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Subfamilia: LAMIINAE / Tribus: PHYTOECIINI [Photo © Lech Kruszelnicki] Phytoecia (Pilemia) kruszelnickii, recently described by Wojciech Szczepański and Lech Karpiński [❖], is and endemic Greek Pilemia closely related to Phytoecia (Pilemia) hirsutula (Frölich, 1793) and Phytoecia (Pilemia) moreana Breuning 1943. This interesting species is distributed exclusively within the continental part of Greece (Thessaly region). P. kruszelnickii differs from two related and the most similar species (P. hirsutula and P. moreana) by a considerably larger body size (ca. 1.5× longer). The body length of the examined species of P. moreana and P. hirsutula did not exceed 9 mm while the length of P. kruszelnickii ranged from 10 to 14 mm. Furthermore, P. kruszelnickii has a brighter pubescence compared to the other species. There is also a difference in the length of the antennae of P. moreana, which are noticeably longer in both sexes. The antennae of the males of P. hirsutula and P. kruszelnickii do not reach the end of the elytra, whereas in the males of P. moreana, the antennae usually reach its ends. Moreover, there are clear differences in the morphology of the lateral lobes [❖]. Body length: 10 - 14 mm Life cycle: 1 year Adults in: May - June Host plant: known from Phlomis samia Distribution: endemic to continental part of Greece (Thessaly region) The depicted beetles were collected on the host plant (Phlomis samia) by our friend Lech Kruszelnicki ca. 2 km SE of Vlachava (Thessaly, Greece) on 06.06.2016. Szczepański W.T., Karpiński L.: A new species of the genus Phytoecia Dejean, 1835 (Coleoptera: Cerambycidae) from Greece. Zootaxa 17 4268 (1): 141–146, 2017. [download ] Subfamilia: Lamiinae Latreille, 1825 Tribus: Phytoeciini Mulsant, 1839 Genus: Phytoecia Dejean, 1835 Subgenus: Pilemia Fairmaire, 1863 Species: Phytoecia (Pilemia) kruszelnickii Szczepański et Karpiński, 2017	184,400
- A paralysed man has used a robotic arm controlled by his mind to drink a beer on his own for the first time in 13 years! - While other robotic limbs target the brain region that controls muscles, this technology reportedly targets our “intent to move”. - A team of researchers led by Caltech say this feat was achieved by implanting neural chips needed to control the arm into the brain of Erik Sorto. - This part of the brain is called posterior parietal cortex and is in charge of our intent to move. - It’s reported that Erik has to think of much larger actions in order to complete small tasks and practice frequently (it took 6,700 attempts to play ‘rock paper scissors’). - The team claims that this technology is more fluid than the “delayed and jerky” movement arising from technology targeting the region of the brain that controls muscles.	71,859
The 5th Century B.C. sculptor, Polyclitus, wrote the famous treatise about what methods make the beautiful (to kallos) and good (to eu) in art, unfortunately now lost. We know something of it through historians such as Pliny and Plutarch. Often mentioned is Polyclitus’ belief in measurements of one finger joint with the next, then the fingers to metacarpus (base of the hand), and it to the wrist, and all of these to the forearm, the forearm to the arm, and so on. Polyclitus, in his treatise, also dealt with issues other than proportions such as the organic balance of tension and relaxation of body parts. Polyclitus called this sculpture, The Canon. I think it is wonderful that he wrote a treatise on art and “put his money where is mouth is” by showing what he meant as well. Notice in the sculpture that he emphasized the man’s little finger, a little like an exclamation mark. Polyclitus was working the proportions of the natural forms. For example, his fingers look natural, as do other parts of the body, and as does the whole of the body. The forms weren’t generic shapes of measurements. Contrast The Canon with this Egyptian sculpture, in which the rudimentary proportion of the overall figure is balanced. However, when we take a detailed look the forms they remain generic and unnatural–as if they are rounded blocks. It is also important to note that beauty is connected with pleasing proportions. The antithesis is that ugliness is unbalanced proportions. Think of an hunchback with a hump on one side of his back and topped off by a malformed and unsymmetrical head. I hope you enjoyed seeing math in art in a fresh way. New York, March 6, 2007	41,293
Take advantage of the smart phone or tablet you purchased for your teenager over the holidays. Instead of just wasting that technology on another thrilling level of Candy Crush, spend some time using the tablet or phone for some valuable study time. There are so many amazing apps available to help your high school student prepare for any subject or exam. Most of these apps are also less than five dollars, but the information and organization they provide is far more valuable. Here are a few of the best must-have apps for your high schooler. The Princeton Review SAT For: SAT Practice For: Organizing schoolwork For: Math class Remember the days of spending lots of money on expensive graphic calculators, only to accidentally drop it, and then be forced to buy a new one? Well those days are gone, as graphic calculators are all available in app form. This app comes complete with all of the same tools from your old graphic calculator including the ability to take screen shots so you can email your graphs to yourself. It can even be displayed on a projector or television with a VGA adapter, making study sessions a lot easier since you can all see the calculator at the same time. Forget spending hours creating flash cards to study from. Instead pick up Evernote Peek, which will work with your iPad’s Smart Cover to help create e-versions of flash cards. If you don’t have a Smart Cover, it can also work with a virtual cover just as easily. You can add study materials in just about any subject, since you create your own clues and answers, so it truly is just like making flash cards. Then you can use the iPad cover or virtual cover to study for all those big exams coming up. The Chemical Touch For: Science class For less than one dollar you can get an app that provides the full periodic table of elements, along with lots of additional built-in information. This app is very helpful for that upcoming science class. The table is touch sensitive, and a simple tap opens additional information on each item, or if you need more information it will connect to the Wikipedia page for any element, nucleobase or amino acid. Forget carrying around a paper version of this table, this app is far more useful and it won’t rip in your pocket. Deborah Flomberg is a theater professional, freelance writer and Denver native. Her work can be found at Examiner.com.	79,033
- The history of sign languages inside American mills dates back to centuries - The language was also used to exchange bulks of technical information and instructions - The automation in industries drastically reduced the usage of sign languages among workers “You crazy old farmer!” “Full of crap” It’ll be easy for anyone to guess that the above words must be that of a conversation between two high school hipster kids. However, pondering over the usage of ‘farmer’ would surprise many of us like it surprised the researchers Martin Meissner and Stuart Philpott when they visited sawmills in British Columbia in the 1970s. Another fact of surprise is that the above words were not spoken by the mouth, but expressed through gestures and sign languages. As unbelievable as it might seem, the workers inside sawmill factories communicated with each other through signs and symbols as late as the 1970s. They were so well versed in the system that one could even tell when a foreman was “f**king around over there.” Not only this, the language was also used to exchange bulks of technical information and instructions on how to cut wood, and so on. Follow NewsGram at Twitter: @newsgram1 Linguists and researchers Meissner and Philpott studied a particular factory where they found about 157 signs ranging from communication of their trade work to passing crude comments or teasing colleagues. “Ingenuity and elegance” of the hand signs struck both the researchers who were equally fascinated by the owner’s oblivion of the entire language system. The history of sign languages inside American mills dates back to centuries. In the present day scenario, people often develop “alternate sign languages” to communicate what words cannot. In religious places, especially monasteries were talking is disliked between sermons, monks use sign language to pass important messages. In textile, steel or engine industries where noise predominates the surrounding, workers have always found ways of communicating through gestures or signs. It was Popular Mechanics in 1955 to cover industrial symbolic languages with a record depletion in the practice. It was only in the 1970s with the findings of Meissner and Philpott that a particular factory was found to be practising the same. Mainly standard numerical systems were jotted down in a technical notebook, as the researchers noted in their study, “in the view of the management, that was about all there was to the language.” Through the system, quitting time, lunch time, bets placed on games, or cigarette breaks could be communicated. The workers also talked about cars, wives, colleagues or joke about things going on without the knowledge of their bosses. Follow NewsGram at Facebook: NewsGram “Big shot there,” as a worker pointed to the boss was interestingly noted during the study. Later, it was discovered that the boss was sitting with three women, one of who had a great figure, said the worker. The worker “then drew a rectangle with his index finger and pointed to the head sawyer’s operating cubicle, wanting to liken the woman he described to the calendar nude behind the sawyer,” the researchers wrote. “She’s my girlfriend,” he told the others. Tapping the wrist was a gesture to ask the time, clutching the bicep to indicate “weak” or “week”, up-and-down movement suggested a woman’s breast, recorded the researchers. The technical signs were generally learnt by workers within six months but to learn more linguistic terms for everyday conversations, was more the kind of thing among older workers. It was popular among men who were open to everyone knowing what they shared with their friends. About three-quarters of their language overlapped with those of the British Columbia and the American Sign Language. Another linguist, Robert Johnson met a retired sawmill worker at Oregon a few years after Meissner and Philpott published their research. “When it comes to feelings, you have real problems…You can say you’re angry…But other feelings are so subtle and complex….”, says the wife of the retired worker who had gone deaf and used to communicate with his family through the sign language. The family had signs for mirror, shave, quiet, fish, church, etc. In case of difficulty in expressing emotions, his wife asked him to simply write down what he wanted to say. During their study, Meissner and Philpott had observed that automation in industries drastically reduced the usage of sign languages among workers. Despite the practice of using sign languages in less noisy industries like those in radio stations, the system is rare to be found today. -by Maariyah, an intern at NewsGram. Twitter: @MaariyahSid - Fifty Cent Party: Chinese government employs huge group of internet workers - ‘Invisible’ Women Brick-kiln Workers in Punjab Demand Their Rights - Sanitation workers on strike for non-payment of salaries in Delhi	272,876
Datasets for Proportional Symbol Maps Posted 12 October 2010 - 05:29 PM I'm looking for public available datasets for proportional symbol maps. These sets should contain latitude and longitude as well as a measured quantity. Examples of such data would be Earthquake occurrence and population of countries/states/cities. I've already find some: A wide range of statistics: Earthquakes and Tsunamis: I'd like to hear from the more experienced, if they know other freely available datasets (specially worldwide) to share. Thank you very much! Posted 13 October 2010 - 02:29 AM Posted 14 October 2010 - 07:37 AM I absolutely agree with Frax. Hi, maybe it is a language issue - but keep in mind that proportional symbols are part of the presentation/map part - the datasets don't have anything inherent regarding the representation. And to illustrate the concept, I have taken a dataset with polygon feature class defining the boundary of each constituency of few Indian cities. Then I added the area field in the attribute table, populating it by calculating the geometry. Now I use the area quantity to create ten different classes to be colored with gradient color (darker signifies larger area, one can use other attributes, like the population, precipitation, temperature, almost any measureable quantity. Then I use larger font for larger areas, also I know that larger areas are darker so I use lighter color for larger fonts. So all this is how you utilise the data for presentation. One can use the quantity data for generating gradually larger symbols, a very common and built in approach with almost all GIS packages. 0 user(s) are reading this topic 0 members, 0 guests, 0 anonymous users	309,171
Coaching is one of the six emotional leadership styles proposed by Daniel Goleman, author of Emotional Intelligence. It is a behaviour or role that leaders enforce in the context of situational leadership. As a leadership style, coaching is used when the members of a group or team are competent and motivated, but do not have an idea of the long-term goals of an organization. This involves two levels of coaching: team and individual. Team coaching makes members work together. In a group of individuals, not everyone may have nor share the same level of competence and commitment to a goal. A group may be a mix of highly competent and moderately competent members with varying levels of commitment. These differences can cause friction among the members. The coaching leader helps the members level their expectations. Also, the coaching leader manages differing perspectives so that the common goal succeeds over personal goals and interests. In a big organization, leaders need to align the staffs’ personal values and goals with that of the organization so that long-term directions can be pursued. Coaching builds up confidence and competence. Individual coaching is an example of situational leadership at work. It aims to mentor one-on-one building up the confidence of members by affirming good performance during regular feedbacks; and increase competence by helping the member assess his/her strengths and weaknesses towards career planning and professional development. Depending on the individual’s level of competence and commitment, a leader may exercise more coaching behaviour for the less-experienced members. Usually, this happens in the case of new staffs. The direct supervisor gives more defined tasks and holds regular feedbacks for the new staff, and gradually lessens the amount of coaching, directing, and supporting roles to favour delegating as competence and confidence increase.	145,546
Artificial Intelligence vs Machine Learning vs Deep Learning Let’s resolve the biggest confusion between all comprehensive technical terms like artificial intelligence, machine learning and deep learning. Artificial intelligence is a broader space under which Machine Learning and Deep Learning are subsets of it. Let’s understand briefly about each of them to get a better picture. The concept of artificial intelligence came into existence in 1956. But data at that time was not sufficient to calculate accurate results. Artificial Intelligence is a technique by which machines demonstrates intelligence or behavior like humans. In AI, machine can learn from experience, like new born kids do. So from new input data, machine can adjust new responses. We can consider artificial intelligence as a project of creating Huge Monument which can take centuries to build. So the one who started building it, could not even see it fully built. AI researchers started working on bricks and bases of the project by creating learning algorithms so that future researchers will use it to build smart intelligence system. Example of Artificial Intelligence: Apple Siri, Microsoft Cortana, Tesla Self Driving Cars and many more. In Artificial intelligence, it was difficult to train complex decision making operation models of the Human brain. “Machine Learning is an application Artificial intelligence which enables machine to learn from statistical data to improve with experience.” The designed algorithms in Machine Learning are developed in such a way, that it can learn and improve the results when new data is provided. Example of Machine Learning: Netflix, Google Maps Elaborate Examples: Netflix – Depending upon what type of movies and series you watch, Netflix will suggest you same type of movies and series to you in Recommended section. Google Maps – Google map analyses the traffic and suggests you the fastest routes to your destination. Deep learning is a part of a broader family of Machine Learning that is inspired by the functionality of our brain cells called artificial neural network. It takes data connection between all the artificial neurons and adjust it according to the data parent. With the increase in the size of data parent ,more neurons is added . You can relate Deep Learning as rocket a rocket engine which uses huge amount of data a fuel to process the algorithms. Deep Learning concept is not new but recently it’s hype has increased and getting a lot of attention. How Deep Learning Works at simple scale: In above example, machine will validate all the criteria to check if the rectangle is a square. When it is nothing but nested hierarchy of conditions and checks. Deep learning does the same thing but a larger scale Above blog gives the brief difference of difference between different types of AI. Developing an application requires in depth knowledge and understanding of AI. If you want any assistant with AI application development you can always contact us. Techaroha Team is specialized in Block Chain and AI Application. Techaroha is One of the Best Software company to build application with a mix of Block Chain and AI.	197,287
Archaeological Recording of the East Loggia at Hardwick Hall Recent archaeological investigation of the East Loggia has revealed some interesting discoveries, including the names of some of craftsmen who helped build the Hall back in the 16th century. What is a loggia? There are two 'loggias' at Hardwick - both spanning the central sections of the west and east elevations of the Hall. The original purpose of these structures was to be multi-functional as they would have provided an elevated means to view the gardens as well as a secluded space for people to take exercise. One historic reference also suggests that the external roof space of the West Loggia was used by musicians to serenade guests whilst meals or events happened inside. Revealing past mistakes The archaeological survey, undertaken by Buildings Archaeologist Oliver Jessop, happened during the replacement of the lead on the East Loggia in autumn 2018. The survey has established that a lot of the East Loggia’s oak structure is original to the 1590s house, and it has also revealed some curiosities with its construction, including some mistakes by the original builders of the Hall! Firstly, the timbers are not set at right angles to the main wall of the house like you might expect. This may have happened because the structure was manoeuvred into position once the stone parapet had already been constructed and the carpenters had to improvise to make the loggia fit. Large empty sockets were also noted by Oliver in the corners of each recessed section of masonry hidden within the roof void. Presumably these were originally intended to take massive longitudinal beams along the face of the house however they were never used, again perhaps indicating that the carpentry details of the loggia were adapted as the construction of the Hall progressed. Leaving their mark... Whilst writing up his discoveries Oliver also undertook lots of detailed archival research, including examining Hardwick Hall's building accounts. By looking at these documents he managed to find the names of the masons, carpenters and plasterers that worked on the East Loggia in the 1590s, along with details on how long construction took, and how much they were paid. For instance, the accounts detail that between August and October 1595 payments were made to William Gryffyne, [James] Adames and [?] Leonord, who were all masons, to carve the eight Tuscan columns, and in September 1595 (after the columns had started to be cut) Thomas Benbridg(e) ‘the carpenter’ was contracted for a sum of £10 to ‘frame, rering and board’ the two walks (Loggias) on either side of the house. Various pieces of graffiti were also recorded during the survey and have been since examined by Hardwick’s Project Curator Lauren Butler. The graffiti, found etched into one of the windows, appears to be from a mix of craftspeople, tourists and staff and dates from the 18th, 19th and 20th centuries. One of the etched inscriptions reads ‘Richard Dery’, whose name also appears on one of the fireplaces in the Long Gallery. Three generations of the Derry family ran the Hardwick Inn in the 17th & 18th centuries, including a Richard Derry who was the 3rd Earl’s bailiff. Another name - ‘Mary Ludlam, 1776’ – may be the same Mary Ludlam listed in local parish records as having married at Ault Hucknall church in 1777 and it’s interesting to wonder if she perhaps lived and/or worked on the Hardwick estate. Even the craftsmen working of the loggia in the 1960s have left their mark. Various names and associated dates were recorded just inside the inspection hatch on the roof, and a copy of the Derbyshire Times newspaper (dated 1967) was also secreted under the lead for future workmen to find. All in all, the work done on the East Loggia has demonstrated the real value of archaeological recording during programmes of repair and conservation, and it is hoped that a similar archaeological survey will also take place during similar forthcoming work on the West Loggia. It would be really interesting if some of the names etched onto the East Loggia window also turned up somewhere on the West Loggia! A copy of the report by Oliver Jessop can be downloaded by searching Hardwick Hall on the National Trust’s Heritage Records Online website – https://heritagerecords.nationaltrust.org.uk/	83,594
Network With Us Join us on Facebook to get the latest news and updates. "ReadWriteThink.org is a constant source of inspiration for me, and has been an invaluable tool as I strive to be the most creative and engaging teacher I can be." Jackie Regales's Story Making Facebook Friends with Holden Caulfield When I teach "The Catcher in the Rye" with my ninth grade students, we always discuss how Holden is a product of his cultural context, but also contains many classic traits of what we know today as your typical teenager. We talk about his heavy use of slang, his fears and insecurities about becoming an adult, his struggles with identity and communication. Once we have done some informal writing to help them explore these ideas in their own lives, I often ask them to think about what Holden would be like today. What bands would he listen to on his iPod? What movies would he love, and what books would be in his backpack? The ReadWriteThink interactive Profile Publisher tool is a really great way to help students make a Facebook page for Holden Caulfield. The tool includes spaces to add a photo, favorite quote and "song now playing," but also prompts students to write a blog entry as the character, responding to specific events in the text and what the character plans to do next. Using the tool for Holden, or any of the minor characters in the novel, helps build close reading skills while also encouraging students to make predictions about what might happen next and think critically about characterization in the novel. This tool could be used also to create an interesting reading quiz at any point in the book, or students could complete the the profiles in groups, each taking a different minor character for certain sections in the book. Using the Profile Publisher helps my students think both creatively and critically about this classic American coming-of-age story, helping them make connections between their own world and the landscape we see in the book. I teach in the Upper School of a K-12 all-girls independent school in Baltimore, Maryland, where I also live with my husband, twin daughters, three cats and two hamsters. I have Bachelor's and Master's degrees in American Studies, and In my spare time, I enjoy baking, watching cooking shows, reading, and blogging.	231,557
Those who say history is boring will get a punch from me. Just answer the question: how can the past of our world, the events having happened thousands, dozens of years ago, the culture of our ancestors and their lives be boring? It is a great source for investigation, doing research, collecting facts and memories, diving into the world of the previous generations and learning from them. However, the history is very complicated as well. And having a daunting task of writing a paper on some historical event or a period may take much time and efforts for making it complete. Therefore, I have prepared a special guide for helping you to write a perfect paper any topic of the world history, with a bonus example of the history of the Cold War. Have a Look! Preparation to Dealing with the History Paper Successfully No single paper can be written without a thorough preparation. Even the memoir of your own needs to take up a few minutes or hours of yours to muse about the plot, main ideas, characters and other details, nothing to say about such a serious type of paper writing. But I am here to help you make your first step and lead you through the jungle of historical data, characters, places and complex piles of other troublesome nuances. - In case the topic is unknown. The field of options is huge! In the past two thousand years (if not to take into account unrecorded history) so many events have taken place that, believe me, no single person would be able to tell about all of them. Some of them would remind more of a myth than a real event as many details are still unknown or lost. It is a great chance for you to explore the favorite period of history and get to know it much better yourself. Nevertheless, do not dare to write a paper on the whole period and you will be lack of papers for it, nothing to say about weeks or maybe months (!) of work. Choose the one that applies to you the most and do a small research to find out whether you have enough of materials to write on it. - Define the type of your paper. Or let your professor tell you what it should be. The options are so many that you barely find the one perfectly fitting your historical taste. Some are narrative or analytical, others may be concentrated on the history while others pay attention to historiography. The history can differ too. You may describe the cultural, political, military, social or economic aspect of it or even all together which is surely lots of work to do. Maybe, you are told to write a review essay or a research one? Find it out to get to know its requirements for writing. - Start researching. As soon as you start doing it, you will find lots of materials that may only partly fit to your topic but don’t get disappointed: a historical event is not an independent element in the ocean of others, it is directly connected to other events and may even have a ring of events on the opposite corner of the world. - Never talk to no purposes. Even if the type if the history essay is narrative and you are told to write in a descriptive way, the main notion of enlightening a historical event is to stick to the primary point. Find the central motive of the event which is basically the thesis statement and develop your thoughts around it. - Ask crucial questions. What has happened? Who were the people involved? When was the event? Where has it taken place? Why has it happened? For what purpose was it? And the last but not the least: How has the event happened? If you manage to answer all of these questions – you definitely know what you are writing about. Draft on a History Review Paper: The Cold War Observation No matter what type of history paper you choose, the historical details must be accurately collected and reflected on your paper with no incorrectness. But when writing a history review, the additional step will be to give your personal remarks and evaluation of the event. It is not that difficult and with the help of our service you will definitely have it done in the shortest periods of time. “The main thesis of my history review is the Cold War: its preconditions and purposes. Hereby I will enlighten the following aspects… If to specify the notion of the Cold War, it is basically a concurrence between the power of Capitalism and Communism. Two huge countries with opposite directions for development could not but confront each other… The way they did it was quite extraordinary at the time and fairly described as “cold” because of its indirect opposition which did not involve military actions (with the exclusions of occurrences of so called “proxy wars”) but the great danger of nuclear apocalypse from both sides in any case of direct attack was terrifying… The dates of the beginning are believed to be between 1945 and 1991 as the years of the end of the Second World War till Soviet Union’s collapse… It was a “careful” war as each step could decide the next direction and weakening or strengthening the powers of both mighty powerful countries… They felt a threat as both being in a state of different Communistic and Capitalistic ideology as well as the Enforcement of Veto by the Soviet Union and the main tool for insulting each other was mass-media: television, newspapers etc. The Cold War has brought people nothing but a feeling of seclusion and shattered World Peace, creating mutual misunderstanding between countries…” Now you know, that writing a paper on history is an amazing chance to get to know the world and your own country better and with a big inspiration and interest the writing process as a whole will only be a pleasure for you.	84,097
Defining Fiber...Sex in the '70's! ...Crude fiber does not necessarily correlate exactly with dietary fiber. It consists of portions of cellulose, hemicelluboses, lignins, pectins, and a number of other materials. Furthermore, crude fiber is not entirely undigested but does undergo digestive decomposition, even in man, by the action of luminal bacteria. Would you guess that this was written in 1976? These words seem to be written with a feeling of sacrilege. Could it be possible that MAN relies on hind-gut bacterial fermentation like a cow? What's next? Chewing our cud? That quote is from the 1976 research paper, Natural Fiber and Bowel Dysfunction, and is possibly the very first introduction of the concept of prebiotics. The author goes on to describe our relationship with fiber over the years: Diet has always been believed to play an important role in bowel function. The addition or omission of different dietary factors has been believed at different points in time, often rightly, to result in alterations in body states. Swings in opinion frequently occur and probably no where is this better exemplified than in relation to “roughage.” Up until the '70's, fiber was considered "roughage." It is this vision that has clouded our judgment on the true importance of fiber. In this 1976 paper, fiber is referred to as "crude fiber." Did the word "crude" make fiber seem unimportant or even bad to early dieticians? Further from 1976: The negative attitudes exemplified by Meadle in the Lancet in 1886, “It is, I think, extremely doubtful if coarse food is useful in the long run. It causes atony [weakening] and weariness of the muscles eventually by overstimulation . . . “ were replaced in the 1920’s by the generally, but somewhat vaguely held view that roughage was advantageous. Bland diets had a vogue and popularity in the 30’s and 40’s only to be re- placed by the present cult for high fiber diets. The "cult of high fiber diets" from the '70's described in the paper were undoubtedly low in fermentable fiber. At this time there was absolutely no thought given to gut microbes other than the strange notion that maybe man was more animal-like than we'd like to believe. The word “fiber” has now become enshrined with the mystique that includes and involves a suggestion that the path of rectitude and health is trodden only by those who revert and convert to “natural” foods. Think of what the '70's were like. Low fat, margarine, transfats, TV Dinners, and fast-food proliferation. We had put men on the moon! We don't need no roughage! Doesn't this final thought from the paper just reek of the '70's? It is important to differentiate clearly between the science and the sociology of dietary fiber. As I have indicated elsewhere “Human diet, almost as much as human sex, seems prone to become enmeshed in mystiques that draw on all sorts of attitudes that have nothing to do with the facts of the case and which can seriously hamper the scientist trying to get at the facts.” There is danger that much needed scientific inquiry into the role of natural fiber, both nutritional and metabolical, will be caught up in the mystique of “natural” foods that are deemed superior because they allegedly reflect some sort of harmony between man and nature that modern civilization has violated. Such considerations apart, however, the fiber hypothesis should be scientifically verifiable and could lead to important changes in food processing, nutrition, and preventive medicine. In 1976, at least one researcher was seeing that there was more to "crude fiber" than "roughage." His "fiber hypothesis" was a call to his contemporaries to begin seeing fiber as therapeutic and to dig deep in understanding the magic that happens when certain fibers were consumed. Had Dr. Connell not seen that pectins, lignins, and gums acted differently than wheat chaff and bran, possibly we'd still be calling our fiber "roughage." Suffice it to say, that, at this time, the argument is far from settled and considerable effort is needed to establish the effectiveness of wheat bran or, indeed, other fibers in the treatment of diverticular disease. It is quite possible that bran is not in itself the best product to use. Other fiber-containing materials, for example root crops such as carrot, rutabaga, or turnip might prove to be equally, if not more effective. Materials containing different proportions of celiuloses, hemicelluloses, and lignins such as psyllium seed or alfalfa have been tested only in a very limited way. Much study, therefore, remains to be done to provide a scientific basis for the current trends. Dietary Fiber Defined Shortly after this paper was written, a sort of "fiber explosion" took place. In 1978, JH Cummings authored, Colonic response to dietary fibre from carrot, cabbage, apple, bran. In this paper, he noted the differing effects of various fibers and noted: Diet-induced changes in colonic function may explain international differences in the prevalence of colonic disease, whilst personal variation in the response to dietary fibre may determine individual susceptibility to large-bowel disease within a community. Still, little talk of the microbiome. In 1979, AM Stephen (assisted by JH Cummings) wrote, Water-holding by dietary fibre in vitro and its relationship to faecal output in man where he overturned a long-held belief: "Dietary fibre does not exert its effect on faecal weight simply by retaining water in the gut." He was on to something! The very next year, AM Stephen, still assisted by JH Cummings, wrote, Mechanism of action of dietary fibre in the human colon. Here he described many inconsistencies he found concerning fiber, and even coined a new phrase, "Dietary Fiber" (Or rather, 'Fibre'). Fibre, more than any other dietary component, affects human large bowel function, causing an increase in stool output, dilution of colonic contents, a faster rate of passage through the gut and changes in the colonic metabolism of minerals, nitrogen and bile acids. (Fibre here refers to 'dietary fibre', which comprises plant cell wall polysaccharides and lignin, and not to 'crude fibre'.) It is thought that these changes are brought about by fibre passing through the gut undigested and holding water within its cellular structure... This man was definitely on to something BIG! This is because fibre is extensively degraded in the gut, probably by the colonic microflora. Using a newly developed method modified from ruminant nutrition for isolating bacteria, we have shown that the main component of human faeces is bacteria. While AM Stephen went on to publish many more papers on "Dietary Fibre," his protege really picked up the ball! In 1980, JH Cummings (assisted by AM Stephen!) wrote: The role of dietary fibre in the human colon. And here was an opening for some real science to begin: Several effects of dietary fibre on colonic function have been documented by experiment or deduced from epidemiologic observation. The magnitude of these changes depends on the source and the physical and chemical composition of the fibre used, and on the individual response of the subjects. Three theories of the mode of action of fibre are discussed; they relate to the water-holding capacity of fibre, the production of short-chain fatty acids from fibre in the colon and the alteration by fibre of the colonic microflora. In his paper on dietary fiber, JH Cummings notes: Fiber digestion in the human gut has been reported in the literature on several occasions in the past 80 or 90 years. Despite this, the popular view persists that it is not broken down but it is an inert and unimportant component of the diet. The identification of the microbial contribution to human fecal mass adds a new dimension to theories as to how fibre exerts its effects on the colon...The differing response of individuals to the same fibre source may relate to the characteristics of their colonic bacteria. Reading this 1980 paper is like reading an ancient history text. It's fun to read along and see as an important discovery was made. This paper is guaranteed to raise goosebumps on everyone who is just now discovering fiber and the gut flora. Here is a full text pdf if you'd like to read. Bacteria finally recognized! Between 1980 and 1993, several papers had been published, but they all seemed stuck on fecal weight and osmotic pressure. However, in 1993, Dr. Roberfroid published, Dietary fiber, inulin, and oligofructose: A review comparing their physiological effects. In this paper he worked off of research over the last 13 years since Cummings proclamation that colonic bacteria is behind the effects of dietary fiber: The main physiological effects of dietary fiber are primarily on gastric emptying and small intestinal transit time, resulting in an improved glucose tolerance and a decreased digestion of starch; second, on colonic transit time and large bowel functions due to fermentation by ceco-colonic microbial flora or bulking action. Roberfroid was really digging deep! He was wading through the fibers and seeing what they did, why they did it, and cataloging the characteristics of the most important fibers: The so-called soluble dietary fibers are fermented to a large extent by a wide variety of anaerobic bacteria that result in an increase in bacterial biomass, an increase in fecal mass, a change in intracolonic pH, and production of short chain fatty acids and various gases as metabolic end products. The insoluble fibers are only marginally fermented; they serve almost exclusively as bulking agents that result in shorter transit time and increased fecal mass. Here you see new terms defined, "soluble and insoluble" fibers. Roberfroid also noted that the bacteria responsible for this fermentation are "anerobic." I wonder if he ever imagined in his wildest dreams that in 20 years people would be seeking individual fibers to favor individual bacteria and engage in all-out Akkermansia wars? His conclusion was that the dietary fibers with the most benefit were inulin and oligofructose due to their chemical structure and "degrees of polymerization." He recommended in his paper that the term "dietary fiber" was too broad and called for reform. He said the term "dietary fiber" should only be used when the fiber showed, "resistance to digestion, access to the colon, and effects on some gastrointestinal function." He also called for two sub-classes to dietary fiber: One that regulates gastric functions AND systemic functions such as guar gum and pectins, and another that regulates only gastric functions such as wheat bran. Roberfroid certainly was astute in his closing remarks: Indeed, trying to find a universal method for assaying all products to be classified as Dietary Fiber is hopeless! Prebiotics enter the scene... Yet, in 1994, Roberfroid again stunned us with a watershed paper, Dietary Modulation of the Human Colonie Microbiota: Introducing the Concept of Prebiotics. A new term is now about to enter our vernacular, "Prebiotics!" Because the human gut microbiota can play a major role in host health, there is currently some interest in the manipulation of the composition of the gut flora towards a potentially more remedial community. Roberfroid was looking mostly at Bifidobacteria and Lactobacillus as these two types of bacteria have had a long-standing association with good health. His prebiotioc of choice was inulin, but he noted there were probably more. Roberfroid's 1994 definition of prebiotics was stated: Prebiotics are nondigestible food ingredients that beneficially affect the host by selectively stimulating the growth and/or activity of one or a limited number of bacterial species already resident in the colon, and thus attempt to improve host health. And to further clarify: Among the natural non-digestible oligosaccharides that fulfill the criteria of a colonic food, fructooligosaccharides are the only products presently recognized and used as food ingredients that meet all the criteria allowing classification as prebiotics...Among the colonic foods, fructooligosaccharides such as oligofructose and inulin are naturally occurring ingredients for which convincing experimental evidence in favor of a health-promoting effect is available. Roberfroid was a chemist, not a dietician. He really didn't have any good recommendations as to dietary sources of prebiotics, that would come later. To clarify further, his choice of "colonic food": Inulin is prepared by hot water extraction of chicory roots, and oligofructose is obtained by partial enzymatic hydrolysis of inulin under strictly controlled conditions...the term fructooligosaccharides will be used here to encompass both oligofructose and inulin, which are commercially available as RAFTILOSE® and RAFTILINE®, respectively. Already we were having problems defining exactly what we should EAT to get the benefits of prebiotics. And this continues right up to the present. Between 1994 and 2015, there are hundreds of papers describing the potential prebiotic potential of various plant materials. Resistant Starch was first mentioned in a scientific journal in 1985 and a few follow up papers concerning RS in potatoes and bananas followed. It wasn't until 1992 when RS was classified into the types we recognize today and the prebiotic potential explored. Still, today, much confusion abounds about what is or is not a prebiotic. Now a whole slew of prebiotics! The prebiotic potential of seaweeds and algae has been examined, giving us classes of alginates, fucans, laminarins, agar, carrageenans, and more. Man-made prebiotics have really stolen the show, though, recently and have become a boon to food manufacturers looking for ways to label their processed goods as "healthy." Some of the man-made prebiotics are actually just pre-digested versions of fibers that are found in nature such as Partially Hydrolyzed Guar Gum and Resistant Dextrins. Others such as Fructooligosaccharides, though found in nature, can only be accessed in isolation through chemical processes. Here is a list of prebiotics you may be familiar with: - Human Milk Oligosaccharides - the carbohydrates found in human breast milk, a human’s first (and most important) taste of prebiotics. - Resistant Starch - the most common storage carbohydrate of plants. Found in tubers, roots, green bananas, green plantains, legumes, peas, oats, nuts, carrots, maize, sedge nutlets, and grains. - Oligosaccharides - (inulin, fructo-oligosaccharides, galacto-oligosaccharides, xylo-oligosaccharides) the second most common storage carbohydrate of plants (chicory, onion, leek, dandelion, endive, asparagus, green bananas, legumes, lentils, oats, rice bran, maize, grains). - Non-Starch Polysaccharides (NSP): - Arabinogalactan - a storage carbohydrate of trees and many plants (carrots, radish, black gram beans, pear, maize, red wine, tomatoes, sorghum, coconut meat) - Glucomannan - found in the cell walls of certain plant roots and wood, also a component of bacterial and yeast membrane. Konjac roots contain 40% by dry weight and are a great source of glucomannan - β-Glucans - found in oats, barley, whole grains, shiitake, oyster, maitake, mushrooms, dates, yeast - Pectin - found in avocados, berries, citrus, fruits, vegetables - Gums and mucilages - found in seed extracts (guar, locust bean), tree exudates (gum acacia, algal polysaccharides (alginates, agar, carrageenan), psyllium There are also a few man-made prebiotics derived from plants and animals, often called "functional foods" by food manufacturers: - Galacto Oligosaccharides - derived from cow’s milk to simulate human breast milk for infant formula. - Fructo Oligosaccharides - separated from natural inulin, used in sweeteners. - Mannan Oligosaccharides - made from yeast cells, approved only for animals. - Resistant Dextrins - Formed through thermolysis, transglucolysis, regrouping and repolymerisation of starch granules. - Partially Hydrolyzed Guar Gum - Produced by subjecting guar gum to digestive enzymes. - Polyphenols and Flavonoids - found in many places in trace amounts; colorful plants, dark chocolate, seaweed, and mushrooms. - Glycoprotein and glycolipids - Found in raw meat, raw blood, cartilage, gelatin, collagen, chondroitin, and animal cells. - Chitin and chitosan - found in fungi, yeasts, insects, worms. In Part 5 we'll discuss the future of fiber and some hurdles we still must overcome to define 'the perfect fiber.'	257,397
Early surgical robots in joint replacement I have been following the development of robots for use in orthopaedic surgery for over 15 years. In the early 2000s, I visited several centres in Europe using ROBODOC. This was a type of active robot. This was a robotically controlled bone removal mill that required a huge exposure. The surgeon would set the machine up and press “go” then wait while the robot did the work. Personally, at that time I was not keen to hand my patients over to a robot. There were high fracture rates and other problems with this technology. Then came passive robots The focus shifted to development of “passive” robots. These are simply tools operated by the surgeon but the surgeon is always in direct control. The robotic technology assists the surgeon in delivering greater precision in the bone removal. There are a couple of different ways that this can be achieved and we have been watching these developments very carefully. The next generation of surgical robots. The last 10 years has seen great progress and not surprisingly, we are seeing companies move towards the development of smart compact hand held robots. Blue Belt Technologies recently commercialised a small hand held robot for knee replacement and I am pleased to have performed the first surgery in Australia with this device in February 2015. For those patients who are interested, here is an overview of how it works. The Navio System is a handheld portable smart instrument. The surgeon holds the device and we refer to a computer screen throughout the procedure. The first step is to attach trackers to the two bones. The bone is then registered to the trackers and the surfaces of the arthritic knee are mapped. Kinematic analysis is performed to assess the abnormal movement due to the arthritis. The precision planning then begins. The implant can be placed in the patient bone model on the computer screen. The position can be adjusted while the surgeon sees the impact that this has on the mechanics of the knee such as the gap between the components. The surgeon can adjust the component positions on the screen until it is in the right place before making a cut to the bone. The surgeon then removes the bone required to place the implant precisely where he has planned. At the end of the case the kinematics can be assessed to confirm the correct placement of the components. The promise of extremely precise placement of implants is an exciting step forward in joint replacement surgery. This first surgery produced a successful result, with perfect positioning of the implant on post operative X-ray (as planned), and in that respect I am pleased with the outcome. Once our patient returns for early post-operative follow-up visit, I will update this article. I will also provide further thoughts how this robot performs in other patients and as this sort of technology develops further. Professor Walter has NO financial interest in the robotic device mentioned in this article.	225,239
What the Cambridge Analytica story and last week’s congressional hearings with Facebook’s CEO are really all about is that people – not even “just” social media users, voters and policymakers – are waking up to the meaning of “big data.” It’s a big story not only because Facebook has more than 2.2 billion users or because Cambridge Analytica may have helped Donald Trump become president, as mind-bending as both the data point and the possibility are. It’s big because it’s personal. People weren’t going to understand the implications of big data until Facebook was in the story. Although there are uncountable retailers, banks, publishers, campaigns, governments and bad actors benefiting from big data – most in good ways for us all – Facebook brought it home to us because the data there is so visibly us. It’s our own and significant others’ everyday likes and lives, in all our own words, photos and videos, posted by us. Not that “big data” hasn’t been a lot more than all that for a long time. But with the personal part added to the results of two game-changing votes in the UK and US and the confusing mix of political news, information, misinformation, disinformation and advertising on Facebook that appeared to affect those votes, you get what may well turn out to be a story we’ll tell our grandchildren as well as children. So here are some talking points for family and classroom conversations about this pivotal moment: First, what is “big data”? Well, the dictionary definition is: “extremely large data sets that may be analyzed computationally [like with machine learning] to reveal patterns, trends, and associations, especially relating to human behavior and interactions.” Data is just information that comes in all kinds of forms: text, numbers, photos, videos, etc. Even though not all of it needs to stay private, what we’re finding out is, it’s hard to tell how much people and companies can tell about us when the kind of data that’s fine to make public gets blended with other data that’s stored or private. That unknown concerns us, which is why we’re hearing more and more calls for “transparency.” So you can tell from the definition that “big data” is about a whole lot more than lots of information; it’s more about what can be discovered from the data than the data itself. That can be all kinds of things, good and bad, from banks being able to find patterns of fraud to governments stopping infectious diseases from spreading to companies like Cambridge Analytica using people’s information to create and place ads aimed at getting people to vote a certain way. So is social media big data? It’s only part of it. It’s just the very visible part that regular people like us contribute to. When we post comments, photos and videos, “like” others’ content, click on ads, buy things online, visit other sites, etc. we’re adding all kinds of information (called “psychographic data,” which I’ll explain in a minute) to the databases at social media companies and sometimes elsewhere, whether unethically, criminally or just mistakenly, as happened with Cambridge Analytica, which bought some 87 million people’s data from someone who Facebook says violated its policy. Facebook doesn’t sell data to other companies, it says; the way it makes money is from advertisers who, based on our detailed data in its ad placement system, place their ads on the pages of users who most likely will really like the ads (then buy the thing being advertised). Does that make sense? All that detailed information we share – and the technology I’ll tell you about in a minute – makes it possible for advertising to be more relevant, or more “highly targeted,” than ever before in the history of advertising, which makes it more valuable than ever to advertisers (because more likely to lead to a purchase). Some companies, called data brokers, do sell your data so that the buyers will have even more data on us to help them get even better at placing ads that will make us want to buy stuff. What else makes up big data? Just about every kind of information we share anywhere – by playing online games, filling out online forms, taking online quizzes, setting up accounts in apps, banking online, shopping online, sending emails, taking out car loans, sharing health information, searching for information, visiting Web sites and so on. Sometimes some of that information is in separate databases or data centers, and sometimes big chunks of it get mixed together and sold or hacked into by criminals who want to steal and sell our information. That’s why we hear about “data breaches” in the news, for example at credit bureaus that store all kinds of valuable information about us. What technology made that possible? A number of tech developments, of course, starting with the Internet and digital technology enabling so much of the world’s information to move off of paper and onto digital devices and then connecting so many of those devices. But what helped “big data” take off from that foundation was a small set of tech developments about 10 years ago: 1) the ability to store almost unlimited information or data on a huge number of computers, connect them all together and search all that data like it was on a single computer, 2) machine learning, which started earlier but really took off when fueled with all that data so that it could detect patterns in it and “discover” things that couldn’t be “seen” before, and 3) the ability to do all that with all kinds of data, the old demographic kind that advertisers had used for a long time and a new, more random or unstructured kind called “psychographic” data. So about psychographic data: Up until around the time that social media started to take off, also in the middle of the last decade, advertisers, political campaigns and others were mostly targeting us with the demographic data I mentioned above – information like age, gender, single/married, household income, geographic location, memberships, etc. Psychographic data is more random: for example, whether a person collects things, worries about their appearance, feels family’s important, likes fishing, works out, attends worship services, buys self-help books, etc. It’s the kind we post in social media. According to news reports (including this one at the New Yorker), it’s what a Cambridge University researcher collected through a quiz he created as an app on Facebook then sold to Cambridge Analytica. Is that why everybody’s so worried about Cambridge Analytica? Well, there’s more to that part of the story. C.A. is based in the UK, and the British government is investigating what it did with voter data and whether it violated British law. Then Facebook will conduct its own investigation, its CEO Mark Zuckerberg said in the congressional hearings last week. But beyond that, C.A.’s parent company, SCL, has been called a “military contractor” by a US professor named David Carroll, who is suing its Cambridge Analytica subsidiary “to disclose how it came up with the psychographic targeting profile it had on him,” according to Columbia Journalism Review. Carroll says SCL has worked or is working with political campaigns in countries all over the world, using the same technique of blending demographic and psychographic data to see if it can influence election outcomes to benefit its clients. What do we do about all this? That’s not clear yet. Some companies, such as Kik Messenger’s up in Toronto, are working on new business models (see TechCrunch and Coinbase), because big data is making the old free-content-paid-for-by-advertising of the network TV era feel threatening. Some people are thinking there needs to be regulation. But of what? If of social media companies, as I wrote in my last post, before that happens, we all and especially policymakers need to understand that companies like Facebook, Google and Twitter are now social institutions that need to be accountable to more than just shareholders. They’re not just tech companies, media companies, or even some blend of those (Claire Wardle, a scholar I cited here, called them “a hybrid form of communication”). Would-be regulators have a definition problem first and foremost. Interestingly, even Mark Zuckerberg said to lawmakers last week that, though the details are important, he’s not against regulation. But, given the pace of technological change, any new laws will at least need expiration dates. And, as I hope was pretty clear above, this isn’t just about social media or elections or “fake news,” so regulation can’t only focus on those. This is about “big data,” which is about more than our data privacy even. It’s about how we maintain the safety and integrity of our identities, institutions and other things that matter to us in this ever more connected world. It’s a puzzle, but we’ve got this. We will figure this out. We do need lots of perspectives and skill sets in the conversation – all the stakeholders, including tech and social media companies, which are doing some waking up of their own. New business models are entering the scene. Old-school adversarial and exclusionary approaches will only slow the process down. So will messages that claim technology users, including children, are just technology’s victims. We need to think critically not only about how technology is affecting us but also about claims that it’s hijacking our brains. As attorney Mike Godwin, who was the Electronic Frontier Foundation’s first staff counsel, put it in a recent discussion on Facebook, “My big question for those who believe Facebook has overcome the free will of 2 billion people: How did all of you escape?” And if you’re talking with young people about all this, please don’t forget that Facebook, Twitter and other social media are also organizing and mobilizing tools as well as platforms for these young activists and many others around the world. - Two columns by Steve Lohr in the New York Times on the origins of the term “big data”: in early 2013 and, in 2012, on “How Big Data Became So Big.” Some insightful quotes in his columns include: “Big Data is a tagline for a process that has the potential to transform everything” (Cornell University computer scientist Jon Kleinberg); “The keepers of big data say they do it for the consumer’s benefit. But data have a way of being used for purposes other than originally intended” (author Erik Larson in 1989); and “What you’re seeing is a marriage of structured databases and novel, less structured materials…. It can be a powerful tool to see far more” (Fred Shapiro, editor of the Yale Book of Quotations). - “‘It just felt right’: David Carroll on suing Cambridge Analytica” in the Columbia Journalism Review - “Facebook is not the problem. Lax privacy laws are.” – from the New York Times editorial board - Illustrating how psychographic data gets mixed in: The New York Times’s Keith Collins and Larry Buchanan on how ad targeting has changed, with more and more psychographic data mixed in to the demographic kind - “To Facebook — and Its Critics: Please Don’t Screw Up Our Internet,” by author and journalism professor Jeff Jarvis - From the History Repeats Itself (in a Way) Dept.: “Why Mark Zuckerberg should read A Tree Grows in Brooklyn,” by Amy Davidson Sorkin at The New Yorker - About the role of social media in society and thinking about what’s next, a blog post here at NetFamilyNews.org - About another historic hearing in Washington, DC, this year – takeaways here at NFN from the formal one held by British MPs at George Washington University in February Disclosure: As a nonprofit executive, I’ve advised companies such as Google and Facebook on youth online safety for a number of years. The ideas expressed, here—informed by that work, as well as 20+ years of writing about youth and digital media—are entirely my own. […] is that public institutions and businesses can now channel psychographic data, like whether someone has hobbies, is self-conscious, attends church, what kind of books they buy and so on. We post or unwittingly give out this kind of information (such as via online quizzes) on […] […] What just happened: ‘Big data’ got personal – NetFamilyNews.org \| NetFamilyNews.or… […]	153,482
Neurons Fight Back Early in Brain Disease Therapeutic Target for Glaucoma Could Have Implications For Alzheimer’s, Parkinson’s A therapeutic target to preserve vision in glaucoma patients could have treatment ramifications for age-related neurodegenerative disorders like Alzheimer’s and Parkinson’s. David Calkins, PhD, vice chair and director of Research at the Vanderbilt Eye Institute, said it was previously believed that, as retinal activity is lost, the connection between the retina and the brain should be gone. But the opposite is true. “The dogma has been that, once started, neurodegenerative disease is a one-way path,” said Calkins, Denis O’Day Professor of Ophthalmology and Visual Sciences and director of the Vanderbilt Vision Research Center. “What we have demonstrated is that the brain fights back. We found that individual neurons fight back to maintain signaling between brain regions, thereby slowing progression. It’s a balance between disease and adaptation.” Click here to read more. Kranzler Chicago Review Course in Neurosurgery Jan. 24-31, 2020; Chicago 46th Annual Richard Lende Winter Neurosurgery Conference Jan. 31-Feb. 3, 2020; Snowbird, Utah Third Annual Cedars Sinai Intracranial Hypotension Symposium Feb. 8, 2020; Los Angeles 2020 Managing Coding and Reimbursement Challenges Feb. 14-16, 2020; Las Vegas 13th Annual International Symposium on Stereotactic Body Radiation Therapy and Stereotactic Radiosurgery Feb. 21-23, 2020; Lake Buena Vista, Fla.	62,081
Basic EEG Online Video Series (no printed course book)(360 Days of access) Basic EEG Online Video Series (with printed course book) (360 Days of access) Join Larry online as he introduces you to basic EEG concepts and provides you with the knowledge necessary to perform an EEG study. It does not matter if you are a beginner, cross-training allied health professional, or practicing technologist in this video series you will learn valuable information, tips and tricks to improve your EEG knowledge and practices. This course is also great for those preparing for their boards. Topics covered include: - Measuring and Marking, - Localization and Polarity, - EEG Pattern Recognition, - Artifacts, and - Activation Procedurew Measuring and Marking International 10-20 System of Electrode Placement During this part of the course, Larry will discuss the basics of head measurement and electrode application. He will introduce you to head landmarks and techniques that make it possible to properly measure a patient’s head. Additionally, he will introduce you to the 10-20 System of Electrode Placement nomenclature, electrode planes, and proper marking technique. Finally, this section finishes with a detailed demonstration of measuring and marking. A skilled technologist understands how to use the EEG instrument. This presentation will teach you how to properly calibrate the machine and how to use the jackbox to attach the patient, via electrodes, to the EEG instrument. Next Larry will give a detailed explanation of the differential amplifier. A thorough understanding of the differential amplifier is helpful in understanding montages, localization and polarity, and signal amplitude. Larry will next guide you through a detailed explanation of the relationship between the voltage of a signal, the amplitude of that signal and the sensitivity setting of the machine. You will learn the formulas to calculate voltage, sensitivity, and amplitude by using the Sensitivity Pie. Larry will also pose various scenarios to practice calculating each of these. One of the most difficult concepts for technologists to learn is the how filters function. Larry will teach you the types of filters, how to use each and the effect filter changes have on EEG signals. Additionally, he will discuss time constants and their relationship to the low filter. Next, he will revisit the reference electrode and how electrical signals are brought into the machine from the patient and how they can be displayed. He will explain paper speed, and when and why it should be changed. Finally, the Instrumentation presentation concludes with a discussion of grounding and the ground electrode. Looking at a person from the front, side, and back gives you three different views of the same person. Using different montages does the same on an EEG, it provides differing ways of looking at the electrical energy of the brain. In this presentation you will learn the types of montages and the variations of each type. Larry will teach you how to design and read montages. Localization and Polarity A review of the differential amplifier and montages will lay the foundation for mastering localization techniques. You will learn the difference between generalized, lateralized, and localized brain activity. You will develop skill in determining how to recognize a focal discharge. You will learn localization techniques specific to montage type and how to use the Polarity Square to determine the polarity of an event. These skills will help you as you master pattern recognition. Pattern Recognition Normal and Normal Variant EEG Larry leads in an explanation of EEG terminology used to describe EEG signals. Each term will be defined and an example presented for the student to gain a solid foundation to record and analyze EEG. Terms include frequency, duration, voltage, sensitivity, morphology, location, phase, polarity, symmetry and synchrony, periodicity, reactivity, and variability. In this portion of the presentation you will understand the meaning of each term and see how it relates to the EEG. In order to perform a technically adequate EEG the technologist must be able to identify the waveforms and patterns of the normal, normal variant, or abnormal EEG. Larry will guide you through the steps of pattern recognition. You will develop skill in applying the terms previously learned to identify the characteristics of each pattern. Pattern Recognition Abnormal EEG You will apply your pattern recognition skills to identify some of the more common EEG abnormalities. A description of the EEG characteristics, examples of the pattern, and the symptoms associated with each pattern are discussed in detail. Some of the patterns you will learn to identify include background changes, delta, PLEDS, alpha coma, triphasic waves, burst suppression, periodic patterns, and electrocerebral inactivity. Electrical signals can show up on the EEG that are not generated by the brain; artifacts. As a technologist you must be able to differentiate artifact from cerebral signals. Larry will help you develop the knowledge and skill necessary to identify artifacts and how to eliminate or monitor them. During an EEG a patient may be asked to hyperventilate and may be exposed to blinking lights. As a technologist you will learn how to perform each activation procedure, the contraindications to performing each, possible artifacts that may be seen, and the normal and abnormal responses of each.	196,912
A Solar System can generate enough electricity so you can make your home energy indepentent. Solar panels placed on the roof of your house can generate electricity directly from the sunlight. During the winter, when the sun is not shining at its full potential, most system can produce up to 65% of their maximum productivity. Solar panels can be placed on ground too, at the right angle, if your roof does not permit placing of photovoltaic panels. There are 2 types of Solar Systems: On-grid systems, connected to the power grid. The electricity is pumped into the network and if they produce the same amount of energy that you consume, then you will pay nothing for your electricity bill. Think about how much money you can save in this way. The other type is Off-grid, which requires electricity to be stored into batteries. In this way you can achieve energy independence for your house, and you won’t be affected anymore by electric failures. They are a bit more expensive, but it worth every penny. A Solar systems contains the following elements: - Solar Panels - Inverters and Conductors - Batteries, charger and Automatic transfer switch ( for off-grid systems only )	211,427
Students who have had undergone other forms of scholarships in the past are probably familiar with the term FASFA and the risks and requirements attributed to it. FAFSA certificates and forms are usually requested whenever a student is interested to apply for a scholarship program or a grant. FAFSA itself also offers financial aid which students from the country can easily apply for. Just like other programs, FAFSA Financial Aid requests for certain documents from you in order to be considered for the program. FAFSA financial aid itself is also a requirement if you wish to apply for other forms of financial assistance. Getting into a college which provides students with quality education is difficult these days. Tuition fees have not only increased but school materials have become more expensive as well. Accordingly, it has become a goal for most students to attend college without having to pay at all. This is done by applying for a scholarship program or a grant. All scholarship programs are interconnected by one institution: FAFSA. Those who want to qualify for a federal-government sponsored program should apply for a FAFSA federal application as well as other scholarships sponsored by the government or private institutions. In order to apply for FAFSA financial aid, you need to know the requirements and the deadlines intended for your state. All these details can be found on the FAFSA website. Qualifying for a Scholarship Other than submitting your application form to FAFSA, you also need to know your EFC or the Expected Family Contribution. This calculates your family’s income and in a way, affects the sponsor’s decision of awarding you with the program or not. Sponsors also decide on how much financial assistance you should be provided by referring to your EFC. FAFSA itself sends you this form to your email or to your postal address. Don’t delay – applying for FAFSA financial aid can truly help you further your studies. When applying for FAFSA Financial Aid, you will have to secure certain documents and follow certain deadlines. All this information is posted on the fafsa.ed.gov website. Getting money for college is actually easy! There are literally hundreds of amazing scholarship and grant programs available that are like getting Free Money! I’ve put together a nice list of these Scholarships and Grants for you. Save yourself the headache of trying to do it all yourself and let people who have been in your shoes already help you out! Click here to get all my Money For School resources and it will cost you absolutely Nothing! Related Articles – FAFSA, FAFSA financial aid, federal student aid, Financial Aid, Email this Article to a Friend! Receive Articles like this one direct to your email box!Subscribe for free today!	234,159
On Monday, the World Health Organization (WHO) declared the Zika virus a public health emergency of international concern, with the potential to infect up to four million people in the Americas by year’s end. Under increasing pressure to slow the spread of the disease, the Brazilian government has stepped up its response, including mobilizing 220,000 military personnel to cities across the country. According to Brazil’s ministry of health, the military will be used to spread awareness by going door-to-door, handling out pamphlets, and distributing mosquito repellent. However, it is believed that the troops will also use this opportunity to identify which homes are potential breeding grounds for mosquitoes and target those sites for surveillance and fumigation. Mosquitoes are known to carry the Zika virus, which has been linked with the rare congenital condition microcephaly in newborn babies. In the United States, meanwhile, the Pentagon announced that it will collaborate with the Department of Health and Human Services to help contain the Zika outbreak. The Department of Defense is active in efforts to contain mosquito-borne diseases as part of ongoing tropical disease research through agencies such as the Army Medical Research Institute of Infectious Disease and the Defense Threat Reduction Agency. This isn’t the first time in recent history that non-civilian actors have been called upon to assist in public health emergencies. In 2014, foreign militaries deployed more than 5,000 personnel to West Africa as part of the international Ebola response. Additionally, the Pakistani army is playing a key role in facilitating poliovirus vaccinations in that country’s volatile tribal regions. Even the language used is noticeably confrontational, with Brazilian officials speaking of the “battle against Zika,” which is the country’s “number one enemy.” Does this indicate a trend towards increasing militarization of public health emergencies? If so, what implications does this have for future health crises? The involvement of foreign military during the Ebola crisis was clearly unprecedented. According to a recent University of Sydney report on civil-military relations during that outbreak, the US military under Operation United Assistance deployed approximately 2,900 personnel primarily to Liberia to train local health workers and set up treatment units. Under its Operation Gritrock, the United Kingdom deployed some 750 military personnel primarily to Sierra Leone beginning in October 2014. Other countries’ militaries such as Canada and Germany also contributed. While some military personnel provided direct patient care, they principally served a coordination and logistics function, including providing key assets such as military aircraft, personal protective equipment, and beds. They also supported the domestic militaries of the affected countries, which were themselves mobilized against Ebola by staffing checkpoints, enforcing quarantines, and assisting with safe burial practices. Foreign military assistance was integral in stopping the spread of the virus, and it likely would not have been contained without it, according to the report. In addition, the Pakistani Army is being called upon to provide security for polio vaccination workers in rural Pakistan, one of only two countries in the world where poliovirus is still active. Efforts to eradicate the virus faced setbacks after Taliban forces began deliberately targeting vaccination workers, most recently on January 13th, when a suicide bombing killed 15 people at an immunization drive. As of January 2015, the Pakistani Army began regularly escorting vaccination workers and providing them with visible security. This has contributed to a 70% drop in new polio cases over 2015. Devi Sridhar, Professor of Global Public Health at the University of Edinburgh Medical School, told me that the outbreaks of poliovirus, Ebola, and Zika have done much to highlight the link between health and the military. However, the association is not new. For instance, many Western militaries have sought to promote health causes for years. “The US Department of Defense is one of the top five biggest funders of research and development for diseases that primarily affect low and middle income countries,” Sridhar said. A 2013 Kaiser Family Foundation report by Kellie Moss and Josh Michaud analyzed the Pentagon’s considerable contributions to global health and infectious disease efforts. The report states that the military places a “high priority” on protecting personnel from exotic diseases in order to maintain the fitness and operational readiness of the force. While much of this research is carried out by civilian laboratories through grants, the military also runs its own scientific research labs, such as the Naval Medical Research Center. A top priority is research and development for HIV/AIDS and malaria prevention and treatment. The US Army received $23 million USD for malaria-related funding in 2013 alone. Other areas include designing countermeasures for bioterrorism and improving understanding of post-traumatic stress disorder. More recently, the Department of Defense was able to accelerate Ebola vaccine research. In 2014, Ebola research and development received $11 million USD from the Pentagon’s Defense Threat Reduction Agency. Adam Kamradt-Scott, Associate Professor at the University of Sydney and lead author of the report previously mentioned, told me that while the Ebola outbreak was exceptional for the participation of foreign militaries, evidence suggests that domestic militaries have regularly been active in containing public health crises. This is particularly true of developing countries, where the military is often well-respected and viewed as more competent and less corrupt than other government institutions. “In resource-poor countries, militaries are often called upon to assist in all sorts of crises, from a simple search and rescue operation to health surveillance and even healthcare,” Kamradt-Scott said. “In several countries throughout Africa and Asia, militaries are readily called upon to assist in activities that Western sensibilities would find unusual and even objectionable.” He said he suspects that Brazil decided to deploy its military because it is a large, competent, and professional force that can be expected to follow orders and effectively carry out its mission. According to Kamradt-Scott, the examples of recent disease outbreaks underscore the lack of research on links between health and the military, as well as the absence of clear rules and guidelines governing military involvement in health emergencies. “We need to understand more fully where the limits of using militaries are,” said Kamradt-Scott. “More research is warranted to develop a set of universally agreed guidelines about what militaries can do in health emergencies.” In 1999, Rocklyn Williams of the Institute for Security Studies in South Africa famously argued that in the absence of Cold War politics and conventional military threats, his country’s armed forces should focus more on “non-military” security threats. Some of these functions were identified as peace support operations, disaster relief, and medical services. “What is…required is a paradigm shift that allows for the creation of new concepts and theories capable of explaining the role and functions of armed forces in an increasingly complex, postmodern world,” Williams wrote. This was at a time when the HIV/AIDS virus was posing its own internal security threat to South Africa. Since then, various experts have advocated for greater ties between health and the military. They cite not only global pandemics but also the increasing scale and frequency of natural disasters, as well as post-conflict reconstruction programs in Iraq and Afghanistan (which often contain a health component), as further evidence of the increasing need to reinforce links between health and security. Despite these calls, proposals to expand the definition of a security threat to include pandemics and other risks to human security are still controversial. Understandably, they can result in fierce backlash from humanitarian agencies such as Médecins San Frontières, which are typically opposed to non-civilian engagement in these areas (ironically, MSF was one of the first organizations to call for a military response to the Ebola crisis). Indeed, WHO guidance on civil-military coordination recommends military assets should only be used to provide healthcare as a “last resort.” While this is particularly true during conflict situations where there is high potential for blurring the lines between military forces and humanitarian actors, the report also cautions against deploying national armies and civil defense forces even during peacetime emergencies. Yet at a time when international and domestic armed forces are playing important—even decisive—roles in fighting global pandemics, this complete aversion to military involvement may be doing a disservice to the many individuals affected by these preventable diseases. Further discussion may be needed to determine when and under what conditions the military can do more good than harm, whether that may be through providing training, transport, or security escorts, and/or by administering direct patient care, quarantine, or crowd control measures. The time may be ripe for military, health, and humanitarian actors to come together to establish guidelines and parameters on the appropriate use of military assets during health emergencies. Doing so would ensure that the full resources at our disposal are brought to bear—as during the Ebola crisis—to save lives. Michael R. Snyder is an independent analyst and regular contributor to the Global Observatory.	78,792
Power distribution unit \|\|The examples and perspective in this article deal primarily with North America and do not represent a worldwide view of the subject. (December 2010)\| \|\|This article needs additional citations for verification. (March 2009)\| A power distribution unit (PDU) is a device fitted with multiple outputs designed to distribute electric power, especially to racks of computers and networking equipment located within the data center. The term (PDU) may refer to two major classes of hardware power devices; the first and typically the general unqualified term refers to the category of relatively higher-cost floor-mounted power distribution devices which transform one or more larger capacity raw power feeds into any number of lower capacity distributed power feeds. These floor-mounted PDU devices are typically composed of transformers and circuit breakers and may optionally include monitoring controllers using protocols such as Modbus or SNMP. In a typical data center for example, there would be relatively few of these floor-mounted PDU devices, located along the walls or in central locations for larger spaces. Each floor-mounted PDU would feed a much larger number of racks and rows of racks. The second class of device is a much smaller and lower cost device which is fitted with multiple appliance outlets designed to distribute electric power within a rack, especially to computers and networking equipment located within a data center. The second type of PDU is sometimes called a Smart-PDU, Rack-based PDU, Intelligent PDU or simply "Power Strip" by various IT professionals. In the North American 110V/60Hz system, Rack-based PDUs are used for taking the supplied voltage and current and distributing it electrically to more common outlets, for example from 240 V 30 A single phase to multiple 120 V 15 A or 120 V 20 A plugs. They are used in computer data centers, in stage shows, by DJs, and in other electrically intensive applications. Some premium units have features like remote power monitoring and power state control down to the unit or individual plug level. Certain manufacturers also include environmental monitoring via RS485, USB, Dallas 1-Wire or serial ports. The power outlets themselves are typically IEC-C19, IEC-C13 or NEMA 5-20 style outlets. In the international 230V/50Hz system, Rack-based PDUs simply distribute incoming power, typically from a 230V/16A, 230V/10A or 400V/16A 3-phase==3 x 230V/16A input to multiple individual 230V outlets, which may either rely on the input fusing or be individually protected by smaller 10A or 6A fuses. The outlets are typically either IEC-C13 or one of the country-specific types of power socket. Additional features such as monitoring of power consumption, noise and overvoltage filtering, environment monitoring and remote management are generally the same as in North American Rack-based PDUs. Rack-based PDU refers to what amounts to a well-constructed power strip suitable for data center use. Two basic varieties distinguished by the type of input power are common: single-phase and three-phase. The output power (i.e. the power to the load device) is almost always single-phase, however. In the case of a three-phase PDU, each of the three phases appears individually on one-third of the included receptacles. Rack-PDUs can be dumb—meaning that they have no instrumentation and are not manageable, or they can be metered—meaning that they are equipped with a display that shows current load on each phase, or they can be switched and metered meaning that some or all of their receptacles can be individually switched on or off remotely and the meter usage as well. A typical application area could be a mobile measurement station, where several devices can be supplied with power from a single distribution unit. Some PDUs provide remote access. Common methods include a RS-232 serial connection or a LAN network-controller accessible through Telnet, SSH, SNMP, or a web page. This allows an administrator to access the PDU from a remote terminal and interface with it to turn outlets on or off, to schedule power shutdowns, to control load, etc. This can be helpful if a remote machine has gone into an unresponsive state and will not restart through normal means. An administrator can connect to the PDU the machine is plugged into to power-cycle the machine. One of the challenges in selecting PDUs for a data-center application is to balance the cost of the rack-PDU in the context of an organization's energy-management goals. Inexpensive rack-PDUs may distribute power effectively, but they offer little if any understanding or control of that energy flow. With energy costs rising over the past several years (circa 2010[update]), IT professionals have begun to take a more comprehensive view of power management with rack-PDUs with more intelligence. The trend is more intelligence and higher-quality rack-PDU devices. In North America the standard 240-volt circuit (120 volts x2 plus neutral and ground) has two legs at 120 volts. Most recently,[when?] data centers have begun to install single-phase 208-volt connections. Outside North America, the standard data center circuits are 230-volt AC and in higher end telecoms facilities 48V DC from giant UPS installations, neither of which are subdivided into other voltages by PDUs.	168,314
Featuring video clips from over 700 interviews with survivors and their stories of repressions and the fight for freedom. Over 355,000 entries about Poland’s citizens fighting for survival and freedom in eastern Poland (‘Kresy’) and in forced exile on foreign soil during World War II. Collections of documents and images submitted by family members These permanent exhibitions explore what life was like in Poland’s eastern “Kresy” Borderlands before World War II, the fight for survival and freedom by Polish citizens during the War. A range of research sources and references for further reading	205,586
In the process of attempting to establish a new attacking front in World War One, allied forces from the UK inc. Ireland, Australia and New Zealand sought to establish beach heads along the Dardanelles coastline in 1915. Below is an article on the allied landing at Suvla Bay in early August 1915. Battles – The Landings at Suvla Bay, 1915 With three fresh divisions of reinforcements promised to arrive in August 1915 by British war minister Lord Kitchener in London (subsequently increased to five), so Mediterranean Commander-in-Chief Sir Ian Hamilton began planning a major Allied offensive on the Gallipoli peninsular to coincide with their arrival. At this time the combined British (including Australian and New Zealand Corps – the Anzacs) and French force had established two beachheads on the peninsular: the first on the southern tip at Cape Helles, and the second further north at Ari Burnu (shortly afterwards renamed Anzac Cove). Failed Actions at Helles However repeated attempts to strike out north of Helles, most notably at the Battles of Krithia in April, May and June 1915, had all ended in dismal failure at heavy cost in casualties. No similar attempt to break out of the confined beachhead at Anzac had been considered however for want of reinforcements: a mere 20,000 Australians and New Zealanders were sited at Anzac Cove. The sole major action at Anzac to date was the Allied defence against a heavy – albeit chiefly suicidal –Turkish attack launched on 19 May. Meanwhile Turkish reinforcements continued to arrive on the peninsular where attached German commander Liman von Sanders had 14 divisions at his disposal. Plans for a New Offensive In considering his options Hamilton opted to use his pending reinforcements to support an Allied breakout from Anzac Cove. However the cramped beachhead itself at Anzac could not support the additional numbers of reinforcements promised by Kitchener. Thus a fresh landing site was selected further north on the Aegean coastline at Suvla Bay, with the aim of securing the Anafarta Hills. Suvla Bay was large and ideal for the landing of a sizeable number of additional troops. Directly in front of the bay was the shallow Salt Lake, dry in August (but ill-suited for an infantry advance), and beyond that the flat Suvla plain that would serve for subsequent troop deployment. Along with the landings at Suvla Hamilton set in train two additional attacks. He instructed the Allied force at Helles, now temporarily under the command of General Street in place of Aylmer Hunter-Weston, to strike out with a holding attack. Meanwhile the Anzacs under William Birdwood were to break out north from Anzac Cove to seize Sari Bair Ridge, aided by 25,000 fresh reinforcements smuggled into the area. In planning both additional attacks Hamilton was concerned to tie up as many Turkish troops as possible to guarantee the success of the fresh landings at Suvla Bay. Even so, success against Sari Bair – in conjunction with seizure of the Anafarta Hills – was crucial if the Allies were to gain complete control of the central heights of the peninsular. From there the southern peninsular could be cut off and command of the Dardanelles Straits ensured, the Allies principal aim. News from Berlin On 22 July Liman received news via telegram from Berlin warning that an Allied offensive was to be expected on the peninsular in early August. In response Liman divided his 14 divisions to meet what he regarded as the most likely attack points: five were deployed at Helles, three at Anzac, three in the Bulair area and three more at Kum Kale on the Asiatic coast (where Britain’s French allies had proposed a landing). Liman did not however contemplate sending reinforcements to guard against an attack launched from Suvla Bay, where the sector remained protected by a mere three battalions comprised of around 1,500 men, the Anafarta Detachment. Appointment of an Inexperienced British Commander In charge of the landings was Sir Frederick Stopford, a somewhat elderly general close to retirement age whose earlier wartime service had consisted of a ceremonial posting as Lieutenant of the Tower of London. He possessed no battle experience of any description, a fact which proved crucial during the operation. Nevertheless he was to guide 10th, 11th and 53rd Divisions – comprising IX Corps – during the landings. Stopford, who was given his orders on the same day Liman received due warning from Berlin, was instructed that a key priority was the linking of Allied forces south once Tekke Tepe had been captured, with Birdwood’s Anzac forces striking north from Anzac Cove to Sari Bair. Further, Stopford was to assist Birdwood in the capture of Sari Bair if it became necessary. Remarkably neither Birdwood nor Helles commander Street were fully apprised of the particulars of their role in supporting the fresh landings. This merely continued am ongoing pattern of inferior communication emanating from Hamilton’s GHQ. In this instance it resulted in General Street choosing to interpret his orders as enabling him to attempt a full-scale break-through attack from Helles as opposed to Hamilton’s desired holding tactics. Far more critical however was Stopford’s command conduct in the aftermath of the landings. Rather than immediately strike out beyond Salt Lake as directed he chose merely to consolidate his position at Suvla Bay, in spite of the absence of Turkish opposition to hinder forward progress. Action at Helles and Anzac Cove In the event the offensive was begun on 6 August 1915 with General Street’s attack at Helles. His decision to opt for a large-scale breakthrough attempt was immediately thrown back, and petered out entirely on 10 August, freeing up Turkish forces for more critical activity further north. Meanwhile at Anzac Cove the attempt to capture Sari Bair on 6 August similarly broke down while close to success at heavy cost in casualties in the face of confusion, ongoing delay and simple troop exhaustion. The landings were begun at 10pm on the evening of 6 August with 20,000 troops set down at Suvla Bay (‘A’, ‘B’ and ‘C’ Beaches) with virtually no Turkish opposition other than from sniper fire. The remainder of the British troops were successfully landed the following morning, albeit at disparate sites along the bay owing to reconnaissance failures. With his troops landed Stopford opted to wait until evening before pressing forward with attacks upon the hills immediately around the bay (including Hill 10), in the course of which some 1,700 casualties were incurred. Stopford’s staff officers argued that attacking the Tekke Tepe ridge before consolidating their force (including all-important artillery) would leave them open to violent attack by defending Turk forces. They remained unaware of the actual weakness of Turkish military preparedness in the sector. Meanwhile Liman, having now received news of the actual landing site, despatched five divisions to Suvla in what he regarded as an unlikely attempt to save his Anafarta Detachment. In due course Colonel Mustafa Kemal was appointed by Liman to command of the sector (replacing the under-performing Feizi Bey). Fortunately for Liman and the Turkish army – and most unfortunately for the Allied force – Stopford, having secured the local hills, remained content that he had achieved his set aims (meanwhile directing activity from an off-shore battleship). Hamilton sent a series of unclear orders requiring Stopford to advance but it wasn’t until Hamilton’s personal arrival on the afternoon of 8 August that the position was made clear to Stopford. Meanwhile the freshly-arrived (and inexperienced) British troops were rested on the beach. Hamilton promptly issued orders that the Tekke Tepe ridge to the east be rapidly secured. However by the morning of 9 August – by which time the British attack was only just gathering pace – Kemal and his Turkish force had secured the heights of the ridge and of the Anafarta Spur to the south. Hamilton nevertheless continued to order fresh British attacks against the ridge over the course of the following three days, all of which ended in failure: while Kemal poured in reinforcements to surround the Allied beachhead at Suvla in the same manner as at Cape Helles and Anzac Cove earlier in the year. Heavy Casualties – and Trench Warfare Losses were predictably heavy. The Allies suffered approximately 18,000 casualties at Suvla Bay and at Anzac Cove, plus a further 3,500 at Helles. Liman’s forces suffered 18,000 casualties at Anzac Cove and anything from 9,000-20,000 at Suvla Bay. Once again a state of trench warfare set in from Suvla. Stopford was sent home to London in disgrace in mid-August and Henry de Beauvoir de Lisle appointed in his stead. Somewhat belatedly Western Front commanders were drafted in to provide a level of experience at divisional level. However Frederick Maude, Julian Byngand General Fanshawe’s arrival was too late to salvage the Allied position at Suvla. A critical Irish musical interpretation of the futility of the Suvla Bay landings in August 1915 (lots of primary source images included)	112,414
Now the home of DIG – An Archaeological Adventure, the church of St. Saviour has a fascinating history that can still be explored today History of the Church The church of St. Saviour has stood on this site since the 11th century. The present building dates from the 15th century, although some earlier stonework survives. During the Georgian and Victorian periods, St. Saviourgate was one of the most fashionable streets in York and St Saviour’s was a very popular place to worship. In 1845, the church was extended to accommodate its growing congregation. By 1901, the parish was in decline and the church bordered on one of the main slum districts of the city. St Saviour’s was eventually declared redundant in 1954, and the medieval glass and church fitments were dispersed. A new lease on life In 1975, the building was acquired by York Archaeological Trust. At first it was used for the storage of finds, and then, in 1990 the Trust set up the Archaeological Resource Centre (ARC) to complement its existing York attraction, JORVIK Viking Centre. Over the following decade, thousands of people visited the ARC, and now DIG continue to explore the history of York through the amazing archaeology discovered in the city.	104,119
If a star would be like a nucleus of the atom the Galaxy is like a cell of a living body. In a central bulge of the galaxy are hundreds billions stars like in a nucleus of the cell (depends on a sort) http://en.wikipedia.org/wiki/Genome Galaxy has a halo like a cell's cytoplasm. The globular clusters of old stars moves in halo around a center similar to granular mitochondria with a prokaryotes genomes. Mitochondria contains some tenth of thousands atoms. A dominant role for mitochondria is a cellular respiration and energy production. The role of the globular clusters in galaxy is not fully explained still. Cells and galaxies grows till it reach a maturity. The mature galaxies are similar in size like cells. A galaxy breathes by supernovae collapse and explosion. In a galaxy is a similar number of stars like atoms in a cell. Galaxies create the galaxy clusters like a cells create organs (stomach, heart, kidney, liver, brain...) Galaxy clusters create an Universe's filament like a human body. A human embryo in prenatal development reach in 5 week (3 weeks from fertilization) a length of 4 mm (0,1 g). It is mainly water (oxygen) and little hydro carbonate. It is about 10^22 atoms like our present Observable Universe. In this age has an embryo ; a brain, heart, branchial arches, lung, neural tubes , eyes, ears, arms, legs. http://en.wikipedia.org/wiki/Timeline_of_p...tal_development Development of the Universe needs very long time period. Is there a test field on the Earth to verify all future possibilities of the development ?	195,070
In 1 533 it was raised to a margraviate by the emperor Charles V., and wds held by various families until in 1799 it passed, through the Sultzbach branch of the Wittelsbachs, to the royal house of Bavaria, by whom it was renounced in favour of the Batavian republic in 1801. True, she now agreed to recognise the independence of the Cisalpine, Ligurian, Helvetic and Batavian (Dutch) republics; but the masterful acquisitiveness of the First Consul and the weak conduct of Austrian and British affairs at that time soon made that clause of the treaty a dead letter. His action in the matters just named, as also in the complex affair of the secularizations of clerical domains in Germany (February 1803), belongs properly to the history of those countries; but we may here note that, even before the signature of the peace of Amiens (27th of March 1802), he had effected changes in the constitution of the Batavian (Dutch) republic, which placed power in the hands of the French party and enabled him to keep French troops in the chief Dutch fortresses, despite the recently signed treaty of Luneville which guaranteed the independence of that republic. His treatment of the Italians was equally high-handed. On the 5th of June 1806 the Batavian republic completed its chrysalis-like transformations by becoming a kingdom for Louis Bonaparte. In 1799 Bonaparte, through whose influence his release had been obtained, sent him to the Hague to consolidate the alliance between France and the Batavian Republic. In this mission he was entirely successful, and he is credited with another diplomatic success in the inception of the Austrian marriage.	290,770
Turboprop cargo aircraft Transall 160 – Armstrong Whitworth Argosy – Lockheed L-100 The turboprop engine is a variation on the jet engine in which the thrust generated by the gas turbine is converted into power that drives a propeller. It is an efficient power plant at speeds below about 725km hour and has several advantages over turbojet and piston engines. It has a good power to weight ratio, uses readily available jet fuel and the thrust of the propellers can be used for short take off and landing in reverse pitch. These features make turboprop engines very attractive for use in military cargo aircraft and the three we are looking at today are all civil versions of military cargo aircraft.	59,718
William is from England. He is preparing to watch his favourite sport on television. It is a soccer match between the football teams of England and Scotland. Just before the game starts, all the English players line up to sing God Save the Queen, the national anthem of the United Kingdom. It was customary. The camera moves across their faces as they sing proudly. Do you know what is a national anthem? A national anthem is a patriotic musical composition that praises the people and traditions of a country. In most countries, the national anthem is played on national holidays and festivals. It is also sometimes played at the beginning or the end of the sporting event. In Olympics, the national anthem of the country of sportsman winning the gold medal is played while he is on the podium. Playing of national anthem in another country is a mark of international recognition of that country. In some countries, the national anthem is played to students each day at the start of school. Gayatri lives in India. She is the best singer of her school. Today, she is all set to sing Jana Gana Mana, her country’s national anthem on stage to mark beginning of their annual day. It was a proud moment for her. Gayatri was standing still. Her hands stretched straight by her side , and her body was taut. That was the code of conduct to follow while singing the national anthem. Did you know that particular etiquettes are involved in the playing of a country’s anthem? These usually involve standing up, standing straight and removing headwear. Daniel is a South African. His country has 11 national languages. His nation’s anthem is hybrid musical of five different languages. Many countries where people follow may different cultures and languages, have national anthems in mixed languages. New Zealand national anthem is a mix of Maori and English. Indian national anthem is a highly sanskritized version of Bengali but with nouns that are used in almost all the languages across the country. Francisco lives in Spain. His country’s anthem La Marcha Real has no words but is only a tune. It is one of the three national anthems (along with that of Bosnia and Herzegovina and the Republic of Kosovo) in the world to have no official lyrics. National anthems often mention history and struggle of the nation. The oldest national anthem is the Wilhelmus, the Dutch anthem, written between in late 15th century during the Dutch Revolt. Where are you from? Tell us something about your national anthem.	272,533
The substance abuse prevention goal of the theatre production "TUNNELS" was to provide community education on substance abuse to an audience in Durham, NC and surrounding communities. The education effort intended to increase awareness and understanding of the risk and protective factors associated with alcohol and other drug use, and to promote pro-active behaviors in substance abuse prevention within the adult community. It was hypothesized that community-based education via drama would change attitudes toward alcohol and substance abuse, and increase participation in family and community activities aimed at substance abuse prevention. A focus group comprised of educators, substance abuse researchers and local substance abuse counselors developed "life stories" of users of alcohol and other drugs and a local playwright incorporated these and other experiences into a series of six vignettes. The production was publicized throughout the Durham area, and 700 adults attending the play signed a consent form and completed the pre-play survey. The participant pool was restricted to those adults who completed both the time-1 and time-2 surveys and resided within Durham and surrounding communities. Paired comparisons of mean responses were analyzed using a paired sample two-tailed t-test. A telephone survey three months after the play assessed attitudes toward substance abuse as a disease, and whether the respondents had increased their participation in prevention activities including discussions of the play with others. Viewing the play increased the knowledge base of participants regarding substance abuse as a disease, even though the audience demonstrated an appreciation of risk and protective factors prior to attending the performance. In the pre-play survey, participants indicated a strong opinion that parental involvement in teen life was important, and therefore this was not increased as a result of viewing the play. It was found that the drama increased intent to participate in substance abuse prevention activities at home and in the community. Follow-up surveys performed three months after the performance indicated that participants had discussed the play with others and had increased their participation in substance abuse prevention activities, particularly regarding donations of money. Drama incorporates a component of emotional response to the informational content, and the combination of emotion and information works together to promote individual intentions to become more involved in family and community prevention activities. This study demonstrates the efficacy of drama as a mechanism to educate and motivate. Support for this mechanism is warranted at the level of state, local community, school district, and faith-based and community organizations. The allure of using theatre as an educational device naturally stems from the art form's inherent ability to engage and entertain audiences. Theatre's role in medieval Europe emerged from ritual in the Christian church , to one in which re-enactments of biblical events were used to teach the scriptures to the attending public in a way that these congregations would more likely remember them . Today, the use of drama as a teaching device in health education continues to be explored and documented [3-6]. In the education of substance abuse prevention principles, the use of drama has been shown to be both educational and motivational [7,8]. The present study examined the effectiveness of theatre in delivering alcohol and substance abuse prevention education to self-selected members of the Durham area and surrounding communities. The study further determined whether behavioral changes leading to increased awareness, communication, and participation could be facilitated by the drama mechanism. Presenting a theatre production that will teach as well as entertain involves careful planning. Drama cannot simply teach: an uninteresting play defeats the purpose of its presentation. In the present project, a play script that contains the targeted information was developed with the criteria that it must be entertaining. The information communicated in TUNNELS, a play about drug abuse, was developed by a group that included neuroscience and drug abuse faculty members, and drug abuse counselors and advocates from the Durham community. Recovering drug abusers, a minister, a psychologist, the theatre director, and the playwright who independently conducted his own research on the subject, were also involved in the effort. The outreach goals of the theatre production were to stimulate awareness, communication, and community activism in substance abuse prevention. It was hypothesized that: 1. the impact of drama can change attitudes toward substance abuse; and 2. the impact of drama can encourage community involvement in substance abuse prevention activities. To test these hypotheses, a pre/post-drama test design measured the play's effectiveness in communicating information and the play's impact on changing attitudes toward drug abuse and intended involvement in substance abuse prevention activities in the community. A long-term follow-up study determined whether the drama performance had generated discussion among family and friends, and had actually stimulated participation in and support of substance abuse prevention activities. This study provides evidence that drama can be an effective mechanism to educate and motivate. This evidence can be used to support incorporation of drama and other entertainment modes of substance abuse education into prevention activities at the level of state and local government, school district, and faith-based and community organizations. Durham, NC, USA and surrounding communities comprised the target population for this study. Demographic data on the target population were obtained from the U.S. Census Bureau, 2000 . The ethnic makeup of the Durham area, defined by designated zip-codes, consisted of: 50% White; 40% African-American; 4% Hispanic; 3% Asian; 2% Pacific Islander; 1% American Indian; and other (mixed race). The percentage of family households (married couples) represented 42% of the population. There were 14% of households headed by a female with no husband, and 4% of households headed by a male with no wife. Single-person households were 30%, with 16% being female and 12% male. The majority of adults who were raising children in the targeted area ranged in age from 25 to 54. The average size of these families (couples with children) was four persons, and the majority of the children in these families were between the ages of 6 and 11. The target population of Durham and surrounding communities was diverse with respect to educational level, with males and females, respectively, reported as 1.1%, 1.6%: no schooling to 4th grade education; 17%, 14%: 8th grade or some high school; 19%, 20%: high school graduate; 21%, 25%: some college or associate degree; 21%, 23%: bachelors degree; 9%, 11%: masters degree; and 10%, 5%: professional school or doctorate degree. The annual household income in the Durham community was diverse: 28%: <$25,000; 29%: $25,000 – $50,000; 30%: $50,000 – $100,000; and 9%: > $100,000. Only about 2% of the total population was on public assistance, but 14% were below poverty level. The play portrayed scenes directly related to the local and regional substance abuse problems. The predominant regional drug abuse problems were identified from the North Carolina Treatment Outcomes and Program Performance System Annual Report for July 2003–June 2004 , for those individuals admitted to substance abuse treatment programs in the state (predominantly outpatient counseling, opioid maintenance, and case management). The primary substance problems were reported to be alcohol (30%), marijuana (20%), heroin (9%), other opiates (20%), and cocaine/crack (19%). The age range of clients was under 20 (15%), 21–30 (28%), 31–40 (29%), 41–50 (21%), and 59% were male, 41% female. Special populations identified were maternal/pregnant (10%) and child/adolescent (8%), and 31% of clients were under criminal justice supervision upon admission to treatment. Criminal justice involvement with substance abuse treatment and outcomes is an important consideration for the local community. According to the "Treatment Alternatives for Safe Communities, Criminal Justice Management" system reports of court-ordered or other criminal justice referrals , 75% of individuals under treatment were male, and 52% were African American. The primary substance abuse problem for these clients was alcohol (32%), marijuana (39%), and crack/cocaine (24%). On a typical 24-hour period in the summer months that the play was performed, the Durham County Sheriff's Department detention center inmate population search indicated that 23% of individuals were incarcerated due to drug-related offences (driving while impaired, possession of controlled substances or paraphernalia, intoxicated and disruptive, possession with intent to sell), and 90% of these were male. Other incarcerated individuals could also have had drug involvement for their charges (murder, assault, breaking and entering, larceny). The learning objectives The educational goals of the play included that the audience should understand that drug abuse is a disease. The scenes of the play TUNNELS are depicted in Fig. 1 and Additional Files [Additional File 1 to Additional File 6]. The play depicted a woman dependent on heroin, an incarcerated man whose judgment had been impaired while on a crack binge, and two men with an alcohol abuse problem engaged in the pursuit of their next drink. The audience should also know that drug use can damage many organs of the body. This was depicted in scenes of men who experienced generally poor mental and physical health as a result of chronic alcohol abuse, and a pregnant woman who was purchasing crack. The concept of drug dependence was depicted in scenes that showed heroin and alcohol withdrawal. The American Psychiatric Association Diagnostic and Statistical Manual-IV-Text Revision (DSM IV-TR) criteria for substance dependence and substance abuse were depicted in all scenes as situations in which the drug, and activities related to obtaining the drug, consumed a major part of the person's life, and those who consumed drugs continued to do so in spite of negative consequences. The woman dependent on heroin considered the drug to be more important than other activities of normal life although drug use seriously jeopardized her job and relationships. The men who were dependent on alcohol had lost home, family and employment. Figure 1. Scenes of the Play TUNNELS#. Scene 1: A mother and father try to place the blame on each other for their son losing his freedom to a robbery gone badly, that ended in murder after the victim dies of his injuries. The mother tells the father he was never there for his son, and that is why he became involved with the wrong crowd. The father tells the mother she was too soft on her son, and that it is her fault that he turned out the way he did. [See Additional File 1]. Scene 2: A woman addicted to heroin allows her drug of choice to become her driving force. In her hallucinating conversations with this powerful entity, she is convinced by it that she will never be able to break free. She allows it to ruin her career and any close relationships. [See Additional File 2]. Scene 3: A drug dealer rationalizes that he is not the problem in his community; rather, he is only providing a service to those who are going to get drugs from him or someone else. He calls himself "the poor man's version of an entrepreneur." His feeling is that his crack dealing business will always do well because "crack sells itself". He gets arrested eventually. [See Additional File 3]. Scene 4: Two men with an alcohol abuse problem have lost everything and are living on the streets. They have no idea where their families are. Their memories of them are very few. They rely on each other to keep their habit supported, until one dies while the other was away. [See Additional File 4]. Scene 5: A young pregnant woman tries to use the welfare system as a means of support for her crack addiction. She has time and time again gotten services by misrepresentation of her situation. Her social worker wants her to go into treatment, but she is reluctant. When she is left alone she steals money from the social worker. [See Additional File 5]. Scene 6: A young man is in jail for murder because he allows his girl-friend's child to be present during a crack binge, and the child inadvertently shoots his mother with the boy-friend's gun. He tries to cover it up giving the child crack. He gets stopped by the police while trying to leave town. He tells a heart-felt story of how using drugs can narrow a life to convoluted TUNNELS. [See Additional File 6]. The negative consequences of drug use were primarily depicted as the criminal justice involvement. The crack cocaine dealer was arrested, an adolescent was in jail for a robbery involving the shooting death of a store clerk, a woman dependent on heroin and a pregnant woman stole from friends and strangers, and child neglect led to a shooting death during a crack binge. The negative consequences to family were depicted by a scene in which the parents were devastated by their son's drug crimes, a crack dealer was involving his young child in home crack production activities, two men had abandoned and neglected their families as the result of alcohol abuse, and a pregnant woman exhibited little concern for the effects of her drug use on her unborn child. The risk factors that are associated with the development of drug problems included ineffective parenting in which a parent was too involved in career activities to participate in his son's life. The notion that children are at risk by learning their parent's behavior and living in a chaotic home environment, was depicted by a crack cocaine dealer with a young son, and a child who was a participant in crack use at home. Poor social coping skills were the subject of a discussion by parents of a son who failed to interact with high economic status peers in his new neighborhood, and a crack dealer whose grade school experience excluded him from being considered to be a successful student. The crack dealer maintained affiliations with other crack dealers, and failed to integrate into the normal work force. The protective factors of strong family bonds and the necessity of parental monitoring and involvement were discussed in a scene by parents of a son in jail for a drug-related crime. Rewarding success in school performance was a protective factor that was lacking in the same situation, as well as in the educational environment of the crack dealer. The play TUNNELS was performed at an Historically Black University in northern North Carolina. The audience had learned about the play from local media (newspapers and radio (12.7%), flyers that had been posted in public places (9.7%), word of mouth (37.5%) and other mechanisms (23.6%) which included postal mailings to individuals on the university events list, and announcements distributed on email groups, list-serves, and the university web site (Table 1). The sample for study was comprised of consenting adult members of the audience who identified the zip code of their residence to be Durham and surrounding communities (which totaled 67% of the adult audience). Table 1. Characteristics of the adult population that attended the play The impact of the play TUNNELS on attitudes It was found that individuals who voluntarily attended the play TUNNELS, which was advertised to be a play focused on substance abuse, were members of the community who appear to be interested in the subject and have relatively high level of understanding of substance abuse as a disease. The adult audience was 89% in agreement that alcohol and drug use is a disease. The majority, 75%, somewhat or strongly disagreed that alcohol and drug addicts can quit at any time, whereas 80% somewhat or strongly agreed that addicted persons must go through treatment to stop. However, 84% felt that drug use is a choice. This combination of responses might suggest that these respondents believe that substance abusers must choose to seek treatment in an effort to quit. There was 79.5% agreement that persons addicted to drugs would continue to use drugs in spite of negative consequences, and 92% agreement that life-style factors are involved in substance abuse. The adult audience were quite divided regarding their opinion on whether drug use is a character flaw, with 34% strongly disagreeing, 26% somewhat disagreeing, 23% somewhat agreeing and 17% strongly agreeing with the statement. Regarding health consequences, 89% believed that one of the negative consequences of drug use is the spread of disease. The importance of the parental role was strongly advocated by the adult audience prior to viewing the drama. Regarding parental involvement, 97% agreed that parents need to be involved in their children's school activities, and 97.5% agreed that parents need to keep track of their teens' activities. Furthermore, 98% agreed that parents should set a good example with respect to substance use. These convictions were so strong that viewing the play could not increase them further (Table 2). Table 2. Responses in the pre- and post-play surveys on knowledge and attitudes towards alcohol and substance abuse. Comparisons of pre-drama and post-drama responses of the Durham area respondents indicated that a significant change occurred in attitudes toward the disease of substance abuse (Table 2). Very similar findings were obtained from the entire population of adult participants who viewed the play (data not shown). Mean differences between time-1 and time-2 scores significantly increased in agreement that alcohol and other drug use is a disease and that addicted persons will continue to use even though there are negative consequences. Of those respondents who had strongly or somewhat disagreed that drug use is a disease prior to the play, nearly half changed their opinion to somewhat agree (26.2%) and strongly agree (21.4%) after viewing the play. After the play, viewers were less likely to agree that alcohol and other drug use is a choice, and more likely to agree that addicted persons must go through treatment to stop using. After viewing the play, those respondents who at time-1 had disagreed with the statement that "addicted persons must go through treatment to stop" were more inclined to somewhat agree (44.9%) or strongly agree (15.9%) with the statement at time-2. The mean response data (Table 2) indicated somewhat disagreement with the notion that a drug addict could quit at any time. This average opinion did not significantly change after viewing the play. However, among those respondents who had somewhat or strongly agreed with the statement, viewing the play influenced some viewers to somewhat disagree (29.1%) or strongly disagree (14.0%) with the statement. These findings suggest that after seeing the play, some viewers tended to be more convinced that the affected individual has to make a choice to initiate treatment of his substance abuse disease. The issue of "choice" and drug abuse was clarified in the follow-up telephone survey. In that survey, 97.2% agreed with the statement that "The first time a person tries drugs, he has a choice to do so". Of those same follow-up respondents, only 82.7% of them had somewhat or strongly agreed that "drug use is a choice", and 92.5% had somewhat or strongly agreed that "drug use is a disease" in the time-1 survey prior to viewing the play. In the three-month follow-up, 98.3% of the phone survey respondents agreed with the statement "A person who has a problem with alcohol or other drugs generally needs help in order to quit". In the follow-up survey, 92.7% disagreed that a "user is able to quit using voluntarily at any time", whereas only 77.2% of those same respondents had somewhat or strongly disagreed at time-1 with the statement that a "drug addict can quit at any time". The impact of the play TUNNELS on behaviors Regarding personal activism and community empowerment in substance abuse prevention, prior to viewing the play, 77% of the audience felt that it is important to read books and articles related to drug use, and 79% indicated that they were interested in issues related to drug use and consequences. Of those adults who attended the play, 78% knew where to get information regarding substance use and abuse, and 80% indicated that they usually or always use information that they have learned regarding symptoms and consequences of drug use when talking to family and friends. However, only 30% volunteered with organizations involved in substance abuse prevention, only 42% actively gathered information or talked about substance abuse in a formal setting, and only 27% donated money to drug abuse missions or organizations. The play generated an increased interest in reading more about the issues associated with drug and alcohol use and using that information for themselves and family members (Table 3). The increased awareness of where to obtain information may have been generated by the public service announcements in the play program as well as informational materials displayed on tables in the lobby of the theatre that had been provided by local community service organizations. Sixty percent of those who had never or sometimes been interested in issues related to drug use were persuaded to report an increased interest after viewing the play. Of those who had never or sometimes been inclined to use information they had learned about drugs when talking to their kids, the play induced 84% of them to respond that they would now use that information in talking with their kids. Three months after seeing the play, 81% of the follow-up phone survey respondents reported having talked to their family or friends about alcohol or other drug abuse. Increased interest in substance abuse related issues was evidenced by the fact that 73% of phone survey respondents reported remembering radio or television stories and 67% reported remembering newspaper or magazine articles related to alcohol or other drug abuse within the three months after seeing the play. Table 3. Responses in the pre- and post-play surveys on personal activism and involvement in substance abuse prevention activities. It was found that three months after the play, nearly all of the follow-up respondents identified at least one scene of the play that was outstanding in their mind, but no single scene appeared to be more outstanding than the others (Table 4). Greater than 20% reported that two or more scenes were memorable, and more than 15% reported that the entire play was outstanding in their minds. The follow-up revealed that 99% of the telephone respondents agreed that scenes from the play were consistent with real life, and 78% thought that the entire play applied to real life. Most importantly, 86% of the respondents had discussed some scenes of the play with family and friends, and 54% had discussed the entire play (Table 4). Table 4. Frequency of responses from the three-month follow-up survey to assess communication of the substance abuse prevention messages of the play beyond the audience. The greatest impact of the drama was on personal activism. The pre- and post-play survey results indicated that the drama had stimulated respondents to want to seek and utilize knowledge regarding substance abuse, and donate money to substance abuse treatment and prevention missions (Table 3). Of those respondents who had reported at time-1 that they never or sometimes volunteered time, talked with others in the community or donated money, after viewing the play, 43% reported intentions to volunteer, 55% intended to talk about substance abuse issues, and 40% intended to donate money to organizations. The three-month follow-up survey assessed whether participants were actually engaged in efforts to address drug and alcohol abuse in their communities in the period of time after seeing the play (Table 5). Of the respondents in the follow-up survey, 66.7% and 72.7% had read articles or heard media reports on substance abuse since seeing the play, whereas only 46% of these same individuals had reported at time-1 that they usually or always gathered information. This might suggest that attending the play had raised their awareness of the issue so that they gave it more attention. Whereas 81% reported having talked to others about substance abuse in the three months after the play, only 43.2% of these same individuals had usually or always talked about substance abuse prior to seeing the play. It was found that 38% of follow-up respondents reported participating in activities in the community related to alcohol and drug abuse prevention, and 30.6% reported volunteering in substance abuse prevention activities at some time during the three months following the play. This represents no change over the pre-play response by these same individuals. However, of interest, 43% of the follow-up respondents reported having donated money to organizations involved in substance abuse prevention within the three-months after seeing the play. Only 30% of these same respondents had reported donating money prior to viewing the play and the exhibits in the lobby of the theatre. This suggests that the impact of drama had increased motivation to contribute money, perhaps due to an increased awareness of community treatment and prevention organizations. Table 5. Frequency of responses from the three-month follow-up survey to assess sustained involvement in substance abuse prevention activities after viewing the play. One goal of the drama presentation was to deliver educational messages to members of the greater Durham community. The play was performed on the campus of a Historically Black University, and local churches were informed of the performances, thereby enriching the audience participation from local African American groups. This increases the impact of the educational effort to address issues of minority health disparities due to the greater proportion of the audience solicited from word-of-mouth publicity, particularly via the local African American churches. The life-time risk of substance abuse disorder is lower among African Americans than non-Hispanic Whites according to data analyzed from the National Comorbidity Survey [14,15]. Nevertheless, the criminal justice and health care consequences of substance abuse are disproportionately greater for African American and disadvantaged ethnic groups compared with White populations [16-20]. The play TUNNELS dealt with contemporary drug abuse issues and depicted culturally consistent scenarios in an effort to address the needs of the local community. Our study found that the self-selected audience appeared to be well-informed on the concept of substance abuse as a disease. Members of the audience also expressed firm convictions about preventive factors such as appropriate parenting skills and the need for parental participation in children's social activities. Among those who did not appreciate the disease aspects of substance abuse prior to seeing the play, the effect of the drama appeared to be to increase understanding and interest. In a study by others, the viewers of a 13-episode weekly series on Bangladesh television indicated that they liked the drama . This mechanism of educational delivery significantly increased the knowledge of television viewers regarding AIDS, childhood diseases, nutrition, family planning and other targeted health care issues [3-5]. The difference between the audience in our study versus the television viewers in these public health studies, is that play-goers must be motivated to leave their homes to attend the performance, and must have had an interest in the subject. Live theatre can be used as a means to facilitate discussion of sensitive health care issues such as substance abuse. For example, a live musical play was performed in Chicago high schools that were considered to be at risk for substance abuse problems, and the viewing of the play was followed by discussion of relationships with peers, boyfriend/girlfriend and family, legal consequences of substance abuse, and where to go for help if needed . The use of short plays for peer counseling sessions for pre-adolescents has been promoted as a means to open communication in a non-threatening way . In our follow-up of play-goers three months after viewing the drama, all of the respondents reported that some part or all of the play was still memorable, and that they had discussed all or part of the play with their family and friends. This demonstrates that the impact of the drama was communicated beyond the individuals who had attended the play. The play had stimulated discussion, and therefore had served as a mechanism for distributing information to the community beyond those in the audience alone. Increasing knowledge does not necessarily correlate with motivating behavioral changes. For our purposes, the goals of the dramatic presentation were not so much to increase knowledge as to motivate behavior toward community activism through self-empowerment. One might predict that the emotional responses engendered by viewing the drama would increase motivation to change behaviors. This has been reported for other drama-based health care education initiatives. Watching a health education television series was significantly associated with a greater percentage of women attending a health clinic or using modern contraception [3,5]. After viewing a live drama on substance abuse in high schools, approximately 18% of the adolescent viewers requested counseling, an indication of the impact that the drama had on stimulating these students toward a change in behavior . Another study compared responses of adolescents to attending lectures that delivered an alcohol abuse message or viewing skits that communicated a similar content . It was found that both lectures and skits were able to impact attitudes and short-term behavior compared with the control group . After viewing a dramatic film, attitudes of college students towards drinking alcohol were modified depending upon whether alcohol use was coupled to scenes of its negative consequences or, alternatively, alcohol use was shown with the scenes of the negative consequences edited out . In the present study, the effect of drama was highly successful in stimulating personal activism to participate in community and social activities aimed at substance abuse prevention. This response was sustained over a three-month period after the play, particularly regarding donating money to substance abuse prevention and treatment organizations. Our results suggest that the combination of emotion and information work together to promote individual intentions to become more involved in family and community prevention activities. In summary, the understanding of substance abuse as a disease and the motivation to change behaviors on the part of adults in an ethnically, economically and educationally diverse community can be influenced by the use of drama. In our study, the motivation to change was directed at community participation in substance abuse prevention including awareness of the problems and understanding of how to address them. Because alcohol and substance use and abuse can be a difficult subject to discuss with family and others, presentations from theatre or other modes of entertainment may be considered to be useful tools to facilitate communication. This study documents evidence to demonstrate the efficacy of drama as a mechanism to educate and motivate, and recommends support for this mechanism at the level of state, local community, school district, and faith-based and community organizations. Six performances of the play TUNNELS were offered over a two-week period. In an effort to assess the effectiveness of the play in changing attitudes and behaviors, a pre/post-test design was employed. A consent form and a survey containing 22 questions were distributed as the audience entered the theatre lobby. Participants were given ample time to fill out the time-1 survey prior to the beginning of the performance. Immediately following the performance, the audience remained in the theatre long enough to complete the time-2 survey before the announcement of door prizes. There were 711 adult participants who signed informed consent forms and completed the time-1 survey. After attending the drama presentation, the sample size of time-2 respondents was reduced to 478 participants. Time-1 and time-2 responses were analyzed from a sample that resided within a 14-zip-code area designated as "Durham and surrounding communities", thereby reducing the sample size to 283 participants. The make-up of the sample population from Durham and surrounding communities was comparable to the make-up of the total adult audience (Table 1). A pre/post survey design was employed, in which respondents reported their opinions and behaviors in a test given before seeing the play. These questions regarding opinions and expected future behaviors were repeated immediately after viewing the play. Questions of opinion were offered response choices of Strongly disagree, Somewhat disagree, Somewhat agree, or Strongly agree and questions of behaviors were offered response choices of Never, Sometimes, Usually, or Always. In order to quantify attitudes or behaviors, the four response choices were assigned a numerical value of 1 to 4, respectively. Data for each respondent who answered the question at both time-1 and time-2 surveys are reported in Tables 2 and 3 as means and SD (N = 189 to 280). In order to assess the changes in attitudes or intentions to act that resulted from seeing the play, matched responses were compared. Differences between the initial response and the response after viewing of the play were analyzed by a paired sample two-tailed t-test (SPSS version 13 (SPSS, Inc.)). Mean differences were considered to be significantly different from zero (no change) at p < 0.05, and these values are reported in Tables 2 and 3. Frequency of response data are reported within the text to indicate the percentage of the participants that responded using the designated descriptors. These frequency measures are reported to illustrate how the statistically significant changes in mean differences came about, and these measures have not been used for statistical analyses themselves. In an effort to assess the long-term impact of the play, a delayed time series design was conducted. A follow-up survey was administered by phone three months after the play, in order to assess the responses regarding prevention activities. There were 187 phone surveys completed, representing a 66% response rate from the Durham area sample population. The phone survey consisted of 13 statements to which the respondent could answer yes or no depending upon whether they agreed or disagreed with the statement. The data were collected as frequency of a yes or no response. In order to match the three-month follow-up responses with time-1 responses made by the same individuals, the frequency of the "No" response in the phone survey was compared retrospectively with the frequencies of the "Never" and "Sometimes" answers in the time-1 survey by those same individuals. Similarly, the frequency of the "Yes" response in the phone survey were compared retrospectively with the frequency of the"Usually" and "Always" responses from the time-1 survey. Data are reported as frequency of response in Tables 4 and 5, and statistical comparisons were not performed. HLC holds the copyright to the play TUNNELS. All other authors report no competing interests. ABS-H, JNL, KD-B, SOF and ACH participated in the focus group to develop and design the play content and the survey instruments. HLC wrote and KD-B directed and produced the play TUNNELS. ABS-H and ACH assessed community characteristics and learning objectives. ABS-H, AC, SOF and ACH organized community service agencies to provide educational materials and the post-play commentary associated with the production. ABS-H, AC, SOF and ACH collected and organized pre- and post-play data and the follow-up telephone surveys. ABS-H, AC and JNL performed the statistical analyses. ACH and JNL served as advisors for students ABS-H and AC. ACH was the team-leader for this project and obtained Institutional Review Board approval. ACH and ABS-H drafted, edited, and revised the manuscript, and all other authors provided commentary and modifications. This work was supported by NIDA grants U24-DA12385 and K05-DA00182, and NCMHD EXPORT grant P20-MD00175. The authors are indebted to the cast and crew of the TUNNELS production, without whom, this outreach activity would not have been possible. Videography of the play was performed by Jade Entertainment Group, LLC, and the supplemental file clips were prepared by Douglas R. Byrd at Wake Forest University. We are particularly grateful to individuals from the following organizations who participated in the educational efforts associated with this activity: Safe & Drug-Free Schools-Durham Public Schools; Alcohol and Drug Council of NC; Coalition for Drug Prevention-Winston-Salem; Transitional Housing Resources; Urban Ministries; Partnership for Drug-Free NC; Drug Court of the City of Durham; the NC Governor's Institute on Alcohol and Substance Abuse; NC Maternal and Child Health Dept.; and particularly, the Triangle Residential Options for Substance Abuse. We gratefully acknowledge the contributions made to this study by those individuals who participated in the play production and public relations, the students in Dr. Howlett's NCCU classes who participated in the data gathering activities, and the Health Education department of NCCU who generated the prototype for drama-based health educational at NCCU. The names of these individuals are available upon written request. Questions concerning the play TUNNELS should be addressed to Karen Dacons-Brock, Department of Theatre, North Carolina Central University, 1801 Fayetteville Street, Durham, NC 27707. Harding CG, Safer LA, Kavanagh J, Bania R, Carty H, Lisnov L, Wysockey K: Using live theatre combined with role playing and discussion to examine what at-risk adolescents think about substance abuse, its consequences, and prevention. Adolescence 1996, 31:783-796. PubMed Abstract Public Health Rep 2002, 117 Suppl 1:S151-S156. PubMed Abstract Public Health Rep 2002, 117 Suppl 1:S146-S150. PubMed Abstract	58,033
Electrostatic induction can be demonstrated using small pieces of paper and a polythene rod. The rod is negatively charged prior to the experiment by vigorously rubbing it with a cloth. It is then placed over the pieces of paper as shown in the diagram below. The pieces of paper jump up through the air to the polythene rod and "stick" to it. This is because when the negatively charged polythene is brought close to the paper, the negative electrons in the paper are repelled downwards. The upper side of the paper becomes positively charged and is therefore attracted towards the negative rod. An everyday example of this is when dust is attracted to a negatively charged TV screen. Things can also be charged by induction as shown in the diagram below: When the polythene rod is brought up close to the cap of the electroscope, electrons are repelled. If someone's finger is touching the cap, the electrons will flow to earth via the person's body. If the finger is then removed so that the electrons cannot return, the rod can be taken away and the electroscope will be left positively charged. The gold leaf therefore rises because it is repelled from the rod which has the same charge as the leaf.	6,607
\|Location\|\|Regent's Park, London, England\| \|Land area\|\|36 acres (15 ha)\| \|Number of animals\|\|17,519 (2012)\| \|Number of species\|\|767 (2012)\| \|Memberships\|\|BIAZA, EAZA, WAZA\| \|Major exhibits\|\|Gorilla Kingdom, Animal Adventure, Blackburn Pavilion, Clore Rainforest Lookout, Into Africa\| \|Website\|\|ZSL London Zoo\| London Zoo is the world's oldest scientific zoo. It was opened in London on 27 April 1828, and was originally intended to be used as a collection for scientific study. It was eventually opened to the public in 1847. Today it houses a collection of 755 species of animals, with 16,802 individuals, making it one of the largest collections in the United Kingdom. The zoo is sometimes called Regent's Zoo. It is managed under the aegis of the Zoological Society of London (established in 1826), and is situated at the northern edge of Regent's Park, on the boundary line between City of Westminster and Camden (the Regent's Canal runs through it). The Society also has a more spacious site at ZSL Whipsnade Zoo in Bedfordshire to which the larger animals such as elephants and rhinos have been moved. As well as being the first scientific zoo, ZSL London Zoo also opened the first Reptile house (1849), first public Aquarium (1853), first insect house (1881) and the first children's zoo (1938). ZSL was established by Sir Stamford Raffles and Sir Humphry Davy in 1826, who obtained the land for the Zoo and saw the plans before Raffles died of apoplexy (what would now be called a stroke) later that year on the 5th of July – his birthday. After his death the third Marquis of Lansdowne took over the project and supervised the building of the first animal houses. The Zoo opened in April 1828 to fellows of the Society, providing access to species such as Arabian oryx, greater kudus, orangutan and the now extinct quagga and thylacine. The Society was granted a Royal Charter in 1829 by King George IV, and in 1847 the Zoo opened to the public to aid funding. It was believed that tropical animals could not survive outside in London's cold weather and so they were all kept indoors until 1902, when Dr Peter Chalmers Mitchell was appointed secretary of the Society. He set about a major reorganisation of the buildings and enclosures of the Zoo, bringing many of the animals out into the open, where many thrived. This was an idea inspired by Hamburg Zoo, and led to newer designs to many of the buildings. Mitchell also envisaged a new 600-acre (240 ha) park to the north of London, and in 1926 Hall Farm, near to Whipsnade village, was bought. In 1931 Whipsnade Wild Animal Park opened, becoming the world's first open zoological park. The first woman to be a curator at the London Zoo was Evelyn Cheesman. In 1962, 'Caroline', an Arabian oryx, was lent to Phoenix Zoo, Arizona in the world's first international co-operative breeding programme. Today the Zoo participates in breeding programmes for over 130 species. At the beginning of the 1990s, the Zoo had almost 7,000 animals; the nearest any other collection came to in Britain was Chester Zoo, with just under 3,500 animals. Many of the species in London Zoo could not be seen anywhere else in the country, such as the wombat, Tasmanian devil or long-nosed potoroo. Although this vast collection was part of the Zoo's appeal, it may also have been one of the main causes of its financial problems. This contributed to the Zoo being faced with closure in the 1980s. Due to the public change of attitude to animals kept in captivity and unsuitably cramped space, the Zoo also suffered dwindling visitor numbers. However, when it was announced that London Zoo would close in 1991, a swell of public support in visitors and donations allowed the Zoo to continue its work, attempt to balance its books, and take on the huge task of restoring its buildings and creating environments more suitable for animal behaviour in the late 20th century. One benefit of the 'swell of public support' was the development of volunteer staff. Employed by both Education and Animal care, these volunteers give one day a week to assist the running of London Zoo and can be recognised by their red sweaters. Areas and attractions \|Group\|\|Number of species\|\|Number of individuals\| Opened by HRH Duke of Edinburgh in March 2007, Gorilla Kingdom is home to a group of western lowland gorillas, and consists of a large, moated island with an indoor gym for the gorillas to use. Currently, London Zoo owns four gorillas, a silver-back male named Kumbuka and three females named Zaire, Mjukku and Effie. The Gorilla Kingdom area also features smaller enclosures housing Diana monkeys, black and white colobus, sooty mangabeys and white-cheeked gibbons. Into Africa is an Africa-themed area that was opened in April 2006. Animals on display in this area include Chapman's zebras, warthogs, okapi, Rothschild's giraffes and African wild dogs. The giraffe enclosure features a high level viewing platform to give the public face-to-face contact with the giraffes. Rainforest Life is a walk-through indoor exhibit that houses several different species of rainforest animals. Among the species in the main forest walk-through are two-toed sloths, golden-headed lion tamarins, sunbittern, red titi monkeys, emperor tamarins and trumpeter Birds. The building also has a darkened area called "Nightlife", which houses nocturnal animals such as Rodrigues fruit bats, slender lorises, armadillos and Malagasy giant rats. The Mappin Terraces/The Outback The Outback is an Australia-themed exhibit housing groups of emu and red-necked wallabies. The enclosure, which was originally called "The Mappin Terraces", was originally opened in 1913 and features an artificial rocky cliff made of concrete blocks for animal enrichment. There has been an aquarium at the Zoo since 1853, the Zoo's first aquarium was also the world's first public aquarium. The word "aquarium" also originates at London Zoo, beforehand the term for a fish enclosure was "Aquatic Vivarium". The current aquarium was built in 1921 next the Mappin Terraces, and was officially opened by King George V and his wife Queen Mary in April 1924. The aquarium is separated into three halls, each home to different types of fish and other aquatic wildlife. The first hall mostly contains freshwater species such as rudd and European eels, as well as species involved in various conservation projects and captive-breeding programmes, such as broad sea fans, seahorses and spiny starfish. The second hall has a coral reef theme, and houses various species of reef fish from around the world, such as clownfish, copperband butterflyfish and regal tangs, as well as real coral. The third hall houses species native to the Amazon River, including red-bellied piranhas, electric eels and ocellate river stingrays. As well as the three halls, the aquarium also features the "Big Fish Tank", which contains large fish species that are all former pets, and had to be rescued because their owners did not have the proper equipment or understanding to look after them. The species in the Big Fish Tank include tambaqui, catfish and pirapitinga. Animal Adventure is an area aimed primarily at children, featuring playgrounds and a water fountain. Many of the animals in Animal Adventure are domestic livestock, such as sheep, llamas, alpacas, donkeys and kunekune pigs, while the exotic species on display include yellow mongooses, crested porcupines, aardvarks, ring-tailed coatis and one of the zoo's two groups of meerkats (the other group live in an enclosure next to the Rainforest Life building). The meerkat enclosure features a tunnel that small children can crawl through until they reach a see-through dome that allows them to see directly into the enclosure. The Reptile House One of London Zoo's most well-known buildings, the Reptile House opened in 1927 and was designed by Joan Beauchamp Procter and Sir Edward Guy Dawber. It houses several different species of reptile, including Jamaican boa, Philippine crocodiles, eastern diamondback rattlesnakes, black mambas, rhinoceros iguanas, king cobras, Philippine sailfin lizards and veiled chameleons. In December 2012, a refurbished amphibian section was opened to the public, displaying amphibians such as African bullfrogs, mountain chickens, waxy monkey frogs and various types of poison dart frog, as well as caecillians and mudskippers. Giants of the Galapagos Giants of the Galapagos was opened in 2009 and is home to five Galápagos giant tortoises, a male named Dirk and four females named Dolly, Dolores, Polly and Priscilla. The exhibit features a large indoor area, with a heated pond and underfloor heating, while the outdoor paddock has been designed to mimic the tortoise's natural environment and features two heated pools, one of which is a naturalistic clay wallow. London Zoo's Komodo dragon enclosure was opened by Sir David Attenborough in July 2004. Currently, the zoo houses two Komodo dragons, a female named Rinka and a male named Raja. Their enclosure is designed to resemble a dry river bed, the dragon's natural habitat, and sounds of Indonesian birds are regularly played into the enclosure. Tiger Territory is London Zoo's Sumatran tiger enclosure, designed by architect Michael Kozdon and officially opened by HRH Duke of Edinburgh in March 2013. The zoo currently owns two tigers, a male named Jae Jae and a female named Melati. The enclosure is 2,500 square metres (27,000 square feet) in size, and features authentic Indonesian plant life, as well as a net canopy of 3mm steel cable supported by four metal poles. B.U.G.S (which stands for Biodiversity Underpinning Global Survival) is held in a building called The Millennium Conservation Centre, and aims to educate the public about biodiversity. The building displays over 140 species, the majority of which are invertebrates. The species kept in B.U.G.S. include praying mantises, leafcutter ants, moon Jellyfish, golden mantella frogs, Mexican red-knee tarantulas, naked mole rats, brine shrimp, Bali starlings, Jungle nymphs and giant orb spiders. The Millennium Conservation Centre aims to be environmentally friendly, constructed from materials requiring little energy to produce, and generating its heating from the body heat of both the animals and visitors. Penguin Beach opened in 2011 and houses around sixty penguins of three different species; African penguins, Humboldt penguins, and a single male rockhopper penguin named Ricky. The pool itself is currently the largest penguin pool in an English zoo. Meet The Monkeys Opened by comedians Noel Fielding and Julian Barratt in 2005, Meet the Monkeys is a walk-through enclosure that houses a troop of squirrel monkeys. The exhibit has no roof, and there are no boundaries between the monkeys and the visitors. Opened in May 2006, Butterfly Paradise houses several different species of butterfly and moth from around the world, as well as plant species specially selected to provide nectar and breeding areas for the insects. Species on display in the exhibit include the clipper butterfly, great eggfly butterfly, atlas moth, zebra longwing and postman butterfly. The exhibit also features a caterpillar hatchery and a cocoon display cabinet, where visitors can witness different types of pupae and the development of new butterflies. African Bird Safari The African Bird Safari opened in 2005 as a redevelopment of the old stork and ostrich house, replacing three enclosures that were out of date by modern zoo-keeping standards. It is a walk-through exhibit housing various species of African birds including superb starlings, Von der Decken's hornbills, Bernier's teals, Abdim's storks, blue-bellied rollers and lilac-breasted rollers. The Snowdon Aviary The Snowdon Aviary was designed by Cedric Price, Frank Newby and Antony Armstrong-Jones, 1st Earl of Snowdon, and was built in 1964. Over the years a variety of birds have been kept in the aviary from birds of prey to waterfowl, and it currently houses green peafowl, sacred ibis, little egrets, cattle egrets, northern bald ibis and grey-headed gulls. The Blackburn Pavilion is a rainforest-themed tropical bird aviary that opened in March 2008, as a refurishment of the zoo's out-of-date bird house. The building was originally built in 1883, as a reptile house. The pavilion houses fifty different species of exotic birds, including Socorro doves, amazilia hummingbirds, Mindanao bleeding-hearts, Bali starlings, toco toucans, splendid sunbirds, Victoria crowned pigeons and blue-winged kookaburras. One of the pavilion's prominent features is a large, elaborate clock outside the main entrance, which gives a bird-themed display every thirty minutes throughout the day. Other notable animals in London Zoo's collection include Asian lions, black vultures, greater flamingos, servals, pygmy hippopotamus, ring-tailed lemurs, Bactrian camels, red-faced spider monkeys, king vultures, Asian small-clawed otters, reindeer, giant anteaters, Rüppell's vultures, Bornean bearded pigs and great white pelicans. In February 2011, ZSL London Zoo launched its new Tiger S.O.S programme in which it is hoped to raise funds to help save the Sumatran Tiger. The zoo will not only use these funds in extending its three signature projects in Indonesia but build a new Tiger Conservation HQ at the zoo, plus a new exhibit where the tigers can be seen. The new development is part of the new master plan to create better accessibility, which involves relocating the main entrance to the east, adjacent to the Broad Walk in Regent's Park. Throughout its history the Zoo has had many well-known residents. These may have been scientifically important individuals or simply beloved by the public. The Zoo was home to the only living quagga ever to be photographed, before the species became extinct in the wild due to hunting in southern Africa in about 1870. Another now extinct species the Zoo held was a number of thylacines, or marsupial wolves. The first hippopotamus to be seen in Europe since the Roman Empire, and the first in England since prehistoric times, arrived at London Zoo in May 1850 as a gift from the Ottoman Viceroy of Egypt in exchange for some greyhounds and deerhounds. The hippo was named Obaysch and led to a doubling of the Zoo's visitors that year. In 1865, Jumbo, the largest elephant known at the time, was transferred to the Zoo from Jardin des Plantes in Paris. His name, possibly from Jambo, Swahili for hello, became an epithet for anything of large size, such as Boeing's 747 Jumbo jet. He became aggressive in old age, and had to stop giving rides; he was sold to Phineas Barnum's circus, the Barnum & Bailey Circus, in 1882, where he was later crushed by a locomotive and killed. Winnipeg bear (or Winnie) was an American black bear given to the Zoo in 1914 by a Canadian Lieutenant, Harry Colebourn. A. A. Milne visited with his son Christopher Robin, and the boy was so enamoured with the bear Milne wrote the famous series of books for him entitled Winnie-the-Pooh. A 2004 film A Bear Named Winnie is based on the story of Winnie the bear, with Michael Fassbender playing Harry Colebourn. Guy, a western lowland gorilla, arrived at the Zoo on Guy Fawkes Night (hence the name) 1947 from Paris Zoo, and lived at the Zoo until his death in 1978. Over his 32-year life he became one of the Zoo's best-loved residents. After years of trying to find a mate, in 1969 five-year-old Lomie arrived from Chessington Zoo. They were kept separated for a year to adjust to each other, until they were finally united. Although they got on well together they never produced any offspring. In 1982 Guy was commemorated by a bronze statue, sculptured by William Timyn. On 27 November 1949 Brumas became the first polar bear to be successfully bred at the Zoo, and immediately became a major attraction with the public. This led to the Zoo's annual attendance to rise to over 3 million in 1950 - a figure that has yet to be topped. Although a female, the press reported that she was a 'he' and this was not corrected at the time, leading the public to believe the bear was a male. Eighteen years later, on 1 December 1967 the second polar bear bred at the Zoo, this time a male, was born. He was named Pipaluk (Inuit for little one) but, in 1985, had to leave the Zoo when the Mappin Terraces closed. The Zoo's first giant panda, Chi Chi, arrived in 1958. Although originally destined for an American zoo, Washington had ceased all trade with communist China and so Chi Chi was refused entry to the United States. In the interests of conservation, ZSL had stated they would not encourage the collection of wild pandas. However, when it was pointed out that Chi Chi had already been collected, her purchase was approved, and she immediately become the star attraction at London Zoo. As the only giant panda in the west she was the inspiration of Peter Scott's design for the World Wildlife Fund logo. In July 1972, Chi Chi died and was publicly mourned. The Zoo's last giant panda was Ming Ming. She arrived in 1991 on a breeding loan from China. After unsuccessful breeding attempts with Berlin's Zoo giant panda Bao Bao it had been decided to return Ming Ming to China, leaving the London Zoo without a giant panda since the end of October 1994. For four days in late August 2005, the Zoo ran an exhibit entitled the Human Zoo, which put eight humans on display in the Mappin Terraces. The idea behind the exhibit was to demonstrate the basic nature of man as an animal and examine the impact we have on the animal kingdom. The initial grounds were laid out in 1828 by Decimus Burton, the Zoo's first official architect from 1826 to 1841, made famous for his work on the London Colosseum and Marble Arch. Burton's work began with the Clock Tower in 1828 above what was then the llama house, which today is the first aid kiosk. In 1830 the East Tunnel, which linked the north and south parts of the zoo together for the first time, was completed, which also acted as a bomb shelter during World War II. Burton concluded his work in 1837 with the Giraffe House, which, due to its functional design, still remains in use as the Zoo's giraffe enclosure in the Into Africa exhibit. After Burton, Sir Peter Chalmers Mitchell and John James Joass were appointed to design the Mappin Terraces. Completed in 1914, the Mappin Terraces imitates a mountain landscape to provide a naturalistic habitat for bears and other mountain wildlife. In 1933 the Round House, designed by Berthold Lubetkin's Tecton Architectural Group to house gorillas, was one of the first modernist style buildings to be built in Britain. The following year the Penguin Pool, also designed by Tecton, was opened; both are now grade I listed. The Modernist dual concrete spiral ramps of the Penguin Pool have made it famous, but during a 2004 refurbishment the penguins took a strong liking to the duck pond they had been temporarily relocated to, and they were moved out of the Penguin Pool permanently. The Snowdon Aviary, built in 1964 by Cedric Price, Lord Snowdon and Frank Newby, made pioneering use of aluminium and tension for support. A year later the Casson Pavilion, designed by Sir Hugh Casson and Neville Conder, was opened as an elephant and rhinoceros house. The Pavilion was commissioned "to display these massive animals in the most dramatic way" and designed to evoke a herd of elephants gathered around a watering hole. In Film and Television In 1947, Carol Reed took his film crew and actors Ralph Richardson; Michèle Morgan and Bobby Henrey to London Zoo to film location scenes there for The Fallen Idol (released in 1948). Scenes were filmed inside the lion house and the reptile house and on the Mappin Terraces. Today, the scenes give an historic view of what the zoo looked like in the immediate post war years. In 2000, the Burmese python scene from the 2001 film Harry Potter and the Philosopher's Stone was filmed at the Zoo's Reptile House. In the film the inhabitant of the tank is a Burmese python, however in reality it is home to a black mamba. A plaque beside the enclosure commemorates the event. A couple of scenes were filmed here for the ITV series Primeval. The first was a confrontation between Helen Cutter and Claudia Brown in the old elephant house. The second was a brief scene that showed Abby Maitland with a Komodo Dragon. Although the fictional Wellington Zoo played a large role in the episode, most scenes were filmed at Whipsnade Zoo. In the final scene from the 1987 film Withnail and I a sad Withnail is shown standing in the pouring rain next to the former wolf enclosure, declaiming the speech What a piece of work is a man from Hamlet. Part of the 1985 film Turtle Diary, based on the novel by Russell Hoban and starring Ben Kingsley and Glenda Jackson, was also filmed here; the film follows a plan to help two of the turtles escape from the Zoo. The music video for the Talk Talk song "It's My Life" was filmed at London Zoo in 1984. The video was used as a statement against the banality of lip-syncing and includes mostly footage from nature documentaries with shots of lead singer Mark Hollis in the Zoo keeping his mouth shut, obscured by hand-drawn animated lines. During the 1981 film An American Werewolf in London, the lead character David Kessler (played by David Naughton) woke up naked in the wolves' enclosure. Several other animals are also seen and you can clearly see the old caged enclosures of the tigers and apes. There are multiple transport connections to London Zoo from London Zoo \|London Buses\|\|Primrose Hill (London Zoo)\|\|274\| \|London Underground\|\|Camden Town\|\|0.7 miles (1.1 km) 15 mins\| \|Regent's Park\|\|0.8 miles (1.3 km) 20 mins\| \|Baker Street\|\|0.9 miles (1.4 km) 25 mins\| \|Marylebone\|\|1.2 miles (1.9 km) 35 mins\| \|London Waterbus Company\|\|London Zoo (North Regents Park)\|\|Camden Lock to (for Camden Rd ) Little Venice (for Warwick Avenue ) \|Stops at Main Entrance \| - "ZSL Corporate and Private Events". zsl.org. ZSL. Retrieved 3 March 2008. - "BIAZA Zoos and Aquariums". biaza.org.uk. BIAZA. Retrieved 24 April 2012. - "EAZA Member Zoos & Aquariums". eaza.net. EAZA. Retrieved 24 April 2012. - "Zoos and Aquariums of the World". waza.org. WAZA. Retrieved 24 April 2012. - "ZSL's History". ZSL. Retrieved 5 March 2008. - "April 27". Today in Science History. Retrieved 5 March 2008. - "ZSL Animal Inventory". ZSL. 31 December 2006. Retrieved 3 March 2008. - "Google Maps". Google. Retrieved 5 March 2008. - "London elephants to join friends at Whipsnade". ZSL. 30 October 2001. Retrieved 5 March 2008. - "Elephants leave London". BBC News. 1 November 2001. Retrieved 5 March 2008. - "The History of the Aquarium". ZSL. Retrieved 6 March 2008. - "Volunteering at London Zoo and Whipsnade Wild Animal Park" (PDF). ZSL. Archived from the original on 11 April 2008. Retrieved 5 March 2008. - "London Zoo". Good Zoos. Retrieved 5 March 2008. - "London Zoo". Places to Go. Retrieved 11 March 2008. - "It could be Zoo...". ZSL. 4 October 2007. Retrieved 5 March 2008. - "Malcolm Fitzpatrick, Curator of Mammals". ZSL. Retrieved 7 March 2008. - "Come eye-to-eye with a Giraffe". ZSL. 31 March 2006. Retrieved 5 March 2008. - "ZSL Architecture". ZSL. Retrieved 6 March 2008. - "Komodo Dragons Arrive". ZSL. 2 August 2004. Retrieved 7 March 2008. - Komodo dragons - Wainwright, Oliver (20 March 2013). "London Zoo's new Tiger Territory: built for the animals first, and visitors second". The Guardian. Retrieved 20 March 2013. - Allen, Emily (18 October 2012). "Handle with EXTREME care! Two Sumatran tigers put in crates and flown to new home at London Zoo as part of international breeding program". Daily Mail. Retrieved 20 March 2013. - "Catch up with the B.U.G.S!". ZSL. Retrieved 6 March 2008. - Penguin Beach - "Meet the Monkeys Walkthrough". ZSL. Retrieved 7 March 2008. - "A revolutionary new monkey walkthrough at London Zoo". ZSL. Retrieved 7 March 2008. - "Butterfly Paradise". ZSL. Retrieved 5 March 2008. - "Pupae Breeding Room". ZSL. Retrieved 6 March 2008. - "African Bird Sarafi". ZSL. Retrieved 5 March 2008. - "Pitter Patter of Webbed Feet at ZSL London Zoo". ZSL. Retrieved 6 March 2008. - "Blackburn Pavilion". ZSL. Retrieved 3 March 2008. - Blackburn Pavilion - "London Zoo Masterplan". Terry Farrell and Partners. Archived from the original on 4 February 2008. Retrieved 11 March 2008. - "Famous animals". ZSL. Retrieved 5 March 2008. - "Obaysch the Hippo". Andrew Cusack. 24 December 2007. Retrieved 5 March 2008.[dead link] - "London Zoo". Victorian London. Retrieved 5 March 2008. - "A Bear Named Winnie". IMDb. Retrieved 27 March 2008. - "Guy the Gorilla: A Life Remembered". ZSL. Retrieved 5 March 2008. - "Humans strip bare for zoo exhibit". BBC News. 25 August 2005. Retrieved 3 March 2008. - "The Human Zoo". ZSL. 17 August 2005. Retrieved 3 March 2008. - "London Zoo's new bird enclosure". BBC News. 20 March 2008. Retrieved 27 March 2008. - "Architecture at the Zoo". ZSL. 15 June 2006. Retrieved 5 March 2008. - "Berthold Lubetkin". Design Museum. Retrieved 26 March 2008. - "Penguin Pool, London Zoo". Architectuul. Retrieved 10 March 2013. - "Commercial Filming and Photography". ZSL. Retrieved 5 March 2008. - "Potter set news & pics". IGN. 15 November 2000. Retrieved 28 March 2008. - "Filming locations for Harry Potter and the Philosopher's Stone". Movie Locations. Retrieved 5 March 2008. - Jack Malvern (20 October 2007). "They’re back for one more bender: Withnail and I get together again". London: Times Online. Retrieved 5 March 2008. - "Turtle Diary (1985): Filming Locations". IMDb. Retrieved 5 March 2008. - "An American Werewolf in London (1981): Trivia". IMDb. Retrieved 5 March 2008. - "To the London Zoo!". Travel Guide London. 31 December 2007. Retrieved 5 March 2008.[dead link] - "How to find us". ZSL. Retrieved 14 January 2013. - "ACCESS". London Waterbus Company. Retrieved 14 January 2013. \|Wikimedia Commons has media related to: London Zoo\| - Official website - Zoological Society of London website - Article and film about the London Zoo archive - ZSL Annual Review - ZSL Bushmeat and Forest Conservation - London Zoo in the 19th century - London Zoo at British Zoos	212,075
Object-oriented programming, or OOP, is a programming paradigm centred around the concept of objects. This article will aim to provide a basic understanding of objects, classes, OOP principles and various other concepts within the paradigm. Code examples will be mediated in the Ruby programming language, which is an example of an object-oriented language. In Ruby, any value is an object, even data types like String and Integer, which are often represented as primitive types in other object oriented languages. Objects and classes As mentioned previously, any value in Ruby is an object. Objects in Ruby contain two primary properties: states and methods. States are the data values which are stored inside an object. Methods are the functions which are associated with an object. Objects are built based on classes, which can be viewed as the ‘blueprint’ for an object. Classes contain the definition of what an object of that class will consist of and what procedures can be performed on the object. The following example shows the object ‘obj’ being initialised and then the class method being invoked on it. The class method can be used on any object in Ruby to show which class an object is made from. We can see that the object ‘obj’ is an instance of the class String. Classes will often contain a constructor, which is a class method that will be invoked whenever an object of that class is created. Constructors are used to initialise variables whenever an object of the class is created. These variables define the state of the object. Constructors can be passed arguments, which will initialise the variables with relevant values. For example, an object could have a constructor that takes an argument name and assigns the value it is passed to the variable @name when an instance of that object is created. Variables defined in this way are known as instance variables. Methods define the behaviour of an object. They can be viewed as actions that an object is able to perform. Methods in Ruby are very similar to methods in other languages. Methods can have a level of access control which varies between public, private and protected. If a method is defined within a class, then it will be public by default, assuming it is not defined under a private or protected keyword. A public method can be called from anywhere else in the code via invoking that method on an object of the class. A private method is a method defined under the private keyword. These methods are for internal usage and cannot be called directly from outside the class, however they can be called from within the class’s public methods. An example of where this behaviour may be useful is in a large codebase where a programmer changes the name of a public method. That change will produce errors at every point in the program where that method is invoked on an object, which will lead to a tedious tidy up. Instead if this method was private and only called within the class’s public methods, the only changes required would be within its definition and wherever it is called in the class. A common example to illustrate some of these concepts is a Car class. The example above shows the definition of a Car class with a constructor which will set the variables to whatever values are passed in as parameters. The class also contains some public and private methods. An object of class Car, audi, is then created and the print_informations method invoked on it. When run, this returns the following: As mentioned previously, private methods cannot be called from outside the class. When attempting to invoke the private information method on the audi object, the result is a NoMethodError. Four of the most important OOP principles are known as the ‘four pillars’. These are abstraction, encapsulation, inheritance and polymorphism. In this section I will give a brief and basic introduction to each of these concepts. Abstraction can be viewed as a method of handling complexity within a program by hiding unnecessary details and showing only relevant data, which increases efficiency and reduces complexity. Objects are a perfect example of this. The methods that are invokable on the object and its relevant parameters are available, but the actual implementation is abstracted within the object’s definition. Encapsulation is the process of bundling related data and methods together into one overall unit. This process, also known as information hiding, conceals segments of functionality from the rest of the code base, so that it cannot be altered unintentionally or viewed from the outside. Encapsulation can be seen as the boundaries within your code. An example of encapsulation in practice are classes. Inheritance allows characteristics of one class to be inherited into another. In an inheritance scenario, there is a ‘subclass’ which will inherit characteristics from the ‘superclass’. This concept has many applications and is key to providing reusability within programs. For example, if a subclass of the Car class was created, it would then have access to characteristics such as the print_information method. When run, this returns the following: Polymorphism is composed of two words, poly and morph, which mean many and forms respectively. In an OOP context, this can be viewed as the ability to execute the same method using different objects. In Ruby, one way of achieving this is via inheritance. If two subclasses of the previously discussed Car class were created with slightly differing definitions of the start_engine method, such as ‘Toyota engine has started’ and ‘Audi engine has started’, creating an object for each sub class and invoking the start_engine method would be an example of polymorphism, as the method would return different results. This type of polymorphism is known as subtyping, or subtype polymorphism. When run, this returns the following: There are many advantages to the object-oriented approach to programming. In this section I will discuss only a few of the reasons why this paradigm is so effective for creating well designed and effective programs. In general, object-oriented programs have a high level of readability compared to other approaches. The use of objects makes reading the program’s source code easier at a glance, and it is easy to find relevant code for any object via its class file. This also makes modification and maintenance of the program easier. OOP allows for the easy reuse of existing code, which helps in eliminating a lot of redundant or repeated code. In the situation where a programmer is defining a new class and realises that there is an existing class with some of the functionality required, they can easily allow the new class to inherit that functionality from the existing class. This drastically increases reusability and avoids repetitive code. Encapsulation provides modularity. As objects are self contained the troubleshooting process is easier. Encapsulation also increases overall security, as it prevents data from being unintentionally altered or viewed from the outside. Polymorphism increases flexibility, allowing the reuse of methods which saves time. Object-oriented programming is an excellent paradigm for producing readable and effective code that can be easily understood and maintained. The use of objects and classes allows for complex concepts to be represented as simple structures that maintain a high level of readability, as well as providing a multitude of other advantages such as reusability and easiness of debugging. These, among many other benefits, are provided via following the various OOP methodologies such as the four pillars.	254,583
Discuss the type of hazards that could affect your family. Know your home's vulnerability to storm surge, flooding and wind. Locate a safe room or the safest areas in your home for each hurricane hazard. In certain circumstances the safest areas may not be your home but within your community. Determine escape routes from your home and places to meet. These should be measured in tens of miles rather than hundreds of miles. Have an out-of-state friend as a family contact, so all your family members have a single point of contact. Make a plan now for what to do with your pets if you need to evacuate. Post emergency telephone numbers by your phones and make sure your children know how and when to call 911. Check your insurance coverage - flood damage is not usually covered by homeowners insurance. Stock non-perishable emergency supplies and a Disaster Supply Kit. Use a NOAA weather radio. Remember to replace its battery every 6 months, as you do with your smoke detectors. Take First Aid, CPR and disaster preparedness classes. Disaster Supply Kit Water - at least 1 gallon daily per person for 3 to 7 days Food - at least enough for 3 to 7 days non-perishable packaged or canned food / juices foods for infants or the elderly non-electric can opener cooking tools / fuel paper plates / plastic utensils Blankets / Pillows, etc. Clothing - seasonal / rain gear/ sturdy shoes First Aid Kit / Medicines / Prescription Drugs Special Items - for babies and the elderly Toiletries - hygiene items Flashlight / Batteries Radio - Battery operated and NOAA weather radio Cash - Banks and ATMs may not be open or available for extended periods. Toys, Books and Games Important documents - in a waterproof container insurance, medical records, bank account numbers, Social Security card, etc. document all valuables with videotape if possible Tools - keep a set with you during the storm Vehicle fuel tanks filled Pet care items	141,514

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