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Learning to sew on a treadle machine
If you're new to sewing on a treadle machine, especially if you're also new to machine sewing, here's a tip to help you get started.
Buy a pack of school notebook paper. "Sew" the lines on the paper. No thread in the machine. Practice following the lines until you have hand, eye, and foot coordination mastered.
Depending on how much practice you do, the needle may become dull from working on paper. Either start out with an old needle, if one came with your machine, or replace the needle with a new one before sewing on fabric.
Save the old needle, BTW. Sometimes they can be sharpened a bit by using a high grit number wet/dry sandpaper or emery cloth. Depending on the fabric involved, even a dull needle can keep you sewing if you break a needle and don't have a replacement on hand.
Once you have your paper sewing mastered, thread up the machine and practice some more with scrap material. An old bedsheet will yield plently of fabric for practice. Sew long straight seams. Sew some curves. Sew some right angles. Turn the good portions of old sheets into pot holders, even dish towels if the fabric is cotton. For pot holders, either sew multiple layers of fabric or add batting between two layers, then practice quilting.
Using more of this old sheet, try the various attachments that come with treadle machines. Make some ruffles, if you have that attachment. Hem an edge if you have that attachment. Etc & Etc until you've gone through all of them, at least one time.
This type of practice will develope the motor skills needed with a treadle without worrying about matching pattern pieces and all the "stuff" associated with turning a piece of good fabric into a well done finished project.
Finally, if you don't have a manual for your exact model and can't locate one on line, download one for a similar brand/age machine. There are free manuals available. In the days of treadle machines things were a lot more standardized than they are now. And, even with some attachments, they work the same way regardless of whether the machine was built in 1911 or 2011.
Hope this helps those just getting started with these fine old machines.
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
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Lessons from the Accident at Yanango (192Ir, 1999)
Luis Enrique Barriga MD
Director Ejecutivo, Centro de Radioterapia de Lima SA
Coordinador Emergencias Radiologicas
Mayer Zaharia MD1, Luis Pinillos MD2, Alfredo Moscol MD2, Adela Heredia MD2, Oscar Barriga MD1, & Gustavo Sarria MD2
1Centro de Radioterapia de Lima
2Instituto Nacional de Enfermedades Neoplasicas
Since discovery of ionizing radiation, radioactive sources have been used in medicine, research, agriculture and industry. Safety precautions are essential to limit the exposure of persons to harmful radiation. Radiation accidents are rare, often not immediately recognized and have a very low reproducibility rate. When they do happen, damage has particular features which may delay recognition of the accidental situation that can result in severe injuries and even deaths. A serious radiological accident occurred on February 20, 1999 at Yanango hydroelectric power plant in Peru (San Ramon district 300 km east of Lima). A welder found an 192Ir industrial source on the ground and placed it in the back pocket of his trousers where it remained for several hours thereby receiving a very high dose from the source. As patient arrived at the hospital, his dose was calculated by the Medical Physics Department of the National Cancer Institute of Peru (INEN) based on information provided regarding the time the source was in his pocket. The results were extremely high and led Peruvian doctors to raise the possibility of a hemipelvectomy as a treatment, however a decision was made to delay the procedure and to graft over the lesion in an attempt to save the irradiated limb. Some Peruvian authorities requested foreign assistance and the patient was hospitalized in France where the grafting techniques failed and the limb was amputated a few months later. It has been more than 12 years since the accident and the patient is practically abandoned to their fate and with a great psychological deficit. Common sense could have prevented many severe accidents that resulted in serious injuries or deaths. Delay in identifying the type of accidents results in severe consequences not only for the patient but also for their families. Radiography cameras need to be designed and constructed in a way that prevents unauthorized access to the radioactive source. Persons not directly working with radiation sources, but working nearby, should be given appropriate information and may require training. National authorities must stop being bureaucratic entities and engage in education and supervision.
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How Water Slides WorkWhen the met office promises a hot summer there is sure to be a rush to buy outdoor games and water activity toys. A popular choice is sure to be a garden inflatable water slide so it’s a good idea to find out how a water slide works and what you need to do to set it up.
Garden or Inflatable Water Slides
Large water slides include a heavy duty blower, electric pump or an automatic electric fan that produces a continuous airflow. The blower is specially designed to inflate the water slide in minutes and deflates it equally as fast.
You won’t be able to keep the kids waiting for too long once they’ve spotted their means of having plenty of big water fun!
Once the children’s water slide is inflated the next bit is even easier. An ordinary garden hose is attached to the water slide to generate the water. When this is completed and the water flowing freely the next step is to call the kids.
Hydo-Glide technology is used for a faster ride and some slides have added gushers for shooting out water. There are mega splash pools, suds dispensers providing fun bubbles and water slides with basketball hoops for added variety.
Amusement Park Water Slides
There are various types and shapes of water slide such as a zig-zag, curved and straight, plus extreme slides. The latter types also known as speed slides or plunge slides are straight with a near vertical drop in the middle to intensify the exhilaration. These can be quite scary rides and provide the rider with the thrill of free falling.
Family slides are designed to be ridden in a tube with up to eight or so people. Not as fearsome as the extreme slides instead these are slower but include many exciting twists and turns.
These water slides are all in a way like a wet roller coaster but with no car or track. A roller coaster car is driven by gravity and the same principle applies to the workings of a water slide. The coaster car is pulled up the hill and the higher it gets the potential energy increases so when it is released gravity pulls the car down the track.
In just the same way as a roller coaster car going to the top of the lift hill with a water slide there is a stairway to climb. Climbing the stairs builds up potential energy this in turn transforms into kinetic energy as you descend the slide. The higher the slide the more potential energy is produced.
A raft or mat is sometimes used on a water slide this reduces friction between your body and the sides of the slide. The constant flow of water around your body acts like a lubricant enabling you to go faster.
As well as the height of the water slide it is also the shape and design that contributes to how water slides work to produce the thrill and ultimate fear factor.
The different shaped slides are especially designed to make you travel faster. Certain areas of the slide are made in a way that it determines the way you zoom through into the next section of the slide and how fast you fly down it.
At www.waterslide.org.uk We search online for popular toys and games at leading high street department stores, toy shops and games suppliers. These include top names such as: Amazon, Toys R Us, Argos, Boots, Hamleys, Asda, Tesco, Mothercare, thetoyshop.com. PLAY.com, otherlandtoys, Big Red Warehouse, HMV, John Lewis, Early Learning Centre, FIREBOX.com, Mail Order Express, Littlewoods Direct.
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SPECIAL TOPIC: MYSTERY IN THE GOSPELS
A. In the Synoptic Gospels "mystery" is used of the spiritual insights gleaned from Jesus' parables.
1. Mark 4:11
2. Matthew 13:11
3. Luke 8:10
B. Paul uses it in several different ways.
1. A partial hardening of Israel to allow Gentiles to be included. This influx of Gentiles will work as a mechanism for Jews to accept Jesus as the Christ of prophecy (cf. Rom. 11:25-32).
2. The gospel made known to the nations, telling them that they are all included in Christ and through Christ (cf. Rom. 16:25-27; Col. 2:2).
3. Believers' new bodies at the Second Coming (cf. 1 Cor. 15:5-57; 1 Thess. 4:13-18).
4. The summing up of all things in Christ (cf. Eph. 1:8-11).
5. The Gentiles and Jews as fellow-heirs (cf. Eph. 2:11-3:13).
6. Intimacy of the relationship between Christ and the Church described in marriage terms (cf. Eph. 5:22-33).
7. Gentiles included in the covenant people and indwelt by the Spirit of Christ so as to produce Christlike maturity, that is, restore the marred image of God in man (cf. Gen. 1:26-27; 5:1; 6:5,11-13; 8:21; 9:6; Col. 1:26-28).
8. The end time Anti-Christ (cf. 2 Thess. 2:1-11).
9. An early church hymn about the mystery of the gospel is found in 1 Tim. 3:16.
C. In John's Revelation it is used of the meaning of John's apocalyptic symbols.
D. These are truths that men cannot discover; they must be revealed by God. These insights are crucial for a true understanding of God's eternal plan for the redemption of all people (cf. Gen. 3:15).
Copyright © 2012 Bible Lessons International
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A medical study of injured pedestrians and cyclists in New York City, conducted by a team of trauma surgeons, emergency physicians and researchers from NYU Langone Medical Center found that
- Victims with an above-normal body mass index were found to have less severe injuries than their counterparts
- Among patients 18 and older, 15 percent of pedestrians and 11 percent of cyclists were found to have consumed alcohol before the collision — a figure that stood out to transportation officials whose focus is often reckless driving. [WC: If we effectively convince people to stop driving drunk, then, of course they'll be more drunk walking and drunk biking incidents. The only way to fix that is to reduce drunkeness in general. Though, biking while drunk is both illegal and ill-advised]
- About 8 percent of both pedestrians and cyclists said they were injured while using an electronic device, including a cellphone or music player. For victims ages 7 to 17, the numbers climbed to more than 10 percent of pedestrians and nearly 30 percent of cyclists.
- Taxicabs pose a disproportionate threat to cyclists, who often compete for the same sliver of curbside roadway. In a finding unlikely to surprise the city’s cyclists, about 40 percent of injured riders were hit by taxis, compared with 25 percent of the pedestrians.
- More than 80 percent of cyclists rode with traffic flow
- less than a third wore helmets.
- But for cyclists, the study found, injuries spiked from noon to 3 p.m. and outpaced pedestrian injuries from 6 p.m. to midnight — times when food deliveries are most often made.
- One harrowing take-away from the report is that no area, it seems, can be entirely safe. Six percent of pedestrians were injured while on a sidewalk. Of those injured on the street, 44 percent used a crosswalk, with the signal, compared with 23 percent who crossed midblock and 9 percent who crossed against the signal.
pedestrians or cyclists who died at the scene of the accident and never reached the hospital are not included.
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What is Carbon Dating?
Carbon is one of the chemical elements. Along with hydrogen, nitrogen, oxygen, phosphorus, and sulfur, carbon is a building block of biochemical molecules ranging from fats, proteins, and carbohydrates to active substances such as hormones. All carbon atoms have a nucleus containing six protons. Ninety-nine percent of these also contain six neutrons. The 6 proton + 6 neutron atoms are said to have a mass of 12 and are referred to as "carbon-12." The nuclei of the remaining one percent of carbon atoms contain not six but either seven or eight neutrons in addition to the standard six protons. They have masses of 13 and 14 respectively and are referred to as "carbon-13" and "carbon-14."
If two atoms have equal numbers of protons but differing numbers of neutrons, one is said to be an "isotope" of the other. Carbon-13 and carbon-14 are thus isotopes of carbon-12. Isotopes participate in the same chemical reactions but often at differing rates. When isotopes are to be designated specifically, the chemical symbol is expanded to identify the mass (for example, 13C).
Both 13C and 14C are present in nature. The former accounts for about 1% of all carbon. The abundance of 14C varies from 0.0000000001% (one part per trillion, a small, but measurable, level) down to zero. The highest abundances of 14C are found in atmospheric carbon dioxide and in products made from atmospheric carbon dioxide (for example, plants). Unlike 12C and 13C, 14C is not stable. As a result it is always undergoing natural radioactive decay while the abundances of the other isotopes are unchanged. Carbon-14 is most abundant in atmospheric carbon dioxide because it is constantly being produced by collisions between nitrogen atoms and cosmic rays at the upper limits of the atmosphere.
The rate at which 14C decays is absolutely constant. Given any set of 14C atoms, half of them will decay in 5730 years. Since this rate is slow relative to the movement of carbon through food chains (from plants to animals to bacteria) all carbon in biomass at earth's surface contains atmospheric levels of 14C. However, as soon as any carbon drops out of the cycle of biological processes - for example, through burial in mud or soil - the abundance of 14C begins to decline. After 5730 years only half remains. After another 5730 years only a quarter remains. This process, which continues until no 14C remains, is the basis of carbon dating.
A sample in which 14C is no longer detectable is said to be "radiocarbon dead." Fossil fuels provide a common example. They are derived from biomass that initially contained atmospheric levels of 14C. But the transformation of sedimentary organic debris into oil or woody plants into coal is so slow that even the youngest deposits are radiocarbon dead.
The abundance of 14C in an organic molecule thus provides information about the source of its carbon. If 14C is present at atmospheric levels, the molecule must derive from a recent plant product. The pathway from the plant to the molecule may have been indirect or lengthy, involving multiple physical, chemical, and biological processes. Levels of 14C are affected significantly only by the passage of time. If a molecule contains no detectable 14C it must derive from a petrochemical feedstock or from some other ancient source. Intermediate levels of 14C can represent either mixtures of modern and dead carbon or carbon that was fixed from the atmosphere less than 50,000 years ago.
Signals of this kind are often used by chemists studying natural environments. A hydrocarbon found in beach sediments, for example, might derive from an oil spill or from waxes produced by plants. If isotopic analyses show that the hydrocarbon contains 14C at atmospheric levels, it's from a plant. If it contains no 14C, it's from an oil spill. If it contains some intermediate level, it's from a mixture of both sources.
Last updated: March 10, 2015
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successfully launched three astronauts into space aboard a space capsule atop a rocket to begin the nation’s most ambitious space mission to date. This launch also represents the first occasion a Chinese female astronaut has been included as part of the crew.
In the early evening hours of 16 June, therocket lifted off from ’s remote Jiuquan Launch Center located on the fringe of the northwestern Gobi Desert in what appears to be a textbook-perfect launch. Eight minutes after launch, the capsule entered orbit and deployed its solar panels precisely on schedule.
Thirty-three year old Liu Yang, an Army pilot with more than 1,680 flight hours to her credit, became China’s first female astronaut to travel in space. Her duties during this mission are to conduct a series of medical experiments while in orbit. She joined the Chinese People’s Liberation Army (PLA) in 1997 and was recruited as a potential astronaut in 2010.
Veteran astronaut Jing Haipeng, forty-six years old and making his second space flight, is the mission commander. Jing was a member of the 2008 Shenzhou-7 mission that included China’s first spacewalk.
Rounding out the three-member crew is a space newcomer, forty-two year old Liu Wang. He is an accomplished Army fighter pilot with 14-years of experience serving with the Chinese National Space Administration’s astronaut corps.
This mission represents a critical step forward in China’s manned space program. Theis scheduled to rendezvous with the Taingong-1 (“Heavenly Palace”) space module, launched into orbit in September of last year, as a follow-on to last November’s successful Shenzhou-8 unmanned space mission. The earlier Shenzhou-8 mission successfully docked the spacecraft with the Taingong-1 space lab twice by remote control. The rousing success of the unmanned Shenzhou-8 mission convinced Chinese experts that a manned mission could be performed successfully at minimal risk of failure.
Shenzhou-9 is expected to rendezvous with the Taingong-1 space module at 1500 Beijing time on Monday. The Tiangong-1 is presently orbiting the Earth at an altitude of 213 miles. Shortly after it makes contact with the Tiangong-1 module, the Shenzhou-9 crew will attempt an automated docking to begin a 10-day long series of medical and scientific experiments during their 13-day mission. Two of the astronauts will live in the module while conducting their scheduled experiments and the third crewmember will remain aboard the Shenzhou-9 capsule to handle any emergency situations that may arise.
Should all go well, the astronauts are expected to attempt a manual dock with the module before returning home. This would involve uncoupling the Shenzhou-9 capsule, withdrawing to a pre-determined distance, and then having the crew maneuver the capsule into a successful docking operation. Liu Wang is reported to have primary responsibility for the manual docking exercise. The ability to manually dock a spacecraft with the module is critical to future Chinese space ambitions.
A second manned mission to Tiangong-1 is currently scheduled for later in the year
China has very limited experience in cooperative space activities with other nations. Due primarily to US objections, China was excluded from engaging in joint operations aboard the International Space Station (ISS). This exclusion, viewed as a humiliating snub by Chinese leaders, prompted the national leadership to begin planning a Chinese-only space lab.
The Tiangong-1 module is only a prototype of the lab China intends to build. The ultimate goal is to construct a permanently-manned station of some 60 tons featuring a 20 to 22 ton central module connected to two flanking research units. Chinese experts claim that the station would be resupplied by space freighters operating in the same manner robotic ships are employed to resupply the ISS now. The planned permanent station is tentatively scheduled for completion sometime in 2020. China’s ambitious plans largely hinge on the success of this latest mission.
Measuring a mere 10.5 meters in length and weighing in at only 60 tons, the proposed Chinesewould be much smaller than the 400-ton ISS, but it would represent a major technological achievement for the Chinese and would advance their desires to launch a manned moon mission sometime after 2020.
China has made impressive strides in its space program in recent years. The first manned flight was launched in 2003 giving Yang Liwei the honor of being the first Chinese to orbit the Earth. The 2003 mission was followed by a two-man space flight in 2005 and a three-man excursion in 2008. During the 2008 mission, the three-man crew successfully competed China’s first spacewalk.With two satellites previously launched on moon operations and a third mission now being planned to place a rover on the moon’s surface in 2013, China has dedicated billions to its aggressive pursuit of space exploration. This is all quite a contrast to the day in 1949 when Chinese leader Mao Zedong complained bitterly that it was a sad truth that his beloved country could not even manage to launch a simple potato into space.
Despite these exceptional accomplishments, China is still trailing the United States in critical space activities like manual docking and a Chinese manned mission to the moon, to duplicate the American moon landing, is likely many years away.
Due to budget constraints and political infighting, the United States is not expected to launch another manned space vehicle until 2017 at the very earliest. With NASA’s manned operations mostly in limbo, the Obama administration has been pumping significant amounts of money into development efforts to support commercial spaceflight operations that NASA is no longer equipped to perform.
The US is currently budgeted to spend approximately $3 billion a year to fund commercial development of space vehicles capable of carrying astronauts back to the moon and to other celestial bodies of interest.With this launch, China has now become only the third nation to place a female astronaut in space using domestic technology. Events of this nature represent a key boost to China’s efforts to instill in the citizenry a heightened level of national pride and to demonstrate to the international community that China is poised to accept the role of international powerhouse.
Although the challenges facing China in its assault on space are still formidable, this latest launch brings the nation a step closer to realizing its dream to place a Chinese astronaut on the moon.
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represents the k zero of the Riemann zeta function on the critical line.
represents the k zero with imaginary part greater than .
- Mathematical function, suitable for both symbolic and numerical manipulation.
- For positive k, ZetaZero[k] represents the zero of on the critical line that has the k smallest positive imaginary part.
- For negative k, ZetaZero[k] represents zeros with progressively larger negative imaginary parts.
- N[ZetaZero[k]] gives a numerical approximation to the specified zero.
- ZetaZero can be evaluated to arbitrary numerical precision.
- ZetaZero automatically threads over lists.
Introduced in 2007
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Pugin: the Search for the True Gothic
2012 marks the two-hundredth anniversary of the birth of Augustus Welby Northmore Pugin, one of the most important architects of the nineteenth century. His approach to the interpretation and creation of a neo-gothic architecture based upon an archaeological approach to mediaeval sources was the key influence on the development of Gothic architecture in the Victorian age. This in turn fed Modernist theories of the relationship between the component parts of architecture and functionalist approaches to domestic design, particularly in the Arts and Crafts movement.
The church of Our Lady and St Wilfrid and the adjacent presbytery represent a unique opportunity to study a group of Pugin’s buildings in something near to their original state. The church itself is a total work of art; a rich expression of ritual, archaeology, local material and rich ornament combined to produce a beguiling architectural whole. Adjacent to the church is the presbytery, a severe proto-functionalist house displaying Pugin’s concern for the plan as generator, rejecting superficial stylistic references. Both buildings were designed by Pugin but constructed without his personal supervision. This was typical of Pugin’s relationship with clients and builders, and the method was taken to its extreme when an exact replica of this church was constructed in Australia.
Pevsner considers the construction of this “small but first rate” church to be so significant that it caused “the vigorous field of ecclesiastical architecture (to be) hijacked into True Gothic”… “His little Catholic church at Warwick Bridge is a perfect document of the new attitude, the revival of an ideal English Gothic with religious fervour” and “It is here and more or less precisely in 1841 that archaeological accuracy begins in English church design.”
How can the buildings at the church of Our Lady and St Wilfrid in Warwick Bridge be understood as the original model for a new approach to the understanding of true Gothic principles and a precursor of particular theoretical and practical approaches in Modern architecture.
There are particular opportunities for links with industry through collaboration with Francis Roberts Architects, an architectural practice with a reputation for sympathetic and skilful architectural conservation work. This relationship will aid the student and provide direct access to the parish priest, the parishioners, and expert historians and conservators.
Possible Aims and Objectives
Contribute to the understanding of Pugin as an architect and show how clients and builders remotely interpreted his designs. Compare the results with the original drawings.
Conduct a definitive historical and physical survey of the building. Access and analyse the building in relation to the documentary evidence. This search can use the Benedictine archive at Ampleforth and other sources
Analyse the techniques used in construction and decoration. Contribute to the development of a conservation plan.
Situate the design of the church and the presbytery in its historical context and place it within a contemporary discourse. Acknowledge issues of practical art verses theory
Contribute to the stewardship of these buildings through an understanding of original construction techniques and contemporary methods of conservation and repair.
Review the available literature on Pugin.
Informal enquiries can be made to Sally Stone, email@example.com
More information on how to apply: CLICK HERE (then select the ‘Art & Design’ tab)
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http://www.msa.mmu.ac.uk/continuity/index.php/category/awn-pugin/
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In this month’s update of the CCC Project at Duke University, we are happy to announce the publication online of the records of Duke’s Department of African and African-American Studies. The items included in this collection document the beginnings of the department, the research and teaching of its faculty members, and the various social and cultural movements occurring within the African-American community during the 1970s and later. We encourage researchers to peruse the digitized documents, accessible from the collection inventory, to find a host of items sure to add to the scholarship of the long civil rights movement.
Our document spotlight for the month highlights the struggles that the African and African-American Studies Department, then known as the Black Studies Program, experienced in its earliest days. From its inception in 1969, the Black Studies Program had been offering several courses through adjunct faculty. Still, the Program lacked a director and its course slate remained minimal, although the Program did offer a major.
In addition, members of the African-American community at Duke contended that the university’s administration did not implement programs to encourage “black cultural representation.” The document shown below is a draft petition from late 1979 written by members of the African-American community at Duke asking the administration to ameliorate both the academic and cultural issues that hampered the growth of the African-American community at the university.
Although we do not have a completed petition in the Department’s records, the goals of the document did eventually become Duke’s policy. University administration would create new standards to recruit more African-American faculty members. In addition, the Program would soon become a fully-staffed Department. In terms of cultural engagement, the establishment of the Mary Lou Williams Center for Black Culture in 1983 helped to fulfill the demands listed in the petition. Researchers will now have the opportunity to learn even more about the beginnings of African-American Studies at Duke and how struggles for recognition led to a strong academic and cultural presence on campus.
The grant-funded CCC Project is designed to digitize selected manuscripts and photographs relating to the long civil rights movement. For more about Rubenstein Library materials being digitized through the CCC Project, check out previous progress updates posted here at The Devil’s Tale!
Post contributed by Josh Hager, CCC Graduate Assistant.
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The "Virtual Classroom": A New Frontier
Todayís accounting students face an environment
subject to change, and technological advances are greatly affecting the
ways in which they "get the job done" both before and after
graduation. Technology now offers students the opportunity to pick up
an extra course or two or even complete an entire degree without ever
setting foot on a university campus through the widely available "virtual
classroom". As a take-off on the concept of distance learning, the
"virtual classroom" is one in which an entire course is taken
via the Internet. Using this technology, students have virtually limitless
options regarding how, when, and where to take college courses. In addition
to the convenience of obtaining college credits in this manner, students
will also have the opportunity to vastly improve their computer skills
While this method of distance learning is expanding daily,
many students may be unaware of the opportunities. Those familiar with
the concept may have negative impressions of distance learning classes
and/or may not be aware of the advantages this type of learning might
offer. In this paper, we provide a definition of distance learning and
describe why this may be a viable option for obtaining college credits.
Next we discuss the qualities needed to be successful in a distance learning
environment, and, finally, we point to a variety of means in which an
interested student may locate an Internet course to suit his or her needs.
What is Distance Learning?
Distance learning, as defined by the United States Distance
Learning Association, is "the acquisition of knowledge and skills
through mediated information and instruction, encompassing all technologies
and other forms of learning at a distance." Distance learning opportunities
are available for high school credit, continuing education credit for
most professions, and for college courses. The distance learning courses
may be classes taught in a number of different ways. For example, all
of the following situations would meet the definition of a distance learning
(1) a telecourse offered through a local public television
station at specified times (and more recent variations on telecourses,
offering students the option of either buying or renting copies of classroom
lecture tapes and watching them at their convenience),
(2) a classroom where students meet at a remote location
and receive a video transmission from a professor in a live classroom,
(3) a "virtual classroom" where lecture materials
are made available over the Internet and the primary means of communication
between the student and professor is via tools such as e-mail, web site
postings, web boards, and fax transmissions.
An Internet course may be strictly limited to materials
available on and communications made through the World Wide Web. However,
the courses more frequently include a combination of web communication,
supplemental textbooks and/or lecture tapes and videos. The student may
be required to attend an orientation session in which he or she actually
meets with the professor. Testing in such courses may be done in a variety
of ways also. While tests could be administered via e-mail, they will
more frequently be given at a proctor site at the university or with a
pre-approved proctor closer to the studentís vicinity. Whether or
not a particular student would benefit from taking one, several, or all
of their college courses in a "virtual classroom" is dependent
upon a variety of factors, and advantages and disadvantages associated
with this method are considered below.
Why Take An Internet Course?
Individual students will have specific reasons for considering
this venue; the most significant of which undoubtedly concerns proximity.
Proximity translates primarily to convenience. A student might prefer
to perform the work required for a course between 3 and 6 a.m. on a Sunday
as opposed to commuting to a university for an 8 a.m. class that meets
every Monday, Wednesday, and Friday during a semester. The flexibility
is particularly important to students with a long commute, or those with
employment and family obligations. This type of flexibility might also
enable a student who is away from campus on an internship for an entire
semester to pick up additional course credits.
Another advantage to Internet courses is timeliness.
Many Internet courses are offered during regular semester terms, and in
these situations the student would be required to register for the course
by a specific deadline and prescribe to the normal drop date deadlines
and final examination schedules according to particular a universityís
calendar. Courses are also offered via the Internet during mini-messier
(between-semester) terms and some Internet courses offer continuous enrollment
and allow the student to progress according to his or her timetable.
Other issues involving whether or not to enroll in an Internet
course relate primarily to course content and quality. While many Internet
courses may be seen as offering an opportunity for an "easy"
grade, the courses are just as likely to be more difficult than a traditional
course. Courses offered through accredited institutions are likely to
have a high quality content and be monitored to ensure quality.
Success in Internet Courses
Reports vary on student reactions to Internet courses. While
some report dissatisfaction with the lack of opportunity to interact with
professors and other students, many report that they actually feel they
had more personal instruction from their professors through personal interaction
in e-mail letters, contact through web boards, and even frequent telephone
conversations. Because there is less, and sometimes virtually no, instructor-led
activity, the student must be more involved in directing his own learning.
The "virtual classroom" is basically a different
way of learning, consisting primarily of the studentís reading, problem
solving and self-directed research, which can be difficult for some students.
The following points have been found to add to the likelihood of studentís
- Be motivated to work and complete the course.
- Follow directions explicitly, as there is likely to be
only one opportunity to submit assignments.
- Keeping track of assignments, due dates and files by
developing strong organizational skills.
- Develop and maintain a strict time-line in order to
keep work progressing on target.
For the student who is willing to work toward these goals,
enrolling in an Internet course may be a solution to any number of problems
in completing a degree.
How to Find Internet Courses
Opportunities for taking courses in the "virtual
classroom" are increasing daily. To develop a grasp of the prevalence
of Internet course offerings, we examined web sites for a random sample
of 100 colleges and universities listed in Petersonís Four-Year Colleges
guide. We found just over 20% of the colleges offered some form of distance
learning classes over the Internet. Eight of these sampled colleges had
distance learning classes in business and three offered accounting courses.
While the majority of offerings were for basic introductory courses, we
found some schools with entire degree programs offered over the Internet.
While Internet courses are not readily available at all
colleges, locating a desired course offering should still just be a few
mouse clicks away. The search for a course to meet specific need can be
successful using a variety of avenues. One means would entail use of a
web search engine such as Yahoo or AltaVista using key words such as "distance
learning" or "virtual classroom." We attempted several
searches in this manner and found the list to be a fruitful way to begin
but yet rather exhaustive.
A more direct approach is likely to work better, and we
suggest students start by linking to different schools in which they may
have an interest. Interest should be dictated by factors such as reputation,
location, and cost. An accredited school is preferable and transferable
credits are requisite. Location will be important if exams are to be administered
at the campus or if the student is required to meet with the professor.
Cost is likely to be lower if the course is offered by a state-supported
university, and lower still for residents of the state. While locating
a particular course to fit oneís needs may take some time and effort;
the results should prove worthwhile.
Benefits of the "Virtual Classroom"
Working from a traditional office building from 9 to 5 is
increasingly being replaced by what is referred to todayís business
environment as the "virtual office." Almost all accountants
today use some form of the "virtual office", the arrangement
of which may vary. These situations may involve anything from e-mail messages
being sent from remote locations back to a primary office, to the concept
of "hoteling," where the accountant, working primarily from
home or client locations, rarely visits his "company office",
and must make reservations in advance to reserve office space as needed.
By taking a step backwards from the "virtual office" and preparing
students for how a large majority may ultimately be spending their careers,
the "virtual classroom" offers worthwhile opportunities not
only for completing required courses but to gain experience in use of
the computer and the Internet.
Donna Phillips Jackson, Ph.D., CPA
Jack Ethridge, Ph.D., CPA
Department of Accounting
Stephen F. Austin State University
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BOSTON -- A novel flu vaccine -- based on virus-like particles (VLPs) produced in recombinant insect cells -- induced strong antibody responses in two phase II clinical studies, researchers reported here.
One study, a parallel group trial that randomized 240 healthy volunteers under age 50 to receive the experimental vaccine -- with VLPs carrying hemagglutinin, neuraminidase, and M1 matrix proteins from seasonal influenza viruses -- found antibody responses to the VLP vaccine compared favorably with a conventional seasonal flu vaccine, according to Steven Pincus, PhD, of Novavax in Rockville, Md.
The trial was one of a series of studies of the VLP vaccine technology presented by Pincus and other researchers at the Interscience Conference on Antimicrobial Agents and Chemotherapy (ICAAC) in Boston, Mass.
Novavax touts the insect cell-produced VLP technology as superior to conventional vaccine production methods. The company says its technology can produce commercial quantities of vaccine in 10 to 14 weeks -- whereas standard vaccines produced in chicken eggs require production times of four to six months.
Also, residual egg proteins in standard vaccines can be a problem for patients with egg allergies. The VLPs have not been found to be allergenic so far.
Novavax's technology is different from that of Protein Sciences, which sought unsuccessfully to win FDA approval last year for an insect cell-produced vaccine. An FDA advisory committee voted to reject the company's application, saying it hadn't provided adequate safety data.
Pincus told MedPage Today that Novavax hopes to learn from this experience in developing its own clinical data.
One of the Novavax studies reported at the IACC meeting was a four-arm trial of a candidate VLP seasonal flu product derived from three virus strains that were the focus of immunizations in the 2008-2009 season: A/Bris/59/2007 H1N1, A/Bris/10/2007 H3N2, and B/Florida/4/2006.
A total of 240 adults less than 50 years old were assigned to receive one of two dosage levels of this VLP vaccine (15 or 60 μg), placebo, or a standard trivalent used clinically that season.
Anti-hemagglutinin seroconversion in the VLP groups, defined as at least a fourfold increase in antibody titers relative to baseline, ranged from 57% to 86% depending on the VLP dose and flu virus strain analyzed.
Both VLP dosage groups met FDA guidelines for acceptable seroconversion rates and anti-hemagglutinin antibody titers for two of the three virus strains. Responses in the participants receiving the standard trivalent vaccine only met the seroconversion guidelines for one strain, and failed to meet the antibody titer guidelines for any strain.
An in vitro micro-neutralization assay conducted on participants' blood samples for one of the virus strains showed that overall seroconversion with the VLP products at both doses was comparable to that seen with the conventional vaccine.
Interestingly, according to Pincus, the micro-neutralization responses were stronger than were seen with the anti-hemagglutinin and anti-neuraminidase responses separately.
He conceded that the finding could be dismissed as a problem with the assays, but he said he believes it's a demonstration that the responses are synergistic.
No serious vaccine-related adverse effects were seen, the researchers reported.
Similar findings emerged from a separate, 160-participant trial of a different VLP vaccine targeting the A/Indonesia/05/2005 H5N1 flu virus, the highly fatal "bird flu" strain that has worried public health officials worldwide for several years.
The trial tested three doses of the VLP vaccine and placebo. As with the trivalent seasonal product, the vaccine induced strong antibody responses to the H5N1 hemagglutinin and neuraminidase proteins.
Francisco Marty, MD, an infectious disease specialist at Brigham and Women's Hospital in Boston who was not involved in the Novavax studies, noted that there are still unmet needs that novel vaccine types could help fill.
"There's been debate about whether you should revaccinate some patients, especially children, to get a protective response," he told MedPage Today. "What people are doing with these new technologies is, can you do that in one sitting."
But Marty said that the "surrogate measures" of efficacy used in many vaccine studies, including the Novavax trials reported here, need to be viewed with caution -- although they are often the only measures available for flu vaccines, which need to be reformulated every year and tested quickly.
Faster production would also have a benefit, Marty said, even if it brings a vaccine to market just one month earlier. He said any head start on distribution can only help in public health planning.
Pincus said Novavax hoped to conduct a phase III trial next year. It hasn't yet been determined whether the trial will have to confirm clinical protection against flu infection or whether antibody responses will be adequate for FDA approval.
He added that Protein Sciences' experience would be helpful. "It teaches any young biotech company the hurdles you're going to have to face, what you have to go through to make sure you're ready for the FDA."
"Insect cell vaccines are still not standard in the field," Pincus noted. On the other hand, one such product has passed muster with the FDA -- the Cervarix vaccine for human papillomavirus, which is also based on VLPs.
The studies were funded and conducted by Novavax.
Pincus and other study authors were Novavax employees.
Marty declared no potential conflicts of interest.
- Reviewed by Adam J. Carinci, MD Instructor, Harvard Medical School and Dorothy Caputo, MA, RN, BC-ADM, CDE, Nurse Planner
Interscience Conference on Antimicrobial Agents and ChemotherapySource Reference: Pincus S, et al "Immunization of healthy adults with H5N1 influenza virus-like particle (VLP) vaccine induced cell mediated and humoral immunity including functional antibodies against neuraminidase" ICAAC 2010; Abstract G1-200.
Interscience Conference on Antimicrobial Agents and ChemotherapySource Reference: Pincus S, et al "A broad immune response to seasonal influenza virus-like particle (VLP) vaccine in healthy adults" ICAAC 2010; Abstract G1-199.
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view a plan
This lesson provides throwing instruction and related games
P.E. & Health
Title – Throwing and Fun
By – Brian Hoffman
Primary Subject – Health / Physical Education
Grade Level – 4th
# of Students – 22
National Standard 1, 2, 3, 4, 5, 6
NJ Core Curriculum Standard 2.1, 2.2, 2.5, 2.6
I. Instructional Objectives
- A. Psychomotor — At the end of the lesson students should be able to perform the cues of stepping in opposition and arm back to be evaluated by a partner checklist.
- B. Cognitive — At the end of the throwing unit students should be able to know when a toss (accuracy) and an overhand throw (power) is appropriate to be checked at the end of the marking period with a test that 80% must pass.
- C. Affective — At the end of the lesson the students should have a better feeling of success and self pride in how they performed to be displayed by a thumb up or thumb down at the end of class.
- D. Social — At the end of the lesson the students should be more willing to work in partner groups and evaluate each other.
II. Materials and Equipment
- A. Lesson Plan
- B. Whistle
- C. A ball suspended from a string (I will provide)
- D. Yarn balls (25)
- E. Pinnies (12-14)
III. Procedure – (Approximate Time – MIA)
- A. Introduction
- (Students walk in and sit in their squad lines, take role.)
- “Ok class today we are going to work on our throwing. As you can see, there are a lot of yarn balls around the gym. Today we are going to see how well some of you can throw. But first, I’d like you to run around the cones I have set out in a counter-clockwise fashion for warm-ups. What are we doing?”
- (Ask a student to repeat how they are running.)
- (4-5 M)
- B. Warm-Ups
- 2 minute running around the 4 cones in the corners of the gym
- (Back to squad lines and spread back to give space)
- Stretch torso with bends.
- Stretch arms well since they will be used for the bounce pass. Triceps, shoulders (Deltoids) and Upper back.
- Stretch Neck to front back and sides.
- Ask them to please sit down to stretch the lower body.
- Stretch hamstrings in a straddle.
- Stretch Quadriceps on the student’s sides
- 10 sit ups
- 5 push ups
- Have the lines come back to their normal squad formation so they can get their further instructions.
- (5-10 A)
- C. Challenges (4 – I/M)
- Say, “Nice work on the warm up. We are going to work with partners today so think about who you might like to work with. Now once you are with your partner you will get a yarn ball. I will have you spread yourselves out along the outside of the gym and we are going to practice a few throws throwing into the wall. As the partner each of you will be getting a sheet which will have the important parts of a throw on it. You will watch to see if your partner does those things. If they do, you can check of the line next to it. If they don’t, let them know and explain what they should change so that they can do it correctly. After some time you will switch and the other partner will check the sheet off. This is what your partner will be looking for. Do they step with their opposite foot? Do they bring their arm back? Do they follow through? Please remember to remind your partners of these three things and help them accomplish all of them. They will help us all be better throwers. I’d like each of you to get a partner and find some personal space around the outside of the gym, I will come hand you a yarn ball and a sheet for the two of you. (5-10 – A)
- As the students are working together I would be going around and instructing the partner how to help critic their partner and encouraging good play and good attitudes. (I/M)
- D. Game
- 1st game (2 – M)
- Blow whistle and ask the students to place their yarn ball on the ground. Ask half the students to go on one side and the other half on the other side of the gym. Tell the students they will be using the ball suspended from the basketball hoops. One team will be trying to throw their yarn ball into the beach ball suspended on the rope and knock it to the far side of the gym and the other team will be trying to do it the same but going the other direction.
- (10-12 – A)
- 2nd Game (2 – M)
- Blow the whistle. Say, “Please come to the basketball paint. I’m going to set up out next game.” Put folded mats in the middle standing on their sides as barriers. Place a cone on each side with a different colored pinny in each cone as a flag. “Ok, I’m going to hand one team pinnies to wear so you know who is on your team. The object of this game is to capture the other team’s flag. You can use your yarn ball to hit other players. If you are hit you need to return to your base and touch it so that you are able to play again, no one needs to sit out if they get hit. If you make it into the base and get the flag you have to bring it to your base to win. If you get hit on the way back to your base you need to drop the flag and it goes back in the team’s base that it was taken from. You may not hide the flag under your shirt or crumpled in your hand. Does everyone understand the rules? Ok what are we going to do? (Ask two other students what the class is about to do)
- E. Closure
- Say, “I’m very happy with the way you performed for your partner today. I saw a lot of you throwing well. And the games looked like everyone was having a fun time. How did today’s class make you feel? Can you give me a thumb up or thumb down? Thank you class. Ok when I say so please line up at the door for your teacher because she is waiting for us.
IV. References: My own creation.
V. Did the class do as I asked of them? Safely?
- Did ~80% work well with their partner?
- Did ~80% use the sheet to critic their partner?
- Did the class have a good time with the games?
- Did the students use correct throwing technique after working with their partner?
- Did the whistle cues work well?
E-Mail Brian Hoffman !
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/* Macros for the 'type' part of an fopen, freopen or fdopen. <Read|Write>[Update]<Binary file|text file> This version is for "binary" systems, where text and binary files are different. An example is Mess-Dose. Many Unix systems could also cope with a "b" in the string, indicating binary files, but some reject this (and thereby don't conform to ANSI C, but what else is new?). This file is designed for inclusion by host-dependent .h files. No user application should include it directly, since that would make the application unable to be configured for both "same" and "binary" variant systems. */ #define FOPEN_RB "rb" #define FOPEN_WB "wb" #define FOPEN_AB "ab" #define FOPEN_RUB "r+b" #define FOPEN_WUB "w+b" #define FOPEN_AUB "a+b" #define FOPEN_RT "r" #define FOPEN_WT "w" #define FOPEN_AT "a" #define FOPEN_RUT "r+" #define FOPEN_WUT "w+" #define FOPEN_AUT "a+"
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More than 100,000 fires in Indonesia have engulfed the country in a hazardous smoke, leading to an environmental and public-health crisis+ READ ARTICLE
More than 100,000 land and forest fires in Indonesia have engulfed the country in a hazardous smoke, leading to an environmental and public-health crisis that has affected every element of society in this sprawling Southeast Asian nation. Tens of thousands of people have been declared victims of respiratory conditions because of the smoke and the fires alone are now emitting as much carbon dioxide on any given day as emitted by the entire U.S. economy in the same time period.
Widespread fires are nothing new in Indonesia, where farmers regularly burn forests and peatlands to make way to produce palm oil, a key ingredient in a variety of food and consumer products, but experts say the scale of the damage is worse than it has been in a decade. This week Indonesian President Joko Widodo cut short his trip to the U.S. to deal with the problem.
“It’s not just an environmental issue. It’s a public-health disaster as well,” said Nigel Sizer, global director of the World Resources Institute’s forests program. “When air is this poor quality, economic activity almost grinds to a halt.”
A top concern for Joko upon his return will be protecting the health of his country’s 250 million people. Air-quality conditions have worsened dramatically in recent days with air pollution far exceeding levels deemed healthy by public-health officials. The particulate matter concentration (PM10), which measures small solid or liquid pollutant particles in the atmosphere, was 1,357-micrograms-per-cubic-meter air in the city of Palangkaraya, one of the worst hit areas, according to the Jakarta Post. There is no perfectly safe level of PM10 exposure, but the U.S. Environmental Protect Agency says particulate pollution shouldn’t exceed 150 micrograms per cubic meter for 24 hours in any given community. More than half a million people have been treated for respiratory illness in six affected provinces, according to numbers from the country’s national disaster agency.
The fires are a regular man-made disaster that has been exacerbated by climate and weather patterns. Landowners burn forests in the country at this time of the year to make room for new palm-oil plantations. “This is an amazing crime against humanity,” said Sutopo Purwo Nugroho, a spokesperson for Indonesia’s national disaster agency.
The smoke from the fires is always bad, and this year’s El Niño has worsened the problem. The climate pattern brings torrential rain to some parts of the U.S. but causes drought in Indonesia and elsewhere in Southeast Asia. Once land starts to burn the fires are hard to stop because of the abundance of peat, decayed organic matter that burns easily and almost indefinitely. “Where you have a lot of peat, you get a lot more haze and these absolutely extraordinarily levels of air pollution,” said Sizer.
Read More: How Climate Change Is Making Wildfires Worse
The fires are also contributing to climate change at a massive scale — by one estimate enough to account for 3% of global emissions since this year’s fires began, according to a Scientific American report. Tearing down healthy forests — which absorb carbon dioxide — also destroys a vital carbon sink that can otherwise slow global warming.
In advance of his Washington visit this past weekend, Joko announced a commitment to stop issuing permits for the development of palm-oil plantations, part of a broader effort to reduce the country’s greenhouse-gas emissions. More than half of the country’s emissions come from deforestation and land destruction. The country, the world’s sixth largest emitter, set a goal of reducing greenhouse-gas emissions by 41% below what they would be without action by 2030 on the condition that it receives support from wealthier countries. The commitment comes before a major U.N. conference on climate change that begins next month that will draw leaders from around the world in hopes of reaching an agreement to reduce global greenhouse emissions.
“One of the main issues we discussed was the issue of climate change,” Obama said after meeting with Joko on Monday, “and why it’s so important in large countries like ours work together to arrive at the strongest possible set of targets.”
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The history of sports is a unique cross-section of competition, athleticism, accomplishment and even life itself. In a relative flash, its participants paint a picture that can be and often is remembered for years and generations.
Athletes leave an indelible mark not only for the fans but often for something bigger—a league, a university, a city and at times a country or more. That is the power that sports can have.
Throughout the years there have been figures that have defied these boundaries and become more than active participants but part of American folklore for their accomplishments.
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Individual With Disability - Defined
An individual with a disability is a person:
- with a mental or physical impairment that substantially limits one or more major life activities;
- who has a history of such an impairment; or
- who is perceived (even if erroneously) as having such an impairment.
Among the many issues the AGO works to address are the following:
- Fair housing rights for individuals with disabilities.
- Access to town and municipal meetings, polling sites, and other governmental programs and services.
- Access to retail establishments, restaurants, stores, transportation, entertainment facilities and other places of public accommodation.
The Attorney General works collaboratively with other state attorneys general and the Civil Rights Division of the U.S. Department of Justice, and various state agencies, in addition to working cooperatively with a network of local disability rights advocates, commissions, independent living centers, community access monitors, and others in the disability community.
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Anyone who has been a patient or a visitor to a hospital knows they are noisy places.
But rarely do we acknowledge that the cacophony, in addition to being a source of irritation, can be downright dangerous.
The Economic Cycle Research Institute publishes an annual list of the top-10 technology-related safety hazards and, year-after-year, “alarm hazard” comes out on top.
The problem is not that alarms – which are used on all manner of medical equipment such as infusion pumps, feeding devices, ventilators and heart monitors – don’t work well. On the contrary, they work all too well. Or, more precisely, all too often.
There are a number of potential problems with alarms: The signal is not successfully communicated to staff; the alarm does not provide caregivers with enough information; or the caregiver does not know how to respond.
But there is one problem that overwhelms all the others: the frequency of alarms.
This results in alarm fatigue – the term given to the common practice of health professionals turning off alarms because they are deemed to be annoying or irrelevant.
Consider that a single patient in a critical-care unit, hooked up to a panoply of machines, can trigger up to 700 alarms a day, according to one study.
And research has shown, time and time again, that about 90 per cent of alarms are false alarms.
Is it any wonder that nurses and physicians – and often patients themselves – become inured to the noise?
Fire alarms work because they are a rarity – a clear signal of potential danger. When everything from electrodes falling off someone’s chest to a heart stopping sets off the same alarm bells, then nothing is an emergency.
When alarms are distracting or ignored, bad things can happen: Medication errors are made because health workers can’t concentrate; patients get up for help and fall; people suffer brain damage and death because their supply of oxygen is cut off, and so on.
Alarm fatigue is a serious patient-safety issue.
In the United States, between 2005 and 2010, there were 566 alarm-related deaths. In Canada, there were, in that same time period, 16 deaths related to failures of cardiac alarms.
In the grand scheme of things – adverse events cause hundreds of thousands of deaths in North America each year – those are tiny numbers. But everyone acknowledges that grossly understates the problem. Rarely do you have a situation where an alarm fails or is ignored outright and the patients dies in an A + B = C equation.
The real question is what can be done to address the pervasive and longstanding problem that is alarm fatigue?
It’s not so simple as to say: Nurses and doctors have to respond to every alarm. With the sheer volume and variety of technology and related alarms, that’s not humanly possible.
So the starting point has to be using alarms appropriately. Right now, they tend to be overused because equipment manufacturers and health workers want to cover their butts and avoid lawsuits by monitoring everyone. One study found that one in four patients getting cardiac monitoring actually needed it.
Manufacturers and hospitals also have a tendency of using standard end-points that trigger alarms. But patients have widely varying health status, so the alarm settings have to be personalized. This, in turn, requires training. But too little is invested in training, especially of the nurses who bear the brunt.
In the cockpit of a plane, there are numerous alarms, but the warning systems differentiate between true emergencies and issues that can wait. Alarms in hospital rooms need the same standards.
For that to happen, alarm fatigue has to become a priority – on the ward, in hospital administration and among accreditation bodies and regulators.
In the U.S., the Joint Commission, a group that accredits hospitals, has made reducing alarm hazards a priority, and it is bearing fruit.
Canada is way behind. There are few data collected on the extent of the problem – aside from anecdotes – and hence little incentive to correct it.
It’s not enough to be alarmed by the problem – we have to fix it.
Follow me on Twitter: @picardonhealthReport Typo/Error
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The mission of Berkeley's preservation program is to maintain the collections in serviceable condition. Additional goals are to contribute to the profession by participating in education and training of preservation personnel, and to the research library community through leadership in preservation work at University wide, statewide, and national levels.
The UCB Library Preservation Department is responsible for preservation of paper- and film-based collections. Digital collections are preserved by the UC California Digital Library on behalf of all the campuses of the University. The Preservation Department pursues four objectives toward achieving its goal of maintaining the collections in serviceable condition:
All collections are protected against catastrophic loss from disaster.
A written disaster response and collection salvage plan is maintained by the Preservation Department to facilitate emergency salvage operations. Salvage equipment is kept on site, and a cache of supplies adequate for salvaging 100,000 volumes is maintained by the libraries of the UC system.
Damaged and deteriorated general collections' materials are repaired or replaced in order to continue to provide library service.
The UCB collections are used 3-4 million times/year. Artifactually significant special collections are conserved and put in individual protective enclosures to minimize wear. Treatment is kept to a minimum to avoid unwanted modifications of original books and documents and to extend preservation care to as many volumes in the collection as possible with available resources.
Newly acquired materials especially vulnerable to damage or loss of parts are preserved on receipt through library binding and individual protective enclosures.
A large percentage of the Library's preservation resources is dedicated to the library binding program in order to take full advantage of the long-term preservation benefits that accrue from preservation action taken early in the use life of collections.
Collections are maintained in environmental conditions favorable to their long-term survival.
While the San Francisco bay area has a climate relatively benign to paper-based collections, newly constructed libraries and storage facilities include relative humidity control and air filtration to maximize the service life of the collections.
HISTORY AND STATISTICS
Recognition of a need to consolidate disparate preservation activities in the Library and to increase attention to care of the collections led Berkeley to establish the Preservation Department in 1980.
The Department staff offer a full complement of library preservation services for the print and film collections. Staff are organized into five service units, each responsible for a group of related services: binding Preparation, Conservation Treatment, Preservation Microfilming, Preservation Replacement, and Preservation Administration.
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Howletts Wild Animal Park, near Canterbury, is celebrating the arrival of one of the world’s rarest primates. The newly born Francois Langur is the first ever of its species to be born at the park.
Rare both in the wild and in captivity, the monkeys are listed as endangered. The species is native to northeast Vietnam and southern China, where they live at a slightly higher altitude than most langurs.
They inhabit semi-tropical monsoon forest and well-sheltered areas in limestone ranges, but due to major changes in land use the population has diminished. As a result of hunting and habitat loss, their population in the Guangxi Province in China alone has decreased by 85% in recent years.
More top news
Tuesday afternoon's forecast for the east of the region
Tuesday afternoon's forecast for the west of the region
Tuesday's Pollen Forecast
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In the News...
Stonewall Riot Anniversary
Classes meet; campus offices are open
June 28, 2013
Commemorates the anniversary of the June 28, 1969, Stonewall riot in New York City, the incident that initiated the modern gay rights movement in the United States.
Throughout the 1950s and 1960s, law enforcement officials kept track of suspected homosexuals and places that catered to them. Police regularly raided gay bars, seizing alcohol, shutting down establishments and arresting patrons. It wasn’t uncommon for gay men and lesbians to be exposed in newspapers, fired from their jobs, jailed or sent to mental institutions.
On that June night, police entered the Stonewall Inn, a gay bar in New York’s Greenwich Village, at 1:20 a.m. and launched a raid. While the police waited for patrol wagons to cart away the arrested suspects and the seized alcohol, the bar’s patrons began to resist. They refused to follow police orders. Men refused to show their IDs, and men dressed as women refused to accompany female officers to the bathroom to have their gender confirmed. Thirteen people were arrested, and four police officers were injured at Stonewall. The riots continued for six nights. The resistance wasn’t planned, nor were the riots that followed. The Stonewall riots sparked the gay liberation movement.—Source: PBS "Religion & Ethics" Multifaith Calendar
Click here for more information.
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Cognitive Behavioural Therapy for Children and Young People MSc
This programme provides training for individuals in outcomes-based CBT interventions to promote psychological wellbeing in children and young people. This Master's programme is aimed at professionals already working in the field of children's services, including social care, education and health, who hope to gain skills they can practise in the workplace.
This part time programme, run in conjunction with the Anna Freud Centre, provides training for individuals in outcomes-based interventions to promote psychological wellbeing in children and young people. The course is aimed at professionals already working in the field of children's services, including social care, education and health, who hope to gain skills they can practice in the work place.
Students develop competence in the use of cognitive behaviour therapy and are able to devise interventions with children and young people experiencing a range of difficulties in social and emotional aspects of their development. The programme encourages an outcomes-based approach in ascertaining the interventions most appropriate to promote psychological wellbeing.
The course takes a highly respectful stance to other types of therapy with children and will emphasise when other methods may be more effective for particular types of problems. We also aim to develop participants’ skills in evaluating the impact of their own work in order to be able to reflect on and modify practice in future.
Objectives and Outcomes
Participants gain knowledge and understanding of cognitive behavioural approaches, their strengths and limitations and how they can be adapted to work with young people, drawing on systemic and other approaches.
Who is the programme for?
Students have come from a variety of jobs including; educational psychology, clinical psychology, primary care mental health, counselling, social work, behaviour support in schools, and various others. The job must allow the student access to children that they can practice CBT with, and must provide the student with supervision.
Why study this degree at UCL?
The programme is based and taught at the Anna Freud Centre, a national charity with a worldwide reputation for its commitment to the emotional wellbeing of children.
As well as a centre of learning and training for mental health professionals, the Anna Freud Centre's clinical services help young people with mental health problems. The centre also carries out pioneering research into effective ways to help young people suffering emotional distress.
Students benefit from the centre's collaboration with UCL; they gain the advantages of studying within the intimate and vibrant environment of the Anna Freud Centre, together with access to the facilities and resources of UCL – an internationally renowned university.
Student / staff ratios › 304 staff › 741 taught students › 439 research students
Department: Division of Psychology & Language Sciences
- Course Aims and Principles
The need to train more front line professionals in evidence-based approaches to enhancing children’s mental health and psychological well-being is a high level policy priority of both the Department of Health (DH) and the Department for Education (DfE). Cognitive Behavioural Therapy (CBT) has been identified as an important evidence-based intervention and due to the relative lack of CBT training courses for working with children, is a priority area for increased training provision.
The National Institute for Clinical Excellence (NICE) guidelines on depression, anxiety, obsessive-compulsive disorder and post-traumatic stress disorder all recommend CBT as one of the treatments supported by evidence. In addition, government policy has recommended that there should be growth in delivery of CBT to a range of service users, and this has generated interest in delivery of cognitive behavioural interventions within children’s services amongst both front line practitioners and their managers.
It is recognized that CBT needs extension, development and adaptation for its application in work with children and young people. Standard 9 of the National Service Framework for Children, Young People and Maternity Services has articulated a vision and identified markers of good practice relating to training, supervision and evaluation of practice and outcomes that will direct the future development of services.
The postgraduate courses in CBT for Children and Young People were developed following widespread consultation within UCL and with key stakeholder groups.
Core values of the course
- Outcomes evaluation should be at the centre of practice
The course aims to provide an outcomes-based context for the use of CBT to work with children, as well as ensuring that participants have the knowledge and ability to develop their work in the light of the emerging evidence-base in the future. Although the course is predominantly focused on training students in CBT, the course positively recognizes the effectiveness of other models of intervention for childhood difficulties.
- Applying theory and knowledge to practice
A core feature of the course is to provide opportunities for application of theoretical knowledge and evidence to individual case work. All aspects of the course aim to be relevant to actual practice with children, young people and their families and schools. To achieve this, students are expected to bring video examples of their work to every teaching session and to consider how knowledge, evidence and theory relate to their work with an individual child’s difficulties.
- The need for a developmental perspective
All work with children should be embedded in a developmental perspective. This means that the cognitive, emotional and social developmental level of the child is central to our overall understanding of the problem and not secondary to it.
- Children are part of families
Children are dependent on their relationships with parents/carers, teachers and other adults and this dependency is also central to understanding psychological needs and change.
- Children are involved in learning and go to school
Children are required to go to school and their capacity to engage positively in this part of their lives is also highly related to their overall psychological well-being. The importance of education and schooling within emotional development is significant and also needs to be attended to and understood. We believe that this is a unique component of the UCL/Anna Freud Centre course.
- The need to consider the interface of CBT with other effective interventions
Systemic and psychodynamic models of practice with children are considered to have enormous value in helping troubled and distressed children and young people. The course does not train students in these methods of working but sets out to recognise the achievements of these approaches and to consider the implications of the effectiveness of these interventions for CBT practice.
In brief, the philosophy of the course is to explore, examine and learn how effective psychological interventions can be applied to the problems of childhood rather than consider how childhood can be fitted into the delivery of professionally favoured psychological interventions.
Core aims of the course
The course aims to provide participants with opportunities to develop competence, knowledge and theoretical understanding in the use of CBT, whilst also gaining a real understanding of both the strengths and limitations of this approach, including where there is evidence that other models are likely to be more effective than CBT.
The course is very focused on how CBT might best be adapted in working with children, young people, their parents/carers and staff who work with them in schools. Crucially, participants are encouraged to take an outcomes-based approach in ascertaining the interventions most appropriate to promote psychological wellbeing.
We also aim to develop participants’ skills in evaluating the impact of their own work in order to be able to reflect on and modify practice in future. The course also considers other modes of intervention where these are considered to enhance the overall CBT approach, notably systemic practice and mentalisation based models of practice.
- Key Aspects
- A framework that supports integration of new learning with practice in course participants’ work settings
- Regular tuition of course participants’ work with children, families and schools by experienced practitioners, to ensure proper support and practice
- A forum for developing and sharing creative and flexible practice using CBT with children and young people
- An experience that is both intellectually stimulating and practically useful for work with children and young people in the context of a range of children’s services.
The programme will develop participants’ knowledge and skills in cognitive behavioural based interventions with children and young people experiencing a range of difficulties in social and emotional aspects of their development. Participants will also develop skills in evaluating the impact of their own work, in order to be able to reflect on and modify practice in future.
All candidates should initially enrol for the Postgraduate Certificate (modules 1–4, 60 credits).
On completion they should make a decision to terminate their studies at that point or enrol to take further modules for the Diploma (modules 5–8, 60 credits) and MSc (dissertation module, 60 credits).
- Introduction to Cognitive Behavioural Therapy in Context
- Assessment and Engagement for Cognitive Behavioural Therapy in Context
- Basic Skills (Developing Understanding)
- Basic Skills (Methods of Change)
- Introduction to Disorder Specific Approaches
- Disorder Specific Approaches
- Complex Problems
- Cognitive Behavioural Therapy in Context
- Research Dissertation
- There are no optional modules for this programme.
All MSc students undertake an independent research project which culminates in a substantial dissertation.
Teaching and Learning
The programme is delivered at the Anna Freud Centre, and taught by leading practitioners in the field. Teaching is a combination of lectures, workshops and seminars. A core component of the programme is video practice which is discussed in small practice tutor groups during each teaching day.
Further information on modules and degree structure available on the department web site Cognitive Behavioural Therapy for Children and Young People MSc
Attendance at the Anna Freud Centre for the taught elements of the course involves 12/13 scheduled days per year (4 per term). In addition to attending on the timetabled dates, participants will need to commit additional time for private reading, undertaking direct delivery of interventions with individual children and writing up case-work and assignments.
Assessment for Certificate and Diploma
Student performance is assessed through a combination of written and oral assessments. Additionally, formative evaluation and feedback will be used, particularly the process of self-evaluation. This aims to encourage habitual self-evaluation and reflection on practice which is an essential basis both for immediate learning and for continuing professional development.
Each module has a written component made up of either a case report, case formulation, or essay.
Each module has an oral assessment. A digital video recording of a child, adolescent or parent will be required for some modules. Others will be assessed by vivas of students presenting case formulations or reports.
Assessment for MSc
All MSc students undertake an independant research project which culminates in a substantial dissertation.
The staff on this programme bring with them a wealth of experience of working with children and young people within a range of settings and agencies.
Joint Course Directors:
Sandra Dunsmuir (Co-Director, Doctorate in Educational and Child Psychology, UCL)
Sandra completed her educational psychology training at UCL in 1986 and her PhD in 2000. She has had extensive experience working as an educational psychologist in four different local authorities in the south-east of England. Sandra has been involved with the training of educational psychologists at UCL since 1990, first as an Academic and Professional Tutor and since 2006, as Co-Director of the Doctorate in Educational and Child Psychology.
Sandra’s interest in the delivery of effective interventions to improve the psychological well-being of children and young people led to her seeking professional development in the use of CBT and related approaches. She has embedded this within her practice and continues to work on a regular basis with children, their families and teachers in delivering a range of interventions in school and community settings. The evaluation of outcomes is a central aspect of this process and she has been collaborating with colleagues at the University of Manchester in developing research and practice protocols for this purpose. Sandra has also developed a major course module on CBT with children and adolescents for the initial training doctorate for educational psychologists at UCL, in conjunction with Vicki Curry. Supervision is seen as a crucial and integral part of professional training and Sandra, Vicki and colleagues are defining processes, evolving procedures and adapting tools to support and evaluate this.
Vicki Curry (Clinical Psychologist, Whittington Health NHS Trust)
Vicki qualified as a clinical psychologist in 1996, and has worked with children and young people for over 15 years as part of the Islington Child and Adolescent Mental Health Service in both inpatient and community-based teams, in health, social care and school settings. She currently takes a lead in developing and supporting the provision of CBT for children and families across the service.
Vicki completed the Oxford Diploma in Cognitive Therapy 1999, and although she uses a variety of models in her work, has formed a particular interest in using cognitive behavioural therapy in child and family settings. She has provided training and consultation in CBT with children for professionals from a range of agencies, including health, education and social care. With Sandra Dunsmuir, she was centrally involved in the development of this aspect of the curriculum within the Educational Psychology Group at UCL. In 2008 Vicki, together with Peter Fuggle and Sandra Dunsmuir, was responsible for setting up the UCL/Anna Freud Centre Postgraduate Certificate/Diploma/MSc in CBT for Children and Young People; and more recently, she has been involved in the development and delivery of the UCL/KCL Child IAPT training programme. She is an associate editor of the BABCP online journal The Cognitive Behaviour Therapist; and secretary of the Child and Family Special Interest Group of the BABCP. She is co-author of a recent book on CBT for children, with Peter and Sandra.
Key InformationOptional qualifications: This degree is also available as a PG Diploma and a PG Certificate with fees set accordingly.Fees note: Fees for flexible, modular study are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. The tuition fee schedule for 2016/17 entry can be viewed on the UCL Current Students website.
Normally a minimum of a second-class UK Bachelor's degree or an overseas qualification of an equivalent standard in a relevant subject (e.g. psychology) and/or professional qualification in a relevant subject. Additionally, applicants must have experience of working with children in education, health or social care settings and a work context that enables them to fulfil the programme requirements (including time to attend, and undertake case work and CBT with children). Please see 'who can apply' for further information.
English Language Requirements
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Good
Further information can be found on our English language requirements page.
Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.
International applicants can find out the equivalent qualification for their country by selecting from the list below.
Select your country:International equivalencies
Application and next steps
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.
Who can apply?
Current students are in a variety of jobs, both full and part-time, and both paid and voluntary. The types of work include: educational psychology, clinical psychology, primary care mental health, counselling, social work, behaviour support in schools, and various others. The job must allow the student access to children with whom they can practice CBT, and must provide the student with supervision. The supervisor must be an experienced child practitioner, with experience of therapeutic work with children and knowledge of the CBT model.
The application must include two references, one from a line manager, confirming the statements and evidence supplied by the applicant. Please check with the Programme Administrator if you have any queries.
- All applicants
- 31 May 2016
For more information see our Applications page.Apply now
What are we looking for?When we assess your application we would like to learn:
- why you want to study this programme at graduate level
- why you want to study this programme at UCL
- what particularly attracts you to this programme
- how your academic and professional background meets the demands of this rigorous programme
- where you would like to go professionally with your qualification
Interviews will be held on 20th and 21st June 2016.
Our Admissions procedures have been devised in accordance with UCL Equalities policies covering equal opportunity, disability, race, sexual orientation and religious beliefs. Detailed information on each policy and the ways in which they are implemented and monitored can be found on the equalities page of the website.
It is a UCL policy that in the recruitment, selection, education and assessment of students the only consideration must be that the individual meets, or is likely to meet, the requirements of the programme or course. The requirements being met, no student will be discriminated against on the basis of their sex, sexual orientation, race, colour, ethnic origin, nationality (within current legislation), disability, marital status, caring or parental responsibilities, age or beliefs on matters such as religion and politics. We welcome applications irrespective of age, disability, gender, race, religion or sexual orientation. It is our policy to encourage potential applicants from black and ethnic minority communities, and those with disabilities.
The programme is aimed at applicants in relevant employment and supports career progression.
Top career destinations for this degree
- Head of Virtual School, London Borough of Camden
- Educational Psychologist, Wokingham Borough Council (2011)
- Nurse Therapist (CBT), Cambridge and Peterborough Foundation Trust
- Clinical Psychologist, Oxleas NHS Foundation Trust (2013)
- Team Manager, South West London and St George's Mental Health NHS Trust (2013)
CBT for children and young people is one of a number of evidence-based interventions for common childhood problems and disorders. The demand for professionals with skills in this area in known to be high and is likely to grow. Students will have a (Certificate/Diploma/Master's) qualification in CBT with children and this will be much valued by employers looking to develop this type of intervention within their service. Several of our students have been funded by employers who want to increase their supervisory capacity in CBT and this is likely to be a trend that will continue.
Can you go straight into the Masters without completing the Certificate or Diploma?
No, you must complete the Certificate year to build up credits in order to progress to the Diploma, and then the Masters.
What is the time commitment?
Students are required to attend teaching on 12 or 13 scheduled days per year, these days will all be Tuesdays within term time. However, considerable additional time will be needed for reading, writing assignments and delivering interventions to children.
What kind of jobs are current students in?
Current students are in a variety of jobs, both full and part time, and both paid and voluntary. The types of work include; educational psychology, clinical psychology, primary care mental health, counselling, social work, behaviour support in schools, and various others. The job must allow the student access to children that they can practice CBT with; Students must see at least 2 cases in Certificate year, and another 3 in Diploma.
Who can act as a supervisor?
Students are required to demonstrate they have external supervisory arrangements throughout the course. An external supervisor must be an experienced child practitioner, with experience of therapeutic work with children and knowledge of the CBT model. They do not need to be “CBT experts”. Clinical supervision and case responsibility resides with students' individual supervisor and employer.
Are most students funded by their employer?
There is a mixture. Some students are funded by their employers, others are self funded. Students will need support and consent from their employers even if they are not being funded by their workplace.
What do students go on to do?
CBT with children is one of a number of evidence based interventions for common childhood problems and disorders. The demand for professionals with skills in this area is known to be high and is likely to grow. The (Certificate/Diploma/Masters) qualification in CBT with children will be much valued by employers looking to develop this type of intervention within their service.
Is this course appropriate for people working with children who have specific disorders such as autism?
It would be appropriate to work with some autism cases on the course, but you would also need access to other young people so that you can practice your CBT work with a variety of presenting problems.
Zoe, CBTCYP Alumni
Imogen, CBTCYP Alumni
Download our course brochure
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Definitions for x-ray telescope
This page provides all possible meanings and translations of the word x-ray telescope
An instrument that detects X-rays originating from outside the Earth's atmosphere.
The numerical value of x-ray telescope in Chaldean Numerology is: 7
The numerical value of x-ray telescope in Pythagorean Numerology is: 6
Images & Illustrations of x-ray telescope
Translations for x-ray telescope
From our Multilingual Translation Dictionary
Get even more translations for x-ray telescope »
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"x-ray telescope." Definitions.net. STANDS4 LLC, 2016. Web. 1 Jul 2016. <http://www.definitions.net/definition/x-ray telescope>.
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I’ve been making my own yogurt on and off for years (didn’t take me for a hippy did you?) I’m a kiwi and many families have an EasiYo system. Well, system makes it sound way fancier than it actually is … I just pop the culture mix and water into a jar, and then put that into an insulated yogurt maker … leave it to culture overnight and voila – yummy fresh yogurt complete with billions of probiotic microbes to boost my gut health.
There are plenty of reasons why probiotics are good for you – we need a delicate balance of good bacteria in our intestines to maintain healthy metabolism, immune function and digestion. But the crucial role that gut bacteria play in the health of our brains is something I never knew about until recently.
Two Irish neuroscientists John Cryan and Timothy Dinan (love the Irish!), recently wrote a review of the neuroscience of the gut-brain connection in Nature Reviews Neuroscience (note: this is a high quality neuroscience publication) and the message they conveyed really surprised me…
Gut microbiota communicate with the brain — possibly through neural, hormonal and immune pathways —to influence brain function and behaviour
An overview of the gut brain connection
- a healthy balance of gut bacteria contributes to normal behaviour, cognition, emotion and a well-functioning immune system.
- poor balance of the bacteria (perhaps brought on by stress, disease or antibiotics) disrupts the gut-brain signalling pathways.
- disruptions in gut-brain signalling may lead to abnormal brain function, changes in our behaviour, thoughts, emotions, our perception of pain, and may also impact our immune system.
Everyone has a different composition of good gut bacteria, but there are three typical communities (enterotypes) with each community is made up of a single microbial genus: Bacteroides spp., Prevotella spp., or Ruminococcus spp. The food we eat is one of the main factors that can affect the composition of these populations
Fascinating fact alert – our gut is inhabited by 10 times more bacteria than there are cells in our entire body?!
Gut microbiota and brain health
The hypothalamic-pituitary-adrenal axis in the brain is a circuit that controls reactions to stress (as well as regulating functions like digestion, the immune system, mood and emotions). Chronic stress affects gut bacteria composition, and in return, gut bacteria directly influence the development of the brain’s appropriate stress response.
Both the central and peripheral nerve pathways that sense visceral (abdominal pain) can be affected by intestinal microbes. Some strains of Lactobacilli and Bifidobacteria can alleviate the pain caused by irritable bowel syndrome and stress.
MS is a devastating autoimmune disease that is characterised by the progressive deterioration of neurological function. Gut bacteria may have a role in the development of MS.
Depression and anxiety:
The neuroscience of gut health and more serious mood disorders is very new, but Profs Cryan and Dinan suggest that as our understanding grows, modulation of the gut microbes may become part of a strategy for developing treatments for complex brain disorders. They have found that brain levels of serotonin, the ‘happy hormone’ are regulated by the amount of bacteria in the gut during early life.
What about probiotics and the gut-brain axis?
Probiotics are live organisms that, when eaten in adequate quantities, exert a health benefit. There is a reasonable amount of clinical evidence supporting the use of probiotics. In lab animals, probiotics have been shown to reduce anxiety- and depression-like behaviours and prevent stress-induced increases in the stress hormone cortisol.
And, if you’re particularly interested in neuroscience (and of course you if you’re still reading!) probiotics can alter the expression of BDNF levels (a brain chemical involved in neuron growth) and GABA receptors (a type of ‘lock’ that brain chemicals latch onto)
At the end of the paper Profs Cryan and Dinan conclude….
…it is becoming increasingly apparent that behaviour, neurophysiology and neurochemistry can be affected in many ways through modulation of the gut microbes…
Cool huh? I’m off to make some yogurt.
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P.E. Central Lesson Plan: Thankful Tag
Suggested Grade Level:
Cones for boundary markers
; 4 bandanas
to use as tagger indicators (pinnies
or kids carrying small balls
work as well)
Description of Idea
After students find a good self space in the activity area choose 2-3 taggers (have them wear the bandana). On the teacher's signal their job is to move throughout the area tagging others (use a locomotor pattern of your choice like walking, hopping, etc.). When tagged, the child comes to you, the teacher, and tells you something hey are thankful for. After they tell you what they are thankful for they can continue to play.
It is best if students who are on the opposite side of where you are at to go around the marked off playing area to get to you. This is better than walking through the tag game.
Tell students you won't take any poor choices of what they are thankful for--it has to be something somewhat serious. You can reject them if you want forcing them to come up with something appropriate.
Instead of coming to you, have them write on a chalk board or a piece of paper and then go over these at the end of the class during your cool down.
who teaches at Westchester Elementary
in St. Louis, MO.
Posted on PEC: 10/9/2001.
This lesson plan was provided courtesy of P.E. Central (www.pecentral.org).
Products for This Lesson:
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Power outages can occur due to rolling blackouts, extreme weather conditions, or can accompany other disasters such as earthquakes. If there is no power in your neighborhood:
- Turn off and unplug appliances and computers. Leave one light on to indicate when power has been restored.
- Avoid using candles, as they are fire hazards.
- Do not use a gas stove for heating or operate generators indoors (including the garage.) Both could cause carbon monoxide poisoning.
- If a traffic signal is not working, treat it as a stop sign.
- See the Food section to learn about food safety when your refrigerator's power is off.
Southern California Edison: 800-611-1911 and/or www.sce.com
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The most dangerous type of malaria-carrying mosquito, which kills up to a million people each year, is evolving into two different species, posing grave problems for controlling the transmission of the blood parasite.
Scientists have found that Anopheles gambiae, which is widespread across Africa and is responsible for about half of the 500 million new cases of malaria each year, has split into two genetically different strains that are well on their way to becoming distinct species.
The revelation could present real difficulties in controlling malaria because eradication strategies directed against one mosquito species may not be effective against another, according to the scientists who discovered the genetic differences between the two strains.
"From our new studies, we can see that mosquitoes are evolving more quickly than we thought and that unfortunately strategies that might work against one strain of mosquito might not be effective against another," said Mara Lawniczak of Imperial College London.
"Our studies help us to understand the makeup of the mosquitoes that transmit malaria, so that we can find new ways of preventing them from infecting people," said Dr Lawniczak, the lead author of one of the two studies published in the journal Science.
Malaria is caused by a microscopic blood parasite that is transmitted in the bite of female mosquitoes, which need a blood meal to produce their eggs. Out of the 500 million people who become infected with malaria following a mosquito bite each year, some two million die of the disease.
Anopheles gambiae is one of many dozens of mosquito species capable of transmitting malaria, but it is considered one of the worst culprits because it is so widespread across Africa.
It was known for some time that Anopheles gambiae consisted of two strains, known as M and S, but Dr Lawniczak said the full extent of the genetic differences between these two subpopulations had only emerged from full genome scans of their DNA.
"This Anopheles mosquito has always been thought of as one species and even though we knew they were diversifying and hybridising we didn't think it had got this far along the path to become two distinct species," she said.
"You really cannot tell by looking at them that they are so different genetically. Yet we have to know that any efforts directed at controlling mosquitoes will work in all the different groups that transmit malaria. A strategy that works in one group may not end up working in another."
Previous research had suggested that the differences in the DNA of each strain were concentrated on only parts of the insect's chromosomes. However, the latest studies found that significant differences could be found scattered throughout the genomes.
"We were surprised to find out just how different the two strains are genetically. We had thought that the differences were only going to be in defined areas of the chromosome but in fact we found differences all over the genome," Dr Lawniczak said.
It is likely that the "S" strain is the ancestral species because it is found all over sub-Saharan Africa, whereas the "M" strain is concentrated on central and west Africa. The "M" strain also appears to have become better adapted to laying its eggs in rice paddies, which are a relatively recent introduction to the continent.
Professor George Christophides, also of Imperial College, said the genetic studies into Anopheles gambiae demonstrated just how fast the species was evolving, underlining the importance of monitoring future changes in order to keep track of the most dangerous carrier of malaria.
"Malaria is a deadly disease that affects millions of people, and amongst children in Africa it causes one in every five deaths," Professor Christophides said. "The best way to reduce the number of people who contract malaria is to control the mosquitoes that carry the disease.
"Our studies help us to understand the makeup of the mosquitoes that transmit malaria, so that we can find new ways of preventing them from infecting people."
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| 3.4375
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ITZIG (sometimes Hitzig):
Wealthy German family which did much in the eighteenth century for the development of modern culture among the Jews.Babette Itzig:
Born 1749; married Salomon; her daughter Leah became the wife of Abraham Mendelssohn and was the mother of Felix Mendelssohn Bartholdy.Blümchen Itzig:
Born 1752; married David Friedländer.Bonem Itzig:
Born 1756; probably the Julius Eduard Hitzig whose son Georg Heinrich Friedrich Hitzig (born Berlin April 8, 1811; died there Oct. 11, 1881), the architect, built the Berlin Stock Exchange on the site of his grandfather Daniel Itzig's residence on the Burgstrasse (see Kayserling, "Moses Mendelssohn," p. 11, Leipsic, 1888).
German banker; head of the Jewish communities of Prussia (1764-99); born 1722; died at Berlin May 21, 1799. Itzig was a member of the wealthy banking firm of Itzig, Ephraim & Son, whose financial operations greatly assisted Frederick the Great in his wars. He was also the owner of the large lead-factories at Sorge as well as of the oil-mill at Berlin, being one of the few Jews permitted to engage in such enterprises. In 1756 Itzig was appointed "Münzjude" (mint-master) by Frederick the Great, and again in 1758, together with his partner Ephraim.
In 1797 Itzig became "Hofbankier" (court-banker) under Frederick William II. When the latter came to the throne he instituted a commission to examine into the grievances of the Jews and to suggest measures for their relief. Itzig, with his son-in-law David Friedländer, was appointed general delegate to that body. They had the courage to expose to the conference the cruel legislation of Frederick the Great and to refuse the inadequate reforms proposed (König, "Annalen der Juden im Preussischen Staate," p. 236).
The Itzigs were among those granted equal rights with Christians, and an order was issued that they should not be classified as Jews in official documents. Itzig was the first to plan the founding of a home and school for poor Jewish children at Berlin (1761), a plan which, through the endeavors of David Friedländer and of Itzig's son Isaac Daniel Itzig, was realized in 1778 in the establishment of the Ḥinnuk Ne'arim, the first school of its kind in Germany. At the instance of Moses Mendelssohn, Itzig, as the head of the Jewish community, interposed (April, 1782) in behalf of Wessely's "Worte der Wahrheit und des Friedens," which work had been put under the ban by Polish rabbis, and was about to receive the same treatment from Hirschel Levin. chief rabbi of Berlin.
Itzig married Miriam (daughter of Simḥah Bonem), by whom he had thirteen children.
- Geiger, Gesch. der Juden in Berlin, pp. 84-85, 140-141, Berlin, 1871;
- Kohut, Gesch. der Deutschen Juden, pp. 720, 760;
- Graetz, Hist. v. 397, 413, 415-416;
- see also Steinschneider, Hebr. Bibl. iv. 72-73, for a poem dedicated to Itzig by Israel Samosc.
Born 1755; father of Julius Eduard Itzig, "Criminalrath" and writer on criminal law, who was born in Berlin March 27, 1780; died there Nov. 26, 1849.Henriette Itzig:
Wife of Nathan Mendelssohn.Jacob Itzig:
Born 1764; his son adopted the name of "Bornheim."Jettchen (Yetta) Itzig:
Born 1767; married Mendel Oppenheim, whose sons adopted the name of "Oppenfeld."Johannet Itzig:
Born 1748; married Fliess.Julius Eduard Hitzig:
Son of the architect Georg Itzig; born in Berlin Feb. 6, 1838; medical professor at the universities of Zurich and (later) Halle; an authority on diseases of the brain.Rachel Itzig:
Born 1766; died (unmarried) 1826.Rebecca Itzig:
Born 1763; married Ephraim.Vögelchen Itzig:
Became Baroness Fanny von Arnstein, of Vienna; born in Berlin Sept. 29, 1757; died June 8, 1818.Zaerlche Itzig:
Born 1761; died May 11, 1854; married Samuel Levi.Zipperche Itzig:
Born 1760; married Bernhard, Freiherr von Eskeles.
Most of the descendants of the Itzig family are members of the Christian Church.
- Steinschneider, Hebr. Bibl. iv. 72-74;
- Allg. Deutsche Biog.;
- Meyers Konversations-Lexikon;
- Fuenn, Keneset Yisrael, pp. 263-264, Warsaw, 1886.
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Can catastrophic events serve as lasting climate wake-up calls? Why do some disasters have deep and long-lasting consequences for our society while others do not? And what can we do – and should we do – in advance of such events to increase the likelihood that they will positively and substantially shift us towards a low-carbon, climate-resilient society?
The following is reposted from Climate Access with the permission of the author.
Nick Sundt is communications director for climate change with the World Wildlife Fund. He is a former smokejumper in the Western U.S. -– jumping fires from New Mexico to Alaska from 1980 to 1990.
21ST CENTURY CLIMATE EXTREMES
AND THE NEXT “GREATEST GENERATION”
In regards to the solicitation for Climate Access members to submit comments about the “extent catastrophic events can serve as lasting climate wake-up calls,” I suggest that we consider a set of broader questions about such “framing events.” Why do some have deep and long-lasting consequences for our society while others do not? And what can we do – and should we do – in advance of such events to increase the likelihood that they will positively and substantially shift us towards a low-carbon, climate-resilient society?
Here are a few examples of focusing events that have led to major policy shifts:
- The great forest fires in the early 20th century changed public opinion on Federal forest management and fire policy (see The Big Burn: Teddy Roosevelt and the Fire that Saved America, by Timothy Egan)
- Pearl Harbor accelerated the shift of U.S. public opinion about entering WW II.
- The Dust Bowl (drought in the 1930s). It resulted in a range of national public policy responses, including initiatives supporting soil conservation that still are in place (such as the Natural Resources Conservation Service).
- The Arab Oil Embargo helped trigger major changes in energy policy during the 1970s.
- The Exxon Valdez Oil Spill resulted in significant policy shifts around oil development in Alaska and the maritime transport of petroleum
- Nuclear accidents (Three Mile Island, Chernobyl, Fukushima) have had a big impact on public views toward nuclear power here and elsewhere.
- A series of major floods in the latter half of the 19th century and early 20th century resulted in major policy initiatives addressing flood control.
- 9-11 altered a wide range of attitudes and policies related to national security
There is no guarantee that such events will produce big shifts. Hurricane Katrina had the potential for a fundamental shift in public policy – especially given the striking images, but I’d have a problem pointing to any fundamental shifts in public policy beyond the affected area. I would have thought the BP-Horizon disaster had the potential to shift public policy, but there too I’m hard pressed to come up with deep and lasting impacts on policy. Hurricane Sandy certainly was a major framing event as well. In terms of climate policy, it appears that its impact is primarily on the preparedness side and more at the local and state level. It remains to be seen if the changes are durable.
Thomas A. Birkland at North Carolina State investigates the connections between framing events and public policy in a couple of books published over the last 15 years. One is After Disaster: Agenda Setting, Public Policy, and Focusing Events (1997). More recently he wrote Lessons of Disaster: Policy Change after Catastrophic Events (2006). “While the American system is slow and deliberative by design, rapid policy change in the face of major focusing events is possible,” he concludes. He explores elements that help and that hinder lasting policy change in the aftermath of such events.
From a very different perspective, Rebecca Solnit has written of the potential of disasters to bring out the best in our society and to catalyze positive, durable change. In A Paradise Built in Hell: The Extraordinary Communities that Arise in Disaster, she says that “the prevalent human nature in disaster is resilient, resourceful, generous, empathetic, and brave.” She concludes that “long-term social and political transformations, both good and bad, arise from the wreckage.”
If the climate change issue demands very large and rapid policy changes, and if such shifts in policy typically are associated with major framing events, then I’d argue that we should put more effort into strategies specifically designed to maximize the odds for major policy shifts in the wake of extreme events. I’d furthermore argue that with the current political circumstances in Congress, we may be more successful with such an approach at the local and state levels. Finally, I’d suggest leading with climate preparedness policies that always are tightly coupled with emissions mitigation, i.e. responding to the rise in climate extremes by focusing on policies that promote climate-resilient, low-carbon communities.
It is safe to assume that we are going to see a continued increase in weather extremes and that some of these are going to result in major policy shifts. The question is whether we can significantly influence those shifts with careful groundwork beforehand and focused efforts after such events – and whether that is the best use for resources that otherwise can be focused on inching along through other more conventional, direct strategies focused at the national level. I think we need to do both, but we should think carefully about the balance between the two.
It is notable that “The Greatest Generation” of the 20th century in America emerged from disaster: the Dust Bowl coupled to the Great Depression. The challenge and opportunity we now face similarly resides in the climate extremes that will increasingly afflict us. We can and must prepare for – and respond to – those events in ways that will empower this century’s greatest generation to build a more sustainable society.
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New Cancer Drug Delivery System Is Effective and Reversible
For cancer drug developers, finding an agent that kills tumor cells is only part of the equation. The drug also must spare healthy cells, and ideally its effects will be reversible to cut short any potentially dangerous side effects. Investigators from the University of Illinois at Urbana-Champaign report that they have assembled a new cancer drug delivery system that, in cell culture, achieves all of the above. The findings appear in the journal Angewandte Chemie International Edition.
The team of investigators, led by faculty members Li Yu, Ph.D., and Jianjun Cheng, Ph.D., M.S., who is also a member of the Siteman Center of Cancer Nanotechnology Excellence, began its work with the knowledge that small, membrane-bound compartments, called liposomes, are useful as drug-delivery vehicles. When linked to molecules that target receptors on cancer cells, liposomes can enter and dump their cancer-killing contents into those cells.
To target tumor cells, the investigators focused their efforts on a family of small molecules called aptamers. Aptamers are short strands of DNA or RNA; they are highly efficient at binding to biomolecules and are easy to make, label, and manipulate. Dr. Lu’s laboratory specializes in isolating aptamers that bind to specific molecules and converting them into effective sensors and diagnostic agents. His team used an aptamer that binds to nucleolin receptors, which are found in abundance on certain breast cancer cells. The researchers then developed an effective method for attaching the aptamer to a liposome loaded with cisplatin, a drug that effectively kills cancer cells but has troublesome side effects when administered intravenously.
Tests in cells grown in the lab yielded promising results. Four days after the investigators exposed the cells to the new drug delivery system, 60% of the breast cancer cells had died, whereas less than 12% of breast cancer cells treated with cisplatin alone had died. “By labeling a liposome that contains cisplatin with a cancer cell-specific aptamer, we have shown delivery of the drugs to cancer cells without significant damage to regular cells,” Dr. Lu said, “making it possible to maximize the drug potency while minimizing its side effects.”
This approach “integrates the advantages of small molecules and antibodies,” said Dr. Cheng, who helped pioneer the use of aptamers as targeting molecules for drug delivery. “This is the first study to integrate the aptamers and the liposome.”
Another advantage of using aptamers as targeting agents is that they are easily disabled since they readily bind to complementary DNA (cDNA), which prevents them from interacting with cell receptors. In an additional set of experiments, the investigators showed that adding cDNA to cultured cells treated with the aptamer-targeted liposomes did in fact block all cell-killing activity of liposomal cisplatin.
“You can change aptamers to target a different type of cancer, you can change the therapeutic molecules to fight cancer or other diseases, and you can reverse the dose,” Dr. Cheng said. “That’s a lot of tools in the toolbox. It has great potential.”This work, which is detailed in the paper “Reversible cell-specific drug delivery with aptamer-functionalized liposomes,” was supported by the NCI Alliance for Nanotechnology in Cancer, a comprehensive initiative designed to accelerate the application of nanotechnology to the prevention, diagnosis, and treatment of cancer. An abstract is available at the journal’s Web site.
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North-South-East-West: American Indians and the Natural World
Sovereign People: Ancestry in the Land
From the sixteenth century on, six nations have allied themselves
to form the Iroquois Confederacy.
Originally, they lived in the Eastern Woodlands,
in an area that extended from the land south of Lake Ontario, along the
Mohawk River, and westward to the Finger Lakes and Genessee River, in
what is now New York State.
Though known as the Iroquois, they call themselves Haudenosaunee,
the People of the Longhouse. The Mohawk nation has historically stood guard at
the easternmost door of a symbolic loghouse. The Seneca watch over
the western door, while the other nations, the Oneida, Onondaga,
Cayuga, and the Tuscarora, are spread in between.
Skilled in warfare and gifted in peace, the six nations established a
peace treaty which led to the formation
of one of the world's earliest
democracies. This society gave rise to great orators, like the
Onondaga, Hiawatha, and noble leaders, such as the Seneca,
Cornplanter, who was rewarded with a tract of land along
Pennsylvania's Allegheny River for his diplomatic efforts with the
fledgling government of the American Colonies.
Image: Elm Bark Trays
(Left) George Key, Canada, Wolf clan, Seneca, pre-1910
(Right) Seneca, pre-1910
In the spring and early summer, when the sap was up, bark was peeled from elm
trees and bent to make trays and bowls. These items served every conceivable
culinary purpose. They held cooking ingredients and prepared foods, and made
good mixing bowls and dishpans. On occasion, Iroquois women even added hot stones
to bring the liquid in larger bowls to a boil, or they carefully placed the vessels
over the fire to heat water.
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Q.1: When were the United Nations Organization founded and (briefly) what inspired its foundation?
Ans: The United Nations Organization was founded in April 1945. inspiration of its foundation was the desire of the people all over then world for peace because people all over the world were disgusted with miseries brought about by the second world war.
Q.2: How successful has the United Nations Organization been, so for in preventing local wars?
Ans: Preventing was is difficult. It is a part of high politics. The United Nations succeeded in a few cases in bringing peace where there was no peace. But in great many cases it has failed to prevent local wars.
Q.3: What part of the work of the United Nations appears, so far to have yielded the most promising results?
Ans: The work of the United Nations in solving social and economic problems has yielded the most promising results.
Q.4: What are the more important differences between the General Assembly and the Security Council?
Ans: The General Assembly consist of all members of the United Nations while the Security Council consists of fifteen members. Five of these are permanent members those are
Q.5: What is the designation of the Chief Officer of the United Nations, for how long is he appointed and by whom is the appointed?
Ans: The designation of the Chief Officer of the United Nations is Secretary General. He is appointed for a period of five years and is elected by General Assembly with the approval of the Security Council.
Q.6: How large staffs are employed by the Secretariat and where does it work?
Ans: The UN Secretariat has staff of about 3500. They work at the head quarters of UN.
Q.7: What is the function of International Bank?
Ans: International Bank lends money to member nations for carrying though some work of public importance and usefulness.
Q.8: Who do the initials W H O stand for and what is the function of this organization?
Ans: The initials W H O stand for World Health Organization. W H O advises member countries on public health and on the control of diseases.
Q.9: What do the initials F A O stands for and what is the function of this organization?
Ans: The initials F A O stand for Food and Agriculture Organization. It advises member nations on the ways to enhance production in agriculture sector.
Q.10: What is the function of UNESCO?
Ans: The function of UNESCO is to advance education, science and culture in order to promote human welfare.
Q.11: Who do the initials of UNICEF stand for and what is the function of this organization?
Ans: The initials of UNICEF stand for United Nations International children’s Emergency Fund. It specializes in the relief of children.
Q.12: What were the conditions which obliged the people of the world to found U N O?Ans: During second world war millions of people had been killed and wounded. The property worth of millions of pounds has been destroyed. Millions of people had been made homeless. Millions suffered from poverty, hunger and disease. That was the time when man wanted peace, good will and brother hood on the earth. These were the condition which obliged the people of the world to found U N O.
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| 2.8125
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|
1. Why does the narrator say he has made up the town of Barchester?
The narrator does not wish anyone to think he is attacking any specific community or person, so he has not used the name of any existing area in England.
2. How does Hiram's Hospital come to exist?
Centuries before the story opens, a man named John Hiram wills his land to the local church as a home for the old and destitute men of Barchester. What begins as a modest enterprise for the keeping of twelve old men grows over the years. The home is called Hiram's Hospital.
3. How does the charitable men's home manage its money?
The property where Hiram's Hospital is is very profitable. The revenue of the property goes to the warden, the man in charge of the hospital. The warden pays for the expenses of its inmates out of a stipend.
This section contains 3,026 words
(approx. 11 pages at 300 words per page)
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Pages on our
The professionals behind SkinTagTags.com
Confusion Surrounding Skin Tags - Is it really a Skin Tag or something else?
Skin tags are often confused with other benign skin conditions such as molluscum contagiosum, moles, warts and genital warts.
In order to help you understand how skin tags are different from each of these other conditions, below you will find how skin tags are different to each of them, thereby allowing the diagnosis of skin tags to be so much easier.
Skin Tags or Molluscum contagiosum
Molluscum contagiosum is a viral infection which affects children more than adults where a pox-family virus causes little pale warts that usually remain from six to nine months. Molluscum is extremely contagious and eczema often accompanies it. According to Wilkipedia, 17% of kids go through it, mainly between the ages of 2 and 12 years.
Molluscum and skin tags are both pink and both are caused by viruses. However, unlike skin tags molluscum look a lot like pimples and come in clusters. Skin tags are longer and formed of actual skin. Molluscum will never hang off of a stalk unlike skin tags and will be totally round. Moreover, if someone has molluscum on the genitals, it can be sexually passed on.
Skin Tags or Moles
Moles are growths on the skin that are usually brown or black. Moles can appear anywhere on the skin, alone or in groups. Like skin tags, moles are very common and usually benign. However, moles are composed of cells called melanocytes, and are more likely to develop into melanoma (cancer) than skin tags. Remember a skin tag is a small flap of tissue that hangs off the skin by a connecting stalk. Moreover, skin tags are not dangerous. In contrast to moles, which are browner, round and mostly firm, skin tags are usually flesh colored and soft. The tags can vary in size but usually don’t get any larger than a grain of rice.
If you have moles that are growing or changing in color or shape, you should see your doctor right away. If your moles do not change over time, there is little to worry about, but if you notice any signs of change in an existing mole, you should see your doctor immediately.
Skin Tags or Warts
Warts, like skin tags are little non-cancerous tumors found on the body. However, whereas skin tags are a small piece of skin which protrudes off the body, warts are small bumps that have a different texture compared to skin tags and are caused by the HPV.
Genital Skin Tags or Genital Warts?
Warts or Skin Tags on the vagina, labia, or penis?
Skin tags generally don’t affect the suprapubic area (just above above the pubic area), whereas genital warts often do.
Genital warts are also more common on the penis shaft and balls / scrotum, whereas skin tags hang out in your groin creases.
Vaginal skin tags are not the same thing as genital warts. Genital warts are caused by a virus and are contagious! To tell the difference between genital warts and skin tags on the vagina can be difficult, apart from seeing adoctor, you can only go on whether it is a lump or a protusion, the latter is more likely to be a skin tag.
Skin tags can be treated or ignored. In contrast, genital warts need to be treated immediately.
Skin Tags as Markers of Disease
Skin tags can alert the physician to screen individuals for several disorders.
Skin tags have been found to be associated not only with diabetes and colonic polpys but also with the atherogenic lipid profile which suggests that skin tags may be a useful clinical sign for individuals at risk for cardiovascular disease.ix The lipid profile is thought to be strongly associated with atherosclerosis and cardiovascular disease. It is also associated with features of type 2 diabetes, although not exclusively.
There are other causes of skin tags as well, which are by no means as dangerous.
Diagnosis Skin Tags in Conclusion
As can be seen, skin tags can easily be diferrentiated from moles, warts and molluscum, but in making the diagnosis of skin tags, it is best to also consult your doctor to check for any underlying health condition that may be causing them, and causing you some considerable harm.
Skin Tags References
ix Crook MA. Skin tags and the atherogenic lipid profile. J Clin Pathol 2000; 53: 873-874.
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NB: this article was first published in Renewable Energy Focus magazine. For a free subscription, click here.
Even before he became the 44th president of the United States, Barack Obama declared his “war on coal”.
“If somebody wants to build a coal-powered plant, they can; it's just that it will bankrupt them because they're going to be charged a huge sum for all that greenhouse gas,” he told the San Francisco Chronicle in January 2008.
Under the Clean Air Act, the Environmental Protection Agency (EPA) has introduced or extended regulation of greenhouse gas (GHG) emissions and pollutants such as mercury. Critics claim these mandates are “backdoor bans” that over-reach Congressional authority, while advocates claim Obama's EPA had to fill the policy void after climate change legislation failed to pass Congress in 2010.
As the presidential elections loom in November, the fossil fuel industry has intensified its counterattack on Obama's war on coal and the EPA's “job killing regulations”. The Republican party has rallied to support its corporate sponsors with at least as much zeal as attempts to scrap Obamacare.
Some 57 power plants – or 26GW – of coal-fired power plants are due for retirement under the EPA's regulation of GHG emissions and other pollutants such as mercury, particulates and noxious gases. There are real concerns about the retirement of a fuel source that provided 42% of electricity in 2011.
There are also signs, however, that coal is losing its hold on the US energy economy. In April, the Energy Information Administration (EIA) recorded both gas and coal fired generation as equal for the first time in history, with each fuel providing 32% of total generation.
As the US energy industry undergoes a massive transformation due to the shale gas revolution, natural gas may seem the natural successor to coal. But clean energy advocates are lobbying hard in Washington to try to help fill the energy gap.
Fossil fuel advocates estimate 29,000 jobs are at risk, with some states in the north-east losing as much as 18% of their capacity. On July 16, Paul Vining, the president of Alpha Natural Resources, told a Congressional hearing: “While there is no question that our industry is being detrimentally impacted, I would respectfully assert that this is not just a war on coal. What we are experiencing is a war on affordable electricity, a significant building block of American prosperity.”
A strong EPA
Legal and Congressional challenges to the EPA's authority to regulate emissions have so far failed. Last month, the US Court of Appeals in Washington DC ruled the EPA was “unambiguously correct” in applying the Supreme Court's “endangerment finding” under Massachusetts v EPA in 2007 which determined that GHG emissions from tailpipes and stationary sources are pollutants that should be regulated.
In 2010, the EPA announced stricter permitting requirements that now cover 70% of GHG pollution from stationary sources. It has also strengthened other regulations such as the Utility Maximum Achievable Control Technology to regulate hazardous air pollutants like mercury.
Then in April this year, the EPA proposed additional regulations – New Source Performance Standards – for new power plants. Under the proposal, no new coal-fired power station could be built without carbon capture storage (CCS) technology. The EPA reportedly received two million comments in response to its plan.
The EPA has allowed some flexibility since the technology is not commercially available, notes Kyle Danish, attorney with Van Ness Feldman in Washington. “EPA has provided an alternative compliance option. Effectively, if you can get CCS onto your plant in 10 years you can have a pathway where you exceed the standard for a while provided that you are below the standard afterwards.”
Industry and environmentalists have frequently challenged the EPA under Clean Air Act regulations over the past 20 years, Danish adds. The more recent attacks from the Coalition for Responsible Regulation are no exception, but EPA has never attempted to regulate gas and coal fired power stations with a single regulation before.
“It's maybe emblematic of the litigiousness of US society,” he says. “But it's new for EPA to lump together natural gas and coal fired power stations and impose a standard that really only natural gas plants can meet. That's new and has attracted controversy. The perceived infeasibility of CCS has led a number of industry observers to say this is effectively a ban on new coal-fired power stations.”
An election issue
As Republicans and the fossil fuel industry trade blows with the Obama administration and the EPA, tension over the regulation of GHGs is likely to become an increasing focal point ahead of this year's presidential elections. “The Romney campaign makes it very clear they do not agree the Clean Air Act should be used for GHG regulations and they do not favour a regulatory approach on GHG,” says Danish.
As part of a settlement agreement linked to a legal challenge from environmentalists, he continues, the EPA agreed to develop even stricter regulations for existing power plants. A decision to proceed will be decided by the outcome of this year's elections.
“There seems to be a recognition that there's not much reason to propose something [new] now because if Obama doesn't win it will never get finalised by Romney. If Obama wins, he might be able to propose something more ambitious than he can propose now.”
Renewable energy advocates are keen to characterise the EPA's GHG restrictions as an abdication of king coal and the accession of a sun king with natural gas reining at its side. “Solar is only 0.4% of the US market today,” John Lefebvre, the president of Suntech America, the US subsidiary of the world's largest PV manufacturer, recently told the Intersolar conference in San Francisco. “If you look at the announced closures for coal we're looking at over 26GW of plant closures in the US. Coal represents 42% of the market. Where do you think that energy is going to come from in the future?”
For Lefebvre the answer is clear: the end of the coal age could be a new dawn for solar, he suggested. “There's a lot of optimism around the 100-year supply of shale gas in the US and it comes with a lot of unknowns and an opportunity for solar to partner with natural gas to really address some peak power issues that we have in the country.”
Lefebvre said Suntech is working “with both sides of the aisle” in advance of the elections. “There's a lot of studies and information that's not being represented fully such as how natural gas and solar can play together,” he said.
Regardless of the election outcome, Congressional action to create national energy policy is anticipated. Lisa Jacobson, president of the Business Council for Sustainable Energy, favours an “all of the above” strategy like the president.
“We'd like to see some kind of national discussion on the energy system to take us into the next couple of decades. We're not anti-certain sectors. We're realistic about what our current energy mix is and where we might go. But we definitely see natural gas, renewables and energy efficiency in any order you want as playing an increasing role as we go out into the next 10-20 years, with or without Congressional action. Right now there's still that lack of clarity and that's not good for investments in the energy sector no matter what part of the sector you're in.”
It is impossible, she adds, to predict the speed of transition given the impact of low natural gas prices on all other sources of energy. But she is clear, the US could lose 26GW of coal-fired plant without the lights going out: “We don't see it as a reliability crisis. We think we can manage this transition.”
Recent EIA figures suggest the US market is turning to natural gas simply due to its low price (around $2/mmbtu). Steve Seidel, senior adviser at the Center for Climate and Energy Solutions, thinks this exposes the US energy industry to the risk of price volatility. “I have a concern that the market is racing towards natural gas when history has shown that prices are volatile,” he says. “We need a more diverse energy mix in the US, which would combine fossil fuels with renewables and nuclear energy. If we had a national energy policy we would be able to maintain that diversity.”
Clean energy advocates, meanwhile, are pressing for the adoption of solar to mitigate price volatility. Last year, a hot spell in Texas sent electricity prices soaring from $438/MWh on June 25 to $3000/MWh the following day as more people flicked the switch on their air-conditioning systems. Solar could mitigate this risk 20- 30 years out, says Lefebvre. “There is a lot of uncertainty over the price of natural gas. Solar can offer a partner to natural gas, a hedge against the cost of natural gas.”
About the author: Felicity Carus previously worked on the environment desk at the UK’s Guardian newspaper. She covers renewable technology and clean energy policy and finance out of San Francisco, CA.
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█ LARRY GILMAN
Metal detectors use electromagnetic fields to detect the presence of metallic objects. They exist in a variety of walk-through, hand-held, and vehicle-mounted models and are used to search personnel for hidden metallic objects at entrances to airports, public schools, courthouses, and other guarded spaces; to hunt for landmines, archaeological artifacts, and miscellaneous valuables; and for the detection of hidden or unwanted metallic objects in industry and construction. Metal detectors detect metallic objects, but do not image them. An x-ray baggage scanner, for example, is not classed as a metal detector because it images metallic objects rather than merely detecting their presence.
Metal detectors use electromagnetism in two fundamentally different ways, active and passive. (1) Active detection methods illuminate some detection space—the opening of a walk-through portal, for example, or the space directly in front of a hand-held unit—with a time-varying electromagnetic field. Energy reflected from or passing through the detection space is affected by the presence of conductive material in that space; the detector detects metal by measuring these effects. (2) Passive detection methods do not illuminate the detection space, but take advantage of the fact that every unshielded detection space is already permeated by the Earth's natural
magnetic field. Ferromagnetic objects moving through the detection space cause temporary, but detectable changes in this natural field. (Ferromagnetic objects are made of metals, such as iron, that are capable of being magnetized; many metals, such as aluminum, are conducting but not ferromagnetic, and cannot be detected by passive means.)
Walk-through metal detectors. Walk-through or portal detectors are common in airports, public buildings, and military installations. Their portals are bracketed with two large coils or loop-type antennae, one a source and the other a detector. Electromagnetic waves (in this case, low-frequency radio waves) are emitted by the source coil into the detection space. When the electromagnetic field of the transmitted wave impinges on a conducting object, it induces transient currents on the surface of the object; these currents, in turn, radiate electromagnetic waves. These secondary waves are sensed by the detector coil.
Hand-carried metal detectors. Metal detectors small enough to be hand-held are often used at security checkpoints to localize metal objects whose presence has been detected by a walk-through system. Some units are designed to be carried by a pedestrian scanning for metal objects in the ground (e.g., nails, loose change, landmines). All such devices operate on variations of the same physical principle as the walk-through metal detector, that is, they emit time-varying electromagnetic fields and listen for waves coming back from conducting objects. Some ground-search models further analyze the returned fields to distinguish various common metals from each other. Hand-carried metal detectors have long been used to search for landmines; however, modern land mines are often made largely of plastic to avoid this cheap and obvious counter-measure. New technologies, especially neutron activation analysis and ground-penetrating radar, are being developed to search for nonmetallic landmines.
Gradiometer metal detectors. Gradiometer metal detectors are passive systems that exploit the effect of moving ferromagnetic objects on the earth's magnetic field. A gradiometer is an instrument that measures a gradient—the difference in magnitude between two points—in a magnetic field. When a ferromagnetic object moves through a gradiometer metal detector's detection space, it causes a temporary disturbance in the earth's magnetic field, and this disturbance (if large enough) is detected. Gradiometer metal detectors are usually walk-through devices, but can also be mounted on a vehicle such as a police car, with the intent of detecting ferromagnetic weapons (e.g., guns) borne by persons approaching the vehicle. Gradiometer metal detectors are limited to the detection of ferromagnetic objects and so are not suitable for security situations where a would-be evader of the system is likely to have access to nonferromagnetic weapons.
Magnetic imaging portals. The magnetic imaging portal is a relatively new technology. Like traditional walk-through metal detectors, it illuminates its detection space with radio-frequency electromagnetic waves; however, it does so using a number of small antennas arranged ringlike around its portal, pointing inward. Each of these antennas transmits in turn to the antennas on the far side of the array; each antenna acts as a receiver whenever it is not transmitting. A complete scan of the detection space can take place in the time it takes a person to walk through the portal. Using computational techniques adapted from computed axial tomography (CAT) scanning, a crude image of the person (or other object) inside the portal is calculated and displayed. The magnetic imaging portal may for some purposes be classed as a metal detector rather than as an imaging system because it does not produce a detailed image of the metal object detected, but only reveals its location and approximate size.
█ FURTHER READING:
"Guide to the Technologies of Concealed Weapon and Contraband Imaging and Detection (NIJ Guide 602–00)." Institute of Justice, US Department of Justice. February 2001. < http://www.ojp.usdoj.gov/nij/pubs-sum/184432.htm > (April 23, 2003).
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Study Links Rise in Test Scores to Nations' Output
U.S. could see $41 trillion gain in GDP over 80 years, it projects
Relatively small improvements in the skills of a nation’s workforce can have a big effect on its future economic well-being, concludes a new international study that seeks to quantify those benefits.
For the United States, the research suggests, modest gains in student achievement as measured by one international assessment could cumulatively boost the country’s gross domestic product by tens of trillions of dollars over the coming decades.
“There’s almost a one-to-one match between what people know and how well economies have grown over time,” Andreas Schleicher, the head of indicators and analysis for the education directorate at the Organization for Economic Cooperation and Development, said at a briefing held here last week to discuss the findings. “It’s not the quantity of schooling that drives success in countries, it is the quality of [learning] outcomes that we see that is explaining the relationship.”
The Paris-based OECD was planning to release the report this week at the World Economic Forum in Davos, Switzerland.
The study uses economic modeling to relate cognitive skills—as measured by the Program for International Student Assessment, or PISA, and other international instruments—to economic growth. It relies on nations’ GDP, a basic measure of a country’s overall economic output, for the analysis.
A “modest goal” of having all 30 industrialized countries in the OECD raise their average scores on PISA by 25 points in the next 20 years would provide an aggregate gain of $115 trillion in GDP “over the lifetime of the generation born in 2010,” the report projects. A gain of 25 points, it notes, is less than what was achieved from 2000 to 2006 by Poland, which the report calls the most rapidly improving nation on PISA.
The international average on PISA is 500.
Meanwhile, bringing all nations up to the performance level in mathematics and science of Finland, the OECD member country with the best-performing education system, would result in aggregate gains on the order of $260 trillion in GDP, according to the report.
There is “uncertainty in these projections as there is in all projections,” it cautions, but the authors argue that even reducing the projections considerably suggests very large implications.
“It matters a lot what our students know,” Eric A. Hanushek, an economist at the Hoover Institution at Stanford University, and the report’s co-author, said during the Jan. 19 briefing. “It’s not just individual kids, it’s the well-being of our nation in this competitive world.”
Susan K. Sclafani, the director of state services at the National Center on Education and the Economy, in Washington, said the report drives home the need to set higher expectations for U.S. high schoolers. “We’re going to have to talk about establishing a competence level ... that is beyond what we used to think of as sufficient for high school graduates,” she said. “We don’t expect enough of a majority of our kids.”
Lagging on PISA
Mr. Hanushek argues that, based on PISA results, the United States is not doing very well compared with other nations.
In 2006, the United States scored statistically below the OECD averages for in both science and math literacy on PISA, which measures the skills 15-year-olds have acquired and their ability to apply them to real-world contexts. The 2006 reading results of the United States were later invalidated because of printing errors in the test booklets given to American children. ("Printing Errors Invalidate U.S. Reading Scores on PISA," Nov. 28, 2007.)
The OECD report says the relationship between cognitive skills and economic growth has been demonstrated in a range of studies. The new analysis was based on the PISA in math and science, but not in reading, though it says the math and science scores are “highly correlated with reading-test scores.”
The study walks through the implications of three scenarios of improved student outcomes, the most conservative of which is to lift a nation’s PISA score by 25 points over 20 years. No initial impact would be seen until the higher-achieving students started becoming more significant in the workforce, it says. But as soon as 2042, GDP would be more than 3 percent higher than what would have been expected without improvements in human capital.
While a 3 percent gain might seem small, the analysis points out, it builds up over time. A 3 percent improvement in the GDP in 2042 rises to 5.5 percent in 2050 and 24.3 percent in 2090, according to the report.
“By the end of expected life in 2090 for the person born in 2010,” it says, “GDP per capita would be expected to be about 25 percent above the ‘education as usual’ level.”
The United States, with a current annual GDP of more than $14 trillion, would see growth of nearly $41 trillion in GDP over 80 years, with a 25-point gain achieved within the next 20 years.
In an interview, Mr. Hanushek said that level of increase would make the U.S. results roughly on par with the United Kingdom or Germany.
Under the more ambitious scenario of bringing U.S. scores up to the Finnish level in math and science, which would require an increase of 58 points, the value of its GDP would grow by $103 trillion over the same length of time.
‘You Can’t Copy and Paste’
At the briefing, Mr. Schleicher and Mr. Hanushek discussed some of the potential policy ramifications of the findings.
“You can never translate one system to another, you can’t copy and paste education systems,” Mr. Schleicher said, “but what you can do, what we’re doing here, is you can look at some of the policy levers that emerge from successful education systems and think about how you can situate those kinds of policy levers in a different [system].”
For one, he emphasized that spending more money doesn’t necessarily correlate with improved student outcomes.
“There’s some relationship, but it’s not particularly strong,” he said. “Money is not a predictor of success in systems.”
He added: “When you look at the best-performing systems, what characterizes them is that they get the money to where the challenges are greatest. They get the best teachers into the most challenging schools.”
Mr. Hanushek said “there is nothing more important than a highly effective teacher, but we also know that this is not something that’s easy to change.”
He estimated gains in PISA tied to replacing the most ineffective teachers with “average” ones.
“So if I replace 2 percent of the teachers with an average teacher, I get ... almost 25 PISA points, and if I replace 6 percent of the teachers, I get 50 PISA points, which is the difference between the [PISA results for the] United States and Canada,” he said. “If I can replace 10 percent of the teachers, ... we can beat Finland.”
Vol. 29, Issue 19, Page 6
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Judaism: Women As Leaders
Former Chief Rabbi Lord SacksRabbi Dr. Sacks was Chief Rabbi of the United Hebrew Congregations of the...
This week’s parsha could be entitled “The birth of a leader.” We see Moses, adopted by Pharaoh’s daughter, growing up as a prince of Egypt. We see him as a young man, for the first time realising the implications of his true identity. He is, and knows he is, a member of an enslaved and suffering people: “Growing up, he went out to where his own people were and watched them at their hard labour. He saw an Egyptian beating a Hebrew, one of his own people” (Ex. 2: 10).
He intervenes. He acts: the mark of a true leader. We see him intervene three times, twice in Egypt, once in Midian, to rescue victims of violence. We then witness the great scene at the burning bush where God summons him to lead his people to freedom. Moses hesitates four times until God becomes angry and Moses knows he has no other choice. This is a classic account of the childhood of a hero.
But this is only the surface. The Torah is a deep and subtle book, and it does not always deliver its message on the surface. Just beneath is another and far more remarkable story, not about a hero but about six heroines, six courageous women without whom there would not have been a Moses.
First is Yocheved, wife of Amram and mother of the three people who were to become the great leaders of the Israelites: Miriam, Aaron and Moses himself. It was Yocheved who, at the height of Egyptian persecution, had the courage to have a child, hide him for three months, and then devise a plan to give him a chance of being rescued. We know all too little of Yocheved. In her first appearance in the Torah she is unnamed. Yet, reading the narrative, we are left in no doubt about her bravery and resourcefulness. Not by accident did her children all become leaders.
The second was Miriam, Yocheved’s daughter and Moses’ elder sister. It was she who kept watch over the child as the ark floated down the river, and who approached Pharaoh’s daughter with the suggestion that he be nursed among his own people. The biblical text paints a portrait of the young Miriam as a figure of unusual fearlessness and presence of mind. Rabbinic tradition went further.
In a remarkable midrash, we read of how the young Miriam confronted her father Amram and persuaded him to change his mind. Hearing of the decree that every male Israelite baby would be drowned in the river, Amram led the Israelites in divorcing their wives so that there would be no more children. He had logic on his side. Could it be right to bring children into the world if there were a fifty per cent chance that they would be killed at birth? Yet Miriam, so the tradition goes, remonstrated with him. “Your decree,” she said, “is worse than Pharaoh’s. His affects only the boys; yours affects all. His deprives children of life in this world; yours will deprive them of life even in the world to come.” Amram relented, and as a result, Moses was born. The implication is clear: Miriam had more faith than her father.
Third and fourth were the two midwives, Shifrah and Puah, who frustrated Pharaoh’s first attempt at genocide. Told to kill the male Israelite children at birth, they “feared God and did not do what the king of Egypt had told them to do; they let the boys live” (Ex. 1: 17). Summoned and accused of disobedience, they outwitted Pharaoh by constructing an ingenious cover story: the Hebrew women, they said, are vigorous and give birth before we arrive. They escaped punishment and saved lives.
The significance of this story is that it is the first recorded instance of one of Judaism’s greatest contributions to civilization: the idea that there are moral limits to power. There are instructions that should not be obeyed. There are crimes against humanity that cannot be excused by the claim that “I was only obeying orders.” This concept, generally known as “civil disobedience,” is usually attributed to the nineteenth century American writer Henry David Thoreau, and entered international consciousness after the Holocaust and the Nuremberg trials. Its true origin, though, lay thousands of years earlier in the actions of two women, Shifra and Puah. Through their understated courage they earned a high place among the moral heroes of history, teaching us the primacy of conscience over conformity, the law of justice over the law of the land.
The fifth is Zipporah, Moses’ wife. The daughter of a Midianite priest, she was nonetheless determined to accompany Moses on his mission to Egypt, despite the fact that she had no reason to risk her life on such a hazardous venture. In a deeply enigmatic passage, it was she who saved Moses’ life by performing a circumcision on their son (Ex. 4: 24-26). The impression we have of her is of a figure of monumental determination who, at a crucial moment, has a better sense than Moses himself of what God requires.
I have saved until last the most intriguing of them all: Pharaoh’s daughter. It was she who had the courage to rescue an Israelite child and bring it up as her own in the very palace where her father was plotting the destruction of the Israelite people. Could we imagine a daughter of Hitler, or Eichmann, or Stalin, doing the same? There is something at once heroic and gracious about this lightly sketched figure, the woman who gave Moses his name.
Who was she? The Torah does not give her a name. However the First Book of Chronicles (4: 18) mentions a daughter of Pharaoh, named Bitya, and it was she the sages identified as the woman who saved Moses. The name Bitya (sometimes rendered as Batya) means “the daughter of God”. From this, the sages drew one of their most striking lessons:
The Holy One, blessed be He, said to her: “Moses was not your son, yet you called him your son. You are not My daughter, but I shall call you My daughter.”
They added that she was one of the few (tradition enumerates nine) who were so righteous that they entered paradise in their lifetime.
So, on the surface, the parsha is about the initiation into leadership of one remarkable man, but just beneath the surface is a counter-narrative of six extraordinary women with whom there would not have been a Moses. They belong to a long tradition of strong women throughout Jewish history, from Deborah, Hannah, Ruth and Esther in the Bible to more modern figures like Sarah Schenirer and Nechama Leibowitz to more secular figures like Anne Frank, Hannah Senesh and Golda Meir.
How then, if women emerge so powerfully as leaders, were they excluded in Jewish law from certain leadership roles? If we look carefully we will see that women were historically excluded from two areas. One was the “crown of priesthood,” which went to Aaron and his sons. The other was the “crown of kingship,” which went to David and his sons. These were two roles built on the principle of dynastic succession. From the third crown – the “crown of Torah” – however, women were not excluded. There were prophetesses, not just prophets. The sages enumerated seven of them. There were great women Torah scholars from the Mishnaic period (Beruriah, Ima Shalom) to today.
At stake is a more general distinction. Rabbi Eliyahu Bakshi-Doron in his Responsa, Binyan Av, differentiates between formal or official authority (samchut) and actual leadership (hanhagah). There are figures who hold positions of authority – prime ministers, presidents, CEOs – who may not be leaders at all. They may have the power to force people to do what they say, but they have no followers. They excite no admiration. They inspire no emulation. And there may be leaders who hold no official position at all but who are turned to for advice and are held up as role models. They have no power but great influence. Israel’s prophets belonged to this category. So, often, did the gedolei Yisrael, the great sages of each generation. Neither Rashi nor Maimonides held any official position (some scholars say that Maimonides was chief rabbi of Egypt but most hold that he was not, though his descendants were). Wherever leadership depends on personal qualities – what Max Weber called charismatic authority – and not on office or title, there is no distinction between women and men.
Yocheved, Miriam, Shifra, Puah, Zipporah and Batya were leaders not because of any official position they held (in the case of Batya she was a leader despite her official title as a princess of Egypt). They were leaders because they had courage and conscience. They refused to be intimidated by power or defeated by circumstance. They were the real heroes of the exodus. Their courage is still a source of inspiration today.
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The grand boubou/bubu is one of the names for a flowing wide sleeved robe worn by men in much of West Africa, and to a lesser extent in North Africa, related to the dashiki suit. The name boubou derives from the Wolof word mbubb. It is known by various names, depending on the ethnic group wearing them: agbada (Yoruba, Dagomba), babban riga (Hausa), mbubb (Wolof) , k'sa or gandora (Tuareg), darra'a Maghrebi Arabic, grand boubou (in various Francophone West African countries) and the English term of gown. The Senegalese boubou, a variation on the grand boubou described below, is also known as the Senegalese kaftan. The female version worn in some communities is also known as a m'boubou or kaftan.
Its origin lies with the clothing worn by the Islamic Tukulor, Mandé and Songhai peoples of the 8th-century Takrur and Ghana Empires, and 13th-century Mali and Songhai Empires. (See Bisht and kaftan for information on these.)
The use of the grand boubou as clothing became widespread throughout the West African region with the migration of semi-nomadic groups such as the Fulani, and traders such as the Dyula and Hausa. Comparing the grand boubou to the various styles of Arabic Thawb suggests the grand boubou follows an archaic template to the contemporary male clothing of the Middle East and North Africa.
The grand boubou is usually decorated with intricate embroidery, and is worn on special religious or ceremonial occasions, for example the two Islamic Eid festivals, weddings, funerals or for attending the Mosque for Friday prayer. It has become the formal attire of many countries in West Africa. Older robes have become family heirlooms passed on from father to son and are worn as status symbols.
The boubou has female versions in Mali, Senegal, Gambia, Guinea, Mauritania and many other West African countries. There is also the alternative female formal version of the boubou called the wrapper.
The grand boubou as a full formal attire consists of 3 pieces of clothing: a pair of tie-up trousers that narrow towards the ankles (known as a sokoto pronounced "shokoto" in Yoruba) and a long-sleeved shirt and a wide, open-stitched sleeveless gown worn over these. They are generally of the same colour, and historically were made from silk, but increased understanding of Islamic restrictions on clothing meant the grand boubou is now mostly made from cotton and synthetic cloths made to resemble silk.
There is a set etiquette to wearing the grand boubou, primarily in place to keep the over-gown above the ankles at any one time, in keeping with Islamic traditions of avoiding impurity (see Najis). This can include folding the open sleeves of the boubou over one's shoulders, normally done while walking or before sitting down, to ensure the over-gown does not rub against the ground, or by folding/wrapping each side over the other with the hand, narrowing the gowns space toward the ankles (as done by the Tuareg). Thus, it is rare to see the grand boubou's square shaped gown completely unwrapped.
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The grand boubou's use was historically limited to various Islamised Sahelian and Saharan peoples of West Africa, but through increased trade and the spread of Islam throughout the region, had historically gained use among Islamised peoples in the savanna and forested regions of West Africa. Through this, the grand boubou was historically worn by Chiefs of the Yoruba of Nigeria, Dagomba of Ghana, the Mandinka of the Gambia, the Susu of Guinea and the Temnes of Sierra Leone.
Even today, the grand boubou is mostly worn by Muslims, although it is gaining popularity as a fashionable form of attire by Christians in West Africa, the African diaspora, and very recently, even among Bantu people in East, Southern and Central Africa.
Although usually a form of men's clothing, women's traditional clothing in much of Sahelian West Africa is of similar construction, though usually worn differently. In some places these are called the m'boubou. In other regions of West Africa, the female formal clothing has been a boubou variant, called a kaftan, and in other places it is the wrapper and headscarf.
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Plastic surgery patients have carried a new class of superbugs resistant to almost all antibiotics from South Asia to Britain and they could spread worldwide, researchers reported Wednesday.
Many hospital infections that were already difficult to treat have become even more impervious to drugs thanks to a recently discovered gene that can jump across different species of bacteria.
This so-called NDM-1 gene was first identified last year by Cardiff University's Timothy Walsh in two types of bacteria -- Klebsiella pneumoniae and Escherichia coli -- in a Swedish patient admitted to hospital in India.
Worryingly, the new NDM-1 bacteria are resistant even to carbapenems, a group of antibiotics often reserved as a last resort for emergency treatment for multi-drug resistant bugs.
In the new study, led by Walsh and Madras University's Karthikeyan Kumarasamy, researchers set out to determine how common the NDM-1 producing bacteria were in South Asia and Britain, where several cases had turned up.
Checking hospital patients with suspect symptoms, they found 44 cases -- 1.5 percent of those screened -- in Chennai, and 26 (eight percent) in Haryana, both in India.
They likewise found the superbug in Bangladesh and Pakistan, as well 37 cases in Britain, where several patients had recently travelled to India or Pakistan for cosmetic surgery.
"India also provides cosmetic surgery for other Europeans and Americans, and it is likely that NDM-1 will spread worldwide," said the study, published in the British medical journal The Lancet.
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What can the media do to advance the principles set forth by the Convention on the Rights of the Child?
- Investigate whether governments are complying with the CRC obligations to which they are legally bound.
- Put the missing face of children affected by AIDS at the centre of the HIV/AIDS agenda and make sure that the voices of children and young people are heard on the issues that affect them.
- Ensure that coverage is sensitive to children, to their rights and developmental stages, and responsive to the kinds of education that the nation is supporting.
- Sponsor school art, video and writing competitions on children’s rights with the winners' work published and celebrated.
- Establish a regular space in your print or broadcast media for the Convention and children’s rights. Promote the rights of all children through editorials, columns, features, talks shows, dramas, documentaries and film series. Whenever possible, provide children and young people with an opportunity to express themselves.
- Define role models and celebrate heroes who promote and protect child rights.
- Solicit the views of children and address topics from their point of view, supporting children's ability to be active participants in their lives.
- Avoid stereotyping of children and sensationalized stories about them.
- Link the CRC to key United Nations action dates – such as the International Day of Families, International AIDS Memorial Day, World Breastfeeding Week and World Day for Prevention of Child Abuse – to draw attention to children’s rights.
- Use existing resources such as the Child Rights Information Network, the humanitarian news and analysis service IRIN, and the assessment reports from the Committee on the Rights of the Child.
- Promote the concept of the child as a person with rights and dignity.
- Engage in public awareness campaigns, which can play a role in changing attitudes, beliefs and practices that threaten child protection.
- Recognize, document and report all forms of violence, abuse and exploitation, as well as positive changes in attitudes and behaviours, as knowledge about these can contribute to further positive change.
Visit these websites to learn more about what the media can do to advance the principles set forth by the Convention on the Rights of the Child (all links open in a new window).
CHILD RIGHTS INFORMATION NETWORK (CRIN)
News from a global network of 2,000+ organisations.
COMMITTEE ON THE RIGHTS OF THE CHILD (CRC)
The independent experts that monitor implementation of the CRC.
News and analysis from the UN Office for the Coordination of Humanitarian Affairs.
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Recently, I was inspired to turn Jenga into a real life math lesson after seeing what people were doing to it at one of my local haunts. So it should come as no surprise that I found another practial mathematical application using another popular game there: playing darts.
A dartboard is a beautiful and dense geometric figure, where finding the area of of each part would involve multiple steps beyond finding the area of a circle. That's great practice for standardized tests where students are challenged to do the same thing with much simpler figures. Then, of course, there's the probability aspect of actually playing the game--and you know how much I love probability games.
The activity I designed has two parts: geometry and probability. In order to find the theoretical probability of hitting different parts of the board, you need to know the area that you're aiming for out of the total area of the board. Finding the chances of hitting a certain region of a larger figure is another typical standardized test question, but again I think it's much more challenging than anything test authors might include.
So in Part I, students find the area of the entire board, the inner and outer rings, the inner and whole bullseye, and of each numbered section of the board. I had them leave their answers in terms of pi, because when they go on to probability, it will cancel out of their fractions. I also told students to put all of their answers as fractions or mixed numbers, because in this case it is better conceptually than resorting to decimals.
In Part II, things start out relatively easy, with students finding the probability of hitting particular parts of the board with any given throw. Then, the questions move into the chances of hitting one of several parts in a given throw--such as nailing 20-15 or the bullseye in the traditional game of cricket. The final few questions deal with compound probability, such as hitting the same numbered section on three consecutive throws.
This is a challenging but not impossible assignment, and I think the real life connection of this idea will help engage students in the work. It should be appropriate for a well-prepared Algebra I class, but certainly for Algebra II, Geometry and beyond. I also think math geeks would have fun playing around with this as well--I certainly did!
If you want another hook to get your students to take on the challenge, bring in an electronic or velcro dartboard as a reward for hard work afterward. Actually, now that I think about it, I'd love to have a dartboard in class at all times, and allow students to play if they could find the probability of hitting whatever they were aiming for before throwing!
Dartboard Geometry & Probability (PDF)
You can find more ideas like this in Ten Cheap Lessons: Second Edition and the inspiration to create your own in my upcoming book, Teaching is Not a Four Letter Word: How to Stop Worrying and Love the Job.
Molly, the Classroom Manager!
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Historical Items Showing 2 of 2 View All
Contributed by: Margaret Chase Smith Library
Location: Skowhegan; Rangeley; Washington
Media: black and white photograph
Construction of the Bangor and Aroostook rail lines into northern Aroostook County in the early twentieth century opened the region to tourism and commerce from the south.
Maine's ample woods historically provided numerous game animals and birds for hunters seeking food, fur, or hides. The promotion of hunting as tourism and concerns about conservation toward the end of the nineteenth century changed the nature of hunting in Maine.
Princeton benefited from its location on a river -- the St. Croix -- that was useful for transportation of people and lumber and for powering mills as well as on its proximity to forests.
The history of a small western Maine community north of Farmington as told by a team consisting of Strong Historical Society, Strong Elementary School, and Strong Public Library. Exhibit topics include Strong's prominence in the wood products industry (it was once the "Toothpick Capital of the World"), the "Bridge that Changed the Map," schools and educational history, clubs and organizations, "Fly Rod" Crosby, the first Maine guide, and a rich student section related to the Civil War and post-Civil War era in the town.
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1.3 Oil and Water Don't Mix... or Do They?
Oil spills-the accidental or deliberate discharge of petroleum or petroleum products into the ocean from oil rigs, tankers, or oil-fueled vessels-number in the thousands each year. While most are relatively minor (amounting to less than 1,000 gallons), catastrophic spills occur regularly. The pristine environment of Antarctica has not been spared these man-made disasters. On January 28, 1989, the Bahia Paraiso, an Argentine tour ship visiting Palmer, ran aground on a reef near the station and spilled 200,000 gallons of fuel oil into the harbor. Over 200 people had to be evacuated to Palmer (normal population, 45 or so!) until rescue vessels could be sent. Today the rusting overturned hulk still sits in Arthur Harbor. Fortunately, the Bahia Paraiso incident did not have a long term effect on the LTER project. The wreck's presence, however, serves as a warning to researchers and others about the uneasy co-existence of tourism and science in such a fragile environment.
Oil spills can impact the entire food chain. Oil-coated birds whose feathers can no longer hold air or repel water, and furred ocean mammals such as seals, die from drowning, exhaustion and freezing. Oil-impregnated water and toxic components of the spill also affect the tiny creatures at the bottom of the food chain which sustain those at the top. Techniques for dealing with oil spills at sea include the use of floating booms to keep the oil contained until it can be collected by pumps or skimmers; spraying chemical dispersants which break down the oil, and burning surface oil.
Sidebar: Marine Fuel Spill Response
Students will investigate the effects of oil on various materials simulating the skin and/or coats of Antarctic marine organisms, and compare the ability of different techniques to clean up oil spills.
Materials (for each team of 3/4 students)
Ask students to name the most famous oil spill with which they're familiar. What effects did this accident have on the environment? What can be done to deal with them?
Review with students information about the Bahia Paraiso oil spill. Distribute worksheets. Demonstrate Activity set-up (see Worksheet, steps 1-5). Tell students their mission is to simulate an oil spill, keep the oil from spreading in the ocean, clean it up and figure out ways to save the seals and penguins. A seal is "saved" if its fur is cleaned well enough to feel free of oil when dry. A sea bird is "saved" if the dry feather returns to its original unclumped appearance.
After completing the Activity, ask teams to report their results. Note that it can be difficult to keep the spill from spreading, clean it up, and save the sea animals, all at the same time. Compare this simulation with problems faced in the Antarctic in the Bahia Paraiso spill.
Have students repeat this experiment with ice-cold water and compare and contrast the results with the room temperature water of the original activity.
How does your community dispose of oil from industry and cars?
Have students research the Antarctic Conservation Act, and ASA's publications on waste disposal and waste recycling. (There are links to this from the LFA 2 Home Page.) List additional suggestions, ideas or methods that might be used to prevent pollution of the land, ice sheets or oceans of the Antarctic. Write a letter to NSF's Office of Polar Programs giving your reasons protecting Antarctica and proposing specific laws. Post ideas, research and letters on-line!
Design a poster to help stop ocean pollution.
Ocean Planet's information details sources, and lists accidents and cleanups
Details the environmental issues in Antarctica including information
about oil spills
Information about U.S. Environmental Protection Agency's Oil Spill Program
Newton's Apple lesson on oil spill cleanups with links to related topics.
| From The Field | Video Information | Researcher Q
& A |
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The central concept of DBT is mindfulness. The concept of mindfulness comes from both Western and especially Eastern (Zen) meditation and spiritual practices.
Mindfulness means being in the present, being aware of what is happening and what you are doing, observing what is going on, participating fully in what is going on around you. It is askill that is practiced and learned throughout DBT, little bit by little bit. By learning to live in the present, you can have a life that is more in tune with your feelings and your activities.
The three primary states of mind are:
Wise Mind is that place where reasonable mind and emotion mind overlap. It is the integration of emotion mind and reasonable mind.
Linehan states, "Wise mind is that part of each person that can know and experience truth. It is where the person knows something to be true or valid. It is almost always quiet, It has a certain peace. It is where the person knows something in a centered way."
I personally have felt wise mind when I have made a decision that I absolutely know is the right thing to do. I know I am in wise mind because I don't have any sense of dread or anxiety. I just "know" I am doing the right thing. There is absolutely no doubt in what I am doing.
To continue Linehan's explanation..." Wise mind is like having a heart, everyone has one, whether they experience it or not."
Linehan uses the following metaphor which she repeats at times.
'Wise mind is like a deep well in the ground. The water at the bottom of the well, the entire underground ocean is wise mind. But on the way down there are often trap doors that impede progress. Sometimes the trap doors are so cleverly built that you believe there is no water at the bottom of the well. The trap door may look like the bottom of the well. Perhaps it is locked and you need a key. Perhaps it is nailed shut and you need a hammer, or it is glued shut and you need a chisel."
I have had the experience in my DBT skills group where someone has described an experience that they have had and how it related to a certain behavior. In listening to them I have had that "Aha" moment were I go "Yes, I have experienced that too. So that's why I do that."
Wise mind is sometimes experienced in the center of the body ( belly) or in the center of the head, or between the eyes. Sometimes a person can find it by following the breath in and out.
My wise mind is experienced in my belly. I "feel" it in my "gut" when I know that I am in wise mind.
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Nvidia’s Tesla GPU accelerators are being used to help fight the spread of HIV.
The company has said its technology is being used by researchers at the University of Illinois at Urbana-Champaign (UIUC) who have teamed up with the University of Pittsburgh School of Medicine. The team claim in the latest issue of science journal, Nature, that they have for the first time determined the precise chemical structure of the HIV capsid.
For those without a PHD, this is a protein shell that protects the virus’s genetic material and is a key to its virulence.
The researchers said that the findings could hold the key to the development of new and more effective antiretroviral drugs to conquer the virus – which has killed an estimated 25 million people and infected 34 million more.
UIUC researchers used the brains of the Blue Waters Supercomputer to run what they claim is the first all-atom simulation of HIV.
The computer is powered by 3,000 NVIDIA Tesla K20X GPU accelerators, which the company says is the highest performance, most efficient accelerators ever built and gave researchers the computational performance to run the largest simulation ever published, involving 64 million atoms.
Klaus Schulten, professor of physics at the University of Illinois, said it would have been “very difficult” to run a simulation of this size without the power of GPU-accelerated supercomputing in the Blue Waters system. He added the GPUs had “fundamentally accelerated the pace of [the] research”.
The system could enable further breakthroughs with the planned addition of more GPUs. As a result UIUC researchers expect to increase simulation times, providing additional insight into the structure and behavior of the HIV capsid.
The capsid has become an attractive target for the development of new antiretroviral drugs. This is said to be largely due to the discovery that Rhesus monkeys have developed an immunity to HIV through a protein that disrupts capsid functioning.
The capsid is the protein cell of a virus, containing the virus’s genetic material. It protects and “smuggles” the genetic material into the human host cell. Once inside, it uncoats the material and initiates the infection.
Currently there are no HIV drug treatments designed to target the capsid.
However, it is hoped that by providing a better understanding of the structure of the HIV capsid, pharmacologists will have more information to help them develop new and potentially more effective antiviral HIV drugs.
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University of Vermont Extension
Department of Plant and Soil Science
Leonard Perry, Extension Professor
University of Vermont
year the Perennial Plant Association, the professional organization of growers
and designers, names a plant of the year. This is either a new plant, or one they
feel deserves wider use, and grows well in most areas of the country. For 2008, the perennial geranium Rozanne has
been voted as the Perennial Plant of the Year.
This hardy perennial has a long and attractive bloom period, and is very
geranium is perennial, so is quite different from the annual geraniums most are
familiar with. It has many iridescent
blue flowers, with pink tones and white centers, in midsummer and repeating
until fall in cool climates. Flowers are
about two and a half inches wide, and have five petals.
flowers are on top of low, bushy plants that reach about 18 inches
about the same or more wide, in a couple of years. This plant is great
from its flowering, low
maintenance requiring little care, and no serious pests or diseases.
This plant seldom needs dividing. If it is spreading more than
back the side branches. Cutting back to
about three inches high after bloom will promote a tighter habit and
plant, and perhaps even more rebloom. You can cut back the stems after
leaves have died back
in late fall, or wait and cut back in early spring.
Leaves have a generally circular outline with five
lobes. They are about one to two
inches wide, slightly dark-marbled, and turn a reddish
brown in the fall.
perennial geranium really needs full sun to bloom best. Grow it in a
moist, well-drained soil. It will tolerate some drought once
established, but grows larger in moist soils. Plenty of organic matter
such as from compost or peat moss, will help it thrive.
often found listed to USDA hardiness zone 5, it has proven quite hardy for me
over several years in USDA zone 4 (average annual minimum temperature of –20 to
–30 degrees F). If it is in a cold
pocket with little snow cover, you may wish to add a couple inches of mulch or
compost around plants in the fall.
is named for one of the owners of the garden in which it was found in 1989 in England,
Rozanne Waterer. It is a natural hybrid
of the cultivar ‘Buxtons Variety’ (Geranium wallichianum) and the
Himalayian geranium (Geranium himalayense). It was first introduced in England at the Chelsea
flower show by Blooms of Bressingham in 2000, later making it to the U.S. It is similar to a few other cultivars such
as Buxton’s Variety, but has better heat tolerance, larger flowers, and longer
perennial geranium is nice in fronts of borders, used in masses as a
groundcover, or in large rock gardens.
Try it in front of roses, or filling in between daylilies, New England asters, blue stars, tall garden phlox, and
other tall clumping perennials. I find a
mass, interplanted with daffodils, quite effective. As the daffodil foliage dies back in early
summer, it is hidden by the emerging stems of the perennial geranium.
Return to Perry's Perennial
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COLLEGE PARK, Md. It took nearly a decade before University of Maryland researchers were allowed to talk about their work identifying the anthrax strain used in the 2001 deadly letter attacks. But now, they and the other key members of the high-powered science team have published the first account of the pioneering work, which launched the new field of "microbial forensics" and gave bioterrorism investigators a way to "fingerprint" bacteria.
The current online Early Edition of the Proceedings of National Academy of Sciences (PNAS) <http://www.pnas.org/content/early/2011/03/01/1016657108.abstract> details the multi-institutional research that the FBI ultimately used to track anthrax-laden letters back to test tube number RMR-1029 at a lab in Fort Detrick, Maryland. University of Maryland bioinformatics experts co-authored the article and conducted the computational analysis that detected four genetic mutations that together comprised a unique signature of a particular colony of anthrax bacteria. The FBI subsequently determined this colony was found only in that Ft. Detrick test tube.
The Maryland researchers have since developed their work into a genetic 'fingerprinting' tool that is available online to law enforcement seeking to track down other microbial suspects.
"We found unique bio-markers to help investigators track down the source of the anthrax," said Steven Salzberg, director of the University of Maryland Center for Bioinformatics and Computational Biology (CBCB). "At first the tiny mutations were elusive. We thought we'd pieced together the 'jigsaw puzzle' of data very neatly, until we ended up with a few oddball bits left over. When we looked more closely, we found an extra copy of a critical gene."
"Fortunately, anthrax bacteria mutate relatively slowly, so the material in this colony developed these small distinctive mutations that resulted in physically distinct characteristics," explained Mihai Pop, Salzberg's CBCB colleague and article co-author. "If you isolate a colony of bacteria in a test tube, they'll slowly accumulate random mutations that make them distinct from any other samples of the same type of bacteria."
"Our colleagues at the University of Maryland School of Medicine's Institute for Genome Sciences sequenced the DNA of the bacterial samples provided by the FBI. Then, using computational analysis, we identified four tiny changes in the DNA structure that the FBI could use as a fingerprint in their investigation," Salzberg explained.
"NOTHING LIKE CSI"
Working on a sensitive, high-profile project involving national security turned out to be nothing like Salzberg expected. It was 2001, several letters with anthrax powder had been sent to Capitol Hill and various media outlets. Five people had died and 19 more were sickened. The FBI asked Salzberg, Pop and their colleagues to analyze samples of the powdered anthrax in the letters.
"We mainly got blind samples most of the time we had no idea of the material's origin," Salzberg said. "Our job was to comb through the DNA sequence data and puzzle out the genetic structure. When we'd done it, we handed our report to the FBI, and they simply said, 'Thank you. You've been a great help.' We heard almost nothing for five years, which was frustrating at times. We wanted to ask, 'How did this help?'"
Subsequently, the FBI concluded that only anthrax samples from test tube RMR-1029 at Ft. Detrick had the identical genetic structure with the anthrax powder sent through the U.S. mail. These samples shared the four quirks identified by the University of Maryland computational biology team.
Last month, a team of top scientists assembled by the National Research Council reviewed the FBI's investigation at the FBI's request. The report <http://dels.nas.edu/Report/Review-Scientific-Approaches-Used/13098> found no fault with the science. However, it did challenge the FBI's interpretation and use of it, concluding, "The scientific link between the letter material and flask RMR-1029 is not as conclusive as stated in the Department of Justice Investigative summary."
MICROBIAL FORENSICS: A NEW TOOL FOR LAW ENFORCEMENT
The researchers' 2001 work, in effect, launched a new field of microbial forensics, the study reports.
"Before the anthrax letter attacks of 2001, the developing field of microbial forensics relied on microbial genotyping schemes based on a small portion of a genome sequence. Amerithrax, the investigation into the anthrax letter attacks, applied high-resolution whole-genome sequencing and comparative genomics.This study demonstrates the forensic value of systematic microbiological analysis combined with whole-genome sequencing and comparative genomics," according to the PNAS article.
"Ten years ago, the team broke new ground, and in the intervening years we've developed this into a standard tool that law enforcement and anti-terror agencies can use on their own," Salzberg explained. "We recently finished a project for the U.S. Department of Homeland Security, producing an online, open-source tool that agencies can download and use to fingerprint microbes used in attacks."
|Contact: Neil Tickner|
University of Maryland
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Draw the cross-sectional view of the tank, being a circle. The radius will be
. You can easily find the area of the half-circle which is filled, being the five feet from the bottom to the halfway mark: find the area of the whole circle, and divide by 2. The hard part is the last two feet.
One method would be to draw your circle centered on the origin. Then the top half of the circle is given by:. . . . .
By noting the intersection of this curve with the horizontal line
, you can find the
-values for the intersections. Then integrate, as you find most useful. (I would integrate in the first quadrant, from
, multiply by 2 to get the identical portion in the second quadrant, and then multiply to find the area of the rectangle in between these odd-sized ends.)
Once you have the entire cross-sectional area, divide this by the total area. (You don't need the length of the tank, since the value of the length would cancel out when you did this division.) The result is the percentage of the total that is currently in use.
Don't forget to convert the decimal answer to percentage form.
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We hear much these days about unstructured or semi-structured (as opposed to) structured data. Those are misnomers, however, for at least two reasons. First, it’s not really the data that people think is un-, semi-, or fully structured; it’s databases.* Relational databases are highly structured, but the data within them is unstructured — just lists of numbers or character strings, whose only significance derives from the structure that the database imposes.
*Here I’m using the term “database” literally, rather than as a concise synonym for “database management system”. But see below.
Second, a more accurate distinction is not whether a database has one structure or none – it’s whether a database has one structure or many. The easiest way to see this is for databases that have clearly-defined schemas. A relational database has one schema (even if it is just the union of various unrelated sub-schemas); an XML database, however, can have as many schemas as it contains documents.
One small terminological problem is easily handled, namely that people don’t talk about true databases very often, at least when they’re discussing generalities; rather, they talk about data and DBMS.* So let’s talk of DBMS being “structured” singly or multiply or whatever, just as the databases they’re designed to manage are.
*And they refer to the DBMS as “databases,” because they don’t have much other use for the word.
All that said — I think that single vs. multiple database structures isn’t a bright-line binary distinction; rather, it’s a spectrum. For example:
- IMS is the most structured DBMS of all. The data in an IMS database is in a hierarchy, and that’s that.
- CODASYL and other kinds of what used to be called network DBMS (before the word got so overloaded) — e.g. RDB, IDMS, or TOTAL — are/were almost as structured as IMS.
- Relational databases were invented because their structure was more flexible than that of linked-list databases. The whole point of relational DBMS is that you can view the data in a multitude of ways. Still, I see classical relational databases as being toward the single-structure end of the spectrum. (I say “classical” because Oracle and DB2 actually can manage combinations of XML, text, and traditional relational tables, if you choose.)
- A multivalue DBMS is a little more multi-structured than a relational one, because of how a field can be filled one or multiple times.
- eBay Singularity (as implemented on Teradata gear) has, in essence, two structures (that I know of). One structure is just the relational schema. The other is the structure you would get if each kind of name-value pair truly had its own column.
- A Splunk collection of log data can reasonably be said to have a different structure for every type or source of log. It further can be said to have multiple structures in somewhat the same way that eBay Singularity does.
- So-called document stores can be very multi-structured. MongoDB, Couchbase, et al. let you have a different structure for every document, if you choose. The same goes for XML-based MarkLogic.
- HBase and Cassandra are also very multi-structured. Theoretically, each record gets to decide which column sets it does or doesn’t fit into.
As a general rule — the more structures a database can have at once, the easier it is to change those structures, even on the fly (e.g., by inserting yet another bit of self-describing data). Thus, I sometimes use the term polystructured instead of multi-structured or multistructured. Thoughts as to which term I should choose going forward would be much appreciated.
As for an actual definition — well, here’s something I drafted 3 1/2 years ago but never published:
These problems with the relational paradigm are big enough to be worth coining a word for – polystructured. Polystructured data is data with structure that:
- Can be exploited to provide most of the benefits of a highly structured database (e.g., a tabular/relational one) …
- … but cannot be described in the concise, consistent form such highly structured systems require.
Specifically, we’ll call a database “polystructured” if it is characterized by at least two of the following:
- Data suitable for being queried by simple predicate-based matching (e.g., equality to certain values, falling with in ranges, etc.)
- (Other) data suitable for being queried by more complex matching (e.g., text search relevancy rankings)
- Subsets that are more neatly structured than the whole.
Equivalently, we’ll just say that polystructured data is data that has considerable structure, but whose structure is in some important way unpredictable.
NoSQL document or “column” stores would satisfy #1 and #3, as would Splunk. MarkLogic would satisfy all three criteria. #1 + #2 is sort of like what happens when text queries are allowed to go against (groups of) relational columns … and the vagueness with which I’m saying that makes me suspect that at least the unbolded/first definition doesn’t really fly.
Finally, here’s what led up to those definitions (the whole thing is from the introduction to a never-completed white paper). Please forgive any anachronisms in it. A number of the points in it have also been addressed in posts here; e.g.,
- In December, 2005 I expounded on the mismatch between text data and the relational model.
- In June, 2010 I elucidated the variety of data that could go into an individual’s marketing-oriented profile.
- In February, 2008 I predicted that flexible-schema DBMS would gain share.
The case for polystructured data
Traditional computer databases amount to sets of records. There usually are a limited number of record formats, which each instance of a particular format containing parallel kinds of information. Business transactions, web page visits, instrument readings– whatever the nature of the information, application designers stick it into the simplest structure they think makes sense.
These records are arranged into a variety of data structures.
- Log files are widely used, especially to track web site visits, in other networking uses, and for other kinds of instrument readings.
- Computer user administration is commonly in LDAP (Lightweight Directory Access Protocol) format.
- There are still a lot of installations of legacy “linked-list” DBMS (DataBase Management Systems) such as IBM’s IMS.
- Some decision support applications use data in multidimensional arrays.
Even so, most new business applications are written over relational DBMS, in the well-known rows-and-tables paradigm.
There are good reasons for the dominance of the relational model and of rows and tables. (Strictly speaking, “relational” equates neither to “rows and tables” nor to “SQL”, but in practice the three concepts are closely linked.) In particular:
- Data integrity is (fairly) easy to ensure.
- From some standpoints, relational databases are flexible; you can construct almost any kind of query, without having to do any kind of database reorganization (except perhaps for performance).
- SQL programmers are easy to find.
- There’s simply been much more engineering effort invested in making good relational DBMS than in any other kind.
But the relational database paradigm also has some major drawbacks. Three of the big ones are:
- Queries must have strictly match/fail answers; there’s no natural way for a relational DBMS to handle “somewhat relevant” hits.
- Relational databases can get cumbersome when large fractions of the potential data happen to be missing. (Hence the decades-long debates about the problems with NULL values.)
- While you have good flexibility in querying against any particular data structure, you do have to predefine your structure before you start accepting input.
The last point is why you wind up with all those NULL values in the first place; if a kind of information can be in any record in a set, the database is set up to assume that its present in all of them. Or if you normalize your database so highly as to avert missing values, then you wind up with a huge number of tables, making queries (and updates) complicated from both the programmer’s and the machine’s standpoint.
Text apps suffer from RDBMS’ inelegant handing of relevancy. What’s more, documents can have almost unlimited internal structures, in three senses:
- They can have chapters, sections, subsections, sidebars, footnotes, and so on, in any combination.
- Semantic references can link words, phrases, sentences, and paragraphs in a near-infinite number of ways.
- Documents can explicitly contain fielded data, such as numbers, addresses, dates, or geo-encodings.
Another group of apps that suffer from RDBMS’ limitations are in the area of personalization and similar fine-grained marketing analysis. Analysis of web clicks throws away most kinds of path information. Analysis of written or verbal communication isn’t well-integrated with that of fielded data. Different customers and prospects give different kinds of contact information, and are “touched” by different marketing initiatives; current systems do a poor job of integrating all that scattered information.
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The mission was organized as a co-operative effort between the National Aeronautics and Space Administration (NASA) and Argentina's National Commission of Space Activities (CONAE). NASA provided two scientific instruments and launch services on a Pegasus XL vehicle. CONAE was responsible for the design and construction of the SAC-B satellite.
SAC-B was three axis stabilized, using two momentum wheels in a "V" configuration for roll and yaw control. Pitch axis control and momentum unloading was accomplished using magnetic torque coils. Coarse and fine sun sensors, combined with magnetometer readings provided spacecraft attitude knowledge. Four GaAs solar panels produced a total of 256 W (beginning of life) to run spacecraft instruments and charged two 10 A-h NiCd batteries. Command and data handling was performed using redundant 80C86 processors with 64 Kbytes of EEPROM, 64 Kbytes of program RAM and 64 Kbytes of data RAM. Telemetry was formatted and stored in a 2 Mbit mass memory for downlink at 50, 100, or 200 kbps using 5W S-band transmitters. The mission control ground station was located in Buenos Aires, Argentina, with initial orbit and backup support provided by NASA Wallops and DSN stations.
The SAC-B science objectives were supported by four instrument groups:
The Hard X-Ray Spectrometer (HXRS) provided by the Argentine Institute of Astronomy and Space Physics (IAFE) was to have searched the hard X-ray spectrum between 20 and 320 keV of rapidly varying events on time scales as short as tens of milliseconds.
The Goddard X-Ray Experiment (GXRE) provided by NASA/Goddard Space Flight Centre (GSFC) had two sets of detectors. One of them, the Soft X-Ray Spectro-meter (SOXS), was to have performed co-ordinated observations with the HXRS by observing soft X-ray emissions from solar flares. The other, the Gamma Ray Burst Spectrometer (GRaBS) was to have provided time profiles of the X-ray emission from non-solar gamma-ray bursts in the energy range from ~20 keV to > 300 keV.
The Cosmic Unresolved X-Ray Background Instrument using CCDs (CUBIC) was provided by the Pennsylvania State University. CUBIC was to have measured the spectrum of the diffuse X-Ray background with unprecedented sensitivity and spectral resolution between 0.1 and 10.0 keV in selected areas of the sky.
The Imaging Particle Spectrometer for Energetic Neutral Atoms (ISENA), provided by the Italian Istituto di Fisica dello Spazio Interplanetario (IFSI), was to have measured neutral atoms at spacecraft altitudes.
SAC-B was launched with HETE on a Pegasus XL on 4 November 1996, which achieved a nominal orbit but did not eject the satellite due to a Pegasus transient power bus failure. The system flew with SAC-B, HETE and the Pegasus third stage connected together as a single 650 kg object. SAC-B deployed its solar panels successfully and operated for about 10 hours. On-board software was modified to permit operation without a separation indication and the ACS system was placed in safe-hold mode in an attempt to gain control and point the solar panels at the sun. However, the ACS system was not designed to control such a massive tumbling object. With the Pegasus third stage shadowing part or all of the solar array, there was not enough power to charge the batteries, even during the daylight part of the orbit. At the last contact, battery power continued to decrease, and four subsequent passes over Wallops did not produce any signal from the satellite. Because the SAC-B/HETE/Pegasus object was so long, it would eventually stabilize in a gravity-gradient capture mode, although it would probably take a long time for it to lose its existing angular momentum. It could be captured in either orientation: SAC-B up or SAC-B down. In any event, it was unlikely that spacecraft control would be regained.
Pegasus XL's launch failure represented a $ 14 million loss for the booster, $ 26 million for HETE and $ 21.5 million for SAC-B.
Electric System: 0.256 average kW.
AKA: Saté lite de Aplicaciones Cientí ficas.
Height: 0.80 m (2.62 ft).
Span: 2.10 m (6.80 ft).
First Launch: 1996.11.04.
Number: 1 .
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Santorini, officially known as Thera, is about 200 miles southeast from Greece's mainland. It is the largest island of a small, circular archipelago that is the remnant of a volcanic caldera. The region first became volcanically active around 3-4 million years ago, though volcanism on Thera began around 2 million years ago.
A caldera (or cauldron in English) is a cauldron-like volcanic feature formed by the collapse of the island following a volcanic eruption. I've copied in below some images of how a caldera is formed as shown on Wiki.
The island is the site of one of the largest volcanic eruptions in recorded history: the Minoan eruption (sometimes called the Thera eruption), which occurred some 3600 years ago at the height of the Minoan civilization. It destroyed the earliest settlements on the formerly single island and left the large caldera surrounded by volcanic ash deposits hundreds of metres deep and may have led indirectly to the collapse of the Minoan civilization on the island of Crete, 110 km (68 mi) to the south, through a gigantic tsunami.
With an area of approximately 73 km2 (28 sq mi) and approximately 15,550 people, it is one of the two or three most popular islands in Greece. Cruise ships anchor below the town of Fira and cable cars take tourists up the steep cliff of the caldera about 300 m (980 ft) to Fira where they overlook the lagoon which measures about 12 by 7 km (7.5 by 4.3 miles).
Fira Down to Where Cruise Ships Anchor
Below, the two sets of 6 cable cars in a series can be seen rising up and down the caldera edge.
As you can imagine, the anchoring in the lagoon is limited due to the caldera edges continuing steeply into the seabed. Although there are places to anchor, it is difficult to leave your boat comfortably without worrying about it while you tour the island. Therefore, we decided to leave Onward at the marina in Crete and take the fast ferry across to Santorini, a 1 ½ hour ride.
The capital of the archipelago is Fira but we stayed at the north end of the island in a smaller, quieter village named Oia. Oia is a pedestrian village of winding, fairly steep pathways set among the white villas, tavernas, cafes and shops that "fall" down the edge of the caldera to the beautiful blue Aegean Sea.
One day we hiked 14km from Oia to Fira along the top edge of the caldera. In this photo you see 3 of the villages we passed through. The views were impressive and we were guided about ½ way by a local dog.
Once we made a wrong turn, and low and behold, she came back for us and redirected us back onto the correct path! We nicknamed her "Santos". After the 3 hour hike, we enjoyed wood fired pizza and pasta (not so Greek but it's been a while since we were in Italy or had good Italian food) before returning back to Oia via bus.
A Little Side Story
The nicknaming of animals has become a tradition with us since our first lonely animal adopted our children and us on our sailboat while crossing Georgian Bay in the Great Lakes of Canada. "Roger" as he became known with the kids, found us many miles off shore on our way to Roger City, USA. He was so tired; he sat on our life lines for several hours resting. Another time, a similar incident happened with "Lion" on our way to Lion's Head, Ontario, and then again a dog we nicknamed "Monty" who followed us on a hike in Montenegro
We enjoyed the view just sitting on our patio of our small cave room villa overlooking the lagoon, walking the village paths stopping in a few of the many boutiques and shops, and looking for places to eat lunch or dinner.
One evening we were like lemmings (much to Trevor's disgust) sitting with just about everyone else in Oia at the tip of the island for the famous sunset photo opportunity that all the guidebooks refer to. Unfortunately, the sky wasn't clear enough for a really good photo.
We saw many brides having their photographs taken, sometimes the groom would be around, but never were the wedding parties. Maybe they are actually on their honeymoon and brought their clothes from the ceremony for photo's??
Donkeys are used to carry heavy loads of bottled water etc. to shops on the hillside and to carry tourists up the steep pathways.... the poor things.
After three days/ two nights, we headed back to Crete via the fast ferry, but this time the crew handed out sea sickness bags just as we left port. Good thing too! The ferry had to slow down due to the rough seas and the crew was busy the entire trip making their rounds handing out more bags (and unfortunately for them collecting used ones too)! I guess our sea legs were good enough to not need any.
We were glad not to be sailing in those conditions. I had to smile as Trevor said to me while on the ferry, "It would be nice to be able to go this fast sometimes wouldn't it.
" A trip that took us 2 hours on the ferry would have taken us a very uncomfortable 12 hours or more and I would have needed some of those bags for sure!
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Words formed when one letter is changed in crick
Letter 1 (C) changed: 4 words found:
Letter 2 (R) changed: 2 words found:
Letter 3 (I) changed: 3 words found:
No words found when changing letter 4 (C).
No words found when changing letter 5 (K).
A total of 9 words can be formed from crick by changing one letter.
|
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I take children’s television programs dealing with historical events very seriously because not only are kids our future, but if they are given a bad education on history, I will end up attempting to fix the mistakes when they arrive at college (shudders). This leads me to examine a series, originally put out by PBS called Liberty’s Kids. The goal of the program is to educate kids age 7-12 about the American Revolution (God forbid that kids are encouraged to read books on the subject). This is certainly a noble effort, but the show falls short, choosing to present a politically correct story of our war for independence that ignores many historical facts. While you may be wondering why I would follow a kid’s show, I must state that I take such things seriously and want to make sure that history is presented correctly to kids, especially in today’s society where kids are not as likely to pick up books and seek out historical truth.
The main characters of the show report the events of the Revolutionary period while working for Dr. Benjamin Franklin’s Pennsylvania Gazette. While it is true that Franklin printed such a paper, a Google search is inconclusive for the time of the Revolution. However, two details of Franklin’s life support the idea that he was not publishing the paper during the Revolutionary period. First, he was serving in an ambassadorial role to England on several occasions from the mid 1750s until 1775, which meant being in London for years at a time, which would have prevented him from publishing the paper. Likewise, his service in France during much of the Revolution would have also prevented him from publishing the paper. While I certainly understand that the cartoon is somewhat fictitious, I also do not want children to get the wrong ideas about Benjamin Franklin and the Revolution. In addition to the child reporters of Dr. Franklin, is another character named Moses, a former slave who taught himself to read and purchased his freedom, who now works for Franklin. This is even more unlikely given the nature of society at the time with regard to slavery and the status of blacks in society.
The major problem I have with this show is the over emphasis on minority characters and the glossing over of the negative aspects of these characters for the sake of political correctness. For instance, African Americans are frequently highlighted in areas where they would have had little presence at the time, particularly in the Continental Army (less than ten percent of all Continental soldiers were black, but you would get the impression from the show that it was much higher). American Indians were also shown in favorable light, with characters such as the Shawnee Cornstalk used to give the impression that American Indians were at peace and harmony until the white man arrived, which contradicts mounds of evidence to the contrary.
In addition, several key battles are overlooked. For instance, George Rogers Clark’s expedition to liberate the Illinois Country was not covered by the series. Instead, the series focuses on two of the main characters traveling down the Mississippi River to meet Governor Galvez with a Continental officer. The series does not examine Quebec, which was an important early battle in the war, specifically because of the amazing journey through the Maine wilderness by Benedict Arnold and his men. Only one episode covers the entire Southern theater of battle, which has the important events of Camden, Gulliford Courthouse, and Cowpens. While I understand that covering everything in the war would be too much for young children, consider this, the series was made up of 40 episodes at roughly 30 minutes each, which is 20 hours of total time. In contrast, the groundbreaking series by A&E The American Revolution covers the entire war very well, including the events overlooked by Liberty’s Kids, in a little over eight hours (I watched The American Revolution when I was ten, which is the target age area for the PBS show).
To be fair, there are some aspects of the show that I like. The show does a wonderful job of portraying George Washington to be a wonderful man of character, which is somewhat lacking in today’s historical discourse. The portrayal of Benedict Arnold is quite good, and the battle sequence, though a little quirky, is done very well, so not to scare young kids, but give them a decent concept of the nature of the battles during the war. In addition, the show illustrates the trials of the Continental army at Valley Forge, their training by Baron von Steuben, and the attempts to seize power from Washington by other officers. The political and international relations aspects of the show are also very well done.
In closing, PBS’s attempt to present a politically correct American Revolution to kids fails this historian’s litmus test for the most part. While it is important to tell the stories of minority participants in history, the over emphasis of minority characters, as well as the neglect of several events in the Revolutionary War only serve to give kids a misguided idea about this critical time in our history. There are some good qualities to the show, but they are overshadowed by the problems noted. I encourage parents to watch the show, if available, and talk with your children and make sure they have access to books on the Revolution and the major players, so that they can gain a better education about this time in our nation’s past than through the tube. Kids, do not let your knowledge of American history be only what you watch on television, get out and read, as you will discover many wonderful things that TV will not provide.
|
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- Men's Screening Tests Slideshow
- Women's Screening Tests Slideshow
- Patient Comments: Chest X-Ray - Describe Your Experience
- Find a local Doctor in your town
- Chest X-ray facts
- What is a chest X-ray?
- What is a shadow on a chest X-ray?
- How is the chest X-ray procedure performed?
- How do doctors interpret chest X-rays?
- Where are chest X-ray's performed?
- What are the risks of a chest X-ray?
- What are reasons for ordering chest X-rays?
- Who can interpret chest X-rays?
- What can be seen on a normal chest X-ray?
- What are some common chest X-ray abnormalities?
Who can interpret chest X-rays?
Many doctors are trained to interpret chest X-rays. In addition to radiologists, who have special training in reading all radiology films, primary care physicians, internists, pediatricians, emergency room doctors, anesthesiologists, heart doctors (cardiologist), lung doctors (pulmonologist) and lung surgeons are the doctors who frequently interpret chest X-rays as a part of their routine practice.
What can be seen on a normal chest X-ray?
Normal chest X-ray shows normal size and shape of the chest wall and the main structures in the chest.
As described earlier, white shadows on the chest X-ray signify solid structures and fluids such as, bone of the rib cage, vertebrae, heart, aorta, and bones of the shoulders. The dark background on the chest X-rays represents air filled lungs. These lung fields are seen on either side of the heart and the vertebrae located in the center of the film.
What are some common chest X-ray abnormalities?
Chest X-ray is generally used in combination with other clinical data such as, physical examination and the patient's history and symptoms. It can also be used in combination of other radiology test to support, confirm, or exclude many conditions or diagnoses.
A chest X-ray can be used to define abnormalities of the lungs such as excessive fluid (fluid overload or pulmonary edema) fluid around the lung (pleural effusion), pneumonia, bronchitis, asthma, cysts, and cancers. Heart abnormalities, including fluid around the heart (pericardial effusion), an enlarged heart (cardiomegaly), heart failure, or abnormal anatomy of the heart can be revealed on the films. Certain bony structures of the chest and broken bones (rib fracture) or abnormalities of the bones of the spine (vertebral fracture) in the chest can often be detected.
Medically reviewed by Joseph Palermo, DO; American Osteopathic Board Certified Internal Medicine
"What is a chest X-ray?"
National Institutes of Health
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Explore the vast country of Canada
The second largest country in the world in terms of land area, Canada covers most of the northern parts of North America. It is bordered by the Atlantic Ocean, the Pacific Ocean, the Arctic Ocean and the United States. Much like the United States Canada, as we know it, began life as a handful of British and French colonies. Prior to this, native aboriginal peoples had inhabited the land.
Canada’s history and subsequently its political systems and its culture are somewhat different from the rest of North America. Firstly – and perhaps most notably to tourists – there is a widespread French influence on the country’s culture. The people here are more reserved than their more southerly counterparts. Whilst enjoying the wilderness surrounds of North America, a walk down one of the streets in the larger cities has a somewhat European feel to it. Meals in Canadian restaurants are different and French is one of the official languages of the country so it is widely spoken here. In addition to these more noticeable differences, the government is a federal constitutional monarchy and parliamentary democracy. This is because while the United States fought for their independence from Britain, Canada chose to save lives and negotiate the terms of their independence. As a result, Canada now recognises Elizabeth II as Queen of Canada, but the government takes the form of a parliamentary democracy.
Canada is an extremely beautiful country with a rich, natural environment and strong cultural ties. While it may not enjoy the hottest climate, its well-developed economy ensures that houses and cars are well heated and that malls provide hours of well-insulated entertainment. Of course, the weather is not always bad here and when the sun does come out, it only adds to the dazzle of this picturesque country. Book a flight to Canada today!
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Heat up your Cold War lesson by participating in a case-based simulation.
Do your students have what it takes to avert a nuclear catastrophe? This classroom simulation places students in the role of CIA intelligence analysts in October 1962. By analyzing declassified primary documents and surveillance photos from U-2 spy planes, students advise President Kennedy of the "ground truth" at each stage of the Crisis. Can sources be trusted? The outcome is in their hands.
Cold War | US History/Government | World History | Math |Decision Making/Conflict Resolution
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http://www.spymuseum.org/education-programs/educators/student-workshops/teacher-guides/
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On the Sabbath, Paul and his co-workers left the city and walked about a mile east to the bank of a branch of the River Strymon (cf. Acts 16:13). There they would have expected to find a place of prayer where the few Jews in the area would have gathered for prayer on the Sabbath. On their arrival, they found several women and spoke to them.
"One of those listening was a woman named Lydia, a dealer in purple cloth from the city of Thyatira, who was a worshiper of God. The Lord opened her heart to respond to Paul's message. When she and the members of her household were baptized, she invited us to her home. "If you consider me a believer in the Lord," she said, "come and stay at my house." And she persuaded us." (Acts 16:14-15)
Lydia, a gentile convert, is the first person and a female specifically mentioned in the Bible as being baptized in Europe. A merchant of fine purple cloth, she was a woman of some means and wealth (as evidenced by her trade of expensive garment and possession of a house). She was also an example of an upwardly mobile woman who not only became a follower of Jesus, but also one that had a generous heart in opening her home to Paul and his mission. In addition, she would also have, in some ways, provided leadership in the early Christian communities. As such, it is not too far-fetched to think that Lydia's house then became the headquarters for Paul's mission and the newly established church in Philippi (cf. Acts 16:40). In view of this, the narrative in Acts seems to emphasise the significant role women played in the expansion of the early Christian communities.
Today, the baptistery of Saint Lydia and the Church of Saint Lydia are erected in her honour. While this may not be the exact spot where Lydia would have been baptised, these monuments serve as reminders of the first wealthy and influential Christian who was a woman in Philippi.
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http://myhomilia.blogspot.com/2008/06/greece-trip-6-philippi-lydia-first.html
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Apollo 17 Mission
Science Experiments - Lunar Atmospheric Composition
The Moon has an atmosphere, but it is very tenuous. Gases in the lunar atmosphere are easily lost to space. Because of the Moon's low gravity, light atoms such as helium receive enough energy from solar heating so that they escape in just a few hours. Heavier atoms take longer to escape, but are ultimately ionized by the Sun's ultraviolet radiation, after which they are carried away from the Moon by the solar wind. This process takes a few months. Because of the rate at which atoms escape from the lunar atmosphere, there must be a continuous source of particles to maintain even a tenuous atmosphere. Sources for the lunar atmosphere include capture of particles from the solar wind and of material released from the impact of comets and meteorites. For some atoms, particularly helium-4 and argon-40, outgassing from the Moon's interior may also be a source.
The Lunar Atmospheric Composition Experiment was deployed on Apollo 17. It was a mass spectrometer that measured the composition of the lunar atmosphere. On earlier missions, only the total abundance of the lunar atmosphere was measured by the Cold Cathode Gauge. The three primary gases in the lunar atmosphere are neon, helium, and hydrogen, in roughly equal amounts. Small amounts of methane, carbon dioxide, ammonia, and water were also detected. In addition, argon-40 was detected, and its abundance increased at times of high seismic activity. Argon-40 is produced by the radioactive decay of potassium-40 in the lunar interior, and the seismic activity may have allowed escape of argon from the interior to the surface along newly created fractures.
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<urn:uuid:bf559469-9e75-4f24-8fd9-69d834fc0d15>
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CC-MAIN-2016-26
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http://www.lpi.usra.edu/lunar/missions/apollo/apollo_17/experiments/lace/
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adjectiveAnatomy & Biology
Of, denoting, or extending along an axis joining the dorsal and ventral surfaces.
- The nuclei are desynchronized along the dorsoventral axis with chromosome bridges.
- Contraction of dorsoventral muscles diminishes the space between dorsal and ventral cuticular trunk plates, increases the pressure in the small but liquid-filled body cavity, and last but not least protrudes the head.
- In galloping, the epaxial and hypaxial muscles function to produce dorsoventral bending of the vertebral column, and muscles fire bilaterally and uniphasically.
- Example sentences
- He presented an organism with dorsoventrally compressed oval body.
- It is slightly twisted longitudinally, much thicker, and less flattened dorsoventrally than the other carpals.
- The distal end is dorsoventrally flattened with a mildly convex and faintly bilobed articulation surface.
For editors and proofreaders
Line breaks: dorso|ven¦tral
Definition of dorsoventral 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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http://www.oxforddictionaries.com/definition/english/dorsoventral
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The world is “melting, drying, acidifying, flooding, and burning” because of destructive environmental changes, and we must alter our ways if we want to keep the planet habitable for ourselves and future generations. That’s the warning from noted environmentalist Bill McKibben in his latest book, Eaarth. Eaarth: Making a Life on a Tough New Planet will be next year’s Life of the Mind common reading selection for UT freshmen.
Nate Sanders News
The Metro Pulse interviewed Nate Sanders, an associate professor in ecology and evolutionary biology, about his assistance into a large-scale project looking to identify every living thing in the Great Smoky Mountains. Sanders conducts research on biodiversity of the more than seventeen thousand species.
In the eastern US, ants are integral to plant biodiversity because they help disperse seeds. But ants’ ability to perform this vital function, and others, may be jeopardized by climate change, according to Nate Sanders, associate professor of Ecology and Evolutionary Biology at UT Knoxville.
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Bikes Not Bombs uses the bicycle as a vehicle for social change.
We reclaim thousands of bicycles each year.
We create local and global programs that provide skill development, jobs, and sustainable transportation.
Our programs mobilize youth and adults to be leaders in community transformation.
Our Guiding Principles
The Bikes Not Bombs community:
- Addresses the root causes of inequality, violence, and oppression
- Supports the self-empowerment of individuals and communities as a means to achieve sustainable, effective social change.
- Includes all people in the social change process in order to challenge the forces and effects of systemic oppression
- Acts in solidarity with our local and international partners because this leads to collective understanding and strength
- Commits to sustainable, equitable consumption of resources as critical to the health of our communities and our planet
- Is courageous and bold in the face of injustice
- Uses the bicycle as a powerful vehicle and tool for social change
- Celebrates and builds upon the existing strengths of our partners and participants.
Each year we collect roughly 6,000 used bicycles and tons of used parts from our supporters around Greater Boston and New England.
We ship most of these bikes overseas to economic development projects through our International Programs in Africa, Latin America, and the Caribbean.
Bikes that don't get shipped often land in our Youth Programs where teens learn bicycle safety and mechanics skills in the process of earning bikes to keep for themselves.
Our retail Bike Shop also reconditions and sells some of the donated bikes that we receive, employing many graduates of our programs. The Shop's profit from the bicycle sales, parts sales, and repairs goes towards funding our youth and international work.
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https://bikesnotbombs.org/about
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National Men’s Health Month is celebrated each June. This month-long health observance helps to communicate the importance of early detection and treatment of disease among men and boys. Men across the country are encouraged this week to make their health a top priority and lead safer, stronger, and healthier lives.
How can you support National Men’s Health Month in your community? Share CDC’s infographic, Time to Scale Back, which draws attention to growing portion sizes. Burgers today are three times bigger than they were in the 1950s. And men are, on average, 28 pounds heavier.
You can also encourage the men in your community to adopt healthy behaviors, such as:
- Get Good Sleep. Insufficient sleep is associated with a number of chronic diseases and conditions, such as diabetes, heart disease, obesity, and depression. In general, adults need between 7-9 hours of sleep each night.
- Toss out the Tobacco. It’s never too late to quit. Quitting smoking has immediate and long-term benefits. It improves your health and lowers your risk of heart disease, cancer, lung disease, and other smoking-related illnesses.
- Move More. Adults need at least 2½ hours of moderate-intensity aerobic activity (such as brisk walking) every week, and muscle strengthening activities on 2 or more days a week. You don't have to do it all at once. Spread your activity out during the week, and break it into smaller chunks of time during the day.
- Eat Healthy. Eat a variety of fruits and vegetables every day. They are sources of many vitamins, minerals, and other natural substances that may help protect you from chronic diseases. Limit consumption of foods and drinks high in calories, sugar, salt, fat, and alcohol. Choose healthy snacks.
Want to know more?
National Men’s Health Week: http://www.cdc.gov/men/nmhw/
CDC’s Men’s Health: http://www.cdc.gov/men/
Men’s Health eCards: http://t.cdc.gov/ecards/browse.aspx?category=196
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<urn:uuid:93a7eaad-da93-44c2-94c6-cbcac5637441>
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http://makinghealtheasier.org/profiles/blogs/national-men-s-health-month
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Concepts in Digital Imaging Technology
Metal Oxide Semiconductor (MOS) Capacitor
At the heart of all charge-coupled devices (CCDs) is a light-sensitive metal oxide semiconductor (MOS) capacitor, which has three components consisting of a metal electrode (or gate), an insulating film of silicon dioxide, and a silicon substrate.
MOS capacitors are segregated into two classes of devices, one having a surface channel structure and the other having a buried channel design. It is the latter device that is used in the fabrication of modern CCDs, due to several advantages of the buried channel architecture. The MOS capacitor array is fabricated on a p-type silicon substrate (illustrated in Figure 1) in which the main charge carriers are positively charged electron "holes". Prior to the multi-step photolithography-driven CCD fabrication process, a polished silicon wafer is bombarded with boron ions to create channel stops that localize integrated charge within the confines of a single pixel gate set (not shown in Figure 1). After impregnation of the wafer with boron ions, a 10,000 angstrom layer of silicon dioxide is grown over the channel stops.
The next step in the fabrication process is to create the buried channels by implanting phosphorous ions in areas that will eventually be covered by polysilicon gate electrodes. The n-type semiconductor formed by phosphorus contains negatively charged electrons as the primary charge carriers and forms a pn-type diode structure, which serves to localize potential wells deep beneath the silicon/silicon dioxide interface. The potential well illustrated in the central portion of Figure 1 is a schematic drawing of the diode structure.
The primary function of the buried channel is to localize integrated electrons away from the silicon/silicon dioxide interface, where they can become trapped during charge transfer. By localizing charge deep within the p-type silicon substrate, transfer of charge occurs more efficiently with a minimum of residual charge remaining in the gate.
After the buried channels are formed within the silicon substrate, a layer of silicon dioxide is thermally grown on the silicon wafer surface to provide an insulating base for the gate electrodes. Next, a phosphorous-doped layer of polycrystalline silicon (polysilicon) about 5,000 angstroms thick is grown on top of the oxide layer. This layer of polysilicon comprises the gate electrodes (see Figure 1) and is transparent to visible light, making it an ideal substance for use in CCDs. Although, the fabrication of a complete CCD takes additional steps, the basics of the MOS capacitor assembly have been completed at this point.
When the capacitor is unbiased (does not have an applied voltage), electrons residing in the n-region of the device equilibrate to the lowest potential energy:
where q is the magnitude of charge density on an electron and Y is the electrostatic potential. From this equation, it follows that electrons will localize where the electrostatic potential is greatest. A potential energy diagram for the n-region is presented in Figure 2, which illustrates where the electron ensemble is congregated within the capacitor (about 1 micron beneath the oxide layer).
After a quantity of charge has been integrated by interaction with photons and a voltage is applied to the gate electrode with the silicon substrate held at ground potential, the electrostatic potential curve drawn in Figure 2 will tend to flatten at the peak. As the gate voltage is increased, the potential of electrons trapped in the buried channel rises in a linear manner.
Also illustrated in Figure 1 are neighboring gates (denoted by a -V symbol) that are biased to form barriers to the potential well created by the central gate. The MOS capacitor has the ability to move integrated charge (generated by incoming photons) by selectively changing the bias (or voltage) on the three gates relative to one another. This collection and transfer of electrons by the capacitor is the basis for the CCD image sensor.
Michael W. Davidson - National High Magnetic Field Laboratory, 1800 East Paul Dirac Dr., The Florida State University, Tallahassee, Florida, 32310.
Questions or comments? Send us an email.
© 1998-2015 by Michael W. Davidson and The Florida State University. All Rights Reserved. No images, graphics, scripts, or applets may be reproduced or used in any manner without permission from the copyright holders. Use of this website means you agree to all of the Legal Terms and Conditions set forth by the owners.
This website is maintained by our
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http://micro.magnet.fsu.edu/primer/digitalimaging/concepts/moscapacitor.html
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C++ brought exceptions to mainstream programming; Java goes further with checked exceptions. But are exceptions the one way to report all errors? Scala and Go suggest there is more than one kind of error, so there should be more than one kind of error reporting, and different responses to errors. I’ll show the Scala and Go approaches to the error problem, and how to apply this to Python.
Exceptions were designed for “exceptional conditions,” when you simply don’t know what to do within your current context. C++ steered us toward using exceptions for error reporting and Java institutionalized it. And yet, sometimes it seems akin to pulling a fire alarm when the floor gets dirty, the sink clogs or the dog has an accident.
What should we do instead? Certainly, some conditions justify exceptions, but numerous others are expected errors; Forcing the caller to use try and except right at the call site seems overkill. C showed us that returning special values never worked out very well -- we could never settle on the values and the resulting interface didn’t make it clear enough to the caller that they must respond to error conditions.
The standard error-reporting practice in the Go language is to return a tuple holding success and null-or-failure objects, while in Scala you return a disjoint union that can be either a success object or a failure object. Both cases require the programmer to analyze the result; you can no longer just assume the result is valid. This produces the same effect as checked exceptions (that is, you can’t ignore the fact that the expression might fail) but without the visual noise and distraction of exception handling.
I'll show some of the history and past experiments in error handling, then based on the Scala and Go approaches, I’ll show how you can modify your Python coding style to produce more robust error handling.
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<urn:uuid:1c2884f7-8641-44d1-8235-5e9a95df5ff1>
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CC-MAIN-2016-26
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https://us.pycon.org/2013/schedule/presentation/52/
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Does systemic exposure to aflatoxin B1 cause allergic sensitization?
Version of Record online: 17 APR 2003
Volume 58, Issue 4, pages 363–365, April 2003
How to Cite
Kocabaş, C. N. and Şekerel, B. E. (2003), Does systemic exposure to aflatoxin B1 cause allergic sensitization?. Allergy, 58: 363–365. doi: 10.1034/j.1398-9995.2003.00086.x
- Issue online: 17 APR 2003
- Version of Record online: 17 APR 2003
- Accepted for publication 26 November 2002
- aflatoxin B1;
The worldwide increasing prevalence of allergic diseases over the last two decades, together with the fact that the prevalence of such diseases has become more notable in more developed than less developed countries, is a strong indication that environmental factors are of great significance in the development of allergic diseases. Some environmental factors (Endotoxins, BCG vaccination, Rubella and Hepatitis A infections, feeding with probiotics, etc.), as suggested in the hygiene hypothesis, may prevent the development of atopic diseases (1–5).
People, especially living in less developed countries, are frequently exposed to aflatoxins through food ingestion (6, 7). Aflatoxins are highly oxygenated, heterocyclic compounds produced by some strains of Aspergillus flavus and A. parasiticus. Four major structurally related aflatoxins have been identified which designated as B1, B2, G1 or G2. However, aflatoxin B1 (AFB1) is the primary form, and the majority of health effect studies have focused on it. Aspergillus species which produce aflatoxin B1 have a particular affinity for nuts, oilseeds and cereals (8, 9). Primarily, inadequate drying or improper storage of foods are certainly important in the occurrence of aflatoxins in the humidity of the tropics (9, 10). In contrast, in more developed countries, stringent sorting and clean up procedures are used to reduce aflatoxins to low levels in foods, but in spite of this, aflatoxin ingestion remains far too high, even in many developed countries, especially in rural areas (9, 11). In addition, aflatoxins are also found in significant amounts in respirable particles of grain dust and are an occupational health hazard when people are exposed to it (12–14). In utero exposure of AFB1 to both animals and humans has been reported and its exposure to developing individuals may take place through ingestion of mother's milk (14,15). The presence of AFB1 has also been reported in marketed milk samples from several countries (16). The contaminated milk is often consumed by growing individuals both in developed and developing countries. A growing individual exposed to AFB1 under such situations may be more susceptible to its toxicity compared with an adult. Aflatoxin B1 have been reported to impair the immune functions, including production of antibodies, cell-mediated responses and natural killer activity (17–19). It has been reported that AFB1 has a selective effect on cell-mediated immunity with a relatively minor effect on the humoral immune system (17). These reports indicate that the most probable mechanism of AFB1-induced cell-mediated immunosuppression is likely to be the inhibition of interleukin-2 (IL-2) and interferon-γ (IFN-γ) production (17, 20). Thus, the decrease of the IFN-γ level plays a major role in the development of allergen sensitization during infancy, while the capacity of T helper (Th) cells to secrete IFN-γ is markedly reduced in neonates (21–23). For this reason, we suggest that the reduced neonatal IFN-γ producing capacity would be even more pronounced in infants that were exposed to AFB1 especially during the infancy period and so there is a tendency to develop allergic sensitization. Moreover, it has been indicated that TNF-α and IL-1α, which play a role in the development of cell-mediated immunity by generating IL-2 and IL-12, are inhibited by AFB1 (18, 24). For instance, AFB1 can affect cell-mediated immunity by inhibiting these cytokines resulting in an inhibition of signals activating Th1 cells to respond to foreign antigens. Atopic diseases are developed as a result of the conversion of naive Th cells to Th2 instead of Th1 (21). When exposure to AFB1 occurs during the first years of life, inhibited Th1 immune response may stimulate the balance of Th1/Th2 skew toward Th2 immune response.
T helper 1 cells protect against asthma and allergy and can reverse the effects of Th2 driven inflammation. The beneficial role of the Th1 cells in allergic disease is supported by studies that CD8+ T cells secreting enhanced amounts of IFN-γ maintain homeostasis after allergen inhalation (25). Additionally, the level of IFN-γ appears to contribute to the severity of the disease (26).
In conclusion, this issue is one of the major health problems faced by people, especially those living in less developed countries. As AFB1 is excreted in both mother's milk and cow's milk, which are consumed widely by infants, it is a significant problem (14, 16). Because of their high toxicity, low limits for aflatoxins in foods and feeds have been set by many countries. According to recent agreements, 15 μg/kg of total AFB1 is likely to become the maximum level permitted in all world-traded food commodities (9).
It is noteworthy that in Africa, asthma is often seasonal and 90% of asthmatic patients were skin test positive to house dust mite (27, 28). We speculated that this may be the result of the ideal conditions for mite and also aspergillus molds growth during wet season in tropical countries when a high relative humidity occurs. In contrast, people who live in rural areas of Africa are more exposed to AFB1 and yet display a lower prevalence of atopic diseases when compared with western population. We thought that because of being immunosuppressive, a secondary AFB1 may increase bacterial, viral and parasitic infections, and subsequently Th1 immune response may be stimulated. Although we possess a reasonable knowledge, further study is necessary to understand the effects of aflatoxin on atopic diseases.
- 6ISAAC Steering Committee. Worldwide variations in prevalence of symptoms of asthma, allergic rhinoconjunctivitis, and atopic eczema. ISAAC: Lancet 1998;351: 1225–1232.
- 7WHO. Environmental health criteria II – mycotoxins. Geneva: World Health Organization, 1979.
- 10Influence of irrigation and drought stress on invasion of Aspergillus flavus in corn kernels and peanut pods. Dev Ind Microbiol 1982;23: 299–326., , , ,
- 14Aflatoxins in human breast milk. Ann Trop Paed 1984;2: 61–66., , , ,
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http://onlinelibrary.wiley.com/doi/10.1034/j.1398-9995.2003.00086.x/full
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96 Atoms to a Byte in New Magnetic Storage Unit
Miniaturization has reached a new level as researchers at the German Center for Free-Electron Laser Science and IBM (press kit) have created a magnetic data storage unit that uses only 12 atoms to a bit, or 96 atoms to a byte. In a conventional magnetic hard disk, over half a billion atoms are used for a single byte and the area needed is hundreds of times larger.
Key to this setup is the use of antiferromagnetism. Ferromagnets, like those used in a hard disk, produce a magnetic field when the spins of the atoms all line up. Antiferromagnets contain atoms whose spins are in opposite directions. This causes a pair or group of atoms to be magnetically neutral, which then allows them to be packed much closer together. The bit itself would be stored in the spin of a single atom in the pair or group.
Initially the atoms were just in pairs, but the researchers had to combine together six pairs to a bit, for a total of 12 atoms, as quantum effects were blurring the data with fewer atoms. In fact the system had to be cooled to just 5 K to overcome the quantum effects with 12 atoms, but the researchers believe 200 atoms to a bit should be enough for use at room temperature. If the quantum effects could be harnessed though, a bit could become even smaller. Fortunately this setup can be used for studying that as it is at the edge of quantum and classical mechanics.
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<urn:uuid:7e4b58fd-fd3c-4333-90cc-64774f779177>
|
CC-MAIN-2016-26
|
http://www.overclockersclub.com/news/30415/
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783397567.28/warc/CC-MAIN-20160624154957-00058-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.946063
| 309
| 3.5
| 4
|
Linux Devices – Part III
The /dev directory in Linux can be something of a mystery. Enigmatic references and all, it’s critical to understand the structure of the /dev directory in order to more fully understand the operation of your Linux system. In particular, understanding the /dev directory goes a long way toward understanding how Linux utilizes its available hardware resources.
Today, we’ll continue to move through the common device files in the /dev directory, picking up where we left off yesterday.
/ht0: If your machine has an IDE tape drive for backup, /dev/ht0 is the related device file. As with other device files, multiple tape drives will be numbered ht1, ht2, etc.
/js0: Some old-timers would still consider it heresy to play shoot ’em up games in Linux. Ah, well. I guess Ludditism can exist by degrees. The /js0 device file makes those daring escapist adventures possible by providing a reference for your joystick.
/lp0: /dev/lp0 is the home of your [l]ocal [p]rinter.
/loop0: I find myself using this device file more often lately. /loop0 is the loopback device. It’s purpose is to provide a mount for filesystems that are not located on other block devices. Sound confusing? My recent usage of /loop0 may help explain its use. When I create an iso image using mkisofs, I like to test the image prior to burning it to CD. That way, I can check the integrity of my backups and recreate the image, if necessary, without creating shiny coasters. The loopback device makes this possible, using the command:
mount -o loop image name /mnt/cdrom
In other words, I mount the iso image on the cdrom drive, as if it were an actual cdrom. I can then ls the /mnt/cdrom directory and/or handle the files in the image just as though they had already been burned to disk. /loop0 is the device file that makes this possible.
/md0: /md0 is the [m]eta [d]isk group device file. A meta disk group is the genesis of RAID (Redundant Array of Independent Disks). RAID is used for backup, disaster recovery, or decreased disk access time, depending on the number of drives and configuration. There are several reconginzed RAID levels, each meeting one or some combination of these goals. A thorough discussion of RAID is best left for another series, but know that /md0 is the single device file that defines a cluster of RAID-related drives – a meta disk group.
Tomorrow, we’ll look at device files representing mice, sound and nothing.
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<urn:uuid:2f5a7704-5940-4bd4-adb8-be1907097945>
|
CC-MAIN-2016-26
|
http://www.lockergnome.com/uncategorized/2002/05/08/linux-devices-part-iii/
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783400031.51/warc/CC-MAIN-20160624155000-00196-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.922623
| 586
| 2.578125
| 3
|
Running a small business in a developing country is tough. Many entrepreneurs have little education to operate their business efficiently. They have also to do it in a difficult environment; full of predators –such as customers that do not want to pay their purchase, employees that leave with equipment and creditors that charge exorbitant interest rates. Many of those problems are rooted in the lack of trust (see part 1). Unfortunately, in most developing countries, traditional channels of regulation and trust between people and businesses have not yet been replaced by alternative mechanisms. This has to change.
A great many odds
In the industrialized world, small firm owners are generally more educated and wealthier than the average citizen. In the US, they are about three times richer. Entrepreneurship is by choice, especially for those who have the initial assets, and this self-selective mechanism ensures that small firms do expand as their owners are also the people most capable to make them succeed.
By contrast, in developing countries entrepreneurship is not a choice for the vast majority. It is often their only option for economic survival. For this reason, the rate of entrepreneurship is four times higher in Uganda and Tanzania than in the US or 10 times higher than in France. (Tanzania National Panel Survey 2010/11) However, these entrepreneurs have little education and suffer severe cash constraints and limited access to credit. These factors explain why so much attention is devoted to improving entrepreneurs’ assets and capacities, mostly through skills development and better access to credit. The most successful programs appear to be those that have targeted young entrepreneurs by combining both training and financing programs.
Furthermore it has been well reported that most developing countries, including Tanzania, are at the bottom of the World Bank’s Doing Business rankings. And contrary to widespread belief, informal firms are also on the radar of many government officials, especially at the local level. A businesswoman like Victoria, while not registered officially, is nonetheless required to pay multiple fees, legitimate or otherwise, to various agencies ranging from the Tanzania Revenue Authority to municipal and local authorities.
Small firms are also faced with high operational costs, especially transportation, which prevents them from attaining the best combination of skills and other resources at their disposal as well as to reach out their customers. The average congestion cost in Dar es Salaam is today estimated to be equivalent to US$20 per person per month (about 30 percent of the average monthly salary earned by a worker in Dar).
Recognizing the significance of small businesses for an economy, many governments, including Tanzania’s have faced up to these challenges and taken diverse measures to try and address them. These efforts have also been aided by other developments such as the recent explosion of mobile telephony in Tanzania which has contributed greatly to shortening of distances thus making things altogether easier for small businesses.
The trust (distrust) challenge…
But the challenges presented by the inherent distrust pervading the environment are unique – and presumably harder to mitigate. If these challenges are acknowledged at all, it will be to simply attribute them to cultural hang-ups – which are another way of saying nothing can be done about them. Yet, distrust is a critical issue for Tanzania as with most developing countries because of two interconnected trends: (i) the urbanization process which tends to eliminate or render the traditional channels of regulation and trust between people less effective; and (ii) the quasi-absence of the rule of Law.
Rules of the Law is low in the developing world
Restoring trust in the operating environment is a long term effort and there is no straight route to take. In every society, there are mechanisms to ensure the implementation of collective rules and to sanction trespassers. In the US, a strong justice system and accompanying institutions play this role with reasonable effectiveness. In France, this is ensured by collective groups, such as public employees, labor unions, and business associations. In China, the combination of central power and cultural heritage offers those safeguards.
In a country like Tanzania, if traditional mechanisms are still at play in rural areas, they have been vanishing in urban centers because of difficult living conditions (for example, inequality is more visible and space much more limited) in addition to external influences. Unfortunately, these mechanisms have not been replaced by other options as the majority of Tanzanians do not trust the institutions that are supposed to protect them. In 2009, almost 90 percent of Tanzanians believed that the police force and judges were corrupt. For what it’s worth, this kind of situation only makes people less inclined to follow the law. It also points to the urgent need to restore confidence in the police and justice systems. For, if the rules do generally exist on paper their implementation has hitherto not been consistent. And this has to change with a sense of urgency if small firms are to become the drivers of growth and employment that they really ought to be in developing countries.
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<urn:uuid:c7ce5377-da82-4684-8a93-2b8c64385e85>
|
CC-MAIN-2016-26
|
https://blogs.worldbank.org/futuredevelopment/trust-crucial-factor-business-success-part-ii
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783398516.82/warc/CC-MAIN-20160624154958-00115-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.969226
| 992
| 2.78125
| 3
|
Introduction to turbulence/Statistical analysis/Multivariate random variables
Joint pdfs and joint moments
Often it is importamt to consider more than one random variable at a time. For example, in turbulence the three components of the velocity vector are interralated and must be considered together. In addition to the marginal (or single variable) statistical moments already considered, it is necessary to consider the joint statistical moments.
For example if and are two random variables, there are three second-order moments which can be defined , , and . The product moment is called the cross-correlation or cross-covariance. The moments and are referred to as the covariances, or just simply the variances. Sometimes is also referred to as the correlation.
In a manner similar to that used to build-up the probabilility density function from its measurable counterpart, the histogram, a joint probability density function (or jpdf), , can be built-up from the joint histogram. Figure 2.5 illustrates several examples of jpdf's which have different cross correlations. For convenience the fluctuating variables and can be defined as
where as before capital letters are usd to represent the mean values. Clearly the fluctuating quantities and are random variables with zero man.
A positive value of indicates that and tend to vary together. A negative value indicates value indicates that when one variable is increasing the other tends to be decreasing. A zero value of indicates that there is no correlation between and . As will be seen below, it does not mean that they are statistically independent.
It is sometimes more convinient to deal with values of the cross-variances which have ben normalized by the appropriate variances. Thus the correlation coefficient is defined as:
The correlation coefficient is bounded by plus or minus one, the former representing perfect correlation and the latter perfect anti-correlation.
As with the single-variable pdf, there are certain conditions the joint probability density function must satisfy. If indicates the jpdf of the random variables and , then:
The bi-variate normal (or Gaussian) distribution
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<urn:uuid:45dfd5a0-b665-4130-83e1-18abf3535413>
|
CC-MAIN-2016-26
|
http://www.cfd-online.com/W/index.php?title=Introduction_to_turbulence/Statistical_analysis/Multivariate_random_variables&oldid=5858
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783391519.2/warc/CC-MAIN-20160624154951-00019-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.920808
| 431
| 3.5
| 4
|
The Vale (meaning “farewell”), composed by J. Barnby and with words by A.C. Ainger, is traditionally sung at the end of the Summer half when boys leave Eton.
Click here to download the printed words and music.
Sir Joseph Barnby (1838–1896) was Precentor at Eton from 1875–1892 and then Principal of the Guildhall School of Music. Arthur Campbell Ainger (1841–1919) was a King’s Scholar at Eton, then assistant master from 1864–1901 and a house master from 1870. He was instrumental in establishing the Old Etonian Association.
|
<urn:uuid:94221d11-ee7e-42fd-bd04-7fc91ec4f278>
|
CC-MAIN-2016-26
|
http://www.etoncollege.com/Vale.aspx
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783396027.60/warc/CC-MAIN-20160624154956-00007-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.929196
| 141
| 2.71875
| 3
|
Over 31,237 Wishes Granted!
Nature Inspired Digital Alphabet
Page Views: 4429
|Log in to rate this plan!
|Keywords: Technology, digital cameras, nature, Science, Alphabets, and word processing
|Subject(s): Photography, Technology, Science
|Grades 2 through 5
|School: Walnut Hill Elementary Middle School, Shreveport, LA
|Planned By: Anne Myers
|Original Author: Anne Myers, Shreveport
1. Students will collect digital images found in nature to represent the alphabet.
2. Students will apply computer skills to create their own digital nature inspired alphabet books.
3. Utilize appropriate vocabulary to communicate effectively in a technological society.
Approximate Duration of the Lesson:
10 40 minute class periods
Materials and Equipment:
Examples of letters created in nature, Alphabet Through Nature by Lynne Smith Diebel and Jann Faust Kalscheur
Technology Resources Needed:
Digital camera, desktop publishing software such as AppleWorks, MS Word or Publisher, Printer, LCD projector or other projection device
Students should have basic digital camera skills such as how to operate the camera, save, and download files.
1. Introduce the lesson by showing students Alphabet Through Nature by Lynne Smith Diebel and Jann Faust Kalscheur.
Show other examples of alphabet letters in nature. It is best to show several examples for each letter for students to get a better understanding of the assignment. Tell students that they will be using a digital camera to create their own alphabet in nature.
2. Review the basics of good composition with students. See attachment covering the basics of composition.
It is very easy to hold the camera to your eye and take a picture. Good photography requires us all to think about where we are taking the picture from as well as what we are taking.
I. Vantage Point
a. The best photographs are made when the photographer chooses a vantage point to suit the subject, and it is surprising how few subjects are suited by the height of a human standing at their full five to six feet.
b. This is compounded by the fact that when someone views the image they will see pretty much what they themselves would have taken because they haven't been told about bending your knees or climbing a ladder to shoot better pictures.
II. The Simpler the Better
a. The textbooks will all tell you that there are a number of rules for composing a photograph.
b. Simple compositions often work the best and there are several ways of keeping it simple.
c. One way is to work with a small depth of field. The human eye will always be drawn to the subject that is in sharp focus with a simple out of focus background. Usually this will mean that the background doesn't contribute to the image, but every so often an out of focus background forms a really important part of the image.
a. Some subject matters are crying out for space.
b. A large area of foreground or background can lend an enormous amount of emphasis to an image.
c. Placing a small subject in a large space helps you to tell a story. If you place a person in one of the bottom corners you might suggest loneliness or vulnerability, whereas placing them at the top may well imply the opposite.
IV. Attention Getters
a. One of the simplest ways to hold attention into a picture is to incorporate a frame into the image.
b. All kinds of things can help with this task in compositional terms and because of the left to right, top to bottom bias with which we westerners read everything in the top and right are the most in need of our help.
c. Windows, doors, abstract shapes, blocks of color and shadows can all perform this optical trick but there is rarely an absolute need for the bottom of the photograph to have a retaining feature.
V. Basic Rules
a. There are some other basic rules that may well be worth remembering too (all rules in photography can be broken) –
* Avoiding having people looking out of a frame or cutting through joints on human (or animal) limbs.
* It's best to avoid having pointless details on the edge of a photograph or having the brightest point in a corner.
3. Give students time to explore the school grounds for examples of the alphabet in nature. Give students several days (including the weekend) to complete taking the pictures.
4. Have students download their pictures to a file. Instruct students how to insert a picture in a blank document.
Students should open a new word processing document.
Then go to Insert on the menu bar.
Select picture - From File.
Locate the picture that needs to be inserted into the document.
After the picture is inserted, then insert a text box. Type the letter in the text box.
Demonstrate how to insert the photos of their letter onto their page before students begin.
Don't forget to include a frame around the photo to help emphasize the image.
5. Assist students in completing each letter and printing them out.
6. Have students mount their photos on cardstock and then bind into an alphabet book in alphabetical order. The completed book is the final product.
7. Students will share these books with the ECE and Kindergarden classes as well as being placed in the elementary library.
The attached rubric will be used to assess this lesson. Students will review each book and vote for the "best" (most original and interesting) photo for each letter.
Homework Assignment - Have each student spell his name with the digital alphabet. To give the assignment a "twist," all the photos must have a common element such as water, leaves, texture, etc.
||RubiStar*free tool*teachers create quality rubrics.
||Flash/USB Drives, Batteries, Camera Bags, Digital SLR, Wildlife, Mobile Labs, Science, Word Processor
||4 HP Laserjet cyan ink cartridge, $83.00 each, total of $332.00
4 HP Laserjet yellow ink cartridge, $83.00 each, total of $332.00
4 HP Laserjet black ink cartridge, $75.00 each, total of $300.00
6 Rolls of laminating film, $110.00 each, total of $660.00
6 cases of white cardstock, $109.00 each, total of $654.00
4 HP Laserjet magenta ink cartridge, $83.00 each, total of $332.00
|
<urn:uuid:9ad9d0f6-af17-4560-ba3b-e14ff484a3d3>
|
CC-MAIN-2016-26
|
http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=1322
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783403823.74/warc/CC-MAIN-20160624155003-00065-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.906764
| 1,359
| 3.546875
| 4
|
Last name origin & meaning:
Polish, Ukrainian, and Jewish (eastern Ashkenazic): regional name
for someone from Podolia in Ukraine (Polish Podole, Yiddish
podolye; a region which had a large Jewish population from the
Middle Ages up to the Second World War), or a habitational name for
someone from any of numerous other regions named Podole.
Comments for Podolski
|
<urn:uuid:baf86140-b992-4b0c-b2f8-bcd6311d1a6a>
|
CC-MAIN-2016-26
|
http://genealogy.familyeducation.com/surname-origin/podolski
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783397748.48/warc/CC-MAIN-20160624154957-00138-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.902083
| 90
| 2.671875
| 3
|
Detailed experiments were conducted on a meandering compound channel, with a
sinuosity of 1.384, in a 13m long 2.4m wide flume. Two cases were examined, where
the main channel contained flat and natural bedforms. Measurements recorded include
stage-discharge, sediment transport and bed shear stress. A three-component Laser
Doppler Anemometer measured the velocity and turbulence in the flow and the
bedform was measured using Digital Photogrammetry. It was found from the stage-discharge data that at most depths the effect of the bedforms is to reduce the discharge capacity of the channel. The maximum reduction in the discharge capacity was at the bankfull flow depth where the discharge was reduced by thirty percent. The sediment transport rate was found to decrease at relative overbank flow depths of 0.2-0.3. The velocity and turbulence measurements
were used to examine the flow structure. It was found that the formation of bedforms in
the main channel significantly affects the flow structure of the flow in the main channel,
although the flow on the floodplain is similar. Significant secondary flow circulations
were found in the natural bed case, particularly at higher flow depths. The secondary
circulations are caused by centrifugal force, flow entering the main channel from the
floodplain and reverse flows as the flow passes over ridges in the natural bed case.
A new method for predicting velocity and discharge in meandering channels has been
introduced based on the two-dimensional curvilinear equations for strearnwise motion.
The turbulence terms were found to be insignificant and the method was applied to
data sets at different scales.
A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.
|
<urn:uuid:e6b949fc-34dd-4a42-8e57-7842345985e8>
|
CC-MAIN-2016-26
|
https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/6825
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783393997.50/warc/CC-MAIN-20160624154953-00153-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.949611
| 375
| 3.015625
| 3
|
John Barlow of Fairfield,
the research of Edson
John Barlow was probably born around 1600 and
probably in England. This estimate of his birthyear is based primarily
on the assumption that he was about twenty years old when his first
child was born in 1620- 25.
John Barlow's parents and birthplace are not known
from the records. It has long been a family tradition that he was a descendant
of Roger Barlow (ca. 1500 - 1553) who was the first of the name to settle
in Pembrokeshire, Wales, where he purchased an estate, Slebetch Manor,
from the crown in 1546. The family tradition goes on to say that Joel
Barlow, a descendant of John Barlow, applied for and was given the privilege
of the Barlow of Slebetch arms by the English College of Arms when he
was in England in the late 18th century. Matthews' American Armoury and
Blue Book gives Joel as the holder of the arms. Based seemingly
upon this, a number of references have stated that John Barlow was born
in Pembrokeshire, Wales.
However, no record of Joel Barlow's inquiry to the
College of Arms has been found and their records do not show any connection
between John Barlow and Roger Barlow, according to correspondence with
the College of Arms. Mr. P.Ll. Gwynn-Jones, the Lancaster Herald of The
College of Arms at London states in a 1993 letter that "There is
nothing in the Records of the College of Arms to support the proposition
that Joel Barlow sought and obtained the right to use Arms which were
identical with or similar to the Arms of the Slebech or Slebetch Barlows,
or any other Arms."
It has also been suggested that John Barlow's parents
were Sir Alexander Barlow and his second wife
Mary Brereton, but no proof of it has been given. Sir Alexander was
a descendent of the Barlows of Barlow
Hall of Lancashire, England, and Sir Montague Barlow says in his
Family Records that Alexander's children were Margaret Barlow, who
married Sir John Talbot; Sir Alexander Barlow; Rudesind
Barlow (1585- 1656), a Benedictine monk; and Edward Barlow (1587-1641),
whose was also a Benedictine monk and was known as Father
John Barlow was an early settler at Fairfield, Connecticut,
but he was not among the first . The migration patterns of other
settlers seems to suggest that John and his family came to New England
in the late 1630's, stayed briefly at Watertown, Massachusetts, then
probably following the trail to Windsor, then down the Connecticut
River to Wethersfield and then overland for the final leg of the journey
The first group of Fairfield settlers that came in
with Roger Ludlow, after he had received permission to settle the area
in September 1639 from the General Court at Hartford, included John
Green, Thomas Staples, Thomas Newton, Edward Jessop and Edmund Strickland.
Others, mostly from Watertown according to Farnham followed shortly,
and apparently included John Barlow and his family. Edward Jessop and
Edmund Strickland did not stay at Fairfield very long; they moved
on to Long Island and sold their Fairfield lands to Robert Hawkins
and John Barlow , respectively, probably around 1640. Fairfield
originally consisted of but eight or ten families, living along five roads
that Ludlow established. These roads created four squares, each comprising
twenty-five or thirty acres. John Barlow's home-lot, which was originally
Edmund Strickland's, was situated with those of Roger Ludlow, Thomas
Staples, Thomas Newton and Robert Hawkins (originally Edward Jessop's)
in the so-called Ludlow Square.
Roger Ludlow was born at Dinton, Wiltshire, England,
in 1590 and was a son of a West Country gentry family that had become
prominent during the reign of Henry VIII. He attended Balliol College,
Oxford, and later studied law at the Inner Temple. A Puritan and an
officer of the Massachusetts Bay Company, he sailed to New England
in March 1630 on the Mary and John out of Plymouth, England. He was
one of the founders of Dorchester, Massachusetts, was Deputy Governor
of the Massachusetts colony in 1634, was the principal draftsman
of the Fundamental Orders, the basis of government in Connecticut until
the Charter of 1662, and in 1651-53 was commissioner of the United Colonies
of New England.
John Barlow sold his original home-lot to Thomas
Morehouse before 1653 and moved to unsettled land north of the village
center. This was afterwards called "Barlow's Plain." John Barlow
and his son John were accepted as freemen in 1664 and they participated in
the various land divisions that were granted to the owners of estates
in January 1668/9, February 1668/9, January 1670/1, February 1671/2,
March 1681/2, February 1682/3, and April 1688.
John Barlow died around the first of June 1674, probably
at his home at Fairfield.
His will reads as follows:
I Comit my soul into ye hands of my faythfull Creator upon his
pleasing shall be to require it and my body to a Comely buriall.
And for my wordly goods my funeral expenses first defrayed and
my debts discharged I dispose as follows:
I give and bequeath to my loving wife Anne
Barlowe all my Lands housing Cattles of all sorts and all my
I give and bequeathe the premises and every
part of them to my Loving sonn John Barlow and to my daughters
Elizabeth frost Martha Beers Deborah Sturgis Issable Clapham and
Ruth Bradlee to be equally divided among them. And whereas Inconveniences
may follow by dividing some parcell of land or particulars Chattles
or moveables my will is that whichsoever of the six above named
Legatees will give the greatest price for the same shall have it.
In witness thereof I have hear unto set my hand this eigh t day
of March one thousand six hundred seventy foure.
Witnesses John Barlowe
James Beers Junior Seal
The inventory of his estate was taken on June 09,
1674, by George Squire Sr., Richard Ogden and John Burr, and the will
was proved on November 03, 1674, at Fairfield. An agreement between
his son and two of his sons-in-law was entered into on November 20, 1674 .
No gravestone has been found for either John or Ann
John Barlow was a contemporary of Thomas Barlow of
Fairfield. see article. He
may have been a brother, a nephew or a cousin, a speculation based solely
on the surname - no relationship can be gleaned from the records.
It is also an old family tradition or legend that James
Barlow of Suffield, Connecticut, was John Barlow's brother. It is not
known where this story originated but it has been repeated in Reynold's
Biographical Review of Southern New York and in an article by Cholly
Knickerbocker in the old New York Journal American. In his book " The
Israel Barlow Story and Mormon Mores, Ora H. Barlow offers significant
proof that James Barlow, who was born in 1659, or some 59 years after John,
was a son of the immigrant Edmund Barlow of Malden, Massachusetts, and
a grandson of James Barlow of Turton, Lancashire, England. See
the preceding article on Edmund
John Barlow met and married his wife Ann before coming
to New England, probably around 1620 and probably in England. It
has been suggested that her maiden surname was Ward but there is yet
no proof of it. She died probably early in 1685 and probably at Fairfield.
The inventory of her estate was taken on February 25, 1684/5, and was
filed on March 10, 1685
With one possible exception, John and Ann Barlow's
children are given in his will. Their birth order as given here is primarily
based on the custom in colonial wills to list children first by sex
and then by birth order. That is, sons were listed first in their birth
order and then the daughters in their birth order.
The "possible exception" to John Barlow's family
is Ann Barlow. According to Jacobus she was "called" John Barlow's
daughter in the Colonial Records. She was not, however, listed in either
his or his wife's will. She was still living at the time of John and
Ann Barlow's deaths, and while she had moved to New York, she was not
that far away. If she had been "disinherited" or "disowned" for some
reason, she probably would have been mentioned in the will, if only to exclude
her. The suspicion occurs that she was either a younger sister or a
niece of John Barlow. In any event, until better information is obtained,
she continues to be listed as the oldest daughter.
Thus John and Ann Barlow's children were:
||Ann Barlow was born probably around 1625-30 and
probably in England.
She married Samuel Drake on September 13, 1650, at
Fairfield This marriage was also recorded as September 30,
1650, by the Rev. Silas Constant of the Yorktown, New York, Presbyterian
They moved to Eastchester, New York, in 1663 and Samuel
Drake died there in 1686. He was a son of John and Elizabeth (Rogers)
Drake who came from England in 1630 . Ann died after December 12,
1691 , probably at Eastchester.
Their children were:
John Drake, born in 1654
Drake, born in 1663 and died on May 12, 1732
Samuel Drake, died in 1690
||Elizabeth Barlow was born probably around 1620-25 and probably in
She married Daniel Frost around 1640-42 at Fairfield and was his
second wife. He was born around 1613 in England, was baptized on January
17, 1612/3, at St. Mary's, Nottingham, and was a son of William Frost
who came to New England from Nottingham in 1639. She died in 1686.
Their children were:
Rebecca Frost, born in 1640,
married Simeon Booth
Sarah Frost, born around 1644, married Samuel
Rachel Frost, born around 1647, married Robert Rumsey
Hannah Frost, born around 1648, married John Thorp
Daniel Frost, born around 1650, married Mary Rowland
Joseph Frost, born around 1652, married Elizabeth
Isaac Frost, born around 1654, died in 1684
Esther Frost, born around 1656 [37,47]
Martha Barlow was born probably
around 1625 and probably in England.
She married James Beers around 1659 at Fairfield,
when he bought land there. He came to Watertown, Massachusetts, as
a youth with his uncle in 1635, and was a son of James Beers of Gravesend,
Kent, England. He was an early settler at Southport, Connecticut,
and he subsequently became one of the largest landholders at Fairfield.
He died in 1694 and she died in 1698, both at Fairfield.
Their children were:
James Beers, born in 1662 and
died in 1691
Martha Beers, who married Joseph Bulkley
Beers, who married Samuel Hull
Joseph Beers, died in 1696
Beers, who married John Darling .
Deborah Barlow was born probably
around 1630 and probably in England.
She married John Sturges (or Sturgis) in 1650 at
Fairfield. He was born around 1624, probably in England, and he settled
at Fairfield in 1660. He died in 1700, probably at Fairfield.
Their children were:
Jonathan Sturges, born around
1651, married Susannah Banks
Joseph Sturges, born around 1654, married
Sarah Sturges, born around 1661-63, married Richard
Deborah Sturges, born around 1659-62, married James
John Sturges, born around 1655-60, married Mary Goodwin
Abigail Sturges, born around 1663-73, married Simon
Thomas Sturges, born around 1657-68
Isabella Barlow was born probably around 1632 and probably
She married Peter Clapham around 1660 at Fairfield. He was born around
1628 and he died on February 18, 1698.
Their only child was Abigail Clapham
who married Thomas Merwin in March 1678/9 at Fairfield.
|| John Barlow was born probably around 1635 and possibly in either
England or Massachusetts.
Ruth Barlow was born probably around 1640 and probably
She married Francis Bradley around 1660-61 at Fairfield.
He was born in 1625 in England and was an apprentice to Governor Theophilus
Eaton at New Haven before coming to Fairfield in 1660. He died in October
1689 at Fairfield.
Their children were:
Ruth Bradley, born in 1662, married
John Bradley, born in 1664, married Hannah Sherwood
Abigail Bradley, born in 1667, did not marry
Bradley, born in 1670, married Sarah Jackson
Daniel Bradley, born
in 1673, married Abigail Jackson
Joseph Bradley, born in 1676, married
Mary Bradley, born on December 05, 1677
John Barlow was born probably around
1635 and possibly in England or Massachusetts. He had a home-lot on
Main Street at Stratford, Fairfield County, Connecticut, in 1660. As
a landowner he was probably at least 21 years old at this time. He
sold this lot to John Hurd and moved back to Fairfield before 1668.
John Hurd (1613-1681) was a miller and with Thomas Sherwood built the
first mill at Old Mill Green, in 1653, where he was among the first
residents in that part of town.
John Barlows will was dated January 28, 1690/1, and
named his wife Abigail his sons John, Joseph and Samuel, and his daughters
Abigail, Deborah, Elizabeth and Ruth. The inventory of his estate was
taken on March 06, 1690/1 .
John Barlow married Abigail Lockwood probably around
1667 and probably at Fairfield. She was born around 1640 probably at
Watertown, Massachusetts, and was a daughter of Robert and Susanna (Norman)
Lockwood, who had moved to Fairfield from Watertown about 1652.
The children of John and Abigail Barlow were:
||John Barlow was born about 1668 at Fairfield
Abigail Barlow was born in 1671 at Fairfield.
She married first Jonathan Rowland on January 18 or
28, 1690, at Fairfield . He was a son of Henry and Rebecca Rowland
of Fairfield and he died in 1691
Their children were:
Jonathan Rowland, born in 1690
Rowland, born in 1691-2
Abigail (Barlow) Rowland married second Samuel Denton, a son of
Samuel Denton of Hempstead, Long Island.
Their children were:
Ruth Denton, born on November
John Denton, born in 1695-6
Martha and Mary Denton,
twins born on January 09, 1697/8
John Denton, born on January 12,
Deborah Denton, born in September 1701
born on April 21, 1704, and died a day or so later
born on May 9, 1705
Ceziah Denton, born on July 12, 1707
born on August 05, 1709
Ann Denton, born on April 27,
Deborah Barlow was born about 1675
at Fairfield . She died on December 04, 1726, in her 52nd
year at Stratfield, Connecticut, and was buried there in the Old Stratfield
She married John Burr before November 03, 1698, at
Fairfield and they had a child:
John Burr (1698-1752)
||Sarah Barlow, perhaps, was born in July 1675 at Fairfield
Barlow was born on May 11, 1677, at Fairfield [48
]. She died
in 1729/30, probably in Westchester County, New York.
She married first Jeremiah
Westchester, New York, around 1692 at Fairfield, and they moved to Eastchester,
New York. He was born around 1671 at Providence, Rhode Island, and
was a son of Henry and Rebecca (Newell) Fowler. He died in the fall
of 1723 at Eastchester. His will was dated September 26, 1723, and
was proved on December 23, 1723.
Elizabeth (Barlow) Fowler married second Miles Oakley
around 1724. He was born on December 24, 1671, at Throgg's Neck, Westchester
County, New York, and was a son of Miles and Mary Oakley. He married
third Hannah (Horton) Robinson, the widow of Thomas Robinson, around
1730 and they moved to Harlem, New York, before 1733. He died before
Joseph Barlow was
born on September 01, 1677, at Fairfield . Note that the recorded
birthdates of Joseph and Elizabeth are too close and there is apparently
some error. Jacobus seems to have recognized this error and placed
Joseph's birth between that of his sisters Abigail and Deborah, but
without explanation .
He married Sarah Read, a daughter of William and Deborah
(Baldwin) Read of Fairfield. He died suddenly and intestate between July
06, and October 03, 1697. The inventory of his estate was taken on October
30, 1697, and his estate was distributed to his widow Sarah on November
13, 1698. No children were named in the settlement of his estate.
After Joseph's death his widow married second Zachariah Ferris, Jr.
Ruth Barlow was born in 1680 at Fairfield .
She married John Morehouse at Fairfield between January 28, 1690/1,
(the date of her father's will) and November 03, 1698.
||Samuel Barlow was born around 1682 at Fairfield
John Barlow was
born about 1668 at Fairfield, Connecticut . On September
19, 1692, at Fairfield, he testified in the Mercy Disbrow witch trial,
which is the only record indicating his birth year. From the court
John Barlow, eaged 24 years or thairabout, saieth and sd testifieth
that soumtime this last year, that I was in bedd in the hous that
Mead Jesuop then livied in that Marsey Desbory came to me and layed
hold on my fett and pinshed them looked wishley in my feass, and
I strouff to rise and cold not and to speek and cold not. All the
time that she was with me it was light as day as it seemed to me
- but when she vanicht it was darck and I arose and hade a paine
in my feet and leags, some time after an our or too it remained.
Sometime before this aforesd Marcey and I had a falling out and
shee sayed that if shee had but strength shee would teer me in
John Barlow renewed his Covenant at the Fairfield
Church of Christ on February 24, 1694/5, the same day his son was baptized
there . He was a Lieutenant in the West Company of the Fairfield
Militia in May 1705
John Barlow died in 1715 at Fairfield. His will was
dated July 31, 1710, was proved on April 6, 1715, and named his wife
Ruth, his four sons, John, Samuel, Joseph and Francis, and his four
daughters, Abigail, Ann, Sarah and Deborah. The distribution of his
estate was made on January 22, 1717/8, to his widow Ruth and their
four sons
John Barlow married Ruth (Sherwood) Drake around 1692 at Fairfield . She
was a daughter of Thomas and Ann (Turney) Sherwood and the widow of Samuel
Drake who had died in 1690/1.
John and Ruth Barlow's children were:
John Barlow was born on September 06, 1693, at
Fairfield and was baptized there on February 24, 1694/5.
Samuel Barlow was born on November 14, 1695, at
Fairfield and was baptized on April 26, 1696, in the Church of
Christ at Fairfield .
He married Sarah Sherman and they had four children. He died in 1734
at Fairfield
Abigail Barlow was born on June 30,
1697, at Stratford and was baptized on September 05, 1697, in
the Church of Christ at Fairfield .
An Elizabeth Barlow was recorded as born to John
Barlow's wife on June 03, 1697, at Fairfield and this perhaps
was Abigail. She married William Hill about 1716 She died on April
16, 1743, at age 47 at Fairfield and was buried there in the Greenfield
Hill Cemetery
Ann Barlow was born
on October 6, 1699, at Fairfield and was baptized on November
19, 1699, in the Church of Christ at Fairfield .
She died in November 1764 at Westport, Connecticut .
She married Jeremiah Sturgis
on September 1, 1720, at Fairfield
Joseph Barlow was born on April 14,
1701, at Fairfield and was baptized on May 18, 1701, in the
Church of Christ at Fairfield .
He married first Sarah Bradley
around 1723, second Experience Davis around 1727, and third Phebe
---- around 1733.
He died around 1762.
Francis Barlow was born on July 11,
1702, at Fairfield and was baptized on August 16, 1702, in the
Church of Christ at Fairfield .
He married Elizabeth Mitchell,
a daughter of Daniel Mitchell, around 1727 and they lived at
Stratford, Newtown and Danbury, Connecticut.
He died in February 1793
at Brookfield, Connecticut.
Sarah Barlow was born on February
27, 1703/4, at Fairfield and was baptized on March 05, 1703/4,
in the Church of Christ at Fairfield .
She married first Eliphalet
Hull in 1723 at Fairfield . He was born on February 05, 1700/1,
at Fairfield and was a son of Theophilus and Mary (Sanford) Hull.
He died on March 14, 1736/7, and was buried in the Greenfield Hill
Cemetery at Fairfield.
She married second Captain David Banks on
November 01, 1738 . She died on November 28, 1767, in her 64th
year and was buried in the Greenfield Hill Cemetery.
Deborah Barlow was
born on January 10, 1705/6, at Fairfield and was baptized
on March 03, 1705/6, in the Church of Christ at Fairfield .
Joseph Gorham on January 13, 1725/6, at Fairfield
He was born on August 22, 1692, at Bristol, Rhode Island, and
was a son of Jabez and Hannah (Sturgis) Gorham. He died on January
19, 1773, and she died on January 25, 1778, at Westport .
Samuel Barlow was
born around 1682 at Fairfield, Connecticut [40
He was an Ensign in the West End Company of Militia at Fairfield
in May 1715 and a Lieutenant in the Second Company at Fairfield in
October 1730. He
died on May 20, 1745, at Fairfield and was buried there in the Old
Burying Ground. [51
] His will was dated
April 29, 1743, was proved on June 19, 1745, and named his wife Elizabeth,
their sons Samuel Barlow and David Barlow, their daughters Ann Barlow,
Elizabeth wife of Benjamin Sturgis, Abigail wife of Joseph Gold,
and Grace wife of Benjamin Lines, and granddaughter Eunice Barlow,
daughter of son Joseph Barlow deceased. The administration was granted
to son Samuel Barlow on February 03, 1746/7, and on February 02,
1747/8, David Barlow, Executor, appealed from the administration
of Samuel Barlow [41
Samuel Barlow married Elizabeth Rumsey in 1702 at Fairfield [7
She was born around 1686, was baptized on October 04, 1702, at Fairfield and
was a daughter of Robert and Rachel (Frost) Rumsey [40
She died on February 10, 1752, at Fairfield and was buried there in the Old
Burying Ground. Samuel and Elizabeth Barlow's children were all baptized in
the Church of Christ at Fairfield [45
||Gershom Barlow was baptized on February
17, 1705/6 , and died in infancy
was baptized on March 16, 1706/7
He married but his wife's name
is not known.
He died before his father's will of April 29, 1743.
||Gershom Barlow was baptized on December
19, 1708 , and died in infancy
Samuel Barlow was
baptized on January 22, 1709/10 .
He married first Eunice Bradley,
a daughter of Daniel and Abigail (Jackson) Bradley, on August
2, 1731, at Fairfield and second Esther
Hull, a daughter of Nathaniel and Elizabeth (Burr) Hull, on August
7, 1744, at Fairfield .
died on December 20, 1773, at Redding, Connecticut, and was buried
there in the Old Burying Ground.
Daniel Barlow was
baptized on October 28, 1711 , and died in infancy
Elizabeth Barlow was baptized on June
20, 1714 .
She married Benjamin Sturgis .
vii. Abigail Barlow was baptized on August
5, 1716 .
She married Joseph Gold about 1738 . He was baptized
on October 21, 1711, and was a son of Nathan and Sarah Gold.
He was killed on July 07, 1779, during Tryon's raid on Fairfield .
||Mary Barlow was baptized on November
02, 1718 , and died in infancy .
David Barlow was baptized on March
01, 1718/9 .
He married first Susannah Hubbard, a daughter of Zechariah
and Mary (Hobby) Hubbard, on December 27, 1743, at Fairfield
and second Esther Sturgis, a daughter of Jeremiah Sturgis, on November
29, 1750, at Fairfield He died and was buried on October 07, 1795,
at Fairfield .
Ann Barlow was baptized on November 8, 1721
married first Joseph Sturges of Stamford, Connecticut, on March 11,
1749/50 . He was baptized on October 05, 1712, and was the son
of Christopher and Mary (Godwin) Sturges of Stamford.
She married second
William Knowles of New Milford, Connecticut .
She died on July
26, 1801, in her 80th year, at Stratfield, Connecticut, and was buried
in the Stratfield Cemetery.
was baptized on May 24, 1724
She married first Benjamin Lines
(c.1717-c.1755), a son of Benjamin and Esther (Sturgis) Lines, on
May 30, 1742, in the Greenfield Hill Church at Fairfield.
second Jonathan Darrow .
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I collect stories about first encounters with mathematics told me by my fellow professional mathematicians, and this is one of them, about multiplication as repeated addition of the same quantity:
%% When I was 7 or 8 year old, ny uncle decided to teach me to count up to a million. I do not remember up to what number I could count at that time. Teaching was done in an abbreviated form: ... after a thousand goes two thousand, then three thousand, ..., ten thousand, eleven thousand, twenty thousand, thirty thousand, ..., one hundred thousand, two hundred thousand, three hundred thousand, ..., one million. I accepted that as a literal truth, and came to conclusion that one thousand multiplied by 37 gives one million. That is, it was assumed that one thousand is followed by one thousand and one, but I somehow missed that point, since it was not told to me explicitly. But when I told to my big brother about my discovery that one thousand multiplied by 37 makes a million he looked at me as if I was crazy, I was embarrassed, started to think and everything somehow fell into its place (although I do not remember how long it took). %%
And here is another story, about division (and scaling):
%% I could not understand the ``invert and multiply'' rule for dividing fractions. I could obey the rule, but *why* was multiplying by 4/3 the same as dividing by 3/4?
My teachers could not explain, but I was used to that. I couldn't work it out for myself either, which was less usual.
Finally I asked my father, who was an accountant. He said: if you divide everything into halves, you have twice as many things. Suddenly not just fractions but the whole of algebra made sense for the first time. %%
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Health Care System FactorsIn February 2010, the Institute of Medicine (IOM) published a report titled ''A Population-Based Policy and Systems Change Approach to Prevent and Control Hypertension''. The IOM found that high blood pressure is a "neglected disease" because the impact of high blood pressure on public health is well known, the costs are well known, and the interventions to prevent, control, and treat it, are safe and effective, yet high blood pressure continues to account for 1 in 6 deaths in the U.S. The IOM identified some factors in the health care system that contribute to the problem. These included lack of physician adherence to blood pressure treatment guidelines and cost barriers for patients who need to take high blood pressure medication.
Related Health Care System Factors Indicators:
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Here’s the third part in a series about yoga for insomnia.
Yoga for Insomnia
Roger Cole, Ph.D. in sleep physiology and longtime Iyengar Yoga teacher, lists four things that must occur for relaxation to happen (not necessarily in this order):
- 1. relax the breath
- 2. relax the body
- 3. relax the nervous system
- 4. relax the brain
All these processes are interdependent; when you relax one component all the others follow suit.
Before beginning any of the following practices it can be helpful to sit quietly in a comfortable position for at least a few minutes. Turn your attention to your breathing, aligning your awareness to an area of the body where the breath feels clear. During the following practices it is helpful to anchor awareness to whatever physical sensations you feel.
Relax the Breath
Knowing how breathing affects the nervous system is essential to allowing the body to relax. Breathing is the one thing all living beings have in common; it carries the essence of life. It is so important that it is the only physiological function that we can directly control.
The breathing rhythm interacts with the heart rate in a process called sinus arrhythmia. When we inhale the heartbeat speeds up; when we exhale the heartbeat slows. Therefore, when attempting to calm the nervous system it is helpful to emphasize the exhalation, making it a bit longer than the inhalation.
In addition to lengthening the out breath, Farhi suggests practicing a three-part exhalation. In this practice, you divide the breath into three equal segments, pausing briefly—a second or two—between each. This exercise naturally lengthens the out breath, which in turn lengthens the in breath. Make sure you are breathing abdominally—abdomen expands on the inhale and contracts on the exhale—as chest breathing can be stimulating and creates tension in your neck and shoulders.
According to Farhi’s book the three-part exhalation looks like this: Inhale, exhale-pause, exhale-pause, exhale-pause, inhale. It may be helpful to take one or two normal breaths in between cycles, then begin again. You can practice this exercise while lying in bed or while practicing a Restorative Yoga asana (read on).
Relax the Body, Relax the Nervous System
Practicing a few quiet yoga asanas shortly before bedtime can help bring the body into balance for more restful sleep. Forward bends, twists, shoulder stand and supine asanas, all have a cooling effect on the nervous system if they are practiced with a patient and relaxed intention. (Shoulder stand will not calm your body if it is challenging for you. Only practice shoulder stand as a cooling pose if it is relatively effortless.)
These poses help quiet the mind-body to prepare you for sleep. Asanas on the heating or energizing side of the continuum include all inverted asanas except shoulder stand, backbends and standing poses. These asanas are best practiced earlier in the day to supply you with energy to carry you through your activities. One yoga student told me that the energy generated in one intense evening backbend class drove her to deep-clean her house into the wee hours one night! This blog has a really cool chart that shows heating and cooling qualities of different poses.
Restorative Yoga practice is specifically designed to balance the nervous system, alleviating the physiological effects of stress. Even one 10- to 15-minute Restorative pose can shift your nervous system into its parasympathetic side and prepare you for sleep. When sleep is elusive I often get up and practice one or more restorative asanas for 10 to 15 minutes. More often than not practicing just one pose calms my mind-body enough to shift me into sleeping mode.
Relax & Renew, the 1995 book by Judith Hanson Lasater, Ph.D. focuses entirely on the practice of restorative yoga. A physical therapist and yoga teacher since 1971, Lasater devotes an entire chapter to restorative practice for alleviating insomnia. The chapter gives a series of six poses that take anywhere from 30 to 60 minutes.
One of my favorite Restorative poses to alleviate insomnia is Viparita Karani (pictured above). Go to this article to read how to practice it. Feel free to practice the three-part exhalation as you lie in the asana.
Next up in the “Yoga for Insomnia” series: Yoga Nidra
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Caring for Animals with SIBO
Those animals that don’t respond as they should to enzyme replacement therapy for EPI should have their blood levels of vitamin B12 evaluated. If necessary, B12 should be given by injection to supplement any deficiencies.
Oral antibiotics are the treatment of choice for SIBO. Commonly prescribed antibiotics for SIBO include metronidazole and tylosin. In some cases, tetracyclines or other broad-spectrum antibiotics may be used. Treatment should begin to be effective in about a week, but may be continued for several weeks in order to bring about sufficient control of the bacterial growth. In some cases, your pet may have a persistent case of SIBO which will require antibiotic therapy given in small doses on a frequent (or even permanent) basis.
During the course of antibiotic treatment, your veterinarian may suggest feeding your pet probiotics and/or prebiotics to help re-establish a healthy environment in the intestinal tract.
Probiotics, such as acidophilus and lactobacillus, are “friendly” bacteria that are beneficial to the health and normal function of the small intestine. These substances should be given at a low dose to start and can be slowly increased until the animal is able to tolerate a higher dose. Your veterinarian can help you choose the correct source of probiotics. Dairy products, however, are not the best choice for animals with SIBO, as intestinal damage decreases the levels of lactase produced in the gut needed by the animal to digest dairy.
Prebiotics, such as fructo-oligosaccharides or FOS, will stimulate healing in the gut and encourage the growth of beneficial intestinal bacteria. Feeding of probiotics and prebiotics should be done several hours before or after the administration of antibiotics, since they could be destroyed by the medication.
Nutritional support is also highly important if your pet has EPI and secondary SIBO. A highly-digestible, lower fiber diet will help reduce the amount of “fuel” available for bad bacteria to feed on and thrive in the small intestine. Long-term feeding of probiotics and prebiotics might also be considered to help prevent the development of SIBO. Your veterinarian can help you select the proper diet and supplemental therapy that will work best for your pet’s condition.
A substance that causes chemical change to another
a) A type of antibiotic that kills both gram positive and gram negative bacteria.
b) A type of pesticide that is known to kill a whole variety of insects but also tends to affect other wildlife as well.
A term used to describe an organism that tends to thrive in an acidic environment, such as soil rich in acid.
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New Doubt Cast on Link Between Global Warming and Increased Drought
There have been devastating droughts in the past few years in places like Africa, Australia, and the United States. Last summer, the drought in the central US caused the loss of massive crops and a major economic hit for the country. The seemingly increasing prevalence of droughts has some announcing the effects of climate change coming to fruition. However, a new study from researchers at Princeton University in New Jersey and the Australian National University in Canberra has cast doubt on this premise. Their work indicates that the development of drought is much more complex than formerly believed and that recent droughts were more an aberration than an overall drying trend.
The previous theory states that increased temperature will cause more rapid evaporation, increasing the frequency and severity of drought. The United Nations Intergovernmental Panel on Climate Change (IPCC) has adopted this theory, stating in a 2007 report, "more intense and longer droughts have been observed over wider areas since the 1970s."
"The overall view has been that as temperature increases drought is going to increase," said Justin Sheffield, a research scholar in Princeton's Department of Civil and Environmental Engineering. "But it is not that simple."
Sheffield and his colleagues believe that overestimates of drought worldwide are caused by errors found in a common model used for assessing drought, known as the Palmer Drought Severity Index. The Palmer Index is used for its simplicity, even though better drought models are available.
The Palmer Index was developed in the 1960s to determine levels of federal aid for US farms damaged by drought. The Index relies heavily on temperature, and because of that, it is extremely sensitive to warming. It was never designed to work in a changing climate. Climate change is not just about rising temperatures, but a whole host of factors including precipitation, wind speed, solar and infrared radiation, and humidity.
The new model developed at Princeton takes all these factors into account to assess drought. Due to its greater complexity, the model is more difficult to use, mostly because it demands much more data than just temperature. The required data has only recently become available thanks to advanced and more widespread satellite coverage.
Their model has already led to some reassessment by the IPCC, which stated that they found large uncertainties in drought trends. The Princeton/Canberra researchers admit that their findings do not mean that there will be fewer droughts in the future. Only that the link between drought and climate change is not quite as certain as previously believed.
This study has been published in the journal Nature
Drought-damaged crop image via Shutterstock
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Attendance and Earned Credit Policy
Education is a total process based upon ongoing communication and
shared responsibilities among parents, students, teachers and school.
The Board of Education believes that regular and punctual attendance of
each student enrolled in the District is essential to achieving success
in school. There is a direct relationship between attendance, grades and
success in school. Therefore, the Board has established reasonable
standards regarding absences with the purpose of encouraging and
supporting students to achieve the highest possible academic success.
Parent(s)/guardian(s) have a legal and moral responsibility to require
regular attendance at school.
It is imperative that students attend school daily. However, students should not attend school with any contagious or infectious disease. For more information and Francis Howell’s Attendance and Illness Guidelines, click here.
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1 Answer | Add Yours
Anyone who asked you this question, using the word “stuffy” to describe it, is not an “informed reader.” In other words, the asker does not quite understand what literature is.
First, this play is far from stuffy in terms of its action—three sisters, of diverse social character, and with interesting occupations, sharing a mutual backstory, still mourning a lost father, confronted with a real social and economic dilemma, hounded by military leeches, visited by a fascinating stranger—this is not a superficial drama in which to imbed some philosophical point of view—this is a real dramatic scenario, a real “conflict” to be resolved. Secondly, Chekhov’s work “matters” in the same sense that dramatic history “matters”—as educated people, we are interested in how and why artistic expression changes through history, and these “comedies” are ideal representatives of how drama moved from artificiality to reality in the late 19th-early 20th century. Thirdly, studying any social situation, carefully, enlightens us on the dynamics of all social “contracts”—this could be any family in the modern age solving similar dilemmas, similar restricted choices—for example, what are the universal dynamics of moving out from your father’s house and protection, or how does one balance one’s career choices with one’s family life, or how do the genders exist socially by the unwritten, unspoken rules of social gender expectations, or what is the universal appeal of big cities to country folk? We might as well ask “What does the Sermon on the Mount, that stuffy old story, matter in today’s society?” Finally, literature has no debt to future “societies”—its raison d’etre is much more complex than “to matter in tomorrow’s society.” Its aim is to matter on the personal, aesthetic level.
We’ve answered 328,245 questions. We can answer yours, too.Ask a question
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In Canon Edit
The Lord of the Rings is a novel following the adventures of a hobbit named Frodo and his eight companions. Their quest was to help defeat the rising Dark Lord, Sauron. The novel was first published by the George Allen & Unwin Ltd. publishing service in 1954-55, in three-book form to make it easier on readers: The Fellowship of the Ring (29 July, 1954), The Two Towers (11 November, 1954), and The Return of the King (20 October, 1955). In all truth there were actually six books, two in each of our three books. Their original names were planned by Tolkien, but unused until the boxed-set Millennium Edition, printed in 1999.
The Characters Edit
Main canon characters (and most known lust objects) include:
- The Fellowship
- Aragorn, son of Arathorn
- Boromir, son of Denethor
- Frodo Baggins
- Gandalf, a.k.a Mithrandir
- Gimli, son of Glóin
- Legolas Thranduilion
- Meriadoc Brandybuck
- Peregrin Took
- Samwise Gamgee
- Important and recognized characters
- Bilbo Baggins
- Gríma Wormtongue
Other Canon Sources Edit
Besides The Lord of the Rings and The Hobbit, there are other books with facts about the world Tolkien created for these characters. They are:
After his death, Tolkien's third son Christopher Tolkien published other works based on Middle-earth and its history:
- The Book of Lost Tales, Part One
- The Book of Lost Tales, Part Two
- The Lays of Beleriand
- The Shaping of Middle-earth
- The Lost Road and Other Writings
- The Return of the Shadow
- The Treason of Isengard
- The War of the Ring
- Sauron Defeated
- Morgoth's Ring
- The War of the Jewels
- The Peoples of Middle-earth
- The Children of Húrin
In the history of Middle-earth, many of the objects fought over were shiny.
In Badfic Edit
- See main article Tolkien Fandom on how LotR is treated in badfic.
Lord of the Rings and the PPC Edit
LotR minis, the first minis ever, are mini-Balrogs. They are trained by Miss Cam at the Official Fanfiction University of Middle-earth. They may be adopted by agents at the Mini-Balrog Adoptions Agency, run now by Cassie Cameron-Young.
Agents Native to Middle-earth Edit
Some PPC agents are native to Middle-earth. This often means they were created as a character for a LotR fanfic, but their author at some point decided they were better used as an agent protecting the canon than as a character possibly disrupting it. Many of these agents are Elves, often Noldorin.
- Boromir (recruited from canon by Team Phoenix.)
- Canta Enquëo
- Dafydd Illian
- Dúros Black
- Eledhwen Elerossiel
- Halley (from a crossover with the Discworld)
- Heather Shane
- Ithalond and his wife, Mithiriel
- Jane Doe
- Justin Agent
- Kelvin Talathion
- Moridae Greenleaf
- Nendil Morifëa
- Rina and Galeya Telcontar
- Stephanie Fielding
- The DIS employed an orc at some point, but he was never named and his fate is currently unknown. It is very likely that he either left the DIS when the SO demanded their surrender, or was killed.
Note: Agent Rosie Cotton Bomull is not a native of LotR.
Items, Substances, etc. Native to Middle-earth Edit
These items may be canonical or fandom-based.
- 1420 Beer
- Lembas and Lembass
- Extra Rings of Power
- Ring of Sairalindë
- Ye Olde Poisonous Poison
Missions in this Continuum Edit
All reports are listed alphabetically by agent name, in the case of agents with multiple missions, or by mission name.
Agents Specialised in this Continuum Edit
Agents are considered specialised in a continuum when they have handled at least three missions in the canon. Most of these agents are also active/specialised in other continua. It is often not the agents who decide where their specialty lies, but the Flowers that keep assigning missions to them.
- Agents Aerilyn and Zera (DMS - LotR)
- Agents Alana and Sarah (DMS - LotR)
- Agents Alec Troven and Verra Rose (DI)
- 'Your Wife is A Big Dragon'
- 'Pumpkins and Other Unnatural Creatures' a.k.a. 'There Is No Miss Magic In Middle-Earth', Alec with Agent Lambda (SIELU)
- 'Chosen of a Goddess' (crossover with Forgotten Realms), Verra with Agents Joe, Endomiel and Ril-gania (DMFF) and Agent Ella Darcy (DAC)
- 'Why You Shouldn't Kill Your Partner' (crossover with Harry Potter), Verra with Agent Lorac Seriph (DI)
- 'Finding Hope' (crossover with Buffy the Vampire Slayer), Verra with Agent Honorificus (DMS - Buffyverse)
- 'Son of...', Alec with Agent Dee (DBS - Harry Potter)
- 'Sue Hunt', Alec with civilian Melinda (includes comments)
- 'Book Three of Inheritance' (crossover with The Inheritance Cycle), Alec with Agent Marc-C (DI)
- 'Friday: Angry List' (crossover with Alec's world), Alec solo
- Agents Alla and Cassie (DMS - LotR)
- Agents Anne and Kate (DMS - LotR)
- Agent Aramel (DMS - LotR)
- Agent Architeuthis (Intel)
- Agents Cara Fielding and Miriam Collins (DMS)
- Agents Cassie Young and Nat Freidar (DMS - LotR)
- Agents Claudia Beth King and Ella Darcy (DAC)
- Agents Crispin Reed and Maria Falcone (DMS)
- Agents Dafydd Illian and Selene Windflower (DOGA)
- 'More Than Ordinary'
- 'Daughter of Desire'
- 'Echoes of the Narbeleth'
- 'The Blood of Those Betrayed', Dafydd with Agent Constance Sims
- 'Woodsprite of the North', with Agent Takua (DOGA) and everyone else
- Sue: Alumia
- 'legolas, by Laura'
- Sue: laura
- 'Celebrian - The Mission', Dafydd with Constance
- Sue: Celebrian
- 'After Midnight', Dafydd with Constance
- Agents Diocletian and Suicide (DMS)
- Agents Elanor Gilmor and Megan (Elf Protection)
- Agents Felaben and Jackson (DF)
- Agents Fireblade and Keitaro (DMS -LotR)
- Agent Ilarian (DMS - LotR)
- Agents Isaiah and Mara (DTE)
- Agents Jaster and Threnody (DMS - LotR)
- Agents Jeanlily and Twain (DMS - LotR)
- Agents Joe and Meneltari (DMFF)
- 'Baneful Melody'
- 'The Earthborn: Guardian of time'
- 'Chosen of a goddess' (crossover with Forgotten Realms), Joe with Agents Endomiel (DMFF), Ella Darcy (DAC), and Verra (DI), and Recruit Ril-gania
- 'One of the crowd', Joe with Agent Endomiel (DMFF), Agent Ginger (DF), and Trainee Lee
- 'Daughter of the Rings', with Agent Endomiel
- Agents Kaitlyn Jackson and Selene Windflower (DF))
- Agents Kazra and Rich (DMS - LotR)
- Agents Krishna and Serenity (DMS - LotR)
- Agents Lothloriel Elhyn and Rowyn (DMS - PotC)
- Agents Louise and Narto (DOGA)
- Agents Mackenzie and Nate (DMS - LotR)
- Agents Nenya Gabriel and Rosie Cotton Bomull (DMS - DMO)
- Agent Trojanhorse (DBS - Freelance) (Missions are usually NSFW)
- 'Amin Ai Olin'
- 'Forbidden Love', with Agent Soulshadow (DBS - Freelance)
- 'True Love Can Conquer All', with Soulshadow
- 'Fun in Buckland', with Agent Paddlebrains (DBS - Freelance)
- 'Ethuil'waew', with Paddlebrains and Intern Oscar Henson
- 'Eternal', with Paddlebrains
- 'An Elf's Worst Nightmare', with Agent Luxury (DBS - LotR)
- 'Another Drink', with Paddlebrains
- 'Spreading Filths', with Intern Marsha
Agents Not Yet Specialised in this Continuum Edit
Agents with fewer than three missions in this continuum are not specialised, yet. They probably soon will be.
- Agents Adam and Frenchie (DoSAT - A/V)
- Agents Christianne Shieh and Eledhwen Elerossiel (DMS)
- Agents Entropy and Logan (DF - ESAS)
- Agent Gypsy (DBS - DBH) (Missions are usually NSFW)
- Agent Halley (DMS and BRD - LotR)
- Agent Monty Biggins (DF)
- Agent Scarg Marison (DMS - LotR)
- 'Blade', or 'I'm sorry. I'm so, so sorry.', Agents Brenda Loringham and Charlie Shoe (DMS)
- Note: There will eventually be two versions of this mission. The above is the April Fool's Day version. It's listed because it's technically a mission—they gather charges and kill the Sue. It just happens to be a crazy, AU version of the official mission.
- 'Brianna, a tale of a battlemaid', Agents Rouge and Crispin Reed (DMS) with Agents Maria Falcone and Michel Javert (DMS)
- "Canon's Bane", Agents Chris and Ami Seeker (DF), with Agents William Grey and VJ (DMS)
- 'The Chaos Begins', or ‘Silmarien Goldeneve’, Agents Erin Mirestone and Maralys Deeppockets (DMS)
- 'Dochainn Nam Blàir Trauma Of War: A first mission, with major headaches', Agents Elanor Laison and Mortic Wentway (DW)
- 'The One With Oh Gods What IS This I Don't Even' (incomplete, ctrl+F for "Haldir") Agent Tatharien and Trainee Nova Greene (DMS - LotR)
- 'Sue be Nimble, Sue be Fast, the PPC’s coming to kick your – ', Agents Manx and Shadow (DF) with Agents X and Arya Dragon
- 'Through Anothers Eyes', a.k.a. 'Enter the Newbies', Agents Mittens and the Radioactive Moss Creature (DF) with Trainees Saxo Cruore and James Vulpes
With Harry Potter Edit
- 'Ring Child', Agents Supernumerary and Ilraen (DIC) with Suicide and Diocletian (DMS)
- Stu: Archir the Emerald
With Other Continua Edit
- Agent Alec Troven (DI)
- Agent Meg (Despatch)
- Agent Verra Rose (DI)
- 'Completely Mistaken' (crossover with The Inheritance Cycle), Agents Rina and Zeb (DMS) with Agents the Reader and Kozar (DIC)
- 'A Fellowship and a Girl and Two Angry PPC Agents' (crossover with Buffy the Vampire Slayer), Agents Krissy and Mae (DMS - LotR) with Agent Alan (DIC)
- 'What's Latin for "You Suck"?' (crossover with Ranger's Apprentice), Agents Supernumerary and Ilraen-Aroline-Fothergill (DIC) with Agents Rina Dives and Zeb (DMS)
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Ensuring human rights in the provision of contraceptive information and services
Guidance and recommendations
These WHO guidelines provide recommendations for programmes as to how they can ensure that human rights are respected, protected and fulfilled, while services are scaled up to reduce unmet need for contraception. Both health data and international human rights laws and treaties were incorporated into the guidance. This guidance is complementary to existing WHO recommendations for sexual and reproductive health programmes, including guidance on family planning, maternal and newborn health, safe abortion, and core competencies for primary health care.
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In this week’s reading, we read about the upcoming holiday of Shavuos, the time of the giving of the Torah to the Jewish Nation. But if you look in the Torah text, you won’t find that this was when G-d spoke to us at Mt. Sinai. Nowhere does it mention that this is anything other than a holiday of “Shavuos,” weeks (and a time for offering of first fruits). The name Shavuos is appropriate because we are told to count seven complete weeks following the first day of Passover, 49 days, and to celebrate this holiday on the fiftieth day. But why does the Torah not mention what the holiday is about? All it says is that after counting seven weeks following the offering of the Omer, on the second day of Pesach, there should be a holiday.
One answer is found in the fact that Shavuos does not have a set date on the calendar. Hebrew months can be either 29 or 30 days in length, depending upon testimony after seeing the New Moon. Since Shavuos occurs precisely 50 days after the beginning of Passover, during which the two months of Iyar and Sivan begin, the holiday could fall anywhere between the 5th and 7th of Sivan (until the calendar was set by the second Hillel).
This is because Shavuos is not about a particular date, but recalls the culmination of a process that was set in motion with the Exodus from Egypt celebrated on Pesach. The Nation of Israel ascended and purified itself for seven weeks, and was then ready to receive the Torah.
Although we say in the Haggadah that had HaShem only done a few of the great things that he did for us, “Dayyeinu,” it would have been enough, we know that the purpose of bringing us out from Egypt was to be His Nation and to follow His Torah. When the Torah describes Shavuos for the second time in Deuteronomy, it says “And you shall remember that you were a slave in Egypt, and you shall guard and do these statutes” [Dev. 16:12], and Rashi comments: “It is on this condition that I redeemed you, that you shall guard and do these statutes.” Thus the process of redemption from Egypt and the giving of the Torah are directly connected, and all part of the same celebration.
The Aruch HaShulchan gives another answer, mentioned by Rabbi Yehudah Prero in his Yomtov class. We mention specific things on Pesach and Sukkos because they happened at specific times — the Exodus from Egypt, and the protection of Israel in Clouds of Glory.
The Torah, however, is given to us anew every day. And every day it is incumbent upon us to thank and bless G-d for giving it to us. It did not only happen once; G-d continued to give Torah to Moshe throughout the 40 years in the desert, and continued to teach the Prophets and even more recently through Divine Inspiration. The giving of the Torah is an ongoing process, not limited to one day on the calendar.
The Torah is something we must celebrate every day!
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The following is a guest contribution from Anoop Balanchandran that originally ran on his site exercisebiology.com. It is re-edited and republished here with permission.
Pain is a topic that fitness professionals must have a better understanding about. In this guide to pain I describe what pain is and have included a few questions that I feel everybody, including trainers, might have trouble with.
Is Pain in the Brain?
What is this whole talk about how injury and pain are not related and how pain is in the brain? Is it true? If so, I don’t get it.
We used to believe (some people still do) pain and injury to be highly correlated and would utilize the measure of pain as an indicator of tissue damage. Unfortunately, as we begin to learn more about pain and injury, it is clear that pain is not an accurate indicator of injury nor damage. To understand this better, we have to understand a very important concept:
Pain does not (technically) begin at the level of the tissues: While we once thought pain to originate at the level of the tissue (and that “pain” information was carried up to the brain), we now understand that these carriers, nociceptors, relay “danger” information to the brain for processing.
Once the “danger” information reaches the brain, it is then up to the brain to decide whether these signals are dangerous enough to respond by producing an output of pain. So we don’t have pain receptors or ascending pain pathways as we commonly thought. Pain doesn’t begin until the brain determines it is needed.
This response is quite individual. One may have a very serious injury and complain of little to no pain, while another may have a very minor injury and experience extreme pain. The degree of injury is not always related to the degree of pain. Hence they say, injury and pain are not related and ‘pain is in the brain’.
What Influences the Brain’s Decisions?
But what makes the brain think it is indeed threatening or I am in danger, and let’s generate some pain?
Well, many things, actually. Your attitudes, beliefs, past experiences, knowledge, social context, sensory cues, nociception and so forth may all be confounding variables influencing your brains decision. What we have to understand is nociception is just only one of many inputs that the brain asses to see if it is indeed in danger. Pain is only generated if the brain concludes that body is in danger and action is required.
If a Hand Gets Cut in the Woods, Does it Still Feel Pain?
Are you telling me if I cut my hand, I won’t feel pain? .
A lot of people who are resistant to accepting this concept may only be considering examples where they had injury and then felt pain. A=B.
Unfortunately, this relationship isn’t as clear as we may think. We may be subconsciously ignoring the countless times where we had an injury and felt no pain (or pain not proportional to the extent the injury). We have experienced plenty of bruises and cuts, with little clue on how or when it happened.
Forget the tiny bruises and cuts. It is well known that around 40% of the people admitted to the emergency room with horrific wounds have no pain or low pain even after long delays (1). And mind you, these people are alert, rational and coherent (‘not in shock’ as most people tend to believe). If a crowbar is sticking through your neck or an amputed arm doesn’t result in pain, why on earth would we think injury is an accurate indicator of pain?
So how could these horrific injuries result in NO pain? As we learned, nocicepetors relay danger signals, and it is ultimately up to the brain to produce an output. Most often these horrific injuries happened in a context where survival of the person was at stake, which is a lot more threatening than the injury (ie. focus on the injury or sustain life).
And as time goes by and the brain concludes that you are out of danger, it now focuses back on your amputated arm. I cannot work, I cannot lift my kids, I know and have seen amputees struggle, I can see the blood on the bandage: All these beliefs and attitudes and sensory cues are only heightening the fear or threat level of the injury in the brain which results in pain.
Now what if your thoughts/attitudes were more positive or less threatening? In 1950 Henry Beecher did a similar study. They wanted to see why soldiers who got injured in war took much less morphine than a civilian or why they had much less pain that expected.
The results indicated that it is simply because of “meaning”. For a solder, despite experiencing a major injury or an amputation, he still survived a war , and could return home and be with his family and friends. The soldiers beliefs and attitude was likely influential over the brains defensiveness, resulting in much less pain than expected (2).
And mind you, these things are happening in a split second and it is outside our conscious control.
Are Phantoms Real?
If the brain sends an output of pain, and nociception is just one of the inputs, can we have pain without nociception?
A classic example is phantom limb pain, which has puzzled us for years. In phantom limb pain, forget damage and nociception; people no longer have a body part, yet still feel pain (in their missing body part). Phantom limb pain is a remarkable example of how pain occurs with absence of nociception. We also see plenty of examples around us where people experience pain with no damage or injury.
Now how do researchers study these questions? Here are two popular studies:
Study 1: The participants in this the study were touched by a cold piece of metal (-20) to evoke a nociceptive response. They were also visually shown one of two colored lights, either red and blue. Before being touched, it was explained that the light was very related to the cold stimulus.
Now what did they find? Although the stimulus was identical, 8 out of 10 subjects felt more pan when the red light was shown than blue light. If you think about it, we have learned that red always signals danger. Though there were individual variations, it was very clear that the color of the light changed pain, but not nociception. The nociceptve fibers evoked the same response (as seen by C & A delta fiber activity) under both conditions, but the pain dramatically differed. (3)
Study 2: Here the subjects placed their head in a sham or fake stimulator and were told a current would run through their head. They were told that the pain will increase as the intensity of the stimulation goes up. As expected, the pain went up as the stimulation went up even though there was no stimulation to begin with. This is another fascinating example of pain without nociception. (4)
What About Chronic Pain?
I have chronic low back pain for years due to the 2 herniated discs as shown in my MRI. How does all this brain talk ever change the treatment of chronic pain?
Since this guide to pain has now described the biology of pain, it is a good time to talk about pain management. As you rightly pointed out, acute pain is pretty straight forward and well understood. As the name implies, it is just acute or short term. We get injured, we ‘may’ feel pain, healing takes over, pain goes away, and we are back to normal (usually 3-6 months). Nobody is really bothered about acute pain, what everyone is worried about is chronic pain.
Chronic pain has always been a mystery. Why should this pain last for years and years when injury had enough time to heal? Multiple bullet wounds and major amputations heal within months so why should this tiny injury to your knee or shoulder last for years and years?
Or how come there are large number of people who have the same dysfunctional tissue but have no pain? We know that around 40% of the population have disc herniations but have no pain whatsoever. And guess what, these people do not end up in pain years later either. This is the exact reason why the American College of Physicians have come forward with clinical guidelines saying ”Clinicians should not routinely obtain imaging or other diagnostic tests in patients with nonspecific low back pain”.
We now clearly know that abnormal findings on the x-ray and MRI (like disc herniations, bulging disk, degenerating joints and so on) are clearly NOT related to the onset, severity, prognosis, or duration of low back pain. If 40% of the general population do have disc hernataions, I do suspect everyone who lifts weights will have one or two disc herniations. (5) (6)
Before we understood the role of brain in pain, we always thought that pain is an accurate indicator of damage and nociception equals pain. So chronic pain always meant that there is an injury yet to be healed. Hence all our treatments were focused on fixing tissue damage and dysfunctions (the biomechanical model). But now we know that in chronic pain, the injury has healed long back and what is maintaining the pain is the sensitive nervous system and the brain. Or in other words, the brain still thinks there is threat and hence still outputs pain.
Does Your Ouchy Hurt to Touch?
What do you mean by a sensitized nervous system?
Remember the last time you had a cut or a contusion? Not just the damaged area, but even the surrounding area was painful even to the slightest of touch (defined as hyperalegisa and alloydynia).What we see here is an increased sensitivity of the nervous system. In other words, both the threshold for activation of the nociceptors is lowered AND the response of the nociceptors is increased. Remember that muscles, joints, skin are just the hardware, the nervous system is the software and where all the action happens.
In chronic pain, this nervous system sensitivity is still maintained. The brain believes there is a threat and sends an output of pain. So just flexing your low back with a small weight, which seemed pretty harmless, is now threatening enough to evoke pain.
The simple goal of any pain treatment is to lower the sensitivity of the nervous system (includes brain).
Top Down or Bottom Up?
I see. And how do you lower this sensitivity?
The Top Down Approach means changing your attitude, beliefs, knowledge (neurophysiology of pain) about your pain and in turn, lowering the threat value of pain. People get hurt, they experience pain, healing follows, and they recover. But in some folks the pain lasts forever. And why is that? According to one of the most well-accepted models – the fear-avoidance belief model – people who have heightened fear of re-injury and pain are good candidates for chronic pain.
Lack of knowledge or incorrect knowledge, beliefs ( hurt always means harm, my pain will increase with any activity and so forth), provocative diagnostic language and terminologies used by medical therapists like herniated disc, trigger points, muscle imbalance, and failed treatments can further heighten this fear or threat.
Education to lower the threat is THE therapy here. We now have some very good evidence to show that just pain physiology education or the top-down approach is enough to lower pain and improve function. (7)
The Bottom Up approach is what we see around us: surgery, postural fixing, trigger point, muscle imbalance, movement re-education, manual therapy, acupuncture and the list keeps growing. Almost all treatments out there are trying to lower the nociceptive drive without much consideration to the top-down approach. This is solely because these treatments are based on the outdated model of pain.
We now suspect that positive effects of manual therapy may be due to neural mechanisms than the tissue and joint pathology explanations that is often offered. So even the bottom up approach is working via de-sensitizing the nervous system. Although not intended, there are top-down mechanisms clearly at work even in bottom up approaches (like the placebo effect, a credible explanatory model, the belief in the therapist).
What’s needed is a combined approach that takes into account the “entire individual” and that’s where the biopysycosocial model of pain treatments walks in. The biopsychosocial model addresses the biology (nerves, muscle, joints), psychological (beliefs, thoughts, fear) and social aspects (work, culture, & knowledge).
What’s Wrong With the Current Methods?
So what is wrong some of the current treatments which are based on the old biomechanical model of pain?
Many popular methods place an over-emphasis on the bottom-up approach assuming tissue damage and nociception as the sole driver of pain.The is called the ‘find and fix it’ model.
A good question is if it is working, should we worry about all this brain talk?
It is estimated that 1 in 4 people in America are in chronic pain and this was 1 in 7 in the 90’s. These numbers tell us that the current approach is not working (even if we thought it was). Furthermore, none of our treatments show any specific effects. That means for low back pain: manual therapy, acupuncture, general exercise all seem to elicit similar effects. (8)
What is disconcerting is these treatments are given in a context that there is something wrong with the tissues and we need to avoid/prevent/fix it. This structural pathology approach is great to raise the threat level in the brain and in turn maintain or worsen your pain. So even if you get pain relief, you maybe nicely setting yourself up for some future pain problems.
Should I Stop and Change Everything That I’m Doing?
Now I am confused. Should I tell people not to use an arched back when they lift because it can raise the threat in the brain? Should I stop foam rolling and other injury prevention methods?
Nope. Just like I wouldn’t advise anyone to cross the street with their eyes closed, I wouldn’t advise anyone to pick a 200 lbs barbell with a rounded back. The age-old simple advice of avoiding extreme loading at the end range of motion still holds good. So proper form is always recommended.
What we don’t want to do is overemphasize or exaggerate our case for injury and pain prevention. Some common examples are: Asking someone to sit with 20% tension in abs, always be upright and never slump, educating disc herniation as the end of the world, knees should never go past toes, spinal rotation is bad and so forth.
If you don’t have any clear evidence and you are just speculating, and most are speculation, it is better to clip that ego and avoid the talk. You can do lot more harm than good.
Should you stop foam rolling and other injury prevention techniques?
This is a good question, but a better question to ask is do these really prevent injuries in the first place? Most of the stuff that you often hear are just ‘claims’. If you think those really help, you have sufficient evidence and the client have injury concerns, then go ahead and do it. But what we have to be careful is the language we use to explain these techniques. For example, a better way to present foam rolling is to improve mobility and blood circulation instead of another tool to exorcise out those evil trigger points.
Can Pain be Prevented?
Pain is a protective mechanism. If we didn’t have pain, we would be all dead. So pain is normal and necessary. Acute low back pain is as harmless as a common cold and is unavoidable in your life.
Second, what we need to worry about is pain that can become persistent or pain that sustains even after the tissue is healed. And the best way to prevent pain chronicity is to have a better knowledge of pain physiology and how pain is an output of the brain rather than a simple response to injury.
It has been shown that people report less pain and less frequently after they receive pan education. Why? Simply because you have lowered the threat level in your brain. Pain education may also serve to lower the pain intensity with acute injuries. So throw away all those unnecessary fears and beliefs about pain and injury.
What About Posture?
Almost all treatment modalities out there to explain chronic pain are based on the structure-pathology model. We have been studying and researching posture for more than 30 years and we still don’t have any evidence to show posture causes pain. In fact, we have very good evidence to show that posture is not correlated with pain. And If you have been keeping up with me so far, it is not so surprising. Is it?
What we have to understand is that pain is just one part of a complex stress response. If you get inured, the body responds by releasing adrenaline, activating large muscle groups to evade threat, deactivating small postural and stabilizing muscles, changing your gait or posture to further avoid injury, slowing digestion, triggering swelling and inflammation and so forth.
All makes perfect sense since the body wants to protect and escape from further threat or injury. Once the pain becomes chronic or threat becomes chronic, these complex protective responses are also maintained. You will still maintain those anatalgic or pain evasive postures, your core or postural muscles are still less activated, the over active muscles tend to shorten and become prone to trigger points, and the swelling and inflammation becomes wide spread.
Most of the aforementioned responses that are often blamed for the cause of our pain are just the consequences of a well-designed, threat response system – posture just happened to be one of them.
There is a time and place for postural correction but I just mainly do it to improve aesthetics and function
Are Weak or Uninhibited Muscles the Problem?
What about strengthening muscles to relieve pain. I thought weak muscles were the problem.
Strengthening muscles may or may not have much of an impact on pain. What strengthening is good for is to raise the tissues tolerance so the affected area doesn’t get re-injured.
The pain relief people obtain when they do exercises could be explained by the non-specific effects of exercise. For example, you have managed to convince and comfort your client that movement is good and not to be feared, especially the body part in question. You also educated them that pain is due to weak or imbalanced muscles and will soon resolve.
The improvement in blood flow, performing the actual movement (which was supposedly harmful), the self-belief that he or she will get better all contributes to lowering the threat value in the brain. If you care to notice, these top and bottom up approaches are common to all movement or exercise based treatments. What is not common is the unique mechanism offered as the rationale for these treatments and their ignorance of the powerful non-specific effects of their treatment.
Once again, although the pain may resolve, we have used an explanatory model that is further instilling the belief that is pain is due to tissue pathology or tissue dysfunction or weakness. And that my friend is not good.
I think that’s all I have. I have omitted a few things, like the pain signature and other pain mechanisms which is bit more complex. I expect (and hope) this article has raised enough curiosity in you to question some of your own beliefs and understanding about pain and injury.
Please do share this article to everyone you know. It is probably one of the most important articles I ever wrote, and that you will ever read.
Here Are Some Great Sites to Read More About Pain
Here’s a Book List
Pain – Patrick Wall
The Challenge of Pain – Ronald Melzack
Sensitive Nervous System – David Butler
The Back Pain Revolution – Gordon Waddell
Topical Issues in Pain – Louis Gifford
Therapeutic Neuroscience Education: Teaching patients about Pain – Adriaan Louw (a book on how to do the top down approach)
Acknowledgement: I would like to thank Jason Silvernail DPT, DSc, FAAOMPT and Joseph Brence, PT, DPT, FAAOMPT, COMT, DACc for helping me edit the article. Special thanks to Joe for painstakingly going through the article and making sure everything I wrote is accurate and consistent with the pain science. Please do bookmark his excellent website: www.forwardthinkingPT.com
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On July 8, 1965, Canadian Pacific Flight 21 crashed near 100 Mile House in British Columbia, resulting in the deaths of all 52 passengers and crew onboard the Douglas DC-6B aircraft.
The flight was a domestic scheduled flight from Vancouver to Whitehorse in the Yukon, with several stops en route.
Three MayDay calls from the stricken aircraft were heard by air traffic controllers in Vancouver after it passed Ashcroft, British Columbia. An explosion had occurred on the aircraft, resulting in the tail separating from the fuselage. The aircraft spiralled out of control and crashed in a densely wooded area. An inquest into the crash would later determine that a bomb exploded on the aircraft, but the source and motive were never uncovered.
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Image courtesy of David H Cobden
Measured phase diagram for the three solid phases of vanadium oxide (VO2): metallic (golden), insulating M1 (grey), and insulating M2 (purple). To locate the triple point, the material is stretched under a microscope, and the phases are determined by polarized optical microscopy.
Materials typically have more than one possible structure, or phase, depending upon the temperature, pressure, or variation in the material’s elemental composition. Phase transitions in materials are notoriously challenging to study. The situation is worse near a triple point, where more than two phases are involved. The well-known metal–insulator transition in vanadium dioxide, a popular candidate for ultrafast optical and electrical switching applications, is a case in point. In a new approach to studying this important phenomena, stretching single crystal “nanobeams” of vanadium dioxide (VO2) under a microscope revealed when the material switches between conducting and insulating states – and showed that this transition occurs when three solid phases have equal energy, the . first ever determination of a solid-state “triple point.”
Such insights are key to mastering the optical and electrical switching properties of the material. The techniques developed may also allow control of magnetic and superconducting properties for an array of energy-relevant applications.
The metal-insulator transition, the point where the material goes from conducting to insulating, in VO2 involves a rapid and drastic change in its optical and electrical properties, making it a classic candidate material for applications in switching and sensing. The detailed behavior near the transition was not known because of the complexity of bulk samples and because two insulating phases (known as M1 and M2) compete with the metallic phase near the transition. By working with nanobeams of VO2, which are tiny single-crystal wires of the material, in a purpose-built apparatus for applying axial stress under a microscope, researchers from the University of Washington were able to observe the convergence of the three phases with unprecedented control. They could map the stress and temperature at which each pair of phases coexisted and also deduce the precise triple point, at which all three coexist. It was found to be at 65.0 °C and at zero applied stress, meaning that it coincides with the metal-insulator transition in a free-standing crystal. This insight has important theoretical implications, and should help in efforts to exploit the transition in developing new technologies. It also demonstrates the value of such a controlled approach to complex materials in general.
David H. Cobden
University of Washington
Department of Energy Office of Science, Basic Energy Sciences program.
Jae H. Park, Jim M. Coy, T. Serkan Kasirga, Chunming Huang, Zaiyao Fei, Scott Hunter, and David H. Cobden, “Measurement of a solid-state triple point at the metal-insulator transition in VO2", Nature 500, 431 (2013). [DOI: 10.1038/nature12425]
News and Views: “Condensed-matter physics: A solid triple point”
Science News: Physicists Pinpoint Key Property of Material That Both Conducts and Insulates
University of Washington News Release
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A simple recipeincluding just four ingredientscan transform adult human skin cells into cells that resemble embryonic stem cells, researchers report in an immediate early publication of the journal Cell, a publication of Cell Press. The converted cells have many of the physical, growth and genetic features typically found in embryonic stem cells and can differentiate to produce other tissue types, including neurons and heart tissue, according to the researchers.
They added, however, that a comprehensive screen of the activity of more than 30,000 genes showed that the so-called induced pluripotent stem (iPS) cells are similar, not identical, to embryonic stem cells. "Pluripotent" refers to the ability to differentiate into most other cell types.
The chemical cocktail used in the new study is identical to one the team showed could produce iPS cells from adult mouse cells in another Cell report last year. That came as a surprise, said Shinya Yamanaka of Kyoto University in Japan, because human embryonic stem cells differ from those in mice. Those differences had led them to suspect "that some other factors might be required to generate human iPS cells, he said.
The findings are an important step forward in the quest for embryonic stem cell-like cells that might sidestep the ethical stumbling blocks of stem cells obtained from human embryos. He emphasized, however, that it would be premature to conclude that iPS cells can replace embryonic stem cells.
Embryonic stem cells, derived from the inner cell mass of mammalian blastocysts--balls of cells that develop after fertilization and go on to form a developing embryo--have the ability to grow indefinitely while maintaining pluripotency, the researchers explained. Those properties have led to expectations that human embryonic stem cells might have many scientific and clinical applications, most notably the potential to treat patients with various diseases and injuries, such as juvenile diabetes and spinal cord injury.
The use of human embryos, however, faces ethical controversies that hinder the applications of human embryonic stem cells, they continued. In addition, it is difficult to generate patient or disease-specific embryonic stem cells, which are required for their effective application. One way to circumvent these issues is to induce pluripotent status in other cells of the body by direct reprogramming, Yamanaka said.
Last year, his team found that four factors, known as Oct3/4, Sox2, c-Myc, and Klf4, could lend differentiated fibroblast cells taken from embryonic or adult mice the pluripotency normally reserved for embryonic stem cells. Fibroblasts make up structural fibers found in connective tissue. Those four factors are transcripton factors, meaning that they control the activity of other genes. They were also known to play a role in early embryos and embryonic stem cell identity.
The researchers have now shown that the same four factors can generate iPS cells from fibroblasts taken from human skin. From about 50,000 transfected human cells, we obtained approximately 10 iPS cell clones, Yamanaka said. This efficiency may sound very low, but it means that from one experiment, with a single ten centimeter dish, you can get multiple iPS cell lines.
The iPS cells were indistinguishable from embryonic stem cells in terms of their appearance and behavior in cell culture, they found. They also express genetic markers that are used by scientists to identify embryonic stem cells. Human embryonic stem cells and iPS cells display similar patterns of global gene activity.
They showed that the converted human cells could differentiate to form three germ layers in cell culture. Those primary germ layers in embryos eventually give rise to all the bodys tissues and organs. They further showed that the human iPS cells could give rise to neurons using a method earlier demonstrated for human embryonic stem cells. The iPS cells could also be made to produce cardiac muscle cells, they found. Indeed, after 12 days of differentiation, clumps of cells in the laboratory dishes started beating.
The human iPS cells injected under the skin of mice produced tumors after nine weeks. Those tumors contained various tissues including gut-like epithelial tissue, striated muscle, cartilage and neural tissue. They finally showed that iPS cells can also be generated in the same way from other human cells.
We should now be able to generate patient- and disease-specific iPS cells, and then make various cells, such as cardiac cells, liver cells and neural cells, Yamanaka said. These cells should be extremely useful in understanding disease mechanisms and screening effective and safe drugs. If we can overcome safety issues, we may be able to use human iPS cells in cell transplantation therapies.
|Contact: Cathleen Genova|
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Something I did when I was working as an Assistant Language Teacher at a junior high school in Japan was to make a serious attempt to create an English atmosphere outside the classroom. My objectives were to expose my students to Canadian culture, to build relationships with them, and to create opportunities for interaction.
Some of the things, which I initiated in collaboration with my Japanese colleagues, were to put up English labels for rooms and objects throughout the school. Some examples were Classroom, Math Room, Science Room, Music Room, Gym, Principal's Office, Staff Room, Nurse's Office, Washroom, clock, door, entrance, exit, fire extinguisher and so on.
We then set up an English Bulletin board so that I could share information about Holiday and Cultural events celebrated in Canada. The information was also translated into Japanese to help the students process the information. We also put out an open invitation to students to start an English diary with the purpose of helping them to learn to write in a second language.
Some other projects, which we were working on, were to set up an informal English club and create an English room filled with English resources, newspapers, magazines, music and games. The items I mentioned are only some examples. Other activities you might consider implementing are broadcasting school updates, the weather report and playing English music over the P.A. system during breaks and lunchtime to promote listening skills and designating certain areas of the school as English only areas.
Perhaps, you might just give it a try and be pleasantly surprised with the results as I was.
Copyright (c) 2005 Stefan Chiarantano- All rights reserved
Categories: Teacher Articles
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Why the water and sanitation sector in East Africa
should consider disabled people
Country Note highlights key challenges disabled
people living in East Africa face in accessing water
and sanitation services. It also identifies
how the water and sanitation sector can help to
improve the situation.
by: Gerald Rukunga, David Mutethia and Titus
Kioko of AMREF
Edited by: Frank Odhiambo, WEDC
Current estimates are that approximately 7.3
million people in East Africa are disabled.
Violent conflict, accidents, HIV/AIDS and
environmental pollution, all of which are common
in East Africa, contribute to an increase in the
number of disabled people.
Disabled people have the same needs and rights
as everyone else, including access to
adequate living conditions, sanitation
facilities and safe water, education and health
The majority of disabled people in low income
communities will only access these basic needs
and rights and achieve an acceptable quality of
life, by being included in mainstream services
Lack of clean water and sanitation facilities
are key factors in keeping people poor,
unhealthy and unable to improve their
livelihoods. For disabled people the
impact is far greater.
Areas with least access to water and sanitation
also tend to have a higher percentage of
disadvantaged population, including disabled
Disabled people are naturally excluded from
water and sanitation projects in low-income
communities because project designs do not
consider their needs.
Barriers in Accessing Water Supply
Barriers exist in the natural environment, like
long distances to water sources, rough terrain,
rivers with soft or rocky banks and uneven
slopes to reach the water. These all impede
access for those with physical impairments,
especially in rural areas.
Physical infrastructure barriers include steps
to reach a water source, slippery floor surfaces
and apron walls. In the household, narrow
doorways, water storage containers without
handles, or out of reach make it difficult for
disabled people to access water.
In times of acute
water scarcity, people queue for long hours at
water points. Water for use by disabled people
can become a low priority, partly due to the
belief that they do not get so dirty due to
their limited physical activities.
and sanitation policies and strategies in Kenya
strongly advocate for provision of water to the
poor and vulnerable populations. Disabled people
fall within this group, but their concerns are
not given the due prominence they deserve.
Despite the policy provisions, there is an acute
lack of appropriate and available information to
enable implementers to adapt water and
sanitation facilities in a way that addresses
the challenges faced by disabled people.
Disabled people face stigmas and exclusion
resulting from limited knowledge and
understanding on the causes of disability. This
can be particularly acute where disability is
associated with witchcraft or curses. Disabled
people may be prevented from sharing communal
facilities for fear that they will “contaminate”
the water, or make the facility “dirty” for
Disability and Access to Sanitation Facilities
Improved Pit (VIP) latrines are commonly used
throughout East Africa. Where they have been
adopted, communities are considered to have
increased access to sanitation. This may not
reflect reality however, since the design of
most VIPs makes them inaccessible to disabled
Problems disabled children face in a Ugandan
Children using wheelchairs in a Ugandan primary
school can find toilet access and use
problematic. Kiwanuka (2002) reports that these
children have difficulty opening the doors and
closing them once inside. Door locks are often
too high to reach and limited space inside the
latrine restricts movement. Taps are often too
high, making hand washing and self-cleaning
problematic. Children who crawl find the floor
too dirty, especially as they often crawl with
bare hands. Where the water source is not close
by, users find it difficult to carry water to
the latrine for washing.
Why Prioritize Provision of Water and Sanitation for
Improving access to water supply and sanitation
services for disabled people also benefits care
providers, usually women and girls, by reducing
their workload and freeing them to undertake
other activities, such as attending school or
earning an income. Savings from medical costs
and time spent on care-giving can also be
invested by the family in other socio-economic
marginalized groups can benefit from accessible
facilities, including elderly people, pregnant
women, children and the sick, including those
living with HIV/ AIDS.
Making Water and Sanitation Facilities Accessible to
sources should ideally be located near to
households where disabled people live. This may
mean providing piped water next to the house, or
installing a storage jar nearby. A wide, level
path may also need to be provided, leading to
the facilities, so that someone using a
wheelchair or walking with support can have
to a tap or pump handle is particularly
important for people who have impaired use of
their lower limbs. A ramp or sitting block may
need to be provided, to ensure access.
means of transporting water, such as jerry cans,
should be adapted in such a way as to be
convenient for the user.
Toilets should be constructed with appropriate
access facilities. Examples include ramps to
reach raised toilets, ways to allow disabled
people to open, close and lock doors and
non-slip floor surfaces.
Installing raised toilet seats and handrails can
provide support to disabled and elderly people
who are unable to use a squat latrine.
In Kenya, the Persons with
Disability Act 2003 is the main legal instrument
that comprehensively addresses the rights of
disabled persons. It covers, for example access to
buildings, public carriages and education
opportunities. However, accessibility to water and
sanitation services has not been clearly defined in
Uganda, promoting equal opportunities for people
with disabilities has been identified as a
strategy to reach marginalized people. Despite
this, no specific guidance is available on
how to achieve increased access to water and
sanitation services for disabled people.
Community Based Rehabilitation [CBR] is the main
strategy adopted in Kenya and Uganda to address
the needs of disabled people at the community
level. However, the major emphasis is on raising
awareness to reduce social stigmas, rather than
on improved service delivery by, for
example, integrating the provision of water and
sanitation into the strategy.
Although disability is considered a human rights
issue, concrete plans are yet to be developed to
improve access to essential health care
programmes. In Uganda for instance, primary
health care activities have been implemented for
more than two decades, but little attention was
paid to disability issues prior to 1995.
Relevant and appropriate information on how to
develop inclusive water and sanitation
facilities is crucial, if sector stakeholders
are to address the current barriers faced by
disabled people in accessing services.
Disability and Gender-related Burdens
spent on care-giving tasks reduces time
available for other household tasks such as
growing food for the family, or for leisure,
educational or fee-earning activities.
Leonard Cheshire International, a charitable
organization, has been providing services that
support disabled people and their right to
participate fully in society. The organization
is implementing a pilot project on Inclusive
Education in five schools in Western Kenya. A
key component of the project is environmental
the project, disabled school children had
difficulty accessing water and sanitation
facilities, which were old and poorly
maintained. The floors of the latrines were
caving in, posing great risks to all children,
while those with disabilities were totally
unable to use them.
Through community participation, adaptations to
the school latrines have been made by pupils,
teachers and the community. The latrines have
been rebuilt and made accessible by providing
concrete access ramps, wide entrances and toilet
pedestals. The toilets are also equipped with
supporting handrails or chains.
Together with other environmental adaptations,
the project has helped to improve education for
all of the children, while the school enrolment
of children with disabilities has increased by
113% in three years.
Belgium Technical Cooperation and AMREF Kenya.
(2002). Assessment of Reproductive Health Needs
of Persons with Disabilities in Makueni
District, Kenya, African Medical Research
Foundation, Nairobi, Kenya.
Government of Kenya. (2003). People with
Disabilities Act 2003, Government Press,
Government of Uganda. (2005). Poverty
Eradication Action Plan (2004/5-2007/8),
Ministry of Finance, Planning and Economic
Development, Kampala, Uganda. Available at:
Government of Uganda. (1999). Essential Services
for Rehabilitative Health Care for Persons with
Disabilities in the District, Ministry of
Health, Kampala, Uganda.
(2003). Governance and Financing of water
supply and sanitation in Ethiopia, Kenya and
South Africa: A Cross Country Synthesis,
Water and Sanitation Program – Africa Region,
Nairobi, Kenya. Available at
H. and Reed, B. (2005). Water and Sanitation
for Disabled People and Other Vulnerable Groups:
Designing services to improve accessibility.
Loughborough University, Leicestershire, LE11
Note is based on the WELL Global Briefing Note
series. These and other Country Notes are
further information contact:
Medical and Research Foundation (AMREF)
Road, Wilson Airport,
Box 30125 - 00100
Phone: 0(254) 20 6994352
Fax: 0 (254) 20 602531/606340
Water, Engineering and
Development Centre (WEDC)
Leicestershire LE11 3TU, UK
+44 (0)1509 228304
+44 (0)1509 211079
BACK TO TOP
Home > Resources > Fact sheets > Child survival
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“In this work we explore increasing the maximum attainable speed of a legged robotic platform by pushing its stride frequency to an extreme value.” Need we say more? Okay, how about this: you’re about to see one of the fastest legged robots ever built.
Don’t blink, because if you blink, you’ll miss UC Berkeley’s X2-VelociRoACH zipping past. I’m not exaggerating even a little bit, just watch:
It only weighs 54 grams, but the X2-VelociRoACH is running here at 4.9 meters per second (17.6 km/h, or 11 mph), sustainably. This is by far the fastest legged robot of its size, although as far as legged robots go, we’re obligated to point out that it’s slower than Boston Dynamics’ enormous, complicated, and expensive hydraulic quadrupeds.
Making VelociRoACH go faster was, in some sense, relatively straightforward. Legged animals have two different ways of increasing their speed: either they increase their stride frequency (taking more steps over a given distance), or they increase their stride length (taking longer steps). Most animals, real cockroaches included, have a maximum stride frequency imposed on them by their musculoskeletal systems, and so they tend to prefer to run at a consistent stride frequency while adjusting their speed by varying stride length. VelociRoACH doesn’t work that way, because its legs are coupled directly to its motors, so stride length can’t be dynamically varied. The only option to make the current design go faster is to just start cranking the motors up to increase stride frequency and see what happens, which is what the researchers did.
The X2-VelociRoACH maxed out at a stride frequency of about 45 Hz, meaning that the robot was completing 45 stride cycles every second. The upper limit on the stride frequency is due to structural failure of the robot itself. In other words, it can go a bit faster, except that when it does, pieces of it start to fly off. The researchers did their best to robustify key components, employing 3D printed plastic and even carbon fiber reinforcement when necessary. The legs are fiberglass instead of rubber, and the material for flexible joints (previously PET film) is now ripstop nylon, after both Kevlar and a Spectra fiber composite couldn’t handle the speed of the robot. At this point, it’s the structural composite making up the body of the robot itself that fails, becoming delaminated near flexing joints.
What’s particularly interesting is that up until this point of structural failure, the X2-VelociRoACH exhibits an increase in speed that’s in linear proportion to stride frequency. In other words, if it weren’t for the robot starting to explode, there’s no reason to think that increasing the stride frequency even more wouldn’t lead to corresponding increases in speed: the researchers say that if they can find new processes or materials to replace the structural composite, “more dynamic performance from this robot is achievable.” Scary.
These tests were all carried out with an aerodynamic stabilizer (which had no effect on speed) to keep the robot runing mostly straight, and no dedicated steering system was implimented, as this was purely an investigation of top speed. We’re told, though, that adding a tail for either inertial or aerodynamic steering might be the way to go.
“Running Beyond the Bio-Inspired Regime,” by Duncan W. Haldane and Ronald S. Fearing from UC Berkeley, will be presented this week at ICRA 2015 in Seattle.
[ UC Berkeley ]
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Overview: In 2008, more women in the United States died from cardiovascular disease (CVD) than from all forms of cancer, chronic lower respiratory disease, and Alzheimer's disease combined. One in three deaths in women was from CVD. While many women have come to recognize CVD as the leading cause of death in women, more education is needed to convey this message to others, especially high-risk groups like black and Hispanic women. In addition, recent American Heart Association (AHA) surveys have shown that a majority of women believe they can reduce their risk of heart disease through therapies with no established benefit (such as multivitamins and antioxidants, or aspirin in young women), just over half of women said they would call 9-1-1 if experiencing symptoms of heart attack, and few respondents were aware of atypical symptoms of heart attack.
Persistent misunderstandings about CVD in women; new epidemiologic data; and increased awareness of sex differences in the way CVD presents, is evaluated, and responds to treatment prompted the AHA to update its 2007 guidelines for preventing CVD in women, stressing interventions described as “effective” in women, not only “evidence based.” This article explains the shift in emphasis and reports on the highlights of the updated guidelines.
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<urn:uuid:998db3a6-3f8c-4dc3-92ac-434743c534e5>
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CC-MAIN-2016-26
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http://journals.lww.com/ajnonline/Abstract/2013/03000/Update_on_Cardiovascular_Disease_Prevention_in.22.aspx
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s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783395679.18/warc/CC-MAIN-20160624154955-00029-ip-10-164-35-72.ec2.internal.warc.gz
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en
| 0.953863
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This classic by the Nobel Laureate is still recognized as one of the best introductions to thermodynamics. A model of conciseness and clarity, it covers fundamental facts and definitions, first and second fundamental principles of thermodynamics, applications to special states of equilibrium, and much more. Numerous worked examples. 1917 edition.
Reprint of the Mother Earth Publishing Association, New York, 1917 edition.
|Availability||Usually ships in 24 to 48 hours|
|Dimensions||5 3/8 x 8|
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<urn:uuid:4ff4abb1-e578-4c88-9089-bf9b0240d722>
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CC-MAIN-2016-26
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http://store.doverpublications.com/048666371x.html
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en
| 0.731639
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For my Masters degree at Utrecht University (NL) I researched the Cult of the Greek goddess Artemis in Attica. After this initial research I felt like there was a lot more I could do with this subject and I wanted to take it to a more advanced level, giving myself the time and space to explore this interesting goddess more.
What was the role of Artemis in Greek society? This is illustrated through case studies of the rites of passage taking place at the following sites: the main cult in Attica (Brauron), Sparta and Ephesus. To put the worship of Artemis in perspective I use the cults of Athena Alea in Tegea and of important women connected to Artemis (Helen, Iphigeneia). The comparison of these different cults will enable me to show patterns across time and place and highlight the principal characteristics of Artemis.
The different Artemis-cults give an overview of her worship in different times at different places. As more information about the cults becomes known by researching similar topics for each region, the better the goddess can be distinguished from her fellow divinities and the better a picture of her nature can be provided.
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<urn:uuid:23e4b405-bcad-4e7e-a865-82da9eb85d4d>
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CC-MAIN-2016-26
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http://www.birmingham.ac.uk/schools/historycultures/departments/caha/research/postgraduateresearch/profiles/leger-ruth.aspx
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s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783397695.90/warc/CC-MAIN-20160624154957-00146-ip-10-164-35-72.ec2.internal.warc.gz
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Integrating media and information literacy in Jordanian schools
Empowering people through media and information literacy (MIL) is essential for the promotion of a free and pluralistic media environment. The UNESCO Amman Office has begun a pilot project called "Integrating Media and Information Literacy in Jordanian Schools" to provide Jordanian youth with knowledge and training on MIL and information and communication technologies (ICT).
“MIL lies at the core of freedom of expression and information. It empowers citizens to understand the functions of media and other information providers, so that the public is able to critically evaluate their content and make subsequently informed decisions,” said Dr. Anna Paolini, Head of UNESCO Amman Office and UNESCO Representative in Jordan.
Following a three-day training for the teachers on March 11-13, the project aims to teach 10th grade students from four pilot schools on research and analysis of new and traditional media, understanding of information biases and contexts, and how to express themselves appropriately through media platforms. The chosen schools are a part of the UNESCO Associated Schools Project Network and represent north, south and central Jordan.
Beginning this week, ten students from each of the four schools are taking part in undertaken extra-curriculum classes in MIL twice a week for the next two months. The classes are given by the trained teachers and further supported by experts from the Arab Women Media Centre. Topics in focus will be debating techniques, social media campaigning, internet-based research, news analysis and writing techniques.
Following the completion of the training, students from each school will come together for a debating competition to practice their new skills and knowledge. Each school will also produce an electronic newsletter featuring articles on pressing issues in their communities with special focus on youth and gender.
This UNESCO project is part of a wider SIDA-funded initiative titled "Promoting an Enabling Environment for Freedom of Expression/Global Action with Special Focus on the Arab Region".
<- Back to: Amman Dynamic Content
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<urn:uuid:dfb4e21f-09b0-4dec-9b1e-530319db103e>
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CC-MAIN-2016-26
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http://www.unesco.org/new/en/amman/about-this-office/single-view/news/integrating_media_and_information_literacy_in_jordanian_schools-1/
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| 0.932625
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| 3
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This is an archived article that was published on sltrib.com in 2013, and information in the article may be outdated. It is provided only for personal research purposes and may not be reprinted.
The school grading program, created by SB271 S3 (2013 Session) is a one-size-fits-all system that dishonors students, their schools and the dedicated educators who serve them. Consider four of several concerns:
1. The school grading program will assign an "F" to some of our finest high schools. This will be due to a requirement in the law to have at least 95 percent participation in the end of year testing by non-proficient students. In early August discussions, Senate President Wayne Niederhauser saw this flaw but expressed little worry about the labeling of any school.
2. The grades are a fairly accurate representation of the wealth or poverty in a community, not a realistic portrayal of true accountability for those schools. Decades of schooling (home, state, online types) continue to indicate that poverty has a huge, negative effect on student academic achievement and is very difficult to overcome. Yet it can be done with early efforts, intense and sustained work with individual children and continued encouragement and help from home. The Utah Legislature continues to stifle efforts to initiate early childhood education, and has eliminated funding for at-risk students in recent years. Now the grades for many schools in neighborhoods of high poverty mislabel the schools as, at least mediocre, if not failures, a far cry from their real value.
3. The school grading program does not sufficiently acknowledge the hard work of our lowest-performing students. Many students, who are well behind their peers, work hard and can make substantial gains in learning, yet may still not reach the proficiency bar. Their scores are discounted in a weighted formula aligned to a pass/fail requirement inside the system. Thus, a child's own Herculean efforts to catch up and the work of his teacher may be easily ignored in this School Grading program.
4. The school grading program treats all schools the same whether or not they serve special populations of students. It is not surprising then to see "F" grades for schools that serve students with disabilities, schools on mental health campuses, and schools that, thankfully, recapture students who have been incarcerated and whose teachers work tirelessly to help each student recapture his/her future. These are still "F" efforts, according to Utah's Legislature.
Parents in Utah who serve on local school boards of education support strong accountability for our schools. They advocate for accountability systems which:
• Honor growth by concentrating attention on helping every child grow in his or her academic achievement and a system that values and recognizes that growth.
• Make clear to schools what is needed in order for them to improve so that even small increments of improvement can be recognized, reinforced and rewarded.
• Are devoid of limitations that arise from reliance upon a bell-shaped curve.
• Use a system that accurately reflects the performance and growth of the school and has a common perception as to the meaning; and
• Provide assistance to schools that have created an improvement plan, and the resources to implement that plan.
We hope parents across the state will demand accountability from their legislators for an unwise school grading program that does not reflect the many variables that are important to a fair and accurate portrayal of what is occurring in Utah's remarkable schools. Please call your local legislator to register your concern.
Peggy Jo Kennett is president of the Utah School Boards Association.
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<urn:uuid:2c88056d-239b-4817-901a-e5644343089e>
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CC-MAIN-2016-26
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http://archive.sltrib.com/printfriendly.php?id=56819173&itype=cmsid
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en
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A reporter protein is one that you can detect easily and is not present normally in your research system. For example, you would not want to use a bacterial protein as your reporter if you were studying bacteria. There are many reporter proteins in use: β-galactosidase (encoded by the bacterial gene lacZ), luciferase (from lightening bugs), chloramphenyl acetyltransferase (CAT; from bacteria) used extensively in the single gene genomic circuit chapter, GUS (β-glucuronidase) commonly used in plants) and green flourescent protein (GFP; from jelly fish).
If you wanted to know whether a particular promoter were activated or not, you'd like to be able to determine its activity without having to measure mRNA levels which is very difficult. You'd like to have an easy way to see that a promoter is activated. Or perhaps you would like to be able to watch your favorite protein as it traveled around a cell performing its cellular role. One protein has been very successful at both of these molecular methods - Green Flourescent Protein (GFP).
One of the first reporter proetins, and still very popular, is β-galactosidase which is encoded by the bacterial gene lacZ. In bacteria, β-galactosidase cleaves the disaccharide lactose (sugar found in milk) into glucose and galactose (figure 1). β-galactosidase cleaves the colorless substrate X-gal (5-bromo-4-chloro-3-indolyl-β -galactopyranoside; figure 2) into galactose and a blue insoluble product of the cleavage. Because most genomes do not contain lacZ, it can be used as a reporter gene (e.g. blue/white selection).
Figure 1. Lactose bound to one chain of
E. coli β-galactosidase.
If you want to see a chime version, you may click here. The file is about 3MB so it may take a while to download to your computer.
Figure 2. Chemical structure of X-gal,
substrate for β-galactosidase.
Galactose is on the left and the insoluble blue portion that is cut off is on the right.
Perhaps the most common use of lacZ is for blue/white selection when cloning a DNA insert into a plasmid (figure 3). If the plasmid contains a version of lacZ with a polylinker, then you can determine visually whether you have cloned the insert or not. If the insert is ligated into the polylinker, then the lacZ gene will be disrupted and the colony will be white. If no insert is incorporated into the plasmid, the lacZ gene is left intact and it is able to produce β-galactosidase and the colon will turn blue. Notice in how some colonies are dark blue, some are light blue and others are pure white. You can tell that this system is not 100% error free. In fact, if the insert is a multiple of three base pairs in size, it might be possible to create an inframe insertion and still produce blue colonies. Nevertheless, blue/white selection is a helpful way to visually screen the success of your ligation and transformation before isolating plasmid DNA.
Figure 3. Blue/white selection after ligation. X-gal and IPTG were added to LB ampicillian plates prior to spreading the transformed TOP10 E. coli cells. The plasmid was pCR2.1 and the PCR product was a part of the IDH1 gene. (Top) Photograph of the entire plate. (Bottom) Photograph of same plate on white background (left) and black backgronud (right). Notice the range of blue colors and intensities.
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<urn:uuid:2ca43b82-b6de-42a0-8032-b92e6fe933de>
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CC-MAIN-2016-26
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http://www.bio.davidson.edu/courses/genomics/method/reporters.html
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| 0.93601
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|
Illustrations by Joseph Smith
It is usually easiest to fell a tree in the direction that it’s leaning, but sometimes it’s necessary to fell it in the opposite direction. A tree leaning away from the intended direction of fall has “back lean.” By using wedges and shims to lift the trunk off the stump, you can compensate for the back lean and bring the tree up and over in the intended direction.
Once you have established the direction of fall, you can calculate the amount of back lean that must be overcome and the amount of lift necessary to do so through some simple calculations. While standing away from the tree, at a position 90 degrees to the direction of fall, sight up to the top of the tree using a weighted string or an axe as a plumb and note the location on the ground. The back lean is the distance from this point along the intended direction of fall to the apex of the planned undercut. The apex will be the front of the hinge and the pivot point for the falling stem. The weight of the tree must be brought over this pivot point before the tree will fall. In the 60-foot-tall tree at right, the back lean is three feet.
Next, figure the diameter of the stump by measuring from the front of the hinge to the back edge of the tree (see illustration). The stump diameter is used to determine the number of segments in the tree; one segment is a section of the tree with a height equal to the stump diameter. Thus, the 60-foot-tall tree with an 18-inch stump diameter has 40 segments (720 inches divided by 18 inches equals 40).
If you raise the back edge of the lowest segment one inch, you will move its front edge one inch forward. At the same time, the top of our 40-segment tree will move forward 40 inches, enough to overcome its 3-foot back lean. If the same tree had a back lean of 4 feet, it would require 1 ¼ inches of lift (48 inches divided by 40 sections = 1.2 inches) to overcome the lean. When calculating the lift, be sure to add in the 3/8-inch saw kerf, which means that one inch of lift will require 1 3/8 inches of wedge.
A combination of wedges and shims can be used to give you more lift. Cut discs of ½-inch to an inch in thickness from hardwood branches for the shims. Do not taper the discs, as that will make them weak and liable to break in the notch. Using two wedges, side by side, drive one home so that there is a gap between the stem and the top of the other wedge. Place a shim in the gap above the free wedge until it is snug, and then pound in the shim by driving the wedge. This should either fell the tree or free up the other wedge for a thicker shim. Repeat this process with increasingly larger shims until the tree comes up over the pivot point, and then gravity will take care of the rest.
Tricks of the Trade is provided courtesy of the Forest and Wood Products Institute at Mount Wachusett Community College in Gardner, Massachusetts. Information for this article comes from the Game of Logging training program.
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<urn:uuid:46c2a25f-ea85-4ab7-bc4f-3d21f27a0187>
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CC-MAIN-2016-26
|
http://northernwoodlands.org/articles/article/felling_trees_against_the_lean/
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783408840.13/warc/CC-MAIN-20160624155008-00139-ip-10-164-35-72.ec2.internal.warc.gz
|
en
| 0.927183
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Are chimpanzees or people better at remembering numbers? Read on to find out.
In a memory-based competition between you and a chimp, who do you think would win? If you put yourself on top, you might want to guess again.
In a task that challenged test takers to remember numbers, a young chimp performed better than Japanese college students.
A chimp has learned the order of the numerals 1 through 9 and wowed researchers with his ability to remember the location of those numbers on a screen after just a quick glimpse at them. To see a video clip of the chimp in action, click here or on the image above.
Image: AP/Wide World; Video courtesy of Current Biology
Here's how the test worked: At Kyoto University in Japan, human students and chimpanzee participants sat in front of a computer. Various combinations of five numbers, all ranging from 1 through 9, popped up at random places on the screen.
The numbers stayed on the screen for just a fraction of a second. In the first test, for example, participants saw the digits for 650 milliseconds. (That's about two-thirds of a second).
Then, each digit was replaced by a white square. Participants had to touch the squares in numerical order, based on the numbers that had been there a moment before.
In this test, the students put the boxes in the correct order about 80 percent of the time. A young chimp named Ayumu performed about as well.
During a harder trial, test takers were able to see the numbers for only 210 milliseconds.
After those flashes, students ordered the boxes correctly only about 40 percent of the time. But Ayumu still managed to select the boxes in the right order nearly 80 percent of the time.
Some people have what's called a "photographic memory," which allows them to remember a surprising number of details after just a quick glimpse at something. Ayumu's memory might work in a similar way, says lead researcher Tetsuro Matsuzawa.
The chimp's young age might have something to do with his impressive performance, too. In previous tests, the Japanese researchers found that young chimps tended to perform better than their mothers did.
The scientists are interested to see whether Ayumu loses his abilities as he gets older. They already know that young children sometimes have sharp memories that work photographically, but they typically lose this skill over time.
The new findings suggest more about memory than about math skills, researchers say. In fact, knowing too much about numbers may make memory tasks harder for people than for chimps.
"Chimpanzees may have a perceptual advantage that is slowed down in humans, whose knowledge of counting may interfere," says Sally Boysen of Ohio State University in Columbus.
What's more, Ayumu's performance doesn't mean that all chimpanzees have better memories than all people. Ayumu might just be an exceptional animal. And some exceptional people—including kids—might be able to outperform him.
In fact, overall, chimps and people had similar scores in the series of memory tests.
"I would argue that this is showing a major qualitative similarity" between species, says Elizabeth Brannon of Duke University in Durham, N.C., "rather than a major difference."
Milius, Susan. 2007. Chimp champ: Ape aces memory test, outscores people.Science News 172(Dec. 8):355-356. Available at http://www.sciencenews.org/articles/20071208/fob2.asp .
To see a video clip of Ayumu demonstrating his memory skills, click here (Video courtesy of Current Biology).
Sohn, Emily. 2003. It's a math world for animals.Science News for Kids (Oct. 8). Available at http://www.sciencenewsforkids.org/articles/20031008/Feature1.asp .
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<urn:uuid:ac0a19e6-1537-415f-a857-7ecebc155765>
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CC-MAIN-2016-26
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https://student.societyforscience.org/article/primate-memory-showdown
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s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783395560.69/warc/CC-MAIN-20160624154955-00170-ip-10-164-35-72.ec2.internal.warc.gz
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en
| 0.955848
| 817
| 3.59375
| 4
|
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