triad that we have created from the scale and arpeggio of C major is called the triad of C major.
In F major
Here is a triad of F major, created in the same way:
Triads or chords?
You may have heard the term chord. A chord is the general name given to any collection of notes sounding together, and a triad is therefore also a type of chord, being three specific notes sounding together.
While you can say "a triad is a chord", it is incorrect, however, to say that "a chord is a triad", because a chord can by a collection of any three notes, or indeed more than three notes!
So far we have referred to the triad of C major. This could also be called the chord of C major. But because a chord can be more than three notes, a "chord of C major" can repeat any of the notes in the triad, and have them in any position.
Here are some examples of C major chords to illustrate this point:
Notice that all of these chords only contain the notes found in the triad of C major! However, some of the notes are contained twice in a chord. We say that these notes are doubled, for example: "the third has been doubled" (if the third, E, is included twice or more in a chord of C major).
We can refer to triads by their root name. So, for instance, C major can refer to the triad on C using 1, 3, 5 of C major. But, as we know, it can also refer to the C major scale, or the key of C major. The C major triad or any C major chord is also frequently called just "C". But this could also refer to the note.
There is a better, clearer way of talking about triads. We name a triad in terms of a key by labelling it after the scale degree of the root note.
In C major, the C major triad is built on the note C which is the first degree of the scale, the tonic, and so it is called the "tonic" triad.
For an even briefer yet equally precise label, it is conventional to use Roman numerals to label triads. The tonic triad, therefore, is labelled:
More formally, we call this triad of C major,
- The root position triad on the 1st degree of C major
- A triad of
Iin C major
Are you sure you've understood everything in this study guide? Why not try the following practice questions, just to be sure!
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4 Treatments For Angina Pectoris-
Angina Pectoris is the medical term for chest pain or discomfort. It typically happens when some part of the heart muscle doesn’t get enough blood and oxygen. It is known to be a symptom of the more serious condition called Coronary Artery Disease (CAD).
CAD occurs when the arteries that carry blood to the heart become narrowed and blocked. Angina Pectoris occurs when your heart muscle doesn’t get enough blood and oxygen, limiting the efficiency of your heart. To compensate, your heart must work harder to supply more blood and oxygen, causing the angina.
When you go in to get diagnosed, your healthcare provider will ask about your medical history according to Cedars Sinai. They will give you a full physical exam and may even provide you with multiple tests like:
- Stress Test- this type of test is done while you are exercising on a treadmill or a stationary bike. It will test your hearts ability to function when under a specific amount of stress like exercise.
- Electrocardiogram- This test will record the electrical activity of your heart. It may even detect heart damage and abnormal rhythms.
- Cardiac MRI- while this one may not be available at all medical centers, it’s a great way to look at the amount of blood flow to the heart muscle.
- Cardiac Catheterization- in this test a wire is passed into the coronary arteries. After that, a contrast dye is injected into your artery and ex ray images are taken to see any blockages.
From there you will work on treating your condition in the best way possible. This will depend on many things like your symptoms, age, general health, and even how severe the condition is. You may be prescribes medicine like nitroglycerin if you have angina. The nitroglycerin will help relieve any pain you may b feeling by widening you blood vessels. This will allow more blood to flow to your hear and help decrease the workload.
Some of the major risk factors may include physical activity, emotional stress, heavy meals, drinking excessively, and more. It’s important to always keep your heart running smoothly. IV therapy may be able to provide relief to some of the symptoms that come with angina pectoris. With vitamins and nutrients being administered directly into the veins, you can receive total absorption.
- L- Carnitine- This is a chemical found in the brain, lungs, and kidneys that helps convert fat into energy. It also seems to have beneficial effects on blood pressure, oxidative stress, and help reduce inflammation. L-Carnitine, administered in conjunction with standard pharmacological therapy, may improve cardiac and skeletal muscle function.
- Coenzyme Q10- This is a molecule naturally produced in the body but declines as we age. It helps reduce blood pressure and improve blood flow. This molecule can help protect against oxidative stress. It may assist the heart reach higher levels of the vital energy source ATP.
At The IV Lounge we have a wide variety of services. They include ingredients that may provide some relief for the symptoms of chronic conditions. To hear more about our services, simply visit our website or give us a call. We can schedule your FREE consultation today!
Cedars Sinai. (n.d.). Angina Pectoris. Retrieved from Cedars Sinai: www.cedars-sinai.org/health-library/diseases-and-conditions/w/what-is-angina-pectoris.html
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For the first post in this series, on Fanny Churberg, go here.
"Only the weak are not lonely."
Ellen Thesleff, 1914
Ellen Thesleff (1869-1954) was one of the small group of late nineteenth century Finnish women painters whom Akseli Gallen-Kallela, a famous Finnish painter of the same era called "mamselles who dabble with paints." She is like the other women in the group in coming from the Swedish-speaking upper classes of that time, being privileged by her social class but not by her gender.
Whereas Fanny Churberg to me seems all about power and tension, as if the frames of her pictures should burst, Ellen Thesleff is about color. But her development went from realism and symbolism to colorism, as shown by these paintings, in chronological order:
Fanny Churberg had a career cut short by the traditionally female tasks of caring for others, by ill health and possibly by negative criticism. Ellen Thesleff's story is very different: She lived a long life and received accolades by the end of it.
But despite those accolades, Thesleff also felt herself as an outsider, not a firm member of the Finnish artistic community. She was one of the first Finnish expressionists, perhaps too early for recognition. Later she walked her own path, largely ignoring the fashions in art. That may explain the quote with which I began this post: "Only the weak are not lonely."
It may also be clarified by what Thesleff wrote to her sister Gerda in 1914 (from Taitelijattaret. Malarinnor.)
"I'm just a "miss" -- but I know that one must be as ruthless as some Rissanen [a Finnish male painter of the era] -- and before all else one must think of one's own goals."
The point of this second post on Thesleff is perhaps in that artistic isolation, akin to the academic isolation of early female scientists, say. This isolation or exclusion is an obvious handicap, because an isolated artist does not benefit from the cross-currents of artistic thought and experimentation and because an isolated artist does not benefit from the rising market demand caused by a school coming into fashion. Just like isolated scientists, isolated artists are in danger of being left behind and forgotten: A not uncommon outcome for women scientists and artists.
But the isolation also has a benefit. By not belonging to a specific school of art in the sense of being regarded as one of its main creators an artist is free to experiment and to change. No great reputation is lost if she fails in these endeavors, and much may be gained. Note that this is not an excuse or justification for the traditional exclusion of women from the various fraternities.
You may already have spotted another commonality between the two posts in this series so far: Neither Churberg nor Thesleff ever married. Marriage was regarded as incompatible with careers for upper-class women. Then, that is...
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The poinsettia Euphorbia pulcherrima) is a commercially important flowering plant species of the diverse spurge family Euphorbiaceae. Indigenous to Mexico and Central America, the poinsettia was first described by Europeans in 1834. It is particularly well known for its red and green foliage and is widely used in Christmas floral displays. It derives its common English name from Joel Roberts Poinsett, the first United States minister to Mexico, who is credited with introducing the plant to the US in the 1820s. Poinsettias are shrubs or small trees, with heights of 0.6 to 4 m (2.0 to 13.1 ft). Though often stated to be highly toxic, the poinsettia is not dangerous to pets or children. Exposure to the plant, even consumption, most often results in no effect, though it can cause nausea, vomiting, or diarrhea.
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St. Augustine is one of the most important thinkers in the history of the world. Staggeringly brilliant, rhetorically unmatched, and – most importantly – utterly committed to the Gospel of Jesus Christ, Augustine set the tone for Western theology and philosophy for the next millennium and a half – an influence that hasn’t waned to this day. Even St. Thomas Aquinas, his only possible rival in importance, was an Augustinian.
And it’s possible he was black.
Of course, modern conceptions of race are a social construct and so it’s anachronistic to directly apply them backwards in time to the 4th century. And skin color is ultimately accidental – we’re all created in the imago dei as human beings.
But given modern problems of racism, it seems noteworthy that a father of Western scholarship may have been a colored man.
I say “may” because ultimately we don’t know for sure what Augustine looked like exactly. But here’s what we do know:
We know Augustine was born in Thagaste, Numidia, a trading town surrounded by forest in North Africa. So he was African.
While his father was a Roman colonist, it is believed that his mother Monica was Berber, an ethnic group indigenous to North Africa. So he may have had darker skin.
Here’s the earliest known portrait of St. Augustine, from about a century after his death:
Since then, he’s been depicted with a wide range of skin-tones, from darker…
… to fairly light-skinned (he’s in the middle):
Given his ancestry, he probably didn’t look like this last depiction, but where exactly in the spectrum he was besides that, it’s not clear.
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The Phlebotomy Technician Program is a 180-hour program which prepares the student as a phlebotomist. The phlebotomist’s primary function is to assist the health care team in the accurate, safe and reliable collection and transportation of specimens for clinical laboratory testing. Students are taught the anatomy and physiology of the blood, the proper way to handle and transport blood specimens, and will learn the various types of equipment utilized in performing a venipuncture. Different types of venipuncture techniques will be taught including Vacutainer, syringe, butterfly needle, and capillary blood puncture techniques. Students will also learn to centrifuge blood specimens and separate the different components of the blood for processing in the laboratory. Students will practice all phlebotomy procedures in the lab and will need to demonstrate proficiency in all of the different aspects of blood drawing techniques that are taught in this program.
In addition to possessing practical skills in blood-drawing techniques, today’s phlebotomist must also be familiar with all aspects of Universal Blood and Body Fluid Precautions, laboratory safety, and federal regulations involving occupational safety and the protection of the patient’s privacy. All students will receive bloodborne pathogen training and be required to demonstrate a complete understanding of all current Standard Precautions as recommended by the Center for Disease Control (CDC).
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Nutrition in Sport
Copyright © 2000 Blackwell Science Ltd
Editor(s): Ronald J. Maughan
Published Online: 17 MAR 2008
Print ISBN: 9780632050949
Online ISBN: 9780470693766
About this Book
As sports have become more competitive over recent years researchers and trainers have been searching for new and innovative ways of improving performance. Ironically, an area as mundane as what an athlete eats can have profound effects on fitness, health and ultimately, performance in competition. Sports have also gained widespread acceptance in the therapeutic management of athletes with disorders associated with nutritional status. In addition, exercise has been one of the tools used for studying the control of metabolism, creating a wealth of scientific information that needs to be placed in the context of sports medicine and science.
Nutrition in Sport provides an exhaustive review of the biochemistry and physiology of eating.
The text is divided into three sections and commences with a discussion of the essential elements of diet, including sections on carbohydrates, proteins, fats, vitamins and trace elements, and drugs associated with nutrition. It also discusses athletes requiring special consideration, including vegetarians and diabetics.
The second section considers the practical aspects of sports nutrition and discusses weight control (essential for sports with weight categories and athletes with eating disorders), the travelling athlete (where travel either disrupts established feeding patterns or introduces new hazards), environmental aspects of nutrition (including altitude and heat), and the role of sports nutritional products.
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With the nation-wide implementation of Common Core Standards, teachers and parents are looking for ways for students to practice these new skills in different ways. Eweclid fills this need. The app is a comprehensive set of questions, addressing the essential skills students in Kindergarten through Third Grade need to be successful.
The app is very easy to use. Parents or teachers register students so that student progress can be saved. Students choose their grade level (Kindergarten through Third Grade Math) on the play menu. On the next screen, students choose the chapter they are working on. Each chapter has a set number of questions in different formats. As students answer questions correctly, new chapters are unlocked.
Students also earn coins for correctly answering questions. These coins can be spent at the general store on stickers for the student's farms. As chapters are unlocked, so are new characters, buildings, and equipment for the farm. After purchasing items, students create and organize their own scenes.
What Fun Educational Apps Liked
Eweclid has a lot to offer as a teaching tool. Teachers will appreciate the activities already aligned to the Common Core Standards. I particularly liked the variety of question formats. Aside from traditional multiple choice questions, there are also basic matching, spelling, comparison, and more advanced ordered multiple choice. For math calculation problems, students have a number line to type their answer in and can use their finger to show their work and write directly on the screen. This is a really neat feature as students try to answer addition and subtraction problems with regrouping. There are also some higher level thinking problems. Students have Combined Choice 4, 6, and 8 Button questions. On these students are given a variety of numbers on buttons. Students must choose the three numbers that complete facts for the given operation. This outside of the box thinking is something that Common Core assessments are moving toward.
The questions are scaffolded from chapter to chapter. There are between 24 and 40 chapters in each grade level. As students are successful, new chapters are unlocked and new skills are revealed. I really like that the Kindergarten and First Grade levels have oral administration buttons. Students can click to have the questions read aloud to them. Most of the Help pages also have buttons for oral administration for students.
I do really like this app and am anxious to see what else it will offer. The website and iTunes link say that the developer is working on new modules to roll out as in-app purchases. They are also working on creating more data collection and parent/teacher portals to access student records. This app has the potential to become a valuable teaching tool.
Overall, Eweclid is a good app for teachers and parents who want to see their student practice a variety of math skills in a scaffolded manner. With a variety of question styles and the reward system, students will be engaged in learning. This tool could easily address the multiple learning styles and levels in any classroom.
Eweclid is available for download via the iTunes App Store - iPad and iPad Mini App - RRP: $2.99
This app was reviewed by Sarah Emerling, a mom, a special education teacher, and a technology coach. She is a self proclaimed nerd with a passion for incorporating technology into education and you read her findings at The iLesson Lady.
Remember, many kids will see their iPad, iPad Mini, iPhone or iPod Touch as a gaming device, but with your help they can get much more out of it. Help them turn their iDevice into a fun learning center!
Disclosure: This review was move up the waiting list priority-services. All opinions expressed are purely that of the author.
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Mendelian Genetics and Heredity
Genetics and Heredity
It is the branch of biological sciences which deals with the transmission of characteristics from one generation to the next and also the action of hereditary units called genes as they bring about the . characteristics which they control.
Modern genetics is concerned with the study of genes. The term genetics was coined and used for the first time by W. Bateson (1905). Genetics deals with the principles and mechanism of biological inheritance which includes both ‘heredity and variations’. ‘Heredity’ indicates ‘Like Begetes Like’ i.e., offsprings tend to resemble their parents. It is the transmission of characteristics, structural functional and behaviouristic, from the parents to the offspring or from one generation to another.
Variations, on the other hand, tell us about differences in characteristics, between one individual to the other. In case of sexually reproducing organisms, there is ample opportunity for genetic variations to arise. Two processes, occurring during meiosis and the fusion of gametes during fertilization provide the means of introducing unlimited genetic variations in the population. The basic principles of genetics were discovered by Gregor Johann Mendel. Mendel is therefore, called Father of Genetics.
Types of variations
Somatic or somatogenic variations:
These variations effect the somatic cells of an organism. They are also called modifications or acquired characters because they are acquired by an individual during its life time. They are caused by three factors:
Environment factors : The environmental factors such as light, temperature, nutrition, wind and water supply, etc., bring about changes in the plants as well as animals.
Use and disuse of organs : The continuous use of organs make them stronger and disuse make them weaker. For example, a player who exercises daily have a strong muscular body as compared to one who does not perform exercise.
– Conscious efforts: Modifications due to conscious efforts are observed only in those animals which have intelligence. Receiving education, slim bodies, boring of pinna, small feet and bonsai, etc., are some examples of conscious efforts.
Germinal of blastogenic variations:
They are inheritable variations formed mostly in germinal cells which are either already present in the ancestors or develop as new due to mutations. These are two types: continuous and discontinuous.
– Continuous variations : They are fluctuating variations which oscillate due to race, variety and species.
– Discontinuous variations: These are mutations which are sudden, unpredictable, inheritable, not connected by any intermediate stages. These variations are the source of all germinal variations.
Pre-Mendelian concepts of heredity:
Genetics is barely around a century old.The first marked pioneer and experimental work in this field was by Gregor Johann Mendel, but it was established as a distinct branch in 1900, when Mendel’s findings were rediscovered by deVries, Correns and Tschermak. Even before the foundation of this science, man had some vague idea of some general aspects of heredity.
Vapour and fluid theory
• Early Greek philosopher, Pythagoras (500 B.C.) proposed the theory that some moist vapours are given out from the brain, nerves and other parts of the body of male during coitus. On account of these vapours, the offsprings exhibit similarities with the male parent.
• Another Greek philosopher Empedocles suggested that both parents produce semen which arises directly from its various body parts. The semen from both parents mixes and produces a new individual.
• He suggested that the semen of male is highly purified blood and possesses life-giving power. The semen of females is their menstrual fluid which furnishes nourishing material to the developing offspring.
• Aristotle’s theory was accepted for about 2,000 years. The medical books of 17th century contain illustrations showing stages of coagulation of the embryo within the uterus from a mixture of semen of the parents.
An important stage in the discovery of the true physical basis of heredity was reached in seventeenth century following the invention of microscope. Anton Van Leeuwenhoek observed sperm and ova under microscope and also noted their fusion in fishes. With these observations, he concluded that sperms furnish the life and ova provide place for the nourishment and development of the embryo.
• Scientist Malpighi propounded the preformation theory. This theory holds that the sex cells (sperm and ova) had the miniature copy of adults and the development of embryo was actually only the enlargement of parts that were already present in the sperm or egg.
• Some of the scientists of this time such as Swa mmerda m supported this theory; Hartsoeker (1694) and Dalempotius (1699) even imagined that they could see a miniature human being homunculus.
• The preformation theory persisted upto eighteenth century until it was rejected by a German Scientist Wolff by providing detailed structure of ovum and sperm in chick.
• French biologist Maupertuis (1689 – 1759) proposed that the body of each parent gives rise to minute particles. In sexual reproduction, these particles from both the parents unite together to form the daughter individual.
. During latter part of eighteenth century, a German biologist Caspar Friedrich Wolff proposed that the germ cells contain define but undifferentiated substances which, after fertilization, become organized into various complex body organs which form the adult.
• This idea was referred to as epigenesis. The theory of epigenesis is similar to our present day gene concept of heredity.
. Charles Darwin propounded pangenesis theory. According to this theory every cell, tissue and organ of animal body produces many minute particles known as gemmules or pangenes.
• These gemmules are discharged in the blood stream and are deposited in the reproductive organs. The reproductives cells contain these pangenes and a child develops as a result of blending of the pangenes from two parents.
Weismann theory of germplasm
• August Weismann (1889) suggested the theory of continuity of germplasm.
• He referred to the reproductive cells as germplasm and to rest of the body as somatoplasm.
. The germplasm forms the bridge of life and passes from one generation to the next. In each generation it also produces the somatoplasm.
GREGOR JOHANN MENDEL’S work on Genetics and Heredity
• Gregor Johann Mendel proposed the theory of inheritance.
• From 1856 to 1864 (8 years); Mendel conducted breeding experiments on garden peas (Pisumsativum) in the garden of his monastery and was luckily the first to formulate clear-cut principles or laws of heredity.
• His paper “Experiments on Plant Hybridization”
was published in the fourth volume of “Annual Proceedings of Natural History Society of Brunn” in 1866.
• However, Mendel’s work remained unnoticed and unappreciated for some 34 years. This is because of the following:
– Limited circulation of the “Proceedings of Natural History Society of Brunn” in which it was published.
– Mendel’s conclusions about heredity were ahead of his time.
– He could not convince himself about his conclusions being universal since Mendel failed to reproduce the results on Hawk-weed (Hieracium) undertaken on the suggestion of Nageli.
– Lack of aggressiveness in his personality.
• It was in 1900 that three workers independently rediscovered the principles of heredity already worked out by Mendel. They were Hugo de Vries of Holland, Carl Correns of Germany and Erich von Tschermak of Austria.
• The process of identification of a particular gene responsible for a particular biological process is called genetics dissection. Mendel is regarded as a first genetic surgeon.
Reasons for Mendel’s success
(i) Mendel’s success, where other had failed can be attributed, at least in part, to his elegant model of experimental design and analysis. Mendel’s selection of garden pea was evidently not an accident, but the result of long insightful thought.
(ii) He chose garden pea that was easy to grow and to hybridize artificially. The pea plant is self fertilizing in nature, but it is easy to cross-breed experimentally. The plant reproduces well and grows to maturity in a single season.
(iii) Mendel then chose to follow seven visible features (unit characters), each represented by two contrasting forms or traits.
(iv) Mendel was fortunate in choosing a diploid plant because diploid organisms contain only two sets of chromosomes. If he had chosen a polyploid organism, an organism with more than two sets of chromosomes, he would not have obtained simple, understandable results.
(v) Through many generations of natural self- fertilization, garden peas had developed into pure line. A single alteration in a trait was therefore demonstrated by a visible difference between varieties.
(vi) He restricted his examination to one or very few pairs of contrasting traits in each experiment.
(vii) He also kept accurate quantitative records, a necessity in genetic experiments. From the analysis of his data, Mendel derived certain postulates that have become the principles of transmission human genetics.
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For today’s reading, we had to read “A privacy paradox: social networking in the United States” by Susan B. Barnes. This reading is about the privacy issues with social networking in regards to teenagers. According to the reading, one of the biggest problems with teenagers interacting in these networks is that they are learning how to use them from their friends, not from their parents or teachers. This is a problem because teenagers reveal most of their intimate thoughts and behaviors online. So when they believe that their information is private, not only do marketers read what is being revealed, but also college administration, teachers, and parents (Barnes, 2006). They need to realize that sharing personal information on social networks with online friends also means sharing with parents, future employees, and university officials. This can directly influence a student’s education, employment, and financial future (Barnes, 2006).
According to the reading, another problem with privacy is that the government agency marketers collect personal data about them using this information. This is seen as a problem because many people don’t even know that their privacy is being jeopardized and they do not know how to keep their personal information safe (Barnes, 2006). According to Barnes, adults are concerned about the invasion of their privacy, while teenagers give up their personal information so willingly.
Later on in the reading, it talks about how when teenagers are giving up their personal information, this information could also be used by data-miners. Some of the solutions discussed in the reading include getting the parents more involved. Also, some schools have tried to make the students aware of the possible dangers of giving up too much information, even not allowing some students and athletes to be on any of these social networks.
After reading this, I realized that I too may be putting too much personal information about me on these networks. Although I do not have MySpace, I do have my name, address, birth date, and e-mail address on Facebook. I did not see it as that much of a problem because I thought my friends were the only ones that could see it. I knew that once I got out of college that I was either going to delete my Facebook, or change the privacy preferences on it so no pictures or information about me was available to anyone I didn’t authorize. After reading this, I might be doing that sooner than later.
Barnes, Susan B. (2006)A privacy paradox: social networking in the United States. First Monday, 11. Retrieved on August 21, 2008 from http://www.firstmonday.org/issues/issue11_9/barnes/index.html
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'Don't Waste Ohio' Coalition Says No to Fracking Wastewater Injection Wells
A coalition of local, statewide and national groups concerned about toxic waste from fracking, gathered yesterday at the Ohio statehouse for “Don’t Waste Ohio” Legislator Accountability Day. The coalition called for an end to Ohio being used as a regional dumping ground for oil and gas waste. Participants attending the accountability day met with their legislators in the morning and attended a rally in the afternoon advocating for the passage of legislation in both the House and Senate that would ban fracking wastewater injection wells.
In 2012, the City of Cincinnati banned facking wastewater injection wells within city limits. Following the unanimous vote on the ordinance, residents called on State Rep. Denise Driehaus (D-Cincinnati) to take action on the state level. Along with fellow co-sponsor Rep. Robert Hagan (D-Youngstown), Rep. Driehaus introduced House Bill 148, which would enact a statewide ban on the underground injection of fracking waste. Sen. Michael Skindell (D-Lakewood) followed suit by introducing the same legislation in the Senate.
“It’s like we have a sign on our backs here in Ohio for the industry saying ‘Dump your waste here,’" said Alison Auciello, an organizer with Food & Water Watch. "We don’t know what is in the waste or how radioactive it really is, and the leaders in the state legislature haven’t even allowed the legislation to be open for testimony from the public. We need to protect Ohio communities, not risk them for cheap, easy disposal of the oil and gas industry’s dirty leftovers.”
In 2013, the fracking industry disposed of nearly 700 million gallons of fracking waste in Ohio by injecting it underground into Class II wells, an increase of 100 million gallons from the previous year. More than half of the wastewater injected each year in Ohio comes from out-of-state fracking operations. Ohio is home to more than 200 active injection well sites. Pennsylvania has five active injection wells.
“What is shocking is how quickly the administration and ODNR [Ohio Department of Natural Resources] move forward to allow more and more waste injection without knowing the effects underground," said Susie Beiersdorfer, geologist and member of Frackfree Mahoning Valley. “We’ve seen problematic injection wells, sporadic inspections and earthquakes. But, the agency charged with protecting us sounds just like the oil and gas industry when they minimize or dismiss the problems.”
Under Ohio regulation, local municipalities and residents cannot appeal issued permits or decide where and whether fracking activity happens in their community. There is a short public comment period for injection well permit applications, but despite overwhelming opposition the ODNR continues to issue new permits.
“The ODNR has failed to hold public hearings concerning the proposed injection well, ignored and denied lawful information requests, and continues to act in a capricious and arbitrary manner concerning the citizen's stated objections," Kip Rondy, farmer and owner of Green Edge Gardens, told a judge after he was arrested with eight others blockading a fracking waterwater injection well site in Athens County, OH.
"It is then, when we the citizenry of Athens County, facing the real and permanent threat to our aquifer, our air, our Earth—when the will of lawfully elected officials is ignored—that the acts of civil disobedience before the court today are not merely justified, but become obligatory.”
Watch this video of legislator accountability day produced by Bill Baker:
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In a new report about how the world's coral reefs face "the combined threats of climate change, pollution, and overfishing" — endangering the future of marine biodiversity — a London-based nonprofit calls for greater global efforts to end the climate crisis and ensure the survival of these vital underwater ecosystems.
The world is using up more and more resources and global recycling is falling. That's the grim takeaway from a new report by the Circle Economy think tank, which found that the world used up more than 110 billion tons, or 100.6 billion metric tons, of natural resources, as Agence France-Presse (AFP) reported.
By George Citroner
- Recent research finds that official government figures may be underestimating drug deaths by half.
- Researchers estimate that 142,000 people died due to drug use in 2016.
- Drug use decreases life expectancy after age 15 by 1.4 years for men and by just under 1 year for women, on average.
Government records may be severely underreporting how many Americans die from drug use, according to a new study by researchers from the University of Pennsylvania and Georgetown University.
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Jamaica needs to be better insured against natural disasters, says economist Errol Gregory.
Natural disasters occur regularly in the Caribbean region and have massive impacts on persons and the economy, the University of Technology, Jamaica (UTech) lecturer said. He pointed out that the impact of these disasters could be tempered through the improved use of insurance.
His comment found resonance with Chris Hind, general manager of JN General Insurance Company (JNGI), who declared that “the country needs to improve its level of insurance coverage, as major segments of the population have no effective coverage in the event of natural disasters”.
He pointed out that home insurance coverage is relatively low and frequently tied to the need for a mortgage loan to protect the lender. And, where it is not mandatory, insurance coverage is not only low but in some areas, such as agriculture, coverage has actually declined over the years.
“This poses a challenge, given that insurance transfers the cost of potential loss to entities prepared to bear it,” Hinds explained. “Without the insurance mechanism, persons and organisations are forced to bear the cost of their loss on their own.”
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During the night from August 12 to 13, the people on Earth will have a chance to see one of the rarest meteor shower. During the night you will be able to see thousands of these falling stars until August 23, these meteors will have best visibility during the night from 12 to the 13 of August. There is a predicted number of about 100 meteros an hour.
Be sure to Share this Opportunity…
The message claims that people on earth will be able to witness one of the rarest meteor showers during the night between August 12 to 13. It says that people will be able to see thousands of falling stars until August 23rd, predicting about 100 meteors falling per hour. This phenomenon is a fact, but the details that come with this message are exaggerated.
The astronomical phenomenon discussed here relates to Perseids, a prolific meteor shower which is associated with the comet Swift-Tuttle, radiating from the constellation Perseus. The comet Swift-Tuttle keeps traveling on its 130-year orbit and ejects a cloud consisting of particles of ice, dust, rock, and other debris (referred to as Perseid cloud). Every year in early August, when earth passes through the orbit of this comet Swift-Tuttle, this Perseid cloud appears like meteors, because the air is heated to incandescence, and therefore, we witness a rapid streak of light. These are also called falling stars or shooting stars. This meteor shower of Perseid is indeed a wonderful show for nature lovers, but it is to be noted that this phenomenon is not rare, Perseid meteor shower happens each and every year at around the same time, and it is being observed by people from thousands of years. It can produce between 60 and 100 meteors per hour not continuously, but randomly. The video above shows the Perseid meteor shower in the year 2009.
When and Where Meteor Shower Occurs
According to International Meteor Organization, this Perseid meteor shower will occur during August 11 and 13, as against the message, with its peak showing on the night of August 12th, rising from mid-northern locations around local midnight to 1 a.m. People in the northern hemisphere can witness more of Perseids than in south. Perseids is a regular phenomenon that generally happens between July 23 through August 22 and can be observed for several weeks, depending on your location, light conditions and weather. In the reference section, you can find update activity of these Perseid meteor showers in various places across the world.
How to Watch Meteor Shower
Meteor showers like these are easier to view than many other astronomical objects and events. All you need to do is, find a fairly dark location towards northeast, shielded from stray light, including that of Moon. You can avoid the moon light interference by sitting under the shadow of a tree or building. It is advisable to observe these meteor showers during latenight and predawn hours of August 11, 12, and 13, the peak meteor shower expected during midnight of August 12, 2012.
And yes, you can share this wonderful opportunity with others.
Hoax or Fact:
Mixture of hoax and facts.
Perseif Meteor Shower
Update activity of Perseids
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Posted by: Loren Coleman on July 16th, 2011
Due to the Animal Planet series Finding Bigfoot, most of us now are familiar with the use of such phrases as “I think we’ve got a Squatch” or “I think I hear a Squatch.”
“Got Squatch” seems to be popular for tee-shirts.
But how long has “Squatch” been around? And what is a “Squatch”?
For one thing, searching for the word on the Urban Dictionary site was not a good idea. The word “squatch” has so many disgusting meanings associated with parts of the female body that if proper Bigfoot-hunting-parties understood those definitions they would never use “Squatch” again. Indeed, they would not have even started down this verbal path, and the editors at Animal Planet won’t have gone this route either, keeping the word in the series mix so extensively.
In general, for most less-than-streetwise Bigfooters, of course, the word is merely a shortened form of “Sasquatch.”
The term does have a restricted popular cultural history. Wikipedia actually has a few paragraphs about the word. You might be surprised what the focus turns out to be there. This is what someone wrote on that site:
Squatch (a derivation of Sasquatch) was the team mascot for the Seattle SuperSonics of the National Basketball Association. Between his 1993 debut and the team’s relocation in 2008 to Oklahoma City, Squatch appeared at more than 175 events annually, and was with the organization during their run to the 1996 NBA Finals.
In 2007, Chris Ballew of the rock band Presidents of the United States of America wrote and performed a song about the mascot. That same year, Squatch attempted to set a world record with a jump of 30 feet on inline skates, over vehicles owned by NBA players Ray Allen and Robert Swift.
The biography of the Edmonton Rush Lacrosse Club‘s Yeti mascot, Slush, describes a history wherein the two characters grew up together in the Cascade Mountains. Squatch appeared during the Rush’s inaugural game to “teach” Slush how to be a professional mascot.
Following the move of the SuperSonics to Oklahoma City, the character was retired, and remains part of the intellectual property (name, colors, et cetera) that the City of Seattle retained as part of the KeyArena lease settlement. The character’s performer from 1999-2008 remains under contract with the relocated team.
Basketball? Well, the popularization of words happens in many ways.
So we find ourselves in the situation we do today. For example, I can stop into the local Portland, Maine convenience store named Joe’s Smoke Shop, and hear people talking about “that television show” where they say “Squatch all the time,” as I did yesterday. We have the major cross-cultural integration of this term into our society occurring this summer, and folks within cryptozoology and Bigfoot studies may not truly realize it. Finding Bigfoot is adding new terms to the American language faster than can be imagined.
So, “Squatch on,” folks, and use the word and aligned phrases as much as you want or don’t want to. It really doesn’t matter any longer, because North Americans are using “Squatch” humorously and routinely as much as they wish to in 2011. And it is all thanks to Finding Bigfoot, not the Seattle SuperSonics.
Loren Coleman – has written 5489 posts on this site.
Loren Coleman no longer writes for Cryptomundo. His archived posts remain here at Cryptomundo.
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Friday, October 2, 2015
Weekly Review 9/28-10/2
This week in music, every student learned about Ludvig Van Beethoven. Beethoven was born in Germany and was one of the first composers to make a living without being employed by the church. When he was 26 years old, Beethoven started going deaf. Even though he could no longer hear well enough to play the piano, Beethoven composed some of his best music after he was deaf! He is most well known for his nine symphonies, and his piano music. Grades 1-3 watched this movie about Beethoven's life
In first grade, we practiced our "sol" and "mi" using hands signs and tossing a ball. We also had fun learning a fun chant called, "Loose Tooth." Mrs. Rzasa and I realized that so many of our first grade friends are beginning to loose their baby teeth, so we wanted to teach them this little chant. This chant had body percussion parts for the following words: loose tooth- two claps, wiggly jiggly- alternating pats on your knees, and bed, head, and thread- snaps. Next week we will transfer these body percussion movements to three different instruments so stay tuned!
The second graders continued working on the challenging song called, "Come and Follow Me." Each phrase is sung a little bit higher than the last, with one phrase ("singing together, as one!") completing the phrases. After we finished learning the song, we sang it in a round.
In third grade, the students continued to practice the clapping routine for the song, "Four White Horses." During the interlude of the song, students got into a conga line. Here is a video of a group of students from Mrs. Keating's class performing the clapping routine:
Here is a video of Mrs. Keating and Mrs. Kipp's class singing, "Four White Horses"
In fourth grade, students finished the cup game routine. They performed the routine with many variations such as performing with their eyes closed, performing without saying the words, and collecting the cups unique way. Here is Mrs. Gonzalez's class proudly displaying their pyramid after working hard on their routine.
Our fifth grade students performed a cup routine to the song, "In the Hall of the Mountain King." Here is Mrs. Burn's class:
Fifth graders also learned a folk song dance. We will continue learning this dance next week. Here is what we have learned so far:
In chorus, both the fourth and fifth grade students continued to learn, "Jingle Jazz." Fifth grade students will be singing the melody part and the fourth grade students will be singing the harmony part of this song. The fourth graders also continued to learn their feature song, "Once Upon a Wintertime" which is a sweet song that has a waltz feel. Fifth graders continued working on their featured song of, "Cool Yule."
Have a wonderful weekend and we hope you stay warm!
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A new study linking Alzheimer’s disease with oral bacteria suggests that the effects of poor dental health could extend far beyond the mouth. This finding highlights the importance of taking care of your dental health through good hygiene, regular dental visits, and early interventions to prevent the spread of decay.
The Link Between Dental Health and Dementia
A recent study has revealed that a type of bacteria best known for its involvement in causing gum disease is also found in brain samples taken from people who have suffered from dementia. This bacterium, which has the scientific namePorphyromonas gingivalis, usually lives in the mouth, but is able to travel through the blood to the brain and other parts of the body if there are cuts, open wounds, or inflammation in the mouth.
Do Bacteria Cause Alzheimer’s Disease?
The study found oral bacteria in four out of ten brain samples taken from people with dementia. In contrast, the bacteria were not found in healthy brain samples. However, this finding is not solid proof that oral bacteria causes dementia to develop. Researchers are not yet sure whetherPorphyromonas gingivalis causes Alzheimer’s disease, or whether the disease simply makes it easier for the bacteria to live in the brain. Further research is needed to find out whether or not there is a causal link.
Poor Dental Health Spreads Bacteria
Dental surgery is essential for removing deeply decayed teeth and treating advanced gum disease. Without intervention, patients can develop serious infections. However, surgically opening up the gum tissue allows oral bacteria to move into the blood. The bacteria can then travel to the brain and to other parts of the body. Untreated gum disease could also increase the risk of transmission, as diseased gum tissue becomes inflamed, which makes it easier for bacteria to travel into the blood.
Protecting Your Dental Health Protects Your Body
A number of recent studies have linked oral bacteria with a range of serious health conditions. In order to stop bacteria from travelling to other parts of the body, you need to take action to prevent gum disease. The best way to keep your gums healthy is to brush and floss every day to remove plaque, and see your dentist for regular check ups.
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FIS points are the scoring system for cross-country ski racing
Cross-country skiing is often referred to as Nordic skiing. Anyone taking an interest in competitive cross-country skiing will inevitably come across FIS points - the Federation of International Skiing approved scoring system for ski racing. FIS points are awarded for approved races and used to create a “FIS listing” which effectively ranks skiers competing in different competitions around the world. Competitive skiers are thus given a world ranking in a similar way to the “seed” ranking of top tennis players.
FIS points have a reputation for complexity. This article aims to give a simple overview for new-comers to the sport, to aid understanding and enjoyment of spectators. It is also intended to help inform the public’s appraisal of the performance of the British Nordic Ski Team, a talented team of young athletes who are re-invigorating this sport in Great Britain. More detailed information and links to scoring rules and FIS listings are available at the end of this article.
Here are a few key facts about cross-country ski scoring to aid interpretation of race results:
The most important thing to know about FIS points is - the lower the FIS points the better the skier.
Participation in any World Cup race is limited to skiers who have scored under 120 points in at least one race in the previous 12 months.
The best skier in the world has a FIS listing (ie his average points for the year) of around zero.
FIS points – why are they so complicated?
Cross-country skiing competitions take place mostly in mountainous and forested terrain around the world. Unlike most other sports with standardized courts, pitches, tracks or courses, cross-country skiing is, in essence, a “wilderness” sport. There is a range of standard race distances encompassing sprints of about 1km to long distance races of 50km. Some races use mass starts, others employ interval starts. Skiers race in a wide variety of snow conditions, terrain and temperatures.
As no two races are the same, so the scoring system for ranking cross-country skiers must include a number of variables that capture the relative ability of skiers in the race. To do this, FIS points are calculated according to a formula incorporating adjustments called “factors” and “penalties” to arrive at the final FIS points awarded to each skier for each race.
Penalties and Factors
The quality of the competition determines a “penalty” for the race. For major events,such as the Olympics, the penalty is zero. Usually, however, each race's penalty is based upon the current FIS points of three top finishers in the race. Each skier is awarded race points proportional to the time difference behind the winner of the race. This is multiplied by a “factor” [or “f” value] fixed by FIS. The type of start (mass or interval) and type of race (distance or sprint) are“factors”. Thus, racing against the world’s best skiers and coming 40th may well yield better FIS points than competing in a regional race and coming 10th.
British Cross-Country Skiers– just how good are they?
A number of years ago GB skiers struggled to get under 200 FIS points. Now several of them regularly score under 50 points (120 being the threshold for participation in World Cup races) and are improving every season. Some of our top British skiers are now ranked in the top 20 in the world.
FIS points and World Ranking - in more depth
To gain FIS points in races, skiers must first obtain a FIS license through their national governing body for the sport. In Britain this body is British Ski and Snowboard (BSS). FIS-registered skiers may compete in FIS approved races and are given FIS points based on their performance. The points are published on the FIS website. Each skier’s five best results in the last year are averaged and the result is their FIS points listing. [There is an adjusted formula for those who complete less than five races]. There are separate lists for distance and sprint races, updated six times a year. Competitive skiers are given a world ranking based on their FIS listing. Among other things, the ranking is used to seed skiers for team selection and to limit entries for major events.
For more detailed information on FIS points and ranking, refer to the FIS Website
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The Data Blog
Test Data vs. Training Data
At first, test data and training data may seem like the same thing, however there are several fundamental differences between the two that can make or break your data model.
Training Data is used to build or create a model in its earlier stages and can be implemented to help the model run. Training Data is often found in machine learning to ensure the data model can be "trained" to perform several actions, and ensuring the future development of the API and algorithms that a machine will continuously work with.
Test Data on the other hand are datasets which are used to validate existing data models to make sure algorithms produce correct results, machine learning is happening correctly, and output which mirrors intended findings are consistent. Alternatively, test data can be used to invalidate a data model and disprove it's efficiency, or find that a data model or AI may be producing sub-optimal results and therefore may need further tests or different kinds of training to reach maximum efficiency. Below, is a diagram depicting the data training, validation, and testing model and the different steps that may be encompassed throughout the different processes.
Training AI or any sort of machine learning is a rigorous process that requires a fair amount of training, validation, and testing, and it's very rare a data model is perfected on its first try. That's why it's important for training and test data to be differentiated; otherwise, results will appear too similar, leading observations and evaluations for both datasets to be inconclusive, ensuring more testing and validation would have to be done.
Test Data in Banking Applications
Banking, insurance, and financial applications are apart of the largest sector for consumer IT services and carry very confidential information pertaining to their day to day user base. Banking software must be free of error not only to ensure the best possible customer service, but because hackers can exploit potential bugs in the application and access private financial data, which may compromise the assets of many individuals using said banking, insurance or financial services.
Thus, it becomes essential that every iteration of banking applications are tested profusely before rolling out to the live servers. When used with test data, banking applications can simulate live consumer interactions with minimal risk to all parties involved. Test data can be used throughout each phase of the testing process including but not limited to database testing, integration testing, and security testing. For example, test data can be used for security verification and validation processes to ensure only those with the correct permissions can access their data.
60 percent of breaches are linked to a third party. Why are you giving them access to your data when you don't need too?
Third-party contractors are the biggest source of security incidents outside of a company’s employees:
Why are commercial companies and government agencies giving access to their private and confidential data to third parties when there exist viable technology alternatives to this practice and they don't need too?
Test Data and Social Media
With the rise of social media in our current day and age, it's only natural that test data is utilized to ensure platforms such as Facebook, Twitter, and Instagram are working as intended to their highest degree of efficiency. Test data is utilized both for desktop and mobile applications for the social media platforms and is generated for many different use cases. One particular use case for test data in social media applications is for encryption so that user data remains private and isn't accessible to those who shouldn't have it.
Furthermore, user data and test user data are used by platforms such as Facebook and LinkedIn to generated sponsored and tailored content for each specific individual. Each user's data is different to a degree and thus generated test data must be dynamic enough to be manipulated to represent the millions of user-types the social media world may have.
A thought exercise on the System perspective of dev and test, as enabled by ExactData Synthetic Data.
Let’s consider the development of an application that scours incoming data for fraudulent activity… How would that test and analysis look with production data, de-identified production data, hand crafted data, and ExD synthetic data?
Let’s also consider that the application will classify all transactions/events as either bad or good. The perfect application would classify every transaction correctly resulting in 100% Precision (everything classified as bad was actually bad), 100% capture rate (classified every actual bad as bad), 0% escape rate (no bads classified as good), and 0% False Positive rate (no goods classified as bad). The application needs to be developed, tested, and analyzed from a System perspective. For example, the application could classify every transaction as bad and achieve 100% capture rate, and 0% escape rate, but would also result in poor Precision and a huge False Positive rate – thus requiring significant labor support to adjudicate the classifications. On the other extreme, the application could classify everything good, be mostly right, and not catch any bads. Both of these boundary conditions are absurd but illustrate the point of the importance of System.
One method of System analysis is the Confusion Matrix, noted below.
With production data, you don’t know where the bads are, so you can’t complete the confusion matrix.
With de-identified production data, you don’t know where the bads are, so you can’t complete the confusion matrix.
With hand-crafted data, you might have the “truth” to enable completion of the confusion matrix, you would not have the complexity or volume to be truly testing to find the “needle” in the haystack of fraudulent behavior within mass of good behavior.
With ExD synthetic data, you know where every bad is (you have the ground truth), so you CAN complete all 4 quadrants of the confusion matrix, and can then only, conduct a system analysis, driving the application to the real goal of tuning and optimizing Precision (maximizing TP) and Capture rate (maximizing TP/TP+FN) , while at the same time minimizing Escapes (FN) and False Positive rate (FP/FP+TP). Within a particular setup of an application version, these are typically threshold trade-offs, but with next iteration development, there is the opportunity to improve on all scores.
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13.7 billion years ago, the Universe began. For billions of years, particles swirled and danced through the immensity. Stars were born and stars died. From deep inside the depths of burning giants, carbon was spewed across the universe. The particles needed for the development of life, as we know it, accumulated on a tiny speck of a planet, orbiting around a small, insignificant star. For over 4 billion years, the tiny speck gave rise to various forms of life, primordial soups that would eventually churn out giant lizards to roam the planet for millions of years. One day, an even smaller, even more insignificant chunk of space rock collided with the tiny speck of a planet and the giant lizards ended up extinct, their 165 million year reign came crashing to an end.
Millions of years trickled by without the tiny speck noticing. Smaller creatures that had survived the mass extinction of the giant lizards, evolved and adapted to their new environment. For over 2 million years, an upright primate evolved, getting smarter and smarter, until one day 200,000 years ago, homo sapiens was born.
For thousands of years, these new and improved hominids knew nothing of each other or the world they lived in. They lived in small communities, relying on each other for survival. As they learned to communicate, they realized they could accomplish tasks much bigger than themselves. Cooperation was born and pyramids were built. Man had arrived.
Across the reaches of the tiny insignificant chunk of space rock, civilizations rose and fell. Time lingered on and eventually, man’s curiosity to know what lay beyond the rivers and the mountains swelled to a point of no return. Adventurers set out to chart the globe, bringing whole civilizations into contact with one another for the first time. As the humans began to interact, they began to exchange products and ideas. Their development increased and they began to build cities. Other humans from far and wide travelled to the cities to find jobs, or tasks given in exchange for money (an invention of conceptualized value). Soon, the humans wanted more of the value and worked harder to get it. Some chose to get it at the expense of others, and so the humans subjugated each other. Others chose to pay the humans for their work, and industry was born.
Soon, the humans grew greedy and took more than they needed. They spread far around the reaches of the globe, lapping up resources like a thirsty beast. They hoarded their value and used it to make them strong. They threatened those who aimed to take some. All the while, the tiny little speck of rock groaned and grimaced at having to give up its treasures. The insides of the speck were mined and the trees the speck grew to give the humans life, were cut down. The humans burned all of the specks treasures and then the shield against the burning heat of the little star began to deteriorate. Some humans got sick and so did the speck.
The humans wondered what they had done to deserve the wrath of the speck. Too late, they realized their greed and mistakes. They had pushed each other away in the quest for power. They had offended their fellow humans, the rare breed never before seen in the 13.7 billion year old universe. They fought wars and killed each other by the millions. They were raised to hate other humans who had what they wanted. Soon the humans were faced with a dying speck, the constant threat of war, and an unanswered question, what had they done to deserve their quick demise?
From deep inside their demise, came a rallying call. “You are one! Your differences are the beauty and gift of your species. You have slaughtered each other for being different but never celebrated each other for being the same. You are human, the only humans to have existed in the history of the universe. Your greed will bring you to your knees but your cooperation can build a legacy. The universe needs you to unlock its mysteries. You must help one another. So long as humans starve and perish while others roll in their riches, you will never succeed. You are as strong as you are weak.”
Those who heard, answered the call, and the humanist was born.
- Can human civilization continue indefinitely? (mnn.com)
- The Pale Blue Dot (shellykropp.wordpress.com)
- The Future of Evolution? (questioneverything.typepad.com)
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“If you want to find the secrets of the universe, think in terms of energy, frequency, and vibration.” — Nikola Tesla
Dr. Anthony Holland, a composer and musician, was always interested in the physical effects of sound.
In his Tedx Talk, “Shattering Cancer with Resonant Frequencies,” Dr. Holland tells the audience that he has always dreamed of a future where children no longer have to suffer the toxic effects of cancer drugs or radiation treatment. And he thinks he has found the answer.
In physics, resonance is a phenomenon in which a vibrating system or external force drives another system to oscillate with greater amplitude at specific frequencies.
For example, when people shatter glass with the sound of their voice, this is resonant frequency in action. To make the glass shatter, a person must match the resonant frequency of the glass with the vibration of their voice, and then gradually increase their frequency until the glass breaks.
Utilizing this effect, Holland and a team of researchers wondered if they could re-create the same effect, but in a living microorganism or cell. After coming across the work of Dr. Mae-Wan Ho, a Chinese researcher who found that live cells exhibit similar properties in the same way liquid crystals do, Holland and his team figured they could re-produce the same effect, but by sending a specific electric signal to the cell.
After extensive research for a machine that could accomplish exactly what they wanted, they finally found a therapeutic device invented by Dr. James Bare, a physician from New Mexico. The device uses a plasma antenna that pulses on and off, which was important for Holland, as a constant pulse of electricity would generate too much heat, and would destroy the cell.
Over the course of 15 months, Dr. Holland and his team eventually came across a particular combination of two related frequencies that would completely shatter the cells. The frequencies consisted of one high and one low. The high frequency had to be eleven times higher than the low, which in music is known as the 11th harmonic. At this frequency, micro-organisms start shattering like crystal glass.
After practicing on harmless microorganisms like parameciums, the team then moved onto cancer cells. First, they looked at pancreatic cancer cells, and discovered that these cells were particularly vulnerable between the frequencies of 100,000 – 300,000 Hz.
They then decided to test out the frequencies on leukaemia cells, and were able to shatter them before they could even divide. However, as he explains in his talk, Dr. Holland needed bigger statistics in order to make the treatment a possible option for cancer patients.
After performing multiple controlled experiments, the frequencies, also known as oscillating pulsed electric field (OPEF) technology, killed an average of 25% to 40% of leukaemia cells, with some cases going as high as 60%. Not only were cancer cells killed in the process, but cancer cell growth rates were slowed by over 65%.
They also had success in attacking ovarian cancer cells. In more recent endeavours, they tested the frequencies against the deadly super bug, MRSA, a highly antibiotic-resistant organism. Thousands of people die from MRSA every year, mainly because it cannot be treated with antibiotics. Exposing MRSA to specific frequencies eliminated antibiotic resistance in the organisms, which allowed the researchers to expose the bug with a little bit of antibiotic, which eventually killed it.
Utilizing Frequencies In The Future
Dr. Holland hopes that their treatment will become standard in hospitals and clinics, which will override the need for toxic conventional treatments. At the end of his speech, he describes what he hopes to be the future of cancer care clinics:
“I believe the future of children’s cancer hospitals will be a different place. They will be a place where children gather and make new friends, they probably won’t even know they are sick. They’ll draw pictures, colour in their books, and play with their toys, all the while unaware that above them, a beautiful, blue plasma light is emanating healing, pulsing fields, shattering their cancer, painlessly, and non-toxically, one cell at a time. Thank you.”
Check out Holland’s TedX Talk below:
Novobiotronics is a non-profit research company trying to raise funds to expand these experiments. Their mission is to create a nontoxic, noninvasive, inexpensive means of treating cancer cells.
Other Researchers Investigating Frequencies
Dr. Holland isn’t the only person who has experimented with frequencies and cancer cells. Royal Rife, the first person to identify the human cancer virus, utilized electromagnetic energy to cause cancer cells to diminish completely.
Fabian Maman, a French composer and bio-energetic healer also found that through a series of acoustic sounds, he could explode cancer cells, as well as energize and empower healthy ones.
Fabian taught two women with breast cancer to use their voices to tone these same frequencies for three and a half hours every day for a month. One woman’s cancer vanished without a trace. The other woman decided to undergo surgery after Fabian’s experiment, and to her surgeon’s bewilderment, the tumour had greatly reduced in size and literally shrivelled up.
In his book, Fabian stated that “The human voice carries something in its vibration that makes it more powerful than any musical instrument: consciousness. It appeared that the cancer cells were not able to support a progressive accumulation of vibratory frequencies and were destroyed.”
What other powers could be revealed by the study of frequency?
Maman, Fabien (1997), The Role of Music in the Twenty-First Century, Redondo Beach, CA.
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Peasant movement is a social movement associated with the agricultural policy. The history of peasant movements can be traced to the economic policies of the Britishers, which have brought about many changes in the Indian agrarian system. The consequences of the British colonial expansion affected the Indian peasantry to a great extent and it rose in revolt from time to time. India is basically an agrarian economy with the bulk of rural population following the occupation of agriculture. Peasants formed the backbone of the civil rebellions, which were often led by zamindars and petty chieftains. In this article I would like to discuss peasantry under colonialism and various peasant movements briefly.
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Strategy Plan One
March 17, 2012
Business Life Cycle
In the normal context of the business life cycle, a business, product, service or idea will progress through development, growth, peak and decline phases.
This cycle normally repeats over and over again as businesses usually adapt and change with the environment, close to the peak or into the decline phases. The resulting graph of a fairly healthy, adjusted business looks like waves increasing in height from left to right on the graph.
Current Business & Economic Climate
In addition to the phases of the normal business life cycle, other factors such as economic or global issues can alter the business life cycle. In the current economic climate over the past couple of years, those business cycles have either peaked or declined earlier than projected. In a recessionary period, many business cycles may be on the declining side, but as economies pull out a recession, cycles hit a low stabilization period and another growth period begins. Many businesses in 2012 are coming off the declining phase, reaching a low and are starting on the growth incline again. Some stock graphs sometimes mimic the business cycles of many corporations.
Business Cycle – Development Phase
This phase is the stomping ground for new product and business development. It is the research and development phase behind ventures, with heavy emphasis on planning, testing and piloting projects. In a repeating cycle this is a period of stabilization (as indicated by the trough on the graph), as companies have adjusted from declining phases and have stabilized operations and finances from a potential loss period.
Business Cycle – Growth Phase
Following the development or stabilization period, companies and businesses enter a growth period, where new revenues grow from new products & services, or improvements made in operations. The growth, inclined phase indicated on the graph could be a result of efficiencies made in operations, to make businesses more competitive.
Business Cycle – Peak Phase
As products, services, ideas, and business reach maturity, they hit a peak phase where no further growth occurs. Peak phase may indicate no further revenue can be generated from products, or that the business has reached its maximum market penetration, or that the business may have reached maximum consumer interest. If you are keeping accurate, timely track of your finances and analyzing your trends, this would indicate that you may have to start making adjustments in business.
Business Cycle – Decline Phase
Many economists and business professionals have stated that the current global economic circumstances may have caused companies to enter the decline phase faster than projected. In the normal business cycle, if adjustments to business are not made, companies, products and ideas usually enter a deep decline period. The current economic climate may have accelerated that, but many statistics are indicating that the economies are turning around.
Business Cycles Repeat and Return to the Positive
As noted in the cycle, declining phases cause reactionary measures to once again achieve a period of stability. Following stable periods comes growth phases and the business cycle repeats on and on.
Business Tips for the Business Cycle
- Be aware of where your company, product, service or idea is within the business life cycle
- Keep track of your finances and operations and watch for trends as these trends are your indicators.
- Be pro-active rather than reactive; being pro-active to trends may help you recover easier and faster from declining phases
- Be cognizant of the business and economic climates locally, nationally and on a global basis
Strategy Plan One
Business information, resources and tips for the entrepreneur
© 2012 Strategy Plan One
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Meditation has two primary components: peace or tranquility and focus or concentration. If these are present and stabilized, a state of meditation will ensue. In addition to a state of meditation, states of wellness and of mind will also be present. These are vital to a meaningful and productive life. The states of wellness include calm, openness, patience, and non-personalization. States of mind that are beneficial include tranquility and focus include clarity, wide-mindedness, creative thinking, appreciation, and assessment of meaning or purpose. Through meditative states and states of well-being and mind a further overarching quality is experienced: care – an genuine altruistic care for others, big and small, familiar or strangers to us.
Step 1: Smile began the training in peace. Because Smile was unified with “a long, slow, deep breath,” the beginnings of focus were also seeded. Step 2: Tip of the Nose is an earnest commencement of the art of focus and concentration. Yet, this step is not a dry boring attempt at focus, but instead is one rich with sensations and invitation. The invitation is to “notice the usually not noticed” such as the vastness of air itself, and how it magically has traversed the world before being breathed by you. Therefore, the tip of the nose is an interface of the limitless and the uniquely limited: you.
Pratyahara is a Sanskrit word. It is one of the Eight Means to Yoga given by Patanjali millennia ago. It means to withdraw one’s attention from the external and turn one’s attention to the inner states of being. Dharana is Sanskrit as well and is not only another of Patanjali’s Eight Means but is also a focal point within the Buddha’s Four Mindfulnesses which is the source of the current modern practice of mindfulness. Dharana means concentration, meditatively or yogically understood. With Step 2 of The Practice of Living Awareness both are combined through the fullness of the technique Tip of the Nose.
Downloadable: Entry: Pratyahara and Dharana
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Cyclones form in most of the Earth-s oceans; depending on
where you live, they are known by different names.
- Hurricane - North
Atlantic Ocean and Northeast Pacific Ocean, east of the
- Typhoon - North
Pacific Ocean, west of the International Dateline.
- Tropical Cyclone - Southwest Pacific Ocean west of 150
Degrees East, and Southeast Indian Ocean.
Kublai Khan's first invasion of Japan was foiled by a
Hindu temple records claim that a violent storm broke a
natural isthmus that previously joined Sri Lanka to India.
The first written European account of a hurricane comes from
Christopher Columbus, who sheltered his fleet from a tropical cyclone during
his second voyage to the New World. He later declared that -nothing but the
service of God and the extension of the monarchy- would induce him to expose
himself to such danger again. How prophetic.
During his fourth voyage, Christopher Columbus warned the
governor of Hispanola, Nicholas de Ovando, of an approaching hurricane. The
governor ignored Columbus- warning, refused his request to stay in port at Santo Domingo, and ordered 30 ships from his treasure fleet to set sail back to Spain. Two days later the storm stuck in Mona Passage, between Hispanola and Puerto Rico, sinking 21 of those ships. Five hundred sailors perished.
The first attempt by the Spanish to colonize Florida ended when 73 of 74 ships in the fleet were destroyed by a hurricane. The surviving
ship and its sailors founded a colony in present-day Pensacola Bay.
A French fleet sent to support Fort Caroline, and take
control of the Atlantic coast of North America, is destroyed by a hurricane. As
a result, the Spaniards at St. Augustine massacred the colonists at Fort Caroline, gaining control of East Florida, near present-day Jacksonville.
The British ship
Sea Venture, bound for Virginia to relieve the starving Jamestown colonists, was crippled by a hurricane and wrecked
on the uninhabited Bermuda. The survivors establish a British colony. The story
becomes the inspiration for William Shakespeare-s
Fifteen years after the Mayflower landed at Plymouth Rock,
the Great Colonial Hurricane struck a Massachusetts Bay Colony. The eye passed
between Boston and Plymouth, causing a twenty-foot tide in Boston. Many of the
pilgrims believed that the storm was apocalyptic.
A rare hurricane strikes England, killing some 8,000 people.
Daniel Defoe publishes The Storm from eyewitness accounts.
A Spanish treasure fleet sailing from Cuba to Spain is destroyed in a hurricane off the coast of Florida. Modern day treasure hunters are
still searching for millions of dollars lost in solid gold.
Benjamin Franklin's plan to study a lunar eclipse from his
location in Philadelphia was prevented when a hurricane struck the Northeastern United States. He soon learned that his brother, residing in Boston,
experienced the same storm, but much later. This led Franklin to the conclusion
that the storm had moved up the Atlantic seaboard, against the direction of the
surface winds. This observation gave rise to the first scientific steps toward
a basic understanding of hurricanes. In addition, Professor Winthrop of Harvard
made his first detailed pressure and tide measurements during this hurricane.
Willoughby Spit was created in Norfolk, Virginia when a
hurricane destroyed Fort George, the site of present day Fort Monroe. An eight hundred acre sand spit was washed up by the storm.
A seventeen foot storm surge, from an Atlantic hurricane,
destroyed Charleston, South Carolina-s infrastructure and over 500 homes.
A powerful hurricane struck Newfoundland, Canada causing a storm surge of up to 30 feet. A total of 4,153 people died in this storm,
including 4,000 sailors, mostly from England and Ireland.-
A powerful hurricane hit Martinique and Pointe-a-Pitre Bay, Guadeloupe killing more than 6,000 people.
The Great Hurricane of 1780 hit the Caribbean with winds
estimated at 135 mph, earning it a category 4 designation. Twenty-two thousand
people perished. The entire British and French fleets were destroyed.-
A central Atlantic hurricane claims the lives of more than
A hurricane hits western Cuba killing more than 3,000
A powerful hurricane hit Dominica and Martinique causing
3,000 deaths. The cyclone then moved south of Jamaica.
The Great September Gale, the first hurricane to strike New
England in 180 years, first made landfall on Long Island, New York, and then Connecticut. It brought an eleven-foot storm surge to Providence, Rhode Island causing
extensive damage throughout the region.
A category 4 hurricane struck Cape May, New Jersey, with hurricane force winds traveling as far west as Philadelphia, cutting a path of
The Racer's Storm hurricane was one of the most destructive
storms of the 19th century. It devastated much of the Gulf Coast of
Texas before moving through Louisiana, Mississippi, Alabama, Georgia, South Carolina, and finally arriving off the coast of North Carolina on October 9th.
Two major inlets in North Carolina were cut by this
September hurricane, referred to as -The Great.- Later that year, a category 5
hurricane struck the Florida Keys, destroying or damaging all but eight of the
600 homes in Key West.
Two hurricanes hit Fort Brooke, present day Tampa Bay, within one month of each other, nearly destroying the town.
A cyclone kills about 60,000 people in Calcutta, India.
A hurricane struck the Southern Coast of Cuba, as predicted
by Father Benito Vi-es, his first hurricane warning. Father Benito Vi-es
studies of tropical storms and hurricanes made the Cuban forecasters some of
the best in the world at that time.
A hurricane and resulting storm surge struck the Meghna River region in present day Bangladesh killing more than 100,000 people. The resultant
disease claimed an additional 100,000 lives.
Seven hundred people were killed with a hurricane hit Savannah and Augusta, Georgia. Several barrier islands were completely submerged by the
Indianola, the leading port city in Texas, was destroyed by
a hurricane that had already dumped more than twenty-one inches of rain on Alexandria, Louisiana. Indianola was never rebuilt. Sea traffic was diverted to Galveston, making that city the prominent port until it was also destroyed by the Great
Hurricane of 1900.
On August 27, 1893, a category 3 hurricane struck Savannah, Georgia and submerged the Sea Islands in South Carolina killing more than 2,000
people, and leaving more than 30,000 homeless. In October, another storm
flooded a Louisiana bayou, killing more than 2,000 people.
Hurricane San Ciriaco strikes Puerto Rico, leaving 3,433
people dead and causing millions of dollars in damage.
Cyclone Mahina, a category 5 cyclone, strikes Bathurst Bay , Australia, bringing with it a 48 foot storm surge, and leaving over 400 people
The deadliest natural disaster in United States history,
this category 4 hurricane moved through Cuba into the Gulf of Mexico before
crashing into Galveston, Texas without warning. The storm brought tides as high
as fifteen-feet killing an estimated eight-to-twelve-thousand people. The cost
of damage was 20 million dollars. In today-s money, that would equate to 700
A hurricane strikes Cuba, the Florida Keys, and Texas with a storm surge of up to twelve-feet. It was estimated that as many as 900 people
As Miami neared the end of its first boom period, with the
extension of the Florida East coast Railway, a category 4 hurricane struck with
little warning. The 128 miles winds brought a 15-foot high storm surge caused 150
million dollars in damage (1.7 billion in today-s dollars), and taking the
lives of 350 people. The devastation led to the first building code development
in Miami, which was imitated in over 5000 cities nationwide.
The San Felipe/ Lake Okeechobee hurricane hit Puerto Rico on September 13th and continued through the Bahamas until it came ashore near Palm Beach, Florida on September 16th. The hurricane continued to cut a path
inland over the north shore of Lake Okeechobee, causing a lake surge of
nine-feet that drown the entire area. Some 2,500 people perished in Puerto Rico and Florida combined. The damage was estimated at 25 million dollars (300 million in 1990
U.S. dollars). This hurricane now ranks behind Galveston as the second
deadliest natural disaster in United States history.
As many as eight-thousand people were left dead in Santo Domingo, Dominican Republic as this hurricane ripped through the capital city.
A category 5 hurricane strikes Cuba leaving more that 3,000
dead and causing millions of dollars in damage.
August, September 1933
This was a very active year for tropical storms and
hurricanes. Twenty-one named storms are on record, including the category 4,
Great Chesapeake Hurricane, which caused 27.2 million dollars in damage (358.4
million in 2005 U.S. dollars), and claimed 30 lives. Virginia was hardest hit with
the center of circulation passing directly over Norfolk.
A Central America hurricane traveled over the Yucatan Peninsula before making landfall in Louisiana. Up to 3,000 people were killed with more
than 2 million dollars in damage to Louisiana.
The most powerful hurricane to make landfall in the United States occurred on Labor Day when a category 5 storm crashed into the Florida Keys before
turning north to the southeastern United States. The 180 mph winds and rushing
tides claimed the lives of 408 people, mostly WWI veterans working in the area.
With little warning, the -Long Island Express,- a category 3
hurricane, slammed into New York-s little island before ripping through southern
New England in less than six hours. There were 600 fatalities.
The Great Hurricane of September, 1944 is largely forgotten
in light of the previous two mentioned here. This is likely due to the fact
that the worst effects were experienced at sea. Five ships, including a United
States Navy destroyer and minesweeper, two United States coast Guard cutters,
and a light vessel were sunk by the storm, causing 344 deaths. The powerful
storm caused extensive damage from North Carolina all the way to New England estimated at 100 million dollars.
Hurricane technology in the 1950-s
In 1946, the United States Navy and Air Force organize
Hurricane Hunter squadrons in the Pacific and Atlantic. In 1947, Navy planes begin
seeding an Atlantic hurricane as part of Project Cirrus. The hypothesis of
storm seeding originates from Dr. Irwin Langmuir, who explored the idea that if
a plane flew into the eye of a hurricane, and dropped a payload of dry ice, or
silver iodide aerosols, the hurricane would form rain, and thus weaken its wind
strength. Unfortunately, the experiment failed. It has since been determined
that hurricane force winds already contain an abundance of ice crystals,
required to produce rain, and are beyond the control of mankind. In 1950, the
United States Weather Bureau officially begins naming hurricanes.
Hurricane Timeline from 1950 to 1960
- September 1950 - Hurricane Easy
sustains winds at 125 mph and dumps more than 38 inches of
rain of Yankeetown, Florida.
- October 1950 - Hurricane King hits
Miami carving a 10 mile path of destruction with gusts
reaching 150 mph and a storm surge as high as 19 feet.
- August 1953 - Hurricane Barbara
ravages the Carolinas with gusts of 90 mph, causing damage
over 1 million dollars and claiming one life.
- September 1954 - Hurricane Carol
hits North Carolina with winds up to 100 mph and damage of
- September 1954 - Hurricane Edna
nips at the heels of Carol causing damage to New England
exceeding 40 million dollars. Twenty-one people perished.
- October 1954 - Hurricane Hazel, a
category 4 storm, strikes North Carolina and brings
hurricane force winds as far as Canada. Hazel also brings
a record eighteen-foot storm surge at Calabash, North
Carolina. Wind gusts of 150 mph were recorded as Hazel
carved a path of destruction that cost more than 350
million dollars and left over 600 people dead.
- August 1955 - Hurricane Connie was
the first of three hurricanes to wreak havoc on the
Carolina-s that year. Connie produced heavy rains,
tornadoes, and wind gusts up to 100 mph, affecting North
Carolina, Eastern Pennsylvania, Delaware, New Jersey and
New York City. The storm caused devastating floods and
claimed the lives of 155 people.
- August 1955 - On the heels of
Hurricane Connie, just five days later, Diane made
landfall along the outer banks of North Carolina. Diane
was the first billion dollar hurricane to make landfall in
the United States. At her peak, Diane produced winds of
125 mph. Her flooding rains proved more devastating,
killing 200 people. It was Hurricane Diane that brought
about a Presidential Commission on Storm Modification that
eventually led to Project Stormfury (1963), another failed
attempt to seed hurricanes.
- September 1955 - Hurricane Ione
struck just one month after Connie and Diane, which
fortunately made landfall well after it had reached peak
intensity. Even so, it brought sixteen-inches of rainfall
to parts of North Carolina, 90 million dollars in damage,
and left six dead before turning seaward.
- September 1958 - Hurricane Helene was one of the
most powerful hurricanes of the 1950-s. Thankfully, she spared the Carolina-s, but just barely. Helene raged just 20 miles off the coast of Cape Fear with
winds whipping at 135 mph.
Hurricane technology in the 1960's
In 1955, the Miami office of the United States Weather
Bureau is designated the primary hurricane warning center responsible for
coordinating all forecasting and warnings issued for hurricanes in the Atlantic. The U.S. Weather Bureau founds the National Hurricane Research Project (NHRP)
which begins research flights into hurricanes the next year. In 1959, the Joint Typhoon warning Center is formed in Guam, combining itself with the Navy and Air Force
forecasting efforts. In 1960, TIROS I, the first experimental weather satellite
is launched, and promptly discovers an undetected tropical cyclone near New Zealand.
Hurricane Timeline from 1960 to 1970
- Summer 1960 - Hurricane Donna
sliced an erratic path from the Caribbean, through the
Florida Keys, into the Gulf of Mexico, back to and over
Florida before heading up the Atlantic coast to North
Carolina, New England, and completing her journey at Long
Island, New York. Her peak winds of 200 mph and 13-foot
storm surge claimed the lives of 50 people while causing
more than one billion dollars in damage.
- September 1961
- Hurricane Carla,
the most powerful storm to strike Texas in more than 40
years, brought winds of 170 mph, storm surge waves of at
least eighteen-feet, and caused 408 million dollars in
damage, killing 43 people.
- October 1961 - The wicked witch of
this Halloween, Hurricane Hattie, struck the capital of
Belize as a category 5 leaving some 275 dead in her path,
causing 60 million dollars in damage, and causing the
government of Belize City to relocate its government
offices inland to Belmopan.
- September 1963
- Hurricane Flora
became a category 4 storm just before making landfall on
southwestern Haiti then drifting westward through Cuba.
Flora was responsible for 8000 fatalities and billions of
dollars in damage.
- August 1964 - Hurricane Cleo
produced winds gusts of 138 mph, caused 125 million
dollars in damage, but thankfully did not claim any lives.
- September 1964 - Hurricane Dora
swept through the Northeastern coast of Florida, just
weeks after Cleo had subsided, with wind gusts of 125 mph
and a twelve-foot storm surge.
- September 1965 - Hurricane Betsy, a
category 3 storm, struck southern Florida and Louisiana.
This area of the United States will enjoy relative
calmness before the devastating storm of Andrew in 1992.
- October 1966 -Hurricane Inez, also
known as -The Crazy One,- carves it-s category 3, 190 mph
path, from the Caribbean to Florida, and then to Mexico,
producing millions of dollars of damage and claiming the
lives of 1,500 people.
- September 1967
- Hurricane Beulah
was a category 4 storm that hit Texas, producing a record
150 tornadoes after making landfall.-
- April 1968
- Cyclone Giselle, with
the highest wind speed ever clocked in New Zealand (166
mph), drove the Wahine ferry onto Barrett-s Reef. Despite
rescue attempts, 51 people perished when the ferry
capsized and sank.
- August 1969 - Hurricane Camille, a category 5
hurricane, came ashore over Gulfport, Mississippi with winds of 180 mph
and a record storm surge of more than 24 feet. The combination of winds,
surges, and rain killed more than 250 people and caused almost 1.5 billion
dollars in damage.
Hurricane technology in the 1970-s
The National Oceanic and Atmospheric Administration (NOAA),
and the National Hurricane Center (NHC) are formed. The first barotropic
hurricane computer forecast model, SANBAR, is put into operation at NHC.
Project STORMFURY carries out its last experiment when it seeds Hurricane
Ginger. The Saffir-Simpson scale, a 1 to 5 rating based upon hurricane
intensity, is created.
Hurricane Timeline from 1970 to 1980
- August 1970 - Hurricane Celia, a
category 3 hurricane, hit the Corpus Christi area with
winds as high as 180 mph. Eleven people were killed, 466
were injured, and the damage is recorded as 453 billion
- November 1970 -
Bhola crashed into Bangladesh with 190 mph winds and a
storm surge of 20 feet. The official death toll was put at
500,000 with another 100,000 missing. This is one of the
deadliest natural disasters in modern times.
- June 1972
- Hurricane Agnes hits the Florida panhandle, moves into
Georgia and heads north to New York. Although a minimal
category 1 hurricane, the widespread severe flooding from
Virginia northward to New York caused 2.1 billion dollars
in damage and killed 122 people.
- September 1974 - Hurricane Fifi
kills as many as 10,000 people in Honduras, destroying 80
percent of the banana crop and drowning two-fifths of the
- December 1974
- Cyclone Tracy,
equivalent to a category 5 storm, hits Darwin, Australia
causing 837 million dollars in damage, destroying more
than 70% of Darwin-s buildings and transportation
infrastructure, leaving 20,000 people homeless, and
- September 1975 - Hurricane Eloise,
a category 3 hurricane, produces a storm surge as high as
16 feet along the Florida Coast causing about 1 billion
dollars in damage and killing 21 people.
- November 1977
- A tropical cyclone
hits the Andhra Pradesh coastline in India killing over
10,000 people, leaving hundreds of thousands homeless, and
destroying almost half of India-s food grains.
- September 1979 - Hurricane David, a
powerful category 5 hurricane, rips through the Caribbean
before striking the coast of Georgia, and producing
tornadoes as far away as Long Island. Damage was estimated
at 320 million dollars. Two-thousand people lost their
lives to this storm.
- September 1979
- Hurricane Frederick slammed into
the Mobile Bay in Alabama after gaining strength while over Hispanola and Cuba, causing 3.5 billion dollars in damage.
Hurricane technology in the 1980's
Project STORMFURY is officially ended.- The first Synoptic
Flow experiment is flown around Hurricane Debby to help define the large scale
atmospheric winds that steer the storm. William Gray and his team issue the
first hurricane seasonal forecast. The Air Force disbands its Pacific Typhoon
Chasers squadrons. The Beta and Advection Model (BAM), and VICBAR, a nested
barotropic hurricane track forecast model, become operational.
Hurricane Timeline from 1980 to 1990
- August 1980 - Hurricane Allen, a
category 5 hurricane, is ranked as one of the strongest
storms ever recorded in the Atlantic. Allen-s eye didn-t
touch land from the time it crossed the Windward Islands,
including St. Lucia, until it came ashore near Port
Mansfield, Texas. Allen caused 2.6 billion dollars and
killed 274 people.
- August 1983 - Hurricane Alicia, a
category 3 hurricane, hammered Galveston and Houston,
causing 2 billion dollars in damage and killing 21 people.
- September 1985
- Hurricane Elena, a
category 3 hurricane, smashes into Biloxi Mississippi
causing 1.25 billion dollars in damage.
- September 1987
- Hurricane Gloria,
a category 3 hurricane, made landfall on the coast of
North Carolina before moving northward up the East Coast,
causing 900 million dollars in damage.
- September 1988
- Hurricane Gilbert,
the second most powerful storm ever recorded in the
Atlantic, hits the Yucatan before proceeding through the
Gulf of Mexico and crashing into Matamoras, Mexico.
Gilbert caused 5 billion dollars in damage and killed 318
- September 1989 - Hurricane Hugo, a category 5
hurricane, carved its path from the Caribbean until it made a direct hit
on Charleston, South Carolina. Its 20 foot storm surge and 160 mph winds
caused an estimated 7 billion dollars in damage, and claimed 50 lives in
the United States, the Caribbean, and the U.S. Virgin Islands.
Hurricane technology in the 1990's
Rapid scan high-resolution satellite loops are made of
Hurricane Luis, showing eye structure and motion. High resolution dropsondes
are released in the eye of Hurricane Guillermo in the eastern Pacific. These
reveal wind structure that surprise scientists. NOAA-s GIV high altitude jet
becomes operational, allowing examination of the steering flow around
hurricanes from a greater height.
Hurricane Timeline from 1990 to 2000
- April 1991 - A category 5 Bangladesh cyclone kills 138,000 people and leaves as many as 10 million homeless in the Chittagong region.
- August 1992 - Hurricane Andrew, a
category 5 hurricane, devastates South Florida with winds
of 165 mph, causing 30 billion dollars in damage and
claiming 26 lives in the United States and the Bahamas.
- September 1992
- Hurricane Iniki, a
category 4 hurricane, hits Kauai, Hawaii, causing 1.8
billion dollars in damage and killing 6 people.
- July 1994 -
Tropical Storm Alberto dumps an enormous amount of
rain over northwest Florida and southern Georgia leaving
31 people dead and causing 500 million dollars in damage.
- November 1994 - Hurricane Gordon
weaves its erratic path from Honduras, Nicaragua, and
Florida before making landfall in North Carolina and
turning back on Florida. The storm left 1,145 people dead
and caused 400 million dollars in damage.
- August -
October 1995 - With 19 storms on
record, this season goes down as the second-busiest storm season on record
(2nd to the
21 recorded in 1933).- Of note is Hurricane Opal, a
category 3 hurricane that came ashore in Pensacola,
Florida causing an estimated 3 billion dollars in damage.
- October 1996 - After the 1995
season, it was thought that 1996 could not be as bad, but
as it turns out, it was even worse. Six hurricanes reached
a category 3 or higher, causing 4.1 billion dollars in
damage and killing 147 people in the United States, Mexico
, Central America, and the Caribbean islands.
- October 1997 - A welcome relief
from the past two years, 1997 recorded only 3 hurricanes.
- December 1997
- Typhoon Paka, a
category 5 super typhoon,- ravages Guam causing 500
million dollars in damage
- October 1998
- Hurricane Mitch, a
category 5 storm, devastated Honduras and Nicaragua with
over 75 inches of rain, causing massive flooding and
mudslides. The death toll crept past 12,000 people and
damage exceeded 5.5 billion dollars.
- September 1999 -
caused the largest peacetime evacuation in history, with 3
million people fleeing from South Florida to North
Carolina. The death toll was nearly 80 people, mostly from
the storm-produced floods, and damage is estimated at 6
- October 1999
- Tropical cyclone 05B, equivalent to a
category 5 storm, hits Orissa, India, bringing with it a 26 foot storm
surge. A total of 9,803 people died, 40 were listed as missing, and the
damage was recorded at 4.5 billion dollars.
Hurricane technology in the 2000-s
A NASA experiment, run in conjunction with NOAA-s Hurricane
Field Program, collects detailed data sets on Hurricanes Erin, Gabrielle,
Humberto, and Tropical Storm Chantal. A major paper in
decadal swings in Atlantic hurricane activity. Mike Black and James Franklin publish a paper on hurricane eye wall wind profiles based on GPS dropsondes.
Hurricane Timeline from 2000 to 2006
- April 2000 -
Cyclone Rosita struck
Broome, Western Australia as a category 5 storm causing
severe damage and subsequent coastal erosion.
- October 2000 - Hurricane Keith, a
category 4 hurricane, strikes Belize City causing 2
million dollars in damage in Belize, Nicaragua, and
Honduras. Keith left 24 people dead.
- June 2001
- Tropical storm Allison dumps 37 inches of rain on
Houston, during her five day rampage, causing up to 5
billion dollars in damage, the costliest natural disaster
to ever hit Houston.
- October 2001
- Hurricane Iris hits
central Belize with 145 mph winds killing 28 people and
causing millions of dollars in damage.
- November 2001
- Hurricane Michelle,
a category 4 hurricane, strikes western Cuba and the Isle
of Youth with winds of 135 mph, killing 17 people and
causing widespread damage.
- October 2002
- Hurricane Lili, a
category 4 hurricane, kills 14 people and causes
widespread damage across the Caribbean and into Louisiana.
- March 2003
- Tropical Cyclone Erica
devastated the South Pacific islands as a category 5 storm
leaving at least one person dead.
- September 2003 -
a category 4 hurricane, is on record as the worst
hurricane to strike Bermuda since 1926. Fabian is
responsible for 8 deaths and 300 million dollars in
- September 2003 - Hurricane Isabel
was able to stay at the highest level a hurricane can
reach for over 30 hours, making it one of the longest
lasting category 5 storms on record. Isabel struck North
Carolina causing 16 deaths and 3.4 billion dollars in
- January 2004 - Cyclone Heta, a category 5 tropical cyclone, causes
150 million dollars of damage across Samoa, Tonga, and
Niue, and claims two lives.
- March 2004 - Cyclone Gafilo made
landfall on Madagascar as a category 5 storm, killing 350
people, and leaving 300,000 homeless from its extensive
- August 2004 - Hurricane Charley, a
rapidly intensifying category 4 storm, devastated Port
Charlotte, Florida, killing 35 people and causing 14
billion dollars in damage.
- September 2004 - Hurricane Jeanne,
a category 3 storm, leaves more than 3,000 dead in Haiti
as a result of flooding and mudslides.
- September 2004 - Hurricane Frances,
a category 4 hurricane, moved slowly across the Florida
Peninsula for more than 24 hours during Labor Day weekend.
Frances forced the evacuation of 2.8 million people,
spawned 75 tornadoes, caused 9 billion dollars in damage,
and left 49 dead.
- September 2004 - Category 5
Hurricane Ivan was responsible for 124 deaths throughout
the Caribbean and Eastern United States. Damage was
estimated at 14.2 billion dollars.
- July 2005 - Hurricane Dennis, just missing a category 5 strength
with 150 mph winds, causes damage up to 2.5 billion
dollars and claims 32 lives. Cienfuegos, Cuba bears the
brunt of its assault, but Dennis brought heavy wind and
rain to Jamaica, the Caymans, and Hispanola, before
eventually making landfall near Pensacola Florida.
- July 2005 - Hurricane Emily, a category 5 storm, claims 64 lives
and causes 300 million dollars in damage as it cut its
path through Grenada and the Yucatan Peninsula.
- August 2005 - Hurricane Katrina
crosses over Florida as a minimal category 1 hurricane
before gaining category 5 strength in the Gulf of Mexico.
While gaining her strength, Katrina stuck Buras, Louisiana
with 140 mph winds and then near Bay St. Louis,
Mississippi with 135 mph winds. Storm surges reached 27
feet and winds as high as 90 mph were felt as far east as
Mobile, Alabama, which experienced its worst flooding in
90 years. Waves as high as 48 feet happened offshore in
the Gulf of Mexico. Extensive flooding occurred in New
Orleans, which was actually spared the brunt of the storm.
The death toll is currently at 1,833 with damage of 81
billion dollars. Experts estimate the total cost of the
storm could reach 200 billion dollars, making Katrina the
costliest hurricane in United States history.
- September 2005 - Hurricane Rita,
following a similar track as Katrina, reached category 5
strength before making landfall on the Texas/Louisiana
border. Rita set a record for being the most powerful
Atlantic hurricane as measured by pressure. Weather
aircraft recorded minimum pressure of 895 mbar
- September 2005 - Hurricane Stan
barely made hurricane status but is worth mention here
because its torrential rains in Central America caused
flooding and mudslides that claimed the lives of more than
2,000 people, and caused damage estimated at 1.9 billion
- October 2005 - Hurricane Wilma was the 4th category 5 hurricane
to form in this season, and gradually decreased to a
strong category 4 storm before striking Cozumel, Mexico.
It moved over southern Florida with category 3 winds.
Wilma devastated the east coast of southern Florida. Waves
as high as 45 feet battered Havana, Cuba. Wilma claimed
the lives of 48 people from Florida to Haiti, causing an
estimated damage of 10 billion dollars.
- March 2006
- Cyclone Larry, a
category 4 storm crossed the Queensland coast in Australia
causing 1 billion dollars in damage and injuring 200
- April 2006
- Cyclone Monica, the
strongest cyclone ever recorded in the Southern
Hemisphere, caused massive flooding in far north
- April 2006
- Cyclone Mala,
equivalent to a category 5 hurricane, struck Myanmar,
India, causing severe damage and at least 22 deaths.
- May 2006
- Chanchu -- the strongest
typhoon on record to enter the South China Sea in the
month of May -- triggered houses to collapse and
landslides in Guandgong's Shantou city. The Typhoon was
the most powerful storm to strike Communist China.
- Jun 2007
Cyclone Gonu was the strongest tropical cyclone on record in the Arabian Sea. At its peek, the storm had winds of 150 MPH.
- Sept 2007
-Hurricane Felix set two records with help from two other storms. It was the first time two category five Category 5 hurricanes struck land during the same Atlantic hurricane season. Two weeks prior, Hurricane Dean hit Mexico. The other record set was for twin Atlantic and Pacific hurricanes making landfall on the same day. A few hours after Felix came ashore, Hurricane Henriette hit the Baja of Mexico.
- OCT 2007
- Typhoon Lekima causes floods and landslides in Vietnam killing at least 86 people.
- Nov 2007
- Cyclone Sidr makes landfall near Bangladesh, with recorded winds of up to 150 mph. At least 3,000 deaths were reported, with officials fearing it could be as many as 10,000.
- Feb 2008
- Cyclone Ivan hits slams Madagascar killing at least 93 people and affecting over 300,000 others.
2008 Cyclone Nargis makes landfall in Myanmar (formerly Burma).
The storm claimed more than 130,000 lives and left more than 2 million
homeless, according to the United Nations.. It was the the deadliest natural
disaster ever to strike the area.
Jun 2008- Typhoon Fengshen developed June 15 and hit China and the
Philippines directly, killing at least 1354 people with 41 still missing.
Aug 2008-Tropical storm Fay develops Aug 15 and makes its way through the
Caribbean, killing a total of 23 people there before moving on to Florida,
where it took the lives of another 14. Up to 25 inches of rain was received
in some areas of the state. Fay was the first storm on record to hit the
same U.S. state on four separate occasions, beating a previous record set in
- Aug 2008- Hurricane Gustav developed on Aug 25, and took a total of 125 lives and
cost up $20 billion in damage.
- Aug 2008- Hurricane Hanna formed Aug 28 and killed at least 529 people in
Haiti, mainly in the Gonaives area, after battering the region with
torrential rain and strong winds for several days.
- Sept 2008-
Hurricane Ike formed on September 1, and is responsible for 145 total
deaths. Sixty were reported in the United States, and another 74 in
storm-pummeled Haiti, where they had already been struggling with the
effects of the previous 3 storms which battered the island nation. A total
of more than 550 Haitian people lost their lives in these storms, as many as
1 million have been left homeless, and the entire city of Gonaïves was so
severely damaged that the Prime Minister says the city may have to be
Beginning as a disturbance in the Bay of
Bengal and eventually strengthening to a Tropical
Cyclone, Aila made landfall with wind gusts of up to 75
mph and a huge surge of seawater. At least 330 people were
killed with another 8,208 missing.
- Sept. 23
2009- Tropical storm Ketsana devastated the
Philippines with massive flooding, pouring a months worth
of rain on the city of Manila in just 12 hours. The
current death toll of at least 140 people is expected to
rise. The storm has been upgraded to a Typhoon, and
is now headed for Vietnam.
For the first time in recorded
history, 12 hurricanes formed this
year in the Atlantic basin without
any making landfall in the U.S. This
was tied with 1969 for the
second-highest number of hurricanes
recorded during a season.
June 30 - Hurricane Alex, the first
Atlantic hurricane of the season,
swept across the Gulf of Mexico and
made landfall on the Mexican coast.
The storm left two people dead,
caused widespread flooding, and
knocked out power for thousands of
homes and businesses in the
Monterrey metropolitan region of
Nuevo Leon, Mexico.
September 17 - Hurricane Karl moved
straight through Veracruz, México,
causing as many as 22 deaths and
forcing 40,000 into shelters.
September 23 – Matthew, a tropical storm, did its
worst damage after it was downgraded
to a tropical depression and moved
inland across northern Guatemala and
into southern Mexico, causing
torrential rain, flooding, and
landslides. Matthew caused 126
deaths near the Yucatan.
November 1–7 - Hurricane Tomas caused landslides and
heavy flooding in the Caribbean
islands, resulting in
41 deaths and $572 million in
damage. The storm was responsible
for the cause of 1,000 additional
deaths due to flooding that resulted
in contaminated water in Haiti and
initiated the recent cholera
The 2011 Atlantic hurricane season
was one of the most active seasons
in recorded history, producing 19
tropical storms, of which 7 became
hurricanes. Three of those were
August 27 - Irene was the first
hurricane—and the first major
hurricane—of the season, as well as
the only one to hit the U.S. this
year. It tracked across the Bahamas
and then pushed northward into New
England, with Vermont and New Jersey
hit the hardest. Death toll reached
55; 3 million were without power,
and damage estimates were at $7.2
November – Hurricane Katia, the
worst hurricane to hit Britain in 15
years, caused thousands to lose
power and touched off inland
August 28 - Hurricane Isaac claimed
at least two dozen lives in Haiti.
It slammed into into Louisiana with
winds of 80 mph. The storm moved
slowly over the state, creating
massive flooding in the New Orleans
area. Isaac arrived on the seventh
anniversary of Hurricane Katrina.
November 2013 - Super Typhoon Haiyan impacts
the southern part of Philippines,
killing 6300 people. It also
destroyed or severely damaged 1.1
million houses, leaving more than
four million people homeless.
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| 0.926646 | 7,984 | 3.46875 | 3 |
Date Published: 21 September 2017
Research confirms that good and bad moods are contagious. Depression isn't.
Are states of mind, or 'moods', socially contagious?
Expressed another way, might happy friends cheer us up and / or worried or dissatisfied friends reduce our own feelings about our life and situation? What about depression - is that contagious?
Recent research by academics at the Universities of Warwick and Manchester, in England, indicates that while both 'good' and 'bad' (positive and negative) moods can be 'picked up' from friends, depression can't. The latter is good news in view of the World Health Organisation's estimation that more than 300 million people of all ages suffer from depression globally, a 'leading cause of disability worldwide' and 'a major contributor to the overall global burden of disease', in some cases leading to suicide1.
The recent study2 used statistical methods to consider the extent to which friends' moods affect people, something which if found to occur to a significant extent, would suggest that states of mind can spread through friendship networks.
The team analysed data from the National Longitudinal Study of Adolescent to Adult Health3, which incorporates the moods and friendship networks of teenagers in American schools, and found that mood or 'state of mind' does spread over friendship networks, as do various different symptoms of depression such as helplessness and loss of interest. However they also found that the effect from lower or worse mood friends was not strong enough to result in others, such as their immediate friends, becoming depressed.
Public health statistics researcher Rob Eyre led the study and summarized 4:
" We investigated whether there is evidence for the individual components of mood (such as appetite, tiredness and sleep) spreading through US adolescent friendship networks while adjusting for confounding by modelling the transition probabilities of changing mood state over time.
_ Evidence suggests mood may spread from person to person via a process known as social contagion.
_ Previous studies have found social support and befriending to be beneficial to mood disorders in adolescents while recent experiments suggest that an individual's emotional state can be affected by exposure to the emotional expressions of social contacts.
_ Clearly, a greater understanding of how changes in the mood of adolescents are affected by the mood of their friends would be beneficial in informing interventions tackling adolescent depression."
Mathematical models helped to reveal that based on the data used in the study, having more friends who suffer worse moods is associated with a higher probability of an individual experiencing low moods and a decreased probability of improving. The opposite applied to teenagers in a more positive social circle.
The study also helped to highlight the distinction between depression and merely a 'low' mood. In addition it is useful to note the implication from this work that following general advice for improving ones mood and taking care of ones mental health, e.g. in terms of appropriate healthy exercise, sleeping well, and managing stress, can help teenagers' friends as well as themselves. On the subject of depression, as other people such as friends are not put at increased risk of illness, a positive course of action would be to show support to those affected.
Prof Frances Griffiths of Warwick Medical School, also co-author of the study, went on to explain that 4:
" The results found here can inform public health policy and the design of interventions against depression in adolescents. Sub-threshold levels of depressive symptoms in adolescents is an issue of great current concern as they have been found to be very common, to cause a reduced quality of life and to lead to greater risk of depression later on in life than having no symptoms at all.
_ Understanding that these components of mood can spread socially suggests that while the primary target of social interventions should be to increase friendships because of its benefits in reducing of the risk of depression, a secondary aim could be to reduce spreading of negative mood."
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| 0.958896 | 790 | 3.234375 | 3 |
|Online Judge||Problem Set||Authors||Online Contests||User|
TN's Kingdom II - Construction
It was the first anniversary of TN's coronation. After one year's reconstruction, towns and cities were gradually rebuilt. There emerged a call for a complete traffic system. Among all choices to solve the problem, TN considered the construction of an expressway system the best one. He followed his old way in planning - to build the fewest number of expressways that would connect all the cities.
Though it was a similar case to what had previously been done, differences existed. The most significant one was that building expressways was costly. TN wanted to minimize the cost to achieve the goal. It was known that the cost of building an expressway between two cities was proportional to the distance between the cities. What was more, the expressways were straight and no two expressways could cross each other due to technical limitations. Now TN was holding a map of his kingdom, fallen deep in thinking. How should he make the plan?
The input consists of a single test case. The first line of input contains a positive integer N not exceeding 105 which is the number of cities in the kingdom. Then N lines follow. Each line contains a pair of non-negative integers within 50,000, giving in that order the x- and y-coordinates of a city in the Cartesian coordinate system. The distance between two cities was measured in the L2-metric, which means for two cities located at (x1, y1) and (x2, y2), the distance between them was
Your solution should output a single number rounded to four decimal places which is the minimum cost of building the expressways under the assumption that building an expressway covering one unit of distance required exactly one unit of cost.
2 0 0 1 1
It is recommended that your solution uses standard C I/O interface to achieve better efficiency and avoid unpredictable behaviours.
POJ Monthly--2006.04.28, frkstyc@PKU_RPWT
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All Rights Reserved 2003-2013 Ying Fuchen,Xu Pengcheng,Xie Di
Any problem, Please Contact Administrator
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| 0.951393 | 470 | 2.984375 | 3 |
Read a story.
Write a post in which you first summarize the story. Next describe your responses to the characters and events at various points. Then develop two open-ended questions you are interested in discussing. Work with others in the class to develop a structured discussion around the group’s questions. Afterword add one or two paragraphs to your post, incorporating new insights or interpretations from your discussion.
Help with “structured discussion”? Use the comment form at the bottom of your post or the forums.
©2013 Mr. D. Sader | snowflakes | All Rights Reserved
Original post by Mr. D. Sader
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| 0.905649 | 133 | 3.40625 | 3 |
Recent survey analyses have shown that learning levels in Government run primary schools have remained consistently low. More alarming is the fact that almost half the children drop out after 8 years of elementary education, without acquiring minimum acceptable foundation skills. Poor classroom processes has been identified as a major reason for the low learning outcomes. Without adequate facilities to improve learning, children, especially those who have entered first time in a formal school, will lag behind and result in low motivation to come to school.
Shikshaantra Plus is KHUSHII’s attempt to create a welcoming environment for the children in Government schools to learn and grow. The programme defines learning as both academic skills and life skills that help children get closer to their life goals. The programme was initiated in 2016, in 2018-19, Shikshaantra Plus programme gained significant momentum in terms of benefitting to more children in new schools.
Today, 45,000 students in 30 Govt. schools in 10 states are the part of the programme. Remedial education in Hindi, English, Math, Science, regional language subjects were provided to students. Periodic assessments and weekly worksheets helped students gain understanding of various concepts and also informed them on the progress they made in due course.
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| 0.965324 | 253 | 3.3125 | 3 |
According to the World Bank, 5.46 yuan in China in 2005 stretched about as far as $1.33 in America in the same year. (That's using the 2005 consumption PPP rate of 4.089.) So by that calculation, China's new poverty line is eight cents higher than the World Bank's.
However, China deems a person poor if their income is less than $1.33 (at 2005 PPP) a day. The World Bank says they're poor if their consumption is less than $1.25 a day.
In China, the PPP estimates are biased. They looked at prices in 11 Chinese cities. But China's cities are much more expensive than China's villages. China's new poverty line is equivalent not to $1.33 per day, but to $1.83 per day (1.334*1.37) in 2005 $PPP.
China has declared a target to provide every Chinese person with enough to eat and wear, as well as basic education and housing by 2020. China aims to remarkably reduce the number of poor people in four years time, and fundamentally eliminate poverty by 2020.
China Daily - The revision will boost the number of people deemed poor to 128 million from 26.88 million last year. The enhanced poverty line will enable more rural households who were previously considered "low income" (but not poor) to gain access to benefits and programs for poor households.
The average per capita income of China's urban residents was 3.23 times that of rural residents in 2010, he said in an interview with Xinhua.
China increased its spending on poverty reduction from 12.75 billion yuan in 2001 to 34.93 billion yuan in 2010, representing an average annual growth rate of 11.9 percent
China will be implementing the "New Progress in Development-oriented Poverty Reduction Program for Rural China 2011-2020"
China's average standard for a rural subsistence allowance is 117 yuan per person per month, and the average subsidy is 74 yuan per person per month. The state provides the five guaranteed forms of support (food, clothing, housing, medical care and burial expenses) for old, weak, orphaned, widowed or disabled rural residents who are unable to work and have no family support.
Vocational training - Since 2004, the central government has appropriated a total of three billion yuan in poverty reduction funds for the "Dew Program," which focuses on training labor force from poor rural families in technical skills and practical agricultural techniques so that they can find better-paying jobs. By the year 2010, more than four million people from poor rural families had received such training, and 80 percent of them found jobs outside agriculture.
If you liked this article, please give it a quick review on ycombinator or StumbleUpon. Thanks
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en
| 0.965543 | 571 | 2.796875 | 3 |
The study of media processes and effects is one of the most central to the discipline of communication and encompasses a vast array of theoretical perspectives, methodological tools, and applications to important social contexts. In light of this importanceas well as the rapid changes in the media environment that have occurred during the past 20 yearsthis Handbook explores where media effects research has been over the past several decades, and, equally important, contemplates where it should go in the years ahead.
- Part I offers an overview of the field and conceptualizations of media effects, along with a range of quantitative and qualitative methodologies used in the study of media effects.
- Part II focuses on prominent theoretical approaches to the study of media effects from a more societal perspective, tracing their historical contexts, theoretical developments, criticisms and controversies, and the impact of the new media environment on current and future research.
- Part III emphasizes the various factors that influence the critical functions of message selection and processing central to a host of mass media application contexts.
- Part IV reflects a dominant trend in the media effects literaturethat of persuasion and learningand traces related theoretical perspectives through the various contexts in which media may have such effects.
- Part V explores the contexts and audiences that have been traditional foci of media effects research, such as children, violence, body image, and race, addressing the theories most applicable to those contexts.
- Part VI highlights a concern central and unique to the communication disciplinemessage mediumand how it influences effects ranging from what messages are attended to, how we spend our time, and even how we think.
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| 0.913203 | 327 | 3.03125 | 3 |
The cascade of fear
The Defense Cascade is a model that identifies how behavior and physiological changes occur over time during a fear experience. According to this model, animals go through three stages during the experience of fear. As the animal moves through each stage, the eliciting stimulus becomes clearer and closer, and arousal increases.
1) The pre-encounter phase is activated in situations where the animal recalls this stimulus in the past (such as when meeting a predator). During the pre-encounter phase, sweating increases, and heart rate and startle reflex decrease. It is believed heart rate and startle reflex first decrease because the animal is focused – looking for potential threats.
2)The animal moves from the pre- to post-encounter stage, when the animal identifies the threat, but this threat may still be ambiguous and physically distant. Thus, in the post-encounter phase the threat is not imminent. During the post-encounter phase, freezing and the startle behavior occurs. Freezing and startle have two functions – 1) pausing helps the animal to evaluate the presence of a threat and 2) pausing may prevent the predator from detecting the animal. Startle reflex and freezing behaviors are called inhibiting behaviors – because these behaviors stop the animal’s current activities and focus their attention on the threat.
3) In the circa-strike stage, the threat or predator is now clear and close to the animal. Note that from pre to post-encounter, heart rate drops, then increases in the circa-strike stage. In the circa-strike stage, the threat is now imminent and clear, thus the animal engages in overt, activating behaviors to avoid physical threat and danger. Activating behaviors include escape/avoidance, and if escape is not possible, then defensive behaviors such as aggression. It is important to note that these behavior changes occur very quickly. It probably takes milliseconds to move from inhibiting to activating behaviors.
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"I simply want to live an expressive and fulfilling life.
Many of us have abandoned our souls, lost our guidance from nature and destroyed our earth and the connection to OUR TRIBE.
I want to release some of my opinions and awareness on these tragedies and reveal how we can restore the health of our ecosystem through soulful expression...
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| 0.916057 | 497 | 3.078125 | 3 |
Science journalism has perhaps never been so critical to our world—and the demands on science journalists have never been greater. On any given day, a science journalist might need to explain the details of genetic engineering, analyze a development in climate change research, or serve as a watchdog helping to ensure the integrity of the scientific enterprise. And science writers have to spin tales seductive enough to keep readers hooked to the end, despite the endless other delights just a click away. How does one do it?
Here, for the first time, is a collection of indispensable articles on the craft of science writing as told by some of the most skillful science journalists working today. These selections are a wealth of journalistic knowledge from The Open Notebook, the online community that has been a primary resource for science journalists and aspiring science writers for the last decade.
The Craft of Science Writing gives you a crew of accomplished, encouraging friends to whisper over your shoulder as you work. In these pages, you'll find interviews with leading journalists offering behind-the-scenes inspiration, as well as in-depth essays on the craft offering practical advice, including:
- How to make the transition into science writing.- How to find and pitch a science story to editors.- How to wade through a sea of technicalities in scientific papers to spot key facts- How to evaluate scientific and statistical claims- How to report on controversial topics- How to structure a science story, from short news to long features- How to engage readers in a science story and hold their attention to the end
CONTRIBUTORS TO THE CRAFT OF SCIENCE WRITING: Christie Aschwanden, Siri Carpenter, Tina Casagrand, Jeanne Erdmann, Dan Fagin, Dan Ferber, Azeen Ghorayshi, Geoffrey Giller, Laura Helmuth, Jane C. Hu, Alla Katsnelson, Roxanne Khamsi, Maggie Koerth-Baker, Jyoti Madhusoodanan, Apoorva Mandavilli, Amanda Mascarelli, Robin Meadows, Kate Morgan, Tien Nguyen, Michelle Nijhuis, Aneri Pattani, Rodrigo Pérez Ortega, Mallory Pickett, Kendall Powell, Tasneem Raja, Sandeep Ravindran, Julia Rosen, Christina Selby, Alexandra Witze, Wudan Yan, Ed Yong, Rachel Zamzow, Sarah Zhang, Carl Zimmer.
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A New Birth of Freedom: The Battle of Gettysburg was a turning point in the Civil War, the Union victory that ended General Robert E. Lee's second and most ambitious invasion of the North. Often referred to as the "High Water Mark of the Rebellion", Gettysburg was the Civil War's bloodiest battle and was also the inspiration for President Abraham Lincoln's immortal "Gettysburg Address".
Welcome to the CivilWarTalk, a forum for questions and discussions about the American Civil War! Become a member today for full access to all of our resources, it's fast, simple, and absolutely free!
Gettysburg National Military Park (U.S. National Park Service)
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Human beings spend, on average, approximately one third of their lives asleep; eight hours a night, every night, for the entire seventy-odd year duration of our lives. We have created inventions and devised entire living spaces dedicated to our pursuit of this activity, which makes it all the more strange how relatively little we understand about it.
The actual mechanisms surrounding sleep are actually quite well documented; ‘everyone knows’ that there are two types of sleep, REM (rapid eye movement) sleep, characterised by one’s eyes moving around rapidly beneath closed lids whilst the rest of one’s muscles remain paralysed, and non-REM (or NREM) sleep. Less people know that NREM sleep is also typically subdivided into three separate types of its own; N1, in which the body is semi-awake and able of moving around, N2, in which one’s brain activity begins to change and it becomes harder to wake up the subject concerned, and N3, in which the body becomes even less responsive. In most people, sleep follows a fixed cycle of N1, then N2, then N3, N2 again and finally a short period of REM sleep before either awakening or the cycle starting again.
Of all these stages, it is REM sleep that provides the most interesting question. Contrary to popular belief, REM sleep is not the only period in which dreams occur (experiments in which sleepers are interrupted during different stages of their sleep cycle reveal that dreams can occur at pretty much any time), but dreams occurring during REM sleep are more common and the most memorable afterwards. It is also during this period in which a subject’s brain activity, at least in humans, most closely resembles that when the subject is awake, but a subject in REM sleep is also hardest to wake up and the least responsive to outside stimulus. It is for this reason that REM sleep is also someone known as ‘paradoxical sleep’.
However, the main reason REM sleep is so interesting is because it is thought to be the only sort of sleep that ‘matters’. To explain; some people nowadays are, apparently, terribly worried by how much time they spend asleep that could be more productively spent watching cat videos on YouTube, so have endeavoured to find alternative sleep patterns that minimise the amount of time they need to spend dead to the world. Most of these involve taking short naps at regular intervals throughout the day, adding up to about two hours sleep time total. An example is the ‘ultraman’ sleep schedule, which involves sleeping for 20 minutes at a time every four hours. When people are first adapting to this technique, it absolutely ruins them; their body is barely getting past the N1 stage before its preset cycle is broken, and they spend their days in a perpetual fuzz of sleep-deprived madness. However, after a week or so, their body learns to adapt to the change, and they find that their ‘power naps’ are perfectly sufficient to survive their sleep needs. When these successful adapters are monitored during one of these naps, it turns out that all of their 20 minute snooze is REM sleep, rather than the 20-25% normally expected. That they are able to function on this two hours of REM just as well as others are on their eight hours of ‘normal’ sleep, which comes out to around 2 hours REM, 6 hours NREM, suggests that it is the 2 hours of REM that causes us to feel rested, and as such is the only ‘important’ aspect of sleep.
This theory would probably be more understood and widely respected were it understood precisely what sleep is for. Whilst sleep deprivation is known to increase the risk of obesity, diabetes and heart disease and to adversely affect the brain, skeletal muscles and immune system, indicating its importance, nobody is quite sure precisely how or why any of it happens. Stanford researcher William Dement, who has spent over 50 years studying sleep and is the man who discovered the different stages of sleep, once said that “As far as I know, the only reason we need to sleep that is really, really solid is because we get sleepy.” Some theories suggest that sleep’s restorative properties stem from the way different chemicals and hormones are secreted during different sleep stages due to differential brain activity, but these arguments generally don’t explain the apparent importance of REM sleep despite it being so neurologically similar to wakefulness. Some suggest that sleep is an energy saving tactic, highlighting the effect that it has on the metabolism of a sleeping subject. However, whilst the body’s resting metabolic rate does decrease whilst sleeping, it only does so by between 5 and 10 percent, which is not evolutionarily sufficient justification on its own for spending eight hours a day incredibly vulnerable to attack. Not only that, but animals who hibernate (a fundamentally different process than sleeping), frequently wake up and go to sleep almost immediately, indicating that sleep fulfils an entirely different function (or set of functions) not satisfied by hibernation alone. Others highlight evidence supporting the idea that REM sleep is crucial to brain development in infants (most of a baby’s sleep time is spent in a REM state), but this doesn’t adequately explain why adults need lots of REM too. Yet another set of adherents point out the connection between sleep and memory, which may also be linked to why our brain reacts so badly to sleep deprivation, but offer no explicit link between the two or the way sleep affects our body physically. The true answer, if ever it is found, will probably lie somewhere in between all of these theories.
The key conclusion that can be taken from this post is, therefore, that sleep is weird. And that’s before we’ve even touched on the weirdest part of sleep: dreams, which I wouldn’t touch here with a ten foot pole. Some things just plain don’t want to be explained, and any field in which Inception isn’t a wholly ridiculous concept is most certainly one of them.
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Help support New Advent and get the full contents of this website as an instant download. Includes the Catholic Encyclopedia, Church Fathers, Summa, Bible and more all for only $19.99...
An eminent medieval Polish historian, b. at Brzeznica, 1415; d. 19 May, 1480, at Cracow. He was one of the twelve sons born to John and Beata. He received his primary education in Nowy Korczyn, then entered the Academy of Cracow, where he studied literature and philosophy. He was ordained priest in 1440, and appointed secretary of Cardinal Zbigniew Olesnicki, Bishop of Cracow. Later he became a prelate of the cathedral and preceptor for the children of the Polish King, Casimir IV, Jagielonczyk. He was employed as the ambassador of the Polish king to different foreign countries, and especially to Bohemia and Hungary, where he settled political disturbances. His ecclesiastical superiors sent him as their representative to Pope Eugenius IV, and as delegate to the Council of Basle. He decline the Archbishopric of Prague, but shortly before his death was appointed Archbishop of Lemberg. Dlugosz expended his great income for religious and philanthropic purposes; he founded both churches and monasteries, also burses for the maintenance of poor scholars.
The most beautiful church which he founded, and beneath which he was buried, is in Cracow, and is called Na Skalce (meaning, "Upon Rock", as the church was built on an enormous rock). As a Polish historian he outranks all who preceded him. He was not content to repeat the statements made by other chroniclers, but examined for himself the oldest Polish, Bohemian, Hungarian, Ruthenian, and German documents, to understand which thoroughly he studied, in his old age, several foreign languages. His works offer abundant and reliable material not only for Polish, but also for general, history.
Dlugosz paid less attention to beauty of style than to veracity of statement, and wrote in a philosophic manner, as one who saw the action and purposes of Providence in all historical events. His great history of Poland (Historia Polonica in twelve volumes) was composed by order of his friend and master Cardinal Olesnicki. The works of Dlugosz were first published incompletely in 1614, and fully in 1711. The best edition is that in fourteen volumes by Carl Mecherzynski: "Joannis Dlugosz Senioris Canonici Cracoviensis Opera Omnia" (Cracow, 1863-87). It includes his heraldic work "Banderia Prutenorum", also his "Life of St. Stanislaus", "Life of St. Kinga", lives of many Polish bishops (Sees of Wroclaw, Poznan, Plock, Cracow, etc.), "Liber beneficiorum diœcesis Cracoviensis", "Lites ac rec gestæ inter Polonos ordinemque Cruciferorum", "Annales seu cronicæ incliti regni Poloniæ".
APA citation. (1909). Jan Dlugosz. In The Catholic Encyclopedia. New York: Robert Appleton Company. http://www.newadvent.org/cathen/05069b.htm
MLA citation. "Jan Dlugosz." The Catholic Encyclopedia. Vol. 5. New York: Robert Appleton Company, 1909. <http://www.newadvent.org/cathen/05069b.htm>.
Transcription. This article was transcribed for New Advent by Christine J. Murray.
Ecclesiastical approbation. Nihil Obstat. May 1, 1909. Remy Lafort, Censor. Imprimatur. +John M. Farley, Archbishop of New York.
Contact information. The editor of New Advent is Kevin Knight. My email address is webmaster at newadvent.org. Regrettably, I can't reply to every letter, but I greatly appreciate your feedback — especially notifications about typographical errors and inappropriate ads.
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Instructor: A common construction when working with stateful computations allows us to update our state based upon its previous value. We bring in both a State and Pair constructors from crocks to see how this could be accomplished. We'll also define this initial state, which is an object that has a key of bubbles with the number of 42 as its value.
We'll start off by making a construction helper that takes a function defining how our state should be modified, which we'll call modifyState. ModifyState is defined as a function that takes a special function that accepts and returns the same type of s and gives us back an instant State s of unit.
Before we start implementing our helper, we first need to bring the unit constructor into scope for our usage.
With the usual suspects all rounded up, let's implement modifyState to accept a function fn and then promptly return a state instance that will take in the current State s and return a pair with unit in the resultant and the result of calling our function fn with the current state as our new state. Before we can call modifyState, we need an Endo function to define our modification.
What we're looking to do is increase our bubbles value on our state by 1. We need a function that takes and returns an object, as our state is fixed to the type of object. Crocks provides a binary function named mapProps that not only provides a means for our modification but matches the Object -> Object signature to boot.
To use mapProps, we need to partially apply an object of functions that will replace a given key's value with the result of applying the original value to the provided function. Here we'll target the key of bubbles but now need a function that will map its value by adding 1 to it.
It just so happens we have this curried add helper which returns the result of two numbers under addition. We can now plug it in partially applying the number 1 to it, but before we can run this, we've got to bring it into scope. To do this, we'll destructure it off of our nifty helpers object that we require in. We're good to go.
Now we give it a save and see we get back our instance just itching for some state to run. Let's oblige by calling evalWith with our initial state, save it down again. We see we get back our boring unit in the resultant. But if we call execWith with the same state, we see our state has been modified to now be an object with our bubbles incremented to 43.
Let's capture this state modification by creating a function that we'll call blowBubble. We'll define blowBubble as a function that goes from unit to a state with object in the state portion and unit in the resultant.
To implement this, it's as easy as ripping out our transaction from below and dropping it in as the body of blowBubble. Now, with our function implemented, we give it a call passing in Nothing and save down our changes to see that we still have our result but with a much better name.
This type of interaction with a state is so common when working with stateful computations that the State constructor provides a construction helper named modify to do the heavy lifting for us. We gain access to this helper by destructuring modify off of the State constructor and send these folks packing, as they're no longer needed.
We also get rid of our homegrown helper and update blowBubble to use modify instead. After saving this down, we see we still get back our bubbles 43, although one thing that is bumming me out right now is that blowBubbles seems like a one-off function. There's not much we can do with it.
Let's see if we can remedy this morose state of being and find some contentment in this new blowBubbles function. We'll define blowBubbles as a function that instead of taking a unit takes a number, returning a state with an object as the state and unit as the resultant. Now we take a number n as input and move our transaction into the body, replacing the partially applied 1 with our n.
Using our new function, blowBubble got a whole lot simpler -- as it is now, just a call to blowBubbles passing 1. Now we save it down and see that everything is still working as expected on the state side. A quick peek into our resultant shows our unit.
Why stop here? Now that we've parameterized our helper, we can reuse it in so many ways. Just by copying it down and making some slight modifications, we can create a whole mess of functionality that does the opposite.
To implement, we'll make a new function named burstBubbles that still takes a number n for the input, but in our body we now call blowBubbles, passing the additive inverse of our n. Let's give this function a play by jumping downstairs and replacing blowBubble with a call to burstBubbles, providing 10 as our input. After a quick save, we now have 32 bubbles.
We can now reuse this function to create a little buddy for blowBubble, getting even more usage out of our single-state transaction and thus demonstrating the power of parameterization. We'll name this new function burstBubble and replace the body to call burstBubbles instead, keeping 1 as the input.
After jumping downstairs and calling burstBubble with Nothing, we get our expected 41 bubbles.
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10 Pages Posted: 25 Sep 2002 Last revised: 18 Nov 2015
Date Written: November 17, 2015
La versión española de este artículo se puede encontrar en: http://ssrn.com/abstract=1182255.
We use three different definitions of cash flow: equity cash flow (ECF), free cash flow (FCF) and capital cash flow (CCF). We also answer to the question: When net income is equal to the equity cash flow? When making projections, dividends and other payments to shareholders forecasted must be exactly equal to expected equity cash flows.
May a company have positive net income and negative cash flows? Of course: one has only to think of the many companies that file for voluntary reorganization after having a positive net income. This is precisely what happens to the company AlphaCommerce that we show as an example.
A company's net income is a quite arbitrary figure obtained after assuming certain accounting hypotheses regarding expenses and revenues (one of several that can be obtained, depending on the criteria applied). However, the ex-post cash flow is an objective measure, a single figure that is not subject to any personal criterion.
Keywords: equity cash flow, free cash flow, capital cash flow, net income
JEL Classification: G12, G31, M21, M41
Suggested Citation: Suggested Citation
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What Parents Need to Know About Field Trip Injuries
For many schoolchildren, few things are more exciting than a field trip. Not only do field trips allow students and teachers to get out of the classroom for a day, but visiting museums, historical sites and other student-friendly areas allow children a visual and hands-on educational experience that goes unparalleled by classroom learning.
Whether you’re a teacher, parent or chaperone, chances are the last thing on your mind is that a student will be injured or killed on a field trip. But no matter where you’ve taken students on a field trip, accidents can occur in a matter of seconds due to somebody else’s negligent behavior or careless mistake. Just ask any Houston accident lawyer or any other attorney throughout America.
How can injuries occur on field trips?
Injuries on field trips can leave parents feeling shocked, frightened, confused and even angry. That’s because when we put our children’s safety into the hands of teachers, bus drivers, chaperones and people working at the field trip site, we expect that their safety and security will be placed above all other priorities. But sometimes this is not the case.
From the moment a child boards the bus to the field trip site to the second they return to their school, a variety of different accidents can occur that lead to catastrophic injuries. Common causes of field trip accidents include the following:
- Bus accidents caused by distracted, fatigued or intoxicated bus drivers.
- Failure to monitor students by teachers, chaperones, and on-site staff.
- Dangerous premises accidents (falls from a height, child hit by falling objects).
- Lack of safety equipment or warning signs at a field trip site.
- Negligent security leads to a child’s assault or rape.
Determining who is responsible for a child’s injury during a field trip can be incredibly difficult. A variety of factors come into play that include the age of the student, location of the field trip, and the conduct of teachers, chaperones and employees of the field trip site immediately preceding the accident. For example, liability in an accident case involving kindergarten students injured in a bus accident could be much different than a case involving high school seniors visiting a potentially dangerous manufacturing plant.
What should you do if your child was injured on a field trip?
It can be hard knowing what to do after your child was injured on a field trip. You rightfully want to focus on your child’s recovery. Chances are the last thing on your mind is dealing with a school system, field trip site employee, or insurance company that wants to discuss money.
However, your child may have suffered costly injuries that last a lifetime. You might have been required to sign a waiver on your child’s permission slip releasing the school system of all liability for your accident. Even worse, you may be pressured by an insurance company to accept a fast settlement before you even know how much your child’s injuries will truly cost.
That isn’t fair. Just because an insurance company made an offer doesn’t mean you have to accept it. Just because you signed a waiver doesn’t mean an irresponsible school employee or field trip site employee shouldn’t be held responsible for his or her actions.
A lawyer can help fight to make things right for your child. Field trip accidents are complex legal matters. With the help of a lawyer, you may be able to hold negligent parties accountable for their actions and recover the compensation you and your child need – and deserve – to get back on track.
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Avaccination for the global cyber attack that infected thousands of machines in dozens of countries has been discovered by an American security researcher.
The simple antidote to the Petya ransomware, which stops computers from being able to launch and demands a $300 (£234) payment, uses an empty folder to block the virus from working.
It could prevent further companies from falling victim to the attack that hit the Ukrainian National Bank, advertising giant WPP and US law firm DLA Piper. In total the incident affected 12,500 machines in 64 countries, according to Microsoft.
The fix is reminiscent of the “kill switch” for the WannaCry attack earlier this year that stopped the rapidly spreading virus after it had already infected more than 200,000 machines. But it can’t stop the Petya ransomware from spreading to more computers.
About | Ransomware
What is ransomware?Malicious software that locks a device, such as a computer, tablet or smartphone and then demands a ransom to unlock it
Where did ransomware originate?The first documented case appeared in 2005 in the United States, but quickly spread around the world
How does it affect a computer?The software is normally contained within an attachment to an email that masquerades as something innocent. Once opened it encrypts the hard drive, making it impossible to access or retrieve anything stored on there – such as photographs, documents or music
How can you protect yourself?Anti-virus software can protect your machine, although cybercriminals are constantly working on new ways to override such protection
How much are victims expected to pay?The ransom demanded varies. Victims of a 2014 attack in the UK were charged £500. However, there’s no guarantee that paying will get your data back
Unlike the WannaCry kill switch, discovered by 22-year-old self-taught Marcus Hutchins, the Petya antidote must be manually downloaded onto computers ahead of their being affected.
Amit Serper, the security researcher from Boston who discovered the solution, warned that it is probably a “temporary fix” rather than a tool to stop the problem completely.
Serper found the solution to the problem working with a UK-based cyber expert who goes by the name of Hacker Fantastic. Serper was on holiday with his family in Israel when the problem started.
When the Petya ransomware infects a machine it searches for a folder called “perfc.dll”. If it can’t find the folder it takes hold of the computer, locking files and part of the hard drive. In the event that it finds the file the ransomware is not able to work.
Following his discovery, Serper was inundated with messages of praise and some job offers. He eventually turned off notifications for people he doesn’t follow on Twitter and said he didn’t want a new job.
“I’m very happy with working for Cyber Reason, please stop emailing me. Also, appreciate the praises but let’s not go crazy. I’m not that good,” said Serper.
In a follow-up tweet he added: “Thanks for all the kind words. This is a temporary fix, let’s focus on patching, less on thanking me. Thanks again, I’m humbled.”
A kill switch for Petya appeared to be less pressing than it was for WannaCry as the former doesn’t spread in the same rapid way.
“There is low risk of new infections more than one hour after the attack,” Hutchins said.
The attack could have infected computers in the first instance through a flaw in accounting software, according to Cisco.
It is not clear who is behind the attack, which appeared to inflict most damage in Ukraine, but research indicates it could have been a nation state assault.
“Based on initial analysis by CyberArk Labs, what we know now is that NotPetya is different from WannaCry in that it appears to be sparing endpoints that use a US English-only keyboard. This seemingly self-imposed restriction has been seen in nation state attacks,” said
Companies in more than a dozen countries were affected by the ransomware, including the UK, US, Ukraine, Russia, Italy, Germany, France, Japan and China.
The first incident appeared in Kiev before spreading across Ukraine and Russia. At the time of writing there hadn’t been any new instances of the infection but computer systems remained crippled.
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30 Sec Answer: The three main treatments for Attention Deficit Hyperactivity Disorder (ADHD) are medication, psychotherapy, and lifestyle changes.
What is ADHD?
Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that affects millions of people worldwide. It is characterized by difficulty in paying attention, controlling impulsive behaviors, and/or being overly active. According to the Centers for Disease Control and Prevention (CDC), 11% of children between 4-17 years old have been diagnosed with ADHD. It can be a lifelong condition that requires proper management through different types of interventions and treatments.
Types of ADHD Treatments
There are three main treatment approaches for managing symptoms of ADHD: medication, psychotherapy, and lifestyle changes. Let’s take a closer look at each one below:
Medications are usually prescribed to control symptoms associated with hyperactivity, impulsivity, and distractibility. Stimulant medications such as Adderall or Ritalin are the most common type used to treat ADHD in both children and adults. These drugs work by boosting the activity of neurotransmitters responsible for regulating attention and behavior in the brain. While these medications are effective for many people, they also come with some side effects such as insomnia, decreased appetite, headaches, and more. For this reason, it is important to consult your doctor before taking any medication for ADHD.
Psychotherapy involves working with a trained mental health professional who can help you understand your symptoms and develop coping strategies to manage them better. Cognitive Behavioral Therapy (CBT) is one of the most popular forms of therapy used to treat ADHD in both children and adults. CBT focuses on helping individuals identify thought patterns that may be contributing to their symptoms, as well as developing healthier ways of thinking and behaving. Other therapies such as play therapy or family therapy can also be beneficial in treating ADHD in children and adolescents.
3. Lifestyle Changes
Making simple lifestyle changes can also be helpful in managing symptoms of ADHD. This includes creating a routine and sticking to it; making time for physical activity; reducing stress levels; avoiding distractions such as television or video games; limiting caffeine intake; getting enough sleep; eating a healthy diet; and breaking tasks down into smaller pieces so they’re easier to complete. All of these steps can make it easier to stay focused and maintain a positive outlook on life despite having ADHD.
Benefits Of Treatment
No matter what type of treatment approach you decide on for yourself or your child, it’s important to remember that seeking treatment for ADHD can bring about many positive benefits. This includes improved academic performance; increased concentration levels; better self-esteem; better relationships with friends and family members; fewer disruptive behaviors; improved decision-making skills; better organizational skills; improved sleep quality; reduced anxiety levels; increased job satisfaction; improved moods; enhanced social interactions; increased ability to focus on tasks; improved communication skills; better impulse control; improved problem solving skills; reduced aggression levels; improved ability to concentrate for longer periods of time without getting distracted easily; improved understanding of emotions among others!
How To Choose A Treatment Plan?
Choosing the right treatment plan will depend on many factors including age, severity of symptoms, current lifestyle habits, overall health status, etc.. When deciding which option is best suited for you or your child, consulting with your doctor or mental health provider is always recommended as they will be able to provide individualized guidance based on each person’s unique needs. It’s also important to keep in mind that while all three treatment approaches – medication, psychotherapy, and lifestyle modifications – can be effective in managing symptoms associated with ADHD, they may not work equally well for everyone. That’s why it’s essential to speak with a medical professional before beginning any new course of treatment or trying out any self-care strategies on your own.
At the end of the day, finding the right combination of treatments for ADHD depends largely on an individual’s personal preferences and needs as well as the support from doctors or mental health professionals who specialize in this field. While there is no single “cure” for this disorder, making small changes over time can help reduce its impact on daily life significantly!
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Diagoras | Ancient Greek Philosopher
Updated: Nov 20, 2019
Diagoras of Milos was a Greek poet and sophist of the 5th century BC who was regarded as an atheist, was against Greek religion and criticized the Elefsinian Mysteries.
Photo title: Détail de l’ École d’ Athènes, représentant Diagoras (gauche) et Critias (droite) | Photo by: in the public domain (according to Wikimedia Commons)
Thus, he had been forced by the Athenians to flee the city. Not much is known for certain concerning his philosophical views. The only certain thing is that Diagoras was one of those philosophers who, like Socrates, were offensive regarding their views on the worship of gods.
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Molecular Plant Referencing Guide
This is the Citationsy guide to Molecular Plant citations, reference lists, in-text citations, and bibliographies.
How to do citations in Molecular Plant style?
The complete, comprehensive guide shows you how easy citing any source can be. Referencing books, youtube videos, websites, articles, journals, podcasts, images, videos, or music in Molecular Plant.
How do you cite a book in the Molecular Plant referencing style?Here’s an example book citation in Molecular Plant using placeholders:
Last Name, F. N. (2000). Title. Edition. Editor Last Name, E. F. N.(ed. City: Publisher.
Molecular Plant citation:
Rowling, J. K. (1997). Harry Potter and the Philosopher’s Stone. 1st ed. London: Bloomsbury Publishing Inc.
How to reference a journal article in the Molecular Plant citation style?
Here’s a Molecular Plant journal citation example using placeholders:
How do you cite scientific papers in Molecular Plant format?
Author1 LastnameA. F., and Author3 LastnameA. F. (2000). Title. Container Volume:pages Used.
Petit, C., and Sieffermann, J. (2007). Testing consumer preferences for iced-coffee: Does the drinking environment have any influence? 18:161-172.
How to cite a website in a paper in Molecular Plant style?Here’s an Molecular Plant example website reference:
Author1 LastnameA. F., and Author2 LastnameA. F. (2000).https://www.example.com Accessed July 14, 2020.
on The Guardian website:
Tran, M. (2008).https://www.theguardian.com/world/2008/nov/05/uselections20083 Accessed July 14, 2020.
Citing websites and links in Molecular Plant is much easier with the Citationsy Chrome Extension →
How to cite a YouTube video Molecular PlantHere’s a Molecular Plant citation YouTube video example:
ChannelName (2000).YouTube. https://www.youtube.com/watch?v=XXXXXX Accessed July 14, 2020.
Pixar (2015).YouTube. https://www.youtube.com/watch?v=8W6rntBADUQ Accessed July 14, 2020.
How to cite a podcast using Molecular Plant referencing styleIt is becoming more and more common to reference podcasts in essays or other school work.
Here’s how to reference a podcast it in Molecular Plant.
Lastname, F. (2000). Title Advance Access published January 1, 2000.
This American Life (2018). 640: Five Women Advance Access published March 2, 2018.
How to cite a piece of music or a song using Molecular Plant referencing style?An example song citation in Molecular Plant.
Lastname, F. (2000). Song Title.
The Beatles (1969). Here Comes the Sun.
You can automate citing and referencing any source in Molecular Plant using Citationsy.
Cite sources using the Molecular Plant Citation Machine
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The day after Christmas we visited the Natural History Museum, which is beautifully preserved in its original ornate splendor. Many of the exhibits are in original wood and glass cases. However, the interpretive materials are very up to date and raise important questions about global warming, the ozone layer, and the extinction of species around the world. The main photo here shows a detail of the architectural ornamentation in the rotunda area, which echoes the art historical museum across the plaza.
A typical exhibit hall with original cabinetry, and murals on the walls above.
There is also a late 19th century lecture room, where we saw a very modern show of projected images of live microscopic creatures that would be typically found in your kitchen, bathroom, and common outdoor areas (eeuuww factor pretty good for the children present!)
And a grim reminder of my own research in Vienna – but I was glad to see that the Museum has tackled this issue of conscience in its interpretative materials: there are some display cases along the stairs to the 2nd level showing the history of the museum, and they include documentation of the Naxis’ racial “science” experiments in which they measured the physiognomy, hair and skin color, and other features to create a worldwide racial map as part of their project of “proving” the superiority of the “Aryan” race. This photo shows an actual film clip from the Nazi era.
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WHAT IS CANNABIVARIN (CBV)?
Cannabivarin (CBV), is the second most occurring cannabinoid in the cannabis plant. Just like CBD, CBV is a non-psychoactive cannabinoid I.e. it does not get the user high.
Little or nothing is known of when and how CBV was identified. Being a cannabinoid that is oxidized from tetrahydrocannabivarin (THCV), it is said that a drug test on the usage of CBV will detect the use of THC, even though CBV might be more than THC.
One can then draw insights into when CBV was discovered. What most people read in literature is that delta 9 THC was discovered by Raphael Mechoulam at Hebrew University, Israel in the year 1964. THC had been discovered earlier before than in the 1940s by Roger Adams a US chemist.
Cannabivarin is an analog of the popular Cannabinol (CBN) along with the side chain that is shortened by 2 methylene bridges. Cannabivarin is an oxidized product of THCV, THV – tetrahydrocannabivarin. Just like other lesser-known cannabinoids, little is known about CBV due to the lack of adequate research.
CBV is a member of the phytocannabinoids group, which has other cannabinoids like cannabichromene and cannabigerol (CBG). As far as the chemistry of CBV is concerned, CBV has no double bond isomers or stereoisomer.
Even though scientists have been able to identify more than 120 phytocannabinoids, there is still limited knowledge of CBV and its future use. To determine the potential use of CBV, we need more research on cannabinoids as a whole.
Although the research on the use of marijuana and phytocannabinoid especially THC is ongoing, many other cannabinoids like CBV are yet to be thoroughly studied.
HOW DOES CBV WORK?
Scientists are yet to determine how cannabidivarin works, but preliminary research explains how phytocannabinoids as a group impact the body. Phytocannabinoids seem to affect the Endocannabinoid System (ECS) of the body.
Endocannabinoids are naturally produced by the body to help regulate the body’s system and function. Studies reveal that phytocannabinoids can stimulate the ECS and send signals to targetted parts of the body to address certain health conditions.
Related: CBD vs CBN
This means plant-derived cannabinoids can mimic the functions of the endocannabinoids produced by the body.
POSSIBLE THERAPEUTIC BENEFITS
The possible pharmaceutical use of CBV is not yet known still due to the lack of research, but this does not indicate it doesn’t have any.
Since it is a cannabinoid, it might be potentially used in reducing vomiting and nausea, improving sleep, treating brain tumors, mood disorders, multiple sclerosis, neuropathic pain, and increasing sexual desire.
CBV has a similar structure to cannabinol (CBN) and many other phytocannabinoids.
A drug test on the usage of CBV will detect the use of THC, even though CBV might be more than THC
Campos AC, Fogaça MV, Scarante FF, Joca SRL, Sales AJ, Gomes FV, et al. Plastic and neuroprotective mechanisms involved in the therapeutic effects of cannabidiol in psychiatric disorders.
Pivik RT, Zarcone V, Dement WC, Hollister LE. Delta-9- tetrahydrocannabinol, and synhexl: effects on human sleep patterns. Clin Pharmacol Ther. 1972;13(3):426–35.
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In this project we aim to assess phenotypic plasticity and local adaptation in water use traits of Australian Pelargonium species
Natural selection can lead to genetic differentiation in phenotypic plasticity, trait means or both. In long term, natural selective pressures can generate ecotypic divergence and speciation. Australian Pelargonium species show high differences in distribution ranges and environmental conditions. Thus, the Australian Pelargoniums provide an ideal study system to examine the role of natural selection in diversification of mean and plasticity in important functional traits. In this project, we assess the genetic differentiation among and within Australian Pelargonium species in phenotypic plasticity and trait mean of physiological, morphological and biochemical traits related to water economy in response to water availability. We also tested whether plasticity is adaptive, maladaptive or neutral under different water regimens. Results derived from this study will enable us to elucidate the importance of local adaptation and phenotypic plasticity in the evolution of pelargoniums and the evolutionary capacity of water traits under environmental changes.
This project is a collaboration with Jose Ramirez-Valienta who was a visiting Post-Doctoral Fellow in the lab (firstname.lastname@example.org), Chong Ren Ong (former Honours student), Justin Borevitz in RSB.
If you'd like to learn more about this topic, see these papers by lab members:
- Jones, C. S., H. I. Martinez-Cabrera, A. B. Nicotra, K. Mocko, E. M. Marais and C. D. Schlichting (2013). "Phylogenetic Influences on Leaf Trait Integration in Pelargonium (Geraniaceae) : Convergence, Divergence, and Historical Adaptation to a Rapidly Changing Climate." American Journal of Botany 100(7): 1306-1321
- Jones, C. S., F. T. Bakker, C. D. Schlichting and A. B. Nicotra (2009). "Leaf Shape Evolution in the South African Genus Pelargonium L' Her. (Geraniaceae)." Evolution 63(2): 479-497.
- Nicotra, A. B., M. J. Cosgrove, A. Cowling, C. D. Schlichting and C. S. Jones (2008). "Leaf shape linked to photosynthetic rates and temperature optima in South African Pelargonium species." Oecologia 154(4): 625-635.
- Nicotra AB, Davidson A (2010) Adaptive phenotypic plasticity and plant water use. Functional Plant Biology 37(2), 117-127.
- Nicotra AB, Atkin OK, et al. (2010) Plant phenotypic plasticity in a changing climate. Trends in Plant Science 15(12), 684-692.
- Nicotra AB, Hermes JP, Jones CS, Schlichting CD (2007) Geographic variation and plasticity to water and nutrients in Pelargonium australe. New Phytologist 176(13), 136-149.
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Turning Out Photographs by the Million
Great Plants in All Parts of the Country Are Developed to Supply Quick Service and Assistance for Army of Amateurs
DEVOTED exclusively to developing films and printing pictures for an army of amateur camera enthusiasts, great plants have been built up in all parts of the country. During the “busy” months of June, July, August and September, when the weather is best suited to taking pictures, the seven largest finishing plants in Chicago handle more than 114,000 pictures daily. Several have an output of 8,000 to 12,000 every twenty-four hours, and many print more than 5,000,000 as an annual average.
In Cincinnati, a single company serves almost a hundred drug stores, employing a fleet of automobiles to collect the film and deliver the pictures to the proprietors who have found that the “side line” in film service is a profitable advertisement and brings in potential customers. In one week, one of the collectors for this company brought in 20,000 spools of film and as many as 17,500 prints have been distributed in a single day.
HOW CAMERA SHUTTERS WORK
CAMERAS are constructed to be light-tight, and yet in order to make an exposure it is necessary to let light into the camera and onto the film. This requires a special mechanism called the camera shutter. It is so designed that when a release is pressed, it will move, let light into the camera for a moment or so, and then close and protect the film again from the light. As films have been made more sensitive and shorter exposures made possible, the design and construction of camera shutters has been improved until today there are shutters that split seconds into almost unbelievably small fractions and let light into the camera for just that fractional part of a second. Most of the smaller hand cameras with which we are familiar are fitted with one, or even both, of two types of shutters.
Freak Movies Easy with New Amateur Camera
A NEW sixteen-millimeter movie camera now places the professional’s bag of tricks in the hands of the amateur. Fade-outs, double exposures, animations, and enlarged close-ups are only a few of the unusual shots that can be obtained merely by pressing buttons.
Besides lens turret and slow-motion shutter, this new product of the Eastman Kodak laboratories in Rochester, N. Y., has a number of other improvements not found on the ordinary high-grade home movie camera. A crank that runs the film through the camera backwards, an accurate, geared film footage indicator, a unique focusing device, and a shutter that can be opened or closed while the camera is operating are important features.
MM’S Cover from Painting to Magazine
Three photo negatives are made of 21″x30″ oil painting (below). At same time screen of 133 dots to inch is placed between plate and lens. On one negative all but blue color is filtered out, second all but red, and third yellow. Proof of type for the cover is photographed. Type on negative is masked for drawing.
Making Money with Your Pictures
WOULD you take $9,000 for that prize snapshot of yours? Well, would $13,000 interest you?
It’s not ridiculous. Good shots by amateurs with ordinary cameras have turned into “best sellers” earning money in four and five figures. In fact, some are worth more—and are recognized familiarly by more people—than a painting by an old master.
Who doesn’t remember, for example, that famous picture of the sinking of the “Vestris”? It was one of the best sellers of all time; earned more than a thousand dollars for the young pantry man who was the only person cool enough in the face of death to cock a camera and click the shutter; and undoubtedly earned thousands for the picture services distributing it to newspapers and magazines. It is still earning money ten years later—witness the fact that this magazine paid sixty-five dollars for the privilege of printing it here.
Single-Lens Camera Uses Reflex Principle
Composing, focusing and picture-taking are all accomplished through one lens of a new miniature camera that uses the single-lens reflex principle. Without increasing the convenient size of the miniature, the new design enables the photographer to focus with a brilliant, full-size image on a ground glass while holding the camera at eye level.
Stage Your PUBLICITY SHOT
By RICHARD W. EMERY
COMPETITION in the sale of publicity shots is keen and it takes more than just luck to sell an editor. The successful free-lance photographer knows that a good publicity shot must be built around a basic idea that will attract a great amount of attention. If not, his work will never see print. The basic idea may be to entertain, instruct or arouse curiosity, or its purpose may be to kindle a desire to possess something, to go somewhere or to do some particular thing.
There are many reasons for planning setup shots. Advanced planning enables you to create a picture in which the basic idea is presented forcefully and in such a manner that the picture completely tells a story or strongly conveys one thought.
Prince’s Weapon Is a Camera-Gun
When Prince Hanwant Singh, young maharajah of Jodhpur in India, goes hunting pictures, he is armed with a specially designed camera-gun that assures steady aiming. Designed to take various telescopic lenses, the rifle-butted camera brings distant subjects up close. The telescopic sight permits exact aiming on subjects a half mile away.
Camera Fan Lays Trap for Thief
Set a camera to catch a thief. That is the revised version of the old proverb which Joseph Marques, of Plymouth, Mass., used to trap a “phantom burglar” who had eluded police in fifteen robberies. An amateur photographer employed by a local theater, Marques rigged up a homemade camera trap and placed it in the office of the theater. As soon as the burglar forced a window and vaulted into the room, the mechanical sleuth went into action. In quick succession, a buzzer sounded, causing the thief to look in the direc^ tion of the camera; a magnet flipped open the shutter; and a relay set off photoflash bulbs. A bell frightened the intruder away before he could locate the camera. So clear was the resulting photograph that, within a few hours, the police announced the capture of the burglar.
Tricks of the Composite Photograph
by Paul Hadley
THE making of composite, or combination photos, is one of the simplest branches of trick photography, yet is one which the amateur photographer seldom attempts. Easier by far than the double exposure or distorted perspective pictures, the results are more unusual and bizarre, in that parts of any two or more photos may be combined to make a freakish result. Professionals often resort to this method in making “photomontages,” which are often seen in publications. Probably most of you have seen the novelty photo cards in which, for instance, a wagon is seen creaking under the weight of two giant apples which it is carrying to market, or perhaps an ear of corn being loaded on a flat car with a derrick. Many other variations of this type of picture are to be found, all of which were made by the simple method of combining parts of several prints to make a whole.
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Turn on the 24-hour clock. Enter the "time set" mode.
Adjust the time to match an accurate 12-hour or 24-hour clock. From 1:00 a.m. until 12:00 p.m., the times are set identically on both 12- and 24-hour clocks. The equivalent of 1 p.m. for a 24-hour clock would be 13:00, for 2 p.m., 14:00 and so on consecutively until 23:59 (11:59 p.m.). Midnight on a 24-hour clock would be 00:00, rather than 12:00 a.m.
Reference the clock by reading the hours on the left of the colon and the minutes on the right, just as you would with a 12-hour clock. For example, 08:15 on a 24-hour clock is 8:15 a.m. on a 12-hour clock.
"Translate" the time into the a.m./p.m. system if you wish. When the hour shows any number above 12, subtract 12 from it. Thus, a reading of 16:30 on a 24-hour clock would be 4:30 p.m. on a 12-hour clock.
- Set the hour change for daylight savings time just as you would on a 12-hour clock.
- The time from a 24-hour clock is often reported in hundreds of hours. For example, 18:00 is generally referred to as "eighteen hundred hours." Nine o'clock in the morning on a 24-hour clock is commonly described as "o-nine hundred hours."
- Some 24-hour clocks can be set automatically. Read the instructions for the specific clock model you are using to properly position and connect the clock with an available satellite.
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PSAT math can be intimidating so it would be nice to have to have some computerized help. But can you use a calculator on the PSAT? Yes you can, though only the second of the two Math sections on the PSAT. But what kind of calculator can you use, and when does it make sense to use a calculator on the PSAT?
Read on for the complete list of approved calculators for PSAT test day and our top tips for using your calculator effectively.
Can You Use a Calculator on the PSAT?
Like the SAT, the PSAT has four sections: Reading, Writing, Math (No Calculator), and Math (Calculator). The No Calculator Math section is 25 minutes long, and has 17 questions, while the Calculator section is 45 minutes long and has 11 questions. As the name suggests, the only time during the PSAT where you can use your calculator is on thefinal Calculator math section.
According to College Board, most questions on the Calculator Math section can be answered without using a calculator, but a calculator could be useful on some questions. Translated from the College Board's cautious official language: you absolutely should use a calculator when it’s called for to make your life easier, but don’t over-complicate questions by using a calculator when it would be quicker to solve by hand.
For example, it’s faster (and presents lower chances of error) to use your calculator to multiply 34 x 174. However, it’s much faster to solve an equation like 3x + 4y = 17, 4x + 8y = 26 by hand than to use your graphing calculator to do it.
Approved Calculators for PSAT Test Day
The College Board allows three types of calculators on the PSAT: four-function calculators, scientific calculators, and graphing calculators.
Four-function calculators are so-called because they can basically just do four things: add, subtract, multiply, and divide. Although you could theoretically use just a four-function calculator on the PSAT, it's not recommended, most likely because four-function calculators usually lack useful features like parentheses and entry lines.
The only advantages of four-function calculators are that they tend to be relatively inexpensive and take up less space. But honestly, the disadvantages of not being able to see what you just entered into the calculator far outweigh the benefits.
All scientific calculators are permitted for use on the PSAT. A scientific calculator has all the features of a four-function calculator plus a few other useful things. Key functions included in all scientific calculators are parentheses, pi, and trigonometric functions, as can be seen below:
Parentheses in particular are great because you can use them to make sure your calculations happen in the right order. For example, ((15 x 19) – (13/2)) /100 is a whole lot easier to enter in all at once with parentheses, instead of having to break it up into its individual parts and then re-use the parts; every extra calculation entry you do introduces the chance of more error.
The final type of calculator you can bring to the PSAT is a graphing calculator. Graphing calculators are great because they will definitely have features like entry lines as well as everything a scientific calculator has. They can also be helpful in visualizing solutions to linear equations – for instance, if you want to find out where the two equations cross, you can just look at the graph to get the coordinates
The only problem with graphing calculators is that their multifunctionality can trick students into using them when not using a calculator would be faster. Avoid this trap by using a graphing calculator as you take practice tests and challenging yourself to question each time you use the calculator if it’s really necessary, or if it’s taking up more time than it’s saving.
Unlike with scientific calculators, not all models of graphing calculator are allowed under the PSAT calculator rules. Below is a chart of acceptable PSAT graphing calculators, sorted by brand.
|Casio||Hewlett-Packard||Radio Shack||Sharp||Texas Instruments||Other Brands|
|FX-6000 series||HP-9G||EC-4033||EL-5200||TI-73||Datexx DS-883|
|FX-6200 series||HP-28 series||EC-4034||EL-9200 series||TI-80||Micronta|
|FX-6300 series||HP-38G||EC-4037||EL-9300 series||TI-81||Smart2|
|FX-6500 series||HP-39 series||EL-9600 series (stylus not permitted)||TI-82|
|FX-7000 series||HP-40 series||EL-9900 series||TI-83/TI-83 Plus|
|FX-7300 series||HP-48 series||TI-83 Plus Silver|
|FX-7400 series||HP-49 series||TI-84 Plus/TI-84 Plus T|
|FX-7500 series||HP-50 series||TI-84 Plus CE/TI-84 Plus CE-T|
|TI-84 Plus Silver|
|FX-7800 series||TI-84 Plus C Silver|
|FX-8800 series||TI-89 Titanium|
|FX-9700 series||TI-Nspire/TI-Nspire CX|
|FX-9750 series||TI-Nspire CAS/TI-Nspire CX CAS|
|FX-9860 series||TI-Nspire CM-C/TI-Nspire CM-C CAS|
|CFX-9800 series||TI-Nspire CX-C CAS|
|FX 1.0 series|
|Algebra FX 2.0 series|
Avoid These PSAT Calculators
Some calculators, like TI-92 Plus or Voyage 200, are banned from the PSAT because they violate College Board PSAT calculator guidelines. Most of these guidelines are common sense, like that you can’t use a calculator that makes noise or a calculator that can access the Internet. A few of the other qualifications, though, are less obvious, like the fact that you can’t use a calculator that requires an electrical outlet.
If your calculator meets any of the following criteria, you cannot use it on the PSAT:
- It’s part of a portable/handheld computer, laptop, electronic writing pad, or pocket organizer. Shockingly, you can't use your computer while taking the PSAT.
- It has QWERTY (i.e., typewriter) keypads as part of hardware or software (e.g., TI-92 Plus, Voyage 200). You also can’t use any “hardware peripherals” with an otherwise approved calculator (e.g. an external keyboard or LCD screen)
- It has pen-input/stylus/touch-screen capability (e.g., Palm, PDAs, Casio ClassPad)
- It has wireless or Bluetooth capability
- It paper tapes
- It can "talk" (terrifying) or make noise
- It requires an electrical outlet
- It can access the Internet
- It has cell phone capability or audio/video recording capability. No using your cellphone calculator on the PSAT!
- It has a digital audio/video player
- It has a camera or scanning capability
No external view screens allowed on your PSAT calculator! (Joe Haupt/Flickr)
4 PSAT Calculator Tips
Now that you know what your options are for approved calculators for PSAT testing, let's go through a few key tips to help you use your calculator effectively on test day.
Tip 1: Bring an Approved Calculator to the Test
It’s better to have a calculator you can use and end up not needing it than to need a calculator and not have one. The same thing goes for making sure it’s an approved calculator; there’s no point in bringing a calculator with you that you can’t use.
Tip 2: Be Familiar With Your Calculator
One of the main reasons to use a calculator is that it enhances your speed and accuracy on the test. If you’re using a calculator you’ve never used before, you’ll be slower and more prone to errors, no matter how fancy the calculator is.
Avoid test-day peril by using the calculator you plan to use on the PSAT for your everyday schoolwork and homework as much as possible. That way, when PSAT time comes, you’ll be comfortable with your calculator.
Tip 3: Check the Calculator's Entry Line
When you’re doing calculations during the test, it can be easy to get caught up in the rush to finish the test in time and accidentally hit "8" instead of "5," or "x" instead of "-". To limit the impact of these errors on you, double check the entry line before hitting “enter” to make sure you haven’t entered in the wrong number or operation.
Double-checking the entry line is particularly important if you’re not using a graphing calculator that keeps a running log of all the calculations you’ve done.
Tip 4: Know When Not to Use Your Calculator
Especially if you have a graphing calculator, it can seem like the easier thing to do is to let the calculator work for you. Meticulously entering in an equation into the calculator and getting it to solve it for you, however, can take way more time than just doing it by hand would. This doesn’t mean you shouldn’t use the calculator at all; rather, use it as a supplement to your skills, rather than as a replacement.
Be warned, you shouldn't rely on calculator apps to do the hard work for you. PSAT proctors have the right to inspect your calculator and delete all programmed apps on there, and if you’d grown accustomed to using apps to solve problems, you’ll be in hot water.
Hot water: beautiful to watch spewing from a geyser, less beautiful to be in.
Now that you've gotten your calculator figured out, what's left to do? Only to learn what a perfect PSAT score is and how to get it, naturally.
Ready to get into the details of what you'll be tested on when you take the PSAT? We discuss what's covered (and what's not) in our complete guide to the PSAT.
Find out when you can take the PSAT with our up-to-date PSAT test dates article.
Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:
Have friends who also need help with test prep? Share this article!
Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to excel in high school.
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The bonding process can be thought of as four steps:
1. Surface preparation to facilitate (or allow) wetting of the surface by the adhesive. The better an adhesive wets the surface, the better the bond.
2. Adhesive application.
3. Joining the substrates and closing the bond line within the open time and work life of the adhesive.
4. Applying pressure for the proper time-to-handling-strength before the parts can be moved.
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Occupational Mobility of Labour. Refers to the ability of labour to move between different types of jobs. For example, footballer to university lecturer.
Factors Affecting the Occupational Mobility of Labour
- Education. Labour may be unable to move to a different type of job due to a lack of education for that job. For example, an economics degree may be required to teach high school economics.
- Training. Labour may be unable to move to a different type of job due to a lack of training. For example, to become a university lecturer you may need a PhD.
- Skills. Labour may be unable to move to a different type of job due to insufficient skills. For example, a person may not be skilful enough at kicking a ball to become a footballer.
What the Government can do to Increase the Occupational Mobility of Labour
- Increase spending on education. The government could increase spending on education to improve workers’ human capital by giving them more knowledge and skills so that they can get new jobs.
- Apprenticeships. The government could subsidize firms to train workers to give them the skills for new jobs.
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Holy Week is a Christian religious ceremony that is celebrated in major cities in countries around the world. It commemorates the final week of Lent, the seven days leading up to Easter Sunday, and it is a solemn period of religious ritual and celebration held in honor of the final week of the life of Christ before his Resurrection on Easter Sunday. Devotees around the world celebrate in different ways, but the places where holiday observances are the most significant are: Vatican City; the United States, the United Kingdom, Spain, the Philippines, and various countries in South America.
Holy Week will begin Sunday March 24 and ends Sunday March 30 in 2013.
The Days of Holy Week
Holy Week begins the sixth Sunday of Lent on Palm (Passion) Sunday.
Palm Sunday marks the triumphal entry of Jesus into Jerusalem. According to the story, he legendarily rode in on a donkey, and as the beast trotted through the streets, the people of Jerusalem laid palm fronds before him on the ground. Nowadays, processions of people carry palm fronds through the streets and sing celebratory songs.
Maundy Thursday is the historic evening before the death of the Christ, the night of his capture. It is also the evening when the disciples and Jesus came together for the Last Supper. It was the final meal he was to take with his friends before his imprisonment. Christians around the world commemorate this night by the taking of the Eucharist, or Holy Communion, a symbolic ritual involving bread and wine – following the words of Christ during that fateful meal “Do this in remembrance of me.”
Good Friday is the most somber of all the days of Holy Week, and is typically given over to fasting and prayer. According to doctrine, the Christ was crucified on Good Friday, and laid in his tomb. Many worshippers attend mass or candlelit ceremonies to honor Christ’s death. One of the services for Good Friday is known as “Tenebrae,” or the Service of Shadows.
This most celebrated day marks the end of Lent and the beginning of triumphant celebration. For Christians, on this day Christ resurrected from the grave and reappeared to his disciples. Typically, on Easter Sunday families and friends come together for a dinner and fellowship together after having attended morning mass or service.
Holy Week Around the World
The Vatican City on the interior of Rome, Italy is the center of the Christian faith in the world. Pope Benedict XVI is the current Papal Authority and the head of the global Catholic Church. Holy Week in Rome is one of the most vibrant on earth, and millions of people flock to the city for the ceremonies of the week. The most famous event is the annual mass in Saint Peter’s Square, where the Pope will give a sermon. There are also a number of other ceremonies at various sites throughout the week including candlelit vigils and parades.
The United States
Easter in the United States has adapted to a more modern, secular environment. In addition to having weekly religious ceremonies, there is also a great deal of fun involved. For example, on easter Sunday, kids engage in Easter Egg hunts where children search for small vessels filled with chocolate or money. Family Reunions are also emphasized as well, and people fly from all over the country to be home for the holiday.
One of the most festive countries on Earth, Spain pulls out all the stops for Holy Week.
These cone shaped masks you see depicted are one of a serious of “Brotherhoods” to march during Holy Week. It is part of Semana Sana in Zemora, Spain, one of the most famous places to celebrate the events. A common feature in these parades is the almost general usage of the nazareno or penitential robe for some of the participants in the processions. The color depends on the Brotherhood. In medieval times, these outfits were worn by the penitents to show devotion, as they are still today.
In the Philippines, and other regions around the world, devotees will mimic the wounds of Christ most literally. Although the practice is condemned by the Catholic church, acts of self-flagellation and crucifixion still occur today. For them, it is a sign of true devotion that they undergo the same torments that Christ himself endured.
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Published on 03/04/17
Imagine walking through the doors of school and embarking on an expedition to six different countries over six different continents, all without jet lag and home in time for tea. This was in the imagination of our languages team, led by Mrs Foreman, and on Thursday this became a reality for all of our pupils.
There was mint tea to be tasted in Morocco over stories of Berber tribes, and tessellations to create their mosaics. In India, under the scorching sun, the pupils played Kabaddi, langdi and Lagori. Guided by the fantastic signpost in the playground, they travelled 4792 miles and arrived on safari in Zambia. Binoculars helped children to spot and identify big game animals, and they discovered why the eagle is displayed on the Zambian flag.
Pupils may have thought they were heading off to the reception classrooms, but actually they enjoyed sitting on a St Lucian beach braiding wristbands and hair accessories. They stretched their brains whilst relaxing using paper fortune tellers to explore facts about St Lucia. The common potato enabled them to produce the most magnificent mosaics of the St Lucian flag. Backpacking around Australia is a dream for many young people, and after exploring Aboriginal art work and the Aborigine way of life, pupils researched places of interest and began planning their future trip.
Closer to home in Europe, the children toured Germany where they learnt new songs, sampled German food and made traditional Easter decorations. Year 6 stepped into Italian cafe culture with Italian menus and dancing in the sun. Who would have thought that architecture could be so delicious? After completing pencil sketches of famous Italian landmarks, it was time to create a structure to rival the tower of Pisa - using spaghetti and marshmallows, of course. Have you ever seen the Copenhagen bridge or other famous Danish landmarks made from Lego? This proved to be a very popular task along with clapping games using Danish numbers and weaving Danish paper love hearts.
After listening to a Japanese story about a crane, pupils made beautiful origami animals and stored them in a basket. Koi fish were made out of tissue paper and Otedama toys out of fabric and rice. These were then used to play traditional games. It’s always exciting to experiment with colour mixing, and especially so when it involves making Japanese blossom pictures with finger painting. There was even time to try some Japanese writing.
Travelling is always tiring, but of course there was a scheduled stop-over in Indonesia for some stir fry and banana fritters in order to ensure that batteries were charged for the rest of the journey ahead.
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From Our 2009 Archives
Traffic, Dust Linked to Asthma in Kids
Latest Asthma News
TUESDAY, Nov. 24 (HealthDay News) -- Infants exposed to outdoor traffic pollution and indoor endotoxin are at increased risk for asthma, researchers say.
Endotoxin -- a component of bacteria believed to trigger an immune response in humans -- is found in dust.
University of Cincinnati College of Medicine researchers found persistent wheezing (an early warning sign of asthma and other lung conditions) in 36% of 3-year-olds who were exposed to high levels of traffic pollution and indoor endotoxin as infants.
In comparison, wheezing was seen in 11% of children exposed to low levels of outdoor and indoor allergens as infants, and in 18% of children exposed to high levels of traffic pollution and low levels of indoor endotoxin. Endotoxin exposure alone appeared to have little effect on children, the study authors noted.
"There is a clear synergistic effect from co-exposure to traffic-related particles and endotoxin above and beyond what you would see with a single exposure that can be connected to persistent wheezing by age 3," study author Patrick Ryan, a research assistant professor of environmental health, said in a university news release. "These two exposure sources -- when simultaneously present at high levels -- appear to work together to negatively impact the health of young children with developing lungs."
"Traffic-related particles and endotoxin both seem to trigger an inflammatory response in the children monitored in this study. When put together, that effect is amplified to have a greater impact on the body's response," Ryan explained. "The earlier in life this type of exposure occurs, the more impact it may have long term. Lung development occurs in children up through age 18 or 20. Exposure earlier in life to both endotoxin and traffic will have a greater impact on developing lungs compared to adults whose lungs are already developed."
The findings are published in the Dec. 1 issue of the American Journal of Respiratory and Critical Care Medicine.
-- Robert Preidt
Copyright © 2009 ScoutNews, LLC. All rights reserved.
SOURCE: University of Cincinnati Academic Health Center, news release, Nov. 24, 2009
Get the latest health and medical information delivered direct to your inbox FREE!
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Climate Change is Happening: Will L.A. Have Enough Water? | KCET
Climate Change is Happening: Will L.A. Have Enough Water?
Climate change can be a very disembodied concept for many Angelenos. I know from personal experience, but a spate of events has reminded me that, though I avoid it, the reality is clear and present.
A United Nations landmark report on climate change, released in September, puts the blame squarely on mankind for the drastic change in temperatures and weather disturbances over the past few decades. The report gives a 95 percent confidence that humans are the main cause of global warming.
More than just disappearing polar ice caps, climate change has far-reaching consequences, such as increased rates of allergies, diseases, and even death, as Los Angeles writer Linda Marsa explains in her new book, "Fevered: Why a Hotter Planet Will Hurt Our Health -- and how we can save ourselves."
It also means there will be water shortages in Los Angeles, unless we become more efficient with our supply. Right now only 11 percent of the Los Angeles's water comes from local sources, and 1 percent is recycled. Fifty two percent comes from the Colorado River through the Metropolitan Water District. Thirty six percent comes from the Eastern Sierra Nevadas through the Los Angeles Aqueduct. Unfortunately, the Colorado River is currently the country's most endangered river from being so overused, and all but one of the Sierra's 24 major watersheds are impaired.
"Imported water has a high risk for disruption. Local water means a higher confidence in supply," said Jonathan Parfey, Executive Director of Climate Resolve, at the One Water Leadership Summit, held in Downtown Los Angeles this fall. "It makes a lot of sense to be more resilient as a city and take advantage of our local supply."
The summit gathered water advocates from all parts of the country to discuss the ways to implement a "one water" management policy for water sustainability. Rather than dealing with water in separate streams -- from groundwater supply, from storms, from urban runoff -- the new approach encourages a holistic approach, making sure that every drop doesn't remain polluted and flushed out to the ocean, but cleaned and returned to the city system. It is the EPA's Reduce, Recycle, Re-use tenet in water form.
Parfey points out that higher temperatures mean both increased storm intensities pouring down the same amount of water more violently, such as the Colorado floods, and hotter temperatures that will dry up the soil and affect water gathering.
Such ecological realities have spurred local water agencies and community groups to take a second look at their programs and infrastructure projects, exploring options for water management features that could help Los Angeles be more self-reliant on their local water supplies. The results are sometimes inspiring.
At Hillery T. Broadous Elementary School in Pacoima, students were sometimes hampered from attending because of periodic flooding. TreePeople and the L.A. Department of Water and Power worked with the school's students to actually identify solutions and implement them. The school was re-jiggered to capture and treat stormwater, which recharged the local groundwater, while preventing floods. The school got a new underground filtration system, swale, permeable ground cover, and trees that replaced 30 percent of the asphalt.
In South Los Angeles, a wetland park emerged in one of the most underserved parts of the city. Named after termed-out City Councilwoman Jan Perry, the South L.A. Wetlands repurposed a bus and rail yard and turned it into a green space that also cleans stormwater and supplies the Los Angeles River. The project was funded by Proposition O, a clean water bond approved by voters in 2004.
Though less moving, city programs have begun to address the silos within the water management community. Adopted in 2006, the Integrated Resources Plan (IRP) brought together different city departments to squeeze every avenue for water capture. It won the 2011 Clean Water Prize from the U.S. Water Alliance. Big and small projects were proposed and, more importantly, followed through. The city's Low Impact Ordinance was finalized, giving developers clear guidelines on how to mitigate urban runoff and capture more stormwater; the Tillman Plant increased their water recycling capacity; and a rainwater harvesting project was piloted.
Unfortunately, the controversial ARBOR study makes no plans to add water capture or filtration infrastructure, despite making drastic changes to the Los Angeles River ecology. It's an opportunity that's been alluded to by Kirsten James of Heal the Bay, and environmental writer and activist Jenny Price.
It's clear that Los Angeles is getting ready for climate change, though how fast we can change our habits is still unclear. Though it is a relief to see our local agencies working on this issue, Los Angeles needs its residents' support, which could, like the IRP, take the form of small to large actions -- little things like turning off the water as we brush our teeth, to bigger projects such as supporting water projects despite the cost.
If it's still unclear that we all need to take action, perhaps the Guardian's recently released interactive, "How hot will it get in my lifetime?" would help you visualize just how much life could change in the near future.
Top: Hillery T. Broadous Elementary School in Pacoima before the retrofit. Photo courtesy of TreePeople.
Connect with KCET
Once the Bob Baker team realized that they were going to be closed for more than a few weeks, they switched gears. They concentrated their efforts on spreading their special kind of joy amid uncertainty.
California Sen. Kamala Harris was chosen today as presumptive Democratic presidential nominee Joe Biden's vice presidential running mate.
The Los Angeles City Council voted today to initiate the process of establishing an Office of Anti-Corruption and Transparency, which would oversee, investigate and subpoena city officials.
- 1 of 333
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The global demand for oil and gas has long-lasting impacts on the communities that supply it.
The global demand for avocados is having a devastating impact on a drought-stricken community in Chile.
Following groups like “Guardians of the Forest,” we explore illegal lumber poaching in the forests of Brazil and Oregon, where citizens and scientists are working together to combat the illegal lumber trade.
The realities of milk production are forcing dairy communities across the globe to rethink the dairy production process.
Solar power is changing lives in unexpected places. This episode visits with unique solar power training programs in Zanzibar and Los Angeles.
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- next ›
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| 0.953106 | 1,364 | 2.890625 | 3 |
Practice Tracing the Letter S
Do you see stars? The stars on this worksheet help your kid practice writing S! First, kids trace lines to practice the fine motor skills they need to form the letter S. Then, they trace the letter several times for practice. Finally, they trace the letter S in a phrase: See Stars.
Check out the rest of the alphabet here.
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| 0.902559 | 80 | 4.1875 | 4 |
Monkey is the friendliest and most approachable of the five. Monkey is the first to recognize his friends’ determination, appreciating them and informing them that they all will succeed in their quests.
He seems to harbor the strongest sense of humor also.
Similarly, English is the first one amongst the furious five in CLAT. It is the easiest, friendliest and the most approachable one. It looks after every aspirant’s aspiration, helps them with their confidence and pushes them forward, thus, providing them with happiness.
Comprehension, Vocabulary and Grammar.
The English section of every single entrance exam deals with these there important aspects of English. There is no dearth of materials pertaining to these three aspects of English, both online as well as offline.
For vocabulary, clichéd as it may sound, read the editorials. Look up common Latin, French, Spanish and Japanese words.
Look up synonyms and antonyms of random words.
Carry a pocket Dictionary at all times. It does help.
Work through the book ‘Word Power Made Easy’ by Norman Lewis.
Read as many passages as you can and solve questions that follow for Comprehension practice. ‘Practice’ is the key word here.
Grammar has Sentence Completion, Sentence Correction, Sentence Transformation, Phrasal Verbs and Spellings. You already have dealt with all these while you were in School. Pick up one good book on grammar and brush them up, all over again.
English carries 40 marks in CLAT.
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| 0.955756 | 331 | 2.859375 | 3 |
Crystal System: Trigonal
Status of Occurrence: Confirmed Occurrence
Distribution: Locally Abundant
Chemical Composition: Magnesium hydroxide
Chemical Formula: Mg(OH)2
Method(s) of Verification: Holy Island - polarizing-light microscopy (Greenly, 1919).
Introduction: brucite is a white mineral when pure but may be greenish or brown when it contains impurities such as iron (as Fe2+) or manganese. It typically forms by the alteration of periclase (MgO) found metamorphosed dolomites and magnesian limestones metamorphosed at high tempertaures. It is also found as a low-temperature hydrothermal mineral in magnesium-rich rocks such as sepentinites or chlorite schists.
Occurrence in Wales: the only recording of brucite in Wales is by Greenly (1919) who described its presence in talc schist exposed on Holy Island, Anglesey.
- Holy Island, Anglesey: Greenly (1919) recorded bright green scales in talc schist derived from the alteration (serpentinization) of ultrabasic rocks exposed on the small islet in Rhyd-y-Bont Creek. No further data on this occurrence is currently available.
There are no key localities for this specimen.
- Greenly, E., 1919. The Geology of Anglesey. Memoirs of the Geological Survey of Great Britain, 980pp (2 volumes).
There are no references for this specimen.
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| 0.871797 | 340 | 2.84375 | 3 |
Indigenous village harvests seeds to slow deforestation in Brazil’s Cerrado
- Mato Grosso’s Cerrado forest in Brazil is supposed to be protected with set asides when logged for new croplands and pastures. However, farms often get away with protecting less than they’re supposed to.
- In the village of Ripá, Indigenous Xavante people make expeditions for harvesting fruit with seeds for replanting forests, helping to repair some of the damage and supplement their income.
- Ripá and another two dozen Indigenous communities in Mato Grosso sell their harvest to Rede de Sementes do Xingu (RSX), a wholesaler that, since 2007, has sold or given away enough seeds to replant 74 square kilometers (about 29 square miles) of degraded land.
- This story was produced with support from the Pulitzer Center.
RIPÁ, Brazil — One muggy morning last December, eight women and their chief drove out of the Indigenous Xavante village of Ripá across a forested savanna in the Brazilian state of Mato Grosso. After a few miles, the road petered out. They walked on in single file through the knee-high grass.
They got little shade from the savanna’s slight trees, but the fervor of their mission helped them press on through the heat.
“Listen to me carefully,” the daughter of the chief of Ripá, Neusa Rehim’Watsi’õ Xavante, told us. “The love we feel for the plants and the seeds make us walk under the scorching sun without complaint.”
Most of the 20,000 surviving Xavante people live in the Cerrado, a patchwork of spindly forest and wooded grassland, covering 40% of the western Brazilian state. Drier and less dense than the Amazon forest to the north, the Cerrado has its own exotic flora and fauna. Conservation biologists call it the most biologically rich savanna in the world; researchers report that five percent of the world’s plant and animal species live there.
Yet, during the past several decades, loggers have cut down huge swaths of Mato Grosso’s forest, turning 12% of Cerrado into pastures and croplands.
Seven years ago, Ripá’s members joined a group working to restore some of the Cerrado’s vegetation — and at the same time, to bolster residents’ fading fortunes by selling the seeds they harvested there. For as long as they can remember, villagers have made frequent harvesting journeys across their territory called dzomoris, expeditions during which they’d expertly hunt and harvest fruit and roots. Now they make these trips specifically for collecting seeds needed to replant degraded Cerrado land.
“With the seeds, we will reforest,” Ripá’s Chief José Serenhomo Sumené Xavante, said. “That’s why we need native seeds.”
The movement has so far helped replant 74 square kilometers (about 29 square miles) of forest.
Ironically, the purchasers are sometimes the same individuals and companies to blame for the vast clearing projects that have created the need for replanting. And the governments pushing reforestation include the same agencies that failed to prevent the forest’s destruction in the first place.
Deforestation on the rise
A day after the seed collecting journey, chief Xavante got up early and painted his back, chest and hair with red and black war paint. He stood in the clearing where Ripá’s kids often play soccer. Under an overcast sky, other men also slathered in colored paint gathered around him. They chanted and pounded heavy clubs and hunting bows on the ground.
The chief told them that it was high time to evict the outsiders who had dug an illegal lime pit inside the southern boundary of their reservation. He closed the meeting with hoots that imitated a bird call, and the men piled into the back of the village’s old pickup truck.
A couple of hours later, the warriors confronted the offending miner and his family. The mine operator protested that he had gotten permission to excavate from one of the other Xavante chiefs in the territory. Indigenous leaders aren’t, on their own, supposed to let outsiders clear land and mine or farm it. But it happens, and the Ripá chief knew it. He and his warriors got back in their truck and drove off.
The confrontation clearly spooked the outsiders. Though, it didn’t stop the mining. But the Ripá chief had given notice that he’s fed up with the desecration of his territory’s forest. He told us that incursions into reservations is a constant problem.
“Look how they are grabbing the land!” he exclaimed.
But, he says, most of the cleared parts of the Cerrado forest have been on private land outside Indigenous territory, and there’s little he can do to stop that. Investors have razed vast areas of jungle with industrialized plantations growing soy, corn and cotton. And since Brazil’s right-wing president Jair Bolsanaro took office in 2019, the destruction has accelerated. According to recent data released by the National Institute of Space Research (INPE), the Cerrado is now experiencing the highest deforestation rate since 2015. About 8,531 square kilometers (3,293 square miles) of forest in Mato Grosso and a dozen other Brazilian states was lost from August 2020 to July 2021.
It was to help restore Mato Grosso’s fallen forests, if only by a token amount, that chief Xavante had crossed the hot savanna to collect seeds when we’d joined his group the previous day.
After the harvesters got out of the truck, they walked up the gentle slope toward the Roncador mountains, a rocky ridge sacred to the Xavante people. The nearer they came to the outcrop, the taller and closer together the trees grew. The sultry air cooled.
They halted at a marsh that covers a saddle between bluffs. The women fanned out across labyrinthine rivulets of water. There, they scooped handfuls of buriti, the fruit of a palm tree (Mauritia flexuosa), off the soggy ground into the string baskets they weave from the fiber of palm leaves. Buriti thrive where the ground is waterlogged.
The Xavante people regularly eat buriti and they know that the fruit is popular all around Brazil. But these Ripá women don’t sell the fresh fruit. They will sell the seeds. The net profit for the entire community selling buriti and other seeds will be about $1,200, and it will supplement their income from selling handicrafts, and modest government subsidies.
Income is not their primary reason for taking on this work, however.
“The non-Indigenous people are destroying the Cerrado and don’t understand nature,” Neusa said. Each dzomori (gathering expedition in the Xavante language) collecting seeds helps heal the damage.
On this all-day trip, the search found more than buriti.
A woman on the team climbed the gnarled, squat crown of a murici tree (Byrsonima crassifolia). She grabbed some branches and shook it hard. The tree vibrated, and firm fruit that look like yellow crab apples rained down. A little way off, women snapped pale, mango-size fruit off the slender branches of an angelim tree.
They tossed the fruit into their baskets. By afternoon, each woman had collected more than 20 pounds of fruit, all with marketable seeds.
‘A labor of love’
Brazil’s Forest Code and state laws require that landowners reserve part of their property in its native state, the percentage varying by region and vegetation type. In Mato Grosso, between 35% and 80% of the forest is supposed to be protected, though the reality is that farms often get away with saving less than they’re supposed to.
Owners who illegally clear land, ignoring the set-aside requirement, must replant native trees, and in some cases, they do. That creates the demand for seeds such as the buriti, murici and angelim.
Large commodity farms comprise most of the market. The Forest Code pays closest attention to replanting riverbanks, and road construction and other public-works projects often are mandated to replace vegetation they damage. Seeds collected by communities such as Ripá help to restore such land.
Villagers from Ripá and 24 other Indigenous groups in the state sell what they gather to a wholesaler known as Rede de Sementes do Xingu (RSX). It’s Brazil’s largest native-seeds supplier. Back in 2007, a coalition of Indigenous and non-Indigenous people founded it as a way to reforest Xingu River shoreline.
RSX ships seeds to farmers and other customers, and sometimes helps with planting as well. Farmers both within and outside Indigenous territories and also some city dwellers contribute to RSX’s stockpile, most of which is planted inside Mato Grosso.
In its 15 years, RSX has sold more than 300 tons of 220 species of seeds, including the walnut-sized seed of the pequi tree and the seed of the embaúb that is smaller than a grain of rice.
The amount of land it has replanted to date is notable, an area larger than that of Manhattan. Buyers combine the dried seeds they buy with dozens of other species in a mixture that, cast by hand, should within a decade grow into a grove mimicking native forest.
But in Mato Grosso, Brazil’s largest grain grower and home to the country’s largest cattle herd, even 74 square kilometers (29 square miles) can’t nearly balance out what is being cleared every year. Loggers there deforested more than thirty times as much, 1,000 square miles, just last year.
Bruna Ferreira, RSX’s longtime director, concedes that the Sisyphean task of bringing forests back “sometimes seems hopeless.” But she said in an interview that their accomplishments shouldn’t be judged entirely by the minuscule percentage of deforested land restored. The effort is “a work of resistance, making these communities stronger.”
Yes, restoring the Cerrado seems mostly a labor of love, Neusa said. But, she continued, it’s worth it. “If you love the Cerrado, it gives back to you.”
After the chief, his daughter and the other women returned to their village, they had more work to do. Djanira Pe’Wee Xavante culled through the murici fruit she’d brought back, picking out the best for eating, snapping off the rotten parts and leaving the seeds out to dry.
Not far from her, a huge field of soy carved out of thick Cerrado forest on Xavante land suggests that love alone won’t protect Mato Grosso’s remaining jungle. It’s flat as a tabletop and featureless apart from endless rows of identical soybean plants and lines left by farming machines as straight as rules on writing paper.
Chief Xavante says angrily that this farm, like the lime mine, was permitted by one of the many Xavante chiefs who think that the money they can earn now is more important than a healthy forest.
Banner image: Irma and Heloisa collect Murici fruits (Byrsonima crassifolia (L.) Rich) at the Ripá tribe on Pimentel Barbosa Indigenous territory in Mato Grosso, Brazil. Image courtesy of Dado Galdieri/Hilaea Media for Mongabay.
Related listening from Mongabay’s podcast: A conversation with Victoria Tauli-Corpuz and Zack Romo about Indigenous rights and the future of biodiversity conservation. Listen here:
FEEDBACK: Use this form to send a message to the author of this post. If you want to post a public comment, you can do that at the bottom of the page.
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Typical undergraduates do not always understand or appreciate the importance of art to society. So Ms. Lillian Nave strives to help her students to see the relevance of her class in their lives and creates assessment strategies to involve students in knowledge creation. By using active collaborative quizzes Ms. Nave provides a real-world corollary to problem solving that increases the student's depth of knowledge in a relaxed and encouraging environment. Her collaborative quiz functions not only as an assessment tool, but also introduces the student to multiple ways of learning and sharing knowledge.
She asserts, "I want to cultivate creativity in my courses and that includes challenging my students to take risks, embrace failure, and learn from their mistakes, all in an environment of growth." Each class is a new journey in which Ms. Nave and her students learn and create knowledge together, where the teacher acts more like a curator of information rather than an instructor. In her class, the students lead, and the class itself becomes an instrument of learning, change, development and growth for the student.
Ms. Nave has taught art history at Appalachian State University since 2007 and now focusses her attention on her interdisciplinary First Year Seminar courses. She enjoys teaching students in their first year of college and encourages her students to find the learning methods that are most effective for them.
Each College STAR module explains how a particular instructional practice described within the module aligns with one or more of the principles of UDL. This module aligns with Provide Multiple Means of Action and Expression, Principle II, and Provide Multiple Means of Engagement, Principle III.
Module Alignment with Provide Multiple Means of Action and Expression
This module provides options for expression and communication in the use of multiple media for communication (Guideline 5.1). During the course of Ms. Nave's active collaborative quiz, two to five students use manipulatives to answer a series of questions on readings, lectures, and videos on the subject. Therefore, students use multiple forms of communication including verbal, aural, kinetic and written skills. For example, students listen and discuss their answers before writing them down as well as use manipulatives to demonstrate examples of architectural terms. The essay questions in the quiz also require in-depth discussions so that a full answer requires participation from all group members fostering diverse ways of communicating.
Module Alignment with Provide Multiple Means of Engagement
This module provides multiple means of engagement in minimizing threats and distraction (Guideline 7.3), fostering collaboration and community (Guideline 8.3), optimizing relevance, value, and authenticity (Guideline 7.2), increasing mastery-oriented feedback (Guideline 8.4), and promoting expectations and beliefs that optimize motivation (Guideline 9.1).
The collaborative aspect of the quiz minimizes threats (Guideline 7.3) by providing a more relaxed and less stressful assessment environment. Students are more confident entering into a collaborative quiz as opposed to an individual quiz, and therefore, learning becomes more focused on the material and less on the anxiety of assessment.
Active collaborative quizzes require students to work together to solve problems, which fosters collaboration and community (Guideline 8.3). Students become acquainted with their fellow classmates through the assessment process and feel a part of a shared learning community. The shared endeavor fosters a sense of community membership, while the format of the quiz encourages in-depth discussions of the material so that a complete answer is a result of rich and robust interplay and collaboration amongst peers.
The collaborative quiz optimizes relevance, value, and authenticity (Guideline 7.2) through student interaction and group problem solving. Discussions give students the opportunity to hear the perspectives of other students as well as share their ideas, increasing the relevance of the material. Discussions give students the opportunity to hear and evaluate different interpretations of the material, increasing the value of information. Discussions also foster effective communication between students, cultivating this skill in an experiential learning environment that is more authentic than an individual assessment. In effect, group problem solving provides a relevant, valuable, and authentic experience in developing skills that are useful in any future career.
The discussions prompted during the collaborative quiz also increase mastery-oriented feedback (Guideline 8.4). Students discuss questions at length and therefore must analyze the information presented to the group and integrate multiple perspectives from the group members before creating a unified response. This deepens the level of study of the concepts and offers a rich, robust, and thorough understanding of the material.
Finally, active collaborative quizzes provide options for self-regulation; specifically, they promote expectations and beliefs that optimize motivation (Guideline 9.1). Students entering a collaborative quiz desire to play an active role and be positive contributors to the team. They know that not only their own grade, but also the grade of others, is dependent upon their knowledge and efforts. This positive peer pressure encourages students to work harder so that they do not disappoint members of their team. They are motivated and encouraged to work individually because they know that others will need to rely on them as members of the team.
This module addresses information about active collaborative quizzes with manipulatives, which is clearly linked to two principles of Universal Design for Learning- Multiple Means of Action and Expression, and Multiple Means of Engagement.
Active collaborative quizzes with manipulatives offer a form of assessment that provides the students with additional learning opportunities while being assessed. Students are able to use multiple forms of communication (oral, aural, kinetic and written) in their small groups to demonstrate their knowledge during the quiz. Furthermore, the group format of the quiz minimizes test anxiety, encourages collaboration, positively motivates students to perform for their team, provides an opportunity for in-depth discussions, and more closely approximates real-world situations than an individual quiz.
What is it?
What is an Active Collaborative Quiz with Manipulatives?
An active collaborative quiz with manipulatives is an assessment tool that requires students to work together to answer questions in small groups of two to five students using oral, aural, kinetic, and written communication skills. The format of quizzes may require short answers, multiple choice questions, true/false statements, essays, and demonstrations. Each small group works together on one set of questions and all students in the group receive the same grade.
Why use it?
Why use Active Collaborative Quizzes with Manipulatives?
Typically, quizzes are solitary endeavors fraught with anxiety for beginning students. In her art history survey course-which is a general education requirement for many students Ms. Nave has seen low motivation to learn a very different kind of subject matter. She says, "In order to make the process of learning a little less anxiety-provoking and a little more fun, I developed several interesting approaches to the new and somewhat daunting topic of art history. I make it a community rather than a solitary endeavor and offer several different ways for students to excel in demonstrating their understanding of this new information." The group format gives students a chance to work together to achieve a shared goal and the active nature of the quiz involves the students in experiential learning.
How do they work?
How do Active Collaborative Quizzes with Manipulatives work in the classroom?
In the first example shown below, the quiz requires students to answer multiple choice, fill-in-the-blank, and short answer questions followed by a demonstration. Ms. Nave explains
This was the first quiz of the semester in an art history course and so I was testing for basic knowledge of art historical terms and also spatial and conceptual understandings of new terms introduced in the chapter. I provided wooden building blocks for students to spatially create the architectural terms rather than give a written definition. Several of the terms were spatially very similar and so students were also instructed to label which demonstration correlated to the architectural term.
The use of building blocks during the quiz aligns with UDL Guideline 5.1: Use multiple media for communication. Ms. Nave provides these manipulatives to offer a form of expression of knowledge along with written, oral, and aural communication within the group.
The students are also given a separate answer sheet that allows for more space to answer questions. The answer sheet also provides a place for students to come up with a team name that has something to do with the topic of the reading. Therefore, students are able to have an "icebreaker" activity in which all members could have equal input. Some of the more inventive names of teams for the first quiz on art from the prehistoric period are "The Neolithic Kids on the Block" and "Die Frauen von Willendorf," an all-female team.
What the students do not realize amidst the fun and frivolity of creating their team name is that they are getting more and more comfortable with each other as they begin their assessment exercise (UDL Guideline 8.3: Foster collaboration and community). The collegial atmosphere makes the process far less onerous and one of collaboration rather than competition. View the video below to see the quiz in action in the classroom.
Once the group finishes the demonstration part of the quiz, Ms. Nave inspects their work and assigns a grade based on their construction and appropriate labels. This also makes grading the assessment much easier as she notes, "since there are only 4 or 5 groups in the class, I can grade this easily and write that portion of the grade on their answer sheet (highlighted in yellow so it could not be changed) and then they can finish their quiz."
In the second example, students again are put into groups of two to five students and given a quiz with multiple choice, fill-in-the-blank, short answers, and a demonstration. Again students break the ice with their newfound groups by creating an inventive team name that is relevant to the topic. The topic for the second quiz includes ancient Near Eastern and Egyptian art so students happily name themselves "Lions, Tigris, Euphrates oh my!," "Hatshepsut's Homies," "Ziggurat Pack," "The Tuts," and "Auroch vs. Mushushu." The figure below shows the format and questions of the second quiz.
In this second quiz, the demonstration does not require construction blocks but instead asks students to demonstrate their knowledge by drawing a picture that incorporates four different terms. This exercise also requires collaboration among teammates and asks them to apply their understanding of ancient terms to a different (and fun) context. Specifically, Ms. Nave asks:
Using hieratic scale and at least two registers, design/sketch a stele in which you display in visual terms some event from last week and include an inscription using the ancient language of the Near East (fake it-how it looks).
Ms. Nave does not expect students to know how to write or translate cuneiform, but does ask for them to demonstrate that they know that the ancient language is called cuneiform and that they have a general familiarity with its appearance. Below, in the student response to this quiz question, their drawing of a stele (upright thin stone monument) shows a recently televised debate between a creationist and an evolutionist, giving hieratic (larger size) importance to Bill Nye, complete with registers (separate and distinct horizontal spaces for figures stacked one on top of each other, much like a cartoon strip) and cuneiform inscription.
Other students responded to the quiz question by dividing the words into separate pictures. The figure below shows one example of the use of registers on a vase (one of the works seen in the chapter) in the upper left corner. The upper right corner demonstrates the group's knowledge of a stele by showing a specific example of the "Stele of Naram-Sin" from the reading. Finally, a large stele at the bottom of the page shows Chancellor Peacock of Appalachian State University in hieratic scale (he is much bigger than the other figures signifying his greater importance) telling students that classes are cancelled due to snow, complete with cuneiform inscription.
In another response to the quiz question, students incorporated all of the vocabulary words into one story in which they prayed to the large horned "god of quizzes" in the upper register and kneeled before their instructor who they call "Queen Nave" in the lower register. They added a cuneiform inscription they translated as "and then they aced the quiz"-which, in fact, they did!
Using active collaborative quizzes with manipulatives in any classroom increases opportunities for student learning. Information is reviewed during the assessment and students are better able to grasp the concepts and form a connection to the material through discussion with other students. The use of manipulatives allows students have a variety of ways in which to demonstrate their knowledge and also learn through the demonstration. Finally, the multi-faceted discussion during the quiz provides students with a deeper understanding of concepts than if they were to have answered the questions individually.
Editor’s Note: The Literature Base section of each College STAR module provides a brief summary of support for the instructional practice highlighted within the module. This is not an exhaustive literature review. It is designed to give the viewer an introduction to the literature about the module’s instructional practice. Please consider using the Learn More section of the module to supplement the information you obtain through this Literature Base summary.
According to Rao, Collins, and DiCarlo (2002), group testing enhances student learning during the assessment process. When tasked with an individual quiz and then the same quiz taken again in a group format, performance on the quizzes significantly improved. The cooperative quiz therefore serves not only as an assessment tool, but also as another means of learning for the students.
Collaborative group testing has also been shown to increase the retention of course material over the use of individual quizzes (Cortright, Collins, Rodenbaugh, & DiCarlo, 2003; Kreie, Headrick, & Steiner, 2007). When students were tested using small groups of two or three in comparison to those taking individual tests, students who had taken a group test were able to recall more information later on in the semester when they had taken the group test initially. The collaborative effort helps students learn in the midst of the test as well as improve the retention of the material over time.
Slusser and Erickson (2006) found that collaborative assessment strategies improve students' motivation and performance. Compared to students who took tests individually, those students who group-tested completed more assignments and had improved attitudes toward their own learning and the subject matter. Students also reported having positive attitudes toward the testing process. Additionally, given a control group or individual quiz takers and a group of collaborative quiz takers, the collaborative quiz takers showed higher performance (Delucchi, 2006; Meseke, Nafziger, & Meseke, 2008).
Yazici (2010) has also shown that collaborative quizzes and other activities improved students' understanding of the material, developed their strategic thinking skills and increased students' self-confidence in their critical thinking skills. In addition, collaborative activities raised students' comfort level in communicating with their peers and improved their individual learning skills (Yazici, 2010).
References & Resources
CAST. (2009). CAST UDL online modules.
CAST. (2011a). Universal design for learning guidelines version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
CAST. (2011b). UDL guidelines version 2.0. principle I. provide multiple means of representation. Wakefield, MA: Author. . Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/principle1
CAST. (2011c). UDL guidelines version 2.0. principle il. provide multiple means of action and expression. Wakefield, MA: Author. . Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/principle2
CAST. (2011d). UDL guidelines version 2.0. principle III. provide multiple means of engagement. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/principle3
CAST. (n.d.). About CAST: What is universal design for learning. Retrieved from http://www.cast.org/udl/index.html
Cortright, R. N., Collins, H. L., Rodenbaugh, D. W., & DiCarlo, S. E. (2003). Student retention of course content is improved by collaborative-group testing. Advances in Physiology Education, 27(1-4), 102-108. http://advan.physiology.org/content/27/3/102
Delucchi, M. (2006). The efficacy of collaborative learning groups in an undergraduate statistics course. College Teaching, 54(2), 244-248. http://www.tandfonline.com/doi/pdf/10.3200/CTCH.54.2.244-248
EnACT. (n.d.). 14 common elements of UDL in the college classroom. Retrieved from http://ctfd.sfsu.edu/sites/sites7.sfsu.edu.ctfd/files/14-Common-Elements-of-UDL-in-the-College-Classroom.pdf
Evans, C., Williams, J., King, L., & Metcalf, D. (2010). Modeling, guided instruction, and application of UDL in a rural special education teacher preparation program. Rural Special Education Quarterly, 29(4), 41.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10. doi:10.1111/j.1751-228X.2007.00004.x
Kreie, J., Headrick, R. W., & Steiner, R. (2007). Using team learning to improve student retention.College Teaching, 55(2), 51-56. http://www.tandfonline.com/doi/pdf/10.3200/CTCH.55.2.51-56
Mallenby, D. W., & Mallenby, M. L. (2003). Use of brief collaborative quizzes on new quantitative lecture material. Decision Sciences Journal of Innovative Education, 1(1), 141-144. http://onlinelibrary.wiley.com/doi/10.1111/1540-5915.00011/pdf
Meseke, C. A., Nafziger, R. E., & Meseke, J. K. (2008). Student course performance and collaborative testing: A prospective follow-on study. Journal of Manipulative and Physiological Therapeutics, 31(8), 611-615. http://www.sciencedirect.com/science/article/pii/S0161475408002388
National Center on Universal Design for Learning. (2011). About UDL. Retrieved from http://www.udlcenter.org/aboutudl
Rao, S. P., Collins, H. L., & DiCarlo, S. E. (2002). Collaborative testing enhances student learning.Advances in Physiology Education, 26(1-4), 37-41. http://advan.physiology.org/content/26/1/37
Rose, D. H., Harbour, W. S., Johnston, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education & Disability, 19(2) http://www.cast.org/our-work/publications/2014/universal-design-learning-theory-practice-udl-meyer.html#.XIk4dvZFxv0
Rose, D. H., & Meyer, A. . Teaching Every Student in the Digital Age: Universal Design for Learning, http://www.cast.org/teachingeverystudent/ideas/tes
Rose, D., & Dalton, B. (2009). Learning to read in the digital age. Mind, Brain, and Education, 3(2), 74-83. doi:10.1111/j.1751-228X.2009.01057.x
Slusser, S. R., & Erickson, R. J. (2006). Group quizzes: An extension of the collaborative learning process. Teaching Sociology, 34(3), 249-262. http://www.jstor.org/stable/20058491
UDLCAST. (2011). Introduction to UDL. Retrieved from http://www.youtube.com/watch?v=MbGkL06EU90&feature=relmfu
APA style: A DOI primer. Retrieved from from http://blog.apastyle.org/apastyle/2009/09/a-doi-primer.html
CAST: Center for applied special technology. Retrieved from http://www.cast.org
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International DOI Foundation. (2012). Resolve a doi number. Retrieved from http://www.doi.org
Mazur, E. (2013). Assessment, The Silent Killer of Learning. Retrieved from https://www.youtube.com/watch?v=CBzn9RAJG6Q
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The COVID-19 pandemic is putting an enormous strain on the health care system. This is due in part to the explosion in the number of cases and in part because health care professionals are themselves getting sick—in some cases fatally succumbing to the virus.
While medical students aren’t full-fledged physicians, we have a significant amount of clinical training and knowledge. As such, we could be used more effectively. We should consider physicians in training as welcome partners to the more seasoned doctors and nurses, especially given the booming rate of infection rates in the United States. The only thing prohibiting the utilization of such precious and valuable manpower is a lack of planning and strategic foresight. To address this need for physicians, some institutions have taken a reactionary approach by advancing graduation by a few months, making them into M.D.s slightly prematurely. However, this approach is not thorough.
Taking a lesson from Italy’s experience, the U.S. must avoid partial solutions. The reality is that even with early degree conferrals, most medical institutions have sidelined tens of thousands of pairs of hands that are skilled and ready to support. While conferring degrees earlier is a meaningful approach, it is defensive in nature. Parlaying that into an offensive strategy requires us to utilize the medical students who are farther away from graduation and put them in roles consistent with their completed training. A significant benefit of this would be the ability to reallocate experienced physicians to care for patients acutely impacted by the outbreak while keeping medical students largely out of harm’s way.
At the start of their clinical years, medical students have already been tested on their ability to take a history, identify a differential diagnosis and perform a basic physical exam. By the time medical students begin their fourth year, they have learned to identify and monitor patients with common problems (e.g., high blood pressure, diabetes, COPD). Additionally, they can interpret common lab results and basic radiologic images, and document patient notes and discharge summaries in the electronic medical record (EMR). In fact, at some hospitals, once co-signed by a senior physician, a medical student can place medication orders and have their patient notes used for billing.
In addition, before medical students even graduate, they have passed two of the three examinations required to be a board-certified physician. These points matter because third- and fourth-year physicians-in-training are highly trained yet are an underutilized resource in a health crisis.
With that in mind, human resource strategies to address the COVID19 pandemic should entail:
Assigning medical students to provide care in routine non-emergent scenarios and settings consistent with their completed level of training. Early clinical training students should provide mostly indirect care meaning outpatient clinic call backs, phone triage for hospitals or clinics, researching the updated treatment guidelines on the virus for physicians, staffing state and local health departments, up to taking history and physical exams in clinics. Fourth-year students should provide both direct and indirect care in routine non-emergent settings. The duties consistent with management on internal medicine. Additionally, medical students should be used as care providers in nontraditional inpatient settings like rehabilitation centers and skilled nursing facilities.
Pairing medical students with experienced and retired physicians, similar to the tactic used by the U.K. National Health Service. Medical students' comfort with EMR and familiarity with clinical sites can increase the efficiency and accuracy of doctors with advanced clinical acumen.
Here’s how we can execute these strategies:
Hire medical students and categorize them as temporary hospital employees, with placements specific to their completed level of training. Hospitals have been open about the shortage of materials and medical staff, and at least one hospital system has reportedly offered to employ medical students temporarily through an expedited hiring process for “known and trusted students.”
Draft medical students as part of a state health disaster response corps and deploy them temporarily to facilities where they’re needed. There are several medical students that are technically enlisted service men and women, but most of us are not. In a global health crisis like this, we really should be considering at least a voluntary state health care service draft that includes a specific role for the skills of a medical student.
As a fourth-year medical student, I am sure I am not alone when I share my frustration at the lack of formal planning for how to safely and effectively leverage the training of medical students. There are some provisions that allow flexibility in licensing requirements and regulations when a surge of health professionals is needed, many initiated after big disasters like the H1N1 flu, Superstorm Sandy and Hurricane Katrina. Unfortunately, the American Association of Medical Colleges (AAMC) has not included in its COVID-19 resources any formalized plan for how to safely and effectively leverage the clinical training of even fourth-year medical students. However, there is still time to implement a preparedness plan that allows trained students to support and serve in this escalating crisis.
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- WCAI Cape and Islands NPR Station: "Minke Sounds Like No Whale You've Ever Heard"
- NEFSC Newsroom: "Passive Acoustic Monitoring Reveals Clues to Minke Whale Calling Behavior and Movements in the Gulf of Maine"
- WGBH with Sofie Van Parijs and Leila Hatch: "Ocean Noise"
- NEFSC Newsroom: Outreach and Education "NOAA Scientists Bring Marine Mammal Research to Young Scientists"
- New York Times: "A Rising Tide of Noise Is Now Easy to See"
- The Take Away with Dr. Leila Hatch: "Mapping Noise Pollution to Save Marine Life"
- Wicked Local: "NOAA scientist to discuss ocean noise"
- NOAA News: "Underwater noise decreases whale communications in Stellwagen Bank sanctuary"
- Scientific American: "Noise Reduces Ocean Habitat for Whales [video]"
- National Geographic: "Drifting in Static: A rising tide of man-made noise is disrupting the lives of marine mammals"
- WCAI Cape and Islands NPR Station Broadcast: Mindy Todd talks with Denise Risch on "Ocean Noise a Threat to Marine Mammals"
- The U.S. National Oceanic and Atmospheric Administration (NOAA) is developing tools to map the contribution of human sound sources to underwater ocean noise in U.S. waters. Follow the progress of the
NOAA Cetacean & Sound Mapping working group here.
Coverage on Risch et al. 2014. Mysterious bio-duck sound attributed to the Antarctic minke whale(Balaenoptera bonaerensis):
- NEFSC Newsroom: "Scientists Identify Source of Mysterious Low-Frequency Sound Heard for Decades in the Southern Ocean"
- NOAA Fisheries Podcasts: "Antarctic Minke Whales, Mystery Soundmakers of the Southern Ocean"
- NPR: All Things Considered, the two-way: "Scientists Pinpoint Source Of Antarctic 'Quack'"
- BBC: "Mystery of 'ocean quack sound' solved"
- Live Science: "Mystery of Bizarre Duck-Like Ocean Sound Solved"
- Australian Broadcasting Company: "Scientists pinpoint source of 'bio-duck' sound"
- Science News: "Submariners' 'bio-duck' is probably a whale"
- Science Magazine: "ScienceShot: Mystery of Quacking Caller in Antarctic Solved"
- The Independent: "50-year mystery of the ocean 'quack' finally solved by scientists"
- The Guardian: "Scientists solve mystery of Southern Ocean 'quacking' sound"
Passive acoustics and North Atlantic Cod:
- Hingham Patch: "Local Fisherman to Work With Researchers on Cod Fish Study"
- WCAI Cape and Islands NPR Station Broadcast: "How Acoustic Monitoring Could Help Protect Cod Stocks"
- Cape Cod Times and South Coast Today "The call of the cod"/ "Cod research could revive species"
- NEFSC Science Spotlight: Cod "Acoustic Monitoring of Atlantic Cod Reveals Clues to Spawning Behavior"
Coverage on Risch et al. 2012. Changes in humpback whale song occurrence in response to an acoustic source 200 km away:
- Wired: "Underwater Noise Disturbs Whales 120 miles away"
- The Acoustic Ecology Institute: "Fish survey sound reduce humpback songs 120 miles away?"
- Gloucester Times: "Sonar-style cod study gains State House support"
- Gloucester Times: "Report: Sonar fish study may affect whales"
- "On the Line", NOAA Fisheries Podcast: Blinded by the Noise- Whales and Dolphins in a Noisy Ocean. Featuring Sofie Van Parijs (NOAA/NEFSC) and Leila Hatch (NOAA/SBNMS).
- A word from Dr. Sofie Van Parijs: The Voice of the North Atlantic right whale.
- The NEFSC Sounds of the Sea interactive exhibit is up and running. Come and check it out at the
Woods Hole Science Aquarium in Woods Hole, MA.
Read more about it in the NOAA Newsroom.
- To listen and learn about marine animal sounds, click here.
- Another great interactive site on Marine Mammal Sounds can be found here: Voices in the Sea.
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Writing professional standards for music teachers
In June 2002, the Australian Society for Music Education (ASME) endorsed a project to develop professional standards for Australian music educators. A draft version of the standards has been widely distributed throughout the profession to stimulate discussion. The project team, drawn from the ASME National Executive, consists of Dr Amanda Watson (Secretary), Associate Professor David Forrest (Publications Editor) and Dr Neryl Jeanneret (President).
A priority of the ASME project has been to involve and include music educators who work in all contexts, categorised in Australia as classroom music, instrumental music in schools and studio music teachers.
Background: the wider drive for teaching standards
The impetus for this project came from recommendations of A Class Act: Inquiry into the Status of the Teaching Profession (Senate Employment, Education and Training References Committee, 1998). The development of professional standards for Australian music educators builds on the major work undertaken in the disciplines of English and Literacy, Mathematics and Science.
Between 1999 and 2002, the relevant professional teaching associations representing these disciplines were funded by the Australian Research Council (ARC) to develop professional standards and performance assessments. The long-term goal of each project was to support the development of a national voluntary system to provide professional certification to teachers whose practice has attained high standards as set by the profession in each of the three disciplines. A wider context of this work has included improved career paths for teachers, clearer long-term goals for professional development and greater responsibility within the profession for quality assurance.
It was also significant that at the time of writing the first draft of professional standards for Australian music educators, the Australian Joint Council of Professional Teaching Associations (AJCPTA) published a paper supporting this type of work by professional teaching associations. Titled Submission: Establishing the National Institute for Quality Teaching and School Leadership (February 2004), it stated that:
The AJCPTA is supportive of the research work conducted by professional teaching associations in the area of teaching standards … Their collaborative approach to the work has created a strong trust with those involved and has earned them respect from teachers and other professional associations.
The first stages of the ASME project consisted of a paper that included an extensive literature review. The project team also consulted widely with members of the profession. A forum was convened at the ASME National Conference in Darwin in July 2003. A two-day summit was held in Melbourne in February 2004. The first draft of the professional standards for Australian music educators was then developed.
The draft drew on the professional standards written by teachers of English and Literacy, Mathematics and Science, and also used advice regarding structure of professional standards published in A National Framework for Professional Standards for Teaching (MCEETYA, November 2003).
In adapting these guidelines to the context of music education, the ASME draft revised terminology at a number of points. The term ‘accomplished’ was a requirement of the standards in the other disciplines, but in music ‘accomplished’ is specifically reserved as a description of a performing musician. The terms ‘excellence’ and ‘outstanding’ also have links to the performer and a performance. After consideration, the term ‘expert’ was chosen as being more appropriate for the teacher of music in a number of educational contexts in Australia.
The ASME standards are presented in four domains, each with three subheadings (indicated in brackets, below):
The project team has also been aware of the future need to build in a form of assessment to make the professional standards meaningful and serve a practical purpose.
It is proposed that the professional standards for Australian music educators will be launched at the ASME XV National Conference in Melbourne in July 2005.
Australian Joint Council of Professional Teaching Associations. (2004). Submission: Establishing the National Institute for Quality Teaching and School Leadership. Leichhardt: Author.
MCEETYA. (2003). A National Framework for Professional Standards for Teaching. Canberra: Author.
Senate Employment, Education and Training References Committee. (1998). A Class Act: Inquiry into the Status of the Teaching Profession. Canberra: AGPS.
Key Learning AreasThe Arts
Subject HeadingsTeaching and learning
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E. coli O157:H7 - a strain of a species of bacteria found in the intestines of man and healthy cattle; often the cause of urinary tract infections, diarrhea in infants, and wound infections. E. coli 0157:H7 is one of the toxin-producing strains of E. coli and can cause more serious illness than other strains.
ear infection-presence and growth of bacteria or viruses in the ear.
ear wax-yellow secretion (cerumen) from glands in the outer ear that keeps the skin of the ear dry and protected from infection.
echocardiography-a procedure that evaluates the structure and function of the heart by using sound waves recorded on an electronic sensor that produce a moving picture of the heart and heart valves.
eclampsia-a serious, life-threatening condition in late pregnancy in which very high blood pressure can cause a woman to have seizures.
ectopic pregnancy (Also called tubal pregnancy.)-an abnormal pregnancy in which the fertilized egg implants outside of the uterus, usually in one of the fallopian tubes.
ectropion-turning outward of an edge; generally refers to a rare condition of the eyelid in which the lining of the eyelid is exposed.
eczema (Also called atopic dermatitis.)-a skin disorder that is characterized by itching, scaling, and thickening of the skin; usually located on the face, elbows, knees, and arms.
EDD-estimated due date.
edema-swelling due to the build-up of fluid.
ejection fraction-the measurement of the blood pumped out of the ventricles.
elder care-a relatively new and growing area of healthcare concerned with providing medical and other services for the rapidly growing, aging population (most often persons 65 years of age and older).
elective surgery (Also called optional surgery.)-an operation the patient chooses to have done, which may not be essential to continuation of quality of life.
electric and magnetic fields-refers to the electric and magnetic fields which surround both big power lines that distribute power and the smaller but closer electric lines in homes and appliances.
electrical burns-burns due to contact with an electrical current.
electrocardiogram (ECG or EKG)-a test that records the electrical activity of the heart, shows abnormal rhythms (arrhythmias or dysrhythmias), and detects heart muscle damage.
electrochemotherapy-uses a combination of chemotherapy and electrical pulses to treat cancer.
electrocoagulation-procedure that uses an electrical current passed through an endoscope to produce coagulation (clotting of blood).
electroconvulsive therapy (ECT)-a procedure that causes a brief convulsion by passing an electric current through the brain; used to treat some mental disorders.
electrodermal activity (EDA)-measures changes in perspiration rate.
electrodesiccation-electrosurgery which destroys tissue.
electrodiagnostic tests (i.e., electromyography and nerve conduction velocity)-studies that evaluate and diagnose disorders of the muscles and motor neurons. Electrodes are inserted into the muscle, or placed on the skin overlying a muscle or muscle group, and electrical activity and muscle response are recorded.
electroencephalogram (EEG)-a procedure that records the brain's continuous electrical activity by means of electrodes attached to the scalp.
electrolytes-chemicals such as salts and minerals needed for various functions in the body.
electromyogram (EMG )-a test to evaluate nerve and muscle function.
electrophysiological study (EPS)-cardiac catheterization to study persons who either have or may have cardiac arrhythmias.
electrosurgery-surgery which uses electrical instruments.
embolization-the insertion of a substance through a catheter into a blood vessel to stop hemorrhaging, or excessive bleeding.
embolus-a "wandering" blood clot.
embryo-the fetus is first called an embryo during the first eight weeks after conception.
emergency surgery (Also called urgent surgery.)-an operation performed immediately as a result of a urgent medical condition.
emerging infectious diseases-commonly defined as diseases that have newly appeared in a population, and/or diseases that have existed in the past, but are rapidly increasing in incidence or geographic range. Emerging diseases include: AIDS, Lyme disease, Escherichia coli O157:H7 (E. coli), and others. Re-emerging diseases include: malaria, tuberculosis, cholera, pertussis, influenza, and others.
encephalitis-a viral infection of the brain.
encopresis-a condition in which a child who was previously toilet trained soils his underwear as a result of liquid stool leaking around hard, constipated stool. The child may "hold" the stool because of the discomfort of passing a hard, dry stool.
endarterectomy-the surgical removal of plaque or blood clots in an artery.
endemic-a disease caused by the health conditions constantly present within a community. It usually describes an infection that is transmitted directly or indirectly between humans and is occurring at the usual expected rate.
endocarditis-a bacterial infection of the heart lining.
endocardium-the membrane that covers the inside surface of the heart.
endocervical curettage (ECC)-a procedure which uses a narrow instrument called a curette to scrape the lining of the endocervical canal. This type of biopsy is usually completed along with the colposcopic biopsy.
endodontist (Also called a pulp specialist.)-a dentist who has undergone specialized training in performing root canal therapy.
endolymph-fluid in the labyrinth - the organ of balance located in the inner ear.
endometrial ablation-a procedure to destroy the lining of the uterus (endometrium).
endometrial biopsy-a procedure in which a sample of tissue is obtained through a tube which is inserted into the uterus.
endometrial hyperplasia-abnormal thickening of the endometrium caused by excessive cell growth.
endometrial implants-fragments of endometrium that relocate outside of the uterus, such as in the muscular wall of the uterus, ovaries, fallopian tubes, vagina, or intestine.
endometriosis-condition in which tissue resembling that of the endometrium grows outside the uterus, on or near the ovaries or fallopian tubes, or in other areas of the pelvic cavity.
endometrium-mucous membrane lining of the inner surface of the uterus that grows during each menstrual cycle and is shed in menstrual blood.
endorphins-biochemical substances made by the body that may help reduce the level of pain.
endoscope-small, flexible tube with a light and a lens on the end used to look into the esophagus, stomach, duodenum, colon, or rectum. It can also be used to take tissue from the body for testing or to take color photographs of the inside of the body. Colonoscopes and sigmoidoscopes are types of endoscopes.
endoscopic retrograde cholangiopancreatography (ERCP)-a procedure that allows the physician to diagnose and treat problems in the liver, gallbladder, bile ducts, and pancreas. The procedure combines x-ray and the use of an endoscope - a long, flexible, lighted tube. The scope is guided through the patient's mouth and throat, then through the esophagus, stomach, and duodenum. The physician can examine the inside of these organs and detect any abnormalities. A tube is then passed through the scope, and a dye is injected which will allow the internal organs to appear on an x-ray.
endoscopic sphincterotomy (Also called endoscopic papillotomy.)-operation to cut the muscle between the common bile duct and the pancreatic duct.
endoscopy-procedure that uses an endoscope, a long, flexible, lighted tube, to diagnose or treat a condition.
endothelial cells-cells that form the lining of blood vessels.
enema-a procedure in which liquid is put into the rectum to clear out the bowel or to administer medications or food.
enlarged heart-a condition of the heart in which it is abnormally larger than normal.
enteral nutrition (Also called tube feeding.)-a way to provide food through a tube placed in the nose, stomach, or small intestine. A tube in the nose is called a nasogastric or nasoantral tube. A tube that goes through the skin into the stomach is called a gastrostomy or percutaneous endoscopic gastrostomy (PEG). A tube into the small intestine is called a jejunostomy or percutaneous endoscopic jejunostomy (PEJ) tube.
enteritis-inflammation of the small intestine.
enterocele-condition caused by weakened muscles in the pelvis in which a portion of the intestines bulges into the top of the vagina.
enteroscopy-examination of the small intestine with an endoscope.
enterostomy-ostomy, or opening, into the intestine through the abdominal wall.
enuresis (Also called bedwetting.)-involuntary discharge of urine, usually during sleep at night.
environmental medicine-the healthcare specialty concerned with human illnesses or dysfunctions that result from environmental factors.
enzyme-linked immunosorbent assay (ELISA)-a blood test used to detect antibodies in the blood.
enzymes-proteins that regulate chemical reactions in the body.
eosinophilic gastroenteritis-infection and swelling of the lining of the stomach, small intestine, or large intestine.
epicardium-the membrane that covers the outside of the heart.
epidemic-a disease that spreads rapidly through a demographic segment of the human population, such as everyone in a given geographic area, or a similar population segment; also refers to a disease whose incidence is beyond what is expected.
epidemiology-the study of the spread, control, and prevention of disease in a group of persons.
epidermis-the outermost layer of skin.
epidural anesthetic-an anesthetic which is injected into the "epidural space" in the middle and lower back, just outside the spinal space, to numb the lower extremities.
epilepsy (Also called seizure disorder.)-a brain disorder involving recurrent seizures.
epinephrine-one of two chemicals (the other is norepinephrine) released by the adrenal gland that increases the speed and force of heartbeats. It dilates the airways to improve breathing and narrows blood vessels in the skin and intestine so that an increased flow of blood reaches the muscles and allows them to cope with the demands of exercise.
episiotomy-incision made in the skin between the vagina and anus to enlarge the vaginal opening and facilitate childbirth.
epithelial cells-one of many kinds of cells that form the epithelium and absorb nutrients.
epithelium-a specialized type of tissue that normally lines the surfaces and cavities of the body.
erectile dysfunction (Also called impotence.)-the inability to achieve an erection, and/or dissatisfaction with the size, rigidity, and/or duration of erections.
ergonomics-the science of obtaining a correct match between the human body, work-related tasks, and work tools.
erysipelas-a bacterial skin infection that usually affects the arms, legs, or face, characterized by shiny, red areas, small blisters, and swollen lymph nodes.
erythema multiforme-a skin condition characterized by symmetrical, red, raised skin areas all over the body, caused by an allergic reaction or an infection.
erythema nodosum-a skin condition characterized by red bumps that usually appear on the lower leg.
erythrasma-a skin infection of the top layer of skin characterized by irregular pink patches that turn to brown scales. It occurs most commonly in skin folds.
erythrocyte sedimentation rate (Also called ESR or sed rate.)-a measurement of how quickly red blood cells fall to the bottom of a test tube. When swelling and inflammation are present, the blood's proteins clump together and become heavier than normal. Thus, when measured, they fall and settle faster at the bottom of the test tube. Generally, the faster the blood cells fall, the more severe the inflammation.
erythroplakia-a red patch of mucous membrane inside the mouth; it may be benign, pre-cancerous, or cancerous.
esophageal manometry-a diagnostic test that helps to determine the strength of the muscles in the esophagus. It is useful in evaluating gastroesophageal reflux and swallowing abnormalities. A small tube is guided into the nostril, then passed into the throat, and finally into the esophagus. The pressure the esophageal muscles produce at rest is then measured.
esophageal Ph monitoring-a test to measure the amount of acid in the esophagus.
esophageal spasms-muscle cramps in the esophagus that cause pain in the chest.
esophageal stricture-narrowing of the esophagus often caused by acid flowing back from the stomach.
esophageal ulcer-sore in the esophagus caused by long-term inflammation or damage from the residue of medications.
esophageal varices-stretched veins in the esophagus that occur when the liver is not working properly.
esophagitis-irritation of the esophagus, usually caused by acid that flows up from the stomach.
esophagogastroduodenoscopy (Also called EGD or upper endoscopy.)-a procedure that allows the physician to examine the inside of the esophagus, stomach, and duodenum. A thin, flexible, lighted tube, called an endoscope, is guided into the mouth and throat, then into the esophagus, stomach, and duodenum. The endoscope allows the physician to view the inside of this area of the body, as well as to insert instruments through a scope for the removal of a sample of tissue for biopsy (if necessary).
esophagus-the muscular canal that connects the mouth to the stomach.
estrogen-a hormone secreted by the ovaries which affects many aspects of the female body, including a woman's menstrual cycle and normal sexual and reproductive development.
estrogen replacement therapy (ERT)-use of the female hormone estrogen to replace that which the body no longer produces naturally after medical or surgical menopause.
euphoria-a feeling of elation or well-being that is not based on reality and is commonly exaggerated.
evoked potentials-procedures that record the brain's electrical response to visual, auditory, and sensory stimuli.
excisional-a type of surgery that involves cutting away cancerous tissue with a scalpel or other instrument to completely remove it and (possibly) some surrounding tissue. There are many types of excisional surgeries, each named for the particular area of the body in which they are performed, or the particular purpose for which they are performed.
excisional biopsy-surgery to remove tissue for examination.
excoriation-an area of the skin covered by a crust, or scab, usually caused by scratching.
excrete-to get rid of waste from the body.
expander/implant breast reconstruction-the use of an expander to create a breast mound, followed by the placement with a permanently-filled breast implant.
expectant management (Also called expectant therapy.)-"watchful waiting" or close monitoring of a disease by a physician instead of immediate treatment.
expiration-exhaling; giving off carbon dioxide.
extensor muscle-any muscle that causes the straightening of a limb or other part.
external urethral sphincter muscle-a voluntary and involuntary ring-like band of muscle fibers that are voluntarily contracted to stop urinating.
extracorporeal shockwave lithotripsy (ESWL)-a procedure that uses shock waves to break kidney stones or gallstones up into tiny pieces that can pass through ducts without causing blockages.
extragenital-outside of, away from, unrelated to the genital organs.
extrahepatic biliary tree-bile ducts located outside the liver.
extrapyramidal system-system consisting of nerve cells, nerve tracts, and pathways that connects the cerebral cortex, basal ganglia, thalamus, cerebellum, reticular formation, and spinal neurons that is concerned with the regulation of reflex movements such as balance and walking.
extrinsic asthma-asthma that is triggered by an allergic reaction, usually to something that is inhaled.
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This ladder activity is a great alternative to a worksheet. Students will cut the problems apart along the lines and work the card labeled "Start" and find their answer on the top of another card. They tape their cards together until a chain is formed.
This activity can be completed individually or in pairs. An answer key is provided.
There are 11 problems. Students will write equations of parallel and perpendicular lines. This activity was created for an honors level class, but could be used in a regular level class. Make sure these problems are appropriate for your students - download the preview and look at the thumbnails to see problem types.
This is part of the following bundle:
Parallel Lines Activity Bundle
You may also be interested in:
Equations of Parallel and Perpendicular Lines Stations Maze Activity
Equations of Parallel and Perpendicular Lines Task Cards
Angle Chasing with Parallel Lines Task Cards (with and without QR codes!)
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Periodontics is a specialty branch of dentistry that includes the gums, hard and soft tissues, and the structures that surround and support your teeth, such as the periodontal ligament.
The main function of the gingival tissues is to hold the teeth in position within the bone, but also to act as a buffer that prevents damage to the teeth when they receive excessive force during chewing. Tissues and teeth move and work together to protect themselves while chewing.
What is Periodontal Disease?
It is an inflammatory condition that affects the soft and hard tissues surrounding the gums and teeth. Untreated gum disease can cause teeth to loosen and even fall out.
The healthy gingiva is slightly rough like an orange peel, its border with the tooth is in a smooth line and has a pink appearance. Healthy gums do not bleed when brushing or eating. Periodontal diseases begin with gingivitis.
In gingivitis, only the gums are affected. During this period, the gums were bleeding, red and enlarged in volume. It may not cause much discomfort in the early period. When gingivitis is treated, the inflammation in the gums disappears and healing is observed.
What is Periodontitis?
Periodontitis is a more advanced stage of periodontal diseases. Although the main cause of periodontal diseases is bacterial plaque, other factors such as smoking, systemic diseases, medications, stress and nutrition can also affect gum health.
How Are Gum Diseases Treated?
With the appropriate advice and treatment given by our dentists, it is usually possible to completely stop the progression of periodontitis. It is necessary to eliminate the bacterial plaque that accelerates the process and to establish correct oral hygiene habits. The first stage of periodontal treatment is to give detailed information to the patient about the subject and to explain the application of oral hygiene instructions.
In the first process, it is very important to make sure that the patient adequately complies with the hygiene. On the other hand, the periodontist will perform hygienic procedures to remove stone and bacterial plaque from areas inaccessible to the patient. In some cases, if the infection in the tissues persists and the patient does not respond to hygienic measures, antibiotic therapy can be administered.
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A VELVET REVOLUTION
An Introduction to DEBUSSY’sonly completed opera Pelléas et Mélisande
The French have a penchant for revolutions, it seems, even if their more recent ones have tended to be more artistic than societal. The celebrated avant-garde composer and conductor Pierre Boulez stated in 1967 that ‘all opera houses should be blown up, as they are full of dust and excrement’ – but two years later he was to be found at London’s Royal Opera House conducting a definitive version of Debussy’s Pelléas et Mélisande. This operatic one off, Debussy’s only completed opera was regarded as a highly revolutionary, subversive work, almost an anti-opera when premiered in 1902. Not surprisingly, as Debussy frequently proclaimed himself exasperated by the stale conventions of opera, even if he never expressed it quite as violently as Boulez.
Those expecting a violent modernist work though, are in for a surprise. Never has a revolution been so euphonious, so muted, nuanced and mysterious. Compared to the ever more opulent and stridently expressed operas of the turn of the last century, notably Richard Strauss and Puccini, Pelléas is a model of restraint and proportion. Writing a letter to his old professor Ernest Guiraud in 1890 he outlined his operatic credo “My idea is of a short libretto with mobile scenes……No time, no place… Music in opera is far too predominant…..Too much singing…..”.
The Belgian writer Maurice Maeterlinck (1862 - 1949) had taken Paris by storm in 1890 with his early plays, which were concerned less with external drama, than a symbolist manifestation of dreamlike inner world of alienated characters, deriving from the French craze for Edgar Allen Poe, who had been a major influence on the most significant French poets of the nineteenth century, Baudelaire, Mallarmé, Rimbaud and more. Debussy read the play of Pelléas on its publication in 1892, and soon after witnessing its premiere the following year, received permission to set it, largely completing it in 1895. It was not accepted for performance at the Opéra-Comique until 1898, and then Debussy orchestrated and revised it. The premiere in 1902 was marked with scandal. Debussy had promised the role of Mélisande to Maeterlinck’s mistress, Georgette Leblanc, but changed his mind when he heard a young Scottish singer, Mary Garden, who had created a sensation in Charpentier’s Louise in 1900. Maeterlinck first learned of the change in a newspaper article, and threatened to give Debussy a ‘drubbing to teach him what’s what’, and was dissuaded by Mme. Debussy from attacking him with a cane. Obscene leaflets satirizing the opera were distributed at the dress rehearsal, which Mary Garden insisted was organized by Maeterlinck himself. Because of this, the dress rehearsal was disrupted, but a claque of Debussy’s admirers ensured a receptive audience for the premiere, with interest growing after each succeeding performance. Maeterlinck refused to see the opera, capitulating only in 1920, when he realized that the opera was a full realization of his vision. Ironically, Maeterlinck name survives by its association with Debussy. His plays, for the most part, do not bear revival today.
The opera attained fourteen performances in its initial run, achieving 100 by 1913. Productions were not plentiful in the early years, though the work always made a profound impression. In 1907 it appeared at Brussels and Frankfurt, in 1908 New York and La Scala, Milan – under Toscanini, and London in 1909.
What is striking about this opera is how familiar ingredients are used in unfamiliar, even disorienting ways. There was nothing new in sending the conventions of opera - set pieces, arias, ensembles and choruses - off packing, Wagner had done that half a century before. Nor was setting a prose play almost intact, without versifying it for a libretto, totally original; there were precedents in Russia in the 1860’s, most significantly Mussorgsky’s Boris Godunov, an opera Debussy knew from the score only, and which obsessed him. Even Massenet, the most commercially successful French opera composer of the day, had, in his Thaïs of 1894, set a prose libretto, without verse and rhyming conventions. For all its dreamlike atmosphere, Debussy’s score is tightly wound and organized, employing Wagner’s symphonic method of score constructing with leitmotivs – ‘leading motives’ that signify or identify character, event or emotion. Nothing new here – there were many French operas of this period that slavishly imitated Wagner. But instead of Wagner’s domineering symphonic discourse, Debussy favours musical dissipation, inconclusive expression, mirroring the play with consequences left unexpressed, lost, like the characters in Maeterlinck’s dank forests and suffocating grottoes. Beneath such devices, the play is a domestic drama, another trope on the eternal love triangle. Golaud, out hunting, discovers Mélisande lost in the forest and takes her home and marries her. She discovers a soul mate in his younger brother, Pelléas, and Golaud, besides himself with jealousy, kills him. Mélisande dies, or rather fades away. She, a character who comes from nowhere, and who, rather like a child, seems to inhabit only the present tense, has exerted a fascination second only to Bizet’s Carmen, with so many unanswered questions attending her.
Such a mystifying absence of context, viewpoint, and rhetoric sets this opera apart. The music clings to the text, intensifying it and the all-important atmospherics, but cannot act as subtext to the characters inner feelings, as they are so ambiguous. Curiously this approach leads to great dramatic truth. When finally, just before his death at the hands of his brother, Pelléas admits his feelings to Mélisande – ‘Je t’aime’ – answered by Mélisande ‘Je t’aime aussi’, it is unaccompanied, blurted out, embarrassed, more spoken than sung. It is an almost comic contrast to the heaving ecstasies of Tristan and Isolde, or the emotional buffetings of Puccini, yet not a whit less emotional than either, and paradoxically, rather more realistic. Puccini momentarily considered setting Pelléas as an opera himself, but was very struck by Debussy’s version. In fact his later operas reveal a profound debt to Debussy’s harmonic and orchestral language, and even his word setting, which became more syllabic and conversational and less melody driven, though he never aspired to the restraint that marks Pelléas as the unique creation it is.
Is Pelléas a difficult opera? Not at all, if you do not come to opera with conventional expectations. There is a lieder-like sensibility in the singing, one can hang on every word, and each will be audible. The orchestra, though smaller than most for this period, is exquisitely used, fulfilling all of Maeterlinck’s evocations of forest and water. After its premiere, composer Vincent d’Indy, wrote in a most perceptive review: “The composer has in fact simply felt and expressed the human feelings and human sufferings in human terms, despite the outward appearance the characters present of living in a dream." He also acknowledged the influence of early 17th century Italian opera, and one must remember that opera was invented then to declaim poetry in a more heightened and expressive fashion than was possible with just the spoken voice. Debussy, in Pelléas, peels back the accretions of habit and returns to the source. His revolution is achieved by re-examining the initial tenets of opera, and by doing so, creates a most beguiling, hallucinatory and intensely emotional experience.
© Julian Grant 2009. This article appeared in the 2009 Holland Park Opera Programme.
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In Focus: Carbon Capture Technology
Coal is bountiful, cheap, and accounts for about 50% of our current electricity generation. Worldwide, coal is the dominant source of power and is projected to increase even further as petroleum prices skyrocket.
However, coal is dirty. Along with ash, it is also carbon rich and has an incredibly high ratio of CO2 output per kWh of electricity generated. This is because the hydrocarbon ratio in coal is very low (about 1C to 1H), meaning more C per bond broken, and consequentially more CO2.
In an age where concern over greenhouse gasses seems to run counter to free market ideology, what can be done to make coal energy, more appealing?
The answer lies with carbon capture technology.
Carbon capture, and carbon scrubbing, is the technology that goes into cleaning, filtering, and storing the excess CO2 generated by coal fired power plants.
Already, there are examples of carbon capture that we did not even build. Every plant and algae species are effectively a terrestrial carbon capture machine. They take CO2 from the air and turn it into stored, organic carbon.
However, with an increase in airborne CO2 ,clearly more than simply trees and algae are necessary to rectify out CO2 imbalance.
One method of carbon capture is to inject effluent CO2 into underground caverns. According to a USGS study, closer to 40% of the coal fired power plants within the U.S. lie directly above of potential geological CO2 storage caverns. This could provide successful areas where we can inject CO2 underground rather than allow it to enter the atmosphere. This makes ‘dirty coal’ into ‘economical coal’ and a far more attractive option than it is today.
Other Carbon Capture technology seeks to pump CO2 into existing geological cavities formed from dried oil wells. Yet other tech seeks to crystallize the CO2 and use the resulting mineral as building material.
As it stands now, CO2 sequestration technology is not yet commercially viable. Due to the large amount of energy required to pump the gas underground, there is constant research going into how to better perform CO2 sequestration technology.
This research falls into precombustion and postcombustion categories.
Precombustion alters the fuel source before it is ignited. Often times, this is a gasification process (see gasification article).
Postcombustion is dealing with the CO2 after the fuel source has been ignited. These methods include passing carbon through membrane filters, allowing the CO2 to be biologically metabolized, using the CO2 in fertilizer aspects, using CO2 as an enzyme for catalysis processes or adding CO2 to landfills for accelerate the carbon cycle.
Existing CO2 sequestration projects include:
Archer Daniels Midland (IL)
Leucadia Energy, LLC (NY)
The cutting edge of carbon sequestration technology includes using the CO2 for anything from biofuel to concrete production. These include large industrial projects such as Phycal, LLC.
For more on carbon sequestration:
EnergyGridIQ (EIQ) is a powerful and comprehensive location-based database of energy projects and thousands of energy incentives offered by federal, state and private sources. EIQ also provides an alert service for new RFPs and opportunities, and targeted local advertising. In addition to geocoded incentive data, EIQ offers extensive additional geocoded datasets including weather, market prices, and client data such as energy consumption. The overlaid datasets on EIQ’s unique map interface provide a powerful tool to manage energy decisions. EIQ founders and current team include energy industry and deregulated market veterans, data scientists, technology and mobile experts and literally NASA rocket engineers.
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Grains [зерна; zerna]. The most important group of cultivated plants whose seeds are used as a staple of the human diet, animal feed, and raw material in many industries. The grains are divided into cereals and legumes. Most cereals, including wheat, rye, barley, rice, oats, and corn, belong to the botanical family Gramineae; buckwheat is a member of the family Polygonaceae.
Grain crops have a long history in Ukraine. Evidence suggests that as early as the Neolithic period, in the 5th to 4th centuries BC, wheat, barley, and millet were grown along the Buh River and the Dnister River. In 1913 (within the present boundaries of Ukraine) 24,696,000 ha were devoted to growing grain, or 88 percent of the total cultivated land area in Ukraine. In 1983 the figure was 15,783,000 ha or 48 percent of the area under cultivation in Ukraine. In 1913 the gross grain harvest in Ukraine was 23,157,000 t; in 1980, 38,100,000 t. In 1980 Ukraine accounted for 20 percent of the USSR’s gross grain harvest. The average yield of grain crops in Ukraine was 9.4 centners per ha in 1913 and 23.1 centners per ha in 1980. The most important grain crop in Ukraine is winter wheat, followed by spring barley, corn, and peas (see Grain production).
[This article originally appeared in the Encyclopedia of Ukraine, vol. 2 (1988).]
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The advancement in Science and Technology seems to play its part in almost every field of life. But, the greatest impact seems to be in the electronics industry. The mobile phone technology has seen a great revolution because of it. The manufacturers are inventing cell phones with modern functionalities on a daily basis. Nowadays, one of the most stunning news is the invention of a battery-free mobile phone. The researchers at the University of Washington have invented a mobile phone which uses zero power. This is the great news for the cell phone users as battery drainage is the most upsetting for them.
The researchers have achieved this landmark by eliminating the most battery draining process of the cell phones. Modern cell phones drain battery during the conversion of analog signals to digital signals. Now, they have eliminated this process. This battery-free phone performs these conversions through sound vibrations in the microphone. Thus, a lot lesser energy is required to power up the device. Thus, the device obtains this little energy either from ambient light or radio signals. The researchers have tested its functionality up to a distance of 50 feet.
The researchers have said in a statement that they have made world’s first functioning cell phone that consumes zero power. They have used off the shelf components on a printed circuit board. They have proved that the device can perform the basic phone functions. It can send speech and data and can receive user inputs through buttons. To achieve this zero power consumption, they have to study the basic designing and functioning of the cell phones.
This battery-free cell phone requires a small amount of energy, about 3.5 microwatts. The device obtains this power from ambient radio signals coming from a base station about 31 feet away. They have also tested this working of a device with the help of radio signals from the base station up to 50 feet. Now, the major task before them is to increase the range of the device to improve its communication with a far off base station. They are also making research on encrypting the conversation to increase security. They also intend to make this battery-free phone suitable for video streaming. This would only be possible through enabling a visual display. To use ultra-low power, they can use E-ink display.
If the researchers succeed in achieving all this, there is no doubt that it would be a great achievement in the history of the world.
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Philip Islands Little Penguins Set Record
Conservation efforts and habitat work have played a role in helping a record number of little penguins cross the beach on Victoria’s Phillip Island.
5,219 penguins waddled across the stretch of sand known as Penguin Parade beach within the 50 minutes of the count.
Phillip Island Nature Parks research officer Paula Wasiak told MSN the numbers are especially surprising because they’ve occurred outside the November/December breeding window.
There’s also speculation the La Nina event is boosting food supply near the shore.
“What we can speculate, to the best of our abilities – it must be really excellent feeding conditions right now for the penguins close to shore,” said Ms Wasiak.
The population is also in the midst of what is known as the autumn breeding attempt, where older penguins in particular try to breed ahead of winter.
“While penguins usually breed during Spring and Summer, older, more experienced birds are really tuned in to subtle environmental cues and will take advantage of a secondary peak in marine productivity in Autumn, which can result in an increase in colony attendance and breeding behaviour.”
The record-breaking event was the highest number of little penguins crossing the beach since 1968.
The average number of penguins that returned to Phillip Island’s shores last year ranged between 700 and 2,300.
Phillip Island is home to the largest Little Penguin Colony in the world and during special events you can watch them on a live stream – an idea that arose as a result of Covid-19 restrictions in Victoria.
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Due in about one week.
Objective: The objective of this lab is to provide an introduction to adjusting location data to "known" more accurate points such as might be given by a GPS receiver or (heaven forbid, Google Earth).
You will: (If you want) Setup and use a GPS receiver to record the locations of several points that can be identified in our street data. Use a text file to import those point locations into Arc. Use the locations to assess the street data postional accuracy. Then use Arc's "Spatial Adjustment" Tool to 'move' existing data to fit your measurements.
You will need a GPS receiver (yours or ours), and the allroad3 and cc-streets data sets. (You will remember that these purport to have projection data, and should but do not plot in correct registration with each other.)
You should read the help on "spatial adjsutment" and perhaps the second part of this webpage: www.library.yale.edu/MapColl/files/docs/Georeferencing%20of%20Scanned%20Maps.pdf .
GPS units vary in their controls and capabilities. For this we need to be able to turn on the GPS, set the datum and data format, let it "acquire" satellites and compute its position, and then record a set of desired positions.
The Garmin eTrek Venture's need 2-AA batteries. The power switch is on the right side. Above it is the "page" button. On the front is a "nub" to navigate between and select screen icons (it only seems to go down or left or right and select).
Install batteries if needed. Power on. Page to "Main Menu". Nub to "System" to be sure that the GPS is on (normal) and that WASS is enabled. Nub to "Setup" (press to select), then to "Units. Select the position format (hddd.ddddd) and map datum (WGS 84). Page to the satellites display and wait for the unit to acquire sufficient satellites.
(Warning: low tech, error prone, paper based method ahead!)
On the ground, pick three to five (3, 4 or 5) 'good points' (intersections, maybe corners or ends, but not middles of street segments). It would be good to disperse/distribute these points widely across the island. At each of the places write down the coordinates from the GPS (at least 5 digits to the right of the decimal point, i.e. about 1 meter precision) and a note to yourself and other saying what place the coordinates represent.
Back from the field, type the coordinates into a text file such as you've used before. (Some GPS devices can save data in shaefiles, some don't save it at all.) Get the points into Arc.
Alternatively here are some GPS points from a previous class:
"Intersection", "Latitude", "Longitude" "Kamehameha Hwy & Lokoea", 21.59435, -158.10316 "Kahelu & Wikao Pl", 21.59449, -158.10318 "Manoa Stream and Palolo Stream", 21.29080, -157.81473 "Waihi Stream and Waiakekua Streams", 21.3271, -157.8011and another set extracted from Google Earth
"Intersection", "Longitude", "Latitude" Paakai St and Paala Lp (huh?), -158.1114758804381, 21.34094325836413 Dole and East West Rd (UH Campus), -157.8152791218156, 21.29618195390237 Kamehameha Hwy and Marconi Rd (Kahuku), -157.9766061498192, 21.6923637009849 Mumba and Midway (Barbers Pt), -158.0826538189028, 21.31513190349621 Kamehameha Hwy and Burroughs Rd (Kahuku), -157.9489957968411, 21.67707013547741 Lunalilo Home Rd and Nawiliwili St (Portlock), -157.7071643484717, 21.27290771903582N.B. Don't confuse precision with accuracy. And watch the column headers.
Idea: It is real handy to be able to symbolize a text file containing coordinates and data on a map.
Set-up: Start with a text file that contains columns (fields) of data. The file name should end with a ".txt" extension. and should contain four columns. Each column should have a heading label, in quotes. Each row should have commas separating the fields. When you cut and past or concatenate files from classmates, be sure to remove any extra heading lines.
Display the points:
Convert text points to a shapefile:
Consider what you see. Do you see discrepencies between your measured coordinates for the places and the datasets' coordinates for these places? What are the sizes and directions of the displacements? Within a shapefile, are they constant or do they seem to vary from place to place?
Make sure that both the Editor Toolbar and the Spatial Adjustment Toolbar are available, and have the shapefile that you want to adjust and the one that you want to adjust to in the current map.
Turn on editing for the layer that you want to adjust, and set "snapping" for the vertices in those layers
In the Spatial Adjsutment tool...
select tie points, clicking the map point to move and then the point to move it to.
set the adjustment
adjust the data
Now do the data line-up?
Report the points you used to adjust your datasets.
Report the original discrepencies you found in the data.
Assess the goodness of the adjustment. Do the datasets now line up? Everywhere?
Include 2 maps: one showing the mis-registration of the original data and another showing the degree of registration for the same area after the adjustment.
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Social and emotional development is a skill children start developing right out of the womb. Whether it is the gaze into a parent’s eyes or being sang to while getting a diaper changed social-emotional development surrounds all of us. As children grow they begin to become aware that their emotions have names. iLearn with Poko: Emotions and Colors is a great tool to help preschoolers through school age recognize certain emotions and how they are used in our day-to-day life. This app also has a color section that encourages visual art development. Developing a child’s artistic skills helps with the social-emotional development children go through. The arts help children be creative and expressive, which provides an outlet for expressing emotions.
iLearnWith Poko: Emotions and Colors is a two part app that focuses on social-emotional development and the visual arts. The social-emotional skills are developed and explored through short video clips. After watching the video, kids answer the question “How does Bobo feel” by dragging the appropriate monkey face showing the right emotion into the empty space. There are three levels your child can choose from. The first level includes basic emotions, such as happy, sad, angry, and scared. The second level is slightly more advanced offering emotions like frustrated, proud, thrilled, worried, loving, disappointed, and surprised. The third level has your child match the emotions with all the characters in the story (not just one) and asks for a solution to help make all the characters feel good. At the end of each round your child earns a gift that is stored in the app’s treasure box.
The colors game in this app gives a sample picture for the kids to look at as references. This is a great game to help with color recognition. Not just primary colors but what colors need to be mixed together in order to make other colors. In the game kids must place colors on the drawing in a way that matches the sample drawing given. Again there are three differing levels. The first has the basic primary colors. The second level requires the child to mix colors to get secondary colors in order to correctly color the drawings. And the third level adds white into the mix and allows for even more colors to be created in order to match the given drawing. Just like the emotion games, there is a gift earned at the end of each round that collects into the treasure box for use in other free apps.
There is a parent zone that helps to track each child’s progress, how many levels have been completed and statistics on the answers your child has chosen. This is a great way to follow along and provide positive feedback to the skills your child is developing while playing this game.
My favorite part of this app is that it provides a fun and interactive way to learn emotions. Instead of just seeing a sad facing and teaching that is what sad looks like, it gives stories to help children identify with that emotion. I also love that the coloring game allows children to mix the colors to get what they need.
Overall this app offers a great developmental tool for parents to utilize and engage with their child while they learn more about labeling emotions and colors. I recommend watching the short emotional clips with your child. Then talk about a real scenario in their life and help them to name the emotions he or she felt. This can be a great way to take iPad gaming and apply it to your child’s immediate surroundings.
iLearn with Poko: Emotions and Colors is available for iPhone, iPod and iPAD. It is FREE to download with sample games. The full package is available with In-App Purchase at $2.99 on App Store.
If you would like to check it out or purchase it, please use the App Store link provided below. The cost is the same to you, but iGameMom gets a small percentage. Thanks for your support! Note: The link works for all countries.
Today’s app is reviewed by Daisy Simpson. Daisy is a proud mom to an active toddler and works part-time in a hospital where she utilizes technology in her work with helping kids cope in the medical setting. Her family loves being outdoors experiencing all Minnesota has to offer.
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Same But Different
In some ways we are all the same. We all have the same human nature. We share a common humanity. We all have human bodies and human minds, we all have human thoughts and human feelings. Yet in other ways we are all completely different and unique. No two people are truly alike. No two people can ever have the same experience of life, the same perspective, the same mind.
Even identical twins are unique in this respect: twin number 1 will always be twin number 1 and will never know what it is actually like to be twin number 2, to experience life and see the world through number 2’s eyes. (See No Two Alike .)
Somewhere between these two — our common humanity and our unique individuality — lies personality.
Personality is about our different ways of being human. How we are all variations on the same themes. How the human nature we all share manifests in different styles of thinking, feeling and acting.
Personality can be defined in different ways, depending on whether we focus on the individual or on people in general.
If we focus on people in general, then we can define personality in terms of individual differences — that is, the range of different styles of thinking, feeling and acting. Just as human beings can differ a great deal in terms of their physical traits (height, weight, hair, and so on), they also differ in terms of mental and behavioural traits. For example, some people are noticeably talkative and outgoing while others are noticeably quiet and reserved. Such differences and variations are seen everywhere throughout the human population.
If we focus on the personality of a specific individual, we can define it as that person’s particular set of enduring dispositions or long-term tendencies to think, feel and act in particular ways. We’re not talking about specific actions being repeated again and again, like compulsive hand-washing, but about overall patterns, tendencies, inclinations. Someone who has tended to be quiet and reserved up to now will probably still tend to be quiet and reserved tomorrow. That doesn’t necessarily mean that they are compelled to be quiet and reserved at all times, in every possible situation. Rather, they are disposed to be be quiet and reserved more often than not.
“Your personality style is your organizing principle. It propels you on your life path. It represents the orderly arrangement of all your attributes, thoughts, feelings, attitudes, behaviors, and coping mechanisms. It is the distinctive pattern of your psychological functioning—the way you think, feel, and behave—that makes you definitely you.” — The New Personality Self-Portrait by Oldham and Morris.
We can also sometimes see changes in an individual’s personality over time. There may be subtle developmental changes during adolescence, for example, or there can be quite dramatic alterations following a massive brain injury.
Before we move on, here is a little puzzle to think about: Is personality simply an umbrella term for all our dispositions (how we think and feel and act), or is it a ‘thing’ in its own right, something that causes us to think and feel and act they way we do? For example, someone who is obviously outgoing, talkative, energetic and assertive is described as having an extrovert personality. Does that mean that they are outgoing, talkative, and so on because they are an extrovert? Or is “extrovert personality” simply a shorthand way of describing someone with those patterns?
Talking About Personality
In ancient times it was thought that all people could be divided into four basic types — sanguine, choleric, melancholic and phlegmatic. This was supposedly something to do with the dominant fluids in their bodies (blood, yellow bile, black bile or phlegm). This idea was briefly revived in Renaissance Europe and there are some modern versions of it around today. (See Passions and Tempers .)
Despite the simple appeal of this approach, trying to fit all the world’s people with their amazing range of differences into so few boxes is not easy. For example, ‘sanguine’ people are supposedly extroverted, creative, sensitive, compassionate, thoughtful, tardy, forgetful and sarcastic. But in fact there is no evidence that these characteristics go together at all. You can certainly be creative without being extroverted. You can certainly be compassionate without being sarcastic. So what does being ‘the sanguine type’ really mean, if anything? Dividing people up into a few types may be a nice and simple way of looking at the world, but in reality it doesn’t get us very far.
A Thousand Words?
An alternative approach used by modern psychologists is to simply focus on the words we use to describe each other’s personalities. The idea that such words can tell us about personality, or at least how we conceive personality, is known as the lexical hypothesis. When we try to describe someone in words — whether it’s their physical appearance or their personality — we focus on describing their most distinctive features. This is because we tend to notice and remember outstanding characteristics.
For instance, we might describe some people as tall and some as short, though there is no word in the dictionary to describe people of average height. Likewise, the words we use to describe personality focus on how individuals stand out as above or below average in their mental and behavioural characteristics. So, just as we might describe someone as quite tall and completely bald based on their most obvious physical attributes, we will also describe personality using phrases like very nice but rather quiet. The words most often used refer to the extremes rather than the averages.
And these extremes can be organised into pairs of opposites — reserved as opposed to outgoing, impulsive as opposed to cautious, dominant as opposed to submissive, and so on.
Now, if we take all the personality-describing words in a dictionary — thousands of them! — and then analyse how much people think they differ or overlap in terms of meaning, we find that they can be organised into a certain number of sets or ‘clusters’. For example:
- Words like domineering, autocratic, and pushy all have a similar (though not identical) meaning.
- Words like domineering and submissive or friendly and hostile have opposite meanings, just like tall and short.
- Words like domineering, patient, and playful have no particular relationship, just like tall and bald.
So if we cluster together all words that have a similar meaning, how many clusters do we get?
There is actually no single answer as it depends on where we draw the line, statistically, to define “similar”. We get more clusters of words with highly similar meanings, and we get fewer clusters of words with only b-r-o-a-d-l-y similar meanings.
The main question psychologists have been interested in is: How few clusters can we reduce all these words to? (Scientists are always looking for ways to reduce complex things to the most simple account possible.) And by doing exactly this kind of analysis, what psychologists have found again and again is that personality words can be reduced to just five clusters. In other words, there are five big sets of words (including their opposites) which contain pretty much all of the words we might use to describe personality. This is one of the most robust findings to come out of decades of research into human personality.
The Big Five
These five sets are commonly known as the Big Five. We could simply call them Factor 1, Factor 2 and so on, but they have been labelled as follows:
- EXTROVERSION — words describing a tendency to be outgoing, energetic and sociable
- OPENNESS — words describing a tendency to enjoy variety, novelty, challenge and intellectual stimulation
- NEUROTICISM — words describing a tendency to experience unpleasant emotions
- AGREEABLENESS — words describing a tendency to be friendly, compassionate and cooperative
- CONSCIENTIOUSNESS — words describing a tendency to show self-discipline and self-control
It’s as if every word we may use to describe one another’s personality falls under one of these five headings.
Each of these five factors is actually a sort of mega pair of opposites: Extroversion v. Introversion, Openness v. Closedness, Neuroticism v. Emotional stability, Agreeableness v. Hostility, Conscientiousness v. Spontaneity. For example, we find that there is one whole set of words which describe either aspects of Extroversion (outgoing, energetic) or its opposite, Introversion (quiet, withdrawn).
So in contrast to the ‘types’ approach, many psychologists now understand personality as how we all vary within these five dimensions or five factors. It’s not that the world is divided into (say) sanguines and cholerics and so on. Rather, we are all variations on the same themes, and these variations define our personality traits. We each have our own scores on the same five scales, scoring somewhere between the two extremes of each one. An introvert, for example, is simply someone who scores relatively low on the extroversion scale.
The H Factor
The five factors are not etched in stone. Many studies suggest that we can (and should) include a sixth factor, called Honesty/Humility (or the H factor). This is essentially a dimension of character maturity, ranging from high selfishness to high integrity. Adding this H factor to the other five gives us a six-factor view of personality that is more popularly known as the HEXACO model. (See The H Factor of Personality .)
A problem with the five or six factors is that they don’t really account for personality. They just organise the words that people use to talk about personality into the fewest number of sets, and treat those sets as ‘dimensions of personality’.
In addition, the number of clusters or factors we ‘find’ depends entirely on how strict or how loose we are with our statistics. To get down to five factors we have to accept fairly loose connections between words. This means that, for example, we get lots of surprisingly different traits lumped together under ‘extroversion’ (such as dominant, outgoing and passionate), which is kind of reminiscent of having lots of different things attributed to the ‘sanguine’ type. We could, however, be much stricter with our factor analysis and look for smaller clusters of words which are strongly connected. When researchers do this, they can identify around 20-30 factors.
In fact, many now see each of the Big Five factors as a sort of general “super-trait”, each one covering a number of specific sub-traits or facets that are narrower in scope:
Different researchers have identified different facets, but generally they describe 3 to 5 facets associated with each of the five big factors. These 20 or 30 facets seems to give a much richer description.
So if the question is …How many personality traits are there? The answer is … How many do you want? It’s all about whatever is convenient for any given discussion. If you want to divide people into two types (say, extravert versus introvert), then you can. If you want to describe people in broad brush-strokes, then you can use the Big 5 (or 6) factors. If you want a high resolution picture of individual differences, then you can use 20-30 facets or more.
Just remember: these factor/trait models are all about the words we use to talk about personality… which begs the question: How much do they tell us about personality itself? For example, what if there are some aspects of personality that do not manifest as dimensions with polar opposites (as in dominant-v.-submissive) but instead, like eye colour or hair type, do actually manifest in discrete categories? (Could the psychopathic type be one of them?)
Funnily enough, despite widespread confirmation of the Big Five (or six), there is still no agreed psychological understanding of personality. This is because psychologists have yet to agree on their understanding of human nature. Different psychologists hold fundamental beliefs that are diametrically opposed.
(As an aside, many students who study psychology are disappointed to find that this is the case. They begin hoping to learn “what makes people tick” based on good science. Instead, they just learn about competing theories and schools of thought.)
The many ‘classical’ branches of psychology include psychodynamics (or Freudian psychology), behaviourism, neuropsychology, evolutionary psychology, cognitive psychology, and social psychology. Each takes a different approach to explaining human nature, human behaviour and human personality. For example:
- According to evolutionary psychology our behaviour is driven by biological instincts which have been programmed into our genes through natural selection over several million years. In this case, differences in personality represent natural variations in genetic programming which are present at birth.
- According to behaviouristic psychology, our behaviour is externally programmed (conditioned) in early life as the result of the rewards and punishments we experience. Personality is therefore genetic variations plus learned behaviour patterns.
- According to social psychology, our behaviour is driven by social factors such as parental expectations and peer pressure. In this case, personality stems from the social influences affecting our learned behaviour patterns.
- According to psychodynamic psychology, our behaviour is driven by the competing demands of biological instincts and social pressures. Differences in personality stem from how we balance, or fail to balance, these conflicts as we grow into adults.
- According to cogitive psychology, human behaviour is heavily influenced by our intelligence: the ability to utilize both internal memory and external information to mentally assess situations and resolve problems. In this case, differences in personality stem from differences in knowledge, learning and cognitive style.
Each of these schools of thought emphasises the importance of one source of influence––and they all appear to be valid! But not one of them can provide a complete answer. The more we focus on just one approach, the more we tend to lose sight of the bigger picture, the whole person.
Free Will v. Determinism
One thing that all of the classical branches of psychology do tend to agree upon is that our every thought, feeling and action is determined by pre-existing forces beyond our control. That is, we are merely the products of our genetic programming and social programming, our upbringing, our environment, the blind forces of nature and/or nurture, or whatever. We are nothing but biological machines, genetic puppets, trained monkeys.
This has been the core assumption of most theorists.
But since the middle of the 20th Century, some psychologists have questioned this assumption:
- Is everything we think, feel and do really predetermined by forces beyond our control, or do we have at least some free will to make our own decisions?
- Are we really doomed to remain hapless products of our past, or can we in fact change and improve ourselves if we so choose?
Free will is a profound issue. Some psychologists believe in it but many — perhaps the majority — do not. Why? Because it does not sit easily with the classical scientific assumption that all events are pre-determined by prior events. Free will, many believe, is an unscientific folk-myth.
This difference of opinion has a dramatic effect on how different psychologists study human behaviour and personality, how they interpret research findings, and what they believe it is possible for human beings to achieve.
The New Psychologies
Unfortunately, the ‘classical’ view of the person as no more than a biological machine with no free will fits all too neatly with ideologies such as fascism and communism in which people are treated like mindless drones. As soon as we buy into the idea that people are nothing but machines, it’s a simple step to imagine that civilisation would run much more smoothly if only people could be forced to stop acting as if they had free will — no more selfish capitalists, no more free-thinking intellectuals, no need for elections, no challenges to authority, etc. This idea really took off across the world in the 20th century.
So in reaction to the view of the person as a biological machine, there has been a new wave of psychologists who deliberately emphasise the role of consciousness and free will:
- Humanistic psychologists focus on our use of free will in shaping our own personal development.
- Positive psychologists focus on enhancing the experience of life, rather than just just repairing psychological damage.
- Transpersonal psychologists focus on exceptional human experiences which suggest the role of spiritual factors in human life.
Humanistic psychologists such as Carl Rogers and Abraham Maslow have emphasised that personality development is at least partly the result of our conscious choices in life. If people want to change their own personalities, their intention to do so is important. (It is this perspective that has given birth to the hugely popular self-help and personal growth movements.)
Temperament & Character
Suggesting that we have free will doesn’t mean denying that we are constrained by the forces of nature and nurture. Both can be true. For this reason, some psychologists have come to see personality as both pre-determined and self-made. Or to put it another way:
Personality = Temperament + Character
- Temperament refers to those traits that are predetermined.
- Character refers to how we develop as conscious individuals, how we choose to deal with life as we grow through experience.
It has been said that temperament is something we share with other animals, while character is, perhaps, uniquely human. Character is like the sum of our choices, for better or worse — our virtues and vices. A person of good character, for example, has high integrity; a person of bad character does not. It helps to be a good judge of character. According to the Temperament and Character model, character consists of three elements —
- Self-directedness: the tendency to determine one’s own experiences across different situations
- Cooperativeness: the tendency to co-exist harmoniously with others across different situations
- Self-transcendence: the tendency to meaningfully relate one’s personal experience to life or the universe as a whole
The Self-Transcendence aspect of character refers to the drive some people have to search for something beyond their individual existence — the spiritual dimension. (See also Maslow’s Hierarchy of Human Motivation, where Self-Transcendence is viewed as the highest drive the top of the pyramid.) The temperament and character model is the only major model of personality to include this aspect, even though it appears to be central to our well-being. (See Feeling Good: The Science of Well-Being .)
So … What is Personality?
Bottom line: It depends upon your perspective on human nature. If you believe that people are biological machines driven by their genes, their brains, and their environments, then personality is simply due to variations in temperament or programming, i.e. differences in behaviour caused by nature and nurture (genetic and social factors). If you believe that people can consciously change and improve themselves to some extent, then personality includes character: a set of strengths and virtues (as well as weaknesses and vices) which we can consciously develop throughout life.
Notes / Further Reading
|||No Two Alike: Human Nature and Human Individuality, by Judith Rich Harris. Amazon page|
|||The New Personality Self-Portrait: Why You Think, Work, Love and Act the Way You Do, by John M. Oldham and Lois B. Morris. Amazon page|
|||Passions and Tempers: A History of the Humours, by Noga Arikha Amazon page see also: http://www.passionsandtempers.com|
|||Personality: What Makes You The Way You Are, by Daniel Nettle. Amazon page|
|||The H Factor of Personality: Why Some People Are Manipulative, Self-Entitled, Materialistic, and Exploitive – And Why It Matters for Everyone, by Kibeom Lee and Michael C. Ashton. Amazon page|
|||Feeling Good: The Science of Well-Being, by C. Robert Cloninger. Amazon page|
To cite this article:
McGuinness, B. (2009) ‘What is personality?’ Personality & Spirituality website (personalityspirituality.net). URL: http://wp.me/P3IPja-oD
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| 0.948106 | 4,294 | 3.109375 | 3 |
Last week, 512 Magellanic penguins were found dead on beaches of Brazil’s Rio Grande do Sul state. They seemed to be in good state, not malnourished or with oil stains, so now researchers analyze some of the bodies in order to find out what could have killed them.
The Magellanic penguins breed in Argentina and Chile, usually migrating north between March and September. One possible cause of the massive dying, according to BBC News, could be shifting currents and colder-than-usual temperatures.
It is expected that the cause of the death will be known next month, as researchers at Porto Alegre University are currently analyzing 30 samples from the penguins.
Apparently, this year the penguins are going unusually north, reaching the beaches of Rio de Janeiro, which may be bad for their health. The authorities are already planning to take them back to southern waters.
Photo: Guglielmo Celata
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http://www.united-academics.org/magazine/earth-environment/what-killed-500-penguins-in-brazil/
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Generally, a new type of government is established when its earlier alternative fails to fulfill the needs of citizens. When such a type of government is established, the positive attributes of the previous government are retained whereas, the negative attributes are changed. Similarly, Tyranny and Maoism were established. So, what exactly is the difference between Tyranny and Maoism? These two types of government are differentiated based on factors like definition, ideologies, characteristics, structure, etc. The widely used definition of Tyranny is "A form of government which is cruel and has an oppressive rule" whereas, Maoism is defined as "A political concept on the basis of teachings of Mao Zedong".
Comparison of Tyranny vs Maoism proves to be significant when we are studying different types of governments. Tyranny and Maoism may differ drastically in their principles or they could be such government forms, which are derived from one another. These principles and other details can be studied at Tyranny Definition and Maoism Definition.
When you compare Tyranny vs Maoism structure the factors to be considered are majority rule, succession, presence of parliament and constitution.
© 2015-2023. A softUsvista venture!
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| 0.966298 | 241 | 3.46875 | 3 |
How to Allocate Prepaid Expenses for Your Business
Most businesses have to pay certain expenses at the beginning of the year even though they will benefit from that prepaid expense throughout the year. Insurance is a prime example of a prepaid expense. Most insurance companies require you to pay the premium annually at the start of the year even though the value of that insurance protects the company throughout the year.
Suppose your company’s annual car insurance premium is $1,200. You pay that premium in January in order to maintain insurance coverage throughout the year. Showing the full cash expense of your insurance when you prepare your January financial reports would greatly reduce any profit that month and make your financial results look worse than they actually are. That’s no good.
You should record a large expense such as insurance or prepaid rent as an asset called Prepaid Expenses, and then you adjust the value of that asset to reflect that it’s being used up. Your $1,200 annual insurance premium is actually valuable to the company for 12 months, so you calculate the actual expense for insurance by dividing $1,200 by 12, giving you $100 per month.
|To record insurance expenses for March.|
This entry increases insurance expenses on the income statement and decreases the asset Prepaid Expenses on the balance sheet. No cash changes hands in this entry because cash was laid out when the insurance bill was paid, and the asset account Prepaid Expenses was increased in value at the time the cash was paid.
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http://www.dummies.com/how-to/content/how-to-allocate-prepaid-expenses-for-your-business.html
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en
| 0.969225 | 310 | 2.59375 | 3 |
The Patient Library is your resource for objective, up-to-date information about the field of genetics. This resource will help you understand key areas of genetics and how they affect your personal health.
To know about genetics is to know about yourself. This basic background can be a helpful resource for understanding genetics.
Many genetic-related topics are discussed during or prior to pregnancy. These topics can empower you with information on what testing options are available, help you understand what results can and cannot tell you, and help you decide which tests are right for you based on your own personality, beliefs, needs and values.
Genetic testing in the setting of a personal or family history of cancer is becoming more and more common. This powerful technology can tell us a lot about our personal risks for cancer, our family members’ risks for cancer, and steps we can take to lower those risks. It is equally as important to understand the limitations of genetic testing for cancer. Use these pages to inform your decisions as you navigate this growing field of genetics.
Learn what early detection of genetic conditions can uncover about your newborn and genetics.
Unpack the buzzword and bring light to genomic testing for targeted cancer therapies, whole genome testing, genetic nutrition tests, and direct to consumer tests. This section will be updated as new developments are made in this field.
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CC-MAIN-2017-43
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https://www.geneticsupport.org/
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| 0.9446 | 271 | 2.65625 | 3 |
Retired SHS teacher finds ancestor’s link to Declaration of Independence
History books tell us the Continental Congress approved the Declaration of Independence on July 4, 1776.
But sometimes those books don’t tell the whole story.
For instance, retired Stillwater High School agriculture teacher Ray Erwin said history books usually don’t mention that what the Continental Congress approved more than 200 years ago were notes relating to the declaration.
It was a distant relative of Erwin who was tasked with taking those notes and “engrossing,” or writing, the Declaration of Independence on parchment, according to Erwin.
Erwin, who counts genealogy as one of his hobbies, said research he and others have done show that Timothy Matlack, the grandson of Erwin’s “great sixth grandfather,” William Matlack, wrote the Declaration of Independence on parchment on orders of the Continental Congress.
“Timothy Matlack did the handwriting on the official copy of the Declaration of Independence,” Erwin said. He added that Matlack, who was assistant secretary to the Continental Congress at the time, was given the job by Secretary of the Continental Congress Charles Thomson.
“It took Timothy Matlack from July 19 to Aug. 20 to do the job by hand. At which time, the 65 men who signed the Declaration of Independence affixed their signatures to the document,” Erwin said.
It was not an easy task for Matlack, according to Erwin. Matlack worked from the writings of founding father Thomas Jefferson, and by extension, Benjamin Franklin.
“All that was ready was Thomas Jefferson’s notes,” Erwin said. “All that existed were notes.”
Erwin said research shows the Third Continental Congress wanted the Declaration of Independence printed on parchment — made from sheep or lamb skin — to consider the document official.
A colonial printer named John Dunlop borrowed the notes Matlack worked from, set type by hand and printed an additional 200 copies of the Declaration of Independence, Erwin said.
“It was on oversized paper and about 200 were distributed,” Erwin said about Dunlop’s work. “Of the 200, about 25 are known to exist today. I’ve seen one of them. It cost about 8 million bucks.”
By the time Matlack finished writing the declaration on parchment in August 1776, other printers had copied the document. The Continental Congress sent six copies of the declaration to England’s King George, Erwin said.
Matlack’s fight for American independence did not end with writing the Declaration of Independence on parchment. Erwin said Matlack played another important role in the American Revolution by convincing Pennsylvania colonial leaders to approve the declaration, setting the stage for approval by the 12 other colonies.
“The Declaration of Independence went through terrible trials and tribulations in the 13 colonies,” Erwin said. “The colonists were English and did not want to cut their ties with the country. Tim Matlack fought for independence. It was hotly contested, and Pennsylvania was the leading state. If they had not approved the declaration, it would not have flied.”
Erwin said his research on Matlack, done both on the Internet and talking with others interested in Matlack’s life, shows Matlack was an educated Quaker, Philadelphia businessman and beer brewer, associate of Franklin and assisted in the creation of the Free Quakers after Matlack was kicked out of the Quakers.
“Education was highly regarded by the Quakers,” Erwin said. “But he liked horse racing, and he dealt with the common man. They (Quakers) kicked Timothy Matlack out. They didn’t like his business practices, they didn’t like his (interest in) horse racing.”
Erwin said Matlack assisted Franklin in creating the Free Quakers and was one of the secretaries of the philosophical society Franklin started that is now the American Philosophical Society.
“He rubbed elbows with Ben Franklin,” Erwin said.
Matlack also helped found the University of Pennsylvania, according to Erwin.
Despite Matlack’s accomplishments, Erwin said Matlack was not a wealthy man when he died in 1829. And while the Internet heavily covers Matlack, it was not until 1916 when Library of Congress historian Galliard Hunt definitively determined that Matlack was the Declaration of Independence engrosser.
“He did labor on it,” Erwin said about Matlack. “There’s a font of type created by his handwriting.”
Erwin said Matlack, like many colonists, had many talents during his adult life.
“That was normal in colonial America,” Erwin said.
But despite Matlack’s accomplishments, Erwin said his distant relative had another personality trait that might contribute to his being in the background of American history.
“He was largely a renegade,” Erwin said.
Contact Erik Sandin at email@example.com
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http://stillwatergazette.com/2013/07/03/a-man-in-the-background-of-history/
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en
| 0.974929 | 1,102 | 3.203125 | 3 |
144 страниц. 2014 год. LAP Lambert Academic Publishing A tachyon or superluminal particle is a hypothetical particle that always moves faster than light. In this book the author describes a series of theoretical explorations probing the possibility that superluminal particles exist, and if so the consequences their existence may hold for biology and computing. Starting from standpoint of a model of the brain based on superluminal tunneling photons, the authors included in this volume have described theoretically the possibility of a brain-like computer that would be more powerful than Turing machines, would allow non-Turing computations, and that may hold the key to the origin of human consciousness itself. According to the brain model proposed in this book, it has been shown that microtubles in the biological brain have the possibility to achieve large quantum bit computation at room temperature which is superior in performance to conventional processors.
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CC-MAIN-2017-47
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http://logoburg.com/page135659.html
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en
| 0.933852 | 191 | 2.59375 | 3 |
- Ask students to define a folktale, record some of their responses
- Ask students if they have ever imagined things in their room coming alive: toys, desks, pictures, etc.
- Introduce the idea of folktales/focus for the Poetry Joeys
- Read the excerpt from the Bolivian story
- Introduce the idea of personification: the attribution of a personal nature or human characteristics to something nonhuman, or the representation of an abstract quality in human form.
- Generate a list of things that students might find in their kitchen
- Cutting Board
- Collaborative Activity: have students choose one of the items from the list
- Have them imagine that this item has come to life, then ask them a series of questions:
- What would the item say?
- What does it look like? Does it have arms and legs? How does it get around?
- Who are their friends? What other kitchen items?
- Whose kitchen are they in?
- What are their owners doing? Do their owners ever know that the item comes to life? Do they ever talk to one another?
- When does the item come to life? At a specific time? During the day? At night? What time?
- What is the item’s favorite thing to do?
- What is one thing that the item wishes?
- How does the item feel?
- If the item could do anything, what would it be?
- Have students answer these questions as a class. Once they’ve finished, have students choose a different item and do the activity individually.
- Have them spend a few minutes with their pencils down simply thinking/using their imaginations before they begin writing.
- Have students write 10-15 lines. It can be in paragraph form or line form.
- Have students share their work with each other
- If there is time, have students draw their object.
Have students illustrate their lines/paragraphs. If students finish early, read another Bolivian folktale (attached). Talk about how this folktale is different from the first one they read. What do they like about this one? How is personification used in this folktale? What do they think of the girl?
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CC-MAIN-2017-43
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https://poetry.arizona.edu/education/curriculum/bringing-household-items-life
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en
| 0.95281 | 473 | 4 | 4 |
The faces of four of the most admired American presidents were carved by Gutzon Borglum into the southeast face of Mount Rushmore in South Dakota, beginning in 1927. From left to right, they are: George Washington, commander of the Revolutionary Army and first president of the young nation; Thomas Jefferson, author of the Declaration of Independence; Theodore Roosevelt, who led the country toward progressive reforms and a strong foreign policy; and Abraham Lincoln, who led the country through the Civil War and freed the slaves.
From its origins as a set of obscure colonies hugging the Atlantic coast, the United States has undergone a remarkable transformation into what political analyst Ben Wattenberg has called "the first universal nation," a population of almost 300 million people representing virtually every nationality and ethnic group on the globe. It is also a nation where the pace and extent of change -- economic, technological, cultural, demographic, and social -- is unceasing. The United States is often the harbinger of the modernization and change that inevitably sweep up other nations and societies in an increasingly interdependent, interconnected world.
Yet the United States also maintains a sense of continuity, a set of core values that can be traced to its founding. They include a faith in individual freedom and democratic government, and a commitment to economic opportunity and progress for all. The continuing task of the United States will be to ensure that its values of freedom, democracy, and opportunity -- the legacy of a rich and turbulent history -- are protected and flourish as the nation, and the world, move through the 21st century.
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CC-MAIN-2013-48
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http://www.let.rug.nl/usa/outlines/history-2005/bridge-to-the-21st-century/afterword.php
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en
| 0.940881 | 313 | 3.234375 | 3 |
In today and a little bit of yesterday’s class time, we as a team have put in more work than ever into our storyline, creating even more pathways into our game to show the reality that one simple mistake in Nazi Germany could change your fate quickly. Also, we have figured out Twine quite well and at least know how to plug in our text and make the story flow and spread out. However, there are some things we need to figure out within these next few days to maximize the benefit of using Twine.
Over the past few days, we gradually noticed that although we are not judged on how long our game is, nor are we required to make an hour long production, our game does not take very long to play through. We still desire as a group to make little bit lengthier of a game, so we doubled down on our effort to the storyline. At this point, there is at least five separate endings, but we have 3 or more in the works that could result in victory or death based on one simple decision. Due to our production taking place in such a radical place and time in history, it is accurate that one misstep could result in life or death. People were killed frequently in Germany during World War II for misspeaking and accidently disrespecting leaders. In fascist countries, a citizens were heavily punished for showing dislike toward their leaders. As mentioned today in class, this still happens with Kim Jong-Un in North Korea today.
As said before, our focus has been on expanding the story with more decisions and details, and this affects Twine directly. Adding more detail does not change much except putting more text into the box, but adding more decisions changes a lot. More choices equals more text boxes, therefore more text and details, but most of all, more decisions makes for a really confusing “tree” on Twine. There are lot of branches running all over the place, making it challenging to keep your focus on the correct one. Some decisions make the player come back to the same place after a couple of turns, which looks very confusing to us on Twine. As we add more, these paths may run together even more and present even more visual challenges to us.
Twine’s one weakness is the lack of visual for the player, so we are continuing to investigate how we can improve upon that through pictures, sounds, and text changes. We have been looking up how to do these things but it seems pretty challenging. We are going to meet up as a group these next few nights and figure them out. Adding pictures adds the direct aspect of a visual, which is appealing to the player. I’m not sure if sounds are even possible, but if they are, sounds can provide the recognizable noise of military parades or doors opening, which once again can help make the player feel like they are in the game. Changing the text design can force a certain mood shift in scenes that are more intense, causing the consumer to feel the attitude of the game more. In the coming days, we have a lot of work to do with the storyline and plugging that into Twine. I’m confident we will figure out the additions to Twine to make our game even better. Until next time!
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CC-MAIN-2020-05
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https://sites.centre.edu/historyandvideogames/2019/01/15/team-decision-makers-one-step-from-living-or-dying/
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en
| 0.973293 | 667 | 2.59375 | 3 |
Macagua Dam (bottom left) and locale
|Official name||Hidroeléctrica Antonio José de Sucre|
|Location||Ciudad Guayana in Bolívar State|
|Owner(s)||CVG Electrificacion del Caroni CA|
|Dam and spillways|
|Type of dam||Concrete gravity/embankment|
|Height||69 m (226 ft)|
|Length||3,537 m (11,604 ft)|
|Total capacity||363,000,000 m3 (294,289 acre·ft)|
|Surface area||47.4 km2 (18 sq mi)|
|Commission date||Macagua I: 1961
Macagua I: 1x 79,5 MW Francis turbine, 5 x 64 MW Francis turbines
Macagua II: 12 x 216 MW Francis turbines
Macagua III: 2 x 88 MW Kaplan turbines
|Installed capacity||3,167.5 MW|
|Annual generation||15,200 GWh|
The Macagua Dam, officially known as Antonio José de Sucre, is an embankment dam with concrete gravity sections on the Caroní River in Ciudad Guayana, Bolívar State, Venezuela. It is 10 km (6 mi)upstream from the confluence of the Caroni and Orinoco Rivers, 81 km (50 mi) downstream of the Guri Dam and 22 km (14 mi) downstream of the Caruachi Dam. The dam's main purpose is hydroelectric power generation and it was later named after Antonio José de Sucre.
Dam and power plants
The Macagua Dam is a 69 m (226 ft) tall and 3,537 m (11,604 ft) long embankment dam with concrete gravity sections for each of the three different power stations. Macagua I was constructed from 1956 to 1961 and it contains 6 x 64 MW Francis turbine-generators for an installed capacity of 384 MW. Macagua II contains 12 x 216 MW Francis turbine-generators for an installed capacity of 2,592. Finally, Macagua III contains 2 x 88 MW Kaplan turbine-generators for an installed capacity of 176 MW. All together, the generation capacity is 3,152 MW. Both Macagua II and III were operational in 1996 and inaugurated in January 1997. Currently, Macagua I is undergoing a refurbishment in order to increase the capacity of each generator from 64 MW to 79.5. The first generator was complete in 2010, the second is expected to be completed in 2011 and another each year thereafter.
- "Dams - Macagua II" (in Spanish). Covenpre VENCOLD. Retrieved 13 January 2011.
- "Hydroelectric Antonio José de Sucre in Macagua" (in Spanish). Electrification del Caroni CA. Retrieved 13 January 2011.
- "Ongoing Projects - Rehabilitation of Hydroelectric Powerhouse Antonio José de Sucre in Macagua" (in Spanish). Electrification del Caroni CA. Retrieved 13 January 2011.
- "Refurbishment and rehabilitation of Macagua I moving forward". IMPSA. 2010-10-28. Retrieved 13 January 2011.
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<urn:uuid:ea0a606a-074e-4931-a0ae-a6cabf2d65f1>
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CC-MAIN-2014-23
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http://en.wikipedia.org/wiki/Macagua_Dam
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|
en
| 0.785524 | 683 | 2.546875 | 3 |
It's summer! Things are planted and blooming, you want to be outside in the nice weather, and you're keeping up proper watering practices, of course. So proper, in fact, that some plants have gone a little crazy and need pruning!
Pruning trees, shrubs and perennials in summer is largely about housekeeping. Rather than major thinning and shaping (as we might perform in winter) or stimulating new growth (spring), we are dealing with clutter and overgrowth from the growing season and keeping it from getting too dense or too far out of hand. Not to mention, we are making them look good to enjoy on those golden summer evenings.
Repeating what we mentioned for spring pruning: if you find that you are cutting back overgrown plants every year, consider moving (best in winter) or removing some. They may just have grown too large for the chosen spot. This is looking at the Big Picture: the concept of Right Plant Right Place. It's better to sacrifice a plant or two for a more harmonious garden, rather than doing battle with it every year.
Some plants can be thinned in mid-summer (after about the 4th of July), when most growth has typically slowed. Branches can be redirected or headed back from their overreach into neighboring plants or structures. Some plants need a combination of thinning and heading. It's a perfect time to remove aggressive shoots on trees and shrubs with suckering tendencies, also a good time to lightly shear hedges.
Fruit trees can often use light thinning to allow more sunlight and air circulation into developing fruit clusters. Some fruits, such as apples and plums, benefit from having their clusters thinned as well (best when fruits are about dime-sized), to grow larger individual fruits.
Roses and other flowering plants may also use some thinning for sunlight and air, not to mention cutting for arrangements or deadheading (removing spent flowers).
Are there any disadvantages to summer pruning? Just a few, mostly minor and common-sense cautions:
On summer or fall blooming plants, such as hydrangea or abelia, it's okay to thin out wild shoots, but don't do major heading back, lest you cut off most of your blooms!
With everything more active in summer than fall or winter, be aware of fragile small plants, insects, birds and other critters around where you are working. The later in summer, the more spider webs you're likely to tangle with. You can walk through the areas you're about to work, and sweep the webs out of the way with a small rake, broom or stick. The spiders will rebuild, of course, hopefully after you are done pruning.
As with any summer activity, take all the necessary personal precautions for sun exposure and hydration.
Need to brush up on the basics of thinning, heading and other pruning principles? Or see a list of which specific plants to prune when? Kathy Boullin provides those answers in her post, Pruning 101.
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<urn:uuid:add32e60-c255-4e52-8f82-f85442647d24>
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CC-MAIN-2017-34
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http://www.swansonsnursery.com/blog/summer-pruning-tips
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FREEDOM OF RELIGIOUS THOUGHT AND WORSHIP
Quakers, Catholics and Protestants Arrive Together and Feel Free to Worship God in Their Own Way - Interesting Churches Grow Up in Old Kent - The Name "Protestant Episcopal" First Given to the Church in Chestertown.
The little colony which came over from England included Quakers, Catholics and Protestants, all to have equal rights here. They cut down a tree - and made a large cross of it, then, kneeling around that cross, they all joined in worship and thanksgiving. This was the beginning of the Christian Church in Kent. Father White was the first priest of the Catholics who began services in a wigwam donated by Indians. Every one of these "villagers" living in 30 or 40 log huts and wigwams in the woods enjoyed religious liberty, being the only place in the wide world where such liberty existed.
William Claiborne, a member of the Virginia Company, established a trading post at Kent Island, and brought there, in 1632, the Rev. Richard James, who conducted the first services of the Church of England within the territory known as Maryland.
On the road between Kennedyville and Locust Grove, in the upper part of Kent County, stands Shrewsbury Church. The first house was likely built in 1693. The present house of worship is the third built by the parishioners, and several years after its erection it was remodeled and beautified; about twenty years ago a tower was added. While it is the third church that was built on the present site, it is quite probable that the first building was a very small affair and that it became necessary to add to it very soon after the first year of the eighteenth century.
After the enlarging of the church it does not appear that any changes in the building were made until the old wooden structure gave way for a more pretentious one said to have seated 700 persons, built in 1729, of brick. This brick church was torn down in 1829 and the present church was built in 1832.
There is reason to believe that the very first building erected for public worship within the present bounds of Shrewsbury parish stood on the southern bank of the Sassafras River on "Meeting House Point," on what is now known as Shrewsbury Neck, and was there as early as 1680.
From 1680 to 1694 the population rapidly increased along the south side of the Sassafras, being materially augmented by emigrants from England, who were granted land in this picturesque and fertile section of the Province. Roads were cut through the county and the travel, which had been confined to the canoe and shallop, gave way, in a measure, to travel by horse and the old gig or chaise. Upon the laying out of the parish it became necessary to find a central location for the place of worship, and it was for this reason that the present site of Shrewsbury was selected.
The "Archives of Maryland" show that, "at a court held for Cecil County the 22d day of November in the fourth year of their Majesties' Reign, etc., Anno Dom 1692," the following Commissioners were present: Capt. Charles James, Col. Casperus Herman, Mr. William Ward, Mr. John James, Sr., Mr. Humphrey Tilton, Mr. Henry Rigg and Mr. William Elmes.
There were four more of the Commissioners who did not attend this meeting, at which the important business of dividing the county into parishes was consummated.
TWO PARISHES ARE LAID OUT.
When the "Act of Establishment" was passed by the Assembly those of the Protestants who were "Freeholders," together with the Commissioners of Cecil County, met November 22d, 1692, at the courthouse on the Elk River and laid out and divided Cecil County into two parishes. That is to say, one for Worton and South Sassafras Hundreds, and the other for North Sassafras, Bohemia and Elk Hundreds."
Worton and South Sassafras (afterwards Shrews-bury) parish was bounded on the north and west by the Sassafras River and the Chesapeake Bay and very probably extended as far south as Worton Creek. The southern boundary is yet unknown, but doubtless a line drawn in an easterly direction from Worton Creek to the Chester River, to the vicinity of the present site of Chestertown, divided this parish from that of St. Paul's in Kent.
On March 18, 1697-8, a petition was sent to the Assembly at Annapolis asking for a better division f the two parishes; and on April 3, 1698, an Act of Assembly (Chapter 5) was passed authorizing the running of the division line between St. Paul's and Shrewsbury parishes nearly parallel to the old line, but about three miles farther to the north.
This latter line began at the crossing of a branch of Morgan's Creek east of William Bateman's house and runs to the head of a branch of a creek issuing out of the bay called Churn Creek. By reference to the land record of Kent County, we find that the line began where the main road from Chestertown to Kennedyville now crosses the stream at the foot of Goose Hill. From there it ran northwest to the stream that crosses the road leading from Hanesville to Still Pond, just south of where Christ Church "I. U." now stands.
This line also served as the southern boundary of Cecil County until, by Act of Assembly (Chapter 3) in 1706, the Sassafras River was made the southern boundary of that county. Prior to this time the present county of Kent was divided into parts of two counties, the upper part being in Cecil and the lower a part of the old "County of Kent." The residents were to attend court of the farther side of the Chester and Sassafras Rivers. On June 8, 1692, the following petitions were sent to the Assembly:
"A Petition preferred by the inhabitants of Kent County on the north side of Chester River praying that if the Island of Kent be separated from them into a county of itself a reasonable number of the inhabitants of the south side of the Sassafras River may be added to them ;" also: "A Petition by the inhabitants of the south side of the Sassafras River in Cecil County setting forth that their court being held on the north side of the said river to their great damage, inconvenience and hazard in bad weather, pray, therefore, to be joined to Kent County in the manner as themselves the inhabitants of Kent County on the north side of Chester River have prayed."
Although these petitions were made in 1692, it was the misfortune of these people to have to endure the hardships for more than 14 years, the line between the two counties remaining unchanged until in 1706 Gov. John Seymour induced the Assembly to act.
It is quite possible that when the two parishes of St. Paul's and Shrewsbury were first laid out, the Commissioners having the matter in charge ran the line from Worton Creek to the Chester River, because this may have been the dividing line (prior to 1674) between Baltimore County on the north and the "County of Kent" on the south. The "Archives of Maryland," Browne, Vol. 2, page 318, state that at the session of the Assembly on Tuesday, October 17, 1671, "This House will consent to the Bill of Ferries, provided that a ferry may be kept-over Chester River from Baltimore County," thus indicating that the Chester River was a boundary of Baltimore County, and it is also very probable that this has reference to the ferry that crossed the river at the present site of Chestertown.
Page(s) 72-77, History of Kent County, Maryland, 1630-1916, by Fred G. Usilton, 1916
Transcribed by Nathan Zipfel for the Maryland History and Genealogy Project
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If you read any book on the text of the bible, you will sooner or later come across a statement that the chapter divisions in our modern bibles are not ancient, but are the work of Cardinal Stephen Langton, the medieval Archbishop of Canterbury, who died in 1228 AD. I have never seen this claim referenced to primary sources, however, which means that it is hard to check.
One of the better versions of this story is in Metzger’s Early versions of the New Testament. It reads as follows:
The custom of referring to chapters when quoting from the Scriptures was rare before the twelfth century. The development of the lecture and reportatio method, however, must have shown the convenience of such a practice. The chief difficulty to its adoption arose from the lack of one generally agreed-upon system, for several systems of chapter-division from late antiquity and the early medieval period were current. The diversity was felt most acutely at the University of Paris, where the international provenance of the student body showed most clearly the absolute need for a standardized system of capitulation, as well as a standardized canonical order of scriptural books. Uniformity was introduced amid such chaotic conditions by the Paris scholars, notably, as it appears, by Stephen Langton (d. 1228), then a doctor of the University of Paris, afterwards archbishop of Canterbury and leader of the barons in the struggle which gave birth to the Magna Carta. His system, which is substantially the one in use today, was adopted in the earliest printed editions of the Vulgate. The chapters were at first subdivided into seven portions (not paragraphs), marked in the
margin by the letters a, b, c, d, c, f, g, reference being made by the chapter number and the letter under which the passage occurred. In the shorter Psalms, however, the division did not always extend to seven.
Cf. O. Schmidt, Über verschiedene Eintheilungen der heiligen Schrift (Graz, 1892), and A. Landgraf, ‘Die Schriftzitate in der Scholastik um die Wende des 12. zum 13. Jahrh.’, Bib., xviii (1937), 74-94.
On the diversity of earlier chapter divisions, see the tabulation of differences in P. Martin, ‘Le texte parisien de la Vulgate latine’, Mu, viii (1889),444-66, and ix (1890), 55-70, and especially the important monographs by De Bruyne, Sommaires, divisions et rubriques de la Bible latine (Namur, 1920); for a summary of part of De Bruyne’s research, see Patrick McGurk, Latin Gospel Books from A.D. 400 to A.D. 800 (Les Publications de Scriptorium, vol. v; Paris-Brussels-Amsterdam, 1961), pp. 110-21.
For a list of 284 different sequences of scriptural books in Latin manuscripts, see Berger, Histoire de la Vulgate, pp. 331-9; and for a list of twenty different sequences of the Pauline Epistles in Greek, Latin, and Coptic manuscripts, see H. J. Frede, Vetus Latina, xxiv/2, 4te Lieferung (Freiburg, 1969), pp. 290-303, and id., ‘Die Ordnung der Paulusbricfe’, Studia Evangelica, vi, ed. by E. A. Livingstone (TU cxii; Berlin, 1973), pp. 122-7.
On the ambiguous evidence supporting the attribution to Langton, see Beryl Smalley, The Study of the Bible in the Middle Ages, 2nd edn. (New York, 1952), pp. 222-4.
The absence of primary sources in this bibliography may be noted.
Recently I was reading Diana Albino’s article on chapter divisions and chapter titles in ancient texts and found some interesting statements:
The modern division into chapters of the books of the Bible has been carried out in the West by Cardinal Stephen Langton, Archbishop of Canterbury (+ 1228), rather than by Lanfranc, also Archbishop of Canterbury (+ 1089), to whom it has been erroneously attributed.
In a manuscript in the Bodleian, no. 487, probably written in 1448, we find this precise testimony: “1228: Magister Stephanus de Langueton, archiepiscopus centuariensis obiit qui biblia apud parisium quotavit.” . (I.e. “1228: Master Stephen Langton, Archbishop of Canterbury died, who divided up the bible at Paris.”)
Another witness, equally precise and also older, is that of Nicolas Trivet (1258-1328) , who wrote about Stephen Langton: “Hic super totam Bibliam postillas fecit et eam per capitula, quibus nunc utuntur moderni distinxit; ….”. (“Here he made postillas throughout the whole bible, and split it into chapters, which are now used by modern people; …”)
Otto Schmid has collected the evidence of the manuscripts of the Bible, from which we may deduce with certainty that Stephen Langton divided the Bible into chapters.
We also know that the work was performed in 1204-1205, when he was a professor at the University of Paris . This information was obtained by Martin from manuscript 1417 of the National Library of Paris. The Langtonian division into chapters was introduced in 1226 in the edition of the Vulgate known as the Paris Bible.
According to the lexicon of Du Cange, “quotare” means: to divide into chapters and verses.
N. Trivet, Annales sex regum angliae, ed. A. Hall, Oxford, 1719, p. 182. [Archive.org; p.216 of the 1845 reprint]
O. Schmid, Ueber verschieden Einteilungen der heiligen Schrift, insbesondere über die Capitel-Einteilung Stephan Langtone im XIII Jahrhunderte, Graz, 1892, p. 56-106. [Google books]
Paulin Martin: Introduction à la critique générale de l’Ancien Testament, Paris, 1887-1888, t. II, p. 461-474.
These statements are very interesting, but for more details we need to refer to Schmid’s work, On the divisions of Holy Scripture and the chapter divisions of Stephen Langton in the 13th c.
Schmid states on p.56 that the first statement may be found on fol. 110 of Ms. Bodl. 487. On p.58 he states that it first became known to scholarship via Casimir Oudin, Comment. de scriptoribus eccles., Lips. 1772, vol. 2, col. 1702. This was repeated by later scholars.
According to Schmid, Trivet’s statement was also copied by a considerable number of scholars, whom he lists.
Schmid also has something to say about Paulin Martin’s statement. Notably the ms. is not 1447, as Albino gives it, but Ms. Paris, BNF lat. 14417. This codex is a 13th c. miscellaneous codex of 316 folios, originally from St. Victor. On f. 125v-126v there is a list of chapters of scripture. (This is followed by commentary on scripture by Langton) The list of chapters is headed, Capitula Canthuar. archiepiscopi super bibliotec. (Chapters of the archbishop of Canterbury on the bible.) Schmid then gives an edition of the chapter title list verbatim on p.59-92. He then goes on to say (p.92):
From this list it will be seen that the chapter divisions of Stephan Langton are generally the same as those contained in the Clementine Vulgate, but are not the same in terms of both number of chapters of individual sacred books, as well as with regard to the beginnings of some chapters of the same. The difference is most striking for Judith and Esther. The books Paralip., Esdras and Nehemiah are counted as one book, but otherwise the difference in the number of chapters is usually only 1. We give below a brief overview of the difference in the number of chapters, where there is one, between Langton’s division and the Clementine Vulgate. ….
We cannot decide whether Langton made and published a number of versions of his division of scripture into chapters, nor whether the version above is a later redaction of it, or the only version. However it certainly leaves us with the question of when and where he worked out the division.
Trivet (see p.56) in his report leaves it vague as to where Langton worked on his chapter division. But H. Knyghton specifies Paris explicitly; apud Parisium quotavit. This gives us a guide to determine the date. Langton was made a cardinal on 22nd June 1206 by his patron Innocent III, who had studied in Paris and probably had Langton as a colleague. This meant that Langton in 1207, when there were great disputes about the next appointment to the see of Canterbury, was elected to it in Rome.
From this he concludes that the work was done not long after 1201, probably in 1204-5, while he was teaching in Paris. Robert de Courson, also an Englishman, quotes passages of scripture using the new system in his Summa, written between 1198-1216 (since it refers to Petrus Cantor, d. 1197, and a council held in 1201, but not to the revocation of a decretal in 1216). It is extant in Ms. lat. Bibliotheque Nationale 8268, 8269 and other mss. He adds:
Denifle in his Archiv für Literatur und Kirchengeschichte, l. c., p. 291, expresses the opinion that Langton’s divisions were propagated to France and other countries through the Paris Bible, the Exemplar Parisiense (so-called by Roger Bacon), on which Denifle’s thorough investigations have shed new light. This view can only be accepted, since Paris and France in the 11th century, as in the 12th and 13th century, was the seat and centre of theological learning, where many distinguished men settled and where anyone who sought to study theology would choose to come.
The returning students, who had learned and used the new division in Paris, brought it back to their homes. Langton’s work was also disseminated by the numerous copies of the Paris bible. Sam. Berger has found confirmation of the author of the new division in ms. 340 of the town library of Lyons, in which the proverbs begin with the words, Incipiunt parabole Salomonis distincte per capitula secundum mag. Stephanum archiepis. (Here begin the parables of Solomon split into chapters according [to the system of] master Stephen the archbishop.) The divisions are also found in the Paris, Bibliotheque Mazarine ms. 29, written in 1231 AD. Certainly it will have appeared in bible manuscripts before this date.
It is not clear what inspired Langton’s work. Perhaps it was the wish of the Paris theologians to have a simpler system by which to cite the scriptures, or, as some think, the chaos of different divisions and numbers in the manuscripts caused a need for a unified system. Perhaps it was the industrious Langton’s studies on scripture – we have glosses from him on almost the whole of scripture – which led him to consider a simpler division as desirable.
Denifle, in his work, Die Universitäten des Mittelalters, Berlin 1886, and in other places, and in his Chartularium Univers. Paris., tom. I, Paris. 1889, Introd. p. VIII-X, notes that the university of Paris was born from the union of different teachers between 1200-1208, pretty much around the time when Langton was teaching in Paris and performing his division of the scripture into chapters. Possibly it was this circumstance that caused Langton to perform his work for the newly formed institution.
He continues that in the 13th century older divisions are still seen, but either the new ones are added and the old erased, or else the new ones would be added in the margin. This was so even in old manuscripts like the Codex Amiatinus, where the new divisions appear in the margins. In the new 13th c. mss. the new divisions were placed right in the text. In older mss. notes appeared in the margin: hic non notatur/signatur capitolum (here the chapter is not marked); hic non incipit cap. (here the chapter does not begin); or, secundum libros bene correctos hic debet incipit cap.( according to well-corrected mss, here the chapter should begin.) Mixed witnesses appear in some mss., such as ms. Graz c. 186. Writing a bible took time. In this case it was begun with capitulationem at the start of the book and stichometric numbers at the end, and divided according to older systems. Suddenly the new system appears, and the old Capitula, Tituli, Breves and verse numbering is omitted.
Schmid then discusses the evidence for further tweaking of the system from the manuscripts. Some books that he had treated as one were divided into two (e.g. Esdras). But the difference between the original and the Clementine Vulgate is usually only a verse or two. He says that there is still some variation, even once printing begins.
The new divisions also made their way into Hebrew mss. of the Old Testament, although only marked in the margins by Christian hands. The first printed edition of the Hebrew bible to have them was the 1523 Venice edition by Dom. Bomberg.
Greek manuscripts of the New Testament acquired these divisions only in the 15th century, especially after the fall of Constantinople, as Greeks fled to the west with their manuscripts.
Interestingly Schmid also discusses (p.108) the modern division into verses by Robert Stephanus, the printer. In the preface to his 1551 bilingual edition of the New Testament, Greek and Latin, Stephanus states:
Quod autem per quosdam ut vocant versiculos opus distinximus, id vetustissima Graeca Latinaque exemplaria secuti fecimus, eo autem libentius sumus imitati, quod hac ratione utraque translatio posset omnino e regione graeco contextui respondere.
That is, he split the work into what are called “versiculos”, because in this way anyone could cross-reference the translation and the corresponding passage of Greek.
Schmid then continues with further details of how the division into verses appeared in the early editions, but at this point we must leave him.
- B. Metzger, The early versions of the New Testament: Their origin, transmission and limitations, Oxford University Press (1977), p.347. ↩
- D. ALBINO, La divisione in capitoli nelle opera degli Antichi, in Università di Napoli. Annali della Facoltà di lettere e filosofia 10 (1962-63), pp. 219-234; see p.232. ↩
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P. 3798. A 0.8 m long rod joins to a vertical axle with a bearing at its middle. The rod has negligible mass and it is frictionless. We thread point-like pierced balls of masses of 200 g on both of its ends. The two balls positioned symmetrically on both sides of the axis are linked with a thin thread of a length of 0.2 m. At the ends of the rod there are non-elastic bumpers. We spin this system with an angular velocity of 2 s-1 and then we burn the thread.
a) What path do the balls follow?
b) How much does the rod turn in 1 s after burning the fibre.
c) In what time does the rod turn by an angle of 180o?
d) What distance is done by the balls during the half turn of the rod?
e) What percentage is the mechanical loss?
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The Crescent Nebula (also known as NGC 6888, Caldwell 27, Sharpless 105) is an emission nebula in the constellation Cygnus, about 5000 light-years away from Earth. It was discovered by William Herschel in 1792. It is formed by the fast stellar wind from the Wolf-Rayet star WR 136 (HD 192163) colliding with and energizing the slower moving wind ejected by the star when it became a red giant around 250,000 to 400,000 years ago. The result of the collision is a shell and two shock waves, one moving outward and one moving inward. The inward moving shock wave heats the stellar wind to X-ray-emitting temperatures.
It is a rather faint object located about 2 degrees SW of Sadr. For most telescopes it requires a UHC or OIII filter to see. Under favorable circumstances a telescope as small as 8 cm (with filter) can see its nebulosity. Larger telescopes (20 cm or more) reveal the crescent or a Euro sign shape which makes some to call it the “Euro sign nebula”.
This preliminary image needs a lot more data collection done. Currently 60x60s RGB using a 102mm refractor and a ZWO ASI294MC camera with an Optron L-Enhance filter. Next I will collect some data using a Hydrogen Alpha (Ha) filter to collect more red light in this wavelength, then some data in Oxygen III (OIII) which can highlight blue light coming from the nebula. Calibrated.
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|[ Home | Photos | Current Status ] | Seed List ]|
True potato seeds are the seeds harvested from potato fruits. These seeds are also called "botanical potato seed" or "True Potato Seed", or "TPS" to differentiate them from "seed potatoes" which are genetically identical clones produced in large numbers by planting pieces of a potato stem or tuber or through tissue culture.Why True Seeds?
By planting true potato seeds I am maintaining genetic diversity within my potatoes and I am developing potatoes that thrive on my farm with it's unique growing conditions, pests, soil, climate, and practices. If a new pest or disease appears or there are changes in climate or cultural practices they are unlikely to wipe out the entire population. The practice of planting cloned potatoes from roots is largely responsible for the Irish potato famine of the 1840s, and is how most growers produce potatoes today. Because I trial hundreds of genotypes per year by planting true potato seeds, my land-race potato crop develops horizontal resistance and becomes more acclimated to my farm, and less susceptible to our local pests and diseases. For example, during the 2010 growing season one of my seedlings produced potato tubers that were free of scabs and free of wireworms; the two biggest problems with potatoes in my garden. I look forward to growing this potato and it's offspring in coming years.How are they grown?
True potato seeds are grown much like tomatoes. I start seeds in the greenhouse 6-8 weeks before the last frost, and transplant them into the garden where they grow and produce tubers just like any other potato plant. No more than 8 weeks should be allowed in order to minimize the chance of tuberization which disrupts the growth pattern of transplants. Due to the delicate nature of their stems, potato seedlings grow best in very bright light (direct sun or close to a grow light).Collecting Potato Seeds
The way that has worked easiest for me is to plant the potato seeds in a pot in 1/2" soil, and after the first true leaves form (in a month) to cover the stem right up to the leaves. I usually lay the stems down before covering them. Then a few weeks later I add more soil and cover the stem and lower leaves. Repeat as necessary. I plant about 3 to 6 seeds per pot and thin to the most vigorous seedling. After 8 weeks the potatoes are growing in about 2" of soil and are poking out of the soil about 2". Stolons are beginning to form so they need to get into the ground ASAP after 8 weeks. I bury most of the stem when transplanting.
To continuously improve the planting stock I plant tubers from the best plants of the previous year's harvest and allow them to cross-pollinate with the seedlings. (Tubers from about 1/3 of the seedlings are saved for planting next year.) To increase diversity I add new genes to the population on a regular basis. In 2010 and 2011 I am growing seeds that were collected from populations endemic to Argentina, Bolivia, and Chile I am also growing mixed landraces from the Andes, Boliva, and Peru.
Potato fruits look like marble sized green tomatoes. The seeds are collected in the fall. I do not worry about the potato fruits stealing vigor from the tubers, because plants that produce lots of fruit in my garden are vigorous and also produce lots of tubers.
Most modern varieties of potatoes are sterile and do not produce fruits or seeds. If you are fortunate enough to be growing a variety that sets fruits, then you can harvest the fruits and collect seeds, and grow your own unique variety of potatoes. Potato berries grow above ground and look like green cherry tomatoes. The berries do not ripen like tomatoes. They stay green, or might get a slight yellow tint to them. I pick potato berries about the time that they start falling off the plant, or just before my first frost, whichever comes first. Then I allow them to sit around for a few weeks or months until they soften up, or until a few of the berries start to rot. Then I add one cup of berries to 6 cups of water and blend for 30 seconds. The seeds sink. The pulp floats. I dump the pulp off and rinse the seeds several times. Then I ferment them for a few days by adding a pinch of yeast and a spoonful of sugar to the seeds in a jar of water. Then I rinse them a few times and spread out to dry.Male Sterility
The vast majority of cultivated potato varieties do not normally set fruit. This is due to what I believe to be bad choices by plant breeders for many centuries which created a crop that is heavily contaminated by cytoplasmic male sterility and/or other sterility inducing factors. There is no point trying to grow sterile varieties as a seed producing crop. At the end of the 2011 growing season I eliminated from my garden every non-fruitful potato tuber. This destroyed 95% of my potato genome that I have been working on for years. I am still weeping over the loss. I figure that it's a worthwhile tradeoff. Since then I only propagate tubers and seeds that readily blossum and set fruit under conditions normally found in my garden. I don't care how brilliant the tubers are, or how high the yield, or how bug resistant, if a plant doesn't produce an abundance of fruit, for whatever reason, then it isn't allowed to grow a second year in my garden. I do not save seeds or tubers from plants that only produce a few berries.Other Advantages of True Potato Seeds
One of the best advantages of planting true potato seeds is that I do not have to overwinter potato tubers. I can store many seasons seedstock in a paper envelope, and carry it in my pocket. Even if there is a 100% crop failure or if every tuber spoils in storage the unplanted seeds remain viable and ready to grow.
True seeds are less likely than tubers to transmit disease to the next generation.
And finally the tubers grown from true potato seeds are not boring, there is a lot of variety in flavor, color, size, and shape.
Future Development Plans
1- Breed a land-race of potatoes that thrives on my farm, is essentially immune to all our local pests, and that produces both tubers and an abundance of fruits. My potatoes are not currently bothered by Colorado potato beetles. I am still working on immunity to wireworms and scabs.Honorable Mention
2- Select a sub-race that may be direct seeded and produce an abundant crop of potatoes. This may involve selecting for larger sized seeds and/or more vigorously growing seedlings. (I have identified one variety of potato seedling which germinates quickly and grows 10 times faster than typical potatoes. This year's task is to keep it alive long enough to reproduce.)
I acknowledge the significant contribution that Tom Wagner of New World Crops has made to the field of collecting, breeding, and growing true botanical potato seeds, and I am greatful to him for the dozen or so fruiting varieties of true seed that he shared with me to get me started. I appreciate the foreign seeds supplied by the USDA though The Germplasm Resources Information Network.
Landrace garden crops
Josephs Garden on MyFolia
If sending eMail I highly recommend using encryption. Here is my public key.
I have found GnuPG easy to use.
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Stargardt disease is the most common form of inherited juvenile macular degeneration. It is caused by a deterioration of the eye’s macula. The condition typically develops during childhood or adolescence, but sometimes does not cause vision problems until later in life. The macula is part of the retina that is responsible for color perception and central vision, which is needed for detailed tasks such as reading, writing, driving and seeing other fine details clearly.
The rate at which vision is lost varies for each person. However, eventually most people with Stargardt disease have 20/200 to 20/400 vision, which cannot be corrected with prescription eyeglasses, contact lenses or refractive surgery.
In most cases, Stargardt disease is inherited as an autosomal recessive disorder. People who have one gene for the disease paired with one normal gene are unaffected. These people are called carriers. When two carriers have children, each child has a 25 percent chance of inheriting two copies of the Stargardt gene (one from each parent). Children who inherit two copies of the Stargardt gene will have the disease.
The vision loss is associated with the toxic build-up of lipid-rich deposits in the RPE, whose main job is to support and nourish the retina’s light sensing photoreceptors. Under normal conditions, the ABCA4 gene makes a protein that prevents this toxic build-up. Prior research showed that Stargardt disease is caused by a variety of mutations in the ABCA4 gene. More than 800 ABCA4 mutations are known to be associated with a broad spectrum of Stargardt disease phenotypes.
Signs and Symptoms
Clinical features of this disease include slower dark adaptation and loss of central and color vision, suggesting that the disease affects both rod and cone photoreceptors (PRs).
Other symptoms may include:
- Gray, black, or hazy spots in the center of your vision
- Sensitivity to light
- Needing more time for your eyes to adjust between light and dark places
- Color blindness
Unfortunately, there is no available treatment for Stargardt disease. But there are several gene therapy and drug therapy trials going on.There are currently no proven treatments, there are three main avenues of intervention being explored, with human clinical trials of stem cell therapy, gene replacement therapy and pharmacological approaches.
New cause of Stargardt Disease
One way the Retinal pigment epithelium (RPE) supports photoreceptors is by ingesting their spent outer segments, which keeps the cell pruned and healthy. In Stargardt disease, many scientists believe that RPE cells die after they acquire toxic byproducts when they ingest outer segments, and that this in turn leads to photoreceptor death and vision loss.
Much of the current understanding of Stargardt disease was gained by studying mouse models, which are inherently limited owing to the wide genetic variability of the disease in humans. With a human model of RPE, the National Eye Institute investigators were able to determine if ABCA4 gene mutations directly affected the RPE independent of photoreceptors.
To develop the model, the researchers took skin cells from Stargardt patients, converted them to stem cells, and then coaxed the stem cells to differentiate into RPE cells. Examining the patient-derived RPE, researchers detected ABCA4 protein on the RPE cell membrane. They explored the function of ABCA4 in RPE development by using the gene editing technology CRISPR/Cas9 to generate patient-derived RPE lacking ABCA4, called an ABCA4 knockout. They found that loss of ABCA4 did not affect maturation of the patient-derived RPE.
However, when the RPE lacking ABCA4 were exposed to normal (wild type) photoreceptor outer segments, the RPE cells accumulated intracellular lipids deposits.
Further tests of the ABCA4 knockouts showed evidence of defective RPE lipid metabolism and an impaired ability to digest photoreceptor outer segments, leading to lipid deposits in RPE cells.
This is the first report where loss of ABCA4 function in human RPE has been associated with intracellular lipid deposits in those cells, without exposure to ABCA4 mutant photoreceptor outer segments. Over time, these lipid deposits may contribute to RPE atrophy, leading to photoreceptor degeneration.
This data suggests that in addition to correcting ABCA4 loss of function in photoreceptors, gene therapies need to also target RPE cells.
Mitra Farnoodian, Devika Bose, Vladimir Khristov, Praveen Joseph Susaimanickam, Savitri Maddileti, Indumathi Mariappan, Mones Abu-Asab, Maria Campos, Rafael Villasmil, Qin Wan, Arvydas Maminishkis, David McGaughey, Francesca Barone, Rebekah L. Gundry, Daniel R. Riordon, Kenneth R. Boheler, Ruchi Sharma, Kapil Bharti, (October 27 2022). Cell-autonomous lipid-handling defects in Stargardt iPSC-derived retinal pigment epithelium cells. Stem Cell Reports. Retrieved from: https://www.cell.com/stem-cell-reports/fulltext/S2213-6711(22)00497-0?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS2213671122004970%3Fshowall%3Dtrue
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Researchers at Albert Einstein College of Medicine of Yeshiva University have developed the first fluorescent protein that enables scientists to clearly “see” the internal organs of living animals without the need for a scalpel or imaging techniques that can have side effects or increase radiation exposure. The new probe could prove to be a breakthrough in whole-body imaging — allowing doctors, for example, to noninvasively monitor the growth of tumors in order to assess the effectiveness of anti-cancer therapies. In contrast to other body-scanning techniques, fluorescent-protein imaging does not involve radiation exposure or require the use of contrast agents. The findings are described in the July 17 online edition of Nature Biotechnology. For the past 20 years, scientists have used a variety of colored fluorescent proteins, derived from jellyfish and corals, to visualize cells and their organelles and molecules. But using fluorescent probes to peer inside live mammals has posed a major challenge. The reason: hemoglobin in an animal’s blood effectively absorbs the blue, green, red and other wavelengths used to stimulate standard fluorescent proteins along with any wavelengths emitted by the proteins when they do light up.
To overcome that roadblock, the laboratory of Vladislav Verkhusha, Ph.D., associate professor of anatomy and structural biology at Einstein and the study’s senior author, engineered a fluorescent protein from a bacterial phytochrome (the pigment that a species of bacteria uses to detect light). This new phytochrome-based fluorescent protein, dubbed iRFP, both absorbs and emits light in the near-infrared portion of the electromagnetic spectrum- the spectral region in which mammalian tissues are nearly transparent. The researchers targeted their fluorescent protein to the liver — an organ particularly difficult to visualize because of its high blood content. Adenovirus particles containing the gene for iRFP were injected into mice. Once the viruses and their gene cargoes infected liver cells, the infected cells expressed the gene and produced iRFP protein. The mice were then exposed to near-infrared light and it was possible to visualize the resulting emitted fluorescent light using a whole-body imaging device. Fluorescence of the liver in the infected mice was first detected the second day after infection and reached a peak at day five. Additional experiments showed that the iRFP fluorescent protein was nontoxic.
“Our study found that iRFP was far superior to the other fluorescent proteins that reportedly help in visualizing the livers of live animals,” said Grigory Filonov, Ph.D., a postdoctoral fellow in Dr. Verkhusha’s laboratory at Einstein, and the first author of the Nature Biotechnology paper. “iRFP not only produced a far brighter image, with higher contrast than the other fluorescent proteins, but was also very stable over time. We believe it will significantly broaden the potential uses for noninvasive whole-body imaging.” Dr. Filonov noted that fluorescent-protein imaging involves no radiation risk, which can occur with standard x-rays and computed tomography (CT) scanning. And unlike magnetic resonance imaging (MRI), in which contrasting agents must sometimes be swallowed or injected to make internal body structures more visible, the contrast provided by iRFP is so vibrant that contrasting agents are not needed.
August 9, 2011
Original web page at Science Daily
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Physical education is now viewed as an expendable part of the school curriculum. Yet there is no question that children need to be physically active to not only stay healthy and reduce their chances of becoming an overweight adult, but also to perform well in school.
Where Have All The P.E. Classes Gone?
With increasing pressures to improve standardized test scores and reduce budgets, schools across the country have virtually eliminated physical education programs. In fact, as of 2006, only 3.8% of elementary schools and 2.1% of high schools still offered daily physical education classes. This is particularly discouraging given the growing body of scientific evidence linking regular participation in physical activity with improved academic performance.
• Nearly 250 elementary students given a daily 10-minute activity break increased on-task behavior by an average of 8%.
• A U.S. study of almost 12,000 adolescents revealed that, when compared to their sedentary peers, students who participated in P.E., team sports or played sports with their parents were 20% more likely to earn “A’s” in math or English.
• The fitness levels of more than 300 middle school students were evaluated and those who were the most fit also performed better academically.
• An analysis of the standardized fitness and academic test results for nearly 900,000 students revealed a strong positive correlation between physical fitness and academic achievement.
• Additional research suggests that, compared to control groups, students who spend more time in school-based physical activity or P.E. (and therefore less time in the classroom) actually maintain or improve their grades and standard achievement test scores.
• Dr. John Ratey writes in his book Spark: The Revolutionary New Science of Exercise and the Brain (2008, Little, Brown) that levels of neurotransmitters, including dopamine, serotonin and norepinephrine, also are elevated after strenuous exercise, helping to increase focus and induce feelings of calmness.
Encouraging Physical Activity Is Everyone’s Responsibility
Support for school-based physical education programs is increasing. New legislation seeks to increase the amount of required time allotted for physical activity and recess, and several on-school fitness centers are helping students improve both their grades and overall health.
Since physically active children have fewer chronic health problems, a stronger self-image and better academic performance, it makes sense to encourage physical activity, both in school and at home. Parents, teachers and coaches all have a role to play in helping kids think positively about exercise and motivating them to make regular physical activity a lifetime pursuit.
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Q. What is Computer?
Answer: A computer is an electronic machine which stores, read and processes data to produce meaningful information as output.
Components of Computer
Q. What is Input Unit?
Answer: This Devices used to given instructions, like, keyboard, mouse, joystick, optical character reader, CDs Bar code reader, Touch screen, Light pen, Scanner, Magnetic INK Character Recognition (MICR), etc.
Q. What is Central Processing Unit?
Answer: Central Processing Unit (CPU) is the device for the manipulation of information inside the computer. CPU is also known as the brain of the computer, but commonly called a processor.
It has the following components.
Arithmetic logic Unit (ALU) – It performs all logical and arithmetical operations.
Control Unit (CU) – It Instructs, maintains and controls the flow of information.
Output Unit – It is the device to display the result of processing, e.g. Visual Display Unit, Printer, Monitor, Speaker, Pen Drive and more.
Q. What is Memory?
Answer: A Memory holds all the raw and processed data, set of instructions and information inside the CPU.
Q. What is Primary Memory?
Answer: A primary Memory stores the data which is currently in use by the computer.
Q. What is RAM?
Answer: RAM stand for Random Access Memory is a volatile memory. It is a temporary storage. It divides into two parts.
- DRAM – Dynamic Random Access Memory
- SRAM – Static Random Access Memory
Q. What is ROM?
Answer – ROM stand for Read only memory it is a non-volatile memory where all logical data is stored that cannot be changed. It divides into two parts.
- PROM – Programmable Read Only Memory
- RPROM – Erasable Programmable Read Only Memory
- EEPROM – Electrically Erasable Programmable Read Only Memory
It stores data, program, instruction and information permanently.
Any peripheral device which can be seen and touched is hardware. Computer hardware includes input devices, output, devices and processing devices.
It is a set of instructions that directs the computer to process information. It can be classified as
System Software – It is background software that helps the computer to manage its own internal resources. i.g. Operating system, Device driver and Language Translator etc.
Application Software – It is a set of programs designed for specific uses or applications, e.g. word processor spreadsheet, accounting programs, etc.
Computer networking related to the communication between a group of two or more computers linked together. Most common example of networking is Internet, connecting millions of people all over the world together. According to scale or size, computer network can be categorized in three ways.
(i) Local Area Network (LAN) – Graphical area spread over 1 km to 10 km or within a same building.
(ii) Metropolitan Area Network (MAN) – Graphical area spread over a city or town.
(iii) Wide Area Network (WAN) – Graphical area spread over countries.
(i) Worm – It is a self-contained program and does not need to be a part of another program to propagate itself.
(ii) Spam – Spam is an unsolicited message sent over the internet in the form of e-mails, to a large number of users for the purpose of spreading malware, advertising phishing, etc.
(iii) Spyware – IT is a type of malicious software installed on computer and collects information about users without their knowledge and may send such information to another entity.
(iv) Malware – software which is specifically designed to disrupt or damage a computer system. It is a superset of computer viruses, worms, spyware, Trojan horses and other malicious or unwanted software.
(v) Virus – A virus is defined as program or a piece of code that gets loaded onto the computer without users knowledge and replicates itself, e.g. Creeper, Stuxnet, Melissa, Conficker, Code red, SQL, Stammer, Nimda (derived from the word ‘Admin’), etc.
Antivirus – Antivirus is a software consisting of computer programs that attempt to identify, detect and prevent the malware from the computer.
Some Commonly Used Terms
Cache Memory – It is a temporary storage, where frequently accessed data can be stored for rapid access.
Registers – These are defined as the special memory units used by the CPU to speed up the rate of accessing information.
Operating System – It is system software, consisting of an integrated set of programs that control computer resources and provides common services for efficient execution of various application software.
Complier – It is a computer program that transforms human readable source code into the machine readable code at one go.
Interpreter – It transforms source code into the machine readable code by converting it line by line.
Assembler – It converts assembly language program into machine language program.
Modem – (Modulator – Demodulator) An electronic device used to convert computer (digital) electronic signals to communication channel (analog) electronic signals and vice-versa.
Cloud Commuting – is the delivery of on-demand computing resources, everything from applications to data centers, over the Internet, e.g. Google.
Dual Core Processor – is the processing technology in which two processors are scheduled together and when one is busy the other takes over.
Internet – It is the worldwide, publically accessible system of interconnected computer networks that transmit data by using the Internet protocol.
Cryptography – It is a method of storing and transmitting data in a particular coded form so that only those can read and process it, for whom it is intended. It includes encoding and decoding of data.
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New Delhi, July 26 (IANS) A parliamentary panel has expressed concern over pollution affecting the Taj Mahal and linked it to the polluted Yamuna river that flows along the monument in Agra.
The Parliamentary Standing Committee on Science and Technology and Environment and Forest headed by Congress MP Ashwani Kumar suggested that a water body should be formed near the Taj Mahal to restore its sheen.
The committee, in a comprehensive report that slammed the authorities for not acting seriously to protect the Taj Mahal, also blamed the leather tanneries around the monument.
The report, tabled in parliament last week, said degradation of the Yamuna bed was “evident and was visible to the naked eye”, and questioned the discharge of untreated sewerage into the river.
“The committee recommends that steps should be taken to strengthen the management of solid and liquid municipal waste infrastructure in Agra city,” the report said.
“The committee also recommends that the authorities should ensure that there is no dumping of solid or liquid waste from within the municipal limits of Agra into the Yamuna without requisite treatment.”
The committee also asked civic authorities to take necessary steps to stop the bathing of buffaloes and other animals in the Yamuna and water bodies around the Taj Mahal.
Noting that the Taj was losing its sheen because of a lack of water body around it, the panel suggested construction of the Agra Barrage, which can solve the water crisis in Agra and also give a scenic view of the Taj.
“The committee recommends that a survey should be undertaken for mapping the sources of water in the Taj Trapezium Zone area at the earliest,” the report said.
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| 0.950611 | 354 | 2.890625 | 3 |
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