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Adiposis dolorosa is a rare disorder of multiple painful subcutaneous growths of adipose tissue. It is also known as Dercum disease, Ander syndrome, morbus Dercum, adipose tissue rheumatism, adiposalgia, or lipomatosis dolorosa. This disease was first discovered in the late 1800s by American neurologist Francis Xavier Dercum. It is classified into 4 types which include generalized diffuse, generalized nodular, localized nodular, and juxta-articular forms. The generalized diffuse type presents with widespread painful adipose tissue with no apparent lipomas. The generalized nodular type presents with widespread, painful adipose tissue that is more painful in the vicinity of lipomas. In the localized nodular type, the pain is restricted to areas within and around lipomas. Lastly, the juxta-articular type presents as painful solitary adipose tissue near large joints.
The diagnosis of adiposis dolorosa is made clinically and is a diagnosis of exclusion. The proposed criteria for the diagnosis includes chronic pain of the subcutaneous tissue for over 3 months in overweight patients or patients with obesity, though the criteria still need to be validated. The pain is often disabling and resistant to treatment. The disease is associated with weakness and psychiatric symptoms such as depression. Other associated symptoms include fatty deposits, easy bruising, sleep disturbances, impaired memory, difficulty concentrating, anxiety, rapid heartbeat, shortness of breath, diabetes, bloating, constipation, fatigue, and joint pain.
The etiology of this disease is unknown. Current hypotheses include nervous system dysfunction, endocrine dysfunction, lymphovascular disorder, adipose tissue dysfunction, mechanical pressure on nerves, and trauma-induced. Although few case reports of patients diagnosed with adiposis dolorosa have been considered to be autosomal dominant with variable phenotypic expression, this is not the standard. Most cases of the disease are found to be sporadic with no specific genetic mutations.
No significant epidemiologic data is available but based on case reports adiposis dolorosa is found more frequently in obese females ages 35 to 50 years. Previously, it was thought that the disease was more common in post-menopausal females, but more recent studies have rejected this claim.
The pathogenesis and mechanism of adiposis dolorosa remain unknown.
The histopathology of biopsies taken from patients diagnosed with adiposis dolorosa shows an inflammatory response with lymphocytes and macrophages. The inflammation in this disease may not be any more pronounced than that of a healthy patient with obesity without adiposis dolorosa.
Patients typically first notice painful growing nodules. The pain of their condition is classically described as aching, stabbing, or burning in quality and it is generally symmetric. Typically, pain worsens with palpation. The most common areas of painful adipose tissue include the proximal extremities, trunk, and buttocks.
On physical exam, patients with adiposis dolorosa are commonly overweight or obese, and pain symptoms are out of proportion to what is found on the exam.
There are no laboratory markers for the condition, but lab work should be done to exclude other conditions. Hormonal studies should be ordered to rule out Cushing syndrome, thyroid abnormalities, or endocrinologic abnormalities. Patients with adiposis dolorosa are found to have a slight to moderate increase in cholesterol levels. Erythrocyte sedimentation rate (ESR) may be slightly elevated in this disease as well.
Ultrasound and magnetic resonance imaging (MRI) may be helpful in making the diagnosis. Ultrasound may demonstrate multiple, small, oblong hyperechoic nodules. MRI of patients with adiposis dolorosa may show multiple, oblong superficial subcutaneous fatty lesions with a nodular increased fluid signal that appears “blush-like.”
While many therapeutic options have been used, there is no standard treatment of choice for this disease. Therapies are individualized to specific symptoms in each patient with the goal to relieve symptoms and create support. The lipomas are found to be unaffected by weight loss and in a few cases have exacerbated symptoms. Pain may be debilitating and intermittent necessitating the need for a pain management specialist. Treatment options for pain suggested by case reports include analgesics, liposuction, lipectomy, and manual lymphatic drainage. The pain in adiposis dolorosa has not been found to be adequately controlled by traditional analgesics, though non-steroidal anti-inflammatory drugs (NSAIDs) and narcotics have shown some benefit in the diminishment of pain. Other medications and treatment modalities with mixed results of potential benefit include lidocaine, ketamine, methotrexate, infliximab, interferon alpha-2b, corticosteroids, calcium-channel modulators, transcutaneous electrical stimulation, and rapid cycling hypobaric pressure. Liposuction and lipectomy may be effective for pain reduction short term, but the pain typically returns and does not significantly increase the quality of life.
The diagnosis of adiposis dolorosa should only be made when other diagnoses have been excluded. Differential diagnoses include fibromyalgia, panniculitis, endocrine disorders, primary psychiatric disorders, multiple symmetric lipomatosis (Madelung syndrome), multiple familial lipomatosis, Proteus syndrome, and benign adipose tissue tumors.
Fibromyalgia is a common chronic syndrome of widespread musculoskeletal pain and tenderness, fatigue, and cognitive difficulties that can be easily confused with adiposis dolorosa especially in overweight or obese females. These patients also have an unremarkable physical exam and lab work. The diagnosis of fibromyalgia is based on widespread pain & tender points typically in specific locations in muscle and joints as well as fatigue and cognitive and psychiatric disturbances which is also a diagnosis of exclusion.
Panniculitis presents with painful inflammatory nodules of the subcutaneous fat. The history, location, and associated findings of erythema, ulceration, and atrophic scarring help to differentiate the type of panniculitis. A biopsy is diagnostic.
Endocrine disorders that may be confused with adiposis dolorosa include Cushing syndrome and hypothyroidism. Both of these diseases present with weight gain and generalized pain not localized to the subcutaneous tissue, which helps differentiate them from adiposis dolorosa.
Depression can present similarly to Dercum disease in that it is often associated with chronic pain conditions.
Madelung syndrome presents with large, symmetric, nonpainful fat accumulation around the neck, upper extremities, and trunk typically in non-overweight, alcoholic males which help distinguish it from adiposis dolorosa.
Familial multiple lipomatosis similarly presents with multiple lipomas, though often multiple family members are affected because it is genetic with a mutation in the 12q13–15 region which contains the HMGA2 gene.
Proteus syndrome is a genetic disease with lipomatosis from an activating mutation in the AKT1 oncogene. This syndrome also presents with overgrowth of other various tissues.
Lastly, benign adipose tissue tumors generally are not ordinarily painful but can present as multiple lesions on a single patient.
Adiposis dolorosa tends to be a chronic disease that does not abate over time and may progress to become more debilitating as time goes on. Though, there have been case reports showing variable results in prognosis.
This disease is best treated as a multidisciplinary approach with teams specialized in chronic pain.
Adiposis dolorosa is a rare disorder of multiple painful subcutaneous growths of adipose tissue. The diagnosis of adiposis dolorosa is made clinically and is a diagnosis of exclusion. The proposed criteria for the diagnosis includes chronic pain of the subcutaneous tissue for over 3 months in overweight patient or patient with obesity, though the criteria still need to be validated. The pain is often disabling and resistant to treatment. The disease is associated with weakness and psychiatric symptoms such as depression. Because of its rarity, the disorder is best managed by an interprofessional team of clinicians including specialists and specialty-trained nurses and pharmacists. If the diagnosis is delayed, it is associated with high morbidity. As such the clinical team should confirm the diagnosis as quickly as possible. The pharmacist should assist in considering treatment options and assuring compliance, and the specialty-trained nurse should assist with monitoring, coordinating follow up and with patient and family education. [Level 5]
|||Hao D,Olugbodi A,Udechukwu N,Donato AA, Trauma-induced adiposis dolorosa (Dercum's disease). BMJ case reports. 2018 Mar 28 [PubMed PMID: 29592996]|
|||Charifa A,Badri T, Lipomas, Pathology null. 2018 Jan [PubMed PMID: 29493968]|
|||Miraglia E,Calvieri S,Giustini S, Cutaneous lipomatosis: diagnosing a rare condition. Giornale italiano di dermatologia e venereologia : organo ufficiale, Societa italiana di dermatologia e sifilografia. 2017 Dec [PubMed PMID: 29050453]|
|||Beltran K,Herbst KL, Differentiating lipedema and Dercum's disease. International journal of obesity (2005). 2017 Feb [PubMed PMID: 27857136]|
|||Benfaremo D,Luchetti MM,Gabrielli A, Widespread painful nodules in a patient with rheumatoid arthritis. European journal of internal medicine. 2017 Dec [PubMed PMID: 28479013]|
|||Martinenghi S,Caretto A,Losio C,Scavini M,Bosi E, Successful Treatment of Dercum's Disease by Transcutaneous Electrical Stimulation: A Case Report. Medicine. 2015 Jun [PubMed PMID: 26091459]|
|||Schaffer PR,Hale CS,Meehan SA,Shupack JL,Ramachandran S, Adiposis dolorosa. Dermatology online journal. 2014 Dec 16 [PubMed PMID: 25526345]|
|||Łabuzek K,Liber S,Suchy D,Okopień B, A successful case of pain management using metformin in a patient with adiposis dolorosa. International journal of clinical pharmacology and therapeutics. 2013 Jun [PubMed PMID: 23611575]|
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With Michigan’s flu season at it’s prime, everyday more and more people are getting infected. Knowing how you can prevent yourself from catching the bug can reduce your chances of getting sick significantly.
Besides the obvious prevention of getting the flu shot, there are some things you can do on your own. Because the flu can be transferred by both direct and indirect contact, hand washing is number one. If someone coughs or sneezes into their hands, then touches a doorknob, or any other object that object is contaminated. The flu virus is able to survive between 2 and 8 hours on surfaces. Washing your hands very frequently can help reduce the chances of becoming infected.
Along with washing your hands, covering your coughs and sneezes is also very important. Many people have a horrible habit of using their hands to cover their coughs or sneezes. When doing so, anything you touch between your sneeze/cough and washing your hands is contaminated. Using a tissue or your elbow to cover your couh/sneeze can reduce the transfer of germs.
You may be fortunate enough and not become victim of the flu, but you should always know the symptoms in case you do become sick. The flu can vary from person to person, meaning they can be mild for some, or severe for others. Common symptoms of the flu are: headache, muscle ache, fever, chills, coughing, sneezing, or runny nose. Symptoms can occur suddenly and can differ from person to person.
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Translation Please? Ed-Tech Mumbo Jumbo for Dummies
Note: Taryn Hochleitner, a research associate at AEI, is guest posting this week.
This week I've been looking at challenges to modernizing E-Rate, but wanted to pause and make sure we're all on the same page with some of the relevant technology jargon. Specifically, we often hear four words in conversations about increasing schools' Internet access: broadband, fiber, wireless, and bandwidth. I sort of understand them, but I'm not embarrassed to say I sometimes have trouble explaining exactly what they mean and how they relate.
While policymakers, education policy wonks, and education leaders are trying to have smart conversations about school infrastructure--something they'll have to do more often in the digital age, regardless of E-Rate--it seems rather important they can keep these terms straight. You might already know this stuff, but if not, I won't tell. Here's the layman's low-down so you can keep up with the techies at the water cooler:
Broadband: In simple terms, it's a type of Internet connection made up of multiple channels that can transmit information simultaneously. This type of connection is always on and is faster than dial-up.
Types of Broadband Connections
Fiber Optic: Fiber converts signals carrying data to light and transmits the light through a bundle of very thin glass threads. This type of this type of transmission is fast and reliable, but sometimes requires costly installation.
Wireless: Wireless networks have no physical connection between the sender and receiver, using radio waves to transmit signals. This is less reliable than fiber, but makes for easier, cheaper set-up. In place of wires, these networks require other equipment, like access points and routers. (This is the key to understanding E-Rate discussions about changing the categorization of "priority" services. Wireless services are listed as priority 1, but access points and routers are priority 2 services; because of increased demand and funding caps, priority 2 services usually don't get funded.)
Bandwidth: Bandwidth generally describes the capacity of a broadband connection. It refers to the amount of data that can be carried from one point to another (to or from your computer) in a given time period. This is often expressed in bits (of data) per second, or bps. Higher bandwidth allows more data to travel at one time.
So, to borrow an often-used car analogy, imagine broadband is a highway with a speed limit, and bandwidth represents the lanes. The more traffic, the more lanes you need if you want to maintain your speed. I'm taking my family's Ferrari out for a joy ride. Just because the car has the ability to accelerate to over 200 mph, if the four-lane highway is filled with other cars I certainly won't be going that fast. Getting from point A to point B is a combination of highway lanes (bandwidth) and speed limit. That combination determines the number of users and activities a broadband network can handle.
You can now imagine how one-to-one device programs (consistently high-traffic areas like New York City streets) or mass online testing (rush hour) might require broadband with more bandwidth (more lanes) to allow more users to operate at the same speed at the same time.
So maybe you're not ready to make a run for the head of your company's IT department, but understanding these terms will help you keep up with debates about schools' service needs and our goals for E-Rate funding.
Tomorrow we'll conclude with some thoughts on President Obama's own E-Rate vision.
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Hiking is a great hobby where you get some fresh air and exercise while enjoying what nature has to offer. The problem is that there are a lot of common injuries that you face when hiking. Fortunately, you can prevent many of the common injuries that are sustained when hiking.
One of the most common hiking injuries for beginners and experienced hikers is blisters. Blisters are caused by friction when your skin rubs against your shoes or clothing. This friction causes fluid to collect between the irritated layers of skin and will eventually cause tearing and discomfort.Fortunately, you can avoid getting blisters by ensuring that your shoes and socks fit correctly. You should also look at breaking your shoes in before you go on a long hike as the stiffness of new shoes can increase the chances of blisters. Keeping your feet dry will also help to prevent blisters and if you feel a potential blistering area, you need to apply some athletic tape to avoid rupturing.
A Twisted Ankle
When you are hiking on an uneven trail, you risk a twisted ankle if you are not careful. There are some twists that you can walk off, there are others that will require more attention if you want to carry on. There are times when the risk of a twisted ankle will be greater such as when the trail is wet.In order to avoid these injuries, you should look at hiking boots with ankle protection. If you know the trail is uneven, you should take some kind of stabilizer such as a hiking stick. This will help you keep your balance and avoid a twisted ankle.
There is nothing worse than having your muscles cramp with every step you take. Cramping is a common injury and is generally caused by dehydration. The best way to avoid cramping will be to stay hydrated, but this is not always as simple as you might think.
When it is warm, you will remember to drink more water. However, when you are hiking in the cold, this will be harder to remember. You should also look at stretching before your hike as this will reduce the chances of cramping.
While some people do not see bug bites as an injury, they can cause a lot of discomfort and irritation. When you hike, you are susceptible to bug bites from gnats to mosquitoes. The best way to prevent bites will be to have a layer of clothing between your skin and the bugs.
There are a lot of repellents on the market that you can also look at which help. You should look for natural repellents and combine this with protective clothing. It is important to note that there are times when you cannot avoid these bites and you should use some calamine lotion to sooth the bug bites.
When people think about chaffing, they often think about their legs, but it is possible to chafe in other areas when you are hiking. The preventative steps that you should take will vary depending on where you commonly chafe. If you chafe between the legs, you need to consider active underwear that you have on over your cotton underwear.
Active underwear will generally be wool or synthetic nylon which will help prevent chaffing. If you chafe on your back where your bag rests, you need to consider if you have the right equipment. You need to ensure that your backpack sits correctly on your back and that you are not carrying too much weight. Getting your backpack fitted is important if you are going to be completing long hikes.
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If a person owns the stock or share of a particular company, it implies that the person has contributed towards the company’s capital base. Any company, big or small, needs funds or capital to function. Thus, companies raise money by listing their shares on a stock exchange.
Stocks or shares can be primarily of two types. They can be debts, or they can be equities. When a person is a debtor, that means that he will get a fixed amount of interest at regular time intervals. However, if someone holds equity, it means that there is no guarantee of whether they will make a profit or not. Also, the amount of profit or loss will not be fixed but will vary depending on how well the company functions.
Owning and trading shares can be a highly profitable career. In the digital age, buying and selling stocks has become all the more convenient. If a person wants to trade in the UK, here is the list of best trading apps in the UK.
More About The Stock Market
The share market benefits both the shareholders and the ones who sell the shares. A company gets the money it needs to run its regular business or expand. A shareholder benefits when he gains money either in the form of a dividend or in the form of a profit. Trading is another way of gaining money where a person can sell his share for a higher price than the price for which he bought it.
The value of a stock depends on the demand and supply of a particular stock. Thus, if some company’s shares are in great demand, their price will rise, and if the demand falls or the supply rises, the price will fall.
7 Things That Affect The Stock Market
The Federal Rates Of Interest
The central or federal bank of a country announces federal interest rates. All the lending institutions in the country price their loans based on federal rates. Hence, if the interest rates have been raised, that implies that people will not be very keen to take loans. Hence they have more money in their hands. This money can be spent on buying shares.
Higher interest rates means that loans will be costly for business organisations as well; so they will want to raise funds from the market. Hence, the supply of shares will go up, which, in turn, may decrease the share price.
The Rate Of Inflation In A Country
Inflation figures reflect the prevailing prices in a country. If inflation is high, goods become more costly and vice versa. Thus if the rate of inflation rises, it means that the general public has less disposable income, which they can invest in buying stocks of a company. In this case, the demand for shares falls, and thus, the price falls. The opposite happens if the rate of inflation in a country falls.
The Political Headwinds
Political affairs have a huge impact on the stock market. For instance, if a country declares war, the value of shares of the companies located in the warring country falls. This is because people presume that war will negatively affect a country’s economic situation. Hence, if the economy is not functioning well, business expansion or profits are unlikely, so the value of the business and its stocks decreases.
Again, if a country elects a government that encourages business expansion, then the value of businesses located in that country will increase.
The value of a share is affected by speculative activities as well. At times a company might want to project that they are making huge profits. In that case, it can announce new ventures or over-publicise its brands. Hence, the public might think that the company will declare huge dividends or make huge profits in the near future. Thus, the demand for the shares of an organisation that encourages speculative activities might increase.
The Exchange Rates
The exchange rate is the value of one currency in comparison to another currency, like the value of a dollar versus a pound. If the value of a country’s currency increases, people presume that companies in that country will also perform well and vice versa. And thus, the exchange rate also affects an organisation’s stocks’ values.
Status Of A Business Organisation
The status of a business organisation affects the value of its shares. If an organisation performs well, then its value increases. For instance, if a business reports profits, improves its turnover, and acquires rival companies, it implies that the business is performing well. Hence people will want to invest in a business that reports signs of growth.
On the other hand, if a manufacturing business manufactures faulty or below-standard products, then the value of that entity will go down. Unlike speculative activity, which tries to mislead the public, the actual status of a business is the right indicator of an organisation’s health and growth prospects.
Effect Of Natural Disasters
Natural disasters like floods, earthquakes, pandemics etc., also affect business growth. When a country has been hit by a flood or a hurricane, it is expected that businesses will not be able to perform to their optimum capacity. Hence, if a country has been impacted by a natural calamity, the businesses located in that country are likely to be seen as non-profitable.
Investing in a business can reap huge profits, but it can also result in a loss. A new investor should learn about the basics of the stock market before investing. Making a profit by investing in shares is based on predictive analysis. The better the ability of an investor to predict the headwinds, the higher the chances of registering a profit.
If a person is dedicated, loves to research and can take prompt actions, he can make a lot of money by investing in a business. A good investor is someone who can spot speculative activities, and such people make a fortune by investing in fruitful business ventures.
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Last week, U.S. Geological Survey released a new report raising concerns about Marcellus shale drilling on the Allegheny Plateau. Researchers used geospatial data and high resolution aerial imagery from 2004-2010 to study landscape changes in two key Pennsylvania counties – Susquehanna County in the northeast and Allegheny County in the southwest.
They documented substantial forest and wildlife ecosystem changes due to Marcellus well drill pads, new roads and pipelines for natural gas plus coalbed methane exploration. Keep in mind that much more natural gas development of Marcellus has occurred since 2010.
"Large-scale landscape disturbance can have a significant impact on ecological resources," says Terry Slonecker, lead author of the USGS research. It's leading to "forest fragmentation", a situation where forested areas get "carved up" with roadways and drill pads that also lead to limiting geographic habitat area for some animal species.
Data from the report will be used to assess effects of disturbance and land-cover change on wildlife, water quality, invasive species and socioeconomic impacts. In Allegheny County, 647 natural gas sites resulted in more than 1,312 acres of disturbance, including 140 miles of new roads and 8 miles of new pipelines. In Susquehanna County, 294 natural gas extraction sites resulted in more than 1,742 acres of disturbance, including 34 miles of new roads and 53 miles of new pipelines.
The study, "Landscape Consequences of Natural Gas Extraction in Allegheny and Susquehanna, Counties, Pennsylvania, 2004 to 2010," is the third of a series planned relating to natural gas landscape disturbance.
Though Marcellus shale gas developers may be among the largest contributors, they're not the only ones responsible for this fragmentation, points out Slonecker. Other industries like coal, wind and coalbed methane can just as easily subdivide ecosystems.
Forest fragmentation and edge effects can negatively affect water quality and runoff. It can also affect the long-term survival of the forest itself.
When forests become patches...
Allegheny County's wooded areas have been subdivided, creating 35 new "forest patches" out of larger tracts of woodland, according to the study. Some species of wildlife cannot or will not live within these smaller patches of "edge forest," preferring instead the wider ranges of so-called "interior forest."
"For example, certain birds require interior forest area," adds Slonecker. "So when you start to slice and dice the landscape with roads and pipelines, much less interior forest is available for them to exist."
The "edge effects" on natural ecosystems can be substantial for some distance. Forest edge is partially sealed by proliferating vines and second growth underbrush. As human activities increase, natural habitats are divided into smaller and smaller patches with decreased ability to support viable populations of individual species
Habitat loss and forest fragmentation can be important threats to biodiversity of flora and fauna dependent on that habitat. And that impacts wildlife diversity as well. But Slonecker adds that research on this topic hasn't been conclusive.
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Health & Safety
Health & Safety in a Construction Environment Level 1
This Health and Safety Course is aimed at those aged 16 years and over, who are hoping to enter the construction and civil engineering industry or have recently entered the industry. It is a one day course, which after successful completion will provide delegates with the knowledge and certification required for the CSCS Labourer (Green) card as well as an understanding of the potential hazards they could face on site within the construction and civil engineering industry. There are no formal requirements for entry to this qualification.
Alternatively learners may be re-taking the Health and Safety Course due to their current CSCS card expiring.
Learners undertaking this qualification will be able to demonstrate their knowledge of the employee’s and employer’s health and safety responsibilities and site safety awareness in the construction industry. The qualification aims to assess the Learner’s knowledge and understanding of:
• risk assessments and method statements
• causes and implications of work-related accidents
• the terminology used in relation to health and safety at work
• the types of hazard/risk encountered in the workplace
• accident reporting procedures
• safe manual handling
• correct processes for moving and storing materials
• working at height
• hazardous substances in the workplace
• the hazards associated with drugs and alcohol in the workplace
• the use and importance of personal protective equipment (PPE)
• the hazards/risks related to the use of plant and equipment
• control measures to minimise hazards / risks relating to working around the construction site
This one day, face to face course takes place in our centrally located classroom in Maidstone High Street. Directions can be downloaded from our Contact Us page, where a map can also be viewed.
We have very small low ability class sizes of no more than 5 or 6 people, to ensure each learner receives the educational support that they need. On arrival you will get a warm welcome, a tea or coffee and be introduced to your tutor. The course will start promptly at 10.30 am. You will be given a tea breaks and a lunch break before sitting your assessment at the end.
Assessment is carried out via multiple choice questions at the end of the course. Successful candidates will receive the Health & Safety in a Construction Environment Certificate (which is renewable every 5 years) within approximately 10 working days from taking the course.
The cost of the classroom course is £125 plus VAT (£150)
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A Jackson-Pratt drain (or JP drain) is rubber tubing that may be placed after surgery. It may also be used with infections or injury that can cause a build up of fluid.
Reasons for Procedure
Fluid that collects inside the body can increase the chance of infection or other complications. The JP drain allows fluids to move out of the body. The drain may be placed:
- After surgery if large amounts of drainage are expected
- To drain fluids from an abscess or other infected areas
- To drain fluids from injury associated with fluid build up
Problems from the procedure are rare, but all procedures have some risk. Your doctor will review potential problems, like:
What to Expect
Prior to Procedure
Leading up to the procedure:
- If you have been injured, your doctor may order imaging tests to see the fluid that has collected. Images may be taken with:
- Talk to your doctor about your medications. You may be asked to stop taking some medications up to one week before the procedure.
- Do not eat or drink anything for at least 8 hours before surgery.
- Arrange for a ride home from the hospital.
General anesthesia—you will be asleep during the procedure
Description of the Procedure
Once you are under anesthesia, your doctor will make an incision in your skin. The end of the drain tubing will be placed into the area where fluid has collected. The other end of the tubing will be connected to the squeeze bulb outside of your body. The doctor will remove the stopper from the bulb, squeeze it to create suction inside the drain system, and replace the stopper. This suction will pull the unwanted fluid out of your body. The doctor will then close the skin over the drain.
If you are having surgery, this JP drain will be inserted at the end of the operation.
Immediately After Procedure
If you are staying in the hospital, the nurses will care for and empty your drain.
How Long Will It Take?
15-20 minutes to place the JP drain
How Much Will It Hurt?
You may have mild to moderate pain where the JP drain is placed. Your doctor will recommend or prescribe medication to help with the pain.
Average Hospital Stay
This procedure is done in a hospital setting. The length of stay depends on the type of surgery you are having. You may be able to go home the same day if the surgery is minor.
When you return home, do the following to help ensure a smooth recovery:
- Learn how to empty and care for the drain at home.
- Ask your doctor if you can walk around with the JP drain.
- Avoid bumping the drain.
- Sleep on the side opposite of the drain. This will help you to avoid blocking the tubing or pulling it out of the suction bulb.
- Ask your doctor about when it is safe to shower, bathe, or soak in water.
- Ask your doctor what problems to watch for and when you should return for a follow-up appointment.
Removal of a drain depends on how fast you heal from the surgery or injury. Your doctor may remove the drain when there is less than 1-2 tablespoons (15-30 milliliters) of fluid per day being drained. If you have more than one drain, they may not be removed at the same time.
Call Your Doctor
Contact your doctor if your recovery is not progressing as expected or you develop complications, such as:
- You are unsure of how to care for your drain
- Drainage is greenish in color or has a bad odor
- Significant bleeding from the drain
- Pain at the incision
- Other signs of infection, including fever or chills
- End of the tube comes out of the incision
If you think you have an emergency, call for emergency medical services right away.
- Reviewer: EBSCO Medical Review Board Daus Mahnke, MD
- Review Date: 03/2017 -
- Update Date: 05/07/2014 -
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You’ve probably seen these headlines on the internet or television recently, claiming that fruits and vegetables provide very little protection against cancer. Of course something like this makes big news – it makes eaters of the typical Western diet feel validated in their unhealthy choices. But is it true? Do fruits and vegetables really offer only weak protection against cancer? Let’s look at the details of the study.
Researchers analyzed data from the European Prospective Investigation into Cancer and Nutrition (EPIC), a large study of over 400,000 people. Subjects reported dietary intakes and were followed for approximately 8 years. The researchers reported the associations between fruit and vegetable intake and risk of total cancer. Two-hundred grams of combined fruits and vegetables (approximately 2 servings) offered a 3% decrease in risk that was statistically significant.1
According to the lead scientist, Dr. Paolo Boffetta, from Mount Sinai Medical Center, “The bottom line here is that, yes, we did find a protective effect of fruit and vegetable intake against cancer, but it is a smaller connection than previously thought. However, eating fruits and vegetables is beneficial for health in general and the results of this study do not justify changing current recommendations aiming at increasing intake of these foods.”2
A tiny amount of plant food offers a tiny amount of benefit.
Yes, 3% is a tiny reduction in risk – but 200 grams is also a tiny amount of fruits and vegetables! One medium apple is approximately 180 grams, one cup of blueberries is 150 grams, and 1 cup of chopped raw broccoli is 90 grams. So keep in mind all these people did is eat the standard cancer-causing diet and add one apple or two cups of vegetables with dinner, they did not follow a vegetable-centered diet. They were still eating all the cancer-causing processed foods and animal products as their major source of calories.
The median daily intake in this study was 335 grams of fruits and vegetables combined per day – only about three servings. According to the CDC, only one-third of U.S. adults eat two or more servings of fruit per day, and only one-quarter of adults eat three or more servings of vegetables per day.3 These minimal amounts cannot be expected to provide disease protection. I recommend a far more substantial intake of fruits and vegetables with 90 percent of calories coming from nutrient rich plant material, lots of it raw and green. I recommend about two pounds of vegetables per day (approximately 900 grams) and at least 4 fresh fruits per day (which adds another 600 grams). Most importantly, attention should be paid to the highly cancer-protective plant foods, greens, onion, berries, beans and seeds.
The more fruits and vegetables the subjects ate, the more cancer protection they got.
Many of the news stories on this subject neglected to mention the fact that the researchers found a dose-response relationship between fruit and vegetable intake and cancer risk – this means that as the number of servings increased, rates of cancer decreased. Those eating five servings per day reduced their risk by 9% compared with those eating 2.5 or less, and those eating more than eight servings per day reduced their risk by 11%.4 The benefits of lifestyle changes are proportional to the changes made. As we add more vegetable servings, we increase our phytochemical intake and leave less room in our diet for harmful foods, enhancing cancer protection even further.
Different fruits and vegetables offer different levels of protection.
In this study, all fruits and vegetables were lumped together in one category – this could have diluted the results. Leafy greens and potatoes have nutrient profiles that are quite different, but in this study, they are both treated the same. The participants did not eat an extra 200 grams of raw greens - French fries and ketchup counted as a vegetable.
Cruciferous vegetables, such as kale, cabbage, collards, and broccoli, contain potent chemopreventive compounds called isothiocyanates (ITCs). ITCs have a variety of anti-cancer actions including inhibition of angiogenesis (blood vessel formation; important for tumor growth), detoxification or removal of carcinogens, inhibition of cancer cell growth, promotion of cancer cell death, and prevention of DNA damage by carcinogens. Epidemiological studies suggest that cruciferous vegetables, onions, and mushrooms are far more protective against cancer than vegetables overall - inverse relationships between cruciferous vegetable intake and breast, prostate, lung, and colorectal cancers have been found.5 For example, in one prospective study, one or more servings per week of cabbage reduced the risk of pancreatic cancer by 38%.6 And that was just one serving a week, demonstrating dramatic protection is available and real when a diet is ideally designed. The regular consumption of mushrooms has been demonstrated to decrease risk of breast cancer by over 60 percent.7 Onions, berries, seeds and beans also have dramatic beneficial effects.8 In other words, high nutrient plant foods work synergistically and a well designed diet can offer dramatic protection against not just cancer, but heart disease, strokes and dementia.
Healthful eating is a lifetime commitment
The EPIC study followed adult subjects for 8 years, but the foundation of adult cancers was very likely laid down in childhood or early adulthood.9 These researchers missed the most important tenet of nutritional research and that is—childhood diets are the major cause of adult cancers. I wrote a book about this—Disease-Proof Your Child, with all the supporting scientific references. The protective substances contained in fruits and vegetables are more effective if they are consistently present in the diet since childhood. Making moderate changes later in life, like adding a serving of fruit and vegetables, is not likely to make much of an impact on cancer risk. For later life changes to dramatically reduce cancer risk a total dietary makeover is required, that is one of the purposes of my nutritarian diet-style, to offer people real protection from an ideally designed diet that is adopted later in life.
Most people are confused about nutrition, and results like these can add to the confusion. There is clear evidence that unrefined plant foods protect against chronic disease, but modest nutritional improvements offer only modest health benefits. Cutting back on cigarettes does not offer much protection against lung cancer either. It is the total package of a well-designed, nutrient-dense diet, regular exercise, and a healthy weight that offers optimal benefit. We can win the war on cancer.
1. Boffetta P, Couto E, Wichmann J, et al. Fruit and Vegetable Intake and Overall Cancer Risk in the European Prospective Investigation Into Cancer and Nutrition (EPIC). J Natl Cancer Inst. 2010 Apr 6.[Epub ahead of print]
2. Mount Sinai Study Shows Only a Weak Link Between Fruit and Vegetable Intake and Reduced Risk of Cancer. http://mountsinai.org/about-us/newsroom/press-releases/mount-sinai-study-shows-only-a-weak-link-between-fruit-and-vegetable-intake-and-reduced-risk-of-cancer
3. U.S. Centers for Disease Control. Fruit and Vegetable Consumption Among Adults --- United States, 2005. Morbidity and Mortality Weekly Report March 16, 2007 / 56(10);213-217
4. NewScientist. Short Sharp Science: Five fruit and veg a day won't keep cancer away. http://www.newscientist.com/blogs/shortsharpscience/2010/04/five-fruit-and-veg-a-day-wont.html
5. Higdon JV et al. Cruciferous Vegetables and Human Cancer Risk: Epidemiologic Evidence and Mechanistic Basis. Pharmacol Res. 2007 March ; 55(3): 224–236
6. Larsson SC, Hakansson N, Naslund I, Bergkvist L, Wolk A. Fruit and vegetable consumption in relation to pancreatic cancer: a prospective study. Cancer Epidemiol Biomarkers Prev 2006;15:301–305.
7. Zhang M, et al. Dietary intakes of mushrooms and green tea combine to reduce the risk of breast cancer in Chinese women. Int J Cancer. 2009;124:1404-1408
8. Powolny AA, Singh SV. Multitargeted prevention and therapy of cancer by diallyl trisulfide and related Allium vegetable-derived organosulfur compounds. Cancer Lett. 2008 Oct 8;269(2):305-14.
Stoner GD, Wang LS, Casto BC. Laboratory and clinical studies of cancer chemoprevention by antioxidants in berries. Carcinogenesis. 2008 Sep;29(9):1665-74.
Aune D, De Stefani E, Ronco A, et al. Legume intake and the risk of cancer: a multisite case-control study in Uruguay. Cancer Causes Control. 2009 Nov;20(9):1605-15.
Jenab M, Ferrari P, Slimani N, et al. Association of nut and seed intake with colorectal cancer risk in the European Prospective Investigation into Cancer and Nutrition. Cancer Epidemiol Biomarkers Prev. 2004 Oct;13(10):1595-603.
9. Maynard M, Gunnell D, Emmett P, Frankel S, Davey Smith G. Fruit, vegetables, and antioxidants in childhood and risk of adult cancer: the Boyd Orr cohort. JEpidemiol Community Health. 2003 Mar;57(3):218-25. Erratum in: J Epidemiol Community Health. 2007 Mar;61(3):271.
Fuemmeler BF, Pendzich MK, Tercyak KP. Weight, Dietary Behavior, and Physical Activity in Childhood and Adolescence: Implications for Adult Cancer Risk. Obes Facts. 2009;2(3):179-186.
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Texas A&M Biologist Finds Life Purpose In Spinal Cord Injury Research
Texas A&M University biologist Dylan McCreedy was only 18 months old when he lost the hearing in his right ear, the result of a near-fatal case of spinal meningitis.
The grueling ordeal hospitalized him for weeks, and even though he was too young at the time to remember any of it, the resulting impairment that McCreedy lives with to this day became a constant reminder of the gravity of neural afflictions, most of which can result in devastating, often life-altering debilities. But it also inspired his life’s work to better understand them.
As an assistant professor and TIRR Foundation Fellow in the Texas A&M Department of Biology, McCreedy specializes in researching the acute inflammation that occurs immediately following spinal trauma and its effect on wound healing — details that could lead to improved functional recovery for the approximately 300,000 people in the U.S. affected by spinal cord injury, according to the National Spinal Cord Injury Statistical Center.
“I was really interested in the nervous system and how I had lost that hearing function,” McCreedy said. “That led me to spinal cord injuries and the loss of function as a whole, both motor-sensory and autonomic function that individuals with those types of injuries tend to experience. I wanted to see how we can potentially prevent that damage by targeting early inflammation or help restore that damage after it’s already occurred and repair the injured spinal cord.”
In August, McCreedy was awarded a $1.9 million National Institutes of Health grant administered through the National Institute of Neurological Disorders and Stroke to support a five-year study focusing on the role neutrophils play in spinal cord injuries.
Neutrophils, which are the most abundant type of immune cell found in human blood, are believed to be among the first lines of defense at sites of infection and tissue damage. The McCreedy Lab will investigate the mechanisms by which neutrophils are recruited to the spinal cord after injury and how their receptors regulate their healing properties.
The goal, McCreedy says, is to use the findings from the study to advance novel targeting technologies and therapeutic strategies to aid in the long-term neurological recovery of damaged spinal cords. The resulting data also can be applied to treating inflammation observed in other central nervous system afflictions or disorders.
“We’re very excited about the NIH grant we just received,” McCreedy said. “The results of this study will allow us to study promising FDA-approved drugs to determine how their delivery to damaged areas can be improved in order to better benefit those with spinal cord injuries.”
The neutrophil study will run in conjunction with the McCreedy Lab’s continued efforts in one of their main areas of specialization, developing advanced three-dimensional imaging techniques to produce high-quality images of whole spinal cords that will allow scientists to quickly assess neural circuit damage. Using lightsheet microscopy, the team is able to observe spinal cord tissue in its natural structure with higher optical resolution and greater depth.
“Typically, when you study the injured spinal cord, you have to take the tissue and either dissociate it to look at the individual cells or take sections of it so that you can produce an image throughout the spinal cord,” McCreedy said. “With our lightsheet microscope, we can turn the spinal cord optically transparent so that we can see all the way through its intact state.”
McCreedy earned his Ph.D. in biomedical engineering from Washington University in St. Louis in 2013 and completed postdoctoral fellowships at the University of Michigan/Northwestern University and the University of California-San Francisco. He was recruited to Texas A&M in 2019 as part of a cluster hire made possible through a partnership with The Institute for Rehabilitation and Research (TIRR) Foundation to kickstart a spinal cord injury research initiative. In addition, he is an affiliated member of the Texas A&M Spinal Cord Initiative and the Texas A&M Institute for Neuroscience
In March, McCreedy was one of 55 early-career scientists from the U.S. and Canada named as fellows for a new Scialog: Advancing Bioimaging initiative aimed at bolstering interdisciplinary collaborations to develop the next generation of imaging technologies.
“Joining Texas A&M was a great opportunity to come to an area that was rich in spinal cord injury research and expertise,” McCreedy said. “I’m fortunate to be able to benefit and contribute to this collaboration.”
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Conventional silicon-based solar cells do not capture the 40 percent or so of solar energy that is in the infrared region of the light spectrum. However, now a new all-carbon solar cell has been developed by researchers at MIT, which can convert that previously unused solar energy.
This new innovation opens up the possibility of developing solar panels that could use both traditional silicon-based cells and carbon cells to capture nearly the whole range of solar energy.
The new solar technology innovation has been described in the journal Advanced Materials. Senior author of the paper Prof. Michael Strano from MIT has said, “It’s a fundamentally new kind of photovoltaic cell”. The innovative cell is made from carbon nanotubes and carbon C60 (a.k.a. buckyballs), and is the first all-carbon photovoltaic cell.
The researchers have said that because the carbon-based cells are transparent to visible light, they could be placed on top of conventional solar cells, making solar panels that would be able to use most of the energy from the Sun. However, as with most innovations in the lab, the current proof-of-concept will need refining. The energy-conversion efficiency is currently only around 0.1 percent. Nonetheless, the researchers have said they are very much on track to creating very high efficiency near-infrared solar cells.
One major advantage of the new cells is that relatively small amounts of highly purified carbon would be used, and the cells would weigh very little. Because the light absorption of carbon nanotubes is very high, not a lot of material is needed to absorb a great deal of light.
This seems like another great innovation in the rapidly developing area of solar technology. I wonder how long this kind of technology will take to filter though from the lab to the growing market for solar energy?
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The Air-Powered Motorcycle by Jem Stansfield
Jem Stansfield is not exactly the average tinkerer. He has a degree in aeronautics and is an inventor and special effects technician. But still, his DIY air-powered motorcycle, the first of its kind according to him, is quite cool.
How Does an Air-Powered Motorcycle Work?
Unlike the hilarious single-piston air-powered bicycle that he previously made, this air-powered bike can actually be used in real-world situations.
He took carbon-fiber air tanks that are usually used by firefighters as part of their breathing equipment and connected them to two rotary air engines that drive the rear wheel. One of the benefits of using compressed air over batteries is that you can recharge in a few seconds.Of course, the compressor works on electricity, so that's not always a clean power source. But even if your local utility uses coal, if you recharge at night or off peak, chances are you are using power that would be wasted otherwise because coal power plants take too long to shut down and restart, so they are often kept producing at night.
But it is with a clean electricity source for the compressor that the air-powered motorcycle becomes a truly green ride. Any companies paying attention? A commercially available air-powered bike would be great. One more option for people wanting to drop their car...
Specifications for Jem's Air-Powered Motorcycle
Top speed is 18 mph (29 kph), range is 7 miles (11.2 kilometers) between compressed air fill ups.
Could definitely be used for short commutes. Even better would be if it was turned into a hybrid, with pedal-power as an option.
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The definition of satiety in the Merriam-Webster.com/dictionary "a feeling or condition of being full after eating food." Try creating that full feeling or the feeling of being satisfied very simply by drinking plenty of water and let's not forget adding vegetables to that. Vegetables are fiborous and give you that "full" feeling, add a few almonds and wash it all down with some water. Try combining a protein with a fat to your carbohydrate, for example, a piece of veggie cheese (no saturated fat) with an apple. It's really pretty simple just don't allow yourself to go hungry. I get a fiberblast with my Nutribullet loaded with veggies, a half of a piece of fruit, avacado and some almonds. Whatever works for you!
I read an article "Evening Food Cravings Linked to Circadian System: by Sandy Todd Webster in the Idea Food and Nutrition Tips Newsletter and found it rather interesting and attest there is alot of truth in the theory. Webster speaks about those nightly cravings that a lot of us struggle with. "Circadian" refers to the 24 hour clock cycle that is innate in all of us. It refers to the way our metabolic clock evolves throughout the 24 hour clock schedule in our eat/sleep cycles. When this internal clock gets interrupted, it can cause hormone imbalances, sleep disruption, among other things. What we eat can affect this circadian cycle. Often times, snacking in the evening and what we snack on after dinner can cause sleep disruption. Foods high in saturated fats, caffeine, alcohol which all those foods are usually higher in calories can disrupt sleep because our bodies need to digest them and theyreac havoc on our different hormones. Once upon a time when we hunted and gathered our foods, those fattier foods were necessary not knowing when the next meal would come along. Now we just have to go to the grocery store to buy our food. Not a whole lot of caloric burn in that! There seems to be a connection between the biological clock and metabolism and our hormones and how they affect the sleep rythem which creates an end result toward obesity. Snack lightly when satisfying those late night cravings!
So how did you do in February with making simple modifications to your lifestyle in order to create positive lifestyle changes?
One of our lifestyle changes was to drink more water. So how did you do? Did you know that water is essential in order for our bodies to perform properly? Water is essential in transporting waste from the body, it helps to regulate body temperature, and helps with the digestive process. When you are dehydrated it can lead to fatigue and have an affect on your performance because it can cause cramping.
What's stopping you from hydrating? Learn to sip a little bit throughout the day. You not only get fluids from water but also from your fruits and veggies and other beverages. Monitor your hydration by the color of your urine. A more pale yellow color is a sign of healthy hydration.
Cheers to healthy hydration!
Let's create a fresh start for 2012. Let's begin with creating healthy habits that will become for us lifestyle changes. Start out with small manageable changes and easy very specific short term goals such as adding one more glass of water each day. Don't immediately set yourself up for failure and instead pride ourselves on healthy accomplishments that will become a part of our lifestyle.
Look at the following healthy habits I challenge you to make for the Month of February. Are you up for the challenge?
- Eat breakfast daily (protein, carb and fat)
- Drink one more glass of water per day
- Create acccountability with someone
- Take a minimum of 5 minutes in the day starting with 3 x's per week for spiritual nourishment
Let's share our accomplishments! Now let me go get that glass of water :))
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For more than three decades, the Legal Services Corporation (LSC) has touched the lives of millions of low-income Americans, addressing the civil legal needs of the elderly, victims of domestic violence, veterans seeking benefits to which they are entitled, disabled individuals, tenants facing unlawful evictions, and other poor Americans.
In founding LSC, Congress entrusted the Corporation with a dual mission: to provide equal access to justice and to ensure the delivery of high-quality civil legal assistance to those who would be otherwise unable to afford counsel.
Today, LSC is the single largest funder of civil legal services, and is at the forefront of a public-private partnership focused on fulfilling America’s promise of equal justice for all regardless of income.
That promise grew out of America’s founding. The Constitution calls for establishing justice as a national purpose in its very first line. The Pledge of Allegiance proclaims the country’s commitment to “justice for all.” At the U.S. Supreme Court building, “Equal Justice Under Law” is engraved over the entrance.
Equal justice under law, Supreme Court Justice Lewis F. Powell Jr., said, “is perhaps the most inspiring ideal of our society. It is one of the ends for which our entire legal system exists….it is fundamental that justice should be the same, in substance and availability, without regard to economic status.”
With the support of the public and the Congress, LSC has become the bedrock on which the national system of access to civil justice now stands. The system is supported by federal, state and local appropriations, Interest on Lawyers’ Trust Accounts (IOLTA) funds, court filing-fee surcharges, foundation support, and private contributions.
The access to justice umbrella brings together the judiciary, bar associations, legal aid providers, law schools, private attorneys, business and civic organizations, and other parties to address the civil legal needs of low-income individuals. Many states have established Access to Justice Commissions, and many other states have similar entities to achieve access to justice goals. These access to justice initiatives foster partnerships and collaborations among key segments of the legal profession.
As James Madison wrote in 1788, “Justice is the end of government. It is the end of civil society. It ever has been and ever will be pursued until it be obtained, or until liberty be lost in the pursuit.”
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How To Quit That Bad Habit (And Prevent Cancer)
Alcohol? Smoking? Junk food? Which bad habit would you quit? We’re getting behind Quit For Cancer to kick a bad habit and we want you to kick one too! Here’s 5 tips to help you quit a bad habit for good.
One in two people in Australia will be diagnosed with cancer by age of 85, however research shows up to 30% of cancers are preventable through healthy lifestyle choices.
Lifestyle habits such as smoking, alcohol, junk food and lack or exercise significantly increase cancer risk. Did you know that:
* Smoking causes 20-30% of all human cancers?
* 5% of all cancers are attributable to long-term, chronic use of alcohol each year in Australia?
* In Australia, being physically inactive is the second biggest risk factor for cancer behind tobacco smoking? Recent data suggests that a lack of physical activity accounts for 5.6% of the total cancer burden.
There is no way to guarantee that you won’t get cancer but there are steps you can take to reduce your overall risk.
1. Quit smoking or, better still, never start.
2. Be physically active. Aim for at least 30 minutes, preferably more, on most days of the week. Mix it up – hit the beach, play netball or walk the dog.
3. Eat your greens and blues, reds and yellows. To meet your recommended fruit and veg intake (five serves of veg and two serves of fruit daily) you only need to have a mid-morning and afternoon fruit snack, a big salad or vegetable soup for lunch and a decent portion of veggies with your dinner. Easy!
4. Ditch white bread and eat a variety of wholegrain, wholemeal and high-fibre foods such as cereals, breads, rice and pasta. Aim for at least two serves a day.
5. Cut back on the booze.
What is Quit For Cancer?
Quit For Cancer is a Cancer Council NSW initiative encouraging every Australian to quit a bad habit of their choice in February – whether it’s alcohol, caffeine, junk food or lack of exercise, it’s up to you. When you register at Quit For Cancer, you can then fundraise for the cause – with all dollars going towards vital research, prevention campaigns and by providing information and support for patients, their families and friends. To find out how you can Quit For Cancer visit www.quitforcancer.com.au.
Which bad habit do you want to quit?
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- Politics and Social Issues»
- Social Issues
Cyber Bullying: A Threat to Everyone
The ordinary school playground is no longer the only place bullies are found.
My sister was very angry when my niece came home from school crying. She was being bullied by her classmate and a close-friend, too by sending rumours about her in the net.
Some children at a young age of 13 onwards committed suicide because of cyber bullying. Even some TV and movie personalities in other countries have taken their lives because of it.
Cyberbullying is being cruel to others by sending or posting harmful material or engaging in other forms of social cruelty using the Internet or other digital technologies. It has various forms, including direct harassment and indirect activities that are intended to damage the reputation or interfere with the relationships of the student targeted, such as posting harmful material, impersonating the person, disseminating personal information or images, or activities that result in exclusion.
The act of bullying using the Internet usually happened after school, but the efffects can be felt after the incident happened on the web.
A 2007 study by the US-based Pew Internet and American Life Project found that one-third of American teen internet users have been targets of cyber bullies.It can happen in chatrooms, instant messaging and social networking.
Playground bullying stopped when the bell rang and you went back inside the school or went home. With cyber bullying it is 24/7 and 365 days a year.
For me, as an adult, I can just turn off my computer or fight back by answering equally harsh words, but that's not really the option of today's teens. They usually depend on the internet to keep in touch with peers.
That's very true. Even my sister warned my niece not to open their desktop computer, she still chat with her friends at the friendster's site even she was bullied once by one of her friends.
Even teachers are not spared from these cyber bullies. Libelous remarks about their teachers are being hurled at the site uk.ratemyteachers.com forcing the UK Association of Teachers and Lecturers to go to court in support of teachers who've been libeled online.
Nancy E. Willard, M.S., J.D.,with degrees in special education and law has formulated the "Cyber Bullying Legislation and School Policies." She taught “at risk”children, practiced computer law, and was an educational technology consultant before focusing her professional attention on issues of youth risk online and effective Internet use management in schools.
Governments have taken legislative action. The US Congress passed a law in 2006 making it a federal crime to "annoy, abuse, threaten or harass" another person over the internet. In South Korea, the "internet real-name system," introduced in 2007, forces online portals and news website to record the identities of people who post content and to disclose their contact details if someone wants to sue them for libel or infringement of privacy.
Cyberbullying: A Whole New World of Brutality
More and more threats are prevalent in the cyberworld targetting innocent children. You can see the harsh words "kick a ginger!" on Facebook accounts and other social media sites attacking mostly the kids.
More states in the United states of America are cracking down abusers with the cyberbullying laws. Here are some of the states who are active in punishing or tracking offenders.
- In 2007, the Arkansas legislation passed a law allowing school officials to take action against cyber bullies even if the bullying did not originate or take place on school property. The law gave school administrators much more freedom to punish those individuals who sought to harass their fellow students.
- 2006 saw Idaho lawmakers pass a law that allowed school officials to suspend students if they bullied or harassed other students using a telephone or computer.
- Iowa has passed several laws that force schools to create anti-cyberbullying policies which cover bullying "in schools, on school property or at any school function or school-sponsored activity."
- New Jersey has always maintained tough laws about bullying, but it wasn't until 2007 that the laws were amended to include bullying via "electronic communication." These laws give additional power to the school system to enforce bullying-related punishment for actions that may not take place while on school grounds.
- The laws passed in recent years in Oregon expand the boundaries of what constitutes cyberbullying to include those actions which "substantially interfere" with the education of the young person.
- The suicide of a 13-year old girl Megan Meier who was the victim of an internet hoax greatly raised the awareness of cyberbullying and its consequences in the state of Missouri. Missouri has also toughened their laws on the matter, upgrading cyber-harassment from a misdemeanor to a Class D felony.
- New York created a system to investigate claims of cyberbullying that would help police and school officials better ascertain the circumstances of each occurrence and prosecute or punish the culprits to the fullest extent of the law.
- The governor of Rhode Island is currently trying to pass a bill that would force repeat cyberbullying offenders to appear in family court, where they would be charged as delinquents under the terms of the state's laws for young offenders.
- Vermont has added a $500 fine for cyberbullying offenses to their already stringent laws on the matter. There is currently a bill being discussed that would increase the reach of the school's powers regarding cyberbullying when the action puts the individual's ability to learn (or health and safety) at risk.
Currently, Massachusetts is considering House Bill 483 which would require schools to have anti-bullying training and procedures in place. It would require districts to produce an annual report citing cyberbullying incidents for the state legislature and the department of primary and secondary education. (Cyberbully Alert 2010)
Cyberbullying in the Philippines
This hubber is a Filipino, Travel Man that is. So, my concern is on what's happening to the youth, especially high school students who are now using or sporting cellular phones or cellphones when they go to school.
Right now, school policies are restricting the use of cellphones inside the classrooms. These set of rules are added to the regular policies, like the No ID, No Entry policy. The scenario being relayed by teacher is that cellular phones are often used to bully other classmates, by text messages and swapping of photos that have unruly or unbecoming remarks.
Although, cellular phones are prohibited in the classrooms, it is often used during breaktime, in the comfort rooms, playgrounds or even in the school's locker room where bullying among teenagers are rampant. Parents would like to check their kids if they are studying properly in school , so they provided cellphones to their sons or daughters.
Cyberbullying can even lead to suicide by the aggrieved parties or the kids being bullied, just like what happened in some cases.
So be vigilant, this is everybody's concern. The proper usage of modern gadgets like computers, cellphones and the internet should be regulated, whether or not you're in the school campus, in the malls or at home chatting on the net.
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FDA Helps Women Get Heart Smart
On this page:
More women die from heart disease than from any other cause. In fact, one in four women in the United States dies from heart disease, according to the National Heart, Lung and Blood Institute (NHLBI).
"The risk of heart disease increases for everyone as they age," says cardiologist Shari Targum, M.D., a medical officer at the Food and Drug Administration (FDA). "For women, the risk goes up after menopause, but younger women can also develop heart disease."
FDA offers many resources to help educate women of all ages about the safe use of FDA-approved drugs and devices for the treatment and prevention of heart disease. FDA has fact sheets, videos, and other web-based tools on heart disease and conditions like diabetes and high blood pressure that may increase a woman's risk for heart disease.
FDA created the "Heart Health for Women" site to connect women to FDA resources to support heart-healthy living. Visit the website at: www.fda.gov/womenshearthealth
"I encourage women of all ages to look to FDA for resources to help them reduce their risk for heart disease and make informed decisions about their health," says Marsha Henderson, director of the Office of Women's Health at FDA.
Heart Health for Women
When you think about heart disease, you probably imagine heart attacks and chest pain. But women need to know that heart health is about more than just heart attacks. Women need to take steps to reduce their risk for heart disease:
- Manage conditions like diabetes, high blood pressure, and high cholesterol that can increase your risk for heart disease.
- Learn to recognize the symptoms of a heart attack in women, including nausea, anxiety, an ache or feeling of tightness in the chest, and pain in the upper body.
- Use the Nutrition Label to make heart-healthy food choices.
- Daily use of aspirin is not right for everyone. Talk with a health care professional before you use aspirin as a way to prevent heart attacks.
- If you smoke, try to quit. See our booklet to learn more about medicines to help you quit.
- Talk to a health professional about whether you can participate in a clinical trial for a heart medication or procedure. Visit the FDA Patient Network to learn more about clinical trials.
Menopause and Heart Health
"Menopause does not cause heart disease," says Targum. "But the decline in estrogen after menopause may be one of several factors in the increase in heart disease risk." Other risks, such as weight gain, may also increase around the time of menopause.
Hormone therapy is used to treat some of the problems women have during menopause. "However, the American Heart Association recommends against using post-menopausal estrogen hormone replacement therapy to prevent heart disease," says Targum.
Make a Plan, Take Action
Work with your health care team to make a plan for your heart health. Whatever your regimen, make sure to keep a list of your medicines and bring it with you to all of your appointments. Download a medication booklet and visit the FDA website for updates on medicine, nutrition and more.
May 23, 2013
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All might feel awful in the world—and for the most part, it is—but there are still glimmers of hope. Today, that hope comes in the form of cheap-ass solar energy.
Abu Dhabi Power Corporation, the public utility for the capital of the United Arab Emirates, announced Tuesday it had accepted a bid to build what will be both the cheapest and largest solar plant on the planet. The utility is planning to build the Al Dhafra Solar PV project by mid-2022. And it’s planning to work with a group of bidders that include a pair of French and Chinese companies to do it at a record low cost of 1.35 cents per kilowatt-hour. Through this project, the country will be able to power roughly 160,000 households with clean and affordable energy.
Clean energy has been suffering amid the coronavirus pandemic. In the U.S., at least 106,000 people have lost their jobs in the sector—which includes energy efficiency, renewable energy, and electric vehicles—since of the economic downturn began. But this is a welcome bit of good news and could help renewables build momentum, especially after the pandemic passes. Last year, renewables were on the come up, making up 72 percent of all new electricity capacity added.
This latest record-low cost only helps build a case for more renewables. The situation in Abu Dhabi is somewhat unique, though.
As Greentech Media reports, this low price has a lot to do with the region’s abundance of sunshine, large pieces of flat, cheap land. But records keep getting broken in recent years as the price of solar panels gets cheaper and they become more efficient (don’t listen to Michael Moore’s new, badly outdated film).
Wind and solar have become the cheapest forms of energy in most of the world as fossil fuels fall off and are beset by a slumping market in the face of the pandemic. Renewables equipment equipment costs less, and governments are finally doing what they must to meet greenhouse gas reduction targets.
The news can suck these days, but at least here’s a little something to celebrate. After the chaos of the coronavirus passes, we’ll still have the climate crisis. And we’ll need a lot more cheap solar if we’re going to deal with it.
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There's A Beautiful Star
Words: Rossiter W. Raymond (1840-1918)
Music: Frederick Schilling
MIDI / Noteworthy Composer / PDF
Source: The Parish School Hymnal. Philadelphia: Board of Publication of the United Lutheran Church in America, 1926, #54.
1. There's a beautiful star, a beautiful star,
That weary trav'lers have followed afar;
Shining so brightly all the way,
Till it stood o'er the place where the young Child lay.
Star, star, beautiful star!
Pilgrims weary we are;
To Jesus, to Jesus,
We follow thee from afar.
2. In the land of the East, in the shadows of night,
We saw the glory of thy new light;
Telling to us, in our distant home,
The Lord, our Redeemer, to earth had come! Refrain
3. We have gold for tribute and gifts for prayer,
Sweet incense, myrrh, and spices rare:
All that we have we hither bring,
To lay it with joy at the feet of the King. Refrain
Sheet Music from The Parish School Hymnal.
See and play the Noteworthy Composer score if you have installed the NoteWorthy Composer Browser Plug-in
Only tested by Noteworthy for Netscape, Opera, and IE
Browsers (Versions 4 or 5)
If you would like to help support Hymns and Carols of Christmas, please click on the button below and make a donation.
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MIT researchers demonstrate cross-modal biometrics with facial approximation from voice
Researchers at MIT have developed a neural network-based model for associating vocal characteristics with facial ones to create approximate images of speakers from a short audio clip, Fast Company reports.
“Speech2Face: Learning the Face Behind a Voice” goes beyond predicting age and gender from speech by including “non-negligible correlations between craniofacial features (e.g., nose structure) and voice,” the researchers write.
“We have demonstrated that our method can predict plausible faces with the facial attributes consistent with those of real images,” they conclude. “By reconstructing faces directly from this cross-modal feature space, we validate visually the existence of cross-modal biometric information postulated in previous studies.
The researchers briefly acknowledge ethical concerns that may arise from the technology, but say it could potentially be used for applications such as attaching a representative face to phone or video calls. They say the system only generalizes from common physical features, such as age and gender, rather than attempting to produce an image specific to the speaker.
Cloudflare researcher Nick Sullivan tweeted concern about the inclusion of his face and voice in the research, but Fast Company notes that voice biometrics have mostly slipped under the radar of lawmakers and regulators considering facial recognition.
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Female body types categories range from three and four body shapes to Trinny & Susannah's 12 body shapes. Let's review these different female body shape categories and the other woman body types in between (to see how these different body type systems relate to one another, see the table at the end of this page).
The four different body types identified by Vague, include the android, gynaenoid, thyroid and lymphatic.
Sheldon's three somatotypes are the endomorph, ectomorph and mesomorph. These labels are often used to describe male or female body shapes.
The twelve woman body shapes identified by Trinny & Susannah, author's of What Not to Wear, the original hosts of the BBC's What Not to Wear television program, and current hosts of the show, Making Over America, includes: apple, hourglass, vase (elongated hourglass), cello, cornet (ice cream cone), lollipop, column, skittle (bowling pin), bell, pear, goblet, and brick.
These female body shapes consist of Kendall Farr's A, B, C, D, E & F and myshape's: M, Y, S, H, A, P, E shapes. The system used by Kendall Farr includes two versions of three different female body shapes...D, E, and F are plus-sized versions of A, B, and C respectively.
The popular fruit body shapes consist of the pear shape body, the apple body shape, the hour glass figure (I know, but who can think of an hourglass-shaped fruit?), and the banana (minus the curve). The strawberry body shape is the latest addition.
The body types shapes include the triangle, the inverted triangle (or V), the hour glass, the rectangle (or ruler), and the circle (or diamond).
Okay, that's a lot of information...let's pull it together and simplify things:
|Trinny & Susannah's 12|
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Meeting the needs of eight billion people is a serious challenge. Meeting the “wants” of those tied to political and economic systems based on endless growth, consumption and waste makes it daunting.
Our growing population’s unceasing appetite for luxury living, the latest electronic devices, up-to-date fashions, meat-rich diets and private automobiles and the infrastructure to support them has left little of the world untouched. (Of course, the wealthiest nations and people are most at fault.)
A study in Frontiers in Forests and Global Change concluded that less than three per cent of Earth’s land base remains “intact” — much of it in remote areas of Canada, Russia and Greenland, with patches in Indonesian and Amazon rainforests and the Congo Basin. (Antarctica was not included.)
According to Smithsonian Magazine, “The study takes into account three measures of ecological integrity: habitat intactness, which is how human activity has affected the land; faunal intactness, which looks at species loss; and functional intactness, which focuses on species loss among animals that contribute to the health of an ecosystem.”
Even the intact areas are threatened by human activity, from mining and agriculture to climate disruption. The bright spot is that restoration efforts could push the global area “with full ecological integrity” to almost 20 per cent by re-introducing five or fewer important species in undamaged habitat where they’ve been lost.
Report co-author and Key Biodiversity Areas Secretariat technical officer Daniele Baisero points to the role key species play in everything from seed dispersal to regulation of prey animals. “When these are removed, the dynamics can vary and can sometimes lead to ecosystems collapsing. The reintroduction of these species can return a balance to the ecosystem,” he told CNN.
Many people are familiar with how bringing wolves back to Yellowstone National Park set off a chain of events leading to healthier, more balanced ecosystems. It’s an example of “rewilding,” as restoration and conservation aren’t always enough.
Rewilding efforts can range from relatively small, localized interventions, such as re-introducing key species, to massive reforestation projects, with a lot in between.
The Affric Highlands initiative plans to rewild about 200,000 hectares in the Scottish Highlands over 30 years by “planting trees, enhancing river corridors, restoring peat bogs and creating nature-friendly farming practices,” a Guardian article says. “The idea of doing it at scale is that you get a much bigger natural response because you’ve got room for change and dynamism in that landscape,” said Alan McDonnell, project leader and conservation manager at non-profit Trees for Life.
It still faces a number of hurdles, but it’s not the first rewilding initiative in the area.
Sometimes rewilding involves taking down barriers. On the Olympic Peninsula, just south of my home, removing 100-year-old dams from the Elwha River 10 years ago brought growing numbers of steelhead and salmon back, and increased bull trout numbers. That attracted birds and other animals that eat the fish, and is expected to boost forest health as animals drag nutrient-rich fish into the trees. Crews also planted hundreds of thousands of native species to help restore former reservoir bottoms.
The efforts are thanks in large part to the Lower Elwha Klallam Tribe, who’ve fished the salmon for millennia. Jessica Plumb, whose film Return of the River documents its transformation, wrote in Orion, “The rewilding of the Elwha is a story of environmental justice, equal in scope to the scale of restoration.”
The UN and 195 member nations set a target under the Global Biodiversity Framework to protect 30 per cent of the world’s land and ocean by 2030. Meanwhile, Indigenous Peoples worldwide are leading efforts to conserve, protect and rewild their traditional territories. But it’s an uphill battle as long as human societies measure success and progress by how much we spend and consume.
Rewilding projects show how quickly nature can bounce back once we set things right and get out of the way. They can also help restore justice, provide hedges against climate disruption, flooding and soil erosion, and offer benefits ranging from recreational to agricultural to economic opportunities.
We can’t continue to degrade and destroy the natural systems that our health and lives depend on for the sake of illusory ideals of progress. It’s time to go wild.
David Suzuki is a scientist, broadcaster, author and co-founder of the David Suzuki Foundation. Written with contributions from David Suzuki Foundation Senior Writer and Editor Ian Hanington.
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Macbeth Is Entirely Responsible for His Own Demise
William Shakespeare’s Macbeth is a tragedy about a war hero named Macbeth, who follows his ambition with evil and who is repaid with evil. He is responsible for his own demise although only to a certain extent. There were many other factors that contributed to the tragic that could have been avoided – for example how the witches’ predictions are responsible for influencing Macbeth’s thoughts although ultimately no one told Macbeth to kill Duncan.
Lady Macbeth was also a very influential character which manipulated Macbeth into doing bad deeds however he is responsible for putting power into the hands of Lady Macbeth and letting her influence him. Finally, Macbeth acknowledges his guilt of wrongdoing and is thereby responsible for his actions. Macbeth’s ambitions spur him on to follow an unstated yet clearly understood plan to kill Duncan. The witches’ predictions were the initial spark to Macbeth’s desire to become king, no one tells him to kill Duncan.
When the second prophecy of becoming Thane of Cawdor, he begins to believe the witches prophecy and “if good, why do I yield to that suggestion”. For the first time in the story, a dark side to the brave and courageous Macbeth is portrayed to the audience. Macbeth sees himself kill his ruler and although Macbeth is horrified by the thought but he continues to strive for the position of king as prophesised by the witches. As the play progresses, Macbeth slowly relied on the witches’ prophecy as guidance but it was the equally ambitious Lady Macbeth who spurred to him become king, which eventually lead to his downfall.
She manages to manipulate Macbeth in such a way that she may “pour [her] spirits in thine ear and chastise thee with the valour of [her] tongue”. Lady Macbeth tries to persuade Macbeth to kill Duncan but it in the long run, it was Macbeth who listened to her demands and he who killed Duncan. Macbeth is responsible for putting power into the hands of Lady Macbeth and letting her influence him, seeing as during the Elizabethan ages, women were often disregarded or a lesser compared to the husband or man.
If Macbeth truly did not want to commit evil, he could have refused his lady’s arrangements. Instead, Macbeth accepts the plans and goes further by asking Lady Macbeth to “mock the time with fairest show”. Macbeth understood that killing Duncan was an immoral act but still persevered and therefore the one ultimately to blame for his death. Macbeth was conscious that his thoughts are used for “only [for] vaulting ambition” and yet he does nothing to correct the situation of his thoughts.
Macbeth was not mentally deranged before the killing of Duncan and is able to differentiate good from evil, nevertheless he chose to commit regicide. Macbeth reveals that he knows what he is about to do is immoral, and that that “judgement here. [will be] taught [to] return to plague the inventor”. This ambition eventually lead Macbeth to greed and paranoia; making him willing to do anything necessary in order to secure his position of power. It also
becomes easier and easier for Macbeth to commit heinous crimes.
Without thinking twice, he orders the murders of Macduff’s family, including his children. Macbeth’s selfishness and reckless ambition lead him to his own demise. Macbeth is crucially at fault for his own death, although blindly following the witches and giving Lady Macbeth so much power over him to manipulate and influence him are an essential irrefutable factors that aided in his death. Although ultimately it was Macbeth’s own blind and greedy ambition which both started and ended his desire to become king.
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Floating solar PV testbed at Tengeh Reservoir
In 2016, PUB and the Economic Development Board (EDB) launched a 1 megawatt-peak (MWp) floating solar photovoltaic (PV) testbed at Tengeh Reservoir to study the economic and technological feasibility of deploying large-scale floating solar PV systems on reservoirs. The testbed, managed by the Solar Energy Research Institute of Singapore (SERIS), comprised 10 different types of floating structures and PV modules constructed by nine different companies. This setup allowed PUB to compare the performance of the various PV installations (relative to each other and to PV systems on land).
The results were favourable and showed that floating solar PV systems performed 5 to 15 per cent better than a typical rooftop solar PV system in Singapore, primarily due to the cooler temperatures of the reservoir environment. Also, these solar panels, being out in the open waters, do not experience shading from any nearby buildings, which further enhances its ability to maximise solar energy generation. To date, there have been no observable changes in water quality and no significant impact on wildlife at the reservoir.
1MWp floating solar testbed on Tengeh Reservoir (Photo credit:SERIS)
PUB also carried out comprehensive engineering and environmental studies for a more thorough assessment of the impact of building a large-scale solar PV system on the reservoir. These studies included developing environmentally-sensitive system designs and construction processes. PUB also engaged nature groups on the scope of the environmental studies. The results showed that deploying a large-scale floating solar PV system would have minimal impact on the reservoir's water quality, flora and fauna, with appropriate planning and design.
Hence, PUB decided to build a large-scale 60MWp floating solar PV system on Tengeh Reservoir.
Sembcorp Tengeh Floating Solar Farm
In June 2019, PUB launched a Request for Proposal (RFP) to invite private sector companies to design, build, own and operate this large-scale floating solar PV system on Tengeh Reservoir, for 25 years. The RFP was awarded to Sembcorp Floating Solar Singapore in February 2020. Construction works started in August 2020 and the project was officially launched in July 2021.
Artist impression of the 60MWating solar farm on Tengeh Reservoir
At 60 MWp, the floating solar PV system on Tengeh Reservoir is one of the world's largest inland floating solar farms. It occupies 45 hectares, with the floating solar panels covering 38 hectares, occupying one-third of the reservoir's surface. It comprises over 122,000 solar panels spread out across 10 floating solar panel islands. The clean energy generated is sufficient to power PUB's five local water treatment plants and the Marina Barrage, offsetting approximately 7% of PUB's annual energy needs. This is equivalent to powering about 16,000 four-room HDB flats and reducing our carbon emissions by about 32 kilotonnes per year, the same as taking 7,000 cars off Singapore's roads.
This floating solar farm will enable Singapore to be one of the few countries in the world to integrate green technology with water treatment, creating a fully green waterworks system.
Environmental Mitigation and Management
PUB has worked with Sembcorp to put in place a comprehensive Environmental Management and Mitigation Plan (EMMP) to minimise any impacts on the reservoir's biodiversity and water quality. The EMMP includes the monitoring and management of biodiversity, water quality, sediment quality and noise pollution before, during and post construction of the project.
Furthermore, the PV floats used are made of high-density polyethylene (HDPE) - a certified food-grade material, which is UV-resistant to prevent degradation from the intense sunlight exposure. Gaps between the solar panels allows for sufficient sunlight and airflow to enter the waters, supporting the aquatic ecosystem beneath. Additional aerators will also be deployed to maintain dissolved oxygen levels in the waters. The solar panels are designed with anti-reflective coating to minimise any glare or reflection. Two-thirds of the reservoir's surface have also been left untouched so that wildlife can continue to forage and hunt.
Water quality is monitored daily via online sensors, and through regular sampling & testing of reservoir water. Raw water from the reservoir will continue to be treated at PUB's water treatment plants before being conveyed to customers' taps.
Floating solar PV systems at Bedok and Lower Seletar Reservoirs
In 2018, PUB called a tender to conduct engineering studies for the deployment of two smaller floating solar PV systems at Bedok and Lower Seletar Reservoirs. Following up from the successful studies, PUB awarded a contract to local engineering firm BBR Greentech Pte Ltd to build the systems in 2019. BBR Greentech was one of the companies that had participated in the 1 MWp floating solar PV testbed on Tengeh Reservoir.
Both 1.5 MWp floating solar PV systems are deployed on the reservoir surfaces adjacent to Bedok Pumping Station and the Lower Seletar Pumping Station, taking up 2% of Bedok Reservoir's and 0.5% of Lower Seletar Reservoir's surface areas. These two floating solar PV systems can collectively generate enough energy to power about 800 four-room HDB flats and reduce PUB's carbon emissions by around 1.5 kilotonnes annually – or the same as taking 300 cars off Singapore's roads.
1.5 MWp floating solar PV system at Lower Seletar Reservoir
Other reservoirs considered for floating solar deployment
PUB is also conducting an Environmental Impact Assessment (EIA) on the feasibility of deploying a 6.7MWp floating solar PV system at Upper Peirce Reservoir. This includes consulting the relevant public agencies and nature groups on the new floating solar deployment. More details will be shared when ready.
With the experiences gained from these existing floating solar projects, PUB will continue to explore the solar deployment potential of other reservoirs in Singapore.
Learn more about our Rooftop Solar Systems
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As a cold drizzle washed over this town of narrow cobblestone streets in the forested highlands of central Mexico, mothers waiting outside the colonial-era cultural center wrapped wool blankets around the infants snuggled in their arms. Other parents tightened plastic bags around folders filled with U.S. passports and birth certificates from California, Ohio and Texas.
One by one, the parents filed inside, sat down before a Mexican government worker and told stories of lives that had crossed the U.S.-Mexico border twice. First, they crossed illegally into the United States for work, found jobs, and had children. Then, they were caught and deported, or left on their own as the work dried up with the U.S. economic slump. Now, they’re back in Mexico with children who are American citizens by virtue of being born on U.S. soil.
Because of the Byzantine rules of Mexican and U.S. bureaucracies, tens of thousands of those children without Mexican citizenship find themselves without access to basic services in Mexico — unable to officially register in school or sign up for health care at public hospitals and clinics that give free checkups and medicines.
At issue is a Mexican government requirement that any official document from another country be certified inside that country with a seal known as an “apostille,” then be translated by a certified, and often expensive, translator in Mexico.
It’s a growing problem in Mexico as hundreds of thousands return home because of the sluggish U.S. job market and a record number of deportations. Illegal migration of Mexicans to the U.S. is at its lowest level in decades, with more Mexicans leaving the United States than entering it each year.
More than 300,000 U.S.-born children have been brought to Mexico since 2005, out of a total of 1.4 million people who moved back from the United States during that period, according to the Washington-based Pew Hispanic Center. The number of U.S.-citizen children living in Mexico with at least one Mexican parent reached 500,000 in 2011, according to one demographic study. Many of the Mexican parents of U.S. children weren’t aware of Mexico’s paperwork requirement before they came back, so tens of thousands are struggling to get their children’s documents to the United States to be certified, and then returned to Mexico to be officially translated.
They get little help from the Mexican government, but a lucky few get aid from groups like the Corner Project, a nonprofit organization for migrant families in Malinalco.
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Emotions are a natural part of learning, writes co-teaching coach and NBCT Elizabeth Stein. In fact, she says, when teachers in inclusion classrooms tap into emotions and provide quality feedback, they’ll find they’re better able to serve diverse learners effectively.
Category: Two Teachers in the Room
How can co-teachers honor the strengths and needs of each learner and assure everyone becomes an important contributor to the classroom learning experience? Elizabeth Stein believes the process begins by creating a framework that makes every student’s thinking visible.
Here’s your invitation to stay connected and continue learning through the summer months. Instructional coach Elizabeth Stein looks at four essential questions for co-teachers and welcomes you to the conversation to share your observations and experience. Bookmark it!
Spring is in the air and kids’ attention is fluttering around and beyond the room. Elizabeth Stein shares a bit of timely brain science and offers strategies to help co-teachers bring their students’ attention back to class as the end of school approaches.
Noting the recent Supreme Court decision affirming high expectations and educational opportunities for all students with disabilities, Elizabeth Stein looks at what’s needed in the classroom to ensure an enduring commitment to inclusion continues to move forward.
Elizabeth Stein calls on co-teachers to create powerful ripple effects throughout the nation’s classrooms with positive actions aimed at strengthening inclusion and every student’s sense of achieving their best. She offers six jumping-off places to start the wave.
Elizabeth Stein urges co-teachers to co-create an action plan for the remainder of the year that supports any students who are beginning to drift and fall behind in reaching their goals. Using UDL videos and other resources, Stein shows how to meet diverse needs.
Don’t just think outside the co-teaching box – get out of the box altogether, into a no-boundaries partnership. Coach & NBCT Elizabeth Stein shares several strategies, including informal, efficient co-planning and divergent thinking activities to spark creativity.
It’s time, writes teaching coach Elizabeth Stein, for co-teachers to take a strong, visible and audible stance on behalf of those students “who have been on your mind every day since school began.” Co-teachers need to become social justice leaders in the classroom.
We have heard for over a decade now that we must be teaching our students how to think critically. Using four examples, coach Elizabeth Stein demonstrates how co-teachers can strengthen their own critical thinking skills using a shared problem-solving mindset.
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The state education and health departments are set to launch an anti-tobacco curriculum in 480 government primary schools across six districts this coming academic session.
The curriculum will include sets of seven graphic board-games with names like Crooked Cigarettes and Grimy Gutkha that,much like the pictorial warnings on sachets containing tobacco products,are hoped will deter children from taking to tobacco habits.
Textbooks for the curriculum have been printed and the board-game sets are ready,according to coordinators for the curriculum,who said that some 60 district-level trainers from Anand,Kheda,Banaskantha,Rajkot,Surat and Tapi are expected to undergo a three-day training at the Indian Institute of Public Health (IIPH),Gandhinagar,next week.
The curriculum will be implemented in standards 6 and 8 since preteens have been found to be the likeliest to try using tobacco.
The Global Adult Tobacco Survey (GATS) 2009-10 found that roughly one in every five teenagers between 13 and 15 years of age consume tobacco in Gujarat,with 41 per cent of all tobacco users starting before reaching 18 years of age.
As most schools are in rural areas,Gujarati has been used in all the materials,including board-games,which state coordinator Mayur Trivedi,currently an assistant professor at the IIPH,described as essentially games with lots of graphics.
The 480 schools were randomly selected and the principals have given their assent. The 60-odd trainers we will be training next week will then train teachers and the peer leaders in their districts schools, said Trivedi.
Besides the textbooks and board-games,the curriculum will include two other forms of campaigning one is a set of postcards that will be sent to parents to sensitise them about tobacco use.
Parents and relatives are a target group since 22% of all teenage tobacco users have family members who smoke openly at home. This figure excludes smokeless tobacco use.
Another strategy is establishing what are called peer-led health activism groups in each of these classrooms in the 480 schools. Students who do not use tobacco in any form would be selected as leaders of these peer groups,which are expected to extend peer pressure on others to stay away from tobacco.
The pilot project part of the Bill and Melinda Gates Foundation-funded Strengthening of Tobacco control Efforts through innovative Partnerships and Strategies (STEPS) will undergo an effectiveness evaluation after one academic session,and the government would decide how to take it forward.
The subject will be treated as an extra-curricular one.
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Is there such thing as “Good” and “Bad” debt?
You may have heard the terms “good debt” and “bad debt” used before. Certified Money Coach, TED Speaker, and author, Tammy Lally defines “’good’ debt is an investment of money that grows in value or generates long-term income” and “’bad’ debt works against you from the onset.” Americans take out loans and lines of credit to finance all kinds of purchases from weekly groceries to a new home. As a consumer, it’s important to understand the differences between these types of debt and how to use credit responsibly to maintain a good credit score and get approved for future loans and lines of credit.
Two examples of good debt include your mortgage and student loans.
- Mortgage Debt – when you finance a home, you are investing in an asset that is in most cases expected to increase over time. If you put down a 20% down payment or built at least 20% equity in your home, that’s even better. However, if you are not prepared to cover unexpected costs and poured everything you have into the down payment, this investment can be precarious. Today, stringent underwriting standards and responsible lending practices are enforced to protect borrowers from buying a home if they are not qualified to repay their mortgage debt.
- Student Loan Debt – most Americans go to college with the goal of getting a degree that helps them increase their earning potential. If you don’t finish your degree or look for work in a field where your degree does not apply, this good investment can quickly become a questionable one. When making the decision to take out student loans it’s important to also make a plan to pay them back.
Two examples of bad debt include credit card debt and long-term car loans.
- Credit Card Debt – credit cards have higher interest rates than other loans because they are intended to be used as “revolving credit.” Cover an expense and then pay it off within a reasonable amount of time. Using a credit card irresponsibly and overspending on expenses you will not be able to cover can quickly lead to insurmountable debt as interest piles up. If you are facing credit card debt, some credit card providers or credit counselors can work with you to establish achievable payment plans to reduce the long-term damage of credit card debt.
- Long-Term Car Loans – financing a new or used vehicle with a loan is common practice, but the type of loan you use for this purchase will affect you and your credit. The longer the term of the loan, the more interest you will pay over time. It’s also important to consider that unlike a home, a car will begin to depreciate as soon as you start driving it.
Your debt-to-income ratio is one of the most important factors when it comes to financing a home purchase or securing any other type of loan. If you have any questions about good or bad debt, and your debt-to-income ratio, please let me know.
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As students, teachers, and parents across the country gear up for the start of another school year, many are left wondering what the fate of the Common Core will be when they return to their districts. After a tough rollout for the standards, a number of states have decided to pull back, and the ramifications of such decisions are now trickling down from legislative and political fights and impacting local school districts directly.
The outright withdrawal of some states (most recently in Oklahoma and South Carolina) from the Common Core standards leaves many questions, not the least of which is, after spending considerable time and resources to plan curricula and individual lessons that meet the standards, what will teachers in states not aligned with Common Core instruct instead? And, exactly how will the process of implementing new standards play out? The short answer: it won’t be easy.
“Normally, standards-based reforms are one of the most complicated reforms you can do, because of the challenges associated with ensuring they have an impact in the classroom,” observed Ashley Jochim, a research analyst at the Center on Reinventing Public Education at the University of Washington, in a recent article in Education Week. She added that “it can take years before teachers truly understand what is expected of them after a significant revision in the standards.” And the prospect of changing standards so abruptly has some teachers expressing frustration. “How are you supposed to plan and prepare when you have so much uncertainty around what you’re supposed to teach and how you’re supposed to teach it?” asked one eighth-grade language arts teacher at Roosevelt Middle School in Oklahoma City, Okla., speaking to a New York Times reporter.
Further, as Education Week noted, states that abandoned the Common Core State Standards now have “less time to create new academic standards” and must do so “under intense political pressure.” Such will be the case in South Carolina and Oklahoma, where new laws have effectively pulled their schools out of the Common Core. According to press reports, the Common Core standards in math and English-language arts will remain in classrooms for this year in South Carolina, but the law requires new standards to be written and implemented for the 2015–2016 school year. In Oklahoma, schools will revert to their previous standards, a development that one of Oklahoma’s top educators called “disheartening.” Laws in both states mandate some legislative oversight to ensure that any new standards don’t simply reapply the Common Core under a different name.
Teachers in Indiana will find themselves in a similar situation with their new academic standards, adopted in April 2014, although, by most accounts, the new standards in Indiana are along the lines of the Common Core. Change may also be coming in Missouri, North Carolina, and Utah—states that are in the midst of forming committees and working groups and are soliciting comments via public hearings to review new standards.
The rollout of a new education policy is always challenging. But if you thought the initial rollout of the Common Core was rocky, the next phase could be even messier, as a handful of states attempt to make new education policy on the fly, under the watch of local politicians. In a blog post last week, Diane Ravitch, a vocal opponent of the Common Core, wrote that empowering local legislators to write academic standards was a “terrible idea,” and an even worse prospect than the Common Core standards they worked to repeal. “This is a sure way to politicize American education,” Ravitch wrote. “Politicians should do their work, and let educators do their work.”
Despite the high-profile defection of a handful of states, most are sticking with the Common Core—at least for now. But while the Common Core standards do not dictate a specific curriculum that school districts must follow, the withdrawal of states from the standards, and the ongoing debate about implementation and assessment, has left many educators apprehensive and questioning how to proceed.
In Louisiana, a state embroiled in controversy surrounding the Common Core and the implementation of testing and assessments, teachers are unsure what their instructional future may hold. Michael Deshotels, a retired Louisiana educator, recently spoke out about his opposition to the Common Core in a post on Ravitch’s blog. He believes that the standards will not help students academically “because they are not as effective as the alternatives that are available.” And Deshotels says that a survey he posted on his blog, the Louisiana Educator, shows that 72% of his readers (mostly educators) do not think “Common Core and PARCC testing should be implemented in our schools.” At the same time, a group of parents, teachers, and charter schools have filed suit against Louisiana Gov. Bobby Jindal to get the Common Core “back on track,” which only adds to the complications and confusion for educators there.
Still, it appears that the well-publicized opinions of Deshotels and other outspoken educators, such as Bad Ass Teacher Association (BAT), is influencing the perception of the Common Core, even among supporters, and may have affected the stance of the American Federation of Teachers (AFT), a union of more than one million members nationwide. While the AFT has always been a strong supporter of the Common Core standards, the union took a step back from this support in a recent announcement.
In what some observers consider a surprising move, the AFT will now provide its members with the means, via grants, to critique the Common Core standards and create new standards as deemed necessary. This abrupt deviation from the AFT’s previous unflagging support of the Common Core may indicate that the frustration level of its member educators has reached a fever pitch—and that more upheaval is in the cards.
Meanwhile, in keeping with the confusion that has marred nearly every aspect of the Common Core rollout, a July 2014 Education Week/Gallup research study of about 1,800 district superintendents nationwide found continued support for the standards. According to the survey report, when asked “how challenging the Common Core standards are for students,” 66% of superintendents said the standards are “just about right,” while just 14% said they are too challenging. And, overall, 66% said they believe the Common Core State Standards will “improve the quality of education in their community.” Just 4%, in contrast, believe that the standards “prevent individualized learning”—a frequent complaint heard from Common Core opponents.
For librarians and publishers that have been considering ways to support the Common Core with new resources and services, the ongoing debate certainly clouds the future, and the controversy swirling around the Common Core standards shows no sign of letting up any time soon. Regardless, the first day of school is almost here, and teachers across the country have no choice but to move ahead with their plans for instruction and learning, even as the fate of the Common Core appears to hang in the balance.
As the school year gets underway, we want to hear from you. What is happening with the Common Core in your state and local school district, or in your library? Email us at email@example.com.
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1. Philosopher Soren Kierkegaard once said that “subjectivity is truth.” Explain what you believe that quote to mean and how it relates to the nervous system and senses.
Where is the tumor likely located so that vision is affected? Why do you think that?
-List specifically the areas of the brain that you think could be involved, giving as much detail as possible.
-What other normal functions does this area control, aside from vision?
-Mateo assumes the worst and researches surgery- What are the risks associated with brain surgery? Describe the pros and cons and how they compare to those of your peers.
-Why do you think Mateo experiencing headaches? Was lifestyle a factor? What could have contributed to or been done to prevent this tumor, if anything?
-Locate at least two reputable and scholarly sources from the internet to inform your answers and then, finally,
-Come up with at least two (2) of your own questions that you would want answers to and end your post with them for your classmates to respond to.
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A lot about humans has changed. Through the ages, we’ve developed new forms of government and technology and new avenues of art and science. But whether we’re living in an ancient or modern democracy, some things have never changed.
For example, we get angry and we want to tell people why their stupidity has made us mad. Usually, this is with well-chosen, colorful language and it doesn’t really change anything whether our words are in Sumerian or English.
Some written evidence of anger has survived from some of our earliest civilizations. Language and writing, it turns out, are great inventions to express our disgust with our fellow man. Here are 10 angry letters that have survived history, ranging from irked to vein-bursting hatred.
10 Letters Between Pope Innocent IV And Guyuk Khan
These angry letters were sent beginning in March 1245 after an invasion of Russia and Eastern Europe by the Mongolians. Innocent’s letters to the khan were designed to convince him to stop the invasion of Christian lands or at least feel out the intentions of the conquerors and maybe even convert them to Christianity in the process:
God has up to the present allowed various nations to fall before your face; for sometimes He refrains from chastising the proud in this world for the moment, for this reason, that if they neglect to humble themselves of their own accord He may not only no longer put off the punishment of their wickedness in this life but may also take greater vengeance in the world to come.
When Guyuk Khan responded, he frequently said of Pope Innocent’s requests, “I have not understood.” In other words, “What on earth are you talking about?”
He also said:
How do you think you know whom God will absolve and in whose favor He will exercise His mercy? How do you think you know that you dare to express such an opinion? Through the power of God, all empires from the rising of the Sun to its setting have been given to us and we own them. How could anyone achieve anything except by God’s order?
Since both parties considered themselves to be the appointed representative of God, neither was convinced by the other’s ultimatum. In short, both of these upset rulers thought they were right.
9 Letters Between Frederick I And Saladin
Frederick I (aka Frederick Barbarossa) had heard that a new Muslim leader named Saladin was marching on Jerusalem. So Frederick sent this letter threatening Saladin not to proceed:
We can scarcely believe that you are ignorant of that which all antiquity and the writings of the ancients testify that innumerable countries have been subject to our sway? All this is well-known to those kings in whose blood the Roman sword has so often steeped: and you, God willing, shall learn by experience the might of our victorious eagles, and be made acquainted with our troops of many nations.
Frederick then listed a number of different armies under his command. By the time the letter reached Saladin, he had already been the conqueror of Jerusalem for three months. He replied:
We make it known to the sincere and powerful king, our great and amicable friend, the king of Germany, that a certain man called Henry came to us professing to be your envoy, and he gave us a letter which he said was from your hand. [ . . . ] You enumerate all those who are leagued with you against us, you name them and say the king of this land and the king of that land, this count and that count, and the archbishops, marquises and knights. But we wished to enumerate those who are in our service and who listen to our commands and obey our words and would fight for us, this is a list which could not be reduced to writing. [ . . . ] The Bedouin are with us, and they alone would be sufficient to oppose all our enemies. And the Turkmans alone could also destroy them.
It might be a stretch to say that Saladin’s reply was angry, but it was full of banter:
Hey, Frederick! This jerk Henry came with this angry letter and said it was from you, but I know the two of us are best friends. Since you probably didn’t really say all those mean things, feel free to ignore this huge list of armies that I have that could totally beat you up.
After this, Frederick joined (and died during) the Third Crusade to retake Jerusalem from Saladin.
8 Complaint Tablet To Ea-Nasir
Nanni was in the market for copper almost 4,000 years ago in 1750 BC in the Babylonian city of Ur. But he found himself extremely unhappy with the copper ingot shipment he received from a merchant named Ea-nasir.
In what is possibly the most relatable letter on this list, Nanni sent Ea-nasir a customer service complaint. What might be less familiar to us is that he wrote this complaint in cuneiform on a clay tablet that is now housed in The British Museum:
Tell Ea-nasir: Nanni sends the following message:
When you came, you said to me as follows: “I will give Gimil-Sin (when he comes) fine quality copper ingots.” You left then but you did not do what you promised me. You put ingots which were not good before my messenger (Sit-Sin) and said: “If you want to take them, take them; if you do not want to take them, go away!”
What do you take me for, that you treat somebody like me with such contempt? I have sent as messengers gentlemen like ourselves to collect the bag with my money (deposited with you) but you have treated me with contempt by sending them back to me empty-handed several times, and that through enemy territory.
Is there anyone among the merchants who trade with Telmun who has treated me in this way? You alone treat my messenger with contempt! On account of that one (trifling) mina of silver which I owe you, you feel free to speak in such a way, while I have given to the palace on your behalf 1,080 pounds of copper, and umi-abum has likewise given 1,080 pounds of copper, apart from what we both have had written on a sealed tablet to be kept in the temple of Samas.
How have you treated me for that copper? You have withheld my money bag from me in enemy territory; it is now up to you to restore (my money) to me in full.
Take cognizance that (from now on) I will not accept here any copper from you that is not of fine quality. I shall (from now on) select and take the ingots individually in my own yard, and I shall exercise against you my right of rejection because you have treated me with contempt.
It seems as though Ea-nasir’s shady business practices may have caught up to him. Excavations of his home suggest that he had to downsize, maybe to accommodate the smaller income from his struggling copper business.
7 Sogdian Ancient Letter From Woman In Distress
The Sogdians were a people who were Iranian in origin. They played a key role in commerce on the Silk Road during the fourth through ninth centuries. One Sogdian woman, stranded in the city of Dunhuang, wrote a letter addressed to her husband:
Behold, I am living . . . badly, not well, wretchedly, and I consider myself dead. Again and again, I send you a letter, but I do not receive a single letter from you, and I have become without hope toward you. My misfortune is this, that I have been in Dunhuang for three years thanks to you, and there was a way out a first, a second, even a fifth time, but he refused to bring me out. [ . . . ] Surely, the gods were angry with me on the day when I did your bidding! I would rather be a dog’s or a pig’s wife than yours!
6 Esarhaddon’s Refusing A Letter
During the Neo-Babylonian Empire, clay cylinders were employed as letters. The message was written directly on the surface of the cylinder, and then an outer sheath of clay formed an envelope around the letter with the sender’s and recipient’s names inscribed.
Much like today’s letters, you could usually tell who was sending you a letter before opening it—if you opened it. One man named Esarhaddon received a letter from someone he viewed as not a real Babylonian even though that person lived in Babylon. Esarhaddon sent the letter back, with an angry letter of his own that detailed his reason:
I am herewith sending back to you, with its seals intact, your completely pointless letter that you sent to me. Perhaps you will say: “Why did he return it to us?” When the citizens of Babylon, who are my servants and love me, wrote to me, I opened their letter and read it. Now, would it be good that I should accept and read a letter from the hands of criminals who disrespect the god?
Whether or not the person lived in Babylon, Esarhaddon didn’t view him as a citizen and so thought it was pointless to even read the letter sent.
5 Hoshayahu’s Letter Defending His Literacy
In some cases, ancient messengers who delivered a letter would read it aloud for the recipient. In other cases, a scribe in the service of the recipient would. Sometimes, though, the recipient would be proud to read it himself, such as Hoshayahu, an ancient Hebrew civil servant in the city of Lachish.
His superior insinuated that Hoshayahu couldn’t read his own letters! The nerve. No one reads Hoshayahu’s letters but him! He wrote to his superior to tell him as much:
And now, please explain to your servant the meaning of the letter which you sent to your servant yesterday evening. For your servant has been sick at heart ever since you sent that letter to your servant. In it, my lord said: “Don’t you know how to read a letter?” As Yahweh lives, no one has ever tried to read me a letter! Moreover, whenever any letter comes to me and I have read it, I can repeat it down to the smallest detail.
4 Thonis’s Letter To His Father
In the third century AD, Thonis was only trying to get his father, Arion, to sign up a teacher with whom Arion had already made arrangements. Arion had barely written Thonis and had been repeatedly delaying a visit to get this teacher locked in.
Thonis begins his letter with the customary greetings, wishing his father good health and so on. Then Thonis immediately starts badgering his dad to get his butt there as soon as possible. Thonis ends cordially enough and then hastily tosses in a reminder to care for the pets he left at home.
To my respected father, Arion, Thonis sends greetings.
Most of all, I say a prayer every day, praying to the ancestral gods of this land in which I am staying that I find you and all our family flourishing. Now look, this is the fifth letter I have written, and except for one, you have not written to me, even about your being well, nor have you come to see me.
Having promised me “I am coming,” you didn’t come so that you could find out whether the teacher was attending to me or not. So, practically every day, he asks about you, “Isn’t he coming yet?” and I say just the one word, “Yes.” [ . . . ] So make the effort to come to me quickly so that he can teach me—as he is keen to do.
If you had come up here with me, I should have been taught long before. And when you do come, remember what I have written to you many times. Come quickly to me before he leaves for the upper territories. I send many greetings to all our family by name and to my friends. Goodbye, my respected father, and I pray that you may fare well for many years along with my brothers (safe from the evil eye).
Remember my pigeons.
3 Pliny The Younger’s Letter To Septitius Clarus
Pliny the Younger, a Roman senator and a powerful man, had been stood up. He had invited one of his dear friends, Septitius Clarus, to dinner, and Septitius never arrived.
Pliny wrote this letter to his friend demanding to be reimbursed for the expense of the wasted dinner. Though at first glance it might seem angry, it only arrives on our list mockingly so. More than anything, Pliny just seemed bummed that he and his friend didn’t get to party:
AH! You are a pretty fellow! You make an engagement to come to supper and then never appear. Justice shall be exacted; you shall reimburse me to the very last penny the expense I went to on your account; no small sum, let me tell you.
Oh! you have behaved cruelly, grudging your friend, I had almost said yourself; and upon second thoughts, I do say so; in this way: for how agreeably should we have spent the evening, in laughing, trifling, and literary amusements! You may sup, I confess, at many places more splendidly; but nowhere with more unconstrained mirth, simplicity, and freedom: only make the experiment, and if you do not ever after excuse yourself to your other friends to come to me, always put me off to go to them.
2 Cicero’s Letter To M. Fadius Gallus
Fadius Gallus was authorized by Cicero, a Roman statesman, to make purchases on his behalf. On one occasion, unknown to Cicero, Fadius Gallus purchased a collection of statues for Cicero’s use.
When the statesman arrived home, he received a letter from the party to whom Cicero now owed money for the statues. But Cicero hated the figures. To his credit, he reassured Fadius Gallus that he would honor the arrangement.
But, my dear Gallus, everything would have been easy if you had bought the things I wanted and only up to the price that I wished. However, the purchases which, according to your letter, you have made shall not only be ratified by me, but with gratitude besides. For I fully understand that you have displayed zeal and affection in purchasing (because you thought them worthy of me) things which pleased yourself—a man, as I have ever thought, of the most fastidious judgment in all matters of taste. Still . . . there is absolutely none of those purchases that I care to have.
Cicero then goes into vivid detail about why Fadius screwed up in purchasing these outrageously expensive statues:
But you, being unacquainted with my habits, have bought four or five of your selection at a price at which I do not value any statues in the world. You compare your Bacchae with Metellus’s Muses. Where is the likeness? To begin with, I should never have considered the Muses worth all that money, and I think all the Muses would have approved my judgment. Still, it would have been appropriate to a library and in harmony with my pursuits. But Bacchae! What place is there in my house for them?
What, again, have I, the promoter of peace, to do with a statue of Mars? I am glad there was not a statue of Saturn also. For I should have thought these two statues had brought me debt! I should have preferred some representation of Mercury. I might then, I suppose, have made a more favorable bargain with Arrianus. You say you meant the table stand for yourself; well, if you like it, keep it. But if you have changed your mind, I will, of course, have it. For the money you have laid out, indeed, I would rather have purchased a place of call at Tarracina to prevent my being always a burden on my host.
1 An Ancient Egyptian Widow’s Appeal To Her Dead Brother
In ancient Egypt between at least 2686–1069 BC, there was a custom of writing to deceased loved ones to beg them for help. The dead were considered very powerful and able to intervene for the living, maybe even pleading cases in a court of the underworld to stop whatever bad fortune was afflicting living relatives.
One such letter was written from a grieving mother to her dead brother, begging him to help her daughter. This personal letter is one of the first recorded messages from a woman in Egypt:
A sister speaks to her brother. The sole friend Nefersefkhi. A great cry of grief! To whom is a cry of grief useful? You are given it for the crimes committed against my daughter evilly, evilly, though I have done nothing against him, nor have I consumed his property. He has not given anything to my daughter. Voice offerings are made to the spirit in return for watching over the earthly survivor. Make you your reckoning with whoever is doing what is painful to me, because my voice is true against any dead man or any dead woman who is doing these things against my daughter.
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Cao Cao (操操, pronounced "Tsao Tsao") was a Chinese warlord during the 1st century AD. He tried but failed at reuniting China during the civil war that was documented by several people and later written about by Luo Guanzhong. Though he failed at reuniting the country but he did conquer a huge area that became the kingdom of Wei.
Romance of the Three Kingdoms
In the Romance of the Three Kingdoms Cao Cao is shown at times to be extremely cruel but at other times very merciful and forgiving. He is meant to be viewed as the moral opposite of another warlord Liu Bei who until his death was always merciful. Cao Cao is also shown to be very intelligent and also had great skill in resource management, battle strategy, and politics.
"I'd rather betray the world than let the world betray me."
- Yelled at Chen Gong (成功) after killing his own uncle under false pretense.
"What is at a peak is certain to decline. He who shows his hand will surely be defeated. He who can prevail in battle by taking advantage of his enemy's doubts is invincible."
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Author(s): Heim C, Newport DJ, Mletzko T, Miller AH, Nemeroff CB, Heim C, Newport DJ, Mletzko T, Miller AH, Nemeroff CB
Abstract Share this page
Abstract Childhood trauma is a potent risk factor for developing depression in adulthood, particularly in response to additional stress. We here summarize results from a series of clinical studies suggesting that childhood trauma in humans is associated with sensitization of the neuroendocrine stress response, glucocorticoid resistance, increased central corticotropin-releasing factor (CRF) activity, immune activation, and reduced hippocampal volume, closely paralleling several of the neuroendocrine features of depression. Neuroendocrine changes secondary to early-life stress likely reflect risk to develop depression in response to stress, potentially due to failure of a connected neural circuitry implicated in emotional, neuroendocrine and autonomic control to compensate in response to challenge. However, not all of depression is related to childhood trauma and our results suggest the existence of biologically distinguishable subtypes of depression as a function of childhood trauma that are also responsive to differential treatment. Other risk factors, such as female gender and genetic dispositions, interfere with components of the stress response and further increase vulnerability for depression. Similar associations apply to a spectrum of other psychiatric and medical disorders that frequently coincide with depression and are aggravated by stress. Taken together, this line of evidence demonstrates that psychoneuroendocrine research may ultimately promote optimized clinical care and help prevent the adverse outcomes of childhood trauma.
This article was published in Psychoneuroendocrinology
and referenced in Evidence based Medicine and Practice
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When the Soviet army first encountered advanced German tanks like Tiger and the Panther, they realized that they would need more powerful vehicles to handle these heavily armored beasts. Various concepts were proposed, ideas were tossed around, and experiments were conducted.
An early test had demonstrated that an 85 mm anti-aircraft gun was powerful enough to take out a Tiger I from a safe distance. These results led to the idea of combining a captured German Pz.Kpfw. III tank with this powerful Soviet cannon. Creating such a prototype did not require building an entirely new tank and thus, the
was born. A simple, relatively cheap, but highly effective machine with a decent 160 alpha damage, good camouflage values, and over 2,000 DPM.
However, while it is a great vehicle that deserves a place in every Garage, the actual concept never got past the prototype stage. Supplies of D-5S-85 guns were short and captured tanks were an unreliable resource.
Available from March 9 at 06:00 CET through March 11 at 06:00 CET (UTC+1)
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Welcome to our final month of study. During the next two weeks, we’ll define GENTLENESS and examine what meekness looks like through Scriptural examples. Our goal is to understand how to do our part so God can grow seeds of gentleness in our hearts and lives.
“Blessed are the meek,Matthew 5:5 NKJV
For they shall inherit the earth.”
Let’s begin by defining GENTLENESS, also commonly called MEEKNESS. Merriam-Webster defines it as “the quality or state of being gentle, especially: mildness of manners or disposition.”
We’re weaned as children to understand meekness as someone who’s a wimp. Do you remember the cartoon, Popeye? One of the characters was a rotund man, even named Wimpy, who constantly ate hamburgers. Another example is hen-pecked Dagwood Bumstead in the cartoon, Blondie, who made the Dagwood sandwich an American cultural fixture. Even from childhood, we’ve been indoctrinated into the world’s definition: meekness equals weakness.
πράγματα / prágmata
But the Bible’s definition is the complete opposite. The Greek word written above is “prautes,” a challenging word to define in English. Picture a wild horse that’s broken and now under the control of a bridle. R.C. Trench in his classic work “Synonyms of the New Testament” says that “Prautes does not consist in a person’s outward behaviour only, nor yet in his relations to his fellow man…rather it is an inwrought grace of the soul, and the exercises of it are first and chiefly towards God. It is that temper of spirit in which we accept his dealings with us as good, and therefore without disputing or resisting.”
Meekness means we have surrendered and entrusted our soul and spirit to God’s good control without argument or resistance. Therefore, gentleness implies great strength under control. It’s courage, not mousey fear; true humility, not false modesty; “a humble and gentle attitude that is patiently submissive in every offense while being free from any desire for revenge or retribution.” (John MacArthur’s New Testament Commentary)
How do we personally measure up to these standards? Let’s explore this divine strength in the Scripture by reading Psalm 37.
We see how Matthew 5:5 relates directly to Psalm 37:11. It says, “The meek shall possess the land, and delight themselves in abundant prosperity.” So, what does meekness mean in this Psalm and what does it have to do with God? Let’s read verses 5-8:
5 “Commit your way to the Lord,Psalm 37:5-8 NKJV
Trust also in Him,
And He shall bring it to pass.
6 He shall bring forth your righteousness as the light,
And your justice as the noonday.
7 Rest in the Lord, and wait patiently for Him;
Do not fret because of him who prospers in his way,
Because of the man who brings wicked schemes to pass.
8 Cease from anger, and forsake wrath;
Do not fret—it only causes harm.”
A portrait of meekness…
- COMMIT: We commit everything to the Lord–our business, relationships, finances, health, fears–because we realize we are insufficient to deal with all the complexities of life. God is willing and able to sustain, guide, and protect us. (Verse 5a)
- TRUST: We confidently place our trust in the Lord because we know God is on the side of the righteous. He will defend and vindicate us whenever the enemy attacks. (Verse 5b)
- WAIT: This is perhaps the most difficult for us to do. Meekness means we are still and patiently wait for the Lord to bring His will to pass in our lives. In the middle of life’s storms, we are still and calm, trusting in God’s control and His willingness to work things out for our good. (Verse 7a)
- DON’T FRET: Another challenge for sure! When the wicked go on their merry way in prosperity, it’s hard not to be upset or angry. Yes, it may feel very unjust and unfair. But since we trust God completely, it’s possible to rest in Him when we encounter opposition or setbacks. (Verse 7b-8)
If we have ever previously regarded gentleness as weakness, we now have a clear picture of its powerful, controlled strength. As Jesus taught in the Beatitudes, the meek will inherit the earth. What an amazing blessing awaits us as we understand how important it is to cultivate this strong fruit of the Spirit in our lives.
Next week we’ll look at how the Book of James defines meekness and also how we see it reflected in the lives of Moses and especially our Lord Jesus.
How is God growing seeds of gentleness in your soul and spirit?
Dear Father, thank you for teaching us that meekness is strength under control. It takes divine strength to answer with a soft word or to turn the other cheek. Help us to commit, trust, wait patiently, and not fret as You work out Your good will in our lives. May we grow in Your sweet gentleness each day. In Jesus’s Name, Amen.
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For young children, preschool is a time of amazing growth and development. Preschoolers develop their language, socialization, academic, and emotional skills every day. Preschool provides children with a safe space to explore their world and to prepare for kindergarten and beyond. Lifespan Development Centers shares the building blocks for success for preschool children and offers suggestions for parents to help their children get off to the right start.
Readiness to Leave Home
If your child has not been to a group daycare in the past, you might be anxious about how he or she will do in preschool. If your child has always been with a parent, family member, or in a home daycare situation, the expectations of being in a classroom setting might be difficult for your child to process. Be reassured that many parents face the same problem when they are preparing their children for preschool.
One creative way to prepare your child for preschool is to role-play. Model the various parts of the preschool day. Have your child hang up his or her backpack, spend some time in free play, and then sit and listen to the teacher in circle time and do some fun activities. You can role-play yourselves or use dolls or puppets to make it more fun. Let your child play all three roles in turn: the parent, the teacher, and the child.
Another excellent way to prepare for preschool is to spend plenty of time interacting with other children. Visit the playground regularly. Have your child practice sharing and taking turns. For an only child or a child with an infant sibling, this can be a shock to his or her system. Don’t worry if your child has difficulty in this area. Preschool teachers are experts at helping children navigate the social requirements of being in the classroom.
Read books about a child starting preschool and answer all of your child’s questions. Young children may have a lot of anxiety about starting school but be unable to express it. They may act out in other ways and be more aggressive or more clingy than usual. Be patient with your child and remember that the transition is even bigger for them than it is for you.
You have already been helping your child prepare for academic learning. Doing fun activities like coloring, numbers, and singing songs with your child prepares them for the classroom. Taking trips to play centers, museums, and nature walks children prepare to learn away from home. Don’t overemphasize learning letters and numbers before preschool. Your child will have plenty of opportunities to learn them in the classroom.
Separating from a Parent
This can be one of the most difficult aspects of starting preschool, especially for children who have not been to daycare. Even for children who are accustomed to spending time outside the home with another trusted adult, the transition can be hard. Follow these steps to give your child the right start to his or her first day.
First, have your child choose his or her own backpack and lunchbox. Make sure your child gets a good night’s sleep. Set the “school bedtime” two weeks before school starts for the best results. Have the child choose his or her own clothes for the first day of preschool, as long as they are school-appropriate. Make sure your child eats a healthy breakfast. Sit down and talk with them if possible.
When you get to school, spend some time playing in the classroom. Stay upbeat and positive. When you sense that your child is comfortable, say goodbye. Create a routine for the two of you that will signal to the child that it is time to separate, but that you will be back soon. When it is time to leave, don’t sneak away. If you hear your child crying when you leave, resist the temptation to run back into the classroom. Let the teachers handle it. Your child will soon trust that you will be back at the end of the school day. You can call the school to see if your child settled down.
These building blocks from Lifespan Development Centers will help your child get off to a great start in preschool. When you pay attention to these three areas, your child will have an easier time adapting to the classroom. Your child will quickly make friends and enhance his or her social skills. Preschool will prepare your child for kindergarten and beyond.
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Ten Ideas That Get Kids Writing
By: NWP Staff
Date: May 2003
Summary: All teachers confront the challenge of motivating their students to want to write. While the NWP does not believe there is any single "correct" way to teach writing, here are 10 ideas that NWP teachers have found successful.
About the National Writing Project
For almost 30 years, the National Writing Project has been working to improve the teaching of writing in the nation's schools. Central to our effort is the belief that successful teachers are the best teachers of teachers. We believe many of the most useful ideas about teaching writing emerge from the classrooms of teachers who are doing the work. Every day of their teaching lives, NWP teachers and all writing teachers must confront a key question: How do I motivate my students to want to write? While the NWP does not believe there is any single "correct" way to teach writing, we are pleased to offer strategies that NWP teachers have found successful. A PDF version is also available for downloading.
1. Writing need not begin and end at the classroom door
Judith Ruhana, a teacher-consultant with the Chicago Area Writing Project, built a writing unit around the Skokie Northside Sculpture Garden. At the garden, her students from Evanston Township High School in Evanston, Illinois, immersed themselves in over 50 works of outdoor sculpture. Working in groups, students examined all the pieces, then chose one for their focus. They photographed it, rendered it in an artistic representation, and wrote poetry, songs, descriptions, and short stories inspired by the piece. Each group contributed to a performance, attended by family members, that spotlighted the class's work in the garden. In addition to the written work, there were poster presentations, a video show, musical compositions, and even a dance. Read more
2. Writing can connect kids to their communities.
Diane Babcock wanted her third-graders at Olivia Park Elementary School in Everett, Washington, to better understand the world their grandparents had known. Babcock, a teacher-consultant with the Puget Sound Writing Project, paired her students and prepared them to visit the Seabrook Assisted Living Center in Seabrook, Washington, where each team interviewed one of the residents. Students had brainstormed questions that led seniors to talk about everything from World War II to daily life in 1930s rural America. Ultimately, students wrote a narrative about their senior partners, adding photos and other imagery, and presented their creations to the folks at Seabrook.
3. Kids like to write to other kids.
Myron Berkman was teaching a polyglot group of students at Newcomer High School in San Francisco. Out of this diverse group, he wanted to create a community while advancing the English skills of these immigrant students. It occurred to Berkman, a teacher-consultant with the Bay Area Writing Project, that he could put himself in the background and allow the students to write to one another about what they were learning. His peer journal project soon had paired students from cultures as diverse as Vietnam and India, writing to each other about the holiday traditions of their lands of origin and evaluating the life and work of Mahatma Ghandi, the personality they were studying in their social studies class. Says Berkman of peer journaling: "Focusing on important communication with a friend, students are thinking not at all about the writing proficiency test, yet with most every exchange they are becoming demonstrably more proficient writers."
4. Students write best about what concerns them most.
Janet Swenson, director of the Red Cedar Writing Project in Michigan, is one of the creators of Write for Your Life. The core idea of Write for Your Life is that important issues in students' lives should be at the center of their learning. After brainstorming what these issues are, students spend time in a reading/writing workshop setting, researching and writing on their concern, be it a toxic landfill in the area of the school or the prevalence of asthma among the student population. Swenson and her colleagues believe that whatever writing students do should seek an audience beyond the classroom. For example, one student created a firsthand chronicle of her journey through anorexia. She wrote to her teacher, "I wanted to let you know that I let my doctor read my paper and he is now using it to show the other patients. I felt very proud of myself. In a small way I accomplished my goal, to help other people not go through what I have gone through."
5. Students are motivated to write when good writing is recognized.
At the Oklahoma Writing Project, which she directs, Janis Cramer and her colleagues sponsor a writing workshop/contest for students. The event occurs in two stages. In the fall, up to 250 students of writing project teachers attend an instructional and motivational workshop. Writing project teacher-consultants give demonstrations with titles like, "I Would Love to Write If Only I had Something to Say" and "Life Sentences: A Journey into the Interior." Then the students are on their own. They submit writing in a number of categories and they return in the spring for another workshop and announcement of the winners. As the contest is a yearly event, those who do not receive top awards one year are usually motivated to try the next year. Said one parent of her son: "This is a boy who is a good student but who never goes above and beyond what the teacher demands in class. When I asked him what he was up to, he told me `I plan to win next year's writing contest, so I better get to work now.'" Read more.
6. Young writers need to do real writing.
Karen Brown, a teacher-consultant with the Oregon Writing Project at Eastern Oregon University, had a problem. She wanted parents of her students at Columbia Middle School in Irrigon, Oregon, to be familiar with the rubric used to score the Oregon State Writing Assessment. Unfortunately, according to Brown, the rubric was written in "polysyllabic eduspeak." Her solution: Why not have some of her students translate the document into language the community at large would understand, and, in the process, get a better grasp on the rubric themselves? So her students created explanations like "Organization: In organization we look for an introduction that would make the reader interested. The paper tells things in an order that makes sense. Details in the paper need to go together. The paper needs to have a conclusion that does not go on too long or stop too abruptly."
7. Children benefit when parents are part of the literacy loop.
Toby Curry, a sixth-grade teacher at the Dewey Center in Detroit, Michigan, and a teacher-consultant with the Red Cedar Writing Project, has created the Roving Parent Journal, which she describes as "a doorway into the classroom." The journal is a sturdy spiral notebook that circulates among parents, who write entries in response to Curry and to each other. As to what parents write, there are wide parameters. One parent wrote about girls in sports, another stressed the importance of multicultural education. When a parent makes an entry, Curry answers in the journal and also sends a copy of what she has written directly home to the parent.
"I try to nudge the conversation," Curry says. "When a parent makes a long entry, I synthesize it, looking for points of general interest. A parent asks `what about spelling?' and this gives me a chance to discuss how to do a spell check with kids."
The Roving Parent Journal, "about as low tech as you can get," creates a virtual classroom community where parents have a chance to connect with one another, modeling literacy for their children and a variety of approaches to writing for each other.
8. If a school recognizes the importance of writing, so will the students.
For several years now, Jackie Wesson, a teacher-consultant with the Mobile Bay Writing Project, has organized a week-long writing fair at Robert E. Lee Elementary School in Satsuma, Alabama. For its most recent fair, Wesson and her colleagues received more than 4,000 submissions of writing intended for publication on the walls of the school. These submissions were written not only by Robert E. Lee's students but also by parents, grandparents, government officials, local business people, and others in the community. A state representative created a poem and a local pastor wrote a moving personal story. Kindergartners composed "Letters to Daddy," and their pieces were posted next to their fathers' responses. Some of the upper-grade students contacted celebrities to ask for writing samples. And several famous people, from race car drivers to professional wrestlers, wrote in support of the program.
Wesson says, "The fair is highlighted by a midweek program, which provides a forum for us to talk with members of the community, reaffirming our commitment to the improvement of writing while celebrating our progress." Read more.
9. A published student writer is a motivated student writer.
Carol Booth Olson, director of the UC Irvine Writing Project in California, has helped her teacher-consultants design a summertime Young Writers Camp that attracts hundreds of kids each year. Over time, the group has come up with a way to spotlight the work of the young writers in the community. Because the camp has as many as 1,000 students each summer, the publication of anthologies has proved inordinately expensive. Instead, the project has worked with the local Barnes and Noble to "publish" student writing.
At the end of each three-week session, young writers from pre-kindergarten through grade twelve select one piece for "publication." These are framed on poster board, often with accompanying artwork or photographs, and displayed prominently at the Irvine Barnes and Noble store. Parents are invited to attend an evening Young Writers' Celebration at the store, and, after light refreshments, they go on a Gallery Walk to peruse the students' writing and offer positive comments to the authors of specific pieces.
10. With student writing, to celebrate is to motivate.
A few years ago, the Inland Area Writing Project (IAWP) at the University of California, Riverside, worked with the Palm Springs Desert Museum to develop an exhibit that celebrated the writing and creativity of students in the surrounding Coachella Valley. Palm Springs, says IAWP Co-director Martha Plender, "has a reputation as a playground for the rich." But teachers in the area work with few of the children of this privileged class. Rather, they work with poor children, many of whom are Latinos whose first language is Spanish. That's why the writing project and the museum chose to focus on the museum's Meso-American collection. For one year, the writing project teamed with local teachers to provide workshops concentrating on the history, culture, and art of Meso-American culture. Teachers brought this experience back to their classrooms where their students—who in many cases visited the collection at the museum—were inspired to create poetry, books, and art.
In the spring, student work was collected from all over the county and displayed in the museum. Plender recalls, "I arrived to find a teacher and a parent studying one student exhibit very carefully. The parent looked at it, reached out gently to touch the glass, then gave a power salute."
* * * *
Ten Ideas That Get Kids Writing from the National Writing Project was originally published as a booklet for the 2002 NWP Annual Meeting. Copyright 2002 by the National Writing Project. Permission is granted to quote from this publication with the customary acknowledgment of the source. For permission to reprint, please contact: email@example.com.
For more information about the National Writing Project, to read our publications, or to find out about local writing project activities in your area contact us at: National Writing Project, University of California, 2105 Bancroft Way #1042, Berkeley, CA 94720-1042; tel: 510.642.0963; fax: 510.642.4545. Or visit us online at: www.nwp.org
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The Guggenheim Museum in New York was opened in 1959. This was controversial at the time, as the round building was very different in design from what had been seen in the city until then. Today, the New York Guggenheim is one of the most important museums in the world thanks to its location, architecture, collection and much more besides.
The New York Guggenheim is the first in a series of museums carrying the Guggenheim name. The collection was originally founded by Solomon R. Guggenheim with the help of his art adviser, Hilla Rebay. He also established the Solomon R. Guggenheim Foundation, with the aim of increasing appreciation for modern art. This allowed his work to be continued even after his death. Today, there are three other Guggenheim museums in the world: In Venice, Bilbao and Abu Dhabi (the last one is supposed to be opened in 2017). But only the New York establishment allows you to enjoy the rich history of this very particular museum group.
The round museum strikes an imposing figure among the rectangular high-rises on Fifth Avenue; its organic form has earned it the nickname ‘the teacup.’ Construction started in 1943 following the plans of American architect Frank Lloyd Wright. Wright was not a fan of Manhattan and wanted to create peace and space with his museum, which is why he doubled the width of the pavement in front of the museum. Throughout the year, there are people enjoying their lunch on the low wall of the museum. Wright never got to see his crowning achievement as he died six months before the opening of the museum in 1959.
The Guggenheim is striking both outside and, especially, inside. Everything here is on the round and visitors walk along the artwork from the top to the bottom of the building via a spiral-shaped floor. This is truly unique and other clever elements have also been integrated within the building. The entrance ceiling has deliberately been kept low, creating an optical illusion that the spiral portion of the museum (and attendant roof skylight) is even bigger and higher than it already is.
The Guggenheim has an impressive collection of masterpieces. It hosts the world's largest collection of the Russian painter Kandinsky, including nearly a hundred paintings and sixty works on paper. Many of the pieces in the Guggenheim were donations. For instance, in 1976, Justin K. Thannhauser, one of the world’s greatest collectors of modern art, bequeathed masterpieces by Paul Cézanne, Edgar Degas, Picasso, Van Gogh and many others to the museum.
It is no coincidence that the Guggenheim – with its organic forms – is built so close to a park. For the museum to fit within the natural environment as well was, in fact, part of the architect’s design from the outset. For visitors, this is a big plus: After visiting the museum, you can go enjoy Central Park.
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A Conversation for What is God?
God is not more complex than the universe.
Malperdy Started conversation Nov 12, 2014
In the original article the early paragraph headed 'The Monotheistic Model' states that “god must be more complex than the universe he creates”. This is incorrect according to many metaphysicians from Aristotle in the 4th century BCE to Lonergan in the 20th century CE.
Complexity entails parts. A complex god would consist of parts comprising a whole; analogous to a machine, human body, or indeed the universe.
Parts entail restrictions. If there were parts of god, then any part would be restricted by (1) not being another part, and (2) not being the whole of god. If God were restricted in any way then that would not be the Deity of Monotheistic Christianity, but some other speculative entity. Historically many metaphysicians have argued that God of necessity is not restricted, internally or externally.
God is a necessarily unrestricted entity. A necessarily unrestricted entity must be an absolutely simple entity, not a complex one.
Key: Complain about this post
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Dragon’s Eye Pine
- Ornamental evergreen tree
- Banding of yellow and green in the needles resemble a dragon’s eye
- Exfoliating bark
- Grows in an irregular habit
From the tips of its needles to the bark on its trunk, every part of the Dragon’s Eye Pine is distinct. When viewed as a whole, the Dragon’s Eye Pine is a brilliant lime-green color, but when you take a closer look, the banding of green and yellow needles is said to resemble a dragon’s eye. Behind the needles, it has an exfoliating, flaky bark that can add a sense of texture to your landscape. As an ornamental evergreen, the Dragon’s Eye is an ideal focal point year-round, but especially in June and July when its new needles are coming in.
Check out other installments of the “CVTS-L Landscaping Plant Guide” here: January – February – March – April – May – June – July – August.
The CVTS-L Landscaping Plant Guide is a monthly series in which we explore the unique qualities of some of our favorite trees and shrubs. Contact us today to discuss your landscaping project or you can learn more about our design-through-installation process here.
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The aspects of Unity contribute collectively to a satisfactory visual whole. They should not be seen as a check list, but rather as number of inter related requirements the importance of which is partly subject to individual preference and greatly influenced by other principles of design. The aspects of Unity are dominance or self-unity, harmony, vitality and balance.
A simple object such as a sphere or an egg is an obvious visual entity having self unity. Fishes and birds, like submarines and aircraft, are subject to aerodynamic and hydrodynamic forces which impose upon them a simplicity of form. This gives an effect of self unity- at least at a distance. Simple buildings can produce a similar effect: an isolated crofter’s cottage for instance. However, as we look more closely at an aircraft or a cottage, what appears simple at a distance is seen to contain a number of visual elements which arise from the detailed requirements of function and stability. So roofs, walls, windows and doors all provide colours, tones, textures, direction, solid to void etc. As the visual elements increase, there is a greater tendency for competitions to arise. Thus we find a need for a visual dominant as a means of avoiding dualities or competitions of equal interest.
Dominance- This may be provided by the effect of one colour, tone or texture being visually stronger than the remainder. A dominance of direction would mean that the horizontals were stronger- collectively- than the verticals or, alternatively, that there is a dominance of verticality. A dominance of solid over void or vice versa is necessary to avoid an equal competition which would tend to destroy unity. A dominant form or shape can help to provide a sense of unity. Quite obviously, unity cannot exist if there is a duality or competition of visually equal elements. A student’s early work is often preoccupied with simply avoiding dualities and pluralities. The difficulty, and one of the reasons why so much practice is necessary, is that while we are trying to overcome one visual weakness we frequently lead ourselves into producing others. For dominance is only one aspect of unity and, as we must constantly remember, our visual objectives must be achieved with due regard for the demands of other principles.
Harmony- This is the next aspect of unity. Colour harmony means what it says; colours being related by being near to each other in the colour wheel (or colour solid), that is to say colours which are associated with one hue, e.g. browns, golds and yellows all near to yellow hue sector. Harmony of texture may mean simply a matching textural quality although, with the bolder textural effects of some materials, even carving, we can associate some textures, e.g. ribbing, as being related even ehen they are not identical. Tones can be harmonious only in the sense of being of equal tonal value. Some recent graphic art has employed colour change- contrast in combination with equal tones. In architecture there is usually a tendency to use a more harmonious colour range in combination with tonal contrast. There is no particular reason why this should be so, except that when there is a little sunlight a lack of tonal change produces a rather dull sunless effect. It may be worth noting that when we use two materials together, e.g. brickwork and concrete, we are in fact introducing colour, textural and tonal changes simultaneously. If this is not appreciated in advance, and drawings may not always show this effect, we can find that we have produced multiple competitions of equal elements. Harmony of direction at its simplest may mean simply the same direction. In a complex composition the directional forces arise from a number of materials and components, even the spaces or solids between them, and we must learn to measure and relate the directional effect produced by our designs. The direction provided by the total building shape must be seen in relation to the elements within it. An equal effect of direction between the two will form a visual duality.
Proportion can be a powerful element in providing harmony of composition. This is particularly so in three dimensional design. The influence of Plato and the Pythagoreans is believed to have affected the architecture of Greece, although the philosophers were seeking a basis of universal or cosmic harmony. Greek design was strongly influenced by a concern for harmoniously modulated composition. The harmonic relationship of part to part and part to whole was based upon proportional systems, the best known being the golden section or divine proportion. As a geometric progression it is analogous to the spiral curve of organic growth. Thus, the golden section ratio can act as the key proportion for the development of a whole series of related shapes.
However, although the subject of harmonic proportion is fascinating and capable of very detailed study, it is only part of one aspect of unity. Certainly it is possible to develop whole networks of proportional relationships as did Le Corbusier in his Modulor. The important point for architects is that this is concerned with proportion and should not be confused with modular co-ordination which is related to dimensions. In considering the principle of unity we should attempt, wherever possible, to see our designs in terms of proportion and consider harmonic relationships where appropriate and possible. The pressures of technical integration have forced architects to concentrate more upon dimensional co-ordination of details. Too often our concern for proportion has been eroded by such factors. If anything, proportional relationships are simpler than in the past and yet, paradoxically, have been given much less consideration. If nothing else is attempted it is worth analyzing our designs in terms of proportion to study the extent to which shapes and spaces have been, or could be, related to one another.
Rhythm- repetitions of forms or shapes can be used to produce rhythms- a particularly useful way of providing harmony. However, any repetitions taken too far without change, any colour tone or texture used without relief, will eventually tend to monotony. This, in turn, will destroy unity.
Vitality- This is given by interest and in visual design, this aspect of unity is provided mainly, but not exclusively, by contrast.
Contrast of colour, tone or texture, of direction or proportion, between solid and void, can all give interest and vitality to a design. But just as harmony taken too far can lead to monotony, so too much contrast or too many contrasting elements will impair harmony and tend to produce a multiplicity of equal interests. This in turn reduces any dominance and weakens unity. Too blatant a contrast will tend to duality, the use of too many different elements leads to visual chaos.
Classical and Gothic architecture provide many examples of harmony and vitality combined to the benefit of both, in particular, the use of rhythms which contain contrasts. Modern architecture tends to use bolder contrasts, and, while this must be expected with simple forms, there is often a tendency to blatant contrast which produces a striking initial interest, but one which quickly palls. The size and form of many larger buildings makes the element of direction of particular importance. Strong direction overall or in ‘banding’ of the elevation is given vitality by the contrast in direction of smaller components. Care must be taken to avoid competitions of direction and one should clearly dominate.
Compared with many historic examples, some buildings today seek vitality at the expense of harmony. This is not to say that our designs should be dull, but we must remember that a building is in being much longer than it exists on our drawing boards. This means we should seek to provide more subtle interest. Nature provides the designer with many inspirations for the integrations of harmony and vitality. We can find examples in any plant or shrub, any animal or bird and in any pastoral scene. Note how the various forms provide rhythms combined with tonal or colour harmony and contrast. This fusion of Unity with function and stability in nature is of course the ideal design synthesis, something we may emulate but rarely equal.
Balance- The last aspect of unity is balance. In architecturethis is not usually a problem as the requirement for movement, under function, and of structure, under stability, lead us towards a balanced massing at least. Nevertheless, a design can be lacking in balance even though other aspects have been satisfied. Hence we must consider balance as a separate objective. It is seldom possible to correct a lack of balance in massing by minor adjustments in the composition, but usually requires some reconsideration of the whole design concept- if this is possible. Of course, we have to be able to appreciate a general view of a design to appreciate this aspect. In crowded urban sites it is sometimes difficult to provide a balanced massing and pointless, too, if it cannot be seen. Finer effects of balance can be given by the effective visual ‘weight’ of elements and the positions of solid and void.
So much for the essentials of Unity. For the student, it is merely a statement of a vocabulary of composition. Expertise will only develop with practice and that practice must include the integration of other principles.
Our examination of the principle of unity was concerned with the syntatics of design: that is, the visual relationship between each part and between each part and the whole composition. Our response to unity may produce a sense of pleasure or satisfaction when the composition itself is satisfying. However, apart from the visual order of a design, we respond to what we see according to previous influences or experience; the semantics of design- perception.
To the extent which we share experiences, so we share the sense of expressiveness provided by a building. It must be accepted, of course, that each individual is unique and therefore will tend to differ in his response, depending upon the extent to which his background and experience differ from those of others.
In any group, society or culture, there is a large area of common influence. Each individual overlaps a major part of that common area, but may have some unique influences lying outside the normal or general experience.
Upbringing, religion, education, reading and television, provide many instances of shared perception. Spheres of interest will occur at different levels also. Local and group perceptions occur through daily contacts with others, sometimes producing specialized or esoteric interests related to sport, work or intellectual pursuits.
Our response to perception may be partly subjective, particularly where early influences have become subconscious. Nevertheless, there are some aspects of expressiveness which we can examine objectively and any framework of architectural theory must include perception as a principle, even if some of its influences are abstruse.
Because, when we look at a building, we respond to its composition and its perception simultaneously, it is to be expected that the two effects are confused by most observers. For the student of architecture the understanding and control of composition often becomes possible only as a result of an appreciation of the differences between syntatics and semantics.
Colour is the visual perceptual property corresponding in humans to the categories called red, blue, yellow, green and others. Color derives from the spectrum of light (distribution of light power versus wavelength) interacting in the eye with the spectral sensitivities of the light receptors.
In the visual arts, colour theory is a body of practical guidance to colour mixing and the visual effects of a specific color combination. In the visual arts, colour theory is a body of practical guidance to colour mixing and the visual effects of a specific colour combination. There are also definitions (or categories) of colours based on the colour wheel: primary color, secondary color and tertiary colour. There are also definitions (or categories) of colours based on the colour wheel: primary colour, secondary colour and tertiary colour.
Value, hue and chroma are standard terms used in the colour industry to describe the three dimensions of color. Understanding value, hue and chroma is necessary for successful colour adjustment.
This dimension refers to the degree of lightness or darkness of the colour. The value scale runs up and down the north/south axis of the color sphere, with the whitest at the top, gradually darkening shades of gray in the middle and the blackest black at the bottom.
This dimension, which is the colour we see, moves around the outer edge of the color sphere. It moves from yellow, to red, to blue, to green. Colours can move counterclockwise on the hue scale (i.e. a blue can be moved toward the red side and become a purple). Colours also can move clockwise on the hue scale (i.e. a blue can be moved toward the green side and become aqua). By the same token, a red can be made either bluer (purple or maroon) or more yellow (orange). A yellow can be made redder (orange) or greener (chartreuse).
Sometimes called saturation, chroma refers to a colour's level of intensity and richness. This dimension moves along the spokes that radiate outward from the central gray axis of the colour sphere. Weak, washed-out colours with the least chroma are at the core of the colour sphere, while highly chromatic colours that are rich, vibrant and most intense are at the outer edge. A rich, pure red therefore is further away from the gray central axis than a red with less chroma.
The typical artists' paint or pigment colour wheel includes the blue, red and yellow primary colours. The corresponding secondary colours are green, orange and violet or purple. The tertiary colours are red–orange, red–violet, yellow–orange, yellow–green, blue–violet and blue–green.
A colour wheel based on RGB (red, green, blue) or RGV (red, green, violet) additive primaries has cyan, magenta, and yellow secondaries (cyan was previously known as cyan blue). Alternatively, the same arrangement of colours around a circle can be described as based on cyan, magenta and yellow subtractive primaries, with red, green and blue (or violet) being secondaries.
Mere theoretical understanding of colours does not automatically lead anyone to the mastery over the colour schemes. Before one experiments with colour schemes, he should be aware of the theories about simultaneous contrast, colour proportions and contrast of value, intensity and hue. Study of colour on two-dimensional surfaces is meaningless for architects. The colour schemes have to be implemented in the space. The study of colour on three-dimensional form is of more relevance to an architect, as compared to a painter or fine artist. Application of colours on built-up form is totally a new field. Buildings are much larger in size and scale as compared with the largest ever painting done by any painter. Buildings are seen in the dark & in the sunlight and have to look interesting throughout the day. Receeding and projecting surfaces and weather frames cast shade and shadows on the surface of the building and create several other tones, tints and shades. Students should be made aware about the present trends and fashions. Prevailing fashions in colours put restrictions on the designer. There is also a sensory and psychological impact of colour on the human mind. That is why brown is called masculine colour whereas purple and pink are the feminine counterparts. White enlarges the object, whereas black makes it look compact and sharp. Green indicates fertility whereas yellow colour shows happiness and gaiety. Royal blue is used for aristocracy whereas navy blue makes the surface week and bloodless. It is noteworthy that architects prefer to be less colourful in their external building faces, whereas interior designers use colours more liberally and aggressively. It is also interesting to check whether the images in our mind are colourful. Can the architectural spaces be influenced by enclosing it with coloured planes?
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Fill in the blanks questions
If you want to vary the question types you are using in your tests, it's possible to add fill in the blanks questions, that allow your users to write down an answer (or answers) that are automatically graded by the system.
What are fill in the blanks questions?
Fill in the blanks questions allow the test takers to type in words or sentences to answer a question. Unlike free text questions, with the fill in the blanks question type, it’s possible for the system to identify the correct answer, making the whole process of grading the exam automated.
How to write good fill in the blanks questions?
Basically, make sure to write a simple answer, so the students have a greater chance of getting it right. And you can determine a percentage of 'deviation' for the answer you wrote, like typos, spelling or writing mistakes and things like that.
Fill in the blanks questions examples
What is the name of the queen of Great Britain?
Elizabeth (correct answer)
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and so on...
In which continent is Brazil?
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America (50% correct)
With our tool, you can use fill in the blanks questions with exams and quizzes. Just choose the fill in the blanks question type when creating a new question, enter the possible answers (each possible answer on a different line) and set up a percentage of deviation, so the students can still get some points if they ‘almost’ answer the question correctly. Here’s how you can do that in exams:
Super easy, hum? 😎
And that’s not all. We have a lot of other question types to offer. Start creating your first exam and see for yourself!
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Read the Passage: 1 Samuel 1:1-2:11
Authorship and Date – Technically speaking, the authorship of both 1 & 2 Samuel is anonymous. Jewish tradition identifies the author as the judge and prophet Samuel (cf. 1 Sam. 10:25), with assistance from the prophets Nathan and Gad (cf. 1 Chron. 29:29). In any event, Samuel could not have written all (or even most) of these two books, as the book of 1 Sam. begins before his birth and his death is recorded in 1 Sam. 25:1. In all likelihood, the books were compiled by a later editor who used materials from Samuel, Nathan, and Gad. It is difficult to assign an exact date to the books of 1 & 2 Samuel, however, it is clear that they were penned after the division of the monarchy in 931 BC (cf. 1 Sam. 27:6). Moreover, in all likelihood, they were written before the Babylonian exile in 586 BC.
Purpose and Theme – The books of 1 & 2 Samuel are historical in nature and were written in order to detail Israel’s shift from a loose tribal confederation under the rule of various judges (a theocracy) to a unified nation ruled by a centralized monarchy. Chronologically the books and 1 & 2 Samuel cover roughly 135 years of history from the birth of Samuel in c. 1105 BC to the death of David in c. 971 BC. Theologically, there are five prominent themes in the books of 1 & 2 Samuel. These themes are: (1) God’s faithfulness and love of His people during times of trial, (2) God’s sovereignty over the lives of individuals and nations, (3) the personal and national effects of sin, (4) the presence and outworking of the Davidic Covenant, and (5) the work of the Holy Spirit in empowering God’s people for service.
Structure and Outline – The books known as 1 & 2 Samuel were originally one book in the Hebrew Bible. Likely on account of their combined length, which would have been more of an issue when they were recorded and read from a scroll, they were divided into two books in the Greek version of the Old Testament, the Septuagint (LXX). This division was then followed by the Latin version of the Bible (i.e., the Vulgate), subsequent English translations, and in many modern Hebrew Bibles. Note that when 1 & 2 Samuel were first divided, these two books were known as 1 & 2 Kings, with the modern English books now known as 1 & 2 Kings titled 3 & 4 Kings. A simple outline of the book of 1 Samuel follows;
- Call and Ministry of Samuel (1 Sam. 1–7)
- Call and Decline of Saul (1 Sam. 8–15)
- Call and Rise of David (1 Sam. 16–31)
Hannah’s Childlessness (1:1–18)
The first seven chapters of the book of 1 Samuel focus upon the Prophet and Judge Samuel. The first few verses introduce us to Samuel’s father and mother, Elkanah and Hannah. In 1 Sam. 1:1–18 we learn that Hannah was barren, for “the Lord had closed her womb” (1 Sam. 1:5), like Sarah (Gen. 16:2) and Rachel (Gen. 30:2) before her. Likely on account of Hannah’s barrenness, Elkahah had taken a second wife, which caused no small amount of family disharmony. The text reports that on one of the three required yearly feasts (cf. Deut. 16:1–17), likely the Feast of Tabernacles, the High priest Eli observed Hannah praying about her barrenness. In her prayer Hannah promised to devote her offspring to the Lord as a Nazirite. After some initial confusion, in which Eli confused Hannah’s silent prayer with drunkenness, she informed him of her situation and he assured her of God’s help.
Hannah’s Son (1:19–28)
After hearing the explanation of Hannah regarding her prayer in 1 Sam. 1:10–16, the priest Eli told her, “Go in peace, and [may] the God of Israel grant your petition which you have asked of Him” (1 Sam. 1:17). The text then reports that “it came to pass in the process of time that Hannah conceived and bore a son” (1 Sam. 1:20). For the next several years, however, she did not attend the yearly feasts, telling Elkanah, “Not until the child is weaned; then I will take him, that he may appear before the Lord and remain there forever” (1 Sam. 1:22). In Hebrew culture weaning would have occurred around the age of two or three. At the specified time Hannah kept her vow, bringing Samuel to the Lord “with three bulls, one ephah of flour, and a skin of wine” (1 Sam. 1:24). According to Num. 15:8–10, this was the prescribed offering for the fulfillment of a sacred vow.
Hannah’s Prayer (2:1–11)
Hannah’s joyful, dedicatory prayer regarding the birth of Samuel is recorded in 1 Sam. 2:1–11, and is in sharp contrast to her prayer of bitterness recorded in 1 Sam. 1:10–11. While it must have been difficult to depart with Samuel, Hannah clearly loved God more than her son. Her prayer here can be divided into four sections. Interestingly, the first section records Hannah’s thankfulness for the Lord’s salvation (cf. 1 Sam. 2:1–2). The second part of Hannah’s prayer is a rebuke to the proud. Perhaps the one in view here is Elkahah’s second wife, Peninnah (cf. 1 Sam. 2:3–8a). The third portion of Hannah’s prayer affirms the Lord’s care of his saints (cf. 1 Sam. 2:8b–9a). The final section of the prayer includes Hannah’s affirmation that God will judge the earth and bless the King (cf. 1 Sam. 9b–10). This prayer demonstrated much spiritual growth in the life of Hannah.
- What do you know about the book of 1 Samuel? What people, places, and events come to mind when you think of these two Old Testament books?
- Is polygamy acceptable to God? Why is polygamy present in the Bible and tolerated by God, especially among leaders in Israel?
- Does the Lord actively open and close the womb in regard to every birth? What about Hannah’s conversation with Eli consoled her?
- Is Hannah’s prayer in 1 Sam. 1:10–11 a model for believers to follow? How do you envision that the transfer of Samuel from Hannah to Eli went?
- What changed in Hannah’s life to move her from one who would pray a prayer of bitterness (cf. 1 Sam. 1:10–11) to one of joy (cf. 1 Sam. 2:1–11)?
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A quantitative analytical technique was proposed for computing cell co-migration, which was defined as two or more cells migrating collectively. three-dimensional matrix or over a two-dimensional substrate happens in a wide range of physical and biotechnological circumstances, such as cells restoration, immune system response reactions, and growth attack.1 Numerous stimuli from the encircling environment influence how the cells behave, and they determine whether events such as aggregation and differentiation take place. For example, adjustments in cellCcell adhesion may start cell migration, while cellCsubstrate adhesion offers been demonstrated to control cell migration behavior. As a total result, the results of base technicians on cell behavior possess been under intense analysis. Fibroin is definitely one of the element protein in cotton created by silkworms, and is definitely broadly utilized in biomedical applications.2 Moreover, in the field of cells anatomist, many experts possess investigated fibroin’s capability to be used as a regenerative scaffold for various cells, such as bone tissue cells3,4 and cartilage.5C7 Kawakami used fibroin sponges as scaffolds for chondrocyte farming and demonstrated that preliminary chondrocyte aggregation in fibroin sponges red to improved cartilage tissues formation.7 Additionally, in a prior research by the writers, the group behavior of cells on fibroin substrates 548-90-3 was investigated, and it was noticed that fibroin was able to both improve cellCcell connections during farming and control the quickness of cell aggregation behavior during cell migration.8 From both scientific and system views, the understanding of cellCcell and cellCsubstrate interactions is important for regulating and clarifying cell aggregation and subsequent tissue formation. Nevertheless the systems by which matrices (y.g., fibroin) impact occasions such as cell aggregation stay however to end up being solved. Cell aggregation provides been noticed in many research,8C12 but a true amount of these research have got been qualitative 548-90-3 and highly specialist type. A few research, nevertheless, have got been effective in applying quantitative evaluation strategies to cell behavior evaluation.8,10,13 In a prior research, the writers evaluated chondrocyte aggregation on fibroin substrates using Voronoi diagram evaluation,8 which proved to be successful in identifying global cell aggregation behavior. Nevertheless, the Voronoi diagram technique was inadequate for analyzing the particular behavior of specific cells during aggregation, because the technique concentrates on the general spatial distribution of cells rather than specific cell behavior during aggregate development. In mass pet locomotion research, that is normally, academic institutions of seafood or flocking 548-90-3 hens, many research workers have got concentrated on the ranges between border associates to both evaluate and recreate noticed behavior.14 Therefore, cellCcell length and its active adjustments might be useful for characterizing the cell aggregation procedure. By understanding the range over which cells interact with surrounding cells, it may become feasible to gain information into the systems of cell aggregation. In this scholarly study, chondrocyte behavior on fibroin substrates was quantitatively examined by concentrating on the ranges between border cells. Particularly, the movement 548-90-3 of cell pairs that taken care of an intercellular range of meters, called co-migration, was examined. Components and Strategies The movement of cell pairs keeping an intercellular range of meters, which we possess called co-migration, was documented and examined for different tolerance ranges (ideals, the main diameters of a arbitrary test of cells had been sized, as cell size can have an effect on the Rabbit Polyclonal to Dyskerin cellCcell length when two cells are in get in touch with with each various other. After that, to verify co-migration as a technique for analyzing cell aggregation behavior, cell distribution evaluation was.
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This One Food Can Help You Fall Asleep—and Boost Your IQ
Adding this one healthy and delicious food to your diet can help you fall asleep, and it may actually boost your IQ as a result.
Can’t Fall Asleep? Try This One Food!
Good news for people looking to sleep better and boost their IQ—a new study published by the University of Pennsylvania says that regular fish consumption has been shown to improve cognition and help people fall asleep. They also found that children who consume fish at least weekly fall asleep better and have higher IQs by nearly five points. (These 10 seafood facts will change how you eat fish forever.)
Fish are loaded with omega-3 fatty acids—a fat that carries numerous health benefits. “Neurons need omega-3 fatty acids for proper cell membrane structure and function,” explains Don Vaughn, MD, a neuroscientist at UCLA, of the importance of a fish-inclusive diet. “It then comes as no surprise that a dietary insufficiency of omega-3 fatty acids leads to cognitive deficits.”
While previous studies showed a relationship between omega-3 consumption and improved intelligence, none had established a link between improved sleep, intelligence, and fish consumption. The new study recruited 541 children in China, almost evenly split between boys and girls. The researchers tracked fish consumption along with the kids’ performance on both verbal and non-verbal skill tests such as vocabulary and coding. Parents helped log how well the kids slept. After all the data was collected and analyzed, the Penn researchers found that children who reported eating fish at least weekly scored 4.8 points higher on their IQ exams than those who reported eating fish “seldom” or “never.” Those who ate fish regularly also slept sounder.
“Sleep is essential to brain health and function. The brain consolidates important memories, forgets useless information, and continues practicing skills learned during the day,” says Dr. Vaughn. “Good sleep underlies high performance in memory and problem solving.”
The researchers on the team also noted that poor sleep is often accompanied by antisocial behaviour, poor cognition, and a variety of other problems—all of which could be lessened by increasing the amount of fish or omega-3 fatty acids in their diet.
“It is clear that omega-3 fatty acids affect brain structure and performance,” says Dr. Vaughn. “We don’t know the ‘right’ amount of consumption so it’s certainly plausible that increased omega-3 dietary intake might lead to small improvements in cognition, with improved sleep as a mediating factor.”
Check out 30 Painless Ways to Increase Dietary Fibre!
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Black females disproportionately experience violence at home, at school, on the job, and in their neighborhoods. Eighth-grader, Nevaeh Robinson, waited at the bus stop with her classmates like she did every day. But, on the morning of Oct. 16, a male classmate took a lighter and set her hair on fire.
Other children laughed as the small-framed girl, frantically, patted out the flames.
“When it happened, I panicked real fast, because I thought I was going to die because it burned my hair so fast,” Nevaeh said.
Miraculously, Robinson suffered from less serious first-degree burns, but the experience has been overwhelmingly traumatizing for the 13-year-old student. The fire singed her naturally, thick and curly mane leaving her with a two-inch bald spot, and bald patches around her hairline, which she covers with decorative headwraps.
“The doctor told me her hairstyle saved her life,” her mother, Tanya Robinson, said. “Had it been different, she might not be here.”
Black girls are more prone to experience violence in school and are also more likely to not receive the assistance needed to deter the problem. In fact, they are more likely to be punished even when there is a concise line drawn that shows them as the recipients of said violence.
A report titled, “Black Girls Matter”, published by Columbia Law School, specifically, highlighted the effects of the violence against Black girls and the lack of action taken to safeguard them from harm.
One of the key observations in the report states: “The failure of schools to intervene in situations involving the sexual harassment and bullying of girls contributes to their insecurity at school. Stakeholders and participants noted that a heavy emphasis on discipline does little to curb harassing behavior in schools. Instead zero-tolerance policies may exacerbate the vulnerability of girls to harassing behavior because it penalizes them for defending themselves against such acts.”
It should be expected that school administrators and/or law enforcement initiate and take the proper steps to ensure Black girls are safe in schools. That’s yet to be seen.
But the question remains: where is this girl’s protection She is barely entering her teen years and has already been subjected to male toxicity and abuse and nothing has been done.
Ironically, October is Bully Prevention Month.
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The goal of this article is to explain how to magnify the capabilities application servers such as Tomcat, Jboss or IIS by making them highly web scalable and by setting them up in high availability in order to be tolerant to failures, and how to reinforce cybersecurity.
What is high availability?
High availability is a quality of a system or component that assures a high level of operational performance, usually uptime, for a higher than normal period of time.
By setting up Application Servers in high availability, we solve the following issues:
- A single server looses efficiency when handling a large amount of requests
- Session data is preserved in case of server failure
- Updating application without discontinuing service
What is web-scale?
Applying web-scale principles to Application Servers all business processes of any size are able to grow, be optimized, be automated and effectively scalable.
What is an application server?
An application server is a software framework that provides the business logic for an application program, these means that it administers resources to create web applications and a server environment to run them.
Though this article can be used as a guide for any application server, we will explain some details about the most popular, which are:
- The Tomcat software (or also known as Apache Tomcat or Tomcat server): an open source implementation of the Java Servlet, JavaServer Pages, Java Expression Language and Java WebSocket technologies.
- JBoss or WildFly: the application server developed by Red Hat.
- IIS (Internet Information Services): The application server developed by Microsoft.
Setting up Zevenet Load Balancer
With Zevenet Load Balancer we can ensure high availability and scalability for application servers. Note that, to follow these instructions it’ll be required to install an instance of Zevenet Load Balancer and several instances of application servers. The environment we are going to describe is the following:
Step 0: Server replication
In our example we use two backends servers for each application, but we can include as much as required. It is critical to ensure consistency, so that when connecting to an application server, we always see the same and all of the data saved in the application is not lost. In order to achieve this, session replication within the servers must be set up. We call this step 0 as this must be done in the application servers.
Tomcat provides built-in in-memory session replication: DeltaManager and BackUpManager. The main difference between these two replicators, is that DeltaManager is slower, but more reliable in case of failure.
JBoss also provides a simple way to enable session replication: by marking the application as distributable in the web.xml descriptor.
Service replication for IIS can be achieved using DFSR (Distributed File System Replication).
Step 1: Create virtual IP
Once Zevenet Load Balancer is installed, it’s needed to create a new virtual IP, from the main menu, select Network->Virtual Interfaces->Actions->Create
Find the physical interface where you want to create a virtual IP
Type the name and address of your new virtual IP. Then Save it by clicking on “Create” button.
Step 2: Create http farm
A farm or cluster is a collection of computer servers that provide server functionality increasing significantly its capability. Though we are using the terms farm and cluster as synonyms, there is a slight difference between them. When talking about a cluster, redundancy is implied, but when talking about a farm, there might or might not be any redundancy. In our case, as we will have a tolerant to failure configuration, we could talk about farm or cluster as synonyms.
This way, by setting up a farm of application servers, we will increase its performance and failure tolerant, which is essential for high availability. In order to achieve this go to LSLB->Farms->Create
Select a name and HTTP as profile. We select http profile because it is the best option for web services as we can provide content switching options under the same virtual IP and port.
Two more options will be displayed. Select the virtual IP created on step 1 and a port (in the example we choose 80, as it’s the default for HTTP protocol) and click on the Save button.
Step 3: Add the services
The main idea is to serve different applications from different applications servers from the same Virtual IP and port. So, once the farm has been created, we have to edit it in order to add new services. In our example, we will set up three services. One for each application server. Please click on the button edit farm.
Several details of the farm can be edited, in the example we are going to set the default values and the services.
In the screenshot above we have Added a service with service name “app1”.
As we will be accessing all three services through the same farm, we need to distinguish between these services. To do this, we can set a value for URL pattern. This field allows to determine a web service according to the URL the client is requesting through a specific URL pattern. In our example, we will type ^/app1.*, ^/app2.* and ^/app3.*. Click on Modify to apply changes.
Take into account that the backend must find the address http://[VIRTUAL_IP]:[PORT]/[YOUR_SERVICE] (in our example http://192.168.56.200/app1), in order to guarantee this, the context must be set up in your application. In our examples, we will set up the context /app1 for Tomcat, /app2 for Jboss and /app3 for IIS. The Context represents a web application that runs within a particular virtual host. In the particular case of IIS, contexts are referred as applications.
In this example, we have two backends servers per application. We select IP, port (default 8080 for Tomcat and JBoss, and 80 for IIS), timeout and weight and click on save backend button.
We want to avoid server commutation: if during our session we jump from one server to another, there will be efficiency, data and even communication loss. In order to avoid this the Persistence session must be configured. We will choose to maintain a session by session id, so this means that during a session, we will connect to only one server.
In the service global parameters we can now change the persistence session field to COOKIE: a certain cookie
Select JSESSIONID as persistence session identifier for Tomcat and Jboss and SessionID for IIS, then click on Update at the botton of the page.
Now, under the same farm we’ve’ to add 2 more services in the same way than app1 for app2 and app3, including the persistence cookie for JBoss (the default is called JSESSIONID) and IIS (the default cookie for ASP.NET is ASPXAUTH), respectively but you can use the cookie required by the application. Every service in the farm have their own backends that could be shared between farms or farms services.
Note that, the order of the services are important to match the correct URL pattern.
Finally, we must apply the changes by restarting the farm.
Congratulations! you have configured your application servers in high availability. You can access it by typing http://[VIRTUAL_IP]:[PORT]/[YOUR_SERVICE] (in our example http://192.168.56.200/app1, http://192.168.56.200/app2 or http://192.168.56.200/app3).
Step 4: Advanced checking
We will now set up the farm guardian in order to perform advanced health checks to the backends ensuring that they’re up, running and the correct behavior of the application, not just a TCP port check. Please locate the Farm Guardian within your Service we have set up in step 3. Click on Use FarmGuardian to check Backend Servers, you can also modify the time between check and finally, in the Command to check textbox, type the following command.
check_http -I HOST -w 10 -c 10 -t 10 -e 200 -p PORT -s '</html>'
Finally, click on Update at the botton of the page.
The command check_http tests HTTP connections with the specified host. In our case, we are using the following options:
-I HOST: The token HOST will be replaced by the backend IP address defined.
-w 10: response time to result in warning status: 10 seconds
-c 10: response time to critical status: 10 seconds
-t 10: 10 seconds before connection times out
-e 200: expects the string 200 in the status of the server response
-p PORT: The token PORT will be replaced by the backend port defined.
-s ‘</html>’: string to expect in content is ‘</html>’
So what this command will do is basically check that we get a 200 OK response, and that the response command contains the string ‘</html>’. We select this string because it is at the end of the response, this way we can guarantee that we get a full answer from the backends.
Step 5: High security
Secure communications can be easily set up with Zevenet Load Balancer, so the next step is to enable the HTTPS listener: On the Edit farm global parameters screen, please change the farm listener from HTTP to HTTPS and the Virtual Port to 443.
Now, the services can be accessed by typing https://[Your_virtual_ip]/[yourappservice] in your browser.
Secure communications are now running, but we can go further by configuring the HTTPS parameters: within the farm global parameters, locate the HTTPS Settings section. We can change the Ciphers to HIGH Security.
The ciphers field is used to build a list of ciphers accepted by SSL connections in order to harden the SSL connection. By selecting HIGH security, we will set by default the ciphers.
Another option is the HTTPS certificates available: a list of certificates will be shown to be selected for the current farm (only for HTTP farms, which is our case). We can select one from the list and click on Add. Finally, click on Modify and restart the farm in order to apply changes.
For further information, please see HTTP profile farms.
HTTPS can also be enabled in your application servers, if this is the case, your must enable the option HTTPS backends.
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FLORIDA: Densely packed clusters of stars on the fringes of our Milky Way galaxy may be home to intelligent life. That’s the word from an astrophysicist who’s new to probing extraterrestrial territory.
The approximately 150 globular clusters in our galaxy are old and stable, a plus for any civilization, said Rosanne Di Stefano of the Harvard-Smithsonian Center for Astrophysics in Cambridge, Massachusetts.
In addition, so many stars are clumped together it would be easy to hop from one place to another, keeping an advanced society going.
The first step, she said, is to locate more planets in these clusters. So far, only one has been found. The sweet spot would be a habitable zone around a star where life could flourish, yet dense enough to enhance travel among inhabitants.
Di Stefano presented her theory Wednesday at the American Astronomical Society’s annual meeting in Kissimmee, Florida. Her paper stood out among the hundreds of research papers; an AAS official called the results “provocative.”
A global cluster can hold a million stars in a compact ball an average 100 light-years across. This overcrowding can result in stars elbowing out other stars’ planetary systems.
Di Stefano said smaller solar systems would be more apt to last longer; the planets would orbit closer to their home star and therefore be less of a target for encroaching neighbors.
Stars in these clusters are so close, communication and travel would be relatively easy for these any space-farers out there.
“We call it the ‘globular cluster opportunity,'” Di Stefano explained in a statement. “Sending a broadcast between the stars wouldn’t take any longer than a letter from the U.S. to Europe in the 18th century.”
Di Stefano stressed at a news conference that her premise is scientific conjecture. “I want to make this clear we don’t know,” she told reporters.
Nevertheless, the possibility of a long-lived civilization is fascinating, she noted, so what better place to look than these 10 billion-to-12 billion-year-old global clusters.
“Global clusters are good targets to spend your time on in search of extraterrestrial intelligence,” she urged.
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Doctors in the UK are to become the first in the world to have regular assessments to ensure they are fit to practise.
The process, known as revalidation, will mean British doctors will have regular assessments to ensure that their training and expertise are up to date, and they are fit to carry out their roles. The General Medical Council, which regulates physicians in the UK, will work with employers to implement and manage the system.
Talks about revalidation have been on-going for years and has caused inevitable controversy among doctors, but the UK government is now ready to begin the process in December.
The Department of Health says this will be important in making improvements in the early diagnosis and survival from diseases such as cancer, and the better care of patients with conditions such as dementia, which is still poorly diagnosed. It will also ensure doctors are better equipped to help people with long-term conditions manage their health better, it said.
As well as keeping them up to date, revalidation will also require a doctor to tackle any concerns with skills such as communication and maintaining trust with patients – which is particularly important when caring for the increasing number of older patients that the NHS treats.
If they are not meeting these criteria, they could - in extreme circumstances - have their licenses revoked, meaning doctors will be under a lot of pressure in the coming year.
The new health secretary Jeremy Hunt said: “We want to have the best survival rates in Europe for the major killer diseases. Doctors save lives every day and making sure they are up to speed with the latest treatments and technologies will help them save even more. This is why a proper system of revalidation is so important.”
“The government is also proposing that in future, there is one national list of general practice doctors, dentists and ophthalmologists approved to provide NHS primary care services.
“It is right that information about a doctor moves with them around the country as they do. By introducing a single national performers list, poor performers will no longer be able to slip through the gaps between different local lists.”
At the moment, each of the 151 Primary Care Trusts keeps individual local lists of clinicians – which means if a poorly performing doctor is removed from one list, they can move to a different area and keep practicing.
Hunt added that a national list will ensure patients are “better protected from the small minority of doctors, dentists and ophthalmologists who fall short of the standards expected of them”.
Transition for doctors
Medical revalidation will normally happen every five years and will apply to all doctors in all settings in the UK - including doctors working as locums and in the private sector. Doctors will undergo annual appraisals based on the requirements of the GMC’s core guidance called ‘Good Medical Practice’.
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This article has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these template messages)(Learn how and when to remove this template message)
The term was initially designed to be pejorative. During the series of doctrinal and ecclesiastic challenges to the established church in the 17th century, commentators and others — who favoured the theology, worship, and hierarchical structure of Anglicanism (such as the episcopate) as the true form of Christianity — began referring to that outlook (and the related practices) as "high church". In contrast, by the early 18th century, those theologians and politicians who sought more reform in the English church and a greater liberalisation of church structure, were called "low church".
The term low church was used in the early part of the 18th century as the equivalent of the term Latitudinarian in that it was used to refer to values that provided much latitude in matters of discipline and faith. The term was in contradistinction to the term high church, or high churchmen, which applied to those who valued the exclusive authority of the Established Church, the episcopacy and the sacramental system.
Low churchmen wanted to tolerate Puritan opinions within the Church of England, though they might not be in agreement with Puritan liturgical practices. The movement to bring Separatists, and in particular Presbyterians, back into the Church of England ended with the Act of Toleration 1689 for the most part. Though Low church continued to be used for those clergy holding a more liberal view of Dissenters, the term eventually fell into disuse.
Both terms were revived in the 19th century when the Tractarian movement brought the term "high churchman" into vogue. The terms were again used in a modified sense, now used to refer to those who exalted the idea of the Church as a catholic entity as the body of Christ, and the sacramental system as the divinely given means of grace. A low churchman now became the equivalent of an Evangelical, the designation of the movement associated with the name of Charles Simeon, which held the necessity of personal conversion to be of primary importance.
At the same time, Latitudinarian changed to broad church, or broad churchmen, designating those who most valued the ethical teachings of the Church and minimised the value of orthodoxy. The revival of pre-Reformation ritual by many of the high church clergy led to the designation ritualist being applied to them in a somewhat contemptuous sense. However, the terms high churchman and ritualist have often been wrongly treated as interchangeable. The high churchman of the Catholic type is further differentiated from the earlier use of what is sometimes described as the "high and dry type" of the period before the Oxford Movement.
In contemporary usage, "low churches" place more emphasis on the Protestant nature of Anglicanism than broad or high churches and are usually Evangelical in their belief and practice. They may tend to favour the Book of Common Prayer services of Morning and Evening Prayer over the Eucharist, though the Diocese of Sydney has largely abandoned the Prayer Book and uses free-form evangelical services. Some contemporary low churches also incorporate elements of charismatic Christianity.
More traditional low church Anglicans, under the influence of Calvinist or Reformed thought inherited from the Reformation era, reject the doctrine that the sacraments confer grace ex opere operato (e.g., baptismal regeneration) and lay stress on the Bible as the ultimate source of authority in matters of faith necessary for salvation. They are, in general, prepared to cooperate with other Protestants on nearly equal terms. Some low church Anglicans of the Reformed party consider themselves the only faithful adherents of historic Anglicanism and emphasise the Thirty-Nine Articles of the Church of England as an official doctrinal statement of the Anglican tradition.
United churches with Protestants in AsiaEdit
Several provinces of the Anglican Communion in Asia have merged with Protestant churches. The Church of South India arose out of a merger of the southern province of the Church of India, Pakistan, Burma and Ceylon (Anglican), the Methodist Church of South India and the South India United Church (a Congregationalist, Reformed and Presbyterian united church) in 1947. In the 1990s a small number of Baptist and Pentecostal churches joined also the union.
In 1970 the Church of India, Pakistan, Burma and Ceylon, the United Church of North India, the Baptist Churches of Northern India, the Church of the Brethren in India, the Methodist Church (British and Australia Conferences) and the Disciples of Christ denominations merged to form the Church of North India. Also in 1970 the Anglicans, Presbyterians (Church of Scotland), United Methodists and Lutherans of Churches in Pakistan merged into the Church of Pakistan. The Church of Bangladesh is the result of a merge of Anglican and Presbyterian churches.
Britain and IrelandEdit
In the 1960s the Methodist Church of Great Britain made ecumenical overtures to the Church of England, aimed at church unity. These formally failed when they were rejected by the Church of England's General Synod in 1972. In 1981, a covenant project was proposed between the Church of England, the Methodist Church in Great Britain, the United Reformed Church and the Moravian Church.
In 1982 the United Reformed Church voted in favour of the covenant, which would have meant remodelling its elders and moderators as bishops and incorporating its ministry into the apostolic succession. The Church of England rejected the covenant. Conversations and co-operation continued leading in 2003 to the signing of a covenant between the Church of England and the Methodist Church of Great Britain. From the 1970s onward, the Methodist Church was involved in several "Local Ecumenical Projects" (LEPs) with neighbouring denominations usually with the Church of England, the Baptists or with the United Reformed Church, which involved sharing churches, schools and in some cases ministers.
In the Church of England, Anglo-Catholics are often opposed to unity with Protestants, which can reduce hope of unity with the Roman Catholic Church. Accepting women Protestant ministers would also make unity with the See of Rome more difficult.
In the 1990s and early 2000s the Scottish Episcopal Church (Anglican), the Church of Scotland (Presbyterian), the Methodist Church of Great Britain and the United Reformed Church were all parts of the "Scottish Churches Initiative for Union" (SCIFU) for seeking greater unity. The attempt stalled following the withdrawal of the Church of Scotland in 2003.
In 2002 the Church of Ireland, which is generally on the low church end of the spectrum of world Anglicanism, signed a covenant for greater cooperation and potential ultimate unity with the Methodist Church in Ireland.
||This article needs to be updated. (July 2017)|
Church of EnglandEdit
- All Saints Church, Peckham
- All Saints Church, Ecclesall, Sheffield
- All Souls Church, Langham Place
- Busbridge Church, Surrey
- Hambledon Church, Surrey
- Holy Trinity Brompton
- Holy Trinity Church, Cambridge
- Jesmond Parish Church
- St Ebbe's Church, Oxford
- St Helen's Bishopsgate
- St Matthew's Church, Millbrook
- St Mark's Church, Kennington
- St Mary's Church, Islington
- St Nicholas' Church, Durham
- St Nicolas Church, Newbury
- Alpha course
- Anglican Mainstream
- Christianity Explored
- Church Army
- Church Society
- Reform (Anglican)
Notable Bible colleges and theological collegesEdit
Notable churches and diocesesEdit
- Anglican Episcopal Church
- Anglican Orthodox Church and the formerly Traditional Protestant Episcopal Church
- Anglican Diocese of Sydney
- Free Church of England
- Evangelical Connexion of the Free Church of England
- Church of Ireland
- Church of England (Continuing)
- Igreja Anglicana Reformada do Brasil
- Extra-provincial Anglican churches
- Church of England in South Africa
- Church of South India
- Church of North India
- Diocese of the Great Lakes
- Diocese of the Carolinas
- Reformed Episcopal Church
- Reformed Anglican Church (USA)
- United Episcopal Church of North America
- Cross, F. L. (ed.) (1957) The Oxford Dictionary of the Christian Church. London: Oxford U. P.; Low Churchmen, p. 824
- Catholic Encyclopedia: Low Church
- High Church vs. Low Church: Documentary Narrative of an Ecclesiastical Joke compiled by Richard Mammana and Cynthia McFarland
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Lengthy-time period bodily conditions, together with chronic ache, can have a devastating impression on our mental well being. A persistent physical illness is an lengthy-time period health problem that will not go away – for instance diabetes, bronchial asthma, arthritis or cancer. The Alliance’s document: Emotional Help Matters 2011 ”, was published in response to people with lengthy-time period situations wanting a extra holistic strategy taken by well being care practitioners to their care.
As you turn out to be aware of your bodily health, you’ll be able to establish parts you might be successful in as well as components you wish to enhance. Mental health problems can significantly exacerbate physical sickness, affecting outcomes and the cost of treatment.
Persistent Bodily Signs refers to health issues that final a yr or longer, impression on an individual’s life, and will require ongoing care and support. This increase in consumption of low quality meals can then result in diabetes, hypertension, coronary heart illness, obesity, or many other well being circumstances.
The competence framework describes the tactic for figuring out competences for employees working with people with persistent bodily health circumstances. Just a few confirmed benefits of bodily exercise are strengthened bones and muscle mass, reduced danger of disease and stroke, and more vitality.
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“there is a little redundancy in considering the “economy of salvation” after the plan. In fact, in the letter to the Ephesians, the English word plan is actually used to translate the Greek term oikonomia, the root for economy. In one sense, God’s plan is oikonomia or, in English, the economy ” of salvation. But there is reason in distinguishing the two. Put succinctly, if the plan is the Father’s intention to bless us by drawing us to himself, CCC#31 then the economy is the how he brings that intention about in time and space.”
“What we have called the economy is this staged, gradual disclosure in history of the plan of God to save us in Christ. Note, too, that it is realized simultaneously by “deeds and words”. God doesn’t just tell us things, he shows us.”
Augustine, “The word is brought to the material element, and it becomes a sacrament.”
By limiting ourselves to the pre-Constantine era, we will miss the rich insights of some of the Fathers (Augustine, Athanasius, Aquinas to name a very few).
Seed that blooms. Need understanding of where we came from. Time period might be going a stray, return to first principles.
Word & deed, fundamental element, incarnation important within our theology.
Others can have an esoteric approach to God. Deny Christ’s denied. Hypostatic union fundamental, under opining of our theology. Active in words and acts. His word is alive.
Baptism = Baptizo meant to dip, usually a thorough submerging, but it also meant to overwhelm and so could be used whether the object was placed in an element (which was more common) or was overwhelmed by it (often in the metaphorical usages).
John’s Baptism compared to Christian baptism
“John’s baptism was like Christian baptism in its being a one-time administered immersion for the forgiveness of sins. It differed, however, in being accompanied by a confession of sins rather than a confession of faith. Related to the latter is the connection of Christian baptism with the name of Jesus. New Testament writers made the distinction that instead of calling for faith in Jesus, John taught people to believe on the one to come. The major difference that was stressed, in addition to the connection with faith in Jesus as the Messiah who had come, was the offer of the Holy Spirit in Christian baptism.” (Mk 1:4; Lk 3:3; Acts 13:24)
- Baptism in the Jordan, gives an example though no need for it. Humility & importance
all 4 Gospels record this act. Very few events recorded similarly (feeding of 5,000, Resurrection other examples)
- Great command to baptize the nations Mat 28:19
Broad chasm in understanding of purposes.
John the Baptist confession of sins, believe on name to come
Perhaps Baptism is akin to John’s. Impartation of grace seems lacking and forgiveness of original sin. More external but not an efficacy within.
External action bringing internal grace.
Without sacramental confession, one then needs another mechanism for atonement.
Innerst, 39
Innerst, 42
Everett Ferguson, Baptism in the Early Church: History, Theology, and Liturgy in the First Five Hundred Years (Eerdmans: Grand Rapids, MI 2009) 59
Ferguson, 89
https://www.whatchristianswanttoknow.com/10-events-seen-in-all-4-gospels/ accessed Feb 1, 2022
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To Save a Life, Know How to Identify a Stroke — and Act Fast
The unexpected death of "Beverly Hills 90210" and "Riverdale" actor Luke Perry of a massive stroke this week at age 52, is a reminder that every year 795,000 Americans suffer from a stroke and 130,000 of them die.
Dr. Roger Cheng, assistant professor of neurology at Rutgers Robert Wood Johnson Medical School, says stroke is the fifth leading cause of death and one of the leading causes of permanent disability.
Most of the treatments for stroke are time sensitive, said Cheng, so prevention and early treatment are what's necessary.
Cheng said the best way to identify symptoms of a stroke is by using the acronym, BE FAST.
- B stands for sudden loss of balance.
- E stands for eyes so if somebody suddenly has double vision or blindness in one eye, that can be a symptom.
- F stands for face, particularly a facial droop when someone smiles or asymmetry in the face, meaning one side is not even with the other.
- A stands for arm, meaning single-sided weakness in either an arm or a leg.
- S stands for speech. All of a sudden if someone's speech is slurred or not making sense, that could be a sign of a stroke.
- T stands for time. Cheng says treatment for stroke is time-sensitive. There are treatments for different kinds of strokes that can reverse or even stop a stroke within the first three hours of having a stroke. But as time gets longer, the possibility of permanent injury increases.
There are two types of stroke. One is an ischemic stroke, which is caused by a blood clot in a blood vessel. The second is a hemorrhagic stroke, which is caused by bleeding in the brain.
There is medication for an ischemic stroke that can break up the blood clot or there are procedures where doctors can enter blood vessel and remove the clot. With hemorrhagic strokes, Cheng said time is of the essence. Procedures need to be done to slow or stop the causes of bleeding before it gets so serious that nothing can be done.
Sometimes, strokes happen all of a sudden, with no warning. While stroke primarily occurs in older people, Cheng said 35 percent of people under age 60 have strokes. Younger people tend to have more serious strokes, and not as often recognized.
There are ways, however, to lower one's risk of having a stroke. The No. 1 way is to control one's blood pressure. Don't smoke, exercise and maintain a good, healthy diet all help, he added.
Cheng said doctors are getting better at finding some of the causes of stroke and understanding the baseline risk factors. Being able to detect them better and put people on the proper treatment to prevent stroke has improved.
Often, symptoms occur that may not be completely disabling, but the worst thing a person can do is sit on them and wait to get help, thinking the symptoms might go away, said Cheng.
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(Flatanger Fire during the long winter night in Norway. Image source: NRK)
Major wildfires in California in winter are bad enough… Unfortunately, now we must include the Arctic to the anomalous tally. For since December, three major wildfires have erupted in Arctic Norway, with two of these extraordinary fires blazing through coastal Nordic settlements just this week.
* * * * *
On Monday, a major wildfire erupted along the western coast of Norway near the city of Flatanger. The fire, fanned by winds ranging from 30-50 miles per hour and by a drought in which almost no precipitation has fallen since Christmas spread rapidly, rushing over the mountainous terrain to put both life and livelihood at risk.
As of Wednesday, the fire had exploded to the largest wildfire recorded in Norway since World War II. It had also consumed 139 homes as it raced down the rocky mountain sides of western Norway.
By late Wednesday, as firefighers struggled to bring the Flatanger fire under control, a second massive fire erupted on the island of Froya about 80 miles to the south and west. The fire exploded with such ferocity that 430 residents were forced to evacuate as flames and smoke rushed down along the hillsides. As of Thursday, the Froya fire still burned out of control, threatening to spur evacuations from other settlements in the path of the blaze.
(Aerial Photo of the Froya Wildfire. Image source: News in English)
The Flatanger and Froya fires mirrored another large blaze that erupted in Norway during early December, consuming 40 homes near the town of Laerdal. The Laerdal fire coincided with a period of excessive warmth and drought, with December marking one of Norway’s warmest winter months ever and Oslo experiencing its hottest Christmas since record keeping began in 1937.
Needless to say, it is not at all normal for Norway to experience wildfires of record intensity during winter time. A clear sign that climate change together with a mangled jet stream and extreme polar amplification are well in play to create dangerous and freakish conditions.
“Just a month ago, no one would have said there was a threat of brushfires in Trøndelag at this time of year,” noted Dagfinn Kalheim, director of the Norwegian fire prevention association. Now, they’ve experienced three of their worst fires on record during winter. Unfortunately, in the context of a warming globe and related human-caused changes to the atmosphere, land and sea, locations around the world and especially around the Arctic Circle are under the gun to experience ever-worsening fires.
Drought, Fuel, Wind, Ignition
Western Norway has been in the midst of an ongoing drought since late fall. The drought, spurred by a ridge in the polar Jet Stream has steered storms away from the usually wet Norway and slammed them over and over into the British Isles, France and Spain. The drought left mountain scrub and thawing tundra in the region very dry and vulnerable to fire. This anomalous period also included one of the hottest Decembers in Norway’s reckoning.
In recent years we have seen increased fire vulnerability in far northern regions due to thawing tundra, increasing periods of heat and drought, and, possibly, maritime emissions of flammable gasses. The tundra is full of organic material and, in certain regions, emits methane in high enough concentrations to burn. The Arctic seas have also been emitting high volumes of methane and related flammable gasses, but it has not been determined that these emissions come in high enough concentration to add a potential secondary ignition source. Though a cause has not yet been determined for the historical Flatanger fire, it is likely that a combination of drought, related dry scrub and the yearly advance of thawing tundra in the region contributed to the intensity of the blaze.
Strong winds over the drought-stricken coastal region enabled the fire, which would generally be suppressed by temperatures near freezing, to rapidly spread through the tinder-dry underbrush and sporadic regions of thawed tundra. Fire fighters have been unable to locate an ignition source at this time.
You can watch a video of this anomalous blaze racing down the Flatanger mountainsides here:
(Video source: Se Flammen Fra Luften)
Climate Change Context
Climate change drives both increasing heat, extended periods of drought in previously damp regions, and changes to the environment, especially in the Arctic, that provides more fuel for wildfires. In addition, more numerous Arctic thunderstorms provide an expanding ignition source for these blazes while the Arctic Ocean and adjacent tundra now emit prodigious volumes of methane.
It is also worth noting that both the World Meteorological Organization and UN Climate Chief Christiana Figueres have both established an ‘absolute’ link between human caused warming and increasing numbers of wildfires. And the fact that we are seeing the eruptions of major wildfires throughout the Northern Hemisphere during winter, a time when wildfires hardly ever occur, is yet more evidence that the situation is growing ever more extreme.
Unfortunately, the weather forecast for Norway shows continued dry conditions for at least the next two weeks. In addition, a period of warming is expected to bring temperatures 7 degrees (Celsius) or more above seasonal averages over the coming days. With higher temperatures and dry, southerly winds continuing to blow, Norway remains under the gun for extreme winter wildfires.
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Importance of Elderly Care
As societies around the world experience demographic shifts toward an aging population, the importance of elderly care has never been more pronounced. Providing comprehensive care and support for our elderly population is not only a moral obligation but also a strategic imperative for a healthy, compassionate, and sustainable society. This article delves into the multifaceted significance of elderly care, covering various aspects that highlight its essential role.
Promoting Health and Well-being:
Elderly care plays a critical role in ensuring the physical well-being of seniors. Regular medical check-ups, proper nutrition, exercise, and medication management contribute to maintaining optimal health and preventing age-related illnesses.
Mental and Emotional Well-being:
Elderly care addresses the emotional and mental health of seniors. Social interaction, cognitive stimulation, and emotional support help prevent loneliness, depression, and cognitive decline, contributing to a higher quality of life.
Enhancing Quality of Life:
Effective elderly care enables seniors to maintain their independence and dignity as they age. By providing assistance tailored to their needs, elderly individuals can continue to engage in daily activities with confidence.
Engaging in Hobbies and Interests:
Elderly care allows seniors to continue pursuing their passions and interests. Engaging in hobbies and activities they love promotes a sense of purpose and fulfillment, contributing to a happier life.
Preventing Isolation and Loneliness:
Elderly care promotes regular social interactions, which are essential for mental and emotional well-being. Isolation and loneliness can have detrimental effects on seniors’ health, including increased risk of depression and cognitive decline.
Through companionship and organized social activities, elderly care helps seniors build meaningful connections with peers, caregivers, and younger generations. These connections foster a sense of belonging and emotional support.
Reducing Caregiver Burden:
Effective elderly care provides professional assistance to caregivers who may be family members or friends. This support helps alleviate the physical and emotional strain that caregivers often experience, preventing burnout.
Elderly care services offer respite care, allowing caregivers to take breaks and recharge. This not only benefits caregivers’ mental health but also enhances the quality of care they provide to seniors.
Addressing Financial and Legal Considerations:
Elderly care assists in financial planning, ensuring that seniors have a stable financial foundation to cover healthcare expenses, daily needs, and potential long-term care costs.
By addressing legal matters such as wills, powers of attorney, and advance directives, elderly care ensures that seniors’ wishes are respected and their affairs are managed according to their preferences.
Promoting Dignity in End-of-Life Care:
Hospice and Palliative Care:
Elderly care extends to end-of-life care, promoting comfort, dignity, and pain management for seniors facing terminal illnesses. Hospice and palliative care services focus on enhancing the quality of life during this challenging phase.
In the final stages of life, elderly care provides emotional support to both seniors and their families, helping them navigate the emotional and practical aspects of the journey.
Summary: Importance of Elderly Care
The importance of elderly care cannot be overstated. It encompasses various dimensions, from physical health and emotional well-being to social interactions, financial planning, and end-of-life care. Providing comprehensive care to our elderly population not only improves their individual lives but also strengthens the fabric of society as a whole. By valuing and prioritizing elderly care, we contribute to a more compassionate and inclusive world that respects and honors the wisdom and contributions of our seniors.
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The demographics of Indian health. The aboriginal peoples of America -- Health conditions before Columbus : the paleopathology of native North Americans -- Selected demographic characteristics of Indians. The political and administrative bases of Indian health. The relation of Indian nations to the U.S. government -- The history and organization of Indian health services and systems -- Data sources and subsets of the Indian population. Major diseases and health conditions affecting Indians. Health status and clinical indicators -- Genetic polymorphism and American Indian origins, affinities, and health -- Maternal, child, and youth health -- The rise of cardiovascular diseases -- Cancer among American Indians and Alaska Natives -- Nutritional health and diet-related conditions -- Diabetes mellitus and its complications -- Unintentional injuries and trauma -- Suicide among American Indians and Alaska Natives -- Alcoholism and substance abuse -- Tobacco use -- Mental health and mental disorders -- Diseases of the immune and collagen vascular systems -- Infectious diseases -- Oral health -- Environmental health and construction programs. Special cultural and ethical considerations. Traditional Indian and modern Western medicine -- Cultural considerations in providing care to American Indians -- Research ethics and the American Indian -- The future of Indian health.
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The second part of Genesis (chapters 12-36) records the stories of the patriarchs Abraham, Isaac, and Jacob. Given that the final form of the text known to us dates from many centuries after the era of the patriarchs, what can we learn from Genesis about the era of the patriarchs? As with the Pentateuch more broadly, much study of this question has focused on the various names and titles for God found in the text.
God Almighty, The God of Bethel; God Everlasting; God Who Sees
The first question we face is what to make of the various names or titles that identify God by a certain attribute or place, such as El Bethel, “God of Bethel” (Gen 31:13) or El Sadday, “God Almighty” (Gen 17:1). Writing a major study in 1929, Albrecht Alt treated these titles only briefly, preferring to focus instead on the paternal titles such as “God of Abraham, God of Isaac, God of Jacob.”
Considering the occasions in Genesis where God is given, or gives himself, a title associated with a particular place, Alt saw these occurrences as relics of earlier forms of worship, localized to such sanctuaries: for example, “I am the God of Bethel” at Bethel (El Beth-el; Gen. 31:13, 35:7); “God Everlasting” in a grove at Beersheba (El Olam; Gen 21:33), “the One who sees” (El Ro’i; Gen. 16:13-14) at a well “between Kadesh and Bered” (Alt, 10-11). In fact, the mere mention of a sanctuary was enough for Alt to detect an ancient form of religion. But Alt did not attach any particular significance to the titles. He simply viewed them as designating the particular cult of that particular location (of Bethel, of Beersheba, etc.)
By contrast, H. G. May noticed parallels outside the Bible for titles such as el elyon qoneh samayim wa-ares (“God Most High, Creator of Heaven and Earth”). In Genesis 14:19 this term is used by Melchizedek, king/priest of Salem, then in Genesis 14:22 it is used again by Abram. May found a parallel in Philo of Byblos‘s account of the ancient Phoenician pantheon: “Elioun, called ‘Most High'” (118).
Also, citing associations betwen El Sadday(God Almighty) and cuneiform sadu (“mountain”), May observed that:
Shaddai or El Shaddai does not seem to have been associated with any particular sanctuary, and may have been a general title of El… The tradition that Shaddai or El Shaddai was a pre-Mosaic title of Deity, is valid, supported by the names Ammi-Shaddai [Num. 5:12], Suri-Shaddai [Num. 2:12], and Shaddai-Or [Num. 7:30], all names of fathers whose sons are said to be contemporary with Moses, and so confessedly pre-Mosaic and doubtless pre-Yahwistic. (122)
Then in 1962, Frank Moore Cross also argued on the basis of comparisons with other ancient Semitic traditions that the God of the patriarchs was known especially by the name El Sadday. Lewy (in 1934) had found Old Assyrian references from the early second millennium to “Ilabrat, the god of our father,” while Cross later found additional such references, in Cappadocian cuneiform tablets, to “Amurru, the god of my father” and “Ishtar, god of our fathers,” as well as Amorite parallels (Cross, 8-11). The antiquity and similarity of these references convinced Cross that El Sadday was the proper name of God known to the patriarchs.
Such references to El Sadday and the patriarchs include:
- God appears to Abraham saying “I am God Almighty; walk before me” (Gen. 17:1).
- When Isaac blesses his son Jacob, he says, “May God Almighty bless you and make you fruitful and numerous” (Gen. 28:3).
- When Jacob returns to Bethel, God says to him, “I am God Almighty; be fruitful and multiply” (Gen. 35:11).
- When Joseph’s brothers return from Egypt, their father Joseph says to them, “May God Almighty grant you mercy before the man” (Gen. 43:14)
- Later, Jacob said to Joseph, “God Almighty appeared to me at Luz” (Gen. 48:3)
- Finally, at the end of Jacob’s life when he blesses his son Joseph, he refers to “The God of your father who will help you / The Almighty who will bless you” (Gen 49:25).
Writing in 1980, Gordon Wenham observed that “El Shaddai [Sadday]” appears only in the patriarchs’ dialogue (and thus is perhaps more likely to stem from an original source), and never in the narrative framework surrounding the dialogue (where later editors are perhaps more likely to have added their interpretations). By contrast, in the Joseph cycle, “Yahweh” is found only in the narrative framework, and never in the dialogue, suggesting the reverse (Wenham, pp. 159-160).
El in Canaanite and Hebrew Religion
Another challenging question is when, or whether, the word El in Genesis means simply “god,” or instead names El, the high god of the Canaanite religion. Alt (writing in 1929) following the older view, considered these instances of el as generic appellatives, i.e. el bet-el, means simply: “the god of Bethel.” Also at that time, scholars saw El as one among many Canaanite gods, with no sense of El’s preeminence in that pantheon.
However, by 1941, Herbert Gordon May stated confidently that these titles belonged to “El, head of a pantheon” (114). By 1962, Cross argued most strongly that “in the Canaanite pantheon ‘Il [later Semitic El] was the proper name of the god par excellence, the head of the pantheon” (12). He did concede that strictly in terms of grammar, the el-epithets could be read either as the proper name of God (i.e., El) or as a generic appellative meaning simply “god” (i.e. el; 47).
However, Cross was convinced that since Alt’s time, the weight of comparative evidence in Canaanite religion, especially from Ugaritic texts published since 1929, determined that they must instead refer to El, the high God or “cosmic deity” who would eventually be identified with Yahweh. Thus, Cross reads el elohe yisra’el as “El, god of (the Patriarch) Israel” (Gen. 33:20) and el elohe abika as “El, god of your father” (Gen. 46:3). Reviewing a vast range of ancient evidence, Cross concluded:
We see ‘El as the figure of the divine father. ‘El cannot be described as a sky god like Anu, a storm god like Enlil or Zeus, a chthonic god like Nergal, or a grain god like Dagon. The one image of ‘El that seems to tie all of his myths together is that of the patriarch. Unlike the great gods who represent the powers behind the phenomena of nature, ‘El is in the first instance a social god. He is the primordial father of gods and men, sometimes stern, often compassionate, always wise in judgment.
While he has taken on royal prerogatives and epithets, he stands closer to the patriarchal jduge over the council of gods. He is at once father and ruler of the family of gods, functions brought together in the human sphere only in those societies which are organized in tribal leagues or in kingdoms where kinship survives as an organizing power in the society….
‘El is creator, the ancient one whose extraordinary procreative powers have populated heaven and earth, and there is little evidence that his vigor has flagged. (42-43)
Finally, Cross concludes: “‘El is rarely if ever used in the Bible as the proper name of a non-Israelite, Canaanite deity in the full consciousness of a distinction between ‘El and Yahweh, god of Israel. This is a most extraordinary datum” (44) This is, of course, in contrast to Ba’al, who is frequently denounced in the Bible.
In light of the attributes of El in Canaanite religion, combined with the lack of anti-El polemic in the Bible, Cross concluded that the titles considered here were “epithets of El preserved in Patriarchal tradition” (60) and that:
Many of the traits and functions of El appear as traits and functions of Yahweh in the earliest traditions of Israel: Yahweh’s role as judge in the court of ‘El (Psalm 82; Psalm 89:6-8) and in the general picture of Yahweh at the head of the Divine council; Yahweh’s kingship (Exodus 15:18; Deuteronomy 33:15; Numbers 24:21); Yahweh’s wisdom, age, and compassion… and above all, Yahweh as creator and father (Genesis 49:25; Deuteronomy 32:6). (72)
The God of the Fathers: The Benefactor of Abraham, the Fear of Isaac, the Mighty One of Jacob
Alt was most concerned with the several occasions in Genesis when God appears to the patriarchs and identifies himself as “the God of [your father].” For example:
- God appears to Isaac at night, saying “I am the God of Abraham your father (elohe abraham abika); fear not” (Gen 26:24).
- When Jacob dreams of a ladder reaching up to heaven, God appears above the ladder, saying: “I am the LORD God of Abraham your father and the God of Isaac (elohe abraham abika welohe yishaq)” (Gen. 28:13).
- Later, when Jacob confronts Laban, Jacob refers to “The God of my father, the God of Abraham and the fear of Isaac” (elohe abi elohe abraham upahad yishaq; Gen 31:42).
In Alt’s interpretation of the book’s sources, although the later Yahwist editor was responsible for these sections–and would have preferred to simply refer to God as YHWH, here as elsewhere–this Yahwist editor nevertheless felt compelled to use the archaic titles. Alt explained the use of these titles by saying that:
- It would make no sense for the Yahwist to invent such titles, and
- The editor and his readers would have been aware of an older tradition, under which God was known by those titles.
In Alt’s view, later tradition would understand “The God of Abraham” etc. simply as an occasional identifications for God, similarly to Elisha’s reference to “The God of Elijah” (2 Kings 2:14) or Nebuchadnezzar’s reference to “The God of Shadrach, Meshach, and Abednego” (Daniel 3:28), not recognizing the more ancient layer of religion underneath these titles (Alt 32). In fact, Alt believed that the titles originated in separate cult sites associated with Abraham, Isaac and Jacob, respectively, and only later combined.
Alt analyzed the “god of the father” references according to geography. He found references to the “God of Jacob” in the area conquered and settled by the tribe of Joseph (Bethel, Shechem, Dothan, Mahanaim, Pnuel, Succoth). In contrast, the “God of Isaac” was only worshipped at Beersheba, settled by the tribe of Simeon but the site of pilgrimage from across Israel, and similarly, the “God of Abraham” was associated with Mamre, also the site of widespread pilgrimage (Alt, 66-69).
Whereas Alt had imagined that the “god of the father” was associated the local cults at each patriarch’s associated site (i.e. Bethel, Beersheba, etc.), and propagated more widely by traveling pilgrims who visited such sites, by contrast, later scholars discounted the “god of the father” with any particular place. Herbert May emphasized that “the God of My Father” was:
A personal deity… not at all an ancestral or clan deity, but stood in more specific relationship to one’s immediate parent (123)… there is no hint that this personal deity was identified with one of the gods of the pantheon (125)… Jacob, who worshiped ‘the God of His Father’ would hardly have founded the cult of a different personal deity, the Abir of Jacob [i.e. the Mighty One/[Bull] of Jacob; see below] (126)
Then in 1961, William F. Albright wrote about the archaeological discoveries of Nelson Glueck, which he associated with a flourishing donkey caravan trade in the 19th century BC, at the time of Abraham. Albright described Abraham as one among many prosperous traveling merchants of this time, and noted in relation to Alt’s thesis on “the god of the fathers” that:
All the close parallels to Hebrew Patriarchal ideas in this area come from contemporary and later merchant communities [i.e. Cappadocian, 19th century BC, and later Nabataean and Palmyrene], whose members spent most of their time away from their native towns and tribes. Under such circumstances it is obvious that reliance on paternal and family divinities gave both traders and caravaneers a religious basis quite independent of geographical location. (49)
In considering this type of title, Cross called attention to the difference between generic titles such as “God of Isaac,” which he saw as a later harmonization, and those such as “Fear of Isaac,” which he saw as of older origin. Cross observed that several of the several divine titles include a “frozen archaism, terms which did not survive in later Hebrew in their early, ordinary meaning” (Cross 6). These are:
- In a vision, God says to Abram “Do not be afraid, Abram. I am your shield (magen), your very great reward” (Gen. 15:1 NIV). In comparison, Cross cited the Ugaritic ma-gan-i and Phoenician magon, “from the root mgn, ‘to bestow (favor),'” hence here God is “Benefactor of Abram” (4n5).
- Jacob refers to God as “the Fear (upahad) of his father Isaac” (Gen. 31:42,53).
- At the end of the Joseph story, when Jacob is blessing his sons, he blesses his son Joseph by “the Mighty One of Jacob” (abir yaaqob; Gen. 49:24). This title is also used later in Isaiah and in the Psalms (Isaiah 49:26, 60:16; Psalm 132:2,5).
Cross observed that animal names were often used as titles for human leaders in Old Hebrew and Ugaritic (4n6; perhaps like sports teams today, e.g. “Chicago Bulls”; citing Patrick D. Miller, “Animal Names as Designations in Ugaritic and Hebrew,” 1971). Such examples include:
- ele, plural of ayil or “ram,” signifies generally “mighty,” and thus is translated variously as “the rams of Nebaioth” (Isaiah 60:7), “the oaks (trees) of righteousness” (Isaiah 61:3), “the mighty men (leaders) of Moab” (Exodus 15:15), and “the mighty of the land” (Ezekiel 17:13).
- attud, “male goat,” is translated as “leaders (chief ones) of the earth” (Isaiah 14:9)
- hassebi can mean “gazelle,” or can also be translated as “beauty” or “beautiful” (2 Sam 1:19).
In like manner, Cross saw a parallel between abir (“mighty one”) in reference to Jacob, and abbir, which can be translated as “the mighty” (Job 34:20) or as “bulls” (Psalm 68:30; Psalm 50:13) or even as “stallions” (Jeremiah 8:16, 47:3, 50:11).
The Oath of Jacob and Laban
For Alt, the covenant oath of peace sworn by Jacob and Laban after their confrontation is especially of interest in showing the nature of the “God of the father.” The received text reads: “The God of Abraham and the God of Nahor, the God of their father, judge between us. So Jacob swore by the Fear of his father Isaac” (Gen. 31:53 ESV).
According to Alt’s theory, the first half of the verse must have come from the Yahwist, reading “Let the God of Abraham and the God of Nahor be judges between us,” and was later combined with the second half of the verse, referencing “the fear of his father Isaac”. This, however, seemed to impute polytheism to the patriarch Jacob, and thus would have been unacceptable to the later traditions. Therefore, the later scribes responsible for the Greek (Septuagint), Samaritan, and Hebrew (Masoretic) versions tried to resolve this problem in different ways, and make the reference to a singular God, as by the insertion of “the God of their father” (as above, from the Masoretic Text). Alt concluded:
All these abortive attempts to improve the text only show the great antiquity of what is revealed by the original form: like Jacob, Laban also had a theos patroos, referred to by the name of his ancestor, and for both parties these numina were their own gods, apart from whom no other could serve to bind permanently by an oath the men belonging to the leaders (23).
YHWH, the God of the Fathers
For Alt, the appearance to Moses at the burning bush (Exodus 3) demonstrates how the “God of the Father” is incorporated into later tradition. There, the voice of God first says to Moses, “I am the God of your father, the God of Abraham, the God of Isaac, and the God of Jacob” (elohe abraham elohe yishaq welohe yaaqob; Ex. 3:6).
But then, Moses responds with a request: If Moses were to return to the Israelites saying, “The god of your forefathers has sent me to you,” the people would then ask for the name of the god who sent him (Ex. 3:13). In response, God says: “I AM WHO I AM. Say this to the sons of Israel: I AM has sent me to you” (Ex. 3:14). (According to Sigmund Mowinckel in 1961, the Israelites’ request for the divine name would be a way of ensuring that Moses had not been tricked by one of the many deceptive deities who might claim falsely to be “the God of your father.”)
For Alt, this explanation by God was necessary in order to show the equivalence between the older titles (elohe abraham, etc.) by which God was known to the patriarchs, and the divine name (YHWH ) newly revealed to Moses. This is shown by the immediately following verse (“a later addition”), in which God says: “Say this to the sons of Israel: ‘The LORD, the God of your fathers, the God of Abraham, the God of Isaac, and the God of Jacob (Yahweh elohe abotekem elohe abraham elohe yishaq elohe yaakob), has sent me to you.’ This is my name forever, and this is my memorial to all generations” (Ex. 3:15; Alt 13-15).
Further, Alt (like Cross later) believed that the titles that named a characteristic of God (e.g., “The Fear of Isaac” in Gen 31:42 and “The Mighty One of Jacob” in Gen 49:24) were older titles or names, later harmonized to simply “The God of Abraham, The God of Isaac, The God of Jacob” as in Exodus 3:6,15.
However, the theophany (self-revelation of God) to Moses here presents a problem, as confirmed by Exodus 6:3, where God says: “I appeared to Abraham, Isaac, and Jacob as God Almighty (el sadday), but by my name The LORD (YHWH) I did not make myself known to them.” The problem is: How can this statement be squared with the earlier references to “YHWH” in Genesis, preceding this theophany to Moses?
One solution to this problem would be: the references in Genesis to YHWH were added at a late date by the Yahwist editor, for the benefit of that later community who by this time already knew God by name as “YHWH.” (An analogy might be to discussions today of ancient archeological sites that refer to them as located in “Iraq” or “Turkey.” We all know that those countries did not exist in ancient times; nevertheless, the reference helps us understand the locations. Similarly, references in Genesis to “YHWH” might be read to mean: “the God YHWH (whom your ancestors knew as El Sadday).”
Another approach to the problem is seen in the late antique and medieval commentaries discussed by Gordon Wenham (1980; p. 178). Attempting to harmonize Exodus 6:3 with the Genesis identifications of God as YHWH, these commentators argued that the “name” which God had not revealed to the patriarchs actually referred to some aspect of God’s character that God had not made known to them. For example, Targum Pseudo-Jonathan reads “in the character of my Shekinah [glory] I did not make myself known.” Medieval Jewish commentators took similar approaches:
For Rashi, the divine characteristic implied by Yahweh was the fulfilment of promises. The patriarchs received promises, but did not experience their fulfilment. For Rambam the difference between God as El Shaddai and God as Yahweh lay in the difference between the providential power of God and his miracle-working power. Thus the patriarchs simply experienced God controlling their circumstances and protecting them in ordinary natural ways, while Moses experienced supernatural miraculous divine interventions. (Wenham, 178)
Surveying these as well as other proposed solutions to the problem, Wenham concluded that none of them is entirely satisfactory (179). After considering at some length the question of whether the name YHWH could have been known to the patriarchs, Wenham concluded:
What seems more compatible with the evidence is that the Yahwistic editor of Genesis was so convinced of the identity of Yahweh and the God who revealed himself to the patriarchs, that he not only used Yahweh in the narrative, but also more sparingly in reporting human and angelic speech. He showed even more restraint in modifying divine utterances. Often the old title of God was left unaltered. When the editor wanted to express the identity of the patriarchal God with Yahweh, he usually did it by adding Yahweh to an older epithet. Only in one case does Yahweh replace an older epithet, for which (I have suggested) there is a particular theological reason.
If this is the correct understanding of the Genesis editor’s method, it sheds fresh light on Exodus 3 and 6. Taken together these passages do suggest that a genuinely new name of God, Yahweh, was vouchsafed to Moses. And this is the way the ancient translators took it. However, this did not mean that there was a clash with the Genesis traditions, because they are not always verbatim reports of divine revelation. Where it suited his theological purpose the Genesis editor could add and even once substitute Yahweh in the divine speeches. However, the great reserve with which in practice he modified the wording of the speeches of God, as far as the use of the divine names is concerned, could well extend to the promises contained in these speeches. (Wenham 183)
Considering this as well as other aspects of Genesis, Wenham concluded by noting four main features of patriarchal religion that suggested an early date:
- First, there is the use of the term El instead of Yahweh in divine revelation… The exclusiveness, holiness, and strictness of the God of Exodus is absent from Genesis. Though the patriarchs are faithful followers of their God, they generally enjoy good relations with men of other faiths. There is an air of ecumenical bonhomie about the patriarchal religion which contrasts with the sectarian exclusiveness of the Mosaic age and later prophetic demands.
- Secondly, the complete absence of Baal from the patriarchal tradition points to its antiquity. In the second half of the second millennium BC Baal took over from El as the leading god in the west Semitic pantheon, yet he is never mentioned in Genesis.
- A third feature distinguishing patriarchal religion is its unmediatedness. God spoke to the patriarchs directly in visions and dreams, and not through prophets. In their turn they built altars and offered sacrifice themselves without priestly aid. Such religious immediacy fits in with the nomadic way of life of the patriarchs, but is quite different from the religion of the monarchy period where priests and prophets were the usual mediators between God and man. …
- The final striking difference between the patriarchal period and the first-millennium scene is the non-mention of Jerusalem. … Psalms 76 and 110 identify Salem (Gen. 14) with Jerusalem, while 2 Chronicles 3:1 identifies Moriah (Gen. 22:2) with Mount Zion. But in Genesis itself there is no hint of these identifications(Wenham, 184-185)
An Invention from the time of the Exile?
An entirely different interpretation was advanced by John Van Seters, who questioned all of the justifications for early date advanced by the scholars named above. In general, Van Seters sees all of this material as dating to the Exile. For example:
The el epithets in Genesis may be explained entirely on the basis of the inner Israelite liturgical tradition… the increasing use of el and epithets compounded in el in the Old Testament during the exilic period would seem to suggest a tendency to adopt language for the deity that had more universal application since the term el had become a general term for deity for a rather wide range of Semitic languages and dialects. But it also retained in some sense hte meaning of supreme deity. It was for this reason, I believe, that the term was so popular with Second Isaiah while it is fairly rare with the prophets before his time. It is in this prophet of the exile that one finds the most universalistic and monotheistic outlook. All these references to el epithets are not archaic survivals of an earlier age but represent an increasing effort to identify Yahweh with the one universal deity reflected in the use of the term el. In the logic of Second Isaiah there can be only one el creator of heaven and earth and Yahweh is this deity. (Van Seters 1980, 230)
- Albrecht Alt, “The God of the Fathers,” in Essays on Old Testament History and Religion, trans. R.A. Wilson (Doubleday, 1967), 1-100. Originally published as Der Gott der Väter (Stuttgart: Kohlhammer, 1929).
- Herbert Gordon May, “The Patriarchal Idea of God,” Journal of Biblical Literature 60:2 (June 1941), 113-128.
- W. F. Albright, “Abram the Hebrew: A New Archaeological Interpretation,” Bulletin of the American Schools of Oriental Research 163 (October 1961), 36-54.
- Sigmund Mowinckel, “The Name of the God of Moses,” Hebrew Union College Annual 32 (1961), 121-133.
- John Van Seters, “Confessional Reformulation in the Exilic Period,” Vetus Testamentum 22:4 (October 1972), 448-459.
- Frank Moore Cross, “The Religion of Canaan and the God of Israel,” in Canaanite Myth and Hebrew Epic (Harvard University Press, 1973): 1-75. First part originally published as “Yahweh and the God of the Patriarchs,” Harvard Theological Review 55:4 (October 1962), 225-259.
- N. Wyatt, “The Problem of the ‘God of the Fathers,'” Zeitschrift für die alttestamentliche Wissenschaft 90:1 (January 1978), 101-104.
- John Van Seters, “The Religion of the Patriarchs in Genesis,” Biblica 61:2 (1980), 220-233.
- Gordon J. Wenham, “The Religion of the Patriarchs,” in A. R. Millard and D. J. Wiseman, eds., Essays on the Patriarchal Narratives (Inter-Varsity Press, 1980), 157-188.
- Ronald A. Hendel, “Finding Historical Memories in the Patriarchal Narratives,” Biblical Archaeology Review 21:4 (July-August 1995), 52-59, 70-71.
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Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.
2015 July 8
Explanation: That is not our Moon. It's Dione, and itís a moon of Saturn. The robotic Cassini spacecraft took the featured image during a flyby of Saturn's cratered Moon last month. Perhaps what makes this image so interesting, though, is the background. First, the large orb looming behind Dione is Saturn itself, faintly lit by sunlight first reflected from the rings. Next, the thin lines running diagonally across the image are the rings of Saturn themselves. The millions of icy rocks that compose Saturn's spectacular rings all orbit Saturn in the same plane, and so appear surprisingly thin when seen nearly edge-on. Front and center, Dione appears in crescent phase, partially lit by the Sun that is off to the lower left. A careful inspection of the ring plane should also locate the moon Enceladus on the upper right.
Authors & editors:
Jerry Bonnell (UMCP)
NASA Official: Phillip Newman Specific rights apply.
A service of: ASD at NASA / GSFC
& Michigan Tech. U.
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Posted on | July 1, 2010 | By Administrator | 8 Comments
Gettysburg Address – English Version
Four score and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war.
We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live.
It is altogether fitting and proper that we should do this…The world will little note nor long remember what we say here, but it can never forget what they did here.
It is for us the living, rather, to be dedicated here for the unfinished work which they who fought here have thus far so nobly advanced.
It is rather for us to be here dedicated to the great task remaining before us–that from these honored dead we take increased devotion to that cause for which they gave the last full measure of their devotion– that we here highly resolve that these dead shall not have died in vain–that this nation, under God, shall have a new birth of freedom–and that the government of the people, by the people, and for the people, shall not perish from the earth.
Gettysburg Address – Yeshivish Translation
Be’erech a yoivel and a half ago, the meyasdim shtelled avek on this makom a naiya malchus with the kavana that no one should have bailus over their chaver, and on this yesoid that everyone has the zelba zchusim.
We’re holding by a geferliche machloikes being machria if this medina, or an andere medina made in the same oifen and with the same machshovos, can have a kiyum.
We are all mitztaref on the daled amos where a chalois of that machloikes happened in order to be mechabed the soldiers who dinged zich with each other.
We are here to be koiveia chotsh a chelek of that karka as a kever for the bekavodike soldiers who were moiser nefesh and were niftar to give a chiyus to our nation.
Yashrus is mechayev us to do this… Lemaise, hagam the velt won’t be goires or machshiv what we speak out here, it’s zicher not shayach for them to forget what they tued uf here.
We are mechuyav to be meshabed ourselves to the melocha in which these soldiers made a haschala–that vibalt they were moiser nefesh for this eisek, we must be mamash torud in it–that we are all mekabel on ourselves to be moisif on their peula so that their maisim should not be a bracha levatulla– that Hashem should give the gantze oilam a naiya bren for cheirus– that a nation that shtams by the oilam, by the oilam, by the oilam, will blaib fest ahd oilam.
Weiser, Chaim M. 1995. The First Dictionary of Yeshivish. Northvale, NJ: Jason Aronson, P. xxxiii.
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A smile is the universal welcome, the writer Max Eastman once remarked. But how sure can we be that a person’s smile is genuine? The answer is the empathy test, created by psychologist Richard Wiseman, which probes our ability to appreciate the feelings of others – from their appearance.
A photographer asks a subject to imagine meeting an individual they don’t like and to put on a fake smile. Later the subject sits with a real friend and as they converse, the photographer records their genuine smile. Thus two versions of their smile are recorded.
Pitanje je: how easy is it to tell the difference? “If you lack empathy, you are very bad at differentiating between the two photographs,” says Wiseman, who teaches at the University of Hertfordshire.
But how do professions differ in their ability to spot a fake? And in particular, how do scientists and journalists score? Neither are particularly renowned for their empathy, uostalom. Last month’s Scientists Meet the Media party, for which the Posmatrač is the media sponsor, gave Wiseman a perfect opportunity to compare the two professions.
At the party, hosted by the Science Museum in London, some of Britain’s top researchers mingled with UK science journalists. O 150 guests were shown photographs of subjects with fake and genuine smiles. Guests were then asked to spot the false and the true. The results were intriguing.
“The public normally gets around 60% pravo, which is above the chance level of 50%,” says Wiseman. “Partygoers got 66% which is significantly higher while there was some difference between age groups: under-40s did slightly better than over-40s.”
Međutim, the real difference came with professions: physical scientists got 60% pravo; biological scientists 66% and journalists a very impressive 73%. But they were all eclipsed by social scientists, s 80% – though only four took part, making their results less significant.
As to the difference between the two photographs above, it is the one on the right that is false. “You use more face muscles when you have a genuine smile and you see that in the lines round the eyes of the subject which crinkle up more,” says Wiseman. The eyes have it, in short.
guardian.co.uk © Guardian Vijesti & Media Limited 2010
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This material must not be used for commercial purposes, or in any hospital or medical facility. Failure to comply may result in legal action.
Chronic Graft Versus Host Disease
WHAT YOU NEED TO KNOW:
What is graft versus host disease (GVHD)?
GVHD can happen after you have a bone marrow or stem cell transplant. In GVHD, cells transplanted from a donor (the graft) attack your body (the host). This most commonly causes damage to your skin, mouth, liver, and eyes. Chronic GVHD usually happens 100 days or more after your transplant, but may happen sooner. It may begin as acute GVHD and become chronic.
What increases my risk for GVHD?
- Older age of you or the donor
- A mismatch of tissues and cells between you and the donor
- A transplant with peripheral stem cells
- A transplant from a donor who is not related to you
- A transplant from a female donor who has had multiple pregnancies
- A history of acute GVHD
What are the signs and symptoms of chronic GVHD?
Symptoms may be mild to severe. You may have any of the following:
- A skin rash, changes in skin color, or tight or rough skin
- Skin that peels and falls off
- Dry eyes or vision changes
- Fatigue, weakness, or joint pain or stiffness
- Wheezing, coughing, or trouble breathing
- Diarrhea, weight loss, or loss of appetite
- Mouth sores, dry mouth, or difficulty swallowing
- Hair loss
- Vaginal dryness
How is GVHD diagnosed and treated?
Your healthcare provider will examine you. Tell him about your symptoms. You may need blood tests to check for infection, liver function, and get information about your overall health. Biopsies may be taken from your skin, liver, intestines, or mouth. A biopsy is a procedure to remove a sample of tissue. You will need medicines to stop donor cells from attacking your body. Medicines may be given as a pill or an injection through an IV. You may also need antibiotics to prevent infection and medicines to manage your symptoms.
How do I care for my skin?
- Apply cream or lotion as directed. Use a moisturizing lotion without a scent or apply prescription cream as directed.
- Wear loose-fitting clothing. This will help prevent rubbing against your skin.
- Do not scratch your skin. This can increase your risk for infection.
- Protect your skin from sunlight. Sunlight can make symptoms of GVHD worse. Wear sunscreen that is at least SPF 30. Reapply sunscreen every 1 to 2 hours while you are outside. Also wear a hat, a long-sleeved shirt, and pants when you are in the sun. Try to stay in the shade as much as possible.
- Care for open areas of skin as directed. Carefully wash the wound with soap and water. Dry the area and put on new, clean bandages as directed. Change your bandages when they get wet or dirty.
How do I manage chronic diarrhea?
- Drink plenty of liquids. Liquids will help replace body fluids lost through diarrhea. You may also need to drink an oral rehydration solution (ORS). An ORS has the right amounts of sugar, salt, and minerals in water to replace body fluids. ORS can be found at most grocery stores or pharmacies. Ask how much liquid to drink each day and which liquids are best for you.
- Do not drink or eat foods that may make your symptoms worse. These include milk and dairy products, greasy and fatty foods, spicy foods, caffeine, and alcohol. Keep a food diary to see if your symptoms are caused by certain foods. Bring this to your follow-up visits.
- Eat foods that may help your symptoms. These include bananas, boiled potatoes, cooked carrots, cooked chicken, plain rice, and toast.
- Care for your rectal area. Clean this area with warm water and soap after you have a bowel movement. You can also use soft cleansing wipes. Ask your healthcare provider about medicated wipes that may decrease discomfort.
How do I care for my eyes?
- Use artificial tears, gels, and lubricating ointments as directed. They are available without a doctor's order. These products can replace tears and help add moisture to your eyes. Ask your healthcare provider how often to use these products. Also ask where to buy them.
- Apply a warm compress to your eyelids as directed. Use a soft washcloth soaked in warm water. Leave the compress on your eyelids for 5 minutes. Gently massage your eyelids after you remove the compress. These actions may help open your tear glands. Your tear glands can make oil that will help keep tears and moisture on the surface of your eyes.
- Wear glasses or sunglasses that cover the sides of your eyes and fit close to your face. These will protect your eyes from dry air. They may also help keep moisture in your eyes. Wear sunglasses when you are outside. Sunglasses will protect your eyes from sun damage.
How do I care for my mouth?
- Use a mouth rinse with pain medicine before you eat. This may make it easier to eat and drink.
- Perform oral care as directed. Oral care will help decrease your risk for infection. Use a soft toothbrush and mouthwash. Ask your healthcare provider if you should use a certain type of toothpaste or mouthwash.
- Visit the dentist every 6 months. A dentist can check for problems in your mouth or make changes to your treatment plan.
- Do not eat spicy or acidic foods. This may increase pain in your mouth.
- Do not drink beverages with alcohol or caffeine. These drinks can make your dry mouth worse.
How do I prevent infection?
- Wash your hands often. Use soap and water or a germ-killing gel. Wash your hands after you use the bathroom, change a diaper, and sneeze. Wash your hands before you touch your face, and prepare or eat food.
- Keep your home clean. Wipe down bathroom and kitchen surfaces with cleaners that contain bleach. Clean floors and carpets regularly.
- Use safe food practices. Cook meat and vegetables thoroughly. Store extra food and leftovers in the refrigerator within 2 hours after preparation.
- Do not spend time with people who are sick. This includes people who have a cold, flu, infection, or rash. You should stay out of crowded places, such as malls and elevators.
- Be careful with pets and animals. Do not change your cat's litter box. Play gently with cats. Scratches from cats or other animals can get infected. Stay away from puppies, kittens, and young animals. They can spread disease and cause you to get an infection.
- Wear a mask as directed. You may need to wear a mask when you leave your house or when people visit.
- Talk to your healthcare provider about vaccines. Vaccines, such as the flu and pneumonia vaccine, can help prevent infections.
What do I need to know about nutrition?
A registered dietitian can help you find an eating plan that is right for you. You may need a special diet.
What do I need to know about physical therapy?
Go to physical therapy as directed. A physical therapist teaches you exercises to help improve movement and strength, and to decrease pain. You may need physical therapy if you have tight skin over your joints. You may also need physical therapy if you have joint pain or stiffness.
Call 911 for any of the following:
- You have trouble breathing.
When should I seek immediate care?
- Your heart is beating faster than usual.
- You feel weak, dizzy, or faint.
- Your abdominal pain suddenly gets worse.
- You urinate very little or stop urinating.
- You have blood in your urine or bowel movements.
- You vomit blood.
When should I contact my healthcare provider?
- You have a fever greater than 100.4°F (38°C) or chills.
- Your symptoms do not get better with treatment.
- Your skin is red, swollen, or draining pus.
- You have nausea or vomiting.
- You cannot take your medicine.
- You have sores, bumps, or a rash on your genitals.
- You have eye pain or changes in your vision.
- You have questions or concerns about your condition or care.
Care AgreementYou have the right to help plan your care. Learn about your health condition and how it may be treated. Discuss treatment options with your caregivers to decide what care you want to receive. You always have the right to refuse treatment. The above information is an educational aid only. It is not intended as medical advice for individual conditions or treatments. Talk to your doctor, nurse or pharmacist before following any medical regimen to see if it is safe and effective for you.
© 2017 Truven Health Analytics Inc. Information is for End User's use only and may not be sold, redistributed or otherwise used for commercial purposes. All illustrations and images included in CareNotes® are the copyrighted property of A.D.A.M., Inc. or Truven Health Analytics.
The above information is an educational aid only. It is not intended as medical advice for individual conditions or treatments. Talk to your doctor, nurse or pharmacist before following any medical regimen to see if it is safe and effective for you.
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Everybody keeps telling us to consume your fruits and veggies. They inform us to obtain 5 each day and today the medical and dietary towns are telling us to obtain 9 or even more everyday. What's the significant advantage of eating fruits and veggies?
One of the extremely best good reasons to eat fruits and veggies is perfect for the benefits. Fruits and veggies will prove to add minerals and vitamins that your system needs to become strong and healthy. Fiber can also be extremely important for preventing many illnesses. Fiber will help prevent heart disease and stroke and help with digestive health. Your system needs a minimum of 25 grams of fiber every day.
One trade plate deliveries example of the high fiber fruit is an apple. One apple will give you 4 grams of fiber. One particualr high fiber vegetable is 1 ear of corn around the cob. You'll have 5 grams of fiber. A plum will give you 2 grams of fiber along with a pear 4. Simply by eating these 4 bits of produce you will get 15 grams of fiber. It isn't that difficult. The body will appreciate passing on more fiber.
Fruits and veggies consist of vitamins, minerals, and essential enzymes our physiques have to function correctly. Vit A works well for cell reproduction and helps with this vision and bone and teeth growth. Tomato plants, cantaloupe, kiwi and oranges are a few produce using the greatest vit a. Vitamin B2 is essential for that functioning from the heart, central nervous system and our muscles. This vitamin allows us to to possess more energy and watermelon and peas and avocados are ideal for vitamin B2. Ascorbic Acid is definitely an antioxidant that can help safeguard our cells for free radicals that induce cell damage. Bananas, lemon, oranges, blackberries, broccoli, celery and eco-friendly all kinds of peppers are wonderful causes of ascorbic acid. E Vitamin is another great antioxidant helping within the formation of red-colored bloodstream cells. It's also good for the sake of your skin and healing minor skin problems. Great causes of e vitamin are blackberries, bananas, apples, and kiwi.
Fruits and veggies are great for your skin, one's teeth, and also the functioning from the body for health insurance and energy. They are great for one's heart, and also to prevent disease. They're also great for the car delivery service mechanisms to assist fight common colds and also the flu. They are all great reason to become consuming many fruits and veggies everyday.
Some efficient ways to have more fruits and veggies inside your existence are by turning fruits and veggies right into a juice that's scrumptious and simple to complete. Keep fruits and veggies readily available. Set them on the counter cleaned and prepared to eat. You may also cut veggies and fruits into bite sized pieces making it simple to grab for any snack in order to pack in lunches. Add veggies to sauces and sauces and then add for your cereal or sandwich. Adding these valuable causes of minerals and vitamins for your existence everyday could be simple and easy , very satisfying. Our physiques do need fruits and veggies to become healthy, strong and active to complete our daily tasks.
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After information about the coldest April 2021 in the UK since 1922 (for entire territory of the country): https://mkweather.com/confirmed-coldest-april-in-the-uk-since-1922-late-frosts/) there is the next interesting statistic from central England.
CET (Central England Temperature Record) is one of the oldest dataset of temperature records on the Earth, with the first measurements since 1659 and daily data since 1772.
Modern measurements within CET are performed since 1880.
Under an article Central England Temperature Record 1880-2021 showing mean temp for April. Just broken the dataset cold record for April´s minimum temperature!
While average monthly temperature reached in the station only +6,4°C, with monthly temperature anomaly -1,5°C /https://www.metoffice.gov.uk/hadobs/hadcet/cet_info_mean.html/, what was colder than average temperature in March 2021, average monthly minimum temperature reached only around +1,0°C, what is the lowest temperature since modern records began, 1880!
All year 2021 is in England / the UK very cold, with only little temperature anomaly from 1961-1990 normal, according to CET measurements / Met Office.
May 2021 has started with extremely cold weather too, with comparable average temperatures such in April 2021. In Shap, northern England, on 1. May 2021, only -5,8°C was measured, what is only 3,6°C warmer value than all-time May record for the UK from 1941.
Expected European heatwave /https://mkweather.com/33c-in-central-europe-heatwave-between-8-12-may-will-be-strong// around 10. May very probably won´t hit British Islands.
Cold front and subsequent Greenland´s high on the contrary will bring extremely cold May weather, with the next frosts, ground frosts or even snowing into parts of the UK during next 2 weeks.
Extremely cold weather in early May 2021 after extreme April 2021 /https://mkweather.com/england-april-is-colder-as-march-the-coldest-since-1922/; https://mkweather.com/the-uk-with-frostiest-april-in-history-some-stations-report-24-frost-days/; https://mkweather.com/germany-suffers-the-coldest-april-since-1917-extreme/; https://mkweather.com/france-the-coldest-mid-spring-in-all-time-history/; https://mkweather.com/coldest-april-in-the-netherlands-in-30-50-years-in-belgium-in-35-years// is still continuing and during the first May 2021 days, all-time monthly records from France, the Spain and Germany were reported /https://mkweather.com/france-extreme-frosts-are-back-monthly-may-temperature-records-overcame/; https://mkweather.com/frosts-ground-frosts-and-monthly-records-in-the-spain-northwestern-spain-30c-andalusia-46c/; https://mkweather.com/germany-monthly-records-for-may//.
Reasons of very cold conditions we should find in ongoing La nina /https://mkweather.com/global-temperatures-dramatically-went-down-the-sharpest-jump-since-1990s-la-nina//, but to in strong volcanic activity and minimum of current solar cycle, according to many professionals and watchers.
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Largest Flower - Rafflesia
Rafflesia, a native of rainforests of Sumatra and Borneo in the Indonesian Archipelago, is the largest flower in the world. Interestingly, Rafflesia is a parasitic plant without any leaves, stems and roots (It has only nutrient-absorbing threads to absorb nutrients from the host on which it lives) but for the largest flower.
- R. arnoldii
Rafflesia is a huge speckled five-petaled flower with a diameter up to 106 cm, and weighing up to 10 kg. Rafflesia flower has a small life of 5-7 days. Rafflesias have their stamens and pistils fused together in a central column, producing a corona, or crown, in the shape of a ring. The reddish brown colors of the petals, are sprinkled with white freckles. The smell attracts the carrion flies and then pollination occurs. After 9 months of maturation, Rafflesia plant opens into a cabbage-sized bud. The sexual organs are located beneath the rim of the disk.
Facts About Rafflesia
- Rafflesia is the largest individual flower. Titan arum bears the largest inflorescence.
- Rafflesia is a parasite which attaches itself to a host plant, Tetrastigma vine, which grows only in undisturbed rainforests, to obtain water and nutrients.
- The genus Rafflesia is named after adventurer and founder of the British colony of Singapore, Sir Stamford Raffles.
- Dr Arnold is remembered in the species name as Rafflesia arnoldii.
- Rafflesia is the official state flower of Sabah in Malaysia, as well as for the Surat Thani Province, Thailand.
- Rafflesia manillana, the smallest species in the genus Rafflesia is also has 20 cm diameter flowers.
- Rafflesia flowers are unisexual.
- Forest mammals and tree shrews feed on Rafflesia fruit which is 15cm in diameter, filled with smooth flesh and thousands of tiny hard coated seeds.
- It is believed that rafflesia is related to poinsettias, violets, passionflowers, and other members of the order Malpighiales.
- The rotten smell of the flower is due to the reddish tentacle-like, branched ramentae, inside the corolla of petals.
- Rafflesia is an endangered or threatened genus.
- Rafflesia arnoldii does not have chlorophyll, as all the green plants have and so it cannot undergo photosynthesis.
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Welcome To The Hull Mine Information Page
Discovered in a mine drift from the late 1860s in 2016, is a geological feature that's one of a kind. The following year was spent scaling the walls, cleaning out tons of debris, getting water down into the mine and cementing the floor because, of dust. The first public tour was done on January 21, 2018. According to several geologists that have seen it said that the way the colors were blended has been unknown before this discovery. It's a once in a lifetime phenomenon to see. Theory has it between a magnetic and gravitational anomaly, Castle Dome Volcano and Little Dome Volcano erupting together allowed this one time occurrence to happen. If the same combination exists anywhere else in the world it has yet to be discovered. Don't miss this once in a lifetime opportunity.
The Mine Tour
You will be issued a number tag as per Federal Mining Regulations. Then you will be transported by your volunteer tour guide to the mine. Be sure to watch for wildlife on the way you can never tell what's roaming around. At the mine you will be issued a hardhat also by Federal Regs. You will be taken 600 feet into the mountain to the 100 vertical foot level. This mine is a dry mine and temperatures will range between 70 and 80 degrees Fahrenheit year round. In the mine you will see many artifacts from the 1860s, jeans found in a drift, a vein of silver, desperado hideout, blacksmith shop and of course the Fluorescent room, lit up under short and long wave blacklights.
Cost $75 cash $80 credit card Includes Museum Entrance
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...THAT THE FIRST LONG DISTANCE TELEVISION BROADCAST IN AMERICAN HISTORY STARRED A SOON-TO-BE-PRESIDENT (It’s not who you think).
At 3.25pm on April 7th, 1927, a group of journalists, Bell Laboratory executives, and AT&T President, Walter S. Gifford, listened to a voice transmitting from 200 miles away in Washington D.C.. Gathered in an auditorium in Manhattan, the attention of the audience was rapt, not by the voice - which was falling out of the loudspeaker - but to the grainy image that was moving in time with the voice.
Walter S. Gifford, the President of AT&T, sitting in a leather-studded wooden chair that was raised about two feet from the ground, crouched over a standup rotary telephone that was itself perched on a shelf attached to a wardrobe-sized wooden box, and squinted into a small rectangle projecting at 45° from the same ‘wardrobe’. On the small rectangle, a picture of the man whose voice was spreading out from the loudspeaker, appeared. It also moved. At 18 frames a second, the monochrome picture, synchronised with the voice, created a staccato but recogniseable and moving form - that of Secretary of Commerce and future President of the United States - Herbert Hoover.
Herbert Hoover appearing on America's first long distance television broadcast
Referring to the demonstration, Hoover claimed, “Human genius has now destroyed the impediment of distance in a new respect, and in a manner hitherto unknown.” Despite Hoover’s enthusiasm, the front page of the New York Times proclaimed, the day after the display, that television’s “Commercial Use in Doubt”.
If you are interested in watching a short video of the actual demonstration, follow this link: https://www.facebook.com/watch/?v=116047015077905
Dr. Elliott L. Watson
...ronald mcdonald has been a mcdonald's mainstay since the 1960s?
McDonald’s probably has one of the most instantly recognisable brands in the world. Since its inception in San Bernardino, California in the 1940s, the fast-food restaurant chain has gained a truly global footprint, with well over 35,000 branches in over 100 different countries. That is pretty impressive.
The Happy Meal, the Big Mac and the McFlurry are just some of the McDonald’s product range. When it comes to advertising the ‘McDonald’s’ brand, the ‘Ronald McDonald’ clown character has been a core feature of its promotional efforts, dating back to the same year that the USSR put the first woman - Valentina Tereshkova - into space. That was 1963! Since Ronald’s debut, the mythical character has had an interesting history. Here are just a few of Ronald’s 'history highlights' ...
1) Ronald McDonald’s early appearances in TV adverts indicated that he was a resident of an imaginary cartoon world known as ‘McDonaldland’, which he shared with the Hamburglar, amongst others. ‘McDonaldland’ landscape cartoons were a regular feature on the walls of McDonald’s restaurants in the 1980s, but these were gradually phased out and often replaced with more sober and corporate style imagery.
2) Ronald McDonald is not the only cartoon mascot for a fast-food burger restaurant chain. Wimpy - who were in direct competition with McDonald’s in North America and Europe in the 1970s and early 1980s - had their very own ‘Mr Wimpy’.
3) Ronald McDonald was a regular visitor to children’s parties across the world in the 1980s and 1990s. Anyone who hosted or visited an event at a McDonald’s restaurant around this time might have been lucky enough to receive a visit from the clown character himself. The author of this article has many such happy memories of Ronald.
While Ronald McDonald remained a pivotal plank of the promotional activities of McDonald’s franchises in the Far East between the late 1990s-2010s, he was far less visible in Western Europe during this time. Indeed, in this geographical area, the chain largely mothballed the character. Ronald did, however, make occasional appearances in Happy Meal toys and promotions from time-to-time. Officially, Ronald McDonald was never retired and he remains a facet of the McDonald’s corporate image to this very day, albeit a less visible one in some areas.
Patrick O'Shaughnessy (@historychappy)
...THAT DONALD TRUMP IS ALMOST, BUT NOT QUITE, THE ‘HEAVIEST’ PRESIDENT IN AMERICAN HISTORY.
Last week, President Donald J. Trump had his annual health check up with physician Dr. Sean Conley. Despite being labeled by Dr. Conley as “...in very good health”, the President had increased his weight by 4 pounds (not quite 2 kilograms) since his last checkup. At 243 pounds, and 6 feet 3 inches, Donald Trump’s BMI index is 30.4. This pushes him into the category of ‘obese’.
Since this is a history blog and not a nutritionist website, the healthiness or otherwise of this information will be left to experts. Having said this, historically-speaking, Trump is a heavy US president. He is, however, not the heaviest. That dubious honor goes to William Howard Taft.
President William Howard Taft
The 5 ft 11 inch 27th president of the United States was well over 350 pounds (nearly 160 kilograms) and had, according to a Forbes article entitled, A History of Fat Presidents, and written by Erik Kain, a BMI of 42.3. Despite the - most likely apocryphal - story of him getting stuck in the bathtub, President Taft was the first President of the United States to be advised by his physicians to go on a diet. With more than a minor penchant for steak, often breakfasting on the delicacy, it should come as no surprise that, even during an era when there was little societal pressure to diet, Taft was thought to be in need of a more ‘restrictive’ daily menu. Incidentally, Taft did die in his bathtub - but one that he had specially installed to accommodate his size. After his death, the media, who had ceaselessly mocked him for the size of his bathtub, became less...mean.
President William Howard Taft's bathtub.
President Taft’s physician, Dr. Nathaniel E. Yorke Davies, hailed from Lanrwst, north Wales, and was the son of the Headmaster at Lanrwst Grammar School. By all accounts, Yorke Davies was something of a nutritionist guru of the age - publishing a number of best-selling books on diet and exercise that captured the imagination of the time. His most popular book was Foods for the Fat: A Treatise on Corpulency. According to a New York Times article, entitled In Struggle With Weight, Taft Used a Modern Diet, the diet as advised by Dr. Yorke Davies, seems to have been such that modern Americans would find much in it that is familiar.
The term ‘obese’ is very much a word belonging to the latter half of the 20th century - it replaced the equally unsettling, ‘corpulence’. According to the previously cited Forbes article, A History of Fat Presidents, the list of ‘Great Presidents’ as adjudged by Arthur Schlesinger Jr, seems to suggest that the corpulence of presidents is actually something of a boon to their historical ‘greatness’. Prior to the election of Donald J. Trump, the most ‘obese’ presidents were (in descending order) Taft, Grover Cleveland, William McKinley, Zachary Taylor, then Theodore Roosevelt. According to the BMI, President Trump would bump McKinley into fourth place.
Taft enjoyed a ride.
Dr. Elliott L. Watson
...That pigeons helped win wwii.
While back in the UK over the most recent holidays my family and I were in the vicinity of Bletchley Park and so, as an indulgence to me, we decided to pay a visit. On visiting I was expecting to learn some nuggets about the mechanics of ciphers, codebreaking or the mechanics of the early calculating machine, the bombe. However, that my takeaway memory was provided courtesy of the Royal Pigeon Racing Association was something of a surprise.
Attaching small messages to a bird in the form of a scroll and then allowing the bird to fly home has been a method of sending messages for a long time. Records of this date back to the Romans and possibly the Persians, but this practice has disappeared more recently than you might think.
Pigeon post was very widespread in WWI and the stories of some of the more famous birds like the wooden-legged Cher Ami, are relatively well known. As a History teacher I have included them in lessons on WWI. Students are very often to hear of the scale of animals’ involvement in WWI with horses being the ‘backbone’ of transportation through much of the war; indeed the war saw the death of some 8 million horses!
After WWI however, surely the widespread adoption of radio, telephone lines and technology made such ‘old-school’ methods as homing pigeons redundant? Not so, as I discovered to my surprise. During WWII, a conflict which saw such incredibly advanced technology as the atomic bomb, pilotless V2 rockets and radar, pigeons still played a mainstream role. Something of the order of 250,000 birds were used by the UK alone. Each and every RAF bomber took one with them on missions! Nor was this a solely British phenomenon, with virtually every nation and theatre of war seeing their widespread use.
One could argue that this shows we should not discount analogue solutions so readily and, as I did, assume technology renders them otiose. However, it also serves to remind me that you never know what you will find as you get out and explore the History on your doorstep.
To discover more about the role of pigeons in war visit https://www.rpra.org/pigeon-history/
...your ancestors could choose death by crushing instead of entering a plea in court! but why would they?
If your English ancestors stood trial for a crime in a court of law prior to 1772, the potential punishments - if convicted - could be extremely severe. For instance, when the Gunpowder Plotters were convicted of ‘high treason’ against King James I, they were hung, drawn and quartered. The potential punishments for those convicted of a crime during the Tudor and Stuart era could include - but were not limited to - being beheaded, death by hanging and being put in the stocks, depending on the severity of the crime committed.
If prosecuted in a court of law for a capital offence (e.g: murder or treason) during the reign of King George III or a monarch preceding him, your English ancestors would have been faced with a simple choice. To plead ‘guilty’ or ‘innocent’ of the stated crime. Right? Actually, it’s wrong!
The choice of plea facing the accused at the start of the trial was not actually a simple binary between ‘innocent’ on the one hand and ‘guilty’ on the other. There was a THIRD option! This is where things get slightly complex. We can safely assume that a plea of ‘guilty’ in a trial for a capital offence would have meant almost certain conviction, death and the subsequent forfeiture of all land and property owed to the Crown. A plea of ‘innocent’ would have either resulted in the previous outcome or, if one was lucky, an acquittal (although this was unlikely in treason cases as these were often a fait accompli).
The third option would have appealed to those with significant estates and wealth. To avoid the seizure of all property and estates by the Crown, the accused could refuse to enter a plea. This could result in what was known as peine forte et dure. In English, this meant ‘hard and forceful punishment’. This involved the defendant being subjected to crushing by increasingly heavier rocks; the idea being to elicit a plea from the defendant, which would then result in the trial being resumed. However, if the accused perished during the ‘crushing’ process, they would technically die as an ‘innocent’ person. Therefore, the ‘next of kin’ could inherit the wealth of the deceased, rather than it being seized for the Crown. So, until 1772, the wealthier the defendant in a capital offence, the more incentive they had to refuse to enter a plea. The past was indeed a strange place.
Patrick O'Shaughnessy (@historychappy)
...THAT NAGASAKI WAS NOT THE ORIGINAL TARGET OF THE SECOND ATOM BOMB IN JAPAN.
Mushroom cloud over Nagasaki. (US gov [Public domain], via Wikimedia Commons)
At 8.15am on August 6th 1945, a B-29 Superfortress from the 393rd Bombardment Squadron called the Enola Gay - named after the mother of its pilot, Paul Tibbets - released a bomb carrying 64kg of uranium 235. After just under 45 seconds of freefall, Little Boy - this was the name of the atom bomb - detonated at 580 metres above the Japanese city of Hiroshima. Close to 80,000 civilians died instantly.
When the Japanese Imperial Army refused to capitulate, a meeting on the US-controlled Pacific island of Guam, including such military luminaries as General Curtis Lemay and Rear-Admiral William R. Purnell, was convened to determine the next move. With no Japanese surrender forthcoming, the ‘next move’ was adjudged to be the dropping of a plutonium-based weapon, codenamed Fat Man (named by Robert Serber of the Manhattan Project after a character in The Maltese Falcon) over the city of Kokura. Kokura, in the south west of Japan was, incidentally, the secondary target had Hiroshima been cloud-covered on the 6th of August. Now it was the primary target.
'Fat Man' being sprayed with plastic on the island of Tinian
At just after 3.45am on the 9th of August, another B-29 Superfortress - this time named Bockscar - took off from the island of Tinian in the Pacific Ocean, loaded with Fat Man, and headed towards the Kokuran military arsenal. After rendezvousing with support planes above Yakushima Island, Bockscar flew onto Kokura. For a good portion of the final months of the war in the Pacific, the USAF had been firebombing the mostly wooden cities of Japan in the hopes of causing such terrible civilian casualties and damage to property that the High Command would be forced into surrender. During the previous day, American bombs had set fire to the nearby city of Yahata. The smoke that continued to billow from the city obscured the primary target of Kakura such that, despite three bombing runs above the target, the Bockscar could find no opening in the cloud cover. As a result, the secondary target was selected. Nagasaki, and not Kokura, would bear the brunt of history’s atomic age.
B-29 Superfortress, Bockscar. (ASAF [Public domain], via Wikimedia Commons)
Two minutes before any clock in Nagasaki struck 11am, Fat Man fell from Bockscar. 43 seconds later, one gram of matter (from the 6.19kg of plutonium) was converted into heat and radiation 500 metres above the ground. Approximately 40,000 Japanese people died almost immediately. The number of deaths would have been far higher had it not been for the mountainous topography of Nagasaki which helped shield some residents from the blast. As it was, tens of thousands died from leukaemia and other radiation-related illnesses, as well as the fires that raged long after.
Atomic cloud over Nagasaki from Koyagi-jima(Hiromichi Matsuda (松田 弘道, ?-1969) [Public domain], via Wikimedia Commons)
Dr Elliott L. Watson
Every Briton who has studied the Tudors would be able to tell you that the first Tudor King, Henry VII, became King because he killed Richard III at the Battle of Bosworth. Thus far they would be correct, but if they were to say this ended the Wars of the Roses they would be wrong on a number of counts.
Firstly, and perhaps most simply, the Battle of Bosworth was not the last battle in the struggle between York and Lancaster. Even after Henry had married Elizabeth of York in 1486, thereby supposedly uniting the two Houses, he had to fight to hold his throne. In 1487, with Henry having been on the throne for two years, a sizable Yorkist army of 8,000 was mustered, sailed from Ireland to Lancaster and thence marched into the Midlands. This army was gathered in support of the claim of Lambert Simnel (or Edward of Warwick if we believe the “pretender’s” claims). Simnel’s forces were comprehensively beaten at the Battle of Stoke, but clearly Bosworth was not the conclusive end to the conflict between the two Houses which is in our popular imagination.
Moreover, even the Battle of Stoke cannot be considered the end of the struggle. This is not just because there were further pretenders to the throne, such as Perkin Warbeck, championing the Yorkist cause, but rather because the Wars of the Roses never happened.
In Henry VI Part 1, he has nobles pluck a flower as a badge of their allegiance:
Let him that is a true-born gentleman
And stands upon the honour of his birth,
If he suppose that I have pleaded truth,
From off this brier pluck a white rose with me.
Let him that is no coward nor no flatterer,
But dare maintain the party of the truth,
Pluck a red rose from off this thorn with me.
I love no colours, and without all colour
Of base insinuating flattery
I pluck this white rose with Plantagenet.
I pluck this red rose with young Somerset
And say withal I think he held the right.
However, the white and red roses were not universal symbols of Lancaster and York in the mid fifteenth century. Instead, the white rose was only one of many symbols associated with York; with the yellow sun being more common and Richard I fighting under a white boar. For Lancaster there is even less evidence of the red rose being a defining symbol. Instead, the Lancastrians tended to fight under royal coats of arms, with only the household servants using the red rose for demarcation. Henry VII seemingly adopted the red rose out of symbolic convenience when he married Elizabeth of York. Thus allowing him to create a visual symbol of the union of the Houses in the Tudor Rose.
By using the term the Wars of the Roses, we then are unwittingly utilising and propagating Henry VII’s propaganda. He would be very happy to hear us use it, even if those who lived through the Wars themselves would be rather perplexed.
…THAT KING HENRY VIII DID NOT HAVE SIX WIVES.
Ok, hopefully that got your attention.
It is mostly the case that the study of History requires a degree of contextual empathy that is often lacking in the manner by which the subject is taught - particularly when that subject is a supposedly ‘well known’ one. As in the case of King Henry VIII. Too often we are guilty of examining the subject from our ‘future’ vantage point and looking backwards in time, examining it, if you will, at a ‘contextual distance’ and not from the contingent perspective of the time occupied by the subject. It is often easier to merely repeat the basic historical tropes - Henry VIII had six wives - than it is to evaluate their authenticity. Putting it in a simpler form, if you were king Henry VIII, in the 16th Century, how would you have replied to the following question, presuming that it had been put to you at the end of your reign: “How many wives did you have, sire?”. The authentic reply would most likely have been, “I have had three wives”.
Without exploring the semantics embedded within the language of marriage too deeply, the key difference (as I see it) between the History we can often be taught in school versus the contemporary experiences as they were lived at the time, is distilled perfectly, microcosmically-speaking, in the difference between two words: annulment and divorce. Only one of these are we routinely taught when exploring Henry and his ‘wives’: divorce.
A divorce is the legal dissolution of a valid marriage - an acknowledgement that there used to be a marriage, and always will have been one in the eyes of the law and therefore of history; an annulment, is a legal recognition that a marriage was never valid in the first place and thus never actually existed - both legally and historically. Of course, the language of annulment is very clearly designed to create a legal and historical ‘resetting of the clock back to zero’, so that whatever follows, maritally-speaking, will always take precedence over what has gone before. Which, technically, is nothing.
Cardinal Wolsey laboured unsuccessfully to get Henry an annulment of his marriage to Catherine of Aragon. Thomas Cromwell was able to get the annulment, but ultimately fell foul of Henry's executioner.
Both Thomas Wolsey and Thomas Cromwell expended great energies navigating the legal language of their king’s ‘marriages’. And with particular reason. The semantic and legal tenor of the word 'annulment' was incredibly helpful for King Henry because he needed to void any claim of Mary (the child he shared with Catherine of Aragon) and Elizabeth (the child he shared with Anne Boleyn) to the Tudor throne. He needed a male heir - which was provided to him by Jane Seymour the moment she gave birth to Edward.
And so, if Henry had been asked in the year of his death how many wives he had had, he almost certainly would have replied (particularly having irreparably altered the legal and religious landscape of England by his marital maneuverings) that his first wife was Jane Seymour, his second was Catherine Howard, and the third and final was Catherine Parr. He would, no doubt, claim that he had never actually been married to either Catherine of Aragon, Anne Boleyn or Anne of Cleves. Legally, and thus historically, speaking, he never was.
By saying that Henry had six wives instead of three, while simultaneously using the historically redundant noun ‘divorce’ in our teaching of the subject, we may be guilty of historical laziness at best, or historical disingenuity at worst.
Dr. Elliott L. Watson
On 4 July 1776, the Thirteen Colonies of British North America withdrew their allegiance to King George III in the Declaration of Independence. The fighting that ensued between the British and the American Patriots was bitter, costly and was considered to be a ‘civil war’ by the British. Hence, no British Army regiment was ever awarded battle honours for their role in the conflict. The American Revolutionary War rumbled on until 25 November 1783, when the final remnants of the British Army were evacuated from Manhattan, New York.
However, while the Declaration of Independence accuses the British King of establishing an “...absolute Tyranny over these States”, you may be surprised to learn that six of the original thirteen colonies of British North America took their names from British monarchs.
Therefore, in a sense, the connection between America and its former monarchy lives on (in name only), some 243 years after independence.
Patrick O'Shaughnessy (@historychappy)
...the black death was actually a good thing
If you know anything about the Black Death, it is most likely that it was a horrible disease that killed huge numbers of people right across Europe a long time ago. This is certainly true, but did you know that (so long as you escaped the illness) it actually hugely improved life for most people in Britain?
In the year 1348 a terrible condition began to strike people in England and rampaged through the nation for the next four years. A contemporary description by Giovanni Boccaccio gives us a graphic view of the horrors of the disease which
“began both in men and women with certain swellings in the groin or under the armpit. They grew to the size of a small apple or an egg, more or less, and were vulgarly called tumours. In a short space of time these tumours spread from the two parts named all over the body. Soon after this the symptoms changed and black or purple spots appeared on the arms or thighs or any other part of the body, sometimes a few large ones, sometimes many little ones. These spots were a certain sign of death, just as the original tumour had been and still remained”
To catch the disease was clearly extremely painful and unpleasant, but also fatal in most cases. Estimates of the casualty rate in England range from one third of the population to roughly half. On a national level it was a disaster. This was perhaps most obvious for those who caught the disease. However, with such a high mortality rate everybody would have close family and friends struck down and been affected in the most harrowing way.
Yet, the survivors of the disease actually found their lives materially improved in the second half of the fourteenth century. With such a high proportion of the population removed, and therefore the available pool of labour shrunk radically, peasants, as the majority of the population were, found themselves in demand. Statistical data is inevitably patchy, but the laws passed by the government in the wake of the Black Death reveal the increased value in peasants’ labour.
The Ordinance of Labourers, a law of 1349, stated that when hiring workers
“no man pay, or promise to pay, any servant any more wages, liveries, meed, or salary than was wont, as afore” (before the plague)
As well as attempting to freeze wages the Ordinance also placed a price freeze on staple foodstuffs such as meat, fish and bread as well as the price that could be charged by skilled craftsmen such as smiths.
Fortunately for the labourers of England, evidence suggests this law was unsuccessful. It was followed up by another legal attempt to restrain prices in 1351 called the Statute of Labourers, but neither of these seem to have had a large impact; as many economists will tell you, market forces can be hard to control. In his seminal work Making a Living in the Middle Ages, Chris Dyer states that “the rise in wages was at first modest, and striking improvement often came in the last quarter of the fourteenth century”.
So there it is. If you were an agricultural labourer, as most Englishmen were, and you survived the Black Death, you could gain a little more coin for your hard labours and perhaps find it a little easier to put food on the table for yourself and your family.
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Special education, in its simplest terms, centers on the education of children or adults who have special learning needs, such as low hearing or vision, autism spectrum disorder, learning disabilities and ADHD.
Teaching occurs in a manner that respects how these physiological, cognitive and/or behavioral differences affect a student’s learning. Special education teachers and other professionals have undergone training programs that prepare them in presenting a uniquely-designed curriculum that they are charged with helping their students master. Special education teachers and professionals make good use of tools such as individual and group lesson plans, modified equipment and materials, user-friendly accessories and equipment and other tools to help students.
Special education students have needs that can include, but are not limited to:
- Learning challenges
- Deficiencies in communication
- Behavioral or emotional issues
- Physical disabilities
- Developmental delay
In practically all of the civilized countries of the world there is an increasing trend of eliminating the barriers associated with special needs students. The goal of integrated and inclusive classrooms is to lessen the barriers between special-needs children and their peers, thereby rendering special education as a normal extension of the educational experience, rather than an separate learning experience.
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Analysis provides a unique opportunity for intensive exploration of the personality and underlying patterns of behaviour. It can bring about deep-seated change.
Analysis is a process that fosters the individual’s understanding of themselves and their difficulties and the way they relate to others. The analysand (the person in analysis) and the analyst work together to explore troublesome, and often longstanding, conflicts that disturb and limit vitality in the present.
At the core of the analytic process is the relationship with the analyst. It is very likely that any difficulties that the person experiences in their life will manifest themselves in the relationship with the analyst in some way (this is known as the transference). This is to be expected and is, in fact, helpful as the analyst and analysand can then address these difficulties first-hand and work them through.
The process of analysis can be difficult and painful at times, and some courage and resolve is needed by the analysand in order to face the issues that may come up (see ‘When the going gets tough’ below).
All our analysts have undergone analysis themselves in order to allow them to work in depth.
There is an initial consultation where the individual can meet with the analyst to discuss their difficulties in a secure and confidential setting. Sometimes two or three meetings may be necessary in order to reach a decision about what is required for the person’s particular circumstances. Whilst analytic sessions are almost always 50 minutes in length, these initial consultations may be longer to allow enough time to discuss what is required. There is usually a charge for these sessions.
The SAP can also arrange a consultation with someone who may not go on to be the person’s analyst.
These initial consultations allow the person to discuss their needs and difficulties, to see how they feel about working with this analyst, to get a sense of what analysis is like, and to ask any particular questions they may have. Toward the end of this initial consultation process the analyst will discuss whether they feel analysis or psychotherapy could be of benefit to the individual, and will make recommendations concerning frequency of meetings or whether an alternative form of therapy would be more suitable. The analyst may be able to make a referral to another therapist if that is the case. The individual can then think about what is practicable for them and discuss this or any other issues with the analyst.
How long will the analysis or psychotherapy last?
It is very difficult to say at the outset how long an analysis may last as this will relate uniquely to the individual and their particular needs and aims. It is a process that develops at its own pace. Sometimes what may seem like a limited difficulty may turn out to be related to longer-term difficulties, for example, difficulties following a bereavement may bring up wider issues about loss and relationships.
Short-term work and counselling
Sometimes an individual will come with a very definite and particular difficulty to work on, e.g. to do with trouble with a work colleague, and it may be that only a few sessions will be necessary in order to get the problem into some perspective again. Such shorter-term work is often referred to as ‘counselling’, although increasingly many people come to use the term counselling for any form of psychological help.
When the going gets tough
Sometimes analysis is difficult (!), challenging, disturbing or painful, as the person is put in touch with parts of themselves they have not acknowledged before, such as anger, hatred, love or intimacy, or as they explore painful experiences from the past. As described above, these issues may be experienced in relation to the analyst (in the transference). The analyst will be used to working with such feelings and, however difficult it may seem, it can be discussed and worked through with the analyst – analysis is frequently about facing what seems impossible precisely because it involves going beyond where the individual has currently got to in themselves and in their life.
It is always, essentially, the individual’s decision when to finish their analysis – when they have resolved the issues they wanted, or have done what feels possible or practicable at the time (but see comments on the impossible above). The person will then discuss this with the analyst. A suitable period for ending can then be decided upon – time enough to think about the individual’s situation, to consider the forthcoming ending, and to bring the analytic relationship to a close. The process of ending will quite often bring up issues which have not emerged before and time may need to be allowed for these things to be considered as well.
Fees for Analysis or Psychotherapy
Sessions with a psychotherapist will usually consist of one or two sessions a week. Sessions with an analyst may be offered at a frequency of between one and five times a week depending on what is thought to be most helpful and what vacancies are available. A fee is charged for treatment and the amount is decided by arrangement between you and the analyst or psychotherapist. Reduced fees may be available if you have a low income or receive benefits. The recommended minimum fee is £15 a session. Fees are decided together with the analyst or psychotherapist depending on your particular circumstances.
For further information
Hopefully these initial thoughts on analysis, therapy and short-term work will be helpful. We offer two ways of putting you in touch with a Jungian analyst.
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How to use a bit
© 2001 by Lee Ziegler
“Contact: communication through the relatively light adjustment of
the reins .. which creates a dialogue between the seat, back and hands
of the rider with the mouth of the horse.”
The subject of contact with a gaited horse’s mouth is often confusing and sometimes controversial. Some riders assume that gaited horses must all work in curb bits, in tight cavessons, with a constant strong pull on the reins if they are to perform their gaits. On the other hand, “Western” and some “natural horsemanship” riders expect their horses to work with completely slack reins, with only an occasional “bump” in the mouth to slow them down or ask for a gait change. Each camp looks on the other with suspicion, and in fact, neither comprehends exactly what contact with the horse’s mouth is all about. Both types of riders can profit from learning about riding with light contact to help their horses perform better in their gaits.
Why light contact?
Light contact through the reins between a horse’s mouth and a rider’s hands develops communication and dialogue, allowing the rider to ask the horse to modify his speed, balance and gait with the touch of a finger and the horse’s mouth to express his confidence or confusion at the rider’s requests. Heavy, pulling “contact” however, sets up resistance in the horse’s jaw and neck, develops a horse that travels out of balance, carrying more weight on his shoulders than his hindquarters, one that leans on the rider’s hands with a numb mouth that can only feel and respond to heavy pressure. Often, horses ridden this way become so dull in the mouth that only increasingly more severe (painful) bits can control them. On the other hand, riding with no contact at all and the reins “thrown away”, while certainly effective on horses that have learned to balance under the weight of a rider and carry themselves in gait, or those that only trot as their intermediate gait, deprives young or untrained horses of a clear, easily understood method of communication through the bit. Gaited horses, particularly those that have a problem with the pace, often need help learning to balance themselves under a rider so that they can perform their desired gaits. Without the direct influence of the rider’s hands through contact with the bit, the process of developing this balance is very difficult, especially in horses that can perform a variety of easy gaits. With light contact through the reins, at first no more weight than that of a small plum in each hand, later no more than the weight of the reins, it is possible to help a horse develop the balance he needs to perform his gait, and at the same time, keep his mouth responsive and relaxed.
What does your horse know?
Before you can successfully develop light contact with the mouth of
a gaited horse, you need to determine what he knows about the use of a
bit. If you are faced with a horse that has been trained to go with
the “traditional” 10 lbs of pressure in his mouth, at first you are not
going to have much success riding him in gait if you try to ride with much
less pull in his mouth than he expects. If, on the other hand, you
are riding a horse that has had only “natural” training and has no idea
that any pressure on the bit can mean anything but “whoa,” you will not
get very far trying to ride him with constant contact, not matter how light,
on his mouth. Ride around in an arena a little while, in a
walk, feeling out what the horse knows and expects from a rider.
Try riding with slack reins, or with some contact to see which method the
horse understands. Once you have figured out what the horse expects
in the way of bit use, you can begin to modify what he knows and teach
him to accept light, kind, contact with the bit.
Developing a feel for light contact:
If you are accustomed to riding “western” style you may never have felt contact with a horse’s mouth. If you are a typical “English” style ride, you may have felt only heavy contact. To help your gaited horse learn to work in light contact with the bit, you need to educate yourself to the feel of light, considerate, consistent contact with his mouth.
How to hold the reins:
Mount up. With the horse standing still (using a bridle fitted
with plain, unbraided, leather reins, no wider than
Contact in motion:
Ride at a slow walk, trying to keep the feel of the very light contact in each hand. At first you may notice that your hands move back and forth as your body undulates in the saddle while you try to maintain that feel of the strawberry in your hands. You have just discovered that the basis for even, light contact is a steady seat and hands that act independently of your torso! Try to keep your hands steady, with your little fingers directly over the “buttons” on each side of the pommel of an English saddle, or just in front of the conchos on either side of the swell in a western one. This will be much easier if you keep your wrists, elbows and shoulders relaxed, holding the reins still with your fingers. With your hands held steady, you may notice that the contact in your fingers varies quite a bit between the starting weight, up to the weight of a large apple, and down to that of a feather. This is a normal part of the horse feeling out your hands, and moving his head and neck in the walk. Just maintain your hand position and try to return to the basic contact level without either pulling or giving with your arm. Tighten or open your fingers to maintain this feel, keeping them elastic and relaxed on the reins.
More speed, similar feel:
When you are comfortable maintaining light contact at the ordinary walk, speed your horse up to a faster gait, either a flat walk or one of the intermediate gaits. The contact you feel through the reins may increase slightly, more like the weight of a small plum in each hand than just the feel of the strawberry weight. This is normal at first as a horse speeds up in gait. Eventually, when his balance under you improves, this contact will lighten back to the level you were able to maintain at the walk. Notice that the horse increased the pressure on your hands as you speeded up, and that you merely maintained your hands in the same position you held them at the walk.
At the faster gait, you can begin to teach the horse to position his head and neck in response to light contact on the reins. This is *not* the same thing as setting his head, instead it is a way of working with his whole body so that he can relax on the bit and carry himself balanced a little toward the rear. Keeping your hands steady, ask the horse to move with his nose tucked somewhat toward vertical. Do this WITHOUT pulling back with your arms. Your hands stay in a fixed position, your legs squeeze and release on his sides to drive him forward, and your fingers do the work of asking him to flex at the poll and relax his jaw. Tighten your fingers a little on the rein, asking the horse with light vibrations to “give” with his jaw. Relax the tension in the reins the instant he relaxes his jaw — you will feel this as a lessening of the pressure in your hands -- and return to the “strawberry feel” in each hand. This relaxation of your fingers when he gives his jaw is a key to teaching the horse to work with light contact. Remember to first squeeze/release with your legs, then take/release with your hands, NEVER USING BOTH HANDS AND LEGS AT THE SAME TIME. If you avoid “riding with the brakes on” the horse will begin to travel willingly forward while maintaining contact through the reins without lugging on your hands.
Contact and Control:
A hard-mouthed horse, one accustomed to strong steady pressure on a curb bit, may have trouble understanding that he can indeed be ridden with light contact. At first, he may try to speed up or disobey rein signals that are delivered with a “whisper” rather than a “shout.” Obviously, it is not a good idea to let such a horse run away with you, but resist the temptation of riding with strong contact to keep him under control. Instead, use a series of squeeze/releases on the reins along with a deeper seat that is balanced slightly to the rear to slow the horse down and remind him to control his speed. Squeeze the reins with both hands, tightening your fingers around them, then slightly open your fingers to return the tension in the reins back to the basic light contact feel you started with. Repeat until the horse responds, slows and relaxes with the lighter rein contact. This will take some time and practice, especially with a horse that has been made numb in the mouth from inappropriate bit use. However, in time, even a horse with an iron jaw can be made lighter through the use of this technique. Remember that it is not the contact of the bit that controls the horse, but his understanding of all of your aids — the use of your seat, legs and hands — that keeps him calm and obedient.
Contact and Body Position:
Contact with the bit should indicate to the horse where you want him to carry his head and neck, how much flexion you want him to have at the poll, and how you want him to balance his body. It is just as difficult for a horse that is not accustomed to any contact at all to learn to accept light contact that asks for these things as it is for a horse that is accustomed to being “held in” in gait with strong contact. At first, a horse that does not understand light contact will often toss his head, throw his nose up or root “behind” the bit, objecting to the feel of your hands through the reins. He may also slow down or stop at the first hint of any weight heavier than the loose hanging reins in his mouth. The solution to this reaction is to keep your hands steady, fixed and quiet, and alternate light vibrations with your fingers on the reins when he tosses his head with squeeze/releases with your legs if he slows down, until he discovers that he can carry the bit with the weight of your fingers on the reins. Again, it will take time for the horse to accept the idea that the bit works for more than basic stopping or turning cues.
Once a horse has accepted the idea of working with light, even contact on the bit, learned to relax his jaw and bring his nose somewhat toward vertical when asked by light vibrations on the reins, he can begin to work more effectively in gait. If he has a tendency to pace, he can be helped to do a less lateral gait by lowering his head and stretching his neck into light contact. If he has a tendency to trot, he can be helped by raising his head and bringing his nose toward vertical. In both cases, the contact with the bit should remain the same, but where you hold your hands will change how he carries his neck and head.
Toward Ever-Lighter Contact:
Once a horse is balanced, set in his gait, and accustomed to relaxing his jaw with light (strawberry) pressure on the reins, you can teach him to work with less and less contact, until he carries himself in gait with only the weight of the reins on the bit. Devote part of each ride to a period of riding with only the feel of the reins draped in your fingers, first in the walk, later in the intermediate gait. At first, he may be confused and speed up or seek heavier contact by reaching down for the bit or nosing out. Remind him to carry himself at the speed and in the position you want by light vibrations on the reins, pulling and slacking on them using your fingers only, until he returns to the correct gait and balance. Then try again, riding with lessened contact. With practice, you can eventually ride in gait with a very light feel in your hands, just slightly more than the weight of the reins, in either a snaffle or a short shanked curb bit. This is the lightest, “on parole” contact that makes riding a true pleasure, and allows the most complete “conversations” between your fingers and the horse’s mouth. Once you have experienced it, you will never be satisfied with a horse that must be ridden with heavy contact or one that remains ignorant of a bit.
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There’s a marvellous piece about researching plain language. In their 2008 The research basis of plain language techniques: implications for establishing standards, Karen Schriver, Annetta Cheek and Melodee Mercer (sometimes writing in the first person singular) summarise research on plain language’s effectiveness. The article begins on page 26 of this edition of Clarity.
They begin by setting-up what I think is an artificial conflict between two ways of defining plain language. One such definition is in terms of what it does – deliver meaning. The other is in terms of what it is – n% of verbs in the active voice, for example. People who seek a definition in either of those ways are “talking past” those who seek it in the other way and there is no chance of consensus, we are told. The author(s) writes: “before we proceed much further with our work, we need to agree on how we are going to define plain language.” However, she does proceed, and this doesn’t mean there’s a deadlock.
I’m personally allergic to outcomes-related definitions of plain language. They usually preach concision but then go on for half a paragraph, often tautologically. Many of them define plain language by using several synonyms for “plain”. Happily, some define it by saying that it communicates but, even then, we’re not into rocket-science. A good driver is someone who gets you to your destination on time and without actually killing you. Little is added to the state of the art by saying that things which fulfil their purpose fulfil their purpose.
Where definitions of plain language stop being motherhood-statements and start to get interesting is when they say that, for example, it avoids passives. Now you’re starting to know what this thing actually is, not just what it’s for. However, the more you ask for such detail, the more agitated, vague and defensive at least some plain language mavens and practitioners get.
By contrast, Schriver, Cheek and Mercer don’t duck this challenge. The useful sentence-level techniques are:
- simple sentences
- short clauses
- not-long sentences
- lists of seven items or fewer.
These aren’t just personal preferences but are supported by research which the authors cite. The real music to my ears is: “We must defer any attempt to construct technique-based standards until research gives us more answers. Even then, we will find that some of the techniques we hold most dear are not supported, and we will have to abandon them in constructing standards.”
Here’s how they conclude: “The Center [for Plain Language] believes that any international standard of plain language cannot be based on a set of specific [sic] linguistic techniques. Rather, it must be based on a standard for good process. We believe this process must include testing or some other procedure that demonstrates that a document works for its intended purpose.”
A plain language standard must, in fact, be based on linguistic techniques or it’s not a language-standard but just a series of platitudes about desirable outcomes. Plain language practitioners mustn’t be frightened of linguistics. Social-science research is what gives these authors’ excellent paper the authority which so much angry pontification on good writing lacks. Testing is indeed the key, though not of “a document”; it must be testing of the verbal practices which bring about those good communicational outcomes which rightly form just the first part of any definition of plain language.
Now that plain language is law in one country, we urgently need a single, large study which puts to the test all the theories about plain language. The results should be used to produce a codicil to the 2010 plain writing act, couched in terms that academic linguists can look at without blenching. Software can be written to implement those rules. Children can be taught plain language in schools and, like their science-curriculum, it’ll be based on fact.
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The 17th century German chemist Johann Becher proposed that an element, phlogiston, was released when substances burned. He was wrong, and his incorrect theory led many early chemists to misunderstand the significance of some of their greatest discoveries.
- Johann Becher suggested that all flammable substances contained phlogiston.
- The theory of phlogiston prevented chemists from realizing the true nature of elements.
- Henry Cavendish didn't realize he had discovered hydrogen.
- Joseph Priestley didn't realize he had discovered oxygen.
Towards the end of the 17th century, one man put forward an idea that would hamper chemists for over a hundred years.
In 1667, German chemist Johann Becher was intrigued by what happened to materials when they burned.
He suggested that all flammable substances contained an elusive but important substance called ...
Please log in to view and download the complete transcript.
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There was a time when increasing the distance between yourself and a sharp shooter bent on your extermination would significantly improve your chances of survival. But that time is coming to an end.
Government engineers have designed a bullet that can aim itself, correcting its own path mid-flight in order to connect with targets over a mile away. Is this the future of armed warfare?
The formidable projectile was designed by engineers Red Jones and Brian Kast of Sandia National Laboratories. And while this bullet is technically a prototype, preliminary tests cleary demonstrate that it has the potential to revolutionize the design of smart ammunition. Here's how it works:
Your traditional small-caliber projectile has grooves — called "rifling" — that cause it to spin and fly true as it passes through the air. The physical principles behind this behavior are the same ones governing the flight of a spiral pass in a game of football.
The guided bullet does away with rifling altogether. Instead, it relies on tiny fins, like the fletchings of an arrow. Each round of ammunition is housed inside a specially designed casing, which protects its fins until after it's left the barrel of the gun. You can watch the projectile shed its casing in the video featured here.
The incorporation of fins into the bullet's design means that each projectile behaves less like a football and more like a bar dart, or a little, four-inch missile. But unlike the missile, these projectiles can be fired from handheld weapons of .50 caliber or less; and unlike the dart, this bullet can use its fins to self-correct its path through the air up to 30 times a second.
These corrections are made possible by a laser-tracking optical sensor located inside the bullet's nose. Using an eight-bit CPU (also housed within the bullet) the optical sensor can communicate guidance information to the electromagnetic actuators that control the bullet's fins.
Collectively, these components allow the bullet to first detect and then actively seek out quarry that has been targeted with a laser from more than a mile away. That means that if there's a gust of wind, or the target moves, all the bullet has to do is find and follow the laser, which remains fixed on the target while the bullet is in flight.
These time-lapse photos photo reveal the bullet's performance in a nighttime field test. Affixed to the tip of the bullet is a tiny LED, which serves two functions. The first is to illuminate the bullet's trajectory, and help illustrate just how dramatically the bullet can alter its path in the course of its flight. The second is to prove that the bullet's various electronics can survive the bullet's launch; and the fact that you can trace the bullet's route indicates that they most certainly can.
What's more, preliminary tests suggest that increasing a target's distance actually improves the the projectile's accuracy by giving it more time to adjust its flight path. Aerodynamic simulations reveal that under real-world conditions, your typical unguided bullet is liable to miss a target over half a mile away by close to thirty feet. According to a patent application recently filed by Sandia, the self-guided bullet would bring that number down to just eight inches.
As of right now, Sandia is seeking private partners to complete testing on the prototype and bring the design to market for law enforcement, military, and recreational applications; and with numbers that impressive, it's hard to imagine they'll have much trouble finding the funding they need to make these bullets a reality.
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Ratios and Proportions
Written by tutor Jeff S.
We use Ratios to describe the relationship between two similar items. Here’s an example of how they work:
A middle school Science teacher decides to use M & M’s candy to help her class understand ratios. Students count 250 M & M’s (total) in a large bag of the candies. Next, students count the number of red M & M’s and find out there are 50 red M & M’s in the bag. Their teacher tells them that the ratio of red M & M’s to total M &M’s is 50 to 250.
We can write this ratio three different ways:
- 50 to 250
One thing to remember about ratios is that we cannot compare different types of things using ratios. For example, we cannot use ratios to compare things like the number of M & M’s in a bag and the ounces of soda we drink in a day. This is because an ounce refers to a weight, which isn’t the same as a simple count of the number of M & M’s in a bag. Another way to think of this is that you can’t compare the ounces of M & M’s in a large bag of the candies to ounces of soda because soda is a liquid and M & M’s small solid candies.
The first step to using ratios is to make sure the items you’re comparing really are similar. Next, decide exactly what you want to compare. For example, do you want to know how many red M & M’s there are compared to green, or do you want to know how many red M & M’s there are compared to the total number in the bag?) Then, make the calculations needed to find the numbers for your ratio. Finally, choose one of the three methods above for writing ratios and write your numbers in ratio format.
Exercise 1: Read the following paragraphs. First, decide whether ratios can be used to compare the items. Then, type the ratio in the answer box below each item.
A. Student council decides to compare the number of students who want to have a pizza party at the end of the semester with students who want to watch a movie and have popcorn instead. They ask all students to vote during homeroom to find out which they prefer. After counting the ballots, they find out that 156 students voted to have a pizza party and 210 students would rather watch a movie and have popcorn.
Yes because we’re comparing two things that are alike: groups of students.
We could write this answer as 156:210, 156 to 210, or 156/210. All three mean the same thing!
B. Joey and his brother are arguing about who has had a worse week at school. Joey says that his week was the worst because he forgot to turn in his homework twice and his Math teacher gave him four (4) pages of extra homework today. His brother says that his week was worse because he was late to three (3) different classes and he’ll get detention if he is late to any of them the rest of the semester.
Yes, because Joey’s extra homework his brother’s tardies are both consequences they earned for breaking school rules. Otherwise, you wouldn’t be able to compare homework to tardies because doing homework is nothing like being late to class.
We could write this answer as 4:3, 4/3, or 4 to 3. Another way to say it is that Joey earned 4 consequences to his brother’s three.
Proportions are comparisons of two ratios. There are three ways to write proportions:
- 50:250 = 1:5
- 50/250 = 1/5
We would say the above proportion this way: “Fifty is to two-hundred and fifty as one is to five”. This explains the relationship between the numbers in the two ratios we are comparing.
We can also use an equation to find the fourth number in a proportion if we know the other three numbers. Let’s use the equation to find one of the numbers in the proportion above and see if it works.
Remember, in proportions, the following is true: a:b = c:d. This is another way to explain mathematically that the ratios in a proportion are equal and constant. The formula can be written this way:
a = (b x c)/d and c = (a x d)/b
b = (a x c)/d and d = (b x c)/a
We can remember this equation with this sentence, “The product of the means is equal to the product of the extremes.” Here’s how it works:
We cross multiply and get (a x d) = (b x c)
“a” and “d” are the “extremes” and “b” and “d” are the “means”. “Extreme” means that these two numbers are the first and last numbers in the proportion. Written another way, it looks like this: a:b = c:d. (The “extremes” are in red.) “Mean” means that the numbers are in the middle of the proportion if written in the same format: a:b = c:d. (The “means” are in red.)
It might help you to remember this sentence by remembering that a mean is a type of average in a set of numbers, or number “in the middle” of a set of numbers.
Let’s use our original proportion to see if this works. Here it is again:
Let’s pretend we didn’t know one of the terms in our proportion. Here’s our problem:
Here, we used “a” to represent the number we don’t know.
First, we set up our equation:
250 x 1 = 50 x a
Then, we multiply both sides and solve:
250 = 50a Divide both sides by 50 to isolate the variable.
5 = a Our answer is 5 equals a.
Our answer is 5 (which we already knew was correct)! Here are some practice problems. Use the formula, plug in the numbers, and solve the equation to find the unknown number.
What does a equal?
1 x a = 10 x 6 Multiply both sides.
a = 10 x 6 In this case we can drop the unnecessary 1 and just multiply the right side.
a = 60 Our answer is a equals 60, which makes sense in our proportion.
What does a equal?
3 x 24 = 4 x b Multiply both sides.
72 = 4b Divide both sides by 4 to isolate the variable.
18 = b Our answer is b equals 18, which makes sense in our proportion.
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<urn:uuid:f0ddf69a-ecba-4df7-9f9e-30a4e99c0ff0>
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CC-MAIN-2014-23
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http://www.wyzant.com/resources/lessons/math/prealgebra/ratios-and-proportions
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en
| 0.958977 | 1,472 | 4.375 | 4 |
On September 20, 2006, Cincinnati City Council took a bold step to pass an ordinance, at the motion of council members Laketa Cole and Chris Bortz, that provides tax and $ incentives to residential and commercial developers that build or rehab structures to LEED standards (Certified, Silver, Gold, or Platinum). Even more notable was the simultaneous creation of a Community Development Block Grant, which aims to provide financing to residential (low or qualified mixed-income) structures built to LEED standards by paying the difference between the cost of the LEED building versus the cost of the building if it were built to standard codes.
City Council is thinking also about establishing a "green permitting" process, which would allow green developers to bypass the bureaucratic bottlenecks and move to the front of the line for development approvals. This is great news. Developers are always looking for a way to get their projects approved, so green permitting will force them to rethink their options.
The LEED-H standard, which is the USGBC‘s standard for residential green homes, is relatively new, when compared to the LEED standards for commercial building. LEED buildings will start to gain in popularity and provide tangible benefits to the city because green buildings use less water, less energy, and pollute less. And from what I understand, there are tons of cities out there (other than Cincinnati) that have water shortages, energy shortages, and dirty skies–why not empower your citizens and businesses to solve resource problems by building green? It’s one of the smartest things you can do as a politician, regardless of your partisan affiliation.
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<urn:uuid:cb1ee72e-2944-4870-b90e-436c4ee2c1a6>
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CC-MAIN-2013-20
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http://www.jetsongreen.com/tag/development/page/51
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s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368698958430/warc/CC-MAIN-20130516100918-00053-ip-10-60-113-184.ec2.internal.warc.gz
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en
| 0.957469 | 330 | 2.515625 | 3 |
You’ve likely heard your dentist say that the key to a clean, healthy mouth is brushing 2 times per day, for 2 minutes per brushing. However, you may not have heard that there are actually good brushing techniques and bad brushing techniques that can really make or break the quality of your brushing, and ultimately the outcome of your overall oral health.
For instance, did you know that you don’t need to (and shouldn’t) add much pressure to your brushing? There is a common misconception that pressing harder will remove more plaque, but in reality, brush head bristles are designed to reach between your teeth, and pressing too hard actually mashes them, rendering them incapable of doing their intended job. Not only that, but added pressure can cause some serious gum irritation and soreness.
Similarly, vigorous scrubbing can lead to some bad outcomes, as well.
For more information about good brushing technique (and bad brushing technique), keep reading. Your mouth will surely thank you.
Proper teeth brushing technique: Correcting bad brushing habits
Sure, cavities and gingivitis will result from a lack of proper brushing your teeth, but there are some issues that can be caused by improper bushing technique (no matter how diligent you may be).
Here are 3 key rules for brushing your teeth safely and completely:
Rule 1:Do not scrub!
You’ve probably been using the scrubbing method your whole life, and this is a hard habit to kick. Aggressive scrubbing, though, can cause uncomfortable gum irritation and even permanent damage. Instead, use a short, soft back and forth motion, letting the bristles do most of the work for you.
Rule 2:Less pressure actually cleans better.
This may seem counterintuitive, but mashing the brush head against your teeth and gums prevents the bristles from sweeping away the plaque in between your teeth, causing more plaque to build up.
*Tip: While brushing, try holding your toothbrush with just your fingertips. This will help eliminate that impulse to press too hard.
Rule 3:Brush for at least 2 full minutes. On average, people only brush their teeth for 45-70 seconds. This is not enough time to successfully cover all areas of your mouth. Lack of coverage means that plaque has the time and space to build up, especially in consistently missed areas. Use a timer if you’re unable to keep track -- 2 minutes is the magic number.
Manual vs electric toothbrush?
Dentists generally agree that electric toothbrushes are tougher on plaque and gentler on gums than manual toothbrushes. At 62,000 brush movements per minute, the cleaning your mouth receives from just a single 2-minute brushing session with a Sonicare brand electric toothbrush is the equivalent of 1 month of manual brushing. No joke.
Better cleaning with electric toothbrush
Whether you're brand new to using an electric toothbrush or a seasoned professional, it’s a great idea to review the proper way to hold your electric brush. For best (and safest) brushing results, keep in mind that electric toothbrushes do not require a firm grip. In fact, the opposite is true.
Hold the handle of your electric toothbrush with just your fingertips. This may feel strange at first, but the lack of tension in your hand will actually help to prevent scrubbing and the application of too much pressure while you brush.
Remember, the electric toothbrush is designed to do all the hard work for you. No labor required.
Once you’ve mastered the fingertip-hold, gently place the brush head bristles against your gumline, holding the brush head at a 45-degree angle, with the bristles pointed upward for top teeth and downward for bottom teeth -- think about the edge of the bristles running along the edge of your gumline.
By holding the brush this way, you are able to clean your gums and teeth at the same time. As discussed, it’s very important that you never scrub your teeth and gums with an electric toothbrush.
Feel the difference of a gentle clean with our Pressure Sensor while whitening your teeth in 1 week. See all benefits
Brushing for complete coverage: Try the Slide 'n Glide
When you're in correct position, give the Sonicare 'Slide 'n Glide' a try.
Try this: Imagine you're playing the violin, and slowly slide the bristles along the entire length of three or four of your teeth. When you reach the end that section, glide back to the beginning. Repeat on just those teeth for 10-15 seconds. The Slide 'n Glide satisfies the impulse to move your hand, but gives you a far more complete (and gentle) cleaning.
*Note: There are 6 sections of teeth in your mouth (3 on top, 3 on bottom).
After you have thoroughly brushed the first section, continue on to cover the front and back of the remaining 5 sections. Remember, your movements (like playing a violin) should be soft and rhythmic. No scrubbing. No pressure.
Brushing for complete coverage: When to replace your brush head
Obviously, regular brushing and flossing (or interdental cleaning) is the ideal way to improve and maintain your oral health. Consistently brushing twice per day for at least 2 minutes per session will greatly reduce the amount of plaque that's able to grow in your mouth, preventing bigger issues, like tartar and periodontal disease from occurring. Maintenance of your brush heads, though, is also crucial to your oral care success.
New brush head bristles point in the same direction and are cut to precise lengths to reach between your teeth. Used bristles, though, fray and break with wear, becoming unable to do their job. Since plaque builds up where ever you let it, continuing to use an expired brush head increases the risk of inconsistent brushing.
For the most effective brushing, replace your brush head every 3 months.
By clicking on the link, you will be leaving the official Philips Electronics Ltd. ("Philips") website. Any links to third-party websites that may appear on this site are provided only for your convenience and in no way represent any affiliation or endorsement of the information provided on those linked websites. Philips makes no representations or warranties of any kind with regard to any third-party websites or the information contained therein.
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<urn:uuid:b22841f3-7725-4272-9d1e-4b2bc6c363d3>
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CC-MAIN-2023-40
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https://www.philips.ca/c-e/pe/oral-healthcare-articles/everyday-routines/how-to-brush-your-teeth.html
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506686.80/warc/CC-MAIN-20230925051501-20230925081501-00159.warc.gz
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en
| 0.932612 | 1,324 | 3.203125 | 3 |
Food can feel complicated. But it really doesn’t need to be. Keeping it simple and as close to nature as possible is all that is necessary. An optimal diet that reduces risk for disease is based on whole plant foods which are recognizable and enjoyed in their most intact form, avoiding animal products and processed foods. But what is a processed food, exactly? Clearly, Twinkies, Skittles, and fluorescent colored energy drinks would fit the bill of being highly processed. But what about something less obvious…such as a green smoothie, pasta, or plant-based yogurt?
From a diced onion and juiced carrot to refined sugar and artificially-colored corn chip, there is a whole lot of gray area in between when defining processed foods. Especially when you consider that processing includes all sorts of transformations that can be done on food, including grating, mincing, chopping, blending, boiling, baking, blanching, chargrilling, canning, pickling, extracting, changing the chemical or physical structure, etc., etc. The list goes on and on.
With many–but not all–of these alterations, there may be implications, such as these:
- Nutrients can become lost. From the moment a plant is plucked from the Earth, nutrients start to degrade. Even from the time between when food is harvested to the time it ends up in your kitchen–let alone on your plate–significant losses occur. Cooking foods causes further leaching of certain nutrients and refining a whole grain significantly reduces fiber, protein, and other key nutrients.
- Unhealthy or potentially harmful substances can be added in. On most food production lines, preservatives, artificial colors, (artificial) sweeteners, artificial flavors, stabilizers, thickeners, and other ingredients are added into the original food for myriad survival reasons. Even using high temperatures to cook potato or grain products can promote byproducts such as acrylamide formation.
- Nutrients can be concentrated. There is an increase in vitamins, minerals, antioxidants, and phytochemicals when blending and juicing fruits and vegetables (however, this may also reduce fiber and satiety). Further, a dramatic enhancement of fat and calories is found in olive oil as compared to whole olives or carbohydrates from sugar beets as compared to table sugar when refined (however, this reduces fiber and most other nutrients).
- Satiety can decrease. When fiber is reduced, many health benefits are minimized and satiety is often also slighted.
- Calories can increase. Taking out fiber or water leaves room for more calories. Highly processed foods such as sugars and oil contain the most calorically dense foods of all. But even dried fruit increases caloric density as water is removed.
- Enzymes can become activated. Certain foods are best eaten raw or even sprouted, to protect their disease-fighting phytochemicals and to enhance nutrient absorption. For example, allicin in garlic protects against cancer and is only activated when cut or crushed based on the enzyme allinase. Similarly, sprouting seeds significantly improves their nutritional benefits.
- Cravings may be enhanced. Highly processed foods have been shown to provoke physiological responses similar to addictive drugs.
Here is a graphic to help illustrate the journey foods can take from its original state to a more processed version of itself:
Here are 5 ways to optimize the “whole” in your whole food, plant-based diet:
- Fill at least half of your plate (or bowl) with raw or lightly cooked vegetables and fruits.
- Include at least half of your diet from raw foods to benefit from their original nutritional profile.
- Include cooked foods as well to incorporate the benefits that take place with cooking certain nutrients, such as carotenoids.
- Drink soups and stews to make sure you retain any nutrients lost in the cooking broth.
- Minimize or avoid oils and refined sweeteners.
- Choose whole grains over refined grains as often as possible.
- When purchasing food with a label:
- Focus exclusively on the ingredient list.
- Aim for the fewest ingredients possible.
- Completely recognizable and pronounceable ingredients.
- ignore misleading marketing on the front of the package;
- Avoid artificial flavors/sweeteners/colors, preservatives, stabilizers, thickeners.
- Prioritize The 6 Daily 3’s: 3 servings of legumes, leafy green vegetables, other-colored vegetables, fruits, nuts and seeds, and exercise.
Ultimately, it all lies on a spectrum…
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<urn:uuid:a1eafa8d-cb78-46a9-9aec-d3fdc677c928>
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CC-MAIN-2017-39
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http://plantbaseddietitian.com/optimize-whole-foods/
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s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687281.63/warc/CC-MAIN-20170920123428-20170920143428-00146.warc.gz
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en
| 0.933722 | 941 | 3.53125 | 4 |
THE Walter Scott:
Of Its Day
WARREN E. SPEHAR*
In Huckleberry Finn the adventures of
Huck and Jim aboard the wrecked steamboat Walter Scott introduce Twain s audience to certain details of superstructure
design of western steamboats. After overcoming Jim's reluctance to board the
apparently abandoned vessel (Chapter
Twelve), Jim and Huck made fast the raft
to the starboard derrick and then proceed
toward the texas, fending off the guys as they go. Reaching the captain's door at the front end of the texas,1 the rectangular structure
mounted on the topmost deck (hurricane), and on which itself was
mounted the pilot house, Huck looks "away down through the texas-
hall [and sees] a light!" Hearing voices from within the texas, Huck
CROSS SECTION OF
E. B. Trail Collection
State Hist. Soc. of Mo.
*Born in Kansas City, Kansas, Mr. Spehar received his B.S. degree
in English from Rockhurst College and his M.A. in the same field from
the University of Missouri at Kansas City. He is currently completing his
Ph.D. in English at the University of North Carolina at Chapel Hill.
i No convincing explanation of the application of this term to this steamboat feature has yet been proposed. One view is that staterooms on Mississippi
steamboats were commonly named after states, hence the officers' room, the
largest, is said to have been named "texas."
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<urn:uuid:b1504f2d-8414-4dd5-b11a-7108f631f8e9>
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CC-MAIN-2013-48
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http://statehistoricalsocietyofmissouri.org/cdm/compoundobject/collection/mhr/id/31582/show/31536
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s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386164034983/warc/CC-MAIN-20131204133354-00004-ip-10-33-133-15.ec2.internal.warc.gz
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en
| 0.942494 | 327 | 2.609375 | 3 |
Restless Leg Syndrome As A Marker For Unsuspected Chronic Lyme Disease
Posted Sep 13 2008 4:31am
Objectives: Restless Legs Syndrome is characterized by a torturous sense of needing to move the reclining leg--a feeling that can not be denied by the sufferer. As it was more clearly understood that RLS is mediated by many neurologically related abnormalities, it was thought RLS might be provoked by the presence of known or unsuspected neuroborreliosis. A study was undertaken in and from an eastern Pennsylvania private psychiatric office to ascertain the likelihood of a Lyme/RLS connection in that area, highly endemic for infected deer ticks.
Method: Psychiatric patients who had been found to have previously unsuspected tick-borne diseases, primarily Lyme disease, were interviewed to ascertain the possibility of co-existent RLS. At the same time, a survey of the membership of an unrelated, local support group for known RLS sufferers was undertaken with the goal of locating people who were previously diagnosed or as yet possibly undiagnosed victims of chronic Lyme disease.
Results: Of the 66 chronically Lyme-infected psychiatric office outpatients, 20% described typical symptoms of Restless Legs Syndrome. They acknowledged RLS symptoms as causing excruciating distress to them. Some of these patients also had a related condition, Periodic Limb Movement Disorder, which is characterized by a jerking of the legs (or arms) during sleep. None was receiving usual dopamine agonist medications for treatment of RLS.
The situation in the totally unrelated RLS support group was different but also suggestive. In a survey of 150 members, approximately one third of whom responded, 50% described chronic non-RLS multi-system physical symptoms for which they could get no diagnosis after consulting multiple specialists. Of the 7 people who so far have allowed Western Blot and PCR testing, 5 tested positive for Lyme and, to some degree, other associated tick-borne infections. One other person apparently has lupus. There were 3 others who had past histories of treated LD.
The 5 RLS support group members who tested positive were relieved at the new diagnoses of chronic Lyme disease. Of the four of them to date who have allowed treatment for their infections, all have experienced reduction in their RLS, two no longer needing therapy other than iron supplements and antimicrobial medications.
In the psychiatric outpatient group, all the patients who underwent treatment for chronic Lyme disease lost their RLS and PLMD symptoms with the advent of appropriate antimicrobial medications and sans dopaminergics.
Conclusions: Experience with two unrelated sets of people--Lyme victims in treatment for emotional/cognitive problems and a cluster within a RLS support group indicates a likely role for Lyme disease as a causation of RLS.
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<urn:uuid:4662b1ad-3ce5-47bf-8ed8-0d6c03304f5c>
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CC-MAIN-2013-48
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http://www.wellsphere.com/lyme-disease-article/restless-leg-syndrome-as-a-marker-for-unsuspected-chronic-lyme-disease/348430
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s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163065880/warc/CC-MAIN-20131204131745-00040-ip-10-33-133-15.ec2.internal.warc.gz
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en
| 0.974913 | 565 | 2.609375 | 3 |
Trevor Nickolls (1949–2012) created his Bethesda series after suffering a car accident that damaged an eye, his arms, legs, and face. The artist produced a number of works in response to the accident, which were a form of catharsis, and meditation on the vulnerability of the body.
Nickolls was an Aboriginal Australian who grew up in Adelaide. His work reflects a variety of influences, including Aboriginal spirituality, the urban environment, and the Bible, as is the case in the Bethesda series. While Nickolls was not working from a Christian perspective, the story of the pool of Bethesda as a place of healing inspired the name of this group of drawings.
The five Bethesda drawings in the National Gallery of Australia depict a variety of subjects: landscape, trees, seated man, landscape with man playing didgeridoo, and pool. Pool has the most explicit connection to the biblical narrative.
A major theme in Nickolls’s oeuvre is ‘Dreamtime to Machinetime’. This is the artist’s phrase, devised to express the cultural transition that Aboriginal people have made from indigenous ways of life to urban environments. The Bethesda series seem to epitomize a Dreamtime of Nickolls’s own creation, depicting a land without urbanization.
In Aboriginal spirituality, every thing in the world is interconnected. People, animals, plants, land, and sky are all part of a larger reality, created by the Ancestors in Dreamtime. In the face of his brutal encounter with a machine, Nickolls seems to have sought healing in creating his own Dreamtime.
As a source of hydration and cleansing, as well as a place of tranquillity, a pool can be a symbol of healing that transcends individual religious traditions. The biblical Bethesda was a place where the unnamed man was ‘made whole’ through an encounter with Jesus (vv.11, 14, 15). Nickolls’s Bethesda is a Dreamtime place where he too sought to be made whole. As viewers, we can also seek wholeness through contemplating Nickolls’s Bethesda.
O’Ferrall, Michael (ed.). 1990. 1990 Venice Biennale, Australia: Rover Thomas–Trevor Nickolls (Perth: Art Gallery of Western Australia)
5After this there was a feast of the Jews, and Jesus went up to Jerusalem.
2 Now there is in Jerusalem by the Sheep Gate a pool, in Hebrew called Beth-zaʹtha, which has five porticoes. 3In these lay a multitude of invalids, blind, lame, paralyzed. 5One man was there, who had been ill for thirty-eight years. 6When Jesus saw him and knew that he had been lying there a long time, he said to him, “Do you want to be healed?” 7The sick man answered him, “Sir, I have no man to put me into the pool when the water is troubled, and while I am going another steps down before me.” 8Jesus said to him, “Rise, take up your pallet, and walk.” 9And at once the man was healed, and he took up his pallet and walked.
So the Jews said to the man who was cured, “It is the sabbath, it is not lawful for you to carry your pallet.” 11But he answered them, “The man who healed me said to me, ‘Take up your pallet, and walk.’ ” 12They asked him, “Who is the man who said to you, ‘Take up your pallet, and walk’?” 13Now the man who had been healed did not know who it was, for Jesus had withdrawn, as there was a crowd in the place. 14Afterward, Jesus found him in the temple, and said to him, “See, you are well! Sin no more, that nothing worse befall you.” 15The man went away and told the Jews that it was Jesus who had healed him. 16And this was why the Jews persecuted Jesus, because he did this on the sabbath. 17But Jesus answered them, “My Father is working still, and I am working.” 18This was why the Jews sought all the more to kill him, because he not only broke the sabbath but also called God his own Father, making himself equal with God.
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CC-MAIN-2020-10
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https://thevcs.org/pool-bethesda/dreamtime-healing
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en
| 0.979206 | 932 | 2.59375 | 3 |
Things that go along is a great approach to build terminology, categorize things and learn to recognize similarities. A fresh great language learning activity that could activate your child and get her thinking about the world about her within a fun and exciting way!
First, think about all the different pairs of items that you come across every day. There are many, https://canadianwomen.org/the-facts/womens-poverty/ but some choices include items that are the same color, rhyming text, theme-related pairs or simply tasks that are similar in appearance. For example , in ways, “pen and pencil” or perhaps “book and bottle. ” You could also ask questions such as, “What are the things you use to write with? ” Or perhaps, “How do you hold a book? ”
Subsequent, consider your list of things that go alongside one another and generate a game with them. For example , you might have your child write a story about the things that choose together or play a casino game where they need to match two different images of objects with their corresponding words and phrases and why each goes together.
Our totally free things that go together worksheets most appropriate tool to develop logical reasoning skills because children are presented with several objects and must determine which ones happen to be related. They have to then ring the ones that choose together and put an By in the ones that don’t. These worksheets are perfect for classroom use in addition to a quick and easy get ready https://elitemailorderbrides.com/thai-women or perhaps time filler!
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CC-MAIN-2023-50
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http://www.mg-automobile.at/2022/11/16/factors-that-go-together/
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en
| 0.958929 | 338 | 3.203125 | 3 |
As we continue to examine Pop Art, we look at Andy Warhol’s fascination with pop icons and his beautiful and well known Marilyn Monroe Series.
“What’s great about this country is that America started the tradition where the richest consumers buy essentially the same things as the poorest. You can be watching TV and see Coca-Cola, and you can know that the President drinks Coke. Liz Taylor drinks Coke, and just think, you can drink Coke, too.” – Andy Warhol
As a response to his piece my students chose modern pop icons to portray. Including Pink, Billie Joel Armstrong and Angelina Jolie. Because of our classrooms limitations we used a different printing technique than Andy, but a printmaking technique all the same. I had my student create single color linoleum block prints focusing on the elements value and texture, and then adding a second layer of color focusing on the principles of design emphasis and contrast.
In Richard Hamilton’s definition of Pop Art he talks about mass production. Printmaking was an important aspect of Andy Warhol’s mass production of his pieces. After we discussed the significance of easily reproduced artwork and it’s connection to kitsch and consumerism we began print making.
Leave a Reply
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CC-MAIN-2023-23
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https://emmateachesart.com/2014/06/19/iconic-prints/
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en
| 0.935622 | 260 | 3.171875 | 3 |
Pain is the body’s warning sign that something is wrong. Many chronic illnesses and painful conditions cause pain—such as diabetes, arthritis and toothaches. But because people living with dementia struggle to express pain in typical ways, they often have untreated pain. This is especially an issue for people in the later stages of dementia who may struggle to communicate.
The Pain Matters Guide and Pain Journal are available to help family members, friends and caregivers of people with dementia recognize the relationship between responsive behaviour and pain. Behaviour has meaning and it may be an expression of pain.
Untreated pain can lead to depression, loss of appetite, social withdrawal, restlessness, aggression and agitation, which may be mistaken as side effects of dementia. When pain is not treated, its symptoms and responsive behaviours like these worsen.
Learn how to recognize the signs of pain by downloading the Pain Journal and Guide today:
Why can pain go untreated?
People can mistakenly believe pain is:
- Something to get used to
- Mental, not a physical problem
- A natural part of growing old
- Something people use for attention
- Something people with cognitive problems cannot reliably report
- Best untreated because pain medications lead to addiction
- Best untreated early on because using pain medications will limit later options
Not reporting pain is not the same as having no pain. A person with dementia may not report pain because they:
- Believe in the myths mentioned above
- Think that “complaining” about pain may make them fall out of favour
- Mention discomfort, hurting, aching or sore, but not the specific word “pain”
- Misinterpret the feeling of pain because of dementia
- Fail to remember that pain occurred
- Are unable to communicate due to being in the later stages of dementia
For more information please download the Pain Matters Guide or call your local Alzheimer Society.
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CC-MAIN-2020-05
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https://alzheimer.ca/en/krr/We-can-help/Resources/Pain%20Matters
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en
| 0.924884 | 385 | 3.0625 | 3 |
This question is a part of the museum's Systems at Work exhibit. We encourage the exhibits online visitors to leave their thoughts on these topics, just as visitors to the actual exhibit are doing.
Postal workers have used a variety of machines to help sort and process mail as quickly as inventors could create them. What seems easy, mailing and receiving a letter, is only deceptively simple. The size of the United States, combined with its growing population (of many different national origins and writing styles) and (until recently) ever-increasing mail volumes, has long made mailing and receiving a letter a challenging process.
There are four aspects to mails’ journey. It is collected, or deposited, into the postal system. Then it is processed, and then transported (these two aspects are often interchangeable and can repeat often), and finally it is delivered.
Collection (or depositing) mail usually involves mailboxes and post offices. Mailbox design has to take into account weather, security, attractiveness, (yes, attractiveness. Some early collection mailboxes were rejected by local officials for ruining a street view), strength, and ease of use. Inventers spent decades working on collection mailboxes that combined these attributes, only to often fail at one of them. The mailbox designed by Willard Doremus was attractive and easy to use, but not very strong. The lip covering the letter slot was weak and often broke, letting in rain, snow, and mail thieves.
Transporting mail in the past has provided some of the more interesting examples of problem solving. Postal officials often contracted with private carriers to move mail through and into low population areas, finding it cheaper to rely on the contractors to come up with a way to best move the mail. Contractors have carried mail by dogsled or on skis in snow-covered areas, by boat over lakes and rivers, and even by mule into the Grand Canyon (a system that continues today). Postal officials usually purchased vehicles “off the rack,” looking for the vehicle that best fit their needs. In the 1980s they turned that process on its head and advertised their requirements for a new vehicle. The now ubiquitous Long Life Vehicle was the result of that competition.
Processing mail is an area which saw little change for most of the system’s history. Postal clerks were handsorting mail into pigeon-hole sorting cases well into the mid 20th century. By the 1960s machines had begun what would be the system’s most dramatic change of all. Today’s postal employees work amongst automated machines that are the length of a football field. The contemporary postal sorting facility is definitely not their father’s post office.
The final step, or “last mile” as it is known to postal workers, is delivery. While delivery itself dates to the Civil War era, it is a process that has not changed significantly. While the services surrounding delivery are definitely 21st century (tracking, for instance), our letters, catalogs, and packages are still brought to our doors (or mailboxes) by letter carriers.
Looking at the postal system as it works today – what do you think needs to be improved? Design a machine for making that improvement – what would it be? What would it look like?
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<urn:uuid:32085a22-636f-4f64-b273-ba721b014d12>
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CC-MAIN-2013-48
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http://postalmuseumblog.si.edu/2011/12/what-would-you-improve.html
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the thinking of immigration write one paragraph and a letter research required
This assignment has two parts.
1) Read Desert Exile, by Yoshiko Uchida.
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This is Yoshiko Uchida’s account of her family’s experience with anti-immigrant feelings and politics during World War 2. It is another chapter in America’s history. Even though we often hear the phrase the the United States is a “nation of immigrants”, the truth about that national content continually tests our national character.
Write a paragraph in which you connect Uchida’s experiences in the book with the experiences immigrants encounter today in the United States.
2) Take a virtual tour (online) of three immigration museums
There is a museum of immigration near the Statue of Liberty on Ellis Island in New York City. It is an interesting monument to the history of European immigrants. Did you know that one-half of the population of the United States can trace their heritage back to people who entered the country through Ellis Island?
There is also a museum on San Francisco Bay’s Angel Island that features the stories of Chinese immigrants to the United States, as well as the California Railroad Museum in Sacramento.
Google these three museums to find their websites.
Once there, spend one hour surfing each site, taking notes as you go.
Then, write a letter to a friend or relative in which you persuade the reader to visit these sites either online or in person. Explain why reading the book by Uchida is important to understanding the history depicted in these museums.
Include the paragraph and the letter in ONE Word file to submit for this assignment.
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Pests that can attack seasoned hardwood timber causing structural damage are of major concern to the householder. Powderpost beetles are one of the borers found in Australia.
Powderpost beetles belong to the subfamily Lyctinae in the family Bostrichidae. They are so named because their larvae can reduce susceptible timber to a fine flour-like powder (Figure 1).
Figure 1. Larvae of powderpost beetles can reduce susceptible timber to a fine flour-like powder.
Figure 2. Adult powderpost
Adults are up to 7 mm long, dark-brown, shiny, flattened, elongate insects (Figure 2). They have a distinct head and the terminal segments on their antennae have a clubbed appearance. Larvae are cream-coloured with brown head and jaws and 3 pairs of small jointed legs. On hatching, they are about 0.5 mm long and straight-bodied but later become C-shaped.
Biology and life cycle
Powderpost beetles are pests of the sapwood of certain hardwood timber species. Species display minor differences in appearance, habits and longevity. The life cycle and habits of our most common lyctine species, Lyctus brunneus, are presented below.
After mating, the female beetle seeks a suitable place for egg-laying and bites the wood, leaving a series of grooves on the surface. These tasting marks may serve to determine whether the timber contains starch, the essential larval dietary requirement, and they also expose wood pores for subsequent egg-laying. She lays into the open pores of the sapwood. Each female may lay a total of 70 eggs, with a usual limit of 3 eggs in any pore.
Eggs hatch after about 14 days and larvae feed on the starch in the sapwood until fully grown. Tunnels usually follow the grain of the wood and only the larval stage destroys timber. The development period for larvae varies from 2 to 12 months depending on temperature, humidity and the supply of starch in the sapwood.
Fully-grown larvae tunnel towards the wood surface and excavate small oval cells where pupation takes place. Two to 3 weeks later, mature beetles begin to emerge through the surface of infested timber, each making a round hole (1-2 mm diameter) as it emerges.
Small piles of frass associated with the emergence holes may collect on the surface of infested timber or fall nearby. Emerging adults push a small amount of frass out, but larvae moving within the sapwood also cause frass to continue to fall from emergence holes and from cracks in the timber.
After emergence, the mature beetles mate and egg-laying begins. Re-infestation of timber is common and may continue until the food resource is completely utilised, usually within 4 to 5 years of felling.
Figure 3. Various sapwood-heartwood configurations can be found in sawn timber.
It is emphasised that lyctine beetles attack only the sapwood (Figure 3) of certain hardwoods and do not attack softwoods.
Three conditions govern susceptibility: moisture content, pore size and starch content. Wood with about 15 per cent moisture content is most suitable for development of larvae. Only hardwoods have pores and lyctines attack only the sapwood
of hardwood species with pores larger than the diameter of the ovipositor of the female. Susceptible timber species must also contain enough starch to nourish the developing larvae. The heartwood of hardwoods is never infested, although adults may emerge through it. Coniferous woods have different food reserves and cell structure and therefore are not susceptible.
Most attacks take place at the saw-mill, in logs or sawn timber that are drying. Evidence of infestation may not become apparent until the timber is in-service and adults begin to emerge. Infested timber contains numerous galleries packed with fine powdery frass. The whole of the infested area may be reduced to powder leaving only a shell of wood on the outside, perforated by emergence holes. Small piles of frass may be found where a gallery has broken the surface or where an adult beetle has emerged. The frass is smooth and floury (not gritty) when rubbed between the fingers.
Infestation may occur anywhere in the structure where susceptible timber has been used (for example, in subfloor areas, living space, roof space, or in furniture and artefacts). In new houses, emergence holes may appear in the lining materials (for example, in plasterboard and panelling) and joinery. Such holes are made by adults emerging from the hardwood framing beneath.
No single treatment for lyctine attack is suitable in all circumstances. The following options are available:
- In most circumstances no control measures are required because the damage is not of structural significance. For example, damage to a section of a fence paling may be of little consequence. Exit holes in plasterboard, overlying a small section of infested sapwood in the framing material, can be easily filled to restore the original appearance. However, appearance holes may continue for a year or longer, depending upon the amount of sapwood available for infestation. Where appearances are important, control measures may be required. For example, damage in floors or panelling may be of consequence. If lyctine damage is found in a building more than 5 years old, control measures are not usually necessary, because supplies of susceptible material should have been exhausted.
- In some cases removal of infested sapwood from affected timber may be easy. For example, sapwood can be chiselled from an infested hardwood post in a pergola.
- The replacement of affected timber with non-susceptible material may be a practical option. For example, an infested floorboard, windowsill or table leg can be replaced to remove the infestation.
- Items of furniture can be disinfested by fumigation. Small items, like carved souvenirs, are disinfested by placing them in a freezer for a week or so.
Neither freezing or fumigation provides protection against re-infestation; however, the article can be protected by restoring the finish or by applying paint, varnish or wax polish to all exposed surfaces soon after treatment.
If further lyctine damage cannot be tolerated and other control options have been rejected, a registered residual insecticide should be used.
Treatments are sprayed or brushed on to the affected parts of unfinished timber surfaces. All exposed faces of susceptible sapwood should be treated. The insecticide should be diluted in oil or water, although oil-based treatments are preferred because better penetration and persistence will be achieved. Water-based treatments leave most of the insecticide on the surface of seasoned timber.
Emergence through water-based insecticide may continue for many months, but most adults will be killed as they wander over the treated surface. Immature lyctines may survive beyond the treated zone, but their emergence as adults through oil-based insecticide is unlikely. Emergence can continue through non-host materials concealing sapwood surfaces, for example, through the lining attached to ceiling battens.
Both oil-based and water-based treatments provide protection from re-infestation, but additional treatment may be required depending on the persistence of the insecticide and the site of infestation. For example, hot conditions in the roof space may reduce the persistence of the chemical. Access to infested roof timbers is often difficult. In some cases, fumigation may be warranted, but protection against re-infestation is also required.
Powderpost beetles attack only the sapwood of certain hardwoods and do not attack softwoods. In the tropical and subtropical climates attack by powderpost beetles on susceptible timber is almost inevitable.
The development period for larvae varies from 2 to 12 months. Re-infestation of timber is common and may continue until the food resource is completely utilised.
Prevention of powderpost beetle attack is better than cure. No single treatment for powderpost beetle attack is suitable in all circumstances. A range of options is available. However 100% extermination is not possible and there can be no guarantee of possible reinfestation while a food source exists.
We recommend you consult your local Independent Property Inspector to determine the structural integrity of the effected timbers and he will be able to recommend any further action that may be needed.
This Fact sheet has been provided free by Independent Property Inspections because we want you to have a better understanding of your property and all things that can affect your greatest asset. We hope this will help you manage and maintain your property.
Please call us on 1800 17 88 22 if you have any queries at all or you can email us at email@example.com
© Independent Property Inspections 2014
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Land of the Buffalo - Land of the Blackfoot
It is difficult to imagine a sight more beautiful and more awesome than a massive herd of buffalo on the move, either slowly grazing its way over the grasslands or launched into a desperate stampede seeking protection from unseen dangers..a moving carpet of black undulating over the hills and valleys of the endless prairies. There were millions of them, these hulking, shaggy beasts, so impressive in their power and strength; the prairies were their home. this was also the home of the Blackfoot. The buffalo followed an annual migration which led them to seek the lush grasses on the prairies in summer and the relative protection of the foothills in winter. They were the Creator's gift to our people. Our Blackfoot history and culture developed around the life cycle of the buffalo, and our lives "revolved around the thundering glory of the buffalo hunt." Ours was a semi-nomadic life, meaning that our people continually returned to the same sites in the same seasons that provided them food and shelter. Our culture and our community life developed in that way, in close harmony with this environment.
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Vitamins: What It is advisable to Know Now
Look Right here And You'll have Gain Great Insights About Vitamins And Minerals
Most individuals have heard about vitamins and minerals. This stuff have been used to advertise food for years, but what does it mean on your body? Understanding the value and significance of vitamins is essential to the administration of your body. Take the time to learn forward and you'll acquire some precious information about vitamins.
If you'd like the most from your workout and the physique you desire, remember to take your vitamins. In addition to rushing up restoration time, minerals and vitamins assist the physique burn fat and build muscle.
Supplements that have fats in them must be consumed with food, so take them with meals. For instance, Vitamins A, E, and Okay aren't absorbed correctly when taken on an empty stomach. Absorption is simpler if the meals has a specific amount of fat.
Strive adding more magnesium, Omega-3 fatty acids, and vitamin D to your weight loss plan in case you are feeling unhappy. A deficiency in any of those may actually result in depression. Omega-three fatty acids are known to support mind health, whereas magnesium will help your body and thoughts calm down and chill out.
Supplements are extraordinarily vital as of late. You will discover these wherever and they're very helpful to your health. Multivitamins are a good place to start, so find a natural option and give it a try.
Vitamin C is in lots of fruits and vegetables, especially citrus fruits. For these whose diets are vitamin deficient, supplements are nice. This vitamin prevents colds, acne, gum illness and other circumstances. Recent studies have steered that vitamin C has a optimistic impact on individuals that have ADHA, Alzheimer's illness and dementia.
Whenever doable, select contemporary produce over canned; nonetheless, if canned is your solely choice, it's higher than no veggies and fruit in any respect. You possibly can add to the advantages of a wholesome meal by taking vitamin and mineral orally in capsule or powder form.
Folic acid prevents birth defects, certain cancers, stroke and heart illness. This B vitamin is added to flour, chilly cereal and pasta. Additionally, many leafy vegetables, melons, beans and meats contain folic acid. Folic acid is used to treat Alzheimer's, macular degeneration, RLS, neuropathy, osteoporosis and other signs of aging.
Make sure you choose your beverages correctly. Try to keep away from drinking a variety of coffee, tea, or soda. These drinks all have caffeine, which might keep your body from absorbing certain vitamins and minerals like iron. They may trigger you to extend secretion of water-soluble vitamins in your urine.
When buying vitamins, all the time examine the expiration date on the package deal before you purchase them. Vitamins have a shelf life and do not last forever. Storage time, publicity to gentle and temperature can all effect the standard of vitamins and further reduce the expiration date. So be sure that that you're shopping for quality vitamins that haven't expired.
Vitamins And Minerals: Stable Suggestions And Methods to get vitamins and minerals is thru your weight loss program. To make sure you're getting what you want, add loads of superfoods to your weight loss program. Superfoods are excessive in a wide range of vitamins and minerals. These foods embrace broccoli, blueberries, leafy inexperienced vegetables, whole grains and many other foods.
Are you a woman of childbearing age? If that's the case, you may be low in magnesium. The truth is, 60 percent of ladies or extra may be deficient in magnesium. Your finest it is to speak to your doctor about having exams accomplished to measure your ranges, and if you're low, choose up a supplement.
Many individuals believe that doubling up on vitamin doses means they may have a greater consequence, but this isn't the truth at all. Good Advice To help you With Vitamins And Minerals 's a good idea so that you can keep away from doing this since it might offer you more than you need. Having too much of a great thing will be harmful, so stick with the recommended quantity.
Potassium, or the great salt, is very important on the subject of blood strain regulation and other processes of the physique. Ample quantities of potassium in your food plan can be discovered by eating loads of complete vegetable servings. This may naturally also reduce your intake of unhealthy processed foods.
Just remember to check the expiration date on any vitamins you purchases, particularly when you purchased them online. There are lots of people who promote vitamins at an extremely low rate as a result of they are not purported to be bought in any respect. Taking previous supplements shouldn't be good since they will not be as efficient as they ought to be.
When you find yourself in search of a multivitamin, search out those who comprise 100% of the daily value of most of the components. Since you are looking to extend your nutrition, you need to try to get the most benefit attainable. In the event that they comprise very little of every individual nutrient, there is no such thing as a point in taking them at all.
When you are feeling unhappy or drained, you might have to spice up your vitamin D. Particularly in the winter months when we just don't get sufficient sunlight, a deficiency of vitamin D can depart us lethargic. Speak to your physician about whether or not or not a supplement might assist you feel better.
Boost your vitamins and minerals (and your energy) within the morning by means of a bowl of wholesome cereal. Many cereals today are fortified with crucial nutrients that you want. Ensure Things you Did not Find out about Vitamins And Minerals choose cereals which can be healthy. Be careful for sugary choices, and opt for complete grains when doable.
When you could have issues with high blood strain, talk to your physician about taking calcium and magnesium supplements. They've been proven to reduce blood pressure and decrease your danger of coronary coronary heart illness. Important Details about Every day Vitamins And Minerals paired with a wholesome weight loss plan can go away your heart healthy long into the longer term.
Although you may think that vitamins and minerals are just about food, you can be mistaken. This text has proven you that vitamins and minerals play a necessary half in your body's health. Use what you learned here to make these necessary supplements a part of your life and each day routine.
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Yet another new buzzword has got the internet excited, but what exactly is Web3? Here’s everything you need to know.
What is Web3?
At a basic level, the idea behind Web3 is to take the world wide web as we know it and add blockchains – the technology behind cryptocurrencies like bitcoin – to everything.
Why would you want to do that?
The web was once seen as a utopia in which anyone could do anything, but proponents of Web3 say it is now dominated by big corporations and proprietary algorithms. Blockchains could give people equitable ownership of their presence on the internet. “Web3 is a way to deal with the trauma of the loss of a once possible great future for the internet,” says Niels Ten Oever at the University of Amsterdam.
Hang on, what about Webs 1 and 2?
The first web was just the world wide web, launched by Tim Berners-Lee in 1989, which allowed people with technical know-how to put information online in a decentralised way. Web 2.0, first named in a 1999 magazine article, saw the development of easy-to-use tools that let anyone to create content online, not just experts, but at a cost of centralising into the tech giants we have today, such as Facebook and Google.
Web3 sets its own typographic trend by ditching the “.0” and a space, and will allow the best of both worlds, say its supporters: easy-to-use, decentralised tools.
So what does it actually involve?
At the core of Web3 are distributed applications (or dapps) built using the Ethereum blockchain, which pays out to users who help keep its network online.
Dapps will play a similar role for Web3 that the App Store did in unlocking the potential of the iPhone, says Zoe Scaman, founder of London strategy studio Bodacious and a Web3 proponent. “We need friction to be removed and wide-ranging use cases to be created, which will happen when more third-party developers start to release more dapps built on top of the blockchains,” says Scaman.
What dapps are there at the moment?
Of the top five dapps at present, the most popular is one that allows people to swap cryptocurrencies, while another is for trading non-fungible tokens (NFTs). The other three are games, similar to early breakout successes on the App Store, but with a key difference: you can get paid in cryptocurrency for playing them.
I’m still not clear how the way I use the internet will change.
Proponents say it is a bold new future that is designed to wrest control away from big tech platforms and to put power in the hands of everyday citizens: a decentralised internet, where people power trumps individual companies. The same concept was behind a failed bid to buy a copy of the US Constitution last month.
It sounds like a headache.
Some people are sceptical about the Web3 utopia. “Web3 is introducing friction, without solving any real problem,” says Ten Oever. A lot of the claims behind Web3 – such as distributed architecture and decentralisation – are better achieved without blockchains, sceptics reckon.
“If you build a distributed architecture on a centralised infrastructure, you are not suddenly decentralising the infrastructure,” says Ten Oever. While web infrastructure is nominally decentralised, in practice much of the internet runs on servers hosted by a handful of companies, such as Amazon – and the same is happening with Web3, he says, as people run dapps hosted by just a few providers.
So are the sceptics correct?
The kinks have yet to be ironed out of Web3’s promise, and the word has been latched onto by those trying to make a quick buck. Even its boosters, like Scaman, have warned of scams and pump and dump schemes allied to the word. “There will always be people trying to make a buck,” she says, “but there are also incredibly talented people building amazing things.”
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Printed and online indexes of the census are very much commonplace now if you are willing to pay a fee. Companies like Ancestry and Findmypast have online indexes of all the available census returns and other companies such as Origin have some available and are working on others. Transcripts are also available of local areas through family history societies and private enterprise. The National Archives can let you search the indexes if you visit them as will most Record offices. The online indexes have been a great boon to those looking for ancestors but can also be most frustrating at times.
One of the most annoying aspects of using an online index is knowing that an ancestor should be in a census return but not being able to find them. There are a variety of reasons why that ancestor may not be found and I will start by setting out some of those reasons.
It is quite possible that an ancestor may not appear on a census as they may have opposed the idea of the census and refused to take part.
There were also not enough enumerators to properly cover the entirety of England and Wales and because of this not all the homes were visited. It is also quite possible that an ancestor spent some time overseas and would therefore have missed the date the census was taken.
A lot of institutions such as workhouses did not put the full name of people in their care and instead would just give the initials. This means that a great deal of searching would be needed to find this ancestor.
A number of census returns went missing particularly in 1841 and 1851, as the household returns were destroyed there is no record left of ancestors in these areas.
Secondly, an ancestor may be on the census but due to errors caused by the enumerator they have not appeared correctly on the indexes. Enumerators were stretched to get their job done and as such many errors would creep in as they copied household returns. Many householders were illiterate and could not fill in the return properly or filled it incorrectly which would then be transcribed by the enumerator. In some cases the enumerator would try to fill in missing information through the use of their own local knowledge if they had any. Those without local knowledge would assume that details had been filled in correctly and copy them on their own returns. The enumerators used blue pencils to fill in their returns. These faded over time and in some cases made the indexing difficult. The poor handwriting of some enumerators also made transcribing the returns difficult and correct information would be transcribed incorrectly. The marks made by enumerators to signal different tally’s on their returns also sometimes obscured their own work making transcription difficult and leading to errors in the online indexes.
When companies transcribe the census there is ample opportunities for many errors to be made. Transcribers can quite easily make mistakes due to their own fault, the fault of their equipment or because the images they are transcribing from are of a poor quality.
Learning how to search the indexes properly online will enable the finding of an ancestor to be faster and easier. There are a number of reasons why you may not find an ancestor on the first search of an online index and I will try to address these and offer solutions.
The main reasons why it is difficult to locate ancestors through the census returns online are because
Census records are incomplete and flawed
Information you are using to locate ancestors is wrong or incomplete
Electronic indexes contain errors resulting from transcription.
The name of an ancestor is usually the first thing that is used to locate them on an online database. However, there are a couple of reasons why it may be difficult to locate them using this. Firstly, the wrong information may be written down by the enumerator, due to them reading the information provided wrongly or transcribing a householders surname wrongly. Names which can be spelled in different ways such as Smith or Smyth can also be entered wrongly by the enumerator. Secondly, when the enumerator’s returns were being transcribed more errors could have been introduced into the information.
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When we think about the concept of mass extinctions, we tend to think of something pretty dramatic. For instance, we now know that the dinosaurs were wiped out by a six-mile-wide asteroid that hit the Earth at thousands of miles per hour. Its impact, according to the new Smithsonian Channel documentary Mass Extinction: Life at the Brink (airing Sunday night), had the force of “a hundred million nuclear bombs,” unleashing tsunamis hundreds of feet in height that hurtled across the ocean "at the speed of a jet."
So yeah, that's pretty dramatic. And yet many scientists think that today we may be on the verge of another creeping mass extinction -- the sixth the planet has seen -- even as most people barely notice it happening.
Consider just one species highlighted by Mass Extinction: the African lion, or Panthera leo. There are some 32,000 to 35,000 lions left, according to a recent scientific estimate. But as of 1950, their numbers were vastly higher; one group of experts puts them at 500,000, and Mass Extinction uses the number 400,000. Either way, that's a 90 percent or more decline.
The lion numbers, stark as they are, are pretty solid, says Anthony Barnosky, a biologist at the University of California-Berkeley who is featured in the film, and who authored the book Dodging Extinction: Power, Food, Money and the Future of Life on Earth.
"We know that from historic records of where lions used to be, and where they clearly are not any more. So it’s a combination of using the historical data about what we know distributions were over the past couple of centuries, combined with some very detailed studies, censuses of how many lions are out there in known populations over the past half century."
The chief cause of lion declines? "Indiscriminate killing in defense of life and livestock, coupled with prey base depletion," says the International Union for Conservation of Nature, which has the African lion on its "red list" of threatened species.
African lions aren't unique. A similar story, according to Barnosky, could be told about tigers, rhinos, and any number of other species. "We have killed about 50 percent of the world’s vertebrate wildlife in just the past 40 years," he says. "We've killed half the numbers of individuals. We've fished 90 percent of the fish out of the seas. So these are big things we’re doing to the world."
Mass Extinction examines both at the asteroid strike that killed off the dinosaurs 66 million years ago, and also the "Great Dying" at the end of the Permian period 252 million years ago, when some 90 percent of Earth's species vanished in the wake of massive volcanic eruptions in Siberia.
In each of these cases, the global extinction was caused not only by an immediate dramatic event, but by its subsequent effect on the planet's oceans and atmospheres. The asteroid impact led to so much smoke in the atmosphere that the sun's radiation was cut down dramatically, leading to great climatic changes. And the dramatic vulcanism that ended the Permian triggered global warming and ocean acidification by putting lots of carbon dioxide in the atmosphere.
In other words, these past extinctions have been tied to dramatic changes in the global climate. That is not the principal cause of the current extinction -- yet. So far, we've been threatening species by taking their habitat away for farming and for our growing populations. But global warming may now act on top of that.
"It's like adding a match to gasoline," says Barnosky.
You can watch a preview of Mass Extinction below:
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Seven Wonders of the Ancient World: Greek list of seven amazing works of architecture. The selection was several times adapted to cultural changes.
The ancient Greeks loved to make lists. For example, they had lists of admirable epic poets (starting with Homer and Hesiod) and tragic playwrights (Aeschylus, Sophocles, Euripides). These lists became popular when, after the conquests of Alexander the Great, many Greeks settled overseas. Their position as an elite in countries like Egypt, Babylonia, and Bactria depended on their being-Greek, and canons of exemplary texts were important: unlike the native population, a real Greek had read these authors and knew how and when to quote them.
The list of Seven Wonders of the World belongs to this category of texts: splendid buildings, worthy of emulation. The original list, now lost, contained seven Greek buildings, but in the early third century, non-Greek monuments were included as well. It expressed the novel idea that the barbarians could also produce fine works of art, an idea that can be found in the books by several scholars and philosophers of the first generations after Alexander the Great (e.g., by Eratosthenes of Cyrene; text).
One of the first known lists was made by Antipater of Sidon, who lived in the first half of the second century. It survives in the collection of poetry known as the Anthologia Palatina (9.58):
- The walls of Babylon
- Phidias' statue of Zeus in Olympia
- The hanging gardens of Babylon
- The colossus of Rhodes
- The pyramids of Egypt
- The Mausoleum of Halicarnassus
- The temple of Artemis in Ephesus
Later, the first item was replaced by the Lighthouse of Alexandria, and this has become the canonical list. However, the ancient sources mention other wonders of the world, like an obelisk in Babylon and the palace of Cyrus in Ecbatana. Christian authors inserted Noah's Ark, the Temple of Salomo in Jerusalem, and the Hagia Sophia in Constantinople. Beda Venerabilis wrote a treatise on the Seven Wonders, in which he mentioned the Capitol, the Lighthouse of Alexandria, the colossus of Rhodes, a figure of Bellerophon, the theater of Heraclea, a bathhouse, and the temple of Artemis.
The joke that a particular building ought to be called the "eighth wonder" was made for the first time by Cassiodorus (sixth century), who called the entire city of Rome one wonder. However, the poet Martial (40-c.102) had already called Rome's Colosseum the world's one and only truly amazing building.
- K. Brodersen, Die Sieben Weltwunder. Legendäre Kunst- und Bauwerke der Antike (1996)
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Multiple exposures are made to collect enough light for an image that would otherwise not be evident to the eye.
Credit: Bill Snyder
Astrophotographer Bill Snyder captured this spectacular view of massive cosmic cloud commonly known as Thor’s Helmet.
Snyder took the image in June 2011 from his home observatory in Connellsville, Penn., and recently provided it to SPACE.com. Multiple exposures are made to collect enough light for an image that would otherwise not be evident to the eye.
The emission nebula lies in Canis Major, about 15,000 light-years away from Earth. A light-year is the distance light travels in one year, or about 6 trillion miles (10 trillion kilometers).
Fierce stellar winds and intense radiation from a nearby star created the bubble-like shape of the nebula. This star, known as a Wolf-Rayet, is thought to be in a pre-supernova stage and likely has a mass 10 to 20 times that of the sun. The winds from this star create the shell of the glowing nebula. It has a blue-green hue due to the oxygen atoms in the gas.
Editor's note: If you have an amazing skywatching photo you'd like to share for a possible story or image gallery, please contact managing editor Tariq Malik at firstname.lastname@example.org.
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The Idaho Common Core Standards focus on developing your child’s critical-thinking, problem-solving and writing skills. The type of skills that he or she will need to be successful in college and in life.
Are You Smarter Than a 3rd Grader? Take a look at this fun infographic below to see a sample of what your child will learn in the 3rd Grade.
For more parent or grade-specific resources, Click Here.
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This course is designed to introduce students to the role of culture in education. After exploring the theoretical basis of culture and its relationship to education, students will be exposed to a range of cultural perspectives from Africa, Asia, and Latin America. To integrate the various country presentations, students will engage in the study of the following global issues: environmental concerns, population distribution, human rights violations, socio-economic inequities, and conflicts and emergencies.
This course provides an introduction to the assumptions, language, logic, and methods of qualitative inquiry in a variety of settings. The emphasis is on the modes of thinking and specific practices associated with generic as well as collaborative approaches to qualitative research. We discuss paradigms, their usefulness in understanding the assumptions implicit in all inquiry, and the typical assumptions of qualitative inquiry. We also focus on conceptualizing and designing qualitative studies and discuss strategies for developing researchable questions and the issues associated with involving participants in the research process. The major work of the course is the conduct of a small-scale qualitative research project which entails a number of activities: (1) designing the project; (2) negotiating agreement to conduct inquiry; (3) practicing the specific methods typically used in qualitative research: interviewing, observing, and document review; (4) analyzing and interpreting the data gathered through the fieldwork; and (5) writing up the process and findings in a set of coherent and well-argued papers.
Since learning about qualitative research is best accomplished by doing it, immersion in the course and its work is essential and typically requires a substantial time commitment. Through readings, discussion, class exercises and assignments, we will work through the following topics: the assumptions and theoretical traditions of qualitative research; the role of the researcher in qualitative inquiry; preparing for fieldwork and initiating agreement about the inquiry; typical qualitative data collection methods; collecting and organizing data in the field; analyzing and interpreting qualitative data; ensuring accurate, rich, and useful qualitative studies; ethical and political dilemmas in qualitative research; and writing the research report. Permission of the instructor required.
The course provides a general overview of the highly diversified field of“cultural studies” – what it is, the evolving relationships between its
various approaches and concerns, the central issues that it confronts, and
its importance to international development education. Primary stress will
be placed on the relation between knowledge and power,
ethnicity/class/gender and culture, and the attempts within cultural studies
to embrace a variety of disciplines in a transdisciplinary critique of
intellect and institution. The class will review basic readings in history,
theory, and method, and then proceed to special topics in spatial and
temporal organization of contemporary institutions, the politics of
knowledge, and personality formation. The major governing paradigms in
cultural studies will be reviewed and then put to use in the examination of
topics currently in the public eye, in regards to international education.
This course enables participants to develop, expand, or deepen their understanding of adult learning theories as they are practiced in social contexts. The course builds the conceptual foundations of our practice as adult educators, as well as enhances our personal experiences as learners, by examining and critiquing theory in relation to experience and social realities. Central to the course is the examination of varied cultural perspectives on adult learning theory and practice, through sources brought by the instructor and from cases and trails of inquiry developed by course participants. The course organization will reflect a basic tenet of theory – that learning is enhanced through self-organized learning within a supportive community, and is facilitated through dialogue, exploration, and self-discovery. Course participants will work individually and collectively, choosing options that include: engagement in ongoing adult education programs through service; undertaking a case study of an adult education program; selecting a specific perspective and theory to explore and apply; examining prior work at CIE on theory and practice in adult learning and development; contributing to or analyzing an adult learning project in development (such as women’s literacy and family health in Afghanistan). Each of these elements will be covered in the course.
This course is designed for those interested in informal and popular education approaches to human development programs, particularly in international settings. Its purpose is (1) to provide an introduction to the basic philosophical and conceptual works in the field with which any professional should be conversant, including a detailed look at the theories of Paulo Freire along with those of Illich, Gramsci, Coombs, Nyerere, Ariyaratne, Fals Borda, and Dolce; (b) to related the assumptions and theories of both nonformal education and popular education to practice in adult basic education, community and health education; and (c) to explore critical issues in the planning and implementation of nonformal education. Students will be responsible for a short presentation on and a paper that analyzes and critiques a major issue in Nonformal or Popular education.
This seminar will focus on the challenges of teacher education in low-resource contexts with many examples drawn from Africa, Asia, and Latin America. The majority of the writing and research on teacher education is rooted in the context of the US or Europe. In recent years, much work has been done on problems and possible solutions to teacher development and management in the developing world. The class will focus on issues in teacher education such as: methods vs. content mastery; meaningful teaching practice in low-resource contexts; alternative models for teaching practice; the balance between in-service and pre-service approaches; teacher ability levels in the language of instruction; vernacular vs. national language instruction; teacher support; teacher supervision and upgrading; and so on. Participants will be expected to help seek out relevant research and writing from different areas of the world of interest to them. Topics will include national-level policy issues, models of implementation, and evaluations of various approaches. We expect that many participants will bring experience in developing contexts to the class which will serve as a resource for other learners.
This seminar will address the principles and practices of monitoring and evaluation in international and domestic contexts. International development and domestic funding agencies call for systematically conducted and thoughtful monitoring and evaluation of programs and projects. In addition, monitoring and evaluating work-in-progress represents good practice and provides opportunities for programmatic and organizational learning. We will review key principles of M&E, examining the processes of building relationships with key stakeholders; collaboratively understanding the theory of action embedded in programs and projects; developing valuable and interesting indicators and benchmarks; and implementing specific methods to generate useful information. The final product for the course will be the design of a monitoring and evaluation plan for an actual project. To be able to provide experience in the practice of M&E, we will rely on materials from foundations, international and domestic non-governmental organizations, and bi-lateral donor agencies. Educ 793W Masters' Seminar
(Cristine Smith) – Wednesday 1-4PM – 287 Hills South Offline
This seminar provides a mixture of group planning, support and guided individual study for those students in international education who are ready to work on a specific research topic for their M.Ed. thesis/project. Prior to enrollment, students should have completed CIE form one and clarified preliminary ideas for project or thesis with their advisor. In the seminar’s first phase, students are introduced to selected research and design models, procedures for developing a study design, and use of documentary sources. Steps and targets help participants to identify and refine their study plans and to complete form two. In the second phase, small working groups are formed to apply principles of design and become a primary source of feedback and support supplemented by conferences with instructor and large group sessions. The final allocation of 3 credits for 793W signifies successful completion of the project/thesis. –Permission of the instructor required.
Educ 794J Education in post-Conflict Settings
(Jacqi Mosselson) Thursdays 9-12 noon 275 Hills South
The course objective is to examine opportunities for establishing learning
environments that prevent and ameliorate social conflict leading to
violence. We post the following questions: ‘How does schooling fit within larger efforts to regenerate social support networks and community
well-being? What do communities learn from conflict? What broad approaches
to learning and community development might better facilitate healing,
resilience, and the rebuilding of trust?' Further, how can community
interventions and policy initiatives account for the gendered impacts of
conflict? The course has three broad themes: the nature, mapping and roots
of social conflict; opportunities and experience providing education in
social emergencies; and peace building through learning experiences.
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EPSCoR - Alaska Adapting to Changing Environments
Ice wedge degradation: Why Arctic lowlands are becoming wetter and drier (Invited). American Geophysical Union Fall Meeting. San Francisco, California, USA.
Top melting of ice-wedges and subsequent ground subsidence is now a widespread phenomenon across the Arctic domain. We show field and remote sensing observations that document extensive ice-wedge degradation, which initially has resulted in increased wetness contrast across the landscape (i.e. both a drying and a wetting), a shift in pond type and an overall drying in later stages. The differential ground subsidence at cold continuous permafrost regions appear to be linked to press and pulse climate forcing. Here, the process of crossing the local threshold for ice-wedge stability may be favored by a press occurrence such as long-term, gradual increases in summer air temperature, mean annual air temperature and/or possibly winter precipitation, but our observations suggest it is most likely initiated by pulse atmospheric forcing such as extreme summer warmth and/or winter precipitation. Field measurements of water levels, frost tables and snow accumulation across the main ice-wedge polygon types and their respective features support dramatic shifts in the hydrologic regime with altered topography and a complexity that ultimately affect the larger-scale hydrologic system. For example, our numerical model experiments show that a connected trough-network reduces inundation and increases runoff and that changing patterns of snow distribution due to the differential ground subsidence play a crucial role in altering lowland tundra water balance. These fine-scale (10's cm) geomorphic changes are expected to further expand and amplify in rapidly warming permafrost regions and likely will dramatically modify land-atmosphere and land-ocean fluxes and exchange of carbon, water, and energy.
Data and Resources
Data Types: Report
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Quit Smoking? Yes You Can.
Those of us who smoke understand the difficulties in trying to quit. If quitting were a simple matter of willpower or “just saying no,” most of us would have given up the habit long ago. By now, we’ve all heard of the health hazards associated with smoking, including increasing our chances of heart attack, stroke and cancer. And, we also know that smoking around our children only encourages them to pick up the habit too. In addition, subjecting our loved ones to second-hand smoke exposes them to deadly illnesses even if they do not smoke. The health risks are especially grave for pregnant women, whose babies are at significantly higher risk of being born with serious health problems, including premature birth, low birth weight, learning problems, cerebral palsy and mental retardation. Finally, newborns who are exposed to their parents’ secondhand smoke are much more likely to die of sudden infant death syndrome. When we consider the fact that the recipe for making cigarettes contains more than 2500 chemicals and dozens of cancer-causing chemicals, it is not surprising that smoking not only makes us sick – smoking kills. And, each year, some 20 percent of all deaths is attributed to smoking. The bottom line: the only way to stay healthy is to stop smoking.
More than a Habit
Smoking is more than an awful habit – it is an addiction. Nicotine is a chemical so highly addictive, in fact, that many compare its addictive potential as equivalent to street drugs such as heroin and cocaine. Recognizing smoking as an addiction helps us better understand the difficulties faced by those who are trying to quit.
The good news is that if you are among the 25 percent of Americans who smoke, now is the perfect time to quit smoking. Unlike in the past, when smokers had few options to help them quit, it is no longer necessary to take the “cold turkey” approach to quitting smoking. Modern smoking cessation programs offer a variety of options to choose from, so that each person can tailor treatment to meet his or her specific needs. In addition, smokers are given an arsenal of options with which to battle smoking, including newer medication therapies, low cost or free smoking cessation programs, peer support groups and the guidance of a licensed mental health professional. This array of treatment strategies affords new opportunities to quit smoking, even for those who have tried and failed to quit smoking in the past.
Tips for Quitting Smoking
The Health and Human Services Administration recommends five critical steps for quitting smoking:
- Get ready
- Get support
- Learn new skills and behaviors
- Get medication and use it correctly
- Be prepared for relapse or difficult situations
If you or someone you know needs assistance with tobacco cessation, help is available. Call the Bricklayers’ Member Assistance Program (MAP) to confidentially speak to a licensed mental health professional. Call toll-free at 1-888-880-8222
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Introduction to communicating vision
Communicating vision to team members is the beginning of implementing or achieving vision of an organization. A vision can be achieved only when it is properly communicated to all levels of employees.
If an organization is having a good vision but not able to properly communicate it to all levels then it only remains as words in its business plan or in book or even in leader’s mind. Communicating vision makes words into action.
The critical task of leadership is to communicate the vision clearly and repeatedly. James O’ Toole, author of Leadership from A to Z, describes this communication as follows:
“The task of leadership is to communicate clearly and repeatedly the organization’s vision… all with the intent of helping every person involved understand what work needs to be does and why, and what part the individual plays in the overall effort.”
Vision Statement and Communicating Vision
Effective communication of a vision is possible if a vision is clear, well-defined and written in well articulated words. A well written vision is easy to communicate than a vision which is not able to understand from its written words. A vision must be written in such a way that it attracts similar minded people to the organization.
Thus writing a vision in good sentences is important in the case of communication and implementation of the vision. A vision statement must be an artistic way of describing where an organization is going.
Methods of Communicating Vision
1. Training and development programs
Imparting vision to all in the group or organization through training and development programs is one of the methods of communicating vision. This is effective in telling people what organization is going to do in future and what it will not do. It also helps people in understanding their role in achieving organization’s vision.
2. Link daily work and activity with vision
Another effective method in communicating vision is to link the daily work and activity of the organization with its vision. Every activity in an organization should connect to the vision. Leaders should reinstate everyone to the vision through internal memos, presentation, posters, emails etc. These mediums can be used as an effective way of communicating the vision to all employees in the organization.
All the actions and strategic decisions a manager or a leader took must have a link to the vision of the company. This will help better communication of the vision to the employees and all in the organization.
A better communication is possible only if the leader or management understand the vision clearly. The actions and activities planned by the management should always communicate the vision. If leader himself is not able to understand the vision clearly, he/she cannot transfer or properly communicate it to the team. This will lead to a problem in communicating the vision.
3. Link staff appraisals with vision
If performance review, objective and target setting, inter departmental communications, standard of staff evaluation and appraisal are linked to the vision then automatically vision will communicated to all the staff and it can also be successfully implemented.
That is vision should impart to a person at the time of hiring itself. His/her compensation, rewards, performance evaluation etc. must be link to the vision. The HR function of an organization has an important role in communicating the vision to its employees.
A better communicated vision will help to bind all people of an organization together to work for a common goal. It also gives much help to the managers in managing the employees as well to perform a successful business.
There are barriers for effective communication which can also become a barrier here. Thus for an effective communication of vision, it is also important to overcome the barriers of communication.
A business becomes successful with a team of employees who very well understand the vision of the organization. If an organization fails in building such a team of employees, it will fail in its business or operation. So communicating vision is important and determines the success of the organization.
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Digging Deep, Learning together,
Embracing life to the full
The ethos at Chudleigh Knighton C of E Primary School is to provide a stimulating environment rooted in our Christian values which creates an enjoyable atmosphere of positive endeavour for all. We believe it is the right of all children to be given access to the whole curriculum. We will ensure that children are happy, stimulated and challenged so that they can flourish, reach and exceed their potential.
Children will be taught by teachers with high expectations who plan a curriculum that is engaging, relevant to your children and our community, deepens your children’s understanding of each subject and how those subjects are inter-linked.
As children progress through the school they will develop high expectations of themselves in terms of their learning and behaviour; they will be encouraged to be independent learners who can also work cooperatively with others. They will develop supportive and nurturing natures as well as organisational skills to support their learning.
Children’s development and progress is best achieved through high expectations and the fostering of independent learning. It is the responsibility of the individual students to behave in a co-operative manner, which enables quality learning to take place. Our curriculum will foster the behaviours needed to succeed in the world such as: concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.
Our Aims are:
- To provide to provide a stimulating environment rooted in our Christian values, which develops the children’s spiritual understanding.
- To offer pupils a broad and balanced curriculum, which facilitates the development of knowledge, skills and understanding.
- To develop every pupil’s self-esteem through promoting self-discipline so that each individual achieves his or her true potential.
- To develop the children’s creative abilities enabling them to have enquiring, flexible minds.
- To develop the children’s social, moral and cultural understanding with an awareness and celebration of the multicultural world in which we live.
- To develop an aptitude for lifelong learning throughout the whole school community.
- To work collaboratively and cooperatively with our local community to provide rich, practical learning experiences for all children to flourish.
Please see below for further curriculum information and planning documents. Topic planning for each class can be found on each classes' page.
Early Years Foundation Stage (EYFS)
The Foundation Stage Curriculum is based on seven areas of learning:
Personal, Social and Emotional Development
Communication and Language
Understanding the World
Expressive arts and design
KEY STAGE 1 & KEY STAGE 2
Speaking and Listening:
At Chudleigh Knighton C of E Primary School speaking and Listening skills are paramount for both effective learning and also help children feel valued as individuals. From the first day in school, pupils are encouraged to share ideas, use descriptive and expressive language and to develop confidence and clarity when speaking to a range of audiences.
The importance of reading cannot be over-emphasised. In order for children to access other areas of the curriculum need to be able to read. Pupils have opportunities to take part in guided and independent reading as well as joint reading sessions with their peers and 'reading buddies'. We aim to promote a 'love of reading' and make all children lifelong readers.
Phonics is taught daily from Year F. We use Letters & Sounds and Bug Club to bring a variety of teaching resources to support children with their phonics learning. Please take a look at our Phonics Booklet, further down on this page, for information on how you can support your child at home.
Children are encouraged to read a wide variety of texts and genres, for enjoyment and information, developing skills to become critical and independent readers who value and respect books. Children enjoy accessing a range of literature in our school library.
Children are taught about spelling, grammar and punctuation (SPaG). In KS2 this replaces phonics teaching and SPaG lessons are taught daily. In addition to this, children are taught about text structure and organisation and how to write a fluent, joined handwriting style. We use the 'no nonsense spelling' scheme in KS2 to ensure that spelling strategies are maintained as well as the year 3/4 and 5/6 spelling lists as outlined in the new curriculum.
We emphasise to our children that the quality of their writing, in terms of presentation and content, is equally important in English lessons as in all other learning opportunities; history, geography, RE, science etc. Pupils are given regular writing targets and individual 'pupil conferencing' with an adult so that they have a clear idea of the 'next steps' required to further improve.
Writing is often linked to the Class topic in any given term, we believe that if we can engage the children they are far more likely to want to write about their learning. Therefore, whenever feasible, we 'bring writing to life', providing pupils with real-life experiences which they can then relate to in their writing, we use enrichments as a part of our 'Apprenticeship Scheme', for example woodwork, farming, forest school, librarians, cake decoration schemes have been used in the past.
At Chudleigh Knighton C of E Primary School we endeavour to provide a relevant, challenging and enjoyable Mathematics curriculum for all children. Children need to develop an enthusiasm and reason for completing mathematics tasks, again where possible we link to our 'Apprenticeship Scheme'. Maths is taught daily in every class and teaching is predominately based around number, and the four operations. Every half term the children take part in a maths marathon, this consists of 'hands on' learning activities linking to shape, space and measure.
We believe that by the time the children reach the end of Key Stage 1, they should:
- have a positive attitude towards and an awareness of the fascinating nature of Mathematics.
- have an ever-increasing understanding of Mathematics developed through practical activity, exploration and discussion.
- be able to count, read, write and order numbers to 100 and beyond.
- have developed a range of mental and written calculation skills and be able to use these confidently in different settings.
- have developed their understanding of shape and space through practical activity which builds on their understanding of their immediate environment.
- use mathematical language to talk about their methods and explain their reasoning when solving problems.
- use and build upon their prior experiences of Mathematics.
We believe that by the time the children reach the end of Key Stage 2, they should:
- be using the number system confidently, moving from counting reliably to calculating fluently with all four number operations.
- try to tackle a problem with mental methods before using any other approach.
- be capable in explaining the features of shape and space, and use their measuring skills in a range of contexts.
- be able to discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.
- have an ability to solve problems, to reason, to think logically and to work systematically and accurately.
- have developed an ability to use Mathematics across the curriculum and in real life.
- We promote a focus on the four rules of number and incorporate mathematics in to other lessons whenever appropriate.
Our aim is develop our pupil's enjoyment and interest in Science. We encourage the children to effectively communicate scientific ideas using scientific vocabulary. We also encourage the children to develop their understanding of key scientific concepts and skills. To support this, Science is taught with an emphasis on the children engaging in practical enquiry.
The science curriculum covers fours areas of study:
- Science Enquiry
- Life Processes and Living Things
- Materials and their Properties
- Physical Processes
- R.E. is taught in accordance with the Devon Agreed Syllabus and reflects the fact that the religious traditions in the UK are in the main Christian whilst taking account of the teaching and practices of the other principle religions represented in this country.
- R.E. teacher led planning is adapted from the 'Understanding Christianity' schemes of work.
- R.E. at Chudleigh Knighton C of E Primary School is closely linked with PSHE. Our aim is to develop pupils 'knowledge, understanding and awareness of Christianity and to promote spiritual, moral and cultural development to prepare our children for the opportunities, responsibilities and experiences of adult life. We link back to our core Christian Values in the school, chosen by the pupils, frequently. These values; Friendship, Thankfulness, Forgiveness, Compassion, Perseverance and Courage underpin how we treat each other on a daily basis.
- Physical Education is a means of developing children's physical health, fitness and positive attitude towards their own well-being. Activities covered include: Gymnastics, Dance, Athletics, Outdoor Invasion Games and, for years 3 and 5, swimming.
- Chudleigh Knighton C of E Primary School offers a range of sporting activities after school. These include multi-skills, football and netball. The clubs help to promote leadership skills, team work and confidence as well as developing physical skills further.
- We are part of the 'School Sport's Partnership' which gives opportunity for pupils to regularly participate in Festivals and Tournaments, competing against other local schools as well as providing CPD for our teaching staff.
- Chudleigh Knighton C of E Primary School has been awarded a gold 'Sports Mark' award for the third year in a row linking to its quality provision of Physical Education.
- The school is well equipped with ICT equipment, and it is used by all ages of children.
- We use 'Espresso Education' to ensure that all children meet the new curriculums coding objectives.
- ICT is a subject which lends itself to all other National Curriculum subject areas and we encourage our pupils to view computers as one of a range of tools which can be used to assist their learning.
- the children use iPad's, Ipod's, laptops,digital recording and programming equipment as a part of the curriculum.
We also deliver all other subjects (please see policies below) through a varied and creative cross-curricular approach, matched to children's interests.
- At Chudleigh Knighton C of E Primary School we use 'social studies' to support children's social and emotional development. The children learn through interactive stories and games, using discussion and role play to understand each others feelings and emotions.
- From year 3, French is delivered by class teachers. Focusing primarily on pronunciation, conversation and learning about geographical differences.
- The arts are a fundamental part of the curriculum at Chudleiugh Knighton Primary School. Art and design, dance, drama, music, and creative writing are delivered regularly through topic based learning and enrichment.
Guide to Phonics
Guide to Reading
General information about the new National Curriculum
You may be interested in the documents below which give you more information about the new National Curriculum introduced in September 2014.
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The Michaelis Sisters
A major milestone for women's empowerment. On July 6th, 1849, Henriette Michaelis was born in Berlin. Two years later, on March 15th, Carolina Michaelis, her sister, was welcomed to the family. The duo would soon make history, inspiring generations for decades after their death.
At a time when female presence was not allowed in the academic world, the youngest of the siblings, a German linguist, challenged the odds and became the first woman to teach at a Portuguese university. With the willpower to promote greater educational opportunities for women and children in Europe, the romanist, alongside her sister - a German philologist, romanist and lexicographer - dedicated her life to working on projects like the Michaelis dictionary.
To honor their devoted times throughout the years, on Carolina´s 170th birthday the Michaelis Foundation with the support of Editora Melhoramentos will donate 170 bilingual School dictionaries to students of selected communities from all around the world. “By helping people, the way that she and her sister did for their entire life, we wish to carry out their spirit of giving to others and keep their beautiful story alive”, aspires the founder of the non-profit organization Jefferson Michaelis.
The foundation has been providing social inclusion and bilingual STEM education throughout the years through projects like Science Days, Science Days Challenge and Simulation Exploration Experience (SEE).
By working together, we intend to continue to inspire excitement and enthusiasm within the world’s youth about STEAM and how accomplishments in these fields have – and will continue to – revolutionize the way we live. (Carla Michaelis, Celebrating Global Thinking Initiative Project coordinator)
- Luma Keily
Michaelis in action
We work with partner organizations worldwide to tackle critical challenges in Science, Technology, Engineering and Math
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Detection of Infiltrate on Infant Chest X-Ray
Currently, Chest X-ray is still widely used around the world for disease examination. This is due to its low cost, low radiation and a lot of disease information. The commonly detected disease using chest x-rays is lung disease. The characteristic of this disease is infiltrate. However, the accuracy of Chest X-ray observations is still low. Therefore, this research offers a method to perform Chest X-ray image processing in clarifying the information contained therein. This research used Chest X-ray of infant patients who treated at Central Public Hospital (RSUP) Dr. M. Djamil Padang. The total of the images tested were 17 images. In these images, there were some suspected infiltrates after being analyzed by doctors. Software used was Matlab which is conducted by applying image processing method. The method used consisted of 4 parts, that was Cropping, Filtering, Detecting Edge, and Sharpening Edge. The results of the research showed that the method could clarify edge detection of the objects contained in the image, so that the infiltrate could be more easily recognized. With this easiness, it will help the doctor to remove doubts for infiltrate observations in the Infant's lungs.
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TELKOMNIKA Telecommunication, Computing, Electronics and Control
ISSN: 1693-6930, e-ISSN: 2302-9293
Universitas Ahmad Dahlan, 4th Campus, 9th Floor, LPPI Room
Jl. Ringroad Selatan, Kragilan, Tamanan, Banguntapan, Bantul, Yogyakarta, Indonesia 55191
Phone: +62 (274) 563515, 511830, 379418, 371120 ext. 4902, Fax: +62 274 564604
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| 0.898418 | 422 | 2.546875 | 3 |
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