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TOWN OF CAMBRIA.
This was the earliest town erected in Niagara county, and the mother of all the other towns. The act of the
Legislature, passed March 8, 1808, that created Niagara county, contained the following language: And be it further
enacted that that part of Niagara county lying north of the main stream of the Tonnawanta creek, and of a line
extending west from the mouth of said creek to the boundary line between the United States and the dominion of
the King of Great Britain, be erected inro a town by the name of Cambria and that the first town meeting in the
said town be held at the house of Joseph Hewitt.
It will be seen by this language that the town of Cambria included precisely the territory now embraced in Niagara
The first town meeting was held on the 5th of April, 1808, as above directed, Robert Lee presiding. Joseph Hewitt
was elected supervisor; James Harrison, town clerk; Robert Lee, Benjamin Barton, and Charles \Vilber, commissioners
of highways; Lemuel Cook, Silas Hopkins, and John Dunn, assessors; Stephen Hopkins, collector; Philomen Baldwin
and Thomas Slayton, overseers of the poor; Stephen Hopkins, Ray March, Stephen H. Baldwin, and Alexander Haskin,
constables; Enoch Hitchcock for the eastern district, and Thomas Hustler, for the western district, poundmasters
Sixteen overseers of highways were also elected.
The second town meeting was held at the house of Stephen Hopkins. Among the earliest records of ordinances voted
for the simple government of this great town was one for the erection of "one other pound in addition to the
one ordered by a former town meeting of the then town of Erie, in the eastern district, near the school house,
on the land of Gad Warner, Esquire." A wolf bounty of five dollars was provided, and also "that one hundred
dollars be raised for the destruction of wolves by a direct tax on the said town." This latter was a very
unusual proceeding and indicates that the destructive animals were very numerous.
At the first election for State senator after the erection of the town, the aggregate vote was only sixteen. For
member of congress, Peter B. Porter had 43 votes. Nathaniel W. Howell 28, and Archibald Clark 2. In the year 1815
the town was divided into nine school districts. The supervisors of the town have been as follows:
Joseph Hewitt, 1808-09; Silas Hopkins, 1810; William Molyneaux, 1811-12; Silas Hopkins, 1813; Bates Cook. 1814;
Joseph Hewitt, 1815-16; Rufus Spalding, 1817; Asher Saxton, 1818: Daniel Pomeroy, 1819-20; Ephraim D. Richardson,
1821-22; Eliakin Hammond, 1823-26; John Hills, 1827-28; William Scott, 1829-30; John Hills, 1831; William Scott,
1832; William Molyneaux, 1833-35; Charles Molyneaux, 1836; Darius Shaw, 1837; Hiram McNeil, 1838-40; Eli Y. Barnes,
1841; John Gould, Jr., 1842; John Whitbeck, 1843; Moses Bairsto, Jr., 1844-45; Henry Snyder, 1846; Charles Molyneaux,
1847-48; Hiram McNeil, 1849; John Gould, jr., 1850; Sparrow S. Sage, 1851-52; Hiram McNeil, 18.53; John G. Freeman,
1854; Thomas Barnes, 1855; Lewis Daggett. 1856-59; Hezekiah W. Nichols, 1860-62; Artemas W. Comstock, 1863-64;
Lewis Daggett, 1865; Thomas Barnes, 1866-67; Artemas W. Comstock, 1868-69; Thomas Root, 1870-Ti: James A. Pool,
1872-73; 5amuel Kittinger, 1874; George W. Gould, 1875-76; Salem L. Town, 1877-81; George L. Freer, 1882; Edward
Manning, 1883-85; Edward Harmony. 1886-88; James L. Barnes, 1889-90; Edwin Harmony, 1891-92: Walter V. Peterson,
The other town officers for 1897 are:
William D. Crozier, town clerk since April, 1890; Isaac B. Blackman, Theron S. Elton, Franklin D. Habacker, and
Willard F. McEwen, jnstices of the peace: Abram K. Levan, Edward D. Ortt, and William J. Baker. assessors; Frank
Roberts, collector; John Farnsworth. Edward Manning, and Joseph B. Town, highway commissioners.
The town of Cambria, as it now exists, lies in the interior and west of the center of the county. The mountain
ridge crosses through the center of the town, and the lake ridge crosses the north part. In the northern and the
southern parts of the town the surface is level or undulating. The principal stream is Twelve-Mile Creek. The soil
is chiefly made up of alternating sandy and clayey loam. The population is about 2,200.
Philip Beach, the first mail carrier between Batavia and Fort Niagara, in which occupation he became familiar with
this region, was the first permanent settler in this town, locating on Howell's Creek in 1801. During that season
his brothers, Jesse and John, came and settled near by. They came from Scottsville, N. Y., where lived Isaac Scott,
father of Mrs. Jesse Beach. These families brought with them provisions for a year's supply, but they ran short
through aiding others, and were forced to return to Scottsville for more. Philip Beach was a prominent citizen
and died in 1840, after having lived on several different farms and last a little east of Molyneux's Corners. In
1810 Jesse Beach settled finally on the farm occupied in recent years by his son, Cyrus Beach, west of the Corners.
An older brother of these men, Aaron Beach, settled on the south ridge in 1811.
Joseph Hewitt succeeded Philip Beach on the farm first taken up by him, but about two years later exchanged it
with William Howell and removed to the mountain above Lewiston. This transaction with Mr. Howell took place in
1808, and the farm has long been known as the Howell place. Mr. Howell built the first saw mill on Howell's Creek,
and also kept a tavern which was next in succession to those established at Molyneux's Corners and Warren's Corners.
Nathaniel Cook, who came to Lockport from Onondaga county when the work on the rock cutting of the canal was let,
purchased his farm of the Holland Land Company in 1824; he married a daughter of William Ho well.
Joash Taylor settled early on the south ridge a mile east of Molyneux's Corners. Harry Steadman (father of Adelia,
who married Homer, son of Joash Taylor) purchased 190 acres of the Land Company in 1808, on the north side of the
east terminus of the south ridge; there he boarded the men working on the log road across the swamp between Wright's
and Warren's. Mr. Steadman died in August, 1815.
The place known many years as Molyneux's Corners, the name of the post-office now being Cambria, is situated
near the northern line of the town. In early years it was a point of considerable importance and was even at one
time a contestant for the location of the county seat. Mr. Ellicott, the surveyor, caused the survey of a lot here
before other surveys were complete, mainly to meet the pressing necessity for shelter for prospecting parties;
this aecounts for the irregular lines of the lot, which do not correspond with the section lines of the purchase.
This arrangement is believed to have been made with two settlers named Plant and Klink. In 1809 John Gould purchased
of Plant and opened a tavern in the original log house built here. In 1811 he sold to one Odell, and he to Silas
Hopkins in 1812. Gould removed to Cambria Center, as noted further on. Hopkins transferred his purchase to William
Molyneux, from whom the hamlet took its name, and he continued in possession until his death, November 7, 1830.
His sons Charles, William and Robert were associated with him in conducting the tavern and a large farm. The log
house was superseded by the frame hotel in 1826. In the old tavern was established the first post-office in the
town, and William Molyneux was the first postmaster; he was succeeded by Charles Molyneux. Subsequent to the death
of the latter the office was kept in various private dwellings, and was ultimately located west of the Corners
and given its present name of Cambria. Another post-office with the name of North Ridge was established many years
ago and still continues, about three miles west of Cambria. Here at present are the stores of George Smith and
Burt Lafler. At Molyneux Corners is the store of Wakefield Woods.
The settlement on the site of Warren's Corners was first made by John Forsythe in 1805; in the next year he opened
a tavern there. There were at that date only three or four settlers between the site of Lockport and Dunham's.
The following statement was given to the author of the History of the Holland Purchase by the widow of Mr. Forsythe:
We brought in a few sheep with us; they were the only ones in the neighborhood; they became the especial object
of the wolves. Corning out of the Wilson swamp nights, their howling would be terrific. Two years after we came
in. with my then small children, one day when I heard the sheep bleating, I went out to see what the matter was.
A large wolf had badly wounded a sheep. As I approached him he left the sheep and walked off snarling, as if reluctant
to leave his prey. I went for my nearest neighbor, Mr. Stoughton, to come and dress the sheep. It was threefourths
of a mile through the woods. On my way a large gray fox crossed the road ahead of me. Returning with my neighbor,
a large bear slowly crossed the road in sight of us.
Warren's Corners took its name from Ezra Warren, who was a native of Vermont and served on this frontier in the
war of 1812. His company was stationed along the Ridge road to arrest deserters. Mr. Warren and a squad of his
men were posted four weeks at the tavern then kept by the widow of Mr. Forsythe After his discharge Warren returned
to Vermont, but an attachment which he had formed for the widow brought him westward and he married her. He thus
became landlord in the tavern and so continued until 1825. Another early settler on the Ridge near Warren's Corners
was Dr. Artemas Baker, who was the first physician in the town; he came in 1815.
Early settlers in and about the site of Cambria Center, which is almost exactly in the geographical center of the
town, were Benjamin and Suchel Silly. Peter Nearpass, William Scott, Enoch Hatch, Asel Muroy, David Waters and
a family named Crowell. These all came in prior to 1812. Mr. Scott purchased 500 acres from the Holland Company,
which included the site of the hamlet, of which he cleared sixty acres the first season. He also built and kept
a tavern which was a popular resort, and was afterwards occupied as a dwelling by his son, Homer Scotc. The father
died in 1841.
John Gould, who has already been mentioned, moved from Molyneux's Corners to Carnbria Center in 1812 and purchased
240 acres of Nearpass, on a part of which his grandson. John B. Gould, lived in later times. Christopher Howder
purchased 15o acres in 1812, a mile and a half east of the Center. In the following year he sold a part of his
purchase to Adam Houstater, father of Philip.
William Campbell located in 1817 on 138 acres purchased of Enoch Hotchkiss. John M. Eastman settled two miles east
of the Center in 1821; he was father of eleven children, among whom was Anson Eastman.
Jacob Flanders purchased 150 acres of Elias Rose in 1820, two and three-fourths miles west of the Center, and later
bought the farm and stone grist mill east of Pekin.
The first burial ground in the town was situated a mile east of the Center on the Lockport stone road, and was
donated by William Campbell. Later another was provided a little south of the Corners, the land of which was given
by William Scott.
Russell Weaver and Joshua Cowell settled in the town prior to i8io; Pomeroy Oliver in 1815; John Hitchcock in 1816;
Daniel P. Oliver in 1817; and John Ingersoll, Jason Lane, John Miles, Hezekiah Hill, Elijah Smith, Coonrod Keyser
and Samuel Faxon in early years in different parts of the town. Col. Andrew Sutherland and Philo Cowell came into
the town as early as 1812; the former served in the war of 1812, and died in this town in 1838. Other early settlers
were Reuben Hurd, James Barnes, John Carney and Jairus Rose, the latter two in the southwestern part of the town.
Mr. Rose purchased at first 6oo acres, to which he soon added enough to bring his tract to 2,000 acres; the land
lay in the extreme southwest part of the present town. In 1813 he planted two acres with apple seeds, thus starting
the first nursery in the county; the trees were later sold by him for twelve cents each. Mr. Rose was made a prisoner
in the foray upon Lewiston in 1813 and was confined for a time in Canada. He was father of seven children, one
of whom was George P. Rose, who passed his life on a part of the original purchase.
Dr. Myron Orton settled in Cambria in 1815, and here passed theremainder of his life; he died in June, 1873. He
was one of the founders of the County Medical Society, and combined farming with the practice of his profession
in the later years of his life.
Among other settlers before 1820 were Jonas Chamberlin, Charles Trowbridge, Daniel Alvord, Obed Smith, Eli Bruce,
Jabez Rogers, David Jeffers, Andrew Sutherland, Roderick Royce, Arthur Saxton, Thomas Fowler, Caleb Bugbee, Daniel
Cross, Joshua Campbell, Charles Sweet, Ira Smith, Harvey Hitchcock, Russell Scott, Jason Lane, Abel Baldwin, William
Carney, Philip Shaver, Aaron Rice, Alexander Free man.
Prior to 1830 there were Eliakim Hammond, Hiram McNeal, John Hills, John Gould, James Burnett, Myron Orton, Jared
Comstock, Edwin M. Clap, Ezekiel Campbell, Isaac Canfield, Moses and David Beach, Calvin Wilson, David Gould, Frederick
Saxton, Daniel Oliver, William G. Hathaway, Silas Belding, Henry Springsteen, George Rose, Thomas C. Judd, William
Prey, Ira Gregory, Warren Chaffee, Ralph G. Warner, James G. White, Stephen Barnes.
William Crosier, father of William H. Crosier, was long a leading citizen of this town, in which he settled in
1821, a little east of Pekin village. In 1822 a post office was established on the line between Cambria and Lewiston,
and given the name of Mountain Ridge; John Jones was appointed postmaster. The name of the place was changed in
1831 to Pekin, at which time a considerable hamlet had grown up. Mr. Jones had opened a store on the Lewiston side
of the line, and in 1832 John Cronkite built a large hotel, while soon afterward Benjamin Thresher erected a smaller
one. Mr. Cronkite also conducted a mercantile business and had a large ashery. James McBain kept a grocery and
dry goods store, and Josephus Taylor opened a store on the Lewiston side. Calvin Hotchkiss put a stock of goods
in the store built by him, which was occupied in later years by George Beaber as a tavern. Peter F. Loucks was
another prominent business man of the place, continuing in trade many years and finally removing to New York. E.
H. Cox had a hardware store and tin shop here, and for a considerable period Pekin was an active business center;
in later years it has somewhat declined in this respect. The place now has four stores, kept by F. C. Williams.
William Beaber, J. H. Parker, and Charles D. Timothy. There is also a frame church, called Church of Christ (Disciples),
built in 1888, on the Cambria side, and an old stone M. E. church edifice, in Lewiston.
The following were all residents of the town before 1850: Sparrow S. Sage, S. Cady Murray, Thomas Root, John Fletcher,
Hezekiah A, Nichols, John M. Eastman, John G. Freeman, William Elton, Josias T. Peterson, Josiah Pratt, Lorenzo
Averill, David Gould, Calvin Thompson, Nathaniel Cook, Anson Eastman, Hunt Farnsworth, Hiram Flanders, Richard
Hall, A. H. Houstatter, Thomas and Nelson T. Mighells, George W. Rose, John Williams, Erastus Weaver, Alfred Eddy,
James Dutton, Joseph Miller, Elijah Parker, William O. Rogers, Gilbert Budd, William S. Howe, Samuel Saddleson,
Henry Platt, Christopher and Ransom Saddleson, Lewis Bevier, Nathaniel Brockway, David S. Brockway, Lewis Burtch
(in 1851), Ransom Campbell.
Among present prominent citizens are Charles Angevine, Joseph Bowers, Lewis Burtch, William H. Crosier, Anson Eastman,
Albert G. Eighme; Albert Flanders, George S. Freer, Edward Harmony, A. K. Levan, Walter V. Peterson, Thomas Root,
Ransom Saddleson, Elisha B. Swift, Paul B. Worden, Charles and Joseph Young.
Hickory Corners is a little settlement and a post-office on the eastern line of the town, which will be further
noticed in the history of the town of Lockport.
On August 14, 1815, the town was divided into nine school districts. There are now twelve, with a school house
in each. The amount of public money received in the town is about $1,500, and a little more than that sum is raised
by tax for school support. The first school in this town was taught in a log building in what is now district No.
1, and accommodated Indian as well as white children. The building was on the Ridge west of Howell's Creek, and
had been temporarily used as a sort of arsenal in the war. A frame building was subsequently built on the opposite
side of the road. District No. 2 was formed next, between Warren's and Molyneux's Corners, and a log school house
built in 1815. At Molyneux's Corners the first school house was built in 1819, within district No. 2; a disagreement
caused the abandonment of this district and the district at Warren's Corners was set off as No. 2, and the former
No 2 was made No. 10. A number of other log school houses were built in the town, one at Pekin, in early years,
but no records remain of them.
The First Congregational church of Cambria was organized in 1817, by Rev. David M. Smith, then preaching at Lewiston.
It was through Mr. Smith's influence that the Holland Company donated 100 acres of land to this church, under its
proposition to thus favor the first church in the town. This land was situated in what is now the town of Lockport;
it was sold in 1827, and other land purchased with the proceeds nearer the center of this town. The first resident
pastor was Rev. Silas Parsons, who came in 1827. Until 1836 meetings were held generally in the school houses or
dwellings, and later in the hall of William Scott's hotel in Cambria. The first church building was completed in
1836, and was occupied until 1877, when a new edifice was begun and completed at Cambria Center in the following
A Methodist society was early organized at Warren's Corners, and a church erected on land donated by Ezra Warren.
John Copeland was the organizer of the class. The first church was a small wooden building and was replaced by
the present brick edifice about 1860.
Of the four churches that have existed on the Ridge, the Methodist was the first that kept up its existence. The
society erected a cobble stone church in 1845, on land given by Reuben Wilson, and the organization has since been
maintained. Near the west end of the Ridge were established the First Universalist church, the Roman Catholic church
and the German Lutheran church. The first named was organized in 1867, and in the following year its brick edifice
was erected on land given by H. C. Denison. The Roman Catholic church was erected on the north side of the street;
it is a small wooden building. Opposite to this was erected a small building by the German Lutherans.
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[T]he Sixth Massachusetts Volunteer Militia was formally organized. With war approaching, men who worked in the textile cities of Lowell and Lawrence joined this new infantry regiment. They were issued uniforms and rifles; they learned to drill. They waited for the call. It came on April 15th, three days after the attack on Fort Sumter. They were needed to defend Washington, D.C.. The mood when they left Boston was almost festive. When they arrived in the border state of Maryland three days later, everything changed. An angry mob awaited them. In the riot that followed, 16 people lost their lives. Four were soldiers from Massachusetts. These men were the first combat fatalities of the Civil War.
Better that we settle our differences on football fields than battle fields today. Those men left a great legacy.
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The Kent County Health Department (KCHD) in partnership with the Michigan Department of Community Health (MDCH) urges all Michigan residents to get vaccinated against pertussis and influenza, to protect themselves and vulnerable infants from these preventable diseases.
Pertussis, also known as whooping cough, has been making a comeback in Michigan. More than 1,500 cases were reported to the MDCH in 2010. Nearly 600 cases have been reported so far this year. During a news conference in Lansing last week, Veronica McNally shared her story of loss. In May, her 3-month-old daughter Francesca–“Franny”—died from pertussis. Veronica and her son both had the disease, but it went undetected by health care providers. McNally says she was not told that tetanus-diphtheria-acellular pertussis (Tdap) vaccines for those around Franny could keep her daughter from contracting whooping cough. She also had her two older children on delayed immunization schedules.
“In deciding to delay my children’s vaccination schedule, I thought I was doing what was in their best interest,” McNally said. “I thought I was informed. I thought I was on top of my children’s health. But I was naive.”
“Franny’s story is just heartbreaking. Vaccinations are the single most effective way to prevent illnesses like whooping cough or the flu,” said Cathy Raevsky, Administrative Health Officer of the Kent County Health Department. “Kent County has seen nine reported cases so far in 2012, the same number of cases reported in all of 2011. We need to protect our children and families from this serious disease that can have deadly consequences.”
In addition to pertussis warnings, flu season has arrived. Six children died in Michigan last year due to complications from influenza. “There are currently 12 confirmed cases of flu in Michigan,” says Raevsky. “The flu can have serious health impacts on children under the age of five, the elderly, and people with already-weakened immune systems. It takes two weeks to become effective, so now is the time to get vaccinated.” KCHD offers vaccinations for anyone age six months and older. Health care providers, people who take care of children and those who take care of the elderly should get vaccinated to protect vulnerable populations.
Flu vaccine injections are $25, and the FluMist nasal spray is $32. To make an appointment at any of the health department’s five clinic locations dial (616) 632-7200 or schedule online at www.stickittotheflu.com. For a schedule of when to get immunizations, go to http://www.accesskent.com/Health/HealthDepartment/Immunizations/immun.htm.
The McNally Family is working to spread the message about the importance of vaccinations. “To all expectant mothers, I urge you: please ask your doctor about vaccination against pertussis and flu for you and all members of your family,” said Veronica McNally. “Protect your infants.” To read more about Franny’s story, visit www.frannystrong.org.
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Doctors say just one plane ride can bring the Ebola virus to the United States. In Bethesda, Maryland, scientists are studying blood samples and measuring antibodies as they work on a vaccine.
"Someone can get infected in one of these West African countries, feel reasonably well, get on a plane, get off and then all of a sudden get sick here,” said Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Disease. “That's feasible, and I don’t think anybody can deny that."
But the U.S. is much better equipped to prevent the spread of the virus, health officials say.
"Extraordinarily unlikely that it will be an outbreak at all because of the way we take care of people, how we have the capability of isolating them, how we understand what one needs to do to protect the health care providers and the kinds of health care facilities we have," Fauci said.
With no effective treatments available, one of the best ways to stop the spread of Ebola is prevention in the form of a vaccine.
National Institutes of Health scientists have been working for more than a decade on an Ebola vaccine. As the latest outbreak continues to grow, so does the pressure to create a vaccine to prevent a disease that can kill up to 90 percent of its victims.
It's a complicated process of finding the right combination of genes from the virus that's effective with few side effects, but they are closer than ever, Fauci said.
"Vaccine has been tried in monkey models, and it seems to be really quite promising," he said.
The vaccine is made with genetic material from the virus, meaning there's no live virus involved.
"You don’t inject the entire virus of Ebola because that would be dangerous, so what you do is you get a very small component of the virus, which is a protein that coats the outside of the virus," Fauci said.
Scientists hope to be testing the vaccine on humans as early as the end of September, Fauci said. If it proves to be safe and effective, they hope to make it available by 2015. The first group to get it would be health care workers.
"It's difficult to vaccinate an entire population because you don’t know who's going to be at risk because you don’t know where an outbreak is going to be,” Fauci said. “But when you have health care workers who are putting themselves in clear and present danger of getting infected, those are the ones you want to protect."
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List of Topics Covered
- creating an archive of files on tape:
- table of contents of a tar file
- extracting files from a tar tape
- Annotated Examples
- Additional Topics
- Using Tar on Disk
- Adding Tar Archives to a Tape
- Tar Script and Background Processing
- Tar and Wildcards (*) in Creating and Extracting Archives
- Gnu Tar
- Related Topics
The purpose of the tar (Tape ARchive) command is to manage an archive of files on tape or disk. Tar stores the structure of directories so that archives of entire directories, complete with sub-directories and files can be created, extracted or a table of contents produced. Tar is used primarily as a backup and transfer tool. Single files or entire directories along with the original structure, can be written to a file or directly to a tape.
Note: *Only* the tar command, or another utility which can read the special tar archive format, can be used to extract or restore files from a tar archive.
This description of tar focuses on saving directories on tape and does not discuss all of the tar options. For details see the tar manual page, man tar (see related topics below).
The syntax of tar command is:
Host% tar -?vf archive_name files_to_archive where ? is *one* of: -c create an archive -x extract an archive -t table of contents and optionally: -v verbose diplays a list of files or with -t more detail. where archive_name is: a disk filename, usually of the form "name.tar" a tape device, usually $RMT where files_to_create is: . all files, sub-directories from this part of tree on the name of a directory or sub-directory a list of files, directories or sub-directories
The - can be omitted (tar cf $RMT .) but is used here in conformity with the syntax for the majority of Unix commands.
- CREATING an archive of files on tape:
Host% tar -cf $RMT . c create the archive f file ($RMT) where archive is to be written . files and sub-directories in current directory
Example beginning with the tape mount:
host% tmr -v mytape -r host% tar -cf $RMT . host% exit
tmr (tape mount request) asks for a tape named (-v) 'mytape' to be mounted write enabled (-r). When mounted tar creates (-c) and archive on file (-f) tape drive ($RMT). All files and sub-directories below this point in the tree are copied (.) along with the directory structure. Note that if you forget the "." you won't get any error messages but tar will fail.
CAUTION: Use relative file names.
Tar restores files with the exact filename stored. Be careful when archiving files from a temporary disk or disk you may not own or have access to in the future! Make sure to use relative path names such as 'my.file' rather than absolute pathnames such as '/sm4/joeuser/my.file' when you archive the files!
The cd command: If you store files from a temporary (e.g.chkout) directory use the cd change directory command to move to the directory to be archived, before issuing the tar command:
host% tmr -v mytape -r host% cd /sm3/myid host% tar -cvf $RMT . host% exit
The files will be named something like './any.file' rather than '/sm3/myid/any.file' and tar will be able to create the file.
OR the tar -C option: You can use the -C option (case important) to change directories when creating an archive:
tar cf $RMT -C /usr/include File1 File2 -C /etc File3 File4
Below "joe" backs up all the files (.) in his home directory (~joe) and chkout directory (/sm4/joe):
Host% tar -cvf $RMT -C ~joe . -C /sm4/joe/ .
- TABLE of contents: getting a table (t) of contents of
a tar archive
Host% tar -tvf $RMT t table of contents v verbose (with t produces a more detailed list) f file ($RMT) which contains archive
Example beginning with tape mount:
host% tmr -v mytape host% tar -tvf $RMT
or to write tape archive contents to a file:
host% tar -tvf $RMT > mytape.tarlist host% exit
This lists all of the tar files on tape device $RMT.
- EXTRACTING files from a tar tape:
Host% tar -xf $RMT or Host% tar -xf $RMT <subdirectory> or Host% tar -xf $RMT <fully-specified-file-name>
host% tmr -mytape host% tar -xf $RMT
host% tar -xf $RMT ./myprograms
host% tar -xf $RMT ./my.file host% exit
The commands above retrieve files from the tar tape and store them according to the original file structure starting in the current directory. The first command retrieves all of the files, the second command retrieves only those in the specified subdirectory, and the third command retrieves only the single specified file.
Note that all tape operations take place within a shell which exists when you invoke tmr and terminates (and releases the tape) when you type exit . Also note that the tape is a special type of file which is represented by the environment variable $RMT (see man tmr for details).
These examples use a subdirectory named /Fortran which contains subdirectories: /Loading, /Make, and others.
- Create a tape archive of subdirectory /Fortran.
Command Comments ------------------------------ --------------------------- tmr -v mytape -r "mytape" is the name (vsn) of your tape, and -r says to mount it with the WRITE ring; otherwise the tape is mounted in write protect mode. Now you must wait for operator message: "Tape assigned to Userid" which indicates that the tape is ready to use. cd ~/Fortran Make /Fortran your current directory (.). tar -cf $RMT . $RMT is a variable which represents the tape device /dev/rmt* which writes at the drive's highest density. It writes end of tape and rewinds after a write operation. . The period (.) denotes the current directory and all sub-directories and files. exit Exit the -tmr- shell (this automatically dismounts your tape from the drive)
- Store all files in the current directory onto tape:
tmr -v mytape -r tar -cf $RMT . exit
- List the contents of your tar file:
tmr -v mytape tape is mounted 'read only'. tar -tf $RMT List all of the files on the tar tape. Notice that the directory Structure is retained. The files will be listed in the format ./Loading/... etc. mt -f $RMT rewind Rewind the tape
(Note: rewind is not needed if previous operation used $RMT.)
tar -tvf $RMT | more List all of the files with more extensive (v) information and pipe the listing through -more-. tar -tf $RMT | grep /Make List all files in the /Make subdirectory tar -tvf $RMT > mytape.tarlist Write the contents to a file. exit Exit the tmr shell and release the tape
- Extract all or part of your files:
tmr -v mytape Mount the tape tar -xf $RMT Extract all files and directories and write them to current directory. mt -f $RMT rewind Rewind the tape (rewind not needed if last tape operation used $RMT) cd Exp Move to another directory tar -xf $RMT ./Loading Extract all files and directories contained in the subdirectory /Loading and write them to the current directory (which is Exp). The files are stored in subdirectories as follows: In Exp: /Fortran In Fortran: /Loading In Loading: all the files and sub-directories in Loading
You can also create and test tar files on disk, for example:
cd ~/Fortran tar -cf ~/Exp/my.tar . Create a tar file from the current subdirectory (~/Fortran) and write the tarred file to file "my.tar" in directory ~/Exp. cd ~/Exp tar -tf my.tar | more List the contents of my.tar. tar -xpf my.tar ./Make Extract the subdirectory /Make
The tape drives on some Unix computers do not support the update or addition of files to a tar archive stored on tape. If you want to add files you must add a new archive to the tape.
To add files to a tape which already contains an archive, use the mt command and the no-rewind tape device ($RMT_NR) to position the tape past the archives already stored:
the syntax of the mt command as used here is:
host% mt -f tape_device fsf N
where N is the number of files to be passed:
to move past the first file:
host% mt -f $RMT_NR fsf 1
to move past a second file to write a third:
host% mt -f $RMT_NR fsf 2
Example starting from tape mount:
host% tmr -v mytape -r host% mt -f $RMT_NR fsf 1 host% cd Fortran host% tar -cf $RMT . host% exit
Here the mt fsf 1 command moves the tape past file one. Then a second tape archive is written using the tape device $RMT which will write end of tape and rewind the tape. The tape now has two separate tar archives. To create the third archive later:
host% tmr -v mytape -r host% mt -f $RMT_NR fs 2 host% cd Fortran host% tar -cf $RMT . host% exit
the no rewind tape device $RMT_NR leaves the tape positioned where the mt fsf n command puts it. It writes end of file after a write operation and operates at high density.
Reading from a second archive file on tape:
The mt command is also used to postion the tape to read from the second archive:
host% tmr -v mytape host% mt -f $RMT_NR fsf 1 host% tar -xf $RMT ./Fortran host% exit
See the manual page for the mt command for details on its use:
host% man mt
You can create a file or script containing tape commands and run the job in the background so you can do other work or logout. Here is an example of a short tar script, called "tarit" to mount a tape, cd to the chosen directory, archive the files and exit.
create the script using any editor:
host% pico tarit
The file 'tarit' has these lines:
#tarit tmr -v mytape -r -I <<endofjob cd Fortran tar -cvf \$RMT . > mytape.tarlist endofjob
mounts the tape 'mytape' and runs the shell until the word 'endofjob' is encountered. The backslash '\' is used to 'escape' the $ so that it will be interpreted by the tape shell and not when the job is submitted. When running a job in the background its advisable to get a listing of what it did by adding -v (verbose) to the command and piping (>) the output to a file (mytape.tarlist).
Change the permission of the file 'tarit' to be executable:
host% chmod +x tarit
Then submit the command by typing its name; the ampersand (&) causes the job to run in the backgroun.
host% tarit &
You can submit a script such as this and logout. The script will wait for a drive if they are busy.
Wildcards can *not* be used directly in tar commands. The following commands will *fail*:
host% tar -cf $RMT *.log host% tar -xf $RMT *.log
Wildcard functionality can be obtained by combining Unix features with tar.
- Creating a tar archive of a sub-set:
A command placed between back graves (`) will expand on the command line of another command. The ls and find commands will accept wildcards and list sub-sets of files. For example, these two tar commands:
host% tar -cf t.tar `ls *.log` host% tar -cf t.tar `find *.log -print`
both expand to become:
host% tar -cf t.tar gtestit.log test.log
The ls or find command, placed between back graves, replaces the file specification on the tar command and expands to a list of files.
unix:~> ls *.log gtestit.log test.log unix:~> tar -cvf t.tar `ls *.log` a gtestit.log 4 blocks. a test.log 22 blocks. unix:~> tar -cvf t.tar `find *.log -print` a gtestit.log 4 blocks. a test.log 22 blocks. unix:~> tar -tvf t.tar -rw-r--r-- 4018 204 1985 Jan 13 11:58:52 1995 gtestit.log -rw-r--r-- 4018 204 10819 Jan 11 13:43:41 1995 test.log
- Extracting a tar archive sub-set:
Extracting a sub-set of files from tape requires two steps:
- Get a list of files (tar -t) filtered using the
grep command for file pattern matching and redirect
the results to a file.
host% tar -tf $RMT | grep '.log' > a.a
- Write (cat) the list of files in place of the
file specication on the tar command using back grave
host% tar -xvf $RMT `cat a.a`
A sample script file to do this:
#mount a tape, list it through grep to select files, then extract tmr -v mytape <<endofjob cd /sm4/mytape tar -tf \$RMT | grep '\.log' > a.a tar -xvf \$RMT \`cat a.a\` endofjob
Note that the back slash (\) is used to protect Unix special characters ($) and (.) from expansion until the script executes, not when submitted.
- Get a list of files (tar -t) filtered using the grep command for file pattern matching and redirect the results to a file.
GNU tar has capabilites not featured in the version of tar which comes with the operating system (/bin/tar). GNU tar is located in: /usr/local/gnu/bin/tar as in:
host% /usr/local/gnu/bin/tar -cvf $RMT .
Short help is available by typing: host% /usr/local/gnu/bin/tar --help
The tar manual : man tar The tape archive command details The mt manual : man mt the magnetic tape command details
See also the manual pages for other tape backup/archive utilities: man pax, man cpio
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This article for teachers suggests ideas for activities built around 10 and 2010.
Start with four numbers at the corners of a square and put the
total of two corners in the middle of that side. Keep going... Can
you estimate what the size of the last four numbers will be?
I cut this square into two different shapes. What can you say about
the relationship between them?
These pictures were made by starting with a square, finding the
half-way point on each side and joining those points up. You could
investigate your own starting shape.
Investigate what happens when you add house numbers along a street
in different ways.
Investigate the different ways these aliens count in this
challenge. You could start by thinking about how each of them would
write our number 7.
Well now, what would happen if we lost all the nines in our number
system? Have a go at writing the numbers out in this way and have a
look at the multiplications table.
There are ten children in Becky's group. Can you find a set of
numbers for each of them? Are there any other sets?
Bernard Bagnall describes how to get more out of some favourite
When newspaper pages get separated at home we have to try to sort
them out and get things in the correct order. How many ways can we
arrange these pages so that the numbering may be different?
What happens when you add the digits of a number then multiply the
result by 2 and you keep doing this? You could try for different
numbers and different rules.
Investigate these hexagons drawn from different sized equilateral
Complete these two jigsaws then put one on top of the other. What
happens when you add the 'touching' numbers? What happens when you
change the position of the jigsaws?
An investigation that gives you the opportunity to make and justify
A thoughtful shepherd used bales of straw to protect the area
around his lambs. Explore how you can arrange the bales.
Can you find out how the 6-triangle shape is transformed in these
tessellations? Will the tessellations go on for ever? Why or why
In my local town there are three supermarkets which each has a
special deal on some products. If you bought all your shopping in
one shop, where would be the cheapest?
Cut differently-sized square corners from a square piece of paper
to make boxes without lids. Do they all have the same volume?
Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.
If we had 16 light bars which digital numbers could we make? How
will you know you've found them all?
Investigate the numbers that come up on a die as you roll it in the
direction of north, south, east and west, without going over the
path it's already made.
In this section from a calendar, put a square box around the 1st,
2nd, 8th and 9th. Add all the pairs of numbers. What do you notice
about the answers?
What is the smallest number of tiles needed to tile this patio? Can
you investigate patios of different sizes?
Which times on a digital clock have a line of symmetry? Which look
the same upside-down? You might like to try this investigation and
Investigate all the different squares you can make on this 5 by 5
grid by making your starting side go from the bottom left hand
point. Can you find out the areas of all these squares?
If the answer's 2010, what could the question be?
How many ways can you find of tiling the square patio, using square
tiles of different sizes?
The challenge here is to find as many routes as you can for a fence
to go so that this town is divided up into two halves, each with 8
Investigate how this pattern of squares continues. You could
measure lengths, areas and angles.
In this investigation we are going to count the number of 1s, 2s,
3s etc in numbers. Can you predict what will happen?
Why does the tower look a different size in each of these pictures?
How many tiles do we need to tile these patios?
This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?
If you have three circular objects, you could arrange them so that
they are separate, touching, overlapping or inside each other. Can
you investigate all the different possibilities?
Place this "worm" on the 100 square and find the total of the four
squares it covers. Keeping its head in the same place, what other
totals can you make?
You cannot choose a selection of ice cream flavours that includes
totally what someone has already chosen. Have a go and find all the
different ways in which seven children can have ice cream.
Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?
Bernard Bagnall looks at what 'problem solving' might really mean
in the context of primary classrooms.
Ana and Ross looked in a trunk in the attic. They found old cloaks
and gowns, hats and masks. How many possible costumes could they
When Charlie asked his grandmother how old she is, he didn't get a
straightforward reply! Can you work out how old she is?
"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?
If I use 12 green tiles to represent my lawn, how many different
ways could I arrange them? How many border tiles would I need each
How will you decide which way of flipping over and/or turning the grid will give you the highest total?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
In how many ways can you stack these rods, following the rules?
In this investigation, you must try to make houses using cubes. If
the base must not spill over 4 squares and you have 7 cubes which
stand for 7 rooms, what different designs can you come up with?
An activity making various patterns with 2 x 1 rectangular tiles.
How many different shaped boxes can you design for 36 sweets in one
layer? Can you arrange the sweets so that no sweets of the same
colour are next to each other in any direction?
Let's say you can only use two different lengths - 2 units and 4
units. Using just these 2 lengths as the edges how many different
cuboids can you make?
Take 5 cubes of one colour and 2 of another colour. How many
different ways can you join them if the 5 must touch the table and
the 2 must not touch the table?
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24 Jun 2010: Analysis
In the Battle to Save Forests,
Activists Target Corporations
Large corporations, not small-scale farmers, are now the major forces behind the destruction of the world’s tropical forests. From the Amazon to Madagascar, activists have been directing their actions at these companies — so far with limited success.
The image of rainforests being torn down by giant bulldozers, felled by chainsaw-wielding loggers, and torched by large-scale developers has never been more fitting: Corporations have today replaced small-scale farmers as the prime drivers of deforestation, a shift that has critical implications for conservation.
Yet while industrial actors exploit resources more efficiently and cause widespread environmental damage, they also are more sensitive to pressure from consumers and green groups. As a result, activists have more power today than ever to affect corporate behavior and slow the dizzying pace of tropical deforestation worldwide. That power has been on display in recent months, as campaigns by environmental groups have forced major corporations to stop doing business with companies accused of widespread deforestation.
Unilever, the consumer products conglomerate, and other corporations recently canceled contracts with palm oil producers in Indonesia after investigations by Greenpeace and the BBC revealed that these companies were engaged in illegally clearing forests. Late last year and early this year, a campaign by ecotourism companies and the conservation group, Forests.org
— a Web-based activist group — succeeded in forcing some European companies to stop trading in rare rosewood illegally logged in Madagascar.
And since Greenpeace released a report last summer linking deforestation by cattle ranchers in the Amazon to major consumer products
The forces driving deforestation are seeking ways around corporate boycotts.
Burger King hamburgers and Nike shoes, the fallout has been profound. Now, major buyers of Amazon beef and leather goods, including Wal-Mart, are insisting on new sourcing policies in Brazil requiring full traceability and transparency from their suppliers to ensure that cattle products aren’t coming from former rainforest.
These developments illustrate an important shift in the battle waged by conservation groups to slow the destruction of tropical forests. Yet such success stories are not as clear-cut as they might appear at first glance. In many cases, after an initial victory by environmentalists, the forces driving deforestation have regrouped and are seeking ways around corporate boycotts.
For decades, deforestation was mostly driven by poverty — poor people in developing countries clearing forests or depleting other natural resources as they struggle to feed their families. Government policies in the 1960s, ‘70s, and ‘80s helped drive this trend by subsidizing agricultural expansion through low-interest loans, infrastructure projects, and ambitious colonization schemes, especially in the Amazon and Indonesia.
But over the past 20 years, this has changed in many countries due to rural depopulation, a decline in state-sponsored development projects, the rise of globalized financial markets, and a worldwide commodity boom. Deforestation, overfishing, and other forms of environmental degradation are now primarily the result of corporations feeding demand from international consumers.
Seizing the opportunity to apply pressure on international corporate giants, activists have recently launched campaigns worldwide to slow the
Confronted by tour operators, three companies stopped transporting rosewood from Madagascar.
destruction of tropical forests. In 2008, Greenpeace ensnared Unilever — the world’s largest buyer of palm oil — in a scandal when Greenpeace claimed the company’s supplier was involved in forest destruction in Borneo. Hiring an independent investigator, Unilever learned that the palm oil supplier, Sinar Mas, was indeed illegally clearing rainforests and carbon-dense peatlands.
Last December, Unilever canceled a $32.6 million contract with a subsidiary of Sinar Mas, and earlier this year several more major buyers dumped Sinar Mas. Unilever subsequently blacklisted Duta Palma after a BBC documentary in February showed the Indonesian company was engaged in clearing protected forest for palm oil plantations.
However, Unilever softened its stance in early April, as company officials said they would consider buying palm oil from a Sinar Mas subsidiary if the company demonstrated that it is no longer involved in illegally logging forests.
In the Amazon, Greenpeace released the report last June linking deforestation by cattle ranchers in the Amazon to major consumer products, including Gucci handbags and Nike shoes. The fallout was immediate: Brazil’s cattle industry — the largest in the world and a dominant force in Brazilian politics — was brought to a standstill virtually overnight. Brazilian officials raided the offices of the country’s cattle giants and suspended or revoked some of their loans. Several of the cattle companies’ biggest buyers publicly rebuked the firms and demanded greater accountability for their supply chains.
Wal-Mart, Nike, and Timberland — all identified in the report as buying leather products or meat that came from cattle raised on deforested Amazon land
— immediately announced new sourcing policies requiring full traceability and transparency from their suppliers to ensure beef and leather products weren’t coming from former rainforest. Under pressure from their customers and the government — which threatened billions in fines — Brazilian cattle producers, processors, and traders fell into line, declaring moratoriums on deforestation. The hottest commodity in the Brazilian Amazon became credible supply-chain management, spawning a rush to develop certification systems and land registries for “responsible” ranches.
“The industry — from Nike and Adidas to the slaughter plants — is under pressure to have a clean supply chain,” said John Carter, a rancher who runs Alianca da Terra, a Brazilian NGO developing a certification system for the cattle industry. ”Greenpeace essentially created a federal mandate that everyone had to come into compliance via a land registry. Greenpeace changed the game.”
Another potent example of the impact of international pressure on large corporations comes from Madagascar, a treasure trove of biodiversity in the Indian Ocean. In the aftermath of a military coup nearly a year ago, Madagascar’s rainforest parks have been besieged by illegal loggers targeting valuable rosewood and other hardwoods
. The timber is usually transported by international carriers to Reunion Island and Mauritius in the Indian Ocean, and then on to China, where it is turned into furniture for export. Some of the wood ends up in Europe and the United States.
Madagascar’s coup leaders are apparently complicit in the lucrative trade, making it difficult to address the issue on the ground. So the pressure point for rosewood trafficking — at least in the short term — is foreign shipping companies. Confronted by tour operators whose business depends on national parks and wildlife, three companies — Spanfreight, Safmarine, and UAFL — immediately stopped transporting rosewood from Madagascar.
However, a French company, Delmas, continued carrying rosewood for months, making it a clear target for environmentalists. When word leaked
Many corporations are learning that it’s bad business to engage in environmentally poor practices.”
about an impending shipment scheduled for late December, Forests.org seized on the opportunity, bombarding the company and the French government with thousands of messages, arguing that Delmas was undermining France’s negotiating position at climate talks in Copenhagen and facilitating the destruction of Madagascar’s national parks.
The campaign proved too much for Delmas, and in December the company canceled a major rosewood shipment worth an estimated $20 million to $60 million to traders. However, the company resumed shipments in March, prompting intensified campaigns by Forests.org and the Environmental Investigation Agency, a conservation group. That pressure prompted the government in Madagascar to accede to a ban on exports of rosewood and precious timber for two to five years.
“It’s really impressive that environmental activists have influenced a major corporation such as Delmas,” said William Laurance, a researcher at James Cook University in Australia, who has analyzed the transition from poverty-driven to industrial-driven deforestation. “Many corporations are learning that it’s bad business to engage in environmentally poor practices.”
But while the campaign achieved its short-term objective of blocking the rosewood shipments, the subsequent response from traders reflects the difficulties of going after corporate transgressors. For example, after a consumer in Germany complained to authorities that Theodor Nagel & Co., a major tropical timber importer based in Germany, was advertising “Madagascar rosewood” on its Web site, the company replaced “Madagascar” with “Brazilian.” Nagel said it had the proper permits to import rosewood from Madagascar, although conservationists note that many export documents in Madagascar are fraudulent, and the company is now under investigation.
Furthermore, traders in Madagascar are now reportedly looking for more discreet ways to ship rosewood. They may find that channel through Chinese freighters, whose owners have fewer qualms about international criticism.
Greenwashing — or misrepresenting the environmental qualities of a product — is another common strategy used by companies that come under fire.
A prime example is the new emphasis by Asia Pulp & Paper (APP) — a subsidiary of Sinar Mas — on being green. The company has long been notorious in activist circles for its poor environmental record, but major
The palm oil industry, which has consumed vast tracts of forest, is legendary for its greenwashing efforts.
companies continued to buy from APP until consumer-oriented campaigns led by the Rainforest Action Network, Forest Ethics, and WWF, among others, accelerated a few years ago. In short order, some of APP’s most prominent buyers — including Staples, Office Depot, Wal-Mart, Woolworth, and Gucci Group — canceled contracts with the company. In addition, the Forest Stewardship Council, the green standard for certifying forest products, severed its association with APP.
To stem the loss of customers, APP hired a leading PR firm and launched a campaign rebranding itself as a leader in sustainability. Its new Web site features bird sounds and verdant forests while proclaiming its support for “economic, social, and environment sustainability.” The company also is running ads on CNN touting its green credentials.
“There’s been a growing sense of risk in the marketplace around doing business with APP,” explained Lafcadio Cortesi, forest campaign director at the Rainforest Action Network. “However, instead of responding to customer demands for reform on the ground, APP has dramatically increased their public relations activities and environmental claims.”
For example, in response to concerns that the company’s activities are worsening global warming, APP hired consultants to draft a report detailing the modest carbon footprint of its business. But that report failed to account for the bulk of their emissions, produced when they drain peatlands or cut down natural rainforests, Cortesi said.
At the same time, Cortesi said, APP is hiding behind a new set of marketing channels by creating or buying smaller companies that sell APP papers under different brands touted as “environmentally friendly.” One such example is Eagle Ridge Paper. In February, 10 environmental groups in North America — including the Sierra Club, Greenpeace, the Natural Resources Defense Council, and the Rainforest Action Network — issued a statement saying that Eagle Ridge was a new “marketing and distribution” arm for APP and urging major buyers, such as Staples, not to sell Eagle Ridge paper products.
But the logging industry is not alone. The palm oil industry is legendary for its greenwashing efforts. For all the virtues of palm oil as the world’s highest-yielding source of vegetable oil, expansion over the past 25 years has consumed vast tracts of forest across Indonesia and Malaysia.
But instead of acknowledging this and addressing concerns head-on, marketing bodies for the industry have tended to expend efforts on denial and greenwashing. The integrated market campaign includes Web sites, blogs, think tanks, editorials, and advertisements.
MORE FROM YALE e360
Madagascar’s Political Chaos
Threatens Conservation Gains
Since the government’s collapse after a coup in 2009, Madagascar’s rainforests have been plundered for their precious wood and unique wildlife, reports Rhett Butler. But there are a few encouraging signs, as officials promise a crackdown on illegal logging and ecotourists begin to return to the island.
One industry video used iguanas and hummingbirds — species found nowhere near Malaysia — to suggest that biodiversity thrives in palm oil plantations, despite a large body of scientific studies showing that oil palm estates are biologically impoverished compared even with heavily logged forests. Yusof Basiron, CEO of the Malaysian Palm Oil Council — the government-backed marketing arm of the Malaysian palm oil industry — has gone so far as to claim that endangered orangutans benefit from living in proximity to oil palm plantations. Environmentalists scoff at the notion, maintaining that oil palm expansion is one of the greatest threats to orangutans.
These efforts illustrate the extent to which some companies will work to mislead consumers. However, some industry executives realize it will take more than deception to alleviate environmental concerns, and are working to improve environmental performance through certification programs that set standards for production and distribution.
These are dependent, however, on consumer preference for “greener” products. In some markets — notably India and China, but even, in some cases, in the United States and Europe — there is little willingness among consumers to pay a premium for eco-friendly goods. So while some palm oil producers have thrown their weight behind a certification program devised by the Roundtable on Sustainable Palm Oil (RSPO), demand for certified sustainable palm oil has been slow to materialize. In the end, consumer apathy could prove to be the biggest threat to greening the supply chain, and activist groups may increasingly find themselves having to call attention to environmentally friendly companies.
POSTED ON 24 Jun 2010 IN
Biodiversity Forests Policy & Politics Policy & Politics Pollution & Health Water Central & South America North America
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Martin�s Fork Wildlife Management Area and State Natural Area protects Martin's Fork, a scenic high-quality mountain stream that originates in the higher elevations of Cumberland Gap National Historical Park in Bell County, Kentucky.
Martin�s Fork and its watershed constitute a significant natural resource for Kentucky. Nine plants and three animals listed by the commission as endangered, threatened or special concern are known from the property. The property protects six natural community types and one new state record insect.
Access is by foot traffic only. Hunting is open under statewide regulations for all hunting and trapping seasons. Also open to bear hunting and EHU 6a quota elk hunts.
Public Land Hunting General Use Guidelines
Information coming soon
Activities / Amenities|
Owned by the
Kentucky Department of Fish and Wildlife
Official Web Site
Co-managed by the
Kentucky State Nature Preserves Commission
Kentucky Wild River by the
Kentucky Division of Water
*Information on this page provided by KDFW and KNSPC
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< Home | Obi
No photo can do justice to this Obi. The silver threads are incredible and the way the light captures the overall sheen and highlights the intricate Chrysanthemums must be seen to be appreciated.
DESCRIPTION: This is a striking example of the most formal and sophisticated of the Japanese Silk Obi to be hand-woven for Japanese women in the 1800s. A “Maru” Obi has but one seam, meaning that the Obi was woven in one continuous panel before being folded over in such a manner that the pattern was not lost in the fold. It is a very lustrous, fine Silk Obi that took incredible time and patience to weave.
The overall small repeal pattern is referred to in Japan as “Meiji jimon,” is comprised of a profusion of silver Chrysanthemums among the Paulownia leaves. The Chrysanthemum (“Kiku”) bears a resemblance to the Sun’s (“Hi”) rays which lead in 1336 to its being declared the official emblem of the Imperial Court. In 1869, it was given in law to the Imperial House as their Crest (“Mon”). The Paulownia ranks only second to the Chrysanthemum, and it, too, was exclusively associated with the Imperial Family, until the Emperor granted its use as a Family Crest to Toyotomi Hideyoshi who unified Japan in the early 1600s.
The dyes used to brilliantly weave this Obi were from all natural sources, while the colors, though elegant, appear more somber. Color is not merely a matter of personal preference or taste, but is subject to seemingly timeless rules reflecting shared cultural values. Thus, this Obi would have been worn by a woman of great wealth and status who was older and married. Also, the overall design of the Obi indicates that the artist created it to be worn in the winter season. The intricacy of the design, giving a brightness to the pattern not usually associated with traditional colors, attests to the artistry of the weaver, while the unusual stripes at the bottom of the pattern denote that a woman of high rank and affluence in Japanese society wore this stunning Obi.
COUNTRY OF ORIGIN: Japan
TYPE TEXTILE: This is a finely woven Silk Obi that has a wonderful sheen that, when turned in different directions and seen from different angles, will appear to change color. This is a sign of a very high quality Obi
APPROXIMATE DATE OR PERIOD: Mid Meiji Era (1868 – 1911)
FABRIC CONTENT and CONDITION: Hand woven Silk Maru Obi in excellent condition
FINISHED SIZE: 12 ¾ inches wide x 13 ¼ feet long
PRESENTATION: Creates an unusual and glorious wall hanging, either vertically or horizontally, or extraordinary table or chest runner.
A Certificate of Authenticity is included.
TTAC will personally pack and ship via UPS at company expense within the continental U.S.
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We have just accepted the facts the emerald ash borer is going to cause the disappearance of most of our ash trees and the Asian lady beetle will continue to invade our homes in the fall, looking for warmth for the winter. Now, we have another Asian import to watch for.
The Asian longhorn beetle came to the United States in pallets and crates imported from the East. The time of their arrival is unknown, but it has had time to spread from its source in New York to New Jersey, Maine, Illinois and parts of Canada.
This beetle does not limit its attack to one species of tree, but will make a home in any maple, birch, buckeye, elm or willow. The only way to fight its spread into new areas is to locate and destroy infected trees.
Repeated attacks on a tree will girdle stems and branches, and lead to eventual dieback of the tree crown and subsequent death of the tree.
For this reason, it is necessary that gardeners and farmers are on the lookout and report any possible sightings to authorities.
The first sighting in the U.S. was made by a homeowner in Brooklyn who noticed tree damage on his property and reported it.
Janet Del Turco is a local gardener and a graduate of the Ohio State University Master Gardener program. Contact her at firstname.lastname@example.org.
The beetle is quite large - more than an inch in length - and has long antennae banded with black and white that are longer that its body.
The body is shiny black with white spots, and the six legs may have blue feet. With these unusual markings, the beetle should be easy to see and to identify.
During summer months, they could be spotted on walls, cars and outdoor furniture as well as on tree branches and trunks.
Females lay a single egg in each depression they chew into the bark of a host tree, with 60 or more of these little nests in one area. After the egg hatches, the larva will tunnel through the bark to reach the layers beneath which provide food through the winter.
In the spring, the fully developed new adults chew their way out, leaving perfectly round exit holes in the bark as a sign of their presence.
Other signs Asian longhorn beetles are in the area are sap flowing from the egg niches in the summer, accumulation of sawdust around the base of the tree caused by the larvae as they tunnel, and frass (droppings) in the same area.
The USDA has imposed quarantines around areas where sightings have been confirmed, to prevent human-assisted spread. No individual may remove firewood, logs, stumps or trimmed branches from these places.
Our area is not yet affected, but a vigilant watch is needed to pick up the first sign of the beetle's presence.
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Calculating watershed acreage
To understand how water moves around your property, you have to define the watershed area. This information can determine conservation practices and pond capacity.
Radio interview source: Wayne Gobovich, National Agricultural Engineer, NRCS
Stand on a low point and look uphill. The area where rain falls and then gathers where you're standing is considered the watershed. An assessment of this area helps you design a pond.
Wayne Bogovich is a national agricultural engineer with the Natural Resources Conservation Service, or NRCS. He says calculating watershed acreage tells you how much runoff to expect, how big the pond should be, and how much extra storage you would need before the water goes over the emergency spillway. You might also determine if runoff could be polluted.
Bogovich says there are a couple of ways to make the calculations.
"The simplest technique is the way we used to do it 50-years ago, which is just take a U.S. Geological Survey topographic map," he says. "You can actually draw the watershed on the map based on the contour lines. Another way of doing it, you would use GIS, which is Geographic Information Systems, which are electronic maps. And in some of these systems, you can actually put a point where the pond is, and it will actually calculate on its own and draw it for you."
Pond construction isn't the only use of this calculation. Conservation practices such as terraces and waterways are designed using the same technique.
"You need the slope of that watershed, the size of the watershed, you need the vegetative cover on the watershed," says Bogovich. "And what that does is, from that information, you can actually calculate how much water is coming down the hill, and how much water you need to deal with. Because if you don't size those things properly, they're going to run over the dikes and they're not going to perform as they're designed."
Unless you have the right technical background, Bogovich recommends getting help from your local NRCS office to make the watershed calculations.
Betsy's Backyard |
6/28/16 | 10:47 AM
We are not traveling anywhere for vacation this summer. A staycation in my backyard...read more
Add Your Comment
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<urn:uuid:161cd839-a3b9-4ba3-a59e-348f3bc9044c>
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CC-MAIN-2016-26
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http://www.livingthecountrylife.com/homes-acreages/managing-your-property/calculating-watershed-acreage/
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Missouri’s Power Plants Among Worst U.S. Greenhouse Gas Polluters
Missouri's coal-fired power plants are among the largest sources of carbon dioxide pollution in the country and a significant contributor to global warming.
That's according to a new report released this week by the advocacy group Environment America.
The report ranks Missouri tenth among U.S. states when it comes to carbon dioxide emissions from power plants. Neighboring Illinois ranks seventh.
Environment Missouri's Stuart Keating says right now, there are no federal regulations limiting how much carbon dioxide power plants can release.
"And coal-fired power plants really are the elephant in the room here in terms of carbon dioxide pollution,” Keating said. “They're the single largest source in the country.”
Keating says coal-fired power plants are responsible for about 40 percent of all U.S. CO2 emissions.
According to the report, Ameren's Labadie power plant produced about 19 million metric tons of carbon dioxide in 2011.
That represents the fourth most emissions of any power plant, nationwide.
Ameren's Mike Menne says Labadie is high on the list because it's very big ― and no technology exists to control carbon dioxide emissions.
"What we try and do is make the plant as efficient as possible, and we have done some of those things over the years at the Labadie plant," Menne said.
The U.S. Environmental Protection Agency proposed limits on CO2 emissions from new power plants in March 2012, but never finalized the regulations. The agency is scheduled to issue an updated draft late next week.
But proposed limits for existing plants aren't expected until June 2014.
Follow Véronique LaCapra on Twitter: @KWMUScience
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<urn:uuid:3e371e02-2e93-464e-9a13-f2d6e7819271>
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CC-MAIN-2016-26
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One of Newton’s few surviving pre-Revolutionary War houses is the Durant-Kenrick House on Waverly Avenue. Built in 1732 by Capt. Edward Durant, the house was constructed on land which had once been the Praying Indian Village of Nonantum, established in 1646 by Rev. John Eliot of Roxbury as the first Christian Indian community in British North America. In 1790, the Durant House and farm were acquired by John Kenrick, an abolitionist and noted horticulturist who started a commercial nursery in the 1790s. After his death, one son, William Kenrick, inherited the nursery, while another, John A. Kenrick, inherited the family homestead. William Kenrick, a founding member of the Massachusetts Horticultural Society, was even more influential than his father, authoring two important works: The New American Orchadist (1833) and The American Silk Grower’s Guide (1835). The Newton Historical Society and the Newton History Museum are seeking to acquire a the Homestead and the remaining open space on the property.
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I did this experiment in February 2009. This device was invented to detect / collect "radiant energy" and convert it into electricity it was patented by Tesla in 1905 original patent: http://keelynet.com/tesla/00685958.pdf
My device not collect "radiant energy", it collect static electricity I just wanted to keep the name given to it by Tesla.
I explain how I built it, the results that I obtained. I hope that someone can improve it and get better results
This is a presentation video with a brief explanation of the operation at the end, follows the full explanation and test results on this Instructablehttp://www.youtube.com/watch?v=gr5F2e595wo
The collector in aluminium collects the electrons of the air ionized, it work even with the passage of the clouds (if the air is dry), reached a sufficient charge it spark on candle and circulates the current in primary high-voltage of a injection coil, the secondary is connected via a diode and a small condenser, the small instruments notes the achieved energy.
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2. May and June, 1868Up one level
The account of May and June is presented in six parts: 1. title pages; 2. a chronology of nine pages of newstories of the time with interpretive commentary; 3. an 1877 map of Solano County showing the progress of the railroad in May and June; 4. a depiction of the tunnel that had to be dug between Cordelia and Suisun; 5. a description of the innovative "track-layer" machine employed to lay the railroad; and, 6. a report on doings at the Davis ranch in May and June. These six parts are preceeded by photographs of the three panels of the exhibit as it appeared at the Hattie Weber Museum of Davis.
- 00. Overview Photos of Davisville 1868 Part Two
- One photo each of the three four by six feet panels.
- 01. Title Pages
- Four pages of introduction
- 02. Nine news reports in May and June
- 03. 1877 Map of Solano County
- The progress of the railroad to late June is shown on an overlay.
- 04. The Cordelia Tunnel
- A tunnel had to be dug between Cordelia and Suisun.
- 05. The Robertson-Whiteside Track-laying Machine
- One of the first if not the first track-laying machine was used in building the railroad.
- 06. Davis Ranch Doings
- Report by the editor of the Yolo County Democrat.
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Welcome to playful preschool on this lovely Wednesday morning!
This weeks theme is SNOWMEN. Please be sure to check out the extra activities at the bottom of my post from my fellow bloggers. Remember you can follow the hashtag #playfulpreschool across all social media.
For our snowman theme I decided to raid the spice draw.
To make this delicious smelling snowman you will need:
- Playdough – I used my usual cooked playdough recipe
- Gather various whole spices. I have clove, cinnamon, anise and various other interesting looking shapes. Optional raisins.
- Use an activity tray to help define activity space if you have more than one child. This trick works great on my 3.
My playdough didn’t come out as white as snow but it was still plain enough for the kids to enjoy making a snowman with all the whole spices.
I had all 3 kids in on this activity. Even my activity reluctant 4 year old come to play. He was more interested in removing and destructing the snowman than building. But if it helps him actually interact with his siblings while doing an activity I am all for it. Small steps.
My 2 year old decided snowman building was not her thing and landed up making a pin cushion of a ball of playdough by sticking ALL the cloves in it. Great fine motor skills. Yip.
My 5 year old made some great models though.
I am going to re-use this playdough this coming week and add a bit of color. I wonder what the kids would like to build. mmm
Pin this quick kitchen snowman for later!
Even More PLAYful Preschool Snowman Activities:
Snowman Literacy Activities for Preschool:
- Snowman Mitten Match Alphabet Activity by Growing Book by Book
- Snowman Vocabulary Activities for Preschool by The Educators’ Spin On It
- Snowman at Night-Preschool Craft by Capri + 3
Snowman Math Activities for Preschool:
- Snowman Peg and Count by Rainy Day Mum
Snowman Sensory and Creative Exploration Activities for Preschool:
- Make a Snowman from Things in the Kitchen! by Powerful Mothering
- Melted Snowman Painting by Learning 2 Walk
- Build a Snowman Indoors by Mom Inspired Life
- Baked Cotton Ball Snowman Craft by Still Playing School
- Build a Snowman Creativity Prompt by Raising Lifelong Learners
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HISTORY OF THE WPIAL
The Western Pennsylvania Interscholastic Athletic League (WPIAL) was founded in 1906 by a small group of educators who recognized the need to provide a set of eligibility rules and regulations in order to insure a level playing field for interscholastic athletic competition among the schools in Western Pennsylvania. The first impetus for such a League arose as early as 1903 when indeed it was an extraordinary institution that was solely represented by pupils of that school. The lack of scholastic requirements permitted the schools of that day to hire the best players in the vicinity, outfit them in high school uniforms and stack them against each other in grim battles. Representatives of Allegheny Prep, Pittsburgh, Central High School and Shady Side Academy initiated the effort in the early stages. But it was not until E. W. Rynearson of Pittsburgh Fifth Avenue became involved in 1906 that the first set of eligibility rules were drawn with the help of Headmaster Jones of Allegheny Prep and W. R. Crabbe of Shady Side Academy.
The work of the League was not finished at that point because the job of enforcement of these new rules became most difficult for the principals of the member schools. The largest daily newspapers of Pittsburgh blasted the new order as an effort to kill interscholastic athletics, and leading citizens found fault with the plan when important members of their team were banned from participation in big games.
Gradually the scope of the League was expanded to many towns near Pittsburgh. Growth was controlled so that the League could accommodate small numbers on a yearly basis. Only the old Allegheny Valley League was absorbed as an organization. All schools who applied for membership were admitted as volunteer members who would abide by the rules of the association. The success of the efforts of the founders of the WPIAL were transferred to the formation of a state association known as Pennsylvania Interscholastic Athletic Association (PIAA) in 1914. This group of men, which included Edward Sergeant of New Castle and J. H. Saul of Pittsburgh formulated a plan based on the benefits that resulted to the schools from the formation of the WPIAL.
The original WPIAL Constitution drawn in 1906 was revised in 1919, 1924, 1946, 1949, 1958 and 1966 as the membership grew and the menu of activities expanded per the wishes of the membership. Eventually the WPIAL document was retired and the League adopted the PIAA Constitution in 1973. In 1982 the WPIAL, which had been designated as District VII in 1914 when the PIAA first organized, officially became WPIAL/District VII.
The wisdom of the early founders has been the bedrock for the growth and success of the largest League in the high school athletic scene in the country. The leadership demonstrated by the Decision Committee, as the first governing body of the League was known, provided the catalyst for the growth of the group of three high schools to one hundred fifty-six as late as the 1981/82 school year. Currently there are one hundred forty high schools and one hundred forty-eight junior/middle/intermediate school members in the WPIAL.
The original Decision Committee of three high school principals was expanded over the years as the League grew in size and scope. In 1964 there were ten people who served the WPIAL in this capacity. They were: eight high school principals, a representative of the school boards of the WPIAL member schools and a game officials representative. In 1938 the growth of junior high school activities necessitated the creation of a junior WPIAL organization. A member of that group was added to the Decision Committee in 1967. The separate junior high organization was absorbed into the WPIAL in 1986. In 1971 recognition by the League of the participation in interscholastic athletic activities by girls was the impetus that created a WPIAL girls athletics administrative unit under the direction of the Decision Committee. In 1974 a representative of that unit was added to the WPIAL Board of Control (as the new title of the governing body was named). The current Board of Control membership of sixteen was established in 1983 when a representative of the superintendents of the WPIAL member schools was added. The rapid growth of the girls program, the addition of new boys activities, and the need to establish a League office to assist the Board of Control in the management and administration of the business of the League on a daily basis resulted in the employment of a full-time Executive Director in 1976.
The untiring efforts of all the men and women who have voluntarily served the WPIAL as members of the Decision Committee/Board of Control contributed greatly to the recognition and success of an idea that changed the entire perspective of high school sports. The program of the 90's is evidence of their vision.
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By Tim Lambert
Luccombe lies at the bottom of Dunkery Beacon. At 1,750 feet it is the highest hill on Exmoor. Luccombe may mean an enclosed valley. Or it may have been Lufa's cumb (Lufa's valley). At any rate for centuries the people of Luccombe have lived by farming. From the 16th century there were orchards in the area.
The Church of St Mary the Virgin in Luccombe dates from the 13th century. It is known for its wagon roofs and its Jacobean pulpit. At the nearby hamlet of Horner there is a Medieval packhorse bridge.
The prominent clergyman Henry Byam (1580-1669) was born in Luccombe. Byam was a staunch royalist and disliked Puritans. When civil war broke out he was imprisoned. However Byam escaped and went abroad. (When his wife and daughter tried to join him they were drowned in the Bristol Channel). When Charles II became king in 1660 Byam was restored to favour. When he died in 1669 Byam was buried in the church at Luccombe.
In 1680 a cottage called Church View was built in Luccombe. (Many of the cottages in Luccombe date from the 17th century). Then in the 19th century many thatched roofs were replaced by tiles, which are less of a fire hazard.
Stoney Street was given its name because it was rough and uneven and strewn with stones!
A school was built in Luccombe in 1881 but it closed in 1946. It later became the village hall.
Like many villages in Southwest England in the late 19th century Luccombe shrank in size. In 1801, at the time of the first census Luccombe had a population of over 450. By the standards of the time it was quite a large village. However by 1901 the population of Luccombe had fallen to under 400. In the late 20th century the population of Luccombe dipped below 200.
In 1944 Sir Richard Acland gave the Holnicote Estate, which included most of the village of Luccombe to the National Trust.
In 1947 a Mass Observation Survey was carried out in Luccombe. It was published in a book called Exmoor Village. Meanwhile the writer Eleanor Helme moved to Luccombe in 1946. She lived there until 1964.
Until the 1960s a pump stood in the village square. Only then did Luccombe gain a piped water supply and mains drainage.
Today Luccombe is a tiny but charming village with a population of less than 180.
A history of Dunster
A history of Chulmleigh
A history of Taunton
A history of Exeter
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The Mars Orbiter Camera (MOC) onboard the Mars Global Surveyor (MGS) orbiter, was designed specifically to bridge the gap between what can be seen from orbit in typical Mariner 9 and Viking orbiter images, and what can be seen from the ground by landers such as Viking 1 and Mars Pathfinder. The camera, therefore, takes pictures of extremely high resolution. These images are often comparable to aerial photographs used by geologists when they are exploring Earth. The highest resolution images that can be obtained are in the range of 1.4 to 2.0 meters (4.6 to 6.5 feet) per pixel.
Last year, several pictures of a portion of the Cydonia region of Mars were photographed at lower resolution than is now possible in the Mapping Phase of the MGS mission. The Cydonia region is perhaps most "famous" for being the location of a feature that--in Viking Orbiter images--seemed to resemble a human face. Nearby buttes and hills were considered by some to represent a "city."
The MGS spacecraft flew over the "famous" Cydonia landforms again--for the first time since April 1998--on June 27, 1999, at 10:53 UTC (Greenwich Time Zone). The new MOC images shown here provide the highest resolution view yet obtained of the "Cydonia city" landforms.
The picture at the above left (MOC2-142a) shows the regional context. Cydonia constitutes a transition zone between the cratered highlands of Arabia Terra, and the less-cratered lowlands of Acidalia Planitia. This transition zone contains thousands of mesas and buttes--somewhat like the Monument Valley region along the Arizona/Utah border in North America. The white box shows the location of the new high resolution view of the "city" landforms. The image is a red wide angle context frame obtained by MOC at the same time that the high resolution view was acquired. The picture is illuminated from the lower left, and north is toward the upper right.
The picture in the center is a processed version of the new MOC narrow angle camera image of this portion of Cydonia. You can view the full-size image
Like the context image (above left), the high resolution view (center) is illuminated from the lower left. North is toward the upper right. Boulders can be seen on some of the hill slopes, and the plains between the hills are rough and pitted. To conserve data in order to account for downtrack position uncertainties, only 1/2 of the MOC sensor was used to acquire this picture (allowing the image to be twice the length): it covers an area that is 1.5 km (0.9 mi) wide.
The picture at the above right is the unprocessed MOC image. This what the processed image (center) looked like before it was rotated 180° (so that north is toward the top) and corrected for a 1.5 aspect ratio. The pixel size in the unprocessed image is different in the cross-track (left-right) and down-track (top-bottom) directions, thus making the craters look "squished." The cross-track scale is about 1.5 meters (5 feet) per pixel, while the down-track scale is about 2.25 meters (7.4 feet) per pixel. In the unprocessed image, the illumination is coming from the upper right. You can view this image at full-size (use "Save this link as..." and examine (MOC2-142c 100% Size) or see it via your web-browser at half-size (MOC2-142c 50% Size).
For a look at the Cydonia images previously obtained by MGS MOC in 1998, CLICKHERE.
For a pre-MGS discussion of Viking orbiter images of the "Face on Mars," CLICKHERE.
Malin Space Science Systems and the California Institute of Technology built the MOC using spare hardware from the Mars Observer mission. MSSS operates the camera from its facilities in San Diego, CA. The Jet Propulsion Laboratory's Mars Surveyor Operations Project operates the Mars Global Surveyor spacecraft with its industrial partner, Lockheed Martin Astronautics, from facilities in Pasadena, CA and Denver, CO.
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|The Town of Butler
Butler was located on the Watauga River at the forks of Roan Creek in the western edge of Johnson County. After America's Civil War the town began to grow. In 1900 the railroad came bringing additional people to the area. By 1939 Butler had 600 residents. The townspeople had experience floods in 1867, 1886, 1901, 1902, 1916, and 1924. In 1940 a tropical hurricane caused 15 inches of rain to fall. Elizabethton counted losses at $308,500. Then homes were carried away and 147 others were flooded.
In 1941 President Roosevelt signed a bill to
initiate the Tennessee Valley Authority. Part of this bill was
construction of dams along the major rivers in Tennessee to help
control flooding which had caused major damage to the area in the
part. The Watauga Dam was a part of this Tennessee Valley Authority
In order to construct this dam one hundred families had to be removed from their homes in and around the Butler area.
On April 3, 1947 Rev. M. H. Carder, pastor of the Cobbs Creek Baptist Church, called a meeting at the Butler schoolhouse. At the meeting he announced that they had acquired option to buy the I. W. McQueen farm at the edge of the site of the new reservoir. Carder proposed this farm to be the site for a new town and everyone was excited at this prospect. Planning for the town soon began. The new Butler-Cobbs Creek Land Corporation with Preacher Carder as president bought 208 acres of the McQueen farm. The new town was called Carderview in honor of Rev. M. H. Carder. Twenty percent of the residents displaced from Butler moved to this area.
A 200 acre tract of land adjoining Carderview had been developed by the Bowers Brother Land Company of Elizabethton. This area became known as New Butler and is today the town of Butler. Many others moved to this area.
When the project was completed a total of 761 families were removed. Timber was cleared from 1663 acres, 54.9 miles of roads and highways were built, three bridges were built, 66 miles of utility lines were constructed, and 1281 graves were removed. In the town of Butler approximately 500 to 600 residents had to move. Also lost were a post office, the Masonic lodge, elementary and high schools, three grocery stores, two furniture stores, two hardware stores, one drug store, two restaurants, three gas stations, two barber shops, one shoe shop, and two physicians and one dentist offices.
A celebration is held the second Sunday weekend in August to remember the old town of Butler. This celebration is called Old Butler Days. At the festival you may find music, games, exhibits, and food.
Mountain City Elementary Home Page ||| Return to Johnson County Index Page ||| Go to Johnson County's History ||| On to Watauga Dam
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Journey to the roots of Narnia. C.S. Lewis enjoyed the writings of E. Nesbit from the time he was a child. And the story of Amabel and her journey through a mahogany wardrobe so struck him, that he later created his whimsical masterpiece, The Lion, the Witch, and the Wardrobe. Discover the tale that inspired the great C.S. Lewis, and journey to a world of fantasy and forgiveness.
Public Domain (P)2010 B.J. Harrison
This story is a product of its era. But it had a nice moral (try to understand others) and that's timeless.
Note that this story is geared toward girls, so it may appeal less to boys.
Report Inappropriate Content
If you find this review inappropriate and think it should be removed from our site, let us know. This report will be reviewed by Audible and we will take appropriate action.
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What is Nipple Confusion? It is a problem that arises when a breastfed baby is given an artificial (rubber or silicon) nipple and must try to learn to nurse both from his mother's breast and the bottle nipple. While seemingly similar, these two feeding methods require completely different mouth and tongue motions and swallowing skills.
In breastfeeding, the baby needs to take as much of the nipple and areola into his mouth as possible to 'pump' the milk from the milk ducts. In bottle feeding, he uses his lips to grip the tip of an artificial nipple. Some nipples do better to imitate a natural breast, but none are quiet the same.
In breastfeeding, the baby must place his tongue beneath the nipple and use it to help create the 'vacuum' needed for nursing and to pump and swallow the milk. In bottle feeding, the baby must place his tongue in front of the nipple and uses it to stop the flow of milk while he swallows.
In breastfeeding, the baby removes milk from the breast by a combination of sucking and pumping the milk from the milk ducts. When the baby stops sucking and pumping, the milk stops flowing. In bottle feeding, the milk flows fairly readily from the nipple once an initial suction is created and then the baby simply controls the flow by placing his tongue over the holes in the nipple.
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State agencies, including the Indiana Public Safety Commission, Indiana Department of Education, Indiana State Police, Indiana Department of Transportation, Indiana Broadcasters Association, and the Indiana Department of Homeland Security, in cooperation with the National Weather Service, the American Red Cross, local emergency management agencies and the amateur radio community, will be observing Severe Weather Preparedness Week, March 24-30.
While severe weather can strike at any time, volatile weather frequently accompanies the arrival of spring. Historically, Indiana has experienced some of the worst thunderstorms, tornadoes, and flooding incidents during the spring months.
Planning and preparedness can help minimize weather related deaths, injuries, and property damage.
As part of Severe Weather Preparedness Week, on Wednesday, March 27, a test of the Emergency Alert System will sound sometime between 10:00-10:30 a.m. EDT and 7:30-8:00 p.m. EDT on commercial radio, television networks, and all hazards radios. These drills provide an excellent opportunity for families, schools, and businesses to practice their weather safety action plan.
In addition to knowing what to do during a severe weather emergency, it’s also important to be prepared in advance. All Hoosiers, who are able to, are encouraged to purchase an all hazards radio for their home. These battery-powered radios air more than 60 emergency alerts such as hazardous weather and other local area warnings, including up to date weather information broadcast directly from the National Weather Service.
All citizens are also encouraged to prepare or update a disaster preparedness kit.
Ten important items to include in your family’s disaster kit:
1. Food and water for three days (includes one gallon of water per person, per day)
2. Battery operated all hazards radio
4. Extra batteries for radio and flashlight
5. First aid kit
6. Extra clothing, sturdy shoes, rain gear, blankets, and personal hygiene items
7. List of emergency phone numbers
8. Important documents (copies of photo ID, social security card, insurance and banking information)
9. Cash (Small bills. Power outages can limit ability to use ATMs and credit cards)
10. Special items (baby formula, insulin, life sustaining medication)
Finding suitable shelter is another important aspect to preparing for severe weather. If living in a mobile home or similar structure, it is important to locate a safe shelter in advance. For those living in homes or apartment buildings, residents should take shelter in the lowest level of the building, away from windows and doors.
Flooding is also an issue Hoosiers may deal with in the spring months. Floods can be very expensive, and purchasing flood insurance is one of the most cost-effective steps a homeowner can take to protect their home. FEMA’s FloodSmart website has created a tool to quickly estimate the cost of damages from various amounts of floodwater in a home. FloodSmart.gov also includes resources to help homeowners prepare their homes for a flood.
To find out more about preparing for severe weather and floods, visit GetPrepared.IN.gov.
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A team at the Stanford University are working on what they are calling the world’s largest digital camera, which was designed to be used to capture images of faint astronomical objects. The camera is being built for the Large Synoptic Survey Telescope (LSST), which is a large aperture telescope used to photograph space atop a mountain in Chile, and to investigate several astronomical phenomena, such as dark energy, dark matter and near-Earth asteroids.
So what kind of specs are we looking at here? Well the mirror on board the LSST will be 8.4m in diameter, which is massive especially for those who are familiar with the mirrors aboard their DSLR cameras. The mirror will be able to scan large areas of the sky while generating 3D maps at 800 15s exposure per session. It will also include a 189 ultraviolet, visible, infrared light-sensitive sensor on board which is capable of producing 3.2 gigapixel sized images.
The LSST is expected to be around the size of a small car and is said to feature an estimated cost of $170 million. It looks like us regular folk who may want to peer into the sky from time to time will have to go for something a lot cheaper.
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Call it “the blues,” “a funk,” or “waking up on the wrong side of the bed,” we've all felt it at one time or another: For no particular reason, you feel sad or anxious for a day, a week, maybe even several weeks. Muddled thoughts and low energy slow your productivity and wreak havoc on your days. You scour your brain to try to pinpoint what's bothering you, but come up empty.
Americans today fill more than 232 million prescriptions annually for antidepressants — up fourfold from a decade ago. But as rates of both clinical depression and more transient day-to-day mood problems climb, some mental health experts say evaluating diet, lifestyle choices, and your attitude could be key in kicking a persistent bad mood. “Consider your symptoms a wake-up call,” says psychiatrist James Gordon, MD, author of Unstuck: Your Guide to the Seven-Stage Journey Out of Depression (Penguin, 2008). “Something in your life is out of balance.”
It isn't just a hunch that these factors play a role: For decades scientists have believed that depression arises from deficiencies (some of them genetic) in brain chemicals like serotonin. But researchers now realize that blue moods can also be a product of an unhealthy brain structure made up of withering brain cells that, consequently, have trouble communicating. One primary factor that contributes to cell atrophy? A poor diet, says Alan C. Logan, ND, author of The Brain Diet (Cumberland, 2007). Here are five dietary factors and other lifestyle habits that can mess with your mood.
Skipping breakfast. Do you start your day by scarfing down a bagel in the car — or with no breakfast at all? Not fueling your body in the morning will only backfire, Logan says. Blood sugar dips, sending your body into fight-or-flight mode. This drenches your system in stress hormones — such as cortisol and adrenaline — that interfere with mood and thinking. If you have simple carbs, like a white bagel, you get a fleeting lift but then crash even harder than if you'd eaten nothing. A study published in Appetite divided teens into four groups, with two groups eating a high-fiber cereal, one slugging a pure-sugar drink, and another skipping breakfast. When tested later, those who ate no breakfast saw their scores for “contentment and alertness” drop precipitously throughout the morning. Those who had the sugary drink saw their scores spike and then crash 90 minutes later, with mood plunging by morning's end.
Mood Building BlocksClick here for a full list of vitamins and supplements to help banish your bad moods.
What you can do≫ Always eat an ample breakfast of complex carbohydrates and protein, such as whole-grain toast with poached eggs or low-fat yogurt and granola. Wholesome carbs provide fuel for the brain and have a mood-stabilizing effect. Protein provides the building blocks (amino acids) for feel-good chemical messengers, such as serotonin.
Eating the wrong fats. When it comes to promoting a healthy mood, getting the right ratio of omegas is critical. Omega-3 essential fatty acids, found in cold-water fish, walnuts, flaxseed oil, olive oil, and green leafy veggies, make up the scaffolding of the brain. If you get plenty of omega-3s, you end up with a well-oiled machine, but most of us get too many omega-6 fatty acids (found in corn, sun-flower, safflower, and peanut oils) instead. The result: rigid brain-cell membranes and poor cell communication. Researchers say the omega-6 to omega-3 intake ratio should be no more than 4:1, but the typical American diet puts it closer to 20:1. Experts recommend a 650-mg combo of the omega-3s eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) per day, but the average American gets about 130 mg. One recent study found 1,000 mg of EPA taken daily for eight weeks as effective in treating depression as fluoxetine (Prozac).
What you can do≫ Read ingredient labels to avoid overconsuming omega-6 oils. Eat at least two helpings of oily fish per week, and for backup take a fish-oil supplement (up to 1,000 mg per day of EPA-DHA combination). Vegetarians and vegans take note: Fish oil is the best source of omega-3s, says Logan, because it contains DHA, which influences the shape and structure of brain cell membranes, and EPA, which expedites communication between cells. Vegetarian sources of omega-3s, such as flaxseed oil, contain alpha-linolenic acid, only some of which is converted to DHA and EPA by your body. Look for vegetarian DHA supplements derived from marine algae (after all, it's where cold-water fish get their DHA). Loading up on dark green leafy vegetables, walnuts, flaxseed, or omega-3-enriched eggs can't hurt, either.
Low folate and B12 intake. These key B vitamins play a multifaceted role in regulating mood. They serve as building blocks for pleasure-promoting neurotransmitters, such as dopamine; foster nerve health; and flush the body of the mood-compromising amino acid homocysteine. An affinity for refined grains (such as white flour, in which the folate has been stripped out during processing) and a distaste for fresh vegetables (high in folate) has left as many as one-third of Americans low in this nutrient. Adults lacking enough B12 — found in lean red meat, eggs, and milk — are 70 percent more likely to suffer depression. Research shows that people with low B12 or folate levels have a harder time pulling out of the blues — even when they take medication or see a therapist.
What you can do≫ Eat whole grains and green leafy vegetables, and take 800 mcg folic acid and 1 mg of B12 daily.
An erratic exercise routine. Fewer than half of Americans exercise regularly, according to a new study in the Journal of the American Medical Association, and research shows that regular aerobic exercise — such as running, cycling, or brisk walking — boosts mood. “People who exercise on a regular basis tend to report less depression and anxiety,” says Benson Hoffman, PhD, an assistant clinical professor at Duke. Evidence suggests that exercise may regulate neurotransmitter function (similar to antidepressant medications) or neuroendocrine stress-response systems, and may even result in the growth of new brain cells, says Hoffman. Some animal studies have shown that exercise enhances neuropeptide Y, a brain chemical associated with stress resilience, and dampens the influence of another brain chemical called CCK-4, which is responsible for inciting feelings of panic.
What you can do≫ After a 10-minute warm-up, get your heart rate up to between 70 percent and 85 percent of your recommended maximum heart rate (220 minus your age). Sustain it for at least 30 minutes, three to four times per week. (For instance, the maximum heart rate for a 40-year-old woman in relatively good health is 180, making her target heart rate between 126 and 153.) Hoffman's research found that a similar 16-week program proved just as effective as a daily dose of the antidepressant sertraline (Zoloft), but he stresses that you have to exercise often to see a difference. “When you get down to two days a week, you may not see a difference at all.”
Succumbing to negativity. Ed Diener, PhD, a psychology professor at the University of Illinois and coauthor of Happiness (Wiley-Blackwell, 2008), says the way you view your world can have a direct impact on mood. You might hold grudges, see the glass as half empty, remember the bad times rather than the good, and forget to pencil in time to do what you love. Seeing happiness as an endpoint — a place you reach when you have the right spouse, right car, right job — can leave you feeling stuck when you get all that, or don't.
What you can do≫ Forgive an adversary. Look back on good memories. Pencil something joyful — whether it's a warm bath or a short conversation with a friend — into each day. And keep looking forward: “Happiness has to evolve with new goals, fresh projects, and interesting activities,” says Diener. “It's a process, not a destination.”
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The differences between liberals and conservatives run wide and deep, and a new study suggests they may even be reflected in the very structure of their brains.
In the study, led by Ryota Kanai of the University College London, people who identified themselves as liberals generally had a larger anterior cingulate cortex — a comma-shaped region near the front of the brain that is involved in decision-making. By contrast, those who identified as conservatives had larger amygdalas — almond-shaped structures that are linked with emotional learning and the processing of fear. (More on TIME.com: In Politics, It’s Survival of the Fittest, Literally)
These structural differences, the authors suggest, support previous reports of differences in personality: liberals tend to be better at managing conflicting information, while conservatives are though to be better at recognizing threats, researchers said. “Previously, some psychological traits were known to be predictive of an individual’s political orientation,” said Kanai in a press release. “Our study now links such personality traits with specific brain structure.”
For the study, Kanai and his colleagues asked 90 young adults to rank their political views on a five-point scale from very liberal to very conservative. Then, the volunteers underwent structural MRI scans, which revealed “substantial differences” in brain structure. (More on TIME.com: The Politics of Perceiving Skin Color)
This is not the first attempt to locate the biological roots of party affiliation. In an October 2010 study, researchers from the University of California, San Diego, and Harvard University identified a “liberal gene” — a variant called DRD4-7R, which affects the neurotransmitter dopamine — that has been linked with a personality type driven to seek out new experiences.
Another study from the University of Nebraska found that liberals and conservatives had different reactions to “gaze cues” — whether they tended to look in the same direction as a face on their computer screen. Liberals were more likely than conservatives to follow another person’s gaze, suggesting that people who lean right value autonomy more; alternative explanations suggest that liberals might be more empathetic, or that conservatives are less trusting of others. (More on Time.com: Is There Any Biology Behind Our Political Affiliations?)
The theories are best guesses. And Kanai qualifies the findings of his own study, acknowledging that political orientation is complex, and can fall into more than just two categories. In addition, the study doesn’t answer whether brain structure influences political preferences or vice versa: it’s possible that the shape of the brain changes over time with a person’s experiences — and with his or her changing political views.
So, despite increasing evidence suggesting biological differences between liberals and conservatives, Kanai warns against reading too much into the findings. “It’s very unlikely that actual political orientation is directly encoded in these brain regions,” he said. “More work is needed to determine how these brain structures mediate the formation of political attitude.” (More on TIME.com: Why We Form Societies: It’s Our Big Babies)
The study is published in the April 7 issue of Current Biology.
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|Scientific Name:||Bubalus arnee|
|Species Authority:||(Kerr, 1792)|
Bos arni Hamilton Smith, 1827
Bos bubalus variety fulvus Blanford, 1891
Bubalis bubalis subspecies migona Deraniyagala, 1953
Bubalus arna Hodgson, 1841
Bubalus arna variety macrocerus Hodgson, 1842
Bubalus bubalus subspecies septentrionalis Matschie, 1912
|Taxonomic Notes:||The International Commission on Zoological Nomenclature (2003) ruled that the name for this wild species is not invalid by virtue of its being antedated by a name based on a domestic form. Therefore, IUCN considers the wild forms of Water Buffalo under Bubalus arnee, while the domestic forms are considered under B. bubalis (see Gentry et al. 2004). Despite this, Grubb (2005) listed arnee as a subspecies of bubalis, contrary to most authors. Three subspecies were recognized, all still apparently extant, by Groves (1996): B. a. arnee (much of India and Nepal); B. a. fulvus (Assam and neighbouring areas); and B. a. theerapati (southeast Asia).|
|Red List Category & Criteria:||Endangered A2cde+3cde+4cde; C1 ver 3.1|
|Assessor(s):||Hedges, S., Sagar Baral, H., Timmins, R.J. & Duckworth, J.W.|
|Reviewer(s):||Burton, J. & Hedges, S. (Asian Wild Cattle Red List Authority)|
Wild Water Buffalo is listed as Endangered A2cde+3cde+4cde; C1. The remaining world population totals under 4,000, with an estimate of fewer than 2,500 mature individuals. An estimated population reduction of at least 50% over the last three generations (generation length estimated at 8–10 years) seems likely given the severity of the threats, especially hybridization; it is projected to continue into the future.
|Previously published Red List assessments:||
|Range Description:||During the Pleistocene epoch the genus Bubalus was widely distributed throughout Europe and southern Asia and contained forms conspecific with B. arnee. When the climate became drier the genus was restricted to the Indian subcontinent, mainland South-East Asia, and some of the South-East Asian islands. In historical times B. arnee ranged across South and South-East Asia, occurring from Mesopotamia to Indochina (Epstein 1971; Mason 1974; Cockrill 1984).
Remnant populations of Wild Water Buffalo are thought to occur at single sites in each of southern Nepal, southern Bhutan, western Thailand, eastern Cambodia, and northern Myanmar, and at several sites in India: in the Bastar region of Madhya Pradesh, in Assam, in Arunachal Pradesh, and possibly in Meghalaya, Orissa and Maharashtra.
Wild Water Buffalo is believed to be extinct in Bangladesh, Peninsular Malaysia, and on the islands of Sumatra, Java, and Borneo. The domestic form (considered by IUCN as B. bubalis) occurs as feral and domesticated populations worldwide (Grubb 2005).
The situation in Indochina is less certain. Lao PDR, Cambodia, and Viet Nam were not included within the range of Wild Water Buffalo given in Corbet and Hill (1992). Free-living buffalo of unknown pedigree occur throughout the region (e.g. Sayer 1983; Laurie et al. 1989; Salter et al. 1990; S. Hedges pers. comm. 2008) but Wild Water Buffalo is probably extinct in Viet Nam and almost certainly in Lao PDR (Groves 1996; Grubb 2005; Duckworth et al. 1999; Tordoff et al. 2005; R. J. Timmins pers. comm. 2008).
The origin and current genetic status of the herds of apparently wild buffaloes in Sri Lanka is uncertain but it is thought unlikely that any true wild buffaloes remain there today. Corbet and Hill (1992) included Sri Lanka within the historical range of wild buffalo, although Ellerman and Morrison-Scott (1951), Gee (1964), and Maia (1970) thought that the Sri Lankan buffaloes were descended from introduced domestic stock. Certain ancient texts seem to support this view (Ashby and Santiapillai 1983). The fact that no buffaloes occur south of the Godavari river in India has also been taken to suggest that Sri Lanka possesses only feral buffaloes descended from introduced animals. However, Deraniyagala (1953), considered that the occurrence of fossil buffalo teeth in the gem sands of the Ratnapura area disproved this view, although it is not clear how old these buffalo teeth are (and Gaur remains found at similar depths in the same area were less than 1,000 years old). Moreover, morphometrics suggest that there was an ancestral population of animals on that island closer to Wild Water Buffalo than to Domestic Water Buffalo (Groves and Jayantha Jayawardene unpublished). Nevertheless, even if the Water Buffalo is indigenous to Sri Lanka the question of whether the free-living herds found there today should be treated as wild B. arnee still arises. In the nineteenth-century, free-ranging herds were common over much of the island’s dry low country but they were nearly eliminated by an outbreak of rinderpest at the end of the century, and for a time their survival was in doubt (Phillips 1935). Phillips reported that small populations might have survived in the hill country but the subsequent intensification of agriculture probably led to their demise (Ashby and Santiapillai 1983). After the rinderpest outbreak buffalo recolonized much of the dry zone but most of them had apparently interbred with domestic stock and in 1953 Deraniyagala wrote ‘[the] relatively purest herds are restricted to Yala Game Sanctuary, but much vigilance will be necessary if this remnant is to be kept free from domestic animals which are now encroaching upon this once inaccessible area’. Woodford (1979) also suggested that the genetic integrity of the wild form has already been lost in Ruhuna. To conclude, even if it is assumed that Wild Water Buffalo once occurred on Sri Lanka it seems unlikely that they survived the rinderpest outbreak and the subsequent genetic swamping by feral and domestic buffalo: consequently all free-living buffalo populations on Sri Lanka almost certainly contain genetic input from domestic or feral stock.
Neither Java nor Sumatra are included within the original range of wild Bubalus arnee as presented in many accounts. Nevertheless Stremme (1911) thought that the occurrence of the fossil B. palaeokerabau in Java made it probable that the buffaloes there belonged to the original fauna of the island (as Cuvier believed). Merkens (1927) also doubted, on historical grounds, the domestic origin of all free-living buffaloes on the island as did Mason (1974) who stated that domestic buffalo were present on Sumatra and Java long before the Hindus arrived almost 2,000 years ago. Moreover Van der Maarel (1932) provisionally regarded the fossil specimens which he obtained from Java (and indeed B. palaeokerabau) as specifically indistinct from modern buffaloes, pointing to a Pleistocene presence of the species on the island (cf. Medway 1972). Corbet and Hill (1992) also thought it probable that wild buffaloes occur on Java and Sumatra. Despite the doubts raised by Van der Maarel and Dammerman there is in fact little doubt that all the apparently wild buffaloes now living on Java and Sumatra are descended from domestic animals, or from Wild Water Buffaloes that have interbred with domestic and/or feral buffaloes (S. Hedges pers. comm. 2008).
Opinion is divided over whether to include Borneo within the historic range of the species. Corbet and Hill (1992) did not list it, and neither Mason (1974) nor Payne et al. (1985) considered it likely that Water Buffalo was part of the indigenous fauna. Lydekker (1898), by contrast, described the small buffalo of Sarawak as a separate subspecies (B. b. hosei), although Mason (1974) thought that Lydekker was probably describing the feral animals which were common there. Cockrill (1968) suggested that traders from the Hindu empire in Sumatra may have introduced the buffalo in the twelfth and thirteenth centuries and he did not think that there was any convincing evidence that would suggest that it was an indigenous species. Nevertheless, animal remains from the Niah caves indicate a Stone Age presence of buffalo in Sarawak (Harrisson 1961). Van Strien (1986) also considered it probable that Bubalus bubalis was part of the original fauna of the island and gave north-west Borneo as its current distribution. Harrisson, however, thought that the wild form was extinct. Feral (and semi-feral) buffaloes were formerly numerous throughout Borneo but the current status of the island’s feral population is poorly known. What does seem certain, however, is that even if the species is indigenous to the island (as seems to be the case) no true wild B. arnee occur there today since they would have been genetically swamped by the numerous feral animals some of which were descended from buffaloes introduced from outside Borneo (S. Hedges pers. comm. 2008).
Native:Bhutan; Cambodia; India; Myanmar; Nepal; Thailand
Possibly extinct:Viet Nam
Regionally extinct:Bangladesh; Indonesia; Lao People's Democratic Republic; Sri Lanka
|Range Map:||Click here to open the map viewer and explore range.|
|Population:||The total world population of Wild Water Buffalo is almost certainly less than 4,000 animals and may well be less than 200, occupying an area of less than 20,000 km². Indeed it is possible that no pure-bred Wild Water Buffaloes remain. However, these figures are little more than informed guesses, since any assessment of buffalo numbers is hampered by the difficulty of distinguishing between free-ranging domestic buffaloes, feral buffaloes, truly wild buffaloes, and hybrids between wild and other buffaloes. Individuals of Wild Water Buffalo and Domestic Water Buffalo are difficult to distinguish in some areas, and some domestic populations may be very closely related to (perhaps identical to) Wild Water Buffalo, as in Cambodia, where traditional forms of buffalo husbandry allow herds to range freely in forest areas (Timmins and Ou 2001; R. J. Timmins pers. comm. 2008). There have been few detailed analyses of the purity of the presumed remaining Wild Water Buffalo populations, nor in many cases is it obvious how such an assessment would be made. The Domestic Water Buffalo occurs as feral and domesticated populations worldwide, including in sympatry with most remaining populations of Wild Water Buffalo (Grubb 2005; S. Hedges pers comm. 2008). Some feral and domestic populations may well have conservation significance, retaining some of the genetic stock of the wild populations for that particular region, this may be especially true in Indochina due to traditional methods of Water Buffalo husbandry (S. Hedges pers comm. 1994, 2008; Timmins and Ou 2001; R.J. Timmins pers. comm. 2008).
In India, Wild Water Buffalo is now largely restricted to Assam, Arunachal Pradesh, and Madhya Pradesh. In Assam, the species is found in and around Manas Sanctuary, Laokhowa Sanctuary, Kaziranga National Park, and Dibru Sanctuary. In Arunachal Pradesh, the species occurs in and around Namdapha Sanctuary. There are two populations in Madhya Pradesh (Bastar district), one in Indravati National Park, and another in Udanti Sanctuary, which might extend into adjacent parts of Orissa. However, most, if not all, surviving populations are believed to have interbred with domesticated and/or feral Domestic Water Buffalo. In the late 1980s, Divekar suggested that there were fewer than 100 truly wild buffaloes left in India (in Madhya Pradesh); and by 1992 the numbers had dropped even further to an estimated 50 animals. However, Choudhury (1994) reported that in the early 1990s there may still have been about 3,300–3,500 wild buffaloes in Assam and the adjacent states of northeast India, plus a small number in Madhya Pradesh. A 1997 CAMP workshop assessed the number of mature individuals in India to be less than 1,500 (S. Hedges pers. comm. 1995). The population data suggest a decline of about 80% between 1966 and 1992 in central India. In northeast India, insufficient data exist to enable trends to be calculated but there is little doubt that the number of true wild buffalo has declined and is continuing to decline as a result of interbreeding with domestic and/or feral buffalo, hunting, and habitat loss (S. Hedges and J. W. Duckworth pers. comm. 2000).
An unknown number of Wild Water Buffaloes, believed to include truly wild individuals, occurs in and around Bhutan's Royal Manas National Park. This is the only subpopulation in Bhutan and is contiguous with that in Manas Tiger Reserve in India.
Kosi Tappu Wildlife Reserve contains the only population in Nepal, where there were 159 wild Asian Buffalo in 2004 but this sole Nepali population is currently seriously threatened (Heinen and Kandel 2006).
There are no population estimates for Myanmar, reflecting a paucity of recent surveys. The extent of suitable habitat means the species could be still extant, and a few wild-living animals independent of human husbandry live in the Hukaung Valley of Kachin state (Than Zaw pers. comm. 2006; Saw Htun pers. comm. 2006; A.W. Tordoff pers. comm. 2006 to J.W. Duckworth pers. comm. 2008 ). Pending further information, these should be seen as likely to be genuinely wild stock or at least if feral, of archaic origin, and so, in either case, of conservation significance.
In Thailand, 40–50 wild buffaloes are reported to occur in the Huai Kha Khaeng Wildlife Sanctuary; this is the only population remaining in Thailand (Rattanawat Chairat in litt. to Anak Pattanavibool pers. comm. 2006). This population may be interbreeding with Domestic Water Buffalo, although individuals can often be distinguished in the field (Anak Pattanavibool pers. comm. 2006). In Thailand, wild buffalo numbers have apparently been relatively stable since the mid-1980s (R. Steinmetz pers. comm. 2006).
The population in Cambodia, which is confined to a small area of easternmost Mondulkiri and possibly Ratanakiri Provinces is very small, with perhaps a few dozen individuals remaining (Timmins and Ou 2001; Tordoff et al. 2005). There has not been any thorough analysis of the purity of these animals (i.e. whether they are truly wild, rather than some mix or perhaps just feral domestic animals), as is the case with most other putative populations of the species (Timmins and Ou 2001; R.J. Timmins pers. comm. 2008).
Before 1999, there was reportedly a population in Mom Ray, Viet Nam, but this population no longer exists (Dang Huy Huynh in litt.; Do Tuoc pers. comm. 2006). Rumours still persist of presence in other areas, for example the Satay region (Tordoff et al. 2005; R.J. Timmins pers. comm. 2008). Wild buffaloes of the Cambodian population may wander into western Dak Lak province, but no recent records in Viet Nam have been confirmed to represent wild Water Buffalo (Le Xuan Canh et al. 1997; Eames et al. 2004; Tordoff et al. 2005; R.J. Timmins pers. comm. 2008).
The species was thought to formerly occur in Lao PDR, but the date of extinction is not known (Duckworth et al. 1999).
|Current Population Trend:||Decreasing|
|Habitat and Ecology:||Wild buffaloes are tied to the availability of water: historically their preferred habitats were low-lying alluvial grasslands and their surrounds, with riparian forests and woodlands also used (Lydekker 1926; Prater 1971; Choudhury 1994). In Indochina the species frequented the lowlands dominated by deciduous forests and with a marked dry season, where it apparently used small pools and marshes, in addition to permanently flowing rivers (Wharton 1957). Free-ranging domestic animals continue to live like this today; in such areas buffalo retreat to the vicinities of larger more permanent waterbodies during the height of the dry season, but move widely through the forests at other times of the year (Timmins and Ou 2001; R.J. Timmins pers. comm. 2008).
Before their major population decline, wild buffaloes were known to make long-distance movements with season, such that when an undoubted wild buffalo turned up in Panna district, India, some 225 km northwest of its nearest known present-day occurrence in Raipur district, this was not an unprecedented movement (Hasan 1980; Arun Singh 1980).
The upper elevational limit is difficult to determine, although animals certainly occur down at sea level; it possibly relates to a need for level land rather than preference for lower elevations, thus allowing for plateaux, and wild-living feral buffaloes live up to at least 1,000 m asl in East Java (S. Hedges pers. comm. 2008).
Little has been published on the diet of wild (or feral) Water Buffaloes. They are probably grazers by preference, feeding mainly on grasses when available, but they also eat herbs, fruits, and bark as well as browsing trees and shrubs. Daniel and Grubh (1966) listed Cynodon dactylon, Themeda quadrivalvis, and Coix sp., as grasses known to be eaten by wild buffaloes in India. They also saw them feeding on the sedge Cyperus corymbosus. Dahmer (1978), Shrestha (1981), and Hiralal Prasad Kushwaha (1986) provided a little information about the diet in Nepal. Wild Buffalo also feeds on crops, including rice, sugar cane, and jute, sometimes causing considerable damage (Lekagul and McNeely 1977; Hiralal Prasad Kushwaha 1986; Bauer 1987b).
Wild Water Buffalo can be both diurnal and nocturnal. Typically, it forms maternal groups of loosely structured herds, typically containing 10–20, but up to 100, individuals, year round. Adult males form bachelor herds of up to 10 individuals, with older males often solitary. The species exhibits a polygynous mating system, with females typically giving birth to single offspring, although twins are possible. It is a seasonal breeder in most of its range, typically in October and November, however, some populations breed year round. Its gestation lasts 10-11 months, with an interbirth interval of one year. Age at sexual maturity is 18 months for males, and three years for females. The maximum known lifespan is 25 years in the wild (Nowak 1999).
|Use and Trade:||The Asian Water Buffalo is hunted for food, sport, and handicrafts products. Domestic Water Buffalo is considered a separate species, so its uses are not considered here, and additionally uses/markets for derivatives of the two species are likely to be largely independent of one another.|
The most important threats to Wild Water Buffalo are interbreeding with feral and domestic buffalo, hunting, and habitat loss/degradation. Diseases and parasites (transmitted by domestic livestock) and interspecific competition for food and water between wild buffalo and domestic stock are also serious threats. The scale of the threat posed to Wild Water Buffalo by the trade in wildlife products is difficult to quantify, not least because it is unclear how many of the trophies from reportedly wild buffalo are in fact from wild buffalo rather than from feral or hybrid animals (Divekar and Bharat Bhusan 1988; Heinen 1993; Choudhury 1994; S. Hedges pers. comm. 2000).
Most of the species' former lowland habitat has been lost to agriculture, and what remains is highly fragmented. However, especially in countries such as Cambodia and Lao PDR, vast tracts of suitable lowland forest remain from which the species has long since been hunted out, and certainly there are several viable tracts of habitat in which the species could be re-introduced (Tordoff et al. 2005; R. J. Timmins pers. comm. 2008).
The Cambodian population is under severe threat from hunting for trophy horns both by Cambodians and Viet Namese hunters crossing the border (Timmins and Ou 2001; Tordoff et al. 2005; R.J. Timmins pers. comm. 2008; Do Tuoc pers. comm. 2006). This threat is currently somewhat alleviated through to an active protected area management project, but hunting is still rife in much of the surrounding area, as is forest fragmentation due to human population in migration, infrastructural developments (especially roads), commercial agricultural expansion, economic land speculation and mineral extraction (Tordoff et al. 2005; R. J. Timmins pers. comm. 2008). However, the most significant threat to the area is the long-term uncertainty of continuation of effective conservation management of the Srepok Wilderness Area. This area faces an uncertain future. with part already degazetted from conservation status and the possibility that more would be excised in the future, the lack of long-term security of external funding adequate to maintain high standards of management, the uncertainty of long-term political support to uphold high protection standards and the uncertainties of maintaining a motivated and well-trained staff (R. J. Timmins pers. comm. 2008).
In Myanmar, the population of wild-ranging buffaloes either truly wild or at least living outside human custody for a long time in and around the proposed Hukaung Valley Tiger Reserve faces a very uncertain future. The seasonally-flooded plains, a matrix of grass and scrub, lies largely outside the already-established Hukaung Valley Wildlife Sanctuary and the areas of highest conservation significance lie south of the boundary even for a vast proposed extension to form the Hukaung Valley Tiger Reserve. All level areas in this region are under very high threat for conversion to agriculture, both rice and industrial-scale plantations of cash-crops. There is also an active hunting system for wild meat to feed hundreds of thousands of itinerant labourers in this area (J.W. Duckworth pers. comm. 2008).
The invasive Mikania sp. also potentially threatens wetlands in the South Asian range of wild Water Buffaloes (Hem Sagar Baral pers. comm. 2008).
Hydropower development and resulting changes in water flow and level conditions downstream also threaten the ecological maintenance of floodplain areas (Odden et al. 2005).
Disease epidemics spreading from domestic livestock presumably pose a threat, especially given the close overlap of Wild Water Buffalo populations and domestic livestock in South Asia, the high densities especially of the latter, and the small and localised nature of Wild Water Buffalo populations.
Wild Water Buffalo is included in CITES under Appendix III (Nepal). It is legally protected in Bhutan, India, Nepal, and Thailand. The Cambodia population was a major factor in the decision to place further protection on the area, now designated as Mondulkiri Protection Forest, and a significant factor in the decision to establish the Srepok Wilderness Area Project of the Cambodian Department of Forestry and WWF (Goodman et al. 2003; R. J. Timmins pers. comm. 2008).
Most of the known populations are within protected areas. In Myanmar, which retains true lowland floodplains in near-natural state in the Hukaung Valley, the protected area system originally almost entirely excluded floodplain grasslands. The inclusion of some areas is now under consideration, and would benefit this species. However, the outcome is far from certain (J.W. Duckworth pers. comm. 2006).
Most remaining populations still require protection from hunting (especially those in Thailand and Cambodia, and Myanmar if still extant), but probably the greater threat in South Asia is protection from contact with other domestic bovines, especially Domestic Water Buffalo.
There is an urgent need to evaluate the integrity of wild-living buffalo populations, including those generally taken as being truly wild and those living as wild animals within the native range, using habitat typical of wild animals, and which have lived outside even occasional husbandry for a long time, in order to determine populations of conservation priority. This should involve the assessment of the relationship of such populations in the context of obvious domestic lineages, especially those in close proximity to wild populations. Such an approach should use multiple genetic markers in addition to an assessment of morphological characteristics.
Surveys to investigate current status of wild-living populations are needed in Myanmar and perhaps the Satay district of Viet Nam.
|Citation:||Hedges, S., Sagar Baral, H., Timmins, R.J. & Duckworth, J.W. 2008. Bubalus arnee. The IUCN Red List of Threatened Species 2008: e.T3129A9615891. . Downloaded on 27 June 2016.|
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From the U.S. Census:
… the U.S. Census Bureau today projected the United States population will be 322,762,018 on Jan. 1, 2016.
This represents an increase of 2,472,745, or 0.77 percent, from New Year’s Day 2015. Since Census Day (April 1) 2010, the population has grown by 14,016,480, or 4.54 percent.
In 2016, the United States is expected to experience one birth every eight seconds and one death every ten seconds.
Meanwhile, net international migration is expected to add one person to the U.S. population every 29 seconds. The combination of births, deaths and net international migration increases the U.S. population by one person every 17 seconds.
The projected world population on Jan. 1 is 7,295,889,256, an increase of 77,918,825, or 1.08 percent, from New Year’s Day 2015. During January 2016, 4.3 births and 1.8 deaths are expected worldwide every second.
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Disability is a measurable impairment or limitation that "interferes with a person's abililty, for example to walk, lift hear or learn. It may refer to a physical, sensory or total condition(Schiefelbusch Institute, 1996).
Handicap is a disadvantage that occurs as a result of disability or impairment.
Categories of Exceptionalities
Specific cognitive or academic difficulties:
- Learning Disabilities. Involve difficulties in specific cognitive processes like perception, language, memory or metacognition that are not due to other disabilities like retardation, emotional or behavioral disorders or sensory impairments.
- Attention - Deficit Hyperactivity disorder. ADHD is manifested in either or both of these: a) diffculty in focusing and maintaining attention and b) recureent hyperactive and impulsive behavior.
- Speech and communication Disorders. There is difficulty in spoken language including voice disorders =, inabiltiy to poroduce the sound correctly, stuttering, difficulty in spoken language comprehension that significantly hamper classroom performance.
- Emotional/Conduct Disorders. Involves the presence of emotional states like depression and aggression over a considerable amount of time that they notably disturb learning and performance in school.
- Autism. A condition manifested by different levels of impaired social interaction and communication, repetitive behaviors and limited interests.
- Mental Retardation. Refers to significant sub average intelligence and deficits in adaptive behavior.
Physical and health impairments. This involves physical or medical conditions (usually long-term) including one or more of these: 1) limited energy and strength, 2) reduced mental alertness, and/or 3) little muscle control.
Severe and Multiple Disabilities. This refers to the presence of two or more different types of disability, at times at a profound level.
Visual Impairments. These are conditions when there is malfunction of the eyes or optoc nerves that prevent normal vision even with corrective lenses.
Hearing Impairments. Thses involves malfunction of the ear or auditory nerves that hinder perception of sounds within the frequency range of normal speech.
Giftedness. This involves a significantly high level of cognitive development. There is usually high ability or aptitude in one or more of these aspects: intellectual abiltiy, aptitude in academic subjects, creativity, visual or performing arts or leadership.
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Fallacy-A fallacy is a general type of appeal (or category of argument) that resembles good reasoning, but that we should not find to be persuasive.
Newspaper Editorial- Objectives:
1. To analyze a newspaper editorial.
2. To identify main ideas, facts and opinions, and author's viewpoint.
3. To summarize information.
4. To respond, in writing, to an editorial.
Opinion Magazine- not quite sure .. probably a magazine whose writers and articles has its own opinions
involves putting the main idea(s) or one or several writers into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summarized ideas are not necessarily presented in the same order as in the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
when to summarize:You want to establish background or offer an overview of a topic
You want to describe common knowledge (from several sources) about a topic
You want to determine the main ideas of a single source
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Lectures on the Harvard Classics. The Harvard Classics. 190914.
I. General Introduction
By Professor Lawrence J. Henderson
NATURAL science is the latest of mans great achievements. The other important agents of civilization long ago attained their full stature, and many of the finest products of human endeavor, like literature and the fine arts, have been through many centuries the common possession of the race. Even music, the most modern of the arts, is no longer young. But only in the last half century has science reached maturity and revealed its titanic power for good and evil in the reconstruction of the surroundings of our life. Yet to-day, after a few brief decades of the scientific era, agriculture, transportation and communication, food, clothing and shelter, birth and death themselvesin truth almost all of mans experiences and activitiesare different from what they were before, and the earth which he inhabits is transformed so that it is with difficulty that he can imagine the conditions of life in past centuries.
Meantime, these very changes which science has wrought have combined with the great generalizations of science to modify philosophy and to direct the current of religious thought. Here again the effects are sometimes good, sometimes evil, but they are always profound and widely influential. Most wonderful of all is the growth of natural knowledge itself, the basis of these changes. Ever more extensive and complete is the description of nature; all things are counted, measured, and figured, then analyzed and classified. Out of such orderly knowledge generalizations and laws arise, and with the help of experiment and mathematical analysis receive their confirmation, until at length positive knowledge appears to extend to almost all phenomena, and, except the origin of things, little seems quite obscure or wholly unknown, while much is very securely established.
The history of science and of its influence on civilization is in some respects the simplest of the departments of history, for it is less complicated by those incalculable forces which, springing from mans passions and personal interests, make up much of the charm and difficulty of general history. Deprived of these psychological elements, the history of science is in fact more nearly a part of the natural history of man; it is concerned with the latest stage of his struggle with the environment, with his cunning and deliberate devices to master it, and with the marvelous structure of theoretical knowledge which he has built up in the process.
Our lives are mainly occupied with the material world, with production and distribution of food and clothing, and the construction of dwellings which shall adequately protect us from the cold, the wind, and the rain. All higher human activities rest upon the successful establishment of these as a foundation. Hence progress, as the word is commonly understood, is most often a step in the control of the environment to the end of better production, construction, and distribution of some commodity. Such progress is not perhaps what the heart of man most ardently desires, but it is, at all events, the one kind about which there can be no doubt.
Many of the most wonderful advances in mastery of the environment are prehistoric, the results of good fortune and gradually widening experience utilized by primitive men of native intelligence. Thus clay is used as the filling for a basket, its baking is accidentally observed, and pottery results; again a log, through a long series of gradual changes and small inventions, becomes transformed into a good boat or canoe.
Many will always regard this as the final expression of mans wonder and admiration at that which man has done in winning his civilization. But while we admire and marvel at the feats of primitive man, we must not forget to distinguish a very important difference between such and many achievements of civilized manin fact, between prehistoric works and deeds and all the greatest scientific achievements. Very wonderful as the early progress was,think of civilized mans failure to domesticate animals, and, incomparably important, think of the winning of fire,it lacked a certain germ of growth, which is familiar to us in our own times. Each thing came by itself, it came by accident, and it did not directly lead to other things. Beyond living ones life and waiting for something to turn up so that ones ingenuity might be exercised, there was no method of discovery or invention; the knowledge that existed was not systematized; there was no generalization from experience; and each invention, aside from its particular utility, led to nothing else. How different have been the effects of Pasteurs discovery of the place of micro-organisms in nature!2 Almost at once the causes of many of the gravest diseases of man and other animals became known. There followed the discovery of means of avoiding disease, of curing disease, and we are now well on the way to blot out some of the oldest scourges of humanity. Such are a few of the results in medicine. When the chemical and agricultural results are added, Pasteur appears already to have influenced the life of almost every civilized man.
Clearly the early advances of practical knowledge are not to be confounded with natural science. They belong to the period of human development which is the concern of the anthropologist, and they only concern us as they help to an understanding of what science really is.
A very little true science did, however, exist at the dawn of history, such as a description of the zodiac and astronomical knowledge, upon which more or less perfect calendars could be based, and knowledge of the properties of triangles which was useful in surveying after the Nile floods. To this slender store the earliest of the Greek philosophers contributed new discoveries, but before long the genius and power of the Greek mind led to overweening confidence in speculation unaided by observation and experiment, and, as a result, the great period of Athens is not scientifically of the highest importance. Aristotle, to be sure, and his pupil Theophrastus, contributed very greatly to sound knowledge of animals, plants, and rocks, but in the theoretical sciences vague ideas based upon words rather than phenomena or clear and precise concepts led them astray.
The most conspicuous example, says Bacon, of the first class [i. e., of the Rational School of Philosophers] was Aristotle, who corrupted natural philosophy by his logic: fashioning the world out of categories; assigning to the human soul, the noblest of substances, a genus from words of the second intention; doing the business of density and rarity (which is to make bodies of greater or less dimensionsthat is, occupy greater or less spaces), by the frigid distinction of act and power; asserting that single bodies have each a single and proper motion, and that if they participate in any other, then this results from an external cause; and imposing countless other arbitrary restrictions on the nature of things; being always more solicitous to provide an answer to the question and affirm something positive in words than about the inner truth of things; a failing best shown when his philosophy is compared with other systems of note among the Greeks. For the Homomera of Anaxagoras; the Atmos of Leucippus and Democritus; the Heaven and Earth of Parmenides; the Strife and Friendship of Empedocles; Heraclituss doctrine how bodies are resolved into the indifferent nature of fire, and remolded into solids; have all of them some taste of the natural philosophersome savor of the nature of things, and experience, and bodies; whereas, in the physics of Aristotle you hear hardly anything but the words of logic; which in his metaphysics also, under a more imposing name, and more, forsooth, as a realist than a nominalist, he has handled over again. Nor let any weight be given to the fact that in his books on animals and his problems, and other of his treatises, there is frequent dealing with experiments. For he had come to his conclusion before; he did not consult experience, as he should have done, in order to do the framing of his decisions and axioms; but, having first determined the question according to his will, he then resorts to experience, and, bending her into conformity with his placets, leads her about like a captive in a procession; so that even on this count he is more guilty than his modern followers, the schoolmen, who have abandoned experience altogether.3
Later, when Alexandria became the center of the Greek world, and the limitations of metaphysics had become somewhat more evident, there was a return to positive science. For nearly a thousand years men, notably Aristarchus, Eratosthenes, Hipparchus, Euclid, Hero, and Ptolemy, labored at Alexandria, employing the true methods of science and collecting valuable stores of information in astronomy, geometry, trigonometry, optics, heat, and even anatomy. The greatest of the scientific work of antiquity was done during the Alexandrine period by Archimedes at Syracuse. It consists in the creation of the science of statics.
The Romans, practical menaccording to Disraelis definition, those who practice the errors of their forefathersdid little to advance the science, and, when the dark ages extinguished all intellectual endeavor, it was little enough that men had achieved in science, compared with their other deeds.
Yet it is certain that both true science and the true methods of science had been established in antiquity. It was not so much the errors of the ancient world as the errors of the Middle Ages in interpretation of the ancient world, and the undue importance that was assigned to Aristotle, which held back science during the first centuries of the Renaissance.
On the other hand, it cannot be denied that if the science of antiquity at its best, in the mechanics of Archimedes, the descriptive astronomy of Hipparchus, the geometry of Euclid, and the zoology of Aristotle, did manifest most of the characteristics of method and treatment which we know to-day, nearly all of the results of modern science, the modifications of life and civilization, are lacking in antiquity. Ancient science was in great part sterile; modern science is now the principal agent in social evolution.
It was not until the seventeenth century that modern science gained a secure footing. Just as in antiquity, the minds of men once more ranged over the whole field of the intellectual and the imaginative, and produced many works of commanding genius in many different subjects before again buckling down to the more sober tasks of science, which they were doomed to labor upon till now, and quite possibly forever.
Leonardo da Vinci, most versatile of all men, had, to be sure, successfully sought the solution of problems in mechanics, and patiently studied anatomy and, in truth, almost every department of science. But, great as was his insight into the phenomena of matter and motion, and it was perhaps not less than his insight into the fine arts, his work remained without effect, because unknown.
Before Galileo there are but two modern men of science whose importance is capital, Copernicus and Vesalius. The work of Copernicus,4 though destined finally to tear a veil from before the eyes of men, did not amount to a proof of the heliocentric hypothesis, nor was it at once profoundly influential upon thought. As for Vesalius, he labored upon human anatomy, a subject which has never exerted a wide influence upon the large affairs of civilization. The number of men who, in the sixteenth century and even before, pursued natural science with industry was considerable. But tradition, belief in authority, and the superstitions of the pseudo-sciences of astrology and alchemy, long and successfully resisted the advance of knowledge. Time-honored ideas, nevertheless, had received a rude shock at the hands of Copernicus, and by the year 1600, when Giordano Bruno was burned at the stake, the far-spreading influence of the heliocentric hypothesis, both in its direct hearing, and as an illustration of the power of the untrammeled human intellect, was evident to most thoughtful men.
There followed in the next century such a revolution in thought as has seldom occurred in the whole course of history. To this many factors contributed; the commanding genius of a few great men, Newton, Galileo, Harvey,5 Kepler, Huygens, Descartes,6 Bacon,7 Leibnitz; the growth of algebra, which made possible the invention of analytical geometry by Descartes, and the calculus by Newton and later independently by Leibnitz; the inventions of the telescope and compound microscope, greatly increasing the powers of the eye; finally, that indefinable modernizing of the human mind wrought by the whole Renaissance, which made sound thought once more possible, and for the first time produced in Galileo a man worthy to stand beside Archimedes.
In many respects the seventeenth century is the most interesting in the history of science, and certainly science is the most important human interest in the history of this century. Galileo begins it. Modern science is the daughter of astronomy; it has come down from heaven to earth along the inclined plane of Galileo, for it is through Galileo that Newton and his successors are connected with Kepler.8 The investigation of the falling body, and the establishment of the algebraical and geometrical laws of fall by Galileo, joined with Keplers great discoveries of the laws of planetary motion, and informed by the hypothesis of Copernicus, led to Newtons Principia,9 a work (the only other one by an Englishman) that stands out like that of Shakespeare, towering over all else.
This incomparable book contains all the essential principles of the science of mechanics. Since the year 1687, when it was published, the labor of many men of great genius has only availed to polish, to refine, and to embellish a subject which they could not really extend. In the course of the studies leading up to this work, Newton, incidentally as it were, invented the differential and integral calculus, which became the source not only of countless achievements in mathematics and science, but of perhaps the bitterest controversy in the annals of learning.
The work of Newton in establishing the science of mechanics was dependent upon a variety of other achievements of the century, in addition to the directly contributory labors of Kepler and Galileo. Especially important were the earlier progress of mathematics, marked by the invention of logarithms by Napier and independently by Bürgi, and the above mentioned discovery of analytical geometry by Descartes. Newtons work was also dependent upon the growing power and precision of scientific instruments and measurements.
This development of mechanics from Galileo to Newton is perhaps the best illustration of the method of scientific progress. Upon a vast basis of accurate descriptive knowledge, erected partly by Tycho Brahe and partly by earlier astronomers, observations with instruments of precision and high power, quantitative experiments, and finally mathematical calculations produced in little more than half a century a work which it taxes the highest powers of the specially trained human mind to understand, and which has withstood all criticism for two centuries, the most critical in history.
Only less important than that of mechanics was the development of biology in the seventeenth century. William Harvey, supported by the excellent work of anatomists that had begun with Vesalius, but held back by many vestiges of the old superstitious belief in authority and the garbled teachings of Hippocrates and Galen, in the early years of the century discovered the circulation of the blood.10 After long and most admirable investigations and self-criticism, in the year 1628 he gave this discovery to the world.
It is impossible to imagine a more illuminating contrast between the false learning of the Middle Ages and the sound positive knowledge of modern times than is presented in Harveys book. For at almost every point the work of Harvey himself has quite as much the modern flavor as that of Newton. The introduction presents the old traditional views on the physiological functions of heart and lungs, and bewilders with its meaningless play with words. There follow upon this the simplest descriptions of observations and experiments, and the soundest reasoning from such positive knowledge, till one feels that he has passed from a dream into reality.
The work of Harvey, like so much of the work of great Englishmen, was isolated, and the full development of biology came somewhat later, in mid-century and thereafter. In this later growth, aided by the microscope and the principles of mechanics, the studies of Swammerdam, Grew, Malpighi, Redi, Borelli, Leeuwenhoek, and others, provided many important data in the most widely different departments of biology. But natural history lacked the great foundation of accurate descriptive knowledge, arranged in order, that astronomy possessed, and, as a result much of the great work which the biological renaissance began was interrupted for a century. Among the feats of seventeenth-century biology were microscopical studies of the anatomy of both plants and animals (Nehemiah Grew, Malpighi, Leeuwenhoek), the beginnings of embryology (Harvey, Swammerdam), mechanical physiology (Borelli) including recognition of the nature of reflex action by Descartes, experimental studies tending to overthrow belief in spontaneous generation (Redi), and even observations on the physiological action of poisons.
In this century, in spite of the admirable work of Robert Boyle, somewhat overestimated in his own day however, chemistry languished under the sway of a false theory. Similarly, heat, electricity, and magnetism were of no great importance, unless the magistral work on magnetism of William Gilbert, physician to Queen Elizabeth, published in 1600, be reckoned.
Two other departments of physical science, however, the study of atmospheric pressure and optics, were more fortunate. Torricelli and Viviani, pupils of Galileo, Otto von Guericke, Pascal, and Boyle investigated the barometer and the pressure of gases and worked up the fundamental conclusions. Optics was investigated by no less men than Newton and Huygens, and at their hands underwent a wonderful practical transformation. But this subject requires a peculiarly subtle theoretical foundation, and the times were not yet ripe even for a Newton to enter the true path of theoretical speculation.
The great result of seventeenth-century science was to show the world that simple and exact laws of nature can be discovered. At the time of their discovery the most important thing about Galileos law of falling bodies and Newtons Principia was their amazing novelty. Familiarity with such results of science has bred the modern contempt for superstition and anti-intellectual views concerning the phenomena of nature.
It must be confessed, however, that the immediate results of mans new-found confidence in the intellect were often very unfortunate. For there can be little doubt that it was the successes of the Newtonian dynamics and of mathematical analysis which gave the philosophers of the eighteenth century their assurance of the possibility of like simple, exhaustive, accurate, positive, and wholly satisfactory treatments of the most complex of human affairs, including economics and politics, to say nothing of the biological sciences. Vain efforts in such directions consumed much of the best energy of the century, and such striking failures tended to obscure the real progress of knowledge when more modest or at least more simple problems were involved.
There were three principal tasks for eighteenth-century science. The organization of scientific men which had been begun in the preceding century with the Royal Society of London and the Académie des Sciences of Paris had to be widened and enlarged. The work of Newton had to be evolved and spun out finer and finer with the aid of a more and more flexible mathematical art. Above all, the description of nature had to be extended in every direction and classified, as the basis of further progress. In promoting the organization of science Leibnitz is the great figure. In the development of mathematical physics there are to be noted the Bernoulli family, Euler, Lagrange, and Laplace. In natural history Linnæus stands out preeminent, though Buffon must not be forgotten, and, as the century nears its close, biologists in the modern sense begin to appear.
One achievement of the century could not be foreseenthe creation of scientific chemistry by Lavoisier, aided by Scheele, Priestley and others, a deed hardly second to that of Newton and Galileo in its importance of science and civilization, and far the most important scientific advance of a hundred years.
The last decades of the eighteenth century and the first of the nineteenth were a period of profound change politically, socially, economically, and industrially, and not less scientifically. The scientific renaissance had come in the seventeenth century and culminated in Newton. The succeeding period had sufficed to develop his immortal work and to collect a vast array of facts in the descriptive sciences. At the same time the spirit of positive knowledge had been applied to the steam engine and the arts, and in very different directions had influenced the work of Voltaire, Rousseau, Gibbon, Adam Smith, and many others. However they may have differed among themselves, all these men felt the new forces, and responded to them with novel criticism of religion, society, history, and political economy.
Lavoisier had provided the instruments and methods for a revolution in chemistry quite as great as Newtons in physics. But chemistry differs very greatly from physics in the applicability of mathematics, and a vast experimental edifice had to be raised before, toward the end of the nineteenth century, anything like the completeness of the Newtonian mechanics could be attained in the younger science. Moreover the atomic theory had to be developed, had to be interwoven with the kinetic theory of gases which sees the molecules in endless motion, had to be extended with the help of geometry, before this was possible. Still, a new tendency had formed, which now has become one of the steadiest streams of scientific progress.
Following upon the work of Franklin and Coulomb and many others, the discoveries of Galvani and Volta, of Oersted and Ampère, and above all, of Faraday,11 in electricity, providing batteries and currents, showing the relationship of electrical to magnetic, chemical, optical, mechanical, and thermal phenomena, constituted another tendency, and both of these have had a profound influence upon the arts. Young and Fresnel created a new science of light. Heat became yearly more important with the development of the steam engine and the growth of physiological and electrical science. The work of Sadi Carnot, Mayer, Joule, Helmholtz,12 Lord Kelvin,13 and others led, in the middle of the century, to the principles of thermodynamics, and to the laws of the conservation and degradation of energy.
Microscopical anatomy was revived and, advancing through the work of many trained observers, led to the recognition of the cell as the morphological element of living things, with this as a basis, to the systematic development of the whole of histology; and so to a new embryology and pathology. Thus the names of Schleiden, Schwann, Von Baer, and Virchow have become immortal.
Rigid ideas based upon classification, which had long tottered before the assaults of Lamarck, Goethe, Erasmus, Darwin, Geoffroy Saint-Hilaire, and others, finally fell before Charles Darwins14 triumphant conception of natural selection by survival of the fittest, perhaps the most influential idea upon the thought of his time that has ever been put forward by any man. Out of this have grown the study of heredity and, partly through the efforts of Darwins cousin, Francis Galton, a new doctrine of perfectibility.
In another department of biology, the study of the phenomena of digestion, fermentation, putrefaction, etc., after varying fortunes, culminated in Pasteurs15 discovery of the rôle of micro-organisms, confirming the views of Redi and Swammerdam against spontaneous generation. The results of Pasteurs discoveries have now swelled into the greatest material benefit ever conferred by one man upon his fellows. They have led to antitoxins, immunity, and the greater part of preventive medicine, as well as to antisepsis and asepsis (Lister),16 and so to the principal triumphs of surgery.
Experimental methods, guided by mechanics, optics, heat, electricity, and chemistry, were now systematically applied to physiology, then to psychology, and, with the help of the cellular hypothesis and the sciences of embryology, evolution, heredity, immunity, etc., they have transformed biology.
Everywhere, if other mathematical methods fail, the statistical method is being applied and in suitable cases, as, for example, life insurance, with great success; thus literally bringing order out of chaos.
Meantime the world has learned that science pays. Accordingly professorships have multiplied, societies have become more numerous, journals are endowed, institutes of research established, the Nobel prizes founded, and a livelihood is provided for large number of workers.
The number of working scientists, if not their quality, has enormously increased. An army has been organized and disciplined, and an amount of work which can scarcely be imagined has been produced. Scientific literature has now become a flood that has to be canalized with the help of special journals of various descriptions devoted solely to its review, description, and orderly classification, in order that it may be utilized at all.
The forward march of science has now become inevitable, like that of civilization itself. This vast army of workers are engaged, with no stake in the outcome, with no concern for the influence of their work upon church or state or any other human institution or interest, according to known and tried and proved rules, by description, measurement, experiment, and mathematical analysis, in multiplying our reliable, positive knowledge of the world around us. Year by year this knowledge grows, by leaps and bounds when commanded by genius, slowly and painfully at the hands of most men, but steadily and surely always.
One of the principal results of the extension of science is its incorporation with the state. Astronomers royal have existed for three centuries, but to-day we have Departments of Agriculture with many scientific bureaus, and we badly need Departments of Public Health. Moreover, the vast increase of knowledge of a highly technical character has made it impossible for the executive, the legislative, and the judicial departments of government even to have an intelligent opinion regarding much with which they must deal. Hence the expert is acquiring an importance which is scarcely guessed even by most thoughtful persons, and government by expert commissions and expert advisers of the legislature and the judiciary appear to be inevitable features of the future state.
The main currents of nineteenth-century science have produced more and higher specialization than ever before. Descartes was philosopher, scientist, and mathematician; some of the great men of the eighteenth century were hardly less so. Even through a large part of the nineteenth century many of the greater men ranged widely over the field of science and mathematics. To-day the force of circumstances has largely changed all that. The chemist is likely to look upon the physicist, or even the physical chemist, with suspicion on account of his mathematical interests. On the other hand, the mathematician, unlike Newton, Euler, and Gauss, is commonly no longer a physicist at all. There are to-day very few men who possess even a superficial acquaintance with all the principal departments of science, and between the work of the astronomer, on the one hand, and that of the anatomist, on the other, there is perhaps no closer relationship than the fact that both employ optical instruments in their researches.
Then nineteenth century will ever be known in history for at least two of its scientific achievementsthe unification of our knowledge of matter, energy, and life, and the final organization of the army of scientific workers, whereby discovery ceased to be dependent solely upon the individual and became a part of the business of humanity at large, at length and for the first time systematically undertaken.
THE UNIFICATIONS OF SCIENCE 1. Conservation of Energy
The middle of the nineteenth century witnessed the discovery of all three of the great unifications of science. These are the unification of energy by the discovery of the principle of the conservation of energy, the unification of matter by the discovery of the periodic system, and the unification of life by the work of Charles Darwin.
Not for decades after Bolton and Watt, as the result of commercial necessity, introduced the idea of measuring energy in horsepower, was the real nature of the relationship between heat and mechanical power critically examined, save once in a quickly forgotten investigation by Sadi Carnot. But at length the speculations and calculations of Julius Robert Mayer, the admirable experimental researches of Joule, and the profound studies of Helmholtz and others established the principle of the conservation of energy17in short, demonstrated the proposition that energy is one and indestructible, however it may manifest itself as heat, or light, or electricity, or otherwise.
Somewhat later the work of Newlands, Lother Meyer, and Mendeléeff brought to light an extraordinary series of relationships, periodically recurring properties, among the elements. It would be impossible briefly to explain this relationship, but a simple analogy may serve to show its nature.
Giving the numbers above arranged, there can be no doubt, first, that they have been correctly arranged, and secondly, that the numbers 32 and 44 are missing, but have a place in the table. In other words, it is possible to predict the properties of the two missing numbers. In like manner, the studies of Mendeléeff showed similar connections among the elements. These could be arranged, as he showed, in the order of their atomic weights, in a table very similar to the above, in which the variation in properties was regular and periodically recurrent, but with certain gaps in the classification. Judging from the elements surrounding such gaps, Mendeléeff predicted the properties of the missing elements in certain cases in which the missing elements have now been supplied by chemical research. The results have invariably confirmed the Russian chemists predictions, as may be seen from the following data concerning the element germanium:
Thus it has become clear that the elements are all related to one another. It is not known how to explain this relationshipperhaps they have been evolved in an orderly manner from something elsebut, at all events, matter is not only indestructible (Lavoisier), but it makes up a unitary system. To-day we feel sure that we are acquainted with nearly all the stable varieties of matter that exist in the universe, though of course there remain a great variety of arrangements of this matter which are unknown to us.
The only well-known phenomenon that cannot be completely described in terms of matter and energy is life, with its peculiar characteristics of consciousness and thought. In the year 1859 biology yielded to the unifying idea of Charles Darwin. Many had previously suspected that all living things are blood relations; the discoveries of embryologists in particular had proved that the similarities among living things are far more profound than had been formerly realized. But Darwin provided a plausible explanation of the development of more complex beings by a continuous evolutionary process, and this led to the worlds final decision in favor of the hypothesis of transformation.
It is possible that some of Darwins hypotheses may in the end be discarded, but it appears to be wholly unlikely that the world will ever give up its belief in the evolution of organic beings, in all their multitudinous forms, from earlier and simpler types, and probably originally from one or more exceedingly simple forms.
Finally, the change in the relation of science to civilization, accomplished in the nineteenth century, marks a new epoch in history. For the first time humanity has systematically undertaken the task of conquering the environment. A new organ of the social body, like the financial or the military, has been created and has assumed relations with the other parts of the great organism of modern society.
System replaces chance in the greater part of human affairs, manufacturing, warfare, medicine, commerce itself, have become scientific; they advance steadily, ruthlessly, and carry man with them; whither he cannot guess.
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Issue 178, page 1
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"Ah," we say. "Ah," and furthermore, "choo!" Hard on the heels of the season of mists and mellow fruitfulness comes the season of chills and high fevers. Our discussions this week turned to disease and we realized that there were a number of questions for which we had no ready answer. Why, for instance, do so many of them have singular names that sound like plurals?
We were familiar with the disease of mumps but neither of us knew what a mump was or even if such an animal existed. A quick trip to the dictionary revealed that a mump is a grimace made with the mouth or simply the mouth itself. The word may have arisen as indicative of sounds made by lips and is comparable with mumpr, Icelandic for "curly beard".
And what about measles, if there is such a thing as a single mump, can one catch just one measle? From a purely etymological standpoint, we'd say yes. The word has been plural ever since early Middle English but the occasional use of measle was probably influenced by the unrelated word mesel (Middle English, "leprous"), from Latin misellus, "little wretched one" (diminutive of miser, "wretched", the origin of our miser and miserable). A measle is a red spot on the skin and was once used to translate the Latin phlegemon ("blood blister"). The true origin of measles is to be found in the ancient Teutonic root *maes- which carried the notion of a spot or surface discoloration. Related words are found in Dutch maese, "spot", Old High German masa "scar" and English mazer "maple" (a tree with patchy bark).
The origin of hives is uncertain but is thought to be a form of heave, because the inflamed patches of skin are raised. Some older dictionaries mention a medicinal compound called hive-syrup and explain that it was made from an extract of squills. Squills is a wild member of the onion family. Did we just say squills is? Yes, we did; squills is yet another singular noun which ends with an ess.
One skin disease is noted for its serpentine eruptions which, eventually, encircle the waist. In medical terminology it is called Herpes zoster, from the Greek herpes, "a snake" and zoster, "a girdle". Its English name is shingles, a corruption of the Latin cingulum, "a girdle".
The final stages of rabies looked more like madness than a fever; hence rabies, from Latin rabere, "to rave". One of its symptoms is that swallowing the least thing, even a sip of water, causes extreme pain. This gave rise to the belief that rabies sufferers fear water and to its other name - hydrophobia (Greek hydros "water" + phobos, "fear").
Rickets is known to doctors as rachitis. The obvious conclusion is that the word rickets is the result of the common man attempting to pronounce an educated term. In fact, the reverse may be true. While the origin of rickets is not known, it seems that the term rachitis (from Greek rachis "spine" + -itis, "inflammation") was invented as a learned synonym for rickets.
Underwater divers come back to the surface slowly lest the nitrogen dissolved in their blood come out of solution, forming bubbles in their body tissues. If this happens the the diver typically bends double with pain. This is why this condition is known as the bends.
Then there's diphtheria... Is a mild dose monophtheria? Well, hardly. Diphtheros was ancient Greek for "leather" and diphtheria is characterized by a tough, leathery membrane which encloses the parts affected by it.
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Last Updated 03/14/06 07:15 PM
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Finding an address on a map can be taken for granted in the age of GPS and smartphones. But centuries of forced relocation, disease and genocide have made it difficult to find where many Native American tribes once lived.
Aaron Carapella, a self-taught mapmaker in Warner, Okla., has pinpointed the locations and original names of hundreds of American Indian nations before their first contact with Europeans.
As a teenager, Carapella says he could never get his hands on a continental U.S. map like this, depicting more than 600 tribes — many now forgotten and lost to history. Now, the 34-year-old designs and sells maps as large as 3 by 4 feet with the names of tribes hovering over land they once occupied.
"I think a lot of people get blown away by, 'Wow, there were a lot of tribes, and they covered the whole country!' You know, this is Indian land," says Carapella, who calls himself a "mixed-blood Cherokee" and lives in a ranch house within the jurisdiction of the Cherokee Nation.
For more than a decade, he consulted history books and library archives, called up tribal members and visited reservations as part of research for his map project, which began as pencil-marked poster boards on his bedroom wall. So far, he has designed maps of the continental U.S., Canada and Mexico. A map of Alaska is currently in the works.
What makes Carapella's maps distinctive is their display of both the original and commonly known names of Native American tribes, according to Doug Herman, senior geographer at the Smithsonian National Museum of the American Indian in Washington, D.C.
"You can look at [Carapella's] map, and you can sort of get it immediately," Herman says. "This is Indian Country, and it's not the Indian Country that I thought it was because all these names are different."
He adds that some Native American groups got stuck with names chosen arbitrarily by European settlers. They were often derogatory names other tribes used to describe their rivals. For example, "Comanche" is derived from a word in Ute meaning "anyone who wants to fight me all the time," according to the Encyclopaedia Britannica.
"It's like having a map of North America where the United States is labeled 'gringos' and Mexico is labeled 'wetbacks,' " Herman says. "Naming is an exercise in power. Whether you're naming places or naming peoples, you are therefore asserting a power of sort of establishing what is reality and what is not."
Look at a map of Native American territory today, and you'll see tiny islands of reservation and trust land engulfed by acres upon acres ceded by treaty or taken by force. Carapella's maps serve as a reminder that the population of the American countryside stretches back long before 1776 and 1492.
Carapella describes himself as a former "radical youngster" who used to lead protests against Columbus Day observances and supported other Native American causes. He says he now sees his mapmaking as another way to change perceptions in the U.S.
"This isn't really a protest," he explains. "But it's a way to convey the truth in a different way."
Take a closer look at Aaron Carapella's map of the continental U.S. and Canada and his map of Mexico. He sells prints on his website.
Copyright 2014 NPR. To see more, visit http://www.npr.org/.
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Normally I would avoid maths problems where scientists start off by saying: "The numbers involved are so enormous that if their digits were written out by hand they would stretch to the moon and back."
Thankfully there are people who are challenged by such numbers and this week a group of such researchers said they, through a technique for multiplying large numbers, have figured out congruent numbers up to a trillion. Apparently no one had taken them beyond a billion for some reason.
In case you were wondering, a the first few congruent numbers are 5, 6, 7, 13, 14, 15, 20, and 21. The problem, which was first posed more than a thousand years ago, concerns the areas of right-angled triangles. The difficult part is to determine which whole numbers can be the area of a right-angled triangle whose sides are whole numbers or fractions. The area of such a triangle is called a "congruent number."
rest here
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Electrician Requirements and Qualifications
Electricians are responsible for maintaining, troubleshooting and managing different types of electrical systems. Electrician qualifications and requirements include compliance with the National Electrical Code and the completion of an apprenticeship program. Every employer will list electrician requirements and qualifications in their job description, and some of the training will be completed on the job. Electrician requirements include a working knowledge of electrical theories and systems, performing simple math functions, and also knowing how to work with different wire systems and fiber optic systems.
What Are Typical Electrician Qualifications?
When you are considering a career as an electrician, take some time to learn about the typical electrician qualifications and requirements for jobs in your state. Every state's board sets various level s of education requirements and training requirements, and you will need to fulfill these requirements in order to get your license. Only licensed electricians are permitted to perform electrical work for the public, and must take a certain number of continuing education courses to maintain their license throughout their careers.
The typical electrician requirements include:
- Having a high school diploma or GED
- Being at least 18 years old (or 21 years old, depending on the state)
- Complete a diploma, degree or certificate program in the field
- Having a high level of mental and physical aptitude
- Taking specialized courses in residential and commercial wiring practices and having a strong working knowledge of national electrical codes and safety measures
- Completing an approved apprenticeship program to gain work experience
Basic Electrician Requirements
Basic electrician requirements vary slightly from state to state, and all electricians must have some work experience through an approved apprenticeship program. The electrician apprenticeship program typically lasts four to five years and gives students a chance to work under the supervision of a master electrician or journeyman electrician. This is the most important part of any electrician's educational career because it allows them to work on real projects including home remodeling, switch lighting, rewiring electrical systems, or working on an assembly line.
Most apprenticeships do provide a salary for the student, and can help with job placement after the completion of the training program. The average electrician apprenticeship lasts about 2,000 hours and also consists of about 144 classroom hours. Electrician requirements for completing this part of the training program include passing a licensing exam for their jurisdiction - which can be by the state, county or even the city - and then training in all phases of electrical construction and installation. Once they have fulfilled their basic electrician requirements, the electrician is considered to be a tradesman and can specialize in a particular area. Some electricians choose to work in the commercial sector, while others prefer to work on residential projects.
All electrician training programs provide information on career options and basic electrician qualifications for different jobs. Electricians who successfully complete their training program and fulfill all electrician requirements can move forward to obtain advanced training as a master electrician or take courses in a particular specialization so that they have unique skills and knowledge to offer throughout their career.
- Training to Become an Electrician
- Choosing a Career as an Electrician
- How Much Does an Electrician Make?
- Apprentice Programs for Aspiring Electricians
- Sample Electrician Resume
- Schools to Learn the Electrician Trade
- Getting a Master Electrician's License
- How Do I Become a Qualified Electrician?
- Electrician Qualification Requirements
- Getting Certified and Licensed
- Training as an Auto Electrician
- Training to Be an Industrial Electrician
- A Career as a Commercial Electrician
- Marine Electrician Courses and Jobs
- Oil Rig Electrician
- Journeyman Electrician
- Construction and Maintenance Electricians
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PARADOXES—IN WHICH THE SAME information may lead to two contradictory conclusions—give us pleasure and torment at the same time. They are a source of endless fascination and frustration, whether they involve philosophy (consider Russell's paradox, “This statement is false”), science—or perception. The Nobel Prize winner Peter Medawar once said that such puzzles have the same effect on a scientist or philosopher as the smell of burning rubber on an engineer: they create an irresistible urge to find the cause. As neuroscientists who study perception, we feel compelled to study the nature of visual paradoxes.
Let us take the simplest case. If different sources of information are not consistent with one another, what happens? Typically the brain will heed the one that is statistically more reliable and simply ignore the other source. For example, if you view the inside of a hollow mask from a distance, you will see the face as normal—that is, convex—even though your stereovision correctly signals that the mask is actually a hollow, concave face. In this case, your brain's cumulative experience with convex faces overrides and vetoes perception of the unusual occurrence of a hollow face.
Most tantalizing are the situations in which perception contradicts logic, leading to “impossible figures.” British painter and printmaker William Hogarth created perhaps the earliest such figure in the 18th century (a). A brief view of this image suggests nothing abnormal. Yet closer inspection reveals that it is logically impossible. Another example is the “devil's pitchfork,” or Schuster's conundrum (b). Such impossible figures raise profound questions about the relation between perception and rationality.
In modern times, interest in such effects was partly revived by Swedish artist Oscar Reutersvärd. Known as the father of impossible figures, he devised numerous geometric paradoxes, including the “endless staircase” and the “impossible triangle.” These two were also independently developed by Lionel and Roger Penrose, the famous father-and-son scientists; c, on the next page, shows their version of what is now commonly called the Penrose triangle.
Dutch artist M. C. Escher playfully embedded such figures in his engravings exploring space and geometry. Consider Escher's staircase (d, on next page): no single part of the staircase is impossible or ambiguous, but the entire ensemble is logically impossible. You could be climbing the staircase upward forever and yet keep going in circles, never reaching the top. It epitomizes the human condition: we perpetually reach for perfection, never quite getting there!
Is this staircase truly a perceptual paradox? That is, is the brain unable to construct a coherent percept (or token of perception) because it has to simultaneously entertain two contradictory perceptions? We think not. Perception, almost by definition, has to be unified and stable at any given instant because its whole purpose is to lead to an appropriate goal-directed action on our part. Indeed, some philosophers have referred to perception as “conditional readiness to act,” which may seem like a bit of an overstatement.
Despite the common view that “we see what we believe,” the perceptual mechanisms are really on autopilot as they compute and signal various aspects of the visual environment. You cannot choose to see what you want to see. (If I show you a blue lion, you see it as blue. You cannot say, “I will choose to see it as gold because it ought to be.”) On the contrary, the paradox in d arises precisely because the perceptual mechanism performs a strictly local computation that signals “ascending stairs,” whereas your conceptual/intellectual mechanism deduces that it is impossible logically for such an ascending staircase to form a closed loop. The goal of perception is to compute rapidly the approximate answers that are good enough for immediate survival; you cannot ruminate over whether the lion is near or far. The goal of rational conception—of logic—is to take time to produce a more accurate appraisal.Genuine or Not?
Are impossible figures (aside from the triangle, to which we will return) genuine paradoxes within the domain of perception itself? One could argue that the perception itself remains, or appears to remain, internally consistent, coherent and stable and that a genuinely paradoxical percept is an oxymoron. The staircase is no more a paradox than our seeing a visual illusion such as the Müller-Lyer (e, on page 73)—in which two lines of equal length appear to differ—but then measuring the two lines with a ruler and convincing ourselves at an intellectual level that the two lines are of identical length. The clash is between perception and intellect, not a genuine paradox within perception itself. On the other hand, “This statement is false” is a paradox entirely in the conceptual/linguistic realm.
Another compelling perception is the motion aftereffect. If you stare for a minute at stripes moving in one direction and then transfer your gaze to a stationary object, the object appears to move in the opposite direction that the stripes moved. This effect arises because your visual system has motion-detecting neurons signaling different directions, and the stripes constantly moving in one direction “fatigue” the neurons that would normally signal that direction. The result is a “rebound” that makes even stationary objects appear to move in the opposite direction.
Yet curiously, when you look at the object, it seems to be moving in one direction, but it does not seem to get anywhere; it does not progress to a goal. This effect is often touted as a perceptual paradox: How can something seem to move but not change location? But once again, the percept itself is not paradoxical; rather it is signaling with certainty that the object is moving. It is your intellect that deduces it is not moving and infers a paradox.
Consider the much more familiar converse situation. You know (deduce) that the hour hand of your clock is moving, even though it looks stationary. It is not moving fast enough to excite motion-detecting neurons. Yet no one would call a clock hand's movement a paradox.Perception-Cognition Boundary
There are borderline cases, as exemplified by the devil's pitchfork. In this display, some people can “see” the whole in a single glance. The local and global perceptual cues themselves are perceived as a single gestalt with internal contradictions. That is, one can apprehend the whole in a single glance and appreciate its paradoxical nature without thinking about it. Such displays remind us that despite the modular quasi-autonomous nature of perception and its apparent immunity from the intellect, the boundary between perception and cognition can blur.
The impossible triangle is similar. As shown by neuropsychologist Richard L. Gregory of the University of Bristol in England, you can construct a complicated 3-D object (f) that would produce the image in g only when viewed from one particular vantage point. From that specific angle, the object appears to be a triangle confined to a single plane. But your perception rejects such highly improbable events, even when your intellect is convinced of their possibility (after being shown the view at g). Thus, even when you understand conceptually the unusual shape of object f, you continue to see a closed triangle when viewing g, rather than the object (f) that actually gives rise to it.
How would one test these notions empirically? With the Escher staircase, one could exploit the fact that perception is virtually instantaneous, whereas cogitation takes time. One could present the display briefly—a short enough time to prevent cognition from kicking in—say, a tenth of a second followed by a masking stimulus (which prevents continued visual processing after removal of the test figure). The prediction would be that the picture should no longer look paradoxical unless the stimulus duration were lengthened adequately. The same could be tried for the devil's pitchfork, which is more likely to be a genuine perceptual paradox. In this case, the mask may not be able to “dissect” it into two distinct (perception or cognition) stages. It may boil down to a matter of scale or complexity.
Whatever paradoxes' origins, no one can fail to be intrigued by these enigmatic displays. They perpetually titillate our senses and challenge all our notions of reality and illusion. Human life, it would seem, is delightfully bedeviled by paradox.
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Design Plan for Fifth and Sixth Grade Children
A two-lesson plan to
explore the settling of Colonial America through construction of log building models
Subject - Elementary History
Topic - Early Colonial America: Log Home Construction / Lesson One
Grade Level - 5th and 6th grade
Note: The first lesson takes this project up to the completion of the log home and
general store models. The second lesson in this series (included elsewhere) completes the overall model through construction
of the surrounding scenery of a New England landscape.
Lesson Length – One Hour and Fifteen Minutes
is not for the sake of knowledge as such; it is solely to produce a specific effect in practical life. What is important is
the effect, not the knowledge.”
– Maharishi Mahesh Yogi on the Bhagavad-Gita: A New Translation
Wholeness of the Lesson:
a colonial-era home and general store, using methods and materials simulated from constructions of the time, students will understand
the concerns and reponsiblities of new settlers in America.
of Creative Intelligence" Wholeness Point:
“The whole is more than the sum of it's parts.”
To experience firsthand
the creation of a home from numerous parts is to discover wholeness emerging from a myriad of diverse activities - sawing,
assembling, securing, etc.
· Children will
understand the mingling roles and relationships of new settlers.
· Children will experience the hands-on activity and sense of
accomplishment involved in the creation of a log home model.
· Children will experience
for themselves, as did the early settlers, the pride and freedom of home ownership with the cooperation of an altruistic
Objectives of the Learning:
· The basic needs of each member
of society can be filled when all members share their skills and creative intelligence, as was practiced in Colonial America. By the group practice of the "skill" of transcending during the TM program, harmony is spread
at the most basic level of society.
· It is possible to build something much bigger than ourselves,
such as a home or a store: we simply start … and Nature supports our intentions. In the practice of the TM-Sidhi program,
we experience the impossible becoming an everyday experience – the accomplishment of Yogic Flying!
· A new country or a new world begins with new hope. Hope is the faith that the heart feels in the mind’s ability to accomplish
its dreams. And hope is also the confidence of the mind in the skill of the heart -- to bring life to ultimate
safety in the experience of pure self-referral, the state of Unity Consciousness.
learning approach is employed in this submergence learning activity. Hands-on creation of Colonial American log
home models is accompanied by guided inquiry of the teacher. The natural environment and the communal elements of
life in early Colonial America are
discussed and are even role-paled during this ambitious project.
Principles of Teaching – "Receptivity"
"Supply frequent and varied opportunities for
students to enjoy, apply and otherwise experience the meaning behind the concepts they learn.”
Large group reflective thinking is used in discussing the colonial-era occupations that might have assisted in
home building. Small group work (three to four students per "sub-project" area) is the strategy
used during construction of the buildings, mortar and roof (and later the furniture and the scenery). Students may transfer
as needed or desired between projects. These simultaneous small group projects then come together in the final phase, as in
a colonial-era "home-raising" endeavor, to create our finished model.
Multiple Intelligences and Differentiation:
of many expressive modes will enjoy this educational activity. The socially adept (interpersonal) child will like to learn
of the occupations and roles of society and perhaps to model them during home construction. The artistic, spatially-adept
child will enjoy planning and decorating the home. The mathematical or scientific thinkers in the class will have fun measuring
and assembling the model home and one other colonial structure.
of restricted learning skill will find the systematic procedure of assembly of a small log home encouraging to their abilities.
Sighted and non-sighted students will find the sawing and assembly of cardboard
Standards for Social Studies (NCSS)
"Students of the fifth grade will take part in “authentic activities
… that call for real-life applications using the skills and content of the field.” This activity will require
“reflective thinking and decision-making as events unfold during instruction.”
"The subject matter of fifth grade social studies curriculum will “integrate knowledge, skills, beliefs, values
and attitudes to action. It integrates across topics and curriculum, and across time and space.”
Special Application of Vedic Knowledge
of safe shelter for humanity is a project that unifies all mankind. It finds its fulfillment in the safety from disease and
misfortune that Maharishi Sthapatya Ved design offers to each prospective homeowner.
In our review we will discuss some of the characteristics of life and environment in Colonial America that
new settlers encountered. We will also examine some of the occupations of a colonial village that were associated
with early home building, including:
Lumber Jack (cuts logs) and Sawyer (creates lumber)
/ Cabinetmaker (home construction and furniture-making)
(created spikes for home-building)
Plasterer (mortar preparation)
Glazier (installed windows)
Locksmith (locks and handles installed)
(maker of barrels for rain collection and food storage)
Millwright (builder of mills, incl. saw mills)
(for later colonial homes)
close our eyes for one minute. Let’s imagine that we are settlers, just arriving on a ship coming from England. Our
first need, when we arrive at our new plot of land is to create shelter for ourselves. Along with a few neighbors, whom we
later assist in the same way, we begin to build our family a log cabin.”
“Let’s open our eyes, now. Looking at this picture of a
log cabin, let’s decide what materials we would need in order to build it. Let’s also decide who in our village
will help us get these materials, and what people could help us build our home.”
“Now let’s build our home and one more
log structure that we might visit on a regular basis in our colonial village.”
· Cardboard picture of a log cabin, for
discussion and (partial) reference
saws (see Figure One)
and salt modeling dough (see “Mortar” below)
Bamboo barbecue skewers (replaces Colonial era “spikes” for securing corners and logs)
2" x 4" wood sections for use as cutting blocks (secure to desks
with strong tape)
spoons / Plastic plaster trowels, various widths / palettes or squares of cardboad for use as plaster holders while applying
Pliers with a wire-snipping edge
tape or plastic wrap
figurine cut-out book of Colonial American settlers
Teacher should laminate
sections of cardboard with corrugation moving in the same direction. A scrolling line of glue is
Cut “log sections” out of cardboard panels. Cut logs two inches wide, plus the full length of each side of both buildings. Length should
include the overhang at both ends of log, as seen in Figure Two.
roof panel and tiles (see "Student Procedures" below)
Collect natural elements such as gravel, sand, decorative rock and pinecones for next day's landscaping project
desks into workshop mode, including taping wooden 2" x 4" to tables as cutting blocks
materials strategicaly into work station areas for each sub-project. Create: roof assembly, wall assembly, mortar mixing and
Student Procedures and Activities:
Notch bottom left and bottom right of each log section
as shown in Figure Two. The notch indent is 2 times the thickness of the tri-layered cardboard logs. Thus, log ends overhang the
corners of the buildings, as shown in Figure Three. Notch height is
one half of the width of the log: a layer
of two notched logs "dovetail" at each corner.
3 cups flour
1 cup salt
1 cup water (to begin
Allow children to experiment for an ideal consistency (wet but still sticky) of mortar by adding extra water to above dough
mixture. Mix and knead well. Use cardboard
palettes and spreading tools to apply mortar to top of
logs when ready (Figure Three).
Assemble logs utilising notched ends of logs, mortar and bamboo skewers. Long skewers should be placed at corners of buildings and half
way along the length of the wall (one
long segment, plus short segments
as needed), especially between future
door and window (Figure Two).
Allow students to
trim skewers to length using wire-snipping pliers,
after last row is applied
Slide log sections down over the skewers to begin construction from
bottom layer to top layer. Apply mortar thickly then squeeze it slightly
(to about 1/4 inch thickness) as logs come together. Let
dry naturally, or use a small tool to trim it away, depending upon
desired finish look.
Hold structure firmly "with many hands" as teacher cuts out door
windows. Optional tool -- a serated steak knife, used carefully -- works
best. Apply shingles to roof with white glue as in Figure Four.
Set roof on top of walls, using spare cardboard to create four small
stopping blocks (2" by 2") on inside
of roof panel. These allow roof to
remain free-standing, for easy removal
and viewing of interior of cabin
Apply clear tape or plastic wrap carefully to window spaces (from inside)
as "glass panes".
Fulfillment and Closure
Welcome the class into their
new home and village!
“Today, we have created
a log cabin in much the same way as the early settlers of America did. Do you like your new log home and your general store?
Does it make you feel happy to know that you created it?”
Ask what would be nice to have inside and
outside these structures. Discuss the point that many families in early Colonial America built their own furniture,
until they could afford to purchase items from stores or craftsmen. Does the class think that they could build some furniture
tomorrow for their homes, church or store? Discuss the natural environment of New England -- mountains and trees -- and introduce
materials for tomorrow's landscaping project.
On-going assessment is the
best tool for this classroom project, since all children will be naturally inspired to be a part of the creation
of their home. Students will be assessed upon their level of participation, regardless of their "competency" in
constructing their log buildings. Their knowledge of occupations in Colonial Society will be the second element for on-going
assessment. A short post-
exercise, created from the list above, in naming
the occupations that each child has role-played during the activity of house-raising is beneficial and fun.
The satisfaction that results from individual
effort combining in a grand group participation should be one of the primary
grading points for this project -- as they would have been for a successful life in Colonial America.
Send paper figures home for children to cut out as stand-up models (permanent or movable) in
final display. Children should each bring two food items – spices, staples,
etc. – that will fit into general store “apothecary” jars the next day.
~ Knowledge is the basis of Action; Action leads to achievement;
Achievement brings Fulfillment ~
(From the teachings
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For millennia, humans have survived and, absent war, famine, or other living conditions or practices that favor disease, thrived before the first 'vaccine' was introduced. Moreover, the use of vaccination to provide disease protection is based on a theory, "the germ theory of disease", that does not explain, nor, until very recently, address the reality that human life depends upon our symbiotic co-existence with a variety of microbial organisms, some of which can also appear to be 'pathogenic' when, for whatever reasons, a given human body is 'sick'.
Unfortunately, to this day, the developers of vaccines do not understand exactly how the human immune system functions; are focused on the adaptive immune system; and, in general, ignore the critical role of the innate immune system in maintaining the health of the body. Worse, they wrongly claim that evidence of adaptive immunity based on "antibody titer" and/or other similar evidence can be used as a valid surrogate for proof that a given vaccination program provides disease protection to most of those inoculated with a given vaccine according to some fairly rigid, nationally recommended, vaccination schedule.
In addition, rather than being science-based, most of the current claims concerning the safety and effectiveness of vaccines are more the unfounded beliefs of the developers, purveyors, advertisers, and defenders of our current vaccines and vaccination programs than anything else...
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You probably already know a victim of sexual assault. The victim could be a neighbor, close friend, relative or, perhaps, even yourself. Sexual assault, which is commonly known as rape, is one of the fastest growing crimes in this country and the least reported. Fewer than 10 percent of these crimes are reported.
The FBI estimates that one out of four women and one in 12 men will be sexually assaulted in their lifetime. One of three women will face a threatened assault. Acquaintance rape constitutes 60 percent of sexual assault for the general population and 84 percent for college students. Surveys indicate that alcohol is a major factor in acquaintance rape.
Women are predominantly the victims of sexual assault; however, adults and children of both sexes can also be potential victims of sexual assault. A large number of rapes are planned in advance by the attacker.
Acquaintance/date rape involves someone the victim knows. Date rape is more likely to occur on the second or third date since defenses are higher on the first date.
Victims will usually feel more ashamed, more guilty, more depressed, and more angry with themselves than victims of an unknown assailant.
The victim may again have to meet the assailant in a class, a residence hall, elsewhere on campus, or even at work.
Women in acquaintance rapes are more often confused about what is happening and who is responsible. Their confusion is heightened by the fact that acquaintance rapists, unlike stranger rapists, often become conciliatory after the assault and almost always try to remain in contact with the victim. As a result, victims are less likely to call it rape or even understand that it is a crime.
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The Outer Ward of the Hoernersburg is a large enclosed area area
in front of main castle.
The Outer Ward is surrounded by a thick wall called the Outer Curtain.
This wall is the first line of defense for the castle. Before
enemies can penetrate the Inner Ward of the castle, they
first must gain entrance to the Outer Ward.
Bird's Eye View of
The Hoernersburg Castle Outer Ward
(click picture for larger view)
The Outer Ward of the
Hoernersburg has two sets of gates. The first gate is called the
Barbican. The Barbican of the Hoernersburg is on the side of the
moat closest to the town.
going through the Barbican, you cross over the moat on the drawbridge,
and then through the Gatehouse of the Outer Curtain.
an enemy makes it through the Gatehouse, there is always the Alligator
Pit to contend with.
times of danger, the grating on top the pit is removed. Enemies charging
through the Gatehouse are likely to fall into the pit, where they have
the opportunity to meet man-eating alligators face-to-face.
enemies do manage to get into the Outer Ward, there is a defensive
tunnel dug into the ground. Here, defending troops can shoot at the
Outer Ward is a busy and noisy place. Timber-framed buildings line the
walls. These provide shelter for animals, house the workshops of
craftsmen, and serve as storerooms for people living in the Lego castle.
to the Stables is the Bowyer’s Atelier. An Atelier is a workshop where
craftsmen practice their trade.
On the main floor of
most ateliers is an opening window with a counter. From this window, the
craftsmen sells his goods to people on the street. Looks like the Bowyer
has a customer!
we get a good view of the Bowyer Shop's interior and the Castle Stables.
The Bowyer is a craftsmen who manufactures bows. This skill is much in
demand. Helping the Bowyer is a young apprentice with a full head of
hair. Someday, he’ll be a Bowyer too and have his own shop.
the workshop is where the craftsman’s family lives. Here, you can see
his wife preparing a hearty supper.
Upstairs, you’ll notice someone is using the Privy. The curtain in front
provides a little bit of privacy. This Privy empties out onto the
of the Baron’s animals are kept in the Outer Ward. Others graze in the
fields and are brought in at night, or in times of danger.
The Baron’s horses are kept in the Stables. The Marshal is in charge of
tending to the Baron’s animals.
we’ll walk over to the Blacksmith’s Atelier.
is a craftsman who forges and sharpens tools and weapons. He also makes
hinges for doors, window grills and other fittings required for the
(*From a set
designed by Daniel Siskind)
blacksmith is very strong. He has to wield heavy hammers all day long in
the scorching heat of the forge.
Some blacksmiths are called Farriers. They specialize in making horse
shoes and treating sick horses.
the Blacksmith’s workshop is his beautiful wife calling him to supper.
I’m starting to get a little bit hungry myself.
the Blacksmith is the Apothecarist’s Atelier. An apothecarist is someone
who prepares and sells medicines and drugs.
medicines are prepared from herbs. Primrose flowers help ease muscle
aches. The juice from poppy flowers is a good painkiller. Many herbs and
flowers are dried for storage. In fact, the modern word "drug" comes
from the Old English word "driggen", which means "to dry".
top of the Outer Curtain wall is a small Wind Mill. This is where the
Miller grinds grain into flour.
takes their grain to the Miller. He charges a fee called a Multure to
grind it. A multure is a small portion of the flour produced from the
is the Bakehouse and Great Oven. The Baker is in charge of baking the
bread. Peasants bring their bread here for the Baker to bake. For being
able to use the oven, the peasants give some of their loaves to the
People eat a lot of bread. Most bread is so dense that
people literally had to "break it" because it was too hard to cut.
castle fish pond is called the Fish Stew. It contains pike, eels, carp,
and other types of fish. So that only the large fish are caught, the
nets they use have wide meshes which allow the smaller fish to escape.
here is the Dovecote. This is where doves and pigeons roost until it’s
time to cook them.
are the Bee
Skeps. They’re made from coiled rope.
The Apiarian is in charge of caring for the bees. Honey is the most
common sweetener as sugar is expensive and has to be shipped from
The hive is also a good source of candle wax for the candle maker,
who is called a Chandler.
Herb Garden is both pretty and practical. Some of the herbs are used by
for their healing properties. Parsley, mint, and thyme are harvested and
used by the cook to flavor dishes.
The Gardener takes care of the garden. He also makes sure that ivy
doesn’t grow on the castle walls. On more than one occasion, enemies
have tried to climb up the ivy and gain entrance to the castle.
is a well which supplies some of the castle’s water. The
Hoernersburg has more than one well, plus it also has a cistern.
Stocks and Pillar
leaving the Outer Ward, take note of these two criminals being punished.
The man chained to the post has to wear a funny mask because he was
caught lying. The man on the right has his feet locked in the stocks
because he was caught cheating. Hopefully, these humiliating punishments
will help them reform their ways.
And folks, please don’t throw any rotten tomatoes at them.
They’ve already had enough.
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Archaeologists in Guatemala have discovered the tomb of Lady K'abel, a seventh-century Maya Holy Snake Lord considered one of the great queens of Classic Maya civilization.
The tomb was discovered during excavations of the royal Maya city of El Perú-Waka' in northwestern Petén, Guatemala, by a team of archaeologists led by Washington University in St. Louis' David Freidel, co-director of the expedition.
Along with David Freidel, professor of anthropology at WUSTL, the project is co-directed by Juan Carlos Pérez, former vice minister of culture for cultural heritage of Guatemala. Olivia Navarro-Farr, assistant professor of anthropology at the College of Wooster in Ohio, directed the excavations with Griselda Pérez Robles, former director of prehistoric monuments in the National Institute of Anthropology and History, and archaeologist Damaris Menéndez.
A small, carved alabaster jar found in the burial chamber caused the archaeologists to conclude the tomb was that of Lady K'abel.
The white jar is carved as a conch shell, with a head and arm of an aged woman emerging from the opening. The depiction of the woman, mature with a lined face and a strand of hair in front of her ear, and four glyphs carved into the jar, point to the jar as belonging to K'abel.
Based on this and other evidence, including ceramic vessels found in the tomb and stela (large stone slab) carvings on the outside, the tomb is likely that of K'abel, says Freidel, PhD, professor of anthropology in Arts & Sciences and Maya scholar.
Freidel says the discovery is significant not only because the tomb is that of a notable historical figure in Maya history, but also because the newly uncovered tomb is a rare situation in which Maya archaeological and historical records meet.
"The Classic Maya civilization is the only 'classical' archaeological field in the New World -- in the sense that like archaeology in Ancient Egypt, Greece, Mesopotamia or China, there is both an archaeological material record and an historical record based on texts and images," Freidel says.
"The precise nature of the text and image information on the white stone jar and its tomb context constitute a remarkable and rare conjunction of these two kinds of records in the Maya area."
The discovery of the tomb of the great queen was "serendipitous, to put it mildly," Freidel says.
The team at El Perú-Waka' has focused on uncovering and studying "ritually-charged" features such as shrines, altars and dedicatory offerings rather than on locating burial locations of particular individuals.
"In retrospect, it makes a lot of sense that the people of Waka' buried her in this particularly prominent place in their city," Freidel says.
Olivia Navarro-Farr, PhD, assistant professor of anthropology at the College of Wooster in Ohio, originally began excavating the locale while still a doctoral student of Freidel's. Continuing to investigate this area this season was of major interest to both she and Freidel because it had been the location of a temple that received much reverence and ritual attention for generations after the fall of the dynasty at El Perú.
With the discovery, archaeologists now understand the likely reason why the temple was so revered: K'abel was buried there, Freidel says.
Drawing of the glyphs on the back of the alabaster vessel (pictured at top of story) by Stanley Guenter.
K'abel, considered the greatest ruler of the Late Classic period, ruled with her husband, K'inich Bahlam, for at least 20 years (672-692 AD), Freidel says. She was the military governor of the Wak kingdom for her family, the imperial house of the Snake King, and she carried the title "Kaloomte'," translated to "Supreme Warrior," higher in authority than her husband, the king.
K'abel also is famous for her portrayal on the famous Maya stela, Stela 34 of El Perú, now in the Cleveland Art Museum.
El Perú-Waka', located approximately 75 km west of the famous city of Tikal, is an ancient Maya city in northwestern Petén, Guatemala. It was part of Classic Maya civilization (200-900 AD) in the southern lowlands and consists of nearly a square kilometer of plazas, palaces, temple pyramids and residences surrounded by many square kilometers of dispersed residences and temples.
This discovery was made under the auspices of the National Institute of Anthropology and History in Guatemala. The El Perú-Waka' project is sponsored by the Foundation for the Cultural and Natural Patrimony of Guatemala (PACUNAM).
The project was originally funded by the Jerome E. Glick Foundation of St. Louis and has received support from the Alphawood Foundation, the National Geographic Society, the National Science Foundation and the U.S. Department of the Interior, in addition to private benefactors.
For a full report on the discovery by the archaeologists, click here.
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CAMBRIDGE, Mass. — A needlelike beam of light that propagates for an unprecedented distance of 80 µm without spreading could greatly reduce signal loss for on-chip optical systems and might eventually aid development of more powerful microprocessors. The cosine-Gauss plasmon beam, caused by quasiparticles called surface plasmons, remains very narrow and controlled along an unprecedented distance, say a Harvard University-led American and French team. The surface plasmons travel in tight confinement with a nanostructured metal surface. The metallic stripes that carry these plasmons have the potential to replace standard copper electrical interconnects in microprocessors, enabling ultrafast on-chip communications. Researchers at Harvard SEAS have characterized and created a “needle beam,” or cosine-Gauss plasmon beam, which travels efficiently at the interface of gold and air. Top: simulated results; bottom: experimental results. Applied physicists from Harvard School of Engineering and Applied Sciences (SEAS) and from Laboratoire Interdisciplinaire Carnot de Bourgogne at the National Center for Scientific Research (CNRS) in France both characterized and created this needle beam, which travels efficiently at the interface of gold and air. A fundamental problem that has hindered development of such optical interconnects is that all waves naturally spread laterally, a phenomenon known as diffraction, during propagation. This reduces the portion of the signal that can actually be detected. “We have made a major step toward solving this problem by discovering and experimentally confirming the existence of a previously overlooked solution of Maxwell’s equations that govern all light phenomena,” said principal investigator Federico Capasso, the Robert L. Wallace Professor of Applied Physics and Vinton Hayes Senior Research Fellow in Electrical Engineering at SEAS. “The solution is a highly localized surface plasmon wave that propagates for a long distance – approximately 80 microns in our experiments – in a straight line without any diffraction.” The researchers, led by Federico Capasso, have demonstrated that the needle beam propagates up to 80 µm without diffraction. The advance may help develop ultrafast, energy-efficient microprocessors. To demonstrate, lead author Jiao Lin, a visiting postdoctoral fellow at SEAS from Singapore Institute of Manufacturing and Technology, and co-author Patrice Genevet, a research associate in Capasso’s group, sculpted two sets of grooves into a gold film that was plated onto the surface of a glass sheet. These tiny grooves intersect at an angle to form a metallic grating. When illuminated by a laser, the device launches two tilted, plane surface waves, which interfere constructively to create the nondiffracting beam. “Our French colleagues did a beautiful experiment, using an ultrahigh-resolution microscope to image the needle-shaped beam propagating for a long distance across the gold surface,” Genevet said. Capasso’s team hopes the findings will help develop microprocessors that are more powerful and energy-efficient. The findings were published online in Physical Review Letters (doi: 10.1103/physrevlett.109.093904). The work was partially supported by the Air Force Office of Scientific Research.
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In this country of ours, the words “extreme”(偏激), “drastic” (过激) and “radical” (激进) are readily linked together with ideas and thoughts, and they all basically imply the same thing. If an individual is seen as someone with extreme ideas or as radical in some way, the general feeling is that something is wrong with this person. At the very least they are asocial, with ideas different from those of the rest of us. However, this idea itself is something that appeared only rather recently in our history.
In ancient times in China, people might say instead that this or that person was “impetuous” (狂狷), “eccentric” (怪癖), or “dissenting and strange to the extreme” (非常异议可怪). And if they reached such a point that they “denied all law and custom” (非圣无法), they could basically be given over into the hands of officials and killed.
What are “extreme ideas”? This is something that has never been clearly defined. In the closing years of the Qing Dynasty, as the very notion of “ideas” was just coming into vogue, one could be seen as harboring “extreme ideas” for cutting off one’s queue or reading banned books. In our ancient schools, of course, failing to respect one’s teacher, or having opinions about the meals served at school could be construed as having “extreme ideas.” For either of these extremes, one could be dismissed from the school entirely. Of course, in those days, if everyone got up in arms and opposed the school’s handling of its extreme students, school authorities were likely to soften under pressure, withdrawing their action and pretending nothing happened.
Things changed in the Beiyang Period (1912-1928) of the Republic Era. At that time, the label “extreme” tended to fall on the heads of girls and young women. If women cut their hair short, they risked not only stares on the street but possible expulsion from school. For men, the boundaries of “extreme ideas” had already widened somewhat. In the countryside, sure, carrying around a copy of the radical magazine New Youth might have been regarded as “extreme,” but the big city schools would look the other way so long as you weren’t advocating the overthrow of the government or calling for Chinese-style anarchism. So long as one stuck to words, and stopped short of taking action, even if the government placed a youngster under arrest schools could generally intervene and influence the outcome.
During the rule of the Kuomintang (KMT) in China (after 1928 to 1949), owing to strict KMT rule, there was an upsurge in students with “extreme ideas” in China’s schools. The vast majority of students dismissed from schools for extreme conduct were guilty of this extreme. Perhaps all of the progressive students and revolutionaries of that period had been expelled from their schools for harboring “extreme ideas.” Some transferred to other schools and continued their studies. Others leapt right into the work of revolution. But of course, the Republic Era was different from the Late Qing in the sense that the reading of this or that book, or this or that magazine, or criticizing the food at school, was all basically safe territory and wouldn’t lead one to be branded an “extremist.” When so-called extremists were turned out, it was usually for really big stuff — such as calling for class boycotts or public demonstrations, that kind of thing.
“Extreme” or “radical” ideas are actually things you can’t put your finger on. First of all, there is no set standard for deciding what is “extreme.” And secondly, no one can agree on exactly who gets to set that standard.
Having extreme or radical ideas is not a crime under the law. And if there is an insistence on assigning guilt on this account, other excuses must be found. In any age, a student branded as extreme or radical might suffer some form of punishment. But this punishment has no basis in the law, and can only arise when those offices wielding power become the law, using regulations as a pretext to settle scores and persecute others. This is the kind of thing we can readily see in the recollections of those who lived through the student movements of the Kuomintang era. In those years, many such evils were perpetrated by student spies and the dean’s offices of our schools.
Actually, when we talk about someone being extreme or radical, we are just talking about someone being a little different from everyone else, and letting this difference show. Let’s imagine, for example, that we have a rotten apple. And perhaps most people think it just needs to be trimmed a bit, cutting out the rotten parts. But along come these people who believe the only thing to be done is to throw the apple away, and the farther away the better. The latter become the extremes. For young people, disallowing extremes amounts to confinement. For a society, it means sclerosis. The extreme and the radical don’t necessarily equate to creativity, but many things that are rich with creative potential test the limits. For generations the creativity of youth has been strangled by the process of socialization. If to that process of socialization we add the pressures of ideology, the violence done to students’ ideas is all the greater.
The comedy and the tragedy of history lies in its tendency to repeat itself. Just as sad and comical is the way we have always gone to extremes in dealing with the extreme and the radical. Only when we as a nation emerge from this morass will we truly find hope. Otherwise, we will only cower in fear, generation after generation, spinning in place.
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There’s a magnetic field and you need to measure its strength. But how? Here are some options.
Back when I was a kid, we had these things called compasses. It’s just a magnetic needle inside a case that is free to rotate. Since a magnetic field can exert a torque on another magnet, this needle will line up in the direction of the net magnetic field. What is a compass used for? Well, it just so happens that the Earth creates a magnetic field that is mostly constant at a given location. The compass can then be used to determine direction. Here is the cool part, the compass even works underwater (try that with your phone – actually, you probably shouldn’t).
The compass doesn’t give you the value of the net magnetic field, just the direction. So, how do you get the magnitude of a particular field from this? The trick is to assume the value of the Earth’s magnetic field and the direction of the compass. Let’s assume that at this location on the Earth, the magnetic field is pointing directly North with a horizontal component of about 2 x 10-5 T.
Now suppose that I do something to create a magnetic field in a known direction and perpendicular to the horizontal component of the Earth’s magnetic field. Here is an example where I put a current carrying wire right over the compass needle. Since the compass is underneath the wire, the magnetic field due to the wire will be 90° to the Earth’s magnetic field.
Now, when there is current in the wire, the compass needle will be deflected in the direction of the net magnetic field.
If you know for sure that the two magnetic fields are perpendicular, then based on the resulting right triangle you can say the following:
If you don’t know the direction of the magnetic field you are trying to measure, this method won’t work. Also, if the magnetic field is very small or very large in comparison to the Earth’s horizontal component you won’t get a very accurate result.
The iPhone also has a compass app.
Can you use this compass in the same way a real compass is used? Yes. However, in my simple test I found that the digital iPhone compass didn’t respond very well to changes in magnetic fields. There is another app that seems to work a little bit better – xSensor (iOS).
This displays the x, y, and z components of the magnetic field. But how does it work? The answer is that the phone has a Hall Effect sensor (well, three really) in it. What is the Hall Effect? Ok, let’s do this. There are many parts to this effect and I don’t want to start from scratch. Here are the things I would like to start with (but each item could probably be a whole blog post).
- When there is an electric current, there is electric charge moving at some average speed through the a material. In many materials, these moving charges are electrons (but it really doesn’t matter).
- An electric charge in the presence of an electric field experiences a force with a magnitude equal to the product of the electric charge and the electric field.
- A moving electric charge also experiences a force when in a magnetic field (it has to be moving). This force depends on the magnetic field, the charge and the speed. The direction of this force is perpendicular to both the magnetic field and the velocity vector of the electric charge.
- If you have an electric field in some region, that will cause a change in electric potential between two points.
Maybe I should include a couple of equations. First, the two forces on the electric charge can be written as the Lorentz force.
Yes, that is the cross product for magnetic part of the force. Also, if you have an electric field the change in electric potential between two points would be:
If the electric field is constant in both direction and magnitude, then the magnitude of the change in electric potential would just be E*s.
Now we are ready for the Hall Effect sensor. Here is a small piece of material with current in it and placed in a magnetic field. The field will be directed into the screen. The simplest method for showing this type of vector is to represent it as an “X”. Think of the “X” as the back end of an arrow (the feathers). Let me just show one moving electron in this material.
Since the current is in the upward direction, the electron velocity would be down (negative charge). However, the product of q and v would be up since the charge is negative. The magnetic force on this charge would be to the left. Notice that this force is perpendicular to both the velocity and the magnetic field.
What does this magnetic force do to this moving electron in the current? Clearly, it won’t move in a straight line along the direction of the current. Instead, the electron will curve to the left. If all these electrons in the current are curving to the left, there will eventually be excess negative charges on the left side of this material.
Since the material has an overall neutral charge, there must also be positive charges on the right surface.
Eventually, the material will look like this (I am going to just draw one magnetic field vector):
This picture is a little bit more complicated than I wanted, but here are the key points:
- Surface charge builds up on the side due to the magnetic force on the moving charge carriers.
- This surface electric charge creates an electric field.
- The electric field (due to the side surface charges – there is also an electric field that causes the current) exerts a force on the moving charges.
- The side surfaces charges will keep building up until there is an sideways electric force that cancels the magnetic force and the electrons again move in the direction of the wire.
- This electric field also means that there is a change in electric potential across the material (which we can measure).
If you know the size of the material and the speed of the electrons (technically called the drift speed), then I can set the magnetic force equal to the sideways electric force.
The change in electric potential (across the side of the material) can be measured with a voltmeter. If the sideways electric field is constant, then:
And that gives you the magnetic field. Of course, you still need the electron drift velocity but you can get that if you know the type of material and the value of the electric current. How about a review?
- Put a material in a magnetic field.
- Run a current through this material.
- The magnetic field will create a “sideways” change in electric potential across the material – which you can measure.
- Using this change in potential and the size of the material, you get the magnitude of the magnetic field.
But wait! You don’t get the magnetic field. You get the component of the magnetic field that is perpendicular to the sensor. The iPhone (I’m pretty sure) has three sensors so that you can get all three components of the Earth’s magnetic field and thus determine the direction of the magnetic field.
There are of course other methods for measuring the magnetic field, but these are two options that you probably have easy access to. I will show how you can use these methods to look at the strength of different magnets, but in a later post.Go Back to Top. Skip To: Start of Article.
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Rainbows are one of the most beautiful spectacles nature has to offer -- so beautiful, in fact, that they've inspired countless fairy tales, songs and legends. It's a good bet that most of the artists behind these tales were totally mystified by the rainbow phenomenon -- just like most people are today.
But the science of rainbows is really very simple. It's just basic optics! In this article, we'll find out how rain and the sun align to put color in the sky.
The fundamental process at work in a rainbow is refraction -- the "bending" of light. Light bends -- or more accurately, changes directions -- when it travels from one medium to another. This happens because light travels at different speeds in different mediums.
To understand why light bends, imagine you're pushing a shopping cart across a parking lot. The parking lot is one "medium" for the shopping cart. If you're exerting a constant force, the cart's speed depends on the medium it's traveling through -- in this case, the parking lot's paved surface. What happens when you push the shopping cart out of the parking lot, onto a grassy area? The grass is a different "medium" for the shopping cart. If you push the cart straight onto the grass, the cart will simply slow down. The grass medium offers more resistance, so it takes more energy to move the shopping cart.
But when you push the cart onto the grass at an angle, something else happens. If the right wheel hits the grass first, the right wheel will slow down while the left wheel is still on the pavement. Because the left wheel is briefly moving more quickly than the right wheel, the shopping cart will turn to the right as it moves onto the grass. If you move at an angle from a grassy area to a paved area, one wheel will speed up before the other and the cart will turn.
Similarly, a beam of light turns when it enters a glass prism. This is a simplification, but think about it this way: One side of the light wave slows down before the other, so the beam turns at the boundary between the air and the glass (some of the light actually reflects off the prism surface, but most passes through). The light turns again when it exits the prism, because one side of it speeds up before the other.
In addition to bending light as a whole, a prism separates white light into its component colors. Different colors of light have different frequencies, which causes them to travel at different speeds when they move through matter.
A color that travels more slowly in glass will bend more sharply when it passes from air to glass, because the speed difference is more severe. A color that moves more quickly in glass won't slow down as much, so it will bend less sharply. In this way, the colors that make up white light are separated according to frequency when they pass through glass. If the glass bends the light twice, as in a prism, you can see the separated colors more easily. This is called dispersion.
Drops of rainwater can refract and disperse light in the same basic way as a prism. In the right conditions, this refraction forms rainbows. In the next section, we'll find out how this happens.
Making a Rainbow
An individual raindrop has a different shape and consistency than a glass prism, but it affects light in a similar way. When white sunlight hits a collection of raindrops at a fairly low angle, you can see the component colors red, orange, yellow, green, blue, indigo and violet -- a rainbow. For simplicity's sake, we'll only look at red and violet, the colors of light on the ends of the visible light spectrum.
The diagram below shows what happens when the sunlight hits one individual raindrop.
When the white light passes from air into the drop of water, the component colors of light slow down to different speeds depending on their frequency. The violet light bends at a relatively sharp angle when it enters the raindrop. At the right-hand side of the drop, some of the light passes back out into the air, and the rest is reflected backward. Some of the reflected light passes out of the left side of the drop, bending as it moves into the air again.
In this way, each individual raindrop disperses white sunlight into its component colors. So why do we see wide bands of color, as if different rainy areas were dispersing a different single color? Because we only see one color from each raindrop. You can see how this works in the diagram below.
When raindrop A disperses light, only the red light exits at the correct angle to travel to the observer's eyes. The other colored beams exit at a lower angle, so the observer doesn't see them. The sunlight will hit all the surrounding raindrops in the same way, so they will all bounce red light onto the observer.
Raindrop B is much lower in the sky, so it doesn't bounce red light to the observer. At its height, the violet light exits at the correct angle to travel to the observer's eye. All the drops surrounding raindrop B bounce light in the same way. The raindrops in between A and B all bounce different colors of light to the observer, so the observer sees the full color spectrum. If you were up above the rain, you would see the rainbow as a full circle, because the light would bounce back from all around you. On the ground, we see the arc of the rainbow that is visible above the horizon.
Sometimes you see a double rainbow -- a sharp rainbow with a fainter rainbow on top of it. The fainter rainbow is produced in the same way as the sharper rainbow, but instead of the light reflecting once inside the raindrop, it's reflected twice. As a result of this double reflection, the light exits the raindrop at a different angle, so we see it higher up. If you look carefully, you'll see that the colors in the second rainbow are in the reverse order of the primary rainbow.
And that's really all there is to rainbows. Light and water happen to combine in just the right way to paint a beautiful natural picture.
For more information on rainbows and other optical phenomena, check out the links on the next page.
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Preserving magnetic media
The term 'magnetic media' is used to describe any record format where analogue or digital information is recorded to and retrieved from a coated matrix that can be magnetised.
Common types of magnetic media are:
- audio reel-to-reel and cassettes tapes
- video and computer tapes on open reels or in cassettes
- hard disk drives, (HDD)
- floppy disks or diskettes.
Magnetic tape has a plastic carrier coated with a matrix of metal or metal oxide particles, a resin binder and other ingredients such as lubricants and fungicides. Sometimes the tape has an antistatic coating on the back to reduce static charge build-up and to improve its winding capability.
Magnetic hard disks usually have an aluminium base, coated on both sides with a metal or metal oxide matrix. They have wide application in computing as the principle storage medium. Floppy disks and diskettes consist of a plastic base with a magnetic matrix on one or both sides. They are enclosed in a rigid, plastic protective jacket. Although an obsolete medium they are still likely to be found in collections and are a priority for transfer to new media.
Preservation and storage
All materials degrade at different rates over time. We cannot prevent this inevitable deterioration, but we can slow it down. Below are examples of the types of deterioration to which magnetic media are prone.
- Older acetate audio tapes can become brittle and easily broken. The magnetic coating on tapes and disks can deteriorate and subsequently flake off the base.
- Print-through, which is the transfer of a signal from one loop of tape onto an adjacent loop. This takes the form of a pre-echo and can be obviated by storing audio tapes 'tail-out' on their reels.
- High temperature and humidity and fluctuations may cause the magnetic and base layers in a reel of tape to separate, or cause adjacent loops to block together. High temperatures may also weaken the magnetic signal, and ultimately de-magnetise the magnetic layer.
- Tapes are particularly susceptible to mould because pockets of air trapped in the windings can create microclimates which will support mould growth.
- Dust, dirt, grease and chemical pollutants can promote moisture condensation and oxidative deterioration. These contaminants also interfere with the contact between the playback head and the tape, causing audio signal drop-outs.
Magnets or magnetic fields can cause information loss on a tape or disk if it is in close proximity for long enough because information is encoded on magnetic media by the alignment of magnetic particles. The degree of risk depends on a number of factors; proximity of the media to the source of the field; strength of the field, and duration of exposure. Running a vacuum cleaner past the shelves will probably not cause any damage, because magnetic effects decrease with distance.
- Always handle magnetic media as carefully as possible.
- Pick up magnetic tapes by their protective cases – do not touch the tape or disk surface.
- Wear lint-free gloves or ensure that hands are clean and dry.
- Support open-reel tapes by the hub during handling and transportation.
- Disks should never be flexed, bent or picked up by the oval slot in their jackets, or by the centre hole of the disk.
- Labelling should be in ink rather than pencil, as graphite dust from the pencil could interfere with the reading of the disk or tape. Once applied, labels should not be written on, and should only be attached to a protective case, rather than directly onto the magnetic tape or disk.
- Only remove items from their protective packaging for immediate use, and return them to their containers directly after use.
- Audio cassettes and open reel tapes should be wound to the end of one side after use and not left in a partly wound state for any length of time. Avoid use of the 'pause' mode with audio and video cassettes.
- When moving magnetic media ensure that it is properly packed in custom-made transportation canisters and is not bumped or dropped. Consult specialist freight and courier companies when transporting large quantities of magnetic media.
Magnetic media is sometimes supplied in cardboard enclosures. These can be used for the storage when in good condition. However, when they are older or damaged, they tend to generate dust.
Tapes should be stored in cases made of non-magnetisable material, preferably an inert plastic such as polypropylene. Cases should have internal lugs to securely hold the tapes by the hub. They should be strong enough to protect the cassettes from external damage and close tightly to keep out dust.
Reels or cores used for winding tapes should be clean and undamaged. Reels should be made of aluminium or a stable inert plastic.
Floppy disks and diskettes should be stored in protective envelopes that have a non-abrasive surface and are resistant to the build-up of static electricity. Tyvek envelopes are widely available and are suitable for this purpose.
Storage areas should be free from potential sources of dust, such as paper shredders, printers and carpet. Measures, such as the installation of an air-lock, or the maintenance of positive internal air pressure, can be taken to prevent dust entering from the outside.
Magnetic media should ideally be stored in closed metal cabinets to provide extra protection against heat and dust. However, if adequate environmental controls are in place, storage on open shelves, in their cases is acceptable. Storage equipment should be sturdy, allow tapes and disks to be stored vertically, and most importantly, be electrically grounded.
The Archives provides a Standard for the Physical Storage of Commonwealth Records that recommends environmental conditions suitable for magnetic media.
Turn off lights in storage areas when not in use to minimise the exposure of records. An ideal storage area would have no windows, but if windows are present they should be covered with curtains or blinds.
Cleanliness is very important in storage areas, for reasons of records protection and, work health and safety. Never allow food or drink to be taken into a records storage area, and ensure the area is cleaned regularly. Insects and rodents, once attracted to a records storage area by food, may begin to eat the records. For further information the Archives provides information on Integrated Pest Management.
The Archives Disaster Preparedness Manual for Commonwealth Agencies offers specific advice for recovery of records.
It is essential that recording and replay equipment for magnetic tapes is maintained in good condition because information held on magnetic media is mechanically processed. Poorly maintained equipment can damage records. The heads, disk drive and tape drive elements of playback and recording equipment should be cleaned regularly in accordance with the manufacturers' recommendations.
To minimise deterioration due to handling and use, copies of important and frequently used tapes should be made for reference purposes. Ideally, a preservation master copy, a duplicating copy and a reference copy should be produced, and clearly labelled as such. As a disaster preparedness measure, the preservation master copy should be stored in a different location to the others. The duplicating copy may be used to produce further reference copies when required.
Long-term preservation of magnetic media is affected by two major factors; its intrinsic instability and the likelihood of the hardware obsolescence. The equipment used to access magnetic media today will almost certainly have been superseded in the next decades. For all practical purposes the records will be unusable, even media in good condition. The main prospect for long-term retention of the information held on magnetic media seems to be in regular copying or data migration, thus maintaining a good quality signal that can be read using available equipment. Copying can either be to fresh tape or disk, or to some other machine-readable format. Once copied to an uncompressed digital format the information can be copied without loss of quality.
Please contact the Agency Service Centre.
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By GLYNIS VALENTI
Times Leader Staff Writer
Weddings-of the Royal variety-and races-of the Derby variety-seem to push hats to the head of the fashion scene. Paparazzi, spectators and armchair fashionistas gather not to see the ceremony or the race, but the guests and celebrities sporting some serious chapeaux.
T-L Photos/GLYNIS VALENTI
Fascinators, like this rose hat, are small but dramatic in their own way. A tight sculptural arrangement is held on the head with a clip, comb or headband.
This jaunty chapeau circa 1935 and others from the 1800’s to the 1970’s are on display at the Victorian Mansion Museum until the end of May.
Dysart Farms in Barnesville provided the feathers for this hat created for Olivia Dysart.
Kay Gray of Barnesville displays her hat collection on the walls of one guest bedroom. The hats have come from various places from antique shops to friends and neighbors
Hats have been around since an industrious caveman covered his head with a fur pelt to keep dry. In fact, an archeologist at the University of Illinois discovered that hunter-gatherers were wearing woven hats 27,000 years ago, according to some clay shards and figurines from the (now) Czech Republic. After that, men wore the hats in the family for the most part. They were utilitarian, offering protection from rain, wind, sand, sun and cold. Until the 18th century, women's head gear was mainly linked to maintaining modesty and discouraging vanity. Veils, scarves and bonnets covered the hair and face. As men's hats became showier in the wealthy classes, women began adding flowers and ribbons to their bonnets.
After 1700 in Britain, women's hats became increasingly ornamental. Material was no longer limited to fabric, but they could be made from straw, fur, felt and feathers. In the United States, millineries were usually shops owned by women and carried all types of clothing-related items, similar to the males' tailor or haberdasher. Women could purchase cloaks, hoods, aprons, shirts, petticoats, ruffles, trims and gowns in addition to custom hats or "the latest" from London or Paris.
During the Civil War and Victorian era (before 1880) most women wore their hair close to their heads with smaller, flatter hats of straw, fur and velvet, decorated with ribbons, flowers or veils. Throughout the Victorian era, though, fashion became more daring. Once mandated by society to be hidden from view, women's hair became part of the fashion effect. Ladies' hairdressers piled hair on top of forms and teased it for volume to accommodate larger hats with more ornamentation and to stabilize the resulting weight. Brims became wider, milliners discovered tulle and a new fashion artiste was born: the plummassier.
The plummassier obtained plumage-feathers-from any and every bird available or dictated by royalty, the wealthy classes or fashion to create the perfect, the most outrageous but enviable hats. When feathers weren't enough, hatters began incorporating actual stuffed birds into their head pieces. By the early 1900's, governments stepped in to regulate the industry before whole species were wiped out. By World War I, hats were becoming more subdued.
In the 1920's women began wearing shorter hairstyles, and the cloche ("bell") hat became the rage. The cloche was worn close to the head and was originally fashioned of felt with little ornamentation. As its popularity grew, it was made from straw and fabric for different seasons, and beads and feathers were added for evening dress. Some of the ornaments were also "signals" to would be suitors. Apparently, a ribbon forming an arrow meant the wearer was dating, but not married yet; a knotted ribbon meant the hat's owner was married; a bow was considered flirtatious-this girl was available.
After the Great Depression and during World War II, hats became less of a fashion "must." Women worked in factories where the practicality of keeping one's hair out of the machinery and the rationing of material goods took precedence. Turbans were popular because hair could be tucked up out of the way during the day, and a brooch or feathers could be attached easily for an evening out.
At this point and into the early 1960's large stores added their own millinery departments that could coordinate custom hats with the stores' clothing lines. By the 1970's the market for hats declined as the hair became the focus. Women wore wigs and teased their hair into beehives or let it drape over their shoulders, held by headbands.
Today most women see hats as a special occasion accessory. The worlds' most expensive hat was shown at Christie's in London a few months ago. Crafted by Louis Mariette, three woven platinum "vines" covered in diamonds stretch above and out for the wearer to balance. The sculptural "Chapeau d' Amour" is valued at $2.7 million and is not for sale.
Many women collect rather than wear. Kay Gray of Barnesville has a bedroom dedicated to her collection of 375 hats that she began 30 years ago. She says she's always liked hats and used to wear them, but her collection is more about the individual pieces and the fact that she's "never found two hats that are alike." She looks at some of them now-like her granddaughter's first Easter bonnet-and remembers friends and family members who have given them to her.
Fascinated by fascinators? The Belmont County Historical Society's Victorian Mansion Museum is displaying hats from the 1800's through the 1970's until the end of May. Some hats are from the museum archives, and others are from private collections. The museum is open Wednesday through Sunday from 1 to 4 p.m.
Head over heels for hats? The largest hat museum in the United States is in Portland, Oregon, in an old mansion originally owned by a milliner from Russia. There are over 1000 hats in the house which was purchased by another milliner who was not aware of the original owner's profession.
As an aside, the phrase "mad as a hatter" first appeared in the 19th century. Researchers believe it refers to hat makers' erratic behavior-mood swings, shaking, irritability-caused by mercury poisoning, mercury, at that time, being used in the hat making process.
Valenti can be reached at firstname.lastname@example.org.
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- Spanish for Beginners
- Basic Spanish I and II
- Intermediate Spanish I and II
- Advanced Spanish I and II.
Before starting your Spanish Course we will send you a placement test which helps us to find the right level for you. It is very important for us that we get this test back at least 5 days before your course begins.
There are three intensities to choose from. What is the difference?
- Intensive Spanish course: 4 lessons daily (45 minutes each) from Monday to Friday, minimum 2 weeks with a total of 40 lesson. These classes emphasize on the acquisition of the Spanish grammar and are recommended for people who have lots of possibilities to practice outside the school.
- Super intensive Spanish course: 6 lessons daily (45 minutes each), minimum one week with a total of 30 lessons. This is the right choose for all those who take just a short term Spanish course, staying less than 4 weeks. You share the morning Spanish grammar classes with the intensive course students and go on for 90 minutes in the afternoon in a smaller group, where the morning grammar is practiced and where conversation is the main goal.
- Crash courses: 7 lessons daily (45 minutes each), minimum one week with a total of 35 lessons. The same as in the super intensive Spanish course. Best for those who want to make most of their short time. The group is reduced again very often being alone or two students left for the last 45 minutes, where individual questions can be answered.
- Group Courses - starting each Monday with max. 7 students per level (mostly less). Our media level size is 4 students. Out of high season months like January, February and July, October you might find even smaller classes. In case there is only one student at a level, the number of daily lessons is reduced from 4 to 2, from 6 to 3 or from 7 to 4 lesson each of 45 minutes.
The minimum course duration is two weeks in case of Intensive Spanish Courses (4 lessons per day) or one week for Super Intensive Spanish Courses (6 lessons per day) and Spanish Crash Courses (7 lessons). Spanish group courses can be extended by whole weeks only. Every Monday we welcome the new students with empanadas and vino. At one afternoon we offer a chat or meeting with organizations dealing with different subjects such as human rights, ecology, poverty, and ethnic minorities, or we visit the house of Pablo Neruda or a winery. Students with more than 4 daily lessons on those days, choose either having classes or the afternoon activity.
Spanish group courses are taught from Monday to Friday with 4, 6 or 7 lessons (45 minutes each) daily from 9:30 a.m. to 1:00 p.m. In case of Super Intensive the missing lessons are held in the afternoon from 2:30 p.m. to 4.00 p.m. The Crash courses have an additional lesson from 4.15 p.m. to 5.00 p.m. In exceptional cases we might run some intensive levels in the afternoon from 2.30 p.m. and 6.00 p.m.
- One to One - Individual Spanish instruction generally in the afternoon schedule. During the whole year, one-to-one Spanish tuition can be taken in Santiago. The student fixes the starting date, the duration and the number of classes per day as well as the weekdays on which he or she wants to have classes. Availability might be a problem during the summer season! These private classes are held in the afternoon from 2:30 p.m. on.
- Two to One - Semi-individual: one teacher, two students. During the whole year, two-on-one extensive or intensive tuition can be taken in Santiago or Valparaíso. The second student pays only half fee of the private class.
These are modules of private tuition, which can be taken in addition to an intensive group course or as a private course in the afternoon. You need to have at least a intermediate level for these Modules.
- DELE Examination preparation: Additional private classes of two classes per day during one week or longer(45 minutes each) We prepare for all levels: Certificado Inicial, Diploma, Intermedio, Diploma, Superior. You can take the Examination in Santiago in May, August and October or in any of the certified examination centers in your country. You can take the Examination in Santiago in May, August and November or in any of the certified examination centers in your country.
- Extensive preparation for DELE examination: For those who are staying for a longer period in Chile doing maybe an internship, we offer a twice-a-week module for preparation of the DELE examination. We offer two different levels. The minimum group size is 2 students and the maximum is 7. Schedule is Mondays and Wednesdays from 17:15-18:45. Start date 05th of March 2007 Course duration is 10 weeks with a total of 40 classes.
- Commercial Spanish: Additional private classes module of two classes per day during one week or longer. Contents: The company - Human Resources - Marketing Import-Export – The bank – Stock exchange – Taxes – Publicity - Negotiation.
- Spanish for lawyers: Additional private classes module of two classes per day during one week or longer. Contents: Justice - Constitución – Juridical System - Process Law, Penal Law - Civil and commercial Law - International Law and Ambiental Law.
- Medical Spanish: Additional private classes module of two classes per day during one week or longer. Contents: The health - Infections – Health institutions - The Hospital - Internal medicine - Surgery - Traumatology - Gerontology – First Aid.
- Spanish and wine: Additional module of 4 classes given by our Sommelier Basilio Barros. Includes wine tasting course (cata). Objective is to give a complete overview of the Chilean Enology and enable the student to choose the right wine for any occasion.
- Viticulture in the world and the wine valleys in Chile
- Different grapes cultivated in Chile
- Wine making process for white and red wines
- The wood and the wine
- The tasting procedures
- How to enjoy wines
- The Chilean Wine Industry
- Chilean Wine yards.
Wine yard visit: Optionally choose a visit in Santa Carolina, Concha y Toro, Cousiño Macul or Undurraga Wine yard.
Intensive Courses (20 hours):
- 2 weeks - 280 US$
- 3 weeks - 420 US$
- 4 weeks - 500 US$
- Extra week - 125 US$
Super intensive Courses (30 hours):
- 1 week - 175 US$
- 2 weeks - 350 US$
- 3 weeks - 525 US$
- 4 weeks - 620 US$
- Extra week - 125 US$
Crash Courses (35 hours):
- 1 week - 245 US$
- 2 weeks - 490 US$
- 3 weeks - 735 US$
- 4 weeks - 880 US$
- Extra week - 220 US$.
About This Supplier
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P. G. Vaidya
MME Dept., Washington State Univ., Pullman, WA 99164
The trans-spectral coherence technique (TSC) [Vaidya and Anderson, J. Acoust. Soc. Am. 89, 2370--2378 (1991)] has been used to remove noise and distortions from periodic signals. Recent results show that the technique is also well suited to analyzing nonstationary signals, including chaos. For example, TSC can be used to distinguish a chaotic signal from a random one. As opposed to a truly random signal, in chaotic signals nonzero TSCs are required, at least for some combinations. In fact, for the Duffing equation undergoing chaos, nearly perfect trans-spectral coherence was observed for many combinations. In this case, TSC proved to be a very useful diagnostic tool, and it helped develop a deeper insight into the nature of the specific attractor, and the associated invariant group structures. Similar strong coherences have also been observed in speech signals. This sheds further light on the issues of speaker and speech recognition. Further, it is important in many fields (heart arrythmia, for example), to be able to predict in advance that a periodic system is likely to become chaotic. TSC can be used to arrive at a premonition of such a forthcoming change.
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The anterior pituitary contains a variety of endocrine cell types. In traditional histology, these are named according to their affinity for basic and acidic stains. In this image, basophils appear dark purple, acidophils appear rich pink, and chromophobes appear pale (poorly stained).
Cells of different types tend to cluster together. The image above includes mostly acidophils and scattered chromophobes, with a few basophils near the right side.
Several vascular sinusoids appear in this image, as well as capillaries whose presence is indicated the small, thin nuclei of endothelial cells between the cords and clusters of endocrine cells.
Comments and questions: firstname.lastname@example.org
SIUC / School
of Medicine / Anatomy / David
Last updated: 13 April 2002 / dgk
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|Shifting base of play and learning from real to virtual settings|
|Detail:|| The video game, The Sims, is increasingly a popular tool for children, especially girls, for playing and acting out personal themes and social relationships within a virtual dollhouse. Researchers studying the intersection of learning and gaming refer to this form of play with The Sims as writing of interactive stories while exploring personal themes. The Sims affords role-playing using different social situations through free form game play in simulated everyday settings that children can customize in the new virtual dollhouse. Children and adolescents are able to create actual characters that they can see and manipulate, and by creating real life scenarios the game becomes a tool through which young people can explore life issues and issues of identity, and test their own values and priorities.|
Electronic Arts, the publisher of The Sims, reported that more than half of the game’s players are female, an exceptional statistic in video gaming where typically less than 25% of gamers are female, and less than 5% of intense and violent video gamers are female. Some researchers have explained the popularity of The Sims among girls as the need to create an imaginary companion who was just like them and someone they could relate to as they made choices in social situations and relationships. The observers of The Sims gaming also reported that girls stopped playing when they started living young adult lives as real life took over from the preparatory virtual one.
The popularity of the game among girls is now informing computer education strategies for middle school girls. Electronic Arts in collaboration with Carnegie Mellon University is now developing a software called Alice 3.0 that uses the arts assets of The Sims to create a compelling and user-friendly programming environment that hopes to become the national standard for teaching software programming. Alice 3.0, working in an environment that looks and feels like The Sims, will engage all kids, especially girls, in learning computer programming in an effective, hands-on, and fun way where students will visually realize their designs by playing with Sims-like characters and emotional reaction animations that are integrated in Alice from The Sims library.
For more information on how ‘The Sims' will help make computer science
education fun see http://www.cmu.edu/cmnews/extra/060310_alice.html, and on making programming more attractive for middle school girls see http://www.cs.cmu.edu/~caitlin/work/index.html
|Source:||Based on a story titled “Welcome to the New Dollhouse”, in The New York Times by Seth Schiesel, published on May 7, 2006.|
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For the previous commentators: Indeed, genetive case would not call for the use of the word "I," which is nominative, used as ONLY a subject (without exception) not as an object.
To answer your question SIMPLY:
I = active (subject)
I - it is the one that DOES something.
Any other reference wherein something BELONGS to someone (to me) or IS DONE TO someone (to me) is objective case requiring the use of "me."
Me - passive/inactive
Me - it is always the one that SOMETHING IS DONE TO
Sadly, especially in certain reality TV, the average American has realized the notion of NOT USING "Me" as a subject. i.e. "Me and my friend are going to the store." This is great, however, what they have quickly and simply concluded is that the use of "Me" is always to be avoided.
If you're ever confused about WHICH pronoun to use, "I" or "Me" when another person is also involved (with you), i.e.:
"It was given to my wife and to me."
"My friend and I went to the store."
REMOVE the "AND" and one of the persons. Just as you would never say, "It was given to I."... you would also never say, "Me went to the store.
Similary, you absolutely cannot use "I" in "My wife & I's dinner..." ("I" IS nominative/subjective case.) You can REMOVE one of the characters and test the sentence. But, in this particular case, you must REPHRASE the sentence, using "OF" in place of the "'s" (they are equivalent to each other indicating POSSESSION, hence, the possessive pronoun (of))
"Both my dinner and that of my wife were delicious. Both of our dinners were great." "My wife's dinner and mine were great." We cannot always, not in every instance, put together a set of words or phrases correctly in English without rephrasing them.
BUT, we can, indeed, easily learn when to use "my/mine" instead of "I's," which is 100% incorrect and an abomination within English useage.
You only use "I" when you are active, when YOU are the one who is DOING something. You cannot make "I" into a possessive pronoun that replaces "my/mine."
Lastly, check out PREPOSITIONS and don't be afraid of them. Although there are roughly 50-70, the most frequently used ones to note are: of, with, in, for, from, above, around, beyond, under, etc.) You need not memorize them... you will instantly know them in the future if you create sentences with them, using "I" and "Me" by themselves. Later, you can add another person to the sentence "I" or "me") - and you WILL KNOW which to use! ;-) ... both of you living happily ever after.
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Relating to lesbians, bisexuals, and male homosexuals.
- They represent the loving commitment to maintaining stable relationships that religion otherwise upholds (which is why lesbigay cultural leftists also oppose the idea of gay marriage).
- Still, many lesbigay activists can't see the forest for the trees.
- So, why are some vocal lesbigay activists so opposed to school choice?
From from les(bian), bi(sexual), and gay.
For editors and proofreaders
Definition of lesbigay in:
What do you find interesting about this word or phrase?
Comments that don't adhere to our Community Guidelines may be moderated or removed.
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ChristianAnswers.Net WebBible Encyclopedia
a place some 11 miles northeast of Shechem, on the road to Scythopolis, the modern Tabas. Abimelech led his army against this place, because of its participation in the conspiracy of the men of Shechem; but as he drew near to the strong tower to which its inhabitants had fled for safety, and was about to set fire to it, a woman cast a fragment of millstone at him, and “all to brake his skull,” i.e., “altogether brake,” etc. His armourbearer thereupon “thrust him through, and he died” (Judg. 9:50-55).
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Learn something new every day
More Info... by email
Sometimes an abdominal or regular pelvic ultrasound is insufficient to visualize the reproductive organs or to gather details about a pregnancy. If this is the case, especially in the very early parts of pregnancy, doctors may order a transvaginal ultrasound instead. Simply put, this is an ultrasound where the Doppler or transducer is placed inside the vagina for a more thorough examination and a closer look at reproductive structures or a pregnancy.
Unless acutely sensitive, most women will not find the transvaginal ultrasound to be an uncomfortable procedure. It’s similar to a pelvic exam, usually lasting somewhat longer. Most women can expect to lie on their backs, and they or the technician, may place the well-lubricated and sheathed transducer into the vagina. The ultrasound technician or technologist, to examine the pelvis, ovaries, uterus, and cervix, gently manipulates the part of the transducer that extends from the vagina. These views are then read on a screen, and the tech can magnify both specific areas or sound to hear things like a baby’s heartbeat or to view things like multiple pregnancies, cysts, or any anomalies that are of concern.
One thing that is different between the transvaginal ultrasound and abdominal types is that the examination does not occur when women have a full bladder. This is typically a requirement if the ultrasound Doppler must move over the stomach because it helps to better visualize the structures beneath. Vaginal ultrasounds would not be advisable with a full bladder, given their location, and they moreover aren’t necessary due to greater proximity to the pelvic area. The suggestion of a transvaginal ultrasound may be greatly relieving to women who have difficulty holding urine for long periods of time, as is common in pregnancy.
During pregnancy, some women experience a transvaginal ultrasound at very early stages when the fetus is tiny, often under 12 weeks. The procedure could be ordered for other reasons. It could be suggested as means of screening for a variety of complaints with reproductive organs. Such things as fibroids, tumors, cysts, infection or endometriosis might be found transvaginally, though some of these can also be found in regular abdominal ultrasounds. Suspected problems with a pregnancy or a need to look for potential defects could also suggest the transvaginal approach, though it should be noted that this approach isn’t always indicative of suspected health problems.
In fact, in many circumstances women will have several ultrasounds during pregnancy. Part of these tests could be conducted vaginally, even as pregnancy progresses. Sometimes a closer look or listen, as to a fetal heartbeat, is more desirable, but doesn’t necessarily mean that the person performing a test thinks there is a problem.
Unless a woman’s doctor performs the ultrasound of any type, women can expect to wait a few days for results. Techs and even on-staff radiologists are usually not allowed to discuss findings directly with patients. Should there be any issues, the patient’s doctor is typically informed fairly immediately and is likely to be in touch with the patient soon to discuss results.
I had transvaginal ultrasounds performed during both of my pregnancies. I didn't find them to be discomforting at all and they're far less invasive than the routine pap exam. Spotting after a transvaginal ultrasound is common. It's usually nothing more than old blood released from the cervix.
One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!
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AS FAR AS NO EYE CAN SEE
Photographs taken by Fritz Tiedemann
Reconstructed and interpreted by Arwed Messmer
After WW 2, rubble clearance had made considerable progress and rebuild had begun, a remarkable photographic inventory was done in East Berlin. By order of the magistrate of the capital of the GDR the photographer Fritz Tiedemann documented central places and areas that were of importance concerning the urban planning in the early 50s. He captured the Pariser Platz and the Schloßplatz area as well as the works on the Walter Ulbricht Stadium or a sand storage area in the outskirts. In order to adequately picture the void and the vastness of the destroyed city as well as the remaining urban structures, the photographer made horizontal turns with the camera and thus produced sequences that -- once brought together -- turned into panoramic pictures.
The concealed quality of these pictures was lately discovered by Berlin photographer Arwed Messmer. By means of digital mounting of the sequences he created synthetic large-size pictorial worlds that show the destroyed Berlin as an empty stage. Thus inspired, the Photo Archive of the East Berlin magistrate, preserved by the Berlinische Galerie and documented in the catalogue “Ost-Berlin und seine Bauten. Fotografien 1945–1990”/”East Berlin Architecture”, was searched through anew. Thus the exhibition operates at the interface between applied photography and new photographic technology as well as between collective memory and an unfamiliar optic experience.
14. Februar 1915 Hamburg - 23. November 2001 Münster, Westfalen
The identity behind the name "Tiedemann" could be clarified during the course of the exhibition. A former colleague of Fritz Tiedemann as well as descendents of the photographer learned about the exhibition due to the nationwide media coverage and contacted the museum.
As a professional surveying technician Fritz Tiedemann received additional specialist qualification as a topographer during his military service. His photographic skills and expertise were of great importance for the documentation of wartime damage and a visual basis for future urban planning. Indeed, his photographs can be considered as new documents showing the vastness and emptyness of the destroyed city.
In February 1948 he began working as a photographer for the Berlin Historic Buildings´ and Memorials´ Conservation Office. In October 1949 due to the political division of Greater Berlin he was to continue his work for the East Berlin government´s city planning office. Besides historical aspects the documentation then also focused on the architectural development of East Berlin as is also displayed by the exhibition´s panoramic photographs.
On February 28, 1953 Fritz Tiedemann was arrested by the East German police forces for his attempts to have West Berlin authorities share in those historically valuable photographs. He was tried and imprisoned and after the events of June 17, 1953 granted amnesty. Together with his family he subsequently fled to West Germany where he was acknowledged as political refugee. In January 1954 he took up work as a topographer with a company called Plan und Karte, later Hansa Luftbild, in Münster, Westphalia, where he remained employed until his retirement in 1978.
Photography had not only been part of Fritz Tiedmann´s professional activities, it was in fact his life-long passion, the results of which are considered by his family as a great heritage.
Born in 1964, Messmer studied photography at Fachhochschule Dortmund.
After an early series on East German landscapes in the early 1990s, Messmer explored the topography of modern cities in his work. Since then he has photographed the rebuilding of Berlin again and again. His focus is not only on the visible metamorphoses that took place in architecture, but also the historical dimension of these sites that filters, as it were, our perception of today’s reality. In 2006, during the course of research for his project “Anonyme Mitte”, Messmer came pon Tiedemann’s photographs at Berlinische Galerie and developed the idea for this exhibition.
For their kind support we would like to thank:
Dresdner Bank AG
GASAG Berliner Gaswerke AG
Förderverein Berlinische Galerie. e. V.
Senatskanzlei - Kulturelle Angelegenheiten des Regierenden Bürgermeisters von Berlin
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http://www.berlinischegalerie.de/en/exhibitions/archives/2008/panoramics-1949-52/
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Idaho State University professor Dring Crowell is attempting to create, through genetic engineering, drought-resistant potato and soybean plants that require less water to grow. He has already genetically engineered a relatively simple plant, Arabidopsis, to make it more drought resistant.
A Canadian researcher, Dr. Peter McCourt, has also been successful creating drought-resistant canola, another important commercial crop, using a similar method to what Crowell will use to produce drought-resistant potato and soybean plants.
"I think I have good reason to be optimistic about the outcome of these experiments," said Crowell, whose research is funded by a $465,000 National Science Foundation grant. "Because of Dr. McCourt's success in Canada and my success with Arabidopsis, I am confident my research efforts will produce potato and soybean plants that are drought tolerant and produce a good crop."
Crowell is manipulating potato and soybean plants to close their stomata, through which water is lost, more than normal plants under drought conditions.
Stomata are the pores on the leaves and stems of plants that open and close to allow carbon dioxide to enter and oxygen and water vapor to leave the plant. This gas exchange is necessary for photosynthesis. However, under drought conditions, plants produce abscisic acid, which causes the stomata to close and the plants to retain water.
"I am genetically engineering potato and soybean plants in such a way that they over-respond to abscisic acid and become more drought tolerant," Crowell said. "This work has clear significance to agriculture, especially with increasing human populations and decreasing water reserves."
Crowell came to Idaho State University this summer from Indiana University - Purdue University Indianapolis. In Indiana, he was successful at engineering Arabidopsis to be drought resistant, without adverse effects on growth and development.
The process Crowell uses to genetically alter potatoes and soybeans is complex. In essence, he modifies the DNA of plants in the laboratory and then uses a soil bacterium, Agrobacterium tumefaciens, to deliver the altered DNA back into the potato and soybean plants. Traits are encoded in the DNA as genes, which are short segments of the long DNA molecule, or chromosome. Humans have 46 chromosomes, a potato has 48.
"I am hoping to increase the water-use efficiency of potatoes (and soybeans) and do it in such away that it won't interfere with seed germination and other plant processes," Crowell said.
Crowell estimates he should be able to produce "transgenic" potato plants within a year that will be tested under controlled growth chamber and greenhouse conditions. Only after extensive studies under controlled conditions can they be approved for field-testing.
"Some people are afraid of genetically altered plants, but they shouldn't be," Crowell said. "The vast majority of soy and corn grown in this country has been engineered so that it is insect resistant. We are now using similar techniques to engineer soybeans and potatoes to be more drought resistant."
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CC-MAIN-2016-26
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Carl Barth (German, 1787-1853)
Portrait of Peder Hjort, about 1818—1819.
Pencil on wove paper.
The J. Paul Getty Museum, Los Angeles.
Source: Getty Museum / theartwolf.com
As the world's wealthiest art museum, the Getty often shocks the art world with its acquisitions of masterpieces such as Turner's 'Modern Rome—Campo Vaccino' in 2010 or Gauguin's 'Arii Matamoe' in 2008. And in the past few years, the Museum has also acquired an important group of German and Austrian drawings from the 18th through the early 20th centuries, which will be unveiled for the first time in this exhibition.
The exhibition is organized in two thematic sections: 'Views of Italy and the Homeland' and 'Myths, History, and Daily Life'
Views of Italy and the Homeland
While Berlin, Vienna, and other germanic cities were the most vibrant cultural centers of the Germanic world, it was Rome the city that, according to the press note of the exhibition, "came close to being a leading center for German artists". Carl Rottmann's 'The Ruins of the Imperial Palaces in Rome', created in 1831; and Thomas Ender 'View of the Residence of Archduke Johann in Gastein Hot Springs', created about 1829—32; are among the highlights of this section. Both works were purchased by the Museum in 2009.
Myths, History, and Daily Life
This section focuses on two important anti-academic movements from the 19th Century. The first of them, the Nazarenes, was established in 1809, and it is represented in the exhibition with works like Wilhelm von Schadow's 'Joseph Wintergerst in a Floor-length Coat' (about 1811—13) and Carl Barth's 'Portrait of Peder Hjort' (about 1818—19). The second movement, the Viennese Secession, was formed in 1897 by 19 artists, including Gustav Klimt, whose 'Portrait of a Young Woman Reclining' (1897—98) was bought by the Getty Museum in 2009.
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A drug applied to the inner ears of adult mice can spur the regeneration of hair cells, according to researchers at Harvard Medical School and the Massachusetts Eye and Ear Infirmary in the United States and the Keio University School of Medicine in Japan. The drug works by activating a transcription factor involved in hair cell development. The finding is a first in the field—while fish and birds can regenerate hair cells after damage, scientists have never before shown that this is possible in mammals.
“Cochlear implants are very successful and have helped a lot of people, but there’s a general feeling among clinicians, scientists, and patients that a biological repair would be preferable,” said Albert Edge, an otologist at Harvard University and the Massachusetts Eye and Ear Infirmary and lead author of the Neuron paper that reports these findings (1).
Previously, Edge and his colleagues had shown that inhibiting Notch signaling was important for hair cells to form properly during fetal development (2). In their new work, the group tested whether such inhibition of the Notch pathway could also spur hair cell regeneration in adult mammals. First, they tested different inhibitors to determine their effects on isolated ear tissues; this allowed them to pinpoint one, the ɣ-secretase LY411575, that led to increased expression of a number of molecular markers found in hair cells.
“It was quite a surprise,” said Edge. “We were very excited when we saw that a secretase inhibitor would have any effect at all in an adult animal.”
Then the scientists tested the inhibitor in mice with hearing damage and reduced hair cell populations caused by exposure to a loud noise. They tagged cells in the inner ear to follow their fate and discovered that the drug, when applied to the inner ears of the mice, caused supporting cells to differentiate into replacement hair cells.
The researchers found that these replacement hair cells partially restored hearing at low frequencies of sound, although not at higher frequencies. The effect lasted for at least three months, the longest time period tested.
The study focused on the effect of the drug given one day after noise damage, a time period where Notch signaling is naturally increased, so it is possible that a small window of time exists after an acoustic injury in which the drug must be given to be effective.
“The improvement we saw is modest,” said Edge. “So we’re now looking at variations of the approach and whether we can use the same drug to treat other types of hearing loss.”
- Mizutari K, Fujioka M, Hosoya M, Bramhall N, et al. Notch Inhibition Induces Cochlear Hair Cell Regeneration and Recovery of Hearing after Acoustic Trauma (2013). Neuron 77, 58-69.
- Jeon, S.J., Fujioka, M., Kim, S.C., and Edge, A.S.B. (2011). Notch signaling alters sensory or neuronal cell fate specification of inner ear stem cells. J. Neurosci. 31, 8351–8358.
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Students dive into history for contest
Don't tell Tony Capone the past is dead.
The storied past of the Tuskegee Airmen came alive for the 14-year-old student from New Kensington as he spent months delving into the history of the World War II black pilots who broke the color barrier for his National History Day contest entry on Saturday in the Senator John Heinz History Center.
Capone was among scores of enthusiastic teens from more than two dozen schools who converged on the history center with contest entries that included websites, documentaries, performances and displays devoted to history. Their work covered topics as varied as family planning in China, the French and Indian War, gun control, and the Japanese-American Internment in the United States during World War II.
First-, second- and third-place winners in the regional competition designed to promote historical inquiry, knowledge and understanding will compete in a state-level contest in May. First- and second-place winners at that level will go to the national contest in June.
Evelyn Quade, a teacher at Queen of Apostles School in New Kensington, encouraged Capone, a lanky teen with an insatiable curiosity and talent for art, to take on a project for the contest last year.
He read extensively and attended a memorial to the Airmen. Using insulation foam cut to size and shaped with butter knives, he crafted a bright red replica of a P-51 Mustang, like the one the Airmen flew, on which to display his research.
“And I actually got to meet James A. Cotton, one of the surviving Airmen at a memorial,” the teen said, smiling.
Caitlyn Chirdon, 13, of Plum, a student at St. John the Baptist School, said she got a real awakening to issues involving women's rights when she began digging into the history of contraception.
“We found there were two dates when it became available — one for married women and one for single women,” she said.
Aspiring documentary film maker Sarah Friedman chose a young woman closer to her own time for her project looking at the history of women's rights in Pakistan.
She wanted a dramatic jumping-off point, so she chose Malala Yousafzai, the young Pashtun girl from Pakistan's Swat Valley who became an international heroine when she survived a shooting when she stood up to the Taliban for her right to attend school.
“I did a lot of reading and research and then got a clip of Malala's speech to the U.N. and searched for Google images,” she said.
In the end, she made a documentary spanning six minutes and 54 seconds and developed a new respect for those who will be vying for the Oscar for documentary filmmaking on Sunday.
Debra Erdley is a staff writer for Trib Total Media.
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This string skirt, copied from one still used in some parts of the Balkans, is based on one of the
longest continuing clothing trends in the world. The oldest extant evidence we have for this type
of apparel is from the Egtved grave, a Bronze Age archeological site in Denmark, dating
to the fourteenth century BCE. Folk costumes in many countries of Eastern Europe include a
version of this string skirt in the form of a fringed apron.
Many small figurines from Neolithic Europe depict women wearing nothing except a belt
with long fringe hanging down from it. Women have worn and still wear these aprons
to communicate information about their lives and marital status (the exact information
implied varies from group to group).
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CC-MAIN-2016-26
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http://www.smith.edu/hsc/museum/ancient_inventions/stringskirt2.html
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Denying the antecedentDenying the antecedent
is a type of logical fallacy
Suppose in an argument one were to deny the "if" part of a conditional (the antecedent) first, and conclude with the denial of "then" part (the consequent).
- If P, then Q.
- P is false.
- Therefore, Q is false.
This argument form
has the name denying the antecedent,
because in arguing this way one does indeed deny the antecedent in the second premise. This is a non-sequitur
. If we argue this way, we make a mistake. One can see this with an example:
- If there is fire here, then there is oxygen here. (Since oxygen is required for fire.)
- There is no fire here.
- Therefore, there is no oxygen here.
This form of argument may be convincing because of confusion between the meanings of if
and if and only if
. Denying the antecedent is valid
if the first premise asserts "if and only if" rather than "if".
See also: modus ponens, modus tollens, affirming the consequent.
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http://july.fixedreference.org/en/20040724/wikipedia/Denying_the_antecedent
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Week of Dec. 26-January 1
1848—In one of the most daring escapes from slavery in U.S. history, on this day in 1848, William and Ellen Craft began a 1,000-mile journey from a plantation in Macon, Ga., to freedom in Boston, Mass. The light-complexioned Ellen disguised herself as an infirmed White man and the dark-complexioned William pretended to be the faithful slave. The escape, though harrowing, was successful. But in 1850 when Congress passed the Fugitive Slave Act, the Crafts found themselves being hunted down by both slave catchers from Georgia and U.S. Marshals. Then members of Boston’s powerful abolitionist and Underground Railroad communities stepped in. They helped the Crafts flee to Canada and then to Liverpool, England, where the couple stayed until after the Civil War.
1966—The first Kwanzaa holiday celebrations take place. The alternative seven-day holiday period for African-Americans was originated by California Black nationalist Dr. Maulana Ron Karenga. Kwanzaa and its principles however, may be more widely respected than actually celebrated among American Blacks.
1873—William A. Harper, one of the most gifted Black artists of the 20th century, is born in Cayuga, Canada. He was a student at the Henry O. Tanner Art Institute in Chicago. Unfortunately, his brilliance was cut short by tuberculosis. He died in Mexico at the age of 36 in 1910.
1956—Segregation is outlawed on public buses in Tallahassee, Fla. The decision followed a six-month long boycott by the city’s African-American population. The boycott was patterned after the Montgomery, Ala., bus boycott sparked by Rosa Parks’ refusal to give up her seat to a White man.
1816—The American Colonization Society is organized by Robert Finley with the aim of returning Blacks to Africa. Ironically, it received support from two groups with opposing interests. Some abolitionists and philanthropists who wanted to end slavery supported the ACS with the hope of giving slaves a chance to start new, free lives in Africa. Meanwhile, some slave owners supported the ACS because they saw it as a way of ridding the country of free Blacks who they saw as stirring up trouble among Blacks who were still enslaved. It is estimated that at this time, there were 2 million enslaved Blacks and 200,000 free Blacks in America. In 10 years, the ACS returned nearly 3,000 Blacks to Africa. They helped to form what are today the West African nations of Liberia and Sierra Leone. Indeed, the first president of Liberia was an American Black who had returned to Africa.
1905—Legendary Jazz great and pianist Earl “Fatha” Hines is born on this day in Duquesne, Pa., near Pittsburgh. He was in a class by himself and a major influence not only in Jazz but also upon the Swing and Bebop eras of American popular music. He collaborated with such greats as Louis Armstrong, Charlie Parker, Sarah Vaughn, and Dizzy Gillespie. He died in 1983. Among his best known hits were “Stormy Monday Blues” and “Second Balcony Jump.”
1954—Movie star Denzel Washington is born on this day in Mt. Vernon, N.Y.
1939—One of the most outstanding educators of the 20th century Kelly Miller dies in Washington, D.C. He was a champion of education for Blacks and was among that group of more radical Blacks who opposed the accommodating policies of Booker T. Washington. In 1887, Miller became the first African-American admitted to Johns Hopkins University. He became a long-time professor and dean at Howard University, while also being a prolific writer, essayist and newspaper columnist.
1928—R&B music legend Bo Diddley is born Ellas Bates on this day in McComb, Miss.
1929—Sigma Gamma Rho Sorority is officially incorporated. The international Black sorority was actually organized Nov. 22, 1922 by seven teachers in Indianapolis, Ind. It is currently headquartered in Cary, N.C., with the theme: “Sisterhood, Scholarship and Service.”
1929—A Black boycott of unfair store hiring practices begins during the Great Depression. The “Don’t Buy Where You Can’t Work” campaign began in Chicago with the picketing of a chain of stores. It soon spread to New York, Los Angeles, Cleveland and several other major cities.
1862—This day has become known as “Watch Night”—the eve of the Emancipation Proclamation going into effect and nominally freeing slaves in the Confederacy. Thousands of free Blacks gathered in various locations throughout the nation to “watch” for midnight when the Emancipation of slaves became the law of the land. A focal point for celebration was the home of abolitionist Frederick Douglas in Rochester, N.Y.
1804—Jean Jacques Dessalines proclaims the independence of Haiti from France. The island nation, after the United States, becomes the second independent republic in the Western Hemisphere. The chief slogan of his independence speech was “Live free or die.” The Haitian war of independence had actually begun in August of 1791. The leader and greatest hero of that war was a former slave who worked as a carriage driver—Toussaint L’Ouverture. As a general, L’Ouverture was comparable to, and in some respects superior to, America’s George Washington and France’s Napoleon Bonaparte. However, under the ruse of discussing peace, L’Ouverture was tricked into traveling to France where he died in prison in April of 1803. The Haitians nevertheless prevailed over the French under the leadership of Dessalines and he was able to declare independence on this day in 1804.
1854—Lincoln University becomes one of the first institutions of higher learning for Blacks in America when it is incorporated as Ashmun Institute in Oxford, Pa., on this day in 1854.
1863—The Emancipation Proclamation becomes law. Like many of the pro-Black measures taken by President Abraham Lincoln, the Emancipation, while welcomed by Blacks, reflected many contradictions. First of all, it only freed slaves in the South—an area of the country over which Lincoln at the time had no effective control. Further, it did not free slaves in the Border States. And even in the South, it exempted from nominal freedom slaves in 13 parishes in Louisiana, including New Orleans; 48 counties in West Virginia; and seven counties in Virginia, including Norfolk.
1997—Kofi Annan of Ghana becomes the first Black Secretary General of the United Nations.
1997—The notorious Robbens Island off the coast of South Africa, the prison that held legendary Black freedom fighter Nelson Mandela for 27 years, was converted into a museum.
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1. Sleep is your friend. Although there are a lot of last minute projects to do, it is more important to keep healthy during the week of finals. Don’t run yourself into the ground. Try to find time to get some sleep before your brain shrivels up like a raisin.
2. Use a planner. Staying organized is important. Using a planner will help keep track of your final papers and tests, so you don’t miss any deadlines, or sleep through an important final.
3. Eat healthy foods. Believe it or not, there are foods that will help you think better. Fish, blueberries, peanut butter, and eggs are just a few on the long list of great brain food. And yes, chocolate is on that list. To learn more about brain foods check out 4mind4life.com
4. Exercise. It does take up time, but a few minutes of exercise will not only keep you healthy, it will also relieve a lot of stress.
5. Get some fresh air. When you have a short break, leave the room for a little bit and get away from the books. Visit a friend, watch some TV in the lobby, or get a massage in the Student Center. Otherwise you’ll start to feel cooped up and a little crazy.
6. Stay off Facebook! You don’t necessarily have to delete the account, but hitting the log off button for a few hours rather than having it constantly up will eliminate distractions. Your friends will still be there after finals, don’t worry.
7. Study the way you will take the test. Sit quietly at your desk to study, like you are actually taking a test in class. Your situational memory will kick in when you’re under stress in a final.
8. Study in groups. Other people studying with you might bring up new ideas that you may have never thought of. Even better, it can be really fun. Sometimes, the goofy things your friends say when you’re studying will help you remember difficult questions.
9. Manage your time. Split up your time to work on projects evenly. Sometimes working on one project for two hours can make you brain muddled, and can get tedious. If you have a big essay due for your humanities class, but you also have a study guide to finish for your biology class, work a half hour on one and a half hour on the other. It will get both of them done, but also will allow your brain to take breaks from difficult tasks.
10. Take advantage of the tutoring center. It’s never too late to use your resources. The tutoring center can help you with your last-minute papers and projects, help you get organized, and help you study what you’ve found difficult and confusing.
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Aluminum Use in new European Cars up 2.6x since 1990; Weight Reduction Yields Fuel Savings of 1 Billion Liters
15 January 2007
A new study determines that the amount of aluminum used in new European cars has risen from 50 kg in 1990 to 132 kg in 2005 and is predicted to grow by another 25 kg by 2010. In 2005 two million tonnes of aluminum components were put on European roads in new passenger cars. The achieved weight savings will lead to an annual fuel saving of 1 billion litres and will save roughly 40 million tonnes of CO2 emissions over the lifespan of the vehicles, according to the study.
The study by Knibb, Gormezano & Partners (KGP) in cooperation with the European Aluminum Association (EAA) includes data from automotive companies and suppliers, EAA member companies and past data from KGP. The study is based on the analysis of the 15 million cars produced in Europe in 2005 and investigates 20 body components, 17 chassis and suspension components and 25 powertrain components.
The study focuses on different aluminum semi-materials—castings, extrusions, forgings and sheets. In the car body the largest quantity of components made from aluminum are air conditioning systems, hoods, bumper beams and steering columns. aluminum parts in the chassis and suspension section of the cars are mainly wheels, suspension arms and steering components.
Cylinder heads, cylinder blocks, engine covers, pumps and radiators represent the majority of aluminum components in the drivetrain of new cars. Today, a growing amount of aluminum is being used in particular in closures, body structure and chassis applications.
Europe is leading the way in innovative use of aluminum in cars. As 100 kg of aluminum on a car can reduce CO2 emissions per kilometre by 9 grams, and even 10 grams if fuel production is considered, aluminum as material for lightweighting cars has a clear advantage. With the continual introduction of new technologies delivering further advantages in the design and manufacturing processes the trend to increase the amount of aluminum per car will continue. aluminum will certainly play an important role in future generations of sustainable cars.—Roland Harings, Chairman of the EAA Automotive Board
The European aluminum Association, founded in 1981, represents the European aluminum industry from alumina and primary production to semi-finished and end-use products, through to recycling. The European aluminum industry directly employs about 236,000 people.
The calculations in the study are based on the following assumptions:
Car lifespan of 200,000 km; yearly vehicle kilometers traveled 15,000 km.
0.35 liters of fuel saved per 100 km per 100 kg weight reduction.
1 kg of aluminum provides 1 kg of lightweighting.
2.835 kg of CO2 per liter of fuel, as the mean value for gasoline and diesel, including pre-combustion (i.e. CO2 generation for fuel production)
2.455 kg of CO2 per liter of fuel, as mean value for gasoline and diesel, excluding pre-combustion.
TrackBack URL for this entry:
Listed below are links to weblogs that reference Aluminum Use in new European Cars up 2.6x since 1990; Weight Reduction Yields Fuel Savings of 1 Billion Liters :
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| 0.915975
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Nutrient Film Technique or NFT is a type of hydroponic system where a shallow stream of water containing all the essential dissolved nutrients required for plant’s growth is re-circulated past the bare roots of plants in a watertight gully, also known as channel. As the depth of the recirculating water is extremely shallow, a little more than a film of water, hence the name ‘nutrient film’. NFT uses a reservoir with a submersible pump that pumps up the water from nutrient reservoir which then moves to a clarifier, then to channels and finally drains back into the reservoir due to gravitational force.
A well designed NFT system should have the right channel slope, the correct flow rate and precise channel length. While the recommended slope is 1:100, in practice it is difficult to build a base for channels that is sufficiently true to enable nutrient films to flow without accumulating in locally depressed areas. Therefore, it has been recommended that slopes of 1:30 to 1:40 be used. The general guideline is that the flow rates for each gully should be 1 litre per minute. Flow rates beyond these extremes are often associated with nutritional problems. Depressed growth rates of many crops have been observed when channels exceed 12 metres in length. Also ensure that there is adequate air circulation at the root zones. Moulds and pathogens are prone to grow in moist environment, so a regular check on the condition of your plants in NFT system will help you to spot the early signs of pests and diseases. To prevent your plants from Pythium infection, it is better to add H2O2 to your solution.
The advantages of using NFT system over other hydroponic systems are:
- The plant roots are exposed to adequate supplies of water, oxygen and nutrients. In all other hydroponic systems, there is generally a conflict between the supplies of these requirements, since excessive or deficient amounts of one of the factors results in growth imbalance.
- High yields of high-quality produce are obtained over an extended period of cropping.
However, on the downside, NFT has very little buffering against interruptions in the flow, e.g. power outages, but, overall, it is one of the more efficient techniques.
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| 0.946583
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| 3.125
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|
First Year Seminar provides the foundation for a Liberal Arts education by enhancing the essential ability to read and think critically, write and discuss effectively, and make formal oral presentations. These skills are developed while examining important issues in a content area chosen by the professor. The specific content of each section is different, but the skills are common to all.
The first part of this two semester course emphasizes critical reading, writing and revising shorter papers, and developing the ability to participate in and lead effective discussions. The second semester adds more focus on critical thinking and other information literacy skills as students write a major research paper and present their findings orally.
The professor serves as the faculty advisor for the sixteen students in his/her section of FYS. This feature, plus the fact that students and faculty typically stay together for the entire year, creates a strong sense of community.
Experiential Learning courses add to the students’ ability to become life-long learners who can make the link between existing understanding and new situations while pursuing knowledge on their own.
In Experiential Learning courses, students take a body of knowledge gained in the classroom and test its application in a new, less structured setting. This work is supervised by a faculty member, but the student is expected to exercise some initiative and independent judgment in the process. Students move from the performance of the experiential task to a formal reflection on how the effort at application has deepened or altered their understanding of the prior knowledge.
We are all gendered beings, and that reality plays an important, but frequently unexamined role in our lives and our interactions with others. Gender designated courses are designed to help students understand the importance of gender in shaping both individual experience and broader human action.
To this end, students examine the gendered (both men’s and women’s) perspectives and experiences as they manifest themselves in the course content, which depends on the focus of the instructor. Since gender cannot be considered in a vacuum, these courses also examine how it intersects with other categories like race, class, ethnicity, nationality, or sexuality. Finally, students are encouraged to explore the connections between local experiences of gender and the relevant structural and theoretical contexts of the course.
The central purpose of Intercultural courses is to encourage students to develop greater understanding of diverse peoples, and in so doing, alter their presuppositions about others and challenge their understanding of themselves in ways that will help them carry out the institutional mission to improve the human condition in the 21st century.
Students in Intercultural courses develop a deepened understanding of an aspect of another culture; the precise focus depends on the expertise of the instructor. Students also become aware that individual identities, including their own, are shaped by the surrounding cultural forces. Finally, they reflect critically on the implications of how divergent cultural identities shape human interaction.
The Ethics Common Seminar enhances the ability to make responsible decisions by developing the ability to recognize ethical issues, examine them from multiple perspectives, and articulate reasoned arguments that support a student’s normative judgments.
Course topics vary based on the expertise of the instructor, but are chosen because they offer an opportunity to explore issues that are not only debatable, but resist easy solutions. All courses help students develop their moral reasoning by exploring ethical concepts and modes of analysis.
Junior or senior standing is a prerequisite for the Ethics Common Seminar.
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Welcome back to the rhetoric of video games! For these next couple of posts, we will explore how goals influence gamers. If you missed the first couple of posts, make sure to check them out.
What makes video games “games” is that they have goals. Without a goal, then it is just an interactive piece of software. Of course, some games have really loose goals, like Tetris wanting you to stack a bunch of boxes. Others have very specific goals, like defeating an evil sorcerer or escaping a testing facility.
|Why are you spending hours on end stacking boxes? Because you have no social life, that's why.|
No matter how lightly the game takes its primary objective, the goals still have rhetorical effect. By designating something as a goal, a game implies that it has worth. For example, if the goal of the game is to “save the princess,” then that implies that the princess is valuable enough to go through the effort of saving. “By stating a rule that defines a winning scenario, the simauthor is claiming that these goals are preferable to their opposite.”1 So the player will see the end goal as the right thing, and the opposite conditions, or losing, as something that is bad. When properly applied, goals and the methods to achieve those goals can motivate the player and convince them that something is worth their time.
The setting of Final Fantasy
VII is a run down, dilapidated world. Big
business has exhausted natural resources, and the whole planet is on a downward
spiral to disaster. Despite this, the goal of the game is to save the world.
This implies that the world, no matter how run-down and used-up it is, is still
something worth fighting for.
|This image of FFVII's Midgar isn't in grayscale. It's naturally that dreary.|
Many games force players into the role of a messiah, combating evil in an attempt to restore balance. However, “evil” can be anything the developer wants it to be. If the developer makes the enemy a bunch of cartoonish pigs, the player has to fight them to win. It doesn’t matter how the player personally feels; while ‘they are playing a game, gamers operate under the logic of the programmer. The designer’s goals become theirs.
1. 1. Frasca, Gonzalo. "Simulation versus Narrative: Introduction to Ludology." The Video Game Theory Reader. Ed. Mark J.P. Wolf and Ed. Bernard Perron.
York: Routledge, 2003. Print.
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The health risks associated with cigarette smoking are widely known, and efforts to reduce smoking, especially among the nation's youth, are vigorous and widespread. These efforts include the removal of ads targeting young people (such as "Joe Camel"), and TV and school campaigns emphasizing the dangers of tobacco use and urging young people not to take that first puff.
So how many kids continue to light up? In response to a recent Gallup Youth Survey of teens between the ages of 13 and 17*, slightly fewer than 1 in 10 U.S. teens (9%) said that they have smoked cigarettes in the last seven days. This percentage is about the same as it was one year ago, when 8% of teens reported smoking in the last week.
Childhood smoking, according to an American Lung Association (ALA) report, produces significant health problems in kids, such as persistent cough, respiratory problems, and decreased physical fitness levels. The ALA also reports that if current tobacco use patterns persist, an estimated 6.4 million children will die prematurely from a smoking-related disease.
The Gallup survey shows that 19% of teens between the ages of 16 and 17 have smoked in the last seven days, consistent with ALA estimates showing that 20% of high school seniors are daily smokers. Gallup data also show that only 1% of younger teens -- those between the ages of 13 and 15 -- report smoking. This age gap underscores the reality that the middle teen years are a crucial point for making decisions about smoking and other risk behaviors.
Though men were once significantly more likely to be smokers than women, more recent data suggest that smoking rates have become more uniform between the sexes. In keeping with this trend, Gallup's teen data show no significant differences in the incidence of smoking between boys and girls.
This destructive habit is clearly related to other injurious health habits among young people. Teens who drink are more than five times more likely than those who do not drink to report smoking in the past week (22% vs. 4%), and teens who have tried marijuana are nearly 10 times more likely to report having smoked than are those who have not tried marijuana (29% vs. 3%).
According to the 2003 Monitoring the Future study by the University of Michigan, teen smoking rates have declined significantly since 1997, but the problem is far from eradicated. Smoking still costs the United States over $150 billion each year in annual healthcare costs and lost revenue. In addition, research published by the ALA indicates that 90% of smokers start before the age of 21, and that young people have as difficult a time quitting as adults do.
The ALA recommends a variety of policies and practices to prevent young people from smoking, including school anti-smoking education, restrictions on advertisements, a ban on smoking on school grounds, enforcing bans on selling tobacco products to those under 18, and providing cessation programs at school, among other things. But perhaps the best way to prevent young people from lighting up is also the simplest -- setting a good example. Research shows that kids who live in households in which the adults do not smoke are among those least likely to ever take up the habit in the first place.
*The Gallup Youth survey is conducted via an Internet methodology provided by Knowledge Networks, using an online research panel that is designed to be representative of the entire U.S. population. The current questionnaire was completed by 785 respondents, aged 13 to 17, between Jan. 22 and March 9, 2004. For results based on the total sample, one can say with 95% confidence that the maximum margin of sampling error is ±4 percentage points.
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| 0.969415
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The iris is the circular, colored portion of the front of the eye with the dark pupil in the center.
The iris is made up of muscular fibers that control the amount of light entering the pupil so that we can see clearly. The iris accomplishes this task by making the pupil smaller in bright light and larger in dim light. The iris is the front part of the uveal tract of the eye (the iris in the front and the ciliary body and uveal tract behind it). In some people, the iris can become inflamed. This is termed iritis.
Inflammation of the front part of the eye is referred to as anterior uveitis or iritis, whereas inflammation behind this is known as posterior uveitis.
Medically Reviewed by a Doctor on 8/31/2015
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According to a post on his Facebook page, the owner of Jimmy John’s restaurant chain is putting sprouts back on the menu. He said, “I am rolling out a new sprout. Costs more for me, it’s tougher to manage, but we think we hit a homerun on this one.”
Recalls of contaminated sprouts and food poisoning outbreaks linked to sprouts have become so common that they have been nicknamed “sproutbreaks”. There have been nine major sprout recalls in the last 10 months in the United States.
Food safety experts say that sprouts are inherently dangerous because the pathogenic bacteria become encapsulated in the seeds as they are formed, which means cleaning the seeds before sprouting them is ineffective. The warm, moist environment in which seeds sprouts is the perfect culture for bacterial growth.
In March, Lieutenant Commander Rajal Mody, the doctor who works in the Enteric Diseases Epidemiology Branch at the CDC, made a video about why people should not consume raw sprouts. He states that “no available method [to decontaminate seeds] has proved completely effective.” He added, “sprouts can make even young and healthy people ill.” The CDC recommends that children, older adults, pregnant women, and persons with weakened immune systems should avoid eating raw sprouts of any kind. They also say that raw sprouts should be thoroughly cooked before consuming.
It will be interesting to see if Jimmy John has managed to produce a safe sprout. We’ll be watching.
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Standing directly beneath the cliff face is dangerous. Please do not venture off trails or past the viewing platform.
Interpretive information is available at the parking area and along the short trail to the base of the cliff.
Bring your own drinking water, as potable water is not available.
Mark and Anais Drydyk
Email address: email@example.com
Driftwood Canyon Provincial Park
About This Park
The day-use area is open from May 15 to September 2.
Established Date: January 1, 1967
Park Size: 21 hectares
- To ensure that future generations may study and learn more about our earth’s history, BC Parks asks for your co-operation in refraining from removing any fossils. The fossils are more valuable in the ground than they are exposed to the elements of erosion, which spoil their scientific and educational values.
Location and MapsPlease note: Any maps listed are for information only – they may not represent legal boundaries and should not be used for navigation.
Maps and BrochuresAny maps provided are for information only – they may not represent legal boundaries and should not be used for navigation.
- Driftwood Canyon Visitor Brochure [PDF 390KB]
Nature and Culture
- General Wildlife, Marine & Outdoor Ethics Information
- Culture: Driftwood Canyon Provincial Park lies within the traditional territory of the Wet’suwet’en people.
- History: This park was established in 1967 to protect the fossil beds on the east side of Driftwood Creek. A portion of the park land was donated to the province of BC by Driftwood Canyon resident Gordon Harvey, who had a keen interest in the fossils at this site. Gordon Harvey performed the role of park interpreter in the early days of park establishment. Preserved within the shale formations are plant, animal and insect species that inhabited the area over 50 million years ago.
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(UPDATE) Mapped: Oklahoma’s Earthquake Swarm
Editor's Note: This post has been updated 11/11/13 to include the most recent earthquakes that occurred over the weekend.
More than two-dozen small earthquakes shook central Oklahoma, including several temblors that were 3.0-magnitude or higher, which people can generally feel. No damage or injuries have been reported.
The tremors are the latest in a swarm of quakes the U.S. Geological Survey says may be linked to waste fluid disposal wells used by the oil and gas industry. The swarm began in 2009, and has included more than 200 magnitude 3.0 or greater temblors. The “unusual” earthquakes don’t appear to be natural, and led USGS seismologist Bill Leith to issue a warning of increased quake hazards throughout central Oklahoma.
Source: Oklahoma Geological Survey | Data
StateImpact has mapped the earthquakes from 2009 to current, using data from the Oklahoma Geological Survey. Click around the map to see details on the time, location and magnitude of earthquakes near you.
Independent geophysicists have also linked earthquakes in Oklahoma — and other states — to disposal wells, which are used to store toxic drilling fluid deep underground, where it won’t contaminate water supplies. The swarm includes Oklahoma’s largest earthquake, a 5.7-magnitude temblor that shook the ground near Prague in November 2011, which some geophysicists say could be the largest linked to drilling activity.
StateImpact’s map shows earthquakes with a detectable magnitude recorded in Oklahoma from Jan. 1, 2009 to Nov. 4, 2013, and was built with data compiled by the Oklahoma Geological Survey. The red dots represent 3.0-magnitude or greater quakes, which people nearby are likely to have felt.
StateImpact Oklahoma is a partnership among Oklahoma’s public radio stations and relies on contributions from readers and listeners to fulfill its mission of public service to Oklahoma and beyond. Donate online.
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|
According to a report from the Pew Research Center, birth rates in the United States dipped to a record low in 2011.
According to the Pew Research Center report:
Final 2011 data are not available, but according to preliminary data from the National Center for Health Statistics, the overall birth rate in 2011 was 63.2 per 1,000 women of childbearing age. That rate is the lowest since at least 1920, the earliest year for which there are reliable numbers.
Read the overview of the Pew Research Center report HERE.
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http://www.wbng.com/news/state/181414761.html
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The positions advocated by Mahayana [great vehicle] Buddhism, which distinguishes itself from the Theravada and related schools by calling them Hinayana [lesser vehicle], evolved from other of the early Buddhist schools. The Mahayana emerges as a definable movement in the 1st cent. B.C., with the appearance of a new class of literature called the Mahayana sutras. The main philosophical tenet of the Mahayana is that all things are empty, or devoid of self-nature (see sunyata). Its chief religious ideal is the bodhisattva, which supplanted the earlier ideal of the arahant, and is distinguished from it by the vow to postpone entry into nirvana (although meriting it) until all other living beings are similarly enlightened and saved.
The bodhisattva is an actual religious goal for lay and monastic Buddhists, as well as the name for a class of celestial beings who are worshiped along with the Buddha. The Mahayana developed doctrines of the eternal and absolute nature of the Buddha, of which the historical Buddha is regarded as a temporary manifestation. Teachings on the intrinsic purity of consciousness generated ideas of potential Buddhahood in all living beings. The chief philosophical schools of Indian Mahayana were the Madhyamika, founded by Nagarjuna (2d cent. A.D.), and the Yogacara, founded by the brothers Asanga and Vasubandhu (4th cent. A.D.). In this later Indian period, authors in different schools wrote specialized treatises, Buddhist logic was systematized, and the practices of Tantra came into prominence.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
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Traveler's Insurance PavilionThe Traveler's Insurance pavilion presented the two-and-a-half billion year story of life on earth, beginning with the earliest cell and culminating in modern man's leap into space. Under the red dome that symbolized the Travelers umbrella of protection, were 13 dioramas using life-sized models, stage sets and sound and lighting to re-create the most significant eras and events.
The approach to the pavilion was through an 80 foot covered walkway, which along its length was a glass and plastic mural depicting the origins of our planet. On the pavilion's ground level was a three-dimensional display that traced the evolution of life from one-celled organisms to early land creatures.
The second floor featured a 21 minute tour of 13 dioramas in the Progress of Man exhibit. Man progresses from inventing tools, discovering fire, and developing religion, then developing early farming and cities. The Roman era was shown at its peak, then under barbarian attack. Other dioramas showed the perils of the Black Death during the Middle Ages, the rise of modern man as depicted by Copernicus' theory that the Earth revolved around the sun, Columbus's voyage of discovery, pioneers taming America, and finally man on the verge of exploring space.
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<urn:uuid:87d4c0b9-b328-4a2a-9cf1-383a9f509b97>
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CC-MAIN-2016-26
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http://www.westland.net/ny64fair/map-docs/travellersinsurance.htm
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| 0.949935
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| 2.984375
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|
Dickinson is exploring a psychological experience, which could
either (1) a lapse into irrationality, a psychological breakdown or (2)
the forgetting of a thought or word (an experience we have all have had
and one which, I regret to tell you, gets more common as we age). You
can decide whether she is describing an abnormal psychological state or
whether she is describing a common mental occurrence. Don't let the
your reading; an editor who prepared the poems for publication chose
title, not Dickinson.
"Cleaving" is an interesting word choice. It means to split,
fall apart, often with a suggestion of effort or even violence; it also
has the opposite meaning of to stick to or to cling to. "Split" makes
clear the speaker is using the first meaning of separate, yet her
is for the second meaning, for the separated thoughts to fit together.
To express this desire, she uses the metaphor of a seamstress, who
match two pieces of cut fabric ("seam by seam"). The speaker, like the
seamstress with the edges of the cloth, is unable to make a connection
between one thought and the
thought immediately following it. She uses another sewing metaphor for
her inability to connect her thoughts; they are like separate balls of
yarn (they--and her thoughts--are not "knit" together).
This poem again shows Dickinson's ability to capture a
psychological experience with concrete imagery and her drawing images
from the woman's domain, the household.
|Dickinson, Online overview
"For each ecstatic instant," p. 2
"I taste a liquor never brewed,"
"Safe in their alabaster chambers,"
"I heard a fly buzz when I died," p.
"It was not death, for I stood up,"
| "A bird came down the walk,"
"I like to see it lap the miles,"
"Pain has an element of blank," p.
"A narrow fellow in the grass," p.
"I'm nobody! Who are you?" p. 9
| "After great pain a formal
feeling comes" (handout)
"The soul selects her own society"
"The heart asks pleasure first,"
"I'll tell you how the sun rose,"
"Presentiment is that long shadow on
the lawn," p. 36
| "Success is counted sweetest"
"I cannot live with you," p. 29
"He fumbles at your spirit," p.
"I felt a cleaving in my mind,"
"My life closed twice before its
close," p. 49
| "Wild nights! Wild nights!"
"She sweeps with many-colored brooms,"
"Hope is the thing with feathers,"
"I felt a funeral in my brain,"
"I had been hungry all the years,"
|"I started Early--took my Dog--"
"My life had stood a loaded gun"
"Because I could not stop for Death,"
"If you were coming in the fall,"
Sample Midtern and Student
Core Studies 6 Page || Melani Home Page
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CC-MAIN-2016-26
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http://academic.brooklyn.cuny.edu/english/melani/cs6/cleaving.html
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|
en
| 0.946306
| 661
| 2.59375
| 3
|
Since 1853, the Graue Mill has been grinding out cornmeal on its traditional stone gristwheel.
Frederick Graue, a German immigrant to this picturesque corner of DuPage Country, also housed runaway slaves in the basement and the mill is one of the few remaining authenticated Underground Railroad stations. It also served as an important center of economic life in DuPage County during the 19th century, and President Lincoln himself is said to have paid a visit.
Docents are on hand to demonstrate the basics of grain milling, from shucking the corn to grinding it on the large stone wheel to bagging it up in cloth sacks. Bring home a large bag (it’s freezeable) and follow the provided recipes to make your own traditional cornbread at home.
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<urn:uuid:606a6ad3-0add-46b0-bf59-ad8c2ead9f84>
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CC-MAIN-2016-26
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http://www.chicagoparent.com/magazines/going-places/2008-summer/hurray-for-history
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|
en
| 0.954512
| 262
| 2.8125
| 3
|
If ol’ MacDonald had a specialty farm
In the summertime, farmers markets often brim with locally grown fruits and vegetables, along with the consumers who crave them. Even if you pay a little more for fresh produce than at the grocery store (though that’s not always the case), you figure it puts a little money in the pockets of local farmers, right?
But the profitability of many so-called specialty crops—which in the Midwest includes most any fruit or vegetable—varies considerably, according to an August report by the Minnesota Department of Agriculture. The report uses actual farm records from 2008 to 2011 from in-state producers to find out average financial performance for nine crops. At least five farms had to have grown the crop for it to be included in the analysis.
Just as strawberries are often the first crop out of the field, so too are they first in financial returns after direct expenses and overhead are paid, followed by assorted vegetables (see Chart 1). In some cases, they didn’t have much competition; four of the nine categories did not recover their basic costs or merely broke even.
The difference in profitability appears to be due to a couple of factors. First, the most profitable crops had a clear edge in average revenue per acre (see Chart 2). Four other crops have medium-sized revenues—$4,000 to $6000 per acre—but only raspberries and cantaloupe were consistently profitable, thanks to lower costs. Three other crops had low costs, but also low revenues, and basically broke even after direct expenses (like seed, fertilizer and machinery use) as well as overhead (hired labor, taxes) were paid. These figures are fairly generous in their calculation of farm profits, the report pointed out, as they “do not cover full compensation to the owner for labor and management.”
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http://minneapolisfed.typepad.com/roundup/2012/08/my-entry-2.html
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|
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| 0.975792
| 378
| 2.53125
| 3
|
A fitting is used in pipe systems to connect straight pipe or tubing sections, to
adapt to different ... Materials that are used for manufacturing pipes include: .... A
cap is used like plug, except...
Mar 23, 2008 ... Very often, bees wax was used. Egypt - lol....guess ... Social Studies - What
material was used to plug the eye sockets during ... HELP!!! - I'm in ...
Feb 8, 2007 ... To answer your question, the nostrils were plugged with wax afterwards. play
about ... The material used to plug the eye sockets. linen 10.
Different materials were used to plug the eye sockets. The eyeballs were often
pushed into eye socket and covered with linen pads. Sometimes eyes were ...
In the mummification process, the natron was used to basically salt and preserve
the body. ... The nose and eyes were sometimes plugged up with cloth, but there
have been small onions found in the eye sockets to make it appear those organs
... They would try to insert other packing materials within the body cavity, to keep
helical terminations, wire rope clips, and open-wedge sockets are stocked only in
.... By securing the fitting to a convenient pad eye or bit, a load should be placed
on ..... style and possibly the material used to construct the plug (Photograph. I).
Aug 22, 2011 ... Also, natural material such as grass could be used to surround the body, .... Next
the abdominal incision was closed, the nostrils were plugged with ... to the cranial
cavity either through the base of the skull or an eye socket.
The eye sockets have been stopped and the mouth cavity has been filled ... Bees
wax was used at times to plug orifices, the ears, eyes, nostrils, and the mouth. ...
the eyeballs were at times replaced with pieces of cloth, stone or other materials.
After further research we decided to focus on plugs and sockets, sockets in
particular. ... out any difficulties in relation to removing a plug from a socket with
the use of ... A spring is used to return the back plate to its normal position when
not pressed. ... This pin is attached to the back plate free to rotate with an elastic
Feel free to use material from the Theban Royal Mummy Project website. ... (
Although Smith is not specific concerning the kind of artificial eyes which he
found in ... and Dodson state that the mummy's eye-sockets had been packed
with cloth, .... One new feature was the ball of resin used to plug up the anus of
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We are featuring 10 wonderfully simple and unique ways to weave with children!
Our children love to create fold-over paintings. So it was no surprise that they all really enjoyed making these beautiful butterfly fold-overs to decorate our classroom.
Using our whole bodies to weave through this beautiful rainbow made by our preschool students.
Reading Dr. Seuss “Wacky Wednesday” and exploring wacky weaving in the preschool classroom.
Exploring the process of mitten weaving and extending our understanding of where mittens come from.
A new find at the Dollar store led to a wonderful weaving process for preschoolers.
Ribbon weaving and painting is great for anytime of the year!
We were busy little spiders today as we spent our day exploring spiders and weaving our very own spider webs in preschool!
Making games from pizza boxes for my preschool students to explore!
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It is important to understand the symptoms of head and neck cancer.
As with any cancer, the earlier the diagnosis, the more likely the patient will have a positive outcome.
The signs and symptoms of head and neck cancers may include a lump or a sore that does not heal, a sore throat that does not go away, difficulty in swallowing, and a change or hoarseness in the voice. These symptoms may also be caused by other, less serious conditions. It is important to check with a doctor or dentist about any of these symptoms.
From the National Cancer Institute Head and Neck Cancers Factsheet.
- Most head and neck cancers begin in the squamous cells that line the moist surfaces inside the head and neck.
- Tobacco use, alcohol use, and human papillomavirus infection are important risk factors for head and neck cancers.
- Typical symptoms of head and neck cancers include a lump or sore (for example, in the mouth) that does not heal, a sore throat that does not go away, difficulty swallowing, and a change or hoarseness in the voice.
- Rehabilitation and regular follow-up care are important parts of treatment for patients with head and neck cancers.
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DNA in the living cell is subject to many chemical alterations (a fact often forgotten in the excitement of being able to do DNA sequencing on dried and/or frozen specimens [Link]). If the genetic information encoded in the DNA is to remain uncorrupted, any chemical changes must be corrected.
A failure to repair DNA produces a mutation.
The recent publication of the human genome [Link] has already revealed 130 genes whose products participate in DNA repair. More will probably be identified soon.
- Certain wavelengths of radiation
- ionizing radiation such as gamma rays and X-rays
- ultraviolet rays, especially the UV-C rays (~260 nm) that are absorbed strongly by DNA but also the longer-wavelength UV-B that penetrates the ozone shield [Link].
- Highly-reactive oxygen radicals produced during normal cellular respiration as well as by other biochemical pathways. [Link to further discussion.]
- Chemicals in the environment
- many hydrocarbons, including some found in cigarette smoke
- some plant and microbial products, e.g. the aflatoxins produced in moldy peanuts
- Chemicals used in chemotherapy, especially chemotherapy of cancers
Damaged or inappropriate bases can be repaired by several mechanisms:
- All four of the bases in DNA (A, T, C, G) can be covalently modified at various positions.
- One of the most frequent is the loss of an amino group ("deamination") — resulting, for example, in a C being converted to a U.
- Mismatches of the normal bases because of a failure of proofreading during DNA replication.
- Common example: incorporation of the pyrimidine U (normally found only in RNA) instead of T.
- Breaks in the backbone.
- Can be limited to one of the two strands (a single-stranded break, SSB) or
- on both strands (a double-stranded break (DSB).
- Ionizing radiation is a frequent cause, but some chemicals produce breaks as well.
Covalent linkages can be formed between bases
Several chemotherapeutic drugs used against cancers crosslink DNA [Link].
- on the same DNA strand ("intrastrand") or
- on the opposite strand ("interstrand").
- Direct chemical reversal of the damage
- Excision Repair, in which the damaged base or bases are removed and then replaced with the correct ones in a localized burst of DNA synthesis. There are three modes of excision repair, each of which employs specialized sets of enzymes.
- Base Excision Repair (BER)
- Nucleotide Excision Repair (NER)
- Mismatch Repair (MMR)
The 2015 Nobel Prize in chemistry was shared by three researchers for their pioneering work in DNA repair: Tomas Lindahl (BER), Aziz Sancar (NER), and Paul Modrich (MMR).
Perhaps the most frequent cause of point mutations in humans is the spontaneous addition of a methyl group (CH3-) (an example of alkylation) to Cs followed by deamination to a T. Fortunately, most of these changes are repaired by enzymes, called glycosylases, that remove the mismatched T restoring the correct C. This is done without the need to break the DNA backbone (in contrast to the mechanisms of excision repair described below).
Some of the drugs used in cancer chemotherapy ("chemo") also damage DNA by alkylation. Some of the methyl groups can be removed by a protein encoded by our MGMT gene. However, the protein can only do it once, so the removal of each methyl group requires another molecule of protein.
This illustrates a problem with direct reversal mechanisms of DNA repair: they are quite wasteful. Each of the myriad types of chemical alterations to bases requires its own mechanism to correct. What the cell needs are more general mechanisms capable of correcting all sorts of chemical damage with a limited toolbox. This requirement is met by the mechanisms of excision repair.
The steps and some key players:
NER differs from BER in several ways.
- removal of the damaged base (estimated to occur some 20,000 times a day in each cell in our body!) by a DNA glycosylase. We have at least 8 genes encoding different DNA glycosylases each enzyme responsible for identifying and removing a specific kind of base damage.
- removal of its deoxyribose phosphate in the backbone, producing a gap. We have two genes encoding enzymes with this function.
- replacement with the correct nucleotide. This relies on DNA polymerase beta, one of at least 11 DNA polymerases encoded by our genes.
- ligation of the break in the strand. Two enzymes are known that can do this; both require ATP to provide the needed energy.
The steps and some key players:
- It uses different enzymes.
- Even though there may be only a single "bad" base to correct, its nucleotide is removed along with many other adjacent nucleotides; that is, NER removes a large "patch" around the damage.
XP is a rare inherited disease of humans which, among other things, predisposes the patient to
- The damage is recognized by one or more protein factors that assemble at the location.
- The DNA is unwound producing a "bubble". The enzyme system that does this is Transcription Factor IIH, TFIIH, (which also functions in normal transcription).
- Cuts are made on both the 3' side and the 5' side of the damaged area so the tract containing the damage can be removed.
- A fresh burst of DNA synthesis — using the intact (opposite) strand as a template — fills in the correct nucleotides. The DNA polymerases responsible are designated polymerase delta and epsilon.
- A DNA ligase covalently inserts the fresh piece into the backbone.
It turns out that XP can be caused by mutations in any one of several genes — all of which have roles to play in NER. Some of them:
- pigmented lesions on areas of the skin exposed to the sun and
- an elevated incidence of skin cancer.
Nucleotide-excision repair proceeds most rapidly
- XPA, which encodes a protein that binds the damaged site and helps assemble the other proteins needed for NER.
- XPB and XPD, which are part of TFIIH. Some mutations in XPB and XPD also produce signs of premature aging. [Link]
- XPF, which cuts the backbone on the 5' side of the damage
- XPG, which cuts the backbone on the 3' side.
This enhancement of NER involves XPB, XPD, and several other gene products. The genes for two of them are designated CSA and CSB (mutations in them cause an inherited disorder called Cockayne's syndrome).
- in cells whose genes are being actively transcribed
- on the DNA strand that is serving as the template for transcription.
The CSB product associates in the nucleus with RNA polymerase II, the enzyme responsible for synthesizing messenger RNA (mRNA), providing a molecular link between transcription and repair.
One plausible scenario: If RNA polymerase II, tracking along the template (antisense) strand), encounters a damaged base, it can recruit other proteins, e.g., the CSA and CSB proteins, to make a quick fix before it moves on to complete transcription of the gene.
Mismatch repair deals with correcting mismatches of the normal bases; that is, failures to maintain normal Watson-Crick base pairing (A•T, C•G)
It can enlist the aid of enzymes involved in both base-excision repair (BER) and nucleotide-excision repair (NER) as well as using enzymes specialized for this function.
- Recognition of a mismatch requires several different proteins including one encoded by MSH2.
- Cutting the mismatch out also requires several proteins, including one encoded by MLH1.
Mutations in either of these genes predisposes the person to an inherited form of colon cancer. So these genes qualify as tumor suppressor genes.
|Question: How does the MMR system know which is the incorrect nucleotide? In E. coli, certain adenines become methylated shortly after the new strand of DNA has been synthesized. The MMR system works more rapidly, and if it detects a mismatch, it assumes that the nucleotide on the already-methylated (parental) strand is the correct one and removes the nucleotide on the freshly-synthesized daughter strand. How such recognition occurs in mammals is not yet known.|
Synthesis of the repair patch is done by DNA polymerase delta.
Cells also use the MMR system to enhance the fidelity of recombination; i.e., assure that only homologous regions of two DNA molecules pair up to cross over and recombine segments (e.g., in meiosis).
Ionizing radiation and certain chemicals can produce both single-strand breaks (SSBs) and double-strand breaks (DSBs) in the DNA backbone.
Breaks in a single strand of the DNA molecule are repaired using the same enzyme systems that are used in Base-Excision Repair (BER).
There are two mechanisms by which the cell attempts to repair a complete break in a DNA molecule:
- Direct joining of the broken ends. This requires proteins that recognize and bind to the exposed ends and bring them together for ligating. They would prefer to see some complementary nucleotides but can proceed without them so this type of joining is also called Nonhomologous End-Joining (NHEJ).
|A protein called Ku is essential for NHEJ. Ku is a heterodimer of the subunits Ku70 and Ku80. In the 9 August 2001 issue of Nature, Walker, J. R., et al, report the three-dimensional structure of Ku attached to DNA. Their structure shows beautifully how the protein aligns the broken ends of DNA for rejoining.|
Errors in direct joining may be a cause of the various translocations that are associated with cancers.
- Homologous Recombination (also known as Homology-Directed Repair — HDR). Here the broken ends are repaired using the information on the intact
- sister chromatid (available in G2 after chromosome duplication), or on the
- homologous chromosome (in G1; that is, before each chromosome has been duplicated). This requires searching around in the nucleus for the homolog — a task sufficiently uncertain that G1 cells usually prefer to mend their DSBs by NHEJ. or on the
- same chromosome if there are duplicate copies of the gene on the chromosome oriented in opposite directions (head-to-head or back-to-back). [Example]
Two of the proteins used in homologous recombination are encoded by the genes BRCA1 and BRCA2. Inherited mutations in these genes predispose women to breast and ovarian cancers.
Recombination between homologous chromosomes in meiosis I also involves the formation of DSBs and their repair. So it is not surprising that this process uses the same enzymes. [Link to a discussion with diagrams showing how this may work.]
Meiosis I with the alignment of homologous sequences provides a mechanism for repairing damaged DNA; that is, mutations. in fact, many biologists feel that the main function of sex is to provide this mechanism for maintaining the integrity of the genome. [More]
However, most of the genes on the human Y chromosome have no counterpart on the X chromosome, and thus cannot benefit from this repair mechanism. They seem to solve this problem by having multiple copies of the same gene — oriented in opposite directions. Looping the intervening DNA brings the duplicates together and allowing repair by homologous recombination.
If the sequence used as a template for repairing a gene by homologous recombination differs slightly from the gene needing repair; that is, is an allele, the repaired gene will acquire the donor sequence. This nonreciprocal transfer of genetic information is called gene conversion.
The donor of the new gene sequence may be:
Gene conversion during meiosis alters the normal mendelian ratios. Normally, meiosis in a heterozygous (A,a) parent will produce gametes or spores in a 1:1 ratio; e.g., 50% A; 50% a. However, if gene conversion has occurred, other ratios will appear. If, for example, an A allele donates its sequence as it repairs a damaged a allele, the repaired gene will become A, and the ratio will be 75% A; 25% a.
- the homologous chromosome (during meiosis)
- the sister chromatid (also during meiosis)
- a duplicate of the gene on the same chromosome (during mitosis) [More]
- The hallmark of all cancers is continuous cell division.
- Each division requires both
- the replication of the cell's DNA (in S phase) and
- transcription and translation of many genes needed for continued growth.
- So, any chemical that damages DNA has the potential to inhibit the spread of a cancer.
- Many (but not all) drugs used for cancer therapy do their work by damaging DNA.
The table lists (by trade name as well as generic name) some of the anticancer drugs that specifically target DNA.
|6-mercaptopurine||Purinethol®||purine analog. One effect: substitutes for G, inducing abortive MMR and strand breaks|
|Gemcitabine||Gemzar®||pyrimidine analog substitutes for C blocking strand elongation
||alkylating agents; form interstrand and/or intrastrand crosslinks
||cuts DNA strands between GT or GC
||inhibit the proper functioning of enzymes (topoisomerases) needed to unwind DNA for replication and transcription
||inserts into the double helix preventing its unwinding
- the cancer patient has many other cell types that are also proliferating rapidly, e.g., cells of the
and anticancer drugs also damage these — producing many of the unpleasant side effects of "chemo".
- intestinal endothelium
- bone marrow
- hair follicles
- Agents that damage DNA are themselves carcinogenic, and chemotherapy poses a significant risk of creating a new cancer, often a leukemia.
31 October 2015
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2 Answers | Add Yours
The purpose of an aside is to give the character a chance to say something that either should not be heard by other characters or that would otherwise be an unspoken thought. Asides are generally very brief, usually no more than a few words or just a brief passage. Most importantly, asides are usually marked in the script by stage directions. Romeo speaks a very brief aside in Act II, Scene II when he says, "Aside. Shall I hear more, or shall I speak at this?" (II.ii.39). The reason why he says this is because he is thinking out loud to himself about what his course of actions should be next. The audience also needed to hear that he was thinking of responding to what Juliet had been privately saying; it gives the audience a chance to interact more with his thoughts.
In addition, the aside follows a much longer soliloquy Romeo delivers expressing to himself his private thoughts on Juliet. In contrast to an aside, a soliloquy is much longer and delivered at a point when the character thinks he/she is the only one present, while with asides, the character speaking knows that there are other characters present. Another thing that differentiates a soliloquy from an aside is that soliloquies reveal the speaking character's innermost thoughts, feelings, and motives. In some ways, Romeo's opening speech seems a bit like a cross between a soliloquy and an aside. One reason is because both the audience and he know that Juliet is present. However, regardless of her known presence, he has not yet interacted with her; she has no knowledge that he's there. Therefore, this speech is given by Romeo as if he is alone not really as if Juliet cannot hear him. It is also spoken more to himself rather than to the audience. These clues plus the fact that it is very long and that there is no stage direction indicating it is an aside make it very clear that we can conclude Romeo's opening speech is a soliloquy and not an aside. It is also in this soliloquy that Romeo first broaches the subject of responding to Juliet and letting it be known that he is there in the garden, as we see when he says:
She speaks, yet she says nothing. What of that?
Her eye discourses; I will answer it.
I am too bold; 'tis not to me she speaks. (12-14)
Therefore, Romeo's aside stating that he will now speak follows his first declaration of speaking to her, tying together well his thoughts with his actions.
bcoz he loves juliet and can do anything for her
We’ve answered 328,043 questions. We can answer yours, too.Ask a question
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Clearly it looks cool when Spider-Man swings around on his webs. However, does this really save him time?
Once Spider-Man starts swinging, he becomes just like a pendulum. His motion is determined by the length of the web along with the starting angle. From a forces view, there is mostly just the tension in the web and the gravitational force pulling down on him. The key parameters to consider are the swinging angle, the time for one swing and the distance of one swing. Here’s a picture.
Before I get too far, let’s think about swinging as a form of transportation.
First, there is the Tarzan way of swinging. Tarzan (you know, King of the Jungle) swings on vines instead of webs. He swings until one vine just about gets to it’s highest point and then he grabs another vine. Yes, the vine he grabs would probably be hanging vertically so that he would then start at the bottom of the next swing. This doesn’t seem very efficient so let’s just say he swings on vines and starts and stops at the same speed with the vines pre-set for him such that they are not vertical.
How do you model the motion of a person swinging on a rope like this? You might say “oh hey, it’s just like a pendulum. Pendulums are easy. They have a period of oscillation that depends on the length of the pendulum.” Well, that certainly is true. The time for one oscillation (there and back) is called the period of motion. Tarzan would just go half way (just there) such that he would have a swing time of:
But wait! This expression isn’t really correct. This is just an approximation for small swinging angles (the general rule of thumb is that it works for amplitudes less than 15° from the vertical). How do you get swinging times for larger angles? It’s not such a simple problem (but not impossible either). I like to solve this with a numerical calculation and a bit of python code. If you want to see how to do this, try this older post.
Once I have a working piece of code that can determine the time to swing, I can start to change things like the starting angle and the length of the web. Here is a plot of the average swinging speed for different cases. Oh, what do I mean by average swing speed? This is the distance from the start to the end of the swing (horizontally) divided by the time it takes to get there.
What does this all mean? Well, let’s first look at the 10 meter long web. If you increase the starting angle, you have a greater average speed. Why? Well, this also means that you start at a higher position so that as you move down you speed up more. For a large swing angle, you would be going very fast in the middle of the swing. But this doesn’t work for all angles. You can see that a starting angle of about 80° gives the best average speed for the swing since above that you waste time moving vertically both at the beginning and end of the swing.
What about the length of the web? Obviously, the longer the web the greater the average horizontal speed. Why? A long swing will sweep through a much greater distance in around the same time. Going farther in the same time gives a greater speed.
How about one more plot? What if I use a starting angle of 75° and just change the length? Here is a plot of the average horizontal speed as a function of web length.
So, even with a super-long web (60 meters) the average speed is still around 13m/s (around 30 mph). That’s pretty good, but I bet Spider-Man could run that fast. I mean, he’s Spider-Man.
Spider-Man Modified Swing
Why would Spider-Man swing like Tarzan? That is the way normal humans swing, but not Spider-Man. He can do better, right? Tarzan starts the swing at rest and then goes through the swing until the vine stops. What would be different about Spider-Man? He will swing and then before the swinging stops, he will let go. This means that he can “fly” through the air and shoot another web. Thus the Spider-Man swing will be a swing followed by a projectile-like motion.
Let me just pick some values and plot the trajectory of something like this.
In this swing, Spider-Man start with an initial speed of 8 m/s on a web that is 20 meters long and at an angle of 45°. The trajectory for this part is the blue stuff (he is moving to the left). Once he gets to the other side of the swing (but not the highest point since then he would be at rest), he lets go of the web and just becomes a projectile motion thing. The green part of the trajectory is the time that he is in the air returning to his release point where he would shoot another web and start all over.
Now I can just look at how far he traveled horizontally and the time this took to get his average horizontal velocity of 15.9 m/s.
This is much better than the maximum speed with a Tarzan-style swing of the same length (about 8 m/s). However, this is mostly due to his high starting speed of 8m/s. In fact if you just look at the part of his motion while one the web, he has an average horizontal speed of 14.3 m/s which is around the same value as the total.
But what’s the answer? Would Spider-Man be better off just running? I am going to say “no”. Why? Well, there is the obvious reason of looking cool while swinging. Also, just imagine Spidey running along the ground to get somewhere. People would try to stop him to say “hi” or get his autograph or something. That’s no way to travel. Also, I suspect that playing around with this Spidey-style swing, I could probably optimize it to get an even greater average speed. Maybe I will just leave that as a homework assignment for you.Go Back to Top. Skip To: Start of Article.
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Broad leaved lavender (Spica Latifolia), 1737 from A Curious Herbal, containing five hundred cuts of the most useful plants which are now used in the practice of physic, London, 1737 to 1739.
Author/Artist: Blackwell, Elizabeth (ca. 1700-1758)
Topic: Herbal Remedy
Scottish illustrator and author Elizabeth Blackwell published A Curious Herbal, noted for its beautiful illustrations, in weekly installments between 1737 and 1739. Lavender water was one of many common herbal home remedies.
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Homeland defense takes on a new meaning when you’re battling invasive species
Hawaiʻi’s lush green lands, fresh air and pristine waters attract more than six million visitors per year.
Some stay and become an integral part of the economy and society. Other visitors slip in quietly, even accidentally. Some find the environment perfectly suited for their survival and put down roots, literally and figuratively.
Far from benign, these residents cause millions of dollars in crop losses, endanger native species, destroy native forests and spread disease.
No wonder they’re called invasive species.
Miconia, coqui frogs and West Nile virus are just the beginning. They and less well-known invaders threaten Hawaiʻi’ ecosystems, economy and, ultimately, the quality of life for residents and visitors.
A united front
Government agencies and grassroots organizations have united to take the offensive in the invasive species battle, and University of Hawaiʻi scientists and students play a crucial role in the cooperative effort.
Why? Mānoa conservation biologist Kenneth Kaneshiro explains: "All alien species have potentially significant direct and indirect impacts on our watershed ecosystem, and water is a very limiting commodity in an island ecosystem. Species such as mosquitoes, ants, houseflies, etc. all have health implications. The medfly, oriental fruit fly and other pest species have an impact on the agro-industry and economy."
When watercress on Oʻahu farms began dying, College of Tropical Agriculture and Human Resources staff traced the culprit to a leafhopper and the aster yellows phytoplasma it harbored—both unwelcome newcomers to Hawaiʻi—and began working on counter measures. Another CTAHR group is part of a government and community coalition working to contain the troublesome coqui frog through public education and humane control methods.
Mānoa botanist Celia Smith and biologist Cynthia Hunter are among those working to keep alien algae from taking over Waikīkī’s reefs. "Alien species are the most imminent threat to Hawaiʻi’s coral reefs," says Hunter, who is looking at a native sea urchin as a possible biocontrol agent under a Hawaiʻi Coral Reef Initiative grant.
Hunter and Smith work with The Nature Conservancy and other agencies to coordinate nearly 100 volunteers who gather to strip seaweed from the reef. Every few months they collect bag after bag, up to six or seven tons per session.
"It is an absolute disaster underwater in Waikīkī in terms of the health of the ecosystem," says Smith. "Yet it’s remarkable how this invasion in the ocean goes unnoticed, making the knowledge the university is raising among the community about this issue so important."
Part of the challenge is that some algae grow from a piece as small as a bite taken by a fish and spit out, making cleanup a temporary measure at best. Jennifer Smith began working on the problem as a graduate student and is now a junior researcher with seven years experience in the field. She is helping evaluate an underwater suction device purchased by The Nature Conservancy to "vacuum" seaweed off of the reef.
"Initial trials have begun but research is still underway," she says. "We have made significant headway in understanding the factors that allow invasive seaweeds to be so successful on Hawaiʻi’s reefs."
Other graduate students contribute with research that identifies alien species, gauges their impact on native ecosystems and develops strategies for controlling them. Many of the 98 students in the Ecology, Evolution and Conservation Biology interdisciplinary graduate program—which draws some of the best candidates in biological sciences from across the country—focus their research on invasive issues and species, says Kaneshiro, founding chair.
Even undergraduates and non-science majors get into the act. Through a three-year-old service-learning eco-adventure program, UH Hilo students tackle land-based invaders. During the 2004 spring break, 36 students spent four days with Break Thru Adventures, clearing strawberry guava, kāhili ginger, karakanut, blackberry, Japanese honeysuckle, silk oak, eucalyptus, bushbeardgrass and other invasive species from more than 10 acres of land across the state.
"We hope to have 72 students in 2005 and to have students from other campuses involved," says program advisor Timothy Kane. An EECB student even involved K-12 students in setting and monitoring stations at homes and schoolyards that detected an invasive ant species in Hilo, allowing the Department of Agriculture to eradicate it before it could spread.
Committees that work
One of the major UH players is the Pacific Cooperative Studies Unit. The name is the key, says David Duffy, PCSU unit leader and Mānoa botany professor. "Everything is cooperative with what we do." Involved in more than 100 projects across the state, the unit provides administrative structure and personnel management so grassroots organizations and partnerships can work together to combat invasive species.
One PCSU-supported venture is the Coordinating Group on Alien Pest Species, formed in 1995 to bring agencies and organizations together to work on prevention and early detection/rapid response as well as a third, less preferred, approach—ongoing control of existing pests. If CGAPS represents the generals, immersed in policy and strategy, its platoons are grassroots partnerships called invasive species committees.
The committees have formed on an island-by-island basis, bringing government agencies, non-profit organizations, private landholders and concerned individuals together as early detection and rapid response teams. Committees on the Big Island, Maui, Molokaʻi, Oʻahu and Kauaʻi identify particular threats to their island and prioritize efforts to minimize or eliminate negative impacts.
On Kauaʻi, for example, the invasive species committee prevented the establishment of wild rabbit populations by capturing 13 rabbits descended from escaped or released pets. On Molokaʻi, one paid field person backed by volunteers has prevented the slumbers of island residents from being interrupted by the infamous high-pitched shrill of the coqui frog. The committee’s work has also kept the island free from established populations of miconia and fountain grass.
Battle for Maui
Randy Bartlett (BA ’86 Mānoa) chairs the Maui Invasive Species Committee. Involved in this type of work since he was a summer volunteer at Haleakalā National Park in 1985, he is now the Puʻu Kukui Preserve supervisor for Maui Pineapple Company.
"What interests me is keeping native Hawaiian species alive and healthy in their unique, native habitats and ecosystems so that future generations of Hawaiʻi keiki and malihini can enjoy their beauty," he says.
Maui’s committee was the first to form. Since hiring it’s first staff member in late 1999, it has made progress on pampas and fountain grasses, conducting aerial and ground surveys over thousands of acres and eliminating more than 3,000 plants. It has successfully controlled all populations of Jerusalem thorn and Indian rhododendron, a plant in the same family as miconia.
"Unfortunately there’s not enough money to go after everything, so the committees target species that pose the biggest danger yet still are considered to be eradicable," says CGAPS Public Information Officer Christy Martin.
The green cancer
The exception is miconia. It was introduced to Hawaiʻi in 1961 at Wahiawā Botanical Garden and carried by plant enthusiasts to other islands. In the early 1980s, resource managers discovered that it had spread over thousands of acres on the Big Island and Maui.
No agency in the state had the funding or ability to respond, so the infestations expanded year after year. If left to spread as it did in Tahiti, it will cause the extinction of numerous native species and severely impact watersheds statewide. Millions of dollars are now spent on control efforts.
Because other plant and animal species could be just as damaging, CGAPS facilitates funding for field crews, equipment and helicopter time that invasive species committees use to survey and control species. They have covered more than 240,000 acres of land statewide over the last four years. "If we catch things early, that would be so much more beneficial," Martin says.
Identifying the enemy
Media turned out in droves to cover the dramatic 2003 assault on Salvinia molesta, the "green monster" choking Oʻahu’s Lake Wilson, but it could have been a non-story. "Records of salvinia were found in the early 1990s, but no one was doing early detection and rapid response measures then," Martin says.
A tool like the Weed Risk Assessment system could have helped. Modified from an Australian system by Mānoa Professor of Botany Curtis Daehler, it identifies potential invaders at the border. The assessment uses a series of 49 questions to screen and score prospective plant imports. Plants scoring higher than 6 are considered a risk for becoming invasive if planted in Hawaiʻi. Miconia rates a severe weed rating of 14. Salvinia scores a 26. Officials hope use of the system will help prevent another such pest from becoming established in the islands.
Zoology graduate student Eric Conklin’s work could provide the basis for a similar assessment tool for marine plants. Conklin looks at the interaction between native and introduced marine algae and herbivorous coral reef fishes.
The worst invaders aren’t the fastest growers so much as the ones the fish find least tasty, he’s found. Gauging fish reaction to new species could provide clues about which are likely to become major threats, allowing officials to target efforts where they can provide the most impact.
Prevention is the most economical and effective measure for protecting Hawaiʻi. Public education and community outreach efforts are essential because invasive species are not top-of-mind concerns of Hawaiʻi residents. According to a focus group study conducted for CGAPS, few residents know much about how invasive species affect the natural environment and the health of the human population.
"We need greater vigilance throughout the state. Just because the situation is bad doesn’t mean we can’t have an impact," says Celia Smith.
The invasion of Palmyra
Palmyra is a tiny equatorial atoll about 960 miles south of Honolulu owned by The Nature Conservancy, which is working with the U.S. Fish and Wildlife Service and Gordon and Betty Moore Foundation to establish a National Wildlife Refuge and research field station there.
Hundreds of seabirds nest or roost among the atoll’s remarkable Pisonia trees, their guano washed by drenching, near-daily rains into the seawater. Alien ants were noticeable when Mānoa conservation biologist Kenneth Kaneshiro first observed the thick, lush Pisonia rainforest in May 2002 as interim director of the six-institution consortium working to create the field station. He returned 10 months later to discover the trees were heavily infested with two species of scale insects tended by the ants. By June 2003, there were large gaps in the forest where trees, defoliated by the scale, had died.
"We might lose this important component of the atoll within a couple of years if something is not done to control the ants and scale infestations," Kaneshiro says. "If the forest is lost, we will start to lose the birds that roost and nest on these trees, which will probably mean less nutrients that leach back into the coral reef ecosystem, which may in turn have an impact not only on the biological diversity but also on the sustainability of the marine ecosystem." The loss would be significant, he says. Uninhabited except by military personnel during World War II, Palmyra represents one of the most pristine marine ecosystems in the Pacific and a microcosm of Hawaiʻi’s ahupuaʻa land-sea nutrient cycle.
What you can do
The Coordinating Group on Alien Pest Species launched its second "Silent Invaders" public education campaign in 2004. In short, they urge—
- Don’t Pack a Pest: Declare or leave behind animals and uninspected produce, soil and commodities that can bring unwelcome hitchhikers.
- Don’t Plant a Pest: Ask your landscaper, nursery or garden shop for species deemed non-invasive on the Weed Risk Assessment system.
- Report a Pest: Call the Hawaiʻi Department of Agriculture pest hotline, 808 586-7378, as soon as possible after a sighting.
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Children who want to interact with their peers but find the prospect of making friends anxiety-inducing are at high risk of rejection and bullying, a new study finds.
These "anxious-solitary" children have fewer friends than other kids their age, which can leave them vulnerable to victimization by bullies, according to study researcher Gary Ladd, a professor of family and human development at Arizona State University.
"Understanding withdrawn children's friendships is important because they have fewer contacts with children their own age," Ladd said in a statement. "Because the consequences of peer isolation can be severe, it may be particularly important for withdrawn youth to develop and participate in friendships through organized sports, play dates, and other such activities."
Ladd and his colleagues asked about 2,500 fifth-graders to rate their peers' behavior, including aggression, emotional sensitivity and social behavior. The researchers collected similar reports from the students' teachers. The first round of reports was taken at the beginning of the fifth-grade year, and a second round was taken at the end of the school year.
Using these reports, the researchers classified each child as non-withdrawn (kids who are social and have numerous friends), unsociable withdrawn (kids who are not social but aren't afraid of interaction with peers) and anxious-solitary withdrawn (kids who want to interact but are too anxious to do so).
Even compared with unsociable children, the researchers found, anxious-solitary withdrawn kids have fewer friends and are more likely to lose their friends over time. Anxious-solitary kids were also more emotionally sensitive than their peers and were more likely to be excluded and bullied. Having stable friendships protects children from victimization, the study found.
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History of Medicine
English Lesson Plan
The Rest Cure: Gender in Medicine and Literature
Grade Level: 11-12th grade
Time Needed: Three 40-minute class periods
Description: Students will examine both primary and secondary sources, fiction and non-fiction, in order to understand how a writer can use literature as social criticism. In Class 1, students examine a letter protesting the publication of “The Yellow Wall-Paper” as “Perilous Stuff.” They scan in class and reread closely “The Yellow Wall-Paper” to complete reading guide homework. In Class 2, students build on their comprehension of “The Yellow Wall-Paper” with further readings of the online materials, The Literature of Prescription exhibition and four digitized primary source readings. Students are assigned as homework to draft a short essay on a topic they have selected. In Class 3, students engage in a writing workshop where they provide and receive feedback and revise draft essays.
- understand how authors may use their literary works for social criticism.
- read and comprehend the main ideas in the primary-source writings from the
late nineteenth century.
- synthesize their reading and discussion into a coherent, well-constructed
response to a given writing prompt.
- compose a written essay that demonstrates logical thinking and the
development of ideas for academic, creative, and personal purposes, and that
conveys the author's message using an engaging introduction (with a clear thesis
as appropriate), well-constructed paragraphs, transition sentences, and
- edit for style, tone, word choice, and sentence variety; then proofread to check
sentence structure, mechanics (spelling, punctuation, capitalization), layout, and
font; and prepare selected pieces for publication.
- identify and evaluate the primary focus, logic, style, and structure of a text or
speech and the ways in which these elements support or confound meaning or purpose.
- recognize literary and persuasive strategies as ways in which communication can
be influenced through imagery, irony, satire, parody, propaganda,
overstatement/understatement, omission, and multiple points of view.
Charlotte Perkins Gilman's “The Yellow Wall-Paper,” a short story set in the late nineteenth century, fictionalizes the struggles of a young married woman enduring Dr. Silas Weir Mitchell's “rest cure.” In the late 1880s before writing the short story, the author contacted Dr. Mitchell and he treated her 'nervous disease' with a rest cure. The Literature of Prescription exhibition features Charlotte Perkins Gilman and her short story, offering historical background and primary-source documents that provide social and medical context of Gilman's time and her fictional work. The exhibition sections, Introduction, The Woman Question and Reading the Yellow Wall-Paper, are directly related to this lesson plan. Teachers are encouraged to read these sections before implementing the lesson plan.
Vocabulary: The following words may be introduced/incorporated into the lessons.
ataxia, chintz, convolution, costive, despondent, declension, discursive, elucidation, eminent, enthrall, fatuity, impertinence, indictment, indolence, infirmary, maniacally, myelitis, neuralgia, neurasthenia (nervous exhaustion), phosphites, phosphates, prolific, querulous, reversion, sticketh, treatises, untenanted
- Discussion Rubric Word File PDF File
- “Perilous Stuff” transparency PDF File
- “The Yellow Wall-Paper” PDF File
- Reading Questions for “The Yellow Wall-Paper” Word File PDF File
- Critical Reading Notes Word File PDF File
- Primary Source Reading Questions Word File PDF File
- Essay Rubric Word File PDF File
Other materials and setups:
- Overhead projectors, flip charts with markers, or smart board
- Copies of dictionary
- Print-outs of the following online primary source documents (optionally, have computers with the
Internet connection with links The Literature of Prescription online exhibition and the four
- “Why I Wrote ‘The Yellow Wall-Paper’”
- American Nervousness: page 334 – first paragraph on page 338
- Wear and Tear, or Hints for Overworked: second paragraph on page 33, and
second paragraph on page 37 – page 40
- Fat and Blood: And How to Make Them, IV Rest: third paragraph on page 37 –
first paragraph on page 41
(Preparation: If appropriate, distribute copies of Class Discussion Rubric to students and review it so that students have clear understanding of how their discussion participation may be graded.)
- Have students define the phrase, ‘perilous stuff,’ and provide examples of what
they or others may consider ‘perilous.’
- Tell students that the same phrase was a title of a letter that was sent to and
published in Boston Evening Transcript in 1892.
- Display the “Perilous Stuff” transparency for all students to view and read it aloud.
- Follow the read aloud with a brief class discussion using the following questions:
- What is the main idea presented in the letter?
- Who wrote the letter, and what possible motives might you infer from how the letter writer signed at the end?
- Whose perspective would you guess that the story, “The Yellow Wall-Paper,” is written from?
- How can the two perspectives, one from the letter and the other from the story, be generalized?
- Introduce to students that the object of the letter's protest, “The Yellow Wall-Paper,”
was written by Charlotte Perkins Gillman and was first published in January 1892 issue of
The New England Magazine.
- Distribute copies of “The Yellow Wall-Paper” and assign students to scan the
short story briefly to determine whether they agree or disagree with the “M. D.” who claims that
“such literature contains deadly peril.”
- Have a couple of students share whether and why they consider “The Yellow Wall-Paper”
dangerous or not.
- Handout copies of the Reading Questions for “The Yellow Wall-Paper” to students whose homework
for the next class is to reread the story more closely and complete the handout.
- Class 1 Evaluation: The class discussions in steps 1, 4, and 7 allow for assessment of students'
preliminary comprehension and perspectives on “The Yellow Wall-Paper,” which can be used to tailor
instructions during Classes 2 and 3 more specifically in order to support the desired learning outcomes.
- Group students into teams of four to conduct a brief, small-group discussion
using their completed Reading Questions for “The Yellow Wall-Paper” handout.
- Debrief as a whole class by having teams take turns to share their responses to
one of the questions. Afterwards, collect the completed handouts for evaluation.
- Tell students that they will work in teams to learn more about the medical
experts’ perspectives on mental illness and gender in the late nineteenth century.
- Distribute a copy of the Critical Reading Notes sheet and one of the following
digitized primary-source documents to each team to read and summarize
(if appropriate, model how to use Critical Reading Notes):
- “Why I Wrote ‘The Yellow Wallpaper’” by Charlotte Perkins Gilman, 1913.
- American Nervousness by George M. Beard, 1881: pages 334 – 338 (end of first paragraph)
- Wear and Tear, or Hints for Overworked by S. Weir Mitchell, 1871: page 33
(second paragraph), and pages 37 (second paragraph) – 40
- Fat and Blood: And How to Make Them, IV Rest by S. Weir Mitchell, 1877:
pages 37 (third paragraph) – 41 (first paragraph)
assign all teams to view The Literature of Prescription: Charlotte Perkins Gilman and “The Yellow Wall-Paper” exhibition, as well as to read and summarize the
main ideas in one of the above digitized primary-source documents.)
- Have teams summarize their reading notes and record on transparency.
- Review the main ideas and engage students in discussion of how Gilman
depicted some of the ideas of her time in “The Yellow Wall-Paper.”
(See examples of discussion question in Primary Source Reading Questions.)
- List and review the following possible essay topics with students:
- Literary imagery in “The Yellow Wall-Paper”
- Mental Illness in fiction and in medicine
- Social criticism in “The Yellow Wall-Paper”
- Distribute the Writing Project handout to students and assign them to choose a
topic and draft an essay as homework for next class.
- Class 2 Evaluation: The completed handouts of Reading Questions for
“The Yellow Wall-Paper” and Critical Reading Notes and discussions in steps 5 and 6 provide opportunities
to evaluate how students are deepening their understanding of the literary work and how it reflects the contemporary society of the author’s time.
- Volunteer students to share the working title and thesis of their essays.
Highlight and explain the differences between strong and weak examples.
- If possible, arrange students in groups of four with at least one strong writer in
each group. Once students are in the group, have them exchange papers. This
exchange will happen several times; the goal is for the strong writer to give
feedback to each person in the group.
- Provide a few examples of constructive feedback and model how to provide
feedback on the draft essay of another student.
- For the first round, walk students through the basic structure of the paper with the following suggestions:
- Read the introduction and check for background and history of topic, TAGS—i.e.,
title(s), author(s), genre(s), summary—where applicable, and a strong thesis statement.
- Read each topic sentence/statement in the body paragraphs.
- Read the thesis statement. Are the ideas of the body present within?
- Read and assess the efficacy of the transition sentences between paragraphs.
- Read the supporting evidence of each body paragraph and assess format.
- Does the writer use the evidence (quotes) to reinforce the topic statement?
- Does the writer provide a strong conclusion with a general summary of the
paper, as well as a summary of the conclusions reached in each body
paragraph? Is there a strong clincher?
- Read the introduction and check for background and history of topic, TAGS—i.e.,
- Have students work in groups to read each other’s drafts and provide
constructive feedback for finalizing the essay.
- Allow student to consider the feedback and work on their own draft using: STAR
(Substitute, Take Out, Add, Rearrange).
- Handout copies of the Essay Rubric document and ask students to review the
rubric and peer feedback in order to complete the homework of revising and
finalizing their drafts into 4-5 page essays that should be turned in at the
beginning of the next class.
- Class 3 Evaluation: Observations of the peer review of the draft essays serve as
assessment opportunities as well as the finished student essays to be collected
at the next class.
- Read Gilman's diary pages and her two poems, “To the Young Wife” and “The Mother’s Charge.”
Compare/contrast the social criticism in her three literary works.
- Compare/contrast the portrayal of women in “The Yellow Wall-Paper” and Kate Chopin’s “The Story of an Hour.” How does each writer show one of the elements of the Modern period in the female character(s) in each?
- Compare/contrast the use of setting or imagery in “The Yellow Wall-Paper” and Willa Cather’s “A Wagner Matinee” as a means for social criticism.
Language Arts (NCTE / IRA Standards for the English Language Arts):
- Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and non-fiction, classic and contemporary works.
- Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
- Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
- Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
- Students participate as knowledgeable, reflective, creative, and critical members & of a variety of literacy communities.
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When it comes to camouflage, ground-nesting Japanese quail are experts. That's based on new evidence published online on January 17 in Current Biology that mother quail "know" the patterning of their own eggs and choose laying spots to hide them best.
"Not only are the eggs camouflaged, but the birds choose to lay their eggs on a substrate that maximizes camouflage," said P. George Lovell of Abertay University and the University of St Andrews. "Furthermore, the maximization seems specific to individual birds."
Karen Spencer, also of University of St Andrews and a co-author, had earlier noticed that female quail lay eggs that vary a lot in appearance, and that those differences are repeatable. Some birds consistently lay eggs covered in dark spots; others have many fewer spots or, in some cases, almost none at all.
That pattern led the researchers to an intriguing idea: that birds might make optimal egg-laying choices based on the special characteristics of their own eggs. To find out, they gave female quail in the lab a choice between four different backgrounds on which to lay their eggs.
Those choice experiments revealed that most quail mothers lay their eggs on background colors to match the spots on their eggs. That's an effective strategy known as disruptive coloration, in which contrasting patterns on surfaces make the outline of an object harder to detect. Birds laying eggs with little patterning instead choose lighter surfaces to match the predominant background color of their eggs.
The findings suggest that quail in the wild lower the chance that their eggs will be found and eaten by predators through careful decision-making, the researchers say.
"Animals make choices based upon their knowledge of the environment and their own phenotype to maximize their ability to reproduce and survive," Lovell said. "In this specific case, birds know what their eggs look like and can make laying choices that will minimize predation."
Current Biology, Lovell et al.: "Individual quail select egg-laying substrate providing optimal camouflage for their egg phenotype."
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Dogs and cats are normally born with some worms in their bodies passed on from their mommies. They either live showing no symptoms of it or suffer a lot and even die from the worms. Worms take away nutrients from your pet’s blood; if there is no longer enough left for your dog he will get weak or even die. Your beloved dog should never suffer the difficult times living with worms. Eradicating worms as soon as possible is a great way to ensure that they live long and healthy lives.
Deworming must be done carefully and not given too much to your pet since this is a chemical agent that can cause serious complications even not administered properly. Once the puppy is born he normally do not show symptoms of worms right away. The worms are normally very small at this point and they grow as the dog grows. A new born dog cannot however take worming yet since he is still very weak and does not defecate yet to release the dead worms. An approximate time of two weeks should be given to the dog in order for him to be able to withstand the process of worming. At this age they are normally susceptible because they like to lick things around them. Worming should be done every two weeks from the first worming until they reach eight to twelve weeks. So the intervals should be 2, 4, 6, 8 10 and 12 weeks old. After this you may opt to worm them every six months or as needed.
What Are The Symptoms of Worms?
Dogs who suffer have worms are normally lethargic or lacks energy. They tend to have rough coats and tend to bites their paws and try to claw or bite their butts. These dogs may have diarrhea or even bloody stools. Dogs and puppies who have worms also have the tendency to be flatulent and may have tender stomachs. They may vomit and be anemic too. Sometimes these dogs may also suffer from whizzing and coughing since they have difficulties breathing due the worms eating into their intestinal tracts. An obvious sign is a worm in the feces but normally these pests can be microscopically small that you can’t see them. You need to worm the dog even if he does not show the signs because once he shows the signs specially the weakness and the bloody stools then it might be too late for him and he may need to be confined and be give dextrose and fluids to recover or worse is he can die.
Most dogs can get these worms from so many sources that it is hard to prevent them unless proper worming is done. Preventive measures is very important so that even if the worms have just entered the body of the dog and are just larvae, they can be expelled right away.
What Are The Kinds of Worms?
Generally there are two types of worms, intestinal worms and heartworms. They are classified as such because of the place they inhabit in the pet’s body. Intestinal worms normally harrow in the intestinal tract of the pet. They cause your pet’s bottom to itch a lot. They take away nutrients directly from the intestines so instead of going to the body of the dog, they are taken in by the pests
Here are the common intestinal worms:
- Whipworms – Whipworms are worms that look like long thread-like whips. They may induce vomiting, diarrhea which may sometimes have blood in it, loss of fluids that lead to dehydration. The whipworm drinks in the blood of the pet which may lead to death and organ failure. Dogs can ingest this kind of worm from licking and stepping on soil that is contaminated with the whipworm.
- Tapeworms – These worms are normally larger and can be seen by the naked eye. They normally come along with fleas. If your pet gets any fleas, you must both get rid of the fleas and ticks and also deworm him. Making sure he is strong and healthy can help him survive this hideous pest. The tape worm drinks lots of blood and can cause severe anemia. They do not really cause internal wounds but they do take in so much nutrients away from your pet.
- Roundworms – These parasites are normally inside the puppy once they are born. They are normally passed on from the mommy dog to the pup. He may get this from drinking her milk, playing in soil with this pest and also it can go in into his nose, mouth and skin. These pests are very agile; they normally go through the vital organs and take in blood. They may cause scarring in the heart, stomach, kidneys and liver. The effect of these small worms are very devastating. The dog can get very ill and may vomit, may have terrible headaches, heart and lung diseases as well as gastro-intestinal ailments.
On the other hand we also have the heartworms. They are very deadly and painful for your dog. They normally cause coughing and whizzing. They can get transmitted from mosquito bites, fleas and ticks. Your dog will become weak and over fatigued when he gets this worm. It normally causes death if untreated.
Getting Rid of Worms
I am a firm believer of natural methods and organic ways, however sometimes worms are so microscopic that it would really be good to visit the vet to ensure that your beloved dog is worm free. A microscopic test to check the stool is important to make sure that he is clear from any worms. Dewormers are normally deadly for the worms but are safe for the pets. Humans should also go through deworming since they may pick up worms too. Keeping your house clean is one of the best ways to get rid of worms. Using safe disinfectants like baking soda and vinegar can be used to get rid of worms.
In deworming, the weight of your pet is measured to make sure of the dosage. There are liquid and tablet forms of dewormers. I personally use Nematocide, which is normally about 1ml for every kilo of weight.
I hope that you take care of your dog and that he never suffers from worms or if he ever does is cured right away.
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In the summer of 1862, Abraham Lincoln often occupied an open desk in the War Department Telegraph Office, quietly drafting a secret document. At moments of peace during the day, Lincoln would slip away to his desk to write a few words or sentences. The draft would later be revealed to be the Emancipation Proclamation—an executive order that proclaimed the freedom of slaves in rebellious states. Lincoln revealed his plans to only a few, but rumors spread for months that his policy on slavery was wavering. Indeed, Lincoln publicly announced his policy change on September 22, 1862, and with that announcement took the first step toward the abolition of slavery in the United States.
Last week, the National Endowment of the Humanities organized a panel of five leading Civil War scholars to discuss the unfolding drama that accompanied the preliminary proclamation. Historians Ed Ayers, Thavolia Glymph, Gary Gallagher, Eric Foner, and Christy Coleman entertained an audience of 250 undergraduates, and offered knowledgeable insight into the pressures coming to bear in the months before the proclamation was announced.
Panel moderator Ed Ayers adeptly organized the speaker’s comments to unfold as a narrative, allowing each scholar to provide the audience with a glimpse at the national atmosphere just short of the emancipation announcement. Gary Gallagher began by pointing out that in the summer months of 1862, military momentum swung dramatically between the North and South and the nation was consumed with uncertainty. In effect, no one knew how the war would turn out, and if the future of the Union would remain. In response to this uncertainty, Lincoln and his Union generals focused on ending the war quickly by crippling the South’s slave labor. Thus, Gallagher perceptively noted that military strategy is interconnected with the story of the proclamation, and one cannot be understood without the other.
Ayers then prompted Foner to offer insight into Lincoln’s motivations for writing the proclamation. Foner briefly summarized Lincoln’s metamorphosis as he moved away from a belief in gradual emancipation to a much more drastic approach to abolition. Coleman pointed out that for many slaves freed under the preliminary proclamation, it was a confusing period in the war where many simply adopted the mantra “wait and see” because they did not know how the war would end.
But for the thousands of slaves who were granted freedom under the proclamation, waiting out the war was simply not an option. As Glymph noted, freed slaves faced an enormous challenge of “actualizing” their freedom—the act of becoming a free citizen. Lincoln purposefully did not offer details about how freed slaves would hold citizenship, and many whites both in the North and South feared the transformative power the pronouncement would have.
Arguably the best panelist contributions came in response to questions by the audience. Student Lee Showden asked, “Should a person of color still associate prejudice with a celebration of Confederate culture?” Showden’s question is a key question many scholars face. Coleman jumped on the opportunity to answer the question and pointed out her own experience as a female African American leading the American Civil War Center—a center that was the first organization that explored the Civil War from the Union, Confederate, and African American perspective. She stressed that her job has allowed her to recognize the position many Confederate soldiers were in, and that the motivations for southern civilians to join the cause were often distinct from politicians who advocated secession.
Another question from the audience was more provocative. Undergraduate student Sean Smith meaningfully asked the panel how we can truly understand the document when the existing historiography has been proven to be distorted at various points in history. This question elicited a discussion amongst the panelists about how historians have struggled over the years to grapple with the existing historiography, including the infamous “Dunning School.” Ayers interjected by simply remarking that “the only way to have command over it [history] is to understand it.”
Ayers was certainly correct in his point, and Smith’s question demonstrates the delicate position teachers face when educating students. Historians often complain that history textbooks rarely interact with historiography and remain static vestals of information. Perhaps teachers can note this particular interaction as an example of why it is important to introduce students to historiography early so that they can approach it with the same critical eye that historians are also trained. In this particular instance, the panelists acknowledged the past misuses of history but also showed that it is a valuable tool for understanding our own pasts.
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Tech Toys for Teaching
Classroom technology that won't cost you a dime!
By Cindy Long
There’s a whole wide world of Web tools for teaching. Here are a few of our picks.
Once upon a time, the verb “google” meant to bowl a googly in the game of cricket. (It’s true—Google it!) Today, it’s hard to recall how we found anything on the Web before we started Googling. Does anyone remember AltaVista? Well, neither do your students. Even if Google seems to be taking over the world (have you seen Google Earth?), at least the forward-thinking company offers free tools for educators and their tech-savvy students in its “Google Apps Education Edition.” You’re already familiar with some, but others are less-known, and together they make a very useful package.
Gmail — Yes, it’s email, but the cool factor here is that you can search your folders the same way you’d use Google Search, by entering a word (or multiple words) that appears anywhere within the message you want to locate.
Google Talk — Teachers and students can call or send instant messages to their contacts for free —anytime, anywhere in the world.
Google Calendar — Organize schedules, assignment deadlines, events, and test dates.
Google Docs — Students and teachers can create documents, spreadsheets, and presentations, and then collaborate with each other in real time, right inside a Web browser window.
Google Sites — Create a class Web site and edit it the same way you’d edit a document— no alphabet soup of HTML, CSS, or any other programming language necessary!
Have you heard of Doodle for Google, where K–12 students are invited to reinvent the Google homepage logo? How about Google News Timeline, where users can view recent and historical news in a browsable, graphical timeline? Here's a list of more cool Google tools.
Part of the Google empire is the video sharing site YouTube, but many educators have been leery of using it in the classroom because of its Wild West, anything-goes nature. Some districts block it altogether to prevent students from accessing inappropriate content.
Enter SchoolTube, the only educator-moderated video sharing site where every video is screened by a classroom teacher before it goes live.
Created by father-and-son team Carl and Andrew Arizpe, SchoolTube launched in 2007 after the duo conducted hundreds of educator interviews. They discovered that safe content was the first priority, with free access following as a close second.
The site hosts about 35,000 videos on just about any topic you can imagine—from arts to weather and everything in between—organized into more than 100 categories.
It’s easy to get started, says Carl Arizpe. “All you need to do is register with an email address, then let your students do the rest,” he says. “Once they create and upload their videos, you’ll receive an email notice. After logging in to review it, you can approve a video with the click of a button.”
Educators have long questioned the reliability of Wikipedia, the online encyclopedia that anyone can edit. The breadth of content can’t be beat, but the problem is determining how much of it is reliable. Now there’s a solution: Wikipedia for Schools, a site offering thousands of articles that have been individually checked for accuracy and appropriateness.
The site is updated each academic year by volunteers from the English Wikipedia and SOS Children, a British children’s charity. Topics are selected from an array of academic categories and then “tidied up” for use by students.
It offers the equivalent of a 20-volume printed encyclopedia, and can be downloaded for free onto a DVD or browsed online at http://schools-wikipedia.org. The idea for a downloadable version (which is about 3 GB) was to make it available for children in rural, remote areas of countries like India and Africa, where there’s little or no Internet access. A bonus for teachers in the U.S. is that students can’t click off to other sites that may not be safe or appropriate for school.
The rockin’ robin isn’t the only one going, “tweet, tweet, tweet.” Millions are flocking to the micro-blogging site Twitter, where they send or receive short messages called “tweets.” Some call it a frivolous waste of time, especially for those following the every move of celebrities like Ashton Kutcher. But Twitter can be a powerful communications tool, as we saw this past June in Iran, when thousands of election protestors turned to Twitter to distribute news after the government shut down traditional media.
A bit less revolutionary, Twitter is also helpful in the classroom. Some teachers have discovered that by following the tweets of colleagues, they receive lesson plans, classroom management strategies, and other teaching tips. To find twittering teachers, visit Twitter for Teachers at http://twitterforteachers.wetpaint.com, or Twitter 4 Teachers, at http://twitter4teachers.pbworks.com.
As with any new technology, especially social networks, educators should first find out if their school or district has a policy on Twitter before proceeding.
Keep up with your Association news. Follow us at www.Twitter.com/NEAToday to get news stories and updates to help you plan for your school year.
We’ve created an online meeting space where NEA members and other educators can share ideas and opinions and create professional profiles. There’s a shared calendar, discussion forums, member profiles, a photo gallery, blogging tools, and file storage.
NEA Members also have access to a password-protected members-only area, reserved for our members to discuss NEA issues and business.
Upload a photo, complete a profile, and start participating!
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In 2008, federal managers and scientists in the Southern Sierra Nevada Ecoregion (fig. 1) challenged themselves to develop and carry out a strategic science framework to help mitigate impacts from, and adapt to, climate change. The group took a landscape approach, which transcends jurisdictional boundaries and is reflected in the Department of the Interior Landscape Conservation Cooperatives and the U.S. Forest Service (USFS) All Lands Approach. Initial collaborators were Sequoia and Kings Canyon National Parks, the U.S. Geological Survey Western Ecological Research Center, the USFS Pacific Southwest Research Station, Sequoia National Forest, and Giant Sequoia National Monument. The agencies held a science symposium to review the current state of scientific research. Then, an interagency team of managers and scientists crafted the framework. This document (NPS et al. 2009), released in June 2009, centers on four overarching questions: (1) What ecosystem changes are happening, why are they happening, and what does it mean? (2) What is a range of plausible futures we could face? (3) What can we do about it? (4) How can relevant information be made available to all who need or desire it? Under these four questions, broad goal statements express the desired results. Each goal is subdivided into objectives and tasks, which are expanded upon by focused questions (table 1).
To apply the framework, federal and state agency representatives met several times in 2010. They were joined by nonprofit organizations engaged in climate change adaptation planning and formed a public-private science conservation partnership. The National Park Service and the U.S. Forest Service crafted an interagency agreement to fund a science coordinator to lead the effort. The collaborative group became the Southern Sierra Conservation Cooperative (“the cooperative,” see table 2). The mission of this cooperative is to leverage partners’ resources and efforts to conserve the regional native biodiversity and other key ecosystem functions in the Southern Sierra Nevada Ecoregion in the face of accelerated agents of change. These agents of change include climate change, habitat fragmentation, encroaching urbanization, shifting fire regimes, invasive species, and increasing air pollution. Managers, scientists, and stakeholders in the cooperative have complementary expertise, capabilities, land bases, fund sources, and more, which when added together have great synergistic power. The cooperative’s geographic scope is loosely defined by the boundaries of the Southern Sierra Nevada Ecoregion as defined in the Strategic Framework for Science in Support of Management, but may shift depending upon the scope of initiatives and membership. To avoid jurisdictional conflicts, the cooperative will not make resource management decisions or forward an agenda of any particular management action. Rather the cooperative will provide and exchange information to better inform decision makers. It will assess ecological and societal vulnerabilities due to agents of change and the associated costs and benefits of potential management actions, but will not make a recommendation to select a preferred alternative.
The cooperative will not make resource management decisions or forward an agenda of any particular management action. Rather the cooperative will provide and exchange information to better inform decision makers.
The cooperative meets twice annually for two-day workshops and holds conference calls every two months between workshops. Many of the founding members have signed the initial memorandum of understanding (others are pending as this article goes to press) and an administrative framework has been developed. Importantly, members and observers have generated a list of initiative ideas to provide critical knowledge, understanding, and tools regarding agents of change and potential response actions (table 3). Several of these ideas have been crafted into formal funding proposals. The “alternative fire management futures” initiative described in the following article is in progress.
Of particular priority is the establishment of an information clearinghouse for shared learning. Scientists, resource managers, decision makers, and members of the public involved in landscape-scale conservation and climate change adaptation planning and implementation need to access, translate, evaluate, and share information ranging from raw data to vulnerability assessments, decision-support tools, reports, technical syntheses, and nontechnical summaries. Existing online clearinghouses offer data specific to agencies, states, and research programs, and can include file sharing and spatial information capabilities. Despite these resources, no effective means yet exists to collectively serve this range of information on the geographic scale most needed for on-the-ground conservation. Our goal is to determine the most efficient and effective way to design an information resource for landscape-scale conservation that provides multiple levels of accessible, high-quality information appropriate to different audiences while also facilitating collaboration among users. We will not reinvent services already provided by other clearinghouses, but will utilize and connect existing resources into a shared “one stop” landscape-scale portal. A working group was formed, composed of several cooperative member representatives and additional collaborators and in-kind supporters, such as the University of California–Merced’s Sierra Nevada Research Institute, U.S. Fish and Wildlife Service, California Department of Fish and Game, and Environmental Systems Research Institute (ESRI) Conservation Program. The group crafted a proposal to conduct a formal needs assessment and feasibility study, develop an implementation plan, and produce a Web-based prototype that could easily be shared with other landscape conservation partnerships.
The cooperative faces many challenges and already has learned important lessons. First, we have seen that it is critical to quickly move past start-up administrative tasks to keep interest among members and momentum focused on implementing the Strategic Framework for Science. Second, in order to do so we have learned that membership should grow slowly, as educating new members takes time. Third, progress can be significantly slowed by something as simple as turnover in staff, especially in leadership positions. Fourth, the cooperative must be explicit in stating that its focus is on generating information, tools, and management options, and that it does not make policy decisions or forward an agenda of any particular management recommendation. Last, education and outreach are critical components of any climate change adaptation project and are especially necessary to enable the individual members to engage in efficient management decision-making and implementation efforts.
See the following links:
• www.nps.gov/seki/naturescience/sscc.htm (general information on the cooperative and download of documents)
• www.fs.fed.us/r5/spotlight/2009/snfframework.php (USFS’s overview of the Strategic Framework for Science in Support of Management)
• www.fs.fed.us/psw/southernsierrascience (proceedings of the 2008 Southern Sierra Science Symposium)
• A virtual science learning center Web site, including cooperative information, in development now
Nydick, K., and C. Sydoriak. 2011. The Strategic Framework for Science in Support of Management in the Southern Sierra Nevada, California. Park Science 28(1):41–43.
Available at http://www.nature.nps.gov/ParkScience/archive/PDF/Article_PDFs/ParkScience28(1)Spring2011_41-43_NydickSydoriak_2789.pdf.
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A golden alga Prymnesium parvum) is a planktonic or microscopic floating plant. Prymnesium parvum often exist as one specie in a mix of many species inhabiting a water body and cause no obvious problem. However, at times this golden algae P. parvum) blooms in large numbers and release toxins that cause fish kills. Dying fish typically show bleeding of the gills, fins, and scales and behave as if there is an oxygen deletion. Golden alga blooms, however, seldom cause dissolved oxygen depletions. Sometimes but not always, the water has a “golden” color when this happens and thus the common name. P. parvum is a very tiny (8 – 11 ｵm or about the size of a human red blood cell) oval or elliptical shaped, single cell alga that has two hair-like flagella for swimming, a short tail or haptonema which it uses for attachment, and two saddle-shaped chloroplasts. P. parvum has not been shown to be toxic to other animals (wildlife, livestock, or humans).
For more information about this golden alga, its distribution in Texas and its impacts see the Texas Parks and Wildlife web site at: http://tpwd.texas.gov
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Row, Row, Row Your Boat
(But don't pollute the water!)
One of the most serious hazards that pollutes lakes, rivers and oceans is the careless disposal of plastic debris: plastic bags, six-pack rings, fishing line and food wrappings. Many people don't realize how hazardous this trash can be. Here are five steps that you can take to keep plastics out of the water:
- On your boat, stow plastic trash and old fishing gear for proper disposal on land. Secure trash bags to a fixture on the boat (so that they are not accidentally washed overboard), and make sure all trash finds its way there. Dispose of trash at the dock.
- Use reusable items such as washable dinnerware to minimize the amount of plastic waste that you generate.
- Dispose of old fishing line properly. Lost line can be lethal to fish, sea turtles, birds and other marine animals.
- Clean up after picnics and beach outings. Dispose of all waste in trash recepticles to prevent debris, especially plastics, from blowing into the water from the beach.
- Break or cut the loops of plastic six-pack rings before disposing of them to ensure that if the rings blow into the water, it will not entangle an animal.
TrackBack URL for this entry:
Listed below are links to weblogs that reference Row, Row, Row Your Boat:
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| 0.899997
| 290
| 2.890625
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Give Me a Big Smile
Dental health is an important part of our lives. Problems with our teeth can leave us uncomfortable, embarrassed, and can often lead to other health issues. Proper tooth care includes regular brushing and avoiding large amounts of sugar in the diet. Regular dental check-ups are also important.
Why It Matters
- A significant number of adults in the U.S. have or have had issues with tooth decay. Over 20% currently have untreated decay issues while 92% have had decay problems at some point in the past. While higher education and income correlate somewhat with a lower incidence of tooth decay, other factors (such as smoking) do not appear to be major issues. It should be noted that smokers are twice as likely as non-smokers to have untreated tooth decay.
- The basic approaches to reducing tooth decay use common sense. Brush at least twice a day, floss, cut down on sugary foods, visit your dentist regularly – all these steps will reduce the amount of decay-producing materials in contact with the teeth or will provide monitoring by a professional to catch decay early.
- Direct fluoride application to teeth seems to be of help in reducing tooth decay. Although the data are mixed with regard to fluoridated water (a topic of great controversy in many parts of the country), coating of the teeth with fluoride allows formation of a calcium phosphate-fluoride ternary complex that forms a stronger compound which is more acid resistant. There is also some data to suggest that fluoride can retard bacterial growth.
- Watch the video at the link below to learn more about tooth decay: https://www.youtube.com/watch?v=qlAYpCedqec
Can You Apply It?
Use the links below to learn more about tooth decay and fluoride treatments. Then answer the following questions.
- How many adults have untreated tooth decay?
- How many school hours are lost every year because of health issues related to dental problems?
- What is the chemical composition of tooth enamel?
- How was the interaction of fluoride and tooth enamel studied?
- What are some approaches being studied to reduce tooth decay?
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http://www.ck12.org/chemistry/Names-and-Formulas-of-Ternary-Ionic-Compounds/rwa/Give-Me-a-Big-Smile/r2/
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| 0.945829
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Measuring the Tax Burden on Capital and Labor
Today's highly complicated tax codes have led economists and policy makers depend on simplified summary measures in order to understand how taxes affect the economy. Studies of the effective tax rate--that is, a measurement of the net amount of tax levied on certain economic activities--provide this sort of descriptive summary. Using estimates of effective tax rates, economists can look for evidence of economic behavior under different tax laws and policy makers can evaluate whether the net outcome is in accord with their intentions. Globalization, with its accompanying international mobility of capital and labor, has created a new use for estimates of the effective tax rate as policy makers seek to compare tax burdens in one country with those in another.This book provides an overview of the most important methods currently used to measure effective tax rates, highlighting the advantages and disadvantages of the different approaches and illustrating their use with specific case studies. The contributors, all noted international economists and seasoned policy makers, consider such topics as a new method to measure the effective tax rate on investment, the tax burden on cross-border investment, effective tax rates on human capital, the "Taxing Wages" approach, and measurement at the macro and micro levels.
—Willi Leibfritz, Economics Department, Organisation for Economic Cooperation and Development, Paris
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https://mitpress.mit.edu/books/measuring-tax-burden-capital-and-labor
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Published: Jan 1965
| ||Format||Pages||Price|| |
|PDF (376K)||13||$25|| ADD TO CART|
|Complete Source PDF (3.6M)||142||$55|| ADD TO CART|
The physical properties of rocks may be used for three purposes. First and most valid, they may be used for comparisons and classifications based on their behavior under various types of loads. Secondly, an effort may be made to correlate the elastic properties for engineering and geophysical purposes. Finally, a knowledge of these properties is essential in connection with the design of rock structures. This paper summarizes the results of several years' work at McGill University and describe the testing procedures that are used. A summary table of the physical properties of several rocks from various Canadian mines is included, and our plans for future additions to the table are discussed. A few examples have been chosen to demonstrate their use when applied to actual problems.
Udd, J. E.
Lecturer, McGill University, Montreal, P. Q.
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http://www.astm.org/DIGITAL_LIBRARY/STP/PAGES/STP47134S.htm
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ALEXANDER THE GREAT: CONTRIBUTIONS TO THE ORAL TRADITION OF INTERPRETATION
This research discusses the contributions to the oral tradition of interpretation of Alexander the Great. Alexander's role in the Hellenization of peoples beyond the borders of ancient Greece is recognized. The spread of Grecian values and culture owed much to the oral tradition of interpretation. Alexander was especially effective in the promotion of Hellenization because of his abilities as a persuasive speaker. Much of Alexander's effectiveness as an orator stemmed from the teaching he received from Aristotle. These several themes are discussed in this research.
Ancient Athenian politicians used the courts of law, assemblies, and theaters in much the same way as modern politicians use radio and television to interpret values and events and to persuade people to accept those interpretations. Oratorical skills are essential in this approach to interpretation. Oral interpretation is in effect oral presentation. In this context, the effectiveness of interpretation is enhanced by the presence of the speaker and by the ability of the speaker to involve her or his body in the presentation. Whether the body responds to emotion or whether emotions respond to the body is not relevant within the context of oral interpretation because one cannot exist without the other. Alexander was a master at the use of his body in conjunction with his oratory.
The oral tradition of interpretation is an art of performance. Thus, oral interpretation requires the presence of an audience, which in its own way and in its own turn "becomes a participant in the total act of interpretation." Alexander's success in persuading people to do his bidding was largely a function of such interaction between speaker and listeners. Alexander was not a man of great stature. Alexander was, however, possessed with extraordinary physical skills, and he was, thus, able to ...
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<urn:uuid:474bf34b-c6fb-4329-a648-60927cd1b0e3>
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http://www.lotsofessays.com/viewpaper/1706489.html
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| 0.957166
| 362
| 3.734375
| 4
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