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Prof. Jong Bhak published two research articles in Genome Biology and Science magazine. 1. “Ancient Ethiopian genome reveals extensive Eurasian admixture throughout the African continent” Characterizing genetic diversity in Africa is a crucial step for most analyses reconstructing the evolutionary history of anatomically modern humans. However, historic migrations from Eurasia into Africa have affected many contemporary populations, confounding inferences. Here, we present a 12.5x coverage ancient genome of an Ethiopian male (‘Mota’) who lived approximately 4,500 years ago. We use this genome to demonstrate that the Eurasian backflow into Africa came from a population closely related to Early Neolithic farmers, who had colonized Europe 4,000 years earlier. The extent of this backflow was much greater than previously reported, reaching all the way to Central, West and Southern Africa, affecting even populations such as Yoruba and Mbuti, previously thought to be relatively unadmixed, who harbor 6-7% Eurasian ancestry. Published date: 8 Oct,2015 2. “The first whole genome and transcriptome of the cinereous vulture reveals adaptation in the gastric and immune defense systems and possible convergent evolution between the Old and New World vultures” The cinereous vulture, Aegypius monachus, is the largest bird of prey and plays a key role in the ecosystem by removing carcasses, thus preventing the spread of diseases. Its feeding habits force it to cope with constant exposure to pathogens, making this species an interesting target for discovering functionally selected genetic variants. Furthermore, the presence of two independently evolved vulture groups, Old World and New World vultures, provides a natural experiment in which to investigate convergent evolution due to obligate scavenging. We sequenced the genome of a cinereous vulture, and mapped it to the bald eagle reference genome, a close relative with a divergence time of 18 million years. By comparing the cinereous vulture to other avian genomes, we find positively selected genetic variations in this species associated with respiration, likely linked to their ability of immune defense responses and gastric acid secretion, consistent with their ability to digest carcasses. Comparisons between the Old World and New World vulture groups suggest convergent gene evolution. We assemble the cinereous vulture blood transcriptome from a second individual, and annotate genes. Finally, we infer the demographic history of the cinereous vulture which shows marked fluctuations in effective population size during the late Pleistocene. We present the first genome and transcriptome analyses of the cinereous vulture compared to other avian genomes and transcriptomes, revealing genetic signatures of dietary and environmental adaptations accompanied by possible convergent evolution between the Old World and New World vultures. Cinereous vulture; Old world vulture; New world vulture; Transcriptome; Genome; Next-generation sequencing published date: 21 Oct, 2015
While the use of fluorescent probes for imaging biological molecules is widespread, probes that attach to more complex molecules inside live cells have been difficult to design. Now, a research team led by scientists at ASTAR have developed a highly-sensitive fluorescent probe capable of attaching precisely to nicotinamide adenine dinucleotide, or NADH, a crucial metabolite for several biological processes. “NADH and its oxidized form, NAD+, are among the most indispensable biomolecules found in all living cells,” says Young-Tae Chang at the ASTAR Singapore Bioimaging Consortium, who led the project team. “Aside from helping reduce oxidation in the body, they also play pivotal roles in energy metabolism, mitochondrial function, cell death, and triggering cancers. To date, several fluorescent NADH probes have been created, but offer poor selectivity and are quick to lose their fluorescent signal.” Chang’s team was inspired by an existing method of using an enzyme to trigger a reaction between NADH and the probe. Instead of using an enzyme as a catalyst, however, which can limit the technique’s application in live cells, the researchers decided to mimic the enzyme’s job of ‘hooking’ NADH and the probe together. “We added a boronic acid-based function group to the probe, which hooks up with a particular part of the NADH molecule and shortens the distance between them, thereby making the reaction between probe and NADH much easier,” explains Chang. “Once the probe and NADH link, the reaction is accelerated between the probe and the compound nicotinamide in the NADH, which then turns on a strong, stable fluorescent signal.” Crucially, NAD+ does not have the same nicotinamide compound, meaning it cannot react with the probe. This allows the researchers to specifically trace NADH, and not NAD+, in living cells. Once the probe was designed, the team had a second challenge to overcome — it would only work in alkaline environments, so would not function correctly inside living cells, which are pH-neutral. Chang and his team had to modify the boronic acid further so that it would respond to NADH under neutral conditions. “Our results showed that the turn-on fluorescent probe shows remarkable sensitivity and selectivity to NADH without the need for any additional enzymes,” says Chang. This novel method based on imitating enzyme-triggered reactions to design probes could be extended to facilitate the imaging of many other complex biomolecules in the future. The A*STAR-affiliated researchers contributing to this research are from the Singapore Bioimaging Consortium.
Match angles to their angle measures, and thereby learn better to estimate angles! Practice the concept of angle measurement in geometry with this fun matching game. You simply match each picture of an angle to its measure. It also helps you to get better at estimating angle measures. You can choose to have either 12 or 18 tiles. Then, the second option makes the game either easier or harder. Choose multiple orientations for the angles to make the game more challenging. This means the angles will be flipped and/or rotated. In other words, they don't all appear in the same orientation. "Correct" sound credit: http://www.orangefreesounds.com Licensed under Creative Commons Attribution 4.0 International License
Grass seed, just like any other plant, requires water to germinate and grow properly. You have one opportunity to make these seeds grow. Otherwise, you have to lay more. The last thing you want to do is have to purchase more seeds and go through the process again. Watering grass seed isn’t that complicated, but you have to remember you need to keep the ground moist at all times. That is the key to success. Everything requires water to live. Seeds need moisture and the correct temperature to germinate. When they have both of those things, they will germinate and sprout. However, the process doesn’t get easier from there. Grass seedlings are very delicate. If they face drastic changes, they are like to die. If you forget to water your grass seed and the ground dries out, the sprouts are going to die as well. All of this means one thing. Your goal is to keep that soil moist at all times once you notice the sprouts coming out of the ground. It can be frustrating at times. Grass seeds take an average of 5 to 30 days to germinate! If you plant them during the cooler months, it can take even longer. All you need is either a hose or a sprinkler system 1. Before you plant seeds, you need to create the right environment for them to grow. Watering the ground before you spread the seeds is a wise idea. You want to create the right conditions for the seeds to germinate and grow. Water the area a few days before you plan to plant the seeds. Add some compost to create a richer soil. 2. Once you sow the grass seeds, frequent watering is needed. The main problem is determining how much water is correct. Here are some tips and tricks to remember to ease the process. If you overwater, you will notice puddles on the surface. The seeds will float, resulting in unevenly distributed seeds. New grass sprouts can drown because the roots won’t be able to get oxygen. Add overwatering at all costs! You should also pay attention to use a suitable spreader before watering them to achieve the best results. Please read my article about broadcast lawn spreader reviews will help you to buy the best product. If the seeds are on a sloped ground, you want to reduce the length of time that you water and water more frequently. This practice helps to reduce the amount of runoff you experience. Also, adding mulch over the seeds can reduce seed movement and evaporation. The ground shouldn’t be soggy or spongy. It simply needs to be moist. Be careful if you have clay or adobe soil. It takes a long time for those soils to dry, so careful observation is required. For shaded areas, you don’t need to water as frequently. Sunny areas, as expected, take more water. Homeowners who use a sprinkler system experience trouble with this. One idea is to set the sprinkler to one cycle and then later hand water the other areas again. This practice prevents overwatering shaded areas. 3. The days and weeks before the seeds germinate are the most crucial. As you learned above, you need to keep the ground moist, but not water-logged. Typically, you don’t need a whole lot of water to make the soil wet. However, it won’t take long before the ground dries out as well. The frequency of watering will depend on factors like the type of soil, the amount of sun available and the type of surface. An average recommendation is to water your grass seeds two or three times a day for 15 minutes at a time. You want the top one to two inches of soil to stay moist. 4. Don’t forget to water your seeds. If you forget one time throughout the day, your seeds should be ok. If you forget for two or three days, you more than likely killed your seeds and will need to start over. The seeds will not be able to germinate. Also, if the temperature increases, the ground will dry out sooner. 5. Soon, the seeds will germinate, but they won’t all sprout at the same time. The seeds are at different depths and will absorb water differently. Some seeds are lower quality and take longer to germinate. When you purchase grass seed, they come in blends of different varieties. You need to keep the surface area moist until all of the seeds have germinated and sprouted out of the ground. 6. The sprouts will be visible, but you shouldn’t decrease watering. The newly formed roots are growing down into the soil, so any moisture below ground becomes available to the roots. Slowly, the roots won’t be as vulnerable and delicate as before. It isn’t a good idea to cut back on watering yet. 7. Slowly, as the planted area grow denser, you can reduce the amount of watering. Seed germination has completed, and the sprouts are growing stronger with each passing day. Don’t cold turkey the weak seedlings! Instead, cut back on the amount of watering slowly. For example, instead of watering three days, switch to two times per day. Watch for signs of drying. If your grass seed seems to fare well, it could be a chance to change to one lengthy water rather than two short times. You can use a simple garden hose if that’s what you want. Please read the article how to find the best expandable hose reviews will help you choose a suitable product. Also, there are plenty of irrigation options. You want an option that is adjustable and works best in your area. If you can afford a professionally installed irrigation system, that solution would be ideal. However, that’s pricey and may not fit into your budget! Instead, here are some other DIY solutions. Many people have run through these sprinklers in the hot summer. They are ideal for watering narrow, extended areas. You can think of their coverage area as a rectangle. However, if you have over-hanging tree branches, they may not work the way you hope. These resemble a cone sprinkler. If you have a small area to water, they are wonderful and use low water pressure. You can pair these with other sprinklers to make sure all areas are fully covered. You may find these also called Impact Sprinklers. They are one of the best choices to make sure the areas are adequately watered. Pulsating Sprinklers rarely clog and create rain-like irrigation to your grass seed. You can set them to water in a full circle or a semi-circle. They allow you to change the spray distance and the size of the water droplets. You can water an area 100 feet in diameter. Metal ones are durable and better than the plastic choices, even though they do cost more money. Even though the process seems complicated, watering grass seed is simple enough for anyone to do. Before you plant grass seed, you need to water and add compost to the ground. Once you sow the seeds, it is your job to keep the soil moist, but not sopping wet, to ensure the seeds properly germinate. Once they sprout, you should continue your watering process until the area is thickly patched with grass. Gradually, you can decrease the amount of water that you provide. Watering grass seed takes time each day, but it is worth the results. I'm Ann, I have dedicated most of my life in gardening. This is a subject I enjoy the most. Since then, I committed to developing my website to be the best guidance when it comes to taking care of flowers and plants. I am trying my best to be well-versed with plants found in desert areas, tropics or Mediterranean. I still need to be knowledgeable about so many kinds of botanical life.
Aksai Chin, the westernmost region, is a virtually uninhabited high altitude wasteland crossed by the Xinjiang-Tibet Highway. The area is claimed by India as part of Jammu and Kashmir and Ladakh but the area is actually controlled and administered by China as part of the Chinese autonomous region of Xinjiang. The other large disputed territory between India and China is the easternmost region that lies south of the McMahon Line. Pre-Simla British map published in shows the so-called "Outer Line" as India's northern boundary Postal Map of China published by the Government of China in China and India shared a long border, sectioned into three stretches by NepalSikkim then an Indian protectorateand Bhutanwhich follows the Himalayas Indo sino borders Burma and what was then West Pakistan. A number of disputed regions lie along this border. At its western end is the Aksai Chin region, an area the size of Switzerland, that sits between the Chinese autonomous region of Xinjiang and Tibet which China declared as an autonomous region in Both of these regions were overrun by China in the conflict. Most combat took place at high altitudes. The Aksai Chin region is a desert of salt flats around 5, metres above sea level, and Arunachal Pradesh is mountainous with a number of peaks exceeding Indo sino borders, metres. The Chinese Army had possession of one of the highest ridges in the regions. The high altitude and freezing conditions also caused logistical and welfare difficulties; in past similar conflicts such as the Italian Campaign of World War I harsh conditions have caused more casualties than have enemy action. The Sino-Indian War was no different, with many troops on both sides dying in the freezing cold. China—India relations and Sino-Indian border dispute The cause of the war was a dispute over the sovereignty of the widely separated Aksai Chin and Arunachal Pradesh border regions. Aksai Chin, claimed by India to belong to Kashmir and by China to be part of Xinjiang, contains an important road link that connects the Chinese regions of Tibet and Xinjiang. China's construction of this road was one of the triggers of the conflict. The northern boundary is along the Karakash valley. Aksai Chin is the shaded region in the east. The border preferred by British Indian Empire, shown in two-toned purple and pink, included the Aksai Chin and narrowed down to the Yarkand River. The western portion of the Sino-Indian boundary originated inwith the conquest of Ladakh by the armies of Raja Gulab Singh Dogra under the suzerainty of the Sikh Empire. Following an unsuccessful campaign into Tibet, Gulab Singh and the Tibetans signed a treaty in agreeing to stick to the "old, established frontiers", which were left unspecified. British commissioners contacted Chinese officials to negotiate the border, who did not show any interest. Starting from Lehthere were two main routes into Central Asia: His British suzerains were sceptical of such an extended boundary because Shahidulla was 79 miles away from the Karakoram pass and the intervening area was uninhabited. Nevertheless, the Maharaja was allowed to treat Shahidulla as his outpost for more than 20 years. Johnson's route to Khotan and back Johnson's proposed boundary ran along the "norther branch" of the Kunlun Mountains. Its curvature is exaggerated. The map of Hung Ta-chen handed to the British consul at Kashgar in The boundary, marked with a thin dot-dashed line, agrees with the British map. Chinese Turkestan regarded the "northern branch" of the Kunlun range with the Kilian and Sanju passes as its southern boundary. Thus the Maharaja's claim was uncontested. The fort was most likely supplied from Khotanwhose ruler was now independent and on friendly terms with Kashmir. When the Khotanese ruler was deposed by the Kashgaria strongman Yakub Begthe Maharaja was forced to abandon his post in It was then occupied by Yakub Beg's forces until the end of the Dungan Revolt. Johnson of Survey of India was commissioned to survey the Aksai Chin region. While in the course of his work, he was "invited" by the Khotanese ruler to visit his capital.Nov 06, · India and China border fight is about the sovereignty over two large and various smaller separated pieces of territory along the border area. Aksai Chin, the westernmost region, is a virtually. Essay about Indo-Sino Borders present time is China. The relation between China and India has gone through many changes through time. India & China signed a Trade Agreement in which provided for the Most Favored later in , the two countries signed an agreement to avoid double taxation. The Bilateral trade crossed US$ billion in. Border Transformation In Several Decades With the signing of the Treaty of Guadalupe-Hidalgo on February 2, , the border dividing the Mexican people was formed. The Mexican border means various things to different people. The Sino-Indian War (Hindi: भारत-चीन युद्ध Bhārat-Chīn Yuddh), also known as the Sino-Indian Border Conflict (simplified Chinese: 中印边境战争; traditional Chinese: 中印邊境戰爭; pinyin: Zhōng-Yìn Biānjìng Zhànzhēng), was a war between China and India that occurred in A disputed Himalayan border was the main pretext for war, but . This happens to be identical to the higher/lower eight-vowel system I reconstruct for Early Korean apart from the inclusion of stress which is irrelevant to Korean phonology. The Line of Actual Control (LAC) is a demarcation line that separates Indian-controlled territory from Chinese-controlled territory in the former princely state of .
Anybody can learn the computer system from home or office or classes, its functions&its operations. Learning a computer is no more a Rocket Science especially computer for beginners. One must know the basic computer skills these days to perform any random task such as booking a ticket for a trip or giving an online exam or purchasing a gadget from different online platforms. Computer Tutorial Index - What is a Computer - History of Computers - Generations of Computers and its Time Periods - Purpose of a Computer - How does Computer Work - Standard Computer Components - Parts of Computer / Types of Computer Devices - Computer Memory and It’s Types - What is the OS (Operating System) and how it’s work - Application and Types of Computer Applications - What is a Computer Virus(Definition) - What is Computer Software - What is Computer Hardware - Uses of Computers in various fields - Advantages and Disadvantages of a Computer What is a Computer A computer is an electronic device or a machine that process data, manage various operations & computations depending upon the instructions given by a hardware or software programs. The computer is specially designed to execute certain applications that provide a wide range of solutions to the problems by merging the components of software as well as integrated hardware. The computer is a device or a machine made up of several parts or components that allows a user to operate. A computer has majorly two categories: - Software: Software of a computer includes Operating System (OS) & many software applications used for various purposes. - Hardware: Hardware is a device structure that stores a computer processor, storage, memory, peripheral devices & last but not the least communication ports. A computer device works with software applications that are exported to the hardware structure for interpretation, reading & execution processes. A computer device is classified as per computing power, mobility, size, capacity & other factors such as desktop computers, laptops, Personal Computer, Handheld Computer & many more devices. History of Computers Father of Computer: There are many people who had spent their life for making new inventions in the world of computing without which the world would be crippled, out of these, Charles Babbage’s invention of analytical engine in 1837 with parts like ALU(Arithmetic Logic Unit), flow of control and basic memory, made him the father of computer. His thoughts were noble and innovative, but his economic conditions didn’t support his making. Unfortunately, he couldn’t get sponsors. This analytical engine served as the base for our modern computer. However, after his demise, his younger son Henry Babbage made the first version of analytical engine in 1910 and the second version was done by the London Science Museum. A Brief History of the Computer With Timeline. - Computer With Timeline(1614 -1890) - Computer History With Timeline(1900 – 1946) - Computer History With Timeline(1947 – 1968) - Computer History With Timeline(1970 – 1979) - Computer History With Timeline(1981 – 1999) - Computer History With Timeline(2001 – 2015) Generations of Computers The Generations of Computers are classified based on its operations and devices used in it. Also, consider the architectures, language, technology, and modes of operation. Generations of Computers and its Time Periods: - First Generation of computers (1946- 1959). - Second Generation of computers (1959-1965). - Third Generation of computers (1965-1972). - Fourth Generation of computers ( 1972-1980). - Fifth Generation of computers(1982- Present). Read full Article of the Generations of Computers and Future Computer. Purpose of a Computer There are several purposes of a computer. Some of the basic tasks are computations, retrieving data, process information, information storage & so much more. A personal computer has data program or language that instructs the computer on how to perform the tasks & its purpose. - Performing Calculations: Computers are widely used to perform computations, mathematical operations, additions, subtraction, multiplication, division & so much more. Computers have an inbuilt calculator. Spreadsheets are the programs used to calculate totals. Microsoft Excel sheet is an example of the spreadsheet - Storing Data: Data can be stored with the help of store information. Any information can be stored in any folder, anywhere on the computer. The document can also be saved automatically. - Retrieving Data: Any information can be saved & retrieved whenever one wants. - Processing Data: Every operation done on your personal computer can be processed anytime one wants. Every time you start a computer & one can process the information or data. How does Computer Work A computer is an electronic gadget or a machine that fully processes the information. This electronic gadget is also known as an Information Processor. This means a computer takes in all the raw command or information or raw data at one end & stores & works on the same. It, later on, chews as well as crunches the data & then ultimately splits out the results on the other end. There is a process where different tasks are named differently. Here we will have an introduction to computer basics. Read full Article of the How does Computer Work? Standard Computer Components & What They Actually Do? Computers are very complex in nature or machines that are complex. Indeed. These complex machines process much & it works at the microscopic level. But these computers have major parts or also called components that help a computer to run smoothly, efficiently & give the best performance. There are majorly 8 standard computer components that help a computer system to run smoothly, effectively & deliver the best performance: Standard Computer Components: - Power Supply - Central Processing Output - Random-access Memory(RAM) - Hard Disk Drive/Solid State Drive - Video Card - Optical Drives - Input & Output Devices Read full Article of the Standard Computer Components. Parts of Computer / Types of Computer Devices The basic parts of a computer system are: Standard Computer Components - CPU (Central Processing Unit). The basic parts of a computer are shown in the picture given here. Let us find out about some more devices that can be connected to a computer. - Input Devices - Output Devices - Processing Device - Storage Devices Read full Article of the About The Basic Parts of a Computer with Devices. Computer Memory and It’s Types Computer memory is similar to the human brain. This memory is used for data storage as well as instructions. Computer memory is the data storage space in a computer system where several huge files or data are stored, processed as per the instructions. The memory is further divided into several tiny parts known as cells & each cell has its own unique address or from zero to memory size of minus one. There are three primary types of Computer Memory. They are as follows: - Cache Memory: This particular type of memory is very high speed & semiconductor memory that helps in speeding up the Central Processing Unit (CPU). The Cache Memory acts as a medium between the main memory & the Central Processing Unit (CPU). This particular memory is used to hold parts of the data as well as a program that is frequently used by the Central Processing Unit (CPU). These parts & data are further transferred from the respective disk to cache memory by the OS & from there, the CPU can get access of them. - Primary Memory: Primary Memory stores only those data & instructions on which the computer system is working right now. The primary memory has a very limited capacity & the data or documents are lost when the main power is switched off. This is made up of the semiconductor This is also mainly divided into two subcategories such as RAM & ROM. The primary memory is also known as volatile memory. - Secondary Memory: The secondary memory is also known as External or Non-volatile memory. This is slower than the main memory. The secondary memory is usually used to store data or various information permanently. CPU does not directly access the memories it indirectly accesses the same with the help of input-output The secondary memory includes disk, CD-ROM, DVD & many more. Memory is the best essential element of a computer because computer can’t perform simple tasks. In general, memory is classified into two categories. Read full Article of the Computer Memory Overview. What is the Operating System and how it’s work An Operating System (OS) is a software that is responsible for performing all the basic tasks such as memory scrutinizing & management, handling the process of input & output, file management, controlling & managing peripheral equipment such as disk drives, printers & many more. Some of the most prominent Operating Systems are Microsoft Windows OS, Linux OS, VMS, OS/400, z/OS, AIX & many more. Operating System is the very first thing loaded in the computer for smooth functioning & gives the computer a way to perform several tasks together. Without an Operating System, a computer or a laptop has no use. Operating Systems are also present in smaller computers. The Operating System is also present in other electronic devices such as smartphones, wireless access device point & many more. The main purpose of an operating system is to organize, manage & control computer hardware as well as software. This is the main reason for a computer system to behave in a flexible way. Operating System Functions Include: - Operating System manages the software as well as hardware resources of a computer system. The desktop computer has resources such as a processor, disk space, memory & much more. While cell phone has a screen, keypad, phone dialer, address book, network connection & last but not the least battery. - The Operating Systems provide a stabilized, along & consistent way for applications that deal with the hardware with no details of the hardware. - Operating System helps in establishing a user interface. The quality of the UI is all very important to manage the overall computer system - It also helps in managing the overall process of input & output. - Managing the programs is also one of the most important functions of operating systems. There are also more functions of Operating Systems that help a computer system to work effectively. Operating System Concepts: Operating System Concepts Hierarchy Diagram. Read full Article of the List of Proper Working Operating Systems. Computer Language and its Types: A language is the main medium of communicating between the Computer systems and the most common are the programming languages. As we know a Computer only understands binary numbers that is 0 and 1 to perform various operations but the languages are developed for different types of work on a Computer. Read full Article of the Types of Computer Language. Application and Types of Computer Applications The term Application refers to Software which is a set of instructions or code written in a program for executing a task or an operation in a Computer. Applications play a vital role in a Computer as it is an end-user program that enables users to do many things in a system. The application programs are designed and developed to run in a System Software which is an Operating system. Read full Article of the Types of Computer Applications. What is a Computer Virus A computer virus is defined as a malicious, harmful & destructive software program that is responsible to destroy the user’s computer system without his or her prior knowledge & thus perform harmful actions & tasks to crash the same. These viruses act as havoc on computer system thus leading to uncontrollable destruction of the system, storage as well as data. Viruses spread into the system when a document or software is attached to or is transferred from one system to another computer system. What are the Symptoms of a Computer virus? 1. It depletes the device performance. 2. Computer behavior will damage the virus files. 3. Infected files computers may cause problems to the users and those may not work well. 4. Computer crashes regularly. 5. Some virus affected files may lose through this application. Types of Computer Viruses: Most Common Types of Viruses and Other Malicious Programs. 15 Types of the virus most dangerous to the devices. What is Computer Software The software is a collection of computer programs and related data that provide the instruction for telling a computer what to do and how to do it. The software is an interface between user and computer. It is a set of instructions, programs that are used to give the command to hardware. Types of Software: The software can be divided into two major categories. 1. System Software. 2. Application Software. Read full Article of the Computer Software Overview. What is Computer Hardware Computer hardware is a solid physical device used along with a computer system. These device or devices are also known as equipment of the computer system. Example of hardware includes the keyboard, monitor, Mouse, Central Processing unit (CPU), Voice System & many more. Computer Hardware Components Are: The most important hardware component is Mother Board that holds all the important components of a Computer including CPU, memory and various connectors for input/output device. Some of the input devices like keyboard, mouse, microphone, modem, joystick, USB devices, joystick and many more are connected for better functioning. Read full Article of the Computer Hardware Overview. Uses of Computers in various fields Computers have become an essential part of modern human life. Since the invention of the computer, they have evolved in terms of increased computing power and decreased size. Owing to the widespread use of computers in every sphere, Life in today’s world would be unimaginable without computers. Following fields are using computers well and get the proper benefits. 1. Computer science 2. Physical Science 3. Scientific Modeling 4. Optical Physics. 5. Medical environment 6. Nano-science and Technology 7. Computer Games 9. Work with social media Read full Article of the Uses of Computers in Different Fields. Advantages and Disadvantages of a Computer Advantages of a Computer: The computer from the beginning of its invention has changed a lot of things. It has changed the way of life of the society. It allows us to do various tasks quickly and easily hence saves a lot of labor, time and money. Disadvantages of a Computer: Some of the disadvantages of using computers are: - Cyber Crime. - Increases Unemployment. - Uses Electricity. - Makes People Lazy. Read full Article of the Advantages and Disadvantages of a Computer.
LPG Contribution to SDG 5: An Opportunity to Empower Women and Achieve Sustainable Development By James Rockall, CEO & Managing Director, WLPGA Gender is woven throughout the UN Sustainable Development Goals (SDGs) as it sits at the intersection of economic, social, and environmental issues. It has its own Goal, SDG 5 - with the ambition of achieving gender equality and empowering all women and girls. One of the key drivers of achieving this goal is through access to clean and affordable energy, and Liquefied Petroleum Gas (LPG) has a significant contribution to make in this regard. LPG is a clean-burning fuel that can be used for cooking, heating, and lighting. It is widely available and affordable, making it an ideal energy source for low-income households. However, despite its many benefits, LPG is still underutilised in many parts of the world, particularly in developing countries where women and girls are disproportionately affected by energy poverty. Women spend around 4.5 hours per day working unpaid, over double the amount of time spent by men. This gender inequality is estimated to be worth €8.8 trillion annually, almost one eighth of global GDP. Much of this unpaid work is related to household chores. In many developing countries, women and girls are primarily responsible for cooking, and they often rely on traditional fuels such as firewood, charcoal, and kerosene. These fuels are not only inefficient but also pose serious health and environmental risks. According to the World Health Organization, household air pollution accounted for the loss of an estimated 86 million healthy life years in 2019 with the largest burden falling on women living in low- and middle-income countries. The negative health impacts caused by use of traditional fuels is responsible for nearly 4 million premature deaths annually, with women and girls being the most affected. The process of fuelwood collection also exposes women and girls to risk of violence and injury. The benefits of LPG are not limited to health and environmental outcomes. Access to clean and affordable energy can also have a positive impact on women's economic empowerment. In many developing countries, women are often excluded from the formal economy and face significant barriers to entrepreneurship. However, LPG provides women with opportunities through saving time, estimated at up to four hours per day, on collecting fuelwood and cooking, allowing time to pursue other activities such as education, leisure, and livelihood opportunities, which can generate income and support their families. LPG can help address many of these challenges by providing a clean and safe alternative to traditional fuels. By switching to LPG, women and girls can significantly reduce their exposure to harmful indoor air pollution, leading not only to improved health, but an improved quality of life, greater security and a significant advancement in gender equality. The potential of LPG to contribute to SDG 5 has not gone unnoticed by the international community. In fact, the United Nations has recognised the important role of LPG in achieving the SDGs and has launched several initiatives to promote its use in developing countries. For example, the Clean Cooking Alliance, a public-private partnership hosted by the UN Foundation, is working to accelerate the adoption of clean cooking solutions, including LPG, in developing countries. The World LPG Association (WLPGA) has been at the forefront of promoting the use of LPG to achieve SDG 5. WLPGA has partnered with governments, NGOs, and other stakeholders to raise awareness about the benefits of LPG and to support the transition to clean energy. However, this transition will not happen without strong policy action. By 2030 2.1 billion people, or 25% of the world’s population, are estimated to still lack access to clean fuels and technologies. Cooking For Life, a major campaign of the WLPGA, was launched in 2012 and aims to facilitate the transition of one billion people from cooking with traditional fuels as well as other dirty and dangerous fuels such as kerosene, to cleaner-burning LPG by 2030. The LPG industry also enables gender diversity through the promotion of gender equality. This not only allows the LPG sector to benefit from a more diverse pool of talent, but also empowers women economically and provides opportunities for leadership. WLPGA launched the Women in LPG (WINLPG) global network several years ago to support women’s engagement across the industry. With continued investment and support from governments, private sector and civil society, the use of LPG can be scaled up and made accessible to even more households significantly contributing to SDG 5 and achieving gender equality and women's empowerment.
Writing an essay can be a daunting task for many students. Whether you are writing for school, work or pleasure, it is essential to understand the basics of crafting an outstanding essay. In this blog article, we will provide tips and strategies to help you write a winning essay every time. We will also discuss what you need to know before writing your next essay and how to structure and organize your ideas for maximum impact. With these helpful tips in hand, you’ll be able to tackle any type of written assignment with ease confidently! Table of contents: How i write an essay - Crafting an Outstanding Essay: Tips for Success - Mastering the Art of Writing an Essay - Strategies to Help You Write a Winning Essay - What You Need to Know Before Writing Your Next Essay - How to Structure and Organize Your Ideas for Maximum Impact How I Write an Essay Writing an essay can be intimidating, but with the right approach and tools, it doesn’t have to be! Creating an outline is a great way to organize your thoughts and get started on writing. Once you’ve developed your main idea, think of arguments and evidence you can use to support it. Then, write your introduction and thesis statement. When developing each body paragraph, start by introducing the topic sentence, then explain or discuss it in more detail. Lastly, write your conclusion summarizing the points you made throughout the essay and presenting any new ideas if needed. With these steps taken care of, writing an essay will become easier every time! Writing an essay is daunting for many students, but it doesn’t have to be. With the right approach and some practice, anyone can learn how to write an effective essay that stands out from the crowd. Here are five steps to help you get started: Step 1. Choose Your Topic The first step in writing your essay is deciding on a topic. This should be something that interests you and has enough information available so that you can adequately research it and form your own opinion or argument about it. Once you’ve chosen your topic, make sure to narrow down its scope so that it’s manageable within the word limit of your assignment. Step 2. Research Thoroughly After selecting a topic, do some research into what other people have said about it and any relevant facts or statistics related to the issue at hand before forming any opinions of your own on the matter – this will give you more material with which to craft an interesting argument in support of whatever position or conclusion you come up with later on in Step 4 below! Step 3. Outline Your Argument Once all necessary research has been done, begin outlining what points will go into each section of your paper as well as how they’ll flow together logically from one paragraph/idea/point-of-view (POV) to another throughout its entirety; this helps ensure everything stays organized while also giving readers easy access when referencing back specific parts later on during their reading experience! Step 4. Write Your Essay Now comes time for actually putting pen (or keyboard!)to paper; start by introducing yourself & presenting why this particular subject matters before diving into each point outlined earlier & providing evidence/examples where appropriate – remember not only must every sentence count but also keep track if there’s anything else needed such as citations etc…so don’t forget those either! Step 5. Revise & Edit Last but certainly not least comes revision & editing – read through everything once again making sure nothing was missed while simultaneously checking grammar usage etc…this part may take longer than expected due its importance however doing so ensures accuracy& quality control over content produced thus far which ultimately leads towards successful completion overall! Crafting an Outstanding Essay: Tips for Success Crafting an outstanding essay is challenging, but it can be done with the right approach. To help you get started on your journey to writing an excellent essay, here are some tips for success: 1. Brainstorm: Before you start writing, take time to brainstorm and come up with a unique topic or angle that will make your essay stand out from the rest. Think about what interests you and how this could be used interestingly within your paper. 2. Research thoroughly: Once you have chosen a topic or angle for your paper, research it thoroughly so that all of the facts and information included in your work are accurate and up-to-date. This will also give you more ideas on structuring and presenting your argument effectively. 3. Outline: Creating an outline before beginning to write is essential as it allows for better organization of thoughts which leads to more cohesive arguments being presented in the final draft of the paper. It also helps ensure that no content repetition occurs throughout the body of text which can lead to confusion when reading through it later on down the line. 4 Write clearly: When crafting any type of written work, clarity should always be one’s top priority. Make sure each sentence makes sense by using proper grammar (we use Grammarly), punctuation, spelling, etc… Additionally, try not to use overly complex words as they may confuse readers rather than help them understand what is being said. 5 Edit & Proofread: After completing a first draft it’s important not only to edit but proofread too! Check over everything multiple times, making sure there aren’t any mistakes or typos left behind – these small errors can detract from overall quality if left unchecked! Mastering the Art of Writing an Essay Writing an essay can be daunting, but it doesn’t have to be. With the right approach and techniques, you can master the art of writing an effective essay. The first step in mastering this skill is understanding what makes up a good essay. A well-written essay should have a clear structure with an introduction that introduces your topic and sets out your argument; body paragraphs that support your argument, and a conclusion that summarises your points and reinforces the main idea of the piece. Additionally, it should include evidence from reliable sources to back up any claims made throughout the text. Once you are familiar with what constitutes as quality content for essays, it’s time to start writing! Before beginning on any project, ensure you have done all necessary research beforehand so that when you begin drafting your paper there is no need for further research or fact-checking during this stage – this will save valuable time later on in the process! When putting together each section of your paper keep in mind how they link together – ensure there is continuity between each paragraph so readers don’t get lost while reading through them. Also remember not to repeat yourself too much – if something has already been said once, try saying it differently instead of repeating yourself word for word again later in another part of the text! Finally, proofread everything before submitting – check spelling or grammar errors as these could cost marks if left unnoticed by the reader/marker (especially if English isn’t their native language). If possible ask someone else who knows about academic writing conventions such as referencing styles etc., read over work before submission just double check nothing has been missed out or incorrectly formatted, etc.. This way, even small details won’t go amiss when marking comes around! Strategies to Help You Write a Winning Essay Writing a winning essay can be daunting for even the most experienced writers. However, with the right strategies in place, you can make your essay stand out from the rest and increase your chances of success. Here are some tips to help you write an effective and engaging essay: 1. Brainstorm ideas: Before beginning to write your essay, take some time to brainstorm potential topics or ideas that could form the basis of your paper. This will help ensure that you have plenty of material to work with when it comes time actually to start writing. 2. Outline Your Essay: Once you’ve identified a topic or idea for your paper, create an outline that will serve as a roadmap for how you want each section of the paper should flow together logically and effectively communicate its main points. 3. Research Thoroughly: Make sure that any information included in your paper is accurate by thoroughly researching any facts or statistics. Additionally, if sources are cited within the body text , double-check them against reliable sources such as peer-reviewed journals or government websites. 4. Avoid Content Repetition: When writing an academic piece, it is important not only to provide relevant content but also to avoid repeating yourself throughout different sections of text – this includes both language repetition (using the same words multiple times ) and concept repetition (repeating the same point over again ). To prevent this from happening, try using synonyms when possible while still maintaining clarity in meaning. 5. Use Active Voice: Using active voice rather than passive voice helps keep sentences concise while making them easier for readers to understand what is being said more quickly without having to wade through longwinded explanations first before getting at their core meaning – something especially important when trying convey complex concepts succinctly within limited word counts! What You Need to Know Before Writing Your Next Essay Writing an essay can be daunting, but it doesn’t have to be. Before you start writing your next essay, there are some important things that you need to know. First and foremost, ensure that your essay’s topic is interesting and engaging. You want readers to stay engaged throughout the entire piece so they can truly understand what you’re trying to say. If possible, try to pick a topic that has not been covered extensively in other essays or research papers; this will help ensure originality and freshness in your work. Second, plan out how much time you’ll need for each step: researching sources; outlining ideas; drafting content; editing for grammar and clarity; proofreading for accuracy; etcetera. This will help keep track of progress and give yourself enough time before any deadlines arrive! Thirdly, avoid repeating content from other sources when writing your own paper – even if it’s just one sentence or phrase! Plagiarism is frowned upon by most universities/colleges, so ensure all information is properly cited with references provided where necessary (and always double-check). Additionally, don’t forget about proper formatting requirements such as font size/style choice or page margins which may vary depending on institution guidelines. These details should also be taken into consideration when crafting an effective paper! Finally – take breaks while working on longer assignments like essays – this helps clear our minds from distractions & allows us more focus when we come back refreshed after taking some restful moments away from our desks…it’s worth noting too that having someone else read over our work before submitting it can often provide helpful feedback & insight into areas needing improvement too – never underestimate the power of another set eye looking at something we’ve written ourselves either professionally or academically speaking! How to Structure and Organize Your Ideas for Maximum Impact Writing an essay can be daunting, but with proper structure and organization, it can become much easier. To ensure your ideas have maximum impact, it is important to plan out the structure of your essay before you begin writing. Start by brainstorming topics related to the subject of your paper. Once you have identified some potential ideas for discussion, create an outline that will serve as a roadmap for how each point should be presented in the body of your paper. This will help keep you focused on developing each idea in detail and avoiding content repetition throughout the piece. Next, decide which points are most important and should be featured prominently at the beginning or end of your essay. This will give readers a clear understanding of what they need to know right away and provide them with context when reading through other parts of the text later on. Finally, make sure all elements within each section are logically connected so that readers can easily follow along without getting lost or confused about where one thought ends and another begins. Additionally, consider using transitions between paragraphs to emphasize further connections between different sections or points being made throughout your work as this helps maintain coherence across all arguments presented in an organized manner from start to finish! Hi, I’m Daniela and I work as an author at Cyber Media Creations. My expertise lies in the fields of AI, content production, SEO, and eLearning. I strongly believe that AI is the future of content production and am dedicated to creating personalized content that caters to the needs of our clients. At Cyber Media Creations, we offer advanced tools that can help businesses optimize their content and rank higher in SERPs. We also provide online training courses for individuals looking to improve their skills in various fields. Our goal is to help our clients succeed in the digital world by providing them with the best possible services and support. If you’re looking for ways to optimize your content and stay ahead of the competition, feel free to reach out to us. We’re always here to help you achieve your goals and succeed in the ever-evolving digital landscape.
Diplomatic, Informational, Military and Economic by are us Federal government New York City The capital city of the United States of America is Washington D.C. City, state, national The three branches of government are located in different national capitals. - Study Island the national one is in Washington DC. new york city because it was highly populated and had a stable economy There is no city at this point. It is located at the Big Cypress National Preserve in Florida.
- Poster on the Anatomy of Rice (JPEG) - Poster of Phytoliths (JPEG) - Map of wild rice distribution and domestication areas (JPG) - Map of Rice Domestication in China (JPEG) (PDF) - Map of early rice in India (JPEG) - Article summarizing the Early Rice Project (from 2011) (pdf) If you are a teacher or a parent you can consider growing your own rice plants as a "mini paddy" in a bottle. - How to Build your own Paddy Field Activity [pdf] If you are interested in archaeobotanical research in general. - Archaeobotany at the Institute of Archaeology - On-line guide and photo gallery on field sampling by flotation. - Recent news in rice domestication research (on scoop.it) - Recent news in archaeobotany and domestication research (on scoop.it) - Recent new in Chinese archaeology (on scoop.it) - Downloads for archaeobotanical research and specialist teaching, and further links Please check back for further information and thank you for your patience. Page last modified on 23 jan 13 15:07
Engineering a better society The Cardiff University exhibition will highlight the crucial role of engineers in developing solutions to a diverse range of environmental, social, health and economic challenges. The exhibition will present examples of the University’s achievements across three key themes: energy; the environment and healthy living. Cardiff approaches research as a collaborative and innovative enterprise, involving, amongst others, industrial partners, research organisations and other Universities. We are delighted that partner Universities Bath, Bristol, Exeter and Swansea will also feature in the exhibition. Engineers are increasing our understanding of how our bodies work – how limbs operate, how we are injured by different structures and substances. They also develop technologies to help their colleagues in medicine and surgery, and technology to help us exercise efficiently and safely. The exhibits include projects which are improving treatments for joint conditions and helping to confirm safety standards to reduce head injuries among rugby players. - Engineering for Life- Prof Wells/Prof Nokes - Arthritis Research – Dr Cath Holt - Health and Sport – Dr Mike Jones/Dr Peter Theobald - Haptic Prof Bordas Exhibit - Choc ALM – University of Exeter Meeting the energy demands of a growing population is one of the biggest challenges facing the world today. Engineers are at the vanguard – developing advanced new energy technologies and addressing the increasing need for sustainable and low-carbon energy supplies. The exhibits show how engineers are making significant breakthroughs ranging from improving the efficiency of wireless communication amplifiers to projecting the energy-generating potential of major civil engineering projects such as the proposed Severn Barrage. - Gas Turbine – Prof Bowen - Energy – Smart Meters – Prof Jenkins/Mr Burchill - National Grid Energy – Prof Haddad - EPSRC Holistic Amplifier Design Project between the Universities of Bristol and Cardiff Engineering has a special relationship with the environment – whether that involves harnessing the power of nature or creating the built environment in which we live. Engineers shape our world, and have a special role to ensure we work with the natural environment in ways which are sustainable. The exhibits show examples of engineering projects which are making our built environment safer and greener, and others which are using the earth itself to store waste safely and securely. Energy and Environment - Severn Estuary Exhibit – Prof Falconer/Dr Ahmadian - SEREN Exhibit (COMPASS) – Prof Thomas/ Dr Koj/Dr Lewis The BLOODHOUND Supersonic Car, launched by Richard Noble and Andy Green in October 2008 is set to take the World Land Speed Record (LSR) into a whole new speed regime. The team, including researchers from Swansea University at its heart, plans to take a manned vehicle to 1000 mph by 2013 increasing the current LSR (763mph) by over 30%. This target presents the team with massive scientific and engineering challenges, not least of which being how the car will stay attached to the ground at these speeds. The CFD (computational fluid dynamics) research team at The College of Engineering has been working on answering such questions, and predicting the overall aerodynamic behaviour of such a vehicle.’ For more info on the project please visit www.bloodhoundssc.com Mechanical and Structural Performance Research Group Professor Karen Holford, Dr Rhys Pullin, Dr C A Featherston, Prof R J Lark, Prof S L Evans, Dr M J Eaton and Mr D Simpson - Cardiff experts have developed damage-detection methods for bridges, buildings and aircraft components, potentially saving thousands of lives and millions of pounds. - Their latest systems include embedded sensors powered by energy harvested through vibration, and thermal gradients and data transmitted wirelessly. - Their breakthroughs will reduce the weight of aircraft and therefore the environmental impact of flying. Damage in structures such as buildings, bridges or aircraft components can have a devastating effect, and Cardiff School of Engineering has long been at the forefront of vital research to detect damage and prevent potentially catastrophic accidents. Cardiff University’s achievements in this field have included working with industrial partners on projects such as developing bridge-monitoring technology (MISTRAS), automated fracture detection and location in landing gears (Messier-Dowty) and damage detection in composites using embedded sensors (Airbus and Boeing). Cardiff experts are undertaking damage assessment research using acoustic emission in industrial applications such as bridges (now commercialised under licence agreement with Physical Acoustics Ltd and the subject of a Highways Agency Advice note) and aerospace landing gear. Acoustic emission (AE) is the most sensitive damage detection technique, as it relies on detecting energy released from a crack during propagation. Most recently, their work has focussed on energy harvesting (thermal/vibration/radio-frequency), embedded sensors, automated damage detection and nano-composites. This exhibit is the culmination of over 20 years of laboratory and field research. Within this composite plane wing are four novel low profile AE sensors. The wing has been subjected to controlled impacts which were detected, located and then sized based on the detected signals. Following impact the wing was subjected to fatigue loading. The sensors again detected and located the damage site. The video shows these results. This technology advance can play a significant role in the future design and maintenance of all aircraft structures – potentially increasing the use of composite materials and hence reducing weight, resulting in reduced environmental impact.
Porphyria cutanea tarda \|Porphyria cutanea tarda\| \|Classification and external resources\| Porphyria cutanea tarda (PCT) is the most common subtype of porphyria. The disease is named because it is a porphyria that often presents with skin manifestations later in life. The disorder results from low levels of the enzyme responsible for the fifth step in heme production. Heme is a vital molecule for all of the body's organs. It is a component of hemoglobin, the molecule that carries oxygen in the blood. Signs and symptoms Porphyria cutanea tarda (commonly referred to as PCT) is recognized as the most prevalent subtype of porphyritic diseases. The disease is characterized by onycholysis and blistering of the skin in areas that receive higher levels of exposure to sunlight. The primary cause of this disorder is a deficiency of uroporphyrinogen decarboxylase (UROD), a cytosolic enzyme that is a step in the enzymatic pathway that leads to the synthesis of heme. While a deficiency in this enzyme is the direct cause leading to this disorder, there are a number of both genetic and environmental risk factors that are associated with PCT. Typically, patients who are ultimately diagnosed with PCT first seek treatment following the development photosensitivities in the form of blisters and erosions on commonly exposed areas of the skin. This is usually observed in the face, hands, forearms, and lower legs. It heals slowly and with scarring. Though blisters are the most common skin manifestations of PCT, other skin manifestations like hyperpigmentation (as if they are getting a tan) and hypertrichosis (mainly on top of the cheeks) also occur. PCT is a chronic condition, with external symptoms often subsiding and recurring as a result of a number of factors. In addition to the symptomatic manifestation of the disease in the skin, chronic liver problems are extremely common in patients with the sporadic form of PCT. These include hepatic fibrosis (scarring of the liver), cirrhosis, and inflammation. However, liver problems are less common in patients with the inherited form of the disease. Additionally, patients will often void a wine-red color urine with an increased concentration of uroporphyrin I due to their enzymatic deficiency. Inherited mutations in the UROD gene cause about 20% of cases (the other 80% of cases do not have mutations in UROD, and are classified as sporadic). UROD makes an enzyme called uroporphyrinogen III decarboxylase, which is critical to the chemical process that leads to heme production. The activity of this enzyme is usually reduced by 50% in all tissues in people with the inherited form of the condition. Nongenetic factors such as alcohol abuse, excess iron, and others listed above can increase the demand for heme and the enzymes required to make heme. The combination of this increased demand and reduced activity of uroporphyrinogen decarboxylase disrupts heme production and allows byproducts of the process to accumulate in the body, triggering the signs and symptoms of porphyria cutanea tarda. The HFE gene makes a protein that helps cells regulate the absorption of iron from the digestive tract and into the cells of the body. Certain mutations in the HFE gene cause hemochromatosis (an iron overload disorder). People who have these mutations are also at an increased risk of developing porphyria cutanea tarda. In the 20% of cases where porphyria cutanea tarda is inherited, it is inherited in an autosomal dominant pattern, which means one copy of the altered gene is sufficient to decrease enzyme activity and cause the signs and symptoms of the disorder. While inherited deficiencies in uroporphyrinogen decarboxylase often lead to the development of PCT, there are a number of risk factors that can both cause and exacerbate the symptoms of this disease. One of the most common risk factors observed is infection with the Hepatitis C virus. One review of a collection of PCT studies noted Hepatitis C infection in 50% of documented cases of PCT. Additional risk factors include alcohol abuse, excess iron, and exposure to chlorinated cyclic hydrocarbons and Agent Orange. Exacerbating factors As stated previously, porphyria cutanea tarda is primarily caused by uroporphyrinogen decarboxylase deficiency (UROD). Uroporphyrinogen decarboxylase occurs in nature as a homodimer of two subunits. It participates in the fifth step in heme synthesis pathway, and is active in the cytosol. This enzymatic conversion results in coproporphyrinogen III as the primary product. This is accomplished by the clockwise removal of the four carboxyl groups present in the cyclic uroporphyrinogen III molecule. Therefore, a deficiency in this enzyme causes the aforementioned buildup of uroporphyrinogen in the urine, which can be helpful in the diagnosis of this disorder. The dermatological symptoms of PCT that include blistering and lesions on sun-exposed areas of the skin are caused by a buildup of porphyrin compounds (specifically uroporphyrinogen) close to the surface of the skin. Due to the highly conjugated structure of porphyrins involving alternating single and double carbon bonds, these compounds exhibit a deep purple color, resulting in the discoloration observed in the skin. The excess uroporphyrinogen that lead to these lesions is primarily produced in the liver, but exposure to excess sunlight is thought to lead to the production of reactive oxygen species, disrupting the activity of uroporphyrinogen decarboxylase and contributing to the buildup of uroporphyrinogen. This is thought to be the underlying biochemical pathway behind the photosensitivity observed in patients with PCT. The strong association of PCT with Hepatitis C infection is not entirely understood. Studies have suggested that the cytopathic effect of the virus on hepatocytes can lead to the release of free iron. This iron can disrupt the activity of cytochrome p450, releasing activated oxygen species. These can oxidize the UROD substrate uroporphyrinogen, which can result in the inhibition of UROD and lead to deficient activity of this key enzyme. Excess alcohol abuse is frequently associated with both inducing PCT and aggravating a preexisting diagnosis of the disorder. It is thought to do so by causing oxidative damage to liver cells, resulting in oxidized species of uroporphyrinogen that inhibit the activity of hepatic UROD. It is also felt to increase the uptake of iron in liver cells, leading to further oxidation of uroporphyrinogen by the release of activated oxygen species. Additionally, exposure to chlorinated cyclic hydrocarbons can lead to a deficiency in the activity of uroporphyrinogen decarboxylase, causing the buildup of excess uroporphyrinogen. While the most common symptom of PCT is the appearance of skin lesions and blistering, their appearance does not single-handedly lead to a conclusive diagnosis. Laboratory testing will commonly reveal high levels of uroporphyrinogen in the urine, clinically referred to as uroporphyrinogenuria. Additionally, testing for common risk factors such as Hepatitis C and hemochromatosis is strongly suggested, as their high prevalence in patients with PCT may require additional treatment. If clinical appearance of PCT is present, but laboratories are negative, one needs to seriously consider the diagnosis of pseudoporphyria. \|Type I ("sporadic")\|\|176090\|\|Type I porphyria cutanea tarda, the sporadic form, is indicated by UROD deficiency that is observed only in hepatic cells and nowhere else in the body. Genetically, these individuals will not exhibit deficiency in the UROD gene, although other genetic factors such as HFE deficiency (resulting in hemochromatosis and the buildup of iron in the liver) are thought to play a key role. Typically in these individuals, a variety of risk factors such as alcohol abuse and Hepatitis C infection conspire to result in the clinical manifestation of PCT.\| \|Type II ("familial")\|\|176100\|\|Patients exhibiting Type II PCT have a specific deficiency in the UROD gene, passed down in an autosomal dominant pattern. Those possessing this deficiency are heterozygous for the UROD gene. They do not show a complete lack of functional uroporphyrinogen decarboxylase, only a deficient form of the enzyme that is marked by reduced conversion of uroporphyrinogen to coproporphyrinogen. Therefore, the expression of uroporphyrinogen decarboxylase will be reduced throughout the body of these individuals, while it is isolated to the liver in Type I patients. While this genetic deficiency is the main distinction between Type I and Type II PCT, the risk factors mentioned before are often seen in patients presenting with Type II PCT. In fact, many people who possess the deficient UROD gene often go their entire lives without having a clinical manifestation of PCT symptoms.\| \|Type III\|\|-\|\|The least common is Type III, which is no different from Type I insofar as the patients possess normal UROD genes. Despite this, Type III PCT is observed in more than one family member, indicating a genetic component unrelated to the expression of uroporphyrinogen decarboxylase.\| One study used 74% as the cutoff for UROD activity, with those patients under that number being classified as type II, and those above classified as type III if there was a family history, and type I if there was not. Since PCT is a chronic condition, a comprehensive management of the disease is the most effective means of treatment. Primarily, it is key that patients diagnosed with PCT avoid alcohol consumption, iron supplements, excess exposure to sunlight (especially in the summer), as well as estrogen and chlorinated cyclic hydrocarbons, all of which can potentially exacerbate the disorder. Additionally, the management of excess iron (due to the commonality of hemochromatosis in PCT patients) can be achieved through phlebotomy, whereby blood is systematically drained from the patient. Low doses of antimalarials can be used. They remove excess porphyrins from the liver by increasing the excretion rate. Remission can be seen within 6–12 months. Originally, higher doses were used to treat the condition but are no longer recommended because of liver toxicity. Finally, due to the strong association between PCT and Hepatitis C, the treatment of Hepatitis C (if present) is vital to the effective treatment of PCT. Chloroquine, hydroxychloroquine, and venesection are typically employed in the management strategy. Porphyria cutanea tarda has a prevalence estimated at approximately 1 in 10,000. An estimated 80% of porphyria cutanea tarda cases are sporadic. The exact frequency is not clear because many people with the condition never experience symptoms. Society and culture Porphyria is implicated in the origin of vampire myths because people with the disease tend to avoid the sun due to blistering and desire iron rich foods (blood and meat) due to their enzymatic deficiency. - Phillips JD, Bergonia HA, Reilly CA, Franklin MR, Kushner JP (March 2007). "A porphomethene inhibitor of uroporphyrinogen decarboxylase causes porphyria cutanea tarda". Proc. Natl. Acad. Sci. U.S.A. 104 (12): 5079–84. doi:10.1073/pnas.0700547104. PMC 1820519. PMID 17360334. - "porphyria cutanea tarda" at Dorland's Medical Dictionary - Danton M, Lim CK (July 2007). "Porphomethene inhibitor of uroporphyrinogen decarboxylase: analysis by high-performance liquid chromatography/electrospray ionization tandem mass spectrometry". Biomed. Chromatogr. 21 (7): 661–3. doi:10.1002/bmc.860. PMID 17516469. - Kushner, J; et al. (1976). "An inherited enzymatic defect in porphyria cutanea tarda: decreased uroporphyrinogen decarboxylase activity". J Clin Invest 58 (5): 1089–97. doi:10.1172/JCI108560. PMC 333275. PMID 993332. - DiPadova, C; et al. (1983). "Effects of phlebotomy on urinary porphyrin pattern and liver histology in patients with porphyria cutanea tarda". Am J Med Sci 285 (1): 2–12. doi:10.1097/00000441-198301000-00001. PMID 6824014. - Goljan, E. F. (2011). Pathology (3rd ed., rev. reprint.). Philadelphia, PA: Mosby/Elsevier. - Azim J, McCurdy H, Moseley RH (October 2008). "Porphyria cutanea tarda as a complication of therapy for chronic hepatitis C". World J. Gastroenterol. 14 (38): 5913–5. doi:10.3748/wjg.14.5913. PMC 2751904. PMID 18855993. - Sökmen M, Demırsoy H, Ersoy O, et al. (September 2007). "Paraneoplastic porphyria cutanea tarda associated with cholangiocarcinoma: Case report". Turk J Gastroenterol 18 (3): 200–205. PMID 17891697. - Frank J, Poblete-Gutiérrez P, Weiskirchen R, Gressner O, Merk HF, Lammert F (2006). "Hemochromatosis gene sequence deviations in German patients with porphyria cutanea tarda". Physiol Res 55 (Suppl 2): S75–83. PMID 17298224. - Sampietro M, Fiorelli G, Fargion S (March 1999). "Iron overload in porphyria cutanea tarda". Haematologica 84 (3): 248–53. PMID 10189391. - "eMedicine/Stedman Medical Dictionary Lookup!". Retrieved 2008-12-04.[dead link] - Méndez M, Poblete-Gutiérrez P, García-Bravo M, et al. (September 2007). "Molecular heterogeneity of familial porphyria cutanea tarda in Spain: characterization of 10 novel mutations in the UROD gene". Br. J. Dermatol. 157 (3): 501–7. doi:10.1111/j.1365-2133.2007.08064.x. PMID 17627795. - Cruz-Rojo J, Fontanellas A, Morán-Jiménez MJ, et al. (December 2002). "Precipitating/aggravating factors of porphyria cutanea tarda in Spanish patients". Cell. Mol. Biol. (Noisy-le-grand) 48 (8): 845–52. PMID 12699242. - Sarkany RP (2001). "The management of porphyria cutanea tarda". Clin Exp Dermatol 26 (3): 225–32. doi:10.1046/j.1365-2230.2001.00825.x. PMID 11422163. - Arceci, Robert.; Hann, Ian M.; Smith, Owen P. (2006). Pediatric hematolog. Malden MA: Blackwell. ISBN 978-1-4051-3400-2.
Planting in former Conservation Reserve Program fields should be delayed until the soil temperature is above 55°F to avoid Pythium damping off disease and blight. Don’t be fooled for top yields With tight hay markets, a raging beef market, $12 soybeans and corn futures near $6, the decision to convert more pasture to grain crops has not been a no-brainer this year. Solid grain demand, expiring Conservation Reserve Program (CRP) contracts and the high cost of herd replacements, however, might have tipped the balance toward more row crop acreage on your farm. Farmers have always taken advantage of a fertilization bump on fallow land coming back into grain crops, but it’s no slam-dunk to achieve top yields the first year. CRP ground or pasture is typically not the best ground for farming, due to soil types and topography. It takes fertilization management to match the history of that ground to a proper seedbed for grain crops, but will it be soybeans or corn? Soybeans are the probable first crop choice, researchers say, in spite of the fact that corn nets more than beans on a per-acre basis. "Going with soybeans the first year out of CRP is probably a good idea," says Peter Scharf, a University of Missouri (MU) research agronomist. As one of the authors of an MU research paper comparing no-till corn yield response to nitrogen (N) fertilizer following CRP and following soybeans after sod conversion, Scharf says the choice is clear. The researchers found that it took approximately 205 lb. of N per acre to optimize profit on corn after CRP, but only about 110 lb. of N for corn after soybeans following CRP. University of Kentucky (UK) research on converted CRP fields shows a 0.5% to 1% increase in soil organic matter. "Organic matter contains about 5% nitrogen, which is equivalent to 1,000 lb. of nitrogen per acre for each 1% of organic matter in the top 6" of soil," says Lloyd Murdock, a UK research agronomist. The decomposing vegetation the first year might tie up some of that residual N in the soil. "The second year after sod, where soybeans were the first crop, more nitrogen is available, which aids in the decomposition of organic matter and the release of even more nitrogen," Murdock adds. Andrew Cummins, an east central Missouri grain crop farmer, agrees with the bean choice. Besides having a more flexible planting period with soybeans, he likes taking advantage of the soybean’s N fixing ability while the carbon to N ratio becomes more balanced throughout the first year from sod decomposition. He will be planting an additional 240 acres of prepared sod ground this year, with only 10 acres going into corn "for experimental purposes" and the remainder in soybeans, he says. Impacting many agronomic considerations is the choice between a no-till seedbed and plowing/disking. "I’ve been on both sides of the fence on this one," Cummins says. Though aware of the benefits of no-till, he continues, "Plowing has always worked better for me—I’ve always had a much better stand the first year out of sod." Soil secrets. The first weapon in Cummins’ sod-to-soy arsenal is a proper soil test with 20 probes to the acre. "That’s a $20 investment on ground that could gross $500. Everybody thinks you don’t need fertilizer on this ground the first year because it’s already got plenty of reserves [from decomposing sod], and they’re finding that’s completely wrong," says the Santa Fe, Mo., farmer. "For example, some farmers are finding they need 80 lb. to 100 lb. of monoammonium phosphate [or the equivalent] just to get caught up to where they need to be." \|High pH, like low pH, can affect yields. A pH of 7 to 7.3 in the lower right field yielded 30 bu. beans. The field on top yielded 65 bu. Phosphorus (P) is not the only limiting fertilization factor to consider. "Most hay and pasture fields are potassium [K] deficient," says Chad Lee, UK researcher and Extension agronomist. "Hay removes a lot of K2O from the soil. Without even conducting a soil test, the odds are good that you will need 60 lb. of K2O per acre." - March 2012
The brain gets a (new) earful To hear correctly, the human brain must gradually learn the shapes of its bodys ears. Hofman, P.M., J.G.A. Van Riswick, and A.J. Van Opstal. 1998. Relearning sound localization. Nature Neuroscience 1(September):417. Szibor, R., et al. 1998. Analyzing the auditory scene. Nature Neuroscience 1(September):333. Wightman, F., and D. Kistler. 1998. Of vulcan ears, human ears and earprints. Nature Neuroscience 1(September):337. A. John Van Opstal University of Nijmegen Department of Medical Physics Biophysics geert Grooteplein 21 NL-6525 EZ, Nijmegen From Science News, Vol. 154, No. 20, November 14, 1998, p. 316. Copyright Ó 1998 by Science Service. Back to Table of Contents -11/14/98 copyright 1998 ScienceService
“No ghosts – not even rumors of ghosts here,” explained the guide as she began an interesting tour of the Worthington Mansion at Adena State Memorial near Chillicothe, Ohio. Built in 1806-07, this beautiful mansion home was designed by what many consider the first American architect, Benjamin Henry Latrobe. Usually Latrobe was busy with larger projects, such as designing the United States Capitol, but as a friend of Thomas Worthington he agreed to design a beautiful home on the 2000 acre estate. The Worthington home, Adena, was the most magnificent mansion in the area at that time, and fascinated crowds of visitors. Large panes of window glass and papered walls were novelties which especially attracted attention. The sandstone blocks for the house were all dug from a quarry on the property. This drawing by Henry Howe in 1846 shows the beautiful garden vista at Adena that inspired the Great Seal of Ohio. Looking across the front lawn, the Scioto River flowed between the cultivated fields and Mount Logan. On the Great Seal of Ohio, the sun displays thirteen rays of light symbolizing the thirteen colonies. In the field is a shock of wheat representing the prominent field of agriculture in the state. Nearby, resembling a shock of wheat but showing Ohio’s Indian heritage, is a sheaf of seventeen arrows proclaiming Ohio as the seventeenth state. Today the house has been restored to appear much like it did during the time the Worthingtons lived there. Much of their original furniture can still be seen. Worthingtons’ actual skeleton key was used to unlock the door to begin the tour, and felt lucky to have it in my possession for a short while. Upon entering the mansion, a beautiful large clock made by George McCormick and costing $35 at that time stands beside a beautiful staircase, which appears to be marble but was actually painted with a feather to achieve that effect. Throughout the house a shade of pink paint was used. Paint was very expensive at that time and the pink tint was achieved by crushing a special insect into the paint. Ten children were raised in the nursery, which strangely enough had no heat. Guess they had to be strong to survive, but none of those children died. The parents’ room was next to them and had a nice fireplace so hopefully they kept the door open. Worthington’s wife, Eleanor, taught the children in the parlor while running the household from there at the same time. On the wall was a list of Family Maxims to live by, for example: “Keep everything in its proper place, do everything in its proper time, and delay not till tomorrow what should be done today.” The rooms on the second floor were all bedrooms, except one which was perhaps a servant’s room, and a large dark closet where, it was told, they placed children when they misbehaved. Many famous guests stayed here including Henry Clay, General William Henry Harrison, and President James Monroe. Of special interest was the screen on the left side, which hid from view their bathing area. Among the four bedrooms upstairs, there was one for the boys and another for the girls. Although there were ten children, there were seldom more than three in a room at one time. On the dresser in the girls’ room was a set of cards for learning the alphabet with a flexible Mr Hodge Podge to bend to the shape of the letters. Guess the girls had homework even way back then. Education was very important to the Worthington family and they even thought it important to educate the girls, which was not a common occurrence in the 1800s. Imagine they took a break now and then and looked out the window at the beautiful gardens surrounding their home. After reading a book on ancient history, on Sept. 18, 1811, Thomas Worthington wrote in his diary: “Adena” a name given to “places remarkable for the delightfulness of their situations.” It becomes apparent that visitors experience this same type of feeling by the smiles on their faces as they explore this beautiful mansion from years gone by. The Adena Mansion is located Northwest of Chillicothe, Ohio just off State Route 35. Directions are well posted to the Adena State Memorial, which includes the Mansion and Gardens. It is a short walk through the Gardens to arrive at the Mansion. Admission is reasonable but you need to check their schedule for hours opened.
No Comet has ever been visited twice before, and therefore, the unprecedented pass of the NASA - Stardust-NeXT Spacecraft near the Comet Tempel-1 in the month of February of the AD 2011 gave Humanity a unique opportunity to see how the Nucleus of a Comet changes over time. Changes in the Nucleus of Comet Tempel-1 were of particular interest because the Comet, as you knoow, was hit with an impactor from the passing NASA - Deep Impact Spacecraft in September 2005. Here is one digitally sharpened image of Comet Tempel-1 near the Closest Approach of Stardust-NeXT. Visible are many Surface Features which had been already imaged in 2005, including Impact Craters, Ridges and seemingly Smoother Areas (---> Plains). Only a few firm conclusions are yet available (as a matter of fact, the Comet Tempel 1 has been described by Astronomers as a "recipe for primordial soup" and, considering the list of the Comet's ingredients - id est: tiny Grains of Silicates, Iron Compounds, Complex Hydrocarbons with Clay and Carbonates thought to require liquid Water to form - might be quite appropriate for a cosmic souffle, since the Nucleus , which is approx. 5 Km long, is apparently porous and fluffy...) but, over time, the Astronomers who specialize in Comets and the understanding of the Early Solar System will be poring over these images, looking for new clues, such as, for instance, how Comet Tempel-1 is composed, how the 2005 Impact Site will appear, and how the General Surface Features of the Comet have evolved. This frame (which is an Original NASA - Stardust-NeXT Spacecraft) has been additionally processed and then colorized, according to an informed speculation carried out by Dr Paolo C. Fienga (LXTT-IPF), in Absolute Natural Colors (such as the colors that a human eye would actually perceive if someone were onboard the NASA - Stardust-NeXT Spacecraft and then looked outside, towards the Comet Tempel-1), by using an original technique created - and, in time, dramatically improved - by the Lunar Explorer Italia Team. Different colors, as well as different shades of the same color, mean, among others, the existence of different Elements present on the Surface of Tempel-1, each having a different Albedo (---> Reflectivity) and Chemical Composition.
Motion blur results from a shutter speed that is slower than would otherwise be used to “freeze” action or movement. Often times, a slower shutter speed is used when panning a camera with a moving subject and, as a result, the background is blurred because it is stationary. In other events, the camera may be affixed to the moving object (e.g., inside a car), which also blurs a portion of the scene (e.g., the roadway and lights). In some cases, it is the subject of the photo that is blurred due to movement – this works great with well lit subjects at night. Motion blur, through the variety of techniques used to achieve this effect, is commonly used to convey a sense of speed, which is well-demonstrated in the following 7 photos. Do you have some examples of motion blur worth sharing? Feel free to join in on the forum thread for Motion Blur Photos or share your advice or thoughts on this effect and technique in the comments below.
Daylight Savings Time starts March 8, 2015. This is the time of year where folks lose one hour of sleep overnight while the clock change occurs. Although it may not seem like much, losing that one hour of sleep can make a big difference in your mental and physical health. In fact, according to Swedish researchers, heart attacks rise the first three weekdays following the spring time change. The researchers attributed the surge to changes in people’s sleep patterns. Lack of sleep causes the release of stress hormones, which increases inflammation. This is dangerous to someone who already has underlying cardiac conditions. Car Accidents Are a Side Effect of Daylight Savings Time Along with the rise in heart attacks, Daylight Savings Time also causes a rise in car accidents, and here’s why: - Decreased alertness. If you feel like a zombie after losing an hour of sleep, you’re not alone. Now imagine all the drivers in your area feeling like zombies and getting behind the wheel. A scene like this is truly reminiscent of a horror film. Lack of sleep and changes in a person’s circadian rhythm can dramatically alter alertness, which increases the chances of a fatal accident occurring. - Increased drowsiness. Falling asleep behind the wheel is dangerous, and your chances of doing so increase when sleep is taken away from you due to Daylight Savings Time. Driving while drowsy also increases your reaction time, meaning you may not press the brakes as quick as you would normally, which could cause a serious accident. - Decrease in focus. When you’re tired, you’re more likely to lose focus on what is important. While driving, you may find yourself paying more attention to what’s happening on the side of the road or in your vehicle, as opposed to what is occurring on the road in front of you. Daydreaming is also more common when you’re tired. Were You Injured in an Accident? Did lack of sleep cause another driver to hurt you in an accident? If so, you may be entitled to receive compensation. The attorneys of Tavss Fletcher have helped many in the Virginia Beach area get the money they deserve from accident-related injuries, and may be able to do the same for you.
Peasant Rebellions in Latin American History: A Historiographical Analysis Throughout the nineteenth and twentieth centuries, open forms of resistance and rebellion characterized the actions of numerous subaltern groups in Latin America. Rebellion, in its many forms, served as a means to not only defend the interests of peasants, workers, and slaves, but also resulted in radical changes to the social, economic, and political structures of the states they resided in. Through an analysis of uprisings in Guyana, Mexico, and Nicaragua, this paper provides an examination of three historical interpretations in order to better understand the motives that drove subaltern groups to rebel in the nineteenth and twentieth centuries. In doing so, this paper concerns itself with the question: how do scholars and historians interpret the decision of subaltern elements to revolt against established social and political norms? More specifically, what factors led to peasant and slave revolts in the context of Latin American history? Slave Rebellion in Demerara (Guyana) In 1994, historian Emilia Viotti da Costa’s work, Crowns of Glory, Tears of Blood: The Demerara Slave Rebellion of 1823, addressed this issue of causation in her analysis of the 1823 Demerara slave rebellion in Guyana. According to da Costa’s findings, the rebellion, which encompassed nearly “ten to twelve thousand slaves,” resulted from a desire of subalterns to protect established privileges and rights within their society (da Costa, xiii). Although prior histories stressed that the “cause of rebellion was unmitigated oppression” from the landowners and elites of Demerara, da Costa counters this notion and argues that the crisis resulted from “growing confrontation between masters and slaves” that developed slowly across the early part of the 1800s (da Costa, xii). In the decades leading up to the rebellion, da Costa argues that the relationship between slaves and masters in Demerara revolved around a mutually-reinforced social structure, in which “notions of propriety…rules, rituals, and sanctions…regulated the relations between masters and slaves” (da Costa, xvii). According to da Costa, “slaves perceived slavery as a system of reciprocal obligations” in which masters were expected to provide clothing, meals, and basic amenities in exchange for their slave’s labor and work on plantations (da Costa, 73). Whenever these terms were “violated and the implicit ‘contract’ [was] broken,” however, da Costa argues that slaves “felt entitled to protest” (da Costa, 73). This is important to consider, as da Costa’s work illustrates that slavery was not only a system of oppression, but also reflected a social-contract, of sorts, between subalterns and elites. In her explanation of the chaos that engulfed Demerara in the early 1820s, da Costa suggests that the rise of abolitionists in England as well as the spread of missionary work in the colony disrupted the delicate relationship that existed between masters and slaves; a disruption that led inexorably to confrontation between both groups by 1823. By incorporating abolitionist thought into their evangelical work, da Costa suggests that missionaries (such as John Wray and John Smith) unknowingly cultivated a desire for emancipation amongst the slaves as Biblical references of hope, freedom, sin, and morality greatly challenged the power that planters and elites held (traditionally) over their slaves (da Costa, xviii). In response, da Costa argues that slaves interpreted the messages presented by missionaries as proof that their masters were deliberately keeping them in bondage against the wishes of both God and the mother country in England. As she states: “…chapel created a space where slaves from different plantations could legitimately assemble to celebrate their humanity and their equality as God’s children. Slaves [in turn] appropriated the missionaries’ language and symbols, and turned their lessons of love and redemption into promises of freedom. Incensed by rumors of emancipation and convinced they had allies in England, the slaves seized the opportunity to take history into their own hands” (da Costa, xvii-xviii). As da Costa suggests, missionary work cultivated a sense of rebelliousness in the slaves because it made them aware of the growing injustices they faced at the hands of landlords and elites in Demerara. Thus, as da Costa states: “the conflict between managers and slaves was not simply about work or material needs. It was a conflict over different notions of propriety: of right and wrong, proper and improper, fair and unfair” (da Costa, 74). Viewed in this light, da Costa’s work echoes the arguments first made by historian, James C. Scott, and his theory on the “moral economy,” which suggests that intra-societal relationships (such as the relationship between subalterns and elites) are based on reciprocated notions of justice and morality. As seen in Demerara, the colony’s growing dependence on slavery, combined with its denial of basic rights to slaves (such as justice, the denial of church, and protection from arbitrary punishment) equated to a violation of the slaves’ “moral economy” in that they viewed the actions of planters as both immoral and unjustified. This, in turn, prompted slaves to rebel in order to correct the system of injustices that they faced (da Costa, 73). Moreover, da Costa’s work also sheds light on the fact that revolts were often the result of long-term issues, and were rarely spontaneous events. As seen with the Demerara rebellion, conflict developed over a period of several decades before it culminated into active rebellion in 1823. Her work demonstrates that largescale action against the planting class required a profound awareness from the slaves of their exploitation and oppression; an awareness that took several years to reach fruition. Peasant Resistance in Mexico Historian Alan Knight and his work, The Mexican Revolution: Porfirians, Liberals and Peasants also provides tremendous insight into the causes of subaltern revolts. In his analysis of the Mexican Revolution of 1910, Knight’s work provides an intricate and detailed interpretation of not only the event’s causes, but also the motivations that underpinned agrarian revolts across the Mexican countryside against both Porfirio Diaz and landholding elites. Knight echoes the arguments presented by both da Costa and Scott who explained subaltern rebellions as a response to violations of their “moral economy.” However, while da Costa argued that slaves in Demerara rebelled in response to violations of traditional rights and privileges, Knight argues (in the case of Mexican society) that land played a central role in the provocation of peasant resistance and prompted many agrarian-based groups to protest and rebel as a means to protect their basic needs and economic interests. By the early 1900s (under the Diaz regime), Knight argues that elites controlled the vast majority of land across the Mexican countryside (Knight, 96). As land became commodified with the rise of capitalist enterprise and the expansion of haciendas into villages, Knight argues that peasants increasingly felt out of place as the new market economy held no place for traditional, peasant-based agriculture to thrive and grow. According to Knight, these fluctuations resulted in “traumatic changes in status [for peasants]” as well as the loss of “autonomy they had formerly enjoyed, and the basic security afforded by possession of the means of production” (Knight, 166). Moreover, he argues that the changeover from “independent peasant to dependent peon status, resulted in both “poverty and powerlessness” for the Mexican peasantry (Knight, 166). In this interpretation, peasants viewed the erosion of communal property, as well as the largescale privatization of land as a direct attack on their traditional way of life, and as a direct violation to their moral economy. As Knight states, “obeying imperatives whose validity the peasant did not recognise [sic] (the capitalist market; raison d’état), threatened destitution or drastic changes in status and income, thereby violating the ‘moral economy’ on which peasant society depended” (Knight, 158). In response to the changes that surrounded them, Knight argues that peasants responded in various forms of rebellion and aggression towards those who challenged their interests and who inhibited their pursuit of land-equality. Knight explains these variations in aggression by arguing that the feelings exhibited by peasants were largely “subjective” and “conditioned by particular circumstances” (Knight, 166). As a result, Knight’s argument showcases how differences in peasant norms and customs (on the localized level) helped lead to sporadic revolts and protests across the countryside and, in turn, gave the Mexican Revolution its distinct character as a divided movement lacking in both a political vanguard and “coherent ideology” (Knight, 2). As Knight states, “in its provincial origins, the Revolution displayed kaleidoscopic variations; often it seemed less a Revolution than a multitude of revolts, some endowed with national aspirations, many purely provincial, but all reflecting local conditions and concerns” (Knight, 2). In defining subaltern resistance as a reaction to land-privatization in Mexico, Knight’s argument is important to consider (in the context of causation for subaltern uprisings) as it serves as a direct counter to Marxist historians who often focus on the issue of ‘class exploitation’ as a means for understanding the issue of peasant rebellions. As Knight clearly demonstrates, modernization (in regard to the Mexican economy) was more of a problem than issues of class in the radicalization process of peasants. Although class exploitation certainly occurred and aided in the development of revolts, Knight argues that peasants were more troubled by the “traumatic changes in status” that privatization left in their wake (Knight, 166). Knight’s work also provides a deeper understanding of peasant attitudes and behaviors, as well as the role that mannerisms and customs played in the promotion of agrarian revolts. As he states, peasants often revolted against authorities and elites due to their “backward-looking, nostalgic, and ‘traditional’” mannerisms, which resulted from their desire to reestablish a sense of the past (Knight, 161). Even when changes in their society “resulted…in better material rewards,” he posits that economic gains often could not “compensate for the psychological penalties” created from the disruption of their past lives (Knight, 166). As a result, peasants chose resistance as a means of returning society back to its former status quo. Class-Consciousness and Resistance in Nicaragua In a similar manner to Knight, historian Jeffrey Gould and his work, To Lead As Equals: Rural Protest and Political Consciousness in Chinandega, Nicaragua, 1912-1979, also argues that land served as a source of contention between subalterns and elites with his analysis of Nicaragua during the twentieth century. In contrast to Knight, however, Gould’s study illustrates the long-term evolution of peasant and worker resistance, and highlights the importance of “politicians, businessmen, soldiers, and hacendados” in forming a sense of class-consciousness amongst subaltern elements, and, in later years, rebelliousness (Gould, 6). Similar to Knight’s description of Mexico in the early 1900s, Nicaragua underwent multiple changes to its economy in the twentieth century as the Nicaraguan government sought to both modernize and commodify the region’s landholdings. According to Gould, these changes promoted largescale inequality in regard to the possession of private property, as elites and businesses (both foreign and local) came to control a large percentage of the nation’s available land (Gould, 28). Following this transition from an agrarian-based economy to a wage-labor society, Gould argues that the growth of capitalism and privatization resulted in a tremendous disruption to the paternalistic relationship exhibited between elites and subalterns in prior years (Gould, 133-134). This relationship, which dominated Nicaraguan society for many decades, eroded in the wake of capitalist enterprises as landlords and elites quickly abandoned their traditional obligations to the peasantry in order to profit from modernization and mechanization. As Gould states, “the transformation of Chinandegan productive relations arose when the patron denied the campesinos’ access to hacienda land and jobs, thus snapping the material underpinnings of patron-client reciprocity” (Gould, 134). Access to the land, in particular, “had been the cornerstone of oligarchic legitimacy” for many decades in Nicaraguan society (Gould, 139). However, with the rise of mechanized farm-machinery (such as tractors) that resulted in greater productivity and less need for laborers, Gould argues that campesinos soon found themselves both landless and unemployed as machinery performed “the work of ten laborers and twenty oxen;” thus, eliminating the need for a regular workforce (Gould, 134). Gould’s description of modernization maintains strong similarities to Knight’s account of peasants that resided in Mexico. In both cases, modernization and dispossession resulted in the creation of “surplus labor, while also eliminating peasant competition in the market” (Knight, 155). Although this provided economic benefits for elites, it also greatly impoverished the peasants of both societies in a profound manner. As campesinos increasingly realized that a return to a patron-client relationship of the past was unlikely (given the progression of modernization and its effects on the Nicaraguan economy), Gould argues that peasants slowly developed a collective consciousness and “came to view themselves as members of one social group in conflict against another" (Gould, 8). Campesinos justified this split with the landholders and elites through a conjuring of images from the past, which stressed that “moral economic order” dominated society under the old patron-client system of prior years (Gould, 139). As Gould states, peasants “recognized the image of pre-1950 social harmony” as a “recent past that seemed substantially more abundant and fertile than the present” (Gould, 139). This gradual awareness and consciousness of their social condition, in turn, led to sporadic revolts and demonstrations in the years that followed, and helped pave the way for the Sandinista revolution of the late 1970s. As with da Costa and Knight, Gould’s argument echoes the interpretation of James C. Scott by arguing that disruptions to the patron-client system equated to a direct violation of the peasantry’s moral economy. This, he argues, led peasants to rebel against injustices that they perceived to be against their social and economic needs, which also reflects the arguments presented by da Costa in regard to the deteriorating master-slave relationship that permeated Demerara society in 1823. More importantly, however, Gould’s study showcases that the campesino’s comparison between the past and present “revealed a systematic violation by the elite of the social pact, rooted in the idealized paternalistic past” (Gould, 141). According to Gould, such a vivid discrepancy prompted the campesinos to view themselves as “the only social group capable of restoring harmony and legality to society” (Gould, 141). It was precisely this understanding and consciousness that led many Chinandegans to rebel and “become revolutionaries” in the years and decades that followed -- culminating in the Sandinista revolution of 1979 (Gould, 135). In closing, an understanding of the factors that contribute to subaltern resistance is important to consider for scholars as it helps to illustrate the multifaceted nature of revolts across both Latin American and world history. More often than not, historical events are shaped by a multitude of factors that operate simultaneously alongside one another. Viewing the causes of subaltern revolts as a singular and unidimensional concept, therefore, both limits and restricts historical interpretations. Thus, by incorporating and acknowledging that different forms of causation existed, scholars and historians, alike, are better equipped to obtain a fuller and more comprehensive understanding of the past. Taken together, each of these works shed tremendous light on Scott’s theory of the “moral economy” and its relation to subaltern revolts. Viewed in their broader historical context, it is clear that oppression, alone, often played little role in prompting subalterns to revolt across Latin America. Instead, social changes that derived from disruptions to the hegemonic relationship between subalterns and elites were often more important to peasants and slaves than repressive acts, alone. The reason for this lies in the innate sense of tradition that often permeated subaltern thought. Their desire to maintain the status quo (in response to social change), as well as their desire to preserve beneficial relationships with elites, prompted subalterns in Latin America to rebel and revolt as a means to defend their interests. Through rebellion, however, these groups unknowingly set the stage for even greater social, economic, and political unrest to occur in their societies; rendering a return to the mutually-reinforced relationships of the past (between elites and subalterns) an impossibility, as subaltern revolts helped to redefine their social role and position within Latin America (in relation to elites). Thus, an understanding of the factors that prompted subalterns to rebel in Latin America is important to consider, as it provides tremendous insight into the issues that have caused peasant and slave revolts, worldwide. The findings (and theories) devised by Scott, Da Costa, Knight, and Gould, therefore, provide an effective tool to evaluate subaltern thinking in areas such as the Ukraine, Russia (and the former Soviet Union), as well as resistance patterns that occurred with slaves in the American South during the Antebellum era. Do you agree with the historical interpretations about peasant resistance? Bushnell, David, James Lockhart, and Roger A. Kittleson. "History of Latin America." Encyclopædia Britannica. December 28, 2017. Accessed May 17, 2018. https://www.britannica.com/place/Latin-America. Da Costa, Emilia Viotti. Crowns of Glory, Tears of Blood: The Demerara Slave Rebellion of 1823. New York: Oxford University Press, 1994. Gould, Jeffrey L. To Lead As Equals: Rural Protest and Political Concsiousness in Chinandega, Nicaragua, 1912-1979. Chapel Hill: The University of North Carolina Press, 1990. Knight, Alan. The Mexican Revolution: Porfirians, Liberals and Peasants Vol. I. Lincoln: University of Nebraska Press, 1986. "The History of El Dorado: British Guiana Since 1600." History Today. Accessed May 17, 2018. https://www.historytoday.com/charles-dimont/history-el-dorado-british-guiana-1600. "Your Guide to the History & Meaning of the Mexican Flag." TripSavvy. Accessed May 17, 2018. https://www.tripsavvy.com/the-mexican-flag-1588860. Questions & Answers © 2018 Larry Slawson
The following list is taken from a teaching guide I saw online a few years ago. “Make clear her part in the process or product on which she works.” “See that her working setup is comfortable, safe and convenient.” “Suggest rather reprimand.” “When she does a good job, tell her so.” “Listen to and aid in her work problems.” All pretty sound advice for us language teachers, and I would say it represents a fairly accurate picture of the contemporary attitude towards how a teacher approaches a class. The first seems particularly to relate to the giving instructions and making sure the students understand exactly what you expect from them. The second tells us we need to create comfortable working environments in order to successfully facilitate their learning. The third speaks for itself, something that is commonplace nowadays and this is complemented by the fourth, which encourages us to use positive reinforcement. Finally, we are told to listen and assist when the student is having difficulties. I think I’d be hard pushed to find anyone reading this who would disagree with any of that advice. What is interesting is that is wasn’t written for language teachers, or even school teachers. It’s taken from a “booklet that was intended to assist male bosses in supervising their new female employees at RCA plants” in the 1940’s. Yes, it was designed to allow men to train women how to build machines. At first it seems an interesting relic of a bygone age, and easy to dismiss as evidence of men’s patronising views towards women in the 1940’s. And that is almost certainly the tone in which they were written. It’s as if these ‘women’ are a mysterious alien species that need to be spoken to in a different way. They don’t like being shouted at, cajoled and there’s certainly no ‘horseplay’, oh no, they require a softer touch. But despite this, yes “Women are Teachable!” So, in our more enlightened times, we can look back on these with laughter or scorn, depending on our disposition. And then we can realise that they were probably right, women do prefer to be treated like this. The funny thing is, so do men. And boys. And girls. Everybody does. The fact that it needed to be explained is what is bewildering. I’m just grateful I wasn’t trained to build machines for RCA in the ‘40’s, male or female.
Looking for a motivating way to practice counting to twenty or early addition? Students will get a kick out of these crafty apple ten frames. Roll the die, stamp the apples and write the numbers below! It’s a fun math center they’ll ask to play over and over again. Math is such an important topic for kids to learn and practice. It’s a subject that builds on itself so missing one piece of the puzzle can cause significant problems later on. That’s why I love to give my kids several strategies for solving math problems. Knowing multiple ways of finding the answer improves their understanding and makes math easier in the long run. Ten frames are a great visual math strategy for learning numbers to 20 and solving addition problems because students can quickly see the numbers by noticing the rows of five and groups of ten. We didn’t have to do much to prepare for this project. First, we found some paints: red, green, and yellow to match the color of apples. We grabbed cotton swabs to use as our apple stamper but the eraser end of a pencil is also a good size for the activity. Then I cut out the apple cards. There are two sets of cards and pages for this activity – one for counting up to 20 and one for addition within 20. Apple Ten Frame Counting and Addition Although the counting to 20 sheet is a great way to review ten frames and teen numbers, since we’ve been working with ten frames a lot lately, my kids were eager to take on the challenge of solving the addition sheet instead. They flipped over the first card. It read 13 +7 so they grabbed red paint to stamp 13 apples in the ten frames and switched to green paint to stamp seven more apples. Using two different colors of paint helped them visualize both parts of the math problem. Then the kids grabbed a red and green pencil and wrote the equation as a number sentence with the same colors. They happily flipped over the next card in their pile and continued started stamping more apples. My kids enjoyed using the paint on a math worksheet and I was excited that they were working on math facts. It was a great way to practice addition and add another tool to their list of math strategies. Grab Your Download
Hole Avoidance: Experiments in Coordinated Motion on Rough Terrain In this paper, we study coordinated motion in a swarm robotic system, called a swarm-bot. A swarm-bot is a self-assembling and self-organizing artifact, composed of a swarm of s-bots, mobile robots with the ability to connect to and disconnect from each other. The swarm-bot concept is particularly suited for tasks that require abilities of navigation on rough terrain, such as space exploration or rescue in collapsed buildings. In fact, a swarm-bot can exploit the cooperation of its simple components to overcome difficulties or avoid hazardous situations. As a first step toward the development of more complex control strategies, we investigate the case in which a swarm-bot has to explore an arena while avoiding to fall into holes. In order to synthesize the controller for the s-bots, we rely on artificial evolution, which proved to be a powerful tool for the production of simple and effective solutions to the hole avoidance task. \|Swarm-bots project started on October 1,2001 \|The project terminated on March 31, 2005. Fri, 27 Jun 2014 11:26:47 +0200
How Music Perceives Itself and How Copyright Perceives Music Edited by Andreas Rahmatian Chapter 4: The elements of music relevant for copyright protection One may argue that copyright law has no genuine understanding of the nature of music as an art form; it attaches to certain aspects of music which it declares as normatively relevant and thus ascertains building blocks of the legal protection system. In this way music is considered as an object of legal transactions, especially as an object of transferable property. This is a result of the translation process of music into legal categories. This chapter looks at the elements and stages of this process, starting with sketching out a philosophical discussion of the phenomenon of music as a basis for copyright protection. Keywords: Copyright and musical work; performance; originality; idea-expression dichotomy; philosophy of music; property theory You are not authenticated to view the full text of this chapter or article. Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage. Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use. Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.
Table of Contents - 1 What is the basic basis of classification? - 2 What is the basis for classification of organisms answers? - 3 What is the basis of classifying organism into groups? - 4 What is the basis in classifying organisms to each group? - 5 What are the basic animal kingdom classifications? - 6 What is the basis of classification in animal kingdom? - 7 What is the basis of classification of organisms? - 8 What is the scientific procedure of biological classification? What is the basic basis of classification? Basis of Classification. Species is the basic unit of classification. Organisms that share many features in common and can breed with each other and produce fertile offspring are members of the same species. Related species are grouped into a genus (plural- genera). What is the basis for classification of organisms answers? For the classification, the organism’s structure involves the existence of tissues, organs, body plans, symmetry, form, etc. The basis for classification may be the nutritional mode such as autotrophic, heterotrophic, saprophytic, etc. Hence, The correct answer is option (D). What are the basis of classification in animal kingdom? The animal kingdom is classified on the basis of levels of organisation, body symmetry, germinal layers, nature of coelom, segmentation and presence of notochord. What are the basis of classification of animals Class 11? Animals are classified based on arrangement of cells, body symmetry, nature of coelom, patterns of digestive, circulatory or reproductive system. What is the basis of classifying organism into groups? One branch of biology, called taxonomy, focuses on the classification of living things. Taxonomy is the study of relationships between living things and the formal classification of organisms into groups based upon those hypothesized relationships. Organisms are classified based upon their similarities and differences. What is the basis in classifying organisms to each group? Modern scientists base their classifications mainly on molecular similarities. They group together organisms that have similar proteins and DNA. Molecular similarities show that organisms are related. In other words, they are descendants of a common ancestor in the past. What is the basis of classifying mammals? Traditional classifications of mammals are based on similarities in structure and function. Increasingly, mammals are being classified on the basis of molecular similarities. DNAanalyses has recently shown that the traditional orders include mammals that may not be closely related. What is basis of classification class 11? -The living things are classified into seven different levels, these are kingdom, phylum, classes, order, families, genus, and species. -Kingdoms: These are the most basic classification of living things. What are the basic animal kingdom classifications? Animal Kingdom is classified into: - Phylum – Porifera. - Phylum – Coelenterata (Cnidaria) - Phylum – Ctenophora. - Phylum – Platyhelminthes. - Phylum – Aschelminthes (Nemotoda) Annelida. - Phylum – Arthropoda. - Phylum – Mollusca. - Phylum – Echinodermata. What is the basis of classification in animal kingdom? What is the basis of classification Class 9? Basis of Classification– The characteristics based on which the living organisms can be classified. Ancient Greek thinker Aristotle classified living beings on the basis of their habitat. He classified them into two groups, i.e. those living in water and those living on land. What is the basic unit of classification among organism? In biology, a species is the basic unit of classification and a taxonomic rank of an organism, as well as a unit of biodiversity. What is the basis of classification of organisms? The organisms are classified into different groups on the basis of some criteria. The structure of the cells and the organelles help in the classification of the prokaryotic and eukaryotic organisms. The structure of the organism includes the presence of tissues, organs, body plan, symmetry, shape, etc. What is the scientific procedure of biological classification? What is Biological Classification. Biological classification is the scientific procedure of arranging the organisms in a hierarchical series of groups and sub-groups on the basis of their similarities and dissimilarities. Who is considered the father of biological classification? The history of biological classification began with Aristotle, the Greek philosopher, who is is often called the father of biological classification. He described animal classification based on their habitat i.e., air, water and land. He was the first person to recognize the need for groups and group names in the study of the animal kingdom. Which is the logical strategy of biological classification? Biological classification is the logical strategy that includes the course of action of the life forms in a progressive arrangement of groups and sub-groups based on their likenesses and dissimilarities.
World Water Day 2020: Save the Water, Save the Tea! March 22nd marks World Water Day, on which people across the globe acknowledge the importance of our planet’s most precious resource: Water. It’s also one of the main ingredients in our planet’s second-most important resource: Tea. Yes, for most of us tea-holics the thought of living in a world devoid of tea is enough to make us shudder. Tea is our lifeblood. It helps us get up in the morning, accompanies us to work as we struggle to fit our oversized travel mugs into our car cup-holders, and helps wash down that dry shortbread biscuit you thought you wouldn’t choke on the second time around. We couldn’t possibly fathom the thought of parting with this elixir of life. Well, it seems the tea-pocalypse is going to be upon us soon enough if humankind doesn’t curb its excessive usage of water. Most people should already be aware that we use far more water than is required. It’s used extensively in industrial processes and agriculture, but also in our day-to-day lives, and in your neighbour’s inflatable pool parties that you never get invited to. With World Water Day approaching, you may finally have an excuse to lecture them about their wasteful ways and how it could be leading to the extinction of your favourite hot beverage (or any beverage for that matter). The acceleration of global warming should also serve as a wake-up call to those who feel their wasteful personal usage of water is not contributing to the next mass extinction event. Excessive water usage could be contributing to scarcity and drought by interrupting the natural water cycle. Imbalances in the natural water cycle can also cause flooding, which in turn affects the supply of freshwater available and by connection - your supply of tea. The food and drinks we consume depend on the quality of freshwater we use to prepare them. It’s why tea is best prepared using mineral spring water instead of tap water which may contain a high concentration of taste-tainting minerals. However, it is becoming increasingly difficult to acquire quality drinking water in many parts of the world. While it may be impractical to bring your life to a screeching halt for the purpose of saving water, there are ways you can curtail excessive water usage without having to alter your daily routine. Save the Water, Save the Tea Brewing hot drinks such as tea can waste water if you’re not careful. People often boil water for tea on stove tops that they leave unattended as it comes to a boil. The longer the stovetop is left unattended after the water has reached a rolling boil, the more water evaporates away, the excessive boiling of water also impacts the taste. The smarter approach would be to invest in an electric kettle with an auto-shutoff feature that stops the heating process as soon as the water has reached a boil. You could also save water by using a quality tea strainer when steeping loose leaf tea. Loose leaf tea leaves that settle to the bottom of your pot or teacup can render the last few sips bitter and undrinkable due to the continual steeping process. It means a portion of your tea has to be discarded every time you brew a cup, and nobody wants that! A tea strainer would be useful in removing the tea leaves once the desired tea strength has been reached and save you from the guilt of discarding those precious last sips of tea. To maintain our tea-drinking way of life, we must conserve water. So on this World Water Day, develop smarter water usage habits. For all of tea-kind! - Tags: Saving Water World Water Day - Farman Naushad
Central Malay is used in the Bengkulu province of Indonesia in southwest Sumatra. The Serawai dialect of Central Malay is used by the Serawai people.1) Di manau biliakku? Language information at Wikipedia and Ethnologue Alternate names for Central Malay include Midden Maleisch, Besemah, Pasemah, Serawai, Semendo, Lintang, Ogan, Enim, and Bengkulu \|The four essential travel phrases in English: 1) Where is my room? 2) Where is the beach? 3) Where is the bar? 4) Don't touch me there! \|Do you have a language or dialect to add? Did I get something wrong? Please let me know...
If your children are in the California schools, take note. We’ve learned in recent months that they probably won’t spend much time learning science in elementary school, and they might not have to take much science in high school. Now a new study from WestEd and the Lawrence Hall of Science shows that their middle school experience might be a bit better, but still far from ideal. The survey did find some moderately good news. In almost all the districts they surveyed, “more than three quarters of students in grades 6-8 are enrolled in science courses.” More than two out of three teachers said they had access to the internet and equipment “such as a sink and measuring tools.” About three in four said they had “majored in a science-related field or having obtained a single-subject credential for teaching science.” All good news is of course relative. You’d think, for example, that every student in grades 6 through 8 would be taking science, but maybe beggars can’t be choosers. It's also worth noting that a sink and measurement tools (like beakers) aren’t necessarily state of the art science equipment, even for middle schools. And it’s troubling that one in four middle school science teachers in California has “neither a background nor a single-subject credential in science.” The numbers are worse in schools that serve mostly low-income students. Perhaps most startling is the finding that that only about 14 percent of teachers “use a pattern of classroom practices that supports regular engagement in the practices of science.” In other words, fewer than one in five regularly have their students “work in groups; do hands‐on or lab science activities or investigations; design or implement their own investigation; participate in fieldwork; record, represent, or analyze data; write reflections; and present to the class.” That is bad news for California students. Science, it seems, is getting short shrift in California’s elementary, middle and high schools. The state can ill afford to stay on this course. Its fourth and eighth grade scores in science are among the nation’s lowest. States often reap what they sow.
Radioactive materials are used in University laboratories because they can be traced through the radiation they emit, making them powerful research tools in biological and physical research. Radiation producing equipment such as x-ray machines, accelerators, and sealed sources can produce physical injury at high enough levels and if ingested or inhaled. Methods of protection are well understood. Strict exposure limits apply and as a result of controls which are in effect, the risk of work involving exposure to these sources of radiation is insignificant. University policy for radiation protection is set by the University Radiation Safety Committee. No one may use, bring or remove from the University any radioisotopes or radiation producing devices without the approval of the Radiation Safety Officer or the Radiation Safety Committee. Every individual working with radioisotopes, radiation producing devices or in radiation controlled areas must be approved/authorized by the Radiation Safety Officer and/or Radiation Safety Committee and must have appropriate radiation protection training for the material or equipment use. NRC and COMAR regulations require the University to establish a radiation protection program to control the receipt, possession, use, transfer, and disposal of radioactive material. The program is implemented and managed by the Radiation Safety Office in accordance with policies set by the Radiation Safety Committee. The Office functions include: Authorizing and Approving all uses of radioactive material and radiation producing devices; Training; Surveillance and Monitoring; Tracking and Inventory Control of radioactive materials; Laboratory Inspections; Personnel Monitoring; and Emergency Response. Training is required for all individuals working in or frequenting a restricted area as defined by NRC and COMAR regulations. Individuals must be informed of health protection problems associated with exposure to radioactive materials and radiation producing equipment and with the applicable precautions and procedures required to minimize exposure, to operate the devices, applicable regulations and license conditions, responsibility of reporting promptly any condition which may lead to or cause a violation of regulations, or unnecessary exposure to radiation; appropriate response to warnings; and radiation exposure reports which are available. The extent of the training and instructions shall be commensurate with the potential radiological health protection problems encountered. The University Radiation Safety Office should be called if there are questions on any situation involving radiation. Personnel using material and equipment should: Radioactive materials must never be disposed of in regular trash. Custodial personnel can be very helpful by being on the alert for containers in the regular trash carrying the radiation symbol, so as to prevent their release. The NRC and COMAR regulations require reports or theft or loss of licensed materials; of incidents; and of exposures, radiation levels and concentrations of radioactive material exceeding the limits in accordance with 10 CFR 20 and COMAR 26.12.01.01. Reports may be by telephone after occurrences become known, or written reports, depending on the severity of the occurrence as given in the regulations. In accordance with the requirements of the University Radiation Safety Manual and the license conditions issued by the NRC and COMAR, the Radiation Safety Office conducts periodic radiation surveys of the areas where radioactive materials and equipment are used. The frequency of inspection depends on the specific radionuclides, amounts, laboratory records and other conditions. Laboratory spaces are normally monitored quarterly, but depending on previous inspection violations, the frequency can be done weekly or daily. Radiation producing equipment facilities are inspected yearly. NRC and COMAR regulations require that the records of the radiation protection program, program content, implementation and effectiveness of the program be maintained. Also required are records of radiation surveys, analyses of doses to individuals as a result of exposures to radiation or intakes or radioactive material, and individual monitoring results. Most records are retained from three years up to termination of license, depending on the record. Some records must be kept only until the next inspection by the regulatory agency. A complete description of the Radiation Protection Program is contained in the Radiation Safety Manual issued by the Radiation Safety Committee and is an official University document.
Leap Day is one of the rarest days - it shows up on our calendars only every four years. Imagine what that does to your birthday celebrations - if you were born on February 29 you'd only have a birthday every four years! But why is this rare date attached to science? First check out the Science Museum of Virginia's blog at http://sciencemuseumofvirginia.blogspot.com/2012/02/question-your-world-leap-day-science.html. Here you discover math and astronomy have the answers to your questions about this day that appears, then disappears with predictable regularity. So sit back, find out about this rare day - and then celebrate it's unique contribution to your life. Yes - it's really good to question your world!
Panderichthys—a fish with fingers? Published: 9 December 2008(GMT+10) Image by Boisvert et al., ref. 3, p. 1. Figure 1. CT scans of Panderichthys’ fin show that it has a fin structure like Tiktaalik. Once more, fish-to-tetrapod evolution is paraded around,1,2 this time with a study suggesting that Tiktaalik, the ‘poster boy’ of fish–tetrapod evolution, is not quite all it’s cracked up to be. There’s a new kid on the block, the 90–130-cm-long Panderichthys rhombolepis. Except, Panderichthys isn’t exactly new; it was actually named in 1941.3 And it’s supposedly older too: 385 million years (Ma) old in comparison to Tiktaalik, which is supposedly 380 Ma old. However, a recent study has suggested that Panderichthys’ fin may be closer to tetrapods in morphology than Tiktaalik, 4 although evolutionary theory would predict that tetrapod characteristics would be more recent. Fishing for fingers Boisvert et al. have based their analysis on the pectoral fin of one particular Panderichthys fossil, which they reconstructed from a CT scan study of the fossil, which they then used to reconstruct a 3D image of the fossil fin. Panderichthys was found to have multiple ‘digits’ at the end of the bony part of the pectoral fin similar to Tiktaalik’s, which Boisvert et al. made out to be homologous with digits on tetrapod limbs (figure 1). Aside from the general biological5 and theological6 problems with excluding common design, Panderichthys is still unequivocally a fish with fins. The small distal bones found between Panderichthys and Tiktaalik are nothing in comparison to the changes that need to be made between either of them and a limb, as one of the co-authors of the Nature paper, Per Ahlberg, has admitted before: ‘Although these small distal bones bear some resemblance to tetrapod digits in terms of their function and range of movement, they are still very much components of a fin. There remains a large morphological gap between them and digits as seen in, for example, Acanthostega: if the digits evolved from these distal bones, the process must have involved considerable developmental repatterning.’7 They do not claim that the digits themselves in Panderichthys are any more advanced than Tiktaalik; but they do claim that some of the features of the so-called ‘wrist’ and the positioning of the digits are more tetrapod-like. However, they also acknowledge that Panderichthys and Tiktaalik are close in pectoral fin morphology, exhibiting largely the same bones in comparable proportions. The problem is that neither of them are anything like a tetrapod limb because the wrist morphology is all wrong.8 As Luskin points out, there are a number of things that need to radically change from Tiktaalik to get a proper tetrapod wrist/hand: - ‘Shrink Tiktaalik’s [and Panderichthys’] radius and reposition it so that it articulates other bones further down the limb. - ‘Evolve a radiale [a third bone alongside the ulnare and intermedium that articulates with the radius]. - ‘Dramatically repattern, reposition, and transform the existing radials by lining them up, separating them out to form digits. - ‘Evolve metacarpals and phalanges so that there are real digits extending distally from the radius. - ‘Evolve the ‘lotsa blobs’, i.e. evolve other carpal bones between the radius, ulna, and the now-aligned digits to form a real wrist. In other words, evolve the bulk of the wrist-bones.’8 Another important consideration is function. Since these particular fins have never been seen in live operation, there is no reason to suggest that they provide evidence for fish–tetrapod evolution. Coelacanth is a prime example. Before it was known that its limbs were used for deft manoeuvring of the fin, the coelacanth’s limbs were thought to be evidence of the fish–tetrapod transition. Now we know better.9 The situation is no different in Panderichthys. The illusion of evolution Boisvert et al. are at the end of the day rather confused as to how and where to place Panderichthys in the evolutionary series: ‘It is difficult to say whether this character distribution implies that Tiktaalik is autapomorphic,10 that Panderichthys and tetrapods are convergent,11 or that Panderichthys is closer to tetrapods than Tiktaalik. At any rate, it demonstrates that the fish–tetrapod transition was accompanied by significant character incongruence in functionally important structures.’4 However, there are no lineages—merely the comparing of finished products to come up with the illusion of a lineage. They don’t know which of their smorgasboard of just-so evolutionary ‘explanations’ they should use, so they leave the reader with a few possible ones to give the illusion that evolution has it all worked out, even if we don’t. However, there are no lineages—merely the comparing of finished products to come up with the illusion of a lineage. The story as Daeschler et al. described it remains true: ‘Major elements of the tetrapod body plan originated as a succession of intermediate morphologies that evolved mosaically and in parallel among sarcopterygians closely related to tetrapods, allowing them to exploit diverse habitats in the Devonian [emphases added]’12 The problem of mosaic and parallel evolution is that they occur to parts of organisms rather than the whole (mosaic) and that the same thing evolves more than once independently (parallel). Both of these are excuses that are used when common descent fails, and are extremely unlikely to happen.9,13 For all the complex 3D imaging that went into this paper, there really is not much in it. It further confirms that Tiktaalik is an unequivocal fish, related to Panderichthys, and it tells us that fish–tetrapod evolution is a mess. This is not a surprise from a biblical perspective, because evolution fails to explain the evidence, and these fish were created fully functional. - Tiktaalik—a fishy ‘missing link’ - Gogonasus—a fish with human limbs? - Ventastega: not a leg to stand on - Yet another ‘missing link’ fails to qualify - The fossil record of ‘early’ tetrapods: evidence of a major evolutionary transition? - Tiktaalik—sticking its head out of water? - Primordial fish had rudimentary fingers, PhysOrg.com, 22 September 2008. Return to text. - Bowden, R., Discovery of fish with fingers gives evolution new twist, The Tech Herald, 21 September 2008 Return to text. - Gross, W., Über den Unterkiefer einiger devonischer Crossopterygier (About the lower jaw of some Devonian crossopterygians), Abhandlungen der preußischen Akademie der Wissenschaften Jahrgang 1941 (Treatises of the Prussian Academy of Sciences Year 1941). Return to text. - Boisvert, C.A., Mark-Kurik, E. and Ahlberg, P.E., The pectoral fin of Panderichthys and the origin of digits, Nature, doi:10.1038/nature07339, Published online: 21 September 2008. Return to text. - Sarfati, J., Refuting Evolution 2, Master Books, Green Forest AR, 2002. See chapter 6: Argument: Common design points to common ancestry. Return to text. - Holding, J.P., Not to be used again : homologous structures and the presumption of originality as a critical value, Journal of Creation 21(1):13–14, 2007. Return to text. - Ahlberg, P.E. and Clack, J.A., Palaeontology: A firm step from water to land, Nature 440(7085):747–749, 6 April 2006. Return to text. - Luskin, C., An ulnare and an intermedium a wrist do not make: a response to Carl Zimmer, Discovery Institute, 1 August 2008. Return to text. - Jaroncyk, R. and Doyle, S., Gogonasus: a fish with human limbs? Journal of Creation 21(1):48–52, 2007. Return to text. - Autapomorphy is a cladistic term for a characteristic that is unique to the group, found neither in the groups said to be closest relatives nor in their supposed common ancestor. Features supposedly derived from an autapomorphy in a common ancestor are called synapomorphies. Return to text. - I.e. their common features cannot be explained by inheritance from a common ancestor with such a feature, which would then have been an autapomorphy; such common features are called homoplasies, which are ubiquitous in many alleged transitional series. Return to text. - Daeschler, E.B., Shubin, N.H. and Jenkins Jr, F.A., A Devonian tetrapodlike fish and the evolution of the tetrapod body plan, Nature 440(7085):757–763, 6 April 2006. Return to text. - ReMine, W.J., The Biotic Message: Evolution versus Message Theory, St Paul Science, St Paul, MN, pp. 289–290, 344–346, 1993; and review: Batten, D., Journal of Creation (CEN Tech. J.) 11(3):292–298, 1997. Return to text.
ANALYSIS: Orientalism in civilisational narcissism — II —Farhat Taj Aurangzeb may be a hero in the sight of many a Muslim across South Asia, but in the Pakhtun tribal history he goes down as a villain as he is epitomised in Khushhal Khan Khattak’s poetry Mr Mubarak Haider’s arguments and assumptions about the Pakhtun tribes in the Pakistan-Afghanistan border region do not concur with the region’s history as well as the current reality since 9/11. There is a lot that one can mention in this regard but I will elaborate a few points and some examples from the region. The tribal clashes with the Mughal empire were not rooted in any civilisational narcissism of the Pakhtun tribes, but a response to the oppressive divide and rule of the tribes policy of the empire for strategic considerations as well as a reflection of certain disputes among the tribes. Some of the fieriest clashes were led by Khushhal Khan Khattak, Aimal Khan Afridi and Darya Khan Afridi against the Mughal Emperor Aurangzeb. None of the three tribesmen were religious, but secular in outlook. Khushhal Khan Khattak is also a renowned Pashto poet and a universal symbol of secular Pakhtun nationalism. A closer look at the historic characters of Khushhal Khan, Aimal Khan and Darya Khan on the one hand and Emperor Aurangzeb on the other would clearly make Aurangzeb, rather than the three tribesmen, a civilisational narcissist, who rejected the moderate religious approaches of his predecessor Mughal emperors and placed the empire on the path the of religious extremism. Aurangzeb may be a hero in the sight of many a Muslim across South Asia, but in the Pakhtun tribal history he goes down as a villain as he is epitomised in Khushhal Khan Khattak’s poetry. More importantly, the tribalism that we see today in the Federally Administered Tribal Areas (FATA) has, in many ways, much more to do with the political dynamics of the region than the social evolution of society. For being on the fringes of empires, the area has been dealt distinctly by all the powers at different times. The only driving consideration in every policy shaped for the area has always been strategic. Isolation of the people from the rest of the world is the most common denominator of all such policies. No decision ever seems to have been made with the aim of the social uplift of the people and the land. Nor had the local population been allowed to take steps on their own for their development. Defined frameworks from the outside always dictated the course of social transformation in the area, which has remained in inertia. The British empire’s ‘forward policy’ towards FATA vacillated between control and caution, depending upon and in response to the moves of the Russian empire far beyond the River Amu rather than any civilisational narcissism of the ‘uncivilised tribes’. There have been tribes in FATA that kept requesting the British authorities to include their areas in the state territory. But the British left the tribes to fend for themselves and interacted with them only when doing so was in the interest of the empire. The British established the Frontier Crimes Regulation (FCR) system in pursuit of this approach. How could the British have established their FCR system in FATA without cooperation from within the tribes? The post-colonial Pakistani state, based on religious ideology, also a form of civilisational narcissism, not just continued but mastered the art of ‘managing the tribes’ in response to its fear of secular-ethnic Pakhtun nationalism. A declassified CIA document recording Professor G Tucci’s comment way back in 1962 describes how the Pakistani state perceived this issue. He states, “The government of Pakistan was faced with an unenviable problem. One of the main objects of the government is to effect national integration, which means they must break down petty local loyalties. Insofar as this policy is applied to the frontier area, it required detribalisation, yet when the tribes begin to lose hold over their members, a fertile field for anti-Pakistan forces in the form of Pashtunistan agitation is created.” Tribal structures of the Pakhtun in the settled areas of Pakistan have broken down. Their tribal identities have given way to a unified Pakhtun identity. The standing tribal structures as well as the dominant tribal identities, Wazir, Mehsud, Orakzai, Salarzai, etc, overshadow the notion of a unified Pakhtun nationalism in FATA. The Pakistani state has wilfully preserved and promoted the tribal structure and affiliations as a stumbling block to prevent the people of FATA from integration with Pakhtuns of the settled area on the basis of shared Pakhtun nationalism. It is this “yet when the tribes begin to lose hold over their members” which, although it is the mainstay of Mr Haider’s argument, fails to look into the direct reasons behind its grip and survival. Taking refuge in the academic romanticism since the British area about the tribes, the author avoids looking any further. Every society in its history has passed through the tribal formation phase. The fact that the Pakhtun tribal people can comfortably integrate themselves with a modern economy and even live in the urban centres with ease explains their civilisational instincts, not narcissism, and urge for a modern life. There is almost a universal consensus in FATA that the FCR system that keeps them tied down to tribalism must go. Tribes in FATA are no different from the Pakhtun tribes in Kala Dhaka, formally part of the Provincially Administered Tribal Areas, but recently integrated into Khyber Pakhtunkhwa as its 25th district as well as renamed as Tor Ghar. Both PPP and ANP deserve credit for the legal integration of this tribal area with the rest of Pakistan. It is most pertinent to note that the Kala Dhaka tribes offered no resistance to the legal integration of their area with the rest of Pakistan. All the government had to do was consult the tribal leaders and offer incentives to the tribal people, who happily accepted the government’s plan. The tribes in FATA have also no appetite for tribalism and can have a smooth and quick transition to modernity, if the powerful uniformed urbanites of Pakistan would stop their preservation of the tribal museum in FATA in response to their perceived strategic threats from the neighbouring states, India and Afghanistan. President Zardari introduced some meagre legal reform in the FCR in 2009. The military establishment, not the tribes, are blocking the implementation of the president’s orders, thus effectively blocking the way for large-scale legal reforms in FATA. Mr Haider’s most flimsy argument is that the tribes want not only to preserve their tribal order but impose it on other ethnicities in Pakistan and Afghanistan. The tribal order is based on tribes or clans that often compete and even clash with one another. This order is essentially the antithesis of nationhood as well as against the global Muslim order that Muslim civilisational narcissists, like al Qaeda, aim to establish. Moreover, it must also be noted that the most important pillars of the tribal order, the tribal leaders, who should be extending the tribal social order to the rest of Pakistan as per Mr Haider’s argument, have been target killed since 9/11. The remaining tribal leaders have been sidelined due to fear of targeted killing. In the absence of the tribal leaders, who in FATA can extend the tribal social order to the rest of Pakistan or Afghanistan? The ISI, the dominant Punjabi Taliban and al Qaeda Arabs or their Pakhtun foot soldiers or the common tribesmen and women who live in constant fear for survival every single moment? The writer is a PhD Research Fellow with the University of Oslo and currently writing a book, Taliban and Anti-Taliban
Free (K-6) Physical Education Lesson Plans for reference when creating lesson plans for #6thgrade. #lessonplans #idt7061 TIME TO GET ORGANIZED! Basketball Stations (PE Stations, PE Lesson Plans, Basketball Lesson Plans) 2015-206 FULL YEAR of Elementary PE Lesson Plans. Never write another lesson plan again! 40 Weeks - that's 200 Days of PE Activities already planned out for you and your students!! Enjoy Your School Year! :) Physical Education Lesson Plans, Elementary PE Activity, Worksheets, Teaching Lessons What Does A Good PE Lesson Look Like? Have the students who understand the skill concepts share their ideas of how they were able to be successful with their peers. Nutrition Scavenger Hunt (Middle School Health & Wellness Lesson Plans) Nutrition Scavenger Hunt - Health Lesson Plans \| Health Education \| Middle School \| High School More Fast Food Nutrition Lesson Plans for your students! Perfect for health, nutrition and PE teachers. Webquest activities for both Middle School and High School classes.
So here it is: If you just add the above line to a text file, usually with the .xqy, .xq or *.xquery extension, then initiate a transformation using your favorite XQuery processor, you should see the string "hello world" in the output. What processor to use well I would go for something like Saxon, if you're just querying static XML files on your file system, or passing a standalone XML file to the processor at run time. If you really want to see XQuery at it's best I'd recommend using an XML database as the repository for your XML content. or that you can try MarkLogic or eXist amongst others. Most of the examples you'll see in future blogs are based on MarkLogic, as it is the processor I have the most experience with, but given the fact that ML has just gone closer to full compliance with W3C 1.0 XQuery standards, chances are that the examples you'll come across are as applicable in any other XQuery processor. Now back to our code . . . What does "hello world" really mean? Well the value between the quotes represents a item() of type xs:string. XQuery uses the same Data model as XPath 2.0, so if you're familiar with XSLT and XPath 1.0, then you'll find it really easy to understand the concepts of XQuery. For a better understanding of data types in XQuery have a look at the XQuery 1.0 and XPath 2.0 Data Model. Just to keep it simple I'll give you an example of a query, that interrogates an XML file, passed as the input xml to saxon. The input xml: <groups><group id="1"/><group id="2"/></groups> the xquery file : my-lovely-query.xqy This query returns: The above represents a sequence of items of type element(group). This means the XPath expression "/groups/group" returned all "group" child element nodes of the root element "groups". I think this illustrates nicely the very basics of XQuery. I'll get into more detail as new blogs are added.
California on Wednesday will post the first standardized test scores the state has seen in two years and, more importantly, the first results based on the new Common Core standards. (Test scores will be posted at 11 a.m. at http://caaspp.cde.ca.gov) But as school districts and state officials prepare to release what will likely be less than stellar results given the novelty of the computerized tests, a lot of parents and members of the public have their hands raised to ask a pertinent question: Just what, they want to know, is the Common Core? Turns out that despite the several-year rollout of the new standards, a good number of folks don’t know much about them. More than one in every four Californians have never heard of the Common Core, according to a poll released by the University of Southern California with the nonpartisan research center Policy Analysis for California Education. “Even after four years of implementation and a great deal of political controversy, most Californians simply don’t know or don’t care much about Common Core,” said Morgan Polikoff, assistant professor of education at USC’s Rossier School of Education. “Their views depend to a surprising extent on the questions they are asked about the new standards.” And parents? Surely they would have heard of it, right? Nope. Nearly half, 46 percent, said they knew little to nothing about them. Yet those who did claim to know more about the Common Core were “considerably more likely to hold misconceptions about the standards” than those who claimed to have less knowledge. For example, “knowledgeable” respondents said Common Core applies to subjects other than math and English (it doesn’t) and that under the new standards students spend more time testing (they don’t). Most people said kids spend 23 hours testing, when in fact it’s about eight to 10 hours in a year, according to the poll. With one day to bone up on the topic before scores come out, here’s the Cliff Notes on the Common Core: • Academic standards are what students should know in each subject in each grade. The Common Core outlines what students should know in math and English for each grade, K-12. • California is among a majority of states that has adopted the Common Core standards. • The standards are generally considered more in-depth and focused on critical thinking, rather than rote learning. Group work, projects, long-form writing (even in math), explaining one’s thinking, and even oral presentations generally are emphasized under the Common Core. • Standards and curriculum are not the same thing. Curriculum is the material used to teach the standards and states, districts and individual schools have created curriculum to teach the topics. So that weird math homework critics posted on Facebook — that’s not the Common Core. That’s an assignment possibly created by one teacher or made up entirely. • The standardized testing on the Common Core — the California Assessment of Student Performance and Progress (CAASPP), which includes the Smarter Balanced Summative Assessments as well as other tests — is computerized. No more No. 2 pencils. (Here’s the state’s Parent Guide to the assessment.) • You can’t compare old test scores to the new test scores because this is a totally different test. That’s what officials say. Still, it will be hard not to make some comparisons when a student or school was in the top academic bracket before and now isn’t. The official line: Don’t panic. It’s a new test. This is just a baseline. To learn more about Common Core, see some of our previous stories on the subject: Jill Tucker is a San Francisco Chronicle staff writer. E-mail: [email protected] Twitter: @jilltucker
This post has already been read 2115 times! Corona solar, in astronomy, the outermost layer of the solar atmosphere, which extends from an altitude of ~ 3000 km on the photosphere up to interplanetary space, where it merges with the solar wind. Because of their high temperature, the coronal hydrogen gas and helium, with smaller percentages of other elements are highly ionized, so that constitute a plasma. The crown, except during total eclipses of the sun, is invisible to the naked eye, because it is masked by the light, far more intense, emitted from the photosphere. The shape and the brightness of the crown vary during the cycle of solar activity: around the maximum of activity, the visible crown reaches its maximum extension and is approximately spherical, while in periods of low activity, the brightness is mainly concentrated in the equatorial belt. The end of the crown structure, especially in the polar areas, consists of thin filaments (rays), the shape of which suggests the presence of a dipolar magnetic field. The coronagraph is an instrument devised by B.-F. Lyot in 1930, which allows you to see and photograph the solar corona at all times in which the star is visible, no need to wait for the rare and short total solar eclipse. It essentially consists of a telescope, which brings in the plan focal lens a circular screen that perfectly hides the bright disk of the Sun; In this way the masked direct light from the solar photosphere, which otherwise would cover the faint light from the crown. Today, the emission of the crown is also being studied outside the visible band. While the observations at low frequencies (radio waves) can be conducted from the ground with radio telescopes, those at high frequencies must be carried out, to the outside atmosphere, on board of rockets or artificial satellites. The in XUV observations led to the discovery of two coronal structures: coronal holes and the bright points. The first, which appear as dark spots in the photographs in X-rays, are relatively cold areas of the crown, characterized by single-pole magnetic fields. The larger and more stable coronal holes tend to form in the polar regions. The bright points have a duration of about 8 hours and typical size of 20,000 km; some of them are associated with the development of the active regions. Corona solar, in astronomy, the outermost layer of the solar atmosphere. © ALL RIGHTS RESERVED To open the video, click on the picture, good view from your Alessandro Brizzi.
Haven therapists provide psychoeducational programming in local schools upon request from teachers and advisors. The workshops are presented during advisory periods, health classes, and other settings that the school may request. Preparing for college is about more than connecting with your roommate and learning your way around the campus. Our College 101 workshop can be tailored to fit the needs of the class, with possible topics including harm-reduction with substance use, dating safety/consent, life skills, self-advocacy and how to find on-campus mental health resources. Social media is an ever-changing tool for us to connect with the world. Misused, social media can also be detrimental to our well-being. This workshop promotes discussion on how to best communicate digitally, distinguishing between our “offline” and “online” selves and guidance about overuse and dangers. One out of every eight teens will be diagnosed with clinical depression, which means that most teens know someone who is struggling with this very treatable illness. Through this workshop, students will learn the signs and symptoms of depression, how stigma plays a role with depression, and what to do once depressive symptoms have been identified. Adolescence is a time when we are developing ideas about what makes a relationship a healthy one. This workshop includes discussion about stages of romantic relationships, education on conflict resolution skills and maintaining a sense of self in relationships. Building self-esteem and a positive self-image is an important component of mental health. As teens navigate high school, they face growing responsibilities and pressures from those around them. It is important for them to develop their own opinions and values as well as a sense of pride in themselves. This workshop focuses on educating teens about personal acceptance and how to foster a good sense of self. High school students experience a variety of stressors, including school demands, problems with friends and family, and over-scheduling. In this workshop, students will learn how to detect their personal limits before they experience “burnout,” how to manage stress and anxiety day to day with easy coping strategies, and where to seek help when stress and anxiety becomes too overwhelming. The earliest practitioners of yoga did not practice the physical postures that correlate with modern day yoga. They learned that controlled breathwork helped to ease central nervous system distress. In this workshop, students learn how mindful breathing and simple yoga postures can help us to reduce stress. Although the above topics are our most-often requested presentations, we realize that these only scratch the surface of the many challenges teens face today. If you have a suggestion for a topic we have not outlined, feel free to contact us and we will do our best to make it happen! To learn more information or to schedule a workshop, please contact Haven’s Clinical Director at 847.251.6630.
In human athletics, undertaking some type of preliminary exercise or warm-up before vigorous exercise generally is regarded as being a beneficial and important part of the overall preparation for training and competition. Although there is often considerable debate regarding the best type of warm-up protocol for different activities, it is widely held that some kind of preliminary exercise can improve subsequent athletic performance and reduce the risk of joint and muscle injury. Do horses also benefit from warm-up before undertaking more vigorous exercise? Most trainers and riders do put their charges through some kind of preliminary exercise before training or competition. However, there is little consensus regarding ideal warm-up practices for horses undertaking different athletic disciplines. For example, contrast the warm-up strategies undertaken by Standardbred and Thoroughbred racehorses. Although these horses perform a similar intensity of exercise during racing, there is a substantial difference in pre-race strategy. Standardbred racehorses often undertake a warm-up of one mile or so at near-racing speed approximately five minutes before the start of a race. In addition, these horses usually receive an initial warm-up 30 to 45 minutes prior to the race. Thoroughbreds, on the other hand, typically undertake a much more limited warm-up before racing. Which of these strategies provides the best preparation for racing? It could be argued that the depletion of energy reserves and build-up of lactic acid associated with a heavy warm-up are detrimental to subsequent race performance. Conversely, perhaps a vigorous warm-up regimen is necessary for optimal racing performance. In this article, we consider the rationale behind warm-up exercise and what is known regarding the effects of warm-up exercise in horses. As is so often the case in the equine world, very little research has been done to determine the merits of different warm-up strategies for horses. Therefore, we also will examine what is known concerning the effects of warm-up in human athletes. Types of Warm-Up As the term implies, one of the aims of a warm-up is to increase body temperature. For human athletes, warm-ups fall into one of two main types: passive or active. With passive warm-up, no physical activity takes place--rather, different parts of the body are warmed by the external application of heat. Some examples are applying hot compresses to a specific muscle group or joint, or soaking in a hot tub to warm a larger part of the body. This form of warm-up is thought to be less effective than active warm-up. Passive warm-up also is not very practical for use in horses. The main benefits of warm-up come from active forms, i.e., the horse performing physical activity. Active warm-up can take two forms--general or task-specific. Typically, a warm-up session will involve both forms, beginning with the general warm-up. This might involve walking, trotting, and light cantering, either under saddle or on the longe line. The aim is to elevate body temperature and heart rate and allow the body to "loosen." For the task-specific warm-up, the goal is to ask the horse to complete some or all of the activities that will be required of him during the training or competition session, albeit at a lower effort level. Some examples are the Standardbred racehorse performing somewhat below full racing speed, the jumper schooling over a few fences, a few sliding stops for a reining horse, or the dressage horse working through a few maneuvers. In that way, the muscle groups to be used during the subsequent period of harder activity (training or competition) are thoroughly prepared. Potential Physiological Benefits As mentioned, one of the main effects of a warm-up is an increase in body temperature. The biochemical processes that convert stored energy into the mechanical energy needed for muscle contraction and movement are very inefficient. As a result, a great deal of energy is released as heat, causing a rise in muscle temperature. Ultimately, this heat is distributed throughout the body, and there is an overall increase in body temperature. The magnitude of the rise in body temperature primarily will depend on the intensity and duration of the warm-up and the environmental conditions. It is important to keep these factors in mind. Muscle temperature normally is about 35ºC (95ºF), but can be lower or higher depending on the climatic conditions. If the horse is exposed to very cold temperatures (winter in the North), it is likely that muscle temperature is somewhat lower. Therefore, it might be necessary to slightly extend the warm-up in cold weather to ensure that muscle and body temperature are within the optimal range. On the other hand, during hot weather, muscle temperature will be higher. As well, heat loss from the body is slowed compared to cooler conditions. A lighter and shorter warm-up should be undertaken during warm weather--an excessive increase in body temperature could be detrimental to performance during subsequent exercise. The increase in body temperature resulting from a warm-up has a number of beneficial effects. First, the delivery of oxygen to working muscles is enhanced. Recall that red blood cells are responsible for transporting oxygen in the body--at higher blood temperature, oxygen is more readily released from red blood cells. In the horse, warm-up will also result in the release of red blood cells stored in the spleen, which will also enhance oxygen delivery. Finally, oxygen delivery is increased by greater blood flow in muscles, which results from higher muscle temperature and heart rate, and a redistribution of blood flow to the active muscles. A rise in body temperature also increases the elasticity of tissues. Muscles contract and relax more efficiently and tendons are more elastic with this rise in temperature, perhaps improving joint flexibility. The enzymes involved in energy-generating processes also work more efficiently at higher body temperature. Therefore, compared to a "cold start," the overall effect of warm-up is to improve efficiency--enhanced oxygen delivery increases reliance on aerobic energy metabolism and, conversely, reduces reliance on anaerobic metabolism, a byproduct of which is lactic acid. A build-up of lactic acid in muscle is one factor that contributes to fatigue during that type of exercise. Reduced reliance on the anaerobic metabolism will decrease lactate accumulation during exercise and delay fatigue, which is particularly important for high-intensity exercise such as racing. In human athletics, warm-up is considered important for reducing the risk of exercise-related injury. In animal studies, greater forces were required to injure warmed-up muscle and tendon compared to "cold" muscles and tendons. Warming up increases elasticity in these tissues and might therefore reduce the risk of tearing during hard work. It also is suggested that stretching regimens performed during warm-ups help reduce the risk of injury. However, recent studies in human athletes have indicated that these static stretches have minimal preventive effect on muscle and limb soreness and injury. The greatest benefit probably is gained from the improved tissue elasticity and range of motion resulting from the active warm-up process. Some human athletes state that a skill-specific warm-up helps them mentally prepare for competition, focusing their minds on the upcoming task. Of course, we have no way of knowing whether a warm-up is equally important for the mental preparation of horses for competition. Nonetheless, most horse owners agree that a warm-up is important for the mental relaxation of the horse. Horses are creatures of habit--once a warm-up protocol has been established for an individual horse, it would be wise to maintain that routine in preparation for training sessions and competition. A number of studies have examined the effects of high-intensity warm-up in horses, such as racehorses. No studies have examined the effects of warm-up on lower intensity exercise, such as endurance racing, dressage, reining, or show jumping. None-theless, the results of this research do give us some insight into the value of a warm-up in horses. Two different studies examined the effect of warm-up on oxygen consumption (VO2) in horses during intense treadmill running (see Tyler et al. 1996; Geor et al. 2000). As indicated earlier, one of the important effects of warm-up in humans is an increase in the delivery of oxygen to active muscles. If this is also true in horses, we would expect to see a more rapid increase in VO2 (rate of oxygen consumption) at the start of intense exercise and a reduction in the requirement for anaerobic energy. The study by Tyler and colleagues compared horses which performed either no warm-up or five minutes of trotting before completing a bout of all-out galloping on a treadmill. In the second study (see Geor et al.), horses performed either no warm-up, 10 minutes of a low-intensity warm-up (trotting), or 10 minutes of a higher intensity warm-up (a combination of trotting and galloping) five minutes before intense exercise. In that way, the researchers were able to determine whether the intensity of the warm-up influenced subsequent exercise responses. Both studies showed that a warm-up does result in a more rapid increase in VO2 during the early part of subsequent intense exercise. However, as there was no difference between low- and high-intensity warm-up, it appears that a light and relatively short (five to 10 minutes) preliminary exercise regimen is sufficient to enhance aerobic metabolism in horses during sprint exercise. This advantage was well demonstrated in another study that compared the effects of identical low- and high-intensity warm-up protocols on subsequent treadmill running performance (McCutcheon et al. 1999). In that study, the time taken until development of fatigue (an inability to keep pace with the treadmill) was used to assess exercise performance. Both the low- and high-intensity warm-up resulted in improved exercise performance compared to the no warm-up treatment. This improvement in performance might be explained by the more rapid increase in VO2 during the early part of exercise. As with the previous studies, the amount of energy from aerobic metabolism was higher when sprint exercise was preceded by a warm-up. Conversely, there was a lower proportion of energy derived from anaerobic metabolism and less lactate accumulated in muscle and blood when the horses were warmed up. Research at the University of Kentucky (Lawrence 1999) also demonstrated that a moderate- to high-intensity warm-up decreases blood lactate accumulation during intense exercise. The take-home message from this body of research is clear--a warm-up is a very important part of the preparation for high-intensity exercise, such as racing. The resultant enhancement of aerobic metabolism and decrease in lactate accumulation is beneficial to exercise performance. Other research in horses has shown that a warm-up can be beneficial for body temperature regulation during and after high-intensity exercise (Lund et al. 1996). When horses were warmed up before a four- to five-minute bout of treadmill galloping, the increase in body temperature during exercise was lower compared to the no warm-up protocol, and the horses recovered faster from exercise when given warm-up beforehand. These researchers speculated that the warm-up hastened the onset of sweating, thus enabling the horses to lose a larger amount of heat during intense exercise. More research is required to determine how warm-up affects the metabolism and performance of horses during lower-intensity exercise. However, common sense and evidence from studies in humans and horses suggests that a warm-up is an important part of every exercise session. Here are a few things to keep in mind when designing a warm-up for your horse. - For most training sessions, 15 to 20 minutes of preliminary exercise (including an initial period of walking) should provide adequate warm-up. However, you must consider the environmental conditions when planning a warm-up on any given day. - In warm conditions (e.g., greater than 27ºC or 80°F), the horse will warm up relatively quickly. To avoid an excessive increase in body temperature, shorten the length of the warm-up and/or reduce the intensity. The onset of sweating (wetting of the skin and haircoat on the neck and other areas) provides a useful guide as to the adequacy of warm-up. - In cold weather, a longer warm-up will be required. In very cold weather, you might consider using an exercise blanket on the horse's back and loins. The insulation from the blanket will hasten warm-up by decreasing heat loss through the skin. - During training, there should be a seamless transition between the warm-up and the conditioning session. For competition, the warm-up should be timed so that it is completed within five to 10 minutes of the start of the event. Depending on weather conditions, a blanket can be placed on the horse during the interval between the end of the warm-up and the start of competition to keep the horse warm. - Each warm-up session should include general and activity-specific exercise. Start at the walk, then progressively increase the work intensity. The duration of walking exercise will depend on the individual horse and its housing circumstance. Horses kept indoors most of the day should receive a longer walking period compared to a horse maintained at pasture. - After five to 10 minutes of trotting/slow canter, the warm-up should proceed to activity-specific exercise. For example, jumpers should be schooled over small fences. When the workout or event will include high-speed galloping, there should be a gradual increase in running speed ending with a very brief period at 60-80% of maximum effort. However, don't overdo this part of the warm-up. Studies in human athletes have shown that excessive warm-up (too long or too intense) can impair subsequent performance. - Horses prone to the muscle disorder "tying-up" need special consideration when designing a warm-up regimen. In Thoroughbreds prone to repeated episodes of tying-up (recurrent exertional rhabdomyolysis), excitement is a common precipitating factor. Keeping a tight hold during warm-up or the early stages of canter/gallop work can be counter-productive by increasing the level of excitement. Allowing the horse plenty of rein during warm-up might reduce the risk of a tying-up episode. Warm-Down And Cool Out Every training session (and following competition exercise) should be followed by a warm-down that includes five to 10 minutes of trotting and a similar period of walking. After hard galloping exercise, the warm-down helps enhance lactate removal from muscle, as well as other adjustments back to the resting state. It is important for the horse to be "cooled out" properly before completion of the day's activities. In cool weather, the period of walking during the warm-down might be all that is necessary to ensure that the horse is cool. However, during the summer months, it usually is necessary to actively cool the horse (e.g., bathing with cool water). We will specifically deal with this subject in an upcoming article. Geor, R.J.; McCutcheon, L.J.; Hinchcliff, K.W. Effects of warm-up intensity on kinetics of oxygen consumption and carbon dioxide production during high-intensity exercise in horses. American Journal of Veterinary Research, 61, 638-645, 2000. Lawrence, L. The benefits of warming up. World Equine Veterinary Review, 4, 6-11, 1999. Lund, R.J; Guthrie, A.J.; Mostert, H.J.; Travers, C.W.; Nurton, J.P.; Adamson, D.J. Effects of three different warm-up regimens on heat balance and oxygen consumption of Thoroughbred horses. Journal of Applied Physiology, 80, 2190-2197, 1996. McCutcheon, L.J.; Geor, R.J.; Hinchcliff, K.W. Effects of prior exercise on muscle metabolism during sprint exercise in horses. Journal of Applied Physiology, 87, 1914-1922, 1999. Safran, M.; Garrett, W.; Seaber, A.; Glisson, R.; Ribbeck, B.The role of warm-up in muscular injury prevention. American Journal of Sports Medicine, 16, 123-129, 1998. Tyler, C.M.; Hogdson, D.R.; Rose, R.J. Effect of warm-up on energy supply during high-intensity exercise in horses. Equine Veterinary Journal, 28, 117-120, 1996. About the Author Ray Geor, BVSc, PhD, Dipl. ACVIM, is professor and chairperson of Large Animal Clinical Sciences at the College of Veterinary Medicine at Michigan State University POLL: Mosquito-Borne Diseases
Honoring Parents Who Are Abusive? © (2003) Benzion Sorotzkin, Psy.D. - The halacha is that the parent has to bear the financial burden of the son's fulfillment of the mitzvah of kibbud av va'eim (e.g., the son has to prepare and serve the food for his father but the father pays for the food). If the child is not required to undergo a financial loss then he certainly does not have to endure personal suffering by not marrying the women of his choice. - We see in many places in the Talmud that the Rabbis are concerned that a wife find favor in her husbands eyes so that they have a good marriage. By trying to force his son to forgo his choice in a wife it is as if the father is ordering his son to go against the Torah since he is not likely to have a good relationship with a choice forced upon him. [One can perhaps likewise argue that abused children frequently rebel against their parent's religious beliefs, or develop serious emotional disorders, neither of which is desired by our Rabbis]. - The Maharik rules [and this is the normative halacha] that the obligation to honor parents applies only when the parent asks for something that benefits the parent directly. The obligation does not require obeying commands that do not directly benefit the parents, for example, whom the child marries. Response from Michael J. Salamon, Ph.D., FICPP
The Ephemeral Romance of the Railroad Adds to the Value of the RAILROAD POCKET WATCH “ALL ABOARD!” These words certainly take us back in time to the early days of the steam locomotive. Many may remember the picturesque movie scenes where the conductor is checking his pocket watch and shouting out those famous words, “All aboard!” while passengers scramble to get on board before the train departs the station. Have you ever wondered why the conductor is constantly looking at his pocket watch? Time is of the essence when working with the railroad system. Just a matter of a few minutes can create an engineer’s worst nightmare. In fact, in 1891 there was a fatal crash that was caused by the train engineer’s watch stopping for four minutes. The loss of those four minutes proved to be very crucial and took the lives of nine people in Kipton, Ohio, when two trains collided. In the earlier days of railroading, trains ran by strict time and timetable rules and as you can see with the loss of just four minutes, it proved to be very disastrous. Soon after this collision, the General Railroad Timepiece Standards were adopted to be used by all railroads. The new standards guidelines included the following: the watch must be open faced; size 18 or 16; have a minimum of 17 jewels; must be accurate within a gain or loss of only 30 seconds per week; have a white face; adjusted to at least five positions; temperature compensated to withstand temperatures of 34 to 100 degrees Fahrenheit; winding stem at 12 o’clock; grade on back plate; and use plain Arabic numbers printed bold and bold black hands. After these new standards were adopted, it was required that all engineers, conductors and workers have their watches inspected regularly and submit a certificate stating its status to supervisors. In some instances railroads had their own Timekeepers Office who was responsible for servicing and inspecting the watches. Many times, this was the only approved source for watch inspections and servicing used on specific railroads. Some of these requirements may have changed since the 1800s, but still today railroad workers must have accurate watches and are subject to inspections at any time. One might ask why was it so important for railroad watches to keep accurate time? In earlier days, trains ran on a time-interval system. A train was required to leave the station a certain number of minutes behind an earlier train moving in the same direction. Single-track routes were operated on the basis of a timetable and if one train was delayed, this meant all trains would be delayed. To keep this from happening, it was imperative to have accurate timepieces. The first watch commissioned by a railroad company was the Elgin “B.W. Raymond”, made in 1867 and named for the founder and president of the company. This was an 18 size, 15 jewel, and full plate with straight line escapement watch. When first introduced this watch sold for $115, but in 1987 it was auctioned off by Christie’s in New York for $15,000. The watch is now on display in the Elgin Civic Center in Illinois. By the late 1880s most of the railroad approved watches were changed over to stem-winders and with the adoption of the new standards in 1893, most of the watches in use were obsolete and no longer acceptable to use by railroad workers. Manufacturers soon saw the need to produce high-grade railroad watches that followed the guidelines of the General Railroad Timepiece Standards and in 1892 Hamilton Watch Company was formed specifically for that purpose. Their first high-grade railroad watch was introduced in 1893 and not only fulfilled the railroad’s need of an accurate timepiece, but also the general public’s need for a high-quality timepiece. Hamilton Watch Company soon became known as “Hamilton…The Railroad Timekeeper of America”. Today, you won’t find many railroad watches because everyone is into wristwatches. However, before the turn of the 20th century, wristwatches were considered “sissy” and not to be worn by men. Pocket or railroad watches were in style and in such great demand that pockets were made in suits just for the purpose of carrying one. But once World War II came along, soldiers in the field found it difficult to carry a pocket watch and soon saw the value of having a watch they could easily glance at. This of course led many men, especially soldiers, to wear wristwatches because they were found to be more convenient. Of course, during this time pocket watches still remained popular with the railroads. Many collectors are fascinated with the railroad pocket watch although many of the watches are very plain. The railroad watch is among some of the highest quality watches ever produced. Although many watch companies made railroad watches, they were not highly produced as the everyday pocket watch. Men, women, young and old are captured by the spirit of the rails and this is what inspires a collector of railroad watches. Most generally they are very affordable, take up very little room and the beauty of the craftsmanship and history of the watch makes them a great collectible. Harvey Mintz is among the millions of people who collect railroad watches. Mintz not only collects, but also sells the watches at Scott Antique Markets. Dealing in pocket watches for 20 years, Mintz said he likes the style and the industrial history connected to the pocket watch and the fact they are older than most wrist watches. Mintz believes railroad watches are more popular than regular pocket watches because if you purchase a true railroad watch, you’re guaranteed to be getting a high grade watch. “Many people concentrate their collecting on railroad watches. I even know people who concentrate on a specific model of railroad Watch,” Mintz stated. As with most collectibles, Mintz said the price of a railroad watch is determined by the rarity and condition of the piece. “It’s difficult to find a railroad watch in good condition, both the working condition of the mechanism and the cosmetic condition of the hands, dial and case,” he said. While some can be found for under $200, Mintz said the more rare models and grades of railroad watches can range in price up into the thousands of dollars. Mintz noted that while some may prefer one manufacturer over another when it comes to railroad watches, “the truth is that any of the manufacturers were capable of making very high quality watches and most of them did. This is a matter of personal opinion and preference.” Most people, according to Mintz, buy railroad watches as collectibles, gifts and sometimes to use on a daily basis. “This is either because they don’t like having a watch on their wrist, or as a fashion statement,” he said. If you are an avid collector of railroad watches, don’t be fooled if there is an engraving of a train on the case. “Possibly the most important thing to know about railroad pocket watches is that just because there’s an engraving of a train on the case, that doesn’t make it a railroad pocket watch,” Mintz stated. According to Mintz, railroad pocket watches had to adhere to a specific set of standards in order to be used on the railroad, and those standards evolved over time. A watch that was accepted for service in 1900 may not have been accepted for service in 1930. Mintz finds that it is mostly men who purchase and collect railroad watches but occasionally a woman may buy one as a present. “Sometimes they’re (men) connected with railroads (although they no longer need to use railroad pocket watches to work), and sometimes they are interested in the history involved with running a railroad using pocket watches instead of radios and electric signals. Whatever the case may be, railroad pocket watches are still in great demand by many collectors. “I believe it’s a combination of the lore of the railroads, the precision of the manufacturing and the shear beauty of the movements,” Mintz stated. According to Mintz, many of the watch movements are highly decorated, and the companies often competed with each other based on the beauty of the movements as well as their time keeping abilities. “This is a bit curious when you consider that the railroaders weren’t actually allowed to open up their watches and look at the beautiful movement. All he was allowed to do was wind it and read the time. When it required setting, the railroader took it to an approved watch maker who would examine it and set it for the railroad worker,” Mintz stated. Mintz and his wife, Pat, have been avid vendors at Scott Antique Markets since 1989 and can be found November through March at the Columbus market. For more information on Scott Antique Markets contact 740-569-4912 or visit the website scottantiquemarket.com. Author: Debra Tobin Railroad pocket watches April 19th saw a fast mail train known as No. 4 traveling east on the same track as an accomodation train was going West. Unfortunately the engineer's watch on the accomodation train had stopped for 4 minutes, and then started up again. The two trains met their \|« Hints and suggestions\|\|Repeater »\|
What is recycled water? Recycled water is water that has been used before, and is then cleaned to remove impurities. It is a valuable resource that can be used in many ways. Recycled water, (sometimes called reclaimed water), comes from wastewater, which includes sewage, greywater and stormwater. Sydney Water treats recycled water to NSW Health standards so that it is suitable and safe for its intended use. There are different qualities of recycled water and all go through multiple treatment steps. When wastewater is treated, a series of physical, chemical and biological processes are used to clean it before it can be used again. Treatment may include biological processes, sand filtration, microfiltration, chlorination, ultraviolet disinfection and reverse osmosis, depending on how the water will be used. Where does recycled water come from? Recycled water originally comes from wastewater – water that has been used previously in bathrooms, laundries, kitchens and businesses. In most cases, recycled water is from sewage treatment plants that produce high quality treated wastewater. There are often additional recycling facilities inside the plant. Recycled water is supplied to customers through pipes that are separate to the drinking water supply. Sewer mining is another potential source of recycled water that involves extracting and treating sewage from existing sewer pipelines. The sewage is treated on location using a small treatment plant. This solution allows access to an alternative source of recycled water where dual reticulation is not available. Recycled water produced from sewer mining is commonly used to irrigate sports fields, parks and golf courses and will soon be used in some commercial and residential buildings and industrial sites. Stormwater recycling offers another on-site recycling option, where treated stormwater is used for non-drinking water applications. Greywater is household wastewater from showers, baths, basins and washing machines, but not toilets. To know more, please visit www.dwe.nsw.gov.au Is recycled water safe to use? Yes, it is safe when used as intended. Sydney Water produces recycled water to meet or exceed the water quality standards outlined in the relevant recycled water guidelines. NSW Health advises and regulates Sydney Water on the health aspects of recycled water use and quality. To ensure safety, the quality of the recycled water is regularly monitored during treatment, in the pipe network and at selected customers’ properties. Sydney Water reports the results of water quality monitoring to NSW Health as part of its Operating Licence. It's highly unlikely that you'll become ill if you accidentally drink recycled water supplied by Sydney Water. The information above is taken from an FAQ produced by Sydney Water. To download the full FAQ or to learn more about recycled water go to http://www.sydneywater.com.au/Savingwater/RecyclingandReuse/
Origin: United Kingdom Lifespan: 14-16 years Allergies: Not Hypoallergenic Temperament: Loyal, Intelligent, Gentle, Friendly, Sensitive, Protective It is thought that ancestors of the Collie were brought to Great Britain during the reign and rule of the Roman Empire. The Roman dogs would have been interbred with local dogs, and herding dogs would have been bred to manage the huge amount of livestock in the hills and fields. Scottish sheepdogs were large and aggressive, whereas Welsh sheepdogs were smaller, faster and friendlier. The English breeders crossed these with their own sheepdogs to get different types. Queen Victoria met a Collie on one of her trips to her Scottish home of Balmoral castle and fell in love with the breed. She brought some back with her to England, and they became very popular as a fashionable pet. She even entered a couple of collies in the Westminster Dog Show in 1878, which made the Americans get interested in them. Today they are not generally used for herding in the UK, as the Border Collie is more popular as a working dog, but in the US and in Europe they are still used in some areas as working dogs. Like the portrayal of the Collie in ‘Lassie’, they are very gentle in temperament and great with children. They are protective of their owners, intelligent, and have an uncanny sense of when something is wrong. Eager to please, they are easy to train, and they also adapt well to different living styles. They love to be with their family and make great companion dogs. The Collie has a very well-proportioned body, with an intelligent face and a graceful bearing. The head looks like a wedge, with a long muzzle, which may be there because of a cross with a Russian wolfhound, the Borzoi, although historians cannot say for sure. The rough collie has a beautiful long-haired coat, although there are also smooth variations. Adapting well to different lifestyles, the Collie does well so long as she has enough daily exercise. An apartment is probably not going to be enough room for her though, as she is a large dog and needs to have some space. She should not really be kept outside because she loves to be with people, but she can be OK out there so long as it is a cool climate. Collies are sensitive to the heat because of their thick coat, so should have shade and water available in hot weather. If they are left alone for too long they might bark a lot. Collies are known for their friendliness, and are great with kids – they enjoy active play and are affectionate and gentle. They aren’t aggressive with strangers, but do tend to be protective and watchful, especially over children. They bark at strangers, but some can be trained not to bark. Other pets will be fine with a Collie, as they are gentle with all of them – although they do still possess a herding instinct so may try and herd pets or children. A weekly brushing is important – especially with Rough Collies, to prevent matting. Spayed females will shed a large amount once a year. Otherwise they shed three months after their heat cycle. Males shed around the time of their birthday. So they may need some extra brushing at these times. Grooming should be given regularly – usually every 6 to 8 weeks, and their coat might need to be trimmed from time to time. Their nails should be trimmed once a month, and their teeth brushed two or three times a week. Their ears should also be cleaned and checked for signs of infection regularly. This breed is eager to please, intelligent, and trains easily – they have been used as search and rescue dogs and service dogs because of these traits. They are sensitive, so do best with positive and rewarding training, otherwise they can become edgy. Besides basic obedience, they also do well in agility competitions, herding, and barn hunting. They may nip at heels in play, but aren’t generally aggressive. They can be trained to be “quiet” and stop barking. Regular daily exercise is important for Collies, as they are quite active. A fenced in medium sized yard is ideal for them to run around in, and they can be taught to play fetch. But they are quite adaptable and happy to relax with their families too. Collies can be fed a good quality kibble by itself, or in combination with wet canned food. Make sure that the main ingredient in the dog food that you buy is meat, and be aware that cheaper food may contain more fillers. Feeding your dog a raw diet can be very good, although some do better on it than others. But if you are giving them raw meat, be aware that it carries a risk of Salmonella and other hazards, and also make sure that they are getting the vitamins and minerals they need. Start off by feeding your puppy whatever their breeder was feeding them, and then transition to new food over two weeks, so that their stomach doesn’t get upset. From 8 weeks of age they should be given 4 meals a day, then 3 meals a day when they get to around 4 months old. Once they are 6 months old you can transition them to two meals a day. Collie puppies are classed in the medium range for dog food. If your Collie is allergic to some food in her diet it will probably show by her itching, scratching, getting sick or having diarrhea. If this happens it might be good to try an elimination diet along with some allergy medication if your vet recommends it. Organic food can also reduce the amount of potential allergens since there are fewer additives. Table scraps can be given but may cause stomach upset, and rich or heavily seasoned food should be avoided. Recommended daily feeding amount: 2-3 cups of high quality food, divided into one or two meals a day. Take into account how much activity they get, and their metabolism, when you figure out how much food to give them – as it does vary for individual dogs. Don’t exercise your Collie for 2 hours after feeding him or he may be at risk from bloat, which is where too much air enters the stomach and it twists and cuts off blood supply to vital organs. Some Collies may be fine with one meal a day, whereas others do better with two – so it is best to see what fits your dog. Some Collies are born with a genetic mutation that makes them sensitive to multiple drugs. It is now possible to test your Collie with the MDR1 test for this gene – and might be well worth your doing, since it is estimated that 3 out of 4 Collies in the US have this mutation. They are known to be sensitive to anti-parasitic drugs, anti-diarrhoeals, and anti-cancer drugs. If they are treated with one of these, there is a risk of death. Collie Eye Anomaly (CEA) is another breed-specific condition, and breeders should check all their puppies as well as their breeding parents for this condition. There is no treatment for it, and it can lead to blindness. Collie Nose is another health issue that can affect them, and is usually related to sunlight – where too much sun can make their nose peel and develop cancer if it’s not treated. Another eye disease they are prone to is Progressive Retinal Atrophy (PRA) where they start by losing their night vision, and then progress to losing their day vision as well. However they can do well with vision loss if they are used to the home they are living in. Collies are often purchased without any clear understanding of what goes into owning one. There are many Collies in need of adoption and or fostering. There are a number of rescues that we have not listed. If you don't see a rescue listed for your area, contact the national breed club or a local breed club and they can point you toward a Collie rescue. Breed Organizations: Collie Club Of America Above are breed clubs, organizations, and associations where you can find additional information about Collies. Stock Photos from Alla Pogrebnaya & Grigorita Ko / Shutterstock Sign up for reviews, tips, recalls, and more! Dognutrition.com is powered by an engine that runs on a deeply rooted love for dogs. Our goal is to research and publish quality material to help you raise a safe and healthy dog. We rank and review the latest dog food, toys, supplies and more; we also keep you posted on the latest dog food recalls and health concerns.
Pupdate #4May 10, 2019 The African wild dog is a member of the dag family, Canidae. They are related to jackals, foxes, coyotes, wolves and dingoes. While hyeneas may look similar, they are of a different family classification, Hyaenidae. African wild dogs have a number of different aliases; they are also known as painted dogs, painted wolves, and cape hunting dogs. Males and females weigh between 40-80 pounds and stand about 30 inches at the shoulder. Their long legs and slender body is accentuated with a strong face and large, round ears. Wild dogs have a unique characteristic of having 4 toes on each paw – they do not have a dewclaw. At birth, wild dog puppies have black, brown, or white muted markings; and as they grow, the colorations become more pronounced highlighting tri-colorations, browns, tans, black and white. Each wild dog’s coat pattern is unique to them, and no two are the same. African wild dogs communicate through scent, vocalizations and tactile behaviors. At approximately 4-6 weeks old, the puppies will begin vocalizations, known as a “whoo call”. Each dog has its own whoo call and the pack uses it to communication with each other. The litter of six African wild dog puppies is 16 days old today. Their eyes are beginning to open. They are getting stronger, more coordinated, and the puppies are moving around the den. The puppies are nursing constantly and are gaining weight every day. The animal care and veterinary teams are continuing to monitor all of the dogs’ health and wellbeing through the den cameras.
The top of a rare 2000-year-old measuring table used for liquid items such as wine and olive oil has been discovered in what appears to have been a major town square along the Pilgrimage Road in Jerusalem. The discovery was made during excavations conducted by the Israel Antiquities Authority in the City of David National Park. In addition to the measuring table, tens of stone measuring weights were also discovered in the same vicinity. These all support the theory that this was the location of the main city square and market on route to the Temple during the Second Temple Period, in what was historically known as Jerusalem’s lower city. It appears that the market served as the focal point of trade and commerce. Researchers suggest that this area housed the offices of the Agoranomos, the official in the cities of ancient Greece and Byzantine Empire that controlled the order of the marketplace (agora). According to Prof. Ronny Reich, who is currently researching the recent discovery, “we see two of the deep cavities that remained in a portion of the ‘standard of volumes’ table uncovered in the City of David, each with a drain at its bottom. The drain at the bottom could be plugged with a finger, filled with a liquid of some type, and once the finger was removed, the liquid could be drained into a container, using the measurement table as a uniform guideline to determining the volume of the container. This way, traders could calibrate their measuring instruments using a uniform standard.” Reich adds that “this is a rare find. Other stone artifacts were very popular in Jerusalem during the Second Temple, however, so far, excavations in Jerusalem have only uncovered two similar tables that were used for measuring volume – one in the 1970s excavations in the Jewish Quarter, and another in the Shu’afat excavations, in northern Jerusalem.” According to archaeologist Ari Levi of the IAA, one of the directors of the excavations of the Pilgrimage Road, “the Pilgrimage Road excavations in the City of David have also revealed a great number of stone scale-weights measuring different values. These weights are of the type which was commonly used in Jerusalem. The fact that there were city-specific weights at the site indicates the unique features of the economy and trade in Jerusalem during the Second Temple period, possibly due to the influence of the Temple itself.” The Stone scale-weights have a flat, round shape, and they are made in different sizes, representing different masses. According to Reich, more than 90% of all stone weights of this type, totaling several hundreds, were found in archaeological excavations in early Jerusalem, dating back to the Second Temple period, and they represent a unique Jerusalem phenomenon. IAA researchers Nahshon Szanton, Moran Hagbi and Meidad Shor, who directed the excavations along the Pilgrimage Road, uncovered a large, open, paved area dating back some 2000 years, along the street leading up to the Second Temple. They suggest that it served as the main square of the lower city, where trade activity would have taken place in this part of the city. According to Ari Levi, “the volume standard table we’ve found, as well as the stone weights discovered nearby, support the theory that this was the site of vast trade activity, and perhaps this may indicate the existence of a market.”
We’ve mentioned the industries that benefit from quality welding services several times. Our descriptions were brief, and we’d like to explore them further. Today, we take a look at the automotive industry and the role welding plays in it. The industry certainly hasn’t lost the need for welding techniques; laser and MIG welding are two of the most popular methods used. Several Components are Affected It isn’t only one or two parts of your vehicle that welding is used for. In fact, the average steel body of a car compromises of 4,500 spot weld joints. A few parts that welding is applied to include the following: - Transmission parts - Fuel injectors - Engine parts Some parts—such as pistons and engine valves—are joined with friction welding. This process goes backs centuries and utilizes pressure more than it does heat. Even though most welding practices moved past this form of welding, it still has its place in the trade. Welding for Aluminum Many cars today sport aluminum; it’s lighter, and as a result, more fuel efficient. However, aluminum is more expensive and requires delicate techniques. Welding cast aluminum is often more efficient than other practices. Aluminum is bother thinner and more delicate than steel, which means it’s easier to make mistakes when working with this metal. Welding allows the precision required to successfully create the necessary parts with this material. Many industries are turning to robots to complete jobs via careful programming. While robots can perform tasks effectively, they still require supervision. The individual tasked with supervising these machines will often survey as many as 50 robots. This job requires extensive experience in the welding trade, and it’s one of the highest paying jobs in the career field. Products to Match Your Needs The automotive industry always needs talented welders, and this could be you. You will achieve the best results with the quality welding products we provide. For orders, and questions, feel free to contact Muggy Weld today.
Frequently Asked Questions Click any of the items to toggle open or close them A child's social and emotional development can be split simply into these core features: - Self-awareness - The ability to accurately recognise one’s own emotions, thoughts, and values and how they influence behaviour. The ability to accurately assess one’s strengths and limitations, in a well-grounded manner. (Relating to the Fagus domains of Self-awareness, Self-concept, Self-esteem and Moral Development). - Self-management - The ability to successfully regulate one’s emotions, thoughts, and behaviours in different situations — effectively managing stress, controlling impulses, and motivating oneself. (Relating to the Fagus domains of Self-Control, Coping and Motivation and Self-efficacy). - Social-awareness - The ability to take the perspective of and empathise with others. The ability to understand social and ethical norms for behaviour. (Relating to the Fagus domains of Awareness of others, Play and Socialisation). Healthy social and emotional development is also heavily linked to cognition, developing relationship skills and taking responsible decision making. Children that don’t have nurturing, stable and consistent relationships may experience difficulties in their social and emotional development and this results in issues and challenges in later life, including their school life – see Attachment Theory. This diagram outlines how Fagus groups the social and emotional developmental domains. The Fagus materials have summarised social and emotional development into 10 clearly definable domains (although in reality the domains overlap and there are many references between the guides). The resources also include the core developmental areas of language development, cognitive development and attachment which are of vital importance as they lay the foundations for the other developmental processes. Here is a quick round-up of the developmental areas that are covered with a simple definition of each domain. The below graphic omits the domain of Attachment because you are unable to set developmental goals in Attachment which you can do in the other 12 categories (listed below). Our Attachment Guide offers schools a concise summary of the subject matter as well as the developmental sequence of securely attached behaviours. You can purchase the Attachment Guide separately here: Attachment Definition: The emotional bond that we share with others – “The affectional tie that one person or animal forms between himself and another specific one – a tie that binds them together in space and endures over time”. Ainsworth & Bell, 1970 Fagus is a developmentally sequenced framework of typical behaviour underpinned by a theoretical basis in child development theory, which is used to establish a child’s current level of development, set appropriate goals and track progress over time alongside other parameters that measure academic progress. At the heart of the approach lies the understanding that children's behaviour represents a form of communication of their underlying needs. If we can recognise and meet these underlying needs children can flourish learn and succeed in education and in life It provides a framework for practitioners to develop a shared understanding and language about a child’s social and emotional functioning, moving a teacher’s thought process from ‘what is wrong with this child’ to ‘what has happened to this child’. By taking a developmental approach rather than seeing unwanted behaviour as a 'disorder', we can take a positive step forward by starting to explain what underpins a child’s social and emotional difficulties (often caused by ACEs and Developmental Trauma) and support these children to develop their mental health and emotional and social skills underpinning learning so they will be able to function more effectively within the classroom, playground and beyond school. With Fagus, a school now has a framework to inform practice by assessing a child’s strengths and weaknesses across the different emotional and social domains and they can then start to clarify individual needs, set developmentally appropriate goals in the social and emotional domains that a pupil is struggling with, and use these goals to target strategies and focus interventions and measure progress. Fagus also helps schools measure the impact of one to one reparative interventions and bespoke provision and communicate to all stakeholders ways to understand their behaviour, challenges and barriers to learning and quantify progress over time. To view our Fagus overview flyer please click here. Watch our Explainer Video here: If children are happy, active, involved and not overloaded they are more likely to reach their learning goals and unlock their academic potential. It is even more pertinent in today’s educational climate, where schools are forced to be more heavily focused on academic outcomes. In addition, children who’s early social and emotional needs haven’t been met are even less likely to be able to access mainstream education with its complexity of relationships and challenges. These children will often exhibit ‘challenging’ behaviours in a school setting (here are some examples). Teachers must acknowledge that these behaviours may reflect an unmet or underlying need and should investigate the potential factors causing these behaviours. Fortunately the tide is changing and there has been an increased recognition of the impact of social and emotional development on academic attainment in school. There will always be children in schools that have a reduced capacity to engage with learning, and this is often demonstrated in what is normally perceived to be negative behaviour. Rather than focusing on the behaviour itself, it maybe more productive for teachers to see these behaviours developmentally and that some children are experiencing a delay in their development, and this isn’t a destination but is movable with the appropriate support. Also understanding children's typical behaviours at different developmental periods of their life may help you support them in the classroom. For example, understanding why children in middle childhood are much more aware of how their peer group see them (developing Theory of Mind). We have produced a number of news articles which illustrate how Fagus can be used to understand some of the psychology principles behind different behaviours (www.fagus.org.uk/news). So for educators to achieve good outcomes for all children, they need to facilitate the development of safe, happy and nurturing educational environments especially those that support individual emotional and social developmental requirements. For children with social and emotional difficulties the traditional approach of control through rules, punishment and exclusion may not work. They need a non-punitive approach which reduces anxiety, provides a secure base and gives them freedom to explore their emotions and behaviour so they can be unlearned or adapted, in their developing brains. By holistically looking at children’s behaviour and profiling their strengths (showing age-appropriate development) and weaknesses (showing delayed development) across a range of social and emotional developmental areas, teachers can proactively support these children by setting appropriate specific and measurable developmental goals and in turn helping to assist their emotional well-being and learning outcomes. To get more information on why social and emotional skills are so important in today's world - please click here for an OECD Document entitled Social and Emotional Skills - Well-being, connectedness and success Understanding children's social and emotion developmental stage is one area to think about when assisting children's social and emotional well-being, here are some other guiding principles that form the foundation of supporting children wholistically - what a lot to think about! By tracking development and setting appropriate goals, schools can facilitate children to progress through a developmental sequence, improving emotional and social outcomes for pupils. Children whose social and emotional functioning is age appropriate tend to do better academically. Fagus provides a greater understanding of the emotional content of learning (emotional literacy) and enables you to put some structure into teachers' thinking and reporting and encourages consistency of response from staff groups. Supports individual pupils - Starting point to understand the developmental reasons why some children behave in certain ways. - Helps schools explain and describe a child's development in different social and emotional domains, demonstrating what can be done as well as revealing weaknesses. - Facilitates emotional and social functioning of pupils whose development is delayed by setting age-appropriate goals for advancement and then evaluating the results of the goals and recording progress. - Provides essential data about a child's strengths and weaknesses across social and emotional developmental domains and offers quantifiable data about progress achieved which can be integrated into Pupil Plans. - Helps flag up when to use interventions as well as giving more specific information which can be used to hone, inform and measure the success of interventions. - Provides additional data about a child's strengths and weaknesses across social and emotional developmental domains and offers quantifiable data about progress achieved which can be integrated into Pupil Plans and provide accountability for additional funding. - Creates a joined-up approach where parents, pupils and educators are all involved, as well as demonstrating to parents that they are recognising their child's individual needs and working towards improving outcomes. - Good for conducting baseline assessment on pupils' social and emotional functioning on entry to school at any age and supporting transitions whether at end of year or moving to other schools. - Challenging misconceptions of individual pupils' with developmental trauma by looking at difficult behaviours through a developmental lens. Supports the needs of the whole school - Helps schools look at barriers to learning, creating a more empathetic approach. - Basis for teachers to improve their understanding of the broad aspects of emotional and social development. - Enables teaching staff to understand social and emotional functioning in relation to child development and transfer this knowledge to individual pupils. - Develops reflective practitioners - Fagus is an effective and powerful use of Pupil Premium Plus funding and the data you receive enables you to demonstrate accountability. (Fagus was originally developed for children with attachment and trauma related difficulties) There are many potential uses of Fagus within schools and these include supporting individual pupils, providing teacher training and improving the whole school's SEND provision in the discipline of social and emotional development in children. A summary can be seen here. There are 3 central components: the checklists, profiles and guides. The Fagus online checklists summarise behaviours associated with each age range for each emotional and social domain (except for attachment and language development is split into 4 different checklists - expressive language, non-verbal language communication, pragmatics (the social use of language) and receptive language). This enables you to identify whether a child is demonstrating the behaviours associated with a particular age range within an emotional/social domain, therefore summarising their development within that area. The Fagus online tool collates the information from the completed Fagus checklists to create an online Developmental Profile of the child. The profile approximates the child’s development across each emotional/social domain; it helps to recognise a child’s strengths and clarifies the areas that require intervention. The relevant Fagus Developmental Guides can be used to gain an understanding of a child's development within a particular area and help you identify whether they are functioning age appropriately. The Developmental Guides can help you to set objectives, goals and plans to help the child progress and the profile can be updated to track progress over time. At the end of each guide, there are some specific example objective, goal and plan which relate to the corresponding social and emotional domain. The Fagus materials also come with a comprehensive training manual, quick help guides, online training videos, goal setting resources and regular system updates when they occur. Yes, you can use the Fagus materials in a number of ways. Fagus is a tool kit, you can choose how to best apply the resources within your setting. Click here for the potential uses of the Fagus resource. Since its inception, many schools have now embedded the framework into their school life and adapted its use for their own bespoke needs. This is because all schools have different time demands, resources, staff, policies/culture/procedures and obviously every pupil is unique. Here are some examples of how Fagus is being used in schools. https://www.fagus.org.uk/the-swiss-army-knife-of-social-and-emotional-understanding-in-schools/ Some schools use the Developmental Guides alone to take a fresh look at typical social and emotional development. Other provisions employ the suite of Fagus resources and use the Developmental Checklists at the outset to identify a child's key area of social and emotional need. Some schools before tackling the social and emotional developmental milestones, look at the Core Developmental Areas, these are cognition (the child's ability to learn and solve problems and language (the child's ability to both understand and use language). Attachment theory is also important to take into account as this concept can have a diverse impact on how a child meets its developmental social and emotional milestones. Developments in attachment, cognitive and language skills lay the 'roots' for the development of processes, behaviours and competencies in the other areas (see our tree image below). Remember you don’t have to complete all the checklists. After looking at the Core Developmental Areas, teachers may focus on the Developmental Guides where the child displays specific difficulties such as self regulation, social relationships or self awareness. We have put together a series of diagrams that act as a useful starting point to understand what social and emotional domains to tackle first if a pupil is displaying specific behaviours. However, you will gain a better understanding of a child’s emotional and social functioning if you do complete most or all of them. Fagus is designed for use by teaching staff (e.g. teachers, teaching assistants, SENCos) but it can also be used by other educational practitioners and advisors that work with schools to improve emotional and social outcomes for children such as agencies, the local authority and educational psychologists. Fagus has a wide application and can be used with school-aged children in mainstream or special schools and other settings. It is designed for use with children who show delayed development in social and emotional areas but exposed to the right experiences could demonstrate typical and age-appropriate development. Click here for a snapshot of the varieties of different settings using Fagus day to day. Often these delays in development are caused by environmental factors, such as attachment difficulties, developmental trauma and difficult family situations etc. With these children their development follows the typical sequence outlined in the Developmental Guides, but they may be ‘stuck’ or go through the developmental sequence at a slower rate or in a disordered manner. They often have ‘spiky’ profiles, with typical and expected behaviour in some areas but immature functioning in others. Fagus helps teachers understand where these children are on their developmental journey. It helps staff pinpoint difficulties and set specific and measurable goals to enable the child to progress. Evaluation and intervention are key to supporting development. Originally the Fagus materials were created to support our work at Beech Lodge School. Although we believe that every school has children with different social and emotional needs and understanding of all aspects of development empowers staff to meet these needs. The Fagus system lends itself to a formative assessment approach as it helps staff identify both the child’s current point of development and options for different ways forward. Fagus can also be used by parents, alternative provisions and community settings. We think that Fagus is helpful for use with younger age ranges – each Developmental Guide maps development right from infancy and this information can be used to set goals and track development. No, the resource is very easy to use although it goes without saying that the Fagus lead at your school will have to invest some time in understanding how the resource works. It comes with a comprehensive training manual and there is a short online training video. We have also produced 'Quick Start' guides so you can get up and running as fast as possible and these also provide a summarised guide for new members of staff/lapsed (over the summer!) users. One of the benefits of Fagus is that you invest in the tangible resource with its portfolio of guides and online assessment tool rather than in staff training, which means that if your lead for the setting leaves then you still have full access to the resource and all its training materials. It's hard to answer this question! If you wanted to complete all 15 checklists for one pupil then this depends on a few factors: - How well you know the child. The better you know the child the quicker you will answer the checklist questions. - How old the child is. For an adolescent child who is very developmentally delayed it will may take longer to complete the checklists as you have to track back through a number of different age ranges before you find the child's actual developmental age range of functioning. - How quickly you answer the questions. We suggest that you do not spend too much time debating the answer to each question and just go with your gut instinct. Although to get a holistic view of a child's social and emotional functioning you should answers as many of the checklist domains as you can, but we realise that most teachers are very short of time/resources! If this is the case you may choose to focus on a particular area of concern depending on the child's exhibiting behaviours. For example, perhaps a child is struggling with the Coping or Socialisation, so you may want to complete these checklists first. There may be some areas that you know the child is functioning at their chronological age, so you may choose to ignore these checklists. The below graphic illustrates that you can focus on a particular area of concern then you can narrow down the number of checklists assessments you use depending on the child's exhibiting behaviours. The Fagus online checklist tool can be accessed on your smartphone, computer, tablet or any device which has Internet connection and a web browser. To avoid any technical issues, we recommend that you install the latest version of either Google Chrome or Mozilla Firefox. Fagus was a project set up by Educational Psychologists at Beech Lodge School. Every child in the school has social and emotional difficulties with many of them having behavioural challenges associated with developmental trauma and attachment issues. Beech Lodge School needed a way to evidence the progress pupil's were making in social and emotional development in additional to tracking academic progress. After an extensive search of existing resources in the market place, they were unable to find anything suitable. Hence the 'Fagus Project' was set up. It took nearly 3 years to finalise the Fagus resource and now its embedded as a whole-school approach to PSHE at Beech Lodge School. Very little training is required and all teaching staff are expected to participate in the Fagus process, including setting goals, implementing plans and reviewing progress. When staff have gained adequate experience and understanding of a pupil, they use the Fagus Developmental Checklists and Guides to identify their pupils' key area of need. The Fagus materials are used to understand their current point of development and set developmentally age-appropriate goals in the relevant emotional and social domains. All Fagus profiles and updates are kept on pupil files and are added to end of term reports with an overview of progress and targeted plans, strategies and interventions on a pupil by pupil basis which is shared with parents and at Annual Reviews. Using goal attainment data and updating the Developmental Profiles, the Fagus goals are reviewed and progress is quantitatively recorded using goal setting record sheets and Goal Attainment Scaling. We are proud that Fagus is now available for schools and multi-agency educational disciplines to purchase. We hope that practitioners can integrate Fagus into their educational practices easily and quickly due to its flexible and user-friendly format. The Fagus materials fill a gap in terms of giving schools the tools to make decisions about when to intervene, as they identify a child's individual social and emotional needs, help set specific measurable goals in a child's areas of concern and monitor progress made. Often these 'interventions' will be whole school approaches to support children that have experienced ACEs and childhood trauma. The damage incurred as a result of these life experiences can be complex and spans a long time, therefore the ‘repair’ of this damage doesn’t consist of a quick-fix and you can’t adopt a one size fits all ‘package’. Here are some overall tips for schools so they can become Attachment-friendly, trauma-informed and ACE-aware. Schools have extensive knowledge and skills which they can use to decide on the best ways to intervene and engage the relevant action plans and strategies. Most schools already use a wide range of effective interventions and Fagus can be used to target these interventions more appropriately by understanding an individual needs more precisely and setting goals in those areas of weakness which are appropriate to their actual developmental stage. Once their current point of development has been established the next small step forward is easily identified. Equally, progress can monitored in relation to the targets that have been set by either repeating and updating the Fagus checklist questions and Developmental Profile and comparing the results. There are many different ways schools can measure children's progress toward small step targets such as through Individual Education Plans or Goal Attainment Scaling. Fagus will reveal larger steps of progress through annual use of the online pupil profiling system or if you want to assess more frequently you can review targets in relation to specific behaviours using the results from specific checklists in the online survey tool. Social and emotional interventions is a complex area and you may have to consider different levels of interventions, whether this is a whole-school approach, class-room based approaches or specific interventions for individual pupils. For more information about how Fagus can help you focus your interventions click here. Although for the future and with more and more schools using Fagus, we will hopefully be putting together a booklet which will present a range of helpful strategies and link the reader to specific interventions to support pupils’ social & emotional development using Fagus. For more information about the effectiveness of different strategies to support children who have social and emotional difficulties leading to barriers in learning, please download the document: "Support for pupils with emotional and behavioural difficulties (EBD) in mainstream primary school classrooms: A systematic review of the effectiveness of interventions." Many schools use Fagus to capture and measure social and emotional develomental progress. Teachers feel that the data from the Fagus materials is more meaningful and specific to an individual's personal, social and emotional needs as it identifies specific areas of concern, and enables teachers to create very relevant goals, objectives and plans to support their pupil's emotional and social well-being and also creates solid and quantifiable data (quantitative start and end points) to monitor progress and provide evidence that additional funding is being put to good use. The Fagus data has supported, supplemented and enriched existing information in a child's Educational, Health and Care Plans, Personal Education Plans, Individual Education Plans and annual reviews. We used relevant academic literature which is listed in the references for each guide. We cross checked with other developmental checklists where appropriate. We consulted other professionals along the way, including other psychologists, teachers and Speech and Language Therapists. Then the Fagus Developmental Guides were peer-reviewed and evaluated by a team of academics from the Psychology Department at Royal Holloway, University of London. The team have endorsed the guides with the following statement on our Developmental Guides tab. The Psychology team from Royal Holloway, University of London, also conducted some independent teacher interviews to evaluate Fagus' usefulness. Here are some of the research results: We offer a number of different tailored 'packages' including a package for single schools. For single schools wanting to purchase Fagus we have a number of different licence options depending on how many users/pupil checklists you require. See our Pricing page for more information. We also have a package for LA Virtual Schools and can provide bespoke pricing for clusters and MATS, as well as other organisations. If you would like more information about our pricing options please get in contact with us. Pupil Premium Plus (PPP) is additional funding that schools in England receive to support looked-after and adopted children and tackle disadvantage and narrow the attainment gap between them and their peers. Fagus was developed initially for pupils with attachment and trauma related difficulties, which applies to adopted children/ looked after children. Fagus is an effective and powerful use of PPP as it captures measurable progress data for each eligible pupil. The PPP is not ring-fenced and the licencing options of the Fagus resource enable you to use it on several pupils in your school if you identify an area of need. Your Local Authority Virtual School will be able to provide you with more information about this funding and how to access it. Download this informative leaflet on PPP funding by PAC-UK (the UK's leading independent Adoption Support Agency). All profits from Fagus go directly to Beech Lodge School – a not-for-profit charitable school for children aged 7-17 who have emotional and social difficulties. In terms of their origin and philosophy, they are more similar than different. They both recognise that children are best understood developmentally and are both based on evidence that patterns of thinking and behaviour develop from early experience. Each of the assessment tools reflect the understanding that when children have enough of the experiences they need they develop in ways that enable them to successfully adapt to the world around them. Both frameworks look at the roots of the issue rather than the 'problem' behaviour. In turn this means that professionals can alter their approach rather than consistently expecting a child to 'act their age'. This supports an empathic approach to understanding behaviour. Both Fagus and The Boxall Profile are observational tools that focus on identifying children's developmental needs and the levels of skills they possess to access learning. They both support staff in developing great observational skills and deepens understanding of children's difficulties and support the development of interventions (Boxall is extensively used as part of monitoring nurture group provisions). The Boxall Profile is a questionnaire with two strands, developmental and diagnostic. Questions provide information in sub categories within each strand. Analysis of responses to the questions helps the user to understand the origin of a child’s patterns of behaviour and identify areas for intervention. It is most often, but not always, used with the Nurture Group intervention and has been used to show the efficacy of that intervention. We think that Fagus adds something to the information The Boxall Profile provides. The Developmental strand in The Boxall describes different aspects of the developmental process of the pre-school years. This is essential for later development. Fagus gives a summary of broadly typical social and emotional development from infancy to adolescence. It recognises the vital development of the pre-school years and builds on this, recognising that change continues throughout the school years (and beyond of course). We know, for example, that the way children cope with a challenging situation at age five is very different to how they might cope at ten and then again at age fifteen. Fagus describes the coping behaviours you could reasonably expect to see at various age points, so allowing the user to make a judgement as to whether a child has developed in a way that is typical of young people their age, or whether they are functioning in a way that is more typical of younger children. This developmentally sequenced framework helps the user to know what the next small step forward is and so set an appropriate target or goal. With Fagus you can create a personalised Developmental Profile of the child, looking at an individual’s strengths and weaknesses across 13 different social and emotional domains. This in turn helps professionals understand the next step forward for that child by setting developmentally appropriate goals, focusing interventions and monitoring progress over time. The approaches are different as well as the data output. The Fagus resource is attuned with a schools’ understanding of what social and emotional functioning is (‘coping’, ‘self-esteem’, ‘motivation’, ‘self-awareness’, ‘socialisation’ etc.) The Fagus tool-kit takes a direct correlation with a child’s behaviour and it is easy to relate the profile to children’s typical behaviour by cross referencing between the checklists and the guides. They can then select what areas they want to focus on depending on their pupil’s specific need. The Boxhall Profile uses a different set of parameters to unravel, analyse and monitor social and emotional functioning. Fagus was created at Beech Lodge School (The school offers a uniquely nurturing environment which, alongside academic progress, prioritises social and emotional development), as they wanted a better way to understand, examine and measure social and emotional progress. The team of Psychologists looked at The Boxall Profile and other products in the market place but realised that these resources didn’t quite meet their needs – hence Fagus was borne. In summary, both systems provide excellent support in understanding children’s emotional and social functioning but do so in different ways. The Boxall Profile is very established and of course highly regarded with a long and positive history while Fagus is still in its early years! For schools that are now using the Fagus approach they can look at their pupils' social and emotional needs in an analytical and contemporary way - looking at pupils' actual behaviour against their expected chronological age range of behaviours and using this output to set very specific SMART developmental targets to track progress. (For an example of a school using Fagus to do this - click here). We hope though that Fagus can be as useful as The Boxall Profile and we believe they can be used together to enable settings to look at behaviour through a developmental lens with a child-orientated focus - we can achieve the best of both worlds! The resource is not a diagnostic tool. It does not suit a process of diagnosing developmental or psychiatric disorders. Tools such as ICD-10 and DSM-5 are designed for such purposes. The sequences of development described in the guides are designed to help educators identify when a child is functioning well below the expected level, set developmentally appropriate goals to help a child progress and also review their progress. We have now made our Attachment Guide available to purchase after much demand from schools. The Attachment Guide offers a complete, concise and easy to read introduction to Attachment. The informative guide helps teaching staff to better understand pupils that have attachment difficulties and highlights how warm trusting relationships can positively impact these children’s functioning in school. For more information and to order click here.
ICT in the 21st Century is seen as an essential resource to support learning and teaching, as well as playing an important role in the everyday lives of children, young people and adults. Consequently, schools need to build in the use of these technologies in order to arm our young people with the skills to access life-long learning and employment. Information and Communications Technology covers a wide range of resources including; web-based and mobile learning. It is also important to recognise the constant and fast paced evolution of ICT within our society as a whole. Currently the internet technologies children and young people are using both inside and outside of the classroom include: E-mail, Instant Messaging and chat rooms Social Media, including Facebook and Twitter Mobile/ Smart phones with text, video and/ or web functionality Other mobile devices including tablets and gaming devices Learning Platforms and Virtual Learning Environments Blogs and Wikis On demand TV and video, movies and radio / Smart TVs Whilst exciting and beneficial both in and out of the context of education, much ICT, particularly web-based resources, are not consistently policed. All users need to be aware of the range of risks associated with the use of these Internet technologies and that some have minimum age requirements, usually 13 years.
Women’s music [womyn’s music] - Eileen M. Hayes “Women’s music,” or “womyn’s music” is productively understood as a site of women’s thinking about music, a context for the enactment of lesbian-feminist politics and notions of community. The term refers to a geographically dispersed network that arose from performances organized and produced by white lesbian, lesbian-feminist, and feminist musicians and activists and was extended through their subsequent founding of Olivia Records and other women’s music recording and distribution companies in the early 1970s. Women’s music was part and parcel of “women’s culture,” fueled by lesbian energies, that was associated with the radical feminist—as opposed to liberal feminist—politics of the period. Women identifying themselves as “radical” and as lesbian-feminists envisioned transformation, rather than reform, of American society. Toni Armstrong Jr., the editor of HOTWIRE, an important women’s music journal from the mid-1980s to 1994, described women’s music as “music by, for, about, and financially controlled by women.” In the aftermath of the dissolution of the women’s music recording and distribution industry, women’s music festivals are the legacy of what was formerly known as the women’s music movement. These events are open to women identifying variously as lesbian, bisexual, and heterosexual; the audiences, as well as the musicians, are mostly lesbian. Among the central figures of women’s music are white musicians Holly Near, Margie Adam, Alix Dobkin, Maxine Feldman, Meg Christian, and Cris Williamson; often, the name of one of these artists is invoked to reference an era that many maintain has passed. Black musicians include Sweet Honey in the Rock, Linda Tillery and the Cultural Heritage Choir, and Mary Watkins, among many others....
In Canada, floods are recognized as the most common, largely distributed, natural hazard to life, property, the economy, community/industry water systems, and the environment. The 1996 Saguenay flood was Canada’s first natural disaster with damages in excess of one billion dollars. In 1997, the Red River watershed was hit by “the flood of the century”, the worst flooding event in Manitoba since 1852. In 2011, the province of Manitoba was again subject to very extensive flooding with costs estimated to be about $1.2 billion. In June 2013, the unprecedented floods of the Bow and Elbow Rivers in southern Alberta became Alberta’s worst ever natural disaster with estimated costs of $6 billion. A key point is that all these flooding events are related to river floods – which can be better forecasted than other flood events (e.g., urban flash floods). While floods cannot be eliminated, mitigation measures can be put in place to reduce their impact on people and society. Effective mitigation requires a solid understanding of the frequency of floods for the design of flood protection infrastructure as well as the ability to forecast flood events with high accuracy and sufficient lead time to implement temporary protection such as evacuations and sandbag dikes. In the aftermath of previous catastrophic flood events in Canada, recommendations for enhancing flood forecasting and early warning systems (FFEWS) have been made but without concerted follow-up actions. For example, a report released in April 2013 concluded that a major issue during the 2011 flood on the Assiniboine River in Manitoba, which caused damages of $1.2B, was that the “flood forecasting model was unable to provide accurate and reliable forecasts” Manitoba Flood Review Task Force, 2013. Effective flood forecasts represent the primary information needed for successful flood mitigation, including protecting source water, community/industry water systems, and aquatic ecosystems services, which provide benefits for the well-being and economic prosperity of Canada. At present, there is not a unified approach to flood forecasting in Canada, with each provincial Hydrologic Forecasting Centre (HFC) following its own procedures. While the procedures used by each HFC are tailored to the unique characteristics of the local hydrologic regime, there is a need for the implementation of a more advanced forecasting system, such as is in place in several other countries, to ensure that forecasts of flood events are as accurate and timely as possible. FloodNet is a multi-disciplinary research network, with active end-user involvement. The collaboration between academic experts, government scientists, and end-users (e.g., operational flood forecasters) is a key strength of FloodNet and will ensure that the new knowledge and technology developed will meet the user needs. FloodNet will allow the coordination and optimization of resources and expertise to address the important issue of river floods in Canada. The benefits of enhanced flood forecasts and management are tremendous and include the reduced cost of damages, the protection of people and livestock, the reduction of socio-economic impacts and human distress, and the protection of community water systems and the environment. In addition, students and post-doctoral fellows trained as part of the FloodNet research program will be uniquely and highly qualified to work in an area that is in high demand in Canada. Funded by the Natural Sciences and Engineering Research Council (NSERC), with contributions from our partners in government agencies, industry and Canadian universities FloodNet provides one of the most advanced organizations in the world, in terms of human and technical capital, to deal with issues related to floods and will place Canada at the forefront of flood management. The knowledge and tools developed by the NSERC Canadian FloodNet will be disseminated on the world stage through our partnership with the United Nations University Institute of Water, Environment and Health (UNU-INWEH).
Irregular Plural Noun Worksheet: Some nouns are tricky when they become plural. Here’s some help for the student who needs some practice. He’ll review the basic rules and make some irregular nouns plural. This worksheet is appropriate for Common Core Standards for 2nd grade and 3rd grade Conventions of Standard English. Other grades may use it as needed.
Critical thinking: A key part of a Business Analyst's tool kit Critical thinking is the process of objectively analysing any given situation by gathering all relevant information, then evaluating the tangible and intangible aspects, as well as the implications of any course of action, in order to form a professional assessment. Why is critical thinking so hard? We have the information we need to make the evaluation, understand the implications of any potential actions and made a fair and reasonable assessment. So what goes wrong? Probably a lack of critical thinking or an emotional connection or attachments to an idea or thing. However, before starting the process of applying critical thinking to our business analysis tool kit, the most substantial and essential piece of work must be done – self-analysis. This is important because, as individuals, we will create a reaction when mixed in with other people, potentially like the reaction of dry ice in water. Here are the areas a BA needs to investigate, analyse and understand: - How people perceive us - How we change the dynamics of a group in different situations - Do we have an emotional interest in any given situation? If so, what is it? - Are we here for our own gain? If so, does that conflict with the impetus of the situation? - Can we work with those we don't trust, respect, like or those we love or adore effectively? - What are the buttons that push us to react unreasonably and how can they be managed? Once we've analysed ourselves, we need to work on achievable objectives to apply to our personal/professional environment to ensure we can: - Remove ourselves emotionally from any situation - Always stay calm and impartial - Have no preconceived ideas - Be supportive and open, regardless of how we're feeling - Be above reproach - Be firm, but fair - Don't get caught up in politics or group dynamics - Stay objective and rational, making clear assessments and judgements Once we've mastered ourselves, we're ready to apply our new skills to change the dynamics/outcome/environment just by being there. To do this, there are some tips and tricks we employ to be effective: - Practise using a structured thinking process - Recognise assumptions and get them out in the open - Analyse why we're being consulted, who has made the request and why - Note any political motivations behind actions and decisions - Understand if emotions/personal dynamics within the group already exist - Quickly put ourselves in each person’s shoes to fully understand their perspective and help anticipate their motivations and reactions - Think on our feet and anticipate all possible outcomes and repercussions - Keep a check sheet of who made a decision, what it is and why they made it... ensuring it is evidence based - Evaluate all arguments, weigh up the pros and cons of each outcome - Take the position of translator or negotiator if required - Gently take leadership of the group if it becomes dysfunctional or stagnant As Business Analysts, it is generally not our place to judge, but to offer guidance and an impartial assessment on any given direction or action. If our advice isn't accepted, it's our professional obligation to support the given direction or action, ensuring the decision makers are aware of all potentials – both negative and positive. Critical thinking is difficult, primarily due to the level of self-awareness required, the skills and experience needed in a wide variety of situations and, finally, the ability to think quickly and effectively. Every situation will involve one or more intelligent, experienced, emotional and self-gratifying individuals who will generally have little self-awareness. It's very difficult to remove emotions entirely from a situation as others are involved and their emotions will need to be taken into consideration. Therefore, thinking must be critical, not clinical. Individuals who are able to apply critical thinking are usually highly valued and appreciated in a business environment... and a rare commodity as a Business Analyst. Our Business Value Analysis course teaches various new skills and helps you become better at critical thinking.
The Danish agricultural sector is facing the green transition and many ideas have been proposed to reach climate neutrality in 2050. In this brief, we suggest two pathways to climate neutrality to follow the general goals of a 70% reduction in 2030 and a 100% reduction in 2050. 70% green house gas reduction by 2030 100% green house gas neutral by 2050 No animal feed import by 2050 Technology optimistic or technology independent The first scenario is a technology optimistic scenario while the second scenario to a larger extent can reach the goals without the technological development. In both scenarios, a large increase in the forest areas is necessary such that the forest area in 2050 is approximately double the area of today. In the technology optimistic scenario, the amount of farm animals can be kept on the same level as today because the biogas and pyrolysis plants can reduce part of the emissions and the forests compensate for the rest of the emissions. In the technology independent scenario, it is necessary to reduce the amount of farm animals to reach the climate targets. 1.000.000 ha, roughly 23% of the Danish land mass, must be covered in forest by 2050. The forestation should happen sooner rather than later so 160.000 – 200.000 ha should be converted into forest already by 2030. LOW LAND AREAS 100.000 ha carbon rich low land soil should be converted into nature areas by 2030. All 178.700 ha low land soil must be converted into nature by 2050. In a technology optimistic scenario, with a sharp increase in forest area, the animal production can remain the same size as today. In a technology independent scenario a 15% reduction in animal production by 2030, and a 30% reduction in 2050 relative to today is necessary. If the steep forest area does not happen, a further reduction in the animal production is necessary. Read the full analysis The model is open sourced Make your own scenarios. Download the full model used for the brief from our GitHub repository.
Our struggle to understand the relation between the divine and human natures of Christ and how these interact can sometimes create problematic solutions to perplexing questions. Thus, for example, we have the notion (held by some) that the infant Jesus only pretended to be helpless and unable to speak, whereas, because of his divine nature, he was able to speak, understand, and possessed full knowledge from the first moment of his birth. This, in spite of Saint Luke’s informative insistence that Jesus advanced in wisdom and age and favor before God and man. Somewhat surprising, though, is the claim of the author of the Letter to the Hebrews, who in our second reading asserts that Son though he was, Jesus learned obedience from what he suffered. Disobedience has come to be so closely associated with human sin, that the obedience of Christ would surely have been inborn and fully developed in one who was like us in all things but sin. So the question becomes: What does this learning obedience entail and does it suggest that prior to learning obedience, Jesus may have actually been disobedient? Yet, if that were true, would this not nullify the claim that he was sinless and perfect? Perhaps a physical analogy may assist us in trying to make sense of this learning obedience attributed to Christ. As we know, the ability to walk and run are two physical activities that are still only latent in the healthy newborn infant. However, as that infant steadily grows and develops it gradually learns and acquires the ability to, initially, crawl, walk, and then run. Similarly, as an infant Jesus had yet to acquire full possession of all his mental capacities—the ability to speak, think, question, discern, consider various options, and (above all) freely choose. Until these abilities were developed Jesus presumably lacked the full ability to consciously choose. Thus, the question of obedience and disobedience wasn’t yet truly relevant. We see something of this transitioning development in that mysterious episode of the “finding of Jesus in the Temple.” Jesus remaining behind in Jerusalem without his parents’ knowledge, may hint of disobedience, and yet when approached and gently chided by Mary and Joseph, we are told that Jesus went down with them and came to Nazareth, and was obedient to them. This is, perhaps, an earlier instance of what the Letter to the Hebrews describes as Jesus learning obedience. We presume that this learning continued during those hidden years in Nazareth preceding his public ministry. And as that ministry unfolded and headed inexorably towards the cross, it would be intense suffering (because of his obedience to the Father) that would complete his training in obedience. Unlike Jesus, our sinful condition prevents this natural and unimpeded learning of obedience. In contrast, although we also learn obedience through suffering, this suffering is initially occasioned by our willful acts of disobedience and the simple consequences of our resulting poor choices. Thus, another way of expressing the idea that Jesus learned obedience from what he suffered is to say that all the suffering Jesus encountered served to awaken, test, and then confirm his fundamental inborn attitude of obedience to his heavenly Father. As we steadily grow, spiritually, we too are schooled in true obedience when we begin suffering as a consequence of saying our “yes” to the Father. Despite our natural desire to avoid suffering, disobedience is not an effective means of escaping suffering, and only immerses us in suffering that schools us in nothing but misery. Saying “yes” to God’s will in our lives will involve pain, but it will not be useless suffering, since our growing obedience will increasingly liberate us from within and allow us to share in Christ’s own joyous freedom. For as Saint Paul reminded us, for freedom Christ set us free; so stand firm and do not submit again to the yoke of slavery—another word, of course, for foolish disobedience!
Occlusal Analysis is an evaluation of how the teeth come together (occlude) with the use of an articulator. An articulator is an instrument that simulates the patient’s jaw movements with the use of dental models. The goal is to see how the teeth occlude and see if there are any negative tooth contacts when biting up & down, and grinding the teeth backwards and forward, and left and right. Two sets of mounted dental casts are made. One set is kept as a record of how the patient presented for treatment. The second set is used to analyze the occlusion. Negative occlusal contacts wear the teeth and cause the jaw joints (TMJ) to displace. A video is made of how the jaw displaces and how the teeth are modified to create an ideal, stable bite (occlusion). Some teeth are re-shaped, while others may need additions. This is a very accurate and conservative way to diagnose occlusal disharmony (malocclusion), and formulate a treatment plan. No procedures are done until the patient understands and approves of the treatment plan. In TMJ patients and complicated restorative cases, a CONE BEAM CT SCAN is done to check the condition and the position of the TMJs (temporal mandibular jaw joints). Correlating the Occlusal Analysis with the CT SCANS enhances the diagnosis and treatment plans.
These are courses about a specific topic which generally require little in the way of prerequisites (typically high school math). These courses include Astronomy, Music in Physics, and How Things Work. These are meant for the student who is interested in learning about physics but does not have the time to commit to a minor or major. Any of these courses would count as science credits towards the General Curriculum Requirements. These are introductory courses in physics meant primarily for a student who will be taking additional science courses (for example, majors in engineering, biology, chemistry or physics). The courses are meant to give an introduction to basic physical processes and also to build critical thinking and problem solving skills. These courses include General Physics and University Physics. Any of these courses would count as science credits towards the General Curriculum Requirements. These courses are meant for the serious science student, who has completed an introductory series of study in physics. Generally, if you find yourself in one of these courses, you should be considering at least a minor in physics, as you will have completed the bulk of the coursework. These courses are offered at a range of levels, with Biophysics and Intermediate Laboratory being the most accessible to a student who has just finished an introductory series. The "core series" courses of Mechanics, Electricity and Magnetism, Thermodynamics and Quantum Mechanics should be taken only after completing University Physics III. These courses are meant for the major in physics. While only a one semester course, it serves to give credit for a major research project. We recommend that the student find a research group early (in their sophmore or junior year; even the freshman year is not too early) and work with that group to learn about the research mission so that when it is time to take on a major project, the student is fully prepared. Any student planning to take a research course should discuss it with the Undergraduate Advisor and the Prinicpal Investigator of the research group the student will work with.
Laboratories-on-a-chip foil terrorism A laser lights up a biochip in the Argonne-developed portable reader that Susan Hammond is testing. One day this system may detect airborne pathogens. Laboratories-on-a-chip developed at Argonne can detect chemicals, bacteria or viruses that terrorists may use. The agents can be detected in less-than-lethal amounts and used to trigger alarms or detoxification systems that the laboratory is also developing. One chip would be able to identify a range of agents more quickly than devices that have been in use. A nose for poison Argonne has developed a miniature "microelectronic nose" that detects chemical poisons such as cyanogen chloride and hydrogen cyanide gases at nonlethal concentrations. It is being trained to detect VX, sarin and mustard gases as well. The prototype instrument fits in the palm of a hand. The microelectronic nose employs solid state ceramic-metallic materials. Its sensor arrays are smaller than postage stamps and inexpensive to make using established fabrication techniques. The package can be incorporated into personal monitors or installed at fixed positions in buildings. The sensor received an R&D 100 Award from R&D magazine in 2002. The sensing capability is based on the distinct electronic "fingerprint" that each compound yields when in contact with the sensor. Each chemical reacts uniquely with the sensor's surface, changing the electrical resistance of its components. An attached computer or microcontroller analyzes these resistances in the form of wave patterns to identify the chemicals present. The location and magnitude of features in the patterns determine the presence and concentration of each chemical. By passing minute quantities of known chemicals over the sensors, the computer is trained to recognize these patterns. Funding was provided by the Department of Defense, General Atomics and Relative Solutions Corp. Argonne's biological chips detect agents Argonne's biochip can be used to detect biological agents. A biochip is a small glass slide with up to several thousand 3-D gel pads mounted on its surface. Each gel pad is similar to a micro-test tube. Robots developed at Argonne can load the pads with DNA or protein fragments specific for individual bacteria, viruses or chemicals. Computers then read and interpret the results of any reactions. Researchers in Argonne's Biochip Technology Center are developing new applications for the biochip, writing faster sample analysis programs, and working to shrink portable biochip readers. These biochips, called MAGIC chips, short for "Micro Array of Gel-Immobilized Compounds"--can perform thousands of tests per hour, and they can be cleaned and reused dozens of times. In the laboratory, they have successfully detected pathogens from bacteria that do not cause disease or illness in healthy people but are closely related to bacteria that do. The chips also have decoded complex DNA strands. The chips have distinguished quickly among strains of tuberculosis, and Argonne is working with the State of Illinois to adapt them for forensic DNA testing. Other applications that researchers have found for MAGIC chips include gene expression, especially responses to mutations, diagnosis and monitoring of genetic diseases, microbial analysis in environmental cleanups and agriculture, routine protein analysis of blood and urine, and exploration for life in outer space.
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole. Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages. Do not use for reproduction, copying, pasting, or reading; exclusively for search engines. OCR for page R1 Measuring the Group Quarters Population in the American Community Survey: Interim Report Measuring the Group Quarters Population in the American Community Survey Interim Report Panel on Statistical Methods for Measuring the Group Quarters Population in the American Community Survey Krisztina Marton and Paul R. Voss, Editors Committee on National Statistics Division of Behavioral and Social Sciences and Education NATIONAL RESEARCH COUNCIL OF THE NATIONAL ACADEMIES THE NATIONAL ACADEMIES PRESS Washington, D.C. www.nap.edu OCR for page R2 Measuring the Group Quarters Population in the American Community Survey: Interim Report THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This study was supported by contract number YA132309CN0089 between the National Academy of Sciences and the U.S. Census Bureau. Support for the work of the Committee on National Statistics is provided by a consortium of federal agencies through a grant from the National Science Foundation (award number SES-0453930). Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the organizations or agencies that provided support for this project. International Standard Book Number-13: 978-0-309-18510-3 International Standard Book Number-10: 0-309-18510-6 Additional copies of this report are available from National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. Copyright 2010 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Research Council. (2011). Measuring the Group Quarters Population in the American Community Survey: Interim Report. Panel on Statistical Methods for Measuring the Group Quarters Population in the American Community Survey, Krisztina Marton and Paul R. Voss, Editors. Committee on National Statistics, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. OCR for page R3 Measuring the Group Quarters Population in the American Community Survey: Interim Report THE NATIONAL ACADEMIES Advisers to the Nation on Science, Engineering, and Medicine The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Charles M. Vest is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of the National Research Council. www.national-academies.org OCR for page R4 Measuring the Group Quarters Population in the American Community Survey: Interim Report This page intentionally left blank. OCR for page R5 Measuring the Group Quarters Population in the American Community Survey: Interim Report PANEL ON STATISTICAL METHODS FOR MEASURING THE GROUP QUARTERS POPULATION IN THE AMERICAN COMMUNITY SURVEY PAUL R. VOSS (Chair), Odum Institute for Research in Social Science, University of North Carolina WILLIAM A.V. CLARK, Department of Geography, University of California, Los Angeles SUSAN COPELLA, Pennsylvania State Data Center, Pennsylvania State University DAVID DOLSON, Statistics Canada, Ottawa RALPH FOLSOM, RTI International, Research Triangle Park, North Carolina RACHEL HARTER, National Opinion Research Center, University of Chicago STEVEN HEERINGA, Institute for Social Research, University of Michigan JOSEPH SALVO, New York City Department of City Planning RICHARD VALLIANT, Joint Program in Survey Methodology, University of Maryland and Survey Research Center, University of Michigan KRISZTINA MARTON, Study Director AGNES E. GASKIN, Administrative Assistant OCR for page R6 Measuring the Group Quarters Population in the American Community Survey: Interim Report COMMITTEE ON NATIONAL STATISTICS 2010-2011 LAWRENCE D. BROWN (Chair), Department of Statistics, University of Pennsylvania JOHN M. ABOWD, School of Industrial and Labor Relations, Cornell University ALICA CARRIQUIRY, Department of Statistics, Iowa State University WILLIAM DuMOUCHEL, Phase Forward, Inc., Waltham, Massachusetts V. JOSEPH HOTZ, Department of Economics, Duke University MICHAEL HOUT, Department of Sociology, University of California, Berkeley KAREN KAFADAR, Department of Statistics, Indiana University SALLIE KELLER, Science and Technology Policy Institute, Washington, DC LISA LYNCH, Heller School for Social Policy and Management, Brandeis University SALLY C. MORTON, Department of Biostatistics, University of Pittsburgh JOSEPH NEWHOUSE, Division of Health Policy Research and Education, Harvard University SAMUEL H. PRESTON, Population Studies Center, University of Pennsylvania HAL STERN, Department of Statistics, University of California, Irvine ROGER TOURANGEAU, Joint Program in Survey Methodology, University of Maryland, and Survey Research Center, University of Michigan ALAN ZASLAVSKY, Department of Health Care Policy, Harvard Medical School CONSTANCE F. CITRO, Director OCR for page R7 Measuring the Group Quarters Population in the American Community Survey: Interim Report Acknowledgments I am very pleased to see this interim report of The Panel on Statistical Methods for Measuring the Group Quarters Population in the American Community Survey (ACS) come together so extraordinarily well after just four meetings of a group of talented individuals, many of whom did not know one another just eight busy months ago. I wish to thank the many people who have assisted our work and contributed to the report. The ACS staff of the U.S. Census Bureau, under the leadership of Daniel Weinberg (assistant director for decennial census and American Community Survey) and Susan Schechter (formerly chief of the ACS Office), have been generous in providing information to the panel and addressing our inquiries. The communication between the panel and the Census Bureau was greatly facilitated by lead technical liaison, Alfredo Navarro, who was a pleasure to work with; Philip Gbur served as contracting officer, and was always accessible. A number of Census Bureau staff made very informative presentations and provided useful materials to the panel, including Mark Asiala, Michael Beaghen, Scott Boggess, Edward Castro, Annetta Smith Clark, Sandy Clark, Steven Hefter, Todd Hughes, Sharon Stern, Amy Symens Smith, Victoria Velkoff, and David Whitford. We also sought input on data collected about major segments of the group quarters population from experts in other agencies in the federal statistical system. In particular, William Sabol from the Bureau of Justice Statistics gave an overview of that agency’s portfolio of data series on the correctional population. We also benefited from a discussion with Lauren Harris-Kojetin from the National Center for Health Statistics about health care facilities. At our first meeting in March 2010, the panel formed two working groups to pursue specific tasks between meetings, and our work to date has been accomplished with few disagreements and with a keen sense of remaining within the boundaries of our charge from the Census Bureau and delivering the interim report on schedule. This could not have happened without the steady guidance and excellent writing talents of our study director, Krisztina Marton, and the strong support of other CNSTAT staff. We extend our sincere appreciation to Constance Citro, CNSTAT Director, for her always deeply knowledgeable guidance when questions of procedure arose or when advice was requested. We thank CNSTAT senior program officers Daniel Cork and Michael Cohen for taking time from their own busy schedules to attend the panel’s meetings and provide occasional counsel. We also thank Christine McShane for the expert technical editing of the draft report, and Agnes Gaskin for handling a variety of logistical matters so capably. This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the Report Review Committee of the National Research Council (NRC). The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process. We wish to thank the following individuals for OCR for page R8 Measuring the Group Quarters Population in the American Community Survey: Interim Report their review of this report: Alicia L. Carriquiry, Department of Statistics, Iowa State University; John L. Czajka, Mathematica Policy Research, Inc., Washington, DC; David Hubble, Westat, Inc., Rockville, MD; Bruce D. Spencer, Department of Statistics, Northwestern University; and Preston Jay Waite, Consultant, Logan, UT. Although the reviewers listed above have provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations nor did they see the final draft of the report before its release. The review of this report was overseen by Richard A. Kulka, Abt Associates, Inc., Durham, NC and Charles F. Manski, Department of Economics, Northwestern University. Appointed by the National Research Council, they were responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the authoring panel and the institution. Finally, we recognize the many federal agencies that support the Committee on National Statistics directly and through a grant from the National Science Foundation. Without their support and their commitment to improving the national statistical system, the committee work that is the basis of this report would not have been possible. Paul R. Voss, Chair Panel on Statistical Methods for Measuring the Group Quarters Population in the American Community Survey OCR for page R9 Measuring the Group Quarters Population in the American Community Survey: Interim Report Contents Executive Summary 1 1 Introduction 3 Panel Charge 3 Background 5 Overview of the Interim Report 8 2 Sampling Frame Development and Maintenance 9 Opportunities for Increased Collaboration to Improve the GQ Inventory 10 Integrating Updates from Field Representatives 12 Scope of Coverage 12 Sample Redesign Options 17 3 Sample Allocation and Selection 19 State-Level Allocation 20 Subsampling Within GQ Facilities 21 4 Weighting and Estimation 22 Weighting Procedures 22 PEP Controls and Alternatives 22 Estimates of the GQ Population in Small Areas 24 Publication of Data Products 26 5 Future Work 27 References 28 APPENDIXES A Panel Charge 30 B Biographical Sketches of Panel Members and Staff 31 OCR for page R10 Measuring the Group Quarters Population in the American Community Survey: Interim Report This page intentionally left blank.
Today is Saturday, Jan. 12, the 12th day of 2013. There are 353 days left in the year. On Jan. 12, 1948, the U.S. Supreme Court, in Sipuel v. Board of Regents of University of Oklahoma, ruled that state law schools could not discriminate against applicants on the basis of race. On this date: In 1773, the first public museum in America was organized in Charleston, S.C. In 1915, the House of Representatives rejected, 204-174, a constitutional amendment giving women the right to vote.
Attention stargazers! You're about to be treated to a series of space spectacles. "Space Monday," as astronomers have dubbed it, kicks off in the late afternoon when SpaceX, the private spaceflight company, is planning a rocket launch. The Falcon 9, carrying its Dragon spacecraft to the International Space Station, is set to lift off at 4:58 p.m. EDT from Florida's Cape Canaveral. The event is being webcast live by both NASA and SpaceX and streamed on Space.com. (Update: The company scrubbed the launch due to a helium leak, keeping Falcon 9 grounded until at least Friday.) After sunset, attention turns to Mars, which will pass within 57 million miles of Earth — its closest approach since January 2008, according to Space.com. The sky show continues on April 15 at 1:58 a.m. EDT, when a full moon passes through Earth's amber shadow, producing a full lunar eclipse visible across North America. The 78-minute total eclipse is the first in a tetrad, or a series of four consecutive total eclipses occurring at approximately six-month intervals. It will be followed by eclipses on Oct. 8, 2014, April 4, 2015, and Sept. 28, 2015 — all of them visible from all or part of the United States, NASA says. Lunar eclipses occur, on average, about twice a year, but are rarely total. There are three types: ● A penumbral eclipse is when the moon passes through the pale outskirts of Earth's shadow. It's so subtle, sky watchers often don't notice an eclipse is underway. ● A partial eclipse is more dramatic. The moon dips into the core of Earth's shadow, but not all the way, so only a fraction of the moon is darkened. ● A total eclipse, when the entire moon is shadowed, is best of all. The face of the moon turns sunset red for up to an hour or more as the eclipse slowly unfolds. According to astronomer and noted eclipse expert Fred Espenak, the moon "can take on a dramatically colorful appearance from bright orange to blood red." Why blood red? "Imagine yourself standing on a dusty lunar plain looking up at the sky," Tony Phillips explains on NASA's Science News. "Overhead hangs Earth, nightside down, completely hiding the sun behind it. The eclipse is underway. You might expect Earth seen in this way to be utterly dark, but it's not. The rim of the planet is on fire! As you scan your eye around Earth's circumference, you're seeing every sunrise and every sunset in the world, all of them, all at once. This incredible light beams into the heart of Earth's shadow, filling it with a coppery glow and transforming the Moon into a great red orb." According to Espenak, tetrads have become more frequent during the 21st century, the last coming in 2004 and the next slated for 2022-2023. Seven more are expected before 2100. Compare that with the 300-year period between 1600 to 1900, when there were no tetrads at all. So how can you see the April 15 total lunar eclipse? "One of the great things about lunar eclipses is that they are completely safe to view with the naked eye," Espenak writes on his website, MrEclipse.com. "No special filters are required to protect your eyes like those used for solar eclipses. You don't even need a telescope to watch the eclipse, although a good pair of binoculars will help."
Based on 2006-2010 annual averages: - Unattended cooking was by far the leading contributing factor in home cooking fires. - Two-thirds (67%) of home cooking fires started with the ignition of food or other cooking materials. - Clothing was the item first ignited in less than 1% of these fires, but these incidents accounted for 16% of the cooking fire deaths. - Ranges accounted for the largest share (58%) of home cooking fire incidents. Ovens accounted for 16%. - Three of every five (57%) reported non-fatal home cooking fire injuries occurred when the victims tried to fight the fire themselves. - Frying poses the greatest risk of fire. - Thanksgiving is the peak day for home cooking fires. Source: National Fire Protection Association Fire Is Everyone's Fight Fire Is Everyone's Fight™ is a national effort led by the U.S. Fire Administration to lower the number of home fires and home fire injuries in America. The goal is to change how people think about fire and fire prevention using social marketing strategies to address the broadest possible audience. Prevention of cooking fires is a current focus area for Fire Is Everyone's Fight. By registering to join Fire Is Everyone's Fight, you will receive free access to download a community outreach guide, educational presentations, handouts, social media messages, op-ed's and articles, public service announcements, customizable graphics, and much more. “Prevent Kitchen Fires” handouts Public service announcements Short, educational messages for safe home cooking to avoid fires and other burns.
Henry V (Folger Shakespeare Library) Henry V is Shakespeare’s most renowned “war play”; it comprises the storied English victory over the French at Agincourt. a few of it glorifies struggle, specifically the choruses and Henry’s speeches urging his troops into conflict. yet we additionally listen bishops conniving for conflict to put off a invoice that will tax the church, and infantrymen awaiting to harvest gains from the clash. Even within the speeches of Henry and his nobles, there are various chilling references to the human rate of war. The authoritative variation of Henry V from The Folger Shakespeare Library, the relied on and usual Shakespeare sequence for college kids and common readers, includes: -Freshly edited textual content in accordance with the easiest early published model of the play -Full explanatory notes comfortably put on pages dealing with the textual content of the play -Scene-by-scene plot summaries -A key to the play’s well-known traces and phrases -An creation to interpreting Shakespeare’s language -An essay by way of a number one Shakespeare student offering a latest viewpoint at the play -Fresh photographs from the Folger Shakespeare Library’s substantial holdings of infrequent books -An annotated advisor to extra reading Essay via Michael Neill The Folger Shakespeare Library in Washington, DC, is domestic to the world’s greatest selection of Shakespeare’s revealed works, and a magnet for Shakespeare students from worldwide. as well as exhibitions open to the general public all year long, the Folger bargains a whole calendar of performances and courses. for additional info, stopover at Folger.edu. Of King Lear and his 3 Daughters, while the Folio textual content is named The Tragedie of King Lear. to mix the 2 texts on the way to produce what the editor thinks is the play that Shakespeare meant to put in writing is, in line with this view, to supply a textual content that's fake to the background of the play. If the recent view is true, and we do have texts of 2 distinctive types of Lear instead of imperfect types of 1 play, it helps in a textual means the poststructuralist view that we won't. Agincourt? Piece out our imperfections along with your ideas. (Prologue 1.8-14,23) moment, listed below are a number of sentences (which may possibly or would possibly not signify Shakespeare’s personal perspectives) from Hamlet’s longish lecture to the players:Speak the speech, I pray you, as I stated it to you, trippingly at the tongue. but when you mouth it, as lots of our avid gamers do, I had as lief town crier spoke my lines.... O, it offends me to the soul to listen to a robustious periwig-pated fellow tear a keenness to. The lifeless our bodies ... [whereof] have been buried via account 5 thousand and 8 hundred people, beside them that have been over excited through their buddies and servants, and others which, being wounded, died in hospitals and different locations. After this their dolorous trip and pitiful slaughter, varied clerks of Paris made many a lamentable verse, complaining that the King reigned by means of will and that councilors have been partial; declaring that the noblemen fled opposed to nature, and that the commons have been destroyed. nice convenience and his excessive praise.... [Messengers come to the King within the New 12 months asking for a parley.] (A presumptuous orator.) certainly one of them... who exhibiting himself extra rash than clever, extra conceited than discovered, first took upon him to teach in which the dignity of victory consisted, advising the King to not express his manhood in famishing a large number of terrible, easy and blameless humans, yet particularly undergo such depressing wretches as lay betwixt the partitions of the town and the trenches of his siege to. Conservatism is eventually powerless” (p. 157). yet Sanders’ subsequent circulate isn't really into the absurd, yet right into a countervailing excellent order of person integrity: the difficulty is how a ways any personality “has been capable of finding a mature, dependable, absolutely human manner of retaining his integrity in face of the threatening realities of political existence” (p. 166; cf. additionally p. 190). The egocentric and inconsequential nature of this undertaking, in particular in as far as it truly is assigned to those that truly workout energy.
garden tales from a Brit at home and abroad Ask a garden-lover what they know about Mughal gardens and the likelihood is that, pretty soon, they will say something about them being paradise gardens, a foretaste of the celestial Paradise that awaits the faithful. Garden historians will probably add details about the geometrical four-square design, divided by waterways representing the rivers flowing with milk, honey, wine and water described in the Qur’an, and enclosed within walls that protected them from the wilderness beyond. All these features may well have appeared in Islamic gardens over the centuries, and elements of them are certainly to be found in some gardens created by the Mughal dynasty that ruled India from 1526 to 1858. But research I have just completed illustrates how the designs of Babur, the first Mughal emperor, bore little relation to this traditional view of the gardens that his dynasty produced. I will be giving a paper on this topic at a conference in Brussels next week, organised by the European Architectural History Network. My talk will focus on the wider surroundings of Mughal gardens in the brief period between Babur’s conquest of northern India in 1526 and his death four years later. (The talk will also explore similar issues in contemporaneous gardens of Renaissance Europe, but that may be a topic for another blog post, another day!). Babur, born in modern-day Uzbekistan in 1483, was a direct descendant of both Timur (Tamberlaine) and Genghis Khan. A poet, musician and creator of gardens, Babur was also a great warrior and conqueror, his life full of shifting military alliances and treachery, full-blown battles, skirmishes and sieges throughout much of central Asia. Fortunately for us, his life story is wonderfully captured in his autobiography, known as the Baburnama. Although a great source of information, the Baburnama is also (through no fault of Babur’s) the cause of much confusion and misunderstanding about early Mughal gardens. Some sixty years after Babur’s death, his grandson (the third Mughal emperor Akbar) commissioned a series of paintings to illustrate the work. These exquisite miniatures, many of them portraying the gardens Babur describes, reflect more the designs of Akbar’s time in the 1590s, than they do the actual early sixteenth century gardens being described in the text. They show us walled, geometrical gardens with flowing waterways dividing the space into four equal squares. They represent how we see Mughal gardens today. Eminent contemporary writers such as Penelope Hobhouse have used the paintings to conclude that Babur’s designs had the “four-part layout, divided by water rills, with a central pool.. typical of early Paradise Gardens.” But a close reading of the text tells us something quite different. The Baburnama reveals the first Mughal Emperor’s love of nature, his delight in plants and creatures, and the way he lived most of life in the open, resting in gardens, setting off from gardens, navigating past gardens. These places were central features in the landscape, points of reference for Babur and his fellow military travellers. Gardens were both refuges from attack and vantage points from which to attack. They were places of beauty and of power, where the Emperor would entertain and impress allies and envoys, plan campaigns and celebrate victories. Babur’s gardens were often created at the site of an interesting natural feature – a spring perhaps, or a river, or a fine view – and then pools, plantings and seats or pavilions would be added. For several of his gardens, Babur’s descriptions focus on the “good air” or the “first-rate view” from the site. It is clear that these places were not separate and enclosed, but designed to enhance nature and to be part of it. Certainly, Babur tells us about the flowers and fruit he planted, the flowing waterways, his great love of regularity and symmetry, but there is no insistence on a four-square pattern or on four rivers. He writes of his great thankfulness to his god for what nature has provided, but not at all of the garden as a symbol of celestial Paradise. Instead these first Mughal gardens were the Emperor’s stamp on the land very much in the here and now, a sign of his love of nature, and also an expression of his control over the territories he conquered. Today they also serve as a warning to us landscape historians not to get carried away by beautiful images, but to research a range of sources before pronouncing on the style or meaning of a particular site or type of garden.
Social Determinants of Health What are Social Determinants of Health? Social Determinants of Health are the social and economic circumstances in which individuals live that affect their overall health and well-being and the healthcare system in place to address their needs. Learn more about how addressing the social determinants of health can help improve the health of Illinoisans and save the state money. Click Here for a brief overview Click Here for a more in-depth look Understanding social determinants of health field properly treat and prevent illnesses. Care coordination utilizes information regarding social determinants of health to implement preventative measures for patients. The state of Illinois mandates that 50% of all Medicaid recipients are enrolled in this type of preventative care system by January 1st, 2015. This type of mandatory agreement between the State and service providers is a form of a social impact bond or “pay for success” model. Click Here for more information on social impact bonds
Issue Date: October 6, 2008 Everyday Products Carry A Hidden Global Cost Consumers looking for the latest metric to understand their own deleterious effect on the planet can calculate their water footprint at waterfootprint.org. If they log in first thing in the morning, they will find their mark has already been quite considerable: That first cup of coffee took 140 L of water to make, hundreds of times the volume of the drink itself. A water footprint is a measure of the total volume of fresh water used to produce a certain good. Many people live in dry regions that cannot support the production of goods requiring a lot of water, so they effectively consume water in the form of imported goods. These imported goods carry with them great quantities of what King's College London professor Tony Allan calls "virtual water." If not for the ability to trade virtual water, populations living in places such as the Middle East, or even Texas, would not be able to meet their needs. Allan received the 2008 Stockholm International Water Prize at the World Water Week conference in August for developing and communicating the theory of virtual water and illustrating water's importance to global trade, food security, climate change, and politics. His greatest legacy may be that he has inspired a new generation of researchers to further quantify the concept of virtual water and investigate its deeper trade-offs. Arjen Y. Hoekstra, professor of multidisciplinary water management at the University of Twente, in the Netherlands, worked with a group of students to quantify the virtual water content of various products. "With the numbers that we created, we examined virtual water flows between countries, and through this research I developed the water footprint concept," he says. In his new book, "The Globalization of Water," Hoekstra argues that, because of global trade, water is not just a local resource. "The good message is that scarce water regions can save water through trade. If countries import virtual water, they can use water resources elsewhere. So Europe imports virtual water, and the U.S. exports it." But of course it's not that easy. "Part of the U.S. water scarcity problem is related to water export. The U.S. doesn't price its water" at market rates, "and so the rest of the world profits from the fact that they have externalized their water footprint to the U.S.," Hoekstra says. That means that exporting nations are taking on the economic, social, and environmental costs of water scarcity by exporting goods. Hoekstra says the water footprint concept helps consumers and businesses understand they have an impact on water because of their consumption. Through product supply chains, everyone is connected to water problems throughout the world. "Bringing that connection together creates new opportunities for solutions. When supply chains are not sound, there is no guarantee for consumers that they won't buy unsustainable products—they don't know the difference," he says. To put the footprint of one cup of coffee, 140 L, into perspective, the minimum amount of fresh water that a person needs daily for drinking, cooking, and cleaning is between 20 and 50 L, according to the United Nations. More than one in six people worldwide, or 1.1 billion, do not have access to even that amount of fresh water. The fact that a big water footprint might make an otherwise responsibly made product unsustainable has caught the attention of industry. Scott Noesen, director of sustainability and business integration at Dow Water Solutions, was staggered by the implications of what he learned at the World Water Week conference. "We need to understand about the baggage of the products we sell, not just our operations," he says. "Rarely are our operations the major driver of water use. Instead, we have to think about the whole supply chain." - The Other Scarce Resource - Water treatment firms help industry close the water loop - Everyday Products Carry A Hidden Global Cost - Consumers looking for the latest metric to understand their own deleterious effect on the planet can calculate their water footprint - In New U.S. Initiative, Geologists And Planners Work Together To Avert Water Wars - Managing water supply and demand in the western U.S. is akin to managing a household's finances, only on a much more dramatic scale - Chemical & Engineering News - ISSN 0009-2347 - Copyright © American Chemical Society
Public Involvement in City Planning The planning process requires a high amount of public participation because of the political nature of planning. Gaining this participation in a fair and equitable manner can prove difficult because it is often hard to reach all groups of a community and it is even harder to balance their interests with the interests of the community as a whole. Public participation allows planners to understand the views of the community, and it allows the community some control over what happens to their city. Although there are many methods of achieving public participation, it can have a number of problems and limitations. The Political Nature of City Planning Because of it political nature, planning requires a great deal of public participation and planners have an obligation gain understanding of the public’s views on planning issues. The enormous financial consequences of planning make it especially political. Also, planning is political because it so visibly shapes the community. Additionally, since it changes the environment people live in and often have grown attached to, there can be large emotional stakes. When citizens are involved, they gain details about the current plan. Feeling that their effort is potentially effective encourages the public to become involved in the planning process. Planning becomes more community-oriented and less a product of power-hungry politicians. In the 1920s and 30s, planners attempted to keep the field “above” politics, but modern planners now realize that planning inherently involves politics and that public participation enhances the process. Methods of Public Involvement There are many methods in which citizens can become involved in planning, each with advantages and disadvantages. One of the more important methods is field interviews, in which planners collect information in the field through formal to informal conversation. With this type of data collection, it is essential to establish the reliability of the interviewee and to record the conversation in a useful manner soon after the interview takes place. There are six different types of questions and each yields different information. These include experience/behavior questions, opinion/value questions, feeling questions, knowledge questions, sensory questions, background/demographic questions, and time frame questions. Surveys are another way planners can gain insight into the values of citizens. These, like interviews, can be skewed by the sample of participants and the ways in which questions are worded. Participant observation can also be useful. This involves a planner immersing himself within a group for research purposes. It can often be difficult for the planner to become accepted into the group and when he does, he may become empathetic to the group and therefore biased. The public can also become involved through more proactive means such as speaking at planning commission meetings or becoming involved on an advisory panel for a particular issue. Problems and Limitations of Public Participation Public participation does have some limitations. It can often be difficult to gain public involvement, especially for some underrepresented groups. Also, planners shape participation through who they contact for surveys and interview and by what information they give the public. This can greatly affect the how much citizens trust planners and how willing they are to become involved. Misinformation also can become a problem. The public can have difficulty understanding technical terms, and planners and interest groups can skew or exaggerate information. The public also tends to act on self interest and often will only act it they see a problem. It can prove difficult to separate their personal interests from their positions, which is essential to holistic planning. The highly political nature of planning requires planners to accept and seek out public participation in order to make decisions that both serve the public interest and are equitable to all groups. There are many methods to achieve public participation, each with advantages and disadvantages, which allow planners to gain insight into the interests of the community as a whole.
tl/dr - "Grain" is a term used to indicate that a seed is sold and traded on a worldwide scale. Any seed can be considered "grain." The term "grain" is most commonly applied to corn, wheat, oats, and soybeans. When someone gives the advice to eat more "whole grains," this does not limit you to corn, wheat, oats, and soybeans, but a world of seeds (ie. beans, lentils, pulses, rice, and more) eaten in their whole, unrefined state. "Cereal" grains are the seeds of plants in the grass family, most common: Corn, wheat, oats, rye, rice, barley. "Gluten" is found in wheat, barley, rye, and oats. A quick Google search shows that quinoa is most certainly a seed, but classified as a "pseudo-cereal" type of grain. Quinoa (Chenopodium quinoa, or goosefoot) is in fact not technically a cereal grain at all, but is instead what we call a "pseudo-cereal" – our name for foods that are cooked and eaten like grains and have a similar nutrient profile. Botanically, quinoa is related to beets, chard and spinach, and in fact the leaves can be eaten as well as the grains. It's a testimonial to how far quinoa has come in the last five years, that most people now know it's pronounced KEEN-wah, not kwin-OH-a. Side note: Quinoa originates from the Andes Mountains not far from where potatoes were born. How did such a great civilization rise with these two "non-paleo" plants as staples? Wikipedia has a good definition: Grains are small, hard, dry seeds, with or without attached hulls or fruit layers, harvested for human or animal consumption. Agronomists also call the plants producing such seeds "grain crops". The two main types of commercial grain crops are cereals such as wheat and rye, and legumes such as beans and soybeans. Ubiquity of grain as a food source encouraged use of the term to describe other particles with volume or mass similar to an individual seed. I guess it's safe to say that all grains are seeds, but not all seeds are grains, but any seed could easily become a grain if the demand were there. I had no idea before reading this Wikipedia article yesterday that beans and legumes are considered "grain." Did any of you? Grains are further deliniated by calling some of them cereal grains. A cereal is any grass cultivated for the edible components of its grain (botanically, a type of fruit called a caryopsis), composed of the endosperm, germ, and bran. Cereal grains are grown in greater quantities and provide more food energy worldwide than any other type of crop; they are therefore staple crops. Some plants often referred to as cereals, like buckwheat and quinoa, are considered instead pseudocereals, since they are not grasses, however they are still considered grains. To further refine our definition, all grains are seeds (but not all seeds are grain), and seeds from certain grass is considered a cereal grain. The main cereal grain crops of the world are wheat, corn, and rice. These are followed closely by oats, teff, amaranth, and quinoa. Beans and Legumes While I have never heard anyone call a bean a grain, it kind of makes sense now. I grew up on a farm in Ohio. Soybeans, a legume, were one of the leading grain crops. From Wikipedia on "Beans:" Seeds called "beans" are often included among the crops called "pulses" (legumes), although a narrower prescribed sense of "pulses" reserves the word for leguminous crops harvested for their dry grain. But it looks like "beans" are simply any seed that matures inside a seedpod, like peas or greenbeans. Legumes, are seeds that mature in a pod. Some of them are grains. Sweet peas and greenbeans are technically not "grain" because they are sold in an unripe state, considered "vegetables." Confused yet? What really makes a legume and legume, though, is that it is a plant that belongs to the Leguminosae family of plants which includes: - Kidney bean, navy bean, pinto bean, haricot bean (Phaseolus vulgaris) - Lima bean, butter bean (Phaseolus lunatus) - Adzuki bean, azuki bean (Vigna angularis) - Mung bean, golden gram, green gram (Vigna radiata) - Black gram, urad (Vigna mungo) - Scarlet runner bean (Phaseolus coccineus) - Ricebean (Vigna umbellata) - Moth bean (Vigna aconitifolia) - Tepary bean (Phaseolus acutifolius) - Horse bean (Vicia faba equina) - Broad bean (Vicia faba) - Field bean (Vicia faba) - Garden pea (Pisum sativum var. sativum) - Protein pea (Pisum sativum var. arvense)Chickpea, garbanzo, Bengal gram (Cicer arietinum) - Dry cowpea, black-eyed pea, blackeye bean (Vigna unguiculata ) - Pigeon pea, Arhar/Toor, cajan pea, Congo bean, gandules (Cajanus cajan) - Lentil (Lens culinaris) - Bambara groundnut, earth pea (Vigna subterranea) - Vetch, common vetch (Vicia sativa) - Lupins (Lupinus spp.) - Minor pulses, including: It would appear from this discussion that the term "grain" is simply a designation that a plant seed is grown on a large scale, stores well, is easy to transport, and is traded on global markets as a commodity. If the world suddenly fell in love with pumpkin seeds, we would have a new grain. The term "grain" has no bearing on what type of plant it came from or its health and nutrition properties. Why, then, do several dieting strategies rely on banning "grain?" What's wrong with this stuff? Common Arguments Against Grain Phytates – "Phytates, also found in lesser quantities in nuts and seeds, are not inherently damaging, but they do bind to dietary minerals and prevent their absorption (from PaleoLeap)." Not part of human history - "...they are completely and utterly pointless in the context of a healthy diet. In fact, if your average unhealthy person were to ask for the top three things to avoid in order to get healthy, I would tell them to stop smoking, to stop drinking their calories (as soda or juice), and to stop eating grains. Period. Full stop. They really are that bad (Mark's Daily Apple)." Gluten - Apparently any protein found in grain is bad for us. "While there is no gluten or gliadin in corn and oats, they have related proteins that have similar effects. Corn products in particular are not immunologically safe for people following a gluten-free lifestyle (Wheat Belly blog)." Toxic - "It’s a common observation that the toxic grains, especially wheat, can produce a potbelly or “beer belly.” Rice doesn’t seem to do that (Perfect Health Diet)." Anti-nutrients - "...cereal grains contain a variety of “antinutrients” which actually adversely affect health. I have described these effects in a paper I wrote called “Cereal Grains: Humanity’s Double Edged Sword (The Paleo Diet).” As I looked for these items of why grains are so bad, it sort of dawned on me that the early proponents of these grain-free and paleo diets did not really have a good understanding what they were banning when they just discussed "grain." Also, it would appear that they looked at components of whole grains that may be harmful and applied them across the board to show that all grain is bad. "Ricin, a deadly toxin, comes from a bean!" The healthy, nutritious aspect of grain is destroyed when these foods are refined and turned into white flour or when eaten without regard to preparation. Corn, for instance, is best when nixtamalized. The primary nutritional benefits of nixtamalization arise from the alkaline processing involved. These conditions convert corn's bound niacin to free niacin, making it available for absorption into the body, thus preventing pellagra. Alkalinity also reduces the amount of the protein zein available to the body, which improves the balance among essential amino acids, although the overall amount of protein is reduced (Wikipedia). Sprouting of grains is known to make them a healthier alternative to raw grains. Some grains/seeds/legumes/beans should never be consumed raw, while others are commonly eaten raw. But I think that when we discuss "whole grains" we are really saying that we eat the seeds of plants in a manner that does not rely on heavy processing which removes the outer covering (bran) and the oils, germ, and other components which make them a "whole" food. \|Anatomy of a Grain\| How to get the Whole Grains in your Diet While I am far from an expert on cooking and eating whole grains, I have been experimenting the past couple of years. Oatmeal is a safe and easy whole grain, especially when you chose oat groats, steel-cut, oat bran, or thick rolled oats. These make a great breakfast food, and can be added uncooked into smoothies or no-bake cookies. Oats that you buy for eating are actually pre-cooked in part of the process that removes the straw husk. Uncooked oats are referred to as "oat berries." Teff is easily found in supermarkets or online. It's really cool, too. Microscopic little grains, you'll enjoy just looking at it. Cook it like it says on the bag into a sort of pilaf or polenta. Can be used in lots of recipes. The light brown seeds in the background of my blog are teff (next to chia and oat groats). Easily sourced and tasty, cook and eat it like oatmeal or add to recipes. If you've given up on bread and want it back, learn to make your own using sourdough starters and the various whole grain flours like rye, spelt, or wheat. Ezekial Bread is sold in most supermarkets and seems a good, healthy choice. I get Dave's Killer Bread on occasion. A whole year of whole grains! Check this resource out: The Whole Grains Council has recently started highlighting a different whole grain each month. Check it out for excellent ideas. \|Grain of the Month Calendar!\| WHY should we eat grains? For about the past 10 years, grains have gotten a bad rap from some dieting circles, "Paleo" in particular. But the preponderance of the evidence suggests that whole grains are an important part of the human health nutrition puzzle. As Jane Karlsson frequently points out, there are metals and vitamins found in the whole portions of grains and seeds that cannot be found when eating a low carb, meat-heavy or Westernized diet of refined foods. The shift away from overly processed foods is great, but to banish whole foods is folly. Study after study show that whole grains are good for us! [If you find an abstract, and want the full text, just ask and I'll get it to you.] Putting the Whole Grain Puzzle Together: Health Benefits Associated with Whole Grains Whole grains are rich sources of vitamins, minerals, dietary fiber, lignans, β-glucan, inulin, numerous phytochemicals, phytosterols, phytin, and sphingolipids (3, 15). The bran is the multi-layered outer skin of the grain that protects the germ and the endosperm from damage, such as sunlight, pests, water, and disease. The bran contains phenolic compounds, vitamins, minerals, and fiber. The endosperm is the largest component of the whole grain; it contains carbohydrates (starch), protein, vitamins, and minerals and serves as the food supply for the germ and provides energy for the rest of the plant. The germ refers to the embryo, the part that forms the new plant, and contains vitamins, some protein, minerals, and fat. [Full text at link above, great paper to read!] Whole-grain and blood lipid changes in apparently healthy adults: a systematic review and meta-analysis of randomized controlled studies. Conclusion: Consumption of whole-grain diets lowers LDL cholesterol and TC, but not HDL cholesterol or triglycerides, compared with consumption of non-whole-grain control diets. Whole-grain oat appears to be the most effective whole grain for lowering cholesterol. Association between dietary whole grain intake and risk of mortality: two large prospective studies in US men and women. Conclusion: These data indicate that higher whole grain consumption is associated with lower total and CVD mortality in US men and women, independent of other dietary and lifestyle factors. These results are in line with recommendations that promote increased whole grain consumption to facilitate disease prevention. Whole grains and human health. Whole grains have high concentrations of dietary fibre, resistant starch, and oligosaccharides. Whole grains are rich in antioxidants including trace minerals and phenolic compounds and these compounds have been linked to disease prevention. Other protective compounds in whole grains include phytate, phyto-oestrogens such as lignan, plant stanols and sterols, and vitamins and minerals. Why whole grains are protective: biological mechanisms. ...whole grains contain many other compounds that may protect against chronic disease. These compounds include phytate, phyto-oestrogens such as lignan, plant stanols and sterols, and vitamins and minerals. Over the past couple of years, I've heard lots and lots of people say that their health has improved when they removed gluten from their diet. There's been lots written on the topic of gluten sensitivities, and I think it's worth looking into to avoid gluten if you think it helps. I've avoided gluten for long periods, and eaten it for long periods recently. Gluten does not seem to be a trigger of gut dysfunction or bad health for me, but I do avoid refined, white wheat as much as humanly possible. When dining out, perhaps a slice or two of bread. You'll have to decide for yourself whether gluten is problematic. But hopefully now you see there is a world of "whole grains" beyond those that contain gluten, namely wheat, barley, and rye. I realize I just scratched the surface on the healthfulness of whole grains and the diets that avoid them. Perhaps if you have been avoiding grains of all types it's time to start adding them back by experimenting with grains you didn't even know were grain. And remember, any diet that eliminates an entire segment of whole, real foods is not a diet that humans will thrive on long-term. Let's hear your thoughts...what did I miss?
I believe there is great Biblical justification for Thursday being the day of the crucifixion. It is the fifth day of the week (a number often associated with death in the Bible). It would satisfy Sunday being called “the third day since these things were done” (as in Luke 24:21). It would also allow for three days and three nights, although not necessarily 72 hours (something not necessarily is required by the statement in Matthew 12:40). The nights would be a partial day on Thursday, then all day Friday and Saturday. The nights would be Thursday night, Friday night, and Saturday night. I think Thursday would satisfy the statements of all the scriptures involved. There are those who argue that Jesus was crucified on Friday by citing that the Jews were determined that Jesus be buried before the Sabbath that followed the day of preparation (Luke 23:53-54; Matthew 27:62; Mark 15:42; John 19:31). Since the Sabbath is on Saturday, then He must have been crucified on Friday. However, two things need to be carefully noted. First, this Sabbath was after the day of preparation. This linked it to the annual feast of the Passover. The fourteenth day of the first month at even was the Lord’s Passover (Leviticus 23:5) and was a day of preparation. The next day, the fifteenth day, was the first day of the feast of unleavened bread. It was an annual Sabbath. It was called an high day–“for that Sabbath day was an high day” (John 19:31). It was not a normal Sabbath; it was one of the annual Sabbaths. Most Bible teachers make this annual Sabbath also the weekly Sabbath, but this is not necessary. A weekly Sabbath was always on Saturday. However, an annual Sabbath could be on any day of the week. This was because an annual Sabbath was connected to a date of the year. And, just as anyone’s birthday is not always on the same day of the week, so these annual Sabbaths occurred on different days. Where do we get the concept of annual Sabbaths? We get it from Leviticus 23, the chapter that gives the original feast days for Israel, we see some special days being called Sabbaths. “In the seventh month, in the first day of the month, shall ye have a Sabbath” (Leviticus 23:24). Leviticus 23:39 says of the first and last days of the feast of tabernacles: “Also in the fifteenth day of the seventh month, when ye have gathered in the fruit of the land, ye shall keep a feast unto the LORD seven days: on the first day shall be a Sabbath, and on the eighth day shall be a Sabbath.” Therefore, the feast of trumpets and the first and last days of the eight-day feast of tabernacles are all called Sabbaths. However, these days are connected to calendar days of the year. Therefore, they will vary as to what day of the week they occur. So, they are annual and not necessarily weekly Sabbaths. The requirement for an annual Sabbath seems to be that it is called an holy convocation and no work (“servile work”) is to be done on this days (just like the weekly Sabbath). This brings us back to the day of Passover (the 14th) and the first day of firstfruits (the 15th). The fourteenth day of the first month is not called a holy convocation. Therefore, work can be done on that day (we suppose work like crucifixion). However, though the fifteenth day of the first month is not specifically called a Sabbath, it meets the qualifications and therefore is an annual Sabbath. Of this first day of the feast of unleavened bread, the law says, “In the first day ye shall have an holy convocation: ye shall do no servile work therein” (Leviticus 23:7). No doubt, this is the Sabbath that so troubled the Jews concerning the burial of Jesus. This leaves the door open for the weekly Sabbath and the annual Sabbath to be on different days. And, since there is no possible way to get Jesus in the grave for three days and three nights between Friday and Sunday, that is clearly the correct answer.
Farmers Idle More Land Published: May 14, 1991 WASHINGTON, May 13— Farmers are taking about 8.5 percent more land from production in 1991 than they did last year under Government acreage programs, according to preliminary figures released by the Agriculture Department today. Under this year's commodity programs, farmers will idle more than 28.2 million acres, compared with 26 million acres taken from production under the 1990 programs, the department report showed. Most of the land idled is wheat and feed grains acreage. Wheat farmers more than doubled their set-aside from last year, while corn producers reduced theirs. To be eligible for Federal price support and related benefits, farmers are required to take a percentage of their base acres from crop production and put the land in conservation uses that help protect the soil.
Gandhi, Indira Gandhi, Indira Nehru Gandhi, Mrs. Gandhi(noun) daughter of Nehru who served as prime minister of India from 1966 to 1977 (1917-1984) Gandhi, Mahatma Gandhi, Mohandas Karamchand Gandhi(noun) political and spiritual leader during India's struggle with Great Britain for home rule; an advocate of passive resistance (1869-1948) Mohandas Gandhi, a Hindu nationalist and religious leader, who preached non-violent resistance to oppression. Mohandas Karamchand Gandhi, commonly known as Mahatma Gandhi, political and spiritual leader of India and the Indian independence movement, and proponent of nonviolence. used by Hindu, Jain, Parsi and Sikh people throughout India. Origin: From ગાંધી, गांधी. Gandhi is a 1982 epic biographical film which dramatises the life of Mohandas Karamchand Gandhi, an Indian lawyer and activist who was a leader of the nation's non-violent, non-cooperative independence movement against the United Kingdom's rule of the country during the 20th century. Gandhi was a collaboration of British and Indian production companies and was written by John Briley and produced and directed by Richard Attenborough. It stars Ben Kingsley in the titular role. The film covers Gandhi's life from a defining moment in 1893, as he is thrown off a South African train for being in a whites-only compartment, and concludes with his assassination and funeral in 1948. Although a practising Hindu, Gandhi's embracing of other faiths, particularly Christianity and Islam, is also depicted. Gandhi was released in India on 30 November 1982, in the United Kingdom on 3 December 1982, and in the United States on 6 December 1982. It was nominated for Academy Awards in eleven categories, winning eight, including Best Picture. Richard Attenborough won for Best Director, and Ben Kingsley for Best Actor. Quotes by gandhi -- Explore a large variety of famous quotes made by gandhi on the Quotes.net website. The numerical value of gandhi in Chaldean Numerology is: 1 The numerical value of gandhi in Pythagorean Numerology is: 7 Sample Sentences & Example Usage Generations to come will find it difficult to believe that a man such as Gandhi ever walked the face of this earth. N.B. This quote refers to the British disarmament of the Indian Army. Gandhi never advocated the individual right to bear arms. Generations to come will scarce believe that such a one as this ever in flesh and blood walked upon this earth. (said of Mahatma Gandhi) For us in South Africa, we have a kind of responsibility not to extol the virtues of Gandhi, but to find out whether we can use those values to transform our country. It ... marks an important, historic moment celebrating the strong bond between our two nations, india and the UK share the same values and we are a partnership of equals. This lasting friendship is just one of many legacies left by Gandhi. Images & Illustrations of gandhi Translations for gandhi From our Multilingual Translation Dictionary Get even more translations for gandhi » Find a translation for the gandhi definition in other languages: Select another language:
Reposted from the Center on Reinventing Public Education: Every sector of the U.S. economy is working on ways to deliver services in a more customized manner. If all goes well, education is headed in the same direction. Personalized learning and globally benchmarked academic standards (a.k.a. Common Core) are the focus of most major school districts and charter school networks. Educators and parents know students must be better prepared to think deeply about complex problems and to have skills that are relevant for jobs that haven’t yet been created. Promising school models are showing what’s possible, but innovation in the classroom only takes you so far. Twenty-first century learning practices demand twenty-first century systems. This paper goes deep into the question of which system policies are most likely to get in the way of implementing personalized learning at scale. We work outward from the school to define the new capacities and functions districts need to develop. We make the case that districts are currently unwittingly hostile to school-level innovation. For that to change, they must aggressively work to change the incentives, policies, and structures so that they encourage and free up schools to innovate. Read the paper here. [PDF] Reposted from the New York Times: Protection of student data is gaining attention as schools across the country are increasingly introducing learning sites and apps that may collect information about a student’s every keystroke. The idea is to personalize lessons by amassing and analyzing reams of data about each student’s actions, tailoring academic material to individual learning levels and preferences. “For many younger companies, the focus has been more on building the product out and less on guaranteeing a level of comprehensive privacy and security protection commensurate with the sensitive information associated with education,” said Jonathan Mayer, a lawyer and computer science graduate student at Stanford University. “It seems to be a recurring theme.” To help schools evaluate companies’ security practices, the Consortium for School Networking, a national association of school district chief technology officers, published a list of security questions last year for schools to ask before they sign purchase agreements with technology vendors. “It is a huge challenge because there hasn’t been the time and attention and investment placed in security that school districts need,” said Keith R. Krueger, the group’s chief executive. Although a federal privacy law places some limits on how schools, and the vendors to which they outsource school functions, handle students’ official educational records, these experts say the protections do not extend to many of the free learning sites and apps that teachers download and use independently in their classrooms. In an effort to bolster confidence in their products, more than 100 learning companies recently signed on to a voluntary industry pledge on student privacy. The signers agree, among other commitments, to “maintain a comprehensive security program that is reasonably designed to protect the security, privacy, confidentiality and integrity of student personal information against risks — such as unauthorized access or use.” Traditionally public education has been dedicated to instilling in each student a well-rounded foundation of literature, math, science and citizenship. But today, living in a world where children grow up learning on-the-fly at their own pace connected to people and ideas from around the world, that traditional role of standardizing citizens with lowest common literacy skill sets is no longer meeting the needs of a global society and the global economy to which our children will contribute. Learning today needs to be authentic, applying skills and understandings that are relevant and meaningful to the individual student in question. This video captures the unfulfillment and frustration of young adults today, not having their needs met in their schools. The makers of this video want to get more people in this discussion. If you share it or reference it, please use #DontStayInSchool to expand the dialog to stakeholders everywhere. Reposted from Dennis Sparks on Learning and Leading: School culture is a powerful but often invisible force that promotes or thwarts the continuous improvement of teaching and learning. Because culture is often experienced as “just how things are,” its negative effects are often only indirectly felt. To what extent does the culture of your school or school system promote or interfere with the continuous improvement of teaching and learning? Reposted from MindShift: One day, Adam Holman decided he was fed up with trying to cram knowledge into the brains of the high school students he taught. They weren’t grasping the physics he was teaching at the level he knew they were capable of, so he decided to change up his teaching style. It wasn’t that his students didn’t care about achieving — he taught at high performing, affluent schools where students knew they needed high grades to get into good colleges. They argued for every point to make sure their grades were as high as possible, but were they learning? “I felt I had to remove all the barriers I could on my end before I could ask my kids to meet me halfway,” Holman said. The first thing he did was move to standards-based grading. He told his students to show him they’d learned the material, it didn’t matter how long it took them. “The kids realized this made sense,” Holman said. He taught physics and math at Anderson High School in Austin, before moving on to become a vice-principal. His students were mostly well-off, high achievers, and they knew how to play the game to get the grades they needed. But Holman found when he changed the grading policy, students worried about grades less and focused more on working together to understand the material. “It turned my students into classmates and collaborators because I didn’t have a system in place to deny the collaboration,” Holman said. His students stopped copying homework. There was no curve that guaranteed some kids would be at the bottom. Instead, the class moved at its regular pace, but if a student persisted at a topic until they could show they understood it, Holman would give them credit. “It turned the kids on my side,” Holman said. “I was there to help them learn.” Reposted from NBC News: Hazar Mahayni, a 63 year-old pharmacist and grandmother is a Syrian native, but has lived in Canada for decades. She started Al Salam school two years ago in Reyhanli, Turkey, expecting to accommodate 300 children in grades 1 through 9. But more than 900 prospective students showed up on the first day alone. Six months ago, when we first visited Al Salam, the number had grown to 1200. This fall, 800 more students came to enroll- including 500 in grades 10-12. “Education for me is life. It’s more important for any child than food or clothes. When I see any child begging in the street or abused by child labor or having no hope, I’m really scared,” says Mahayni. The rise of ISIS in the region, and the ongoing wars between extremist groups, rebel groups and the Syrian government forces, make education even more important Mahayni says. “I’m very worried about what’s going on in the world with ISIS and terrorism,” she says. “I feel it’s so easy to slip into this dangerous group and be one of them” Education is the surest way to offer an alternative in a desperate situation, she says. “When you save a teenager from the street and give him hope, education makes him believe that we care about him and his future,” she explains. “He will take care of himself. He will not go to explode himself to die for nothing. When I see my students in the school here I feel that they are more safe than when they are in the street because if they feel they are worthless they might do anything crazy and dangerous.” The war will not end anytime soon, and Mahyani wants to prepare her students for that. “When you hear the news and how it’s gong inside Syria, it’s worse everyday,” she says. “So I want to prepare the students that it will take a long time. Maybe years. Maybe I will never see my home again.”
Section 1 of the Charter Section 1 of the Charter states that the rights and freedoms contained in the Charter are not absolute. This means that sometimes an infringement of someone’s Charter right is allowable because it is necessary to protect the rights of others or is in the interests of society itself. For example, section 2(b) of the Charter guarantees the freedom of expression or freedom of speech. However, laws against libel and slander (which limit some people’s freedom to speak/express themselves) are still valid because these laws are reasonable limits on free speech because they protect the rights of others. If the government can prove that a restriction it has placed on a Charter right (for instance by limiting some people’s freedom of speech) is reasonable and justifiable in a free and democratic society, the restriction is valid. For a restriction to be justified it should limit the Charter right as little as possible. Also, whatever the government hopes to accomplish with the restriction must be roughly equal in importance to the right being limited.
FURTHER MATHEMATICS (AQA) Available at Hessle / Wolfreton Sixth Form Who is the course aimed at? This is an academically demanding course that is aimed at students who have already chosen to study A Level Mathematics and have a desire to further their studies in the subject. Suitable students possess the ability to: - Think mathematically - precisely, logically and creatively - Recall, select and use knowledge of mathematical facts - Investigate mathematical ideas and test/prove their own hypotheses Students must also have a positive attitude towards learning and applying mathematics, including confidence and perseverance. How will you learn? This course will enable students to develop the techniques, skills and methodology required to embark on a career path that requires mathematical rigour. Learning will take place through: - Teacher led activities and discussions on the material studied - Use of dedicated textbooks to introduce and experience new concepts in mathematics - Regular homework tasks and review of these with detailed feedback - Working in groups to share ideas, support understanding and solve problems - Study of previous examination questions and mark schemes The compulsory areas of study are: - Complex Numbers - Further Algebra and Functions - Further Calculus Further Vectors Polar Coordinates - Hyperbolic Functions Differential Equations Trigonometry - Numerical Methods - Coordinate Geometry Two additional units are also studied from the following: - Application 1 - Mechanics - Application 2 - Statistics - Application 3 - Discrete How will you be assessed? 100% exam based assessment taken at the end of Year 13. - 3 written papers - Each 2 hours in length - Equally weighted - 33.3% of A Level marks each Enrichment activities and independent learning? Students will be expected to undertake independent study to consolidate learning. There will also be access to additional teacher support outside of timetabled lessons. What or where next? Mathematics is a very wide discipline and can lead to further study directly at university or in other areas where mathematics is an important tool, such as: - Computing Science - Business Studies Mathematics can lead to a vast array of opportunities and is highly regarded by employers. For more information about this course please see the specification below or contact the sixth form team.
Milk thistle is a plant. The ground up leaves and seeds are used to create medicines. The most common problem it resolves are: - liver disorders - loss of appetite - gall bladder - many more Liver problems happen to be one of the most common reasons to use thistle. It makes the liver want to grow new cells, thereby healing the organ naturally. The milk is extracted by breaking up and grinding the leaves. The leaves have white spots and releases a sap. The leaf coloring and liquid are where it gets it’s name. Milk thistle along with stem cells therapy has shown to reduce the size and growth of colorectal cancer cells. Silibinin is a known chemical to prevent the spread of cancer. The chemicals combine to create a natural treatment. Using an iv vitamin c with oral milk thistle therapy has shown to be a powerful combination of antioxidants for a multitude of illnesses. Patients usually get two to three treatments a week. It’s a very effective option given the volume of vitamin c that enters the bloodstream. Gluthathione is often used with milk thistle for cataracts, alcoholism, heart disease, and a plethora of other major health problems. There are some glutathione side effects though especially if you are pregnant or have asthma. The conflicts with pregnancy are unknown, however it increases asthma symptoms for sufferers. In addition it has been known to make your skin white or rash. You might also feel nausea, get cramps, or vomit. Milk Thistle has been used for ages to naturally treat a wide variety of common illnesses. Home remedies like this use common outdoor plants for their medicinal value and simplicity of use. The most common ailment resolved by this plant are liver issues. Just be careful about what other drugs you might be using in case they conflict. You can check at your local organic or vitamin store for Milk Thistle. You can also purchase it in liquid form. It comes in bottles at very reasonable prices.
While people may have once taken the environment and the earth’s natural resources for granted, those attitudes need to change. Thanks to growing world populations and increased human activity, a noticeable negative impact on the globe is certainly beginning to manifest. If these challenges are to be met and overcome, it will require action from business owners. Below are four ways businesses can help the environment. Switch to a Paperless Office One resource that is certainly finite is wood. For paper to be produced, trees must be chopped down and processed into pulp. Trees are an important part of the natural landscape and provide the world with breathable oxygen. The paper milling process also creates a lot of pollution. One way to remove these negative impacts created by your business is by eliminating paper entirely and relying instead on things like email and PDF files. Start a Company Carpool Program One of the largest sources of pollution is the automobile. In regards to cars, most vehicles on the road are commuting to and from the workplace. This aspect of work releases massive amounts of carbon based pollution into the atmosphere every single day. Someday, this problem may be solved by electric vehicles. However, currently, a more efficient way of curbing this source of pollution is by creating a carpool program for your employees. Clean up after Construction Something that can certainly have a negative impact on the environment is construction. If construction materials are left behind after a project has been completed, they can have negative effects on plants, animals, waterways and air quality for years afterwards. They can also pose dangers to human beings. Make sure to always perform a proper clean-up after a construction project. If the construction company doesn’t do a good enough job, seek the assistance of another outside firm like Alliance Demolition Services Inc. or someone similar to handle your clean up. Upgrade Your Lighting Incandescent light fixtures use a lot of electricity. They also have a habit of burning out quickly. One simple way to make your business greener is to invest in more efficient compact fluorescent light fixtures. CFL bulbs use far less energy than traditional incandescent light bulbs and last much longer as well. You’ll save money and lessen your carbon footprint simultaneously. Transforming your company into a green business requires a lot of effort. However, that effort is well worth it. If the planet and environment is protected, businesses will also certainly benefit. Do what you can to curb your company’s impact on the environment.
Are charter schools or state-based scholarships "re-segregating?" School choice equates to zip code and wealth desegregation. In 1954, the US Supreme Court Case, Brown v. Board of Education, racially desegregated district schools by ruling that separate schools for black and white students was unconstitutional. And yet, schools are still segregated—not necessarily by race (though often it seems)—but certainly by zip code, and zip codes segregate according to wealth. School choice initiatives like public charter school options and the Opportunity Scholarship give low-income and working class families access to their school of choice, breaking free of the zip code and wealth segregation. The most recent US Census statistics states that 22% of North Carolinians are black or African-Americans. 29% of 2018-19 Opportunity Scholarship recipients identify as black or African American—a larger representative population—suggesting that not only does parental school choice NOT re-segregate, it’s the best means to close the achievement gap. Also, assigned school funding is tied to local property taxes. As such, schools in predominantly African-American neighborhoods receive less funding than their white counterparts, and are thus unable to provide kids in the community a quality education. Without access to quality education, minority black families are socioeconomically disinclined towards poverty, and the cycle continues. School segregation by zip code is enough to continue racial segregation, year after year. Spread the Word! Sign in if you'd like new recruits to be credited to you.
In the not-too-distant future, fully autonomous vehicles will drive our streets. These cars will need to make split-second decisions to avoid endangering human lives — both inside and outside of the vehicles. To determine attitudes toward these decisions a group of researchers created a variation on the classic philosophical exercise known as “the Trolley problem.” They posed a series of moral dilemmas involving a self-driving car with brakes that suddenly give out: Should the car swerve to avoid a group of pedestrians, killing the driver? Or should it kill the people on foot, but spare the driver? Does it matter if the pedestrians are men or women? Children or older people? Doctors or bank robbers? To pose these questions to a large range of people, the researchers built a website called Moral Machine, where anyone could click through the scenarios and say what the car should do. “Help us learn how to make machines moral,” a video implores on the site. The grim game went viral, multiple times over. “Really beyond our wildest expectations,” says Iyad Rahwan, an associate professor of Media Arts and Sciences at the MIT Media Lab, who was one of the researchers. “At some point we were getting 300 decisions per second.” What the researchers found was a series of near-universal preferences, regardless of where someone was taking the quiz. On aggregate, people everywhere believed the moral thing for the car to do was to spare the young over the old, spare humans over animals, and spare the lives of many over the few. Their findings, led by by MIT’s Edmond Awad, were published Wednesday in the journal Nature. Using geolocation, researchers found that the 130 countries with more than 100 respondents could be grouped into three clusters that showed similar moral preferences. Here, they found some variation. For instance, the preference for sparing younger people over older ones was much stronger in the Southern cluster (which includes Latin America, as well as France, Hungary, and the Czech Republic) than it was in the Eastern cluster (which includes many Asian and Middle Eastern nations). And the preference for sparing humans over pets was weaker in the Southern cluster than in the Eastern or Western clusters (the latter includes, for instance, the U.S., Canada, Kenya, and much of Europe). And they found that those variations seemed to correlate with other observed cultural differences. Respondents from collectivistic cultures, which “emphasize the respect that is due to older members of the community,” showed a weaker preference for sparing younger people. Rawhan emphasized that the study’s results should be used with extreme caution, and they shouldn’t be considered the final word on societal preferences — especially since respondents were not a representative sample. (Though the researchers did conduct statistical correction for demographic distortions, reweighing the responses to match a country’s demographics.) What does this add up to? The paper’s authors argue that if we’re going to let these vehicles on our streets, their operating systems should take moral preferences into account. “Before we allow our cars to make ethical decisions, we need to have a global conversation to express our preferences to the companies that will design moral algorithms, and to the policymakers that will regulate them,” they write. But let’s just say, for a moment, that a society does have general moral preferences on these scenarios. Should automakers or regulators actually take those into account? Last year, Germany’s Ethics Commission on Automated Driving created initial guidelines for automated vehicles. One of their key dictates? A prohibition against such decision-making by a car’s operating system. “In the event of unavoidable accident situations, any distinction between individuals based on personal features (age, gender, physical or mental constitution) is strictly prohibited,” the report says. “General programming to reduce the number of personal injuries may be justifiable. Those parties involved in the generation of mobility risks must not sacrifice non-involved parties.” But to Daniel Sperling, founding director of the Institute of Transportation Studies at University of California – Davis and author of a book on autonomous and shared vehicles, these moral dilemmas are far from the most pressing questions about these cars. “The most important problem is just making them safe,” he tells NPR. “They’re going to be much safer than human drivers: They don’t drink, they don’t smoke, they don’t sleep, they aren’t distracted.” So then the question is: How safe do they need to be before we let them on our roads?
I really love birds, and I’m very fond of parrots that I consider really clever and jovial creatures, but meeting a 3 feet tall parrot, well…I can’t even imagine. Yet, according to a recent study it is exactly how tall a ancient parrot in New Zealand, use to stand. A group of paleontologists have recently discovered the remains of an unusually massive parrot that roamed the New Zealand about 19 million years ago. The discovery was made near St Bathans in Otago region, in New Zealand, the BBC News reports. The bones have been discovered more than 11 years ago and initially the experts thought they might come from an eagle. Until now, when they were re-analized. The study, published on Tuesday in the journal Biology Letters, reveals the giant parrot would have weight around 15 pounds and stand up to 3 feet tall. “The large and robust nature of the fossil (least-shaft circumference 35.8 mm) leads to an inferred body mass of 6.96 kg (15lbs).[That means] more than twice the mass of the largest known parrot, kakapo,” the study reads. The giant parrot lived about 19 million years ago, during the early Miocene, a time when small three-toed horses roamed North America. https://t.co/ZQZf8cpUQ3 — CBC News (@CBCNews) August 8, 2019 “There are no other giant parrots in the world,” Professor Trevor Worthy, the lead author of the study, told the BBC. “Finding one is very significant.” According to the researchers, the massive parrot, named Heracles would not have been able to fly, given its solid bones. As about its habitat, professor Worthy declared: “It lived in a subtropical rainforest where there were abundant laurels, palms, cycads and casuarina trees — all produce fruit and seeds that this parrot would have eaten.” As about its extinction, the experts claims the “major candidate” was the disappearance of its main food source. New Zealand it’s like a well spring when it comes to ancient fossils.”We have been excavating these fossil deposits for 20 years, and each year reveals new birds and other animals… no doubt there are many more unexpected species yet to be discovered in this most interesting deposit,” Professor Worthy also told the BBC News. In the video bellow you can see the biggest living birds in the world:
Pourali, Parastoo, et al. “Investigation of Protein Corona Formed around Biologically Produced Gold Nanoparticles.” Materials 15.13 (2022): 4615. https://doi.org/10.3390/ma15134615 Although there are several research articles on the detection and characterization of protein corona on the surface of various nanoparticles, there are no detailed studies on the formation, detection, and characterization of protein corona on the surface of biologically produced gold nanoparticles (AuNPs). AuNPs were prepared from Fusarium oxysporum at two different temperatures and characterized by spectrophotometry, Fourier transform infrared spectroscopy (FTIR), transmission electron microscopy (TEM), and energy-dispersive X-ray spectroscopy (EDS). The zeta potential of AuNPs was determined using a Zetasizer. AuNPs were incubated with 3 different concentrations of mouse plasma, and the hard protein corona was detected first by sodium dodecyl sulfate-polyacrylamide gel electrophoresis (SDS-PAGE) and then by electrospray liquid chromatography–mass spectrometry (LC-MS). The profiles were compared to AuNPs alone that served as control. The results showed that round and oval AuNPs with sizes below 50 nm were produced at both temperatures. The AuNPs were stable after the formation of the protein corona and had sizes larger than 86 nm, and their zeta potential remained negative. We found that capping agents in the control samples contained small peptides/amino acids but almost no protein(s). After hard protein corona formation, we identified plasma proteins present on the surface of AuNPs. The identified plasma proteins may contribute to the AuNPs being shielded from phagocytizing immune cells, which makes the AuNPs a promising candidate for in vivo drug delivery. The protein corona on the surface of biologically produced AuNPs differed depending on the capping agents of the individual AuNP samples and the plasma concentration. Leave a Reply You must be logged in to post a comment.
Robert Barnwell Smith (later Rhett) was born in Beaufort, South Carolina. He studied law and became involved in politics, first as a state legislator and later as attorney general of South Carolina (1832). In 1837, his family changed its name from Smith to Rhett to honor a Revolutionary War ancestor. Rhett's national reputation was made in the House of Representatives (1837-49) and briefly in the U.S. Senate (1850-52) where he succeeded John C. Calhoun. He was one of the vocal and confrontational “fire-eaters,” strident defenders of slavery and proponents of secession; Rhett went so far as to advocate for resumption of the slave trade, an extreme position among his peers. The Charleston Mercury, run by his son, was a frequent vehicle for these extremist political views. Rhett was such a relentless advocate of his causes that he eventually drove away many who were sympathetic to his views. Rhett was a delegate to the South Carolina secession convention in 1860. He worked on a committee to draft a constitution for the Confederacy, but never held high office under that government. Rhett was a vocal critic of Jefferson Davis’ conduct of the war.
Watch out for puncture vine, the invasive plant with a spiked seed pod in the South Okanagan and Similkameen Valley that will poke into a person's foot, a dog's paws, or even pop your tires. The Okanagan and Similkameen Invasive Species Society (OASISS) has seen more reports this year about the summer annual plant that was introduced to the area from the Mediterranean and thrives on really hot summer days. “Puncture vine is aptly named because of the seed pods, there's five segments to the seed pods and each of those segments has two spines, and their top is like a tack,” ??said Lisa Scott, executive director for OASISS. “They'll actually even poke into bicycle tires and pop the tube so that's a real problem for our residents or tourists who are just trying to go out and enjoy biking on our trails.” The plant can be identified by one main short root, and the stems that spread flat on the ground, growing in all different directions up to 10 feet long. “And when the sun is shining, you will look for small yellow flowers. And these flowers then turn into the seed pods which have the sharp spines and the seeds are actually quite tiny, little bit like poppy seeds and they're housed within that spiny seed pod.” A toxin also sits within the seed and will leave the spot sore if pricked. “The main risk with puncture vine is that it is painful if stepped on. Or if you're trying to control it definitely use gloves because it will puncture your skin. It's also a problem for grazing animals. So if a puncture vine moves into your pasture or your hay field or in a location where you have grazing animals, you will want to control it because it can get into their mouths and cause painful ulcers,” Scott said. If removing puncture vine or your property OASISS recommends gloves to avoid the prickly pods. Dig out the area, removing as much of the root system as possible and dispose of it at a landfill, not in compost bins, to prevent further spread. This year has seen an increase in puncture vine sightings, crawling across vineyards, dog parks, beaches and open areas. “Puncture vine is actually not a one of our strong competitive invasive plants, it's actually a really weak vine, and it takes advantage of locations where really nothing else wants to grow. So vacant lots that are very sandy or gravelly, are roadsides, it really loves moving into areas like gravel pits.” One of Penticton’s off-leash dog parks, located off Industrial Avenue, had puncture vine growing throughout the area. “It's really concerning to see puncture vine growing in a location such as a dog park, because of course the dogs are unaware they're going to step on it and the seed pods can get lodged into their paws and be quite painful. So just like any other time we see a puncture vine, we had a report of this sighting and we will be working with the city of Penticton to remove it and make it a safe place for people and dogs.” If you spot a puncture vine in a public place, such as a park, beach or parking lot, make sure to report it to your local government body.
Victoria's acting Chief Health Officer has warned gardeners about the potentially deadly risks associated with everyday potting mixes as spring is typically a time when Victorians are more likely to be gardening. Dr Sutton said notifications of illness caused by infection with Legionella longbeachae, a bacteria commonly found in potting mix continue to be made. "To many gardeners, potting mix may seem harmless, but it can actually be very dangerous unless the correct procedures are followed," Dr Sutton said. "Most people who breathe in the bacteria do not become ill. The risk of disease is increased with age, smoking, and in people with weakened immune systems." Legionella longbeachae is one cause of Legionnaires' disease. It is found in tiny quantities in the general environment (including soil) and is not normally a health hazard. But the ingredients and dampness of potting mix make it the ideal breeding ground for the bacteria. Legionella longbeachae is different to Legionella pneumophila, the more well-known cause of Legionnaires' disease found in poorly maintained cooling towers and spas. Dr Sutton said gardeners using potting mix should always follow the manufacturer's safety instructions on the bag. To minimise the risk of contracting Legionnaires' disease from soil, compost or potting mix, gardeners should take the following precautions: - Always wear a mask and gloves when handling soil, compost or potting mix; - Wash hands carefully with soap and water after handling soil and before eating, drinking, smoking or placing hands near the face or mouth; - Store bags of potting mix in a cool dry place. When stored in the sunlight, the temperature inside the bag can increase, creating an ideal environment for Legionella bacteria to grow; - Open bags in a well ventilated space; - Open bags of composted potting mix slowly, directing the opening away from the face to avoid inhaling the mix. Wet the soil to reduce dust when potting plants; - Water gardens and composts gently, using a low-pressure hose; and - Avoid breathing in droplets of water from dripping pot plants, including hanging baskets, and when watering plants. Dr Sutton said so far this year there had been 7 cases of Legionella longbeachae, with 24 cases last year and 12 in 2016. A higher number of cases are reported during spring, with a peak in November. Legionnaires' disease can be fatal in a small number of people who have severe illness. Infection with Legionella longbeachae bacteria is responsible for around 18 per cent of all legionella cases in Victoria. He said different types of legionella bacteria all cause a rare form of atypical pneumonia. Early symptoms include fever, chills, headache, shortness of breath, sometimes dry cough, muscle aches and pain. People who suspect they may be ill should visit their doctor. Further information about Legionella can be obtained from the Better Health or by contacting the Legionella Program on 1300 767 469. Reviewed 07 November 2018
Complication In Diabetic Person Complication in diabetic person Diabetes is a disease that occurs when the blood glucose level increases in blood or the blood sugar is too high. Also, blood sugar is one of the sources of energy and it is retrieved from the food that is consumed by a human being. The food is converted into sugar with the help of insulin a hormone that is made by pancreases, this glucose is absorbed by cells and used by the body to get energy. Sometimes, the body does not make enough insulin as a result, glucose stays in the blood and it is not absorbed in the body (Singlaet al, pp. 873-881). It is also highlighted that having a large amount of glucose in the blood can lead to health problems, taking into account that diabetes has no cure however there are ways through which it can be managed. According to the American Psychological Association, there are 30.3 million people who suffer from diabetes, about 9.4 people in the United States’ suffer from diabetes. However, about 90-95% of cases in adults are of type II diabetes. There are two types of diabetes type I and type II (Bruce et al. pp. 1452-1456). Type I Diabetes Patients that suffer from type I diabetes have a body that does not make insulin, which attacks the immune system and destroys the cells preset in pancreases that can make insulin. Type I diabetes can be diagnosed in both young adults at any stage of life. Type II Diabetes Type II diabetes body does not make insulin well. An individual can develop type II diabetes at any stage of life but the major group of occurrences is middle-aged and older people (Bruce et al. pp. 1452-1456). It is one of the most common types of diabetes. Other types of diabetes There are other types of diabetes as well, such as monogenetic diabetes, which is also called as an inverted form of diabetes. Gestational diabetes, that develops in some women when they are pregnant. Usually, this type of diabetes occurs after the birth of a baby. Another major type of diabetes is cystic fibrosis-related diabetes (Singlaet al, pp. 873-881). Every disease has its complications. These complications are either a byproduct of the disease from which a patient is suffering or it is the measure of carelessness because the individual suffers from some disease. There are two major categories of complication, long term, and short term. Both the types of complication go side by side or develop over time. There are a lot of complications associated with diabetes There are a lot of skin complications that are associated with diabetes. Skin complications can be fungal, bacterial infection or some kind of itching. Other kinds of skin problems that can happen are diabetic dermopathy, diabetic blisters, necrobiosis lipoidica diabeticorum, and eruptive xanthomatosis. Bacterial infection can include, boils and, folliculitis also called the infection of hair, infection around nails and carbuncles which is also called infection of skin and underneath. The fungal infection associated with diabetes is caused by Candida Albicans (McIntyre et al). This infection occurs in warm and moist folds of skin. Diabetic dermopathy is another complication of skin that is the product of diabetes. It can also cause changes in the small blood vessels and these changes can cause skin problems (Kocher et al., pp. 59-97). Diabetes can also cause eye compositions taking into account that the patients suffering from Type I diabetes are at the greatest risk of eye complications or peripheral neuropathy. Glaucoma is one of the complications that the people suffering from diabetes my face. It occurs when the blood pressure builds up in the eyes and this pressure results in the pinching of the blood vessels that carry blood to optic nerve and retina (Kocher et al., pp. 59-97). As a result of this disorder, complete vision is lost. Cataract is another major complication that is associated with diabetes. The disorders of retina are associated with diabetes such as no proliferative retinopathy. Muscular edema and proliferative retinal-therapy (McIntyre et al). Neuropathy is another complication that is associated with diabetes, it is also called nerve damage that occurs in almost half of the people who suffer from diabetes. It is most commonly found in those people who have diabetes for a longer period of time and it can further lead to different problems. One of the aspects or features of this type of complication is peripheral neuropathy that can cause pain, tingling, weakness or numbness in the hands and feet. Other types of neuropathy are autonomic empathy, Charcot's joint, cranial neuropathy and compression mononeuropathy. Other major types are focal neuropathy, femoral neuropathy, and thoracic radiculopathy (Chung et al). There are a lot of foot problems that are a result of complications of diabetes and these problems can get worse with the passage of time. Foot problems are the result of nerve damage which can cause some kind of weakness and pain in the foot. There are a lot of cases in which one has to get its foot cut which can be accompanied by the changes in the shape of the foot and the toes as well. Foot ulcer is also included in the category of complications that are caused by diabetes which is localized under the foot, on the ball of the foot or the bottom of the biggest toe. As a result of ulcer, feet are not able to fit in shoes and patient faces problem in walking, there are a lot of cases in which ulcers do not hurt people. Another condition that is associated with the complication of the foot is poor circulation which can cause the foot less able to fight the infection and recover from it (Singlaet al, pp. 873-881). High Blood pressure High blood pressure is another condition that is associated with diabetes. It is highlighted that about 1 in 3 American adults have high blood pressure and about 2 out of 3 people have high blood pressure who have to take, medications so as to lower blood pressure. There are different complications associated with high blood pressure. High blood pressure is also one of the major symptoms of diabetes because the amount of sugar in the blood is the causative agent of diabetes (Bruce et al. pp. 1452-1456). Kidney disease is also one of the complications of diabetes. It is one of the diseases that is not directly associated with diabetes but it is a side complication to diabetes. Kidneys are the major target of diabetes because blood is filtered through the kidneys and any issues in blood filtration can lead to further issues in the human body. The reason is, a high level of glucose can cause kidneys to filter a large quantity of blood which can put a lot of pressure on the kidneys. As a result, the waste material or waste products can make the kidneys shun their work. There are different effects of this action, such as a shiny in the arm for dialysis (Singlaet al, pp. 873-881). Heart is one of the most affected organs by diabetes. It is said, diabetes kills from the heart where the majority of patients will end up in having atherosclerosis-related events. High glucose level in the blood can lead to a high cholesterol level as well (Chung et al). Stroke is one of the major and common complications that is associated with diabetes. According to research results, average patients suffering from diabetes can suffer from stroke about two to four times. Large amounts of glucose in the body can lead to a large number of fatty deposits and blood clots in the walls of the blood vessels. These clots can cause the blockage and narrowing of the blood vessel which can stop and obstruct the flow of oxygen to the brain, causing a stroke (McIntyre et al). Low Testosterone level It is a common observation that testosterone is a reproductive hormone and medical sciences have confirmed that if the human body is engaged in other functions that are related to bodily issues reproductive issues will not be given attention (Kocher et al., pp. 59-97). Gastroparesis is defined as a condition when there is a slow down or the movement of food is lessened to the small intestine. There are several symptoms of Gastroparesis, such as stomach pain, nausea, feeling full after a few bites and vomiting (Kocher et al., pp. 59-97). Sleep Apnea is a major problem that is associated with patients who are suffering from Type II diabetes, as well as patients who are obese and overweight. It is also highlighted that the treatment of sleep apnea can help people recover from diabetes (Kocher et al., pp. 59-97). Hyperosmolar Hyperglycemia Non-ketonic Syndrome Hyperosmolar Hyperglycemic Nonketotic Syndrome is a rare syndrome but one should be aware of the techniques through which it can be controlled. This syndrome occurs when the blood glucose level is high and little attention is given to its treatment. It is one of the alarms that should be taken into consideration in the beginning else it may cast a risk to life (Tecilazich et al. pp. 95-104). All these complications are the driving forces that cause serious threats to the lives of people. The point to note is, any consideration or timely attention to these complications can help to overcome larger complications in the long run. It is highlighted that the range of complications varies with the stage of diabetes and the progression towards diabetes. Bruce, MS Praythiesh, and MC Vasantha Mallika. "Prevalence of complications of diabetes among patients with diabetes mellitus attending a tertiary care centre in Tamil Nadu." International Journal Of Community Medicine And Public Health 6.4 (2019): 1452-1456. Chung, Sei Y., et al. "Thyroidectomy complications in patients with diabetes mellitus." Otolaryngology–Head and Neck Surgery (2019): 0194599819835793. Kocher, Thomas, et al. "Periodontal complications of hyperglycemia/diabetes mellitus: Epidemiologic complexity and clinical challenge." Periodontology 2000 78.1 (2018): 59-97. McIntyre, H. David, et al. "Gestational diabetes mellitus." Nature Reviews Disease Primers 5.1 (2019): 1-19. Singla, Rajiv, et al. "Musculoskeletal Complications of Diabetes Mellitus." The Diabetes Textbook. Springer, Cham, 2019. 873-881. Tecilazich, Francesco, and Aristidis Veves. "Role of peripheral neuropathy in the development of foot ulceration and impaired wound healing in diabetes mellitus." Nutritional and Therapeutic Interventions for Diabetes and Metabolic Syndrome. Academic Press, 2018. 95-104. Useful LinksFree Essays About Blog If you have any queries please write to us Join our mailing list @ All Rights Reserved 2023 [email protected]
AVR Microcontroller tutorial This is a tutorial for AVR microcontrollers using the Arduino Duemilanove board with the AtMega328 controller (see image). Instead of using the usual Arduino IDE, this tutorial focuses on 'real' C, so you need WinAVR for compiling and AVRStudio as an editor. Ofcourse, it is also possible to do the assignments without the board, but programming and interfacing the microcontroller is a tad more work. I recommend just buying the Arduino board if you want to experiment with Atmel microcontrollers. For the pinout on the Arduino board, see this reference sheet. The command for programming an Arduino Duemilanove is: avrdude -patmega328p -c arduino -P\\.\%AVR_COMPORT% -b57600 -D -Uflash:w:./default/app.hex Where %AVR_COMPORT% is your Arduino COM-port number (ie. COM2). Click on a chapter to start reading or click on the image for more information about the Arduino development board. Note: the Arduino Atmel is preconfigured with a bootloader to enable USB programming. Therefore, normal Atmel Atmega 328 microcontrollers will not work and nor should you erase this bootloader.
Advertising is a form of communication intended to persuade an audience to purchase or take some action upon products, ideals, or services. It includes the name of a product or service and how that product or service could benefit the consumer. Brands are usually paid for through sponsors and viewed via various media. Advertising can also serve to communicate an idea to a large number of people in an attempt to convince them to take an action. Commercial advertisers often seek to generate increased consumption of their products or services through branding, which involves the repetition of an image or product name in an effort to associate qualities with the brand in the minds of consumers. Non-commercial advertisers spend money to advertise items other than a consumer product or service, for political parties, interest groups, religious organizations and governmental agencies. Nonprofit organizations may rely on free modes of persuasion, such as a public service announcement. In June 1836, French newspaper La Presse was the first to include paid advertising in its pages, allowing it to lower its price, extend its readership and increase its profitability and the formula was soon copied by all titles. In 2007, spending on advertising was estimated at more than $150 billion in the United States and $385 billion worldwide. Either advertising design or advertising production, we are the new source for your creative needs. From inception to completion, your ad is handled with craftsmanship and artistry. In addition, we have skilled multilingual capacity.
This breed group was developed in the studs of the Ukraine since the war by crossing Hungarian mares (Nonius, Furioso-Northstar and Gidran) with Trakehner, Hanoverian and Thoroughbred stallions. Particular value was attached to individuals with a trace of Russian Saddle horse blood. At the initial stages of breeding the improved taboon system was used. Now stable and pasture management are used. Their breeding began at Ukraine stud in Dnepropetrovsk region and subsequently continued mainly at Aleksandriisk, Derkulsk, Dnepropetrovsk and Yagolnitsk studs. The Ukrainian Saddlers are now bred mostly for sport. They are large heavy saddle horses. The head is well proportioned, the eyes expressive; the straight neck is long, as is the poll; the withers are prominent, the back long and flat, the loin broad and deep, the body heavy and the limbs well set. The build is solid. The average measurements (in cm) of stallions are: height at withers 165, oblique body length 166, chest girth 191, cannon bone girth 21; the measurements of mares are somewhat less: 160, 160, 188 and 19.8 respectively. The most widespread colours are bay, chestnut and brown. Ukrainian Saddle horses preform well in classic events, particularly in dressage. The Soviet equestrians riding them have repeatedly won or have been runners-up in the highest-ranking competitions, such as the Olympics and the World and European Championships. In the long term, the main breeding method is that of pure breeding with corrective crossing with the Thoroughbreds. The Bespechny line of the Ikrainian breed consists of horses derived from the least of the Russian Saddle horse. Reference:Dmitriez, N.G. and Ernst, L.K. (1989) Animal Genetic Resources of the USSR. Animal Production and Health Paper Publ. by FAO, Rome, 517 pp. Photographs:Contributor from Russia Olga Bobalo, Saharova 50/13, Lviv - 12, Ukraine
Is it safe to swim? How safe is the Columbia River for recreational use? State and federal agencies collect very little site-specific data to help decide how safe a particular area is for swimming along the Columbia. Riverkeeper is a strong proponent of recreating in the river. We all have the right to swim, fish, kayak, windsurf, kiteboard, and boat on the Columbia. Unfortunately, that right has been taken away in some stretches of the river because of toxic pollution and unsafe bacteria levels. Much of the Columbia River is safe for water contact recreation, but use caution. Safety is never 100% guaranteed, but there are some things you can do to help protect yourself: - Rinse off after river-use and avoid entering the river with open cuts or wounds. - Swim at least 500ft upstream of pipes discharging into the river. Oregon and Washington allows pollutants to exceed state safety standards within a designated “toxic mixing zone,” which can extend hundreds of feet around a discharge pipe. - Be aware of industrial discharges in your area and avoid toxic hotspots. - Before swimming check our bacteria monitoring page for results of current E.coli levels at popular Gorge recreation sites. - Report hazardous waste and illegal dumping , Water Quality Monitoring Without water quality data it is very difficult to say with certainty whether or not an area is safe for swimming. Columbia Riverkeeper volunteers work to fill data gaps in state monitoring programs and currently monitor over 75 sites from Wentachee, WA to the estuary. All of our data is submitted to Washington and Oregon state environmental agencies and is used to help track and improve water quality. Learn more about our water quality monitoring program. The Swim Guide is website and app for iPhone®, iPad®, iPod touch® and Android (2.1 or higher) that makes it easy to find and learn about your favorite swim beaches. The app uses real time E.coli data collected by Columbia Riverkeeper volunteers to flag Columbia River beaches that are safe or unsafe for swimming, or have no data. While Swim Guide does not consider toxic pollution or other potential environmental concerns, it is a useful tool for people who want to avoid bacterial contamination. For more information and to download the app, visit www.theswimguide.org
How to Treat Gifted Students Do you consider yourself to be a gifted person? No? You are mistaken. Everybody has a talent, but either parents or teachers may not have noticed it, and consequently it was hidden under a bushel. That means that mom and dad are the first to identify child’s knacks and hear his/her desires. Once it is done, the baton is passed to the teacher, who should encourage student’s talent or distinguish it if it hasn’t been done by parents. How? Here are some helpful tips. Recognize a gifted student It is necessary to conduct a test aimed at identifying student’s IQ level to state that he/she is gifted. Although at first sight, talented students don’t differ from their peers, they are normally dressed, may have quite ordinary interests and like entertainments, but when it comes to study, their behavior makes them stand out from the herd. Experienced teacher will inevitably notice a gifted student, since this is a person who demonstrates ability to manage multiple tasks rapidly, has well-developed abstract thinking and has a deep interest in particular subjects. How to help such student not lose his/her zest? Employ individual approach Working according to widely accepted national curriculum isn’t a motive to apply a one-size-fits-all approach. Although this is not within teacher’s power to change learning program, but it is quite possible to work out individual touch to every student. You may easily suggest unique students do more complicated tasks thus encouraging the person to grow or to invent a task that will develop his/her abilities. Introduce specific test assessment Since a gifted person gets unique tasks, he/she should undergo different assessment, right? To implement this idea you don’t need to redesign already existing scale of grading. Just work out tests with specific grading (it may be percentage rating or grades from 1 to 10) you will give students at the end of the unit to see how their skills and knowledge progress. It is not necessary to separate a gifted student from their peers, you may attract all the class to take a test the results of which will tell you about academic progress of every student. No mixed learning Some teachers think that if two make a gifted student work with the one who have certain weak points, both will benefit. The first one will practice his/her skills and knowledge while the latter will improve academic performance. Wrong! Talented students are somewhat different, thus, they perceive, process and evaluate information not like others. Working with “weaker” students either over project or on any other subject, a gifted person is unlikely to have a positive experience. Skipping a grade This is a common practice applied for gifted students. It is also called acceleration, which means that a talented individual has skills and abilities that exceed his/her age. Although a teacher together with parents should make sure that a student is not only mentally but also psychologically ready to be transferred to the class where everybody is older than he/she is. To sum up, gifted students need special approach, which manifests itself not only in individual treatment in family, but also in equally talented teaching. About the author: Janet Brown is an experienced teacher with teaching techniques elaborated to adjust to students’ specific needs. Besides her teaching practice, she works as freelance essay writer at a writing company, where she helps students to get their academic tasks perfectly done.
Quebec: Riviere du Loup, Quebec to Grand Falls, New Brunswick Here is the itinerary for Highway #185 (Quebec) and #2 (NB) from Riviere du Loup, Quebec and Grand Falls, New Brunswick: Route 128 follows and early portage route through the Appalachians. This route was used by First Nations, and later fur traders and settlers, to connect the Saint John River valley with the St Lawrence. This area was also important to defence of the colonies, providing a land route between the fortresses at Halifax with and Quebec City. After the War of 1812, a number of smaller forts were built to protect this route, including Fort Ingall on Lake Temiscouata, but were abandoned after the Ashburton Treaty resolved the US-Canada border in 1842. The area was once heavily forested, but were cleared for farmland, the timeber industry or lost to forest fires and disease (spruce budworm). Most of today's forests are second-growth in various stages of re-growth. Hardwoods include aspen, yellow birch and maple, and softwoods include balsam fit, red pine, white pine and white spruce. Where the land is poorly drained, highly acidic peat bogs accumulated, and are currently being harvested. The harvesting process is to dig a drainage ditch, let the peat air-dry for a few days, and then suck it up with giant vacuums. If you travel here in May/June, travelers will see pink blooms on the peat bogs from bog rhodendons. The Quebec New Brunswick border is marked by the Edmunston Airport. While most of the runway is in Quebec, the airport buildings are in New Brunswick. From here east, the highway exit numbers mark the number of kilometres from this point. At Edmunston, the Saint John River from the west is joined by the Madawaska River from the north. From Edmunston south to Grand Falls, the river marks the Canada-US international boundary. Grand Fall is best known (no surprise) for its waterfall. At Aroostook, the Aroostook River joins the Saint John. In the early 1800s, farmers in the off-season would head upriver and lumberjack in the virgin forests. This caused the bloodless 1839 Aroostook War (also called the Port and Beans War), where both Maine and Britain claimed the forests of the Aroostook. The border dispute was resoled in 1842 by the Webster-Ashburton Treaty which set the US-Canada border at its current position. In November 2009, it was announced that Highway #185 will be widened to 4 lanes to connect with the already "twinned" Highway 2 in New Brunswick. It will then re re-designated as Autoroute 85, as a continuation the short stretch extending south of Riviere Du Loup (which opened in 2005). Trans-Canada Highway History Trans-Canada Highway Itinerary Map Use mouse to drag/move map. Click on "+" or "-" to zoom in or out. "Satellite" combines map & photo. \|Next West: Quebec City to Riviere du Loup\|\|Next East: Grand Falls to Fredericton\| Quebec Government road condition reports for this segment.
On September 23, 1793, Charles-Gilbert Romme presented the new Revolutionary Calendar to the Jacobin-controlled French National Convention. This calendar was part of a comprehensive effort to do away with all things related to the monarchy and its supporting theistic and ecclesiastical props, called the "ancient regime." The calendar began the year on September 22 (or 23, or 24th), not January 1st, and adopted different names for the months: Fall: Vendemiaire ("grape harvest"), Brumaire ("mist"), Frimaire ("frost"), Winter: Nivose ("snowy"), Pluviose ("rainy"), Ventose ("windy"), Spring: Germinal (for germination), Floreal ("flower"), Prairial ("meadow," prairie), Summer: Messidor ("harvest"), Thermidor ("summer heat"), and Fructidor ("fruit"). Lobster Thermidor, Napoleon's favorite seafood, is about the only trace that remains of these names. More important for our purposes, the Revolutionary Calendar did away with the seven-day week. The months consisted of three ten-day weeks, called décades. The days of these ten-day weeks were called: primidi, duodi, tridi, quartidi, quintidi, sextidi, septidi, octidi, nonidi, décadi. And of course the Calendar also did away with conventional BC/AD dating, which, after all, refers back to the birth of Jesus Christ. How are you going to have an atheistic revolution when your calendar refers tp Jesus Christ? The National Convention declared September 22, 1792 (the previous year, and the year the Republic officially began) the start of Year One. So is it only religious people that "seek to change times and laws," or can the secular, atheistic Left also change times and laws? (It is no coincidence that the Left-Right nomenclature we still use today originated with the French Revolution, specifically the National Assembly of 1789, where the Revolutionaries sat on the left and the monarchists sat on the right; later on during the course of the revolutionary period, radicals sat on the left and moderates on the right.) I would say the atheistic, anti-Christian Left can also "change times and laws." The proof is that the Russian communist revolutionaries also tinkered with the calendar, adopting five-day weeks, and six-day weeks, in part to disrupt Sabbath and Sunday keepers and suppress religion. In neither case did the Leftist calendars last long. The French abandoned the 10-day week in 1802, after only nine years, and the whole revolutionary calendar was jettisoned in 1805. The Soviet experiment with calendar changing ended in 1940. Leftist hyper-rational, atheistic regimes never last long. They are too contrary to human nature.
\|Nancy’s coconut coir-based planting mix. Here she’s doing the squeeze test, which we talk about below.\| From an environmental perspective peat moss is a nightmare. Mining of this material is unsustainable, contributes to global warming and destroys habitat for many plants and animals. But, for starting seeds, we’ve used it for years. Our friend Nancy Klehm taught us recently how to make a seed starting mix with coconut coir instead of peat moss. Thanks, Nancy! Here’s how to make it: \|Watering the coir brick to break it up. Once saturated, this brick will expand to fill the tub.\| COIR: A fibrous material made from coconut husks. It is sold in compressed bricks which expand greatly when wet. It is pH neutral and has no nutrients. Its role in planting mix is to hold moisture. Coir is the environmentally correct alternative to peat. Peat is mined out of peat bogs, which is a disruption of an ecosystem. Coir, meanwhile, is a by-product of the coconut industry. Of course, it has to be shipped in from the tropics, so is not particularly sustainable in that way. Nothing is perfect. So, if you have peat on hand or prefer peat you may use it in this recipe instead of coir, just substitute it, 1:1. PERLITE: Perlite is a volcanic glass which, upon being subjected to extremely high temperatures (850C +), puffs–sort of like popcorn, or a Pop Rock. Obviously, though its origins are natural, it is an industrial product, but it is very useful for making soil fluffy and light. You will recognize it as the “white stuff” that you see in the soil of nursery plants. As it is essentially a rock, it is a neutral player in the mix. It simply keeps things light. Note: you should avoid breathing perlite dust when working with it. \|Store-bought worm castings. Homegrown, of course, are the preferred alternative!\| WORM CASTINGS: Castings bring healthy microbial activity to the mix, as well as balanced nutrients and trace minerals. In addition, they hold moisture well. They are invaluable players in this mix. You can buy worm castings at the nursery, or you can keep a worm bin and harvest your own. Store bought and homegrown castings have very different textures–the store bought tends to be very fine, almost a black powder, whereas castings fresh out of the worm bin have more of a open, grainy, soil like texture– and this effects the recipe. For the purposes of this recipe, we will assume you are using fine-grained, store bought castings. If you have your own castings, congratulations! But you will have to play with this recipe a little bit. You will use a little less coir, because your castings (probably) have loft or springiness of their own. We can’t tell you exactly how much less coir, because castings vary. Start, say, with half the recommended quantity of coir in the recipe below, and then test the mix, and add more coir as necessary. The proof will come in the squeezing. Do the hand test described in the instructions below. If the mix won’t hold form when you squeeze it, you have too much coir, if the clump you make doesn’t break easily, there isn’t enough. Again, see below. This recipe makes about 4 gallons of planting mix. To make more or less, just use the same ratios. We like to mix ours up in 5 gallon bucket, but you can do this on a tarp or in a wheelbarrow or whatever you like. You will also need something big, like a cement mixing tray or tub to soak the coir brick in. Remember, one brick swells into to a big bag’s worth of wet coir. If you don’t use all the coir, you can store it in a plastic bag. If it dries out, it can be re-hydrated. You will also need a measuring tool. For this 4 gallon recipe you will need a quart measure to scoop the materials out of the bags–like a big yogurt/cottage cheese container, or something with same volume. Again, you can make as little or as much as you want using the same proportions, so your measure could be a 1 cup scoop or a 3 gallon bucket. Prepare to make the mix by soaking the coir in a large tub of water for maybe a half hour or so. Break it up as it expands. It will drink up a lot of water and grow proportionately huge. Add water if necessary so that it all gets evenly moistened. When finished, it should be wet but springy, like a wrung-out sponge. Put it together 3 quarts/parts worm castings (store bought, see notes above for homegrown) 8 quarts/parts coir 4 quarts/ parts perlite Measure out the worm castings and coir into a five gallon bucket and toss them together with your hands until they are evenly and thoroughly mixed. This mix should be moist and dark, again with a nice “wrung-out” sponge level of dampness. Only when those two are mixed should you add the perlite. It’s easier to mix the perlite in last–trust us. Mix the perlite into the coir/casting blend until it is also evenly distributed–the mix should be absolutely consistent–no patches or clumps should be visible. You might find it helpful to dump the mix back and forth between two five gallon buckets to speed mixing. After it is mixed, pause to analyze the texture. Gather up a fistful, squeeze it hard and open your hand. The mix will form a ball in your fist, but if you turn your hand over and drop the ball a few inches, it will break easily. Overall the mix should be moist, light and springy. We can’t emphasize that enough. Moist, but not soggy. Springy, not heavy. If the mix seems a little clumpy/dense/heavy don’t be afraid to add another part of perlite. It is better to err on the side of too much perlite than too little. Lightness is everything. \|Measuring into the buckets with a quart-sized yogurt container. If you have two buckets, you can pour the ingredients back and forth between them to speed mixing. Otherwise, just toss the ingredients with your hands in one bucket.\| Notes on growing The seedling feeds itself from its seed body up through the formation of the first set of leaves, the cotyledons. After that, it is dependent on the nutrients in the soil. Your seedlings will be fine in this planting mix until around the time of the full unfurling of their first true leaves (the ones that come after the cotyledons). At this time–or no later than the opening of the second set of true leaves–you will want to feed your seedlings by watering them with some kind of diluted organic fertilizer of your choice. Do this maybe once a week until you transplant them. Feeding accelerates root growth which is even more important to plant health than leaf growth. It prepares the plants to thrive after transplanting. For most seedlings this means the first feeding would occur about 3-4 weeks after planting. The seedlings should be transplanted by 6 weeks of age–either into the garden or into bigger pots with real soil. You can re-use this mix to plant more seedlings, but you’ll want to recharge it by adding in more worm castings. Just dump out your seed starting trays, mix it all up and let it air a bit. Also, the coir breaks down over time, so you find you need to add more of that as well. And if you add enough castings and coir, you’ll probably want to add more perlite to balance it. There’s no recipe–you’ll have to use your intuition to create a consistency that resembles the original mix. Or you could compost it and start fresh. It’s safe to compost perlite, as long as you don’t mind having little white perlite bits all over your yard! \|This is the surface of the finished mix. It’s so light and moist that it has holes in the surface. Note the even integration of the three ingredient: no lumps or patches left unmixed.\| Another planting mix option is part coir and part compost. This is provided your compost is of the best quality–bagged compost from the nursery is not good enough. This is a hard area to generalize about because compost varies wildly in both quality and consistency, but you’d want to use lovely, lively, springy, sweet smelling compost. Gardening guru John Jeavons starts his seeds in mix which is 1 part compost and 1 part garden soil–soil dug from the same beds the seedlings will be going into. This way the seedlings are already accustomed to the local soil and don’t go through so much shock upon transplanting. It also makes his garden a “closed loop,” meaning he doesn’t have to buy anything or bring any materials in from the outside. This saves money, keeps things local and prevents the accidental importing of diseases. Using compost and soil works for him because he’s got top-notch compost and rich, fluffy soil–the kind of soil you can plunge you hand into up to the wrist without meeting resistance. This should be a goal for all of us to work toward, but in the meanwhile, while we’re developing that soil in our own yards, we’ve got perlite, worm castings and coir!
- Full text PDF available (3) Sorghum shows strong growth stimulation on arbuscular mycorrhizal (AM) symbiosis, while barley and wheat show growth depression. We identified the AM-inducible phosphate transporter genes of these cereals. Their protein products play major roles in phosphate absorption from arbuscules, intracellular fungal structures. Unexpectedly, barley and wheat… (More) Koji, rice fermented with Aspergillus, is used for saccharification of starch contained in crops during the manufacturing of many of Japanese traditional foods and drinks. Japanese people have long eaten koji, and many beneficial substances have been reported to be contained in koji. However, there has been no report on the existence or content of… (More) BACKGROUND The Japanese traditional cuisine, Washoku, considered to be responsible for increased longevity among the Japanese, comprises various foods fermented with the non-pathogenic fungus Aspergillus oryzae (koji). We have recently revealed that koji contains an abundant amount of glycosylceramide. Intestinal microbes have significant effect on health.… (More) [This corrects the article DOI: 10.1186/s40064-016-2950-6.].
This is cool, school students design a CO2 powered Formula One cars and race for a trip to the finals at the Australian Grand Prix, Melbourne, Australia. I’ve been to this GP twice and it’s a fantastic event. The circuit is a short tram ride from Melbourne's CBD and the GP literally takes over the city for the week. A great challenge, but what a reward! F1 in Schools! - www.f1inschools.us The Formula 1 (F1) in Schools initiative creates a fun and motivating environment for students to experience the engineering process. The worldwide popularity of F1 racing lends excitement while providing a relevant background for simulating critical elements of engineering in the real world. The winning teams from each country are invited to compete in the World Championships to be held in Melbourne, Australia, at the Australian Grand Prix in March 2007. Autodesk, Denford, and Pitsco have teamed with TSA to introduce students to industry-standard software and equipment that help them relate academic and technical subjects and put them into a real-life working environment, with the hope to help them make informed career choices. The teams work with 3-D CAD/CAM software and computational fluid dynamics (CFD) software as they strive to build the fastest F1 car of the future. They design everything from the car body to the wheels and axles, and they assemble the components after generating drawings of the race cars. The cars are raced on an 80-foot track and are powered by CO2 cartridges. The cars reach speeds of close to 50 mph.
Celebrate the culture of agriculture & share skills (Growing! Cooking! Eating!) Does anyone know what this is? Hey, Simon. I'm the last person who should be identifying bugs, and yours is a much better photo, but your critter sort of looks like this little guy, who made the rounds earlier this summer: Folks seemed to think that dude was either a Japanese Beetle grub or a Junebug grub. But please, others, weigh in! Correctly identifying those grubs probably depends on where you live. I think your profile said you were local here in the L.A. area. Japanese beetles aren't common on the West Coast at all, but we have other similar looking larvae. If that was found in your compost here in SoCal, I wager they were Fig Eater / Green Fruit Beetle grubs. They are pretty common around here and are often called by other names, including mistakenly called Japanese Beetles. Cotinis Texacana or Cotinis C. mutabilis are what the are classified as. I did a couple of posts about them on my blog awhile back. They aren't destructive in the grub stage, but if you grow backyard fruit, the adult beetles can be a problem. Gruesome Compost Bugs Green Fruit Beetles Both of the above links are to my blog posts with more about the Green Fruit Beetles, including pics, but here is a quick summary of what you would find on those posts: The adults are around in the late summer and lay their eggs in mulch and compost piles. The grubs start being obvious in compost piles in early Fall through Spring. They will over winter there unless you pick them out, but they won't hurt your compost. Turning the pile doesn't discourage them, they just dig back in. You could pick them out and feed them to ducks or chickens. Before we had chickens, my kids would take them to the local duck pond and the ducks would go nuts for them. Greetings Leanne and thanks for your input. Common or not, the consensus seems to be the dreaded "Japanese Beetle." Apparently there's been an invasion in California! I know of one farmer, I think it's Winsor Farms, in Central(ish) California who is famous for his unique "Brassicas," but can no longer grow them because they get devoured by the Japanese Beetle. They are alien monsters that seem to wait (trick you that they aren't there) until a few weeks before harvest time and then, Wham!!! Next morning your crop is ruined. In my case, (I'm pretty much all 4-5 gal pots right now), I was retiring cucumbers and I found about 35 of these freaks in the pot. Originally I didn't know how bad they were, but I have read that they are serious root gluttons. The strange thing is that I had cucumbers in another pot about ten feet away and there wasn't a sign of them there. One fellow wrote me and said, " maybe that's because there were no eggs laid there." Makes sense. However, back to the Brassica thing-All of my Kale, Radishes, & Carrots have been devoured mysteriously without a sign or sight of vandals (and I check everything out at night!!!). One thing I do know about these "aliens" is that they don't like to be above ground. They dig back in as quickly as possible, so the mystery continues...Worst of all, in the case of the Japanese beetle, at this moment there appears to be no remedy - URGH!!! On a side note, do you or anyone out there know what cases this weird tomato leaf deterioration:Lots of Love to All Homegrowners!!!! I am really sorry to hear about all your plant losses. Calif. Dept of Ag. did have three reports of Japanese beetle in California in June of 2012. They put out an Pest Detection/Emergency Project report on them. In order to help prevent the spread invasive pest species, please report them to the Cal. Dept of Ag. Here is a link where to report it. And the damage on your tomato leaves, sometimes called skeletonizing, is consistent with what adult beetles or caterpillars could do. Sign Upor Sign In Or sign in with: Added by Earths Tongue Reviews © 2017 Created by HOMEGROWN.org. Report an Issue \| Terms of Service Please check your browser settings or contact your system administrator.
Hundreds of years ago there was this city called Puerto Rico which was the capital of the island of San Juan. Yes, you’ve read that right. Puerto Rico was a city and San Juan was the island, not the other way round. In 1521 though, a Spanish mapmaker accidentally switched the two names by mistake and, therefore, San Juan became the city and Puerto Rico the island. As you can probably tell, the names stuck. It’s amazing how a small misconception 500 years ago defined the world as we know it today! If you like what you read, then you will definitely love this one: The Cold War Era, Incredibly Accurate USSR Maps That Are Still Used By The US State Department Photo: Creative Commons Widget not in any sidebars
According to the National Fire Protection Association, residential fires have increased 8 percent since the year 2000 with the average cost of repairs exceeding $15,000. While overall fires decrease in the winter months, winter is the worst season for house fires. The top causes of winter house fires include the holiday season, power outages and cold weather. The Holiday Season The winter holiday season can be a great time of joy, but unfortunately, for many families, it can also be a time of tragedy. December is the worst month of the year for candle fires, with Christmas and Christmas Eve being the two worst days. Candles are both a popular decoration and gift at Christmas time and more candles in use mean more candle fires. Christmas decorations are also a leading cause of December house fires. Dry Christmas trees can become extremely flammable, particularly when strung with hot lights or decorated with candles. They are also prone to igniting when exposed to sparks from faulty wires or electrical outlets. Other potential hazards include faulty or damaged strings of lights, flammable paper goods and other decorations that aren’t fire-resistant. Another source of holiday house fires is happenings in the kitchen. Year-round, most house fires start in the kitchen. Those big holiday meals mean more cooking is happening and cooks trying to get that huge holiday meal on the table on time may not be as careful as they should be. Thanksgiving day is one of the worst days of the year for cooking fires and that trend has only gotten worse with the introduction of turkey fryers. Winter storms frequently lead to power outages. Power outages come with several fire hazards. People sometimes resort to unsafe methods when trying to keep warm while the power is out. They may attempt to heat the house with equipment that wasn’t designed for the purpose such as gas stoves and BBQ grills. The improper use of this equipment is both a fire hazard, due to the open flames, and a carbon monoxide hazard. Homeowners who don’t usually use their fireplace or wood-burning stove may not keep that equipment properly maintained, which can result in fires when used as a heating source during a power outage. Winter storms can cause downed power lines, which can spark fires. Power outages are also sometimes accompanied by power surges, which can lead to electrical fires. Candle fires also tend to increase because people use them for light and warmth when the power is out. You might think that cold weather would make fires less likely, but unfortunately, cold weather often leads to an increase in house fires. The primary reason for this is fires caused by people trying to heat their homes. Heating fires are the second highest cause of U.S. home fires, with December, January and February being the worst months. Space heaters, which cause 2 out of every 5 heating related fire, are the equipment most frequently involved. However, faulty furnaces, portable generators, and fireplaces also contribute. Many house fires are preventable. Because house fires are most likely to happen in the winter months, it may be wise to be extra vigilant about fire safety when the temperatures start to drop.
Antarctic Bases and Buildings - 1 Early Bases - Lessons The ship Belgica frozen into sea-ice the first ever over-wintering in Antarctica, 19th November 1898 Stone Hut, Hope Bay, Swedish Antarctic Expedition 1903 Scott's hut at Cape Evans picture - Eli Duke Creative Commons Attribution Share Alike 2.0 Generic license Scott's Hut (UK) erected 1911 - seen in 2009 with the modern McMurdo station in the background Port Lockroy (UK) built in 1944, photographed in 2006 , raised above the rock on piles GNU Free Documentation License Davis station (Australia) in 2005 (established 1957) Graham Denyer - Creative Commons licence SANAE IV (South Africa) built as a new base in 1997, an elevated base above a rocky outcrop replaced SANAE III 200km away that had become buried, the new base also has windows, a major psychological boon. GNU Free Documentation License McMurdo station (USA) in 2008 (established 1955) Case 1 - Traditional Land Based Take it all with you Unlike just about any where else in the world, it is not really possible to build easily in Antarctica using naturally found materials (igloos aside which aren't permanent structures). There are no trees at all for instance and so no wood. Suitable rock is not readily found and even where it may be available, time is often of the essence meaning that building must be completed as soon as possible so that supply ships can leave before they are in danger of being frozen in. The builders themselves are often largely summer-only personnel who will leave with the ship. Winds and storms can upset building plans even in the relatively warmer and calmer summer months. For these and other reasons particularly the cost of deploying personnel and paying them to build with natural materials compared to the cost of shipping-in building materials, Antarctic bases have almost all been made using materials that were taken in a pre-fabricated form and assembled on site. There have been some buildings in Antarctica that have had lower walls made of dry jointed local stone, they are small in size however and from a long time ago. These days local stone is not considered a useful or even viable building material as its use would result in environmental degradation. The first bases sailed there The first "bases" in Antarctica were the ships of the early explorers. They would stay on board and go ashore for visits to explore and perform scientific experiments. The first over-wintering in Antarctica took place in 1898 by the Belgica which had intended to return north before the winter started but became frozen into the ice, though it is unclear if the expedition leader Adrien de Gerlache may have intended this all along. The first land bases - wooden huts on the ground - cold and draughty The first intentional over-wintering was the following year by Carsten E. Borschgrevink and his Southern Cross expedition in the winter of 1899 with 10 men and 75 sledge dogs. The base itself was made of pre-fabricated wooden huts (like wooden sheds but larger). The men were left in Antarctica by the ship and crew which returned for them the following summer. Many lessons were learnt the hard way with the early bases being cold and draughty. Draughts sorted and insulation added - new problems arise... As insulation improved and draughts were banished, so damp inside the huts became a problem with condensation forming due to a lack of ventilation. There were also a number of near-misses from carbon monoxide poisoning again as a result of over zealous insulation and a lack of ventilation - and reliance on the direct burning of fuel within the hut for heating. The first bases were only intended to be occupied for a short time, two summers and a winter, perhaps up to three years before being abandoned. Some were used by later expeditions, but as they had no maintenance since the original expedition left, the use was fortuitous and could not be guaranteed. They also often became buried in snow and ice which frequently had entered the building through windows that blew through in gales or doors that blew open. Lift your skirts! Another of the lessons to be learnt was that while the first buildings were placed directly on the ground, later ones should be raised above the ground. This was for a number of reasons, firstly many of the places where bases were built were on rock around the coastal regions of Antarctica, in these places the winter snow and ice would usually melt in the summer giving problems with melt water running towards the sea, possibly taking a short-cut through the building! Being in direct contact with the ground also led to the formation of wind scoops, tails etc. of snow whereby the shape of the building and orientation into the wind leads to blown snow being deposited around the building. This can block doors and windows, make it difficult to move around outside the building as hard snow is deposited on thoroughfares and buries outside stores that may be needed during the winter. Building on piles or supports of some kind means that melt water can easily run under the buildings and the wind can also blow underneath so reducing the likelihood of snow being deposited in places that may cause problems. For many sites, where bases are built, this is as specialised as things need to get. Materials have developed over the years and ancillary buildings built that don't all need to be heated as much as the accommodation buildings instead of the single multi-purpose hut. In particular the realization of the threat of fire has led to multi-building bases with gaps between the buildings to avoid the spread of fire should it occur. Many bases have grown over the years into a mish-mash of disparate structures that look like rather brightly coloured industrial areas. Architecture and sympathy with the environment have taken a poor back-seat to functionality and convenience particularly when accompanied with the additions of other units over the years in an ad-hoc fashion. More recent bases however are being designed as coherent units some with even some style and elegance to them that could certainly not be applied to the haphazard way that other bases have grown over the years.
Cone snail venom controls pain Components of the venom from marine cone snails can block the transmission of signals between nerve cells in minute quantities. This makes them potentially suitable for use as a novel analgesic. Researchers from the universities of Bonn and Jena, the Technical University of Darmstadt and the Leibniz Institute for Age Research in Jena have now identified the structure and action of various forms of mu-PIIIA conotoxin. They presented their results in the journal Angewandte Chemie. Hidden in the mud, the cone snail Conus purpurascens lies in wait for its victims. It attracts its prey, fish, with its proboscis, which can move like a worm, protruding from the mud. Once a fish approaches out of curiosity, the snail will rapidly shoot a harpoon at it, which consists of an evolutionarily modified tooth. The paralyzed victim then becomes an easy meal. It takes the venomous cone snail about two weeks to digest a fish. During this time, its venomous harpoon is also replaced. Prof. Dr. Diana Imhof from the Pharmaceutical Institute of the University of Bonn, who is the project's PI, explained, "We are interested in the cone snail's neurotoxins, called conotoxins." They can be effective in minute quantities, interrupt the transmission of signals in nerve paths in a highly selective manner, and are thus able to block the transmission of pain very well. Consequently, these toxins are of great interest for developing analgesics for chronically ill or terminal cancer patients for whom other medications can no longer be used. "The advantage of these conotoxins is that they do not cause dependency," Imhof, a pharmaceutical chemist, explained. "Since the peptide we studied decomposes rather quickly in the body, we do, however, need more stable forms that we can administer." Scientists replicate the rare venom in vitro The Bonn researchers worked with Prof. Dr. Stefan H. Heinemann from the Biophysics Department of the University of Jena, scientists from the Leibniz Institute for Age Research Jena and the Technical University of Darmstadt. "The µ-PIIIA conotoxin, which was of interest in this study, occurs only in extremely minute quantities in marine cone snails," said Dr. Alesia A. Tietze, the lead author, who received her doctoral degree on Prof. Imhof's team. However, the scientists were able to produce the specific venom chemically in vitro for use in additional analyses. Tietze added, "We succeeded in identifying the structure of different µ-PIIIA conotoxin variants and their different effects using nuclear magnetic resonance." The venom in question is a substance whose different amino acids are strung together like pearls. "This string can form clusters in different ways, forming divers 3D structures," explained Prof. Imhof. Until now it had been thought that only one of these forms is biologically effective. "It was exactly this dogma that we were able to disprove," the Bonn scientist added. "We identified three active types of peptide folding with a similar effect there are probably even more." These variants do, however, differ slightly with regard to their biological efficacy, representing valuable starting structures for further development into analgesics. Consequently, the scientists want to conduct additional studies in order to find out more these different fold variants of the µ-PIIIA conotoxin. But it will take years until patients may be able to profit from this. "We are still in the basic research stadium," said Prof. Imhof.
Elephantiasis, also termed as Lymphatic filariasis, is a tropical disease that causes abnormal enlargement of body parts associated with pain and severe disability of the affected area. Elephantiasis is caused by parasitic worms that include Wuchereria Bancrofti, Brugia malayi and B. timori which are transmitted to humans via female mosquitoes. The infected mosquito injects the worm larvae into the person's blood stream. The worm spreads to the lymphatic system and blocks lymphatic drainage, leading to fluid build-up in the affected body part. Accumulation of fluids results in extreme swelling of that area. The disease normally affects the lower extremities, but it may also affect the male and female genital organs, breasts and groin area. Elephantiasis is most commonly found in African nations. Symptoms of Elephantiasis Inflammation and swelling is the most obvious symptom of elephantiasis. Ulceration and thickening of the skin around the affected region is another common symptom of this medical condition. Other than these symptoms, Elephantiasis may also produce following symptoms: 3. Pain in or above testicles 4. Enlarged groin lymph nodes 5. White urinary discharge 6. Swollen liver 7. Swollen spleen Diagnosis of Elephantiasis Elephantiasis is easily identified by a physical exam but, definitive diagnosis is done by examining the presence of microfilariae in a blood (blood is always collected at night) smear by microscopic examination. Treatment of Elephantiasis Diethylcarbamazine or DEC is a common drug that is administered to erase the microfilariae from blood. DEC works on the larvae but is not very effective on adult worms. Hence series of courses of DEC treatment stretching over a long time period may be required to rid the patient of the parasites. Along with DEC, another drug called Ivermectin is also used in some hospitals to treat elephantiasis. Though a rare option, surgery may also be performed to remove the fatty and fibrous tissue. However surgery is resorted as a last option as it is highly complicated and results are not very encouraging. Other than addressing the infection, symptomatic treatment is undertaken to relieve the patient of discomfort. Pressure bandages are wrapped around the swollen limb and elastic stockings are also advised to reduce the pressure. Patient is also educated on few exercises and elevation techniques to combat swelling. Massage of the affected area is also recommended to facilitate smooth lymph flow. Prevention of Elephantiasis Elephantiasis is best managed by adopting few preventive measures. DEC can be administered preventively, to the whole of the community or region that is prone to elephantiasis. This kind of mass treatment reduces the number of carrier insects in a particular area. Effective mosquito control and clearing the areas of stagnant water is also important step towards the prevention of elephantiasis. Lymphogranuloma Venereum or LGV is caused by the Chlamydia trachomatis bacteria. This is caused most often by sexual contact but it can also occur due to other reasons. Lymphogranuloma Venereum is a sexually transmitted disease (STD) that is more prevalent in the tropical areas. Lymphogranuloma Venereum affects the lymph nodes and causes scarring and destruction of tissue. In the initial stage, Lymphogranuloma Venereum remains as a painless blister. When the disease lasts for a few months, it can spread to the lymph nodes. This may lead to lymphatic obstruction, chronic edema and fibrosis. Left untreated, it can lead to Genital elephantiasis. Lymphogranuloma Venereum manifests as a small painless ulcer on the male or female genitalia. Swelling and tenderness is experienced in the surrounding lymph nodes. A patient suffering from Lymphogranuloma Venereum may have fever and loss of appetite. There may be drainage from the inguinal lymph nodes and redness and swelling. Women might notice abdominal pain and fistulas. Multiple sexual partners is a leading cause for Lymphogranuloma Venereum. A blood test can confirm lymphogranuloma venereum based on antibodies against Chlamydia trachomatis. Biopsy of the lymph node or serology test for LGV are also conducted to help diagnose the condition. Antibiotic therapy can cure Lymphogranuloma venereum. Medications such as Tetracycline, Doxycycline, Erythromycin are prescribed. Enter your health or medical queries in our Artificial Intelligence powered Application here. Our Natural Language Navigational engine knows that words form only the outer superficial layer. The real meaning of the words are deduced from the collection of words, their proximity to each other and the context. Diseases, Symptoms, Tests and Treatment arranged in alphabetical order: Bibliography / Reference Collection of Pages - Last revised Date: January 28, 2020
The IP (Ingress Protection) rating system is an international standard used to define the degree of protection an object has against solids and moisture. An IP rating consists of two numbers. The first represents the level of protection against solids. The second number represents the level of protection against liquids. The higher the number, the more protected the object. If you see the letter “K” following an IP code, it means the object was tested against pressure washing. IP ratings are important because they tell us about a product’s durability, and in what capacity it can be used. The IP rating system can be applied to infinite products in nearly every industry, including: - Air and Space - Oil and Gas Generally, higher IP ratings are found in industrial, manufacturing, marine and military settings because of the inherently harsh environments associated with these industries. Check out the chart above for a more comprehensive look at IP65-69K definitions and at how IP65-69K ratings are used in various industries, applications and products.
King Vikramaditya VI, was a famous ruler of Karnataka , during the 11th century. He was considered an ideal king, since he was wise as well as brave and strong. He was a generous and noble king. He ascended the throne on the 26th of February 1077. The famous Chalukya-Vikrama era started with his rule. During his rule he defeated a number of kings. Even though there were constant wars, his subjects lived in peace. King Vikramaditya ruled solely for the welfare of his subjects.
Pringles chips, sold in stores since 1968, are essentially made from dried potato flakes then shaped, stacked and stored in an airtight canister, which keeps the chips or "crisps" fresh. It takes three to four processed potatoes to pack a Pringles can. If you have ever wondered how many crisps are in a canister, the answer is as difficult to come by as knowing how many potato chips are in a bag. Pringles are sold by weight, so the number of crisps can vary from can to can. Serving Size and Varieties One serving of Pringles is 1 oz. or 28 g equivalent to approximately 16 crisps. Varieties include Original Flavors, Multigrain, Xtreme, Family Faves, Restaurant Cravers, Reduced Fat, Light and 100-Calorie. Calories, Fat, Cholesterol and Sodium One serving of Original Pringles, all flavors, has 150 calories, 9 g fat -- 2.5 g of saturated fat, no cholesterol and 150 to 220 mg sodium. All flavors of Multigrain Pringles have 140 calories, 8 g fat -- 2 g saturated fat and between 150 to 190 mg sodium. Xtreme Pringles have 150 calories, 9 g fat -- 2.5 g of saturated fat and 110 to 280 mg of sodium. All flavors of Reduced Fat Pringles have 130 calories, 7 g fat -- 2 g saturated fat and 135 mg sodium. Fat-Free Pringles have 70 calories, no fat and 160 to 190 mg sodium per serving. One serving of Original Pringles has 15 g total carbohydrates, 1 g dietary fiber and 0 to 1 g. All flavors of Multigrain Pringles have 16 g total carbohydrates, 1 g dietary fiber and 1 g sugars. Xtreme Pringles have 15 g total carbohydrates, 1 g dietary fiber and 0 to 2 g sugars. All flavors of Reduced Fat Pringles have 17 g total carbohydrates, 1 g dietary fiber and 1 g sugars. Light Fat Free Pringles have 15 g total carbohydrates, 1 g dietary fiber and 1 g sugars. One serving of Original, Multigrain, Xtreme and Reduced Fat Pringles each has 1 g protein per serving. Light Fat Free Pringles have 1 to 2 g protein per serving. Original Pringles are dried potatoes made with one or more of corn oil, cottonseed oil, soybean oil or sunflower oil, rice flour, wheat starch, maltodextrin, salt and dextrose. Flavored Pringles such as Sour Cream and Onion, BBQ, Ranch, Pizza and others may contain additional natural and artificial flavors, colors and ingredients. Pringles crisps also contain wheat and milk ingredients, which are known allergens.

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